Bush v Gore :: essays research papers

Bush v. Gore Bush v. Gore was a controversial case that was heard on December 11, 2000. This case decided the outcome of the 2000 presidential election between Vice President Gore and Texas Governor George W. Bush.   Ã‚  Ã‚  Ã‚  Ã‚  The election took place on Nov 7, 2000. Under our electoral college system each state votes for our new president separately, a winner is then declared in each state and is awarded â€Å"electoral votes† that is equal to the states number of representatives in the House and Senate. Gore led Bush 266-246 and 270 votes are required for victory. Florida with 25 electoral votes did not have an official winner because the result was inside of the margin of error for machine counting.   Ã‚  Ã‚  Ã‚  Ã‚   Gore knew the only way to figure this out was to have a manual recount of several counties ballots. As Palm Beach County was recounting its ballots Florida Secretary Harris, a Republican and co-chair of the Florida Bush campaign, officially certified the election for Bush. In reaction to this decision Gore and Palm Beach filed suit against Bush and Harris in Florida Supreme court demanding that the recount should go on. On November 22, Bush appealed to the United States Supreme Court against Palm Beach County Canvassing Board stating the decision was in violation of a federal statute requiring electors to be finished at a given point before the Electoral College met. After many more suits were filed oral arguments in Bush v. Gore were brought before the US Supreme Court on December 11, 2000 by lawyers representing both sides. Due to the nature of the case the court gave its opinion in only 16 hours after hearing the arguments. Bush’s representation questioned that, Does recounts in Florida violate the Equal Protection Clause of the 14th amendment to the United States Constitution? Because all the votes were being counted unevenly, with standards varying from county to county, where recounts in counties where he could have majority were not being conducted. Bush Argued the decision went against the Constitution stating â€Å"nor shall any State†¦. Deny to any person within the equal protection of the laws.† Gore’s representation responded that the Florida Supreme court hade done everything it could to establish equal treatment of both parties, and that requiring all ballots to be treated in the same manner would require a new federal standard for counting votes. Gore also claimed that ending recounts was not a good way to settle this extraordinary dispute.

Environmental Analysis of Barclays Bank Essay

EXECUTIVE SUMMARY Banks are central to every society; they provide the funding that facilitates business and entrepreneurship, support a sound financial system, and help to create jobs and wealth. Banks in the UK operate in a highly competitive, globalised but lightly-regulated environment. They face increasingly well-informed and ‘energetic’ customers, determined legislators, and electorates who are becoming environmentally aware. They have to adapt to changing economic and market conditions, fast changing consumer needs and expectations. Their business is influenced by global economic, political, regulatory, technological and other unpredictable factors. Consequently, they have to device their strategies, policies and operations to adapt to these changes in order to meet stakeholder expectations and satisfy consumer needs. In this assignment, I try to describe and evaluate changing business environment of Barclays Bank Plc over the last five years. INTRODUCTION About Barclays Bank Plc Barclays is a major global financial services provider engaged in retail banking, credit cards, corporate banking, investment banking, wealth management and investment management services with an extensive international presence in Europe, the Americas, Africa and Asia. Barclays  Group headquarters is at 1 Churchill Place in London, UK, but it has operations all over the world, with products and services to meet the needs of customers and clients in local markets. With over 300 years of history and expertise in banking, Barclays operates in over 50 countries and employs more than 144,000 people. Barclays moves, lends, invests and protects money for more than 48 million customers and clients worldwide. Organizational structure Barclays is made up of two ‘Clusters’: Global Retail Banking, and Corporate and Investment Banking and Wealth Management, each of which has a number of Business Units. The third major area of the business is Group Centre, which comprises all our essential support functions. UK Banking Industry UK’s banking sector, following the US and Japan, is the world’s third largest and considered foremost in terms of: efficiency, dynamism and return on capital. In addition to having one of the largest commercial banking industries, the UK is also a major international centre for investment and private banking. The UK banking sector’s strong international orientation is reflected in the substantial foreign presence and sizeable assets of foreign banks in London. It services 95% of the population with about 3.5% of UK’s workforce – over a million workers. Banks and financial services contribute  £70bn to the UK’s national output (6.8% of GDP) and provide 25% of total corporation tax ( £8bn) to the UK Government. The main retail banks provide over 125m accounts, clear 7bn transactions a year and facilitate 2.3bn cash withdrawals per year from its network of over 30,000 free ATMs. Banks in the UK contribute well over  £100m per year to charities and local community initiatives. UK banks are authorised and regulated by Financial Services Authority under the Financial Services and Markets