The Super Pac - 940 Words

Today’s media and communication have enhanced the knowledge of petitions, government affairs, and the environment. Although mass communication and formal protests are powerful and sometimes must suffer the darker side of the situation, they are labeled as interest groups. There are important factors such as money, power, and connections that are questioned and accessed within these groups. PACS or Political Action Committees are involved. Yet, there is another form of PACs that are named â€Å"Super PACS† where unlimited funds are raised (We the People). The â€Å"Super Pac† strategy should be outlawed by the government so it will not abuse its devoted followers. The textbook, We the People defines a PAC as â€Å"private groups with that raise and†¦show more content†¦For example, some cons that are associated with the Super PACS are the abuse of power and abuse of integrity. The Authors, Ginsberg and et all mention this use of the PAC as a form of bribery. On page 262, the text reads â€Å"such support can easily the cross the threshold into outright bribery.† The speculation of this con support the abuse of power these super PACS might enforce upon its supporters in plain and blind sight. The outlawing of this tactic could benefit people against groups with vindictive interest. The people expect the United States government, specifically the law, to protect them, but this tactic is loop hole that prevents the latter. They are receiving currency legally as donations, again for â€Å"the elections not the elected†. If these people are donating their money for a cause they deem justified and favorable, what is the benef it? The question is subjective to the follower, and to the person that sees this as way of abusing the power of the government to extract funds of people from a higher socioeconomic status. In this situation, the groups that make use of the super PAC tactic would essentially be labeling people as ATMs. If the government were to outlaw this tactic, the people would be better protected. Furthermore, the text mentions this being in a way, justified by the first amendment. The name itself indicates agency or a group of people. The Constitution CenterShow MoreRelatedAgainst Super PACs Essay1606 Words   |  7 Pagesso-called Super PACs (Political Action Committees). These Super PACs are allowed to come up with independent financing for the presidential campaign, sans any budgetary ceilings. The inner workings of such a committee has left a bad taste in the mouths of the voters even though very little is known about the actual history and reasons for the existence of the Super PACS. This paper will delve into the committees history and the reasons behind the public outcry against the existence of Super PACs. ARead MoreUnited V. Fec : The Rise Of The Super Pac1049 Words   |  5 PagesCitizens United v. FEC Arthur, 1 Citizens United v. FEC: The Rise of the Super PAC Grayson Arthur Liberty High School AP Government 4A Citizens United v. FEC Arthur, 2 Citizens United v. FEC was a landmark court case that dealt with regulations on campaign financing from corporationsRead MoreThe Role Of Special Interest Groups And Super Pacs2174 Words   |  9 Pagesresulting in â€Å"power over† the people, rather than for the people. To support my claim of both powers becoming too threatening towards democracy and equality, the topics of re-election rates within congress, the role of special interest groups and super PACs regarding their own political influence, and the role of people power will be briefly examined as too how these three topics directly interfere, as well as threaten, both equality and democracy for the American people. A key issue within AmericaRead MoreSuper Pacs : The New Kind Of Committee That Operates Politically945 Words   |  4 PagesBrianna Goodman Proliferated in 2010, Super PACs have played an immensely influential role in the outcomes of elections and collective action. Super PACs are a new kind of committee that operates politically. As reported by opensecrets.org, Super PACs acquire any amount of donated money in a phenomenon that aggregates towards a fund â€Å"to advocate for or against political candidates and must report their donors to the Federal Election Commission on a monthly or quarterly basis†. They are not allowedRead MoreIs Voting The Only Way An Average American Can Vote Or Influence A Any Party?927 Words   |  4 Pagesshaped by Super PACS and Interest groups, and we see this all the time in the elections happening. A Super PAC is a political committee that is organized to raise money to support their candidate so they can pull ahead in the polls, and spend money to oppose the other candidates. An interest group supports a certain side on a topic and a candidate for a position in government would fin d it beneficial to appeal to interest groups in order to gain supporters. Interest groups and Super PACs has changedRead MoreThe United Vs Federal Election Commission1235 Words   |  5 Pagesas â€Å"Super PACs.† Super PACs are organizations that operate independently from any candidate or political party. These organizations are allowed to receive any amount of money from any person or organization, which they can they allot towards their own support of a political candidate. A good example of this would be Mitt Romney’s Super PAC entitled â€Å"Restore America,† which spent over twelve million dollars launching an ad campaign that attacked Newt Gingrich (MacMillen). These new Super PACs haveRead MoreGlobal Economy And The American Dream1286 Words   |  6 Pagespolitics it’s easy to see today, that world politics are in turmoil. Oil prices have sunk to record lows, putting regions in the Middle East, Russia, and South America in economic crisis. On t op of that the whole global economy is in a recession; pushing super powers such as the United States, China, and the European union to take action. All across the world the wealth gap is widening. It seems like for every new billionaire there are another million people in poverty dying of disease. Our one saving graveRead MoreThe New Electoral Environment After Citizens United Now897 Words   |  4 Pagesindependent campaign expenditures going toward election communications on behalf of candidates than in previous elections (Federal Election Commission, 2015). This new environment involves three primary entities for outside independent expenditures, Super PACs, traditional Political Action Committees, and political parties. Since the 1970s and the Supreme Court’s decision in Buckley vs. Valeo (1976), outside campaign expenditures have been allowed during elections. These expenditures were restrictedRead MoreThe Daily Show On The Congressional Record1258 Words   |  6 Pages2005, Feal created the â€Å"Feel Good Foundation† to help first responders and push Republican Congress to act. In 2010, 9 years after the attacks, the bill was stalled in the senate due to a republican filibuster. The democrats were unable to muster a super majority of 60 votes to pass the bill. Nine years after the attacks, national media-coverage was absent to address the held-up Zadroga bill. Feal received a call from Jon Stewart, whom he asked him to pick four Republicans, promising Feal that theRead MoreThe New Electoral Environment After Citizens United Now903 Words   |  4 Pagesindependent campaign expenditures going toward election communications on behalf of candidates than in previous elections (Feder al Election Commission, 2015). This new campaign environment includes three primary entities of outside spending: Super PACs, traditional Political Action Committees, and political parties. Since the 1970s and the Supreme Court’s decision in Buckley vs. Valeo (1976), outside campaign expenditures have been allowed during election periods. These expenditures, however

Reproductive System Free Essays

Divisions of pituitary glands, hormones secreted by each Anterior Pituitary (dehydrogenation’s) GHZ-Growth Hormone Protraction CATCH-Terminologically hormone FISH-Follicle-stimulating hormone LO-Eluting hormone Posterior Pituitary (neurophysiology) DAD-Antipathetic hormone Extinction Structures of Male Female Reproductive Organs Males: Vass Deferent urethra Penis Glands Penis Prepuce (foreskin) Seminal Vesicle Ejaculatory duct Prostate Gland Polyurethane Gland Epidermis Testis Scrotum Female: Ovary uterus Endometrial Anemometry Promethium (Pentium) Cervix Vagina Fallopian Tube Production of Sperm 1 . Testes 2. Epidermis 3. We will write a custom essay sample on Reproductive System or any similar topic only for you Order Now Vass deferent 4. Seminal Vesicle 5. Prostate gland 7. Urethra 8. Penis 9. Chromosome, #, gender determination 10. Zygote: 46 chromosomes (23 from egg, 23 from sperm) 11. Gender is determined at conception by the sperm (x) 12. Congenital vs†¦ Hereditary Disease Congenital Disease: conditions are present at the time of birth Hereditary Disease: genetically transmitted 13. Mechanism of the Birth Control Pill 14. Is a pharmacological agent that contains estrogen progesterone. As the load levels of estrogen progesterone increase, negative feedback inhibits the secretion of FISH by the anterior pituitary. This process prevents ovulation, no egg means no baby. 15. Endocrine Glands Hormones secreted by each 16. Each gland are ductless glands, they secrete hormones directly into the blood and not into ducts Pituitary Glands-GHZ, Protraction, CATCH, FISH, LO, TTS, DAD, extinction Hypothalamus-releases a releasing hormone Pineal Gland-melatonin Thyroid -collocation, Thyroxin (TO), Trinitrotoluene (TO) Parathyroid-parathyroid hormone Thymus-thymine Adrenals-epinephrine, morphogenesis, lodestone, cortical Ovaries-estrogen progesterone Pancreas-insulin clangor Testes-Testosterone 17. Fertilization-gestation steps 18. The fertilized egg is called a zygote, zygote is the first cell off new individual. The zygote begins to divide, forming a cluster of cells, that slowly makes its way thru the fallopian tube towards uterus. 19. Hyper Hypoglycemia, symptoms Hyperglycemia: Excessive thirst Fruity odor in breath Excretion of large volume of urine Excessive eating Hypoglycemia: Fainting Weakness 20. 1. 24. 25. 26. 27. Uterine Cycle Loss of a part of the endometrial lining blood The Proliferation Phase: The inner lining thickens becomes vascular, primarily in response to estrogen The Secretors Phase: The endometrial lining is becoming lush moist from increased secretors activity, the secretors phase is dominated by progesterone 28. Ovarian Cycle: 29. Phases: follicular phase ululate phase The ululate phase of the ovarian cycle begins immediately after ovulation is dominated by the secre tion of progesterone by the corpus lutetium In the nonappearance state the corpus lutetium deteriorates In the pregnant state the corpus lutetium stays alive because of human chronic intimidation (hug) During follicle phase the ovarian follicle mature secretes estrogen 30. Cushing syndrome 31 . Hyperactive adrenal; deterioration Moon face Buffalo Facial hair Easily bruises 32. Grave’s Disease 33. Hyperthyroidism; characterized by an increase in heart rate, increase in peristalsis resulting in diarrhea, elevation in body temperature, hyperactivity, weight loss wide emotional mood swings 34. Insulin Cellophane Fax Insulin: Secreted by beta cells of the islets of Lanterns; helps regulate the metabolism of carbohydrates, proteins, fats; lowers blood glucose levels Cellophane: Secreted by the alpha cells of the islets of Lanterns; raises blood glucose levels 35. Vermin Langue Vermin Cases: The skin is covered by a white, cheese-like substance. Thought to protect the delicate fetal skin from the amniotic fluid. Langue: When the fetus grows, its skin becomes covered by a fine downy hair 36. 37. 39. 40. Gestational Stages (pregnancy) 41. The time of prenatal developmental: Normal gestation period lasts 38 weeks or about 9 moss. Divided into trimesters: 1st semesters: months 2nd trimester: months 4,5,6 3rd trimesters: months,8,9 42. Iatrogenic Agents Drugs Alcohol Radiation Thalidomide How to cite Reproductive System, Papers

