Student Success Paper free essay sample

My Success Strategy Plan Success Strategy Plan Step 1: Student Success Strategies 1. What three success strategies (from the Student Success Strategies Guide) will you plan on using throughout your degree program to help you be a successful student? My 1st strategies is to schedule times to study and do assignments , The 2nd to attend all the live chat sessions and 3rd to log into the Virtual Campus at least twice a day. 2. Why will these strategies be most beneficial to you? Doing these steps will insure me that I have completed all assignment on time and of upcoming assignments. I will also be turning in my assignment on the due date and not after. 3. How have you changed your routine throughout this course to integrate these strategies into your day to day activity? I have changed my routine just a little through this course because since I’m not able to attend all the live chats now I have been making sure to watch the archived chat so that I can keep up with assignment, I have also been updating my calendar daily as well 4. We will write a custom essay sample on Student Success Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What did you learn from your classmates’ discussion board responses that will help you become a more successful student? How will you go about getting that support? I have joined the student mentor-ship club and have start inquiring about a student mentor and I also have my boyfriend reminding me of deadlines and help with assignments that I may need help with; two heads are better than one. 4. List the short-term goals you have, along with deadlines. Short term goals would be Good grades, character building, and start of the school year with high GPA 3. 5 – 4. 0 5. List the long-term goals you have, along with deadlines. Long term goal 1st is to earn my Degree in business administration, dead line for this is 05/15/2012 2nd goal is to enter a career in my degree field; deadline for this is 3 to 6 months after graduation. 6. What did you learn about yourself when you completed the self-assessment? I learned that with this strategist I shouldn’t have a problem with balancing work, school, and my social life. I learned what my strengths and weaknesses are. I also have learned that I need to regulate my stress levels so I can better do the things I need to do without complications. . Discuss what you will need to do in order to successfully meet the goals you have set for yourself. I will need to put in motion all these steps and tools to successfully meet the goals I have set for myself. Id I stick to this personal rubric I have made for myself I should be able to go thru my classes with no problem Step 3: Career Planning Management 1. Based on what you learned in your instructor’s Live C hat and what you know about yourself, would you consider yourself a career changer or someone who is working to advance in their field? Why? Based on professor Jan’s live chats and what I know about myself I would consider myself someone who is working to advance in my career field because I have always been a people person and feel that I would do very well in a any type of business field. Going to earning this degree will help make sure that happens 2. How would you describe the positive and negative aspects of your current career or situation? The positive aspects of my current career situation would be that pay, I work at a warehouse doing general labor so this is something that I’m doing just to pay the bill. The negative aspects of the job are the physical stress and mental stress working in a warehouse put on me. The hours are very long and the work isn’t easy 3. What are your immediate and post-graduation career goals? My post graduation career goal is to start a career or even a job with my degree. I would love to work at an actual business with an office setting or a firm of some sort; no more manual labor. An immediate goal of mine is to make A’s or B’s in all of my classes. 4. How does your choice of degree program at Colorado Technical University relate to these career goals? My degree program has a lot to do with my career goals. I choose this degree because my career goal is to be in business administration or even business management. As I stated earlier I have always wanted to work in Corporate America 5. What are the challenges and obstacles you expect to face as you strive to meet your career goals? Some Challenges and obstacles I expect to face as I strive to meet my career goals would be life. I believe work my get in my way a little, why I say life is because with life you don’t always have control of what is going to happen. Life happens and things might get in the way. 6. Specifically, how do you plan to overcome these challenges and obstacles? Hopefully I can utilize my time management skill on these random life obstacles to make sure they don’t take to much time away from class work and my goals. 7. Please list 5-7 career options you feel are both desirable and likely upon graduation. General Management, Hospitality Management, Office Admin, Operations Management, Retail Management, Sales Management, Assistant Product Manager, Human Resources Specialist, and Public Relations Rep. 8. What help do you feel you will need from the university or others in your life to reach your career goals? I feel I will need to use all the tools and programs for help that the university offers such as tutors, learning labs, and student mentors and from others in my life a little motivation and some constructive criticism. Success Strategy Plan Step 4: Technology Skills In This course I have learned a lot of new things and learn some things I am familiar with. A lot of the things I have learned are very helpful tools and programs that I enjoying using and will continue to use them throughout the ompletion of my degree program. One of the most important tools I have learn would have to be the APA Style writing, This is basically a proper style of writing and formatting a paper correctly. I have also learned proper netiquette this being the first time I have ever heard that there was a proper way to communicate online. This has taught me how to form emails and address the person or p erson’s I’m speaking or writing to in a personal and professional manner. How to correctly form text in discussion board and threw several other social web sites. Going to school at this campus has introduced me to the world of Virtual classrooms; this is the first time in my life that I have seen this type of learning system. I love the virtual classroom. I didn’t expect it to be as detailed as it is; with the live chat’s and library and other programs on the virtual campus it is actually like you are in a 3D version of school. This hands down would be the best way to learn how to network online personally and professionally these new styles of learning with most certainly help me with my professional career. Success Strategy Plan Step 5: Looking to the Future With all the new skills I have learned over these two months and some old skills that I have revised my strategy plan should work wonderfully with helping me reach my short term, long term, and in me to be successful in my future. If I use my own personal rubric there should be no way I can fail. Staying on top of my assignment will not only help me in school but when also in my career by being on top and organized. Setting up monthly calendars should also help me in the future to keep track of my daily social, career, and other aspects of my life. Managing my stress levels and keeping myself rested and in a positive mood should help my professional manners with peers, coworkers, boss’s, and clients. Completing my degree coarse with a good GPA and Good grades will also insure me in whatever career path I choose for in the future. Just by me being in school and taking action to be in control of my future is going to majorly heighten my self esteem. With a heighten esteem I will surely be able to achieve all my professional goals as well as my personal goals. If I stick to the plan there is no way I shouldn’t succeed. This new style of online school is effective and very helpful; my time management skill will come in hand with me now working and going to school at the same time. It might be a little challenging at times but I will always have this personal rubric to go back to and follow if I get side tracked. This is my Success Strategy’s Plan for school, Career, and my social life. I had a blast in the class and look forward to using this in my other classes in the future

