The Universe in a Nutshell Review Essay Example

The Universe in a Nutshell Review Paper Essay on The Universe in a Nutshell By the way, the scientific methodology in Herm is not on top, not at the level as it the theoretical concepts that would have been possible if it was a little deeper theoretical and not simply popularized. Here is a fragment of an interview with another theorist:. In fact, there is an objective coincidence, there is an objective probability So, the collapse of determinism, then chaos, nothing, etc. But in reality, what about matter is that the need for a pure form.? exists, but only in the form of accident Why the need for random display of a coincidence is a manifestation of the need The need is only possible chance and therefore random, and there is some necessary prerequisite -.? well, yes, but specific expressed . I do not predestined We come, that there is a relative predestined in the same quantum mechanics -. On the one hand, the same people said that there is no pattern, on the other hand -. Strict laws there are such laws ie which allow to anticipate?.. because there is pred estined. But what? not srl, a relative, a probability. So dialectic and shows how to combine. I read an article recently very major theoretician, who is deaf, mute, one finger writes there, I forgot how to it well, there a very major theoretician, he was head of the department, which is in charge of the Newton. Many of his books today from afar, and now he lectures, whether permanently predetermined felts so, do not, it can not in any way. But in general, it seems predestined. And yet he does not see how it could be accidental necessary.

A critical review of Modern History Source book by Macauley

A critical review of Modern History Source book by Macauley Introduction In the modern history source book, Thomas Macauley talks about the reign of Thomas Cromwell’s during his tenure as a commissioner of the army. Macauley’s presentation is in the form of an essay in which he argues and analyses historical events that transpired when Cromwell was in power. This review circulates around the arguments and evaluates the quality of Macauley’s writing with a keen focus on the weaknesses of the story (Macauley. 1880).Advertising We will write a custom essay sample on A critical review of Modern History Source book by Macauley specifically for you for only $16.05 $11/page Learn More Summary This section is made up of Macauley’s narration on how Cromwell established and controlled his army. Macauley starts his story by stating the kind of parliaments in existence. He further describes the kind of men who are in power and the diverse moral grounds on which they base their leadership. He says that those men were in an independent religion. Macauley further describes Oliver Cromwell’s achievements. He says that Cromwell was more than forty years old when he agreed to become one of the commissioners in the parliamentary army. Cromwell is the center of attention when his party becomes powerful. This is depicted when he noticed the weaknesses and strengths of royalists and came up with strategies to counter them. He redesigned his army and recruited God fearing members for public liberty. The writer says that Cromwell’s ability came to surface in the year 1644 in Essex’s southern region where he became a victor. He managed to head an entire army and dismissed Essex from power. Moreover, Macauley terms Cromwell’s army as a different breed from Essex soldiers. Macauley further narrates that soldiers who are supposed to form army parliaments should be at liberty to make resolutions for the states. Thus, becoming the most fearful and worst force in the re gion. â€Å"Cromwell’s army had some level of morality and God’s fear that encompassed all the ranks,† says the writer. He continues to say that there were no visible oaths, neither drinking of alcohol, adultery nor gambling in their camps. The only observed weakness in Cromwell’s leadership was the act of restraining his army from invading pulpits owned by ministers in cathedrals. Evaluation This part is made up of an evaluation of the writer’s story. Macauley narrates about ancient leadership in Europe that revolves around Cromwell Oliver. He describes all the events that led to Cromwell’s rise and his entire reign. Moreover, the writer points out the most crucial activities that took place in during Cromwell’s leadership.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Macauley is biased in his story. It is obvious that any legend that happe ned to lead a people must have a fall. Cromwell’s success dominates the story as the writer does not state how his reign came to an end. In addition, there are many leaders in the story other than Cromwell, but there is no point where the writer states how these leaders challenged Cromwell in wars. He only explains how Cromwell defeated them (Macauley. 1880). Finally, Macauley is too verbose and technical in writing. This makes it difficult for an average reader to comprehend. For instance, he states, â€Å"The ecclesiastical polity of the kingdom was remodeled† (p.90). This statement has a technical term thus it makes it hard for an average reader to understand it. Such readers might get frustrated when trying to find the authors meaning. These are some of Macauley’s weaknesses. In conclusion, the review has evaluated the Modern History Source book by Thomas Macauley. The writer does a wonderful writing work that illustrates the ancient political events in Crom well’s leadership. However, his narration is filled with biasness and the use of technical terms that are not easily understandable (Macauley. 1880). Bibliography Macauley, Thomas B. â€Å"History of England† Accession of King James II (1880):90-95.

