Free Essays on An Event A Book Or Movie That Affected My Life

Is there really such a thing as an event, movie or a book that could really change or affect somebody’s life? The answer will definetly be yes! My story began five years ago from a simple blood test I had to do. Being a volleyball player like all the other athletes i had to carry with me a health ID card to every game. To publish that ID card I had to go through a series of tests to confirm that I was healthy, in which one was the blood testing. I then discovered that my blood type was rhesus O negative and that was impossible since my parents were both rhesus A positive. I knew from my biology class that a chance for a child of both parents with blood type Rhesus A to have a Rhesus O was one in a billion. Could I have been that one in a billion child? I started asking questions to my parents but the answers I was getting weren’t satisfactory. So I decided to look and find for my birth certificate. After days of research I finally found it at the private clinic I was born. Until then it was no surprise to me that my parents weren’t really my birth parents. I ‘ve been adopted at the age of one month. It my sound crazy that I wasn’t surprise but I knew that something was wrong since I got my blood test results. At that point I had to search for my birth parents! It wasn’t very hard finding them since my real parents were very near by. My godmother and my godfather! My adopted parents explained to me that due to a health problem they couldn’t have kids. My â€Å"mum† was desperate for a child so her best friend, my godmother, decided to give to her the next baby she would give birth to. And that was me! Now how my life changed? Well I decided to stay with my adopted parents since they are the ones that raised me and I have no complains about the way they have been treating me. I love them like being my biological parents. As for my real parents, they are like my second family. I c... Free Essays on An Event A Book Or Movie That Affected My Life Free Essays on An Event A Book Or Movie That Affected My Life Is there really such a thing as an event, movie or a book that could really change or affect somebody’s life? The answer will definetly be yes! My story began five years ago from a simple blood test I had to do. Being a volleyball player like all the other athletes i had to carry with me a health ID card to every game. To publish that ID card I had to go through a series of tests to confirm that I was healthy, in which one was the blood testing. I then discovered that my blood type was rhesus O negative and that was impossible since my parents were both rhesus A positive. I knew from my biology class that a chance for a child of both parents with blood type Rhesus A to have a Rhesus O was one in a billion. Could I have been that one in a billion child? I started asking questions to my parents but the answers I was getting weren’t satisfactory. So I decided to look and find for my birth certificate. After days of research I finally found it at the private clinic I was born. Until then it was no surprise to me that my parents weren’t really my birth parents. I ‘ve been adopted at the age of one month. It my sound crazy that I wasn’t surprise but I knew that something was wrong since I got my blood test results. At that point I had to search for my birth parents! It wasn’t very hard finding them since my real parents were very near by. My godmother and my godfather! My adopted parents explained to me that due to a health problem they couldn’t have kids. My â€Å"mum† was desperate for a child so her best friend, my godmother, decided to give to her the next baby she would give birth to. And that was me! Now how my life changed? Well I decided to stay with my adopted parents since they are the ones that raised me and I have no complains about the way they have been treating me. I love them like being my biological parents. As for my real parents, they are like my second family. I c...

Unitary Executive Theory and the Imperial Presidency

Unitary Executive Theory and the Imperial Presidency To what extent can presidential power be restricted by Congress? Some believe that the President holds broad power, citing this passage from Article II, Section 1 of the U.S. Constitution: The executive Power shall be vested in a President of the United States of America. And from Section 3: [H]e shall take Care that the Laws be faithfully executed, and shall Commission all the Officers of the United States. The view that the President holds total control over the executive branch is called the unitary executive theory. The Unitary Executive Theory Under the Bush administrations interpretation of the unitary executive theory, the President has authority over members of the executive branch. He functions as a CEO or Commander-in-Chief, and his power is restricted only by the U.S. Constitution as interpreted by the Judiciary. Congress can hold the President accountable only by censure, impeachment or constitutional amendment, Legislation restricting the executive branch has no power. The Imperial Presidency Historian Arthur M. Schlesinger Jr. wrote The Imperial Presidency  in 1973,  a groundbreaking history of presidential power centering on an extensive critique of President Richard Nixon. New editions were published in 1989, 1998 and 2004, incorporating later administrations. Although they originally had different meanings, the terms imperial presidency and unitary executive theory are now used interchangeably, although the former has more negative connotations. A Short History of the Imperial Presidency President George W. Bushs attempt to obtain increased wartime powers represented a troubling challenge to American civil liberties, but the challenge is not unprecedented: The Sedition Act of 1798 was selectively enforced by the Adams administration against newspaper writers who supported Thomas Jefferson, his challenger in the 1800 election.The very first landmark U.S. Supreme Court case in 1803,  Marbury v. Madison, established the power of the judiciary by resolving a separation-of-powers dispute between the President and Congress.President Andrew Jackson openly defied a Supreme Court ruling – the first, last and only time that any U.S. President has done so  Ã¢â‚¬â€œ in Worcester v. Georgia  in  1832.  President Abraham Lincoln took on unprecedented wartime powers and violated multiple civil liberties on a large scale during the American Civil War,  including due process rights for U.S. citizens.During the first Red Scare following World War I, President Woodrow Wilson suppressed free speech, deported immigrants on the basis of their political beliefs and ordered massive unconstitutional raids. His policies were so draconian that they inspired protesters to form the American Civil Liberties Union in 1920. During World War II, President Franklin D. Roosevelt issued an executive order calling for the forced internment of over 120,000 Japanese Americans, as well as forced surveillance, ID cards and occasional relocation for immigrants from other perceived hostile nations.President Richard Nixon openly used executive branch law enforcement agencies to attack his political opponents and, in the case of Watergate, to actively cover up his supporters criminal activities.Presidents Reagan, H.W. Bush, and Clinton all actively pursued expanded presidential powers. One particularly stunning example was President Clintons claim that sitting presidents are immune from lawsuits, a position the Supreme Court rejected in  Clinton v. Jones  in 1997.   Independent Counsel Congress passed a number of laws restricting the power of the executive branch after Nixons imperial presidency.  Among these was the Independent Counsel Act which allows an employee of the Department of Justice, and thereby technically the executive branch, to operate outside the Presidents authority when conducting investigations of the President or other executive branch officials. The Supreme Court found the Act to be constitutional in Morrison v. Olson  in 1988.   Line-Item Veto Although the concepts of the unitary executive and the imperial presidency are most often associated with Republicans, President Bill Clinton also worked to expand presidential powers. Most notable was his successful attempt to convince Congress to pass the Line-Item Veto Act of 1996, which allows the President to selectively veto specific parts of a bill without vetoing the entire bill. The Supreme Court struck down the Act in Clinton v. City of New York in 1998.   Presidential Signing Statements The presidential signing statement is similar to the line-item veto in that it allows a President to sign a bill while also specifying which parts of the bill he actually intends to enforce. Only 75 signing statements had ever been issued until the time of the Reagan administration. President Andrew Jackson issued only one.  Presidents Reagan, G.H.W. Bush and Clinton issued a total of 247 signing statements.President George W. Bush alone issued more than 130 signing statements, which tended to be more sweeping in scope than those of his predecessors.President Barack Obama issued 30 signing statements through 2016, even though he indicated in 2007 that he disapproved of this tool and would not overuse it.   Possible Use of Torture The most controversial of President Bushs signing statements was attached to an anti-torture bill drafted by Senator John McCain (R-AZ): The executive branch shall construe (the McCain Detainee Amendment) in a manner consistent with the constitutional authority of the President to supervise the unitary executive branch...which will assist in achieving the shared objective of the Congress and the President...of protecting the American people from further terrorist attacks.

