Pointillism of A Sunday on La Grande Jatte Essay

Pointillism of A Sunday on La Grande Jatte - Essay Example ans do not have an idea as to what publications on color that Seurat studied, he undoubtedly relied upon features of these connecting theories in developing pointillism. Georges Seurat’s themes (1859 – 1891) addressed within his paintings were as well impressionist subjects, however, he portrayed them in some resolutely professional way. Seurat developed a disciplined as well as painstaking system for painting, which devoted itself in analysis of color. He had much less concern on immediate color sensations recording than he was with organizing them in some careful into some new type of pictorial arrangement. Seurat disciplined the free as well as fluent play for color, which characterized impressionism into calculated arrangement founded on scientific theory of color. Neo-Impressionism happens to be a term that is practiced on an Avant- garde movement of art, which flourished during the period between 1886 and 1906 in France. The Neo Impression circle artist, led by the good example, Georges Seurat, renounced the accidental spontaneity for impression in favor for some measured method that was grounded within science as well as the study for optics. Fortified by existing the writing on theory of color, the discourses of Eugene Chevreul, Odgen Rood and Charles Henry for instance, it came to the believe of Neo Impressionists that interwoven pigment’s separate touches lead to a superior color vibrancy within the eye of an observer than achieved by conventional pigments’ mixing on the palette. They felt that the careful paint application, as well known as Melange Optigue or optical mixture, would appreciate a lively sparkle of light on canvas. Separation of color through individual pigment strokes became to be referred to as divisionism and on the other hand, application of detailed dots of paint became to be called pointillism (Fred, 664). â€Å"Ile de la Grande Jatte† interprets as the â€Å"Big Bowl Island† as well as the enormous work done by Georges

Emerging Markets Essay Example | Topics and Well Written Essays - 2000 words - 1

Emerging Markets - Essay Example While developing economies are usually flooded with emerging markets, the concept is not novel to developed economies. It is these emerging markets, which when successful in the future, become economic giants in the industry (Garten, 1997). The emerging markets need to consider a lot of geographical and economic concerns before setting in a foreign country. They may be small enterprises or large projects. This paper seeks to evaluate the industry of emerging markets in the United States and see how successful it has been over the years. It would also analyze how these emerging markets have affected the economy of US and all related economies. Emerging markets have had positive impacts and some negative setbacks and this paper would state both sides of the picture. The US is the third largest country in the world comprising an area of 3.79 million square miles. It accommodates over 300 million people in fifty states, and being so, it remains the most populated region in the world. The US is the most ethnically diverse nation in the world with people from all over the world staying there for work, study or leisure. It has a GDP of 14.3 trillion US dollars which proves that it is a relatively economically stable country in the world. However, about 11% of the US population lives below the poverty line (Juster, 1997). It has a very high rate of productivity and high rate of scientific developments and innovations. Also, the unemployment level in the US is fairly low and inflation is under control too. The US is bordered by the Pacific and Atlantic Oceans making it a favorable site for water travel. Also, it has sufficient nuclear weaponry and a strong army to ensure its defense against the worldly enemies. The US also enjoys fairly good relations with most economies of the world and it stands as a much unbiased nation with a lot of

Conflicts Are Important Worksheet Essay Example for Free

Conflicts Are Important Worksheet Essay Part 1: The Five Conflict Types Describe each of the five conflict types using paragraph form. Conflict is important, and it is also important to recognize the different types of conflicts that you may be involved with. By knowing this, you can recognize the state of mind you’re in and if possible avoid it. Pseudo conflicts are one of the five different types. These are not real conflicts; they are only perceived as conflicts. Pseudo conflicts can result from two causes: faulty assumptions and false dilemmas. Mistaking assumptions for facts may explain many pseudo conflicts. Pseudo conflicts that result from false dilemmas occur when the parties involved see only two choices as solutions to the problem. Another is Fact conflicts; this kind of conflicts happen when individuals disagree about information that could easily be verified whether by statics or some other resource. Ego conflicts occur when a dispute centers on status or power; this reminds of two of my cousins when they let their egos get in the way of them winning their athletic competitions. Even though it was obvious that Angel was more of an athletic guy than Joe, he always felt like he had something to prove. Instead of them continuing to be on the same time for these competitions, Joe felt as though he had to show Angel that he was able to do everything better than him as well as get the most girls phone numbers. This kind of ego conflict they had affected their ability to continue to work together. Value conflicts focus on personal beliefs that you hold near and dear