The Presidency Of FDR Essays - Freemen Of The City Of London

The Presidency Of FDR Essays - Freemen Of The City Of London The Presidency of FDR In 1932, Americans realized that they had an increasingly great financial problem on their hands, and tried to correct it by centralizing power. The President acquired so much power that the nation almost became a communism, especially with Roosevelt's introduction of the New Deal. When Franklin Roosevelt became President of the United States in 1933, the nation was in the depths of the worst depression it had ever experienced. President Roosevelt, a very energetic and enthusiastic person, inspired the people with his own confidence and faith in the future. He gathered a group of people sharing his views to help him, and provided food, clothing, and shelter for millions of unemployed and poverty-stricken Americans. This was part of what he called the New Deal, of which his three objectives were relief, recovery, and reform for American citizens. In another attempt at recovery, Congress attempted to revive the nation's agriculture and industry and place the economy on a solid foundation. They printed extra money to loan to industries that quickly paid it back. By 1933 nearly 14 million Americans were jobless. In response, the Roosevelt administration immediately launched what seemed at the time to be a wonderful program of direct relief. In 2 years, federal agencies distributed 3 billion dollars to the states. However, the people unemployed wanted jobs, not welfare, thus the Works Progress Administration (WPA) came into existence. This helped restore some of the lost jobs. By 1936, the New Deal program faced a large and growing body of opposition, some from within the Democratic Party itself. Many critics felt that the government was interfering too much with the free enterprise system, and in doing so, was threatening individualism and democracy. This absorption of power by the president is what is known as the Imperial Presidency. By the end of 1938, the opposition had become so strong that President Roosevelt decided to postpone other large reforms he had been considering. Innumerable committees were created to deal with the problems of the time, and the President was in control of all of them. All this power that the President acquired caused the executive branch to become bloated. World War II also prompted the government to recruit many, many Americans into the army. Since the President has complete control over the army, a greater army gave him more power. The president also had control over the federal police. However, with all the manufacturing that had to take place to accommodate for all the necessities of war, many new ideas came into action. In order to boost the economy, power was readily and radically centralized, and the government introduced the policies of cost plus, resource allocation, wage & price controls, and prohibition of strikes. Cost plus and resource allocation gave the government much power to control industries. The government would withhold certain raw materials from companies unless they were using them to make war utilities. However, if they did choose to agree with the government, they could set the prices for their products and make extra money. Wage and price controls were another method of the government to boost industry. The government would increase the price for which a manufacturer must sell his goods and the minimum wages allowable for different types of workers. This made everyone happy because the only person suffering this way was the consumer - or in this case, the government. After the Second World War, a cold war with the Soviet Union began. President Roosevelt anticipated that this cold war would bankrupt the Soviet union in their trying to outdo America's weapon production. Thus the United States had to allocate much of its production into yet more weapon manufacturing and research. With the government controlling all of America's output, economy, and industry, the nation had moved from a capitalistic economy to nearly a communism Americans' social rights had also been tampered with in the pandemonium caused by the Great Depression, World War II, and the Cold War with Russia. The social revolution in the 1960s made many people happy, but also gave unnecessary power to the government, especially the president. The Civil Rights Act of 1964 revoked the right of states to choose who gets to vote, and

