Free Essays on Women Right To Vote

Women's Right to Vote Written by: Lm4103082 After reading Francis Parkman's article, â€Å"Women Are Unfit to Vote†, I found myself both offended and annoyed. His arguments were not only shaky, but they were also illogical. He states that the family has been the political unit; consequently, the head of the family should be the political representative. He goes on by stating that women have shared imperfectly in the traditions and not in the practice of self-government. Lastly, he suggests women might vote that men should go off and fight in war. Not only are these statements wrong, but they are very much so offensive. Women are humans, too, and they should be treated how a man is treated. We are, after all, of an equal race, so why do we women not get the right to vote? In my opinion,this question cannot be answered logically. Many reasons can contradict Parkman’s statements included in his article, and I plan to do so. To start with, Parkman declares that â€Å"the family, and not the individual, has been the political unit, and the head of the family... has been the political representative of the rest.† He is saying that the men are the head of the family; therefore, they should be the ones that vote. But what if the head of the family is a woman? Let’s say, for example, the husband dies unexpectedly, leaving the woman behind to raise the children and take the position as head of the family. Does she then get the right to vote? Or do we simply deny her that right because she is a woman? According to Francis Parkman, the head of the family is the political representative, and no where in that statement did he once specify the head of the family could not be a woman. Therefore, as long as the woman is the head of the family, they should be granted the right to vote. Many circumstances in one’s life may cause them to become, without notice, the head of their family. As quick as they become the new head, they should then b... Free Essays on Women Right To Vote Free Essays on Women Right To Vote Women's Right to Vote Written by: Lm4103082 After reading Francis Parkman's article, â€Å"Women Are Unfit to Vote†, I found myself both offended and annoyed. His arguments were not only shaky, but they were also illogical. He states that the family has been the political unit; consequently, the head of the family should be the political representative. He goes on by stating that women have shared imperfectly in the traditions and not in the practice of self-government. Lastly, he suggests women might vote that men should go off and fight in war. Not only are these statements wrong, but they are very much so offensive. Women are humans, too, and they should be treated how a man is treated. We are, after all, of an equal race, so why do we women not get the right to vote? In my opinion,this question cannot be answered logically. Many reasons can contradict Parkman’s statements included in his article, and I plan to do so. To start with, Parkman declares that â€Å"the family, and not the individual, has been the political unit, and the head of the family... has been the political representative of the rest.† He is saying that the men are the head of the family; therefore, they should be the ones that vote. But what if the head of the family is a woman? Let’s say, for example, the husband dies unexpectedly, leaving the woman behind to raise the children and take the position as head of the family. Does she then get the right to vote? Or do we simply deny her that right because she is a woman? According to Francis Parkman, the head of the family is the political representative, and no where in that statement did he once specify the head of the family could not be a woman. Therefore, as long as the woman is the head of the family, they should be granted the right to vote. Many circumstances in one’s life may cause them to become, without notice, the head of their family. As quick as they become the new head, they should then b...

Recovery-watch update - Emphasis

Recovery-watch update Recovery-watch update As the seasons turn and the nights draw in, we continue to track how often the terms recovery and green shoots appear in the broadsheets. And we ask: can we look to the newspapers for renewed hope, or mere cold comfort? With only the most intermittent exception, it is the latter. This pessimism has dominated since the news on 23 October that we still havent pulled out of the recession. Our research shows a huge drop-off in references to green shoots: at a feeble 41 (compared with 94 last month, and 167 in August), it is at its lowest number since 2008. This term has been becoming increasingly unpopular, not to mention mocked, as the situation drags on. The amount of articles featuring the word recovery has fallen to 1316 (from 1685 in September), which puts it about level with the June figures: a month when the Government came under attack for their role in the crisis. Theres little gentle solace here. The language of attack, war and brutality is prevalent in Octobers articles: emotive words like decimated, pummelled, crashing and shattering abound. Our hopes are mourned; the tyranny of numbers is feared; and we stand in the debris of shopping streets [] like bombsites. The purpose of such prose, besides sheer frustration by the authors, is unclear. Are we to rally in the face of this (we shall fight in BHS; we shall fight in Somerfields and on the High Street ) or hang our heads in defeat?

