Romeo as a Tragic Hero Essay -- Literary Analysis, Shakespeare

â€Å"A pair of star-cross’d lovers take their life;† (Prologue, 6) Tragedy, events of great misfortune, has engulfed the world for centuries. Tragedy often giving rise to feelings of depression, anger, sorrow, and guilt. Romeo, in the tragedy, Romeo and Juliet, is a wealthy adolescent of the Montague family. He falls in love with young Juliet, of his rival family—the Capulets. Romeo’s infatuation with Juliet leads to a hasty desire for marriage. This creates a rash and careless mindset, making Romeo susceptible to errors in judgement. This same poor judgment causes Romeo to thoughtlessly slay Tybalt, as revenge for the death of his friend, Mercutio. Through fate, Romeo coincidentally falls in love with a Capulet, his family’s rival. It is ultimately Romeo’s hamartia, combined with chance, and death, that produce the tragedy of Romeo and Juliet. Romeo is only human, an as such, will inevitably make errors—but some will have a much larger impact than others. Hamartia, or a tragic flaw, is an error in a certain character, which leads to his destruction. During the Capulet’s masquerade ball, Romeo is love-struck at the sight of Juliet, for â€Å"[he] ne’er saw true beauty till [that] night.† (I, v, 52). Romeo is suddenly entranced and overcome by emotion. Romeo feels forced to linger and see Juliet once again. He finds Juliet, on a balcony, unaware of his presence. Juliet secretly hopes Romeo would â€Å"refuse [his] father and refuse [his] name:† (II, ii, 34). Romeo, struggles with the notion of betrayal of his family. Refusing his father would lead to the loss of his entire inheritance. This choice imposes compromise upon Romeo. He must make a tough decision—his lifestyle or his love. Romeo’s naive infatuation with Jul... ...rong sense of pathos and pity in the audience. The viewers are meant to feel connected to the experiences of the actors by being reminded of similar circumstances in their own lives. Romeo’s hamartia, combined with chance and death truly do produce the tragedy of Romeo and Juliet. Romeo’s tragic flaw leads to infatuation and haste—bringing about his recklessness. Chance then causes a chain of unfortunate events; Tybalt’s chance encounter causing Romeo’s exile, as well as Romeo’s fatal decision to commit suicide moments before Juliet’s awakening. Death adds yet another layer of tragedy, by connecting the loss of characters in the play to feared real-world loss of family and friends. Although tragedy was ever-present in Romeo and Juliet, the characters learned from their mistakes and grew stronger from their failures. Perhaps we will be able to do the same.

Leading professional development

Analyze the extent to which the approach relates to an organizational context known to you. The abstract I have selected for review and analysis, with most relevance to my own professional development and therefore is of most interest to me is that of Lyndon &king : can a single, short continuing professional development workshop cause change in the classroom ?This article refocuses attention on the classroom, specifically on the importance of teacher Professional development in enhancing and changing teachers' knowledge and skills in ways that lead to improvement in student performance. It is based on research carried out for SEES study into how far is short continuing professional development is effective?The demonstrated success of the SEES model of short, single workshops in bringing about lasting change in practice is noteworthy, given the emphasis in the literature that CAP can only be effective if it is sustained ; is delivered by a well-trained provider, within a well-structu red workshop that provides opportunities for exploration, practice and peer feedback. Providing a factual framework discussed by many educational researchers, Lyndon and king summarize the context, content, and process of effective and high-quality teacher professional development.Years ago, I have participated with many short and long PDP workshop at 2 schools in which I was a teacher . And to be objective few workshop gave me opportunities to acquire and practice new skills over relatively extended eroded of time, and it provided an ideal environment for interaction with other colleagues . While many other workshop stopped short of producing their intended results; they pointed out problems with traditional teaching but offered little help in changing what happens in the classroom and provided no opportunities for us to practice what we learnt.So the problem was not the lack of professional development activities or whether they are short or long ,to the contrary professional deve lopment for teachers has been included in every major initiative designed to improve student performance. The problem is that the quality of those programs has been inconsistent. Nevertheless, many like Joanne- in the group tutor – would agree with Errata's typology session 10 that the scope of professional development is wider that simply the measurements of results, outcomes and standards, and therefore suggests CAP which is encompassing of other dimensions should be considered Anyone,2013).On the other hands Stephanie had to admit that there was in most of the attended CAP a great deal of scope for personal development, team working, developing greater awareness/understanding and developing problem solving skills. However in order for the school to Justify the resources it is expending, he sees that there must be at least some organizational benefits too (Stephanie, 2013) I agree with Lyndon &king that Professional development can succeed only in settings, or contexts, tha t support it .And this support must come from administrators. Drawing