Act 2000 (FSMA). Financial Services Authority is an independent non-governmental body which exercises statutory powers under the FSMA. The FSMA requires the FSA to pursue four objectives: to maintain confidence in the UK financial system; to promote public understanding of the financial system; to secure an appropriate degree of  protection for consumers whilst recognizing their own responsibilities; and to reduce the scope for financial crime. Banks of England is responsible for maintaining overall stability of the financial system a whole. The Bank sets interest rates of UK and is also responsible for identifying and limiting systemic financial risk. ANALYSIS Barclays bank operates almost all over the world and hence its actions are influenced by the global economic conditions. I have used PESTEL framework to describe and evaluate business environment of Barclays Bank plc. It categorises environmental factors into six main types: political, economic, social, technological, environmental and legal. Political * Government stability * Taxation policy * Foreign trade regulations * Social welfare policies Economic factors * Business cycles * GNP trends * Interest rates * Money supply * Income distribution * Social mobility * Lifestyle changes * Attitudes to work and leisure * Consumerism * Levels of education Technological * Government spending on research * Government and industry focus on technological effort * New discoveries/development * Speed of technology transfer * Rates of obsolescence Environmental * Environmental protection laws * Waste disposal * Energy consumption Legal * Monopolies legislation * Employment law * Health and safety * Product safety The change in the business environment of Barclays bank Economic factors The collapse of a global housing bubble, which peaked in the U.S. in 2006, caused the values of securities tied to real estate pricing to plummet thereafter, damaging financial institutions globally. Questions regarding bank solvency, declines in credit availability, and damaged investor confidence had an impact on global stock markets, where securities suffered large losses during late 2008 and early 2009. Economies worldwide slowed during this period as credit tightened and international trade declined. Governments and central banks responded with unprecedented fiscal stimulus, monetary policy expansion, and institutional bailouts. The subsequent emergence of a wider set of credit problems – in mortgages and in corporate lending, and in particular in commercial real estate – generated credit capacity constraints and economic slowdown. An initial focus on funding problems, with the failure of Northern Rock caused not by immediately evident solvency/credit quality problems, but by the drying up of the market for both securitised credit assets and wholesale funding availability. Such funding issues were also critical to the problems of Bradford & Bingley and HBOS in September/October 2008. The UK economy was officially declared to be in recession on 6th May 2009. The Office of National Statistics said that Gross domestic product (GDP) fell by 1.5% in the last three months of 2008, after a 0.6% contraction in  the previous quarter. Recession is generally defined as two quarters of successive contractions in GDP, which means the UK had been in recession since July 2008. Industrial production fell by a massive 3.9 per cent over the quarter, while the dominant services sector fell by one per cent. Unemployment had also risen to 2.47 million in the three months to July 2009. It was at its highest level in 14 years since May 1995. The UK economy came out of recession in 2010, after figures showed it had grown by 0.1% in the last three months of 2009. In the second week of January 2010, UK unemployment fell for the first time in 18 month. The UK’s production and service sectors each grew by 0.1% during the quarter. The UK recession began in the April-to-June quarter of 2008, and was the longest UK recession on record. During 18 months of recession, public borrowing increased to an estimated  £178bn, while output slumped by 6%. Impact on Barclays Bank’s performance Barclays announced record profits of more than  £11 billion for 2009 – a 92% rise on the previous year. Its performance driven largely by a strong revival in its investment banking arm Barclays Capital. Profits were also boosted by sale of fund management business Barclays Global Investors, and the addition of the New York operations of failed investment bank Lehman Brothers at the end of 2008. The BGI sale added  £6.3 billion to pre-tax profits. Barclays Capital contributed  £2.5 billion of the bank’s underlying profit of  £5.3 billion which was 13% down on 2008’s  £6 billion. However, the bank’s profit was highly affected by the global economic slowdown and deteriorating economic conditions in the UK. Its UK Retail Banking profit before tax in 2009 decreased 55% ( £757m) to  £612m (2008:  £1,369m), impacted by low interest rates resulting in margin compression on the deposit book and increased impairment charges which together more than offset well controlled costs and an improved assets margin. Impairment charges rose to  £974m (2008:  £414m), reflecting the impact of the economic recession across the business with continued pressure on corporate liquidity, rising default rates and lower asset values. Barclays enforced strict criteria on new credit card applications, using a  scoring system that takes over 400 variables into account when assessing an applicant’s likely ability to manage their credit. Around 50% of applications for credit cards are declined as a result. Strong income growth (2009) across the portfolio driven by increased lending, improved