Progressivism Opposing Viewpoints Essays - Political Ideologies

Progressivism: Opposing Viewpoints Progressivism: Opposing Viewpoints At the commencement of the twentieth century, a period referred to as progressivism swept through America. Precisely, this era in American history began soon after the Spanish-American War and lasted until the beginning of World War I. At this point in history, America was in turmoil due to internal problems and was in dire need of social reforms. The progressive era was like a golden age for intellectuals who strived to create a nation where each citizen could be given a chance at success and involvement in the government. In the latter portion of the 1800's, America faced an economic depression and encountered problems with industrialization, urbanization, and immigration. Some progressives demanded that the government should be run directly by its people and that the quality of city life should be ameliorated through sanitation improvements, the abolition of child labor, and regulated working hours. America's utmost problem, however, proved to be the overwhelming power that trusts and big business held in the nation. This factor had a leading role in the development of the era of progressivism. In general, progressives basically agreed that trusts must be destroyed; however, there were different solutions among the progressives on the correct remedy to solve this problem. One ideology in the progressive era called the New Nationalism, advocated for an increase of government involvement in order to regulate big businesses. The other ideology called the New Freedom, firmly believed the ?big? in business was the threat to American society; therefore, the role of the government should be to break up trusts and monopolies. Whatever may have been the case, the progressives desired to attack any group of concentrated power in order to bring more accountability to the government of America. Although the progressives had good intentions to reform the nation, some historians, such as Richard M. Abrams, author of The Failure of Progressivism, believe the entire movemen t was a complete failure. On the other hand, other historians, such as Arthur S. Link and Richard L. McCormick beg to differ with Abrams and defiantly defend their own belief in their article entitled Progressivism in History that the movement was indeed successful. After closely reading both of the articles mentioned above, I have come to the conclusion that Abrams's argument proves to be stronger in that it is not as biased and seems to be more sensible than that of Link's and McCormick's. In the article, The Failure of Progressivism, Professor Richard Abrams argues that the entire progressive movement was a failure. First, Abrams initially defines what he believes to have been progressivism by concluding that the progressives expressed a common feeling that government should attempt to moralize the lives of its citizens through a series of reforms. According to Abrams, its followers flowered from various groups including female emancipationists, prohibitionists, the social gospel, conservation advocates, businessmen, and intellectuals. The progressives generally advocated for an efficient government that would implement strict moral values upon its people. Although most people in America had the same views as progressives, Abrams claims that ?[the progressives] also conceived of themselves, with a grand sense of stewardship, as its heralds, and its agents.? He states that the progressives mainly wanted to instill old moral values upon Americans by attempting to assimi late immigrants by forcing them to accept the American way of life. Additionally, they wanted to impose antitrust legislation, job reforms, and direct legislation. However, according to Abrams these goals were tarnished for significant reasons. First of all, the movement failed due to racism that was rampant during this time period. In addition to racism among blacks in the south, anti-Catholicism started appearing throughout the country. According to Abrams, racism hindered the motives of progressivism because there was ?the inability of reform to deliver a meaningful share of the social surplus to the groups left out of the general national progress, and in part the inability of reform to achieve its objective of assimilation and consensus.? Suddenly, different ethnic groups such as the African Americans took a more aggressive approach towards the public to finally stand up for their rights, which further contributed to growing animosity. Moreover, Abrams believes that new scienti fic developments regarding race and culture affected the

