Pros and Cons of Class Field Trips

Pros and Cons of Class Field Trips Are field trips worth all the time and effort required to make them successful? Most teachers have asked themselves this question at one time or another, typically when feeling overwhelmed as they prepare for  a field trip. The truth is that field trips at any grade level can cause quite a few headaches for teachers. At the same time, well-planned field trips can provide students with truly educational experiences they cannot get in the confines of the classroom. Following is a look at the pros and cons of field trips. Benefits of Field Trips Field trips provide students with new opportunities for learning through experience: Information is presented to students in a way that meets different learning modalities.  Field trips provide students with the ability to learn by doing instead of just passively listening to the information being taught in class.  Students are exposed to  new experiences that hopefully broaden their horizons. This can be especially helpful for students from lower socio-economic backgrounds who may not have been exposed to these opportunities before.  Concepts that have already been learned in the classroom can be reinforced. Sometimes seeing information being taught in a new way can make all the difference in student comprehension. There is quite a difference between being taught about something like hurricanes and wind speed and experiencing them in an exhibit at a science museum.  Students are provided with shared reference points that teachers can then refer to and use in future classes. There may be an opportunity to have two or more disciplines use a field trip as an enrichment activity. For example, a trip to an art museum (art) coupled with a timeline for social studies (political systems in place when art was created) or a combination math (measurements) with science in a biosystem (river, beach, meadow). That way, multiple teachers can then refer back to things that students saw and experienced for the rest of the school year.   Students and teachers can see each other in a different light, helping to increase communication between them. Some students who might be overlooked in class because they are quiet might really come alive on field trips.  If parents are involved as chaperones, they can feel more connected to the teacher and the lessons being taught. They can get to know the teacher  better and understand what teachers deal with daily.New standards in social studies and science  require students to have experiences  related to concepts in the discipline. In social studies, students are required to take informed action.  In science, students need to be exposed to a series of concepts to help them to better understand the world around them. Field trips help teachers meet these objectives. Problems to Know In Planning a Field Trip There are a number of concerns and challenges that teachers face when designing field trips that must be recognized and addressed before planning a field trip. Field Trips take time if teachers want to make the field trip meaningful. Teachers have to coordinate locations and transportation. They also need to create an effective lesson plan that they will follow when on the field trip.  Students will be out of the school building for a field trip, which means they will miss other classes. If each core subject area (ELA, math science, social studies) offered one field trip during a school year, students would be out of the building for four days. School attendance policies may count these as excused absences, but any field trip that removes students from class reduces the number of classroom hours.  Field trips can be expensive, and some students may not have the funds to attend. Organizers of the field trip may consider asking for parents to add a few dollars to scholarship students. There may need to be a fundraiser for students to raise money for more expensive trips.Teachers have to organize the collection of money and the assigning o f chaperones. Teachers need to spend some time creating student groups that work for all students and ensuring that chaperones are assigned accordingly.   There is often red tape that teachers have to deal with as they plan field trips including permission slips, medical information, and emergency procedures. Schools typically require paperwork from teachers and their students.  Students will be placed in a larger environment than the classroom. New surrounding could possibly lead to additional discipline problems. Because the teacher typically only leads a small group, they cannot keep control over the behavior of every student on the field trip. It is very important that teachers enforce rules strictly and create effective consequences for misbehavior while on field trips.  The field trip destination might not live up to the teachers expectations. The location might not be as interesting as the teacher thought it would be. The time to complete the field trip might be considerably less than was expected. Therefore, it is a good idea to have some contingency plan in mind just in case.There may be students who, for one reason or ano ther, will not attend the field trip. Teachers must leave lessons, usually enrichment lessons, that mirror some of the concepts being experienced on the field trip. Feedback: One of the best ways to measure the success of a field trip (other than returning all students back to the school) is to ask for feedback. Teachers can post a survey for participants and for other chaperones to express how they would evaluate the trip. Students should have the opportunity to reflect on the trip and write a response in a journal or essay. Requiring journal responses after the trip can solidify the information learned as students reflect about their new understandings.  Asking students to write a thank you to the school principal for allowing the trip may even smooth the path to additional field trips.   All in all, most teachers feel that well-chosen field trip destinations are quite worth the hassles associated with  field trips. The key is taking the time to plan each aspect as much as possible.  Teachers must be proactive when thinking about and planning field trips. Students, on the other hand, may remember the experience of the school field trip as a highlight of the school year, and the time they learned more than anything taught in class.

