Finding employment with an architecture firm brings multiple benefits, especially in vibrant spots that demand state-of-the-art construction. This makes working at an New York architecture firm a luxury, since you’ll have an opportunity to work on top-of-the-range buildings.

If you’re wondering why you should work for an architecture firm, here are some inspiring reasons why:

**International Projects**

International projects can be exciting, and you can learn a lot from being involved in a project of this nature. You and your colleagues will be exposed to new knowledge, being educated on roads, people movement, and the city in question. Though not everyone will have an opportunity to visit the site, if you do you’ll certainly come back with stories. You can enjoy a new cultural environment, and the work itself is rewarding too. You’ll learn how to abide by a different set of regulations and enjoy the technical aspects of a job you’re passionate about.

**Resources**

Every stage of the design process, especially when you work for an elite organization, involves quality resources that makes your job much easier. There will be a quality assurance procedure in place to ensure you work on something special, with a board review that discusses the project in question. New ideas are constantly tested, and you’ll gain access to useful resources. When working on a large office, for example, you’ll work in conjunction with experts on 3D modeling, visualization, and other specialist teams. With significant resources at your disposal, professionals will help create stunning presentations and support ongoing projects. You’ll have access to budgets and contracts, and can draw experience from relevant parties. The presence of these resources is profound, and can greatly assist with your day-to-day activities.

**Democratic Work Ethics**

If you work for a progressive, forward-thinking company, they’ll participate in an open environment where everyone can add input. Being able to contribute to design features gives you a chance to exercise your creativity and can develop different skill sets that are applicable in myriad industries. A democratic environment is preferable because everyone has their say, and this ultimately works for the betterment of operations. Designers will work with construction workers to establish the best possible outcome, and this stretches from the conceptual stages and beyond.

**Focused Work**

Large firms usually work on large projects that can help you gain invaluable experience that looks great on the resume, and most importantly furthers your development. The most important elements for projects of this nature are communication and collaboration, and these are two widely applicable, transferable skills. You’ll improve your interaction skills, a lost art in today’s digitally-driven industries. Seeing a beautiful building come together on a big scale is a wonderful thing, and you’ll feel a great sense of accomplishment once finished.

A 98% Muslim school in Birmingham is pioneering a new way to counter extremism by starting with the youngest pupils

Shazia arrived in Britain from Pakistan in 1990, settled with her husband in Birmingham and felt safe. They built a comfortable life together and had four children; the eldest is now at university and the youngest is a pupil at Parkfield community primary school.

But Shazia, a Muslim, no longer feels safe in the UK, she says. It’s not because of racism – she works for a large company where her headscarf is not an issue – but through constant fear of terrorist attacks. They may be carried out in the name of Islam but, she says, they are in direct contradiction to the faith’s pacifist teaching and compassion.

She says it’s a hard message to get across when the word “Muslim” is splashed across the media next to the words “terrorist” “bomb” and “murder” and confusing for children, Muslim and non-Muslim alike. That’s why she’s here at school at 8.45am on a cold, wet Monday to support her daughter at a workshop to show parents how the school promotes equality and diversity. The hope is that by making sure all children feel welcome and part of society at an early age, they are less likely to be seduced by militant ideology later on.

“When we came to this country everything was so safe but now when we go out we are scared. People of all religions find bombs frightening,” says Shazia. “Children go off to college or to university or to work and say goodbye to their families in the morning and then they never come back. When my daughter goes to college I am not relaxed until she gets back.”

Parkfield is an unusual school. It’s larger than the average primary with 775 pupils from 23 nationalities, and more than 98% of them are from Muslim homes. It serves an area of east Birmingham where three inquiries were held into an alleged “Trojan Horse” plot by Muslim governors to take over schools, but Parkfield was not involved.

Source: *How do you tackle radicalisation? With polar bears at primary school | Education | The Guardian*

Are you concerned about the impact social media and screen-use are having on young people? If so, MPs are looking to hear your thoughts.

The Commons Science and Technology Committee has announced an inquiry into the impact of social media and screen-use on young people’s health.

The committee says it wants to hear the views of young people themselves, as well as of teachers and youth workers.

