Environmrntal science 2 Essay Example | Topics and Well Written Essays - 750 words

Environmrntal science 2 - Essay Example First of all, one needs to develop a question or a problem. The problem must be able to undergo scientific experimentation for it to be meaningful. Secondly, one has to make observations or research on the problem formed in the first series. Thirdly, there must be a formulation of a hypothesis that gives information on the possible answer to the problem solved. Fourthly, an experiment must be carried out to show if the hypothesis is true or false. This can be done by collecting the necessary materials and procedures to come up with results that can be quantified or measured. The fifth step involves collection and analysis of the results from the experiment. If the experiment is not accurate then one can change or make the procedures better. The analysis must have evidence like photographs, tables and graphs to ease understanding. The sixth step is simply to come up with the conclusion whereby it must have statements that either support or reject the statement of the hypothesis. The s ixth step also included making recommendations to allow improvement or further studies to be done. The last step is being able to communicate the results to other individuals (Michael, 2003, pp. 1-220). Sustainable development is concerned with using resources following a particular pattern with the aim of meeting human needs in preservation of the environment for the present and the future generation. It ensures that the needs of the present human needs are met without compromising that of the future generation. Sustainability is therefore the ability to maintain a particular state. For instance, in environmental sustainability, the environment is expected to be at its natural state avoiding any depletion (Michael, 2003, pp. 1-220). The biosphere matter follows a circular pathway because they use up one type of matter and reproduce another that can be used by another living thing. For instance, animals take in oxygen and give out carbon dioxide

Game theory about north Korea Research Paper Example | Topics and Well Written Essays - 3250 words

Game theory about north Korea - Research Paper Example With North Korea’s (DPRK) both allies, the Soviet Union and China, recognizing the ROK government, DPRK expected similar recognition from ROK’s allies, the US and Japan, which was not granted, thereby leaving DPRK the only remaining Stalinist regime with only China backing it. Diplomatically isolated and economically down, DPRK saw the necessity to engage with the US – the nuclear umbrella of South Korea (Kim, 1998, p. 12-13), by extraordinarily exploiting its nuclear issue to gain US attention and diplomatic engagement in the 1990s (Barry, 1998, p. 95; Kim, 1998, p. 12), as North Korea sees the US’s recognition of DPRK as an independent state strategic to improve North Korea’s diplomatic and economic external relations and to allow it to obtain trade, aid and investments it badly needed to subsist and progress, yet defying US values to get into the north (Barry, 1998, p. 106). If conventional wisdom maintains that today, deterrence is the sole legitimate purpose of having nuclear weapons (Dadley & Martin, 2009, par. 3), the possession of nuclear weapons in poor states such as Iraq, North Korea, Pakistan, India, and Israel on the other hand is being utilized to define and empower the state (Bracken, 2003, sec. 2, par. 4). For example, â€Å"North Korea seeks nuclear weapons as part of a philosophy of self-reliance and a search for respect† (Bracken, 2003, sec. 2, par. 7). Thus, for North Korea†¦ possession of nuclear weapons is a diplomatic tool for seeking direct negotiations with the US† (Haruki, 2006, sec. 2, par. 5). Having lost the nuclear umbrella, it must have decided that nuclear weapons would have to constitute the pillar of national defense. Nuclear weapons, which would be aimed at South Korea, were seen as indispensable to make up for the inability to maintain the balance in conventional weapons due to economic collapse. When North Korea blocked the International Atomic Energy Agency inspectors and then withdrew from the Nuclear

Contribution of Schools to Child Health and Wellbeing

Contribution of Schools to Child Health and Wellbeing Critically discuss the contribution that schools can make to children’s health and wellbeing. As a society we want the best for our children to enable them to grow and develop into healthy human beings. Looking at their wellbeing gives an overview of the person as a whole and their identity in society, and how we can ensure that they are given the best start in life and assist to maximise each child’s potential. This aspect is supported by the United Nation Convention on the rights of the child’s (1989) citied in Collins Foley 2008. This convention in many articles focus on the child ensuring that they have a say in their health and wellbeing giving them the best start to life. Kamerman and Kahn (2003) highlights the importance of child welfare and talks about ‘human capital’. As educators we have a large role in providing for all children giving them the best opportunities in life. There are many factors that can influence the health and wellbeing of children. Research has shown that early childhood experience has a significant impact on childhood development and how they continue into adulthood. As Vygotsky (1978) identified, children from a very young age can learn and develop new capacities through the