James Joyce :: essays papers

James Joyce In the Portrait of the Artist as a Young Man, James Joyce creates a deeply personal and emotional portrait to every man. Joyce’s main character, Stephen Dedalus, encounters universal feelings of detachment, guilt, and awakening. Rather than stepping back and remembering the characteristics of infancy and childhood from and adult perspective, Joyce uses the language the infant was enveloped in. Joyce also uses baby Stephen’s viewpoint to reproduce features of infancy. In Joyce’s first chapter, crucial characteristics of Stephen’s individuality are established. Stephen’s first memory as a child begins with storytelling. â€Å"Once upon a time and a very good time it was there was a moocow coming down along the road and this moocow that was coming down along the road met a nicens little boy named tuckoo†¦Ã¢â‚¬  (Portrait, 7). From the start, Stephen’s lines are riddled with poetic sound and rhythm. Joyce demonstrates Stephen’s control over words with the baby’s first stream of consciousness. As Stephen’s thoughts continue, Joyce inflects the baby’s relationship to each of his parents through imagery. â€Å"His father looked at him through a glass. His father had a hairy face† (Portrait, 7). The glass that the father uses to look at baby Stephen is the very glass that keeps the father and son separate throughout the novel. Although the glass should aid Mr. Dedalus to see Stephen more clearly, closer up, the glass limits the father’s mind and perceptions. As Stephen grows older, the two literally view each other through the beer glass raised above Mr. Dedalus’s chin. Similarly, his father’s hairy face visibly separates the two. Mr. Dedalus exemplifies the standard man, one who loves sports, drink and women. Stephen’s enjoyment of words and lack of facial hair help him later understand how foreign and different he is from his father. Despite the lack of affection between Stephen and his father, Stephen shares a fondness for his mother. â€Å"His mother had a nicer smell than his father. She played on the piano†¦he danced† (Portrait, 7). When Stephen wet the bed she even â€Å"put on the oil-sheet. That had a queer smell† (Portrait, 7). Because of the affinity Stephen developed for his mother as an infant, the queer smell of urine brings Stephen comfort. This comforting, childhood association is attributed to the Freudian theory developed prior to the novel.

