Intel The Corporation :: essays papers

Intel The Corporation An organization is a business that, albeit claimed by at least one financial specialists, legitimately has the rights and obligations of a person. Partnerships reserve the option to purchase, sell, and own property. Companies may make lawful agreements, recruit and fire laborers, set costs, and be sued, fined, and burdened. A business must acquire a sanction of fuse from a state lawmaking body or Congress to be legitimately perceived as a corporation.(Watson, p211) While organizations didn't exist until the mid to late 1800s, the possibility of the company had existed since the mid 1600s. Everything began with English vendors who began exchanging organizations to help finance the early states. On the off chance that the provinces flourished, the investors harvested in the benefit. (Watson, p211) An organization is begun when a sole ownership, a one-proprietor business, that is the most widely recognized type of business establishment in the US, or an association, a relationship of at least two individuals so as to maintain a business, concludes that they would prefer not to be by and by answerable for any misfortune the organization may have. (Watson, p211) Or they may conclude that they need the organization to live on after they pass on, that is for the business to have boundless life. Since neither of these objectives can be reached with a sole ownership, or an association, the proprietor (or proprietors, by and large) conclude that he (they) need to convert their business to a company. The owner(s) record a sanction of fuse from the administration to be legitimately perceived as a company. (Boyd, March, 99) The owner(s) at that point sell portions of stock, records speaking to possession in the partnership, to speculators. These financial specialists purchase and offer t he stock to little speculators, or investors. Since there is no restriction to the quantity of investors to an organization, the speculators vote (in favor of each offer you own you get one decision) on a top managerial staff. The governing body are accountable for recruiting the individuals answerable for the consistently running of the company. These positions incorporate, however are not constrained to: the president, VP, and other boss directors. (Watson, p211-212) In the event that an organization procures a benefit, financial specialists may get a profit, or a portion of the money related increase made by the organization. The chosen governing body pick whether the cash will go towards benefit, extension of the organization, modernization of the organization, or innovative work.

Preparing for the F-1 Visa Process

Preparing for the F-1 Visa Process Now that you have some information about the I-20 process and how to prepare for it, you are probably wondering, “What comes next?” As you may already know, international students need to obtain a study visa, also known as an F-1 visa, to enroll in an academic institution in the United States. To help you out, Ill go over some frequently asked questions regarding the F-1 visa. What is an F-1 visa? An F-1 visa is a document issued to degree-seeking international students who will be studying at an academic institution in the United States. When do I begin the F-1 visa process? The process begins after you receive your I-20 from the University of Illinois at Urbana-Champaign. You will then need to submit an online nonimmigrant visa application (Form DS-160) and pay the SEVIS fee. You will also need to contact the U.S. Embassy or Consulate in your home country to book an F-1 visa interview. How to prepare for the F-1 visa interview? Visa interviews can be a bit stressful! It is always a good idea to be well prepared to alleviate any stress. Here are some helpful tips from our International Student and Scholar Services office (ISSS) to help you get ready for your upcoming visa interview. Where will the visa interview be conducted? The visa interview is held at a U.S. Embassy or Consulate in your home country. You can refer this list of U.S. Embassies and Consulates. When will I receive my F-1 visa? This can vary depending on many factors. Make sure to check the U.S. Department of State visa appointment processing wait times. When can I enter the U.S. after receiving my F-1 visa? You can enter the U.S. no sooner than 30 days before the program start date that is listed on your I-20. What if my visa gets denied? Can I reapply? Visa denials are not unheard of and can happen for several reasons. You may reapply if your visa has been denied. However, be prepared to provide new information or documentation before you begin the re-application process. If you were denied a visa, please contact our office as soon as possible to let us know that you will not be attending the University of Illinois, at this email: international-admissions@illinois.edu. Questions? Remember that we are here to help! Please feel free to comment below with questions. As always, you can call our office at +1-217-333-0302 Monday-Friday from 8:30-5:00 CST to talk with a counselor or send us an email at international-admissions@illinois.edu. Good luck with the visa process, and we look forward to seeing you here on campus! international Suha Assistant Director, Undergraduate Admissions I have a master’s degree in American and Middle Eastern Studies. I’m lucky to be working with our international students as they navigate their way through the admissions process and during their exciting journey to the Illinois campus!