Technology and Scientists in Movies-Free-Samples-Myassignmenthelp

Question: "In what ways are science, scientists and/or technology portrayed in the film and for what purposes?". Answer: Science, scientists and technology form the core of all science fiction movies. These movies apply creativity and go beyond the everyday life experiences to portray science as an essential aspect of life and scientists as fearless and highly intelligent persons. Revelers of such movies never stop to wonder at the genius depicted in these movies and for this reason; they remain all time favorite genre for movie lovers across the globe. The film Close Encounters of the Third Kind is based on two parallel story lines depicting scientists on a discovery mission. The first narration involves a group of research scientists investigating the strange appearances of items in remote locations. Claude Lacombe, one of the investigators uses the Kodaly method of music education as a means of communication as they go on with their investigation. This action at first baffles the scientist but soon, an American cartographer, David Laughlin unravels the meaning. The second plot introduces Roy Neary, an electric company lineman and Jillian Guiler, a single mother among some persons in Munice, Indiana. They experience a paranormal activity before a flash of lightning shoots up the sky. They largely believe this to be an Unidentified Flying Object (UFO). Although all others believe the object is a UFO, Roy becomes curious and gets obsessed with the phenomenon. He is out to unravel the truth about the UFO lie as propagated by persons in authority. In these two parallel plots we see two ordinary individuals transform into great scientists because of the strange happenings around them (Landon, 2014). This particular case demystifies science and scientists as people who look out for vanity. It depicts science as a necessity to solve the dilemmas of life.Science in this movie is portrayed as the answer to mans search for meaning (Barsam and Monahan, 2015). Through science, we discover through the movies that there is more to life than what the human mind can grasp. It appears that the creators of these movies intend to offer hope to man in the current sufferings. There is also a depiction of truth that can be discovered by science. In the story line for the movie Close encounters of the Third Kind, both Roy and Jillian refuse to accept a belief that is generally agreed among their contemporaries (Redmond, 2014). Although the flash of light in the sky remains a mystery, they are daring enough to go against the grain and seek for truth. Scientists in movies are mostly depicted as curious and courageous people who seek for answers in difficult places. There is usually a show of high level intelligence in these individuals who stop at nothing to unravel a mystery. The American Cartographer, David Laughlin uses his brain to decipher the meaning behind the Kodaly music. This discovery stirs the mind of movie watchers assuring them that there is no mystery in life that cannot be solved. This communication technique ultimately leads humans to discover the communication code of the aliens. Movie lovers visualize this as an indication that the human mind bears the capacity to bring solutions to sophisticated problems that confront humanity. Scientists in movies do not believe in common sayings that have no evidential back-up. This quality is seen in Roy who declines to believe that the mysterious flash of light in the sky is a UFO as largely believed by his seniors. He does not allow his mind to recede into a lazy mode and works hard to unravel the mystery. When the Frenchman Lacombe and David Laughlin discover Flight 19 that went missing from the American air space thirty years earlier, their curiosity is triggered. The two begin to connect events together and to unravel the mystery is missing planes. This is an extrapolation of real life events where planes are said to have mysteriously disappeared in the Bermuda triangle. In this regard, the movie offers answers to mysterious happenings (Dourish and Bell, 2014). Scientists are often depicted as fearless individuals who endanger their lives for the benefit of humanity (Brown and Rapper 2017). In the movie under review, Jillian is determined to get to the bottom of the UFO mystery. She is driven into this expedition not just for herself but for her son who has undergone his share of strange experiences. This courageous character joins with selflessness to portray her in good light in the eyes of the viewer. Scientists are also depicted as having no malice in their endeavors and their investigations always lead to goodwill for mankind. In science fiction movies there is the use of cutting edge technology to unravel mysteries in strange places (Johnston, 2013). Technology becomes an enabler for carrying out explorations that baffle the mind. The scientists never allow technology to replace their creative energies as they unearth the working of things in mysterious places. The title of the movie talks of the third kind which relates to encounters with aliens. Aliens are creations in the mind and many people have dilemmas as to whether they actually exist or not (Alkon, 2013). The ingenious discovery of the language of the aliens is a work of expertise for the scientists. Their expedition soon gains national importance and is seen as the answer to long unsolved mysteries. The result of the communication is that the UFOs land on earth with their spaceship and many people who were captured by them earlier walk out Roy is ultimately holds a conversation with the aliens in coded language. This elevates the place of technology as the ultimate answer to lifes difficult questions (Kozlovic, 2016).The ultimate goal, however of all movies is entertainment. As much as science fiction leaves many questions in the mind of the viewer, the objects created therein are usually a creation of mans imagination. Persons who are frustrated with things that remain a mystery to them gain hope but are also entertained. Conclusion The popularity of science fiction in the entertainment scene is a testament of how they serve to entertain and also trigger the imagination of viewers. Many people will continue to patronize the movies as they peg their hopes that lifes unexplained mysteries will be unraveled. References Alkon, P. K. (2013).Science fiction before 1900: imagination discovers technology(No. 3). Routledge. Barsam, R., Monahan, D. (2015).Looking at movies. WW Norton Company. Brown, N., Rappert, B. (2017).Contested futures: A sociology of prospective techno-science. Routledge. Dourish, P., Bell, G. (2014). Resistance is futile: reading science fiction alongside ubiquitous computing.Personal and Ubiquitous Computing,18(4), 769-778. Johnston, K. M. (2013).Science Fiction Film: A Critical Introduction. Berg. Kozlovic, A. K. (2016). From holy aliens to cyborg saviours: Biblical subtexts in four science fiction films.Journal of Religion Film,5(2), 3. Landon, B. (2014).Science Fiction after 1900: from the Steam Man to the Stars. Routledge. Redmond, S. (2014).Liquid metal: the science fiction film reader. Columbia University Press.

The office of sheriff in Texas was created by the Essays - Education

The office of sheriff in Texas was created by the 1836 Texas Constitution, t here are 254 counties in Texas and each county has a sheriff (Sheriff-History) . Th e Hays County Sheriff Office is one of such law enforcement organization that is located in Hays County TX , between Austin and San Antonio . It provides county wide law enforcement and other services for Hays County. Hays County consist of urban centers like San Marcos (county seat), Wimberley, Dripping Springs, Buda, Kyl e, Driftwood and other small urban centers. T he chief law enforcement person is Sheriff Gary Cutler, who has been the Sheriff since 2010. Interning at the Hays County Sheriff 's Office applying different roles of an intern and the use of different techn ologies employed in the fight against crime . The job of the men and women in the criminal justice field i s filled with intrigue and hardship; being an intern in the criminal justice field can provide a glimpse of what these men and women endure on a daily basi s in order to better prepare for what to expect in a criminal justice career. Role as an Intern According to Criminal Justice Internship : Theory into Practice by Gordon McBride , the role of an intern changes through experimental stage s. These stages include initial entry, probationary period and termination. Each intern's experience can be broken down by these three stages through examples of their experience. T he initial entry stage includes orientation , where interns received instruction s on how to act, the dress code, brief information on what to expe ct and a tour of the facilities they will spend the next 120 hours learning and growing. There were some expectations after arriving at the Hay s C ounty Sheriff's Offic e . Interns with mili tary experience will come to expect that law enforcement is not too different from the military. Th ere are many aspects of the military and law enforcement that are the same. For example, most police departments adopt the same rank structure, physical fitness requirements and discipline as used in the military . So arriving at least 20 minutes early is vital for a solid first impression. I n the military , service members would be reprimanded for being late or just being "on time" . So it is important that whether an inter n or just an applicant going to a job interview , arriving early is the best way to make a good first impression . One can never predict unforeseen circumstances that may impede an early arrival. Mrs. Galvan is the training academy coordinator and the supervisor for the Hays County Sheriff Internship Program. She is very nice and went to great lengths to ensure that interns interning for her organization receive the best treatment and the most rewarding experience possible. After a brief conversation , she handed out the ID card s and then led the way on a tour of the campus . The tour of the jail compound consisted of a visit to all the departments with in the jail, like the m ailroom and booking. The adjacent bui lding housed the patrol unit , 911 dispatchers and the criminal investigation division. The social culture of the Sheriff's office was relaxing because the employees of each department greeted Mrs. Galvan very warmly . At the Hays County Sheriff Office , interns begin their internship with at least 2 weeks in the jail. The j ail is a very in depth and complex operation so it requires m ultiple days to fully grasp . This is where the probationary stage begi n s . Corporal Shafer is the supervisor of the sup port department of the jail. Her and her crew supports the correctional officers by providing services like laundry, property, mail, kitchen services and visitation. The i nmate property room is where all the innate properties are stored while they are incarcerated and returned to them upon release. Inmate laundry is where the laundry for the whole jail is washed. The mail room is where the mail is screened, sorted and distributed. Family of inmates can even send emails