Advertising and Marketing Research

[2] Market Research is the key factor to get advantage over competitors. Market research provides important information to identify and analyze the market need, market size and competition. Market research,as defined by the ICC/ESOMAR International Code on Market and Social Research, includes social and opinion research, [and] is the systematic gathering and interpretation of information about individuals or organizations using statistical and analytical methods and techniques of the applied social sciences to gain insight or support decision making. [3] Market Research is a systematic, objective collection and analysis of data about a particular target market, competition, and/or environment. It always incorporates some form of data collection whether it be secondary research (often referred to as desk research) or primary research which is collected direct from a respondent. The purpose of any market research project is to achieve an increased understanding of the subject matter. With markets throughout the world becoming increasingly more competitive, market research is now on the agenda of many organisations, whether they be large or small. The Market Research Process To conduct market research, organisations may decide to undertake the project themselves (some through a marketing research department) or they might choose to commission it via a market research agency or consultancy. Whichever, before undertaking any research project, it is crucial to define the research objectives i. e. what are you trying to achieve from the research? and what do you need to know? After considering the objectives, Market Researchers can utilise many types of research techniques and methodologies to capture the data that they require. All of the available methodologies either collect quantitative or qualitative information. The use of each very much depends on the research objectives but many believe that results are most useful when the two methods are combined. Quantitative Research Quantitative research is numerically oriented, requires significant attention to the measurement of market phenomena and often involves statistical analysis. For example, a bank might ask its customers to rate its overall service as either excellent, good, poor or very poor. This will provide quantitative information that can be analysed statistically. The main rule with quantitative research is that every respondent is asked the same series of questions. The approach is very structured and normally involves large numbers of interviews/questionnaires. Perhaps the most common quantitative technique is the ‘market research survey’. These are basically projects that involve the collection of data from multiple cases – such as consumers or a set of products. Quantitative surveys can be conducted by using post (self-completion), face-to-face (in-street or in-home), telephone, email or web techniques. The questionnaire is one of the more common tools for collecting data from a survey, but it is only one of a wide ranging set of data collection aids. Qualitative Research Qualitative research provides an understanding of how or why things are as they are. For example, a Market Researcher may stop a consumer who has purchased a particular type of bread and ask him or her why that type of bread was chosen. Unlike quantitative research there are no fixed set of questions but, instead, a topic guide (or discussion guide) is used to explore various issues in-depth. The discussion between the interviewer (or moderator) and the respondent is largely determined by the respondents’ own thoughts and feelings. As with quantitative techniques, there are also various types of qualitative methodologies. Research of this sort is mostly done face-to-face. One of the best-known techniques is market research group discussions (or focus groups). These are usually made up of 6 to 8 targeted respondents, a research moderator whose role is to ask the required questions, draw out answers, and encourage discussion, and an observation area usually behind one way mirrors, and video and/or audio taping facilities. In addition, qualitative research can also be conducted on a ‘one on one’ basis i. e. an in-depth interview with a trained executive interviewer and one respondent, a paired depth (two respondents), a triad (three respondents) and a mini group discussion (4-5 respondents). Advertising and Marketing Research [2] Market Research is the key factor to get advantage over competitors. Market research provides important information to identify and analyze the market need, market size and competition. Market research,as defined by the ICC/ESOMAR International Code on Market and Social Research, includes social and opinion research, [and] is the systematic gathering and interpretation of information about individuals or organizations using statistical and analytical methods and techniques of the applied social sciences to gain insight or support decision making. [3] Market Research is a systematic, objective collection and analysis of data about a particular target market, competition, and/or environment. It always incorporates some form of data collection whether it be secondary research (often referred to as desk research) or primary research which is collected direct from a respondent. The purpose of any market research project is to achieve an increased understanding of the subject matter. With markets throughout the world becoming increasingly more competitive, market research is now on the agenda of many organisations, whether they be large or small. The Market Research Process To conduct market research, organisations may decide to undertake the project themselves (some through a marketing research department) or they might choose to commission it via a market research agency or consultancy. Whichever, before undertaking any research project, it is crucial to define the research objectives i. e. what are you trying to achieve from the research? and what do you need to know? After considering the objectives, Market Researchers can utilise many types of research techniques and methodologies to capture the data that they require. All of the available methodologies either collect quantitative or qualitative information. The use of each very much depends on the research objectives but many believe that results are most useful when the two methods are combined. Quantitative Research Quantitative research is numerically oriented, requires significant attention to the measurement of market phenomena and often involves statistical analysis. For example, a bank might ask its customers to rate its overall service as either excellent, good, poor or very poor. This will provide quantitative information that can be analysed statistically. The main rule with quantitative research is that every respondent is asked the same series of questions. The approach is very structured and normally involves large numbers of interviews/questionnaires. Perhaps the most common quantitative technique is the ‘market research survey’. These are basically projects that involve the collection of data from multiple cases – such as consumers or a set of products. Quantitative surveys can be conducted by using post (self-completion), face-to-face (in-street or in-home), telephone, email or web techniques. The questionnaire is one of the more common tools for collecting data from a survey, but it is only one of a wide ranging set of data collection aids. Qualitative Research Qualitative research provides an understanding of how or why things are as they are. For example, a Market Researcher may stop a consumer who has purchased a particular type of bread and ask him or her why that type of bread was chosen. Unlike quantitative research there are no fixed set of questions but, instead, a topic guide (or discussion guide) is used to explore various issues in-depth. The discussion between the interviewer (or moderator) and the respondent is largely determined by the respondents’ own thoughts and feelings. As with quantitative techniques, there are also various types of qualitative methodologies. Research of this sort is mostly done face-to-face. One of the best-known techniques is market research group discussions (or focus groups). These are usually made up of 6 to 8 targeted respondents, a research moderator whose role is to ask the required questions, draw out answers, and encourage discussion, and an observation area usually behind one way mirrors, and video and/or audio taping facilities. In addition, qualitative research can also be conducted on a ‘one on one’ basis i. e. an in-depth interview with a trained executive interviewer and one respondent, a paired depth (two respondents), a triad (three respondents) and a mini group discussion (4-5 respondents).

