Threats to Democracy :: essays papers

Threats to Democracy What threats to "Democracy" presented themselves during the first few decades of independence? How did leaders of the U.S. solve these problems? During the first decades of our premature nations' existence, it is hard to imagine that the United States would evolve to become such a great democracy. A democracy others would prefer to believe with hypocrite reasoning. When the U.S. first won its independence it was a united group of people left to fend for themselves. This group was to become a nation and creating it involved more than winning independence from Great Britain. In 1783, the U.S. was a country forming in its premature stages. By 1787, this baby begins to develop, to become a nation. By 1787, people perceived that their constitution represented what the people desired the U.S. to be; well at least the Federalists presumed this. The Anti-Federalists watched for signs that threatened their "republican principals" for which they so recently had fought the American Revolution. After winning the war the unity and optimism among Americans did not translate easily or smoothly into the creation of a strong central government. The Federalists and Anti-Feds were very opposed to eachother's views. By the late 1700's and early 1800's, a deep political division had occurred amongst the Federalists and the Anti-Federalists. Anti-Federalists were mostly from the South, and were labeled "Jeffersonians". Their label came from the fact that they defended slavery and third President, Thomas Jefferson, was known for owning herds of black slaves. Southerners held agreed with many of Jefferson's views. The Anti-Feds, Republicans, believed in strict interpretation of the constitution, peaceful foreign relations, and a reduction of the role of the federal government in the lives of average citizens. They were opposed to a strong central government and felt states should hold the power to govern. The Federalists believed that the constitution should be loosely interpreted and that America should follow the spirit of it to make laws and judgements. Federalists wanted to organize the states so a strong federal power could govern over them in order to keep enough power for the economy, war and ruling. Many were opposed to this form of government because it so closely mimicked that of Great Britain. Between these t wo diverse groups, their followers split the nation. The United States was geographically split North from South.

14th Amendment -EQUAL PROTECTION UNDER THE LAW Essay -- essays researc

EQUAL PROTECTION UNDER THE LAW In school especially, as well as throughout our daily lives, we learn in America to live by the idea of freedom and equality for all. We do not allow race, class, or creed to determine a person’s stature in the community. It may seem as if this is the standard of society, but these ideas of equality have been fought over since the beginning of written history, and even in America today, prejudice still exists. To address these and similar problems, the founding fathers of this nation created a Constitution which included laws that dealt with individual freedoms. However great the founding fathers envisioned the United States Constitution, it did not form a perfect union and justice for all. America would have to amend, or add to, the Constitution in order to serve its constituents better. The most powerful constitutional act towards equality would come with the fourteenth amendment. This amendment permanently changed constitutional law by empowering the Federal government†™s jurisdiction to include local and state governments which would be required to abide by new standards of civil rights and privileges. In 1791, the states ratified ten amendments to the United States Constitution. These became known as the Bill of Rights, a cornerstone in providing individual liberty. The United States Senate dropped one of the original proposals stating, â€Å"No state shall violate the equal rights of conscience or the freedom of press or trial by jury in crimi...

Free Essays - Animal Farm :: Animal Farm

An English writer by the name of George Orwell published a book in 1943, called Animal Farm.   In the eyes of Mr. Orwell, the sole purpose of the book was to expose the Soviet myth of Russia’s acclaimed socialist utopia in a way that almost anyone can comprehend. The simplicity of language in the book and the usage of animals to convey the message made it a prime candidate for a cartoon version and thus one was created. This essay will look at the differences between the book Animal Farm and it’s cartoon adaptation. The three criteria which will be used as a basis of comparison are:   characterization, exposition and theme. The book Animal Farm, is an allegory of the Russian Revolution of 1917 and the events that followed shortly after. In order for the reader to be able to get a firm grasp on the conditions in Russia before, during and after the revolution, George Orwell took great care in ensuring that the all the characters in the book could easily be identified with their Russian revolution counterpart. While reading the book, one should easily be able tell the parallel personality for each character because of George Orwell’s very accurate descriptions of the characters. As a result, a great deal of characterization is visible in most parts of the book, as he is constantly building upon the characters. The movie Animal Farm on the other hand is quite different.   In the movie, very little time (relative to the book) is spent on developing the characters. In some instances during the movie we discover that there are some characters in the book that are not mentioned in the movie (e.g. Molly and Mrs. Jones). Also, in Animal Farm the movie, there is little dialogue among the animals, unlike the book. In the book, it is this dialogue that really helps us understand the type of regime in Russia at the time. If someone were to watch the movie but never read the book, it would probably be a lot harder to see the relationship to the Russian revolution. In the book, some of the instances that occur in Animal Farms exposition play important roles later on in the book. At the start of the book you are introduced to a flurry of thoughts and ideas that are very instrumental throughout the remainder of the book. The exposition begins with Old Major, telling the animals of a dream he has in which all animals are free from the oppressive human regime and equal amongst each other.

