Italian Quotation Marks (Fra Virgolette) Types and Uses

Italian Quotation Marks (Fra Virgolette) Types and Uses Italian quotation marks (le virgolette) are sometimes treated as an afterthought in the classroom and in textbooks, but to English-speaking natives reading Italian newspapers, magazines, or books, its obvious there are differences in both the symbols themselves and how they’re used. In Italian, quotation marks are used to give a word or phrase a particular emphasis, and they’re also used to indicate citations and direct discourse (discorso diretto). In addition, quotation marks are used in Italian to point out jargon and dialect as well as to denote technical and foreign phrases. Types of Italian Quotation Marks Caporali ( «  »): These arrow-like punctuation marks are the traditional Italian quotation mark glyphs (in fact, theyre also used in other languages, including Albanian, French, Greek, Norwegian, , and Vietnamese). Typographically speaking, the line segments are referred to as guillemets, a diminutive of the French name Guillaume (whose equivalent in English is William), after the French printer and punchcutter Guillaume le Bà © (1525–1598).  «  » are the standard, primary form for marking up quotations, and in older textbooks, manuscripts, newspapers, and other printed material, are usually the only type encountered. The use of caporali ( «  ») begin to diminish with the advent of desktop publishing in the 80s, since a number of font sets did not make those characters available. The newspaper Corriere della Sera (to point out just one example), as a matter of typographical style, continues to use caporali, both in the printed version and online. For instance, in an article about the high-speed train service between Milano and Bologna, there is this statement, using angled quotation marks, from the president of the Lombardia region:  «Le cose non hanno funzionato come dovevano ». Doppi apici (or alte doppie) ( ): Nowadays these symbols frequently replace the traditional Italian quotation marks. For example, the newspaper La Repubblica, in an article regarding the possible merger of Alitalia with Air France-KLM, featured this direct quote: Non abbiamo presentato alcuna offerta ma non siamo fuori dalla competizione. Singoli apici (or alte semplici) ( ): In Italian, single quotation marks are typically used for a quotation enclosed inside another quotation (so-called nested quotations). Theyre also used to indicate words used ironically or with some reservation. An example from an Italian-English translation discussion board: Giuseppe ha scritto:  «Il termine inglese free ha un doppio significato e corrisponde sia allitaliano libero che gratuito. Questo puà ² generare ambiguit ». Typing Italian Quotation Marks To type  « and  » on computers: For Windows users, type  « by holding Alt 0171 and  » by holding Alt 0187. For Macintosh users, type  « as Option-Backslash and  » as Option-Shift-Backslash. (This applies to all English-language keyboard layouts supplied with the operating system, e.g. Australian, British, Canadian, U.S., and U.S. Extended. Other language layouts may differ. The backslash is this key: \) As a shortcut, caporali can easily be replicated with the double inequality characters or (but which typographically speaking, though, are not the same). Usage of Italian Quotation Marks Unlike in English, punctuation such as commas and periods are placed outside the quote marks when writing in Italian. For example:  «Leggo questa rivista da molto tempo ». This style holds true even when doppi apici are used instead of caporali: Leggo questa rivista da molto tempo. The same sentence in English, though, is written: Ive been reading this magazine for a long time. Given that certain publications use caporali, and others use doppi apici, how does one decide which Italian quotation marks to use, and when? Provided that the general usage rules are adhered to (using double quotation marks to signal direct discourse or point out jargon, for example, and single quotation marks in nested quotations), the only guidelines are to adhere to a consistent style throughout a text. Personal preference, corporate style, (or even character support) may dictate whether  «  » or are used, but there is no difference, grammatically speaking. Just remember to quote accurately!

80 Idioms with the Word Time

80 Idioms with the Word Time 80 Idioms with the Word Time 80 Idioms with the Word Time By Mark Nichol Considering that time is such a critical element in our lives, it’s no surprise that the word time should crop up so often in English idiomatic usage. Here’s a list of phrases that refer directly to time. 1. a devil of a time: said of an ordeal 2. a legend in one’s own time: one who gains renown within his or her lifetime (also inspired â€Å"a legend in (one’s) own mind,† referring to an egotistical person who believes himself or herself to be more significant than he or she actually is) 3–4. a matter/question of time: said in reference to a state that will soon change 5. a rare old time: an enjoyable experience 6. a race against time: said of trying to accomplish something critical in a short time frame 7. a stitch in time: the first half of a proverb (ending with â€Å"saves nine† and with an obscure origin) that refers to the wisdom of taking precaution 8. a whale of a (good) time: an especially exciting or fun experience 9. ahead of time: before the agreed time 10. ahead of (one’s) time: said of someone or something that has an innovative approach or style or one that the world is not ready for 11. all in good time: an expression that encourages patience 12. all the time in the world: an unlimited amount of time 13. all the time: in addition to referring to habitual or continuous occurrence, can refer to knowing about something throughout a given period 14. at a set time: at the agreed time 15. at all times: always 16. at no time: never 17. at the appointed time: at the agreed time 18. bad time: an inconvenient moment or an unfortunate experience 19. before (one’s) time: said of something that existed or occurred before one was born or when one was too young to recall that thing, or said in reference to someone’s unexpectedly early death 20–21. behind its time/the times: late, not keeping up, or obsolete 22. bide (one’s) time: be patient 23. big-time operator: someone who is or thinks he or she is important or influential 24. big-time spender: one who spends a lot of money, or said ironically about a frugal person 25. borrowed time: an uncertain amount of time, at the end of which something will no longer exist or occur 26. buy time: postpone an event for one’s advantage 27. by the time: said in reference to a time after something else has occurred 28. caught in a time warp: unchanged in an antiquated or obsolete way 29. crunch time: a critical period 30. face time: time spent in someone else’s company 31. for the time being: for now 32. from time to time: occasionally 33. do (the) time: serve time in jail or prison 34. down time: rest period 35. get the time: become available 36. give (one) a hard time: be critical 37. good-time Charlie: one who seeks pleasure 38. good times: pleasant experiences 39. hardly have time to breathe: said when one is busy 40. have a time of it: experience difficulty 41. having quite a time: having a pleasurable experience, or having difficulty 42. have time on (one’s side): don’t have to hurry 43. I’ll catch you some other time: I’ll talk to you later when it’s more convenient for you 44. in next to no time: almost instantly 45. in the fullness of time: after enough time passes 46. in the right place at the right time: in a figurative sense, fortuitously prepared for some eventuality; also, literally, located in a position that is advantageous or fortunate 47. it’s about time: said to express impatience, or relief that something has finally occurred (usually accompanied by an exclamation point) 48. it’s high time: it is the appropriate time; one has waited long enough 49. keep time: maintain the beat in music 50. lose no time: do something immediately 51. make good time: proceed quickly or in a reasonable amount of time 52. make time for: set aside a period of time to accommodate someone or something 53. make up for lost time: catch up on time wasted or as a result of going slowly or not going at all 54. mark time: wait 55. not able to call (one’s) time (one’s) own: too busy 56. old-time: old-fashioned 57. on time: punctual 58. once upon a time: long ago 59. out of time: said in reference to no longer having time to do something 60. pass the time (of day) with: chat with 61. pressed for time: lacking enough time to do something 62. run that by me one more time: say that again 63. sands of time: a poetic reference to the passage of time as represented by sand in an hourglass 64. the big time: said in reference to achieving prominence in some endeavor 65. the time has come: the occasion is appropriate 66. the time of (one’s) life: a memorable experience 67. time and tide wait for no man: the world makes no allowance for one being late 68. time bomb: something that will inevitably result in a negative consequence 69. time flies: a reference to the fleeting nature of time 70. time is money: time is important because using it wisely or unwisely affects one’s ability to earn money 71. time on (one’s) hands: spare time 72. time out: in sports, a short period when play ceases; by extension, a break from activity (also used as the announcement of a request for a time out, as is time by itself) 73. (stuck in a) time warp: said in reference to observing something that or someone who appears outdated 74. time was: there was a time when 75. time’s a-wastin’: time is running out 76. time to hit the road: time to depart 77. time works wonders: the passage of time resolves problems 78. when the time is ripe: when the time is appropriate 79. withstand the test of time: endure 80. wouldn’t give (one) the time of day to: ignored Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:36 Adjectives Describing LightTaser or Tazer? Tazing or Tasering?Preposition Review #1: Chance of vs. Chance for