The 8 Best Jobs for Teens and How to Find Yours

The 8 Best Jobs for Teens and How to Find Yours SAT / ACT Prep Online Guides and Tips Looking to gain a little more independence and real-world experience? Hoping to develop some useful professional skills? Getting a job as a teenager is a great way to work towards these goals. In this post, I'll talk a little bit about why you should (or shouldn't) get a job, before telling you what you should be looking for in your first part-time position. Read to the end for tips strategies on finding the best job for you! Why Should You Get a Job as a Teen? Maybe you're still deciding whether you want to jump into the world of employment; maybe you've made up your mind that getting a job is definitely right for you. No matter where you stand, I hope you read this section carefully - if you get a job for the wrong reasons, you might end up being counter-productive in the long run. Many students think it's important to get a job for the sake of their college applications. It's great to demonstrate that you can juggle different responsibilities and that you participate in activities outside of school. Keep in mind that admissions officers would rather see strong academic performances than mediocre performance + a part-time job. For this reason, I think jobs can be really great during the summer when you have a lot of free time - you can gain employment experience while also bringing in your own personal income. Working part-time while school is in session is a different story. Many students do really well in school with a part-time job, but there are more variables to consider. Namely, you have to think about prioritizing your other day-to-day responsibilities: school and homework, extracurricular activities, family, and friends. If you can balance these priorities in addition to a part-time job, go for it! If you're struggling to keep up your grades and other activities, however, you'll benefit much more in the long run by focusing on academics than you would by working part-time. It's important to find that balance between school, work, and fun. One important exception to this reasoning is if you need to get a job for financial or familial reasons. If circumstances necessitate that you work part-time while you're in school, and this negatively impacts your grades, it's important that you explain these circumstances on any college or scholarship applications. Now that we've got that out of the way - on to the fun stuff! What Should You Be Looking For in a Teen Job? Chances are you won't be making a ton of money as a teen in an entry-level position. Everyone has to start somewhere, though, and if you're thoughtful about what sort of job you want, you'll be able to get a lot out of your first employment experience. I've come up with a list of skill development areas that should generalize to many jobs (and other aspects of your life as well). You don't have to look for a job withall of the qualities I'm about to list, but here are some possible job skills benefits to consider. Think about which job qualities are most important to you: Responsibility Will people be depending on you? Is it important that you adhere to a regimented schedule, or that you complete a series of tasks or projects in order for things to function smoothly? If yes, you can expect that a particular job will help you develop a strong sense of responsibility, which is a great quality to develop as a teen. Now, most jobs will require you to demonstrate some degree of responsibility. What will ultimately vary among jobs is what you're supposed to be responsiblefor.Here's a general guide to the responsibility hierarchy that you'll find applies to most jobs: Responsible for listening to directions completing tasks Responsible for yourself - that is, doing your job without being told Responsible for taking initiative - anticipate what needs to be done, complete tasks effectively without explicit direction Responsible for other people - direct, teach, and train others. In most entry level positions, you'll start off at the lower end of this hierarchy. Some people prioritize opportunities to gain more responsibility and autonomy - do you? People Skills People skills development is a great advantage of customer service jobs (think working in a restaurant or retail store).Anyone who’s worked in customer service can tell you that you’ll encounter less-than-pleasant people, but you'll also have awesome one-on-one experiences with great customers. Any future jobs or career options will appreciate that you can work well with people, even (especially) difficult individuals. Teamwork Collaboration Some jobs are pretty solitary - you might be interacting with others in a service capacity (for example, as a checkout clerk), but you won't be collaborating with your coworkers much. Jobs where it is important to develop a sense of community, or where you work with coworkers on projects, help build your teamwork skills. Jobs that emphasize collaboration and community can be especially valuable for your resume and college applications. You'll be hard pressed to find a future employer who doesn't highly value a team player. Leadership Growth Potential You’ll find leadership growth potential in positions where you get more responsibility and/or autonomy once you’ve proven yourself. For example, in a restaurant, there might be opportunities to work your way up from busboy to waiter. In a retail environment, you could move from sales associate to shift manager. This upward trajectory comes from hard work and a demonstration of initiative, and usually accompanies pay raises and a fancier job title. This will help you both in future job searches and in your college applications. Additionally, you'll sure get a healthy dose of self-satisfaction that comes with being rewarded for your hard work. Professional Development This one might be a bit more difficult to find in an entry-level job for teens, but it’s definitely possible. By professional development, I mean developing interests, passions, and network connections based on your future career interests in a particular field. For example, if you’re interested in going to veterinary school, you might seek out work or volunteer positions at local animal shelters. If you’re interested in the hospitality industry, you could look for hostess jobs at local restaurants or front desk positions at hotels or inns. If you’re interested in research, check out labs at local universities for part-time research assistant positions. The possibilities are endless and really depend on your own unique interests and skills. 8 Great Jobs for Teens and Where to Find Them Now that we've gone through important job characteristics, I'll list some ideas for the best jobs for teens, along with corresponding job skills strategies. This list is by no means exhaustive, however, so if you have your own ideas about part-time jobs you'd like, I encourage you to do your own research and check them out! Don't worry if you have to send out many applications before getting a call for an interview; that's pretty typical for a job search. Babysitting Job skills: Responsibility, people skills How to find positions:It's best to start with families you already know. Your business will grow through word of mouth if people are happy with your services. You can also post fliers at schools, churches, and community centers. Animal Shelter Worker Job skills:Responsibility, teamwork collaboration, possible leadership growth potential, possible professional development How to find positions: Visit your local animal shelters or rescues and ask for part-time employment or volunteer applications. Some shelters may require you to be 18 or older, so you may have to ask for parental permission if you're underage. Landscaper Great summer job option, and it tends to pay pretty well (although it's very hard physical work). Job skills: Responsibility, teamwork collaboration, possible leadership growth potential How to find positions: Visit local landscape companies ahead of the busy season (spring/summer) to ask if they're looking for seasonal help. Grocery Store Clerk The great thing about clerk positions is that you can find them almost anywhere. Some larger companies even offer college scholarships (Wegmans, for example). Job skills: Responsibility, people skills, leadership growth potential How to find positions: Check online on stores' websites, or visit their customer service desks to ask for applications. Restaurant Staff Depending on your past restaurant industry experience, you might start off as a busser, waiter, or host. Bussers, in particular, don't have to be experienced, but once you're in you can work your way up the ladder. Hourly wages are really low (below minimum wage), but you can make quite a bit of money in tips depending on where you work. Job skills:Responsibility, people skills, teamwork collaboration, possible professional development How to find positions: Check online for local job postings, or ask for applications directly from restaurants. Sales Associate There are so many different types of sales associate positions; if you're in the right geographical area, it's possible to find something tailored to your interests. Are you passionate about fashion? Check out department stores or local boutiques. Are you active or outdoorsy? Look into sporting goods stores. More interested in tech? Check out computer or cell phone sales. Job skills: Responsibility, people skills, leadership growth development, possible professional development How to find positions: Check online for local job postings, or ask for applications directly from stores. Tutoring This is a great way to hone your own skills while helping someone else with your talents. Job skills: Responsibility, people skills, leadership growth potential How to find positions: Check if there are any tutoring programs offered through your school. Look into local tutoring agencies or volunteer groups. Ask your parents if they have friends with younger kids who could use tutoring help. List yourself on online tutoring platforms like Wyzant. Go Independent With newer online platforms, it's easy for budding entrepreneurs to advertise their wares and services both locally and globally. If you have a particular skill that you're passionate about, you don't have to abandon it to pursue a more typical part-time job. If you can provide a service (for example, maybe you're a graphic designer or programmer), you could likely find independent part-time work. If you're an artist or craftsman, you might be surprised to find that there's high demand for high-quality, customized goods. Job skills: Varies How to find work: Offer services through word of mouth to local businesses, friends, and family. You can also check out online platforms like Elance. If you produce goods, consider attending crafts or art fairs, or making an Etsy or Ebay account. What's Next? Looking to save your hard-earned earnings from your part-time job? Check out our guides to saving money on the SAT and ACT. If you hope to get a job so that you can save up for college, you might want to look into some of our guides to financial aid, including information on the Pell Grant, Direct Subsidized, and Direct Unsubsidized loans. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Contrast between Japanese Ninja Anime and American Ninja Cartoon Essay