Chairman Norman Lamb said it was vital to assess the benefits and risks.

“Social media and smartphones are increasingly being used by children and young people,” he said.

“We want to determine the scale of the issues – separating out the understandable concerns from the hard evidence, and to identify what practical measures people are already taking to boost the benefits and blunt the potential harms.

“We want to hear from schools and young people, as well as from the industry and government.”

- Children at ‘significant’ social media risk
- Is social media making your child sad?
- Screens and eyesight: What can parents do?

Mr Lamb says the committee is particularly keen to hear details of any initiatives undertaken, by children, schools and youth organisations, to help young people cope with the demands of the digital world.

Other issues the MPs would welcome thoughts on include:

- the wellbeing benefits from social media usage, including any apps that provide mental-health benefits to users
- the physical or mental harms from social media use and screen-use, including safety risks and the extent of any addictive behaviour
- any measures being used, or needed, to mitigate any potential harmful effects of excessive screen-use
- what monitoring, controls or regulation are needed and where responsibility and accountability should lie for such measures
- areas that should be the focus of any further research

Those who would like to submit written views should do so – in no more than 3,000 words – through the committee’s inquiry page by 6 April.

The Education Policy Institute’s 2017 report showed 95% of 15-year-olds in the UK use social media before or after school, and half of nine to 16-year-olds used smart-phones on a daily basis.

And England’s children’s commissioner, Anne Longfield, warned in January that the move from primary to secondary school was problematic for children because social media became more important in their lives.

Her report into the effects of social media on eight to 12-year-old children said many were over-dependent on “likes” and comments for social validation.

Source: *MPs investigate impact of social media and screens on youth – BBC News*

America has a tremendous amount of gun violence compared to similar nations. In fact, it’s not even close. Like clockwork, there’s a reported school or office shooting once every week or two, and some weeks are more violent than others. A shooting at a Las Vegas country music festival in October of 2017 was the deadliest mass shooting in American history. Fifty-eight people died and hundreds more were injured, but Congress has shown very little appetite for changing gun laws on a federal level, with some politicians believing we need still more guns. Regardless of your feelings on the causes of such violent incidents, there’s more that can be done to control who can and cannot get access to the place where you work.

**Protecting kids**

It’s easy to feel like the odds of being involved in a school or office shooting are high, especially with the 24-hour news cycle that exists in 2018. The odds are not actually that high, but it’s easy to feel like they are. However, there are other concerns that shouldn’t be overlooked as well, especially if you work in a school, daycare, or other facility that serves children. Parents who drop their kids off at such a place are trusting the employees with their kids’ lives; that’s not a trust that should be taken for granted. Let’s say a person walks up to the receptionist in the school office and asks for a visitor’s pass. At many schools, the person would probably have to do nothing more than provide some form of ID before they’re handed a pass. Some people won’t even be asked to prove they are who they say they are. But they could be a criminal with a long history of violent sexual offenses, and there’s no way a person like that needs to mingling with school children. If someone is visiting as a volunteer who will be interacting with students, then it’s worth taking a longer look at his or her background. The answer may lie in a visitor management system with full background checks. Such a system provides an extra layer of security that should be a comfort to employees as well as parents.

**Secure entrances and exits**

There are way too many office buildings and even schools with entrances and exits that are accessible to anybody off the street. If at all possible, there should be one main entrance and exit for members of the public. It’s way easier to keep track of visitors that way. If an employee has a key to the back door, then that’s fine, since that employee has presumably gone through a background check and can be trusted. But the same can’t be said of a random guy who walks in and asks to talk to the company’s CEO. Sure, the receptionist can ask, “Do you have an appointment?” but questions like that aren’t a defense against the visitor getting angry and perhaps even getting violent. A less open, more secure front desk setup may feel weird at first, but it’s a good way to protect employees who act as the first line of defense against potential intrusions. Security guards posted at the front entrance can also act as a deterrent to those who want to cause trouble.

The bar exam is the essential test that you need to take and pass when you want to practice law. Whether you are taking the exam for a specific jurisdiction or the multistate version of the exam, you will need to prepare for it in advance. Bar preparation will help you understand what material is on the exam and how you can effectively study so that you are ready to pass the test. Here are some resources and techniques that can help you prepare for the exam.