Lieutenant General Nelson Miles in the Indian Wars

Lieutenant General Nelson Miles in the Indian Wars Nelson Appleton Miles was born August 8, 1839, at Westminster, MA. Raised on his familys farm, he was educated locally and later obtained employment at a crockery store in Boston. Interested in military matters, Miles read widely on the subject and attended night school to increase his knowledge. In the period before the Civil War, he worked with a retired French officer who taught him drill and other military principles. Following the outbreak of hostilities in 1861, Mile quickly moved to join the Union Army. Climbing the Ranks On September 9, 1861, Miles was commissioned as a first lieutenant in the 22nd Massachusetts Volunteer Infantry. Serving on the staff of Brigadier General Oliver O. Howard, Miles first saw combat at the Battle of Seven Pines on May 31, 1862. In the course of the fighting, both men were wounded with Howard losing an arm. Recovering, Miles was promoted to lieutenant colonel for his bravery and assigned to the 61st New York. That September, the regiments commander, Colonel Francis Barlow, was wounded during the Battle of Antietam and Miles led the unit through the rest of the days fighting. For his performance, Miles was promoted to colonel and assumed permanent command of the regiment. In this role he led it during the Union defeats at Fredericksburg and Chancellorsville in December 1862 and May 1863. In the latter engagement, Miles was badly wounded and later received the Medal of Honor for his actions (awarded 1892). Due to his injuries, Miles missed the Battle of Gettysburg in early July. Recovering from his wounds, Miles returned to the Army of the Potomac and was given command of a brigade in Major General Winfield S. Hancocks II Corps. Becoming a General Leading his men during the Battles of the Wilderness and Spotsylvania Court House, Miles continued to perform well and was promoted to brigadier general on May 12, 1864. Retaining his brigade, Miles took part in the remaining engagements of Lieutenant General Ulysses S. Grants Overland Campaign including Cold Harbor and Petersburg. Following the Confederate collapse in April 1865, Miles took part in the final campaign which concluded with the Surrender at Appomattox. With the end of the war, Miles was promoted to major general in October (at age 26) and given command of II Corps. Postwar Overseeing Fortress Monroe, Miles was tasked with the imprisonment of President Jefferson Davis. Chastised for keeping the Confederate leader in chains, he had to defend himself from accusations that he was mistreating Davis. With the reduction of the US Army after the war, Miles was ensured of receiving a regular commission due to his sterling combat record. Already known as vain and ambitious, Miles sought to bring high-level influence to bear with the hope of retaining his generals stars. Though a skilled influence peddler, he failed in his goal and instead was offered a colonels commission in July 1866. Indian Wars Grudgingly accepting, this commission represented a higher rank than many of contemporaries with West Point connections and similar combat records received. Seeking to enhance his network, Miles married Mary Hoyt Sherman, niece of Major General William T. Sherman, in 1868. Taking command of the 37th Infantry Regiment, he saw duty on the frontier. In 1869, he received command of the 5th Infantry Regiment when the 37th and 5th were consolidated. Operating on the Southern Plains, Miles took part in several campaigns against the Native Americans in the region. In 1874-1875, he aided in directing US forces to victory in the Red River War with the Comanche, Kiowa, Southern Cheyenne, and Arapaho. In October 1876, Miles was ordered north to oversee US Army operations against the Lakota Sioux following Lieutenant Colonel George A. Custers defeat at the Little Bighorn. Operating from Fort Keogh, Miles relentlessly campaigned through the winter forcing many of the Lakota Sioux and Northern Cheyenne to surrender or flee to Canada. In late 1877, his men forced the surrender of Chief Josephs band of Nez Perce. In 1880, Miles was promoted to brigadier general and given command of the Department of the Columbia. Remaining in this position for five years, he briefly led the Department of the Missouri until being directed to take over the hunt for Geronimo in 1886. Abandoning the use of Apache scouts, Miles command tracked Geronimo through the Sierra Madre Mountains and ultimately marched over 3,000 miles before Lieutenant Charles Gatewood negotiated his surrender. Eager to claim credit, Miles failed to mention Gatewoods efforts and transferred him to the Dakota Territory. During his campaigns against the Native Americans, Miles pioneered the use of the heliograph for signaling troops and constructed heliograph lines over 100 miles long. Promoted to major general in April 1890, he was compelled to put down the Ghost Dance movement which had led to increased resistance among the Lakota. In the course of the campaign, Sitting Bull was killed and US troops killed and wounded around 200 Lakota, including women and children, at Wounded Knee. Learning of the action, Miles later criticized Colonel James W. Forsyths decisions at Wounded Knee. Spanish-American War In 1894, while commanding the Department of the Missouri, Miles oversaw the US troops that aided in putting down the Pullman Strike riots. Late that year, he was ordered to take command of the Department of the East with headquarters in New York City. His tenure proved brief as he became the Commanding General of the US Army the following year following the retirement of Lieutenant General John Schofield. Miles remained in this position during the Spanish-American War in 1898. With the outbreak of hostilities, Miles began advocating for an attack on Puerto Rico prior to an invasion of Cuba. He also argued that any offensive should wait until the US Army was properly equipped and be timed to avoid the worst of yellow fever season in the Caribbean. Hampered by his reputation for being difficult and clashing with President William McKinley, who sought quick results, Miles was rapidly sidelined and prevented from playing an active role in the campaign in Cuba. Instead, he observed US troops in Cuba before being permitted to conduct a campaign in Puerto Rico in July-August 1898. Establishing a foothold on the island, his troops were advancing when the war ended. For his efforts, he was promoted to lieutenant general in 1901. Later Life Later that year, he earned the ire of President Theodore Roosevelt, who referred to the vain general as a brave peacock, for taking sides in an argument between Admiral George Dewey and Rear Admiral Winfield Scott Schley as well as criticizing American policy regarding the Philippines. He also worked to block reform of the War Department which would have seen the position of Commanding General transformed into a Chief of Staff. Reaching the mandatory retirement age of 64 in 1903, Miles left the US Army. As Miles had alienated his superiors, Roosevelt did not send the customary congratulatory message and the Secretary of War did not attend his retirement ceremony. Retiring to Washington, DC, Miles repeatedly offered his services during World War I but was politely declined by President Woodrow Wilson. One of the most famous soldiers of his day, Miles died May 15, 1925, while taking his grandchildren to the circus. He was buried at Arlington National Cemetery with President Calvin Coolidge in attendance. Selected Sources NNDB: Nelson A. MilesArlington Cemetery: Nelson A. MilesLibrary of Congress: Nelson A. Miles

