Free Essays on Proibition

The 1920’s are often described as the decade of contrast and conflicts. It was a decade that some would say was the worst decade in American history. The 18th amendment to the constitution was passed by congress in 1917. It was ratified by three fourths of the states by 1919. This amendment prohibited the manufacture and sale of alcoholic beverages within the boundaries of the United States of America. Prohibition was officially underway. The Volsted Act of 1919 defined an alcoholic beverage clearly as any beverage with an alcoholic content of greater than .5 %. This made it illegal to sell and manufacture all liquor and beer. (Shultz 1) Prohibition was a phenomenon during the 20’s. It was not however the first campaign against alcohol, but it was by far the most successful. There had been numerous anti-alcohol campaigns during the colonial period. None of which were as successful as the national prohibition laws in the 20’s. For example in 1851 the Maine Law prohibited the manufacture and sale of alcohol in the state of Maine. By 1855 thirteen other states had adopted similar laws. During the Civil War alcoholic beverages were not allowed in the union army as a way to ration grain. Leaders of the social movements tried to justify their views against alcohol with scientific evidence. Temperance advocates founded the Scientific Temperance Journal after the Civil War. Children’s textbooks depicted human organs degenerating from and over abundance of alcoholic beverages being consumed. In the 1870’s the Woman’s Christian Temperance Union (WCTU) promoted the use of public education for the cause of temperance. They were very successful with that. By 1902 every state and territory except for Arizona had a law requiring temperance instruction in public schools. They argued that immigrants were inferior to the Americans because they allow their children to drink alcohol at an early age. They WCTU fought... Free Essays on Proibition Free Essays on Proibition The 1920’s are often described as the decade of contrast and conflicts. It was a decade that some would say was the worst decade in American history. The 18th amendment to the constitution was passed by congress in 1917. It was ratified by three fourths of the states by 1919. This amendment prohibited the manufacture and sale of alcoholic beverages within the boundaries of the United States of America. Prohibition was officially underway. The Volsted Act of 1919 defined an alcoholic beverage clearly as any beverage with an alcoholic content of greater than .5 %. This made it illegal to sell and manufacture all liquor and beer. (Shultz 1) Prohibition was a phenomenon during the 20’s. It was not however the first campaign against alcohol, but it was by far the most successful. There had been numerous anti-alcohol campaigns during the colonial period. None of which were as successful as the national prohibition laws in the 20’s. For example in 1851 the Maine Law prohibited the manufacture and sale of alcohol in the state of Maine. By 1855 thirteen other states had adopted similar laws. During the Civil War alcoholic beverages were not allowed in the union army as a way to ration grain. Leaders of the social movements tried to justify their views against alcohol with scientific evidence. Temperance advocates founded the Scientific Temperance Journal after the Civil War. Children’s textbooks depicted human organs degenerating from and over abundance of alcoholic beverages being consumed. In the 1870’s the Woman’s Christian Temperance Union (WCTU) promoted the use of public education for the cause of temperance. They were very successful with that. By 1902 every state and territory except for Arizona had a law requiring temperance instruction in public schools. They argued that immigrants were inferior to the Americans because they allow their children to drink alcohol at an early age. They WCTU fought... Free Essays on Proibition The 1920’s are often described as the decade of contrast and conflicts. It was a decade that some would say was the worst decade in American history. The 18th amendment to the constitution was passed by congress in 1917. It was ratified by three fourths of the states by 1919. This amendment prohibited the manufacture and sale of alcoholic beverages within the boundaries of the United States of America. Prohibition was officially underway. The Volsted Act of 1919 defined an alcoholic beverage clearly as any beverage with an alcoholic content of greater than .5 %. This made it illegal to sell and manufacture all liquor and beer. (Shultz 1) Prohibition was a phenomenon during the 20’s. It was not however the first campaign against alcohol, but it was by far the most successful. There had been numerous anti-alcohol campaigns during the colonial period. None of which were as successful as the national prohibition laws in the 20’s. For example in 1851 the Maine Law prohibited the manufacture and sale of alcohol in the state of Maine. By 1855 thirteen other states had adopted similar laws. During the Civil War alcoholic beverages were not allowed in the union army as a way to ration grain. Leaders of the social movements tried to justify their views against alcohol with scientific evidence. Temperance advocates founded the Scientific Temperance Journal after the Civil War. Children’s textbooks depicted human organs degenerating from and over abundance of alcoholic beverages being consumed. In the 1870’s the Woman’s Christian Temperance Union (WCTU) promoted the use of public education for the cause of temperance. They were very successful with that. By 1902 every state and territory except for Arizona had a law requiring temperance instruction in public schools. They argued that immigrants were inferior to the Americans because they allow their children to drink alcohol at an early age. They WCTU fought...

