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Quiner more commonly known as "Quine", "Quiney" or "Aquinas" (see: "Controversies") is a tiny black Pug named after the great and influential philosopher W.V.O. Quine and is loved by approximately of the population of Georgia. This makes Quiner the most celebrated Pug not only in Georgia but also probably the greater North America.
Quiner is, in particular, a celebrated icon amongst the youth of Atlanta, GA. Quine lives in Metro Atlanta and makes frequent, celebrated public appearances in or around Midtown Atlanta. Other zones include Piedmont Park and sometimes Quiner can be seen at The Varsity or Little Five Points.
History
Quiney's history is generally accepted to be riddled with hardship and travesty . Quine spent an unknown number of years on the street as a Free-ranging urban dog. As a result, Quiney is generally known to flinch whenever a lighter is lit, and he is known to flee whenever ipod earbuds are placed near his tiny pug ears. Quiney is also known to have adverse responses to Fireworks. Many theorists accept that Quine's exposure to gunfire at a young age is the best explanation for the behavior.
Controversies
Controversy recently has exploded over what the most-beloved-pug-in-North-America's proper name should be. The debate has proved fractious, as many party-line adherents to particular names have been known to do anything from simple feuding to going outside to smoke a cigarette. Different proposed official names range from "Quine", "Quiner", and "Quiney", all the way to
"Twine", "Aquinas", "'Quinas" and the celebrated "Quiney" alternative "Quinie".
Quiner more commonly known as "Quine", "Quiney" or "Aquinas" (see: "Controversies") is a tiny black Pug named after the great and influential philosopher W.V.O. Quine and is loved by approximately of the population of Georgia. This makes Quiner the most celebrated Pug not only in Georgia but also probably the greater North America.
Quiner is, in particular, a celebrated icon amongst the youth of Atlanta, GA. Quine lives in Metro Atlanta and makes frequent, celebrated public appearances in or around Midtown Atlanta. Other zones include Piedmont Park and sometimes Quiner can be seen at The Varsity or Little Five Points.
History
Quiney's history is generally accepted to be riddled with hardship and travesty . Quine spent an unknown number of years on the street as a Free-ranging urban dog. As a result, Quiney is generally known to flinch whenever a lighter is lit, and he is known to flee whenever ipod earbuds are placed near his tiny pug ears. Quiney is also known to have adverse responses to Fireworks. Many theorists accept that Quine's exposure to gunfire at a young age is the best explanation for the behavior.
Controversies
Controversy recently has exploded over what the most-beloved-pug-in-North-America's proper name should be. The debate has proved fractious, as many party-line adherents to particular names have been known to do anything from simple feuding to going outside to smoke a cigarette. Different proposed official names range from "Quine", "Quiner", and "Quiney", all the way to
"Twine", "Aquinas", "'Quinas" and the celebrated "Quiney" alternative "Quinie".
International recruitment is a high priority at most post-secondary institutions as a mechanism to generate revenue and create diversity on campus. As a result the number of international students choosing to obtain higher education in Canada is steadily increasing. In the 2004-2005 academic year, 72, 500 international students attended Canadian universities. According to the Canadian Bureau for International Education (CBIE) approximately 30, 000 international students graduate from post secondary institutions every year Consequently the number of international students seeking employment in Canada is also increasing. Research shows that 72% of international students intend to stay in North America after graduation. Glaser, 1978, Parr, Bradley & Bingi, 1992</ref>. However, there are several potential obstacles for international students hoping to secure employment in Canada; barriers defined as linguistic, cultural and systemic. This has created an increased demand for post secondary career and employment services to address the unique needs of international students who complete a university degree in Canadian institutions.
Language barriers
For international students who wish to stay in Canada upon graduation securing employment is a significant concern. International students regard employment issues as their next concern after immigration. Obtaining fulltime employment for any job seeker requires planning, however, international students need to be especially strategic in their job search as they face a number of barriers to employment.
