The 18th Amendment Began the Era of Prohibition

The 18th Amendment Began the Era of Prohibition The 18th Amendment to the U.S. Constitution banned the manufacture, sale, and transportation of alcohol, which began the era of  Prohibition. Ratified on Jan. 16, 1919, the 18th Amendment was repealed by the 21st Amendment on Dec. 5, 1933. In the over 200 years of U.S. Constitutional Law, the 18th Amendment remains the only amendment to ever have been repealed.   The 18th Amendment Key Takeaways The 18th Amendment to the U.S. Constitution banned the manufacture and distribution of alcohol (known as Prohibition), on Jan. 16, 1919.  The major force behind Prohibition was 150 years of pressure by the Temperance Movement, combined with the ideals of the early 20th century Progressive Movement.The result was the destruction of an entire industry, including loss of jobs and tax revenue, and general lawlessness as people openly flaunted the law.  The Great Depression was an instrumental reason for its repeal.  The 21st Amendment repealing the 18th was ratified in December 1933, the only amendment ever to be repealed. Text of the 18th Amendment Section 1. After one year from the ratification of this article the manufacture, sale, or transportation of intoxicating liquors within, the importation thereof into, or the exportation thereof from the United States and all territory subject to the jurisdiction thereof for beverage purposes is hereby prohibited. Section 2. The Congress and the several States shall have concurrent power to enforce this article by appropriate legislation. Section 3. This article shall be inoperative unless it shall have been ratified as an amendment to the Constitution by the legislatures of the several States, as provided in the Constitution, within seven years from the date of the submission hereof to the States by the Congress. Proposal of the 18th Amendment   The road to national prohibition was riddled with a plethora of states laws that mirrored a national sentiment for temperance. Of the states that already had bans on manufacturing and distributing alcohol, very few had sweeping successes as a result, but the 18th Amendment sought to remedy this.   On August 1, 1917, the U.S. Senate passed a resolution detailing a version of the above three sections to be presented to states for ratification. The vote passed 65 to 20 with Republicans voting 29 in favor and 8 in opposition while the Democrats voted 36 to 12.   On December 17, 1917, the U.S. House of Representatives voted in favor of a revised resolution 282 to 128, with Republicans voting 137 to 62 and Democrats voting 141 to 64. Additionally, four independents voted for and two against it. The Senate approved this revised version the next day with a vote of 47 to 8 where it then went on to the States for ratification. Ratification of the 18th Amendment The 18th Amendment was ratified on January 16, 1919, in Washington, D.C. with Nebraskas for vote pushing the amendment over the required 36 states needed to approve the bill. Of the 48 states in the U.S. at the time (Hawaii and Alaska became states in the U.S. in 1959), only Connecticut and Rhode Island rejected the amendment, though New Jersey did not ratify it until three years later in 1922.   The National Prohibition Act was written to define the language and execution of the amendment and despite President Woodrow Wilsons attempt to veto the act, Congress and the Senate overrode his veto and set the start date for prohibition in the United States to January 17, 1920, the earliest date allowed by the 18th Amendment.   The Temperance Movement Temperance Parade. Chicago History Museum/Getty Images At the time of its passage, the 18th Amendment was the culmination of well over a century of activity by members of the temperance movement- people who wanted the total abolishment of alcohol. In the mid-19th century in the United States and elsewhere, the rejection of alcohol began as a religious movement, but it never gained traction: The revenue from the alcohol industry was phenomenal even then. As the new century turned, however, so did the focus of the temperance leadership.   Temperance became a platform of the Progressive Movement, a political and cultural movement that was a reaction to the Industrial Revolution. The Progressives wanted to clean up slums, end child labor, enforce shorter working hours, improve working conditions for people in factories, and stop excessive drinking. Banning alcohol, they felt, would protect the family, aid personal success, and reduce or eliminate crime and poverty.   The leaders of the movement were in the Anti-Saloon League of America, who, allied with the Womens Christian Temperance Union mobilized the Protestant churches and obtained major funding from businessmen and the corporate elite. Their activities were instrumental in achieving the two-thirds majority needed in both houses to initiate what would become the 18th Amendment.   The Volstead Act   The original wording of the 18th amendment barred the manufacture, sale, transportation, and exportation of intoxicating beverages, but it didnt define what intoxicating meant. Many of the people who supported the 18th amendment believed that the real problem was saloons and that drinking was acceptable in respectable settings.  The 18th amendment didnt prohibit imports (the Webb-Kenyon Act of 1913 did that) but Webb-Kenyon only enforced the imports when it was illegal in the receiving states. At first, people who wanted alcohol could get it semi-legally and safely.   But the Volstead Act, which was passed by Congress and then came into effect on January 16, 1920, defined the intoxicating level at .05 percent alcohol by volume. The utilitarian arm of the temperance movement wanted to ban saloons and control alcohol production: People believed their own drinking was blameless, but it was bad for everyone else and the society at large. The Volstead Act made that untenable: If you wanted alcohol, you now had to get it illegally.   The Volstead Act also created the first Prohibition Unit, in which men and women were hired at the federal level to serve as prohibition agents. Consequences of the 18th Amendment   The result of the combined 18th Amendment and the Volstead Act was economic devastation in the liquor industry. In 1914, there were 318 wineries, in 1927 there were 27. Liquor wholesalers were cut by 96 percent, and the number of legal retailers by 90 percent. Between 1919 and 1929, tax revenue from distilled spirits dropped from $365 million to under $13 million; revenues from fermented liquors went from $117 million to virtually nothing.   