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University of Washington Seattle Campus Revenue Calculation Numerical Analysis

University of Washington Seattle Campus Revenue Calculation Numerical Analysis.

I’m working on a numerical analysis multi-part question and need an explanation to help me learn.

Company X offers a monthly subscription at a cost of $10/month. Company X made a deal with company Y to send them 1,000 customers each month for a cost of $13/customer paid to company Y. Additionally, company X is offering all customers coming from company Y the first month for free. So, each month, company X will be gaining 1,000 customers for the cost of $13/customer. 1. What is the monthly revenue and profit for company X factoring in the first month free trial? (Break down the revenue and profit for each month). 2. What’s the total revenue and profit for company X for the first year?
University of Washington Seattle Campus Revenue Calculation Numerical Analysis

Reading Analysis – 5 Paragraphs.

Each question should take between 1-2 paragraphs to answer thoroughly. Be sure to use direct quotes from the article to help support your points!1. What does the article explain?- what do you think the author is arguing/advocating for? What issue is at stake?2. Which theoretical perspective can best be applied to this article? Explain.- using functionalism, conflict, symbolic interactionism, postmodernism, or feminism, explain how this theory would interpret the issue being presented3. Why are we reading this article? Why is it important?- what are your thoughts about this article? Why do you think I would assign this article? Do you agree/disagree with the author?4. Pull out interesting/powerful quotes- explain a quote that stood out to you and why it stood out to you5. Formulate your own questions to the author and/or your classmates- what are some questions that you would ask the author or your classmates?
Reading Analysis – 5 Paragraphs

Twelfth Night in the Era of Digital Communication.

Twelfth Night in the Era of Digital CommunicationFor this assignment, students will be required to select a single character for who they will chart the character’s attitudes, behaviors, and thoughts throughout the play. To do so students will fabricate a digital relationship between the character and another individual or individuals with whom the character will communicate to relay the events of a given scene. This communication may be via text, social media, messaging, etc.Ask yourself, what is it this particular character would say about the events of a given scene to someone who was not present?This assignment must do the following:Select a character from the approved list below.Include at least one message per scene in which the character appears (multiple texts should the given scene call for it).Define the medium of the message (if relevant).Define who the recipient(s) of the message are.Provide a brief (5-7 sentences) explanation that describes:why the message makes sense for the character in the context of the playwhy the specific recipient(s) are chosenand why the medium is important.Character List:ViolaOliviaOrsinoMalvolioSir TobyMariaFesteSir Andrew4 to 5 pages
Twelfth Night in the Era of Digital Communication