Law and Order Essay

In class, we watched the first twenty minutes of Law and Order episode â€Å"God Bless the Child†. The Episode starts with the parents of a young girl, that is deathly ill and in dire of medical assistance, and the parents won't use modern medicine because it is against their religion. Neglecting help of modern medicine, the child eventually dies. I believe that it is ridiculous that a parent will not help their own child and let them die when help is all around.I think prayer does not relinquish us from an obligation to act, so on these terms I do think these parents should be trialed for the death of their child. I see prayer to be similar to hope, guidance and communication with God rather than an act. Believing that everything can be solved with prayer is ridiculous, It Is like if someone wanted to end world hunger and didn't donate but only prayed. I think prayer and acting should go hand in hand because God is not Just going to give you what you ask for, rather he will g ive you opportunities.Similar to the Joke about the lady in the flood that Ms. Ellsworth said In class, God sent a boat and a helicopter to rescue the lady but she refused. She would later die, and In Heaven, she asked God why didn't you save me, and God replied â€Å"l did, I send you a boat and a helicopter what else can I do! † I think this Joke as the same situation as the parents In Law and Order. I strongly believe that the parents should go to trial for the death of the daughter because with all the opportunities God sent them, they avoided all of them.By neglecting all of these opportunities to rescue their child, the child suffered and soon after died. It Is ridiculous that she would not simply let her daughter drink some medicine for her to get better. If she was to go and drink alcohol, then why not let her daughter get treated. It Is most disturbing when the daughter was getting worse, but the mother thinks that what they are doing Is not working and they should d o something else. Than an act. Believing that everything can be solved with prayer is ridiculous, it is like dad in the flood that Ms.Ellsworth said in class, God sent a boat and a helicopter to rescue the lady but she refused. She would later die, and in Heaven, she asked God what else can I do! † I think this Joke as the same situation as the parents in Law and after died. It is ridiculous that she would not simply let her daughter drink some daughter get treated. It is most disturbing when the daughter was getting worse, but the mother thinks that what they are doing is not working and they should do.

Promote communication Essay

In this assignment I will be identifying systems that promote communication and assessing my knowledge, understanding and skills required to develop communication systems for meeting individual outcomes. Your ability to communicate is about delivering your message clearly and understandably to others in order to achieve good communication skills. Communication is very important as day to day we are always communicating or using communication techniques to communicate with others. Our body position and what we do with our body is also a way of communicating for example if someone asks you a question and the reply is yes or no we can answer this by shaking our heads which is communicating back to them with the answer but without speaking. In society today we have so many more ways of communicating than we did 50 years ago such as mobile phone, internet access, writing letters etc these are all ways we can communicate and what we do in our day to day lives. I personally work in a small residential home where communication is a key factor in my day to day job role, we are all expected to follow and provide the best communication we can. My job role is very much involved with the clients in which I am always communicating in different ways to meet their individual needs. Some of my clients have different impairment needs for example some have visual impairments and some have hearing impairments which makes it harder for them to communicate with others and can leave the clients feeling very frustrated and lonely if they feel that they cannot communicate with people, eventually it may make them want to give up trying and then they become feeling all alone and not having their needs met. This is why my job is very important by having good communication skills I can meet all their needs and communicate with them and they are able to communicate back to me. Day by day I’m still learning new techniques and skills in order to communicate and make the clients feel better in themselves as I can communicate with them in a way they can understand and not find it difficult for them, for example I have one client which has an hearing impairment and finds it very difficult to communicate with others although client A has an hearing aid client A still has trouble to communicate, in order for me to communicate with client A I often use icture cards which I can hold up and show to client A for example I hold up a picture of a drink or food then by doing this I know if client A wants any and then they can respond to me either by speaking to me or shaking their head. This makes client A feel wanted and not that they are being left out and not being spoken to I also hold cards up of a toilet, the words hot and cold and much more, client A likes the idea of pictures cards and never knew we could do this until they came to stay with us, so where they thought they would move into a care setting and nobody would communicate with them, client A was very relieved that pictures card where invented. I felt good in myself when I was providing this communication as I knew I was doing something which was making a client feel better in themselves and made it very rewarding for me. I also use techniques like signs, symbols and objects in order to communicate with the clients with hearing impairments. However in my work place I have a few clients with slight hearing impairments where they can hear me if I higher the tone of my voice slightly and they also lip read which can also be classed as a way of communicating. I find using these communication techniques helps not only the clients but also me as when I’m promoting communicating with them I feel rewarded and good about myself knowing that my clients are happy and getting what they wish. Writing information or certain things down is one way I have also found is an effective way of communicating especially times like meal times when I can write down the options available and then the client can respond to me with their answer once they have read what I have written down. I think anyone with communication barriers will find it difficult to communicate but there is always a way to outcome the situation and work around it for example client B’s first language was not English which made it hard for client B to communicate with others around the home even though he could speak slight English the other clients found it hard, we overcome this situation as we got a translator in for a little while each week which made client B’s English more sufficient in order for everyone to be able to communicate with client B a little better, now I hear client B having full conversations with others which makes us feel better as a home knowing we promoted this communication. Clients with visual impairments must find it really difficult to try and communicate with others as not only can they not see the person, they do not know where the person is positioned and sometimes who they are (if they have never met the person before). This is why it is very important to always be at the same level as the person you are trying to communicate with for example if a client is sitting down then the carer is expected to kneel down to the clients eye level and communicate with them face to face and not stand above them and have to shout in order for them to understand you. In a care setting communication should always be at the top of the priority list as if the clients are not being communicated with then their day to day basic needs are not being met.

