Educational Debate

Thesis Statement Should teachers have the authority to remove a disruptive student form their classroom permanently? Teachers work really hard to promote a happy, healthy, and safe learning environment for all of their students. Teachers dedicate themselves, with sacrifice and determination to ensure that their students have the tools they need to learn and to promote the grown of learning for each individual. Most students in each classroom work hard and dedicate themselves throughout the school year to learn.This includes studying day, and night, attending school regularly, obtaining good grades, and behaving according to the best of their ability. If there is a student who is disruptive, it would not only effect the disruptive student, but it puts a hold on the learning lesson for every student. That is very unfortunate because some students really want to learn. Having a disruptive student makes is difficult for a teacher to teach and it only takes one or two disruptive students to completely corrupt an entire lesson plan.Teachers do not have enough time as it is to cram all this information in by the end of one school year to have to waste their time dealing with disruptive students. Teachers should have the authority to remove disruptive students from their classroom permanently. Educational Debate Persuasive Paper When working in a classroom, a teacher works hard try his or her best to promote a safe, happy, and healthy environment to the best of his or her ability.Not only do they work had at trying to come up with certain methods to assure all of the student's ability to learn, bust also tries to incorporate the lesson plans, because they are also work hard to create. A lot of time and thought is put in from the teacher to provide this for their students. In a classroom, every student has a different personality, and are also at different learning academic levels, so it is up to the teacher to have that one on one with the students to pick up, and lear n what their strengths and weaknesses are.From doing this, it allows the instructor to creating lesson plans to try and provide the proper tools needed for the student. This does not only take time from school for the teacher, but it also takes a lot of time from home because there might not be enough time in the day for the teacher to complete the lesson plan so they may have to take the work home. The classroom is a place for quiet learning, and respect for others right to learn. If you have a student who is being disrespectful who has gotten away with being disrespectful, it would be very hard to change it all around.You, as a teacher has to let them know whom it is that is actually in charge. There are strategies that you may want to take to try and assist you in this situation. Try calling home. When you call home and ask to speak to their parents, and even calling home perhaps while standing in front of the misbehaved student, may help to get them to change their attitude for that day, and give them the opportunity to accept how they have been behaving. It may also help out by being an example or the other students, so they can behave accordingly as well.Since students are disruptive, (on account to behavior issues mostly), and still you know that some of those students may even have potential aside to their behavioral issues, you may try to even reason with them. Sometimes, trying to have an open mind about what is really causing the student to misbehave may help the situation. Most of the time disruptive students bring so much of themselves to the classroom, because it may be an attention call for inner help.Try to listen to them and see what it is that makes them â€Å"them†, what it is that makes them think, and finding out their interest. By learning and understanding what it is that gives them motivation, could allow you to shape their learning experience, and support how they think, so they too can grow with the classroom. For a student to behave disruptive in a classroom, not only is it extremely time consuming for the teacher, and not only does it make learning difficult for the other students, but it can also be dangerous if it gets too out of control.If you as a teacher had already tried making the phone calls home, tried having that one on one with the student, and tried leveling with the students to the best of your ability using all of the resources that you know, ask yourself, could removing this student from my classroom permanently, help me to provide that environment that I have envisioned for my students? For most teachers, teaching does not just comes as â€Å"a career†, but more as a passion.It is not fair for a teacher to continue to put in his and her all, and have to constantly deal with day to day disruptions when the teacher’s main goal is to initially teach. This does not just go for being a teacher, but it also goes for any job. At any job, who would want to look forward to returning to a daily, out of control negative environment that removes most of your focus allowing you to do your very best? Not only does it affect the misbehaved student, and the classroom but it puts a toll on the teacher as well, the next step would be to have the student removed from the classroom.It is unfortunate because you’ve tried your best in trying to help out the situation within the classroom, you must figure out what other options are left for you to take now. It seems like the only other option would be removing the disruptive student from your class because you have tried your best at everything else, and nothing seems to work. You may have the authority to remove that student from your classroom for the period, the day, or even a few days. If that does not seem to work, you may even have the authority (with a few steps) to have the child removed to another classroom or even another school.I know it would not be something that you might be looking forward to doing, bu t you also have to consider the welfare of the other students, as well. Mike Ford states that even if students who promote disruptive behavior do get led into suspension, it is detrimental for teachers, staff, culture and of course student learning overall. (Ford, Mike the impact of disruptive learning in Wisconsin public schools, Vol. 26. No. 5, April 2013) Basically, it really is not as easy as it sounds.There is a process of course, but eventually if it takes removing a student from the classroom to assist you as a teacher to provide a better learning environment for those students who actually want to learn, then it should be suggested and ok to do so. Every teacher should know their Disciplinary Code in order for them to become able to assign a range of disciplinary actions, and steps needed to take for every and or any situation if needed. By knowing the code as an instructor, and by using, it can help to teach students how to behave accordingly what is expected of them or els e they may have to face consequences.If the student continues to be chronically disruptive, then you as their teacher then have the right by the SAVE Law (Safe Schools against Violence in Education) to take the next few steps in order to bring your classroom back into order, if removing the student from the class is what it takes. In your classroom, you not only work had to organize and arrange your classroom for the order to go, and flow the way you want to, and how you may imagine it to be, and a lot of the times when students are disruptive, a phone call home may just not be the key to fixing the problem.There are students who work very hard and do everything they need to do to learn and better their future. They actually want to learn. Those are the students who do their homework, follow direction, get good grades, study, come to class on time, and overall behave. Why is it that just because other students may feel the need to interrupt a classroom lesson be fair in any way to t he other students who actually want to learn? The students who actually want to learn, have to have their education put on hold every time there is a disruption within the classroom. Then students who actually want to learn end up getting their learning time wasted.You as a teacher, barely get enough time as it is to teach all this information within one entire school year. Do you see why teachers should have the authority to remove a student from their classroom permanently if they need to? There is just only so much a teacher can handle and do all at once. Sometimes if a teacher allows such disruptions to occur within the classroom, it causes other students to follow and then there would not be any respect within the classroom. Respect should be one of the main thing to be enforced from the begging of the school year.Everyone should learn to respect theirselves and each other. Following directions is one of the number one keys to respect. In order to become a teacher there is a lo t of sacrifice and dedication. As a teacher, you take all the steps there is to providing all you can, to the best of your ability. Removing a child out of your classroom permanently may be the last step you have to take, but you most likely took all the other steps you had to, in order to get your there. Even so, by doing so, you were probably able to regain your class respect, and have things in order again.There are other students who not only need this education, but actually want it, since teaching has always been your passion to do provide that education for them these may be ways to provide that for your learning students. Everyone who have dreamed of becoming a teacher, may not have envisioned having to permanently remove students from their classroom. Nothing ever goes quite as planned, it may even help the disruptive student to either learn his or her lesson, or it may help by providing the attention that they have been looking for after all.Maybe the disruptive student wo uld be sent off into a different classroom, where he or she may pick up more information with other methods from other teachers. Maybe they will learn better strategies from alternative schools. Even though they have been disruptive, it does not mean they would not receive the education that there are also entitled to, but by them no being able to disrupt your classroom anymore, their absence will definitely help you to provide that education to the classmates who were willing to learn. Educational Debate Should teachers have the authority to remove a disruptive student form their classroom permanently? Teachers work really hard to promote a happy, healthy, and safe learning environment for all of their students. Teachers dedicate themselves, with sacrifice and determination to ensure that their students have the tools they need to learn and to promote the grown of learning for each individual. Most students in each classroom work hard and dedicate themselves throughout the school year to learn. This includes studying day, and night, attending school regularly, obtaining good grades, and behaving according to the best of their ability.If there is a student who is disruptive, it would not only effect the disruptive student, but it puts a hold on the learning lesson for every student. That is very unfortunate because some students really want to learn. Having a disruptive student makes is difficult for a teacher to teach and it only takes one or two disruptive students to completely cor rupt an entire lesson plan. Teachers do not have enough time as it is to cram all this information in by the end of one school year to have to waste their time dealing with disruptive students.Teachers should have the authority to remove disruptive students from their classroom permanently. Educational Debate Persuasive Paper When working in a classroom, a teacher works hard try his or her best to promote a safe, happy, and healthy environment to the best of his or her ability. Not only do they work had at trying to come up with certain methods to assure all of the student's ability to learn, bust also tries to incorporate the lesson plans, because they are also work hard to create.A lot of time and thought is put in from the teacher to provide this for their students. In a classroom, every student has a different personality, and are also at different learning academic levels, so it is up to the teacher to have that one on one with the students to pick up, and learn what their stre ngths and weaknesses are. From doing this, it allows the instructor to creating lesson plans to try and provide the proper tools needed for the student.This does not only take time from school for the teacher, but it also takes a lot of time from home because there might not be enough time in the day for the teacher to complete the lesson plan so they may have to take the work home. The classroom is a place for quiet learning, and respect for others right to learn. If you have a student who is being disrespectful who has gotten away with being disrespectful, it would be very hard to change it all around. You, as a teacher has to let them know whom it is that is actually in charge. There are strategies that you may want to take to try and assist you in this situation.Try calling home. When you call home and ask to speak to their parents, and even calling home perhaps while standing in front of the misbehaved student, may help to get them to change their attitude for that day, and giv e them the opportunity to accept how they have been behaving. It may also help out by being an example or the other students, so they can behave accordingly as well. Since students are disruptive, (on account to behavior issues mostly), and still you know that some of those students may even have potential aside to their behavioral issues, you may try to even reason with them.Sometimes, trying to have an open mind about what is really causing the student to misbehave may help the situation. Most of the time disruptive students bring so much of themselves to the classroom, because it may be an attention call for inner help. Try to listen to them and see what it is that makes them â€Å"them†, what it is that makes them think, and finding out their interest. By learning and understanding what it is that gives them motivation, could allow you to shape their learning experience, and support how they think, so they too can grow with the classroom.For a student to behave disruptive in a classroom, not only is it extremely time consuming for the teacher, and not only does it make learning difficult for the other students, but it can also be dangerous if it gets too out of control. If you as a teacher had already tried making the phone calls home, tried having that one on one with the student, and tried leveling with the students to the best of your ability using all of the resources that you know, ask yourself, could removing this student from my classroom permanently, help me to provide that environment that I have envisioned for my students?For most teachers, teaching does not just comes as â€Å"a career†, but more as a passion. It is not fair for a teacher to continue to put in his and her all, and have to constantly deal with day to day disruptions when the teacher’s main goal is to initially teach. This does not just go for being a teacher, but it also goes for any job. At any job, who would want to look forward to returning to a daily, out of control negative environment that removes most of your focus allowing you to do your very best?Not only does it affect the misbehaved student, and the classroom but it puts a toll on the teacher as well, the next step would be to have the student removed from the classroom. It is unfortunate because you’ve tried your best in trying to help out the situation within the classroom, you must figure out what other options are left for you to take now. It seems like the only other option would be removing the disruptive student from your class because you have tried your best at everything else, and nothing seems to work. You may have the authority to remove that student from your classroom for the period, the day, or even a few days.If that does not seem to work, you may even have the authority (with a few steps) to have the child removed to another classroom or even another school. I know it would not be something that you might be looking forward to doing, but you also have to consider the welfare of the other students, as well. Mike Ford states that even if students who promote disruptive behavior do get led into suspension, it is detrimental for teachers, staff, culture and of course student learning overall. (Ford, Mike the impact of disruptive learning in Wisconsin public schools, Vol. 26. No. 5, April 2013) Basically, it really is not as easy as it sounds.There is a process of course, but eventually if it takes removing a student from the classroom to assist you as a teacher to provide a better learning environment for those students who actually want to learn, then it should be suggested and ok to do so. Every teacher should know their Disciplinary Code in order for them to become able to assign a range of disciplinary actions, and steps needed to take for every and or any situation if needed. By knowing the code as an instructor, and by using, it can help to teach students how to behave accordingly what is expected of them or else they may have to face consequences.If the student continues to be chronically disruptive, then you as their teacher then have the right by the SAVE Law (Safe Schools against Violence in Education) to take the next few steps in order to bring your classroom back into order, if removing the student from the class is what it takes. In your classroom, you not only work had to organize and arrange your classroom for the order to go, and flow the way you want to, and how you may imagine it to be, and a lot of the times when students are disruptive, a phone call home may just not be the key to fixing the problem.There are students who work very hard and do everything they need to do to learn and better their future. They actually want to learn. Those are the students who do their homework, follow direction, get good grades, study, come to class on time, and overall behave. Why is it that just because other students may feel the need to interrupt a classroom lesson be fair in any way to the other student s who actually want to learn? The students who actually want to learn, have to have their education put on hold every time there is a disruption within the classroom. Then students who actually want to learn end up getting their learning time wasted.You as a teacher, barely get enough time as it is to teach all this information within one entire school year. Do you see why teachers should have the authority to remove a student from their classroom permanently if they need to? There is just only so much a teacher can handle and do all at once. Sometimes if a teacher allows such disruptions to occur within the classroom, it causes other students to follow and then there would not be any respect within the classroom. Respect should be one of the main thing to be enforced from the begging of the school year.Everyone should learn to respect theirselves and each other. Following directions is one of the number one keys to respect. In order to become a teacher there is a lot of sacrifice a nd dedication. As a teacher, you take all the steps there is to providing all you can, to the best of your ability. Removing a child out of your classroom permanently may be the last step you have to take, but you most likely took all the other steps you had to, in order to get your there. Even so, by doing so, you were probably able to regain your class respect, and have things in order again.There are other students who not only need this education, but actually want it, since teaching has always been your passion to do provide that education for them these may be ways to provide that for your learning students. Everyone who have dreamed of becoming a teacher, may not have envisioned having to permanently remove students from their classroom. Nothing ever goes quite as planned, it may even help the disruptive student to either learn his or her lesson, or it may help by providing the attention that they have been looking for after all.Maybe the disruptive student would be sent off into a different classroom, where he or she may pick up more information with other methods from other teachers. Maybe they will learn better strategies from alternative schools. Even though they have been disruptive, it does not mean they would not receive the education that there are also entitled to, but by them no being able to disrupt your classroom anymore, their absence will definitely help you to provide that education to the classmates who were willing to learn.

