US Immigration Policy Before and After September 11 Essay -- Septembe

America is home to a plethora of nationalities, cultures, religions and practices. The reason for this richness in different backgrounds is that since the day it was discovered by outsiders, the United States has always been open to immigrants. The Statue of Liberty, one of America’s greatest attractions, symbolizes America’s open arms to immigrants. So when America’s own symbol of freedom to immigrants stood in the waters and watched the catastrophe unravel the placidness of her surroundings by outsiders, it was a direct blow to not only the United States’ immigration policy, but also to the United States’ national security. On that unforgettable day, September 11, the United States, the world’s most richest and powerful nation, discovered the hard way that even money and power could not annihilate vulnerability. After September 11 Americans wanted to feel safe again in their own home so the United States restricted its immigration poli cy to help prevent terrorists from entering the country. The US government, however, kept economics in mind when altering the policy. The new immigration policy includes unfair procedures for certain countries. The result is a more restricted immigration policy, with major loopholes for countries that benefit the US economy. The US immigration policy before September 11 was very lax, partly because the Immigration and Naturalization Services (INS) was under funded. Whenever immigrants were cited a deportation, INS could not follow up on many of these immigrants who usually remained in the country. Because it could not operate as if should due to lack of money, it is easier to understand that almost all of the alleged terrorists involved in the September 11 attacks obtained a US vis... ...partment’s own inspector general released a report that confirmed charges made by civil right groups when it was reported that the roundup of immigrants would produce huge problems. There is no clear cut, one solution to the US’s immigration problems. America must maintain safety for its citizens, but it is hard to adopt a strict immigration policy when America is deeply dependent on immigrants, especially migrant labor. Until the US lessens its great dependency on immigrant labor, the US will continue to be vulnerable to terrorists’ attacks. Bibliography Atkin, Beth S. Voices From The Fields. Little, Brown & Company. 1993. Gonzales, Camille Guerin. Mexican Workers and American Dreams: Immigration, repatriation, and California Farm Labor, 1900-1939. Wright, Dale. They Harvest Despair: The Migrant Farm Worker. Boston: Beacon Press, 1965.

