An Exploratory Study On Student Engagement Education Essay

An Exploratory Study On Student Engagement Education Essay Research on higher education studies places emphasis on quality educational practices. This is especially true in a country such as Lebanon, which has experienced rapid growth in the number of institutes of higher education, and, in parallel, the number of university students. Engaging undergraduate students has been one major area of focus since research has shown engaging educational activities enhance the educational process and setting. Engaged students learn more material and learn it more effectively. Benchmarks and techniques have been established in order to engage the disengaged members of a student body. Training academic faculty and staff in the area of engagement, and the application of engaging techniques presents institutes of higher education with new possibilities for enhancing the quality of education. 116 Lebanese students completed an engagement survey in a preliminary study on variables which may correspond to levels of engagement. The study found that gender and years at university were significantly related to higher levels of engagement. 1 Introduction According to Hu and Kuh [1] student engagement is the most important factor of higher education in terms of learning and development. They define engagement as the quality of student effort devoted to educationally purposeful activities. Their research has revealed that academic performance improves as a result of challenging goals in the classroom environment. They also found that students want to both find and master challenges in and out of the classroom environment. However, a great number of students do not believe they are being adequately challenged to meet their academic needs. Many students also report they are not participating in activities that are known to be engaging. 1.1 Student Disengagement Research conducted at the University of California at Santa Barbara [2] showed an emerging culture of disengagement. This is due to several societal factors. Flacks and Thomas[2] believe that, in an effort to accommodate higher numbers of students, scholastic quality has been compromised. The amount of time students spend studying and participating in on-campus activities has decreased as they spend more time working and socializing off campus. Students seemed to be less prepared academically when they start college courses; therefore they are unable to avail themselves of all the university experience has to offer. Consequently, they are less engaged [3]. Boyer [4] believed that higher education is increasingly a part of the problem of student disengagement as opposed to being a part of the solution. Some institutes of higher education have become places students are credentialed rather then fostered to address the problems of their societies. In order to facilitate the scholarship of engagement, academia must connect the rich resource of our students to the responsibility thereof and address the social, civic, and ethical problems of civilization. In doing so, the scholarship of engagement will show its worth and service to a worldwide audience [4]. 1.2 Engagement Current research and literature show student demographics, habits and interests have changed over time [5, 6, 7]. This new campus culture has led to changing student expectations as well. Students want to be challenged and they want to know that their instructor is available to them both in and out the classroom. Students prefer instructors that motivate them to engage with classroom content [8, 9]. Creating activities related to student habits would better engage students in classroom content. For example, Kuh [9] found that surfing the internet was the leisure activity which demonstrated the greatest increase from 1996 until 2001. Students also spent more time listening to music, and watching movies than in previous years. Institutes of Higher Education should accommodate the needs and expectations of these new students. Emerging technology has necessitated the inclusion of interactivity, more involvement with the teacher as facilitator, and a greater emphasis on technology as a learning tool into traditional models of learning and course design. Educationally purposeful activities using information technology, such as emailing faculty or students about assignments, encouraged collaboration and increased contact with other students and faculty. Using information technology had a strong positive relationship with students overall measure of engagement. [9] An engaging classroom results in students engaged with classmates, instructor, and subject content. Additionally, faculty and student interaction seems to be a significant factor of quality student engagement and satisfaction. Studies have shown a positive correlation exists between engagement scores and faculty availability and access outside of class. [7, 6] Hu and Kuh [1] found student engagement to be a function of the interaction of students and various institutional characteristics. Students who had more positive views of their college or university campus were more likely to have higher engagement scores [10]. Kuh and Hu [11] used data from the College Student