Consider Taking Prep Courses

One of the easiest ways to get started on preparing for the bar exam is to seek out prep courses that can help you. These courses can provide a lot of information and strategies for test taking in general, as well as specific teaching on what information appears in the test. A study course may resemble a regular classroom setting so that you can ask questions and get help with anything that may be giving you difficulties. These courses may also offer an option to take a practice test, which can also be beneficial to your studies.

Give Yourself Plenty of Time to Study

This type of exam doesn’t creep up on law students all of a sudden. It is known that this is one of the last tasks you have to complete before you are able to start practicing law. Giving yourself plenty of time to study, even if you have a very busy schedule, will help you feel more prepared for the test than if you try to cram two weeks before your scheduled exam. This type of test requires knowledge that you will use throughout your career, so you can take the time to study a little every day to help you retain the necessary information.

If you find it beneficial to study with others, you can also join a study group that can help you stay accountable for your study time and provide you with the support that you need while preparing for the test.

Take Advantage of Practice Exams

Knowing the information you need to study is just one aspect of being able to successfully take the bar exam. The other aspect of the test is being able to sit down and take it with minimal anxiety. Some people can know all of the information they need but still experience anxiety that hinders the test taking process. To alleviate any fears of the exam, it is important to take one or two practice exams. This will not only prepare you for the types of questions you will encounter, but will help you go through the whole test taking process.

Because the bar exam is a timed exam, it is important to set up your practice test just like the real thing. Make sure to have a quiet space to take the practice test and time it so that you know if you are going too fast or too slow on each question. Once you feel comfortable taking the test, you can sign up for your exam.

Seventeen dead in Florida, and many more wounded, and families ripped asunder and education devastated and the scars of many students to linger on for years.

We have lost teachers, we have lost good students, whose only crime was being in the wrong place at the wrong time.

Schools have to be made safe again. Somehow, someway.

I encountered the posting below calling for a National Teachers Strike on May 1st. This sounds reasonable to me.

We have heard too much from politicians and their canned drivel that ” their thoughts and their prayers” go out to the families and communities. It has been almost 20 years since Columbine. Obama was President for 8 years—-WHAT HE DID DO TO MAKE OUR SCHOOLS SAFE OR SAFER ?

Please know that I personally have shed tears for those teachers and students. But far too little is being done to address the mental health issues of individuals and far too little is being done to ensure the safety of our teachers and students. Teachers need to be armed and prepared. Teachers need some solidarity and know that they are being heard. Enough is Enough.

The “significant” rise in UK university costs is one of the reasons a British island is looking to increase its funding to students.

It comes as the prime minister has called for better value for students paying tuition fees in England.

Jersey’s government said most of its students chose to study in “the most expensive place in Europe”, the UK.

The island’s chief minister said he did not want potential students to “worry about financing” university.

The plans – due to be debated in April – apply to first undergraduate degrees in Jersey, the UK, or with the Open University and for “recognised qualifications” at universities outside the UK.

Theresa May said scrapping fees altogether would push up taxes and mean returning to a limit on university places.

Labour has said it would abolish fees and bring back maintenance grants.

- A day of reckoning for tuition fees?
- Greening says wrong to scrap maintenance grants
- Reality Check: Would cutting fees really help poorer students?

Jersey’s government concluded more financial help would, in particular, reduce the burden on “lower to middle-income families.”

It estimated the scheme would cost the island an extra £2.5m per year, and it is expected to cover 1,550 students in 2018.

- All students with a household income of less than £200,000 per year will be eligible for some form of grant
- £9,250 tuition fees will be covered for all students with a household income of less than £109,999 per year
- Students in households with an income between £110,000 and £200,000 a year will have a percentage of tuition fees paid, based on a sliding scale
- Households with an annual income of more than £200,000 will not be eligible for any form of grant for students
- Maintenance grants ranging from £1,500-£7,500 will be available for students in households earning up to £90,000
- Families with assets over £0.5m will not be eligible for funding
- Additional grants will be available for some courses with extra fees, for example medicine, veterinary and dentistry courses.