collaboration and interaction with adults. (Citied in connecting with children; developing working relationships). Learning Guide 5 Activity 5.2 and watching the DVD on children’s participation brings to light how we as adults should listen more to children and permit children to have more of a say. On the video it identifies when children are given the opportunity to participate, it enhances their confidence and self-esteem to be part of society. When looking at children’s health and wellbeing it is important to look at how they identify themselves. As Cooley (1902) studies show how children develop and how they participated in society depends on what they feel about themselves and how other’s perceive and act towards them. As a foster carer for children with special needs I can relate too this as people can look at their disability instead of the person they are. Like Louis (foley 2008) the first identity is the disability. This identity can have an impact on health and well-being. In my role as foster career I found that the child I had on a long term basis was considered as having serve needs and labelled as difficult. In contrast when given the opportunity and not looking at her disability she was quite able. As adults we can influence the child’s identify and relate to this disability rather than the whole person. If we looked at wellbeing and health and not the disability would this change his outlo ok on life? Bennett and Sani 2004 p.g13 studies support this aspect as they talk about how changes can change our identity and how we are looked upon. As adults we can become engaged in the disability and unknown to ourselves we may label this child as disabled and think we know what is best. It can be criticised that the labelling or identifying a child’s disability can be positive in not only the home but in school as they are able to avail of better services e.g. the school get funding of a one to one assistant attending, having outside agencies like speech theorist etc.. In my own setting it is benefited when having a child’s special needs recognised as it relieves some of the pressures having an extra member and extra support when required The identity of a child can steer us as practitioners to how we contribute to the child’s health and wellbeing. In the school setting we have to be open minded and considerate of the home environment, the child’sculture, relationships and family life. These factors all coincide to contribute to the health and well-being of the child. The child identity can change depending on the situation and the environment. Children’s voices can change depending on the opportunities they are given and how we as a society recognise the child. This is supported by Bennett and Sani 2004 studies and shows it takes time to get familiar with a person. Children’s social backgrounds can have a large influence on their health and wellbeing. Poverty unfortunately has a negative effect on children’s health and wellbeing. When looking at the Millennium Cohort (Dex and Joshi) study in the UK it came to myattention thatis a high percentage of our children are in poor health and wellbeing. The institute of Education (2007) studies showed how children’s cognitive development assessments showed higher scores from families of stable employment. Poverty in the home has an ongoing effect on the child’s health and wellbeing. Children can be labelled as being poor carrying with them throughout school. Ridge’s study (2006) shows how children’s self-confidence and feeling of belonging within their social network can be affected. Children can feel left behind when parents can’t afford the latest trend be it clothes or latest technology. Children’s social wellbeing is affected when they are unab le to attend social outings with their peers andthis may cause a child to become withdrawn from the group of friends and experience a feeing of isolated. Schools provide a large contribution to children’s health and wellbeing through support in all areas. Children can feel valued by the interaction of praise and achievement, having the opportunity of healthy snacks, warmth and intellectual stimulation. In my own setting we can see the contribution to a child health by providing that simple healthy snack. This is beneficial for some children, not necessarily from an unprivileged back ground, but simple not having the time to ensuring that their child has eaten breakfast or lunch before arriving at nursery. Moss (2006) believes listening to children as part of ethical practices is extremely important and it is a vital part to the wellbeing of children. If children are not given the opportunity to speak and be listened to they cant be expected to fit into society. Practitioners have an important role in promoting and develop children’s emotional wellbeing. Billington and Pomerantz 2004 talked about the importance of circle time and how this leads to the building of confidence with children. Circle time allows children to feel included as part of a group and helps to build self-confidence and belief in their ideas. Being critical of this it can also devalue children as they may feel under treat and find circle time intrusive. As practitioners we have to judge the situation and look at what suit the individual child. As an early years practitioner I feel it is equally important for children to have free play where they can form own relationships without the influences of staff allowing children time to explore their own emotional. We have a critical role