“Cinderella: Not So Morally Superior” by Elizabeth Panttaja Essay

The famous tale “Cinderella” has mostly been thought of as a story with an obvious message that children should understand. It teaches about good and evil, describing two distinct forces and personalities that display what people must be like and what kind of behavior should be avoided. But not a lot of individuals know that there are several versions of the fairy tale and the interpretations, as well as moral messages, are numerous in the story. In reality, “Cinderella” teaches children and adults how life can sometimes be hard without parents while efforts and sacrifices take long time to be rewarded, and that evil is constantly present by the side or kindness (Ulanov 139). An article by Elizabeth Panttaja called “Cinderella: Not So Morally Superior” looks at the tale from a different perspective, analyzing true issues of the main character’s morals, the ability to reach justice and the role parents play in the family. The fact that Cinderella always has “good” on her side and uses “magic” to become more superior has been questioned (Panttaja 658). The classical “Walt Disney’s Cinderella” is filled with beautiful things, righteousness being rewarded and evil punished. It is made obvious that Cinderella is taking on a hard life and must face the rough relationship with her sisters and stepmother (Campbell 642). But in some ways, the role that the “bad parents” play is negated. Cinderella’s mother or father usually dies in the beginning of the tale but, as Elizabeth Panttaja mentions, they stay with her during her life in different forms. They visit her as many animals, as spirits from the other world or as fairies and magicians. The contrast in the relationship between her real parents and the stepmother is made obvious, to display how a proper parent should behave. So, Cinderella does feel the support of her mother or father through the magic of animals, reinforcing the necessary support a child must have growing up. The negative behavior from her sisters and stepmother is a very valuable part of the lesson, as they also shape Cinderella’s character. Without their influence she would not have learned how it feels to suffer for no reason and wouldn’t know how it is to do things in vein and not be repaid in kind for her own selfless acts. Another point that the author of the article mentions is that there are no real descriptions of love or passionate relationship between Cinderella and the prince. Get your 100% original paper on any topic done in as little as 3 hours Learn More It could be understood that it is a children’s tale and this would not be needed or children would not simply realize the details and facts about love. But at the same time, it is possible to assume that this a tradition that was instilled in the society where the ruler of the land chooses his wife and this becomes a form of a deal where the woman has no choice but is forced into marriage. An idea that it was Cinderella’s and her mother’s trick to full the prince into believing that she is special, is taken by Elizabeth Panttaja (Panttaja 660). This seems somewhat imprecise of the tale because no one really forces the prince to make his choice and the fact that he was blinded by her beauty and glamour cannot be accepted because it would mean that the prince was shallow and unwise. Almost every version tells of how the person of high rank, be it prince, chief or any other character, has a conversation with Cinderella and by spending some time together, he realizes that she is a good person. The common theme of all versions of “Cinderella” does teach highest morals, no matter what interpretations are examined. The oldest version of the tale is considered to be the Chinese one, “written about 850-860 A.D.” (Ch’eng-shih 633). It is a story where the girl also gets abused by her stepsisters and stepmother, after Cinderella’s father dies. She then befriends a fish in the pond that gets killed by the stepmother. Then, a man in a form of a spirit, tells Cinderella to take the bones of the fish and keep them, and in case she needs anything, she can pray and it will be done. This proves right and Cinderella is said to have received many riches. The story ends like any other, with a king taking her to be one of his wives (Ch’eng-shih 634). It is interesting to note that in the Chinese version and several others, Cinderella becomes one of several wives. This is very much reflective of the time and social beliefs that the stories were written in but it lowers the unique and special nature that Cinderella has in the modern versions. She is being discovered as not one of a kind but as one of many. Also the riches that she receives from the “wishing bones” seems somewhat uneven with the modern version and it is not clear why Cinderella, described as a humble and simple person, would need all the jeweler and expensive things (Otnes 235). Perhaps, it was included so that children would be lured into the story by the sparkly diamonds and the great reward that Cinderella has received, comparing to her stepsisters and stepmother. An African Cinderella, called “The Maiden, the Frog, and the Chief’s Son” follows a widely known theme of abusive parents and the later reward of marrying a chief’s son but the difference is that here, the frog is “vomiting up” all the beautiful things that the poor girl needs (Edgar 638). This can be explained that the people who told the story were very close to nature and so, this could confirm the fact that the frog was one of the characters. We will write a custom Essay on “Cinderella: Not So Morally Superior” by Elizabeth Panttaja specifically for you! Get your first paper with 15% OFF Learn More Even though it might seem unappealing to the children today, this story shows that children of the time this story was written or told were much different. To them, nature and its processes were a part of life and this shows that their morals and understanding of the surrounding environment was much deeper than it is of children today. Another version, called “Oochigeaskw—The Rouch-Faced Girl” which is a Native American version, goes even further and describes a girl who is physically abused and has many scars. The general theme of suffering from stepmother and sisters is consistent with the other stories but in this tale, the prince is called “The Invisible One” and is described as the great spirit of nature and the entire world. He stays invisible to all women except his sister and only a person with a good heart and true connection to nature can know what he looks like (“Oochigeaskw—The Rouch-Faced Girl” 640). The poor, scarred girl is the only one sensitive enough that she has found her escape in the beauty of existence. This story has a very deep meaning that is connected not only to good and evil but also to the world and all the living things, as well as natural physical objects. It is evident that Native People were very much in tune with the world and this reflects in their stories. “Cinderella” has always been regarded as a children’s story and people have forgotten the details, once they have reached a certain age. The deep morals and life lessons that are described in the short story have been elaborated on, but the true meanings are often overlooked. In an article by Bonnie Cullen called “The Rise of Perrault’s Cinderella” a version by Perrault is analyzed and the story of an abused girl is aligned with “bourgeois life” and wealth (Cullen 650). This could be taken as a valid point because some tales do have an extreme focus on the riches and the benefits that Cinderella gets from being “acquainted” with fairies and magic. But it could be assumed that the authors created such a contrast and riches for a specific purpose, which is to show children and adults the two extremes of life. The close connection to the past and modern world can be seen in the unfair division between classes. Some people are forced to live in worst conditions, health problems and little food while others do not think twice when buying houses, cars and boats. One thing for sure, is that “Cinderella” tales are filled with references to real people and conditions that are present in the environment. Even though some things are exaggerated, the truth, respect and human suffering are very much the same, teaching people on how to live right and what are the valuables of a proper person. Works Cited Ch’eng-shih, Tuan. “A Chinese Cinderella”. Writing and Reading Across the Curriculum, 11th Edition. Ed. Laurence Behrens and Leonard J. Rosen. Harlow: Longman Publishing Group, 2010. 633-634. Print. Not sure if you can write a paper on “Cinderella: Not So Morally Superior” by Elizabeth Panttaja by yourself? We can help you for only $16.05 $11/page Learn More Cullen, Bonnie. “The Rise of Perrault’s Cinderella”. Writing and Reading Across the Curriculum, 11th Edition. Ed. Laurence Behrens and Leonard J. Rosen. Harlow: Longman Publishing Group, 2010. 645-669. Print. Edgar, Frank. “The Maiden, the Frog, and the Chief’s Son”. Writing and Reading Across the Curriculum, 11th Edition. Ed. Laurence Behrens and Leonard J. Rosen. Harlow: Longman Publishing Group, 2010. 635-638. Print. Grant, Campbell. “Cinderella”. Writing and Reading Across the Curriculum, 11th Edition. Ed. Laurence Behrens and Leonard J. Rosen. Harlow: Longman Publishing Group, 2010. 641-642. Print. “Oochigeaskw—The Rouch-Faced Girl”. Writing and Reading Across the Curriculum, 11th Edition Ed. Laurence Behrens and Leonard J. Rosen. Harlow: Longman Publishing Group, 2010. 639-640. Print. Otnes, Cele. Cinderella dreams: the allure of the lavish wedding. Los Angeles, United States: University of California Press, 2003. Print. Panttaja, Elizabeth. “Cinderella: Not So Morally Superior”. Writing and Reading Across the Curriculum, 11th Edition. Ed. Laurence Behrens and Leonard J. Rosen. Harlow: Longman Publishing Group, 2010. 658-661. Print. Ulanov, Ann. Cinderella and Her Sisters: The Envied and the Envying. Philadelphia, United States: Daimon, 2008. Print.

