Regulation of Interest Groups by the Bipartisan Campaign Reform Act Essay

Regulation of Interest Groups by the Bipartisan Campaign Reform Act - Essay Example The Bipartisan Campaigns Reform Act came along with two unique features that were not covered in the earlier federal act. One requirement of the BCRA was that the amount of soft-money contributions by interest groups be limited during the campaign period. This was effected by instituting federal limits to bar spending or raising of finances that are beyond the preset values. Secondly, this new law defined â€Å"electioneering communications† that required that no corporation would be allowed to fund the advertisements that had to be done 30 days before the primary elections or 60 days before a general election (Campaign Finance Institute, 2006). In addition, the candidates had to declare their names within the advertisement and confirm to have authorized the airing of such an advertisement. The impact of the new law was to minimize the influence that interest groups had maintained in the campaign by either funding the process or contributing to advertisements. Surprisingly, the provisions of these laws have faced a lot of antagonism from numerous federal candidates that have raised concerns regarding the restriction of utilization of financial resources during the campaign period. One issue that has seen many political parties and organization move to court is the pre-BCRA constitutional provision on the ‘527 organizations’ that were not covered adequately in the regulation of soft money spending. The law required that the 527 organizations such as Media Fund and Swift Board Veterans for Truth spend at least 50% of hard money in their campaign expenses while participating in federal campaigns. In 2007, the Federal Election Commission was forced to impose fines on these organizations after they had failed to abide to the financing laws governing the election process. In addition, in 2007, the US Supreme Court overturned the BCRA condition that limited the interest groups from contributing to the financing of media adverts on t he ground that this restriction was unconstitutional. As Boatright (2006) points out, BCRA has received abundant criticism and the public demand is that this law be changed to include more realistic regulation of interest group contributions to the campaign process. From above experience, it's worthy to note that the BCRA has numerous weaknesses that warrant its revision to achieve an effective regulation of interest groups. The United States President, Barack Obama, in 2010 announced the need for US to pass a bill that would restrict financial spending in the campaign period, and particularly the contribution of the specific interest groups. His argument was that the BCRA law is subject to alteration by the Supreme Court as long as this law does not state implicitly the specific amounts that federal candidates would

Working with Federal Reserve's Publications Assignment

Working with Federal Reserve's Publications - Assignment Example Federal Reserve’s Assessment of the Current Economic Activity and Financial Markets and their View on Inflation The financial crisis is on the rise worldwide. Prices of commodities in the markets are shooting up and the consumers are finding it difficult to survive in these harsh financial situations. The financial organization, firms and industries are finding it unbearable to hold on to the competition. In the United States for instance, Fannie Mac and Freddie Mac which are government parastatals were put under receivership. Lehman brothers’ holdings and other large business institutions were either at the verge of collapsing or they actually did collapse. Others were acquired by their competitors under unavoidable circumstances of bankruptcy. Large withdrawals of money were made by stakeholders and investors which affected the money market mutual funds. This undermined the stability of short term funding markets and the bank wholesale funding markets. The strain on f inancial markets has also caused economic activities to decrease. The GDP was reported to have gone down at an annual rate of 6.2 percent in the last quarter of the previous year though recent indicators show some slight improvements. The rate of unemployment moved 7.6 percent .Reacting to deterioration of job markets, loss of equity, housing wealth and tightening of credit conditions, families cut on their spending habits. Buying of homes and construction of new ones are not doing well at all despite the fact that mortgage rates have gone extremely down. This reflects how our economy is uncertain and home prices are likely to fall even lower. Manufacturing sectors have also deteriorated in their output bringing its rate of capacity utilization very low. The weak economy has led to many premises cutting their capital expenditures. Businesses have done their best to reduce the number of investors. Sales will remain poor for some time and the cut down on production is to be evident in the coming months. This was a threat to international economic stability. This projected a devastating financial collapse globally. The treasury saved the situation by injecting 250 billion dollars in to the U.S.A. financial organization. Monetary Policy Tools The Federal Reserve Uses To Stabilize The Economy And Maintain Price Stability.   Late last year, Federal Reserve responded aggressively to the deterioration of financial markets. This was evident in the way they continued to ease monetary policy. The Federal Open Market Committee brought its fund rates at a very low rate of 1/4 percent where it has remained to date. Making the federal funds rates almost zero, the Federal Reserve is focused on other ways in which it can ease tough conditions at the credit markets. They have new facilities and have expanded existing facilities to facilitate the flow of credit services to its customers. (Monetary Policy And The Economy),notes that lower interest rates in the United States wil l lead to decline in the exchange value of the dollar and prompt an increase in price of imports and decline in the price of exports. Auction facility was also increased so that banks could obtain the funds they needed to serve their credit customers better. The FOMC also expanded its network swapping lines with foreign central banks to help in solving the global financial crisis which was now getting into the funding markets of the U.S.A.