and is one that is very important to me, because at a previous job another assistant manager decided that he wasn’t going to ask all the employees their availability on the weekends. He felt that it was okay for him to ask just the ones he had better communication with. I took that very personal because I believe that all of us should be treated equally no matter the title, status, who or what  we know that conversation got quite heated, and the district manager got involved. The last type of conflict is called Need conflicts this usually occurs when the needs of one individual are at odds with the needs of another; For example: when you need a tool to finish a job, and so does your co-worker, when you need time to complete a project for work, but your spouse needs you at that very moment, or when you need to schedule a meeting at two o’clock and your team member can’t be there until three, you have a conflict of needs. Sometimes need conflicts are easily resolved by redefining or restating the needs in a way that allows a mutual satisfying solution. Part 2: The Five Conflict Management Styles Describe each of the five conflict management styles and explain the strengths and weaknesses of each. Use paragraph form. There are five different conflict management styles. Each of them has their own strengths and weaknesses. These styles are called avoiders, accommodators, forcers, compromisers and collaborators. Avoiders steer clear of conflict for a variety of reasons. If you are an avoider, you may lack the time, energy, confidence, or skills to engage in conflict. Avoiders try to stay away from conflict by leaving the situation, changing the subject, or simply agreeing to disagree without discussing the issues that precipitated the conflict. Although constant use of avoidance is not recommended, you may choose this style as a means of buying time in order to think through the problem, as a way of temporarily defusing strong emotions, or as a means of limiting your involvement in a conflict that does not seem worth the time or effort required to resolve it. On the other hand, avoidance may keep you from seeking a long-term solution to the conflict. Accommodators allow others to determine the outcome of the conflict. You will â€Å"give in† to keep the peace. Accommodators value smooth relationships and don’t want to make waves or cause trouble for anyone. Accommodation may be most appropriate when the issue in conflict is not that important to you or when it is easy to make concessions to others. Repeated attempts to accommodate others, however, may result in resentment and failure to get  your own needs met. Forcers expect to get their needs met regardless of the costs. For the forcer, winning may provide a sense of accomplishment. In conflicts, you may put your needs first and sometimes with little or no regard for the needs of others. This is a weakness when having to deal with a group of people. Not being empathetic to others causes relations to fail. They frequently are more interested in implementing their solution to a problem rather than listening to the opinions, needs, and feelings of others. Forcers are often impatient with others who do not see things their way. Although forcing can lower morale, jeopardize relationships, and stifle creativity, in some situations, you might find this approach to be appropriate. Compromisers think that those involved in the conflict must each be prepared to give up something in order to reach a solution. Choosing the role of compromiser, you expect to settle for less than what would meet your needs. Compromisers usually employ maneuvering, negotiating, and trading in an attempt to find a solution. However, unmet needs may still remain, and for those involved, the commitment to the solution will be only lukewarm at best. Sometimes, however, you may choose to compromise because the compromise represents a solution both you and the other party can â€Å"live with.† This latter result is particularly acceptable when the nature of the disagreement isn’t of vital importance to you or the other party. Lastly Collaborators believe that both parties can and will get their needs met. The underlying belief of collaborators is that if you understand one another’s needs, you will be able to find a way to meet both parties’ needs. The question is not whose needs will be met, but rather how you will meet the needs of both parties. This style has the advantages of promoting collaboration, creativity, and commitment. However, collaborating can seem unattainable to you when the needs of those involved are not clearly stated or understood. In addition, you will discover that collaboration takes time, and willingness of both parties to work together, and the belief that there is a mutual satisfying solution. Part 3: Collaborative Communication List two methods of collaborative communication and describe how using them can help you avoid conflicts. †¢ Believe both parties can meet their needs can help in avoiding conflicts. It is simply put that if I feel you can and you feel that I can and we both truly believe in each other, then there would be no conflict. In order for me to believe in anything, I will need some kind of proof first. By both parties believing in the other, they must have proven themselves once before. †¢ Wanting to hear the needs of the other is another method that can help avoid conflicts. We all think that what we say is correct so in most cases there is no need to hear the other. And when the other does try to intervene, a conflict occurs. If we take the time out to actually hear someone else without interruption, we may find out that their needs or opinions make lots of senses.

