Evolution American Government, Bill of Rights Essay

Evolution American Government, Bill of Rights - Essay Example Though the articles anticipated a perpetual confederation, it gave the Congress very little powers that would help it fund it as well as enforce its resolutions. America had neither a president nor a national court. The articles helped in solving some western issues, since lands owned by different states were given up to be under the government.2 The confederation was regaining its prosperity when the British called off its blockade in 1783. However, there still a lot of problems since most states were still heavily indebted, and there were also a lot of political unrest in a number of states. The Congress, however, was hardly able to redeem the debts which had come as a result of the war. It also had too little power to enforce cooperation among the states, thereby slowing down economic development. In fact, the state government’s stability was shaken by the 1786-87 Shay’s Rebellion that occurred in western Massachusetts.3 The nation was in total mess, especially finan cially, and it seriously needed a body that could control its navigation laws. However, each state acted as a lone ranger when dealing with the British government. In addition, the Congress was still unable to control manufacturing and shipping, and state legislatures had little or no interest to protect private contracts, by 1787. When he was Washington’s executive aide, Alexander Hamilton saw the need for a stronger government, especially if foreign intervention was something to be avoided. This is just one of the indications that the articles were facing an inevitable revision. The need for a quick remedy saw Hamilton calling a convention, with like-minded people, in Philadelphia in 1786.4 The Articles contained a lot of problems. This central government was simply unstable: It could not control its taxes, since every state was still sovereign and independent. This led to its primary problem,

The ban on smoking in public places Essay Example | Topics and Well Written Essays - 1750 words

The ban on smoking in public places - Essay Example Even then researchers had concerns about the hazards of smoking as they pertained to second hand smoke and people who inhaled it(Comfort pp 14). Commonly referred to as passive smoke, those who were around smoke without actually smoking themselves soon proved to have several definitive health risks associated with being near the smoke and inhaling it through passive (second hand methods). â€Å"Medical concerns about the dangers of passive smoking--inhaling other peoples tobacco smoke--can be traced back to the 1920s, and there is also now a widespread consensus that such passive smoking can cause disease. Other peoples tobacco smoke, either from the burning tip of a cigarette or the smoke that is exhaled by the smoker, is classed as a known human carcinogen by the US Environmental Protection Agency(Comfort pp 14). â€Å" For the most part public place for the purpose of legislative ban incorporated any â€Å"enclosed or semi-enclosed area that members of the public have access to which provides a business or a service including workplaces, buildings and public transport(Comfort pp 14). â€Å" â€Å"Direct benefits revolve mainly about respiratory health, and regular exposure to smoke may trigger asthma in infants and young children. The indirect benefits to young peoples health associated with smoke-free policies is seen to relate to the general reinforcement of the messages that non-smoking is now increasingly the norm within the community and would thus help to promote non-smoking lifestyles in future adult generations(Comfort pp 14).†

