Developments between 1860 and 1877 Essay Example for Free

Developments between 1860 and 1877 Essay In 1861 the bloodiest and one of the most important revolutions in American History began, The Civil War. Socially this war had been brewing since the beginning of slavery. This controversial subject had been the object of debate mainly because it required a balance between free and slave states. Slavery was also a big issue between the Democrats in the 1860 election because they could not agree on the issue of popular sovereignty. This eventually led to their splitting which opened up the doors for Lincoln to take office. After Lincoln was inaugurated in 1860 seven states ceded and later four more. The south believed they were within their constitutional right to cede. In South Carolinas Declaration of Causes for Session the state says, Powers not delegated to the United States by the constitutionare reserved to the states (Doc A). This leaves Lincoln at a quandary over the age old constitutional issue of Nullification and session debated back in the day of the Virginia Kentucky resolutions and Hartford Convention. He resolves that it is not within the states power to cede and brings the nation to war. The eventual victory for the North would bring about one of the greatest changes in history; the Emancipation Proclamation that forever ended slavery and changed the southern way of life. With Slavery no more and a Southern society in ruins more changes had to be made in the Reconstruction revolution. After Lincolns and Johnsons plans for reconstruction failed, the Republicans who now controlled congress took the reigns. Socially there was the large issue of all these freedmen with nowhere to go, who are now demanding equality. In a petition written just after the war in 1865 from African Americans to the Tennessee Convention the blacks say, If we are called to military dutyshould we be denied the right to vote (Doc C). That same year a letter to the Freedmens Bureau (a group dedicated to helping protect blacks and their rights), from a group of blacks was asking for homesteads so they may have the same rights as white land owners (Doc E). With the need to help these newly freed blacks and protect them from those endorsing things like the Black Codes, states had to develop a constitution with special specifications to blacks rights. The constitutional changes that occurred not only to the state governments but to the national governments as well were the thirteenth amendment that ended slavery, the fourteenth that made blacks citizens, and the fifteenth that gave blacks the right to vote as illustrated in The First Vote (Doc G). The latter developments changed the south and America forever. The entire southern way of life was flipped upside down economically and socially. Sharecropping and the crop-lien system emerged to solve the labor shortages, blacks status increased, and education expanded; these are some of the main results of the Reconstruction Revolution. The Final revolution of this time unfortunately was that of the Redeemers. Since the beginning the conservatives had been fighting reconstruction in the South. The South had always had people (the democrats) opposed to black suffrage. Gideon Wells said, The Federal government has no rightto dictate the matter of suffrage (Doc D). To resolve these conservatives would require literacy tests to vote, and reinstate property requirements. These methods were ways around the vague constitutional developments of the 15th amendment. Violence was also used as a means to control the black population in the South. The Klu Klux Klan and White League would use terrorist acts on blacks and lynch many innocent blacks to discourage them from voting as illustrated in (Doc I). Blacks were also segregated from whites, which after the Supreme Court case of Plessy v. Ferguson was deemed legal as long as they had equal opportunities; however, the blacks did not have equal opportunities but it still allowed the whites to avoid the 14th amendment. Finally, in the Compromise of 1877 Rutherford B. Hayes was elected president and withdrew the troops from the south. The north believed that with the vote the blacks could take care of themselves and they also had their eyes focused on the West. However, with the soldiers gone the blacks became once again subject to the will of the whites. This is where history is debated on whether reconstruction was a success because the Redeemer revolution reverted the south back to a segregated area of tension once again. The faà §ade that was America changed significantly from 1860 to 1877. The constitution had been written a century prior leaving out many key issues. To address these issues revolutions took place and in the end change was made. The debate over slavery and cession led to finally freeing those who never deserved oppression. The end of the Civil War brought about the need for black rights and new ways of life. Opposition to these revolutions led to the reverting revolution that turned back the clock taking away once again what so many died for. The social and constitutional developments that helped fuel these revolutions are responsible for some of the nations greatest achievements like the 13th, 14th, and 15th amendments, and some of the worst like segregation.