Arthur miller wrote A View From The Bridge Essays

Arthur miller wrote A View From The Bridge Essays Arthur miller wrote A View From The Bridge Essay Arthur miller wrote A View From The Bridge Essay Arthur miller wrote A View From The Bridge, in 1940s. The play is set in New York, red hook, Brookline. The story is about Eddie Carbone an Italian longshoreman working on the New York docks. He lives with his wife Beatrice and his wifes niece Catherine. Theres also Alfieri the narrator and the lawyer in the play he guides us through the story. He shows us how the story and the characters feelings change through out the play. When I look at the play in the beginning I can see that Eddie is a kind, loyal, loving and decent man, however as the story goes on Eddies character changes. My task is to see if I consider Eddie as a tragic hero, therefore by looking at his character I well find out whether or not he is a tragic hero. During the first act I can see Eddie as a loving loyal and a hardworking man. He works to feed his wife Beatrice and his wifes niece Catherine. He scarified all his life working so that Catherine could go to school because he promised her mum that he would look after her, (oh if your mother were alive to see you she wouldnt believe it). When his wifes cousins, Macro and Rodolfo, seek refuge as illegal immigrants from Sicily, Eddie agrees to shelter them. He tells Marco that they are welcome to his house (youre welcome Marco, we got plenty of room here). Marco needs to work, so that he can feed his family and his son whos sick in the chest. However miller shows us Eddies character being, over protective of his orphaned niece Catherine, in her increasing maturity. He has an urge to protect Catherine, to keep her from discovering her independence, that makes him increasingly sensitive to the presence of Beatrices cousins and to Rodolfo in particular, to which Catherine rapidly becomes attracted. Eddie starts to think differently about Rodolfo, he thinks that Rodolfo is gay and using Catherine so that he could get an American passport. Eddies wife Beatrice is aware of how deep Eddies protectiveness is towards Catherine. It soon becomes clear that she is unhappy about Eddies attitude to his niece. But as the story goes on the problem between Eddie and Beatrice goes deeper. Beatrice is worried about when shes going to be a wife again, (whats the matter Eddie you dont like me, heh? ). As Catherine finds her self-growing attraction to Rodolfo, which leads to their planned marriage, brings out an aggressive reaction in Eddie that starts to break the family apart. Eddies desire for Catherine, force him to consult Alfieri for advice, and Alfieri offers nothing but he tells him to allow events to follow their nature course. Its now that we know how disparate Eddie is to get rid of the brothers when he betrays them and tells the immigration bureau about them. Marco finally come face to face with Eddie in the neighbourhood to give Eddie a lesson, he spats on Eddies face in front of the whole community persuading them that he is the killer of his children. As all the characters change their feelings about Eddie, he looses his two best friends Louis and Mike. Therefore when I look at the end of the story, I can see how miller is showing us a person changing from being loved to being hated. Now that I looked at how eddies character was like I consider Eddie as a tragic hero because in my knowledge a tragic hero is a character in the play that falls to disaster through the combination of personal failing and circumstances with which he cannot deal with, similar to Shakespeare story in Macbeth. I think the word hero well not go with eddies character, Because Eddie only thought of himself and no one else especially Marcos starving children. I think Eddie deserved to die, because of what hes done, but at the same time I feel sorry for him, because he was the reason for Catherine to get educated and to get that far. I think Miller wants us to think that Eddie had gone to far and he should have settled half way, he also wants us to think that Eddies desire for Catherine lead him for his death and Marcos children. I think Eddie should have thought of what could have happened to him and to his family before falling for his desire. I think the play is more likely to show Marco as a hero for putting him self in so much trouble just to save his starving family. My view about Eddie changes, to me first he looked like a decent and loyal man who was loved by his family and then changes to a selfish, cruel man. Miller leads us through the play about Eddies jealousy, which culminates in an unforgivable crime against his family and the Sicilian community. Millers point above makes me feel stronger about Eddies betrayal and Sicilian community, how they acted towards a betray in a family. The other thing that I felt strongly about was Beatrices character, Her character made me to feel sorry about her, because she was powerless towards Eddie and had no other way but to stick to her husband.