Bachelor of Social Work Application

Social work is a vital part of every community. Social work aims at better understanding the issues concerning the people with respect to their environment and works on improving the living standards and the general human conditions. It is the science of exploring the dilemmas present in societies and community and make positive changes to social justice and economic status. This paper would address to questions social work related issues and problems. It would elaborate on the ethical concerns of social work. Moreover, it would discuss the role of self awareness with respect to social work.Discussion Social work related issue: Working as a social correspondent is not an easy task. Social work involves the responsibilities of insuring the rehabilitation of the society and its counterparts in a way that a better quality of life is granted to the people through solving the domestic issues and problems. One of the pressing issues in today's communities and homes is the abundant use of d rugs. over the passage of time, one of the major relief giver that people find from the tension and stress of the fast paced lifestyles is the use of drugs to relax the mind.Drug abuse is often an addiction and it has a vital affect on an individuals environments. Youngsters are more prone to this issue and need protection in situations where there family members are drug abusers. It is the responsibility of social workers to make sure that there are no youngsters that are at risk at home or elsewhere due to drug abusing and if cases are found, youngsters need to be taken into care. Social workers often find it difficult to assess the number of children that are living in high risk situations where they are not available with adequate safety, protection and support from drug abusing parents.In societies where there are no legal regulations and inadequate authorities, people are prone to drug abuse and this is when the social work is needed in order to maintain the safety and protect ion for the residents. Professional ethics in social work practice: Being aware of the ethical codes is a fundamental part of being a professional social worker. The ethical responsibilities that rest with social workers include the factor of loyalty that they have towards their work. Social workers work in the best interest of people and this often conflicts with the factors of efficiency and utility.Furthermore, it is a fact that the resources are often limited when it comes to working within societies. One of the major foils of the professional ethical code of conduct of social workers is the factor of mutual respect and dignity of everyone. Social work is the profession that encourages social change and it builds the relationship among people in order to enhance their well-being. For social work to be effective and efficient, social workers need to defend each person's emotional, physical and psychological well being and integrity in the best manner possible.Social workers are a lso responsible for maintaining social justice. For this to be effective, they need to respect diversity and abstain from discrimination on the bases of age, sex, culture, socio-economics background and various other aspects. Social work inherits the ethical responsibility of challenging any unjust policies or practices that are carried out and ensure that all the resources are distributed fairly according to the needs. (Levy, 1993) There are some other ethical codes of conduct that need to be followed by social workers in order to remain professional and qualifies in their field.It is unlawful to use the social work in negative schemes such as torturing or black mailing people into getting them to act in certain ways. Social workers are expected to retain empathy and compassion while dealing with people. Confidentiality of the people of use social services and accountability of actions are also important characteristics of the ethical responsibilities of social workers. (Levy, 1993 ) Self-awareness: Self awareness in social work is as important as the ethical implications.It is important to keep a respectful and non-judgmental attitude when working with people. Self awareness is basically the recognition of the element of one's personality. It includes the strengths, weaknesses, likes and dislikes. It is very important for social workers to develop self awareness as it helps them in recognizing when and how they get under pressure and stressed. Self awareness is vital for a more open and thorough communication because interpersonal relations is the core of social work.Self awareness is correlated with ethics and it helps ensure that the workers are empathetic towards the people and they develop and consciousness of how they view the world and the values that they hold. Developing an understanding on one's own values, cultures and beliefs helps in respecting a multicultural and diversified view of the society. Once the thoughts, beliefs, personality traits, val ues and biases that lie within a person are recognized, it is easy for the workers to acknowledge the different identifies and personalities that exist in societies and it is easier to overcome biases and maintain a more empathetic overview.Self awareness is therefore a skill that is critical for social workers to inculcate in order for them to acquire professional growth and become competent in their field. Conclusion In the end it is important to understand that social work involves dealing with all kinds of people and rehabilitating them and the society as a whole in order to facilitate justice and enable a better quality and standard of living for the society. Hence, it is important to maintain ethical responsibilities and carry out the work without any implicit bias. References Levy, C. S (1993). Social work ethics on the line. Haworth press.

