Strategic marketing Essay Example | Topics and Well Written Essays - 1500 words - 1

Strategic marketing - Essay Example This is known as the global village where we can connect or communicate to anyone anywhere in the world with internet connection. We can imagine how technology and this new innovation can benefit everyone who has a computer and an internet connection. The internet itself creates a community or a group of people with shared relationships and common beliefs and aspirations (MacLaughlin 2007, 3). Through this created community, we can share experiences and interact with people. Non-profit organizations are into this new stream. In fact, it is these organizations that can benefit the most because there are many individuals and entities that use social networking as a tool to communicate or propagate. Social networking sites are popular to the young and old and to almost every class of society that introducing one’s name or brand comes in handy. We have Facebook and Twitter, LinkedIn, Myspace, Myheritage, and many more. These sites are categorized according to the target audience t he founders or makers wished to link or network with. There are sites that are purposely for non-profit organizations, for charity such as SocialVibe, or for business such as Talkbiznow. All these have their target audience and people or users who log in to the sites and have goals which are precisely for networking, interaction and communication. If we want paid advertisement, we can log in to popular websites, ask administrators for information and post your advertisements. But social networking is free. Non-profit organizations can post and register their organizations’ names and in a few minutes, they can have a free website. Facebook provides website features where we can link to friends and various organizations with different motives and goals. Through these free websites, an organization can promote and spread its name and objectives to a wide audience which is the virtual world. There are also websites where we can blog or post articles, photos and videos. A website can have greater visibility if its search engine optimization (SEO) is rightly or adequately managed. This can be done through articles and videos with popular search words. The more a site appears in search engines, the more it is visited by web users and its popularity can spread like wildfire. A website can be searched through links and it is through links that determine the ranking behavior. (Enge et al. 2012, 342) SEO is an internet marketing strategy. It works through search words, for example, if you use Google as a search engine, you type the word of a topic or subject or site you want to search. The typed words can produce a list of websites or links. How an individual or organization manages search words in their website will determine how visible the website is to the virtual world. An effective SEO will make a website viral and a viral state will produce thousands and millions of visitors to your website. But the process of SEO is not easy and requires skill and competen ce. (Jones 2010, 2) 2. You are the Marketing Manager of a not for profit organization and have just hired a Curtin graduate. You want to brief him/her before he/she starts. What in your opinion are some of the most important things that he/she needs to know about working in a not for profit organization. The first thing that a new member should know is the mission of the organization. The mission of a non-profit organization is very much different from the mission of organizations for

Core Values Essay Example for Free

Core Values Essay Inspired by the charism of Saint Marcellin Champagnat, Notre Dame of Marbel University anchors its faith and life on the following core values as foundational qualities with which the Marist Brothers, Mission Partners, and students approach the entire educational process and academic atmosphere of the University: Family Spirit, Marian, Love of Work, Preference for the Least Favored, Quality Education, Integrity of Creation, and Culture-sensitivity. Family Spirit St. Marcellin Champagnat’s great desire and legacy was in the style of relationship he encouraged between teachers and students- a relationship premised on love and expressed in a style which Marcellin called â€Å"family spirit. † Akin to the characteristic of a good family are: a warmth of welcome, acceptance, belongingness and authentic concern which should prevail where everyone has a sense of being valued and believed in, regardless of their role or their social standing. Marian Mary is for us the perfect model of the Marist Educator, as she was for Marcellin. As a woman, a layperson and Jesus’ first follower, she is our inspiration in living out personal faith and virtue of simplicity. As an educator of Jesus at Nazareth, she inspires our pedagogical approach. The Marian aspect of our spirituality is expressed above all, in our identifying with her attitudes towards others and to God. She is in our midst, a symbol of unity and mission, a witness to God’s solidarity with people in their needs and sufferings. Love of Work Love of work implies a cheerful and careful preparation of all the things one does. It values the dignity of work as a powerful means of self-fulfillment, of giving purpose and meaning to life, and of contributing to the general economics, social and cultural well-being. It is manifested through a deep sense of personal planning and motivation that shows itself in the good use of time, talent and initiative. Preference for the Least Favored Preference for the least favored is to be with those who are excluded from the mainstream of society, and those whose material poverty leads to deprivation in relation to health, family life, schooling, and educational values. With the emergence of social and cultural challenges confronting the world, preference to the least favored means being concerned toward the youth who are affected by the social, political, and cultural problems of the society. Quality Education A Marist school is a center of learning, of life and of evangelizing. It leads students â€Å"to learn, to know, to be competent, to live together and most especially, to grow as persons.† Quality education is characterized as holistic where students are progressively initiated into their life-long challenge of harmonizing faith, culture and life. It provides educational programmes, curriculum contents, and teaching methods that meet the aspirations of students, parents and the community with regard to subject choices, career possibilities and educational needs of the community. It gives emphasis to educating students by teaching them through good examples and inculcating in them the importance of the craft of teaching and its support systems. Integrity of Creation â€Å"Respect for the value of life† and â€Å"care for the mother earth† are two major themes in valuing the integrity of creation. It upholds life-giving values and promotes stewardship of the earth. Culture Sensitivity Culture must be accepted as the gift of every people, the expression of their dignity, liberty and creativity, and the testimony of their unique place in the history of humanity. Culture sensitivity means openness and respect to the different culture of peoples. It promotes dialogue as a way of enhancing unity in diversity. On the individual level, it is a communication between two persons with different views, different values and traditions, to learn from each other in order for them to change and grow. Culture sensitivity as a value promotes respect for the tri-people of Mindanao, develops programs for inter-faith dialogue and upholds advocacy on issues as a result of the emerging culture of the global world.

