Leadership Strategies

Question: Write an essay on Leadership? Answer: Introduction We will discuss about the companys strategies and the role it plays in the success and failure of the business through the case study. Google is one of the leading companies and has supremacy of the internet. We will research the reason for the success of the Google Company. Googles main aim was to improve the lives of the people and bring the world together through launce of Google search engine and Google Gmail. It made the website a top internet brand and the most recognized search engine in the world through its innovation in web search and advertisement. The main focuses of the company was search, advertisement, operating system and enterprises. The reason why Google is the best and famous is because of its powerful search engine algorithm, which can search a text in few seconds from thousands of sites. Google is the fastest growing company among the people and has been praised for its service it provides. After Google was launched it acquired many other companies, and YouTube w as one of it. Google acquired YouTube in 2006 and introduced operating system for android phones and launched Chrome web browser in 2008 which gave it a huge profit and a huge expansion to the company. Marketing and leadership plays a very vital role in the success of a company and with the help of good leadership and marketing a company can ensure future revenue. There are many types of marketing strategies and Google uses many marketing strategies to run its business in profit. Leadership and strategic development processes which operate within the innovative context at Google. The company has become one of the best and profiting companies with the help of effective and efficient leadership and strategy plan. For the success of any company an effective strategy and leadership is required and today we will discuss how these strategies have helped the company Google to grow and become one of the best company (Yeung, Campbell, 1991). Effective strategic leadership comprises five acti ons which help the organization to run smoothly and overcome all the difficulties it includes determining strategic direction, effectively allocating and managing the firms resources and capabilities, establishing appropriate balanced control, sustaining an effective organizations culture, and integrating strategy with corporate social responsibility. With the help of the case study we can conclude that effective leadership and strategy is required in all the fields and plays a vital role in the success (Campbell, 1992). Strategy development can be of two types Intended Strategy The top management is involved in designing of this strategy and is even known as design view of strategy development. This strategy is the outcome of strategic leadership and planning. Strategic leadership has a direct effect on the success and failure of the organization or the organization is influenced by the strategic leaders leadership hence it plays a very important role in an organization (Acur, Bititci, 2003). The leaders hold the highest position in the company and have all the authority to decide and take decisions. Most of the time the leaders are the founders or co-founders of the company and they are involved in making or designing strategies of the company. As per the case study Schmidt dealt with administration and the investors and had the most traditional CEO role. Page was concerned with the social structure of Google and Brin took a lead in the area of ethics. There are many benefits of strategic planning and it helps in determining the direct strategy, it helps t o understand the strategic issue, coordinate all the business levels strategy, helps in implementing agreed strategy and involve people and creating ownership of strategy (Khalifa, 2011). Emergent Strategy This strategy is an unplanned strategy which emerges in the organization as time passes by. Emergent strategy is mostly found in services like accountancy and health services. The operating unit is involved in making this strategy as they are well equipped with the skills and knowledge required for this strategy and the top management cannot make these strategies as they may not understand the techniques. The top managements role is to make strategic direction and co-coordinating and shaping emerging strategy from below (Mintzberg, 1987). Google: who drives the strategy? Strategy is a direction for the business and a scope for the business which helps the business to perform in a changing environment. And this can be done by arrangements of resources and by meeting the objectives of the company and the stakeholders. Today Google is one of the best companies in the world with high earning profit. Larry Page and Sergey Brin is the co-founder of the company Google and with their leadership skills and strategies Google was able to gain followers. Google used very different business strategies from the very beginning of their carrier. They decided not to use investment banks as dictators of their initial share price instead they launched an open IPO where the buyers decided the price for a share in the auction and not the investment banks. This broke the old method followed by many different companies and the company had to face many criticisms (Miles, Snow, Meyer, Coleman 1978). Larry Page and Sergey Brin set up the governance structure with a two-tier b oard of directors which was very unusual in USA. In this type of strategy it gave a managerial freedom to them to run their company in their own way and take their own decision and they were not answerable to any higher authority. The companys success depends on strategy development which has the following characteristics such as long term direction, scope of activities, fit between the firms. The resources and competencies and the external environment, seek to achieve competitive advantage, meet the expectations of various stake holders (Schilling, Hill, 1998). The leaders should be aware of strategic decisions which are taken in the different level of the organization. Many researchers have shown that managers and employees usually want a sense of identity, they wants something more than good pay and job security and that is a Sense of Mission. There are number of functions that aMissioncan have in any organization. These can be internal and external and even includes the below me ntioned functions (Lumpkin, Dess, 1995). It promotes shared values amongst employees which brings harmony in the company. It guides the resource allocation in a consistent manner and in a useful manner to reduce the wastage of the resources and full utilization of the resources. It inspires and motivates managers and employees of the company to higher levels of performance. (Sense of Mission) It helps in balancing the conflict interests of various organizational stakeholders. It provides a sense of direction to the employees and the managers. It even improves corporate performance. It even helps in focusing on the organization during crises. Four elements of Ashridge Mission Model These four elements set the goal of the organization and help the organization to achieve its target or goal. Purpose Purpose have three elements and these elements needs to be together to create a strong mission. For the benefit of a higher model, going beyond just satisfying the needs of its stakeholders. For the benefit of the shareholders For the benefit of all its stakeholders (Brezina, 2012) Strategy Strategy plays a vital role and helps the business to run smoothly and efficiently. With a good strategy and a good plan a manager of the company can achieve the companys goal and objectives. Values When the organizational value of the employee is aligned with the personal value of the employee it creates a sense of mission. Values are very important for the organization as it motivates the employees to work efficiently and effectively. They can provide a rational for behavior that is as strong as strategy. The organization can expect the full utilization of resources with an effective and efficient strategy (Peng, Heath, 1996). Policies and Behavioral Standards Policies and Behavioral Standards help the employees and the company to know what needs to be done in day to day activity. Googles growth and expansion is the result of unique management strategies and its implications. Hiring Policy The company follows a very unique way in selecting their employees. They believe in hiring the best employee as one exceptional employee is much more valuable than an average employee. By this hiring policy it makes sure that they have the best human resource for the optimum utilization of other resources in the company. And they even believe that if they hire good and exceptional employees then it will attract more good employees in the organization (Foreman, 1998). A dramatically flat radically decentralized organization As per few researches Google is organized as the internet itself. It is highly democratic, well connected and flat. Self-managing team Google is a self-managing team as employees who work in the development team works in small group and each team has as at least three engineers. For example project like Gmail has three to four teams and each team has three to four engineers who work in developing and enhancing the features of the product. They follow a very unique procedure which is not to be found in any other company and that is the team appoints the team leader and the engineers can switch teams as per there interest to work for a particular product without taking permission from the HR (Yukl, 2002). Rapid low cost experimentation Google book