Means-tested funding for university tuition fees and living costs is already available across all three UK Crown Dependencies (Jersey, Guernsey and the Isle of Man).

Currently students in the Isle of Man have to contribute a minimum of £2,500 per year towards their tuition, whilst in Jersey at least £1,500 is required.

In Guernsey there is no minimum contribution.

A spokesman for the States of Jersey said a UK-style loan scheme was ruled out because of the “financial implications of the debt burden both for students, parents and for the States of Jersey”.

In a speech earlier today Theresa May said a “competitive market” in which universities charged “variable” tuition fees had “simply not emerged”.

The prime minister added “We now have one of the most expensive systems of university tuition in the world.”

Announcing a year-long review into UK tuition fees she said the government would “examine how we can give people from disadvantaged backgrounds an equal chance to succeed.

“That includes how disadvantaged students and learners receive maintenance support, both from government and universities and colleges.”

Source: *Jersey to consider paying students’ tuition fees – BBC News*

Michael F. Shaughnessy –

1) Ann, in this interview, we are going to do something radically different. I have been so overwhelmed studying Bernoulli that I have decided to simply list everything that he is known for- and associated with–and you can briefly tell us about each of these things- and their relevance to math!

The Bernoulli family produced eight distinguished mathematicians, which is the most in history. The family fled the Netherlands in 1583 for Basel, Switzerland because of increasing taxation and religious persecution. Jacques, also known as James and Jakob, lived from 1654-1705 and was the eldest son of Nicolaus Bernoulli. The following topics are a sampling of the Jacques Bernoulli legacy.

**Bernoulli Trial**

In probability theory, the Bernoulli trial is a random experiment with exactly two possible outcomes, “success” or “failure”. The probability of success is the same each time the experiment is conducted. The term “success” means the indicated conditions have been met. The term “failure” means the indicated conditions have not been met. Common Bernoulli trials involve a coin toss, a die roll, and opinion poll responses in a “yes/no” format.

With the coin toss experiment, one may observe either “heads” or “tails”; thus, two possible outcomes are feasible. “Heads” is traditionally deemed as success; therefore, “tails” would signify failure.

For the die roll experiment, there are six possible outcomes for the standard die, numbers one through six. Since each number appears only once on the six-sided die, the likelihood of any one number is equally likely to occur. That is, each number from one to six has a one in six chance of occurring. Therefore, the probability for each outcome is 1/6. Suppose “four” is defined as “success”, then one out of six describes the probability of success. It follows that the other five outcomes out of six possible outcomes, 5/6, would represent “failure”.

**Bernoulli Process**

A Bernoulli process is a sequence of Bernoulli trials possessing the following characteristics:

- The trials are independent of each other. This means the outcome of one trial does not affect the outcome of subsequent trials.
- There are only two possible outcomes for each trial, labeled
*S*(success—the event occurs) or*F*(failure—the event does not occur). Success generally takes on the discrete value of 1, whereas failure takes on the discrete value of 0. - The probability of success is the same for each trial. This probability is denoted by
*p*, and probability of failure is denoted by*q*in the equation*q = 1 – p*.

One of the most common examples of the Bernoulli process is the coin toss experiment. Before the experiment begins, the experimenter chooses one of the coin’s sides to represent “success”. For example, “heads” may represent a success. The coin is then flipped *x* number of times and the results tallied. One could also draw a tree diagram representing possible outcomes of tossing the coin two times as seen in Figure 1.

Figure 1. Tree Diagram for Coin Flipping Outcomes.

http://www.texample.net/media/tikz/examples/PNG/coin-flipping.png

Rolling a die is another familiar example of the Bernoulli process. This time, assuming a standard die is used, a number from one to six is chosen at random to represent success. The die is then rolled *x* number of times and the results tallied.

**Bernoulli Random Variable**

In statistics, a random variable is a variable whose possible values are the outcomes of a random event. The random variable must be measureable. In other words, a real number is associated with each outcome. In the coin toss experiment, the random variable *x* is associated with the real number 0 when the outcome is “failure”. If the outcome is “success”, *x* takes on the value of 1.

Once the probability of the random variable is calculated, the random variable may be displayed in a probability distribution.