This Is Not Hollywood Professor Ramos Blog

This Is Not Hollywood Woman Hollering Creek Woman Hollering Creek is an excellent narration of the journey of a woman named Cleofilas whos dreams are disclosed through her consciousness. She would dream about getting swept off her feet by her future husband, just like in the telenovelas. So when the opportunity came, Cleofilas married Juan Pedro and moved off to America from Mexico. Before she left, her father told her, I am your father, and Ill never abandon you (Cisneros 43), A quote that she will remember later down the line. They move to a town called Seguin, in Texas, the city of nasty gossips, dust, and despair, where Cleofilas has to gradually learn that the community life she cherished before moving north no longer exists. She believes that the town foundation is built so that wives have to depend on husbands for a ride or stay home. There is nothing for a woman to walk to no supportive church, no leafy town square, and no friendly shops. While the time passes, she begins realizing that this is not what she was expecti ng, and Juan Pedro is not the man who she envisioned. Juan Pedro, in reality, is a sexist man who beats his wife eventually she realizes that she needs to escape this life that Juan Pedro has made for her, and go back to Mexico to her family. Thanks to the help from a firm independent woman name Felice. She has a chance to go back to her father along with her children, and on the journey, knowing that there are strong women like Felipe who dont follow the social norms like on the telenovelas. She admires Felipe for being independent and wonders if she could be like that too. The author purposes for writing this story is to prompt the readers ideas of romantic love, woman role in a masculine culture, and expectation Vs. Reality. As a young woman, Cleofilas would dream about finding her prince charming, finding true love Passion in its purest crystalline essence (Cisneros 44). A situation like this is common when it comes to a young teenager because of movies, and television it gives the viewer expectations about how love is. According to cultivation theory, viewers who are repeatedly exposed to romantic content in media should, over time, adopt beliefs about the real world that are similar to the themes featured in the storylines (Gerbner, Gross, Morgan, Signorielli, Shanahan, 2002). As for Cleofilas, when she met Juan Pedro, it was love at first sight, just like in the movies. A good comparison to her situation is the frozen movie when the main character, Anna, meets Han. They immediately take a liking to each other. When trouble falls upon the kingdom, Anna decides to leave Han in charge, A man that she only knew for a short time, while she goes to save her sister. Little does she know that Han was a hoax , and she gave him the perfect opportunity to take over the kingdom. In our story, Cleofilas meets Juan Pedro only for a short period before he asks her to marry him. Cleofilas knowing that this is rushed still agree to marry him because he doesnt know when shell get another opportunity again, and she wants that telenovelas life. As time goes on, she began to question the reality of the relationship. There was not enough reason yet to give up on the relationship she still believes the trope I believe if another person and I love each other, we can overcome any differences and problems that may arise (V. Hefner B. J. Wilson 164). This trope is a huge problem when it comes to television; it gave the idea no matter how bad the relationship gets love conquers all, and Cleofilas is holding on to that expectation. Reality is the world or the state of things as they exist, as opposed to an idealistic or notion idea of them. A moment in the story when reality set in is when the author recalls and he slapped her, and then again, and again; until the lip split and bled an orchid of blood, she didnt fight back, she didnt break into tears, she didnt run away as she imagined she might when she saw such things in the telenovelas (Cisneros 47). At this moment, Cleofilas mind begins to question the idealistic relationship and the Telenovelas. She realized it was not as simple as just picking up your belonging, and leaving there a physical, and emotional connection that cannot be severed so easily. She starts asking herself if this is the man she wants to be with the rest of her life. Every day from that point on Cleofilas questions why she loves him saying things like he isnt a good man, he doesnt even help with the baby, and hes nothing like the men on the telenovelas (Cisneros 49). The expectations th at she had been through, and now, reality has set in. She starts seeing the true nature of this town, how it made for women to rely on men. They have no place to go no car to drive all they can do is cater to their husbands. As the time when on she had had enough, and decided to do something about her reality. After that, a named Graciela asked for a favor to her friend Felice to get Cleofilas to the bus station. While on their way, Cleofilas realized that Felice was not the norm of a woman like she saw on the telenovelas. Felice was a confident woman who had her pick up a truck and worked for everything. Cleofilas admired seeing the reality of a strong woman in this world right in front of her face. Woman Hollering Creek is about a woman realizing that the world reality and television expectations are far part. The television expectation puts a false ideal into a young woman mind about what a relationship should be, that the prince may not be prince charming. That the reality of th e world is cold, and sometimes doesnt have those fairytale endings, but you control your destiny. Hefner, Veronica, and BarbaraJ. Wilson. â€Å"From Love at First Sight to Soul Mate: The Influence of Romantic Ideals in Popular Films on Young People’s Beliefs about Relationships.†Ã‚  Communication Monographs, vol. 80, no. 2, June 2013, pp. 150–175.  EBSCOhost, doi:10.1080/03637751.2013.776697.

