Public Sector Accounting Assignment Example | Topics and Well Written Essays - 2000 words

Public Sector Accounting - Assignment Example Conversely, the cash flow accounts have been adopted into company accounting in the latest decades, however, it is not called â€Å"adoption of public segment accounting.† Regardless of the significance given to cash inflow accounts, it acts only to â€Å"add-on the data in the balance sheet as well as the statement of income† (Hopwood 2000, p.24). In the debate enclosing present day’s public sector accounting restructuring, the existing philosophy intervenes an absolute changeover from â€Å"company accounting-like† techniques, by which on hand information is re-organized to produce additional financial accounts, to double-entry accounting and other company accounting techniques ‒ that is, the execution of company bookkeeping practices for public segment accounting ‒ and this transformation will necessitate significant reforms to the existing framework (Budding & Tagesson 2010, p.55-73). Bookkeeping has traditionally been split into company accounting as well as non-profit bookkeeping on the grounds of whether the monetary unit works to generate net profits. Comparisons with company bookkeeping, which has, in general, the â€Å"bookkeeping† aspect, should be drawn when debating changes of public segment accounting. One setback mentioned in the present system, nonetheless, is that such assessm ents have included nothing more than cataloging those components available in company bookkeeping but not available in public segment accounting, although the two vary in their aims. As a result, this manuscript will study the nature of public segment bookkeeping as it was and company bookkeeping as it is, and will examine the adoption of company bookkeeping practices in public segment accounting now getting underway (Handbook of national accounting: Public sector accounts 2003, p.44)

Tomb Brion Carlo Scarpa Essay Example for Free

Tomb Brion Carlo Scarpa Essay The Brion family bought the 68m2 strip of land, in the cemetery of San Vito d’Alitvole. Later when he died, this plot was extended into an L-shaped plot of land 2200 square metres. Scarpa had â€Å"found his Pyramid† after being commissioned, It took ten years to construct and in the process Scarpa drew 1200 drawings for the Tomb. (Carlo Scarpa – a Profile, 1996) POETIC ARCHITECTURE By paying close attention to detail and considering his designs from every perspective possible, Scarpa has created a tomb with magical and transporting qualities. From reading and seeing images of the architecture, it feels like Scarpa has created a living, breathing, growing form; crafted by using a continuous architectural language. Sculpted from his knowledge and experience of Italian views on life and death, Christian faith and a respect for cultural traditions of the Orient. Combined, they have come together to create a poetic masterpiece. Using his understanding of nature, human senses and materials Scarpa’s â€Å"tapestry woven from countless myths; like human memory, without beginning and without end† (Saito, 1997, p. 16) is realised. WALL The site has a 230cm wall built around the site, which slopes to a 60-degree angle, which the inner site has been raised by 70cm and covered with grass. This limits the view of the observer, taking them away from the mundane sights of the village, creating seclusion. It’s an internal space that represents the joining of the living and the dead world. This theme runs through all of Scarpa’s architecture. Ennio asked Scarpa to make one area of the wall lower; this can be found on the left-hand side of the entrance wing, this was one of only two things that the Brion family asked to have changed about the design. In an interview with Mr. Ennio Brion, the son of the Brion’s explains: â€Å"We had chosen this site because my father wanted to be buried along with his fellow towns-people and having such a high wall between them would have created too strong a separation† (Saito, 1997, p. 152). CIRCLES Circles are found all over Scarpa’s designs. The intersecting circle at the entrance wing is a thought provoking sign as you enter the space it acts as acts as an intermediate passage before entering the ‘new dimension’. The symbolism of a circle is evocative to any culture; it brings interpretations of unity, infinity and continuity, all of which relate to the site and its purpose. The circlular form is also used as ‘nodes’ at the ends of many of the axis. They work like a ‘node’ found in biology when a new leaf grows from a stem creating a transitional point. Visually, Phillip Smith from (O2 Landscapes, 2013) suggests that they present a sense of renewed or redirected sense of vitality to the audience as the energy moves through the water system. VEGETATION The vegetation has been meticulously thought out to be evocative, to flood the senses with sight and smells to trigger sensations. In contrast with the solidity of the architecture, the vegetation is there to compliment the passing of time (Lanscape Australia, 1991). He demonstrated this in minute detail through drawings, how the passing of time will change the face of the site (Saito, 1997) The project challenged him to consider the human soul, challenged him to consider how to cater for the dead and how he could keep the memories of the dead alive in their final resting place. (Saito, 1997). What has emerged is architecture as almost a living, breathing, growing personification of a world that is there, but not at the same time. LIGHT The play of light and shadow is one way in which going there allows people to capture a new experience each time. The light is said to â€Å"change every instant,† and, is at times, â€Å"shocking† (Saito, 1997, p. 19) for visitors. The key feature to this is due to the orientation of the 60m2 chapel. Turned to a 45 degree angle on the east-west axis, the orientation takes the full advantage of light coming from all sides, at any point of the day or year. Using apertures in the walls (Saito, 1997) to let the light in, Scarpa creates a world of ever-changing patterns and intensities of light within the chapel. All these qualities vary depending to season but are planned in detail. For example, the light from one of these apertures in different season causes the shadow to make one, long belt and whereas in the summer it casts a thin x-shape. What really creates the poetry however is how Scarpa take tools such as light, stone and water and through craft, brings its soul to the surface. By thinly slicing onyx and allowing the light to shine through it the soft and delicate patters are amplified by illuminating the space. The double windows located at the back of the altar extend down to floor level allow tiny particles of light enhanced by the moisture from the pool below, to dance around the altar (Saito, 1997). The pavilion is there so the souls of the dead can use it as a canopy to meditate under. (Saito, 1997). An architect would usually cater only for the human experience, Scarpa has looked beyond this, catering for the concept of a cemetery. The zigzag pattern is a dominating feature of the site, acting as a method to show the texture of the material whilst eliminating the cruder side of it, a sequence of refining. He turns it into a new material with new and different qualities. Scarpa paid particular attention into moulding the concrete into a texture resembling tree bark. The zigzags also allow light diffuse and create shadows. He uses these uneven zigzags under the pools of water. In some cases he uses hem to bring out the colours and create interplay of light and shadows and in other incidences, like by the pavilion, the zigzags create the impression that is floating on the water. (Saito, 1997) TOMBS The final resting place of the Brion family is the Tomb. The sepulchres contrast in colour creating a buoyancy effect between the black and white materials. The bases are made from Carrera marble, whereas the upper part is sculpted from slabs of dark brown granite. This effect gives a floating impression, where tilt int o another at a 22. -degree angle, symbolising inclusion and unity. The Floating effect was to be further implied by using water, akin to Scarpa’s earlier works. However, the Brion family felt it too pretentious in context. They meant for the chapel for the entire village, though in reality the dominance of Scarpa’s architectural vision has changed this. Scarpa died just after the site’s completion in 1978 and in accordance to his wishes he was buried here. He is buried in a standing up position (Mimoa, 2009). Before his death he was quoted as saying, I would like to explain the Tomb Brion. I consider this work, if you permit me, to be rather good and which will get better over time. I have tried to put some poetic imagination into it, though not in order to create poetic architecture but to make a certain kind of architecture that could emanate a sense of formal poetry. The place for the dead is a garden. I wanted to show some ways in which you could approach de ath in a social and civic way; and further what meaning there was in death, in the ephemerality of life other than these shoe-boxes. (Mimoa, 2009)

King Lear Essay - Age versus Youth; Good versus Evil; Vision and Blindness :: King Lear essays

Themes of Age versus Youth; Good versus evil; Vision and Blindness; and Fortune in King Lear "The theme of King Lear may be stated in psychological as well as biological terms. So put, it is the destructive, the ultimately suicidal character of unregulated passion, its power to carry human nature back to chaos.... The predestined end of unmastered passion is the suicide of the species. That is the gospel according to King Lear. The play is in no small measure an actual representation of that process. The murder-suicide of Regan-Goneril is an example. But it is more than a picture of chaos and impending doom. What is the remedy for chaos? it asks. What can avert the doom? The characters who have mastered their passions give us a glimpse of the answer to those questions." -Harold C. Goddard, The Meaning of Shakespeare, 1951 Good King, that must approve the common saw, Thou out of heavens benediction com'st To the warm sun Approach, thou beacon to this under globe, That by thy comfortable beams I may Peruse this letter. Nothing almost sees miracles But misery. I know 'tis from Cordelia Who hath most fortunately been informed Of my obscured course, and shall find time From this enormous state, seeking to give Losses their remedies. All weary and o'erwatched, Take vantage heavy eyes, not to behold This shameful lodging. Fortune, goodnight. Smile once more; turn thy wheel. Shakespeare's tragedy, King Lear, is often thought of as not only one of Shakespeare's best works, but also one of his best "poems". The language follows in Shakespeare's trademark format using iambic pentameter in much of the play. Shakespeare's It is well known for its many universal themes. Some of these themes are: Dealing with he folly of old age and the ingratitude of youth; Good versus evil; Nature; Vision and blindness; and Fortune. These themes have been examined for hundreds of years in many different forums, but what makes this play so unique is the fact that Shakespeare incorporates all of these issues in just one tale. One character that examines some of these issues is a character named Kent. Kent is a significant character in King Lear, as he is involved from the beginning to the end. King Lear Essay - Age versus Youth; Good versus Evil; Vision and Blindness :: King Lear essays Themes of Age versus Youth; Good versus evil; Vision and Blindness; and Fortune in King Lear "The theme of King Lear may be stated in psychological as well as biological terms. So put, it is the destructive, the ultimately suicidal character of unregulated passion, its power to carry human nature back to chaos.... The predestined end of unmastered passion is the suicide of the species. That is the gospel according to King Lear. The play is in no small measure an actual representation of that process. The murder-suicide of Regan-Goneril is an example. But it is more than a picture of chaos and impending doom. What is the remedy for chaos? it asks. What can avert the doom? The characters who have mastered their passions give us a glimpse of the answer to those questions." -Harold C. Goddard, The Meaning of Shakespeare, 1951 Good King, that must approve the common saw, Thou out of heavens benediction com'st To the warm sun Approach, thou beacon to this under globe, That by thy comfortable beams I may Peruse this letter. Nothing almost sees miracles But misery. I know 'tis from Cordelia Who hath most fortunately been informed Of my obscured course, and shall find time From this enormous state, seeking to give Losses their remedies. All weary and o'erwatched, Take vantage heavy eyes, not to behold This shameful lodging. Fortune, goodnight. Smile once more; turn thy wheel. Shakespeare's tragedy, King Lear, is often thought of as not only one of Shakespeare's best works, but also one of his best "poems". The language follows in Shakespeare's trademark format using iambic pentameter in much of the play. Shakespeare's It is well known for its many universal themes. Some of these themes are: Dealing with he folly of old age and the ingratitude of youth; Good versus evil; Nature; Vision and blindness; and Fortune. These themes have been examined for hundreds of years in many different forums, but what makes this play so unique is the fact that Shakespeare incorporates all of these issues in just one tale. One character that examines some of these issues is a character named Kent. Kent is a significant character in King Lear, as he is involved from the beginning to the end.

Abigail’s Party Essay

My group and I are working on a play called the â€Å"Birthday Party† By Harold Pinter. The work is set in 1960’s. The scene we doing is about a man, names Petey returning home from some sort of morning to job to a boarding house where his wife, who’s called Meg and is the owner, fusses around him. We start to see that this routine is very basic and a sense of this what they do every day. As the scene goes on Stanley comes in and plays quite a grumpy teenager. I play the part of Petey. At the time of this plays setting, men had more of a dominant role in society and the women didn’t work much and did more of the housework. This could mean that the male characters in plays around this time were more dominate and women did more housework and just like Meg, fussed around their husband as he was the only source of income, this could influence Meg as being fussy and concerning over Petey. The war would have been less than two decades ago so that may influence the characters in plays. Meg maybe fussing around he husband because he was a war-hero influencing her to very proud and caring of husband, or maybe Petey only has a morning job because he is slightly injured, this could influence his physical expression. This is different from the text that we have studied called Abigail’s Party because was set in the 1970’s where women had a more dominant role than in the 1950’s. The women were more out-spoken and more free to work have more social activities. In Abigail’s Party there was a lot more conflict and more fiery action between characters unlike in the Birthday Party it was Meg said a comment, which Petey may of thought was stupid, Petey just answered simply in a slow pace and showed no motivation to want to speak. In Abigail’s Party when a comment was made that one of the partners didn’t like to hear they either fought about it or gave a sarcastic comment to show their annoyance whereas in the Birthday Party I, Petey, just gave short simple unmotivated answers to a persistent and fussing Meg. The two plays showed different ways of coping with situations as throughout the scene we performed Petey showed boredom and Meg carried on being quirky, fussy and questionable, in comparison to that in Abigail’s Party they handled situations in a more sarcastic, and argumentative. The two plays are humorous on different levels. The Birthday Party is funny because of we can see Peteys clear boredom of having this conversation and routine, which we can tell is a daily thing he goes through. Megs stupid comments just to speak and engage with Petey and in cases, to know out side life, is funny to us because the questions are stupid like when he’s just got the corn flakes and she asks if they are nice and he hasn’t even tasted them. However, the two plays have similarities. Pinter and Leigh are both known for naturalism. The scene on Birthday Party I performed was very natural and realistic nothing out of the ordinary happened it was very simple and plain but it was easy to relate to which made it effective and the birthday party as too naturalistic and perhaps more modern and in the effect of couple arguing and women playing more dominate roles. However, the â€Å"Birthday Party† as it goes on turns out to be more absurd and super-natural. Both plays also have fussy and inquisitive women. Meg is very questionable to Petey and wanting to know things, Bev. Tries to keep the gathering she’s got alive and wanting people to pay attention to her likewise to Meg wanting Peteys attention. The historical and social setting is fairly similar as the man in Birthday Party does seem to have the dominant role as Meg does everything for him cooking, washing etc. Contrastingly to when Angie say’s something against Tony, like he is argumentative or won’t do something, he takes action by shouting or grabbing her hand. Angie stops and doesn’t protest showing men still had some dominant role in the 70’s. We are presenting our play as the audience in a semi-circle in one end of the studio and us performing in the other half of the circle. This allows the audience to be the third wall, which is very in the style of Pinter and Leigh. This can give the audience more of a role and part, its very soap like, which is naturalistic, just as the plays studied, are intended to be. We are using different techniques and styles of performing such as giving each character more or less just one characteristic and not changing the pace much. For example when I play Petey I kept the same tone and tired motivation to tell the audience that I’ve been doing this for a very long time. For Meg she kept her fussing and questionable ways and when Stanley comes down he was more mellow and got the attitude of I’ve got my wrapped round my little finger. We used symbolism in our play, for example my paper. When I played Petey, the paper was my only bit of something new for that day, everything else was the same predictable self but my paper, which I’m though out the scene reading or holding, gives me salivation from Meg and the predictable ways. We are keeping the style very naturalistic. This is different from the other play as the characters pace changed very much through the play. At one time they would be talking and the next minute there would be an argument to change the pace and the mood in which all the characters felt. You never felt the characters would stay for long at one place whereas Petey stayed in the chair all the time and kept his pace the same except it did change sometimes. The other text (Abigail’s party) influenced our performance by making Meg a little more dominate and persistent for Peteys attention.

