Assignmet paper Coursework Example | Topics and Well Written Essays - 500 words

Assignmet paper - Coursework Example Marketers have continued to innovate new ways to reach out to the customers with brand information, as such, there has been an increase in the forms of advertisement (Panda, 2008). Advertisement can thus be grouped in to two major categories; indoor and outdoor. Indoor advertisement is a form of advertisement that targets people when they are at the comfort of their homes. This form of advertisement includes the use of television, radio, online advertisement and mobile advertisement. Outdoor advertisement focuses on showcasing products to customers when they are outside their homes. They include billboards, roadside shelters and booths, transit advertisement, banners and posters. They mainly target clients who are travelling or moving from one place to another. I order to be effective with advertising, the trade organizations needs to keep in mind the five main players of advertising. The advertiser is an important player in advertisement. They are responsible for financing the whole advertisement process and they benefit from it with increase in sales. The advertising agency is the busy that is tasked by the advertiser to convey the message using and agreed advertising channel. The media is the advertising channel chosen to carry the message. The vendor is the body that links together the media, advertiser and the agency. Mostly the vendor is engaged in consultancy. The last player is the target audience. The advertiser engages in advertisements so as to benefit from sales directed toward the target audience. Understanding the behavior of the target audience and aligning the advertisement to their needs makes the advertisements to be more effective (Schlee, 2013). Many organizations find it to be beneficial to advertise since the return on investment is always high as a result of increased revenue and profits. When a company advertises its products, it uses a substantial amount of money that is recovered through increased sales (Murthy

Who Killed the Electric Car Analysis Essay Example for Free

Who Killed the Electric Car Analysis Essay Who Killed the Electric Car? is a powerful tool pertinent to many academic disciplines and adaptable to a variety of abilities, learning styles, and classroom goals. This rich, self-contained film requires little or no additional research on the part of the instructor or the class, but can be used as the foundation for independent student research. The film divides neatly into two nearly equal and independent segments that can be shown on successive days or at different points in a unit. Both segments offer excellent discussion opportunities. The classroom experience of students taking courses on environmental science or offerings that include a unit on air quality or environmental concerns would be enriched by viewing Who Killed the Electric Car?. Courses that encourage interest in engineering and practical math applications would also benefit. The ethical and civic questions that the film explores offer a natural connection for teachers working in the area of civics, government, ethics, and business ethics. In many of these courses the film could be treated as a case study. The ethical questions raised are nearly unlimited and a large variety of higher-level-thinking activities can be developed from the film. Included in this packet are discussion prompts, class activities, and research suggestions. 1 FILM SUMMARY included, the General Motors electric vehicle is featured. As this segment concludes, the success of the industry’s legal strategy is symbolized by a celebrity-studded funeral for the electric car. This segment is filled with factual analysis that examines conflicting claims about emissions, practicality, costs of various fuels, and consumer demand. Who Killed the Electric Car? is presented as a whodone-it mystery. Staying true to this genre, the film opens with necessary background information, describes the crime committed, answering all of the what, where, and when questions, and then in the style of Sir Arthur Conan Doyle gathers the suspects for close scrutiny, coming to a conclusion on the guilt or innocence of each. The second half of Who Killed the Electric Car? is Sherlock Holmes at his best. The seven suspects identified in the first half of the film are scrutinized. One by one, consumers, batteries, oil companies, auto manufacturers, the U. S. government, the California Air Resources Board, and the newest villain, the hydrogen car, pass under the bare bulb in the inspector’s interrogation room in an attempt to answer the question asked in the film’s title: Who Killed the Electric Car? At the end of each segment the featured suspect is judged as guilty