Bans on liquor importation and exportation crippled American ocean liners who were competing with other countries. Farmers lost the legal market of their crops to distilleries. Its not that the framers didnt realize that they would be losing the tax revenue they got from the alcohol industry (not to mention job loss and raw material market loss): They simply believed after World War I that prosperity and economic growth would be adequately bolstered by the gains of the Progressive movement, including doing away with alcohol, to overcome any initial costs.   Bootlegging   Marcia Frost One main consequence of the 18th Amendment was the steep  increase in smuggling and bootlegging- massive quantities of alcohol were smuggled out of Canada or made in small stills. There was no funding provided in the 18th Amendment for federal policing or prosecuting drink-related crimes. Although the Volstead Act created the first federal Prohibition Units, it didnt really become effective at the national level until 1927. State courts became clogged with alcohol-related cases.   When voters recognized that even near beer productions by the limping alcohol manufacturers Coors, Miller, and Anheuser Busch were now not legally accessible, tens of millions of people refused to obey the law. Illegal operations to manufacture alcohol and speakeasies to distribute it were rife. Juries would often not convict bootleggers, who were seen as Robin Hood figures. Despite the level of overall criminality, the mass violations by the public created lawlessness and a widespread disrespect for the law.   Rise of the Mafia   The opportunities for making money in the bootlegging business were not lost on organized crime in the United States. As legitimate alcohol businesses closed, the Mafia and other gangs took control of its production and sale. These became sophisticated criminal enterprises that reaped huge profits from the illicit liquor trade.   The Mafia were protected by crooked police and politicians who were bribed to look the other way. The most notorious of the Mafia dons was Chicagos Al Capone, who earned an estimated $60 million annually from his bootlegging and speakeasy operations. Income from bootlegging flowed into the old vices of gambling and prostitution, and the resulting widespread criminality and violence added to the growing demand for repeal. Although there were arrests during the 1920s, the Mafias lock on bootlegging was only successfully broken by repeal. Support for Repeal The growth of support for the repeal of the 18th amendment had everything to do with the promises of the Progressive movement balanced with the devastation of the Great Depression.   But even before the stock market crash in 1929, the Progressive reform movement, which had seemed so idyllic in its plan for a healthier society, lost credibility. The Anti-Saloon League insisted on zero tolerance and aligned itself with distasteful elements such as the Ku Klux Klan. Young people saw progressive reform as a suffocating status quo. Many prominent officials warned about the consequences of lawlessness: Herbert Hoover made it a central plank on his successful bid for the presidency in 1928. A year after the stock market crashed, six million men were out of work; in the first three years after the crash, an average of 100,000 workers were fired every week. The politicians who had argued that progressivism would bring prosperity were now held responsible for the depression.   By the early 1930s, the same corporate and religious elite people who supported the establishment of the 18th Amendment now lobbied for its repeal. One of the first was Standard Oils John D. Rockefeller, Jr., a major financial supporter of the 18th Amendment. On the night before the 1932 Republican convention, Rockefeller said that he now supported repeal of the Amendment, despite being a teetotaler on principle.   Repeal of the 18th Amendment After Rockefeller, many other businessmen signed on, saying that the benefits of prohibition were far outweighed by the costs. There was a growing socialist movement in the country, and people were organizing into unions: The elite businessmen including Pierre Du Pont of Du Pont manufacturing and Alfred P. Sloan Jr. of General Motors were frankly terrified.   The political parties were more cautious: Both were for Resubmission of the 18th amendment to the states and if the popular vote agreed, they would move to repeal it. But they were split on who would receive economic benefits. The Republicans wanted liquor control to lie with the federal government, while the Democrats wanted it returned to the states. In 1932, Franklin Delano Roosevelt, Jr. quietly endorsed repeal: His main promises for the presidency were balanced budgets and fiscal integrity. After he won and the Democrats swept in with him in December 1933, the lame-duck 72nd Congress reconvened and the Senate voted to submit the 21st Amendment to state conventions. The House approved it in February. In March 1933, Roosevelt asked Congress to modify the Volstead Act to allow 3.2 percent near beer and in April it was legal in most of the country. FDR had two cases shipped to the White House. On Dec. 5, 1933, Utah became the 36th state to ratify the 21st Amendment, and the 18th Amendment was repealed.   Sources Blocker Jr., Jack S. Did Prohibition Really Work? Alcohol Prohibition as a Public Health Innovation. American Journal of Public Health 96.2 (2006): 233–43. Print.Bourdreaux, Donald J., and A.C. Pritchard. The Price of Prohibition. Arizona Law Review 36 (1994). Print.Dietler, Michael. Alcohol: Anthropological/Archaeological Perspectives. Annual Review of Anthropology 35.1 (2006): 229–49. Print.Levine, Harry Gene. The Birth of American Alcohol Control: Prohibition, the Power Elite, and the Problem of Lawlessness. Contemporary Drug Problems 12 (1985): 63–115. Print.Miron, Jeffrey A., and Jeffrey Zwiebel. Alcohol Consumption During Prohibition. The American Economic Review 81.2 (1991): 242–47. Print.Webb, Holland. Temperance Movements and Prohibition. International Social Science Review 74.1/2 (1999): 61–69. Print.