Contrast between Japanese Ninja Anime and American Ninja Cartoon - Essay Example This is because if the movies lacked the bad people, then it would not have achieved the current audience level. The main difference between the two films is the level of engagement between characters. For instance in Ninja Clash in the Land of Snow, the characters maintain a fair relationship without getting into extreme action. In the first scenes, Naruto and his accomplices are assigned the role of protecting an actor during a filming procession. At first, the characters have a fair relationship and there is not much to report in terms of action and conflicts. Real action begins soon after the characters reach the land of snow where they were attracted by bad guys. Unlike TMNT, the Naruto the Movie: Ninja Clash in the Land of Snow has proactive action (Wiater 98). In this approach, the main characters only attract after they have been attacked. On the other hand, TMNT characters display active action. Through this approach, the characters go out in search of bad guys. The film is set in a crime-ravaged New York City where the ninja turtles are out to fight crime. Unlike the previous movie, the ninja turtles go out in search of criminals and engage them. The movie is more action packed than Ninja Clash in the Land of Snow. The action scenes in the film are fun to watch and they have a comic approach. Indeed, the action in the movie lacks a definite story of a purposeful theme (Rahimi 34). The turtles are involved in street fights to secure the place in the city and to curb lawlessness. However, the titles attack crime suspects even before confirming their involvement in crime. The films have striking artistic features. At the beginning, both movies have stunning colors. Unfortunately, things begin to... The two movies are related yet very different in terms of presentation and use of cinematography techniques. Moreover, the films have different ways of creating and presentation of characters. Nevertheless, the movies have a similar audience and their plot developments are almost similar. The two films use different approaches character creation. Although both films use hypothetical characters, there was a tendency to create a sense of reality among the directors. The American Teenage Mutant Ninja Turtle uses cartoons while Japanese Anime Ninja uses amines to develop its characters. Unlike cartoons, amines have distinct facial expressions that can be used to create a wide variety of physical characteristics. Thus, amines are closer to reality than cartoon (Eastman 123). On the other hand, cartoons have features that are far from being real (Wiater 98). Moreover, cartoons do not have proportional physical appearances. Amines can be used to tell real human stories while cartoons are us ed specifically for comic purposes. The attributes of cartoons and amine as described above create distinctive element between the two films. Moreover, the different approach to character development audience and plot. Indeed, plot and theme development in both movies was determined by the differences in character developments and creation. The movies have significant levels of similarity despite having different set up, themes and character selection. Both films tell ninja stories and elimination of crime and bad guys. The films also have disparities in their selection of colors and background structures. This makes them to attract different audiences and following.

Biographical Narrative Essay Example | Topics and Well Written Essays - 500 words

Biographical Narrative - Essay Example What I learned is that their physical pain is not as deep as emotional pain and that moved me. I resolved to become a nurse because it is a step to further help people heal, at least physically. My crusade continued after I graduated from high school since I worked hard to get CNA, Phlebotomy certification and LPN. It dawned on me that a nurse has a very big responsibility in delivering quality health care to patients. In fact, Donna Wilk Cardillo is right by saying that â€Å"nurses are the heart of healthcare†. Without nurses, doctors would have a hard-time managing the patients because the nurses attend to the patients more than doctors do. Today, I am still continuing my quest to become a professional nurse by getting into this program. My experience here has taught me not only knowledge and skills but the values of perseverance, commitment and hard-work. I couldn’t be more thankful for being taught by MSN, Nurse practitioners and PhD Nurses. Their experience and kn owledge has greatly sharpened my skills and kindled my desire to help sick people. I am not just a learner; I am a person who acts and thinks like a nurse who is willing to render the best service possible.

Domestic Violence and Ethical Dilemma Worksheet Essay Example for Free

Domestic Violence and Ethical Dilemma Worksheet Essay 1.What is the ethical issue or problem? Identify the issue succinctly. The ethical issue that the police officers did not visibly see the husband drive his car they only suspect that he did so therefor they cannot arrest him on a DUI 2.What are the most important facts? Which facts have the most bearing on the ethical decision presented? Include any important potential economic, social, or political pressures, and exclude inconsequential facts. The most important facts would be what the police officers observed. The husband staggering up to the door him also is fumbling with his keys the hood of the car being warm. In addition to the husband being visible intoxicated with slurred speech and failing a sobriety test. However the most important factor is officer Nixon’s experience and him being able to provide probable cause for an arrest. 3.Identify each claimant (key actor) who has an interest in the outcome of this ethical issue. From the perspective of the moral agent—the individual contemplating an ethical course of action—what obligation is owed to the claimant? Why? Claimant (key actor)Obligation (owed to the claimant)Perspective (What does the claimant hope will happen?) HusbandJusticesThe husband will try to avoid being arrested and possible prosecuted for domestic violence and driving under the influence. Wife Fidelity May not want her husband being arrested however she would like to feel safe in her own home. In addition, she does not want her husband to hurt someone or kill them while he is driving drunk. Officer NixonFidelity Wants to be able to protect the wife from her abusive husband and the citizens. However in his oath he took he needs to follow the law. Officer RookBeneficenceWould be the same as officer Nixon however with him being new on the job his decision in this situation could affect his future decisions. Citizens of the communityFidelityCitizens want to feel safe in their community.

The TV Made Me Do It Essay -- essays research papers

Violence on TV affects how children view themselves, their world, and other people. In fact, experts warn that viewing violence can have lifelong harmful effects on children’s health. By the time children complete school, the average child will witness more than 100,000 acts of violence on TV, including 8,000 murders. The more violence children watch on TV, the more likely they may act in aggressive ways, become less sensitive to other’s pain and suffering, and be more fearful of the world around them. Since we live in a violent society, we’re constantly hearing arguments that seeing TV violence, particularly children, desensitizes us so we accept real violence more easily and maybe it even triggers real violence. The theory behind the TV attacks is always the same: if Bobby commits a crime, he’s not responsible and his parents are not responsible: something else is responsible.   Ã‚  Ã‚  Ã‚  Ã‚  The problem in this society isn’t the easy availability of drugs, or guns, or television, although all are scapegoted. All of these things simply do only what we have them do. All supposedly scientific studies on the subject of TV violence causing real violence are based on a theory of cause-and-effect that goes against humans having the capability of making responsible, moral choices. So is the media causing the nation to stray away from the â€Å"old fashion valuesâ€Å"? We are voluntary beings by nature: we chose what we do and what we make of ourselves. For example, you take...