in ensuring that all children are listened to and voices not been silent. Children’s first-hand experience can change their perspective and it only takes that one individual to provide a positive artiest for change in a child’s well-being and health. Schools provide the opportunity for children to interact with a broadend section of society and benefits childrens opinion on society. One teacher may have a significant effect on a child’s well-being inclusive of all the other factors preventive to the child’s life. For example the famous story of Helen Killer (1968) who’s life was wasting away until she meet Anne. Anne changed her life by believing in her and through her inspiring work developed her health and wel lbeing and her life as a whole. Today Helen is well known for her work and the dedicated work she did helping others. It can be clearly seen how changes in society changes our views and opinions on how to give children the best health and wellbeing. This can be demonstrated in modern society with more services readily available and working in partnership with agencies to support children’s needs. Children’s first experiences are seen as criticalto later development. While schools provide the best health and wellbeing for children, the dilemma many teachers face is not being able to reach out to all children due to lack of parental support and consent alongside time factors and funding. Learning guide 11.6 looks at how agencies work together and try to give each other as much support as possible Lynne talks about her role as a health visitor and how this contributes to children’s health and wellbeing, while her role is as vital as practitioners in a school setting our hands can be tied and barriers in our way not allowing us to avail of these services. In my role as a pre-school leader the partnership is important between schools and health visitors, however without parental consent we cannot work with outside agencies provided to others.. While it is seen from the government that the childs health and wellbeing are top priority and as a society we draw up policies to ensure legislation meets their needs. It is seen how Tony Blair and Gordon Brown have looked at family lives and helping with back to work systems which will benefit children’s health and confidence along with their general wellbeing. The new government has looked at the roots of the problems and putting services into place to reshaping services. The sure start programme has increased the help for families from deprived areas, provided well needed services for example parenting class, 2 year old programmes etc While this has been a positive input it can be critically argued that it not necessary always being for families from deprived areas needing help but working families too can need as much attention. In my own setting it can be seen that full time working parents need as much help at times with parenting skills as other less well off families. Their careers can leave pressures on families and just having extra support can help their anxiety and any worries they may face as their children develop. While the United Nation Convention on the rights of the child’s (1989) citied in Collins Foley 2008 report focuses on six key areas: material, wellbeing, health and safety, educational wellbeing, family and peer relationship it can be critically said that this is not always possible and feasible for those who require it. Looking at education sector the number of children with special needs has risen and funding has had a cut back therefore all needs are not met as they should be. In my own setting due to funding and the demand on other agencies it is not always possible to get a child with special needs an assessment before school age. While these children’s needs are not being met not only is their pressure on the workplace but the child’s health and well-being is being deprived. Children who haven’t got English as a first language suffer due to the lack of resources available in society for them. As educators we work on the legal documents and in writin g state what is needed for our children however in reality this depends on funding and government support. When looking at a child’s health and well-being they interweve with one an another so when a school struggles to gett help with a child’s physical needs their emotional health can is also effected in many instances. Giddens (1998) looked at the needs of our children and how investment is put into all areas of the children’s health and wellbeing looking at the full picture. This has shown improvement with the rest 10-Year Strategy (2009). Children are given and entitled to free pre-school education which has been a positive step in the health and wellbeing of all children. In my own setting we have a role as practitioners to ensure we promote diversity and inclusion. This comes from the UN Convention on The Right of the child (1989), which supports the right for children to grow up in a farmiliar surrounding which is characterised by equality and free from any form of discrimination due to colour, race, sex, language, relation etc†¦ (Article Two (www.unicef.org/crc/). In my own setting this is not only done to ensure that all children are treated equally but also with the use of our Media Initiative programme. This programme was developed to provide children with the opportunity to explore similarities and differences and developing the child in an appropriate way, using age appropriate resources. This has found to be of