Application task Essay Example | Topics and Well Written Essays - 500 words

Application task - Essay Example There is an example of how to use non-countable noun: Let me give you some advice (not an advice). In this question, 'information' is a non-countable noun, so it does not take plural form, so we need ‘information’. 2. 1) I walk and then take the subway 2) Jack asked about 'every day'. It is a general fact (rountine), so we have to use simple present tense verbs instead of present progressive tense. In general, simple present tense is used for events or situations that exist always, usually, and habitually. We also use the simple present to narrate events in sequence. On the other hand, present progressive tense is used for actions (verbs) that are in progress during a particular time, so actions are still taking place and have not ended yet. The tenses say that an action being before, is in progress during, and contiues after another time or action. In this case, Jack uses ‘every day’ which refers to habitual action – rountine -, so we need ‘wal k’ and ‘take’. 3. 1) It was such a good movie. Or It was so good. 2) ‘Such’ is used when the object being talked about comes after the adjective; hence, ‘such’, followed by a or an, is used before an adjective and noun – for example, such a long time, such a good idea, such a nice guy, such a wonderful day (such+ adjective + noun). When we use ‘such’ with a plural countable noun, we don’t use ‘a’ or ‘an’ after ‘such’.

Should companies lease or buy computer equipment today What kinds of Assignment

Should companies lease or buy computer equipment today What kinds of questions should companies ask themselves when making a de - Assignment Example As the need for accessibility and a wider geographical coverage has been inevitable, it is necessary that there are means of enabling the department attain this requirement. Sales cars are the best ways of ensuring that the organization’s dedicated salesmen or women are able to promptly and appropriately respond to individual customer needs. Since public means is a relatively cheaper but expensive for competition of the organization, there is a practice in the industry that has seen major organizations acquire their own fleet for the purposes of overcoming the challenges of public transport. Apart from affording the salesmen and women the luxury of being flexible and comfortable while performing their duty to the organization, cars owned by the organization are also the best means of ensuring that coordination and monitoring is enhanced in the department. For instance, a good fleet should provide means of tracking locations of different customers across the identified geograph ical segments. In this way, mapping out the target market will be possible and hence easy scheduling and management of issues like delivery and rapid response. On the other hand, the sales department and the organization is able to benefit from the fleet management capabilities provided and therefore hold each sales team accountable. A price cap of $20,000 for each unit has been established for this program. To enable the organization make the most appropriate purchase as per the requirements of the sales staff, several cars will be compared under specified criteria. The remainder of this document contains the following sections: . The Criteria Used to evaluate the sales cars . Car Evaluation . Final Recommendation The Criteria Used To Evaluate the Sales Cars The purpose of this section is to state the requisite specifications that each car should meet as required by majority of sales staff. By identifying the requirements for the ideal car, it will be easy to guide the proposed pur chase program to the most suitable and viable option in the list of the available car choices in the market. The criteria are: Financial viability The number of doors Originality of the car Fuel economy Warranty period Additional benefits Financial viability The chosen car for the sales team must not exceed the sum of $20,000 in total costs of purchase. This implies that regardless of the other requirements that might be fulfilled by other cars, the cost of purchase according to the budget is not to be surpassed. The Number of Doors All the car units need to have four doors. Flexibility of the sales staff is very important in having access to their chosen means of transport. It is also obvious that the number of doors has a direct bearing on the seat capacity and even the storage space in the car. Since the organization is looking to maximize on the available fleet due to limited resources, this criteria is therefore essential for the purposes of the mentioned objective apart from o ther reasons. Boot space is also important for sales staff for delivery purposes. Originality of the Car The vehicles to be purchased must be American-made due to the clientele requirements. The country of manufacture is

