Jacksonian Democracy - 1150 Words

Brooke Speas U.S History I Honors 1/11/12 Jacksonian Democrats viewed themselves as the guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity. In the light of the following documents and your knowledge of the 1820’s and the 1830’s, to what extent do you agree with the Jacksonians’ view of themselves? Patrons and devotees of Andrew Jackson believed themselves to be the guardians of the Constitution and the common people, as well as taking credit for an increase in universal male suffrage during the 1820’s and 1830’s. However, the issues of slavery, states rights, women’s rights, the removal of the Native Americans and the national bank recharter and veto proposed†¦show more content†¦H). This granted a chance at economic success, not only to the proprietors of the Warren Bridge, but also to the community using the bridges who had to pay the tolls. Furthermore, Jacksonian Democracy’s effects on the economy did not go unnoticed beyond just a court case. When Harriet Martineau visited the United States in 1834, she reported, â€Å"The striking effect upon a stranger of witnessing, for the first time, the absence of poverty†¦cannot be exaggerated in description† (Doc. D). Her observations, however, were rendered unfitting during the ti me of publication, 1837, because at that time the United States had entered a depression. At this time, Jacksonian Democrats had dubbed themselves guardians of the United States Constitution. Andrew Jackson himself did his best when it came to acting like a guardian of the United States Constitution, but for the most part he only upheld it when it benefitted him, his popularity, or was in accordance to his own beliefs. In 1832, President Jackson signed the Tariff of 1832 into law. This tariff was to compromise for the Tariff of 1828, and it gained the support of most northerners and half of the southerners in Congress. South Carolina, however, was not pleased with the reduction and declared, through the Nullification Ordinance, that the Tariffs of 1828 and 1832 be nullified in South Carolina because they were unconstitutional. When the vice president at the time John Calhoun voiced his support forShow MoreRelatedJacksonian Democracy1151 Words   |  5 PagesTopic: Jacksonian Democ rats viewed themselves as the guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity. In light of the following documents and your knowledge of the 1820s and 1830s, to what extent do you agree with the Jacksonians view of themselves? Andrew Jackson began a whole new era in American history. Amongst his greatest accomplishments were evoking the common man to be interested in government and tailoringRead MoreThe Age Of Jackson And Jacksonian Democracy1140 Words   |  5 PagesA. The usual labels The Age of Jackson and Jacksonian Democracy analyze Andrew Jackson with the age in which he lived and with the improvement of political democracy. This esteem may amplify his importance, but it also endorses the important truth that Jackson extremely contributed to building the American nation and its politics. Just as contemporaneous artists so regularly characterized him astride his horse overlooking the battlefield, Jackson bestride some of the key streams of nineteenth-centuryRead More Jacksonian Democracy Essay987 Words   |  4 Pages Jacksonian Democracy nbsp;nbsp;nbsp;nbsp;nbsp;Jacksonian (Democracy, Society, etc.) is a term used to describe reform during the time of Andrew Jackson’s Presidency. Specifically Jacksonian Democracy refers to â€Å"the general extension of democracy that characterized U.S. politics from 1824 to 1828.† Jacksonian Democracy and its support came primarily from the lower classes as a rebellion of sorts apposing the aristocracy. Even though it stressed equality, it was pro-slavery and anti-IndianRead MoreJacksonian Democracy Dbq Essay1060 Words   |  5 PagesJacksonian Democrats help create a more democratic America and because of this, believed themselves to be many things, real and fictional. In most cases they perceived themselves as defenders of equal economic opportunity, even though they sometimes put their own interests before those of the people. They also thought of themselves as guardians of political democracy, while at the same time using class differences to their advantage and emotionalized speeches, lacking real intellectual merit, toRead More AP HISTORY-Jacksonian Democracy Essay676 Words   |  3 PagesDBQ: Jacksonian Democracy Jacksonian democracy was created during the antebellum America. The Jackson democrats made an attempt to grant power to the lower classes while decreasing the influence of the rich and potent. The Jacksonian democrats viewed themselves as saviors of the common people and ruled by the means of a powerful executive branch who attempted to destroy aristocracy in America. In reality, they were typically very wealthy, they disregarded the capability of the federal governmentRead MoreJeffersonian And Jacksonian Democracy1574 Words   |  7 PagesJeffersonian and Jacksonian Democracy both have roots dating back to the Era of Good Feelings, when James Monroe created a golden climate of liberalism and national unity. As a result of the War of 1812, Monroe spoke of his policies and beliefs and in 1817, peace, liberty, prosperity, and progress flourished throughout the nation (Garraty 200). The Era of Good Feelings came to an end because of the â€Å"corrupt bargain† in 1824. The transi tion from Jeffersonian to Jacksonian Democracy involved scandalousRead MoreEssay on Jacksonian Democracy1049 Words   |  5 PagesJacksonian Democracy   Ã‚  Ã‚  Ã‚  Ã‚  Andrew Jackson began a whole new era in American history. Amongst his greatest accomplishments were evoking the common man to be interested in government and tailoring democracy to satisfy the same common man’s needs. Of course, Jackson could not go about making such radical changes without supporters, but that never surfaced as a problem. Jacksonian Democrats, as they came to be called, were great in number during the 1820’s and 1830’s. They advocated all of theRead MoreJeffersonian Republicanism vs. Jacksonian Democracy1441 Words   |  6 Pagesand independent farmer, who by no stretch of the imagine had the capabilities to serve in government. The Jacksonian Democracies image of the common man expanded from farmers to include laborers, planters, and mechanics. Jackson saw these people as the true representatives of the Government, and thus its true servers. The image of the common man for each the Jeffersonians and the Jacksonians differed in the fundamental principle of the true chosen class, and its real role in Government. AlthoughRead MoreJacksonian Democracy Essay1936 Words   |  8 PagesJacksonian Democracy The United States of America was founded by its people, for its people in the pursuit of life, liberty and happiness, by attempting to provide freedom and equality. The way of life back when the government set down its foundation was quite different than it is now. Some things were just considered natural law and were left out of law making and the Constitution because they were morally accepted as right and wrong. For instance, I highly doubt that the government wouldRead MoreAndrew Jackson Vs. Jacksonian Democracy1142 Words   |  5 Pagescareer of Andrew Jackson and the concept of â€Å"Jacksonian Democracy.† and other source materials. I will compare and contract Thomas Jefferson and Andrew Jackson. They both being influential political figures in two very different eras. Each formed their own democracy that helped shape the way we think about American government. Consequently, they had their differences, yet they also had their similarities. From many viewpoints between the two democracies will be analyzed in political, economic, social

Recommendations And Action Plan For Television - 1260 Words

Recommendations and Action Plan In terms of addressing the immediate problem, the best option is to show the public that YourHome will be taking full responsibility for the entire situation. First and foremost, YourHome should make an emergency announcement to its employees to deliver the severity of the situation and to give an overview on the series of action steps that will soon to be implemented. Within the first 24 hours, YourHome will train a spokesperson from its communications team to deliver the company’s stance by accepting the interview with the CBC Television (see Exhibit 2). Interviewing with CBC Television will be the best option to reach the right audience since the installment loan was exposed through this particular†¦show more content†¦The team will then provide sincere apologies to the users that the store managers previously responded unprofessionally to (see Exhibit 3). Team will also be responsible to monitor its online conversations in order to dissolve any recurring conflict and update statuses to notify the public on the company’s next steps and actions. After the 24-hour timeframe and with YourHome acquiring more information and action steps on the crisis, a Web page should also be created to put all the information about the crisis in one place. This is an inbound strategy that will allow for its digital team to respond to questions with a link instead of an answer. This strategy will help save manpower and prevent misinterpretation of responses, which is especially frequent on Twitter. The Crisis FAQ should include acknowledgement of the crisis, details about the occurrence, specific actions taken in response, contact information for real people at the company, and more. Finally, once YourHome has a general idea on how the situation will be dealt, a YouTube video should be uploaded with CEO as the spokesperson. Having the CEO as the spokesperson will reinforce YourHome’s serious and apologetic attitude towards the entire situation. Thi s will also be a way to convince its consumers that YourHome is still a reliable retailer for consumers to utilize the â€Å"buy now, pay later† financing options for its products. Depending on how long it takes for the crisis to resolve,

