The History and Origin of the U.S. Democratic Party

The Democratic Party along with the Republican Party (GOP) is one of the two dominant modern political parties in the United States. Its members and candidates—known as â€Å"Democrats†Ã¢â‚¬â€typically vie with Republicans for control of federal, state, and local elected offices. To date, 15 Democrats under 16 administrations have served as President of the United States. Origins of the Democratic Party The Democratic Party was created in the early 1790s by former members of the Democratic-Republican Party founded by influential Anti-Federalists including Thomas Jefferson and James Madison. Other factions of the same Democratic-Republican Party formed the Whig Party and the modern Republican Party. The landslide victory of Democrat Andrew Jackson over incumbent Federalist John Adams in the presidential election of 1828 solidified the party and established it as a lasting political force. In essence, the Democratic Party evolved due to upheavals in the original First Party system, made up of the two original national parties: the Federalist Party and the Democratic-Republican Party. Existing between roughly 1792 and 1824, the First Party System was characterized by a system of deferential-participant politics—the tendency of constituents of both parties to go along with the policies of elite political leaders out of sheer respect for their family pedigree, military accomplishments, prosperity, or education. In this respect, early political leaders of the First Party System might be viewed as an early-American aristocracy. The Jeffersonian Republicans envisioned a locally-established group of intellectual elites who would hand down the unquestionable government and social policy from on high, while the Hamiltonian Federalists believed that the locally established intellectual elite theories should often be subject to the approval of the people. Death of the Federalists The First Party System began dissolving in the mid-1810s, possibly over the popular revolt over the Compensation Act of 1816. That act was intended to raise the salaries of Congressmen from a per diem of six dollars a day to an annual salary of $1,500 per year. There was widespread public outrage, fanned by the press which was almost universally opposed to it. Of the members of the Fourteenth Congress, over 70% were not returned to the 15th Congress. As a result, in 1816 the Federalist Party died out leaving a single political party, the Anti-Federalist or Democratic-Republican Party: but that lasted briefly. A split in the Democratic-Republican Party in the mid-1820s gave rise to two factions: the National Republicans (or Anti-Jacksonians) and the Democrats. After Andrew Jackson lost to John Quincy Adams in the election of 1824, Jacksons supporters created their own organization to get him elected. After Jacksons election in 1828, that organization became known as the Democratic Party. The National Republicans eventually coalesced into the Whig Party. Political Platform of the Democratic Party In our modern form of government, both Democrat and Republican parties share similar values, in that it is the political elites of those parties who are the main repositories of the public conscience. The core set of ideological beliefs subscribed to by both parties includes a free market, equal opportunity, a strong economy, and peace maintained by an adequately strong defense. Their most glaring differences lie in their beliefs of the extent to which the government should be involved in the daily lives of the people. Democrats tend to favor the active intervention of the government, while Republicans favor a more â€Å"hands-off† policy. Ever since the 1890s, the Democratic Party has been measurably more socially liberal than the Republican Party. Democrats have long appealed to the poor and working classes and Franklin  D. Roosevelts common man,† while Republicans have gained support from the middle class and higher, including suburbanites and the burgeoning number of retirees. Modern Democrats advocate for a liberal domestic policy featuring social and economic equality, welfare, support for labor unions, and nationalized universal health care. Other Democratic ideals embrace civil rights, stronger gun control laws, equal opportunity, consumer protection, and environmental protection. The party favors a liberal and inclusive immigration policy. Democrats, for example, support controversial sanctuary city laws protecting undocumented immigrants from federal detention and deportation. Currently, the Democratic coalition includes teachers unions, womens groups, blacks, Hispanics, the LGBT community, environmentalists and many others. Today, both the Democratic and Republican parties are made up of coalitions of many diverse groups whose loyalties have varied over the years. For example, blue-collar voters, who were for years attracted to the Democratic Party, have become Republican strongholds. Interesting Facts The symbol of the donkey for the Democratic Party is said to have stemmed from Andrew Jackson. His opposition called him a jackass. Instead of taking it as an insult, he chose to adopt this as a symbol. This, in turn, became the symbol of the Democratic Party.The Democrats hold the record for controlling both houses of Congress for the most consecutive Congresses. They controlled both houses of Congress from 1955 to 1981.Andrew Jackson was the first President of the Democratic Party; and, including him, there have been 14 Democrats in the White House. Updated by Robert Longley Sources: Aldrich JH. 1995. Why Parties? The Origin and Transformation of Political Parties in America. Chicago: University of Chicago Press.Skeen CE. 1986. Vox Populi, Vox Dei: The Compensation Act of 1816 and the Rise of Popular Politics. Journal of the Early Republic 6(3):253-274.