Improvement of Practices in Teaching Arabic as a Second language To Term Paper

Improvement of Practices in Teaching Arabic as a Second language To Non-Native Speakers - Term Paper Example The paper proceeds to a discussion of the methods used for the action research, as well as a discussion of the data. From there the paper undertakes an involved analysis and discussion of the data and the results of the analysis of the data, prior to a more detailed discussion of the previous papers done in connection with the action research, together with the analysis and discussion that had been completed in the previous section. The paper then sums up the entire discussion with some conclusions and insights on the whole process, as well as the overall integration of the action research mindful of the findings of the action research as well as of future directions that can be undertaken related to the teaching of Arabic as a second language to non-native speakers. All throughout this process there is an eye towards a better understanding of the teaching process itself, from the perspective of both the teacher and of the students on the receiving end of the lessons. There is also a n eye out to being able to generate substantial insights into the data and into the previous exercises, to hopefully come up with breakthroughs with regard to teaching Arabic to such an audience and with regard to drastically improving learning outcomes and student satisfaction levels with the classes. Context This semester I have had a great a opportunity to teach an Arabic class for non-native speakers as students. Some of them even originally came from the Middle East but they could not speak nor write in the Arabic Language. During the time when I was researching a number of activities to help my students learn the Arabic language at the beginning of this semester, I came up with the inquiry method. I asked my students their reasons behind wanting to learn Arabic. There were different types of answers that I received during the inquiry session but the most interesting answer that I received was that learning Arabic is important so that he could become rich. I almost got stunned as to why someone would actually consider Arabic language learning as a way to become rich. On discussion with the same student, I got to know that people consider Arabic as important for getting a decent job which will help them gain wealth in return especially in a country not speak Arabic Language. There was a question I want to ask myself and other people, Am I a good teacher or not? but if I were to ask that question myself and look for an answer in the reputation I have among my past and present students and my student in the present time in the USA completely different on my student in Morocco , and then I believe that I am, on balance, a good teacher because when I was a teacher in Morocco I got a higher certificate from the ministry of education because I was the first and best teacher in Science in 2005, and I received a good and great award from Prince Khalid Al Hussein. Therefore, what this means is my teaching practice results in meaningful and substantive learning on t he part of my students. What and how I should be teaching my students, and how can I measure the degree to which they are learning what I am teaching them? The point is that I am regarded as a good teacher, and I believe that this reputation is not groundless. But, on other hand I want to say I am not in the high level of quality of teaching yet as far as language teaching is

Opposing Viewpoints Essay Example | Topics and Well Written Essays - 1000 words - 1

Opposing Viewpoints - Essay Example Genesis is not merely prolonged exercise of metaphors rather it provides an in depth analysis, as evolutionary believers have used metaphors for their interpretations as well. Natural selection in case Charles Darwin mechanism and Dawkins talk of selfish genes. Early scientists believed that God has created earth and life primarily based on some knowledge and not merely a divine whim which would be revealed through inquiries. Life is governed by rational, cognitive and eternal set of laws. Although grudgingly, yet the persecution of Galileo was accepted as mistake of the past. However, the recent events have unfolded the defamation of therapeutic cloning by the same conservative and erratic school of thought. Science and religion co-existence is the only way forward. At times science has owed to the nature. Science has profoundly admired the explicit concepts of nature and making a premise for the fathoming of science and religion. Similarly religion cannot stand alone or the proposition of denying religion with reference to science should be obliterated. Like the early scientists, who were as Christian as evolutionist paved the way for the harmony among science and religion. Also, both science and religion should adapt to the ever changing world and embrace the new concepts emerging on the surface of the world. The religion must not abscond the realms of the science for the prosperity and developments of nations, societies and world at large. 8. Louis Bolce and Gerald De Maio. "American Politics Is Dominated by Battles Between Religious and Secular Voters." At Issue: How Does Religion Influence Politics?. Ed. James D. Torr. Detroit: Greenhaven Press,