Who’s Responsible for a Student’s Education

Who is it that bears the responsibility for the student's education? Is it the student? The school? Or is it the government? This question cannot easily be answered by just one person. The answer could be based on that person†s opinion, and opinions vary from person to person. Some people will say it is solely the student's responsibility. Others might say it is the school's responsibility. While others might say it is the government's responsibility. Some people might say that it's the student's responsibility because the student has to show up to the class on time, be prepared, and pay attention. They could also say that it is the student's responsibility because the student has to be willing study and do the homework. The student has to be willing to learn, and try to learn as best they can. Students have to provide the supplies that they don't get from the school so that they are able to do the work. The student has to study and at least try to pass the courses they are taking so that they can further their education. The student has to provide their own means of transportation to the school if the schools do not, or cannot, provide it for them. The student has to pay attention to the curriculum being taught and attempt to absorb and learn it to the best of their ability, because if they don't they can't really learn anything. The student however can't be held responsible if the teacher isn't teaching the curriculum in a way the students can comprehend and learn it. This is why other people might say that it is more of the school's responsibility, because the teachers are responsible for teaching the curriculum correctly. The students can't be held responsible if the facilities are inadequate for learning or teaching. (The teachers are not at fault either if they don†t have proper classrooms or materials assigned to them. ) The students can't be responsible for all the supplies they need for learning that are supposed to be provided to them. The school is the one responsible for the teachers and the facilities. The school is responsible for keeping the facilities maintained and in adequate condition for teaching and learning. The school and the government are also responsible for making sure the teachers are qualified enough to teach the curriculum they are teaching. The school has to provide equipment for the teachers and for the students, so that the teachers can teach the curriculum properly (and so that the students can learn it properly as well). The school has to provide other supplies as well and insure that the students are getting a proper education. The school has to make sure that most of the students are learning what they are supposedly being taught, and they learn how to use it in the proper way. Schools also have to make sure that the students are in the proper curriculum according to their skill and learning level, so that they don't get far behind in their education. The school also has to use the funding they have in a proper way to help the students and the teachers and keep the buildings adequately kept to ensure the student's and the teacher's safety and to make sure that the facilities are comfortable enough that the teachers can teach the courses and that the students can learn the courses. The school, however, isn't responsible for receiving inadequate funding. The schools get some of their funding from the government. This is another reason why people might say that it isn't the schools† or the student's responsibility, and that it is the government's responsibility. After all, the government has to provide the school with proper funding so that the teachers are paid their salaries, and so that the facilities can be maintaine The school, however, isn't responsible for receiving inadequate funding. The schools get some of their funding from the government. This is another reason why people might say that it isn't the schools† or the student's responsibility, and that it is the government's responsibility. After all, the government has to provide the school with proper funding so that the teachers are paid their salaries, and so that the facilities can be maintainehools don't follow the guidelines set up by the government the government also has to make it so the school is reprimanded so that the school will start to follow the rules and guidelines. All these are very valid points showing how each of the three is responsible for the education of the students that attend the schools. All three have their own responsibilities to attend to, to give the student a good education. All of these opinions and reasons are valid as well, and they show that the student, the school, and the government are all responsible for the students† education. The student wouldn't be able to learn if the student didn't have adequate facilities to learn in or teachers that could teach the courses properly. Equally the schools couldn't teach the students without the funding they need to keep the buildings well kept and to pay for equipment and supplies to help the teachers teach and the students learn. The government couldn't help the student get a proper education if the schools didn't use their funding properly or didn't follow the proper rules, guidelines, and regulations that have been set up. The schools wouldn't be able to teach the student's if they weren't willing to learn or didn't have their own supplies they are supposed to provide. The student, the school, and the government all have to work together and be willing to help each other to give the student a good, proper education that they can use later in their lives after they stop attending schools and stop furthering their educations. Each has to work in conjunction with the next in order to do their job in the process. This essay has attempted to show how the student, the school, and the government are all responsible for the student's education. It has also tried to show that each of the three has their own part that has to be done in order for their goals to be met. They each have to help individually so that they all can used their combined efforts to give the student a good, proper, and usable education that can be applied to the rest of their life. It also shows how schools or governments alone wouldn't be able to give the education to the student without the help of the other. If the others didn't do their part the student wouldn't be able to get an education and wouldn't do as well later on in their life when they need their education to find a good job, to raise and take care of their family, and have a more secure financial future.

