Pros and Cons of Term Limits for Congress

The idea of imposing  term limits  for Congress, or a mandatory restriction on how long members of the House and Senate can serve in office, has been debated by the public for centuries. There are pros and cons and strong opinions on both sides of the issue, perhaps a surprise, given the electorates less-than-flattering opinion of their representatives in modern history. Here are some questions and answers about term limits and the ongoing debate surrounding the idea, as well as a look at the pros and cons of term limits for Congress. Are There Term Limits for Congress Now? No. Members of the House of Representatives are elected for two years at a time and can serve an unlimited number of terms. Members of the Senate are elected for six years and also can serve an unlimited number of terms. Whats the Longest Anyone Has Served? The longest anyone ever served in the Senate was 51 years, 5 months and 26 days, a record held by the late Robert C. Byrd. The Democrat from West Virginia was in office from Jan. 3, 1959, through June 28, 2010. The longest anyone ever served in the House is 60 years, a record held by U.S. Rep. John Dingell Jr. The Democrat from Michigan was in office from 1955 to 2015. Are There Term Limits for the President? Presidents are restricted to only two four-year terms in the White House under the 22nd Amendment to the Constitution, which reads in part: No person shall be elected to the office of the President more than twice. Some conspiracy theorists claim that President Barack Obama was secretly plotting to repeal the 22nd Amendment and run for a third term in the white house. Have There Been Attempts to Impose Term Limits on Congress? There have been numerous attempts by some lawmakers to pass statutory term limits, but all of those proposals have been unsuccessful. Perhaps the most famous attempt at passing term limits came during the so-called Republican revolution  when the GOP took control of Congress in the 1994 midterm elections. Term limits were a tenet of the Republican Contract with America. The contract called for a removal of career politicians through a first-ever vote on term limits as part of the Citizen Legislature Act. Term limits never came to fruition. What about the Congressional Reform Act? The Congressional Reform Act does not exist. It is a fiction passed off in email chains as a legitimate piece of legislation that would limit members of Congress to 12 years of service - either two six-year Senate terms or six two-year House terms. What Are the Arguments in Favor of Term Limits? Proponents of term limits argue that restricting the service of lawmakers prevents politicians from amassing too much power in Washington and becoming too alienated from their constituents. The thinking is that many lawmakers view the work as a career and not a temporary assignment, and therefore spend much of their time posturing, raising money for their re-election campaigns and running for office instead of focusing on the important issues of the day. Those who favor term limits say they would remove the intense focus on politics and place it back on policy. What Are the Arguments Against Term Limits? The most common argument against term limits goes something like this: We already have term limits. Theyre called elections. The primary case against term limits is that, indeed, our elected officials in the House and Senate must face their constituents every two years or every six years and get their approval. Imposing term limits, opponents argue, would remove the power from voters in favor of an arbitrary law. For example, a popular lawmaker seen by her constituents as being effective and influential would want to re-elect her to Congress - but could be barred from doing so by a term-limit law.

Essay on The Everlasting Dark Shadow of Romanticism

For many, saying or hearing the word romanticism evokes numerous stereotypical and prejudged definitions and emotions. The biggest reason this probably happens is because of how closely romanticism sounds like romance. The similarity of the sounds and spelling of the two words can lead to some thinking that the two words mean the same thing or are closely related. Although romanticism and romance do share some similarities in their spelling and pronunciation they couldn’t be more different. In the Merriam Webster Dictionary romance is defined as, â€Å"a love story†. The Romantic Period was not necessarily a time of true romance and love stories, although love was written about, but was instead a time of extreme emotion expressed in many†¦show more content†¦Whether Shelley anticipated that her story of reanimation and death turning to life would be her masterwork is unknown, although it is likely that she never anticipated the kind of response that her littl e tale would immediately receive and the impact that it would still have today. Frankenstein is one of the greatest examples of Romantic writing. One of the biggest traits of Romanticism that the story possesses is the inclusion of the Byronic hero. Victor Frankenstein’s creation is a hideous, murdering, and vengeful being but the reader can’t help being fascinated by the monster and wanting to see what he will do next. The way that the monster is written can also make the reader want to root for him in certain parts of the story. The monster is actually an incredibly sympathetic character. Even though the monster kills everyone that Victor loves and he performs numerous acts of evil, the reader can still sympathize with the character and understand his motives. Unlike in most of the film interpretations of Frankenstein and the stereotypical idea of what the monster is, he is textually very intelligent, calculated, and isn’t the slow moving speechless mongolo id that pop culture has made him out to be. The monster even sorrowfully gives his own type of self eulogyShow MoreRelatedAmerican Literature11652 Words   |  47 PagesAmerican Literature through Time To find out more about a particular literature time period, click on the links below: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · Puritan Times Rationalism/Age of Enlightenment American Renaissance/Romanticism Gothic Realism Naturalism Modernism Harlem Renaissance Postmodernism Contemporary Puritan Times period of American Literature - 1650-1750 Content: ï‚ · ï‚ · ï‚ · errand into the wilderness be a city upon a hill Christian utopia Genre/Style: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · sermons, diaries personalRead MoreVictorian Novel9605 Words   |  39 Pagesconscious they lived in the ‘Victorian period’. They thought that this was a modern era marked with turbulent transition. However, the most crucial writers of the period grew up in the earlier years, and had been influenced by the age of English Romanticism. Therefore, although Victorian was modern, materialist, factual and concerned with ‘things as they are’, Romantic, associated with Gothic, melodramatic, idealistic influenced the way novelists wrote in the beginning of the 19th century. I THE