Essay on Finance Law Example | Topics and Well Written Essays - 1000 words

On Finance Law - Essay Example As in the case of Salomon Vs Salomon, the court held that the two were separate entities. Walter therefore has the fiduciary duty to negotiate on behalf of the company while putting the interest of the company first. 1b. (i) According to the signed document that constituted the contract, the interest rate on the loan is 8%. Eight percent is therefore the appropriate interest rate that should be legally charged on SE Pty Ltd. Charging any rate lower or higher than the agreed rate as per the contract constitute a breach of contract and is therefore unacceptable and illegal. The company can as a result sue the bank for breaching the term of the contract and demand damages or refund for any loss that might have been attributed to the breach (Keenan & Riches, 2007). SE Pty Ltd can thus legally insist that the interest be calculated at 8% rate. (II) There would be legal ground for the company to obtain compensation if it could not insist on the loan calculation at 8%. In the legal suit aga inst the bank, the company would contend that the calculation of interest at 11% interest made them incur additional cost and this hindered their operations. The bank would then be faced with the duty of determining the amount of compensation to award for the losses caused to the company. Moreover, SE Pty Ltd could argue that a cardinal term of the contract was breached whose impact can be determined financially. 1c. According to the banking law, the bank has a right to combine accounts without permission of the customer so long as the accounts are held in the same capacity. It was therefore in order for the bank to combine the loan account and current account because they all belong to the same company. In addition, the customer (SE Pty Ltd) owes the bank some debt. This verdict will be similar to the previous case of Garnet Vs McKewan 1872 in which the bank combined the accounts without customers permission (Hudson, 2009). On the other hand, it would be illegal for the bank to com bine the personal saving account of Walter with those of the company because the accounts belong to different owners. The saving account of Walter is completely separate from that of the company and can therefore not be combined. A similar case was in Salomon Vs Salomon in which the separate identity was ruled (Salomon, 1961). 1d. The bank promise to accept only seven installments is unenforceable as they are inconsistent with the terms of the contract signed by the parties. Despite the promise, the bank could still claim that SE Pty Ltd pays the full amount of the loan and interest charges. The promise is only admissible at the goodwill of the bank and is not; legally binding. Moreover, the promise was oral hence; it cannot bar the bank from executing the original contract agreement. Q2a. Walter cannot be forced by the bank to sell his land in Bundoora to pay the loan of $ 1 million. This is because the loan was not Walter’s personal loan but was for the company. Moreover, t he land in Bundoora is not the property of the company. The case of Salomon vs Salomon in which the separation of the property to that of the owners was determined. However, the land at Bundoora can only be sold if Walter has some financial debt to the company. The amount will however be limited to the extent of the debt Walter owes the company (Proctor, 2010). Q2b. The

European Union, how successful was it at creating a single market Essay

European Union, how successful was it at creating a single market - Essay Example A free trade area is a form of economic integration wherein all barriers to trade, not only tariffs, are removed among participating nations although each nation maintains its trade barriers with other nations who are not members of the free trade area (Salvatore, 327). This was the situation in 1960 in the European Free Trade Association (EFTA) organised by the United Kingdom, Austria, Denmark, Norway, Portugal, Sweden and Switzerland (Salvatore, 328). A customs union provides no tariffs or other barriers to trade among member nations of the customs union and, in addition, the custom union harmonises trade policies with the rest of the world (Salvatore, 328). According to Salvatore, this was the status in 1957 of West Germany, France, Italy, Belgium, the Netherlands, and Luxembourg (328). A common market goes further than a customs union by â€Å"also allowing the free movement of labour and capital among member nations† (Salvatore, 328). According to Salvatore, much of Europ e became a common market in 1993 (328). Finally, an economic union is a significant advancement from a common market because in addition to the free flow of labour and capital among the members of the union, the economic union unifies the fiscal and monetary policies of member nations of the economic union (Salvatore, 328). Fiscal integration in the European Union is not immediately apparent. However, one good evidence of monetary integration is the launching of the euro as â€Å"the common currency of more than 300 million Europeans on 1 January 1999† (Europa, â€Å"The history of the European Union†).1 A study of Kocenda and colleagues in 2008 indicated that the monetary union within the European Union did not â€Å"encourage fiscal convergence among its members† (1). Thus, viewed from the perspective of advancement from a preferential trade arrangement and growing into a free trade area, then into a customs union, then into a common market, and finally into a n economic union, the formation of the European Union itself can be credited as a solid achievement in the creation of a single market. However, it is also possible to see the European Union as an act of protectionism of member countries of Europe against the rest of the world. In this sense, one can also view the formation of the European Union as a possible obstacle to the creation of a single market worldwide: a group of nations operating as a bloc or club within the World Trade Organisation (WTO). 2.0. Mission of the European Union The European Union, however, is more than an economic union. It is a political union as well among countries sharing a common vision and objectives. Europa, the official website of the European U