Classroom Observation Essay

I did my observation at Horace Mann Elementary school 3nd grade classroom. When I entered the classroom, I felt very welcomed, Mrs. burns had all the students welcome me. It was a very colorful classroom covered with the children’s art work. The children seemed to feel very comfortable around each other; they all appeared to be communicating well. The goals of the children in the class room are to actively participate and understand the information taught. As I observed part of her math class, they were learning money. She gave them a worksheet to work on after she taught the lesson. As they were completing the worksheet she walked around to answer any questions and to make sure they were on task. Ten minutes later, children need to take a break on the underground,so Mrs. burns asked them to keep quiet and stand a line leave the classroom,in order to let them keep quiet,she got a idea,she took a rose and give it to who are being quiet ,then she asked that person pass this rose to another person which u think being quite,but at this time I found an interesting thing. A girl ,she didn’t pass the rose to a quiet person,she just passed it to her best friend,at first I didn’t know it ,but then there are some students began to complain about that,so I know she didn’t do it as teacher said,actually it correspond this age’s behaver,they are care more about friendship , the children are starting to not be as bossy and domineering. They do not like critism, and wishes to please others. They are sensitive about others feelings. However, they may be critical of themselves and become more of a perfectionist. The children are more cautious and withdrawn during this age. I asked Mrs. burns how she went about communicating with her students families and she told me she uses phone calls, email, and parents will sometimes send a note if he/she has any concerns. She gave me advice to always call from work and to never call from home. She said last year she had a bad experience where she used her house phone to call a parent, and after that the parent was constantly calling her house. Her curriculum was based on the California Standards. She showed me form, which was made from the CA Standards it gives you a weekly plan, and different activities to do Monday-Friday. A few of the activities included target skills of the week, like phonics, comprehension skills, and comprehension strategies.

