Political Science

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Our founding father set forth a constitution in 1787 to insulate government from the masses, and create a national government that has the capabilities to do what it wants and needs, by a government compiled as a result of the elite, white, Anglo-Saxon men of each state. A government elite is when there is A minority that should be the only one to govern. These delegates say the national government is strong enough to do what is "right" for the nation and is insulated from the "wrong" people. Our government was derived of fifty-five wealthy men who wanted only to represent their states efficiently and derive a constitution, which takes the powers of government out of the hands of the uneducated masses and position it in the hands of the minority elite. The framers of the constitution knew that the only way our government would survive would be to give the people enough power to keep them from wanting to revolt, while actually leaving the imperative decisions to the elite who do what they think is ideologically right. Through the eleven years before the constitution, the characteristics of the men who wrote the document, the major features of the constitution, and the "compromises" show that the constitution of 1787 was elitist. It is clear that this way of governing is unjust because the three circumstances in deciding justice is equality, freedom and order. In this way of governing, only order is shown.

As our country became an independent state in 1776, the eleven years prior to the writing of the constitution was governed not by a government elite but by a capitalist system, which was based at a time of experimentation of our government and rebellion for our people. Our government started to lack authority of those it governed because the elite of our nation, the creditors, lost faith in our economy. "In a capitalist system, the health of the economy is intricately tied to the health of the creditor class." (Text, pg. 50) As our government tried to take initiative and pass two laws to help our economy, their plan backfired and inadvertently caused our economy to crash. Not only instigating our debtors to go bankrupt but also our creditor class, leaving only one option for our citizens to rebel. "Both types of laws were originally designed to relieve the economic pressures of the debtor class by allowing debt repayment to be less painful during bad economic times. The results were quite the opposite." (Text, pg. 50) Our government was not yet a government run by the elite theory and did not try to aid the elite but gave the power to the people. By inflating the economy with this new coined money, our whole class system was destroyed and therefore caused both the creditors and the farmers to go bankrupt. This then led to Shays Rebellion because the farmers felt they had the power to start a war against the elite creditors and they challenged our government by burning down courthouses. After this incident, this then awakened our government, as we recognized a need to change our new independent nation before we fell apart.

The framers of our constitution were the elite of our nation, chosen to represent their states and the creditors, not the population as a whole. "All the men at the convention were creditors who represented the conservative interests of the creditor class." "They did not represent the population at large. The delegates were all white men who ranged in age from twenty-six to eighty-one." (Text, pg. 54.) The basis to our constitution, which is the basis to our nation's laws, was contrived by a group of men who only held the interests of the elite when writing it. Because no one was representing the needs of the poor farmers, our nation is founded on what fifty-five wealthy men thought would benefit them and their states. "The men who attended were some of the most prominent economic and political figures in the Unites States." (Text, pg. 5) These elite men not only represented the power of government, but also took control of it by giving themselves the capabilities needed to pass what they thought was necessary for the well being of the nation.

Our government was based on the belief that the masses should have as little to do with government decisions as possible, while rendering them to believe they had most of the power. This belief caused the framers to allow the people to vote only for the representatives of the House and indirectly elect all other members of government. By doing so, the government took the majority of power out of the hands of the uneducated massed and placed it into the wealthy creditor class. "The delegated believed that the masses should have a very limited role in the selection of their governors; this role, if any, should be indirect. The delegates never meant for "the people" to govern either directly or indirectly in their national government." "The only constitutional officers to be "elected" by the people were the members of the House of Representatives." (Text, pg. 55) By taking the power to vote from the masses and giving it to the elite, the government is monopolizing all the government positions, except the House, which allows them to pass laws and control the nation much easier. By allowing the masses to vote for the members of the House, the people feel as if they are playing a big role in government and that their votes are being heard, which in effect, prevents them from wanting to revolt.

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Our government wanted to prevent the possibility of electing an uneducated politician to represent our government for more than a certain period of time, and preventing a huge shift of power; they ensured this through the process of staggered elections. Because they had to give a minimal amount of power to the masses our government had to protect itself from the possibility of an ignorant representative. This is conducted through staggered elections because every two years there is some sort of election representing a candidate for a different field of government. By staggering the elections for the Senate for example, no state can elect two of their members in any given election and only one-third of the senate is elected every two years. This ensures that there is not a massive shift in power in any given elections. "The delegates believed that the masses should have a very limited role in the selection of their governors. (Text, pg. 55) Also, if there is a representative in a government position who the elite or the masses dislike they could prevent them from getting re-elected. This process keeps the majority of powers in the hands of the elite because they get to control not only whom the people indirectly elect but also whom they directly elect.

The framers knew that the even the elite had to be restricted at some point, if not be the people by their fellow influential, selected few, to prevent the government from shifting from a government elite to a tyranny. Therefore, you can conclude that the politicians in the government were power hungry. Separation of powers and checks and balances are two factions. The first step in forming a new government was keeping the powers of government out of the hands of the masses and into the hands of the elite. The second step was making sure even the elite did not get out of control with all of their newfound power. "The accumulation of all powers, legislative, executive, and judiciary, in the same hands, whether of one, a few, or many, and whether hereditary, self-appointed, or elective, may justly be pronounced the very definition of tyranny." (Text, pg. 6) A system of separation of powers was noted to prevent "any one branch from dominating another and becoming too powerful." (Reader, pg. 6) By giving each branch of government a check over the other two, a balance is created throughout the government giving the people a sense of relief that the government would not abuse their powers while it is leaving the major decisions regarding government within the hands of the elite.

A constitution is the supreme law of the land. Because the people of the states believed that the states did not have enough power, this caused them to want a federalist system that would allow central authority, the government, and state governments to join in decisions, which would allow the masses to be heard. The court case Brown vs. Board of Education was a defining decision in federalism. "It placed the responsibility for the social and political construct of race in America squarely in the hands of the national government." (Text, pg. 77) This proves the very belief that the framers wanted to put power in the hands of the government and not in the hands of the masses. "In a federal system, the constitution is the source of political power. It establishes the parameters of power for the various governing units. The United States Constitution stipulates that power will be shared by the national and state governments." (Text, pg. 77) By giving both the national and state governments more power both the masses and the elitists have power and that's what the framers did not want. They wanted the elitists to have all the power and the masses to have less say in the government that's why the elitists didn't want a federal system.

The framers of the constitution wanted the powers of the government to be within the hands of the elite; although, they had to make it possible for the constitution to be ratified if necessary. The framers did not want the states or the government to change what they had worked so hard to create so they formed a two-step process with super majority requirements, which one must go through to ratify the constitution. "Although these procedures made it possible to change the constitution, they clearly do not make it easy." (Text, pg. 7) The two-step process involves the Senate, the House and the State Legislature, as the amendment must first be proposed with a two-thirds House and Senate approval and then a three-fourths State Legislatures approval. The framers also made this process an elitist method by giving Congress, not the House, the power to choose which of the two processes they use.

One of the most controversial issues of the convention was based on the North and South disagreeing on the subject of slaves. It was a disagreement of authority as to how many representatives they were about to have and how much tax they had to pay. The Northern and Southern states were separated on how much they believed slaves were necessary. The southern states found them to be a crucial influence on their ability to produce goods, as they needed the cheap work force, while the northern states did not need them and did not want to have to patrol their states looking for escaped slaves. "Northern states were more inclined to limit its practice with the idea that the institution would in time be abolished. Southern states, however, considered it vital to their economic and political interests and were willing to dissolve the union rather than abolish slavery." (Text, pg. 60) "The economic discussion revolved around three important issues representation, taxation and the competitive vs. non-competitive labor market." (Text, pg. 61) The framers decided to "compromise" by counting slaves as three-fifths of a person to give both states equality in what slaves counted as in taxes and representation. With this compromise, the elitist theory was being portrayed as the government was able to be the authorities in deciding how many slaves were counted as, and were able to reduce the worth of slaved and take away their rights as people because they were believed to be ignorant.

The ownership of property was conceived as a loyalty to one's nation, and therefore without ownership of land, one could not be allowed to vote. When deciding who should be eligible to vote, Madison stated that if you own property, then you have a stake in the country so you should be allowed to vote. "Many states initially imposed property requirements that established a pattern of class voting that continues in our political process today." (Text, pg. 56) If you do not own property there is nothing stopping you from wanting to destroy the nation. This belief was the elite's reasoning behind trying to get the poor who could not afford property from voting and having a stake in government. This elitist belief prevented all women and slaves from even being eligible, and went on to prevent the poor white men from voting as well. This allowed only somewhat half-decent men to even be able to vote for who gets elected in the House.