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Slave Narrative Literacy And The Trope Of The Talking Book

Slave Narrative: Literacy and the Trope of the Talking Book The literary form of the slave narrative grew out of the first-person, written accounts of individuals who had been enslaved in Britain, the United States and other areas. These narratives documented life under the yoke of slavery, detailing the hardships and abuses these people endured, but they also showed a resilience of spirit and determination as these individuals strove to attain freedom. There are similarities to be found in these accounts that help give readers a sense of the life and struggles of these people. A common theme in each of these stories is a search for education and literacy, often marred by the limitations placed on Black people, both those who were enslaved and those who had obtained their freedom. For slaves and their teachers, the exercise of reading and writing was a dangerous and illegal one. Throughout the south, individuals caught teaching a slave to read would face imprisonment, fines and beatings. The slaves would suffer even more brutal punishmen t for attempting to learn to read and write, including the amputation of fingers and toes. Despite these obstacles, literacy was seen as the primary step in becoming emancipated, the first necessary step to joining a free society. Knowledge is empowering; allowing an individual to read contracts that dictate their freedom, or lack thereof, the ability to understand newspapers with information about abolitionist ideas, and the abilityShow MoreRelatedThe Interesting Narrative Of The Life Of Olaudah Equiano1501 Words   |  7 Pagesordinary life and we see this through his narrative, â€Å"The Interesting Narrative of the Life of Olaudah Equiano†. He first captures the reader with the entrancing tale of his childhood. A tale that was soon brought to end when he was kidnapped from his loving family and sold as a slave. Throughout the narrative, Equiano is searching for a family, like the one he lost. This is shown in â€Å"Filiation to Affiliation: Kinship and Sentiment in Eq uiano’s Interesting Narrative†, By Ramesh Mallipeddi. Also throughoutRead More Social and Legal Definitions of Slavery Narrative of the Life of Frederick Douglass, an American Slave3974 Words   |  16 Pagesto fight; and, suiting my action to the resolution, I seized Covey hard by the throat; and as I did so, I rose. (Douglass 112, chapt. 10) In Chapter 10 of Frederick Douglass Narrative of the Life of... an American Slave, Douglass describes an important incident in which he forces backward the standard master-slave hierarchy of beating privileges against his temporary master, Mr. Covey. The victory proves for Douglass a remarkable source of renewed yearning for freedom and of self-confidence;Read MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesall the more lamentable. Taken together, the key themes and processes that have been selected as the focus for each of the eight essays provide a way to conceptualize the twentieth century as a coherent unit for teaching, as well as for written narrative and analysis. Though they do not exhaust the crucial strands of historical development that tie the century together—one could add, for example, nationalism and decolonization—they cover in depth the defining phenomena of that epoch, which, as