Reflection & Reaction Activity 3 Essay Example | Topics and Well Written Essays - 750 words

Reflection & Reaction Activity 3 - Essay Example Bearing in mind that we still had a mortgage to pay for, things took a turn for the worst after my father had lost his business, a restaurant. The first stressor that we had to incur was the loss of our status and financial sources of income. However, my father had stashed away some of his income had a sizeable savings account that would facilitate us to survive for another few months before my father got back on his feet. However, the main problem was that my father did not want to be employed, yet he wanted to start another business venture. He had already come to terms with the fact that he had failed as a restaurant owner, but was not willing to give up his freedom and seek employment. This reluctance to get a job, even as friends and family offered many to him, almost led to his divorce with my mother. Mum could not understand why dad was refusing to take the various options that his friends suggested. My father was still adamantly arguing that he is a businessperson and not an employee and he insisted to let things stay that way. Meanwhile, my mother was almost having a breakdown, as she did not know what to do so she went out and started looking for a job as well. My father would always say that we would be back on our feet soon and should not be worried too much. I believed him, but my mother did not see the logic behind his choices. As such, my mother became physically present but psychologically absent. The aspect of being physically present but absent means that one is within the family but is emotionally distant (Lamanna, Riedmann & Stewart, 2014). With her time spent looking for jobs, which was rather hard for her as she had minimum experience, she ended up taking jobs that included being a server at a local eatery and other similar jobs before she would get that corporate job that she thought would be sufficient to keep the family running. Meanwhile my father looked like a depressed person, but he would consistently

Politic Essay Example | Topics and Well Written Essays - 750 words - 3

Politic - Essay Example Mao Tse-tung, who was the chairman, concluded that for people to begin fighting, it is a decision that has been made by the people of the country. He also concluded that it is the new technology with the tools and weapons that control a country and decide to begin war. The Chinese government officials use resistance in the fight against Japan. Comrade Mao in the year 1944, decided to change the resistance of the Chinese people where by they believe in the weapons. This has supported the political leadership of the Chinese people because they believe in fights. The country converts the people of the country to be weapons forming the people to be rapid dogs which fight mercilessly tearing others’ fresh. On the contrary, Peru is condemning the use of the mobilization whereby it weakens the revolutionary war. The country denies the use of the homage to weapons whereby they reject the kind of political system that mobilizes the power of the fights which might affect other countries. Instead they encourage the guerrilla which makes the armed bands to wander. Democracy in the political power of the two countries can only be maintained by the support of the political stability of the countries respectively. Funding for the political parties with the election campaigns assist the country to have a good stable group of power and support. The parties in the countries always reflect the needs of the countries creating a good concern to the citizens. The membership and participation of the citizens of the countries dictate the political stability of the country. The modern democracy of the two countries depends on the trust of the political leaders. Choosing of the members of parliament is also a tricky issue with the presidential elections which promotes the leadership and governance of the two countries. The parties of the countries also contribute to the leadership and governance which leads to the defeat of their opponents. In