Machiavellian Folly in The Prince Essay -- Machiavelli The Prince Essa

Machiavellian Folly in The Prince      Ã‚  Ã‚   In the annals of history, many individuals have contributed great works of literature, waxing philosophically on the meaning of life, death, and love.  Ã‚   Niccolo Machiavelli wrote not on love or life, but on power:   How to capture it, how to consolidate it, and how to defend it against all comers.   His work has been talked about and dissected to the extent that his subject matter and methods have earned their own moniker:   Machiavellian.   Nonetheless, this great philosopher's works did not meet with unanimous approval.   His own student, Thomas Hobbes, presented a very different account of politics.   This essay offers a Hobbesian critique of some of Machiavelli's arguments, focusing in and around the ninth chapter of The Prince.   Although Machiavelli and Hobbes share many of the same views - like the moral depravity of the human character and the absence of natural justice - Hobbes differs from Machiavelli in three key respects:   The position of glory and honour, the role of competition, and the function of the state.    Hobbes and Machiavelli share the same understanding of human character.   Machiavelli wrote during a time when people believed in absolute moral virtue.   But as Machiavelli struck pen to paper, he rebelled from this norm.   Having criticized Christian doctrine in Discourses on Livy, Machiavelli proceeds in The Prince to outline a sinister, ruthless understanding of virtue.   Hidden deep within this dark design is his greatest contribution to modern politics:   Rationalism.1   Machiavelli was the first philosopher to employ a truly pragmatic approach to politics.  Ã‚   He examined human beings in light of their motives, their desires, and their fears.   While other philosoph... ...ts of the citizenry.    BIBLIOGRAPHY: Curley, Edwin [Ed.].   Hobbes, Thomas.   Leviathan.   Hackett Publishing Company, United States of America;   1994 Mansfield, Harvey C. [Trans.].   Machiavelli, Niccolo.   The Prince.   University of Chicago Press, Chicago;   1998    1 Sometimes referred to as Realism. 2 Pangle, Thomas.   Class Lecture.   Jan. 25, 1999 3 Mansfield, Harvey C. [trans]   Machiavelli, The Prince.   Ch. XVII.   P. 66 4 Curley, Edwin [ed.].   Hobbes, Thomas.   Leviathan.   P. 58 5 Mansfield, Harvey C. [trans]   Machiavelli, The Prince.   P. x 6 Curley, Edwin [ed.].   Hobbes, Thomas.   Leviathan.   P. 76 7 Ibid.   P. 78 ** Emphasis added in translation. 8 "Good" here refers to the conventional, Biblical and Aristotelian understanding. 9 Mansfield, Harvey C. [trans]   Machiavelli, The Prince.   P. 62 10 Ibid.   P. 71   

Quality of Work Life Essay

In today’s high tech, fast-paced world, the work environment is very different than it was a generation ago. It is now rare for a person to stay with a single company his or her entire working life. There are multiple reasons for this, but mostly because employees are often willing to leave a company for better opportunities, companies need to find ways not only to hire qualified people, but also to retain them. As more companies start to realize that a happy employee is an effective employee, they have started to look for ways to improve the work environment. Many have implemented various work-life programs to help employees, including alternate work arrangements, onsite childcare, exercise facilities, relaxed dress codes, and more. Quality-of-work-life programs go beyond work/life programs by focusing attention less on employee needs outside of work and realizing that job stress and the quality of life at work is even more direct bearing on worker satisfaction. Open communications, mentoring programs, and fostering more amicable relationships among workers are some of the ways employers are improving the quality of work life. Emerging Trends Forces For Change A factor contributing to the problem was that the workers themselves were changing. They became educated, more affluent (partly because of the effectiveness of classical job design), and more independent. They began reaching for higher-order needs, something more than merely earning their bread. Employers now had two reasons for re-designing jobs and organisations for a better QWL: * Classical design originally gave inadequate attention to human needs. * The needs and aspirations of workers themselves were changing. Humanised Work Through QWL One option was to re-design jobs to have the attributes desired by people, and re-design organisations to have the environment desired by the people. This approach seeks to improve QWL. There is a need to give workers more of a challenge, more of a whole task, more opportunity to use their ideas. Close attention to QWL provides a more humanised work environment. It attempts to serve the higher-order needs of workers as well as their more basic needs. It seeks to employ the higher skills of workers and to provide an environment that encourages them to improve their skills. The idea is that human resources should be developed and not simply used. Further, the work should not have excessively negative conditions. It should not put workers under undue stress. It should not damage or degrade their