What Went Wrong With Americas Schools? Essay -- essays research papers

What Went Wrong with America's Schools? Education is the key to any countries economic success. For a country to be economically sound, the business and industry within that country must be financially prosperous. In todays high tech world economy, businesses and industries need well educated employees to prosper. Therefore, the deterioration of a countries educational system should be considered a major economic problem. Between 1965 and 1980, the performance of American students dramatically declined, the educational system fell backwards, and it is affecting todays schools, as well as the future of the US's work force. During that 15 year period, US students' test scores severely dropped in comparison to other industrial countries. After 1980, the dropping scores leveled off, and recently, they have begun in increase. But American students must play catch-up with the rest of the world, and todays public school system is not prepared to facilitate the major leap forward that our educational system needs. Before 1965, America's public school system was producing better educated students with less money and fewer supplies than today. Each class was approximately 40% larger than today's classes, and they functioned with about one-third of the real dollar expenditures of present day schools. They taught with fewer books and less equipment, and did not have any of todays audio-visual material and equipment. Then, between 1965 and 1980, real dollar expenditures per student doubled as teacher to student ratio dropped by one forth. Yet, with more money and fewer students per class, student achievement deteriorated in every available measure. In 15 years, national SAT scores declined by 5 points annually. That 75 point drop has put the US behind greatly, and has left todays students with a lot of ground to make up in order to reach other countries test score levels. The cause of this dramatic drop can not been attributed to any one thing. The decline was sudden, sharp, and affected every region and socioeconomic group in the country. Because the 60's and 70's were a time of major changes, nothing that happened in that era can be ruled out. But a few major changes within the educational system have been linked to the decline. &... ...resent increase in learning and test scores, America will be on its way to being a leader in education again. And with a well educated work force, the US economy will continue to grow and prosper. Bibliography Stanley M. Elam, Lowell C. Rose, and Alec M. Gallup, "The 25th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools," Phi Delta Kappan, October 1993, pages 137-152 William Kristol and Jay P. Lefkowitz, "Our Students, Still at Risk," New York Times, 3 May 1993, p.A-23 Sam Peltzman, "What's Behind the Decline of Public Schools?" USA Today, July 1994, pages 22-24 The Carnegie Foundation for the Advancement of Teaching, "More than Survival" 1980 copyright by Jossey-Bass Publishers, San Francisco, CA Gerald W Bracey, "The Third Bracey Report on the Condition of Public Education" Phi Delta Kappan, October 1993, pages 105-117 Jim Fox, "The Wrong Whipping Boy" Phi Delta Kappan, October 1993, pages 118-119 What Went Wrong With Americas Schools? Essay -- essays research papers What Went Wrong with America's Schools? Education is the key to any countries economic success. For a country to be economically sound, the business and industry within that country must be financially prosperous. In todays high tech world economy, businesses and industries need well educated employees to prosper. Therefore, the deterioration of a countries educational system should be considered a major economic problem. Between 1965 and 1980, the performance of American students dramatically declined, the educational system fell backwards, and it is affecting todays schools, as well as the future of the US's work force. During that 15 year period, US students' test scores severely dropped in comparison to other industrial countries. After 1980, the dropping scores leveled off, and recently, they have begun in increase. But American students must play catch-up with the rest of the world, and todays public school system is not prepared to facilitate the major leap forward that our educational system needs. Before 1965, America's public school system was producing better educated students with less money and fewer supplies than today. Each class was approximately 40% larger than today's classes, and they functioned with about one-third of the real dollar expenditures of present day schools. They taught with fewer books and less equipment, and did not have any of todays audio-visual material and equipment. Then, between 1965 and 1980, real dollar expenditures per student doubled as teacher to student ratio dropped by one forth. Yet, with more money and fewer students per class, student achievement deteriorated in every available measure. In 15 years, national SAT scores declined by 5 points annually. That 75 point drop has put the US behind greatly, and has left todays students with a lot of ground to make up in order to reach other countries test score levels. The cause of this dramatic drop can not been attributed to any one thing. The decline was sudden, sharp, and affected every region and socioeconomic group in the country. Because the 60's and 70's were a time of major changes, nothing that happened in that era can be ruled out. But a few major changes within the educational system have been linked to the decline. &... ...resent increase in learning and test scores, America will be on its way to being a leader in education again. And with a well educated work force, the US economy will continue to grow and prosper. Bibliography Stanley M. Elam, Lowell C. Rose, and Alec M. Gallup, "The 25th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools," Phi Delta Kappan, October 1993, pages 137-152 William Kristol and Jay P. Lefkowitz, "Our Students, Still at Risk," New York Times, 3 May 1993, p.A-23 Sam Peltzman, "What's Behind the Decline of Public Schools?" USA Today, July 1994, pages 22-24 The Carnegie Foundation for the Advancement of Teaching, "More than Survival" 1980 copyright by Jossey-Bass Publishers, San Francisco, CA Gerald W Bracey, "The Third Bracey Report on the Condition of Public Education" Phi Delta Kappan, October 1993, pages 105-117 Jim Fox, "The Wrong Whipping Boy" Phi Delta Kappan, October 1993, pages 118-119

