A Game of Thrones Chapter Fourteen

Catelyn Ned and the girls were eight days gone when Maester Luwin came to her one night in Bran's sickroom, carrying a reading lamp and the books of account. â€Å"It is past time that we reviewed the figures, my lady,† he said. â€Å"You'll want to know how much this royal visit cost us.† Catelyn looked at Bran in his sickbed and brushed his hair back off his forehead. It had grown very long, she realized. She would have to cut it soon. â€Å"I have no need to look at figures, Maester Luwin,† she told him, never taking her eyes from Bran. â€Å"I know what the visit cost us. Take the books away.† â€Å"My lady, the king's party had healthy appetites. We must replenish our stores before—† She cut him off. â€Å"I said, take the books away. The steward will attend to our needs.† â€Å"We have no steward,† Maester Luwin reminded her. Like a little grey rat, she thought, he would not let go. â€Å"Poole went south to establish Lord Eddard's household at King's Landing.† Catelyn nodded absently. â€Å"Oh, yes. I remember.† Bran looked so pale. She wondered whether they might move his bed under the window, so he could get the morning sun. Maester Luwin set the lamp in a niche by the door and fiddled with its wick. â€Å"There are several appointments that require your immediate attention, my lady. Besides the steward, we need a captain of the guards to fill Jory's place, a new master of horse—† Her eyes snapped around and found him. â€Å"A master of horse?† Her voice was a whip. The maester was shaken. â€Å"Yes, my lady. Hullen rode south with Lord Eddard, so—† â€Å"My son lies here broken and dying, Luwin, and you wish to discuss a new master of horse? Do you think I care what happens in the stables? Do you think it matters to me one whit? I would gladly butcher every horse in Winterfell with my own hands if it would open Bran's eyes, do you understand that? Do you?† He bowed his head. â€Å"Yes, my lady, but the appointments—† â€Å"I'll make the appointments,† Robb said. Catelyn had not heard him enter, but there he stood in the doorway, looking at her. She had been shouting, she realized with a sudden flush of shame. What was happening to her? She was so tired, and her head hurt all the time. Maester Luwin looked from Catelyn to her son. â€Å"I have prepared a list of those we might wish to consider for the vacant offices,† he said, offering Robb a paper plucked from his sleeve. Her son glanced at the names. He had come from outside, Catelyn saw; his cheeks were red from the cold, his hair shaggy and windblown. â€Å"Good men,† he said. â€Å"We'll talk about them tomorrow.† He handed back the list of names. â€Å"Very good, my lord.† The paper vanished into his sleeve. â€Å"Leave us now,† Robb said. Maester Luwin bowed and departed. Robb closed the door behind him and turned to her. He was wearing a sword, she saw. â€Å"Mother, what are you doing?† Catelyn had always thought Robb looked like her; like Bran and Rickon and Sansa, he had the Tully coloring, the auburn hair, the blue eyes. Yet now for the first time she saw something of Eddard Stark in his face, something as stern and hard as the north. â€Å"What am I doing?† she echoed, puzzled. â€Å"How can you ask that? What do you imagine I'm doing? I am taking care of your brother. I am taking care of Bran.† â€Å"Is that what you call it? You haven't left this room since Bran was hurt. You didn't even come to the gate when Father and the girls went south.† â€Å"I said my farewells to them here, and watched them ride out from that window.† She had begged Ned not to go, not now, not after what had happened; everything had changed now, couldn't he see that? It was no use. He had no choice, he had told her, and then he left, choosing. â€Å"I can't leave him, even for a moment, not when any moment could be his last. I have to be with him, if . . . if . . . † She took her son's limp hand, sliding his fingers through her own. He was so frail and thin, with no strength left in his hand, but she could still feel the warmth of life through his skin. Robb's voice softened. â€Å"He's not going to die, Mother. Maester Luwin says the time of greatest danger has passed.† â€Å"And what if Maester Luwin is wrong? What if Bran needs me and I'm not here?† â€Å"Rickon needs you,† Robb said sharply. â€Å"He's only three, he doesn't understand what's happening. He thinks everyone has deserted him, so he follows me around all day, clutching my leg and crying. I don't know what to do with him.† He paused a moment, chewing on his lower lip the way he'd done when he was little. â€Å"Mother, I need you too. I'm trying but I can't . . . I can't do it all by myself.† His voice broke with sudden emotion, and Catelyn remembered that he was only fourteen. She wanted to get up and go to him, but Bran was still holding her hand and she could not move. Outside the tower, a wolf began to howl. Catelyn trembled, just for a second. â€Å"Bran's.† Robb opened the window and let the night air into the stuffy tower room. The howling grew louder. It was a cold and lonely sound, full of melancholy and despair. â€Å"Don't,† she told him. â€Å"Bran needs to stay warm.† â€Å"He needs to hear them sing,† Robb said. Somewhere out in Winterfell, a second wolf began to howl in chorus with the first. Then a third, closer. â€Å"Shaggydog and Grey Wind,† Robb said as their voices rose and fell together. â€Å"You can tell them apart if you listen close.† Catelyn was shaking. It was the grief, the cold, the howling of the direwolves. Night after night, the howling and the cold wind and the grey empty castle, on and on they went, never changing, and her boy lying there broken, the sweetest of her children, the gentlest, Bran who loved to laugh and climb and dreamt of knighthood, all gone now, she would never hear him laugh again. Sobbing, she pulled her hand free of his and covered her ears against those terrible howls. â€Å"Make them stop!† she cried. â€Å"I can't stand it, make them stop, make them stop, kill them all if you must, just make them stop!† She didn't remember falling to the floor, but there she was, and Robb was lifting her, holding her in strong arms. â€Å"Don't be afraid, Mother. They would never hurt him.† He helped her to her narrow bed in the corner of the sickroom. â€Å"Close your eyes,† he said gently. â€Å"Rest. Maester Luwin tells me you've hardly slept since Bran's fall.† â€Å"I can't,† she wept. â€Å"Gods forgive me, Robb, I can't, what if he dies while I'm asleep, what if he dies, what if he dies . . . † The wolves were still howling. She screamed and held her ears again. â€Å"Oh, gods, close the window!† â€Å"If you swear to me you'll sleep.† Robb went to the window, but as he reached for the shutters another sound was added to the mournful howling of the direwolves. â€Å"Dogs,† he said, listening. â€Å"All the dogs are barking. They've never done that before . . . † Catelyn heard his breath catch in his throat. When she looked up, his face was pale in the lamplight. â€Å"Fire,† he whispered. Fire, she thought, and then, Bran! â€Å"Help me,† she said urgently, sitting up. â€Å"Help me with Bran.† Robb did not seem to hear her. â€Å"The library tower's on fire,† he said. Catelyn could see the flickering reddish light through the open window now. She sagged with relief. Bran was safe. The library was across the bailey, there was no way the fire would reach them here. â€Å"Thank the gods,† she whispered. Robb looked at her as if she'd gone mad. â€Å"Mother, stay here. I'll come back as soon as the fire's out.† He ran then. She heard him shout to the guards outside the room, heard them descending together in a wild rush, taking the stairs two and three at a time. Outside, there were shouts of â€Å"Fire!† in the yard, screams, running footsteps, the whinny of frightened horses, and the frantic barking of the castle dogs. The howling was gone, she realized as she listened to the cacophony. The direwolves had fallen silent. Catelyn said a silent prayer of thanks to the seven faces of god as she went to the window. Across the bailey, long tongues of flame shot from the windows of the library. She watched the smoke rise into the sky and thought sadly of all the books the Starks had gathered over the centuries. Then she closed the shutters. When she turned away from the window, the man was in the room with her. â€Å"You weren't s'posed to be here,† he muttered sourly. â€Å"No one was s'posed to be here.† He was a small, dirty man in filthy brown clothing, and he stank of horses. Catelyn knew all the men who worked in their stables, and he was none of them. He was gaunt, with limp blond hair and pale eyes deep-sunk in a bony face, and there was a dagger in his hand. Catelyn looked at the knife, then at Bran. â€Å"No,† she said. The word stuck in her throat, the merest whisper. He must have heard her. â€Å"It's a mercy,† he said. â€Å"He's dead already.† â€Å"No,† Catelyn said, louder now as she found her voice again. â€Å"No, you can't.† She spun back toward the window to scream for help, but the man moved faster than she would have believed. One hand clamped down over her mouth and yanked back her head, the other brought the dagger up to her windpipe. The stench of him was overwhelming. She reached up with both hands and grabbed the blade with all her strength, pulling it away from her throat. She heard him cursing into her ear. Her fingers were slippery with blood, but she would not let go of the dagger. The hand over her mouth clenched more tightly, shutting off her air. Catelyn twisted her head to the side and managed to get a piece of his flesh between her teeth. She bit down hard into his palm. The man grunted in pain. She ground her teeth together and tore at him, and all of a sudden he let go. The taste of his blood filled her mouth. She sucked in air and screamed, and he grabbed her hair and pulled her away from him, and she stumbled and went down, and then he was standing over her, breathing hard, shaking. The dagger was still clutched tightly in his right hand, slick with blood. â€Å"You weren't s'posed to be here,† he repeated stupidly. Catelyn saw the shadow slip through the open door behind him. There was a low rumble, less than a snarl, the merest whisper of a threat, but he must have heard something, because he started to turn just as the wolf made its leap. They went down together, half sprawled over Catelyn where she'd fallen. The wolf had him under the jaw. The man's shriek lasted less than a second before the beast wrenched back its head, taking out half his throat. His blood felt like warm rain as it sprayed across her face. The