The HRA 1998 has had little impact upon protecting the basic liberties of british subjects and could be repealed without any consequence. The WritePass Journal

The HRA 1998 has had little impact upon protecting the basic liberties of british subjects and could be repealed without any consequence. Introduction The HRA 1998 has had little impact upon protecting the basic liberties of british subjects and could be repealed without any consequence. Introduction‘Nonsense upon stilts’ – Bentham Human rights violation that went to the StrasbourgIncorporation of the HRACritic of the HRASolutions of HRAConclusionBibliographyRelated Introduction In this essay I have examined the overall impact of the introduction of the Human Rights Act 1998 (â€Å"HRA†), after its long campaign to infiltrate UK law. First this paper will begin by discussing the traditional British approach to protecting human rights before the HRA. Second this paper will examine the UK case law on human rights violation that went to the Strasbourg. Third this paper will examine what impact the HRA has had on human rights protection. Fourth this study will examine the problem with the current system of protection such as no horizontal protection between private persons and lack of entrenchment. Fourth this paper will advocate better protection can be achieved through a Bill of Rights. Lastly this paper will conclude its findings. ‘Nonsense upon stilts’ – Bentham Professor A V Dicey (1835-1922), a constitutional theorist argued that individual liberties were more effectively protected by parliamentary sovereignty, an unwritten constitution and common law, than by a continental system with their constitutional codes and catalogue of rights[1].   His argument was that because rights were not written down, but endorsed by judicial rulings, it would be more difficult for government to take away liberties of people.   On the contrary, many of the rights, which have been included in the written constitution of other countries, such as the USA, were rights, which, at common law, existed in the UK through the form of freedoms.   Jeremy Bentham referred to the ideology of human rights as being sheer nonsensical. With no law there are no rights, you are on your own. If we want to have rights we need to create them. Rights are created by law and are manmade and synthetic. Bentham stated: â€Å"Natural rights is simple nonsense: natural and impres criptible rights, rhetorical nonsense - nonsense upon stilts.† Human rights violation that went to the Strasbourg Several eminent peers, Lord Wade (in 1976), Lord Scarman, the former Law Lord (in 1988), and Lord Lester(in 1995) have attempted to introduce a Bill of Rights.   Each attempt was based on the European Convention on Human Rights and Fundamental Freedoms 1950 (â€Å"ECHR†), an international agreement to which the UK has been a signatory for over 60 years.   Many cases were brought against the United Kingdom for breach of its obligations in regards to the convention, resulting in UK law sometimes having to be changed by Parliament so as to comply with our human rights obligations, a case was brought by prisoners in 2005 who were denied the right to vote. Although it is acknowledged that a ‘margin of appreciation’ is allowed to individual member states when applying constitutional requirements, to keep within their individual traditions, on this occasion the margin was too wide and therefore ‘disproportionate’. This kind of de facto Bill of Rights offered through European courts has proved to be a lengthy, inaccessible, expensive and unreliable form of remedy. It was not good for the UK’s image abroad to be frequently found in error by a ‘foreign’ court, as it has been many times this is also supposed by Lord Irvin of Lairg The Lord Chancellor in a key role addresses to the conference on a bill of rights for the United Kingdom 4th July 1992. â€Å"This Government’s position is that we should be leading in the development of human rights in Europe, not grudgly driven to swallow the medicine prescribed for us by the court in Strasbourg, when we are found in breach of the convention†. An example of this is Malone v Metropolitan Police Commissioner.   Mr Malone’s telephone had been tapped, there was no law forbidding them to do so as English law gives no general right to privacy. Other cases that elaborate the point of mishandling of power by the state are in Abdulazizi v UK (1985).   The case alleged that British immigration rules discriminated against women, because men settled in the U.K were allowed to bring their wives and fiancà ©s to live with them here, but women in the same position could not bring their husbands and fiancà ©s into the country.   Instead of amending the mistake of allowing husbands to live in the U.K they restricted both men and women bringing partners from abroad, ending the sexual discrimination but breaching human rights. Moreover, in Jordon v UK it was found Article 2 ECHR (right to life) had been breached, the investigation was flawed in the circumstances surrounding the death of the claimant’s son who had been k illed by police. Such decisions have led to changes in UK law to prevent further infringement of Convention rights and amendments to legal procedures. For example the issuing of new prison rules in 1999, updating their management from the rules of 1964. Incorporation of the HRA The Human Rights Act 1998 received Royal Assent on 9 November 1998, and coming into force November 2000. This Act has incorporated the ECHR into UK law. The ECHR is based on the Universal Declaration of Human Rights, which was drafted after World War II, to prohibit further atrocities associated with war, and is a statement of values and standards of rights and responsibilities. The act only covers civil and political rights and freedoms such as the right to a fair trial (s6) and the right to respect for privacy and family life (s8). Arguably a Bill of Rights would be more comprehensive. It would in addition cover social and economic rights, things such as housing or employment. Despite this, the HRA is regarded by many as a good first step towards a Bill of Rights. The Human Rights Act 1998 has adopted this ‘affirmative resolution procedure’ Lord Irvine talks about and it is exercised when human rights are infringed by incomplete British legislation, or even the absence of legislation. These kinds of cases have been restricted to the higher courts. A citizen whom has had their Human Rights breached can now get redress from domestic courts; the aim of the HRA as quoted by Lord Irvine is to‘Bring the rights home’   avoiding the lengthy road to Strasbourg.   The incorporation of ECHR is to weave human rights into the existing fabric of legislative, executive and judicial responsibility. The establishment of a Human rights commission in October 2007 has helped to scrutinise legislation and bring individual test cases to court, they have produced papers and undertaken an educational role. Critic of the HRA Critic’s say the HRA has been exploited by lawyers promoting a ‘compensation culture’ with ‘no win, no fee’ promises. Citizens are more prepared to fight for their rights since the Access to Justice Act 1999 was introduced making it easier for them to take action to court. Jack Straw, the then Secretary of State for Justice Lord Chancellor, has called these lawyers ‘unscrupulous ambulance chasers’. Travellers and squatters use the HRA when faced with expulsion, you could say demanding privileged treatment at the expense of others. The same is the case when you look at criminals and prisoners demanding their rights ahead of the victims. Although the UK legislator has every right to amend the HRA it seems from this that it would most definitely cause much legal protests. This has now allowed the European Convention on Human Rights and fundamental Freedoms (â€Å"ECHR†) 1950 to be enforced in the UK. In particular I will discuss whether the HRA has had a satisfactory impact on protecting human rights and whether it is vulnerable to repeal. HRA and ECHR only deal with political and civil rights of a person or public body, such as freedom of expression, with no governmental expenditure unlike social/economical rights, which include welfare and social security and education at a cost to the state. Has the Human Rights Act bettered the condition of liberty in Britain? Before the Human Rights Act, liberty was described by Dworkin as â€Å"ill in Britain†. The GCHQ case is a good example of where the government wrongly infringed individual rights even though it believed that such an infringement would protect security of the nation. The Government had banned the civil servants from being members of trade unions. Following this decision senior judges supported the incorporation of the ECHR into UK law in the belief that minorities groups would gain protection from the â€Å"tyranny† of elected majorities by better protecting civil liberties. Although having the power of Judicial Review, courts largely looked the other way rather than trying to balance liberty against security. The paradox here is that while in theory the principle of the rule of law protects individual rights, in practice these rights are vulnerable to erosion by the judiciary, executive and legislature. ‘Liberty is ill in Britain’ YET this is the land of the free. Judges are being given more power YET they failed to use their existing powers to stop the decay of liberty. The HRA is said to be a weak sedative to a terminal condition. Although the act exists, the courts are limiting its application in a number of ways. Courts can interpret legislation with effect to the convention rights (s3) but they are using this interpretative obligation too narrowly. They have the power to make declarations of incompatibility (s4)but they are reluctant to use this power. Although these judicial failures are acknowledged, they are not addressed. Despite the incorporation of convention rights, the domestic courts continue to follow their previous approach in times of crisis. As a result Convention rights cannot stop the unstoppable state powers, including police stop and search warrants. In times of emergency the courts do not and will not protect the individual from the state. It will take more than the incorporation of convention rights to change the judicial role Solutions of HRA The HRA is a piece of legislation and not entrenched like the Bill of Rights (â€Å"BOR†) in USA therefore, as with any act of Parliament, could be repealed. Although in reality ramification could be an issue as rights under the signed Convention have now been greatly highlighted to citizens. After nearly two hundred years of debate over the UK having an ‘entrenched’ BOR the HRA was introduced, in lieu of Labour’s ‘second stage BOR commitment’ receding.   The then Home Secretary, Jack Straw, described it as â€Å"the first BOR this country has seen for three centuries†. The New York Times heralded the Act’s arrival with the headline â€Å"Britain Quietly Says it’s Time to Adopt a Bill of Rights† commenting that, finally, â€Å"ordinary Britons† will have a set of fundamental rights â€Å"similar to those guaranteed by the [US] Bill of Rights†. Conservative belief was that an entrenched BOR would be lethal for the doctrine of ‘parliamentary sovereignty’ as one Parliament will be able to bind its successor, traditionally not practiced. Contradictorily, the original English BOR of 1689 established the concept of parliamentary sovereignty by curbing the powers of the Crown. However, David Cameron, also conservative, has for many years been campaigning for the introduction of a British BOR. It had been brushed under the carpet for 18yrs until the Labour Party came into power. Labour were in favour of constitutional reform resulting in the Constitutional Reform Act 2005. The late Labour leader, John Smith, had committed his Party to support a British BOR in February 1993 as part of proposals to â€Å"restore democracy to our people – for what we have in this country at the moment is not real democracy; it is elective dictatorship†. Smith stated that â€Å"the quickest and simplest way† of introducing â€Å"a substantial package of human rights† would be to pass a Human Rights Act â€Å"incorporating into British law the European Convention on Human Rights,†. Our government, but not our courts, were bound by the ECHR since the post-war Atlee government ratified the ECHR in 1951. In 2008 Cameron spoke out saying that the HRA has become a ‘villains charter’ and should be scraped as criminals and terror suspects were using it as a shield, claiming   their rights were being violated whilst in custody. The Police also showed reluctance to publish pictures of wanted criminals for fear of breaching right of privacy. This notion was backed by the then Justice Secretary Jack Straw, a key architect in the creation of the HRA during the height of Labours Constitutional reform period. Both have criticised ‘nervous’ judges for failing to interpret the HRA adequately, for example not deporting terror suspects despite having the backing of ministers saying it was of national interest to do so. Home Secretary at the time Jacqui Smith also reinforced the notion that the HRA had made it difficult for their removal. Cameron’s call for a British BOR envisaged judges to ‘operate on principles of proportionality’.   