Objectifying Women Free Essays

Objectifying Women Women in the Media Although we may not realize it, but media is a very powerful source of influence. Influence that can affect people in many ways that may be positive and beneficial for corporations, but not so much for the general public. Media uses a variety of means such as advertisements, movies and music videos to convince its consumers and potential consumers in buying their products, or following their lifestyles. We will write a custom essay sample on Objectifying Women or any similar topic only for you Order Now Majority of these means are dominated with portraying different views of women. Whether it is a detergent ad, a sports themed movie or a popular pop song, each and every source of media is focused on objectifying women. While watching your favorite television show, you may not pay attention to the advertisement in between, nor do you pay attention to the fact that most of them have women in it, nor the way that they are portrayed as. Since it is seen as a common thing, our minds are accustomed to this idea. Most women in today’s media are viewed as  sex objects, and most advertisements use this as a way to sell a product. Magazines, television, and the Internet display this quite well by constantly portraying pencil thin models with impossibly long legs, perfect complexions, enhanced breasts, and incredibly thick locks (DeYoung Crane). These women are then illustrated in sexually provocative poses for the purpose of selling something as ordinary as shoes. This may seem to be a harmless way of promoting a product but these  sexually provocative advertisements  have had a grave effect on our society. Media completely changes the way we see women and how we describe beauty. It has started to sell beauty; it creates an unattainable ideal woman, compelling other women to attempt to transform themselves into model look-alikes. A beautiful women does not have to be tall, skinny or should have long hair, but these images have created a category which define beauty, hence we have started to believe that as being the real definition. After all, it’s been scientifically proven that extended exposure to media changes our brains and the way we think, with average media exposure for hildren shown to be around 10 hours per day there is a lot of brain changing going on (DeYoung Crane). So we can only imagine the affect of all this on little girls, teens as well as older women. Many of which lack self-esteem and empowerment. They are struggling everyday to find ways to look and feel more confident and beautiful. To tackle this, Dove launched a marketing campaign in 2004, called â€Å" the Dove Campaign for Real Beauty†. It included all sorts of media s ources such as advertisements, video, workshops, sleepover events and much more. The campaign featured women of diverse shapes and sizes. The central objective behind it was to celebrate differences in physical traits that represented all kinds of women: to inspire them so they can be confident and comfortable with themselves (Arruda, 2011). Firstly, the idea that Dove has is impeccable, the implementation and its source are not. Unilever owns Dove, which also owns Axe (male grooming products) amongst many other brands. Axe is a well-known brand, especially for its sexual commercials in which they objectify women and perpetuate unrealistic images of beauty. They habitually feature young, longhaired, thin, and large breasted models that are usually throwing themselves at the male-models. If Dove truly believed in liberating women to broaden the conventional definition of beauty, it would end its affiliation with such companies. Even though, that might be difficult as Unilever is a parent company, the least Dove can do is to address criticism it faces. The central point of this campaign is to liberate women and celebrate different types of beauty. On the contrary, this campaign has been criticized to only show women that naturally have a small frame and all images that they show are manipulated. Not just faintly edited to remove pimples, but bodies are altered to fit the beauty norm. A ‘heavy’ woman may be included but she has got to be the right kind of heavy, her image will be altered to remove freckles, lumps and bumps (Dye). In other words, â€Å" Campaign for Real Beauty† presents unreal bodies, which people can never attain. Additionally, it has been said that to appear socially responsible and to gain more market share resulting in an increment in profits was the core reason of this campaign. Due to this, Dove brand itself is deceptive, as it is not fully committed to its core proposition of the campaign. We need to understand the power that media has on our societies. Objectification and degrading women has led to many consequences that include fatalities such as anorexia and bulimia. Many young girl and teens are self conscious about their appearance and weight. Some have gone as far as going on a diet from as little as 13 years of age (The causes and the experience of eating disorders). To terminate this atrocity, the government needs to step in. We know that there are many campaigns against cigarettes and alcohol, if the government is able to spend money on such issues, we are certain they can take part in this. The government must control where/how diet pills and such products are sold. A teenager of 15 years must not be able to walk into Wal-Mart and pick up slimfast, on her way back home from school. An awareness campaign to attack this must begin immediately; it could include seminars to help with self-esteem, spread educational handouts. Media can become an instrument of change and help awaken minds. Videos can be put on the Internet about empowering women, advertisements can show real life stories to inspire young women rather than dishearten. To conclude, we need to understand the great damage that media is causing on our society as a whole. It portrays women not as an equal but as an object to boost profits. This makes an irrational criterion about beauty in our minds, which corrupts the real definition. Women make up half the population on this planet, and if they lack self-esteem and confidence we are not on a suitable path to success. The government must take action as it distresses not just our generation but our future as well. Bibliography Arruda, C. (2011, March 05). Doves Revolution- Rhetorical Analysis #2. Retrieved May 31, 2012, from Rhetoric and Popular Culture: http://rhetoricandpopculture. com/2011/03/05/doves-evolution-rhetorical-analysis-2/ Dye, L. A Critique of Dove’s Campaign for Real Beauty. Canadian Journal of Media Studies , 5 (1). DeYoung, S. Crane, F. G. (n. d. ). Females’ attitudes toward the portrayal of women in advertising: a Canadian study. Retrieved June 1, 2012, from Warc: http://www. warc. com/fulltext/ijoa/5225. htm Portrayal of Women in the Popular Media. (n. d. ). Retrieved June 1, 2012, from World Savvy: http://worldsavvy. org/monitor/index. php? option=com_content;view=article;id=602;Itemid=1049 The causes and the experience of eating disorders. (n. d. ). Retrieved June 1, 2012, from Feminist Resources for Women and Girls: http://womensstudies. homestead. com/edwords. html How to cite Objectifying Women, Essay examples

