The Youngest US President ever to Take Office - 784 Words

John F. Kennedy was voted into office during the election of 1960. To date, Kennedy is the youngest person to be elected President. Surprisingly, at the start of the campaign, Kennedy was a long shot to win the Democratic nomination. Without a distinguished presence in the political world and the stigma of being Roman Catholic, Kennedy had a lot of ground to conquer. In not just politics, but society, religion is and was a controversial issue. Kennedy, who was Catholic, struggled against critics who were anti-Catholicism. It was often insisted that Kennedy would turn to the pope for orders and therefore run our country based upon the Church. Kennedy overcame this obstacle by reassuring voters he would not act according to the Church†¦show more content†¦As a nation that is expected to be the leaders of other nations, he would not settle for second. In the case of exploring space, that was exactly where we were. The Soviet Union was far ahead of the United States in its space program. With Project Apollo, Kennedy was determined to play catch up and asked congress to invest more that twenty-two billion dollars into the project. The end goal was to have an American man on the moon before the end of the decade. Neil Armstrong was that man in 1969. Not only was the Soviet Union viewed as a threat with their space program being more advance, but they also had nuclear missile sites being built. An American spy plane secretly photographed evidence that both Cuba and the Soviet Union were building nuclear missile sites. President Kennedy remained collected and directed that a naval blockade was placed around Cuba which would prevent the Soviets from obtaining more military supplies. On the brink of what could have been a nuclear war, there was an agreement made, the Soviets agreed to dismantle their weapons sites in exchange for a pledge from the United States not to invade Cuba. Tension slowly began to lessen as time passed and the agreement remained respected. 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Broken trust requires many months and years to rebuild, if ever it can be. â€Å"Less than one hundred miles from Las Vegas, Nevada is the most famous secret military installation on the planet† (â€Å"Area†). â€Å"The actual area cannot be found on most maps, at least not those accessible to the public† (â€Å"Brannan†). â€Å"There

Launching the New Ship of State Free Essays

string(68) " and had to be led by those who were wealthier and better educated\." CHAPTER [ 10 ] Launching the New Ship of State, 1789–1800 PART I: Reviewing the Chapter A. Checklist of Learning Objectives After mastering this chapter, you should be able to: [ 1 ]. State why George Washington was pivotal to inaugurating the new federal government. We will write a custom essay sample on Launching the New Ship of State or any similar topic only for you Order Now [ 2 ]. Describe the methods and policies Alexander Hamilton used to put the federal government on a sound financial footing. [ 3 ]. Explain how the conflict between Hamilton and Jefferson led to the emergence of the first political parties. [ 4 ].Describe the polarizing effects of the French Revolution on American foreign and domestic policy and politics from 1790 to 1800. [ 5 ]. Explain the rationale for Washington’s neutrality policies, including the conciliatory Jay’s Treaty and why the treaty provoked Jeffersonian outrage. [ 6 ]. Describe the causes of the undeclared war with France, and explain Adams’s decision to seek peace rather than declare war. [ 7 ]. Describe the poisonous political atmosphere that produced the Alien and Sedition Acts and the Kentucky and Virginia resolutions. Related essay: What Led to the Rise of Political Parties in 1790 [ 8 ]. Describe the contrasting membership and principles of the Hamiltonian Federalists and the Jeffersonian Republicans, and how they laid the foundations of the American political party system. B. Glossary To build your social science vocabulary, familiarize yourself with the following terms. [ 1 ]. census? An official count of population; in the United States, the federal census occurs every ten years. â€Å". .  . the first official census of 1790 recorded almost 4 million people. † [ 2 ]. public debt? The money owed by a government to individual or institutional creditors, also called the national debt. . .  . the public debt, with interest heavily in arrears, was mountainous. † [ 3 ]. cabinet? The body of official advisers to the head of a government; in the United States, it consists of the heads of the major executive departments as designated by Congress. â€Å"The Constitution does not mention a cabinet. .  . .† [ 4 ]. circuit court? A court that hears cases in several designated locations rather than a single place; originally, in the United States, the higher courts of appeals were all circuit courts, and are still designated as such even though they no longer migrate. The act organized . .  . federal district and circuit courts. .  . .† [ 5 ]. fiscal? Concerning public finances—expenditures and revenues. â€Å"His plan was to shape the fiscal policies of the administration. .  . .† [ 6 ]. assumption? In finance, the appropriation or taking on of monetary obligations not originally one’s own. â€Å"The secretary made a convincing case for ‘assumption. ’ † [ 7 ]. excise? A tax on the manufacture, sale, or consumption of certain products. â€Å"Hamilton . .  . secured from Congress an excise tax on a few domestic items, notably whiskey. † [ 8 ]. stock? The shares of capital ownership gained from investing in a corporate enterprise; the term also refers to the certificates representing such shares. â€Å"Stock was thrown open to public sale. † [ 9 ]. medium of exchange? Any item, metallic, paper, or otherwise, used as money. â€Å"They regarded [whiskey] as a . .  . medium of exchange. † [ 10 ]. despotism? Arbitrary or tyrannical rule. â€Å"The American people, loving liberty and deploring despotism, cheered. † [ 11 ]. impress? To force people or property into public service without choice; to conscript. â€Å"They . .  . impressed scores of seamen into service on British vessels.   . .† [ 12 ]. assimilation? The merging of diverse cultures or peoples into one; especially, the merging of a smaller or minority community into a larger one. â€Å"The drastic new law violated the traditional American policy of open-door hospitality and speedy assimilation. † [ 13 ]. witch-hunt? An investigation carried on with much publicity, supposedly to uncover dangerous activity but actually intended to weaken the political opposition by presuming guilt from the outset. â€Å"Anti-French hysteria played directly into the hands of witch-hunting conservatives. † [ 14 ]. compact? An agreement or covenant between states to perform some legal act. â€Å"Both Jefferson and Madison stressed the compact theory. .  . .† [ 15 ]. nullification? In American politics, the assertion that a state may legally invalidate a federal act deemed inconsistent with its rights or sovereignty. â€Å"[The] resolutions concluded that . .  . ‘nullification’ was the ‘rightful remedy. ’ † PART II: Checking Your Progress A. True-False Where the statement is true, circle T; where it is false, circle F. [ 1 ]. TFThe primary force threatening American national security and unity in the 1790s were the international wars set off by the French Revolution. 