Mill on Liberty

John Stuart Mill’s On Liberty is an intellectual discussion on just how far society’s reach can influence and direct the actions of individuals. Mills required several criteria to evaluate the discussion of cigarette advertising, its impact, and whether it is a health issue. His work can be summarized into the following points:1. An individual has the right to act as he wants as long as their actions do not harm others.2. Society has no right to intervene if the individual is only directing his actions upon himself.3. Children and those less civilized would be exempt. (In other words these two groups are deemed to require guidance).4. Everyone is entitled to free speech regardless if that speech is erroneous.5.   Debate is necessary to find truth.6.   We must protect the ability to choose.Mills would have no issue with cigarette advertising. Under his philosophy the manufacturers of cigarettes and those advertising for cigarettes would be entitled to do so. What Mil ls would argue is that although these companies have the right to free speech they would have to tell what the health costs of cigarette consumption as documented by every major health agency. Mills would propose that cigarettes be taxed and the individual be warned of associated health issues from cigarette consumption.If the individual is properly educated about the risks and still decides to purchase and consume cigarettes, according to Mills the individual will have assumed all the risk because the individual has  been educated about the risks of cigarette consumption and has still decided to pursue that action in spite of that knowledge.Mills’ decision would not solely be based upon whether the issue is health related or an issue of free speech regarding cigarette manufacturer’s ability to have their product advertised. Mills would take into account all aspects and produce a judgment. His utilitarian philosophy is never separate from any of his decisions and is expressed, â€Å"†¦ one must always act so as to produce the greatest happiness for the greatest number of people (Mill 59-74).†Following this logic cigarette advertising would be accepted; the cigarette advertising would have constraints such as proper disclosure of the health risks associated with cigarette consumption – in other words no deceptions. If, in spite of this information regarding cigarettes, the individual still makes a decision to use cigarettes, Mills would conclude that it is within the individuals’ power to control their actions, so if anything detrimental happened to them, they were fully aware of the consequences.What Mills would argue is that it would be wrong to influence children and others not qualified to properly take care of themselves. Constraints such as cigarette tax, proof of age would be acceptable as constraints because they do not infringe upon an individuals right to choose. The production of proof would be viewed as an i ndication that the individual understands the risks and willing to assume the risks associated with cigarette consumption.The cigarette producer requests that cigarettes be advertised. The advertisement would conform and give the risks inherent with cigarette consumption. In recognition of the risks, certain constraints such as requirement of understanding the health risks and proof that one is of legal age to understand these risks, Mills would have no issue.Mills would have issue if the individual wasn’t told of the health risks in the cigarette advertising. Mills would have issue if the cigarette manufacturers and cigarette advertisers forced individuals to consume cigarettes. Mills would have further issue if the individual was told he couldn’t  choose or would have a choice either way – to choose to use cigarettes or to choose not to use cigarettes based upon advertising.Mills would advocate that if cigarette manufacturers, advertisers did not provide the means (information, education, relevant disclosure) they should be punished. Applicable laws, fines and imprisonment would be considered.  These judgments would be considered because the manufacturer and advertiser would knowingly be inflicting pain upon the individual by not disclosing the health risks associated from consuming cigarettes and the advertising of the product.Simply, â€Å"†¦ the only purpose for which power can be rightfully exercised over any member of a civilized community, against his will, is to prevent harm to others (68).† Because harm would come to the individual without proper information, the prevailing judgment would be to enforce a law so as to cause other manufacturers of cigarettes and their advertisers to rightfully inform the individual. Also, â€Å"†¦ each is the proper guardian of his own health, whether bodily, or mental or spiritual (71-72).†The process of discussing the effects and how cigarettes affected the individual would be rigorously encouraged by Mills. â€Å"We can never be sure that the opinion we are endeavouring to stifle is a false opinion; and if we were sure, stifling it would be an evil still (76-77).† Further, Mills would argue that the opinion regarding cigarettes couldn’t be suppressed anyway because others’ opinions around the world would exist.Cigarette advertising would be viewed rather positively. The advertising would pose a forum to discuss the benefits and risks – whether physical, mental or spiritual. The reason would be many areas of argument would be heard, and out of this an ability to judge for one’s own self would become evident. As further proof and evidence would become clear, the benefits and risks would also become clear. The individual then would be able to decide ultimately for himself.As it is known the health effects of cigarette consumption, Mills would impose a tax based upon utility. That is, cigarette consumption is used by some. Since some derive some benefit from cigarettes  they should be allowed to do so. Indeed, Mills would view the attempt to prevent an individual from whether to choose to consume cigarettes, even with the health risks explained as an attempt to prevent the ability to choose. Mills would take into account these health risks and place a tax on the product. This tax in turn could further the education about cigarette consumption and quite possibly be put to further the research into cigarettes.The health issue of cigarettes would provide a great forum for debate because through debate the raw essence of truth would surface. The raw truth, not society’s truth, your neighbor’s truth or another form of spoon-fed truth, but the raw truth would reveal itself. It is this raw proof through debate that Mills would have humanity embrace. It is through the, â€Å"†¦ Complete liberty of contradicting and disproving our opinion, is the very condition which justifies us in assuming its truth for purposes of action; and on no other means can a being with human faculties have any rational assurance of being right (79).†Mills would state further that the validity of health issues associated with cigarette consumption would stand the test of time. That is regardless of who said what, evidence to support the health risks associated with cigarette consumption would be consistent regardless of who wants to test the validity. The testers would find the same evidence and would come to the same conclusions. There would be no reason to inflict one’s will to assume the truth. The government would not need to intervene because the individual would be aware and educated to what the benefits or risks of cigarettes and cigarette advertising.Mills would also justify that if cigarettes were advertised and sold to minors or those who are not yet old enough to form an opinion that the sellers of cigarettes would be punished under the law. The reason is t hat he would view this as a form of slavery – slavery or imprisonment of one’s ability to be properly educated and the ability to freely choose. Mills would argue those minors or those not yet old enough or have sufficient maturity are not quite capable of making a strong mental decision.Therefore, the cigarette manufacturers’ and their advertisers would be in violation of not disclosing what they know, that is the associated health risks of cigarettes.  Mills would also view those who consumed cigarettes in the presence of others who didn’t consume cigarettes equally unjustifiable. Mills would state that the happiness of the individual who did not consume cigarettes as being infringed upon and his ability to choose whether to be around another individual and knowing or not knowing the consequences of such action would not nullify the existence of those actions and thus infringe upon that individuals ability to remove himself from possible health risks. Mills would further argue because another individual inflicted harm upon another then certain fines or other punishment would be enforced. This would also involve cigarette manufacturers and their advertisers. Mills would include fine, imprisonment or other penalties if those parties did not disclose information that they had available that was relevant and affected the individual.Mills methodical approach would be applied to every situation. He would ask the same questions regarding any problem. As applied to cigarette advertising Mills would ask, ‘Who does this affect?’ If this affects individuals negatively, he would say, â€Å"This is bad for the good of individuals so the cigarette advertisers should be fined or imprisoned because they are harming others (119).†If cigarette advertisers were to publicly announce that cigarettes are horrible and pose numerous health risks and the individual still chose to consume cigarettes, then that is the individuals choice and society should not intervene The reason is simple: the individual armed with the knowledge that cigarette consumption poses health risks and is dangerous and still continues to pursue this task, then that individual has been warned. Since that individual has been warned they take and assume all responsibility for their actions.Mills’ logic would not stop there. Mills would require that the individual who consumes cigarettes, as a result of cigarette advertising, be truly and wholeheartedly aware of what consequences this course of action may bring. Further, if those individuals were not mature or mentally aware, fines  or imprisonment against cigarette advertisers’ and their manufacturers would be at the core of justifiable punishment.Mills was concerned with the ability of the individual to choose. If the individual was not able to choose regardless of whether that choice was considered wrong then that individual’s liberty would be taken away. As such, s ociety would impress upon the individual its choice and deny that individual any means of exploring that option for themselves.At heart of this ability to choose is necessary debate. Debate and intellectual discussion at its core would disclose assumptions and get at raw truth. The truth has to be, â€Å"†¦fully, frequently, and fearlessly discussed (96-97).† Or else it would not be,†Ã¢â‚¬ ¦ a living truth (97).†No one from society to other individuals including the individuals themselves should impose any thought or action that would deprive them of their freedom. Freedom in the sense that the â€Å"†¦individual can pursue their own good in their own way (71-72)†, and not â€Å"†¦attempt to deprive others of theirs, or impede their efforts to obtain it (71-72).†Mills would view cigarette advertising from all positions. It would not be sufficient to just argue on point and then conclude that to be the truth. Mills would argue that if c igarette advertisers and their manufacturers did not disclose any relevant risks associated with the consumption of cigarettes then they should face penalties because those agencies would be denying individuals necessary information that affects their well-being.Mills also would view any issue of health as a matter of disclosure. Inevitably some individuals would say they benefit from cigarette consumption. Mills would say those individuals are willing to take the risks and also say they benefit from cigarettes. Society should not impose any restrictions on their ability to choose. However, since cigarettes and cigarette advertising have health risks, they needto be taxed. Taxation would not be viewed as a prohibitive measure on an individual’s ability to choose rather as a means to ensure that those who manufacturer and advertise cigarettes understand their role in providing the individual with proper disclosure. Payment through taxation would be a means to accomplish this t ask.Utilitarianism is considered at every step of the decision making process. Utilitarianism would not be viewed as a separate thought process or as a separate means at arriving at a decision. Utilitarianism would state that the taxation imposed upon cigarettes is not prohibitive to the individual. Rather it is prohibitive to the manufacturer in that it forces them to disclose the health risks or face further penalties outside of taxation.Regardless of the argument presented – if cigarette advertising is wrong, it wouldn’t only be a matter of free speech, a health issue or would utility help in explaining, Mills would state that it is the argument that enables the truth to be told. It is with constant debate that this truth would finally be realized.Not the truth as we would want it, imagine it, think it or have it told to us; pure truth. It is the freedom to be able to discuss that truth, to be able to think through the steps to arrive at that truth, and the ability after the truth is found not to enforce that truth on anyone unless that individual intended to harm another with that truth. It is with this truth that we as human beings can be better and achieve great things.Works CitedMill, J.S. On Liberty. London: Penguin Books Ltd., 1974.