Children Need to be Encouraged :: Teaching Education Essays

Children Need to be Encouraged As we know, children spend about thirteen years of their childhood (if they graduate) in school around their peers and teachers. Most children go home to busy households where parents do not spend quality time, such as; listening, and disciplining them like they need to. So when these children go into the school the next day, they need and adult to pat them on the back, listen to them, discipline them, and encourage them to keep on trying. Children need to be encouraged so they will try harder. I want to there to give them that extra push that they deserve because many teachers gave me that encouragement to me. These days encourageable, energetic, and determined teachers become evermore important in today’s busy society. Teaching children I would incorporate all of these philosophies such as; perennialism, progressivism, behaviorism, essentialism, existentialism, and social reconstructionism in my instructional curriculum. For example, including perennialism in which, it is necessary to teach elementary students morals, such as; sharing, not cheating, and even playing fair (like in sports). Progressivism will be used in my instruction because cooperative learning activities will take place. I will use reinforcement rewards with computers, stickers, and candy; which will display the philosophy of behaviorism reflected in my classroom. I will encourage free-will in my students by letting them make choices such as; the book they want to read or letting them decide whether or not they want to do extra credit; which would demonstrate a small part of the existentialism philosophy I support. I believe it is also necessary to educate elementary students on other cultures so they will be aware of the similarities and differences compared to their own culture; which is how I will incorporate social reconstructionism into my classroom. However, the basis to hold everything into a functional curriculum I would use the essentialist philosophy; in which I would include all of the basic subjects in every week’s lesson plan to create a structural predictive atmosphere so the students know what is happening next. Students need repetition.

Cultural Analysis of France

Abstract The nation of France has provided substantial contributions to both society and culture over the course of history. This essay assesses the French culture with a focus on leadership and business aspects that drive the nation’s philosophy. With results demonstrating the dynamic potential available in the French culture, this evaluation has found many continuing contributions to the international community. This research will be of value to any person studying French culture. Cultural Analysis of France France has long held a position of interest in the area of culture and leadership (Kuhn, 2013). This assessment focuses on leadership elements that provide a clear demonstration of the French philosophy and interactive potential. Beginning with a brief overview that incorporates key components including location, history and social infrastructure will build an easily understood foundation. Next will be an evaluation of cultural and business practices that will serve to outline the French philosophy at work. The combination of these segments will create the opportunity to identify the leadership qualities needed to be successful in French society. Overview Blanchard, Lemaire, Bancel, Thomas & Pernsteiner (2012) describe France as one of the most important actors in Europe. France is recognized as the largest physical nation within the boundaries of Europe with over 60 million French speaking citizens (Blanchard et al, 2012). Featuring regional boundaries created by the passage of time and tradition, each section of France possesses unique religious and social attributes that set it apart making the associated culture complex (Frenchculture.org, 2014). Once flourishing as a colonial empire French holdings extended around the world, directly impacting international development (Frenchculture.org, 2014). With distinct offerings in areas of law including jurisprudence the French contribution to worldwide civilization has been fundamental (Zimmerman, 2014). The Spirit of the Laws, created during the Age of Enlightenment is one of many reflections of value that the French philosophy place on the areas of science and art (Blanchard et al, 2012). Evolving from a monarchy to a modern democratic society, with rule devolving from the population, France created the Declaration of the Rights of Man and the Citizen in order to clarify human rights (Zimmerman, 2014). This form of leadership supports the French position of innovation and development in the cultural arena. With territories still extant overseas, the French economy is rated to be the fifth largest in the world, further illustrating the strength and vitality of the French system (Zimmerman, 2014). Cultural Elements Goldhammer (2010) describes the French culture since the revolution of the nineteenth century as a combination of three aspects: Humanist, or the philosophical aspect, the scientific and the industrial. The French culture emphasizes the areas of civil rights and education in a direct effort to increase the overall standard of living (Summerfield, 