Dust Bowl of the 1930s

The Dust Bowl of the 1930’s had such an antagonistic effect on the United States economy that was already plummeting. The Dust Bowl affected the U. S economy in just about every way possible ranging from agriculture to finances including government expenses to population changes. This phenomena can be considered as one of the worst natural disasters that has affected the United States. The â€Å"Dust Bowl† was the name given to the Great Plains region that was greatly affected by drought in the 1930’s during the Great Depression. The major contribution that led to the Dust Bowl was overproduction of crops however there were some natural causes. Much of the soil there had been damaged by wind and rain. The soil in this area was subjected to water and wind damage because the protective cover of vegetation was impaired through poor farming and the grazing of too many animals† (World Book Encyclopedia). The overproduction was due in part to the fact that the co untry was in the midst of World War I. â€Å"During World War I international demand for food crops like wheat and corn soared. Because of this farmers planted more crops and took out loans to buy land and equipment. But after the war demand for farm products declined and crop prices fell by fifty percent† (Danzer 651-652). In and effort to make up for the falling prices, farmers tried to plant even more crops, but this only caused lower prices. As a result of these poor land management practices and lack of precipitation the land became arid. There was little grass and few trees to hold the soil down. When the wind storms hit, dust was blown all over, making it virtually impossible for farming. When farming in the Great Plains was no longer a way of making a living many of the inhabitants left the land behind and moved west to California in search of work. â€Å"Plagued by dust storms and evictions, thousands of farmers and sharecroppers left their land behind. They packed up their families and their few belongings and headed west, following route 66 to California† (Danzer 652). The term Okies was coined to describe the migrants from Oklahoma but was later used to describe all migrants. â€Å"By the end of the 1930’s, the population of California had grown by more than one million† (Danzer 652). Those who remained in the drought regions were forced to endure severe dust storms and their health effects, diminished incomes, animal infestations, and the physical and emotional stress over their uncertain futures was unbearable (National Drought Mitigation Center, online). As the Great Depression wore on, the government took steps to intervene and try to save the nation. Led by the effort within the U. S. Department of Agriculture, newly created agencies like the Soil Conservation Service (SCS), the Resettlement Administration (RA), and the Farm Security Administration (FSA) were the loudest to publicize and deplore the Dust Bowl wracking America's heartland (Cunfer, online). Also led by the President Herbert Hoover and the United States Congress, the Federal Home Loan Bank Act was passed in 1933. This act lowered mortgage rates for homeowners and allowed farmers to refinance their farm loans and avoid foreclosure. Newly elected President Franklin Delano Roosevelt succeeded Hoover in 1932 during the ongoing Depression. FDR proposed many acts to try and resolve the national issues in his program titled the â€Å"New Deal† . One of his most recognized acts that directly assisted farmers was known as the Agricultural Adjustment Act. â€Å"This act sought to raise crop prices by lowering production, which the government achieved by paying farmers to not grow† (Danzer 667). A second program that was passed was the Civilian Conservation Corps. This program put young men to work to perform public jobs including planting trees and helping soil erosion. The United States government spent unprecedented amounts of money to recover from the Great Depression and the Dust Bowl. â€Å"The magnitude of the droughts of the 1930s, combined with the Great Depression, led to unprecedented government relief efforts. Congressional actions in 1934 alone accounted for relief expenditures of $525 million, the total cost would be impossible to determine† (National Drought Mitigation Center, online). Despite all the negative effects of the Dust Bowl and the Great Depression there were a few positives. For one thing all the government sponsored programs provided jobs and a source of income for those who were unemployed. Also the Roosevelt era marked the beginning of large-scale aid. This also ushered in some of the first long-term, proactive programs to reduce future vulnerability to drought (National Drought Mitigation Center, online). The Dust Bowl was one of the worst natural disasters that has affected the United States. This disaster along with the Great Depression had negative influences on agriculture, state populations, and finances including individual families and the government. However, in the face of all this commotion a few positive results occurred. People found jobs and a source of income and the government was able to bring the nation out of turmoil. Work Cited Danzer, Gerald A, et al. â€Å"The Depression. † The Americans. Boston: McDougal Littell, 2000. 642-676. Print. â€Å"Dust Bowl. † The World Book Encyclopedia. Vol. 4. N. p. : Field Enterprises, 1958. Print. 18 vols. Drought in the Dust Bowl Years. National Drought Mitigation Center, 2006. Web. 14 Nov. 2009. . Cunfer, Geoff. EH. Net Encyclopedia: The Dust Bowl. N. p. , n. d. Web. 14 Nov. 2009. .

