Assignment Essay Example | Topics and Well Written Essays - 250 words - 34

Assignment - Essay Example verage of mean score given by peers to students from private schools is higher than that of students from public schools as far as values are concerned. However, further comments can only be made after application of advanced statistical tools like hypothesis testing which may help to reveal if there is any significant statistical difference between the average score from two populations (public and private schools). According to Jain and Sandhu, skewness is the measure of asymmetry in the distribution of population and tells if the mean, mode and median are equal and quartiles are at equal distance from median (3.2). The distribution pattern of the data as seen from the histogram revealed that scores given by peers to both the public schools and private schools are moderately positively skewed having skewness of 0.934 and 0.754 respectively. This suggests that the data is not evenly distributed on both sides of the mean for both public and private schools. The positive skewness conf irmed that majority of the students both from public and private schools were given mean score by peers less than or on the average score and very few were given scores higher than the average. Looking at the distribution pattern between the two histograms, we see that number of students that scored higher than average score is greater for private schools than the public schools. The box plot for the mean score given by peers revealed that there were four outliers for public schools and three outliers from private schools towards the upper side of box plot. This suggested that nearly equal number of students from public and private were given outstanding score by peers (closer to 5). According to Cook and Upton, median divide the order population data into two groups whereas quartiles divide the population into four groups with first quartile (lowest 25%), second quartile (lowest 50%) and third quartile indicating lowest 75% of the population group (53). In this section, statistical

Canada should End its Constitutional Ties to the Monarchy Essay

Canada should End its Constitutional Ties to the Monarchy - Essay Example Any stance on this issue needs to be well informed, democratic, in consonance with the aspirations and spirit of the Canadian people, culture and traditions and inevitably must portend propitious tidings for Canada as a country and a responsible member of the International community. Time has come to question the cultural and political role of the Monarchy in the Canadian way of governance and in the Canadian social and cultural life. People need to think that does Monarchy has a pragmatic and viable role in the decision making and policy charting in Canada or is it merely limited to being a face on the Canadian currency? A thorough analysis of the wish of the Canadian masses, an in depth understanding of the Canadian culture and ethos and a strong affiliation to the local and international interests of the Canadian nation, do lead to a firm conclusion that Canada should dissolve is ties to the Crown at the earliest. Now is the time for the Canadian people to do away with their anach ronistic colonial past by establishing themselves as a sovereign republic. The very fact that a Queen located in some distant land and catering to the wishes and aspirations of the people of her land should try to or should be allowed to have a jurisdiction over the political life, law and order institutions and courts of a nation of freedom loving people like the Canadians sounds absurd and irrational.

Chapter 6 Duval l& Hays Essay Example | Topics and Well Written Essays - 250 words

Chapter 6 Duval l& Hays - Essay Example One cannot simply use the literary context of reading the ingredients written on a tuna-can and apply it to understanding Bible. The game of genre determines the meaning. There are many passages and verses that are frequently misinterpreted by ignoring the immediate context. For instance, Jesus has said in the Bible that he is vine (John 15:5). This is probably the prime example of what conferring to immediate context means. If this statement is considered without immediate context it can be misinterpreted that probably Jesus was calling himself a plant, which is not the case. Topical preaching is valid when the passage is not misunderstood regarding the context or when the passage is coherent with the context (Duvall & Hays, 2009). Usually what happens is topical preaching disregards the literary context and that gives the chance to the listener or the reader to misinterpret the message. For this reason the expository preaching is considered a better alternative to topical preaching (Duvall & Hays, 2009). It topical preacher has more chances of getting it wrong by misinterpreting when the correct when they connect their first thought stemming from Johns preaching with some random fourth thought relevant to