search engine started with the experiment aimed to answer a critical question and how long does it take to digitize a book. Page and Mayer started this by photographing each page of the 300 pages of the book using a metronome to keep pace. Google was invented not with a grand plan and it even believes in the philosophy which is Google Just try it (Mintzberg, Waters, 1985). It took 40min to turn the ink into pixels and an optical character reorganization program soon turned the digital photo into digital text. And in no time Page and Mayer found the software that could search the book. This is the kind of innovative ideas and learns as you go approach helped the company to make history and run the business in profit year after year. The company decided that it would devote 70% of its engineering resources in developing of the business and 20% of employees will be devoted to extend the related areas and 10% will be involved in innovative ideas (Vera, Crossan, 2004). Through these steps Google ensures the optimum utilization of resources for the growth of the company. With the above mentioned strategies Google was ranked the second most valuable company brand after Apple. With all its acquisitions it has multiplied its profit and revenue. In 2011 the companys value was $111 Billion. And is expected to increase its profit in the coming years with its innovative ideas and strategies (Hollander, 1995). Challenges faced by Google Google acquired many companies and had to focus on making strategies and plans for the acquired companies which shifted the focus of the company to mobile internet access, hence Google faced a serious issue in earning its revenue from advertisement that went from 97% to 96%. Cost per click went down by 12% year after year. The company did face issues due to the shifting of the focus to mobile internet access but the main issue faced by the company was from government and judicial arenas. The issues were in three main areas (Gardner, 1995). Privacy The government was concerned about the privacy of an individual data. The US federal trade commissions privacy frame work tried to make sure that Google cannot link its tracking data to identify individual. The regulators were concerned about the privacy policy that was introduced by Google on 2012 (Avolio, Bass, Riggio, Orr, Ciulla, Krishnan, Riggio, 2008). Antitrust Google dominated the internet search and meant that it had monopoly in terms of the competition law in many countries. The EU competition commissioner had four concerns and notified the company about the concerns it had from their business and those were restricting its competitors items appearing on their page and the portability of Advertisement campaigns from Googles Adwords system, the promotion of Googles items in the page of their rivals, its copying and displaying of the content from restaurant sites (Avolio, 2007). Patent infringement claims Google even faced the issue of Patent infringement. Oracle claimed that Android infringed its java patents and it was one of the biggest infringement claims. The main aim of the company is to manage the growth of the company by maintaining the equality of the product and services. The company needs to keep improving the operational, financial and management controls and even there reporting systems and compliance procedures in order to maintain growth of the company. These cannot be neglected as it can damage the growth of the company and there profit. It may even affect the goodwill of the company (Lowe, Kroeck, Sivasubramaniam, 1996). As the company is growing there has been a significant increase in the in there headcount and operations, which demands effective management, operational and financial infrastructure. The company faced many issues with the acquisitions of the other companies as the management focus shifted from their own business to the acquired business and had to pu t more effort to decide how to managing or control and how to implement the procedures and policies at the acquired company. Because of the focus shifted towards the acquired company Google had a decrease in the revenue and faced many issues in managing their own company (Bass, 1991). Conclusion From the case study we can conclude that the company can make optimum use of resources and make profit with an effective strategy and leadership. And while managing strategies and development the managers faces many challenges such as managing the processes that may give rise to emergent strategy to which they may not know the techniques and how to act (Yukl, 1999). They even need to use different strategies to for different situations in the company. It is very important for the company to distinguish between intended strategy the desired strategic direction deliberately planned by managers and emergent strategy which may develop in a less deliberate way from the behaviors and activities inherent within an organization. Formal strategic planning has many advantages and disadvantages. However, there is evidence that shows that such formal planning is not sufficient explanation of strategy development that is practiced. The strategic management process guides in decision making and ha s 4 elements that help the organization to run its business and they are as follows setting the vision and mission, strategic position analysis, strategic choices and strategic actions (Piccolo, Colquitt, 2006). Introduction Leadership in an organization plays a very important role. Leadership is a skill of a person that he uses to motivate the others to get the things done or achieve a target. With a good leadership a company can succeed or fail in earning profit. Some believes leadership as characteristics such as demographics, skills and abilities, and personality traits, predict leadership effectiveness. Leadership is required in all the fields of the business and with efficient leadership skills a leader can turn a non-profiting company to a profiting one by motivating people to work with great enthusiasm to achieve the objectives of the company (Bass, Steidlmeier, 1999). Leadership skills differ from person to person and different leadership skills are required for different situations. Today we will discuss about Transformational leadership which redefines peoples missions and their visions; it even changes their commitment, and restructures their systems for goal accomplishment through a relation ship of mutual motivation and elevation that converts followers into leaders and leaders into moral agents. Transformational leadership inspires people with their vision and take them into confidence to believe in their vision and motivate them to achieve those mission for the achievement of the goal. Transformational leaders inspire their followers to perform better for the sake of the organization. Transformational leaders are people with vision and with a mission to motivate the followers to accept the new goals and new ways of doing things and achieving these goals (Steiner, 2010). The leadership style and theories changes with the change in the business environment. The transformational leader should have good communication skills, competence or knowledge, interpersonal skills, good judgment and confidence in order to motivate the followers for the growth of the business (Jarvis, 2011). Lets discuss the Transformational Leadership characteristics that impact organizational growth The ability to make difficult decisions The work of the transformational Leader even includes the ability of taking difficult decisions. It is a part of leadership skills and the transformational Leader should always be ready to take a difficult decision and face it. When the leader has a clear vision, values, goals, and objectives it becomes easier for the transformational Leader to act on difficult decisions (Welford, Gouldson, 1993). Internal motivation and self-management Transformational Leader needs to be highly motivated from within so that they can effectively manage the growth of the company by motivating the followers to achieve the goal and objectives of the company (Chesbrough, Appleyard, 2007). Willing to take the right risks Transformational Leader should be very calculative in taking any risk as it affects the performance of the company directly or indirectly. The leader should make sure that all the researches have been done and there is no risk involved in the action. They should even make sure that the risk does not harm the business growth (Teece, 2010). Check their ego The transformational Leaders should never let their egos come in between their work. It is important for the transformational Leader to keep their ego in checked. They should make sure that they do not misuse there power and think of achieving the companys goals and objectives. They should first think about the companys gain and not about their personal gains. It is believed that when an organization succeeds a transformational leader succeeds (Hall, Johnson, Wysocki, Kepner, 2008). Organizational consciousness Transformational leaders share a joint conscious with the organization. The growth of the company ensures their growth. As their values are aligned with the growth of the company they just dont view their position in the company but even thinks about the growth of the company and how their action will affect the companys growth. They know what action to take and what action to avoid that will benefit the company (Dvir, Shamir, 2003). Adaptability Transformational leaders should be more adaptable to the changing business environment. Transformational leaders need to be more open to the new ideas and innovative ideas of working that can benefit the company. The