The Master and the Disciple - Who is Who in the World of the Research Paper

The Master and the Disciple - Who is Who in the World of the Counterintelligence - Research Paper Example The two intelligence communities have been working in close cooperation with each other since the first timid steps of the FBI in counter-espionage, and are still working together, even closer than ever, due to a set of reasons their paths followed in many ways different directions, in the meaning of strategic goals, budgetary constraints with the ensuing structural features, staffing, and efficiency, with all the consequences that stemmed from it. And finally, the paper draws a conclusion that sharing common values and pursuing similar objectives, in particular after the decay of the British Empire, but what is more important, learning from each other’s failures and achievements, the US and the British concepts of intelligence and counterintelligence have quite logically and understandably converged. ‘Counterintelligence means information gathered and activities conducted to protect against espionage, other intelligence activities, sabotage, or assassinations conducted for or on behalf of foreign powers, organizations or persons, or international terrorist activities, but not including personnel, physical, document or communications security programs.’(Executive Order 12333 - United States intelligence activities, Part 3 General Provisions, art. 3.4 Definitions, retrieved on 14 April 2010 < http://www.cia.gov/about-cia/ eo12333.html>) Since the very dawn of the purposeful gathering of information about the plans, capabilities and intentions of foreign powers, it had become essential for a nation not only to keep the powers concerned unaware of that knowledge but also to preserve its own plans, capabilities, and intentions from being revealed. Besides the broad national interest, it’s the ever-growing necessity of effectively detecting and countering the possible threats and hostile activities, which makes any intelligence entity to produce a significant effort in order to safeguard its own operations.

Trustees of Indiana University Essay Example for Free

Trustees of Indiana University Essay Planning and building the landscape of education and the academic community is not an easy task or responsibility. There are various standards or guidelines that the academic institutions, its staff, teachers, communities, parents, and other stakeholders should adhere to in order to develop and provide educational programs and services that exceeds quality and excellence. At the heart of this imposing goal of education is the accomplishment of various research studies for the purpose of formulating, determining, and proving or debunking various theories, models, paradigms, frameworks, strategies, techniques, etc. that respond to various concerns for all the dimensions and aspects of education. For instance, several research studies conducted within the scope of the field of education were designed to address how Educational Philosophies are supposed to be drafted based on diverse viewpoints on learning and education, i. e. idealism, realism, existentialism, and so on. Moreover, theoretical perspectives that are being developed based on research studies and practical experiments lead to the development of various teaching strategies and techniques that address various problems from different angles of the learning situation. Under these pretexts, we realize why learning educational theories and models in different aspects of learning and education is important. The theories and models serve as a guide that helps government institutions, academic institutions, and teachers develop educational standards and guidelines, as well as specific programs, activities, learning content, and so on. In this way, the landscape of learning and education are well-planned and designed to accomplish, in the process, the genuine goals and objectives of education and the responsibilities of the academic institution, its staff, and the teachers, toward the nation, the government, the community, the parents, other stakeholders, and most importantly the learners. Developing an Understanding of Instructional Design One specific aspect or dimension of the teaching-learning process is Instructional Design. According to Jonassen, Tessmer, and Hannum (1999), Instructional Design may be considered initially as a process by which comprehensive information is obtained in order to determine how learning shall be best facilitated. The foundations of the Instructional Design shall be based on the nature of the learners, the features or characteristics of the learning environment, the availability of resources and information, the educational philosophy observed by the academic institution, the goals and objectives of education, rules and laws governing education, new trends or paradigms in education, and so on. These information shall be utilized to identify the processes, strategies, techniques, methods, materials, etc. that are to be used to facilitate learning and transmit knowledge to the learners. (Jonassen, Tessmer, Hannum, 1999) In order