The first is English or French language fluency. A number of international students have not achieved fluency in conversational English or French despite completing post secondary education in English or French speaking institutions. Many international students develop a functional level of competency in English or French but struggle with grammar and cultural nuances such as the use of slang, euphemisms, and idioms. This is especially evident in disciplines such as engineering where students often have strong technical knowledge but difficulty with basic communication. For those seeking employment in Canada this presents a barrier to employment as Canadian employers value communication skills. The Conference Board of Canada lists communication and interpersonal skills as essential to the Canadian worker. The Conference Board of Canada publishes a list of essential workplace competencies which stresses communication and interpersonal skills.
Lack of knowledge of workplace culture and expectations is yet another barrier. In many cultures greater emphasis is placed on academic knowledge than on work experience, and many international students arrive in Canada with only a limited understanding of how to succeed in the workplace. Spencer-Rogers (2000) found that for many international students job searching and obtaining work experience is a high priority. Basic job search skills are unfamiliar to international students and must be learned. Post secondary institutions and career service staff have recognized this issue and are creating programming to better meet the needs of international students.
Cultural barriers
Many international students experience intense cultural conflict when they begin their job search in Canada due to lack of knowledge of Canadian workplace culture. Successful job seekers are confident and demonstrate good interpersonal communication skills. Eastern cultures value humility and modesty, as a result many students have difficulty expressing themselves in a positive manner. North American culture is based in individualism, a Western value which creates conflict for those of Eastern culture who value collectivism.
Creating programs that incorporate a sense of community and opportunities for participants to learn from each other in a supportive environment are crucial. International students require opportunities to develop self-confidence through programs that include hands on activities and practical application. Yang, Wong, Hwang & Heppner (2002) stress the importance of developing “proactive services such as workshops and structured group interventions”. Educators must also have an understanding of cross cultural issues in order to better meet the needs of international students.
Merriam, Caffarella and Baumgartner (2007) acknowledge the importance for adult educators to consider the learners perspective and cultural background when creating programs. Adult educators working with international students need to be aware of cultural issues such as language barriers, values, traditions and level of acculturation and be willing to adapt programming and teaching to match the needs of these learners. Literature supports the importance of building supportive relationships, incorporating cultural sharing activities, respect for cultural values and opportunities to learn about Canadian customs and traditions If possible educators may wish to collaborate with other departments on campus such as international student centres to ensure understanding and cultural sensitivity.
Systemic barriers
Another barrier traditionally impacting international students was red tape. A survey of international students from May 2005 - January 2007 showed that less than 14,000 students obtained work permits. However, the regulatory restrictions are slowly being reduced. In 2008, the Canadian government introduced a Post-Graduation Work Permit Program (PGWPP). The PGWPP allows students who have graduated from most Canadian post-secondary institutions to stay and work in Canada upon graduation. The permits are open work permits. There is no requirement for a job offer prior to applying, nor is there a restriction on the type of work that can be performed.
Employers create an unintentional barrier to employment in Canada for international students as many are unfamiliar with the work permit process and reluctant to make a job offer as the process seems complicated. Employers appear to be unclear regarding work permits and unaware of the procedure regarding hiring international students. CBIE in a recent survey found many employers do not know that they are now allowed to hire international students and graduates. The Government of Canada needs to do a better job of educating employers about the process of recruiting international students so they can see the long term results both for their company and the Canadian economy. International students have the potential to play a vital role in Canada’s economy, and in the global marketplace, the sooner employers realize this, the better.
Additional citations
Merriam, S., B., Caffarella, R., S., & Baumgartner, L., M. (2007) Learning in Adulthood A Comprehensive Guide (3rd edition) San Francisco: Jossey-Bass
Spencer-Rodgers, J., & Cortijo, A. (1998). An assessment of the career development needs of international students. Journal of College Student Development, 39(5), 509-513. Retrieved November 6, 2007, from ERIC database.
Language barriers
For international students who wish to stay in Canada upon graduation securing employment is a significant concern. International students regard employment issues as their next concern after immigration. Obtaining fulltime employment for any job seeker requires planning, however, international students need to be especially strategic in their job search as they face a number of barriers to employment.