or innocent. Opening with a bit of automotive history that establishes the electric car as a competitive alternative to the internal combustion engine, Who Killed the Electric Car? takes the viewer back to the beginning of the twentieth century and the dawn of the automotive age. A straightforward explanation of why gasoline beats out electricity as the fuel of choice and how the internal combustion engine wins dominance concludes the broad overview. The film then moves to the recent past with the introduction of the California Air Resources Board and their 1990 decision to require that ten percent of all cars sold in California by each car manufacturer be zero-emission vehicles by the year 2003. The Dr. Jekyll and Mr. Hyde response of automotive companies is revealed; production and marketing of zero-emission cars is detailed, a period during which the legal and political teams of the same manufacturers work to defeat the law that gave birth to modern electric vehicles. While several manufacturers are The film ends on a positive note, recognizing a grassroots movement that envisions cleaner air and energy independence. In a John Kennedy-style appeal, the film claims that those who solve our energy conundrum will be those that â€Å"change the world. † 2 SELECTED SCENES FOR CLASSROOM REVIEW 1:19 19:40 Two million new cars are sold in Television advertisement for G. M. ’s California each year. electric car. 2:55 21:21 Cheap oil supports the combustion Introduce Dr. Alan Lloyd of C. A. R. B. engine over the electric car. 3:35 22:10 Air quality in California: Manufacturer’s lawsuit to â€Å"Black cloud of death. † overturn emissions standards. 4:32 22:30 Each gallon of gasoline burned yields President Bush endorsing hydrogen 19 pounds of carbon dioxide. technology in the State of the Union. 4:55 22:43 Introduce S. David Freeman. Hydrogen Hummer and the hydrogen highway. 7:40 23:20 Creating demand for electric cars. C. A. R. B. hearing on the emissions standards. 8:50 25:30 C. A. R. B. and California’s C. A. R. B. vote to kill the standards. zero-emission policy. 12:40 26:15 Cost to run an electric car equals Manufacturers start to collect gasoline when gas is 60 cents per gallon. the electric cars. 14:10 27:35 Californians Against Utility â€Å"Save the electric car† campaign, Company Abuse including the mock funeral. 16:10 29:30 G. M. claims to have built electric cars Last EV1 collected. according to demand. 19:10 31:20 Marketing; How far, how fast, EV1s in a G. M. lot. how much? 3 33:20 50:36 G. M. spokesperson explains the Suspect: Car Manufacturers fate of the collected EV1s. 35:30 56:20 PBS at the car crusher. Suspect: Government 36:58 1:03:57 S. David Freeman, â€Å"We’re up against Suspect: C. A. R. B. most of the money in the world. † 37:15 1:07:02 Vigil for the EV1s. Suspect: Hydrogen Fuel Cell 38:40 1:11:08 Would you buy one of these electric President Bush at a hydrogen cars? Display check for 1. 9 million filling station. dollars offered to G. M. 39:20 1:15:05 â€Å"Who controls the future? Last cars moved. He who has the biggest club. † 1:18:52 39:34 1 Scene from Naked Gun 2 /2: Automotive Museum The Smell of Fear. 40:25 1:20:30 List of suspects. Verdicts. 40:58 1:22:32 Suspect: Consumers â€Å"The fight about the electric car was quite simply a fight about the future. † 43:20 1:23:58 Suspect: Batteries Introduce James Woolsey and Plug In America. 1:27:19 46:38 â€Å"The one group of people that steps Suspect: Oil Companies up to take it on is the group that will change the world. † 4 DISCUSSION PROMPTS. These prompts can be used for full-class discussion, small group conversations, or adapted for use as writing assignments of varying length and detail. †¢ What compromises related to cars and transportation are you willing to make to preserve and improve air quality? Brainstorm possibilities and then discuss each one, focusing on the average consumer. †¢ What one assertion in the film do you disagree with? Why? †¢ What one assertion in the film troubles you the most? Why? †¢ In your own words, explain why the car manufacturers collected and destroyed the electric vehicles. †¢ Did government serve the people in the case of electric cars? Why? †¢ Does government have the right to tell companies what to manufacture? Why? †¢ How important an issue is our nation’s dependence on oil? Explain. †¢ Do you agree that those who solve the energy question will change the world? Explain. †¢ Should the world oil supply be divided evenly according to population, given to those able to pay the highest price, or reserved for developing nations? Explain your opinion. †¢ Is it acceptable for a nation to use oil as a weapon? Why/why not? †¢ Would you characterize each of the following as a good citizen or a bad citizen? Why? -The oil companies -The automobile companies -U. S.consumers -Scientists researching hydrogen fuel -The citizens trying to save the electric car †¢ Is energy a national security issue? Why/how? Explain. †¢ How is the use of hydrogen as a fuel related to the reemergence of nuclear power? †¢ Does drilling for more oil in the pristine wilderness make sense? Why/why not? †¢ Given the information provided in the film, do you believe electric cars are a reasonable alternative to combustion engines? Why/why not? †¢ Given the information provided in the film, do you believe you will be able to buy a hydrogen-powered car in the next 10 years? 