Tapescript Role Play in Business Meetings

Tapescript – Role Play in Business Meetings (NF=Nigel Fraser, M=Martin, J=John, E=Eliana, D=Denise, MK=Markus) NI  think we all agree that we need to work a  lot better as a  team. I’ve got some suggestions for improving our teamwork. I’d like to share them with you and see how you feel about them. OK, let’s start with meetings. At the moment we meet once a month. That’s not enough. In future, I’d like us all to meet once every two weeks. I would expect everyone to attend, and to be on time – that’s not the case at the moment as you know. So Martin, what do you think?MTotally against the idea, to be honest. Once a month is fine, surely. I’m making the most money for us at the moment and I can’t go on doing that if I have to attend meetings all the time. Anyway, when we do meet, we spend most of the time arguing with each other. A lot of them are a waste of time. No, keep things as they are. NThank you, Martin . John, what do you think? Meeting once every two weeks. Compulsory attendance. JIt’s a good idea. Why not? We need to spend more time together to sort out problems, share ideas, that sort of thing.Actually, I think we should meet once a week. MRubbish. NNow Martin, calm down. You’ve had your say. And nothing’s been decided yet. But thanks John for backing me up on this one. Eliana, how do you feel about this? EI’ll go along with whatever you say. It really won’t affect me much. My main problem, as you well know, is I want to move from data projectors. I’d like to sell plasma screens, they’re in great demand at the moment, that’s why Martin tops our sales, it’s not difficult to be the best when you have the best products to sell. MI thought we were talking about meetings, Nigel.Do we have to listen once again to Eliana’s complaints? NNo we don’t Martin. You’re right, we’re getting off the poin t. Denise, let’s hear from you now. DThanks, I’d like more meetings, once a week would be OK for me, but I don’t know if attendance should be compulsory. But yeah, people should turn up on time, not drift in as they do at the moment. If we had more meetings, I’d get a chance to make a few suggestions for improving sales. And maybe I wouldn’t be interrupted so often by Martin and Markus. John seems to be the only person here who listens to me. AllOh come on now.Nonsense. Right. True. NCould we come to order, please? Everyone calm down. Markus? Meeting once a week, once every two weeks, or keep to once a month? What do you think? MKKeep it as it is, once a month. That’s enough. When we do have a meeting, two or three people seem to take over, and no one else can get a word in edgeways. Frankly, Nigel, our meetings are not very productive, and that’s the real problem. I’d prefer to spend time meeting our customers and trying to dr um up more sales. That’s what we’re paid for. NOK, Markus, thanks very much. Let me get a few more opinions†¦. Robert†¦. Role cards Director one You want to: ? get rid of Nigel Fraser by asking him to resign. You do not think he is a suitable person to manage the sales team. ? Replace him with a new person from outside the company. The new manager would have a fresh approach to the team’s problems. ? Have more meetings and weekly sales reports. ? Reorganize the sales team into mini-groups, for example all plasma sales staff working together. Commissions would be based on sales targets set for each mini-group. ? Think of other suggestions for improving the performance of the team.Director two You want to: ? Keep Nigel Fraser as manager – you are a close friend of Nigel. You think he’s an excellent manager of a ’difficult team’. ? Send Nigel on a short training course which helps managers to develop team building skills. ? Get rid of Martin. He is rude and upsets members of staff. ? Have fewer reports and meetings. ? Pay commissions based on the performance of the whole team. The team should be set challenging sales targets. ? Think of other suggestions for improving the performance of the team. Director three You want to: Move Nigel Fraser to another department in the company. ? Replace him with another member of the sales team – John? Denise? (you decide) ? Hold the meeting of the whole department every two weeks, and allow members to express their opinions frankly. ? Keep Martin in the team – you are Martin’s closest friend. He is a difficult person, but a brilliant salesman, in your opinion. ? Reduce the sales team from 7 members to 6 (you decide who should go). ? Reorganize the teams (you decide how). ? Think of other suggestions for improving the performance of the team.Director four You want to: ? Hear the opinions of the other directors before making up your mind. You are not sure whether to keep Nigel Fraser as manager or not. ? Have Eliana as manager if the other directors think Nigel Fraser should go. She is young, talented, and has good people management skills. ? Get rid of Markus – he is lazy, selfish and unreliable. ? Ask Vanessa Byrant to come back and advise Nigel Fraser for the next six months. ? Send staff on regular team building courses. ? Think of other suggestions for improving the performance of the team.

States and Their Dates of Admission to the Union

States and Their Dates of Admission to the Union The thirteen original colonies in North America could officially be admitted to the United States after the U.S. Constitution was written and signed by the delegates to the Constitutional Convention, on Sep. 17, 1787. Article IV, Section 3 of that document reads: New States may be admitted by the Congress into this Union; but no new States shall be formed or erected within the Jurisdiction of any other State; nor any State be formed by the Junction of two or more States, or Parts of States, without the Consent of the Legislatures of the States concerned as well as of the Congress. The main part of this article grants the U.S. Congress the right to admit new states. The process usually involves Congress passing an enabling act that authorizes a territory to convene a constitutional convention, draft a constitution, and formally apply for admission. Then, assuming they meet any conditions set forward in the enabling act, Congress accepts or denies their new status.   Between Dec. 7, 1787, and May 29, 1790, each of the colonies became states. Since that time, 37 additional states have been added. Not all states were territories before they became states, however. Three of the new states were independent sovereign states at the time they were admitted (Vermont, Texas, and California), and three were carved out of existing states (Kentucky, part of Virginia; Maine part of Massachusetts; West Virginia out of Virginia). Hawaii was a sovereign state between 1894 and 1898 before it became a territory.   Five states were added during the 20th century. The last states to be added to the US were Alaska and Hawaii in 1959. The following table lists each state with the date it entered the union, and its status before they were states. States and Their Dates of Admission to the Union State Status Before Statehood Date Admitted to the Union 1 Delaware Colony Dec. 7, 1787 2 Pennsylvania Colony Dec. 12, 1787 3 New Jersey Colony Dec. 18, 1787 4 Georgia Colony Jan. 2, 1788 5 Connecticut Colony Jan. 9, 1788 6 Massachusetts Colony Feb. 6, 1788 7 Maryland Colony April 28, 1788 8 South Carolina Colony May 23, 1788 9 New Hampshire Colony June 21, 1788 10 Virginia Colony June 25, 1788 11 New York Colony July 26, 1788 12 North Carolina Colony Nov. 21, 1789 13 Rhode Island Colony May 29, 1790 14 Vermont Independent republic, established January 1777 March 4, 1791 15 Kentucky Part of Virginia state June 1,1792 16 Tennessee Territory establishedMay 26, 1790 June 1, 1796 17 Ohio Territory established July 13, 1787 March 1, 1803 18 Louisiana Territory, established July 4, 805 April 30, 1812 19 Indiana Territory established July 4, 1800 Dec.11, 1816 20 Mississippi Territory established April 7, 1798 Dec.10, 1817 21 Illinois Territory established March 1, 1809 Dec.3, 1818 22 Alabama Territory established March 3, 1817 Dec.14, 1819 23 Maine Part of Massachusetts March 15, 1820 24 Missouri Territory established June 4, 1812 Aug. 10, 1821 25 Arkansas Territory established March 2, 1819 June 15, 1836 26 Michigan Territory established June 30, 1805 Jan. 26, 1837 27 Florida Territory established March 30, 1822 March 3, 1845 28 Texas Independent republic, March 2, 1836 Dec.29, 1845 29 Iowa Territory established July 4, 1838 Dec.28, 1846 30 Wisconsin Territory established July 3, 1836 May 26, 1848 31 California Independent republic, June 14, 1846 Sept. 9, 1850 32 Minnesota Territory established March 3, 1849 May 11, 1858 33 Oregon Territory established Aug. 14, 1848 Feb. 14, 1859 34 Kansas Territory established May 30, 1854 Jan. 29, 1861 35 West Virginia Part of Virginia June 20, 1863 36 Nevada Territory established March 2, 1861 October 31, 1864 37 Nebraska Territory established May 30, 1854 March 1, 1867 38 Colorado Territory established Feb. 28, 1861 Aug. 1, 1876 39 North DakotaTT Territory established March 2, 1861 Nov. 2, 1889 40 South Dakota Territory established March 2, 1861 Nov. 2, 1889 41 Montana Territory established May 26, 1864 Nov. 8, 1889 42 Washington Territory established March 2, 1853 Nov. 11, 1889 43 Idaho Territory established March 3, 1863 July 3, 1890 44 Wyoming Territory established July 25, 1868 July 10, 1890 45 Utah Territory established Sep. 9, 1850 Jan. 4, 1896 46 Oklahoma Territory established May 2, 1890 Nov. 16, 1907 47 New Mexico Territory established Sep. 9, 1950 Jan. 6, 1912 48 Arizona Territory established Feb. 24, 1863 Feb. 14, 1912 49 Alaska Territory established Aug. 24, 1912 Jan. 3, 1959 50 Hawaii Territory established Aug. 12, 1898 Aug. 21, 1959 U.S. Territories There are currently 16 territories owned by the United States, mostly islands in the Pacific ocean or Caribbean Sea, most of which are uninhabited and administered as wildlife refuges by the US Fish and Wildlife Services or as military outposts. United States territories with inhabitants include American Samoa (established 1900), Guam (1898), the 24 Northern Marianas islands (today a commonwealth, established 1944), Puerto Rico (a commonwealth, 1917), U.S. Virgin Islands (1917), and Wake Island (1899). Sources and Further Reading Biber, Eric, and Thomas B. Colby. The Admissions Clause. National Constitution Center.Immerwahr, Daniel. How to Hide an Empire: A History of the Greater United States. New York: Farrar, Straus and Giroux, 2019.  Lawson, Gary, and Guy Seidman. The Constitution of Empire: Territorial Expansion and American Legal History. New Haven: Yale University Press, 2004.  Mack, Doug. The Not-Quite States of America: Dispatches from the Territories and Other Far-Flung Outposts of the USA. W. W. Norton, 2017.The last time Congress created a new state. Constitution Daily. The National Constitution Center, March 12, 2019.

Learn about How to Become a Superhero

Learn about How to Become a Superhero How to Become a Superhero Art of Telling about Yourself How often do you hear a phrase, Tell me something about yourself?Is it always easy for you to do it? Talking about oneself may be difficult, especially if you experienced some unpleasant moments in your life, loss of the ones you loved or some other tragedy. What to do in this case? What is the best way to tell about yourself without exciting pity and without boring everyone to death? In other words, how to become a superhero of your own story turning your weak points into strong ones? How to Become the Superhero of Your Story In order to be the hero of your own story you will have to learn a few simple things. First of all, you should remember that self-branding requires revealing your strong sides first of all. For example, there is a person who lost one of his/her parents when he/she was young. What do you think such person should tell about herself: how miserable he/she was without mother or how his/her father helped him/her to become a strong person ready to ace any challenges in life? Never forget about the aim of telling about yourself. You are the hero of your own story! And the things that heroes never do are pitying themselves. If you do not know how to become a superhero in real life, just learn one simple thing: show that you are fighter not a loser. To understand this tip better, please compare two stories below: What example makes you feel a hero of your own story? Remember that you create your own superheroand this superhero is you!Remember that the success of your story will depend on the approach you take towards it. Make sure it is not very self-centered. Sure, it is your story, but try to present it in such a way that everyone could find something personal in it. Here is a list of different ways of how to write a superhero story. They will help you not only to understand how to start a superhero story but also show you theways to become a superhero. Tell people about how to get super powers in real life easy and it will definitely make them interested in what you say. The most important thing is not to lose belief in your own powers. The more you believe in yourself, the stronger you will be and the easier you reach a desired outcomes. You are the only one who can make the ending of your story happy!