Psychology and education in the twentieth century Essay Example for Free

Psychology and education in the twentieth century Essay The twentieth century was innovative in a multiplicity of fields, including psychology and education. The attempt to develop the understanding on how humans learn was a challenge upheld by a â€Å"huge and diverse cast of characters† (Harrà ©, 2005: p7), with some so prolific that they didn’t only affect the classroom but â€Å"have left an enduring mark on our understanding of ourselves† (Harrà ©, 2005: p7). For this essay, I will describe and reflect on the theories of Burrhus Fredrick Skinner and Jerome Bruner, particularly focusing on Operant Conditioning and Cognitive Learning and apply them to an educational setting. Jerome Bruner (1915-2016) is renowned as one of the most significant and influential cognitive and constructivist theorists of the twentieth century and specifically developed â€Å"the study of the mental processes of thinking† (Harrà ©, 2005: p49). His initial focus was the development of human cognition but psychology at Harvard, according to Bruner had become â€Å"centrifugal† (Bruner,1983: p252). In turn, this led Bruner to begin his exploration into child cognitive development, heightening the importance of categorization in learning as well as â€Å"challenge the old psychology in the latter years of the 20th century† (Harrà ©, 2005: p.60) Bruner was highly influential in educational thinking, especially after the release of his book â€Å"The Process of Education (1960)† that is now recognized as a classic. Himself and other cognitivist theorists such as Piaget were both interested in child development, and Bruner agreed with Piaget that biological organisation underlies cognitive development but queried whether age ranges were correct in his developmental stage theory and believed that â€Å"it paid insufficient attention to the role of social interaction† (Olson, 2005: p.25). Similarly to Bruner, I do not believe that a child’s age always indicates their level of understanding. Limited description is offered of a child’s learning necessities, capability level, or motivational influences; all of which will have an impact on their understanding. I believe that this is a notion that still hasn’t been explored deeply enough and has a negative impact on our education today, as some students are still failing as the curriculum is generalised â€Å"the exam boards adopt common ways of working† (Ofqal,2017). The Eminent Harvard Psychologist has contributed greatly towards psychology overall, but his works have been most recognized in education; he felt that it was substantial for a learner to attain the fundamental values of a subject – his theory generally expressed that learners develop new ideas and concepts based upon existing knowledge; correspondingly to Piaget, he used three phases to develop his theory on modes of representation (how a learner may think of an object). Each mode is foremost at different stages of development, but all are present throughout the process. The first stage (1-18 months), was termed â€Å"inactive†. Thinking is utterly based on the child’s physical actions rather than their internal thinking. This mode is continuously seen in the later years, an example of that would be when a child is learning how to get dressed for school or ride a bike. The second mode begins to develop when a child reaches 18 months and was named â€Å"iconic†, and is mainly obtained via pictures or icons. These are mainly based on the five senses (hear, touch, smell, visualise). In an educational setting, diagrams and/or illustrations are often useful when introducing a new topic. The third stage, mainly reached at the age of 6 is â€Å"symbolic† and is primarily based on the use of symbols. Language also serves the purpose of regulation in this stage; as children develop, they shift from being external to being internal in cognitive processes. Using language as a symbol is essential to develop the capacity to think in abstract terms. Based on this three-stage notion, Bruner recommended using a combination of concrete, pictorial and then symbolic activities which will lead into more effective learning. This remains true even for adult learners. The theory is conceptually useful in teaching, as it allows staff to engage with all learners regardless of their cognitive level. With a range of supplies (study materials, activities, and tools), a new topic can be taught easily as it can begin as a concrete representation, and eventually end as an abstract one. This also provides learners something they can return to if they come across any problems with the matter. A primary example would be to engross the learners to do physically create 3D shapes. The following exercise would be an illustration of a shape, and the names of the shapes would aurally be read out and explained by the tutor. Thirdly, the learners should discuss the concept of the lesson and discuss any findings. Not only is this a far more gradual and realistic way of learning, I believe it also encourages motivation; something Bruner felt strongly about â€Å"The act of grasping the meaning, significance or structure of a problem or a situation without explicit re liance on the analytic apparatus of one\s craft† (Bruner, 1966: p.) For Bruner, the purpose of education is not to impart knowledge, but instead to facilitate a child’s thinking and problem solving skills which can then be transferred to a range of situations. Bruner’s notions and concepts have been rejected and critiqued by other theorists. For example, Piaget trusts that patience is necessary to reach the stage where a child is ready, whereas Jerome Bruner believes that the speed of cognitive development process can be increased if necessary. Unlike Piaget who was â€Å"resistant to criticism, sticking to a fixed position in the face of theoretical objections and empirical refutations† (Harrà ©, 2005: p57), Bruner was â€Å"unafraid of words like mind, and expectation, and perception, and meaning† (Miller, 2003: p.142). Bruner places a broader focus on his theory and attempts to be more open-minded and take a variety of studies into account

