George Washington Presidential Outline

George Washington I. Background- Birth-February 22, 1723 Death- December 14, 1799 II. Quote- â€Å"The time is now near at hand which must probably determine whether Americans are to be freemen or slaves. . . . The fate of unborn millions will now depend, under God, on the courage and conduct of this army. Our cruel and unrelenting enemy leaves us no choice but a brave resistance or the most abject submission. We have therefore to resolve to conquer or die. † (General orders, July 2, 1776) III. Prior occupations- Captain and Colonel in Virginia militia Plantation owner/Farmer Service in the Virginia House of Burgesses Delegate to the First Continental Congress General of the American Army IV. Dates in Office- 1789-1792 1793-1797 V. Prominent issues of elections- Washington was elected unanimously and did not host a campaign VI. Opponents of terms- N/A VII. Vice President- John Adams VIII. Political Parties- President- N/A Congress- IX. Foreign Policy- * Washington’s Proclamation of Neutrality (1793) says that the United States will remain neutral in the series of wars between the French and English as a result of the French Revolution. This proclamation was not viewed favorably by the American people who despised the British and thought that the United States should help the French in hopes of prolonging the Franco-American Alliance. Washington issued this proclamation in spite of these arguments because he saw that remaining neutral in European conflicts as the only way to insure the continuance of the United States. * The Genet Affair (1793) was a series of problems that the French emissary Edmund Charles Genet caused while in the United States. Genet immediately started to drum up support for the French from among the American people, especially here the Republican-Democrats were influential. Genet even went as far as to outfit privateers to attack Spanish Florida. When Washington tried to deport the emissary, he realized that Genets political party had fallen from power and would be killed on his return. Washington allowed Genet to remain in the United States. * Jay’s Treaty with England (1794) was an at tempt by the United States and Britain to settle the problems remaining between them after the War of Independence by representatives of both countries with Chief Justice John Jay acting for the United States. It was almost not supported by the United States because Jay was a Federalist and the Jeffersonians believed that he had forfeited American rights during the treaty in order to appease Britain. The treaty was successful in solving many of America’s grievances but also heightened tensions between the two political parties. * The Pinckney Treaty (1795) was a treaty with Spain carried out by Thomas Pinckney to determine a definite border between Spanish Florida and the southern boundary of the United States, free navigation of the Mississippi by American traders and established trading relations between the United States and Spain. Washington’s Farewell Address (1796) was an urge from him to the American people and the next President to keep the fledgling country from involving itself in foreign affairs so that the United States could develop more economically and militarily. This leads to the American isolationist mentality for most of its existence. X. Domestic Policy * Washington elected unanimously to be the first president of the United States (1789) * The Judiciary Act (1789) created a three tiered national court system that upheld the principle of the Federal government’s supremacy while also compromising with the States rights. Bill of Rights (1791) added to the constitution to appease anti-federalists who believed that the Federal Government would squash the states and the people. These amendments helped to help people see the good in a central government. * First Bank of the United States charted (1791) by Congress as a response to Hamilton’s financial plan. This congressional decision lead to creation of the Hamilton-lead Federalists and the Jeffersonian Democratic-Republicans along with controversy over the central governments jurisdiction for years. * Vermont is first admitted to the union after the original 13 colonies (1791) Washington begins second term as president (1793) * The Fugitive Slave Act (1793) was passed by co ngress to prohibit the freeing of persons â€Å"held to Service and Labour. † It made freeing slaves illegal and forced States to return and/or help locate any fugitive slaves in the boundaries, regardless of whether they were a slave-free state or not. To do so, the act recognized the roles of â€Å"agents† in recovering these fugitives, authorized judges and magistrates to oversee transfers of slaves, and imposed a fine on any person helping runaway slaves. This was the start of the real slavery issue in the United States. The Battle of Fallen Timbers (1794) was battle between the Miami Indian tribes lead by Little Turtle and the American Army lead by General Anthony Wayne. Wayne was more prepared than his predecessors and successfully crushed the Miami tribes in Ohio. * Treaty of Greenville (1795) was signed between the Miami Confederacy and the United States to stop aggressions between the two groups. The United States benefitted from this treaty more because the C onfederacy seceded approximately 25,000 square miles of territory in the Ohio are, more than half of present day Ohio. Naturalization Act (1795) was passed by congress to allow â€Å"†¦ any alien, being a free white person, may be admitted to become a citizen of the United States. † This was the first law to define restrictions on who may or may not become a citizen of the United States. XI. Economic Policy- * Samuel Slater sets up first American factory (1790) * Alexander Hamilton’s Financial plan (1790) helps to unite the United States through a common problem of debt XII. Supreme Court- None XIII. Social Events- * Whiskey Rebellion (1794) was a revolt by Western Pennsylvanian farmers protesting the new taxes on whiskey. Disbanded by Washington-lead militia without blood-shed. XIV. New Technologies- * Cotton Gin invented (1793) which leads to an increase in cotton growth and the Southern economy XV. Presidential Evaluation- George Washington was a president of the highest measures. He set up the office of the president almost single-handedly and had to settle disgruntled farmers in western Pennsylvania that were specters of the original Revolutionaries. He also had to juggle both the British and French harassments and also choose to not support the new French government in their war against Britain. That choice was unpopular among many of the American people but he kept to his decision because he wanted to make sure that his new nation would continue to exist and hold its own against any foreign power in the future. To rate George Washington is an extremely difficult thing to do. The man set the guidelines of the presidency and was always looking out for the good of the government and the people. I will rate him 10/10 because he is the guideline for all the other presidents to compare to. XVI. Themes- War and Diplomacy- * George Washington Presidential Outline I. George Washington (1732-1799) II. â€Å"I have no other view than to promote the public good, and am unambitious of honors not founded in the approbation of my Country. † III. He was a surveyor, planter, and general of the Army of the United Colonies. IV. His term was from 1789-1797. V. There were no prominent issues in his first or scone term and ran unopposed. VI. He didn't have any opponents, it was only a matter of who would become vice president. VII. John Adams was his vice president for both of his terms. VIII. Washington had no political party, and there was no congressional majority yet. IX. Foreign policy decisions Proclamation of Neutrality: prevented Americans from supplying either side with weapons or help, stated that the U. S would not offer protection to Americans who violated neutrality laws, and that the United States would prosecute anyone in its jurisdiction that violated international neutrality. Genet Affair: Citizen Edmond-Charles Genet violated the neutrality laws by planning to use American ports to stop British commerce and support France, which disgraced French supporters in the U. S. Jay Treaty with England: withdrawal of British soldiers in the west of U. S. , commission to settle border issues with U. S. and Canada, commission to resolve American losses in British ship seizures and loyalist losses from Revolutionary War Battle of Fallen Timbers: famous for the decisive victory of the United States over a confederacy of Indian tribes, took place between the two at Fallen Timbers, which was an area full of trees toppled by a tornado, Americans wanted to settle the west but were afraid of the natives Treaty of Greenville: between Indians and Americans, natives give up land in southwest part of northwestern territory and other defined areas, U. S. pays tribe $20,000 and $9,500 a year to split among tribes, tribes can still hunt there Naturalization Act: raised the period of residence from two years to five years before a person could be a citizen Pinckney Treaty with Spain: Spain recognized U. S. borders at Mississippi River and 31st parallel, granted Americans the right to deposit goods for transshipment at New Orleans X. Political Affairs George Washington is Elected: Only president unanimously elected Judiciary Act: established a court of one chief justice and five associate justices, court met for the first time in 1790 Alexander Hamilton's Financial Plan: proposed that the federal government take on debts contracted by the states during the revolution, at the national government borrow money to be repaid over a long period, national bank runs it and have taxes to help pay for it, pay off all debts and high tariffs kept out foreign competition Bill of Rights added to the Constitution: added to make all states ratify the Constitution and ensure rights of the people First Bank of US chartered: created by Hamilton to tackle war debt and make one currency Vermont admitted to the Union Second Term: unanimously elected again Whiskey Rebellion: protest on tax of 25% of liquor's value, showed government not afraid to enforce it's laws with it's militia, farmers who sold corn as whiskey hit the hardest and western frontiersmen were main prostestors Farewell Address: country scared that it would tear apart without Washington as president, but he said that whatever changes happened were because of their efforts and success, and he wasn't qualified for being president anyways XI. Economic Decisions Alexander Hamilton's Financial Plan: (see above) XII. Major Supreme Court Cases N/A XIII. Major Social Events Fugitive Slave Law: Slave hunters were allowed to capture an escapee in any territory or state and only had to say in front of a state or federal judge that the person was a runaway, captive was not entitled to a trial by jury and the judge's decision was terminal, people hiding an escaped slave could be fined $500 XIV. Major Inventions Cotton Gin Invented: took seeds out of cotton quickly, created widespread cash crop of cotton and revived slavery Samuel Slater builds first American factory: used stolen ideas from Britain to create first American textile factory, hired entire families, including children, to work in his mills; workers lived in company-owned housing, shopped at company-owned stores, and studied in company-run schools XV. Presidential Evaluation President Washington was kind of overrated in my opinion. We glorify him today as if he was perfect and god-like, but most of â€Å"his† achievements are actually a result of his colleagues' ideas. Alexander Hamilton had many of the attainments during Washington's presidency, and really ensured that the country would continue to prosper and pay off all debts. George Washington's best decision was actually surrounding himself with intelligent people to rely on in times of crisis that the new country would go through. His major foreign successes would have to be the Proclamation of Neutrality and his treaties with Europe. The proclamation helped keep the country out of wars and trouble in general at a time of weakness. Any fighting could have destroyed the nation if they lost and it would be back under the command of a European power. His treaties wit Europe gained the U. S. land and respect, helping in the long run. His major domestic successes would be the Bill of Rights and Hamilton's Financial Program. The Bill of Rights made sure that the rights that we still have today would be granted to citizens of the nation, though there were qualifications based on gender and race. Without the financial plan, the U. S. ight never have fully payed off it's debts to Europe and caused further conflict, and it made it easier to pay off with it's extended period that wouldn't require high taxes all at once. He and his cabinet handled the issues of building a nation and having rights for the people while avoiding the tyranny like they had in Britain very well, though he played an almost minimal role in the handling of it. Overall, I rate him 7 out of 10. XVI. Major Themes Slavery: Negative Impact -Passing of t he Fugitive Slave Law -Slaves and black men and women had no rights in the Bill of Rights Invention of the cotton gin revived slavery because of cheap labor and massive production of cotton -Slaves treated like second class citizens with no trial by jury, freedom, or credibility in matters of importance -Status: Slavery is running rampant in the South with large plantations of cotton and cheap easy labor. Though the North opposes it, there are no movements as of yet to abolish it. During the presidency, nothing is being done to free slaves, give black people more freedoms and rights,or find an alternative work force. The status of slavery right now is bleak with no signs of improvement. Social and Political Movements and Reforms: Positive impact for some, negative for others – Bill of Rights gives freedoms to some Americans and gives an overall better quality of life than under Britain – Slavery was an important social issue that wasn't only ignored, but perpetuated by the cotton industry – More jobs in factories, leading to better education with in-company schools and better quality of life – Complete political change from the tyranny of Britain o a representative democracy in it's very early stages – Status: The country is doing well for being brand new and handling tough situations with good long term solutions. There are some massive improvements over the original government of England, such as education and the rights of the people of the United States, or at least a select few. Major issues like slavery are not being addressed, and are actually being furth ered by the lack of help in finding alternative work forces and advances in the rights of every citizen, not just the landowning white males.