Apush Notes Chapter 8

A. P. U. S. History Notes Chapter 8: â€Å"America Secedes from the Empire† ~ 1775 – 1783 ~ I. Congress Drafts George Washington 1. After the bloodshed at Lexington and Concord in April of 1775, about 20,000 Minutemen swarmed around Boston, where they outnumbered the British. 2. The Second Continental Congress met in Philadelphia on May 10, 1775, with no real intention of independence, merely a desire to continue fighting in the hope that the king and Parliament would consent to a redress of grievances. a. It sent another list of grievances to Parliament. . It also adopted measures to raise money for an army and a navy. c. It also selected George Washington to command the army. 1) George had never risen above the rank of colonel, and his largest command had only been of 1200 men, but he was a tall figure who looked like a leader, and thus, was a moral boost to troops. 2) He radiated patience, courage, self-discipline, and a sense of justice, and though he insisted on wo rking without pay, he did keep a careful expense account amounting to more than $100,00. II. Bunker Hill and Hessian Hirelings 1. In the first year, the war was one of consistency, as the colonists maintained their loyalty while still shooting at the king’s men. 2. In May 1775, a tiny American force led by Ethan Allen and Benedict Arnold, surprised and captured the British garrisons at Ticonderoga and Crown Point. 3. In June 1775, the colonials seized Bunker Hill (before known as Breed’s Hill). a. Instead of flanking them, the Redcoats launched a frontal attack, and the heavily entrenched colonial sharpshooters mowed them down until meager gunpowder supplies ran out and they were forced to retreat. 4. After Bunker Hill, George III slammed the door for all hope of reconciliation and declared the colonies to be in open rebellion, a treasonous affair. 5. The King also hired many German mercenaries, called Hessians, who, because they were lured by booty and not duty, had large numbers desert and remained in America to become respectful citizens. III. The Abortive Conquest of Canada 1. In October 1775, the British burned Falmouth (Portland), Maine. 2. The colonists decided that invading Canada would add a 14th colony and deprive Britain of a valuable base for striking at the colonies in revolt. a. Also, the French-Canadians would support the Americans because they supposedly were bitter about Britain’s taking over of their land. b. General Richard Montgomery captured Montreal. c. At Quebec, he was joined by the bedraggled army of General Benedict Arnold. d. On the last day of 1775, in the assault of Quebec, Montgomery was killed and Arnold was wounded in one leg, and the whole campaign collapsed as the men retreated up the St. Lawrence River, reversing the way Montgomery had come. e. Besides, the French-Canadians, who had welcomed the Quebec Act, didn’t really like the anti-Catholic invaders. 3. In January 1776, the British set fire to Norfolk, Virginia, but in March, they were finally forced to evacuate Boston. 4. In the South, the rebels won a victory against some 1500 Loyalists at Moore’s Creek Bridge, in South Carolina, and against an invading British fleet at Charleston Harbor. IV. Thomas Paine Preaches Common Sense 1. In 1776, Thomas Paine published Common Sense, which urged colonials to stop this war of inconsistency, stop pretending loyalty, and just fight. 2. Nowhere in the universe did a smaller body control a larger one, so Paine argued, saying why tiny Britain had to control gigantic America. . He called King George III â€Å"the Royal Brute of Great Britain. † V. Paine and the Idea of â€Å"Republicanism† 1. Paine argued his idea that there should be a â€Å"republic† where senators, governors, and judges should have their power from the consent of the people. 2. He laced his ideas with Biblical imagery, familiar to common folk. 3. Hi s ideas about rejecting monarchy and empire and embrace an independent republic fell on receptive ears in America, though it should be noted that these ideas already existed. a. The New Englanders already practiced this type of government in their town meetings. . Some patriots, though, favored a republic ruled by a â€Å"natural aristocracy. † VI. Jefferson’s â€Å"Explanation† of Independence 1. Members of the Philadelphia Congress, instructed by their colonies, gradually moved toward a clean break with Britain. 2. On June 7, 1776, fiery Richard Henry urged for complete independence, an idea that was finally adopted on July 2, 1776. 3. To write such a statement, Congress appointed Thomas Jefferson, already renown as a great writer, to concoct a Declaration of Independence. a. He did so eloquently, coming up with a list of grievances against King George III and persuasively explaining why the colonies had the right to revolt. b. His â€Å"explanation† of independence also upheld the â€Å"natural rights† of humankind. 4. When Congress approved it on July 2nd, John Adams proclaimed that date to be celebrated from then on with fireworks, but because of editing and final approval, it was not completely approved until July 4th, 1776. VII. Patriots and Loyalists 1. The War of Independence was a war within a war, as not all colonials were united. . There were Patriots, who supported rebellion and were called â€Å"Whigs. † b. There were Loyalists, who supported the King, often went to battle against fellow Americans, and were called â€Å"Tories. † c. There were those who didn’t care, and these people were constantly being asked to join one side or another. 2. During the war, the British proved that they could only control Tory areas, because when Redcoats packed up and left other areas, the rebels would regain control. 3. The Patriot militias constantly harassed small British detachments. 4. Loyalists were generally conservatives, but the war divided families. a. Benjamin Franklin was against his illegitimate son, William, the last royal governor of New Jersey. 5. The Patriots were generally the younger generation, like Samuel Adams and Patrick Henry. 6. Loyalists were most numerous where the Anglican Church was strongest. 7. There were also those who sold to the highest bidder, selling the British and ignoring starving, freezing soldiers (i. e. George Washington at Valley Forge). 8. Loyalists were less numerous in New England, where Presbyterianism and Congregationalism flourished. VIII. The Loyalist Exodus 1. After the Declaration of Independence, Loyalists and Patriots were more sharply divided, and Patriots often confiscated Loyalist property and resell it (good way to raise money). 2. Some 50,000 Loyalists served the British in one way or another (fighting, spying, etc†¦), and it was an oddity that the Brits didn’t make more use of them during the war. IX. General Washington at Bay . After the evacuation of Boston, the British focused on New York as a HQ for operations. a. An awe-inspiring fleet appeared off the coast in July 1776, consisting of some 500 ships and 35,000 men—the largest armed force seen in America ever until the Civil War. b. Washington could only muster 18,000 ill-trained men to fight, and they were routed at the Battle of Long Island. c. Washington escaped to Manhattan Island, cross ed the Hudson River to New Jersey, reaching the Delaware River with taunting, fox-hunt calling British on his heels. d. Crossing the Delaware River at Trenton on a cold December 26, 1776, and surprised and captured a thousand Hessians who were sleeping off their Christmas Day celebration (drinking). e. He then left his campfires burning as a ruse, slipped away, and inflicted a sharp defeat on a smaller British detachment at Princeton, showing his military genius at its best. f. It was odd that General William Howe, the British general, didn’t crush Washington when he was at the Delaware, but he well remembered Bunker Hill, and was cautious. X. Burgoyne’s Blundering Invasion 1. London officials adopted a complicated scheme for capturing the vital Hudson River Valley in 1777 which, if successful, would severe New England from the rest of the colonies: a. General Burgoyne would push down the Lake Champlain route from Canada. b. General Howe’s troops in New York, if needed, could advance up the Hudson and meet Burgoyne in Albany. c. A third and much smaller British force commanded by Colonel Barry St. Ledger would come in from the west by way of Lake Ontario and the Mohawk Valley. 2. However, Benedict Arnold, after failure at Quebec, retreated slowly along the St. Lawrence back to Lake Champlain, where the British would have to win control (of the lake) before proceeding. a. The Brits stopped to build a huge force, while Arnold assembled a tattered flotilla from whatever boats he could find. b. His â€Å"navy† was destroyed, but he had gained valuable time, because winter set in and the British settled in Canada; they would have to begin anew the next spring. 1) Had Arnold not contributed his daring and skill, the Brits most likely would have recaptured Ticonderoga and Burgoyne could have started from there and succeeded in his venture. 3. Burgoyne began his mission with 7000 troops and a heavy baggage train consisting of a great number of the officers’ wives. a. Meanwhile, sneaky rebels, sensing the kill, were gathering along his flanks. 