margins and foreign exchange gains, was offset by higher impairment charges, driven by the deterioration in the global economy. Impairment charges in the international businesses increased  £444m, driven by higher delinquencies due to deteriorating economic conditions. UK portfolio charges were higher as a result of rising delinquencies due to the economic deterioration, especially in the loan portfolios, and the inclusion of Goldfish in UK Cards. The impairment charge in Global Retail and Commercial Banking increased by 85% ( £2,473m) to  £5,395m (2008:  £2,922m) as charges rose in all portfolios, reflecting deteriorating credit conditions across all regions. Impairment charges on loans and advances increased 50% ( £2,445m) to  £7,358m (2008:  £4,913m). The increase was primarily due to economic deterioration and portfolio maturation, currency movements and methodology enhancements, partially offset by a contraction in loan balances. In Investment Banking and Investment Management, impairment was broadly unchanged at  £1,949m (2008:  £1,980m). The impairment charge against available for sale assets and reversed repurchase agreements increased by 41% ( £207m) to  £713m (2008:  £506m), driven by impairment against credit market exposures. Political During 2008, the UK government acted in the banking sector to recapitalise banks and guarantee toxic assets and deposits and new lending for essential infrastructure programmes. This was essential to shore up lending for consumers and businesses and restore confidence in banks. Also it was vital to avoid the unprecedented banking crisis having even more wide reaching and catastrophic effects in the wider economy. This decision was not taken lightly and wasn’t considered an easy ride for the banks. Banks wishing to  participate in the Asset Protection Scheme for example had to make additional lending to households and businesses. But the overarching priority in the banking sector was first to ensure the continuing supply of credit to the wider economy. This means returning the banks to solvency and profitability, and maintaining financial stability. On 13th October 2008, the government nationalised the Royal Bank of Scotland (RBS), taking up a 63 % stake in exchange for  £20 billion of taxpayers’ money (now 84% owned by the government) on condition that no executive bonuses paid during 2008; no dividend until the government’s  £5bn of preference shares are repaid and the government appointed three directors; RBS had to maintain mortgage lending at 2007 levels. On 31st October 2008, Business secretary Lord Mandelson waived competition law for takeover of Lloyds TSB’s takeover of Halifax Bank of Scotland creating the fourth biggest bank of Britain to calm uncertainty about the strength of HBOS after a run on its shares. The combined bank accounts for a third of the mortgage market. Although the merged bank is smaller than Barclays, HSBC and Royal Bank of Scotland, because it has less of an international profile than the other banks, it is the market leader – in terms of savings – by a huge margin. In order to shore up confidence in the banking system during 2008, the government injected money into Lloyds TSB Bank ( £5.5bn) and HBOS ( £11bn) and became owner of 43.5% of the combined group, directors were asked to receive 2008’s bonus in shares; no dividend until preference shares are repaid; government appointed two directors; Lloyds asked to maintain mortgage lending at 2007 levels for next three years. As the Financial Services Authority increased the capital ratio requirements for all UK banks, Barclays had been forced to raise  £7.2 billion from Middle Eastern Investors on generous terms. A further  £1.5bn was being raised from institutional investors to strengthen its balance sheet. Chancellor Alistair Darling introduced a temporary one-off super-tax of 50% on bankers’ bonuses paid above  £25000 between December 2009 and April 2010. Bankers still had to pay income tax on any bonus they receive as usual. The  new tax was designed to discourage banks from awarding large bonuses to employees in the wake of the major taxpayer support they have received in the financial crisis. Consequently, Barclays paid  £225 million in windfall bonus tax for 2009. Sociocultual According to British Retail Consortium (BRC), more people are using cash to pay for their purchases amid growing consumer concerns about how much money they are spending. The global credit crunch is causing consumers to be more cautious with their money. Figures from the organisation showed that cash was used for 60 per cent of all transactions during 2008, an increase of 54 per cent from 2007. Cash represented 34 per cent of all money spent in the retail sector during 2008, compared with 32 per cent in 2007. According to BRC, people’s enthusiasm for using cards is slipping as they are not only reluctant to borrow but also reluctant to use cards. A survey released on 22nd January 2009 by communications consultants Cohn & Wolfe revealed the full scale of UK consumers’ anger with financial institutions. UK consumers perceive their banks to be ‘greedy’ and ‘impersonal’, according to the survey, which polled 852 consumers in January 2009. The study also revealed that 60% of consumers don’t believe that their bank is looking after their best interests. When asked which words best describe the perception of their financial institution, consumers identified ‘greedy’ (49%), ‘impersonal’ (36%) and distant (34%). Positive and desired descriptions including ‘ethical’ (2%), ‘trustworthy’ (4%) and ‘transparent’ (5%) were among the least common terms used by consumers to describe their financial institutions. Almost two thirds (64%) of