on the case studied in this article (short workshop for science department in many schools designed by the earth science education unit) it shows that one of the finding outcomes of professional development initiative is depended ultimately on the factor whether its administrators consider it important. For this reason, buy-in on the part of administrators (whether state directors, superintendents, or principals) is critical to success (McLaughlin & Marsh, 1978).Leaders can approach decisions about professional development with intellectual rigor and discipline or give them a cursory treatment as an afterthought to more pressing matters. Likewise, their decisions may be implemented with attention to quality and serious reflection on their impact or haphazardly executed with a sense of discharging an unpleasant responsibility. Those are the choices leaders face each time they meet to plan professional development. Harebell,2003) I believe that Short or long workshop is â€Å"not an event, it is a process â€Å"(Harebell, 2003). By â€Å"process† I mean â€Å"the innovation† in the sense of having an adequate theory base; introducing methods for which there is evidence of effectiveness; being supported with appropriate high quality materials. And that the PDP program sometimes needs to be of sufficient length and intensity ;uses methods which reflect the teaching methods being introduced; includes provision for in school coaching (Dade ,2004).By the â€Å"process † I mean that the teachers should work in group to share experiences; communicate effectively amongst themselves about the innovation; should be given an opportunity to develop a sense of ownership in the innovation and be supported in questioning their beliefs about teaching and learning and giving them opportunity for practice and reflection( Dade,2004).By â€Å"process† I mean the knowledge or awarenes s, changes in attitude, development of skill, and transfer of training and ‘executive control which are needed to maximize the chances of CAP leading to change in the classroom Joyce and Showers, 1988) In y point of view , CAP is an opportunity to learn new strategies for teaching to rigorous standards ,and it is not a matter whether the CAP is long or short ,as long as it has this four criteria : a clear focus on learning and learners, an emphasis on individual and organizational change, small changes guided by a ‘grand vision', and ongoing professional development that is procedurally embedded ( Gushes ,2000) in addition to Andy different factors and principles listed before agree with Lyndon that all these elements need to be present if it is to have impact in the lassoer for the benefit of every student. Art 2 Critically analyses an approach to leading professional development you have identified in your work on Theme 3, using at least two ideas selected from the li st below. Professional identity and values Professional learning communities/networks Informal learning Mentoring/coaching Developing capacity Whole team/organizational development Forms of professional development Professional development for individuals Power and culture in organizations Professional development contexts Leading PDP is of great importance in the life of schools, it contributes directly and indirectly to professional and personal development for staff and to the improvement in teaching and learning.Harris reminds us that ‘managing human knowledge is a critical dimension of organizational survival' (Harris, 2001). So it is important that the leader of professional development enables knowledge development by whatever means is appropriate. Professional development is a complex endeavor. Understanding its elements, mastering its implementation and considering its impacts involve continual reflection and analysis. Although it is possible to identify elements and factors that affect professional development is important to hold on to the issue of their interrelationship in terms of development. Many researchers suggest links to individual and organizational issues and influences for the leader of professional development.These include: individual professional identities and values organizational vision, culture and targets the means, availability and accessibility of professional development the role of communities of practice and networking both formal and informal means of development the influence of the nature and context of organizations the influence of peers, mentors and coaches professional teaching and training expectations While these themes can all contribute to professional development leadership, they do so in different ways. In this part I will analyze how organization's context, power and culture contribute to PDP A considerable literature has emerged in recent years concerning the relationship between organizations and learni ng. Many questions have arisen about how organizational arrangements enhance or inhibit the ability of their members (whether viewed individually or as groups) to learn? And to what degree are individuals' learning experiences determined by the ways in which opportunities are structured?Examining the role of organization context may enhance our understanding about these questions. The complexity of the educational professional development context lies in the scope of cultural understandings, factors and influences, which all play a part (Theme 3 section 10). The key is the extent that organization can conduce to the changes that the professional development is designed to bring about. Before change can take place there must be a shared sense of need for change-?the more strongly and widely felt the better. Lack of organization support and change can sabotage any professional placement effort, even