Margaret Atwood †Relationship between three of her poems Essay

Margaret Atwood is a Canadian poet, novelist, and critic, noted for her feminism and mythological themes. She was born in 1939 in Ottawa, about the same time World War 2 started. Her life was lived in a time of male dominance, which she did not like. She expressed her views of this by writing, and her writings showed many of the feminine views that she believes in. According to a reviewer, Atwood’s writings are obtained from the â€Å"traditional realist novel,† where often the female protagonist is representative of an ‘everywoman’ character, and is victimized by gender and politics. In her stories Atwood combine fantasy and social realism, myth and parody and poetry, and also uses postmodernist devices to unsettle the certainties of traditional realism. The reason why she uses a lot of mythological themes is because her father was a forest etymologist. Many of the experiences that she had when she was a child, influenced her to write about the things of nature. Her writings were praised by many, this can be seen through all the awards and recognitions that she has received throughout her long and productive life. Her most outstanding award would be the Canadian Governor General’s Award for poetry in 1966. Her work has been an inspiration to many and she will be recognized for many years to come. The three poems that I am going to discuss are: The Landlady, Rat Song and Song of the Worms. All three of these poems use strong imagery to show Margaret Atwood’s view of the way that women are treated. She uses several tones in her poems, the tone that she generally uses for these three poems are frustration and anger. Another thing that she likes to use is a run on style of poetry, which allows for the readers emotions to carry on to the next line all the way to the end of the story. Almost all of her poems are free verse, I could not find any rhythmic or rhyming devices used in any of them. She likes to use symbolisms to get her point out, and when she uses them they are direct. One thing that I find interesting in her writings is that she likes to use something like personification, but it is the opposite. She is giving people qualities of animals. Her writing style is unique and interesting, and this style will be seen in the three poems. In the poem The Landlady, Atwood shows that women are stronger than men. In the beginning of the story, someone is describing the landlady and we do not  know who this someone is, but I think that this someone represents men. This person describes the landlady as intrusive and she is everywhere. This symbolizes that women are getting stronger and will be controlling the men. The next section says that the landlady controls the man’s life. Everything belongs to the landlady and nothing to the man. The next section is where the man tries to escape from the landlady, but she is always surrounding him. Even in the man’s dreams the landlady will be there and there will be no way around it. The last section describes how the landlady is overpowering and will not let the man go through her. This poem is free verse, which means that there are no literary devices. The only style of writing that I can see in her poem is a type of run on poem, which allows the reader’s emotions and thoughts to carry through to the end of the story. The tone of the story is fear and entrapment by the male because of the woman’s power and authority over them. I think that this is a poem about how strong the female can be over the men. The woman will be able to control the men, and men will be at the mercy of the women. This is a strong feminist view that Atwood supports and shows through her writing. This is a strong poem and was criticized by an American journalist for being too one sided. I think that Atwood got her point through in this poem. In the poem Rat Song, Atwood is trying to show how the rat symbolizes the woman. In the first section, it says that when the man hears the voice of the rat singing, the man takes out his gun and tries to kill the rat. This symbolizes the woman when she is trying to be heard, and the man is trying to shut the woman up. The next stanza shows that when the man tries to trap the rat, the rat outsmarts it. This makes the man think that the rat is dangerous because it is very smart. That stanza symbolizes how women are smart and men should watch out for them. The following stanza talks about what the rat really wants. It says in the poem, â€Å"All I want is love,† the rat does not want to bother the man or live off of the man, all it wants is some love. This is just like women today, they do not want to annoy men, and all they want are love and respect. The reason why the rat lives off the man is not because it wants to, but because it is the only thing that it can do. Atwood is tr ying to say that women are weaker because men are suppressing the women. In the last section, there is a line that says, â€Å"he is hiding /  between your syllables.