Sign Language Policy And Planning Education Essay

essay writer free To promote the students who get knowledgeable about the sociolinguistic circumstance of minority sign language, the strategies from maintenance and merchandising the same sign language. To help the students who gain awareness of the nature and process of language change and the various theories towards development and practical utilization in endeavour language change that the maintenance and urge sign language on. To provide the students who are the significant analyse experts that desire to be fascinated by sign language planning and policy which contains data collection, analysis and presentation. To deepen the students understanding who utilize the knowledge of the legislation and policy system from sign language planning in international that do letter with reference to some particular counties and international progression. A case study is probable to provide the different interpretation which method of sign bilingualism from variety national and progress understanding of key policies. For example sign bilingual, sign language recognises two signs in ASL and ISL for sign bilingual. A case study demonstrates the theories related to language planning and language policy which is meaningful. To analyse the theoretical debate emission related to language planning and policy. The policies are different compared to urge on sign language that policies in bilingual. The analysis difference that can influence language utilization and language attitudes in social. Indicate the talent to analyse theoretical methods which influence minority of sign language planning and policy. I understand about this topic by Linguistic Policies, Linguistic Planning, and Brazilian Sign Language in Brazil and Language Policy and Planning: I have read the case study of The Case of Italian Sign Language. The reason I chose the topic is because am fascinated to know more about language planning and policy, the difference the deaf association contact other deaf people of minority sign language in Brazil and Italian deaf have urged on sign language which minority of deaf community. In Italy, sign language was approved however In Brazil, sign language was not approved. Language policy: Language policy does in fact go further than this, for it includes not just the regular patterns of choice, but also beliefs about choices and the values of varieties and of variants, and also, most saliently, the efforts made by some to change the choices and beliefs of others. If you want to find out about the language policy of a speech community, of whatever size or nature, the first step is to study its actual language practices, in other words to describe what Dell Hymes (1974) called the ethnography of communication and what others call the sociolinguistic repertoire or the linguistic ecology. Fundamental to understanding language policy is the realization that all linguistic ecologies are complex contextualized repertoires of linguistic units of various sizes that may be seen as consolidating from time to time into recognizable linguistic varieties that are sometimes accorded a name or label ( Bernard Spolsky, 2005). This comprehension takes some the point. It is momentous of this has been an enormous wave of interest multiculturalism on the part of political philosopher. The language argument take into play a number of concept and appreciation have been traded with vast in the multiculturalism literature, including quality, recognition, freedom, identity, democracy and cultural preservation. Linguistic majority have endeavoured to standardize the utilization of their languages in the public and the protests of other language group. Language planning: Language planning can be divided into three subtypes: status planning, corpus planning, and acquisition or educational planning. Status planning refers to all efforts undertaken to change the use and function of a language (or language variety). The recognition (or lack of recognition) of a language as an official language is part of status planning. The standardization (a codified form) of a certain language or language variety involving the preparation of a normative grammar and dictionary, as well as the modernization of the lexicon, is all part of corpus planning (Trude Schermer, 2012). This comprehension takes some the point. Language planning works in the country in question have been appreciated with the assistance of living literature and detail from experts in the field. The research has particularly concentrated on the status and corpus of exogenous and hazarded languages and on the role of education system in language planning. Background of Brazil and Italy Brazil is still contemplated as a monolingual nation where Portuguese is the language used broadly. However in Brazil there are smaller groups of people speaking other languages. Brazilians utilize all language and want to know about language policy that maintenance language in Brazilian city (Ronice Muller De Quadros, 2012). Schools still support the idea of using the Portuguese language. The Portuguese language has idiom alone that are easy to understand with the fact of existing different Portuguese dialects on language that is critical. India begun to be contemplated in some of company that includes education. The school established the native language, the language of teaching and the student indispensable to the native second language in Portuguese. Brazilian sign language is the language of the deaf community in Brazil that is consisting of the linguistic part of other full-fledged language. Deaf association contain the experts network that is possible to be contacted with deaf people in the country, defending the broadcast the language for people to stay on in Brazilian sign language. In approximately 1980 and 1990, deaf schools utilizing Brazilian sign language that start to refresh the education circumstance the same conditions development. Brazilian deaf community evaluated the language, using Brazilian sign language in Brazil. The linguistic circumstance of Italy is that it is a multilingual country. There is no variation in the dialect in Italy. Particular law that the dialect is to cater the greater status of minority language. The minority language legislate relation that is approved on 15 December, 1999. Italy’ linguistic circumstance has been multilingual country. Numerous dialects survive with Italian and the nation language. Dialects have been catered the special status of minority language by lawfulness (law 482/1999). In 1988, Sign language was accepted and approved by first European eleven years ago. The education of deaf people is to separate country in Italy, the city can ability to see Italian sign language. The true has crucial outcome during all language planning. The first parts of status planning; the second, acquisition planning; and the third, issues surrounding corpus planning which is momentous sign language in ltaly. Comparison between Brazil and Italy Linguistic practise and policies depend on the imposition of spoken language which aims at the Portuguese language and one institution the quality model of education achievement in Brazil. Sign language is unimportant and neglect sign language in laboratory, remedial instruction the