wolf was looking at her. Its jaws were red and wet and its eyes glowed golden in the dark room. It was Bran's wolf, she realized. Of course it was. â€Å"Thank you,† Catelyn whispered, her voice faint and tiny. She lifted her hand, trembling. The wolf padded closer, sniffed at her fingers, then licked at the blood with a wet rough tongue. When it had cleaned all the blood off her hand, it turned away silently and jumped up on Bran's bed and lay down beside him. Catelyn began to laugh hysterically. That was the way they found them, when Robb and Maester Luwin and Ser Rodrik burst in with half the guards in Winterfell. When the laughter finally died in her throat, they wrapped her in warm blankets and led her back to the Great Keep, to her own chambers. Old Nan undressed her and helped her into a scalding hot bath and washed the blood off her with a soft cloth. Afterward Maester Luwin arrived to dress her wounds. The cuts in her fingers went deep, almost to the bone, and her scalp was raw and bleeding where he'd pulled out a handful of hair. The maester told her the pain was just starting now, and gave her milk of the poppy to help her sleep. Finally she closed her eyes. When she opened them again, they told her that she had slept four days. Catelyn nodded and sat up in bed. It all seemed like a nightmare to her now, everything since Bran's fall, a terrible dream of blood and grief, but she had the pain in her hands to remind her that it was real. She felt weak and light-headed, yet strangely resolute, as if a great weight had lifted from her. â€Å"Bring me some bread and honey,† she told her servants, â€Å"and take word to Maester Luwin that my bandages want changing.† They looked at her in surprise and ran to do her bidding. Catelyn remembered the way she had been before, and she was ashamed. She had let them all down, her children, her husband, her House. It would not happen again. She would show these northerners how strong a Tully of Riverrun could be. Robb arrived before her food. Rodrik Cassel came with him, and her husband's ward Theon Greyjoy, and lastly Hallis Mollen, a muscular guardsman with a square brown beard. He was the new captain of the guard, Robb said. Her son was dressed in boiled leather and ringmail, she saw, and a sword hung at his waist. â€Å"Who was he?† Catelyn asked them. â€Å"No one knows his name,† Hallis Mollen told her. â€Å"He was no man of Winterfell, m'lady, but some says they seen him here and about the castle these past few weeks.† â€Å"One of the king's men, then,† she said, â€Å"or one of the Lannisters'. He could have waited behind when the others left.† â€Å"Maybe,† Hal said. â€Å"With all these strangers filling up Winterfell of late, there's no way of saying who he belonged to.† â€Å"He'd been hiding in your stables,† Greyjoy said. â€Å"You could smell it on him.† â€Å"And how could he go unnoticed?† she said sharply. Hallis Mollen looked abashed. â€Å"Between the horses Lord Eddard took south and them we sent north to the Night's Watch, the stalls were half-empty. It were no great trick to hide from the stableboys. Could be Hodor saw him, the talk is that boy's been acting queer, but simple as he is . . . † Hal shook his head. â€Å"We found where he'd been sleeping,† Robb put in. â€Å"He had ninety silver stags in a leather bag buried beneath the straw.† â€Å"It's good to know my son's life was not sold cheaply,† Catelyn said bitterly. Hallis Mollen looked at her, confused. â€Å"Begging your grace, m'lady, you saying he was out to kill your boy?† Greyjoy was doubtful. â€Å"That's madness.† â€Å"He came for Bran,† Catelyn said. â€Å"He kept muttering how I wasn't supposed to be there. He set the library fire thinking I would rush to put it out, taking any guards with me. If I hadn't been half-mad with grief, it would have worked.† â€Å"Why would anyone want to kill Bran?† Robb said. â€Å"Gods, he's only a little boy, helpless, sleeping . . . â€Å" Catelyn gave her firstborn a challenging look. â€Å"If you are to rule in the north, you must think these things through, Robb. Answer your own question. Why would anyone want to kill a sleeping child?† Before he could answer, the servants returned with a plate of food fresh from the kitchen. There was much more than she'd asked for: hot bread, butter and honey and blackberry preserves, a rasher of bacon and a soft-boiled egg, a wedge of cheese, a pot of mint tea. And with it came Maester Luwin. â€Å"How is my son, Maester?† Catelyn looked at all the food and found she had no appetite. Maester Luwin lowered his eyes. â€Å"Unchanged, my lady.† It was the reply she had expected, no more and no less. Her hands throbbed with pain, as if the blade were still in her, cutting deep. She sent the servants away and looked back to Robb. â€Å"Do you have the answer yet?† â€Å"Someone is afraid Bran might wake up,† Robb said, â€Å"afraid of what he might say or do, afraid of something he knows.† Catelyn was proud of him. â€Å"Very good.† She turned to the new captain of the guard. â€Å"We must keep Bran safe. If there was one killer, there could be others.† â€Å"How many guards do you want, rn'lady?† Hal asked. â€Å"So long as Lord Eddard is away, my son is the master of Winterfell,† she told him. Robb stood a little taller. â€Å"Put one man in the sickroom, night and day, one outside the door, two at the bottom of the stairs. No one sees Bran without my warrant or my mother's.† â€Å"As you say, m'lord.† â€Å"Do it now,† Catelyn suggested. â€Å"And let his wolf stay in the room with him,† Robb added. â€Å"Yes,† Catelyn said. And then again: â€Å"Yes.† Hallis Mollen bowed and left the room. â€Å"Lady Stark,† Ser Rodrik said when the guardsman had gone, â€Å"did you chance to notice the dagger the killer used?† â€Å"The circumstances did not allow me to examine it closely, but I can vouch for its edge,† Catelyn replied with a dry smile. â€Å"Why do you ask?† â€Å"We found the knife still in the villain's grasp. It seemed to me that it was altogether too fine a weapon for such a man, so I looked at it long and hard. The blade is Valyrian steel, the hilt dragonbone. A weapon like that has no business being in the hands of such as him. Someone gave it to him.† Catelyn nodded, thoughtful. â€Å"Robb, close the door.† He looked at her strangely, but did as she told him. â€Å"What I am about to tell you must not leave this room,† she told them. â€Å"I want your oaths on that. If even part of what I suspect is true, Ned and my girls have ridden into deadly danger, and a word in the wrong ears could mean their lives.† â€Å"Lord Eddard is a second father to me,† said Theon Greyjoy. â€Å"I do so swear.† â€Å"You have my oath,† Maester Luwin said. â€Å"And mine, my lady,† echoed Ser Rodrik. She looked at her son. â€Å"And you, Robb?† He nodded his consent. â€Å"My sister Lysa believes the Lannisters murdered her husband, Lord Arryn, the Hand of the King,† Catelyn told them. â€Å"It comes to me that Jaime Lannister did not join the hunt the day Bran fell. He remained here in the castle.† The room was deathly quiet. â€Å"I do not think Bran fell from that tower,† she said into the stillness. â€Å"I think he was thrown.† The shock was plain on their faces. â€Å"My lady, that is a monstrous suggestion,† said Rodrik Cassel. â€Å"Even the Kingslayer would flinch at the murder of an innocent child.† â€Å"Oh, would he?† Theon Greyjoy asked. â€Å"I wonder.† â€Å"There is no limit to Lannister pride or Lannister ambition,† Catelyn said. â€Å"The boy had always been surehanded in the past,† Maester Luwin said thoughtfully. â€Å"He knew every stone in Winterfell.† â€Å"Gods,† Robb swore, his young face dark with anger. â€Å"If this is true, he will pay for it.† He drew his sword and waved it in the air. â€Å"I'll kill him myself!† Ser Rodrik bristled at him. â€Å"Put that away! The Lannisters are a hundred leagues away. Never draw your sword unless you mean to use it. How many times must I tell you, foolish boy?† Abashed, Robb sheathed his sword, suddenly a child again. Catelyn said to Ser Rodrik, â€Å"I see my son is wearing steel now.† The old master-at-arms said, â€Å"I thought it was time.† Robb was looking at her anxiously. â€Å"Past time,† she said. â€Å"Winterfell may have need of all its swords soon, and they had best not be made of wood.† Theon Greyjoy put a hand on the hilt of his blade and said, â€Å"My lady, if it comes to that, my House owes yours a great debt.† Maester Luwin pulled at his chain collar where it chafed against his neck. â€Å"All we have is conjecture. This is the queen's beloved brother we mean to accuse. She will not take it kindly. We must have proof, or forever keep silent.† â€Å"Your proof is in the dagger,† Ser Rodrik said. â€Å"A fine blade like that will not have gone unnoticed.† There was only one place to find the truth of it, Catelyn realized. â€Å"Someone must go to King's Landing.† â€Å"I'll go,† Robb said. â€Å"No,† she told him. â€Å"Your place is here. There must always be a Stark in Winterfell.† She looked at Ser Rodrik with his great white whiskers, at Maester Luwin in his grey robes, at young Greyjoy, lean and dark and impetuous. Who to send? Who would be believed? Then she knew. Catelyn struggled to push back the blankets, her bandaged fingers as stiff and unyielding as stone. She climbed out of bed. â€Å"I must go myself.† â€Å"My lady,† said Maester Luwin, â€Å"is that wise? Surely the Lannisters would greet your arrival with suspicion.† â€Å"What about Bran?† Robb asked. The poor boy looked utterly confused now. â€Å"You can't mean to leave him.† â€Å"I have done everything I can for Bran,† she said, laying a wounded hand on his arm. â€Å"His life is in the hands of the gods and Maester Luwin. As you reminded me yourself, Robb, I have other children to think of now.† â€Å"You will need a strong escort, my lady,† Theon said. â€Å"I'll send Hal with a squad of guardsmen,† Robb said. â€Å"No,† Catelyn said. â€Å"A large party attracts unwelcome attention. I would not have the Lannisters know I am coming.† Ser Rodrik protested. â€Å"My lady, let me accompany you at least. The kingsroad can be perilous for a woman alone.† â€Å"I will not be taking the kingsroad,† Catelyn replied. She thought for a moment, then nodded her consent. â€Å"Two riders can move as fast as one, and a good deal faster than a long column burdened by wagons and wheelhouses. I will welcome your company, Ser Rodrik. We will follow the White Knife down to the sea, and hire a ship at WhiteHarbor. Strong horses and brisk winds should bring us to King's Landing well ahead of Ned and the Lannisters.† And then, she thought, we shall see what we shall see.