Final Evaluation about ART Appreciation Essay Example | Topics and Well Written Essays - 250 words

Final Evaluation about ART Appreciation - Essay Example Written thoughts differ from oral expressions by their clarity and organization. When people write about arts, they tend to be more accurate in their assessment and appreciation. I believe that I have significantly improved my writing skills during this semester. Considering the fact that all areas of research require writing, I will definitely use these skills further. 3. Were you able to develop your research skills in this course? What was the most helpful information this course gave you in terms of conducting high quality research? How do your skills compare now to how they were when you first started the course? This course gave me many chances to developed research skills and tried to use them all. A lot of assignment required additional research in journals and other academic publications to do assignment. I did my best to find relevant information and use it in my research assignment and I learned where I could find information I needed. Yes, I will continue studying arts because I really feel that I am interested to learn more. It is amazing when one able not only to see art but to understand it as well. This course gave me the opportunity to develop this art understanding. I liked the approach to art promoted by this course. It was relevant to pay attention to formal features and to historical background of each work we studied. This approach was great because it developed deep background knowledge and patience to

International financial reporting standards (IFRS) - Presentation PowerPoint

International financial reporting standards (IFRS) - - PowerPoint Presentation Example Receiving a single set of overall guidelines will simplify accounting procedures by permitting an organization to utilize one reporting dialect all through. A single standard will also provide investors and auditors with a cohesive view of finances.   As of now, more than 100 nations allow or oblige IFRS for open organizations, with more nations anticipated that would move to IFRS by 2015. Advocates of IFRS as a worldwide standard keep up that the expense of executing IFRS could be balanced by the potential for compliance to enhance credit scores. The list of the International Financial Reporting Standards (IFRSs) and official interpretations are set out by the IFRS Foundation. It incorporates accounting standards either created or embraced by the International Accounting Standards Board (IASB), the standard-setting assortment of the IFRS Foundation. The value of financial data is improved on the off chance that it is comparable, understandable, convenient and justifiable (ie improving qualities—less discriminating yet at the same time exceptionally alluring) †¢ To an extensive degree, money related reports are in view of evaluations, judgements and models instead of careful delineations. The Framework creates the ideas that underlie those evaluations, judgements and models In UAE, the bookkeeping calling is spoken to by the Accountants and Auditors Association. In the UAE organizations set up their yearly budgetary explanations inside 2 to 3 months of the end of the monetary year. For the banking industry, as indicated by Central Bank Circular No 20/99, banks, monetary foundations and venture organizations in the UAE are obliged to set up their money related explanations as per the International Accounting Standards with impact from January 1, 1999. In 2006, the Dubai International Financial Centre legitimate system obliges banks and organizations recorded on the Dubai International Foreign Affairs to execute IFRS. All banks recorded