transformational leaders should never stand stillas the competitors may overtake them; hence they should always be ready to learn new things and adapt it quickly. Willing to listen and entertain new ideas The transformational leaders should have the skills of listening as listening encourages both way communication and it encourages the followers to share their ideas without any hesitation. Transformational leaders should understand that success of the organization is a team effort and the success of the company lies in the hands of the followers (Nielsen, Randall, Yarker, Brenner, 2008. Inspirational Transformational leaders should make sure that they understand their followers individually and just dont recognize the follower for the good job. By knowing the followers individually the transformational leader can understand the follower and can understand what motivates them or inspires them to work efficiently and effectively. Proactive Transformational leaders needs to take proactive decisions sometimes and cannot wait for other to take decision. They do lot of research on the new innovative ideas and make sure that the risk does not have any impact on the growth of the company. They are the leaders who are risk takers and try new ideas and innovative ideas for the growth of the company. Visionary Transformational leaders are visionary and have the ability to communicate their vision to their followers, and convince them to believe in their vision and work toward the vision by communicating the vision with passion and clarity and forcing the followers in the achievement of the companys goal (Zhu, Avolio, Walumbwa, 2009). Following the below mentioned steps a leader can encourage and motivate followers to achieve higher levels of performance Intellectual Stimulation The transformational leaders encourage the followers to be more creative and innovative. They support the followers and encourage them for their new and innovative ideas. They make sure that the followers explore new ways and techniques of working. They even give new opportunities to the followers to learn new things and techniques. Transformational leaders question assumptions and beliefs and encourage followers to be more innovative and creative towards resolving old problems in new ways that will benefit the company. Individualized Consideration The transformational leadership should make sure that they communicate with the followers so that that they share their ideas that will help the transformational leader to recognize the follower for its contribution and new ideas. It also involves supporting of the followers and motivating them. By recognizing the follower for his innovative idea the transformational leader can win the trust of the follower and motivate to work with more zeal (Acur, Bititci, 2003). Inspirational Motivation Transformational leaders have a very clear view of the future and they even offer followers the opportunity to see and understand the meaning of their work and set high standards. Transformational leaders have a very clear vision which motivates the followers to achieve the goals. They encourage followers to become part of the overall organizational culture and environment.This can be achieved by motivating speeches and conversations with the followers. Idealized Influence Transformational leader builds a confidence and trust and acts as a role model for the followers The trust acts as the foundation for accepting organizational change by winning the trust of the followers in their leaders.The follower who is sure of the virtues of their leader will be less resistance to any change in the organization. Hence with all the above mentioned skills the leaders can motivate the followers to achieve their goals and objectives of the organization which will ensure the growth of the organization (Acur, Bititci, 2003). Conclusion Transformational leaders have vision, develop a shared vision, and value the contributions and efforts of their co-workers in the organization. Through individual consideration, intellectual stimulation and inspirational motivation, transformational leaders have great potential to increase the efficiency and performance beyond expectations and bring a growth in the organization and even help the individual growth. It can be concluded that with the effective transformational leadership an organization can work more efficiently and effectively. Transformational leadership helps to understand the concept of effective leadership, especially the need of leadership in changing organizations and how it helps the growth of the organization. It can even be concluded that there are some risks associated with this form of leadership, particularly with respect to idealized influence. The organization can be described as a powerhouse of emotions and employees does not always behave rationally the y sometimes behave emotionally and takes decision for their interest. Emotion is a powerful tool that the Transformational leader can use in the critical situations (Avolio, 2007). The transformational leaders should make sure that they do not misuse their power and use all their power and authority in using the innovative ideas for benefitting the company. . It is necessary that transformational leaders make sure that there is a bond between the organization and followers as the growth of the company depends on this bonding (Hollander, 1995). References Campbell, A., Yeung, S. (1991). Creating a sense of mission. Long range planning, 24(4), 10-20. Miles, R. E., Snow, C. C., Meyer, A. D., Coleman, H. J. (1978). Organizational strategy, structure, and process. Academy of management review, 3(3), 546-562. Schilling, M. A., Hill, C. W. (1998). Managing the new product development process: Strategic imperatives. The Academy of Management Executive, 12(3), 67-81. Lumpkin, G. T., Dess, G. G. (1995). Simplicity as a strategy-making process: The effects of stage of organizational development and environment on performance. Academy of Management Journal, 38(5), 1386-1407. Brezina, C. (2012). Sergey Brin, Larry Page, Eric Schmidt, and Google. The Rosen Publishing Group. Peng, M. W., Heath, P. S. (1996). The growth of the firm in planned economies in transition: Institutions, organizations, and strategic choice. Academy of management review, 21(2), 492-528. Foreman, K. (1998). Vision and mission. Strategic Management in Schools and Colleges, 18-31. Yukl, G. A. (2002). Leadership in organizations. Mintzberg, H., Waters, J. A. (1985). Of strategies, deliberate and emergent. Strategic management journal, 6(3), 257-272. Vera, D., Crossan, M. (2004). Strategic leadership and organizational learning. Academy of management review, 29(2), 222-240. Campbell, A. (1992). The power of missions: Aligning strategy and culture. Planning Review, 20(5), 10-63. Acur, N., Bititci, U. (2003). Managing strategy through business processes. Production Planning Control, 14(4), 309-326. Salem Khalifa, A. (2011). Three Fs for the mission statement: what's next? Journal of Strategy and Management, 4(1), 25-43. Mintzberg, H. (1987). The strategy concept 1: five p's for strategy. U. of California. Hollander, E. P. (1995). Ethical challenges in the leader-follower relationship. Business Ethics Quarterly, 55-65. Gardner, W. L. (1995). Leaders and followers. The leader's companion: Insights on leadership through the ages, 185-188. Avolio, B. J. (2007). Promoting more integrative strategies for leadership theory-building. American Psychologist, 62(1), 25. Lowe, K. B., Kroeck, K. G., Sivasubramaniam, N. (1996). Effectiveness correlates of transformational and transactional leadership: A meta-analytic review of the MLQ literature. The Leadership Quarterly, 7(3), 385-425. Bass, B. M. (1991). From transactional to transformational leadership: Learning to share the vision. Organizational dynamics, 18(3), 19-31. Yukl, G. (1999). An evaluation of conceptual weaknesses in transformational and charismatic leadership theories. The leadership quarterly, 10(2), 285-305. Dvir, T., Shamir, B. (2003). Follower developmental characteristics as predicting transformational leadership: A longitudinal field study. The Leadership Quarterly, 14(3), 327-344. Hall, J., Johnson, S., Wysocki, A., Kepner, K. (2008). Transformational leadership: The transformation of managers and associates. Avolio, B. J., Bass, B. M., Riggio, R. E., Orr, S. S., Ciulla, J. B., Krishnan, V. R., ... Riggio, R. E. (2008). Transformational leadership. Asia-Pacific Business Review, 4(1). Bass, B. M., Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behavior. The leadership quarterly, 10(2), 181-217. Steiner, G. A. (2010). Strategic planning. Simon and Schuster. Jarvis, J. (2011). What would Google do? Reverse-engineering the fastest growing company in the history of the world. Harper Business. Welford, R., Gouldson, A. (1993). Environmental management business strategy. Pitman Publishing Limited. Teece, D. J. (2010). Business models, business strategy and innovation. Long range planning, 43(2), 172-194. Chesbrough, H. W., Appleyard, M. M. (2007). Open innovation and strategy. Piccolo, R. F., Colquitt, J. A. (2006). Transformational leadership and job behaviors: The mediating role of core job characteristics. Academy of Management journal, 49(2), 327-340. Nielsen, K., Randall, R., Yarker, J., Brenner, S. O. (2008). The effects of transformational leadership on followers perceived work characteristics and psychological well-being: A longitudinal study. Work Stress, 22(1), 16-32. Zhu, W., Avolio, B. J., Walumbwa, F. O. (2009). Moderating role of follower characteristics with transformational leadership and follower work engagement. Group Organization Management.

