Systemic Lupus Erethematotus Essay Example | Topics and Well Written Essays - 1500 words - 1

Systemic Lupus Erethematotus - Essay Example SLE is a chronic, inflammatory, prototypic, systemic autoimmune disease affecting connective tissues such as skin, joints along with kidney and serosal membranes. Researches available indicate an environmental cause, which leads to development of the disease in individuals genetically predisposed and therefore vulnerable to it. However, the disease epidemiology is incompletely understood (Rahman & Isenberg, 2008). The disease involves the production of IgG autoantibodies that are specific for self antigens including DNA, nuclear proteins as well as cytoplasmic components. The disease therefore is characterized by inflammation, vasuclitis, vasculopathy. Further, a deposition of the immune complex especially in the renal glomeruli leads to a systemic inflammatory response through activation of complement (C5), or of Fc{gamma}R-mediated neutrophil and macrophages. While the activation of former leads to formation of membrane attack complexes (C5b-9) or anaphylatoxin and cell activator C5a; that of latter causes release of oxidants and proteases; both leading to injury (KEGG, 2009). The mechanism of the disease development has been proposed to involve an abnormal apoptosis followed by elevated levels of cell death and immune intolerance. Cellular antigen redistribution to the cell surface coupled with lymphocytes targeting them leads to injury and inflammation (Andrade et al., 2000). Diagnosis of SLE is based on the detection of high levels of antinuclear and other antibodies in the blood along with symptoms of SLE. The techniques used for the detection include urinalysis, CBC, ESR, complement levels, ANA (antinuclear antibody test) and other antibody tests, skin and kidney biopsy along with quarterly follow ups. The treatment involves control of disease symptoms and is determined by the severity of the symptoms. Acute SLE involving CNS,

CRM Essay Example | Topics and Well Written Essays - 1000 words

CRM - Essay Example 1. Introduction Is the customer always right? The customer may be the king, but is it worth pursuing to retain all the customer accounts? These are some of the dilemmas an organisation face, especially when a customer relationship have entered a cul-de-sac. The basic premise of customer relationship management is about attracting, developing, maintaining and retaining profitable customers over a period of time (Massey et al., 2001). Figure 1: The basic premise of customer relationship management Adapted from source: Massey et al., (2001) 2.Theoretical underpinning Payne and Frow (2005) delineate functional dimension of CRM and stated that it concerns with creating improved shareholder value through development of appropriate relationships with key customers and customer segments by making a fusion of the potential of relation marketing strategies with IT to create profitable, long-term relationships with customers and other key stakeholders. ... re 2: The service profit model suggested by Bentum and Stone (2005) Source: (Hussain et al., 2009, p.120) From the figure above, the service profit chain (SPC) is evident and urges that the value creation process is indeed a horizontal cross-functional process, rather than standalone views contained within each function (Heskett et al., 1994). Behind the theoretical underpinning of CRM, a major vector is to be able to fight competition; and an enterprise after implementing the CRM system should be profitable and add to shareholder’s value. However, at the core of the CRM remains the customer which must be attracted, developed, maintained, and retained in a profitable way. But does it mean that all the customers to be retained for as long as possible? Should the organisation pursue it with obsession? Saubert’s (2011) case study on â€Å"Which accounts are worth keeping?† provides a clue to this question. Saubert suggests that there should be a fruitful communion o f attrition propensity and profitability models (Saubert, 2011). Studying in the context of Australian Banks for credit card holders, Saubert opine that while devising customer retention strategies, firms should weigh the value earned from each customer. The firm’s CRM strategy needs to be guided by answer to two fundamental questions: Figure 3: Two fundamental question that must guide a firm's CRM strategy Adapted from source: (Saubert, 2011) Saubert (2011) opines that while firms usually strive to increase customer loyalty and reduce attrition but tend to overlook these two questions. The Performance Improvement Council (2008) states that in an ideal world, loyal long term customer relationships would eventually evolve towards partnerships and quotes Michael LeBoeuf, author of How to Win Customers & Keep

A Discussion of Paulo Freires Banking Concept of Education Essay Example for Free