Benjamin Netanyahu - Joint Session of Congress Speech 2015

Binjamin Netanyahu Third Speech to a Joint Session of Congress delivered 3 March 2015, Washington, D.C. Speaker of the House, John Boehner, President Pro Tem, Senator Orrin Hatch, Senator Minority Majority Leader, Mitch McConnell, House Minority, Leader Nancy Pelosi, and House Majority Leader, Kevin McCarthy I also want to acknowledge Senator, Democratic Leader, Harry Reid Harry, it’s good to see you back on your feet. I guess it’s true what they say: You can’t keep a good man down. My friends, I’m deeply humbled by the opportunity to speak for a third time before the most important legislative body in the world, the U.S. Congress. I want to thank you all for being here today. I know that my speech has been the subject of much controversy. I deeply regret that some perceive my being here as political. That was never my intention. I want to thank you, Democrats and Republicans, for your common support for Israel, year after year, decade after decade. I know that no matter on which side of the aisle you sit, you stand with Israel. The remarkable alliance between Israel and the United States has always been above politics. It must always remain above politics. Because America and Israel, we share a common destiny, the destiny of promised lands that cherish freedom and offer hope. Israel is grateful for the support of American of America’s people and of America’s presidents, from Harry Truman to Barack Obama. We appreciate all that President Obama has done for Israel. Now, some of that is widely known. Some of that is widely known, like strengthening security cooperation and intelligence sharing, opposing anti-Israel resolutions at the U.N. Some of what the President has done for Israel is less well known. I called him in 2010 when we had the [Mount] Carmel forest fire, and he immediately agreed to respond to my request for urgent aid. In 2011, we had our embassy in Cairo under siege, and again, he provided vital assistance at the crucial moment; or his support for more missile interceptors during our operation last summer when we took on Hamas terrorists. In each of those moments, I called the President, and he was there. And some of what the President has done for Israel might never be known, because it touches on some of the most sensitive and strategic issues that arise between an American president and an Israeli prime minister. But I know it, and I will always be grateful to President Obama for that support. And Israel is grateful to you, the American Congress, for your support, for supporting us in so many ways, especially in generous military assistance and missile defense, including Iron Dome. Last summer, millions of Israelis were protected from thousands of Hamas rockets because this capital dome helped build our Iron Dome. Thank you, America. Thank you for everything you’ve done for Israel. My friends, I’ve come here today because, as Prime Minister of Israel, I feel a profound obligation to speak to you about an issue that could well threaten the survival of my country and the future of my people: Iran’s quest for nuclear weapons. We’re an ancient people. In our nearly 4000 years of history, many have tried repeatedly to destroy the Jewish people. Tomorrow night, on the Jewish holiday of Purim, we’ll read the Book of Esther. We’ll read of a powerful Persian viceroy named Haman, who plotted to destroy the Jewish people some 2500 years ago. But a courageous Jewish woman, Queen Esther, exposed the plot and gave for the Jewish people the right to defend themselves against their enemies. The plot was foiled. Our people were saved. Today the Jewish people face another attempt by yet another Persian potentate to destroy us. Iran’s Supreme Leader Ayatollah Khamenei Iran’s Supreme Leader Ayatollah Khamenei spews the oldest hatred the oldest hatred of anti-Semitism with the newest technology. He tweets that Israel must be annihilated. He tweets. You know, in Iran, there isn’t exactly free Internet. But he tweets in English that Israel must be destroyed. For those who believe that Iran threatens the Jewish state, but not the Jewish people, listen to Hassan Nasrallah, the leader of Hezbollah, Iran’s chief terrorist proxy. He said: If all the Jews gather in Israel, it will save us the trouble of chasing them down around the world. But Iran’s regime is not merely a Jewish problem, any more than the Nazi regime was merely a Jewish problem. The six million Jews murdered by the Nazis were but a fraction of the 60 million people killed in World War II. So, too, Iran’s regime poses a grave threat, not only to Israel, but also to the peace of the entire world. To understand just how dangerous Iran would be with nuclear weapons, we must fully understand the nature of the regime. The people of Iran are very talented people. They’re heirs to one of the world’s great civilizations. But in 1979, they were hijacked by religious zealots religious zealots who imposed on them immediately a dark and brutal dictatorship. That year, the zealots drafted a constitution, a new one for Iran. It directed the revolutionary guards not only to protect Iran’s borders, but also to fulfill the ideological mission of jihad. The regime’s founder, Ayatollah Khomeini, exhorted his followers to export our revolution throughout the entire world.1 I’m standing here in Washington, D.C. and thedifference is so stark. America’s founding document promises life, liberty, and the pursuit of happiness. Iran’s founding document pledges death, tyranny, and the pursuit of jihad. And as states are collapsing across the Middle East, Iran is charging into the void to do just that. Iran’s goons in Gaza, its lackeys in Lebanon, its revolutionary guards on the Golan Heights are clutching Israel with three tentacles of terror. Backed by Iran, Assad is slaughtering Syrians. Backed by Iran, Shiite militias are rampaging through Iraq. Backed by Iran, Houthis are seizing control of Yemen, threatening the strategic straits at the mouth of the Red Sea. Along with the Straits of Hormuz, that would give Iran a second choke choke-point on the world’s oil supply. Just last week, near Hormuz, Iran carried out a military exercise blowing up a mock U.S. aircraft carrier. That’s just last week while they’re having nuclear talks with the United States. But unfortunately, for the last 36 years, Iran’s attacks against the United States have have been anything but mock, and the targets have been all too real. Iran took dozens of Americans hostage in Tehran, murdered hundreds of American soldiers, Marines, in Beirut, and was responsible for killing and maiming thousands of American service men and women in Iraq and Afghanistan. Beyond the Middle East, Iran attacks America and its allies through its global terror network. It blew up the Jewish community center and the Israeli embassy in Buenos Aires. It helped Al Qaida bomb U.S. embassies in Africa. It even attempted to assassinate the the Saudi ambassador, right here in Washington, D.C. In the Middle East, Iran now dominates four Arab capitals: Baghdad, Damascus, Beirut and Sanaa. And if Iran’s aggression is left unchecked, more will surely follow. So at a time when many hope that Iran will join the community of nations, Iran is busy gobbling up the nations. We must all stand together to stop Iran’s march of conquest, subjugation, and terror. Now, two years ago we were told to give President Rouhani and Foreign Minister Zarif a chance to bring change and moderation to Iran. Some change. Some moderation. Rouhani’s government hangs gays, persecutes Christians, jails journalists, and executes even more prisoners than before. Last year, the same Zarif who charms Western diplomats laid a wreath at the grave of Imad Mughniyeh. Imad Mughniyeh is the terrorist mastermind who spilled more American blood than any other terrorist besides Osama bin Laden. I’d like to see someone ask him a question about that. Iran’s regime is as radical as ever, its cries of â€Å"Death to America,† that same America that it calls the â€Å"Great Satan,† as loud as ever. Now, this shouldn’t be surprising, because the ideology of Iran’s revolutionary regime is deeply rooted in militant Islam, and that’s why this regime will always be an enemy of America. And don’t be fooled: The battle between Iran and ISIS doesn’t turn Iran into a friend of America. Iran and ISIS are competing for the crown of militant Islam. One calls itself the Islamic Republic. The other calls itself the Islamic State. Both want to impose a militant Islamic empire first on the region and then on the entire world. They just disagree among themselves who will be the ruler of that empire. In this deadly game of thrones, there’s no place for America or for Israel, no peace for Christians, Jews or Muslims who don’t share the Islamist medieval creed, no rights for women, no freedom for anyone. So when it comes to Iran and ISIS: The enemy of your enemy is your enemy. The difference is that ISIS is armed with butcher knives, captured weapons, and YouTube, whereas Iran could soon be armed with intercontinental ballistic missiles and nuclear bombs. We must always remember I’ll say it one more time the greatest danger facing our world is the marriage of militant Islam with nuclear weapons. To defeat ISIS and let Iran get nuclear weapons would be to win the battle, but lose the war. We can’t let that happen. But that, my friends, is exactly what could happen, if the deal now being negotiated is accepted by Iran. That deal will not prevent Iran from developing nuclear weapons. It would all but guarantee that Iran gets those weapons, lots of them. Let me explain why: While the final deal has not yet been signed, certain elements of any potential deal are now a matter of public record. You don’t need intelligence agencies and secret information to know this. You can Google it. Absent a dramatic change, we know for sure that any deal with with Iran will include two major concessions to Iran. The first major concession would leave Iran with a vast nuclear infrastructure, providing it with a short break-out time to the bomb. Break-out time is the time it takes to amass enough weapons-grade uranium or plutonium for a nuclear bomb. According to the deal, not a single nuclear facility would be demolished. Thousands of centrifuges used to enrich uranium would be left spinning. Thousands more would be temporarily disconnected, but not destroyed. Because Iran’s nuclear program would be left largely intact, Iran’s break-out time would be very short about a year by U.S. assessment, even shorter by Israel’s. And if if Iran’s work on advanced centrifuges, faster and faster centrifuges, is not stopped, that break-out time could still be shorter, a lot shorter. True, certain restrictions would be imposed on Iran’s nuclear program and Iran’s adherence to those restrictions would be supervised by international inspectors. But here’s the problem. You see, inspectors document violations; they don’t stop them. Inspectors knew when North Korea broke to the bomb, but that didn’t stop anything. North Korea turned off the cameras, kicked out the inspectors. Within a few years, it got the bomb. Now, we’re warned that within five years North Korea could have an arsenal of 100 nuclear bombs. Like North Korea, Iran, too, has defied international inspectors. It’s done that on at least three separate occasions 2005, 2006, 2010. Like North Korea, Iran broke the locks, shut off the cameras. Now, I know this is not going to come a shock as a shock to any of you, but Iran not only defies inspectors, it also plays a pretty good game of hide-and-cheat with them. The U.N.’s nuclear watchdog agency, the IAEA, said again yesterday that Iran still refuses to come clean about its military nuclear program.2 Iran was also caught caught twice, not once, twice operating secret nuclear facilities in Natanz and Qom, facilities that inspectors didn’t even know existed. Right now, Iran could be hiding nuclear facilities that we don’t know about, the U.S. and Israel. As the former head of inspections for the IAEA said in 2013, he said, â€Å"If there’s no undeclared installation today in Iran, it will be the first time in 20 years that [Iran] doesn’t have one.†3 Iran has proven time and again that it cannot be trusted. And that’s why the first major concession is a source of grave concern. It leaves Iran with a vast nuclear infrastructure and relies on inspectors to prevent a breakout. That concession creates a real danger that Iran could get to the bomb by violating the deal. But the second major concession creates an even greater danger that Iran could get to the bomb by keeping the deal, because virtually all the restrictions on Iran’s nuclear program will automatically expire in about a decade. Now, a decade may seem like a long time in political life, but it’s the blink of an eye in the life of a nation. It’s a blink of an eye in the life of our children. We all have a responsibility to consider what will happen when Iran’s nuclear capabilities are virtually unrestricted and all the sanctions will have been lifted. Iran would then be free to to build a huge nuclear capacity that could produce many, many nuclear bombs. Iran’s Supreme Leader says that openly. He says, Iran plans to have 190,000 centrifuges, not 6,000 or even the 19,000 that Iran has today, but 10 times that amount 190,000 centrifuges enriching uranium.4 With this massive capacity, Iran could make the fuel for an entire nuclear arsenal and this in a matter of weeks, once it makes that decision. My long-time friend, John Kerry, Secretary of State, confirmed last week that Iran could legitimately possess that massive centrifuge capacity when the deal expires. Now I want you to think about that: The former sponsor The foremost sponsor of global terrorism could be weeks away from having enough enriched uranium for an entire arsenal of nuclear weapons and this with full international legitimacy. And by the way, if Iran’s Intercontinental Ballistic Missile program is not part of the deal and so far, Iran refuses to even put it on the negotiating table well, Iran could have the means to deliver that nuclear arsenal to the far-reach corners of the Earth, including to every part of the United States. So you see, my friends, this deal has two major concessions: one, leaving Iran with a vast nuclear program; and two, lifting the restrictions on that program in about a decade. That’s why this deal is so bad. It doesn’t block Iran’s path to the bomb; it paves Iran’s path to the bomb. So why would anyone make this deal? Because they hope that Iran will change for the better in the coming years, or they believe that the alternative to this deal is worse? Well, I disagree. I don’t believe that Iran’s radical regime will change for the better after this deal. This regime has been in power for 36 years, and its voracious appetite for aggression grows with each passing year. This deal would wet appetite would only wet Iran’s appetite for more. Would Iran be less aggressive when sanctions are removed and its economy is stronger? If Iran is gobbling up four countries right now while it’s under sanctions, how many more countries will Iran devour when sanctions are lifted? Would Iran fund less terrorism when it has mountains of cash with which to fund more terrorism? Why should Iran’s radical regime change for the better when it can enjoy the best of both world’s: aggression abroad, prosperity at home. This is a question that everyone asks in our region. Israel’s neighbors Iran’s neighbors know that Iran will become even more aggressive and sponsor even more terrorism when its economy is unshackled and it’s been given a clear path to the bomb. And many of these neighbors say they’ll respond by racing to get nuclear weapons of their own. So this deal won’t change Iran for the better; it will only change the Middle East for the worse. A deal that’s supposed to prevent nuclear proliferation would instead spark a nuclear arms race in the most dangerous part of the planet. This deal won’t be a farewell to arms. It would be a farewell to arms control. And the Middle East would soon be crisscrossed by nuclear tripwires. A region where small skirmishes can trigger big wars would turn into a nuclear tinderbox. If anyone thinks anyone thinks this deal kicks the can down the road, think again. When we get down that road, we’ll face a much more dangerous Iran, a Middle East littered with nuclear bombs and a countdown to a potential nuclear nightmare. Ladies and gentlemen, I’ve come here today to tell you we don’t have to bet the security of the world on the hope that Iran will change for the better. We don’t have to gamble with our future and with our children’s future. We can insist that restrictions on Iran’s nuclear program not be lifted for as long as Iran continues its aggression in the region and in the world. Before lifting those restrictions, the world should demand that Iran do three things: First, stop its aggression against its neighbors in the Middle East. Second Second, stop supporting terrorism around the world. And third, stop threatening to annihilate my country, Israel, the one and only Jewish state. Thank you. If the world powers are not prepared to insist that Iran change its behavior before a deal is signed, at the very least they should insist that Iran change its behavior before a deal expires. If Iran changes its behavior, the restrictions would be lifted. If Iran doesn’t change its behavior, the restrictions should not be lifted. If Iran wants to be treated like a normal country, let it act like a normal country. My friends, what about the argument that there’s no alternative to this deal, that Iran’s nuclear know-how cannot be erased, that its nuclear program is so advanced that the best we can do is delay the inevitable, which is essentially what the proposed deal seeks to do? Well, nuclear know-how without nuclear infrastructure doesn’t get you very much. A racecar driver without a car can’t drive. A pilot without a plan can’t fly. Without thousands of centrifuges, tons of enriched uranium or heavy water facilities, Iran can’t make nuclear weapons. Iran’s nuclear program can be rolled back well-beyond the current proposal by insisting on a better deal and keeping up the pressure on a very vulnerable regime, especially given the recent collapse in the price of oil. Now, if Iran threatens to walk away from the table and this often happens in a Persian bazaar call their bluff. They’ll be back, because they need the deal a lot more than you do. And by maintaining the pressure on Iran and on those who do business with Iran, you have the power to make them need it even more. My friends, for over a year, we’ve been told that no deal is better than a bad deal. Well, this is a bad deal. It’s a very bad deal. We’re better off without it. Now we’re being told that the only alternative to this bad deal is war. That’s just not true. The alternative to this bad deal is a much better deal a better deal that doesn’t leave Iran with a vast nuclear infrastructure and such a short break-out time; a better deal that keeps the restrictions on Iran’s nuclear program in place until Iran’s aggression ends; a better deal that won’t give Iran an easy path to the bomb; a better deal that Israel and its neighbors may not like, but with which we could live, literally. And no country no country has a greater stake no country has a greater stake than Israel in a good deal that peacefully removes this threat. Ladies and gentlemen, history has placed us at a fateful crossroads. We must now choose between two paths. One path leads to a bad deal that will at best curtail Iran’s nuclear ambitions for a while, but it will inexorably lead to a nuclear-armed Iran whose unbridled aggression will inevitably lead to war. The second path, however difficult, could lead to a much better deal, that would prevent a nuclear-armed Iran, a nuclearized Middle East, and the horrific consequences of both to all of humanity. You don’t have to read Robert Frost to know. You have to live life to know that the difficult path is usually the one less traveled, but it will make all the difference for the future of my country, the security of the Middle East and the peace of the world, the peace, we all desire. My friends, standing up to Iran is not easy. Standing up to dark and murderous regimes never is. With us today is Holocaust survivor and Nobel Prize winner Elie Wiesel. Elie, your life and work inspires to give meaning to the words, â€Å"never again.† And I wish I could promise you, Elie, that the lessons of history have been learned. I can only urge the leaders of the world not to repeat the mistakes of the past: not to sacrifice the future for the present; not to ignore aggression in the hopes of gaining an illusory peace. But I can guarantee you this: The days when the Jewish people remained passive in the face of genocidal enemies, those days are over. We are no longer scattered among the nations, powerless to defend ourselves. Weve restored our sovereignty in our ancient home. And the soldier who soldiers who defend our home have boundless courage. For the first time in 100 generations, we, the Jewish people, can defend ourselves. This is why This is why, as Prime Minister of Israel, I can promise you one more thing: Even if Israel has to stand alone, Israel will stand. But I know that Israel does not stand alone. I know that America stands with Israel. I know that you stand with Israel. You stand with Israel because you know that the story of Israel is not only the story of the Jewish people but of the human spirit that refuses again and again to succumb to history’s horrors. Facing me right up there in the gallery, overlooking all of us in this august chamber is the image of Moses. Moses led our people from slavery to the gates of the Promised Land. And before the people of Israel entered the land of Israel, Moses gave us a message that has steeled our resolve for thousands of years. I leave you with his message today: Chizku ve’imtzu, al tiru ve’al te’artzu m’pneihem. â€Å"Be strong and resolute, neither fear nor dread them.†5 My friends, may Israel and America always stand together, strong and resolute. May we neither fear nor dread the challenges ahead. May we face the future with confidence, strength, and hope. May God bless the State of Israel and may God bless the United States of America. 1 Ruhollah Khomeini cited in Hoffman, B. (1988). The contrasting ethical foundations of terrorism in the 1980s. The Rand Corporation. 2 Statement by IAEA Director General Yukiya Amano on 2 March 2015 confirmed: The Agency continues to verify the non-diversion of nuclear material declared by Iran under its Safeguards Agreement. However, the Agency is not in a position to provide credible assurance about the absence of undeclared nuclear material and activities in Iran, and therefore to conclude that all nuclear material in Iran is in peaceful activities. (Source: iaea.org) 3 Former IAEA Deputy Director for Safeguards Olli Heinonen, as quoted in the Wall Street Journal, 1 March 2013 4 Statement by Ruhollah Khomeini on 7 July 2014: Our officials say we need 190,000 SWU. Perhaps this is not a need this year or in two years or five years, but this is the countrys absolute need. (Source: uk.reuters.com) 5 Quoted from the first part of Deuteronomy 31:6. The entire passage, a parting exhortation from Moses to the Israelites just prior to their entry into the Promised Land, reads as follows: â€Å"Be strong and resolute, neither fear nor dread them, because G-d your Lord is the One who is going with you, and He will not fail you or forsake you.