Ethnicity and Gender in Late Childhood and Adolescense Essay Example for Free

Ethnicity and Gender in Late Childhood and Adolescense Essay Abstract This paper focuses on an study that was conducted to examine the awareness of gender and ethinic bias along with gender and ethnic identity in late childhood and early adolescence. Data was collected on children in 4th, 6th, and 8th grades from various elementary and middle schools. The ethnic groups that were represented were White/European American, African American, an Latino. Daily diaries and individual interviews displayed that ethnic, gender, and grade level differences affected the awareness of bias ( Developmental Psychology, 2011). It was further proven that children in this age range were more aware of gender bias than ethinic bias. Keywords: gender identity, ethnic identity, bias During adolescent development a child’s need to be identified based ethnicity and/or gender becomes more prevalent and is further influenced by their peers. In addition, during this stage of development, social identity can have a deeper impact on intergroup attitudes. In the text, chapter 3 discusses gender schemas and how they evolve from being inflexible to flexible though the development of a human being (Wade Tavris, 2011). In the Development Psychology article, â€Å"Ethnicity and Gender in Late Childhood and Early Adolescence: Group Identity and Awareness of Bias†, 2011, psychologists, Alabi, Brown, Huynh, and Masten examined the awareness of gender an identity bias and its impact on the individuals/groups. The hypothesis is the possibility that children can be aware of one type of bias and oblivious to the another based on their group identity. The study was conducted with 350 students from three participating elementary schools and three middle schools in Southern California. The schools represented various ethnic/racial make-ups and socioeconomic statuses that included 67 African American, 120 White, and 167 Latino students. Two methodologies were used during this study, case study and naturalistic observation. The case study methodology as described by the text is the description of an individual based on their observation of behavior during a specified period (Wade Tavris, 2011, p. 18). During the first week the case study was conducted by each participant receiving a diary to document their assessment of what identity was most important to them. The approach was referred to as identity centrality and the children received an ethnicity and gender score based on the results. The second portion of this test, identified as the identity salience approach involved students documenting whether or not they thought about gender, ethnic, or no identity at all during each period of the school day. The results of this test revealed that 51% of the children mentioned ethnicity and 63% mentioned gender. Following this portion of the study, the students were assessed through individual interviews with the same ethnicity, same gender experimenter. To assess ethnic identity, the students were presented five items with opposing questions, in which they had to choose the statement that they most identified with. A similar assessment was conducted to determine the degree of their gender identity. The final results of these assessments revealed that 51% of the students were aware of ethnic bias associated with ethnic identity while 49% were unaware. The relationship between bias and group identity was determined by eight ethnic and gender identity measures to include: gender and ethinic identity, salience, centrality, positivity/importance of ethnicity, contentedness with gender, felt gender typicality, and felt pressure to conform to gender norms. Over 38% of the students felt positive about their ethnicity and felt content/typical with their gender. 26% percent felt that their ethnicity was not important and felt no pressure to conform to gender norms. 20% of the students felt that their ethnicity was not important but was discontent with the gender norms. Finally, 9% felt that their ethnicity was positive and important and were content with gender norms. In this study the awareness of gender and ethnic bias varied by age group. It comes as no surprise that children become more aware of gender bias than ethnic bias at a young age. As the text mentions, gender identity is discovered at preschool age in which the process of gender typing begins. This is where boys and girls begin to get in touch with their masculine and feminine characteristics (Wade Tavris, 2011, pg. 107). Ethinic identity creates a sense of emotional attachment to the group and the individual feels the need to conform to the values set forth (Wade Tavris, 2011, pg. 350). This study further showed that European American students were more aware of gender bias than ethnic bias. In middle school all students were equally aware of both biases but African american and Latinos were likely to be aware of ethnic bias in elementary school. The potential cause of this stemmed from belonging to a negatively stereotyped group which raised the earlier awareness. This showed that European American students were less likely to be targeted for ethnic bias ( Developmental Psychology, 2011). In early adolescence girls were more aware of gender bias than boys and could attest to being targets of discrimation. Conclusion The conduction of this study proved that children in late childhood and adolescence were more aware of gender bias than ethnic bias. In addition the results showed that children who were non European-American experienced and identified with ethnic bias at an earlier age. The limitations to this study was the demographics. This study was conducted in Los Angeles which has a very unique demographic because it is essentially a melting pot of ethnicities. The different socioeconomical factors and educational inequalities impacted the outcome of the results. Children in the poorest schools had more challenges to encounter in school than their peers in this study. These experiences molded their ethnic identities and the biases associated with it. During late childhood an adolescence development, group identity and intergroup relations became important factors. It is expected that this age group no matter the gender/ethnicity will witness or be a target of discrimination. Although legal segregation is a thing of the past, gender and ethnic bias can greatly impact society but the attitudes and beliefs of individuals can be contained through intervention. With intervention at the earlier stages of development, children can fully witness equality. Future research methods inspired by this article should focus on the data collected from various locations throughout the country. Keeping this research generalized to one location compromises the true validity of the study. New research methods will determine how different ethnicities identify with gender and ethnic bias. Other areas of concentration that should be included in this study are the workforce, judicial system and media/television. Successful results of these research methods can pave the way for some individuals to change their ideologies. These studies can impact the lives of everyday people and potentially unveil solutions to discrimination. As we become a more multicultural country, we must realize the importance of cultural awareness so that we can better interact with different ethnicities/genders. Parents should encourage their to children to foster positive relationships with their peers despite cultural difference. These solutions will alleviate the stereotypes associated with gender and ethnic identity. References Brown, C. , Alabi, B. , Huynh, V. , Masten, C.. (2011). Ethnicity and Gender in Late Childhood and Early Adolescence: Group Identity and Awareness of Bias. Developmental Psychology, 47(2), 463. Retrieved May 21, 2011, from Research Library. (Document ID: 2321539051) Wade, C. , Tavris, C. (2011). Invitation to Psychology, fifth Edition. Upper Saddle River, NJ: Prentice Hall.

Plan for a A Virtual Community for Teenagers on the Web :: Internet Communities Essays cyberspace

Plan for a A Virtual Community for Teenagers on the Web The Internet, though only considered to be approximately a decade old, has blossomed into an incredible method of communication. However, many of the resources contained on the Internet are hard to find, especially for less-experienced users. A virtual community project would ideally consist of all resources needed for high school juniors and seniors to access at any time and at any location. A perfect online community for teens would consist of many useful resources while allowing for expandability as technology advances. The most important factor of a virtual community would be the obligatory desire to visit and use the site. This could be accomplished by utilizing various techniques. A simple yet appealing interface would have to be employed to build a successful online village. Contests would also draw students from around the world to such a site. Daily winners to trivia or knowledge contests, all with some educational component involved, could win prizes supplied by the site's advertisers. Another important element, the aspect of customization, would also draw students to the site. An abundance of popular Internet sites are progressing toward personalization within the confines of their Web presence. All users to the virtual community would enroll using a short but complete registration form directly linked to the main page of the site. The initial form would consist of such straightforward entries as the user's name, e-mail address, ZIP code, time zone, desired username, and password. By using existing technology, the user would be greeted with a "Hello [name]!" message each time that he or she visited the site. The key to a successful community is accessible information about all of the site's users, but a sensitive issue arises with the mention of personal information. Many students and parents feel uncomfortable releasing information about themselves to a worldwide audience. It is important, therefore, that any particular user does not have to submit personal information to be released to all other users of the site. A strong emphasis would be placed on the importance of releasing enough information so that other users could find those students with similar interests. It is important to note that after completing the initial entry form, all registered users could access all services of the site. After providing personal information, users would be able to create a profile utilizing that information to show such information as interests, location, and current classes.

The Changing Role of Women in the 1920’s

This source is a picture of four women dressed in flapper dresses (shorter dresses that showed off more of their body). In this source I have recognised that these women may be dancing the Charleston. This could have also been danced to jazz music. This source tells us that women weren’t accompanied by men anymore (without chaperones); this gave the impression that they were single and could whatever they want. It also tells us that the fashion in the 1920’s changed, women had their hair cut much shorter, into bobs; they stopped wearing corsets and tight under garments and the hemlines on skirts and dresses rose.This gave them more choice and freedom to show off. Without chaperones women could spend their time out dancing rather than being stuck at home. The photograph taken by the US fashion magazine is not reliable in the changing role of women because fashion magazines look at fashion, not the change of roles for women in the 1920’s. If this source was in a ne wspaper it would have been more reliable because it would give you information on the changing role of women.A fashion magazine is the lifestyle that women aspire to rather that what they actually have. However, this source is also reliable because it gives us the idea of what the fashion style was like at the time. This applies to at least a few women otherwise there wouldn’t be a picture of the latest fashion. As the picture in the photograph is not a painting it should be accurate. This is useful because it shows us what women wanted to aspire to. It also shows us the progress and changing attitudes younger women in the 1920’s.From my own knowledge I would have thought these women tended to be young, rich, urban women that may have drank or smoked in public to draw attention to them. This may have been because they were unaccompanied by men. On the other hand, this only shows one role of women. Most women, particularly the ones that lived in the countryside followed the traditional roles of women. This source is very hard to see how much the role of women has changed because there is no comparison from before the 1920’s to the 1920’s.