Classroom Behavior Incentives and Extrinsic Rewards

Classroom incentives and prizes make up a highly controversial area of teaching. Many teachers see extrinsic material rewards as appropriate and effective behavioral management techniques while others feel that they qualify as bribes. All teachers agree that the goal is for students to feel intrinsically motivated to behave and perform on their own but there is much disagreement about how to achieve this. Many teachers find that each academic year brings new obstacles and some groups of students respond more positively to rewards than others—keep this in mind when making your decision about incentives. If you do decide to move forward with a system of rewards, read the following conditions of incentivization to determine how best to manage the needs of your class. Limit Incentives at the Beginning of the School Year The idea of classroom rewards is an especially important concept to consider at the beginning of the school year. If you lay on the rewards from the start, then your students will probably begin to expect them and even work toward them rather than academic growth. Instead, limit the prizes offered from the beginning of the year to make the system run more smoothly. Remember that it is not your job as a teacher to reward your students for doing what is expected of them and that their hard work needs to be the norm, not the exception. Instill a healthy concept of hard work pays off in your students with a limited but fair reward system. Practice Careful Timing Teachers should think carefully about the trajectory of the whole year when deciding how to add incentives to their practice, not just the beginning. You might find it beneficial to restrict your use of rewards during times of the year that are not particularly difficult for students. For example, students are generally on their best behavior during the first few weeks of the school year and after a couple of months once they are settled into routines. Encourage, without necessarily rewarding, students that are naturally meeting your expectations. On the flip side, many students find it difficult to focus and perform in school around the holidays, before summer break, and even sometimes just on the first day of a new week. Be on the lookout for students that are trying their hardest and improving despite distractions and boost morale with incentives if appropriate. Show your class that you recognize the ways in which behavior ebbs and flows throughout the year and that you appreciate extra hard work.   Avoid Material Rewards and Overemphasis Best teaching practice with regard to incentives is to entirely avoid the use of material rewards. Teachers are not expected to spend their own time and money stocking prize boxes and sending some students home with fun items and not others is hugely problematic. Stay out of trouble with families and administration by steering clear of material prizes altogether. Equally dangerous to the goal of incentivization is overemphasizing the rewards. While a certain degree of healthy competition is natural, a teacher should never be the source of competition between their students. Every student has their own capabilities and a teacher should hold different standards of good behavior for each of them. Similarly, students should not be taught to improve their behavior for the sake of a reward system, so refrain from making incentives too prominent in your routines. Suspend the system and regroup if you feel that your students are beginning to perform for the wrong reasons. Ultimately, there is not a single correct way to implement incentives into your class but know that placing too much weight on rewards and using physical prizes will do much more harm than good. Incentives and Rewards to Try One popular system of class incentives is a drawing or raffle-type activity that randomizes the rewarding somewhat. Each time you feel that a student has earned it, you may give a ticket that puts their name into a drawing. At the end of the day or week, draw to find out which student gets the prize. You can either leave the rest of the names in the box or remove them to start over. This method raises no questions about favoritism and will save you time and energy. Consider having students help you monitor the raffle process—by drawing the name, counting tickets, etc.—to impress in them a sense of ownership. The following winnings might motivate your students to get their names in a drawing as many times as possible. Help the teacher take attendanceHelp pass out supplies for the day15 minutes of free choice timeChoose a writing prompt for the class to answerBe the messenger between other classes and the officeChoose the Morning Meeting greeting or activityChoose your seat for the day (if this is not a regular routine)Read aloud to the class Think about your class to determine what time of prize they will find most meaningful. Many students really enjoy class jobs, making them great to use as rewards. You may also choose to have the class work together toward larger goals such as extended recess, ice cream parties, parent days, etc. Check with your school before making any of these decisions.