Benefits of a C Corporation Essay Example for Free

Benefits of a C Corporation Essay Firstly, a C Corporation can be defined as a legal unit of business that has its own separate identity from its owners or the persons that form it. To use the general legal term, it is a â€Å"body corporate†, a â€Å"legal entity†, which simply means a corporation can be treated just like an individual in law, it can sue and can be sued. This singular characteristic does not only make it quite unique but also gives it an edge over other business entities such as sole proprietor, partnership, limited liability Company to mention but few. However, the two major types of corporation, which are the C Corporation and S Corporation. The C Corporation has quite numerous benefits; the most technical of these is its ability to guard its owners’ personal assets from judgment against the business. Owners can also split profit and loss with the business for a lower overall tax rate. Yet another benefit is that it has no limits in number of shareholders and owner. Again, Owners do not need to be U. S. citizens or residents; both foreign and local are equally allowed to share in its ownership. A C corporation also has the flexibility of being owned by yet another business entity, rather than an individual or several individuals. Finally, the C Corporation has a package of much greater tax advantages over any other business entity, for it was primarily designated for tax purposes, while the â€Å"S† corporation passes it tax to the shareholders, the C Corporation on the other hand acts as it own tax entity. Reference Bakan J. , 2004, The Corporation: The Pathological Pursuit of Profit and Power. USA

Teaching - Igniting the Spark in our Learning Community Essay -- Colle

Teaching - Igniting the Spark in our Learning Community I tend to be a talker. I can keep up a good bit of conversation for much longer than my schedule usually allows. The gift of gab is a quality I have learned to apply in numerous different realms, and I intend for it to lead a flow of information in my classroom. The best thing about being a talker is that at any given moment, I am usually armed with half a dozen different ways to say the same thing. I love being able to talk with someone who is having trouble understanding something, and spin the information to him or her in a new way that they can understand. Being able to successfully convey information to someone who has been confused is remarkable to me. So, with my gift, I have been exchanging ideas and information with every community I participate in, from Rock Climbing and Boy Scouts, to Drama and Classrooms. I have found a niche as a teacher able to converse with students in a variety of formats, which affords me the opportunity to participate in the passing of infor mation, and to view its flow into knowledge. Since I was endowed with such an abundance of speech, I have taken a strong interest in language, and the numerous ways that it can be used to convey a variety of information. I feel that each student in my education community should be guided toward their highest goals. Every student that walks in the door has the ability to discover a field that interests him/her, and to develop knowledge in that field. It is my job as a teacher to foster each student’s interests, and provide them with the appropriate tools of language that will allow them to succeed in any field, and thus meet their goals. This is quite easier said than done. I truly ... ...d content can keep learning interesting, and personal for each of my students. Each format will be identified as a tool of language, because information is useless for students if they don’t have a clear guide for applying it. In this WAC-type manner students will be guided to experience how important language is in every field. I believe my conversational ability will help establish this type of a classroom community. This community will benefit from a variety of activities that can illustrate the importance, and numerous uses of our language in any field my students show an interest in. I can spark others in our learning community with my interest in the abilities of language through my conversational skills, that interest can play an integral part in the achievement of the goals of everyone involved with the community at one time or another.