Ap Bio Unit Packet 38-40

Lissette Rivera Chapters 38-40 Answer all questions on looseleaf or type the answers in from the website and print. PART A: 1. Draw a general diagram of the life cycle of a seed plant. Indicate which steps are haploid and which are diploid. 2. Define microsporogenesis and megasporogenesis. In what portion(s) of the flower does each of these processes occur? What is the end product of each process? Microsporogenesis produces our microspores. It occurs in the sporangia of the anther in flowers.Four haploid microspores are produced when the mother cell undergoes meiosis. Each microspore develops into a pollen grain. Megasporogenesis occurs in the sporangium of the ovule of a flower. After meiosis, the embryo sac is produced (egg, nucei, antipodal cells, synergids). 3. Draw and label all parts of a complete flower. Indicate the functions of the major parts. 4. What is pollination? How does it differ from fertilization? Pollination is the transfer of pollen grains from the anther to the s tigma of the plant through wind, animals, insects, etc.It differs from fertilization in that fertilization is caused by pollination. Pollination also only occurs in plants whereas fertilization can occur to reproduction in all plants and animals. Pollination 5. Draw and label a mature ovule. Include the micro-pyle, integuments, nucellus, synergids, polar nuclei, egg, and anti-podals. Indicate the functions of each of these structures. 6. What stages of the life cycle are eliminated or bypassed when plants are cloned naturally? When plants are cloned on the farm or in the laboratory? The gametophyte generation is bypassed when plants are cloned naturally.When plants are cloned on the farm or in the laboratory, cutting small pieces of plants can be grown into a complete plant. 7. What does the science of plant biotechnology do that artificial selection and/or cloning practices don’t do? Biotechnology adds genes from other organisms to plants, which other artificial selection or cloning practices does not do. PART B: 1. One of the problems associated with growing plants in space is lack of gravity. a. How does gravity affect the normal growth of a plant’s roots, stems, and other parts? Explain the mechanisms involved.Under gravity, auxin accumulates on the lower side of the root and stems, and slows down elongation of cells in the roots under high concentrations. Auxin concentrations with 10-8 and 10-4 stimulate proton pumps. Enzymes break crosslinks between cellulose molecules and allow the cell to elongate. b. How would a lack of gravity affect normal growth? Seeds rely on the gravitropic responses when they’re underground under absence o flight. c. Propose mechanisms to overcome the problems associated with a lack of gravity. Plant orientation is impacted by light. It counteracts lack of gravity. Ap Bio Unit Packet 38-40 Lissette Rivera Chapters 38-40 Answer all questions on looseleaf or type the answers in from the website and print. PART A: 1. Draw a general diagram of the life cycle of a seed plant. Indicate which steps are haploid and which are diploid. 2. Define microsporogenesis and megasporogenesis. In what portion(s) of the flower does each of these processes occur? What is the end product of each process? Microsporogenesis produces our microspores. It occurs in the sporangia of the anther in flowers.Four haploid microspores are produced when the mother cell undergoes meiosis. Each microspore develops into a pollen grain. Megasporogenesis occurs in the sporangium of the ovule of a flower. After meiosis, the embryo sac is produced (egg, nucei, antipodal cells, synergids). 3. Draw and label all parts of a complete flower. Indicate the functions of the major parts. 4. What is pollination? How does it differ from fertilization? Pollination is the transfer of pollen grains from the anther to the s tigma of the plant through wind, animals, insects, etc.It differs from fertilization in that fertilization is caused by pollination. Pollination also only occurs in plants whereas fertilization can occur to reproduction in all plants and animals. Pollination 5. Draw and label a mature ovule. Include the micro-pyle, integuments, nucellus, synergids, polar nuclei, egg, and anti-podals. Indicate the functions of each of these structures. 6. What stages of the life cycle are eliminated or bypassed when plants are cloned naturally? When plants are cloned on the farm or in the laboratory? The gametophyte generation is bypassed when plants are cloned naturally.When plants are cloned on the farm or in the laboratory, cutting small pieces of plants can be grown into a complete plant. 7. What does the science of plant biotechnology do that artificial selection and/or cloning practices don’t do? Biotechnology adds genes from other organisms to plants, which other artificial selection or cloning practices does not do. PART B: 1. One of the problems associated with growing plants in space is lack of gravity. a. How does gravity affect the normal growth of a plant’s roots, stems, and other parts? Explain the mechanisms involved.Under gravity, auxin accumulates on the lower side of the root and stems, and slows down elongation of cells in the roots under high concentrations. Auxin concentrations with 10-8 and 10-4 stimulate proton pumps. Enzymes break crosslinks between cellulose molecules and allow the cell to elongate. b. How would a lack of gravity affect normal growth? Seeds rely on the gravitropic responses when they’re underground under absence o flight. c. Propose mechanisms to overcome the problems associated with a lack of gravity. Plant orientation is impacted by light. It counteracts lack of gravity.