Why is it important to develop relationships in infant and toddler care?

During their first years of life it is crucial that infants develop confidence, self-esteem and a feeling of security and trust in the people who care for them. These factors give them a secure base for all of their subsequent social and emotional development. Babies who develop this â€Å"emotional security† are then more likely to become toddlers who have the confidence to â€Å"walk alone. † Alicia Lieberman discusses this concept of â€Å"walking alone† in her book, The Emotional Life of the Toddler.In order to become independent learners, confident to explore the world around them and try new things, toddlers must first of all develop a sense of trust. This sense of trust builds when the infant has developed secure attachments with caregivers, and feels reassured, valued, respected and truly cared for. Obviously a child whose emotional needs are not being met through the development of secure and positive relationships with caregivers, will focus more on get ting those needs met than on exploring and learning.Research on what helps children be successful at school, carried out by Heart Start through the â€Å"Zero to Three† organization, emphasises the need for children to be curious in order to learn. The research identified seven characteristics of successful learners, and among them, curiosity. Infants and toddlers have a natural, healthy curiosity, a trait that should be encouraged in a safe way by their caregivers, as it is vital for their confidence, self-esteem and learning. Those children who do not develop secure attachments to their caregivers will be less likely to show this lively curiosity in their world.Helen Raikes has described in her 1996 article, A Secure Base for Babies: Applying Attachment Theory Concepts to the Infant Care Setting, how babies that had developed secure attachments were more likely to explore their surroundings, join in with play and interact with the adults in the setting. These infants know t hat they can look back and â€Å"return to base† if need be. It was the British psychiatrist, John Bowlby who identified four stages of attachment of the child to the mother or the primary caregiver.He noted that during the third stage, (between the approximate ages of 7 and 24 months), infants often develop a strong attachment to the primary caregiver and may develop â€Å"separation anxiety† if that caregiver is replaced by someone else. Continuity of the caregiver, the development of a consistent, caring relationship with one person, is therefore very important for infants at this stage, as they may experience much trauma if a change of caregiver takes place at this time. However, the first characteristic of successful children, identified by the Heart Start research, was that of confidence.Children’s feelings of competence and confidence develop as a result of secure, positive relationships with their caregivers. Also, the confidence that comes from having a clear sense of their own identity means that children are more likely to develop empathy and respect for others and feel relaxed and secure in the company of other adults. Confident children who can interact successfully with their peer group will more easily develop the social skills needed for their future success. Of course, co-operative interaction with others, either children or adults, will help further their learning too.But perhaps the most pressing need for the development of relationships in infant and toddler care arises through consideration of those children who come from an unstable home environment, where their emotional needs have not been met by their parents. The social and emotional growth of these children will be furthered hindered and delayed if they are then not given any opportunity to develop a continuous, positive relationship with a primary caregiver, assigned from the time of the child’s enrolment up until he or she reaches the age of three or eve n five.How can primary and continuous care be implemented in order to develop a relationship with a child? It is the responsibility of the primary caregiver to respond