Methods of Domestication Used in Near East and Mesoamerica

Local culture in Near East and Mesoamerica each domesticated their own unique sets of plants and animals, and they did so by pathways quite different from each other’s. Agriculture domestication of plants and animals developed around 10,000 BC. It also had undergone significant developments since the time of the earliest cultivation. The transition of hunter gatherer to agriculture societies indicates an antecedent period of intensification and increasing in agriculture communities. In the past centuries, agriculture has developed throughout the world and has been characterized by enhanced productivity, the replacement of human labor by synthetic fertilizers and pesticides, and selective breeding and mechanization. The fertile crescent in Near East part were sites of earliest planned snowing and harvesting of plants. During the agricultural period by Near East part wheat, barley was famous for domesticated plants and sheep, goats, cattle and pigs were important domestic ated animals, on the other side in Mesoamerica maize, beans, squash was famous as their domesticated plants and dogs were famous for domesticated animals. The parallel emergence of food production in these two different nations highlights the importance of civilization. During the agricultural period most humans survived in that time as a either foragers or hunter-gatherers meaning they gather wild plants and hunting animals in their natural environments. During this time period of foragers andShow MoreRelatedFrom Hunter Gatherers to Agricultural Societies2160 Words   |  9 Pagesplace called by many the Fertile Crescent, in the modern-day Middle East. The birthplace of human civilization, â€Å"†¦farming was believed to have appeared first on the dry plains of Mesopotamia where the early civilization of the Sumerians arose.† Wild grains emerged in areas that had not seen these items before, where â€Å"†¦wheat was domesticated, along with barley, c. 10 K yea rs BP in southwest Asia† , resulted in the initial domestication of a crop for combination with wild plants and vegetables and gatheredRead MoreGuns, Germs, and Steel Essay2859 Words   |  12 Pagesmore suitable than others for the origins of food production, the ease of its spread also differed greatly around the world. Eurasia’s west-east axis allowed Fertile Crescent crops to establish agriculture and arise independently in eastern Asia, whereas Africa and the Americas’ north-south axis halted the spread of domestic plants and animals. Regions located east and west of each other at the same latitudes contained the same day length, seasonal variations, diseases, temperature, climate, and habitatsRead MoreThe Birth of Civilization18947 Words   |  76 Pagesxxxii EARLY HUMANS AND THEIR CULTURE page 1 WHY IS â€Å"culture† considered a defining trait of human beings? EARLY CIVILIZATIONS IN THE MIDDLE EAST TO ABOUT 1000 B.C.E. page 5 HOW DID control over water resources influence early Middle Eastern civilizations? ANCIENT NEAR EASTERN EMPIRES page 14 HOW DID conquest and trade shape early empires in the Near East? EARLY INDIAN CIVILIZATION page 16 WHAT INFLUENCES did the first Indus valley civilization have on later Indian religious and social practicesRead MoreEssay Guns, Germs, and Steel Summer Reading4196 Words   |  17 Pagescotton 1. Linens and fibers used for clothing B. flax 2. Means of transportation C. hemp 3. Source of leather D. camel 4. Plow land E. horse 5. Livestock in means of transportation F. donkey G. cow H. water buffalo I. Goat 27. How does animal domestication affect plant (corn) production? (At least 2) First, having domesticated animals gives the farmers fertilizer,  the waste from the animals can be used to fertilize the crops.   SecondRead MoreAgricultural Science and Resource Management in the Tropics and Subtropics17383 Words   |  70 Pagesfruits are extremely bitter, but the seeds are can be removed and roasted as an edible commodity (Soliman et al. 1985). The seeds are rich in oils, which can be extracted for cooking purposes, and the seeds can also be ground into a powder and used as a soup thickener or flavouring agent (Badifu and Ogunsua 1991). 1.2. Origin In West Africa, the name Egusi is applied to members of the gourd family having seeds of high oil content. The Egusi melons described here (Nigerian 6 ibara) are

A Narrative Inquiry on the Life History of Betty Siegel Free Essays

string(294) " talents of the member institutions to address areas of common concern in moving public education in Cobb Country from its current level of excellence to the exemplary level which will be needed to prepare students to become responsible leaders, capable workers, and well-rounded human beings\." Known for her outstanding achievement in educational policy, Dr. Betty Lentz Siegel was the longest serving female president at Kennesaw State University. In 1981, she assumed the position at Kennesaw State University, which then was a four-year college institution with 4,000 students and 15 baccalaureate degree programs. We will write a custom essay sample on A Narrative Inquiry on the Life History of Betty Siegel or any similar topic only for you Order Now Under her tutelage, Kennesaw State University achieved its university status with more than 18,000 student enrollees and 55 undergraduate and graduate degree programs (online Golden Key International Honour Society International). It was her vision and leadership that brought the educational institution to its current university status focusing on teamwork through the creation of strong administrative teams and group interaction. With her guidance, the institution implemented several initiatives and high profile activities that created opportunities and recognition of the institution in the local and state communities. In the book Searching for Academic Excellence: Twenty Colleges and Universities on the Move and their Leaders, Dr. Siegel was in a limelight in her accomplishment for Kennesaw State University (online Golden Key International Honour Society International). In her 25 years of service in the institution, Kennesaw State University received numerous recognition and awards for its outstanding achievements (online Golden Key International Honour Society International). Its awards are as follows: †¢ 1987, chosen as one of the top three college colleges and universities in its nationwide competition focusing on â€Å"The President and the Public† by the Council of Advancement and Support of Education (CASE) †¢ 1989 – 1991, Kennesaw State also caught public attention as the US News and World Report acknowledges Kennesaw State’s exemplary programs in minority recruitment and retention, leadership programs for faculty, staff, administrators and students, and international initiatives. US News and World Report distinguishes Kennesaw State as the country’s â€Å"up and comers† and â€Å"rising stars† in the South’s regional institutions. †¢ 2003, KSU received recognition to become one of twelve founding institution included in the program entitled Foundation of Excellence in the First College Year of the American Association of State Colleges and Universities. In addition, this recognition also gave KSU the needed funding to pursue the projects of the RTM Institute for Leadership, Ethics Characters, which Dr. Siegel is the Endowed Chair. †¢ 2006, US News and World Report ranked KSU as number one among the 25 educational institution known for their learning community programs. In addition, the magazine highlights the school’s first year freshman experience program. Academic Background Behind the outstanding accomplishment of KSU is Dr. Siegel’s utmost leadership, dedication, and commitment to education. Dr. Siegel’s academic areas of expertise include child psychology and administration. Her outstanding academic achievement also marks her commitment for continuous learning. She received her Ph. D from Florida State University, A Masters in Education from the University of North Carolina at Chapel Hill, a B. A. n English and History from Wake Forest University and an Associate of Arts from Cumberland College. She also has received her two-year post-doctoral study in Clinical Child Psychology at Indiana University. She holds honorary doctorates from Cumberland College in Kentucky, Miami University in Ohio, Eastern Kentucky University, Lynchburg College, Morehead State University, and Southern Connecticut State University. Professional accomplishments Dr. Siegel had been an accomplished educational administrator even before coming to Kennesaw State. She started as a faculty member for several universities such as Indiana University and Lenoir-Rhyne College. And in 1967, she taught at the University of Florida. In 1971, she became the first woman Dean of Academic Affairs for Continuing Education at the University of Florida. She moved to Western Carolina University in the School of Education