Ammaniti’s Novel, I’m Not Scared Essay -- I’m Not Scared by Ammaniti

This is a profoundly moral tale of lost innocence and adult cruelty. Do you agree? Ammaniti’s novel I’m Not Scared set in Acqua Traverse, Italy 1978 is a powerful text, which explores relevant social themes and issues. Besides being a tale of adult cruelty and lost innocence we cannot ignore the role in which loyalty and betrayal play in the novel. These central themes make this novel a compelling text. In the novel Michelle journeys from a joyful innocent child into a perceptive and wiser youth. Initially we view Michelle as a child who is very compassionate, willing to â€Å"do the forfeit† for Barbara to exempt her from Skull’s cruelty. As the story progresses qualities namely courage and loyalty surface in Michelle. These two qualities are most noticeable when he states, â€Å"I’m going to see Fillipo†¦ Who’s Fillipo? He’s a friend of mine†. Michelle’s actions show and justify a belief that he has in a sense â€Å"lost his innocence†. Michelle also shows maturity when he acknowledges that his father may not be a loving man, stating, †Papa was the bogeyman. By day he was good, by night he was bad†. He realises that the adults are cruel and is astounded when he notices his father stating â€Å"two ears we’ll cut off. Two!†. Michelle loses his innocence after witnessing the cruelty displayed by t he adults as well as being tested by the notions of loyalty and betrayal. The adults with the exception of Michelle’s mother can all be seen as having key roles in the kidnapping. The treatment ...

Mark Twain Research Paper

Name — Professor Reber English 1113 10 October 2012 Mark Twain Mark Twain was a world renowned novelist and a beloved American Writer. He wrote things about what was happening in the world around him and is also a huge part of American Literature. Although Mark Twain is a famous novelist his home life, background/achievements, and greatest accomplishments are what made him who he is today. Mark Twain was more than the man we all know.For one thing, he was born as Samuel Langhorn Clemens on November thirtieth eighteen thirty-five and given the nickname â€Å"Little Sam. † In addition, his birthplace was â€Å"a two-room frame house in Florida†¦Missouri† (Cox, 7) to a John and Jane Clemens. After reaching the age of eighteen he took on an occupation in Philadelphia. Incidentally, he started working â€Å"as a cub and later as a captain for four years† (Lasky, 25) on a ship. In time, he achieved a certificate for being a Mississippi Pilot.When the Civil War broke out, Twain somewhat became a part of it. Likewise, he joined a group of friends, although none having any knowledge about fighting, war, or of the military, to fight â€Å"on the Confederate side with a small militia called Marion Rangers† (Lasky, 26). By the way, Twain was twenty-five when he moved back to Hannibal to be a part of the Militia. Mark Twain, even having little achievements, had quite the background. The root of where all this started wasn’t just at his birth, but also in his home life.Thus, Twain and â€Å"his family moved to†¦Hannibal, Missouri† (Biography of Mark Twain, 1) where he befriended slaves of his dad and uncle. As a result, this had started Twain’s negativity towards slavery when he grew older. Twain loved his family though he wasn’t so fortunate of the mishaps that were to come. For instance, he lost his father when Twain was eleven and his brother, age twenty, was â€Å"fatally scalded†¦ [when Twain ] found him on a mattress† (Cox, 43) on the Pennsylvania after the steam boat exploded killing one hundred fifty people, his brother included.On the other hand, Twain married lovely Olivia Langdon on February second eighteen seventy which follows his quote,† when you fish for love, bait with your heart, not your brain† (Brainyquotes, 2). Twain and Olivia, just like any happily married couple, also had children of their own. That is, little Langdon was their first child, born prematurely and with brittle bones, only lived nineteen months and second daughter Olivia Susan (Susy) even living up to age twenty-four had unfortunately â€Å"died from spinal meningitis† (News, 1).Twain always had problems with his middle daughter Clara, who overtime became distant to her family, and his youngest daughter, who he had the most struggles with, suffered from epilepsy (nearly trying to kill the maid during her attacks) and died at the age of twenty-nine from a heart attac k. Some things that happened in Twain’s home life marked as either turning points or became the center for some of his works. Mark Twain, unlike any other famous novelist/writer, has his very own accomplishments. The two of his greatest accomplishments is what everyone knows him famous for.The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn as being his greatest and most popular works were also to quickly become his greatest accomplishments. Likewise, both books corresponded with the other about adventures of both low class, Huck Finn, and middle class, Tom Sawyer, had together and of their friendship. Another believed greatest accomplishment was his hidden eulogy that hadn’t surfaced until about two years ago. Furthermore, about his daughter Susy â€Å"a passionate eulogy† (News, 1) is guessed to have been written around the time of her death.In addition, this eulogy shows the fondness he had towards his daughter, ultimately showing she was his favorite daughter, he described â€Å"her as being ‘full of fire’† (News, 1). His occupation changed later on in his life. Therefore, he had begun to write his works â€Å"under the pen name of Mark Twain† (Synopsis, 1). In addition to all his greatest accomplishments, he had obtained the title of a sailboat pilot, novelist, journalist, lecturer, entrepreneur, and inventor. Among everything, his greatest accomplishment was him himself.Today, Twain is known for his popular works, or greatest accomplishments, thus making him a huge character for American Literature. What made him so great is through his experiences growing up, his background, and what he achieved that made up his motivation and within his works he writes of some of his incidents, his opinions, and similar adventures. All-in-all, Mark Twain may have believed his novels were his greatest achievements, but the true answer to that is what he created as himself – a legend. Works CitedBiogr aphy. CMG Solutions, 5 Jul. 2006. cmgww. com. 26 Sept. 2012. Web. Biography of Mark Twain. The Mark Twain House & Museum. marktwainhouse. org, n. d. 26 Sept. 2012. Web. Cox, Clinton. Mark Twain. New York: Scholastic Inc, 1995. Print. Lasky, Kathryn. A Brilliant Streak: The Making of Mark Twain. Orlando: Harcourt Brace & Company. 1998. Print. Mark Twain. A+E Television Networks, LLC, 2012. biography. com. 26 Sept. 2012. Web. Mark Twain. Xplore Inc, 2012. brainyquote. com. 26 Sept. 2012. Web.