Giving Directions in Chinese

Giving Directions in Chinese Some of the most important vocabulary to prepare before going to a Mandarin-speaking country is phrases and words for asking directions. Especially when traveling through a Mandarin-speaking country, you will need to be able to ask for and understand directions. Here is a quick crash-course in understanding directions in Chinese including a vocabulary list and sample practice dialogues. This Mandarin Chinese lesson comes complete with audio files to help you with your pronunciation.  Audio files are marked with ââ€" º Turn è ½â€° (traditional form) / è ½ ¬ (simplified form) ââ€" º zhuÇŽn: turnÃ¥ ¾â‚¬ ââ€" ºwng:  toward Right / Left / Straight Ã¥  ³Ã‚  Ã¢â€" ºyà ²u: rightÃ¥ · ¦ ââ€" ºzuÇ’: leftÃ¥ ¾â‚¬Ã¥  ³Ã¨ ½â€° / Ã¥ ¾â‚¬Ã¥  ³Ã¨ ½ ¬Ã‚  Ã¢â€" ºwng yà ²u zhun: turn rightÃ¥ ¾â‚¬Ã¥ · ¦Ã¨ ½â€° / Ã¥ ¾â‚¬Ã¥ · ¦Ã‚  Ã¨ ½ ¬ ââ€" ºwng zuÇ’ zhun: turn left ä ¸â‚¬Ã§â€º ´ ââ€" ºyÄ « zhà ­: straight aheadç› ´ ââ€" ºzhà ­: continuouslyä ¸â‚¬Ã§â€º ´Ã¨ µ ° ââ€" ºyÄ « zhà ­ zÇ’u: go straight aheadç› ´Ã¨ µ ° ââ€" ºzhà ­ zÇ’u: go straight ahead Status åˆ ° ââ€" ºdo: go to / reachedÃ¥ ¿ «Ã¥Ë† °Ã¤ ºâ€  ââ€" ºkui do le: almost arrivedÃ¥ Å" ââ€" ºtà ­ng: stopåˆ °Ã¤ ºâ€  ââ€" ºdo le: have arrivedÃ¥ ¥ ½ ââ€" ºhÇŽo: okayÃ¥ ¥ ½Ã§Å¡â€ž ââ€" ºhÇŽo de: okay Landmarks ç ´â€¦Ã§ ¶  Ã§â€¡Ë† / ç º ¢Ã§ » ¿Ã§  ¯ ââ€" ºhà ³ng lÇÅ" dÄ“ng: traffic lightè · ¯Ã¥  £ ââ€" ºlà ¹ kÇ’u: intersectionå… ¬Ã¥Å"’ / å… ¬Ã¥â€º ­ ââ€" ºgÃ… ng yun: public parkç  «Ã¨ »Å Ã§ «â„¢ / ç  «Ã¨ ½ ¦Ã§ «â„¢Ã‚  Ã¢â€" ºhuÇ’ chÄ“ zhn: train stationè »Å Ã§ «â„¢ / è ½ ¦Ã§ «â„¢ ââ€" ºchÄ“ zhn: bus stationæâ€"…é ¤ ¨ ââ€" ºlÇš guÇŽn: hotel Example Dialogue 1 è «â€¹Ã¥â€¢ Ã¤ ½  Ã§Å¸ ¥Ã© â€œÃ§  «Ã¨ »Å Ã§ «â„¢Ã¥Å" ¨Ã¥â€œ ªÃ¥â€¦â€™(traditional form)è ¯ ·Ã©â€" ®Ã¤ ½  Ã§Å¸ ¥Ã© â€œÃ§  «Ã¨ ½ ¦Ã§ «â„¢Ã¥Å" ¨Ã¥â€œ ªÃ¥â€ž ¿(simplified form)QÇ ng wà ¨n, nÇ  zhÄ « do huÇ’ chÄ“ zhn  zi nÇŽer?Excuse me, do you know where the train station is? çŸ ¥Ã© â€œÃ£â‚¬â€šÃ¤ ¸â‚¬Ã§â€º ´Ã¨ µ °Ã¥Ë† °Ã¤ ºâ€ Ã¨ · ¯Ã¥  £Ã¥ ¾â‚¬Ã¥  ³Ã¨ ½â€°Ã£â‚¬â€šÃ§â€º ´Ã¨ µ °Ã§ ¶â€œÃ© Å½Ã¥â€¦ ¬Ã¥Å"’ç„ ¶Ã¥ ¾Å'Ã¥ ¾â‚¬Ã¥ · ¦Ã¨ ½â€°Ã£â‚¬â€šÃ§  «Ã¨ »Å Ã§ «â„¢Ã¥ ° ±Ã¥Å" ¨Ã©â€š £Ã£â‚¬â€šÃ§Å¸ ¥Ã© â€œÃ£â‚¬â€šÃ¤ ¸â‚¬Ã§â€º ´Ã¨ µ °Ã¥Ë† °Ã¤ ºâ€ Ã¨ · ¯Ã¥  £Ã¥ ¾â‚¬Ã¥  ³Ã¨ ½ ¬Ã£â‚¬â€šÃ§â€º ´Ã¨ µ °Ã§ » Ã¨ ¿â€¡Ã¥â€¦ ¬Ã¥â€º ­Ã§â€ž ¶Ã¥ Å½Ã¥ ¾â‚¬Ã¥ · ¦Ã¨ ½ ¬Ã£â‚¬â€šÃ§  «Ã¨ ½ ¦Ã§ «â„¢Ã¥ ° ±Ã¥Å" ¨Ã©â€š £Ã£â‚¬â€šZhÄ « do. YÄ « zhà ­ zÇ’u, do le là ¹ kÇ’u wÇŽng yà ²u zhuÇŽn. Zhà ­ zÇ’u jÄ «ng guà ² gÃ… ng yun, rn hà ²u wÇŽng zuÇ’ zhuÇŽn. HuÇ’ chÄ“ zhn jià ¹ zi n.I know. Go straight and turn right at the junction. Go straight through the park and turn left. The train station is right there. Example Dialogue 2 我å · ²Ã§ ¶â€œÃ¥Å" ¨Ã¦â€"…é ¤ ¨Ã£â‚¬â€šÃ¤ ½  Ã¥Å" ¨Ã¥â€œ ªÃ¨ £ ¡Ã¥â€¢Å Ã¦Ë†â€˜Ã¥ · ²Ã§ » Ã¥Å" ¨Ã¦â€"…é ¦â€ Ã£â‚¬â€šÃ¤ ½  Ã¥Å" ¨Ã¥â€œ ªÃ©â€¡Å'å•ŠWÇ’ yÇ  jÄ «ng zi lÇš guÇŽn. NÇ  zi nÇŽ lÇ  a?Im already at the hotel. Where are you? 我åÅ" ¨Ã§ ´â€¦Ã§ ¶  Ã§â€¡Ë†Ã¥ Å"ä ºâ€ Ã¥ ¾Ë†Ã¤ ¹â€¦Ã¥ ¿ «Ã¨ ¦ Ã¥Ë† °Ã¤ ºâ€ Ã£â‚¬â€šÃ¦Ë†â€˜Ã¥Å" ¨Ã§ º ¢Ã§ » ¿Ã§  ¯Ã¥ Å"ä ºâ€ Ã¥ ¾Ë†Ã¤ ¹â€¦Ã¥ ¿ «Ã¨ ¦ Ã¥Ë† °Ã¤ ºâ€ Ã£â‚¬â€šWÇ’ zi hà ³ng lÇÅ" dÄ“ng tà ­ng le hÄ›n jiÇ”, kui yo do le.I have been waiting for the traffic light for a long time, almost there. Ã¥ ¥ ½Ã£â‚¬â€šHÇŽo.Okay.

Marketing content Assignment Example | Topics and Well Written Essays - 3000 words

Marketing content - Assignment Example Digital marketing is about having no second thoughts, you can do better in shorter time, with less money, effort, friendlier, whenever you feel like it and have time, with whatever resources. SECTIN B - KEY ISSUES IN DIGITAL MARKETING Chapter 1. Digital Marketing The new rules of marketing in a digital age (Wiley 7). While evolving throughout time, economy has been creating new sets of rules to conduct itself. Obviously, marketing has met with brand new evolution, thing which made us orientate towards its new meanings of expression. Nevertheless, â€Å"their success ultimately depends on their acceptability to the consumer† (Wiley 7). In the new era of business, companies have resorted to developing a one-to-one relationship with their clients so as to take the relationship to a new level which should encompass the new demands of the public (Wiley 7). In their book, â€Å"Wiley e-Book†, Wiley et al. ... virtual communities design for customer-led positioning expand the role of branding in the global portfolio leverage consumers as coproducers through customization use creative pricing in the priceline.com world create anytime-anyplace distribution and integrated supply chains redesign advertising as interactive and integrated marketing, communication, education, and entertainment reinvent marketing research and modeling as knowledge creation and dissemination use adaptive experimentation redesign the strategy process and supporting organizational architecture† (Wiley 8). This classification comes as a response to the actual and novel needs of consumers, who show a great power of adaptability and needs that are never fully satisfied. The role of the Internet in transforming Marketing (Rowan 4). In its early years Internet was â€Å"simply another communication medium† (Rowan 4). It was used more to inform than to transmit a message, thoughts, feelings, the utter mission of the company and it was treated likewise with moderate indifference cause it was thought of serving no purpose. â€Å"In the past customers seem to have had little control over their involvement in company Marketing programmes† (Rowan 5). As there was the habit of finding out about the product and ultimately buying it or on the contrary, refusing to buy it, customers didn’t expect much from the companies. Nowadays, the perspective changed to the extent of giving the client the opportunity of â€Å"communicating their interest to the company being promoted†, thus participating in the improvement of the company’s approach, as far as the client is concerned (Rowan 6). Rowan made a point when concluding to three main ideas that would enhance customers’ influence over companies, that is: â€Å"ideas of

LLb Law, Contract Essay Example | Topics and Well Written Essays - 3500 words

LLb Law, Contract - Essay Example The general rule pertaining to advertisements is that an advertisement is not an offer to provide goods but only an invitation to treat. In the case of Spencer and Harding (1870), this rule was deemed valid even if the word â€Å"offer† was used in an advertisement and the customer is regarded as making the offer when he shows an intention to buy the goods, which a retailer has the right to accept of reject. The classical will theory of contract is based upon the notion that all obligations of the contract arise out of the individual will of the parties contracting freely. Such a contract is enforced because it represents a bargain made between the parties on the basis of an exchange of goods having taken place. Therefore, in the case of Allsports sales to its customers, there has been an exchange of goods – the customers have purchased 200 pounds worth of goods in exchange for which they are to receive free tickets to the next test match between England and Australia i n Melbourne. But applying the principle of the advertisement being only an invitation to treat, no breach of law can be said to have taken place, as was established in the case of Pharmaceutical Society of GB v Boots Cash chemists 1952. A contract represents an exchange whereby an offer is made by one party which is accepted by another party. In this case, Allsports has made an offer to its customers which has been accepted by them. The advertisement placed by Allsports in the National Press in effect, makes a promise to a customer purchasing more than 200 pounds worth of goods, a free ticket to the test match. According to Charles Fried, a person who makes a promise is morally bound to keep it because that person has "intentionally invoked a convention whose function it is to give grounds - moral grounds - for another to expect the promised performance." (Fried, 1982, p16), thereby summarizing the concept of contract as a legally enforceable promise (Williston, 1920). The central

English literature Essay Example | Topics and Well Written Essays - 1500 words - 3

English literature - Essay Example Motivated by her need to act and accept change, she finds out a religion known as Earthseed, which is said to be a religion of action, and it works against the existence of a literal God who creates, shapes, and controls reality. Finally, the group reaches Bankole’s land where they settle and form the first Earthseed community. Here they start teaching and practicing the Earthseed values and trying to accomplish their destiny of taking root among the stars. In the novel, The Parable of the Sower, Lauren Olamina is the protagonist, an African American teenager. Lauren resides in Robeldo, which is almost twenty miles from Los Angeles. Robeldo has turned out to be a walled closed society partly protected from the extensive lawlessness and distressed poverty that is beyond the walls of the neighborhood. When the inhabitants are murdered by gang of arsonists and thieves, Lauren is one of the few who survive. She decides to take action with several friends in a risky search for a better life. Butlers worrying tale is written in the form of Laurens journals, and this becomes an adventure story of an exploration of the negative trends in the American society that had become particularly palpable at the time the novel was written. In the Parable of the Sower, Butler’s criticism of religion emphasizes religion which, as I see it, in the novel is the source of the social problems, and this motivates one to talk about religion as viewed in the book. In the novel, Lauren criticizes the American Christian tradition. Lauren, who is the daughter of a Baptist teacher, has lost faith in her father’s God, the God of Christianity. Her feelings are clear in the novel when she writes, â€Å"At least three years ago, my father’s God stopped being my God. His church stopped being my church† (Butler 7). According to Lauren, the Christian God is nonsensical regardless of the environmental and social problems. She, therefore,

Suggestions of Crisis Communication for the Chinese Government Literature review

Suggestions of Crisis Communication for the Chinese Government - Literature review Example In short, a threat, surprise, unpredictability, short duration of response and inevitability define crises. Among all crises, damages, reputation and image are of key concern to any leader and organization during the crisis and post crisis. Arnold (2008) argues that reputational damage is an emergent danger during any crisis. Chen (2008) cites image as a central concept to the disciplines of human relations, fundamental to organizations (such as, government bodies, corporations, nonprofit groups and government institutions) as well as individuals. When a crisis erupts, the organization’s image is damaged and its capacity to manage the crisis qualities are put to test (Becker 2011). Coombs (2012) argues that crisis management is aimed at reducing or warding off financial and reputational risks by espousing the development of policies to help in the handling communication crises. A bank for crisis management policies seeks to help reduce potential negative outcomes ascribed to emergent situations and, thereby, protect institutions, stake holders and the industry from damage, According to Coombs (2012), an active crisis management platform originates from a universal â€Å"range of crisis communication approaches† comprising of a variety of activities from â€Å"denial to accommodation†. Defensive approaches assert that no disaster exists, or try to evade accountabilities for the crisis, through comprise, denial, excuses, justifications and attacks targeted at the accuser.