A Man for All Seasons: Play About Thomas More Essay

A Man for All Seasons written by Robert Bolt is a play about a man, Thomas More, who lives by his beliefs and eventually dies because of his beliefs. The play has a simple theme, played out through a few main characters. Rich’s character and personality prevent More from being successful. The first appearance of Rich in the play happens right away in the first scene. This is the first time you get to see his personality. Rich and More have an argument, as to whether every man is capable of being bribed. Rich believes that money, status or women, can bribe anyone. More doesn’t agree with him completely but is intrigued with his belief that a man can be bought with materials. Rich is referring to the fact that he has read Machiavelli, which More later teases him of. Machiavelli’s morals are different from More’s. More admires his private conscience above things like personal advancement, but Machiavelli gives advice about the opposite. Rich’s reference to Machiavelli seems to show that he and Thomas Cromwell will spare no one to achieve success later in the play. At the end of the scene More tells the duke that Rich needs a job, but that he doesn’t necessarily recommend Rich, which displays More’s view of Rich. More is a well respected man, so his opinion on someone would be a valid one. Right from the beginning of the play you can see the difference between Rich’s and More’s characters. More obviously cares for Rich’s well being. Rich’s lust for power and wealth in the end gets the best of him and any kind of guidance or advice given from More is ignored. It’s interesting to note that More does care for Rich. In his interaction with Rich in the first scene, More teaches by testing Rich by offering him the goblet, letting Rich know that the goblet was a bribe and is therefore ? dirtied’. More understands Rich’s faults from the beginning of the play, but he tries to nurture Rich anyway. This is another excellent example of More’s superior character. It’s unfortunate that Rich eventually perjures himself to sentence More to death. A Man for All Seasons focuses on Rich’s rise in status almost as much as it does the fall of More. More and his beliefs get him death, while Rich gains greater status and more and more wealth, at the cost of his friend More. Throughout the book you can see Rich fall deeper and deeper into his own loss of innocence. At the end of Act One, Rich and Cromwell are having a conversation. Cromwell offers Rich the job as Collector of Revenue in return he wants information about the goblet given to him by More. Rich ? laments’ that he has lost his innocence, â€Å"I’m Lamenting. I’ve lost my innocence (44). † The scene seems to show that Rich has sold his soul to the Devil. In this scene Rich isn’t entirely sure about what he is doing which shows that at this point there is still some humanity left in him. The final fall of Rich’s character occurs at the end of the play when Rich takes the stand at Mores trial. Rich is asked to testify about his conversation with More before the trial on what More’s stance was on what the King was doing. Rich says, â€Å"Parliament has made our King Head of the Church. Why will you not accept him?†¦ Then he said parliament had no power to do it (94). † By perjuring against More he has pulled the final straw and officially hands himself over to greed and lust for power. More’s standout character is shown once again when he says to Rich, â€Å"In good faith, Rich, I am sorrier for your perjury than my peril. † In the end for perjuring against More Rich is given the job of attorney General of Wales. Throughout the play we see the fall of Thomas More and the rising of Rich. The contrast of Rich’s gain in status and Mores loss of status, really makes the play. It seems that the author doesn’t try to make his characters stand for anyone thing in particular, but in Rich’s case he is a symbol of the tendency to surrender to the temptation of wealth and status. Throughout the play you never get any real depth of Rich as a person. This seems to be what the author is trying to do because Rich works as a perfect contrast to More without taking anything away from More’s character. Without the contrast of Rich’s character we wouldn’t get to see who More really is. Rich’s character shows us all what impact money and status can have on us.

Portfolio Assignment Example | Topics and Well Written Essays - 1250 words

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American Civil War in World History Essay Example | Topics and Well Written Essays - 750 words

American Civil War in World History - Essay Example Brauer, Kinley. Civil War Diplomacy (Encyclopedia of the New American Nation, 1990) http://www.americanforeignrelations.com/A-D/Civil-War-Diplomacy.html (Accessed: May3, 2015). According to this source, diplomacy was an important part of the American Civil War. Both the Federal North and the confederacy South were involved in high level diplomacy with the international community, most especially with Europe. There was no doubt in the minds of both the North and the South that without the European support, secession of the South was just an illusion. According to this article by Kinley Brauer, while the armies were involved in confrontations on different battlefronts, the diplomatic wars were also accelerating. The North’s major interest was to first prevent the diplomatic recognition of the Confederacy, which would have automatically seen the secession of the South become unstoppable. The North also fought the diplomatic war to ensure that the South did not receive military su pplies, or any other form of encouragement to secede from Europe. This source is very important in reacting the diplomatic-perspective understanding of the American Civil War, while also citing who were the international supporters of secession or union.Breckinridge, Robert Jefferson. The Civil War: Its Nature and End. No. 4.This source presents both the view of the federal north on the rebellion in the South, as well as the possibility of the international community intervening in the American Civil War.

Macro-environment challenges of Tesco Essay Example | Topics and Well Written Essays - 2000 words

Macro-environment challenges of Tesco - Essay Example Tesco launched the different programs to ensure customer satisfaction, and loyalty. During 2006/07, Tesco: launched their Fruit and Veg Pledge - they offered at least five fresh fruit and vegetable products at half price every week during the whole of the year; extended their range ofwhole foods to include an even wider choice of pulses, beans, dried fruit and nuts, breads, oils, cereal bars, breakfast cereals and cooking oils; posted nutritional signpost labelson 6,600 of their own-brand products, making it easier for customers to understand, and ispractical to use; made organic products more affordable, selling them alongside the standard ranges, on the same shelves, instead of in a separate section; increased a range of Value non-food products to make setting up home cheaper; halved the price of energy-efficient light bulbs making them even more cost-effective than traditional light bulbs over their life-span; offered a range of Healthy Living non-food fitness equipment such as skipping ropes, pedometers, exercise bikes and rowing machines to make keeping fit more affordable. Some of the details employed by Tesco on the aspect of effective communication with the customers: Tesco listens to people - It is the largest private sector employer in the UK with over 260,000 staff. The people make Tesco a success and their feedback is very valuable. Tesco listens to suppliers - it takes a partnership approach and believes that open and constructive relationships with suppliers are key to a strong and sustainable supply chain. Tesco listens to communities - Tesco aims to improve the way they consult local communities before building new stores so that they can be sure that they have understood local issues and concerns. (Tesco website) Scenario planning Tesco's... Tesco’s share data sometime showed that there was a sharp increase in the sales of flowers and wine for one week at the start of the summer.   An analysis of their Clubcard data showed that the majority of customers buying these items were families with school age children.   Parents were buying these products for their children to take to school and give to their teacher at the end of term.   With this conclusion, Tesco people were able to ensure that there was a plentiful supply of flowers and wine in their stores at the end of the school term.   Using external research, they found an opportunity to improve the range.   The research told them of a rapidly growing need for Polish & Eastern European products and their growing number of excellent Polish staff helped confirm their beliefs.   As a result of this, they appointed one of their Polish executives who began by listening to customers and held their first ever Polish ‘Customer Question Time’ (in the Polish language) to find out which kinds of products their customers would like to buy.   After talking to Polish customers, they finalized their product selection then sourced the products from a new supplier.Tesco has implemented the in-store TV network in its stores, which is known as the TESCO TV.   Various programs are shown like news and entertainment, as well as promotional information on both Tesco’s own products and suppliers’ branded products.   The suppliers pay to promote their products on TESCO TV as with any advertising medium.  