and Psychology in 1976 and was also the first woman to hold the position of academic dean for the University. In 1981, she came to Kennesaw State where she has started several programs and later became the first female president. Dr. Siegel was also co-founded and co-directed a non-profit organization chartered in North Carolina since 1982. She worked with an esteemed colleague Dr. William Purkey in establishing International Alliance for Invitational Education. The organization currently has more than 12,000 members of different professionals from over twelve countries, who seek to apply the concepts of invitational education to their personal and professional lives (online International Alliance of Invitational Education). In 1999, the Center for Invitational Leadership was created to advance the model of invitational education by offering opportunities for professional to participate in leadership development programs. Its mission is to â€Å"to enhance lifelong learning, to promote positive change in organizations, to cultivate the personal and professional growth and satisfaction of educators and allied professionals, and to enrich the lives of human beings, personally and professionally. † (online Radford University’s Center for Invitation Leadership). Moreover, with the high-regards to the accomplishments of Dr. Siegel, she has delivered keynote addresses at hundreds of national, regional, and state conferences throughout United States, Puerto Rico and ten other foreign countries and has lectured for over 120 colleges and universities around the world. She is an internationally- and nationally-known lecturer and motivational speaker on leadership, educational issues, and the concerns of women. She has also served as a consultant to a wide range of businesses such as educational institutions, businesses, non-profit organizations, health-care services, government and socio-civic groups (online Golden Key International Honour Society International). Public Service Dr. Siegel has also worked in community improvement programs of the government. In 1997, Governor Zell Miller appointed Dr. Siegel to represent the State of Georgia on the Southern Growth Policies Board’s 1998 Commission on the Future of the South. Prior to that, she also represented Governor Miller at the Presidents’ Summit of America’s Future held at Philadelphia in 1997. Currently, she has been appointed as to serve as member of Governor Perdue’s Commission for a New Georgia. Her work in the commission was largely publicized as she was the driving force behind the establishment of the Cobb Education Consortium. The Cobb Education Consortium was created to form a collaborative organization among the public educational institution â€Å"to combine the resources, energies, and talents of the member institutions to address areas of common concern in moving public education in Cobb Country from its current level of excellence to the exemplary level which will be needed to prepare students to become responsible leaders, capable workers, and well-rounded human beings. You read "A Narrative Inquiry on the Life History of Betty Siegel" in category "Life" † (online Cobb Education Consortium) In addition, she also served as a chair of subcommittee on post-secondary options for the Georgia P-16 initiative. The initiative aims to a comprehensive and collaborative statewide effort aimed at raising expectations and ensuring student success from pre-school through post-secondary education. The initiative is different than other educational reform efforts because it impacts the entire educational spectrum—not just the parts. (online University System of Georgia) Lastly, she initiated the Northwest Crescent Alliance between the three private colleges and three public institutions. The alliance was formed to develop programs of collaboration in economic development, enhancement of the arts, the preservation of Southern/Appalachian culture and history, and the development and promotion of community leadership. (online Northwest Crescent Leadership Alliance) Publications Dr. Siegel has recently co-published with Dr. Purkey entitled Becoming an Invitational Leader. The book offers a fresh and innovative model based on a single theoretical framework. It deviates from the traditional control and dominance model of leadership to one that focuses on connectedness, cooperation and communication. This model has been adopted in the International Alliance for Invitational Education and had been applied in numerous fields including administration, business, nursing, dentistry, counseling, and other professions. Purpose of the Study Successful and well-established teacher on leadership, Dr. Siegel’s life history has been a model for many aspiring leaders. She not only teaches about leadership, but she has embodied what she has taught. Her success has led to many researchers to examine what leadership truly is. Indeed, many have published life-stories and lessons on management’s leadership, but many have looked into it in lens following the theoretical framework of industrial management. The purpose of the study is to examine the perceptions of people surrounding the leadership during the tenure of Dr. Siegel at Kennesaw State University. We will looked at what people think within and outside Kennesaw State University’s phenomenal growth in relation to Dr. Siegel’s leadership. By examining the perceptions of Dr. Siegel in her tenure at Kennesaw State University, trends may emerge regarding leadership attitudes and/or leadership style. In undertaking this study using narrative inquiry, we hope to answer the following questions: 1. What are events and influences that formed Dr. Siegel’s mental model and invitational leadership theory? 2. What are the factors attracted and the perceptions students and alumni with Dr. Siegel’s leadership? 3. What is the value and contribution of Dr. Siegel to the understanding of leadership? Review of Related Literature In the book Telling Women’s Lives: Narrative Inquiries in the history of Women’s Education, Weiler and Middleton (1999) explored the broader questions of gender and power through education. They have in discussing the stories of women as teachers come across on topics of education bureaucracies, material condition of women teachers, and the ways concepts of gender and sexuality have shaped experiences of men and women in the educational state. Indeed, women had not been fairly represented in the leadership of educational institution. Dr. Siegel has been an exception and as our purpose is to understand the success of Dr. Siegel’s, we looked at it in a different lens of leadership framework. We undertake this study using narrative inquiry to understand further the leadership model of Dr. Siegel. General Presupposition on Narrative Inquiry Stories have always been a way to pass on tradition and history of a nation. People love to tell and listen to stories. It is way we communicate and more importantly a way we understand people and events. Hardy (1986) has described narrative as a basic mode of thought, and Brunner (1986) described it as a way of organizing knowledge. Cultures are created and traditions are transferred from generation to generation through narratives. It is through narratives that individuals and society expresses their world views and provide models of identity and agency to their members (Brunner 1996). Narrative inquiry differs from more traditional uses of narrative education, that is, from didactic and strategic uses of narrative. Conle et al. (2000) argues that narrative inquiry retains these qualities in two areas: (1) for research, and (2) for professional development. Narrative in Research Polkinghorne (1988) defined narrative as the process that humans use to make sense of their experiences. It is through the application of language and personal reflection that people are able to continually construct and reconstruct significant events in their life and gain a deeper insight of their experiences. Atkinson (1998) argues that people arrange their experiences in a manner that make sense of the events and places the seemingly chaotic world in a coherent order. Thus, narratives are the process by which people make meaning of their own experiences. Denzin (1989) describes narratives as simply stories. Polkinghorne (1988) suggests that these stories convey the organizational scheme used to make meaning out of experiences. Very similar to any story, narratives are thematically organized around a central plot. It in the theme, organization, and the play of language of story that meaning and knowledge is drawn out. That is, we learn and gain insights in the temporal relational nature of the author’s reconstruction of events (Polkinghorne 1995). Narratives convey an understanding of environmental and interpersonal context, temporal sequence, and affective domain of the story. Polkinghorne (1995) offered the simple example of