respondents’ trust in financial institutions had weakened over the last 18 months. A lack of confidence in banks was further emphasized with 74% of consumers saying that they do not believe that their bank would help them recover any money they had lost in 2008. Respondents also identified the financial services they trusted most. Retail banks were comfortably (59%) the most trusted type of financial service. At the other end of the scale, investment broker (2%), insurance providers (5%), online financial service providers and supermarket  retailers (both 6%) come off worst. Due to such negative attitude towards banking industry and intense public interest and concern for banks and bankers’ pay, Barclays chief executive John Varley and president Bob Diamond both agreed to sacrifice bonuses for two years, 2008 and 2009. Technological In late 2004, Chip & PIN technology was introduced as a strategic response to tackle counterfeit and lost & stolen card fraud in the face-to-face environment. Up until this point, UK consumers signed for their goods and services and only used their PIN for ATM withdrawals. During 2007, Barclays sent out ‘PIN sentry’ machines to over half a million customers in an attempt to prevent online banking fraud. The PIN sentry reader is meant to be used once an online account holder has logged in to the banking site. After logging in, customers slot their bank debit card into the card reader, which generates a unique code which they must input before making a transaction. Also, retailers and banks are using more fraud screening detection tools and online fraud prevention tools, such as MasterCard SecureCode and Verified by Visa, which make cards more secure when people are shopping online. This led to phone, internet and mail order fraud losses falling 19 percent from  £328.4 million in 2008 to  £266.4 million in 2009. Environmental Climate change has become the single biggest challenge the world faces at the beginning of the 21st century, and in response Barclays is focusing increasingly on its work on the environment, which includes both its direct and indirect impacts. Barclays remains committed to increasing its energy efficiency, and reducing its carbon footprint on an ongoing basis, as well as helping its supply chain reduces its emissions. In 2007, it invested in emissions trading capability, and moved into the consumer market with new lower-carbon products and services. An example is Barclaycard Breathe, a new card that gives consumers incentives when they buy green products, and donates half its profits to environmental projects. In the wholesale market Barclays Capital has committed to the EU emissions trading market to brings its full range of commodity trading and risk management expertise to bear to help clients manage their carbon risk. Since 2005 it has traded over 600 million tonnes of carbon credits, with a notional value of over $14 billion. Legal factors The global financial crisis resulted in a significant tightening of regulation and changes to regulatory structures globally. The changes in the legal framework, policies and banking regulatory action, have an impact on Barclays’ businesses and earnings. The market for payment protection insurance (PPI) has been under scrutiny by the UK competition authorities and financial services regulators. In 2006, the FSA published the outcome of its broad industry thematic review of PPI sales practices in which it concluded that some firms fail to treat customers fairly and that the FSA would strengthen its actions against such firms. Barclays voluntarily complied with the FSA’s request to cease selling single premium PPI by the end of January 2009. On 21st February, the UK government introduced Banking Act 2009 which provides the Authorities with tools to deal with failing banks and building societies. The Banking Act provides a permanent and appropriate regime for the resolution of failing banks. It is a major step forward in the Government’s programme to strengthen stability and confidence in the UK banking system, in the wake of the global instability experienced by financial markets. In order to discourage excessive risk taking by large banks, FSA published its new Remuneration Code of Practice in August 2009. The code states that firms should not encourage risk taking to generate short-term profit – the focus should be on long term success. It required firms to give pay details to FSA so that it can monitor compliance. Barclays’ discretionary pay awards for 2009 were fully compliant with the FSA Remuneration Code which resulted in an increase in the deferred awards by approximately 70% and greater use of  equity in deferral structures, particularly to senior staff. 100% of the discretionary pay awards for 2009 to its Executive Committee were deferred. RECOMMENDATION From previous chapters it becomes clear that Barclays bank operates in unpredictable and volatile business environment. In such circumstances, it is highly recommended that it should be clear about its strategic framework for the coming years and should maintain a sound financial and organisational footing that anticipates and adapts to the regulatory changes. It can achieve superior growth by diversifying its profit base by geography and by business line. It should focus intensely on cost reduction and risk management. It is required to create the internal framework, processes and culture to respond rapidly to new opportunities, threats and regulations. It is also required to re-establish trust and relationship with customers by fulfilling their needs with product innovation and customer centric approach. CONCLUSION The global economic slowdown and subsequent recession in UK and in many