Straw wants to keep the HRA but wants a rebalance of the rights set out, citizens to ‘obey law and be loyal to the country’. Cameron’s viewpoint was that an entrenched BOR, giving citizens broad outlines to entitlements and values, would insure that citizen’s rights would be guarded and not be subjected to repealed or changed with ease, as is the case with any act of Parliament. He believed it would also restore supremacy of Westminster over laws that seemed to have been imposed by Europe. Conclusion In reality Dicey’s view, which promotes the common laws central role in protecting ‘liberties’, and Parliament Acts both run parallel in the protection of human rights. In conclusion the Human Rights Act 1998 is a definite good first step towards a Bill of Rights, a possible second step in adopting a Bill of Rights would be to partly entrench ECHR so that it can be treated in the same way as EU law is today. Bibliography The Politics of the Common Law Perspectives, Rights, Processes, Institutions Adam Geary, Wayne Morrison and Robert Jago. Routledge-Cavendish ISBN 13: 978-0-415-48153-3 (pbk) Learning Legal Rules Sixth Edition James Holland and Julian Webb Oxford University Press ISBN 978-0-19-928250-0 Daily Mail 8 December 2008 Cameron will scrap Human Rights Act in campaign for UK Bill of Right dailymail.co.uk/news/article-1092716 Daily Mail 17 April 2011 Cameron was right: We need a Bill of Right By Geoffrey Robertson dailymail.co.uk/debate/article-1377729 Civil Liberties Law: The Human Rights Act Era. Noel Whitty, Therese Murphy and Stephen Livingstone. Butterworths ISBN 0-406-55511-7 INTRODUCTION TO THE STUDY OF THE †¨LAW OF THE CONSTITUTION Eight Edition A. V. Dicey Oxford, 1914 constitution.org/cmt/avd/law_con.htm Westlaw UK THE STUDY OF PARLIAMENT GROUP Paper No. 1 Alexander Horne Home Affairs Research Section, House of Commons The Changing Constitution: A Case for Judicial Confirmation Hearings? With a foreword by Sir Ross Cranston FBA spg.org.uk/spg-paper-1.pdf Lexis Library UK Research and Library Services Northern Ireland Assembly Research Paper 05/02 Revised February 2002 NORTHERN IRELAND BILL OF RIGHTS CONSULTATION: BACKGROUND AND COMPARATIVE INFORMATION niassembly.gov.uk/io/research/0502.pdf Civil Liberties and Human Rights Third Edition Helen Fenwick ISBN 1-85941-493-1 House of Lords House of Commons. Joint Committee on Human Rights. A Bill of Rights for the UK? Twenty–ninth Report of Session 2007–08 Published on 10 August 2008 by authority of the House of Commons London: The Stationery Office Limited publications.parliament.uk/pa/jt200708/jtselect/jtrights/165/165i.pdf Constitutional Administrative Law Seventh Edition Hilary Barnet Routledge-Cavendish ISBN10: 0-415-47312-8 (pbk) House of Commons Library. European Court of Human Rights rulings: are there options for governments? Standard Note: Last updated: Author: Section SN/IA/5941 18 April 2011 Vaughne Miller International Affairs and Defence Section parliament.uk/briefingpapers/commons/lib/research/briefings/snia-05941.pdf THE LAW COMMISSION (LAW COM No 323) ANNUAL REPORT 2009–10 The Forty-Fourth Annual Report of the Law Commission Laid before Parliament pursuant to section 3(3) of the Law Commissions Act 1965 Ordered by The House of Commons to be printed 29 June 2010 official-documents.gov.uk/document/hc1011/hc01/0127/0127.pdf Human Rights Act 1998 ukba.homeoffice.gov.uk/sitecontent/documents/policyandlaw/nationalityinstructions/nisec2gensec/humanrights?view=Binary United Nations website un.org/en/documents/udhr/index.shtml The Equality and Human Rights Commission 2009 ISBN 978-1-84206-223-4. A Bill of Rights: Do we need one or do we already have one? Professorial Research Fellow Francesca Klug 2 March 2007 Irvine Human Rights Lecture 2007, University of Durham, Human Rights Centre (To be published in Public Law, Winter 2007) www2.lse.ac.uk/humanRights/articlesAndTranscripts/Durham07_Klug.pdf ALBA SUMMER CONFERENCE 2010 THE HUMAN RIGHTS ACT: THE GOOD, THE BAD AND THE UGLY Richard Clayton QC adminlaw.org.uk/docs/SC%202010%20by%20Richard%20Clayton.pdf The Guardian Newspaper Liberty’s response to the Joint Committee on Human Rights: â€Å"A British Bill of Rights† August 2007 liberty-human-rights.org.uk/pdfs/policy07/response-to-jchr-re-british-bill-of-rights.pdf Telegraph, â€Å"David Cameron: Scrap the Human Rights Act†, 24th August 2007 Human Rights Bill [H.L.] HL Deb 25 January 1995 vol 560 cc1136-74 http://hansard.millbanksystems.com/lords/1995/jan/25/human-rights-bill-hl The HRA 1998 has had little impact upon protecting the basic liberties of British subjects and could be repealed without any consequence. Introduction The HRA 1998 has had little impact upon protecting the basic liberties of British subjects and could be repealed without any consequence. IntroductionBibliography:Related Introduction The protection of rights and freedom of citizens and others within their jurisdiction is a basic duty of the state. In a majority of democratic states, fundamental rights are defined and protected through a written constitution. Under the United Kingdom’s, uncodified constitution, rights and freedoms have traditionally been protected either by Acts of Parliament often passed to meet particular needs or propagated by sudden needs of society or by the judges in developing the common law. One response to the ravages of the Second World War was the formation of the Council of Europe.Europe was one of the principal theatres of the Second World War, following which there was felt to be a great need for European political, social and economic unity. These objectives were perceived to be promoted, in part, by the adoption of a uniform convention designed to protect human rights and fundamental freedom. In 1949, the Council of Europe was established and the convention on human rights ratified by signatory states in 1951, coming in to force in 1953. Despite having been instrumental in the drafting of the text of the convention, the British government had strong reservation about the Convention and its impact on British constitutional law. As a result of this reservation, the British government remained reluctant, until 1997, to make the Convention rights directly enforceable before the domestic courts. Accordingly, until the Human Rights Act 1998, the Convention rights could only be enforced before the court of Human Rights in Strasbourg. It came into effect in England and Wales in 2000 but Convention rights were enforceable in Scotland from 1998 under the Scotland Act 1998 and in Northern Ireland under the Northern Ireland Act 1998 The incorporation of Convention rights into domestic law under the 1998 Act put an end, finally to the debate of transposition of these rights which had endured for decades. That long running debate focused on 3 principal concerns, namely the criticism that the convention is outdated and not tailored specifically to British conditions, that the Judiciary was ill equipped to assume the mantle of guardian of the Individual rights in the face of Executive power and the concept of Parliamentary Sovereignty and concerns over manner in which incorporation would effect the conventional balance of power between judges and Parliament. There was also the argument that the House of Commons, the democratically elected representative body of the people, was best equipped to respond to the better protection of rights. The effect of the Act is such that three avenues for challenging public bodies arise; first, a failure to comply with Convention rights now forms the basis for legal action. Secondly, a new ground for judicial review has been introduced namely the alleged breach of human rights. Third, convention rights may in some circumstances be used as a defence to actions brought by public bodies. The Act provides a charter of rights now enforceable before the domestic courts. theist effectiveness however rests on the course of action on which the judiciary embarks upon.   The judges have to have a willingness to defend Convention rights to protect individuals preventing the government’s encroachment to the greatest extent possible. Moreover the judges need to ensure compliance with declarations of compatibility with Convention rights   to ensure compliance with declarations of compatibility with Convention rights and the energy with which individual citizens are prepared to assert their rights in courts of Law. The Act, in the government’s view, was intended to provide a new basis for judicial interpretation of all legislation; not a basis for striking down any part of it. However, notwithstanding the careful drafting of the HRA in order to preserve sovereignty the judges appear to be developing the concept of the constitutional statute; one constitutional statute, one consequence of which is that the doctrine of implied repeal does not operate and only express intention to amend or repeal the Act will have effect. Section 2 of the HRA requires that the domestic courts to take into the account, interalia judgments of the court of Human Rights. This does not however mean that the courts are bound to follow slavishly such judgments. The issue was central to the case of Kay v Lambeth. The primary focus of the convention rights is on public authorities. HRA 1998, S.6 (1) states: â€Å"It is unlawful for a public authority to act in a way which is incompatible with a convention right.† S.6 (3) states: â€Å"Any person certain of whose functions are functions of a public nature.† The definition of the public body was considered by the Court of Appeal in R v Leonard   Cheshire Foundation (2002). Although some bodies are clearly public authorities such as government departments, local authorities, the police, the Inland Revenue and others who have no private function, the Act does not define ‘public authority’ The restrictive approach of the Courts, illustrated most starkly by the Leonard Cheshire case and the YL case has been subjected to strong criticism by the Joint Committee on HR in the meaning of Public Authority under the HRA. The Committee highlights the implications of the narrow interpretation of public bodies for a range of particularly vulnerable people in society. The Committee endorsed the view that the key test for whether a body exercised a public function should be whether the relevant function is one for which the government has assumed responsibility in the public interest. It should not depend on whether the body is acting under statutory authority or under contract. The Committee considered that the current position is unsatisfactory and unfair and continues to frustrate the intention of Parliament. S.3 HRA requires the courts to interpret primary and subordinate legislation in a way which is compatible with the Convention, so far as it is possible to do so. The House of Lords in R v A 2002 laid down the basis for the reinterpretation of a statutory provision to make it compatible with convention rights which was followed in Ghaidan v Godin Mendoza   2004. Declarations of incompatibility are regulated by s.4, which provides that if a court is satisfied that a provision of primary or subordinate legislation is incompatible with one or more convention rights, it may make a declaration of incompatibility and s.5 of HRA 1998 confers on a minister the right to be heard. The purpose of s.5(2) is to ensure that the appropriate minister has an opportunity to address the court on the objects and purposes of the legislature in question and any other matters which might be relevant. Article 13 of the Convention which provides that everyone shall have an effective remedy before a national authority has deliberately not been incorporated. Instead, s.8 provides that, where a court finds that a public authority has acted unlawfully, it may grant â€Å"such relief or remedy, or make such order within its jurisdiction as it considers just and appropriate. Accordingly, courts and tribunals may only award as remedy which is within their statutory powers. Damages may only be awarded by a court which has power to award damages or to order the payment of compensation in civil proceedings and no award of damages is to be made unless, taking in to account all the circumstances of the case and any other relief or remedy available, the court is satisfied that the award is necessary to afford just satisfaction to the complainant. The HRA introduced a disturbance or a perturbation in the judicial practice of precedent is testified by the case of R v Lambert and R v Kansal .   However this dilemma was put to rest in these cases when it was suggested that the interpretative powers given to the judiciary should not be exercised retrospectively. Lately an escalating debate has been witnessed against the HRA. These controversies provide an important backdrop to the legal developments in this field. The Prime Minister has frequently challenged the value of the European Court of Human Rights and the HRA criticizing the Act. Deportation of terrorists and the threat they pose to national security has been a prevalent practice which has been a flagrant breach of the rights granted under the Convention. The Conservative Party in the UK has even proposed to scrape off the Act and replace it with a complete UK Act which shall preserve public interest and national security policies more than any regional or international pacts. In July 2006 the Department of Constitutional Affairs (DCA) published its review of the Implementation of the HRA. It considered the development of substantive law and decided that HRA had no significant impact on criminal law and that the HRA’s impact on counter terrorism legislation arose from the decision of the ECtHR rather than the HRA itself. The review opined that in other areas the HRA had had a beneficial impact and had not significantly altered the conational balance between Parliament, the Executive and the Judiciary. The Review also concluded that the HRA had not affected the outcome of the cases largely as the Convention rights might not be directly related to the facts of the case or interference with the Convention rights might be justified or a similar right might already be recognized by common law. The Review canvassed various options for the future. The Government had ruled out with drawing from the European Convention on Human Rights or repealing the HRA. It would be possible, however, to amend the HRA using the margin of appreciation to require the courts to give particular respect to public safety in a similar way to ss.12 and 13 in relation to freedom of expression and freedom of thought. The Government also proposed to take a more proactive, strategic and coordinated approach to HRA litigation. By studying HRA, all law subjects are now open to a human rights analysis and the next few years will see the application of those principles tested to the fullest. Many cases to date have received widely spread publicity, not surprisingly given that many of the big human rights case raise issues that are politically or morally contentious and often emotionally charged: for example the Art 8 rights to privacy of Venables and Thompson, the convicted murders of toddler Jamie Bulger. The Art 5 rights of those alleged to be supporters of terrorism. A and others v Secretary of State for Home Department and the rights and wrongs of assisted suicide in cases of terminal illness or life threatening disability, R v DPP, exparte pretty 2001. the rages of cases is ever increasing as these new principles are tested. After the non binding Universal Declaration of the HRA, many global and regional human rights treaties have been concluded. Critics argue that these are unlikely to have made any actual difference in reality. Others contend that international regimes can improve respect for HR in state parties, particularly in more democratic countries or countries with a strong civil society devoted to Human Rights and with transnational links. The finding suggest that rarely does treaty ratification have unconditional efforts on HR. instead, improvement in human rights is typically more likely the more democratic the country or the more international nongovernmental organizations its citizens particular in. Conversely, in very autocratic regimes with weak civil society, ratification can be expected to have no effect and is sometimes even associated with more rights violation. Bibliography: A. Barnett, H., M. Diamantides, Public law (Guide), (London: University of London Press, 2007) A. Edward, Richard, Judicial Defence under the Human Rights Act, The Modern Law Review, Vol. 65. No. 6, (Blackwell Publishing, 2000). Barnett, Hilaire, Constitutional Administrative Law,(London: Routledge. Cavenish taylor Francis Group, 2009). Clayton, Richard, Eurpion Human Right Law Review (2007). De Beats, Antoon, The impact of the Universal Declaration of the Human Right on the study of History, History and theory, Vol. 48, No. 1 (Blackwell Publishing, 2009). Gearey, Adam, Wayne and Robert Jago, the Politics of the Common Law,(London:   Routledge. Cavenish Taylor Francis Group, 2009) Holland, James, Julian Webb,Learning Legal Rules, Sixth Edition, (London: Oxford University Press, 2006). Kavanagh, Aileen, The Role of Parliament Intention in Adjudication under the Human Right Act 1998, Oxford Journal of Legal Studies, Vol. 26, No. 1,(London: Oxford University Press, 2006).