The requirement of a commercial building is that it is low Essay

The requirement of a commercial building is that it is low maintenance. This requirement could have a major influence on material selection and design - Essay Example The efficiency of a building is directly related to the integration of the numerous elements. The orientation of the building, the window/wall ratio and visible/thermal properties, the efficiency of the components of each element, the choice of materials and their ventilation requirements, and the balancing of the heating and cooling requirements of each element. Commercial buildings should consider the needs to address early in the process the integration of the building orientation and envelop components with the heating, cooling, ventilating and lighting requirements. The size, location and properties of the windows have a direct effect on the lighting requirements and heating and cooling loads of the building. According to (Cohen, 1994), the choice of certain windows can enhance the equality and quality of the lighting system while reducing the cooling and heating loads. The cost of low quality windows can increase the cost of the light system and the heating/cooling components such that these items will cost less or have less impact to the construction budget. Most often, the building design and construction process needs not to address and control the infiltration of the outside air. A complete understanding of all these elements and aspects of a building is important in building, including commercial builders. The requirements as stated above have major influen... These are low materials that are not durable as regards wall and floor finishes, the fixtures, and the equipment. The products selected will affect the energy plug loads, the water consumption, and other goods and services. The environmental concerns include but are not limited to recycled contents, locally and regionally produced; renewable, local and state environmental goals and targets, and the ability to be reused or recycled are not mostly considered. Design for good air quality, efficient and effective lighting and comfortable temperatures should be of a great importance. CONSTRUCTUION ADMINISTRATION The construction phase is critical to the success of a performance building in order for the design intent to be realized it is necessary that the site be managed to reduce water win-off, to control dust migration, to control construction waste, and limit other environmental impacts which most commercial buildings lack. To control construction waste, construction materials need to be organized extract reusable items, recyclable items. Compact items and hazardous items depending on the experience of the contractors, firms new to high performance buildings will require education on all aspects of site management, waste collection, verification of installed items, collection of material data on all items, and their importance to the final quality of the building. In as much as commercial buildings are known for low maintenance, the occupant's condition of mind which expresses satisfaction with the thermal environment is very important (ISO, 1994). Thermal comfort therefore describes person's psychological state of mind about their thermal climate and is usually described simply in terms of

Amazon Research Survey Background Paper Example | Topics and Well Written Essays - 500 words

Amazon Survey Background - Research Paper Example Usability of Amazon was very simplified. The customers only needed to enter the title or any other relevant information of the book or the product they wished to buy. Amazon then searched its internet database and displayed the most relevant titles of the book or item. The customer was then expected to fill in the credit card payment details after which the item would be shipped and delivered to the customer’s location (Layton, 2008).Within two years time, Amazon becomes a public limited company offering 3 million shares common stock of share-subscription. The IPO was offered in 1997 (Doyl, 2008). Another growth area of the Amazon is successful â€Å"Association program† which was established in July 1996. The program allowed people to choose their own web site advertising on the book of interest. Amazon then allows customers to buy the book even when the book is featured in a different website. As the Customers buys the book through Amazon, which takes care of all orde rs, the associate website makes 3% to 8% commission from the books sold on their website (Bellomo, and Elad, 2006).Amazon expanded its business through acquisition of three groups in early 1998. Two of the companies made it possible for Amazon to expand its business operations to European markets.  Bookpages is one of the largest online retailers in the UK, which provided Amazon.com access to the U.K market.

Islam Essay Example | Topics and Well Written Essays - 1000 words - 1

Islam - Essay Example Similarly, Sufism involves all practices that ensure a person has deeper knowledge of their God, who is Allah (BBC, 2011). This includes worshipping and seeing Him, which is the ultimate goal in Islam. This will guarantee all the Allah worshipers a heavenly life with utter obedience of spiritual purification. On the other hand, mysticism is attractive in that it modifies a person’s inner life. A person’s inner life is modified in that the person gains the truth of experience. This is in line with a person’s quest for identification, communion and awareness. As such, a person will maintain high levels of truthfulness, divinity and have a strong spiritual life. This draws a person closer to unity with reality, making a person lead a better life in connection with communication and expressions. 2. Explain in Detail the Five Pillars of Islam Muslims have various practices that should be observed. Of all these, the five pillars are considered the most vital. These are the critical obligations that should be observed by any Muslim in leading a responsible life. They include Shahadah, Salat, Zakat, Sawm and Hajj (Gulevich, 2005). To begin with, Shahadah is reciting the Muslim’s faith. Shahadah states that there is no other God but Allah, with His messenger being Mohammad. Reciting this faith has several meanings. First, it is an open declaration that Allah is the only God and Muhammad is His prophet. Secondly, a Muslim openly accepts this statement as it is recited loudly and in sincerity. Thirdly, it means that a Muslim will extend commitment to Islam in their entire lifetime. The second pillar of Islam is Salat. These are Muslim prayers which are obligatory to an individual and should be performed five times in a single day. They are performed before the sun rises, midday, in the afternoon, shortly before the sun sets and the last prayer is performed before midnight (BBC, 2011). These prayers have various advantages; first, they set the p ace of the day. Secondly, they show unity in the Muslim culture, and lastly, they unite the body, mind and soul. The third pillar of Islam is Zakat. This is a compulsory practice where an individual Muslim gives part of their wealth to other people in form of charity. It states that each Muslim should take 2.5% of their wealth and give it to the poor. This is a sign of obedience, discipline and honesty. Similarly, it is an expression that one is not in love for money, greedy or loving oneself. The forth pillar of Islam is Sawm. This is the occasional fasting in Islam, which is done on the ninth month in the calendar of Islam. All Muslims take a total of 29 or 30 days and stop participating in some activities (BBC, 2011). As such, Muslims are not supposed to eat, drink, smoke or participate in any sexual activity during the day. This shows that Muslims are obedient, self disciplined, appreciate God’s gift and are gaining spiritual strength. Similarly, they consider it a time f or generosity, giving thanks to their holy book and fellowshipping with other Muslims to show unity. The last pillar of Islam is Hajj, where Muslims from different parts of the world gather in Mecca to praise Allah. All the Muslims at the event stand in front of Kaaba and praise Allah together (BBC, 2011). This shows Islamic unity and equality, with the promise of brotherhood and sisterhood. According to Islam, if one is not able to make it every year, they have to ensure they at least attend this practice once in their lifetime. 3. Contrast between Contemporary

Advantages of Living with Parents in College Essay Example for Free

Advantages of Living with Parents in College Essay When we see graduation caps in the sky, accompanied with laughter, applause and cry, it is a signal that we just welcome ourselves to the new world after high school. As we step into a college world as a new and fresh collegian, there are many facets that we have to think and decide, especially accommodation. Some people choose to live in the college dorms – making new friends and having more social activities, some other choose to share a house with couple of housemates, or just simply rent a flat and live independently. But, there are some that just decide to stay in town and live with their family. This last choice has three main advantages that we can consider: expense, support, and facilities. The first basic advantage of living with family, or parents, is expense. Imagine hearing your door knocked in the morning, and facing your landlord who demands your rent paid as the start of the day? Or when you can’t dial any number in the phone because you haven’t paid the telephone bill? And, the worst, when you don’t even have enough money to buy yourself breakfast because your parents haven’t sent you any monthly money? Well, you won’t have that drove of problems when you live with your parents. Expenses like food (especially healthy and delicious food), telephone, electricity, and many other will be covered by your parents, so that you can still save your own personal money. You don’t even have to pay more for movies or other leisure things when you hang out with your family. This first aspect of living with family is very, very efficient and helpful to save money! Another important facet of living with your parents is support. Being with family and living in your own home help you a lot when you have your transition phase from high school or college. It would be easier not to face other transition major adaptations, like being lonely in your own room, feeling aloof from family, meeting new hostile roommate who you are not connected to and start to adjust your own finance. You will have your family right beside you, and you will always feel like home. You will also be discipline and controlled since you still have curfew and ‘parents rules’. You can also keep your old friends around you, and you won’t even have to give up your old routines like playing tennis with your dad every Saturday or working in the grotesque diner down the street. This second advantage can make you feel like you are still the old you and you don’t even have to give up a thing. Last but not least, facilities can also be another advantage of living with your parents. You will still have anything you need for college like computer, electricity, internet, printer, scanner, or even fax machine, and they are all for free! Yet again, no expenses wasted. You also don’t have to wait the jamming docket bus that comes late in the morning, because you have transportation that keeps you punctual – somehow going to college in your mum’s car is okay! There won’t be any piling laundry because they are all taken care of. You can also have your own bathroom with hot water and hairdryer, plus clean towels every night. The point is it will be much easier for you to have your needed facility when you’re at home, especially without spending any cent. Living outside your house, like in the dorms or flats, won’t give you this kind of comfort. These three advantages show us that living with parents might be embarrassing and less challenging, but it can be considered since it saves a lot of money and gives you a lot of comfort and support. It can even be less expensive than sharing a house with other housemates! From not paying much of expenses, living in your old room every night, and having more facilities, doesn’t it sound like fun?