Do Child Beauty Pageants Create Sexualization? Essay

Every little girl dreams to be beautiful like a princess. Today’s children’s beauty pageants are prejudicial to a child’s development. These pageants can lead to low self-esteem and poor body image. I believe parents should not pressure these children to participate in these type of events. These beauty pageants overly expose little girls, that can eventually lead to a sex offender’s interest. Not only do these problems contribute to sexualization, these children are taught to be rewarded for their looks and appearance, not their personality. It is not right for a childhood to be taken over by superficiality. Kids should not be wearing make-up or worrying about their appearance for a pageant at such a young age. Child beauty pageants are contests judging on poise, looks and confidence. A certain argument supporting these beauty pageants is often used that pageants promote self-esteem in children. This argument only works if you are the winner of the pagean t, self-esteem would not be boosted if you lose. Take note not only of the time, effort, and money wasted. The child would feel sad that she was not good enough for the judges. Laura Buick, organizer of the Little Miss Bayside Pageant says,† The Little Miss Bayside Pageant is not about false teeth, fake tans and over the top rhinestone gowns. We want to encourage children and promote self esteem through a fun and supportive experience.† Pageants are based on children flaunting themselves for judges to get points that are based on their looks, this is not supporting self-esteem. No one feels better about themselves for losing, especially when you are a child and you lost because of your looks, it could be heart breaking for this child. Parents enter their child in beauty pageants because these competitions teach their children valuable life lessons and skills. Pageants can appear to be teaching children to be confident, how to handle themselves and dress appropriately, and can help them make friends as well. But in pageants, confidence is not boosted, self-esteem suffers and the way children act, showing themselves off and valuing their appearance, is not the person they should learn to be. When constantly being compared to others, being judged on how pretty they are, their self-esteem negatively is affected when losing in a competition. â€Å"Winning is very important, said 9- year old Brooke McClung, who added that when she doesn’t win she feels sad.†(canning). Beauty contests are based on looks, and with her mother’s expectations, it is no wonder why McClung feels sad and disappointed in herself. â€Å"I should’ve done better, I should have done better. I should have nailed it.† Children are made to feel they need expensive dresses, make-up, fake tans, to be acceptable. â€Å"I like make-up, and I like the hair spray, she said (4-year old Eden Wood). Make-up makes me feel happy. I like being pretty on stage with my make-up on†. This four-year-old girl has been doing pageants for her whole short life. â€Å"Wood said she can afford the $70,000 she spent on these pageants, what’s the benefit? You can only regain the money by winning. Eden’s mother claims she affords pageants, some families are going in debt because of the expenses. â€Å"Pageants officials admit some families have gone into debt, even paying entry fees before paying rent.† Parents are consumed in these pageants and are forgetting they have a family that needs a place to live and dedication from their moms. Should a child really be learning the desire to win a contest with minimal benefits are more important than having a place to live? (canning) The pageants, with all their negative side-effects, take up a large part of the child’s life. Issues with the child beauty pageants is that some participants are not even interested in it, it’s the parent’s choice. Some children are too young to make their own decisions, therefore too young to make to be exploiting their bodies, others participate because of the pressure from their parents. As Shasmus says in â€Å"Ugly Truth: TLC Show is an Abomination† the pageants are enjoyed far more by mothers of the children than the participants themselves, some tired contestants fell asleep during judging and their parents shook them awake to get back up on stage (shasmus). In Elizabeth’s Day’s â€Å"Living Dolls†, she asks a young pageant-goer about her experience. â€Å"Did she, Amber 7 years old contestant, enjoy entering the beauty pageant? Amber thinks for a second and then nods her head. Will she be entering anymore? â€Å"Yes, she pauses, a touch uncertainly, if my mummy told me to.† Perfect example of a parent pressuring their child into these competitions. Everything about a pageant is promoting superficiality. Why would we want to accelerate the process and pressure the children before even finishing primary school? Children should grow up learning that personality and intelligence are most important, not appearance. Do child beauty pageants threaten the realm of childhood and innocence? â€Å"Telka, an 11 year old who was a one-time pageant contestant, acknowledges that it was not nice to dress up, but I didn’t like the way really young children were putting on make-up. When you are a child, you are supposed to enjoy your childhood and have fun† (Day). Children should be out playing, not surrounded by an environment where they are taught the only thing important is looks. Child pageants contribute to the sexualization of younger girls. Children’s beauty pageants have risks, like low self-esteem and poor body image, also consume of money and time. A child’s well-being and mental health is not worth a trophy or tiara.

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THE ROAD TO DISUNION - Coursework Example The era marked the beginning of abolishment of the slave trade. The Andrew Jackson administration advanced policies that enabled the development of social amenity facilities. The term of Andrew Jackson as the president of America between 1829 and 1837 marked a new political era in America. For the first time, a common man from a humble background rose to the highest political office in America. Contrary to his predecessors, who came to power due their families’ prestige, wealth and education, Andrew Jackson was born and raised in humble circumstances. The election of Andrew Jackson demonstrated that individual’s lineage gave no assurance for a place in the office; rather the ability to obtain favor from the voters. His election was a defining moment when the rise of the â€Å"common man† began. Andrew Jackson administration believed in universal suffrage of all white men. He agitated for a situation where all men, regardless of social class, would be allowed to exercise the voting rights. By the end of 1850, the Jacksonian democracy had dropped most of the requirements to qualify as a voter. Requirements such as ability to pay tax or own property had been abolished. The abolishment allowed a large number of voters to exercise their democratic rights. In addition, President Andrew Jackson introduced the patronage policy. The policy allowed the president to appoint his political supports to offices. The patronage policy encouraged common man’s politics participation. These and other political reforms many more common men to clinch power. Andrew Jackson administration agitated for an economy of artisans and small farmers. Majority of the American were small farmers, laborers and artisan. He believed that this sort of economy encouraged financial independence and virtue. His administration saw implementation of policies that favored the common man. Andrew Jackson heavily criticized

Summary of the books of the Bible Part II (New Testament Books) Essay

Summary of the books of the Bible Part II (New Testament Books). (Matthew to Revelation) - Essay Example This book has a great emphasis on Jesus’ teaching ministry. In Matthew chapters 5-7, there is a collection of teachings called The Sermon on the Mount. In this great sermon are The Beatitudes, which is a list of heart attitudes and character qualities that bring blessings, as well as The Lord’s Prayer. Mark is the shortest of the four Gospels and tells the story of Jesus in a style that is simple and concise, yet detailed. It focuses on facts more than on themes and on actions more than attitudes. Because of Mark’s straightforward and unadorned approach, many believe this book gives a much more vivid account of Jesus’ life and ministry than the other Gospels. Scholars believe Mark’s Gospel was written during a time when Christians were viciously persecuted and killed for their faith. This may be the reason for the sense of urgency we feel in Mark and for its emphasis on the cost of following Jesus. Luke’s Gospel is the longest of the four Gospels and presents Jesus as the Savior of the world; it highlights the ministry of the Holy Spirit; and it pays particular attention to women, children, the poor, and the oppressed. Luke contains many wonderful stories and lessons, including one of the greatest and most important truths for any Christian’s life: â€Å"For with God nothing is ever impossible and no word from God shall be without power or impossible of fulfillment† (1:37). In Luke 4, it is seen that the devil is tempting Jesus in the wilderness and every time the devil says something, Jesus immediately responds, â€Å"It is written, †¦Ã¢â‚¬  and fights back with a verse or passage of Scripture. This is one of the most important passages in the whole of the New Testament, as it is the passage that shows Jesus fighting, and winning over, temptation. One of the themes in John is love – loving God, receiving His love and loving others. In John 13:34, Jesus says: â€Å"I give

24 Hour Diary Entry Assignment Example | Topics and Well Written Essays - 750 words

24 Hour Diary Entry - Assignment Example Harry was and is truly my life, and no hologram can take his place. Stephanie will be coming by with Peter in a few hours to spend the rest of Valentine's night with me. I will never understand why they prefer to travel to the house via particle transfer. It has always seemed so dangerous to me. Specially since I have to make sure they both show up fully atomized on my end. After what happened to Scampi, I just don't want another mess of red globs on my transporter floor again. I'll have to try and convince them to travel by jet pack again. It really is so much safer for all of us to be navigating through sky traffic than atom links. I'll be preparing their favorite dish to celebrate the night. The Duck L'Orange should only take about 1 minute to materialize from the Imaginfood maker. I hope the food maker doesn't act up tonight. It's been serving me double patty grilled pork pulls all week no matter what I think up. The repairman said I was thinking of too many foods so the analyzer could not figure out what I really wanted to eat. I hope it can see my visualization tonight. There goes the holophone. I better go answer it. It sounds like Peter on the other end. He hates it when his hologram has to stand around for more than 2 rings. I certainly hope they won't be canceling on me. I could really use the company of my daughter and her husband tonight. March 19, 2050 My how time flies! Just a few weeks ago I was celebrating Valentine's Day and here I am now, just back from another birthday appointment with my doctor. Really, these annual doctor visits become a bane for someone like me who doesn't really feel anything wrong with me. But I have to do it because Stephanie insists that I continue to be carried on her insurance policy even though I have my own. Why I have to be checked out by my doctor each year on my day of birth itself is beyond me. All this government red tape... Anyway, my doctor showed up via video conference while my medical emergency robot took care of the blood, urine, and fecal testing that the doctor required. I am really glad Stephanie got me a female carebot, I doubt I would have been able to allow the tests if it were a male. These robots look so lifelike that I oftentimes forget they are just wires and processing chips underneath the silicone skin. My results were fine as expected. Save for some Anemia and arthritis, Stephanie doesn't have to worry about raising her insurance premiums for elderly catastrophic care just yet. My grandson Skip will be spending the weekend with me while his mom and dad are away on business. I always like having him around. He never minds hanging with his 80 year old mumsie. I think it is because he feels more intelligent around me. I could never work that streaming music player he got me for Christmas last year. He promised to teach me how to use the humming feature in order to search for the correct music I want to listen to over the preset web stations. June 23, 2050 Summertime! My f riends and I are planning a virtual trip to Acapulco this weekend. All this rain outside my bio dome has been making my arthritis act up. I need the heat of the sun. Ever since global warming reversed the weather conditions. Summer has never meant summer and neither has the rainy season. It's been raining when the sun should be out and sunny when the rain should be pouring. Don't even get me started on that erratic snow fall that is wreaking havoc on my green house. You never know when that powder is going to fall. What I would without my artificial sun maker, I will never know. My best friends Linda and Laura will be using our life