when all the individual aspects of professional development are done right.And where s taff development opportunities are poorly conceptualized, insensitive to the concerns of individual participants and make little effort to relate learning experiences to workplace conditions, they make little impact upon teachers or their pupils (Day, 1999) In addition the decisions taken about the structure and functioning of the organization, and the design of work within it, are of fundamental importance in influencing the extent to which individuals can participate in the process of learning (Gaston, 2004). We have to focus on the conditions that organization creates for its members to engage effectively with learning. As Billet states:† Workplace readiness was central to the quality of learning experiences. Readiness is more than the preparedness for guided learning to proceed. It also includes the norms and work practices that constitute the invitational qualities for individuals to participate in and learn through work. Such factors may influence individual learning in a number of ways.They may provide access to knowledge or information; they may facilitate participation in activities with learning attention; they may provide support and guidance to help make learning effective; and they may reward learning activities and outcomes â€Å"(Billet, 2001) On the other hand, a full analysis of leading professional development requires an investigation of power . The inclusion of an analysis of power within educational change is vital because power legitimates and drives change. A post structural views of power rests of three core principles (l)power is not restricted to a dominate few but circulates within school affecting all its members;(2)power relies on language and discourse to instruct its truths;(3)individuals perceive who they are via discourses of truth (Halyards and Leonard,2001). So what is important is the strong relationship between structure and agency in the workplace .And this can provide learning opportunity through : Involving partic ipation in communities of practice, especially opening up opportunities for learning through moving beyond a tightly situated and context bound approach to participation Involving work organization and Job design, especially the creation of environments which allow for substantial horizontal cross- boundary activity, dialogue and problem-solving. Emphasizing the importance of access to knowledge-based qualifications and off-the-Job learning. ( Fuller and Union , 2004) there is an increasing recognition of the importance of culture in designing leadership developments programs (study guide ,IPPP) Good seeds grow in strong cultures . Understanding the school's culture ,therefore, is an essential prerequisite for any internal and external change agent.Organizations should open up space for generating shared meaning, reconstituting power relations to broaden access to knowledge and provide cultural tools to mediate learning. The basic essence of organization ‘s culture is the deep er level of basic assumptions and beliefs that are shared by members of an organization , that operate unconsciously ,and that define in a basic taken for granted fashion an organization's view of itself and its environment (Sheen . 1985) Stool and finks see Cultural norms _ such as :shared goals ;responsibility for success; collegiality; continuous improvement; lifelong learning ;support ;mutual respect ;risk taking; openness celebration and humor -are the unspoken rules for what is regarded as customary or acceptable behavior and action with shape reaction in the school( Stool,1999) .These norms shape reactions to imposed improvement. It is therefore, important for those working in schools to understand their norms because the acceptance of improvement projects by a school depends on the fit between the norms embedded in the changes and those within the school's own culture (Carson,1996). To be effective these cultures norms need to be reflected in strategies that enabled their un derlying values to be translated into genuine engagement of all staff. The norm collegiality most likely seen to lead to improvement. Example of collegiality includes team teaching, mentoring, action research, peer coaching, planning and mutual observation and feedback.These derive their strength from the creation of greater interdependence, collective commitment, shared responsibility, and perhaps most important, greater readiness to participate in the difficult business of review and critique (Fallen and Harvests 1991). This culture will allow teachers to focus upon their own learning, career and promotion ambitions and to consider new responsibilities within their own school context. The assumption is that this will lead to an improved and enhanced sense of professionalism for teachers, plus an increased motivation to stay within the profession. With the additional benefits that come with familiarity of context. A supportive, blame-free environment that encourages and facilitates professional dialogue, and provides opportunities to extend and experiment with new practice can further the benefits of peer collaboration and support (Errata, 2001).To sum up, contexts and cultures may not Just provide or close down opportunity; it may also influence the ability and willingness of individuals† to exercise personal agency in pursuit of developmental goals† (Billet, 2001). As Stool said real improvement cannot come from anywhere other than within schools themselves and within is a complex web of values and beliefs, norms, social and power relationships and emotions . Changing schools is not Just about changing curricula ,teaching and learning strategies ,assessment structures and roles and responsibilities . It requires an understanding of and respect for the different meaning and interpretations people bring to educational initiatives ,and the nurturing of the garden within which new ideas can bloom( Stool. 