What would Jesus Do? Canteberry Tales Essay :: essays research papers

What Would Jesus Do?   Ã‚  Ã‚  Ã‚  Ã‚  Between 1951 and 1991, forty-one Catholic priests in Chicago alone were charged with sexual misconduct (Philip Jenkins). This number has only increased over the past ten years, with the recent valiancy among Catholic women and children to come forth about sexual indecencies committed against them. But while the charges against the priests may be relatively new, the corruption within the clergy is certainly not. Priests’ abuse of their position can be traced back to the origin of the church itself through both stories and historical documents. In The Canterbury Tales, Geoffrey Chaucer exposes immorality in the church (both sexually and otherwise) through his introduction of various fictional characters. Together, these characters demonstrate the ways in which the church has fallen away from its original purpose and design—to make disciples of God through church members’ imitation of Jesus’ character.   Ã‚  Ã‚  Ã‚  Ã‚  In efforts to inspire Christians to act righteously, as well as instill a sense of religious pride among young people, Christians have cleverly coined the phrase, â€Å"What Would Jesus Do† or simply, â€Å"WWJD.† Although the expression may be overused and somewhat childish, in the meaning behind the phrase lies the entire mission statement of Christian dome. The apostle Peter describes it by saying, â€Å"To this you were called, because Christ suffered for you, leaving you an example, that you should follow in his steps,† (1 Peter 2:21). The message is simple; try to live as Christ lived. Of all people, most would expect the leaders of the church to strive the hardest for this level of Godliness. Quite ironically, however, Chaucer points out that the clergy possesses qualities opposite to those of Jesus—namely impurity, selfishness, and greed.   Ã‚  Ã‚  Ã‚  Ã‚  The dictionary defines the word ‘pure’ as being free of dirt, defilement, or pollution, and most Christians would agree that when the term is used in the bible, it means just that: being free of the dirt, scum, corruption, and sin in the world. According to Paul, the grace of God and the teachings of Jesus â€Å"teach us to say ‘No’ to ungodliness and worldly passions, and to live self-controlled, upright and godly lives,† (Titus 2:12). In The Canterbury Tales, Chaucer shows that the clergy is doing anything but seeking after purity. The Friar is the best example of this defilement of Christianity with his fulfillment of worldly pleasures in the areas of women and alcohol. Because of the attachment humans have to sex and their sexual partners, the Catholic Church is structured so that the leaders of the church remain celibate their entire lives.