Critical Review of Meet John Doe Movie Example | Topics and Well Written Essays - 750 words

Critical of Meet John Doe - Movie Review Example After this fake letter was published in the newspaper where Mitchell worked, tremendous reaction on the part of general people followed. This public reaction was noted by the newspaper’s rich and powerful publisher D.B. Norton (played by Edward Arnold). Next, a sinister collaboration starts between Ann, Norton, and other staffs of the newspaper to exploit the sensation created by John Doe’s fake suicide letter. One John Willoughby (Gary Cooper) is duped into this conspiracy and he is asked to play the role of John Doe. At first, Willoughby does this job enthusiastically. But gradually the actual conspiracy is exposed before him. Willoughby has a flux of mind and he starts clinging to the character and mission of fictional John Doe. In doing so, he shakes the very fundamentals of the news media house he was working for and throws a serious challenge before Norton. Ultimately, Willoughby becomes a real John Doe, who successfully convinces people about general good of soci ety and unmasks hypocrites like Norton and his collaborators. Ann also changes side and joins Willoughby in this great mission of John Doe. All during watching this film, I felt that there are several political linkages in this film. However, two most important linkages are being mentioned in this paper. The first one is created with the help of impressions, scenes, and symbols regarding democratic values and community consciousness. The second linkage shows that how one’s personal life and feelings might be used by somebody else to obtain political benefit. 2. In the film Meet John Doe, Capra appears to be consistently pressing ahead with his idealism having ample regard toward the spirit of democracy. After the middle part of the film, contradictions between ideals of democracy and manipulation of the system become the main foci of the film. The scene of the great John Doe Convention speaks about it. The convention is held before a large audience and thousands of people are called on to participate in it. Willoughby, in the meanwhile, finds that Norton wants to exploit the sensation created by the story of John Doe. Norton wanted Willoughby to endorse Norton as a presidential candidate for the federal elections in the garb of John Doe Convention emerging as a political party. This being the backdrop, Willoughby now tries to breakaway from Norton’s control. At this point, Capra creates a marvelous scene at the John Doe Convention. In this scene, with the help of a combination of distant and close shots, Capra shows how desperately Willoughby is going ahead into the crowd and trying to tell the truth about John Doe and Norton. With the help of special effects using montage of crowds repeatedly, Capra creates the impression of Willoughby, a desperate man, trying to communicate with thousands of people individually, intimately, and simultaneously. This scene showing the seemingly impossible task of Willoughby actually exhibits that how confusing in stitutional democracy might become. Emotional and spirited public might fail to identify the real evil behind ambitious politicians. Political propaganda can become powerful enough to overshadow the actual goals of the democratic institution. Consequently, public might go ahead and invite an â€Å"iron hand† (Capra 1941) to rule them as had happened in the countries like Nazi Germany and Fascist Italy. The second most intriguing scene in this film is seen