Royal national lifeboat institute Case Study Example | Topics and Well Written Essays - 2500 words

Royal national lifeboat institute - Case Study Example The name was subsequently changed to the Royal National Lifeboat Institution in 1854, when cork lifejackets were first issued to crew members. Since its inception, the RNLI has saved more than 139,000 lives , the proof of which are the innumerable stories of courage of sailors and volunteers who have stood the social and technological change over a period of time. The purpose, vision and values of RNLI clearly define their activities i.e. Purpose is â€Å"saving lives at sea†, Vision is to â€Å"end preventable loss at sea† and the Values are â€Å"selfless, dependable, trustworthy and courageous†. Their philosophy is not to seek funding from the government but the lifesaving service is provided by volunteers, and the organization is supported by contributions, donations and legacies on a purely voluntary basis. The entire operation is performed through local teams but with resources and directions from a central location. They have gained expertise through the h istory and tradition of the RNLI’s achievement of almost two centuries. The whole objective is to carry out preservation of life at sea and on the water, primarily by prevention and rescue operations. Introduction This report is a case study of Royal National Lifeboat Institute. ... It was founded by Sir William Henry on 4th March 1824. It was started with the name of National Institute for the Preservation of Life from Ship wrecks; after thirty years it was named Royal National Lifeboat Institute (RNLI). The idea of this Institute came up in his mind when he was on the Isle of Man and had witnessed the treacherous nature of the sea causing dozens of accidents of ships. So he decided to save their lives and then at his appeal, this charity was founded. In 1854, lifejackets were issued to the crew first time. In 1891, the first street collection was held at Manchester. This charity is established with the purpose of saving lives at sea. Its vision is to end preventable loss of life at sea. They all are dedicated towards their vision. They work together like a team to come up with the situation. Till now RNLI has saved more than 139000 lives. Now it has 444 lifeboats and 235 lifeboat stations. For saving lives, it has two main categories of lifeboats:- All weather boats: Weight of large boats is more than 40 metric tons, 1250hp engines, its speed is 25knots and its cost is around ?2 millions. Inshore lifeboats: These are small boats which work at the shores and are able to operate in shallow waters. It has different types of lifeboats for different places. When any incident occurs at the sea, then firstly it gets all the detail about the incident from the coastguard and then the crew can plot a course to the casualty. After arriving at the scene, they tell about their arrival to the coastguard and after that they assess the situation and take up the further steps. If possible they had a talk With the casualty and provide them reassurance.

Suggestions of Crisis Communication for the Chinese Government Literature review

Suggestions of Crisis Communication for the Chinese Government - Literature review Example In short, a threat, surprise, unpredictability, short duration of response and inevitability define crises. Among all crises, damages, reputation and image are of key concern to any leader and organization during the crisis and post crisis. Arnold (2008) argues that reputational damage is an emergent danger during any crisis. Chen (2008) cites image as a central concept to the disciplines of human relations, fundamental to organizations (such as, government bodies, corporations, nonprofit groups and government institutions) as well as individuals. When a crisis erupts, the organization’s image is damaged and its capacity to manage the crisis qualities are put to test (Becker 2011). Coombs (2012) argues that crisis management is aimed at reducing or warding off financial and reputational risks by espousing the development of policies to help in the handling communication crises. A bank for crisis management policies seeks to help reduce potential negative outcomes ascribed to emergent situations and, thereby, protect institutions, stake holders and the industry from damage, According to Coombs (2012), an active crisis management platform originates from a universal â€Å"range of crisis communication approaches† comprising of a variety of activities from â€Å"denial to accommodation†. Defensive approaches assert that no disaster exists, or try to evade accountabilities for the crisis, through comprise, denial, excuses, justifications and attacks targeted at the accuser.

A Short story Essay Example | Topics and Well Written Essays - 1250 words

A Short story - Essay Example Based on his dad interest in driving and education, Tom used to be driven to the school every day in the morning and in the evening. His father, though a good driver who emulated the road signs and rules was a tough driver who drove with a high speed unless there was a traffic jam. During his trip to the school, Tom used to ask his father many questions as to why he was driving in that high speed and go between cars yet the car was not involved in an accident. His father did not lie to him but informed Tom that diligent and confident is the major aspect that a good driver is supposed to follow. This made Tom to have an interest in driving. Tom’s dad was a person who wanted his children to develop their career at their early ages. During the holidays, Tom used most of his free time driving with James, his father. In this way, Tom closely interacted with his father and he was in a better position to ask all the disturbing questions that he was asking as they were driving to and from the school. His father on the other hand, allowed Tom to drive in flat areas where there were no cars in order to avoid accidents. Most notably, the father taught Tom on all the aspects of driving including the physical parts of a motor vehicle and the road signs. When being taught by his father Tom used to disturb him with all sought of questions. Being eager to know how to drive and become an excellent driver, Tom loved the way his father drove the family and this inspired him. Whenever the car could get a puncture, James would repair the puncture and the journey would continue without delay. The basic mechanic process that Tom†™s dad used to undertake any time the car experienced problems inspired Tom since he would look at his father going down the car and try to make things work in the right manner. Though Tom’s dad used to allow Tom to drive in lowlands and where their were no vehicles, his father one day as they were driving from school to

Thessaloníki Case Essay Example for Free

Thessalonà ­ki Case Essay Salonica or Thessalonà ­ki means the victory of Thessalonian and it is the capital city of Macedonia and in Greece it is the second largest city while in the whole of Southern Eastern Europe, it one of the largest city. The city still retains a number of Jewish and Ottoman buildings together with a good number of Byzantine architectural monuments. Thessalonà ­ki was founded by a king from Macedon known as King Cassander at around 315 BC who gave it the name Thessalonà ­ki which was his wifes name and the wife was a half sister to Alexander the Great (David 2004). When the kingdom of Macedon was no more in 168 BC, the Roman Republic took over the city and it became one of its own. The city tremendously grew and it became the capital city of Macedonia. In 379 BC, the Roman Prefecture of Illyricum was split into two which gave rise to the West and East Roman Empires and the new Prefecture named Thessalonà ­ki as its capital city. In 1204, immediately after the capture of Constantinople which happened by the fourth crusade, Thessalonà ­ki was redeemed and it was no longer under the Byzantine. (Donald 2000) In 1246, Thessalonà ­ki was recovered by the Byzantine Empire who later sold it to Venice in 1423 who ruled the city until on 1430 29th March, when Thessalonà ­ki was again captured by Ottoman Sultan Murad.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Over the reign of Ottoman, Thessalonà ­kis Jewish and Muslims increased in numbers and by 1478, the city had a total of 4,320 Muslims and 6,094 Greek Orthodox together with a good number of Catholics but there were no Jews. In order to prevent the Greeks from dominating Thessalonà ­ki, Ottoman welcomed the Sephardic Jews who were thrown out of Spain by Isabella and Ferdinand. For the next two centuries, Thessalonà ­ki grew to be the largest Jewish city in the whole world and it was nick named â€Å"The Mother of Israel† (Albert 1923). The Ottoman Empire was founded by the Turkish Osman but unfortunately it suffered so many problems like, the ancestor of the Mogul dynasty in India, the 1402 attack by the Tamerlane and the Mongol ruler of Samarkand. Constantinople was the main threat of the empire but when he was captured in 1453 it was an advantage to the Ottoman Empire since it was able to stabilize in the region. Thessalonà ­ki was under the empire until 1912, when it was worn back by the Greek about 90 years following the other Greece cities which had already gained their independence from the Ottoman Empire. The destruction of the Ottoman empire was overseen by the Mustafa Kemal who was born and brought up in Thessalonà ­ki in 1923, he later became the president of the Republic of Turkey. He was a very good leader but a dictator but he brought great reform in Turkey and he greatly emphasized on a strong Turkish nationalism which lead to him getting the title of â€Å"Father Of the Turks† in 1935.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the beginning of the 20th Century Thessalonà ­ki was dominated by the European but the situation changed and currently it is completely filled by the Greek. (Apostle 1980) In the late 19th Century and the beginning of the 20th Century, Thessalonà ­ki was drastically destroyed by a series of fire which resulted   in to the 1917 devastating fire incident that destroyed so many homes leaving many citizens being homeless and it resulted to the city center being rebuilt and re planned which took a period of twenty five years. In 1978, Thessalonà ­ki suffered a number of drastic earthquakes, which led to many casualties and disruption and it also destroyed many early churches.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   From the time when Thessalonà ­ki came into being which is like 2,000 years ago, the Jewish in that city contributed so much in its development. From the foundation of Thessalonà ­ki the leader of Egypt who was also the initiator of the Ptolemaic dynasty had also acted as a Macedonian General working under Alexander the Great and his name was Ptolemy, I (Donald 2000). He was requested by the founder of Thessalonà ­ki Kassandra to give a number of his Jewish artisans to beef up the team that was building the city. When the Jewish Artisans went to Thessalonà ­ki they did not went back to their homeland after completing their task of rebuilding the city which resulted to the foundation of the Jewish community in Thessalonà ­ki. In 140 BC the Jewish from Alexandria also arrived in Thessalonà ­ki who were later followed by the Jewish from Macedonian who arrived in 10 AD. From the Holy Bible in the book of Acts of Apostles it is recorded that in 50 AD St Paul visited Thessalonà ­ki where he taught in the synagogue which shows that the Jewish community was already established in Thessalonà ­ki by then.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During the following century very many Jews came to Thessalonà ­ki, but the largest mass migration of Jews to the city happened at the end of the 15th Century. (David 2004) By then the Jewish who were in Spain were doing very well for some time and it resulted into the Jewish community producing very great artists, scholars, artisans, traders, scientists, artists and philosophers. But in 1492 the trend suddenly came to an end when Isabella and Ferdinand of Spain and the inquisition felt like the Jewish were flourishing very much and if they could be given a chance they may be they could have planned on how to overthrow them hence they decided to do away with the threat and they threw them out of their territory. After the departure of the Jewish community from Spain, the Spanish dug out their cemeteries and they even set ablaze the areas where the Jewish were living and they even renamed those places by giving them new Christian names so as to do away and to forget the Jewish community, they even went to an extend of destroying anything that could have brought their memories back.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Ottoman Empire warmly welcomed the Spanish Jewish whom he saw as new taxpayer and he could not comprehend why the Spanish could do away with such important and valuable resource. From the middle of the 15th Century when the Ottoman Empire took over Thessalonà ­ki, that city had been almost abandoned thus the Jewish Community who were later joined by other Jews from different troubled parts had superior strength than other communities who later joined them (Edward 1947). They had authority in Thessalonà ­ki and they worked in different mines, they started the first printing house and just like they did in Spain, they produced very great artists, scholars, artisans, traders, scientists, artists and philosophers. They also did very well in businesses, commerce and in industries while their professionals established their own organizations and charitable institutions. The Jewish lived in prosperity and in harmony with other Christians and their Muslim neighbors they even ganged up with them in war.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thessalonà ­ki was one of the very important cities in the Ottoman Empire and it remained under the Empire up to the year 1912. Thessalonà ­kis day of rest was Saturday which was the Jewish Sabbath Day. In October 1912, the city was captured by Greek and in March 1913, the king of Greece King George the first was assassinated in the city. In 1915, which was during the world war one, some forces captured the city and they wanted to use it as a base against the supporters of German Bulgarians. Later a mysterious fire accident attacked the city and it caused a lot of destruction and the results of the destruction was that a good number of Jewish population vacated the city and they resettled in different places like, America, Paris and Palestine (Albert 1913). The Jewish who vacated were replaced by Greek refugees who were evicted from Turkey in 1922 after the Greco-Turkish war. This caused the city to increased in size very fast and it was named â€Å"The Refugee Capital† while others called it â€Å" The Mother Of The Poor†. In 1941 Thessalonà ­ki was captured by the forces of Nazi Germany until 1944 but later it was attacked by bombing which drastically destroyed it while many Jewish were exterminated by the Nazis which resulted to only a thousand Jewish population remaining in the city. However, the citys glory was restored since it was rebuilt very fast after the war. (Apostle 1980) Currently Thessalonà ­ki has been transformed into a modern city which has very wonderful roads and boulevards that has been laid out and designed in a grid pattern. The city also has well designed and wonderful shopping streets, restaurants, hotels, concert hall and even nightclubs. Work Cited Albert H., The Government of Ottoman, New York : Alpha Publishers, 1913. Apostle Papagiannapoulos, History of Thessalonà ­ki, Wales :   DA Capo Press, 1982. Apostle Papagiannapoulos, Thessalonà ­ki, LA : Baton Rouge Press, 1980. David Willett, The Greece, West minister : West Minister John Knox Press, 2004. Donald Quataert, The Ottoman Empire, Wales: DA Capo Press, 2000. Edward Shepherd, The history Of Ottoman Empire, LA: Baton Rouge Press, 1947.

How Does Social Class Affect Life Chances?