A Discussion of Paulo Freires Banking Concept of Education Essay Freire implies that teachers are only telling students what to know rather than conversting with them, which explains why Freire insists that â€Å"education is suffering from narration sickness†(Freire 71). This means that he believes that educators only fill student’s minds with information, that the teacher feels is important, without providing the students the meaning and personal relevance that information has. By using this method, the student is oppressed by the teacher and unable to fulfill a complete state of consciousness. I can remember several times in my educational experiences where I have been the â€Å"depository† in Freire’s Banking Concept of Education, but no experience is more relative than my Organic Chemistry class three years ago where I learned that problem-solving education is vastly superior to banking-education because it allows students to acquire true understanding of their world and the ability to reach consciousness. During the summer of 2009, I took a summer semester of Organic Chemistry at University of California Berkeley. When I first entered the lecture hall, there were masses of people fighting for seats and some even resided to sitting on the floor or going into the side room to watch the lecture on television. As soon as the clock hit 9:00 am, five faculty members walked into the room: Professor Francis and four Graduate Student Instructors (GSIs). From the start, Dr. Francis went over the course structure, what it entailed, and how we as students could obtain help. While he was going over the syllabus information, he made one point extremely clear: â€Å"I cannot answer your personal questions during lecture time. If you have questions, please visit me during my office hours or please ask one of the GSIs. † After making that point, he transitioned into his lecture on functional groups; however, I was not following him. I immediately knew that this would be a lecture-only class, and I knew that I would need to write down every single note, diagram, or graph he showed us and memorize it for future examinations. Freire would acclaim that I would become a â€Å"depository† because I would simply allow Professor Francis to deposit his ‘knowledge’ into my mind without further question or thought. I would become a slave, oppressed by the very person who was supposed to free me (Freire 74). Dr. Francis continued in his slide show and a large slide labeled ‘Hydrocarbons’ appeared on the screen, and below the title were several different organic hydrocarbon functional groups, such as alkenes, alkanes, alkynes, benzenes, and toluene. He discussed each hydrocarbon in great depth and showed us students how to recognize them based on their bond sequences and patterns, how they react in the presence of other organic molecules, and how their chemical bonds affect water. After an exhaustive lecture of copying everything he said into my 128 notebook, he announced that we must memorize all of the hydrocarbon groups, and to be able to recognize them for an exam setting. Never once did he explain what what makes them important. I raised my hand at the end of the lecture, and asked him what the application of hydrocarbons are in the ‘real-world’. He replied not to worry about that, and that we needed to be able to recognize them and know how they function chemically, not practically, and why would he take the time to explain how hydrocarbons function? In order for Dr. Francis to keep his job, Freire asserts that, â€Å"the teacher must assume all of his students as ignorant†(Freire 72). This implies that if Dr. Francis had gone straight to the point and explained why hydrocarbons were important in the real world and in a laboratory setting, he wouldn’t have a job. It was his job to pick out extremely detailed and ‘useless’ properties and functionalities of hydrocarbons and make them seem important to us. By continuing to explain and confuse us students, he was able to maintain a shroud of ignorance over the student body, and from this, he justifies his job as absolute. This is what Freire refers to as the â€Å"cycle of ignorance† that continuously allows the teacher to keep his job because society believes that the ignorant students need him for their self-betterment. For the next several weeks, I adhered to Dr. Francis’s ‘Banking Style of Education’, and it worked. I received an A on every exam and test I took because I memorized and accepted the information Dr. Francis gave me without second thought. Freire feels that my total submission to the instructor was the reason for my success because he suggests that â€Å"The more meekly the receptacles permit themselves to be filled, the better students they are†(Freire 72). Freire’s explanation worries me because to know is not to know. Just because I could recognize different functional groups, which in the banking concept would make me a better student, did not mean that I could apply my understanding of organic chemistry to a real life situation because I hadn’t been taught to apply the information to anything at all. My ignorance and inability to grasp the true meanings and concepts of organic chemistry became extremely clear in the laboratory because the lab is where students take all of their knowledge and apply it to solve a problem or set of problems. After the first quarter of the summer semester, the laboratory portion of the course opened. My first assignment was to estimate the bond angles of methane, and at first I had no idea what to do because I had only been instructed to recognize methane and its bonding patters. I was never asked to manipulate the molecule’s properties to gain further understanding, and this caused me to realize that I was flawed because the ‘knowledge’ that I acquired was not mine, but Dr. Francis’ deposits of impractical segments of knowledge. With no idea where to start my laboratory or how to assess the assignment, I asked the Teaching Assistant (TA) for help. She simply replied, â€Å"Think about what you know about methane’s properties, and manipulate your knowledge so you can measure the bond angle. Needless to say, this was not helpful because I had no idea how to apply my knowledge and understanding because I was not taught to. I was simply an object who, according to Freire, â€Å"is in the world,† implying that I was not conscious of my own being and awareness (Freire 78). This is why I allowed Dr. Francis to continue depositing information into me because he posed himself as my liberator, my educator, but he was my oppres sor. By not being able to use and apply my knowledge, my critical consciousness and inner will to understand began to diminish. This