2013). With past leaders including the conqueror Napoleon contributing directly to the French educational tradition, there is a lasting identification of the French population with the learning arts (Rigby, 1991). Modern evaluation of the French educational system ranks it midway between the highest and the lowest, with many substantial individuals attributing their philosophy to the system (Summerfield, 2013). This lasting identification with art is transferred to the very high rate of tourism in the nation of France, number one in the world, which is in turn credited with spreading of French concepts of education and learning (Zimmerman, 2 014). With premier artists and concepts including Cubism, Impressionism and Symbolism by such renowned artists as Manet, Monet and Renoir long comprising the French ranks, there is a real sense of gravitas to be felt in the cultural inclination of art (Summerfield, 2013). This is demonstrated the by the unrivalled French capacity to attract visitors which then spread their cultural ideals and artistic values. Among the arts and educational values held by the French there is a real sense of scientific and innovative components (Kuhn, 2013). With major universities producing practical applications in the fields of business and economics, the French culture stresses the need to continually revisit and consider new ideas (Zimmerman, 2014). This same element of cultural leadership is exhibited in areas including fashion and advertising (Summerfield, 2013). With several leading institutions including Dior and Chanel, the French society has created a cultural expectation of style and chic (The Economist, 2014). With a positive world outlook, modern French culture boasts one of the very best reputations for trust and integrity on the world stage (Zimmerman, 2014). This fact drives the perception that the society ranks among the best overall systems of governance (The Economist, 2014). Despite the upbeat overall outlook, many internal polls cite the depressed attitude of the culture itself (Frenchculture.org, 2014). With a high moral and ethical standard, yet an open and inclusive society, the French society epitomizes their slogan: â€Å"Liberty, Equality, Fraternity† (Blanchard et al, 2012:43). Leadership and Business Characteristics France has been characterized by significant leaders of both sexes including Napoleon and Joan of Arc; there is a tradition of strong, opinionated leadership (Blanchard et al, 2012). Coupled with a history of monarchies including the reign of notables such as Louis the 14th, there is an expectation of grandiose and innovative concepts from the upper tier (Stephenson, 2011). With the French revolution and the rise of democracy these principles of strength and vision in leadership have carried over, providing impetus for the modern crop of French leadership (The Economist, 2014). With a business culture that recognizes the value of leisure and employee satisfaction, there is a focus on providing the best possible environment in order to produce the best possible result (Rigby, 1991). Conclusion France is a multi-tiered culture that has provided and will continue to be a positive influence on the entire world society. With attributes including practicality, integrity, innovation and adaptation there is a real perception of value to found in the culture. Taking elements that have been refined over the centuries including French art, educational and civil rights philosophies and cultural values the nation of France can be credited with substantial contribution to modern international society. With a need to be forthright, decisive and stalwart in the face of criticism the French leadership and business community have served to drive the nation to the position of prominence that it now enjoys. In the end, past actions, modern practices and future potential combine to illustrate France as a competitive nation that produces well educated individuals fit for leading the international community. With a well-rounded consumer base coupled with a dynamic business environment, there is every reason to expect the French culture to continue to be a leader into the next era. References Blanchard, P., Lemaire, S., Bancel, N., Thomas, D. R. D. & Pernsteiner, A. (2012). Colonial culture in France since the revolution. Frenchculture.org. (2014). French culture. [online] Retrieved from: http://frenchculture.org/ [Accessed: 8 Mar 2014]. Goldhammer, A. (2010). The future of French culture. French Politics, Culture & Society, 28 (3), pp. 97–113 Kuhn, R. (2013). Imagining the popular in contemporary French culture. Modern & Contemporary France, 21 (3), pp. 396–397. Rigby, B. (1991). Popular culture in modern France. London: Routledge. Stephenson, P. (2011). The death of French culture (trans. Andrew brown). Journal Of Contemporary European Studies, 19 (4), pp. 582–583. Summerfield, M. (2013). Wine drinking culture in France: a national myth or a modern passion?. Journal Of Wine Research, 24 (1), pp. 81–82. The Economist. (2014). Bleak chic. [online] Retrieved from: http://www.economist.com/news/christmas-specials/21591749-bleak-chic [Accessed: 8 Mar 2014]. Zimmermann, K. (2014). French culture: customs & traditions. [online] Retrieved from: http://www.livescience.com/39149-french-culture.html [Accessed: 8 Mar 2014].