Experiences Questionnaire (CSEQ) database to compare undergraduate student experiences at research institutions and their counterparts in other college classifications. This study suggests that student engagement is varied among the different types of institutions. They found liberal arts colleges tended to score better in student engagement than other classifications of colleges. The variance of engaging institutions is related to the institutions mission rather than classification. The belief that small, private liberal arts colleges are more engaging institutions was not supported by the study[11]. However, liberal arts colleges consistently excel in the benchmarking for faculty-student interaction. It is presumed that since classes are smaller there is greater opportunity for faculty-student contact [7]. Defining institutional excellence is only successful in terms of the institutions effective educational practices or processes. The most important indicators of excellence, in the university setting, include quality and focus of instruction, faculty and peer interaction, writing experiences, and active involvement in course work. In an engaged university, the student is highly involved in the culture of the institute both in and out of the classroom. Increased engagement leads to increased acquisition of knowledge, skill development, and higher student graduation (retention) rates [12]. Pike and Kuh [13] compared first- and second-generation college students in levels of engagement and intelligence development. On average, first-generation college students were less engaged, and do not engage in activities associated with success in college, such as living on campus and participating in extra-curricular activities. Low levels of engagement are not related to intelligence but rather to being the first family member to attend college, financial hardships, or living at home. The groups found to be more engaged overall included students living on campus, females, minority students, and students planning to pursue advanced degrees. These students also reported greater perceived gains in their intellectual development and learning performance [13]. Engagement literature suggests that an engaging institutional environment positively affect learning productivity. These institutions not only attempt to engage students in class, but in college life, via social and civic organizations, intramural activities, sports events, and living in the campus community. The commitment to engaging students should be apparent in the institutions mission, vision, and philosophy. The members of the university faculty, staff, and administration must create an environment that engages students on campus and in the classroom [14]. 1.3 Teaching in the classroom If engagement is to be fostered and encouraged in the university setting, it is important to examine the learning environment instructors create. A study by Kuh [8] found that engaged students want prompt feedback. Teacher-student relationships of respect, as opposed to friendship, were also more conducive to learning [6, 7, 8]. One standard of teaching in institutes of higher education is lecturing. Few students possess this type of intelligence and therefore this method is not conducive to an engaging classroom environment. According to The National Survey of Student Engagement (NSSE) annual reports students find methods, such as lecturing and note taking, to be less than engaging [6, 7]. Active learning is student learning via reading, writing, and participating in activities which apply learned concepts in an engaging manner [6, 7]. Engaging activities include class discussions, faculty and peer interactions, socialization in the college context, and interactive assignments [5, 6, 7]. Student affect, a mental and emotional reaction toward learning, demonstrates engagement. Cues, such as student questioning or cognitive or emotional excitement of learning concepts, are examples of positive student affect. Kuh [9] found students with higher levels of affect, displayed more engaging learning behaviors. Teachers who make eye contact, use gestures and humor, and personalize examples in class stimulate higher levels of student affect. Equally important were instructors who develop engaging, active learning while communicating high standards of expected academic performance. [15] Research[14] shows teachers who are successful, as measured by student engagement in the classroom, create an interesting and engaging learning environment. Research also revealed that outstanding teachers employ many types of strategies and methodologies. No single technique or specific delivery methodology yielded a greater number or percentage of engaged students. [14] Henning [16] reported improvement in engagement when there were open classroom discussions, creative questioning, and important and relevant material. One methodology to make course content interesting and relevant is called rhetoric skill. The instructor begins with a narrative open to discussion. The instructor then elicits a more conceptual understanding of the topic as student participation increases. Students are encouraged to actively participate in debate and inquiry until they control the