An Article Marketing Guide

An Article Marketing Guide An Article Marketing Guide An Article Marketing Guide By Sharon Article marketing is a great way to promote a product, service, website or blog. The name says it all: article marketing means marketing yourself with articles and its easy to do if you know how. Heres how to create a good article marketing article. The Title The title of your article is the most important part, because thats what will grab the reader. The golden rule is to tell readers what the article offers and tell them quickly within the first three or four words if possible. If youre writing about buying a second home, then use this: Buying A Second Home: Five Tips For Success rather than this: Five Tips For Success When Buying A Second Home The first tells readers straight away what they will get from your article; the second focuses on the number of tips. The Body Article marketing articles are used on websites and blogs, so follow the rules for writing good web articles. Put the most important information at the top, keep sentences and paragraphs short and make good use of subheadings. And if you promise five tips, make sure thats what you deliver. I usually start with a rough plan which outlines my main points and then I expand on each of those points in a single paragraph. I dont make these too long, as the average article marketing article is between 250 and 500 words long. The Resource Box The resource box is where you get to sell your product or service. It needs to contain your name, the address of your website, your elevator pitch and a call to action. The elevator pitch is a couple of sentences that say what you have to offer. It briefly answers the question whats in it for the reader? The call to action aims to get readers to your site to buy, join, signup orwhatever you want them to do. Other Important Information Once you have completed the article, write a summary of between two and five sentences to hook the reader. This may be a repeat of the lead or something completely different that points out what the article has to offer. If you like, include an invitation to the reader to read on. Finally, craft an author bio that shows your expertise and youre ready to submit your article. Where To Submit There are hundreds of article directories, so the choice can be daunting. Some of the best ones Ive used are: EzineArticles GoArticles IdeaMarketers There may also be article directories specific to the niche you want to target, which may be a better option for some people. Once you have written the first article, its easy to write more. I have more than 40 articles on EzineArticles and they bring traffic to my site and serve as examples of my writing. Good luck with your article marketing efforts. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:Avoid Beginning a Sentence with â€Å"With†Social vs. SocietalHow Many Sentences in a Paragraph?