Enhanced Reading Instructions Essay Example for Free

Enhanced Reading Instructions Essay Differentiated Instructional need of students makes it imperative for a teacher to plan out her instruction in small groups and separate reading centres to give students ample practice. Teachers form small flexible groups of students ,meeting twice or thrice a week for a specific time. The teacher draws up similar structure† to generate ideas, stimulate thinking, make plans and create a desire†. (Cited in Guiding writing and Observing Reading, p. 385). Teachers† find more opportunity to use their knowledge and skills more fully and effectively†. (cited in Making Instructional Decisions, p. 461). â€Å"Many use alternative strategies in   order to meet the special need of the students† (Modifying Lessons, p. 461) Alternative lesson structures recommends the use of at least two types of lesson structures. One Guided Reading and the other Skill Focused Lessons. It follows a pattern where the text is selected, introduced, read and discussed. In a Teacher- led- centre, â€Å"the option most favored today, centre on integrated curriculum, an effort to connect the language arts with other subject areas, often through themes. Integration is encouraged across all subject areas, including math â€Å". (Basal Readers and Instructional Materials, Chp13, p. 0) â€Å"Skill development and practice activities are often interspersed with creative enrichment ideas in the teacher’s guide. †(Chp13, p. 460) Students who need focused learning to become fluent and accurate in their usage, Skill Focused Lessons are planned out by a teacher, like †writing, talking,.. brainstorming role playing, doodling, drawing, cartooning, jotting own ideas, taking notes, interviewing and even forming mental images through visualization and graphic organizers. †(Guiding Writing and Observing Reading p. 385). Thus guidelines are set , which help enhance effective reading writing in a classroom. Reference http://www.fcrr.org/assessment/pdf/smallgroupalternativelessonstructures.pdf

Graduation Speech: Perseverance and Determination :: Graduation Speech, Commencement Address

As a hurdler for County High, I stumble upon some pretty tough obstacles each time I race; the same is true in life. Everyone encounters obstacles, but in order to overcome them and succeed, one must never give up. I love to run hurdles, but unfortunately last year, little pulls and strains prevented me from running to my full potential. One Thursday, we had a home track meet against Lake Stevens. For the first time I was in pretty good shape for my race, the 100-meter hurdles. I began jumping up and down partially to stay warm, and partially to let out some of my excitement. By this time, I had butterflies in my stomach and the adrenaline was pumping. The starter asked us to 'Take your sweats off and stand behind your blocks.' 'Runners take your marks.' Hands shaking, I crouched into the starting blocks. The gun was up. 'Set!' 'Bang!' I bolted out of the blocks. I was way ahead of the other girls when suddenly, I realized I didn't have enough speed to carry me over the next hurdle. Gathering all of the strength I could, I grabbed at the air in hopes of guaranteeing clearance. I had just brushed over the wood when my foot hit the ground and my ankle gave out. I fell. I heard a gasp from the cro wd and the other racers' feet pounding past me. I got back up. I had never gone over a hurdle with my right leg first, but I did after that fall. Sprinting as fast as I could in between hurdles, I found myself basically bunny hopping over the rest of them. My goal was to cross that finish line and to be able to say that I did the very best that I could, even if I didn't look very graceful along the way. Although it might have seemed like a bad day, I was proud. It was the first time I had ever fallen in a race, and not only did I get back up and keep running, I managed to place second. Sometimes you encounter hurdles in life - sometimes you have to adapt and alter your normal routine to clear them. Then there are times you fall; the people surrounding you may gasp - they had been rooting for you. But they haven't given up on you-it's now more than ever that they want you to succeed - it's human nature to want the underdog to come from behind.