the sentence: â€Å"The king died; the price cried. † Taken in isolation, each adequately describes an event. Understood as a narrative story, with a temporal relationship and context, these two sentences describe a son’s response to the loss of his father. They convey emotion and evoke empathy. Conle (2000) describes the two purposes of narratives: (1) to convey meaning to others from unrelated events into a thematic story (Polkinghorne 1995), and (2) to convey norms and values to newcomers on a cultural or community level (Mattingly 1991). Narratives, therefore, are both the process of constructing and reconstructing events into organized schemes and the resulting that conveys the scheme (Polkinghorne 1988). Further, Polkinghorne (1988) explains that narratives can be used to either describe or explain an event. Descriptive narrative inquiry reports and interprets existing narratives. Descriptive narrative research describes what underlies the values and assumptions of people within a community by examining several narratives for similarities and themes. Explanatory narratives seek to explain why something happened or to explain an event. It, thus, looks narrative accounts for connections between events and actions that led to a particular occurrence. To put it more succinctly, it looks for casual connection between antecedents and events. Narrative research uses linguistic data in attempt to understand empirical reality from the perspective of the teller. It uses the resulting story to understand the organizational scheme the teller used to make sense of his or her world. In narrative research, then, it is not only the content of the story that helps in understanding the experience, but the way the story is constructed that reveals more about the experience. It therefore looks at the study of ways humans experience the world (Connelly and Clandinin 1990). Thus, narrative research begins with the narrator’s story, but moves the research toward interpretation. Denzin (1989) suggests that interpretation allows researchers to look for and connects patterns of meaning and experience in the respondent’s narratives. Bloom (1998) furthers this discussion by asserting that by connecting patterns and meaning and experiences of respondents, the researcher are able to draw from a wide array of theories to set forth his/her interpretation. Furthermore, Atkinson (1998) advises researchers to examine the respondent’s narratives for ordering of events. Context is revealed by understanding the emotions and values conveyed in the narrative. However, Feldman et al. (1990) cautions researchers on the need to scrutinize the respondent’s use of metaphors, irony, and other rhetorical devices as it may result to misinterpretation. It is therefore, important to understand and gain insight into the mental state of the respondent in order to fully interpret the story. More importantly, the end result should be a synthesis of several stories into one thematic narrative. Interest in the use of narrative research has strong precedents in other fields such as in Psychology, Anthropology, and Educational Research. They use narrative as a medium of data representation and as a guide in the development of methodologies, if they did not want to lose the temporal quality and contextual detail of what they were studying (Fenstermacher 1994). They view narratives as a metaphor for human conduct (Sarbin 1986). Narrative, thus, did not stay confined to data representation, but became an entire mode of inquiry where data analysis and final documents did not have to relinquish their narrative quality. Dewey’s work on time, experience, and sociality had been central for narrative inquiry, which consists of experiential stories that combine the social and the personal (Dewey 1904). It is these experiential stories without abandoning the particular, the contextual, and the complex events that the inquiry attempts to give voice to tacitly held personal knowledge of the respondents (Polanyi 1966; Schwab 1970). This personal knowledge has practical function or serves as an instrument in order for the researcher to evaluate and explain previously determined outcomes on the subject’s deliberations, intuitive decisions, daily action and moral wisdom. Narrative inquiry, therefore works best in getting such ‘practical knowledge’. In fact, MacIntyre (1981) promotes narratives for the study of practices, of lives and of traditions. The methodology allows the researcher to recover the moral qualities of all aspects of the subject’s contemporary lives, qualities that he sees as practically and theoretically lost. Micheal Connelly’s concept of personal, practical knowledge (Connelly and Diennes 1982) combined Polanyi’s sense of the personal with Schwab’s notion of the practical and MacIntyre’s moral intent. Connelly later saw the construction of narrative accounts of experiences as the perfect medium for the study of personal practical knowledge (Connelly and Clandinin 1982). Benefits Narrative Inquiry Conle (1997) notes that the most important contribution that narrative inquiry is a language that implicitly forces the issues of open-ended meanings and of the ‘constitutedness’ of identities, both ethnic and narrator’s identities. Narratives are about temporal events and tell us where and when something happens, in which contexts, who said what to whom, with which feelings and in what mood, and under which moral constraints. Such contextualization on the surface seems to convey facts, but it also potentially subjuntivizes these ‘facts’. If generalization do not accompany the specifics, narrative contextualization limits the factual to the ‘once only’ and to the reliability of observation made by a specific observer at one particular time. If the temporal quality of narrative inquiry is heeded, the tentativeness of conclusions and the open-endedness of stories will prevail. These are much-needed qualities in pluralist societies. It is the open-endedness that allows readers the ability to further interpret and understand the contextual framework of such actions (Conle 2000). Nonetheless, Berstein (1992) cautions that it is equally crucial for a narrative inquiry not to contribute to the rampant relativism, especially more moral relativism and should not deviate against reason. Such relativism can reduce the instrumental rationality of the research and can hinder the ability to draw insights especially in intercultural settings. How to cite A Narrative Inquiry on the Life History of Betty Siegel, Essays

Debate Homebirth vs Hospital free essay sample

Fundamentals of speech Debate/Homebirth Most American obstetric practice in hospitals is not based on science, but on myth. How obstetrics perform procedures may in fact be high- tech, but it is in truth not real science what you don’t know about modern medicine can have temporary or permanent effects on you, as well as on your unborn child. The choice you make in childbirth for your baby; home vs. hospital, midwife vs. doctor, and natural vs. edicated birth, will actually have an impact on your child for life. It can be good or ill. The choice is yours. Should you have your baby at home? Today in the United States, in the twenty first century, advances in science and technology made many positive changes in our quality of life, and specifically on medicine. Yet more and more women from all walks of life are choosing to give birth in their own homes – the old fashioned way. Why? The fact is, is spite of all the good that has come from scientific discoveries and experiments, medical science ahs not been able to improve upon the human body and the way it was designed to work, when our bodies are not functioning the way they were created to function, then yes, we are more fortunate than our ancestors in the modern medical intervention can help sometimes. So why are families deciding to go along with a home-birth? Though each couple may have individual reasons, the majority of them plan a home-birth because they believe that most of the time a pregnancy and childbirth are normal functions of a healthy body, not a potential life and death crisis that requires the supervision of a surgeon. â€Å"Doctors have a lot of education of pathology, drugs, surgery, and intervention of all sorts. Their education colors their prospective, and affects the way they see and treat pregnancy and birth. And while a sick woman or women with complications need that perspective and should use doctors, healthy women experiencing normal pregnancies need a whole different perspective, a different set of skills, and a lot of knowledge which is not taught in medical schools â€Å"(Dietsch, 2001) Midwives are trained professionals. A midwife, a good midwife is like her name: With Woman. Only midwifes will stay with the woman in labor, even for hours and hours, skillfully finding natural ways to ease her pain and help her through it all the way until after the