After the dust bowl, the Joad family, like so many Essay Example For Students

After the dust bowl, the Joad family, like so many Essay other families, was devastated. Forced to leave their long-time home, the family left to find a new life. California was the destination of choice. After all, it was known as the land of milk and honey. The victims of the dust bowl pictured California to be a haven where jobs were plenty, houses were big, and fruit was readily available. The dreams, hopes, and expectations the Joads bottled up for California were shattered by the reality of what life was really like there. Dreams of white houses and overabundance of fruit quickly ended after the first night the Joads spent in California. But I like to think how nice its gonna be, maybe, in California. Never cold. An fruit everplace, an people just bein in the nicest places, little white houses in among the orange trees. Mas statement was fueled by the complete lies read on handbills and other propaganda circulating the dust bowl region. Growers in California saw the victims of the dust bowl might be driven from their homes and sought to take advantage of the situation. And, as businessmen, they knew the more workers they had to pick fruit, the more fruit theyd have to sell. Prices could be lowered as well. The number of handbills sent out far outnumbered the number of available jobs, however. Many people in the dust bowl were constructing a view of California that was devastatingly false. Most of the people had to go somewhere, and all they knew was agriculture, so the natural thing was to go to the only place in the country in peak agricultural condition. This was all true in the Joads case. They had no experience with any other kind of lifestyle. Once a farmer, always a farmer seemed to be the familys philosophy. What they actually became was job hunters, starving and hungry people, and homeless vagrants. California was not a dreamland, but the exact opposite-a nightmare. During the long journey to California, the Joads and other migrant travelers encountered many warnings of what this paradise really was from migrants returning home after being destroyed by the true reality of California. One warning came when they stayed on the site of the road while Tom, Al, and Casey were fixing the car. There was a ragged man there that told a gruesome story of his experience in California. He talked of good, yet unfarmed land, of the Hoovervilles, and of the dirty living situation of the migrants. He told of how his own children died because he couldnt get a job to feed them. Sompin it took me a year to find out. Took two kids dead, took my wife dead to show me The Joads were warned again right near the border of California, by the river, where they stopped to camp. The men go down to the river to get cool and encounter a man and his son. They tell of how bad it is in California and how theyre returning home. Of course what the Joads hear doesnt in the slightest encourage them to turn back. They cant. They lives back home have been destroyed in the dust and they only have one chance at a good future. Its not that they dont believe these warnings, they dont want to believe them. The Joads continue on to California, despite the warnings, because there is no other possible future for the family. Upon entering California, the Joads got a glimpse of the unused farmland and their first taste that the rumors they had heard on the road about California were true. They drove down the road and would gaze at all the land that wasnt being used to produce food and crops for the people. They were amazed and though if only they could have just a little piece of land, they would turn their lives around. They encountered Hoovervilles, great camps of migrants, massive amounts of dirty tens, and beat up cars. This would be the migrants only home. .u03c1b8c64a7699d08ed5150e3e3608b8 , .u03c1b8c64a7699d08ed5150e3e3608b8 .postImageUrl , .u03c1b8c64a7699d08ed5150e3e3608b8 .centered-text-area { min-height: 80px; position: relative; } .u03c1b8c64a7699d08ed5150e3e3608b8 , .u03c1b8c64a7699d08ed5150e3e3608b8:hover , .u03c1b8c64a7699d08ed5150e3e3608b8:visited , .u03c1b8c64a7699d08ed5150e3e3608b8:active { border:0!important; } .u03c1b8c64a7699d08ed5150e3e3608b8 .clearfix:after { content: ""; display: table; clear: both; } .u03c1b8c64a7699d08ed5150e3e3608b8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u03c1b8c64a7699d08ed5150e3e3608b8:active , .u03c1b8c64a7699d08ed5150e3e3608b8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u03c1b8c64a7699d08ed5150e3e3608b8 .centered-text-area { width: 100%; position: relative ; } .u03c1b8c64a7699d08ed5150e3e3608b8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u03c1b8c64a7699d08ed5150e3e3608b8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u03c1b8c64a7699d08ed5150e3e3608b8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u03c1b8c64a7699d08ed5150e3e3608b8:hover .ctaButton { background-color: #34495E!important; } .u03c1b8c64a7699d08ed5150e3e3608b8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u03c1b8c64a7699d08ed5150e3e3608b8 .u03c1b8c64a7699d08ed5150e3e3608b8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u03c1b8c64a7699d08ed5150e3e3608b8:after { content: ""; display: block; clear: both; } READ: Athens-Greece Essay They encountered the prejudice toward them from the Californians. They witnessed fellow migrants become accused of false crimes just because they werent liked. They saw the fear in .

Quantitative Analysis of Salicylates by Visible Spectroscopy Essay Example

Quantitative Analysis of Salicylates by Visible Spectroscopy Essay Introduction: The purpose of this lab was to learn how to use a spectrophotometer to measure the amount of light absorbed by different concentrations of salicylic acid, compare those concentrations to our unknown sample and to use the data collected to compile a graph showing the levels of absorbance of the different concentrations. Methods and materials: In this lab we used a spectrophotometer, a test tube filled with water to be used as a blank, six test tubes with different concentrations of salicylic acid ranging from 0 mg/dL to 5 mg/dL and one test tube with an unknown concentration of salicylic acid. We set the spectrophotometer to a wavelength of 540 nm. We adjusted the transmittance to 0%. Next we placed the test tube with the water into the spectrophotometer and adjusted the transmittance dial to 100%. We removed the test tube containing the water and replaced it with the first concentration of 0 mg/dL. We recorded the absorbance and repeated the test for a total of 5 readings. We did this for each concentration. We then calculated the average of each concentration’s absorbance readings and plotted the averages onto the graph. Once we had gathered the data for our known concentrations we then repeated the procedure for our unknown concentration. We again took the average and plotted that on the absorbance curve to determine the concentration of the unknown. Observations and Data: Calibration Standard| Absorbance Reading 1| Absorbance Reading 2| Absorbance Reading 3| Absorbance Reading 4| Absorbance Reading 5| AverageAbsorbance Reading| 0 mg/dL| 0. 007| 0. 010| 0. 007| 0. 005| 0. 006| 0. 07| 0. 5 mg/dL| 0. 032| 0. 036| 0. 037| 0. 041| 0. 038| 0. 037| 1. 5 mg/dL| 0. 098| 0. 100| 0. 098| 0. 099| 0. 096| 0. 098| 2. 5 mg/dL| 0. 150| 0. 149| 0. 153| 0. 154| 0. 150| 0. 151| 3. 5 mg/dL| 0. 234| 0. 239| 0. 237| 0. 250| 0. 229| 0. 238| 5. 0 mg/dL| 0. 286| 0. 287| 0. 288| 0. 292| 0. 291| 0. 289| Unknown A| 0. 241| 0. 238| 0. 239| 0. 241| 0. 241| 0. 239| Based on the data from the known concentrations I found our unknown to be a concentration of 3. mg/dL. Conclusions: We used a spectrophotometer to determine the conce ntration curve for the known samples then used both the spectrophotometer and the concentration curve to determine the concentration of the unknown sample. This technique can be used by toxicologists to determine the amount of drugs in a person’s blood. This can be helpful if there was an overdose or if the district attorney needed to know the concentration of drugs in someone’s system. We will write a custom essay sample on Quantitative Analysis of Salicylates by Visible Spectroscopy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Quantitative Analysis of Salicylates by Visible Spectroscopy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Quantitative Analysis of Salicylates by Visible Spectroscopy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Federal Regulation of Sewage essays

Federal Regulation of Sewage essays Federal Regulation of Municipal Solid Waste Landfills Municipal solid waste, MSW, is a term used to refer to a wide variety of waste sources. Generally, solid waste refers to all materials or substances discarded or rejected as being spent, useless or in excess to the owners at the time of such discard or rejection. Waste includes but is not limited to: garbage; refuse; industrial and commercial waste; sludge from air or water control facilities; rubbish; ashes; contained gaseous material; incinerator residue; demolition and construction debris; discarded automobiles and offal. The Environmental Protection Agency, or EPA, chooses to define this term slightly differently depending on the context in which it is being used. In the MSW Settlement Proposal, MSW is defined as "solid waste that is generated primarily by households, but that may include some contribution of wastes from commercial, institutional and industrial sources as well." Solid waste is generally anything discarded with several specific exceptions. Most solid waste, when it goes to a landfill, goes to a Municipal Solid Waste Landfill, MSWLF. A municipal solid waste landfill is defined by law as a discrete area of land or an excavation that receives household waste, and that is not a land application unit, surface impoundment, injection well, or waste pile. Household waste includes any solid waste, including garbage, trash, and septic tank waste, derived from houses, apartments, hotels, motels, campgrounds, and picnic grounds. An MSWLF unit also may receive other types of wastes as defined under Subtitle D of the Resource Conservation and Recovery Act, such as commercial solid waste, non-hazardous sludge, small quantity generator waste and industrial solid waste. Also allowed in municipal solid waste landfills are industrial and commercial non-hazardous process wastes, construction and demolition debris, municipal sludge, and agricultural wastes. In addition, these lan...

Philipino Scientist Arturo Alcaraz and Geothermal Energy

Philipino Scientist Arturo Alcaraz and Geothermal Energy Arturo Alcaraz (1916-2001) was a Philippino volcanologist who specialized in geothermal energy development.  Born in Manila, Alcaraz is  best-known  as the Philippines Father of Geothermal Energy Development due to his contributions to studies about Philippine volcanology and the energy derived from volcanic sources.  His main contribution was the study and establishment of geothermal power plants in the Philippines. In the 1980s, the Philippines attained the second-highest geothermal generating capacity in the world, in great part due to Alcarazs contributions. Education The young Alcaraz graduated at the top of his class from Baguio City High School in 1933. But there was no school of mining in the Philippines, so he entered the College of Engineering, University of the Philippines in Manila. A year laterwhen Mapua Institute of Technology, also in Manila, offered a degree in mining engineeringAlcaraz transferred there and received his Bachelor of Science in Mining Engineering from Mapua in 1937. After graduation, he received an offer from the Philippines  Bureau of Mines  as an aide in the geology division,  which he accepted. A year after he began his job at the Bureau of Mines, he won a government scholarship to continue his education and training. He went to Madison Wisconsin, where he attended the University of Wisconsin and earned a Master of Science in Geology in 1941.   Alcaraz and Geothermal Energy The Kahimyang Project notes that Alcaraz  pioneered in generating electricity by means of geothermal steam among areas proximate to volcanoes. The Project noted, With a vast and extensive knowledge on volcanoes in the Philippines, Alcaraz explored the possibility of harnessing geothermal steam to produce energy. He succeeded in 1967 when the countrys first geothermal plant produced much-needed electricity, ushering the era of geothermal-based energy to power up homes and industries. The Commission on Volcanology was officially created by the National Research Council in 1951, and Alcaraz was appointed Chief Volcanologist, a senior technical position he held until 1974. It was in this position that he and his colleagues were able to prove that energy could be generated by geothermal energy.  The Kahimyang Project reported, A steam from a one-inch hole drilled 400 feet to the ground powered a turbo-generator which lighted up a light bulb. It was a milestone in the Philippines quest for energy self-sufficiency. Thus, Alcaraz carved his name in the global field of Geothermal Energy and Mining. Awards Alcaraz  was awarded a Guggenheim Fellowship in 1955 for two semesters of study at the University of California at Berkeley, where he received a Certificate in Volcanology.   In  1979, Alcaraz won the Philippines Ramon Magsaysay Awardee for International Understanding for supplanting national jealousies that led to a confrontation, with increasingly effective cooperation and goodwill among the neighboring peoples of Southeast Asia.  He also received the 1982 Ramon Magsaysay Award for Government Service for his scientific insight and selfless perseverance in guiding Filipinos to understand and use one of their greatest natural resources. Other awards include  Mapua Institute of Technologys Outstanding Alumnus in the Field of Science and Technology in Government Service in 1962; the Presidential Award of Merit for his work in volcanology and his initial work in geothermy 1968; and the Award for Science from the Philippine Association for the Advancement of Science (PHILAAS) in 1971. He received both the Gregorio Y. Zara Memorial Award in Basic Science from PHILAAS and the Geologist of the Year Award from the Professional Regulatory Commission in 1980.