humanness. It should not be threatening or unduly dangerous. Finally, it should contribute to, or at least leave unimpaired, workers’ abilities to perform in other life roles, such as citizen, spouse and parent. That is, work should contribute to general social advancement. Job Enlargement vs. Job Enrichment The modern interest in quality of work life was stimulated through efforts to change the scope of people’s jobs in attempting to motivate them. Job scope has two dimensions – breadth and depth. Job breadth is the number of different tasks an individual is directly responsible for. It ranges from very narrow (one task performed repetitively) to wide (several tasks). Employees with narrow job breadth were sometimes given a wider variety of duties in order to reduce their monotony; this process is called job enlargement. In order to perform these additional duties, employees spend less time on each duty. Another approach to changing job breadth is job rotation, which involves periodic assignment of an employee to completely different sets of job activities. Job rotation is an effective way to develop multiple skills in employees, which benefits the organisation while creating greater job interest and career options for the employee. Job enrichment takes a different approach by adding additional motivators to a job to make it more rewarding. It was developed by Frederick Herzberg on the basis of his studies indicating that the most effective way to motivate workers was by focusing on higher-order needs. Job enrichment seeks to add depth to a job by giving workers more control, responsibility and discretion over hoe their job is performed. The difference between enlargement and enrichment is illustrated in the figure on the next page.

Gender Roles in American Households Essay

The social phenomenon of changing gender roles in American households is explored in this paper. Are men and women sharing more equally in assuming household responsibilities? Do women still bear the majority of the responsibility? How do race, age, and cultural influence play a role in the division of labor in the household? I have done research on the change in gender roles among people of different ages, genders, and race. Data was collected to see if there is a difference in change between races, if there is a significant change in roles between generations, and if men and women view the change the same or differently. To gain the data I used surveying and interviewing as my research methodologies. These methods were used as they were the most practical ways to obtain enough information needed to form conclusions. Caucasian, Asian, and African Americans of both genders and diverse ages were surveyed and interviewed. I feel my research will show that with each generation, as more women entered the work force, the households of all races have undergone significant change in which women and men are sharing both work and domestic duties more equitably. That being said, the distribution of domestic chores does contribute to household stratification of gender roles. Both currently and historically race plays a role in that stratification. Gender role research is socially relevant because each individual in a household is impacted by it. Gender roles in the household can be a factor in whether a marriage is happy and successful. They also influence decision making in the family and parent and child relationships. Researchers could use my data to delve deeper into the impact of gender roles in different types of households. Since everyone grows up in some type of household setting, the research could have far reaching implications for most of the population. The first research method I choose to collect data is the survey. Using a survey to collect data allowed me to reach a large number of people. Family and friends helped in distributing and collecting the surveys. My parents work at a hospital, my Aunt is a teacher, and my friend attends a large university. That allowed me to reach the age groups, genders, and races I needed in order to collect enough data. Included in my survey were both questions about today and about the past. In addition, using a survey allowed me to ask questions that were not opened ended and could easily be converted to statistical data. In the end, I had responses from a minimum of fifteen respondents in each of eighteen categories. The categories are Caucasian females ages 19-30, Caucasian males ages 19-30, Caucasian females ages 31-49, Caucasian males ages 31-49, Caucasian females ages 50 and above, Caucasian males age 50 and above, and the same for both African Americans and Asian Americans. Because of the large number of groups I needed to collect data on, I felt 15 individuals per category would be a large enough number to get a representative sample. I looked at the responses and felt I had a good sample. Had that not been the case, I would have handed out more surveys. Included in the survey were questions on the household the person grew up in and questions about their household today. For example, respondents were asked if they were raised in a two parent home. This is a question I checked the responses to when I determined if I had collected enough surveys. It was