to develop sound, efficient, and appropriate practices in Instructional Design, various theories have been formulated to support the planning, implementation, and evaluation process. One of these theories includes the Instructional-Design Theory. The Instructional-Design Theory, according to Reigeluth (1983), is an outline that directs how learning shall be best facilitated. The Instructional-Design Theory constitutes three key concepts which help individuals, particularly teachers, as well as academic institutions, plan and design the content, the methods, strategies, techniques, etc. of instruction for the purpose of enhancing how learning takes place. In developing the landscape of education as the primary concern for the literature, several references, such as books, publications, and journals have been published over the years discussing the Instructional-Design Theory. However, not all information discussed in these references may be considered valid and reliable. Hence, reviewing references that shape the foundations of education, particularly in Instructional Design is important in order to obtain information that are relevant, appropriate, efficient, and advantageous for application to educational processes and operations. All about the Book Charles M. Reigeluth and Alison Carr-Chellman wrote the third volume of the â€Å"Instructional-Design Theories and Models† three-part series. The subtitle for this volume is â€Å"Building a Common Knowledge Base. † The main theme of the book still adheres to the concepts of the Instructional-Design Theory, however, in this third volume, there was much emphasis on solidifying the bases or foundations of Instructional Design founded on the vast scope of information on frameworks, models, paradigms, and so on, that build on how Instructional Design is viewed, planned, implemented and evaluated. Reigeluth and Carr-Chellman’s goals and objectives in coagulating the foundations of Instructional Design were realized through their discussion of the common knowledge or information shared by the variety of archetypes, standards, paradigms, etc. In addition, Reigeluth and Carr-Chellman may be highly regarded as reputable sources of information. Their experiences as members of the academe have made it possible for them to provide fitting contributions to the book. Reigeluth is a professor at Indiana University’s School of Education, Instructional Systems Technology Department. He has obtained a Ph. D. in Instructional Psychology at the Brigham Young University. (Indiana University, 2009) On the other hand, Carr-Chellman is also a professor at the Pennsylvania State University’s Department of Learning and Performance Systems. She has obtained a Ph. D. in Instructional Systems Technology (Indiana University) and a Master and Undergraduate Degree in Education (Syracuse University). (SAGE Publications, 2008) Central to the discussions and arguments in the book is the belief of the importance of establishing a common knowledge base that would fuse the bases and extract the essence of Instructional Design that will be the foundations of other models, theories, strategies, techniques, and planning or designing, implementation, and evaluation of Instructional Design as a process. This review primarily focuses on how Reigeluth and Carr-Chellman’s work is a great contribution to the field of education, particularly in shaping and developing the foundations of Instructional Design despite and even with the diverse changes to learning situations principally caused by concepts in constructivism. A SUMMARY OF THE BOOK The first unit of the book, â€Å"Frameworks for Understanding Instructional Theory,† provides generally common information, represented in specific contexts and structures, about the definition, dimensions, and mechanics of the Instructional Theory, the Instructional Design and Instruction, the philosophies that govern the process of instruction, and how instruction is being applied within various learning situations. This particular unit was developed in order to provide introductory information. It sets the stage for the succeeding discussions on the Instructional-Design Theories and Models by: (1) defining the features, conditions, conceptual framework, and delimitations of the Instructional-Design Theory, (2) discussing the importance of instruction and its role in facilitating learning and the transmission of knowledge, and (3) relating concepts and ideologies on the Instructional Theory and Instructional Design to practical situations that commonly occur within the setting of the teaching-learning process. The second unit of the book, â€Å"Theories of Different Approaches to Instruction,† constitutes five approaches to instruction with varied goals and expected outcomes. Each was written by different authors who contributed to complete the objectives of the book. The five approaches aforementioned are: (1) Direct Approach to Instruction which targets the fast and efficient transmission of knowledge through direct teacher-learner interaction, (2) Discussion Approach to Instruction which facilitates learning through discourse and interaction, (3) Experiential