speed and philosophical and political appreciate which noted deaf education in Brazil. Policies realize the language to the deaf students who decide the languages are contrasting the part of education program. The language desire to survive and they could be successful comprehension and discussion the aim of establishment agreement which we must always discuss to debate with the people who do not comprehend how to be deafness and sign language is momentous. The importance of deaf people is to participant and find out the difference in language of deaf students who are being educated. The Brazilian Portuguese language stress and both Brazilian sign language which have problem. The importance of Brazilian sign language desire only. Brazilian sign language has be representation the same non language last years. It is momentous to value the language for deaf people. Brazilian sign language users started to feel proud of their own language that hearing people comprehended about deaf people’ the language as protect and annunciate it. Deaf people who should not contemplate the spoken language will be started for Brazilian Portuguese the same an empowering language. Deaf people know bilingual their teachers and interpreter is slowly realize sign language in Brazilian sign language. The Brazilian institutions of geography have collected data and fraction (IBGE 2000) that has to demonstrate the Santa Catarina has had total of fraction 178, ooo deaf student. The Catarina special education foundation (FCEE 2007) which reported only 1680 the same they will be catered to the classroom in school and 1 percent of the total number has identified from IBGE will being catered. Brazilian sign language is utilized and promotes contact middle deaf people (RONICE MÜLLER DE QUADROS, 2012). Deaf students who are enormous majority the contact with people who realise a few sign language and utilise it from little communicate goal the deaf students. The teachers have awareness their own language that Brazilian Portuguese demonstrate some possibility error the implantation of the bilingual education policy and the representation of language for deaf education. The enormous plurality of teachers who started working and their interpreters felt ashamed. They realised their restriction of concept in sign language. The research promise middle 2001 and 2002 total of number sign language interpreters that contemplate the expert in both language (Brazilian Portuguese and Brazilian sign language) tell the result translation from Brazilian Portuguese to Brazilian sign language for the classroom. Status planning: To know the influence of institutions and organizations, need the United Nations and the European group of people who have urged on to recognise the nation sign languages of their deaf communities. The public have discussed Italy sign language that was not outcome of fact by nation parliament. It is most the pertinent enthusiasm was the appeal sign from university professional and researchers have worked include part of linguistic, language, philosophy of language, psychology of language and communication. The Italian parliament planned to sustain the suggestion of recognition of Italian sign language that the Italian deaf community have minority the language in 2005. Deaf people have national association which is initiative to urge on Italian sign language. This organization is the most momentous referent for deaf people who have relationship with state institution. The academic community concern in LIS and deaf world has not been restricted to the linguistic of LIS. LIS communication system have utilised the relation grammar has flash the concern of researcher work on computer for linguistic, natural language process of animation. The Italian linguistic society have meeting of annual and include paper formal fact the sustain of LIS that has been approved (September 28, 2011). Acquisition planning: LIS sight becomes both deaf and hearing communities. He reviews the four main of acquisition planning from LIS which have bilingual education program. LIS have worked the course structure and worked with LIS. Deaf children have circumstanced in education that is approved by law in 1977 (law no. 517/1977) that it s mandatory for all children with disabilities to have accuracy to attend mainstream school, which would cater to make a suitable and sustainable method for them towards actual integration. The objectives of the project are ongoing to cater a particular education program from deaf children specific school. It benefit the experience specific school which are still candid model of education that fortunately integration deaf and hearing children. Deaf students who recognise that ASL can bring the classes in LIS for Italian deaf culture. Italian culture has taught in ASL which courses are urged on from LIS signers. Quality of interpreters are being asked by deaf people who decided that interpreters have the expert knowledge of communication potential of LIS and training of interpreters have to be more better. Corpus planning: LPP mostly concentrate on actual inner to the language system that accosts the momentous issue of normalization course and language documentation is appropriate to comprehend the actual linguistic circumstances and benefits in LIS. Preparatory studies on difference in LIS which have main concentrated in lexical difference and phonological process concerned to historical shift (Carlo Geraci, 2012). Corpus planning that LIS is comparatively well document sign language. In particular, an enormous corpus of deaf children have learnt LIS which their first language and corpus of hearing adult have learnt LIS that their second language. Conclusion This is comprehended that topic have two contain in comparison. It is momentous of sign language legislature in Italy. Some of deaf children have entered to LIS which their first or native language. Oralist educations are disagreed to sustain utilization of the LIS that is getting rural job chances for deaf people. The academic strongly sustain the research on LIS and deaf culture. The endeavours have conducted to the elaboration of beton planning in LIS. This is understandable in status and acquisition planning. Brazilian institutions have succeeded a needful law implement from the headway of public policies concern to the consolidation of Brazilian sign language. Deaf association is important for deaf people’s structure of their identity, acquires formal lawfulness through the identification of Brazilian sign language. The materials translated into Brazilian sign language in sundry educational space lawfulness to the right of access to one. Deaf leaders are offering a deaf bilingual education which is substantive of specific school with hearing children who have to be integration for deaf children in education. It is impossible to apply for system in India that is unimportant of sign language lawfulness in India. Oralist educations are agreed to support uses of the language however sign educations are disagreed to support utilization of Indian sign language. Deaf people minority was not accepted in ISL by government. Because importances of utilization bAASLS hope to become awareness about policies and planning language, it has time to be future and conceive in ISL next ten years.