Implications to Operations for Chryslers' Introduction of the Fiat Essay

Implications to Operations for Chryslers' Introduction of the Fiat - Essay Example Chrysler’s plants immediately began working on the new Italian models as part of the deal, and the United States treasury loaned the organization 4.7 billion dollars to begin the project. The Canadian government was also included in the contract and controls 10% of the company. Asa result, Fiat was owned up to 35% of its production, and the United Autoworkers Union owned 55%. The introduction of the Fiat 500 into the United States market was not expected to move adequate units and make a considerable effect on the 1.57 million-unit aim. The Fiat label will have its activities carried out in its individual amenities, making its novel subcompact make additional foot travel to contracts. Another implication of the merger on the operations of Chrysler is the introduction of improved models and the come back of the Fiat label in the United States, on top of new merger brands. The company plots on using up 68% more expenses on promotion and marketing the financial year. This develop ment was evident when Chrysler spent millions of dollars to come up with the longest commercial in Super-bowl history (Bennett, 2011). The renewal of Chrysler provides Fiat with a cushion for Italy’s decline and poor reputation caused by its chief executive. Marchionne's revitalization of the corporation has intensified the company’s anguish in the European markets (Bennett, 2011). In the United States, the dominating development and management assets of Chrysler group have left Fiat with old models. The position has made Italy’s biggest car producer become in need of traditionally unpredictable Chrysler profits. Chrysler might also have to report profits made prior to interest, duties and occasional items worth 1.18 billion dollars during the second half of 2011. In comparison with 629 million dollars from Fiat’s long-established activities, earnings from Ferrari and Maserati models were included in accordance with the standard approximations of six comp any analysts. Trading earnings for the United Chrysler group were consistent with Fiat’s findings from June. Such results were expected to arrive at 2.6 billion dollars by the end of the coming year. In 30 April 2009, Chrysler recorded and proclaimed a merger with Fiat, while filing for insolvency. Independently, the proclamation made the Financial Accountings Standards alter the â€Å"mark-to-market† accounting decree to offer commercial banks more discretion in reporting worth of capital. In Brazil alone, the Fiat group automobiles sustained its management status, delivering a sum of 761, 400 passenger cars and light commercial automobiles. These figures and position of the company will stand for a year-on rise of 1.6% of profits. When the market is taken as a whole market, Chrysler group merger with Fiat marketplace is developing 10.6%; FGA accomplished a 22.8% share of the year, which is a negative 1.7% of percentage points in the market share (Bennett, 2011). The revitalization at Chrysler has assisted Marchionne to triumph over financial speculators to his advantage and make a worldwide automobile group rivaling Volkswagen. The shares have decreased by 40% in the past three months. This was recorded as one of the worst performances in the Bloomberg European automobiles guides, behind France’s PSA Peugeot Citroen. The Chrysler group has been managed under three diverse leaders in the past four years,

Smoking in public places Essay Example | Topics and Well Written Essays - 750 words

Smoking in public places - Essay Example According to the Centers for Disease Control and Prevention, the use of tobacco is the single most preventable risk to human health in the developed countries. In addition, it is one of the most vital causes of worldwide premature deaths. In the United States, many states have already banned smoking at the public places and California is one of them. In fact, the state of California has one of the strictest laws against smoking at the public places in the world. California decided to take serious steps to control the smoking in the public places in 2001. Governor Davis signed AB188 prohibiting the smoking or disposal of any "cigarette, cigar, or other tobacco-related product" within a playground or tot lot sandbox area and establishing a $100 fine for any violation. (Not Available) Smoking is prohibited in all the workplaces, including but are not limited to restaurants, bars, casinos, gambling clubs, play pits, play structures, backstops, sports fields, tennis courts, and picnics reserved places. When adults smoke in front of young children, it would not give a good impact on their amateur minds. They start feeling that smoking is a good thing and normalizes it. According to the statistics, the average starting age of an adult smoker is thirteen years old. All city laws rely on public education, signage, and voluntary compliance while providing citation authority to peace officers and, in some cases, park rangers and environmental health officers. (Board of Supervisors) Restricted Places (LA) The restricted places in the Los Angeles County are Alhambra - prohibits smoking within 100 feet of a tot lot playground or baseball field; Baldwin Park - has smoke-free policies for its parks; Compton - has smoke-free policies for its parks; Covina - has smoke-free policies for its parks; Beverly Hills - curb-to-curb, smoke-free parks; La Puente - has smoke-free policies for its parks; Long Beach - Drake park is smoke free; Los Angeles -tobacco-free zones include play areas, baseball diamonds, sport courts and areas, and permitted picnic areas; Pasadena - prohibits smoking in all parks and public golf courses; Santa Monica - curb-to-curb, smoke-free parks; San Fernando - curb-to-curb, smoke-free and tobacco or tobacco-related products parks; and West Hollywood - one pocket park is entirely smoke free. (Not Available) From the above discussion, we can conclude that the passive smoking is as dangerous as actual smoking. The passive smoking is not only the issue of the United States - it is the prevalent issue of the whole world. Every day hundreds of people are dying just because of the smoking related diseases such as lung cancer. It is believed that there is no other way except to ban smoking in the public places to reduce its lethal effects. In the United States, many states have already taken several steps to