benefit to children who infinity themselves as different and helps them to feel included in the setting. Over the years there has been considerable work done in relation to Childrens health and wellbeing policy documents. UNICEF was one of the largest pieces of legislation from which a number a policies was drawn from. When looking at the policies throughout the UK it can be seen that while different countries have their own policy, there main objectives being the best services for the health and wellbeing of our children can be found in them all. A lot of changes have come about due to major cases of poor services which have result to child death some high profile media cases throughout the mediafor example;. Baby P, Victoria Climbe and most recently Tiffany Wright. As work continues in improving the local services to children the health and welfare of the children remains upmostimportance and with this high priority we will hopefully see an increase in more agencies working together to improving services. In conclusion to the question on looking at what contribution that school can be seen how all agencies have an important role. Legislation over the years has changed giving children the right to an opinionon their health and wellbeing. One quote from the UNICEF Report Card 7 to me evaluates children health and wellbeing and is very key that the nation is key to the support children are provided with. Health and safety is a majoy aspect in UNICEF’s ideas and their material security and educational needs is focused on aswell as socialisation. UNICEF have strong beliefs on the sdense of being loved and being valved from society and people around them and included in the families and society in which they are brought up in. Collins Foley 2008) As practitioner we have a duty of care in the wellbeing of children by working for the child in partnership with their parents and other available agencies to ensure that the child is given the best start to life allowing them to continue in to adulthood. All children no matter of their background or abilities should be given the same opportunities and say to their rights. The time it takes or the funding needed shouldn’t determent the quality of services for a child health and well-being to be met. Bibliography Everyday Costs of Poverty in Childhood: A Review of Qualitative Research Exploring the Lives and Experiences of Low-Income Children in the UK Tess Ridge Department of Social and Policy Sciences, University of Bath, Bath, UK Child poverty in perspective: An overview of child well-being in rich countries  © The United Nations Children’s Fund, 2007 UNICEF, Child poverty in perspective: An overview of child well-being in rich countries, Innocenti Report Card 7, 2007 UNICEF Innocenti Research Centre, Florence en.wikipedia.org/wiki/Helen_Keller www.unicef.org/crc/)

Edgar Allan Poes, The Cask of Amontillado as a Description of Poes Li

Edgar Allan Poe's, The Cask of Amontillado as a Description of Poe's Life The cast of Amontillado was written by Allan Poe at a time when he felt he was being unjustly attacked. Most critics believe that the cask of Amontillado was written by Poe against his critics in the Mirror. I believe the cask of Amontillado is a story of Revenge and Hatred against some friends whom be believed had wrongfully accused him. A review of Allan Poe as a person and his experiences in life is essential a clear understanding of "The Cask of Amontillado". Hence, I will apply a cultural method of interpretation. Poe was raised by his God parents after his parents died at the age of three. He was involved in Gambling and he also drank a lot. According to the Columbia Encyclopedia, "Poe was a complex person, tormented and alcoholic yet also considerate and humorous, a good friend, and an affectionate husband. Indeed, his painful life, his neurotic attraction to intense beauty, violent horror, and death, and his sense of the world of dreams contributed to his greatness as a writer"(2). This was true of Poe's literature. The Cast of Amontillado is full of suspense, shows different Kinds of wine and the complexity of Poe's personality can be shown in the Characters .Some critics have said that the cask of Amontillado can be read as an allegory of two portraits of Poe. I think The Cask of Amontillado is a Portrait of Poe and that of his critics. It is a story that is full of symbols. The Cask of Amontillado is the story of man who is desperate to obtain revenge from an insult. The nature of the insult was never revealed in the story. All we know is that Montressor methodically planned his revenge against Fortunato. As Allan Poe put it, "It mus... ...portrayed by Fotunato and Luchesi. Considering the close resemblance between the story and the issues in his life at that time, I believe Allan Poe was writing about himself. He finally got his revenge when he filed a libel suit against English and Fuller. He won the libel suit but he also lost his reputation in the process. In The Cask of Amontillado, Montressor walled Fortunato in. However, Fortunato rested in peace while Montressor will go on with a troubled conscience. Works Cited 1. Poe, Edgar Allan , "The Columbia Encyclopedia", sixth ed. 2001 2. Dedmond, Francis " The Cask of Amontillado and the war of Literati, " Modern Language Quarterly; June 54, vol 15, issue2, p137, 10p. 3. Poe Edger Allan "The Cask of Amontillado" Reading and Writing literature by Phillip Sippiora, Ed by Pearson Education Inc. Upper saddle River, New Jersey, 2002. 240-245.

