Developed and developing countries

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DEVELOPED, DEVELOPING, AND LEAST DEVELOPED COUNTRIES

1. General definitions

Term Developed countries

Definition Countries with high levels of real national income per head and relatively large tertiary sectors.

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Term Developing countries

Definition Countries with low levels of real national income per head and relatively large primary sectors.

Term Less Developed Countries

Definition Countries who are generally characterized by low levels of GDP and income per head. They usually have a heavy dependence on the primary sector of the economy. In the case of many developed countries this is true with dependence on agriculture and primary products.

Term Least Developed Countries

Definition The very poorest of the Less Developed Countries.

. Who are considered the developed and developing countries in the international market?

According to the World Trade Organization (WTO), there are no definitions of "developed" and "developing" countries. Members announce for themselves whether they are "developed" or "developing" countries. However, other members can challenge the decision of a member to make use of provisions available to developing countries.

What are the advantages of "developing country" status?

Developing country status in the WTO brings certain rights. There are for example provisions in some WTO Agreements, which provide developing countries with longer transition periods before they are required to fully implement the agreement and developing countries can receive technical assistance. That a WTO member announces itself as a developing country does not automatically mean that it will benefit from the unilateral preference schemes of some of the developed country members such as the Generalized System of Preferences (GSP). In practice, it is the preference giving country that decides the list of developing countries that will benefit from the preferences.

The WTO Agreements contain special provisions which give developing countries special rights and which give developed countries the possibility to treat developing countries more favorably than other WTO Members. These special provisions include, for example, longer time periods for implementing Agreements and commitments or measures to increase trading opportunities for developing countries.

These provisions are referred to as special and differential treatment provisions.

The special provisions include

· longer time periods for implementing Agreements and commitments,

· measures to increase trading opportunities for these countries,

· provisions requiring all WTO members to safeguard the trade interests of developing countries,

· support to help developing countries build the infrastructure for WTO work, handle disputes, and implement technical standards, and

· provisions related to Least-Developed country (LDC) Members.

About 100 of the WTO's over 140 members are developing countries. They are expected to play an increasingly important role in the WTO because of their numbers and because they are becoming more important in the global economy.

. What are the least developed countries?

The least developed countries (LDCs) are a group of 4 countries that have been identified by the UN as least developed in terms of their low GDP per capita, their weak human assets and their high degree of economic vulnerability. The list is reviewed every three years by the Economic and Social Council (ECOSOC).

The criteria underlying the current list of LDCs are

a. a low income, as measured by the gross domestic product (GDP) per capita;

b. weak human resources, as measured by a composite index (Augmented Physical Quality of Life Index) based on indicators of life expectancy at birth, per capita calorie intake, combined primary and secondary school enrolment, and adult literacy;

c. a low level of economic diversification, as measured by a composite index (Economic Diversification Index) based on the share of manufacturing in GDP, the share of the labour force in industry, annual per capita commercial energy consumption, and UNCTADs merchandise export concentration index.

Different thresholds are used for inclusion in, and graduation from, the list. A country qualifies to be added to the list of LDCs if it meets inclusion thresholds on all three criteria. A country qualifies for graduation from the list if it meets graduation thresholds on two of the three criteria. For the low-income criterion, the threshold on which inclusion in the current list is based has been a GDP per capita of $800, and the threshold for graduation has been a GDP per capita of $00. In its July 000 review, in the light of recommendations by the Committee for Development Policy, ECOSOC declared the eligibility of Senegal for designation as an LDC (subject to the Government so desiring) and decided to postpone until 001 its consideration of Maldives graduation.

The criteria for determining the list of LDCs are under review. The Committee for Development Policy has recommended that the Economic Diversification Index be replaced by an Economic Vulnerability Index reflecting the main external shocks to which many low-income countries are subject, and incorporating the main structural elements of the countries exposure to the shocks, including their smallness and lack of diversification.

The extreme poverty is pervasive and persistent in most LDCs, and that the incidence of extreme poverty is highest in those LDCs that are dependent on primary commodity exports. The incidence of poverty is so high because most of the LDCs are caught in an international poverty trap. Pervasive poverty within LDCs has effects at the national level that cause poverty to persist and even to increase, and international trade and finance relationships are reinforcing the cycle of economic stagnation and poverty. The current form of globalization is tightening the poverty trap. With improved national and international policies, LDCs can escape the poverty trap. There is a major, but currently underestimated, opportunity for rapid reduction in extreme poverty in the LDCs through sustained economic growth. However, the new Poverty Reduction Strategy Papers (PRSPs), which are currently the focus of national and international efforts to reduce poverty in poor countries, are not grasping that opportunity. Effective poverty reduction in the LDCs needs a more supportive international environment. This should include increased and more effective aid and debt relief, a review and recasting of international commodity policy, and policies that recognize the interdependence between the socio-economic marginalization of the poorest countries and the increasing polarization of the global economy.

4. Conclusion

Generally, the categories of developed, developing and least developed countries are based on the GDP per capita and the level of economic vulnerability of the countries. All countries acknowledge the role played by international trade in economic growth and development. For the developing countries, experience has shown that those, which aim at expanding their exports and adopting adequate and consistent national policies, succeed in their economic objectives. They have been fully integrated into the changing world economy and are in a position to face the technological challenges. This does not apply to least developed countries, which suffer an extreme poverty that limits their economic growth.