Field Experience Report Free Essays

General Outcome: 1. 0 The student shall spend 15 hours in observation in a school setting. Specific Measurable Learning Outcomes: Upon successful completion of this unit, the student shall be able to: 1. We will write a custom essay sample on Field Experience Report or any similar topic only for you Order Now 1 Review an existing lesson plan prior to the lesson. After reviewing an existing lesson plan prior to the lesson implementation by your cooperating teacher, address the following: 1) Record the subject, grade level and the goal of the lesson plan. 7th grade Civics. Goal: 1. Identify the key issues discussed at the Constitutional Convention;? . Describe the problems and solutions that were addressed by the Great Compromise of the Constitutional Convention of 1787. How did this lesson plan differ from the required lesson plan of this course? Much less detailed, in fact I would even call it vague. 2) Did the plan include an assessment? Not really, he had â€Å"Evaluation† and that was to be determined by student’s participation. Observe the implementation of the lesson and address the following: 3) Did the actual teaching/learning process take place as outlined in the plan? Why or why not? The teaching process took place as outline, however the learning process is hard for me to gauge without a formal assesment. 4) Did the teacher feel as if the lesson was successful and the objective was met? Yes, he did, he seemed satisfied. But to be frank, I don’t believe so. 5) Would you have done anything differently from the teacher? If so, what? Yes, I would definitely be more detail oriented with my lesson plans. I find his plans to be too vague for my liking. 1. Observe a cooperating teacher in large and small group instructional setting. After observing a cooperating teacher in a large and small group instructional setting, address the following: Large group instructional setting: 1) Did you observe any of the following instructional strategies: integrated curriculum, thematic teaching, cooperative learning, critical thinking/problem solving, or differentiated instruction? He used differentiated instruction for a gifted student in one of the classes I observed. For example, he would assign the same chapter from the Civics book for all the students, but he would assign the gifted students, additional questions to answer at the end of the chapter, and in fact, they were what I would consider â€Å"higher order† questions. 2) Describe what you observed. (If none of the instructional strategies listed above were observed, describe what strategies you did observe. ) Small group Instructional setting: 1) Did the cooperating teacher use small group instruction? If not, why do you think it was not used? Yes, he did use small group instruction. In one of the classes I observed, there was 5 ESOL students, he grouped them together to get the extra help needed in reading chapters and comprehension of the material, with an ESOL teacher aide. 2) How could you use small group instruction with this class of students? It could be used by divinding kids into different small groups, I would divide them not by grouping skill levels together, but by group different skill levels together. That way, they could collaborative learning could be implemented. If so, describe the teaching strategies in the small group. I would use collaborative learning and use higher order thinking skills as my primary goal in the small group. I would act more as a facilitator, guiding them on the journey. 3) What criteria was used to form the small groups? He sepereated the ESOL group, however you could also use small group instruction for differential instruction for gifted students. How did the instruction in the small group compare to that of the large group? The small group was much more interactive. The large group listened to a lecture, while the ESOL group participated much more among the group and interacted much more within the small group, as compared to the large, which did not interact. 1. 3 Observe and describe the classroom learning environment. A student-centered learning environment is one that is safe, organized, inclusive, equitable, flexible and collaborative. Describe what you observed by addressing the following: Did the teacher†¦ * provide an organized classroom with well-managed space? Yes, I believe so; the only thing I did observe was that there were not enough textbooks for all the students, so in one class about 4 students always had to share a book. This is not really something that the teacher can control, but it did surprise me. * convey high expectations to students? Somewhat. He always repeated to students that Civics is important, that in order to be good citizens, one must have an understanding of Civics. Also he discussed with them the importance to study and the need to study a lot for success. maintain a climate of openness, inquiry, and fairness? Yes, I believe so. The students were never reprimanded without reason. Also, he did encourage them to answer questions, even if they were wrong. * adapt the environment to accommodate different needs and diversity? Yes, he did try; he would often separate the ESOL students so they could sit in a group with their ESOL aide. Also the teacher had a student who was gifted and he accommodated his needs by assigni ng him higher-order questions from the book. * model clear oral and written communication skills? Most times, though I do think at times he could have been even more clear, because sometimes the kids were completely lost as to what chapter they were on, and on what dates things were do. Obviously there is a miscommunication somewhere. 1. 4Observe the teacher use materials in the teaching/learning process. Observe a lesson and describe the process that was used to utilize instructional materials by addressing the following: 1) List the materials used in the lesson. He used a website called â€Å"ConnectEd† which is a website associated with the Civics book used. They also had a workbook that was used. 2) Did the materials enhance the lesson and stimulate interest? To some extent. Some of the kids did not have computers and or Internet access, so they were not able to utilize the â€Å"ConnectEd† website. The book is a standard Civics book, so the extent that it can stimulate interest is limited in my opinion. 