Knowledge Encounters Essay Example | Topics and Well Written Essays - 1250 words

Knowledge Encounters - Essay Example Majority of scholars working on post-colonial effects in diverse fields like history, literature, geography, anthropology, and other sources of knowledge have led to complications when comprehending encounters and their socio-politics as a moment of hegemonic and totalizing dominance of culture and knowledge production. Rather, they make it out to be more variable, difficult, and nuanced moment, as well as space, of encounter as Kant would put it (Durkheim & Fields 10). However, according to Cruikshank, the encounter and its aftermath is about how our relations are structured and how man constructs knowledge about his physical surroundings. After European accounts following their encounters with landscapes supersede the accounts of the natives, travel and scientific discourses took up, position as the fundamental means through which northwestern geography could be understood (Cruikshank 88). For the people who were indigenous to the St. Elias Mountains, the glaciers were considered t o be permanent boundaries that separated the static landscape from the humans. In their case, they were moving structures that they endowed with the sense of hearing, taste, and smelling. However, the native accounts should not be valued as historically fixed or as the truth that needs to be examined and discovered by scholars or explorers (Cruikshank 89). Rather, the native accounts about sentient glaciers show the fact that nature and man mutually make, as well as maintain, knowledge of a world that is habitable. Cruikshank is careful in asserting that glaciers must not be reduced to metaphors or scientific data (Cruikshank 108). Glaciers in their forcefulness, unpredictability, complexity, and changeability give a model for cultural history and knowledge production. The author makes her argument in a way that pays careful attention to representative politics, which is made difficult by the fact that she is using oral testimony in her work, while also discussing the representative difficulties of nature. She discusses in her book the account, in glaciers given by the natives, an examination of accounts by western explorers, and the US. In addition, she discusses a critical look at the nature of the glacier as part of the border between Canada and the US, and mapping’s role in the context of nationalism (Cruikshank 115). By giving a history of the Alaskan Gulf region and juxtaposing it with historical accounts from Europe about their ice age and histories from Tlingit, the glaciers became social spaces where people produce knowledge, rather than discover it. Oral accounts also allow the ability to examine the relationship between culture and nature, as well as how knowledge was constructed according to their cultures. Glaciers as used by Cruikshank aid in the examination of how glaciers are depicted and how social and natural knowledge is entangled. In the latter Ice Age period, social upheaval and geophysical changes in the mountains coincided (Cruiks hank 120). The visitors from Europe came with conceptions about nature as a spiritual and sublime resource for the progress of man. To them, glaciers were inanimate features that needed to be measured and