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Compare and ContrastThe Cat in The HatbyDr SeussThe MittenbyJan Brett

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Compare and Contrast

The Cat in The Hat

by

Dr Seuss

Cheap University Papers on Compare and ContrastThe Cat in The HatbyDr SeussThe MittenbyJan Brett

The Mitten

by

Jan Brett

by

Kirk Jordan

There are many children's books that capture the attention of children and adults. These books are often written by authors that know their audience and are able to get certain points across. Among the well-known authors, Theodor Seuss Geisel, also known as Dr. Seuss and Jan Brett have written a number of books, which are considered to be all time favorites.

On March , 104, Theodor Seuss Geisel was born in Springfield Massachusetts. He graduated from Dartmouth College in 15. In 17, he began submitting cartoons to Life, Vanity Fair, and Liberty. For seventeen years this was how Geisel made his living. In May of 154, Life published an article concerning illiteracy among school age children. It stated that children were having problems reading their books because they were "boring". Geisel's publisher was inspired and generated a list of four hundred words that he felt were important. Geisel was instructed to reduce the list to two hundred and fifty words that would be on the level of a first grader. Nine months later, Geisel used two hundred and twenty of those words and wrote the book The Cat in The Hat which became an instant success. From that point forwards, Theodor Seuss Geisel was known as Dr. Seuss. Included in his cast repertoire of children's books are the Foot Book, Green Eggs and Ham, Hop on Pop, and The Bread and Butter Battle. Dr. Seuss continued to write until his death in 11.

In 157, The Cat in The Hat became one of Random House's best selling series for Beginner Books. It combines an engaging story with outrageous illustrations and playful sounds to in effort to teach basic reading skills.

The Cat in The Hat, is about two children who have been left at home alone while their mother is out shopping. It is a rainy day and there is not much to do. Soon after mother has left, The Cat in The Hat shows up on the doorstep. The children let him in and ciaos ensures. They engage in activities that mother would not approve of and leave a mess. The fish continuously reminds the children that should not be doing such things. Accompanying the Cat are his two friends, Thing 1 and Thing , who assist in destroying the house. The fish alerts the children that mother is on her way home. The Cat is told to leave, but he returns with a cleaner and restores the house it its original condition. When mother comes in, she asks the children what they did, but they never really say. The book concludes with asking the reader if they would tell their mother what they did?

The Cat in The Hat is an up-beat book that contains both a rhyme and a rhythm. It is interactive with its audience, leaving the reader to guess what could happen next. At the end of the book, the audience of young children is left to their own devices to determine what should be the outcome.

Jan Brett was born on December 1, 14 in Hingham Massachusetts. She went to Colby Junior College from 168-16 and the Boston Museum of Fine Arts School is 170. Having grown up on the writings of Dr. Seuss, she writes her own books and illustrates folktales. In 181, she published her first book Fritz and the Beautiful Horses in which she uses animals to tell the story. Brett incorporates emotions and a hopeful message into her stories. Numerous details can be found not only in the center of the pictures, but also on the borders, which are an overflow of her thoughts. This engages the reader and gives clues as to what will be happening next.

Brett wrote The Mitten, an adaptation of a Ukrainian folktale in 186. It is the story of young boy who wants white snow colored mittens. The grandmother is concerned because she does not want him to loose them in the snow. He begs her and promises that he will not loose them. She makes the mittens and tells him that when she sees him out the window, she will first look to make sure he is safe and second to make sure he still has the mittens. The boy goes out and looses one of the mittens. The rest of the story focuses on the mitten. Eight animals seeking shelter from the weather come upon the mitten and try to find shelter within it. As each animal comes to the mitten, those already inside decide to make room for the new animals for one reason or another. The last animal to enter the mitten is a mouse who inadvertently sits on the bears' nose causing a sneeze, which blows all of the animals out of the mitten. The boy sees his mitten and reclaims it. Once home, his grandmother checks to make sure he is safe and then looks for the mittens. To her surprise, one of the mittens is now larger than the other.

This book is engaging. The pictures in the border offer a glimpse of which animal may be coming next. At the end of the story, the audience of children is left to wonder what they would do; would they admit to losing the mitten.

There are several similarities and differences between The Cat in The Hat and The

Mitten. Among the differences are the language, sentence structure, and intended audience. The words used in The Cat in The Hat are simple, sight words. These words are very basic and common allowing the reader to be less educated. The sentence structure is extremely simple; no complexities exist in the grammar, syntax, or structure of this story. This implies that the indented audience for this story is composed of very young children who are beginning to learn the basics of reading. The Mitten, however, is composed on a little higher level. The words are more in depth and more of a descriptive nature. The structures of the sentences are more complex than that of The Cat in The Hat. The intended audience for this book is not a new reader, but an older child who is more skilled in understanding written text.

Another difference between these works is the rhythm to the writing. The Cat in The Hat is written in a distinct rhyme and rhythm pattern. It is easy for the reader to pick up this pattern and flow with the book. The Mitten is written with flow, but the words go together in a more descriptive manner rather than a more rhyming almost musical pattern as like that with The Cat in The Hat.

While there are differences between these stories, there are also some similarities. For example, both books engage their audience. The Cat in The Hat brings the child to the story by enticing them to figure out what the cat is up to and what may happen next. The Mitten engages the reader with illustrations and subtle hints on the pages' boarders of what may happen next.