The first is English or French language fluency. A number of international students have not achieved fluency in conversational English or French despite completing post secondary education in English or French speaking institutions. Many international students develop a functional level of competency in English or French but struggle with grammar and cultural nuances such as the use of slang, euphemisms, and idioms. This is especially evident in disciplines such as engineering where students often have strong technical knowledge but difficulty with basic communication. For those seeking employment in Canada this presents a barrier to employment as Canadian employers value communication skills. The Conference Board of Canada lists communication and interpersonal skills as essential to the Canadian worker. The Conference Board of Canada publishes a list of essential workplace competencies which stresses communication and interpersonal skills.
Lack of knowledge of workplace culture and expectations is yet another barrier. In many cultures greater emphasis is placed on academic knowledge than on work experience, and many international students arrive in Canada with only a limited understanding of how to succeed in the workplace. Spencer-Rogers (2000) found that for many international students job searching and obtaining work experience is a high priority. Basic job search skills are unfamiliar to international students and must be learned. Post secondary institutions and career service staff have recognized this issue and are creating programming to better meet the needs of international students.
Cultural barriers
Many international students experience intense cultural conflict when they begin their job search in Canada due to lack of knowledge of Canadian workplace culture. Successful job seekers are confident and demonstrate good interpersonal communication skills. Eastern cultures value humility and modesty, as a result many students have difficulty expressing themselves in a positive manner. North American culture is based in individualism, a Western value which creates conflict for those of Eastern culture who value collectivism.
Creating programs that incorporate a sense of community and opportunities for participants to learn from each other in a supportive environment are crucial. International students require opportunities to develop self-confidence through programs that include hands on activities and practical application. Yang, Wong, Hwang & Heppner (2002) stress the importance of developing “proactive services such as workshops and structured group interventions”. Educators must also have an understanding of cross cultural issues in order to better meet the needs of international students.
Merriam, Caffarella and Baumgartner (2007) acknowledge the importance for adult educators to consider the learners perspective and cultural background when creating programs. Adult educators working with international students need to be aware of cultural issues such as language barriers, values, traditions and level of acculturation and be willing to adapt programming and teaching to match the needs of these learners. Literature supports the importance of building supportive relationships, incorporating cultural sharing activities, respect for cultural values and opportunities to learn about Canadian customs and traditions If possible educators may wish to collaborate with other departments on campus such as international student centres to ensure understanding and cultural sensitivity.
Systemic barriers
Another barrier traditionally impacting international students was red tape. A survey of international students from May 2005 - January 2007 showed that less than 14,000 students obtained work permits. However, the regulatory restrictions are slowly being reduced. In 2008, the Canadian government introduced a Post-Graduation Work Permit Program (PGWPP). The PGWPP allows students who have graduated from most Canadian post-secondary institutions to stay and work in Canada upon graduation. The permits are open work permits. There is no requirement for a job offer prior to applying, nor is there a restriction on the type of work that can be performed.
Employers create an unintentional barrier to employment in Canada for international students as many are unfamiliar with the work permit process and reluctant to make a job offer as the process seems complicated. Employers appear to be unclear regarding work permits and unaware of the procedure regarding hiring international students. CBIE in a recent survey found many employers do not know that they are now allowed to hire international students and graduates. The Government of Canada needs to do a better job of educating employers about the process of recruiting international students so they can see the long term results both for their company and the Canadian economy. International students have the potential to play a vital role in Canada’s economy, and in the global marketplace, the sooner employers realize this, the better.
Additional citations
Merriam, S., B., Caffarella, R., S., & Baumgartner, L., M. (2007) Learning in Adulthood A Comprehensive Guide (3rd edition) San Francisco: Jossey-Bass
Spencer-Rodgers, J., & Cortijo, A. (1998). An assessment of the career development needs of international students. Journal of College Student Development, 39(5), 509-513. Retrieved November 6, 2007, from ERIC database.
Church Demographics
Churches and church denominations use demographics to gain a better understanding of the challenges and opportunities in their mission fields, and to assist them in church planting and outreach ideas.
Demographics is the study of physical characteristics about people. The word comes from the Greek
word for people, “δεμος” (demos). As an academic discipline, it is generally considered to be part of
sociology.