Insights into Entrepreneurship Research Paper Example | Topics and Well Written Essays - 1250 words

Insights into Entrepreneurship - Research Paper Example The main essence of the modern organizations greatly lies within the specialization of diversified functions. Entrepreneurship is generally understood as the starting up of one’s own business. In accordance with the views presented by economist Joseph Schumpeter, entrepreneurship is essentially the entrepreneur’s initiative and drive for the improvement that results in the change and growth of the farm (Cuervo & et. al., n.d.). Entrepreneur is "a person with leadership, which take risks to exploit certain opportunities, are based more on their forces, develop its strategy based almost entirely by personal interests† (Burdus, 2010). In normal viewpoint, an entrepreneur is a person who creates a business and is ready to endure risk at any point and under any circumstances. They usually are initiative takers and innovative in their approach with an objective to earn profits. Furthermore, it has been ascertained that they are capable of allocating the resources in a u seful manner. Definitions of both entrepreneurship and entrepreneur show their comparisons. Entrepreneurship brings about the origination of primarily a farm or an organization that is created or established by an entrepreneur to continue with trade. Entrepreneurship represents the innovative function. Consequently, entrepreneur is the body that incorporates leadership skills and is capable of taking risks (Gutterman, n.d.). 1.1.2 Start-up Start-up founders are primarily the people who either register a business or simply establish something that might develop into a business. It has been observed that start-up founders are generally the entrepreneurs. The main difference lies between the start-up founders and entrepreneurs is the objective or goal. An entrepreneur commences a start-up business unit with the aim of generating value to stakeholders and shareholders. In order to derive utmost value, ethical and tactical approach of an entrepreneur is of high importance. In case of an entrepreneur of a start-up unit, the motive is constant i.e. financial growth. It has been further observed that failure of any start-up business and the entrepreneur’s fate are very closely related (Tenner, 2013). 1.2 Characteristics of an Entrepreneur Fast growing entrepreneurial organizations are in verge of absorbing candidates who continuously demonstrate the entrepreneur characteristics. It can be well observed that these entrepreneurial characteristics set the base of any organization. The various important characteristics of an entrepreneur have been explained in a detailed manner hereunder (Hadzima, 2005). Ability to Deal with Risk It is considered that an entrepreneur must be compatible enough to operate in an effective manner within the environment that is filled with risk. The entrepreneur becomes liable for building up strategies in order to deal with the any kind of risk and uncertainty. Moreover, an entrepreneur also endures the ability to formulate decisions t hat assist the employees in accomplishing the desired goals (Hadzima, 2005). Result Oriented It has been noted that the entrepreneur takes initiative in order to implement certain strategies for getting the work done by the employees. Furthermore, it has also been analyzed that an entrepr

To Immunize or Not to Immunize Essay Example | Topics and Well Written Essays - 500 words - 1

To Immunize or Not to Immunize - Essay Example Although it is unclear whether or not the potential for this particular strain to jump species and be exhibited within the human population is unclear, the extraordinarily high risk that this particular strain of avian flu poses encourages all individuals within society to appreciate the gravity of the situation and engage with a drastic and radical vaccination program as a means of ameliorating just such a risk. It should be reiterated at this particular juncture that even though the potential for this particular strain to jump species is unknown, the inherent risk that it represents is enough to warrant drastic action on the part of medical help professionals and government actors that would be able to make available the existing public funding that could help to provide enough vaccination doses to vaccinate the entire United States population. Besides the issue of cost, individuals that opposed such a vaccination program would invariably point to the fact that prior vaccination programs were able to effectively ameliorate potential damages to society merely by vaccinating the very young and very old (Ritvo et al., 2013). Although this particular approach has been effective with respect to H1N1 and other strains of avian flu in the past, such a limited approach does not come anywhere close to addressing the broad and categorical dangers that had been alluded to above; at least to the extent that the 100% mortality rate for birds could easily translate into an extraordinarily high mortality rate within humans. Ultimately, the issue at hand is one of risk. The risk of not inoculating the entire population is one that society can ill afford (Johnson et al., 2014). Additionally, even in the eventuality that a high percentage of individuals were inoculated, those that were not still incur high health care costs and place inordi nate strain upon the system as

Final Paper Week 8 Assignment Example | Topics and Well Written Essays - 1500 words

Final Paper Week 8 - Assignment Example nto five different categories namely Power (sense of wining or accomplishment), Love and Belonging (feeling of receiving love, give love, or accepted by others), Freedom (sense of autonomy, independence or having personal space), Fun( sense of pleasure and enjoyment) and Survival (basic needs of food, shelter, or sexual fulfillment). RT asserts that these essential human needs should be met in order for an individual to operate optimally. According to Dr. Glasser, every person is always struggling to achieve these needs and some of the needs are often met without the knowledge of an individual (Murdock, 2013). For instance, reaching out to support group or socializing with workmates and friends or family members is an effective way of satisfying the need for love and belonging and most of people may not be aware of this fact as they consider it an ordinary occurrence. The fact that every person is always striving to attain all the five basic needs is the central construct of Reality Therapy. This is also a clear justification that all human beings are always in control of what they want in their lives in the quest to meet their basic needs and it does not matter whether their actions help them achieve their basic desires. Murdock (2013) asserts that it is unfortunate that most individuals act inappropriately in their pursuit to achieve the basic needs and thus the issue of individual choice arises, as it is believed that it is through choices that one makes his goals attainable or not. It is noteworthy that achieving the need for love and belonging is the primary goal of most individuals as people always want to feel connected and accepted before they pursue other goals. This claim can be justified by the fact that one of the key goals of RT is to assist people reconnect with individuals they consider part of their quality world. According to RT, individuals are mainly motivated to achieve their needs but the needs for significant relationship often

