Geographic Information About the Country of Peru

Geographic Information About the Country of Peru Population: 31.77 million (2016 estimate)Capital: LimaBordering Countries: Bolivia, Brazil, Chile, Colombia and EcuadorArea: 496,224 square miles (1,285,216 sq km)Coastline: 1,500 miles (2,414 km)Highest Point: Nevado Huascaran at 22,205 feet (6,768 m)Peru is a country located on the western side of South America between Chile and Ecuador. It also shares borders with Bolivia, Brazil and Colombia and has a coastline along the South Pacific Ocean. Peru is the fifth most populous country in Latin America and it is known for its ancient history, varied topography and multiethnic population. History of Peru Peru has a long history that dates back to the Norte Chico civilization and the Inca Empire. Europeans did not arrive in Peru until 1531 when the Spanish landed on the territory and discovered the Inca civilization. At that time, the Inca Empire was centered in what is present-day Cuzco but it stretched from northern Ecuador to central Chile (U.S. Department of State). In the early 1530s Spains Francisco Pizarro began searching the area for wealth and by 1533 had taken over Cuzco. In 1535 Pizarro founded Lima and in 1542 a viceroyalty was established there that gave the city control over all Spanish colonies in the region.Spanish control of Peru lasted until the early 1800s at which time Jose de San Martin and Simon Bolivar began a push for independence. On July 28, 1821, San Martin declared Peru independent and in 1824 it achieved partial independence. Spain fully recognized Peru as independent in 1879. Following its independence, there were several territorial disputes between Peru and neighboring countries. These conflicts eventually led to the War of the Pacific from 1879 to 1883 as well as several clashes in the early 1900s. In 1929 Peru and Chile drafted an agreement on where the borders would be, however it was not fully implemented until 1999 and there are still disagreements about maritime boundaries.Beginning in the 1960s, social instability led to a period of military rule that lasted from 1968 to 1980. Military rule began to end when General Juan Velasco Alvarado was replaced by General Francisco Morales Bermudez in 1975 due to poor health and problems managing Peru. Bermudez eventually worked at returning Peru to a democracy by allowing a new constitution and elections in May 1980. At that time President Belaunde Terry was re-elected (he was overthrown in 1968).Despite its return to democracy, Peru suffered severe instability in the 1980s due to economic problems. From 1982 to 1983 El Nino caused flooding, drought and destroyed the countrys fishing industry. In addition, two terrorist groups, Sendero Luminoso and the Tupac Amaru Revolutionary Movement, emerged and caused chaos in much of the country. In 1985 Alan Garcia Perez was elected president and economic mismanagement followed, further devastating Perus economy from 1988 to 1990.In 1990 Alberto Fujimori was elected president and he made several large changes in the government throughout the 1990s. Instability continued and in 2000 Fujimori resigned from office after several political scandals. In 2001 Alejandro Toledo took office and put Peru on track to return to democracy. In 2006 Alan Garcia Perez again became Perus president and since then the countrys economy and stability have rebounded. Government of Peru Today Perus government is considered a constitutional republic. It has an executive branch of government that is made up of a chief of state and a head of government (both of which are filled by the president) and a unicameral Congress of the Republic of Peru for its legislative branch. Perus judicial branch consists of the Supreme Court of Justice. Peru is divided into 25 regions for local administration. Economics and Land Use in Peru Since 2006 Perus economy has been on the rebound. It is also known as being varied due to the varied landscape within the country. For example, certain areas are known for fishing, while others feature abundant mineral resources. The main industries in Peru are mining and refining of minerals, steel, metal fabrication, petroleum extraction and refining, natural gas and natural gas liquefaction, fishing, cement, textiles, clothing and food processing. Agriculture is also a major part of Perus economy and the main products are asparagus, coffee, cocoa, cotton, sugarcane, rice, potatoes, corn, plantains, grapes, oranges, pineapples, guava, bananas, apples, lemons, pears, tomatoes, mango, barley, palm oil, marigold, onion, wheat, beans, poultry, beef, dairy products, fish and guinea pigs. Geography and Climate of Peru Peru is located in the western part of South America just below the equator. It has a varied topography that consists of a coastal plain in the west, high rugged mountains in its center (the Andes) and a lowland jungle in the east that leads into the Amazon River basin. The highest point in Peru is Nevado Huascaran at 22,205 feet (6,768 m).The climate of Peru varies based on the landscape but it is mostly tropical in the east, desert in the west and temperate in the Andes. Lima, which is located on the coast, has an average February high temperature of 80˚F (26.5˚C) and an August low of 58˚F (14˚C).​ReferencesCentral Intelligence Agency. (15 June 2011). CIA - The World Factbook - Peru. Retrieved from: https://www.cia.gov/library/publications/the-world-factbook/geos/pe.htmlInfoplease.com. (n.d.). Peru: History, Geography, Government, and Culture- Infoplease.com. Retrieved from: infoplease.com/ipa/A0107883.htmlUnited States Department of State. (30 September 2010). P eru. Retrieved from: state.gov/r/pa/ei/bgn/35762.htmWikipedia.org. (20 June 2011). Peru - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/Peru