Nietzsche and the Nazis Essay Example for Free

Nietzsche and the Nazis Essay The word Nazi has been recalled with feelings of regret, fear, horror and the threat of violent crimes throughout human history. However, nothing can conceal or change the reality of the period of Nazi Weltanschauung and its consequences for humanity and culture. It was a deep refreshment of German souls as the Aryan race and a collective movement of intellectuals, writers and social leaders in support of Christian and Protestant society against Jews. Nevertheless, the appealing eccentricity of the growing ideology among anti-Semite writers and thinkers very much attracted the attention of the Nazis. They examined the complex philosophical works of Nietzsche, Hegel, Fichte, Treitschke, and Huston Stewart Chamberlain, and ultimately concluded with the hard philosophy of Nazism, including racist, nationalistic, and anti-Semitic attitudes (Aschheim, 1992, p. 123). It was not very difficult for Nazis to find a way to utilize many intellectuals ideal systems, philosophies and literature as they proceeded in the way that led to the holocaust and racial genocide. For instance, Wagner hated Jews, thus, his operas contained myths, fighting, pagan gods, heroes and demons. As an artist, Wagner had bred the growing hunger of anti-Semitism with his art to a great extent. Besides Wagner, Huston Stewart Chamberlain, the British author who was the composer Richard Wagners son-in-law, deeply influenced Hitler with his fundamentally racist text Foundations of the 19th Century, and understanding this helps to explain why the Holocaust took place (Harms, 2001). Nonetheless, Hegel believed that the state was everything and war was a great purifier. Thus, the idea of restoring the ethical health of people was borrowed from Hegels philosophy by the Nazis. On the other hand, politicians like Georg von Schà ¯Ã‚ ¿Ã‚ ½nerer, a German nationalist and a strong anti-Semite, and Karl Lueger, the mayor of Vienna, supported Nazi Weltanschauung from the heart by their political policies and notions. However, unlike the other cultural icons Nazis utilized, the relationship between Nietzsche and the Nazis developed in an odd, but widely effective manner. Nietzsches influence as a philosopher and a writer was apparently limited to his closest friends and some intellectuals in Austria, France and Denmark (Canada, 1997). His books were not widely read or considered by publishers. However, after becoming insane by the end of the 1890s, his fame immediately spread around Europe and he became a figure of considerable importance in German history. Macintyre states in his book The Forgotten Fatherland (as cited in Canada, 1997) that Nietzsches name started to appear in popular German journals and newspapers as well as numerous books, which collectively promoted him as the philosopher of the time, whose influence is stirring the entire cultural world. This shift in the attitude toward Nietzsche and his work was a bit because of the ideological movement from rationalism and empiricism to romanticism during the end of the eighteenth century and the beginning of the nineteenth century, according to Hintons Nietzsche in German Politics and Society (as cited in Canada, 1997). Consequently, suffering the subjugation of Napoleon as well as witnessing the growing strength of the West, the German population, experiencing a sense of inferiority, attempted to assure itself of its innate superiority by glorifying its history and culture with no doubts, according to the point of view Kohn (as cited in Canada, 1997). At this point, Nietzsches mental death made him a prime target for this German myth-making project. Nietzsche and his philosophys affiliation with the Nazi movement occurred as a product of the need for raw material to build a new valid consciousness for humanity under the unity of a superior nation. Hitler and other Nazi leaders made use of Nietzschean philosophy wherever possible. In other words, Nietzsches philosophy was a blueprint for the Nazis war, and they took Nietzsches logic to drive the atheistic world view to its legitimate conclusion (Krueger, 2001). Nietzschean phrases and themes, such as lords of the earth, the will to power, herd instinct, were most often used in public speeches, and written expressions of Nazi leaders, furthermore, appeared even in Hitlers book, Mein Kampf, many times. Nietzsches open-ended philosophy gave big opportunities to Nazis as a means of support for their war. For instance, in The Will to Power, Nietzsche exclaims (as cited in DeLong, 1959): A daring and ruler race is building itself up. The aim should be to prepare a transvaluation of values for a particularly strong kind of man, most highly gifted in intellect and will. This man and the elite around him will become the lords of the earth.' Ultimately, the idea of superior German nation, the idea of superior individuals overmans, in other words as members of that nation and the idea of exerting extreme power over others that were inferior and weak, emerged as the fundamental codes of Nazi culture, and keywords for their aim. Nietzsche played a key role in the development and preservation of the cultural and ideological foundations of the Nazis (Canada, 1997). In short, in terms of political culture, with his peculiarity; Nietzsche had a significant role in German history by having an important effect on the Nazi movement. As Crane Brinton states (cited in Geib, 2001), Nietzsche called for the superman; Mussolini and Hitler answered the call. Nazis and other anti-Semites perceived Jews as scapegoats in every situation, even for their own personal failings. They never forgave the Jews for possessing spirit and money, and named them as underprivileged (Canada, 1997). This notion was very similar to the one that Nietzsche used to describe his overman in Thus Spoke Zarathustra (1967): For that man be delivered from revenge that is for me the bridge to the highest hope and a rainbow after long storms (127). At this point, it is clear that, according to the point of view of the Nazis, Nietzsches open-ended philosophy was working for them and their goal, while making Nazis ideologies concrete and reliable. The Nietzschean overman was the model of the Aryan race, which was destined to conquer other lesser races in the global struggle for racial supremacy (Canada, 1997). Nietzschean heroic idealism embodied the virtues of hardness, masculinity, leadership, courage, power, struggle, and the various other characteristics promoted by the Nazis. By introducing the overman to humanity, Nietzsche advised people to challenge themselves, not to live passively. It was a good reason for anti-Semites to take action and responsibility in the way that led toward creating a higher against reproducing a lower. Having a great willingness to be powerful in order to take possession of the life and destiny of a superior race, Nazis needed the cooperating hand and inspiration of Nietzsches philosophy, and Nietzschean themes and phrases, such as the will to power. Because Nietzsche cried out for the survival of the strongest, thus, a strong world while building his philosophy and creating the overman, at the same time, he supplied Nazis with a strong argument that they later used to reinforce their ideological system and movement. As Nietzsche exclaimed for the masters and slave morality, anti-Semites perceived themselves as the master of the world, commanding the rest as humiliated slaves. They treated people other than anti-Semites as dangerous creatures or obstacles threatening the cultural and racial superiority of the Aryan state. By exerting force on them, Nazis kept themselves safe from the misfortune and curse of declining Jews. They stepped forward in every situation that gave them the chance to realize the Nietzschean slogan: Whatever does not kill me makes me stronger. Moreover, they preferred war and courage to charity, with the illumination of the Nietzschean phrase, Ye shall love peace as a means to new wars (as cited in DeLong, 1959). They fought for years, lived dangerously and tried to become hard in terms of the Nietzschean will to power. War against the lower to attain the higher was a kind of ritual for the purpose of the Nazi movement. Besides all the inner attractive forces of Nietzsches philosophy for the Nazis, Nietzsches Sister Elizabeth (who was a radical anti-Semite), had a vital influence in the affiliation of Nietzsche and the Nazis. She interpreted everything in Nietzsches philosophy as creating a perfect accord with Nazi ideologies and values. In other words, she served Nietzsches philosophy on the ideological plates of the Nazi leaders as the main food of their meal. After the death of Nietzsche, Elizabeth took over the control of Nietzschean ideas and themes, and immediately hurled them upon the Jews with ideal appropriations she could succeed in making legitimate. For instance, as Kaufmann states, Elizabeth published new editions that incorporated her own introductions, which were intended to explain those passages that seemed antagonistic to the pro-German image of Nietzsche she was attempting to create. In many instances, Elisabeth rearranged material and included new passages in her editions of her brothers work (as cited in Canada, 2001). In short, Elizabeth reflected Nietzsche as a German patriot and a heroic warrior in the Nazi movement (Aschheim, 1992, p. 47-48). After all, Elizabeth Nietzsche became an important icon for the Nazis as both the sister and a wonderful follower of Nietzsche. Rosenbergs elaborate funeral service for Zarathustras sister was the best example of Elizabeth Nietzsches importance. On the other hand, anti-Semitism was the mainstay of the Nazi movement, and the structure of the Nazi movement was shaped completely according to the spirit of anti-Semitism. The Nazis built their education and jurisprudence system upon the basis of the Nietzschean philosophy. Heroic idealism and the will to power were the basic themes of the Nazi education system, where they perceived Nietzsche as their teacher (Aschheim, 1992, p.234). In this way, the objective of education was fairly clear: Nazis wanted to manufacture efficient, clever, and brave soldiers and leaders of tomorrows Germany. Under the direction of Rosenberg, Hitlers appointed supervisor of German educational activities, along with Bernhard Rust, the Reich Minister of Education, the Nazi educational system was inundated with Nietzschean literature. Parts from such works as Thus Spoke Zarathustra, Beyond Good and Evil, and The Will to Power were heavily integrated into the school system as required reading (Aschheim, 1992, p.245). Too much of Nietzschean strong, meaningful, encouraging phrases and slogans like whatever does not kill me makes me stronger or I have a why of living and can put up with any how were repeated continuously and drawn into the mainstream thought of Nazi youth. Besides the influence of Nietzschean doctrines in the education system, the jurisprudence and judgment system were inspired by Nietzsches philosophy, as well. Hans Frank, the Reich Commissioner for Justice, once commented, Both personally and objectively, it is of importance to me that Nietzsche of all people has become the mentor of German jurisprudence (as cited form Macintyre in Canada, 2001) As in the case of education, thoughts and writings of Nietzsche were altered and appropriated to the Nazis legal and judicial objectives. In terms of these, violent punishments of anti-Semites were understood as being advocated in the words of Nietzsches philosophy. For instance, having experienced life in the concentration camps of the Nazis, Dr. Victor Frankl asserted (as cited in Geib), I am absolutely convinced that the gas chambers of Auschwitz, Treblinka and Maidanek were ultimately prepared not in some ministry or other in Berlin, but rather at the desks and in the lecture halls of nihilistic scientists and philosophers. As it is clear in the preceding quotation, the educational system based on Nietzschean doctrines was inevitably one of the main points of argument for the reasons of genocide and other violent acts committed by Nazis. Without a question, Nietzsche was perceived by the Nazis as being the intellectual and spiritual pillar of their regime (Canada, 1997). Such a creative policy gave the Nazis an intellectual justification and respectability to their ideology, while being the source of legitimization to their actions as well. Perhaps the most telling explanation of Kohn (as cited in Canada, 1997) concerning the Nazis motivation for appropriating Nietzsche, was that the former were attempting to create a mythical continuity in German history that would serve as a means for legitimizing the Nazi Weltanschauung.. As a result, with the great desire of being the biggest power not only in Germany, but also in the rest of the world, the Nazis made use of everything that would serve their purposes. And building upon a philosophical basis of a very appropriable scheme of Nietzsche, Nazis managed to draw their political culture upon vital foundations of one of the turning points of German history. Bibliography Aschheim, S. E. (1992). The Nietzsche Legacy in Germany, 1890-1990. Berkeley: University of California Press. Canada, G. (2001). Nietzsche and the Third Reich. In Nietzsche [online]. Available: http://student.vwc.edu/~phialpha/%5CGreg.html (December 8. 2001). DeLong, J. B. (1998). William L. Shirers Take On The Relationship Between Friedrich Nietzsche and The Nazis. In Nietzsche and Hitler [online]. Available: http://econ161.berkeley.edu/TCEH/Nietzsche.html (December 12, 2001) Geib, R. J. (2001) Frederick Nietzsche: Religion, Imagery and Politics [online]. Available: http://www.rjgeib.com/thoughts/nietzsche/nietzsche.html (December 1, 2001). Harms, W. (2001) Bernard Silberman. In University of Chicago Quantrell Award Winner Bernard Silberman [online]. Available: http://www-news.uchicago.edu/resources/quantrell/silberman.html (December 7, 2001). Krueger, D. (1997). A Review of Zachariass A Shattered Visage: The Real Face of Atheism. In That Colossal Wreck [online]. Available: http://www.infidels.org/library/modern/doug_krueger/colossal.html (December 12, 2001). Nietzsche, F. W. (1967). Thus Spoke Zarathustra. New York: Heritage Press.