Development from Birth to 19 Essay Example for Free

Development from Birth to 19 Essay Physical:- 0-3 Physical development from birth is usually very quick, within the first few weeks of being born a baby will smile and start responding to sounds and environments. Gradually their muscles start to develop and by 6 months they will start reaching for and holding objects. Around the time a baby reaches one year they are beginning to crawl, and can roll from front to back. Using furniture to aid themselves in standing or using adult support to start taking some first steps. They are now able to sit unaided. Hand eye coordination starts improving as they pass objects between both hands. Teeth may start to show and more solid food will be introduced to them. As they move towards the age of two a child will begin walking and using toys to push and pull while they are walking. Picking objects up in different ways, building small towers and starting to show a preference for one hand. Pointing at their choices and waving and using their head to tell you yes or no. Between two and three they will start making marks on paper and developing their fine motor skills. Gross motor skills will develop, kicking balls and throwing them. 3-7 From three years gross motor skills will start advancing, such as jumping and running, stairs will become easier. They will gain more independence. Fine motor skills will be easier and they can start to dress and undress themselves with a small amount of assistance. By the time a child gets to four girls and boys become slightly different. Boy’s gross motor skills will be developed further when it comes to throwing, catching, climbing pedalling etc, however for girls their fine motor skills will be more developed with use of scissors, pens/pencils and threading beads. When children reach the age of five they will have more control with pencils, copying letters and shapes. Gross motor skills will keep on developing and they are able to kick with an aim, learning to hop on one leg and then the other. By six children will start taking risks with jumping from heights and will start riding bikes better as their confidence increases. They learn to do buttons while dressing thems elves and begin to learn laces. 7-12 At seven years old children can walk along a thin line with arms out to the side for balance. They will start riding a bike two-wheeled or possibly roller skates. Stamina will have increased showing in some activities such as swimming and gymnastics. They start to assess their environment when running avoiding objects that are in their way. Catching becomes better, and may even use only one hand when doing so. They are more competent with their writing skills, incorporating colours with their drawings, such as green at the bottom of the page for grass. Children aged eight and nine have a quicker reaction time and their body strength will have increased. They enjoy participating in sports and energetic games. They can control over small muscles and can draw and write with more skill and dexterity and start joining letters in their handwriting. At ten and eleven years girls and boys begin to differ again, girls experience puberty earlier than boys, generally girls are two years ahead of boys. Body proportions become more like those of adults. Writing has become established and they will now have a writing style, usually with joined up letters. 12-19 Physical becomes very different in each child from the age of twelve upwards as they are now in adolescence. Boys and girls have a big difference. Boys will become bigger than girls, body shape will change, muscles will develop and body hair will grow. Strength and coordination will increase. Other changes that happen within puberty will start such as their voices getting deeper, testicles and scrotum will begin to grow. With Girls body shape will change and start to round and become curvy. Their breasts will start to develop, menstruation will start however this can range from eight years until late teens, and the average age is around thirteen. Some girls may become physically mature by the age of fifteen and close to their adult height, however some may still develop larger breasts and a fuller figure. Intellectual:- 0-3 When a baby is born intellect is very simple by imitating and trying new ways of behaviour. For example, imitating adults when opening their mouth and sticking out their tongue. They start to make eye contact and recognise their primary carers and cry in expressive ways. Begin to understand the meanings of words such as bye and mama. By the time they are turning nine months old they will understand their daily routines and follow simple instructions. They will watch a toy be hidden and then look for it (object permanence) and also look in the correct direction for a falling toy. By one year old children will use the trial and error method to learn about objects. They understand simple instructions such as ‘clap hands’ or ‘wave bye’. They will start to learn body parts and will point to them and refer to themselves by name. By two years children begin to understand the consequences of their own actions and of those around them. They follow simple instructions and give empathy to other babies cry and try to provide comfort. Vocabulary will grow to about 1,000 words and will start to put phrases together. 3-7 At three years old children are able to match two or three colours, following instructions will have grown and are fascinated by cause and effect often asking ‘why’. They have grasped the concept of one and lots. At four years old children will talk about things in the past and in the future, their memory skills have increased and can often confuse fact with fiction, they can give reasons and solve problems, and are able to sort objects into groups. By five years old, a child can produce drawings with great detail, they become interested in reading and writing. By six years old, children think in a more co-ordinated way and can hold more than one point of view at a time. They are able to know the difference between reality and fantasy but may still be frightened by supernatural characters. They develop concepts of quantity such as length, volume, capacity and weight. Cultural conventions influence their drawing and writing. 7-12 At seven years old, children will start to become better with technology, using computers for simple word processing using the mouse and keyboard. They start to challenge themselves by using new materials for experiments. They enjoy learning mathematical and scientific concepts and can perform simple calculations in their heads and telling time. Children develop a logical way of thinking but are still limited compared to an adult. At eight and nine years old children have an increased attention span, they understand complex sentences and are able to speak and express their ideas. They learn to plan ahead and evaluate what they do. At ten and eleven, they begin to devise memory strategies, they understand the motives behind the actions of another. Children may become curious about alcohol, tobacco and drugs and want to understand more about them. 12-19 During adolescence teenagers become more responsible for their own thoughts, words and actions, they think about possibilities and their future, occupations and relationships etc. Teenagers form their individual identity with guidance from education, parents and peers. They think through hypotheses and by using their ability they think about situations that are contrary to fact. They use imagination when solving problems and they approach a problem with a systematic method. Communication and language:- 0-3 A child’s language development usually begins within their first three months, babies will watch faces and mouths and try to copy other people’s movement and sounds. They will coo, gurgle and cry in expressive ways, they smile in response to speech. They laugh and vocalise with increasing tone and intensity. At around six months babies babble spontaneously, talk to themselves and squeal with delight. At nine months babies enjoy communicating with sounds, they understand and obey the command ‘no’. At the age of one, children will speak two to six or more recognisable words and show that they understand many more. At twelve months deaf babies stop babbling and begin to learn the special manual gestures of sign language. They start to learn a few body parts. At eighteen months the vocabulary grows to six to forty recognisable words and understand many more than that, using gestures alongside these words. Singing is enjoyable as well as listening to songs and rhymes. At two years old children speak over 200 words and learn new words rapidly, but can understand many more words than they can speak. Phases are used as telegraphic speech some phrases can mean more than one thing. Naming things becomes fun and they spend a great deal of time doing this. ‘Why’ becomes a favourite word and questions are constantly being asked. As a child reaches three years old, they will join in and remember both words and actions to songs, speech progresses into longer sentences and can easily learn new words, names, places and so on. 3-7 As children grow at three years old, if more than one language is being spoken around them they will learn more than one language. They can carry on conversations but often miss link words like ‘the’ and ‘is’ During their singing and speaking they will use pitch and tone. At four years old, children start to talk in past and in the future. They begin to recognise patterns in the way words are formed and apply these when talking however they are unaware that many common words have irregular forms, they may say ‘I runned’ or ‘I goed’. Jokes and play on words become enjoyable. At five years old children will talk with a good knowledge of tense, using the past, present and future in conversation. They are fluent in speech and grammatically correct for the majority. Questions are asked about abstract words like ‘beyond’. Children at six years old gain confidence when they speak and remember and repeat songs and nursery r hymes. They may alternate between wanting stories read to them and reading books themselves. 7-12 At seven years old children understand that words have more than one meaning. Expressing themselves becomes easier in speech and writing. They use compound and complex sentences, and can carry adult-like conversation. At eight and nine, children use and understand complex sentences, they are very verbal and enjoy making up and telling jokes. Spelling becomes understood, and using simple punctuation becomes consistent. They use writing for different purposes, for both imaginative and factual. They use books to find out answers, reading independently for long periods of time, sometimes using the help of adults. Through the ages of ten and eleven children can write moderately lengthy essays, to do this they may use dictionaries, school libraries or the help of an adult to gain the correct information. They will look at work they have done and try to correct punctuation and revising their own writing. 12-19 During adolescents, language skills may still be developing, but with a more complex manner. They may start using sarcasm and wit the older they get. They will have a fast legitimate style of handwriting and will communicate in an adult manner, including increased maturity. Teenagers are able to process text talk and abstract meaning, understanding abstract language and the meaning, figurative language and metaphors. Emotional and Personal:- 0-3 From birth babies respond to adults especially their mother/father’s faces and voices.. At one years old children may show distress or separation anxiety. Objects such as blankets or teddies will be used for comfort. They become emotionally liable, meaning that they are likely to have variable moods throughout the day. From two years old, children want to please adults and become much more independent, but frustration will show when they are unable to complete some tasks without the help of an adult resulting in tantrums. Jealousy begins to show when they are not receiving attention, sharing may become hard for some children, this can be with attention from adults or even some toys. Frustration is now shown more because of not being able to express themselves. Children may also show toilet needs by restlessness or words. 3-7 From three years old, children will begin to learn to share better with other children. They feel more secure are able to cope in new surroundings and new adults for a longer period of time, but still need routine and structure to feel safe. They like to do more things independently and unaided. Affection is shown to siblings whether it be older or younger. Using the toilet independently and dry throughout the night but may still have accidents, although this may be different with each child. Fears may develop for example of the dark, this is because they are capable of pretending and imagining. At four years old children can eat skilfully with a spoon and a fork. Dressing themselves and doing things like brushing their teeth, washing and drying their hands can be done independently but still need help with buttons and laces. Children at five years old have definitive likes and dislikes, but may have small apparent logic, for example they may eat on food when it is only cut a certain way. From the age of six children begin to compare themselves with others around them, thinking that they are like others but in a different way. They carry out simple task and like to get rewarded for doing so, some people may use reward charts to do so. 7-12 At seven years old children learn how to control their emotions, learning that they can keep their emotions to themselves and hide their true thoughts and feelings. Who they would like to be becomes thought about and can be critical of their own work. Children at eight and nine years old can easily be embarrassed, can be discouraged easily and take pride in their own competence. They can become argumentative and bossy however can still be kind and approachable. The feelings and needs of others may not be fully understandable to them but they do begin to see things from somebody else’s point of view. Through the ages of ten and eleven, children have an increasing ability to understand the needs and opinions of others, developing a more defined individual personality. They can become gradually more self-conscious and are able to identify and describe what they are feeling to others. For girls especially those who start puberty early they may have sudden dramatic or emotiona l changes. 12-19 As teenagers go through adolescents through the ages of twelve and sixteen they may feel misunderstood, they may become self-conscious or anxious about their physical appearance and often compare themselves to others, needing a great deal of reassurance. They may alternate between behaving like a child and behaving as an adult, this is because they will experience big emotional changes and may find them difficult to control. Recognition from peers becomes important to teenagers feeling the need to be accepted, this may influence their clothing styles and interests. Through sixteen and nineteen teenagers may begin to explore their own sexuality, they can start to question their own family’s beliefs, values and attitudes and develop their own. Their peers have less influence on them as it becomes less important to them. Social and Behavioural:- 0-3 From Birth babies enjoy feeding and cuddling. They enjoy the company of others and games like ‘peek-a-boo’ become one of their favourites. They will become shy around others and look to their primary carer for comfort and reassurance. They begin to show a particular temperament, they can be placid or excitable. At around six months babies become more wary of strangers and show distress when their mothers leave, they smile at familiar faces and strangers. From one year, children help with daily routines, such as getting washed and dressed, they enjoy socialising at meal times, trying to master feeding themselves.. They may repeatedly throw objects on the floor during play or because of rejection. Playing by themselves contently but may prefer to be near a family member or familiar adult. At two years old children become curious about their environment and are eager to try new experiences, they like to play with other children but may not like sharing their toys. 3-7 From three years old children can see things from someone else’s point of view and family meal times become very enjoyable. They are willing to share their toys with their peers and begin to take turns when playing, it is interesting to make friends and having them. They are more cooperative with adults and like to help them. At four years old children like to be independent and are strongly self-willed. They like to be with other children but often show sensitivity to others. When a child reaches five years old they are able to amuse themselves for longer periods of time, for example looking at a book or watching a DVD, they show sympathy and comfort to friends who are hurt and are able to choose their own friends. At six years old children choose their friends from their personalities and interests, they hold long conversations with them naturally taking it in turns to speak and listen. 7-12 Children from seven years old start to form close relationships mainly with those of the same sex as them, however adult help may be needed in resolving arguments. Speaking up for themselves becomes easier for example when visiting people like the dentist or doctor. Around this age it is important for children to understand boundaries and why they are there. At eight and nine children make friends rather casually and may change quickly, the majority of friends are still the same sex as them but begin to show interest in the opposite sex. They start to join informal clubs formed by other children themselves but also like to join adult led groups like brownies or cubs, and start to show a sense of loyalty to these groups. Through the ages of ten and eleven children have stronger relationships with friends and usually have a best friend, the friendship will also last longer, these friendships will be formed on the basis of a mix of different shared interests and things that they have in common. Children fall into peer pressure and want to talk, dress and act like their friends, they prefer to spend time with friends and still continue to enjoy belonging to small groups of the same sex. 12-19 During adolescents teenagers start to identify more with friends and the relationship with parents becomes weaker. Because of the emotional need of feeling accepted from their peers, friends influence their interests. Teenagers become more socially skilled and become better at resolving conflicts with others. As they reach the age of sixteen to nineteen relationships with parents become strong again as they can have much more of an adult relationship with them. Friends and others around them influence their behaviour less as they become less important to them.