Rhetorical Analysis of Thoreau’s “Civil Disobedience” Essay

Directions: Read â€Å"Civil Disobedience.† As you read, underline examples of Thoreau using rhetorical devices and identify and explain the devices via annotation. Answer questions 1-4 to prepare for further work with a small group. The group will work together on questions 5 through 8. Be ready to explain your answers to the whole class. Even when you’re working as a group you should be writing the answers. 1. Based on your reading of â€Å"Civil Disobedience,† what kind of person does Henry David Thoreau seem to be? How would you characterize his state of mind and emotion as he composed this essay? Cite specific examples from the text to support your claims about Thoreau’s voice and persona. Voice = textual features such as diction and syntax, that contribute to a writer’s persona Syntax and tone are formal, academic, eloquent. Sentences tend to be longer, complex sentences punctuated with frequent commas and semicolons (to indicate pauses) which lends the pacing of a speech, almost as if even though we’re reading a written word, it’s Thoreau himself speaking to us, lecturing even. Also, parallelism (more precisely in the following example, anaphora): Yet this government never of itself furthered any enterprise, but by the alacrity with which it got out of its way. It does not keep the country free. It does not settle the West. It does not educate. The character inherent in the American people has done all that has been accomplished. (paragraph 2) (The last â€Å"It does not†¦Ã¢â‚¬  with the â€Å"The†¦American people has done† is antithesis) Diction is academic and intelligent, supporting the same tone mentioned above (â€Å"alac rity† is a lesser-known word for â€Å"speed†). Repeated use of the â€Å"machine† metaphor when referring to the government and politicians/lawyers who work for it. Sets up an â€Å"Us† (free-minded, free-thinking citizens who rebel against slavery) versus â€Å"Them† (the government machine and those who would support it, as well as those who talk but don’t act against it). He uses â€Å"We† a lot, further emphasizing this division against government, but also the unity of people who agree with his points, a â€Å"we’re in this together† kind of thing.  Repeated use of words associated with honorable, positive human qualities as well as those associated with evil and guilt: â€Å"tradition†¦integrity†¦vitality†¦force† versus â€Å"complicated machinery† (paragraph 2); â€Å"a corporation has no conscience†¦agents of injustice†¦damnable business†¦at the service of some unscrupulous man in power† (paragraph 4) Persona – the character that a writer/speaker conveys to the audience Anti-authority (at least rebellious against corrupted power). Anti-government. In favor of the rights of all free-thinking people. A bit of a â€Å"maverick†. Angry and in some cases, bitter at the government for injustice. Critical and mocking of people who claim they disagree with slavery but do nothing about it. 2. What does Thoreau do in â€Å"Civil Disobedience† to urge his readers to believe in him as a trustworthy, credible person? Point out specific passages where you felt Thoreau was (or was not) particularly believable (this gets at the ethos of the piece). Other examples of logos or pathos? A writer builds ethos (an appeal to the author’s credibility) by establishing himself as credible, believable, and trustworthy. 3. One device a writer can use to get a point across is metaphor. Thoreau uses metaphor extensively in â€Å"Civil Disobedience.† Notice, for example, what he compares machinery to or how he uses gaming metaphorically. Select two metaphors and explain, citing specific examples from the text, how they help Thoreau’s central idea become more vivid for his readers. The â€Å"machinery† metaphor is extended—used throughout the work: The â€Å"gaming† metaphor: (paragraph 12) â€Å"All voting is a sort of gaming, like checkers or backgammon, with a slight moral tinge to it, a playing with right and wrong, with moral questions; and betting naturally accompanies it†¦Even voting for the right is doing nothing for it. It is only expressing to men feebly your desire that it should prevail. A wise man will not leave the right to the mercy of chance, nor wish it to prevail through the power of the majority.† 4. How do you think Thoreau wanted his readers to react to the essay? What did he want them to feel? think? believe? do? How do you know? Identify specific places in the essay that help you determine Thoreau’s purpose. (paragraph 15) â€Å"†¦Some are petitioning the State to dissolve the Union, to disregard the requisitions of the President. Why do they not dissolve it themselves—the union between themselves and the State—and refuse to pay their quota into its treasury? (paragraph 17) â€Å"Unjust laws exist; shall we be content to obey them, or shall we endeavor to amend them, and obey them until we have succeeded, or shall we transgress them at once?