20 years? Ever? Why/why not? 5 MOCK COURT Choose defense and prosecution teams for each of the seven defendants identified in the film. Have the teams prepare for a mock trial using the information in the film and if desired, additional research. Stage a trial with a jury that has not seen the film. Roles: Judge: Acts as presiding officer maintaining order, resolving conflicts, and charging the jury. Prosecution team: Presents evidence against the named defendant using witnesses, charts, graphs, and physical evidence. The team would also cross-examine defense witnesses. The prosecution’s job is to prove beyond a reasonable doubt the guilt of the defendant. Defense team: Presents evidence that rebuts the prosecution’s view and may suggest alternative perpetrators. The defense may use witnesses, charts, graphs, and physical evidence. The team would also cross-examine prosecution witnesses. The defense’s job is to create reasonable doubt as to the guilt of the defendant. This activity can be used as an alternative assessment of student knowledge while also building critical thinking and oral presentation skills. 6 COMMON GOOD Open the activity by reading the paragraph below. Allow for a few minutes of general comment on the concept of the â€Å"common good† and the claim by then G. M. president Charles E. Wilson: What’s good for the country is good for General Motors and vice versa. The preamble to the United States Constitution opens with the words: â€Å"We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. † These words imply a common interest that is shared by citizens and government, a concept often referred to as the â€Å"common good. † In 1953, the then president of General Motors, Charles E. Wilson, was nominated by President Dwight Eisenhower to serve as his Secretary of Defense. During Wilson’s confirmation hearings, senators were concerned that he would have difficulty making a decision that could hurt General Motors, a major defense contractor, even if the decision was in the best interest of the United States. When asked this question, Wilson assured senators that he could make such a decision but that he could not imagine such a situation, â€Å"because for years I thought what was good for the country was good for General Motors and vice versa. † Student instruction Who Killed the Electric Car? implies that the â€Å"common good† is not being served by the decision to abandon electric vehicles and embrace hydrogen technology. Write your own definition of the â€Å"common good. † Make groups of 3 to 5 and share these definitions. Try to agree on a group definition. Evaluate General Motors’ decision to kill the electric car program in light of your group’s definition. Be ready to report your findings to the class. Do Mr. Wilson’s thoughts from 1953 reflect the General Motors Corporation that is presented in the film? If the Senate called the current president of G. M. to explain the death of the electric car, imagine what he might say that would be quoted more than 50 years later. 7 HIDDEN AGENDA Teacher introduction As a class, brainstorm about the term â€Å"hidden agenda. † When you get all the ideas on the board, make groups of 3 to 5. In groups, have the class discuss the ideas on the board and then write a definition of â€Å"hidden agenda† that the group can agree on. As a class, share these definitions and create one working definition for the whole class. Have students return to their groups and discuss what â€Å"hidden agenda(s)† the following may have had. To make a claim, the group must have at least one piece of solid evidence from the film. Each group should decide which three of their claims are the strongest and prepare to present them to the class. Present and discuss: Automobile companies: Hidden agenda: _____________________________________________________________________________________ Evidence: Oil companies: Hidden agenda: _____________________________________________________________________________________ Evidence: Filmmakers: Hidden agenda: _____________________________________________________________________________________ Evidence: Car companies: Hidden agenda: _____________________________________________________________________________________ Evidence: Federal government: Hidden agenda: _____________________________________________________________________________________ Evidence: Fans of the electric car: Hidden agenda: _____________________________________________________________________________________ Evidence: C. A. R. B. : Hidden agenda: _____________________________________________________________________________________ Evidence: 8 WHAT IS THE ROLE OF BUSINESS? What is the role of business in a democratic/capitalist society? The complex interaction between business, government, and consumers is presented as a case study in Who Killed the Electric Car?. After viewing the film, clarify your own attitude toward the role of business, before any discussion, by using the prompts that follow. Prioritize the entire list from 1, most important, to 10, least important, and then write just a sentence or two that explains each ranking. Using your results, make groups that include individuals with different attitudes. While you discuss the movie, analyze how different views of business influence opinions about the film. ______ The role of business is to make a profit. ______ The role of business is to make a good product. ______ The role of business is to serve the consumer. ______ The role of business is to support government. ______ The role of business is to educate government. ______ The role of business is to educate consumers. ______ The role of business is to improve life. ______ The role of business is to protect the environment. ______ The role of business is to provide consumers with choice. ______ The role of business is to invent solutions to society’s problems. 9 WHAT IS THE ROLE OF GOVERNMENT? What is the role of government in a democratic/capitalist society? The complex interaction between business, government, and citizens is presented as a case study in Who Killed the Electric Car?. After viewing the film, clarify your own attitude toward the role of government, before any discussion, by using the prompts that follow. Prioritize the entire list from 1, most important, to 10, least important, and then write just a sentence or two that explains each ranking. Using your results, make groups that include individuals with different attitudes. While you discuss the movie, analyze how different views of government influence opinions about the film. ______ The role of government is to defend the nation. ______ The role of government is to create a just society. ______ The role of government is to protect the consumer. ______ The role of government is to protect business. ______ The role of government is to regulate business. ______ The role of government is to educate consumers. ______ The role of government is to improve life for all citizens. ______ The role of government is to protect the environment. ______ The role of government is to provide consumers with choice. ______ The role of government is to invent solutions to society’s problems. 10 MAKING THE CASE. In the second half of Who Killed the Electric Car? , each of the suspects in this mystery is held up to scrutiny. Acting as an unbiased detective, develop a list of the evidence offered for guilt and the evidence that indicates innocence. In groups or as a class, use these evidence lists as the basis for a debate that leads to a vote on each suspect. The suspect___________________________________________________ Evidence to convict Evidence to acquit 11 BRIAN DANIELS teaches history and ethics at Hudson High School, Hudson, Massachusetts. He is the school facilitator for the democratic school initiative at. Hudson High and an active member of the school’s First Amendment Schools team. He has been teaching for thirty years and holds bachelor’s degrees in history and psychology from Boston College and a master’s degree in critical and creative thinking from the University of Massachusetts at Boston. He will become the Curriculum Director for English and Social Studies grades 6-12 in the Hudson school district in the summer of 2006. He has been published several times in the Boston Globe and has an article slated for publication in October of 2006 in the National Social Studies. Supervisors Association magazine. A SONY PICTURES CLASSICS RELEASE ELECTRIC ENTERTAINMENT PRESENTS A DEAN DEVLIN/PLINYMINOR PRODUCTION A FILM BY CHRIS PAINE â€Å"WHO KILLED THE ELECTRIC CAR? † NARRATED BY MARTIN SHEEN EDITED BY MICHAEL KOVALENKO CHRIS A. PETERSON DIRECTOR OF PHOTOGRAPHY THADDEUS WADLEIGH ORIGINAL MUSIC BY MICHAEL BROOK CONSULTING PRODUCER ALEX GIBNEY EXECUTIVE PRODUCERS DEAN DEVLIN TAVIN MARIN TITUS RICHARD D. TITUS PRODUCED BY JESSIE DEETER WRITTEN AND DIRECTED BY CHRIS PAINE FOR BRIEF MILD LANGUAGE. WWW. WHOKILLEDTHEELECTRICCARMOVIE. COM WWW. SONYCLASSICS. COM.