Reactivity of Metals with Water and Acid Essay

Introduction This report discusses an experiment to study the relationship of the physical and chemical properties of elements in groups and periods to the atomic structure of the elements. The objective of the experiment is to observe what happens when seven metals (magnesium, calcium, iron, lead, copper, aluminum, and zinc) are placed in water and/or hydrochloric acid. The hypothesis is that not all metals will react with the water and/or hydrochloric acid. This report presents the experiment’s procedures, results, analysis and questions. Purpose To observe relationships between the reactivity of elements and their location on the periodic table. Materials Part A: Reactivity of Metals in Water 1. 2. chemical safety goggles 3. 250 mL beaker 4. test tube (18 mm x 150 mm) 5. test-tube rack 6. scoopula 7. spark lighter 8. Bunsen burner clamped to a retort stand 9. test-tube clamp 10. pH paper 11. paper towel 12. small samples of 1. calcium, Ca(s) 2. magnesium, Mg(s) 3. copper, Cu(s) 1. wooden splint Part B: Reactivity of Metals in Hydrochloric Acid 1. 2. chemical safety goggles 3. 20 mL graduated cylinder 4. 4 test tubes (18 mm x 150 mm) 5. test-tube rack 6. scoopula 7. small samples of 1. magnesium, Mg(s) 2. iron, Fe(s) 3. zinc, Zn(s) 4. aluminum, AI(s) 1. dilute hydrochloric acid (0.5 mol/L) 2. spark lighter 3. Bunsen burner clamped to a retort stand 4. paper towel 5. wooden splint 6. masking tape or test-tube stopper Procedure Part A: Reactivity of Metals in Water The materials were selected and brought to the station. Safety protocol was followed and safety glasses were worn throughout the experiment. The appropriate data tables were drawn in which to record the data observations. The beaker was filled with approximately 250 mL of tap water. The water was tested with pH paper and the results were recorded. On a folded piece of paper towel, the professor placed a small piece of calcium (Ca). Observations of physical properties were recorded. A test tube filled with tap water was placed, mouth down, into the beaker (figure 1) and the calcium was placed in the beaker(amendment: the original procedure asked to select a metal that produced a gas to collect the gas after first attempting the procedure. To avoid wasting time, the gas [if there was] was collected on the first and only attempt). The reaction was observed and recorded. After the reaction was complete, the water was tested with pH paper. This procedure was repeated using samples of magnesium and copper. All results were recorded. The test tube was extracted from the beaker and without flipping it, was placed mouth down in the test tube rack. Using a spark lighter, the Bunsen burner was lit and a wooden splint was lit from the flame. The burner was turned off. Using a test tube clamp, the test tube was lifted and with it’s opening at the bottom; the burning splint was inserted into the mouth. Observations were recorded. The splint was extinguished with water from the tap and all waste was disposed of. Part B: Reactivity of Metals in Hydrochloric Acid The materials were selected and brought to the station. Safety protocol was followed and safety glasses were worn throughout the experiment. The appropriate data tables were drawn in which to record the data observations. A graduated cylinder was filled with approximately 20.0 mL of dilute hydrochloric acid. 5.0 mL were poured into four clean test tubes, which were then placed on the test tube rack. On a folded piece of paper towel, the professor placed small quantities of magnesium, iron, zinc, and aluminum. The physical properties of each of the metals were recorded. One at a time, each of the metals was carefully dropped into a different test tube of hydrochloric acid. Reactions were observed for a 20 minute period (amendment: because of the lack of time, reactions were only observed for five minutes) and observations were recorded. Masking tape was used to lightly cover the test tube in order to collect gas from the elements that bubbled in the acid. After the reactions were complete, a wooden splint was lit using a Bunsen burner and the masking tape was removed. The glowing splint was held just inside the mouth of the test tube. Observations were recorded and the waste was disposed of. Observations Part A: Reactivity of Metals in Water Element Calcium Magnesium Copper Physical properties Solid, silver, metallic, soft Long, thin, solid, smooth, malleable, silver, shiny Thin, solid, malleable, bronze in colour, shiny Reaction Upon putting the calcium in water, it bubbled and released gas. The water in the test tube was displaced when it was held above the calcium while it was reacting pH before reaction: 7 pH after reaction: 8/9 There was no reaction when the magnesium was placed in the water, therefore no gas. There was no reaction when the copper was placed in the water, therefore no gas. Part B: Reactivity of Metals in Hydrochloric Acid Element Zinc