Business Leaders of Pakistan Essay Example

Business Leaders of Pakistan Essay Example Business Leaders of Pakistan Essay Business Leaders of Pakistan Essay who in their capacity as a personal friends offered their expertise as an assistant editors, especially Syed Muhammad Tahir who researched and wrote special chapter on Holy Prophet (PBUH) as an Entrepreneur. The eagle-eyed professionalism and humorous touch shown towards keeping the momentum going with my entire team proved to be of great support during the long months of seeing his book through the press. I would also like to express my heartfelt gratitude to the executive committee which comprises people who have always been with me through all rough and rocky times, and have helped transform this idea into reality. People like Mr. Ahmed Husnain, Mr. Kamran Rizvi, Mr. Arif Ansari, Mr. Ahmed Qureshi, Mr. Rizwan Ali Shah, Mr. Atif Tufail, and Mr. Danish Shehryar are the real strength behind every success that has been achieved so far. Here, I am forever grateful to the contributors and writers; without their valuable input, the flesh of the book would have gone amiss. We all know that in the hectic routine of todays life, it is very difficult to take out time even for oneself, but they somehow managed to do so, and it means a lot to the Manager Today team. After all this, I present to you the hard work of all those who have been mentioned and also those who, though, could not be a part of this page but deep down in their hearts, know the value of their participation. Manager Today Read me First: MAD (Make A Difference! ) ix MANAGER TODAYS THE Journey CONTINUES! x prophet Muhammad (PBUH) AS AN ENTREPRENEUR LEADER xvii Business Leaders, Entrepreneurs, PRESIDENTS CEOS . ABDUL RAZAK DAWOOD (Chan-man, Descon) 2 2. ABRAR HASAN (CEO, National Foods)9 3. ADIL NAJAM (Vice Chancellor, LUMS) 15 4. ADNAN SIDDIQUI (country 6M, Pakistan Afghanistan 18M) 21 5. AFTAB TAPAL (Chairman, Tapal)28 6. AHMAD HASNAIN (CEO, Allied Marketing Pvt. Ltd. ) 33 7. AHMED ATEEQ (CEO, pnmus Investment Management Ltd) 39 8. AHMED KHIZER KHAN (President CEO, sank) 47 9. AHSAN IQBAL (MNA, Chairman, setter Pakistan Foundation) 54 10. ALI ANSARI (President CEO, Engro Corporation) 60 11. ALMAS HYDER (CEO, spel Group) 68 12. AMBER SAIGOL (Chairperson, Dawn Media Group) 73 13. AMEENA SAIYID OBE (MD, oxford university press) 80 14. AQEEL KARIM DHEDHI (Chan-man, AKD Ltd. ) 85 15. ARIF HABIB (Chan-man CEO, Artf Habib Group) 91 16. ASAD ALI KHAN (President, AbacusConsulting) 99 17. ASAD MUKHTAR (Chan-man CEO, Banu Mukhtar contracting (PVt) Ltd. ) 106 18. ASAD UMAR (Political Leader, PTI / Ex-President, Engro Corporation Ltd. ) 111 19. ASIF JOOMA (CEO, Pakistan Lit-nited) 116 20. ATIF BAJWA (President CEO, sank Alfalah Ltd. ) 122 21 . AZHAR UL HASSAN (CEO, KAN Engtneenng services) 129 22. CHAUDHRY FAISAL MUSHTAQ Tl (CEO, Roots Millennium schools) 134 23. CHAUDHRY M. NAWAZ CHATTHA (Chan-man, Gourmet Foods) 144 24. DR MOHAMMAD AMJAD (Chan-man, Eden Housing Developer) 148 25. DR. MIRZA IKHTIAR BAIG (Chan-man, Batg Group) 152 26. DR. MUHAMMAD AMJAD SAQIB (Chan-man, Akhuwat) 158 27. FAISAL AFRIDI (President CEO, Ruba SEZ Group) 161 28. GHAZANFAR AZZAM (President CEO, waseela Microfinance sank) 168 29. HAJI MUHAMMAD YASIN (Chan-man, Eastern products) (Vital Tea)174 30. HASAN SOHAIB MURAD (Rector, IJMT) 179 31 . HUSSAIN DAWOOD (Chan-man, Dawood Hercules corporation) 186 32. IMRAN KHAN (Chairman, Pakistan Tehreek -e- Insaaf) 191 33. IQBAL AHMED QARSHI (Chan-man, Qarshi Industries) 196 4. IRFAN SIDDIQUI (President CEO, Meezan sank ltd. ) 202 35. IRSHAD ALI S. KASSIM (Chan-man, Karam, Group) 207 JAHANGIR SIDDIQUI (Chan-man, JS Group) 218 38. JAMSHAID IQBAL CHEEMA (Chan-man, Aunga Group) 225 39. JUNAID IQBAL (CEO, Elixir securities) 230 40. KAMAL A. CHINOY (CEO, Pakistan cables / president, MAP) 236 41. KASHIF MATEEN ANSARI (CEO, SACHAL Energy Development) 241 42. KASHIF SAJJAD SHEIKH (MD, CCL Pharmaceuticals)247 43. KHAWAJA SHAHZEB AKRAM (CEO, Pharma Health Pakistan) 251 44. KHAWAR JAMAL (CEO, Mall Pakistan Mobil) 258 45. KHAWAR M. BUTT (MD, English Biscuit Manufacturers) 265 46. M. HAROON QASSIM (MD, PharmEvo (PVt. ) Ltd. ) 270 47. M. RAFIQUDDIN MEHKARI (President, Askan sank Ltd. ) 277 48. M. GHALIB NISHTAR (President, Khushhali sank Ltd. ) 283 49. MAJ (R) JAZ MUHAMMAD KHAN (Chan-man, Ali Akbar Group. ) 28950. MIAN MUHAMMAD MANSHA (Chan-man, Nishat Group MCB)294 51 . MOHAMMAD MASUD AKHTAR (CEO, KSB pumps company Ltd. ) 301 52. MOHAMMAD SHAHID HUSSAIN (CEO, General Tyre) 306 53. MOHAMMAD ZUBAIR MOTIWALA (Chan-man, Sindh Board of Investment) 313 54. MOIN A. MALIK (CEO, Agility Logistics) 318 55. MUHAMMAD ALI TABBA (CEO, Lucky cement Ltd. ) 324 56. MUHAMMAD FARID ALAM (CEO, AKD securities Ltd) 331 7. MUHAMMAD NADEEM KHAN (CEO, Razztq Intl. )337 58. MUHAMMAD NADIM KHAN (CEO Islamabad Chapter MAAKSONS) 344 59. MOHAMMAD QAWUM (MD, Bata Pakistan) 349 60. MUHAMMAD SALEEM AHMAD RANJHA (Founding Director, AKHUWAT 354 61. MUNEER FAROOQUI (CEO, wand Telecom Pakistan) 361 62. NADEEM HUSSAIN (Founder, CEO / president -rameer Microfinance sank) 368 63. NAEEM ZAMINDAR (CEO, wateen) 372 64. NASEER A. AKHTAR (President CEO, Infotech) 378 65. NASIR J. CHOWDHRY (MD, Medtpak Ltd. ) 384 66. NASREEN KASUR (Chairperson, Beaconhouse school system) 387 67. NINA AKBAR (CEO, sukh Chan wellness Club) 392 68. RAFIQ RANGOONWALA (CEO, KFC cupola) 396 69. RASHID MANSUR (CEO,JS investments Ltd. ) 403 70. RIFFAT MUSHTAQ (Aizaz e Fazeelat) Founder Chairperson Roots School System) 410 71 . RIZWAN U. KHAN (General Manager, Coca Cola, Pakistan Afghanistan) 415 72. ROSHANEH ZAFAR (Founder Managing Director, Kashf Foundation) 421 73. S. MASOOD HASHMI (President CEO, ORIENTt-n Mccann president MAP) 42674. S. M. MUNEER (Chan-man Din Group of Industries, Vice chairman MCB) 431 75. SAAD AMANULLAH KHAN (CEO, Gillette Pakistan Ltd) 436 76. SALIM GHAURI (Chan-man CEO, Netsol Technologies Ltd. paktstan)442 77. SAQIB HAMDANI (CEO, -rcs Pvt. Ltd. ) 448 78. SARMAD A ALI (MD, Jang Media Group) 455 79. SARTAJ AZIZ (VC, Beaconhouse National university / Ex-Federal Minister) 46080. SEEMA AZIZ (Founder, Chairperson, CARE Foundation/ SEAM) 465 81 . SHABEEH 82. SHAHZAD MALIK (CEO, Master Group of companies) 475 83. SHAUKAT TARIN, s. l, Advisor Silk sank (Former, Finance Mintster)481 84. SHAZAD G. DADA (CEO, Barclays sank PIO 486 85. SIKANDAR MUSTAFA KHAN (Chan-man, Millat Group of companies) 49086. SIKANDER SULTAN (Chan-man, Shan Foods) 495 87. SIRAJUDDIN AZIZ (President CEO, Habib Metropolitan sank) 50088. SOHAIL WAJAHAT H. SIDDIQUI (Ex. Chatrman pso / Federal Minister) 505 