Stereotype and Prejudice Marjorie Essay Example for Free

Stereotype and Prejudice Marjorie Essay Abstract Our discussion is about how does society confirm prejudicial attitudes? How does ones social identity contribute to prejudice? How do emotions encourage prejudicial attitudes? What cognitive processes influence prejudice? Our text has explained competition; competition is an important source of frustration that can fuel prejudice. When two groups compete for jobs, housing, or social prestige, one group’s goal fulfillment can become the other group’s frustration. Prejudice Society confirms prejudice by what you possess and how much money you have. If you are not in a certain bracket such as (high class or middle class), you are considered poor. Prejudice helps justify the economic and social superiority of those who have wealth and power. Of course they will not give a chance at credit to buy a house, car, or start a business. Society, also confirm prejudice by the way you dress or the car you drive. Society confirms prejudicial attitude by focusing on personal individuality and Independence, as opposed to becoming a team with neighbors and friends. I am so glad that God looks at the heart and man looks at the outer appearance. Ones social identity contributes base on a realization of limited environmental control. The more you believe that you can impact your environment or social status, the less roll social identity plays Emotions really affect prejudicial attitudes because most of the time people make decisions based on their emotions. Emotions of fear and sadness or joy and gladness, which can cause you to project feelings in a hurtful way, rather than in a helpful manner Cognitive process influence prejudice through stereotyping, which cause prejudice. This can be a result of the normal ways in which we simplify and organize the world. Stereotypes are the social scripts we have in our heads about others and the roles we believe they should play in our socially constructed world. It is important to have the understanding of the basic concepts of prejudice and racism, and how to lessen their destructive effect (Rosado, 1995-2012). Reference Rosado, C. (1995-2012). Critical Multicultral Pavilion Research Room. Retrieved from http://www. edchange,org/multicultral/papers/caleb/racism. html.