Another similarity between these stories is the subject matter being addressed, that of following directions, listening to adults, and telling the truth. The mother in The Cat in The Hat, reminds the children to be good when she goes out. The grandmother in The Mitten, reminds the boy to be careful with his mittens. Both of these stories deal with listening and doing as one is told. While the events in the stories are different, both give the reader a chance to ask himself what would he do it if were he was in the situation. This is evident through the stories conclusions. The Cat in the Hat asks the reader if he would tell his mother? The Mitten concludes with grandmother holding up the stretched mitten leaving the reader to wonder what they would do.

The Mitten and The Cat in The Hat, both bring forth the same message to the young reader in their own unique style of writing. These books engage the readers and provide interactive way of reading. The Mitten and The Cat in The Hat are still popular among educators today. Even though the books were written thirty years apart, they help in the development of reading skills and reasoning between right and wrong with young readers.

Please note that this sample paper on Compare and ContrastThe Cat in The HatbyDr SeussThe MittenbyJan Brett is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Compare and ContrastThe Cat in The HatbyDr SeussThe MittenbyJan Brett, we are here to assist you. Your cheap custom college paper on Compare and ContrastThe Cat in The HatbyDr SeussThe MittenbyJan Brett will be written from scratch, so you do not have to worry about its originality.

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John Steinbeck's Of Mice and Men:An Analysis of Moral Themes and Political Correctness

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John Steinbeck's Of Mice and Men

An Analysis of Moral Themes and Political Correctness

Dustin Ronald White

Honors Sophomore English, Period 4

Mrs. King

June , 00

John Steinbeck's Of Mice and Men

Take-Home Essay Test Outline

Directions

Of Mice and Men is a very controversial book, often on the 'Banned Books' list. Analyze the moral theme(s) presented in the book, and argue whether it is justifiably on the list or if everybody should read it.

Goals

q Analyze the moral theme(s) presented in the book

o - Themes, with at least 1 example for each theme

q Is its placement on the 'Banned Books' list justifiable? NO. Why?

o - Reasons, with at least 1 example for each reason

Moral themes

q Judgment

o Does Lennie deserve the punishment he receives as a consequence of his mental retardation?

q Importance of 'thought before action'

o By seeing Lennie's mistakes via his actions toward accidentally killing things

o George knows that Lennie cannot take care of himself; so why does George leave Lennie to himself in the barn (which is out of site of George) while George plays horseshoes.

q Illustrates the importance of looking after those that can't for themselves

o Those that haven't learned how to respond to events should not be penalized for their ignorance. It is like punishing a toddler for not sharing; they simply cannot grasp the idea.

Why everyone should read the book

q Demonstrates the of a migratory farmer of the 10's.

q Explains the significance of companionship.

q This book should not be rejected for foul language unless it is in poor taste and portrayed in a manner other than to set the personality of a specific stereotype or character; and it is not. This book uses foul language to set the personality and the way people spoke as migratory farmers.

q Portrays American lust for Naturalism.

Possibilities of why this book should be banned

q Depicts human nature in its most raw form, which is in effect demeaning of our current beliefs of civil behavior. (But it is necessary to be shown to demonstrate human behavior in this time period and how low people can be and to what depths they will result to for the sake of being superior)

Conclusion

q Pros outweigh the cons.

John Steinbeck's Of Mice and Men is a spectacular illustration of the American lust for Naturalistic literature. The bulk story takes place on a farming ranch in southern California. The main characters of the story, George, the hard-working dreamer, and Lennie, the mentally retarded giant of a man that serves as a mainstay for George, form the foundation of the books moral themes and demonstrate the life of migratory farmers of the 10's. The moral themes of this book are based upon the concepts of judgment and 'thought before action', and the importance of looking out for those who cannot do so for themselves. Through its foul language and grueling depiction of human nature, Of Mice and Men is the center of much controversy and in many cases has been placed on the 'Banned Books' list which leads to a most demanding question is this placement justifiable or should it be read by everyone?

Through his lack of response to events and troubling likelihood of forgetfulness due to his mental retardation, one begins to wonder if the punishment of Lennie's incompetence is justifiable. One must put such a question into perspective; if a newborn does not comply with the concept of sharing, is punishment plausible? No, no one of any caliber deserves punishment for something one simply cannot comprehend. Like the newborn, Lennie simply cannot understand that he has the potential to kill. For example, Lennie wishes to see the newborn pups in chapter five and accidentally kills the one he plays with; he does not understand that he has the power to commit such an act. Therefore, Lennie should not be punished; rather he should be suppressed in a way that he cannot cause such things to occur. This goes to exemplify the judgment that comes about in this story, and through it, calls upon one's self to think twice before penalizing a personor any organismfor his, her, or its own ignorance.

How many times has one of us resorted to violence to solve a matter before once consulting on the matter? Most people forget what it is that separates beast from man our ability to think and our ability to put our thoughts into reason and that reason into purpose. So why is it that we abandon this truth when we come to terms with something that stresses our emotions? Our animal instincts fuel our violence. Violence is our primary solution to any problem that prevents us from doing what we wish. Through this story, one comes face to face with the concept of 'thought before action'. One sees this with Lennie numerous times; the time of the dead mouse at the beginning of the story, and the pup near the end. The cause for Lennie's barrage of death comes not from a desire to do so, but from an absence of thought. He never stops to consider what might happen if the pup or the mouse do not return to their shelter, to their food or water. He does not stop to think about what may construe from the constant and vigorous petting he inflicts upon them. Lennie's mistakes help one to realize that the lack of using one's brain before acting can result in very bad things. Another example is in the fifth chapter in which George is outside playing horseshoes with the others, leaving Lennie to the barn with the pups. George has realized many a time that Lennie is not capable of being by himself; he will cause trouble. However, without a second thought, George pays no heed to him, and as a result, Lennie kills a pup of the litter along with Curley's wife. George fails to keep an eye on Lennie, as he should. Had George thought of where Lennie might be and that Lennie is off by himself somewhere, Curley's wife and the pup may have lived. He should have thought before allowing Lennie to go off on his own.