is why Freire announces, â€Å"The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world†(Freire 73). Freire implies that students lose the will power, the motivation, to develop awareness when they are force-fed information, so he argues that students must develop this ‘critical consciousness’ themselves through problem solving. This is when I realized that Dr. Francis couldn’t and won’t teach me how to understand what I have learned; I needed to learn how to apply and master the information I was taught by myself, not some other individual. Education is supposed to empower individuals; however, since I was ‘in-the-world’ I let the banking concept oppress me and my true understanding of knowledge. I failed the first Organic Chemistry lab. I didn’t know how to solve the problems and apply my knowledge, nor did I have the willpower to, so I simply gave up. I was incredibly frustrated after the first lab, not because I couldn’t get the right answer, but because I couldn’t apply my knowledge to solve the problem. I spent the next several lectures gathering notes, expanding on them, and making sense of the information; however, I was still unable to understand the information in practical terms. My frustration grew because I felt that all my efforts studying information and memorizing its contents was wasted. How could education provide all of this knowledge that we, as students, are unable to apply? What was the point of education? At the time, I felt education was society’s largest flaw because it wasted the time and severed the creativity students put into it. Freire agrees with me because he argues, â€Å"The capability of banking education is to minimize or annul the students’ creative power†(Freire 73). This implies that Freire agrees that education is flawed because it severs student creativity; although, it does not answer why we must learn meaningless and impractical information obtained in our lives. Freire responds that not everyone will find meaning through their education; however, he believes that people should continue to pursue the parts of education that students find interesting, such as in a higher education setting (Freire 76). I knew most of the information that I obtained in chemistry was impractical for most individuals and even myself in a day-to-day scenario, but chemistry was interesting to me. It was something that I wanted to pursue and gain further understanding of because every piece of information left me wanting more. Giving up and throwing my knowledge away was not an option because I wanted and worked my entire life to make sense of what I learned in this world, and it keeps on changing and reshaping every day. As a last effort, I went to the tutoring help desk at the university to get help, so I could understand my information and knowledge and apply it to the lab. I was assigned a tutor, Kevin, and he brought me and two other students into a small concealed 1010 room with a large foldup table in the middle. We all sat down and Kevin asked us what we needed help with. The other students didn’t look like they were forced to be there and kept quiet, so I took the opportunity to obtain help. I told him that â€Å"I have a hard time applying the lecture notes in the lab. † Kevin explained that my situation was very typical because the lectures and exams were based on memorization where the labs relied on the interaction between what you know and how to solve the problem. He brought out an organic chemistry book and questioned, â€Å"Why is water polar? I immediately responded that water is polar because the oxygen atom has more elections than the hydrogen atoms at any one time giving the hydrogen molecules a positive charge and the oxygen a negative charge. Kevin told me that I was right, but this occurred due to the extreme differences in electronegativity. We continued to solve problems together and critique one another on our answers, and from this he was teaching me and I was teaching him. Freire would call this interaction, â€Å"problem-solving-education† because â€Å"The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students†(Freire 80). This implies that both teacher and student work together to solve problems, and by doing so, they gain a greater understanding of the topic. This is exactly what Kevin and I were doing because we were teaching each other and able to create a more significant understanding and meaning of chemistry that allowed me to visualize a topic and solve it logistically instead of memorizing the topic and solving it formulaically. This is why Freire belives that â€Å"the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos†(Freire 81). Freire’s text implies that common knowledge and understanding (doxa) can be transformed into true mastery of the subject and reason (logos). Since Keven and I were taking basic information and each giving it new meaning in our problem-solving tutoring sessions, I was able to acquire a true mastery and understanding of chemistry. Working with Kevin several times a week gave me a true understanding and relation of chemistry, which allowed me to pass my lab course with an A. Overcoming the problems of the banking-concept and learning the problem-solving method changed my life forever. I took the problem-solving method that I learned with Kevin and applied it with other students, colleagues, professors, and friends, so I could continue to problem solve and gain true understanding of knowledge throughout my life. Problem-solving education continues to be vastly superior to banking-education because in addition to learning and understanding information, problem-solving-education forces individuals to retain information they acquire so they can apply for future use. Since I was able to take knowledge and apply my understanding of it, Freire would conclude this type of understanding as â€Å"being with the world†(Freire 78). Being with-the-world means that the individual is conscious of their surroundings and is able to fully interact in the world they are in. Instead of being an object or vessel, the individual is able to make conscious decisions and interpret the world as they see it. This induces self-freedom and liberation in a person because when a person learns something, they retain that information forever and no human being in the world can take that information away. It also provides a mental salvation because if the physical realm is too harsh to live in, those who have mastered problem-solving and acquired pure consciousness can escape from their physical realm into their consciousness where they have stored all of their memories, techniques, and information, and no person can get to them besides themselves.