Effects of Alcohol on the Family Essay

Alcohol Dependence, also known as alcoholism, is a very widespread disabling addictive disorder, affecting 4% of Canadians. Alcoholism may start innocuously, due to the acceptability of social drinking, but over time, can lead to serious health problems, including brain, kidney and liver damage. Although alcoholics seem to be doing the most damage to themselves, they are hurting their families even more. Lesser-known, but just as serious victims of alcohol abuse are the alcoholics’ children. The negative effects start in the womb, where drinking during pregnancy often causes Fetal Alcohol Syndrome, and other defects. After the baby is born, the risks continue, as the children in alcoholic families tend to lack a stable family environment and have a fairly high rate of abuse. These factors, as well as genetic predisposition, are strong precedents to the child developing alcohol abuse problems themselves. These children also tend to show more symptoms of anxiety and depression, and have lower self esteem than children from nonalcoholic families. These factors may also contribute to the likelihood of the child becoming an alcoholic. When a few drinks has turned into a few too many, a few too many times, some may start to suspect alcoholism. This is often how alcohol abuse starts, with acceptable social drinking increasing to the point where the drinker can no longer control their desire and compulsion to drink. Drinking too much alcohol over a long period changes the chemical balance in the brain linked to pleasure, causing the body to crave alcohol. Symptoms of alcoholism are frequent intoxication; drinking and continuing to drink alcohol in appropriate places and times; and often, denial of the problem. Due to the legality and availability of alcohol, it can be very difficult to quit or help another quit drinking, which can result in long-term alcohol abuse. When one has been abusing alcohol for long periods of time, it can cause a number of mental and physical problems, including, but not limited to liver damage, kidney damage, heart disease, alcoholic dementia, brain damage, and a myriad of psychological problems. Alcoholism also comes with a variety of comorbid disorders, most commonly major depressive disorder, and anxiety related disorders (Petrakis, 86). The order of the co-occurrence is not always clear; whether these disorders resulted from the alcoholism, or whether the alcoholism was triggered by the disorders varies accordingly, but regardless, the alcoholic has a much better chance of recovery if both problems are treated together. (Medline Plus) Drinking alcohol during pregnancy has been found to increase health risks to the fetus, especially after the first trimester. Any amount of alcohol may harm a developing baby, no ‘safe amount’ has yet been established; however the more alcohol consumed by an expectant mother, the higher the risks are of the baby developing Fetal Alcohol Syndrome, or FAS. FAS is a series of mental and physical defects that can develop in a fetus during pregnancy if the mother has been drinking. The National Council on Alcoholism and Drug Dependence states that approximately 5000 babies are born each year with severe FAS, and another 35000 are born with milder symptoms. If an alcoholic woman’s first child has FAS, the risk of her second child having FAS as well is a daunting 70%. The range of birth defects caused by FAS can be minor to major, and are nearly always long term. The infant will be born underweight and with an alcohol dependency. A detox period will follow birth, sometimes lasting for up to several months. These babies tend to have brain and skull deformities, and can have very distinctive facial features, such as small eye openings, thin upper lips, and long, flat faces. (Dozois, and Firestone 249-262) (Davis, and Frost 100-101) As the baby grows, learning problems that will keep the child from progressing normally may become apparent. FAS can cause damage to the central nervous system, which may result in severe learning disabilities. Due to this, the child may have problems learning to walk, being able to sleep, and focusing on motor skills; and have speech problems, hearing impairment, and decreased memory recall. They may have low self-esteem, be hyperactive, and be easily angered or frustrated. Mild or severe retardation, emotional issues, the inability to bond and communicate with other children their age are common traits for a child who suffers from Fetal Alcohol Syndrome. It often results in