Recording, analysing and using HR information Essay

1. Why does the organization need to collect HR data? The organization needs to collect HR Data in order to comply with regulatory legislative requirements such as, working time directive, health and safety and pay rates etc. It is also a legal requirement to provide written particulars of employment. By collecting these examples of HR data, this protects the organization from possible legal implications. The organization also needs to collect training and productivity records of employees in order for management to assess performance and productivity of staff. By collecting this data the organization can assign training to employees in order for them to enhance their potential and help the workforce to become more productive. 2. Types of Data Collected The organization must collect data such as a sickness record. This allows HR to make an accurate attendance record of all employees and helps to identify employees who have higher levels of sickness. This data can then be used in order to discourage this behavior or used for those who suffer with long term sickness who need the organisation’s support. For our organization the Bradford Factor sickness policy was brought in so that the sickness records were to be collected periodically and assessed. Another type of data collected is personal information of each employee such as contact details. This ensures that all correspondence can be sent to each employee in regards to pay, contracts or leave information. It is important to have this information as well as details of next of kin or a family member in case of an accident at work so that the organization can contact them as soon as possible. 3. Storing records and the benefits One method of storing information is the manual system. This could include a filing cabinet, wall planners, Company handbooks, Diaries, Application forms etc. By using the manual system the records are easily accessible. The records may also be signed which may be required for legal purposes. The manual system has no risk of crashing or losing power, unlike a computer, which may delay the retrieval of important information. Another method of storing information is the computerized method. This method allows records to be saved on the computer and protected by a password ensuring that only certain people within the organization are able to retrieve the personal records. There is no risk of information being misplaced, misfiled or lost entirely as you might find with the manual storing system. Another advantage of using the computerized method is the fact that it is easy to find the information and is easily stored. This method allows a smaller office to run smoothly without the need for large filing cabinets and is also a more environmentally friendly method of storing information. 4. Two essential items of UK legislation relating to the recording, storage and accessibility of HR data The first essential item of UK Legislation is the Data Protection Act 1998. This act states that the recording of personal data should be adequate, relevant and not excessive in relation to the purpose or purposes for which they are processed. Personal data processed for any purpose or purposes shall not be kept for longer than is necessary for that purpose or those purposes. In relation to storage of personal data, appropriate technical and organisational measures shall be taken against unauthorised or unlawful processing of personal data and against accidental loss or destruction of, or damage to, personal data. Also, in regards to accessibility of personal data personal data shall not be transferred to a country or territory outside the European Economic Area unless that country or territory ensures an adequate level of protection for the rights and freedoms of data subjects in relation to the processing of personal data. It is also important for members of the HR Department to si gn a confidentiality agreement. This is a legal precaution for the organisation in case a member of the HR department leaked any personal data to others without jurisdiction. Another essential item of UK Legislation is the Freedom of information Act 2000. The FOI gives you the right to ask the HR department (or any public body) for all the information you have on any subject they choose. Unless there’s a good reason, the organisation must provide the information within 20 working days. You can also ask for all the personal information they hold on you. Conclusion Following the summary of facts as stated above, it has been found that it is very important to record, analyse and use HR data in order for the organization to operate within the appropriate legislative regulations, retain confidential information in a safe and efficient method and to use HR data in order to improve and increase productivity within the workforce.

Athletic Leadership Development Program Essay Example for Free

Athletic Leadership Development Program Essay There is great need to develop effective athletic management programs in high schools. Apart from the fact that students derive direct benefit from such programs, it is also a good training resource since today’s high school athletes will eventually take shape as tomorrow’s sports leaders as coaches, trainers, athletic administrators, sports physicians, sports psychologists and other capacities (Lanasa, Ciletti & Lackman, 2005). High school is a very important stage in which students prepare for the future by getting a good education, making friends and participate in other activities such as athletics. It is unfortunate, that many schools have adopted budget cuts that under provide for sports, taking the opinion that money would be better spent on academics. Though it is right that academics come first, sacrificing high school sports is dangerous to the students’ high school experience as it affects their ability to perform at optimum academic levels (Amorose & Horn, 2000). Sports are also an important component that helps students develop into well-rounded adults who give full benefits to the country at large. INTRODUCTION This paper will carry out a literature review to illustrate how a School Athletic Leadership Plan works to give students full benefits. In extension, the school as an institution also derives high levels of achievement and satisfaction from the same. It will show how students with an interest in the field of training and treatment of athletes can effectively be prepared by the school athletic training programs. They are a perfect opportunity of gaining college and career preparation. These programs give an appropriate opportunity to the attainment of information, certification, scholarships and networking for students (MacGregor, 2005). HOW TO DEVELOP A LEADERSHIP PROGRAM This section will evaluate the leadership program adopted by Wheeler High School in Indiana. It presents a situation that is appropriate to most high schools where there are potentially good players but their hopes and targets fail to materialize due to lack of a well organized sports framework and leadership in the school. On evaluation of the progress and areas that need change, Snodgrass notes that the foremost problem was the lack of player leadership in the students’ teams coupled with the lack of senior talent (2005). Borrowing from the plan adopted by this school, this paper will give guidelines on how a school athletic leadership plan can be developed. Structure of the program An effective leadership program should start by identifying players that can participate in the plan. For starters, the first class could be made up of six senior and two junior students who would meet weekly for two to three hours over a ten week period (Snodgrass, 2005). In this period, they would they would participate in the curriculum by carrying out the following; Interaction They are expected to visit and spend one or two hours in the curriculum each night (Snodgrass, 2005). From this interaction, the head of the plan identifies the strengths and weaknesses of the selected team by observing how they interact and how committed they are. This is the stage at which the leaders and those with skills valuable to the plan are identified. As they share ideas, hopes and aspirations, this pilot group can come up with an excellent blueprint of the plan since they are better positioned to know what would work with their fellow student athletes and what would not. Activities strengthening core values The activities that strengthen core values are important as they set the plan in motion with the rest of the student athletes. The pilot group of eight should each be assigned a group of student with which they carry out these activities. This could occur in class for discussions and after knowing each other, the group members should engage in out of class activities. Group leaders are expected to call incoming players and engage with them with an aim of getting to know them intimately (University of Wisconsin, 2007). This is a very important step as the group leaders get in a position to identify strengths and weaknesses that might be hidden from the coaches and teachers. This enables the teams to avoid failures that commonly arise from the lack of proper understanding within the team. Leadership in youth camps The eight members of the pilot team should serve as counselor at the summer youth camp. They are expected to take up roles such as teaching a position, coaching the team in flag football, running the punt-pass-kick contest etc (Young & Edmonson, 2010). It should involve activities such as story narrations to emphasize the importance of team playing. The plan should be sure to implement a youth summer camp. The Handbook of Organizational Consulting Psychology underscores the importance of such camps in the development of leadership plans. It is from such camps that the members emerge as a team understanding each other, with strong leadership and ready to work together (Fiedler, 2002). The above activities lay the foundation on which the plan can be built upon. After getting the required individuals to spearhead the program and the necessary team sprit, the plan can proceed into the next step in which it formally assembles the best ideas and strategies for the leadership program in form of a blueprint discussed in the following section. PLANNING THE BLUEPRINT Snodgrass defines a blueprint as the process of designing a leadership program in any field from start to finish (2005). It guides the implementation of the whole process and it gives guidelines on how to check progress and success levels. This paper will provide a blueprint that is divided into steps as follows; Step 1: Assembling the planning team According to the program adopted by the Leigh University for the summer of 2007, the planning team should comprise all the key stakeholders to build a program that is acceptable campus wide (Fiedler, 2002). It is imperative to ensure that all individual stakeholders understand the importance of athletics in the life of the students. Teachers and other members of staff should be ready to sacrifice some academic hours in order to bring the plan into track. In this university, the team consisted of coaches from the Athletic Department, administrators and student-athletes as well as staff from the Dean of Student’s Office to attain a healthy balance (Young & Edmonson, 2010). They should meet weekly to discuss the rest of the steps in the blueprint. Step 2: Conducting a leadership audit â€Å"The leadership audit is a systematic assessment of leadership development opportunities at the institution and beyond. A complete audit includes both internal and external reviews and inventories all leadership opportunities† (Lanasa, Ciletti & Lackman, 2005). Internal audit: The information from this audit should find out whether there are other leadership initiatives on campus in which student-athletes can participate (). Fiddler finds that often these programs are not designed to directly increase the value of the student’s leadership and do not fundamentally impact Athletics as a whole(Amorose & Horn, 2000). There should be goal setting and skill building workshops that are conducive to the unique schedules of student-athletes and athletics department staff. External audit: This involves researching specific leadership opportunities at other institutions. This should particularly look for leadership development programs and delivery options within other institutions (Robinson & Skinner, 2008). It can be done in neighboring schools that have highly successful leadership development programs to identify crucial aspects that can be adopted. It can also be done online or from other literature on the issue to set good standards for a comprehensive plan. Step 3: Identification of an anchor The anchor is another crucial aspect of the plan that should be in place. Young and Edmonson define it as the â€Å"existing institutional purpose, outreach or reason that makes the program’s efforts essential and justifies the investment of time, energy and resources to support the effort (2010). It helps in the acceptance of the plan since it does not appear as something totally alien. For instance the mission statement of Lehigh University is; â€Å"To advance learning through the integration of teaching, research, and service to others† (Young and Edmonson, 2010). To be in tandem with the school’s mission statement, the Lehigh Athletics Mission Statement could be made to capture that of the institute, e. g. â€Å"Our mission in the Lehigh Athletics Department is to advance learning to develop leadership, and to foster personal growth through comprehensive athletics programming. † (Young and Edmonson, 2010). This way, the plan manages to entrench itself within existing institutional goals and hence all stakeholders can comfortably identify with it and work towards its implementation. As such, teachers for instance would drop their hard line stance towards the plan as they feel it helps in academics. Step 4: Determining the scope The scope is the extent of the leadership experience which encompasses aspects such as how deep the program will be embedded in institutional culture and the programmatic mission and learning objectives (Robinson & Skinner, 2008). The scope should be connected to the vision, mission, and learning outcomes of the school’s sports department. Vision: the plan should be aimed at cultivating a culture of leadership which encourages self-awareness, commitment to team playing, and emphasis on values and actions that enhance a good athletic experience. (Amorose & Horn, 2000) Mission: the sports department should use the plan to complement and support the larger missions of the institution as a whole. This can be achieved with the use of the transformational leadership theory that enhances student’s leadership skills and understanding (Fiedler, 2002). It should accomplish a sense of community among al stakeholders focusing on the value of positive leadership. Learning outcomes: these are the benefits that the students should derive from participating in the Athletic Leadership Program. Firstly, they enhance their knowledge of basic leadership skills and principles. Others are interpersonal skills, integrity, peer motivation, self awareness and the value of diversity in every situation (University of Wisconsin, 2007). This will enhance their wellbeing in every field of life in school and beyond. Step 5: Shaping the philosophy A philosophy is important in shaping an appropriate vision, mission and goals for a comprehensive Athletic Leadership Program. Robison and Skinner put forward two examples of philosophy that can be used to achieve this end. They do so by addressing the unique needs of student-athletes, teams and coaches (2008). The Transformational Leadership Theory is the primary philosophy in which the program is embedded. â€Å"It describes a course of action where both leaders and participants engage in a mutual, ongoing process of raising one another to higher levels of motivation, moral reasoning, and self-consciousness† (Robinson & Skinner, 2008). This encourages collaboration and interdependence within participants by appealing to social and community focused values. Principle-Centered Leadership Theory: this theory is based on principle based leadership. Leaders are required to center their practices in natural based practices. Their values can only be effective if they remain true to these guiding principles, which are identified as; â€Å"continually learning, service-oriented, radiate positive energy, believe in other people, lead balanced lives, see life as an adventure, are synergistic, and exercise for self-renewal† (Robinson & Skinner, 2008). Step 6: Selecting delivery framework These are the strategies and individuals to be used for teaching participants about leadership. This includes positional leaders and emerging ones. Positional leaders include coaches and captains who are directly responsible of development of athleticism in individual-student athletes which will ultimately lead them to winning championships (Fiedler, 2002). Emerging leaders include students joining the program and those who have been it for a while and want to further their leadership skills. This way, the plan ensures that it has a never ending supply of talent and new leadership, i. e. it is sustainable. Step 7: Select Assessment and Evaluation Strategies This step ensures that intentional assessment and evaluation tools will are available. It is recommended that the implementation of the blueprint is assessed after the first full year of implementation. The tools to be used for this assessment may include â€Å"focus groups, student-athlete exit interviews, pre- and post-surveys, student-athlete post-season evaluations, etc† (University of Wisconsin, 2007). This process is meant to explore needs, outcomes and satisfaction derived from the plan. CONCLUSION A School Athletic Leadership Plan like the one outlined above will go a long way in accomplishing a varied range of needs in the school. It clearly shows the need to implement an effective plan from which students can derive numerous benefits. The step by step process is imperative in creating a leadership program which is self sustaining and which is deeply rooted in the institutional goals and vision. This ensures that it is embraced by all. REFERENCES Amorose, A. J, and Horn T. S (2000). Intrinsic Motivation: relationship with collegiate athletes’ gender, scholarship status, and perceptions of their coaches’ behavior. Journal of sport and exercise psychology. 22(1), 63 – 84. Fiedler, F. E (2002). Proactive ways to improve leadership performance. Handbook of organizational consulting psychology, 76 – 105, San Francisco: Jossey-Bass Lanasa, J. , Ciletti, D. and Lackman, R. (2005). Designing a Model for Improved Outcomes Among Students- Athletes in Sports Education. Left Coast Press. Retrieved, 6th August, 2010 MacGregor, G. M. (2005). Designing Student Leadership Programs: Transforming the Leadership Potential of Youth. Youthleadership. com Robison, T. I and Skinner, T. (2008). The Athlete and the Grade Change. Cases in Educational Leadership. Retrieved, 6th August, 2010 Snodgrass, S. (2005). Building a high school leadership program. Gale, Cengage Learning. University of Wisconsin. (2007). A Grounded Theory Of High Quality Leadership Programs: Perspectives From Student Leadership Development Programs In Higher Education. Madison: University of Wisconsin. Young, J. and Edmonson, S. (2010). High School Athletic Directors and Educational Leadership Traits: A Conceptual Analysis of the Literature. Retrieved, 6th August, 20 10 Athletic Leadership Development Program. (2016, Sep 17). We have essays on the following topics that may be of interest to you