Cognitive Learning Theory Lecture Essay Example for Free

Cognitive Learning Theory Lecture Essay Cognitive Learning developed by theorist Edward C. Tolman, explains the way our brain processes and interprets information that we learn. The biological basis of cognitive learning style is grounded in brain theory. .(Different Cognitive Learning Styles, 2003-2013) It’s the relationship that occurs between two stimuli, but even though the stimulus is the same our brains react in different ways. However, each person process information at different rates. This type of learning style is basically defined as a personality aspect which affects attitudes, beliefs, and social communication. An example of Cognitive learning style can be how a person develops skills and familiarity, and how they establish and recall information. Some people need to picture the task before starting; others organize learning and teaching successively or casually and some work rapidly or purposefully. Cognitive Learning: Latent Learning Cognitive learning is internal and is broken down into thought processes. One important cognitive process is called latent learning. Latent literally means ‘hidden†, and occurs without any reinforcement, but is only demonstrated when some type of incentive is given for doing it. Basically, you learn thru shear repetitiveness. Unknowingly, our brain absorbs the information which is stored deep in our subconscious, and is only brought out when faced with a situation when the information is necessary. For example, say you car pool with someone to work every day, but she/he drives. Although you’re not driving you may still learn the route to your job, but have no reason to demonstrate your knowledge of this. However, if the person you car pool with gets ill you may need to drive yourself. By doing so, subconsciously you realize you’ve learned the same route that the usual driver would take, this is considered latent learning. Cognitive Learning: Observational Learning According to Albert Bandura and his colleagues, observational learning is also a major part of the learning process. Observational learning is just that, learning by observing what they see and then demonstrating it themselves. Basically, observational learning happens in a way that someone must notice something someone else is doing. Then record it in their mind, and finally imitate the actions. These actions may or may not happen again, and the choice to continue emulating these actions depends on the outcome. The intelligence level does determine whether someone is limited to or has the ability to mimic the person. Examples of this process would be someone observing someone tying their shoes and imitating it themselves with the reward of not tripping when they walk. Or perhaps, watching someone commit a crime and then getting punished for it shows the observer that imitating is not always ideal. Because each person acquires diverse cognitive learning styles, it is not only challenging but perhaps impossible to reach every person in a particular way. Numerous researchers have made an effort to deliver ways in which the learning process can take effect. Individuals are affected by components in their surroundings like sound, light, and feelings as well as incentive, diligence, obligation and the need for organization. There are some sociological needs that can be challenging and also affect you like peers, certain groups and adults as well as physical desires, like perceptual fortes, aperture, time and freedom of movement. References Different Cognitive Learning Styles. (2003-2013). Retrieved from http://www.learningrx.com/different-cognitive-learning-styles-faq.htm Feldman, R. S. (Ed.). (2011). Cognitive Approach to learning. Essentials of Understanding Psychology (9th ed., pp. 188-194). Retrieved from