Null Hypothesis

Why We Don’t â€Å"Accept† the Null Hypothesis by Keith M. Bower, M. S. and James A. Colton, M. S. Reprinted with permission from the American Society for Quality When performing statistical hypothesis tests such as a one-sample t-test or the AndersonDarling test for normality, an investigator will either reject or fail to reject the null hypothesis, based upon sampled data. Frequently, results in Six Sigma projects contain the verbiage â€Å"accept the null hypothesis,† which implies that the null hypothesis has been proven true.This article discusses why such a practice is incorrect, and why this issue is more than a matter of semantics. Overview of Hypothesis Testing In a statistical hypothesis test, two hypotheses are evaluated: the null (H0) and the alternative (H1). The null hypothesis is assumed true until proven otherwise. If the weight of evidence leads us to believe that the null hypothesis is highly unlikely (based upon probability theory), then we hav e a statistical basis upon which we may reject the null hypothesis. A common misconception is that statistical hypothesis tests are designed to select the more likely of two hypotheses.Rather, a test will stay with the null hypothesis until enough evidence (data) appears to support the alternative. The amount of evidence required to â€Å"prove† the alternative may be stated in terms of a confidence level (denoted X%). The confidence level is often specified before a test is conducted as part of a sample size calculation. We view the confidence level as equaling one minus the Type I error rate (? ). A Type I error is committed when the null hypothesis is incorrectly rejected. An ? value of 0. 05 is typically used, corresponding to 95% confidence levels.The p-value is used to determine if enough evidence exists to reject the null hypothesis in favor of the alternative. The p-value is the probability of incorrectly rejecting the null hypothesis. The two possible conclusions, af ter assessing the data, are to: 1. Reject the null hypothesis (p-value ? ) and conclude that there is not enough evidence to state that the alternative is true at the pre-determined confidence level of X%. Note that it is possible to state the alternative to be true at the lower confidence level of 100*(1 – p-value)%. Ronald A.Fisher succinctly discusses the key point of our paper: In relation to any experiment we may speak of†¦ the â€Å"null hypothesis,† and it should be noted that the null hypothesis is never proved or established, but is possibly disproved, in the course of experimentation. Every experiment may be said to exist only in order to give the facts a chance of disproving the null hypothesis. 1 A Helpful Analogy: The U. S. Legal System Consider the example of the legal system in the United States of America. A person is considered innocent until proven guilty in a court of law.We may state this particular decision-making process in the form of a hypo thesis test, as follows: H0: Person is innocent vs. H1: Person is not innocent (i. e. , guilty) The responsibility then falls upon the prosecution to build a case to prove guilt beyond a reasonable doubt. It should be borne in mind that a jury will never find a person to be â€Å"innocent. † The defendant would be found â€Å"not guilty† in such a situation; i. e. , the jury has failed to reject the null hypothesis. Decisions Based on Data We must keep in mind, of course, that it is always possible to draw an incorrect conclusion based upon sampled data.There are two kinds of error we can make: †¢ Type I error. When the null hypothesis is rejected, practitioners refer to the Type I error when they present results, using language such as: â€Å"We reject the null hypothesis at the 5% significance level,† or â€Å"We reject the null hypothesis at the 95% confidence level. † †¢ Type II error. A second possible mistake involves incorrectly failing t o reject the null hypothesis. The power of a test is defined as one minus the Type II error rate, and is therefore the probability of correctly rejecting H0. The sample size plays an important role in determining the statistical power of a test.When statisticians address small sample sizes, they often refer to the power to justify their concerns. One may argue that the sample size would be too low to correctly detect a difference from the hypothesized value, if that difference truly existed. Example of a Test with Low Power Consider a test that compares the mean of a process to a target value. The null and alternative hypotheses are, respectively: H0: Process mean on target vs. H1: Process mean different from target Suppose two observations are collected daily to monitor for a change in the process mean (i. e. , n = 2). Assume a one-sample t-test is carried out at the ? 0. 05 significance level (95% confidence level) and the resulting p-value is above 0. 05. Fig. 1 One-Sample t-Test As is shown in Figure 1, there is less than a 50% chance (power = 0. 4944) such a test will correctly reject the null hypothesis even when the difference between the process mean and the target is six standard deviations. This is obviously an enormous statistical difference, yet the test (owing to the small sample size) would not be sensitive to it. The danger in concluding the process is on target with a sample size of two, for this example, is evident. ImplicationsAssessing and relaying findings in a cogent manner is critical for Six Sigma practitioners. In statistical hypothesis testing procedures, this means that investigators should avoid misleading language such as that which implies â€Å"acceptance† of the null hypothesis. Reference th 1. Ronald A. Fisher, The Design of Experiments, 8 ed. (New York: Hafner Publishing Company Inc. , 1966), 17. Bibliography 1. Lenth, Russell V. â€Å"Some Practical Guidelines for Effective Sample Size Determination. † The Americ an Statistician 55, no. 3 (2001): 187-193. 2. Tukey, John W. â€Å"Conclusions vs. Decisions. † Technometrics 2, no. 4 (1960): 423433.

What Is the Difference Between Being Educated and Being Trained?