**Bernoulli Scheme**

A Bernoulli scheme is similar to the Bernoulli process, but it has more than two possible outcomes. In contrast, it has a sequence of random variables, each of which may assume one of *N* distinct values with the same probability distribution. As seen in Figure 2, the summation of the probability distribution has outcome *i *occurring with probability *p*_{i}* *and *i = 1, …,N*. The sum of the probability distribution must equal one.

Figure 2. Summation of Probabilities.

The Bernoulli scheme is used to analyze dynamical systems in which a function describes the relationship between time and a point in space.

**Bernoulli Sampling**

__Bernoulli sampling is used for finite population sampling. A population is considered to be finite if it is possible to count its individuals. For example, the number of ice cubes in a tray, the number of pencils on a desk, or the number of passengers on a train, are finite populations. Notice how population does not necessarily pertain to people.__

Bernoulli sampling is a sampling process where each element of the population is subjected to an independent Bernoulli trial, which determines whether the element becomes part of the sample. It is imperative that all elements of the population have equal probability of being included in the sample. The sample size is not fixed and may assume a value between zero and *N*.

**Bernoulli Distribution**

__The coin toss experiment previously discussed in the Bernoulli trial may be used to illustrate the Bernoulli distribution. Suppose a coin is tossed a total of ten times and that the coin landed on “heads” three times. Since it has already been established that “heads” represents “success”, Figure 3 shows the probability distribution table for the discrete random variable __*x*:

Figure 3. Probability Distribution Table.

Now that the probabilities for the experiment’s outcomes are known, the Bernoulli distribution may be constructed. The distribution shows the probability associated with each possible outcome of the coin toss experiment. See Figure 4.

Figure 4. Bernoulli Distribution.

**Bernoulli’s Golden Theorem**** **

Presently, Bernoulli’s Golden Theorem is commonly known as the law of large numbers (LLN). Back in 1713, Jacque Bernoulli spent over twenty years developing a mathematical proof for the law of large numbers for binary random variables.

The law of large numbers is used in probability theory to describe the result of performing the same experiment for a large number of trials. The LLN states that the average of the outcomes obtained from a large number of trials should be close to the expected value (sample mean), and will tend to become closer as more trials are executed. It may be obvious, but it is important to reiterate that the law of large numbers applies only when a large number of observations is considered.

When considering the fair coin toss experiment, the only possible outcomes are “heads” or “tails”, so the probability of tossing “heads” is ½ or 0.5, which is exactly the same as the probability of tossing “tails”. Now, imagine a coin tossed several times lands on “heads” each time and perhaps two more tosses result in “tails” for those outcomes, the law of large numbers shows how the number of “heads” and “tails” will balance out if a large number of tosses are observed. Therefore, if one is planning a trip to Las Vegas or Atlantic City, the old adage of, “Quit while you’re ahead” may make more sense now because a winning streak will eventually produce “not winning” the more one plays a given game of chance.

**Hidden Bernoulli Model**

The hidden Bernoulli model is a form of probability evaluation that is assumed to be a Bernoulli model with unobserved (hidden) states. In the field of information technology, a program is said to be *stateful* if it is designed to remember preceding events or user interactions. The information that is remembered is called the *state* of the system. The hidden Bernoulli model is an example of a stochastic model for a process that has some kind of uncertainty. The hidden Bernoulli model has been used for modeling acoustic-unit duration (or voice recognition), which is a phoneme recognition task.

**Bernoulli Polynomial**

Many specialized functions are rooted in Bernoulli polynomials. Two common specialized functions are the Riemann zeta function and the Hurwitz zeta function. What is noteworthy about these two functions is that the number of intersections with the *x*-axis in the unit interval does not go up as the degree (power) of the polynomials goes up, as is typical in other types of polynomials. In fact, the Bernoulli polynomials may approach the sine and cosine functions, as seen in Figure 5.

The unit interval is a subset of the real number line. As a closed set is defined as the set of all real numbers that are greater than or equal to zero and less than or equal to one. Using interval notation, the closed unit interval is written as [0, 1].

Figure 5. Bernoulli Polynomials.