At the most basic level, demographics counts people in geographic places. After the total population
is counted, then attributes about those people can also be collected and quantified. Attributes such as
race, age, sex, education level, income, marital status, and occupation are all characteristics of people.
Households are also part of demographic study. Characteristics of particular households can then be developed into lifestyle portraits, which explore attitudes and behaviors of households. This is of particular importance to churches and denominations in planning, marketing, and outreach development.
Using demographic resources such as those provided by MissionInsite , and ChurchInsite , churches can explore household lifestyle portraits (such as MOSAIC by Experian) to focus ministry that is contextually relevant. Churches can also use demographics for population forecasting to assist them in the establishment of new church plants and future church growth plans.
Churches and church denominations use demographics to gain a better understanding of the challenges and opportunities in their mission fields, and to assist them in church planting and outreach ideas.
Demographics is the study of physical characteristics about people. The word comes from the Greek
word for people, “δεμος” (demos). As an academic discipline, it is generally considered to be part of
sociology.
At the most basic level, demographics counts people in geographic places. After the total population
is counted, then attributes about those people can also be collected and quantified. Attributes such as
race, age, sex, education level, income, marital status, and occupation are all characteristics of people.
Households are also part of demographic study. Characteristics of particular households can then be developed into lifestyle portraits, which explore attitudes and behaviors of households. This is of particular importance to churches and denominations in planning, marketing, and outreach development.
Using demographic resources such as those provided by MissionInsite , and ChurchInsite , churches can explore household lifestyle portraits (such as MOSAIC by Experian) to focus ministry that is contextually relevant. Churches can also use demographics for population forecasting to assist them in the establishment of new church plants and future church growth plans.
Elissa Ambrose (b. Montreal, Quebec, Canada) is a Canadian writer of romance novels, and serves as fiction editor at , a literary journal published in Mesa, Arizona.
Married, she is the mother of two daughters, one the novelist Sarah Mlynowski, published since 2001.
Biography
Personal life
Ambrose was born in Montreal, Quebec, Canada. She obtained a degree in English literature. Divorced from her first husband, they had two adult daughters; Sarah Mlynowski, a novelist, and Aviva Mlynowski. Today, Elissa lives in Phoenix with her second husband, her cat, and her cockatoo.
Writing career
Ambrose started as a computer programmer, and two decades and countless programs later, she had her own first romance novel published, "Journey of the Heart". She also serves as the fiction editor at Anthology magazine, a literary journal published in Mesa, Arizona.
Bibliography
Single Novels
*Journey of the Heart (2002/Nov)
*A Mother's Reflection (2003/Nov)
*The Best of Both Worlds (2004/Apr)
The Parks Empire Series (multi-author)
:5. The Marriage Act (2004/Nov)
Omnibus in collaboration
*The Best of Both Worlds + Priceless by Sherryl Woods (2004)
*The Marriage Act + Way to A Woman's Heart Carol A. Voss (2005)
Married, she is the mother of two daughters, one the novelist Sarah Mlynowski, published since 2001.
Biography
Personal life
Ambrose was born in Montreal, Quebec, Canada. She obtained a degree in English literature. Divorced from her first husband, they had two adult daughters; Sarah Mlynowski, a novelist, and Aviva Mlynowski. Today, Elissa lives in Phoenix with her second husband, her cat, and her cockatoo.
Writing career
Ambrose started as a computer programmer, and two decades and countless programs later, she had her own first romance novel published, "Journey of the Heart". She also serves as the fiction editor at Anthology magazine, a literary journal published in Mesa, Arizona.
Bibliography
Single Novels
*Journey of the Heart (2002/Nov)
*A Mother's Reflection (2003/Nov)
*The Best of Both Worlds (2004/Apr)
The Parks Empire Series (multi-author)
:5. The Marriage Act (2004/Nov)
Omnibus in collaboration
*The Best of Both Worlds + Priceless by Sherryl Woods (2004)
*The Marriage Act + Way to A Woman's Heart Carol A. Voss (2005)