Ram Jam - Black Betty :: essays research papers

â€Å"Black Betty† – Ram Jam   Ã‚  Ã‚  Ã‚  Ã‚   A man by the name of Charles Simic once said, â€Å"Poetry is an orphan of silence. The words never quite equal the experience behind them†(Quote Land). Poems have been written for thousands of years. When most people think of poetry, they either think of a sonnet, limerick, all the way down to a haiku. They also think that a poem is something that must be recited, but in reality a poem can also be sang as a song. Lately more and more songs that are being released have a story behind them, trying to express feelings of loneliness, death, or past experiences. One of the best examples would be rap. Rappers love to tell about â€Å"their† life in the city; when the times were rough because they were poor and all the violence going on. But rap isn’t the only type of music that can be interpreted as a poem.   Ã‚  Ã‚  Ã‚  Ã‚  William Huddie Ledbetter was born on January 29th, 1885 in Louisiana (Ledbelly). Huddie was the world’s greatest cotton picker, railroad track liner, lover, and drinker, but he was better known for his astounding guitar playing. He was a black man who traveled the south singing and recording folk songs. William Huddie Ledbetter was known as â€Å"Ledbelly†, and his one song â€Å"Black Betty† was widely known. On December 6th, 1949 Huddie died due to lateral sclerosis.   Ã‚  Ã‚  Ã‚  Ã‚  Ram Jam was an east coast band formed in the mid 70’s. It’s members consisted of Bill Bartlett, Howie Blauvelt, Peter Charles, Myke Scavone, and Jimmy Santoro. Ram Jam is known for being a one hit wonder by using William Huddie Ledbetter’s song â€Å"Black Betty† It reached number 18 on the charts in 1977, and in the UK it reached number 7 & it’s remix made number 13 (Ram Jam). â€Å"Black Betty† can be considered a poem because of its rhyme scheme and many other poetic devices.   Ã‚  Ã‚  Ã‚  Ã‚  When explicating â€Å"Black Betty† at first, it’s real meaning is hard to find. It takes more than one try to figure out what William Huddie Ledbetter was trying to dictate in his song. The song is about a black woman who lives in Alabama by herself. She was young and made a couple wrong decisions like drinking, drugs, and having a one-night stand with somebody. This caused her to conceive a child that she wasn’t ready for. She wasn’t ready for the responsibilities of being a mother.