discussion. [16] Similarly, Socratic questioning and responding deepens understanding of concepts that encourage student engagement. Effective teachers create a natural learning environment where students feel safe to express their opinions in a nonjudgmental, unbiased atmosphere. Engagement also increases when students work collaboratively to solve problems. Finally, teachers who create diverse learning experiences will have more engaged and interested students overall [10]. Regardless of methodology, it is important for teachers to emphasize clarity and important points, use relevant examples, and speak intelligibly. To create highly engaged students, teachers must be aware of, and use, many teaching strategies. They should teach from within and become equal participants in the learning process. [17] 2 The case of Lebanon Opportunities for higher education in Lebanon today have reached levels unparalleled in Lebanese history. The first institutes of higher education in Lebanon were the American University of Beirut (formerly the Syrian Protestant College), founded in 1866 and Saint Joseph University, founded in 1875. It wasnt until 1953 that the public university, Lebanese University, was opened. [18] A private university education at that time was only for the elite. After the Lebanese civil war came to an end, and the country began to stabilize, the demand for higher education began to grow. In 1996 the Ministry of Higher Education [18] set new licensing regulations for institutes of higher education. By 2000, 23 institutions (referred to as new universities) had been established. Lebanon currently boasts 41 institutes of higher education [19]. These are divided into 1 public university, 26 private universities, 7 university institutes, 3 university institutes of technology and 4 university institutes for religious studies. [18] The UNESCO Institute for Statistics [20] released a set of gross enrollment ratios on education in Lebanon from in 2008. This shows that more and more females are continuing into higher education. By 2008, 52% of tertiary age students were in tertiary education (46-male: 57-females) [20]. Quantity was not the equivalent of quality, and only 7 of Lebanons universities were labeled as excellent [21]. Lebanon is currently facing a restructuring in the area of higher education. In order to maintain its role as a leader of excellence in education in the Middle East, institutes of higher education must focus on the quality of their students as opposed to the quantity[21]. Quality assurance programs have become critical to Lebanese academics and educational institutes. The Trans-European Mobility Scheme for University Studies (TEMPUS) project, Quality Assurance for Higher Education in Lebanon (QAHEL) is one example. This project is to raise awareness of European models of quality in higher education among Lebanese higher education institutions. [19] 3 The Study The questionnaire was established by Ahlfeldt, Mehta and Sellnow [17] in their research studies of classroom engagement. The questionnaire was proven in their research as both a valid and reliable measure of engagement with an alpha reliability of 0.84. Therefore the researchers felt that this was an appropriate tool of measure for levels of engagement in MUBS classrooms. 3.1Research Questions Are females more engaged than males? Are students who self reported higher GPAs more engaged than those with lower GPAs? Does age play a role in level of engagement? Does the level of student engagement differ according to the number of years at university? 3.2 Sample The researchers administered the questionnaire to 116 English communication skills students at The Modern University for Business and Science (MUBS). MUBS, a new university, was established in 2000 and strives to maintain a quality oriented institute of higher education, in a highly competitive market. In order to establish equal representation in the sample, in terms of the variables tested (gender, GPA, age and years at university), and the majors available at the university, the questionnaire was administered during English communication skills classes during the 1st week of the spring 2010 semester. MUBS doesnt offer a English as a major of study at the university. English communication skills courses are general requirements for all M.U.B.S students, regardless of major, when their language of instruction is English. 4. Results Correlations were run on the variables which were supposed to affect student levels of engagement. These variables were gender, self reported GPA scores, age and years at university. The relationship between gender and engagement was assessed using a paired-samples T-test. A significant relationship was found in the relationship between gender and student perceptions of engagement. On average females showed significantly greater levels of engagement, (F = 79.029, SE 1.428), than males (M= 70.407, SE 1.502), t (116) = -66.162, p In order to assess the relationship between age and engagement, a bivariate correlation was used. There was no significant relationship between the age of students and engagement, r = -.069, p (one-tailed) >.05. In order to assess the relationship between self reported GPAs and engagement, a