Girls Like Us Essay -- essays research papers

Girls Like Us   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Girls Like Us is an intimate portrayal concerning four girls who grew up all with different ethnic backgrounds and various forms of parental guidence. Anna Chau is Vietnames with strict parents and good beliefs, Lisa Bronca is a Caucasion Catholic, De'Yonna Moore is African-American with strong goals who lives with her Grandma and Raelene Cox is a young white girl who comes from a broken home with little parental guidence. Girls Like Us shows examples of structural functionism, and conflict theory, as well as symbolic interactionalism. This movie really intersted me because I actually got to see each of these girls grow up. This film also contained implications for the science of sociology.   Ã‚  Ã‚  Ã‚  Ã‚  I believe that the main point of the movie Girls Like Us was to show examples of how different lifestyles could have an impact on young girls growing up today. It actually showed these different girls at different important stages in their lives so we got to see how strong their goals were at the beginning, and how they changed with time and maturity. It showed how family history and ethnic diversity has an important role in the lives of young girls. It was a good way to show how lifestyles in general impacted each of these girls futures in so many ways. It takes four girls all with different families and different religious beliefs and asks them about their goals and lives when they are young. Then we see them again each year and it shows the changes in personality as well as in their beliefs and goals. In this movie Elements of structural functionalism were definately present. For example, each of these girls were from the same society, but all their religious a nd ethical backgrounds varied. Depending on their history and family each girl had a different view on topics like premarital sex or college goals. I feel that because Raelene's mom didn't care much about raelene or how well she did in school, neither did Raelen. This probably led her to the path of dropping out of school and teen pregnancy. Then we meet Anna Chau who tells us she would never have premarital sex because it's not allowed and she plans to someday go to college. Anna's father and her culture would be the functionalist because they stressed education and religion. Co... ...weather or notl their children succeed. Anna's story has another example of this when she says she would get in trouble for kissing a guy, although she does have premarital sex, she says she doesnt like it, doesnt like her boyfriend and feels dirty afterwards. I think this is because she was brought up thinking it was wrong and will always believe that. Lisa's mother has been divorced 3 times and then Lisa's boyfriend cheats on her and she stays with him, they talk about marraige like its nothing. I think this is because she saw her mother do ti so many times it just seemed normal like it was no big deal. Her mother did however stress school was important and Lisa has never missed a day of school and goes on to attend college.   Ã‚  Ã‚  Ã‚  Ã‚  I really enjoyed the movie Girls Like Us. I liked watching these girls grow up and change their whole lives around. It showed how the science of sociology is present in everyday lives and relationships and how conflicts can change a person for the better or the worst. What a learned most from this movie was how structural functionalism really does play a major part of how we grow up no matter what our ethnic backgrounds may be.