Electoral Processes And Governance In The Philippines Politics Essay

Electoral Processes And Governance In The Philippines Politics Essay The first election in the Philippines was held in May 1898 under American rule. 112 years later, there are many parts of the country where elections are characterized with private armies, violence and massive cheating. The failure of the electoral system to conduct fair and clean elections and the massive electoral fraud hinder the purpose of elections to recruit honest and accountable politicians and to integrate society. Also, the legitimacy of the elected government is weak.   Ã‚  Politicians therefore need to garner support from patrons and oligarchs to finance electoral campaigns and to organize voter support. Once elected, they return by giving access to government resources and appointing key allies in the bureaucracy. Among citizens, a widespread view that elected governments coming to power from corrupt electoral procedures does not truly represent their interests. As a result, it is difficult to push for reforms because of weaker government and institutions and stronger v ested interests. History The Philippines was under Spanish rule for more than 300 years. Under this era, the country was ruled by friars and appointed Spanish officials. In 1898, the Philippines declared independence and established the first republic in Asia. In the same year, the Treaty of Paris was signed where control of the Philippines was transferred from Spain to the United States. The Americans introduced democracy, elections and democratic institutions. As a result, the features of the Philippine constitution, legislation, political parties and elections are modeled after the US. Under the US colonial period, Philippine politics was characterized between the interaction of US colonial officers and Filipino politicians. The Americans indirectly control the country by manipulating Filipino politicians to enact American policies. As a result, electoral campaigns did not provide an avenue for public participation. Rather, it was reflective of negotiations between national politicians and provincial elites (Teehankee, 2002). The Philippine commonwealth was established in the 1935 constitution. The constitution provided a presidential form of government with a unicameral National assembly. An amendment in 1940 changed it to a bicameral legislative assembly made of the House of Representatives (lower house) and Senate (upper house). When US colonial rule ended, they left a weak central government and power was fragmented among the provinces with varying degrees. Wealth and power through political connections had overshadowed productivity and programs for national development. Electoral results were not competitive because of the ability of landed elites to control electoral outcomes. Elections for local positions like the lower house allowed landed elites to merge and strengthen their power as showed by their ability to prevent the passage of land reforms (Teehankee, 2002). Elections during the Marcos regime Marcos declared Martial Law in 1972. Elections were suspended in the first 6 years and a new constitution was also established. Marcos changed the Philippine Congress with an Interim National Assembly. An Interim National Legislature (Interim Batasang Pambasa or IBP) was enacted instead because of amendments to the 1971 constitution. An election was held in 1978 to fill positions for the IBP. Marcos dominated the elections with his New Society Movement party (KBL) because opposing groups created parties that focused on regions rather than the national legislature. The Marcos regime managed to give legitimacy to its regime through the conduct of elections. However, there was massive electoral fraud and manipulation of institutions. For example, Marcos allowed block voting system wherein a vote for the party translates to vote for the whole electoral slate. This was a tremendous advantage for the KBL because they had the resources to finance a nationwide electoral campaign. Also, it was easier to tamper ballots and commit fraud. During Marcos term, he tried to centralize power on himself and break the patronage system. He appointed officials not based on merit or patronage but on loyalty to him. He also siphoned the states resources and distributed it to himself and to his cronies. For his critics, he used violence and force. Media companies were closed or under heavy government control. One of his major critics, Benigno Aquino Jr., was assassinated in August 1983. In May 1985, Marcos announced Snap elections to prove or gain political legitimacy. The former elites managed to organize the opposition under Aquinos widow, Corazon Aquino who came from a landed family. The Commission on Elections announced Marcos as the winner in spite of massive cheating. On the other hand, the National Citizens Movement for Free Elections (NAMFREL) an election watchdog announced Corazon Aquino as the president based on their quick count. Marcos dictatorship ended in 1986 through the People Power Revolution. In addition to the military and political figures, the Church was involved in calling and mobilizing people to participate. Marcos and his family eventually fled to Hawaii and Corazon Aquino was sworn as the 11th President of the Philippines. Elections Post-Marcos During Aquinos term, a new constitution was enacted to return to a bicameral legislature and to limit the power of the presidency. For example, a president cannot run for presidency again. Media and press were free and democratic institutions were restored [Bello, 1988]. However, landed elites returned to power after the fall of Marcos and dominated the lower house. The pre-Marcos patronage system was back again. As a result, the Aquino administration failed to effectively conduct Agrarian reform. Aquino was succeeded by Fidel Ramos, a military general in 1992. Ramos attempted to push for political reforms. After all, he had the strong support of the military. However, it was hard to push for reforms because of a weak party system and stronger congress (Hutchcroft and Rocamora, 2003). The Congress was filled with representatives from the same political families. Only 54 representatives had no close relative in politics compared to 145 belonging to political families. At least 64 were children of political figures, 23 had spouses and 46 had siblings active in politics. At the end of Ramos term, a plan to shift to parliamentary system was exposed by the media. These changes would have allowed Ramos to extend his term after 1998. It was heavily opposed by the Catholic Church and former President Aquino for fear that the term extension would be used to serve political agendas (Rocamora, 1988). Estradas Rise and Fall Estrada was sworn into office in 1998 amidst the Asian Financial Crisis. Unlike previous presidents, Estrada was a movie actor so he was popular among the masses who were tired of traditional politicians. His electoral campaign focused on the poor and the aversion of the masses against typical politicians provided victory to Estrada rather than depending on local elites for voter support. However, Estradas promised populist policies and anti-poverty programs never took place (Fabella, 2007). Instead, the benefits were given to Estradas families and cronies. The fall of Estrada started with his involvement in Jueteng, an illegal gambling game popular among the poor. To sustain operation, protection money is paid among protectors who are usually in the local government or in the police. Estrada tried to legalize Jueteng through the Philippine Amusement and Gaming Corporation, a government agency that oversees legal gambling activities. If legalized, the protection money will be central ized to the government and franchise holders. Local operators and receivers of Jueteng money will be out of the picture. Luis Chavit Singson, a governor and rumored Jueteng operator could not accept such outcome because the franchise for his area was not given to him. Chavit exposed Estradas involvement to Jueteng which led to an impeachment case. Public uproar started when the senate which was dominated by Estradas allies refused to open the second envelope which was thought to contain strong evidence against Estrada. People went to the streets again and People Power II occurred which led to the downfall of Estrada.   Arroyo Administration Gloria Macapagal-Arroyo (GMA) took over the presidency after Estradas downfall. While finishing Estradas term, she experienced the Oakwood Mutiny and Jose Pidal scandal where a bank account containing US$8 million was allegedly owned by her husband. The money was supposedly a payment to then senator Arroyo to prevent her from running for presidency in the 1998 elections. Ignacio Iggy Arroyo, the brother of Arroyos husband announced his ownership of the controversial bank account. He faced tax evasion charges which were eventually ruled out due to legal technicalities. The scandal died and was later elected as congressman. After finishing Estradas term, Arroyo ran for presidency in spite of her prior announcement that she would not. She won by a slow margin of 1 million votes against Fernando Poe Jr., a movie actor and presidential candidate of the opposition. Arroyo was accused of electoral fraud and Poe filed an electoral protest. The congress mooted the electoral protest because of Poes death. However, it heavily weakened Arroyos legitimacy because she used state resources to fund her electoral campaign. Another strong attack against Arroyos presidency came from leaked tapes of her talking to Comelec Commissioner Virgilio Garcilliano which the media named as Hello Garciscandal. The leaked tape featured a womans voice similar to Arroyo asking for one million votes and an assurance of victory. In the beginning, the Malacanang palace denied the issue but was later retracted. Arroyo admitted and apologized in front of national television. She insisted that there was no cheating and she just wanted to protect her votes. Arroyo successfully finished her term in 2010 but not without challenges and controversies. She ran for lower congress in 2010 and won. Discussion The weakness of the electoral process could bring problems of legitimacy and weak position of the central government to push for reforms. The fragility of the electoral process could be traced from the failure of state agencies to be independent and enforce the rule of law. The Commission on Elections (Comelec) is an independent constitutional body that manages the elections and is mandated to give life and meaning to the basic principle that sovereignty resides in the people and all government authority emanates from them. Through the years, the commission has been involved in electoral scandals, has failed to strictly enforce electoral laws and has been accused of siding with the administration. In 1986 SNAP Elections, the Comelec announced former President Ferdinand Marcos as president in spite of massive electoral fraud. Another incident was the 2004 Hello Garci controversy under Arroyos term.   In 2006, the Supreme Court nullified the contract for the automation of the canvassing and counting of ballots between the COMELEC and Mega Pacific eSolutions Inc because the law and bidding rules were not followed. In 2007, the then Chairman Benjamin Abalos was involved in the ZTE-National Broadband Network deal where he was said to pocket in millions (US D) if the project was pushed through. The controversy eventually led to his resignation. The Comelec also fall shorts to provide fast and reliable solutions for electoral process because of huge costs and bribery in the courts. The poor track record and lack of credibility of the Comelec prove its inability to enforce the rules which influences the conduct of Philippine politics. The Comelec also failed to ensure a level playing field in the electoral process because of weak law enforcement. Winning became dependent on money, force and violence and not on programs and platforms. The growing costs of campaign expenses deter effective participation. Those who run are rich or have wealthy financiers. This provides an incentive for corruption to recoup the costs of electoral campaign and return favors from supporters. Also, it can result to political dynasties. The current president, Benigno Aquino III and his defeated running mate Sen. Manuel Roxas II both came from influential political families namely the Cojuangco-Aquino and Araneta-Roxas-Fores clans. Their reported campaigns for the 2010 elections cost P440 million and P280 million respectively. Antonio Cojuangco, Aquinos second cousin and a rich businessman, reportedly donated P100 million in his campaign. However, their election finances estimate were very much in doubt and were said to be much higher beca use they used television and radio in their electoral campaign which were very expensive. Former President Gloria Arroyo also came from a political clan and was a daughter of a former president. Her sons were congressmen during her term. In addition to financial support, politicians also seek the endorsement of organizations such as the Makati Business Club, Catholic Bishops Conference of the Philippines (CBCP) and the Iglesia ni Cristo (INC). The first is sought for their campaign contributions. The CBCP and INC are religious organizations and are believed to command influence on voters. For example, INC is believed to vote as a block and is estimated to deliver 5-8 million votes. In addition to money and endorsements, Philippine elections are filled with election related violence. The latest of which that brought the Philippines to the international arena was the Maguindanao Massacre which killed 57 people. Once elected, the core strength of the president is from his appointing power and control over government funds. The benefits received from supporters during the campaign are paid in return through endowment of huge government contracts and positions in key government agencies. Appointed officials could also appoint their staff. This kind of system results to a far reaching and deep source of patronage. As a result, the government has a weaker capacity to push for reforms because it has to satisfy vested interests. An example would be Estrada. The legalization of Jueteng will bring huge sums of money to the government or to his allies. However, because Chavit was left out of the picture triggered his downfall. Corazon Aquino could have successfully pushed for agrarian reform because of the momentum during her presidency. The law for agrarian reform was passed but has failed to translate into results because it was against the interest of the landed elites in congress. Conclusion The Philippines has a lot to improve in its conduct of elections. Because the electoral process is easily manipulated through money and violence, the politicians elected have most of time always been the same from political clans or landed elites. It also deters participation from new leaders and it does not become representative of the people. The presidents that have passed post-Marcos have cronies, friends or allies to satisfy. As a result, the Philippines have been left behind by her neighbors in the road to Economic growth. A step to improve the electoral process, the Philippines had its first electronic voting system in 2010. Although electoral fraud still exist which critics argue are harder to trace and easier to do, it is still a step forward compared to manual canvassing from the local precinct station to the Congress. There is also a pressing need to improve civil service. This includes putting deserving people in the job because of merit and competency and not connections. This implies that the central government must reduce its appointment of officials and start paying government employees well. It is also important to strengthen the independence of the Judiciary system and the Ombudsman. In the Philippines, the chief magistrates of the Supreme Court are appointed by the president so there is a conflict of interest in times when the president who appointed them is accused. Resolution on electoral disputes should be fast and credible. Lastly, the public should demand more accountability from the Comelec and politicians themselves. In spite of the shortcomings of the electoral process, it is still better to exercise their right to vote.