Information on Education and Schools in Massachusetts

Information on Education and Schools in Massachusetts Each state varies at least somewhat in education related policy.   Trending educational topics such as charter schools, school vouchers, standardized testing, state standards, and school finance all take on the shape of a states political foundation.   This variation ensures that a student in Massachusetts is most assuredly receiving a slightly different education than a similar student in another state.   This makes providing accurate comparisons among states extremely difficult.   It is possible to compare data from programs, assessments, and studies that look at each state independently. This profile breaks down education and schools in Massachusetts. Massachusetts Education Massachusetts Department of Elementary and Secondary Education Massachusetts Commissioner of Elementary and Secondary Education: Mitchell D. Chester District/School Information Length of School Year: A minimum of 180 school days is required by Massachusetts state law. Number of Public School Districts: There are 242 public school districts in Massachusetts. Number of Public Schools: There are 1859 public schools in Massachusetts. **** Number of Students Served in Public Schools: There are 953,369 public school students in Massachusetts. **** Number of Teachers in Public Schools: There are 69,342 public school teachers in Massachusetts.**** Number of Charter Schools: There are 79 charter schools in Massachusetts. Per Pupil Spending: Massachusetts spends $14,262 per pupil in public education. **** Average Class Size: The average class size In Massachusetts is 13.7 students per 1 teacher. **** % of Title I Schools: 51.3% of schools in Massachusetts are Title I Schools.**** % With Individualized Education Programs (IEP): 17.4% of students in Massachusetts are on IEPs. **** % in Limited-English Proficiency Programs: 6.8% of students in Massachusetts are in limited-English Proficient Programs.**** % of Student Eligible for Free/Reduced Lunches: 35.0% of students in Massachusetts schools are eligible for free/reduced lunches.**** Ethnic/Racial Student Breakdown**** White: 67.0% Black: 8.2% Hispanic: 16.0% Asian: 5.7% Pacific Islander: 0.1% American Indian/Alaskan Native: 0.2% School Assessment Data Graduation Rate: 82.6% of all students entering high school in Massachusetts graduate. ** Average ACT/SAT score: Average ACT Composite Score: 24.4*** Average Combined SAT Score: 1552***** 8th grade NAEP assessment scores:**** Math: 297 is the scaled score for 8th grade students in Massachusetts. The U.S. average was 281. Reading: 274 is the scaled score for 8th grade students in Massachusetts. The U.S. average was 264. % of Students Who Attend College after High School: 73.2% of students in Massachusetts go on to attend some level of college. *** Private Schools Number of Private Schools: There are 852 private schools in Massachusetts.* Number of Students Served in Private Schools: There are 144,445 private school students in Massachusetts.* Homeschooling Number of Students Served Through Homeschooling: There were an estimated 29,219 students that were homeschooled in Massachusetts in 2016.# Teacher Pay The average teacher pay for the state of Massachusetts was $73,129 in 2013.## Each individual district in the state of Massachusetts negotiates teacher salaries and establishes their own teacher salary schedule. The following is an example of a teacher salary schedule in Massachusetts provided by the Boston Public School District. *Data courtesy of Education Bug . **Data courtesy of ED.gov ***Data courtesy of ACT ****Data courtesy of the National Center for Education Statistics ******Data courtesy of The Commonwealth Foundation #Data courtesy of A2ZHomeschooling.com ##Average salary courtesy of National Center of Education Statistics ###Disclaimer:   The information provided on this page changes frequently.   It is pulled from a several education resources in an attempt to pool critical education related data to one site. It will be updated regularly as new information and data becomes available.