Can illiterate Students Graduate from High School?

According to a study conducted by the U. S. Department of Education and the National Institute of Literacy, â€Å"14 percent of American adults can't read, and 19 percent of high school graduates can't read. † What’s more, the number of functionally illiterate adults is increasing by approximately two and one quarter million persons each year. Why does this condition exist? There are four primary reasons students might graduate from high school without knowing how to read.There could be additional factors such as geographical factors, individual disabilities, gender bias, inadequate facilities and poverty; however, illiteracy continues to have these four main causes: cheating on the exams, social promotion, a kind of special talent and proficiency at memorizing examinations. The first strategy to mention is cheating. As John Corcoran, a former high school and head of a multi-million dollar business but couldn’t read due to dyslexic, used to cheat on the examinati ons, explains, â€Å"I was like a cat burglar, and the jewels were the degree†(Feeney).Like Corcoran, students cheat in may ways. Some of them copy from others; some take out their textbooks or reference books to copy; some copy from small pieces of paper on which they had prepared the answer for the exams; still some use the modern communication tools such as an Iphone or Ipad. No one likes to fail, neither do illiterate students; therefore, they regard cheating as a short cuts to pass their exams to earn a high school diploma.Another way that illiterate students graduate from high school is thanks to social promotion, the practice of promoting a student to the next grade only at the end of the current school year, regardless of when or whether they learn the required knowledge. This allows them to keep them with their peers by age, protect their self-esteem and promote the students who are weak in one subject on the basis of strength in the other areas(Cooper).For instance, we didn’t have social promotion before 1992 in China, and the entrance exam was extremely challenging. The students who failed had to be held back. However, educators claimed that retention was not a cost-effective response to poor performance when compared to cheaper or more effective interventions. They also noted that retention had hard financial costs for school systems; requiring a student to repeat a grade was essentially to add one student for a year to the school system, assuming that the student did not drop out.Some parents worried that older retained students would victimize younger students. As a result, social promotion was established as a solution to help the students get the real knowledge. There was no question that the kids unable to read or write were going to the next grade directly. The third factor that illiterate students but with special talents could win pass through when comes to graduation, like John Corcoran. He learned how to take advantage of hi s talent for sports to compensate for his disability I mentioned before.Feeney discusses, in his article â€Å"The Teacher Who Couldn’t Read†, â€Å"At Texas Western College, which he attended on an athletic scholarship, Corcoran conjured up a method to avoid courses requiring reading in class and essay writing. † Typically, an increasing number of students, parents and educators pay more attention to the special talents that they learn nowadays. If you have some talents in sports, music, science or machine, you almost win a ticket to the colleges even though you aren’t able to read or write.The final factor that illiterate students graduate from high school is that these students are good at taking examinations. More specifically, they are skilled in memorizing the exam questions. In â€Å"Teenagers in Dreamland,† Robert J. Samuelson points out that increasing adolescent autonomy is resulting in reduced academic skills/ performance of students. Sc hools have to downgrade the academic standards as well as the entrance exams. Some substandard schools even just focus on preparing for the examinations.The only job for the student is to memorize all the questions. The teachers help to prepare all of the questions for the students, but we all have a responsibility to support these students to polish their skills, so they can graduate knowing how to read as well as write. According to the analysis above, there are many strategies to graduate from high schools without how to read or write in the list. These students may have a huge disadvantage. These students will be prevented from gaining the information they need to be successful.Illiterate adults don’t have the same advantages in the world. They won’t know how to negotiate contracts, interview the jobs, and may not know how to get help when they are in trouble. Therefore, schools as a part of society should do what they can to prevent students from graduating high s chool as illiterate students. I believe that education uplifts us. It is the only path which can lead us to wisdom and liberation. No matter what kind of obstacles that may lead to students graduating illiterate, the best solution for us all to be sure to prevent this problem.