birth. A doctor will never do this, he is not expected to, this is not his job. In the hospital, obstetricians do not routinely sit at the bedside of their laboring patients but they rely on machinery and others for information. Then they appear at the last minute into the delivery rooms. Most physicians do not build a relationship of supportive rapport with each patient or offer much encouragement to give birth naturally. Labor and delivery rooms nurses, by and large, enjoy giving support to woman during childbirth. Hospital life, however, involves a great deal of paperwork, personnel changes by the clock and wild fluctuations in how many women each nurse must be responsible for, nurses have no authority to stop an impatient doctor from trying to â€Å"speed up† a slow-but-steady, and normal labor. While statistics indicate that unplanned or unattended homebirths have worse outcomes than hospitals births, planned homebirths with a trained attendant have good outcomes. Midwifery is basically a system of wellness care given by professional midwives to women and infants during the childbearing year, and in many countries midwives are the primary caregivers in maternity systems with better neonatal mortality rates than ours, midwives are trained to watch for deviations from health throughout the pregnancy and labor and refer their clients to a physician if necessary. The number of direct- entry midwives has increased in the last twenty years due to more demand for their service. Most non-nurse midwives have completes a course of tudy and then furthered their education by apprenticing with a more experienced midwife. Normal household germs do not affect the mother of the baby. Childbed fever killed thousands of women in the 19th century; this was about the same time when physicians, who cared for the ill and dying, began to attend birth clinics. As hospitals became the place to go for births and deaths, infections plagued childbearing women and other h ospital patients. Maternal deaths and infection rates dropped dramatically when doctors began washing their hands between the performing of autopsies and attending a birth. Strict and expensive infection control procedures have still not eliminated hospital-caused infections from common and dangerous germs. Each family becomes accustomed to its own household germs and develops a resistance to them. Since fewer strangers are likely to be present at a homebirth than a hospital birth, the chances of acquiring foreign germs are less likely in a homebirth situation. Every effort is made to provide a clean environment at homebirths. Midwives and homebirth doctors wear sterile gloves and use sterilized instruments for cutting the umbilical cord. Hospitals nurseries are like a cradle of germs, and hospital births endanger mothers and babies primarily because of impersonal procedures and overuse of technology and drugs. Normal labor is a healthy stress for the baby, clearing the lungs of fluids and preparing it to take its first breaths. The emotional bonding that takes place in the moments after birth between mother and child and between the baby and the entire family promotes everyone’s well being, and encourages breastfeeding, and speeds the recovery of the new mother as well. This is all encouraged by a midwife. The midwives role is not to deliver the baby. Their role is to be a lifeguard, and to employ a watchful expectancy. In addition they need to make sure that every woman has a comfortable environment. Then, interfere is a problem, they need to intervene and do something. â€Å"Man was created in a certain way, and attempts to interfere must lead to complications. The human body is infinitely intricate; disrupting its natural functions inevitably causes problems. Technology can complicate a normal birth. † (Schneerson, p. 58) In a sincere effort to catch complications arly and produce healthier babies, medical science has changed the atmosphere surrounding birth, from one of a circle of a loving support around the laboring women, to one of a space age technology in a laboratory setting. Though technology can save lives in a crisis, the routine use of technology can interfere with the normal birth process. It is common in hospitals to use intravenous fluids and electronic fetal mo nitors to insure that the mother stays well hydrated and that each contraction and beat of the baby’s heart is recorded. However, many women who are allowed to move around during labor complained less of back pain, and many childbirth authorities feel the motion of walking and changing positions can enhance the effectiveness of the contractions. Some hospitals still require women to birth lying flat on their backs wit legs held up high in stirrups. Since the position defies gravity and makes pushing less effective, then metal forceps are then needed to pull the baby out of the vagina. Research shows that forceps are rarely used when women are allowed to assume a position of comfort during the bearing down stage. Obstetricians frequently rupture the bag of waters surrounding the baby in order to speed up the birthing process. This procedure automatically places a time limit on the labor, as the likelihood of a uterine infection increases with each passing hour in the hospital after the water is broken. Once the protective cushion of water surrounding the baby’s head is eliminated, the belt monitoring the baby’s heartbeat may be exchanged for a scalp electrode – a tiny probe to continue monitoring the heart rate and to collect information about the baby’s blood. Routine use of electronic fetal monitors, compared to the old-fashion method of listening to the baby’s heartbeat after contractions with a fetal scope, may actually cause more problems than it prevents. â€Å"Today at least 25% of all birthing mothers are delivered surgically. This compares to an average c-section rate of about 10% on other countries with better mortality rates. † (Carl Jones, 1987). These numbers indicate that we are not getting better outcomes with more c-sections. The U. S. has the highest obstetrician intervention rates as well as a serious problem with malpractice suits. Several decades ago, in an effort to lessen the pain of childbirth, physicians routinely gave the laboring mother painkillers and anesthetic drugs, over the years the use of most of these medications has subsided, after studies have revealed that the drugs given to the mother had adverse effects on the baby, including asphyxia, hypoxia, and even brain and central nervous system damage. Drugs are still available to laboring women in the hospital, though no drug given in childbirth has been proven to be safe for the baby. Women, who have taken drugs in labor, have decreased maternal feeling towards their babies and an increase n the duration and severity of postpartum depression. Interrupting the natural process of birth wit technological wizardry can cause more harm than good. An obstetrician is trained to use a knife, and the interventions and technology he uses the more money he gets form the patient (sounds a bit harsh, but true). With this philosophy in mind he sets the ball in motion for some random or even unnecessary interventions at births. Interventions give power, control and credit to the doctors for the birth itself and not to the mother who went through that long and hard labor. Many obstetricians have been known to say behind the scenes that they only feel they have â€Å"delivered† the baby when they perform a c-section. It is a powerful feeling to â€Å"deliver† babies rather than leaving the delivering to the mothers themselves. Closing Statement/Conclusion In conclusions, qualified homebirths attendants are available. While discussions over the pros and cons of homebirths and who should attend them continues in medical circles and around supper table. Thousands of healthy babies are being born in their own homes every year. Homebirths is not for every woman. It takes a high degree of commitment to health and learning a high level of responsibility to go against the majority who believe hospital births are better. As you consider where to give birth, read books, and talk to women who have given birth in the hospital delivery rooms, and in birthing centers, and in their homes, discuss your concerns with your physicians and your midwife. Interview several alternative birth ractitioners; assess the level of skill, integrity, knowledge and philosophy of each to discover if they are compatible with your expectations. Whereas obstetricians deliver the great majority of babies in hospitals, some are operating alternative birthing centers Family practitioners who attend births can still be found, but their ranks are decreasing because of the soaring expense of malpractice insurance. â€Å"We’ve come to the understanding that homebi rths risks are not as huge as one might first imagine, and hospital births as not as safe and sterile as one might first assume.