The Lamb And The Tiger Essays - The Lamb, Lamb Of God,

"The Lamb" and "The Tiger" William Blake wrote poems that deal with creation, "The Lamb" and "The Tiger". The themes of both poems are the same; however, they are different in tone and imagery. "The Lamb" and "The Tiger" are similar in the theme, that asks about creation. The lamb is asked, "Dost thou know who made thee? The lamb is told, "he is called by thy name, for he calls himself a Lamb". The lamb is created in the imagery of Jesus Christ. "The Tiger is asked, "What immortal hand or eye could frame thy fearful symmetry. The tiger is told: "Did he who made the lamb make thee? Both "The Lamb" and "The Tiger" are created by the same creator which sets a similar tone. Although the poems are similar in theme they differ greatly in tone. The tone of the lamb is gentle, which is shown by words such as "tender voice" and "softest clothing". "The Tiger" is much more forceful, which is shown by words such as "burning bright" and "twist the senews" are used to show forcefulness in this poem. In addition to being different in tone, the poems are also different in imagery. The lamb shows images of innocence. Some examples are: "delight", "wooly bright", "tender voice", "meek", and "mild". "The Tiger" shows imagery of experience. Some examples are: "distant", "burnt", and"immortal". These poems are the opposite of each other in imagery. "The Lamb" and "The Tiger" are very similar in theme but not in tone and imagery. The lamb is gentle and the tiger is forceful. The tiger is experienced and the lamb is innocent. This poem shows that even though two things are created by the same creator, they may be different in appearance and actions.

Sample Compare and Contrast Essay Critique

Sample Compare and Contrast Essay CritiqueSample Compare and Contrast Essay Critique is the best way to improve your writing skill. It helps to check your work thoroughly and hence, increase the quality of your document. If you fail to write a good text or if you cannot produce a document which can impress your reader, you may be able to get the help of professional writers.You should see to it that you don't make mistakes in the entire writing process. So, you should prepare yourself by doing research on a few sample compare and contrast essays before you submit your own work. Your aim is to see to it that you are writing the essay in a way which can persuade your reader and make them understand what you want to say. If you use proper skills when writing, you will have a good chance of persuading your readers about the things you want to say.You can have a look at the sample compare and contrast essay critique to know how to write well. This is a great help when you write your own p apers. If you have not done the research for your work, you can expect your paper to be rejected. The bottom line is, you can expect a few rejections before you finally get a good response.Sample Compare and Contrast Essay Critique can be useful in helping you. You can see that, if you study hard and practice writing a good essay, then you can finally get one that can impress your readers. It can also help you in seeing which sentence you should remove or which word you should replace in your essay.You need to use many keywords in your paper. You must learn how to use them correctly and the keywords which you will use should be those which will give you an edge over the other students in your class. You should consider the articles and the abstracts and use them carefully. The essay should also be optimized to get a good grade.This is how you analyze the text. A great tool to help you out with this is the document analysis tool. You can simply do a search for sample document analysi s tool and see how many results you get. Once you get the details, you can use them to correct your document and make it perfect.Another important thing which you should learn from the sample compare and contrast essay critique is how to structure your papers. If you plan your sentences well, your audience will notice this and will admire the things you say. If you plan your papers well, you will have no problems in getting good grades.When you have your proper focus and you know how to organize your document correctly, you will find it easy to write the essay which your teacher will appreciate. You should never try to rewrite your work if you find that it is not up to your standard. If you find that you cannot make corrections, you can always seek the help of a writer from a college or university.

Major sources of discord between the bolshevik and european states essays

Major sources of discord between the bolshevik and european states essays Major Sources of Discord between the Bolsheviks and European States: 1917 to 1921 There were several major sources that created discord between the Bolsheviks and western states in Europe from 1917 to 1921. Conflicting ideologies that each attacked the very fabric of the other's respective society led to the notion that capitalism and communism could not coexist. The attempts of both actors to hold control of their own political system and to expand their political ideas internationally led to major conflicts between them. Also, the lack of respect for the upstart Bolshevik government by the west led to misperceptions concerning the actions of the Soviets. Russia's unsatisfactory involvement in World War I and their abrupt departure from the war which affected the western Allies war effort created much disenchantment between the two sides. The imperial and expansionist nature of both groups of actors led to conflict as the creation of both communist and non-communist blocs began with the independence of Poland as a free state in 1919. By using the Communist part y as a vehicle to inject Communism into societies abroad, the Bolsheviks began to make free countries take notice of the threat that the "worker's party" presented and began to act in strong opposition of Communism. The actions of both sides began a race for an expansion of two different ideologies which created conflict so strong that in due time another World War seemed inevitable. The "Cold War" had begun. The fundamental difference between Russia and Europe was extremely contrasting views in ideology. The modernization of politics in the late 1800's and early 1900's had created similar political movements in both Europe and Russia meant to increase the authority of the masses over their own government. These movements replaced authoritarian regimes with political systems that were created to better the lives of the common people (Harris). Leading states of Europe such...