This Month’s Q&A Technology Tips What is the difference between being educated and being trained? What is so important about education? The difference is huge, and education is hugely important. TRiO is all about setting the foundation to get the best education you can get. Let us look at just a couple of points. One obvious point is that education is the door to opportunity. It is said that success happens at the inter section of education and opportunity. A person who has credentials (i. e. a college degree) is able to seize the moment whenever an opportunity presents itself.This actually allows additional opportunities to flourish. Furthermore, with a degree, all sorts of opportunities somehow become available. The world perceives an educated person as being complete; therefore, he or she is seen as much more likely to be a good employee or partner in any given endeavor. Two: Education informs everything else a person does in life. The quality of the work of an educated per son always gets noticed. That person is thus much more likely to get ahead in all aspects of life and career.Take for example a painter or a poet, two professions normally not thought of as being tied to college degrees. Many people can draw or paint, and many like to express deep thoughts through poetry. Without an education, an artist will not be able to achieve the credibility of any piece proclaiming to represent certain political, or historical, or philosophical truths. Such an artist will likely not achieve much respect or success even if his work shows talent. America is the land of opportunity, but you have to seize that opportunity.TRiO, too, is a program of educational opportunity in education, but you have to embrace the TRiO mission and your dreams. You can be trained at any number of skills like doing hair, and that will earn you a living, but you should want more. Make it your everyday resolution that you will be an educated person no matter what it takes, and then sei ze every opportunity to be that student. The best way to win is to finish what you start. Winners start a project and then keep working until the task is completed, even if the task becomes difficult.They start, they work, they acknowledge mistakes and celebrate small victories, and they finish. When you think about it, getting to the finish line is the only thing that really counts. It is not possible to get anywhere if we consistently allow every obstacle that presents itself to allow us to fail to finish what we start. A half-hearted effort rarely paves the way to the winner’s circle. When a winner starts a project, he or she sees it through to completion. Hello students! I am Rubina Khan, and I am delighted to be your new College Success Coordinator.I shall be reaching out to all students to offer my best support and encouragement so each one of you are able to stay in school and earn your degrees. TRIO is a simple and direct road map for enduring success. Houston Communi ty College, plays an essential role in transforming the lives of its students and making our community work. It is a fact that with TRIO programs, students are given the resources, preparation, and support to succeed both professionally and personally in their academic goals. Earning a college degree is a challenge, but it doesn’t have to be a struggle.I am here to equip all of you to overcome any challenges and obstacles of an academic or social-that may pull you off the path to graduation. As the famous saying of Benjamin Franklin goes â€Å"An investment in knowledge always pays the best interest†. When students pursue and experience a post- secondary education, they have the opportunity to read books and listen to the lectures of top experts in their fields. College graduates definitely have an edge in the job market over those who have not experienced a higher education. Without doubt, a higher education serves as the gateway for better options in life.I congratul ate all students who are pursuing their goals to become graduates and anticipate them being rewarded for all their dedication and hard work. My best wishes to all students. Rumi, the Sufi Poet of love and the great Persian Philosopher and Mystic, said, â€Å"Let the beauty you love be what you do, [so when] you do things from your soul, you feel a river moving in you, a joy. † I believe everyone has a purpose in life and finding out what that purpose is one of the greatest achievements because only then can you truly start living your own life and achieve the inner peace.As a member of the TRiO Program who’s enjoy working as a science tutor, I have some tips for my TRiO students to stay motivated in college, school, life, etc. I have studied and enjoyed various cultures and schools of thought, and I have always appreciated the cultured and intelligent ones. Many years ago, it became evident to me that not only did I find what was important in my life, but also what pur pose my life holds. Then, I became mastered the mind over matter philosophy and decided to explore more of the world. It’s a breath of fresh air to see people like myself achieving the dream â€Å"In the Land Of Free,† and it is a great comforting.I believe that remaining motivated and focused are two of the most powerful assets to have, especially for one in school such as me. It would be naive to say that dental school is a complete breeze and that every step along the way poses no difficulty. As a student I would like to share what I feel keeps me most focused, determined, and motivated. I am a firm believer that if you have something to live for, such as purpose, desire, or a lifetime dream, your motivation and determination will invariably open new doors for you.So if there is one thing I want to share with all my TRiO students today, it is find your purpose, your desire, your dream and move forward. Don’t look back. Don’t lose your focus. You can an d will achieve what you set your mind on. Believe in yourself, and stand firmly for your beliefs. And remember that â€Å"there are two great days in our life first the day we are born and the day we discover why. † We chose the Phoenix as the name of this Newsletter because of legendary bird is said to have had the power to rise out of ashes and live again.Symbolically student support service wants to be that force that makes you thrive even when you feel like a fallen Phoenix Houston Community College seeks to provide equal educational opportunities without regard to race, color, religion, national origin, sex, sexual orientation, age, veteran status or disability. This policy extends to employment, admissions, and all programs and activities supported by the College. The information in this publication will be made available in large print, taped or computer-based format upon request