Love vs. Lust Essay Example | Topics and Well Written Essays - 1250 words

Love vs. Lust - Essay Example It takes the relationship to the next level and is provides relief to the soul. When a person is in love with someone he or she wants to share their feelings, thoughts and secrets with the other person; thus bringing them closer to one another. Love is a sort of commitment one has with another person, and it provides assurance that the people in love will support each other at all times and will face all conflicts together, instead of just giving up. (What is Love 2012) Love is something which cannot be bought or sold, and is totally independent. You cannot force a person to love you; neither can you force yourself to love another person. Love is spontaneous. It just happens, and we have no control over it. One cannot just stop loving a person, because once he or she is in love, it becomes almost impossible to let go. A person in love is ready to take risks for his or her loved one, and this is one of the finest qualities of love. A mother would risk everything for her child, because she loves her child. When a child is born, a mother lets go of all her enjoyment and other worldly things, in order to tend to her child and take care of the child. Love cannot be used as a bait to lure someone, nor can it be given as a reward. (Love Without Limits, 2012) When there is love between two people, there is a sense of security between them. They know that the other person will protect them and tend to their every need. They are even ready to make all sorts of sacrifices for each other. It is a complete sense of devotion to a person or persons, no matter what comes in their way. Besides, love cannot be measured neither can you measure the time period for which two people love each other. It can be months, years or you can spend your entire life loving someone. It can start or end in a flick. The decision to love someone doesn’t depend on your desires or hormones. (Love vs Lust 2012) Lust, on the other hand, is a short lived feeling of intense sexual desire for som eone. It is completely different from love. Like, a mother loves her child, while a person, on seeing someone attractive, can develop a feeling of lust towards him or her. It is basically being concerned that what the other person can provide us with and fulfills our desires. It is an intense feeling of pleasure and craving for self-satisfaction, which mostly means sexual intercourse. The concentration is mostly on fulfilling one’s desires. It can either be done by giving money or happens when a person sees someone he or she finds attractive. It is generally a feeling of arousal one senses when he or she spot someone appealing. So lust depends on looks and body of a person. One night stands, are also a sign of lust, in which two people engage in sexual intercourse, and leave in the morning without making plans of seeing each other again or having any sort of deep conversation. No real feelings are discussed and it is purely a physically intimate moment. (Lust vs Love: Do You Know the Difference?, 2012) Lust is also regarded as sort of a dangerous feeling, because it is very intense and a person wants to physically bond with the person he or she is attracted to. Lust can hinder with your thinking capability. It does not let one think straight or logically, because strong emotions one is feeling for another person to bond physically. It activates one’s sexual hormones, and the only thing he or she wants to do is to satisfy their sexual needs. This can be very