Mussolini’s Childhood Influences Essay

Four factors stand out in the early formation of Mussolini’s character. These are the influence of his native land Romagna which was characterized by restlessness and rebellion; his father’s ideologies, an ardent socialist, a convinced revolutionary, an atheist and a blacksmith; his middle class heritage and the influences of his mother who was a devout gentle Catholic; and the poverty of individuals that surrounded him (Fermi, 1966). These factors influenced the life of Mussolini to a greater degree, shaping what he was to become in future. Mussolini’s father was an important influence in his life as he went with him to political meetings while Mussolini was still a young boy. His father was committed to socialism even though he lacked in formal education. His father was often considered dangerous by the local authorities and was thrown to jail in several occasions owing to his political beliefs. Mussolini’s life came to resemble that of his father to a great extent as he came to adopt the same kind of radicalism that his father exhibited. However, there are other personal attributes and events that also had a significant influence upon his life. From the moment that he was taken to school, Mussolini had numerous experiences that played a large role in shaping his life. It is these factors that form the subject of this paper. Before looking at how the mentioned influences manifested in Mussolini’s later life, it is important to dedicate some portion of this paper in looking at his life from his childhood through to adulthood. Not many people liked Mussolini when he was a young boy because of his violent behavior. His family was also not well off, a factor that made his life in school to be difficult. These two aspects of Mussolini’s; childhood life, poverty and violence, made him to be secluded from other pupils. He was hated by both his fellow pupils and teachers in school. He was often teased by his fellow students because they saw him as a poor boy. His violent nature might have come as a reaction to the way he was being treated by his fellow pupils and teachers. He could be reminded everyday that he was not as good as other pupils. In one occasion when another boy came to insult him, he told himself that he was not going to stomach the insults anymore. He reminded himself that he was no longer going to be a helpless victim. He got a knife from his pocket and stabbed the boy in the hand. These instances of violence point to the fact that Mussolini was developing a rebellious attitude towards the society which manifested later in his writings as a journalist. Mussolini was often involved in fights and even bullied other pupils. This behavior led him to be suspended in numerous occasions. It is at this stage that indications about his character begun to emerge. In reaction to the incident where he stabbed another student, one of the teachers told him that his soul was as black as soot, a remark which time came to confirm. The incident where he stabbed a fellow student had a profound effect in his life. Even though he was punished for stabbing the boy, Mussolini never forgot the experience which also came to influence the way he handled situations as an adult. One of the lessons he learned from the experience was that he had to stand for himself. In other words, he had to fight against all odds. Throughout Mussolini’s life, there is evidence that he was willing to fight for anything, going to the extent of embracing violence as the only way through which any remarkable change can be realized (Ridley, 1998). Mussolini did not seek the approval from anyone. He believed that others were bound to say he was wrong even if he was right. As he grew up, Mussolini scribbled upon his mind the justification of violence and fighting as a means to success. These were lessons that he came to employ for the rest of his life. This willingness to fight for anything that he wanted helped him achieve various things. Later in life, he was to become Italy’s dictator. He also came to be one of the most powerful personalities in the world through his radicalism and sometimes violence. Through these lessons that he learned, he also hurt many innocent victims. With the growth of his power came the growth of the number of individuals being harmed by him. Finally, as stated by one of his teachers, his soul grew as black as soot and much of the world came to curse him because of his lack of compassion. Environmental influence One of the most important influences that shaped the character and behavior of Mussolini was the village he was born. Its social, political and economic conditions influenced Mussolini’s perception of life. Mussolini was born on twenty ninth July, 1883 in Varano di Costa, a small Northern Italian village situated in the district of Predappio. The most important industry was agriculture. During the time of his birth, Italy was still at its infancy. The Italian peninsular had been fragmented into many small kingdoms and city-states for centuries. Some areas of the peninsular were under the control of foreign kings and Roman Catholic pope. As such, the region was not being controlled by a single leader. However, the city-states united during the mid-nineteenth century, driving out the foreign rulers and taking over the territories controlled by the pope. A unified kingdom was born in 1861. Industrial revolution also brought about remarkable changes in Italy. Not far from the town that Mussolini was born, large factories begun to be established. With the opening of these factories, many peasants who in most cases worked for low wages for rich land owners abandoned their difficult labor and took jobs in the factories. However, many individuals begun to advocate for more rights and among them were Mussolini’s parents. Mussolini’s father was a blacksmith while his mother was a schoolteacher. Alessandro Mussolini and Rosa Maltoni were not rich individuals even though they were considerably respected in their community. Alessandro took an active role in the local politics. He was a socialist who never failed to express his controversial views. The general belief among the Italian socialists like Benito’s father was that the control of the manufacture of goods was to be in the hands of the government. As such, they held that the government should own the factories where goods were being manufactured. They also held the view that the society should be under the workers and not the wealthy company owners. Again, they wanted better working conditions. Alessandro named his son after three socialist heroes: a Mexican revolutionary called Benito Juarez, Amilcare Cipriani who facilitated the unity of Rome with the rest of Italy and Andrea