Android The Most Popular Mobile Platform Computer Science Essay

Android The Most Popular Mobile Platform Computer Science Essay Introduction Mobile development platform is a technology that enables mobile developers to create of production and processes that support present and future development of mobile applications. In the assignment, I will compare three of the leading mobile development platforms in the market which is Android, BlackBerry, and Java ME with analyses on the strengths, weaknesses, opportunities and threats for each of the different platforms. Android SDK Android is the most popular mobile platform in the world. Android delivers a complete set of software for mobile devices; an operating system, middleware and key mobile applications. (Android Overview, Open Handset Alliance 2010) In 2005, Google acquired the startup company Android Inc. to start the development of Android platform for mobile. The Android SDK was first release in November 2007. Google announced the availability of Android SDK Candidate 1.0. Google offers a comprehensive software development kits with a variety of packages that are available a la carte under the Android SDK Manager. In October 2008, Android is an open source and Google releases the code under Apache License. (Android Overview, Open Handset Alliance 2010) STRENGTHS Google Google is one of the most well known technology company in the world. Android is backed up by Google in collaboration with Open Handset Alliance. Most of the potential partners, venders and developers will believe that Google will give more attention and credibility on Android OS compare to other mobile OS because of the brand. Device Unlike the Apples IOS where you have the only one option for hardware supplier which is Apple Inc. The Android OS is open source and it is compatible with most of the devices such as Samsung, HTC, Sony and etc. This will provides consumers wider choices from which manufacturer to choose to buy their devices. Open source The Android OS is built from a Linux based using JAVA language for the programming. Most of the developers, especially freelancer they will choose to develop mobile application by using Android where we can get the information and source code easily. This makes developers to create many free Apps for Android market (Currently known as Goggle Play Store). (Android SWOT analysis, Arun Kumar 2012) WEAKNESSES Multimedia Support Android Multimedia Support is less unlike the Apple which has centralized in iTunes application and marketplace. Android does not have a central source of multimedia material. Upgrading of OS reliance on mobile manufacturers When Google releases a new version of Android OS, it has to wait for the mobile manufacturer to make a compatibility test and modify the code to make sure it works properly on their hardware configuration. Least of security- Since Android Application development is open source, so it was always prone to external threats like malwares. OPPORTUNITIES Compatibility Android OS not only compatible with mobile, it also compatible for tablet PC and e-book reader. There have been several release of Android tablets over last few months from computer machine manufacturer such as HP, ASUS, Dell and ACER. Developing Countries Google has a huge opportunity to develop inexpensive devices using the Android platform in developing countries. (Hylander 2010). Android also has high potential growth in Asia and Africa Countries and it has triggered up the sales of smart phones and tablet PCs. Developer friendly Android give the opportunities to developers to develop advance application and earn some revenue from the sales of application and advertising. THREATS Competitive There were many competitors in the market are going to fight with Android for their share of the market. For example, Symbian, RIM, iOS and Windows. System Crashed Downloading of application from un-trusted website may make the operating system crash or affect other application in the smart phone. Androids cheaper initialize installation in low cost mobile phone which will affects the buyer compared to other platform such as iOS in IPhone. BlackBerry BlackBerry is a brand of wireless handheld devices and services developed by Canadian telecommunications company Research In Motion (RIM).