Domestic and Global Business Environment Free Essays

string(101) " book in an organization \(of your choosing but presumably in the field of your chosen profession\)\." BA 7000 Domestic and Global Business Conditions Bradley T. Ewing, Ph. D. We will write a custom essay sample on Domestic and Global Business Environment or any similar topic only for you Order Now Jerry S. Rawls Professor in Operations Management Area of ISQS Office: BA 164A Phone: 742-3939 Email: bradley. ewing@ttu. edu MBA Summer 2009 COURSE DESCRIPTION BA 7000 – Domestic and Global Business Conditions – This course is intended to help students develop a better understanding of the domestic and global environments in which US businesses compete. Specifically, this course takes a satellite-view of markets in which firms compete, including markets for goods and services; money, bonds and stocks; foreign exchange; and labor. These markets are examined individually and as a system. Particular emphasis is placed on studying the interactions among all markets in order to gain a better understanding of how domestic and global business conditions affect the formulation and implementation of business strategies. COURSE OVERVIEW This course examines the fundamentals of business conditions analysis with an emphasis on how domestic and global business conditions affect the formulation and implementation of business strategies. Specifically the primary goals of this course are to enable you to: †¢ †¢ †¢ †¢ †¢ Recognize the relevance of domestic and global business conditions to managerial decision-making and firm performance, and to apply business principles to relate to business issues and the marketplace. Understand the mechanisms of the domestic and global business environment within the broad social, political, industrial and economic contexts. Explore the nature of business conditions and the implications for decision-making, research, business and policy. Analyze the firm, organization, or practices and its operations from a domestic and global systems perspective. Acquire a skill set of analytic tools that will increase your human capital. BOOKS MATERIALS These books are fairly quick and easy to read: The Undercover Economist by Tim Harford The Tipping Point: How Little Things Can Make a Big Difference by Malcolm Gladwell Freakonomics: A Rogue Economist Explains the Hidden Side of Everything by Steven Levitt and Stephen Dubner Travels of a T-Shirt in the Global Economy by Pietra Rivoli Articles: â€Å"Who Supplied My Cheese? † Business Economics, October 2005. (will be posted on my web site www3. tltc. ttu. du/ewing) â€Å"Strengthening Globalization’s Invisible Hand,† Business Economics, October 2006. (will be posted on my web site www3. tltc. ttu. edu/ewing) Other: Economics for Dummies (contains background, reference material) Online Lecture Notes – a set of PowerPoint slides (in pdf) available on my web site (http://courses. ttu. edu/bewing). You should use these to supplement the e-delivery lectures You should read â€Å"Economics for Dummies† in its entirety before reading any of the other books or doing the assignments. Additionally, you should view the lectures on DVD concurrently with your reading of â€Å"Economics for Dummies†. Reading â€Å"Economics for Dummies† and viewing the lectures prior to doing the assignments will help you understand the material and it should help you get the best grade possible. LEARNING OBJECTIVES 1. Develop students’ ability to think in business terms and about the conditions surrounding their operating environment. 2. Develop students’ ability to view organizations from a domestic and global business systems perspective. 3. Build students’ analytical skills for conducting business analysis. 4. Provide students with the opportunity to develop strategies for real world problems, and to develop decision making skills. . Integrate knowledge gained in other business experiences. Course Topic Guide Material to be covered: Business Conditions Concepts and Analysis Introduction to business conditions, concepts and analysis Operating a firm within the domestic and global environment Global economy and the Federal Reserve Economics of Risk – risk anal ysis (perception communication), risk management decision making Value Creation, Supply Chain Economics Business model – integrating economics, operations strategy Note: You may download a set of PowerPoint slides to accompany the lectures. COURSE REQUIREMENTS AND GRADING All assignments need to be emailed to me with the course title and semester (i. e. , â€Å"MBA – BA 7000 Summer 2009†) clearly written in the subject line. I will acknowledge receipt of your assignments – usually within 24 hours. Due to the amount of spam and the use of a junk mail filter, do no assume that I have received your assignment until you have received an acknowledgement from me (Note: please use your official Texas Tech email account so that way your email has a better chance of getting through). General Guidelines for Written Work All written work prepared outside of class should be typewritten and contain a cover page with your name, course number, date, and title. Where page lengths are noted for particular assignments, the page lengths assume 12 point font, 8 1/2 by 11 paper, double spaced type, and one inch margins on all sides. In cases where 12 pitch type is not available, page lengths should be adjusted proportionately. Please include a cover sheet for all work which includes your name along with the date and subject of the project. Written work will be graded for both content and quality. That is, grammar, punctuation, spelling, coherence, style, and organization will be considered. A concise style is essential. Corporate executives repeatedly emphasize the need for business schools to do a better job of preparing MBAs to write in an organizational