other countries of the world have changed the business environment in substantial way. Barclays Bank operates in a business environment which is highly influenced by political, economical, sociocultural, technological, environmental and legal factors. In order to compete successfully, it has to adapt to changing business environment. Its performance in last five years shows that it has the ability to run the business profitably even in such deteriorating economic conditions where other players in the market struggled to survive. However, it needs to undertake a balanced set of strategic initiatives in such unpredictable and extreme volatile business environment which is beyond the organisational control. REFERENCES * Exploring Corporate Strategy, text and cases, sixth edition (2002) by Gerry Johnson and Kevan Scholes * http://en.wikepedia.org * http://www.fsa.gov.uk/pubs/other/turner_review.pdf * http://www.thisismoney.co.uk/news/article.html?inarticle_id=469739&in_page_id=2#ixzz0lIhv4NoL * http://news.bbc.co.uk/2/hi/business/8479639.stm * http://www.myoffshoreaccounts.com/english/offshore_uk-banking-uk-bank-account * http://group.barclays.com/About-us/Barclays-at-a-glance/Key-facts * http://group.barclays.com/Investor-Relations/Shareholder-information/Annual-Reports * http://en.wikipedia.org/wiki/Financial_crisis_of_2007%E2%80%932010) * www.moneyshop.co.uk/†¦/brc-credit-crunch-leading-to-cash-comeback.html * http://www.gciuk.com/en/news/banking-blues-uk-survey-says-consumers-lose-trust * http://www.hm-treasury.gov.uk/press_16_09.htm * http://www.telegraph.co.uk/finance/personalfinance/consumertips/banking/6267384/Online-banking * http://econsultancy.com/blog/1065-barclays-uses-chip-and-pin-to-combat-online-fraud

Social Work Values And Ethics - 1441 Words

Running head: Social Work Values and Ethics 1 Social Work Values and Ethics Unique to the Profession Jessica A. Rosario Arizona State University Social Work Values and Ethics 2 Abstract The history and evolution of social work dates to the late 1800’s. Since the profession was recognized many concerns arose regarding the values and ethics of social workers. The key points of the NASW Code of Ethics, the CSWE Educational Policy and Standards, and HIPAA will be summarized. Some of the most challenging ethical issues facing social workers and the social work profession today, have been explored. The core values of the†¦show more content†¦The CSWE ensures that social workers are educated and competent in the field of social work. It serves as a guideline for social work educators. The (CSWE) uses the Educational Policy Act Standards (EPAS) to accredit baccalaureate and master’s level social work programs. EPAS supports academic excellence by establishing thresholds for professional competence (CSWE, 2015). Social Work Values and Ethics 4 Ethical issues in general, regardless of the profession or field one is in are inevitable. Social workers understand the value base of the profession and its value base of the profession and its ethical standards, as well as relevant laws and regulations that may impact practice at the micro and macro level (Segal, 2016). Although social workers are trained and understand ethical standards does not prevent them to one-day face ethical issues. According to (Reamer, 2014) we have embarked on a new period, one which few of us, he suspected, could have anticipated. Today’s social workers can provide services online or via video counseling or text messages to clients they never meet in person. They may receive Facebook friend request from clients or former clients that lead to boundary challenges. 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Work Schedule For Independent People - Free Essay Example

Sample details Pages: 5 Words: 1377 Downloads: 2 Date added: 2019/04/12 Category History Essay Level High school Tags: Declaration of Independence Essay Did you like this example? The unanimous Declaration of the fifty united States of the American education system When in the Course of American events it becomes necessary for one demographic to dissolve the hourly bands which have connected them with another and to assume among the powers of the government, the separate and equal station to which the Laws of Nature and of Natures God entitle them, a decent respect to the functions of teenagers requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That whenever any Form of system becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new system, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effec t their Safety and Happiness.. Don’t waste time! Our writers will create an original "Work Schedule For Independent People" essay for you Create order Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. † Such has been the patient sufferance of these students; and such is now the necessity which constrains them to alter their former Systems of time management. The history of the present government is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these students. To prove this, let Facts be submitted to a candid world. Those with the ability t o change have refused to address the problems associated with the lack of sleep and lack of respect for natural sleep cycles. Those with the ability to educate other people who also have the authority to address these problems because it is not in their own interest. Those with the ability to stop the oppression of the early hour rise have not chosen to use this ability because they find comfort where those without the power find pain. Those with the ability to change the hours of school have chosen to sit ignorantly among young people who have felt the effects of newer pain in many of the same