bivariate correlation was used. There was no significant relationship between the self reported GPAs of students and engagement, r = -.072, p (one-tailed) >.05. In order to assess the relationship between years at university and engagement, a bivariate correlation was used. There was a significant relationship between years spent at the university and engagement, r = .243, p (one-tailed) 5. Conclusions: The research on MUBS students coincided with the literature on student engagement. Female and senior students were found to be more engaged than their peers. Age and GPA showed no significant correlations to levels of student engagement. This could be true for a number of factors. First of all women in Lebanon are slowly working to close the gender gap. Yet they may still feel they have to work twice as hard as men to succeed. The other factor which may explain higher engagement among women is directly related to stressors of society. In general there is the notion that girls cant go out as often or stay out as late as boys. Boys are allowed to be bad while girls must be angelic in behavior. These ideas may transfer over into the academic arena. With boys who dont mind achieving less since they are not held accountable. A boys will be boys mentality. In terms of senior student engagement levels, these students are not older and wiser, but rather have more university experience. They know what their teachers expect and meet those expectations readily. Seniors take part in more major courses, are assigned a senior project, and are closer to completing their education and entering the real world. As they race towards graduation they are pushing harder to ensure they graduate on time. This includes a stipulation at the university of a minimum Accumulative GPA of 2.0 in order to graduate. Such factors may account for higher levels of engagement in senior students. One interesting factor was noted on 3 separate questionnaires from the Damour branch. 3 students added notes to their questionnaires. These notes stated that the only time they completed these activities (activities of engagement) was during English sessions. This might be beneficial to future MUBS engagement research. 5. Limitations of the Study and Implications for Future Research The questionnaire was administered in order to complete a preliminary study on student engagement at MUBS. In order for a total quality initiative to take place the class room questionnaire should perhaps be replaced with an NSSE questionnaire. A larger sample size should be tested. Also, Damour students take classes before 2 p.m, in the Hamra branch many courses begin after 2 and some classes continue until 7 or 8 p.m. This study does not take this into consideration. Previous studies on students have shown that the proportion of different religions at MUBS is not representative of a Lebanese sample. This is another limitation to the study. Another factor not tested for, but which may have affected the outcomes, is the idea of urban vs. rural student. Many of the students at MUBS live in villages and travel to university in the city and then back up to their villages in the mountains. They are country folk. This may also have skewed the results. There are also key variables the literature focuses on, and institutional characteristics which may be relevant to the MUBS study. Some of these are number of credits, branch of university, am-pm classes, first generation college student, socio-economic status, religion, choice of major and transfer students.

Human resource management of McDonald Essay

MCDONALD’S CORPORATION: McDonald’s Corporation is the world’s largest chain of hamburger fast food restaurants which serves approximately 68 million customers on daily around 119 different countries and haves 30,000 restaurants worldwide. McDonald’s headquarter is in Oak Brook, Illinois, USA and company was started as a barbecue restaurant in 1940 by Richard and Maurice McDonald. In 1948, owners of the company reorganized the business to a hamburger stand and thereafter in 1955 businessman Ray Kroc joined the company as the first franchise agent. Ray Kroc purchased the chain from the McDonald brother and made it grow worldwide. (McDonald Corporation) The corporation itself either operates a McDonald’s restaurant or by a franchisee. McDonald’s Corporation revenues are obtained from the rent, fees paid by the franchisees, royalties and the sales from the restaurants operated by McDonald’s Corporation. McDonald’s Corporation had annual revenues of $28.15 billion in the year 2013 whereas their profits were $5.6 billion. (Yahoo finance) McDonald’s product line includes selling hamburgers, cheeseburgers, french fries, chicken items, breakfast items, desserts, milkshakes and soft drinks. Due to changing consumer taste and to survive in this competitive and ever changing environment McDonald’s Corporation has added salads, wraps, fish, fruit and smoothies to its menu list. (McDonald Corporation) PURPOSE OF MCDONALD’S CORPORATION: The main purpose of McDonald’s Corporation is to serve fast food and to do everything that can be done to respect the  customer and to have customer trust in their brand. WHY I CHOSE MCDONALD’S CORPORATION: Following are the reasons why