Bhutanese Refugees Resettlements in the USA

Bhutanese Refugees Resettlements in the USA. Introduction Writing a research paper is not an easy task. It requires an exciting topic, argument, research and puzzle questions, extensive research, literature and data on the topic. I was looking for the research topic for my political science capstone course that is related to the politics and/or policies of immigration or integration in the United States. I was born and did my high school in Nepal where I was first introduced about the Bhutanese refugees when they first flee from Bhutan after being the stateless people in their own birth place. “A stateless person is someone who does not have the legal document of citizenship of any country which would create a bond between government and individual, and provides certain political, economic, social and other rights as well as the responsible citizen of that nation”. (USA for UNHCR, n.d.). Later In 2006, the United States governments offered resettlement to Bhutanese refugees living in the camps from Nepal. (Centers for Disease Control and Prevention, 2014). I will be doing research on those Bhutanese refugees who were brought in the United States as a “Refugee” based on the Refugee Resettlement Act of 1975. So, the topic of my research is “Bhutanese Refugees Resettlement in the United States”. My research puzzle is, while the main mission of the Office of Refugee Resettlement (ORR) is to help new populations maximize their potential in the United States by linking them to critical resources that assist them in becoming integrated members of American society. (Office of Refugee Resettlement, n.d.).However, The Office of Refugee Resettlement and Department of Health and Human Service have already reported 16 suicides cases of Bhutanese refugees from 10 different states who were resettled in the United States between March 2008 to February 2012. Most of the refugees who committed suicide were below 50 years of age and were in the United States less than a year. There are some suicide cases in refuges resettled from other countries such Burma, Burundi, Somalia etc. but the Bhutanese refugee’s cases are more frequent and higher than other (Trong, Taylor, Lankau, Sivilli, Blanton, Shetty, Lopes-Cardozo,2012; CDC). In the U.S 11 out of 100,000 people die by suicide however the rate of suicide in Bhutanese refugee is three times higher than the national average. (The Refugee Health Technical Assistance Center (RHTAC), 2011).So, the aim of my research would be to find out why do Bhutanese refugees and some other refugees are committing suicide after they arrived in the U.S? Are there any loopholes and weakness on the refugee resettlement policy that is causing the newly resettled refugees committing suicide and going under serious mental illness? By looking at the frequent suicide cases of Bhutanese refugees and the refugees from other countries, it looks like the U.S government was only able to provide the new identity but not been able to solve their political, cultural, economic and social integration complications. Historical Background Life in Bhutan Bhutanese refugees are the group of people from Nepal migrated to the South of Bhutan in the late 1800s after the Anglo- Bhutanese war of 1865. Later, the migrated newer generations started working in Agricultural field and eventually became Bhutan’s primary suppliers of food. The number of such worker increased day by day until about 1930 because of the invitation by licensed contractors. The successful generations migrated from Nepal became the Bhutan’s key source of nations revenue, who were paying taxes in cash even before the Bhutanese monarchy was established in 1907. (Hutt, 2003) The new programs of infrastructure development and land reform program granted Bhutanese citizenship based on the Bhutan’s Citizenship Act of 1958. However, the new Citizenship act of 1977 and 1985 altered citizenship law drastically. The marriage act of 1980 mandated to marry only with Bhutanese ethnicity with threaten of revoking the government benefits if violated and mandate to wear Bhutanese national costume only nationwide as well. (Rose 1994). So, the Bhutan’s Citizenship Act of 1985 revoked the Lhotsampa people’s citizenship who does not meet certain criteria such as if they didn’t have the tax receipts that can prove that they were living in Bhutan before 1958 and second if they had not been counted in the census. (Lee 1998). In the October of 1900, the people of south did a huge public demonstration asking for civil rights and cultural freedom. The Bhutanese government also acted against protester by capturing the identified participants and placed them into prison. They were kept into the prison for several months without any litigation. Many of them were released by Bhutanese government only if they are ready to sign the “voluntary migration form” (The form that has the agreement that those who signed it will leave Bhutan as soon as they are released from the jail). So, in the end of 1990, the people from Lhotsampa fled to Nepal by truck. Life in Nepal In 1991, more than one million Bhutanese-Nepalese from Bhutan took temporary protection in Nepal. Later, in the end of 1991 at the request of Government of Nepal (GoN), United Nations High Commissioner for Refugees (UNHCR) and World Food Program (WFP) established the total of seven refugee camps for more than 105,000 refugees in Eastern part of Nepal providing humanitarian assistance and international protection such as food, sheltered, health and education to the Bhutanese refugees. (WFP Publications 2013). All the responsibilities to managed and look after the camp is under UNHCR and for that they assign number of subcontractors and agencies. System of committees were assign to carry out day to day activities. Like Refugee Coordination Unit for the implementation of government policy in all the seven camps, the cam management unit for registration of birth and death as well as looking after food and health program. Likewise, there were Camp secretary, Sector Head and counselling Board. Refugees were living in a very restricted and crowed conditions as for huge numbers, 106,000 of refugee there were approximately 16,673 huts using the local materials like bamboo and their lifespan was assuming to be of three