Bullying and Marsh Et Al Essay Example for Free

Bullying and Marsh Et Al Essay Everyday thousand of teens wake up terrified of attending school. About one in seven schools, a child is either a bully or a victim of bullying. Bullying is simply defined as a type of aggressive behavior that involves intent to cause harm and a power imbalance (Olweus, 1999). Bullying can range anywhere from psychological, physical (involving kicking and punching), verbal or cyber abuse. Bullying among children can be considered as a form of abuse’ (0-). It has been put forward that bullying is a division of aggressive behavior and has been further characterized as repetitive and ‘an inability on behalf of the victim to defend him or herself’ (Farrington, 1993, cited it Sapouna, 2008). We learn from Sapouna (2008) that bullying can take the form of ‘verbal (name calling), physical (hitting, kicking) or relational (deliberate exclusion from a group, spreading of malicious rumors). After extensive research in Scandinavia, Olweus(1993, cited in Kumpulainen et al.,1998) proposed that bullying can be carried out by one or more adolescents and usually occurs on repeated occasions, and to some extent, it occurs in all schools. Recently bullying amongst young people has gain notoriety in the press due to the extreme results it has had on certain young individuals. An example of this is Sian Yates, a 13 year old girl who committed suicide after repeated bullying (Daily Mail, 2007). Despite the press attention given to these cases, the extreme consequence of suicide does not occur in the majority of cases. Victims can suffer from a range of harmful effects such as humiliation, anxiety, depression, difficulty with interpersonal relationships, and emotional instability. This lead to the finding of Kumpulainen et al., (1998) that ‘bullying is a common phenomenon among children who are psychologically disturbed.’ The writer went on to say that there are ‘higher rates of psychological distress among both bullies and victims’ than those not involve. However, the literature is consistent in noting that the ‘bullied victims are the most troubled of the bully, victim, bully –vict im triad’ (Juvonen et al., 2003; Ma, 2001; Pellegrini, 2002; Pellegrini et al., 1999;Salmivalli Nieminen, 2002, cited in Cunningham, 2007). Should these lead agencies to focus more on protecting the victim? Some schools have decided that the way forward is to have zero tolerance policies. This may include all students who bully. However, if certain researcher’s numbers are correct it could mean excluding from school, forty percent of the school aged population. Given the widespread nature of the problem can zero tolerance really mean, â€Å"Zero tolerance†? We learn from the NHS ‘website teens for health’ (2008) that ‘anyone can be singled out by bullies.’ The NSPCC found that 31 per cent of children had been bullied at some point (Teens for health, 2008). This being the case, can anyone be bullied? Black and Jackson (2007) have put forward that there lies and ‘an imbalance of power’ between the parties involved in bullying. ‘The bully is stronger through social status, physical prowess, age, cognitive abilities or skill.’ Is this imbalance of power the sa me across the genders? There is an extensive body of literature that suggests that boys are more likely than girls to be bullies as well as victims (Nansel et al.2001; Boulton Smith, 1994; Boulton Underwood, 1992, cited in Marsh, Parada, Craven, Finger, 2004). This doesn’t mean girls cannot be bullies. Stephenson and Smith (1989, cited in Kumpulainen et al., 1998) found that girls as well as boys fitted into the ‘five main groups of people involved in bullying’. These are: ‘dominating bullies, anxious bullies, bully-victims, classical victims, and provocative victims.’ These traits were also found by Sourander,Helstelà ¤, Helenius and Piha (2000) to have clinical implications. Sourander et al., (2000) noted that ‘Bullying is especially associated with aggressive and antisocial behavior while victimization is associated with internalizing problems.’ Whitney and Smith, (1989, cited in Kumpulainen et al., 1998) found ‘bullies to be more prone to have criminal convictions later in life, and more likely to be involved in serious, recidivist crime’. Are criminal convections later in life a fair punishment for their actions? Or should something be done to help the bully? This leads to the question as what is the nature of these young people that make them prone to being a victim or a bully. In the search for a personality construct, many researchers have come to the agreement that ‘bullies are deficient in social information processing or may be intellectually disadvantaged’ (Besag, 1989, cited in Marsh et al., 2004). The work of Crick and Dodge (1994, cited in Marsh et al., 2004) explained that bullies responses to social situations are being met with a filtration process. This ‘cognitive filter’ is based on an aggressive individual interpreting neutral or ambiguous cues as hostile and therefore, making them more likely to engage in aggressive behaviors’ (Marsh et al., 2004). This was also seen to be the case in Bosworth, Espelage, and Simon (1999, cited in Marsh et al., 2004) when ‘a sample of adolescent high school students showed that misconduct, anger, and beliefs supportive of violence were significantly related to bullying behaviors’. Although bullying is an aggressive act, this does not imply that bullies and aggressive or conduct-disordered individuals are a homogenous group. Sutton et al (1999, cited in Marsh, 2004) put forward that bullies were part of a complex environment where they are require to ‘negotiate and attribute mental states to themselves and others to explain or predict their behavior.’ This idea contravenes the notion that ‘bullies are cognitively inept or simple in their inte ractions with peers’ (Sutton et al 1999, cited in Marsh, 2004). References â€Å"Bullying†. Violence Prevention. 1 Dec. 2012 http://www.violencepreventionworks.org/public/olweus_history.page Dawkins, J. L. (1996). Bullying, physical disability and the pediatric patient. Developmental Medicine and Child Neurology, 38 603-612. Espelage, D. L., Holt M. K., Henkel, R. R. (2003). Examination of peer group contextuals effects on aggressive behavior during early adolescence. Child development, 74, 205-220. Pelligrini, A. D. (2002) Bullying and victimization in schools: A Dominance relations perspective . Educational Psychologist, 37, 151-163.