1999) part 3 :Evaluate the effectiveness or p otential for effectiveness of leading professional development in an organization or team known to you. In your evaluation you will need to define the sense(s) in which you are defining effectiveness. You may consider changes in: the development of individuals organizational capacity and capability Capability and changes in student and/or staff learning and links to goals or targets. Finally make recommendations for developments drawing on your practice, the ideas and the materials from Theme 3 In this part I will examine the effectiveness of leading and implementing curriculum innovation using CIT ,which took place in a Lebanese primary school.My definition of the term† effectiveness â€Å"is when an appropriate professional development provision is successfully matched to particular professional needs. The curriculum implementation required the use of high levels of skill in all of the key areas of leadership including strategy development and implementation, human resource management, teaching and learning, financial management, accountability, and liaison with key stakeholders and the community. Effectively led curriculum innovation, in our school, did improve standards of achievement and increase dents' enjoyment and engagement in learning which the focus of all the staffs efforts was.After the long term assessment of CIT use in the classroom, as a teacher I can confirmed that this professional development had deepened our teachers' knowledge of the subjects being taught; sharpened teaching skills in the classroom; kept up with developments in the individual fields, and in education generally; generated and contributed new knowledge to the profession; Increased the ability to monitor students' work, in order to provide constructive feedback to students and appropriately redirect teaching. From (The National Commission on Mathematics and Science Teaching for the 21st Century, 2000) In addition the sense of community, and the â€Å"supportive coachi ng†, and the follow up that was provided by the school leaders,-especially during the early phases of implementation when most problems is usually encountered- helped me and my colleagues† to develop and maintain a sense of efficacy regarding new teaching strategies† (Showers, Joyce, & Bennett, 1987).It was the collaborative and sustained and a blame free environment that encouraged us with opportunities for discussion and exploration with colleagues, ND provided opportunities to extend and experiment with new practice. Monitoring and assessments were important steps were taken to track progress across thematic as well as subject- based curricula. In Such a way we were able to identify failing and vulnerable children, as well as giving leaders and teachers a detailed understanding of what they need to do at the end of each Key Stage in order ensure progress. In addition, the well-developed assessment systems provided accessible and user- friendly data to help teach ers advance within-year progress . III these elements laded a key roles in the effectiveness of leading curriculum innovation.Recommendations: I agree with Levine that CAP should no longer be comprised solely of short courses; teachers need opportunities to reflect, engage in professional dialogue, work with pupils, and engage in peer observation, coaching and feedback (Levine, 1999) And I agree with Sparks and Hirsch, who recommend the following national professional development model for teachers: ; Create learning schools in which all staff is involved in â€Å"sustained, rigorous study of what they teach and how they teach it. Provide time for teacher professional development equaling 25 percent of time during each day for teachers to work together and to collaboratively plan lessons and share information. Base professional development on the collaboration model-?teachers learning from each other.

The Great Recession in the year 2008 - 1063 Words

Recession 16Specifically, Freund (2009) defines global downturns as years when world real GDP growth is (1) below 2 percent, (2) more than 1.5 percentage points below the previous five-year average, and (3) at its minimum relative to the previous two years and the following two years. 1975, 1982, 1991, 2001, and 2008 Freund (2009) describes the evolution of world trade following four previous global downturns. She finds that the size of the decline in world trade during these episodes is almost five times the corresponding decline in world GDP. She also finds that, while world trade growth resumes quickly following a global downturn, it takes more than three years for trade to reach predownturn levels. Referance Freund,†¦show more content†¦Later the same day, the Bank of America announced that it would be purchasing Merrill Lynch. Due to the above factors, there was major instability on the global stock markets with major decreases in market value between the 15th and 17th of September 2008. On the 16th September, the American International Group (AIG), which suffered due to its credit rating being reduced, was helped by the Federal Reserve which created an $85 billion credit facility to stop it from collapse. Over the next two weeks, more banks failed and the two remaining banks-Goldman Sachs and Morgan Stanley converted into bank holding companies so that they had more access to market liquidity. Numerous plans were put forward with intent to solve the crisis and in the end President George W. Bush and the Secretary of the Treasury