† (paragraph 23) â€Å"†¦If the alternative is to keep all just men in prison, or give up war and slavery, the State will not hesitate which to choose. If a thousand men were not to pay their tax-bills this year, that would not be a violent and bloody measure, as it would be to pay them, and enable the State to commit violence and shed innocent blood.† 5. Using the questions below, divide the essay into functional parts (a part of text classified according to its function—for example, introduction, example, or counterargument). Label the parts and be prepared to support your answers. †¢ 1) the exordium: the web that draws listeners into the speech, the speaker would introduce the subject at hand and include material that would make the audience attentive and receptive to the argument. †¢ 2) the narration would offer background material on the case at hand †¢ 3) the partition would divide the case and make clear which part or parts the speaker was going to address, which parts the speaker would not take up and what order would be followed in the development †¢ 4) the confirmation would offer points to substantiate the argument and provide reasons, details, illustrations, and examples in support †¢ 5) the refutation would consider possible objections to the argument and try to counter these †¢ 6) the peroration would draw  together the entire argument and include material designed to compel the audience to think or act in a way related to the central argument a. Is there some section that clearly lets the reader know what subject the composition is about and what the writer’s purpose is? If so, where does this section begin and end? In this section, can you find an answer to the central question that the text has been written in response to, or can you find an indication of the text’s central argument? b. Is there a part that explains any background information that the reader needs to know in order to be able to understand the answer to the central question or argument that the composition offers? If so, where does this section begin and end? c. Is there some sentence or paragraph that focuses the reader’s attention on some particular issues, aspect, or theme that the paper examines as opposed to others that it could examine? d. Is there some section that purposefully sets out material in support of the paper’s answer to the central question of its argument? If so, where does this section begin and end? e. Is there a part that examines possible objections to the answer, argument, or supporting material? If so, where does this section begin and end? f. Is there a sentence or section where the writer specifically answers the â€Å"So what?† question? In other words, is there a section where the writer hints at what he or she hopes readers will think and do on the basis of what they have read in the text? 6. Using a functional part where Thoreau is supporting his argument, see how many of the following rhetorical methods you can identify. Cite the paragraph number and a few identifying phrases or sentences of specific text to identify the method: a. Relating anecdotes b. Describing scenes and evoking sensory images c. Defining terms and concepts d. Dividing the whole into parts e. Classifying the parts according to some principle or order f. Providing cause-and-effect reasoning 7. Select one specific paragraph that you believe represents the most interesting, most vivid passage in â€Å"Civil Disobedience.† Describe as much of the style of that passage as you can. For every stylistic feature you notice, explain what you see as its effect on 1) the appeal of the essay, 2) the credibility of Thoreau (ethos), or 3) the emotional or persuasive power of the piece (pathos). 8. Point out some ways you see Thoreau tapping into the â€Å"cultural memory† of his readers. (Cultural memory in modern rhetoric refers to the writer-reader connection. It has to do with how much knowledge, information, and data a writer has about his audience and their culture. A simple way of talking about this is to ask: what does a writer know about is readers and their lives, and how does he or she use it to further his writing purpose?). To what does the text refer or allude with the expectation that readers will know the reference or allusion? Are these references and allusions likely to appeal to and affect readers today in the same way they did when Thoreau used them?