Approach to Instruction within learning environments that allow practical learning or the application of knowledge and skills, (4) Problem-Based Approach to Instruction wherein learning is facilitated by urging students to define problems and develop resolutions, and (5) Simulation Approach to Instruction which places the learners within an environment that represents reality. The third unit of the book, â€Å"Theories for Different Outcomes of Instruction,† addresses problems, challenges, and difficulties in the teaching-learning process as caused by diversity and the complexity of learning and the learners, which necessitates the realization of different outcomes from the learning process in order to promote holistic learning. These four theories, which seek to accomplish varied outcomes from the learners, include (1) Skill Development, (2) Understanding, (3) Affective Development, and (4) Integrated Learning. Apparently, these theories are responses to the need to diversify learning so as not to capitalize excessively on cognitive learning and instruction. These theories are based on the perspectives of holistic learning, which looks into other aspects of the person aside from his cognitive faculties. The fourth unit in the book, â€Å"Tools for Building a Common Knowledge Base,† tackles the practical aspect of developing a framework of Instructional Design, which is based on universal knowledge and information that withstands various changes and transformations in the landscape of education through time. There were various issues discussed in this particular chapter. The first issue has something to do with the conceptual framework of the Instructional Theory – that is the base knowledge or hypothesis for the theory, its goals and objectives, contributions to education, suggestions and recommendations, general points and ideas, and so on. Other issues constituted the design or process by which the academic institution is to undergo reformation. These designs or processes include the successful implementation of a Learner-Centered Education, the dimensions of learning and the Instructional Theory, how the Instructional Theory is to be applied to educational processes and operations appropriately considering the inception of the Information Age, and the necessity to apply common knowledge base to capture the genuine essence of Instructional Design as a process to facilitate the improvement of the educational landscape. ANALYSIS AND EVALUATION OF THE BOOK This book is the third installment in a three-volume set on Instructional-Design Theories and Models. The first volume of the book was set down by Reigeluth, the editor, with primary issues and concepts focused on narrating, defining, and describing the basic concepts that build on the theory of Instructional Design within the context of the existing landscape of education during that point in time. (Reigeluth, 1983) The second volume develops the major concepts and ideas in the first volume but with additions or contributions from paradigm shifts and newly discovered theories that seek to improve or enhance the framework of the Instructional Design Theory. (Reigeluth, 1999) Based on the concepts and ideas from the first and second volumes of the book, the fundamental features and contributions of the third volume are realized. The essence of this book lies in its undercurrent objectives of fusing the concepts and ideas from the first volume and the second volume in order to provide an improved source of information that builds on the core concepts of the Instructional Design Theory and the current trends integrated into the theory in order to develop or enhance its foundations as well as how it is applied with considerations on the modern issues and concepts. Reigeluth and Carr-Chellman have efficiently worked together in order to collate significant information that contributes to progressive knowledge of Instructional Design as a theory by focusing on how all the major and significant parts of the theory, whether traditional or modern, shall be put together to reconcile rational yet long-established theories with modern constructivist theories. We may consider the process of developing this book as gaining the best of both worlds – that is, the face of Instructional Design in the past and at present time – to provide a new paradigm of the Instructional Design theory that is deep-rooted on a secure and time-tested model but is also appropriate for current learning environments and situations. Under these pretexts, the contributions of this book to human knowledge was realized because it presented something new or innovative that is logical and sensible as well as practical. From the words of Reigeluth and Carr-Chellman (N. D. ), the maturity or development of knowledge in this particular context is only facilitated when theories are built on other theories. Reigeluth and Carr-Chellman’s vision in creating this book embodies innovation and development at the face of the necessity to continually improve one of the primary institutions in society that provides services in education. Delving into one of the many technical