The No Child Left Behind Act of 2001 (NCLB) Essay

The No Child Left Behind Act of 2001 (NCLB) - Essay Example Student achievement in the most fundamental academic skills continued to decline, especially in low-income school districts. Therefore, the ESEA was designed to serve as a funding source for elementary and secondary education in the United States was designed to provide funding for better educational resources, allocate funding for public schools with a need for additional financial support and provide government-sponsored grants that would enhance the quality of state departments of education. Over the decades since the inception of ESEA, it was determined that revision of the ESEA was required to meet the needs of contemporary students in America. This need led to the implementation of the Improving America’s Schools Act of 1994 in the Clinton administration and the No Child Left Behind Act (NCLB) of 2001 which both enhanced the Elementary and Secondary Education Act to make educational reform more relevant for modern academic needs. However, there is still a need for further educational reform that surpasses the relevancy of the NCLB as there are measurable deficiencies related to this Act. This essay explores the issues associated with NCLB which mandate further revisions to this Act in order to fully address the problems in today’s public school districts. The No Child Left Behind Act of 2001, whilst a valuable piece of legislation to ensure higher quality of education, fails to address certain issues in today’s society. This revision to the ESEA does not properly address the goal of promoting bilingualism. In many of today’s public schools, there is a measurable shortage of educators with the proficiency and training to provide bilingual learning for children in elementary and secondary schools. It is estimated that there are nearly 5.1 million students in need of English-as-a-second-language instruction throughout the United States (Cuellar, De la Colina and Battle, 2007). With growth in migrant children now enrolled in public schools

MIDDLE RANGE NURSING THEORY Research Paper Example | Topics and Well Written Essays - 1250 words

MIDDLE RANGE NURSING THEORY - Research Paper Example In the same way, it is necessary for nurses to understand the different concepts of nursing strategies and various psychological and philosophical aspects of quality nursing care. Theoretical frameworks including middle range theories clearly define the nursing standards for the modern world. This paper will provide an overview of the concept and evolution of Middle Range Theories of Nursing and their applicability in today’s healthcare scenario. Concepts: Origin and Development Middle range theories are precise and moderate, and possess limited number of variables; hence, they effectively define nursing care standards. To be specific, middle range theories can be effectively applied in the field of nursing research and practice as their practicality can be directly tested. To define, â€Å"mid-range theories stand midway between the all encompassing global grand theories that address the entire discipline and hypotheses and theories that are very specific to a particular phe nomenon or population† (Lenz, 2006, n.p). As compared to grand theories, Middle range theories are more concrete and narrow. To illustrate, they are written relatively at specific level with limited number of propositions and ideas. Theory of Human Caring (Watson), Theory of Interpersonal Relations (Peplau), and Theory of the Deliberative Nursing Process (Orlando) are some of the well known middle range nursing theories. With regard to the progress of middle range theories, they are based on the results derived from practice and research that can provide clear direction for casual practice and intellectual practice in the discipline further. The past century witnessed a notable level of progress in the middle range theories. Except a few, most of the middle-range theories have come directly from clinicians’ experience. The middle-range theory helps to mark certain condition of the related signs and future approach for symptom management in caring patients. The theory al so emphasis on the result of various expressions or conditions with regard to the patient’s performance, and encourages the clear evaluation of patient’s working outcomes. Lieher and Smith (1999), has listed â€Å"the relationship between the intellectual process and the source of content related to the development of middle-range theories†; they include â€Å"Inductive theory-building theory through practice, Deductive theory. Building from grand nursing theories, Combining existing nursing and non-nursing theories, and Developing theories from clinical practice guidelines â€Å" (Source: Approaches for generating middle range theory. Para. 1. As cited Peterson & Bredow, 2009, in p. 31). Middle range theories are of mainly three types; Middle-range descriptive theories, Middle-range predictive theories, and Middle-range explanatory theories. These variations could be analyzed on the basis of their characteristics and with most relevant examples. Among these, Middle-range descriptive theories usually encompass only a single main concept to classify a phenomenon. While doing so, it simply lists the generalities observed in individuals and groups, and these theories are normally tested by means of descriptive research. The interpersonal Relations (Peplau, 1952) is an example of a middle-range descriptive theory. Peplau’s theory focused on the therapeutic relationship between the nurse and the patient, which is termed as the Nurse-Client Relationship. In contrast, Middle-range expl

Edward Estlin Cummings Essay Example for Free

Edward Estlin Cummings Essay Edward Estlin Cummings was born on October 14, 1894 in Cambridge, Massachusetts to academic parents who early on encouraged him to develop his creative gifts (Everett). His was a happy childhood; he grew up in a spacious, sunny house, his neighborhood was full of children who roamed the nearby woods and played baseball during summer or skated on a local pond in the winter (Berry, 8). When he grew up, he acknowledged the impact his parents had on him, stating that it had been â€Å"my joyous fate and supreme good fortune† to belong to such family (Berry, 8). According to Reef, Estlin once said â€Å"I did not decide to become a poet – I was always writing poetry (5)†. He did not originally start writing in the form for which he is best known today. When he was young, he wrote poetry and produced pencil drawings. His love of language was encouraged by his mother, who made up word games to encourage his creativity (Blanchard and Falcetti, 58). At the same time, his poetry is filled with descriptions and images of nature, natural elements, and natural processes (Parekh). He took his fathers pastoral background and used it to preach in many of his other poems (Eich). Estlin graduated from Harvard for his BA and MA studies. His travels took him to different places around the world. When war broke out between US and Germany in 1917, Estlin joined a Red Cross unit in France as an ambulance driver (Reef, 29). There, he and a friend were imprisoned on suspicion of espionage (www. poets. org). This experience resulted in his novel, The Enormous Room. He also traveled throughout Europe, where he met poets and artists including Pablo Picasso. He divided his life between Paris and Greenwich Village, and later between the Village and his New Hamsphire farm (Schmidt, 85). He became widely known as a whimsical and experimental poet (www. who2. com) whose radical use of â€Å"form, punctuation, spelling and syntax, abandoning traditional techniques and structures created a new, highly idiosyncratic means of poetic expression (www. poets. org)†. In addition, the landscape of New England with its animals, fields and forests influenced his poetry and infused it with images from the natural world (Shuman, 318). As Shuman succinctly point out: His poetry combines a child’s enthusiasm for the wonders of the natural world with a sophisticated adult’s wariness of official positions and conventional thinking (311). One such poem is the wonderful in just- . The poem quite simply is about the beginning of a new season: â€Å"in just-/ spring. † In this poem, Estlin â€Å"coins words, alters punctuations and invents his own typography. Thus, the poem itself represents creativity and how it spring from the earth (Phelan)†. The poem then continues on to paint a picture of Spring and embodies the themes of innocence and childhood. This poem in particular embodies his view, where Estlin himself explains: In so far as a human being is an artist, skies and mountains and oceans and thunderbolts and butterflies are immeasurable; and art is every mystery of nature (314-15). in Just- spring when the world is mud- luscious the little lame balloonman whistles far and wee and eddieandbill come running from marbles and piracies and its spring when the world is puddle-wonderful the queer old balloonman whistles far and wee and bettyandisbel come dancing from hop-scotch and jump-rope and its spring and the goat-footed balloonMan whistles far and wee e. e. cummings WORKS CITED Berry, S. L. â€Å"E. E. Cummings. † Indiana: The Creative Company, 1994. Blanchard, Mary Loving, and Cara Falcetti. â€Å"Poets for Young Adults. † New York: Greenwood Publishing Group, 2006. Cummings, E. E. â€Å"100 Selected Poems. † Atlanta: Grove Press, 1994. Cummings, E. E. â€Å"Commentary on Life and Art by E. E. Cummings. † New York: October House, 1965. â€Å"E. E. Cummings. † Academy of American Poets. 12 Dec 2008. http://www. poets. org/poet. php/prmPID/156 â€Å"E. E. Cummings. † A Who2 Profile. 12 Dec 28. http://who2. com/ask/eecummings. html Eich, Marty. â€Å"E. E. Cummings Biography. † 12 Dec 2008. http://famouspoetsandpoems. com/poets/e__e__cummings/biography Everett, Nicholas. â€Å"E. E. Cumming’s Life. † March 2001. Modern American Poetry. Dec 2008. http://www. english. uiuc. edu/maps/poets/a_f/cummings/cummings_life. htm Parekh, Pushpa N. â€Å"Nature in the Poetry of E. E. Cummings. † Spring Volume 3 1994: 63-71. Phelan, Julie. â€Å"Poetry analysis: in Just- by E. E. Cummings. † 12 Dec 2008. http://www. helium. com/items/1140501-google-yahoo-poetry-analysis-in-justby-ee-cummings-poetry-summary? page=1 Reef, Catherine. â€Å"E. E. Cummings: A Poet’s Life. † New York: Clarion Books, 2006. Schmidt, Michael. â€Å"The Great Modern Poets. † London: Quercus, 2006. Shuman, Robert Baird â€Å"Great American Writers. † New York: Marshall Cavendish, 2002.

Touching Wedding Speech from the Father of the Bride -- Wedding Toasts

Touching Wedding Speech from the Father of the Bride Ladies and Gentlemen, all of my guests, I cannot tell you how pleased I am today to see my daughter Anna looking so radiantly happy, as she begins her life with Steven. My wife and I do feel that we are losing Anna, but entrusting her to Steven?s good care. During the past few months as we have got to know him better, he has shown himself to be exactly the sort of person we had hoped Anna would marry ? charming, sincere, and reliable ? with a clear idea of what he wants from life and how to achieve it. At this time, I would like to take this opportunity to formally and wholeheartedly welcome Steven into our family. I am happy that you will be part of our family and I look forward to sharing more time with you in the coming year... Touching Wedding Speech from the Father of the Bride -- Wedding Toasts Touching Wedding Speech from the Father of the Bride Ladies and Gentlemen, all of my guests, I cannot tell you how pleased I am today to see my daughter Anna looking so radiantly happy, as she begins her life with Steven. My wife and I do feel that we are losing Anna, but entrusting her to Steven?s good care. During the past few months as we have got to know him better, he has shown himself to be exactly the sort of person we had hoped Anna would marry ? charming, sincere, and reliable ? with a clear idea of what he wants from life and how to achieve it. At this time, I would like to take this opportunity to formally and wholeheartedly welcome Steven into our family. I am happy that you will be part of our family and I look forward to sharing more time with you in the coming year...