Narrative and Group Essay

Objectives: R6 Authorial perspective, R13 Evaluate own reading, R18 Prose text, S&L10 Group organisation 2 3 4 5 *Ask questions *Speculate *Relate to prior reading *Inference and deduction *Visualisation *Empathy *Reread *Relate to time and place *Interpret patterns *Summarise *Interpret patterns *Interpret patterns *Ask questions *Establish relationship with author *Interpret patterns *Ask questions Group reading: pages 7–22 Group activity: narrative hooks – group card SC2 What makes an effective narrative hook? Each group shares one example of inference Narrative hooks sheet Character, inference and deduction Group reading: pages 23–38 Group activity: explicit/inferred development of character – group card SC3 Group reading: pages 39–49 Group activity: in-depth exploration of character – group card SC4 Teacher with guided group – guided card SC1 Group reading: pages 50–63 Group activity: mind-mapping of plot and links between characters – group card SC5 Group reading: pages 64–77 Group activity: in pairs, author interrogation – group card SC6 Strategy checkcard Prompts sheet Photocopies of pp. 9–44 Structure: mind-mapping, seeing patterns Identifying and tracking themes Author’s viewpoint and intentions Two pupils to give feedback on what reading strategy helped most this lesson Refer to SC5 None 6 Select one group to demonstrate. What new insights has this given into the book? Refer to SC7. Each group reports on one language feature and its effect Read pages 70–86 Access to the Internet 7 Narrative style at word, sentence and text level 8 9 10 11 *Hear a voice as Authorial voice. How is read author ‘heard’ in novel? Ask questions *Interpret patterns *Reread/reinterpret Endings and how they link Group reading: pages 94–100 *Summarise back to the beginning Group activity: endings and resolutions – *Pass judgements group card SC9 Outline expectations for group presentations. Preparation of presentations Group presentations: 10 minutes per text Group reading: rereading pages 64–70 Group activity: groups choose one plot event and explore how the language features work within this – group card SC7 Teacher with guided group – guided card SC2 Group reading: pages 87–94 Group activity: find examples of author’s voice – group card SC8 Photocopies of pp. 64–70 Each group to give an None example of a) authorial and b) narrative voice Each group to consider None what is effective about ending in their book Homework: Preparation/rehearsal Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 1 Robert Swindells Group card SC1 Objectives: R4 Versatile reading R12 Independent reading Resources: Strategy check-card As a whole group we have: †¢ established the ground rules for group and guided reading; †¢ looked at effective strategies for reading (starter activity and Strategy check-card). Now you are going to: †¢ read up to page 7. Group task 1. Discuss how you think the author ‘hooks’ or interests the reader, making them want to read on. 2. Be prepared to share your findings in the plenary. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 2 Robert Swindells Group card SC2 Objectives: R13 Evaluate own reading R18 Prose text Resources: Narrative hooks sheet As a whole group we have: †¢ revised the range of reading strategies you have available to you. Now you are going to: †¢ look at the narrative hooks used by the author. Whilst you are reading: †¢ think about the strategies you are using (look at the Strategy check-card); †¢ think about the evidence you may use to support your ideas. Group reading Read together pages 7–22 (see group task first! ). Group task 1. One pupil recaps on pages 1–6. 2. Divide yourselves into two groups of three and label yourselves Group A and Group B. Group A – using the Guide to guided reading prompts sheet, what have you discovered about the main character in your book? Prepare to share your findings with Group B. Group B – using the Narrative hooks sheet, which narrative hooks has the writer used to entice the reader? Prepare to share your findings with Group A. 3. Share your findings with the whole group, using supporting evidence. Why does this make an effective opening to Stone Cold? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 3 Robert Swindells Group card SC3 Objectives: R13 Evaluate own reading R18 Prose text Resources: Strategy check-card, Prompts sheet As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks. Now we will: †¢ explore how the characters are developing. Group reading Read pages 23–38 together. Whilst you are reading: †¢ think about the strategies you are using, especially those of inference and deduction (look at the Strategy check-card); †¢ think about the evidence you may use to support your ideas. Group task In pairs, using the Prompts sheet on Character, what have you discovered about the main character(s) in the book? What is explicitly stated and what is inferred? Be prepared to give evidence and jot down notes in your reading journal. Link’s character Evidence Explicit/Inferred Shelter’s character Evidence Explicit/Inferred Share your findings around the group and add examples that you did not have. How effective is Robert Swindells’ development of his main characters? What techniques does he use? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Robert Swindells Group card SC4 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 9–44, highlighter pens As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place. Now you are going to: †¢ explore the characterisation in more depth. Group reading Read pages 39–49 together. Group task 1. In discussion, recap on what we have learned about Link so far. 2. Give out photocopies of pp. 39–44 a nd highlighting pens. Working in pairs, agree responsibility for highlighting one of the following areas. What is learned about: i. unters and predators (how people perceive the homeless)? ii. pain and problems (physical pain and mental strain)? iii. partnership and poverty (what Link is learning from Ginger, proof that things are getting worse and worse)? 3. Share findings with the others in the group – what can we infer and deduce about: i. how Link seems to feel about his new life? ii. whether he will be tough enough to survive? iii. what the future might hold for him? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 5 Robert Swindells Group card SC5 Objectives: R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place; †¢ begun to explore themes and how the characters contribute towards them. Now you are going to: †¢ continue to trace developments, including themes. Group reading Read pages 50–63 (see instructions 3 and 6 below first! ). Group task 1. One pupil to recap on the story so far, key characters and situation. 2. As a group discuss the central themes you have identified in Stone Cold so far. Make a map of them. ) 3. Up until page 56 the narrator is still heavily reliant upon Ginger to show him all the tricks he will need in order to survive. He seems surprised by people’s attitudes towards the homeless. In pairs discuss and make another mind-map in your journals on what you think Link really learns from: i. his encounter with Captain Hook and time on the boat; ii. his walk through Camden Lock market and feelings when Ginger meets his friends; iii. hearing about Doggy Bag’s way of life and thinking about his disappearance. You should try to point towards textual evidence to support your ideas. . Share findings as a whole group. Discuss the following comment from the author: ‘I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. ’ (Robert Swindells – Introduction to Stone Cold). For discussion: i. Is it possible to live such a life in our modern times? ii. Do we have a duty to care for our poorest, weakest and most needy? Captain Hook sees such people as targets to be exploited. Is he wrong? iii. Is the treatment Link receives unfair? iv. Should he have toughed it out at home? Should he join the army? . How do you think we should solve the problems of homelessness and begging on the streets of Britain? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 6 Robert Swindells Group card SC6 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: Access to the Internet As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks; †¢ explored the developing relationships between character and place; †¢ explored themes and how the characters contribute towards them. Now you are going to: †¢ explore the role of the author. Group reading Read pages 64–77 together. Group task The characters are not the only ones that have a voice in a story. Readers are often given a strong impression of the author, the teller of the tale, and this can influence your experience of the story. 1. In pairs, write down five questions that you would like to ask Robert Swindells about Stone Cold and his ideas in the book. One member of the group should take on the role of the author and be interviewed as the author. 2. When you have done this read the interview given by Robert Swindells about his reasons for writing at www. mystworld. com (a more detailed one can be found at www. achuka. co. uk). List the similarities and differences in your ideas about Robert Swindells with those presented in the interview. How close was your group’s impression of the author given in Stone Cold to that given in the interview? Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Robert Swindells Group card SC7 Objectives: R13 Evaluate own reading R18 Prose text Resources: Photocopies of pp. 64–70 As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, and emerging themes. Now we will: †¢ explore the author’s narrative style. Group reading Paired rereading of pages 64–70. Group task 1. Recap on the story so far. How has Link’s situation altered? How has his character developed since arriving in London? 2. The pages you have just read could be summarised in flow chart form as follows: A) B) C) Link’s initial desperation>meeting paper seller>Link can’t sleep> The all-night caff>meeting Toya>Link’s resolution (the New Me)> Arrival of new girl>forgetting Ginger>Link’s new partner. You are going to discuss together the following questions. What techniques does the author use in these pages to: i. build up tension? ii. make us feel closer to Link? iii. show the vulnerability of those on the streets? Split yourselves into three pairs, A, B and C. Each pair will focus on its given line in the flow chart above and try to answer the questions. Focus on textual evidence to support your ideas. 3. Share your findings with the group in discussion. Homework Read pages 70–86. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 8 Robert Swindells Group card SC8 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes. Now we will look at: †¢ authorial voice – ‘I am dedicated to the idea that we are all responsible for one another, and that we ought to conduct ourselves accordingly, doing no harm to any being. ’ (Robert Swindells – Introduction to Stone Cold) Group reading Read together pages 87–94. Group task Sometimes adults tell children scary stories in order to stop them doing something, i. e. the more frightened the children are, the less likely they are to go into the woods, or play by the river. In Stone Cold, Robert Swindells shows us the brutal reality of life on the streets. To make things worse, his homeless youngsters are being stalked by a serial killer. If the book is to succeed, his villain must be realistic and disturbing. 1. Do you think the author wants to scare us? Does he succeed? If so, how and why? If not, why not? 2. Discuss your ideas with a partner and then make notes on the following: i. what we learn about Link and his fears in these pages; ii. how the tension slowly builds; iii. how successful Robert Swindells is in creating a frightening villain. 3. Share your findings on these questions with others in the group. 4. Write 50 words about the character of Shelter and how you feel about him. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 9 Robert Swindells Group card SC9 Objectives: R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: None As a whole group we have: †¢ revised the range of reading strategies you have available to you; †¢ explored narrative hooks, character, setting and mood, relationships between character and place, emerging themes and narrative style. Now we will look at: †¢ the resolution. Group reading 1. In pairs, discuss the questions left unanswered by the story so far. Compile a list of three things you’d like to know and three things you’d like to happen by the end of the story. Record them in your books. Share your findings with the others in the group. 2. Read pages 94–100 (see task 3). Group task 1. Discuss how your ideas matched up with those of the author, Robert Swindells. 2. As a group discuss why the author chose to let Gail go off with Gavin at the end and leave Link all alone. Would a ‘happy ending’ have been more suitable? 3. Consider what the future might hold for Link. . Will he ever get off the streets? Has he got a future of any kind? ii. Was the author making a point when writing Stone Cold? iii. What might it have been? Did you enjoy the story? Why or why not? Homework Write a detailed reflection on the ending of the story and the points you made in response to question 3 in the group task. Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 4 Teaching objective(s): Robert Swindells Guided card SC1 R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 9–44 Highlighter pens Stone Cold by Robert Swindells, pages 39–44: developing relationships between character and place Teacher distributes Strategy check-card, clarifies the objectives and identifies the reading strategies to be used in this session, i. e. scanning for, identifying and summarising specific points made by the author. Model these strategies based on the first full page of the novel, with a focus on the problems at home that are described by the narrator. Give pupils photocopies of pp. 39–44 and highlighting pens. Explain that they will be asked to text-mark for certain features. Pupils read pp. 9–44 independently. Individual pupils are asked to highlight what is learned about each of the following: †¢ Punters – begging and how it makes you feel; †¢ Pain – the physical damage sleeping rough can do; †¢ Predators – the dangers faced by the homeless; †¢ Problems – the mind games played at night; †¢ Partnership – Link’s gratitude towards his pal; †¢ Poverty – proof that Link is plunging lower and lower. Ask each pupil to share their findings with the rest of the group and then ask the group to comment on the skilful way the writer uses the voice of Link to alert us to the reality of life on the streets in modern Britain. What are we meant to infer and deduce about the future Link now faces? I. e. is he tough enough to survive the life he describes so vividly? Review reading strategies used in this session and, if they are keeping them, ask pupils to make brief notes in journals to record key points brought out in reading and discussion today. Homework: Read pages 44–49. Text focus: Teaching sequence: Introduction to text: Strategy check: Independent reading and related task: Return to text: developing response Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3 Stone Cold Lesson 7 Teaching objective(s): Robert Swindells Guided card SC2 R6 Authorial perspective R13 Evaluate own reading R18 Prose text Resources: Strategy check-card Photocopies pp. 64–70 Text focus: Stone Cold by Robert Swindells, pages 64–70: narrative style and authorial attitudes, with a focus on word, sentence and text level features Teacher clarifies objectives and asks a pupil to recap on the story so far – how has Link’s situation altered? How has his character developed since arriving in London? Distribute Strategy check-card and outline expectations for developing the specific active reading skills targeted in this session. Model aloud the skills of inference and deduction on a section of the Daily Routine Orders chapters, showing how the writer implies a sense of menace. Stress that these strategies are essential skills for engaging with, and enjoying, texts and improving as a reader. Ask pupils to explain/illustrate when they have used these strategies recently. Give pupils photocopies of pages 64–70 and ask them in pairs to consider the techniques the author has used in order to imply: †¢ a growing tension; †¢ that Link deserves the reader’s sympathy; †¢ the vulnerability of those on the streets. Ask pupils to share their initial thoughts on key features at word, sentence and text level and then text-mark onto the sheets the evidence supporting their ideas. Teaching sequence: Introduction to text: Strategy check: Independent reading and related task: Return to text – developing response Whole-group discussion (teacher leads at first and then hands over questioning to pupils). Ask pupils to focus on textual evidence to support their findings. Why has the author chosen to remove a major character from Link’s environment and bring in another at this point in the story? What will this add or take away? Focus on inference and deduction and where the story may move next. Ask pupils to update their journals, if they are keeping them, listing their discoveries and speculations resulting from today’s session. Homework: Read pages 78–86. Review (reading target and next steps): Evaluation: Key Stage 3 National Stratagy NATE  © Crown copyright 2003 Group reading at Key Stage 3