Introduction of Education Essay

Purpose of education – Prepare students for the working world, for employment: credible labour force – Develop skills: social skills, critical thinking – Impart knowledge: accumulation of knowledge – How to be an educated person / a good citizen, unity, national identity – Building up character, facing adversity, ethics – Teaching right from wrong ( conformity? – Understand matters in life Types of education – Liberal education: education including the arts, equal weight given to arts and sciences ( Literature, history and appreciation of the arts – Home schooling. – Family education (parental guidance) – Informal and formal education (skills and academics) – Experiential learning – National education – All-round education Overemphasis on excellence eroding purpose of education? – Pursuit of achievement: meritocracy, guided by principle of progress: development – Credible labour force to satisfy economic needs ( Knowledge: improve ability to handle learning in future ( English teaches us communication skills – Career ( Secure better jobs because past excellent track records show that individual has capability of handling what is required of him – National. identity ( People strive for economic growth, creating prosperity, increasing standard of living of people, making them happy and hence more loyal to the nation ( National education ( BUT increasingly competitive ( Uneven distribution of income ( Cannot eliminate discrimination, likely that discrimination will prevail – Disunity ( Rise of elitism: encouraging unhealthy competition ( SAP, independent schools, IP – Compromises ethical values ( Too concerned with quest of excellence, may try to excel using underhanded means ( Undermines moral development, ignore ethical means ( Conceal knowledge, unwilling to share knowledge with people Thinking mind better than accumulation of knowledge? – Develop independent learning process – Montessori: emphasis on self-directed learning on the part of the child and clinical observation on the part of the teacher – More receptive to views: learn not to be so subjective or opinionated – BUT may develop non-conformist thinking, disrupting social stability. Society may become more opinionated due to the diversity of opinions – Increased acumen to resolve social and moral dilemmas. ( More tolerant and understanding of each other ( empathise better with each other ( understand problems or issues better ( Importance of upholding social values (altruistic punishment) – BUT too liberal: unable to uphold values ( Difficult to create a staunch and orthodox thinking, no particular value to adhere to, makes it difficult to define values ( France: liberty is subjective vs. liberty is institutionalized in US Learning in schools vs. on the Internet vs. at home – In line with purpose of education? ( Who’s the ‘teacher’? Reliable source? Able to deliver all purposes of education? – Information: amount, accessibility, coverage in terms of depth and breadth, response-time, reliability ( Internet = â€Å"information superhighway†: additional 7. 3 million pages per day ( Sep 30 2007, 1. 244 billion people use the Internet according to Internet World Stats – Pace of learning: linked with building up a strong foundation or understanding of a concept – Exclusivity: must take into account that everyone has the right to be educated – Learning environment: conducive vs. environment with lots of distractions – Formal vs. informal education Special types of schools: SAP and IP – Linked with racism or elitism. – Consider purpose of setting up these special types of schools in the first place ( In line with bilingualism: to take Chinese and English as first language ( Better amenities to further develop students’ potentials – What debate has it spurred? ( Exclusion of Malays, Indians and Eurasians: endanger social fabric of nation, Singapore is supposed to be a multi-racial society ( Creating a bigger divide between the intellects and those who do not do well in studies – Is it a justified cause? ( SAP may not be because Malay and Tamil are official languages as well. Why exclusively the Chinese? ( Since Singapore only depends on human capital, need to maximize the learning potential of more capable students ( probably inevitable to have a divide *Dependent on the maturity of the students. Students in elite schools should not be arrogant or flaunt their abilities ( could be the cause of the debate in the first place. – Government can work on giving Malay and Tamil more recognition, and providing schools with more amenities if they deem themselves deserving of the facilities – Can look at how well these types of schools tie in with the purpose of education. Do they fulfill the purpose of education better than mainstream schools?