Factors Affecting the Grades of Freshmen Engineering Students Essay

INTRODUCTION This chapter is the input section of the paper. It includes the background of the study, the statement of the problem, hypotheses of the study, theory base (technical framework), its significance, as well as the scope and the limitation of the study, and its definition of terms. Background of the Study Academic performance according to the Cambridge University Reporter (2003) is frequently defined in terms of examination performance. College grading is an exceptionally complex phenomenon because it is subject to both external social forces and internal changes of the participants (for example, students, faculty) policies and practices (for example, grading policies) and other factors (Birnbaum, 1977)Ecoamists view grades as a reward for academic performance, which is assumed to be related to individual academic ability as well as the quantity and effort the student puts forth in educational activites (Becker, 1965; Hanushek 1979)Psychologist suggest that motivation, self-effacy and other psychological variables all make differences inindividual achievement and grades (Bandura, 1994; Marsh and Roche, 2000; McKeachie and others, 1990) Faculty members have the primary responsibility in assessing student academic performance and assigning grades to students. Faculty backgrounds appear to matter somewhat in assigning grades to students. adjunct faculty members tend to distributehigher grades than regular faculty. (Chen and Cheng, 1999;Sonner, 2000). Student academic ability and engagement in college are important determinants in academic performance. (Pascarella and Terenzini, 1991). There are many possible factors why the students able to get high or low grades. These factors are classified into four categories: student-related, teacher-related, environmental-related, and financial-related factors. Their grades based on their works throughout the semester. This study is subjected to the Freshmen Engineering Students of the University of Southeastern Philippines. It attempts to determine the correlation of the perceived factors that may or may at affect the grades of the freshmen Engineering students. By conducting study, the result will provide exact information on what will be the effective ways to achieve and  maintain ideal grades for the students to pass their course. The study will also provide what are the basic problems encountered by the freshmen Engineering students of University of Southeastern Philippines that affect their misbehavior. (repository, 2011) Statement of the Problem The study aims to determine the Perceived Factors Affecting the Grades of Freshmen of College of Engineering of the University of Southeastern Philippines S.Y. 2012 – 2013 More specifically, the study aimed to answer the following questions: 1. To what extent is the academic performance of the Freshmen Engineering students Hypotheses of the Study The following are the hypotheses of the study: 1.) Teacher-related factors: 1.1. There is a significant relationship between the modulation of voice of the teacher to the grades of the freshmen Engineering students. 1.2. There is a significant relationship between the teaching strategy of the teacher to the grades of the freshmen Engineering students. 1.3. There is a significant relationship between the mastery of the teacher’s subject matter to the grades of the freshmen Engineering students. 1.4. There is a significant relationship between the outputs given by the teacher to the grades of the freshmen Engineering students. 2.) Student-related factors: 2.1. There is a significant relationship between the students’ interest to the grades of the freshmen Engineering students. 2.2. There is a significant relationship between the students-professor relationship to the grades of the freshmen Engineering students. 2.3. There is a significant relationship between the student-parent relationship to the grades of the freshmen Engineering students. 2.4. There is a significant relationship between peer pressure to the grades of the freshmen Engineering students. 3.) Financial-related factors: 3.1. There is a significant relationship between financial assistance to the grades of the freshmen Engineering students. 3.2. There is a significant relationship between budget management to the grades of the  freshmen Engineering students. 3.3. There is a significant relationship between the demand of needs or requirements to the grades of the freshmen Engineering students. 4.) Environmental-related factors: 4.1. There is a significant relationship between the schools’ ambiance to the grades of the freshmen Engineering students. 4.2. There is a significant relationship between the schools’ facilities to the grades of the freshmen Engineering students. Theory Base This study is primarily anchored on John Riley & Sons, Inc. which states that the factors mentioned that affects the grades of the College students are: Economic View, Faculty, Institution, and the students’ self-interest. College grading is an exceptionally complex phenomenon because it is subject to both external social forces and internal changes of the participants (for example, students, faculty) policies and practices (for example, grading policies) and other factors (Birnbaum, 1977)Ecoamists view grades as a reward for academic performance, which is assumed to be related to individual academic ability as well as the quantity and effort the student puts forth in educational activites (Becker, 1965; Hanushek 1979) Psychologist suggest that motivation, self-effacy and other psychological variables all make differences inindividual achievement and grades (Bandura, 1994; Marsh and Roche, 2000; McKeachie and others, 1990) Faculty members have the primary responsibility in assessing student academic performance and assigning grades to students. Faculty