Incarceration of African American Males Essay

Introduction The trend of African American males between the ages of 25 and 29 has seen a dramatic increase of incarceration. Attention has been focusing on areas of housing, education, and healthcare but the most prominent problem for African American males is the increase in the incarceration rate. African American males between the ages of 25 and 29 incarceration rate has been thought, by many, to be caused by economic factors such as under employment or unemployment, poor housing, lack of education, and lack of healthcare. Yet, others believe it is due to the imbalance of minorities within the criminal justice system, such as judges, lawyers, and lawmakers. This paper will explore two different outlooks; society has come up with so far, as to why African American Males between the ages of 25 and 29 are increasingly incarcerated. Finally, the information will give awareness to the problems that is faced by African American Males between the ages of 25 and 29. Prevalence – Problem 1 More than 40% of all American prisoners, men and women, are African American men, yet they make up just 13% of the U. S. male population (Roberts, 2004). This statistic does not include those African American men who are in local jails nor does it include those African American men under custodial supervision (Table 2). They enter the state and federal prison system, at the prime of their economic and reproductive lives and yet they exit prison behind both economically and socially. The high rate of incarceration among African Americans has been noted by the interconnection of poor economy, lack of affordable housing, mental illness, substance abuse, domestic violence, absence of a strong black male role model, lack of access to education, or some type of combination of these factors. Statistics don’t even give African American males a good chance to stay out of jail. They have a one in four chance of being incarcerated, while Hispanic American males have a one in six chance, and white males only have a one in twenty three chance of incarceration. The color of African Americans sets them apart and makes them targetable. Prevalence – Problem 2 There is evidence, in our American Justice System, of structural inequality as seen in the percentages of minorities to the percentage of majorities employed in high ranking positions, within the system. The percentage of United States judges by race are 79% Caucasian, 12% African American, and 2% Hispanics American (Federal Judicial Center, 2012), as for the thousands of lawyers in the United States it is approximate of 3% are African American (National Law Group, 2010-2011), and about 1 in 4 police officers are members of a racial or ethnic minority in 2007 (Bureau of Justice Statistics, 2013). An investigation into racial profiling showed that African American and Hispanic American offenders, who often are young unemployed males, are more likely than their white counterparts (Spohn, C., 2000). Their prison sentences are also typically longer or they receive differential benefits from guideline departures than do similarly situated white offenders (Spohn, C. , 2000). We must acknowledge the problems of racial disparity within the criminal justice system, communicate racial disparity within the criminal justice system with those we who are not informed of the problem, and stay committed to changing racial disparity within our justice system for change to begin. Causes In researching the high rate of incarceration in America it is more likely than not that the increase in African American Males being incarcerated is due to the War on Drugs (Table 1). It is public knowledge that drug crime ranks high among the effects of poverty. These poor neighborhoods not only endure crime they have poor schools, poor food, cramped living areas, and shortage of jobs if any jobs at all. Drugs and drug crime has become regularity in low income communities, arrests of Hispanics made up 55% of cocaine powder offences and 52% of marijuana offenses and 49% involving opiates: African Americans were suspected in 75% of crack cocaine cases; White males were suspected in 41% all methamphetamine cases (Motivans, M. , 2011). Decades of failed public and private remedies for chronic disparities and disadvantages in communities of color invite us to reexamine systems and institutions that provide and restrict opportunity in new ways (Lawrence, K. , 2011). The causes seem to be intertwined being poor equals, equals a poor education, equals lack of employment, and ultimately equals an increased rate of crime. Consequences The causes seem to be intertwined being poor, equals lack of education, which equals lack of employment, which equals increased rate of crime which equals impossibility to join criminal justice system. Also, many of these men are incarcerated while all the other non-incarcerated American young men are finishing school, starting careers, earning seniority at work, marrying and having children thus gaining capital. Even when released from prison, these men return back to their communities with a felony record that will pose extreme problems for them. The incarceration leads the released convict into a lower social class even if they were considered lower class Americans prior to their incarceration; they now are lower in social class standing in most instances. This leads to a poor African American community, perhaps as many as 50% of the male population will have been in prison. These incarcerated African American Males, who are in their prime of life, also are leaving half the families in this community facing such things as poverty, lack of affordable housing, mental illness, substance abuse, violence, absence of a strong black male role model, lack of access to education, or some type of combination of these factors. The community ultimately will become poverty stricken, struggling to survive, and ultimately vulnerable to the situation repeating. Solutions – How can this be changed? There are four key aspects to addressing racial disparity, in my opinion: 1. Acknowledge 2. Communication 3. Setback = Strength 4. Commitment Not only is the problem of racial disparity under recognized by society it is not being communicated effectively to make change. Majority groups needs to acknowledge racial disparity and minority groups need to communicate their knowledge regarding racial disparity. As each group majority and minority begins to become share their information with each other and work together for a common solution acknowledging there will be setbacks but with continued commitment systemic change will happen. Conclusion By refusing to tolerate disparate treatment of people of color or anyone within the criminal justice system we empower ourselves and our country. It is time that everyone including our legislators, law enforcement, prosecutors, defense attorneys, and judges work collectively and courageously to eradicate this negative stigma. Despite, America being known for its equal rights we are living proof that in this era inequality is a factor that cannot be taken lightly. The statistics that are surrounding African American males is astounding. We need to empower African American males with the knowledge that they have a one in four chance of becoming incarcerated. It is also important to know that Hispanic males have a one in six chance, and white males have a one in twenty three chance of incarceration. All of these statistics need to be addressed to empower each and every one us. Throughout history we have not seen a change in majority groups (White, Male) and minority groups (Women, anyone that is not White) although we have seen numbers of minorities increasing at a fast pace. Today, however, the election of Barack Obama, not once but twice, may set the new ideal of what an American actually is. As we embrace different cultures and their ethnic backgrounds society will prosper. As society increases their knowledge, in regards to each person’s differences, they will acquire greater strength and prosperity. The only issue, that can occur, will be in the short term empowering others to embrace diversity. When we look beyond short-term, focus will shift to diverse empowerment through embracing the knowledge of our differences thus making us stronger as a society. TABLE 1: BLACK PROPORTION OF DRUG ARRESTS, EXCLUDING MARIJUANA POSSESSION YEAR BLACK % 1999 40. 1 2000 39. 3 2001 39. 1 2002 35. 8 2003 33. 8 2004 33. 1 2005 33. 2 Data calculated from drug arrest figures by race provided by the Uniform Crime Reports division of the FBI TABLE 2: FBI CRIME REPORT Arrests By Race, 2006 [11,249 agencies; 2006 estimated population 216,685,152] Total White Black American Indian or Alaskan Native Asian or Pacific islander Total White Black American Indian or Alaskan Native Asian or Pacific Islander TOTAL 10,437,620. 7270214 2924724 130589 112093 100. 0 69. 7 28 1. 3 1. 1 Drug abuse violations 1376192 875101 483886 8198 9607 1000 63. 6 35. 1 0. 6 0. 7 DUI’S 1034651 914226 95260 13484 11681 100 88. 4 9. 2 1. 3 1. 1 Liquor laws 466323 398068 50035 12831 5389 100 85. 4 10. 7 2. 8 1. 2 Drunken-ness 408439 344155 54113 7884 2287 100 84. 3 13. 2 1. 9 0. 6 Dis-orderly conduct 5117264 325991 179733 7606 3934 100 63. 0 34. 7 1. 5 0. 8 (The FBI: Uniform Crime Report, 2010) References Bureau of Justice Statistics, 2013, http://bjs. ojp. usdoj. gov/index. cfm? ty=tp&tid=71 The FBI Uniform Crime Reports, 2010, Table 43, http://www. fbi. gov/about-us/cjis/ucr/crime-in-the-u. s/2010/crime-in-the-u. s. -2010/tables/table-43 Federal Judicial Center, 2012, Overview of the United States Court System, http://www. fjc. gov/public/pdf. nsf/lookup/FJC_Standard_PPT_English_June_2012. pdf/$file/FJC_Standard_PPT_English_June_2012. pdf Lawrence, K. , 2011, Race, Crime, and Punishment: Breaking the Connection in America. http://www. aspeninstitute. org/sites/default/files/content/docs/pubs/Race-Crime-Punishment.pdf Motivans, Mark, 2011, Washington, DC: US Dept. of Justice Bureau of Justice Statistics, http://bjs. ojp. usdoj. gov/content/pub/pdf/fjs09. pdf National Law Group 2010-2011, http://blacklawyers. net/ Roberts, D. , 2004, Measuring the Social and Moral Cost of Mass Incarceration, in African American Communities, http://www. law. fsu. edu/faculty/2003-2004workshops/roberts. pdf Spohn,C. ,2000, Thirty Years of Sentencing Reform: The Quest for a Racially Neutral Sentencing Process, http://www. justicestudies. com/pubs/livelink3-1. pdf.

Employment Law Brief

Employment Law Brief The Clapton Commercial Construction Company located in Detroit, Michigan, is planning to expand its business into the state of Arizona. It is a medium-sized company with 650 employees and possibly increasing an additional 20% in the new state. Prior to the move, the human resources (HR) department must be aware of applicable employment laws that may affect the business.Outlined below are brief summaries and consequences for noncompliance of the following employment laws: Title VII of the Civil Rights Act of 1964, the Immigration Reform and Control Act (IRCA), he American with Disabilities Act of 1990 (ADA), and the Fair Labor Standards Act of 1938, as amended (FLSA). Relevant Employment Laws Title VII of the Civil Rights Act of 1964 is the first employment law to consider. It prohibits discrimination on the basis of race, color, religion, sex, or national origin in aspects of employment such as hiring, wages, assignment, promotions, benefits, and discipline. Titl e VII is the most important federal Equal Employment Opportunity law because it contains the broadest coverage, prohibitions, and remedies† (Cascio, 2013, p. 83). Under the law, the Equal Employment Opportunity Commission (EEOC) exists o implement laws dealing with employment discrimination. According to Cascio (2013), the law was expanded in 1972 to cover almost all public and private employers with 1 5 or more employees; except private clubs, religious organizations, and Indian reservations. The EEOC has the authority to conduct investigations, create resolution programs, and file lawsuits.Failure to comply with Title VII exposes the employer to both civil and criminal lawsuits with possible outcomes of fines, compensatory and punitive damages, or even imprisonment. The company may also have to reinstate or promote the affected employee. In 1991, the Act amended several statues enforced by the EEOC. Parties were able to obtain Jury trials and recover compensatory and punitiv e damages with cases involving intentional discrimination. The Act also placed monetary caps for future cases based on size of the company.Another provision was enforcement of those American controlled companies abroad. The next employment law to consider is the Immigration Reform and Control Act of 1986. This law applies to employers regardless of size and every employee regardless of status: full-time, part time, or seasonal. The IRCA prohibits employers rom hiring or continuing to employ personnel which are not legally authorized to work in the United States. The Clapton Commercial Construction Company is expanding business to Arizona with the intent of increasing the number of employees by 20%.The company must consider the demographics of that area with regard to potential employees and take measures to ensure an employee has documents to work legally in the United States, such as a passport or resident alien card. Other examples are located on the Employment Eligibility Verific ation 1-9 form that potential employees are required to complete. Penalties for noncompliance may esult in fines for each violation and denial of federal contracts. According to the Department of Homeland Security (2013), in fiscal year 2010, Immigration and Customs Enforcement removed more than 392,000 illegal workers nationwide.The American with Disabilities Act of 1990 (ADA) is another law to consider. â€Å"Almost 13% of people ages 21 to 64 in the United States have at least one disability, a percentage that more than doubles to 30. 2% for people ages 65 to 74† (Cascio, 2013, p. 89). The ADA prohibits an employer from discriminating against a qualified person with a disability. A qualified person is someone who can perform the essential unctions of a Job with or without accommodation. The physical or mental impairment that limits one or more major life activities is called a disability, such as seeing, walking, hearing, or talking.The ADA expanded protection of drug and alcohol rehabilitation and those individuals who have tested positive for HIWAIDS. The ADA applies to private employers with 15 or more employees, state and local governments, employment agencies, and labor unions. The Clapton Commercial Construction Company is not required to lower work standards or tolerate misconduct on the Job; however, reasonable accommodations must be made to assist ualified Job applicants. For example, the company can purchase a computer screen magnifying glass for the vision impaired. The EEOC enforces the provisions outlined in the ADA.