Essay examples --

Canada’s Geospatial Data Infrastructure Case Study Introduction Geo-Connection is a national program led by natural resource Canada. It is design to use spatial data across the country and to develop the Canadian Geo-Spatial data Infrastructure (CGDI). It is online resource for spatial data which provides sharing, access and use of spatial information required to any organization. It helps to decision makers, economic, environmental, academic purposes in all the private and government sectors. Infrastructure is consists of technologies polices and standards. It allowed to share geo-Spatial information and visualization of data at all levels and on the internet. Spatial Data Infrastructure A spatial data infrastructure (SDI) is a data infrastructure implementing a framework of geographic data, metadata, users and tools that are interactively connected in order to use spatial data in an efficient and flexible way. Another definition is the technology, policies, standards, human resources, and related activities necessary to acquire, process, distribute, use, maintain, and preserve spatial data. [1] Three Phases of Geo-Connections. Phase I: In 1999 to 2004 Geo Connections established. Geo base is developed. All the data provided on the internet by the help of GEOTANGO and the all free data provided by Google. Phase II: In the period of 2005-2009 the geo connections is implemented and used to monitor the disease infection and threats to lives of people successfully. Multi-Agency Situational Awareness System (MASAS) used to monitor floods. Phase III: Objectives †¢ Increase awareness †¢ Provision of integration †¢ Implementation of national polices Challenges †¢ New Technologies and approaches †¢ Provision of Access to all informa... ...to spatial data. †¢ Table Joining Service (TJS) It works as front-end of WMS and provides real time mapping of spatial data. It describe tabular information linked with spatial data. †¢ Web Map Tile Service (WMTS) It provide cartographic access instead of direct access to data. Client can access data by requesting its theme. Tile mapping becomes very popular now a days. Geo Portal The Geo-Connections Discovery Portal is a metadata catalogue that allows GIS users, producers and data providers to discover, calculate, access, visualize and publish Canadian geospatial and geoscience data products and Web services. [3] http://geodiscover.cgdi.ca/web/guest/home References 1. http://en.wikipedia.org/wiki/Spatial_data_infrastructure 2. http://www.nrcan.gc.ca/earth-sciences/geomatics/canadas-spatial-data-infrastructure/8902 3. http://geodiscover.cgdi.ca/web/guest/home

Morality Essay examples -- essays research papers

Morality is a hard term to define and decipher because there are so many things that have to be taken into account. If you line up a group of ten people and bring up a morality issue, you will mostly likely get different answers. People all over the world have many different beliefs and are raised to stand by those beliefs. Abortion is one of the hot topics in our country and a big moral issue. There are people who believe abortion is murder and completely, morally wrong. Then there are other people who believe that it isn’t wrong and it isn’t murder. Which one of these groups of people is right? Neither. The definition of morality is descriptively to refer to a code of conduct put forward by a society, or some other group, such as a religion or accepted by an individual for their own behavior. Neither of the beliefs about abortion are right or wrong because morality is a code of conduct and no one person can be told to believe in that conduct. Religion also plays a bi g role in morals and by living in the United States; everyone has the right to freedom of religion. But then there are also people who do not believe in religion. We, as citizens of the United States have the right to believe what we want, have our own morals and defend those morals and beliefs.   Ã‚  Ã‚  Ã‚  Ã‚  Abortion, stem cell research and cloning are examples of moral issues that are scientific and human beings control them. Whatever your belief on any of those afore mentioned topics, they c...

Essay --

Q3 Final Chemistry Essay Zephyr Dales - Second Period Prompt: What is the particle model of matter and how can it be used to explain what happens when you mix baking soda and vinegar? ____________________________________________________________________________ To start off this essay, the particle model of matter says that all matter is made of small particles that are consistently moving all of the time. In solids, the particles vibrate in one place, the solid shall hold it’s exact shape and volume. In liquids, particles can move throughout the liquids, and take shape of whatever is holding them. However, gas particles move very loosely, meaning they can go as they please. For example, vinegar is a liquid, and baking soda is a form of a solid, this explains what properties of matter the reactants are. (Sources: Composition Book / http://chemistrycrazymax.wikispaces.com) Now to take an examined look at both of the reactants we will be relating with in this essay; Baking Soda - Baking Soda is a sodium bicarbonate. It has the chemical formula of NaCHO3. This means it has three oxyge...