years. Despite having problematic life, they had maintained a very good condition in regards of water and sanitation facilities. Incentive workers within the camp managed the water system and is centrally controlled and distributed through pipes in the estimation of 20-25 liters per person per day. Talking about the food, food basket used to be distributed in every two weeks and they used to get equal amount whether they are grown up man or a newly born. Nepal Red Cross Society were the organization for rations/food until LWF (Lutheran World Federation) took over on 2006 (Bhutanese Refugee, n.d.). The Bhutanese refugee gave high priority for education of their children and thus started running English medium education programmed even with the small resource. The refugees were not allowed to work out of the camp due to the policy of Nepal government but they do not lack opportunities within the camp. And among those chances teaching was the most common. The teacher in the camp were paid a salary in other to motivate them but was much lower than those working outside the camp (Gharti, 2011) (Adelman, 2008). As per the information given by the end of November 2006, there were 37,403 students studying in the schools that was establish within the camp. Even though many Bhutanese refugees were educated there were also a student who dropped the schools as they had to go through multiple difficult situation. Mostly children and women in a camp had a very hard life. For instance, women had to go to jungle in search of wood for the fire to cook the food also there were operation center of Nepal Maoist near the camp and the young refugee had high chance of recruit by Moist (Gharti, 2011)(Adelman, 2008). Resettlement in third Countries: Several Bilateral meetings between Nepal and Bhutan to resolve the Bhutanese refugee’s situations of repatriation or resettlement didn’t come up with the specific solution. (Human Rights Watch, 2007). In fact, in June 2003, The Government of Bhutan appealed that only 24% of the populations in one camp were genuine refugees fled from Bhutan. However, it never let those 24% people also returned to Bhutan. (Banki ,2008) On the other hand, from February 1996 Nepal itself went under civil war due to The Communist Party of Nepal “Maoist” who were aiming to overthrow the Nepalese Monarchy and establish People Republic. The civil war was ended on November 21,2006. Due to the everyday strikes and unsecured situations Government of Nepal was not able to provide full attention regarding the settlement of Bhutanese refugees problems. More than 13,000 people (including both civilian and armed forces) were killed and 1300 people were misplaced during the conflict. (Office of the United Nations High Commissioner for Human Rights, 2012). The repatriation was also impossible because the properties and lands that the Bhutanese refugees were utilizing were on the possession of the other local Bhutanese people. (Adelman, 2008). Since the resettlement and repatriation was impossible in Nepal the resettlement to the third countries was realized as the ultimate solution for the Bhutanese refugees. (COR Center Refugee Backgrounder No. 4, 2007). Finally, in 2007 the Government of Nepal agreed the alternative of the third-country resettlement. The United States government offered to resettle more than 80,000 Bhutanese refugees in the United States based on the refugee and resettlement act of 1975. So, the first group of Bhutanese arrived in the United States was on March 25, 2008 and resettled in different States and cities such as Texas, Arizona, New York; Chicago, Illinois; Syracuse, St. Louis, Missouri, Colorado, Seattle etc. (Bhutanese American organization-PA) Research procedures As a research procedure, the primary data was collected through a random interview. I conducted face to face interview with four random Bhutanese refugees of age above 40 who are currently residing in the Queens, New York. The reason why I chose Queens, New York was because it was easier to find the personnel’s and conduct the interview since many of the resettled Bhutanese refuges are staying in this region. Even though they came from Nepal and Speak Nepali language I have never met or spoke to those refugees before I took the interview. It was completely random selection. The primary objectives of conducting interview with the Bhutanese refugees (age above 45) is to collect and analyze the pre-and post- migration experiences information from Bhutan to Nepal to the United States. I interviewed with the four randomly selected adult Bhutanese refugees (age above 45) living in the Queens Region. I found Sam (name changed) in the Indian local grocery store called “Patel Brothers”, met Sima (name changed) “Bhutan Corner” (Cafe), met Dan (name changed) in “Laliguras restaurant” and met Albert (name changed) in Elmhurst nearby Hindu Temple. The questions that I prepared for the interviews were related to the pre- and post- migration experiences, qualitative characteristics such as education, languages, job, health status, future aspirations, neighborhood interactions etc. (see Appendix). I collected the interview data by writing down in my notebook. The assumption is that the information collected from the random Bhutanese refugees interview would be more effective to gather deeper information to find out the answers connected with the puzzle and research questions. Literature and data The Secondary literature and data was collected by browsing the several existing scholarships such as books, peer-reviewed journal, articles, newspapers articles, government sites and respective non-profit organization web pages and blogs. The primary reason to look at the literature and statistical data is to provide intellectual information for my research questions and to provide complement to my research puzzle and thesis statement. Findings and Reviews The number of Bhutanese refuges and their group are together multiplying in such a way that thy have their own separate categories in the U.S. Census count. (NY daily news, 2011). These people are mostly residing in Sunnyside, Maspeth, Elmhurst, Woodside and Jackson Heights. (Asian American Federation). Based on the conversation with Sam inside the one corner of the Patel Brothers store, Sam is currently living in Woodside, New York since 