Company Analysis for Nike Essay Example | Topics and Well Written Essays - 2000 words

Company Analysis for Nike - Essay Example The company has agreements with internet companies such as Yahoo and Google. It uses them as a marketing platform for its products. It operates within different companies and subsidiaries. It entered the market originally with different footwear designs. It also deals in apparel designs such jerseys for different football teams and designs sports gear for other games as well. The company produces running shoes with their trademark logo â€Å"Nike† inscribed most of the labels they produce. Today, the company’s logo has grown to include a large range of leisure and sportswear. All this is endorsed by famous sporting personalities such as Tiger Woods. The Company is recognized by the Federal Statistical Classification Agencies that classify business establishments in the United States. This is the body that is charged with collection, analysis and publication of statistical data relating to the businesses within the USA. According to North America Industry Codes, Nike has the code 316211. 31 denote Footwear manufacturing Industry. 62 denote Rubber while 11 denotes plastics. In short, Nike falls under Footwear Manufacturing industry according to NAICS Codes. Nike Company designs, develops and markets high quality and active sports equipment, apparel, as well as other accessory products. The company produces several brands of shoe styles every single day to keep up to speed with different needs of its customers. It deals in trends that appeal to different tastes of its customers (Bogomolova, 2011). This is perhaps a critical success factor for the company. Different customers have a variety of products to choose from. They strive to meet current standards by studying the market and carrying out feasibility studies about new products, a measure that ensures they stay ahead of their competitors. The management of the company ensures that they have closer working relationships foe effective deliberation of

Photochemistry of Ruthenium Complexes Essay Example | Topics and Well Written Essays - 1750 words

Photochemistry of Ruthenium Complexes - Essay Example In packed systems, this will lead to two events: the transfer of excitation energy or the transfer of the electron itself to a neighboring complex that has a lower energy level. Eventually, the series of reactions will result in the production of NADPH and ATP. The net photochemical reaction involves the splitting of water, which is the ultimate electron donor, to  ½ O2, 2H+ and 2 electrons (summarized in Mathews and Van Holde). The photochemical reaction in photosynthesis was the basis for developing inorganic systems that can make use of the high potential of solar energy. This is especially important now that supply of fossil fuels like gasoline and diesel is affected by political, climate and environmental events. The recent erratic changes in price and supply coupled with the high demand for fossil fuels increased the search for renewable and cheap sources of energy. Sunlight is free and harnessing solar energy is one of the main objectives for developing photochemical technologies. In this context, ruthenium complexes have very important roles to play. Ruthenium complexes have long been studied for their many uses in the energy, chemical and lately, in the medical industry. Ruthenium (Ru) is a rare transition metal which falls under the platinum group in the periodic table of elements. Its atomic number is 44, and has oxidation states ranging from -2 to +8 but the most common are +2, +3 and +4. In its elemental state, ruthenium is easily oxidized by air to form ruthenium oxide, RuO4. It does not react with acids but easily reacts with bases and halogens. Small amounts of Ru are added to platinum, palladium, gold and titanium to produce hard and tarnish-resistant alloys. Ruthenium, as part of an alloy or when complexed with other compounds, is also utilized in other applications like catalytic reactions, electrolytic protection, optic sensors, microelectronics, organic and polymer synthesis (Dragutan and Dragutan), anti-cancer agents