An Analysis of Poetic Justice in Macbeth

An Analysis of Poetic Justice in Macbeth The play Macbeth written by William Shakespeare is a story about a man named Macbeth and his quest for power. In the beginning of the play, Macbeth is a brave and noble soldier, who is crowned as Thane of Cawdor by King Duncan. After becoming Thane of Cawdor he and Banquo come across three witches who give them each three predictions. The witches predict that Macbeth will become the Thane of Glamis, the thane of Cawdor and then King. At first these predictions mean nothing to Banquo and Macbeth, but then Macbeth starts thinking that if the witches were right about one prophecy, then it must be true that he will become King. This prophecy mixed with the influence of his wife, lead him to kill King Duncan. After Macbeth became King, Macduff and Banquo have suspicions that it was Macbeth who slayed Duncan. Macbeth kills Banquo and tries to kill Macduff to avoid being caught, unfortunately Macduff has already assembled an army to kill Macbeth. When the army reaches Macbeth, Macduff figh ts him and kills him. With Macbeth gone, Malcolm rightfully becomes King of Scotland. The conclusion of Macbeth contains a high degree of poetic justice because of the slaying of Macbeth, Macduff being the man to slay Macbeth, Malcolm becoming King of Scotland and Lady Macbeth committing suicide. In the beginning of the story we get a false impression of Macbeth, because we see him as a brave, loyal and trusted soldier. After he kills King Duncan, we see Macbeth as an evil, greedy and power-hungry. Macbeth continues his murderous ways when he kills Banquo and tries to kill Fleance so they couldnt be his successor as King. Then Macbeth kills Macduffs family, because he knows hat Macduff has a suspicion that he killed King Duncan. Macbeth is truly a murderer that has gotten away with everything he has done. Macbeth realizes that he has changed and cant go back: â€Å" I am in blood. Steppd in so far that should I wade no more, returning were as tedious as go oer.† (3.4. 136-138). Poetic justice is established when Macbeth is slain, because he had killed many people, all of which were innocent and had done nothing wrong to Macbeth. He finally gets proper justice when Macduff kills him for his actions throughout the play. Macduff is the Thane of Fife and is one of the first people to suspect that Macbeth killed King Duncan. Macbeth is aware that Macduff suspects him as the murderer, so he sends out men to kill him. When Macbeths men get to Macduffs castle he is not there, but his family is and the men kill Macduffs family. Macduff learns that his family has been killed: â€Å" All my pretty ones? Did you say all? O hell-kite! All? What all my pretty chickens, and their dam at one fell swoop?† (4.3.216-218). This shows the love that Macduff had for his family and how sad he became when he knew he would never see them again. Poetic justice is established when Macduff slays Macbeth because he gets justice for what Macbeth did to his family by killing the man who made him lose his whole family which he cared for so much. Malcolm is the eldest son of king Duncan and the rightful heir to his throne. When King Duncan is killed, Malcolm was the next in line and should have became king, but instead he fled to England out of fear of being suspected as his fathers murderer. Since Malcolm and his younger brother Donalbain fled, there was no one to take the throne other than Macbeth. Poetic justice occurs when Malcolm becomes King of Scotland because he was supposed to be King since King Duncans death but instead Macbeth becomes king. Malcolm gets his poetic justice when he finally gets what he rightfully deserved since his father died. Lady Macbeth is the wife of Macbeth and is an influencing factor in Macbeths decision to kill King Duncan. Without her influence Macbeth may not have killed King Duncan. It was her influence that made her feel guilty, because she knew she was just as much a part of the murder as Macbeth was. This guilt leads her to start sleepwalking, where she attempts to wash blood off her hands during her sleep. Although the play never mentions why she committed suicide it is most likely that it was because she couldnt live with the guilt she felt. Poetic justice occurs when Lady Macbeth commits suicide because she was a big part of the murder of King Duncan and gets what she deserved when she kills herself because of her own guilt. She deserved to die because of what she did to influence Macbeth into killing King Duncan. In conclusion, the ending of the play Macbeth provides a high degree o Poetic Justice as a result of

The Internet as a Learning Tool Essay -- Technology Web Essays

The Internet as a Learning Tool The Internet has a universal appeal for most people. We (in the United States) have become dependant on it for our daily routines. We shop, send mail, read the news, look up movie reviews, etc., using the Internet. We depend on this service, because we have told ourselves that "It" has made our lives easier. We advocate the use of similar technologies within the classroom, because we are convinced that the use of computers and having access to the Internet is the best way to educate our children so they can have an equal chance to reach their potential and accomplish their goals. It is true that the Internet is a great source of information. Its value as a resource is immeasurable. Unfortunately, to get this benefit we have to pay a price. In some cases this comes as loss of privacy. The Internet and the digital world are a part of the public sphere; therefore, our speech has to be measured and revised to be appropriate for this realm causing our free speech to be limited. Access to the Internet is also restricted to a certain group of people. One has to own a computer, or have access to one to be able to make use of its benefits. Internet access is uneven, therefore unfair. The other potential problem with the Internet is the access that people with shady intents or with low morality have to it. Anyone with the means to a computer can be online with our innocent children. Are their intents innocent also? In the realm of education, I think that the Internet can be a great resource for information. Research can be easily planned and implemented for the benefit of both students and educators. Unfortunately, this brings us back to the issue of limited access. Some students are more readily... ...ose to a multimedia / interactive classroom as we think we are. The school district (LAUSD) has spent several millions on purchasing computers and hooking them up to the Internet. The emphasis is on acquiring technology instead of implementing it. I still think that the novelty of computers and its tremendous appeal to students of all ages should be utilized to teach. Works Cited "Fast, Easy and FREE Webpages." http://www.webspawner.com/ (1 Nov. 2001). "How to Publish Web Pages." http://itsweb.hartford.edu (1 Nov. 2001). "How to Publish Web Pages to an Internet Server." http://www.surfwise.com/support/publish.htm (1 Nov. 2001). "Personal Publishing." http://www.utexas.edu/ (1 Nov. 2001). "Publishing Your Page for Free." http://home.san.rr.com/artbytes/publish.htm (1 Nov. 2001). "Yahoo! GeoCities." http://geocities.yahoo.com (1 Nov. 2001).