announced a $700 billion financial aid package intented to limit the damage that the previous few week s events caused. The plan was received well by investors on Wall Street and around the world. Read on On 28th September it was announced that Fortis, a large banking and finance firm would be semi-nationalized with Luxembourg, Belgium and the Netherlands investing over 11 billion Euros into the company. On Monday 29th September, it was announced that the US bank Wachovia would be bought up by Citigroup (thisShow MoreRelatedThe Events Of The Summer Olympics And Michael Phelps Winning 8 Gold Medals1698 Words   |  7 PagesFrom the year 2008 many of us still remember the important events of the Summer Olympics and Michael Phelps winning 8 gold medals and being the first person to ever do this in history. We also remember the election of the 43rd president of the United States Barack Obama who was the first black president to be elected before going on and being elected for a second term. 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THE EVOLUTION OF CARIBBEAN SOCIAL POLICY Essay - 3323 Words

THE EVOLUTION OF CARIBBEAN SOCIAL POLICY: Reasons for the Changes and Shifts in the Social Policy Agenda From the 1940’s to the Present Period. Social Policy may be broadly defined as a system of social welfare that includes economic as well as non-economic objectives and involves some measure of progressive redistribution in command over resources1. Using Mishra’s typology of social welfare models (see Fig. 1 below), this paper describes the evolution of social policy in the English-speaking Caribbean. Drawing primarily from the experiences of Trinidad and Tobago and Jamaica, four chronological periods are used to highlight the factors contributing to the major developments in social policy: 1) the Immediate Post-War Period and the†¦show more content†¦Prior to the report, state social welfare was strongly residual in nature: non-statutory organizations were the primary providers of social services and state involvement when provided, was at a minimal, targeting the neediest in society, and punitive in nature. For example, in Trinidad and Tobago (Tamp;T) and Jamaica, churches were the main providers of educa tion, and this was generally limited to the privileged few (Campbell, 1997; Cumber, 1972). In Jamaica, privately financed organizations such as Jamaica Welfare Ltd. were the engineers of community development programs. 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Youth Culture And Subculture Developed - 1313 Words

Youth culture existed before the Second World War and it did not suddenly appear after 1945. However, it emerged after that time for various reasons that will be explained later on this essay. There were many factors of how youth culture and subculture developed such as: demographic changes, National Service, education and raising the school leaving age, the economic period and music. And these factors also helped shape people’s experiences of them. B Demographic changes were the first and one of the reasons why youth culture created such anxiety. Because of survived married soldiers coming back from the Second World War, there was a ‘baby boom’, which meant that the number of people under twenty grew from 3 million in 1951 to 4 million in 1966. (Osgerby, 2005) B There were two changes that happened and established youth as a group with certain needs and problems. The first one was Butler’s education act of 1944, and that raised the school leaving age from 12 to 14. 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Functionalists believe that society or a social structure is like a biological structure and that all social institutions function for the survivalRead MoreHip Hop Rap Music And Subculture1643 Words   |  7 Pagesand Subculture The topic I have chosen for this review is the association between a particular music genre and a subculture. In particular, the issue of focus is the association of the hip-hop rap genre with the black youth subculture in America. As a youth subculture, hip-hop emerged in the 1970s from New York City’s borough of the Bronx. The African American community was the root of the music genre, which gained popularity in the 1980s and 1990s. As part of its growth, the genre developed itsRead MoreSubculture And Its Impact On Society1426 Words   |  6 Pages Subculture refers to a minority of individuals who adhere to different rules, dress codes and lifestyle choices from mainstream culture. Throughout this essay the traditional definitions of subcultures, that mainly concentrate on class and style as their main features, will be looked at and explained. It will then be demonstrated how these ways of thinking are no longer relevant to the 21st century therefore the term subculture needs to be rethought for it to be an applicable category in theRead MoreHip Hop: The Method of Expression1099 Words   |  5 PagesFrom the impoverished section of Bronx, New York arose a youth culture that spread throughout the community like wild fire. Within the gang-ridden, drug-infested streets, a depravation of creativity forced underprivileged African American youths onto the streets in search of an output for their imagination. It was within these streets that hip-hop appeared as the product of independence, self-realization, creativity, and pri de. Hip-hop began between the transformations from the late 1960’s toRead MoreThe Youth Culture Of Punk1710 Words   |  7 PagesYouth cultures have been subject to a variety of changes since their emergence. Youth cultures that have endured such profound change include rockers, flappers, punks, hippies and skinheads. In this essay I have decided to focus solely on the youth culture of punk, and the