2011 with his families. He is 53 years old and was one of Bhutanese who fled from Lhotsampa, Bhutan to Nepal in the summer of 1993 with his wife and two kids. He said living in the refugee camp of Nepal was just a partial relief with limited freedom. He and his families were very happy for getting migration to the United States. Overall, he looked happy for coming in the United States the only complain he had was not getting the expected job. He and his wife both were the teachers in Nepal but they could not get the same type of job in the United States even after several attempts. He does not have stable job and his wife works as a housekeeper at doctor’s home. I didn’t ask him question number 13. He has hope from his kids and would have a better life in the future. Based on the interview with Sima. She is living with her husband in Woodside as well. She said she was 25 years old when her family fled from Bhutan to Nepal in 1993. She was raped by Bhutanese police while she was in prison. She was a beautician in Nepal but here she is also doing housekeeping job and part time salon helper. She said her she was not able to pass the beautician license test because of weak English. She added that though she makes enough money to spend but not fully satisfy with her profession however, she said she does not have any regrets feelings after coming to the U.S. She also does not have any social interaction with other communities besides Nepalese, Bhutanese and some Indians because of the cultural and language variations. The question regarding the suicidal ideation of the Bhutanese refugee’s she said it varies by the person’s mentality. Some people are doing good and some people are going under mental illness however she doesn’t want to blame everything on U.S. Government. She said some people were already under depression while they were in Nepal’s refugee camp. She shared her dream of getting license and having job in own field to be the owner of small beauty salon by herself. I met Dan when I was drinking coffee in Nepalese restaurant (Laliguras). He said he is around 45 now and staying with his wife and one kid. He said he was a teenager when his families escaped from Bhutan to Nepal. Dan is living in Jackson heights 82nd street. Since he was looking open minded and friendly I was little more comfortable asking questions to him. Hence, I was focusing more on the research puzzle and research question. He told me some interesting things, he said after the arrival in the United States they all get supports such as food stamps, Medicare, cash assistance, and training. However, the cash assistance was never enough to cover all the expenses. He also said, “all of us need to be self-standing within three to eight months and ready to repay the travel loan (where a family with four people owes $5300 for an only one-way ticket). So, after eight months all the refugees get the pressure of paying back the loan. He again said, “I was lucky to get the job in restaurant helper and was able to pay back the loan.” He still remembers his close friend hung himself in his bedroom ceiling fan due to the financial burden. He ended up saying that he is now a chef in the restaurant and doesn’t have any future high expectation as of now and has very limited interaction with the other community’s people. Later again, I stepped out towards Elmhurst. I meet Albert nearby Hindu Temple. He is around 50 and staying with his wife and 3 daughters. He was working as car mechanic outside camp in Nepal and his expectation was of getting similar job in USA but he was not able to get the same type of job in the United States. He said that he felt like none of the owner or manager trusted him even to give a chance of showing his capabilities. He said now I have three daughters working but he had a very nightmare life in the past after the first arrival in the United States. He said “I thought couple of times of doing suicide as well but friends gave me loan to pay off government loan and found a job in warehouse as helper”. He again said, “language is the most important thing, if you don’t know how to speak English in the United States you are vulnerable to discrimination and limited opportunity”. From the face to face to interview and sensitive conversations that I conducted with four random Bhutanese refugee’s living in Queens county New York, it suggests that to begin a new life in the world’s most developed nation like the United States must be a proudful and victorious for the refugees like Bhutanese, who were fleeing from their own country due to the fear of tortures and camp. However, starting over life in totally new environment and with zero balance and knowledge is not an easy. Refugees like Bhutanese who have migrated from the underdeveloped countries like Bhutan and Nepal must deal with numbers post migration problems such as social and cultural integration, language, income, financial burden, mental stress etc. They already have lots of memories from the past persecutions and burden of camp life where as life would be very difficult and unpredictable especially in different and completely new culture, norms, language and communities. Although all of them were very excited while moving to the US because of getting new life and identity in the world’s most developed and powerful country but after sometime almost all of them have complains having problems in staring with due to various obstacles like not getting an expected job, discriminations and less opportunity due to language problem, burden of paying back the government loan after six months where they were not fully established in the new world the United States. More than 60% of the Bhutanese refugees follow Hindu religion and rest of others ae Buddhist, Kirat and Christian. (International Organization for Migration (IOM), 2008). The four main sub castes under Hindu Bhutanese refugees are Brahmins (Priests), Cheetris (warriors), Vaishya’s (farmers, merchants) and Sudras (servant, Laborers). Most of the Hinduism’s are radical where the religion based discrimination is common in Hindu community. So-called higher caste Brahmins do not even allow to enter so called loser caste Hindu people in their kitchen and will not eat food prepared by the lower caste people. (ChapmanBhutanese Refugees Resettlements in the USA