Henry Ford Essay Example for Free

Henry Ford Essay Henry Ford was the creator of one of the largest automobile manufacturing companies, influencing society in a number of ways and forever changing the face of the auto industry. One of the reasons for his success was the high priority he placed on his employees’ satisfaction. While Ford had much strength he also had weaknesses that held the company back and threatened to destroy it at times. Ford was a notable member of society and a great peace promoter. Ford’s business style and leadership skills throttled him to success. Background Henry Ford was born in 1863 to farmers in Dearborn, Michigan. Ford grew up living on the farm and attending school, neither of which he was satisfied with (â€Å"Henry Ford: The Innovator†). At the age of 16 his dissatisfaction led him to leave home and travel to Detroit to find work (â€Å"Henry Ford: The Innovator†). He found work at Edison Illuminating Company under Thomas Edison who constantly encouraged him to toy with engines and be creative (â€Å"Henry Ford: The Innovator†). Ford’s tinkering led to the Quadricycle and eventually his first motor company, Detroit Automobile Co. in 1899 (â€Å"Henry Ford: The Innovator†). The Detroit Automobile Co. ailed shortly after it began and he created a new company, Henry Ford, Co. , which lasted about one year (â€Å"Henry Ford: The Innovator†). Ford turned to racing and managed to attract investors with $28,000 to begin his new company, Ford Motor in 1903 (â€Å"Henry Ford: The Innovator†). The auto industry was young and robust at the time (â€Å"Henry Ford: The Innovator†). Most companies were just starting with more and more entering the industry every week (â€Å"The Great Leaders Series†). Competition was fierce and the threat of new entrants was very high (â€Å"Henry Ford: The Innovator†). Ford ran the company until 1919 when he retired, letting his son Edsel take control (â€Å"Henry Ford: The Innovator†). Edsel died in 1943 and Henry came out of retirement until 1947 when he retired for the final time (â€Å"Henry Ford: The Innovator†). Treatment of Employees Henry Ford created a healthy, efficient, and attractive workplace so that he could retain his employees and attract the best. When Ford learned that his turnover rate was becoming a problem, he increased the pay rate to $5 and decreased the shift length to eight hours (â€Å"The Great Leaders Series†). This was unheard of in society at the time (â€Å"The Great Leaders Series†). Many people criticized Ford for this change but Ford knew that by decreasing the shift length, he could create three shifts (â€Å"The Great Leaders Series†). Creating three shifts would allow the factories to work around the clock without tiring the employees extensively (â€Å"The Great Leaders Series†). By making the process more efficient, Ford decreased his costs and was able to make up for the increased employee wages and even was able to lower the cost of the car for consumers (â€Å"The Great Leaders Series†). Henry Ford believed in some form of the Helzberg model. He understood the importance of work and how without work, man cannot reach fulfillment (Wood). Ford believed we were created for work and constantly challenged his employees to work harder and achieve more (Wood). Ford was concerned for the welfare of his workers and created a department of welfare sociology in his company (â€Å"Innovator, Industrialist, Outdoorsman†). Part of this department ensured that the higher wages he paid his employees were not being used to buy alcohol or cigarettes (â€Å"Innovator, Industrialist, Outdoorsman†). This policy kept his workers healthy and thus more efficient. Henry Ford valued his employees and showed that by paying extremely high wages compared to the industry average. He created a healthy work environment and was able to retain his current employees while attracting the best engineers and mechanics from all over the region to his workforce. Henry Ford proved that as a leader if you show that you value each of your workers you will create a loyal workforce. Employees care about more than just high salary, they want to be a part of an organization that places value on their skills and allows them to be part of a team. By following this strategy you will be able to attract a more numerous and higher quality workforce. Strengths Henry Ford believed that self-belief was essential (Wood) . He preached about self-belief to his employees and made an effort to hire those that knew no limitations and did not have the word impossible in their vocabulary (Wood). Henry Ford daily challenged his employees to be creative and think outside the box (Wood). The assembly line, Ford’s legacy and greatest innovation, greatly improved and forever changed the auto industry (â€Å"The Great Leaders Series†). The moveable conveyor belt cut manufacturing time from half a day to 93 minutes (â€Å"The Great Leaders Series†). Henry Ford also changed the way cars were sold by introducing a network of roughly 7,000 dealerships across the country (â€Å"The Great Leaders Series†). Ford was known for his strict, dictatorial style of management, he made most decisions for the company and even was known to monitor employees’ life outside of work (â€Å"The Great Leaders Series†). Even when the public and investors criticized his work and tried to influence him to go a certain way he held fast and proved them wrong (â€Å"The Great Leaders Series†). Weaknesses Ford’s single-handed, dictatorship was also one of his greatest weaknesses (â€Å"The Great Leaders Series†). His stubbornness and dictatorial style almost brought the company to ruin when he refused to allow innovation on his prized model T (â€Å"The Great Leaders Series†). His cars were being surpassed by the competition but Ford refused to update his model (â€Å"The Great Leaders Series†). Another weakness was his anti-Semitic beliefs (â€Å"Anti-Semitism†). Ford was a great admirer of Adolf Hitler’s dictatorial style and thus modeled his leadership style after his role model (â€Å"Anti-Semitism†). This mentality caused Ford to lose a large market of Semitic and pro-Semitic consumers. His competitors gained an advantage not because their product was superior, but because of conflicting values. A leader should avoid letting personal beliefs and values conflict with business. International Strategy After World War II ended, Ford Motor Co. was among the first companies to begin producing again (Wood). Ford’s innovation and vision for the future led him to be able to move into 33 global markets overseas before its competitors even began thinking about international markets (Wood). Henry Ford was a promoter of peace (Wood) . Although this may seem to conflict with his anti-Semitic views, Ford was adamant that international peace was necessary (Wood). He believed that through cooperation and international trade we could achieve this long sought after goal (Wood). Henry Ford was pressured by the president to run for senator but he preferred to be a peace senator (Wood). Working under Henry Ford According to some subordinates of Henry Ford, working in the factories was â€Å"living hell† (â€Å"Henry Ford: Witness Biographies†). The auto-manufacturer was very anti-union and the working conditions difficult (â€Å"Henry Ford: Witness Biographies†). The employees were always pushed to go faster but to produce perfect products (â€Å"Henry Ford: Witness Biographies†). The dictatorial style of Ford was very strict and difficult to manage, but despite the physical and mental toll the employees bared, they wore their Ford badges with pride and honor (â€Å"Henry Ford: Witness Biographies†). Working at Ford demanded respect and they would often wear their badges to church and formal events (â€Å"Henry Ford: Witness Biographies†). Many employees describe the working conditions as hot, dusty, and noisy with vibrations that made you consider finding another job (â€Å"Henry Ford: Witness Biographies†). Some employees mentioned that after an eight hour shift workers would get on the streetcar to go home and fall asleep immediately because they were so physically exhausted (â€Å"Henry Ford: Witness Biographies†) . However others described the factories as kept so white and clean that if an employee was chewing tobacco and spit on the ground it was noticeable immediately and the employee would be reprimanded (â€Å"Henry Ford: Witness Biographies†) . The witness accounts on this subject vary greatly (â€Å"Henry Ford: Witness Biographies†). Although the work was hard and some believed the conditions to be less than desirable, the employees respected Ford’s strict policies and were loyal to the company no matter what. They were proud to work for one of the most innovative leaders in the world. Leadership Implications Henry Ford had a dictatorial leadership style. In terms of Goleman’s situational leadership styles Henry Ford used a combination of Coercive and Affiliative. Ford can be described as coercive because he demanded immediate compliance. He did not stand for imperfect work or lazy employees. His factories were described as stressful and strictly structured. The workforce was mechanistically organized and everyone had a specific place. This style of leadership conflicts with America’s low power-distance status but at that time Ford seemed to be able to make it successful. However, Ford was able to retain his employees with an Affiliative style. He valued his workers and therefore paid them well and created shorter work days. This developed employee loyalty and satisfaction. While researching Henry Ford, it can be learned that his strict, dictatorship and innovative vision was the reason for his success, but it was also his greatest weakness. His stubbornness and self-pride prohibited him from taking advice from others and realizing that his products needed improvement. His leadership style did not allow him to gather opinions and advice on decisions from employees who were also his greatest and most loyal consumers. Conclusion Henry Ford is one of the greatest leaders in American history. He was an industrialist, innovator, peace promoter, and a man with great dedication. He was very successful and changed the auto industry and American society in numerous ways. Although his personal values and personality challenged the success of his company at times, he managed to keep the Ford Motor Co. in a good position and left it in the hands of his son Edsel when he retired. As a leader Ford had both strengths and weaknesses but his strengths overshadow the weak points. Henry Ford is a great American leader that can be looked upon for inspiration.