Another important aspect of this book is that it illustrates the significance of companionship. Through the bond that George and Lennie had created, the two came ever closer to their dreams than ever before. Lennie gave George a sense of purpose in his live; this purpose gave George the will and the motivation to consider pursuing the American dream. George in return gave Lennie protection and guidance in his actions. Without the profound friendship that they have, both George and Lennie may have survived the cruelties of this earth physically, but not mentallyespecially in Lennie's casenor emotionally, and that would have ultimately destroyed them even before their work together on the ranch.

People have banned this book for its profound foul language and gruesome portrait of human nature, but they have not taken the time to consider the significance of such use of language. Though foul and obscure in purpose, this use of language accurately depicts the ilk of migratory farmers during the 10's. These farmers were uneducated, and therefore used foul language to voice their opinionmuch like today. Foul language is used through a character by the author to create a personality the author wants the character to posses. Foul language, though nasty and shunned upon, is allowed by the first amendment of the Bill of Rights as a form of the freedom of speech; therefore, one cannot ban a book based on this law. To do so is illegal and an attempt to void the Constitution of the United States. This book should not be banned for the reason that is exemplifies the significance of companionship. Without companionship, we would all become mindless robots without a care in the world for one another; the very image of what we strive to avoid.

To ban a book for its use of foul language is once again another example of why people need to think before they act. Those that banned the great work, Of Mice and Men did not stop to recollect the very aspects the novel teaches judgment, 'thought before action', the image the story portrays of the hardships of migratory farmers, nor the significance of companionship. One should blatantly see by no how much an edge the pros of this book have over the cons. To ban this bookOf Mice and Men, a great Naturalist novel of the twentieth centuryis immoral, an act of ignorance, and a suppression of what this country stands for.

Please note that this sample paper on John Steinbeck's Of Mice and Men:An Analysis of Moral Themes and Political Correctness is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on John Steinbeck's Of Mice and Men:An Analysis of Moral Themes and Political Correctness, we are here to assist you. Your cheap custom college paper on John Steinbeck's Of Mice and Men:An Analysis of Moral Themes and Political Correctness will be written from scratch, so you do not have to worry about its originality.

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Plato's argument for the prenatal existence of the soul

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Plato's belief in attainable knowledge, the duality of being and the importance of a telos led to an intense, rich analysis of the nature of the soul. Examining his ideas of understanding, the forms and human nature itself, the modern philosopher gains a pivotal insight into the way knowledge is acquired. Some of Plato's most interesting opinions and dialogues however concern his belief on the soul and its survival both before birth and after death as well as the repercussions this has on its life while it inhabits the body. While areas of explanation, bias and information gained much later than Plato lived cause problems with his argument it remains astute and extremely relevant for philosophers today.

Plato believed that knowledge was possible however, it could only be attained through understanding that which is real and true. He inferred that if something is true then it must be immutable, immortal and absolute. By exposing the fallibility and subjective nature of human senses and perception he revealed our inability to really know anything based on physical experience, which he saw as belief, or opinion. Plato believed that there was however some realm of pure concepts and ideal prototypes for the objects and ideas that make up this world, or "Forms", that could be known. Plato concurred that no human knowledge can be taught during life, but must be "recollected" from some purer state of being in which the obtaining of knowledge did not rely on sensory perception. To come to understand this knowledge there must be some part of the individual that carried it even before birth, and this vessel was the soul.

All people have a seemingly innate knowledge of equality. Indeed people can recognise when two things had the same size, colour or weight and judge them equal while still retaining the knowledge that they are not absolutely equal. Plato explained that our ability to see this, without being taught, was in fact our soul's "recollection" of the Form equal. In the same way one can recognise a painting of a friend without believing the friend is in the room , Plato sought to show all things in the physical world like shadows, imperfect replicas of the Forms themselves. Our knowledge of these absolutes must then be gained before birth. This discovery played an important part in Plato's decision that human were dualist in nature and that the soul could survive the embodied state.

Once Plato felt he had "proved" dualism, he needed to define what it was that made body and soul different, especially that the soul was free from the restrictions the physical world placed on the body. The body is more likely to belong in the physical world and the soul in the realm of the Forms because of the soul's intangible nature. Plato follows that if the soul and body are in harmony and their combined telos of a life of virtue is reached, once the body dies, the soul returns to the realm of the Forms and being of a "kindred nature" is purified by them until it attains a state of wisdom. By contrast, if the body has had control during life and a person has not sought to attain a life of virtue the soul, confused and contaminated, will be dragged into the body of a lesser being, such as that of an animal, without wisdom.

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Plato's argument though logical and thorough is laced with problems. For example, many would argue now our knowledge of evolution insists that morality is in some ways evolution. It would seem that Plato's telos could in fact be evolutionary theory that humans, now physically well adapted should seek, through virtues of courage, wisdom and goodness, to progress in academic evolution. Even much of his theory about knowledge held by the soul, may be attributed to instinct that assists the survival of the species, such as altruism. Plato's other theories on the formation of society and the tripartite nature of the soul may be reviewed as specialisation and variation, important evolutionary tools.