The Swirls Of Emotions :: essays research papers

Emotions can be classified, according to your personal experience, into three different categories: happiness, sadness, and anger. First of all, there is happiness. Happiness has no limits, for it can be felt at any time, any place and to any person. It cannot be hunted for; it is not obvious, but inscrutable. Happiness is realized by understanding one's self, which is completely a personal experience. For instance, a person may find happiness in one thing, whereas someone else may in another. Happiness is what we let it be, and even though carry the abilty to let ourselves be happy, we rarely do. The second catagory that emotions can be fall into is sadness. Why is the quest for happiness left us more vulnerable and sad? Are we a society of people who are all looking for happiness and disappinted with what we find? In most cases, sadness leaves us in a state of depression and unstableness. When you become sad you feel as though you hate life at the present time and in most instance s you cry, become depressed and feel like your sadness will be everlasting. If we were always happy and never expressed our sadness, it would eventually build up and one day we would just explode, and mabye go into a form of deep depression. The last but not least of the catagories of emotion is anger. Quick to rise, and even quicker to lash out, the simple emotion of anger has the power to destroy and create. Anger is not always a bad emotion. Without anger lives would be lost, tyranny would go unopposed, and inhumanities would be quietly accepted. Anger, the most powerful and feared emotion of the soul's repertoire, destroys and created in the same breath. Moving from one person to the next anger is an every present force in

History of Minority Populations in the Child Welfare System of the United States Essay

Article 1 Love, C. (2005). Not in our country? A critique of the United States welfare system through the lens of China’s one child policy. Columbia Journal of Gender and Law, 14(2). 142-174. Retrieved May 21, 2010. The article mainly focuses on the Family Planning Law in China and the laws in the United States regarding society welfare. Both the countries aim to eliminate poverty from the societies and encourage development and growth. The author of the article believes that some child laws have been violated in achieving a level of success in implementing welfare laws. Despite the efforts of the government, the people living below the poverty line are increasing each day in both the countries. The children are punished for the decisions of their parents as they do not have a separate formal identification. The cap on the family size in the United States legislature does not allow a woman to bear as many children as she wishes. The government supports children in a family to a certain limit. However, after the reproductive cap has been crossed, the government does not provide any benefits to the child who has been born after the cap was crossed. These limitations on the reproductive choice of a woman demonstrate that the system if full of issues and inequalities. This is because the child who is born after the reproduction cap is not entitled to the support from the government that other children are enjoying. Article 2 Raghavan, R., Inoue, M., Ettner, S., Hamilton, B., & Landsverk, J. (2010). A Preliminary Analysis of the Receipt of Mental Health Services Consistent With National Standards Among Children in the Child Welfare System.  American Journal of Public Health,  100(4), 742-749. Retrieved May 21, 2010 from Psychology and Behavioral Sciences Collection data. In this article, the authors perform a research to find out whether the children in the child welfare system of the United States receive mental health care as the others receive. Data from the past three years was used to conduct the research and study. This data was collected from the National Survey for Child and Adolescent well-being. The sample size consisted of 3,802 individuals. The results showed that only half of the total sample size received mental health care that was consistent with a single national standard. However, there were only 10% of the total sample were fortunate enough to get health care which was consistent with all of the national standards. It was also found out that the older children were more likely to attract mental health care which is consistent with the national standards. Therefore the article concludes with the fact that the child welfare system in the Unites States is not working fairly and those who need the support are not getting it. Article 3 Dettlaff, A., de Haymes, M., Velazquez, S., Mindell, R., & Bruce, L. (2009). Emerging Issues at the Intersection of Immigration and Child Welfare: Results from a Transnational Research and Policy Forum.  Child Welfare,  88(2), 47-67. Retrieved May 21, 2010, from Education Research Complete database. The authors of this article intend to reveal the issues related to child welfare system that an immigrant family has to face while moving to the United States. Child permanency, safety and well being have become the major concerns of a family moving to the United States. The increasing numbers of immigrants in the past few years suggest an increase in contact and interaction with the child welfare system, but the numbers of immigrant children involved with the welfare system have not been measured. The author of the article also believes that the immigrant children are more likely to live in poverty than the children of the natives. Moreover the authors reveal that the immigrant families in the United States are less likely to receive any financial benefits than the natives. The children that are related to the immigrant families are more likely to lack health insurance coverage than the native ones. These discrepancies in the child welfare system exist due to the fact that the parents of these immigrant children also do not have access to the benefits that a normal American would enjoy.