Characterization of Macoute in The Dew Breaker

Characterization of Macoute in The Dew Breaker The Dew Breaker, a novel by Edwidge Danticat that tells of Jean-Claude Duvalier’s inherited dictatorship in Haiti, appears to be a novel about two things. On the one hand, it documents the life and trials of a Tonton Macoute, a government sanctioned torturer; on the other hand, it also tells of the cowardice of weak men with great power. The ‘dew breaker’ that is the eponym for the book is constantly characterized by his cowardice, his desire for forgiveness but his inability to ask for it. This conflict that the ‘dew breaker’ has within himself also tends to inspire conflict within the reader. Should one hate him or pity him? Is he unforgivable because of what he has done or is his own fear, coupled with circumstance, truly to blame? After examining the characterization of the ‘dew breaker’ and the situations in which he was placed, it can be inferred that while he may not deserve forgiveness, this man’s obvious pusillanimity make s him pitiable. The novel begins with the story of Ka, an aspiring young artist and the daughter of the ‘dew breaker’. The ‘dew breaker’ is presented as a simple Haitian barber, an escaped military prisoner with a devotedly Catholic wife and loving daughter. The reader easily falls into step with Ka and her father as they travel to Florida to sell one of Ka’s sculptures. This sculpture is inspired by the bent and broken prisoner Ka believed her father to be. Besides relating parts of her father’s â€Å"past† in Haiti, Ka also tells of a jagged, horrifying scar that has nearly ruined her father’s face. She easily recounts the story he told her as a child: that a guard working for the regime of Jean-Claude Duvalier sliced open her father’s face in a random act of cruelty. It later becomes apparent that this tale is indeed a lie told to Ka for over thirty years. Towards the middle of the chapter, Ka’s father finally opens up with the t ruth after destroying his daughter’s sculpture, saying, â€Å"†¦ Ka, your father was the hunter, he was not the prey†¦ I was never in prison† (21). In one instant, everything that Danticat has told the reader about Ka’s father seems to be untrue. This man, who was known in Haiti as a Tonton Macoute, an infamous ‘dew breaker’, finally speaks the truth to his daughter and in the process destroys the innate trust Ka has in him. The idea that he kept such a secret from her for so long is surely an example of his infinite cowardice. However, it also proves he wants nothing more than love for the man he is, not hate for the man he had been. Another point of interest in The Dew Breaker is the main character’s demand that he be allowed to wear civilian clothes. In the last chapter, â€Å"The Dew Breaker†, the protagonist simply states that â€Å"he didn’t like the uniform† (196). The idea that he feels he is above other Macoutes and has the right to make demands is perfectly absurd and also cowardly. A Macoute walking home alone in standard denim runs the risk of being attacked and possibly killed; the ‘dew breaker’s’ refusal to wear the uniform proves he is a coward, a man who cannot stand the idea of imminent physical harm. This basic denial of Macoute custom sets the main character apart from all others: he is not in imminent danger because he is allowed to dress normally, he can avoid unwanted attention, and his lack of uniform saves him later when he runs into Anne outside Casernes. Had he been wearing the denim of his station, I doubt Anne would have reacted so charita bly. Incidentally, â€Å"The Dew Breaker† also presents the same conflict as seen in the beginning of the book. It offers no real resolution as the last chapter but it does leave the reader with a feeling of modern day catharsis. This chapter flashes back to the ‘dew breaker’, an active and senior member of Duvalier’s Macoutes while in Haiti. Danticat opens by describing the main character in a soft but insistent way. He is an important and self-indulgent man in the Tonton Macoutes who has been sent to kill an outspoken preacher. The ‘dew breaker’ voices a disdain of this job in the beginning of the chapter, saying that, â€Å"He wanted a perfect view of the church entrance in case the opportunity came to do the job from inside his car†¦Ã¢â‚¬  (183). This obvious lack of courage produces a key moment in the novel: the Macoute is afraid to take a chance with the preacher’s unrestrained congregation. It is doubtless that, if the ‘d ew breaker’ was alone during the public assassination of the preacher, the entire situation would have resulted in his own death. To protect himself, the ‘dew breaker’ chooses to bring along a group of other Macoutes. The preacher is roughly but quietly taken away, giving the illusion that he has â€Å"disappeared† like all the rest. The quiet, subtle way in which the preacher was taken to Casernes helps to exemplify the main character’s inflated concern for himself. He is not willing risk his life in any way, even to execute a duty given to him by the faction he so loves. The concern mentioned above is also present pages later, after the preacher has been taken to Casernes for questioning. Though it is surprising that the preacher was not restrained during interrogation, this small oversight by both the main character and Danticat serves a great purpose. In a marvelous last act of heroism, the preacher reaches for a splintered piece of wood from his broken chair and stabs ‘dew breaker’ â€Å"in [his] right cheek and [sinks] it in an inch or so† (226). Danticat goes on to further wound the ‘dew breaker’, saying that, â€Å"The fat man’s shock worked in [the preacher’s] favor, for it allowed him a few seconds to slide the piece of wood down the fat man’s face, tearing the skin down his jawline† (226). The action itself earns the preacher the quick death he so desires: he is immediately shot in the chest by the ‘dew breaker’, a man who cannot stand the idea of bruised pride. This m agnificent show of valor on the preacher’s part forever damages the ‘dew breaker’; it also contributes greatly to a weakness in character that will be present for the rest of his life. With the blood of the preacher on his hands, the ‘dew breaker’ becomes completely terrified. A huge gash in his face and dripping with blood, he stumbles out of Casernes, pushing aside his superior’s assurance of asylum. The fact that he did not stay to face the consequences of his actions shows his cowardice yet again. He cannot bear the thought of punishment or reprimand even from an institution he has devoted his life to. Whenever there is a chance he might endure harm, the ‘dew breaker’ is quick to withdraw from the situation, either by blaming it on others or by running away. The constant theme of cowardice and fear in The Dew Breaker is important to the story’s plot and also to the characterizations within. The ‘dew breaker’ as presented by Danticat is a man who evoked terror in the people; there mere mention of his name could send a Haitian into a fit of shivers or a bout of unwanted memories. It is ironic, then, that he should ultimately be the one who is most afraid and the one who would have to flee for his life. The ‘dew breaker’ was such a contradictory mess of both fear and courage, weakness and power, that one could not help but feel sorry for him. It is heart wrenching to think that a human being could do such terrible things and then struggle so completely with those facts afterwards. It’s the story every person wants to hear: the story of a man battling his inner demons and his past to become more than he ever was before. While the ‘dew breaker’ does fall short of forgiveness and absolution, he also doe manage to achieve a kind of pitiable half-life, his attempt to be a good man despite his history of bad deeds. Ultimately, it is the ‘dew breaker’s’ cowardice and lack of strength that makes him so close to the reader’s own heart. After all, we are all vulnerable in our own way.