As well as this, there are other questionable terms and ideas that Plato uses as proof. For example, his argument that the soul is invisible and unchanging is faulted in both terms. Even if we except his premise that the Forms are unchanging and immortal (which is why they can be known), we can not apply the same rules to the soul. Plato has already explained that the soul can be tainted, purified, even moved to another body where it cannot properly seek wisdom, such as a donkey. While his idea that the soul is more like the Forms remains true, there is no reason to believe that it should follow the same rules of immortality. Even its invisibility can be questioned in a modern age of electricity. While the soul still may not dissipate into thin air as suggested by Democritus , there is no reason to believe it will not, as a the energy in a battery would, lie dormant until the body decomposes and it no longer has a vessel in which to exist.

Plato's idea that only some can attain this state of wisdom is also problematic. If the soul is from the realm of the Forms and, as Plato says, exists in a state of purity and wisdom, how can it attain a tripartite structure? Would it not be more logical for all souls to be created equally prepared to attain understanding of the forms if they all come from a state of wisdom? Plato provides people who do not seek wisdom but do try to live their lives virtuously the ability to go into what he sees as virtuous animals (bees, wasps and ants) or even humans. "But no soul which has not practised philosophy, and is not absolutely pure when it leaves the body, may attain the divine nature." It seems that only those with reason as their soul element may ever attain that which is most desired by Plato, even if their telos is toward moderation or courage. These biased distinctions lessen my faith that Plato himself is examining the ideas rationally and impartially. Surely all people at least have the potential, if they study philosophy, no matter what their "tripartite soul" designates, to enter this divine realm! Plato does not make allowances for this and still asserts people should be happy with their lot in life, even though they will never attain the "divinity" he so highly prizes. There seems no reason why wisdom or knowledge should be favoured if that is not the individual's telos as designated by the soul and this problem suggests others throughout the argument.

It seems clear Plato's belief that the soul survives its embodied state stems from three central ideas; dualism, his view of knowledge and his belief in the need for each individual, society and soul to attain its telos. His argument is both rational and acute and he uses substantial evidence in his dialogues to explain and justify his motives. However, his argument is limited by the time in which it was written, our incomplete sources retained from the destruction of the Academy and Plato's reliance on premises which, when examined may be found faulty and weaken his argument. From Plato's reasoning for belief that the soul exists outside of the bodies mortal life it is easy to see how he reached both premises and conclusions. His, like all arguments had problems, but it still provides amazing insight into our understanding of knowledge and human nature and how we may have attained them. Although he did not have any specific theory, Plato's use of dialogue, reason and even spirituality are enlightening and challenging in both their own context and today.

Please note that this sample paper on Plato's argument for the prenatal existence of the soul is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Plato's argument for the prenatal existence of the soul, we are here to assist you. Your cheap custom research papers on Plato's argument for the prenatal existence of the soul will be written from scratch, so you do not have to worry about its originality.

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GreaA conflict after highschool

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"Hey Erik, turn up that CD bro, that songs hella tight, I haven't heard Sublime for days." "For sure, Im so glad track is over, too much to do, you finish rolling that spliff yet B?" "Yeah man, hook me up with that light on the table, puff, puff." I laid back on Erik's plush, slightly worn leather couch purchased from the Value Village store downtown and watched as he displayed a phat French inhale. I was in a cloudy state with so much on my mind I didn't know where to begin. I was once again in the basement bedroom of my closest friend Erik doing what we did best with nothing else to and needing to conversant about life.

I was at a crossroads in my life, finishing up high school, about to make a decision some said was the biggest Id ever make. What to do after high school? And who better to discuss it with than a life long friend, one who had been there more times than I could count. We both shared ideas and dreams of what we wanted to do and see, some alike, some very dissimilar, but we both knew school somewhere would be the decision. I saw many of my friends, those less confident with themselves, join the military in hopes of finding there calling, for them I hope they do, for myself military was never of the question. I had an idea of higher learning, one which was not well understood, unclear of what I might face and what failure it may result in, perhaps that is why it is most appealing, the uncertainty. "Hey man, finish this up and lets roll down to Ryan's and see what he has going on over at his pad." Said Erik. "All right" I said. As we got up and headed outside towards my shiny green, German sports sedan, eyes startled by the bright, spring, afternoon sun as we exited the front door.

Erik and I had both been excepted to Western and kept it in mind as a good option and often fathomed what it might be like to attend the same school, like we had through middle and high school. Many of my classmates and friends were being accepted by large, famous Universities far from home, some for academics, some for athletics, and others with wealthy parents. For these people I had much happiness, but at the same time a slight jealousy arose wishing I had pursued a larger school. Lack of funds, laziness in the classroom, and a fear of being to far away from home pushed me away from this type of idea. Many of my closer friends were going to attend universities in Washington or in neighboring states, this had created a friendly competition among us for who would be the most successful and who would have the most fun.