Grief Patterns in Children Essay -- science

Grief Patterns in Children A simple child That lightly draws its breath And feels its life in every limb What should it know of death. This question has been posed by many philosophers, religious leaders and psychologists for centuries, yet has been a potent taboo in society even today. As the field of psychology is gaining ground and knowledge in how behaviors affect the way in which we interact with others, we are discovering new ways to approach and view the mental processes of a human and apply them to how a person grieves that loss. But while oft times those assumptions, hypothesis, and theories are made by adults for adults, the child is a more difficult subject in which to study since it has not achieved its mature mental capabilities. For the adult, a full and eventful life is the predecessor of a grasp of what life and death actually entail, whereas for the child a pure and incomprehensible approach is taken when trying to understand and rationalize its loss. These differences cause much pain and suffering for both adults and children when one does not understand what each is going through and needs, especi ally those of the child. It is often mistaken that bereavement, grief, and mourning are all used synonymously, when they are all in fact quite different terms, which are essential to understanding what relates to a loss proceeding a death. Bereavement alludes to the stress that the person who has experienced the loss is feeling, but not necessarily defining the stress' nature. Grief is the actual process that follows in stages which may occur at different times ensuing the death and loss. According to Tom Golden, LCSW, "grief is related to desire. Whether the desire is large or small, if it is not met, (one) will probably have grief." (Tom Golden, Crisis, Grief, & Healing) Mourning, according to Sigmund Freud, is "the mental work following the loss of a love object through death." (Fuhrman, 1974, p 34, quoting S. Freud, 1915/1957) It not only concerns itself with the present loss but also with the future possibility of relationships. But when a person experiences the loss of a parent through death, they are forever shaped and mettled. Although it has been theorized and debated over whether a child mourns or is even capable of mourning, the affirmations on the cases' part have been very well supported. In order to understand the differ... ...h is a process, not an event." (p. 47) When expecting a child to demonstrate certain characteristics, it is not uncommon for the parent to be confused since both are on different levels of recognizing the loss and dealing with it. Attempting to understand and sympathize with the child and to help them effectively deal with their emotions and confusion is very helpful, not only for the child but for the parent. Everyone, at some point in their life, is going to experience a death or have someone close to them experience a death, the key is communication--opening up and being perceptive to the needs of the bereaved. Sometimes the survivors will exemplify attitudes and actions which show independence and strength yet have needs that need to be met. The everyday changes everyone experiences are and can be very burdensome, but for children, with the uncertainty of their worlds and the people that fill them, it may seem almost impossible to deal with. The significance is in helping the children to deal with their loss at a developmentally appropriate level and to help them "get through" their feelings and to rebuild their lives with the environment in which they've been left.