differences it has been subject to when the subculture first emerged compared to in a contemporary context. In doing this I have decided to include information about the emergence and origins of punk, features or style of the punkRead MoreEssay about Graffiti Artists: Silent Writers1650 Words   |  7 PagesWithin the impoverished urban streets arose a youth culture captivated by infamy and self-pride. A youth culture virtually undistinguishable from members of modern society with a passion, setting them apart from the community. The members of this underground subculture could be your next-door neighbor, your son or daughter, or the contractor repairing your roof, yet you would have no idea that they strive to â€Å"bomb† objects and surfaces found in everyday life. It is the subtle differences thatRead MoreIs Dance Music a Subculture or Has it Now Become a Culture in its Own Right?967 Words   |  4 PagesMusic a Subculture or Has it Now Become a Culture in its Own Right? Classically subcultures define themselves as other and subordinate to the dominant culture. Many cultural theorists such as Stuart Hall and Dick Hebdige have been chiefly concerned with the ways in which subcultures subvert and pose a resistance to the established order through their expressive dress codes and rituals. Dance music seems to depart from these theories of youth culture, since itRead MoreThe Cultural Theory Of Crime And Violence1515 Words   |  7 PagesDefined, a subculture is a culture that exists within the main dominant culture of a society. Therefore, members of a subculture will have different norms and values to those in the rest of society, which in turn could lead to them being seen as deviant because of this. Youth subcultures provide members with an identity that sits outside of that assigned by social foundations such as family, school, home and work. Participants of a subculture often make people aware of their membership by makingRead MoreTheory of Delinquency1458 Words   |  6 Pagesfocus on subcultures, i.e. groups within wider society with norms, lifestyles and values distinct from those of mainstream society. The focus in sub-cultural theories is on delinquency. In the UK, a preoccupation with the idea that future crime was determined by juvenile delinquency came about as a result of the 1895 UK Gladstone Committee, wherein research focused on gang culture among young males (aged 16-25). Deviance is perceived by sub-cultural theorists as a product of a subculture of delinquencyRead MorePunk Subculture1702 Words   |  7 Pagesmechanized into living where they live. Concerned with the erosion of identify and distinct ways of life, large quantities of subculture emergedï ¼Å'especially in the late 1960s and 1970s. Bourdieu has already coined the term ‘cultural capital’ to explicate the cultural asserts available within society. As provided with unique habitus and subcultural production, diverse subcultures often distinct through different subcultural capitals. This essay will interpret the notion of ‘subcultural capital’ thoroughly

Jeffersonian Republicans vs. Federalists Free Essays

In regards to the United States constitution, Jeffersonian Republicans have been known as strict constructionists who had a narrow interpretation of the constitution following it to an extreme power. This was in opposition to the Federalists who had often followed a loose construction policy. And to a certain extent, the characterization of both of these parties was for the most part accurate during the presidencies of both Thomas Jefferson and James Madison. We will write a custom essay sample on Jeffersonian Republicans vs. Federalists or any similar topic only for you Order Now Though these parties stay pretty true to popular beliefs, with Jeffersonian Republicans being strict and Federalists being loose, at time this was proven to be in fact false. Thomas Jefferson and the Jeffersonian Republicans had become widely known as a strict constructionists even prior to the election of Jefferson. This is shown in a letter that Jefferson wrote to his colleague, and future cabinet member Gideon Granger which shows his true support for power to the states (Doc A. ) The letter states his strong feelings against the power that the federal government held because he was fearful that if the federal government gained too much power and the states had too little power, then we would almost be creating a monarchy in the United States like Great Britain had done. Another prime example of his ideas of stronger state governments were stated in his letter to Samuel Miller in 1808 (Doc B. ) Jefferson firmly believed that he had no business in involving himself with religious activities as president as the Constitution had made no mention of such activities and therefore followed his strict construction principle by delegating those powers to the states. However, though Jefferson was a man who was mostly stuck to his principles of strict construction, there were often times were he would abandon his beliefs for what he believed was better for the nation. A prime example of such was during the Louisiana Purchase. Jefferson had to make the final call on whether or not to take this giant mass of land and double the size of the United States, though he faced one major problem. Nowhere in the constitution did it state that Jefferson could solely purchase land for the country without consent, which forced him loosely interpret the constitution and use the â€Å"elastic clause† because this was believed to be necessary and proper for the nation. During Madison’s presidency, he also was able to stick to his principles of Jeffersonian Republicanism to a certain extent. In 1817, James Madison had addressed Congress following his