Academic dishonesty Essay Example for Free (#6)

Academic dishonesty Essay ? The primary objective of Phil 1010 (which fulfills an Area B requirement in the Core) is to help you improve your critical thinking skills. Critical thinking is the skill of recognizing, composing and evaluating arguments. All college courses rely on arguments. Examples include: arguments about business plans, arguments about the qualities of a novel, arguments about the significance of historical events, and arguments about the nature and function of genetic material. Doing well in this course should increase your chances of successfully completing the core curriculum, the courses required by your major, and other courses required to earn your degree. This course is not intended to be an introduction to philosophy and it does not focus on ideas discussed in most philosophy classes (e. g. , justice, knowledge, mind). For an introduction to philosophy, take Phil 2010, Introduction to Philosophy (which fulfills an Area C requirement in the core). Phil 1010 is not a prerequisite for Phil 2010. Prerequisites: There are no other courses required for taking this course; however a significant portion of the course grade involves writing in English, so completion of English composition courses is recommended. REQUIRED MATERIALS: Critical Thinking: The Art of Argument, 2nd custom edition. Rainbolt & Dwyer, ISBN 9781133269458 There are used copies of this book available online and in the bookstore. Aplia for Critical Thinking: The Art of Argument PURCHASE ONLINE ONLY at Aplia. com. Other handouts will be sent electronically. IMPORTANT NOTE ON THE VARIOUS EDITIONS OF THE TEXT: There are four different versions of the textbook, but of course you only need one of them. Two are GSU custom editions, and two are national editions. The GSU custom editions are exactly the same as the national editions except that they are printed in black and white and have chapter six removed, since we do not teach chapter six here at GSU. The GSU custom editions were made to save students money and are typically cheaper when purchased new, but the opposite may be the case with used copies, as there are many more used copies of the national edition available for purchase online. As indicated above, I will use the 2nd custom edition, and I recommend that you get this version as well. You may purchase the 1st national edition, however, if you find a copy. Here’s where it gets weird. The 2nd custom edition corresponds to the 1st national edition. If you get either of these texts, you’ll be okay. The 2nd national edition is brand new and has changes in almost every chapter that make it substantially different from the text you need. Do NOT get the 2nd national edition, and do NOT get the 1st custom edition. Specifically, here are the points you need to keep in mind: 1. Critical Thinking: The Art of Argument, 2nd custom edition. (RECOMMENDED, you should purchase this text) Cover picture: the roof of a Greek Temple http://www. amazon. com/Critical-Thinking-Argumet-Edition-University/dp/1133269451 2. Critical Thinking: The Art of Argument, 1st custom edition. (DO NOT PURCHASE) Cover picture: phrenology diagram (four cartoon heads appear on the cover) http://www. amazon. com/Philosophy-Critical-Thinking-Georgia-University/dp/0536864853 3. Critical Thinking: The Art of Argument, 2nd edition (National edition, DO NOT PURCHASE) Cover Picture: a bridge http://www. cengagebrain. com/shop/isbn/9781285197197 4. Critical Thinking: The Art of Argument, 1st edition. (National edition, you may purchase, but NOT recommended) Cover Picture: a bisected nautilus on the cover (a nautilus is a spiral sea shell) http://www. cengagebrain. com/shop/isbn/9780495501572 The links presented above are not purchasing recommendations. I have only provided them so that you can see a picture of books in question. The bookstore is often more expensive than many popular websites. Hunt around for good deals. The authors of this textbook do not receive any money from the sale of the textbook or other course materials to GSU students. GRADE COMPOSITION 1. Components By Weight: Supplemental Instruction Sessions (SIs)10%2 per month minimum, January excluded. Quizzes/Attendance10% Aplia Exercises10% Midterm10% S&E 1 10% S&E 2 10%Note that later assignments are weighted more to give S&E 320%students credit for improvement and to minimize any Final Exam20%penalty for not knowing the material earlier in the term. 2. Grading Scale Assignments in this class are scored on a scale from 1 to 100. Scores transfer to point scale and letter grades as follows: A+4. 398 – 100C+2. 3 77 – 79 A 4. 00 93 – 97C2. 00 73 – 76. A-3. 7 90 – 92C-1. 7 70 – 72 B+3. 3 87 – 89D1. 0060 – 69 B3. 00 83 – 86F0. 000 – 59 B-2. 7 80 – 82 3. To pass the course, students must earn an overall average of 60, get least a 60 on either the midterm or the final, and complete the final, and the S&Es. 4. I reserve the right to withdraw any student who, prior to March 4, 2014, misses more than 2 exercises or misses more than 2 quizzes/classes. However, missing more than 2 exercises or 2 quizzes/classes does not guarantee that I will withdraw you. If you want to withdraw, you need to do that yourself via GoSOLAR. 5. If you are not doing as well as you would like in this or any of your other courses, consider making an appointment with the Undergraduate Studies Office, Sparks 224. It offers one-on-one academic coaching, as well as workshops and tutorials on study skills. Important Tip: It is hard to get less than a C in this course if you take all the quizzes, come to all of the class sessions, do all the exercises, take both exams, and complete all three S&Es. It is easy to get an F if you miss more than 2 quizzes or class periods, miss more than 2 sets of exercises, miss an exam, or miss an S&E. In other words, effort counts. S&Es: â€Å"S&E† stands for â€Å"Standardize and Evaluate an Argument. † These will be discussed in detail in class. I reserve the right to use any student’s S&E for pedagogical purposes. Students’ names and any other identifying marks will be removed to ensure anonymity. Quizzes: Some class meetings will begin with a quiz. The quizzes will begin promptly and last precisely 5 minutes. They will be composed of two multiple-choice questions that cover the reading assigned for that day’s class. The questions will be easy if you have done the reading. For merely taking the quiz and remaining in class for the full 50 minutes, you will get 50 of a possible 100 points. You will get 75 of 100 if you get one question right, and 100 of 100 if you get both questions right. This is an ideal opportunity to get an A on 10% of your course grade. Exercises & Aplia: Exercises are completed electronically via Aplia. You must purchase the software at Aplia. They are due once a week by or before 11:45 pm on Sunday Eastern Time (be careful not to choose Pacific time! ). Note that the computer will close at precisely that time so you need to be sure your exercises are submitted before that time. See the handout on page 6 for accessing Exercises on Aplia. Your grade on each set of exercises is the percentage of the questions you get right. For example, if there are eight questions in an exercise set, and you get six of them right, your grade on that set is a 75. However, your actual Aplia grade will be based on your good faith effort. If you attempt to do all of the questions on the exercises every week, and you average between 60—93%, your total Aplia grade will be set at 93. Scores over 93% will be recorded as they are. This is an ideal opportunity to get an A on 10% of your course grade. Make-Ups: 1. Late assignments and absences are excused only when there is a sufficiently documented, last minute significant emergency. 