Employee motivation - case scenario Essay Example | Topics and Well Written Essays - 1000 words

Employee motivation - case scenario - Essay Example switching all the data base on to a computerized Management Information System that can be accessed by each member from anywhere around the globe. Looking over the companies needs and requirements, the Lewins Change Management Model seems to be the most adequate choice of change for the organization. This shall be further justified along side the three steps to this process. During project proposal, several people will and will not be in favour due to personal reasons and opinions. These individuals will be reluctant to change and hence will resist for it to occur. The solution is to unfreeze the pessimism by convincing them of the benefits that will be received through the new system. The main reasons for reluctancy may be due to feeling neglected of their importance and value, autonomy, monotony of work, job insecurity, lack of computer skills and literacy, lowered salaries etc as stated by Freud. However, automation is the main concern considering all manual data systems (humans) will be replaced by computer systems. The company now re-establishes itself and the staff refreezes itself into the new change of work operations. This is done gradually as each member will adapt to the new system with time. Business activities will then be within a click of a button, with the vast media horizon of internet emails, chats, audio and video conferencing etc. (Normandin, 2012) All the departments will be affected including the accounts, administrative and human resource departments. The aim is to achieve paperless forms of communication with its various clients and suppliers. However, all the employees will not be in favour of this huge change so employee motivation strategies must be employed. Looking into Maslows Hierarchy of Phsical, Emotional and Intellectual Needs for Employee Motivation will help overcome resolve this issue. (Maslow,

The Indian Famous Culture Essay Example | Topics and Well Written Essays - 500 words

The Indian Famous Culture - Essay Example Indian culture is famous worldwide. When one finds a woman wearing a bindi on the forehead, we instantly know that she is a Hindu from India. Similarly, when we spot a man in a dhoti or when we picture kings mounted on elephants and living in exotic palaces, we certainly conjure the image of India. However, this is not limited to these expressions of culture. Inherently, the Indians are traditional and love keeping up their ethics and social traditions in spite of the modernisation. The Indian culture is not just pertinent to one religion and represents all the religions followed in India. It is this multi-culturalism that enhances the beauty of the Indian culture. Now, when we meet an Indian, we certainly assume numerous things about his culture, which is because we do conjure a picture of what India is. This is typical of a high culture context. 2. Consider the culture of the country you chose for the first question. If you classify the culture as â€Å"high context† or â€Å"low context† does this help your understanding of the culture? Does it offer any insight to help you be successful in business transactions with people from that country? Why or why not? The country chosen in the first question is India. Considering that fact that I  would like to   get  into a business  transaction with an  Indian company,   I  would definitely say that the cultural context of the country  helps  me  in  understand  the  business  interactions  with them,  as well.  When  international  business  is initiated,  research  on  the  host  country’s  culture  and  the societal  background  is  conducted,  besides various  other  factors  that  influence  the  setting  up  of  business  there.  