lower and overall academic performance (compared to non-FAS children), and difficulties in reading, writing, spelling, and mathematics. (Dozois, and Firestone 254) Another side effect of alcoholism in the family is the lack of a stable family environment. Alcohol has been known to negatively affect marital relationships, breaking up families, be the cause of suicide, result in unemployment and poverty, and cause or exacerbate child abuse. Over 3 times as many people report to have been previously married to an alcoholic, compared to those currently married to an alcoholic, demonstrating that relationships involving alcohol abuse are less likely to last than sober relationships. Often, if one parent is an alcoholic and the other is not, the sober partner feels that the drinking takes precedence over them and their family. This strongly affects couples with children, as they may effectively lose either parent, or end up being shuttled between them. Worse than losing a parent to divorce is the reality of losing a parent to suicide. The relationship between alcoholism and suicide is very clear, and has been well-documented. Alcohol is a depressant, and can bring on episodes of major depressive disorder. Alcohol abuse is often either self-medication for depression, or the cause of alcoholic depression. Often, alcoholic depression is a combination of the two, a vicious cycle of triggering and self-medicating that worsens one’s emotional state. This despair, combined with possible unemployment; marital, family, and financial problems; and declining health due to drinking, results in more drinking to ‘drink away’ the issues, which can push one over the edge and cause them to take their own life. (Alcoholic. ca) Even if both parents are alive and present in a child’s life, they may not always be the responsible adults and parents they are expected to be. Many severely alcoholic parents are not able to attend to and fulfill their child’s physical and emotional needs, and some may even require the child to prematurely assume the role of the parent and take care of the adult. They may be emotionally and financially supported by their children in cases where their alcoholism is too severe for them to be self-reliant and hold a steady job. If there are younger siblings, the responsibilities of parenting may fall to the oldest child, sometimes in their entirety. This role reversal is unfortunate, but all too common in families where the main caregiver is affected by substance abuse and alcoholism. This also results in the children lacking proper role models to learn from, and as teenagers, are more likely to do poorly in school, or drop out entirely and not pursue post-secondary education. Children of alcoholics have higher rates of truancy, arrest, depression, and addiction than their peers, and are usually more aggressive, obsessive, impulsive, and have lower self-esteem. (Parsons) Child abuse adds to the instability of the life of a child with alcoholic parents. While child abuse, unlike FAS, can also occur in families without alcoholic parents, 4/5 of reported cases involved substance abuse, commonly including alcohol. Alcoholism is also more prevalent among child-abusing parents than those who do not abuse their children, and is more commonly associated with child abuse than any other disorder. The abuse is not limited to physical abuse; it comes in many forms, including sexual, verbal, emotional, and psychological abuse, as well as neglect. There are many reasons and theories behind the facts, all are true to a certain degree in most situations. Some say that alcoholics are generally more violent and prone to aggression, which makes their children a convenient target. The alcohol might be making them aggressive, or they may aggressive by nature, which is exacerbated by the alcohol. Also, since alcohol and child abuse are connected, many alcoholics were abused as children themselves, and as a result, are more likely to abuse their own children. This abuse puts their children at a greater risk of alcoholism, as well as abusing their future children, perpetuating the cycle. Emotional abuse and neglect commonly occur when the inebriated parent cannot correctly assess their own priorities, emotionally (or physically) abandons their child, or does not treat them as a parent should. Regardless of the reason, child abuse results in the children doing poorly in school, having self-esteem issues, anti-social behaviour, having feelings of guilt and shame, and suffering from depression. Abused children are also