How Does Social Class Affect Life Chances? LIFE CHANCES SOCIAL CLASS CONTINUES TO HAVE A SIGNIFICANT IMPACT ON LIFE CHANCES OF INDIVIDUALS IN THE CONTEMPORARY UK. DISCUSS THIS VIEW, USING APPROPRIATE EVIDENCE. In a modern western society individuals strive to achieve the things that are labelled as desirable, the best phone, a big house and a nice car. These are all known as commodities alongside education, health and housing but these commodities are very rarely distributed equally and so actually achieving these things can be difficult (Stroud, 2001). The ability and opportunity a person has to achieve these commodities is known as a person’s life chances. There are various factors that can determine a person’s life chances including genetic inheritance, social class of parents, education, childhood poverty, family, attitudes and discrimination, plus many more (Aldridge, 2004). A person’s life chances will often be determined by their social class within their society. Social class is one of the oldest and possibly one of the most persistent inequalities in British society. Classes are groups of people that all share the same ideals, opportunities and cultural belief s. These class systems can be defined by achieved or ascribed status. Achieved status is status that has been worked for, whereas ascribed status is from birth. Some class systems have social mobility, which gives individuals the opportunity to move up or down classes. Throughout history there have been records of many different class systems, including slavery, the feudal system and the Hindu caste system. Some of these class systems still exist even in today’s modernised world. Despite many adaptions taking place as life continues to change according to the National Equality Panel the UK is still a long way from being a society of equal opportunity. There has been a lot of change over the last two decades that have indeed improved the life chances of many; these changes have narrowed the inequalities in earnings, gender and education for ethnic minorities (Timmins, 2010). The biggest inequality that can be seen within the UK would be with income, with the majority of the UK’s wealth being owned by only a small percentage. Within the contemporary UK there appears to be a class system divided into three categories, upper class, middle class and working class. For each of these three classes there will be differences in the kind of advantages or disadvantages the people within them can have. These differences may be recognised by obvious inequality with commodities such as council housing or privately owned housing in select locations, education at select schools compared to state education, private healthcare opposed to NHS healthcare and highly paid occupations against poorly paid or no occupation opportunities. There could also be disadvantages due to a person’s accent and dialect, appearance and clothing and the leisure activities that person indulges in. There may also be other less obvious inequalities, from social class, that can affect a person’s life chances. In a modern society social class and life chances depend largely on economic differences between groups, such as wealth and income, possession of goods, and a person’s position in society (SFEU, n.d). The biggest differences in social class within the UK can be seen through a person’s occupation. The upper classes can live off unearned income, such as land rents or inheritance. There are not many upper class people living off unearned income, despite there being some very wealthy people. In the UK most people fall into middle class or working class categories. The middle class is broken down into the higher middle class and the lower middle class. The higher middle class hold occupations in professional work such as law, medicine or owning businesses. This type of work requires education, qualifications and skills. While the lower middle class hold occupations such as teachers and opticians. At one time lower middle class occupations were sought after and would have bee n regarded as higher middle class, but due to these professions now being stable well paid positions they have decreased in class standing (Mills, 1956, cited in Anon, n.d). Working classes hold manual labour occupations and although this can often require a lot of skill it is not generally well paid (Anon, n.d). It is more than obvious to say that if a child has a good education and achieves high qualifications then that child is most likely to gain a high paying job. A person born into a family living in poverty would obviously not have the same opportunity to attend a top quality private school as a person born into a wealthy family. There is also the consideration of catchment areas with education that could prevent a person being able to attend a better school than provided in their local area. A lot of the best schools in the UK do have scholarship and bursary opportunities, however these do not always apply as some of the individuals from poorer societies are unable or unaware of how to apply for this assistance and if they do they could still be refused. For instance, a child from a council estate, living with unemployed parents on the outskirts of a city would not be able to go to a private funded school in a big city. Whereas a child with parents as actors will almost always be inst antly enrolled to the best private schools available. The main factor that affects health inequality in the UK is social class. There are many studies that show people born in to poor families have less chance of survival, grow up with poor health and may die at an early age. NHS waiting lists at an all time high, those individuals with either low incomes or no incomes are increasingly waiting longer for potentially lifesaving treatment. In contrast to this those people in what is considered the upper classes are able to pay to have treatment privately and almost immediately, also having the opportunity to choose the best surgeon/doctor to perform the treatment. There is also the fact that many working class occupations cause illness but the people suffering are unable to take time away from their employment for fear of dismissal. Health inequalities may not be directly caused by social class itself but more as a result of social class inequality. Poor health can be a result of poor living conditions, bad eating habits, behavioural habi ts such as smoking and drinking and lack of exercise (Macintyre, cited in Burton, 2014). Another difference between life chances and differing social classes is the way crime is handled. A lot of national statistics state that most crime is committed by working class males. This is not necessarily true as a lot of wealthy people often commit crimes but are not prosecuted. Even when they are prosecuted there are major differences in the treatment involved. For instance a white working class male arrested for fraud will find himself face down on the pavement and handcuffed behind his back. He will then be taken to a local police station, thrown in a cell and eventually interviewed for hours before having DNA, fingerprints and photographs taken before being released. In total contrast to this a wealthy public figure such as a politician or celebrity would be contacted through their PA or agent with a request to attend the police station at a time suitable and convenient for them. They will not be handcuffed, put in a cell or subjected to many hours of interrogation. They ma y have to provide DNA, fingerprints and photographs but this could also depend on the person in question. REFERENCES Aldridge, S. (2004) Life Chances Social Mobility: An Overview of the Evidence [online]. Available from: http://www.swslim.org.uk/documents/themes/lt10_lifechances_socialmobility.pdf [Accessed on: 25th February 2014]. Anon. (n.d) Social Inequality Class War [online]. Available from: https://www.google.co.uk/url?sa=trct=jq=esrc=ssource=webcd=4ved=0CE4QFjADurl=https%3A%2F%2Fhwb.wales.gov.uk%2Fcms%2Fhwbcontent%2FShared%2520Documents%2Fvtc%2F2009-10%2Fsociology%2Fj-griffiths-a2%2F08%2520Class%2520inequality.docei=cwUNU9qYGoLC7AaH0YGADQusg=AFQjCNHztbBO4TkYV-B6XSNIwk_jZoTLiAsig2=Jpwtyqz8c6wbtXevFwkpBwbvm=bv.61725948,d.ZGUcad=rja [Accessed on: 25th February 2014]. Burton, J. (2013) Class and Stratification Access Sociology [Class Hand-out]. Access to Social Science: Life Chances, Northampton College. 1st March. Crossman, A. (n.d) Sociology of Social Inequality [online]. Available from: http://sociology.about.com/od/Disciplines/a/Sociology-Of-Social-Inequality.htm [Accessed on: 27th February 2014]. Scottish Further Education Unit. (n.d) Sociology Social Stratification Intermediate  ½ [online]. Available from: https://www.google.co.uk/url?sa=trct=jq=esrc=ssource=webcd=5ved=0CFYQFjAEurl=http%3A%2F%2Fwww.educationscotland.gov.uk%2FImages%2FSocialStratInt12_tcm4-335917.docei=cwUNU9qYGoLC7AaH0YGADQusg=AFQjCNFy43tMDIvoc1psuuKEX06umWxxgQsig2=5lS1A_bga4yStmZ-aZ4NxAbvm=bv.61725948,d.ZGUcad=rja [Accessed on: 25th February 2014]. Sparknotes. (n.d) Social Stratification and Inequality. Modern Stratification Systems [online]. Available from: http://www.sparknotes.com/sociology/social-stratification-and-inequality/section3.rhtml [Accessed on: 27th February 2014]. Stroud, A. (2001) How Social Class Affects Life Chances [online]. Available from: http://www.markedbyteachers.com/gcse/sociology/how-social-class-affects-life-chances.html [Accessed on: 27th February 2014]. Timmins, N. (2010) Social advantages still shape life chances [online]. Available from: http://www.ft.com/cms/s/0/72110f9e-0ab1-11df-b35f-00144feabdc0.html axzz2ujHY6eXs [Accessed on: 1st March 2014]. BIBLIOGRAPHY Angel, L. (2007) Sociology (Analyse the relationship between social class and life chances)? [online]. Available from: http://uk.answers.yahoo.com/question/index?qid=20070121091107AADtlDM [Accessed on: 27th February 2014]. Bancroft, A. Rogers, S. (2010) Introduction to Sociology. Max Weber – Class, Status and Power [online]. Available from: http://www.cf.ac.uk/socsi/undergraduate/introsoc/weber11.html [Accessed on: 27th February 2014]. Rafaelz5. (2008) Does social class still influence people’s life chances and lifestyle? [online] Available from: http://answers.yahoo.com/question/index?qid=20080810055743AA8X0wM [Accessed on: 27th February 2014]. S-cool. (n.d) Class [online]. Available from: http://www.s-cool.co.uk/a-level/sociology/inequalities/revise-it/class [Accessed on: 1st March 2014].

Masculinity in Oliver Stones Nixon :: Film Movie American History President Essays

Masculinity in Oliver Stone's Nixon I. Introduction When President Nixon was leaving the White House, Henry Kissinger comforted him by saying, "History will treat you kindly," to which Nixon replied, "That depends on who writes the history" (Hamburg xiv). [1] Watching Oliver Stone’s Nixon (1995) and the director’s earlier film JFK (1991), it is difficult to have kind thoughts about Richard Nixon. Stone’s investment in the figure of the president manifests itself in two ways: first, in the director’s fixation on Nixon as a symbol of the corrupt political landscape after President John Kennedy’s assassination, and, second, his fixation on Nixon as a symbol of a failed patriarch or an ineffective father figure who led the country into further turmoil. Stone has argued that he hoped to elicit sympathy for Nixon, but I will show that the director’s emphasis on Nixon as an epic tragedy, especially in conjunction with the Beast thesis, does not allow for sympathy or understanding of the man or his politics. [2] My analysis primarily focuses on Stone’s film Nixon, but it is noteworthy to mention JFK, since both films were embroiled in heated debates regarding historical authenticity and artistic license. In JFK, Stone pieces together several conspiracy theories as to who was responsible for President Kennedy’s assassination from â€Å"real† primary texts, news footage, ear and eye witnesses, and the Zapruder film, among others. In Nixon, Stone uses similar techniques to posit equally troubling theses: the first that Nixon, while Vice President, was involved in a plot to assassinate Fidel Castro, and, second, that Nixon was directly or inadvertently responsible for the deaths of John and Robert Kennedy. Stone elects to create scenes and embellish information but defends his mixing of fact and speculation: â€Å"Of course, there’s license and speculation, but they are based on reasonable assumptions which we’ve discussed with highly reliable techn ical advisers who lived through the history we’re recounting in the film† (Monsel 206). [3] Regardless of historical inaccuracies, it is valuable to analyze how Stone constructs Nixon’s personae, as well as the epic thesis of the â€Å"Beast† in American politics, because, through both, Stone deconstructs the American ideology of the ideal man, as well as the â€Å"American dream† of success. II. American Capitalist Ideology and Marketing of Nixon and JFK. [4] The marketable nature of Stone’s controversy is elaborated in the ideologies he chooses to emphasize and the â€Å"whitewashing† of particular historical facts that are shown in Nixon.

Essays for the American Pageant, 14th Ed.