necessary to have enough positive answers to this question since gender roles is the issue I am looking at. Also on the survey were questions asking your race and age, who you were raised by, if your mother worked outside the home, percentage of division of household chores, and whether the perceived change in gender roles is positive. I did not have any problems with the survey itself. The only difficulty was finding fifteen respondents for a few of the categories. The second research methodology I used was the interview. In interviewing I was hoping to be able to ask follow up questions and steer the interview in a direction that would supply me with the information I needed. The survey did not lend itself to follow up questions. In addition, participant observation and experimentation methodologies were not at all suited to investigate the question of changing household gender roles. I interviewed one person from each of the three races I was researching. In addition, each was from a different age category. All of the interviews were conducted separately as I would not have wanted to inconvenience the people who were nice enough to participate. All were interviewed once in an informal manner since I believe that discussing your childhood and present home life is best accomplished in a comfortable setting. I interviewed Dr. Espejo, a 49 year old of Asian decent by telephone as she was unavailable in person. Helen Bonokallie, a 24 year old of African decent was my second interview. I spoke with Helen at her workplace as she works third shift and that was most convenient for her. My last interview was with Sylvia Johnson, a 66 year old Caucasian. I interviewed her in her living room. I have known Sylvia my entire life and have a close personal bond with her. Aside from choosing my subjects for interviewing and directing the questions to get the answers I needed I did not shape the outcome of the interview. The survey results revealed several trends related to gender roles in American families. The following charts and statistical analysis help to clarify the collected data from the surveys. The three tables that follow represent each of the three races I surveyed. Each chart shows the three age groups surveyed and their responses to two questions. The first, as a child what percentage of household work was done by each of your parents? The second, in your home today, what percentage of household work is done by the male and what percentage is done by the female? Looking at the charts a few trends are seen. First, regardless of race, the percentage of work done by the male is greater in the adult household as compared to the father in the childhood home. That indicates that with each generation gender roles in the home have changed. Ratio of CaucasianCaucasianCaucasianCaucasianCaucasianCaucasian work doneAge 19-30Age 19-30Age 31-49Age 31-49Age 50+Age 50+ female:malechildhoodadultchildhoodadultchildhood adult In %householdhouseholdhouseholdhouseholdhouseholdhousehold 50-504%40%0%38%0%0% 60-400%40%4%31%0%40% 70-3012%20%15%23%0%40% 75-250%0%11%8%0%13% 80-2014%0%0%0%20%7% 85-1512%0%11%0%3%0% 90-1058%0%30%0%30%0% 95-50%0%11%0%27%0% 100-00%0%18%0%20%0%. Ratio of AsianAsianAsianAsianAsianAsian work doneAge 19-30Age 19-30Age 31-49Age 31-49Age 50+Age 50+ female:malechildhoodadultchildhoodadultchildhood adult householdhouseholdhouseholdhouseholdhouseholdhousehold 50-500%26%0%0%0%0% 60-400%39%0%16%0%0% 70-307%30%0%36%0%28% 75-2510%0%0%12%0%0% 80-2023%5%17%24%3%22% 85-157%0%10%12%13%0% 90-1050%0%30%0%23%36% 95-50%0%30%0%25%0% 100-03%0%13%0%36%14% Ratio of African AfricanAfricanAfricanAfricanAfrican work doneAge 19-30Age 19-30Age 31-49Age 31-49Age 50+Age 50+ female:malechildhoodadultchildhoodadultchildhood adult householdhouseholdhouseholdhouseholdhouseholdhousehold 50-500%0%0%0%0%6%. 60-400%63%0%18%0%18% 70-3031%31%7%28%0%38% 75-2531%0%8%12%5%7% 80-2015%6%8%36%25%12% 85-150%0%23%0%0%0% 90-1023%0%46%6%30%19% 95-50%0%8%0%25%0% 100-00%0%0%0%15%0% In addition, under no circumstance did the males of any race or age perform more household work than the females. The data also shows that there is no difference in gender roles today among Caucasians, African Americans, and Asian Americans in the 19-30 age group. In the Asian American group of individuals fifty and older, 72% of women still do 80-100% of the household work today. In contrast, in the same age group, only 7% of Caucasian women and 31% of African American women perform 80-100% of household work. According to the 2004 United States Census, 69% of Asians were born in another country (Lee and Pituc 2007). This is significant in that many older Asian-Americans adhere to traditional cultural values. Traditional Asian gender roles prescribe for women to place the role of wife and mother above all others: men are expected to be the breadwinner and spokesperson. Asian cultural values consequently encourage distinct spheres for men and women and a gendered household division of labor in which the burden of household duties such as housekeeping tasks and childcare rest heavily on women (Lee and Pituc 2007: 1). The following graph was compiled based on the survey question; did your mother work outside the home? The y-axis is percentage of working