The Impeachment of Andrew Johnson Essay Example for Free

The Impeachment of Andrew Johnson Essay Born in North Carolina in 1808 to impoverished parents, Andrew Johnson had no formal education. He became a tailor’s apprentice at age fourteen. He later moved to Greenville, in eastern Tennessee, where he established a thriving tailor shop and went into local politics. Andrew Johnson was a lifelong Democrat and slave owner who won a place alongside Abraham Lincoln on the 1864 Republican ticket, in order to gain the support of pro-war Democrats. Their election was closer in the popular than in the electoral columns; in the end they pulled off a victory. Lincoln received fifty-five percent of the popular, and ninety-one percent of the electoral votes. Johnson became vice-president. During the time period between the election and Lincoln’s inauguration seven states left the Union. Worried that the election of a Republican would threaten their rights, especially slavery, the lower South seceded and formed the Confederate States of America. By the time Lincoln arrived in Washington, D. C. , for his inauguration the threat of war hung heavy in the air. On March 4th in 1861, the inauguration took place. Lincoln made sure to make no specific threats against the Southern states in his remarks. In his speech he extended an olive branch to the South, but also made it clear that he intended to enforce federal laws in the states that seceded. The second matter was the behavior of Johnson, who is said to have come to the ceremony in a state of intoxication. It was later said, that Johnson was ill and had merely taken and extra strong shot of whiskey; however, his behavior at the inauguration was to plague him for years. At about ten-thirty on April 14th in 1865, Andrew Johnson got the news that changed his life. John Wilkes Booth shot Abraham Lincoln while attending a play at Ford’s Theatre. His assassination had a long-lasting impact upon the United States. A few hours after Lincolns death, Chief Justice Salmon P. Chase swore Johnson in as President of the United States. An ardent admirer of Andrew Jackson, Johnson believed strongly in the former Democratic president’s idea of state rights, that is, a limited national government with the states having the power to handle all matters not specifically designated in the Constitution as federal responsibilities. During political campaigns he portrayed himself as a man of the people. Although Johnson came into the presidency with much political and administrative experience, the task confronting him would require extraordinary talents of leadership that Johnson had yet to exhibit. From the day of his inauguration until December of 1865, the question of Reconstruction was almost totally in the hands of Johnson, because Congress had recessed shortly before he took the oath of office. In those eight months, Johnson rushed to implement his own Reconstruction policies based upon his interpretation of Lincolns program. On May 29th in 1865, Johnson issued two presidential proclamations as part of his reconstruction plan. One was an offer of amnesty to pardon Southerners who had supported the Confederacy. Congress authorized general amnesties like this in 1862, as part of a law that permitted the confiscation of Confederates’ property. The Confiscation Act of 1862 allowed the granting of amnesties to those who were willing to declare loyalty. It also allowed the seizure of property as a punishment for rebellion against the United States. The government throughout the Civil War rarely used confiscation provision of the law, and the amnesty provision. The general amnesty Johnson issued excluded fourteen categories. Members of these excluded classes were able to apply for individual pardons. Johnson’s second proclamation, as a first step in restoring civil government, appointed a provisional governor for the state of North Carolina. It also called for a convention of the state’s loyal citizens to draw up a new state constitution. The North Carolina proclamation and other southern state proclamations; issued later, provided that delegates to a state constitutional convention must take the oath of loyalty given in the amnesty proclamation. Johnson then informed these delegates, that he expected them to draft constitutions for him. These constitutions would recognize the results of their military defeat by rescinding the state secession laws, ratifying the Thirteenth Amendment to abolish slavery, and rejecting the Confederate war debts. The president’s proclamations seemed reasonable enough, and some of their provisions were not significantly different from Lincoln’s actions during the war. Northerners supported Johnson’s wise first steps in rebuilding the Union. The Northerners weren’t troubled by the absence of black Southerners voting rights. The Northerners were on Johnson’s side. Johnson’s amnesty proclamation seemed to be working fine, therefore an effective way of preventing Confederate leaders from gaining too much power. However, once the pardons became easier to receive, and not as selective all of this changed. The Northerners were heated with Johnson when the pardoned Confederates began turning up in the new state governments. The anger in Northerners continued to rise when a new state constitution was drafted, along with some new laws passed by Southern state governments. Isobel Morin explains the laws passed in his book, Impeaching the President. Morin states, â€Å"The so-called Black Codes generally guaranteed the right of the former slaves to marry, to sue and be sued, to make contracts, and to acquire property. The codes barred blacks from voting, however, and severely restricted their ability to own land and to testify in court. Moreover, in an effort to compel the former slaves to work, many Black Codes required blacks to enter into labor contracts each year, with severe penalties imposed on them for contract violations. † (Morin 30) The last straw for much of the North was the large number of former Confederate officials elected to Congress in 1865. When Congress came back into session the Republicans were not happy. Various measures, some of which were central to the Reconstruction project, were passed, vetoed, and then passed again over the President’s veto. In total Johnson had more vetoes during his brief period in office, than the president’s before him put together. An adamant struggle for power was shaping up between the executive and legislative branches. The United States Congress passed the Fourteenth Amendment to the Constitution, and made ratification of this amendment a prerequisite for readmission to the Union. Johnson opposed the amendment and urged the states not to ratify it. Edward Sagarin, a writer who studied at the University of New York, wrote a book about trials that changed history. One of these trials is Andrew Johnson’s impeachment. Sagarin explains Johnson’s actions, in response to Congress’s actions. â€Å"The President denounced the Freedmen’s Bureau and vetoed an 1866 act of Congress extending its life. He issued wholesale amnesties and pardons to the men whom he had so recently denounced as traitors, vetoed a District of Columbia black suffrage bill, denounced blacks as too ignorant to cast a ballot, and vetoed a whole series of Reconstruction bills as well as the historic Civil Rights Act of 