aspects of the book, Reigeluth and Carr-Chellman has also succeeded in providing a reputable or reliable and valid source of information based on the list of references used to complete this third volume. Reigeluth and Carr-Chellman were able to obtain information that was integrated into the book from the individuals who developed the various theories discussed in the second, third, and fourth chapters of the book. Gaining the original ideas and perspectives from the theorists themselves establishes its reliability and validity since information were obtained first hand. Moreover, Reigeluth and Carr-Chellman, as the editors of the book, have handpicked a variety of primary and secondary references to back-up their theses or main arguments in the book. This means that both editors made an effort to approach the matter impartially and evenhandedly. The book was consistently structured and organized from start to finish. It was topical in such a way that divisions were planned to categorize all similar ideas together, such that definitions were placed in the first unit, the theories for approaches in the second, and so on. In addition, the book was arranged chronologically in order to relay simple and singular information first before moving on to the complex ideas which have something to do with how the pioneers of education as a process are to synthesize information from the first units to develop a common knowledge base for the design and implementation of the Instructional Design Theory. Overall, the ideas were organized from general to specific and similar concepts or ideas were placed together in a single unit in order to prevent confusion on the part of the readers and to present a clear and concise conceptual structure. However, in the same way, the structure of the book solidified some of its flaws regarding how the main theme was covered and how the readers are expected to synthesize the information provided in order to come up with a common knowledge base to enhance the framework of current theories or models of Instructional Design. Mostly, Reigeluth and Carr-Chellman presented concepts and ideas on the approaches and expected outcomes of instruction. Although introducing new theories is relevant in the quest to develop or improve the structure of Instructional Design or theory, the arrangement of the ideas and the scope of the discussions do not sit well with the primary objectives of the book, let alone its subtitle that was supposed to define its content. I believe that Reigeluth and Carr-Chellman should have published two different books in order to secede the discussions in units two and three, and the fourth chapter, which genuinely captured the essence of the book. Furthermore, Reigeluth and Carr-Chellman should have given more thought on providing comprehensive and sufficient information on how individuals are to develop a common knowledge based on Instructional Design as a theory as it was the fundamental nature of the third volume of the three-part Instructional-Design book series. In terms of the content of the book, the number of sources, from books to journals, magazine articles, etc. that I have read over time has taught me that different types of information made available for readers are not meant to be technically and practically critiqued, but instead digested in order to determine whether they represent rational and exploitable ideas and concepts for the advancement of human knowledge and development of education. Reigeluth and Carr-Chellman decided to contribute something to the field of education by introducing this third volume of the Instructional-Design Theories and Model series and the time and effort placed to do so is entirely commendable. Moreover, the diversity of learning situations and the complexity of the various aspects of the teaching and learning process nowadays justifies the applicability or non-applicability of new theories, approaches, techniques, strategies, etc. being introduced to the academic institution. This means that some ideas presented would turn out to be effective in some learning situations and ineffective in some. The most important thing is to obtain the most important pieces of information that would be valid in all aspects and situations in order to establish a contingency plan that would prevent flaws and failures in education. This ideology represents what this book embodies as a bulk of knowledge. CONCLUSION By and large, the book is a significant piece of reference that contributes to the massive field of education, specifically in developing the foundations of Instructional Design as a response to the diverse changes in the learning situations and environments principally caused by concepts in constructivism. Although there were some flaws evident in the structure and organization of the book, it presents several pieces of information that meets the necessity for additional knowledge that expands Instructional Design. In addition, the book is an excellent reference for individuals who are exploring the variety of theories and models that build up Instructional Design. With the success of the book in fusing