The values and ideologys that a Head Teacher should have

A leader is considered to be a individual who knows about the people being led and managed, pass oning values and precedences and patterning good pattern. Effective leaders adopt a strategic attack and lead by illustration. Most significantly they know that people are their cardinal resources and without them, there would be no organisation to take and managed ( Kydd, 2003 ) . An effectual headteacher should hold some basic features that distinguish him from the other staff of the school. As Smith ( 1993 ) implies, â€Å" an effectual headteacher has a vision and a mission for the school. He inspires committedness to the school ‘s mission and so gives way and aim to its work. He coordinates the work of the school by apportioning functions and deputing duties, promoting staff engagement in professional development programmes and makes usage of the accomplishments instructors get in these programmes † . He recognizes the work that is done by others ( particularly instructors ) and gives feedback and support whenever he considers necessary. He can therefore foster an apprehension of the school vision and set up the school clime. Ubben and Hughes ( 1992 ) stated that principals could make a school clime that improves the productiveness of both staff and pupils and that the leading manner of the principal can further or curtail teacher effectivity. Decidedly, a positive school clime can heighten staff public presentation, advance higher morale, and better pupil accomplishment ( Freiberg, 1998 ) . It may be considered as the one of the most of import constituents of the school reform. A positive school clime promotes higher academic accomplishment, helps pupils recognize and make their maximal potencies and by and large lend to the betterment and effectivity of the school. If principals are extremely skilled, they can develop feelings of trust, unfastened communications, collegiality, and advance effectual feedback. In the complex environment of schools, all headteachers need to understand instructors ‘ perceptual experiences of their behaviours. They must cognize and understand how to supply the foundation for making an atmosphere conducive to alter. They must besides be able to go witting of the demands of their instructors, authorise them to portion the vision, and enable them to make an effectual school clime. A skilled headteacher is the 1 that has sensitiveness towards personal jobs of the others. He is able to understand peoples ‘ demands, harmonizing to their background and their emotional issues ( Smith, 1993 ) . He is non merely a typical, professional headteacher, but besides a human with feelings and rules. Besides, by demoing involvement towards instructors ‘ and students ‘ jobs, he can cut down the employees ‘ negative attitudes in their school working environment and do both instructors and students feel valuable. In a school ‘s environment, good communicating and coaction between the instructors, is of great importance. Collegiality is strongly related with the mutuality of the instructors in the school. The good relationships among them are indispensable and critical, because, as Barth ( 1990 ) argues â€Å" relationships between them are the sine qua non that allow, stimulate, and sustain all other efforts at school betterment † . Andrew Hargreaves ( Bennett et al. , 1992, p.81 ) argues that: â€Å" Collegiality forms a important board of policies to reconstitute schools from without and to reform them from withinaˆÂ ¦ School betterment, course of study reform, instructor development, and leading development are all seen as being dependent, to some extent, on the edifice of positive collegial relationships for their success † . Sing the impacts of a positive clime in a collaborative school environment, we can non dissent with the above statement. It is true that when the interpersonal and professional dealingss of the school staff, and specifically instructors ‘ dealingss are good, so the communicating within the school flourishes. In instances where instructors develop friendly dealingss, discoursing non merely school ‘s affairs, so the communicating between them is improved, given that they interact non merely as co-workers but as friends excessively. From my small experience in schools, I have to state that in school environments, where instructors were really pass oning, their public presentation was much better comparing with those whose dealingss were non every bit collegial as they should hold been. After all as Willi Unsoeld, ( Johnson and Johnson, 1994, p.8:7 ) a celebrated mountain climber, one time said to a group of mountain climbers, â€Å" Pull togetheraˆÂ ¦ in the mountains you must depend on each other for endurance † . Teaching is strongly related with mountain mounting. Like mountain climbers, instructors should hold assurance to the abilities of their co-workers, back up the attempts that are made by the others, acknowledge their part and eventually believe that their competencies are being utilised and valued by the other instructors. It is doubtless acceptable and understood that the headteacher ‘s function in the procedure of bettering communicating in school is significant. He is considered to be the cardinal figure in enabling the development of human dealingss, particularly between instructors, developing to work within the school as a whole. Colin Riches ( Bush and West- Burnham, 1994, p.261 ) points out that â€Å" Effective direction has to get down from a full apprehension of the inside informations of how the communicating procedure impacts on every direction activity † . Because of the headteacher ‘s influence, it is of import that he or she communicate efficaciously with the others. However, in order for good communicating to be achieved, communicating channels should be unfastened both ways. By this I mean that the principal should be accessible to everyone in the school. Coursen and Thomas ( Smith and Piele, 1991, p. ) write that â€Å" it is of import for people to experience you are available and welcome personal contact with them † . Roger Major ( Smith and Piele, 1991, p. ) argues that â€Å" principals can utilize sincere congratulations whenever possible to make a more constructive ambiance in schools † . Indeed, acknowledging the work that instructors do in the school, can better the relationships between them, since the instructors will experience valued and appreciated. Even the negative feedback will non act upon school ‘s positive clime, if it is done in the right manner, like in a personal treatment and non in public. In reexamining the literature, we find that dialogue accomplishments are besides indispensable for an effectual headteacher who wants to cultivate good communicating and better the conditions in the school. Riches ( Bush and West- Burnham, 1994, p.260 ) defines dialogue as â€Å" a manner of accommodating involvements and cut downing struggle in state of affairss where people have to interact with one another but where no side is powerful plenty to enforce its will † . The headteacher should be able to snuff out all the struggles that may happen between the staff, and reconstruct the concerted clime in school ; therefore, it is so of import for the principal to avoid favoritism, be just, nonsubjective and diplomatic. From all written above, the function of the headteacher in the development of a positive, communicative and collaborative clime in schools is incontestible and undisputed. All these accomplishments are gathered in the definition of the headteachers ‘ function, given by Southworth ( Bush and Middlewood, 1997, p.40 ) who writes that: â€Å" The caputs take an active involvement in the instructors ‘ work and lives ; they attend to instructors ‘ person and corporate demands and involvements ; they set up ways in which staff can portion and speak about their work in the schoolrooms ( e.g. demoing assemblies, staff meetings, informal visits by the caput to instructors in their schoolrooms after school ) † . Acting in this manner, most of the headteachers seek to set up and keep an organisational civilization that facilitate openness, sharing and communicating in their schools.