Difference between Branding and Brand Equity Essay Example for Free

Difference between Branding and Brand Equity Essay â€Å"Though no one can go back and make a brand new start, anyone can start from now and make a brand new ending†. (Bard qtd. in. ThinkExist. com) This quote shows one fact that the process of ‘branding’ is endless. Because, simply, when ‘brand equity’ is known or measured, the brand could be protected and managed properly. This essay aims at giving an overview of the ‘branding’ and ‘brand equity’ terms or concepts to show the difference between both of them. And due to the fact that â€Å"both terms are usually defined around the concept of adding value to a product (or service)† (Binnie 17), it could be hard for some people to differentiate between both of them. That’s why the best approach to realize the difference between ‘branding’ and ‘brand equity’ is to dig and search in the literature to define both terms to know what is meant by each one of them. However, before separating each term from the other -to know the difference between both of them-, let’s move to the real world to have an idea about a simple fact concerning a certain brand (Coca-Cola in this case). This interesting example –mentioned by Blackett- deserves to be mentioned here to realize how important a brand could be for a company. â€Å"By mid-2002, Coca-Cola Company’s stock market value reached $136 billion, while the business net asset value (the book value) was only $10. 5 billion†. (5) The interesting fact here is when we add this information to the fact that: â€Å"The value of Coca-Cola brand for the same period (mid-2002) was estimated by $70 billion (over half of the $136 intangible value mentioned above! . † (Blackett 5) Then, after realizing the importance of ‘branding’ to the company in the marketplace -in the previous example-, it’s time to know what is meant by both terms, ‘branding’ and ‘brand equity’. First of all, a ‘brand’ is defined by the Dictionary of Business and Management as â€Å"a name, sign or symbol used to identify items or services of the seller(s) and to differ entiate them from goods of competitors. † (qtd. in. BuildingBrands Ltd. ) However, a ‘brand’ is more than a name, a sign or a symbol. In another word, this definition is not sufficient to describe the term ‘brand’. Grimaldi gave a better definition for the term ‘brand’ as â€Å"a combination of attributes, communicated through a name, or a symbol, that influences a thought-process in the mind of an audience and creates value. † And this is what Blackett assured when he mentioned that â€Å"the visual distinctiveness of a brand may be a combination of any of the following: name, letters, numbers, a symbol, a signature, a shape, a slogan, a color, a particular typeface. (3) Also, Davis (2) defined the ‘brand’ term as â€Å"all the promises and perceptions that an organization ‘wants’ its customers to feel about its product(s) and service offerings. † (2) Now, moving to the ‘branding’ concept or term, according to Davis (1), ‘branding’ is a complex ‘process’, but its goal is simple: it is the creation and development of a specific identity for a company, product, commodity, group, or person. † (3) Grimaldi mentioned an interesting definition for ‘branding’: The blend of art and science that ‘manages associations’ between a brand and memories in the mind of the brand’s audience. † And this blend â€Å"involves focusing resources on selected tangible and intangible attributes to differentiate the brand in an attractive, meaningful and compelling way for the targeted audience. † Now, after understanding what is meant by both ‘bra nd’ and ‘branding’ terms, it’s time to know what is meant by ‘brand equity’ term or concept. The ‘brand equity’ concept â€Å"emerged in the early 1990s†, (Tuominen 96) and introduced in marketing literature in the 1980s† (Rajh 1) and before mentioning definitions of this term, it is necessary to realize that â€Å"brand equity is the key to understanding the net impact of marketing† (Reynolds and Philips qtd. in. Binnie 16) According to Hoeffler and Keller, â€Å"most definitions of brand equity rely on ‘brand knowledge’ structures in the minds of consumers –individuals or organizations-† (421 qtd. in. Binnie 17). And Pullig gave a simple definition to the term ‘brand equity’ as â€Å"consumer brand knowledge†. Keller also defined the ‘brand equity’ term as â€Å"the ‘differential consumer response’ from ‘knowing’ the brand†. (qtd. in. Binnie 17) According to Keller and Kevin, ‘brand equity’ is â€Å"the value of the brand in the marketplace† (qtd. in. Pullig). McDonald added another dimension when she defined it as â€Å"the stored value built up in a brand which can be used to gain ‘market advantage’† (2). So, after studying these definitions, it is obvious -as Tuominen mentioned- that â€Å"there are three key ingredients in the ‘brand equity’ definition and they are: (1) brand knowledge, (2) differential effect, and (3) consumer response to marketing. † (75) Finally, according to these definitions, it is obvious that (1) ‘branding’ is the process of creating, developing, protecting, and managing the special identity of the product, or the ‘brand’ (to differentiate it in the marketplace) and it is not only marketing effort, it includes all the companies efforts to build this differentiation; (2) the ‘brand’ is the end result of that process or the combination of all the tools used to create this special identity of the product; and (3) the ‘brand equity’ is the ‘feedback’ of the ‘branding’ process or the key to measure, assess, or weigh the end result ‘brand’ –as we saw previously in the Coca-Cola example- and compare it with what is desired or planned in the ‘branding’ process. In another word, ‘brand equity’ will show whether the ‘branding’ process and other marketing efforts (or even public relations) are on the right track or not.

Enlightenment through Reading Great Literature Essay -- Literature Ess

Enlightenment through Reading Great Literature Great literature has created controversy, enlightenment, and has perpetually stimulated the imagination of readers everywhere. The ability to learn from past experience that crosses religions, races, and times helps separate the great literature from the "chaff." A good, entertaining story is not enough to produce a truly great and enduring work. Great literature is characterized by its ability to retain value in truth and entertainment even though changing culture. The influence of great literature has been a legacy of the human race for 1000's of years. Arguably the most influential of books is the Bible. It has been a top seller for almost all of eternity. However, it certainly isn't only the great stories or excitement and adventure that keeps people coming back to great literature. As with the Bible, it's the ability to pick up a book and learn a lesson that may have taken someone their entire lifetime to learn and apply it to your life. This ability to gain insight into the problems and past debates of morality...