Health Promotion of the Older Adult

While previous perceptions o f health only included the physical body, health is now considered from a holistic point of v eel, encompassing the body, mind, and environment as opposed to only the absence of disease ( Chem., Hung, Line, Hang & Yang). I believe that while assessing one's health, especially that of a n older adult, the wellbeing of both the body and mind should be equally taken into considerate on. While this mindset takes on a holistic approach, I feel that it is possible to have an illness while still maintaining a degree of health.An example of this would be one who suffers from diabetes but lives an otherwise positive and productive lifestyle. My perception of health has been influenced by the examples my parents have e set Out for me. While my father put a lot of stress on the importance of the physical asps CT of health, encouraging an active lifestyle and proper nutrition, my mother taught the IM parlance of coping skills and positive environments. Both parents v iew themselves as relatively h lately and lead active lifestyles regardless of the genetically endowed illness such as heart disk ease with my ether and depression with my mother.My education is another influence of my perception of 3 health. Learning about the body and what it needs to function has made health h promotion and the maintenance of a healthy lifestyle important to me. After examining Mrs.. Hernandez case, several issues have been identified w which may impede the processes of healthy aging. Two of the issues selected for indents focus included Mrs.. Hernandez poor coping skills and poor access to necessary resources. During her assessment, Mrs..Hernandez stated that prior to the loss of her husband, she often prepared her own meals, whereas now she relies on prepackaged, and microwavable meals . Mrs.. Hernandez additionally stated that she no longer has an appetite and no longer enjoys the e taste or smell of food. These changes seem to coincide with the loss of her hu sband. Consequent entry, Mrs.. Hernandez level of health, as well as emotional well being would benefit fro m an improved level of coping skills. Mrs.. Hernandez seems to also lack active engagement in her life as a result of her poor coping skills. This is apparent in Mrs..Hernandez statement rage ding her abundance of time spent watching television as well as the little amount of it me she spends outside of her apartment. While examining limitations in Mrs.. Hernandez pr access of healthy aging, consideration Of her inaccessibility to appropriate resources is essential I. Mrs.. Hernandez stated that she obtains her food and supplies at the corner store. Immobility due to pain in her hips not only decreases her activities of daily living, but also isolates her as SSH e spends the majority of her time resting at home. A possible intervention for Mrs..Herman ex could be utilization of services that provides transportation to grocery stores, medical appointments, and social clubs. Eff ective management of her hip pain and possible physiotherapy y may also increase her physical functionality which could enable her to comfortably spend more time outside the home. 4 There are several chronological assessment tools available that cover many a aspects of healthy aging. The assessment tools that are especially pertinent to Mrs.. Here anode's current situation are the PANCAKES assessment, the family PAGE, and the GeriatricDepression scale (Toothy, Jet, Abstractors, & McCauley, 2012). PANCAKES is a comprehensive asses semen tool that incorporates the requirements needed in order to complete the activities of d lily living. This tool would help identify the needed resources and services in order to develop a p rationalized and efficient care plan. This assessment tool also helps with identifying any potent ail health and safety risks (Toothy et al. , 2012). This is especially important for Mrs.. Hernandez z as she currently resides alone. Due to the fact that Mrs..Hernand ez has recently suffered from the loss of a loved one, it is recommended that she receives a Familiarity test, which measure s the availability and quality of social supports. Using the results from this tool, a strategy cool d be implemented to help Mrs.. Hernandez develop positive relationships and ultimately, improve e On her coping skills. Finally, there is the Geriatric Depression Scale, which is used for mood measurement. This particular tool is recommended as Mrs.. Hernandez has shown signs of d oppression through her loss of appetite and level of activity.