2. There are no make-ups for daily quizzes. If you have an excused absence on that day, that day’s quiz will simply be dropped from the calculation of your quiz grade. Email: 1. Email is the best way to contact me. 2. You should check your official Georgia State email at least once every 24 hours. 3. By University policy, I must use your official Georgia State student email address. If you send an email from a non-GSU email account, I cannot respond. 4. If you email me from your GSU account and have not received a reply within 24 hours, you should assume that I did not receive the message. Contact me in person. 5. If you turn in any assignment by email, it is your responsibility to confirm that I received it on time. You will know that I got it because I reply to all student emails. If I do not receive it on time, you will not get credit for the assignment without time-stamped email proof that you sent it before it was due. Having trouble with your email, computer, or ISP is not an excuse for a late assignment. Attendance: Everyone’s presence is an intrinsic and vital feature of the class. Even if you do not speak, your presence has an effect on what is said by others. Attendance can be the deciding factor for course grades on the borderline. Class Format: The class will be a combination of lecture, discussion, and practice. This format demands that students be well prepared for class. You do not have to understand all the readings before class, but you need to read all the readings before class and be prepared to ask questions about what you do not understand. Electronic Devices: No computers, cell phones, smart phones, PDAs, pagers, or other electronic devices may be used in the classroom. Please turn off all devices before class begins. Students with Disabilities: If you have a disability that may impair your ability to successfully complete this course, contact your instructor as soon as possible to arrange accommodations. GSU has two programs that provide supports services to students with disabilities. Office of Disability Services – http://www2. gsu. edu/~wwwods/ – 404. 413-1560 Accessibility At GSU – http://www2. gsu. edu/~wwwada/ – 404. 464-9044 Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services (second floor in the Student Center; dismail@gsu. edu). Students may be accommodated only upon issuance by the Office of Disability Services of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought. ACADEMIC DISHONESTY: Failure of the course is the default departmental penalty for plagiarism, cheating on a test, copying someone else’s work, letting someone else copy your work, or any other form of academic dishonesty. For example, copying someone else’s standardization of an argument is a case of plagiarism and will result in failure of the course. You are encouraged to study for tests with your classmates, but all work turned in for credit must be either your own work, or correctly cited. If you use even a small part of a classmate’s work or a line from an online source, you must use proper citation. If you don’t, you have violated GSU’s academic honesty policy. Finally, note that on assignments in this class, no outside sources are permitted for in-class tests or S&Es. Moreover, you are liable for further administrative action, which might include expulsion with notation on your permanent record. See the GSU Policy on Academic Dishonesty attached to this syllabus, available in the University Student Handbook, and found online at http://www2. gsu. edu/~wwwcam/overview/index. html In addition, be sure you give due consideration to what it means to be a good friend! Not infrequently, students draw the natural but erroneous conclusion that allowing or facilitating a friend’s cheating is somehow helping that friend. FAR FROM IT! Good friends, truly good friends, help us to avoid cheating and any other kind of dishonesty. HOW TO DO WELL IN THIS COURSE: Come to Class and Come on Time: Because of the way grades are computed, and the fact that so much of the course is discussion based, your grade will suffer if you are not present for discussions, and your grade will be favorably affected if you are present. Study Outside of Class: 1. A normal expectation is that undergraduate students will spend a minimum of two hours studying outside of class for every hour spent in class. 2. Since this course meets for 2 hours of class time each week, you should plan on spending at least 4 hours outside of class each week studying the material. It is also likely that it will take more than that amount of time to complete the readings in a manner sufficient to understand the material. Remember in Summer session, every day is equivalent to one week in a Fall or Spring term! Read the Assignments Multiple Times: Philosophy is demanding reading. I expect you to do all the readings before class and after class. We will not read a great many pages, but some of the readings might be dense or difficult to follow. First, read the work through quickly to get the general idea and to circle any words you don’t understand. Then look up all the words you don’t know and read the work again slowly. Third, after we cover the reading in class, read it again, slowly. Read. Rinse. Repeat. Final Notes: The course syllabus provides a general plan for the course; deviations may be necessary. Everything in this syllabus can change (and something always does). You are responsible for all changes announced in class, on PAWS, and via email. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take time to fill out the online course evaluation. How to access your Aplia course PHIL 1010- Critical Thinking – Spring 2014 Instructor: George Rainbolt Start Date: 01/13/2014End Date: 05/11/2014 Course Key: 5N6Q-MHZW-NQNX Registration Aplia is part of CengageBrain, which allows you to sign in to a single site to access your Cengage materials and courses. 1. Connect to http://login. cengagebrain. com/ 2. If you already have an account, sign in. From your Dashboard, enter your course key (5N6Q-MHZW-NQNX) in the box provided, and click the Register button. If you don’t have an account, click the Create a New Account button, and enter your course key when prompted: 5N6Q-MHZW-NQNX. Continue to follow the on-screen instructions. Payment Online Only: http://www. cengagebrain. com/micro/gsuphil1010 After registering, you can buy access to Aplia from myhome. cengagebrain. com. Aplia is NOT available from bookstore. Purchase it online only to get special discount price. If you choose to pay later, you can use Aplia without paying until 11:59 PM on 02/02/2014. After paying, you will have the option to purchase a physical book at a discounted price. For more information on registering for Aplia, please visit http://www. cengagebrain. com/aplia/. Phil 1010TENTATIVE Schedule of AssignmentsSpring 2014. January T 1/14Chap 1, What is Critical Thinking, What is an Argument, Why Think Critically, pp. 4-13 R 1/16Chap 1, Finding Arguments, pp. 13-26; Begin Putting in Standard Form Right Away. F 1/17No class, but last day to Add/Drop S 1/19APLIA DUE: How to Use Aplia Due before 11:45pm T 1/21Chap 1, Putting Arguments into Standard Form, pp. 31-36 R 1/23Chap 1, Standardization Practice S 1/26APLIA DUE Ch 1, Sets 1 and 2, before 11:45pm T 1/28S&E1 (standardize a passage in class) R 1/30Chap 2, Two Characteristics of a Good Argument, True Premises, and Proper Form, pp. 42-48 and 51-53 February. S 2/2APLIA DUE Ch 1, Set 3, and Ch 2, Set 1, before 11:45pm T 2/4Chap 2, Deductive and Inductive Arguments and Relevance, Fallacies pp. 55-64 and 70-79 R 2/6Chap 3, Three Kinds of Premises, pp. 86-102 S 2/9APLIA DUE Ch 2, Set 22, before 11:45pm T 2/11S&E 2 (standardizing and evaluating a passage in class) R 2/13Chap 5, Identifying Propositional Statements, pp. 146-156 S 2/16APLIA DUE Ch 2, Set 3, before 11:45pm T 2/18Chap 5, Evaluating Propositional Arguments, pp. 159-169 R 2/20Chap 