Development of Reality TV Genre

Development of Reality TV Genre How are reality TV shows constructed and how do they challenge ideas about the television audience? Everyone has to have come across a reality television show, at least once while watching television, since the genre has become one of the most popular genres of television programming in our contemporary society and keeps on becoming more and more enjoyed by people worldwide. Ever since this, considerably new, television genre has appeared a lot of changes in the ways of entertainment, television programme constructions and audience studies have been noticed. That is why several studies have been contacted around the genre, in order to better identify and explain it, in relation to the audience and other media theories. The views around it between scholars though, are divided, between the ones who support the genre and ‘others who consider it to be voyeuristic, cheap, sensational television’ (Hill, 2005). Regardless of the two opinions, the reality genre becoming one of the most discussed subjects in media studies is a fact and in this essay I will try, based on several academics’ research, to identify what the reality genre is, how it was developed through the years, from what programmes it has originated, which subgenres it has produced and how those subgenres influence the television programme production today and finally, how the reality genre’s concepts challenge several ideas about the audience reception, taking into consideration the latter’s point of view. It is undeniable that television has a big impact on the ways people spend their free time and each genre of television programmes has its own impact on audiences and society, with probably the reality genre being the most controversial one. Due to several studies around and different opinions about the genre there is no specific definition about it. It is generally thought to be the genre which documents unscripted, real-life situations of ordinary people (Hill, 2005). The genre is more focused on drama and entertainment contexts rather than simply educating the audience, since it usually encompasses unscripted dramas, games, tasks and just about any competitions that make it more fun to watch. Reality television genre first appeared during the 1950’s as a new form of factual television and social record for post-war observers, based on Allen Fund’s work in 1947, which was a reality television series called Candid Camera focused on hidden cameras that filmed ordinary people facing unusual situations (similar to the latter Just for Laughs: Gags). Even though some people viewed this technique as an invasion of privacy, others viewed it as a ‘valuable educational visual record’ (Murray and Ouellette, 2004) and thus the genre continued to develop. The growth of tabloid journalism, documentary television and popular entertainment during the 1980s, influenced the reality genre even more, resulting in new hybrid programming, developing reality television as we know it today (Hill, 2005). Studies around reality television have become an important concept in media research, since the ways in which the genre works influence new types of audience gratifications, as well as media effects, due to the way they are constructed. Usually, reality television shows are directed by segment producers or story editors, who assemble storyboards and shooting scripts to make the shows happen. Since these people are not acknowledged by the Writers Guild of America as normal writers, they cost less than what a drama writer would cost (Hill, 2005). Additionally, since no actors or sets are required for reality shows to be made, the cost of production is much cheaper than the majority of other television genres, which explains why they are so famous and massively produced. In order for a reality show to be produced and eventually successful though, certain aspects need to be taken into consideration. People tend to get easily bored of a television programme and can easily switch off their television or change to another channel. In order to keep them interested, reality shows need to have highly marketable concepts and subjects to gain their audience’s attention. Catchy titles that provoke conversations and smart catch-phrases, which tell you exactly what to expect to watch but at the same time intrigue your curiosity and imagination, are usual characteristics of such shows. Reality television shows also need to provide exactly what their name suggests, ‘reality’. Focusing more on storylines containing elements of competition, potential for conflict, tasks, winning prizes, reality show producers aim to capture real-life situations about ordinary people, exactly how they happen in front of the camera. Usually, in every reality show there is a host who or a voiceover that explains to the audience what is going on, who they are watching and what they will be doing during the show. In order to convince the audience that what they are watching is real and unscripted, they attempt to stimulate real life situations and reactions from the people who participate in the shows and by surveillance with cameras, they make the private life visible to everyone. The idea of non-actors or professionals participating in each show and the non-scripted presentation of events make reality programmes an unpredictable source of entertainment for the audience and the idea is enhanced by the fact that people feel like they are active participants in these situations, removing them somehow from being a passive audience. One of our era’s most popular reality show has been the singing competition series Idols (also known as Superstar), which first aired in the UK in 2001. Equipped with all the basic reality show elements, such as mass auditioning of ordinary, non-famous people, audience participation with people voting their favourite artists from home, unscripted dialogs and reactions by the participants, as well as the judging panel, live per formances, backstage drama and marketable concepts, the show has come across huge success worldwide. The main purpose of the programme is to discover the ‘idol’ in each of its series, with that idol being the most talented singer who competes in the show. Auditions are held and the judges choose the participants, who eventually compete with each other during live performances and the winner is announced after only two singers are left in the show and the one with the most votes, from the audience and the judges, wins a money prize and a recording contract. Even though the reality formats share some common elements, the genre in general is made up of various diverse and distinctive subgenres that resulted from the mixture and hybridization of other prior, original programmes and it is this hybridization of successful genres that gives reality television its strong market values. Influenced by genres such as soap opera, documentary, sports or competition shows, reality genre is a very broad category and therefore it is quite hard to understand reality television ‘without considering its place within the context of other types of audio-visual documentation’ (Hill, 2005). As a result, there are several subgenres of reality television programmes such as, docu-dramas, game shows, dating-based competitions, self-improvement /makeover shows, hidden camera shows or talk shows. Docu-soaps or ‘fly-on-the-wall’ documentaries are the combination of the traditional observational documentary television with soap opera and they create a fictional setting to represent a series of events, with cameras set up to follow unscripted situations as they happen. The film crew is not seen or acknowledged by the reality stars and contrawise to traditional documentaries, which are often limited to one episode, docu-soaps span as a series of episodes, edited and scripted to follow normal people’s lives. A British example of a docu-soap, is the ‘fly-on-the-wall’ documentary series called Airport, which was aired between 1996 and 2008, based at the London Heathrow Airport. The series followed the daily activities of passengers and staff of the airport. The dramatic behind the scenes plot and some memorable recurring characters, gave the show its docu-soaps feel. Make over shows such as Extreme Makeover, feature real people who present their own situations and life stories to explain why they are in need of a self-transformation. Extreme Makeover aired between 2002 and 2007 in the USA, with people volunteering to receive complete makeovers, including plastic surgery, exercise programmes, hairdressing and wardrobe renovation by beauty ‘experts’. Screened in three major parts; before, during and after the makeover shows like that focus on beauty and outer appearance in order to enhance people’s self-esteem. Also, the elements of surprise by the family members, who cannot see their relative until the end of their transformation, enhance the audience’s curiosity and excitement. Another successful reality television subgenre is the talk show genre, with programmes such as The Oprah Winfrey Show or Dr. Phill. Shows like that feature a host who interviews guests or discusses a chosen topic using the studio as a platform to inspire, educate or entertain the audience, usually offering people, who watch fro m their homes, the chance to call and express their opinions about the topics discussed live. Probably though, the most popular subgenre of reality programmes is the game show genre, with shows such as Survivor and Big Brother, which have had huge success worldwide over the years. With Survivor featuring isolated contestants in the wildness who compete against each other for money and other prizes and Big Brother, featuring a group of people known as ‘housemates’, living together in a specially constructed house, isolated from the outside world and competing with each other, facing weekly evictions in order to win a cash prize, both shows are based on competition and elimination concepts. Each episode of each show has the contestants faced against certain tasks, building up suspense and ensuring that the audience will watch until the very end to see the final result. With the participants being under 24 hour surveillance and all their actions observed, the audience can relate to them and decide who they like and who they do not. Generally, reality television is one of the most popular television genres and with all its subgenres falls under the category of factual television, which documents non-fiction television programming and actual real life events. The fact that reality shows create a mixture of information and entertainment concepts for their audience is generally known as infotainment and is also another factor of the genre’s worldwide success (Hill, 2005). Apart from the ways reality television works though, it is also important to identify its success taking into consideration the audience’s point of view and how this genre challenges specific ideas about it. In the past, television asked only that people would sit back and relax, as scripted dramas, sitcoms or documentaries supplied passive entertainment and education. Reality television on the other hand, offers audience participation and shortens the distance between television celebrities and viewers. It is no wonder then that ‘one of the reasons the reality genre has been so powerful in the television market, is that it appeals to younger adults in particular’ (Hill, 2005). The reason is that people enjoy watching the elements of drama and competition of reality shows, since they can easily get attached to some of the characters, relate to them and feel part of their actions. They like to know what goes on behind closed doors, they find it intriguing and reali ty shows give them the chance to satisfy their curiosity. Also, reality shows reflect a freedom of speech that was not there before, since people can now comment about what they do and do not like about a show or a character and also change the outcome of a show with their votes. But no matter how much viewers enjoy the various reality formats, they are also distrustful of the authenticity, precisely because they know that the people’s stories are presented to them in an entertaining manner, and because of that they are sceptical about how staged and scripted those stories are. There have also been several critiques and arguments about the reality genre and most of them are focused around the ‘reality’ of it, since the ways in which these shows reflect reality are questionable. The detractors of the genre claim that the reality of it is inaccurate, since the dialogs or situations presented are staged and scripted by the producers, or even the choosing of the participants in each show is done specifically, in order for certain participants to have high chances of engaging into conflict with each other. Also, producers can attempt to stimulate several events to present them as real, with various formats or editing techniques, which can create different degrees of ‘reality’ (Hill, 2005). For example, the way particular environments, related to each show, are unreal, because of how they are specifically constructed by the producers for the needs of the show or how the day by day activities, tasks or competitions that participants face are also controlled by the production team (e.g. the large house of Big Brother, or the tasks of the Survivor participants). Other critiques focus around how certain shows, like The X-Factor: Auditions for example, depend on humiliating and exploiting participants that might not be as talented or suitable to be on television, in order to increase the ratings of the show, or depend on the show’s voyeuristic elements, such as performances of intimate elements in public, in order to satisfy some viewers’ needs to observe other people’s lives (Bagdasarov et al. 2010). Also, some shows rely on stereotypes along with humiliation of participants, resulting to more criticism about them. A famous incident of people judging someone on their appearance instead of their talent is Susan Boyle’s audition (YouTube) for the reality programme Britain’s Got Talent in 2009. By the time she had set food on the stage, the audience, as well as the judges, were expecting her to have no talent and make a fool of herself, because of her modest introduction on the stage and her age. But after she started singing and proved to be extremely talented, everyone was applauding in shock. Stereotyping is a usual element of reality shows and many people criticize the genre for having a negative cultural impact, since such notions and ideas are easily spread and absorbed by society, especially if they come from the most popular television shows. Additionally, based on Blumler and Katz’s (1974) uses and gratifications approach, the audience is active and able to select the media content that, based on their gratifications, will satisfy their needs. Therefore, their viewing motives can help the television programme producers predict activity (Godlewski and Perse, 2010). Also, reality television seems to fulfil the alleged, by the uses and gratifications approach, audience needs, which are surveillance, personal relationships, personal identity and escapism. That way they provide a type of show suitable for everyone’s taste. Based on the aforementioned research though, how real can reality television formats be considered and what does the genre’s huge success show about how the audience responds to it? If people enjoy watching reality television programmes then they are also aware of how they can be edited to appear real and authentic to them, when in fact they are not. They are able to identify what they perceive to be good and bad programming and they are not usually watching reality shows to educate themselves about several subjects or understand more about the world. On the contrary, people watch reality shows to entertain themselves, to relax after a tiring day, to laugh and to feel intrigued and excited. They know that the more ‘real’ and entertaining a show appears to them, the less real and authentic they believe it to be (Hill, 2005), therefore they observe the participants of these shows in order to witness how people handle awkward situations and social dilemmas in front o f cameras. All things considered, it is undeniable that the reality television genre is still one of the most popular genres today and even if audiences are aware of the genre’s illusion of reality, it still has a big appeal on them because it amuses them and because of its entertaining and relaxing concepts. For a short period of time, people can feel like a part of the show, a little closer to being the celebrities and the stars of television. Therefore, scripted or not, real or not, the reality genre will continue to be successful and as television programmes continue to develop and allow more interaction between the programmes and their audiences, it is very important that research around the interactive forms of reality television, which encourage increased audience activity, continue to be contacted. BIBLIOGRAPHY Godlewski, Lisa R., and Elizabeth M. Perse. Audience Activity And Reality Television: Identification, Online Activity, And Satisfaction. Communication Quarterly 58.2 (1976): 148-169. Hall, Alice. Viewers Perceptions Of Reality Programs. Communication Quarterly 54.2 (1976): 191-211. Hill, Annette. Reality TV: Audiences And Popular Factual Television. London: Routledge, 2005. Murray, Susan, and Laurie Ouellette. Reality TV. New York: New York University Press, 2004. YouTube,. Susan Boyle Audition HD FULL. N.p., 2015. Web. 08 May 2015.