2 ]. TFThe passage of the first ten amendments to the Constitution demonstrated the Federalist determination to develop a powerful central government even if it threatened minority rights. [ 3 ]. TFHamilton’s basic purpose in all his financial measures was to strengthen the federal governmen t by building up a larger national debt. [ 4 ]. TFA political deal between Jefferson and Hamilton involved obtaining Virginia’s support for assumption of state debts in exchange for locating the District of Columbia along the Potomac River by Virginia. [ 5 ]. TFHamilton financed his large national debt by revenues from tariffs and excise taxes on products such as whiskey. [ 6 ]. TFIn the battle over the Bank of the United States, Jefferson favored a loose construction of the Constitution, and Hamilton favored a strict construction. [ 7 ]. TFThe first political rebellion against the new United States government was by frontier whiskey distillers who hated Hamilton’s excise tax on alcohol. [ 8 ]. TFThe first American political parties grew mainly out of the debate over Hamilton’s fiscal policies and U. S. foreign policy toward Europe. [ 9 ]. TFJefferson and his Republican Party followers turned against the French Revolution when it turned radically violent in the Reign of Terror. [ 10 ]. TFPresident Washington believed that America was so powerful that it could afford to stay neutral in the great revolutionary wars between Britain and France. [ 11 ]. TFJohn Jay’s unpopular treaty with Britain stirred outrage among many Americans and fueled the rise of Jefferson’s Republican Party. [ 12 ]. TFAdams decided to seek a negotiated peace with France in order to unite his Federalist party and enhance his own popularity with the public. [ 13 ]. TFThe Alien Laws were a reasonable Federalist attempt to limit uncontrolled immigration into the United States and protect dangerous French revolutionaries from weakening American national security. [ 14 ]. TFJeffersonian Republicans believed that the common people were not to be trusted and had to be led by those who were wealthier and better educated. You read "Launching the New Ship of State" in category "Essay examples" [ 15 ]. TFThe Jeffersonian Republicans generally sympathized with Britain in foreign policy, while the Hamiltonian Federalists sympathized with France and the French Revolution. B. Multiple Choice Select the best answer and circle the corresponding letter. 1 ]. A key addition to the new federal government that had been demanded by many critics of the Constitution and others in the ratifying states was a. a cabinet to advise the president. [ b ]. a written bill of rights to guarantee liberty. [ c ]. a supreme court. [ d ]. federal assumption of state debts. [ e ]. a federal district where the capital would be located. [ 2 ]. The influential Founder and member of Congress who personally wrote the Bill of Rights was [ a ]. George Washington. [ b ]. Thomas Jefferson. [ c ]. John Marshall. [ d ]. Alexander Hamilton. [ e ]. James Madison. [ 3 ]. The Bill of Rights is the name given to provisions whose actual legal form consists of [ a ]. an executive proclamation of President George Washington. [ b ]. Article II, Section 3 of the U. S. Constitution. [ c ]. a set of rulings issued by the Supreme Court. [ d ]. the first ten amendments to the Constitution of the United States. [ e ]. the common law rights inherited from the English Magna Carta. [ 4 ]. The Ninth and Tenth Amendments partly reversed the federalist momentum of the Constitution by declaring that [ a ]. the federal government had no power to restrict the action of local governments. b ]. the powers of the presidency did not extend to foreign policy. [ c ]. all rights not mentioned in the federal Constitution were retained by the states or by the people themselves. [ d ]. the Supreme Court had no power to rule in cases affecting property rights. [ e ]. the states themselves were not bound by the guarantees in the bill of rights. [ 5 ]. Hamilton’s first financial policies were intended to [ a ]. finance the new government through the sale of western lands. [ b ]. fund the national debt and to have the federal government assume the debts owed by the states. [ c ]. epudiate the debts accumulated by the government of the Articles of Confederation. [ d ]. insure that low federal taxes would spur economic growth. [ e ]. guarantee that the dollar would become a sound and respected international currency. [ 6 ]. The deep disagreement between Hamilton and Jefferson over the proposed Bank of the United States was over whether [ a ]. the Constitution granted the federal government the power to establish such a bank. [ b ]. it would be economically wise to create a bank-guaranteed national currency. [ c ]. the bank should be under the control of the federal government or the states. d ]. such a Bank violated the Bill of Rights. [ e ]. the Bank should be a private institution or an agency of the federal government . [ 7 ]. The first American political parties developed primarily because of [ a ]. the sectional division over slavery. [ b ]. the Founders’ belief that organized political opposition was a necessary part of good government. [ c ]. the antifederalists’ continuing hostility to the legitimacy of the new federal Constitution. [ d ]. patriotic opposition to foreign intervention in American domestic affairs. [ e ]. he opposition of Thomas Jefferson and his followers to Hamilton’s financial policies and enhancement of federal government power. [ 8 ]. The Whiskey Rebellion proved to be most significant in the long run because it [ a ]. showed that the tariff was a more effective producer of revenue than the excise tax. [ b ]. showed that the new federal government would use force if necessary to uphold its authority. [ c ]. demonstrated that the American military could suppress a powerful domestic rebellion. [ d ]. showed the strength of continuing antifederalist hostili ty to the new constitutional government. e ]. showed that Americans would not tolerate federal taxation of their alcohol, tobacco, and firearms. [ 9 ]. Regarding the French Revolution, most Jeffersonian Democratic-Republicans believed that [ a ]. even the extreme violence of the Reign of Terror was regrettable but necessary. [ b ]. the overthrow of the king was necessary, but the Reign of Terror went much too far. [ c ]. the Revolution should be supported by American military aid if necessary. [ d ]. the French Revolution represented a complete distortion of American Revolutionary ideals of liberty. [ e ]. ts political goals were valid but its atheistic attack on Christianity was unjustified. [ 10 ]. President Washington’s foreign policy rested on the firm conviction that [ a ]. there should be an end to European colonialism in the Americas. [ b ]. the United States could enhance its power by mediating between warring Britain and France. [ c ]. America needed to adhere firmly to its Revolutionary alliance with France. [ d ]. America ought to enter the French-British war only if its own republican ideals were at stake. [ e ]. the United States was too militarily weak and political disunited to become involved in European wars. 11 ]. In the 1790s, the powerful Miami Indians led by Little Turtle battled with the U. S. Army for control of [ a ]. Lake Erie and Lake Huron. [ b ]. the Ohio territory. [ c ]. Kentucky. [ d ]. hunting rights west of the Appalachians. [ e ]. Florida. [ 12 ]. George Washington’s successor, John Adams, was politically crippled by [ a ]. Washington’s refusal to give him his whole-hearted endorsement. [ b ]. the political hostility directed at his assertive wife, Abigail Adams. [ c ]. the attacks and plots by enemies within his own Federalist party, including Hamilton. [ d ]. is ignorance and weakness in managing foreign and military affairs. [ e ]. his support for the unpopular Alien and Sedition Acts. [ 13 ]. The United States became involved in an undeclared war with France in 1797 because of [ a ]. fierce American opposition to the concessions of Jay’s Treaty. [ b ]. American anger at attempted French bribery of American diplomats in the XYZ Affair. [ c ]. French interference with American shipping and freedom of the seas. [ d ]. President Adams’s sympathy with Britain and hostility to Revolutionary France. [ e ]. France’s refusal to sell New Orleans and Louisiana. [  14 ]. Thomas Jefferson and the Republican Party essentially believed that the whole future of American society rested on an essential foundation of [ a ]. wealthy planters and merchants. [ b ]. international trade and westward expansion. [ c ]. free, white, educated, small landowning farmers. [ d ]. evangelical Protestants and learned scientists and technicians. [ e ]. a political coalition of whites and African Americans. [ 15 ]. The Federalists essentially believed that [ a ]. most governmental power should be retained by the states or by the people themselves. [ b ]. he federal government should provide no special aid to private business. [ c ]. the common people could, if educated, participate in government affairs. [ d ]. the United States should have a powerful central government controlled by the wealthy and well educated. [ e ]. the United States should isolate itself from Europe and turn toward westward expansion. C. Identification Supply the correct identification for each numbered description. [ 1 ]. __________The body of advisers to the president, not mentioned in the Constitution, that George Washington established as an important part of the new federal government [ 2 ]. _________The first ten amendments to the United States Constitution that protected individual liberties [ 3 ]. __________The cabinet office in Washington’s administration headed by a brilliant young West Indian immigrant who distrusted the people [ 4 ]. __________Alexander Hamilton’s policy of paying off all federal bonds at face value in order to strengthen the national credit [ 5 ]. __________Hamilton’s policy of having the federal government pay the financial obligations of the states [ 6 ]. _________Federally chartered financial institution set up by Alexander Hamilton and vehemently opposed by Thomas Jefferson [ 7 ]. __________Political organizations, not envisioned in the Constitution, and considered dangerous to national unity by most of the Founders [ 8 ]. __________Politica l and social upheaval supported by most Americans during its moderate beginnings in 1789, but the cause of bitter divisions after it took a radical turn in 1792 [ 9 ]. __________Declaration by President Washington in 1793 that announced America’s policy with respect to the French Revolutionary wars between Britain and France [ 10 ]. _________Treaty following Miami Indians’ defeat in the Battle of Fallen Timbers that ceded Ohio to the United States but gave Indians limited sovereignty [ 11 ]. __________International agreement, signed in 1794, whose terms favoring Britain outraged Jeffersonian Republicans [ 12 ]. __________Scandal in which three French secret agents attempted to bribe U. S. diplomats, outraging the American public and causing the undeclared war with France [ 13 ]. __________Law passed by Federalists during the undeclared French war that made it a criminal offense to criticize or defame government officials, including the president [ 14 ]. _________The peace treaty courageously signed by President John Adams that ended the undeclared war with France as well as the official French-American alliance [ 15 ]. __________The doctrine, proclaimed in the Thomas Jefferson’s Kentucky resolution, that a state can block a federal law it considers unconstitutional D. Matching People, Places, and Events Match the person, place, or event in the left column with the proper description in the right column by inserting the correct letter on the blank line. [ 1 ]. ___John Adams [ 2 ]. ___Alexander Hamilton [ 3 ]. ___Thomas Jefferson [ 4 ]. ___James Madison [ 5 ]. ___Supreme Court [ 6 ]. __Funding and assumption [ 7 ]. ___Bank of the United States [ 8 ]. ___Whiskey Rebellion [ 9 ]. ___Federalists [ 10 ]. ___Republicans [ 11 ]. ___XYZ [ 12 ]. ___Battle of Fallen Timbers [ 13 ]. ___Alien and Sedition Acts [ 14 ]. ___Bill of Rights [ 15 ]. ___Washington’s Farewell Address| [ a ]. A protest by poor western farmers that was firmly suppressed by Washington and Hamilton’s army [ b ]. Body organized by the Judiciary Act of 1789 and first headed by John Jay [ c ]. Brilliant administra tor and financial wizard whose career was plagued by doubts about his character and his beliefs concerning popular government [ d ]. Political party that believed in the common people, no government aid for business, and a pro-French foreign policy [ e ]. The second president of the United States, whose Federalist enemies and political weaknesses undermined his administration [ f ]. Skillful politician-scholar who drafted the Bill of Rights and moved it through the First Congress [ g ]. Institution established by Hamilton to create a stable currency and bitterly opposed by states’ rights advocates [ h ]. Hamilton’s aggressive financial policies of paying off all federal bonds and taking on all state debts [ i ]. Harsh and probably unconstitutional laws aimed at radical immigrants and Jeffersonian writers [ j ]. General Anthony Wayne’s victory over the Miami Indians that brought Ohio territory under American control [ k ]. Message telling America that it should avoid unnecessary foreign entanglements—a reflection of the foreign policy of its author [ l ]. Secret code names for three French agents who attempted to extract bribes from American diplomats in 1797 [ m ]. Washington’s secretary of state and the organizer of a political party opposed to Hamilton’s policies [ n ]. Ten constitutional amendments designed to protect American liberties [ o ]. Political party that believed in a strong government run by the wealthy, government aid to business, and a pro-British foreign policy| E. Putting Things in Order Put the following events in correct order by numbering them from 1 to 5. [ 1 ]. __________Revolutionary turmoil in France causes the U. S. president to urge Americans to stay out of foreign quarrels. [ 2 ]. __________Envoys sent to make peace in France are insulted by bribe demands from three mysterious French agents. [ 3 ]. __________First ten amendments to the Constitution are adopted. [ 4 ]. _________Western farmers revolt against a Hamiltonian tax and are harshly suppressed. [ 5 ]. __________Jefferson organizes a political party in opposition to Hamilton’s financial policies. F. Matching Cause and Effect Match the historical cause in the left column with the proper effect in the right column by writing the correct letter on the blank line. Cause| Effect| [ 1 ]. ___The need to gain support of wealthy groups for the federal government [ 2 ]. ___Passage of the Bill of Rights [ 3 ]. ___The need for federal revenues to finance Hamilton’s ambitious policies [ 4 ]. ___Hamilton’s excise tax on western farmers’ products [ 5 ]. __Clashes between Hamilton and Jefferson over fiscal policy and foreign affairs [ 6 ]. ___The French Revolution [ 7 ]. ___The danger of war with Britain [ 8 ]. ___Jay’s Treaty [ 9 ]. ___The XYZ Affair [ 10 ]. ___The Federalist fear of radical French immigrants| [ a ]. Led to the formation of the first two American political parties [ b ]. Caused the Whiskey Rebellion [ c ]. Led Hamilton to promote the fiscal policies of funding and assumption [ d ]. Guaranteed basic liberties and indicated some swing away from Federalist centralizing [ e ]. Led to imposition of the first tariff in 1789 and the excise tax on whiskey in 1791 [ f ]. Aroused Jeffersonian Republican outrage at the Washington administration’s pro-British policies [ g ]. Created bitter divisions in America between anti-Revolution Federalists and pro-Revolution Republicans [ h ]. Caused an undeclared war with France [ i ]. Led Washington to support Jay’s Treaty [ j ]. Caused passage of the Alien Acts| G. Developing Historical Skills Reading for Main Idea and Supporting Details Any historical generalization must be backed up by supporting details and historical facts. For example, the text states that â€Å"the key figure in the new government was smooth-faced Alexander Hamilton †¦ (p. 202). This generalization is then supported by details and facts showing Hamilton’s importance, such as his policy of funding and assumption, his customs and excise taxes, and his establishment of the Bank of the United States. List at least two supporting details or facts that support each of the following general assertions in the text. [ 1 ]. â€Å"President Washington’s far-visioned policy of neutrality was sorely tried by the British† (p. 211). [ 2 ]. â€Å"True to Washington’s policy of steering clear of war at all costs, [President Adams] tried again to reach an agreement with the French.   . † (p. 215). [ 3 ]. â€Å"Exulting Federalists had meanwhile capitalized on the anti-French frenzy to drive through Congress in 1798 a sheaf of laws designed to muffle or minimalize their Jeffersonian foes† (p. 217). [ 4 ]. â€Å"Resentful Jeffersonians naturally refused to take the Alien and Sedition Laws lying down† (p. 218). [ 5 ]. â€Å"As the presidential contest of 1800 approached, the differences between Federalists and Democratic-Republicans were sharply etched† (p. 219). [ a ]. Indicate two clear differences between the parties. PART III: Applying What You Have Learned [ 1 ]. What were the most important steps that George Washington took to establish the authority and prestige of the new federal government under the Constitution? [ 2 ]. Explain the purpose and significance of the Bill of Rights. Did these Ten Amendments significantly weaken the authority of the federal government, or actually enhance it? [ 3 ]. What were Hamilton’s basic economic and political goals, and how did he attempt to achieve them? [ 4 ]. What were the philosophical and political disagreements between Hamilton and Jefferson that led to the creation of the first American political parties? 5 ]. What were the basic goals of Washington’s and Adams’s foreign policies, and how successful were they in achieving them? [ 6 ]. How did divisions over foreign policy, especially the French Revolution, poison American politics and threaten the fledgling nation’s unity in the 1790s? [ 7 ]. In foreign policy, the Federalists believed that the United States needed to b uild a powerful national state to gain equality with the great powers of Europe, while the Republicans believed the country should isolate itself from Europe and turn toward the West. What were the strengths and weaknesses of each policy, and why was the Republicans’ view generally favored by most Americans in the 1800s? [ 8 ]. Although Federalists and Republicans engaged in extremely bitter political struggles during this period, they both retained their commitment to the American experiment, and in 1800, power was peacefully handed from Federalists to Republicans. What shared beliefs and experiences enabled them to keep the nation together, despite their deep disagreements? Was there ever a serious danger that the new federal government could have collapsed in civil war? How to cite Launching the New Ship of State, Essay examples

Experience in Improving Communication for Canadian Culture

Question: Write about theExperience in Improving Communication for Canadian Culture. Answer: Introduction I have seen that when people indulge in communication, they experience many things- thoughts, feelings and emotions. Sometimes, the communication between two individuals is too serious, resulting in communication gaps. In this situation, humors play an important role in breaking the ice for gaining trust and dependence from others. However, I feel rationality is needed in applying humors to the serious situations. This is in terms of ensuring that the individual sentiments of the people are not hurt. This assignment would assess the importance of humors for improving communication. Canadian and Chinese communication Humor is a symbol of Canadas cultural heritage. Although there are variations in the customs and traditions, the goal is one, that is, to lure the people through humorous tone in the communications. I can also relate the Chinese culture here, where there is a separate course- humor studies. However, I am surprised at the proposition that humors disrupt the communication between two Chinese people. Themes I think themes in communication helps in reaching to specific subject matter. I felt that the process of developing themes was very difficult. This was because of the prolonged process, that I had to undergo. First, I had to collect data on the use of humor in Chinese and Canadian communication and then incorporate them in my research. The process of data collection itself was very complicated. I failed to notice the themes easily. Discussing the process with my friends helped me to discover the relevant themes. Upon discovering the themes, I heaved a sigh of relief. This relief provided satisfaction to me in terms of getting solution for the problems. I became surprised to find themes from other reflections. Reading about the themes related to humour in the Chinese and Canadian communication, I felt elated on the diversity of the world around me. This elation gains more weightage as I found the information on my own efforts. Iterations While collecting data on the use of humor in improvement of communication, I had to repeat search process. This repetition broadened my perspectives about the subject matter. I was attempting to incorporate the gathered ideas along with my preconceived knowledge for framing the statements. When I was sending the draft, I thought it is not proper. Therefore, I again evaluated the draft and made the changes. Every time I evaluated, I thought something or the other is missing. I suffered from lack of confidence and needed encouragement and motivation that whatever I wrote was correct. I went to my tutor, who advised me to incorporate a why statement. I learnt from the tutor that developing the why statement addressed my issue regarding upgradation of my communication skills. I think emerging successful in discovering the why statement helped me to overcome the hesitation, which I used to face while communicating with others. Looking forward Why statement enhances my clarity regarding why am I doing the project. If I apply the why statement in my personal life also, I would be able to get an answer for all the activities that I am carrying out. Therefore, it would be helpful in exposing planning action and reasoned behavior towards the allotted duties and responsibilities. Different persons possess different likes and dislikes. In case of the projects, the why statements differ and vary according to the requirements. According to my opinion, consideration of the target audience is important for discovering the why statement. This