Would the ERA Force Women Into Combat

Throughout the 1970s, Phyllis Schlafly warned of the dangers of the Equal Rights Amendment (ERA) to the United States Constitution. She declared that the ERA would take away legal rights and benefits women already possessed, rather than conferring any new rights. Among the rights that would be taken away, according to Phyllis Schlafly, were the right of women to be exempt from the draft and the right of women to be free from military combat. (See A Short History of E.R.A. in the Phyllis Schlafly Report, September 1986.) Drafting Mothers?Phyllis Schlafly called the law that made 18-year-old male citizens eligible for the draft classic sex discrimination, and she did not want that discrimination to end. The ERA was passed by the Senate and sent to the states in 1972, with a 1979 deadline for ratification. The draft, or military conscription, ended in 1973, and the U.S. moved to an all-volunteer military. However, there was a concern that the draft may be reinstated. ERA opponents evoked the fear of mothers being taken from their children, describing a scene in which a child watches war news and worries about when mother will come home, while dad scrubs the floor.Apart from the obvious gender stereotypes in such images, the feared outcome was not accurate about which women would eventually be drafted, if there were ever a draft again. The official 92nd Congress Majority Report of the Senate Judiciary Committee analyzed the effects the ERA would have. The committee report said the fear that mothers would be conscripted from their children was unfounded. Many women would be exempt from service just as many men were exempt from service. There were service exemptions for many reasons, in cluding dependents, health, public official duties, etc. Women in Combat?The ERA ultimately fell three states short of ratification. Even without an amendment guaranteeing equal rights, womens duties in the U.S. military brought them closer and closer to combat during the next few decades, particular during the early 21st century in Iraq and Afghanistan. By 2009, The New York Times reported that women were patrolling streets with machine guns and serving as gunners on tanks, even if they technically could not be assigned to infantry or Special Forces duty. Phyllis Schlafly remained consistent in her position. She continued to oppose any new efforts to pass the ERA, and she continued to speak out against women in combat during the George W. Bush administration.

Interpreting The Consequences And Causations Of The...

Interpreting the consequences and causations of the American Civil war is a complex and multifarious issue that is defined by two predominant archetypes, the revisionist and fundamentalist viewpoints. The multiple revisionist viewpoints emphasize different interpretations of the origins and significance of the Civil War such as a Southern constitutional viewpoint, politics, economics, sectional differences between the North and South, or the great slave power conspiracy. Moreover, while some of these arguments are compelling the revisionist approach is insufficient in elucidating the incipient sectional tensions, during the 1850s, that brought about the American Civil War. Furthermore, the most efficacious way for historians to interpret the American Civil war is through a lens of multiple causality that focuses predominately on a fundamentalist approach. Consequently, slavery served as the central nexus and catalyst that enflamed the sectional tensions of the North, and South. The institution of slavery provided the primary justification for going to war, in conjunction with the rising sectional tensions of the 1850s, for both the abolitionists/free-soilers, and the Southern planting aristocracy. Moreover, the backdrop for these sectional tensions was brought about by the annexation of the Western territories acquired during the Mexican and American War. The question of whether these states would be free, or slave fanned the flames of these internecine arguments. As aShow MoreRelatedGod Is Not Great By Christopher Hitchens1591 Words   |  7 PagesRobertson---father of the present television prophet---to support some mild civil rights legislation. ‘I’d sure like to help the colored,’ came the response, ‘but the Bible says I can’t.’ The entire self-definition of ‘the South’ was that it was white and Christian.† It is obligatory to note that while these examples should not convict all of Christianity for certain people’s behavior, it is imperative that Christians see the consequences of sin in their lives and how that significantly impairs their testimonyRead MoreEssay on Period 3 Test7186 Words   |  29 Pagesfollowing was the most widespread crop cultivated by slaves in North America? a. Wheat b. Sugar c. Tobacco d. Cotton 3. Following the American Revolution, many Founding Fathers believed which of the following? a. Slavery would gradually disappear in the United States. b. The freeing of slaves should be outlawed. c. 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Infancy and Early Childhood Development Paper †Week 2 Free Essays