Invisible Man Essay examples -- essays research papers

Invisible Man What makes us visible to others? How is it that sometimes society is completely blind to our exisitance? Either we are invisible because we are not being noticed or we are invisible because others can not see our true identity due to expectations relating to race, gender or class. Of course the term invisible was not intended to be taken literally. The meaning of invisible in Ellison’s Invisible Man is essentially metaphorical. Ralph Ellison’s Invisible Man, the main character experiences invisibility in various manners and situations. Being invisible has its advantages. If others don’t acknowlegde you then you could get away with actions that people are usualy punished with a penalty. In the book, the main character tells of his advantages of being invisible such as living in the basement of an apartment building rent free beause the landlord is unaware of his dwelling. The same example can be said in a working enviornment where an employee can come in late multiple times but is not scrutinized because that employee is not vital and therefore unoticed by the employer. This type of invisiblilty is favored by some by laothed by others.   Ã‚  Ã‚  Ã‚  Ã‚  Some people don’t like the felling of being unimportant. Ironically, in the book Invisible Man, the main character explained the advantages of being invisible shortly after he showed contempt for being invisible. Frustrated at his invisibility, he lashes out at a man he intentionally bumped into (althought at the beginning, he said it was accidental). Observing this more closely, it was an attempt to be acknowledge by the man to see if he would move out of the way. The fact that the man didn’t bother to do so only push him down a deeper state of anger and therefore the only way for him to be acknowledge is to act drastically. This inisibility is a reflection of the other’s respect for the main character. The main character was not a seen person of importance. Not being acknowledge is usually frowned upon. This disregard of acknowledge occurs often in a place of work. Whether it be in a learning institution or a working enviornment were a perso n deprived of praise and recongnition. In order for that perons to be reconginized is to make him/herself seen and usually this calls for gaining the attention of another by some act. Then your invisibility becomes visble as a new image is ... ...rson that he/she should speak with slang and where baggy clothes. In time, this person usually go through the gradual change of becoming person that was visible to the black community. In time those who tend towards the identity that is not their own evetually becomes lost in that identity. Therefore their true identity is no longer visible to them but remain visible to others in that â€Å"other† identity. The issue of visibility and invisibility will always involve race, gender and class. Race, gender and class aren’t the ONLY subjects that would influenece visibility and invisibiy. It can also be actions, education, hieght, etc. Unfortuntely people tend to see only what they expect to see, blinding themselves from the actually truths othe of others. This seems to be an ongoing issue as people tend to only look at the surface and don’t bother to look past it. Recongnizing what deserves regonistion is not the only solution. There is also fair treatment of others. We must learn not to assume what we expect of others. This expectations usually lead to underestimting and disrespect to those that deserive it. Only when we decide not to be blind can we finally see what ws truly invisible.

Unpacking the ‘Education’ in Civic Education :: Education Learning essays

Unpacking the ‘Education’ in Civic Education Abstract Unpacking the ‘Education’ in Civic Education In this paper, we explore civic education through an examination of two approaches to the introductory course in American government. Our goal is to identify how differences in pedagogical method affect student learning and attitude formation. We do this through a comparison of two equivalent groups of students; one group experiencing a standard text-lecture-test approach and the other having the additional experience of a three-week character-playing simulation of the congressional policy process. While we find that both groups of students make short-term gains on factual knowledge and both experience attitude shifts in our hoped for directions, the effects are greater in the standard lecture course. Our overall findings help clarify directions for further revision in both formats of the course. The importance of civic education has been well-established. From the earliest political theorists, we see discussion of the importance of a well-informed citizenry for the health of a polity. While skeptical of the power of the people to self-govern, the framers of American democracy still argued that the ultimate power rested in the people, who would even have the right to overthrow government should it violate the â€Å"social contract† with those over whom it governed (as in the Declaration of Independence, where we see Jefferson’s thoughts so clearly influenced by Locke). Closer to modern times, much public opinion literature has engaged in discussions about Americans’ levels of political knowledge, and the consequences that flow from this (see, for just a very few prominent examples, Campbell, Converse, Miller and Stokes 1960; Converse 1964; Delli Carpini and Keeter 1991, 1996; Graber 1994; Jennings 1996; Nie, Verba and Petrocik 1979). To our minds, civic education is about preparing our students to be citizens in the American democracy. This involves teaching them the rudiments of knowledge required for reading a newspaper (or political web site), watching the news on television, and understanding what is going on in the world. Civic education also concerns itself with attitudes; for example, teaching students to have a healthy skepticism for what goes on in government, but grounding this skepticism in a reality that does not hold unrealistic expectations for government or its officials (see Hibbing and Theiss-Morse 1995, 2002 for a useful discussion of unrealistic expectations). Finally, civic education also concerns behaviors, as we encourage students to make intelligent, informed decisions about the extent to which they will participate in the political system. Unpacking the ‘Education’ in Civic Education :: Education Learning essays Unpacking the ‘Education’ in Civic Education Abstract Unpacking the ‘Education’ in Civic Education In this paper, we explore civic education through an examination of two approaches to the introductory course in American government. Our goal is to identify how differences in pedagogical method affect student learning and attitude formation. We do this through a comparison of two equivalent groups of students; one group experiencing a standard text-lecture-test approach and the other having the additional experience of a three-week character-playing simulation of the congressional policy process. While we find that both groups of students make short-term gains on factual knowledge and both experience attitude shifts in our hoped for directions, the effects are greater in the standard lecture course. Our overall findings help clarify directions for further revision in both formats of the course. The importance of civic education has been well-established. From the earliest political theorists, we see discussion of the importance of a well-informed citizenry for the health of a polity. While skeptical of the power of the people to self-govern, the framers of American democracy still argued that the ultimate power rested in the people, who would even have the right to overthrow government should it violate the â€Å"social contract† with those over whom it governed (as in the Declaration of Independence, where we see Jefferson’s thoughts so clearly influenced by Locke). Closer to modern times, much public opinion literature has engaged in discussions about Americans’ levels of political knowledge, and the consequences that flow from this (see, for just a very few prominent examples, Campbell, Converse, Miller and Stokes 1960; Converse 1964; Delli Carpini and Keeter 1991, 1996; Graber 1994; Jennings 1996; Nie, Verba and Petrocik 1979). To our minds, civic education is about preparing our students to be citizens in the American democracy. This involves teaching them the rudiments of knowledge required for reading a newspaper (or political web site), watching the news on television, and understanding what is going on in the world. Civic education also concerns itself with attitudes; for example, teaching students to have a healthy skepticism for what goes on in government, but grounding this skepticism in a reality that does not hold unrealistic expectations for government or its officials (see Hibbing and Theiss-Morse 1995, 2002 for a useful discussion of unrealistic expectations). Finally, civic education also concerns behaviors, as we encourage students to make intelligent, informed decisions about the extent to which they will participate in the political system.

Importance of Understanding Cultural, Ethnic, and Gender Essay

Culture is defined â€Å"as a set of values, practices, traditions or beliefs a group shares, whether due to age, race or ethnicity, religion or gender† (Mayhew, 2014). Diversity is â€Å"the inclusion of individuals representing more than one national origin, color, religion, socioeconomic stratum, sexual orientation† (2014). Diversity in the workplace refers to the variety of differences between people in an organization. It can include gender, age, personality, background, race, ethnic group, and much more. It doesn’t just include how people see themselves but how they see others as well and this affect how they act in a work environment. Some of the issues companies have to deal with are communication, adaptability and change. Embracing diversity and accepting and appreciating the differences means individual strengths and weaknesses can be understood and factored into building workplace teams. Recognizing and appreciating cultural differences is only the tip of the iceberg. Subordinate group attitudes that have developed over time may cause them to be defensive. It is necessary to work towards bridging the gap between dominant and subordinate groups to help them to communicate better. Managers and leaders need to step out of their comfort levels and develop knowledge of cultural differences and be sensitive to the fact that there are diversity issues. If you establish relationships at work with people who are different than you, you start to learn about the talent and knowledge that diverse culture can add to your company. Most hospitals have come to the realization that people from different ethnic and cultural backgrounds, genders, as well as religions, bring with them different values and perspectives. Managers have to make sure that top priority is given to  patient care. If there are misunderstandings between employees related to culture, ethnicity, or gender, it will eventually affect patient care. It is the managers’ duty to keep in mind that it is important to make the hospital unit as diverse as possible but making sure there is also a balance. â€Å"Fortunately, attitudes are changing. Nursing managers in hospitals must creating workplace and educational programs to help nurses overcome discriminatory feelings they may consciously or unconsciously hold toward colleagues or patients.† (Rob & Douglas, 2004) . If there are diverse groups in the unit, there are a number of nurses who think differently and have a different way of looking at patients and their needs. Therefore there is a better chance that patient’s needs will be tended to. Being a lefty for a day is a challenge that left handed people endure on a daily basis. Tasks such as opening a bottle of wine, using a wall mounted pencil sharpener, and turning the pages of a book were all rather difficult. Daily tasks that we don’t think twice about become r a daunting mountain to climb. My mom is a left-handed so in addition to my own experience, I asked her what she has gone through since she was born a lefty. She told me that her mom, my grandmother, would always yell at her for using her left hand to write and do day to day tasks. When my mom would do her homework with her left hand, my grandmother would threaten her and make her use her right hand. Her reason was that left handed people are not â€Å"smart.† In today’s modern day and age, we know and understand that is not the case. â€Å"Forcing a left-handed to be right-handed causes reduced activity in the dominant right hemisphere and increase activity in the non-dominant side. Since creativity and imagination are dominant parts of right brain, they will remain under-developed and the left-side of the brain sees increased activity that deals with reality, facts and logic, characteristics that are opposite of the person’s true potential† (Abbasi, 2011). Forcing people therefore tends to make them slower and do not reach their potential in life. It does seem being a lefty in a right handed world is a very big disadvantage. However, lefty’s do learn to adapt to doing things with both hands making them ambidextrous. So, in the end they gained something, rather than losing something. References Chron. (2007, May 4). Examples of Cultural Differences in the Workplace. Retrieved From the Chron small business website: http://smallbusiness.chron.com/examples-cultural-differences-workplace-11494.html Reason before Passion. (2011, August 8). Never force left-handed child to be right-handed. Retrieved from the Reason before Passion website: http://wasioabbasi.wordpress.com/2011/08/08/never-force-left-handed-child-to-be-right-handed/