The Bill of Rights also shows the elitism of the original constitution. "As Jefferson put it, inference was not enough. A promise that the first order of business for the new Congress would be to amend the constitution to include the liberties of the citizens had to be made to insure the ratification of the document by the required nine states." (Text, pg. 67) The Federalists might never have obtained ratification in several important states if they had not promised to support amendments to the Constitution. These amendments were written to protect individual liberties against possible unjust rule by the national government. The Bill of Rights was an addition to the constitution to insure the rights of individuals.

What the framers of the constitution did in Philadelphia when writing the constitution in 1787, was unjust in creating a government that gives them the authority to have power and rule over its citizens. Circumstances on deciding justice consist of freedom, equality and order. The only thing the constitution did propose was order. It offered order at the value of equality and freedom. The framers restrained equality and freedom from those who did not consist of the elitists. The framers wanted to keep power for themselves. Like Madison said, "it is human nature to be ambitious and power hungry, especially so when the human is a politician. (Reader, pg. ) The fifty-five framers were only thinking for their own best interest and what suited them and their well being. They wanted to have all the power in the government, with the citizens having no say in what the constitution nor government would consist of. The citizens had no equality because the people were based on how much property they owned or what color skin they had. They also definitely did not have any freedom, simply because they had no say in the government. The framers did not want the citizens to have any say and wanted the people to be indirect with the government. The elitists were so power hungry that too much power was not enough for them. "Although the delegates were in Philadelphia to create a stronger nation government there was a great concern among them that concentration of power will be to unlimited government." (Text, pg. 55) I believe that they were unjust in not representing the needs of the masses when sending representatives to form the constitution, which is the foundation to this nation, we live in today.

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Abortion isnt murder its a mass of cells

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Abortion is the intentional ending of a pregnancy before birth, and is morally wrong because it is the murder of a separate and innocent life through cruel and inhumane circumstances. There are many reasons for abortion but none of them is a viable excuse to kill a living being which God loves and has created. There are many different ways in which an abortion may be performed including suction, partial birth, and saline injection. None of these can be considered humane, acceptable or morally right because the child is indeed a living being, can feel pain, and has the right to live.

The main arguments for pro-choice are that the women should have the right to choose, that a fetus is not a real human, abortion does not cause harm, and that every child should be a wanted child. This viewpoint believes that women should have the choice to have an abortion because it is her body in question, and that a fetus is a mere extension of her body cells. They validate their opinions that it is not a real life because a fetus cannot reason or feel pain. The other main point is that they should not bring children into this world that are not wanted by their natural parents. These appear to be very valid points, but with proper knowledge of the conditions surrounding abortion and a developing baby, it is evident that abortion is morally wrong.

"For you created my innermost being; you knit me together in my mothers womb." "I know that I was not hidden from you when I was made in the secret place. When I was woven together in the depths of the earth, your eyes saw my unformed body. All they days ordained for me were written in your book before one of them came to be." (Psalm 11-16, NIV) Abortion is morally wrong because God knows each one of us and created us all specially. He created our genetic code, which is in us from the moment of conception. To abort one of God's children is to say that we reject this wonderful gift he has given us. Each child, whether in the womb or in the cradle is loved and wanted by God. We were all put on this earth for a reason, and God has formed our life plan before we were even born. This acknowledges that we are humans and living while still in the womb and we are meant to have a place in the world. What if the fetus you aborted was meant to grow up and discover the cure for cancer? God meant for that life to be there. On judgment day will you stand before God and tell Him, "I'm sorry that I aborted your cure for cancer, but I'm sure it was just cells, and besides it was in my way?" Nothing is in God's way. This is one reason that abortion is morally wrong, is because God loves us and knows each one of us.

Another major argument for abortion is that the fetus is only a mass of cells. Did you know that a baby up until age one month is classified as a neonate? Since it is not called a baby, if it were to be killed does this mean it is not murder? Calling a child a fetus does not change the facts. The baby's heart is beating by twenty- five days, and brainwaves have been recorded at thirty-five to forty days. At eight weeks, the tiny baby has eyelids, hands and moving feet. In addition she will have working ears and a full nervous system and you can even see the tiny lines forming in her hands. By this time the baby is also able to squint, swallow, make a fist, kick and suck his thumb. The fetus also has it's own fingerprints and is sensitive to heat, touch, light and noise. This baby could fit into the palm of your hand and would look just like a miniature newborn. Yet we choose to say that it is not a human being. Realistically, by the time a woman realizes that she is pregnant, her baby can already to respond to pain and has working body systems. An article from Focus on the Family illustrates the idea that a fetus is a baby. At twenty-one weeks (almost five months), baby Samuel needed to be operated on in the womb because of a severe case of Spina Bifida. As the doctor was preparing to close the uterus after surgery, Samuel's hand slipped out and a picture was snapped with Samuel's tiny hand holding onto Dr. Brumer. Samuel, although still at an age where he could be legally aborted, was very much a real baby. (Vinley) Some say that a fetus is not a life because it cannot think logically. This is untrue. During an abortion it has been documented that the fetus will shy away from the instruments. This shows rational thinking because he realizes the danger and fears for his survival. The facts plainly show that abortion is morally wrong, because a baby in the womb is indeed a living human, who can think and react as well as feel pain.

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A Racquetball in a Microwave

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A Racquetball in a Microwave

by Joshua Blampied

Her hair was bright fake red, a wedge in front of her right eye. She dressed like a thief, all black t-shirts and pants with a hundred pockets. Camouflage; love and rockets.

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When she was little, she napped beneath the microwave. Every day. The sun shone a spot on the couch, and her mother slept in it the sunlight shape of the window moved from her feet up her legs to her chest and then, when it slipped up to her eyes, roused her. Sylvia spent this time sleeping too, but on top of the stove, under the humming microwave.

She set it so it would beep her awake before her mother woke. Her mother did not like for her to sleep under the microwave.

Sylvia, she said, there are cancer beams and heart disrupticators and medical anomifiiers that emit from that thing. Do you want to die?

Sylvia didnt want to die, but she did want to sleep. Some people listen to tapes of the ocean to relax she had the whir of the fan and the wiggle of the water molecules above her.

He had hair like moss. He dyed it every week, so black that it looked blue.

Shed grown up in the sort of house where you hang the towels on the rack symmetrically, after you use them. Where it was more important for the lines the vacuum left on the rug to be regular than it was for the floor to be clean.

Her house had been that way because of her her parents were old hippies who cared less about housekeeping than they did about bitching. Bitching about public schools, bitching about how theyd home-school little Sylvia if it werent so much effort. Bitching about the government, bitching about friends who were going up the river on weed charges.

Her parents would have liked him if theyd met him.

Hed been raised by his father (and therefore the television) without much friction at all. Theyd lived in four rooms and a hallway upstairs from a woman from Mexico who cooked every night. In the fall when it was dark early, her kitchen glowed through Venetian blinds while she cooked. Hed always assumed she was using a big black cauldron, eyes of newt and babies tongues.

He never spoke to her and then she died when he was fifteen. He sat in a thicket across the way smoking cigarettes, while they moved her things out. There was no cauldron.

Still, hed remember the smell of cilantro in this context for the rest of his life, and associate it with fall, cauldrons, childhood and home.

Acne followed him into adulthood. It never really cleared up, but it wasnt the sort of acne that kids dread or that makes mates cringe. He learned early on that picking at it, popping at it and messing with it only made things worse. He was diligent in cleaning his face twice a day and that was it. He kept away from mirrors.

She could look at herself all night. After his father killed hers and they became lovers, he spent a half-hour in bed watching her watch herself modeling his shirt in the eight-foot wide mirror across from her bed.

He was enchanted but weirdly disgusted.

I always think that mens shirts- and nothing else- are one of the most flattering things a woman can wear, she told him, dropping a shoulder to see her own thin collarbone through the open shirtneck.

You do look a lot better than I do in it, he said, leaning forward. Her cotton bedsheet dropped to his waist. He wrapped his arms around her chest, just above the breasts, and pulled her back onto the bed. She laughed.

How did I wind up with you, she asked.

Shed gone to a private high school. There was no uniform and there were no boys so she lived a lot of her adolescence in sweatpants. She hadnt been popular in school and had spent most of the time drunk. (No one knew.) She didnt sleep well.

The only other girl she knew in high school was from Argentina and didnt speak English as well as maybe she should have, but she couldnt be bothered to get any better. She could scowl, though. And smoke. Sylvia scowled a lot, too, and so they became friends. Their friendship wasnt based on anything that they had in common except for a shared hatred toward everything. Fuck em, theyd say, dragging dramatically on cigarettes. Fuck their jobs, fuck their lives, fuck insurance. Fuck the way boys only want one thing. They cant have it.