3) Did the teacher use the materials for demonstration only or were children able to use the materials? Yes, children could use the website at home, if they had Internet access and/or computer, which not all did. ) Would you use materials differently or would you use different material? Explain. I would use different materials as well as more materials. The lessons could be boring since they were mostly lectures and going over questions in the book. With Civics you could use creativity and hold a mock election, or maybe have the class write their own class constitution etc. I would implement those sorts of ideas to try and make t he classes more interesting for students. 1. 5 Observe the teacher – learner and learner – leaner interaction. Mutual respect and good communication between students and teacher are vital to an effective learning environment. Address the following that you observed in your cooperating teacher’s classroom: 1) How did the teacher encourage open communication? He always waited patiently for students to answer the questions and never criticized students if there answer was wrong, he would say something like â€Å"No†¦you are getting there though†¦Ã¢â‚¬  so even if the student was wrong, there were not made to feel bad and this I believe created a sense of comfort and confidence in the classroom for the students. ) Was learner-learner interaction a vital part of the instructional strategy? Not in the large group, however he did have ESOL students that were separated into a small group, and there was a lot of learner-learner interaction in this setting. 3) Did you observe cooperative learning? No, this is not something I observed during this field experience, perhaps I will next semester. 4) Was the teacher more of a facilitator or a lecturer? Explain. I think he was a little of both. He did seem to lecture a lot, but by the same token, even though he did lecture, he also asked questions of the students every once in a while, which gave them opportunities to do critical thinking and thus, in that sense, he became a facilitator. 1. 6 Read to individual children or groups of children. A. Choose the book recommended by the cooperating teacher. Develop at least one question from the higher order questions (Bloom’s taxonomy) to ask the children. Describe the experience. If you are at a middle or high school setting, you may discuss a current book, article, or perhaps a poem that a student has read. We read the Bill of Rights during my lesson on the Constitution. One of the higher order questions I asked was: What are some of the rights guaranteed in the Bill of Rights and how have these rights affected your life? Explain. 1. 7 Listen to individual children read. Discuss with your cooperating teacher some instructional strategies that you can use to concentrate on vocabulary skills, fluency or comprehension. What were the suggestions? Describe the experience. During one of my visits the class read aloud a chapter in the book. Some students were better readers than others. The teacher makes a vocabulary list every week, based on the reading. He instructs the students to make vocabulary cards from index cards, with definitions for students to study weekly. Then, on a weekly basis, they have a1 vocabulary quiz. 1. 8 Work with individual or small groups of students to provide a review on previously taught materials. Discuss with your cooperating teacher a review lesson that you could implement with an individual student or a small group of students. With approval, implement the review and reflect on your experience. I had the opportunity to do this activity with a student that had been out a couple of days because of illness. I went over some of the lessons in the chapter with him that he missed, than the cooperating teacher wanted me to work with the student to answer the questions at the end of the lesson. This went well, since it was just one student, it was nice to have the personal interaction with him. However he was quite shy and I did have to work to get more than a 2-word response from him. 1. 8 Reflect upon the educational theory and philosophy observed in the field based school. Your textbook describes four philosophies that influence today’s education. The subject-centered philosophies are perennialism and essentialism. The child-centered philosophies are romanticism and progressivism . Have a discussion with your teacher about his/her guiding beliefs of how teaching and learning occur in the classroom and address the following: 1) Which philosophy comes through in the discussion? During our discussion he told me that he is most influenced by the progressivism philosophy. He believes that students students learn best by doing. 2) Which best describes the reality of the classroom that you observed? In reality, the cooperating teacher seems to lean more toward perennialism or essentialism. Certainly not progressivism because I did not once observe them doing any work on their own, other than answering questions at the end of a chapter reading. He relies most on lecture, and some discussion. 1. 9 Review curriculum guides, teacher manuals, etc. Ask your cooperating teacher for an instructional focus calendar or a teacher manual for you to review. After reviewing the selected material, address the following: 1) What guide, manual or material did you review? He showed me an IFC (Instructional Focus Calendar) for 8th grade US History, which was not a class I observed, but that he has taught. 2) What information did your teacher give you regarding the use of the material? He explained to me that it outlines for a teacher what their focus should be on every given week. For example, for weeks 2-3 of the school year, the teacher should be focusing instruction on Early American Settlements up to 1625. 3) Did you find the material beneficial? Explain. I believe so, I liked that the IFC, outlines for teacher what benchmarks they should focus on, what topic should be covered and in what order. I think it helps make the job of a teacher easier in the sense that you always know what you should be covering and what benchmarks you should be focusing on. 1. 