consideration involves the specific tastes and preferences of the audience, which proves fruitful in fulfilling the identified and specified objectives. I feel evaluation would help me to assess the appropriateness of the proposed why statement. Along with this, evaluation would also bring to the forefront the disproportionate why statement for the audience. Emerging successful in this assessmen t proves helpful for me in terms of upgrading my image in the society in terms of using polished language while communicating. Attending spoken English classes would also be helpful in terms of selecting the appropriate channel for altering my personality. Even here, why statement is important in terms of measuring the importance of taking Spoken English classes. This assessment is crucial for getting an answer for all the activities, which I perform for fulfilling the necessities. When I am communicating in public, then also why statement would help me to assess its feasibility in terms of my communication development. I think control of emotions, thoughts and feelings would help me to improve my public communication skills. This control would upgrade my position within the neighbors.

Angiosperms and Gymnosperms Essay Example

Angiosperms and Gymnosperms Essay PRACTICAL 6 Seed Plants (Gymnosperms and Angiosperms) OBJECTIVES: 1. To describe the features of seed plant life cycle and the concept of the dominant generation. 2. To describe the life histories and related reproductive structures of gymnosperms and angiosperms. 3. To summarize the features that distinguish gymnosperms and angiosperms. 4. To discuss the advantages of seed plants to dominate land and their evolutionary adaptations on land. EXPERIMENT 1: Gymnosperms INTRODUCTION: Gymnosperms (720 species in 65 genera) are ancient seed plants that include ginkgos (Division Ginkgophyta), cycads (Division Cycadophyta), conifers (Division Coniferophyta), and gnetophytes (Division Gnetophyta). The term gymnosperm derives from the Greek wood roots gymnos, meaning â€Å"naked†, and sperma, meaning â€Å"seed†. They are naked-seeded plants meaning that the ovule, which becomes a seed, is exposed on the sporophyte at pollination. Mature seed are not enclosed in a fruit as are those of flowering plants. Gymnosperms are best known for their characteristic cones, called strobili. These strobili display sporangia and their subsequently developing ovules and pollens. Gymnosperms do not require water for sperm to swim to reach the egg as do seedless plants. Instead, immense amount of windblown pollen are produced. Most gymnosperm cones, including the familiar pine cone, are complex whorls of leaflike, woody scales around a central axis. The smallest cones include those of the junipers (Juniperus) which have flesh scales fused into a structure resembling a berry. The larger cones may weigh 45 kg and are produced by cycads. We will write a custom essay sample on Angiosperms and Gymnosperms specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Angiosperms and Gymnosperms specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Angiosperms and Gymnosperms specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In most gymnosperm species, the female megastrobilus is larger and distinctive from the male microstrobilus. MATERIALS: 1. Living or preserved specimens of * Ginkgo (Ginkgo biloba) * Cycad (Cycad sp. ) * Pine (Pinus sp. ) 2. Prepared slide of gymnosperms 3. Compound microscope 4. Dissecting microscope 5. Slide and coverslip 6. Forceps 7. Distilled water PROCEDURE: A ginkgo: 1. A prepared slide of male strobilus of Ginkgo biloba is examined. The microsporophyll, microsporangium, and strobilus axis are identified. 2. A prepared slide of female strobilus of Ginkgo biloba is examined. The megasporophyll, megasporangium, and strobilus axis are identified. A cycad: 1. A female cycad is examined. The leaves, megasporophylls, megasporangia and developing seed are identified. 2. The pollen cone bears on male cycad. Pollinated cone is examined and microsporophyll, microsporangia, and pollen grains are identified. A pine: 1. A male cone and female cone of Pinus sp. are obtained. 2. A prepared slide of longitudinal section of female cone is examined. The megasporophyll, megasporangia, and ovule are looked. 3. A prepared slide of longitudinal section of male cone is examined. The microsporophyll, microsporangia, and pollen grains are looked. 4. Fertilization occurs after the pollen tube penetrates the megasporangium and allows sperm to enter the archegonium and fuses with the egg. The zygote will form after fertilization. A prepared slide of the developing embryo of Pinus sp. is examined. 5. Mature seed cone is obtained. The seed with wing attached to the ovuliferous scale is found. 6. The anatomy of pine leaf one needle is examined. The following: epidermis, stoma, photosynthetic mesophyll, endodermis, phloem, xylem, and resin duct are identified. RESULTS Cross section of Ginkgo Biloba Cross section of Cycad Cross section of female pine Cross section of male pine EXPERIMENT 2: Angiosperms INTRODUCTION: Angiosperms are the most abundant, diverse, and widespread of all land plants. They are successful because they are structurally diverse, have efficient vascular systems, share a variety of mutualisms (especially with insects and fungi), and have short generation times. Flowering plants are important to human because our world economy is overwhelmingly based on them. Indeed, we eat and use vegetative structures (roots, stems and leaves) as well as reproductive structure (flowers, seeds, and fruits). You will find that many of the vegetative structures are quite similar to those of more ancient plants shown. The roots, stems, and leaves of flowering plants function just as those of ferns and cone bearing plants. Flowers and fruits, however are unique adaptations of angiosperms. Biologists believe that the extraordinary adaptiveness of these structures has led to the proliferation of the incredible diversity found among flowering plants. MATERIALS: 1. Living specimens of angiosperms (dicots monocots) with roots, stems, leaves, flowers, fruits and seeds. (Imperata cylindrical, zea mays, Carica papaya, Phaseolus sp. ) 2. Prepared slide of angiosperms (dicots monocots) 3. Compound microscope 4. Dissecting microscope 5. Slide and coverslip 6. Forceps 7. Distilled water PROCEDURE: Roots: 1. A root of dicots and monocots are obtained for morphology and anatomy study. 2. The root systems of representative dicot and monocot are looked. 3. Cross section of dicot root shows the central stele is surrounded by a thick cortex and epidermis. The following: epidermis, cortex, parenchyma cells, starch grains, pericycle, endodermis, phloem, and xylem are identified. 4. Cross section of monocot roor shows this root has a vascular cylinder of xylem and phloem that surrounds a central pith. The following: epidermis, cortex, endodermis, Casparian strip, pith, phloem, and xylem are identified. 5. A prepared slide of the roots for some other species is obtained and their structure is identified. Stems: 1. The longitudinal section of shoot tip of representative dicot and monocot is studied. The following: leaf, leaf primordium, apical meristem, ground meristem, axillary bud, vascular bundle, and pith are identified. 2. A dicot and monocot is obtained and a cross section of the stems is made and the arrangement of vascular bundles is examined. The anatomy between this dicot and monocot is compared. 