Anya Kamenetz Essay Example | Topics and Well Written Essays - 500 words

Anya Kamenetz - Essay Example llow the mindless way of operations we have practiced so far, however most significantly the book focuses on the â€Å"power of education† along with the rising arrears outrageously brought by the concept of â€Å"job-security† that comes with lower wages and the national programs existing in order to â€Å"help us† that actually aids the process of ripping the nation apart. The author states that to deal with the educational debt issue it is necessary on the end of the young generation to take active measures against the political system of the nation, as can be traced in the quote, â€Å"Young people urgently need a strong national generational movement†. The author puts stress on the situation that the educational institutes of the modern era moving out of reach of common people. In this regard the undergraduates of the Yale University went on a weeklong protest after which the University declared that it would not ask for any tuition fees from the kids belonging to the families making lesser than $45000 annually. The author puts forth the several reasons supporting why the involvement of the students in the nation’s politics is necessary. She felt that the young generation lacks any political guarantee and the generation have been experiencing risk by getting stuck to the cycle of availing loan for higher studies and then spending their whole life in a small job that helps them to pay-off the loan money in parts. Until and unless the students step out of this cycle, they will never be able to set higher career ambitions. The author states two solutions two these issues, which are- Now staying within the means can be practiced alone but fighting for the proper allocation of resources can take place in a united way. The stated incident of Yale proves that, â€Å"without a uniï ¬ ed voice, individual protests can make only small ripples†. The chapter further states that in order to lower the student debt, Pell Grant must be enhanced. The author further puts stress on

Not sure - suggest Wealth Management and Compliance in the UK Essay

Not sure - suggest Wealth Management and Compliance in the UK - Essay Example These factors subject the historic wealth management attractiveness to low capital and low risks, but with high liquidity in the affected sectors (Fischer, Jonge, Ko, and Toepfer, 2013). The direct commercial effects of the vaulting regulatory costs include depreciation of the wealth management earnings, firms leaving or exiting the sector, and other firms withdrawing their products and services. Notably, these regulatory changes are affecting many businesses across the world; however, United Kingdom is one of the countries that the regulatory changes are affecting its firms. There are numerous regulatory measures in the United Kingdom, but the key regulatory measures that apply in the UK market space include Retail Distribution Review (RDR), (Alternative Investment Fund Managers Directive the (AIFMD), and Foreign Account Tax Compliance Act (FATCA). The FSA created Retail Distribution Review programme in June 2006; however, the programme became operation in December 2012. The FSA’s agenda in creating the RDR is to protect the customer. This programme will affect firms all over re value chain including the product manufacturers. Nonetheless, the major firms that will be affected include the asset managers and insurers and distributors including IFA’s, bonks and wealth managers. The RDR’s main aims include driving the structural changes across the retail investment industry for the customers to have confidence on the products and services they offered (RBC Wealth Report, 2013; Pg. 28). In other words, the RDR compels the firms to provide services and products that suit the needs of consumers. The RDR changed several fundamental aspects of distribution of corporate pensions and investment products including state of advice, adviser changing, professionalism standards, and platforms (Lassignardie, 2013; Pg. 25) . The RDR regulations are currently affecting the distribution models and intermediary markets. On the other hand, the ejection of commission

Theodore McKenzie Essay Example | Topics and Well Written Essays - 1250 words

Theodore McKenzie - Essay Example His shirt, damp from the humidity, outlining his lean built and his broad shoulders, bonded tightly onto his skin. Like tiny crown jewels, droplets of sweat constellated on top of his straight yellow hair - comparable to the colour of the corn kernels. In fact, Theodore remembered other boys referred to him as a corn child, not to mock him or anything - except that he stood out among the rest of the children whose skins were less pallid and whose hair was as dark as burnt wood. Theodore, when he was a child, on his way home from school, used to pass along the tiny path in the middle of the cornfields. Cornfield farmers usually allotted space in between rows of corn so that it would be easy for them to cut grass and weeds that 'affect growth of maize' at least that was how Simeon, an ageing lanky tenant who lives in a shack near the foot of the mountains, explained it. Simeon's wife used to beat him up with corn stem every time he comes home drunk after swigging a jar of coconut wine concocted by the residents in the valley. Theodore remembered the paths to be always free of weeds and he thanked Simeon and the farm workers for that. The brownish soil formed mounds and crests just like those of waves, and when it rained - as it always rained - water cruised along the paths, and the soil glued firmly on his shoes, like sticky rice cake fixed on one's tooth - elevating his black leather boots a few centimeters more. Theodore could not bear walking like that an d he would often take his boots off and walk barefoot towards home. Although sometimes, the blades of corn leaves protruding towards the path and towards him, would cut gently through his skin as a knife with a jagged edge would cut a pinnate leaf, leaving linear marks on his arms. When he was a boy, Theodore recalled going home one day after school, passing through the fields, towards the end of the vast plantation where a lone Baroque-inspired mansion formidably stood. His house was the only structure that could be seen from afar - even if it was viewed from the hills or from the mountains or tens of kilometers away. Its red brick roof looked like a red piece of cloth on a yellow floor during that time of the year, as the plants were almost ready for harvest. The corn's golden kernels still sparkled under the setting sun casting a red glittery reflection on each bead. Almost everyday on his way home, as he approached his house, Theodore would always hear his mother playing music, humming a tune or fingering Wagner on the piano. He didn't know Wagner nor liked his music but his mother manipulated her favorite musical instrument with passion, a kind of ardor, which Theodore had never seen in someone else's fingers or behavior. Today was a strange day though. On his way towards the door, Theodore didn't hear the piano nor hear his mother humming a tune. Instead he heard his father's voice. It was shaky but apparently angry. "What do you mean you don't know where she went" his father was interrogating Teresa, one of the housekeepers. " She is gone Senor Leopold. I looked everywhere. She was not in her room either." "Are you sure you looked in the neighborhood for her" From the doorway, Theodore saw his father's anxious face, his brows creased and his lips parted and shaking like a leaf hanging onto a stem. "We have looked everywhere and we saw one of the suitcases" His father swiftly interrupted the young maid. " She wouldn't do that!