forms, believing that since they dealt with the same pains, the younger generation must be acting in a childish and spoilt manner. Those with the ability to change the hours of school have forgotten or have never thought that the new ways of educating are more backbreaking and mind-melting with each new addition. Those with the ability to change the hours have mistaken genuine anguish, stress, and educated arguments as teenage argumentative behavior. Those with the ability have ignored their comrades who are more educated with the same subject, even those who spend their whole occupational life studying it, because they are, simply put, indolent and slothf ul. Those with the ability who care, or perhaps pretend to care, about teenage mental and physical health have done either very little or nothing whatsoever to push harder for simple education reforms that would change even local education hours. Those with the ability to change the hours almost always present the same argument: That teenagers spend too much time on social media to get their proper sleep, and that is why their grades are poor; because they chose to use their devices instead of doing their homework, but they forget that homework is an oppression in and of itself. Kindergarteners through College students agree that homework is neither helpful nor healthy nor engaging and overall not wanted by anyone except teachers who would rather show a video explaining what they are supposed to be explaining than give the work and teach it in class. Social media and use of devices is a popular coping mechanism for teenagers because no self-respecting student is able to find time between school, needs, responsibilities, searching for colleges and scholarships, extracurricular activities, sports, homework, and at the high school level work to find the time to actually participate in social events with family and friends and no time can be found to meet new people, and so the device gives the light and time and connections stolen from the day by expectations of the child to talk to people, to see new things, to learn what they truly want to learn and to obsess over pleasantries they may never get to experience in adulthood and there is no chance of experiencing as a teenager, in the place where no time, energy, nor money are at the disposal of the human. In the past, students have rallied and petitioned and practice all forms of protest against the hour to start education except violently. Students write, admittedly, on surveys of mental health that our stress levels are so terrible we rely on stolen or prescribed medications and drugs, insane amounts of over the counter supplements, calming substances in huge quantities, etcetera. Students will announce on a daily basis how depleted and drained they feel. Students will declare suicidal thoughts in a way that it seems normal or at least simply disrespectful. It is, sometimes, exaggerated. But those with the power to change this cannot stand in the way of that change they could bring and claim that those who have taken their own lives because of the stress caused by the deprives of school (Homework, Wrecked sleep schedule, Making up for it by drinking, smoking, drugging, using addictive devices, having to take therapy or get diagnosed with anxiety or a learning disability [That would plausibly be beneficial to the student in a non-classroom based non-standardized education system] in order for anything to get even unnoticeably better) are doing this to themselves. And so, in the face of ignorance and resistance, the teenagers who have not turned to unhealthy coping mechanisms out of the sheer fear of not succeeding in life, are assembled and appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these government-sanctioned schools, solemnly publish and declare, That these united students are, and of Right ought to be Free and Independent People, that they are Absolved from all Allegiance to the, Hours of school starting before eight oclock and that all connection between them and the hours of the adult seven to seven work schedule and lifestyle, is and ought to be totally dissolved; and that as Free and Independent students, they have full Power to sleep until the natural teenage waking hour of eight, enjoy serenity, contract opinions to adults who will actively in their everyday life represent them, establish joy in energized and proper living, and to do all oth er Acts and Things which Independent students may of right do. † And for the support of this Declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor. New Hampshire: Josiah Bartlett, William Whipple, Matthew Thornton Massachusetts: John Hancock, Samuel Adams, John Adams, Robert Treat Paine, Elbridge Gerry, Emmerson Fitts Rhode Island: Stephen Hopkins, William Ellery Connecticut: Roger Sherman, Samuel Huntington, William Williams, Oliver Wolcott New York: William Floyd, Philip Livingston, Francis Lewis, Lewis Morris New Jersey: Richard Stockton, John Witherspoon, Francis Hopkinson, John Hart, Abraham Clark Pennsylvania: Robert Morris, Benjamin Rush, Benjamin Franklin, John Morton, George Clymer, James Smith, George Taylor, James Wilson, George Ross Delaware: Caesar Rodney, George Read, Thomas McKean Maryland: Samuel Chase, William Paca, Thomas Stone, Charles Carroll of Carrollton Virginia: George Wythe, Richard Henry Lee, Thomas Jefferson, Benjamin Harrison, Thomas Nelson, Jr., Francis Lightfoot Lee, Carter Braxton North Carolina: William Hooper, Joseph Hewes, John Penn South Carolina: Edward Rutledge, Thomas Heyward, Jr., Thomas Ly nch, Jr., Arthur Middleton Georgia: Button Gwinnett, Lyman Hall, George Walton.

Richard Wright s The Man Who Was Almost A Man And William...