I choose McDonald’s Corporation 1. McDonald’s Corporation is one the world largest and leading fast food chain 2. McDonald’s Corporation employs 1.8 billion people worldwide and they have one of the best HR practices 3. McDonald sells almost 75 hamburgers every second which attracts any HRM student to study their HR practices BUSINESS MODEL OF MCDONALD’S CORPORATION: McDonald earns its revenues from investing in properties, as a franchiser of a restaurant and as an operator of restaurants. Almost 80% of the company restaurants are operated by franchisees, which are bound to pay 4% of their revenue to McDonald, as well as the rent. In most of the cases, McDonald owns both the building and land which results in a stable flow of income making the franchisees bear most part of the risks. The remaining 15% of restaurants are owned and directly operated by McDonald. Considering the business model of other fast-food chains the business model of McDonald is different. Other than franchisee fee and the marketing fees that are calculated as sales, McDonald do sometimes collect rents that are also considered as sales. Other than revenues generated from the franchise agreement, McDonald may also own or they can lease the property where McDonald’s franchises are located. According to the policy of McDonald, the business does not involve itself in making any direct sale of food or any other material to its franchisees but it organizes the food and materials required for the franchises through an approved third approved logistic operators. McDonald’s is also involved in identifying the locations, developing new products and quality. HUMAN RESOURCE MANAGEMENT: Human resource management is an approach by which company’s most valued assets (people) are managed. For any company to achieve success its human resource has to individually and collectively contribute and this can only be achieved through proper management. Proper management of company human resource not only help the company to achieve its objective, but they achieve it with greater efficiency. Human Resource Management helps the organization to achieve its desired goals and success  by the help of its people. Human Resource Management, therefore, is utilized in the creation of decision on the plans of the organization. These plans are linked with employee relationships, recruitment, training and development, performance management and rewards for employees. Therefore, human resource strategies developed are to be in line with organization business plan to help the business to be successful. MCDONALD’S HUMAN RESOURCE MANAGEMENT: McDonald’s Corporation in order to achieve success and competitive advantage developed it human resource management strategy focused on four areas A) STRATEGIC HUMAN RESOURCES MANAGEMENT: McDonald’s human resource strategies and practices were synchronized to the company business strategy and thereafter the HR department helped to realized the business plan or strategy by forming it into company HR practices in relation of personal development and hiring. B) MANAGEMENT TRANSFORMATION AND CHANGE: One of the way HR function of McDonald helped organization to achieve competitive advantage is by identifying the changes required and thereafter implementing it. This strategy served as a catalyst for company successful growth. C) EMPLOYEE MANAGEMENT: HR department tried to understand the problem which employees face daily and what are their needs and thereafter making an effort that their problems are solved and their needs were met. D) MANAGEMENT OF ORGANIZATION ADMINISTRATION: It was made sure by HR department that the process of employees hiring, training, evaluating, rewarding and promotion were designed in such a way that they were in line with the strategies of McDonald. In order to align these four focus area following things were done by McDonald 1. PERSONNEL STRUCTURE: As the business model of McDonald shows that it generates most of it revenues from franchising, therefore, there are three categories in their structure which are corporate staff, restaurant workers and franchisees. The control staff which either operates from company headquarter or regional offices is responsible for controlling and managing the franchises to make sure that standards of McDonald are maintained and the products are delivered at time. Restaurant worker constitutes the biggest part of company structure. They are controlled through supervisors who report to assistant manager. Most of this staff works on part time basis and are paid on an hourly basis. Finally, the  franchises that are managed by their owners but according to the standards set by McDonalds. 2. PERFORMANCE MANAGEMENT: In order to make sure that productivity is always high the HR department has put a process in order to know which staff is not working according to the desired expectations and what solution is to be implemented to bring that staff up to the required expectations. This is done by performance review of employee that can be done anytime or the interim performance review which is carried out after each six months. Based on these performances reviews it is decided which staff will get promoted which staff requires training so his performance can be increased. This way of management not only serves as motivation for employees, but it also creates a competitive environment among the staff which in turn helps the productivity of employees to increase. 