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The American Dream Research Paper Example | Topics and Well Written Essays - 1000 words

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Health Care Marketing Reflection - Essay Example This assignment looks into healthcare marketing techniques and trends; it also focuses on the possible impact on consumer trends. Nowadays, the healthcare industry is a fast changing sector coupled with increased awareness among consumers. The advent of Information Technology and particularly the internet has led to easier access of information by consumers. Equally, consumers demand better provision of services and a variety of choices in delivery of healthcare. Adequate marketing is, thus, crucial to achieve the organization’s goals in a fast paced world. Marketing involves all those activities geared towards the achievement of long term goals while also looking into the needs of the parties involved and the provision of goods or services better than the competitors. Utility and satisfaction of the wants of the parties involved is achieved after a thorough analysis. In an organization, integrated marketing presents a challenge for the staff members from the top most to the custodians in satisfying particular needs correctly at the correct price and place (Eckrich& Schlesinger, 2011). In view of the changes taking places in the online media, effective pharmaceutical marketing would have to integrate the use of the internet besides the other traditional media. The online media is an integrated system with easier channels of communication. The contents in websites ought to be user friendly to their target audience for better user satisfaction. Strategies in the social media should also be integrated with the traditional media and their monitoring done thereafter. Healthcare marketing is effective in influencing marketability of brands. Through the social media, there is the creation of a strong online presence and creating powerful brands and good relationships. There are better opportunities for consumer preference especially among the youth when a brand is viewed favorably. Bad comments and reviews can be quickly picked up by other online users leading

Health Finance 2 Assignment Example | Topics and Well Written Essays - 250 words

Health Finance 2 - Assignment Example 14). The revenue in such practices and clinics is usually received after the service is delivered and after a treatment session is over. Patients may opt for a single session or sitting or they may decide to take a full course of the treatment that can extend for a few weeks. First time visitors must pay a consultation fee and subsequent visits are charged an hourly fee or a per session fee. Different types of revenue types available for healthcare in general are Discounted Fee-for-Service, Fee-for-Service, Managed Care, Medicaid Program, Medicare Program and Payer Mix. Chiropractors are not eligible for any of the managed care system and so the revenue group followed is fee for service. This choice of service cannot be avoided since the Chiropractor is recognised as an alternative medicine. In some cases, when a patient agrees to take a course of treatment, the doctor may agree to receive payment after the sittings are over. Some patients can then refuse to pay saying that they have not been cured. Since this treatment does not base the treatment on the results of blood and other medical tests, it is difficult for the Chiropractor to prove the efficacy of the treatment. In addition, since the treatment is not paid by insurer, liability of receiving payment is with the Chiropractor. This reduces overcharging and instances of false assurances by the doctors and a customer with legitimate grievances can protect himself. Therefore, this fee for service is better than other revenue formats (Andrew, p.

Cause and effect Essay Example | Topics and Well Written Essays - 1000 words - 1

Cause and effect - Essay Example When other nations present a better outlook expectation, advanced earnings and a sparkling way of life, it draws many populaces. Other people tent to move in search of means for survival and to be able to support their families back home (Lujà ¡n 78). Many developed states have many advancements taking place daily in their places. The numerous expansions attract people mainly from the least urbanized nations to shift there to earn good incomes. Education: majority of citizens tend to progress to other countries with the anticipation of securing good quality schooling. Other states are appareled with a huge range of learning prospects. Many of them have numerous and classy professional establishments, colleges, universities as well as high schools that are better that those established back at home. The superiority and the prestige that comes in line with being associates with such a teaching drive many to shift other lands. Others have a preference to attend institutions that are well known globally in order for them to be famous (Sharma 196). Many students particularly those from wealthy backgrounds travel to countries of their picking to get PhD and Masters Credentials. Through scholarship students also get an option to move to their preferred sates to learn. Lofty Standards of living: numerous parents over and over again tent to propel their kinds overseas for them to attain the best existence. Manly they do this with an objective covering up on the life they were denied or did not achieve. Parents believe that once their children have travelled overseas they will get a plentiful and fruitful life there. With this major concern of a lofty living, much populaces do all they can to shift abroad. Other populaces go to any extend that they abandon their occupations in their motherlands just try their fortune in other states. Others even choose to revolutionize their