At sixteen Sylvia decided to get a tattoo. The idea scratched at her mind until she couldnt resist it this is a bad idea. I know, but I want it. But its so lame, but I know, but whatever. She dragged her friend the Argentinean with her to the tattoo place.

Are you girls eighteen, asked the creepy skinny guy who did the tattoos. He knew they were not.

Of course, they said in unison.

Sylvia got a rose on her left hip. The stem curved down around her ass.

Hold it, she said, right before he started.

Whats up, babydoll, he said.

I want the petals this color. She held her breath, gritted her teeth, and strained her neck muscles as hard as she could. She did this until she had to breathe, then she let everything go slack. She pointed to her flushed lips. The Argentinean laughed like a little bird and smoked.

He didnt have any tattoos.

She graduated from high school and didnt get a job. Her parents had money, so she ate cereal and swam in their pond and read books about girls and boys until Marks father killed hers.

She was nineteen and she was in their backyard pond, which had started to grow algae.

Honey, her mother called from inside the house.

The tone of her mothers voice made Sylvia rush out of the pool so quickly that her left breast fell out of the cup of her bikini. There was no one around to see it but she was embarassed enough that her face was red when she stumbled into the kitchen where her mother was at the table trying not to cry.

Mom? she said.

There had been a car accident, and she would forever associate her fathers body twisted in the metal frame of his wrecked car with her the feeling of her own body falling out of her small swimsuit her fathers death, her own embarrassment.

His father had driven a tow truck. He was the sort of honest, hard-working American that makes this country go. He was overalls and Yankees cap. On the morning he caused a nine-car pileup on route 7, he had been drinking Old Grandad. He drank in the morning, every morning, since he had lost Marks mother to cancer, and it had never been a problem. You get used to it as long as nothing unexpected happens, you can maintain a certain level of drunkenness and still get around fine.

The wrench in the system, the butterflys wings in China, was a slice of pork roll. Every morning he got a coffee and a pork roll and cheese sandwich on a bagel from the deli next-door to his garage. The size of the coffee depended on the size of his hangover, and this morning it was a medium.

Mr. Eckhard from the deli had seen the bags under Marks fathers eyes and done the neighborly thing, putting two extra slices of pork roll on his sandwich. He didnt tell Marks father what hed done, just watched him walk out to his truck, pour out an inch of coffee and refill it with bourbon. Marks father did this in plain view in that parking lot. He had done it for twelve years and never been stopped.

There was an early tow that morning in the spring- some asshole kids had tried to cross a muddy median and gotten stuck- and so he ate his sandwich en route. The coffee and booze were gone in five minutes; the sandwich, lubricated by extra pig, slipped apart and he found a slice of pork roll and ketchup in his lap. Snatching it up and stuffing it into his mouth whole, steering with his leg, his knee glanced the lower-tow switch. By the time the noise of the chain on the asphalt reached his brain, so had his bourbon, and when he applied his brakes- in sixty-mile-an-hour traffic- the car behind him stumbled on his hook. And slid into his truck. This caused a chain reaction of cars hitting other cars, the sixth of which was Sylvias fathers.

He was late to a board meeting.

Mark and Sylvia met at her fathers funeral. He was attending out of guilt his father had survived.

Both distraught, they ended up in the bedroom of her youth, all stuffed animals and posters of ponies. After-funeral sex is different from normal sex theres an intensity brought on by the reminder of mortality. The façade of civilization can come down and something real can come out and it can hurt, and it did. They fucked until they were both sore. Afterward there was blood on the sheet, but she couldnt tell whether it was fresh.

Her mother didnt get home until they were in the kitchen, drinking tea and oddly unbroken by the funeral experience. They werent smiling as her mother entered and Sylvia felt bad again. She felt like she should be stronger.

There were pounds and pounds of marijuana in her fathers trunk when he crashed. The police questioned her and she acted like she had no idea, like she was too distraught to be able to help. In truth shed had only a vague idea- asking your parents about their drugs is like asking them about their sex. Its something that only people of your own generation do. She had a picture in her head that didnt make sense her mom and dad passing a bong back and forth, watching TV, like the most boring college party ever. It didnt make sense because they were old.

She had wondered how they could afford a pool and a maid.

After that they were just a couple. They were inseparable. Neither of them was particularly comfortable with how quickly it had happened, but it had. They did make each other happy her father was dead, his in jail. She could sleep in his arms. She couldnt sleep anywhere else. She hadnt fit under the microwave in sixteen years, since the aching-bone growth spurts of puberty.

He had a metaphor for himself. In a physics class in high school he had learned about potential energy and kinetic energy, these concepts that were not exactly literal and not exactly opposed, but which added together to form an objects total energy. The object he felt like was a racquetball on top of a bookcase, one hundred percent potential energy and zero percent kinetic. The only things he could do were things which pointed toward him doing more things fifteen hundred on SATs, typing a hundred words a minute. Numbers that implied there would be more numbers.

His main fear was that hed never fall off the ledge, that hed never bounce off the floor, around the room, doing things left and right. He was afraid hed die having spent his life on the verge of accomplishing something.

She seemed to him to be pure movement kissing people, tattooing herself. Her inherent kineticism did not seem, to him, to imply a complimentary lack of potential, but he didnt realize this about his perception of her. We attribute more to our lovers than we do to ourselves.

What are you thinking, she said.

Nothing, he said. They were at a restaurant and drinks had yet to arrive.

Television told him that everything could be okay, so he quashed worries. He again was unaware that this was going on. He had seen so many relationships with laugh-tracks that he thought he knew what they looked like. The only real relationship hed ever been even moderately privy to was his parents, and that had mostly taken place behind a cracked and closed bedroom door. They didnt yell but sometimes the air between them felt like cotton.

These situations came up every six or eight months, but in his memory they characterized his childhood. Before his mother had died they had lived in a house with two stories, theyd had a dog and a cat and a gerbil. The gerbil had escaped one night and the cat had killed it. Then his mothers skin went pale and she stopped walking. Her eyes faded. So goes childhood.

He hadnt seen her die, couldnt remember visiting her in the hospital, and wondered if this was what repressed memories felt like, and whether it would be worth it to try and recover with a psychologist.

They had been together for three months when he told her about his mother. It made her cry because her fathers death was still fresh. It was like stretching out a gashed arm.

She cried a lot. He saw her cry a lot, but she cried more often than he knew. She hadnt been close to her father, but that might have contributed to her state. She wasnt really crying about her father. That situation gave her room to cry about everything in the world hungry children, regretted tattoos, war, famine, the lean time leading up to death. Time Mark had had in buckets and which she had had in thimbles.

She missed her father and she was beginning to miss her mother, who had taken to her bed. Her mother was an older woman who didnt like being older, who thought that rouge made her look like she wasnt grieving. Her mother wore too much make-up. She took to her bed, took to wearing bedclothes all the time, but did not take to a natural look. Her pillowcases smeared red and black with makeup.

Thrice a week Sylvia cooked lunch for her mother and Mark washed her pillowcases without acknowledging the mess. They wallowed. Eventually they made dinner for her, too, ate, and drove home in silence. Mark drove. Sylvia watched the crystaline stars ripple above the cars and fell asleep, every time. Her mother had given up and would die. The car ride took twenty minutes.

Sylvia was lost because her mother and father had not been close. They had been cordial. Why her mother would be so murdered by his loss was not apparent to her because all she knew of love was the burning flareup at the beginning shed never made it to the comfortable point. Shed never survived the initial excitement and in fact was stretching herself stupid to keep her love new bath salts, anal sex, vegetarianism. Her mother knew things she did not.

Her mother died in December.

No one was sleeping around, no one was particularly dissatisfied, and nothing at all was going on when he found he needed to leave her. He wasnt going to fall off that bookshelf- there would be no earthquake. One had to push oneself and it seemed like a start. On a Tuesday night he had her meet him in a restaurant where theyd eaten one hundred times.

He ordered a stringbean salad. She had water and potatoes and chicken and pasta and red wine.

Her heart stopped when he told her he was not happy. She was still crying at the drop of a pin and he couldnt be leaving her. She still needed someone.

He told her that he had been thinking and that he needed space and he wasnt happy and hed be crossing the country in his car and she could not come along. He said that he wasnt breaking up with her, exactly, but that he needed time to figure things out and she knew that he was exactly breaking up with her.