**Bernoulli’s Inequality**

Bernoulli’s inequality is used in real analysis, which is the study of the theory of functions of a real variable. Real analysis focuses mainly on analytic properties of the real functions and sequences of real numbers. This particular inequality approximates exponentiations of 1 +* x*. Exponentiations are mathematical operations written as *b*^{n}, where *b* is the base and *n *is an exponent. If the exponent is a positive integer, repeated multiplication of the base is indicated. The Bernoulli inequality is in the form (1 + *x*)^{n} > 1 + *nx*, where* x* is a real number and *x* > -1, *x* cannot equal 0, and *n* is an integer greater than 1. Bernoulli’s inequality is a form of deductive reasoning, which is frequently used as an inferential argument (proof) of other inequalities.

**Bernoulli Differential Equation**

__What is exciting about the Bernoulli differential equations is that they are nonlinear differential equations with known exact solutions. In 1695, Jacque Bernoulli’s differential equations were of the form: __*y’ + P(x)y = Q(x)y*^{n}, where *n* is a real number, but not equal to zero or one.

**Lemniscate of Bernoulli**

The Lemniscate was described in 1694 by Jacque Bernoulli as a variation of an ellipse. Apparently, Bernoulli was not aware of this Lemniscate existing as a special case of the Cassini oval, which was previously described by Cassini in 1680. Characteristics of the Lemniscate include a plane curve consisting of two given points *F*_{1} and *F*_{2}, known as *foci*, at a distance *2a* from each other, and the locus of points for which the product of the distances to each of two fixed focal points is a constant, as shown in Figure 6. The length along the Lemniscate curve (arc length) was studied by Gauss and Euler. Their research ultimately provided the preliminary groundwork for later work on elliptical functions.

Figure 6. Lemniscate of Bernoulli.

**Bernoulli Numbers**

In the branch of mathematics called number theory, the Bernoulli numbers are a sequence of rational numbers. Bernoulli wrote an expression for each of these sums, with coefficients involving the Bernoulli numbers. See Figure 7.

Figure 7. Summae Potestatum.

https://upload.wikimedia.org/wikipedia/commons/7/74/JakobBernoulliSummaePotestatum.png

**Bernoulli’s Formula**

__The Bernoulli formula, also known as Faulhaber’s formula, is used to calculate the sum of powers of consecutive positive integers. Figure 8 shows the formula when __*p* represents a power (exponential value), *n* denotes the last positive integer term in the sequence, and the summation symbol to the left of the equation indicates the initial power value and final term to include in the sequence.

Figure 8. Bernoulli Numbers.

**Bernoulli Map**

The Bernoulli map is a recurrence relation. Recurrence relations are equations that recursively define a sequence based on a rule that gives the next term as a function of the previous term(s). A recurrence relation can be regarded as determining a discrete dynamical system, which are concerned with the behavior of a function over time, such as the Bernoulli map.

The Bernoulli map is also known as the iterated function map when an initial input value is used in the function and this process is recurrent. In addition, it is seen as a bit shift map when the value of an iterate is written in binary notation, as the next iterate is obtained by shifting the binary point one bit to the right, and if the bit to the left of the new binary point is a “one”, replacing it with a zero.

Dyadic map is yet another name for the Bernoulli map. The dyadic map is modeled in the theory of deterministic chaos. In chaos theory, the behavior of dynamical systems is studied. Observations within the outward randomness of chaotic complex systems reveal that there are fundamental patterns or repetitions present. The future behavior of these systems is determined by their initial conditions.

**Bernoulli Operator**

__The Bernoulli operator is a transfer operator that encodes information regarding an iterated map, as mentioned above. This operator is commonly used to study the movement or behavior of dynamical systems, such as water flow in a pipe, a swinging pendulum, as well as fractals. The transfer operator of the Bernoulli map is precisely solvable. __

Support for “undocumented immigrants” is a quasi-religion here at UC Berkeley.

Students regularly protest on behalf of “Dreamers,” and our school has an entire department of its bureaucracy, the Undocumented Student Program, dedicated to aiding students who were brought to the United States illegally. For many in the Cal community, it is difficult to imagine why anyone would not support granting citizenship to undocumented students.