Emotional Labour Essay Example for Free

Emotional Labour Essay This report investigates the shop manners and training offered to the floor sales staff at Next compared to that of those who work in the stock room. I would like to know how each environment affects the workers emotions. I think its an important question to ask because the people that work on the shop floor are constantly in contact with customers. It could be said that those that work in the stock room are not part of the stage setting and are more like the stage crew who work behind the scenes. I think it is important then to first address what emotion is. Emotion theory is centred on the relationship of the person and its environment (Lazarus, 1991 p40). This has implications on the question that I am posing as the stockroom workers interact in a different environment to their colleagues on the shop floor. There are two fundamental viewpoints to emotion the organismic and interactionalist viewpoint. The organismic model developing from the work of Charles Darwin, William James and early Sigmund Freud, Defines emotion mainly as a biological process. For Freud emotion affect is libidinal discharge, for Darwin its instinct and for James its the perception of a psychological process (Hochschild, 1983 p205) This leads organismic theorists to believe that there is a basic similarity of emotion across categories of people (Hochschild, 1983). The organismic model brings us to an elicitation-expression model (Hochschild, 1983) Interactionists believe emotion always involves a biological component but adds more points to social factors, which are present before, after and during the experience of emotion. For example why does a customer become violent when refused a refund, what in their cultural environment constitutes their response? If we conceptualise emotion as instinctive we will ignore questions about social entry. (Hochschild, 1983) Emotions are experienced by individuals and through intention or inadvertent communication may be deduced by others who are observing. (Lazarus, 1991 p40) Emotions can be a valuable source of information in determining how people are getting along. However, surface acting can disguise true emotion so you must be wary when reading emotions. Society and biological inheritance creates a pattern of behaviour that shape emotion and expressions of the individual (Lazarus, 1991 p40). I believe this statement relates to the way that shop assistants and customers are expected to behave. As you will see the training offered to the sales staff shows members of the work force how to act in a socially excepted way which is common practice in all chain stores. In a shopping environment how other people feel is a huge factor as to whether they buy something or not. Sales staff to some extent can influence this. I believe that for a customer to feel at home in a shop the sales staff need to be friendly and approachable whereby you feel even if you havent bought any thing this time you are welcome back again. I think that this is the key to the success of stores like Next and Marks and Spencers where staffs have the correct shop manners to keep the customers coming back. From interviews undertaken with staff at Next I have uncovered strict guidelines in training which each new member of staff has to go through. (I will discuss this and whether I think it is appropriate later.) Drawing on my own experience, I have worked in what you would call a downmarket clothes store and no training of shop manners was offered to me. It was my first proper job so I did feel as if I was being thrown in at the deep end. However, the shop was very small and my C.V. demonstrated that I had good people skills as I had worked on a market stall at the weekends and holidays. I assume that management didnt feel the need to train me in what they thought should be the obvious way to behave towards customers. After speaking to senior sales staff at next and sponsors, these are longer standing members of staff who train new staff using the guidelines (see Appendix), I have gathered that management wish the customer to feel that they are the most important thing and that their shopping experience is being made easier by the staff. Next seem to have thought out its training program very clearly and assigns specific amounts of time to each activity. This helps to give the impression that training is viewed as an important part of the job. I think that Next places emphasis on its training as it is a chain store and it often directs customers to local stores if the stock isnt available at the branch at which they are visiting, this calls for a sense of conformity between stores. I evaluated the training sessions which, are appropriate to the questions I am asking, by interviewing staff on how appropriate each session is, how achievable are the actions set out and how they affect emotions. The overall reaction that I had from staff was that they felt the training to be very obvious and many sponsors admitted to skipping through the training as quickly as possible because of this fact. Sponsors felt that by training staff with this obvious manner of behaviour was assuming that the trainee was, when prompted by myself, emotionally incapable of selecting the correct emotions for the customer situation. Training session 1 (Appendix Shop Manners). The trainee is told to be aware and not to get tied down in tasks when I asked staff about the reality of this they said they found it very annoying to be approached by customers when doing a job and often resented customers for bothering them. However, this is where surface acting comes into play the employee hides what they feel and pretends what they dont (Hochschild, 1983). The action is in the body language, for example the put on smile and sweet voice as it is for the people observed by Erving Goffman (cited in Hochschild, 1983 p35). The employee has to think back to their training to pick the right body language. A typical scenario: Now interrupted from a task possibly holding a huge pile of stock in their hand the employees are given a strict formula to follow, eye contact, a smile, appropriate greeting and to be friendly and sincere. This is a hard task