Food arrived. She wanted to empty her glass on his shirt like a heroine and storm out of the restaurant, never to see him again, but she continued eating. Shed made it out of an American adolescence without an eating disorder, but still she was surprised that she could still eat. She nearly finished her pasta. She wasnt sure what she should say Okay? Please reconsider? Somewhere under her lungs she knew that this was right.

She didnt say anything. Her heart was already pounding when she touched the napkin to her lips like Audrey Hepburn, stood and walked out. She drove for three hours and when she got home all of his clothes were gone. His toothbrush and his smell and everything about him was gone. As insomnia set back in, she wondered, if I made you up? Why didnt I wait until I was over this, to let you go?

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Nice Guys Finish First

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Unlike most retail purchases buying a vehicle entails a myriad of caveats. If paying for

unnecessary fees and inflated prices is not an issue then car shopping should be fun and easy for

everyone. The real issue is not whether the vehicle is affordable or within our means but

whether or not the dealer is making a fair offer. Everyone recognizes that the dealer is in

business to make a profit. The problems arise when dealers set out to make obscene profits

unscrupulously. Horror stories have been well documented on how some dealers have resorted

to trickery and scams to pick the pockets clean of their consumers. Among some of the

deceptive sales practices that have been used include lowballing, grounding, flipping and

turning, and bait and switch. Lowballing is a technique used to lure customers back to the

dealership. A potential customer who wants to go elsewhere to shop around is given a

ridiculously low price that cannot be beat anywhere and this draws the customer back to the

dealer who can then manipulate the customer again to his advantage. Grounding is a technique

used in an attempt to keep the customer from leaving the dealership. It may entail siphoning the

customer's gas tank, losing the car keys or misplacing the customer's driving license

intentionally. Flipping and turning is another method used in an attempt to confuse and break

down the customer's resistance to buy by using several sales people including managers to

confront the customers. Bait and switch is an old trick that still works. It usually involves the

use of an advertisement in which an attractive deal seems too good to be true and it usually is.

Investigations of fraud in the automobile business are constantly ongoing. One need only to

contact his State's Attorney's office or Better Business Bureau to obtain the latest information.

Television stations also get into the act by conducting undercover sting operations that reveal

deceptive practices and fraud.

In addition to deceptive sale practices, some dealers have reverted to using scams that have been

unethically designed to inflate prices and to sell unwanted items or services. In many cases an

outright lie is the scam itself. One of the most prevalent scams still in use is that of window

etching. In this scam the customer is told that the bank requires it in order to be financed. The

vehicle identification number is etched onto the windshield for added security. There is an

additional $00 to $00 fee for this service. Customers are also told that they can save hundreds

of dollars on their car insurance but the insurance companies do not offer such a discount. A do-

it-yourself kit is available online for $1.5. Another scam that is prevalent with car dealers

involves financing. After the financing is approve and after the vehicle is driven off of the lot a

customer may get a call informing him that he did not qualify for the low interest rate that was

signed for at the dealership. A clause in the contract that states "subject to loan approval" is

enforced and the customer may have to produce an additional $1,000.00 and the monthly car

payments are also increased. In some cases in an effort to avoid offering the 0% interest that was

advertised, a customer may be lied to and told that his credit score was too low to qualify when,

in fact, the customer's credit score was above average. On of the most egregious scams involves

the sale of vehicles that have been in wrecks but customers are told that the vehicles are in great

condition. If a vehicle has a Buyers Guide sticker on it with the words "As Is, No Warranty" it

means that the vehicle is sold as is and the buyer assumes all risks no matter what the dealer may

say about the condition of the car. Certified used cars may also have been in wrecks. For this

reason it is essential to obtain a car report on any used car before purchase and in addition it

should be checked by a mechanic.

There are many lessons to be learned. It is not to be assumed that all car dealers are dishonest.

The better informed a consumer is, the less likely he is to be taken advantage of when purchasing

an automobile.

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Abortion

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Dilation & Evacuation (D&E) The cervical opening is stretched and special tools are inserted to dismember the helpless baby. The abortionist then grabs either an arm or leg and literally tears it from the babies' body. The torture continues until the baby is completely dismembered. The scull is then crushed and the babies broken body is then removed from the woman piece by piece.

D&X (Partial-Birth Abortion) The Doctor inserts forceps through the cervical canal into the uterus and wraps them around the babies legs. Positioning the baby feet first face down the childs body is then pulled out of the birth canal except for the head, which is too large to pass through the cervix. The baby is alive and probably kicking and flapping his legs and arms. The abortionist then hooks his fingers over the babies shoulders. Hold the woman's cervix from the babies neck. He then jams surgical scissors into the base of the skull and spreads the tips apart to enlarge the wound. A suction vacuum is then inserted into the babies skull and the brains are sucked out. The skull collapse and then the babies head can be removed.

Has it ever occurred to you that almost every third baby conceived in America is killed by abortion? I take that as very alarming. Also one in every six women has had an abortion. Since abortion was legalized in 17 each year 1.5 million unborn babies have been destroyed in this legal execution that people call abortion.

They say that abortion is a "choice" and I am doing this paper on this topic so that the women of America will know exactly what they are "choosing". There are at least six different ways to slaughter a child that is still inside the womb.

Most Americans want abortion to be illegal except for those unusual cases of incest and rape. But they use these reasons to legalizing abortion, and are nothing more than emotional screens behind which those profiting from abortion choose to hide.

And of all those stories of people that sought an abortion that didn't get one I have never heard one where they still say that they wish they went through with the abortion. I believe that there is no such thing as a safe legal abortion. Abortion is a decriminalized crime against humankind. I found this to be very upsetting that it is legal to kill your own child, up until the day that he/she is born.

There are many controversies over abortion and how it should be handled. And since it is so controversial subject and I thought it would be hard to persuade someone to see it from my point of view.

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Cheating in school

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"Gotcha" said the principal to the student who was cheating on his math exam. He was a professional cheat, because he had never asked for a friend or written something on his hand during the exam. He attached his notepaper with a plastic band to his underwear, so nobody would try to find it. These are pupils who love cheating because it is attractive, fun, and easy. On the other hand, there are students who might be afraid of their parents, friends, teachers, or even themselves.

Cheating is fun and easy. Human nature is such that we find hidden activities more attractive than obvious ones. Thinking about our experiences, we find the most attractive ones are the hidden ones. For instance, whispering a secret softly in ones ear or hiding a personal treasure in the backyard of your house is exciting. Cheating is not only fascinating, but also simple. It often starts with writing a formula on a little paper and hiding it in either shoes or pen caps, which any one can do. Then, crib notes change to the larger papers that are full of neat and tiny characters and contain information about the test. These cheat sheets are often kept in pockets and underwear of the students. Some students even take their notebooks to their tests.

On the other hand, there are students who cheat, because they are afraid of telling their marks to their family, due to having been punished or treated badly for low marks that they got before. Nowadays, in third world countries, there are still fathers who beat their children and teenagers for their bad marks. Then, the child will start asking for help during the exams in order to get rid of the pain that will follow after the exam. Unfortunately, the help that they ask for is called cheating.

Not only families but also friends play an important role in creating a cheat. Friends, who appreciate one's cheating, are asking and allowing them to repeat it, due to becoming cooler or braver. Obviously, everyone loves to join the company of cool people. The easiest way to be cool is cheating, but this method doesn't last long. In addition, silly competitions between students for getting better grades may lead to such unpleasant habits. Friends who always argue about being half of a mark higher or lower, try to get a higher artificial grade by cheating. Unhappily, it often takes place between top students. Moreover, cheating can stem from teasing. Some students make fun of their friends when they get bad marks. Since cheating is easier than studying for a lesson, they will prefer shortcuts rather than the right way. Then, no one will pull their leg for their bad marks

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Making fun of a person can cause cheating, mostly if teachers become the joker. Some teachers used to read students marks out loud in front of the class. After that, the teacher may either tease or threaten the student. Then, a student who doesn't do well in the exam will be afraid of the teacher's comment, whether it is a joke or a threat. Meanwhile, these students will promise themselves to cheat in the exam the next time that they weren't sure about the answers.

Before being afraid of family, friends, and teachers, many pupils are lead to cheat for feeling unsure. Actually, they are afraid of themselves. For examples, students, who haven't studied enough before, will have a stressful time during the exam due to their unconfident feelings. They can't rely on their own knowledge, even if they know most of the correct answers. In addition, sometimes they will check their answers with their friends just to ensure that they got the correct answer. These students are knowledgeable, but they are not confident. They often are not certain because they got bad grades in that lesson before.