The Most important relationship throughout a male’s life is that of his father. While there is no doubt the relationship of a mother also plays a critical role, the father takes a special meaning in that of a developing male child. This relationship ultimately influences a boy and every single relationship for the rest of his life. The father figure helps a boy mature into a male of strong moral fiber, creating a respectable citizen with a sense of responsibility. A father plays a delicate role of mentor and authoritarian while balancing emotion. Great father’s can cultivate common ground with their son’s, as they are impressionable at an early age. Father figures play a critical role in the development of the main characters in both Richard Wright s The Man Who Was Almost a Man and William Faulkner s Barn Burning. Moreover, both stories focus on adolescent males who are running from their past in search of a better life. Wright wrote about an African-American bo y who tries to grow up too fast, while Faulkner’s is the story of a white kid growing up with a the moral dilemma of right from wrong. While the Northern victory of the Civil War in 1865 may have given approximately four million African-American’s their freedom, it wasn’t until almost 90 years later they would see any of those rights that were promised under the United States Constitution. The Southern American States were in complete shambles for almost forty years after. Both stories are set in the late

Biases Against Other Cultures Free Essays

Life places us in a complex web of relationships with other people. Like what Marilynn Brewer, at one point in her article, said of this natural phenomenon, our humanness arises out of these relationships in the course of social interaction. Moreover, our humanness must be sustained through social interaction, and fairly constantly so. We will write a custom essay sample on Biases Against Other Cultures or any similar topic only for you Order Now Group boundaries are not physical barriers, but rather discontinuities in the flow of social interaction. To one degree or another, a group’s boundaries encapsulate people in a social membrane so that the focus and flow of their actions are internally contained. Some boundaries are based on territorial location, such as neighborhoods, communities, and nation-states. Others rest on social distinctions, such as ethnic group or religious, political, occupational, language, kin, and socio-economic class memberships. When applied to interpersonal and intercultural setting, this social interaction generally generates prejudicial relationships among the several groups. Primarily, I was having a sense that my cultural group is superior to members of the culturally different groups, a feeling that the culturally different groups members are by nature different and alien, a sense that we have a proprietary claim to privilege, power, and prestige, and even a fear and suspicion that members of the culturally different groups have design on our benefits. In this respect, prejudice frequently reflects a sense of group membership or position. Indeed, it is not only the groups to which we immediately belong that have a powerful influence upon us. Often the same holds true for groups to which we do not belong. Indeed, in daily conversation, I recognize the distinction between my cultural group and those of others’ in our use of the personal pronouns we and they. For instance, because my friend and I have been comrades for quite a long time, we tend to mutually agree on many things including our perceptions towards religious matters. This is apart from the fact that we are both Christians. We also believe that Muslims have bias against women. As we reviewed some ins and outs, we reckon how the Qur’an gave women protection than traditional Arab law but did not ever have equality with men. Whereas Muslim men could be family-oriented, it only differs with Christians in that they are such in every family they have among many others. They could be protective of their families as the Qur’an only permits polygamy when the man is responsible enough to fulfill his responsibilities. But my friend and I believe Muslims and Christians, men or women, are educated. A number of Muslim women, particularly in the upper classes, are well educated and become known as artists, writers, and supporters of the arts. Nonetheless, we believe they are still sexists from a spiritual point of view as the Qur’an states that â€Å"men have authority over women because Allah has made the one superior to the other.† This makes their sect patriarchal in nature as much as Christians’ is. Because of these biases, sometimes I tend to prevent outsiders from entering our group’s sphere, and they keep insiders within that sphere so they do not entertain rival possibilities for social interaction. At times we experience feelings of indifference, disgust, competition, and even outright conflict when we think about or have dealings with other cultural groups’ members. Such social differentiation may have these grounds for conflict between us and the other culturally different groups: moral superiority, perceived threat, common goals, common values and social comparison, and power politics. Conflict intensifies ethnocentric sentiments and may lead to inter-group strife. Since we would like to view ourselves as being members in good standing within a certain group, or we aspire to such membership, we take on the group’s norms and values. We cultivate its lifestyles, political attitudes, musical tastes, food preferences, sexual practices, and drug-using behaviors. We establish for ourselves a comparison point against which we judge and evaluate our physical attractiveness, intelligence, health, ranking, and standard of living. This makes my ethnocentric view quite negative rendering people to take on social units with which we compare ourselves to emphasize the differences between ourselves and others. For the most part, the attitudes people evolve toward out-groups tend to reflect their perceptions of the relationships they have with the groups. Where the relations between two groups are viewed as competitive, negative attitudes (like prejudice) will be generated toward the out-group. Still, whereas competition had heightened awareness of group boundaries, the pursuit of common goals led to a lessening of out-group hostilities and the lowering of intergroup barriers to cooperation. Upon making substantial research myself, I learned that to avoid direct conflict between my primary group and the other cultural groups, we are introduced to the concept of â€Å"concentric loyalties.