4. General Howe, at a time when he should be starting up the Hudson, deliberately embarked for an attack on Philadelphia. a. He wanted to force an encounter with Washington and leave the path wide open for Burgoyne’s thrust; he thought he had enough time to help Burgoyne if needed. b. Washington transferred his troops to Philly, but was defeated at Brandywine Creek and Germantown. . Then, the fun-loving Howe settled down in Philadelphia, leaving Burgoyne â€Å"to the dogs. † d. Ben Franklin, in Paris, joked that Howe hadn’t captured Philadelphia, but that â€Å"Philadelphia had captured Howe. † 5. Washington finally retired for the winter at Valley Forge, where his troops froze in the cold, but a recently arrived Prussian drill master, Baron von Steu ben, whipped the cold troops into shape. 6. Burgoyne’s doomed troops were bogged down, and the rebels swarmed in with a series of sharp engagements, pushing the St. Legers force back at Oriskany while Burgoyne, unable to advance or retreat, surrendered his entire force at Saratoga, on October 17, 1777. a. Perhaps one of the most decisive battles in British and American history. XI. Strange French Bedfellows 1. France was eager to get revenge on Britain, and secretly supplied the Americans throughout much of the war. 2. After the humiliation at Saratoga, the British offered the Americans a measure that gave them home rule—everything they wanted except independence. 3. After Saratoga, France finally was persuaded to enter the war against Britain. a. Louis XVI’s ministers argued that this was the perfect time to act, because if Britain regained control, she might then try to capture the French West Indies for compensation for the war. b. Now was the time the strike, rather than risk a stronger Britain with its reunited colonies. 4. France, in 1778, offered a treaty of alliance, offering America everything that Britain had offered, plus recognition of independence. a. The Americans accepted with caution, since France was pro-Catholic, but since they needed help, they’d take it. XII. The Colonial War Becomes a World War 1. In 1779, Spain and Holland entered the war against Britain. . In 1780, Catherine the Great of Russia took the lead in organizing the Armed Neutrality (she later called it the Armed Nullity) that lined up all of Europe’s neutrals in passive hostility against England. 3. America, though it kept the war going until 1778, didn’t win until France, Spain, and Holland joined in and Britain co uldn’t handle them all. 4. Britain, with the French now in the seas, decided to finally evacuate Philadelphia and concentrate their forces in New York, and even though Washington attacked them at Monmouth on a blisteringly hot day in which scores of men died of sunstroke, the British escaped to New York. XIII. Blow and Counterblow 1. French reinforcements, commanded by Comte de Rochambeau, arrived in Newport, Rhode Island in 1780, but flares sometimes erupted between the Americans and the French. 2. In 1780, feeling unappreciated and lured by British gold, General Benedict Arnold turned traitor by plotting with the British to sell out West Point. a. When the plot was discovered, he fled with the British. b. â€Å"Whom can we trust now? † cried George Washington in anguish. 3. The British devised a plan to roll up the colonies from the South. a. Georgia was ruthlessly overrun in 1778-1779. b. Charleston, South Carolina, fell in 1780. . In the Carolinas, Patriots bitterly fought their Loyalist neighbors. d. However, in 1781, American riflemen wiped out a British detachment at King’s Mountain, and then defeated a smaller force at Cowpens. e. At the Carolina campaign of 1781, Quaker-reared tactician General Nathanael Greene distinguished himself with his strategy of delay. 1) By slowly retreating and losing battles but winning campaigns, he helped clear the British out of most of Georgia and South Carolina. XIV. The Land Frontier and the Sea Frontier 1. 1777 was known as the â€Å"bloody year† on the frontier, as Indians went on a scalping spree. . Most of the Indians supported Britain and believed that if they won, it would stop American expansion into the West, and save Indian land. 3. Mohawk chief Joseph Brant, recently converted to Anglicanism, and his men ravaged the backcountry of Pennsylvania and New York until check by Americans in 1779. 4. In 1784, the pro-British Iroquois (the Oneidas and the Tuscaroras had sided with the Americans, the other four with the British) signed the Treaty of For Stanwix, the first treaty between the U. S. and an Indian nation. a. Under its terms, the Indians ceded most of their land. 5. Even in wartime, pioneers moved west, showing their gratitude to the French with such town names as Louisville while remembering the Revolution with Lexington, Kentucky. 6. George Rogers Clark, an audacious frontiersman, floated down the Ohio River with about 175 in 1778-1779 and captured forts Kaskaskia, Chohokia, and Vicennes in quick succession. 7. The tiny American navy never really hurt the British warships, but it did destroy British merchant shipping and carried the war into the waters around the British Isles. 8. Swift privateers preyed on enemy shipping, capturing many ships and forcing them to sail in convoys. XV. Yorktown and the Final Curtain. 1. Before the last decisive victory, inflation continued to soar, and the government was virtually bankrupt, and announced that it could only repay many of its debts at a rate of 2. 5 cents on the dollar. 2. However, Cornwallis was blundering into a trap. a. Retreating to Chesapeake Bay and assuming that British control of the seas would give him much needed backup, Cornwallis instead was trapped by Washington’s army, which had come 300 miles from New York, Rochambeau’s French army, and the navy of French Admiral de Grasse. . After hearing the news of Cornwallis’ defeat, Lord North cried, â€Å"Oh God! It’s all over! † 4. Stubborn King George wanted to continue the war, since he still had 54,000 troops in North America and 32,000 in the U. S. , and fighting did continue for about a year after Yorktown, especially in the South, but America had won. XVI. Peace at Paris 1. Many Brits were weary of the war, since they had suffered heavy reverse in India and the West Indies, the island of Minorca in the Mediterranean had fallen, and the Rock of Gibraltar was tottering. . Ben Franklin, John Adams, and John Jay met in Paris for a peace deal. a. Jay suspected that France would try to keep the U. S. cooped up east of the Alleghenies and keep America weak. b. Instead, Jay, thinking that France would betray American ambitious to satisfy those of Spain, secretly made separate overtures to London (against instructions from Congress) and came to terms quickly with the British, who were eager to entice one of their enemies from the alliance. 3. The Treaty of Paris of 1783, Britain formally recognized the USA and granted generous boundaries, stretching majestically to the Mississippi on the west, the Great Lakes on the north, and to Spanish Florida on the South. a. The Yankees also retained a share in the priceless fisheries of Newfoundland. b. Americans couldn’t persecute Loyalists, though, and Congress could only recommend legislatures that confiscated Loyalist land. XVII. A New Nation Legitimized 1. Britain had ceded so much land because it was trying to entice America from its French alliance. a. Remember, George Rogers Clark had only conquered a small part of the land. 2. Also, during the time, the American-friendly Whigs were in control of the Parliament, which was not to be the case in later years. 3. France approved the treaty, though with cautious eyes. 4. In truth, America came out the big winner, and seldom, if ever, have any people been so favored. XVIII. Makers of America: The Loyalists 1. Loyalists were conservative, well-educated, thought that a complete break with Britain would invite anarchy, and felt that America couldn’t win against the more powerful army in the world. . Many Britons had settled in America after the Seven Years’ War, and they had reason to support their home country. 3. Thousands of African-Americans joined the British ranks for hope of freedom from bondage. a. Many Black Loyalists won their freedom from Britain. b. Others suffered betrayal, such as when Cornwallis abandoned over 4000 former slaves in Virginia and when many Black Loyalists boarded ships expecting to embark for freedom and instead found themselves sold back into slavery. c. Some Black exiles settled in Britain, but weren’t really accepted easily. . Most Loyalists remained in America, where they faced special burdens and struggled to re-establish themselves in a society that viewed them as traitors. 5. Hugh Gaine, though, succeeded. a. He reopened his business and even won contracts fro the new government. b. He also published the new national army regulations authored by Baron von Steuben. c. When New York ratified the Constitution in 1788, Gaine rode the float at the head of the city’s celebration parade. d. He had, like many other former Loyalists, become an American.