† This line talks about how the rat can hear compassion, but it is trying not to be shown by the man. This is a really interesting poem that shows how Margaret Atwood feels about men. She uses many symbolisms to imply what the men are thinking about he women. His style of writing is basically free verse; there is no recognizable beat or rhyming scheme. The only type of literary device that I can see is that she uses a style of run on poetry. This style can be seen throughout the entire poem to allow the reader’s emotions to carry all the way to the end of the story. The tone that she uses in the poem is anger. Atwood is mad about how women are treated by men. She finds that men know that women are smart and therefore are trying to suppress females. Her imagery is convincing and really makes us want to think about the truths in her writing. This poem was written in the early seventies, which is about the time when the feminists’ ideals were strongly implanted into the women of North America. This feminist view can be seen throughout the poem and what Atwood feels is expressed in the entire poem. Overall, this was a great poem with a message to the men on how they are treating the women. In the poem Song of the worms, Atwood tells us how women have been stepped on and taken advantage of. In the first section, it talks about how the worms have done their work and have been underground for so long. This section shows us that men have suppressed women for a long time. The women have done enough work for the men and it is time for a change. The second section talks about how all the women want is to be loved. This section is similar to a part in the first poem where it says that all women want is to be loved. The twist here is that they are rejected by the â€Å"boots† of men. This symbolizes the men stepping on the women and treating them like dirt. The women have been stepped on long enough and they know what being stepped on is about. The next stanza says, â€Å"Soon we will invade like weeds, everywhere but slowly.† This is a very strong stanza that is trying to tell the men that soon the women will stand up for themselves and rebel. They will be stepped on no longer and have no fear of what men will try to do to them. The last stanza says that until the time comes, the worms will be in the dirt waiting for the right time to come out and attack. This poem is again free verse and uses a run on style of writing. Atwood makes the worm  symbolize the women who are hardworking and oppressed. She believes that one day, women will rise up and say, â€Å"Enough is enough,† and rise up to rebel against the men. All three of these poems deal with feminism and show what Atwood thinks is going on and what will happen. The writing styles of these three poems are similar. All of them use free verse and a run on poem style, which can be seen in almost all of her work. This allows an easier way to get her point through. Her poems are strong and provocative showing what many people do not want to hear or accept. In the last two poems, they both use certain types of animals to symbolize the woman and how the men are treating them. They both say that men are stepping on women and that the women will one day rise and take down these men. Atwood uses animals because of the way that she was raised up, which was in a home with the father as an etymologist. Her father’s occupation made her enjoy the wilderness and nature, which has influenced her writing today. The first poem is similar to the other poems because it shows that the women have finally stood up for themselves and is now in control. Her feminist views are influenced by the time period that these poems were written in. During the late sixties and early seventies, there was a strong feminist uprising making the women realize that they were like being treated like slaves.