(RIM 2012) The first BlackBerry device, an email pager, was released in 1999. (Davis, Jim January 20,1999) Most of the BlackBerry devices are well known in their send and receive push email and instant messages ability especially the BlackBerry Messenger service. They are also designed to function the devices as personal digital assistants, gaming devices and so on. STRENGTHS BlackBerry is a recognition brand of mobile development platform. BlackBerry Messenger allows their users to text unlimited with no extra cost. Several types of form-factors available in BlackBerry mobile phones such as small keyboard, large keyboard, flip phone, candy bar and no keyboard. BlackBerry is an encrypted military-grade security platform, with 100% market share at FBI, CIA, White House, Congress, Department of Defense, major consultancies and major investment banks. BlackBerry is the only one platform approved for use in US national security agencies. (Raman885 November 2011) WEAKNESSES BlackBerry has a poor applications store experience which is not able to install on all devices. Most of the applications which are available for iOS and android devices are not going to be available for blackberry mobile platform. BlackBerry is a business oriented phone, most of the fun application available for other markets but not for blackberry devices. There were two different operating systems between touch screen devices and non-touch screen devices. OPPORTUNITIES BlackBerry Partners Fund is used to make applications are downloadable from independent companies which might be help to gain more market share. BlackBerry World is the most profitable mobile application store for developers. BlackBerry has the ability to perform synchronization of email, calendar and contact with compatible servers. THREATS The main threat facing by BlackBerry is their competitors which include iOS of Apple, Android platform of Google, Windows Phone from Microsoft and other mobile development platforms. JAVA ME JAVA ME also known as Java platform Micro Edition. Java ME provides a flexible environment for application running on mobile and embedded devices such as personal digital assistants and mobile phones. STRENGTHS Java ME is offering flexible environment for multiple mobile application. Java ME included the object-oriented programming features make large programs easier to write. Java ME is an open sources platform for mobile development. WEAKNESSES It is not a complete development platform but just a virtual machine. JAVA ME only limited to embedded and small devices such as mobile phones. Java ME is only mostly open source whereas android is completely open sources. OPPORTUNITIES It enables developer to build sophisticated applications for multiple applications with confidence. The most popular and widely accepted development platform for wireless devices from leading phones manufactures. THREATS Android development platform is the main threats for Java ME platform especially the user interface android support touch screen smart phones. Most of the developers may choose Android instead of Java ME as the platform because of the number of users of android OS phone are increasing. Conclusion The most ideal platform that I choose is Android mobile development platform. First of all,