backgrouds appear to matter somewhat in assigning grades to students. adjunct faculty members tend to distributehigher grades than regular faculty. (Chen and Cheng, 1999;Sonner, 2000). Institutional characteristics influence grading practices. Grades are not uniformly awarded across institutional types. Public institutions tend to award lower gradescompared with their private counterparts. Students at different Carnegie-type institutions receive different grades. Students at doctoral universities tend toreceive the highest grades compared with students enrolled in other types of schools. (Kuh and Hu, 1999) This theory suggests that self-interest (students’ performance), faculty, institution, and financial-based factors could affect the grades of the students. This  theory strongly supports the hypotheses of the study. Conceptual Framework Figure 1 shows the independent and dependent variables of the study. The study attempts to identify the relationship between the teacher-related, student-related, financial-related, and environmental-related factors to the grades of the freshmen Engineering students of the University of Southeastern Philippines. Independent VariableDependent Variable Teacher- related factors: * Modulation of teacher’s voice. * Classroom management. * Teaching strategy. * Mastery of the subject/subject matter. * Outputs given to the students. Student-related factors: * Student-interest. * Student-professor relationship. * Student-parent relationship. * Peer pressure. Financial-related factors: * Financial assistance. * Budget management. * Demand of needs or requirements. Grades of the Engineering students of the University of Southeastern Philippines Figure 1. Schematic Diagram of the Study Variables of the study The independent variables (IV) of the study are the following classification of factors: teacher-related, student-related, financial-related, and environmental-related factors. Thus these factors could or could at affect the dependent variable (DV) which is the grades of the Freshmen Engineering Students of the University of Southeastern  Philippines. Teacher-related factors. The modulation of the teacher’s voice, classroom management, teaching strategy, mastery of the subject or subject matter, and the outputs given by the teacher could or could at affect the grades of the freshmen Engineering students. Student-Related factors. The students’ interest, student-professor relationship, student-parent relationship, and peer pressure could or could at affect the grades of the freshmen Engineering students. Environmental-Related factors. The financial assistance given to the student, budget management, and the demand of needs or requirements could or could at affect the grades of the freshmen Engineering students. Significance of the Study The study was conducted mainly to provide information regarding The Perceived Factors Affecting the Failing Grades of Freshmen of College of Engineering of the University of Southeastern Philippines S.Y. 2012 – 2013.The feedback of this study would benefit the following: Teachers. This study informs the teachers to be aware for the cases of the students who’ve been involve in failing their subjects and help them motivate the students to listen properly during class hours and to fulfill their requirements given to them. Students. This study encourage the students to be more responsible and more serious of their studies. Parents. This study helps the parents to be aware of their students’ needs in school. That includes their financial assistance and parental guidance to their students. Future researchers. This study would serve as a reference to their studies and could be counted as a reliable source. Scope and Limitation of the Study The study focuses on the Perceived Factors Affecting the Failing Grades of Freshmen of College of Engineering of the University of Southeastern Philippines. Generated to a survey questionnaire is our primary data used which was also used in interview guide with the students. The respondents of the study were randomly picked ten (10) students of every section in the  said department. The study covers the first semester of the school year 2012-2013. Definition of Terms * Freshmen Engineering students. This refers to the participants of the study which are taking their college degree in the University of Southeastern Philppines, Barrio Obrero, Davao City. * Teacher-related factors. This refers to the factors in which the teacher is the one being subjected that could or could at affect the grades of the freshmen Engineering students of the University of Southeastern Philppines. In this study, the teacher-related factors are: modulation of teacher’s voice, classroom management, teaching strategy, mastery of the subject matter, and the outputs given to the students. * Student-related factors. This refers to the factors in which the student is the one being subjected that could or could at affect the grades of the freshmen Engineering students of the University of Southeastern Philppines. In this study, the student-related factors are: students’ interest, student-professor relationship, student-parent relationship, and peer pressure. * Environmental-related factors.This refers to the factors in which the environment is the one being subjected that could or could at affect the grades of the freshmen Engineering students of the University of Southeastern Philppines. In this study, the environmental-related factors are: school’s ambiance and the school’s facilities. * Financial-related factors.This refers to the factors in which money is the one being subjected that could or could at affect the grades of the freshmen Engineering students of the University of Southeastern Philppines. In this study, the financial-related factors are: financial assistance, budget management, demand of needs or requirements.