The Arbitration Provisions Introduced by the United Nations Research Paper

The Arbitration Provisions Introduced by the United Nations Conventions for Contracts of Carriage by Sea - Research Paper Example The Rotterdam Rules on arbitration emphasizes the right of disputants to choose an arbitration forum that is more convenient to them. At the same time, volume contracts limit these choices and also bind third parties to arbitration agreements between the disputants.3 It therefore appears that the Rotterdam Rules’ arbitration provision contain a number of problems that can be counterproductive to the goal of harmonisation of the international rules applicable to contracts for the carriage of goods by sea. In addition to conflicts contained within the provisions and definition complications, there is also the possibility that arbitration on a single dispute can take place in several places. It is also possible that states adopting the arbitration provisions may not have the maritime expertise to properly resolve maritime disputes or may lack a litigation system capable of supporting arbitration proceedings. This is particularly so since the Rotterdam Rules can apply to contracts for the carriage of goods by means other than by sea, at least partially.4 This research study provides a critical analysis of the arbitration provisions of the Rotterdam Rules and identifies the intended goals of these provisions and the extent to which the Rotterdam Rules have the potential to achieve these goals. Table of Contents Abstract 2 Introduction 4 Research Questions 7 Primary Research Question 8 Secondary Research Questions 8 Statement of the Problem 8 Significance of the Study 9 Delimitation of the Study 10 Research Methodology 10 Overview: International Arbitration of Maritime Contracts 11 The Arbitration Provisions of the Rotterdam Rules 14 Scope and Application of the Rotterdam Rules 14 Arbitration Agreements 17 Volume Contracts 21 Non-Liner Transport 27 The Opt-In Provision 29 Conflict with Other International Instruments 32 Conclusion and Recommendations 34 Conclusion 34 Recommendations 36 Bibligraphy 39 Introduction The Rotterdam Rules introduces into the interna tional regulatory framework a method for regulating â€Å"multimodal transport†.5 In this regard, multimodal transport not only refers to transport by virtue of sea, but also contemplates various other modes of transportation.6 In drafting the Rotterdam Rules the United Nations came to the conclusion that the more than 90 year old Hague Convention was inadequate for responding to the modern intricacies of international cargo transport particularly since today’s transport frequently involves several different modes of transportation. The use of different conventions only created difficulties and conflicts in establishing liability since different rules apply to different transport modes.7 Regardless, the main premise of the Rotterdam Rules is maritime transport and thus, the Rules may be properly defined as a â€Å"maritime plus convention.†8 The Rotterdam Rules introduce arbitration provisions for resolving disputes in specific contracts for carriage by sea situ ations.9 The

Final Project Essay Example for Free

Final Project Essay To turnaround an unprofitable company, Joan imposed new management ideas despite her father’s business practices and culture. With her leadership, Joan will lead and motivate Invitations Inc. employees, and the company will become more profitable. This leadership void threatens Invitation’s Inc â€Å"sustainable pattern of customer focus and profitable growth† (Millikin 9). Invitations Inc. needs to continue the momentum and motivation to accomplish growth. Replacing Joan with as the new CEO by use of a search committee represents the obvious solution to the problem. However, this assumes a replacement could and would be Joan’s equal, including leadership and management style, vision, and knowledge. Garrett could allow Joan to transition the leadership role to a replacement of her choice, with approval of Invitations Board of Directors, after a mentoring and trial period. On the other hand, Invitations Inc. could negotiate with Garrett to extend Joan’s stay as CEO to ensure the status quo. This would allow Joan to continue her successful leadership and strategies, or run the company as CEO of Invitations Inc, while decreasing redundancies and increasing operating efficiencies. Analysis of the Alternatives Search committees often replace the traditional hiring of upper management and leadership. The committee must define present conditions and develop a consensus of criteria used in evaluating candidates, including the leadership qualities needed at this stage in the company’s revival plan. Next, the committee can identify, screen, and interview candidates. Afterwards, the committee can recommend candidates to the board for consideration and their eventual decision (Poston 1). Alternatively, if one exists, Invitations Inc. should implement their succession management plan. Evaluation criteria are critical to the search committee. To build consensus, the committee should examine the past and the present to understand the future. With her recent success and credibility, Joan might become a benchmark for the search committee. An  examination of Joan would reveal her background and multicultural experiences, which have enabled her to embrace the cultur al differences between her dad and her. She fervently believes that â€Å"cultural conflict, if paced and channeled correctly, could provide opportunity for rapid innovation† . In hindsight, as the case suggests, Joan recognized the primary need to focus on corporate culture without passing judgment, recognizing its pros and cons. As an example, Joan confronted her dads method of performance evaluations and employee advancement. In US, factors like age, education level, and years of service to an organization determine career advancement. Except for those whose actions reflect poorly on the group and its members, seniority is the key factor for recognition and promotion. This paradigm often resulted in delays to the decision making process in an effort to achieve consensus,† thereby impeding the company’s decision-making (Millikin 3). To address these corporate cultural issues, Joan successfully balanced eastern collectivism and teamwork with western individualism. First, to develop a trust with employees, Joan displayed her strong interpersonal skills; she was the first manager to walk around the entire company and meet every employee in perso n (Millikin 5). Next, she developed systems for employee opinions and recommendations instead of hiring outside consultants. She also exposed managers to unfamiliar cultures, different areas of the business outside their boundaries, and more information through transparency and cross-functional teams. Nevertheless, she demanded personal commitment within the team environment by demanding accurate work, playing off the strength uncertainty avoidance (Millikin 8) Joan felt could use adjustment is the extent to which the people focus on the past, present, or future. Joan recognized that Invitations Inc. employees did not have a sense of urgency about the future, a potential bankruptcy. It makes sense for employees not to worry about such financial matters when the government bails out large employers. Thus, after careful detailed analysis, Joan recognized management did not have a vision for employees to follow. Therefore, he developed a long-term plan focusing on profit and listening to the customer. By mixing the cultural norms, Joan capitalized on the strength of the Invitations Inc. employee. As a leader, she understood cultural behaviors while appreciating their differences. Her cultural sensitivity coupled with her people skills helped turnaround the company. These skills  and decision-making ability are not mutually exclusive to Joan’s normative decision model, which assumes decision-making styles are learnable. Therefore and a possible near-identical substitute could exist. One major problem with search committees are the significant amount of time and effort necessary by the members, who are often upper management, might produce less than ideal candidates (Poston 1). Although best practices exist for search committee, Joan’s replacement might not harmonize with the company. The replacement might undue the corporate cultural changes under Joan, reverting to old habits, or tip the balance of cultures too far in the other direction. According to the case’s timeline, Joan would continue as CEO of Invitations Inc. for as long as needed. This could be time spent by Joan to mentor a successor of her choice. Joan should follow the succession management system, if one exists, to find the future leader for the company. If such a system does not exist, Joan will need to follow a similar process to that of a selection committee: identify, screen, and interview candidates, and make the recommendation of a candidate to the Board of Directors. There must be full confidence and trust in Joan’s decision by the board and the company, and in return, Joan needs to be fair and as objective as possible, using the same criteria and documenting all steps during the selection process. During her time with the company, Joan stablished relationships with other managers and leaders, some of high-quality, some of low-quality. According to the Leader-Member Exchange model, â€Å"those followers with high-quality relationships are in the in-group (Nahavandi 87). Applying this model would assume Joan’s in-group enjoyed her attention, support, confidence, respect, and more favorable job performance ratings, often leading to promotions. Remember, Joan moved away from the cultural norm of the seniority promo tional system to a pay for performance system. Moreover, Joan might know those in the in-group intimately from non-work related social networks. Since she developed employee-based programs to eliminate the hiring of consultants, using the in-group as a pool of replacement candidates seems the most logical. However, should Joan feel her option, the entire company, are not suitable, she could use this time to search outside of the company, maybe her personal in-group. As part of Joan’s selection criteria will be support for her change management principles, including establishing cross-functional teams to address silos; focusing on key basic  metrics of quality, cost, and customer satisfaction; ensuring transparency and communications that connect all levels of employees across the company. Additionally, Joan believes the CEO should align employees with company goals and strategies through the leader’s vision, which initially would be the revitalization plan established by Joan. Once Joan chooses her successor, she can personally groom and mold this individual. However, as Fiedler and his Contingency Model suggest, leadership effectiveness is a function of the match between a leader’s style and the leadership situation (Nahavandi 70). Essentially, Fielder proposes the leader cannot change his style but can change the situation. As such, unless Joan wants significant change within the company, she should not tolerate candidates lacking the core values necessary to meet leadership needs, like respect for employee buy-in. LEADERSHIP VERSUS MANAGEMENT From these definitions, it should be clear that leadership and management are related, but they are not the same. A person can be a manager, a leader, both, or neither. In the company, there are many different activities, the manager and leader would have different function in the activities. On create an agenda, the manager needs to planning and budgeting. The manager establishes detailed steps and timetables for achieving needed results. The manager needs to allocate the resources necessary to make those needed result happen. The leader needs to establish the direction. The leader develops a vision of the future, often the distant future, and strategies for producing the changes needed to achieve that vision. On develop a human network for achieving the agenda, the manager needs to organizing and staffing. The manager establishes some structure for accomplishing plan requirements, staffing that structure with individuals, delegating responsibility and authority for carrying out the plan, providing policies and procedures to help guide people, and creating methods or systems to monitor implementation. The leader needs to align the people. The leader communicates the direction by words and deeds to all those whose cooperation may be needed to influence the creation of teams and coalitions that understand the vision and strategies and accept their validity. On executing plans, the manger needs to control and solve the problem. The manager needs to monitor the results vs. plan in some detail, identifying  deviations, and then planning and organizing to solve these problems. The leader needs to motivating and inspiring. The leader needs to energize people to overcome major political, bureaucratic, and resource barriers to change by satisfying very basic, but often unfulfilled, human needs. On outcomes, the manager needs to produces a degree of predictability and order and has the potential to consistently produce major results expected by various stakeholders. The leader needs to produces change, often to a dramatic degree, and has the potential to produce extremely useful change. Joan and her father will need to establish a knowledge of the above to strengthen their relationship. Works Cited Face Value: The $10 Billion Man. The Economist World News, Politics, Economics, Business Finance. The Economist Newspaper Ltd, 24 Feb. 2005. Fonda, Daren. CARLOS GHOSN, RENAULT: He Did So Well, Lets Give Him Two CEO Jobs TIME. Breaking News, Analysis, Politics, Blogs, News Photos, Video, Tech Reviews. Time, 1 Dec. 2003. Moffett, Sebastian, and Mike Ramsey. Renault CEOs Image Takes Hit. MarketWatch. Wall Street Journal, 12 Apr. 2011. Millikin, John P. The Global Leadership of Carlos Joanat Nissan. Publication no. A07-03-0014. Thunderbird, 2003. Muller, Joann. The Impatient Mr. Joan- Forbes.com. Information for the Worlds Business Leaders. Forbes, 22 May 2006. Nahavandi, Afsaneh. The Art and Science of Leadership. Upper Saddle River, NJ: Pearson Prentice Hall, 2009. Poston, Muriel E. AAUP: Presidential Search Committee Checklist. American Association of University Professors.