Womens Identity in the Early 1900s Essay examples -- Women Studies,

Ibsen wrote this play in 1879. It is a three-act play with prose dialogue. The play takes place in the 19th century in Europe. It is a play about a woman, who struggles to find her own identity. The main point is women need treated as humans and not dolls. Women need to know their place and that they have rights. They also have duties as a wife and mother. As a wife, they need to be trustworthy and as a mother, they need to be role models. As do husbands need to respect their wife and know that, they have their own opinions and titled to them. Women cannot be good wives and role models to their children, if they do not know who they are and what their roles are in life. Ibsen uses the symbolism in his setting to show various aspects of Nora's character and reveal the theme of women's identity in the early 1900's. Symbolism, is used before the play even begins. The title A Doll's House is a symbol of tendencies for characters to play roles. The setting is in Helmers' apartment; the set is set up to furnish the thought it is his home and not hers (obj. 3). Nora returns with a Christmas tree setting the mood for the play (obj. 3). She also brings presents for the children. The presents signify pushing roles onto the children (obj. 3). Helmer proceeds to call Nora his "little lark" and "little squirrel" (pg. 1559). She answers "yes" (pg. 1559) right away leaving the impression that she is inferior compared to Helmer. He treats her in a demeaning way that she tolerates because she really knows no different. This also sets the tone that Helmer is superior over Nora throughout the play (obj. 3). He shows us his superiority over her with the macaroons that he forbids her to have. Yet she has them anyway and hide... ...he image of man; therefore, women have the same capabilities as do men (obj. 1). Every human being in life is equal and needs treated with respect and dignity (obj. 1). Ibsen is aware that women need to know who they are in order to be productive in society. He does a good job of bringing out the overall theme in A Doll's House of women's identity (obj. 2). In the theme, we are able to see his view of women and their need to be independent. Ibsen used symbolism to define the characters and the role of women's identity in society. This is not a typical structure of a home in 19th century, which left the ending causing immense controversies. Ibsen was taking a stand when he wrote this play (obj. 1). In the way, he wrote the play using Nora as the protagonist and Torvald as the antagonist, made this one of the best-constructed plays of the 19th century. Women's Identity in the Early 1900's Essay examples -- Women Studies, Ibsen wrote this play in 1879. It is a three-act play with prose dialogue. The play takes place in the 19th century in Europe. It is a play about a woman, who struggles to find her own identity. The main point is women need treated as humans and not dolls. Women need to know their place and that they have rights. They also have duties as a wife and mother. As a wife, they need to be trustworthy and as a mother, they need to be role models. As do husbands need to respect their wife and know that, they have their own opinions and titled to them. Women cannot be good wives and role models to their children, if they do not know who they are and what their roles are in life. Ibsen uses the symbolism in his setting to show various aspects of Nora's character and reveal the theme of women's identity in the early 1900's. Symbolism, is used before the play even begins. The title A Doll's House is a symbol of tendencies for characters to play roles. The setting is in Helmers' apartment; the set is set up to furnish the thought it is his home and not hers (obj. 3). Nora returns with a Christmas tree setting the mood for the play (obj. 3). She also brings presents for the children. The presents signify pushing roles onto the children (obj. 3). Helmer proceeds to call Nora his "little lark" and "little squirrel" (pg. 1559). She answers "yes" (pg. 1559) right away leaving the impression that she is inferior compared to Helmer. He treats her in a demeaning way that she tolerates because she really knows no different. This also sets the tone that Helmer is superior over Nora throughout the play (obj. 3). He shows us his superiority over her with the macaroons that he forbids her to have. Yet she has them anyway and hide... ...he image of man; therefore, women have the same capabilities as do men (obj. 1). Every human being in life is equal and needs treated with respect and dignity (obj. 1). Ibsen is aware that women need to know who they are in order to be productive in society. He does a good job of bringing out the overall theme in A Doll's House of women's identity (obj. 2). In the theme, we are able to see his view of women and their need to be independent. Ibsen used symbolism to define the characters and the role of women's identity in society. This is not a typical structure of a home in 19th century, which left the ending causing immense controversies. Ibsen was taking a stand when he wrote this play (obj. 1). In the way, he wrote the play using Nora as the protagonist and Torvald as the antagonist, made this one of the best-constructed plays of the 19th century.