much more likely to grow up to abuse their own children, and to have substance abuse issues of their own. (Widom and Hiller-Sturmhofel 52-57) Despite the obvious hope that a child with alcoholic parents will learn from their mistakes and grow up to be an addiction-free adult, the opposite is usually true. The children of alcoholics are far more likely to become a product of their environment and develop substance abuse problems, likely including, but not limited to, alcoholism. Without proper role models and examples to base themselves off of, these children tend to fall into their parents’ habits and imitate their actions. Alcoholic parents are also more likely to have raised their children in an environment where alcohol abuse was more common or more accepted than non-alcoholic parents, where they may have been influenced by their peers. Along with alcohol dependency, these children are at a much higher risk of developing other substance abuses issues and addictions, most commonly to benzodiazepines. They are also likely to suffer from symptoms of depression, anxiety, low self-esteem, and obsessive behaviours. Those who manage to stay sober tend to exhibit these characteristics as well. Some children of alcoholics may fall victim to the same traps as their parents, while others excel, possibly due to a desire to do better in life than their parents. (Brooke, et al 1980-1981) Alcoholism is a very tough habit to break, however anyone who desires to try has a multitude of options. There are certain medications in use that may be prescribed as part of treatment, but these usually accompany group therapy or psychotherapy, which is usually found to be the most effective. Alcoholics Anonymous, or AA, is the most common program, due to its availability, anonymity, efficacy, and affordability. It is a free international program based on the mutual support of its members, where alcoholics learn to take responsibility for their actions, and support others through their journeys. It is based on the ‘12 Steps’, which are a set of principles and beliefs that focus on admitting to mistakes and addictions, recognizing a higher power, making amends, taking responsibility, and helping others through their addictions. AA famously schools its members that alcoholism is a disease, and that it is not something that they can control. However despite all the available support, unless those who suffer from Alcohol Dependence genuinely have a wish to get better, and are willing to put the in the time and effort required, their problems often do result in lasting effects, both for themselves and others. (Alcoholic.ca) (Alcoholics Anonymous). References Alcoholics Anonymous. â€Å"Alcoholics Anonymous: This is AA. † Alcoholics Anonymous. Alcoholics Anonymous World Services Inc. , 2010. Web. 28 Nov 2010. . Alcoholics Anonymous. â€Å"Alcoholics Anonymous: Is There an Alcoholic in Your Life?. † Alcoholics Anonymous. Alcoholics Anonymous World Services Inc. , 2010. Web. 28 Nov 2010. . Medline Plus. â€Å"Alcoholism and Alcohol Abuse. † Medline Plus. National Library of Medicine, 15 Nov 2010. Web. 26 Nov 2010. . Parsons, Tetyana. â€Å"Alcoholism and Its Effect on the Family. † AllPsych Online. AllPsych and Heffner Media Group Inc. , 14 Dec 2003. Web. 28 Nov 2010. . Widom, Cathy Spatz, and Susanne Hiller-Sturmhofel. â€Å"Alcohol Abuse as a Risk Factor for and Consequence of Child Abuse. † Alcohol research & health: the journal of the National Institute on Alcohol Abuse and Alcoholism. 25. 1 (2001): 52-57. Print. Alcoholic. ca. â€Å"Alcoholism and Suicide. † Alcoholic and Alcohol Treatment in Canada. Alcoholic. ca, 2009. Web. 29 Nov 2010. . Alcoholic. ca. â€Å"Alcoholic and Alcohol Treatment. † Alcoholic and Alcohol Treatment in Canada. Alcoholic. ca, 2009. Web. 29 Nov 2010. . Dozois, David, and Philip Firestone. Abnormal Psychology. 4th Ed. , Perspectives. Toronto, Canada: Pearson Education Canada, 2010. 254. Print. Brooke, S, et al. â€Å"Familial Loading for Alcoholism and Offspring Behavior: Mediating and Moderating Influences. † Alcoholism: Clinical and Experimental Research 34. 11 (2010): 1980-1981. Web. 28 Nov 2010. . Petrakis, Ismene L, et al. â€Å"Comorbidity of Alcoholism and Psychiatric Disorders: An Overview. † Alcohol research & health: the journal of the National Institute on Alcohol Abuse and Alcoholism. 26. 2 (2002): 81-89. Print. Davis, Janet Haggerty, and Wendy Autumn Frost. â€Å"Fetal Alcohol Syndrome: A Challenge for the Community Health Nurse. † Journal of Community Health Nursing. 1. 2 (1984): 100-101. Print.