mothers and the x-axis is the age of those surveyed. The graph shows that over time more mothers have become workers outside the home. It also indicates that for all age categories >70% of African American women were in the workforce. Kane stated â€Å"White women have a history of lower levels of labor force participation and higher levels of economic dependence on men than do African-American women† (2000 p. 421). This graph when looked at in conjunction with the 3 charts above shows a correlation between women working outside the home and men giving more help around the house. The last survey question was do you think the change in gender roles in the household is positive or negative. The results were 99% positive and 1% negative. The information obtained from my interviews mirrored the information I got from the surveys. Talking to Sylvia, the 66 year old Caucasian, the idea that generation and women in the workplace play a part in changing gender roles was reinforced. Sylvia related what her home was like as a child, indicating that household work was entirely done by her non-working mom. Her home on the other hand is different in that her husband does help out to some extent. She also said her children’s homes are even more equitable when it comes to dividing household chores. Dr. Espejo’s parents worked together and shared responsibilities in the home. It is the same in her home today, where she and her husband, both physicians, share household duties. Dr. Espejo stated that she feels sharing of household responsibilities strengthens the relationship between a husband and wife and between parents and children. This may be explained by a 2003 study conducted by Y. Espiritu. Trask (2006) states: Based on an analyses of various studies of Asian-American families, Espiritu found that more educated couples tended to share and practice greater egalitarian relationships within households. While women still performed more of the housework, their husbands did participate in all aspects of family work. This increased participation by men may be explained due to an equal monetary contribution from men and women which led to wives successfully forcing their husbands to participate in domestic chores. (P. 4) In my interview with Helen, she pointed out that sharing responsibility around the house helps to equalize the stress between both male and female. In the African- American household she grew up in her father did the cooking and laundry while her mother cleaned and helped the children with homework. A recent study has a possible explanation for the sharing of household work in Helen’s childhood home. The study concluded, â€Å"When referencing the family and work, black men may be less traditional because they are more sensitive to oppression in general, may share resistance with black women to racial inequality, and often gain acceptance of women in the workforce during early years while being raised by a single working mother† (Carter 2006: 209). In addition, Blee and Tickamyer state, â€Å"African American men do not equate masculinity with success, wealth, ambition, and power, but rather with self-determinism and accountability† (1995 p. 21). All three interview subjects expressed that change in gender roles where there is a more equal distribution of household responsibilities is very positive. The research I have done shows that over time gender roles have changed among the three races I studied. Every group I looked at had fathers who helped out less around the house than the males in their homes today. One important reason for this could be the fact that over time more women have entered the workforce outside the home. It simply has become a necessity for men to help out more around the house. In addition to more women in the work force, culture and race play a role in gender and the household stratification of gender roles. Culture remains important to many Asians Americans, especially the older generation. In those cultures Asian men are seen as the breadwinner and women as household caretakers. That dictates women being almost entirely responsible for the household. In contrast, African American men do not define their masculinity by success, but instead by accountability. That leads to many African American men being more equitable in sharing household chores. Since everyone in a household is affected by gender roles, this subject is very important socially. It is a subject worth investigating further as the findings could impact many people. References Blee, Kathleen and Ann Tickamyer. 1995. â€Å"Racial Differences in Men’s Attitudes about Women’s Gender Roles. † In Journal of Marriage and Family. Vol. 57, pps 21-30. Carter, J. Scott and Mamadi Corra. 2009. â€Å"The Interaction of Race and Gender: Changing Gender Role Attitudes, 1974-2006. † In Social Science Quarterly. Vol. 90, pps 196-211 Kane, Emily. 2000. â€Å"Racial and Ethnic Variations in Gender-Related Attitudes. † In Annual Review of Sociology. Vol. 26, pps 419-436 Lee, Sandra and Stephanie Pituc. 2007. â€Å"Asian Women and Work-Family Issues. † In Sloan Work and Family Research Encyclopedia. pps 1-6 Trask, Bahira. 2006. â€Å"Traditional Gender Roles. † In Sloan Work and Family Research Encyclopedia. pps 1-5.