Educational administrators Essay

A stakeholder is an individual or an entity that stand to gain or lose from the success or failure of a system or an organization. From a business perspective the stakeholder analysis theory asserts that an organization should pay greater attention to its stakeholders’ suggestions and interests in order to incorporate them in the overall decision-making process. Just like it is in the business world, school organizations (institutions) involve several stakeholders such as students, teachers, the parents’, the government, community, etc. [Gross & Godwin, 2006] Each stakeholder has got a distinct role to play for instance; students are expected to be disciplined, participate in various school activities, and to perform excellently in their academics, the teachers on the other hand are expected to live to the expectations of the professional code of conduct, and to do all what pertains instructions giving, the parents on their part are expected to collaborate with changing demands of the school and to promptly pay fees. The government is expected to offer, technical, professional, and monetary assistance to the schools, while the community is expected pay taxes that are used in the running of the school activities. Just as the stakeholders roles differ, so does their expectations. Students expect an all-inclusive school environment that is rich in quality instructional giving methods and other social amenities such entertainment, sport facilities, etc; the teachers expect to be given reasonable remuneration packages and enough working space to professionally deliver to the students; the parents expect quality education for their children that will result into good results at the end of the school life; the government expects maximum adherence to the school curriculum and the production of happy and useful school products (students) who will fit well in various sectors of the economy; on the other hand the community expects the school to produce happy and useful products who will be called upon to play various tasks in the society. [ESD, 2005-11] Irrespective of whether the school performance is excellent or on a downward trend, all the stakeholders should work together, relate, share, and communicate more often in order to maintain the good performance or impr ove on the nose-diving performance. [Gallagher, Bagin, & Moore, 2005: p. 12] For the smooth running of the school, a proper communication system must be maintained. An administrator will not accomplish any goals in the school without adequate communication. A good communication system should always allow for the receiver to respond to the communicated message. It has been noted that school administrators fail not because they want to but due to their failure to plan. However, a good communication system will not exist without a proper plan. [Holliday (1988)] For, Harris, (2004) â€Å"Good communication does not happen by accident, it is planned, †¦ However, principals with a specific communication plan are able to provide needed support that leads to effective relationship building. † (p. 19). In a school setting communication is paramount in keeping the stakeholders fully informed about well-meaning changes that affect the realization of the school core objectives and also to keep a constant track of any changes in stakeholder expectations. One such well-meaning change in a school is curriculum development. The importance of curriculum changes is seen in the sense that a curriculum is the prime plan of the course of study that provides the learner with proper learning experiences under the guidance of a school. If a curriculum is not meeting the set goals of education then its change is always imperative. Again, it can be changed in order to meet the global innovations and changes of stakeholders’ expectations. [Walkin (1982)] However, to change a curriculum all the stakeholders must be contacted and their views collected. The current curriculum being used by the high schools in our state was lastly developed ten years ago. Many people have been complaining about it, and calls for its change have been received from several stakeholders in the state. As the chief principal in my school, the task of contacting all the stakeholders in order to get their views concerning the current curriculum efficacy lies wholly in my docket. I will prepare a comprehensive report concerning curriculum matters and a questionnaire; the two documents will be sent to students, teachers, parents, the state education department officials, and some members of the School Board of Governance. The response to these messages and others from other schools will be used to push the state education department to come up with a committee that will embark on the process of reviewing the current curriculum and facilitate changes were necessary. [Gallagher, Bagin, & Moore, 2005] In order to convince the stakeholders that a change of the current curriculum is necessary I will prepare a detailed report that will describe the national goals of education, the objectives of the current curriculum relative to the national education goals, my school performance in state tests for the last five years, and the performance or the last five years of other five schools in different school districts in the state. The report will also include several articles published in some of the leading newspapers and education journals in the state calling outlining the importance of changing the current