Italian Revolution(1830-1848) Essay

The three revolutionaries Giuseppe Garibaldi, Giuseppe Mazzini, and Count Camillo Benso di Cavour are the primary names associated with the process by which the many governments of the Italian peninsula came together as a unified kingdom. They all were pivotal in this unification process. In the years between 1830 and 1848 many events occurred in the country of Italy. The primary problems in Italy were a mix of economic depression, social clash, and radical ideas. Secret societies were formed, and because of this, many people were thrown in prison. However, being jailed did not stop or even hinder the revolutions, as the Italians were determined to reach their independence from the Austrians. Giuseppe Mazzini was always surrounded by political dissent, and the resentment against the German-speaking foreigners in Vienna whose armies crushed Italian aspirations toward self-government. At the young age of 21, Mazzini began to combine opposition to all existing governments, desire for political freedom, and Italian nationalism into one, unified cause. At this time he also decided to wear only black clothing in order to express his mourning over the loss of Italian freedoms. The turning point of his life and eventually, one can argue, the turning point of Italy occurred in 1830 when Mazzini joined the conspiratorial society of the Carbonari. The Carbonari was a loosely organized group of liberal and radical revolutionaries. In this group Mazzini attended illegal meetings, distributed banned newspapers, acquired weapons, and took part in riotous antigovernment demonstrations. Mazzini’s passion for Italy was essentially the driving force of his life. He was arrested and spent six months in a local fortress. During this time in solitude, he received his life’s calling; to devote his existence to the emancipation of Italy. He derived his motto â€Å"God and the People†. This motto was well thought out for many reasons. He actually believed that God had intended on all humans to find individual freedom. Secondly, the way to control the masses is to include God. If people believe they are fulfilling God’s virtues they will do almost anything. Mazzini asserted, â€Å"once all peoples had achieved political liberties and combined into national communities, they would pursue humanitarian goals and live in peace with one  another† (Watkins 824). He stated that the reason the secret societies did not thrive was because they focused too much on the individual rights and freedoms. He called on all Italians to emphasize the sacred duty to make Italy a single nation under one government. His basic premise was that nationalism was cooperation among all peoples, not competition (Watkins 825). Soon after his release from prison, Mazzini erected his own secret society, called Young Italy, or Giovanni Italia. He had only one goal; the unification of Italy under one republican government with civil and political freedom for all. Mazzini primarily recruited from the young, middle class. Much like his own background. He wrote hundreds of volumes of writing initiating propaganda for his troops. He stockpiled weapons, and prepared to fight with guerilla warfare (Watkins 824). However, government officials discovered Mazzini’s activities and the exiled him. He lived in Britain where his popular opinion favored his cause. He did not return to Italy until 1848 where he helped to instantiate the revolution of 1848. Although he was defeated by foreign troops, his thoughts lived on. The societies of Young Hungary, Young Germany, and Young Europe were created because of him. Many people argue that every revolution was because of this man. In 1848, Italy was widely considered one of the most democratic and liberal nations in all of Europe. Nevertheless, it was â€Å"under the suzerainty of a number of reactionary rulers† (Kauffman 848). The Kingdom of the two Sicilies was under the despotic king, Ferdinand II. The Papal States were under control of the pope, and the rule of Tuscany, Lombardy, and Venetia was profoundly under the influence of Austria. The only kingdom that had its own independence was that of Piedmont, ruled by Charles Albert. The roots of the Italian revolutions reach back to the Congress of Vienna and the restoration of the reactionary rule by which Austria dominated the peninsula. Metternich, the minister of Austrian foreign affairs, was the man who enforced the settlements that were reached during the Congress of Vienna. The unfinished revolutions of 1820 and 1830 showed that the public was not satisfied with the â€Å"arbitrary rule, censorship of the press, and the  secret police† (Sperber 52). Because of these harsh policies, secret societies like the Cabonari were generated, becoming the leaders in the movement for change. This movement was called â€Å"risorgimento†. Because of the clashing of propaganda and nationalist literature, a revolution seemed inevitable. On January 12, a revolution took place in Palermo Sicily. Since Ferdinand II was on the brim of defeat he granted a constitution that was modeled after the French Constitution. However, the conflict eventually turned from the cause of political constitutionalism to the cause of Italian unity. On April 29, 1848, Pope Pius IX officially disassociated himself with the nationalist war. This infuriated the public, saying that the pope betrayed the Italian cause. The first round of fighting ended when an under trained army was maliciously defeated in Milan. However, the pope’s betrayal resulted in anticlericalism in Rome. Pius IX was forced to flee from Italy and live in the Bourbon kingdom to the South (Sperber 98). Political confusion ended in Rome when Mazzini established a republican democracy in Rome. However, on August 28 Austrian troops entrenched in the cities of Lombardy and Venetia. Shortly thereafter, monarchial rule was reinstated into Italy. It appeared that the revolution would be left to a later generation to accomplish. The politicization of the Italian peoples during 1848 contributed to their success in achieving national unity a generation later. The national idea for Italy was the one concept that survived the defeats and disappointments of 1848.

Why Did The Leveller Movement Fail To Achieve Its Political And Religious Objectives In The Search For Settlement After The Civil War Essays