Rehabilitation versus Punishment an Example of the Topic Government and Law Essays by

Rehabilitation versus Punishment The success of rehabilitation versus punishment has long been a dispute in progress. Two of the responsibilities of the Justice System are to identify the types of crimes committed and to establish appropriate punishments for the crimes committed. The Justice System focuses on deterrence, incapacitation, punishment, and rehabilitation as goals. The evaluation of punishment and rehabilitation will display the success of the programs, the effect on the victims, the control of the offenders, the bearing on the community, and the financial influence on the public. This paper will reflect the various types of management used for those incarcerated and those under municipal guidance. Need essay sample on "Rehabilitation versus Punishment" topic? We will write a custom essay sample specifically for you Proceed Deterrence of crime People Frequently Tell EssayLab specialists: I'm not in the mood to write my paper. But I don't have the time Specialists suggest: Custom Essay Writing Service Reviews Cheapest Essay Write My Paper For Me Reviews Cheap Custom Essays Deterrence is recognized as having two methods of discipline that are vital to the criminal justice system; general deterrence and special deterrence. The intention of general deterrence is to make the public aware of the penalty imposed by law if crimes are committed. The intention of special deterrence is to cause panic to lawbreakers in hopes that potential crimes will be prevented. Both methods are used as scare tactics since past strategies were thought to weaken convicts and instill justice within the community. The methods proved effective if the convicts were rendered helpless, but results had devastating effects on the convicts that lingered well after release. Although both the general deterrence and the special deterrence methods of punishment were widely used and believed to be beneficial, the U.S. Department of Justice reports that in 1994 a total of 272,111 convicts were released from prison in 15 states. By 1997, 67.5% of the same groups of convicts were again arrested for felonies or significant misdemeanors; 46.9% were again convicted, and 25.4% were convicted for a different offense (Bureau of Justice Statistics, 2007). Punishment Due to a number of existing reasons, the punishment implemented for committing crimes has not been harsh enough to deter the percentages of illegal acts. Although punishment is enforced, the variety of opportunities made available to prisoners for early release creates a mere short-term solution for society. Convicts can receive early probation for good behavior, voluntarily participating in the educational and therapy programs made available, and attending church services. Even if convicted to serve a life sentence or placed on death row prisoners are given the chance to appeal. Because the death penalty can be a lengthy process the likelihood of convicts appealing has increased. Once taking these options into consideration, individuals contemplating crimes may think the risks are worthwhile (Hargreaves, 2009). Rehabilitation Rather than generating short-term solutions for society by applying criminal punishment, rehabilitation is used as an alternative. Perpetual crime prevention techniques are engendered through rehabilitation. With community supervision, rehabilitation can aid convicts by teaching them how to become a productive member of society. Through rehabilitation, an education and vocational training can instill everlasting knowledge that will enable convicts to become self reliant. Independence promotes confidence which is a steppingstone in becoming a respected individual within a community; subsequently refraining from perpetrating potential crimes (Banks, 2004). Another type of rehabilitation for convicts is therapy. The primary purpose of therapy is to access the problems that some convicts may experience and provide the appropriate treatment. By reviewing the convicts personal history, physical condition, and mental condition, treatment such as psychotherapy, drug therapy, or a combination of both, can be administered. Understanding and treating the condition is the first step in the rehabilitation of how the convict thinks. Helping the convict discover and understand individual behavior patterns can aid in lessening the yearning or need to commit future criminal activities (2004, p.3). Effect on victims and victims families The effect on victims and the victims families can sometimes create feelings of insignificance. Since many laws cater to the defendant, the victim may feel discriminated against. The duty to enforce the defendants constitutional rights may dominate the victims rights. Defendants have the right to an immediate trail, the right to legal counsel, the right to meet and oppose witnesses, the right against self discrimination, and the right to accurate legal proceedings and complete righteousness (Rogers, 2006). What about the victims rights? In the past, the rights of victims were perceived as less substantial compared to present day. Although victims should have been regarded as the key witness, often victims were considered an aggravation. In 2004, President Bush signed the Crime Victims Rights Act that was primarily developed to launch the rights of all victims of crime and all adolescent crimes. These rights are also meant to deliver specific modus operandi, institute particular responsibilities and exceptions, restrict convicts from obtaining revenue from certain events, prevent any unacceptable behavior toward victims, and take accountability for consequences and solutions. The actual rights that were created consists of the right to attend proceedings, the right to reimbursement of expenses, the right to be heard in issues effecting the victim and the family of the victim, the right to be notified of any data relevant to the victim, the right of protection, the right of receiving restitution for losses, the right to receive personal property being held, the right to a speedy trial, and the right to remedies of victims (National center for victims of crime, 2009). Many victims and members of society believe that individuals convicted of crimes should be required to carry out sentences of punishment opposed to rehabilitation through community supervision. Actual punishment seems more justifiable when committing crimes, especially in regard to violent crimes. Completely ruling people out of society by incarceration without benefits of educational or vocational training is vital to the acknowledgement that criminal acts will not be rewarded but punished; also commonly referred to as just desserts. When convicts do not receive the proper ramifications the victims and families of victims are subject to distress and emotional strain. If the victims and victims families right to receive restitution is denied then the burden of finances can cause additional hardship (Banks, 2004). Victims and victims families can also receive assistance though community supervision. If a convict is released on probation under stern regulation then monies received through employment are paid to the victims. Additional programs are available throughout various areas that aid in victim assistance. Such programs can offer emotional encouragement, comfort for the grieving, a better understanding of the courts course of actions, and referrals. Committees sponsored through these types of programs also perform outreach to promote awareness. The strategy to increase awareness and accept responsibility for