EMVC Essay Analysis done final

EMVC Essay Analysis done final EMVC Essay Analysis done final On the wall of Santa Maria delle Grazie in Milan, Italy, is the world widely renowned renaissance fresco by Leonardo Da-Vinci; The Last Supper (Tempura on gesso, pitch, and mastic 460x880cm). Da-Vinci was an artist, scientist, architect, author, engineer, inventor, and humanist, who perpetuated the confluence between Renaissance ideology and artistic commerce, living from 1452-1519.1 The Last Supper is a large fresco like piece on the side of a wall in a dining hall of the delle Grazie’s adjacent monastery, though not a true fresco, as it was painted on a dry wall, instead of wet plaster. This retrogressional technique gave Leonardo more time to concentrate on the depiction of the biblical scene, being meticulous as he was, but tempted the masterpiece with ebbing.2 As commissioned by Ludovico il Moro in 1495, the piece required three years of work and was to denote the religiously polyvalent scene of Christ's last supper with his disciples.3 Da-Vinci set demarcates for religious symbology in renaissance art. Choosing himself to paint the very moment in which Christ announces that among the disciples is the one who will betray him, Leonardo connoted messages never before used in art, creating for him, a shibboleth demographic of artistic religious ambivalence in the opinion of many, which is unmatched today. Or is this that moment, as he does not look as if he has completed his sentence? The apostles are as follows: Bartholomew,James, and Andrew;Judas,Peter, and John;Thomas,James, and Philip; and Matthew,Jude, and Simon.4 Those figures closest to him appear to be recoiling in dismay at what they have heard, or are about to hear, whereas those further at the ends of the table seem as if the words have not yet reached them. Furthermore it becomes evident that it is not a single idiosyncratic moment, but a conveyance of a sequence of moments flowing together and forming a confluent unit, as this is applicable to other paintings of his, where human bodies and objects at certain points in space and time confound to one capricious impetus, gasconading humanity and emotion. The aspect of time is clear, as Da-Vinci has incorporated his sfumato; blending the horizon of time and movement, bringing the viewer a more realistic, prolific and life like, scene.5 He may be giving the observer a glance at his own emotional inertia towards the scene, expressed through the twelve sentinel bodies. It is evident that Christ is at the focal point of the image as his arms are spread, encompassing him into a triangular shape, expressive of the Divine Trinity. Due to the asymmetrical symmetry you can see through the copious division of bodies in groups of three and presumably the figure of Judas Iscariot to the right of Christ. These groups are displaying their personal reactions through facial expressions and movement that culminates together into one unit which suggests the spread of Christ’s words, framed by the door, from the centre to the edges of the piece, rather than standard depictions of disciples following the standard simulacrum of static presence. Da-Vinci incorporates use of perspective lines by maintaining symmetry between the apostle clusters while the geometric shapes that take form in the painting harbour the creation of the painting's dialogue.6 Da-Vinci breaks this with a baroque culmination of varied presence, confidence, movement and positioning, throug h a pluralistic medium of capricious geometric scenery. Often theories of Mary Magdalene sitting to the left of Christ in the painting are expressed, perhaps inspired by the famous Da-Vinci Code book, though rationally there is a contradiction to repudiate it as she was not a disciple, just a close friend of Christ’s.7 Although then again, Judas may not have been present, thus making twelve an accurate number, while explaining the feminine looks of the figure present. Judas in most other versions adorns the opposing side of the table. In Leonardo's, he sits on the same side