89. SULTANA SIDDIQUI (CEO, HUM Network) 511 90. SYED BABAR ALI (Chan-man, packages) 51 5 91 . SYED FARROKH MAZHAR (MD, S6S) 521 92. SYED SALAHUDDIN HADER (President CEO, 21st century Real Estate) 527 93. TABISH GAUHAR (Chan-man, KESC) 532 94. TAHER A. KHAN (Chan-man, Interflow Group)536 95. TAHIR MALIK (Chan-man CEO, TRAFCO Group of companies) 540 96. WALD IRSHAID (President CEO, PTCL) 544 97. WALD MUSHTAQ (CEO- Roots International schools Pvt. Ltd) 550 98. YAQOOB TAHIR ZHAR (CEO, Izhar Group of companies) 558 99. ZAFAR KHAN (CEO, sofizar) 564 100. ZAHID HUSSAIN (CEO, Borjan) 569 Read me First: MAD (Make A Difference! ) Once it was merely a dream; today, it is a tangible reality, YES! 100 Business Leaders of Pakistan, a book of inspiration, success stories of high profile business leaders, entrepreneurs, women of substance, educationists, philanthropists and young CEOs, is in your hands. This is Pakistans first-ever book devoted to the personal and professional development of current and future business leaders, women of substance, and entrepreneurs. It is here to make a difference. The philosophy of this book is: Dont curse the darkness, light a candle. The whole concept of this book lies with the help ofa parable. Once there was a man walking along a beach; the sun was shining and it was a beautiful day. Off at a distance, he saw a person going back and forth between the surfs edge and the beach. As this man approached, he could see that there were hundreds of starfish stranded on sand. The oceanic tides had pushed them out of water. The man was amazed by the obvious futility of the task. There were too many starfish. Many of them were sure to perish. He went closer to the person, he continued the task of picking up starfish; one by one and throwing hem into the surf. He came up to the person, and said: mfou must be crazy; there are thousands of miles of beach covered with starfish, you cant possibly make a difference. The person looked at the man, stooped down and picked up one more starfish and threw it back into the ocean. He turned back to the man and said, It has surely made a difference to that one! Now, it is the right time to make a strong pledge to come out from the state of mind of desperation helplessness, stress depression, contradictions controversies, paradoxes dichotomies. And never say Why even try rather say l Can I Will make a difference in the life of one person. We need to focus today on changing the hearts and mindsets of ourselves first and then of others. As Allah Almighty says in the Holy Quran: Allah Almighty doesnt change the destiny of people until and unless they change themselves and HE knows all. (8:54) MANAGER TODAYS The journey continues!! Alhamdolillah, it is a matter of great satisfaction that the third edition of this book is in your hands. The first two editions of this book have proved to be grand landmarks and became sellers. Now, this third edition is hopefully going to hit the stalls again as the bestseller, Insha Allah. We, very carefully and after much deliberation, have selected the success stories, inspiring interviews and profiles of the trendsetters for this book of 100 business leaders and difference makers. The criterion for the selection of leaders and companies was based on the brightest, the fastest and the biggest, especially owing to their contributions towards economic growth, their impact on GDP, employment generation, regional and global presence, their initiations of CSR (Corporate Social Responsibility), best management practices, eadership styles, and HR engagements. These 100 business leaders of Pakistan created almost one million Jobs and earned a very respectable name in their companies. Average annual growth of these companies was above 30%. Hence, not even a single company is in loss. They earned huge amounts of revenue in terms of profitability and performance. Out of these 100 companies, more than a dozen companies have their presence in the international markets, thus earning a respectable name globally for their companies. These 100 successful business leaders are role models for the rest of the country especially for the future enerations of entrepreneurs. The book 100 Business Leaders of Pakistan is a kind of golden nugget that stimulates the passion and performance you need to move your society, business and country forward into the future through learning from the challenges and the opportunities ahead and help you find out the latest methods of outshining and excelling in perpetually challenging business environment. Another key objective of this book is to project the role of the visionary business leaders in economic growth, creation of opportunities for future entrepreneurs † a recipe for conomic prosperity † developing responsible and ethical leaders in any organization and last but not the least how to face and overcome business challenges in turbulent times. This book is more than Just simply a chronology of success stories, exclusive interviews of business leaders or a mere compilation of their achievements, rather it is a deep insight into what drives these visionary business leaders. During my university days, I had always observed a great void † one could find a plethora of business books, articles on professional and personal development, management styles, and success stories of individuals like Bill Gates nd Steve Jobs, big and small by the western writers † but I could not find any literature, however, existed about Pakistani business leaders. They are real contributors to Pakistans immense business and economic outlook who excelled despite all odds, obstacles, frustrations, hindrances in the respective domains. We have miserably failed to project our business leaders as heroes † our role models serving as inspiration for our future generations. Some of these may be unsung heroes. I have been venting out such frustration at this gap between business and academia off and on over a period of time. My training and teaching experiences took a definitive shape and I resolved to bridge the gap between business academia. Our concept of 100 Business Leaders of Pakistan was born with the need that most developed countries have a huge amount of information available about their business platform and business leaders, about the thought processes of those who are at the helm of the businesses affairs, whereas, in Pakistan we have scant quality information about our business leaders. We had to start from somewhere; so MANAGER TODAY then took small steps forward that we hoped would constitute a omprehensive collection of inspiring stories; business