In What Ways Have the Recent Technological And Institutional Essay

In What Ways Have the Recent Technological And Institutional Developments Shaped Public Service Broadcasting In the UK - Essay Example In such a market with a large number of private players (with large funds and new technologies to back them), the PSBs with their obligatory roles as public service broadcasters which disallows them to focus on earning revenues, are finding it increasingly difficult to survive in this fragile economic scenario (Shooshan and Cave, 2000, 71-83). In this context, Singer opined that, â€Å"increased number of TV services means that audiences are getting fragmented. Where once a show on the publicly owned BBC, or its commercial rival ITV, regularly commanded audiences of 20 million, now a good audience is under half this† (Singer, Getting over our public service broadcasting addiction, April 2010). Along with this, the Internet has now emerged as large threat, taking away a large portion of UK audience, whereâ€Å"70% (80% in urban areas) are on the internet; there are movies on your Xbox, and assorted forms of catch-up TV† (Singer, ibid). In the internet, the most popular a renas are the social networking sites (like, Facebook, Twitter., etc.,) that allow open interactions between various users, thus making it necessary that the UK PBS in order to modernise itself must look towards allowing a greater scope for interactions amongst its recipients. In this context, in the 2005 Ofcom review, Richards, Foster and Suter give us a fair idea of the extent of technological invasion, where they state, â€Å"Fifty per cent of households already have digital television, and take-up has been extremely rapid†¦Other digital technology is increasingly competing for viewers’ attention. Ownership of DVD players has exploded – reaching 45% of... This essay stresses that PSB has always been at the core of UK cultural development, and in the Ofcom’s research it has been seen that despite changing consumption patterns, public support for the main objectives of PSB remain unchanged. Thus, it is necessary that Ofcom, while making suitable change to shape the present PSB that would be more suitable to the present context, must keep the traditional institutional values intact within the UK PSBs. It should create a suitable status for the PSB operating in the digital environment, create specific superscriptions for PSB, and allow them to make use of the new technological innovations to fulfil the superscriptions and adjust to the modifications in the present media landscape and modifications in the listening and viewing patterns of the recipients. This paper makes a conclusion that the UK must make provisions in their legislations to formulate specific superscriptions for PSB, which would cover the new mode of communication and technology services, thus allowing PSB to make optimal use of their potential in advocating democracy, social values and wider cultural participation, using the new form interactive media. The government also must allow the PSB media to respond completely in its own way, to the hurdles arising from the networking society, taking part in market competition, while keeping in mind various legal issues that dominate the public/private structure of the electronic world.

Fear Crime Report Essay Example | Topics and Well Written Essays - 2000 words

Fear Crime Report - Essay Example This report is to summarizes the findings of the survey carried out and give a general outcome of the findings (Chatterton and Hollands, 2002). Table one Table one shows a survey taken in Kingston, considering various attributes like the age group, gender, disability, ethnicity of a person, focusing on the minority ethnics. It also targeted those who were residents in RBK, adults, in full time education, how they travel to town, the purpose of visit and if they were aware that there was the presence of CCTV in the areas (Gant, 2010). There have been public concerns about the safety of the public because, despite the good record of low crime, there have been exceptional cases of crimes occurring at the town. The table gives statistics of the research from the year 2007 to 2012. It is evident that the number of people willing to participate in the survey increases every time. The highest recorded number of people in the survey hit a record of 1136, in the year 2010 (Table 1). These peo ple are then divided in age groups of under twenty five years, between twenty five and thirty nine years, between forty and fifty nine years, and finally sixty years and over. According to the statistics, those who were under twenty five years among all the age groups, were the ones with the highest number of fear of crime, whereas those who were at the age of sixty years and over, had the least fear of crime in the town. This explains that it is the young ones who have a lot of time in their hands and commit these crimes. Most criminals fall in the age gap of below twenty five. When assessing between the male and female? In all the years, the female is more afraid of crime in the town than their male counterparts. However, these statistics have dropped from a high of 59, to a low of 50.8 in the year 2011. This is encouraging because it shows that the fear of crime has reduced, and this could be attributed to the facts that criminal offences have reduced, and the public safety is en sured. For those who are in full time education, in the town, the story is different because the fear tends to escalate drastically. Another record worth taking note of is the means that people use to travel to the city center. Those who travel by motor cycle are the least fearful of the group, but statistics still shows that the fear of crime has increased, although it is still lower than other means of transport (Oc and Tiesdell, 2001). Those who travel by means of vehicles, that is by bus or personal cars. This shows that these people experience a high rate of crime, therefore they fear for their property and lives. Those who go to school at the city center have the most fear of crime. This was equated to crimes committed in school like bullying, being beaten up and harassment from their fellow students. An exceptionally large number of people are aware of the availability of CCTV in public areas within the town. This gives them the sense of security, since they believe that ther e safety is assured and do not have to fear. It was also reported that some of the crimes committed include vandalism, graffiti, antisocial behavior. Table 2 Table two shows the reported experience of victimization in percentage, in the years 2007 to 2012. The levels of personal victimization are reviewed in the table, and from