appropriately to the infant or toddler to ensure that their emotional needs are met. An â€Å"appropriate† response is one that makes the child feel respected, valued and cared for. Just as all relationships take time to develop, so must primary caregivers take time to really get to know the children, become aware of their personality and temperament, their likes and dislikes and body language cues.This is the first and foremost response that will help to build a relationship and ensure children’s emotional needs are met. In order to get to know children, it is important to become sensitive to the cues and messages they send out – both verbal and non-verbal. In turn, caregivers should be vigilant about their own body language cues as well as the words they use because when children become aware of negative feedback, (both verbal and non-verbal), from their caregivers it can greatly affect their self-esteem.The caregiver should aim to give positive responses to the child, using open and friendly body language, eye contact, smiles, nodding etc. Of course, this does not mean that the caregiver must always say â€Å"yes† to a child’s demands, if those demands are unreasonable or unsafe, and assertive behavior management strategies should be applied whenever they are necessary. Along with ensuring the quality of responses and care given by the primary caregiver, continuity of care can be implemented in three ways: †¢ Children can be placed in mixed age groups. This means that the children under 2.9 years of age can be cared for in the same room, as long as the requirement ratio is adhered to for the youngest child in the group. †¢ Children can be placed in groups of the same age. This ensures that when the children are ready, they and their caregivers will move to the next environment. †¢ Children can be placed in groups of the same age, and will stay in the same room. This means that the children remain in a setting that is familiar to them, while the learning materials and resources of the room change in accordance with their developmental progress.However, the concept of primary and continuous care must take into account the fact that a major amount of the childcare day is spent doing routine care giving activities, such as toileting, hand washing, eating, etc. Since these routine activities take up so much time, the development of a relationship with the child must be prioritised during these times. In their book, The Creative Curriculum for Infants and Toddlers, Dombro, Colker and Trister-Dodge emphasise that this job of building a relationship with a child should be the focus of the caregiver’s work.Although learning activities should be included as part of a quality curriculum for a child, in practice they only for m a small part of the child’s day – the majority of that day being spent doing routine activities. Therefore the â€Å"curriculum† for a child does not only consist of learning activities. If relationship building is to be given the emphasis it deserves then the daily routines need to be considered as â€Å"curriculum† too, since the majority of daily adult-child interaction takes place during these daily routines.Routine activities can be made enjoyable and fun with lots of opportunities for learning built in; the caregiver can interact with the child in a friendly and positive way during these times, showing the child that s/he is valued and respected. If caregivers are aware of the importance of building positive relationships with the children in their care then they will have no doubts whatsoever that they must work in accordance with the maxim, â€Å"relationship is curriculum†. References Dombro, A.L. , Colker, L. J. & Trister-Dodge, D. (199 9). The Creative Curriculum for Infants and Toddlers. Washington DC: Teaching Strategies. Lieberman, A. (1993). The Emotional Life of the Toddler. New York: Free Press. Raikes, H. (1996) â€Å"A Secure Base for Babies: Applying Attachment Theory Concepts to the Infant Care Setting,† in Young Children, 51 (5), 59-67. Zero to Three (1992). Heart start: The emotional foundations of school readiness. Washington DC: Zero to Three. http://www. zerotothree. org