Costa who took an active role in organizing socialist riots and strikes in the later parts of the nineteenth century. Mussolini’s father served in the local politics for quite some time but he often got into trouble due to his politics. He had an unstable temper which showed whenever he disagreed with someone. After the beginning of socialist riots in 1902, Mussolini’s father was arrested and jailed even though he never participated in it. Mussolini’s parents valued education and by the time he was nine, he was sent to a boarding school in a neighboring town. During school, students spent all their time in school. Since the school was a catholic school, there were very strict rules enforced by the catholic priests. His experience with the priests in this school made him to form a negative perception about them as evidenced by later works. Benito did not perform well either in character or in academics. He was a very intelligent but restless and unmotivated. He only put effort on those subjects that he found to be interesting to him and was more often than not involved with fights. By the time he was eleven years of age, he was expelled from school. After his expulsion from the Catholic school, he was registered in a state school at Forlimpopoli. There were no priests in this school and some of Mussolini’s classmates were sons of teachers. As such, he was more comfortable in this school than he was at the Catholic school. However, he was still involved in fights, exhibiting his violent nature even in the new environment. His academic performance was better as compared to when he was still in the school run by the priests. He managed to pass the exams necessary for admission in college. He joined Collegio Giosue Carducci in Forlimpopoli where he studied agricultural sciences, mathematics and other disciplines. His favorite subjects were however arts. He performed well in literature and enjoyed music. He later discovered that he was talented in speech writing and giving. In 1901, he graduated with a diploma which enabled him to secure a place as a teacher in an elementary school. It was during his last year in college that he got his first public recognition. He was requested to make a public speech before his entire school about Verdi. Mussolini enjoyed lessons about the Roman Empire and admired it greatly. He frustrated his teachers due to his laziness and lack of discipline. He also frightened his peers. By the time he graduated, he had developed a strong personality and loathed his humble origin. He also became an instinctive socialist. His poor background made him to try and distance himself from poverty but the circumstances could not allow him to make any progress. Like many other graduates during the time, Mussolini found himself looking for work. He got employed as a schoolmaster in February 1902 in a small elementary school. He however developed problems from the first day as he despised textbooks. He felt that they made it hard for him to inspire his students. The townspeople thought that he interacted with the students excessively while others remarked that he spent much of his leisure time drinking and playing cards. Mussolini probably secured the job owing to the fact that the local socialist councilors were more impressed with his brand of politics than that of the other candidates. He however regarded his employers lowly, seeing them as weak and flabby (Neville, 2004). Mussolini was too restless to find happiness being a provincial schoolmaster. As much as he did not earn enough money, Mussolini did not stay away from playing cards and getting involved in political discussions. He got into serious trouble when he begun dating a married woman. The relationship was marked with problems which at times led to violence. Mussolini had established the behavior of bullying and abusing women early in his childhood. In one instance during an argument, Mussolini picked a knife and stabbed the woman in the arm. He was told by the administrators that he would not be hired again due to his conduct. In March 1902, Mussolini was elected by the local teachers’ association, marking the beginning of his politics. He was elected to represent the members at an educational congress. He managed to impress with his flexibility despite his wild and aggressive behavior. This covered for his moral and intellectual weakness. He was not satisfied with his success Mussolini was eighteen years old by the beginning of the 1902 summer. By the standards of the time, he was well educated, smart and was fluent in speech. He had an interest in politics and poetry and generally loved having a good time. However, Mussolini was never satisfied and was constantly restless. He was not certain of what he wanted to do with his future as there were scarce opportunities for people of his age and academic achievement in the rural parts of Italy. Many individuals shared inn this feeling. More than a million Italians emigrated between the years 1896 and 1914 with the majority seeking better opportunities in the United States of America. However, Mussolini opted to go northwards to Switzerland where he managed to further his education. The Italian law required that whenever an individual reached the age of nineteen, he was to be conscripted in the army. Mussolini might have avoided the draft by moving to Switzerland. He was also seeking for adventure. He also could not avoid leaving Gualtieri since he had been involved in a violent conflict with the local mayor which had also forced him to live the school. Mussolini’s move to Switzerland marked an important moment in his life. He did not change his mind about leaving even when he was informed of his father’s arrest as he waited for a train for Switzerland. His mother had given him some money to survive on but the money was soon spent living Mussolini broke. He was forced to perform hard and physical jobs which he did not like. He also took some other odd jobs and at times begged and slept on park benches when he did not have any money. He eventually realized that he could earn some money writing. He wrote for a socialist newspaper but often found himself on the wrong side of the law owing to his socialist views and his poverty. In numerous instances, he was arrested, thrown in jail and banned from one town to another. He however depended on his writing entirely. The contents of his writing were radical in the sense that it criticized the existing society and advocated for change. He constantly urged for the kings to be overthrown. He also criticized the Catholic Church as he believed that the priests and the bishops obstructed reform and justice. Mussolini’s radicalism and anti-clericalism were as a result of his early life and experiences.