curriculum. The purpose of this compressive report will be to impart the stakeholders with the necessary knowledge that will enable them to make a decision as to whether a change is necessary or not. In accompaniment of the report will be a five-question questionnaire that will be prompting the stakeholders to sincerely state their opinions on the issue. To compile the report I will need the assistance of several people. The students from various classes, class teachers, the subject heads, head of departments, principals of other schools in different school districts in the state, local education department officers, and several curriculum experts in the state. Two sources of data will be utilized in the study i. e. the primary and the secondary data sources; the primary source will include the data that will be collected direct from the people through observations or verbal interviews while the secondary ones will comprise of stored records, newspapers, and journal articles. In order to collect reliable and valid data I will employ two qualitative methods of data collection. These methods will be verbal and over the phone interviews and scrutinizing of test results presented to me by the respective class teachers, and other written materials. [Taylor & Bogdan, 1984] These two methods will enable me to get a clear picture of subject teachers’ comments, how the students have been performing relative to the national goals of education, curriculum objectives, and the syllabus requirements, and experts’ views on the impact of the current curriculum in meeting the socio-economic, cultural, and political needs of the students and the society at large. The construction of the five-question questionnaire will be guided by the above reports conclusions. Teachers will collect their reports and the questionnaire from the staffroom while the students will be given theirs via their respective class teachers, for those other stakeholders the post office mailing service will be the obvious option. Stakeholders will be required to take three to six days to study the report fill the questionnaire and mail back the questionnaire. [Gallagher, Bagin, & Moore, 2005] The returned questionnaires will then be analyzed the overall stakeholders verdict recorded. If a clear majority shows that they are for a change – which is the most probable verdict, then another report that describes the new stakeholders’ expectations in my school will be prepared but this time not targeting all the stakeholders but the state education department office whose one of its core mandate is to constantly review the existing curriculum. The report will also be copied to the school heads of all the schools in the state through their respective school district offices, and they will also be carrying out their own change communications, their reports will also be forward to the state education department. [Gallagher, Bagin, & Moore, 2005] In order to provide a feedback to all my schools stakeholders who participated in the change-communication process, I will publish the analyzed results in the local daily newspapers, local educational journals, and even non-print media. Students will also be issued with the same reports to read and to take to their parents, and thus as much people as will be practically possible will definitely be reached through these communication methods. These will help to build a sense of trust on the school among the school stakeholders, as their true feelings will be reflected in the communicated report. Again, this will serve as a positive precedent for future communications of positive changes. [Harris, (2004)] This report will also be made the main agenda in the normal biannual stakeholder meetings, and therefore there will be still a chance to convince the skeptics on the importance of the changes and also develop a time frame, and the other important deliberations that pertains the changes. In these biannual meetings other important changes pertaining the smooth running of the school will also be discussed such as entering into agreements with local colleges and universities in order to facilitate a smooth transition from high school to college education for our school graduates. [Gallagher, Bagin, & Moore, 2005] References: Bogdan, R. C. and Taylor, S. J. (1975). Introduction to qualitative research methods: A phenomenological approach to the social sciences, Boston: Allyn & Bacon, available at; http://www. universitybusiness. com,accessed on March 10, 2009 Education for Sustainable Development (ESD), 2005-2011. UNESCO, available at; http://portal. unesco. org/education/en/ev. phpURL_ID=23304&URL_DO=DO_TOPIC&URL_SECTION=201. html, accessed on March 10, 2009 Gallagher, D. R. , Bagin, D. , & Moore, E. H. (2005). The school and community relations, (pp. 16-39). Boston: Pearson Allyn and Bacon, accessed on March 10, 2009 Gross, K. & Godwin, P. (2006). Education’s Many Stakeholders: Educational administrators are increasingly recognizing what business have long understood: customer satisfaction matters, accessed on March 10, 2009 Harris, S. (Ed) (2004). Bravo principal: building relationships with actions that value others. Larchmont, N. Y. : Eye on Education, accessed on March 10, 2009 Holliday, A. E. (1988). In search of and answer: What is school public relations? Journal of educational Public Relations. 11 (2), p. 12, accessed on March 10, 2009 Walkin, L. (1982). Instructional Techniques and Practice. Chetrenham: Stanley Thomes Ltd, accessed on March 10, 2009