Relationship Between Personality, Intelligence and Academia

Relationship Between Personality, Intelligence and Academia Alexandra Lamb The Relationship between Conscientiousness, Intellectual Ability, and Academic Performance in an Undergraduate Psychology Cohort Abstract This report examines the relationship between intellectual ability, conscientiousness and academic achievement. Psychology Students studying at the University of Adelaide (N=50) completed online versions of the OCEANIC (Schulze Roberts, 2006) and Advanced Progressive Matrices (APM; Bors Stokes, 1998). Results showed that there was a slight positive association between intellectual ability and academic performance, a slight positive association between conscientiousness and academic achievement and effectively no relationship between conscientiousness and intellectual ability. The study shows that personality traits can be promising predictors of academic achievement and thus may be useful in student development and admission systems. Introduction The relationships between personality traits, intellectual ability and academic performance have long been explored. These relationships were first used, in ancient times, for selecting civil servants in the Middle East, India and China to its current role as the driver of advanced economics (Poropat, 2011). Much of the research done in the past has been linked to theoretical and statistical reviews of the role of personality. One of the earliest applications of personality trait assessment was the prediction of academic performance (Poropat, 2009). This report attempts to further examine the relationship between personality traits, intellectual ability and academic performance in particular, conscientiousness and intellectual ability and their relationship with academic performance. Intelligence is one of the most effective empirical predictors of academic performance (Poropat, 2009). Nothing has changed since the thirties when it was suggested that one of the most important factors in academic achievement is intelligence. Intelligence is the most documented variable as a predictor of cognitive performance and in past research has shown a positive association with academic success (Busato Prins Elshout, Hamaker, 2000). In 2000 Busato conducted a study in which intellectual ability was compared to academic performance over three years. Intellectual ability was positively associated with academic achievement after one year and after three year, which is consistent with earlier studies. However, intelligence is not the only predictor of academic performance. In later research, Kappe and Flier (2012) suggested that conscientiousness, a personality trait that describes impulse control and self-regulation of behaviour (Ivcevic Brackett, 2014), is the best predicto r of academic achievement explaining five times as much variance in GPA (used to measure academic performance) as does intelligence. Earlier studies by Conard (2006) also showed positive bivariate correlations between conscientiousness and academic achievement. Whilst both intellectual ability and consciousness can predict academic performance, Poropat (2009) suggested that conscientiousness is largely independent of general intelligence. Chamorro-Remuzic, Furnham and Moutafi conducted a study in 2004 as a precursor to Poropat’s research in which they found a significant negative association between conscientiousness and two intelligence tests. They suggested that this was consistent with the idea that conscientiousness might partly develop as a compensation for low intellectual level and that high intelligent individuals may not need to engage in systematic, organised and dutiful study or work habits (Chamorro-Remuzic, Furnham, Moutafi, 2004). The goals presented above guided this study, thus this report will further examine the relationships between intellectual ability, personality traits and academic achievement as explored above, focussing on three hypotheses: Hypothesis 1, there will be a significant positive relationship between intellectual ability and academic performance; Hypothesis 2, there will be a significant positive relationship between the personality trait conscientiousness and academic performance and; Hypothesis 3, there will be a significant negative relationship between conscientiousness and intellectual ability. Method Participants The participants were 50 first-year Psychology students studying at the University of Adelaide. The participants took part in the study as part of an assessment task. Materials The OCEANIC (Schulze Roberts, 2006) was employed to measure the Big Five personality traits. Intellectual ability was measured as performance on the short form of the Raven’s Advanced Progressive Matrices (APM; Bors Stokes, 1998). Academic performance was operationalized as the participants’ final grade for the previous semester’s Psychology course. Procedure The participants were instructed to complete online versions of the OCEANIC and Advanced Progressive Matrices. They were free to perform the tasks wherever they chose, but were advised to try to complete the tasks in a quiet, distraction-free environment. The participants were instructed not to collaborate with anyone else on the tasks. There was no time limit placed upon the tasks, but it was stipulated that they had to be completed within a single test session. Results In Table 1, the means and standard deviations for the Big Five Personality traits (Openness, Conscientiousness. Extraversion, Agreeableness and Neuroticism), Intellectual ability (Raven’s APM), and Academic Performance are displayed. In Table 2, the Correlation Coefficients for the variables associated with the three hypotheses are shown (Raven’s APM and Final Grade, Conscientiousness and Final Grade, Conscientiousness and Raven’s APM). In Table 3, the r2-values for the variables associated with the three hypotheses are shown (Raven’s APM and Final Grade, Conscientiousness and Final Grade, Conscientiousness and Raven’s APM). Table 1. Means and standard deviations for the Big Five personality traits, Intellectual Ability (Raven’s APM), and Academic Performance Table 2. Correlation Coefficients for Raven’s APM, Conscientiousness and Final Grade. Table 3. r2 values for Raven’s APM, Conscientiousness and Final Grade. Hypothesis 1: There will be a significant positive relationship between intellectual ability and academic performance. Figure 1. The relationship between Raven’s APM and Final grade. According to Hypothesis 1, a significant positive relationship was expected between intellectual ability and academic performance. As shown in Figure 1, a quantitative analysis (Pearson’s correlation coefficient) indicated that there was a weak-moderate, positive relationship between Raven’s APM and final grade (r = 0.32), and that this relationship was statistically significant (p=0.02). Those who scored high in the Raven’s APM (M=7.8, SD=2.96), which operationalised intellectual ability, tended to score high in their final grade (M=69.66, SD=14.05), which operationalised academic performance. This provided qualitative support for the hypothesis. Hypothesis 2: there will be a significant positive relationship between the personality trait conscientiousness and academic performance. Figure 2. The relationship between conscientiousness and final