10 Select for observation and interview one of the following: music, art, physical education, or exceptional education teacher; guidance counselor; speech pathologist; or other professional staff. I was not allowed by the school to observe any other teacher other than my cooperating teacher, however in order to at least be able to answer the questions, I did observe the art teacher at my daughter’s preschool, she teaches an after-school enrichment art class â€Å"Little Chagall†. After the observation and speaking to the educator, answer the following: 1) How is his/her instructional preparation different from the regular classroom teacher? She decides week by week what they will focus on (her class is held once a week). One week they might cover Picasso and Cubism and another she may do sculptures and the renaissance. She does not have a formal plan per se and is pretty much allowed free reign on what she would like to focus on. She also does not have to focus on benchmarks, nor does she have to worry about covering material for standerdized tests. ) Do the students respond differently in these settings? Absolutely. This class is completely different than my 7th grade class for Civics. Besides the fact that the students are 3 and 4, this is indeed a class where the progessivism philosophy’s influence is seen. Children are encouraged to be creative, think for themselves and to experiment. 3) What methods are used to measure student progress? Less paint on the floor means that progress is being made (Just kidding! ) She says that she mainly focuses not only on their creativity, but also on building their fine motor skills. Usually after the first year the students are much more adept at holding paint brushes and they even paint more neatly. The objects in the paintings become more recognizeable as the objects that they were painted to be. (I. E. faces will actually start to have more defined features, as opposed to â€Å"blobs†). 4) What resources are available to help include special needs students? Her class is quite small, only 5 students. So she is available to give a special needs student more attention if it is needed. 5) Describe the classroom management technique. If the kids are not paying attention she says â€Å"1,2,3 eyes on me! She says it works well and helps bring the kids back to focus. 1. 11 If appropriate, attend PTA, faculty, and grade level/department meetings as well as participated in field trips. If you are able to participate in any of the listed activities, address the following: 1) What was the activity or meeting? Faculty Council Meeting 2) List the date, time and dur ation. 11/8/12, @8:30 AM to 9:20AM 3) What topics were discussed? FCAT, Computer carts, outdated teacher laptops, mistakes when placing students (gifted student was placed in a class for the earning disabled), lack of security (2 security guards for 1200 students). No response for student referrals. 4) Who was in charge of the meeting? Mr. Morrina (cooperating teacher). 5) What did you learn from the experience? I didn’t realize that there were so many problems inside schools. The teachers feel very frustrated, especially with the lack of security, their outdated equipment, and the fact that when they refer a student for bad behavior, nothing is really done about it. 1. 12 Assist in the preparation of bulletin boards, charts, transparencies, PowerPoint presentations and other instructional aids. Describe and discuss how you assisted the cooperating teacher in any of the above listed items. Discuss what you learned from the experience. . I assisted with making a bulletin board using some projects the kids had done. While of course I learned to be creative and such while doing the bulletin board, what I learned most was the value of doing a bulletin board with the student’s projects. They really enjoyed seeing their work displayed for the world to admire. And that is not what I was expecting to take away from it initially. 1. 13 Provide assistance to the teacher by grading papers, record keeping, taking attendance, etc. Describe and discussed how you assisted the cooperating teacher in any of the above listed items. Discuss what you learned from the experience. 1. I assisted the teacher with taking attendance. He takes attendance by assigning each student a number, from 1 to however many kids are in the class, in this case 22. Each child calls out their number starting with 1, if there is a missing number, he looks up who the child is and marks them absent. To be frank, it seemed to me much easier just to make a seating chart or just taking roll. With this method, some times the students forgot their numbers and we had to stop and start over. It just became too much of a time waster. I think it’s more efficient just to quietly check attendance without making a group activity out of it. 1. 15 Know the policy and procedure in an emergency situation. Each school has a list of emergency situations and emergency procedures. Obtain and read a copy of the school’s emergency procedures manual. Address the following: 1) Which of the identified emergencies occur most frequently? According to the school’s emergency report, the incidents that occur the most are crime related emergencies, for example, gangs, bullying or fighting. ) Write a brief summary of the recommended procedures for a fire drill. When alarm sounds, teacher immediately direct their class to the nearest exit as indicated in the fire escape route map in the classroom. There is no running or talking while exiting the building. Teachers must take with them the attendance records and the lesson plan records as these are official legal documents indi cating the number of students who are present at the time. Furthermore, teachers must be aware of students who are not in the classroom at the time of the alarm and must be able to obtain their whereabuts. If student is missing, an administrator must be contacted immediately. Classes should remain at the designated wait spot until given the â€Å"All clear†. 3) Write a brief summary of at least one other emergency procedure. In the event of a Hurricane watch being announced and students have not been picked up, at least two staff members must remain until all students have been picked up. Students should be taken to areas with no windows, such as hallways. Once the building is empty, custodians should prepare and secure the building. How to cite Field Experience Report, Papers

Trip To The Porno Shop Essay Example For Students