Sport in Lithuania Essay Example | Topics and Well Written Essays - 2250 words

Sport in Lithuania - Essay Example (Klimas, V. & Baublyte, M. 1997) The country's economy is based on a free market that has capitalistic principles. The government of Lithuania pursues a flat rate tax and the rate of unemployment in this country is very low and this has further led into the notion of the Baltic tiger. However the country has been in transition fro an economy that is communistically planned but it has also faced crisis in its financial sector partly because of the financial crisis in Russia. The country's GDP has grown by a rate of 7.5% since the year 2005 whereas the rate of inflation grew by 3%. The country's purchasing power parity is approximately $48.49 billion and the per capita income is estimated to be $15, 858. On the other hand the industrial composition of this country is estimated to be 33% the countries industries are inclusive of machine tools and metal cutting, television sets, food processing computers, optical equipment amongst others. The earliest inhabitants in Lithuania date back to 10,000 BC. The Lithuanians are neither Germanic nor Slavic even though the country's union with Germanic, Poland and Russian colonization as well as settlement left the religious and cultural influences. (K. Dawisha, B. Parrott 997) In the country of Lithuania the homogeneous population is the Lithuania and according to census that was conducted in the year 2001 84% of the population positively identified themselves as Lithuanians, 7% as the poles, 6% as the Russians, and 1.5% as the Belarusian's and 2% as the members of the other ethnic groups. The high percentage of the Lithuanians in the country could be highly influenced by the fact that in the 1990s the Lithuanian government embarked on granting citizenship to any person who lived in the country and also wished to have the country's citizenship. (Kaunas medical academy 1998) In the country's Vilnius region there is a higher concentration of the Poles. On the other hand the Russians in the country even though they are not very numerous such as the poles they are more evenly scattered even though they lack strong political parties. The ethnic composition in Lithuania has however undergone very dramatic changes with the most prominent changes being the extermination of the Jewish population during the holocaust. It is easier to obtain citizenship in this country than in the many other European countries. All the citizens in this country have had the liberty to freely participate in any sporting activity that exists in the country. However some of the sporting events have either marginalized the males or the females. For instance the country's football teams consist of only male parties whereas the majority participants in the cycling sport are the females. Religion. Majority of the Lithuanians belong to the Roman Catholic Church which has been the

A Day at Belton Lake Essay Example | Topics and Well Written Essays - 750 words

A Day at Belton Lake - Essay Example The most common is sand though mud can also be up the Leon River that drains to Lake Belton and the cowhouise arms. Lake Belton has no aquatic vegetation, but some investigation reveals little presence of some vegetation in the lake. The water of the lake is usually cool in the summer time making the environment cool for swimming and in water relaxation. I had great anticipation that morning to participate in the activities that are in the lake. I hurriedly rush to my drawer containing my swimsuit. I pulled out my favorite blue swimming costume. I rush down the stairs to start off the daddy with daddy’s famous chocolate, grapes and biscuits for the morning. That is an original breakfast that we do have every time before we spend our day in Belton Lake. Lak Belton is a public lake that is open for all public access facilities. Ramping using boats, bank fishing, camping and picnics are all available. This place forms the best are to spend some time with family members and enjoy the weekend (Carpenter et al. pg. 163). The serene environment altogether with the hot summer makes the atmosphere and the lakes water cool for swimming to take place. My parents and I love swimming in Lake Belton and nearly every summer we take a day to send in the cool waters of the lake. Along the lakes beach, there is 300 foot plus the water slide curve that plunges from the start tower down to the splash pool that is four foot. The family picnics are usually located just adjacent to the lakes beach (Hoare and Hoare. pg. 225). Before taking off on our boat, we have to make sure that every equipment is in place, and we are fully prepared for any circumstance. My duty is to ensure that all essentials items including lotion, drinks, snack food, beach towels and sunscreen are all packed. As I do that, my brother and dad are always busy our boat fuel tank is full of gas, life jackets in plenty and intertube that is usually fun but dangerous