Another close friend of mine was Danny, a true friend from which a relied on many of times. Danny and I had met in high school during a freshman geometry class, and right away shared many of the same interests. We had played football together and also ran track in the spring, we went through Spanish together, we got in weekend party fights together, with this man I shared much, which made it hard to separate near the summers end. Danny as well as myself had been excepted to ITT Tech. in Phoenix Arizona, this was a serious consideration for my future, to learn a growing trade with a prosperous salary. I would have the security of a good friend in a strange new place, but I just didn't know what I wanted to do! Danny spent hours trying to convince me of the job possiblities in computers, and the money I would be able to spend after only two years of school. I questioned him about what if computers didn't turn out to be my "thing" and I decided to peruse a different carrier, I would have no transferable credits and be forced to start all over again. Danny had understood my concerns and continued to offer what support he could, but I was decided that basic freshman classes were what I wanted. I wanted a strong foundation from which to build my future, one I could take anywhere I went, and apply it to any profession I wished. At this point in my life, not knowing what I want to with my uncertain future, could I spend so much money on a school that would only educate me about one thing I wasn't even sure if I really liked. Danny understood my concerns and offered what advice and opinions he had, but they were of no influence. I wished him the best of luck, knowing he would do well and assured him we'd stay in touch.

Danny left for school in early August, his phone calls to me are what caused the questions in my head, doubting I had made the right decision not join him in Phoenix. Danny bragged about his luxurious apartment, informed me that school was going by with ease that his school had found him a local job paying well in his field of computer networking. I was happy for him but wasn't sure if I had made the right decesion to not go, here he was having so much success and I wasn't even sure what school I was going to attend! It was time for myself to make a decision, there uncertainty of my life was making me mad, I was so close to a decision but I wasn't sure, I needed time alone to figure out what was right.

After a nights rest at home and a solemn day at school, I decided to stop by Erik's house after class and see what he was up to and do what we normally about this time of day. I rolled into Erik's drive way around o'clock on another beautiful spring afternoon, I parked my car beneath an old willow tree that stood about eighty feet tall. I stoped and gazed in awe as the sun lit up a bright background above the old willow tree and the light blue sky bordered its sagging branches forming a well defined silhouette. The warmth felt good on my skin as the sun beat down and the smell of fresh cut grass passed my nose while the sounds a distant guitar were heard in the back ground. I walked around to the back of Erik's house and up to the porch were he was sitting on an old wooden swinging bench practicing a few tunes. I had come to my decision on where to attend school, and I was going to tell him. I wanted to live on the west side of the state, and I was going to Western. I walked up the stairs and sat on a chair across the deck.. "How did your day go?" I asked. "Not bad, not bad, just Delia causing me drama, you know how she is. You think anything more about where your going to school?" "Yeah man, Im going to give Western a try, what about you? I replied. "My parents and I were thinking the same thing last night!" "Damn yo, were going to go to school together again." We decided not to room together from stories heard by older friends and their past experiences. At this point my mind was at rest, I had figured out the beginning of a plan for the future of my life, how much more complicated could it be I thought?

Later that same evening I went home to have dinner with parents, my mom usually cooks somthing up around 7 o'clock every night. I was going to tell them of my decision to attend Western, I was unsure of what I wanted to be but felt that a university was the place for my head to be. Im an only child so my decision was very waited upon, but defiantly not rushed. My mom hollered down stairs that dinner was ready, I went up stairs and sat beside my dad at the dinner table. We carried on a normal daily conversation discussing weather, and how my last week of school was going. I told them I was going to western. Both were excited I had made a decision to further my education and said they were going to help me as much as they could, they also made sure I was going to work for money and grades. Of this I was not concerned and was aware of the sacrifices I must make and I give appreciation to my parents for their help.

As the first quarter of school went by allot happened, and allot was noticed, that of myself, my friends, and those who surrounded me. Grades were descent and I was having a good time. The same could not be said for Erik, we were still close and hung out almost every day but something was changing in both of us, he had not yet adapted to life away from home and couldn't get use to classes. We talked to each other about our problems but his could not be solved, Erik moved back home on Christmas break. I now had no attachments of back home, and it wasn't bad, I was meting new people and enjoying my freedom. I had grown to realize everyone needs to be on there own and experience new things for themselves, I know now I made the right choice for myself by attending Western and wouldn't want it any other way.

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Federalist v. Anti-Federalist Ideology

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The debates between the Federalists and Anti-Federalists brought up ideas that can now be traced back to our Constitution. Their disputes and differences in ideology underlie and continue to shape our system of government today. Despite their very different routes, they both shared the common goal to develop freedom, equality, liberty, and justice for all. However, their different modes of thought are still not settled and continue to be argued about today. For example, what is the proper division of power between state governments and the federal government? This concept of federalism and its significance on our state of affairs continues to be a point of contention between liberals and conservatives. Federalist and Anti-Federalist disagreement over the differing ideals of political community and potential threats to liberty led to competing conceptions about many theories, two of the most prominent being liberty and representation.

A prominent issue still dealt with today is whether the Constitution has created a system of government that preserves liberties. In 177, when the Framers were working towards ratifying the constitution, liberty was still a big issue. While some believed that the Constitution was a wonderful way to protect individual liberties, others insisted that it threatened independence. The Anti-Federalists, or "enemies of the Constitution," who believed that power should be vested in the states, unified themselves under the notion that true liberty is only possible in a small republic, ensuing that those who held power could be closely checked and all citizens could feel physically close to their rulers (Dilulio 167). This idea of the ruled feeling physically close to their rulers was of utmost importance to the Anti-Federalists, who felt that the biggest threat to their liberties was people unknowing who their representatives are. This is one reason the colonists rebelled against England; they had no liberty or representation. Furthermore, they felt that a strong national government would reduce the powers of the states and acquiesce public will. This ideology can be seen in "Brutus" Essay IV "[The people must be] possessed of the power of making the laws by which they are governed, [and any] representation, [must be] capable of understanding that true interest of the society for which it acts" (5). This idea plays a significant role in campaigns, where candidates typically try to appeal to a wide range of voters by using the appeal that they will always be near them to represent their interests and know exactly what they want.