actions is significant to deterring crime rates. The committee members speak directly to the defendants and initiate contact of the defendant with the victims and families of victims. Effect on the offender Upon conviction, criminals can undergo a variety of mixed emotions. Feelings of loneliness, depression, and anxiety are common when separated from family. The burden of incarceration on a family unit can be tremendous, being one of the primary reasons for divorce. The capacity of such adverse emotions and mental anguish caused by incarceration can result in feelings of abandonment, hostility, social ineptness, and the growth of recidivism. These issues do not automatically disappear once released from prison, but linger causing further life complications. Unable to socialize properly can have an ill effect on seeking gainful employment. Facing ridicule from the family and community can add to depression, feelings of isolation, and loss of support when dealing with challenges (Rogers, 2006). If rehabilitation through community supervision is allowed, many concerns can be alleviated. By providing specific criminals a chance for probation in place of a lengthy incarceration, families can remain a unit. Under community supervision, guidance can be given to those requiring substantial employment which can be frustrating once a person is marked as a convict. Defendants falling under the category of committing nonviolent crimes, such as drug related crimes, would be foremost in the rehabilitation program instead of punishment. Criminals regarded as addicts would be more likely to benefit from a rehabilitation program rather than a serial killer. Social impact on society Both the acts of punishment and rehabilitation create a social influence that fluctuates. This is due to the rising cost of prisons, rehabilitation centers, the anxiety of convicts coming back into the community, readjustments to living environments, and family conflicts. How the community envisions the courts findings creates much impact within the legal system, political system, and other areas throughout the nation. The need for additional prisons has also been influenced by the punishment and rehabilitation controversies. If the method of punishment is not successful then there will be an increase in criminal activity proving the need for more prisons. If the method of rehabilitation is successful then there will be an increase in prison population that attends the training and therapy, also proving the need for more space. Encouragement from different viewpoints in regard to the enforcement of strategies within the criminal justice system remains an ongoing battle. Fiscal impact on society The punishment factor has a tremendous fiscal impact on our nation. Rehabilitation offers a systematic approach to help convicts reconstruct lives. Another purpose of this method is to prevent recidivism, which lowers the prison expenditures. According to a special report from the U.S. Department of Justice, Office of Justice Programs, Bureau of Justice Statistics, States spent $29.5 billion for prisons in 2001, about a $5.5 billion increase from 1996, after adjusting for inflation. In 2001, the cost of the prison system procedures exhausted 77% of the funds (State prison expenditures, 2009). Conclusion In the justice system, the methods of rehabilitation and punishment are a vital part of the structure. Both types of strategies can be productive in governing crime if assimilated in an effective manner. Both methods should be based on the type of crimes committed, the history of the convict, and a complete psychological evaluation. By employing punishment along with community supervised rehabilitation the chances of deterring crime could positively increase. Perhaps the battle of punishment versus rehabilitation could be put to an end if officials were to confirm that this is a need for both strategies since different types of individuals commit different types of crimes. References Banks, Cyndi. (January 30, 2004). The purpose of criminal punishment. Ethics and the Criminal Justice System. Retrieved August 12, 2009, from http://www.sagepub.com/upm-data/5144_Banks_II_Proof_Chapter_5.pdf Hargreaves, J. (2009, July). Contemporary comments. Current Issues in Criminal Justice, 21(1), 148-153. Retrieved August 15, 2009, from International Security & Counter Terrorism Reference Center database National Center for Victims of Crime. (2009). Victim Law. Rogers, H. (2006). Defendants rights, know your rights! Law offices of Hubert N. Rogers III. U.S. Department of Justice. (August, 8, 2007). Criminal offenders statistics. Bureau of Justice Statistics.

Using Free Essay Samples on the Internet

Using Free Essay Samples on the InternetYou can access free essay samples online today if you need to improve your writing skills. Even though there are many online sources that are free of charge, you can benefit from these resources even though you do not have the time or money to purchase them.When searching for essay samples on the Internet, you can either go directly to the websites that offer them or find other sources that will provide you with useful and helpful information. Some of the websites that provide you with free samples include Not My Opinion, the Online Writers Guild, and Grammar Girl. These free resources are helpful because they allow you to practice your writing skills while giving you feedback on how to improve your writing. This will make it easier for you to get that much needed confidence to start writing professionally.The websites that offer this kind of information to their users will encourage you to learn more about how professional writers are able to come up with such amazing pieces of writing. Although there are many other resources that can help you write better, writing improves when you get feedback from other writers that will give you ideas about what they are doing right and what they are doing wrong. If you are learning how to write an essay, then it would be beneficial for you to listen to the opinions of professional writers. After all, it is better to learn from the mistakes that they made rather than doing nothing in order to avoid them.These essays are called toefl essays and are written by people who have experience in the field of writing. They are not ordinary writings. They are essays that are based on their experiences. You will find that these writers will help you increase your knowledge and understanding of writing.When searching for free essay samples, you must be aware that they will be short essays and that it is essential for you to submit them with a deadline. Because these essays are so short, they may take several days to get accepted. For that reason, it is essential that you submit these samples quickly.The reason that these essay samples have a deadline is because of the fact that these essays have already been written and they will have to be used as examples in order for you to improve your writing skills. As you learn to develop your skills, the essays that you write can become more complex and more creative. These essays will have to be used as sources for a dissertation in order for you to become an accomplished writer.In order to get started with your new writing skills, you should begin using essay samples that will help you in your quest to learn how to write an essay. As you use these materials, you will find that you get better each time. Then, you will find that you have the ability to write better and more beautiful essays. This is the beginning of a great career in which you will be able to write for a living.