Catalog Shopping - Mail Order Homes and Stock Plans

Catalog Shopping - Mail Order Homes and Stock Plans Did your old house come in the mail? Between 1906 and 1940, thousands of North American homes were built according to plans sold by mail order companies such as Sears Roebuck and Montgomery Wards. Often the entire mail order house (in the form of labeled timbers) came via freight train. Other times, builders used local materials to construct homes according to the mail order catalog house plans. Today, catalog homes can be bought online. Stock plans are pre-drawn building plans that you can order from a catalog, magazine, or website. Most builders and developers offer a number of house plans in stock from which you may choose. Stock plans ordered through the mail or downloaded from a website may include floor plans, foundation plans, structural framing plans, electrical and plumbing plans, cross-section drawings, and elevation drawings. If you are not sure about your selection, you can usually obtain an inexpensive floor plan to review. However, you will need to buy the full set of plans before you can apply for a building permit and begin construction. Catalog house plans by Sears, Montgomery Wards, Aladdin, and other companies were widely distributed in the United States and Canada in what has generally been called pattern books. Where are those plans now? To find the original plans and to learn other important information about your mail order house, follow the steps listed below. Search for Written Records The neighbors may say your home was made by Sears, but they could be mistaken. Several other companies also sold house kits and house plans. To find out who made your house, check building permits, mortgage agreements, deeds, and other public records. Also look through scrapbooks, old correspondence, and ledgers to discover how old is your house. Look for Physical Clues Scout around in the cellar and attic for numbers or words stamped on joists and rafters. Also check your homes hardware and plumbing fixtures. You may be able to find trade names that will identify the manufacturer of your home. Keep in mind that the popular catalog houses were widely copied by local builders. Its easy to mistake a locally-made home for one designed by Sears or Wards. Use the process of architectural investigation. Browse  Online Catalogs Actual pages from historic house plan catalogs are reproduced on several websites. As you browse through these pages, remember that plans were often used for several years after they were first created. So, if your house was built in 1921, make sure to also browse plans for earlier years. Here are some good places to start: Mail Order House Plans  Index in  ThoughtCo.comSears Archives - Find catalog images and network with owners of Sears Mail Order houses. Browse Print Catalogs Cant find anything that resembles your house online? Dont give up. Browse through original or reproduction catalogs at your library or bookstore. Some catalogs even include construction information such as the type of woods to use. Here are a few reproduction Sears catalogs availalble from Amazon.com: Small Houses of the Twenties, the Sears, Roebuck 1926 House Catalog. Construction information includes detailed illustrations of interiors and fixtures.  Sears, Roebuck Homebuilders Catalog  - The Complete Illustrated 1910 Edition. Well-illustrated with construction specifications.  Homes in a Box, Modern Homes from Sears Roebuck, Schiffer Publishing. Reproduction of Sears 1912 Modern Homes catalog.   Be Open-Minded Local builders and homeowners often customized mail order plans, adding porches, moving doors, and adapting details to accommodate personal tastes and needs. The mail order plans you find may not resemble your own home exactly. Study the Ads The catalog page for your mail order home will provide a wealth of information. Youll find the original retail price of the house and the types of materials used. Youll see floor plans and a simple drawing of the house. You might even find some construction details and specifications. Stock Plans Today Stock plans dont have to be from Sears, Roebuck and Company, although bungalows by mail were popular at the turn of the 20th century. Pre-drawn plans dont have to be manufactured built or prefab homes. These days, architects may make custom plans for a client and then put those plans on the market as stock plans.  Houseplans.com is one avenue for these architects. Does all this seem like a lot of work? You bet! But researching your mail order home is also fun and fascinating. Youll enjoy the journey, and along the way youre likely to meet friends who share your enthusiasm for older homes.  Good luck!