Essays for The American Pageant, 14th ed. Part One 1. From the perspective of Native Americans, the Spanish and English empires in America had more similarities than differences. Assess the validity of this generalization. Response Strategy It is important to develop a clear thesis on the validity of the statement at the outset of the essay. A good essay could be developed on either side of the issue or in support of a middle-of –the-road position. Supporting paragraphs should be developed to build the position chosen.Both the Spanish and the English treated the Native Americans as inferiors, thought it important to bring them Christianity, sought to profit economically from relations with the Native Americans, and forced some Native Americans into slavery. Both brought terrible diseases to the New World, though the Spanish impact was more devastating because of earlier arrival. The Spanish attempted to integrate Native Americans into their colonial societies through intermarr iage and through the establishment of agricultural communities with Native American workers.The English separated themselves from Native American life to a greater extent and relied mostly on trade for economic gain. 2. Evaluate the extent of settlement and influence of three of these groups of non-English settlers in North America before 1775. French Dutch Scots Irish German African Response Strategy It is important to point out that English settlers were a definite majority of those in North America during the entire eighteenth century. However, the proportion declined from about twenty to one in 1700 to only about three to one by 1775.So a good essay should point out that the significance of non-English groups was increasing. The next task is to select three groups from the list and describe the influence of each. Of the non-English settlers, the largest group consisted of Africans, most of whom were enslaved and forced to immigrate. The laws and social customs that enabled the i nstitution of slavery to exist were firmly in place by the 1700s. There were enslaved Africans in all of the colonies, though the practice was most prevalent in the South, due to the labor-intensive export crops common there.The French had relatively small settlements in the St. Lawrence River valley, but exerted economic influence over vast expanses of the interior through trade and missionary activities. Because French economic power rivaled that of England, the English feared the French settlers more than those from the other countries, until the French colonies came under English rule in 1763. The Dutch originally controlled the Hudson River valley as a separate colony, but this had been absorbed by New York by the 1700s. Dutch names remained important there and Dutch social customs were influential.The relative poverty and the independent spirit of many of the Scots Irish settlers is demonstrated by their tendency to settle along the western frontiers on both sides of the Appal achians from Pennsylvania southward. They maintained their Presbyterian religion, and a history of struggles with the Church of England meant that they were unlikely to respect the English colonial governments. German settlers located themselves mostly in Pennsylvania where they were called â€Å"Pennsylvania Dutch. † They maintained relatively prosperous farming communities and tried to remain culturally separate from the English. . Explain the theory of mercantilism and the role in played in prompting Americans to rebel in 1776. Essay A (Strong) In the seventeenth and eighteenth centuries, the set of economic ideas that prevailed in the governments of several leading European nations came to be called mercantilism. Based on these ideas, English leaders made decisions that were more advantageous to the mother country than they were to the colonies. While this resulted in some discontent among the colonists, mercantilism by itself was not responsible for the acts of rebellion in 1776.Mercantilism played a role in American independence, but it was only one of a number of ideas and events that were important. Mercantilist ideas emphasized that nations should strive toward economic self-sufficiency and that the power of a nation should be measured by the amount of its gold and silver reserves. Ultimately, a nation should arrange to produce everything it needed for its own citizens and sell surpluses to for hard currency. This metal reserve, in turn, could be used in emergency situations to pay for wars or solve shortages.Colonies, like those England had in North America, played an important part in this economic equation. They could help England become self-sufficient by producing things that could not be made or grown there such as tobacco, sugar, and tall masts for ships. Colonists could also provide a market for British goods, particularly manufactured products, such as woolen cloth or beaver hats. This meant that the home economy in England could becom e more fully developed, while the colonial economies were relegated to a role of supplying raw materials.To insure that the American colonies would contribute to this overall sense of British wealth, various Navigation Acts were passed beginning in 1650 to regulate trade between the colonies, England, and the rest of the world. In many cases, ships carrying American products to other European countries had to stop in England first to pay duties before continuing onward. Also, goods traveling to and from America had to be carried in English or American ships, not Dutch or French, regardless of the source or destination of the cargoes.Furthermore, the requirement that gold and silver be spent to purchase English goods meant that there was a great shortage of money in the colonies. They could only obtain these precious metals by illicit trade with the French and the Spanish colonies. The British right to nullify colonial laws that conflicted with the mother country’s objectives meant that efforts of colonies to issue paper money were sometimes halted because of concerns by English banks and merchants. The colonists often resented these intrusions by British authorities and the resulting limitations on economic opportunities.Despite the existence of the mercantilist policies, relations between Britain and its North American colonies were relatively good through most of the 1600s and 1700s. Partly this was because the Navigation Acts were not well enforced during the period of â€Å"salutary neglect† and the colonial economies grew. Also the Americans gained some advantages from the system such as the tobacco monopoly. Relations became strained to the point of rebellion only after 1763. The royal government began to impose taxes on the colonists, such as Sugar Act, the Stamp Act, and the Townshend Acts.While these new taxes bore some relationship to the mercantilist control of the colonial economies, they were primarily motivated by England’s n eed to pay the expenses of an ongoing struggle with France. There was also a growing awareness among the colonists of the radical Whig ideas that liberties and economic livelihood could be lost to a corrupt government unless actively protected, so colonists were primed to rebel when England tried to increase its colonial revenue stream. Mercantilist ideas set up a situation in which the economic interests of the American colonists were subordinated to those of England.However, this alone was not sufficient to cause the colonists to rebel. The situation tipped toward rebellion after 1763 because of England’s war-related expenses and because the colonists were becoming more aware of their rights and the need to defend them. Essay B Mercantilism was an economic policy that emphasized that, to be successful, a nation had to make money. This meant that it had to sell more than it bought and build up gold and silver reserves. The British strongly believed in this policy.This led th e colonists to rebel in 1776 for three reasons—trade restrictions, economic shortages, and a lack of respect for colonial rights. The Navigation Acts required that the colonists could trade certain enumerated products only with England. This meant that tobacco growers and others had to sell to England, even when better prices could be obtained elsewhere. Also, items shipped to and from the American colonies had to travel in English or American ships, even when other nations might be the customers or might be able to ship things more cheaply.Sometimes exports being send from the colonies to other countries had to land in England first to pay duties to the English. These trade restrictions limited economic opportunities for the colonists, but there were other grievances as well. Manufacturing was discouraged in the colonies since England want to earn money by sending products such as woolen cloth to America to be sold for hard currency. This in turn caused American to be short of gold and silver. Then they could not buy and sell things to each other except through barter.After the French and Indian War, England wanted more money to pay for the expenses incurred in fighting France. Since England had been used to considering the colonists as subordinates under mercantilist policies, they did not hesitate about passing additional taxes such as the hated Stamp Act. The colonists really started to feel threatened and began to talk rebellion. The economic situation and the lack of respect for colonial rights caused by mercantilism were responsible for prompting the colonists to rebel in 1776. Essay C (Weak)Mercantilism was a system set up by England to regulate merchants. It said what each could sell and how much taxes each would have to pay. The merchants in the colonies resented this more than the merchants in England because they had more regulations. There laws like the Navigation Acts to regulate shipping and there were taxes like the tax on tea, which led to the Boston Tea Party. The colonists became rebellious. When British soldiers were sent to enforce the taxes, the colonists did not want to have to pay them or let them live in their houses like was required in the Quartering Act.Eventually the British shot at the colonists in Lexington and Concord where the shot heard round the world was fired. The British were put on notice that there was a rebellion when the Declaration of Independence was signed on July 4, 1776. It was written by Thomas Jefferson. He was a farmer, not a merchant, and had an estate in Virginia called Monticello. Part Two 1. To what extent did European events influence the course of American development between 1795 and 1810? Assess with respect to three of the following. XYZ Affair Alien and Sedition Acts Louisiana Purchase Embargo of 1807Response Strategy Start by observing that the French Revolution that began in 1789 and the subsequent Napoleonic Wars plunged Europe into a turbulent historical era. Many Ame ricans hoped to stay out of the European struggles, and this goal was articulated in George Washington’s Farewell Address. However, American merchants depended on free use of the seas for trade, and this brought them into contact with the warring European parties. Some Americans favored Britain, the former mother country and largest trading partner. Other Americans favored France, whose revolution seemed similar to their own.A good essay will develop a thesis demonstrating that European affairs extensively influenced the United States during this time period in both harmful and beneficial ways. When President Adams sent a delegation to France to negotiate fair treatment for American ships, bribes were demanded by unnamed officials labeled X, Y, and Z. This angered many Americans including Alexander Hamilton who wanted to raise an army to fight against France. In 1798, a majority of the new Congress was Federalist and very anti-French. They viewed the statements of many of the Democratic-Republicans (who often favored France) as treasonous.Therefore, they passed the Alien and Sedition Acts, allowing the deportation of aliens and imposing fines and imprisonment on those who criticized the president or Congress. By 1803, France was under the control of Napoleon who needed funds to build the European empire he envisioned. He was also soured on the idea of a French presence in the New World by the rebellion led by Toussaint L’Ouverture in Santo Domingo. These circumstances led to the French sale of Louisiana and a doubling of the size of the United States under Jefferson’s presidency.Jefferson faced additional problems regarding shipping, as both British and French navies were seizing American ships. This led to the Embargo Act of 1807, which aimed at preventing trouble with European countries by stopping all Americans exports. This unpopular and economically disruptive law was repealed in 1809. 2. Analyze the social changes that gave rise to m ass democracy in the United States between 1820 and 1840. Include the roles of three of the following in this process. John Marshall Henry Clay Andrew Jackson William Henry Harrison Essay A (Strong)By 1840, the process for attaining high office, particularly the Presidency, was significantly different than it had been in 1820. Those who controlled the major decisions in the government of the United States, for the most part, were still men of some wealth and experience. However, to gain and keep political power, these men had to win and keep the support of the common man. Suffrage was still limited to free, white males; however the increased interest in politics and the greater rate of participation in elections showed that some measure of mass democracy had emerged as ordinary citizens became more influential in the political process.This was something new on the world stage at that time, and the individuals listed played varying roles in inventing mass democracy. The person who be st symbolized this process was Andrew Jackson. He entered politics as a nationally known hero from the Battle of New Orleans at the conclusion of the War of 1812, and was the first president from the West. He first ran for president in 1824. No candidate that year received a majority in the Electoral College, and the House of Representatives had to choose the winner.Speaker of the House Henry Clay supported John Quincy Adams, who became President and named Clay as Secretary of State. Jackson and his supporters condemned Clay and began promoting the idea that Adams had become President because of a corrupt bargain. Though there is no definite evidence that this charge was true, the issue provided an important tool for whipping up partisan support, particularly in the West where rallies were held on the issue. They also used the cold and distant personality of John Quincy Adams to portray him to voters as an elitist who was out of touch with the needs of the people.By building up west ern enthusiasm and gaining the support of some political machines that were being developed to recruit voters among the working class in the cities of the East, the Jackson campaign easily prevailed in the Election of 1828. Jackson reciprocated by holding an inaugural party at the White House to which all were invited. The resulting fracas was referred to as â€Å"King Mob†, but it showed that Jackson was in touch with common people. Though Jackson’s Democratic Party had mass support, there were various groups that opposed it, particularly among the social and economic elite.Included were businessmen of the northeast, many of whom favored the Bank of the United States that had been attacked by Jackson. Also there were the anti-Masons who believed that the secret societies conspired to keep power and that the government should be used to promote the moral reforms favored by the preachers of the Second Great Awakening. There were also southerners and westerners who wante d federal money to be spent on internal improvements, as had been proposed by Henry Clay’s American System. These diverse groups were very disorganized in the Election of 1832, in which Jackson easily won reelection.However, by 1836, they had organized themselves into the Whig Party, and the second political party system in U. S. history was born. Political parties were beginning to be seen as important parts of mass democracy rather than as harmful threats to national unity. Henry Clay became the Whig candidate in the Election of 1836, but the Jacksonian influence was still too strong to overcome. Even though Clay had a strong record as a national leader in the Senate, the Presidency went to Martin Van Buren, Jackson’s Vice-President and chosen successor.By 1840, the Whigs were well aware of what they had to do to win the Presidency. They needed a candidate who could be portrayed as a hero and a commoner to appeal to the voting masses in the West. This candidate was W illiam Henry Harrison. He had won some battles fighting Indians much earlier in his long life, one of which was the Battle of Tippecanoe. An opposing newspaper said that Harrison should stay home in his log cabin and drink hard cider. This validated the approach of Harrison’s supporters who held rallies and marches to promote the image of the frontier hero who lived in a log cabin.This was a deliberate use of a social class status symbol to identify Harrison with a large western voting bloc. That his actual dwelling was much nicer did not seem to make much difference as the Whigs used the same tactics to arouse mass voter support that the Jacksonians had initiated earlier. The economic downturn that had occurred under Van Buren helped the Whig cause as well. The slogan, â€Å"Tippecanoe and Tyler Too† carried the day and put Harrison in the White House. Between 1820 and 1840, the ways in which large numbers of white male voters were mobilized altered the U.S. political process was forever. The idea of deference to a natural aristocracy had weakened and white men of all social classes expected to be able to vote. By 1840, the percentage of eligible voters who participated in the election had grown to a record 78 percent. The Jacksonians developed techniques of mass campaigning in the West as well as in the eastern cities. Those who opposed Jackson had no choice but to adopt similar strategies themselves to appeal to the greatly increased number of men who were now interested in politics.Through this process, the two-party system of mass democracy was developed for the first time. Essay B Between the years 1820 and 1840, there were three different approaches to governing the United States. By that time, the right to vote had been extended to most men who were free, white, and at least twenty-one years of age. This meant that candidates had to learn how to deal with a wide range of men before they could be important in government. John Marshall, And rew Jackson, and Henry Clay illustrate the different approaches.As the Chief Justice of the Supreme Court, John Marshall did not need to run for office. He had been a Federalist, a political party whose members tended toward the idea that government should be in the hands of a natural aristocracy. Such beliefs hampered Federalists an era that saw a greatly increased number of voters. In this new era, Marshall’s presence, until his death in the 1830s, served to remind people that there were limits to popular democracy. Decisions like the Dartmouth College case and Fletcher v.Peck showed that Constitutional guarantees for private property had to be respected, regardless of the wishes of the majority of voters in various states. This probably contributed to the development of mass democracy by preventing excesses and maintaining the importance of unity under the Constitution. With private property protected, people who considered themselves part of the natural aristocracy felt l ess vulnerable and were more willing to accept the political participation of the common man. As a successful two-term president, Andrew Jackson knew how to appeal to the voting public.He was already well-known as the hero of New Orleans. In his political campaigns, he successfully portrayed himself as a frontier hero with common tastes. Even though he owned slaves, and lived in a mansion, he was identified with the popular opinions. He also portrayed his political enemies such as John Quincy Adams and Nicholas Biddle as representatives of an elite group that was trying to prevent the common people from having what they needed from government. The campaigns of Andrew