3. MOTIVATION & REWARD: Since most of McDonald staff have low wages and are paid on an hourly basis which results in large staff turnover, therefore, company has to make sure that their staff is motivated and they keep them motivated by awarding staff with different reward schemes and other perquisites. This not only increases their motivation to work for McDonald but also helps them to increase their productivity 4. TRAINING: McDonald spends almost $10 million each year and trains approximately 55,000 employees to make sure that make sure that their employees have valuable skills that are needed. At first all new employees are given introduction about the company and thereafter staff trainers train them properly to make sure they develop all required necessary skills to work in the organization. It is made sure thereafter that these employees know how to use the latest foodservice equipment and they understand all McDonald’s operational procedures. To make training much easier McDonald has published step-by-step manuals, video tapes and quality reference guides which explain each and every detail of the job process. Employees are also taught communication, interpersonal and organizational skills. This enables their employees to do their job at the best possible way and, therefore, they serve the customer with highest standards making McDonald’s customer  service as one of the best in fast food supply companies. 5. MANAGEMENT DEVELOPMENT: McDonald has designed McDonald Development Program (MDP) to develop leadership skills within employees so they can be successful leaders. Various courses of this programme are held for employees of different level of management and for franchisees. CONCLUSION: McDonalds now a day is one the fastest growing corporation and this is due to the reason of proper management of their human resources. This clearly shows that the corporation is on the right track and they have been able to keep the motivation levels of their employees high. This has been done by proper reward schemes for the employees based of their performances. Proper training is provided to the newcomer making it much easier for new employee to pick up and to get comfortable with the job quickly. However, if McDonald’s Corporation continuously strives to further improve its HRM strategies then McDonald can continue to grow at much more faster pace. Hence it can be concluded the HRM strategies of McDonald’s Corporation is in line with their business model and growth strategies and this can be verified from their success up to this date. REFERENCES Ingmar, B., Carl, F., & Hyeon, J., (2007). Institutional theory and MNC subsidiary HRM practices: evidence from a three-country study. _Journal of International Business Studies,38,_430-436 Paula, C., (2014). Many moving parts: Factors influencing the effectiveness of HRM practices designed to improve knowledge transfer within MNCs. _Journal of International Business Studies,45,_ 63-72 Seeking Alpha (2014), McDonald’s: Business Model, Valuation And Minimum Wage Legislation, ​Retrieved March 22, 2014, from http://seekingalpha.com/article/2052223-mcdonalds-business-model-valuation-and-minimum-wage-legislation UK essays (2003), Evaluating Human Resource Strategies Implemented by McDonalds, Retrieved March 22, 2014, from http://www.ukessays.com/essays/business/evaluating-human-resource-strategies-implemented-by-mcdonalds-business-essay.php McDonalds (2014), Corporate Info, Retrieved March 22, 2014, from, http://www.mcdonalds.com/us/en/our_story/Corporate_Info.html Yahoo finance (March 2014), Income Statement​, Retrieved March 22, 2014, from, http://finance.yahoo.com/q/is?s=MCD+Income+Statement&annual

Movie “The Patriot” with Mel Gibson

In this movie, Benjamin Martin, played by Mel Gibson, was a retired British officer and a widower raising seven of his children in his farm.   He held his principles steadfastly, which focused almost on his family and his interest in making rocking chairs which he never perfected.   Thus, he did not want to join the war against the British.   On the other hand, Gabriel, the eldest, was full of idealism and joined the American forces fighting the British in the Revolutionary War. Benjamin, who knew from first‑hand experience the horrifying carnage that war would present, discouraged his son from participating but Gabriel was determined to fight.   Times passed, many towns fell to the British including their hometown.Gabriel returned home after two years, stumbling wounded into the family home. That night, a battle between the British and patriots happened. They helped the wounded from both sides. The Green Dragoons arrived and killed all the wounded Colonial soldiers. T he leader, Col. William Tavington, shot his son, Thomas, who was trying to free his brother Gabriel which was being captured.This brought an enraged Benjamin to free his son Gabriel, with the help of his two younger sons.   He left the rest of the children in the care of their aunt Charlotte, the sister of his deceased wife.   