ShakespeareS Social Themes In Taming Of The Screw Essays

Shakespeare'S Social Themes In Taming Of The Screw Greg Graziani 03-05-01 English 283 sect. 08 McLaughlin Shakespeares Social Themes in Taming of the Screw Shakespeares Taming of the Screw is widely viewed as a comical play. But are the views and topics that are expressed really intended to be funny or are they more of a serious concern of Shakespeares that women are mistreated? Throughout this paper I will try to explain that the perspective that Shakespeare is showing is one of concern over sexism and the treatment of women. To understand the sexism and its context is to understand when the play was written and the history of the social system at the time. The play was first presented in the late sixteenth century, the role of the women was not much more than that of service. The privileges of women were virtually non-existent in terms of political and personal rights. The chief purpose of women was to provide children and care for the household. Most marriages were pre arranged or won, and initially had no love based relationship. The women were in a sense used and taken advantage of, they were expected to do what the husband said and agree completely with them. In the play Taming of the Screw, Kate represents a strong minded and individual person who shows no sign of calming. Petruchio, Kates suitor, is a strong minded man bent on controlling and taking away Kates sense of individuality. When the two meet for the first time there doesnt seem to be any attraction between the two. This is illustrated in act two scene one. The conversation of the two is filled with bickering and disagreement. Later in the scene Petruchio plainly states that his purpose is to tame Kate. For I am he am born to tame you, Kate, And bring you from a wild Kate to a Kate conformable as other household Kates,(Shakespeare 47) This statement alone claims that Kate is to forget her own individuality and to conform to the norms of society and preferred behavior. Petruchios aim is to control Kate and develop her mentality and actions to that which pleases him. These actions for the time are not unusual. It was common practice to display control and dominance over your wife at this time. Is Shakespeare merely poking fun at this practice or is he putting it on display and trying to expose the problems with it? If Shakespeare was to more directly show his concern it could have hurt him both personally and professionally, maybe he was all right with the status quo but would have liked to see it changed. As the play goes on Petruchio continues to try and break down Kate in to the women he wants. Petruchio goes on to publicly humiliate Kate and deprive her. He controls her socially, economically, and physically. She is not free to her own decisions and must at least agree with Petruchio. He goes as far as to deprive her of sleep and food. The battle between the two is underway. Which sex will win is at no point is in favor of Kate. It is her fathers will for her to marry Petruchio and to like it as well. Kate is faced with a dilemma, give in and be under Petruchios control or lead a life that will eventually find her dead. Indeed Petruchios sexism is tearing Kate apart. She refuses to be dominated by her husband and continues to fight Petruchios dominating nature. This continues until the fourth act. Then while on a journey back to Petruchios home there seems to be a change of events. Petruchio makes reference to the sun as the moon, Kate initially disagrees but then breaks down in to telling Petruchio that she believes it is whatever Petruchio says it is. Then God be blessed, it is the blessed sun. But sun it is not when you say it is not, and the moon changes even as your mind. What you will have it named, even that it is. And so it will be for Katherine.(Shakespeare 92) How is it that something that is so obviously in Kates favor turns around and ends up favoring Petruchio.