context. The standards applied to writing quality will approximate those applied to major corporate documents that have been prepared for broad distribution among senior executives. In order to receive a grade of â€Å"B† in the course the student will need to do â€Å"B† quality work on each of the above assignments. In addition to the above assignments, students will need to do â€Å"B† quality work on the following assignments (#1-4): Assignment #1 Turn in a 2-3 page critique of The Undercover Economist. In your critique of the book identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come. Additionally, identify what parts, if any, of the book were a waste of your time to read. I also want you to identify what parts of the book relate to the lectures. Next, discuss how you would/could successfully apply the major points of the book in an organization (of your choosing but presumably in the field of your chosen profession). You read "Domestic and Global Business Environment" in category "Essay examples" Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and thus provide examples of how these major points have been unsuccessfully applied in the organization of your choosing). Discuss how you would (e. g. , if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future. Then on a scale of 1 to 10 (ten being the best) give an overall assessment of the book. Assignment #2 Turn in a 2-3 page critique of The Tipping Point. In your critique of the book identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come. Additionally, identify what parts, if any, of the book were a waste of your time to read. I also want you to identify what parts of the book relate to the lectures. Next, discuss how you would/could successfully apply the major points of the book in an organization (of your choosing but presumably in the field of your chosen profession). Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and thus provide examples of how these major points have been unsuccessfully applied in the organization of your choosing). Discuss how you would (e. g. , if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future. Then on a scale of 1 to 10 (ten being the best) give an overall assessment of the book. Assignment #3 Turn in a 2-3 page critique of Freakonomics. In your critique of the book identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come. Additionally, identify what parts, if any, of the book were a waste of your time to read. I also want you to identify what parts of the book relate to the lectures. Next, discuss how you would/could uccessfully apply the major points of the book in an organization (of your choosing but presumably in the field of your chosen profession). Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and thus provide examples of how these major points have been unsuccessfully applied in the organization of your choosing). Discuss how you would (e. g. , if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future. Then on a scale of 1 to 10 (ten being the best) give an overall assessment of the book. Assignment #4 Turn in a 2-3 page critique of Travels of a T-Shirt in the Global Economy. In your critique of the book identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come. Additionally, identify what parts, if any, of the book were a waste of your time to read. I also want you to identify what parts of the book relate to the lectures. Next, discuss how you would/could successfully apply the major points of the book in an organization (of your choosing but presumably in the field of your chosen profession). Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and thus provide examples of how these major points have been unsuccessfully applied in the organization of your choosing). Discuss how you would (e. g. , if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future. Then on a scale of 1 to 10 (ten being the best) give an overall assessment of the book. In order to receive a grade of â€Å"A† in the course the student will need to do â€Å"A† quality work on each of the above assignments. In addition to the above assignments, students will need to do â€Å"A† quality work on the following two assignments (#5-6): Assignment #5 Turn in a 2-3 page critique of the articles â€Å"Who Supplied My Cheese? † and â€Å"Strengthening Globalization’s Invisible Hand,†. In your critique of the article identify key points that you think will be valuable to you (or, in some cases, for a particular industry, the domestic or global economy) in the years to come. Additionally, identify what parts, if any, of the article were a waste of your time to read. I also want you to identify what parts of the article relate to the lectures. Next, discuss how you would/could successfully apply the major points of the article in an organization (of your choosing but presumably in the field of your chosen profession). Discuss potential pitfalls (i. e. , areas that are especially vulnerable to â€Å"success† and thus provide examples of how these major points have been unsuccessfully applied in the organization of your choosing). Discuss how you would (e. g. if you were to be consulted or had been consulted) apply some of these tools and knowledge differently to the organization in the future. Then on a scale of 1 to 10 (ten being the best) give an overall assessment of the article. Assignment #6 – Value Creation Project The Value Creation project consists of a written report. VALUE CREATION DISTANCE LEARNING PROJECT OUTLINE: In this assignme nt I want you to select an existing company and then select a country (or, if doing a project related to Wind Energy, you may choose a region of the US or the offshore) to which you want the chosen company to expand. Next, I want you to investigate the external environment of the country to which the firm plans to expand and compare it to the