World Life Ooo

Key events of World War 2 WW2 started September 1, 1939 and ended September 2, 1945 Leaders of the Allies were Joseph Stalin, Franklin D. Roosevelt and Winston Churchill Leaders of the Axis were Adolf Hitler, Emperor Hirohito and Benito Mussolini 1 September 1939 – Hitler invades Poland 3 September – Britain and France declare war on Germany September 5, 1939 – United States proclaims its neutrality September 10, 1939 – Canada declares war on Germany November 1939 – The Winter war begins. A military conflict between the Soviet Union and Finland) The Phoney War: The Phoney War of WW2 was period of limited military activity in Europe following the invasion of Poland in September 1939 and before the Battle of France in May 1940 March 12, 1940 -The Winter war ends. April 9, 1940 – Germany invades Denmark and Norway May 10, 1940 – Hitler launched Blitzkrieg against Belgium, France, Holland and Luxemburg May 15, 1940 – Holland surrend ers May 27, 1940 Evacuation of British and French forces to Britain at Dunkirk begins May 28, 1940 – Belgium surrendersJune 3, 1940 – More than 300,00 British Expeditionary Force evacuated from Dunkirk June 10, 1940 – Italy declares war on Britain and France June 10, 1940 – Norway surrenders Jun 14, 1940 – France signs Armistice agreement with Germany July 1, 1940 – Germany invades the British Channel Islands July 10, 1940 – The Battle of Britain begins August 23, 1940 – First German air raids on London August 25, 1940 – First British air raid on Berlin September 13, 1940 – Italy invades Egypt September 15, 1940 – Victory for the RAF in the Battle of Britain September 27, 1940 – Germany, Italy and Japan become AlliesOctober 28, 1940 – Italy invades Greece and Albania November 20, 1940 – Hungary and Romania joins the Axis March 7, 1941 – British forces arrive in Greece April 6, 19 41 – Germany invades Greece and Yugoslavia April 17, 1941 – Yugoslavia surrenders to Germany April 27, 1941 – Greece surrenders to Germany June 22, 1941 – Germany attacks Soviet Union as Operation Barbarossa begins July 31, 1941 – Instructions given by Hitler and Goring to prepare for the Final Solution. (The plan to murder the millions of European jews. September 15, 1941 The long German siege of Leningrad begins October 2, 1941 – Operation Typhoon begins and the Germans advance on Moscow 7 December, 1941 – Japan makes a surprise attack on the American naval base at Pearl Harbor in Hawaii. December 8, 1941 – The United States declares war on the Axis powers. January 26, 1942 – First American forces arrive in Great Britain June, 1942 – Mass murders of Jewish people at Auschwitz begins August 22nd – Brazil declares war on Germany and Italy October 23, 1942 – Battle of El Alamein beginsNovember 8, 1942 – Operation Torch begins (U. S. invasion of North Africa). February 2, 1943 – Surrender at Stalingrad marks Germany's first major defeat May 13, 1943 – German and Italian troops surrender in North Africa. September 8, 1943 – Italy surrenders to the Allies October 13, 1943 – Italy declares war on Germany January 27, 1944 – End of siege of Leningrad July 20, 1944 – German assassination attempt on Hitler fails August 15, 1944 – Operation Dragoon begins August 25, 1944 – Paris is liberated October 14, 1944 – Athens liberated. Rommel commits suicideNovember 4, 1944 – Greece is liberated December 16, 1944 – German attack through Ardennes – Battle of the Bulge begins January 1, 1945 – Germans withdraw from Ardennes April 30, 1945 – Adolph Hitler commits suicide May 8, 1945 – Victory in Europe. Germany surrenders. The war in Europe ends August 6: The United States drops atomic bo mb on Hiroshima (killed 80,000) August 8: Russia declares war on Japan August 9: The United States drops atomic bomb on Nagasaki in Japan (killed 70,000) August 14 : The Japanese surrender at the end of WW2 September 2, 1945 – WW2 officialy ends