The Day of the Week Effect

Bishop’s University Department of Economics The â€Å"Day-of-the-Week† Effect: Analysis of Trends in the Daily Returns of Copper and Aluminum Lucas Zawislak and Jennifer Lee Dr. M. Vigneault Applied Economic Analysis March 15th, 2013 Introduction According to the neoclassical school of economics, asset markets are assumed to be both efficient and random.These two assumptions are the base from which two neoclassical theories are derived: 1) â€Å"The Efficient Market Theory† infers that the market is remarkably adept in its utilization of information; while 2) â€Å"The Random Walk Model† infers that accurate predictions of outcome cannot be made on the basis of historical data. In summation, it is assumed that the price behavior of assets is essentially random, and all relevant information is almost immediately incorporated into price. There are two key elements, in reference to market participants or decision makers, engrained in the neoclassical position .First, it is presumed that the decision maker is rational and therefore makes decisions using the expected utility function. Second, this position reasons that each decision maker has access to, and uses, full information about the fundamental valuations of assets. Consequently, the market should be comprised of distinctly independent, fully informed and rational decision makers. Contrary to the neoclassical belief’s studies have uncovered irregularities, in asset returns, over specific ranges in time, specifically over the days of the week.This observed anomaly is commonly referred to as â€Å"The-Day-of-the-Week-Effect† which challenges the notion of market efficiency and randomness. It proposes that the distribution of returns may vary according to the day of the week. The most distinct characteristic of this anomaly is a pattern of positive returns on Friday coupled with negative returns on Monday, also known as â€Å"the weekend effect†. Purpose and Motiva tion The objectives of this study are to determine if there is evidence of the day-of-the week-effect in the weekly price fluctuations of both Copper and Aluminum.More specifically, we will determine if the assets returns are dependent on the day of the week in which they are generated. If this is proven true, it will have implications on the behavior of market participants in regards to the trading of these commodities. It would be difficult to directly and consistently exploit this effect each week, due to high transaction costs. The situation in which this could be best exploited would be when there are plans to add one of these commodities to a portfolio, due to some strategic objective.In this case it would be advantageous to be aware of the effect and know exactly which day of the week the prices would be at their lowest. As I mentioned above, this anomaly will be tested against two base metals (commodities): copper and aluminum. Copper is the third most widely used metal in t he world, and is highly versatile. It is a base metal used in building construction, power generation, transmission, electronic product manufacturing, and the production of industrial machinery and transportation vehicles. Aluminum is a substitute for copper and is used in many of the same applications.Though the two metals are similar in application aluminum is a much cheaper alternative. When you familiarize yourself with the uses of both metals it becomes evident that they are essential to urban modernization. The demand for base metals is primarily fueled by economic growth, and though economic growth in the western hemisphere has slowed, countries such as China and India are experiencing a significant upward trend. Base metals are vital to this growth. On account of this demand, copper is in decreasing supply and due to uncertainty about future supply; this is likely to translate into price volatility.When making a purchase decision this volatility can be offset by the knowledg e of the price trends. Aluminum is still in good supply and due to its likeness to copper its demand is increasing. Method We have collected data on Copper and Aluminum prices, as reported on the London Metal Exchange, from January 2nd 2009 to February 15th 2013. The standard OLS method will be used to test the day-of-the-week effect in each of the commodities returns by regressing the data of the returns on the five daily dummy variables.The regression model below will be the base from which all analysis will take place. Essentially the commodity prices will be the dependent variables in the regression, while time will be the independent variable. Regression Model I: Ri=the daily yied of the asset D1=1 if Monday;=0 otherwise D2=1 if Tuesday;=0 otherwise D3=1 if Wednesday;=0 otherwise D4=1 if Thursday;=0 otherwise D5=1 if Friday;=0 otherwise **Null Hypothesis of Interest: Daily Return Equation Rt=(PtPt-1-1)*100 Descriptive Statistics The descriptive statistics reflect the fore menti oned metal profiles. On verage copper returns are 43% higher than that of Aluminum. In terms of standard deviation the returns for both are quite similar. Both graphs indicate increasing volatility of returns, yet this is much more prominent for copper. This pattern supports my previous statement indicating decreasing supply and increasing demand as a source of volatility. The large range given by the minimum and maximum returns is another indication of the volatility of returns for both metals Works Cited Berument, M. , and Nukhet Dogan. â€Å"Stock Market Return And Volatility: Day-Of-The-Week Effect. Journal Of Economics & Finance 36. 2 (2012): 282-302. Business Source Complete. Web. 12 Mar. 2013. Boudreaux, Denis, Spuma Rao, and Phillip Fuller. â€Å"An Investigation Of The Weekend Effect During Different Market Orientations. † Journal Of Economics & Finance 34. 3 (2010): 257-268. Business Source Complete. Web. 12 Mar. 2013. Derbali, Abdelkader, and Noureddine Khadraoui. â€Å"Day Of The Week Effect On Assets Return: Case Of The Stock Exchange Of Casablanca. † Journal Of Business Studies Quarterly 3. 1 (2011): 274-283. Business Source Complete.Web. 15 Mar. 2013. Hassan Chowdhury, Shah Saeed, and Rashida Sharmin. â€Å"Does Cross-Sectional Risk Explain Day-Of-The-Week Effects In Bangladesh Stock Market?. † International Research Journal Of Finance & Economics 93 (2012): 84-94. Business Source Complete. Web. 15 Mar. 2013. Ulussever, Talat, Ibrahim Guran Yumusak, and Muhsin Kar. â€Å"The Day-Of-The-Week Effect In The Saudi Stock Exchange: A Non-Linear Garch Analysis. † Journal Of Economic & Social Studies (JECOSS) 1. 1 (2011): 9-23. Business Source Complete. Web. 15 Mar. 2013.