Mandarin Vocabulary - Answering Questions

Mandarin Vocabulary - Answering Questions Mandarin does not have specific words for saying â€Å"yes† and â€Å"no.† Instead, the verb which is used in the Mandarin question is used to make a positive or negative reply. For example, if the question was: Do you like rice? The answer could be: I like.orI don’t like. Answering Mandarin Questions Mandarin questions can be answered with the question verb. This verb can be either positive (to answer â€Å"yes†) or negative (to answer â€Å"no†). The positive form of the verb is simply the verb repeated: Q: NÇ  xÇ huan fn ma?Do you like rice?ä ½  Ã¥â€"Å"æ ­ ¡Ã© £ ¯Ã¥â€"Ž?A: XÇ huan.(I) like.Ã¥â€"Å"æ ­ ¡ If you want to say you don’t like rice, you would say bà ¹ xÇ huan. The Mandarin No To answer â€Å"no† to a question, the negative form of the question verb is formed using the particle ä ¸  (bà ¹). The only â€Å"irregular† verb is æÅ"‰ (yÇ’u - to have), which uses æ ²â€™ (mà ©i) for its negative form. Mà ©i is also used for negating Functive Verbs (action verbs) when talking about past actions. In this situation, mà ©i is a short form for mà ©i yÇ’u and either form can be used. Mandarin Questions and Answers Q: NÇ  yÇ’u bÇ  ma?Do you have a pen?ä ½  Ã¦Å"‰ç ­â€ Ã¥â€"Ž?A: Mà ©i yÇ’u.No (don’t have).æ ²â€™Ã¦Å"‰Q: NÇ  yo bà º yo mÇŽi?Do you want to buy (it)?ä ½  Ã¨ ¦ Ã¤ ¸ Ã¨ ¦ Ã¨ ² ·?A: Yo.Yes (want).è ¦ Q: JÄ «ntiÄ n shà ¬ xÄ «ng qÄ « yÄ « ma?Is today Monday?ä »Å Ã¥ ¤ ©Ã¦Ëœ ¯Ã¦ËœÅ¸Ã¦Å"Ÿä ¸â‚¬Ã¥â€"Ž?A: Shà ¬.Yes (is).æ˜ ¯

Listado países que piden visas a ciudadanos americanos

Listado paà ­ses que piden visas a ciudadanos americanos Los ciudadanos americanos se encuentran entre las personas del mundo que pueden viajar como turistas o por asuntos de negocios  a ms paà ­ses sin necesidad de visa. En la actualidad sà ³lo los superan en este privilegio los nacionales de Bà ©lgica, Dinamarca y Holanda. En este artà ­culo se informa sobre quà © paà ­ses piden visa a los ciudadanos americanos y cules requieren que se cumplan otro tipo de requisitos. Adems, se trata previamente de 4 asuntos muy importantes: dà ³nde obtener la  visa, casos de doble nacionalidad, sellos de entrada o salida de Israel y plazos. 3 posibles lugares donde obtener la visa En el listado que aparece ms abajo estn los paà ­ses que piden visa a los ciudadanos americanos que quieren viajar como turistas o para hacer negocios. Obviamente para otro tipo de actividades se requiere siempre visa, como por ejemplo trabajar o estudiar. Adems tener en cuenta que sà ³lo un pequeà ±o nà ºmero de paà ­ses pide que se solicite la visa en una embajada o consulado. La mayorà ­a permite que se obtenga a la llegada al paà ­s que se desea visitar o que se obtenga por internet.   Doble nacionalidad Estados Unidos permite la doble nacionalidad pero para ingresar y salir del paà ­s sà ³lo se puede utilizar el pasaporte americano, nunca el del otro paà ­s. Y esto es asà ­ en ms paà ­ses. Asà ­ que si se viaja entre Estados Unidos y el otro paà ­s del que se tiene la otra nacionalidad se va a tener que viajar con los dos pasaportes y en cada frontera utilizar el que corresponda. Se puede prohibir el ingreso y/o la salida si no se cumple con este requisito. Sellos de Israel Es muy problemtico o imposible ingresar a un paà ­s rabe si se tiene en el pasaporte el sello de ingreso o salida de Israel. Por esta razà ³n este es uno de los casos en los que Estados Unidos permite   que se solicite un segundo pasaporte vlido simultneamente. Plazos Cada paà ­s permite un nà ºmero de dà ­as o meses para los ingresos tanto con visa como sin visa. Es muy comà ºn 90 dà ­as o 6 meses, pero los hay quienes las aprueban por menos tiempo y eso hay que respetarlo. Adems, tener en cuenta matices como los espacios aduaneros como los paà ­ses Schengen. Los estadounidenses pueden ingresar por 90 dà ­as sin visa pero en el plazo de un aà ±o y se computan todos los paà ­ses Schengen. Es decir, en plazo de 12 meses no se puede estar sin visa 3 meses en Francia, 3 en Espaà ±a, 3 en Italia, etc. Los 26 miembros de Schengen son: Alemania, Austria, Bà ©lgica, Dinamarca, Eslovenia, Eslovaquia, Espaà ±a, Estonia, Finlandia, Francia, Grecia, Holanda, Hungrà ­a, Islandia, Italia, Letonia, Liechtenstein, Lituania, Luxemburgo, Malta, Noruega, Polonia, Portugal,  Repà ºblica Checa, Suecia y Suiza. Listado de paà ­ses que piden visas u otros requisitos a los ciudadanos americanos que viajan como turistas Estos son los paà ­ses que piden visa. Se incluyen naciones que en vez de visa demandan obtener antes de volar una autorizacià ³n electrà ³nica del viaje y tambià ©n caracterà ­sticas de las aduanas de determinados paà ­ses que deben ser tenidas en cuenta antes de viajar. Afganistn.  Llegar sin visa  puede llevar a la confiscacià ³n del pasaporte, a imposicià ³n de multas y a la deportacià ³n. Las à ºnicas excepciones son los estadounidenses nacidos en afganistn o los militares que llegan y salen del paà ­s en transporte militar.AngolaArabia Saudà ­. No hay visa de turista asà ­ que se tiene que obtener otra.ArgeliaAustralia.  No se precisa visado pero antes de viajar hay que aplicar por una Autorizacià ³n Electrà ³nica para viajar (ETA, por sus siglas en inglà ©s). Es similar a la ESTA que aplica Estados Unidos para ciertos paà ­ses en el Programa de Exencià ³n de Visas. El plazo de estancia que se otorga es de 90 dà ­as pero no se puede repetir dentro del tà ©rmino de 12 meses.AzerbaynBahraà ­n.Se puede solicitar una visa electrà ³nicamente en la pgina oficial del gobierno de Bahraà ­n o tramitar una al llegar a la aduana.BangladeshBielorusiaBenin.  Adems de visa es recomendable  la tarjeta WHO para probar que se ha recibi do la vacuna contra la fiebre amarilla.Birmania. eVisa por un mximo de 28 dà ­as. Butn. Sà ³lo se aprueba la visa de turista a aquellas personas que reservan un tour con una compaà ±Ãƒ ­a local.Bolivia.  