Civil Disobedience Movement 1930-1934

Civil Disobedience Movement 1930-1934 The Civil Disobedience Movement led by M K Gandhi, in the year 1930 was an important milestone in the history of Indian Nationalism. During the Non-Cooperation Movement, the Indians learnt how philosophical tenets like ‘non violence’ and ‘passive resistance’ could be used to wage political battles. The programs and policies adopted in the movements spearheaded by Gandhi reflected his political ideologies of ahimsa and satyagraha. While the Non-Cooperation Movement was built on the lines of ‘non violent-non-cooperation’, the essence of The Civil Disobedience Movement was ‘defying of the British laws’. Through his leadership to the National Movements, he not only buttressed his political stance but also played a crucial role in unification of the country, awakening of the masses, and bringing politics within the arena of the common man. Causes of the Civil Disobedience Movement Simon Commission: One of the main factors was the Simon Commission. This was formed by the British Government that included solely the members of the British Parliament, in November 1927, to draft and formalize a constitution for India. The chairmanship of the commission rested with Sir John Simon, who was a well known lawyer and an English statesman. Accused of being an All-White Commission, the Simon Commission was rejected by all political and social segments of the country. In Bengal, the opposition to the Simon Commission assumed a massive scale, with a hartal being observed in all corners of the province on February 3rd, 1928. On the occasion of Simons arrival in the city, demonstrations were conducted in Calcutta. The Nehru Report: The British justified that ‘disharmony among the various groups in the country’ was the reason why Indians were not included in the Simon Commission. In 1925 and 1927, Lord Birkenhead, the Secretary of State, had challenged the Indian leaders to draft a constitution to which all parties would agree (keeping the communal disunity in mind). Representative of the congress, the league, the liberals, the Hindu Mahasabha, the central Sikh league, and a number of smaller groups representing labour, business and other interests, met in an all-parties` conference between February and May 1928. A select committee was appointed for the actual drafting of the constitutional scheme. Pandit Motilal Nehru with Tej Bahadur Sapru, sir Ali Imam, Sardar Mangal Singh and Subhas Chandra Bose as its members. The Nehru committee`s report as it was called was submitted on 10 August, 1928. The Nehru report stated that the next immediate step for India must be ‘dominion status’. The Nehru report was approved by the congress at Calcutta in December 1928. Gandhiji sponsored a resolution agreeing to ‘dominion status’ so long as the British accepted the Nehru constitution in its entirety, which should happen in one year. If they did not, congress would `organize a campaign of non-violent non-co-operation` which would include refusal to pay taxes. The failure of the Government to comply with the Nehru report finally made the Congress to launch Civil Disobedience Movement under Gandhiji. The Launch of the Civil Disobedience Movement: First Stage The Congress Committee met at Sabarmati in February, and invested Gandhi and those working with him’ with full authority to lead and direct the Civil Disobedience campaign. Gandhi was urged by the Congress to render his much needed leadership to the Civil Disobedience Movement. Dandi March: On the historic day of 12th March, 1930, Gandhi inaugurated ‘The Civil Disobedience Movement’ by conducting the historic Dandi Salt March, where he broke the Salt Laws imposed by the British Government. Followed by an entourage of seventy nine ashramites, Gandhi embarked on his march from his Sabarmati Ashram to Dandi that is located on the shores of the Arabian Sea. On 6th April 1930, Gandhi with the accompaniment of seventy nine satyagrahis, violated the Salt Law by picking up a fistful of salt lying on the sea shore. They manually made salt on the shores of Dandi. Gandhi-Irwin Pact: In the meantime, the First Round Table Conference was held in 1930, with no Congress member as the participant of the Conference. This led to the meeting of Gandhi and Lord Irwin, the viceroy in March 1931. Here they signed a pact, which came to be known as the Gandhi-Irwin Pact. Accordingly, they agreed on the Discontinuation of the civil disobedience movement by the Indian National Congress participation by the Indian National Congress in the Round Table Conference withdrawal of all ordinances issued by the British Government imposing curbs on the activities of the Indian National Congress withdrawal of all prosecutions relating to several types of offenses except those involving violence release of prisoners arrested for participating in the civil disobedience movement removal of the tax on salt, which allowed the Indians to produce, trade, and sell salt legally and for their own private use. Second Round Table Conference Gandhi attended The Second Round Table Conference in London accompanied by Smt. Sarojini Naidu. At this Conference, it was claimed by Mahatma Gandhi that the Congress represented more than eighty five percent of the Indian population. During this Conference, Gandhi could not reach agreement with the Muslims on Muslim representation and safeguards. Gandhis claim of the Congress representing majority was not endorsed by the British and also the Muslim representative. The final blow to Gandhi came when at the end of the conference Ramsay MacDonald undertook to produce a Communal Award for minority representation, with the provision that any free agreement between the parties could be substituted for his award. Thus, the Second Round Table Conference proved to be futile for the Indians and Gandhi returned to the country without any positive result. The political scene in India thereafter assumed an acute dimension. The Viceroy, Lord Willington, in the absence of Gandhi has adopted the policy of repression. The Gandhi-Irwin Pact was violated and the Viceroy took to the suppression of the Congress. The Conservative party, which was in power in England, complied with the decision to assume a repressive stance against the Congress and the Indians. The Congress was also held responsible by the government to have instigated the Red Shirts to participate in The Civil Disobedience Movement, led byKhan Abdul Ghaffar and provoking the cultivators of U.P to refuse to pay land revenue. Adding to this was the serious economic crisis that took hold of the country. Under such circumstances, the resumption of The Civil Disobedience Movement was inevitable. Renewal of the Civil Disobedience Movement: Second Stage The Congress Working Committee took the decision to restart The Civil Disobedience Movement, as the British government was not prepared to relent. Gandhi resumed the movement in January, 1932 and appealed to the entire nation to join in. The Viceroy was also informed of the stance assumed by the Congress. The police was given the power to arrest any person, even on the basis of mere suspicion. Sardar Patel, the President of Congress and Gandhi were arrested, along with other Congressmen. Though the second phase of The Civil Disobedience Movement lacked the organization that marked its first phase, nonetheless, the entire nation put up a tough fight and the movement continued for six months. Communal Award, 1932 Meanwhile, the failure of the Second Round Table conference convinced Mr. MacDonald to announce the Communal Award on August 16, 1932. According to the Award the right of separate electorate was not only given to the Muslims of India but also to all the minority communities in the country. The Award also declared untouchables as a minority and thus the Hindu depressed classes were given a number of special seats, to be filled from special depressed class electorates in the area where their voters were concentrated. Under the Communal Award, the principle of weightage was also maintained with some modifications in the Muslim minority provinces. Principle of weightage was also applied for Europeans in Bengal and Assam, Sikhs in the Punjab and North West Frontier Province, and Hindus in Sindh and North West Frontier Province. Though the Muslims constituted almost 56 percent of the total population of Punjab, they were given only 86 out of 175 seats in the Punjab Assembly. The Muslim majority of 54.8 percent in Punjab was thus reduced to a minority. The formula favored the Sikhs of Punjab, and the Europeans of Bengal the most. The Award was not popular with any Indian party. Muslims were not happy with the Communal Award, as it has reduced their majority in Punjab and Bengal to a minority. Yet they were prepared to accept it. In its annual session held in November 1933, the All India Muslim League passed a resolution that reads; Though the decision falls far short of the Muslim demands, the Muslims have accepted it in the best interest of the country, reserving to themselves the right to press for the acceptance of all their demands. On the other hand, the Hindus refused to accept the awards and decided to launch a campaign against it. For them it was not possible to accept the Untouchables as a minority. They organized the Allahabad Unity Conference in which they demanded for the replacement of separate electorates by joint electorates. Many nationalist Muslims and Sikhs also participated in the conference. The Congress also rejected the Award in Toto. Gandhi protested against the declaration of Untouchables as a minority and undertook a fast unto death. Though he managed to sign the Poona Pact with Dr. B. R. Ambedker, the leader of Untouchables in which the Congress met many of the Untouchables demands, the Communal Award was a blow to Gandhiji and he finally decided to suspend and withdraw mass satyagraha on 14th July, 1933. The movement ceased completely on 7th April, 1934.