Why Did The Leveller Movement Fail To Achieve Its Political And Religious Objectives In The Search For Settlement After The Civil War Essays Why Did The Leveller Movement Fail To Achieve Its Political And Religious Objectives In The Search For Settlement After The Civil War Paper Why Did The Leveller Movement Fail To Achieve Its Political And Religious Objectives In The Search For Settlement After The Civil War Paper As the Civil War drew to an end, the emergence of many radical groups became noticeable. The collapse of authority meant that they could now come of hiding, debate in public and develop their ideas. One of the radical groups that emerged were, as named by their opponents, the Levellers, as they wished to level out society. They had many ideas on how they thought society should be won and these political and religious objectives were put forward to Parliament in The Agreement of the People in 1647. This document was much more radical than those before it. In terms of political aims, the Levellers wanted to extend the franchise and achieve manhood suffrage, as they believed that everyone had equal rights to vote. They wanted to reform the legal system to give equality to everyone before the law and achieve recognition of peoples fundamental rights and liberties. They also believed that the sovereign power should lay with the people, not with the King or Parliament. So, why did the Levellers movement fail to achieve these definite political and religious objectives after the Civil War? One major factor in the downfall of the Leveller movement is the bad leadership and organisation. There was never one clear leader, but instead lots of leaders, all of whom had slightly different ideas and aims, which led to slight divisions within the Levellers themselves. Also, some of the main leaders, for example, John Lilburne, were imprisoned for their actions. This meant that the leaders that were present could have no real effect on the way the Leveller movement was organised and this contributed to their failure. Another key factor that led that prevented the Levellers from achieving their political and religious objectives was the fact that they had never won national support. Their main base was in London and the South East, among merchants and traders who would benefit from their reforms. This played a large role in the collapse of the Leveller movement, as overall there were not enough Levellers throughout the country to allow it to continue. Another reason for the Levellers failure was their lack of a co-ordinated programme with full-blown policies. They all had definite aims that they wanted to achieve, but had not put much thought into how they would reach these targets. Also, they were neither numerous nor aggressive enough. A combination of these factors meant that they could easily be defeated and that their policies were not implemented. The Levellers also failed to capture the army, another key factor that contributed to the end of the Levellers. Although some of the rank and file support them, as they too would benefit from some of their objectives, a lot of the army were more interested in pay and conditions than in theoretical schemes of government. They also had no support from the officers, the so-called Grandees, like Cromwell and Ireton as their power could be curbed by the Levellers ideas. This meant they had little support in Parliament. Another reason that the Levellers had little support in Parliament was because the rich and wealthy landowners felt threatened by the Levellers. If the Levellers achieved their objectives they felt that they would lose power, money and land and there would be a major destruction of social order. They also thought that people that didnt own land shouldnt get the right to vote, as they had nothing to lose, so couldnt be trusted. This view was particularly emphasised by Ireton. This lack of support from the wealthy meant that the most influential people in society did not support them, and this lack of support added to the factors that led to their failure. Cromwells strong opposition to the Levellers and their objectives, as he believed that society was based upon property and that if the Levellers ideas were implemented it would lead to anarchy. All in all, the Levellers ideas were much too radical for him to accept. He played a major role in the breakdown of the Leveller movement when he crushed their mutinies, especially the mutiny at Burford. This led to the execution of 3 of the leaders and a defeat from which the Levellers would find hard to recover from. Cromwell also had an affect on the outcome of the Putney Debates in 1647. It was here that that terms of the Agreement of the People, put forward by the Levellers, were debated. In the end, the meeting broke up without an agreement and ended in a stalemate. If the Levellers had been more successful they may not have failed. They were unsuccessful at the Putney debates mainly because the majority of the army trusted Cromwell, not the Leveller speaker, so support couldnt be gained. Also, Rainborough, a Leveller, had been killed, leaving them without their most dynamic speaker. This failure to gain support and force through their reforms at the Putney debates marked the beginning of the end of the Leveller movement. The Levellers emerged at a time when there was severe economic hardship and this made their policies attractive to the working class people, who would benefit from their reforms, but as the economic situation improved support for the Levellers started to decline. This was a major factor in their failure, once again, due to lack of support. In the words of Brailsford it [the Leveller Movement] was neither defeated nor suppressed. It faded out because it had nothing to do. This is still an idea argued by historians today. In any case, the Levellers failed to achieve their political and religious aims in search for a settlement after the war. This was due to a combination of factors, but mainly because of the lack of support, either due to opposition to their objectives or due to improvement in economic conditions. Either way, if there had been more support for the Levellers throughout the country they may have been able to achieve what they had set out to do.