3. For both type of plants, epidermis, cortex, phloem, xylem, cambium, pith, and vascular bundle are identified. Leaves: 1. Fresh specimen provided in lab is looked. Flowering plants show a variety of morphology to identify, such as, leaf arrangements and leaf venation. 2. Using fresh prepared slide or prepared slide of some flowering plants, the structure of the leaves is studied. The leaves have common features: cuticle, air space, lower epidermis, upper epidermis, palisade mesophyll, spongy mesophyll, and vascular bundle are noticed. Flowers: 1. The longitudinal section of some flowers is looked. The parts of a flower: stigma, pistil, style, ovary, sepal, receptacle, peduncle, petal, filament, stamen, and anther are named. 2. A prepared slide of a cross section of mature anther (lily anther) is examined. Sections of the four microsporangia are found. Pollen grains within a microsporangium is looked. 3. A prepared slide of a cross section of an ovary (lily ovary). The several ovules are found. Megaspore mother cell within megasporangium is looked. The megasporangium develops is studied. The placenta, integuments, microphyle, egg cell, central cell, and polar nuclei are identified. 4. The demonstration slide of double fertilization is observed and the zygote, primary endosperm nucleus, and central cell of the female gametophyte are identified. Fruits and seeds 1. A sample of dry, dehiscent fruits (peanuts) is obtained. The fruit wall, cotyledon, plumule of embryo, embryo, radical, cotyledon, and seed coat are identified. 2. A sample of simple flesy fruits (tomato, a berry) is obtained. Pericarp, mesocarp, endocarp, locule, seed and placenta are identified. 3. A prepared slide of corn grain (Zea mays), a caryopsis fruit is examined. The pericarp of a corn grains is tightly united and inseparable from the seed. The pricarp, endosperm, cotyledon, coleoptiles, plumule bud, embryo, radical, and coleorhizae are identified. RESULTS Cross section of root Cross section of stem Cross section of leaves Cross section of flower Cross section of seed DISCUSSION For the lower vascular plants the important evolutionary development was in the water and food conducting tissues of the sporophyte. As we move on through the plant kingdom the next important development was the seed. The free living gametophyte is a vulnerable phase of the life cycle. Reproduction by seeds is a less chancy procedure and has other advantages for plant survival and dispersal. Seeds can be remarkably tolerant of environmental extremes heat, cold and drought. Unlike free-living gametophytes seeds can postpone their development until conditions are right. And, of course, we find them very convenient for plant propagation. Already in the coal-measure forests there were plants that reproduced by seeds. Some were the so-called seed ferns. Others were the ancestors of the plants we now know collectively as gymnosperms. In these plants the seeds are not enclosed in an ovary, as in the flowering plants; they grow on the surface of a modified leaf in a strobilus or cone. Gymnosperm means naked seed. Alternation of generations is still involved in the reproduction of these plants. They are all heterosporous: the microspores are shed as pollen, whereas the megaspore germinates in the strobilus to produce the female gametophyte. The archegonia in this gametophyte get fertilized by sperm from the male gametophyte and the zygote grows to produce an embryo which is enclosed in a seed coat of tissue from the parent plant. Gymnosperms were the dominant land plants in the age of dinosaurs, the Cretaceous and  Jurassic periods. The surviving gymnosperms in the Coniferophyta, Cycadophyta and Ginkgophyta are similar in their woody habit and pattern of seed development but are not closely related. The characteristic feature of angiosperms is the flower. Flowers show remarkable variation in form and elaboration, and provide the most trustworthy external characteristics for establishing relationships among angiosperm species. The function of the flower is to ensure fertilization of the ovule and development of  fruit  containing  seeds. The floral apparatus may arise terminally on a shoot or from the axil of a leaf (where the  petiole  attaches to the stem). Occasionally, as in  violets, a flower arises singly in the axil of an ordinary foliage-leaf. More typically, the flower-bearing portion of the plant is sharply distinguished from the foliage-bearing or vegetative portion, and forms a more or less elaborate branch-system called an  inflorescence. There are two kinds of reproductive cells produced by flowers. Microspores, which will divide to become  pollen grains, are the male cells and are borne in the  stamens  (or microsporophylls). The female cells called megaspores, which will divide to become the egg cell (megagametogenesis), are contained in the  ovule  and enclosed in thecarpel  (or megasporophyll). The flower may consist only of these parts, as in  willow, where each flower comprises only a few stamens or two carpels. Usually, other structures are present and serve to protect the sporophylls and to form an envelope attractive to pollinators. The individual members of these surrounding structures are known as  sepals  and  petals  (or  tepalsin flowers such as  Magnolia  where sepals and petals are not distinguishable from each other). The outer series (calyx of sepals) is usually green and leaf-like, and functions to protect the rest of the flower, especially the bud. The inner series (corolla of petals) is, in general, white or brightly colored, and is more delicate in structure. It functions to attract  insect  or  bird  pollinators. Attraction is effected by color,  scent, and  nectar, which may be secreted in some part of the flower. The characteristics that attract pollinators account for the popularity of flowers and flowering plants among humans. While the majority of flowers are perfect or  hermaphrodite  (having both pollen and ovule producing parts in the same flower structure), flowering plants have developed numerous morphological and  physiological  mechanisms to reduce or prevent self-fertilization. Heteromorphic flowers have short carpels and long stamens, or vice versa, so animal  pollinators  cannot easily transfer pollen to the pistil (receptive part of the carpel). Homomorphic flowers may employ a biochemical (physiological) mechanism calledself-incompatibility  to discriminate between self- and non-self pollen grains. In other species, the male and female parts are morphologically separated, developing on different flowers. POST-LAB QUESTIONS: 1. How to distinguish between a male and female cone of pine? The male cone will form at the bottom of the tree and it is much smaller than the female and the male produces the pollen grains and the female produces the ovule and forms at the top of the tree. 2. Explain the characteristics of gymnosperm seeds to aid in dispersal. Many gymnosperms have winged seeds that aid in dispersal. Generally, gymnosperms have heavy seeds so the wings only assist in moving the seed a short distance from the parent plant. 