Disney Movies

The negative influence of Disney movies on children Disney movies have a target audience of young impressionable children. Although Disney movies on first glance are entertaining and educational for the young mind it actually has many hidden messages that children do not realize are negative and believe that what they see is what is true. Disney movies contain a negative representations that are racist towards ethnic groups, sexism towards the behaviour and treatment of women, and construct false realities which are destructive to the human dignity.Disney movies contain stereotypical ideologies related to ethnicity that construct a negative representation. In many different Disney movies different ethnic groups are represented in different shapes and forms, some positive, others very offensive. As young children watch these movies they are exposed to all it's content and belive that what they see is true. Disney does not directly display the racism but make it so that it is infered. Specifically, in a Disney movie the black community is shown as hyennas.The hyennas are represented as noisy, rude, and disruptive. For instance, when a boy was walking down the street with his mother a group of black children were playing in the park. The boy told his mother that the hyennas were behind them. The boy who watched the movie was made to believe that when he hears a noisy group it clicks in his mind that they are of the black community. The young boy does not know that it is wrong as he was exposed to the Disney movie that made him believe that racist stereotype.By the same token, in another Disney movie the mexican community are represented as little chihuahuas with an accent and negative stereotypes. Likewise the asian community is represented in one movie as siamese cats with slender eyes. As a consequence children who watch Disney movies are exposed to many racist stereotypical ideologies that construct negative representations. Secondly, Disney movies contains neg ative ideologies related to norms of behaviour for genders and age. How Disney portrays gender in their movies is in one of the most negative ways.Young boys and girls will watch the movies and will learn not only how to treat the other gender but also stereotypes on their own gender. Children will also learn that age is not just a number, it defines who you are as a person. Disney movies show older men as wise, smart know it alls which is all not that bad but not a truthful statement. It also shows that older women are mean, villeanous, evil, and rude which is also a false statement. Disney labels stereotypes on age groups that children believe and associate in real life.Similarly, Disney labels portrays negative ideologies of the norms of behaviour of both men and women. In fact in a very famous Disney, â€Å"Beauty and the Beast† the stereotypes are very easily seen to an educated eye but to a childs eye it's just new information. In â€Å"Beauty and the Beast† ther e are many ideologies presented, a very obvious one is how the Prince Adam the Beast treats Belle, how Belle believes she can change the Beast. In the movie Belle is treated with huge amount of disrespect, being locked in her room and told to starve, getting abused physically and verbally.Belle also thinks that even though the Beast is mean and cold hearted she can change him in to a prince charming. When a child is exposed to how Belle is treated, how the Beast is such a powerful man, and how Belle still believes she can change him, the child will start to think like it is portrayed in the movie that women do not need to be treated properly, men are the dominant, strong and brave gender, and even though women are mistreated they will keep coming back in hope to change them.As a result, Disney movies portray negative ideologies to children related to norms of genders and how they are treated and how age affects the intellectuallity and personality. Lastly, Disney movies construct a false reality of this generations culture. By implementing all the different ideologies of race, gender, age, and many others a young child is easily influenced into believing that what he sees in his/her favorite disney movie is a reality of every day life.When a child learns negative ideologies such as stereotypes of ethnicity (like the boy who referred to a group of black children has hyennas as he remembered from a movie the laughing and noise they made) they start to believe that what happens in the film is also happens in reality. Young girls especially are the most influenced as in Disney women are portrayed as always cooking, cleaning, getting verbally, physcially and emotionally abused and just taking it.Young girls start to believe that it is a reality and it is their job to do those chores and it is acceptable to be treated poorly. Disney through their movies construct a false reality of how today's generation works and destructs the human dignity. In closing, Disney movi es contain a negative representations that are racist towards ethnic groups, sexism towards the behaviour and treatment of women, and construct false realities which are destructive to the human dignity.As a result of all the the negative stereotypes, young children who do not know any better than what they see in their favorite Disney are made to think that negative ideologies such as racism and sexism are acceptable in today's reality. As a consequence children are given a propaganda by disney that they can not deconstruct since they are so young and construct a misrepresentation of society. In brief, Disney movies negatively influence children.

U.S. Teens Obesity Rate Worst in 15-Nation Study †Health Article

U.S. Teens Obesity Rate Worst in 15-Nation Study – Health Article Free Online Research Papers U.S. Teens Obesity Rate Worst in 15-Nation Study Health Article The article I chose to review an article about teen obesity. This article speaks of how teenagers in the United States have higher rates of obesity than those in 14 other countries, such as France and Germany. A study of nearly 30,000 youngsters ages 13 and 15 found 15 percent of girls and nearly 14 percent of boys were obese, and 31 percent of girls and 28 percent of boys were more modestly overweight. These findings are based on school surveys given to teenagers in the 15 countries in 1997 and 1998. The study was led by Inge Lissau, a researcher at the National Institute of Public Health in Copenhagen, Denmark, and was published in the January issue of Archives of Pediatrics Adolescent Medicine. The heaviest countries, based on info from 15-year-olds, included Greece, Portugal, Israel, Ireland and Denmark. This article also contained other various facts about obesity. Obesity is an important topic in America right now. Some researchers call it a epidemic and a disease. I feel it is important but they are slightly exaggerating the seriousness. I know its really serious when your highly obese but not so much when its not so bad. I my self used to be obese but if it was a disease I probably wouldn’t have lost so much weight. Sometimes I think they hype it up to have more news, because on fast news days they don’t talk about it as much. Altogether I feel this article is useful in informing people about obesity in youths. This article could have talked about the health precautions of obesity. It would to been nice to hear about the children that have high blood pressure do to being over weight. Asthma is another serious illness caused by obesity that could have been discussed in the article. They also could have added percentages for the amount of children with these health precautions. It also wouldn’t have hurt if they added ways to fight obesity. Such as different types of exercise programs and diets. With a few slight changes this article could really be a help to someone. agecon.purdue.edu/academic/agec220/CurrentEvents.html Research Papers on U.S. Teens' Obesity Rate Worst in 15-Nation Study - Health ArticleEffects of Television Violence on ChildrenNever Been Kicked Out of a Place This NiceInfluences of Socio-Economic Status of Married MalesThe Effects of Illegal ImmigrationThe Relationship Between Delinquency and Drug UseAssess the importance of Nationalism 1815-1850 EuropeTwilight of the UAWMarketing of Lifeboy Soap A Unilever ProductBringing Democracy to AfricaHip-Hop is Art