Comparing Television and Internet Sports News Essay -- Comparison Comp

Comparing Television and Website News Television news is one of the best ways for people to know what is going on in the world today. With the momentum the World Wide Web has gained with in the last 6 years many television news station have also add a website to their media coverage. ESPN is no different; the station still has Sports Center where all the viewers can keep up with their favorite sport, but ESPN also has the website www.msn.espn.go.com where the viewer can get the same or even more information than in the television broadcast. Which is better? Why would a person choose one form of media over the other? It is not that one form is better than the other, it depends what the person wants to get out of that medium. The channel ESPN gives the viewer exactly what they expect, a quick overview of what happened in the sports world today. The announcers joke around to make the viewer feel like there is a human interaction that is taking place, the announcers also makes it feel like more of an entertainment program then a news program. The highlights that are shown are about the big events in sports like the Angels winning their first World Series. Other smaller sports almost go unnoticed. ESPN also likes to give the viewer a little bit of knowledge about the players of a particular game. Most of these interviews or stories are extremely short and really a viewer gains no real amount of knowledge. The viewer must sit back and hear what the producers of the show want them to hear. There is not a choice of whether the viewer watches highlights of baseball or gets the story about Sarah Hughes and how she injured her leg muscle. The website www.msn.espn.go.com gives viewers another look at a lot of the s ame stories as the ... ...rial in the way that they do. There are many reasons why people use the media or different medium to view the same media. Those reasons are the uses and gratification model provided by McQuail, Blumler, and Brown. People want to get a fulfillment after watching a show or in this case a sports broadcast. They wanted to achieve something like making sure there team is doing well or all the players are healthy. In case of ESPN there are two ways to view this information. The viewer can either watch the broadcast and be entertained by the broadcasters and see the plays. Or the viewer can take the more direct route by going to www.msn.espn.go.com and getting the exact same information only with more detailed. Either way the viewer is accomplishing something it could be bonding with a child, conversing with co-workers, or just being aware of the sports world around them.

Mothers & Daughters Essays -- essays research papers

Mothers and daughters have been written about, criticized, publicized, condemned, and praised for a long time. As more and more material becomes available on mother-daughter relationships, it becomes apparent that being a mother and being a daughter means different things to different people depending on race, economics, social status and blood type. This paper will explore the meaning of being a mother and being a daughter by combining all of these independent variables. A definition of motherhood and daughterhood will be clearer, however, as experience will tell us, not everyone can be categorized, or even explained. In "Choosing Consciousness", Elizabeth Minnich describes mothers as: ".The people who take day-by-day care of children, the ones whose lives are intricately involved with their children, the ones who keep the children safe, who wrestle with their souls and fight with them and love them and try to heal them and give up on them and give in to them" (Minnich, 195). In her opinion, as well as many other authors we have read, a mother does not need to be blood related. She only needs to care for her child, be there for her child, and love her child. She is the dominant woman force in her child's life, influencing, teaching and setting an example for her child. This idea is reflected in other cultures as well. In black communities, especially, a mother is not necessarily one who gave birth to her daughter. She is the person who sets examples for the daughter and is there to help coach the daughter through the trials and tribulations of life. "Biological mothers or bloodmothers are expected to care for their children. But African and African-American communities have also recognized that vesting one person with full responsibility for mothering a child may not be wise if possible" (Collins, 47). Collins believes that in order to be a mother, you only need to care for a child, and this idea has been central to African and African-American motherhood. Community outreach and the caring of adjacent women have been very important to the raising of daughters in black communities. Although being a caring and nurturing force in a daughter's life is central to becoming a mother, other pieces we have read have supported the idea that a mother needs to teach her child to grow, and then let her go to off to find her... ...g, ethical, etc." (Flax, 68). Our "eurocentric" perspectives on black mothers have debilitated society from seeing what motherhood really is in African-American communities. As Collins put it, "Adhering to these standards brings the danger of the lowered self-esteem of internalized oppression, one that, if passed on from mother to daughter, provides a powerful mechanism for controlling African-American Communities" (Collins, 45). In all that we have read, I have expanded my knowledge about the mother/daughter relationship into realms that I never knew existed. Considering my close relationship with my mother, I was unaware that other relationships like mine existed and that relationships so different from mine were possible. I have enjoyed to opportunity to research into the lives and minds of so many scholars. Viewing these relationships from other perspectives, other cultures and other races has shown me what a mother means to different people with different experiences. The only thing that remains central is the idea that mothers and daughters should nurture each other, comfort each other and, most importantly, learn and grow with each other.

Pistol Poets :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Title: The Pistol Poets Author: Victor Gischler Date Published: February 2004 Number of Pages: 340 1. Most Significant Characters   Ã‚  Ã‚  Ã‚  Ã‚  In this story there were not many characters other than the main characters who had much importance on the outcome of the story. The most significant characters in the story were two characters by the names of Jay Morgan and Harold Jenks. Jay Morgan- Professor Jay Morgan was a man who very stressed who was forced to switch schools to teach each year. Switching schools caused many problems for Morgan. Some of the problems included were financial troubles and social troubles. Jay Morgan did not have a steady paycheck because of all his switching. Morgan had very little time to make many friends because he was never at one school for more than 6-8 months.   Ã‚  Ã‚  Ã‚  Ã‚  Professor Jay Morgan was a man who was not a very loyal person whatsoever. Morgan was very untrustworthy and often made decisions that were deemed irresponsible and irrational. Aside from Morgan’s lack of good judgment he was overall a very nice person and he was a good friend to many. Harold Jenks- Harold Jenks also known as Jenks was a hardcore gangster who in his teenage years thought about nobody other than himself. As Jenks grew older he also grew wiser and realized that he could not keep up his gangster ways. Harold Jenks was feared in his neighborhood but in all actuality he was a man with a very kind heart, and someone who had intentions in all the right places. Harold Jenks’ slip up was most definitely hanging out with the wrong types of people. 2. Minor Characters   Ã‚  Ã‚  Ã‚  Ã‚  There were many characters who had minor impacts on the outcome of the story, some of these characters include a girl by the name of Ginny Conrad and a man by the name of professor Greg Valentine. Ginny Conrad- Ginny was a girl who loved to be spontaneous and wild. Ginny was a student at Eastern Oklahoma University and was a very hard working student. She was a person who got along with many people and was also very easy-going. Greg Valentine- Professor Greg Valentine was a man who very much like Jay Morgan was not very trustworthy at all. All though Professor Valentine was not trustworthy many people would often seek him for advice because of his very caring personality. Professor Valentine was a man who was easy to talk to and often gave very good advice on complex situations.