5, How PF test differs for Deductive and Inductive Arguments S 2/23APLIA DUE Ch 3, Set 1, before 11:45pm T 2/25Review. R 2/27Midterm in class March S 3/2APLIA DUE Ch 5, Set 1, before 11:45pm T 3/4Chap 7, Identifying Analogical Arguments, pp. 228-234 Last day to withdraw with a W R 3/6Chap 7, Evaluating Analogical Arguments, pp. 244-256 S 3/9APLIA DUE Ch 5, Set 2, and Ch 7, Set 1, before 11:45pm T 3/11Chap 8, Descriptive Statistics, pp. 258-275 R 3/13Chap 8 Identifying Statistical Arguments, pp. 275-278 S 3/16APLIA DUE Ch 7, Set 2, and Ch 8, Set 1, before 11:45pm T3/18 & R 3/20NO CLASS SPRING BREAK T 3/25Chap 8, Evaluating Statistical Arguments, pp. 281-285 R 3/27Chap 8, Evaluating Statistical Arguments continued. S 3/30APLIA DUE Ch 8, Sets 2 and 3, before 11:45pm April T 4/1No Fooling! Chap 9, The Many Meanings of â€Å"Cause† and Identifying Causal Arguments, pp. 294-303 R 4/3Chap 9, Evaluating Causal Arguments, pp. 306-314 S 4/6APLIA DUE Ch 9, Set 1, before 11:45pm T 4/8Chap 9, Evaluating Causal Arguments Continued, pp. 316-321 R 4/10Chap 9, The Scientific Method, pp. 326-331 S 4/13APLIA DUE Ch 9, Sets 2 and 3, before 11:45pm T 4/15S&E 3 in class (standardizing and evaluating a passage in class) R 4/17Chap 10, Identifying Moral Arguments, pp. 342-345 S 4/20APLIA DUE Ch 9, Set 4, before 11:45pm. T 4/22Chap 10, Evaluating Moral Arguments, Consequentialist Arguments, pp. 351-358 R 4/24Chap 10, Deontic and Aretaic Moral Arguments, pp. 359-366 F 5/2Friday, May 2, 2014, Common Final Exam, 1:30-4:00pm. Room TBA Department of Philosophy General Syllabus Statement Spring 2014 This syllabus provides a general plan for the course. Deviations may be necessary. The last day to withdraw from a course with the possibility of receiving a W is Tuesday, March 4. Students are responsible for confirming that they are attending the course section for which they are registered. Failure to do so may result in an F for the course. By University policy and to respect the confidentiality of all students, final grades may not be posted or given out over the phone. To see your grades, use PAWS. The customary penalty for a violation of the academic honesty rules is an â€Å"F† in the course. See the University Policy on Academic Honesty on the reverse of this sheet. Copying or using material from the internet without citation is a violation of the academic honesty rules. A student may be awarded a grade of â€Å"W† no more than 6 times in their careers at Georgia State. After 6 Ws, a withdrawal is recorded as a WF on the student’s record. A WF counts as an F in a GPA. Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State University. Upon completing the course, please take the time to fill out the online course evaluation. Students who wish to request accommodation for a disability must do so by registering with the Office of Disability Services in Suite 230 of the Student Center. Students may only be accommodated upon issuance by the Office of Disability Services of a singed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which an accommodation is sought. Subscribe to one of our department listservs for current information and events: 1. Undergraduate Students: www2. gsu. edu/~wwwphi/2131. html 2. Graduate Students: www2. gsu. edu/~wwwphi/2109. html For more information on the philosophy program visit: www. gsu. edu/philosophy Policy on Academic Honesty, from the GSU Catalog As members of the academic community, students are expected to recognize and uphold standards of intellectual and academic integrity. The university assumes as a basic and minimum standard of conduct in academic matters that students be honest and that they submit for credit only the products of their own efforts. Both the ideals of scholarship and the need for fairness require that all dishonest work be rejected as a basis for academic credit. They also require that students refrain from any and all forms of dishonor? able or unethical conduct related to their academic work. The university’s policy on academic honesty is published in the Faculty Handbook and On Campus: The Student Handbook and is available to all members of the university community. The policy represents a core value of the university, and all members of the university community are responsible for abiding by its tenets. Lack of knowledge of this policy is not an acceptable defense to any charge of academic dishonesty. All members of the academic community—students, faculty, and staff—are expected to report violations of these standards of academic conduct to the appropriate authorities. The procedures for such reporting are on file in the offices of the deans of each college, the office of the dean of students, and the office of the provost. In an effort to foster an environment of academic integrity and to prevent academic dishonesty, students are expected to discuss with faculty the expectations regarding course assignments and standards of conduct. Students are encouraged to discuss freely with faculty, academic advisers, and other members of the university community any questions pertaining to the provisions of this policy. In addition, students are encouraged to avail themselves of programs in establishing personal standards and ethics offered through the university’s Counseling Center. Definitions and Examples The examples and definitions given below are intended to clarify the standards by which academic honesty and academically honorable conduct are to be judged. The list is merely illustrative of the kinds of infractions that may occur, and it is not intended to be exhaustive. Moreover, the definitions and examples suggest conditions under which unacceptable behavior of the indicated types normally occurs; however, there may be unusual cases that fall outside these conditions that also will be judged unacceptable by the academic community. Plagiarism: Plagiarism is presenting another person’s work as one’s own. Plagiarism includes any para? phrasing or summarizing of the works of another person without acknowledgment, including the submitting of another student’s work as one’s own. Plagiarism frequently involves a failure to acknowledge  in the text, notes, or footnotes the quotation of the paragraphs, sentences, or even a few phrases written or spoken by someone else. The submission of research or completed papers or projects by someone else is plagiarism, as is the unacknowledged use of research sources gathered by someone else when that use is specifically forbidden by the faculty member. Failure to indicate the extent and nature of one’s reliance on other sources is also a form of plagiarism. Any work, in whole or in part, taken from the Internet or other computer-based resource without properly referencing the source (for example, the URL) is considered plagiarism. A complete reference is required in order that all parties may locate and view the original source. Finally, there may be forms of plagiarism that are unique to an individual discipline or course, examples of which should be provided in advance by the faculty member. The student is responsible for understanding the legitimate use of sources, the appropriate ways of acknowledging academic, scholarly or creative indebtedness, and the consequences of violating this responsibility. Cheating on Examinations: Cheating on examinations involves giving or receiving unauthorized help before, during, or after an examination. Examples of unauthorized help include the use of notes, computer-based resources, texts, or â€Å"crib sheets† during an examination (unless specifically approved by the faculty member), or sharing information with another student during an examination (unless specifically approved by the faculty member). Other examples include intentionally allowing another student to view one’s own examination and collaboration before or after an examination if