Mary Shelley – Cloning

In Mary Shelley’s Frankenstein, the topic of cloning and the moral issues relating to it become prevalent. First of all, the creature in the novel was in essence a human clone. The creature was created by Victor Frankenstein in attempt to help humanity by searching of a way to perpetuate life and eliminate death. Ironically, Victor Frankenstein creates a being that takes life away making him, in a way, the real monster of the story. Mary Shelley explores the mindset of society by portraying the way society treats a product of scientific knowledge,such as the practice of human cloning.Shelley depicts society’s reaction to the creature that Victor Frankenstein created as negative, and displays Victor’s reflections on the problems that his creature creates for him. Shelley’s position on cloning is that the possible â€Å"benefits† are not reliable enough to overcome the bad and thus, making the practice of cloning negative. Mary Shelley begins her nove l with a well-known quote from John Milton’s Paradise Lost, â€Å"Did I request thee, Maker, from my clay/ To mold me Man,/ did I solicit thee from darkness to promote me? This rhetorical question made by Adam, a creation of God, epitomize the creatures feelings toward his creator, Victor Frankenstein. The creature is comparing himself as to both Adam and Lucifer, or Satan, as he is shunned and left in abandonment by his own creator, though he strives to be good. Because of the isolation and loneliness that the creature had to deal with, it caused him to turn evil and eventually, into a murderer. Eventually, it also led to Victor Frankenstein’s ruin in attempt to rid humanity of the creature when ironically, was for humanity in the first place.This reveals man’s attempt to play God, to create life from nothingness, can lead to horrible results. Mary Shelley’s novel is also reference to as the â€Å"Modern Prometheus†. Similarly, Prometheus and Vic tor Frankenstein both attempted to create something to benefit humanity; however, their creations ended up harming themselves and this led to their own destruction. Prometheus stole fire for man, trespassing on â€Å"immortal territory† and resulted in having his liver eaten out every night for eternity. In comparison, Victor Frankenstein suffered from prolonged torture and guilt due to his creation murdering all of his loved ones.Both characters go too far and does not accept their own limitations. Similar to Prometheus, who was tied up to a rock, alone in the middle of the sea, Frankenstein feels left out by society and cannot run away from his situation. Victor Frankenstein’s dream is to create a whole species that will bless him, a species of wonderful, perfect beings : â€Å"A new species would bless me as its creator and source; many happy and excellent natures would owe their being to me†. In addition, it seems like Victor Frankenstein wanted to create th e creature to praise him more than to improve and help human nature.Even though, while Frankenstein had a good motive when creating the creature, he failed to ask himself if the creature himself would want to be brought into the world. On the other hand, he refuses his responsibility and flees from the creature after bring it to life. He leaves the creature alone and does not understand the fact that he as the creator is a father and his responsible for his creation. Frankenstein does not teach the creature how to deal with the badness of society and how to treat other human beings.He does not teach the creature from right and wrong and should have accepted the creature as a human, not a ugly monster. Eventually, the creature is, in a sense, corrupted by society, while Frankenstein deserts him due to fear of the creature. Therefore, Victor Frankenstein can be portrayed as a â€Å"monstrous† instead of the creature itself. Even at the end of the novel, he does not learn to acc ept his own failure of moral imaginations and dies without understanding the nature of his own guilt. Mary Shelley’s Frankenstein is a great depiction of how science advancements, such as a the practice of human cloning, can go wrong.Even though Frankenstein is a fiction novel, contents contained in Frankenstein can well compare to the situations that we have in society today, especially in the field of science. Although some may say the practice of cloning could be used to find about many genes that can cause possible diseases, improving the quality of foods that we eat, and obviate the human aging process; however, it is scientifically proven that 90% of cloning attempts fail to produce viable offspring, cloned beings tend to have weak immune functions, higher rates of infection, develop diseases, alter normal human lifespan, and more.Relating to Frankenstein, the novel displays how discrimination and tension would arise in the world if cloning were to take place. Human clo ning would tear apart the world, and would result in to winning side, just one distraught world, similar to lives of people that were taken away by the creature in Frankenstein. Therefore, if Mary Shelley were to live in the present time, today, she would not approve of the scientific practice of cloning. The â€Å"beneficial† evidences that are believed in the practice of cloning can not overcome how disastrous the world would become if science were to take use of cloning.