10 Tips About How to Write a Caption

10 Tips About How to Write a Caption 10 Tips About How to Write a Caption 10 Tips About How to Write a Caption By Mark Nichol If you contribute to production of a print or online publication that includes photographs or illustrations, you’re likely, at some point, to write captions. Here’s some advice about how to write good ones. 1. Caption copy must match the tone of the running text (the general written content, as opposed to display type such as headlines and captions). Determine whether captions should be formal or informal, or serious or humorous, or whether the tone can vary depending on circumstances. 2. Caption format will depend on various factors. Portraits (often referred to as headshots), or images of places or products can simply be captioned with a name: â€Å"John Smith,† for example, or â€Å"Deluxe Dual-Purpose Widget,† without terminal punctuation. (If the product caption is a description rather than an official product name, capitalize only the first word and proper names.) Captions for photos or other images showing events or occurrences can consist of incomplete sentences (â€Å"Taking the Inchworm personal-transportation device for a test drive†), but it’s generally better to use one or more complete sentences. (â€Å"John Smith takes the Inchworm personal-transportation device for a test drive.†) Avoid eliding words, as in â€Å"John Smith takes Inchworm personal-transportation device for test drive†; write the caption as if you were speaking it aloud, not as if you were writing a headline or dictating a telegram. Some publications use a lead-in phrase to establish the caption; these are either straightforward or may be conceptual and might be humorous and/or alliterative as well. They are often formatted in boldface and followed by a colon, and they generally are capitalized like headlines. (â€Å"Wiggle Wagon: John Smith takes the Inchworm personal-transportation device for a test drive.†) 3. A brief article can be formatted as a caption; it’s best to distinguish such special features with a box around the photo and caption and/or a different font treatment. (A headline is optional.) The extent of the block of type shouldn’t be less than the space taken up by the photo, and the caption should be broken up into paragraphs if it’s more than a few lines long, and perhaps divided into columns if the image is more than one column wide. 4. Use context to determine how thoroughly to identify photographic subjects. Because a person, place, or thing shown in a photo is almost invariably identified in accompanying running text, titles, affiliations, and other additional information, for example, are rarely required in captions. Subsequent photos of the same subject can be simplified (as when a person’s full name is used only in the first of several captions for photos featuring that person). 5. Avoid replicating content from the running text in a caption. The caption should allude to the running text’s topic, but the specific wording should at most paraphrase the running text. 6. Captions should not use judgmental or facetious language or make assumptions about, for example, a subject’s state of mind. (Of course, a publication that features humorous or satirical content is an exception.) 7. If more than one person is featured in the photo, use directional or other targeting terms (for example, â€Å"left,† â€Å"standing,† or â€Å"holding aardvark†) only if the distinction between the photo’s subjects is not obvious. If you must use such wording, be consistent about style and format. Here are some alternatives (the first of which trusts readers to assume left-to-right orientation): â€Å"Security guards Winken, Blinken, and Nod stand watch.† â€Å"Security guards Winken (left), Blinken, and Nod stand watch.† â€Å"Security guards Winken, left, Blinken, and Nod stand watch.† â€Å"Security guards (from left) Winken, Blinken, and Nod stand watch.† â€Å"Security guards (left to right) Winken, Blinken, and Nod stand watch.† 8. Avoid tired terminology. If, in a photo accompanying an article about a cash donation, a person is pictured pointing at an oversized mockup of a check, don’t write, â€Å"Charity Goodheart gestures at a giant check as Greedco chairman Rich Moneybags looks on.† (And ask yourself why your company or organization is publishing such a tired visual clichà © in the first place.) Simply write, â€Å"Charity Goodheart acknowledges a donation from Greedco chairman Rich Moneybags.† 9. Fact-check all quantitative information such as spelling, names (of people, places, and things) and titles, and data, and double-check that you describe action or procedures accurately. 10. Don’t forget to include credits, and be consistent in style and format. Acknowledge the photographer or stock-photography source with the name alone; there’s no need to write â€Å"photo by† or the like. (However, if a photo is provided without charge by another source, credit, for example, â€Å"Courtesy Lookatthis.com.†) Distinguish the credit from the caption by using another font or point size and/or placing it vertically along the right-hand edge of the image. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:When to Use â€Å"That,† â€Å"Which,† and â€Å"Who†Driver License vs. Driver’s License150 Foreign Expressions to Inspire You