interviews and case studies of business leaders and their organizations. During our research, we found seven key success factors of these 100 business leaders. But we named the key success factors as Seven Secrets of Failure. But these 100 business leaders did the opposite of these key factors. Finally the Seven Secrets of Failures of the top 100 business leaders and difference makers have been revealed: 1 . Lack of Perseverance (Istaqamat): Most leaders fail not because they lack knowledge or talent, but because they quit. The total secret of success lies in two words: persistence and resistance. Persistence in what must be done and resistance what ought not to be done. 2. Lack of Faith (Yaqeen e Kamil): People who lack conviction take the middle of the road; and guess what happens in the middle of the road? You get run over. People without conviction do not take a stand. They go along to get along because they lack confidence and courage. They conform in order to get accepted even when they know that what they are doing is wrong. They behave like part of a herd. 3. Rationalizing (Susst Musst): Winners must analyse but never rationalize. That is a losers game. Losers always unlucky Im born under the wrong stars Im not good looking I dont have contacts I dont have enough money The economy is bad If only I had the opportunity If only I didnt have a family And the list goes on. 4. Not Learning from Past Mistakes (Insanity): Some people live and learn, and some only live. Wise people learn from their mistakes. People who do not learn lessons from history are doomed. Failure is a teacher if we have the right attitude. Failure is a detour, not a dead end. It is a delay, not a defeat. Experience is the name we give to our mistakes. . Lack of Discipline (Emotional Intelligence): Anyone who has accomplished anything worthwhile has never done so without discipline and emotional maturity. Emotional intelligence takes self-control, sacrifice, avoiding distractions and temptations. It means staying focused. Steam does not move the engine unless it is confined. Niagara Falls would not generate power unless it was harnessed. 6. Poor Self-Esteem ( Tasawar -e- Zaat -Takmeel-e- Zaat to Irfaan-e-Zaat): Poor self- esteem is a lack of self-respect and self-worth. It leads to abuse of ones self and thers. People with low self-esteem are constantly looking for an identity. They are trying to find themselves. Ones self is not to be found but to be created. Idleness and laziness are consequences of poor self-esteem and so is making excuses. Idleness is like rust that corrodes the most brilliant metal. 7. Fatalistic Attitude (Proactive vs. Reactive): A reactive attitude prevents people from accepting responsibility for their position in life. They attribute success and failure to luck. They surrender themselves to their fate. They believe and accept the predestined future written in their horoscope. They believe that regardless of their effort, whatever has to happen will happen. Hence they never put in any effort, and complacency becomes a way of life. They wait for things to happen rather than make them happen. This is the first time we are giving the success definitions of Pakistani people like Mian Mansha, Abdul Razak Dawood, etc. Before, the definitions of European gurus like Steve Jobs, Shakespeare and others were preferred. Following are the few expert definitions on Success: One should be brave and courageous enough to take risks and tough decisions and the spirit of entrepreneurship. Mian Muhammad Mansha, Chairman, Nishat Group/ MCB. Success has many sides, it is about being a good family man, and that means being a good husband and a good father. One should always struggle to be a good Muslim and give back to society. If you accomplish and create an institution, that is a great achievement!!! Abdul Razak Dawood, Chairman, Descon. It is not easy to define happiness because it is a subjective thing. Generally, people here lack emotional stability. However, no matter how many roles a person has to assume in everyday life, he should be able to maintain a balance of happiness in all of them. Arif Habib, Chairman, Arif Habib Corporation. No matter what the institute is, the major emphasis should be on the development of the inner soul and mind. Education is the ability to analyse and understand values are the fundamental touchstone on which a professional is made. Hussain Dawood, Chairman, Dawood Hercules Corporation. If you plan for a year, plant a tree. If for hundred years, teach the people. When you sow a seed once, you will reap a single harvest. When you teach the people, you will reap a hundred harvest. Syed Babar All, Chairman, Packages. Wake up people; we need to take charge of our destiny. We have immense human resource in the form of youth of Pakistan. Lack of quality of education is the root cause of our present poor plight as a nation. By providing education, all of us should strive to make our youth, our asset, not our liability. Seema Aziz, Founder and Chairperson, CARE Foundation; ED, SEAM. The biggest success is that you have contentment. Losing hope is not allowed in our religion. You should be persistent. If you are constantly working towards some goal, the divine help is also there for you. If you dont have a goal unfortunately, things would go bad for you. Sikander Sultan, Chairman, Shan Foods. For me, leadership is to inspire people to produce their best and women are fast learners of this phenomenon. Leaders are not born maybe some are but the majority of the leaders are developed. Nasreen Kasur, Chairperson, Beaconhouse School System. Our vision is to produce world-class professional managers, business leaders and entrepreneurs for industrial and business development of Pakistan. Dr. Ishrat Husain, Dean Director, IBA Karachi. The word impossible is simply non-existent in a leaders vocabulary. A thing seems impossible, if you think it is impossible. The best quality of a leader is that he dreams ig, he is an idealist. Imran Khan, Chairman, Pakistan PTI. We have tried our level best to place equally all these visionary businesses, rather than to rank them according to any particular competency order. Every individual is a giant on its own and stands out among the crowd. One should not misunderstand someone who is at the beginning or at the end. The position is in alphab etic order. While compiling these success stories and interviews or our research process, focus is on our purpose-built questionnaire shedding light on four dimensions of leadership and management as mentioned below: 1 . On Economy, Business