Democracy Is the Best Form of Government

Democracy is a form of government in which all eligible citizens have an equal say in the decisions that affect their lives. Democracy allows eligible citizens to participate equally—either directly or through elected representatives—in the proposal, development, and creation of laws. It encompasses social, economic and cultural conditions that enable the free and equal practice of political self-determination.The term originates from the Greek (demokratia) â€Å"rule of the people†,[1] which was coined from (demos) â€Å"people† and (kratos) â€Å"power† in the 5th century BCE to denote the political systems then existing in Greek city-states, notably Athens; the term is an antonym to â€Å"rule of an elite. † The English word dates to the 16th century, from the older Middle French and Middle Latin equivalents.A democratic government contrasts to forms of government where power is either held by one, as in a monarchy, or where power is h eld by a small number of individuals, as in an oligarchy. Nevertheless, these oppositions, inherited from Greek philosophy,[2] are now ambiguous because contemporary governments have mixed democratic, oligarchic, and monarchic elements. Karl Popper defined democracy in contrast to dictatorship or tyranny, thus focusing on opportunities for the people to control their leaders and to oust them without the need for a revolution. 3] Several variants of democracy exist, but there are two basic forms, both of which concern how the whole body of eligible citizens executes its will. One form of democracy is direct democracy, in which eligible citizens have direct and active participation in the decision making of the government. In most modern democracies, the whole body of eligible citizens remain the sovereign power but political power is exercised indirectly through elected representatives; this is called representative democracy.The concept of representative democracy arose largely from ideas and institutions that developed during the European Middle Ages, the Age of Enlightenment, and the American and French Revolutions Definition While there is no universally accepted definition of â€Å"democracy,†[5] equality and freedom have both been identified as important characteristics of democracy since ancient times. [6] These principles are reflected in all eligible citizens being equal before the law and having equal access to legislative processes.For example, in a representative democracy, every vote has equal weight, no unreasonable restrictions can apply to anyone seeking to become a representative, and the freedom of its eligible citizens is secured by legitimized rights and liberties which are generally protected by a constitution. [7][8] One theory holds that democracy requires three fundamental principles: 1) upward control, i. e. sovereignty residing at the lowest levels of authority, 2) political equality, and 3) social norms by which individuals and institutions only consider acceptable acts that reflect the first two principles of upward control and political equality. 9] The term â€Å"democracy† is sometimes used as shorthand for liberal democracy, which is a variant of representative democracy that may include elements such as political pluralism; equality before the law; the right to petition elected officials for redress of grievances; due process; civil liberties; human rights; and elements of civil society outside the government. [citation needed] In the United States, separation of powers is often cited as a central attribute, but in other countries, such as the United Kingdom, the dominant principle is that of parliamentary sovereignty (while maintaining judicial independence). citation needed] In other cases, â€Å"democracy† is used to mean direct democracy. Though the term â€Å"democracy† is typically used in the context of a political state, the principles also are applicable to private orga nizations. Majority rule is often listed as a characteristic of democracy. [by whom? ] Hence, democracy allows for political minorities to be oppressed by the â€Å"tyranny of the majority† in the absence of legal protections of individual or group rights. An essential part of an â€Å"ideal† representative democracy is competitive elections that are fair both substantively[10] and procedurally. 11] Furthermore, freedom of political expression, freedom of speech, and freedom of the press are considered to be essential rights that allow citizens to be adequately informed and able to vote according to their own interests. [12][13] It has also been suggested that a basic feature of democracy is the capacity of eligible voters to participate freely and fully in the life of their society. [14] With its emphasis on notions of social contract and the collective will of the eligible voters, democracy can also be characterized as a form of political collectivism because it is d efined s a form of government in which all eligible citizens have an equal say in the decisions that affect their lives. [15] While democracy is often equated with the republican form of government, the term â€Å"republic† classically has encompassed both democracies and aristocracies. Democracy is the best form of government. Yes because†¦ Freedom Democratic states nearly always have freer people than autocratic states. They obviously have the right to vote for their government so by extension deciding the policy of their nation and what their nation should be like.They