Submit and Syllabus

Facts:-During fall 2012, Simpson submitted a Syllabus Acknowledgement. -Course syllabus contains information about course requirements, grading procedures, and late or missing assignments. -Course syllabus informed students that Assignment 10 was due no later than 12pm, November 2, 2012. -Simpson turned in assignment at 12:31pm on November 2, 2012 -Professor Skinner reduced Simpson’s grade from 100 to 85. -Simpson had not asked for additional time to complete the assignment.Professor Skinner admitted he would have given an extension had Simpson asked for one. Issue: Does Professor Skinner have the discretion to deduct an arbitrary number of points from a late assignment? Holding: Yes, Professor Skinner does have the discretion to deduct an arbitrary number of points from a late assignment. Reasoning: The court cited that the fact that Simpson neither read nor understood the Syllabus Acknowledgement is irrelevant. Simpson signed and submitted the Acknowledgement. Therefore Simp son agreed to follow the course requirements.He the violated those terms by knowingly submitting his assignment late. He is subject to a penalty for submitting his assignment late. Simpson should have been aware of his rights and duties as a student. Since he knowingly submitted his assignment late and/or failed to request additional time, Professor Skinner had the authority and discretion to impose the 15 point penalty. The course syllabus states that â€Å"assignments are due on time. Late points may be applied at the instructor’s discretion. † (Syllabus, p.2)â€Å"Students may submit requests for extra time. If granted, the instructor cannot deduct late point. † The Syllabus Acknowledgement states, in plain English, that by signing and submitting the Acknowledgement the student avows that he had â€Å"read the syllabus and agrees to all the course requirements. † (S. A. p. 11) Simpson admitted that he submitted a Syllabus Acknowledgement without readin g it. The syllabus does not limit the instructor’s discretion in any way, therefore it is the decision of the court that the grade of 85 is upheld.

Pox Americana Book Review Essay - 820 Words

Smallpox is an extremely deadly disease which, in one point in time, was the most feared disease on the planet. In the book Pox Americana, Elizabeth A. Fenn writes about the encounter with the deadly disease in the 1770s to the 1780s. Her book was first published in 2001 in New York City, where she originally wrote it. Her book contains just under 400 words that explain the disease, some of the first encounters with it, who and where it affected people, and how they got the epidemic under control. Pox Americana is a very informative book that teaches the reader various things. The tendency of Pox Americana is to inform the reader that the smallpox epidemic was not just the common cold, but rather it was a deadly disease that affected†¦show more content†¦The book either presents clear, honest facts, or states that they are merely estimates. The story consists of informing the reader, not arguing a point or discussing a controversial topic. It is merely informing the reader of a once common disease that has come and gone. One of my main objections that I have with this book is that it doesnt present enough of a point of view. It is sort of like a bad research paper, without an opinion, it is simply an organized sheet of facts. Although I wouldnt call this book terrible or a failure, I would call it incomplete. It gives the feeling of reading an encyclopedia, but with more interesting details. It is understandable to have a weak opinion in an informational book, but no opinion at all is scarcely acceptable. An additional objection that I had for this book was that in some parts, it failed to narrow in on where the setting was. At some points, it would simply state an island, or maybe just a city name. As readers, we cannot be expected to know where these places are or what country they are in. As an author, she should have clarified these details better. By reading Pox Americana, my conception of the historical period circa 1780 has changed immensely. Before reading this book, when somebody would mention that period of time, I would automatically think about the early stages of government, diseases and illnesses never came up in my mind. Now, the book has informed me of far more things to think about. Instead ofShow MoreRelatedThe History of American Literature3501 Words   |  15 Pagesthe 18th century. His Magnalia Christi Americana (The Great Works of Christ in America, 1702) is a history of New England that celebrates the founding generation of Puritans. Like his earlier works, it is religious; however, its interest in the human side of the Puritan founders marked a new achievement in American literary history. Mathers rewarding career included writings on science and medicine as well as theology and history. His Sentiments on the Small Pox Inoculated (1721) was instrumental in