Trip To The Porno Shop Essay Before going into Phase II, I didnt really feel anything out of the ordinary. I have been in that store a few times, and dont find it offensive in any way. Myonly feeling about being in that store is a sense of sexual overload on the senses. There is so much sexually oriented material there that it is almost overwhelming. I drove there with three friends from my house, who are also in the HDFS240 class. Their feelings on the store were generally similar to mine. We allagreed, however, that it is more uncomfortable to go in alone than in a group. So,with the four of us, the uncomfortable feelings were eased. The first item I selected was a movie, titled, Ready to Drop: Volume 7. The film was priced at $10.95. The box displayed pictures of pregnant women ina variety of sexual acts. The photos appeared to be of low quality, and the sceneryand actors in the pictures also seemed to be in the more inexpensive range. Iselected this item because it grabbed my attention. It was something out of theordinary, as movies go, so I decided I should take a look at it. My second item was a product called the Super Suction Penis Pump. Thebox was very plain, with only a small block of text describing how a man couldwatch his cock grow to unbelievable dimensions! The product is designed toincrease the size of the penis in both length and thickness. This product was onsale for $21.95, and was an open-box special, which was interesting in itself. Ichose this one because it was sitting on top of a pile of movies, and I knocked itonto the floor. So, I figured that, since I already had to pick it up, Id just wr iteabout it. Finally, my favorite choice was The Famous Erotic Love Piggie. Thisitem can be purchased for a mere $12.95, and provides hours of Farm fun. Thepicture on the front showed a drawing of a pig wearing a bikini. This box was alsovery plain, and didnt give any description or photo of the product. We could onlyguess what amazing craftsmanship was invested in that $12.95 piggie. I chose thisitem because it was the most entertaining item there. It seemed to be the only oneof its kind, so it grabbed my attention. After having gone into the store, I didnt feel any different that before. Inside, I felt comfortable looking around through the products because so many ofthem are so outlandish and humorous. It is almost like a store of gag gifts andjokes. The trip was fun and entertaining, but due to prior experience there, did notmake any significant impact on my views or feelings on adult shops. Category: Miscellaneous

Why Beowulf is a True Epic Hero Essay Example

Why Beowulf is a True Epic Hero Paper It seems as though humanity is fixed on one form of what and how a hero ought to be. The epic hero is the central figure in a long narrative that reflects the values and heroic ideals of a particular society. Beowulf is an illustration of this in most aspects because he fought for the common good, had a superhuman trait of strength in his hands, and showed tremendous courage and bravery when entering a battle despite death might win in the end. Beowulf shows throughout the poem that his actions are in no way selfish. John D. Niles states in The Fatal Contradiction in Beowulf (94), Before the fight he declares himself willing to accept whatever outcome the lord see fit to grant. This shows that Beowulf does not fight to win personal glory; he did it for his people. A quality an epic hero should acquire. Beowulf was proud to know he pleased his people by defeating Greened and later on Grenades mother. He goes on to show throughout the poem that he will defend the Gears at all costs. Bernard F. Happen suggests that Beowulf is in fact far from a true hero. We will write a custom essay sample on Why Beowulf is a True Epic Hero specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Why Beowulf is a True Epic Hero specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Why Beowulf is a True Epic Hero specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He states In The Failure of the Heroic Ideal (82), Beowulf behavior from beginning to end Is governed by the ethic of vengeance and the desire for glory. Its apparent that this Is not exact because its proven that Beowulf chose to fight alone so the fight would be equal. He knew the potential outcome, death. Epic heroes dont naturally fight with an army or side by side a friend, they take on their challenger alone. Beowulf chose to conquer a number of villains by his own hand to ensure the Seats would remain In peace. When we think of heroes, we automatically think of superpowers and extravagant Holon suits with capes and gadgets. Like Superman and Spenserian, modern day examples of heroes, Beowulf contained an almost superhuman Like quality. He had an ultimate strength In his hands. In his battle with Greened, Beowulf fought with no weapons to equal the fight and to show the meaning of true defeat without It being all for his glory. He killed Greened and put Warthogs and his people at ease. They saw Beowulf as a true hero as well. Beowulf Is definitely an epic hero. He fought for his people to the death and defeated numerous monsters. He was aware of his responsibility as a king to do whatever It took to protect the Seats. Beowulf Is a ferocious warrior with no tragic flaws who died for his people. Like John D. Niles states, If the behavior of anyone In the poem Is to be considered Irresponsible and Impractical, It Is that of the Gears, whoso failure to live by the heroic Ideal proves to be Impractical In the extreme, even to the point of leading to their ruin as soon as they no longer have a hero to protect them. This Is a Ideal example of why Beowulf Is a true epic hero. BY earner 991 be. The epic hero is the central figure in a long narrative that reflects the values and Niles states in The Fatal Contradiction in Beowulf (94), Before the fight he declares Beowulf does not fight to win personal glory; he did it for his people. A quality an epic that he will defend the Seats at all costs. Bernard F. Happen suggests that Beowulf is in fact far f rom a true hero. He states in The Failure of the Heroic Ideal (82), Beowulf behavior from beginning to end is governed by the ethic of vengeance and the desire for glory. Its apparent that this is equal. He knew the potential outcome, death. Epic heroes dont naturally fight with an conquer a number of villains by his own hand to ensure the Seats would remain in examples of heroes, Beowulf contained an almost superhuman like quality. He had an ultimate strength in his hands. In his battle with Greened, Beowulf fought with no weapons to equal the fight and to show the meaning of true defeat without it being Beowulf is definitely an epic hero. He fought for his people to the death and defeated numerous monsters. He was aware of his responsibility as a king to do whatever it took to protect the Seats. Beowulf is a ferocious warrior with no tragic flaws who died for his people. Like John D. Niles states, If the behavior of anyone in the poem is to be considered irresponsible and impractical, it is that of the Seats, whos failure to live by the heroic ideal proves to be impractical in the extreme, even to the point of leading to their ruin as soon as they no longer have a hero to protect them. This is a ideal example of why Beowulf is a true epic hero.