Infancy and Early Childhood Development PSY/375 January 21, 2013 Infancy and Early Childhood Development During development from infancy to early childhood many changes take place. There are many factors that affect the development at each stage. Family dynamics can have a profound effect on how a child matures and develops as he or she grows older. We will write a custom essay sample on Infancy and Early Childhood Development Paper – Week 2 or any similar topic only for you Order Now There are three parenting styles brought forth by Diana Baumrind that influence development in a particular way. These styles are founded on four central dimensions (Berger, 2011, p. 273). Early childhood education has a significant role in cognitive development. The early years in a child’s life can influence the development of certain skills that allow a child build upon what he or she has already developmentally acquired. There are many aspects that influence a child’s development throughout life. Family Dynamics Affecting Early Childhood Development Family dynamics can have a vital role on the development of infants and young children. Children born into an abusive household stand a bigger risk of being affected developmentally than those born into a non-abusive family. Abuse can mean emotional or physical and abuse. Children emotionally abused can have a self-image issue where the individual may feel worthless and this can affect the way a child learns. Physical abuse can result in mental defects that can be associated with poor cognitive ability if the abuse were on or about the head of the child. Another way family can affect the development of infants and young children is through language. During infancy children learn by listening and mimicking what they observe. If a parent talks to his or her child or infant the infant is more likely to pick up on words and develop a speech pattern. It is said that most parents the world over are outstanding teachers (Berger, 2011, p. 172). Other theories regarding development of language in children come from the basis that humans are inherently social creatures and rely on each other for happiness and the ability to survive. Infants are also thought to teach themselves. Berger  (2011)  stated, â€Å"Noam Chomsky (1968, 1980) and his followers felt that language is too complex to be mastered merely through step-by-step conditioning† (p. 174). LAD (language acquisition device) allows young children to obtain the guidelines of grammar faster and more successfully from speech heard each day, whether it is in their native language or another language. Parenting Styles Influence on Development Baumrind’s three styles of parenting include authoritarian, permissive and authoritative parenting. Authoritarian parenting means that the parents have the final word and their word is law. This means that the child obeys the parents’ instructions, requests and commands. Parents who have this type of parenting style might be considered unaffectionate toward the children. Authoritarian parenting teaches a child not to question authority and to follow orders. The next parenting style is permissive. Parents who use this style are often referred to as indulgent. This means that they often â€Å"give in† to their child’s wants and needs. Unlike the authoritarian style that can bring about stern penalties permissive parents use little discipline on their children. Permissive parents are encouraging and tolerant. The third style of parenting is known as authoritative. Authoritative parents have rules and guidelines in place for their children. Parents with this style of parenting are not afraid to enforce the rules and handout punishment that â€Å"fits the crime. † An authoritative parent is usually more willing to forgive a child than punish. This type of parent views him or herself as a parent and not an authority or a friend as in the first two styles of parenting (Berger, 2011). My Choice of Parenting Style The parenting style that I view as most effective is the authoritative parenting style. Authoritative parenting seems to be the middle ground between authoritarian and permissive. Whereas authoritative parents are usually ready to forgive, I believe that they are also willing to use discipline when needed. Authoritative parenting styles take a little of authoritarian and permissive and use it to benefit the child. This style that sets limits and also allows the child to have his or her voice heard that in turn lends to maturity. Being flexible and allowing the child to have his or her say can also teach children to respect each other as well as others. Authoritative parenting allows the children to make their own decisions because the rules and guidelines are set. The decision to abide by the rules or break the rules is completely up to the child. The authoritarian parenting style is too strict and structured while the permissive parenting style is too lenient. The middle ground would firmly be authoritative parenting by my views in the subject. Effects of Early Childhood Education on Cognitive Development Early childhood education can have a profound effect on the cognitive development of a child. Early childhood education allows a foundation for children to add to and learn more throughout life. Early childhood education includes skills such as alphabet, numbers, beginning to read and recognize site words. There are many programs around set forth to improve a child’s cognitive development, some even run by our government. Children begin learning as soon as they are born and there are stages where important information can be taught to a child. It is important in early education that the children be stimulated and challenged. In early childhood development young children will go through stages where they will first need to feel secure, experience exploration. This occurs when the child becomes mobile (crawling or walking). Then, the child will want to develop a sense of identity and become more independent. The second stage is considered the preschooler years. This is the time when the child develops better motor skills and balance and also there is an increase in verbal acuity. The final stage occurs when the child hits the primary age group. Reasoning skills, problem-solving skills increase along with written communication develops quickly (Grisham-Brown,  2003-2009). Conclusion In summation, family dynamics can affect the development of infants and young children in numerous ways. In many cases, depending on the status of a family can affect how well a child learns or comprehends information. The three parenting styles widely in use today are authoritarian; do not question the parents’ word. Permissive is where the parent is very indulgent toward the children and lacks any discipline. The third parenting style is authoritative; the parent is flexible but there are rules and guidelines set in place. Early childhood education is imperative to cognitive development. Early childhood education sets the groundwork for the later years. Early education gives the children the tools so he or she can build upon the knowledge that was acquired early in life. Reference Berger, K. S. (2011). The developing person through the life span [University of Phoenix Custom Edition eBook]. New York, New York: Worth. Retrieved from University of Phoenix, PSY375 – Life span human development website. Grisham-Brown, J. (2003-2009). Education. com. Retrieved from http://www. education. com/reference/article/early-childhood-development/ How to cite Infancy and Early Childhood Development Paper – Week 2, Papers

The International Market for CEO Samples †MyAssignmenthelp.com

Question: Discuss about the International Market for CEO. Answer: The international market for CEO is facing competition and the growing debate regarding the package of CEO continuous to make headlines. Despite the shareholders disgruntle British companies must increase the pay of CEO to compete with US (Cooper, Gulen and Rau 2016). However, companies have sought to address the issue by increasing the pay performance but it is an arduous task with shareholders expressing discontent against CEO increase in performance bonus. Revolts over pay may be rare but provides alarming indications of weak board and uncertain management succession. This may cause declining share prices with reduced investors returns. The boards that offers incentives packages to CEO faces the tricky path of long-term performance with uncertain organizations fortune (Almadi and Lazic 2016). The threat of state intervention is inescapable and chairperson facing shareholders disgruntlement may defend incentives with benchmarking and competition. With increasing demand for CEOs and high executives in the competitive market, incentives could help in matching with US. Though US have increased incentives by 9% in 2013 to Britains 1% rise, incentivising the CEOs pay may enable British firms to keep pace with US. Regardless of investors expectation from companies a rising tide of compensation may help in keeping a valuable CEO within the firm. References: Almadi, M. and Lazic, P., 2016. CEO incentive compensation and earnings management: The implications of institutions and governance systems.Management Decision,54(10), pp.2447-2461. Cooper, M., Gulen, H. and Rau, P.R., 2016. Performance for pay? The relation between CEO incentive compensation and future stock price performance.