grade. According to Hypothesis 2, a significant positive relationship was expected between the personality trait conscientiousness (M=36.58, SD=6.98) and academic performance (M=69.66, SD=14.05). As shown in Figure 2, a quantitative analysis (Pearson’s correlation coefficient) there was a weak-moderate, positive relationship between conscientiousness and final grade (r=0.39), and that this relationship was statistically significant (p=0.01). Those with high conscientiousness (M=36.58, SD=6.98) tended to score high in their final grade (M=69.66, SD=14.05), which operationalised academic performance. This provided qualitative support for the hypothesis. Hypothesis 3: there will be a significant negative relationship between conscientiousness and intellectual ability. Figure 3. The relationship between conscientiousness and Raven’s APM. According to Hypothesis 3, a significant negative relationship was expected between conscientiousness and intellectual ability. As shown in Figure 3, a quantitative analysis (Pearson’s correlation coefficient) indicated that there was an extremely weak, but effectively no negative relationship between conscientiousness and Raven’s RPM (r=-0.02), and that this relationship was not statistically significant (p>0.89). Those with high conscientiousness (M=36.58, SD= 6.98) did not consistently score high or low in Raven’s APM (M=7.8, SD=2.96), which operationalised intellectual ability. This did not provide support for the hypothesis. Discussion The purpose of this study was to examine the relationship between personality traits, intellectual ability and academic performance. Adding information, specifically relating to the relationships between intellectual ability and academic performance; Conscientiousness and academic achievement and; Conscientiousness and intellectual ability. According to the correlational analysis, intellectual ability was positively associated with academic performance. This is in accordance with the literature cited in the introduction (Poropat 2009, Busato et al. 2000). However this correlation was smaller than the correlation between personality trait conscientiousness and academic ability, reiterating research by Conard (2006) in the introduction. The r2 values for both these relationships, academic achievement and intellectual ability (r2 =0.10) and conscientiousness and academic ability (r2 =0.15), suggest that only 1% of the variability in academic achievement can be explained by intellectual ability and only 1.5% of the variation in academic achievement can be explained by conscientiousness. This suggests that there are other factors that play an important role in the variation of academic achievement. The association between conscientiousness and academic performance was also positive, suggesting that conscientiousness might have a bigger impact on academic performance than intellectual ability, which is consistent with the cited researchers Kappe and Flier (2012). The correlational research presented a very slightly negative, but effectively no association between conscientiousness and intellectual ability this does not support the relationship suggested by Chamorro-Remuzic, Furnham and Moutafi (2004) whose research highlighted a significant negative relationship between conscientiousness and intellectual ability. The r2 value for this relationship (r2 =0) suggests that 0% of the variance in intellectual ability can be explained by conscientiousness. A lesson that may be taken from this study is that whilst intellectual ability is a positive predictor of academic performance, students are also able to perform well academically if they are willing to work hard and conscientiously. Another practical perspective of the research is that intelligence is probably the most used selection criteria for entrance to tertiary education. However the findings within this study suggesting that Conscientiousness is just as good or potentially a better predictor of academic performance suggests another practical selection tool, provided it can be accurately and validly assessed. (Poropat, 2009) However, conscientiousness creates a greater chance of faking over an intelligence test. There are a number of limitations to this study. Firstly, there is a restriction of range, given it was only first year psychology students surveyed. A bivariate normal relationship may exist for the entire population whereas this relationship may not be evident for all sub-populations (i.e. Psychology students). Or otherwise, what appears to be a linear relationship for a sub-population could actually be a curvilinear relationship for the entire population (Haslam McGarty, 2014). This means the relationships found by doing the quantitative analysis may not be a representation of the wider population. It would be beneficial to conduct a meta-analysis on students of different disciplines and potentially international students to find out how generalisable the results are. The sample size of 50 participants is also small. It is unlikely to reflect the population adequately. Whilst surveys are easy to develop, cost-effective and relatively easy to administer, there are a number of limi tations associated with survey-based research. Researcher’s personal bias and idiosyncrasies are more influential in qualitative research; the knowledge of the study might also influence the participants’ responses. That is, respondents may feel encouraged to provide inaccurate and dishonest answers. Participants may interpret the survey questions and answer options differently and data errors caused by non-responses (i.e the number of participants who chose to respond to the survey as opposed to those that chose not to) may also affect the results. References Bors, D. A. Stokes, T. L. (1998). Raven’s advanced progressive matrices: Norms for first-year university students and the development of a short form. Education and Psychological Measurement, 58, 382-398 Schulze, R. Roberts, R. D. (2006). Assessing the Big Five: Development and validation of the Openness Conscientiousness Extraversion Agreeableness Neuroticism Index Condensed (OCEANIC). Zeitschrift fur Psychologie, 214, 133-14 Chamorro-Remuzic, T. Furnham, A. Moutafi, J. (2004). The relationship between estimated and psychometric personality and intelligence scores. Journal of Research in Personality, 38, 505-513. Conard, M. A. (2006). Aptitude is not enough: How personality and behaviour predict academic performance. Journal of Research in Personality, 40, 339-346. Ivcevic, Z. Brackett, M. (2014). Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability. Journal of Research in Personality, 52, 29-36. Kappe, R. Flier, H. (2012). Predicting academic success in higher education: what’s more important than being smart? European Journal of Psychology of Education, 27, 605-619. Busato, V. V. Prins, F. J. Elshout, J. J. Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29, 1057-1068. Poropat, A. E. (2009). A Meta-Analysis of the Five-Factor Model of Personality and Academic Performance. Psychological Bulletin, 135, 322-338. Poropat, A. E. (2011). The Eysenckian personality factors and their correlations with academic performance. British Journal of Educational Psychology, 81, 41-58. Haslam, S. A. McGarty, C. (2014). Research Methods and Statistics in Psychology. Great Britain: SAGE Productions Inc.