Themes in the Merchant of Venice

The Cyclical Nature of Hatred and Vengeance By Darina Gaievska Love and hatred, happiness and misery, excitement and lethargy – all of these emotions are inherited to the human nature. Hatred fits in among one of the strongest human feelings; it is a seed that engenders vengeance. In the Shakespeare’s play, The Merchant of Venice, these two inextricably bound terms are portrayed unequivocally. There are three main reasons why hatred was such a focal ingredient to the play: the Anti-Semitism, the unacceptability of usury and the personal altercations between the focal charactersFirst and foremost, the tensions between the play’s protagonist and antagonist take place primarily due to the cultural notion of Anti-Semitism. In spite of Venice being the multicultural and hence multi-religious trade city, the discrimination of the Jewish people was yet apprehensible. Throughout The Merchant of Venice Antonio keeps referring to Shylock as â€Å"The Jew†, a term th at was so derogatory at the time. Although there isn’t much use of direct anti-Semitic slurs, the enmity towards the subculture still lurked in the passages of the play.When Shylock slyly alluded to Jacob from Genesis, justifying his practice of usury, Antonio responded dismissively, saying that â€Å"the devil can cite Scripture for his purpose†. By calling Shylock â€Å"the devil† due to Shylock’s faith. In the merchant’s eyes, Jews were traitors, who deceived the Christ. Although Shylock shows his awareness of the Christian religion, Antonio does not respect him more; arguing that in spite of the knowledge he possesses â€Å"The Jew† is nevertheless a disbeliever.The second reason due to which hatred skulks throughout the play is the un-acceptance of usury. During the Elizabethan era, Jews were not allowed to have any mercantile business, making usury, the practice of lending money on interest, the only source of profit to them. Antonio p roves his negative attitude towards usury by lending money with no interest. Shylock, on the other hand, feels indignant of Antonio’s actions: â€Å"He lends out money gratis and brings down The rate of usance here with us in Venice. Their different views on lending nurture the characters’ animosity and foreshadow the conflict that arises later in the play. Last but not least, hatred is presented in a play in both the ambiguous way and the personal one. It is quite clear that the great tensions between â€Å"The Jew† and the Merchant are the focal point of the entire plot. Antonio’s disrespectful actions towards Shylock are incited by his anti-Semitic ideology. Needless to say, those actions are the main reason for Shylocks hatred, so strong and unceasing, towards his offender.It almost seems that if Antonio was inflicting his enemy’s vengeance knowingly, continuing to practice his disrespectful behavior. Shylock justifies his thirst for revenge i n act three: â€Å"The villainy you teach me I will execute, and it shall go hard but I will better the instruction†. â€Å"The Jew† argues that if Christians (specifically Antonio) treat him as if he were â€Å"a dog† hence showing that they are hypocritical when contradicting the concept of mercy, which is so deeply enshrined in their religion.He blames the Christians for â€Å"teaching† him cruelty, and even promises to excel his masters. To sum up, the recurring hatred is a cycle that comes out of the culture’s prejudices. It is one of the main themes in the play. Hatred and animosity, caused by the anti-Semitism, unacceptability of usury and disrespect, are the inciters of the conflict between Shylock and Antonio. Without them, the play would be dull and boring, because emotions are the ones to spice up the play, making the interaction between characters more fervid.