Why does ADHD impact on academic performance and what can be done to Annotated Bibliography

Why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom - Annotated Bibliography Example The child is also labeled as a day dreamer in class. (NCP, 2008) Impulsiveness – Executive functions of the brain help human beings to inhibit emotional outbursts and impulsive behavior. A school going child usually uses these function to reason out the benefits of doing homework against watching cartoons but a child with ADHD is unable to do so. He is not able to plan ahead for his examinations, learn from previous mistakes or consider consequences of impulsive actions. All this leads to bad academic performance. (George J. DuPaul, 2003) Low Self Esteem and confidence – Children with ADHD are usually laggards in the class and are not able to complete their tasks efficiently. This leads to reprimand from teachers as well as ridicule from fellow students. This lead to low self esteem and a belief that they won’t be able to do anything well in life. This usually has disastrous consequences for the child. (Craig A. Everett, 2001) Rule Breaker – A child with ADHD usually challenges authority at every opportunity he gets. He does not like to follow rules and regulations. Teachers at school do not like to see this attitude and may decide to target the student as they might regard this attitude as not a medical problem but disrespect. The authors of this journal article have studied in-depth about the different methods in which non-medication support can be provided to ADHD children. We will discuss the main points which have been mentioned in the article. It has been proved through this study conducted by Rebecca Shaw and Vicky Lewis that children with ADHD produced the greatest number of accurate responses regarding basic computerized tasks as compared to children with no disorder. Computerized and graphic representation of facts and figures help children with ADHD to improve concentration .Various educational software have been made for ADHD children and have

The Industrial Revolution from 1820 to 1870 Essay

The Industrial Revolution from 1820 to 1870 - Essay Example Whereas the first revolution played a role in the invention, development and implementation of spinning and weaving machines for the textile industry, which use water power until the introduction of steam power, it was the second revolution that really changed American economy and society into a modern industrialized state. The process had begun in the 19th century. Growth in the 19th century was fuelled by many factors: plentiful resources, innovative technology, cheap and efficient energy, swift transportation and labor and capital which were readily available (Wikipedia 2007). In the west, forests, mines and cattle supplied the raw materials for key industries. The rapid expansion of railroads allowed businesses to transport raw materials to and from factories and move products to the cities where the bigger markets lay. Around this time too, a continual flow of European and Asian immigrants arrived in America to seek work. Many found work in the factories and mines. Advancements in technology shaped and improved production with the invention of the assembly line in a number of industries. This along with new machine tool industries which produced cutting, drilling and milling machineries, hastened manufacturing and production. A series of breakthrough inventions and discoveries such as the phonograph, electric light, telephone, typewriter, automobile and others opened up new industries. Businesses changed with the times and the corporate heads discovered how to conduct business and broaden their economic activities to encompass wider geographic territories and eventually global ones. This permitted businesses to expand and today's mega corporations are founded on business organization with their own theories and practices. From 1870 to 1900 the United States became the most industrialized nation in the world. In numerous sectors such as steel and timber production, mining of coal, iron, silver and gold, meatpacking and other industries, the US emerged as a leader. In general, the nation saw a huge upsurge in the pace and scale of industrialization which had altered businesses, commerce, the environment, job opportunities and daily life. With the development of industries around major cities, people moved from farms and the countryside to the cities for work. But agriculture was not neglected as advancements were made with agricultural machines. The established political and legal systems which the US had inherited from the British model, encouraged entrepreneurship and rewarded innovation and initiative. The nation was socially more mobile than any other, and receptive to change. Three important developments in the mid 1850s spurred the Second Industrial revolution in America. One, was the transportation system was developed and expanded. Two, electrification was successful exploited and put to use. Three, major progress was made to the industrial system such as improving the refining process and hastening production. The government passed a protective tariff to protect American manufacturers. There was a great demand in the railways, not only for transportation of goods but also to make it more durable. This led to development and production of cheap mass produced steel which during the time saw its use in many aspect of industrial activity. After steel, the industrialization took on to include chemical and electrical industries, petroleum refining and distribution and eventually