Articles of Confederation vs. Constitution Essay

The Articles of Confederation and the Constitution each had their own impacts on the United States economy. It can be shown that the drafting of the Constitution reversed the control of economic authority between the national government and the states, specifically regarding the laying and levying of taxes. The stipulations of taxation are clarified in the Articles and the Constitution through Article VIII and Article I, Section 8, respectively. Both statements provide for an easy analysis of taxation considering the means of taxation and how it is assessed, who collects the taxes, and the purpose of these duties. An additional observation can be made regarding the effects of slavery on the Constitution and how that is reflective of the economic impacts of the document. With the comparison of these aspects, a conclusion can be made about the reasoning behind the change of this provision in the Articles. The American Revolution resulted in a substantial amount of debt for the United States. To finance the War of Independence, Congress had borrowed large sums of money by selling interest-bearing bonds and paying soldiers and suppliers in notes to be redeemed in the future (Foner, 200). The Continental Congress owed $42 million at the end of the revolution (Lecture #9). The states lacked a secure source of revenue, so they had to address taxation in their first written constitution, The Articles of Confederation. They used this constitution as an initial attempt to apportion taxes to the states. The Articles of Confederation primarily addresses taxation in its eighth article. According to this article, the government is levying taxes to each state as a whole, based on the value of each state. The taxes collected will be used to fund a single account to pay the charges of war. This is clarified in the document when Article VIII states that the à ¢Ã¢â€š ¬Ã…“common treasury which shall be supplied by the several States in proportion to the value of all land within each state.à ¢Ã¢â€š ¬Ã‚  Furthermore, the document states that any additional improvements of buildings and land will be taken into account for the estimation of the value of the respective state. This stipulation allows the assembly of Congress to increase taxes with any proportional increase in the value of the land within a state. The next  paragraph of the article refers to who will be laying and collecting these taxes. It declares that the dues will be à ¢Ã¢â€š ¬Ã…“laid and levied by the authority and direction of the legislatures of the several States.à ¢Ã¢â€š ¬Ã‚  The main notion to be extracted from the Articles of Confederation is the fact that Congress did not possess the power to levy taxes or regulate commerce by any means. The states retained the ability to adopt their own economic policies. Utilizing this power, several states printed sums of money in order for individuals to pay their debts (Foner, 200). In summation, Article VIII of the Articles of Confederation left Congress with very little financial power as well as a lack of a dependable source of revenue. Due to the need for better regulation of interstate commerce, a group of fifty-five delegates congregated to form the Constitutional Convention, with the objective of drafting an entirely new constitution. The Constitution completely reversed the distribution of authority, transferring numerous economic powers from the states to Congress. This is verified in the first clause of Article I, Section 8 of the document in which it affirms that Congress has the power à ¢Ã¢â€š ¬Ã…“to lay and collect taxes, duties, imposts, and excises.à ¢Ã¢â€š ¬Ã‚  Unlike the Articles of Confederation, which imposed taxes based on the value of each state, the first clause of the Constitution announced a uniform collection of duties, imposts, and excises throughout the United States. From this clause, it can be understood that these taxes will now be collected by Congress, in contrast to state legislatures. However, the purpose of the taxation remains consistent with the first constitution, as they both use the money to pay debts, provide for the common defense, and promote the general welfare of the United States. Additional clauses empowered Congress to regulate interstate and international commerce, as well as borrow and coin money. The Constitution also included conditions that barred the states from issuing paper money, levying taxes, and interfering with commerce (Foner, 205). As stated, these provisions stripped the states of the power they retained under the Articles, and bestowed them onto Congress. Moreover, an emphasis can be placed on the issue of slavery, as it had a significant impact on the economy as well. Slavery was not notably  recognized in the Articles of Confederation, but was implicitly addressed in the Constitution. One prominent acknowledgement of slavery with respect to the economy was the Three-Fifths Compromise. This proclaims that taxes shall be apportioned to States based on the sum of à ¢Ã¢â€š ¬Ã…“free Persons, including those bound to Service for a Term of Years, and excluding Indians not taxed, three fifths of all other Persons.à ¢Ã¢â€š ¬Ã‚  By counting slaves as property as well as three fifths of a person toward the census, people with more slaves owed more taxes (Lecture #9). Congress also found a source of revenue by allowing importation of slaves, yet taxing those that are taking them in. This is indicated in the Non-Importation Clause, which states that à ¢Ã¢â€š ¬Ã…“a Tax or Duty may be imposed on such Importation, not exceeding ten dollar s for each Person (Article I, Section 9). When writing the Constitution, the national government clearly found ways to generate revenue from slavery. In addition, slavery had a large influence on the Constitutionà ¢Ã¢â€š ¬Ã¢â€ž ¢s impact on the United States economy. Article VIII of the Articles of Confederation may have been drastically altered into Article I, Section 8 of the Constitution for a number of reasons. The transfer of power from the state legislatures to the national government that resulted from this provision change can be proven to be a purely economic decision. Due to the overwhelming debt from the war, Congress needed a more controllable, secure source of income. Consequently, the delegates at the Constitutional Convention drafted this section to put control back into the national governmentà ¢Ã¢â€š ¬Ã¢â€ž ¢s hands. With the Articles of Confederation, the states were separate, but equally powerful entities. One can perceive that the national government did not believe the states would be able to succeed with this system in place. The Constitution generated a more unified and collective assembly to work toward c ommon goals. This was made possible by reassigning the economic sovereignty to the national government. In conclusion, the drafting of the Constitution can be simplified to a transfer of economic power to the national government used to generate secure sources of revenue to get out of debt. The Articles of Confederation was merely too passive and vague to create a dependable taxation plan. The Constitution administered a well-defined formulation to allow an easier way for the national government to collect income. Giving Congress a substantially greater extent of economic dominance and the states more limitations, the national government was able to utilize a widespread  amount of resources to implement taxation. Clearly, the change of Article VIII to Article I, Section 8 spawned an absolute change of power from the states to the national government.