Green Card Scheme Essays

Green Card Scheme Essays Green Card Scheme Paper Green Card Scheme Paper Application form Application for residence and work permit under the Greencard scheme Uses This form is to be used when applying for a residence and work permit in Denmark under the Greencard scheme. Your application will be graded using a system that assigns points based on five criteria: Educational level Language skills Work experience Adaptability Age In order to qualify for a residence and work permit issued under the Greencard scheme, you must attain a minimum of 100 points. More information about the point system is available at www. newtodenmark. dk/greencard. Do not use this form if you are currently enrolled in a higher educational program in Denmark and would like to extend your residence permit in order to apply for work after graduation. Please refer to www. newtodenmark. dk/study for more information about Greencards for students who complete a higher educational program in Denmark. This form is for use by citizens of non-EU/EEA countries. Please refer to www. newtodenmark. dk/eu for further information about the rules for citizens of EU countries. How to apply 1. Complete and sign this form (follow the instructions given in the form) 2. Enclose the required documentation (listed below) 3. Submit the application to a Danish diplomatic mission in the country in which you live. If you already reside legally in Denmark, the application can be submitted at the Service Centre of the Immigration Service. : If you live outside the Greater Copenhagen area, you can also submit your application at your local police station Required documents Please enclose the following documents: A copy of your passport (including the cover and all pages with information) Two passport photos Documentation of all higher education (diplomas and transcripts) Declaration from your educational institution confirming the authenticity of your educational documents (should not be enclosed if the education is Danish) Documentation of work experience (declaration from previous employer) Documentation of language skills (diplomas, test results and/or declaration from previous employer) Documentation that you can support yourself during your first year in Denmark. You need to document that you have sufficient funds at your disposal to the equivalent of Danish start aid (starthj? lp) for one year. The monthly start aid amount is (2010 level): DKK 5,267 for individuals under age 25 not living with their parents, DKK 6,351 for single individuals over age 25, DKK 5,267 for married/cohabiting individuals over age 25. Documentation can be e. g. a bank statement in your name. Original documents must be shown to a Danish official Colour copies of foreign educational documents (such as diplomas, transcripts and other statements issued by educational institutions) must be submitted with your application. The original documents must be presented at the Danish embassy, police or the Immigration Service’s main office when submitting your application, where they will be used to certify that the copies are authentic. When processing your application we may require you to send us the original educational documents. Please note that documents not written in Danish, English, German, Norwegian or Swedish must be submitted together with a certified translation in Danish or English. Please also note that Pakistani educational documents must be stamped by the Higher Educational Commission. Are other documents required when submitting an application? Yes, you must present your passport to the immigration authorities. Does it cost anything to submit an application? Yes, if you submit your application to a Danish diplomatic mission (embassy or consulate general) you will normally have to pay a fee. The fee can vary in price. The individual diplomatic mission can also make further demands such as extra passport photos or duplicate copies of the application. We recommend that you check with the requirements on the website of the diplomatic mission in your country before you submit your application. To get the quickest response You can get the quickest possible response to your application if the application forms are completed correctly and the necessary documents are enclosed. Therefore, it is very important that you carefully complete the form and remember to enclose all the necessary documentation. For more information More information about the regulations for Danish residence and work permits and how to fill out the application is available at www. newtodenmark. dk. You can also contact the Immigration Service in writing, by telephone, or in person at our office. (See contact information at the bottom of this page. ) The Danish Immigration Service Ryesgade 53 – DK-2100 Copenhagen O Tel. : +45 35 30 85 56 – Email: [emailprotected] dk www. newtodenmark. dk – Office hours Monday to Friday 9 a. . to 3 p. m. – Service Centre open Monday to Friday 8. 