Gay Language

Gay language which is sometimes called as â€Å"gay lingo† has achieved a high degree of acceptance in these recent years in the Philippines. Both gays and non-gays can be heard uttering gay expressions. It’s also spreading widely in our country. The propagation of this language and form of communication is unstoppable. But the question is â€Å"What is the main reason for using this kind of language? † This study will try to know about the origin, variables, theories and the effect of this gay lingo in Filipinos. We will interrogate people who use gay language and know from them the sense of dealing with it. Introduction Bakla and Binabae are familiar words in Filipino street-talk. But what about baklush, badaf, baklers? These are just some of confusing words for the average of Filipino speakers. These are terms heard â€Å"only in the Philippines†. Gays have proven themselves in our society and they have exceled in several professions. Though, there are still widespread cases of discrimination. Looking back, gays are always facing unfair treatment of other people. They have become victims of condemnation—in school, office, churches and everywhere and these have been their daily battlegrounds. Because of this discrimination, it paved way to the creation of a code of communication which only gays could use; but because of its daily usage on parlors, comedy bars, sidewalks and other places where gays proliferate, people’s curiosity arose on what these words meant, eventually using it, thus the expansion of gay language. Some examples are â€Å"tara lafang†, â€Å"Tom Jones na ako†. Lafang means eat and Tom Jones means â€Å"gu-TOM† (hungry). The gay language is now in the mainstream of Filipino consciousness and communication. As every day, a new term is added, the vocabulary expands and may one day grow into a language on its own.

Impact of globalization on manufacturing in the U.S

Globalization owes its origin to at least the late 1980s. During this period, new nations were entering into manufacturing, which was in some logic the weakest connection in the U. S. series of science, development, manufacturing, and sale of goods and services. However, for some nations such as Japan, lower wages firstly made it possible to exploit this relative U. S. weakness. Nevertheless, Japan swiftly developed other diverse advantages articulated on improved manufacturing methods (Benjamin & Perry, 2003). Impact on labor market Globalization stimulates extensively differing views and projections, varying from rosy portrayal of a supple, worldwide borderless labor market to awful situations of severe polarization between labor market â€Å"winners† as well as â€Å"losers. † First, let us examine globalization impact on careers (labor) and its subsequent consequences on manufacturing. With reduced trade barriers, new international market crop up as well as advanced information and communication technologies, the job market was tremendously affected. Globalization has had an astonishing effect on working-class citizens in the United States, chiefly through the loss of hundreds of thousands of jobs brought about by outsourcing, with limited benefits to society (Benjamin & Perry, 2003). The key motivation for the outsourcing of jobs was to cut the extremely high labor costs that are thought to diminish revenue. Employers are reluctant to hire workers due to high cost of employee benefits, competitive wages, and skyrocketing health-care premiums hence they consider outsourcing the work to be cheap (Bardhan & Kroll, 2003). In essence, it is more economical for an American firm to hire a computer programmer in India who would be eager to perform the work for about one-fifth the pay of an American employee with a degree, whose starting salary would be about $50,000-$70,000 (Benjamin & Perry, 2003). This leads Americans to be more uncertain about their job security since they cannot compete with their foreign counterparts that perform the same quantity of work for considerably less pay. Studies show that an estimated more than 2 million workers in the United States have lost their jobs in the last several years due to business closures in addition to layoffs (Bardhan & Kroll, 2003), (Benjamin and Perry 2003). Whereas higher productivity and new management and hiring practices are associated with loss of jobs, a number of companies are increasingly transferring their businesses to other countries with cheap cost of wages as opposed United States. Manufacturing industry has suffered largely in terms of job losses, involving mostly blue-collar workers. It is however acknowledged that many of white-collar jobs are going to China (for manufacturing) (Benjamin and Perry 2003). In the case of working Americans, they have been negatively affected by the colossal increase in foreign trade. There has been loss of well-paying manufacturing jobs, important downward pressure on wages as well as increased disparity. The doubling of trade as a share of the economy over the last 25 years was accompanied by a substantial trade deficit, directly displacing several million jobs (Benjamin & Perry, 2003). Majority of the jobs were in the manufacturing region, which incorporated millions of union jobs that were well paying compared with average wages (Bardhan & Kroll, 2003). Within a period of five years from 2000 to 2005, there was decline as well as disappearance of more than three million manufacturing jobs. It is estimate that at least 30 percent of the decline was due to the rise in the manufactured goods trade deficit (Bardhan & Kroll, 2003). With U. S. multinational corporations being occupied on both sides of the international trade, almost 50% of all U. S. -owned manufacturing production is now situated in foreign countries, thus an imperative part of the manufacturing job loss has been due to most of U. S. firms exporting back to the U. S. or producing abroad what they once produced locally (Benjamin & Perry, 2003). The loss of manufacturing jobs as result of globalization saw wage losses for displaced workers, majority of whom never regained their former wage levels even after acquiring new employment. Globalization had also the effect of increasing world production capacity, which had had the effect of lowering the prices of traded goods, the consequence of which saw workers pay being reduced to reflect the value of goods produced (Bardhan & Kroll, 2003). Employers to oppose wage increments for the manufacturing employees used the direct foreign threat. Similarly, the flow of investment in plant and equipment and technology oversaw increase in foreign productivity in sectors that used to be U. S. export strongholds, resulting in declining terms of trade and hence declining real income growth. Last but not the least, as foreign trade drove workers out of manufacturing into poorly paid service jobs; the new supply of workers competing for the same jobs orchestrated lowering of wages of similarly skilled service workers. What does it imply? It implies that throwing the American workers into competition with production derived from low-wage countries, both those workers engaged directly in import-competing sectors as well as all employees economy-wide who have similar expertise and qualifications will have their wages squeezed. In fact, whereas trade flows with low-wage nations have increased, the distribution of income and wealth in the U. S. has grown more and more unequal (Benjamin & Perry, 2003). Impact on input versus output International Trade is increasingly imperative in the global economy and to the United States in particular. During the last 15 years, global sells abroad have more than tripled and have accounted for more than a third of global economic growth. In deviation from the previous decades, when industrialized economies dictated global trade flows, there has been an increase in developing economies’ share of global exports by just over a quarter in the late 1990s to 41 percent by 2004 (Bardhan & Kroll, 2003). Increased participation in international trade by the developing world is a crucial force behind what many refer to as â€Å"globalization†. Actually more than 50 percent of US trade presently carried out with developing countries, up from just over a third in the late 1980s. In US economy, manufacturing is the most trade-engaged sector accounting for 60% of the country’s exports and 80% of imports. Globalization has had an important impact on U. S. manufactures, as manufactured products accounts for 75 percent of worldwide trade (Bhagwati & Marvin, 1994). Following vigorous intensification of both U. S. manufactured exports and imports at some stage in the mid 1990s; a noteworthy departure has taken place. Ever since 1998, U. S. sells abroad have grown by just 3 percent per-year (Bardhan & Kroll, 2003). The country’s share of world exports fell from 13 percent in 1998 to just 9 percent in 2004 – the lowly allocation dating 17 years back. Happening correspondingly, imports grew by 8% per-year and the manufactured trade shortfall increased from -240 billion to -603 billion by 2005 (Bhagwati & Marvin, 1994). Whereas a variety of the latest import surge has been as a result of the strong U. S. conomy (especially since mid-2003) the truth remains that today, trade ins account for over a 35 percent of manufactured products consumed in the United States – an increase from 25 percent in 1992 and just 15% a 10 years earlier (Bhagwati & Marvin, 1994). A 66 percent of the increase in manufactured imports since 1998 originated from the developing world, and half of that has came from China alone. This rise in import penetration and loss of export competitiveness has had a sign ificant impact on the current state manufacturing (Bhagwati & Marvin, 1994). While in general, manufacturing production has improved from the 2001 decline, currently positioning at 6 percent above its pre-recession high, in addition to manufacturing employment increasing moderately subsequent to bottoming out earlier in 2004, the present manufacturing resurgence has developed half as fast as the recoveries following the preceding four declines (Bhagwati & Marvin, 1994). Of eminent concern is the loss of market share both at home and abroad in recent years by the Unite States manufacturing. While some articulate this market share loss to be because of the inevitable bad trade policy as well as globalization, to others this serves as a pointer to the fact that in a time of severe global competition, changes in a country’s competitiveness have much larger effects at present than they had in previous decades. Consider dollar value for instance. After sustaining stability for the better part of a decade, its value increased by 28 percent through the period running from 1996 to 2002. Dollar value increase led to imports being competitive in the US market, whereas concurrently it made U. S. exports more costly in markets overseas. It was during this period that, the rise in import penetration as well as the loss of global export share abroad was most significant. In a period of elevated international competition, US manufacturers have crucially been burdened by high structural non-production costs. Over the last decade, U. S. manufacturers have increased their productivity by over half, more than 150 percent the pace of their major trading partners. Conversely, much of these efficiency gains have been offset by rising non-production costs at home. As per a research carried out several years ago by the NAM’s Manufacturing Institute, which compared non-production costs on U. S. manufacturers to their nine major trading competitors: The findings indicated that Corporate Taxes on U. S. manufacturers were 16% high than those of their major trading partners. Benefit costs 36% higher, Regulatory burden 85% higher and Litigation 250% higher. Summed up, these excessive non-production costs add 22% to the cost of manufacturing in the U. S. and put U. S. manufacturers at the same level with Germany as most expensive place to produce in the world (Benjamin & Perry, 2003). Moreover, the recent rise in natural gas prices in US has only exaggerated the problem. If US could exclude those excessive costs, it would actually be a lower-cost place to manufacturer than most of their industrialized competitors (Broda & David, 2006). Outsourcing has seen the elimination of hundreds of thousands of jobs in the United States within the manufacturing industry. Outsourcing not only benefited US corporations, but also minimized the benefit to society (Broda & David, 2006). To offer an anecdote to this observation that outsourcing only benefits corporations while, only minimizing the benefit to society, Tyco Corporation, recently relocated to a location in Texas. Two of the major grounds for their relocation were due to the fact of lower labor costs as well as cheaper manufacturing costs (Broda & David, 2006). This was due to the comparatively close proximity to Mexico. Tyco perhaps took advantage of the great number of immigrants that move to Texas, who can work for comparatively low pay, which would facilitate raise, their bottom line. In so doing the company laid-off more than two hundred employees, some of this had been with the company for almost thirty-five years who had been making close to $22 per hour. The net effect was that these employees had to look for fresh employments, in lower-paying positions that maybe paid half as much, as well as they lost all of their seniority (Broda & David, 2006). Conclusion Even though there has been decline in jobs as well as universal interest within the manufacturing sector, outsourcing has had its benefits within the United States (Mandel, 2004). Sadly, it has been a consequence of just corporate welfare. Outsourcing has absolutely maintained costs low because of cheap input costs, which drips downward to the end user in low-priced products. In addition, with productivity rising from annually, corporations have been capable to raise their bottom lines while avoiding price surges (Mandel, 2004). Regrettably, corporate profits are escalating, save for there are no new jobs being created—jobs relocated to other countries are not being replaced. If blue collar, working-class citizens as well as the jobless workers who experience no job intensification are losing out, in that case who is winning the battle? Fine, additional productivity as well as lesser-input expenses decode to higher wealth. Businesses with their continually increasing profit limits; consumers, who experience near to the ground cost of goods. Furthermore, with no job growth in the current economy, there is really no new job industry to lead the way in creating new jobs. Too many U. S. jobs are being outsourced, and without the innovation of new industries, â€Å"job growth will stay sluggish, demand will eventually sag, and†¦incomes will be driven down under the continued pressure of competition from China, India, and other low-wage countries† (Mandel, 2004). However, with the innovation of new upcoming technologies there can be an explosive surge in employment and enormous potential for the economy.