Jawahar Lal Chaudhry

Sunita Jawahar  Lal Chaudhry&Associates are in practice since 1998.the firm was started by CA Sunita Juneja and her father Mr. Jawahar Lal Chaudhry who is an advocate of income tax department. At first they started their office in their house but now they have their main office in Krishna market, rajpura.CA Sunita Juneja is in practice since 1998.she joined her father Mr. Jawahar Lal Chaudhry who was an advocate and now these both are running the firm fomore than 18 years. As we know that Partners are the founders of the firms and the name are associated to them only they are the main parties who issues or signs any report and all the inquiry is made by them in our firm. In our firm Mrs Sunita Juneja and Mr. Jawaharlal Chaudhary are the two partners who started the firm. The firm represents the combination of specialized skills, which offers sound financial advice and proper services. They have the good customer relation and all the work is been completed by them on time. There is proper management for handling of the work and proper managing because of which no confusion is being created. There is proper infrastructure and various departments for proper handling of the work. Both the partners of the firm have the good experience and as a result there is goodwill of them in the market. All the work carried here is according to the rules and regulations which are passed by the government .They audit various good firms in Rajpura .Some of them are alcon cables, aneja plywood etc. 1.2 About the projectStudy of internal auditing as a tool for companies performance was completely a new project idea which I got through the Chitkara University. As we all know auditing is the most important part of the company as it maintains the system of the internal control to attain the objectives and moreover for the smooth running of the company auditing is necessary.Internal audit is a consultant activity which designs to add some value in the organization. Basically internal auditing is the integral part in the companies. They provide various services to the companies like prevention of the fraud. As we all know that many frauds are taking place for example like misuse of company credit cards etc. So internal auditing keeps the check on the financial resources so that there is no misuse of the company resources.It is also helps to monitor the internal controls by designing the proper credit policy so that there is no bad debt. Internal audit also consists of the operational audit which means that to look that whether the organization is operating at maximum efficiency or not For the proper working of the organization and for the sound financial system there should be proper check on the organization which can be done through internal auditing. 2.2) Report on internship 2.1) About the firm I did my internship under chartered accountant Sunita Jawaharlal Chaudhary and associates in rajpura.All of my fellow worker were cooperative and were ready to help each other. There was proper management structure. The infrastructure of the firm was also quite good. There was proper working of computers and equipments were used according to the latest technology. By working under the chartered accountant firm not only gives us additional knowledge but also helped me to apply my academic knowledge into the practical world. It is one of the reputed firm in the rajpura and also audit good firms in rajpura.