King’s attitude towards slavery Essay Example for Free

King’s attitude towards slavery Essay Reconciliation struck King as divinely just, and he recommended the same practice for the United States. He suggested that this was the only moral and practical way to bring the Negro’s stand-ups to a realistic level. Reconciliation in the form of compensation was such a good idea in King’s mind because the practice would support the freedom of the human personality and lead to a just society. He also believed that it would make freedom real and substantial for the black people. He never believed that the mere absence of desegregated public accommodations would fully free the human personality and establish a just society. Although many whites were against him, he began to emphasize his belief that real and substantial freedom as well as the mandates of the just society, require not desegregated public facilities but also the economic goods that would allow blacks to use such facilities. King equated freeing the blacks and leaving them just like that to giving a pair of shoes to a man who has not learned to walk. His point was that freedom from desegregation requires the material goods to enjoy freedom from integration. King’s own response to the Johnson administration was to post for state atonement for the Disadvantaged. In King’s view, just as the state properly compensated World War II veterans for the time they spent away from their home, jobs, so too should it compensate blacks for their years of enslavement. He argued that only a few people considered the fact that in addition to being enslaved for two centuries, the Negro was during all those years, robbed of wages of his toil. He believed that no amount of gold could provide adequate compensation for the psychological turmoil caused by slavery, but that a price could be placed upon unpaid wages. King’s extra marital affairs It is clear that King did a lot of good deeds, most of which were based on pure ethical standards. However, there are some ethical challenges that were hard for him, and the most common is the sexual relationships with many women. Two years after King married his wife Coretta, he began his work in the civil rights movement. He left his young wife and baby to pursue endeavors that would take him far from home, putting aside his wife, and while he was home, he spent a lot of time on the phone. His friends who were worried of what these extramarital affairs would do to his reputation cautioned him about the importance of avoiding the appearance of wrongdoing. They also cautioned him that due to his prominence, he would become the target of those seeking to discredit him. He was also warmed that women could become his downfall if he failed to resist this temptation. King failed to take these warnings. By the time he won the Nobel Peace Price of 1964, his relations with women outside his marriage were far from secret. Wiley Branton, a close associate of King approached him about the subject when he was unable to ignore the rumors. He told king that colleagues had expressed concern over his behavior and were worried that he was going to get hurt, but King was unresponsive. The topic again came up with another friend, and this time King responded that because he was away from home the majority of each month, sex served as a way to reduce his anxiety. King’s attitude towards money While king had a hard time resisting sexual temptation, the temptation to profit from his fame was by no means a temptation for him. He had never bee influenced by the prospect of making money. In fact, while in college he had developed an opposition to his father’s concern with money. His lack of desire for material possessions increased after he visited India. Even his wife sensed a change in him. She said that this growing selflessness had led to his increasingly dismissive attitude toward his clothing and appearance, which up until then he had taken pride in. Since his college years at the Morehouse, King had enjoyed nice clothing. His selflessness also affected the financial status of SCLC. When he won the Nobel Peace Prize, he donated the price money to the group, despite the objection of his wife. She wanted to put some of the money aside for college for their children, but King insisted that the money go in full to the SCLC. Later, when two board members suggested that he accept a salary from the organization, King declined the offer. He explained that his income from Ebenezer Baptist church and the sum that he kept from speaking and writing was enough to support his family. Conclusion Due to King’s legacy as a man of good man, his shadow persisted even after his assassination. The poor people’s campaign initially was identified with the martyred prophet, not with his successor. The goals King established, especially for the campaign of equality among the whites and the blacks were probably unreachable, but King-the-symbol remained untarnished by failure. In addition to the charisma of his leadership, King had clear strategies for achieving goals. He believed that besides the use of legal tactics, the federal government was a necessary ally. King believed that because of man’s sinfulness, a restraining force was needed. According to him, it was the government that could counteract collective evil. His ultimate goal in many of his campaigns was to force the federal government to act. Time after time, his strategy worked. From the term paper, it is clear that his leadership was two fold. He was able to mobilize blacks, while at the same time appealing to the consciousness of the whites. King’s influence was as a result of several factors. To African Americans, his background was rooted in the black community, he was a Baptist preacher, and his academic training combined with religious faith provided the leadership skills he needed. To white Americans, he was an African American with the extraordinary ability to convince them of the evil of segregation. His words carried a powerful punch that, while what he was saying about segregation was not new, he stirred a moral awakening. Cementing his position was his leadership through nonviolent resistance, which appealed to decency and the commonality of humanity that, until then, had been ignored. Reference 1) Long M. G. (2002). Against us, but for us: Martin Luther King, Jr. and the state. California; Mercer University Press