when obviously it is inappropriate for the customer to target them and often there is another member of staff nearby doing nothing. However, the surface acting must continue as the corporate motto of The customer always comes first is relayed in your mind, plus I dont want to lose my job if they complain to head office. Company control also works along who fears whom. As with flight attendants the fear hierarchy works indirectly through customers complaining, to head office (Hochschild, 1983). This type of scenario links with the question posed by Hochschild (1983 p89) that when feelings are set by management and where workers have weaker rights to courtesy then consumers do, when deep and surface acting are forms of labour to be sold what happens to the way a person relates to her feelings or to her face? Employees said that when they were the customers they were more aware of the shop assistants emotions and tried to be more courteous. However, they may just feel as though they do this because they wish that people would do this for them. I do believe that this statement does have some truth but surely when the stage setting is different, when they are the customer and not the server they assume the actions of the customer. As on the stage as in life the person is the locus of the acting process. But when an institution is involved various acting elements are taken away from the individual and replaced by institutional mechanisms. In this case the fact that the customer comes first. The locus of acting, of emotional management, moves to the level of the institution. (Hochschild 1983 p49) The people are arranged according to institutional custom and the workers surface act in institutionally approved ways. Training Session 2 (Appendix In-Store Security) This training session makes shop assistants conscious of the need to be aware and the need for acknowledgement of the customers. You can use your training of greeting the customer in a functional way, to help reduce the comfort of shoplifters who are always aware of who is watching them. Senior staff said that it gets easier to spot thieves with practice; you get to learn their tricks of diverting your attention. Even though you have to be suspicious of certain customers you must always remember your training and be polite even if you feel that they are up to no good. Training Session 3 (Appendix Stockroom) As you can see none of the training here is connected to personal conduct, it doesnt attempt to tell you how to act where as the shop floor assistants are told to be friendly, sincere, polite, confident and have a smile. They are even told that conversations must be work related. When questioned on the reality of this last statement floor staff said they do have non-work related conversations but they are of a toned down nature to the way they would speak in private. When I asked the stockroom workers about their conversations they said that if they were in a situation to have a conversation it would be more animated then if having it on the shop floor as they are not in public. Training Session 12 (Appendix Till Service) Customer interaction is crucial at the till point. Again the trainee is told how to act, to be sincere and polite. I asked staff how easy it was to do this. A typical scenario: Its a very busy Saturday and all the tills are in operation when greeted by the customer with comments such as I have been waiting ever such a long time, you know and the like, it is difficult to be sincere and polite as there is nothing the staff can do to make the queue go any quicker. The staff member surface acts with her painted on smile and polite apologies. In the training suggestions of possible conversation are complimenting customers on their choice of purchase. Till operators said they tended to deep act in this case, only saying it if they meant it. Deep acting is a natural result of working on feeling expression is spontaneous (Hochschild 1983). As the Russian director Constantin Stanivlaski puts it a real feeling that has been self-induced (cited in Hochschild 1983 p35). The refund and exchange policy is an important part of training because it is the most likely time for customer conflict. The staff member is instructed to treat the customer in the same way as they would if they were making a purchase, this is easy if the customer has a receipt or is a well-known customer. But if the customer doesnt have a receipt it makes it harder in some cases because you have the suspicion that the customer may have stolen the garment. In this situation the staff member is advised that the best thing to do is get a manager. As formal rules that prop up an institution set limits to the emotional possibilities that staff have to feel (Hochschild 1983). The point that demonstrates this is the manager gets paid more then a shop assistant because their pay package covers them for the emotional insults, which they may receive from refusing to give a customer a refund. I asked the managers how they dealt with abusive behaviour from customers. Managers gain the experience for dealing with inconvenient customers and they assured me that it gets easier as time goes on. You have to detach what you are feeling from the situation and not let your own anger, or in some extreme cases fear get in the way. (Appendix Initial Training Requirement Chart) This gives a summary of all the training offered to the different roles at Next. As you can see all staff members that are present on the shop floor, for any point of their shift, the number one training session is shop manners. This is not part of the stockroom workers training. (Appendix Sponsors Guidelines- 6.Performance Assessment Standards) This table demonstrates that all staff working on floor cover, fitting room, till service or replenishment are those that could possibly come into contact with customers. It demonstrates that shop floor staff members are assessed on their ability to smile and make eye contact with the customer and to be aware of shoppers. Stockroom staff members, on the other hand, are assessed solely on their physical, rather then any emotional objectives. Are our feelings really our own? From the research obtained in this report it is clear