A Synopsis of the Movie The Graduate

A world without rebels would be a world with no change. If specific groups didn't escape the status quo, life would essentially go on as if it were put on repeat. Nothing would ever change, and nothing new would ever be accomplished. And most importantly, there would be no distinguishing factors between any two generations. Generations are shaped by the exclusive social changes that transpire over a given time period. Each generation desperately wants to set themselves apart by challenging the values and morals of the ones who came before them.They rebel against everything they were once taught in order to be independent and live a appy life. These rebellions have shaped American society for decades. Mike Nichol's film, The Graduate, tells the story of a young man's rebellion against his family and against society. The story unfolds in the nineteen sixties during a time of a major cultural change. In The Graduate, Benjamin Braddock consistently rebels against everything he believes i n, which doesn't stray far from the typical behavior of most youth in the nineteen sixties. Rebellion is a recurring theme throughout Nichol's film.The main character, Benjamin Braddock, had Just graduated college and had no definite plan for his uture endeavors. On the other hand, Benjamin's overbearing parents practically had his life laid out for him. As soon as he returned home from graduating college they constantly pestered him about attending graduate school. At the time, the thought of attending graduate school or starting a career stressed Benjamin out, and he admitted that he was nervous about his future. At his graduation party he told his father that he wishes that his future could be â€Å"different†, but his father did not seem to care about Benjamin's uncertainties.Therefore, he followed what most kids is age were doing in the sixties and rebelled against conformity. In the nineteen sixties the youth rebellion was in full swing. The youth wanted freedom from th e previous ways of the generation before them, so they began to rebel. The rebellion was massive because the current youth was comprised of the baby-boomer generation (â€Å"Rebellion and Reaction†). In fact it was so big that it gave the nineteen sixties the common nicknames of â€Å"the rebellious decade† and â€Å"the period of turmoil† (Bodroghkozy).The nineteen sixtys counterculture rebelled in various ways, but defying parental authorities was among the most popular. They wanted to ensure that their values and behaviors deviated from those of their parents. It was important to them that they made a new life for themselves that was for their own happiness and not for their parent's happiness (â€Å"Rebellion and Reaction†). They were striving to make their futures different Just like Benjamin Braddock wanted his future to be. Parents were always trying to map out their children's futures, but the rebellious youth of the nineteen sixties were all but willing to allow that to happen.Benjamin Braddock did everything he could to escape from his parent's high expectations. They were constantly telling him what to do and when to do it. However, Benjamin continued to ignore their constant demands and did the exact opposite of what he was told. He rebelled because he wanted to make himself happy betore pleasing his parents He was not ready to s tart a career or turtner his education; all he wanted to do was relax by his parent's pool and not worry about his future Just yet. The scene at his 21st birthday party finally allowed him to tune out the sound of his parents.He was given a scuba suit and was forced to test it out in front of everyone who was at his party. After he was forced into the pool, he found himself standing still at the bottom. He was finally alone and was not able to hear any of the noise coming from above the water. The camera angle shifted and was now from the perspective of Benjamin. It showed him looking up out of the water at his parents shouting at him, but he was not able to comprehend any of the words being yelled at him. This was Just the start of his rebellion against his parents.The fact that he was underwater symbolized that Benjamin felt like his parents were drowning him in all of their expectations. He was suffocating and was finally able to be at peace at the bottom of the pool. The majority of the youth at this time was searching for peace, and the only way of obtaining it was to rebel against the conformity of their parents. They all felt like they were being drowned; therefore they continued to rebel in ways that disgusted their parents and even disgraced society. The nineteen sixties was a time to experiment. The youth was trying so hard to change society and find a new identity for themselves.They did everything they could to stray away from what was considered normal. Drugs and sex played a major role in the youth's rebellion against society, and it was definitely a culture shock. During this time period, casual sex became more acceptable and a majority of the youth participated in it. It became so popular that it earned the name â€Å"free sex† and everyone was made aware of it (â€Å"Rebellion and Reaction†). It was mostly popular among the younger generation, but that didn't stop Benjamin Braddock from pursuing an older woman. He engaged himself in a long-term affair with one of his parent's friends.In the beginning he was very hesitant and nervous about the affair ut soon realized that it was the nineteen sixties and it was the start of the â€Å"free love† era. He became more comfortable with the affair as the movie went on. By committing adultery with Mrs. Robinson, Benjamin Braddock clearly destroyed all moral values of the generation that came before him. This kind of behavior was not acceptable for the previous generation but became a trend during his time. The counterculture strayed far away from the traditional values of their parents and â€Å"this marked the beginning of the sexual revolution† (â€Å"Primary Menu†).It was one of the iggest societal changes during the sixties. The affair between Mrs. Robinson and Benjamin Braddock was a little different from what was actually acceptable in the nineteen sixties. â€Å"Free sex† was acceptable; however, affairs were not. He soon realized that what he was doing was wrong and immediately put a stop to the affair. Even though he ended the affair, it was still understandable as to why he got himself into that position in the first place. Benjamin Braddock was Just trying to fit in with the rest of his generation in the sixties by rebelling against conformity.The sexual evolution was among the most rebellious acts of the nineteen sixties. The more Benjamin Braddock's parents pushed him, the more he rebelled. Not only did he rebel against going to graduate school and starting a career but he also had a scandalous long-term affair with one of his parent's close friends. Both acts were done to rebel against the contormity ot his parents and against society . Instead of conforming to the high expectations of his parents and society, Benjamin Braddock took a different path to ensure his own happiness. He follows his own heart and defies the path that was mapped out for him.

Paying College Athletes

Persuasive Speech Nearly two weeks ago, over 700 men and women signed on to play in the largest post-season tournament in professional sports, or should I say, amateur sports. The athletes in March Madness, the post-season basketball tournament, practice multiple times per day, all year round, and even on the weekends. When they aren’t busy between practice and traveling around the country, they are watching film to make themselves even better. That sounds a lot like a professional athlete to me. The only thing that isn’t professional about their lives is their pay check. The networks that host March Madness rake in millions of dollars through commercials. The schools rake in money through merchandise and ticket sales. The athletes rake in, well, nothing. Other than experience and exposure, these athletes aren’t allowed to make any money or even accept rewards for their accomplishments. The money generated by March Madness rivals the money earned from the post season of nearly every professional sports league in the world. At $613 million, the NCAA is earning over 40 percent more ad revenue than the entire NBA playoffs and over 60 percent more ad revenue than the entire post season for Major League Baseball. Given that professional basketball and baseball players bring home millions to their families every year, one has to wonder: What is the NCAA doing with all that money? The money doesn't disappear just because the players' families don't get it. Instead, we see coaches signing blockbuster deals worth tens of millions of dollars. It's time to let the players have a piece of the pie. You can't possibly convince me that head coach Gene Chizik was worth more to Auburn’s championship football than their quarterback Cam Newton. Plus, kids in Alabama aren't buying Chizik jerseys from the university. Still, we somehow expect that a kid from the inner city should be happy with a scholarship. The truth is that almost none of us would accept a scholarship over a job that generates tens of millions of dollars. That’s why we see kids like Kobe Bryant and LeBron James coming straight out of high school and to the NBA. Now, for them, that move paid off. However, there have been plenty of talented high school students who were lured by the money of professional sports but were never able to make it. Now they’re stuck without a job or an education. As Americans, should we be encouraging this risky behavior? Those who oppose paying college athletes say that a full ride scholarship with free room and board should be enough, and the kids should get used to the idea of working hard in school and not worrying about money. However, kids are only guaranteed these scholarships one year at a time. Meaning that if a kid sustains a career or season ending injury, now he’s left at school without a scholarship. Now he can’t pay for his classes. Now he can’t pay for room and board. Most college athletes can’t pay the fees their school charges, so why not help them out if they get hurt? Others also say that athletes can go out like any other citizen and find a job if they need to support their family while in college. The reality is no college athlete can possibly hold a job while being part of a team. Between traveling half the season, suffering through day long practices, sitting through night classes, these kids can’t find any time to fit in a job. Like I said, this dilemma encourages many to skip college and enter the pros, sometimes, without enough experience and no college education. Allowing the payment of athletes would end the lying and cheating that all but criminalizes big-time college sports. All the rumors and finger pointing, often times without any evidence, only creates dark clouds around universities. When SMU was convicted of rewarding their football players with cars and other material items, the football program was given â€Å"the death sentence† for one year, and it destroyed their reputation. Without distractions in the media, kids would be allowed to focus and not worry about the safety of their programs. The current system is practically like slavery. These kids work their hearts out and play through injuries in fear of losing their scholarship. Meanwhile, their families are left at home, struggling without their kids’ help. Keeping athletes and their families in poverty while coaches and administrators get rich is not only un-American; it is an emmbarrassment to us all.

Indian and European Nations

Nearly all European invaders as well as their descendants tried to submerge by suppressing their times of yore and by physical repression. The Indian nations relied on spoken means for the spread of history from one memorial cohort to the next, destined that the conclusion of their social constitution would obliterate their history, and thus complete the removal of their survival. Think of what ought to have come prior to the arrival of Europeans, which in several cases was even lost to Indians and the mass of distinctions with the tribes as they dealt with Europeans invaders.In the early 16th century, Indian nations were crisscrossed by the Spanish expeditions, turning over new traits, new influence, and the early amalgamation of priests and soldiers that commenced the progression of racial combination as well as Christianization a century prior to the English and French’s arrival in the New World. The colonization of Indian nations by the Europeans had overwhelming consequen ces for the indigenous people.Flanked by the diseases that were new to them brought by the assailants – Europe itself had simply gotten over an era of plagues as well as epidemics that killed no less than two thirds of its people, and the massacres and enslavement by the hands of the Spaniards. Spain explored and put down claim to the majority of the continent. Indian nations spoke their own languages; communication between Indians and Europeans suffered from differences, not just on a sole landfall, but throughout 500 years and even today.One understandable, yet concealed, source of resistance was the failure or repudiation of the Europeans, predominantly in the British Isles, to learn the Indian tongue. Indian words along with usages, in addition to many other languages such as Spanish, Greek, Italian, Hebrew, and German, came to supplement the English language and particularly the American tongue (Axtell, 2001, p30). The position of men and women among Indian grassroots sh owed a discrepancy more than among European nations.The distinctive characteristic of Indian civilization was the diversity of its population. In European standards, Indian nations at that time were astonishingly diverse regionally. This astounding diversity was in large part a creation of the technique that colonial Europe was initially settled. The reason possibly lay, throughout the 1400s and 1500s, with the regularity of relationships involving sexes that the Roman Catholic Church brought for centuries among the citizens of Central and Western Europe.The division of labor showed a discrepancy noticeably from a tribe, above among Europeans, however it was found that it lacked class system as well as social estates of Europe, there was greater parity and uniformity of role among lower and higher orders of women and men. The establishment of Indian nations is in fact the longest and exhaustive structure of any independent lands in the world.India, in particular, has a quasi-federal type of regime and a bicameral congress functioning under a Westminster-style parliamentary scheme (Iverson, 1992, p34). Since its sovereignty in 1947, these Indian nations maintained amiable and cordial connections with most countries. The history of Indian nations experienced colonial dependencies within the western hemisphere created by the European countries causing diversity in population, problems in geography and establishments of institutions.European nations increased colonies in Indian nations for several reasons, but mostly to create income. They made use of colonies to give raw materials for trade serving as markets for polished and refined products. These systems encouraged religious toleration, diplomat government, economic development as well as cultural diversity. However, the historical policies of Europeans that carry on bureaucracies in and out of Indian nations suppress tribal management and prop up reliance.Indian peoples will stay in a dependent affiliation an d the poverty will provide confirmation of the historic abandonment of the nations’ original people so long as regime (Salisbury, 2000, p18): holds back the economic and political growth of the Indian peoples, deprives them to quality education, disregard cultural needs of Indians, and raises bureaucratic barriers to the recognition of Indian tribes as humans and Indian peoples as part of history.