conventional ideas with contemporary ones in an attempt to solidify the generally accepted foundations of Instructional Design as a theory and reconcile it with innovative theories and models, the only inquiry that remains is what the future holds for Instructional Design in terms of how it is to be approached and how its current paradigm is to be modified. References Indiana University. (2009). Profile: Charles M. Reigeluth. Retrieved 14 Apr 2009, from The Trustees of Indiana University. Website: https://profile. educ. indiana. edu/Default. aspx? alias=profile. educ. indiana. edu/reigelut Jonassen, D. H. , Tessmer, M. , Hannum, W. H. (1999). Task Analysis Method for Instructional Design. Mahwah, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M. (1983). Instructional-Design Theories and Models: An Overview of their Current Status, Vol. I. Mahwah, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M. (1999). Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, Vol. II. Mahwah, NJ: Lawrence Erlbaum Associates. Reigeluth, C. M. Carr-Chellman, A. A. (N. D). A Common Language and Knowledge Base for ID?. Retrieved 15 Apr 2009, from the University of Georgia. Website: http://it. coe. uga. edu/itforum/paper91/Paper91. html Reigeluth, C. M. Carr-Chellman, A. A. (2009) Instructional-Design Theories and Models: Building a Common Knowledge Base, Vol. III. NY, USA: Routledge. SAGE Publications. (2008). Alison. A. Carr-Chellman. Retrieved 14 Apr 2009, from SAGE Publications. Website: http://www. sagepub. com/authorDetails. nav? contribId=530086 University of North Carolina. (N. D. ). Book Reviews. Retrieved 14 Apr 2009, from Creative Commons Attribution-NonCommercial-NoDerivs 2. 5 License. Website: http://www. unc. edu/depts/wcweb/handouts/review. html

Prejudice Essay -- Prejudging essays research papers

Missing Formatting In today’s world, there are many social issues, like poverty, vandalism and unemployment. However, prejudice has become the most dramatic one. Prejudging people for their appearance is a common practice that humans perform. People are not only ridiculed for their color, but also by their religion, sex or age. Therefore, I consider that racism, ageism and sexism are the three major problems in our society and we need to cease them immediately. Much of our world’s history were based upon racism. In the 1600’s, white men used Africans as slaves and treated them as they were not human. "Colored" people were not even allowed to use the same drinking fountains as white people. Fortunately, in the last three decades, race prejudice has taken a positive turn. Many rights progra...

Submarines :: essays research papers

The Evolution of the Sumarine Due to War The submarine is an extreamly useful tactical tool. Bred through war, the submarine is one of the most advanced covert weapons technologies today. The submarine is a ship designed and built to travel under water. A "true" submarine spends the majority of time under water and is capable of staying under water indefinaltely(Rush 140). The only "true" submarine today is the nuclear sub. The first "true" submarine is the U.S.S nautilus(Rush 141). There are two main types of war affiliated submarines, attack submarines and ballistic missile submarines. The attack submarine is designed to seek and destroy enemy submarines and surface ships. The much larger ballistic missile submarine is designed to carry multiple warheads to attack enemy cities and military facilities ashore(Polmar 748). The submarine origionated over 2,000 years ago when Alexander the great went below the Mediteranian Sea in a glass barrel(Wyckoff 13). Submarines were toyed with by scientists through the years but not many uses were found for the concept of a submersable until the revolutionary war. The first attack submarine was the Turtle, designed by a student at Yale university by the name of David Bushnell, it's purpose was to sink a British war ship in New York Harbor(Polmar 750). It's mission was a failure but none the less was the first attempt to sink a ship with a submersable(Polmar 750). The first success was made durring the Civil War(Polmar 750). The Confederate sub Hunley rammed the Union ship Housatonic in Charleston Harbor, and both the Hunley and the Housatonic sank(Polmar 750). The Hunley's weapon consisted of an explosive at the end of a long pole wich was to be set off when in close enough proximity to the ship it was to attack(Polmar 750). The submarine has advanced dramaticly due to war. The first major advancement in submarine technology is the invention of a gasoline and batery powered submarine by John P. Holland(Polmar 750). This ship was bought by the US Navy in 1900 and named the U.S.S Holland(Polmar 750). The U.S.S Holland was capable of speeds of 6 knots submerged(Polmar 750). The gasoline and battery powered combination allowed for submarines to run on gasoline while surfaced, and by battery power when submerged and combustion was no longer possable without wasting valuable oxogen within the submarine. The next leap in the technological development of the submarine was the periscope developed by Simon Lake in 1902(Polmar 750).