Christmas and Winter Holiday Vocabulary 100 Word List

Christmas and Winter Holiday Vocabulary 100 Word List This comprehensive Christmas  and winter holiday vocabulary word list can be used in the classroom in so many ways. Use it to inspire word walls, word searches, puzzles, Hangman and Bingo games, crafts, worksheets, story starters, creative writing word banks, and a wide variety of elementary lesson plans in almost any subject. Be sure to customize the vocabulary you choose based on the policies of your school. Some public and private schools may only allow secular references to winter holidays, while some faith-based schools may prefer not to include secular or popular mythological references to Santa Claus, Frosty the Snowman, or other secular holiday  characters.   Types of Word List Activities Here are some ideas for using this vocabulary list in your classroom.   Word Walls: Build vocabulary by designating one wall or part of a wall to post large print words that all students can read from their desks.   Word Search Puzzles: You can create your own word search puzzles using one of several online puzzle generators. This allows you to customize them as appropriate for your class and school policies. For example, some schools may only allow secular references to the winter holidays. Sight Word Flash Cards: Make flash cards to improve vocabulary for early elementary students and for those with learning disabilities. Building holiday vocabulary will help them with seasonal reading. Holiday words may also be more fun for them to learn and spark interest. Hangman: This is an easy use  for  Christmas words and playing this game in the classroom can be a fun, interactive break between lessons. Poem  or Story Written Word Exercise: Have students draw three or more of the words to incorporate into a poem or story. You can assign these to be turned in or shared with the class. Poems may be rhyming or not  or in the form of a limerick or haiku. You can ask for a minimum word count for written story assignments. Impromptu Speech Exercise: Have students draw one to five words to incorporate into an impromptu speech to give to the class. You can have them draw words and immediately begin a speech, or give them a few minutes to prepare. Christmas and Winter Holiday 100 Word List AdventangelsannouncementbellsBethlehemBlitzencandlescandycandy canescardscedarcelebrateceremonieschimneyChristmas cookiesChristmas treecoldCometcranberry saucecrowdsCupidDancerDasherDecemberdecorationsdollsDonnerdressingeggnogelvesfamily reunionfestivalfirFrostyfruitcakegift boxesgiftsgoodwillgreetingshamhappyholidayhollyholyiciclesjollylightslistsmerrymiraclemistletoeNew YearNoelNorth Polepageantparadespartypiepineplum puddingpoinsettiaPrancerpresentspumpkin piepunchred/greenreindeerribbonRudolphsacredsalessauceScroogeseasonsledsleigh bellssnowflakesspiritSt. Nickstandstarstickersstocking stufferssweet potatotidingstinseltogethernesstoystraditiontraffictripsturkeyvacationVixenWinterworshipwrapping paperwreathyuleyuletide