1866. (Sagarin 75,76) Continuing his attack against Congress, Johnson went on a whistle-stop tour through numerous Northern cities. His severe tones and unrestrained manners during speeches got him thrown off the stand on multiple accounts, Congresses next step was the passing of the extremely controversial Tenure of Office Act, in an attempt to not only humiliate Johnson, but also to reduce his office to one of ineffectiveness so that he could not carry out his program, and would be forced to turn to Congress. Without the Senate’s consent, the president no longer had the power to remove from office those whom he has appointed. Convinced that the Tenure of Office Act was unconstitutional, Johnson removed the secretary of war, Edwin, and replaced him with a general named Lorenzo Thomas. When he did this, he acted under a provision of the Tenure of Office Act; however, he was immediately accused with violation of the law. Congressional leaders claimed that he was guilty of a â€Å"high crime and misdemeanor† such as demanded by the Constitution as a qualification for removal. Although Johnson’s arguments were reasonable, and he did a good job defending him self, the Senate was not inclined to take sides with the president. A couple days after Johnson’s dismissal of Edwin, the House of Representatives voted 126 to 47 in favor of the impeachment. The House drafted eleven articles of impeachment. Morin lists and summarizes Johnson’s offenses, â€Å"The first eight articles described specific actions by the president that violated the Tenure of Office Act. The ninth article charged the president with trying to persuade an army officer to violate the 1867 Army Appropriations Act. This article referred to a conversation the president had on February 22, 1868, with Major General William H. Emory, the commander of the Washington military district†¦The tenth article charged that in numerous public speeches the president deliberately tried to set aside the rightful authority and powers of Congress by subjecting it to disgrace, ridicule, hatred, contempt, and reproach. It also charged that he unlawfully attempted to prevent the execution of the Tenure of Office Act, the Army Appropriation Act, and the first Reconstruction Act. The eleventh article charged the president with declaring in a public speech that the Thirty-Ninth Congress, as a Congress of only some of the states, had no authority to exercise legislative power. † (Morin 55,56) About a week later, the House elected a committee of managers to conduct the prosecution of the impeachment before the Senate. The manager’s chosen, included two Republicans, John A. Bingham and James F. Wilson, who had voted against impeachment, and two of Johnson’s most outspoken radical opponents, Thaddeus Stevens and Benjamin F. Butler. The impeachment trial of Andrew Johnson opened before the Senate on March 13, 1868. A successful impeachment requires a two-thirds majority, or thirty-six of the fifty-four members seated in the Senate. Many Republicans, believing that the president’s guilt was obvious, expected a quick trial and conviction. Those who hoped for a speedy trial were disappointed. On the first day, Johnsons defense committee asked for forty days to collect evidence and witnesses since the prosecution had had a longer amount of time to do so, but only ten days were granted. The proceedings began on March 23. Senator Garrett Davis argued that because not all states were represented in the Senate the trial could not be held and that it should therefore be adjourned. The motion was voted down. After the charges against the President were made, Henry Stanberry asked for another thirty days to assemble evidence and summon witnesses, saying that in the ten days previously granted there had only been enough time to prepare the Presidents reply. John A. Logan argued that the trial should begin immediately and that Stanberry was only trying to stall for time. The request was turned down in a vote forty-one to twelve. However, the Senate voted the next day to give the defense six more days to prepare evidence, which was accepted. The trial commenced again on March 30th, opening with a three-hour speech by General Ben Butler. After the speech was concluded, the trial began. Johnson was represented by William Maxwell Evarts, leader of the American bar, and Benjamin Curtis, formerly a justice of the Supreme Court. The trial centered on the Tenure of Office Act. The two main questions concerning this law were whether it was constitutional, and whether it protected Stanton. The attorneys argued that the law was unconstitutional and that the President had not violated the letter of the law, because Stanton had been appointed by Lincoln, not Johnson, and that cabinet officers were meant to be advisors to the president, therefore when their services are no longer needed they should not stay in office. Another issue was whether Johnson’s belief that the Tenure of Office Act was unconstitutional relieved him of the duty to see that it was obeyed. His attorneys pointed out that the president’s obligation to preserve, protect, and defend the Constitution required him to resist congressional attempts to limit his constitutional powers. The House managers responded that the president was obliged to obey the law regardless of his belief. Otherwise, the president could decide for him-self which laws to enforce and which to ignore. The trial went on for many weeks. The Senate met on May 16th to discuss the verdict. They felt that voting seemed to be their best chance for obtaining a conviction. The vote results were thirty-five to nineteen in favor of conviction; these results were one vote shy of the two-thirds majority needed for impeachment. The final vote maintained the principle that Congress should not remove the President from office simply because its members disagreed with him over policy, style, and administration of office. But it did not mean that the President retained governing power. For the rest of his term, Johnson was a cipher without influence on public policy. For the most part, historians view Andrew Johnson as the worst possible person to have served as President at the end of the American Civil War. Michael Les Benedict states his opinion on the impeachment as â€Å"the most insidious assault on constitutional government in the nation’s history. † Because of his gross incompetence in federal office and his incredible miscalculation of the extent of public support for his policies, Johnson is judged as the greatest failure of all Presidents in making a satisfying and just peace. He is viewed to have been a rigid, dictatorial racist who was unable to compromise or to accept a political reality at odds with his own ideas. Instead of forging a compromise between Radical Republicans and moderates, his actions united the opposition against him. His bullheaded opposition to the Freedmens Bureau Bill, the Civil Rights Act of 1866, and the Fourteenth Amendment eliminated all hope of using presidential authority to affect further compromises favorable to his position. In the end, Johnson did more to extend the period of national strife than he did to heal the wounds of war. The impeachment of Andrew Johnson, the first of only two Presidents to be impeached in U. S. History involved complicated issues of law, politics, and personalities.