The Federalists held quite different views on how our liberties should be respected. Madison held the opposite perspective of Anti-Federalist ideals by asserting in Federalist Paper No. 10 that liberty is safest in large or "extended" republics. In a large republic, it is more difficult for a dictator to take hold due to the variety of opinions and interests that are being expressed, which is why the source of liberty should be vested in individual rights. In Federalist No. 51, Madison argues that "a coalition of a majority of the whole society could seldom take place on any other principles than those of justice and the general good" (50). In other words, interests formed in larger republics create assorted interests and opinions, thus disabling any one group from obtaining too much power where it can potentially carry more influence than any other group in making legislation. The national government should be distant from the people, due to the fact that liberty could be threatened not only by a strong government but also by factions or interest groups who seek to gain too much power for the good of all society.

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As a result of the varying, conflicting interests of Federalists and Anti-Federalists, the Constitution sought to find a compromise. The Constitution guarantees individual liberties, as favored by the Anti-Federalists, who later achieved the goal of implementing a Bill of Rights due to the fact that the "state bills of rights" turned out to be insufficient. In favor of the Federalists, the Constitution of 177 explicitly stated that the government "could do only what the Constitution gave it power to do, and nowhere in that document was there permission to infringe" on any freedoms (Dilulio 8).

In addition to liberty, another competing conception of politics that still continues to progress throughout our history is representation. The Anti-Federalists firmly held the belief that the knowledge needed to represent citizens is beyond that of being so well-educated. Ordinary citizens will know more about the common concerns of the people than wealthy citizens, who are more likely to distance themselves from the true interests of the people. This idea explains why the Anti-Federalists want actual representation, where the citizens are directly involved through participation in our government. Also, a large legislature is better than a small one because that way more interests can be expressed rather than the interests of just one faction.

The Federalists held opposite ideas about what believed to be the best theory of representation for the new nation. Virtual representation, where we democratically elected delegates to represent us as the best way to keep the citizens in contact with the doings of their government. The issue of the quality of the representatives, was clearly asserted by Madison representation should be in the hands of gentlemen of fortune and abilities, not in those of the middling politician" (The Founder's Constitution). This is important because it illustrates the biases of the Federalists, who were wealthy, well-educated, white, Protestant men, who wanted only the 'best and brightest' to represent them. Just like the Anti-Federalists, the Federalists were also acting out of self-interest because they wanted someone who was like them to represent them; someone who could understand their interests. In The Federalist No. 45, Hamilton rejects the Anti-Federalist on ideology of representation, by stating that "the nonagricultural working class knows that their habits in life have not been such as to give them those acquired endowments" (The Founder's Constitution). In addition, the Federalists held the belief that the size of the legislature should be small because only the most educated and elite have the real knowledge to know what decisions are best to make about our own personal lives.

The theories of representation adopted by the Federalists and Anti-Federalists sought to compromise "contending powers" rather than achieve a good balance (Zinn 101). The Great Compromise or Connecticut Compromise sought to reconcile this issue by allowing small states to dominate in the Senate and large states to predominate in the House. In addition, each state was allotted two representatives in the Senate, regardless of the size or population of their state. However, in the House, the number of Representatives was based on population.

Throughout our country's history, the constitution has been amended twenty-seven times. Each time, different groups have made their voices heard and changed legislation as a result. Nevertheless, the ideas of our Founders and the differences of the Federalists and Anti-Federalists still influence our society today. While the Federalists and Anti-Federalists held different ideologies for how our country should operate, both shared the common goals of "developing in our prosperity a deeper awareness of our government and "progressing the understanding of American government", and thus American history (The Liberty Bill Project). While some argue that the Federalists won the debate over the Constitution, others argue that the Anti-Federalist perspectives on our form of government still resonate in 1st century America. Even so, each age waves in a new time of progression where we can not only add another chapter to our history, but also proceed with a new understanding of liberty, equality, democracy, and justice from past history.

Works Cited

Dilulio, John J. Jr. and James Q. Wilson. American Government. New York Houghton Mifflin Company, 18.

Hamilton, Alexander, James Madison, and John Jay. The Federalist Papers. 181.

Story, Joseph. The Founder's Constitution. Volume 1, Chapter 1, Introduction. 187. The University of Chicago Press. Sept. 00 http//press pubs.uchicago.edu/founders/documents/v1ch1I.html.

The Liberty Bill Project. 4 Sept. 00. http//www.hanover.k1.va.us/lms/New%0Folder/parts.htm.

Zinn, Howard. A People's History of the United States 14-Present. New York Harper Perennial, 15.