Fast Food and Economy Essay

Present essay addresses the negative issues of fast food in modern society through the prism of the comprehensive analysis of its affects on health, culture, ethics and economy. There is no denying the importance of the fact that the issue of the fast food became relevant as a result of the modern globalization processes, which influenced the spread of the ‘American’ style of nutrition through the mechanism of its commercialization.   The evolution of fast food, as Jakle suggests, dates back to the post-industrial era of Western society including rapid development of automobile roots and road restaurants (Jakle, 21-26). Such components of fast food as hot dogs, hamburgers etc. were traditionally the elements of national patterns of nutrition, however, due to economic and cultural globalization, mentioned products reached new markets and peoples and proclaimed themselves as generally accepted patterns of food consumption. Such transnational corporations as McDonalds represent the paramount of the latter processes, because they control not only national markets, but international markets of food consumption in general. Negative effects of fast food were widely addressed in journalist and scholarly research, however, comprehensive framework of its analysis as cultural and economic phenomena is not still created. Based on these reservations, present essay defends the following thesis: Fast food is characterized by the negative effects on several spheres of human life. First of all, consuming fast food results in poor health consequences and including stomach deceases, diabetes etc. Secondly, fast food results in the degradation of national cuisines and cultural patterns of consumption, based on the perception of consumption as a spiritual ritual, characterized by emotional and aesthetic satisfaction. Finally, the third sub-thesis of the present essay refers to negative economic consequences of fast food, because it results in the low priorities of national food industries due to monopolization of this market by such American giants as McDonalds. Health Implications Negative health implications of fast food are the most obvious and are generally the object of the harsh critique. Fast food contains large quantity of calories and fats, which results in the deterioration of biological metabolism and concentration of sugar in the human blood and consequently abnormal functioning of various organs.   As Adams suggests, fast food consumption is one the main causes of the obesity epidemics in many countries, including the most widespread implication for the abdominal fat (Adams, 155). The research on fast food implication on health also revealed that it develops signs of the insulin resistance, which may be described as the early indicator of such decease as diabetes (Obesity in America, 2008). As Schlosser, the author of Fast Food Nation suggest in this respect, ‘it seems wherever America’s fast food chains go, waistlines inevitably start expanding’ (Schlosser, 242). The problem of obesity as result of fast food consumption is evident in many Western and nowadays non-Western countries, where the fast food industry is the most developed. The problem is amplified by the fact that obesity is not officially acknowledged as the health problem or epidemics. Only health consequences of obesity on heart, lungs and other crucial organs are addressed, however the main problem is not resolved, because such approach deals with the secondary issues, but not the causes. The diet and healthy food consumption, however, becomes very difficult for the majority of ordinary people fast food market offers cheaper products. To sum it up, health implications of fast food are widely acknowledged which certifies to the relevance of the first sub-thesis. Cultural and Ethical Implications of Fast Food Negative cultural and ethical implications of fast food are connected with the mode of its production and consumption. Fast food represents an industrial pattern of production, which focuses on profit and quantity, rather than quality. It is standardized and utilizes products, which are not always biologically healthy. Such approach results in degradation of national cuisines, which traditionally focused on home-made products, which are to be properly served and properly eaten. This tradition is still present in restaurants; however the majority of people still are forced to consume fast food due to intense advertising and relative cheapness. Culture of fast food is something that is characterized by haste, rationalization, lack of spirituality and aesthetic beauty. Unlike prepared meals, fast food has nothing to do with creativity and professionalism and hence it lacks cultural meaning. Negative ethical implications of fast food production may be observed in mass slaughterhouses, where meat and other products are prepared. Schlosser describes the atmosphere, which reigns there in such a way, â€Å"burning hair and blood, that greasy smell, and the odor of rotten eggs.