Presidents Who Never Won a Presidential Election

Presidents Who Never Won a Presidential Election There are only five presidents in American history who never won a presidential election. The most recent was Republican Gerald Ford, the 38th president of the United States. Ford served from 1974 to 1977 and then left office in electoral defeat. Where some others assumed the presidency under tumultuous or tragic circumstances and then went on to win a second term, Ford is among a handful who failed to convince voters to return him to power after he ascended to the White House because his predecessor resigned. The other presidents who never won presidential elections were John Tyler,  Millard Fillmore,  Andrew Johnson, and  Chester A. Arthur. Ford is also among fewer than a dozen one-term presidents  who ran for second terms but were denied by voters. So How Did Ford Become President? Ford was serving as vice president in 1974 amid scandal in President Richard M. Nixons administration. He ascended to the presidency when Nixon resigned before he was to face prosecution over the 1972 break-in at the Democratic Partys headquarters in what became known as the  Watergate scandal. Nixon was facing certain impeachment at the time.   As Ford said in taking the Oath of Office:  I assume the Presidency under extraordinary circumstances. This is an hour of history that troubles our minds and hurts our hearts. Did Ford Run for Re-Election? Yes. He won the Republican presidential nomination in 1976 but lost in the general election to Democrat Jimmy Carter, who went on to serve one term. Fords political fortunes sank amid a depressed economy, inflation, and energy shortages at home.   Ford and Carter had engaged in what is believed to be among the most important political debates in political history. The debate, many historians believe,  proved disastrous to Fords bid for a second term in the White House. Ford famously claimed, erroneously, the following: There is no Soviet domination of Eastern Europe and there never will be under a Ford administration. Fords statement was met with incredulity from moderator Max Frankel of  The New York Times  and served to tarnish his campaign. What About the Others Who Didnt Win Election? John Tyler became president when President William Henry Harrison died in office in 1841. Tyler could not muster enough support to sustain a legitimate presidential campaign.  Millard Fillmore became president when Zachary Taylor died in 1850. Fillmore sought his partys nomination for a second term but was denied.Andrew Johnson became president when Abraham Lincoln was assassinated in 1865. Johnson did not run for office after being impeached by Congress.  Chester A. Arthur became president after James Garfield was assassinated in 1881. Arthur did not run for re-election.

EXPLANATION AND ASSIGNMENT Essay Example | Topics and Well Written Essays - 1500 words

EXPLANATION AND ASSIGNMENT - Essay Example There is often an expectation that you will ‘follow in the footsteps’ of the family’s most successful members. Along with this pressure, there is also the pressure to accept help from your family and their associates. One can be left with the dilemma of deciding between following your own path and stepping into the destiny everyone around you assumes belongs to you. In my family, the American Dream is having your children do well. It is having your children continue in your footsteps, either in the family industry or attaining a higher level of success than your parents in another industry. The preferable path is that your children pick up the family business and carry it forward. There is a great desire to continue the legacy of the family. There is great pride for someone to pass on a legacy to their offspring. However, for the offspring, this situation is not always as desirable as it may look to other people. With so much decided for you and the ease of possib le success at your fingertips, it can be difficult to discern what you truly want for yourself. Additionally, you can begin to take future success for granted. With all of the advantages at your disposal, how could your future work out to be anything but bright? But there can also be guilt. Do you deserve the place that is being set for you? Are you the person that people think that you are? What if you don’t have the same qualities and characteristics that people assume you have? What if the genetic lottery did not imbue you with the traits that are expected of you? The idea that certain traits are indelible to certain people, specifically people with a higher socioeconomic status or a family history of a certain level is a long held notion. The concept that certain people are more deserving than others is not something new. In fact, â€Å"English social hierarchy privileges aristocrats by birth over those who distinguish themselves through intellectual labor† (Vaught 65). There is certainly a segment of our society who still clings to that idea—albeit most of them belong to the social class in question and harbor this belief in order to cling to their status. The belief and the associated practices are so prevalent, there is a name for them: nepotism. Nepotism is â€Å"favoritism to kinfolk† (Schumer 46). In some instances, the practice of nepotism is a practical practice. For instance, when universities hire married couples in recognition of the fact that academics tend to marry other academics, this is a practice that helps the institution maintain retention of quality professors—which is the topic and focus of Schumer’s piece, â€Å"The New Nepotism.† However, the nepotism that is a controversial issue for most people is not the case of married couples gaining employment in the same place. The nepotism that most people have such strong feelings about is the practice of the sons and daughters or someone alre ady enjoying advantages gains employment or favor because of who their parents are. Many people are opposed to this type of nepotism and opposition to this way of life is not new either. In fact, Thomas Jefferson explained his opposition to this concept in his letter to Adams. He referred to this idea as the ‘artificial aristocracy: â€Å"I agree with you that there is a natural aristocracy among men. The grounds of this are virtue and talents†¦there is also an artificial aristocracy, founded on wealth and birth, without either virtue or talents† (Jefferson qtd. in Cullin 51). Although Adams and Jefferson