In this piece I will argue that it is in fact a perfectly reasonably position to be wary of immigration, and one which many extremely sensible people have taken.

To understand immigration, we have to first understand why it matters. To do this, we must familiarize ourselves with the basic philosophy behind the nation-state.

The Oxford English Dictionary defines a nation as “a large aggregate of people united by common descent, history, culture, or language, inhabiting a particular country or territory.” The campus left, it appears, would remove everything but the last six words of this definition.

Nations, including the United States, are forged by their own sets of unique ideologies and historical circumstances. In the case of the United States, our foundational ideals are rooted in the British Enlightenment, which found its most complete expression in the United States Constitution.

Many of our Founding Fathers were extremely wary about immigrants who did not share their values coming to the United States. Hamilton on Broadway might be best-known for such zingers as “Immigrants… we get the job done!” but if the campus left knew Alexander Hamilton’s real views on immigration, they might not be so quick to sing his praises.

In 1802 Hamilton wrote that, “The safety of a republic depends essentially on the energy of a common national sentiment; on a uniformity of principles and habits.

“Foreigners,” Hamilton believed, “will generally be apt to bring with them attachments to the persons they have left behind; to the country of their nativity, and to its particular customs and manners,” and that this “has often been likely to compromise the interests of our own country in favor of another.”

Hamilton considered this dangerous because “In times of great public danger there is always a numerous body of men, of whom there may be just grounds of distrust; the suspicion alone weakens the strength of the nation, but their force may be actually employed in assisting an invader.”

In other words, immigrants have the power to subvert a nation to the interests of their own home country. Do you doubt it? Just look at how often certain Hispanic student groups wave the Mexican flag on our campus.

Hamilton’s political rival, Thomas Jefferson, shared Hamilton’s concerns about immigration. Jefferson wrote in “Notes on the State of Virginia” that immigrants “will bring with them the principles of the governments they leave, imbibed in their early youth… In proportion to their numbers, they will share with us the legislation.

Jefferson went on to ask, “Suppose 20 millions of republican Americans thrown all of a sudden into France, what would be the condition of that kingdom? If it would be more turbulent, less happy, less strong, we may believe that the addition of half a million of foreigners to our present numbers would produce a similar effect here.”

Jefferson loved France; he was certainly not “racist” towards the French. But he recognized that even two populations as ethnically similar as the French and Americans would have difficulty mingling without conflict.

Even Benjamin Franklin expressed concerns about large numbers of German immigrants settling in the colonies and failing to assimilate to English culture and values.

Nor were his concerns unfounded. They are backed up by modern social science, including the research of Robert Putnam, which shows that increased ethnic diversity has detrimental effects on social trust.

Does this mean that immigrants have no place in the United States? Hardly. In the long term, the Germans did assimilate, as did many other immigrant groups.

But this was not an easy process, and immigration must be carefully controlled in order to preserve and safeguard our country’s basic cultural norms. To further this end, our government should rigorously enforce our immigration laws. Indeed, as President Clinton once said, “We are a nation of laws.” We cannot provide special exemptions to law breakers for this would corrode our legal system.

We are fortunate to live in the United States, and we should do everything we can to prevent the sort of poverty and violence characteristic of most of the world outside the West from being transplanted here.

Thus America must commit itself to being a nation of laws, no matter how sympathetic some individual stories may be.

The typical Cal student would likely support ending racial bias in our law enforcement system, on the basis of equality. This is a noble aim, and I do not see why any other law, including our immigration laws, should not be executed with the same level of evenhandedness.

The left may point to Emma Lazarus’ poem “The New Colossus,” inscribed on the base of the Statue of Liberty, as their strongest emotional argument for immigration, but it is worth mentioning that poem was tacked onto the statue 17 years after it was built in order to co-opt its original meaning and essentially turn it into a pro-immigration propaganda piece.

It is also worth mentioning that the counterpart to Liberty, in our Pledge of Allegiance, is Justice, and there is a reason why Lady Justice wears a blindfold.

Some may say that undocumented students share our values. If they do, then they should have no problem demonstrating their commitment to respecting American rule of law by following our nation’s legal immigration process, as millions of others before them have done.