The Failed State of Franklin

The Failed State of Franklin Founded in 1784 with the intent of becoming the fourteenth state of the new United States, the State of Franklin was located in what is now Eastern Tennessee. The story of Franklin - and how it failed - highlights how the victorious end of the American Revolution in 1783 actually left the new Union of states in a fragile condition. How Franklin Came to Be The costs of fighting the Revolutionary War left the Continental Congress facing a staggering debt. In April 1784, the legislature of North Carolina voted to give Congress some 29 million acres of land - about twice the size of Rhode Island - located between the Appalachian Mountains and the Mississippi River to help pay its share of the war debt.   However, North Carolina’s â€Å"gift† of the land came with a major catch. The cession document gave the federal government two years to accept complete responsibility for the area. This meant that during the two-year delay, the western frontier settlements of North Carolina would be virtually alone in protecting themselves from the Cherokee Indians, many of whom remained at war with the new nation. Needless to say, this did not sit well with the residents of the ceded region who feared that the cash-starved and war-weary Congress might even sell the territory to France or Spain. Rather than risk this outcome, North Carolina took the land back and began to organize it as four counties within the state. After the war, the frontier settlements west of the Appalachian Mountains and east of the Mississippi had not automatically become part of the United States. As historian Jason Farr wrote in the Tennessee Historical Quarterly, â€Å"It was never assumed.† Instead, Congress gave the communities three options: become parts of existing states, form new states of the union, or become their own sovereign nations. Rather than choosing to become a part of North Carolina, the residents of the four ceded counties voted to form a new, fourteenth state, which would be  called Franklin. Historians suggest that to some extent, they may have agreed with George Washington, who suggested that they had become â€Å"a distinct people† with cultural and political differences from those in the Atlantic states who had fought for American independence. In December 1784, Franklin officially declared itself to be an independent state, with Revolutionary War veteran John Sevier reluctantly serving as its first governor. However, as historian George W. Troxler notes in the Encyclopedia of North Carolina, Franklin’s organizers did not know at the time that North Carolina had decided to take it back. â€Å"The December 1784 constitution of Franklin did not formally define its boundaries,† Troxler wrote. â€Å"By implication, jurisdiction was assumed over all of the ceded territory, and area approximating the future state of Tennessee.† The relationship between the new Union, its 13 Atlantic Seaboard states, and the western frontier territories had gotten off to a rocky start, to say the least. â€Å"There was little concern for western political and economic interests during the Confederation era, especially among the northeastern elite,† Farr writes. â€Å"Some even assumed that frontier communities would remain outside the union.† Indeed, Franklin’s declaration of statehood in 1784 stirred fears among the Founding Fathers that they might not be able to keep the new nation together.   The Rise of Franklin A delegation from Franklin officially submitted its petition for statehood to Congress on May 16, 1785. Unlike the statehood approval process established by the U.S. Constitution, the Articles of Confederation in effect at the time required that new petitions for statehood be approved by the legislatures of two-thirds of the existing states. While seven states eventually voted to admit the territory as what would have been the 14th federal state, the vote fell short short of the required two-thirds majority. Going It Alone With its petition for statehood defeated and still unable to agree with North Carolina over several issues including taxation and protection, Franklin began operating as unrecognized, independent republic. In December 1785, Franklin’s de-facto legislature adopted its own constitution, known as the Holston Constitution, which closely tracked that of North Carolina.    Still unchecked - or perhaps unnoticed due to its isolated location - by the federal government, Franklin created courts, annexed new counties, assessed taxes, and negotiated several treaties with area Indian tribes. While its economy was based mainly on bartering, Franklin accepted all federal and foreign currencies. Due to the lack of its own currency or economic infrastructure and the fact that its legislature had granted all of its citizens a two-year reprieve on paying taxes, Franklin’s ability to develop and provide government services was limited. The Beginning of the End The ties that  held Franklin’s unofficial statehood together  began to unravel in  1787. In late 1786, North Carolina offered to waive all back taxes owed to it by Franklin’s citizens if the â€Å"state† agreed to reunite with its government. While Franklin’s voters rejected the offer in early 1787, several influential citizens who felt disenchanted by the lack of government services or military protection in Franklin supported it the offer. Ultimately, the offer was rejected. North Carolina subsequently sent troops led by Col. John Tipton into the disputed territory and began to re-establish its own government. For several very contentious and confusing months, the governments of Franklin and North Carolina competed side-by-side.   