Utah Symphony and Utah Opera: a Merger Proposal

Utah Symphony and Utah Opera: A Merger Proposal The Utah Symphony (USO) and the Utah Opera (UOC) Merger was a union that was brought forth by the leadership committee at the USO in Salt Lake City. The proposal was an opportunity to strengthen a struggling symphony with a financially sound opera company. Although mergers between opera and symphony companies in the United States had been successfully in the past, the merging of a two major companies had yet to materialize (Delong & Ager, 2005, p. 2). William Bailey, Chairman of the Board for the Utah Opera Company had motivation to move forward with the merger.Successfully combining the two companies the size of Utah’s Opera and Symphony Orchestra would be a first in the nation, and set precedence for others to follow. If the merger were successful, the proposed name of the new organization would be the Utah Symphony & Opera (USUO), and with its potential draw, it had the power to elevate the Opera to the national stage making i t a tier-one organization, affiliating it with other such powerhouses to the likes of the Los Angeles Philharmonic. In comparison to other major operas, its viability to increase the current combined annual endowment 10 fold was a likely probability.The merger did not come without opposition. Carolyn Abravenal, widow to the longstanding maestro and music director to the USO publicly denounced the new company. Scott Parker, Chairman to the Utah Symphony is best suited to discuss the merger with Mrs. Abravenal to gain her support so that the symphony could achieve the true potential her husband had envisioned. Her husband had given 32 years of his life to the USO building it from a part-time ensemble to a world-class symphony (Delong & Ager, 2005, p. 4). Mrs.Abravenal’s main concern was that the symphony would take a back seat to the opera, conversely, it would lead in name with the new company, the Utah Symphony | Utah Opera. Parker might consider sharing with Mrs. Abravenal t hat the merger was actually his idea and that Anne Ewers was also his choice to take the company into the future. Through Ewers’ leadership, musicians could add variety to their repertoire, giving them access to a broader spectrum of performances. Performing with the Opera would allow for additional productions each year creating rotations for instrumentalists wanting to crossover and perform in oth genres. Combining the two styles could create a pop style opera that could potentially reach the younger demographic, once again increasing revenue. Although Ewers’ experience was primarily in opera, it is her positional power and knack for building fiscally sound companies that made her the easy choice to lead both companies. While the symphony struggled at fundraising, Ewers’ UOC annual budget grew 3X from her predecessor, mainly due to her corporate sponsorships that reached beyond the state of Utah (Delong & Ager, 2005, p. 3).One of Ewers’ first challenges was to get Keith Lockhart, Music Director for the USO onboard with her plan on how to merge the two entities. Lockhart’s concern was the proposed organizational chart that showed him reporting directly to Ewers rather than the Chairman as he had with the USO (Delong & Ager, 2005, p. 14). Ewers personal strengths allowed her to share her vision with Lockhart, however she was dependant on Lockhart’s leadership among the orchestra to help facilitate a smoother transition. The success of the USUO moving forward could only happen with the collaboration of the musicians.It was they who held strength in numbers, and without them the entire merger could collapse. If Lockhart failed to follow along with the proposed plan, Ewers faced an even greater obstacle, dissention amongst the majority of the company. Lockhart expressed concern that had the orchestra not believed in his leadership; they had the ability to render him ineffective as a conductor (Delong & Ager, 2005, p. 9). This exposed a window of opportunity for Ewers to sidestep Lockhart should she feel his efforts were counterproductive.Ewer could meet with the musicians without the presence of Lockhart and share with them that the symphony would not be taking a backseat to the opera, and it was the symphony they depended on for performances due to their year round schedule. The new direction could potentially allow for expansion of the symphony if they were to become the sole orchestra for the opera. This could allow for either growth in headcount, or increased pay from the additional productions. If they were successful in becoming a Group I orchestra, this would give them national exposure and perhaps advancement onto grander stages.This approach for power and affiliation might be the key to motivate. The final obstacle Ewers faced was overcoming the concerns of the opera trustees, full-time staff, along with the artists. What Ewers had in her favor was that the each entity in its own was net po sitive in their income statements for 2000-2001, and both were forecasting the same in 2001-2002 (Delong & Ager, 2005, p. 15). The symphony was operating without a CEO, which made it easy for the opera leadership to take step in and take charge.This would ensure a seat at the helm, and someone that could operate with the opera’s interest in mind. With the positional strengths of Ewer, she could exercise her marketing strategies for the symphony and tap her existing base to increase their annual contributions. If Ewers was successful in pulling all the departments together to support the merger, she will have demonstrated her strengths to overcome obstacles no other symphony and opera had been able to do in the history of our country. It was an opportunity to create precedence and pioneer a process for others to follow.Ewers would eventually complete this venture and lead the USUO for the next five years until her departure to the Kimmel Center for Performing Arts where she be came the President and CEO of Kimmel Center, Inc (Kimmel Center, Inc. 2010). References Delong, T. J & Ager, D. L (2005, August 8). Utah Symphony and Utah Opera: A Merger Proposal. Harvard Business Journal, 9-404-116, 1-16. Kreitner, R. & Kinicki, A. (2010). Organizational Behavior, 9th Edition. New York: McGraw-Hill Higher Education Kimmel Center, Inc. (2010). Anne Ewers. Retrieved from http://www. kimmelcenter. org/about/anne. php