Biography of Franklin Delano Roosevelt Essay

The 32nd president of the United States, Franklin Delano Roosevelt, accomplished many things during his three terms in office. Being the only president ever elected to more than two terms, it is easy to suppose that he was a well-rounded president. His leadership, success in getting programs passed, management of economic and domestic policy, foreign policy, and role as Chief Party Leader all contribute to an overall grade of an A for his presidency. First off, as the symbol of the country and the presidency, Franklin Delano Roosevelt gets an A. He showed great character and leadership with his thirty â€Å"fireside chats† on the radio. With these, he was able to soothe the thirty five million people listening. It was successful too, in that, after his first in which he assured the safety of keeping money in a reopened bank, confidence was restored and the banks began to open up. His ability to master the press contributed strongly to his overall public opinion and showed he had good character. Also, in WWII conferences such as Casablanca and Teheran, Roosevelt represented the country well in his efforts with the Allies to stop Nazi Germany. His leadership of the country and his character are the reason that he was the only president ever to be elected to four consecutive terms as the leader of the country. Particularly with the New Deal, FDR was rather successful as a policy and legislative leader. With the nation in the midst of the Great Depression, there was a lot of pressure on the president to take immediate action. Beginning with â€Å"the first hundred days,† Roosevelt shut down the banks and met with Congress. He was able to get 15 major bills approved regarding the economy in attempts to get it back on track. With such turmoil happening in the country, FDR was very efficient in getting bills passed by Congress, which is why he deserves an A. Though the actual success of each program may be questioned, his quick action and role as a policy and legislative leader was executed well. The same is true for when the United States became involved in WWII. This situation again demanded quick action and Roosevelt pulled through by passing various acts such as the Lend Lease Act and Neutrality Acts. Though again these may not have always had the best outcomes, his initiative and f air thinking are what gets him an A for this category. FDR’s most noted domestic policies while in office were those of the New Deal. With a nation pressuring the president for change, Roosevelt developed a plan called the New Deal. The principal acts were done during his first hundred days, as mentioned earlier, in attempts to achieve his goals of relief, recovery, and reform. Regarding the economy, Congressed passed the Glass-Stegall Banking Act which established the FDIC, a very important act after the crises leading up to the Great Depression. By stopping the bank runs, he was able to steer the economy in the right direction, creating a corporation that is still used today. In addition, under his presidency, the Civilian Conservation Corps (CCC) was established, giving jobs to young men while at the same time conserving both human and natural resources. With the young men being able to send the money back to their families, it was a way to decrease unemployment and boost the economy. Another important issue was his repeal of t he Prohibition through the 21st amendment. This gave much needed revenue to the country and provided employment. Despite these successful acts of domestic policy, Roosevelt was not always so brilliant. The Agricultural Adjustment Administration, one of the New Deal agencies, increased unemployment, frustrated farmers, and was eventually deemed unconstitutional by the Supreme Court. His intentions and theories to end overproduction were good, just not executed well. Another of Roosevelt’s reforms is Social Security. This is perhaps one of the most controversial of his policies. Some loved it and some hated it. In fact, the benefits of this administration are still debated over today with people calling into question the longevity of its existence. One problem that Roosevelt seemed to face was his long-running battle with the Supreme Court. Consisting of older aged, ultraconservative men whom Roosevelt had not appointed, the Supreme Court was something the president wanted to change. To fix it, he asked Congress to permit him to add up to 15 justices to the Supreme Court. This attempt to â€Å"pack† the court cost Roosevelt severely in the eyes of the public. It was his away of going around the Constitution in order to be able to keep more of his programs and agencies from the New Deal. In total, despite also several failures, many of FDR’s domestic policies were good. They helped relieve some of the stress set on by the depression. However, that’s all they did – relieve. His policies and the New Deal did not cure the country of the Great Depression, only temporarily masked the problems with only of his agencies still existing after his presidency. For these reasons, I give Roosevelt a B for his domestic policy. In the beginnings of a second world war, Roosevelt had important