Explore the theme of rebellion in the first 3 acts of ‘The Tempest’ Essay

Rebellion is definitely an important theme throughout the play. Every character has committed an act of rebellion at some point in The Tempest. The subject of rebellion was very important to the audience at the time because of the risk of rebellion at the time against James I, who was the monarch. There is a lot of rebelling against masters, as shown by both Ariel and Caliban. In act 1 scene 2, Ariel asks Prospero for his freedom from the magician’s service, but is declined, and Prospero reminds him of what he freed Ariel from (â€Å"I must once in a month recount what thou hast been, which thou forget’st.† I.ii.262-264). Prospero tells that the reason Sycorax imprisoned Ariel, was because the spirit refused to carry out her orders, rebelling against her authority. Caliban, on the other hand, displays his rebellious stripes by agreeing to serve Trinculo and Stephano instead of Prospero (â€Å"A plague upon the tyrant that I serve! I’ll bear him no more sticks, but follow thee, thou wondrous man.† II.2.162-164). Sebastian and Antonio are first rebellious in Act I scene 2, when they refused to obey the Boatswains orders (â€Å"Hang cur, hang, you whoreson insolent noise-maker! We are less afraid to be drowned than thou art.† I.i.43-44). But in Act II scene 1, the two characters rebel against their king, Alonso, by planning to kill him (â€Å"Draw thy sword. One stroke shall free thee from the tribute which thou payest, and I the king shall love thee† II.i.292-294). But rebellion is not only present in these completely power-driven characters, but also in those characters who are powered by love, such as Miranda and Ferdinand. Ferdinand, a prince, rebels against social order and agrees to serve Prospero in order to see Miranda (â€Å"To whom I am subdued, are but light to me, might I but through my prison once a day behold this maid† I.2.489-491). Not being raised in Milan in the modern society, Miranda is not aware of the social protocol at the time when it comes to love, by asking Ferdinand to marry her (â€Å"My husband then?† III.i.89). At the beginning of the scene, Miranda sees Ferdinand against Prospero’s wishes, (â€Å"He’s safe for these three hours† III.i.21). Even before the first events of the play took place, there was a history of rebellion between Prospero, the rightful Duke of Milan and his brother, Antonio, the man who usurped him. Before being betrayed by his brother, Prospero was a negligent Duke, spending all his spare time in his study practising magic, and rebelling against the rules of society (â€Å"And rapt in secret studies† I.ii.77). Antonio, on the other hand, rebelled against the wishes of his brother by taking advantage of the power Prospero had bestowed upon him, and usurped him of his dukedom (â€Å"in my false brother awakened an evil nature; and my trust like a good parent, did beget of him† I.ii.92-94 & â€Å"he needs be Absolute Milan† I.ii.109-110). Gonzalo is the only character who can be debated in the discussion of rebellion. He does indeed show some rebellious streaks, though they a very subtle. For instance, in the first scene of play, Gonzalo vey politely disobeys the Boatswain’s command (â€Å"Good, yet remember whom thou hast aboard† I.i.19). Then in his â€Å"Utopia† speech in Act 2 scene 1, Gonzalo describes a seemingly perfect world where â€Å"all men idle† and there is no â€Å"name of magistrate† (II.i.147-156). This is more rebellious to the Jacobean audience watching the play than it is towards the other characters in the play, because Gonzalo is describing a world without any higher social order that doesn’t sound apocalyptic. It was especially risky because the play was performed in front of the king, James I, who, at the time, was suffering some political trouble. Even though each character is rebelling seemingly on their own, Prospero is really managing the rebellion. In Act 2 scene 1, Prospero uses his servant, Ariel, to purposely create particular conditions which favour this rebellious behaviour in order to prompt an act of sedition from Sebastian and Antonio. The King and the lords are purposely put to sleep by Ariel in order to offer Sebastian and Antonio an excellent opportunity to do the foul deed. But just as he creates, so Prospero prevents, and sabotages Sebastian and Antonio’s assassination plot by waking the King. In conclusion, the theme of rebellion is an important part of Shakespeare’s The Tempest, because it helps shape the play in terms of power and manipulation.

Code Of Ethics For Teacher Essay

Board for Professional Teachers Resolution No. 435 Series of 1997 Pursuant to the provision of Paragraph(e), Article II,of RA No. 7836, otherwise known as the â€Å"Philippine Teachers Professionalization Act of 1994† and Paragraph(a), Section 6, P.D. No. 223, as amended, the Board of Professional Teachers hereby adopts and promulgates the â€Å"Code of Ethics for Professional Teachers.† What does code of ethics means? Ethics is hard to define but it is made up of two things.   First ethics refers to well-founded standards of right and wrong that prescribe what humans ought to do, usually in terms of rights, obligations, benefits to society, fairness, or specific virtues. Secondly, ethics refers to the study and development of one’s ethical standards†¦ it is necessary to constantly examine one’s standard to ensure that they are reasonable and well-founded. Ethics also means, then, the continuous effort of studying our own moral beliefs and our moral conduct, and striving to ensure that we, and the institutions we help to shape, live up to standards that are reasonable and solidly based. PREAMBLE Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence. In the practice of their noble profession, they strictly adhere to, observe and practice this set of ethical and moral principles, standards, and values. Article I Scope and Limitations Section 1. The Philippine Constitution provides that all educational institutions shall offer quality education for all Filipino citizens, a vision that requires professionally competent teachers committed to its full realization. The provision of this code shall apply, therefore, to all teachers in all schools in the Philippines. Section 2. This Code covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, and secondary levels