Authoritarian Leadership Style against the Democratic One Essay

Authoritarian Leadership Style against the Democratic One - Essay Example When I attended a particular seminar, the speaker requested the audience to create a group which is composed of ten (10) members. There were five (5) groups created at that time. The speaker, then, instructed all groups to present a play about a particular social problem. Since one of the members of our group was a member of the school’s theater guild, we then chose her to be our leader. Later on, we talked about the conduct of the play. During our practice, I did not expect the girl to be authoritative. She was not entertaining the comments and suggestions of the other group members. She wanted all of us to obey her commands and wishes as to the play’s conduct. Some of the group members were passive of her attitude but I and the rest were infuriated. I actually confronted the girl and told her to stop being bossy since the success of the play ultimately depends upon all our efforts. Nevertheless, the girl did not listen to my advice. As a result, our group presented a very bad performance. Robert Greenleaf actually considers being authoritative as a destructive leadership behavior (as cited in Schyns, & Hansbrough, 2010, p. x). The destructive character that is attached to this kind of conduct connotes that it is, in fact, bad and undesirable. Greenleaf cites that self-interest is the primary reason for the occurrence of this behavior (as cited in Schyns, & Hansbrough, 2010, p. x). According to him, a leader who is driven by self-interest aims to benefit himself or herself in every group endeavor at the expense of his or her followers, whose interest and needs are either disregarded or trampled upon (Greenleaf, as cited in Schyns, & Hansbrough, 2010, p. x). This kind of leader destroys the coordination and potency of the group. He or she will also emotionally strain his or her followers (Tepper, as cited in Schyns, & Hansbrough, 2010, p. x). This finding is in accord with what I had experienced.