such collaboration is specifically forbidden by the faculty member. Unauthorized Collaboration: Submission for academic credit of a work product, or a part thereof, represented as its being one’s own effort, which has been developed in substantial collaboration with another person or source or with a computer-based resource is a violation of academic honesty. It is also a violation of academic honesty knowingly to provide such assistance. Collaborative work specifically authorized by a faculty member is allowed. Falsification: It is a violation of academic honesty to misrepresent material or fabricate information in an academic exercise, assignment or proceeding (e. g. , false or misleading citation of sources, falsification of the results of experiments or computer data, false or misleading information in an academic context in order to gain an unfair advantage). Multiple Submissions: It is a violation of academic honesty to submit substantial portions of the same work for credit more than once without the explicit consent of the faculty member(s) to whom the material is submitted for additional credit. In cases in which there is a natural development of research or knowledge in a sequence of courses, use of prior work may be desirable, even required; however the student is responsible for indicating in writing, as a part of such use, that the current work submitted for credit is cumulative in nature. ID SHEET Please print or write legibly PRINT NAME GSU EMAIL ADDRESS CELL PHONE EMERGENCY CONTACT Name EMERGENCY CONTACT Phone Freshman, Soph, Jr, Sr, PostBac? Number of credit hours completed MAJOR 2ND MAJOR. MINOR 2ND MINOR PREVIOUS PHIL COURSES Intro to Phil or Great Questions? Others at GSU? Phil Courses taken elsewhere? If so what and where? Check reason(s) for taking this course (a) Fulfills Area B Core Reqmt (b) Fulfills another reqmt (C) Good time of day (d) Phil major or minor (e) Other reason: specify Give a definition of Critical Thinking Why are you here? (at least one paragraph, continue on next page) ***********************************TEAR OFF HERE***************************************** Complete the following before or on the first day you attend class, and turn it to your instructor. NAME______________________________DATE__________________ I have received, read, or will read, and accept responsibility for following the policies noted in the syllabus. I have also received, read, or will read, and accept responsibility for fulfilling the requirements outlined in the schedule of assignments. I understand that not following the course policies or not completing all assignments can negatively affect my grade in the course. I also understand that FAILURE OF THE COURSE is the departmental default policy for cases of academic dishonesty, including, but not limited to plagiarism, cheating on a test, copying someone else’s exercises or other work, letting someone else copy my exercises or other work, or any other form of academic dishonesty. I also understand that I am responsible for using and checking my GSU email account daily, and that my instructor is required by university policy to use my GSU email account for all academic correspondence. Academic dishonesty. (2016, Sep 23).

Chemistry Assignment - Heat, Fire, Bohl model, Hydrogen Essay

Chemistry Assignment - Heat, Fire, Bohl model, Hydrogen - Essay Example The evidence that Bohr's model works is in the fact that, the moon is able to move around its orbital without crashing to the continent like Australia and it is also supported by Millikan's Oil Drop experiment that explains how an atom can exist only in definite amounts of quanta, hence "stationary states." Bohr calculated an equation that gives simplistic values for the radii or energy level shell at which the electrons could orbit in a "stationary state" where there is neither emissions nor absorptions of energies explained by the discontinuous transition between the different energy level shells. On the other hand, multi-electron elements have more electrons and more energy levels. . Hence when electrons are excited can move from one energy level to another: either higher or lower and in the process energy is given out. Therefore, electrons are many hence energy relationships cannot be done directly or not "solved".(Nelkon, p188)

How does the Constitution address the Grievances enumerates in the Essay

How does the Constitution address the Grievances enumerates in the Declaration of Indepence (use only 3 or 4 Grievances) - Essay Example The time went on, and the injuries inflicted upon the American people worsened. The elders of America attended forum over forum and at last addressed the British people, but they were not paid heed to. The King of Britain saw these efforts as alarming and started a ruthless war against America. This was the moment the elders of America were left with no alternative but to go for their separation from Britain (Jefferson and Fink 12-15). It was 1776 that the thirteen colonies of the Atlantic Coast rebelled against their mother kingdom England. They declared their independence and formed a confederation of states. From the very first day of the establishment of the confederation, it was loosely organized. There were no centralized powers to bind the states in a particular way. A think-tank called Congress consisted of the delegates from member states. The purpose of Congress was to make recommendations; however, it had no powers to implement these recommendations. Resultantly, the state s violated the recommendations as well as laws and rules again and again. Time went by and the situation aggravated as the states insisted to retain their sovereignty. There was neither any central judiciary nor any common executive branches of law. Both were necessary for the concept of Confederacy to succeed. After a few years, the experiences revealed that it was no more possible to bind all the states together in one frame. To meet the common ends, the establishment of an effective central government was necessary. In order to frame a joint central constitution, a convention was called in Philadelphia in 1787. They had laid the first stone of the base. The efforts bore fruit when the Constitution came into effect in 1789. According to it, different states had been organized on a federal basis. Today, the United States of America consists of 50 states, all coexisting in harmony. It stands to reason that the way England treat the people of America was unacceptable for them. The Co nstitution aimed at removing the same distresses which had forced them in the past to announce independence. For instance, one of the grievances, as it was highlighted in the Declaration of Independence, complained against the King: â€Å"He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the legislative powers, incapable of annihilation, have returned to the people at large for their exercise; the state remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within† (Jefferson and Fink 13). The Constitution of the United States of America provides redress of the said grievance with Section-2 of the Article-I in the words: â€Å"The House of Representatives shall be composed of members chosen every second year by the people of the several states, and the electors in each state shall have the qualifications requisite for the most numerous branch of the State Legislature† (Kammen 37). Th e Declaration reflects the anger of the people who did not a governor who could provide them the right to vote. The King could not be reached as no representative body existed there for long to bring the people’s miseries to the notice of the sovereign of England. The Constitution provided the people of the American States the right to elect the persons who could fight for them in their cause. They were now able to send their voice to the high towers of