Free Essays on Everyman And Todays Morality

In the medieval morality play Everyman, the underlying theme is â€Å"all thing faileth, Save God alone.†(231, l. 841) This theme was meant to be a spiritual lesson to teach people a better way to live their lives. At the time the play was written, it applied very strongly, as clinging to other worldly goods and relationships was a trend of the time. However, things have really not changed much in our current society. The lessons learned in Everyman apply as strongly today as they did during medieval times. One common theme culture teaches us to cling to today is beauty. From the time we are born, we are presented with images of others (especially women) who are admired for nothing more than their looks. Examples of people like this would include models, many actresses, and singers. In many of these cases we are taught that their beauty is something we should strive for, forgetting all else along the way. What is often overlooked is the beauty cannot last forever - even if it does not disappear until death, it is not something we can keep with us forever. This is demonstrated in the play when the character Everyman calls upon Beauty, who comes with him to his grave. As he asks her to come with him, she answers â€Å"I cross out all this; adieu, by Saint John! I take my cap in my lap, and am gone.†(230, ll. 800-801) At this point, she abandons Everyman. Culture today also teaches us to rely heavily on material goods. In an age where technology is growing quickly, society has many new â€Å"toys† and trinkets being thrown at it constantly. Be it a new model car, a cellular phone or faster Internet access, it is being advertised as something every person absolutely must have. Of course, in order to buy all these things, there is yet another â€Å"must have† which is constantly stressed as being important - money. Money, today, is looked at as being the ultimate cure for any problems life may bring. This is not a new idea. After being ... Free Essays on Everyman And Today's Morality Free Essays on Everyman And Today's Morality In the medieval morality play Everyman, the underlying theme is â€Å"all thing faileth, Save God alone.†(231, l. 841) This theme was meant to be a spiritual lesson to teach people a better way to live their lives. At the time the play was written, it applied very strongly, as clinging to other worldly goods and relationships was a trend of the time. However, things have really not changed much in our current society. The lessons learned in Everyman apply as strongly today as they did during medieval times. One common theme culture teaches us to cling to today is beauty. From the time we are born, we are presented with images of others (especially women) who are admired for nothing more than their looks. Examples of people like this would include models, many actresses, and singers. In many of these cases we are taught that their beauty is something we should strive for, forgetting all else along the way. What is often overlooked is the beauty cannot last forever - even if it does not disappear until death, it is not something we can keep with us forever. This is demonstrated in the play when the character Everyman calls upon Beauty, who comes with him to his grave. As he asks her to come with him, she answers â€Å"I cross out all this; adieu, by Saint John! I take my cap in my lap, and am gone.†(230, ll. 800-801) At this point, she abandons Everyman. Culture today also teaches us to rely heavily on material goods. In an age where technology is growing quickly, society has many new â€Å"toys† and trinkets being thrown at it constantly. Be it a new model car, a cellular phone or faster Internet access, it is being advertised as something every person absolutely must have. Of course, in order to buy all these things, there is yet another â€Å"must have† which is constantly stressed as being important - money. Money, today, is looked at as being the ultimate cure for any problems life may bring. This is not a new idea. After being ...

Free Essays on Lessons Learned From Russia’s Battles With Ethnic Militants Chechnya To The Moscow Theater Incident

Lessons Learned from Russia’s Battles with Ethnic Militants Chechnya to the Moscow Theater Incident The Russian Empire began the effort to impose state power over Muslim enclaves in 1722, following its first military encounter with Chechen fighters. The Chechens engaged and chased out a cavalry force sent by Peter the Great. Two centuries later the Soviet Union continued the process, with elaborate plans to depopulate large areas being discussed at the highest levels of government; Evangelista writes, â€Å"The proposal to abolish the Cheno-Ingush Autonomous Soviet Socialist Republic (ASSR) and expel its population was discussed at a meeting of the Politburo on February 11, 1943.†1 Russian Tsars, dictators, and presidents did their best to distract, dilute, and destroy hegemonic Islam. With all its evil designs on global conquest, the USSR actually did something positive – it forestalled militant Islam. Through its intelligence agencies, Soviet Russian leadership was acutely aware of the growing problem with jihadi radicalism. The Soviets endured international criticism for clearing large areas of Muslims; but ethnic pogroms were really nothing new. As Matthew Evangelista wrote in The Chechen Wars, Will Russia Go the Way of the Soviet Union?, â€Å"The Russian government during the tsarist era carried out three major deportations, setting the precedent for Stalin’s genocidal actions against the Chechen people in the 1940s.†2 Russia’s spy agency, the KGB, informed Joseph Stalin that Islamic militants presented a looming problem. The policy of enforced atheism had evidently bounced off Muslims, who continued to practice the tenets of Islam in secret. Knowing that oppressed religious practice is the fertile soil of revolution, Stalin ordered entire Muslim areas depopulated, with the former inhabitants moved by train and then widely dispersed. Stalin took advantage of every excuse to round up and deport Muslims. In Chechnya,... Free Essays on Lessons Learned From Russia’s Battles With Ethnic Militants Chechnya To The Moscow Theater Incident Free Essays on Lessons Learned From Russia’s Battles With Ethnic Militants Chechnya To The Moscow Theater Incident Lessons Learned from Russia’s Battles with Ethnic Militants Chechnya to the Moscow Theater Incident The Russian Empire began the effort to impose state power over Muslim enclaves in 1722, following its first military encounter with Chechen fighters. The Chechens engaged and chased out a cavalry force sent by Peter the Great. Two centuries later the Soviet Union continued the process, with elaborate plans to depopulate large areas being discussed at the highest levels of government; Evangelista writes, â€Å"The proposal to abolish the Cheno-Ingush Autonomous Soviet Socialist Republic (ASSR) and expel its population was discussed at a meeting of the Politburo on February 11, 1943.†1 Russian Tsars, dictators, and presidents did their best to distract, dilute, and destroy hegemonic Islam. With all its evil designs on global conquest, the USSR actually did something positive – it forestalled militant Islam. Through its intelligence agencies, Soviet Russian leadership was acutely aware of the growing problem with jihadi radicalism. The Soviets endured international criticism for clearing large areas of Muslims; but ethnic pogroms were really nothing new. As Matthew Evangelista wrote in The Chechen Wars, Will Russia Go the Way of the Soviet Union?, â€Å"The Russian government during the tsarist era carried out three major deportations, setting the precedent for Stalin’s genocidal actions against the Chechen people in the 1940s.†2 Russia’s spy agency, the KGB, informed Joseph Stalin that Islamic militants presented a looming problem. The policy of enforced atheism had evidently bounced off Muslims, who continued to practice the tenets of Islam in secret. Knowing that oppressed religious practice is the fertile soil of revolution, Stalin ordered entire Muslim areas depopulated, with the former inhabitants moved by train and then widely dispersed. Stalin took advantage of every excuse to round up and deport Muslims. In Chechnya,...

PESTEL analysis of the automotive industry in United Kingdom Essay

PESTEL analysis of the automotive industry in United Kingdom - Essay Example It elaborates the macroeconomic factors that are used to scan the environment before taking any strategic decision in an organisation (Mercer, 2008). PESTEL stands for: P- Political; E- Economic; S- Social; T- Technological; E-Environmental; L- Legal. The few constituents of PESTEL of the automotive industry are as follows: The firms should be aware of the political factors like the trading policies, governmental changes in rules and regulations of the production of cars which includes safety standards and fuel emissions. Economic factors influencing business includes taxation policies, economies and trends, trade cycles and exchange rate and interest rate changes (Thompson, 2001). Cars are the polluting agents which pollute the environment to such an extent that it can be dangerous to the society and large emission of harmful gases can even lead to diseases. Cars manufactures are introducing Alternative Energy Vehicles that use only electricity and has rechargeable battery (Booz, 20 08). The challenges that are faced by the automotive industry are that it is very expensive and this will be the solution for lowering pollutants. Environmental pollutants have been the basic challenge for this industry which is threatening the automotive industry worldwide and thus they should pay attention to the alternative energy vehicle (Ferrel, 2012). The firm should always comply with all rules and regulations that are levied on car manufacturing , such as safety and standard issues, gas emission laws, vehicles regulations, etc (Mercer, 2008). 2. Trend forecast for 2016 Fords Motor Company, an automobile giant has it’s headquarter in United States. It has expanded its market in many countries like Japan, India etc. Ford has been suffering from many hurdles which are affecting the business. The challenges are coming from the macroeconomic environment and it has threatened their existence. PESTEL analysis has been done to identify the factors that are affecting the exist ence of the automotive company (Craik, 2013). The following are the challenges that are faced by Ford and their future planning till 2016 so that they can overcome the challenges: 1) The rising price of oil has made customers less automotive friendly (Ferrel, 2012). Ford has been doing technological adjustment which is helping them build a modern standard in the present outline. By 2016 it will reach its destination by creating such technologies which can even give the solution for using expensive oils. In many countries, the financer of the organisation has been playing a crucial role in the development and the progress of the organisation (Ferrel, 2012). 2) Accelerating growth in the developing countries is very difficult and thus attaining customers is near to impossible. But Ford has targeted a potential market to penetrate with its motors and thus give them a changed phase by the year 2016. 3) The sale of Ford was also affected by the types of motors that are being used by the people. But when the income of the mass is elevated to that position that they can pay attention to own a luxury car the sale of Ford has increased (Burrow, 2011). For the future development Ford concentrate on developing low priced cars so that it can be afforded by the mass (Sturgeon and Biesebroeck, 2010). 4) Consumer preferences changes from time to time (Miller, 2012). Their taste and likings are not stagnant for all time. They try to experience new brands and that affects the sales of the