Essay Editing Service

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Social science Research Proposal Example | Topics and Well Written Essays - 1000 words

Social science - Research Proposal Example Whether one considers the progression between landline telephones, pagers, car phones, and eventually mobile communications and PDAs, such as are exhibited within the modern era, or whether one considers the growth and development of the microchip from what it was merely 30 years ago and to what it has become today, it is clear and obvious that technological change permeates nearly every aspect of the modern world in which we live. The intent of this brief analysis will be to understand technological integration within the field of museum presentation and cultural education can affect a greater overall understanding and appreciation with the stakeholder as compared to what has traditionally been affected over the past several decades; utilizing traditional approaches and techniques of information awareness. Regardless of how the times have changed, the key determinant question that the research will seek to speak to is whether or not existing technology can be leveraged as a means of generating more visits to museums and cultural institutions or whether or not current and past practices seek to fulfill this need to the best and most efficient degree. Firstly, as a level of measurement, a baseline of cultural integration and appreciation of traditional techniques will be measured with respect to total number of visits that museums operating under a non-technical interface and means of attraction have been able to garner over a time period of 10 years. Five specific museums within the capitals of Western Europe have been selected for analysis within such a study. Likewise, it must be understood that â€Å"low tech† approaches to museum visitorship have and will be defined as those museums that do not engage in any type of extensive electronic outreach. In other words, although web sites and certain types of limited mailing lists will be accepted for purposes of categorizing a particular subset of museums as leveraging older technology, the widespread relia nce upon smart phone apps and/or approaches that are heavily reliant upon social media will categorize a given set of museums within the technologically advanced category. As a result of a thorough literature review on the topic, it should be at least nominally expected that the museums and cultural institutions that have followed this traditional approach might necessarily experience little if any nominal increase with regards to the level of visitors and patrons they receive in any given year (Marty and Jones 28). However, whereas changes to overall levels could be noticed, these have oftentimes been attributed by other scholars as not pertaining to the level of technology or lack thereof; rather, they have been attributed to key changes in the economic, tourism rates, or other key indicators. In the same way, five separate museums, also within the capitals of five Western European nations will be analyzed to determine whether or not their technologically savvy approach has correl ated to more museum visits and/or a greater level of overall guests within the time period in question. From an analysis of the information and the literature that has been read concerning this reality, it is understood and surmised by the author that the use of technology within the cultural and historical museums of Western Europe, as well as the rest of the world, has a noticeable and verifiable

Marginalization in Haiti, Peru, Russian Term Paper

Marginalization in Haiti, Peru, Russian - Term Paper Example The Russian Federation, Haiti, and Peru are classified as developing countries, which is mainly due to the unevenness of their respective people’s access to national resources. There are small numbers of extremely rich and powerful individuals enjoying the national wealth while a large group of the populations remain marginalized and kept aloof from the resources and political power.   Regardless, the former kind of marginalization is manifested in the three countries, especially among members of the middle-class segment of the populations. The population segment face marginalization in terms of access to higher education, comprehensive medical care, proper nutrition, and adequate housing due to poor paying jobs and lack of adequate training. However, some members of the group enjoy food stamps, fair-priced housing, universal elementary education, and access to emergency health care. However, these safety nets are inadequate and are usually overstretched by other pressures such as overpopulation. For instance, constant natural disasters such as floods have usually exposed substantial numbers of Haitian middle-class, for instance, to the problem of overstretched rescue teams and medical resources (Kidder Chapter 3). Certainly, these populations live in extremely trying situations and feel marginalized by the fewer more, affluent members of the society.  On the oth er hand, abject poverty which is the focus of the protagonist and his community is attributed to a lack of any safety net for vast populations. The group is represented by the lower-class populations of Russia, Haiti, and Peru who cannot access footwear, safe water for drinking, basic education and health care (Kidder Chapters 4 and 5). In addition, those who are in abject poverty are completely marginalized in terms of access to housing as evidenced in inadequate floor area, leaking roofs, improper furniture, and walls or other finishing.  Ã‚