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Group Leadership

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What do we mean when we say "group leadership"? What is it exactly? There is not a dictionary definition that can explain or give meaning to the phrase. In order to really understand the phrase "group leadership", we must separate it into two parts. We must define leadership. Then we must talk about group communication. What is leadership? Leadership is defined as a process of using communication to influence the behaviors and attitudes of others to meet group goals (Hackman and Johnson, 11). Group communication is the interaction of a group of people to achieve an interdependent goal (Galanes, Brilhart, & Adams, 000). So we can say that group leadership is using communication as the main tool to guiding and leading a group of people to accomplish interdependent goals. In order to get a greater comprehension of the subject, we must talk about two categories that relate to group leadership. They are the types of groups and the theoretical approaches to group leadership (Pearson, Nelson, Titsworth, & Harter, 00). With a knowledge of these two aspects, we will better understand the group leadership concept. Lastly, we will describe how group leadership and the workplace coincide. In the workplace, you can find group leadership issues and problems. We will also discuss any examples and try to formulate possible solutions. The following paragraphs will take us right into types of groups and approaches to group leadership.

We all interact in groups either at work, home, or school. In these groups you can certainly find communication. We can categorize groups into four types. They are task-oriented, relationship oriented, assigned, and emergent. Task-oriented groups are formed to accomplish one time jobs. Relationship oriented groups are types where you are affiliated with people for long durations. An example of this is your daily work groups. Assigned groups are ones where the members have been appointed or selected to participate in them. An example may be a person chosen to serve on a community watch council. Lastly, an emergent group is one that results from environmental conditions that lead to a cohesive group of individuals. An example of this is a study group attending a college (Pearson, Nelson, Titsworth, & Harter, 00).

Next, we must describe the theoretical approaches to group leadership. First, you have the style approach theory. It focuses on the pattern of behaviors that leaders exhibit in groups. There are major styles of leadership. They are democratic, laissez-faire, and autocratic. Democratic leaders encourage members to participate in group decisions. Laissez-faire leaders take a less caring approach to holding group discussion. Autocratic leaders hold strict control over their group. They make all decisions and assign all tasks. Secondly, you have the contingency approach theory. It assumes group situations vary, with different situations requiring different leadership styles. Then you have the communication competencies approach theory. It focuses on the communicative behaviors of leaders as they exercise interpersonal influence to accomplish group goals. Lastly, the distributed leadership approach theory states that each member is expected to perform the communication behaviors needed to move the group toward its' goal (Pearson, Nelson, Titworth, & Harter, 00)

Everyone experiences some type of group leadership at their place of employment. Most people engage in some kind of work group on a daily basis. In the work environment, you can find different levels of employment that require its' own distinct level of leadership. Within any organization, leadership begins at the top with either a president, CEO, or manager. This position is the head of the largest group, which is the company or business as a whole. There is a great deal of responsibility and obligation when running the daily operations of the company. So the responsibilities need to be dispersed among a group of leaders who can help to run the company effectively and efficiently. These leaders are now head of their own groups of people who need information to get their jobs done. Within these groups you will find the actual work groups. With effective group leadership, they can accomplish their required tasks, help to make decisions, and supply feedback. To help illustrate this concept in the workplace, I would like to use my place of employment as an example. I work in the aerospace industry and I work on military fighter aircraft everyday. At my level, I belong to the mass of the work group. We make up the largest number of employees at the site. We have different work centers that are responsible for a certain job process for the aircraft on the floor. I belong to the electrical work center. I am an electrical mechanic. There are other work centers such as structural mechanics, engine mechanics, inspectors, materials, support equipment, tooling, electrical back shops (component wiring), and methods planning. These are all examples of daily work groups. Each one must communicate internally and then communicate externally with the other work centers. Each group has its' own leadership in place to ensure things are moving forward and tasks are being accomplished. In my specific job, I work with a group of people that are responsible for the incorporation of new electrical systems in the airplane. We answer to an aircraft lead worker who is responsible for the entire flow of the aircraft while it is in production flow. We must communicate to that person to let them know what each person has accomplished everyday to stay current to the planning and budget. They in turn must answer to our supervisor. They must communicate the status of the aircraft and discuss any issues with parts and the time schedule. The supervisor then must report to the production floor manager the information that was received from the lead worker. The production floor manager then attends a meeting every morning to report the progress of all the aircraft on the production flow. At this stage in the communication cycle, he is now speaking with the leadership group. This is the group that is responsible for the financing, work recruitment, and site operation. In each of the groups leading up to the meeting, leadership within the groups allowed the information to make its' way up to the upper management level. Without effective group leadership, the channel in which the information travels can be cut off and the business could fail. One issue of group leadership that does occur at my work place is the ever present lack of communication. I am not speaking of the everyday communication that you need to get your job done. I am talking about the "behind the scenes" communication that keeps the place running. We experience issues where special tooling is required to perform some of the work on the aircraft and its' parts. The workers have repeatedly communicated this with their supervisors and left it at that. When the time comes and they need the tool, it is not on hand. Group leadership failed the workers who needed the tool. Ultimately, the leadership is failing its' customers. What needs to happen in this case is that the supervisors need to get together with its' leadership and discuss the whole situation. They must be able to effectively relay their message and stress the importance of the need for the tool. They must find a way to communicate at their "level" so that they can see that there is a problem and it needs to be fixed. In this case, the supervisor is the leader of the group and it depends on how well he can communicate to this particular group in order to get the results that he needs.

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The key to group leadership is communication. Leaders may use different styles of leadership to get people to work together for a common goal. Leaders do this without being aggressive or demanding. In order for a group of people to work together and achieve a desired task, good group leadership is a must.

Please note that this sample paper on Group Leadership is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Group Leadership, we are here to assist you. Your cheap research papers on Group Leadership will be written from scratch, so you do not have to worry about its originality.

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