Is Formal Schooling Necessary for Children to Develop Cognitively :: essays papers

Is Formal Schooling Necessary for Children to Develop Cognitively The choices parents have today on how and where to educate their children has expanded compared to many years ago. There is your neighborhood school, a private school, a charter school or another option, which is growing in popularity--home schooling. Studies show many advantages to home schooling. One being that it is not necessary for a child to attend a formal schooling to develop cognitively. The popularity of home schooling under goes much criticism. Some educators say children that are home schooled are receiving gaps in their student learning because parents may not be qualified to provide well-rounded education. Studies show that home schooled children excel in there studies. Developing (cognitively) as good if not better then children in a formal schooling setting. In the 1950's, there were approximately 15,000 persons home schooling. These figures are a "guesstimate" as many people just kept their children at home without reporting to the state. Most people home schooled for religious reasons; some were prosecuted, even jailed. Today every state recognizes the right to school your own children. States set their own regulations and conditions, hence different laws for each state. Today because of better record keeping the estimate of home schoolers is nearing 2 million. The reasons given today for home schooling are varied from religious, political, philosophical, and dissatisfaction with public schools. Teaching and cognitive development outside of school does not have to resemble teaching and cognitive development in school. Cultural experience can be the basis for development at home and in one's community throughout one's compulsory school years. People can successfully do things differently than schools. For example, it has been widely publicized in America that adolescent girls' self-esteem fades in high school, but in a book about home schooled adolescent girls the opposite was found: If one has thought seriously about the structure and assumptions of compulsory schooling, it is hard to read the psychological literature that asks, "How can we get girls to identify with their own goals?" or even "How can we help girls to discover their real interests?" without thinking about the fact that school is in direct opposition to these concerns... ...People in school do not say to students, "What can we do for you?