Human Resources Quiz Assignment Example | Topics and Well Written Essays - 1000 words

Human Resources Quiz - Assignment Example The value to the organization is encouraged and motivated employees if positive feedback is offered that can lead to better competitive advantage and human capital development. It builds productivity in worker groups and promotes teamwork if performance is linked with reward or discipline systems. Performance management helps leaders and managers identify better methods for improving motivation and loyalty and also sets important standards for how to reach important long-term goals and satisfy the corporate mission. The value for the individual is better cooperative behaviors that build teamwork, better relationships with the human resources manager and line managers, and gives them opportunities to develop skills. Results-based rewards can build self-confidence and esteem. If the job criteria is clearly listed and they understand, through the performance management system, how to reach goals, the employee will feel valued and more empowered. Question 2 The term business is behavior means that in order for a company to be successful, it relies on the talents, ambitions and productivity of workers. Employees need to have a positive attitude in areas of customer service and in terms of their relationships with co-workers and management staff. ... Unbreakable behavior laws are those behaviors that do not change over time and have to do with human behavior internally. There are fundamental inherent beliefs that do not change as related to culture and background that are created by family or lifestyle that will not change without significant effort on behalf of the business leaders, therefore considered unbreakable. Behavior is key to quality because of the many outputs that a business relies on to be successful in achieving its goals. Quality means satisfying customers, making sure their jobs are performed properly the first time, and even in relation to training packages. Employees who are not motivated will exhibit poor behaviors and the quality of their work will be lessened. Therefore, human resource managers must try to satisfy employees with appraisal-based rewards or simply improving their job environment so that they remain loyal. Without these elements, there is no quality outputs. Question 3 Pinpointing is a precision effort to identify specific goals or targets and then setting about the task of developing programs to support what has been discovered through this research. It is an exacting science of understanding in exacting detail the behaviors that one wants to be able to influence. Pinpointing is ensuring that the human resources manager does not get off track and develops only the type of training or development needed to reach a very specific goal. For example, if a company needed to reduce costs in the customer service call center, they would only target this division and focus on job roles at the individual level to identify areas where savings can be found. It prevents duplicating efforts and helps to remain specific before developing an appropriate program of action. Pinpointing applies

Macroeconomic analysis of France Research Paper

Macroeconomic analysis of France - Research Paper Example This has been accredited to the global financial crisis that has affected Finance as well; although it is difficult to identify the exact nature and extent of impact that the financial crisis had had on GDP (Banque De France, 2008). There are other factors that influence gross domestic product of a country. These include trade balance (exports and imports), public debt, consumption, expenditure and savings in the economy. The above figures show that there has been continuous growth in imports for the country but it is not matched with growth in exports. As a result, the trade deficit has been increasing over the years. Imports for 2008 were almost 33% of GDP; whereas exports were 30.36% of GDP. This has also affected the reducing growth in the GDP. As per the latest report published by INSEE, the consumer price index (CPI) for all households, which is the measure generally used to determine inflation, was 1% in March 2009, as opposed to 0.8% last year which shows an increase of 0.2% (INSEE, 2009). The increase in the consumer price index from 2008 was mainly due to the fact that prices for clothing and footwear increased due to the winter season. Although their effect was somewhat compensated due to the decrease in prices of communication services, energy and transport services (INSEE, 2009). As a general rule, the greater the consumption by government, the higher will be the economic activity in the country; thus leading to higher GDP. Government consumption for France over last three years is shown in the following table (OECD, 2009): The above table shows that government consumption has been growing at a constant rate for the last three years. However, considering the financial crisis, the government consumption growth rate is expected to decline in 2009 by 0.8% (absolute amount of government consumption in 2009 is expected to be 429.2 billion Euros). Moreover, government consumption in 2010 is expected to increase by 0.7% of 2009 (OECD,

Problems Faced by Asian-Americans from 1965-Todate Essay

Problems Faced by Asian-Americans from 1965-Todate - Essay Example Such experiences of immigrants are well described by Ronald Takaki in his book â€Å"A History of Asian Americans: Strangers from the Different Shore.† Ronald Takaki has significantly highlighted the various problems and the difficulties that are faced by many Asian American immigrants in America. In his book, Ronald Takaki has addressed all the problems that are faced by many Asian American immigrants when they come to America in search of better jobs and better life. This book explores their difficulties and struggle in achieving the better opportunities and then finally adjusting themselves in American culture by adopting their ways, culture, norms and value. It is a known fact that Asian ethnic groups are faced with many difficulties and problems in America. Different people from China, Japan, India, Bangladesh, Srilanka, Philippine, Pakistan and Korea fall under Asian ethnic group. Main Problems Faced by Asian Americans: Asian Americans are faced with many problems and di fficulties in America. ... ian groups have been living and settled in America for over 150 years and it is obvious to see that they have adopted the American culture but still today they are considered as minority groups in the country. Americans consider them â€Å"Foreign† and they are given little or no respect at all. White people consider them no less than aliens who have invaded their land because of their non-European features and lifestyle. Ronald Takaki has also highlighted the ignorance of American Historians in recognizing the contributions of these Asians in the western society, particularly in America. According to Ronald Takaki, Asians were deprived of their basic rights in the country. They were forced to do jobs on lowest-labor costs which closed the doors of getting better jobs in order to acquire better lifestyle. Chinese were the first ones to enter in America; followed by Japanese and other Asian groups. However, Chinese were forced into lowest-paying jobs; they were insulted and bea ten by the local people and were deprived of basic rights. Here we cannot ignore the contributions made by Chinese in the construction of railroad in mainland and at Hawaii sugar plantations. Americans considered Chinese and Japanese as Foreigners. Chinese, Japanese and Korean women were barred to enter in the country which was an attempt to prevent the formation of their families and to limit their population in the country. Americans or the Whites had adopted the hostile attitude towards them, they were ill-treated by them and they were prevented to own any land or property in America. They were not allowed to cast their vote due to racial discrimination and hostile attitude of Americans towards Asians. Racial discrimination, lowest-paying jobs and prejudice are the three major problems that

Analysis of the Macro Environment of Barcelona Football Club Essay

Analysis of the Macro Environment of Barcelona Football Club - Essay Example The main objective of Nunez as the president of the club was to make Barcelona as world-class club. To accomplish this goal, Nunez gave the club stability on the pitch and off the pitch. He had some strict attitudes in himself as the president of the club that intensely affected the image of the club. He held to a stringent policy regarding wages and discipline of the players and the team’s support staffs that actually helped the club to achieve its success. He did not meet demands of players like Maradona, Romario and Ronaldo for the sake of the club. During his era, UEFA Cup Winners’ Cup, Copa del Rey Cup, European Super Cup and many more. His presidency lasted for 22 years as resigned in 2000 after the loss to Real Madrid in the champions League (Hamil, Walters & Watson, 2010, pp. 477-480). PESTEL Analysis of Nunez’s era: The PESTEL analysis discusses the Political factors, Economic factors, Social factors, Technological factors, Environmental factors and Lega l Factors. During the era of Nunez, all these factors led to remarkable changes. This paper discusses on the political and the economic factors. By the start of the era of Nunez, the club and the country came out of the rule of the fascist dictator General Franco (Vincent, 2007, p. 93). He deteriorated the membership model of ownership at the club, reduced club members’ rights and eroded the democracy within the club statutes. Apart from this the degree of government intervention was very low during Nunez’s presidency due to Spain’s transition to democracy (Casals, 2011, p. 112). During his era, there was a lack of transparency regarding the choice of assembly members. During the Nunez era, the emphasis was on the maximization of the club’s economic potential. There was a lack of transparency regarding the accounting procedure, setting and monitoring of the annual budget. The economic situation of the club was not satisfactory during this era. And this le d the club to face almost the problem of bankruptcy at the end of 2003 (Hamil, Walters & Watson, 2010, pp. 477-480) (see Table 1 in the Appendix). The era since Joan La Porta (2003-present): The era of Joan La Porta (2003-2010): Politically and economically weak situation of the FCB was recovered in the era of Joan La Porta. He opposed the former president Nunez and elected as the president of the club on June 15, 2003 (History of FC Barcelona, 2011). And his era lasts to June 30, 2010 (History of FC Barcelona, 2011). He was the most victorious president in terms of prizes won by the club. During his era the arrival of Frank Rijkaard, as the manager of the club and Ronaldinho, as the superstar footballer of the club led to the success of the club. The new style of his management of eventually helped the club to achieve an unbelievable success. His initial era as the president did not start with success. During the starting season of his presidency, the club could not manage to win a single trophy. But he requested players and fans to have faith on the team management and the team ultimately started playing fantastic and fascinating football after the signing of some of the greatest domestic, such as Puyol, Xavi, Valdes, Presas etc. and international footballers, such as Deco, Eto’o, Edmilson etc. His era also underwent from some of criticisms too. Some of the members of his team management thought that he always tried to use his

Genetically- Modified Foods and Ingredients Essay Example for Free

Genetically- Modified Foods and Ingredients Essay Visiting a supermarket has become a usual experience of each one of us. We have to read all the labels that warn us against genetically-modified ingredients and its expiry date. I, try myself to calm down that epidemic services take control over dangerous products. Yet, I have my doubts in eating my favorite snack, French fries that is done in a fast food. The cumulative effect of genetically-modified foods is particularly dangerous for sensitive populations, including kids, elderly people and people who have indigestion people and even us, whose normal healthy living people. I have studies literature on genetically-modified ingredients, trying to be objective in my judgment. Genetically-modified ingredients advance the modern biology achievements. These products and ingredients strengthen the resistance to herbicides and improve nutritional food contents. Genetically-modified (GM) foods production lessens time-consuming than conventional breeding. Molecular Biologists have not discovered yet how harmful GM products and ingredients are but they claim that GM foods may be environmentally hazardous. Only allergy was recognized as negative effect of GM foods. We, cannot break out from the GM products, since two-thirds of genetically modified crops are corn, cotton, soybeans, potatoes even the fruits we eat. This is just a sign that we should be well inform on what is going in our world especially in our foods that can affect our living. We cannot escape from this advancement in our modern world but we, people, can prevent this to have real healthy living life style.