domestic environment in the firm’s home country. I then want you to discuss how good of a fit the new country’s environment is for your chosen firm. Specifically discuss: What macro-environmental trends are relevant? What are the contending forces in the industry? What forces are changing the industry over time? Are there key competitors that present opportunities or challenges to the firm? Define opportunities as favorable conditions in the external environment, define threats as unfavorable conditions in the external environment, and conduct an environmental scan. Additional factors about the chosen country that you may want to consider when doing the environmental and competitive analyses. Each sub-section (i. e. , A, B, C, D, E, F) should be about 2-3 pages. Thus, since there are two major parts (i. e. , I and II), the overall length should be around 24-36 pages. Additionally, a cover page and a references section are required (but do NOT count in the page length suggestions). The absolute page limit (not including the cover sheet and references) is 40 pages. A full letter grade will be deducted on any project longer than 40 pages. No exceptions. Please follow this outline carefully. I. General Environmental Analysis A. Economic 1. Overall level of development 2. Economic growth: GDP and industry 3. Role of foreign trade in the economy 4. Currency: inflation rate, currency controls, stability of exchange rate 5. Balance of payments 6. Per capita income and distribution 7. Disposable income and spending patterns B. Social/Cultural 1. Population size, growth, density, distribution (urban/rural) 2. Literacy rates, education levels 3. Existence of middle class 4. Similarities and differences in relation to company’s home market 5. Language and other cultural considerations C. Political 1. System of government 2. Political stability and continuity 3. Ideological orientation 4. Government involvement in business 5. Attitudes toward foreign business 6. National economic and development priorities 7. Membership in regional trade organizations D. Technological E. Physical 1. Physical distribution and communications network (e. . , supply chain) 2. Climate variations 3. Shipping distance F. Major Threats and Opportunities II. Industry/Competitive Environment A. Threat of New Entrants/Barriers to Entry 1. Limitations on trade (e. g. , high tariff levels, quotas) 2. Documentation and import regulations 3. Local standards, practices, and potential non-tariff barriers 4. Patent/trademark availability 5. Preferential tr eaties with a company’s home country 6. Legal considerations for investment, taxation, profit repatriation, employment 7. Availability of intermediaries B. Threat from Competitors 1. Number of international competitors and their market shares 2. Number of local competitors and their market shares 3. Advantages needed to compete effectively relative to competitors C. Threat from Substitutes D. Power of Buyers 1. Customer needs and desires (e. g. , demand behavior and estimation, price elasticity of demand, etc. ) 2. Local production, imports, consumption 3. Exposure to and acceptance of product/service 4. Availability of complementary products/services 5. Industry-specific key indicators of demand 6. Attitudes towards products of foreign origin E. Power of Suppliers 1. Number and location of suppliers 2. Market structure (e. g. , competitive, monopoly, or in-between, etc. ) F. Major Threats and Opportunities ASSIGNMENT DUE DATES (Recommended) Assignments #1 #2 are due June 22, 2009 Assignments #3 #4 are due July 13, 2009 Assignments #5 #6 (Value Creation Project) are due August 3, 2009 Note: The absolute Final Date to turn in all assignments is Monday, August 3rd at 5:00 PM CLASSROOM POLICY ISSUES WITHDRAWAL POLICY The requirements set by the university for withdrawal will be strictly followed. You should retain all documentation of courses you have dropped. STUDENTS WITH SPECIAL NEEDS The university is committed to the principle that in no aspect of its programs shall there be differences in the treatment of persons because of race, creed, national origin, age, sex, or disability, and that equal opportunity and access to facilities shall be available to all. Any student who because of a disability may require special arrangements in order to meet course requirement should contact the instructor as soon as possible to make any necessary accommodations. Students should present appropriate verification from AccessTECH in the Student Counseling Center in West Hall. ACADEMIC INTEGRITY The university catalog states the following: â€Å"It is the aim of the faculty of Texas Tech University to foster a spirit of complete honesty and a high standard of integrity. The attempt of students to present as their own any work that they have not honestly performed is regarded by the faculty and administration as a serious offense and renders the offenders liable to serious consequences, possibly suspension. The catalog defines cheating as â€Å"Dishonesty on examinations and quizzes or on written assignments, illegal possession of examinations, the use of unauthorized notes during an examination or quiz, obtaining information during an examination from the examination paper or otherwise from another student, assisting others to cheat, alteration of grade records, illegal entry to or unauthorized presence in an office are instances of cheating. I n this class, collaboration with others on in class examinations and cases is considered within the definition of cheating. RELIGIOUS HOLIDAYS A student who intends to observe a religious holy day should make that intention known to the instructor prior to the absence. A student who is absent from classes for the observance of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence. How to cite Domestic and Global Business Environment, Essay examples