3. List some uses for conifers. Economically, conifers are very important as they are a major source of timber. The majority of the world’s sawn timbers come from conifers. Exploitation of this resource from wild growing forests is still going on in many parts of the world, but there is an obvious trend especially in the developed world to phase this out and use more sustainable planted or seeded resources. There are many species with highly different wood properties, some of these are extremely valuable and used for fine cabinet making or expensive applications in construction. Wood from conifers is also an important source of pulp for paper and cellulose fibres such as rayon. Conifers also very important in horticulture, especially in regions with a temperate climate. Several species have yielded hundreds of different cultivars and new ones are constantly appearing on the market. In some countries conifers have a role to play in traditional medicine and in religious ceremonies and, of course, our Christmas trees can be seen as a form of this kind of use. A few conifers even have edible seeds; well known are those of certain pines. 4. Lists the common characteristics of seeds plants. i. They have vascular tissue ii. They use seeds to reproduce iii. They all have body plans that include leaves, stems, and roots. 5. Contrast between dicots and monocots, the two classes of flowering plants. Monocots| Dicots| Herbaceous| May be woody or herbaceous| Embryo with single cotyledon| Embryo with 2 cotyledons| Flower parts in multiple of three| Flower parts with multiple of 4 or 5| Parallel-veined leaves| Net-veined leaves| Bundles of vascular tissue are scattred throughout the stem| Vascular bundle in the stem forms rings| Roots are adventitious| Root develop from radicle| . Discuss the features of plant flowering fruits and seeds. Seeds  develop from ovules in the ovary, and at maturity consist of an  embryo  and a reserve food supply surrounded by a protective covering, the  seed coat. The diversity of flowering plants assures diversity among their seeds, but, unlike fruits, which have numerous variations, structural plans for seeds are few. The reserve food can be stored either in or out of the embryo and the  cotyledons, the seed leaves can remain either below ground or be elevated above the surface when germination occurs. Fruits are ripened ovaries containing seeds with sometimes additional flower or inflorescence tissues associated with them. Only angiosperms produce flowers and fruits. From a botanical viewpoint, many of the foods we eat as vegetables are fruits, for examples, tomatoes, green beans, squash, eggplant, and peppers. Fruits apparently arose as a means not only of protecting the seeds, but as a way to ensure their dispersal. REFERENCES 1. http://faculty. unlv. edu/landau/gymnosperms. htm 2. http://www. kew. org/plants/conifers/uses. html 3. http://edhelper. com/ReadingComprehension_37_251. html

Burka Essay Essay Example

Burka Essay Essay Example Burka Essay Essay Burka Essay Essay The Burka: Controversies over women all around the World In present society there seems to be more and more controversies with Muslim women wearing the burka. The burka is a traditional piece of clothing used by women of Islamic religion. This piece of clothing is a type of veil attached to the head and covers the face and entire body, which the eyes uncovered, so women can see through it (Cody Daily, 2010). In this way, it is known that the burka has become a symbol of terrorism or a form of discrimination of women in the society, causing even more controversies. In the other hand, this piece of clothing erases the Muslim women’s identity and it is a symbol of faith and traditionally conservative Afghan society (Asamblea General Plenaria del Consejo de Estado frances, 2009). So now, although many countries consider that the use of the burka has negative effects on society and women, the burka has a positive effect if it is seen as a symbol of tradition and respect for the right to free development of personality. First of all, the burka represents an important symbol of tradition in the Afghan society. The use of the burka seen as something traditional between the Muslim women is characterized because this use represents a behavior of cultural and religious origins and its prohibition cannot be protected by the secularism notion (Motilla, 2009). Secularism notion means the view that religious considerations should be excluded from civil affairs and a religious skepticism. Despite this, there are several European countries that are trying to forbid the use of the burka in public places because they argue that these religious expressions involve problems of public order and the safety of people; so these cultural minorities must leave their religious identities to adopt the common tradition in other countries (Cody Daily, 2010). It is important to mention that the use of veils should not be a prohibition, but a decision that women can freely make to defend their religion and their beliefs, and it is true there are rules in every country but the government should not interfere in the way in which each person chooses their clothing or their beliefs. For these reasons, Muslim women can use their veils in other countries while it is used without damage to others and only through the decision to follow their beliefs. For example, countries like France and Belgium have established that women who use the burka in public should be arrested, because they represent a danger o society, while the United States have chosen to respect the religious beliefs (Munoz, 2003). Moreover, the right to free development of personality is a right of each person of every culture in a country and it includes the way Muslim women live. The burka prohibition would affect several rights and freedoms principles like: individual freedom, p ersonal liberty, freedom of speech and expression of opinions, especially religious; thus women can use this piece of clothing when they have attributed a meaning that produces wellness, belonging and attachment to their identity (Motilla, 2009). In the other hand, several countries argue that the use of the burka do not respect the principle of gender equality, also that its wearing is an element that shows the lack of integration of women and it affects their right to identity as a person (Cody Daily, 2010). However, as people know, every person has the right to the free development of personality, so women will be free to use their veil whenever they want, while they feel comfortable and in that way the can freely express their decision, personality and beliefs. For example, in Spain the state have a social perception that is trying to demonstrate through â€Å"The wilderness that is the Islam with womenâ€Å" that there is a conflict between modernity and the world of the Islam; however, there is a Muslim Womens Network in Spain that seeks to respect the rights of women and their personal liberty (Red de Mujeres Musulmanas en Espana, 2010). In conclusion, tradition and the right to free development of personality represent enough reasons to do not develop the prohibition of the use of veils in several countries. The first one represents the attachment and belief in their religion of all Muslim women, so they can use the burka to express freely their religious identities as long as there is not an abuse that affects other people in the society. In the second place, every person in each culture has de right to free development of personality, so if women want to use this veil is because they have attributed a meaning that produce in them a feeling of wellness, belonging and identity and they are free to do that as long as it does not affect others. In this way, although all over the world the burka has become a subject of controversy and discussion, I think it is not justified the prohibition of the use of this veil between the Muslim women because it is common that they use this piece of clothing because they are respecting their beliefs and values taught by the culture that gave them a particular identity all over the world.