The Influence of The History of Rasselas on A Vindication of the Rights

The Influence of The History of Rasselas on A Vindication of the Rights of Woman  Ã‚  Ã‚        Ã‚   A surprising commonality found between Johnson's The History of Rasselas, Prince of Abissinia and Wollstonecraft's A Vindication of the Rights of Woman is their shared views on women's issues. This commonality is surprising since the two authors had different political viewpoints. While Johnson was a conservative Tory, Wollstonecraft was a social nonconformist and feminist. Although Wollstonecraft and Johnson adhered to different political agendas, Wollstonecraft revered many of Johnson's literary works. One example of Wollstonecraft's admiration of Johnson is found in her uncompleted short story "Cave of Fancy". Wollstonecraft began writing "Cave of Fancy" in 1786 and based it on Johnson's Rasselas. Like Rasselas, the setting of "Cave of Fancy" is "an unnamed fairy-tale realm where characters remain untouched by everyday concerns" (Conger 61). The similarities between the two works are apparent in their opening lines. Johnson addresses the reader of Rasselas with the following statement: Ye who listen with credulity to the whispers of fancy, and persue with eagerness the phantoms of hope; who expect that age will perform the promises of youth, and that the deficiencies of the present day will be supplied by the morrow; attend to the history of Rasselas prince of Abissinia. (1) The influence of Johnson is apparent in Wollstonecraft's opening lines: Ye who expect constancy where every thing is changing, and peace in the midst of tumult, attend to the voice of experience, and mark in time the footsteps of disappointment; or life will be lost in desultory wishes, and death arrive before the dawn of wisdom. (Basker 43) ... .... Although Johnson and Wollstonecraft focus on women's issues for different reasons in Rasselas and Vindication, the necessity for an increase in women's education in the 18th century is apparent in both works. Both authors agree that a woman needs to be educated in order for society to progress. For Wollstonecraft, women's education is needed for the success of the family. For Johnson, women's education is needed for society's progress as a whole.    Works Cited Basker, James. Women Writers, Marginal Texts, and the Eighteenth-Century Canon. New York: Clarendon, 1996. Conger, Syndy. Mary Wollstonecraft and the Language of Sensibility. New York: Associated UP, 1994. Johnson, Samuel. The History of Rasselas, Prince of Abissinia. New York: Oxford UP, 1998. Wollstonecraft, Mary. A Vindication of the Rights of Woman. New York: Norton, 1988.   