USS Iowa (BB-61) Battleship

USS Iowa (BB-61) was the lead ship of the Iowa-class of battleships. The last and largest class of battleship constructed for the US Navy, the Iowa-class ultimately consisted of four ships. Following the pattern set by the preceding North Carolina- and  South Dakota-classes, the Iowa-classs design called for a heavy armament combined with a high top speed. This latter trait allowed them to serve as effective escorts for carriers. Commissioned in early 1943, Iowa was the only member of the class to see extensive service in both the Atlantic and Pacific theaters of  World War II. Retained at the end of the conflict, it later saw combat during the Korean War. Though decommissioned in 1958, Iowa was modernized and brought back into service during the 1980s. Design In early 1938, work commenced on a new battleship design at the behest of Admiral Thomas C. Hart, head of the US Navys General Board. Originally conceived as an enlarged version of the South Dakota-class, the new ships were to mount twelve 16 guns or nine 18 guns. As the design was revised, the armament became nine 16 guns. Additionally, the class anti-aircraft armament underwent several revisions with many of its 1.1 guns being replaced with 20 mm and 40 mm weapons. Funding for the new battleships came in May with the passage of the Naval Act of 1938. Dubbed the Iowa-class, construction of the lead ship, USS Iowa, was assigned to the New York Navy Yard. Intended as the first of four ships (two, Illinois and Kentucky were later added to the class but never completed), Iowa was laid down on June 17, 1940. Construction With the US entry into World War II following the attack on Pearl Harbor, construction of Iowa pushed forward. Launched on August 27, 1942, with Ilo Wallace, wife of Vice President Henry Wallace, as sponsor, Iowas ceremony was attended by First Lady Eleanor Roosevelt. Work on the ship continued for another six months and on February 22, 1943, Iowa was commissioned with Captain John L. McCrea in command. Departing New York two days later, it conducted a shakedown cruise in the Chesapeake Bay and along the Atlantic coast. A fast battleship, Iowas 33-knot speed allowed it to serve as an escort for the new Essex-class carriers that were joining the fleet. USS Iowa (BB-61) - Overview Nation: United StatesType: BattleshipShipyard: New York Naval ShipyardLaid Down: June 27, 1940Launched: August 27, 1942Commissioned: February 22, 1943Fate: Museum ship Specifications Displacement: 45,000 tonsLength: 887 ft., 3 in.Beam: 108 ft., 2 in.Draft: 37 ft., 2 in.Speed: 33 knotsComplement: 2,788 men Armament Guns 9 Ãâ€" 16 in./50 cal Mark 7 guns20 Ãâ€" 5 in./38 cal Mark 12 guns80 Ãâ€" 40 mm/56 cal anti-aircraft guns49 Ãâ€" 20 mm/70 cal anti-aircraft cannons Early Assignments Completing these operations as well as crew training, Iowa departed on August 27 for Argentia, Newfoundland. Arriving, it spent the next several weeks in the North Atlantic to protect against a potential sortie by the German battleship Tirpitz which had been cruising in Norwegian waters. By October, this threat had evaporated and Iowa steamed for Norfolk where it underwent a brief overhaul. The following month, the battleship carried President Franklin D. Roosevelt and Secretary of State Cordell Hull to Casablanca, French Morocco on the first part of their journey to the Tehran Conference. Returning from Africa in December, Iowa received orders to sail for the Pacific. Island Hopping Named Flagship of Battleship Division 7, Iowa departed on January 2, 1944, and entered combat operations later that month when it supported carrier and amphibious operations during the Battle of Kwajalein. A month later, it helped cover Rear Admiral Marc Mitschers carriers during a massive aerial attack on Truk before being detached for an anti-shipping sweep around the island. On February 19, Iowa and its sister ship USS New Jersey (BB-62) succeeded in sinking the light cruiser Katori. Remaining with Mitschers Fast Carrier Task Force, Iowa provided support as the carriers conducted attacks in the Marianas. On March 18, while serving as flagship for Vice Admiral Willis A. Lee, Commander Battleships, Pacific, the battleship fired on Mili Atoll in the Marshall Islands. Rejoining Mitscher, Iowa supported air operations in the Palau Islands and Carolines before shifting south to cover Allied attacks on New Guinea in April. Sailing north, the battleship supported air attacks on the Marianas and bombarded targets on Saipan and Tinian on June 13-14. Five days later, Iowa helped protect Mitschers carriers during the Battle of the Philippine Sea and was credited with downing several Japanese aircraft. Leyte Gulf After aiding in operations around the Marianas during the