History of the Non

History of the Non Introduction Non profit organizations have always been considered as voluntary organizations that are officiated by private contributions. They are also regarded as silent contributors to the welfare of the public as well as the personal interests of individuals in society.Advertising We will write a custom essay sample on History of the Non-Profit Sector specifically for you for only $16.05 $11/page Learn More The main difference between non-profit and profit organizations is that profit organizations core obligation is to gross income and reallocate assessable wealth to the workforce as well as the shareholders while non-profit organizations core obligation is to provide self-beneficial and self preservation programs and services. Consequently it is common to find volunteer human resources as well as volunteer executives who perform various roles without receiving any form of reparation. Charitable organizations, trade unions, public arts organizations as well as several other governments and government agencies all form examples of non-profit organizations which are sometimes referred as not-for-profit organizations. Due to the self-interest goals perpetuated by these organizations as well as their role in society, most nations choose to exempt NPOs from revenue and property duty since the governments fail to execute or enforce policies proposed by the NPOs. In essence, non-profit organizations are able to make a profit which is referred to as surplus and calculated at the end of every fiscal year; these earnings are retained as working capital for the internal mechanisms of the organization as well as further expansion plans rather than being distributed as dividend, shares or debentures. In most cases, NPOs use the surplus funds to hire new staff, reward the internal corporate leadership through bonuses and benefits. The mid- level management staff along with the entire human resource of the NPOs also receive incentives at the end of the year through the surplus funds. This essay aims at discussing the history of non profit organizations as well as the transformations that have taken place in the organizations over the years. A history of Non profit organizations According to Kranshinsky (1996), the non profit sector has existed in Europe and the United States since the eighteenth century though the organizations have only recently become prominent and a widely accepted aspect of the western society. The organizations’ initial operation system was strictly for charitable reasons meaning the non profit organizations in the 18th and 19th centuries never carried out business transactions. The non profit organizations of the early period depended entirely on funds donated by the financiers (Morris, 2000).Advertising Looking for essay on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More A survey in America revealed that there were slig htly more than 12,000 charitable tax-exempt organizations that had no religious support while currently more than half a million of such organizations exist in America alone(Hammack, 2002). The department of trade was initially responsible for authorizing non profit organizations on behalf of the government though congress and state legislatures were later given that mandate as well as the power to establish which sort of non-profit organizations meet the requirements to be excused from paying taxes. In the 1960s, there was a rise in the number of non profit organizations in third world countries as an increasing number of communities were identified as needy either through education, food, clothing or shelter (Hammack, 2002). As a consequence, the number of NPOs in South America, Africa and Asia almost doubled in a span of less than ten years (Kranshinsky, 1996). In addition, the discovery of fatal untreatable diseases such as AIDS, Ebola, and cancer among other diseases acted as a catalyst for the augmentation of NPOs that sought to research on specific diseases and provide a cure or disease management programs (Morris, 2000). Affluent members of the public were encouraged to provide support and promote several other non profit organizations (Powell Steinberg, 2006). The responsibility of NPOs is basically to provide social services and attend to the requirements of a community such poverty, unemployment, and relief. Therefore the increasing number of non profit organizations is an indicator that the number of people that depend on non-profit organizations for aid and relief is greater than before (Morris, 2000). With reference to Morris (2000), the management and governance of non profit organizations has undergone constant transformation since their inception. Initially, NPOs were not allowed to have members and hence were made up of a self governing board that controlled all the operations of the organizations. The NPOs were permitted to function as trus ts hence activities such decision-making by the management, conflicts of interest and self-dealing were strictly prohibited (Kranshinsky, 1996). The implementation of the American Bar Associations Model Nonstock Corporation Statute by the United States in the late 20th century expanded the jurisdiction of NPOs as far as permissible activities were concerned. According to Hammack (2002), the most notable change during this period was the modification of the fiduciary standard from one of trust to a business standard, and hence non profit organizations were permitted to have members basically function similar to for-profit organizations (Powell Steinberg, 2006).Advertising We will write a custom essay sample on History of the Non-Profit Sector specifically for you for only $16.05 $11/page Learn More The change in standard was significant since in actual fact made dissimilarities between nonprofit and for-profit institutions vague enough for the two types of organizations to have almost similar operational systems. Consequently, the legal description of a nonprofit organization has also been stretched out to consist of any activity or entity that does not entail the sharing of surplus profit in the form of dividends (Morris, 2000). Legislatures have been instrumental in altering the definition as well as the roles, tasks, and authority of nonprofit organizations in an attempt by the government to settle legal expansions with existing social and economic activities (Kranshinsky, 1996). The late twentieth century brought about fresh perspectives and ideologies that were viewed to have the potential to facilitate NPOs in realizing their corporate objectives more successfully through