Definition of Wilmot Proviso

Definition of Wilmot Proviso The Wilmot Proviso was a brief amendment to a piece of legislation introduced by an obscure member of Congress that set off a firestorm of controversy over the issue of slavery in the late 1840s. The wording inserted into a finance bill in the House of Representatives would have repercussions that helped bring about the Compromise of 1850, the emergence of the short-lived Free Soil Party, and the eventual founding of the Republican Party. The language in the amendment only amounted to a sentence. Yet it would have had profound implications if approved, as it would have prohibited slavery in territories acquired from Mexico following the Mexican War. The amendment was not successful, as it was never approved by the U.S. Senate. However, the debate over the Wilmot Proviso kept the issue of whether slavery could exist in new territories in front of the public for years. It hardened sectional animosities between North and South, and ultimately helped put the country on the road to the Civil War. Origin of the Wilmot Proviso A clash of army patrols along the border in Texas sparked the Mexican War in the spring of 1846. That summer the U.S. Congress was debating a bill which would provide $30,000 to begin negotiations with Mexico, and an additional $2 million for the president to use at his discretion to try to find a peaceful solution to the crisis. It was assumed President James K. Polk might be able to use the money to avert the war by simply buying land from Mexico. On August 8, 1846, a freshman congressman from Pennsylvania, David Wilmot, after consulting with other northern congressmen, proposed an amendment to the appropriations bill that would ensure slavery could not exist in any territory which might be acquired from Mexico. The text of the Wilmot Proviso was one sentence of less than 75 words: Provided, That as an express and fundamental condition to the acquisition of any territory from the Republic of Mexico by the United States, by virtue of any treaty which may be negotiated between them, and to the use by the Executive of the moneys herein appropriated, neither Slavery nor involuntary servitude shall ever exist in any part of said Territory, except for crime, whereof the party shall be first duly convicted. The House of Representatives debated the language in the Wilmot Proviso. The amendment passed and was added to the bill. The bill would have gone on to the Senate, but the Senate adjourned before it could be considered. When a new Congress convened, the House again approved the bill. Among those voting for it was Abraham Lincoln, who was serving his one term in Congress. This time Wilmots amendment, added to a spending bill, moved on to the Senate, where a firestorm broke out. Battles Over the Wilmot Proviso Southerners were deeply offended by the House of Representatives adopting the Wilmot Proviso, and newspapers in the South wrote editorials denouncing it. Some state legislatures passed resolutions denouncing it. Southerners considered it an insult to their way of life. It also raised Constitutional questions. Did the federal government possess the power to restrict slavery in new territories? The powerful senator from South Carolina, John C. Calhoun, who had challenged federal power years earlier in the Nullification Crisis, made forceful arguments on behalf of the slave states. Calhoun’s legal reasoning was that slavery was legal under the Constitution, and slaves were property, and the Constitution protected property rights. Therefore settlers from the South, if they moved to the West, should be able to bring their own property, even if the property happened to be slaves. In the North, the Wilmot Proviso became a rallying cry. Newspapers printed editorials praising it, and speeches were given in support of it. Continuing Effects of the Wilmot Proviso The increasingly bitter debate over whether slavery would be allowed to exist in the West continued through the late 1840s. For several years the Wilmot Proviso would be added to bills passed by the House of Representatives, but the Senate always refused to pass any legislation containing the language about slavery. The stubborn revivals of Wilmots amendment served a purpose as it kept the issue of slavery alive in Congress and thus before the American people. The issue of slavery in the territories acquired during the Mexican War was finally addressed early in 1850 in a series of Senate debates, which featured the legendary figures Henry Clay, John C. Calhoun, and Daniel Webster. A set of new bills, which would become known as the Compromise of 1850, was thought to have provided a solution. The issue, however, did not die completely. One response to the Wilmot Proviso was the concept of â€Å"popular sovereignty,† which was first proposed by a Michigan senator, Lewis Cass, in 1848. The idea that settlers in the state would decide the issue became a constant theme for Senator Stephen Douglas in the 1850s. In the 1848 president the Free Soil party formed, and embraced the Wilmot Proviso. The new party nominated a former president, Martin Van Buren, as its candidate. Van Buren lost the election, but it demonstrated that debates about restricting slavery would not fade away. The language introduced by Wilmot continued to influence anti-slavery sentiment which developed in the 1850s and helped lead to the creation of the Republican Party. And ultimately the debate over slavery could not be solved in the halls of Congress, and was only settled by the Civil War.