have more freedom of speech and expression than in autocracies. In particular they are free to criticise their own government. Represents the people The biggest virtue of Democracy is that it is government by the people for the people. The government represents the views of the people who elect them and can throw them out if the government does things that the people do not like. Unlike other forms of g overnment democracy is about the little man, everyone rather than the elite that are often disconnected from how everyone else lives their lives.Better governance due to transparency Democracy is as much about having checks and balances to the executive and having transparency of decision-making as it is about elections and the populace throwing governments out of power. In a democracy the parliament, the media and sometimes the judiciary all keep an eye on the executive and what is being done with the people’s money. They are therefore able to see if the executive is doing things that are detrimental to the country, are immoral, or even illegal. This can then be brought to a halt.Even where such actions are not visible on the surface there are separate institutions that have the power to investigate the executive and watch any ‘secret’ deals or actions that are going on away from public view. Respect of Human Rights Democracy as much it is understood, is the gov ernment of the people, by the people and for the people. If democracy is put at it appropriate performance, then, all facet of human rights is respected. The citizens would have the rights to exercise freedom of speech concerning the well-being of the populace in areas of the economy, education, health, infrastructural development, etc.Promotes Human Rights As much as Democracy is understood, it is a government of the people, by the people and for the people. The ability of the people to have a voice in the running of the State, in the economy, health, education, infrastructural development, etc creates a bit-balanced environment for governance to thrive; this can only be achieved in a democratic governance. This is not the case. The most developed and richest countries are all democracies.While they may well have been developing their democracies during their initial industrialisation democracy and the freedom it brings is increasingly necessary for economic growth once the country has moved to being mostly dependent upon services rather than manufacturing or natural resource exploitation for economic growth. Once this occurs then creativity becomes important and the freedoms associated with democracy are needed to foster this creativity that is needed for industries such as information technology, creative arts, research and development etc.Democracy is the best form of government. No because†¦ Freedom Except for the freedom to choose the government there is no reason why people cannot be as free under an autocracy as in a democracy. Represents the people Democracy does not do very well at representing the people. In first past the post systems a government may not even have the support of a majority of those who voted not even including that many will not have votes and many more will not have the vote. This means that it is often a small minority of the population who determines which party gets in to government.Once they are there they are rarely rep resentative of the people as they have several years to do what they like. Yes they need to think about re-election but that simply means they need to do more that the people like than the people dislike (or else have a good advertising campaign). Better governance due to transparency While this is mostly found in democracy it is not something that has to be exclusive to democracies. Autocracies can potentially be transparent and have checks and balances they however often do not simply because an autocracy often has the time, and the willingness to use force to prevent these from occurring.Economic growth Autocracies are better at big projects, they can get things done and as such they are likely to be better at creating economic growth if they have the will. In an autocracy there are not the avenues for dissent that can block building projects, the police or troops can be used to clear protests that in the west would slow down large infrastructure projects. As a consequence of thi s all the infrastructure that is needed to create a modern economy can be produced quicker and cheaper than would be the case in a democracy.Also the resource base of the country can be accessed faster (no pesky environmentalists preventing drilling and mining! ) and used more efficiently. Increasingly about money In some countries democracy seems to be increasingly about money. The U. S. is the obvious example where millions are spent on elections with big events and glitzy advertising campaigns. This is not what democracy should be about and it discourages other countries from moving along the path to democracy. Indeed it undermines the very idea of democracy. Democracy when money is involved to the extent that it is in the U. S. A. ecomes elitist and corporatist because only the elite and rich businessmen can afford to fund the campaigns for congress let alone for the presidency. The 2008 campaign for the White House cost $1. 6 billion and the whole 2008 election including senate and house of representatives races cost $5. 