Democratic-Republican Party - Members and History

Democratic-Republican Party - Members and History The Democratic-Republican Party is the earliest political party in the United States, dating to 1792. The Democratic-Republican Party was founded by  James Madison and  Thomas Jefferson, the author of the Declaration of Independence and champion of the Bill of Rights. It eventually ceased to exist by that name following the 1824 presidential election and became known as the Democratic Party, though it shares little in common with the modern political organization with the same name. Founding of the Democratic-Republican Party Jefferson  and Madison founded the party in opposition to  the Federalist Party, which was led by  John Adams, Alexander Hamilton, and John Marshall, who fought for a strong federal government and supporting policies that favored the wealthy. The primary  difference between the Democratic-Republican Party and the Federalists was Jeffersons belief in the authority of local and state governments.   Jeffersons party stood for rural agricultural interests urban commercial interests represented by Hamilton and the Federalists, wrote Dinesh DSouza in  Hillarys America: The Secret History of the Democratic Party. The Democratic-Republican Party was initially just a loosely aligned group that shared their opposition to the programs introduced in the 1790s, wrote University of Virginia political scientist Larry Sabato. Many of these programs, proposed by Alexander Hamilton, favored merchants, speculators, and the rich. Federalists including Hamilton favored the creation of a national bank and the power to impose taxes. Farmers in the western United States strongly opposed taxation because they worried about not being able to pay and having their land being bought up by eastern interests, Sabato wrote. Jefferson and Hamilton also clashed over the creation of a national bank; Jefferson did not believe the Constitution permitted such a move, while Hamilton believed the document was open to interpretation on the matter. Jefferson initially founded the party without the prefix; its members were initially known as Republicans. But the party eventually became known as the  Democratic-Republican Party. Jefferson initially considering calling his party the anti-Federalists but instead preferred to described its opponents as anti-Republicans, according to the late  New York Times  political columnist William Safire. Prominent Members of the Democratic-Republican Party    Four members of the Democratic-Republican Party were elected president. They are: Thomas Jefferson, who served from 1801 until 1809.James Madison, who served from 1809 until 1817.James Monroe, who served from 1817 until 1825.John Quincy Adams, who served from 1825 until 1829. Other prominent members of the Democratic-Republican Party were Speaker of the House and famed orator  Henry Clay;  Aaron Burr, a U.S. senator; George Clinton, a vice president, William H. Crawford,  a senator and Treasury secretary under Madison. End of the Democratic-Republican Party In the early 1800s, during the administration of Democratic-Republican President James Monroe, there was so  little political conflict that it became essentially a one-party commonly referred to as the Era of Good Feeling.  In the presidential election of 1824, however, that changed as several factions opened up in the Democratic-Republican Party. Four candidates ran for the White House on the Democratic-Republican ticket that year: Adams, Clay, Crawford and Jackson. The party was in clear disarray. No one secured enough electoral votes to win the presidency to the race was determine by the U.S. House of Representatives, which chose Adams in an outcome that was called the corrupt bargain. Wrote Library of Congress historian  John J. McDonough: Clay received the smallest number of votes cast and was eliminated from the race. Since none of the other candidates had received a majority of the electoral college votes, the outcome was decided by the House of Representatives. Clay used his influence to help deliver the vote of Kentuckys congressional delegation to Adams, in spite of a resolution by the Kentucky state legislature that instructed the delegation to vote for Jackson.When Clay was subsequently appointed to the first place in Adamss cabinet - secretary of state - the Jackson camp raised the cry of corrupt bargain, a charge that was to follow Clay thereafter and thwart his future presidential ambitions. In 1828, Jackson ran against Adams and won - as a member of the Democratic Party. And that was the end of the Democratic-Republicans.

Scan Rate Issue at W.M. Morrison Essay Example | Topics and Well Written Essays - 2500 words

Scan Rate Issue at W.M. Morrison - Essay Example ced inventory management process and adoption of online business process are the examples of customer centric business operation strategies of Morrisons. However, the organization is facing critical issues in the scanning process of the consumed items. Long scanning time in the supermarket chains of Morrisons is forcing the customers to wait for so long in queue. It is quite general that each and every individual can get harassed due to these issues (Slack, Chambers and Johnston, 2010, p.34). These specific issues are forcing the existing customers of Morrison to switch over to another brand as the organization is finding it difficult to meet the satisfaction level of the target customers. It is true that the organization has implemented online order processing, order delivering and online payment process. But, inadequate operation management processes affected the business performance and customer service of the organization. Several leading organizations within the industry are imp lementing advanced technological processes and tools in order to enhance several business operation activities. It is important for the organizations to capitalize on the potential business opportunities to sustain in this competitive business environment. Organizations within the UK supermarket retail chain industry are trying to focus on the recent market trend and demand of the target customers. It is quite difficult for an organization to survive in this competitive industry without having skilled and experienced workforce, and highly automotive business operation process. Operation management has become highly challenging for all the organizations within this competitive retail industry as the nature of the industry is becoming highly saturated and competitive. Skills and efficiency of... It is clear from above discussion that being one of the leading organization within the UK supermarket retail chain industry, Morrisons failed to improve its efficiency in the scan rate process. It is highly important for an organization within this particular industry to ensure effective business operation management process in order to provide effective customer service. Now-a-days, people always prefer online consumption facility in daily busy schedule in order to reduce the consumption time in cost. Several potential competitors of Morrison adopted and implemented online business operation start5egy according to the growing market demand and needs of target customers. In addition to this, the organization did not understand the real reason behind the high scan rate. Inadequate strategy development process and lack of effective training for employees affected the entire workplace performance. The organization tried several things to reduce the high scan rate that frustrates the cu stomers to wait for a longer time in a queue. The operation management of the organization increased the target for each and every executive in cash department.

Assignment Example | Topics and Well Written Essays - 750 words - 45

Assignment Example A person can verify the authority of the biblical canons using internal protocols of authorization. A good example of this is Isaiahs prophecy found in Isaiah 8:16, which talks about how the Messiah would bind testimonies and seal the laws and teachings of the bible among His disciples. The proof of this is in the New Testament where the founders of the early church believed this prophecy would bind them to their death. Further authorization of biblical canons comes from the persons who wrote the books. For example, history proves that Peter started the process of canonization very early in the church history. Therefore, all his books in the bible have authority, e.g. his epistles and the fourth gospel in the bible, Mark, which he personally directed. In conclusion, authorship of the books of the bible is another best way of determining the authoritative nature of biblical canons. This leaves questionable doubts on books without direct authorship such as Jude, James, and the gospel a ccording to Matthew. Furthermore, the general acceptance of these books by the church also proves their authority (Plummer 17). Based on the principles and tools for interpreting the Bible given in and the discussion of Hebrew history, explain how you would go about â€Å"exegeting† or getting the meaning out of the story of David and Goliath in 1 Samuel 17. Be sure to explain briefly how the different principles might help you understand the story, and be sure to give what you believe to be the appropriate application of the text. The process of interpreting the bible follows several laid out principles. These principles help one in understanding the bible verses and relating them to their daily personal life. While exegeting the story of David and Goliath, we first have to read the entire prose. David was a shepherd who killed Goliath, the largest and the strongest warrior of the