† When our membership group does not match our reference group, we may experience feelings of relative deprivation or discontent associated with the gap between what we have and what we believe we should have. Feelings of relative deprivation often contribute to social alienation and provide fertile conditions for collective behavior and revolutionary social movements. The concentric loyalties then may also contain clues to processes of social change especially a perception change towards inter-group phenomenon. On a personal note, we can only manage the dynamics of the Christian-Muslim differences by employing effective learning strategies to resolve conflict among people whose cultural backgrounds and values differ. In the school setting, for instance, there could be training sessions and group discussions to understand the historical distrust affecting present-day interactions. If my friend and I have good neighbors among Muslims, others may not do as they could be misjudging others’ action based on their learned expectations. Reference Brewer, Marilynn. (1999). â€Å"The Psychology of Prejudice: Ingroup Love or Outgroup Hate?† Journal of Social Issue, Vol. 5, No. 3. How to cite Biases Against Other Cultures, Essay examples

Written and Spoken Discourse free essay sample

I hope you can tell me more interesting things about you in you letter of response. Sincerely Mariana Kisses. The text above shows a very good understanding of the language and good use of English for communicative purposes, which is to say that it is more interaction because the student as she mentioned at the end is waiting for a response but in order to know more about her friend not to make some business like in the Transactional purposes. The grammatical cohesion features I found in this text were theses: *Student use anaphoric and exophoric references. One example of anaphoric in which the students point to something back in the text is: I have fight with my new friend Albaly because she is the one than lost my notebook, but we are gonna be find. In this sentence we can see the use of references in : because SHE , referring to Albaly . We will write a custom essay sample on Written and Spoken Discourse or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page and in We are gonna be find. We refers to Albaly and the writer. And exophoric reference will be: By the way I haven? t fixed the old wardrobe.. We do not know exactly when the wardrobe was broken. Another example is: Also I haven? t saw ours old friend Blanca. We do not know who Blanca is like or who she is. In substituting the student did the following: I have fight with my new friend Albaly because she. She is substituting Albaly. The conjunctions used were: because, also, but, etc. The Genre of this text I will consider it as being a narrative because of the way it is written. About coherence I think that student did a great job and made her text really cohesive. She kept and style and also an appropriate used of verb tenses and also the use of conjunctions to link the sentence. The text has simple and complex sentences. Another important thing is that the text is divided in paragraph which let us noticed a good organization of the text. There are many features of natural speech like: contractions, express of feeling and the writing style she used in more common between friends and that makes it more natural. The student had some little mistakes like: I? ve been going to English classes which are great, have a lot of fun the last part would be, I have had a lot of fun. Instead of what she wrote. Another example could be: . Anyway the first day were really great. There is a problem with tense agreement it should be: Anyway the first day was really great. Even though there are some mistakes like the ones above, you can understand the complete writing with no problems; these mistakes do not affect its understanding. The student can write with more patiently because she has used many structures in a correct way, but maybe for such a hurry she did wrong. Spoken Discourse The weekend Chris: So, what did you do this weekend, Kate? Kate: Oh, Diane and I went for a drive in the country on Saturday. Chris: That sounds nice. Where did you go? Kate: We drove to the lake and had a picnic. We had a great time! How about you? Did you do anything special? Chris: Not really. I just worked on my car all day. Kate: That old thing! Why dont you just buy a new one? Chris: But then what would I do every weekend? The features is see as authentic spoken discourse are those that express some feeling and add some spontaneity to the writing, also because the sentences are shorter and with less grammar complexity. Just like: That sounds nice and we had a great time. The artificial are those which complexity is higher also they are colder in terms of expressing feelings. Just like: We drove to the lake and had a picnic, and I went for a drive in the country on Saturday. The weekend Chris: What about your weekend? Kate: You know last Saturday I went to downtown. Chris: Really, how was it? What did u do? Kate: We went to the lake for a picnic. It was amazing you new. But tell me did you do anything special? Chris: Not really. You know I work with my car. Kate: Again? Shouldnt you get another one? Chris: I guess so, but what would I do on weekends? The text above could be used to help students to express freely. It can also help students to like English because some of them remain learning English because they see no purpose and no usefulness. I would use the activity following the next steps: 1. Talking about different ways of expressing ideas. 2. Introducing the dialogue to the students. 3. We will work on new vocabulary to change some of the words in the dialogue. 4. We will also work with idioms in order to help students to get into the language. 5. We will personalize the activity by writing our own dialogue with new ways of saying things 6. We will come up with some conclusion about the use of idioms, slangs, etc for our speech. By. Alberto Leyva Osuna.