Curriculum Design Essay Example for Free

Curriculum Design Essay Chapter 7 ASCD Yearbook Fundamental Curriculum Decisions, 1984 People cannot intelligently discuss and communicate with others about curriculum without first making very clear what their interpretation of a curriculum is. In this chapter, we will be thinking of a curriculum as a written plan for the educational program of a school or schools. Curriculum design them will consist of those considerations haying to do with the contents, the form, and the arrangement of the various elements of a curriculum. We distinguish between curriculum planning and instructional planning with curriculum planning being the antecedent task. Curriculum planners are forced to make design decisions almost from the outset of their work. The design decisions revolve around three important considerations: (1) the range of school levels and schools to be covered by the curriculum, (2) the number of elements to be included in the curriculum, and (3) the nature and scope of each of those elements. Each of these requires additional explanations. Decisions about the range of school levels and schools to be covered by the curriculum normally are mot very complicated, and the range usually coincides with the sphere of authority of the board of education. Districts may elect to plan a curriculum from kindergarten through grade 12; they may elect to plan one curriculum for the elementary schools and one for the secondary schools; or they may elect to direct each school unit to plan its own curriculum. Planning groups will have to decide about the number of elements to be included in the curriculum. Among the options for inclusion are: (1) a statement of goals or purposes, (2) a statement of document intent and use, (3) an evaluation scheme, and (4) a body of culture content selected and organized with the expectancy that if the culture content is judiciously implemented in classrooms through the instructional program, the goals or purposes for the schools will be achieved. To this list, some would add suggested pupil activities, instructional materials, and so forth, but these matters belong more rightfully in the domain of instructional planning and we will not consider them here. A few comments about each of these four elements will be helpful to the reader in understanding their import for curriculum decisions. Most curriculum writers would agree that it is desirable to include a statement of goals or purposes to be achieved by schools through the implementation of the planned curriculum. They may disagree as to what the goals ought to be, or they may disagree about the degree of specificity of the statements to be included. The most famous statement of goals or purposes for schools became known as the Seven Cardinal Principles of Education as formulated by the Commission on the Reorganization of Secondary Schools in 1918. They were health, command of the fundamental processes, worthy home membership, vocation, civic education, worthy use of leisure, and ethical character. There is less consistency among curriculum writers in terms of their insistence upon including a statement of document intent and use in a curriculum, and, in practice many curricula do not contain such statements. Curricula have, in the past, contained statements intended to reveal the philosophy or point of view of the planners but this is not what we mean by a statement of document intent and use. A statement of document intent and use should be forthright and direct about such matters as: (1) how teachers are expected to use the curriculum as a point of departure fur developing their teaching strategies, (2) the fact that the curriculum is the official educational policy of the board of education, (3) the degree of universality in expectancy with regard to the discretion of teachers in implementing the curriculum, and (4) the degree to which teachers are to be held accountable for the implementation of the curriculum. These are illustrative of the kind of statement that may be formulated, but each planning group will have to decide on the number and character of such statements. With the amount of emphasis put upon curriculum evaluation in recent years, some mandate with respect to the curriculum evaluation is a very reasonable option for inclusion in a curriculum. The most common method of pupil evaluation used in the past has been the standardized (norm referenced) achievement test. In most cases, there were no deliberate attempts to relate published curricula to the test batteries. Therefore, any leap in assumption about the directness of the relationship between curriculum content and whatever was measured by the tests was likely to be untenable. All the more reason for formalizing an evaluation scheme by including it in the curriculum. In one form or another, a curriculum must include a body of culture content that has been deemed by the planners and directing authorities to be important for schools to use in fulfilling their roles as transmitters of culture to the oncoming generations of young people. The basic curriculum question is, and always has been, that of what shall be taught in schools, and a major function of a curriculum is to translate the answer to that question into such forms that schools can fulfill their commitment and demonstrate that they leave done so. Most of the remainder of this chapter is devoted to discussion of this element of a curriculum; so we will leave it at this point. But it should be made clear that from these options as potential elements of a curriculum, there emerge two dimensions of curriculum design. One is the choice of and the arrangement of the elements to be included in the curriculum. The other is the form and arrangement of the contents of each of the elements internally. The design problem is greatest in the case of the form and arrangement of the culture content and it is the one most frequently discussed under the heading of curriculum design by curriculum writers past and present. . Culture Content-Knowledge-Curriculum Content A curriculum is an expression of the choice of content selected from our total culture content and, as such, it is an expression of the role of the school in the society for which the school has been established to serve. A word needs to be said here about the meaning associated with the expression culture content. Ralph Linton provided us with a classical and very useful definition of culture. He stated: A culture is the configuration of learned behavior and results of behavior whose component elements are shared and transmitted by the members of a particular society (1945, p. 32). The term society is ordinarily used to refer to a group of individuals who live together with common norms and shared frames of reference. Societies tend to generate their own culture and to transmit that culture to oncoming generations within that society. So long as societies and their cultures remained in a primitive state, their cultures were simple and could be transmitted to oncoming generations by direct contact between the young and the older members of the society. But as societies became more complex and the scope of their culture content increased so that the transmission of the culture content to the young could no longer be accomplished by direct contact in daily living, societies were forced to create institutions to take on the responsibility for all or part of the cultural transmission task. The school is one of those institutions. The church is another. Both of these institutions have unique roles to play in society, and they tend to transmit different culture conten t to the young. Parochial schools tend to do both. As Smith indicated in Chapter 3 of this Yearbook (not in this reading – JG), the culture content selected to be included in the curriculum of the school may be thought of as equivalent to the knowledge to which school students are to be exposed. In any case, it is critically important to be aware that not all culture content, or knowledge, accumulated by society comes under the purview of the school; curriculum planning is a process of selecting and organizing culture content for transmission to student by the school. The process is very complex, involving input from many sources, but the organized end-result of the process is the design of the curriculum. The most sophisticated mode of organization of culture content for purposes of teaching is reflected by the various disciplines such as history, chemistry, or mathematics. In addition to the established and recognized disciplines, school subjects have been created out of conventional wisdom m the applications of selected portions of the disciplines to applied areas of our culture such as vocational subjects, social studies, or reading and handwriting. In general, the separate subject organization of culture content has predominated in curriculum design. Another way of speaking about curriculum content is to refer to cognitive content, skill content, and value or attitudinal content. As Smith discussed more fully in Chapter 3, all three types of content represent knowledge in some from either in the form of direct knowledge or a knowledge base. The three forms have been used as a classification schema or a taxonomy for curriculum content formulation. Historic Curriculum Design Conflicts One must realize that tire basic curriculum question is, and always has been, one of what shall be taught in the schools. An immediate corollary to that question has been that of how shall what has been chosen to be taught in the school be organized so as to best facilitate the subsequent decisions about teaching and learning. Those two questions are the primary curriculum questions, and the organized decisions made in response to them culminate in a curriculum design. A few reflections about our curriculum past will illustrate settle of the conflicts in curriculum design that have taken place. In her study, Sequel observed that curriculum as we use the term today was not a subject of professional discussion until after 1890 (1966, p. 1). Rugg contended that decisions about curriculum content prior to the 20th century were decided primarily by textbook writers and textbook publishers (1926, Pp. Ill-11). It was not until 1918 that Bobbitt wrote the first definitive work on curriculum and since that time curriculum writers have directed their attention to the substance and organization of curriculum content (curriculum design) and to the processes of curriculum planning, implementing, and evaluating. By the early 1900, the stage had been set for the separate subjects organization of the culture content to be used in schools. In our very early elementary or primary schools, for example, pupils were taught to read, to write, and to compute; the subjects were called reading, writing, and arithmetic. Much later such subjects as geography, history, and civics were added to the curriculum. In our early secondary schools, pupils were taught a selection of subjects (disciplines) that were directly associated with the disciplines taught at the college or university. Even though the separate subjects organization of culture content was used before curriculum became an area of professional study, it is still with us. True, subjects have ben added and others altered, but it remains the dominant approach to curriculum design. The separate subjects mode of curriculum design has been significantly challenged only once in our history. That challenge came with the advent of the Progressive Education movement. A principal belief of the Progressive Education movement was its dramatic emphasis on the learner in school settings. A substantial portion of the Progressive emphasis on the learner was stimulated by John Deweys (1916) call for more active and less passive learning in schools. This focus on the learner when applied to the organization of curriculum content led to endeavors remove away from the separate subjects organization of tire curriculum content. The movemen away from the separate subjects organization (sometimes called subject-centered) was toward the integration, or fusion, of subjects under the assumption that such integration would not only facilitate learning on the part of pupils but would additionally make the knowledge, skills, and attitudes more easily available to the pupils in post-school life (the transfer problem). The basic process involved here was the fusion of the contents of two or more of the separate subjects into another organization in which the individual subjects lost their separate identities. As one might expect, names were associated with the various integration or fusion attempts. Figure 1 adapted from Hopkins (1941, p. 18) illustrates the variety of names associated with curricula resulting from integrative or fusion processes. Hopkins here polarized the subject curriculum and the experience curriculum. The broad fields curriculum was placed in the center so as to show that it had a reasonable num ber of the characteristics of the two extremes. Others as indicated on either side depending on emphasis. Space in this volume will not permit extensive description of curricula developed as part of the efforts to move away from separate subjects organization. The best we can do here is to identify some of them and cite sources for further investigation on the part of the reader. For example, in their hook The Child-Centered School, Rugg and Shumaker (1928) presented brief descriptions of the curricula of the Lincoln School, The Frances Parker School, and others of that time. In most cases, the curricula were built around child-centered units of work, but attention was focused as needed on such basic subjects as reading, mathematics, history, geography, and so forth. One of the most extreme departures from separate subjects organization was proposed by Stratemeyer and others (1957). The authors proposed the persistent life situations concept as a basis for dealing with the curriculum building issues of scope, sequence, continuity, balance, and depth. At the junior and senior high school levels, special mention should be made of the core curriculum. The core curriculum idea was to get away from nothing but the discipline-centered curriculum. Most core programs were organized around larger and more flexible blocks of time, and the content was generally centered on personal and social problems and problems of living. In many respects the core curriculum idea was an attempt to solve the general education problem in our upper schools. It is important to note that in practice in schools, curriculum design failed to get very far away from the subject- or discipline-centered design. The most lasting effect of the movement was the broad fields idea as represented by social studies, language arts, and general science, and they have persisted mostly in curricula for elementary and junior high schools. Contemporary Arguments About Curriculum Design Probably the most persistent movement in curriculum design in recent years has been the proposed use of specific behavioral objectives as a basis for curriculum organization. Curriculum writers have long proposed that curricula ought to contain statements of goals or objectives, but not as the only content of a curriculum. Some contemporary writers have proposed that curricula should be thought of in terms of the anticipated consequences of instruction, or intended learning outcomes. (For example, see Popham and Baker, 1970; Johnson, 1977). The culture content in such cases would either be implied in the objectives or be considered as an instructional decision. A distinct advantage of this type of curriculum design is that supervision of the implementation and of the evaluation of the curriculum is simplified and facilitated. Such proposals are in direct contrast to a proposal that a curriculum should he composed in four parts: (1) a statement of goals, (2) an outline of the culture content that has the potential for reaching the goals, (3) a statement of the intended use of the curriculum, and (4) a schema for the evaluation of the curriculum (Beauchamp, 1981, p. 136). They are in even greater contrast to those who would include instructional considerations such as suggested activities for learners and instructional materials to be used. Curriculum planners should be warned that the inclusion of all of these things produces fat and unmanageable curricula. With respect to the culture content of curricula, two organizational concepts persist both in the literature and in the practice of writing curricula. The first is the tendency to continue with the basic framework of the subjects, or disciplines, that are to be taught. The second is to break the subject areas down into three identifiable components: (1) cognitive, (2) inquiry and skill, and (3) affective (value, moral, attitudinal). Curriculum planners will probably wish to begin their thinking about design with the familiar, which will unquestionably be the conventional school subjects. They will consist of mathematics, social sciences (including social studies as a subject), the natural sciences, fine and applied arts, health and physical education, communications, and other languages. At the secondary school level, planners will add to these whatever vocational and technical subjects they may wish to offer. Some planners will wish to add an area that may be termed social problems, molar problems, or problems of living that may call for applications of elements learned in various conventional subjects. Curriculum planning is an educative process. For this reason classroom teachers should be involved in the undertaking. A very important reason for their involvement is that the process of curriculum planning presents an opportunity for them to engage in analysis of the culture content so that they may be more effective in their classrooms at the level of instruction. The analytic process of breaking down the culture content into cognitive, affective, and inquiry and skill components is one way that teachers may become mote knowledgeable about what they do. Also in this process of analyzing the culture content, the content is more specifically related to goals and at the same time it fosters better curriculum implementation. For these reasons, teachers participation in curriculum deliberations has been proposed frequently as a needed dimension of continuous teacher education. In Chapter 3, Smith raised the very important question of the utility of the culture content selected to be part of the curriculum content, and he posed several ways in which the utility of knowledge can be emphasized. In a more specific vein, Broody, Smith, and Burnett (1964) suggested on, potential uses of learnings acquired in school to he taken into consideration. They are the associative use, the replicative use, the applicative use, and the interpretive use (pp. 43-60). Very briefly, the associative use of knowledge refers to the psychological process of responding to a new situation with elements of knowledge previously acquired. The replicative use refers to situations that call for direct and familiar use of schooling such as when we read a newspaper, write a letter, or balance a checkbook . The applicative use occurs when an individual is confronted with a new problem and is able to solve the new problem by the use of knowledge acquired in the study of school subjects through previous experience in solving problems demanding similar applications. The interpretive use of schooling refers to the orientation and perspective the individual brings to new situations because the individual has acquired ways of conceptualizing and classifying experience. Much of the discussion about uses of schooling (especially use external to the school) is an elaboration of the transfer problem that has plagued educators ever since Edward Thorndike first set forth his theory of transfer through the existence of identical elements in 1908. The most easily explained is the replicative use as described above because of the direct similarity between the use external to the school and the mode of learning and practice in school. Take reading for example. Reading from school materials is directly similar to reading of materials outside the school. But when it comes to applying knowledge or making new interpretations or associations between knowledge required in school and life situations external to schools, a more complicated transfer situation exists. Unfortunately, many of the questions raised about utility and uses of schooling have not been answered through curriculum design. Nor are they likely to be because so much is dependent upon classroom teaching technique and the design of instructional strategies. The best efforts in curriculum design have been through the generation of new courses (subjects if you please) in which the content is purportedly more like life external to the school. Reference here is made not only to specialized courses such as technical, vocational, commercial and occupational courses but also to courses designed around molar problems, problems of living, and core programs. In many respects, the broad fields courses were designed for purposes of saving time during the school day and to facilitate the transfer of knowledge acquired. But whatever the curriculum design, if teachers are not aware of and sensitive to the kind of analyses of the content to be taught as we have been discussing it, the uses of schooling will not be maximized. All the more reason why teachers should be part of the curriculum planning effort and participate in the required dialogue. In summary, then, what courses of action with respect to curriculum design appear to be the most appropriate for todays curriculum planners? The most important aspect of curriculum design is the display to be made of culture content once the content has been selected. The total amount of culture content is constantly growing thus making the problem of selection for curriculum content more difficult as time goes on. Unquestionably, the role of those schools (elementary and secondary) that operate under compulsory school attendance laws must constantly be examined in terms of what they should or should not offer in their curricula. The elementary school curriculum has always been designed with general education in mind. In our contemporary society, the secondary school seems to be moving in that same direction. Both, however, have seen fit to divide the content selected into realms or courses as appropriate. Scope and sequence have long been two major problems in curriculum design. The display of course content into topical outline is one way planners can watch for discrepancies in scope and sequence. It also helps with horizontal articulation among the various subjects. To help teachers generate greater insight into the content outline, it is desirable that the curriculum design reveal the expected cognitive, inquiry or skill, and affective outcomes. These are conventionally arranged in the design of the content in parallel with the topics in the outline. flow behaviorally the outcomes are to be stated is optional to the planners. These outcomes should also be thought of in terms of any goals or purposes that may be stated in the curriculum. What else to include in the design is optional to the plan. It has become quite conventional to think of goals or purposes first and then to select the content. Such procedure is quite arbitrary because all content is selected with some purpose in mind. Nonetheless, a statement of goals and purposes is a useful element in curriculum design. I would add to the topic outline and the expected outcomes a directive statement about the intended use to be made of the curriculum and a statement outlining a scheme for evaluating it.