Gonna, Gotta, Wanna

Gonna, Gotta, Wanna Gonna, Gotta, Wanna Gonna, Gotta, Wanna By Maeve Maddox Although not hearing impaired, I watch television with captions enabled. I like to see how words are spelled and how the running text differs from what is actually said by the actors and presenters. When I began to notice a frequency of the spelling gonna for â€Å"going to,† I decided to do a little research. I discovered that gonna has an entry in the OED: gonna: colloquial (especially U.S.) or vulgar pronunciation of â€Å"going to.† Not only gonna, but wanna, gotta, and shoulda also have entries in OED, although they do not appear in Merriam-Webster. Gonna, gotta and wanna are not contractions. Contractions are shortenings like aren’t and can’t. The missing letters have been replaced by an apostrophe, and the original words are discernible in the contraction. Contractions are acceptable in all but the most formal writing. Here are a few standard contractions: aren’t = are not can’t = cannot couldn’t =could not didn’t = did not doesn’t = does not don’t = do not hadn’t = had not hasn’t = has not haven’t = have not he’d = he had, he would he’ll = he will, he shall he’s = he is I’d = I had, I would I’ll = I will, I shall I’ve = I have isn’t = is not it’s = it is let’s = let us The spellings gonna, gotta, and wanna, on the other hand, do not preserve the shape of the words they represent. They are not contractions, but reductions. A linguistic reduction is the result of relaxed pronunciation. All speakers of all languages slur sounds and words together. Doing so is a normal part of spoken language. The more informal the situation, the more slurring goes on. Speakers who are sensitive to the needs of others will speak more carefully in some situations than in others. For example, teenagers who barely move their lips when speaking to one another may be expected to enunciate in the classroom. Courteous native speakers will take the trouble to pronounce words carefully when speaking to non-native speakers. Any English speaker who has received a formal education of ten years or more may be expected to speak clearly when being interviewed on television. Reductions are not unknown in print. Novelists have long spelled out whatcha and coulda in dialogue in order to convey a character’s attributes. Until recently, however, such spellings were not commonly seen outside of fiction. Gonna and gotta are not unexpected in song lyrics and on social media like Facebook, but now they are creeping into news coverage. Here are some examples from transcripts and quotations that have appeared on news sites: â€Å"He’s gonna get to the bottom of what happened at the Fort Hood shooting.† â€Å"I have no doubt she’s gonna run,† says Black. â€Å"We’re gonna try to construct a bipartisan bill.† Reductions heard in speech are not particularly jarring, but when they appear in print, they scream â€Å"Ignorant!† Unless a journalist desires to present a senator in a negative light, â€Å"going to† is a better choice than gonna, even in a direct quotation. Professional writers especially might be expected to avoid nonstandard usage and spelling, but the evidence on Amazon is that for many authors, gonna, gotta, wanna, and even whatcha and coulda are acceptable written English. Here’s a sampling of book titles: Dude, You’re Gonna Be a Dad! 10 Things You Gotta Know About Choosing a College I Wanna Iguana (This one is the title of a children’s book.) Whatcha Gonna Do with that Duck? Coulda Been a Cowboy Time will be the judge. An Ngram search shows that the use of gonna in printed books has risen dramatically since the 1960s, and gotta and wanna are making a little progress. It’s possible that these words will become acceptable in standard English one day. Meanwhile, their use does not reflect well on writers who wish to be taken seriously. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Wether, Weather, WhetherProbable vs. PossibleUsing "zeitgeist" Coherently

Educating Aboriginal Children Essay Example | Topics and Well Written Essays - 2000 words

Educating Aboriginal Children - Essay Example The shift from this stance has been gradual. Many aspects of the Aborigines' lifestyle including cultural values, skills, behaviour and language are still considered as primitive and bad. Aboriginal English, which is a dialect of English used by their group, is considered as lazy and incorrect (Eades, 1995). There are several theoretical as well as practical implications of this kind of attitude for Aboriginal children in the school system. After closely examining case study one, it is evident that Ben's problems in class have their origin in his Aboriginal heritage. His English teacher views Ben's language skills as deficient and in need of urgent addressing The teacher's attitude is that Ben needs to change his language inorder to be assimilated into the society and does not consider integrating Ben's home language in the classroom. The classroom teacher perceives Ben to be behind in his stage development. The teacher is convinced that if Ben's speech patterns are not corrected, it would affect his future learning ability (case study 1). The teacher takes it upon herself to consult with the mother inorder to point out the problem to her so that together they may address the "anomaly". She considers it to be Ben's mother's job to teach him what she considers proper language so that he may be able to catch up in school. The teacher ignores the fact that Aboriginal English is the home language of both Ben and his mother. Ben's grandfather spoke the traditional Aboriginal language. It can therefore be presumed that Ben has only been exposed to Aboriginal English since his family as well as the surrounding community spoke Aboriginal English to him. His mother could not have taught him Standard English since she herself spoke Aboriginal English most of the time. According to the case study, the teacher has failed to recognize Aboriginal English as an important language used by the indigenous people. She also does not take into account the vast differences between Aboriginal English and the Standard English in her evaluation of Ben's literacy development. She has thus formed an opinion based on her misconceptions. Due to being treated as a special needs child, Ben has withdrawn to himself whereas he was outgoing. He has been unfairly targeted as a slow and lazy child just because he had learnt to speak Aboriginal English all his life while now he is expected to use Standard English in school. Aboriginal English refers to the numerous kinds of English spoken by the Aboriginal people in Australia. It originated from the British settlers who due to their reluctance to learn the indigenous languages made it necessary for the aboriginal people to, learn some English in there relations with them. The language that developed was simplified English used in situations of limited contact (Eades 1995). However the language gained prominence when different aboriginal groups began to use it. In the subsequent developments the language resulted in widespread Aboriginal dialects of English. Today aboriginal English is an important means of communication for most of the aboriginal people. It is also important to the aboriginal identity. (Eades 1995) The language bears several similarities to the Standard Engl