Admiral Jesse B. Oldendorf in World War II

Admiral Jesse B. Oldendorf in World War II Jesse Oldendorf - Early Life Career: Born February 16, 1887, Jesse B. Oldendorf spent his early childhood in Riverside, CA.   After receiving his primary education, he sought to pursue a naval career and succeeded in obtaining an appointment to the US Naval Academy in 1905.   A middling student while at Annapolis, Oley as he was nicknamed, graduated four years later ranked 141st in a class of 174.   As the policy of the time required, Oldendorf commenced two years of sea time prior to receiving his ensigns commission in 1911.   Early assignments included postings to the armored cruiser USS California (ACR-6) and the destroyer USS Preble.   In the years prior to the United States entrance into World War I, he also served aboard USS Denver, USS Whipple, and later returned to California which had been renamed USS San Diego.    Jesse Oldendorf - World War I: Completing an assignment aboard the hydrological survey ship USS Hannibal near the Panama Canal, Oldendorf returned north and later prepared for duty in the North Atlantic following the American declaration of war.   Initially conducting recruiting activities in Philadelphia, he then was assigned to lead a naval armed guard detachment aboard the transport USAT Saratoga.   That summer, after Saratoga was damaged in a collision off New York, Oldendorf transferred to the transport USS Abraham Lincoln where he served as gunnery officer.   He remained aboard until May 31, 1918 when the ship was hit by three torpedoes fired by U-90.   Sinking off the Irish coast, those aboard were rescued and taken to France.   Recovering from the ordeal, Oldendorf was posted to USS Seattle that August as an engineering officer.   He continued in this role until March 1919. Jesse Oldendorf - Interwar Years: Briefly serving as executive officer of USS Patricia that summer, Oldendorf then came ashore and moved through recruiting and engineering assignments in Pittsburgh and Baltimore respectively.   Returning to sea in 1920, he did a short stint aboard USS Niagara before transferring to the light cruiser USS Birmingham.   While aboard, he served as flag secretary to a series of commanding officers of the Special Service Squadron.   In 1922, Oldendorf moved to California to serve as aide to Rear Admiral Josiah McKean, the commandant at Mare Island Navy Yard.   Completing this duty in 1925, he assumed command of the destroyer USS Decatur.   Aboard for two years, Oldendorf then spent 1927-1928 as an aide to the commandant of the Philadelphia Navy Yard. Having attained the rank of commander, Oldendorf received an appointment to the Naval War College in Newport, RI in 1928.   Completing the course a year later, he immediately began studies at the US Army War College.   Graduating in 1930, Oldendorf joined USS New York (BB-34) to serve as the battleships navigator.   Aboard for two years, he then returned to Annapolis for an assignment teaching navigation.   In 1935, Oldendorf moved to the West Coast to serve as executive officer of the battleship USS West Virginia (BB-48).   Continuing a pattern of two-year postings, he moved to the Bureau of Navigation in 1937 to oversee recruiting duties before assuming command of the heavy cruiser USS Houston in 1939. Jesse Oldendorf - World War II: Posted to the Naval War College as a navigation instructor in September 1941, Oldendorf was in this assignment when the United States entered World War II after the Japanese attack on Pearl Harbor.   Leaving Newport in February 1942, he received a promotion to rear admiral the following month and an assignment to lead the Aruba-Curaà §ao sector of the Caribbean Sea Frontier.   Helping to protect Allied commerce, Oldendorf moved to Trinidad in August where he took an active role in anti-submarine warfare.   Continuing to fight the Battle of the Atlantic, he shifted north in May 1943 to lead Task Force 24.   Based at Naval Station Argentia in Newfoundland, Oldendorf oversaw all convoy escorts in the Western Atlantic.   Remaining in this post until December, he then received orders for the Pacific. Hoisting his flag aboard the heavy cruiser USS Louisville, Oldendorf assumed command of Cruiser Division 4.   Tasked with providing naval gunfire support for Admiral Chester Nimitzs island-hopping campaign across the Central Pacific, his ships went into action in late January as Allied forces landed at Kwajalein.   After aiding in the capture of Eniwetok in February, Oldendorfs cruisers struck targets in the Palaus before conducting bombardment missions to aid troops ashore during the Marianas Campaign that summer.   Transferring his flag to the battleship USS Pennsylvania (BB-38), he directed the pre-invasion bombardment of Peleliu that September.   In the course of operations, Oldendorf courted controversy when he ended the attack a day early and omitted shelling an obvious Japanese strong point.    Jesse Oldendorf - Surigao Strait: The following month, Oldendorf led the Bombardment and Fire Support Group, part of Vice Admiral Thomas C. Kinkaids Central Philippine Attack Force, against Leyte in the Philippines. Reaching its fire support station on October 18 and his battleships began covering General Douglas MacArthurs troops as they went ashore two days later. With the Battle of Leyte Gulf underway, Oldendorfs battleships moved south on October 24 and blocked the mouth of the Surigao Strait.   Arraying his ships in a line across the strait, he was attacked that night by Vice Admiral Shoji Nishimuras Southern Force.   Having crossed the enemys T, Oldendorfs battleships, many of which were Pearl Harbor veterans, inflicted a decisive defeat on the Japanese and sunk the battleships Yamashiro and Fuso.   In recognition of the victory and the preventing the enemy from reaching the Leyte beachhead, Oldendorf received the Navy Cross. Jesse Oldendorf - Final Campaigns: Promoted to vice admiral on December 1, Oldendorf assumed command of Battleship Squadron 1.   In this new role he commanded the fire support forces during the landings at Lingayen Gulf, Luzon in January 1945.   Two months later, Oldendorf was put out of action with a broken collar bone after his barge hit a buoy at Ulithi.   Temporarily replaced by  Rear Admiral Morton Deyo, he returned to his post in early May.   Operating off Okinawa, Oldendorf was again injured on August 12 when Pennsylvania was hit by a Japanese torpedo.   Remaining in command, he transferred his flag to USS Tennessee (BB-43).   With the Japanese surrender on September 2, Oldendorf traveled to Japan where he directed the occupation of Wakayama.   Returning to the United States in November, he assumed command of the 11th Naval District in San Diego. Oldendorf remained in San Diego until 1947 when he moved to the post of Commander, Western Sea Frontier.   Based in San Francisco, he held this position until his retirement in September 1948.   Promoted to admiral as he left the service, Oldendorf later died on April 27, 1974.   His remains were interred at Arlington National Cemetery.     Ã‚        Ã‚   Selected Sources World War II Database: Jesse OldendorfU-boat: Jesse OldendorfFind A Grave: Jesse Oldendorf