† (Schlosser, 68). Fast Food and Economy Fast food is inextricably connected with poverty, because it parasitizes on the majority of people, who have no financial possibility to consume healthy food. The latter is closely linked with the absence of adequate health education. The globalization of fast food market also results in the monopolization of the food market in the developing countries. McDonald’s hamburgers are currently the most famous type of food and are considered by many as tasty and trendy. National cuisines are still popular; however, the trend spreads in the direction of their defeat by fast food market. The latter negatively affects the economies of developing countries, which lose external markets. McDonalds-style monopolization aggravates poverty, existing in developing countries by means of degrading its health potential and consequently its labor market. Opposing Perspective on Fast Food Those, who support fast food usually point to its cheapness, fast preparation and availability. The first argument was criticized in this paper based on poor quality of fast food and its parasitizing on poverty; the second point proceeds from the false assumption that fast preparation is something valuable. In contrast, present paper showed that it results in poor consequences for health and culture. Conclusion Present essay defended the stated thesis that fast food negatively affects human health, culture, ethics and economy. Health implications are evident in the wide number of studies, as well apparent syndrome of obesity in Western countries. Cultural and ethical implications relate to the degradation of the patterns of spiritual and cultural food consumption, based on family   and national traditions. Finally, economic consequences refer to the trend of standardization of fast food production, its link with poverty and social inequality. References Adams, Catherine. (2007) â€Å"Reframing the Obesity Debate: McDonald’s Role May Surprise You.† Journal of Law, Medicine, and Ethics Vol. 35: 154-157. Jakle, John (1999). Fast Food: Roadside Restaurants in the Automobile Age. Johns Hopkins University Press. Obesity In America. (2008). The Endocrine Society; The Hormone Foundation. Accessed on 25 May, 2009 at . Schlosser, Eric. (2002). Fast Food Nation. Penguin Books.

Financial strategies of the Confederacy vs. Union governments economic choices

Financial strategies of the Confederacy vs. Union governments economic choices While explaining the economic reality of the Confederacy in times of the Civil War, some fundamentals on the financial strategies of the Confederate and Union governments must be considered.Advertising We will write a custom essay sample on Financial strategies of the Confederacy vs. Union governments’ economic choices specifically for you for only $16.05 $11/page Learn More One of the major points, which is to be taken into account, is the Confederacy’s inflation financing. Thus, one is to keep in mind that there is a direct interdependence between the economic strategies of the Confederacy and their military failure. On the other hand, effective financial choices of the Union are mostly associated with the so-called policy of combination. In other words, summing up loans, taxes and notes determined the success of Union governments’ military engagements. The Thesis Statement The analysis of the economic policy of the Confederacy in time s of the Civil War gives us an opportunity to understand how the government’s ability to secure resources to mobilize military forces influences the success of military engagement. The Body Raising Funds As The Government’s Most Important Step To Succeed As far as Southerners’ economic choices were mostly conditional, one can probably conclude that the major mistake of the Confederacy was that they failed in aggrandizement of federal power, when such opportunity was available. Taking into account the fact that the Confederate governments were mostly focused on states’ rights and slavery, one can suppose that their financial strategies were not static. It seems to be obvious that the government’s ability to raise funds, in order to support military strategies development as well as to reinforce administrative capabilities is extremely important for the war effort.Advertising Looking for essay on history? Let's see if we can help you! Get you r first paper with 15% OFF Learn More Of course, political incentives cannot be neglected, as they also influence financial choices. The Economic Choices Of The Confederacy And The Union The political basis of the Confederacy and the Union concerning war financing gives us an opportunity to trace back the interdependence between economic choices and military outcomes. One of the most important issues, which cannot be ignored, is that â€Å"the key decision-makers on both sides knew each other well from previous experience in Washington; and the military and financial strategies that had been employed throughout the ante-bellum period were common knowledge† (Razaghian 2). In other words, one can make a conclusion that the economic policies of the both sides had to be somewhat similar. In reality, the assumption, however, does not make any sense. It is necessary to remember that the success of the Union can