Susan Brownell Anthony Essay -- Biography Biographies Essays Women Suf

Susan Brownell Anthony: The Mother of America If the Majority of this nation agrees that George Washington was the founding father of America, then Susan B. Anthony would have to be the founding mother of America. She was the ultimate leader in the woman's suffrage movement. The Suffrage movement started around 1840 and in a way, it still continues today. Women have only been voting for 84 years (in America) while men could vote from the start of civilization. In her time, women were not allowed to have anything under their name from the moment they were born. If anything had the potential to be theirs, it would instead legally be their father?s or male guardian?s until she was married. Even then, the object would be given to her husband because women were not considered to be worthy of such things. There was only one college in the whole world that admitted women and women doctors and lawyers were unheard of. Although women are still not treated with complete equality, the constitution fuly supports their right to defend themse lves. If the 19th amendment was not created in 1920, then it would have taken that much longer for women to gain respect. Susan B. Anthony revolutionized America?s outlook on women of all colors; without her, women would not have attained complete enfranchisement in 1920. Susan was born on February 15, 1820 in Adams, Massachusetts to Daniel and Lucy Anthony. She could read and write at the age of five and learned arithmetic even though most other girls weren?t allowed to. She continued her education at Miss Deborah Moulson?s Select Seminary for Females and became the assistant principal of a boarding school in New Rochelle (Untermeyer 61). When she succeeded a man to work as a teacher, after havin... ...or giving them every right that men have been given. There are a few people who still discriminate women, but because women have rights, they are forced to accept the equality of women regardless of their opinion. Works Cited Burns, Ken. ?Our Big Time.? American Heritage. Nov 1999: 98. Kowalski, Kathiann. ?Cady Stanton and Anthony Friends Fighting for the Cause.? Cobblestone. March 2000: 14. Stansell, Christine. ?The Road from Seneca Falls: the Feminism of the Mothers, the Feminism of the Daughters, the Feminism of the Girls.? The New Republic. 10 Aug. 1998: 26-38. Susan B. Anthony. Thompson Gale. 9 Feb 2004 . ?Susan B. Anthony: Women?s Suffrage Movement.? Monkeyshines on America. May 1997: 28. Untermeyer, Louis. Makers of the Modern World. New York: Simon and Schuster, Inc., 1955.

Age of the Common Man

The time period that is often looked upon to recognize dramatic political, social, and economic advancements and uprising opportunities is within the period of Andrew Jackson's presidency. This period in history is known as the Age of the Common Man or the era of the Jackson Democracy. The common man often referred to any white male of this time period regardless of social rank.During these times the alterations made in politics coextensively Impacted social and economical Improvements. By establishing a relationship with the common man, Andrew Jackson endorsed democracy and opportunities for American white males through economic polices and political opportunities. Politically, Jackson's presidency was a dramatic time for the common man to expand and Increasingly become more Involved. During the Jackson democracy era, many aspects of who could vote began to alter.For Instance,Jackson promoted the system of rotation, affirming a democratic Ideal that one man Is as good as the next, i nstigating more involvement from the common man within all aspects of government concerns. The system of rotation was a great help in establishing the two yester party, that would separate political views and allow multiple outlooks to become options for government officials. Andrew Jackson also, initiated nominating conventions, replacing caucuses, enabling party-politicians and voters to be all white males.The common man now had the opportunity to gather in large meeting halls to nominate party's candidates with others, such as the Anti-Mason's who generated a more democratic idea among the average man. From one end of the country to the other, all white males were being promoted to vote regardless of their social class or religion. Another exemplified alteration came from Jackson vetoing the bank- researcher bill, vilifying the national bank as an exclusive cartel manipulating the common man in order to endow the wealthy and foreign parties.As one can tell, Jackson strategically modified the guidelines of suffrage in order to benefit white males by creating democratic possibilities and ideals. Economically, the common man had a multitude of opportunities to prosper through new efficient democratic changes made by Andrew Jackson. To start, Jackson signed a plethora of treaties between 1814 and 1824, the most common was the ready of 1814. These treaties basically were a form of bribery with the Natives, confirming his dedication to generating more opportunities for white men.It worked as more natives would question security, Jackson would offer them what seemed Like a more reasonable dispute of security, compelling the Natives to sign additional treaties for a new cushion over and over, constantly removing them from land that Jackson would give to white male opportunists. Especially those who desired the creation of profitable plantation In the south because the land Jackson was planning room Natives was a perfect place for plantation owners to focus on the C otton Kingdom.Not only did multiple treaties go forth In removing natives from their homeland, but as well as the Indian Removal Act, Bureau of Indian Affairs, Trail of Tears, etc. By dehumidifying Indians, Jackson expanded democracy and opportunity emphasized the importance of the two party system. During Jackson's election in 1832 versus Clay, his supporters were democrats, who favored equal economic opportunities for white males, opposed to the competing Whig party. President Jackson's reelection provoked his followed to strive for the common man during his term.Evidently, Jackson conveyed multiple actions to address his drive to advance the everyday man in economical situations through democracy changes and new opportunities. It is clear that the connection and devotion Andrew Jackson made to conform the common man promoted the expansion of democracy and opportunities for American white males, by altering economic policies and political opportunities. Jackson was a political opp ortunist exploiting democratic measures, encouraging the self-made man, the real hero of the age.