Today, cheating has become a way of life and a business for some students. Undoubtedly, cheating is very enticing because it is a sly action, and it is easy to do. But most of the time it is appealing because it helps many people to cover their laziness or weakness effortlessly. They can trick their parents and friends; they may get rid of their teacher's jokes and comments; however, they can't part with themselves. They won't give up their cheating habit, until they feel confident. In short, never will a confident person cheat.

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Porn movies

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The Avalanche Report

Hello! This is Yanal and Andrew live from channel 6 news. Today we have some horrible and devastating news, on both parts of the world. On the coast of Australia a huge tsunami has hit, wiping out half of Australia and killing quarter of the residents in all of Australia. While in the U.S.A the biggest avalanche in the history of the United States ort has just hit Washington, devastating the whole country. First Andrew will be explaining everything on tsunamis and how they occur.

Then I will be explaining everything on avalanches. Now we will go to Andrew and hear his research.

As you all know a huge avalanche has just hit Washington D.C, killing around 150 people, and leaving 100 in hospitals. This avalanche occurred in the Cascade Mountains, it had been snowing very hard for the past days. Roads were blocked and many railway tracks were smothered in snow, leaving all train tracks closed. Mean while snow kept on piling up high on the mountain above Willington. The situation was even worse then it looked, because of the stupidity of the railroad crews about avalanches. They had clear-cut the forest on the slope, above the town for fuel. Now huge amounts of snow was pilled up above Willington, with nothing to help slow the avalanche. The next day sleet and rain started to fall. Then late that night during a storm, a huge slab half a mile wide broke off the mountain slopes. According to survivors." It was like a whit death falling from the heavens. It advanced down, rumbling, exploding and grinding it zoomed down crashing buildings and water towers. Survivors dug wildly in the falling rain, and rescued 5 people. But not everybody was lucky as 450 people died. It's just scary that just 1 avalanche caused this much devastation.

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Now that we have heard the heartbreaking news, it is now time for everyone that's watching to know everything on avalanches from how they occur, why they occur, or how may forms of avalanches there are.

Let's start with what causes an avalanche. For many centuries and in many religions people have thought that witches, wizards and angry demons were behind the avalanche. A trial in Switzerland in 165 concluded in the thought that a witch summoned an avalanche and set it loose, which caused a woman to be killed because she was suspected to have been a witch. Beginning in the 0century people started to take a scientific approach to the cause of avalanches. They have determined that avalanches are a creation of heavy snowfall, steeply angled slopes and instability between snow particles.

CAUSES OF AVALANCHES

The first of the requirements heavy snowfall seems to be very obvious, however avalanches would not occur so often if mountains had the same snow conditions as anywhere else in the world. This happens because some heavy clouds that are unable to rise up above the mountains get stuck and the snow falls directly on the mountains, and slowly as the snow piles up it will become unstable and cause an avalanche.

The second of the requirement is steep slopes, which is also pretty obvious because if you were to put 80 feet deep blanket of snow on a flat mountain, it would be almost impossible for an avalanche to occur. However this doesn't mean that you need a very steep hill, in fact 8% of avalanches occur on slopes with 5 to 50 degree slopes! The most common degree is 5.

The third and last of the requirements is instability between snow particles. Stability is the attraction of the snow particles. When the stability is strong the snow particles stay together, but when the stability is weak avalanches start to occur. There are around 10 million snowflakes in a cubic foot of snow, which tells you that the snowflakes are really small. The attraction of these snowflakes continues to change as the lie on the ground. The unstable types of snow that are most likely to break are fluffy snow, sun crusted snow, depth sugar snow and surface sugar snow.

Depth sugar snow is an extreme unstable snow pack condition that forms when the ground is still fairly warm but the air is cold. So when the snow forms, warm air from the ground forms water vapor between the snow particles causing the snow to be unstable, and this makes it easy for an avalanche to occur.

So basically for an avalanche to occur there needs to be a big amount of snow, a pretty steep slope and snow that has weak attraction between its' particles. Now that you know the basics of how an avalanche occurs, I will be telling how humans can contribute to causing avalanches!

Most avalanches are triggered by snowfall or melting, but few of those avalanches are ever seen, and much less are ever experienced, by people. 5% of the avalanche accidents involving humans are caused by humans! Since 150 skiers have been responsible for most of the human-triggered avalanches. But recently snowmobiles have started to trigger many avalanches.

Now I will tell you about real human incidents where human have caused avalanches. Five snowmobilers looking for thrills in northern Utah were zooming up a ski resort when their snowmobile provided the extra pressure to cause an avalanche. In Wasatch mountain on November 8 18.6 snowboarders decided to go for a ride, even though the ski resorts had not opened. The first 5 zoomed down the slopes, but had no effects. Then the sixth man however pushed the limits of the fragile snow and triggered an avalanche, killing all the snow boarders. So as you can see avalanches are very dangerous things and can be triggered in many ways.

THE DIFFERENT TYPES OF AVALANCHE

Now we shall move on to the next section on the different types of avalanches.

There are two main types of avalanches. Loose snow avalanches and slab avalanches.

A loose snow avalanche (also called a pure avalanche) is composed of snowflakes or crystals that are loosely packed. The crystals behave like dry sand the bonds between them are not very strong and they just lie on each other. A loose snow avalanche usually begins at a single point on a slope when a small portion of snow slips and starts to fall, knocking into other crystals on the surface. As the avalanche runs downwards picking up more snow, it starts form a flipped v shape.

If the snow on the slope is dry and powdery, the loose snow avalanche can travel at speeds up to 100 miles per hour, but if the snow is melting and wet the avalanche may only move at 5 to 10 miles per hour. Some loose snow avalanches stop after only 10 to 0 feet.

Un stable snow is the most important factor of creating a loose avalanche. The reason is that when you have a bunch of loose snow lying on top of each other is very unstable and any change in the balance will cause an avalanche.

SLAB AVALANCHES

The second type of avalanche is called a slab avalanche. A slab avalanche begins when cracks develop in the snow pack and a large piece breaks off, and then crumbles into blocks as it zooms down the mountainside. Many factors combine to make a slab avalanche, including the condition of the snow pack, temperature, weather, and wind directions. Unlike loose-snow avalanches, a slab avalanche brings down large amounts of snow all at once, making it much more power full and dangerous. One slab of snow might be more the, 1000,000 sq. feet in area (equal to three 100unit buildings) and more than 0 feet thick. As it tumbles down the mountain slope it goes at speeds of 100 miles per hour, and picks up more and more snow until it is 100 times bigger than its original size.

Unstable snow is also the main trigger behind slab avalanches. As storms occur more and more layers of snow are added, and if the snow that is packed on top of each other is not stable, then a slab of snow will be set loose causing a slab avalanche. Weather and temperature also create unstable snow layers. If cold days are followed by warm nights, then the crystals within a snow pack melt and then refreeze, weakening the bonds between them.

Snowfall and wind directions can also contribute to the creation of a slab avalanches. The added weight of a single snowfall can quickly produce a destructive avalanche. Winds can also create avalanches and unstable conditions if wind blowing up the slope hits the snow unevenly.

Both slab and loose-snow avalanches can occur on any slope, but they most often take place on slopes with angles between 0 and 45 degrees. Snow on slopes below 0 degrees is generally more stable and is not affected as much by the pull of gravity. Snow on slopes with more then 45 degrees generally does not have a chance to accumulate because its does not have a good enough angle. So know you know the different types of avalanches.

WHAT ARE THE EFFECTS OF AVALANCHES ON OUR EARTH?

Now I will be informing everyone the effects of the two types of avalanches on our Earth.

Loose-snow avalanches are usually not dangerous and don't cause a bad effect, but there are exceptions. Large loose-snow avalanches can carry humans off a cliff or berry them deep in snow, or they can also knock down buildings and clear forests.

Slab avalanches, because of there size, are almost always dangerous. A large slab avalanche will usually destroy everything in its path including trees, boulders, animals, humans and buildings. Slab avalanches composed of powdery snow have an additional destructive feature-avalanche wind. As an avalanche swoops down a slope, wind rushes ahead of the moving snow mass. This wind is a mixture of now particles and air around the avalanche, it is like a mass of gas that makes it difficult to breath. When the avalanche comes to a stop, the wind around it rushes out violently in all directions. If the snow fell vertically on an area containing houses it would hit the ground with a boom. Like a bomb the wind can actually blow down nearby houses.

AVALANCHE PATHS

Our channel6 report continues with avalanche paths. The course an avalanche takes down a slope is called an avalanche oath. Large avalanches trailing down the same path over and over again leaves a scar on the earth's surface. Such scars appears as a bare line on a mountain path or other wise a line of trees and broken down houses.