SAT World History Subject Test Study Guide

World history – its not just for the History Channel buffs. You can actually study for and take an entire test all about world history when you sign up for the SAT World History Subject Test. Its one of many SAT Subject Tests offered by the College Board, which have been designed to showcase your brilliance in a plethora of different areas. This one, in particular, helps you demonstrate your expansive knowledge of things like wars, famines, the rise and fall of civilizations, etc. from Before Common Era through the 20th century. Hows that for expansive? Note: The SAT World History Subject Test is not part of the SAT Reasoning Test, the popular college admissions exam. SAT World History Subject Test Basics Before you register for this test, here are the basics about the manner in which youll be tested. 60 minutes95 multiple-choice questions200-800 points possibleQuestions may be asked individually or could be placed in sets based on quotes, maps, charts, cartoons, pictures or other graphics. SAT World History Subject Test Content Heres the good stuff. What in the world (ha!) are you going to need to know? A ton, as it turns out. Take a look: Locations of Historical Information: Global or Comparative history: Approximately 23-24 questionsEuropean history: Approximately 23-24 questionsAfrican history: Approximately 9-10 questionsSouthwestern Asian history: Approximately 9-10 questionsSouthern and Southeastern Asian history: Approximately 9-10 questionsEastern Asian history: Approximately 9-10 questionsThe Americas history (excluding the United States): Approximately 9-10 questions Time Periods: B.C. E to 500 C.E.: Approximately 23-24 questions500 C.E. to 1500 C.E.: 19 questions1500 to 1900 C.E.: Approximately 23-24 questionsPost 1900 C.E.: 19 questionsCross-chronological: Approximately 9-10 questions SAT World History Subject Test Skills Your 9th grade world history class isnt going to be enough. You need more than just a meager knowledge of the Romans to do well on this thing. Heres the kind of stuff in which you should be well-versed before you sit for the test: Taking a multiple-choice testRecall and understanding of historical conceptsAnalyzing cause and effect relationshipsComprehending geography necessary for comprehending historyInterpreting maps, charts, graphs and other graphics Why Take the SAT World History Subject Test? For some of you, youll have to. If youre applying to enter a history program, especially one that focuses on world history, then you may be required to take it by the program. Check with your admissions counselor! If youre not required to take it, but youre seeking admission to some sort of historical program, it might be a good idea to go ahead and take it, especially if world history is your thing. It could showcase your knowledge if your regular SAT score wasnt so hot, or it could help to offset a less than stellar GPA. How to Prepare for the SAT World History Subject Test If you have 95 questions based on anything from early humanity to the year you were born, then Id study if I were you. The College Board offers 15 free practice questions for you, so you can get a feel for how youll be tested. It also provides a second pamphlet with the answers. We recommend a college-level world history course, with some expansive world history reading on the side. Test prep companies like The Princeton Review and Kaplan also offer some test prep for the World History Subject Test for a fee, of course. Sample SAT World History Question This sample SAT world history question comes straight from The College Board, themselves, so it should give you a snapshot of the kinds of questions youll see on test day (since they wrote the test and all). By the way, the questions are ranked in order of difficulty in their question pamphlet from 1 to 5, where 1 is the least difficult and 5 is the most. The question below is marked as a difficulty level of 2. 11. Social Darwinists such as Herbert Spencer argued that (A) competition allows individuals to develop their talents and meet their needs(B) competition and cooperation are equally important in building a productive and compassionate society(C) human societies progress through competition since the strong survive and the weak perish(D) human societies progress through cooperation, a natural instinct that should be encouraged(E) God predetermines that some members of society are fated to succeed and some members are fated to fail Answer: Choice (C) is correct. Social Darwinists  such as Herbert Spencer argued that the history of human societies and races has been shaped by the same principles as those that Charles Darwin had postulated for biological evolution, namely the principles of natural selection and survival of the fittest. Social Darwinists, therefore, tended to interpret the geopolitical dominance of Europe (and people of European birth or ancestry) in their late-19th- and early-20th-century world as both proof for the argument that Europeans were more highly evolved than other races and as a justification for continued European colonial rule worldwide.