Abraham Lincoln

Abraham Lincoln was considered by many historians as the Greatest American President. He was the sixteenth United States president, guided his country to the most devastating experience in its national history-the Civil War. Still, it can be said that President Lincoln went through several challenges even from his early age. Truly, we can learn many things from his life’s experiences and especially in his ideology, things that made him really worthy of being called the â€Å"Greatest American President†.In order to appreciate and really learn from the life of Abraham Lincoln, let us look closely to the life of Abraham Lincoln, his difficulties and struggles and especially his achievements. February 12, 1809 on a Sunday morning, Nancy Lincoln, Thomas Lincoln’s wife had given birth to a baby boy named after his grandfather Abraham in a log cabin Hardin bed of poles on the farm of Nolin Creek near Hodgenville, Kentucky. This area is now part of Larue country, the ar ea in which now is being considered the frontier. Bought of his parents are never had an education. His father Thomas worked as a farmer and a carpenter.Nancy Lincoln, his mother could not even write. Definitely, Abraham grew up literally without having or experiencing a formal education until his early age. Amazingly, during the year 1815, Abraham Lincoln at a very young age had already learned his ABC’s through his effort and trough the help of his teacher named Zachariah Riney. He has spent his spare time on a log school house. He attended classes with Sarah his sisters two years older than him. They sometimes attended school taught by their neighbor Caleb Hasel. At the age of seven their family moved to southern Indiana where he continues school after their migration to Kentucky.Abraham attends his school punctually, he always wears with him his raccoon cap, he only had his buckskin clothes and his pant that was wrecked as a marked of its age that by the time became too s hort for him that his calves were already exposed. At home Abraham heard verses and scriptures read from the family bible. The family of Abraham was all members of Baptist congregation and worshippers but due to the opposition to the slavery they had become separated in the congregation to another church. He was once saved from being drowned by his friend and Austin Gollaher.His family decided to stay near Gentryville in the Southern Indiana late in the year 1816. Nancy, his mother had died on the 5th day of October due to a disease contracted by drinking poisonous milk from cows known as milk sicknesses. And because of poverty Abraham may recall by then carving pegs to be able to provide his mother a coffin. He drags the coffin which was made by a green pine. They buried her without having a formal funeral service. At later year his father married a widow Sarah Bush Johston, she stand as a good mother to them and Abraham loves her as his real mother.She also encourages Abraham to e ducation. On the following year-1821, Abraham because of his eagerness to gain knowledge, learn and be thought with by man things began to borrow books from their fellow citizen. With all of those available books he begins reading it all keenly. He read books such as Arabian Nights, Robinson Crusoe as well as books of fables or the Aesop’s Fables. It was 1882 when he first attended James Swaney’s classes and this last about four months. Although his school attended taught by Azel Dorsey ended quickly, he never stops learning and learning, he made his self-education rewardingly.He read everything he could; he never stops reading and learning variety of subjects including mathematics, literature and law. Additionally, during his spare time he studied Law and become a successful Lawyer in the year 1836. On 1825 Abraham has been able to owned his personal book written by Parson Mason Weems â€Å"Life of Washington† which he worked and paid for the worth from Josiah Crawford, his neighbor when the book become soaked with rain. Abraham’s wife Mary Ann Todd was born on December 13, 1818. Abraham on 1831 decided to depart with his family and leave by his own.He began to formulate his own opinions as he saw some abuse happening during his second time around flatboat trip to New Orleans. He then moved to Illinois and start on getting closer with Ann the daughter of the house he boarded. Aside from operating a store he also works into several jobs such as surveying and serving as a post master while staying at Illinois. The people were all get impressed by his good character she actually gained the nick name â€Å"Honest Abe†. Mary Ann and Abraham had four sons but Robert Lincoln was the only one who survived into adulthood.Abraham believes that the government should be a force of good deeds and positive purpose whose desires are to serve the people. That is why he believes that he must have a high position to the government in order fo r him to be a more influential leader so that he can able to achieve his goal. And because of the eagerness he has in his heart his strong aspiration makes him entered politics. And to become the president of the United States becomes his burning desire. It was August 1, year 1831 when Abraham cast his first ballot. In 1832, at the age of 23 he unsuccessfully ran for Illinois Legislature.After two years he became elected for the lower house 1834, 1836, 1838 until 1841 and won all 4 times for the first of four consecutive terms. He ran eight in the field of 13 candidates for the position. Lincoln being the member of a Whig party had become able to give his support to the Illinois State Bank, the second bank of the United States. It was 1856 when he was still a Whig member and soon became a republican. The government has sponsored internal improvements such as roads, canals, railroads, harbors, protective tariffs and other navigational improvements.His first flat forms