Focusing on Financial Impact & Innovation TLMT 441 forum 2 Assignment

Focusing on Financial Impact & Innovation TLMT 441 forum 2 - Assignment Example According to Mullineux (2008), financial innovation enables firms to raise funds for investment, which is critical in lowering production cost. Similarly, the growth is developed by new technologies and not driven by profit-maximization. They help in supporting entrepreneurs to create new methods to fund and screen technologists. Financial innovation is poised as the economic engine of the societies, at the same time, castigated as source of weakness of the economy (Bansal, 2006). Empirically, the source of financial innovation is poorly understood by entrepreneurs. These innovations refer to advances in technology that expedite access to information, payment, and trading approaches (Bansal, 2006). Financial innovation shapes the monetary policies of countries. On the other hand, financial development in media and payment systems has created a substitute for note, which is a reserve of the central banking (Bansal, 2006). For instance, they have enhanced e-banking and online money transfer that enhances money circulation. In other words, financial innovation facilitates the operation of monetary policies (Allen, 2004). They enhance transfer of money, contract on futures values, and allow negotiability of

Mathew Crawfords The Case for Working with Your Hands Essay - 1

Mathew Crawfords The Case for Working with Your Hands - Essay Example According to the research findings, the audience of the essay is a specialized group of white-collar workers. Crawford talks about university students who undergo a syllabus that suits specific office work. Most of these students have no practical experience about their work, and can only sit at work and perform a boring routine of predetermined operations according to company policies. He believes that most of them are in learning institutions against their will. â€Å"Some people are hustled off to college, then to the cubicle, against their own inclinations and natural bents, when they would rather be learning to build things or fix things. This part of the essay undermines the natural quest of people in college who would rather learn manual work than be in an office. It is only after they work in an office so they make the comparison between the two. Matthew Crawford uses a positive tone in his presentation. He has an inspiring and persuasive persona coupled with philosophical t hought. His philosophy of gaining fulfillment from manual work as compared to office work is insightful. The effect of this is a remarkable and convincing essay that changes a reader’s outlook about manual labor and mental work. His research talks about work fulfillment and the ability to end a day with a feeling of success because of actually doing some visible work. The author uses a formal and concise tone in the essay to ridicule the society. The effect of this language is that it makes the readers laugh at themselves and consider the thought of manual labor. He says that one works when doing something manually, for instance, repairing a car, and actually sees the results. Using simple sentences and impressive language flow, the author explains the benefits of manual work in an intelligent manner.

Famous serial killers Essay Example for Free

Famous serial killers Essay The life of famous serial killers is always an interesting topic.   What did the serial killer do? How did he do it? Why did he do it? Who were his victims? Did he allow the victims to suffer? The most interesting question is what will trigger a man to become a notorious serial killer? (â€Å"What Makes a Serial Killer Tick?† 2002, p.1)   Ã‚  Several theories have been offered to explain why persons commit crime or why people become serial killers.   Some attribute it to psychological, biological and sociological factors (Zelda G. Knight, 2006, p.2). This paper seeks to prove that as much as we desire to explain every human phenomenon, there is a limit to how far human understanding can reach.   Since the human brain is a complex organ it is very difficult to explain human behavior using a single theory.     Thus, in order to understand human behavior all factors must be taken into account as they all have an influence in human behavior. The case of Jeffrey Dahmer who was a famous serial killer proves this point.   He killed and cannibalized 17 men and boys between 1978 and 1991 (Mark Marve, 1994, p.1).   He is considered one of the most hateful serial killers in history.   As a child he found pleasure in killing and in mutilating animals like nailing a dog to a tree and crucifying squirrels in his backyard (April Washington 2007, p.1).   He also performed weird experiments with different animals.   During his trial, it was found out that he collected dead animals and had sex with them.   His stepmother stated that when he was still young, he enjoyed using acid to remove the meat off dead animals. According to some theories, individuals become serial killers because of history of parental neglect and abuse. Based on these theories the behavior of serial killers can be explained by understanding his family and how he was raised.   In his case, Jeffrey Dahmer came from a family who was known to be very religious.   While it was true that his father was very busy at work and spent little time for his family, there was no recorded incident of violence in his family. On the other hand, there are some theories that say that a person’s peers, friends and the people he associated with may explain his criminal behavior.   In his case, Jeffrey Dahmer was extremely shy and was regarded as loner when he was still young.   He was afraid to go to school and he was terrified when he was with people.   At school, he had no friends and he did not like to be with people.   It can therefore be gleaned that Dahmer did not associate himself with bad friends as he had no friends. Marquis de Sade (2001) once said that One must feel sorry for those who have strange tastes, but never insult them. Their wrong is Natures too; they are no more responsible for having come into the world with tendencies unlike ours than are we for being born bandy-legged or well-proportioned. (p.3) Based on the facts stated, human behavior cannot be explained using a single theory alone.   There are some individuals who do things that are different from what normal people do.   While these acts should not be condoned, these individuals who do these acts should not be insulted because these things do happen.   In some cases, these events may happen even against the person’s volition. The point is that explaining human behavior in terms of family background or environment does not suffice.   Jeffrey Dahmer grew up with a religious and educated family.   He did not grow up in a bad neighborhood.   He was not maltreated nor physically or sexually abused by his parents.   There was likewise no indication that he had a bad social environment. Human behavior cannot be explained using just one theory.   Researchers need to find out the totality about the person.   Factors such as the biological, psychological and sociological factors should be taken into account in determining the causes that make a person a serial killer.   In this case, the lack of attention and parental love from his parents cased Dahmer to behave differently than an ordinary child.   His social isolation was also a factor as he did not have anybody to share his thoughts and feelings depriving him of a normal childhood and a normal life.   All these factors when taken together are sufficient to explain human behavior.