Financial Statement Analysis. Financial Statements reformulation and Essay

Financial Statement Analysis. Financial Statements reformulation and equity valuation - Essay Example 1). The Corporate Reporting Users’ Forum is right with all their comments. In terms of accounting valuation models, a better picture would be presented if the United Kingdom companies listed in the stock exchanges would prepare financial performance reports classified under the areas of operating, financing and investing activities. The operating activities would pertain to the daily production of sales as well as services offered to their clients. Financing activities refers to those that are infused into the business by creditors and stockholders. Investing activities refers to the sale and purchase of property, plant and equipment accounts (Watkins 1998, p.51). One of the important tools in the hands of professional accountants for ascertaining changes in funds at the disposal of the company, during the course of every accounting year is the Cash Flow Statement. A cash flow statement is mainly categorized in to three heads like, cash flow from operating activities, cash flow from investing activities and cash flow from financing activities. Cash flow from operating activities is mainly dealing with the deduction of major operating expenditure from the revenues attained. Cash flow from financing activities dealing with major receipts and payments, and cash flow from investing activities alludes to the acquisition and disposal of assets or properties. Further, the CRUF group is right in affirming that financial statements should have coherent and cogent classifications that include the balance sheet, income statement and statement of cash flows. The new accounting standards recommended by the IASB and FASB group led by Sir David Tweedie and Bob Herz respectively would definitely resolve perennial problems using the traditional financial reporting standards. The current reporting standards focus on the net income as the benchmark for every business endeavor. The new standards are better because the new

Poetry in Assignment Example | Topics and Well Written Essays - 1250 words

Poetry in - Assignment Example At the deathbed, the persona is willingly distributing earthly possessions to heirs, only for a buzzing fly to unexpectedly interrupt the will-assignment process. In this context, the fly is a symbol used to reinforce the idea of earthly distractions while trying to achieve spiritual composure just before death (Bennett 82). Admittedly, Emily Dickinson intended to demonstrate the element of skepticism or lack of absolute certainty common during inevitable but tragic situations in human life. Technically, the poet employed the literary device of symbolism in delineating mental and spiritual conflicts experienced by humans before dying. In the first line of the poem, the persona says, â€Å"I heard a Fly buzz – when I died.† In essence, the persona is already dead. However, the persona is reminiscent of the moments just before death struck. In this case, the buzzing fly is a symbol; a symbol of earthly distractions and a symbol of how man relates with distractions in the natural world. After the poem’s first line, the symbolic effect of the buzzing fly fades, until when the fly abruptly interrupts the persona while distributing earthly possessions to those present at the deathbed. In lines ten, eleven and twelve of the poem, the persona says, â€Å"I willed my Keepsakes – Signed away what portion of me be assignable – and then it was there interposed a Fly† (Frederic and Mason 591). In this case, the buzzing fly re-enters the room and invariably distract the dying persona from his will-assignment duties. Before the buzzing fly entered the room for the second time, the perso na had achieved a state of calm and resolved spiritual composure. The achieved spiritual calmness at the dying moments is illustrated by lines two, three and four of the poem which says, â€Å"The stillness in the room was like the stillness in the air between the heaves of storm† (Frederic and Mason 591). In this case, the dying persona was experiencing

Look at the opening of Nicolas Hytner Essay Example for Free

Look at the opening of Nicolas Hytner Essay The music gets faster as he finds his way through the trees and bushes, Then he comes close to the area where the girls are though he does not it is them the music changes to a drum beat with Parris footsteps being able to be heard. The camera changes back to the girls with Abigail walking up to Tituba and then Abigail whispers in Abigails ear and Tituba looks scared and shocked as she say no. Abigail then turns around to the pot runs to it and picks up the chicken by its feet and hits its head of a rock breaking its neck the Abigail drinks the blood of the chicken. Then Abigail takes her clothes off, all the girls are screaming then one of the girls sees Parris coming towards them so they all run away except Betty who says that she cannot move. The camera angles through all of this were very fast and furious. Then everything starts to slow down with a picture of Parris on his own looking at the cauldron he lifts up the large spoon inside the pot and drops as if he was scared of it, when he see the chicken as well he gets annoyed though he is a bit scared. The next scene shows Betty in her bed, with a suspicion of witchcraft floating about the place. Only Tituba and Abigail are in the room with Betty there have about eight minutes of filming yet we hear no words spoken. There is obvious tension between Tituba and Abigail over what has happened. More tension is shown when Parris questions Abigail about the incident in the forest. Now music is played again with Abigail saying that they danced but Parris suspects witch craft though Abigail is saying that no spirits have been conjured. The next scene is of Elizabeth and John Proctor who are showing a lot of tension. This tension is raised because John Proctor had an affair with there former servant, and guess who that servant was Abigail Williams. The scene starts of quite pleasant really with John Proctor and his sons working, the music is quite cheerful, the camera angles are quite far of. John Proctor and his go inside with his sons going to bed and him going to have his dinner. Elizabeth gives it to him without speaking but when they do speak it is about how there marriage is falling apart. Then the final scene of tension is in Church with the whole village there when a song is sung the girls go over to Bettys room then Abigail speaks to Betty saying she has told her father everything that happened in the woods. Then like lightning Betty wakes up with her saying I bet you never told him that you drank a charm Abby, a charm to kill Goody Proctor. Then the music gets very loud this is emphasising how important this scene really is. The others girls get quite scared and start to walk away so Abigail threatens them that she would kill anyone who tells on her doings. The camera is only on Abigail, but then Betty jumps up shouting she wants her mom and tries to fly to her out of the window but the girls hold her back and everyone in the church rubs out to them. This causes a lot of tension between all the girls and makes witch craft a better conclusion to what has been happening. In conclusion to Nicolas Hytners film of the play The Crucible was directed extremely well making them beginning of the film already better to the book the film sets the scene better and I believe that it also creates more tension. Also with the plot being so old it was sometimes easier to understand the words better with them being said correctly and with also being able to see what is going on. Nicolas Hytner has used cinematic features to the best they could be in this film there fore making the filming better for all viewers. Matthew Brooke English Coursework 20th Century Drama Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our  GCSE Arthur Miller  section.

Missile Defense System is Useless Against Terrorists Essay -- Septembe

A Missile Defense System is Useless Against Terrorists Donald Rumsfeld, was confirmed as Secretary of Defense with barely a whimper from the media. Rumsfeld's career in public service has been a lengthy one including serving as a former ambassador to NATO, a Congressman, and Secretary of Defense under the Ford administration from 1975 to 1977. But Rumsfeld's claim to fame is that he headed a 1998 Congressional panel that identified a growing threat of ballistic missile attack from rogue nations such as North Korea, Iraq, and Iran. Identifying the possibility of a real threat in the next five years, the report endorsed the development of a ballistic missile defense system to protect the U.S. from such attacks. America should want to protect itself from rogue nations bent on wreaking havoc. Who doesn't want to raise a shield against the mistakes and intentions of a dangerous world? But aside from the fact that most of the intelligence community believes that such a threat does not exist and will not for at least fifteen years, there is also one serious problem with a national missile defense system: It doesn't work. In the last two decades alone, the United States government has invested over $130 billion on Ronald Reagan's "Star Wars" dream. With Bush at the helm, the U.S. appears poised to invest billions more. What has $130 billion and the valuable time of the military-industry complex given us? A system that is unable to reliably shoot a single, low-speed missile out of the sky. Nothing suggests that this system will work. The optimism exhibited by its advocates distorts the truth. The military has had to admit that the Patriot missile defense system, which was initially her... ...ses the treaty as "ancient history." At a time when Russia is becoming increasingly angry with the U.S.'s imperialist actions ‚ so much that they have threatened to withdraw from future arms control talks ‚ the last thing the U.S. should do is make an enemy out of a nation with one of the world's largest nuclear stockpiles. There are many serious threats to national security that demand our attention. In the post-Cold War era, the answers are complicated and require careful consideration. Unfortunately, Rumsfeld and the Bush administration have chosen a winning political sound byte which fails miserably in real life. We should focus on worldwide arms reduction. If Rumsfeld has his way, we may live in a far more dangerous world of anxious nuclear powers that engage in offensive-defensive arms races and keep their fingers on the nuclear button.

Earth and Planet Essay

God create our planet earth for us to have a home so we have to take care of our planet because God gave it to us and if we don’t take care of our planet someday our planet earth will be destroy or it will be gone. We have to protect our nature specially the trees because if we don’t protect our nature and if we cut down all the trees we will experience stronger floods and typhoon that will destroy our planet. We can save our planet earth by simply throwing your garbage in the right place not in the river or in the streets. If we throw our garbage in the river it will be stock and if there is a typhoon the flood will go higher than we expected because of the garbage that is stock in the river so we have to practice our selves not throwing garbage anywhere but in the right place only. For me it’s very important to protect our planet because God entrusted the planet earth to us so we have to protect it and love it. We can save our planet by stopping the mining company’s because if the mining in the earth continues someday the mountains in the earth will destroy and will cause a flashflood that people will be getting hurt or die. So if we want to live longer in this earth we have to protect our planet and save it before it’s too late.