Macbeth - Shakespeare :: essays research papers

Act One 1.) Macbeth’s reaction to the witches prophecy is one of surprise, and interest. He also wants to be told more, and know how the witches know these things. Banquo however, is more cautious, and not sure. Banquo also questions if the witches were even real; he is much more sceptical. 2.) Macbeth finds out in scene 4 that Malcolm, not him is chosen by the King to be his successor, this makes Macbeth decide that â€Å"chance† will not make him King, and to be King, he must do something about it. 3.) Lady Macbeth’s reaction to the letter is one of joy for Macbeth, and fear that Macbeth is too good a person to seize the opportunity and kill the King. â€Å"†¦I fear thy nature, It is too full o’ th’ milk of human kindness To catch the nearest way.†(p29) Lady Macbeth also â€Å"speaks† with â€Å"demons† to give her the courage and fill her with evil to allow her to carry out the murder of the King. â€Å"†¦fill me from the crown to the toe top-full Of direst cruelty†¦Ã¢â‚¬ (p30) 4.) This speech tells us that Macbeth does not wholly want to proceed with the murder of the King, and that the very idea scares Macbeth, and seems impossible to commit. â€Å"†¦Doth unfix my hair†¦murder yet is but fantastical†¦Ã¢â‚¬ (p19) Act Two 1.) At first Macbeth sees a dagger floating, leading him to Duncan’s room, which existence he questions. After having murdered Duncan, Macbeth is jumpy and nervous, he imagines he hears things when they are owls. He also is afraid that he is damned to go to hell when he cannot say ‘amen’. He is afraid he will not be able to sleep in peace. 2.) At the end of scene two, Macbeth does show remorse that he has killed the King. When he hears the knocking at the south entry, he says; â€Å"Wake Duncan with thy knocking. I would thou couldst.†(p59) 3.) Malcolm and Donalbain leave Scotland because they suspect whoever killed their father, will be targeting them next. 4.) The strange occurrences that have taken place on the night of the murder are; it is dark when the sun should have come up, a falcon was killed by an owl and Duncan’s horses turning wild and turning on the humans and then eating each other. Act Three 1.) Banquo’s attitude at the beginning to Macbeth having become King, is one of suspicion. He suspects Macbeth had something to do with it.

Broadcasting Industry

When Newton Minow delivered his first formal address as the newly appointed chairman of the Federal Communications Commission (FCC) in 1961, his speech triggered discussions about the role broadcasting, specifically the television played in the society. Minow’s Address to the National Association of Broadcasters elaborated on the critical task the broadcasting industry brings to the audience, in the case of television, the viewing public. He presented the harmful and constructive effects that the television possesses. Winow highlighted his major arguments on television’s negative or ill effects to viewers.It is a common knowledge that the viewers more especially the children of this generation will be devoting more of their time watching television – waiting for their favorite programs, switching channels and choosing programs they will be interested to watch or simply killing time. The premise was that the programs offered to the publics are not intelligibly cho sen and put on-air. Most networks air programs for the purposes of earning high ratings and viewership without really considering what the viewer will be getting from such programs.It is indeed true that TV works for one general function – to inform, but it seems like the broadcasting industry’s trend has done away with integrating or injecting values to the programs they air. With the current set-up or trend, the viewers are the ones at risk. The reason why mass media – particularly the television is blamed for the collapse of the society’s (especially the children’s) value system. According to Marsden, the disintegration or what was termed as fragmentation affected the religious and moral life in the United States over the decades when the mass media proliferated.With Minow’s account of the world currently living in a â€Å"television age† one of the worst effects would be such disintegration. This proves how immense the television can influence the viewing public. What the viewers see on television is often times accepted to be the truth and is treated as something to be absorbed and to some extent, be imitated or applied in real life. Stories and programs with themes about violence, revenge, murder and sex leave the viewer without morals or values to keep but in some cases make them believe that violence is justifiable.These details were some of the reasons why the FCC chairman illustrated the television shows as a vast wasteland. Television is one of the most powerful mass media which can reach millions of viewers with a single program at one sitting. With this great potential the television offers, Winow believed that the broadcasting industry should take advantage of this. Television industry should not just be satisfied of fulfilling its information function but it should make use of its power to educate, inspire, motivate, challenge and empower the loyal viewers.It is still good news that there are stil l a few programs that cater to the mentioned functions. Putting the viewers into consideration not only making them enjoy what they watch but also more importantly allow them to learn and decide for themselves. Minow emphasized that the broadcasting industry owes a lot to the viewing public, leaving the practitioners the challenge of giving back to the publics what they truly deserve. The public is given the choice and control over programs to tune in, and responsible broadcasting is all about providing them with quality programs to choose from.Television has a very big potential in molding the public, but along with this potential also comes a crucial responsibility of airing appropriate shows both for children and adults and other segments of the viewing public. He had also stressed that the broadcasting industry, more specifically the television should be used as a tool or instrument in molding the viewers as he mentioned about educational television. Newton Minow posed a challen ge to the industry practitioners to be more responsible, to use the television to the viewers’ advantage considering the tremendous power and influence such broadcast medium provides the public.