The three of them killed the British troops holding Gabriel by ambushing them.   While their brother was freed, his sons saw their father brutally killing men.   He was called The Ghost by the British army because of his techniques and skills in ambushing.   However, the Green Dragoons were still determined to go after   Benjamin’s loved-ones that it led them to burn the house of his sister-in law, but eventually they escaped with the help of Benjamin.He was then driven to lead the Colonial Militia, planning for strategies and getting involved in the actual fight to win over the seemingly formidable British Army.   One of these strategies was to capture a supply line of General Cornwallis, ransacking all the food and comforts, including two Great Dane dogs of the general. He even tamed the dogs by taking care of them, making these dogs shift loyalties. This made Cornwallis angry. Cornwallis made a plan to trap the men of The Ghost and eventually succeeded. The British captured 18 of his men.Benjamin then concocted a plan of deceiving General Cornwallis, making him believe that he also captured 18 officers, including a colonel who called him a cheeky fellow. He freed his men successfully with this strategy.   In war, deception is one of the strategies to win over the enemies and this was shown in this part of the movie.While at war under his father’s command, Gabriel married a lady from a town.   However, someone led the Green Dragoons to the town where Gabriel’s wife lived and they eventually killed all the townsmen by burning them inside a church.This brought Gabriel to avenge the death of his wife , but he was also killed in the process and his father was greatly saddened of this and swore to kill the leader of the Green Dragoons.When an all-out battle commenced against the Redcoats, the strategy was to put the Colonial Militia under the command of Benjamin in front to show the high morale of   the army to the enemy, but actually the main army of Colonial Militia was in the rear.So, when the Colonial Militia was called to retreat, the Redcoats were surprised by the main army of the Colonials and thus were defeated.   Eventually, Benjamin was given the opportunity to kill his nemesis, Tavington, who killed his two sons, hurting himself in the process.   In the end, Cornwallis and the British army were pushed to their last base.   Cornwallis was forced to surrender because the French army arrived, putting him into the shame of defeat.Benjamin never perfected the art of making rocking chairs but this showed his dogged determination to finish a task no matter how many tim es he failed.   That same intensity of avenging the death of his loved-ones was shown in the battlefield, making him a hero, a real patriot.Producers, Dean Devlin, Mark Gordon and Gary Levinsohn;   Director, Roland Emmerich.   Ã‚  The Patriot. Released in 2000 by Columbia Pictures,   164 mins., Technicolor 35mm widescreen 1.85:1, digital 5.1 sound, DVD released Oct. 24, 2000.Google, James Hitchcock from Tunbridge Wells, EnglandGoogle, Meghan aka KRAMMIT THE FROG

American Freedom And Self Government - 1519 Words

Nonconformist Americans Americans have never accepted being told what to do. They do not tolerate dictatorship and the limiting of their freedom. In 1919, an American freedom was taken. When the government began regulating the consumption of alcohol (Prohibition), they created one of the largest internal rebellions that Americans have ever participated in. Alongside the battle that had previously existed for racial equality, women are still on the hunt for total equality. Females of all ages and backgrounds are still fighting for the same opportunities that are presented to males. Future struggles are to be anticipated to these battles that have displayed the fire within Americans and how they refuse to conform to beliefs that they do not†¦show more content†¦In order to fully understand how Americans have denied anyone the authority to rule against their beliefs, it is vital to learn their history. One of the major freedoms that was revoked from the American citizens was the legal right to consume alcohol. This time was called prohibition. Even though it was unlawful according to the government, U.S. citizens still longed for these alcoholic beverages. There was alcohol smuggled in from other countries as well as illegally produced by moonshiners within the continental U.S. Minimal amounts of alcohol were allowed within beverages, but many bars and saloons still added additional amounts. Due to these actions, the government finally repealed their decision to ban these drinks. The residents of America had worn down their leaders to the point that they could no longer hold back what they thought was their God-given right (Blumenthal pages 62-65). Another internal issue that America previously faced was the racial inequality. African Americans residents were not offered the same opportunities as the white citizens. Slowly, it was coming to realization of society that they were to be seen as equals and should be given the same resources. Groups such as The Black Panthers advocat ed that â€Å"all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness,† as guaranteed by the Constitution of The United States of America.