Locke: Founder of British Empiricist

John Locke had a number of major influences on society in general, but his influences on education have stood the taste of time. His idea of Tabula Rasa, his introduction of empiricism, and idea of the use of all senses are all objectives that are used in schools today. The idea of Tabula Rasa is basically defined as a â€Å"blank slate.† Locke believed that everyone is born with a clean mind, a supposed condition that he attributed to the human mind before ideas have been imprinted on it by the reaction of the senses to the exterior world. â€Å"Thus the first capacity of human intellect is that the mind is fitted to receive the impressions made on it; either through the senses by outward objects; or by its own operations when it reflects on them. This is the first step a man makes towards the discovery of anything†¦Ã¢â‚¬  -John Locke (On Ideas as the Materials of All Our Knowledge) Locke considers the new mind as white paper or wax. It is to be moulded and formed as one pleases. It is up to the teacher to insure that it is formed the correct way and that there is no inate knowledge. This is incorporated into education the grade system. Children start out in kindergarten or pre-school with a blank slate; we start teaching the very basics as if they know nothing. The more information and experience they gather, the further they move along the grade continuum. Locke was considered the founder of British empiricist. He believed that all knowledge comes to us through experience. â€Å"No man's knowledge here can go beyond his experience.† Basically, all knowledge has its origin and end in experience, or perception using the senses. He says, â€Å"Experience is twofold, sensation and reflection. From both sources we obtain ideas.† Sensation is the perception of external phenomena and reflection is the perception of the operations of the mind itself. This view of empirical thinking is widely used in schools today, especially in the science fields. Concepts and skills are much easier to learn if you can experience them. The empirical way of teaching has brought about the use of the scientific method. First, students must observe a situation and decide if there is a problem. Secondly, make an educated guess, or hypothesis, of what will happen. Next, test this hypothesis. If it is true then draw a conclusion. If not, make a new hypothesis and test again. This is a very valuable way to learn. The students get to experience the whole situation and will in tern retain and understand this information better. Along with using empirical methods of learning, Locke insisted that all the senses be used when learning. It is not enough for a teacher to just stand in front of a classroom and lecture; students are only using one sense (hearing) to try to comprehend the material. Locke feels that you must hear, feel, see, smell, taste everything in order to get the full potential knowledge. This is very relative to today's teachings because we, as teachers, need to appeal to all learning styles. Some students learn better visually, others orally and so on, so we have to hit all area in order to give all students an equal chance to learn. In closing, John Locke was a very significant figure on how we educate children today. He gave us the idea of starting students with a clean slate, the use of the scientific method, and the essential use of all the senses. All these ideas are important aspects of today†s classroom and will most assuredly be a continued use in the future.

The style of Gabriel Garcia Marquez Essays

The style of Gabriel Garcia Marquez Essays The style of Gabriel Garcia Marquez Paper The style of Gabriel Garcia Marquez Paper As the novel reaches its concluding stages, critics say the mood is paradoxically apocalyptic (Telgen 236). It reveals the conflict ahead. As Fermina and Florentiono are taking their boat trip together, he tells the captain to fly the yellow flag symbolizing cholera so that no passengers will get on or off. The captain does so however admonishes Florentino by saying that the surrounding towns are almost stripped bare of wood. As if predestined, they get stuck in the water and are questioned by the police as to the cholera on board. Here, they finally realize that barriers still exist in their love and they cannot simply sail off with the privacy that they wished for. It is paradoxical because this is the moment Florentino has been waiting for all his life and the current situation inhibits him from living in that dream. The theme that love knows no boundaries is still seen here as Florentino takes drastic measures to retain privacy for himself and Fermina. However, he must come to the realization that navigating the rivers forever concealed behind a yellow cholera flag is no solution. The point of view and structure of the novel, two things that contribute to helping the reader identify the theme of the piece, are masterfully intertwined with what critics term the Garcimarquesian voice (Ryan 217). It is told from a limited omniscient point of view, hence, the existence of one narrator through multiple flashbacks, and Marquez may sometimes withhold omniscient insight from his characters (Telgen 228). This is especially true in the latter part of the book when Fermina goes away and Florentino is alone to contemplate why she has suddenly left. The reader knows but it is impossible for the characters to have that same knowledge. The structure of the novel, divided into three main books, is characterized by a parallel series of boat rides (229). Each character seems to leave individually at some point and make vows to himself or herself that will change the outcome of the novel, and, therefore, the theme. The first boat ride, taken by Florentino, is an attempt to forget about Fermina. However, it proves fruitless as he resolves to love Fermina for the rest of his life (225). The second boat ride, taken by Fermina, is the beginning of a new life as she is now married to Dr. Urbino; she resolves to love her husband with mind and heart. The third boat ride occurs as a consummation of their own love and symbolizes the union of two elderly people who come together despite societal stereotypes. It accurately displays an elderly persons wishes as he/she can continue to receive emotional fulfillment to the end. Themes of continuous love and how true love can triumph are apparent while tracing the development of love through the maturation of the characters; this theme is again reflected in the idea of parallel boat rides. The Garcimarquesian voice (Ryan 217) comes about because of Marqeuzs incredible mastery of language and his special style known as magical realism. Although not as apparent in Love in the Time of Cholera as in his other works, such as 100 Years of Solitude, magic realism is defined by the critics as something that moves when nothing else does. It is what a stage director looks for when instructs a performer to keep the hands or feet still; to bind them, so that the features of the shoulders can make a more expressive performance. Garcia Marquezs art is a mighty transfiguration of these bound movements (Telgen 237). It has a simplicity that is so complex and expressive. The reader can sense each movement and make distinctions among all the actions. Another more concrete definition is that magical realism is a genre of fiction which blends mysterious, supernatural, and even surreal events with the hard political and social realities of life (Telgen 223). It juxtaposes two opposites, reality and utopia, so well that the characters seem engulfed in their own world and the reader is taken in by that. Love in the Time of Cholera is based more on social realism which focuses on social problems and the hardships of everyday life (Coover 253). More social detail is present with less mysticism as Marquez sets this novel in a city plagued by cholera. The sharp class divisions are shown by the detail with which certain events are described. On Dr. Urbinos visit to the slave quarters upon the request of a late friend, Dr. Urbinos horse drawn carriage was distinguishable from the few still left in the city because the patent leather roof was always kept polished, and it had fittings of bronze that would not be corroded by salt, and wheels and poles painted red with gilt trimming like gala nights at the Opera (Marquez 12). Also, the novel is primarily focused on urban society, as can be inferred from the presence of a busy ship port, and active elite society (Telgen 229). This setting contributes to the theme in making the connection that the symptoms of love and cholera are the same (224). Love, like cholera during epidemic times, leaves its mark, especially in the case of Florentino, who waited fifty one years. The continuous love and faithfulness expressed by him is admirable. Love in the Time of Cholera successfully intertwines several stylistic devices to create a novel with deep meaning. The age old theme of love knowing no boundaries is clearly demonstrated by Marquezs blend of legend and history in ways that make the legends seems truer than truth (Ryan 218). His writings are mystical and magical and accurately portray the transient nature of life, particularly recognizable as the main characters continue to age and mature (218). The novel stresses that nothing is everlasting and love never remains because people change, but rather remains because it has changed with the time that has changed the people. Love, sometimes portrayed as ephemeral, has managed to become permanent in the life of Florentino Ariza as he waited fifty one years, nine months, and four days to be with the one he loves. Beetz, Kirk. Love in the Time of Cholera. Beachams Encyclopedia of Popular Fiction. Vol. 5. Florida: Beacham, 1996. 14 vols. Coover, Robert. The Gossip on the Wall. New York Times Book Review. Rpt. In Gabriel Marquez. Contemporary Literary Criticism. Ed. Sharon Gunton. Vol 15. Detroit: Gale Research, 1980. 78 vols. 252-255 . Marquez, Gabriel G. Love in the Time of Cholera. Trans. Edith Grossman. New York: Alfred A. Knopf,Inc. , 1988. Ryan, Bryan. Gabriel Garcia Marquez. Hispanic Writers. Vol. 2. London: Gale, 1991. 2 vols. Telgen, Diane. Love in the Time of Cholera. Novels for Students. Vol 1. Detroit: Gale, 1997. 13 vols. 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our University Degree Social Theory section.