Paths can run through narrow gullies or across open slops. Although they differ in shape and length, avalanche paths all have three main parts the starting zone, the track, and the run out zone. The starting zone is where the avalanche begins. It is the zone where snow collects unevenly and where loose surface snow begins to become unstable. The track is the trail the avalanche takes as it zooms downward. The middle are of the track is where the snow is at full speed. The run out zone is where the avalanche comes to a stop.

Avalanches and the paths they create do have certain benefits. Since trees and large plants have been cleared from these paths, meadows are able to develop in spring and summer. Filled with grasses, small shrubs, and wildflowers. These areas provide necessary food for mountain dwelling animals such as bears, deer, elk and moose.

Avalanches have little, if any benefits for humans. Any interaction between humans and avalanches ends in destruction, injury and death. Roads and buildings built avalanche paths are destroyed. Each year, thousands of people around the world are killed or injured.

PREDICTING AVALANCHES

We are almost done our report but before we finish it is important for every one to know how to predict avalanches and how to stay safe. Avalanche experts determined the conditions that created avalanches, predicting them became a simple matter of recognizing those conditions. Avalanche conditions are being monitored closely in most of the mountainous regions that support population.

North American officials have developed a color-coded system for quickly classifying avalanche danger. Yellow stands for moderate danger. In a yellow area there is a low threat of avalanches. Orange stands for considerable avalanche danger. In an orange area there is unstable snow that could form an avalanche. Red stands for a high chance for avalanches. Going to a red zone area is not recommended at all. Finally there is black, which stands for extreme avalanche danger. In black zones the snow is very unstable and an avalanche can occur within the next hour.

Field observations

A great deal of information can be gained by simply observing a slope. One of the most basic measures of avalanche potential is the angle of the slope. This can be quickly determined by using an inexpensive instrument called a slope meter. Measurements with a slope meter will tell the angle of the slop. If the slope is between thirty to forty five degrees it can cause an avalanche. The direction the slope is facing can also be a factor. South facing slopes get the full effect of sunlight, while north facing slopes maybe in shadows must of the winter. The difference this causes is bigger then you think. In the northern hemisphere slopes facing to the north have bigger and more consistent avalanches, while south facing slopes are only dangerous during spring. The direction of the slopes may also influence the effect of wind. In the United States the wind comes from the west, which means western slopes are less likely to pose avalanche problems. This is because the wind blows the snow off these slopes and onto areas where the wind is blocked.

TESTING THE SNOW PACK

Another way of predicting avalanches is by testing the stability of the snow. There is two ways to test the stability of the snow. The first and easiest of the ways is to find a sample section of the slope where the immediate risk of an avalanche is slight. If the snow breaks away in slabs when a person walks on it, it is a sure sign of avalanche danger.

HOW CAN WE LIVE THROUGH AVALANCHES?

Nearly all avalanche deaths can be avoided. Two ways to accomplishing this is by stopping building near mountains, and to stop recreation on mountain slope. However both solutions are hard to accomplish

In areas where avalanches are frequently occurring, numerous steps can be taken to weaken their impact. On slopes above roads buildings may be built to stop the avalanche. Planting trees close together on mountains may stop avalanches from forming, or maybe just blocking them from the city. In higher areas where trees cannot grow you can put fences to block the avalanches. Large slotted barrels called snow rakes can help to slow down the avalanche.

Farther down the slopes where roads pass through avalanche sheds can be built. A shed with a side built into the slope is used to move the snow away from the roads. Near buildings stonewalls can be built to deflect the snow.

An interesting design that provides direct protection to buildings is a wedge-shaped wall built in front of the structure, with its points pointing towards the slopes. This wedge cuts through any coming snow.

PRSONAL SAFETY

For those venturing into mountains, there are a few steps to avoid becoming a victim of an avalanche. Before going onto a mountain, it is wise to have proper safety equipment, including an avalanche transceiver (a device that lets out a signal telling where you are) and a portable shovel. It is also better to travel in a group, that way if one person gets buried in the snow there will be more then 1 other person to help keep him alive.

People that are caught in an avalanche die in one or two ways they either suffer a fatal injury when they hit a boulder or a tree while sliding in the snow, or they suffocate to death shortly after the avalanche stops.

FINDING SURVIVORS

We are now at the final chapter of this report, we will conclude right after you learn how to find survivors. Survivors of avalanches are found within the first thirty minutes after an avalanche stops. By finding a glove, hat or another item you can tell that the person is near the surface. Unfortunately by the time rescue teams come it is too late.

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Dr. King

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The history of the United States of America reveals that US citizens, like those of the rest of the world, have struggled to define equality and to defend those principles which assure that equality will be the legal right of all of its citizens regardless of race, color, creed, religious affiliation, political alignment, national origins, economic status, educational level, marital status, or gender. The struggle for equality ha not always been moral when measured against the philosophy of the Declaration of Independence or legal under the Constitution of the United States. At various times specific groups of citizens have been subjected to discrimination based upon one or more of the characteristics used by the nation as a whole, states in general, and townships in particular to separate citizens into groups which have authority under the law to control the actions of those without authority. When those without authority are compelled to obey rules and regulations imposed upon them by the authority, they often rebel against those who are in control in order to secure for themselves the same rights and privileges others have previously enjoyed.

One example of a struggle to focus attention on the denial of civil rights for a particular segment of American citizens is the Civil Rights Movement, which reached a high point during the decade of the 160's. A notable illustration is the events which occurred in Birmingham, Alabama, in the spring of the 160's. As a result of blatant discrimination based upon racial differences, Dr. Martin Luther King, Jr., had participated in a peaceful demonstration in the city's streets, and he, along with many other demonstrators, was arrested and placed in the Birmingham jail on the charge of violating a local ordinance, parading without a permit. In the process of being arrested some people reacted negatively and the peaceful demonstration morphed into acts of violence. A few days later, local religious leaders wrote and sent a "Public Statement by Eight Alabama Clergymen" to the Birmingham newspaper. After his arrest, Dr. King was given a copy of the newspaper, read the statement, and then began drafting letter From Birmingham Jail," his response to the clergyman.

A careful reading of the "public Statement by Eight Alabama Clergyman" reveals that the local religious leaders had several concerns about the demonstration and particularly about Dr. King's participation in and leadership of the demonstration. By inference more than by direct statement, the clergyman accuse Dr. King and the leaders of the demonstration of being interfering outsiders because they did not reside in Birmingham or in the state of Alabama; of breaking local and state laws by organizing a direct action rather than writing for decision of the courts; and, for Dr. King, of being an improper role model for one who is a minister of the Word and Sacraments of the Christian church. To respond to those charges, Dr. King wrote "letter From Birmingham Jail" explaining his actions and defending against their charges.

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Many of these pieces have believes of one kind or another behind them. The pieces such as Call to prayer and "Camel Drivers song" are not considered music in their region but they serve a higher purpose of either assembling people together as with call to prayer or for protection on the camel caravans like with "Camel Drivers songs." Some others that have belief attached to them are "Ala L'Ake," "Nhemamusasa," and "Makala." "Ala L'ke" has the history and how important it is to pass down history and ancestry connected with it. Then with "Nhemamusasa" the people performing this Bira ritual feel it is important that they bring some one into trance so they can find the answers to the questions they have to ask. Lastly with "Makala," the pigmy people feel it is of important to do there yodeling and communicate with nature so that good things will happen and that they can survive as hunter-gatherers.

In all of these pieces there is a lot of Ascetics. Most of these people, but not all may take years to try and learn and practice these pieces to perform them. Then there are others that may not have to work as hard and not practice as log as the others, but still they have great ascetics. There is ones that I would say has the greatest amount would be the pigmies and there yodeling. Because, they are vocal but sound as if they are using instruments. Just the fact to make your voice sound the same as an instrument is a challenge/ Also with instruments you can for the most part make the same sound all the time but with your vocal cords it takes a lot more practicing to make a great piece.

All of these pieces have their own unique context. Each piece has a place where it has to be preformed to have it sound right. Some of the only ones that may be able to have the context change unlike the rest would be Afro pop pieces. Theses can be recreates some where else a lot easier then any of the others.

Most of the pieces have history or deal with it. "Babanzele," Call to Prayer, and "Ala L'ake," are just a few that fit this category. With Call to Prayer it has history in the aspect that the Islam's have bee praying to Mecca for centuries so this chant has been around just as long. Then with "Babazele" it has history like Call to Prayer in the fact that it is a traditional chat and has probably been around almost as long or as long as the pigmies themselves. Now with "Ala Lake," it has to do with both history in itself and dealing with the telling of it. This piece is more of a story of history for a person so it has a lot to do with history too.