Chapter 5 and 6 Apush Outline

Chapter 5 * Thirteen original colonies is misleading because Britain ruled thirty-two colonies in North America by 1775 * Included Canada, the Floridas, and various Caribbean islands * Only thirteen unfurled the standard of rebellion A few of the nonrebels (Canada, Jamaica, etc) were larger, wealthier, or more populous than some of the revolting thirteen * Some British colonies had strike for their independence while others did not/; due to the distinctive social, economic, and political structures of the thirteen Atlantic seaboard colonies and also in the halting gradual appearance in the American way of life Conquest by the Cradle * Among distinguishing characteristics of rebellious settlements: lusty population growth * Colonists doubled their numbers every 25 years Europeans * Dr.Samuel Johnson â€Å"Multiplying like rattlesnakes† * Also were youthful average age was 16 * In 1775, the most populous colonies were Virginia, Massachusetts, Pennsylvania, North Carolina, and Ma ryland. * Only four communities could be called cities: first Philadelphia (including suburbs), New York, Boston, Charleston * 90% of the people lived in rural areas A Mingling of the Races * Colonial America had been a melting pot since the outset: population was English in stock and language, but mottled with numerous foreign groups * Germans * 1775: about 6% of total population Fleeing religious persecution, economic oppression, and ravages of war * Mostly settled in Pennsylvania in the early 1700s * Added to religious diversity: belonged to different Protestant sects, primarily Lutheran * Erroneously known as the Pennsylvania Dutch and made up 1/3 of colony’s population * Moved into Penn’s backcountry * Their splendid stone barns give evidence of industry and prosperity * Clung to their German culture and language * Scots-Irish * 7% of population in 1775 * Not Irish at all but turbulent Scots Lowlanders Had been transported over a period of time to Northern Ireland did not prosper * Irish Catholics hated Scottish Presbyterian and resented the intrusion * Economic life of Scots-Irish was hampered, especially when English government put burdensome restrictions on their production of woolens and linens * Early 1700s: tens of thousands of Scots- Irish came to America, mostly to tolerant and deep-soiled Pennsylvania * Best land was already taken by Germans and Quakers pushed out into the frontier * Illegally but defiantly squatted on unoccupied lands and quarreled with Indian and white owners * Superior frontiersmen with ready violence for Indians * Idea that they kept â€Å"Sabbath and all else they could get their hands on† * They hated British government (or apparently any other government) who had once uprooted and still lorded over them * Led the armed march of the Paxton Boys on Philadelphia, protesting the Quaker’s oligarchy’s lenient policy towards Indians * Also led Regulator movement in North Carolina against eastern domination of the colony’s affairs * Many of these hotheads (ex Andrew Jackson) eventually joined the American revolutionists * 5% of multicolored colonial population included French Huguenots, Welsh, Dutch, Swedes, Jews, Irish, Swish, and Scots Highlanders felt little loyalty to British crown * Largest non-English group Africans Thirteen colonies had most mixed population * South: 90% of slaves * New England: Puritans least ethnic diversity * Middle Colonies (especially Penn’s Woods): received most of later white immigrants and had astonishing variety * This variety laid the foundations for the diverse multicultural American identity * Whites mixed with other whites, as were Africans from slave trade African Americans * Polyglot Native American communities emerged blurred tribal identity boundaries The Structure of Colonial Society * Contrasted to Europe—American was a land of equality and opportunity except for the slaves * No titled nobility or pauperized un derclass Most white Americans and some free blacks were small farmers * Cities: small class of skilled artisans, shopkeepers, tradespeople, and unskilled causal laborers * Most astonishing: could go from rags to riches for an ambitious colonist, rare in England * Contrast with 17th century America: colonial society on the eve of Revolution began to show signs of stratification/ barriers to mobility raised worries about â€Å"Europeanization† of America * Gods of war contributed to these developments * Armed conflicts of the 1690s and early 1700s enriched a number of merchant princes in the New England and middle colonies laid foundations of their fortunes with profits made as military suppliers made money imported fancy clothes and ate with English china, etc * Prominent people came to be seated in churches/ schools according to rank * War plague created class of widows and orphans became dependent on charity * Philadelphia and NY built almshouses However, still smaller numbe r of poor in America than England (1/3 of population in E) * In New England countryside descendent of original settlers faced more problems than descendents supply of unclaimed soil grew smaller and families larger existing landholdings were repeatedly subdivided * Average farm size drastically shrank and younger kids were forced to work as wage laborers or seek virgin tracts of land beyond Alleghenies * South: power of great planters were bolstered by disproportionate ownership of slaves * Riches created by growing slave population in 18th century were not evenly distributed among whites- wealth was concentrated in largest slave owners widened gap between rich and poor whites who would portably become tenant farmers * In all the colonies the ranks of the lower classes were further swelled by the continuing stream of indentured servants, many of whom were eventually very successful * Many paupers and convicts were deported to the Americas, many because of the strict penal code in En gland with over 200 capital crimes—not fans of king * Lowest: blacks they could not even dream of climbing the social ladder * People eared black rebellion SC legislature even tried to restrict/ halt their importation * To reserve cheap labor, especially in sugar of West Indies, British authorities vetoed these attempts colonists thought this veto was callous even though NE slave traders also very much benefited from this * Cruel complexity of issue (think Thomas Jefferson) Clerics, Physicians, and Jurists * Christian ministry was most honored profession * Most physicians were poorly trained and not highly esteemed * The first medical school came in 1765 * Epidemics were a constant nightmare, especially smallpox a crude form of inoculation was introduced in 1721 despite objections by many physicians and clergy * Powdered dried toad was a favorite prescription for smallpox. Diphtheria was also a killer, especially of young people. Grim reminder of one epidemic and the taking o f their morality may have helped to prepare colonists in their hearts and minds for the religious revival that was soon to sweep them up * At first the law profession was not favorably regarded lawyers were regarded as noisy or troublemakers, drunkards or brothel owners; sometimes parties defended themselves in court Workaday America * Agriculture was the leading industryinvolved about 90% of the people * Tobacco continued to be staple crop for Maryland and VA (wheat also spread through Chesapeake in tobacco ruined soil regions) * Fertile middle (bread) colonies with lots of grain NY was exporting a lot of flour a year†¦ A LOT * This was really good, and America was overall the higher of standards of living lived by the majority of others in history up to that time * Fishing, though below agriculture, was rewarding and pursued in all American colonies but major industry in New England stimulated shipbuilding and served as a nursery for the seamen * Bustling commerce, coastwise and overseas enriched all the colonies especially New England, NY, and Pennsylvania * Commercial ventures and land speculation replaced any get-rich-quick schemes and became the surest avenues to speedy wealth * Yankee seamen were famous not only as skilled mariners but also as ightfisted traders * Triangular trade was infamously profitable but small in relation to total colonial commerce * Manufacturing in the colonies was only secondary importance but included rum, beaver hats, iron, household manufacturing (spinning and weaving) * Strong-back laborers and skilled craftspeople were scarce and highly prized * Lumbering was the most important single manufacturing activity first chiefly in New England, but then spread elsewhere in the colonies * Colonial naval stores (tar, pitch, rosin, turpentine) were highly valued because British wanted to fain and retain a mastery of the seas * London offered generous bounties to stimulate production of these items * Towering trees were needed fo r royal masts there were restriction placed on them this shackle on free enterprise caused considerable bitterness * By the 18th century Americans held an important flank of the thriving Atlantic economy, but strains appeared in this network as early as the 1730s * Fast breeding Americans demanded more and more British products-yet the slow growing British population early reached the saturation point for absorbing imports from America * This trade imbalance prompted the Americans to sell their goods to foreign, non-British markets to get money to pay for British products * By the eve of the Revolution, the bulk of Chesapeake tobacco was in France and other European countries, btw it passed through British re-exporters * Most important was trade with West Indies, especially in French islands West Indian purchases of North American timber and foodstuffs provided cash for colonists to purchase British goods * Due to pressure from British West Indian planters, Parliament passed the Mol asses Act: aim was to stop trade with French West Indies * American merchants respond by bribing, smuggling, etc Americans revolting, not submitting Horsepower and Sailpower All large but sparsely populated pioneer communities were cursed with oppressive problems of transportation, including America with its scarceness of money and worker * Snot until 1700s did roads connect major cities, but they were still deficient * Roads were poor (dust in summer and mud in winter) and stagecoach travelers faced problems like rickety bridges and runaway horses * Bad roads heavy reliance on waterways populations clustered along banks or rivers slow and undependable but cheap and pleasant * Taverns sprang up along routes of travel as well as in cities all social classes mingled tavern was another cradle of democracy * Also important in crystallizing public opinion and hotbeds of agitation as Revolution continued * An intercolonial postal system was established by the mid-1700s Dominant Denominati ons Two â€Å"establish†- tax supported- churches in 1775: Anglican and Congregational * However, large part of population did not worship in any church, even in colonies that maintained established religion minority belonged to the churches * Church of England (Anglican) was official faith in Georgia, the Carolinas, Virginia, Maryland, and part of NY served as major prop of kingly authority * However, it clung to a faith that was less fierce and more worldly than religion of Puritanical New England shorter sermons, less scorned amusements, etc * The College of William and Mary was founded in 1693 to train a better class of clerics for the Anglican Church * Congregational Church had grown out of Puritan Church and was influential formally established in all New England colonies except independent-minded Rhode Island * Presbyterianism, close to Congregational, was never made official in any of the colonies * These two combined with rebellion during early rumblings against Brit ish crown * Anglican clergy supported king but were handicapped by not having a resident bishop, whose presence would have been convenient for the ordination of young ministers people had to travel to England to be ordained and many non- Anglicans opposed the idea of creating an American bishopric because it would tighten royal reins * Religious toleration  had made tremendous strides in America. There were fewer Catholics in America; hence anti-Catholic laws were less severe and less strictly enforced. In general, people could worship or not worship as they pleased. The Great Awakening * In all colonial churches, religion was less fervid in early 18th century than century before, when colonies were first planted * Puritan churches especially sagged under two burdens: elaborate theological doctrines and their compromising efforts to liberalize membership requirements * Liberal ideas began to challenge old time religion Puritan predestination was questioned a lot, especially bit Ar minians, who preached that free will determined eternal fate, not divine decree a few churches grudgingly said that spiritual conversion was not necessary for church membership (they had felt pressured) * These twin trends toward clerical intellectualism and lay liberalism sucked spiritual vitality from many denominations set stage for rousing religious revival, the Great Awakening * Great Awakening: first started in Northampton, Massachusetts by Jonathon Edwards, an intellectual pastor he proclaimed that through faith in God,  not  through doing good works, could one attain eternal salvation.He had an alive-style of preaching â€Å"Sinners in Hands of†¦Ã¢â‚¬  * George Whitefield  gave America a different kind of evangelical type of preaching (had an incredible voice) * His message even had Edwards to tears and Franklin to empty pockets countless sinners expressed conversion * The  old lights, orthodox clergymen, were skeptical of the new ways (emotional and theatrica l) of preaching * New light ministers defended the Awakening for its role in revitalizing American religion * Congregationalists and Presbyterians were split over this issue * Many believers in the religious conversion went to the Baptists and other sects more prepared for emotion in religion * Awakening had many lasting effects had an emphasis on direct, emotive spirituality and seriously undermined the older clergy, whose authority had been derived from their education and erudition * The schisms it set off in many denominations greatly increased the numbers and competitiveness of American churches encouraged a wave of missionary work among Indians and even black slaves, many of whom also attended the mass open-air revival led to founding of â€Å"new light† centers of higher learning (Princeton, Dartmouth, Rutgers, Brown) * Most significant: Great Awakening was the first spontaneous mass movement of the American people broke down sectional boundaries/ denominational liens; contributed