Jackson became the basis for the modern Democratic Party.Such parties are an important part of mass democracy. Henry Clay was an important figure in starting the Whig Party. American mass democracy seems to require a two-party system so that those opposed to the policies of the party in power will have a way to get powe r for themselves. Some Americans opposed Jackson’s policies because they wanted the national government to encourage economic development such as proposed in Clay’s American System. Others believed that moral reforms should receive greater emphasis.These groups became Whig supporters and by 1840, the Whig Party was a vigorous part of the emerging mass democracy, and provided a political home for many who considered themselves a cut above the common man. The continuation of some Federalist ideas, the innovations of the Jacksonian Democrats, and the development of the opposition Whig Party all contributed to the development of mass democracy in the United States. White male voters of a variety of social classes and beliefs found ways to participate in the system. Essay C (Weak) Andrew Jackson was known as Old Hickory.He had been a hero in the War of 1812. Then he got into politics and served two terms as President of the United States. He was known for opposing the Bank of the United States, which was portrayed by its opponents as a monster that would devour the fortunes of the common American people. He also would not stop the removal the Cherokee to the West, an event that is known as the Trail of Tears. Henry Clay is known as the Great Compromiser. He was involved in the Compromise of 1820, which is the Missouri Compromise. Missouri entered the union as slave state and Main as a free state.This helped to prevent a Civil War between the North and the South. Though he ran for President, he was never elected. William Henry Harrison was known as Old Tippecanoe after a battle he had won as a general in some wars against the Native Americans. When he ran for President, his running mate was named Tyler, so his campaign used the slogan â€Å"Tippecanoe and Tyler Too†. When Harrison won the election, everyone could see that a good campaign slogan is a useful thing for mass democracy. So you can see that Jackson, Clay, and Harrison each played a pa rt in developing mass democracy in the United States. . Analyze the ways in which the â€Å"transportation revolution† (1820–1860) affected economic relationships among the Northeast, the South, and the West. Response Strategy A successful essay should begin by analyzing the components of the â€Å"transportation revolution. † Road building techniques were improved and travelers on the National Road could go as far west as Illinois. The steamboat increased the importance of river transportation as travelers and freight could now easily go upstream as well as downstream. River transportation was especially important in the South.There was a boom in canal building, the most famous of which was the Erie Canal in upstate New York. Railroad construction exploded in the 1850s, especially in the North. The next task is to analyze the resulting economic relationships. A good approach would be to observe that the transportation revolution was closely linked to the market revolution that meant people were making fewer things for themselves and buying more things from far away. The Northeast provided manufactured goods for the South and the West. The South provided cotton as a raw material for factories located primarily in the Northeast.The West provided grain and livestock to feed the East. Earlier the Ohio and Mississippi Rivers had joined the South with the West as westerners depended on the port of New Orleans for imports and exports. However, the Erie Canal allowed goods to be shipped to the East Coast via the Great Lakes. This, together with railroad expansion, increased economic ties between the Northeast and the West, and weakened western economic ties with the South. Part Three 1. Explain popular sovereignty. How and why was it proposed as a political doctrine? How well did it work in Kansas in the 1850s?Response Strategy The three distinct parts in this essay prompt should prove useful in structuring a good answer. Begin with an overall in troductory thesis on popular sovereignty, perhaps including the definition in the introduction. It was designed to give the inhabitants of new territories the opportunity to decide whether slavery would be allowed. It was proposed as a political doctrine in the 1840s, probably by Senator Lewis Cass, the Democratic nominee for President in 1848. This was an effort to keep the northern and southern sections of that party united by making it unnecessary to take a tand for or against the expansion of slavery. The flaw in this logic was that the doctrine transferred a highly charged moral issue into a local context. In answering the third part of the question, be sure to mention the Kansas Nebraska Act of 1854, which allowed slave owners to settle in Kansas. Abolitionists hated this. Then it is important to summarize the essential events of the contest that has been labeled â€Å"Bleeding Kansas. † Lawlessness prevailed on both sides with raids and killings. Rival constitutions an d capitals were established.As a result, the national government was forced to face the issue it had hoped to avoid as Congress was asked by President Buchanan to accept the Lecompton Constitution as the basis for Kansas’ admission to the union. Stephen Douglas, leader of the northern Democrats and author of the Kansas Nebraska Act, believed that the vote in Kansas to approve this constitution had been fraudulent. A split in the Democratic Party resulted. So it seems fair to label popular sovereignty a failure. 2. What geographic and strategic advantages did the South possess at the outset of the Civil War?Why were these not sufficient to prevail in the struggle? Response Strategy This question can be best answered by a quick review of the early advantages of the South and then a more detailed analysis of the advantages possessed by the North. Some attention could be given to the military events of the war, but this is not necessary to answer the question well. The South had extensive territory, about the size of Western Europe. It also had a very long coastline that could be used to access outside help. This made it very difficult to conquer militarily.The South could adopt a defensive strategy, making the North bring the war to it. The North had to conquer the South and win military victories, but the South could maintain its independence by defending its interior lines and retaining at least the heart of its territory. These advantages prevented a quick northern victory, but they did not prevail in the end. Demographics favored the North, which had a larger population and continued to attract new immigrants during the war. Economic advantages overwhelmingly favored the North, which had far more factories and financial institutions.The North already had an organized and functioning national government, something the Confederacy was never entirely successful at establishing. There was also the moral issue of slavery, which made foreign nations reluctan t to aid the South. In the end, the North proved able to sustain the long war of attrition that was needed to overcome the southern geographic advantages. 3. To what extent did the Constitutional Amendments ratified during Reconstruction (13th, 14th, and 15th) bring political and economic equality to the former slaves by 1900? Essay A (Strong)Unlike the earlier amendments to the Constitution, which were designed to limit the powers of the federal government, the Reconstruction amendments asserted federal power into new situations. The victorious Union government, heavily influenced by the so-called Radical Republicans, wanted to insure the end of the South’s system of slavery and aimed to assure that the former slaves had the rights and privileges of United States citizens. While a measure of success was achieved, attitudes embedded in American society prevented full political and economic equality for the former slaves.Regrettably, the political and economic institutions of the nation evolved ways that kept most African Americans in positions of subordination, limiting their political and economic power. During the Reconstruction period, the U. S. government ended up treating most of the former Confederacy as conquered territory that had to be readmitted to the Union. Part of the process of readmission was to ratify three Constitutional Amendments designed to give rights to the former slaves. The 13th, ratified in 1865, prohibited slavery.The 14th, ratified in 1868, defined American citizenship in a way that included the former slaves and required all states to respect the rights of citizens. The 15th (1870) required that states give adult males had the right to vote regardless of race or former status as slaves. These amendments, together with a number of federal laws and agencies created to enforce them, appear on their face to be sufficient to create political and economic equality for the former slaves. However, entrenched attitudes and customs kep t these ideals from becoming a reality in the period before 1900.Freedom was a life-transforming experience for many former slaves. In the knowledge that their former masters had no legal hold over them, people traveled widely looking for lost friends and relatives. Many chose to settle in new locations or to exchange legally binding marriage vows. The Freedman’s Bureau and various private agencies set up schools to provide literacy training. The Union League provided a vehicle for many African Americans to participate in forming new constitutions for the former Confederate states. Blacks served in state legislatures and held offices at the local level.There were 14 African Americans in the U. S. House of Representatives and two in the Senate. After the deadlocked Election of 1876, however, a compromise ended what was left of federal efforts to guarantee the political rights of the former slaves. Most white Americans still considered blacks to be inferior and had little inter est in continuing Reconstruction efforts. Redeemer governments passed laws requiring literacy tests and poll taxes that served as barriers to black political participation. The hostility of some whites manifested itself in a system of terror carried out by the Ku Klux Klan and lynch mobs.Former slaves who tried to exercise political rights had to fear for their lives. African Americans who held political office or even exercised the right to vote were very few by 1900. Right after the Civil War, many former slaves hoped that they would be given plots of land as had been done in the few Union occupied areas. This rarely happened. It would have required that private property be confiscated, a practice that goes against American traditions. Instead Black Codes were passed, which usually required the former slaves to sign labor contracts with landowners.Those who did not sign, or who broke their contracts, could be arrested as vagrants. Even organizations such as the Freedman’s B ureau acquiesced in this arrangement. In time, many former slaves were able to maintain their own homes and work land as sharecroppers. However, they had to buy supplies on credit from white merchants and give a substantial percentage of each crop to the owners of the land. Very few individuals were able to make economic progress under such conditions. While there were African Americans who owned plots of land or small businesses in the period before 1900, this was quite unusual.Most of the former slaves were very poor. As Frederick Douglass pointed out, the former slaves no longer had individual masters; but they were the slaves of society. The prevailing political and economic attitudes and institutions kept them from true equality. Essay B During Reconstruction, the American national government sought to bring political and economic equality to the former slaves. Three amendments to the Constitution were passed by Congress and ratified by the states to bring this about. However, despite this well-intentioned effort, equality was not achieved.This can be seen by analyzing the 13th, 14th, and 15th Amendments. Amendment 13 said that slavery and involuntary servitude were prohibited. Of the three amendments, this was the one that was most fully carried out. Many freedmen and women moved away from their former masters for a new start. Controls such as Black Codes that required blacks to sign labor contracts prevailed for a time. Eventually, many of the former slaves became sharecroppers. As such, they were a better off than slaves, since they could have more control over their own lives and work schedules. African American churches and social organizations were created.They were not really well-off socially or economically, but at least they were no longer slaves. Amendment 14 made the ex-slaves citizens and required that all states respect citizenship rights. This has been an important restriction on the power of the states throughout recent American history. H owever, the way this amendment was interpreted before 1900 limited its usefulness as a vehicle toward equality for the former slaves. In the 1896 case of Plessy V. Ferguson, the U. S. Supreme Court ruled that it was not against the 14th Amendment for blacks to be kept separate from whites so long as the facilities provided were equal.In actual practice this sanctioned a system of separation much like a caste system. The Jim Crow laws that were upheld by this decision meant that African Americans were almost always kept separate but hardly ever were the facilities truly equal. Amendment 15 said that citizens could not be denied the right to vote based on race, color, or previous condition of servitude. For a while, many men who had been slaves did vote. However, many former Confederates resented the political power this gave them. Intimidation was used to keep blacks from voting, especially by the KKK.Some states passed poll taxes requiring that people pay to vote or literacy tests t hat were unfairly administered. By 1900, voting was more a theoretical right than an actual one for most former slaves. While people with good intentions passed the Reconstruction Amendments, the way they were implemented meant that equality was not achieved. Essay C (Weak) The framers of the Constitution provided a method for amending when a significant change is needed in the way the American government operates. The amendment has to be passed through Congress and ratified by most of the states before it can go into effect.That is what was done during Reconstruction after the Civil War. The amendments that were passed and ratified were to make sure that the former slaves had political and economic equality. The right to vote is an important political right. With this right, people can choose their own leaders and be represented. Sometimes there were organizations like the Ku Klux Klan that tried to keep the former slaves from exercising the right to vote. However, in the end, this right is fundamental to Americans and was guaranteed. An important economic right is the right to own property and hold a job.Some of the former slaves got 40 acres and a mule and had the property they needed to earn a living. Others became sharecroppers and got to keep part of what they grew for themselves. They were not as rich as most of the whites, but they had a living and got by. The former slaves did not achieve complete political and economic equality, and Jim Crow laws kept blacks separated from whites. But these three amendments insured that progress was made. Part Four 1. Analyze the part played by immigration in transforming the urban social fabric of the United States between 1870 and 1900.Essay A (Strong) In the early days of the American union, Thomas Jefferson envisioned a nation peopled mostly by yeoman farmers, each owning his own land and enjoying a relatively equal status as a citizen. While the United States never really approached this ideal, the nation was mo stly rural throughout the 19th century. Between 1870 and 1900, however, this began to change. America’s overall population doubled in those decades while the urban population tripled. The biggest transformation in U. S. cities of the era was that of shear size.Several cities such as New York, Chicago, and Philadelphia had more the one million residents. However, new waves of immigrants composed an ever-larger percentage of the people building the way of life in these and other cities. The ethnic makeup and residential settlement patterns of these groups shaped the face of cities. Economic and cultural obstacles had to be confronted and overcome. In the end, the assimilation of various ethnic groups meant that the Americans cities of 1900 were forming a way of life that would typify American society in the 20th century.While the tradition of welcoming newcomers had been a fundamental part of American life from the beginning, the sources of immigration were changing by the late 1800s. Before the 1880s, most non-English immigrants had been of northern European stock such as German and Scandinavian. Now more and more immigrants were from southern and eastern Europe. There were many Italians, Slovaks, Greeks, Poles, and Russians. These groups tended to be poorer and less educated than earlier groups of immigrants. Also, they often had religions such as Orthodox or Jewish, unlike the Protestant Christianity that had been considered the norm in earlier America.Although many who arrived in this â€Å"new immigration† had been farm workers in their home countries, they rarely had the means to leave the cities to take up farming in the U. S. They naturally gravitated toward neighborhoods where they understood the language and customs. So cities developed many crowded enclaves populated by single ethnic groups – Little Italy, Little Poland, and the like. Each new group of arrivals seemed to settle in some of the worst housing in a particular city. Th ose displaced by newcomers headed toward slightly better neighborhoods.The descendants of the original White Anglo-Saxon Protestant settlers moved to more attractive park-like districts or to less crowded communities away from the congestion. In the end, the urban geography of late 19th century America displayed considerable segregation based on socio-economic class. Economic opportunity had been the prime motivator for immigration to the United States through most of its history. This continued to be true. Jobs were available for immigrants in a wide variety of manufacturing, transportation, service, and construction occupations.Since the labor supply was so great, working-class jobs tended to be poorly paid, requiring entire families to be employed. The ready-to-wear garment business was booming, and sweatshop jobs or home piecework jobs were readily available for women and children. Dangerous and difficult construction labor was often the lot of the men as sanitation and transpor tation networks were belatedly expanded. Each ethnic community had individuals of higher status, often political bosses or labor recruiters who could speak both English and the immigrant language and link newcomers with available positions.Relative social isolation and a high degree of economic exploitation gave rise to tensions among various ethnic groups as well as between immigrants and the more settled groups. Customs regarding drinking and the observation of the Sabbath caused many older Americans to regard new immigrants with disdain. The common practice of establishing newspapers, businesses, and even schools that used only the immigrant language, not English, caused many to despair that the southern and eastern European newcomers would never become part what they regarded as the American way of life.Groups such as the American Protective Association and various labor unions to placed pressure on the government to restrict immigration. Gradually, beginning in 1882, immigratio n laws become somewhat more restrictive. However, immigration numbers continued to increase even after 1900, and cities grew ever larger. On the other hand, American cities also saw considerable efforts to improve and assimilate the new wave of immigrants. The national government of the era had an aversion to meddling in social