3 billion. Autocracies obviously avoid this immense expense by avoiding elections. Is democracy the best form of government? Disagree : By Richard What if someone was in power who cared about the people, stood for the people, was in touch with the people and was not corrupted by the power that Dictatorship brought him.Yes, it seems unlikely but what if? We could have the ability to do more, faster with less red tape, paperwork, and continual discussion (as with a dictatorship) coupled with the freedoms of democracy. The problem is the people always believe the mob (majority) to be right. The truth is people are easily manipulated when in a crowd or together as a majority on an issue. It takes but one person to convince 10 000 that his conviction is the right one. Nevermind what the minority of free thinkers, academics, intellectuals, or revolutionaries have to say or have warned against. Political Ideology is not the problem.Humans are. W e are self-righteous, greedy, self-serving, destructive, and worst of all manipulative. People always point me to the selfless acts of others they have witnessed in order to prove me wrong on my previous statement. But the fact is these selfless people are in the tiny minority, or as with Maslow's hierarchy of needs, already have 10 houses, 4 cars, 2 security guards and a 10 mil bank account. â€Å"Giving† to the poor doesn't detract from their riches as they resupply their wealth with shares bought and sold or actually working. Thus, they aren't losing wealth. They simply aren't gaining more.We need the minority just as much as we need the majority. That minority of free thinkers, academics, intellectuals, and revolutionaries are the ones that changed the world. They brought us medicine, computers, a better understanding of science and space, but most important of all a curiosity for knowledge. Democracy should protect the rights of the minority more often than it does. We r ely too much on what the mob thinks, when in actual fact they don't think. They just regurgitate the drivel fed to them by some sob who knows how to manipulate the mob for his own profit. And that is the biggest problem facing democracy.How do you overcome the this human condition where if we are in large groups, emotion replaces logical thought? Disagree : By Prashanth I think there are better forms of government other than democracy. Dictatorship is not completely bad neither is democracy completely good. Consider this form of government– Instead of having bulky political parties why not have leaders of parties etc stand as candidates for the post of President/Prime Minister. The people can directly vote for them. Better still we could invite applications for this post from the citizens. Based on screening them for leadership track record,no criminal cases etc. e could select the top 5 or 10 most eligible candidates. People can select the candidate who is most popular/likab le for 5 years. He could then select experts from different sectors as ministers. He could hand pick distinguished people from different sectors as expert advisory group who could debate/discuss proposed laws. He can hand pick worthy local people for mayor position in cities/villages who should interact directly with people and pass immediate orders to solve their problems. He should have a citizens forum where people directly give ideas to the Prime Minister/President.The judiciary to oversee the constitutional validity of laws passed,Election Commission,Constitution and an ombudsman to check corruption etc all of them will be there. This form of government will cut flab,be efficient and agile. It will eliminate unworthy but popular people from getting elected. Also the people debating will be experts in their field. There is greater likelihood of better decisions. As it is today the party leaders only call the shots. Then why not have worthy leaders directly elected by the people. These leaders will keep a balance between expert opinion,constitutional provisions and public opinion.

Ted Kennedy Essays - Demographics Of The United States, Demography

Ted Kennedy Essays - Demographics Of The United States, Demography Prof Lauren Conj Comm 301 15 November 2015 Fifty years ago today, Ted Kennedy began changing the face of the United States by ushering the 1965 Immigration and Nationality Act through Congress. That legislation resulted in the fundamental transformation of the demographic, economic, social, and political landscape of nation, exactly the opposite of what its supporters promised. The Kennedy immigration law abolished the national origins quota system, which had favored immigrants from nations with a similar heritage to our own, and opened up American immigration visas to the entire world. While about nine in ten of the immigrants who came to the United States during the 19th and 20th century hailed from Europe, the 1965 law inverted that figure. Today about 9 out of every 10 new immigrants brought into the country on green cards come from Latin America, Africa, Asia or the Middle East. The size of the numbers also grew exponentially as well. According to Pew Research Center, 59 million immigrants entered the United States following the Acts passage. Including their children, that added 72 million new residents to the U.S. population. In 1965, according to Pew, the country was 84 percent white, 11 percent black, 4 percent Hispanic and less than 1 percent Asian. In 2015, as a result of Kennedys immigration law, the country is now 62 percent white, 12 percent black, 18 percent Hispanic and 6 percent Asian.