Produsage and Participatory Culture

Produsage and Participatory Culture M024610021 – Grà ©goire Lesene Second Response Essay for The Audience in Media and Communications course Produsage: Towards a Broader Framework for User-Led Content Creation – Axel Bruns Summary: In Produsage: Towards a Broader Framework for User-Led Content Creation, Dr. Axel Bruns defines the concept of produsage, coined by the scholar himself after the terms â€Å"production† and â€Å"usage† (Wikipedia), so as to characterize today’s user led content environments. According to Bruns, produsage is â€Å"the collaborative and continuous building and extending of existing content in pursuit of further improvement.† (Bruns 2). This notion is linked with the emergence of the so-called â€Å"social software† and â€Å"Web 2.0† environments, and illustrates the phenomenon of users or consumers playing the roles of producers in various virtual settings such as social networking (with sites such as Facebook, Myspace or LinkedIn), knowledge management (Wikipedia or Google Earth), creative practice (Flickr, YouTube or ccMixter), multi-user online gaming (as gamers are being more and more involved in the development of games, with the example of The Sims, where 90% of the game’s content being made by consumers rather than the developer Maxis), citizen journalism (Indymedia or Slashdot, having an impact on political processes in several countries (Bruns 3)), collaborative filtering (Amazon’s recommendations or Google’s PageRank) and open source software development (Linux or LibreOffice). The author informs us the phenomenon of users being involved in content creation is far from being new, as the term â€Å"prosumer† was already coined four decades ago by American writer and futurist Alvin Toffler so as to describe â€Å"more informed, more involved consumer of goods who would need to be addressed by allowing for a greater customisability and individualisability of products† (Bruns 3). The concept of â€Å"pro-am† was also approached by Charles Leadbeater to describe a â€Å"joint effort of producers and consumers in developing new and improved commercial goods.† (Bruns 3). It is mentioned by the author that the above-mentioned models sustain however a traditional industrial production chain, as the split into three parts is still present (producer, distributor and consumer). Author Alex Bruns states the concept of produsage can be defined following four characteristics, which are: 1) shifts from producers to wide communities of participants, 2) flowing movement between produsers’ roles, 3) unfinished products that are subjects to constant evolutions and modifications, 4) produsers recognize and value authorship and merit while forbidding unauthorized commercial usage so as to promote constant improvement of products. Detailing commercial approaches of the produsage (i.e.: crowdsourcing), scholar Bruns points out the possible issues of this model, among which the problem of legal concept of copyright which needs to be reconsidered (Bruns 7), and states that if such a trend keeps on working, it should be considered as a fundamental paradigm change with deep involvements. Evaluation: Based on â€Å"the affordances of the technosocial framework of the networked environments† (Snurb 1), produsage allows amateurs and professionals alike to work hand in hand in order to create and share information or products with the rest of the world. This collaboration brings several benefits, among which the sharing of knowledge, such as website Wikipedia.org, which allows anyone free access and content to an Internet encyclopedia. In this era of â€Å"participatory culture†, time and money are less of an obstacle than it used to be. For instance number one’s global crowdfunding platform Kickstarter enables individuals to bring a project to life, using public fundraising to bring projects such as video games, music albums, inventions, movies etc. to completion if minimum funding goals are attained. Using the example of the video game industry, where traditionally large publishing companies have an impact on the original ideas and visions of video game developers, rendering at times a piece of work unfinished or oftentimes bugged that necessitates patching afterwards (with for instance the example of computer game Fallout 2, which was rendered fully playable due to an unofficial patching by fans), crowdfunding platforms such as Kickstarter nowadays allow developers to fully conceive their work of art the way they want it to be without any boundaries. Therefore in such cases, the intervention of the public, the involvement of consumers in the production of contents is seen as beneficial, as constraints of the past are now overcome. Although produsage appear to have a positive impact in certain areas, the concept has its limitations in some fields, among which in the domain of education. As media expert and MIT Professor Henry Jenkins states, there is â€Å"a huge gap between what you can do when you’ve got unlimited access to broadband in your home and what you can do when your only access is through the public library, where there are often time limits on how long you can work, when there are already federally mandated filters blocking access to certain sites, when there are limits on your ability to store and upload material, and so forth.† (Jenkins 1). Two other deficiencies of the concept of participatory culture are also pointed out by Henry Jenkins, what he calls the â€Å"transparency problem† and the â€Å"ethics challenge†. For Jenkins, the â€Å"transparency problem† is the issue young people are confronted with while learning as media change perceptions of the world. As a matter of fact, we cannot deny that our ability to elucidate the veracity of certain information is at times challenged due to the tremendous amount of information available. The other issue named the â€Å"ethics challenge† is defined as â€Å"the breakdown of traditional forms of professional training and socialization that might prepare young people for their increasingly public roles as media makers and community participants.† (Norris 1). Taking the rise of citizen journalism to illustrate this point, almost everyone can pretend to be a journalist to date, while this career is traditionally tied with a certain education, rules and techniques. Elaboration: Following the reading of this journal along with various articles linked with the concepts of produsage and participatory culture, we have learnt the involvement of produsers is beneficial and detrimental at the same time. The goal of produsers is to provide freely to individuals without any form of rewards. However the risk might occurs that companies may take advantage of such contents to benefit themselves. Subsequently we cannot help but wonder about the continuity on the long-term of such practices, as eventually contributors might be tempted to earn something in return for their hardwork. Produsage content is nowadays undeniably part of our daily lives and it is somewhat difficult to imagine how we would be able to do without this amount of accessible knowledge to us. Because of produsage, we can have access to unlimited forms of learning such as YouTube tutorials for instance, and Wikipedia has become a student’s staple for dealing with assignment or as a decent if not reliable source of knowledge for plenty of individuals (despite the fact we fundamentally know such affirmations on this website should be treated with caution). Therefore did produsage and participatory culture help us broaden our criticism, view and understanding of our daily surroundings or did they simply worsen these skills? As online communities seem to favor more and more virtual realities such as the game The Sims, does produsage create loneliness and antisocial, reclusive living habits, far away from real human contact? References: Bruns, A., (2007). Produsage: Towards a Broader Framework for User-Led Content Creation.Proceedings Creativity Cognition. 6 (1), pp.1-7 Bruns, A., (2008). The Future Is User-Led: The Path towards Widespread Produsage. Fibreculture Journal. 11 (1), pp.1-10 Wikipedia (n.d.). Produsage. [ONLINE] Available at: http://en.wikipedia.org/wiki/Produsage. [Last Accessed 28 November 2014]. Open Source (n.d.). What is open source?. [ONLINE] Available at: http://opensource.com/resources/what-open-source. [Last Accessed 28 November 2014]. Snurb (2007). Produsage: A Working Definition. [ONLINE] Available at: http://produsage.org/produsage. [Last Accessed 28 November 2014]. Jenkins, H. (2006). MySpace and the Participation Gap. [ONLINE] Available at: http://henryjenkins.org/2006/06/myspace_and_the_participation.html. [Last Accessed 28 November 2014]. Norris, A (2012). Review of Jenkins work on Participatory Cultures. [ONLINE] Available at: http://www.hastac.org/blogs/aaminahm/2012/08/11/review-jenkins-work-participatory-cultures. [Last Accessed 28 November 2014].

Secure Encounter-based Mobile Social Networks

Secure Encounter-based Mobile Social Networks ABSTRACT: Encounter-based social networks and encounter-based systems link users who share a location at the same time, as opposed to the traditional social network paradigm of linking users who have an offline friendship. This new approach presents challenges that are fundamentally different from those tackled by previous social network designs. In this paper, we explore the functional and security requirements for these new systems, such as availability, security, and privacy, and present several design options for building secure encounter-based social networks. To highlight these challenges we examine one recently proposed encounter-based social network design and compare it to a set of idealized security and functionality requirements. We show that it is vulnerable to several attacks, including impersonation, collusion, and privacy breaching, even though it was designed specifically for security. Mindful of the possible pitfalls, we construct a flexible framework for secure encounter-base d social networks, which can be used to construct networks that offer different security, privacy, and availability guarantees. We describe two example constructions derived from this framework, and consider each in terms of the ideal requirements. Some of our new designs fulfill more requirements in terms of system security,reliability, and privacy than previous work. We also evaluate real-world performance of one of our designs by implementing a proof-of-concept iPhone application called MeetUp. Experiments highlight the potential of our system and hint at the deployability of our designs on a large scale EXISTING SYSTEM: Early work assumed that the parties could communicate over a public but authenticated channel or, equivalently, assumed a passive adversary. This assumption was relaxed in later work, which considered an active adversary who could modify all messages sent between the two parties.In the Traditional Social network site present a dra-matically different set of challenges, not the least of which are security and privacy of users and authenticity of the other party in a conversation. Guarantees that are trivial in traditional social networks, such as authenticity (ensuring one is com-municating with the desired person), become open problems in encounter-based networks. Additionally, requirements like anonymity—a feature that is not needed in most traditional online social networks based on prior face-to-face contact— need to be considered in encounter-based networks. This is desirable because users would expect information about people they happen to meet to stay private. Fu rthermore, since people do not automatically place their trust in others simply based on presence in the same location, it is also desirable to reveal the minimum amount of information required for future secure communication. Sharing detailed personal information is not the primary goal of encounter-based networks, but can of course be easily implemented if both users agree upon the successful verified encounter.. PROPOSED SYSTEM: In proposed system we consider fundamental requirements for encounter-based social networks. We note that in addition to basic functionality like high availability, scalability, and robustness to failure, these systems should provide several security guarantees, including privacy in the form of unlinkability of users sharing an encounter, confidentiality of data exchanged among encounter participants, and authentication of both users in a two-party conversation. We construct a flexible frame-work for secure encounter-based social networks, which can be used to construct networks that offer different security, privacy , and availability guarantees. We describe two example constructions derived from this framework, and consider each in terms of the ideal requirements. Some of our new designs fulfill more requirements in terms of system security, reliability, and privacy than previous work. The first experience of interaction you want to provide an incoming user are the updates and responses about his activity in the system. This keeps the user updated about what’s going on in here. Although encounter-based systems appear very analogous to existing social networks, they present a considerably different set of challenges, out of which are security and privacy of users and authenticity of the other party in a conversation are important. Assurances that are trivial in traditional social networks, such as authenticity (ensuring one is communicating with the desired person), become unwrapped problems in encounter-based networks. Additionally, requirements like obscurity—a feature that is not needed in most usual online social networks based on prior face-to-face contact—need to be considered in encounter-based networks. This is desirable because users would look forward for information about people they happen to meet to stay private. Also, since people do not automatically place their faith in others simply based on presence in the same location, it is also desirable to disclose the minimum amount of information required for future secure communication . Sharing complete personal information is not the primary goal of encounter-based networks, but can of-course be easily put into practice if both users agree upon the successful verified encounter. we consider basic requirements for encounter-based social networks in addition to basic functionality like high availability, scalability, privacy security. We propose specific design architecture for encounter-based social network. In this architecture suggest two possible implementation, each conspicuous a balance between performance and security. To highlights of challenges it was designed for specifically secure centralized server. ARCHITECTURE: MODULES: Privacy or unlink ability. The privacy of two parties sharing an encounter must be protected, even from others in the vicinity who may also participate in simultaneous encounters. In this case, privacy means that an external adversary (even one taking part in the encounter or colluding with a â€Å"bulletin board† or rendezvous server to be used in latter phase) who is not one of the two users of interest should not be able to conclusively determine that two users have made a connection. Authenticity Meaning that when two users decide to make a connection, they should be assured that messages indeed originate from each other. Confidentiality Meaning that information exchanged between two users should be accessible only to them. Availability. As such, the infrastructure to exchange encounter information should be accessible most of the time. The unavailability of individual users should not affect the availability of other users. Since the time at which encounter parties check for potential encounters associated with their activities could be arbitrary, the encounter-based social network is more sensitive to availability than conventional social networks. Scalability. With typical social networks being large in size, any potential social network design, including those based on encounters, should scale to support a large number of simultaneous users. This requires minimizing dependence on a centralized entity.