vetoing of an Internal Improvements Bill due to his views of strict construction (Doc H. ) He believed that though this bill would in some respects help the country, the president was not given direct consent by the constitution to create roads and canals and control commerce. His belief in strict construction had forced him to make the ultimate decision of vetoing the bill. Henceforth, though Jefferson and Madison did mostly follow closely to the beliefs that Jeffersonian Republican party were founded on, they did not fully carry them out with some actions not corresponding to the initial ideals. The Jeffersonian Republican party was not the only party that had to wiggle their way around their initial ideas as the Federalist party was also partially facing difficulties at times. In 1814, when Congress was discussing a conscription bill that would enforce a draft of all men into the army, Daniel Webster (federalist) had violated his loose construction policy in an effort to fight this bill (Doc D. ) Webster had argued that nowhere in the constitution was it stated that a draft could be created and if such a law was passed, Congress would also have the power to create a dictator as well. Though he did believe in the idea that all Americans followed that went against a dictatorship, he abandoned his federalist ideas of loose construction in order to avoid a draft, even though it may have been â€Å"necessary and proper†. Federalists were also having troubles in their party when they publically made their troubles clear during the Hartford Convention in 1815 (Doc E. ) Federalists had almost clearly trashed their party ideas and sided with the Jeffersonian Republicans when in many of their remarks they had called for a weak central government. For example, when the Embargo Act was destroying the American economy, the Federalists wanted to take away power from Congress by creating an amendment which would take away all embargos and any trade with any foreign country without a two-thirds majority of both houses. Usually they would be against this as they believed in a strong central government, but they completely contradicted themselves at the Hartford Convention making no progress and eventually the downfall of the Federalist party. Therefore, the Federalists had an extremely hard time staying true to their own ideals. The Federalists and Jeffersonian Republicans had developed a polar opposite view of the constitution and government. One had devoted their views to strong state government and the other to strong central government. Jeffersonian Republicans (led by Jefferson and Madison), though wanting to stick to their ideas, faced much adversity when wanting to remain strict constructionists. Yet fortunately for them they proved the characterization of their party to be for the most part accurate. The Federalists did face much more problems as they would often contradict themselves and abandon their policies of loose constructions as shown during the presidencies of Jefferson and Madison. It is almost impossible to follow a party’s principles to an extreme extent, as seen by both parties, so it is necessary for both to adjust to find a balance that would ultimately benefit the people of the nation. How to cite Jeffersonian Republicans vs. Federalists, Papers

Jean Valjean was an alluring hero of Les Miserable Essay Example For Students

Jean Valjean was an alluring hero of Les Miserable Essay s for many reasons, one of which was his drastic conversion from a miserable criminal into a heroic, peaceful man. Jean Valjean seems like a three dimensional character at first. But deep inside his emotions he shows a defined viewpoint on life making him a flat character. One of the most compassionate things he did was guarding Cossette and treating her as if she were his own daughter. He is the main character, therefore there would essentially be no plot without him. His several journeys span across a length of twenty years. He is an extremely strong man. Sometimes his strength was a burden put upon him. His charisma and superhuman qualities make his character a figment of romanticism. Valjean was born a decent human being. Unfortunately he was born into poverty, which forced him to steal in order to survive. After getting caught stealing a loaf of bread he was imprisoned. A few years later he is caught after escaping, he is then sent to the galleys for 19 years. He later escapes from there to goto a town where he was not wanted. Still a criminal he steals some silverware from a kind priest who gave him shelter. When caught, the police ask the priest if Jean stole the silverware. To everyones surprise the priest said it was a gift this started his conversion toward a good life. After this he tried to live a peaceful life. He started a new factory in a new town employing several. Then a man in a city nearby was arrested under the name Jean Valjean. Jean was faced with a tough choice. Rather than letting the other man take the wrap for him, he chose to admit his identity to save the innocent man. Later, he rescued Cossette from her harsh life with the Thenardiers. He acted as her father while she grew up. Throughout these years. Jean was faced with obstacles that made him choose between right and wrong. He always chose the right path. From this Jean expressed that he only saw right and wrong, black and white, which made him two dimensional. His life was lead one way, his personality proved to respond one way, and his relevance to the story was set out in one way. This way was the way that things were done justly in his mind. His relevence to the entire structure of the story set aside from being the main character was crucial. He was portrayed as both the hero and the miserable.