Hawthornes Young Goodman Brown - Goody Cloyse and Catechetical Ministry :: Young Goodman Brown YGB

â€Å"Young Goodman Brown,† Goody Cloyse and Catechetical Ministry      Ã‚  Ã‚  Ã‚  Ã‚   This essay intends to compare the author’s disparaging slur of Goody Cloyse, Puritan catechism teacher, Deacon Gookin and the minister – all of whom are catechists - in â€Å"Young Goodman Brown,† with â€Å"In Support of Catechetical Ministry - A Statement of the U.S. Catholic Bishops† from June of 2000.    The influence of Puritan religion, culture and education is a common topic in Nathaniel Hawthorne's works. Growing up, Hawthorne could not escape the influence of Puritan society, not only from residing with his father's devout Puritan family as a child but also due to his study of his own family history.   The first of his ancestors, William Hathorne, is described in Hawthorne's "The Custom House" as arriving with the Massachusetts Bay Colony in 1630 "with his Bible and his sword" (26). A further connection can also be seen in his more notable ancestor John Hathorne, who exemplified the level of zealousness in Puritanism with his role as persecutor in the Salem Witch Trials. The study of his own family from the establishment of the Bay Colony to the Second Great Awakening of his own time parallels the issues brought forth in "Young Goodman Brown."   In looking into the history of early Puritan society, Hawthorne is able to discuss the merits and consequences of such zeal, especi ally the Puritan Catechism of John Cotton, and the repercussions of The Salem Witch trials.   Hawthorne sets â€Å"Young Goodman Brown† into a context of Puritan rigidity and self-doubt to allow his contemporary readers to see the consequences of such a system of belief.    Hawthorne’s tale places the newly wed Puritan Brown in a situation, where he has agreed with an evil character to participate in a coven, a witch’s ceremony, a devil-worship liturgy. The experience he has at this liturgy easily translates into the dream allegory of Hawthorne’s work and allows the author to use Puritan doctrine and the history of Salem to argue the merits and consequences of the belief in man’s total moral depravity. As Benjamin Franklin V states in "Goodman Brown and the Puritan Catechism," Hawthorne used John Cotton's Milk for Babes as the education source of Goodman Brown.   It was the Puritan belief that man must be instructed to realize his own depravity, and therefore at childhood the education began. The child was taught that he was†conceived in sin, and born in iniquity† (70).

Labor Movement Development in Chile: 1990 to Present

Chile underwent a change in 1990 to a democratic form of government.   As a result of this transformation to democracy, the labor movement within Chile has undergone massive development.   As developments have been undergone, several areas of the labor movement have especially experienced change, including collective bargaining, Under the prior authoritarian rule of Augusto Pinochet, collective bargaining negotiations by labor units was strictly limited to â€Å"initial wage readjustments, the time period for inflationary adjustments, and the levels of inflation adjustments†.   (Frank, 2002)   In his in-depth study of the labor movement in Chile, Professor Volker K. Frank explicitly states that â€Å"the most important of all changes concerns the new law on collective bargaining†. The reform that came about during the early 1990s involved a corporations last offer to a union and their rights to proceed with the business of their corporation based on the union reaction, as well as the rights of the union to strike based on a corporation following certain criteria. Because the first reforms that impacted the labor movement in the early 1990s fell short, more reforms were enacted in the middle 1990s.   Professor Frank explains that â€Å"This new legislation envisions major changes that would indeed limit the employers’ abusive powers, which a very flexible labor market has given them in the first place. In this sense, unlike the first reform of 1990–92, this second one does move much more toward a ‘protective’ labor market†.   (Frank, 2002) This major development in the labor movement is most key because of the enhanced protection afforded the laborer by a government becoming more democratic. The labor movement in Chile is far more complicated than reforms to collective bargaining laws or limitations on abusive powers.   By first analyzing those key changes, however, one can better understand the tremendous development Chile has indeed undergone. Reference Frank, V. K.   (2002)   The Labor Movement in Democratic Chile, 1990-2000.   University of Notre Dame: Helen Kellogg Institute for International studies.   