The Impact of Family Relationships in “the Story of an Hour” & “the Yellow Wallpaper”

Family relationships, especially involving spouses can create difficulties and challenges for one or the other, in-turn could create an impact in their relationship. Kate Chopin’s â€Å"The Story of an Hour† and Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper† are short stories centralized on the view of two married women, the challenges they endure in their relationships and coping with their spouse. Women wanting to have freedom, having to deal with an illness and their position in the household can create such challenges for spouses. Freedom to women means to be treated as an equal to their spouse, to avoid being controlled with every aspect of their lives. In Kate Chopin’s â€Å"The Story of and Hour and Charlotte Perkins Gilman’s â€Å"The Yellow Wallpaper, both have a setting in the same era of men being dominant over their spouse. In â€Å"The Story of an Hour†, the protagonist Mrs. Mallard kept whispering to herself upon hearing the passing of her husband; â€Å"†¦she said it over and over under her breath: Free, free, free! † (Chopin 2) and â€Å"Free! Body and soul free! † (Chopin 3). In my point of view those feelings that Mrs. Mallard felt at that moment was finally being let go from her husband’s grasp and the shackles of marriage which was an imprisonment to her. In â€Å"The Yellow Wallpaper†, the narrator of the story was remained nameless is confined in a room with eccentric wallpaper, which I think seems to symbolize the complexity and confusion in her life. The narrator’s freedom in this case would be writing, which did not sit well with her husband based on this quote; â€Å"There comes John, and I must put this away – he hates to have me write a word† (Gilman 57). For those moments the narrator writes in her journal she feels to have freedom and to express herself from reality, but in secret. The way the narrator describes her room as; â€Å"it is a big, airy room, the whole floor nearly, with windows that look all ways, and air and sunshine galore†¦I should judge, for the windows, are barred for little children and there are rings and things in the walls† (Gilman 56). This portrayal of the room could be described as confinement for the narrator, and a sense feeling trapped. In both short stories, the main characters, Mrs. Mallard and the narrator have or ended up developing some sort of illness while in their marriages which can create difficulties in their relationship. In â€Å"Story of an Hour† it was stated Mrs. Mallard was â€Å"affiliated with heart trouble, great care was taken to break to her as gently as possible the news of her husband’s death† (Chopin 1). According to the facts provided in the short story there was no hint or confirmation that she had this condition since her childhood, so objectively speaking, assumptions could be made such as Mrs. Mallard developing the illness over the course of her marriage. In â€Å"Yellow Wallpaper†, the narrator is mentally ill and with the advice of her husband, a physician advises her that nothing is wrong, according to the this quote â€Å"†¦you see, he does not believe I am sick†¦if a physician of high standing and one’s own husband assures friends and relatives that there is nothing the matter with one but temporary nervous depression – a slight hysterical tendency† (Gilman 55). For that fact, the husband advises her to be confined in a room, and stating her disapproval, she would say her husband â€Å"would not hear of it† (Gilman 56). As time went by in her room, she looks to have developed fascination with the wallpaper in the room, which she also disliked, using her imagination. Every aspect of the wallpaper was analyzed with thoughts such as â€Å"This paper looks to me as if it knew what a vicious influence it had† (Gilman 59) and â€Å"The faint figure behind seemed to shake the pattern, just as if she wanted to get out† (Gilman 63). These facts could be assumed that she was starting to get mentally unstable being imprisoned, with her spouse not willing to help her; a mental illness was present. The 18th century is known for husband’s being the dominant gender whereas their spouse is looked upon as â€Å"fragile† while their thoughts and suggestions being ignored. The husband’s duty would be that they are the income earners whereas the wife would preform her duties as what a typical wife would do during that era; run the household. Women would want to speak up but are afraid that it would show disrespect and as time goes on would eventually lead to resentment. In â€Å"Story of an Hour† Mrs. Mallard was hearing the news of her husband’s passing, upon receiving it, she would have such joy inside her which led to her death; â€Å"when the doctor’s came they said she had died of heart disease – of joy that kills† (Chopin 4). The story doesn’t elaborate the details of her marriage, only in the present, assumptions could be made how Mrs. Millard’s marriage was as a woman in the 18th century, and especially with the reaction she had upon hearing the news. In â€Å"The Yellow Wallpaper†, the narrator’s husband was the main income earner with a â€Å"high standing position† (Gilman 55), while the wife was home. A quote said by the husband was â€Å"what is it little girl? He asked. Don’t go walking about like that – you’ll get cold† (Gilman 63). The fact provided in my view is that the husband doesn’t see the narrator as his wife, but as a child. As time would go it would seem like the narrator would have resentment towards the husband, even though he is doing no harm such as â€Å" he is very careful and loving, and hardly lets me stir without special direction† (Gilman 56). In the end, she would say â€Å"I’ve got out at last, said I, in spite of you and Jane. And I’ve pulled off most of the paper, so you can’t put me back! † (Gilman 70). The fact would assume that she was able to free herself from him and would rip the paper off in spite of her husband, which would show hate. In conclusion, in the two short stories, â€Å"Story of an Hour† and â€Å"The Yellow Wallpaper†, have two women in the same era enduring difficulties and challenges with spouses. Women wanting to have freedom, being treated as equals, developing or encountering an illness and the position in the household would lead to challenges and in can have an impact on their relationship. Chopin, K. â€Å"The Story of an Hour. † The Mercury Reader: A Custom Publication. Comp. M. Rubens. Toronto: Pearson Custom Publications, 2006. 1-4. Gilman, C. â€Å"The Yellow Wallpaper. † The Mercury Reader: A Custom Publication. Comp. M. Rubens. Toronto: Pearson Custom Publications, 2006. 54-70.