summer, Iowa shifted southwest to cover the invasion of Peleliu. With the conclusion of the battle, Iowa and the carriers mounted raids in the Philippines, Okinawa, and Formosa. Returning to the Philippines in October, Iowa continued to screen the carriers as General Douglas MacArthur commenced his landings on Leyte. Three days later, Japanese naval forces responded and the Battle of Leyte Gulf began. During the course of the fighting, Iowa remained with Mitschers carriers and raced north to engage Vice Admiral Jisaburo Ozawas Northern Force off Cape Engaà ±o. Nearing the enemy ships on October 25, Iowa and the other supporting battleships were ordered to return south to aid Task Force 38 which had come under attack off Samar. In the weeks after the battle, the battleship remained in the Philippines supporting Allied operations. In December, Iowa was one of many ships that were damaged when Admiral William Bull Halseys Third Fleet was hit by Typhoon Cobra. Suffering damage to a propeller shaft, the battleship returned to San Francisco for repairs in January 1945. Final Actions While in the yard, Iowa also underwent a modernization program which saw its bridge enclosed, new radar systems installed, and fire control equipment improved. Departing in mid-March, the battleship steamed west to take part in the Battle of Okinawa. Arriving two weeks after American troops had landed, Iowa resumed its previous duty of protecting the carriers operating offshore. Moving north in May and June, it covered Mitschers raids on the Japanese home islands and bombarded targets on Hokkaido and Honshu later that summer. Iowa continued to operate with the carriers until the end of hostilities on August 15. After overseeing the surrender of the Yokosuka Naval Arsenal on August 27, Iowa and USS Missouri (BB-63) entered Tokyo Bay with other Allied occupation forces. Serving as Halseys flagship, Iowa was present when the Japanese formally surrendered aboard Missouri. Remaining in Tokyo Bay for several days, the battleship sailed for the United States on September 20. Korean War Taking part in Operation Magic Carpet, Iowa aided in transporting American troops home. Arriving at Seattle on October 15, it discharged its cargo before moving south to Long Beach for training operations. Over the next three years, Iowa continued with training, served a stint as flagship of the 5th Fleet in Japan, and had an overhaul. Decommissioned on March 24, 1949, the battleships time in the reserves proved brief as it was reactivated on July 14, 1951 for service in the Korean War. Arriving in Korean waters in April 1952, Iowa began shelling North Korean positions and provided gunfire support for the South Korean I Corps. Operating along the east coast of the Korean Peninsula, the battleship routinely struck targets ashore through the summer and fall. Departing the war zone in October 1952, Iowa sailed for an overhaul in Norfolk. Modernization After conducting a training cruise for the US Naval Academy in mid-1953, the battleship moved through a number of peacetime postings in the Atlantic and Mediterranean. Arriving at Philadelphia in 1958, Iowa was decommissioned on February 24. In 1982, Iowa found new life as part of President Ronald Reagans plans for a 600-ship navy. Undergoing a massive program of modernization, much of the battleships anti-aircraft armament was removed and replaced with armored box launchers for cruise missiles, MK 141 quad cell launchers for 16 AGM-84 Harpoon anti-ship missiles, and four Phalanx close-in weapons systems Gatling guns. In addition, Iowa received a full suite of modern radar, electronic warfare, and fire control systems. Re-commissioned on April 28, 1984, it spent the next two years conducting training and taking part in NATO exercises. Middle East Retirement In 1987, Iowa saw service in the Persian Gulf as part of Operation Earnest Will. For much of the year, it aided in escorting re-flagged Kuwaiti tanker through the region. Departing the following February, the battleship returned to Norfolk for routine repairs. On April 19, 1989, Iowa suffered an explosion in its Number Two 16 turret. The incident killed 47 crewmen and initial investigations suggested that the explosion was the result of sabotage. Later findings reported that the cause was most likely an accidental powder explosion. With the cooling of the Cold War, the US Navy began reducing the size of the fleet. The first Iowa-class battleship to be decommissioned, Iowa moved to reserve status on October 26, 1990. Over the next two decades, the ships status fluctuated as Congress debated the US Navys ability to provide gunfire support of US Marine Corps amphibious operations. In 2011, Iowa moved to Los Angeles where it was opened as a museum ship.