Brinkley’s a Survey of Us History Chapter 29: the Cold War Essay

1) Origins of the Cold War a) Sources of Soviet-American Tensions i) Rivalry emerged b/c of different visions of postwar world * US foresaw world where nations got rid of traditional beliefs, such as military alliances, and used an international organization which would resolve disputes * Soviet Union sought to control areas of strategic influence * Vaguely similar to traditional European balance of power * Churchill also envisioned this b) Wartime Diplomacy i) Tensions began in 1943 b/c of Allied refusal to open second front through invasion of France * at Tehran Conference, Roosevelt and Stalin formed good relationship * Stalin agreed to help US in Pacific once war with Germany was over in exchange for the opening of the second front in France * But, dispute over governance of Poland showed signs of future disagreements being clearly visible * Roosevelt and Churchill were willing to give Soviet Union some of Poland, but wanted the Polish govt in exile in GB to take control again * Stalin wanted pro communist govt to take control c) Yalta i) Meeting of Big Three at Yalta in 1945 * In turn for Stalin’s promise to help the US out in the Pacific, Roosevelt promised Stalin land back that was lost in the Russo Japanese War * Also led to plan to create United Nations * General Assembly and Security Council * Every member was recognized in the General Assembly * In Security Counsel, there were 5 permanent representatives (USA, GB, France, Soviet Union, China), each of which would have veto power ii) There was also a lot of disagreement * One was over future of Polish govt (independent and democratic vs. Communist) * Stalin eventually agreed to allowing an unspecified number of democratic Poles into the govt and consented to hold â€Å"free and unfettered elections† on an unspecified future date * Elections did not take place for more than 40 years * Another was over the future of Germany * US wanted a reconstructed and reunited Germany * Stalin wanted heavy reparations and to ensure a permanent dismemberment of the nation * finally agreed to commission and each Ally given German â€Å"zone† * decision on reparations would be decided at a future commission * and at an unspecified date, Germany would be reunited (but there was no agreement on how the reunification would occur * as for the future of the rest of Europe, the conference produced a murky accord that the establishments of govt’s â€Å"broadly representative of all democratic elements† and â€Å"responsible to the will of the people† * Soviet interpretations of the accords differed sharply from those of the Anglo-American interpretation * In the weeks following, Roosevelt watched with growing alarm as the Soviets raised pro communist govts all over central and eastern Europe and refused to make the changes to Poland as he promised 2) The Collapse of the Peace a) The Failure of Potsdam i) After Roosevelt’s death in April 1945, new Pres Truman decided US needed to â€Å"Get Tough† w Soviets to honor Yalta accords * Truman had little leverage to compel the Soviet Union to listen to him, therefore he was forced to settle with little ii) Potsdam Conference in July ended w/ Stalin receiving increased land w/ new Polish-German border * US refused to allow German reparations from other Allies’ zones to go to Soviets but US recognized new communist Polish govt under Soviet influence * Allied zones would unite as one country (West Germany) and be separate from Soviet’s part of Germany (East Germany) b) The China Problem i) US had vision of open world â€Å"policed† by major powers * But vision troubled by unpopular and corrupt Chinese govt under Chiang Kai-shek (supported by US aid during civil war) who battled communists under Mao Zedong * By 1945, communist controlled  ¼ of the population * Because US didn’t want to support communists, they were forced to support Chiang ii) B/c Kai-shek govt sure to collapse, US sought to create new, Pro-West Japan by encouraging industrial development, lift trade restrictions * Vision of open, united world was giving way to an acceptance of a divided world with a strong, pro American sphere of influence c) The Containment Doctrine i) US no longer sought â€Å"open† world but rather set out to â€Å"contain† Soviet expansion * As Stalin tried to win control over the vital sea routed in the Mediterranean (Turkey), communist forces threatened to overthrow govt in Greece * new Truman Doctrine sought aid for those forces ($400 million) in Turkey and Greece opposing take-over of Communist forces under Soviet influence * its basis was that the US should â€Å"support free people who are resisting attempted subjugation by armed minorities or outside pressure† * it worked, Soviet pressure taken off of Turkey and Greek govt regained control d) The Marshall Plan i) Sec of State George Marshall 1947 plan to provide aid to all Eur nations (for humanitarian reasons, to rebuild and ensure it could become self reliant again, to create markets for US goods, and to strengthen Pro-US govts against communists) * this included the Soviet Union, but was rejected by them and their Eastern satellites * was accepted by 16 Western European nations * April 1948, congress approved creation of the Economic Cooperation Administration to administer the Marshall Plan * channeled billions of $ to aid economic revival * by end of 1950, European industrial production had risen 64%, communist strength in member nations declined, and opportunities for US trade revived e) Mobilization at Home i) US maintained wartime military levels, established Atomic Energy Commission to continue nuclear research * Congress approved new military draft and revived the Selective Service System * Nuclear weaponry became central place in US arsenal * In 1950, Truman admin. Approved the development of the new hydrogen bomb * A nuclear weapon far more powerful than anything the US used in WWII ii) National Security Act of 1947 reshaped major military and diplomatic institutions * created Department of Defense to oversee and combine all armed services * created National Security Council (NSC) in White House was created * would govern foreign and military policy * created Central Intelligence Agency (CIA) to collect information * As Cold War progressed, they also engaged secretly in political and military operations on behalf of American goals f) The Road to NATO i) Truman merged German â€Å"Western zones† into the West German republic * Stalin responded on June 24, 1948 by blockading Western Berlin * Truman, unwilling to risk war by militarily challenging the blockade, responded w/ airlift to re-supply inhabitants * In spring of 1949, Stalin lifted the now ineffective blockade * Federal Republic became govt of west Germany, Democratic Republic of east ii) To strengthen military position US and Western Eur nations in April 1949 created North Atlantic Treaty Organization (NATO) as alliance to protect all members against threat of Soviet invasion (12 nations agreed to take part) * Attack against one would be attack against all * Countries would provide a standing military force in Europe in case of Soviet attack * Soviet Union and communists responded by in 1955 forming similar Warsaw Pact g) Reevaluating Cold War Policy i) 1949 saw Soviet Union explode first atomic weapon and collapse of Nationalists in China to Mao’s Communists ii) To reevaluate foreign policy, National Security Council released report NSC-68 saying that the US could no longer rely on other nations to take initiative in resisting communism * US should lead noncommunist world and oppose communist expansion everywhere it existed * Also called for US to expand military power dramatically * Defense budget was now 4 times the previously projected figure 3) American Society and Politics After the War a) The Problems of Reconversion i) After end of war Truman attempted to quickly return nation to normal economic conditions, but problems ensued ii) No economic collapse (many thought nation would go back into a depression) b/c of several things * increase in spending on consumer goods from savings gathered during war * a $6 billion govt tax cut * Servicemen’s Readjustment Act of 1944 (GI Bill of Rights) * provided education + economic aid to returning soldiers that further increased spending iii) Problems because of spending lead to high inflation * Caused Truman to sign a bill similar to wartime Office of Price Admin. (OPA) * Inflation also caused union strikes in automobile, electrical, steel, railroad (shut down whole nation’s railroad line), and mining industries (led by John L. Lewis * Truman used military and govt power to stop the strikes (military on railroads, govt on mine workers) * displacement of some minorities and women b/c of returning soldiers to labor * 80% of them wanted to keep working * Postwar society in which many women had to provide for themselves created a high demand among them for paid work * Many went into service sector b) The Fair Deal Rejected i) After Jap surrender Truman proposed â€Å"Fair Deal† to enact liberal reforms * included raising minimum wage, enacting Fair Employment Practices Act, expanding Social Security, a program to ensure full employment through use of federal spending, public housing and slum clearance, govt protection of scientific research, and creating nation health insurance plan ii) Fair Deal opposed by Republican conservatives who gained majority in both Houses of Congress in 1946 elections * Repubs sought to reduce govt spending (get rid of New Deal programs) and economic controls, cut taxes for wealthy, refused to raise wages * Also refused to increase SS, provide more funds to education, or support power projects in West * As inflation soared, Republicans pretty much just told the