foreign policies that were crucial to the United States’ welfare. With an attempt to end the Depression, Roosevelt was initially going to send a delegate to take part in the London Conference. However, upon a second look, he decided that international agreements about the value of the dollar might restrict him in domestic recovery. This begins a trend toward increased nationalism and eventually to the United States’ views on isolationism. Though we are unable to tell what might have come out of the conference, it seems like a poor decision for Roosevelt to leave America totally on its own from other countries. Along with this idea of isolationism, through the Tydings-McDuffie Act, the United States freed the Philippines (after 12 years). This act was more beneficial for the United States than the actual freed country because of less foreign competition for sugar, as well as fewer people competing for jobs. Overall, it did help the U.S.; however, it also kind of abandoned the Philippines with not-so-nice economic terms. In contrast to these inward-looking acts, Roosevelt also created the Good Neighbor Policy with Latin America. He focused on consultation and nonintervention in hopes to unite the Western Hemisphere against any powers on the other side of the world. This was a smart move after withdrawing ties from Europe and Asia. It was a good idea that ended up being very successful for him and Roosevelt ended up with the title of â€Å"traveling salesman for peace.† In such fear of war, Congress passed the Neutrality Acts so as not to be brought into the violence like had been done in WWI. However, Roosevelt later changed these Acts to mean that an arms embargo be established for both Loyalists and rebels. As far as Roosevelt’s foreign policies go, this one was really bad. So scared of war, they basically aided in Franco’s taking over of the republican government of Spain. This in turn led to the strengthening of the European dictators, leading to the second world war. For this reason, Roosevelt’s grade goes down. Then, in 1941, neutrality had its meaning changed again. Really, it was thrown out the window with passing of Lend-Lease Act. The reasoning behind it was very understandable. Arm the other fighting democracies with weapons to defend against Hitler, or allow them to fall and have the U.S. face them alone. Knowing the risk, and after many debates, it was finally approved. It also set up the United States for war production when they did fight. However, the Lend-Lease Act ultimately was what brought them into the war once they had to start using armed Destroyer ships to take them to Britain. Roosevelt’s idea was good, however the consequences were bad. Later in the war, Roosevelt met with Churchill and Stalin for the Teheran Conference. Here, the three agreed upon a plan to attack Germany from the East as well as from the West. This was an incredibly important part of Roosevelt’s foreign policy since it was the beginning of the end for Nazi Germany. The Allies were able to recover France from the Nazis and continue their fight with Germany. Though Roosevelt died a month before V-E Day, his position as Commander in Chief for the past twelve years caused the United States and the Allies to defeat Germany. Though nobody is perfect, Roosevelt was able – through all decisions, good and bad – to stop the Nazis and ultimately save Europe. For these reasons, Roosevelt gets an A as Commander in Chief. Franklin Delano Roosevelt was strong in communicating with the public was well as dictating foreign and domestic policy. For this reason, his party grew during his presidency and so he deserves an A as Chief Party Leader. He started the â€Å"FDR Coalition† for his first term to get votes. Throughout his successes in the beginning, he was able to change many Republicans into Democrats, strengthening the Democratic Party for years to come. In addition, he also aided more Democratic candidates in all areas of government into office. With Roosevelt in office, the party grew both in voters as well as representation in Congress and other branches of government. His role as Chief Party Leader was done well and that is why he gets an A. Franklin Delano Roosevelt came into office at first having to deal with the struggles of the Great Depression. He was then later faced with the challenges of World War II, attempting to protect the United States as well as all Democratic countries from Nazi takeover. Anyone faced with these difficult challenges would have their ups and downs. FDR, on balance, was a good president and gets and overall A for his role as a country symbol, legislative leader, manager of the economy, Global leader, Commander in Chief, and Chief Party Leader. Works Cited Bailey, Thomas Andrew, David M. Kennedy, and Lizabeth Cohen. The American Pageant. Boston: Houghton Mifflin, 1998. Print. Hughes, L. P. â€Å"†FDR AS NATIONAL LEADER†Ã¢â‚¬  Austin Community College – Start Here. Get There. 1999. Web. 06 Apr. 2011. . Mintz, S. â€Å"The First 100 Days.† Digital History. 2007. Web. 01 Apr. 2011. . http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=468 (80%) http://www.austincc.edu/lpatrick/his2341/fdr.html (shrink 90%, page 4)