to growing sense that Americans were a single people, united by common history and shared experience Schools and Colleges * English idea was that education was a blessing reserved for the aristocratic few, not for unwashed many, leadership not citizenship, males only * Colonists slowly and painfully broke out of these ancient restrictions * Puritan New England was more interested in education than any other section.Dominated by the Congregational Church, it stressed the need for Bible reading by the individual worshiper * Primary goal of clergy good Christians, not good citizens * Education for boys flourished almost from the outset in News England * This densely populated region had impressive number of graduates from English universities, especially Cambridge, the intellectual center of England’s Puritanism * New England also established primary and secondary schools * Adequate elementary schools also put information in the reluctant â€Å"scholars† of m iddle and southern colonies (some tax supported and others privately operated) * South: mostly wealthy families with private tutors General atmosphere of colonial schools and colleges were grim and gloomy most emphasis was placed on religion and classical language of Latin and Greek, not experiments, reason, or independent thinking * There was severe discipline, even for children, and even indentured-servant teachers could be whipped for failures as workers * College education was regarded (at least in new England) extremely important because Churches would wither if new crops of ministers were not trained to lead spiritual flocks * Many wealthy families, especially in South, sent their boys abroad to British institutions * For convenience and economy, 9 local colleges were established during the colonial era small student enrollments (200 boys at most), poor education, curriculum filled with theology and dead languages * By 1750: distinct trend towards more modern subjects * Signif icant contribution made by Ben Franklin, who played a major role in the launching of UPenn, the first American college free from denominational control A Provincial Culture Colonial Americans were still in thrall to European tastes, especially British * The simplicity of pioneering life had not yet bred many patrons of arts * John Trumbull: aspiring painter of Connecticut who was discouraged by his father’s remark that Connecticut was not Athens; Trumbull, like most others, was forced to travel to London to pursue his ambitions * Charles Wilson Peale (GW portraits), Benjamin West, John Singleton Copley became famous painters but also had to go to England to complete their training only aboard could they find subjects who had leisure to sit for their portraits and had the money to handsomely pay * These people were Loyalists and were buried in London (sometimes) * Architecture was imported from old World and modified for peculiar climatic and religious conditions of the New Wo rld * Log cabin Sweden The red-bricked Georgian style was introduced in 1720 Williamsburg, Virginia * Colonial literature was generally undistinguished, like art, for many of the same reasons * Phyllis Wheatley: black poet, taken from slave to England, poetry book similar to Pope * BFrank: autobiography, but mostly Poor Richard’s Almanac- shaped America; only book that beat it was the Bible * Science was also making progress: not as many superstitions * BFrank: only first rank scientist produced in the American colonies * Spectacular but dangerous experiments: kite proved lightning was a form of electricity * Bifocals, Franklin stove, lighting rod condemned by some clergymen â€Å"presuming God† Pioneer Presses Americans were generally too poor to buy books and too busy to read them * There were some private libraries, especially with Byrd family and the clergy * BFrank established the first privately supported circulating library in America in Philadelphia * By 1776 t here were about 50 public libraries and collections supported by subscription * Hand operated printing presses: brought out pamphlets, journals, leaflets, etc * 40 colonial newspapers by the time of the Revolution * They were mostly made of somber essays with news that was delayed to be printed but colonists were extremely interested to hear about * Newspapers were powerful source of airing colonial grievances and rallying opposition to British control * A celebrated legal case in 1734-1735 involved  John Peter Zenger, a newspaper printer. He was charged with printing things that assailed the corrupt royal governor of New York (libel).Despite the ambitions of the royal chief justice, the jury voted him not guilty to the surprise of the judge and many people. This paved the way for freedom of the press. The Great Game of Politics * The thirteen colonial governments took a variety of forms * Eight had royal governors appointed by the king * Three- Maryland, Pennsylvania, and Delawar e- were under proprietors who themselves chose the governors * Two- Connecticut and Rhode Island- elected their own governors under self-governing characters * Nearly every colony used a two house legislative body. The upper house, or council, was appointed by the crown in the royal colonies and the proprietor in the proprietary colonies.It was chosen by voters in the self-governing colonies * The lower house, as the popular branch, was elected by the people- those who owned enough property to be qualified as voters * Backcountry was underrepresented and they hated the colonial cliques almost as much as kingly authority * Legislatress (direct representation): voted such taxes as they deemed necessary for the expenses of the colonial government * This self-taxation through representation was a precious privilege Americans prized above all else * Governors appointed by king were generally bale men, sometimes outstanding figures, but some were incompetent/ corrupt and just badly in nee d of jobs * Worst of this group was impoverished Lord Cornbury: made governor of New York and New Jersey in 1702. He was a drunkard, a spendthrift, and a bad person. Even the best appointees had troubles with colonial legislatures because the royal governor embodied a bothersome transatlantic authority 3000 miles away * Ways colonial assemblies asserted their authority and independence: employed the trick of withholding governor’s salary until he yielded to their wishes (since he was normally in need of money) * The London government was guilty of poor administration (left colonial governor to the mercy of the legislature) * They sh0oudl have arranged for his independent pay instead of from these bickering sources bickering is persistent spirit of revolt * Local level administration also varied * County government remained the rule in South New England: town meeting government predominated- direct democracy because of open discussion/ open voting * Religious/ property qualifi cations required for voting/ even stiffer qualifications for office holding * Privileged upper-class wouldn’t grant right to everyone * ? adult white males, but gaining the property wasn’t that hard so there were a lot of opportunities to become voters * Not many eligible actually voted left it up to their â€Å"better† leaders (actually corrupt losers) * Middle colonies: modification of the two * 1775: not yet a true democracy, but much more democratic than anything in Europe/ Britain * There some democratic ideas planted seeds for later years Colonial Folkways Life in colonies was drab and tedious (labor was heavy and constant) * Americans had most bountiful diet, food was plentiful, but coarse and monotonous diet * Americans had/ ate more meat than anyone in the Old World * Obviously they didn’t have heat in Churches, poorly heated homes with inefficient fireplaces, no running water, plumbing or bathtubs, not much garbage disposal * Candles/ whale-oil lamps used for illumination * Amusement * Pursued when time/ custom permitted * Militia periodically assembled for musters (with lots of flirting and enjoyment involved) * Several days of drilling- musters * North: winter sports * South: cards. Horse racing, cockfighting, and fox hunts * Non-puritanical south: dancing * GW could ride well and dance well * Lotteries were approved even by clergy * Stage plays- popular for south but frowned upon by Quakers/ Puritans * New England clergy saw plays as immoral; they preferred religious lectures * Holidays * Celebrated everywhere in the American colonies New England: frowned upon Christmas * Thanksgiving- widespread giving thanks to God * By mid-18th century, Britain’s several North American colonies revealed some striking similarities * Basically English in language and custom, Protestant in religion * Other people and faiths colonies gave some degree of ethic/ religious toleration * Lots of opportunities for social mobility * All possessed some measure of self-government (but not complete democracy) * Improving communication and transportation * Self- rule was most important similarity * All separated by entire ocean from Britain led to struggle to unite for independence Chapter 6 As the 17th was ending, contest began for mastery of North American continent involving 3 Old Worlds (Britain, France, and Spain) and involved Native Americans as well * 1688- 1763: 4 bitter wars in Europe (world wars) * Fought for control in Europe and New World and fought in both places * Americans could not stay out of it good thing because one of the wars (Seven Years’ War aka French and Indian War by America) set the stage for America’s independence France Finds a Foothold in Canada * Like England and Holland, France was a latecomer in New World real estate, basically for same reasons: had foreign wars in 1500s and domestic strife (clashes between Roman Catholics and Protestant Huguenots) * St. Bartholomewâ€℠¢s Day: lots of people killed * In 1598, the  Edict of Nantes  was issued by the crown of France.It granted limited religious freedom to French Protestants, and stopped religious wars between the Protestants and Catholics new century France became mightiest and most feared in Europe, led by brilliant leaders and vainglorious King Louis XIV * Reigned for less than 2 years surrounded by glittering court and mistresses * Also took deep interest in colonies * In  1608, France established  Quebec (by St. Lawrence River). The leading figure was  Samuel de Champlain,  an intrepid soldier and explorer whose energy and leadership earned him the title â€Å"Father of New France†. * Champlain entered into friendly relations with the nearby Huron Indians and joined them in battles against their foes (Iroquois of upper NY area) * Two fights with them and Iroquois were dead scared France earned permanent enmity with Iroquois * Stopped French from getting into Ohio Valley Ravage d French settlements/ served as British allies * The government of New France (Canada) was under direct control of the king after muchos companies had failed royal almost completely autocratic regime  did not elect any representative assemblies or have right to trial by jury like those in English colonies * Population in Catholic New France grew lethargically (Landowning French peasants didn’t want to move and Protestant Huguenots could not for religious reasons) * French government preferred Caribbean islands (sugar and rum) over cold wintery Canada New France Sets Out * New France’s one valuable resource: beaver fashion hats (warm and opulent) * French fur trappers: couriers de bois (runners of the woods) who ranged over woods/ waterways of North America for beaver * Also runners of risks * Two-fisted drinkers, free spenders, free livers and lovers * Named a lot (Baton Rouge, Des Moines, etc) * French voyageurs recruited Indians into fur business * Fur trade had dr awbacks Indians recruited got the white diseases and hated their alcohol * Slaughtering mass beavers violated some NA religious beliefs and destroyed some Indians’ way of life * French and Indian trappers traveled amazing distances almost extinguished beaver population, causing bad ecological damage * French Catholic missionaries, especially Jesuits, labored with much enthusiasm to convert the Indians to Christianity and to save them from the fur trappers * Some were killed by Indians for doing so * Some made converts, but also had vital roles as explorers and geographers * Others sought not souls nor fur but empire * Antoine Cadillac- founded Detroit in  1701  to thwart English settlers pushing into the Ohio Valley * Robert de La Salle- explored the Mississippi and Gulf basin, naming it Louisiana in honor of king; done to check Spanish penetration into the gulf * Dreamed of empire and brought colonizing ships, but ended up killed by mutiny * In order to ontinue their eff orts to block the Spanish on the Gulf of Mexico, the French planted several fortified posts in Mississippi and Louisiana; most important-  New Orleans  in  1718. * This outpost also rapped fur trade * Fertile Illinois had French forts established there and became France's garden empire of North America because much grain was produced there The Clash of Empires * The earliest battles among European power for control of North America, known to British colonists as  King William's War (1689-1697)  and  Queen Anne's War (1702-1713), pitted British colonists against the French couriers de bois with both sides recruiting any possible Indian allies. Primitive guerilla warfare: neither side thought America was so important to need a large detachments of troops * Most of the battles were between the British colonists, the French, and the French ally Spain. * Spain probed from its Florida base at SC settlements, and French Indian allies ravaged British colonial frontiers * British : failed with Quebec and Montreal but victories when temporarily seized Port Royal in Acadia (present day Nova Scotia) * The wars ended in  1713  with peace terms signed at  Utrecht proved how badly beaten; France and Spain were terribly beaten and Britain received French-populated Acadia and Newfoundland and Hudson Bay. The British also won limited trading rights in Spanish America later involved friction over smuggling War of Jenkins’ Ear broke out between British and Spanish in Caribbean Sea and Georgia with James Oglethorpe fought against Spanish foe to a standstill * This small scuffle merged with big War of Austrian Succession in Europe (King George’s War) * France allied with Spain * New Englanders invaded New France with British fleet and luck * The War of Jenkins's Ear started in  1739  between the British and Spaniards. This small battle became a war and became known as  King George’s War in America. It ended in  1748  with a treaty tha t handed Louisbourg back to France, enraging the victorious New Englanders, and France still clung to vast holdings in North America