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A Great majority of these pieces have activities that go a lot with them. The song "Nhemamusasa," is a song that goes along with the Bira ritual to try and get people to go into a trance. Then with Bedouin Coffee Grinding Music it says in the title what activity goes along with this music. Lastly one of the many pieces that go along with some activity is Masi Milking song, once again like the coffee grinding music the title says what the activity is.

I would say that the style of music for this tape would be African music. The Genres consist of Pigmy yodeling, Bira rituals, Afro pop, and there are many others in the continate that aren't discussed or on the tape.

All of these pieces have text, but a few of them don't. Like the pigmy chants because it is kind of hard to make rhythmic sounds and sing at the same time.

Most all of these pieces have no composition they are transmitted for the majority from parent to child or from teacher to student. But Afro pop could be composed.

The transmition for these pieces may take many years to pass down like Call to Prayer, Pigmy Chants or even to become a Ahaji or some may not take as long to teach or they may not be transmitted at all like the postal workers and coffee grinders. For the most part all of these pieces and rituals are transmitted from one generation to the next.

There are a few pieces of music that may not have movement, but for the rest of them they have movement like the Coffee Grinding Music if they didn't move then there wouldn't be music.

All of these songs except really the chants use some kind of material as in the Bira rituals they use instruments such as a mbira and they also use costumes to conceal themselves. Then with the postal workers they use what ever they have in the postal office to make their music.

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Gough Whitlam Dismissal

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Account for the ways Whitlam, and various Australian historians have changed the way they write about the 175 Whitlam dismissal

Over the past few decades, Gough Whitlam, and various Australian historians have continually debated, deliberated, and interpreted the dismissal of Gough Whitlam in 175. When the many various interpretations of the 175 dismissal are being assessed, one must take into account the personal contexts of the writers, their motives for their writing, who they are directing their writing towards, and for, and various other factors that can affects the way in which they create history. Over the past thirty years, the Whitlam debate has progressed from the post-dismissal debate, to the 'contemporary Whitlam debate', which are both linked by the constitutional opinions surrounding historian's interpretations of events.

An overview of the Whitlam rise to Prime Minister, and the dismissal of his government in 175 is not a simple task to undertake. The Labor Government had been elected on December 17 after years of Liberal/Country Party coalition rule.

Whitlam originally took office, determined to "employ an extensive program of developments within Australia. His loyalty to the 'program' resulted in Whitlam and his deputy, Lance Barnard, running a two-man government from December 5th to 1th, 17, after which the full ministry took office. Following an attempt by Whitlam to assign the previous leader of the Democratic Labor Party, Senator Vince Gair, as Emissary to Ireland, the Opposition Leader, Bill Snedden, threatened to force an election by blocking Supply in the Senate. Whitlam reacted by calling a double dissolution election for 18 May 174, at which the government was returned. The crisis brought up a number of fundamental inquiries about Australian democracy, and concentrated on a discord between Whitlam and Fraser over the rights of the Senate and the House of Representatives. Whitlam declared the supremacy of the House of Representatives, and his entitlement to govern so long as he maintained a majority there, while Fraser asserted that a government deprived of Supply by the Senate should resign. This was a fundamental dispute about how Governments should be chosen. The conflict also demonstrated the significance of constitutional conventions in the Australian political system.

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The Governor-General, Sir John Kerr, took an active concern in the crisis, discussing with both Fraser and Whitlam at different stages after October 15 the predicament at hand. At one point, Fraser offered to pass Supply, as long as an election was convened by the middle of 176. It is now known that Kerr sought the advice of Sir Garfield Barwick, the Chief Justice of the High Court. Barwick and Kerr met on Sunday November and Barwick endorsed Kerrs decision in writing the next day.

On November 11, 175, Whitlam proposed calling an immediate half-Senate election, but the Governor-General rejected this advice and instead dismissed Whitlam from office. Later, Kerr issued a statement of reasons for the dismissal. Fraser was offered a commission as caretaker Prime Minister which he accepted, and immediately sought a double dissolution election for 1 December. In the meantime, the Senate passed the Supply Bills, with the Labor senators unaware that their government had been dismissed. The House passed several motions of confidence in the Whitlam Government and instructed the Speaker, Gordon Scholes, to relay this to Kerr. The Governor-General refused to see the Speaker until after he had dissolved the Parliament. Scholes subsequently wrote to the Queen and received a letter in hich the Queen indicated there was no place for her involvement in an Australian political conflict. At the ensuing election, Frasers conservative coalition was resoundingly elected

Over the past few decades, Australian historians have constantly debated about the reasons for the Gough Whitlam's dismissal in 175. A reformist as Prime Minister of Australia, Gough Whitlam had led his Australian Labor Party to victory in 17, returning the party to office after an absence of years. He had introduced a broad programme of social reforms, including measures to end restrictions on nonwhite immigration into Australia and other policies designed to improve relations with neighbouring Asian countries. However, his parliamentary lead fell against an environment of deteriorating economic circumstances. In 175 his administration was deadlocked, and his rejection to call elections led Sir John Kerr, the governor-general of Australia, to dismiss him "a controversial decision and the first time in two centuries that the Crown's right to remove elected ministers had been used."

When examining the historiographical aspect of the Whitlam dismissal, one can ascertain two details that Whitlam himself is a major contributor to this study, and that conversely, outside sources are what make up the bulk of the historiographical debate. When studying the Whitlam dismissal, there is a plethora of external sources and materials that originate from somewhere other than someone's recollection or unequivocal familiarity. These external sources often structure what is believed to be solid evidence in an argumentative research essay. These sources consist of, but are not restricted to, books, magazines, academic or professional journals, radio and television shows, films, and the testimony of experts.

Historians can note that Whitlam's own interpretation of the dismissal has differed over time. Although clearly he is a highly biased source, his works immediately pertain to this essay, as he has written numerous books and articles about the dismissal, and was directly involved in the issue.

In Whitlam's first book (subsequent to John Kerr's dismissal of the Labour Government in 175) titled 'The Truth of the Matter ', one can note that the highly probable motive for Whitlam writing the book is to validate his own actions that led to the dismissal of his government; and furthermore, to argue against the decisions of Sir John Kerr. As a researcher, awareness of any biases must not be considered superfluous in Whitlam's case. If one ignores consciousness of any obvious biases, one's argument may end up being undermined by them. Gough Whitlam's own historical, and historiographical interpretation of the events of November 175, while bias, set about a precedent for fueling the post-dismissal debate. His first book, 'The Truth of the Matter' is radical, mainstream, moderate and 'in-your-face'. This alludes to the fact that he is aiming his book towards a large variety of readers, and that he is trying very hard to gain supporters for his argument. Usually, if one can attain the same information from a more conservative source, it may have a greater effect on your audience, except in the case of Whitlam, as his own personal interpretation of the events was one which the public, and academics alike desired his opinion.

In 'The Truth of the Matter' Whitlam makes aware to the reader in the opening preface that the actions of Sir John Kerr in November 175 were both "avoidable" and "unwarrantable". This sets the tone for the entire book, which not surprisingly concentrates on the reasons why Kerr's actions were preventable and not necessary. Whitlam uses his own individual knowledge of the dismissal to inform the readers as to how, and why he should not have been removed from office. He examines the constitution, the reforms of his government, and possible conspiracies against his leadership to show that the reasons for his dismissal were anything but his own fault. Thus, the reader takes this book as being motives, validating in nature.

As previously explained, Whitlam's own interpretation of the 175 dismissal has changed, and progressed over time. When Whitlam published his second book, he concentrates more on the "…things that [he] achieved while Prime Minister". The book, was simply titled 'The Whitlam Government', and it detailed and highlighted in much more detail than his previous book, the many things that the Whitlam Government achieved, while in office. Thus, a critique of Whitlam's could today deduce that Whitlam may have decided to produce yet another book, so soon after his previous one, once he had eventually put the dismissal 'behind him'. The focus of this book is not the dismissal, like the previous book, but rather his achievements as Prime Minister. This book therefore, superfluous to say, is written with a differing motive. Whitlam quite clearly is moving away from dwelling on the events of 11th November 175, as his previous book concentrated on this, and rather deliberate on the positive nature of his leadership. In addition, it is also quite fair to assume that Whitlam may also have been trying to distance himself from the stigma of being the controversial Australian Prime Minister to be dismissed by the Governor-General, and towards what he probably desired to be remembered for as a reformist.