to see that the staff working on the shop floor are shown how to act where as in the stock room its much more natural emotion. Institutional practice shapes the way in which shop floor workers are expected to behave. What makes some individuals prefer to work in the stock room compared to the shop floor? I asked the stockroom workers why they liked to work in the stockroom. I received comments such as. You can be more yourself as you dont have to work in uniform. I think that management enforce a strict smart dress policy on shop floor workers to help them get into the role, which they have to play; it is part of the act. In the stockroom you dont have to interact with customers. Some of the stockroom staff said the horror stories they have heard about customers puts them off working on the shop floor. As customers seem to be oblivious to the feelings of shop floor workers and assume that they are there just to serve them. The stockroom has quite a different atmosphere to the shop floor it is more relaxed, you often get shop floor sales staff coming in for a break from the hustle and bustle of the shop floor. The stockroom workers said that on many occasions sales staff come in and tell them about incidents with customers that have just happened. This helps the member of staff to calm down, as the stockroom member often is able to bring them to reality and point out that it is only a customer and not to get wound up. In the surroundings of the back office the sales floor worker is able to put the situation in context of life and go back to the act moments later. Does personality have something to do with whether you like working in the stockroom or the shop floor? From observation and asking the floor staff it seems to me that the quieter people work in the stock room. When I questioned staff members on why they enjoyed working in the stock room I deduced they dont feel the need to be on the stage acting, to them it is false they would rather be left to their own devices. I asked the floor staff whether they minded working in the stockroom as sometimes staff shortages calls for this. They said they didnt mind but preferred the interaction and liveliness of the shop floor this corresponds with previous research, which shows emotional labourers like contact with the customer. Even though customers can be very unpleasant. (MG2076 starter pack: The Survey). Sales floor staff said they wished they could work in the stockroom on days when they were feeling under the weather as the need to act in the corporate superficial way was much harder because their true emotions were harder to suppress. On days when everything is going well staff said it was a pleasure to help customers that are appreciative of their service but a customer who feels it is their right to be served can bring an end to that. This suggests that workers feelings are not their own and shop assistants surface act from day to day. I would like to investigate status and gender differences to see whether men or women are better equipped at working in either environment. Is emotion work as important for men as it is for women? (Hochschild, 1983 p 162) Hochschild believes it is not. Due to firstly lacking other resources women make a resource out of feeling. Secondly, each gender is called on to do different kinds of work, which Hochschild believes to be down to different childhood training of the heart that is given to girls and boys (Hochschild, 1983 p163). I think this gender separation at work is becoming less apparent as equal rights laws are being enforced and changing attitudes of society. At Next there is equality in the work place with men and women being treated equally with both being given the same responsibility. Thirdly, the general subordination of women leaves them more open to abuse. For example, a customer was being very rude to the floor manager on childrensware due to the fact that she refused to give the man a refund, because the garment had obviously been worn. The customer became very rude and abusive, which he thought would give him some hold over the woman. The female manager was about to give in to the customer when the shop manager, a man, noticed the disturbance and came over to assist his colleague. He refused to give the man a refund. I believe that as a man the shop manager saw the customer as a mere man and stood by the initial reaction of the female manager. The customer more intimidated by the act of the shop manager gave in very quickly and left the shop threatening I will let head office know about this. The manager was not browbeaten by this comment, as he knew the customer didnt have a leg to stand on. This situation also lends itself to the fact that a different proportion of the managed heart is enlisted for commercial use. (Hochschild, 1983 p163-164) Women make defensive use of their beauty, charm and relational skills, which due to commercial exploitation can lead them to become estranged from these capacities. For male workers it is more their ability to wield anger and make threats that is used by the company and so this the capacity which they are likely to feel estranged from. (Hochschild 1983) Conclusion Each environment has an impact on the workers emotions. The sales floor is where surface acting takes place throughout most of the working day. The stockroom is a place where deep acting is given more of a chance to occur due to the fact that the company dont suppose emotions upon its workers here. I think the training offered by Next is appropriate as it is what is institutionally expected by society. It is achievable by staff to act this way, as this is what they are getting paid to do. I think it does affect workers emotions being trained how to act because it must be hard to switch off at the end of the day. Eventually it must become instinctive to act in a socially expected way and it must become harder for staff members to express their true emotions when not at work. Bibliography * Hochschild, A. R. (1983) The Managed Heart; the commercialisation of human feeling California: University of California Press. * Lazarus, R. S. (1994) Emotion and Adaptation New York: Oxford University Press * MG2076s Starter Pack MG 2076 Louise Goldstein