issues. Rural interests, by and large, dominated state governments.This left it up to city governments and private agencies to deal with the immigrants. The urban political machines were often criticized for corruption. However, they did provide a network of ward bosses who could link immigrants with needed jobs and services in return for votes. The Social Gospel movement, led by Walter Rauschenbusch and Washington Gladden, brought the needs of the immigrants to the attention of many Christian churches. One outgrowth of this was the opening of settlement houses, such as Jane Addams’ Hull House in Chicago, to provide social services and cultural educati on to newcomers.The profession of social work was born in this era, and often appealed to reform-minded middle-class women. Also the rapid expansion of public school system in the cities meant that many of the younger immigrants learned the English language and American customs that were the gateway to upward social mobility. As the 19th century drew to a close, American cities were still crowded and chaotic. However, immigrant groups from southern and eastern Europe were gaining a foothold in American society.The opportunities to work hard, gain a living, and send youngsters to school meant that most immigrants remained in the United States rather than returning to Europe. In the end, American cities were more successful economically and had a more varied cultural textures because of their presence. They helped construct the type of urban social fabric that became the norm for Americans during the 20th century. Essay B During the late 1800s, the United States became increasingly ur ban. The majority of Americans still lived in small communities and on farms. However, the cities were growing faster.A large portion of the urban growth came from immigration. Immigrants changed the cities in social, political, and economic ways. By the 1880s, it became clear that an increasing percentage of the immigrants were coming from southern and eastern Europe. This wave of immigrants has been labeled the â€Å"new immigration† to distinguish it from the immigrant wave of mostly German and Irish immigrants that came before the Civil War. Because these immigrants, such as Poles and Italians, had languages and customs that differed from the majority, they settled in their own neighborhoods in the cities.This meant that they could stick to ways of life they knew with their own foods, language, and religion. In the end, this caused quite a bit of concern because many people did not think that they would Americanize rapidly enough. To hasten this process, private agencies such as Hull House and the Henry Street Settlement were organized to teach American ways to the immigrants. Also the public schools began requiring attendance and punished immigrant children for using their own language. Political machines dominated governments in many cities in the late 1800s. The most famous example was Tammany Hall in New York City.Machines used immigrant votes to keep their power. In return for being able to tell immigrants for whom to vote, political ward bosses did favors for immigrants such as getting them jobs and housing as well as and providing gifts at funerals and during hard times. When the political leaders used their positions to get rich, reformers had a hard time getting them out of office because of the loyalty displayed by those they had helped. The new immigrants occupied the lowest rungs of the urban economy. Many jobs were in factories that required repetitive tasks and often hired women and children.The garment factories, or sweatshops, in the New York City area are best known. Many wealthy and middle-class Americans had moved into larger homes and required many domestic servants, often hired from among the new immigrant class. Immigrant men often held dangerous jobs such as railroad construction or meatpacking. If they were injured, they lost their jobs. America cities were growing larger and more diverse. The immigrants between 1870 and 1900 helped to shape and change those cities. Essay C (Weak) Millions of immigrants came to the United States between 1870 and 1900 and settled in the cities.Earlier, most immigrants had come from northern and western Europe. Now most came from countries such as Italy, Greece, and Poland, in southern and eastern Europe. Immigrants were encouraged to come by factory owners and others who wanted cheap labor. Most were illiterate and had few job skills. They found it harder to adjust to America than many earlier immigrants. There were some Americans who opposed immigration. They thought th e immigrants might be after their jobs. They began to get restrictions passed like the Chinese Exclusion Act. Each immigrant group settled in its own neighborhood.Eventually, though, they began to meet each other and even intermarry. The many different immigrant groups brought change and variety to the cities. There was Italian spaghetti and pizza that became popular throughout the country. Germans brought beer and sausages. Everyone also began to enjoy Jewish bagels and the many other things that are part of the melting pot culture found in American cities. 2. Assess the roles played by three of the following in the social class conflicts that characterized the late nineteenth century. Tom Watson W. E. B. Du Bois Mary Harris â€Å"Mother† Jones Ida B. Wells Response StrategyBegin by developing an overall thesis on the nature of class conflict in the last 1800s. The most obvious areas on which to concentrate are the conflicts between labor and industry and those that occurred as the rights of African Americans were suppressed by the Jim Crow laws. But urban- rural conflicts, conflicts over immigration, and moral conflicts over issues such as prohibition could also have a place in this essay. Once an overall theme is established, go on to select three of the individuals named, identify them well, and establish their relationship to the theme of social class conflict.At first, Tom Watson tried to organize both black and white farmers to gain economic fairness. Later, as racial segregation became more firmly entrenched, he appealed to white racism as a tactic for getting political support. A Harvard-educated intellectual, Du Bois wrote and argued for immediate black equality and helped to found the NAACP. Jones was an organizer with the Knights of Labor who tried to unite all workers, both black and white, to get better wages and working conditions in mines and factories.Wells led anti-lynching protests and helped bring African American women into an organ ization to seek equal rights at a time when the leading women’s suffrage organizations only admitted whites. 3. Analyze and explain the role played by railroads in the rapid economic growth of late nineteenth century America. Response Strategy Begin with a thesis emphasizing the fundamental role of railroads played in the economic growth of the United States in this time period. Railroads were both a major purchaser of the products of mines and factories (coal and steel) and a network that linked an immense national market.Then go on to develop several lines of analysis on the importance of railroads. The list of possibilities is almost endless. Mass production and consumption were encouraged. Various areas could specialize in goods that could be shipped to the entire country. A more uniform national culture was encouraged through the creation of time zones and opportunities for travel. Public-private partnerships were arranged through government land grants. Railroads recrui ted immigrants both to work on railroad construction and to occupy lands made accessible by the new railroads.Railroads were among the first large stockholder-owned corporations with professional management. The nationwide nature of railroads necessitated some of the first federal laws regulating commerce. Hazardous working conditions on the railroads brought calls for greater protection of workers rights in cases of accident or injury, resulting in some of the first legislation in this field. Part Five 1. Explain how the presidential candidates in the Election of 1912 demonstrated the contrasting political interests and ideas of the early 1900s. Response StrategyTwo key pieces of information are essential for answering this question. The first is that the year 1912 marked a high point in the influence of the set of reform-minded political ideas labeled â€Å"Progressivism†. The second is that there was a split in the Republican Party, which allowed the Democrats to take cont rol of the White House for the first time since Cleveland left office in 1897. William Howard Taft had been elected in 1908 with the blessing of his predecessor, Theodore Roosevelt. Progressives had grown disenchanted with Taft, in part because of issues related to tariffs and conservation.With their support, Roosevelt challenged Taft for the nomination only to have his challenge thwarted because Taft controlled the Republican Party machinery that made the convention rules. Roosevelt and many of his followers bolted to form the Progressive Party, which ran TR as a third-party candidate. Meanwhile, on the Democratic side, progressives eventually prevailed in a drawn-out convention to nominate Woodrow Wilson. In the election, Taft represented the more conservative forces that favored less regulation of business and fewer reforms.Both Roosevelt and Wilson emphasized progressive ideas such as the direct election of senators and the lowering of the tariff. Wilson, however, also had many conservative supporters in the South. To emphasize his differences from Roosevelt, he called his proposals the New Freedom and called for reforms to weaken monopolies, help small business, and promote competition. Roosevelt’s New Nationalism proposals called for a stronger role for the Federal government in regulating and shaping large businesses. The election results showed that most voters favored progressive candidates.With the Republican vote split, however, Wilson captured the most states and easily won in the Electoral College. However, he took only 41 percent of the popular vote. An answer to this question also could point out that the Socialist party, which favored government ownership of major industries, received 6 percent of the vote in this election, higher than in any other presidential election. The Socialist candidate, Eugene Debs, argued that Progressives were proposing only stopgap measures that would delay radical reform. 2.Explain the role of new ideas and technologies in creating political and social tension during the 1920s. Response Strategy This is a broad question that can be taken in many directions. It is not possible to cover all of the new ideas and technologies in an answer that can be written in the 35-minute time limit. Select several topics that you can cover well and build your answer. Bolshevism and Prohibition were not really new ideas, but the communist takeover of Russia and the passage of the 18th Amendment gave them a new impact.Other ideas that could be discussed would include evolution, cultural pluralism, religious modernism, and cultural liberation in literature. The flowering of black culture in the Harlem Renaissance could be contrasted with the increase in repression evident in the growth of the KKK. The automobile, radio, and the motion picture were new technologies that became common in the 1920s. With a 50-50 split between urban and rural population for the first time, the tension between older and newer ways of life was keenly felt. Also the jazz age youth culture made generational conflicts apparent.While the national government seemed firmly in the hands of conservatives, there were still pockets of progressivism at work, particularly at the state and local level. Develop a thesis that links social and political tensions with the new ideas and inventions of the Twenties; then use appropriate examples of your choice to support and illustrate that concept. 3. Analyze the long-term significance of the New Deal for three of the following groups. industrial workers retired workers women farmers and farm workers Essay A (Strong) The nation’s economy reached the lowest level of the Great Depression in 1933, just as Franklin D.Roosevelt took office as President. His confident speeches and call for a â€Å"New Deal† for Americans boosted the morale of a discouraged nation. Critics correctly point out that FDR’s programs were improvisational, bureaucratic, and failed t o cure the Great Depression. Nonetheless, it is true that the New Deal changed the relationship between the American people and their national government in many ways that have had long-term significance. The U. S. government took responsibility for protecting its citizens from many of the economic vicissitudes of life.Many of the basic New Deal policies set in place for industrial workers, retired workers, farmers, and farm workers have remained in force in the ensuing decades. For industrial workers, the basic issues were job security, and just compensation. A major early program of the New Deal was the National Recovery Administration (NRA). This government program required various industry to set up codes regulating many business practices including wages to be paid and hours to be worked. For the first time, the right of workers to be represented by labor unions was guaranteed by the federal government.When the Supreme Court declared this complex and intrusive program unconstit utional in 1935, new laws were passed to maintain many of the protections workers had received. The National Labor Relations Act (Wagner Act) of 1935 renewed the right of labor union representation; and unions, including the CIO, grew rapidly. Also in 1935, the Social Security Act included provisions for unemployment compensation and disability payments for those injured at work. Then in 1938, the Fair Labor Standards Act was passed. It established the minimum wage, the 40-hour workweek, and restrictions on child labor.The Taft-Hartley Act of 1947 and several other laws and economic changes have weakened the role of labor unions somewhat since the New Deal. However, the basic changes made by the Social Security Act and Fair Labor Standards Act have stood the test of time and are generally part of workers’ expectations today. Though it had the provisions mentioned above for active workers, the Social Security Act today is associated in most peoples’ minds with retired w orkers. In the 1930s, many families had become so poor that they were unable to care for their elderly relatives as had been expected in the past.Radicals like Dr. Francis Townsend proposed that all people over 60 be given good incomes by the government. Partly to reduce the appeal of radicals, FDR signed the Social Security Act into law in 1935. A program of modest pensions was set up to be paid for by a tax on the incomes of people still working and their employers. Over time, this helped to transform the nature of old age in the United States by assuring the retired workers would have at least a basic income. Over the years, the level of payments and the number of people covered have expanded greatly.Medical benefits have been added to the program. Though there are concerns about how the nation will continue to pay for them, these benefits for retired workers are now viewed as an entitlement by most Americans. Farmers, for the most part, did not share in the economic prosperity o f the 1920s; and their lot continued to decline as the United States plunged into the Great Depression. A variety of New Deal programs aimed at making farming more economically secure. The Agricultural Adjustment Act of 1933 paid farmers to cut production of certain products so that surpluses would not drive down prices.When this law was declared unconstitutional, it was replaced by a similar law that also emphasized soil conservation and gave payments to farmers who limited production by conserving land for the future. Special laws were passed to help specific poverty pockets, such as the Dust Bowl victims who had resettled in California and the residents of the Tennessee River Valley who got hydroelectric plants in their region of the country. Electricity made life easier for farmers in many other areas as well after the REA was launched to provide loans for the construction of electric power lines.Federal programs to construct major dams in the West also had the effect of making power and more irrigation water available for farmers in that region. Overall, the tradition of government involvement in agriculture has continued. The exact extent and nature of the restrictions and subsides has changed over time. However, they are still part of the national policy aimed at assuring a plentiful good supply. Little was done during the New Deal to help tenant farmers or farm laborers, however. Many landless farm workers are still on the lowest rungs of the American economy.The New Deal represented a basic change in how the United States government involved itself in the national economy. The economic desperation of many people during the Great Depression made them willing and even eager to embrace more government authority and control. Industrial workers, retired workers, and farmers welcomed the increased economic security many of them received. The years since have seen some efforts to reduce the level of government involvement in economic life; however the basic expectations and structures established by the New Deal remain in place. Essay BThe New Deal was an important part of our nation’s political and economic structure during the Great Depression of the 1930s. Franklin D. Roosevelt proposed a program of relief, recovery, and reform that changed the nature of how the government related to people. This can be seen through an examination of the long-term significance of the New Deal for industrial workers, retired workers, and women. Before the New Deal, there were few uniform standards for workers and employers in industry. Some states had progressive regulations while others did not. New Deal policies changed this.In 1935, the Wagner Act was passed which assured workers the right to be represented by labor unions. Industrial workers were organized through sit down strikes and other tactics. A standard workweek of 40 hours and a minimum wage of at least 40 cents per hour were the goals set by the Fair Labor Standards Act. Unemploym ent compensation and workmen’s compensation payments for job-related injuries were also set up during the New Deal. All of these things are still in force today. Until the New Deal, there was no Social Security program for retired workers. Many older workers had employers who could no longer afford to pay pensions.Partly as a political strategy to lessen the appeal of Huey Long, Father Coughlin, and Dr. Townsend, the Social Security Act was passed in 1935. It set up a system of pensions workers over the age of 65. Even though Herbert Hoover charged that the program would set up expectations of too much leisure time, it was very popular and millions of people began receiving benefits. Now this is an important benefit, and few politicians are willing to risk changing it. Under the New Deal, women received more attention from the government than had been the case in the past.Though the right to vote had been assured by the Nineteenth Amendment in 1920, very few women were actual ly involved in the federal government. Franklin D. Roosevelt’s wife, Eleanor, set the example by traveling extensively and speaking out on behalf of the needy. There was a program to recruit qualified women for administrative posts. Two of the best known are Frances Perkins, the Secretary of Labor and America’s first woman cabinet member, and Mary McLeod Bethune, of the National Youth Administration, America’s highest-ranking African American at the time.Women, of course, also gained from the benefits provided for workers and retirees mentioned above. Though there were no major new laws or amendments directed specifically at women’s rights, the New Deal era was part of a continuing trend of more women becoming involved in the federal government. The New Deal represented a major change in the way the government related to its citizens. These changes were of long-term significance and are still felt today. Essay C (Weak) Industrial workers got the right to bargain in union