be explained by the government’s right decision to adopt long-term financial strategies. The Confederacy, in their turn, lost time in effortless contemplation. It is a well-known fact that the Confederate government decided to leverage tax power, when such actions were not already necessary. According to Razaghian, the major mistake of the Confederacy was that â€Å"they relied on loans and non-interest bearing notes† (3), while the success of the North can be explained by its government’s decision to collect taxes.Advertising We will write a custom essay sample on Financial strategies of the Confederacy vs. Union governments’ economic choices specifically for you for only $16.05 $11/page Learn More The Importance Of The Key Political Interpretations Generally, there are many opinions on the reasons of the Confederacy’s failure. For instance, the viewpoint that â€Å"the Confederacy lost because of disagreements between Jeffersonian governors and an increasingly centralized r egime in Richmond† (Beringer et al. par. 2) is criticized by many historians, as the key political interpretations seems to be omitted. Lincoln’s Emancipation Proclamation And Its Meaning Lincoln’s Emancipation Proclamation is also to be highlighted, as it increased the chances of Union military victory. Thus, one is to keep in mind that the impact of proclamation was mostly positive, as the Union gained the support of the masses, including the African-American population. Moreover, it should also be pointed out that the inhaitants of both unoccupied and occupied territories provided the North with support. The Demands Of The War So, taking into consideration the financial policies of the sides, one can conclude that taxation can be regarded as the most appropriate strategy to succeed. However, there is a need to state that the demands of the war must be controlled. In other words, as far as the demands can be changed, the government is to react immediately. Thus , new demands require new financial policies to be adopted. For the Confederacy, the understanding that taxes had to be increased came too late. Thus, one of the members of the Confederate government stated: â€Å"We have been compelled to issue a large quantity of Treasury notes, when, perhaps, it would have been more to the true interest of the country to have resorted at first to high taxation† (â€Å"Southern Historical Society Papers† 458-459).Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Conclusion Finally, it is necessary to point out that irrational and short-term economic choices of the Confederacy led to their failure in the Civil War. Immediate mobilization of military resources and reconsideration of certain economic requirements, however, cannot be regarded to be saving, as the North’s resources were more powerful. If the Confederate governments relied on taxation in time, the only effect they could achieve is to limit the resources of the North; although military success could not been gained anyway. It is the interdependence between political incentives and economic choices, which is of primary importance; as the incentives determine military outcomes. Beringer, Richard, Herman, Hattaway, Archer, Jones and William N. Still, Jr. Why the  South Lost the Civil War. Athens: The University of Georgia Press, 1986. Print. Razaghian, Rose. Financing the Civil War: The Confederacy’s Financial Strategy,  2004. â€Å"Southern Historical Society Papers.† New Number Series, 13 (1958):51. Print.

Scholarship Essay

Scholarship Essay Scholarship Essay I am the kind of person that becomes relentless when my sights are set on a target. When I determine my priority, I make every adjustment necessary to align my actions and thoughts towards that goal. This is something I have learned about myself during my transition into college. No matter what the endeavor, I am tenacious and resourceful enough to achieve success. This trait, as I have discovered, is perfect for scoring the highest possible grades in my university coursework. Some of my friends from my hometown barely recognize me because of the vast transformation I have undergone to become a scholar. Before coming into college, my priorities were not aligned with a desirable long term outcome. Georgia State University has provided me the perfect platform to set positive goals, and then accomplish those goals via the abundance of resources and opportunities available to me. I have never held myself to a higher standard than I do now. I will spend hours upon hours in the library to absorb the information from my courses. I am not satisfied with myself until I can not only regurgitate the information as it is written in the chapter or lecture, but also analyze and interpret the content in a way that I understand without ambiguity. My grade point average is one reflection of my insatiable desire to exceed my curriculum. I also have extracurricular aspirations that will advance my professional and personal goals. My work with a major programming board on campus, Spotlight Programs Board, provides me valuable information about event logistics and networking that are crucial to my success as an independent