public to deal with it (Sen. Robert Taft) iii) Repubs wanted to decrease powers unions gained in 1935 Wagner Act * passed Labor-Management Relations Act of 1947 (Taft-Hartley Act) * made â€Å"closed-shop† illegal (a workplace in which no one could be hired unless they were part of a union) * Although it stil permitted â€Å"union shops†, it allowed states to pass â€Å"right to work† laws which prohibited this * Outraged workers and union leaders denounced the measure as a â€Å"slave labor bill† * Truman vetoed it, but both houses easily overruled him * Did not destroy labor movement, but it damaged weaker unions in lightly organized industries * Made more difficult the organization of workers who had never been union members at all (women, minorities, most workers in the South) c)The Election of 1948 i) Truman sought to make re-election about reforms but electorate saw him as weak * Tried to pass reforms leading up to election but they were all struck down by Congress * Didn’t have much support within even his own party * Southern Dems (Dixiecrats) split off and formed the States Rights Party after they became angry with Truman over his proposed civil rights bill * Gov. Strom Thurmond was their Presidential nominee * Progressives also broke off and formed new Progressive Party with Henry A. Wallace as their candidate * Other Dems who didn’t break off attempted to dump Truman in 1948 * The Americans for Democratic Actions (ADA) attempted to persuade Dwight D. Eisenhower to contest the nomination, but he refused * Dems were forced to enter Truman as their nominee ii) Repubs nominated Thomas Dewey and seemed to be in strong position to win, but intense campaigning by Truman and his platform to reduce inflation, help common man, repeal Taft-Hartley Act, help farmers, and his strong civil rights support for blacks allowed him to win Pres * Dems also won both Houses of C d) The Fair Deal Revived i) New Dem Congress allowed for minimum wage increase, Social Security expansion, and housing (National Housing Act of 1949provided the construction of 810,000 homes for low income families) * but were hostile to Fair Deal programs expanding education aid, national healthcare, and civil rights * rejected civil rights bill that would have made lynching a federal crime, abolished the poll tax, and established a new Fair Employment Practices Commission (FEPC) ii) Truman did end govt hiring discrimination, desegregated armed forces * Supreme Court in Skelley v. Kraemer rules community â€Å"covenants† meant to bar blacks from residential neighborhoods were now unenforceable by courts e) The Nuclear Age i) Nuclear weapons viewed w/ fear b/c of threat from Soviet Union * expressed in pop culture, film noir (things such as The Twilight Zone, comic books about super heroes), and govt preparations for nuclear attack (air raid drills, emergency radio broadcast drills, fallout shelters) * but public also awed by technological potential of nuclear power (Dreams of prosperity and unlimited + cheap electricity) 4) The Korean War a) The Divided Peninsula i) Korea divided at 38th Parallel by US and Soviets into Communist North and Southern government of capitalist Syngman Rhee (supported by US) * north had a strong, Soviet equipped army * south had small one that only dealt with internal affairs ii) Nationalists in North invaded S in 1950 in effort to reunite countries * unknown if North asked for Stalin’s approval, but once it began, the Soviets certaintly supported them * on June 27, 1950, US won UN resolution calling for support of S. Korea armies * Russia unable to veto b/c boycotting Security Council at time for their refusal to allow communist China into Council * On June 30, 1950, US ordered their ground forces into Korea * Gen. Douglas MacArthur was to assume command over UN forces there * War was seen as †containment† effort but also as a â€Å"liberation† * After US beat North troops back into North Korea, Truman ordered to pursue the communists into their own territory * Wanted to create â€Å"a unified, independent and democratic Korea b) From Invasion to Stalemate i) Gen MacArthur (head of UN forces) able to advance far into North, but new communist Chinese govt feared American forces and therefore entered conflict in Nov 1950 * UN offensive stalled and then collapsed * Through Dec of 1950, outnumbered US forces fought a bitter, losing battle against the Chinese, constantly retreating ii) Within weeks, UN armies forced to retreat to 38th parallel * Eventually took back land lost and got back to 38th parallel once more * Long stalemate then ensued until 1953 iii) Truman wanted peace and not new world war w/ China * Gen MacArthur publicly opposed peace effort (Martin letter) and was relieved of command by Pres in April 1951 * He believed that we should have attacked China through either an invasion or bombing * He had wide popular support, therefore when he was relieved, there was wide public outrage * 69% of American people supported him c) Limited Mobilization i) War led to only limited economic mobilization, since it had little American military commitment. Govt still tried to control wartime economy in several ways * Truman created Office of Defense Mobilization to combat rising inflation and discourage high union wage demands * These failed * govt seized RRs and steel mills when workers walked off the job in union strikes * Costly strikes followed (especially in Steel Mills) and workers got most of what they wanted as there was little Truman could do and his actions were both rash and ineffective * The supreme court disallowed him from continuing to seize the steel mills because they said he was exceeding his authority * increased govt spending stimulated economy as many thought we were on the verge of a recession ii) Inability of US to quickly end â€Å"small† war led to growth of fears of growth of communist at home and triggered second major campaign against it * public was angry that so many lives were being lost (140,000 dead or wounded) 5) The Crusade Against Subversion a) HUAC and Alger Hiss i) Another â€Å"Red Scare† prompted by fear of Stalin and Communist growth (â€Å"loss† of China, Korean frustrations, Soviet development of the bomb) * many sought to blame US communist conspiracy ii) Anti Communist fervor merged from the Repubs seeking to use anticommunist feelings to win support against Dems, and Dems trying to stifle that issue * Congress created House Un-American Activities Committee (HUAC) in 1947 to investigate communist subversion * Created by the Repubs to prove that under Dem rule, the govt had tolerated communist subversion * Went after Hollywood first iii) Public more concerned with HUAC investigation into former State Dept official Alger Hiss in 1948 that revealed some complicity w/ communists * Were tipped by a former member of the communist party that was now working for the Time magazine * He had â€Å"microfilms† of the documents that were supposedly passed by Hiss to the Soviet Union in 1937 and 1938 * He could not be tried for espionage because crimes happen too long ago, but because of the efforts of Richard M. Nixon, he was convicted of perjury and served several years in prison * increased fear of communist infiltrations b) The Federal Loyalty Program and the Rosenberg Case i) Truman began 1947 program to determine â€Å"loyalty† of fed employees * this was partly because of Republican attacks, and partly to encourage support for the President’s foreign policy initiatives * President authorized sensitive agencies to fire people deemed â€Å"bad security risks† * By 1951,more than 2,000 govt employees had resigned under pressure and 212 had been dismissed * FBI monitored radicals (J. Edgar Hoover) * 1950 Congress passed McCarran Internal Security Act forcing communist groups to register w/ government ii) Explosion of atomic bomb by Soviets led to famous Rosenberg trial to find out how Russia had learned of technology so quickly * Julius and Ethel Rosenberg were a communist couple whom the govt claimed had been the masterminds of the conspiracy * Despite appeals and protests from sympathizers, they both died in the electric chair on June 19, 1953 * They both proclaimed their innocence to the end iii) HUAC, Rosenberg trial, â€Å"Loyalty† program, Hiss ordeal, McCarran Act, and international events all lead to national anticommunist hysteria at national, state, and local level * Schools, labor unions, universities, state and local govts, all sought to purge themselves of real or imagined subversives iv) A fear settled over the country of not only communist infiltration, but being suspected of communism yourself c) McCarthyism i) Rather unknown Wisconsin Rep. Sen Joseph McCarthy in 1951 began leveling charges of communist agents in State Dept and other agencies * He claimed to â€Å"hold in my hand† a list of 205 known communists currently working in the US State Department * Within weeks, he was also accusing other agencies * His new subcommittee was at the fore of anticommunist hysteria and partisan politics * He accused many people even though he had little solid evidence d) The Republican Revival i) Korean stalemate and fears of internal subversion led to Dem disappointments * Truman was very unpopular and therefore withdrew from the Presidential contest ii) Dems nominated Adlai Stevenson (viewed as liberal and Repubs saw him as being weak on Communism) * Repubs nominated popular Gen Dwight Eisenhower and VP Richard Nixon (became famous for his crusade against Hiss) * Eisenhower talked of Korean peace, Nixon of communist subversion * Nixon also attacked Democratic â€Å"appeasement†, â€Å"cowardice†, and â€Å"treason† * Both promised to â€Å"clean up the mess in Washington† iii) Eisenhower won election by huge margin & Republicans gained control of both Houses of Congress