Cultural Assimilation, Acceptance and Identity in Julia Alvarezs Poetry

Cultural Assimilation, Acceptance and Identity in Julia Alvarezs Poetry Cultural assimilation, acceptance and the search for identity are dominant themes in many of Julia Alvarez’s poems. Being an immigrant from the Dominican Republic, Julia faced several assimilation problems when her family moved to the United States.Advertising We will write a custom essay sample on Cultural Assimilation, Acceptance and Identity in Julia Alvarez’s Poetry specifically for you for only $16.05 $11/page Learn More As a result of this, Alvarez had trouble adapting to a new culture, climate and people, and faced difficulty in coping with issues such as cultural differences and lack of acceptance. However, she gave vent to her feelings using poetry as a medium. Her poems reflect her experience and sensitivity for new immigrant families which face similar difficulties. Alvarez’s poems ‘Queens 1963’, ‘Dusting’, and ‘First Muse’ express her knowledge of cultural assimilation, acceptance and th e search for identity by immigrant families. In the poem ‘Queens, 1963’ Julia Alvarez recalls her experience of moving to the United States from another land. She recollects the time when she and her family had moved in and â€Å"everyone seemed more American† than them (Alvarez, Queens, 1). Alvarez uses specific words to vividly describe her multiculturally diverse neighborhood where people from different communities coexisted including the ‘Castelluccis’, the ‘Balakians’ ‘Mr. Scott’ and his â€Å"plump Midwestern wife†, the ‘Jewish counselor’, and the ‘German’ family. However, the arrival of â€Å"a black family† (Alvarez, Queens, 8) had suddenly caused the place to become inhospitable and unfriendly towards these new immigrants. This prejudiced attitude shocked Alvarez who recollects how each of these families had once ought a hard battle for acceptance and assimilation into the Ame rican soil. These families were now practicing the same intolerance which they had faced when they had arrived. Alvarez states that the seclusion of the African American family by her neighborhood was another desperate attempt to be like the American society, which does not welcome new immigrants. Alvarez points to the hypocritical attitude of the neighborhood woman Mrs. Bernstein, who conceded that â€Å"it was time the neighborhood opened up† as â€Å"she remembered the snubbing she got a few years back from Mrs. Scott† (Alvarez, Queens, 36-40), but worried that the real estate prices would plummet with the arrival of the African American family. Another couple, the Scotts, considered â€Å"moving back home where white and black got along by staying where they belonged† (Alvarez, Queens, 23-24). Racial intolerance is seen at its peak when â€Å"Mrs. Scott swept her walk as if it had just been dirtied† after the family had walked by.Advertising L ooking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Here the word ‘dirtied’ is used figuratively. Here the word ‘dirty’ is used as a connotation implying that the presence of the immigrant family is unhealthy and unclean. Alvarez is hurt and dismayed not only by the attitude of the neighborhood community who treat the new family like a stigma, but the American society at large which is hostile to the African American family, after whose arrival she notices cop cars patrolling their block due to â€Å"rumors of bomb threats† (Alvarez, Queens, 12). Alvarez sympathizes deeply for the new African American family which reminds her of her own struggles to be assimilated and accepted by the American society. She wishes to be kind to the girl from the family but sadly is unable to do so. Before she could make â€Å"a welcoming gesture† her â€Å"hand lifted but fell† (Alvarez, Queens, 54-55). This gesture of the hand provides vivid imagery, literally creating an image in the reader’s mind. The girl from the new family reminded Alvarez of her own plight when she had moved to the United States and had not yet been accepted completely by the community. Alvarez immediately identified with this â€Å"look† which was â€Å"hardness mixed with hurt† due to the knowledge that â€Å"she could never be the right kind of an American† (Alvarez, Queens, 59-61). The poem ends with a tone of melancholy bringing out the sad plight of discrimination and prejudices prevalent in American society by those who were once new immigrants of this â€Å"free country† (Alvarez, Queens, 74). Julia Alvarez’s poem ‘Dusting’ is a short, symbolic and meaningful poem which also revolves around the theme of cultural assimilation, a longing strongly held by immigrants to a new place. The image ‘dusting’ has bee n symbolically used as an act of cleansing ones previous cultural traits in order to be accepted into the larger society. The poem talks about Alvarez’s strong persistent desire for forming her own identity, which she expressed â€Å"each morning† by writing her name â€Å"on the dusty cabinet† (Alvarez, Dusting, 1-2). She would imprint her name in capital letters on the house furniture including the dining table and the backs of chairs, while her mother wiped it all away, removing any traces of dust and marks left behind by her. Alvarez’s mother’s ‘dusting’ activity has been used as a metaphor to depict the desire to assimilate into and be accepted by the American society at large. Alvarez’s continual act of writing her initials in capital letters on the dusty furniture is symbolic of the struggles of the younger generation trying to create their own identities in a foreign land.Advertising We will write a custom essay sample on Cultural Assimilation, Acceptance and Identity in Julia Alvarez’s Poetry specifically for you for only $16.05 $11/page Learn More While Alvarez’s mother dusts the house to maintain cleanliness in her home, Alvarez struggles hard to imprint her initials. Both Alvarez and her mother are persistent in their efforts; the mother tirelessly engages in the activity to ensure that her home is clean while Alvarez ceaselessly puts her signature on every piece of furniture, knowing fully well that her mother is going to wipe it all away without a trace. Alvarez leaves her signature â€Å"in capitals† on every piece of furniture in the house. She states that â€Å"the bookshelf and rocker, polished mirrors on the desk† are all â€Å"scribbled with my alphabets† (Alvarez, Dusting, 11-12). These objects create vivid imagery in the reader’s mind. The desire for creating a mark and search for self is so strong in Alvarez that she refuses to give up. Her strong grit and determination are visible in her undying refusal to quit as she continues to leave her signature wherever possible in the house. Alvarez is undeterred with her mother’s ‘dusting’ efforts due to which her â€Å"name is swallowed in the towel† that is used to clean and shine all the house furniture. Alvarez refuses â€Å"be like her, anonymous† mother who lives a silent life of non-identity. She defiantly tries her best and does not give up her efforts. While her mother accepts a life of conformity within the home, Alvarez is not willing to do so. She does not wish to settle for a life where women are confined to the household and engage in domestic tasks. She is unwilling to conform to the â€Å"anonymous† domesticated life in which women have no identity. Her act of scribbling her initials all through the house furniture mark her struggle for creating her identity and finding her place in a culture whi ch restricts women to the confines of a home. In her poem ‘First Muse’ Julia Alvarez once again defies the cultural and literary norms of society by failing to abide by its fixed rules. Alvarez recalls a childhood incident when she had heard a â€Å"famous poet pronounce† that â€Å"one can only write poems in the tongue in which one first said mother† (Alvarez, First Muse, 1-3), which had caused her to completely give up writing. She was devastated and hoped that perhaps she had been exposed to the English language in childhood when her mother may have â€Å"left the radio on† beside her crib â€Å"tuned to the BBC or Voice of America† (Alvarez, First Muse, 11-12). Alvarez was shattered by the thought of not being a native English speaker since she was deeply involved with writing English texts, something she loved. The idea of non-acceptance and non-recognition was so devastating to to her that she â€Å"suffered from a bad writer’s -block† (Alvarez, First Muse, 17), â€Å"gave up writing† and â€Å"watched lots of TV† (Alvarez, First Muse, 21). She lost her confidence and thought that since Spanish was her native language, she was not eligible to use English anymore.Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, once again her strong indomitable will surfaced when she saw Chiquita Banana on television. Chiquita had a â€Å"sassy, olive-skinned† and â€Å"lilting accent so full of feeling it seemed the way the heart would speak English if it could speak† (Alvarez, First Muse, 24-28). This brought back Alvarez’s lost confidence and she decided that she will continue to write in English. Alvarez proudly claimed â€Å"I am Chiquita Banana and I’m here to say† accepting her differences yet asserting her will and determination to create her identity in a culture which she was not born in (Alvarez, First Muse, 29-30). It seems that Chiquita Banana indeed became Alvarez’s â€Å"new muse† since it gave her the confidence and will to create her own individual space in a foreign culture. Once again, Alvarez had broken the shackles of conformist society creating her own identity in a world where she was not born. She defied the norms of culture and decided to reject the restrictions imposed by society. The themes of acceptance, identity and assimilation resonate in all the three poems ‘Queen, 1963’, ‘Dusting’ and ‘First Muse’ by Julia Alvarez. In ‘Queens, 1963’ Alvarez points how immigrants go through immense suffering and challenges in a new culture and society. She expresses her shock at the attitude of her neighbors in their failure to accept a new immigrant family. In the poem ‘Dusting’, Alvarez distinguishes the struggles between the old and new generation as they struggle for acceptance in a new culture. She does not wish to be like her mother and spend her life in anonymity simply for the sake of being accepted in society; rather she ceaselessly demonstrated her iron will to break free from the shackles of societal norms and desires to create her own identity. Finally, in ‘First Muse’ Alvarez’s struggle and search for her individual ity end. Rather than losing her identity, she accepts it and creates a unique place for herself by deciding to continue writing English texts even though her mother tongue was Spanish. All the three poems reflect Alvarez’s struggle and strong character to create her own personality without denying her cultural roots. Alvarez, Julia. Queens, 1963. The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9th ed. Boston: Bedford/St. Martins, 2012. Print. Alvarez, Julia. Dusting. The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9th ed. Boston: Bedford/St. Martins, 2012. Print. Alvarez, Julia. First Muse. The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9th ed. Boston: Bedford/St. Martins, 2012. Print.