The Battle of Franklin Despite the objections of North Carolina, the â€Å"Franklinites† continued to expand to the west by forcibly seizing land from the Native American populations. Led by the Chickamauga and Chickasaw tribes, the Native Americans fought back, conducting their own raids on Franklin’s settlements. As part of the larger Chickamauga Cherokee Wars, the bloody back-and-forth raids continued into 1788. In September 1787, the Franklin legislature met - for what would be the last time. By December 1787, the loyalties of Franklin’s war-weary and debt-laden citizens to its unrecognized government was eroding, with many openly supporting alignment with North Carolina. In early February 1788, North Carolina ordered Washington County Sheriff Jonathan Pugh to seize and sell at auction any property owned by Franklin’s Governor John Sevier in order to repay taxes he owed to North Carolina. Among the â€Å"property† seized by Sheriff Pugh were several slaves, who he took to Col. Tipton’s home and secured in his underground kitchen. On the morning of February 27, 1788, Governor Sevier along with about 100 of his militiamen showed up at Tipton’s house, demanding his slaves. Then, on the snowy morning of February 29, North Carolina Colonel George Maxwell arrived with 100 of his own better-trained and armed regular troops to repel Sevier’s militia. After less than 10 minutes of skirmishing, the so-called â€Å"Battle of Franklin† ended with Sevier and his force withdrawing. According to accounts of the incident, several men on both sides were wounded or captured, and three were killed. The Final Fall of Franklin The final nail in Franklin’s coffin was driven in March 1788 when the Chickamauga, Chickasaw, and several other tribes joined in coordinated attacks on frontier settlements in Franklin. Desperate to raise a viable army, Governor Sevier arranged for a loan from the government of Spain. However, the agreement required Franklin to be placed under Spanish rule. To North Carolina, that was the final deal-breaker. Strongly opposed to allowing a foreign government to control what it considered to be part of its state, North Carolina officials arrested Governor Sevier in August 1788. While his supporters quickly freed him from the poorly protected local jail, Sevier soon turned himself in. Franklin met its final end in February 1789, when Sevier and his few remaining loyalists signed oaths of allegiance to North Carolina. By the end of 1789, all of the lands that had been part of the â€Å"Lost State† rejoined North Carolina. The Legacy of Franklin While Franklin’s existence as an independent state lasted less than five years, its failed rebellion contributed to the framers decision to include a clause in the U.S. Constitution regarding the formation of new states. The â€Å"New States† clause in Article IV, Section 3, stipulates that while new states â€Å"may be admitted by the Congress into this Union,† it further stipulates that no new states â€Å"may be formed â€Å"within the jurisdiction of any other State† or parts of states unless approved by votes of the state legislatures and the U.S. Congress. Historical Events Fast Facts April 1784: North Carolina cedes parts of its western frontier to the federal government as repayment of its Revolutionary War debt.August 1784: Franklin proclaims itself as the 14th independent state and secedes from North Carolina.May 16, 1785: Petition for Franklin statehood sent to U.S. Congress.December 1785: Franklin adopts its own constitution, similar to that of North Carolina.Spring 1787: Franklin rejects an offer by North Carolina to rejoin its control in return for forgiving the debts of its residents.Summer 1787: North Carolina sends troops to Franklin to re-establish its government.February 1788: North Carolina seizes slaves owned by Franklin Governor Sevier.February 27, 1788: Governor Sevier and his militia attempt to recover his slaves using force but are repelled by North Carolina troops.August 1788: North Carolina officials arrest Governor Sevier.February 1789: Governor Sevier and his followers sign oaths of allegiance to North Carolina.By December 1789: All areas of the â€Å"Lost State† of Franklin had re-joined North Carolina.

The Wage Gap essays

The Wage Gap essays Wage inequality has been extensively studied both by Schiller and Becker. These two theorists provide different theoretical explanations as to why there is a prevalent wage gap in society. Becker refers to rational choice as a cause of wage inequality, while Schiller believes the wage gap results from different societal discrimination's. Schiller suggests that wage inequality is rooted in discrimination in the labor market. The three types of discrimination that affect the wage gap are racial, class, and sex discrimination. Discrimination may lead to reduced opportunity and subsequent depressed incomes for certain Racial discrimination is prevalent at the lower ends of the labor market, which results in a concentrated representation of racial minorities in poverty. There are substantial gaps in rates of poverty across race, which could be attributed to discrimination. The gap in average incomes between whites and non-whites is $24,000, and unemployment rates for Whites, Hispanics and Blacks are approximately 4%, 6% and 8% respectively, Racial discrimination manifests itself in a few different ways. In non-market discrimination, differences in incomes are a result of differences in schooling. In past labor discrimination, previous discrimination results in minorities being less experienced, less skilled, and with lower seniority. Finally, there is also current discrimination in Schiller suggests that controlling for years of schooling reduces the gap in earnings, but there are fundamental differences in the quality of schooling received. The wage gap would diminish more if differences in the quality of schooling could be controlled for. Schiller claims that much of the evident disparity in earnings between races can be attributed to prior, non-market discrimination, and that most of the problems of inequality ...