Security Council Reform essays

Security Council Reform essays UN Security Council is the organ with primary responsibility for the maintenance of international peace and security, the UN Security Council must work constantly to enhance its potential for the prevention and settlement of conflicts. The Councils current structure is 5 permanent members (China, France, Russia, UK, the U.S.) each with the right to veto, and 10 non-permanent members elected by the General Assembly for 2 year terms. Under the UN Charter, it is the only body that can take decisions binding on all UN members. The U.S. and other permanent members of the Council must ratify any changes to the UN Charter, including any changes to the Councils size or powers. The creation of a broader, more representative Security Council should be pursued on the basis of general consensus, and with a view to ensure maximum efficiency and effectiveness of Council operations. The problem arose with the veto and closed-door antics of the five permanent members are behind a lot of whats wrong in the dysfunctional UN these days. Narrow national objectives, not international good, are what drives decisions. And a power structure based on the world 55 years ago has no place at the UN today. The Reform would affect all the world and the permanent members are the ones with the major say in this matter, but none of them state an explicit position. However, it seems like there are two things that are clear. First, there are odds about how large the Security Council should be and second, uncertainty about what would be appropriate allocation of seats between the permanent and non-permanent category and between the industrialised and developing countries in a reformed Security Council. Countrys involvement with the issue Bangladeshs priorities will be guided by our prime preoccupation to see an effective and efficient United Nations. It is our conviction that in the pot-Cold War era, the UN should assume its rightfu...