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Race has always been a factor in discussing the results of standardized tests. Research proves that cultural and environmental factors, rather than genetic make-up, account for African American’s lower scores on intelligence quotient (IQ) tests. To better understand how race and IQ cause controversy in the United States, it is beneficial to trace the history of the influence of the IQ test in America. General intelligence and IQ tests have often been presented as having a racist element. Since slavery, it is assumed that African Americans were only capable of being slaves. This is illustrated in the terms that slaves were not permitted to receive formal education. They did not have educational resources or the opportunity to learn on the same level as other races. This racist act in history is a perfect example of the belief . 2 that intelligence, and the availability to become intelligent, were only for a certain group of people. Obviously, African Americans and minorities are not one of those groups. In the late 1800s, Sir Francis Galton, the cousin of Charles Darwin, came up with many conclusions, summaries, and racially based ideas. Galton states that the white race is the one and only superior race when it comes to intelligence. He also states that " intelligence was the most valuable human attribute, and that people who had a lot of it could be identified and put into leadership positions" (Lemann 115). Galton's thought’s have had an effect on the decisions of other voices in society, including the creators of IQ test. (Heredity 1). In 1905, a French psychologist by the name of Alfred Binet, created the first test of standardized human intelligence. Binet's intended to properly identify students who needed special educational assistance. He was not trying to correlate IQ scores with theories of intelligence or sort out the mentally gifted. (Green and Green 2). Little did he know that in the yea... Free Essays on IQ And Race Free Essays on IQ And Race Race has always been a factor in discussing the results of standardized tests. Research proves that cultural and environmental factors, rather than genetic make-up, account for African American’s lower scores on intelligence quotient (IQ) tests. To better understand how race and IQ cause controversy in the United States, it is beneficial to trace the history of the influence of the IQ test in America. General intelligence and IQ tests have often been presented as having a racist element. Since slavery, it is assumed that African Americans were only capable of being slaves. This is illustrated in the terms that slaves were not permitted to receive formal education. They did not have educational resources or the opportunity to learn on the same level as other races. This racist act in history is a perfect example of the belief . 2 that intelligence, and the availability to become intelligent, were only for a certain group of people. Obviously, African Americans and minorities are not one of those groups. In the late 1800s, Sir Francis Galton, the cousin of Charles Darwin, came up with many conclusions, summaries, and racially based ideas. Galton states that the white race is the one and only superior race when it comes to intelligence. He also states that " intelligence was the most valuable human attribute, and that people who had a lot of it could be identified and put into leadership positions" (Lemann 115). Galton's thought’s have had an effect on the decisions of other voices in society, including the creators of IQ test. (Heredity 1). In 1905, a French psychologist by the name of Alfred Binet, created the first test of standardized human intelligence. Binet's intended to properly identify students who needed special educational assistance. He was not trying to correlate IQ scores with theories of intelligence or sort out the mentally gifted. (Green and Green 2). Little did he know that in the yea...

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