How to Conjugate Pratiquer (to Practice) in French

How to Conjugate Pratiquer (to Practice) in French The French verb  pratiquer  is relatively easy to remember because it means to practice. When you want to say we practiced in the past tense or I am practicing in the present tense, the verb needs to be conjugated. A quick lesson will introduce you to the simplest forms of  pratiquer  for you to practice. The Basic Conjugations of  Pratiquer Pratiquer is a regular -er verb and it follows the most common conjugation pattern found in the French language. For students who are experienced in conjugations, this should be a pretty easy lesson. As with all verbs, youll begin by identifying the verb stem (or radical). For  pratiquer, that is  pratiqu-. From there, a variety of endings are added that correspond to both the subject pronoun and the tense of the sentence. This gives us things like  je pratique  for I am practicing and  nous pratiquions  for we practiced. Present Future Imperfect je pratique pratiquerai pratiquais tu pratiques pratiqueras pratiquais il pratique pratiquera pratiquait nous pratiquons pratiquerons pratiquions vous pratiquez pratiquerez pratiquiez ils pratiquent pratiqueront pratiquaient The Present Participle of  Pratiquer Adding -ant  to the radical produces the  present participle  pratiquant. Not only is it a verb, but there are some instances in which it becomes a noun or even an adjective. Pratiquer  in the Compound Past Tense In French, passà © composà © is the compound past tense that uses the past participle pratiquà ©. To form it, begin by conjugating the auxiliary verb avoir  to the present tense and finish the compound with pratiquà ©. The result is phrases such as jai pratiquà ©, meaning I practiced, and nous avons pratiquà © for we practiced. More Simple Conjugations of  Pratiquer There are a few more basic conjugations youll want to know for  pratiquer. Among those are  the subjunctive  and  the conditional.  The former implies uncertainty to the practicing while the latter is for an if...then situation.  The literary tenses of the passà © simple  and  the imperfect subjunctive  are reserved for writing and are good to memorize as well. Subjunctive Conditional Passà © Simple Imperfect Subjunctive je pratique pratiquerais pratiquai pratiquasse tu pratiques pratiquerais pratiquas pratiquasses il pratique pratiquerait pratiqua pratiquà ¢t nous pratiquions pratiquerions pratiquà ¢mes pratiquassions vous pratiquiez pratiqueriez pratiquà ¢tes pratiquassiez ils pratiquent pratiqueraient pratiquà ¨rent pratiquassent The imperative  is used often for assertive statements like Practice! When using it, skip the subject pronoun and leave it at Pratique ! Imperative (tu) pratique (nous) pratiquons (vous) pratiquez

Impact of Pearl Harbor Attack on the Outcome of World War II Essay

Impact of Pearl Harbor Attack on the Outcome of World War II - Essay Example Moreover, the Japanese wanted to destroy the confidence of the Americans and dispirit them from taking their war to Dutch East Indies and the Eastern Pacific ocean. Japan did not want any country to interfere with it in its conquest of the Southeast Asia. During the attack, Japan targeted the prestigious battleships of the US navy to completely dishearten them from interfering with their mission. The results of the attack were devastating as American lives were lost and the American ships were destroyed and sunk and their planes destroyed on the ground. However, it was not as devastating as the Japanese expected. Some ships were rescued and repaired since they were attacked while on shallow water. Moreover, most of the crew was not in the ships and those injured were rescued through the harbor. Moreover, some American aircraft carriers were not destroyed as they were not on the harbor on that day (Tames 17). The United States and Japan had been having negotiations in order to stop Ja pan from continuing to expand aggressively in Asia. However, the negotiations did not progress well as Japan did not want to give in to the US demands. Therefore, in order to get the United States out of their way, they launched a surprise attack using two battleships, six aircraft carriers, two heavy cruisers, nine destroyers, three submarines and one light cruiser. After the attacks, the US officially joined the World War II and declared war on Japan. They joined the war to avenge the losses they had incurred in terms of human lives and ships (Tames 23). The attacks on Pearl Harbor greatly affected the outcome of World War II. The United States, a very powerful nation, was not involved in the... The United States and Japan had been having negotiations in order to stop Japan from continuing to expand aggressively in Asia. However, the negotiations did not progress well as Japan did not want to give in to the US demands. Therefore, in order to get the United States out of their way, they launched a surprise attack using two battleships, six aircraft carriers, two heavy cruisers, nine destroyers, three submarines and one light cruiser. After the attacks, the US officially joined the World War II and declared war on Japan. They joined the war to avenge the losses they had incurred in terms of human lives and ships (Tames 23). The attacks on Pearl Harbor greatly affected the outcome of World War II. The United States, a very powerful nation, was not involved in the war at first. But after the attacks on Pearl Harbor, the US became actively involved and helped the allies to subdue their enemies. Their involvement ensured the defeat of Germany and Japan. Germany had been the major power in Europe while in Asia, Japan had held that position. The Soviet Union and the United states became the major world powers with the defeat of Germany and Japan and after Great Britain, France and China were financially exhausted and devastated by the war (Tames 29). The entry of the United States into World War II after Japan attacked the Pearl Harbor significantly impacted on the outcome of the war.

Migration Project Paper Research Example | Topics and Well Written Essays - 750 words

Migration Project - Research Paper Example It is difficult for Muslims to immigrate to America at present. Same way many of the gulf countries also started to control immigration in recent times because of the demographic imbalances it created in gulf countries. In short, migration is a controversial subject at present and that is why I decided to research more about this subject. Immigration is a difficult process now, especially to America. â€Å"Illegal immigration into the United States is massive in scale. More than 10 million undocumented aliens currently reside in the U.S., and that population is growing by 700,000 per year†(Kane & Johnson). Terrorism is causing big problems to America at present and therefore they are keen in reducing immigration as much as possible. This paper is written based on an interview I conducted with my own wife Amani Shami. I met her in 2009 at Saudi Arabia and married her in the same year. She is a student at Kent state university now. She came to America in 2010 after our marriage. Before coming to America, she has completed her graduation in Geography at the University of King Khalid, Saudi Arabia. As a new immigrant to America, I do believe that my wife can definitely help me to prepare this paper with respect to migration. Saudi Arabia, the country which Amani belongs is a periphery country. Countries can be classified as periphery, semi-periphery or core countries based on development, share of global wealth, strength of institutions, dependency on other countries etc. Even though Saudi Arabia is a rich country in the Middle East, it is periphery in nature when we compare it with America. Push and pull factors can affect immigration from one country to another. Land scarcity in home country, Political and/or religious persecution, Revolutions and Poverty are some of the push factors whereas Promise of freedom (religious and political), Hope for a new life, Industry Jobs, etc are some of the pull factors of immigration. In Amani’s case, Hope for a n ew life (Pull factor) forced her to migrate to America. It should be noted that America is the most developed and wealthiest country in the world and no other country offers the same freedom and liberties that America offers for human life. Apart from these factors, another factor which motivated Amani to migrate to America is the opportunity to live with her husband and complete her studies in America. The quality of education in America is comparatively higher than that in Saudi Arabia. Amani was actually failed to receive a job in Saudi Arabia because of stiff competition from others. It should be noted that majority of the Saudi youths are going abroad for getting quality education and when they return, companies often appoint them at the expense of domestically graduated students. Even though, Amani came to America as a student, the family reunion program helped her in a lot in visa processing. Even though she applied for green card first, the delay in processing green card app lications forced her to apply for a student visa. Getting a student visa in America is much easier than getting a green card now. Green card application processing may take 1 to 2 years whereas student visa processing may take less than 6 months in America. Amani faced little problems in entering America even though there are many complaints about the treatment of immigrants, especially Muslim immigrants at American airports. The authorities did not ask any confusing or