For the next fourteen years, Whitlam did not produce any more books, but still remained well versed in Australian politics. In 17, he brought out his most recent book to date 'Abiding Interests'. This book is extremely significant in the Whitlam debate, as it utilises up-to-date references to argue from a retrospective perspective issues and achievements throughout the duration of his leadership, and for the initial two chapters, the dismissal (or "coup de tat" as he claims).

This book has fueled the new 'Contemporary debate' that now exists concerning the Whitlam dismissal. The reason for this is that in 'Abiding Interests', as the name suggests, Whitlam has not completely put the dismissal of his government behind him; he still has permanent and unshakable opinions on the subject. Thus, historians now are beginning to return to many sources-some of which are primary and some secondary, and re-assess and re-evaluate them. The Contemporary Debate argues that Whitlam himself should not merely be remembered for his dismissal from government, but rather for the many things that he achieved as leader of Australia.

Whitlam has himself; significantly contributed to the historiography of his own dismissal-because he has fueled, and initiated various interpretations of his dismissal from government, and his time in office. Conversely, the writings of the late Sir John Kerr, the man who dismissed Whitlam from government, is an important source to juxtapose against Whitlam's, because both have similar motives to validate, and justify their political positions.

John Kerr found it necessary to "…find a democratic and constitutional solution to the current crisis which will permit the people of Australia to decide as soon as possible what should be the outcome of the deadlock which developed over supply between the two Houses of Parliament and between the Government and Opposition parties." The only solution Kerr felt was consistent with the constitution and with his oath of office and responsibilities, authority and duty as Governor-General was to terminate the commission as Prime Minister of Gough Whitlam, and to arrange for a caretaker government able to secure supply and willing to let the issue go to the people.

It is no surprise to historians that Kerr is arguing what he is-he is merely standing up for the position that he took with regards to the 175 dismissal of Gough Whitlam. In the book, 'Matters for Judgment An Autobiography' Kerr explains further that "The decisions I have made were made after I was satisfied that Mr Whitlam could not obtain supply. No other decision open to me would enable the Australian people to decide for themselves what should be done." However, although Whitlam's own interpretation of the events that transpired have somewhat progressed over time, in the 16 years after the dismissal, not once before his death did Kerr back down on his stance that he took. He felt that it was in "Australia's best interests", and it was "necessary, to break the deadlock." On the other hand however, the fact that Kerr died in 11 has meant that there has obviously been no difference in interpretation over the past 1 years.

Newspaper and magazine articles from the past twenty-eight years are also a large source of information for historians of the modern day studying the Whitlam dismissal. An article taken from the day after Whitlam was dismissed as Prime Minister , written by Christopher Sweeney, shows the sudden shock, and impact that the dismissal had upon Australian society. Although Sweeney had not attained specific training in the topic, Sweeney was an expert journalist writing for the general public and he had/has devoted his career to writing about political issues. The article shows that at the time of the dismissal, historians were already beginning to formulate arguments; the pro and anti Dismissal Debates.

After studying this article, one can compare and contrast it with another article that was written at a later date this allows comparison, and enables the researcher to scrutinize how the interpretations differ between the two.

An article written in December 00 , by political analyst John Warhurst provides a different view of the 175 Whitlam dismissal. Warhurst, with the benefit of hindsight, and the ability to observe the many sources that have surfaced over the years, is able to provide a far more comprehensive insight into the Whitlam debate. Furthermore, due to the writing being produced recently, it will also have been somewhat influenced by the Contemporary Whitlam Debate, that argues Whitlam should not be stigmatized with being remembered for his dismissal from government, but rather to attain credit for the many things that he had achieved as leader of the Federal Government.

The final source that will be analysed in this essay is a journal written by Sir David Smith, a renowned scholar on the Whitlam dismissal, and debate. Smith claims that

"the history of l75 has so far been written, not by the victors, as is usually the case with the writing of history, but by the vanquished. That is why I said at the beginning of this address that our Constitution was not only at risk from political and administrative action, and imaginative judicial interpretation, but that it was also possible to subvert it by misrepresenting the meaning and the significance of action taken in accordance with its provisions. This, I believe, is yet another area in which members of The Samuel Griffith Society must take an interest if we are to achieve the purposes for which this Society of ours came into existence."

This journal does have its advantages over other books and articles that have been written over the past three decades. Journals and Magazines are typically more current than books, often making them a better source of information. By the time a book reaches the shelves of a library, it may be as much as two or three years behind current scholarship on the topic. Hence, the scholarship above is extremely current, as it was published in 00. Although for the purposes of this essay, this historian attained the journal from the World Wide Web, it has also been published in various universities in Australia . Sir David Smith is a monarchist, and therefore it is important to note it affects the subject matter that he writes on. He is "extremely protective" of the Australian constitution, meaning that his work will be focused on examining the constitution, summarizing his own constitutional position.

As illustrated, Gough Whitlam, and various Australian historians have differed in their interpretations of the 175 dismissal over the past thirty years. The Whitlam debate has developed from the post-dismissal debate (when the dismissal occurred), to the 'contemporary Whitlam debate' (the debate today). Both are inextricably linked by the constitutional opinions surrounding historian's interpretations of events, and this in turn influences why people's writing of the Whitlam dismissal have changed and progressed over time.

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

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Communism VS Capitalism

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In 11, Joseph Stalin attempted to catch up to Western Europe, which he felt was a century ahead of his Soviet Union. Also, communism allowed Stalin to avoid relations with neighboring nations, whom he had just fought in WWI, by keeping his country self-sufficient. His first approach was to convert the small farms to state-run agricultural facilities, in order to provide enough food for the entire nation (Lowenthal p 7). To do so he had to go against the peasant class which ran these farms. Although he managed to move most of the peasants to collective farms, many destroyed their agriculture in protest, and millions of citizens starved. For his countrys industry, Stalin set up what was known as the Five Year Plan. A board would set up a target goal for each company, now all state-owned, and the company would have to meet that target in production within five years. Failed attempts to do so could result in imprisonment in work camps or even execution. Since money is one of the most essential measurements of success and stability, the two forms of government have their own planned approaches to dealing with employment, trade, and spread of wealth. Quickly, care for quality products diminished, and production rose by thousands of percents (Brian, p 7). So much attention was being paid to improving the nations industry that necessary items were being under-produced. While average income rose, and the Soviet Union found itself quickly catching up in European industry, we still see today the great poverty that communism often brings to its citizens (Lowenthal p 1) .

Poverty is one of the greatest downfalls of failed communism. While ideally, all the citizens are working together and sharing equal wealth, in actuality the deindividualization that the government enforces destroys work ethic and motivation. The results are low morale, unproductive workers, and low quality goods. Citizens of a communist nation see no personal gratification in working for the community, as their hard work yields the same rewards as a neighbors laziness. This apathetic attitude often spirals into a failed economy (Brian, p 74) . Capitalism is seen as the opposite of statist governments, including communism. It runs on personal achievement and gratification. Workers strive to succeed and produce quality products because they know that in return they will often reach financial success. In capitalist societies like America, there is a promise that hard work will bring even the poorest family to the top class. Indeed, dedication and skill is the most straight path to riches, and this incentive keeps the wheels of the countrys economy running. In a capitalist free market, industries and privately owned, allowing for competition and a higher quality product (Lowenthal p 1). In laissez-faire capitalism, another name for the system, the government has virtually no impact on the economy, save for a few wage laws to ensure some amount of financial security for under skilled workers.

While we run parallel to some capitalist ideas, America is not a true capitalism. We have some programs that are considered socialist, a cousin of communism, such as public education and the federal banking system. A true capitalist market, for example, is Hong Kong, where the government has virtually no role in the economy (Brian, p 74). In Hong Kong, international trade is relatively untouched by regulations, and private banks share the same rights as international banks. Capitalism, while theoretically a system of hope and prospective prosperity for all peoples, has as many downfalls as any other economic system (Ellis, 45) . Although the opportunity is there, and many citizens are a few generations away from ancestors who lived in poverty, not everyone has the means to rise up the social class ladder.

While post secondary education is required in a majority of the work fields, it is expensive, and many citizens have little access to it. Also, an economy with little or no governmental regulations will eventually fall to rising inflation, unemployment, and low wages. This is why many economies, like our own, work together with the government in order to maintain some degree of financial security for the nation as a whole. The major differences between communism and capitalism seem to be the levels of government interaction with the economy and market. While the two seem opposite in policy, history has shown few success stories with total communist or capitalist societies. Many governments who name themselves as one or another are using a mixture of policies from both approaches, trying to find a combination that pleases the people while stabilizing the nations financial security. Long gone are the days of the Red Scare, and now nations across the world are learning that strict forms of economic plans, while theoretically sound, do not necessarily work when put under action

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