write essay about history

write essay about history. I don’t understand this History question and need help to study.

History 40A Fall 2019 Writing Assignment
DUE: Monday October 28 at 5 pm via upload on the class Canvas site
The Primary Document: Letter from Sally Smith to her Mother, July 1, 1671:
“Dearest Mother,
More than a year has past since my first letter to you. I got no reply from you. This makes me feel sorrow and disturbed that you may have not received it or some terrible event may [have] befallen you. I must pray you are well. I am not well. The work here on the farm in Virginia never seems to end and it goes on day and night. I rise in the morning and work to prepare food for the men and other servants. Some of them treat me fine but others do not. Mr. Garvey is unjust and vicious with all of us and he may not know or not care what his actions are doing [amongst] the work hands. He owns three slaves and he has four English servants all men but me. That they talk amongst their selves is not his concern. That they work with the tobacco from sun up to sun down is all he wants. The tobacco keeps this farm [running?] and this is true for all around us. The country around us [has] dangers for all to see. I work the tobacco as well as my other duties in the house and garden with my Mistress Garvey. I can say no thing about her but she is unjust and vicious like the master. She gives me no clothes apart from the home spun I must wear all the time. She is jealous of me and my age because I am 21 years and she is twice that with no children of her own. If I live beyond my service I will be 24 years. Virginia is no place for the poor but I know London is the same and I wish you well there. We have the fever season now and most all are sick. I now wake up sick and must survive the day. If I feel well I go to town on Saturday my time to gather supplies with the mistress. I will then try to deliver [mail] this letter, from your loving daughter,
Sally Smith.”
Assignment: Write a three-page primary source analysis regarding this letter written by an indentured servant in Virginia named Sally Smith. 1) Your first paragraph should describe in detail the content of the letter; in other words, what information does Sally choose to convey to her mother. 2) The rest of your essay should analyze/interpret this 1671 document in its historical context. (Note: analyzing the source is different from summarizing it: we are asking for your interpretation based on what else you know.) Possible issues related to the “historical context” include (but are not limited to):
-how does the letter’s content relate to what we know about the Virginia colony?
-how does Sally address issues of race, class, and gender?
-what tensions does he describe and why might these be important?
-why would Sally become an indentured servant in this English colony?
-how does her letter compare to Richard Frethorne’s 1623 account?
Please use the course readings (the textbook and related primary documents), lectures, and discussions to assist you with the historical context and whatever interpretation you derive from the letter. You may include quotes from these sources in support of your own interpretation of the historical context and analysis of the letter. Cite your sources, for instance (Frethorne letter, 1623) or (Igler lecture, Oct. 16) or (American Yawp, ch. 2 or 3).
Do not use outside source material. This is not a group project. The writing you turn in must be your own. The rules regarding plagiarism (see syllabus) apply to this assignment.
**Your three-page essay should be double spaced, 12 pt. font, and one-inch margins.
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