Essay --

During the Elizabethan era, many great works were created. Many of these great works were made by none other than William Shakespeare. His plays were exquisitely made in a formal type of language that even people of the late 1500’s didn’t speak like. Besides his success as a playwright, Shakespeare also found great success as a poet and actor. Some of his most famous works, such as Julius Caesar, Romeo and Juliet, and Hamlet, led him to, by many, being called the greatest writer of all time. If you are familiar with this great man and the famous works that he created, then maybe this paper will show you just why he is regarded as the greatest writer of all time. Hamlet is one of Shakespeare’s more famous works and it has a very unique script of characters in it. The main character, Hamlet, is the Prince of Denmark. His father was the King of Denmark before his tragic death. Throughout the play, Hamlet shows his detestation towards his mother’s excessive sexuality and his hatred towards his uncle and the present king, Claudius. Though it may not seem like it at times, Hamlet is actually a very brilliant man who studied at the University of Wittenberg. Sometimes he is very quick tempered and impulsive, but most of the time he thinks through things before doing them. Claudius is the uncle of Hamlet, who took the throne after his brother was killed. Claudius is very cautious and is always calculating the effects of his actions. Most of the time Claudius seems to be very inhuman and only driven by the lust for more power and sex. Very seldom does he show his side of guilt for things he has done and his deep affection for Gertrud e. Gertrude is the present wife of Claudius and mother of Hamlet. She is also the Queen of Denmark.... ... appear to be the people wanting him to be in power. Around this time Calphurnia has a dream about Caesar having a bunch of holes in him and there is blood flowing out of him like a fountain. She obviously interprets this as a bad omen for Caesar and is concerned. This and other occurrences such as fire raining down from the sky and his priests not being able to find a heart in a sacrificed animal lead to him wanting to stay home. But, Decius tells Caesar that his dreams mean he is going to save Rome. Caesar is motivated and decides that fate will have its way no matter what. He decides to go the the Capital anyways, against his wife’s wishes. On the way to the Capital, Caesar runs into Artemidorus who tries to give him a letter warning him of the conspirators. Caesar doesn’t take the letter and Artemidorus knows that the fates are on the side of the conspirators.

Argumentative Essay: The Appalling Lack of Gun Control in the United States :: Argumentative Persuasive Argument Essays

There is an appalling, despicable lack of gun control in the United States. In my opinion the manner in which the issue of gun control is approached in this country is bordering on criminal negligence in and of itself. The insanity surrounding this controversial issue is taking the Second Amendment to the Bill of Rights in the United States constitution way too far. I ask myself this question, could the Founding Fathers of this amazing country have possibly envisioned a world in which teenagers could casually walk into a classroom, pull out a loaded pistol and cold bloodily murder their teachers and fellow classmates? I think not. I would posit that these fine men, these symbols of American liberty and democracy would turn in their graves if they could see how their words, their intentions, were manipulated and grossly misinterpreted, to serve the purposes of those who pretend to be protecting the rights of their fellow American Citizens. On the contrary, it is my belief that t hey, the politicians, are recklessly endangering those whose rights they claim to be protecting. The Government needs to take a hard, honest look at the tragic loss of life that occurs in this country due to gun shootings, both intentional and accidental. The government needs to assume responsibility for this outrageous situation and realize that gun control in the United States needs to be Federally regulated, sooner rather than later. Wherein lies the difficulty in subjecting citizens to more stringent gun control measures? What possible reasons could politicians have for opposing safety measures such as the mandatory registration of firearms, five day waiting periods, gun licensing for owners, permits to purchase and permits to carry guns as well as mandatory background checks? If you want to carry a firearm, I feel that all of the afore mentioned requirements, at the very least, should be instituted in every single state. For heavens sake, it is more difficult to enroll your child in school than it is to buy and own a gun in this country. Does that seem logical? Not to me. The reason being that as this controversy plays out, as the NRA (National Rifle Association), the various politicians and the many interest groups squabble aimlessly back and forth with each other, more innocent people are losing their lives everyday, no in fact, every minute!

Moralitys Biological Nature Essay example -- Biology Essays Research

Morality's Biological Nature: Implications for the Attribution of "Good" and "Evil". "A man who has no assured and ever present belief in the existence of a personal God or of a future existence with retribution and reward, can have for his rule of life, as far as I can see, only to follow those impulses and instincts which are the strongest or which seem to him the best ones. . . . If he acts for the good of others, he will receive the approbation of his fellow men and gain the love of those with whom he lives." - Charles Darwin In my last paper "Serial Killers: Just trying to feel normal, it's not my fault" (4) I addressed the question as to whether biology can make us murderers. In my paper I catalogued multiple instances in which biology seems to consistently differ between 'normal' people and individuals who have been dubbed the most immoral, inhuman and evil predators of society. Though I found many biological differences between the normal brain and the murderer's brain, it was not necessarily explained that 'morality' is a common, biologically based aspect of human behavior. The nature of my prior paper was to ascertain whether there is a difference in our brain from that of a killer, but in this paper I explore the biological function of 'morality' and its natural occurrence in the catalogue of human behaviors. Discussing 'morality' as a phenomenon that is inherent in humans will then allow the further exploration of the implications of deviation from this 'norm'. Can these individuals be labeled as 'evil' and be held accountable for their behavior? As the former paper posed implications pertaining to the 'accountability' of a murderer, this paper proposes that these individuals have strayed from the underlying... ...CA/Mail/xmcamail.1997_11.dir/0086.html 3)Brain: The neurobiology of morals. , A small, applicable article. http://www.nature.com/news/1999/991021/full/991021-6.html;jsessionid=DC80A23979EBD5D46DCA819DFA12AC26 4)Serial Killers: Just trying to feel normal, it's not my fault, My last paper. http://serendip.brynmawr.edu/bb/neuro/neuro01/web2/Solano.html 5) Origins of Human Mind Revisited, A short article that touched upon some new ideas. http://abcnews.go.com/sections/science/DailyNews/brainyapes980511.html 6) To the objectives for Good Natured., Commentary upon de Waal's book from a college class. http://mlabar.swu.edu/Animal%20Behavior/Comments%20on%20Good%20Natured.htm 7) The Impact of Psychological Research on Christian Beliefs and Practices , A source of challenges, insights and reminders. http://www.st-edmunds.cam.ac.uk/cis/jeeves/lecture3.html