30 a. m. to 12. 00, Thursday also 3. 30 p. m. to 5. 30 p. m. GR1 GR1_en_220410 Application for residence and work permit under the Greencard scheme 1. The applicant Surname PLEASE COMPLETE IN CAPITAL LETTERS Former surname (if applicable) Given name(s) Nationality Former nationality (if applicable) Date of birth (day, month, year) Alien identification number (if applicable) Country of birth CPR number (if applicable) Place of birth (city) 2. Information about the applicant Gender Man Current marital status Unmarried/single Married Divorced Widow(er) Woman PLEASE COMPLETE IN CAPITAL LETTERS Do you have children? Yes Registered partnership No Dissolved registered partnership Your address abroad/in your home country (Street and number) Post code, city and country Telephone number Email address If you are currently in Denmark, please provide the following information: Date of entry into Denmark Address in Denmark (Street and number) Post code and city c/o (name) Telephone number Mobile phone number Email address The Danish Immigration Service Ryesgade 53 – DK-2100 Copenhagen O Tel. : +45 35 30 85 56 – Email: [emailprotected] dk www. newtodenmark. dk – Office hours Monday to Friday 9 a. m. to 3 p. m. – Service Centre open Monday to Friday 8. 30 a. m. to 12. 0, Thursday also 3. 30 p. m. to 5. 30 p. m. Page 2 of 10 GR1 3. Information about the applicant’s passport National passport Passport number Date of expiry Have you been to Denmark before? Other, please state Date of issue In which country was the passport issued? Yes No PLEASE COMPLE TE IN CAPITAL LETTERS If yes, please state where and when ____________________________________________________________ ____ ____________________________________________________________ __________________________________ 4. Information about higher education Do you have a higher education equivalent to at least a Bachelor’s degree? PLEASE COMPLETE IN CAPITAL LETTERS Yes No If yes, please enclose the following documents: Documentation of higher education (diplomas and transcripts) Declaration from your educational institution confirming the authenticity of your educational documents (should not be enclosed if the education is Danish). Please note: The declaration should be signed and sealed by a higher authority at the educational institution. The name and contact information of the signing authority must be provided in type writing/print. And provide the following information about your higher education(s): Higher education 1 Name of educational institution Address (Street and number) Post code, city and country Telephone number Email address Web address Main fields of study (specialization) Admission requirements Name of diploma in original language with Latin letters Started – Completed __ __ (Month) __ __ __ __ (Year) __ __ (Month) __ __ __ __ (Year) Nominal length of program (official length including obligatory periods of work practice) ___ Years and Academic title Did the program include a thesis, dissertation or another large project? If yes, please state the following: Title Yes No __ __ Months Number of pages Nominal duration of the project The Danish Immigration Service Ryesgade 53 – DK-2100 Copenhagen O Tel. : +45 35 30 85 56 – Email: [emailprotected] dk www. newtodenmark. dk – Office hours Monday to Friday 9 a. m. to 3 p. m. – Service Centre open Monday to Friday 8. 30 a. m. to 12. 00, Thursday also 3. 30 p. m. to 5. 30 p. m. Page 3 of 10 GR1 Higher education 2 Name of educational institution Address (Street and number) Post code, city and country Telephone number Email address Web address Main fields of study (specialization) Admission requirements Name of diploma in original language with Latin letters Started – Completed __ __ (Month) __ __ __ __ (Year) __ __ (Month) __ __ __ __ (Year) Nominal length of program (official length including obligatory periods of work practice) ____ Years and Academic title Did the program include a thesis, dissertation or another large project? If yes, please state the following: Title Number of pages Nominal duration of the project Yes No ___ ___ Months The Danish Immigration Service Ryesgade 53 – DK-2100 Copenhagen O Tel. : +45 35 30 85 56 – Email: [emailprotected] dk www. newtodenmark. dk – Office hours Monday to Friday 9 a. m. to 3 p. m. Service Centre open Monday to Friday 8. 30 a. m. to 12. 00, Thursday also 3. 30 p. m. to 5. 30 p. m. Page 4 of 10 GR1 5. Information about language skills PLEASE COMPLETE IN CAPITAL LETTERS The following section contains questions about any language exams in Danish, Swedish, Norwegian, English and German you may have taken. Exam results are used as documentation of your language skills. Not all language exams can be used as documentation of your language skills. Please see www. newtodenmark. dk/greencard, for a list of the applicable foreign language exams and their equivalents in Denmark. Have you passed language exams in one or more of the following languages?