*Naweed Tahmas is a senior studying Political Science at the University of California, Berkeley, and is the Vice President of the UC Berkeley College Republicans.*

Source: *Rejected Berkeley Op-Ed: The Founding Fathers Would Have Detested DACA | Breitbart*

Health education is resulting in a general improvement in public health across the country. From students to the elderly, health education promotes wellness and increases awareness of health care matters among the population. The following further explains the importance of health education and why it is so vital to communities.

**Health education **

The goal of health education is to raise awareness of common health issues in a population and guide communities toward healthier lifestyle choices. Public health educators work with members of the community to provide essential health information and to ensure equal access to healthcare.

Core issues that health education programs address typically include overcoming health disparities for certain racial or ethnic groups, socioeconomic groups, genders, and individuals in rural areas who lack reasonable access to healthcare facilities.

**Health educator approach**

Health education programs do not look at individuals one by one like a physician, instead, health educators take the approach of tracking the most common health conditions within a group to address any issues or needs in the population as a whole.

**Prevention and awareness**

Health educators often focus on prevention and raising awareness of common chronic illnesses. Health education programs often share health tips that can prevent common health conditions like diabetes, heart disease, and obesity. The educators urge participants to eat a healthy diet, and exercise regularly, and also give pertinent disease-prevention tips.

**Grade school students**

Health programs among grade school students are popular because they can help instill healthy habits at a young age. Reports show that students in health education programs are less likely to engage in unhealthy habits and high-risk behaviors, including drinking alcohol to excess, smoking, using drugs, unprotected sexual activity, poor diet, and more.

One report even found an unexpected but excellent benefit for students in the health education program. Health education leading to healthier students was found to provide the added bonus of higher comprehension in school subjects.

**Maternal and child health**

Health education programs aimed at pregnant women, infants, and children serve to ensure that women and children are able to maintain optimal health and healthy development.

Health educators typically remind pregnant women that avoiding smoking and drinking alcohol, taking prenatal vitamins, drinking fluids, and eating a healthy diet are essential for their own health and that of their growing baby.

It is also vital to raise awareness about pregnancy anxiety and post-partum depression. Mothers having such problems are advised to seek proper treatment, which sometimes includes counseling, medication, and support from other women going through the same thing. When mothers have access to such services, they experience a better quality of life and can care for their children more effectively.

**Vision and eye health**

Getting your annual eye exam is something that many people don’t think about until they need glasses or contact lenses, but studies show that there is an increased need for eye care, especially among children.

An ophthalmologist named Rohit Varma conducted eye disease studies in children across ethnic groups. Varma’s Multi-Ethnic Pediatric Eye Disease Study, or MEPEDS, is considered the largest nationally recorded eye disease study of children. From the research, he established that childhood myopia has more than doubled in the last half century.

Studies like that reinforce the importance of medical researchers and health educators who take a closer look at current health trends, especially among the most vulnerable groups like children, and take action to make their lives better.

**Mental health and abuse prevention**

Health education professionals consider mental and emotional health to be an important aspect of overall well-being. Mental health issues, like depression, can interfere with the quality of life just as much as a physical health problem. Early intervention and awareness that health educators seek to provide can increase a person’s chances of getting treatment and may prevent the issue from progressing.

Abuse prevention and support for abuse victims typically has a mental health component, but providing specific information to susceptible groups can make all the difference. When health educators provide an abuse victim with information on how to seek help and shelter, it can even save lives.

**Tobacco, alcohol, and drug abuse**

Many trained individuals are working hard to prevent substance abuse and addiction. With issues like the growing opioid crisis, such work is essential in promoting preventative measures and information.

Programs that inform the public about the potential harm of smoking, and second-hand smoke, work to save lives and prevent chronic illnesses, like asthma and emphysema. Information and support can reduce instances of alcohol addiction, thereby decreasing the incidence of conditions like liver disease, and often it can prevent alcohol related domestic violence that can affect entire families. When health educators work to prevent drug abuse they can save lives and subsequently decrease cases of child neglect caused by addiction.

Without health education, we would see an increase in chronic illness, maternal and pediatric health issues, untreated mental health problems, alcohol addiction, and drug abuse. That is why health education is essential to our healthcare system.