Reasons To Vote :: essays research papers

This activity is rational because candidates must gain and maintain public support. The extensive campaign that most candidates go through requires large sums of money. This money is used to become visible to the mass by the media. The media is responsible for linking the elites with the mass. This is why the elites use the media so much. The media portrays the candidates in a light that will get the most ratings. Candidates spend more money to help put a positive spin or a higher approval rating on their campaign. Yet, this usually results in bad-mouthing another opponent. This, however, is not bad because the media is attracted by scandals, and they give most of their attention to scandals because that is what will attract the mass. The candidate acquires money from direct mailings and party affiliation. Direct mailings are frequently sent to members of large corporations who have large quantities of money at their disposal and who also would have a stake in the outcome of an elec tion. This interest group identifies in a way that if they give money to support a candidate, then once elected the candidate will return the favor and remember them by supporting a policy or other favor that would benefit that particular interest group. A party affiliation is made by a candidate to give the public a recognizable symbol because of some similarities between candidates. These similarities are a result of the candidate’s attempts to please the mass. He/she will try to appeal to as wide range of voters as possible. The candidates will acquire a general platform, but will make sure that platform is wide enough that as many people, or voters, as possible are able to hold it up.   Ã‚  Ã‚  Ã‚  Ã‚  The mass reacts rationally. About 50% of the mass bothers to vote at all and usually less if it is not a presidential election. This is because they are so disenchanted with the candidates as a result of negative advertisement campaigns, the depiction of candidates in media and their cookie-cutter policies. The mass cares more about economic security rather than political involvement. Most people would just as soon vote for a candidate that has been around while the economy is doing well, rather than risk it by voting for someone who does not have all that much experience. They hear politicians who are for â€Å"freedom of speech, free enterprise, etc†¦Ã¢â‚¬  and agree with these candidates.

The Prospects for a National Missile Defense :: Research Papers

The Prospects for a National Missile Defense Imagine this scenario: approximately fifteen intercontinental ballistic missiles are unintentionally launched from Russia. The missiles are equipped with several nuclear warheads, and their final target is the United States. The United States already possesses an early-warning system and thus detects the missiles more than twenty minutes before they land. However, even though they can detect the missiles, the United States has no means of defending itself from them. If even one of the warheads lands inside the United States, the consequences will be devastating. Hundreds of thousands will perish, millions more will suffer life-altering injuries and diseases, and the targeted city will lie in ruins. The prospect of a ballistic missile attack has been a fear in the United States since the 1950s, and that concern has been renewed with the end of the Cold War. Currently nations have limited means of protecting themselves. Both Russia and the United States have the bounded capability to d efend against short-range missiles, but neither can protect their territory from intercontinental ballistic missiles (ICBMs). As a result of a growing concern in the United States, Congress has pushed for a national missile defense system. The purpose of a national missile defense system is to destroy a ballistic missile launched on the US before it can ever reach it. If an operational national missile defense system were implemented, the United States would theoretically be able to thwart any ballistic missile attack on any of its fifty states. Two questions must be answered, however, before the United States begins the implementation of a national missile defense system. First, how feasible and reliable is the technology of the system? Second, assuming that the defense system would be operational and could protect the United States against a ballistic missile attack, what implications would such a system hold for international security? That is, would it serve as a stabilizing or destabilizing factor? This paper will serve to show that the technology for NMD is feasible when its technical components are looked at individually, and it is only a matter of years before a national missile defense system could be minimally operational. However, if countermeasures are taken against an NMD system, it will never be completely successful in a ballistic missile attack. Finally, regardless of its feasibility an NMD system would destabilize international security and could possibly even reinitiate another arms race, and for this reason, alternatives should be considered.