Se puede solicitar en las embajadas y consulados del paà ­s andino o en sus fronteras o aeropuertos internacionales. En este à ºltimo caso hay que pagar una cuota de $160.Brasil.  La visa debe obtenerse en la embajada o en el consulado ms cercano. Al llegar a Brasil los viajeros deben completar una pequeà ±a planilla que es sellada y se le entrega al turista. Es muy importante no extraviarla ya que debe entregarse para poder salir del paà ­s. En caso de no poder entregarla ser necesario conseguir un OK de la Policà ­a Federal para poder abandonar Brasil y puede que haya que abonar una multa.Burkina Faso.  Llevar tambià ©n la tarjeta de la Organizacià ³n Mundial de la Salud (WHO, por sus siglas en inglà ©s) para probar que se tiene la vacuna para la fiebre amarilla.Burundi.Se precisa probar vacunacià ³n para la fiebre amarilla. Respecto a la necesi dad de visa, consultar antes de viajar ya que la normativa es cambiante. Cabo VerdeCamboya. Se puede obtener al llegar a una frontera o a travà ©s de la aerolà ­nea.Camerà ºn.  Visa y prueba de vacunas.ChadChina. Puede no ser necesaria la visa para viajes en trnsito por menos de 72 horas y a travà ©s de ciudades previamente designadas.Comoros. La visa se puede obtener a la llegada.Congo.  Adems del visado, llevar prueba de vacunacià ³n contra la fiebre amarilla. Tambià ©n es necesaria una carta de invitacià ³n y/o prueba escrita de reservacià ³n hotelera.Corea del NorteCosta de Marfil. Existe la posibilidad de obtener una eVisa.Cuba. Se necesita visa. Adems, antes de viajar enterarse en detalle de la limitaciones que existen para todos los ciudadanos y residentes permanentes de los Estados Unidos.  Djibouti.  Visa que se puede obtener a la llegada y prueba de vacunacià ³n frente a la fiebre amarilla.Egipto. Se puede obtener a la llegada. Adems los turistas que permanecen hasta un mximo de 15 dà ­as en los resorts la penà ­nsula de Sinaà ƒ ­ y llegan a travà ©s de ciertos aeropuertos pueden no necesitar el visado. Emiratos Arabes Unidos. A la llegada.  EritreaEtiopà ­a.   Se puede obtener a la llegada.Fiji. Se necesita sacar un permiso de visitante a la llegadaGabà ³n. eVisa y prueba de vacunacià ³n contra la fiebre amarilla.Gambia.Visado y vacunacià ³n para la fiebre amarilla.Ghana. Visa y cartilla de vacunacià ³n.Guinea. Visa y cartilla internacional de vacunacià ³n.Guinea Bissau. Se obtiene a la llegada.Guinea Ecuatorial.  Requiere que se presenten en la aduana o punto de entrada carta de invitacià ³n, vacunacià ³n, fotografà ­as, etc. Pero en la prctica no se suelen pedir.India. eVisaIndonesiaIrn. Aquà ­ ha habido un cambio en respuesta a la polà ­tica migratoria de Donald Trump e Irn en estos momentos permite viajar a los estadounidenses que tienen visa, pero no emite nuevas.IraqJordania. Se obtiene a la llegada.Kenia. eVisaKwait. eVisaLaos. A la llegadaLà ­bano. A la llegada, vlida por 1 mes.LiberiaLibia. Pasaportes con sello de entrada o salida de Israel no son permiti dos.Mali. Visa y certificado internacional de vacunas. Madagascar. A la llegada.Malawi. A la llegada.Maldivas. A la llegadaMauritania. A la llegadaMà ©xico.  Aunque no se necesita visa hay que tener presente que si se entra al paà ­s vecino por tierra y uno se adentra ms de 20 kilà ³metros o por ms de 72 horas debe tener documentos inmigratorios vlidos (Forma  Migratoria Mà ºltiple). Si se llega por mar o aire, adems del pasaporte se puede utilizar la tarjeta de pasaporte o una licencia de manejar segura (enhanced).MozambiqueNauruNepal. A la llegadaNà ­ger. Adems de la visa se requiere el certificado internacional de vacunacionesNigeria. Se puede obtener onlineOmn. A la llegadaPapà ºa Nueva Guinea. A la llegadaPakistnParaguay. Si se llega por aire al aeropuerto Silvio Pettirossi se puede pedir allà ­. En caso contrario hay que solicitarla en persona en un consulado o embajada paraguayo.Qatar. A la llegadaRepà ºblica CentroafricanaRusia.  A tener en cuenta es que ninguna persona podr salir de este paà ­s con una visa expira da. Tendr que solicitar una nueva, lo cual puede demorarse hasta tres semanas. No se necesita visado si se forma parte de un tour en un crucero y la estancia no es superior a 72 horas. Ruanda.  A la llegadaSamoa. Permiso de entrada que se obtiene a la llegada.Santo Tomà © y Prà ­ncipeSeychelles. Permiso de visitante que se obtiene a la llegada.Sierra LeonaSiriaSomalia. Se obtiene a la llegadaSri Lanka.  Se requiere o bien visa o bien una Autorizacià ³n Electrà ³nica de Viaje.SudnSudn del SurSurinam.  Se puede adquirir una Tarjeta de Turista en cualquier punto de entrada al paà ­s.Tajikistn. Se obtiene a la llegada.Tanzania. Se obtiene a la llegadaTimor. Se obtiene a la llegadaTogo. Se obtiene a la llegadaTurquà ­a. eVisaTurkmenistn.  Tuvalu.Uganda.En estos momentos se puede obtener a la llegada.  Consultar con la Embajada ugandesa ya que su polà ­tica cambia frecuentemente.Uzbekquistn.Venezuela. Estos son los requisitos para solicitar la visa.Vietnam.YemenZambia. A la llegadaZimbabwe. A la llegada A tener en cuenta Para regresar a los Estados Unidos, estos son los documentos que pueden utilizar los ciudadanos americanos.   A la hora de salir con nià ±os es muy importante evitar situaciones que pueden dar lugar a que se cataloguen como secuestro internacional, que puede pasar en casos de divorcios o separaciones nada amistosas. En todo caso, se necesita autorizacià ³n de ambos padres para sacar pasaporte para menores. A la hora de viajar puede resultar conveniente registrarse en el programa STEP, para que la embajada del paà ­s de destino envà ­e informacià ³n sobre la situacià ³n y pueda establecer comunicacià ³n en casos de emergencia. Este es un artà ­culo informativo. No es asesorà ­a legal.