Exercises in Identifying Subjects and Verbs

Exercises in Identifying Subjects and Verbs There are two basic parts of a sentence: the  subject  and the  predicate. The subject is usually a noun: a person, place or thing. The predicate is usually a phrase that includes a  verb: a word that identifies an action or state of being. For example, both run and is are  verbs.   One easy way to distinguish subjects from verbs is to put the word he or she before the word. If the phrase makes sense, the word is a verb. If it doesnt, its probably a noun. For example, is the word bird a subject (noun) or a verb? How about the word dances? To find out, put the word he in front of each word. He bird makes no sense, so the word bird is a noun and could be the subject of a sentence.  He dances does make  sense, so the word dances is a verb, which could be part of the predicate. Try these exercises to help you distinguish between subjects and verbs. Two exercises are provided to give you (or your students) two opportunities to practice. Exercise A: Identifying Subjects and Verbs For each of the following sentences, decide whether the word in bold print is the subject or the verb. When you are done, compare your responses with the answers below. The dog shivered.An owl shrieked.The moon disappeared behind the clouds.We waited.Nobody said a word.  For a moment, nobody even breathed.A light rain fell on our heads.The leaves trembled.Our hearts beat faster.Then the black sky opened up.Furious flames lit up the night. Answers 1. verb; 2. subject; 3. verb; 4. subject; 5. verb; 6. subject; 7. verb; 8. verb; 9. verb; 10. subject; 11. subject Exercise B: Identifying Subjects and Verbs For each of the following sentences, decide whether the word in bold print is the subject or the verb. When you are done, compare your responses with the answers below. Mr. William Herring is the jolliest man I know.His outward features reflect the delightful character within.His hair is red and frizzy, like Orphan Annies.His head is fat and round.He has small, dark, hamster-like eyes.His eyes peer inquisitively from behind metal-rimmed glasses.His small mouth is always formed into a friendly grin.His thick neck connects this funny head to an egg-shaped torso.He has two fat arms with plump hands and fingers shaped like hot dogs.On one of these fingers is a diamond-studded gold ring.The gleam of the ring matches the brilliance of Mr. Bills smile.His Santa Claus belly, girded by a cowboy belt, hangs over the sort of baggy trousers that went out of style with leisure suits and platform shoes.Mr. Bills shoes, however, are invisible beneath his trousers.Still, his walk is distinctive.In fact, he seems to roll rather than walk.He rolls to the rhythm of his own laughter.His students roll right along with him. Answers 1. subject; 2. verb; 3. subject; 4. verb; 5. verb; 6. subject; 7. subject; 8. verb; 9. subject; 10. subject; 11. verb; 12. subject; 13. verb; 14. subject; 15. verb; 16. verb; 17. subject

Forign Policy Essay Example | Topics and Well Written Essays - 2000 words

Forign Policy - Essay Example In it, the study text will formulate the US foreign policy in the 21st century, which is a fast changing world. The US foreign policy is perceived of as highly liberalist, and this will be elaborated on, in addition to how the modern world makes it hard for the US to dominate the world, and why it is too late for it to withdraw from the system of world interaction. Finally, the study text will in it incorporate failures and milestones in the US foreign policies and from the emerging trend forecast the future of the US foreign policies. In Stepak & Whitlark (45-66) view, the role of the United States in the foreign policy context is fetched from the ancient eras of world politics, and particularly the days of Woodrow Wilson; that is in the period after World War II and the Cold War. Most foreign policy activists attest to it that following the events after the fall of the Soviet Union, especially those oriented to human rights, the order of world governance evolved, and America’s role in manning the system emerged, and with it expanded its obligations to the international community. Concisely, the norms of non-intervention and state sovereignty weakened with the virility of liberal interventionism, which was being largely campaigned for by the United Nations. By definition, liberal internationalism is the doctrine of foreign policy, which supports that liberal states have the mandate of intervening in other sovereign nationalities in pursuance of liberal objectives (Pugh 2). The liberal objectives in this case can refer to any form of freedom and equality. In the light of this, the liberal internationalism policy mode of intervention may be either military or humanitarian aid. This definition that would, however fit best at the onset of the twentieth century since in the contemporary definition as forced by issues, liberal internationalism is varying. According to Ikenberry (74-80), these changes can