announced that, time and experience verified that the poorest and the most thinly populated countries would be greatly benefited by supporting this improvement on the Sangamon River because he believed that it will allow those poor areas near the river to flourish by attracting steamboat traffic. Lincoln is not like most politicians in his time, he considered everyone to be equal. He recognized the presence of everyone in the community, he even considered farmers as no more or less than anyone else. He had sympathy to labor; evidence that he did not forget his past and that humility is still in his personality.As early as 1837, Lincoln stated his opposition to slavery stating that it was the opposite of opportunity and as well as mobility. Lincoln ran and the United States House of Representative and has won it in 1846. He became popular for opposing slavery and Washington’s Mexican War. He returned home and practiced hi Law and tried to have more focused on it more than before. Unfortunate ly, the next following years for him were the year of struggles. But because of his determination and eagerness to pursue things he begin he never let all of this down failed and discouraged him in reaching his dreams.Kansas-Nebraska Act in 1854 renewed his interest in politics. Though he became unsuccessful in his ran for the bid for the U. S. Senate in 1855, in the year 1856 nomination for the Republican vice-president he by then received some support. In the same year he also have his speech of opposing the Dred Scott decision in the year 1857 known as the â€Å"Lost Speech†. He had also given his legendary speech, the â€Å"House Divided† June 16, 1858. Furthermore, Lincoln had also engaged in series of debates also on the year 1858 with Stephen A. Douglas who won the Senatorial race.He was definitely not an abolitionist but just in opposition to the increase of slavery into the country. In 1860, he has received national recognition and promotes his national reputa tion in New York at the Cooper with a successful speech. His perseverance and hard work paid of when he finally became the sixteenth president of the United States. However, during this time the due to the south is dependent on slavery in order to prosper and because of this conflicts arise between the north and south and the south decided to form their own union.Being the newly elected president of a United States, Abraham Lincoln prioritized saving the original union even if this means the start of the civil war. The civil war arises in 1861 and on the 19th of November 1863, Lincoln delivered a speech on a battle field that is near Gettysburg, Pennsylvania. The said speech is said to have shaped the United States’ destiny and is known as the â€Å"Gettysburg Address†. The speech contains Lincoln’s vision of a nation that is conceived by liberty and equality among its citizens.In his Inaugural Address, he warned the South saying, â€Å"In your hands, my dissat isfied fellow countrymen, and not in mine, is the momentous issue of civil war, the government will not assail you. † (Bush, 2007). Lincoln added, â€Å"You have no oath registered in heaven to destroy the government, while I shall have the most solemn one to preserve, protect and depend it† (Bush, 2007). Even without that much experience, the succeeding years of civil war had proved that Lincoln is one the most extraordinary leaders that the United States had ever seen.Lincoln had shown good leadership ability, morally and also politically. He saw that the war is a fight against secession and not against slavery and on September 1862, he announced the Emancipation Proclamation that interprets the war as a form of crusade against slavery. In 1865, slavery was legally ended through the passage of the Thirteenth Amendment. It is also in the Gettysburg Address that the famous idea of Lincoln of â€Å"government of the people. by the people, for the people† had been made known and he define the civil war as a struggle against such idea of the government.Civil War were lasted for about four long years and this years of struggles were ended in 1865 and cause the death of American people of more than half a million lives. Still, the president’s view and dream of a nation was realized, a nation that is united where people are free from slavery. President Lincoln, together with his wife went to Washington, DC in the Ford Theater to celebrate the end of the civil war. However, the victory of the president in uniting the nation does not pleased everyone and one of them is John Wilkes Booth, an actor of the play in Ford Theater. Booth shot President Lincoln that cause the president’s death.Up to now, the memory of President Lincoln still lives in the heart and memories of his fellow countrymen, guiding every American and the whole world to create a good nation and a better world where everyone is equal regardless of our distinction. Presi dent Abraham Lincoln is truly one of a kind and deserves our respect and the honor given to him, even greater. Not only his views and principles are admirable but also how he achieved his dreams and everything the he went through makes him even more worthy of our respect. References A&E Television Networks. (2007). Abraham Lincoln Biography (1809-65). RetrievedDecember 02, 2007 from http://www. biography. com/search/article. do? id=9382540. Bush, J. W. (No Date). Abraham Lincoln. Retrieved December 02, 2007 from http://www. whitehouse. gov/history/presidents/al16. html Cyber Nation. (2004). The Compelling Story of Abraham Lincoln. Retrieved December 02, 2007 from http://www. cybernation. com/lincoln_bio. html Norton, R. ,J. (2007). An Overview of Abraham Lincoln's Life. Retrieved December 02, 2007 from http://home. att. net/~rjnorton/Lincoln77. html Norton, R. , J. (2007). A Brief Biography of Abraham Lincoln. Retrieved December 02, 2007 from http://members. aol. com/RVSNorton/Linco ln23. html