Reconstruction after the Civil War Essay

Black political activity during the Reconstruction after the Civil War came from the experience of after war slavery or what was called servitude. A strong sense of community grew out of shared racial oppression and contributed to the formation of a political stand for the black freedman. Even though this formation was important it really did not become very strong after the Civil War. Emancipation was confusing to most blacks and the wartime disorder didn’t help the uncertain situation. Freedmen moved very cautiously to explore what changes were happening in their lives. They were more interested in individual measures to enhance their freedom and avoided becoming politically active. One of the freedmen’s first desires was to leave anything having to do with slavery behind. They wanted to define their new status different than the slavery they had known. What many blacks did first after becoming free was to leave the plantation that had enslaved them. Some looked for family and other headed for towns and cities, but most wanted to leave. Autonomy was a key issue that arose out of emancipation. At first the freedmen hoped their needs would be met by the federal government. Inspired by wartime confiscation of planters land, and the promise of the Freedmen’s Bureau, the former slaves waited for their â€Å"forty acres and a mule†. The Freedmen’s Bureau was a temporary agency set up to aid the former slaves by providing relief, education, legal help, and assistance in gaining land or employment and came from the Reconstruction period. The problem of how to reconstruct the Union after the South’s military defeat was won of the most difficult challenges faced by American policymakers. The Constitution didn’t provide any guidelines. The farmers had not anticipated a division of the country into warring sections. Emancipation was a major force for the Northern war aims, but the problem became larger when questions arose on how far the federal government should go to secure freedom and civil rights for former slaves. The debate that followed led to a major political crisis. Advocates of a minimal Reconstruction policy favored quick restoration of the Union with no protection for the freed slaves beyond the prohibition of slavery. Proponents of a more radical policy wanted readmission of the southern states to be dependent on guarantees that loyal men would displace the Confederate higher ups in position of power and that blacks would gain some of the basic rights of American citizenship. The White House wanted the lesser approach and congress endorsed the more radical approach of Reconstruction (Divine, Breen, Fredrickson & Williams, 1987, p. 457). The tension between the President and Congress on how to reconstruct the Union began during the war. Lincoln never had a plan for bringing the states back together, but he did take some initiatives that indicated a more lenient and forgiving policy towards Southerners who gave up the struggle and denounced slavery. Lincoln issued a Proclamation of Amnesty and Reconstruction in 1863 that offered a full pardon to all Southerners, except certain classes of Confederate leaders, who would take an oath of allegiance to the union and acknowledge the legality of emancipation (Fitzgerald, 1989, p. 11). This policy was meant to shorten the war. The President hoped that granting pardon and political recognition to oath-taking minorities would weaken the southern cause by making it easy for disillusioned confederates to switch sides. But Congress was unhappy with the President’s reconstruction experiments and in 1864 refused to seat the Unionists elected to the House and Senate from Louisiana and Arkansas. A minority of congressional Republicans, who were strong anti-slavery radicals, wanted protection for black rights as a precondition for the readmission of the southern states. These Republican militants were upset because Lincoln had not insisted that the constitution creators provide for black suffrage. The dominate view in Congress was that the southern states had definitely forfeited their place in the Union and that it was up to Congress to decide when and how they would be readmitted. Congress passed a Reconstruction bill of its own in 1864. The Wade-Davis bill which required that fifty percent of the voters must take an oath of future loyalty before the restoration process could begin (Divine Breen, Fredrickson & Williams, 1987 p. 452). Those who would swear that they had never willingly supported the Confederacy could vote in an election for delegates to a constitutional convention. The bill did not require black suffrage, but it did give federal courts the power to enforce emancipation, but Lincoln used a pocket veto and refused to sign. Congress and the President remained stalled on the Reconstruction issue for the rest of the war. But during the last months in office Lincoln showed some desire to compromise. He showed much interest in getting the governments in Louisiana and Arkansas that he started, with the Proclamation of Amnesty and Reconstruction in 1863, to gaining full recognition but Lincoln was warming up to the ideal of including black suffrage in all of this. Sadly Mr. Lincoln died before anyone knew the outcome of the struggle between congress and this man. Andrew Johnson’s attempt at reconstruction also put him on the defensive with Congress creating the most serious crisis in the history of relations between the executive and legislative branches of the federal government. During the war Johnson endorsed Lincoln’s emancipation policy and carried it into effect. He viewed it primarily as a means of destroying the power of the planter class rather than as recognition of black humanity (Divine Breen, Fredrickson & Williams, 1987). Johnson’s presidency was a huge surprise and really wasn’t suppose to happen considering that he was a southern Democrat and a fervent white supremacist. But the root of the problem was that he disagreed with the majority of Congress on what Reconstruction was supposed to accomplish. A believer of the Democratic states’ rights he wanted to restore the prewar feral system as quickly as possible, with the only changes being that states would no longer have the right to legalize slavery or to secede. Many Republican’s believed that if the old southern ruling class were to gain power they would devise a plan to subjugate blacks. Emancipation had removed the three-fifths clause of the constitution that counted slaves as only three-fifth of a person now they were to be counted in determining representation. Congress favored a Reconstruction policy that would give the federal government authority to limit the role of ex-confederates and provide protection for black citizenship (Fitzgerald, 1989, p. 48). The disagreement between the President and Congress became irreconcilable in early 1866 when Johnson vetoed two bills that had passed with overwhelming Republican support (Fitzgerald, 1989, 81). The first was to extend the life of the Freedmen’s Bureau and the second was a civil rights bill meant to nullify the black codes and guarantee to the freedmen full and equal benefit of all laws and security of self and property as the white had. Johnson was successful at blocking the Freedmen’s bureau bill but later a modified version did pass. The Civil Rights Act won the two-thirds majority needed to override the president’s veto. The main fact was that recovery would not happen or even begin until a new labor system replaced slavery. It was widely assumed in both the North and South that southern prosperity would continue to depend on cotton and that the plantation was the most efficient way for producing the crop. But rebuilding the plantation economy was hindered by lack of capital, the belief of southern whites that blacks would work only if forced, and by the freedmen’s resistance to labor conditions that were still basically slavery (Divine, Breen, Fitzgerald & Williams, 1987). Blacks wanted to be small independent farmers rather than plantation laborers and they believed that the federal government would help them to attain their dreams. General Sherman, who had huge numbers of black fugitives follow his army on a famous march, issued an order in 1865 that set aside the islands and coastal areas of Georgia and South Carolina for only black occupancy on forty acre plots. The Freedmen’s Bureau was given control of hundreds of thousands of acres of abandoned or confiscated land and authorized to make forty acre grants to black settlers for a three year period. After that they would have the option to buy at low prices. Over forty thousand black farmers worked on three hundred thousand acres of land they thought were going to be theirs (Berlin, 1976, p. 141). But the dream of forty acres and a mule the government promised was not going to happen. President Johnson pardoned the owners of most of the land assigned to the ex-slaves by Sherman and the Freedmen’s Bureau and along with the failure of congress to propose an effective program of land confiscation and redistribution the land blacks could not gain title to the land they had been working. The ex-slaves even without land and in poverty still were reluctant to settle down and commit their selves to wage labor for their former masters. They were hoping for something better and some still expecting grants of land while others were just trying to increase their bargaining power. The most common form of agricultural employment in 1866 was contract labor. Under this system workers would commit themselves for a year in return for fixed wages that the bulk of would be paid after harvest. Many planters were inclined to make hard bargains, abuse their workers or cheat them at the end of the year. The Freedmen’s Bureau took the role of reviewing the contracts and enforcing them. Buy the bureau officials had differing notions of what it meant to protect blacks from exploitation. Some stood up strongly for the rights of the freedmen; others served as allies of the planters, rounding up available workers, coercing them to sign contracts for low wages, and keeping them in line (Fitzgerald, 1989, p. 138). After 1867 the bureau’s influence was fading and a new arrangement come from direct negotiations between planters and freedmen. Unhappy with gang labor and constant white supervision, blacks demanded sharecropper’s status. This meant that they wanted the right to work a small piece of land independently in return for a fixed share of the crop produced on it and that was usually half. With the shortage of labor this gave the freedmen enough leverage to force this arrangement on those planters who were unwilling. But many landowners found it to their advantage because it did not require much capital and forced the tenants to share the risks of crop failure or a fall in cotton prices. Blacks at first viewed sharecropping as a step up from wage labor and a direction towards land ownership, but in reality it was just a new kind of slavery (Fitzgerald, 1989, p. 140). Croppers had to live on credit until their cotton was sold, and planters or merchants seized the chance to give them at high prices and huge rates of interest. Creditors were entitled to deduct what was owned to them out of the tenant’s share of the crop and this left most sharecroppers with no net profit at the end of the year, some with debt that had to be worked off the next year (Fitzgerald, 1989, p. 141). Blacks moving to cities and towns found themselves living in an increasingly segregated society. The Black Codes of 1865 attempted to require separation of the races in public places but most of the codes were set aside by federal authorities as violations of the Civil Rights Act of 1866, but that was defeated by private initiatives and community pressures. In some cities blacks successfully resisted forced separation on streetcars by appealing to the military during the brief period when it exercised authority or by organizing boycotts. But they found it almost impossible to gain admittance to most hotels, restaurants, and other privately owned establishments that catered to whites. When black supported Republican governments came to power in 1868, some of them passed civil rights acts requiring equal access to public facilities, but little efforts were made to enforce the legislation (Berlin, 1976, p. 249). Some forms of racial separation were not openly discriminatory and blacks accepted or even endorsed them. Freedmen who had belonged to white churches as slaves welcomed the chance to join all black denominations which gave freedom from white dominance and a more congenial style of worship. The first schools for ex-slaves were all black institutions established by the Freedmen’s Bureau and various northern missionary societies (Berlin, 1976, p. 285). Blacks had been denied any education at all after the war and blacks viewed separate schooling as an opportunity rather than as a form of discrimination. The Freedmen’s Bureau was a government agency that was to give assistance and protection to the Southern ex-slave after the Civil war. It gave assistance to the relief of the needy of both white and black. Its main job was to improve labor relations, administering justice and developing a black educational system. The Bureau influence though suffered in the North and was mortally damaged in the South by corruption, especially those that were connected with promising Republican control of the black vote. These excesses strengthened resistance to black suffrage and encouraged secret organizations like the Ku Klux Klan (Sehat, 2007). The bureau was established under the War Department and was suppose to exist for one year after the war. It was strengthened and its life extended in 1866 when Johnson attempted to veto. Its Director was a Christian general by the name of Oliver O. Howard and functioned through ten districts. Each had an assistant commissioner with the power to control all individuals that were refugees and freedmen. The Freedmen’s Bureau became the strongest single instrument of Reconstruction. Even though it was ended in 1869 its educational activities were extended to 1872 and its soldiers’ bounty payments till 1872 and had an expenditure of about $20,000,000 (Divine Breen Fredrickson & Williams, 1987). Reconstruction failed because it was inadequately motivated, conceived and enforced. But the causes of this failure remain in shadow. Some explain it in terms of an underlying racism that prevented white Republicans from identifying fully with the cause of the black equality. Others use the clash between the class interests of those in charge of implementing and managing Reconstruction and the poor people of the South who were supposed to benefit. But the basic issue raised by Reconstruction was how to achieve racial equality in America and that was not resolved during that era and is still in conflict even today. Reference: Berlin, I. (1976). Slaves without masters. New York: Vintage Books Divine, R. A. , Breen, T. H. , Fredrickson, G. M. and Williams, R. H. (1987). America past and present, 2nd. Ed. Illinois: Scott , Foresman and Company. Fitzgerald, M. W. (1989). The union league movement in the deep south. Baton Rouge: Louisiana State University Press. Gibson, G. J. (1957). Lincoln’s League: The league movement during the Civil War. Ph. D. dissertation, University of Illinois. Sehat, D. ( 2007, May). The civilizing mission of Booker T. Washington. Journal of Southern History, 73(2), 323-362.