the application of various structures that were intended for profit organizations (Salamon Anheier, 1996). Some of the proposed changes are effective internal management, enhanced accountability for all levels of the organization and performance screen of the various departments or tasks so as to utilize the human and financial resources available(Powell Steinberg, 2006). Such transformational changes necessitate a change in management and the general operation of the organization leading to the running of NPOs as for-profit organizations (Morris, 2000). Non profit organization Values The Non profit organizations have operated under different value systems since their inception though there are two values which seem to stand out through out the history of nonprofits and have been found to be also applicable in the current situation (Morris, 2000). These values are: Justification of public good and utility, and public representation. Discussing the values; will give insight to the historical transition NPOs have undergone as well as understand the fundamental responsibilities of NPOs (Salamon Anheier, 1996). Justification of public good and utility This value according to Drucker deals with providing an outline to the correlation of non profit organizations to the requirements and principles of the society (Drucker, 1990). Basically the value entails offering transparency in relation to the functions of the organization, the responsibility of the organization to community in addition to the way the needs of society have changed over time (Hammack, 2002). In addition, the value directs the leadership of the organization on how to endorse the excellence of the organization to the public as well as the level of association required when relating to sponsors, administration units as well as other influential bodies in order to evenly distribute clout (Salamon Anheier, 1996). This value essentially provokes the organizational leadership to work as guides to society in order to easily identify and resolve pertinent issues.Advertising Looking for essay on public administration? Let's see if we can help you! Get your first paper with 15% OFF Learn More The value of public representation This value is concerned with the subject of diversity and stakeholder management. In addition this value also deals with the individuals and the means liable of classifying relations between nonprofit organizations and the society (Drucker, 1990). The identity of stakeholders also comes into focus under this value where the individuality and the different perspectives of the stakeholders have to be clear in order to provide guidance and direction to the NPOs (Salamon Anheier, 1996). Public representation is not the same as factual representation by stakeholders neither is it a representative structure, despite the fact that both positions may be applied by a particular organization (Drucker, 1990). This value was put in place to provoke the leadership; to insure that the different points of view that exemplify the organizations community are accessible by the organization and exploration of the perceptions also takes place. Hammack (2002) asserts that the organization should seek to nurture evocative diversity among its members and subjects rather than have an analogous discernment from its members. Theories regarding the establishment of nonprofit organizations The theories about the creation of NPOs are based on the conventional perception of a rational choice where commonly available goods and services are the most prominent factor. There are several different theories that attempt to explain the history of non-profit organizations as well as their ability to meet the society’s demand for public goods. The theory of the (Market / State) Failure is the most outstanding theory and the naissance requirement of this theory is the supposition that the operation of market is imperfect since performing markets have several deficits which prevent the saturation of all the needs in society(Kranshinsky, 1996). In addition, societies prefer to acquire public goods for free hence the production of public goods is not profitabl e and consequently there is a shortage of market subjects. Usually the state or the public administration in democratic systems intervene by paying for the goods through the public budget as long as the majority of voters agree to the production of particular public goods(Powell Steinberg, 2006). Whereas only a minority agrees, production of public goods ceases leading to the prevalence of numerous unsaturated needs and demands on public goods. Consequently, NPOs start being established to provide services and goods that neither state nor market is able to provide to society. Theory of Confidence is another hypothesis that argues that the establishment of NPOs is due to failures of the market in creating reliable environment for implementing trade (Morris, 2000). According to Salamon Anheier (1996), the low circulation of information regarding the quality of goods and services from the supplier breeds mistrust and low confidence on the goods and services leading to contractual fai lure. According to Powell Steinberg (2006), the consumer as a result tends to go for NPOs since they do not operate with the aim of making excessive profit and therefore it is improbable they would try to deceive the consumer. The final supposition is the Welfare State Theory which according to Kranshinsky (1996) significantly alters the scholarly view regarding the importance of NPOs in society. This theory classifies NPOs as pre-modern systems vital for resolving social problems (Drucker, 1990). NPOs under such circumstances normally arise in conventional society sine its inception, where there is no public administration or the administration is not yet completely developed to function effectively (Powell Steinberg, 2006). The industrialization and state social policy, however, brought about several changes that greatly reduced the significance of NPOs since the state and government took on most of the responsibilities previously held by NPOs. It is this development that led sc holars to assume that NPOs might gradually fade away especially after the improvement of the public administration. Deeper scrutiny of this theory by Powell Steinberg (2006) reveals the implications as well as the reasons of the establishment and incessant subsistence of NPOs in the contemporary modern environment is mainly a common practice rather than the failure of state to perform accordingly through the imperfections identified in the services provided by the state (Morris, 2000). To the contrast, it is to a certain extent the deficiency of state or else the fact that the duties of the state are still not yet fully effective that has led to the emergence and continuous existence of NPOs (Kranshinsky, 1996). The final view is that in the fields where the state has already taken a fundamental role, it succeeds in providing for communities and is even more effective than NPOs in affording services (Salamon Anheier, 1996). Consequently, the expansion of the supporting role of the state and the effectiveness of the state in dispensing its duties is likely to place the state ahead of other organizations in the public eye and hence slowly NPOs will be replaced by the state in the community and public support fields. Conclusion The global nonprofit sector altogether has a wide historical facet that has played a critical role in establishing the mandate of NPOs currently in operation. The state and federal laws have changed over time and the amendment of these laws has constantly identified the roles to be played by both nonprofit firms as well as nonprofit organizations and the laws have also determined the type of leadership and membership the organizations will have. The laws on the other hand have been influenced by factors such as conflicts of individual freedom, the position of the government on NPOs, the position of different religious groups, races, social customs, income groups, gender, as well as the availability and demand of public goods and services . The clear position however is that the number of NPOs have increased through out history with the total number of nonprofit employees in the U.S. workforce for instance having grown from 0.7% to 1.4% in the early 20th century and from 3% in the mid 20th century to 9% at the turn of the 21st century. The main reason for such an increase in the staff and capacity of NPOs has been the emerging and expanding public needs through out the world. For instance, education in the early 1900 was not a priority and hence no NPOs were involved in providing education to the community. In addition, the gradual increase in the government’s financial support to the sector, increase in consumer wealth as well as the amendments done on individual rights have helped the NPO sector to secure its role in the society. References Drucker, P. (1990). Managing the Non-Profit Organization: Practices and Principles. New York: HarperCollins. Hammack, D. (2002). Nonprofit Organizations in American Histo ry. American Behavioral Scientist, Vol. 45, No. 11, 1638-1674. Kranshinsky, M. (1996). Transaction Costs and a Theory of the Nonprofit Organization. In: Rose-Ackerman Susan. The Economics of Nonprofit Institutions. New York: Oxford University Press. Morris, S. (2000). Defining the Nonprofit Sector: Some Lessons from History. International Journal of Voluntary and Nonprofit Organizations, Vol.11, No. 1, pp. 25-43. Powell, W. and Steinberg, R. (2006). The nonprofit sector: a research handbook. Web. Salamon, L. and Anheier, H. (1996). Social origins of civil society: Explaining the nonprofit sector cross-nationally. Web.

A Marketing analysis of Italian wine in the Chinese market Dissertation

A Marketing analysis of Italian wine in the Chinese market - Dissertation Example Political Political factors play an important role in the performance of businesses in the long run. In China, political risk is relatively low compared to other emerging economies in the world. This is because China follows a one party policy, which reduces chances of political parties among opponents. The central government of China has recently revised its taxation policy in order to help it encourage wine business in the country. The government has taken the initiative to provide funds for the infrastructural projects that would help the wineries in their process of production (Daft, Kendrick and Vershinina, 2010). In case of a political framework, in which there is the existence of more than one party, as the ruling party changes, it leads to the change of ideologies and policies. The one party policy in China acts as a favourable factor for any business operation in the country. Therefore, the wine industry faces positive thrust in China. Import of bottled wine has increased be tween 2004 and 2009 as shown in the graph below. It can be seen from the figure that imports from Italy have increased considerably after 2006. Figure: Imports of bottled wine by China (Source: DPI, 2013) However, there is little transparency in the political system of the country. There are wide assortments of different rules encompassing the businesses in all industries in the country. Such regulations increases challenges for the investors that are currently investing in the country or are willing to invest in the near future (Collins, 2013). Economic China is the largest economy in the world in terms of population and the ranks third in the world in terms of purchasing power parity (CIA, 2013). According to 2012 estimate, the real growth rate of the nation is 7.8 percent and per capita GDP is $9300 (CIA, 2013). There is a rising middle class in China that possesses high purchasing power. This middle income group in China makes very high demand for luxury goods in the internation al market (Zhou, 2010). With rising income of the people belonging to the middle class in China, their exposure to the international market is increasing and they are becoming more accustomed to the western culture. This develops taste among the population for luxury products, such as high quality refined wine. This provides positive incentive for the wine manufacturers to increase their operations in China. According to comments by experts, in years to come, the Chinese â€Å"middle class† would become one of the greatest stakeholders for the wine firms. With evolution of the Chinese economy the society is also advancing. A greater proportion of the population is entering the middle class (Okonkwo, 2007). They are having high average earning and are influenced by the western culture to a greater extent. These people are becoming loyal customers of wine. Besides, increasing price differentials in the international market is a major factor that brings about growth in the Chine se wine market. Social China has a long history of brewing wine and there is a tradition of wine consumption in the country. Research shows that the consumption of wine by the Chinese population has been increasing over the last decade. Researchers have claimed that consumption of wine in China would double by 2014 (UPENN, 2012). The reason behind this change