The Seven Spiritual Weapons :: essays research papers

When people give their lives to Christ Jesus their hearts are changed and their soul becomes alive with the Holy Spirit. Once a life is saved, is life relaxed and easy for it is saved from the pit of hell? Of course not, Christians are faced with temptations from Satan and his demons. Temptations are brought upon us for us to make the choice of whether or not to fall into temptation or not. In the book The Seven Spiritual Weapons, Catherine of Bologna lists seven spiritual weapons to conquer enemies of God. These seven tools are to enhance our personal walk with Jesus Christ. Catherine wrote this work in fear of divine condemnation. She felt if she was silent about the delights of others she would be condemned. She felt it was her spiritual duty to do God's will and to encourage her fellow sisters of the monastery to fight the enemies of God. The first spiritual weapon Catherine describes is Zeal, that is solicitude in doing good. God condemns those that are lukewarm and negligent in the way of God. Enemies will see people doing good and will try to corrupt them by persuading them to do too much. Catherine reveals that there is as much danger in too much as in too little. People may try to do good deeds and wind up performing them in excess of what is good for the glory of God. 'So exercise all the virtues in proper measure that the weapon of true and diligent discretion may be exercised by us for our salvation and for the praise of Christ.'; Catherine portrays that it is very important for people to practice all virtues with discretion, for as to not over do it. The Holy Spirit inspires good inspirations in people, and then leaves the choice for each person to make and act upon. We must not let the time the Holy Spirit has given us pass by without the choice being made to follow Christ Jesus. Catherine's second spiritual weapon is Mistrust of Self. She describes this as believing that no one can do anything good by oneself, without the help of Christ Jesus. Do not trust in yourself for you shall surely fall to the enemy. It is in a person's nature to try to do things by his or herself, but the Lord says, 'Without me you can do nothing'; (Jo 15:5).

Greatest Speeches of All Time †Franklin Roosevelt’s Speech Essay

In his first paragraph, Roosevelt states that he is certain that his fellow Americans expect he will address them with honesty and a decision which the people will push forward. He also states that this is the distinguished time to speak the truth. That Americans should not shrink from honestly facing conditions in their country today. America will endure as it has endured and will revive and flourish. So first of all, he will support his firm belief that the only thing they have to fear is fear itself- unjustified terror which stops needed efforts to transform retreat into advance. He makes a point about how values have shrunken dramatically as taxes have risen, ability to pay has fallen, the government is faced by diminishment of income, exchange means are frozen in trade, the industrial enterprise is falling (â€Å"withered leaves†), farmers cannot sell produce, savings of families are gone and there are going to be more unemployed citizens. He speaks about how America doesn’t have the problems they once had with loss of produce and how â€Å"our forefathers conquered† and that American’s should appreciate it. He says that the country has many resources and shouldn’t waste them, like leaders have wasted resources before, whether it was because they stubborn or just plain dumb, they have passed on these habits to their future rulers. He acknowledges that they have tried, but their efforts were in vain. They have only ever proposed the lending of money. People before him have not had the choice to lure people to follow him by using money promises; they resorted to persuading the people through â€Å"pleading tearfully for restored confidence. These people had no vision and only knew the rules of a generation of self-seekers, and with this vision people perish. He acknowledges that social values are more important than money values and that is where the restoration should begin. He also acknowledges that money doesn’t bring you happiness but the joy of achievement does. He also acknowledges that the joy and moral side of work no longer need to be forgotten in the chase of diminishing profits. He also states that recognition of material wealth being the standard of success being a false idea going hand in hand with the â€Å"abandonment of the false belief that public office and political position are to be valued only by the standards of pride of place and personal profit†, also that there must be an end to the wrong doing to the citizens who trust in banking and in business. If the nation is to be restored both ethics must be changed and action must be taken. He recognises action needs to be taken so that more people are in the workforce and are able to get into the workforce. He states that we must recognise that most of the population lives in the city and that the land should be put to better use. This can be achieved by raising the value of agricultural products and with this power to purchase the output of cities. It can be helped by preventing the tragedy of the growing loss of small homes and farms. It also helped by insistence that the federal, state and local governments act on demand to have their costs reduced. If national planning for supervision of all forms of transportation and communication were in place it would also help. He states that it cannot merely be helped by talking about it and actions must be put in place quickly. He states that to return to the safeguard of work there must be strict supervision of all banking and credits and investment, there must be end to speculation with other people’s money and there must be provision for an adequate but sound currency. He goes on to explain how he will fill his duties in a fulfilling way. The event the speech addresses: The event the speech addresses was Inauguration Day, 1933. This marked the commencement of a four year term. On this day there was a swearing in ceremony which consisted of Roosevelt taking an oath of office and delivering a speech. This speech outlined that Roosevelt understood that the American Constitution had proved itself as an enduring modern political mechanism and how Roosevelt planned to ease the effects of the Great Depression. Profile of Franklin Roosevelt: Franklin Delano Roosevelt was born in 1882 at Hyde Park, New York. Hyde Park (New York) is most famous for being the hometown of Roosevelt and his grandfathers’ home is located near the Riverview Circle of the Hudson River. He was born as the only child of James Roosevelt and Sara Ann Delano Roosevelt. He was born into a family of riches and the sense of self importance. He was educated by tutors and governesses and his upbringing was far different from the common people. In 1896 he attended Groton school for boys where he found it hard to fit in as most of the boys excelled at athletics while he did not. After graduating in 1900, Roosevelt attended Harvard University and Columbia Law School but in 1907 he passed the bar exam yet didn’t receive a degree. In 1905, on St. Patrick’s Day he married Eleanor Roosevelt, his fifth cousin, niece of Theodore Roosevelt, also his fifth cousin. Theodore Roosevelt was Franklin Roosevelt’s idol and Roosevelt aimed to follow in his footsteps. Theodore Roosevelt became commander-in-chief in 1901 after William McKinley was assassinated and president in 1904 after winning second term. Roosevelt won a seat in the New York senate in 1901. He was stricken with Polio in 1921, but not many people knew exactly how paralysed he was as he was never seen in a wheelchair. He fought to regain the use of his legs though hydrotherapy. Franklin Roosevelt was the only president to be elected four times. Roosevelt had become the 32nd President of the United States in 1933. In 1935 many members of the public were against Roosevelt’s New Deal program even though the Nation had received some measure of recovery as national product went up and unemployment went down. The New Deal program was a series of domestic programs enacted in the United States between 1933 and 1936. Roosevelt was re-elected in 1936 by a huge margin. Roosevelt had pledged the United States to the â€Å"good neighbour† policy, when France fell and England came under siege in 1940, he began to send Great Britain all possible aid short of actual military involvement. Hopes of keeping America out of the war ended on December 7, 1941 when Japan attacked Pearl Harbour. Roosevelt helped in the area of advising military personnel and did this successfully in 1942 in an invasion on South Africa, in 1943 in both Italy and Sicily and followed by the D-Day invasion in Europe in 1944. During this time Roosevelt also promoted the formation of the United Nations (UN). Also in 1944 Roosevelt had been tested and diagnosed with many problems but despite this he ran for president with his running mate Harry S. Truman who he nominated as his senator and won 36 of 48 states, yet again becoming president. In February, 1945, Roosevelt attended the Yalta Conference which was held to discuss after-war reorganisation with British Prime Minister Winston Churchill and Soviet General Secretary Joseph Stalin. Roosevelt died on the afternoon of April 12th in 1945, as the World War II came to a close from a cerebral haemorrhage. His passing shocked America even though people knew he looked exhausted in photographs and news reels, no one was prepared for his passing. Historical Analysis: Roosevelt’s presidency had forever changed the United States and the way it was run. He led a country through the Great Depression, as well as the greatest war in human history, and his social programs during the Great Depression have redefined the role of government in Americans’ lives. He established the United States leadership on the world stage through his role in World War II. The 12 years he spent in the White House had redefined liberalism and set a precedent for the expansion of presidential power for future generations.