A Complete History of AP Classes and Controversies

A Complete History of AP Classes and Controversies SAT / ACT Prep Online Guides and Tips You probably imagine the AP exam program as one of the mysterious primordial forces of the galaxy, along with gravity and taxes. But, in actuality, the AP program is only about 60 years old. From its unabashedly elitist beginnings to its present attempts to democratize advanced high school coursework, read on to discover a brief history of AP classes and exams, some current AP controversies, and some thoughts on the program’s future. History of the AP Program The story of the AP program begins in the 1950s. In the midst of the Cold War, American policymakers began to fear that high school was not adequately preparing students for college and post-graduate studyand students with advanced training were viewed as an essential part of the American triumph over the Soviet Union.In response to the need to better integrate secondary and university education, the Ford Foundation created the Fund for the Advancement of Education (FAE) in 1951. One of FAE’s initial investigations involved examining the records of graduates of elite prep schoolsLawrenceville, Exeter, and Andoverwho were seniors at Yale, Harvard, and Princeton. They found that most students were taking entry-level coursework in their freshman year at college that merely repeated things they had already learned in high school. The final report suggested that more advanced high school students be allowed â€Å"advanced placement† in college coursework based on exam results. Meanwhile, a parallel FAE project worked on developing universal introductory college-level curriculafor implementation in high schools. Both studies together led to a pilot program with 27 schools administering the first AP tests in 1954. After the strong performance of the test-takers as compared to college freshman who had taken introductory university coursework, ten AP exams were rolled out nationally in 1956: Mathematics, Physics, Chemistry, Biology, English Composition, Literature, French, German, Spanish, and Latin. Management of the AP program was passed off to the College Board in 1955. In the early days, no exams were longer than three hours and students could take any number of exams for a $10 fee. From the beginning, students received scores from 1 to 5, as they do today. The 1960s saw the beginning of an increased focus on teacher training and exam grading standardization to increase overall program consistency.Subsequent decades have seen both a huge expansion in the number of students taking exams and in the number of different exams offered. Many exam and program revisions have also taken place amid concerns that the program is biased towards students of a higher socioeconomic status. Over the years, the price of each exam has risen dramatically. In 2015, each exam cost $91. Financial aid was available for a $26-28 discount, but this still leaves the cost at over $60 per exam. There are currently 37 courses, and over 2 million students took over 4 million AP exams in 2014. There are about 16 million high school students (of all grades) in the country, which means that one in eight, or about 12%, took at least one AP exam last year. For more on the history of the AP, see this in-depth article by history teacher Eric Rothschild. In the 1960s the AP Program expanded, and Buzz Aldrin prepared to go to the moon. Current Controversies For all that AP exams have become a key marker in high school coursework rigor and an integral part of the high-school-to-college transition, the history of AP classesis not without its issues and controversies. There are four main issues with the AP program currently under debate in the national discourse on education. The Program Is Biased Towards the Privileged In spite of the College Board’s attempts to make the exam fair for all and somewhat standardize curricula, the fact remains that the AP program is most successful at schools with more resources. These schools can afford the best teachers, smaller class sizes, newer textbooks, and better technology, all of which contribute to preparing students for AP exams. This means that students at less well-resourced public schools often do not receive adequate preparation for the exam, even if their schools offer AP courses. In this sense, the AP program does little to address real education inequity and may even perpetuate it. Even the cost of the exam is prohibitive to low-income studentswith financial aid, each exam is still over $60. The Too-Rapid Expansion of the AP Program A similar concern is that the rapid expansion of the AP program has set many students up to fail on their exams. Some have argued that the College Board pushes APs into low-income schools and promotes opening AP courses to all students (not just honors-level ones) too rapidly. Then, it’s argued, they don’t provide adequate support or resources in making sure schools can actually prepare students for the exams. This just leads to many students wasting money taking exams they are likely to fail. The Coursework Is Not College-Level Another common complaint is that AP coursework is not an adequate substitute for introductory college coursework. There are concerns that AP classes skim too much material too quickly, preventing students from developing in-depth knowledge or true understanding of the subject. This leads to students being unprepared for advanced-level coursework when they use their AP coursework to skip introductory classes. Some Schools Are Dropping the AP Program Some schools, most notably the University of Chicago Lab School, are dropping AP courses from their offerings amid concerns that the courses prevent teachers and students from truly rewarding, in-depth academic inquiry of subjects. Of course, others have pointed out that it’s really only prestigious high schools that can afford to drop AP classes since, for many schools, AP coursework is the primary marker of academic rigor on student college applications. In that sense, it’s unlikely that there will be a mass exodus away from the AP program anytime soon. Only fancy schools can drop their AP courses for other advanced coursework. The Future of the AP Program There are, in general, two major movements within the AP program to address some of these concerns: revising courses and introducing new courses. Course Revisions A huge number of AP Courses have been recently revised or are in the process of revision. Of course, each course is different, but there have been some general themes to the changes. One major aim is to reduce the content scope of many of the courses so that students can get more mastery over a narrower span of subject matter. Another major change is to focus more on critical thinking and analysis skillsan example of this change is the focus on analyzing sources on the revised history exams. The hope is that by teaching more skills and less content for rote memorization, students will gain more concrete academic competencies from AP courses that they can carry forward into college. Introducing New Courses and Programs Another change has been to introduce some new courses, like AP Computer Science Principles. The most notable addition, however, is the AP Capstone program, which is designed to compete with IB. To get an AP Capstone diploma, students need to take one year of the new AP Seminar course followed by one year of the new AP Research course, in addition to four other AP courses. Students need to score a 3 or better on all exams/courses to get the AP Capstone diploma. AP Seminar and AP Research are designed to much more closely mimic the feel of a small college seminar class, with an interdisciplinary focus and lots of extended individual inquiry. The AP Capstone program aims both to better prepare students for college coursework and to bring more cohesion to the AP program in general. Will future AP exams be proctored by robots? KeyPoints in the History of AP Exams and Courses The AP Program started as a pilot program in the 50s, amid concerns that students in high school were not being adequately prepared for advanced coursework and college and graduate education.From its small beginnings, the AP Program has become a giant, with over 2 million students taking AP exams in 2014. However, the program isn’t without its critics. There are concerns that the program perpetuates education inequity, that it has expanded too rapidly to prepare schools or students for the coursework, and that the coursework is not college-level. Some elite high schools have even dropped their AP programs. In response to some of these issues, the College Board is in the midst of an extensive revision process that has narrowed the content scope of many courses and placed an increased focus on academic skills and critical thinking. They have also introduced the AP Capstone program, an AP diploma program designed to create a more cohesive AP experience. In spite of its issues, it doesn’t seem like the AP program is going anywhere anytime soon. It continues to be one of the primary markers of rigor on a student’s high school transcript. But it will be interesting to see what the future holds! What’s Next? Wondering about the new AP Capstone program described in this article? See our guides to AP Seminar, AP Research, the AP Capstone program, and which schools are currently participating the AP Capstone program. If you’re looking for more information about the AP program, see our articles on whether or not the College Board is mismanaging the AP program and five problems with the AP program. Curious about the IB program, too? See our introduction to the IB program.

Biography of Chief Massasoit, Native American Hero

Biography of Chief Massasoit, Native American Hero Chief Massasoit (1580–1661), as he was known to the Mayflower Pilgrims, was the leader of the Wampanoag tribe. Also known as The Grand Sachem as well as Ousemequin (sometimes spelled Woosamequen), Massasoit played a major role in the success of the Pilgrims. Conventional narratives of Massasoit paint the picture of a friendly Native American who came to the aid of the starving Pilgrims- even joining them in what is considered the first Thanksgiving feast- for the purpose of maintaining peaceful relationships and harmonious co-existence. Fast Facts: Known For: Leader of the Wampanoag tribe, who helped the Mayflower PilgrimsAlso Known As: The Grand Sachem, Ousemequin (sometimes spelled Woosamequen)Born: 1580 or 1581 in  Montaup, Bristol, Rhode IslandDied: 1661Children: Metacomet,  WamsuttaNotable Quote: What is this you call property? It cannot be the earth, for the land is our mother, nourishing all her children, beasts, birds, fish and all men. The woods, the streams, everything on it belongs to everybody and is for the use of all. How can one man say it belongs only to him? Early Life Not much is known about Massasoits life before his encounters with the European immigrants other than he was born in Montaup (now Bristol, Rhode Island) around 1580 or 1581. Montaup was a village of the Pokanoket people, who later became known as the Wampanoag. By the time of the Mayflower Pilgrims interactions with him, Massasoit had been a great leader whose authority extended throughout the southern New England region, including the territories of the Nipmuck, Quaboag, and Nashaway Algonquin tribes. Colonists Arrival When the Pilgrims landed in Plymouth in 1620, the Wampanoag had suffered devastating population losses due to a plague brought by Europeans in 1616; estimates are that upwards of 45,000, or two-thirds of the entire Wampanoag nation, had perished. Many other tribes had also suffered extensive losses throughout the 15th century due to European diseases. The arrival of the English with their encroachments on Indian territories combined with the depopulation and the Indian slave trade, which had been underway for a century, led to increasing instability in tribal relationships. The Wampanoag were under threat from the powerful Narragansett. By 1621, the Mayflower Pilgrims had lost half of their original population of 102 people as well; it was in this vulnerable state that Massasoit as the Wampanoag leader sought alliances with the equally-as-vulnerable pilgrims. The Pilgrims were impressed with Massasoit. According to MayflowerHIstory.com, Plymouth colonist Edward Winslow described the chief as follows: In his person he is a very lusty man, in his best years, an able body, grave of countenance, and spare of speech. In his attire little or nothing differing from the rest of his followers, only in a great chain of white bone beads about his neck, and at it behind his neck hangs a little bag of tobacco, which he drank and gave us to drink; his face was painted with a sad red like murry, and oiled both head and face, that he looked greasily. Peace, War, and Protection When Massasoit entered into a treaty of mutual peace and protection with the pilgrims in 1621, there was more at stake than a simple desire to make friends with the newcomers. Other tribes in the region were entering into agreements with the English colonies as well. For example, the Shawomet Purchase (todays Warwick, Rhode Island), in which sachems Pumhom and Sucononoco claimed they had been forced to sell under duress a large tract of land to a rogue Puritan group under the leadership of Samuel Gorton in 1643, led to tribes placing themselves under the protection of the Massachusetts colony in 1644. By 1632, the Wampanoags were engaged in a full-scale war with the Narragansett. Thats when Massasoit changed his name to Wassamagoin, which means Yellow Feather. Between 1649 and 1657, under pressure from the English, he sold several large tracts of land in Plymouth Colony. After abdicating his leadership to his eldest son Wamsutta (aka Alexander), Massasoit is said to have gone to live the rest of his days with the Quaboag who maintained the highest respect for the sachem. Later Years and Death Massasoit is often held up in American history as a hero because of his alliance and assumed love for the English, and some of the documentation hints at an overestimation of his esteem for them. For example, in one story when Massasoit contracted an illness in March 1623, Plymouth colonist Winslow is reported to have come to the side of the dying sachem, feeding him comfortable conserves and sassafras tea. Upon his recovery five days later, Winslow wrote that Massasoit said that the English are my friends and love me and that whilst I live I will never forget this kindness they have showed me. However, a critical examination of the relationships and realities casts some doubt over Winslows ability to heal Massasoit, considering the Indians superior knowledge of medicine and likelihood that the sachem was being attended to by the tribes most skilled medicine people. Still, Massasoit lived for many years after this illness, and he remained a friend and ally of the Mayflower Pilgrims until his death in 1661. Legacy Peace between the Wampanoag Nation and the Pilgrims lasted for four decades after the 1621 treaty, and centuries after his death, Massasoit has not been forgotten. For more than 300 years, Massasoit, and many artifacts related to his time as chief were buried in Burr’s Hill Park, which overlooks Narragansett Bay in the present-day town of Warren, Rhode Island. A confederation of Wampanoags, who still live in the area, worked for two decades to secure funding and dig up Massasoits remains and the remains and artifacts of many other Wampanoag tribe members who were buried in Burrs Hill. On May 13, 2017, the confederation re-interred the remains and items in the park in a concrete vault marked with a simple boulder during a solemn ceremony. They hope the burial site will eventually be added to the National Register of Historic Places. Ramona Peters, the repatriation coordinator of the Wampanoag Confederation who led the project, explained shortly before the re-interment: I would hope Americans would be interested too. Massasoit made it possible for the colonization of this continent. Sources Daley, Jason. â€Å"Massasoit, Chief Who Signed Treaty With the Pilgrims, To Be Reburied.†Ã‚  Smithsonian.com, Smithsonian Institution, 21 Apr. 2017.Hayes, Ted. â€Å"Burrs Hill Re-Burial to Be Solemn, Private Affair.†Ã‚  RhodyBeat, 12 May 2017.â€Å"Massasoit.†Ã‚  MayflowerHistory.com.â€Å"Massasoit Quotes. AZ Quotes.