How to Grow Black Crystals

How to Grow Black Crystals This crystal growing recipe produces black crystals. You can make them solid black like black diamonds, or translucent black like smoky quartz. Materials Black food coloring is used to make black crystals. While this crystal recipe calls for borax, you could grow black sugar crystals or rock candy, if you prefer. The black pipe-cleaner is not essential, but it provides a good surface for crystal growth and is not visible underneath the dark crystals. BoraxHot waterWide mouth jar or glassBlack pipe-cleanersBlack food coloring Directions Bend the black pipe-cleaner into any shape you like, as long as it will fit inside the glass or jar you are using to grow the crystals. Bend an end of the pipe-cleaner over a pencil or butter knife so that the shape will be hanging inside the jar. Try to keep the pipe-cleaner shape from touching the sides or bottom of the container. Remove the shape and set it aside.Prepare the crystal growing solution. Fill the jar with boiling water. Stir borax into the water a little at a time until it stops dissolving. You will need about 3 tablespoons of borax for each cup of water. It is fine if a small amount of undissolved borax remains on the bottom of the container.Stir in 5 to 10 drops of black food coloring. A smaller number of drops will produce translucent black crystals. If you use a lot of black food coloring, you can get solid black crystals.Place the pipe-cleaner shape in the jar. Allow the crystals to grow several hours or overnight. Try to avoid disturbing the crystals. You wont b e able to see into the jar to see how they are doing. Wait several hours before checking on their progress. When you are satisfied with the crystals, remove them and hang them or set them on a paper towel to dry. The black food coloring can stain your hands, clothing, and furniture.

BIOGRAPHY ON THOMAS JEFFERSON, INCLUDE HIS WRITINGS Term Paper

BIOGRAPHY ON THOMAS JEFFERSON, INCLUDE HIS WRITINGS - Term Paper Example He wanted to be remembered for the things people owed to him. His tombstone, which he designed for himself, read,† Here was buried author of declaration of American Independence, of the statute of Virginia for religious Freedom, and father of university of Virginia, Born April 2, 1743 O.S. Died July 4. 1826†, (Irelan,1888). Though, historians wanted to attach other triumphs as well, such as his expertise in linguistics, his distinction as an architect and an environmentalist, but readers of his life are well concurred with his own assessment.(Risjord,1994). MAJOR IDEAS: Thomas Jefferson promoted many philosophical theories such as natural rights, constitutionalism, which automatically leads to justice and democracy. He was a person who believed in equitable distribution of land. One of the major ideas of Jefferson were emphasizing on education’s importance in democracy. He extended the structure of educational system to four stages i.e., elementary school, grammar school, universities and lifelong learning. Jefferson was always known for his huge collection of books throughout the history. When the British burned the Library of Congress during the war in 1812, Jefferson was offered $23,950 for his 6000 volume library, which he agreed upon and sold. His uncountable efforts towards the development of educational sector are commendable. In 1819, he pressurized the Virginia legislature to employ a commission for the need of a university in the state. In 1825, University of Virginia was located in Charlottesville and accepted its first set of students in the year 1826. Thomas Jefferson took great pains for the establishment of University of Virginia. He not only designed the building and the whole campus himself, but also developed the syllabus and hired competent educationist at that time. He also coined the term aristocracy of merit, which signifies the importance of certain group of people who have unique tendencies. According to this, rewards are allocated to the best or those who have talents can rule the world.(Demille, ) Unfortunately, Jefferson’s view of education was limited to the Whites of the society. He also preached about the equality among human beings although he was one of the largest slaveholder, so apparently he excluded blacks or at least his own slaves from the territory of being considered as a human (Massner, 2008) He held an opinion that the states legislature should be the most powerful area due to this he was interested in writing the constitution of the state. EARLY LIFE Albemarle County Virginia, which was then called, Shadwell, was Jefferson’s birth place. He was born on 2nd April in the year of 1743. Thomas was Peter Jefferson and Jane Rudolph’s third child and eldest of the three sons. From Peter he inherited his energetic body and a love of mathematical subjects and a mind to formulate new ways of success and independence. After Peter’s death, Thomas was left with 5 acres of land and an established position and respect in the community (Malone, 1993). Due to his father’s inclination towards education, he had an opportunity of getting an excellent tutoring. He went to boarding schools and thus, excelled in languages. He took classes in William and Mary College at the age of seventeen in Virginia, where his majors were mathematics, science, philosophy, literature, rhetoric. He went to study law when