Iron Aluminum Magnesium Physical properties Solid, shiny, silver in colour Rusty, small individual solid flakes, dull Powder, grey/silver Long, thin, solid, smooth, malleable, silver, shiny Reaction Slow reaction, but it eventually started to bubble. Very slow reaction. Few bubbles were produced. Though there was no observed reaction from the aluminum and the hydrochloric acid, further research shows that it does react. It releases heat and the water evaporates. Upon putting the magnesium in the hydrochloric acid, it quickly started to bubble and fizz. Throughout the observation, it also releasedlots of heat. Analysis The objective of the experiment was to observe what happens when seven metals are placed in water and/or hydrochloric acid. Calcium, magnesium, and copper were all placed in water and of the three, only the calcium reacted. Zinc, iron, aluminum, and magnesium were placed in the hydrochloric acid. There was a reaction in every test tube, but the magnesium showed the greatest reaction with iron being the least reactive to the acid. Even though the metals may be in the same period, how it reacts to the water or hydrochloric acid depends on the type of metal. Error(s) When the lit splint was held just above the mouth of the test tube with the magnesium, there was no reaction, unlike the high-pitched popping sounds emitted by other groups’ experiments. Perhaps this is because the masking tape was removed from the mouth of the test tube minutes before the wooden splint was lit, giving the collected gas enough time to diffuse. A reason for the zinc and aluminum not reacting with the hydrochloric acid could have involved dirty glassware or the lack of time allowed for observation. Conclusion The purpose of this lab was to explore the patterns in reactivity in the periodic table. Through careful observation and planning during this experiment, the hypothesiswas deemed successful. Not all metals react with water and hydrochloric acid. Questions 1. Rank the elements tested in Part A from least reactive to most reactive. 1. From the elements tested in Part A, calcium reacted the most with water (it produced hydrogen), while both copper and magnesium did not have a reaction. 1. Sort the elements that you tested into groups. State the apparent order of reactivity as one proceeds down a group. Does reactivity increase or decrease? 1. Group 2 (alkaline earth metal): magnesium, calcium Group 8: iron Group 11 (coinage metal?): copper Group 12: zinc Group 13: aluminum For the metals, the reactivity increases as one proceeds down the group. This is because it is easier for electrons to be given farther down the periodic table. 1. Sort the elements that you tested into periods. State the apparent order of reactivity as one proceeds across a period. Does reactivity increase or decrease? 1. Period 3: magnesium, aluminum Period 4: calcium, iron, copper, zinc For the metals, the reactivity decreased as one moves from left to right across periods, because it is easier for electrons to be taken away farther to the left of the periodic table. 1. Is the solution that is produced when a metal reacts with water acidic or basic? 1. The solution that is produced when a metal reacts with water is basic, because the pH increased. 1. Based on your gas test observation in Step 16, what gas is produced? 1. Based on the gas test observation in Step 16, hydrogen gas is produced. This can be determined by the ‘squeaky pop’ sound that is heard when the lit wooden splint is placed at the mouth of the test tube. 1. Rank the elements tested in Part B from least reactive to most reactive. 1. In part B, copper would be the least reactive, because there was little-to-no reaction with it and the hydrochloric acid. Iron is the second least reactive, as its reaction was slow but there were a few observed bubbles. Zinc would be the second most reactive and magnesium the most reactive, with a quick reaction and the plenty of heat that was released. 1. Does the reactivity increase or decrease as one moves across a period of elements? 1. As one moves across the periodic table from left to right, for the metals, the reactivity decreases, this is because the farther to the left, the easier it is for electrons to be given or taken away. But for the non-metals, the reactivity increases(excluding the nobles gases), because the farther right, the higher the electronegativity, resulting in a greater exchange of electron. 1. Based on your gas test results, what is the gas produced in these reactions (Steps 16 and 25)? 1. Based on the gas test results and the similar ‘squeaky pop’ sound the elements emitted, the gas produced from the magnesium and hydrochloric acid reaction and also the calcium and water reaction is hydrogen gas. 1. Does the reactivity increase or decrease as one moves down a group of elements? 1. As one moves down a group of elements on the periodic table, for the metals, the reactivity increases, this is because the farther down, the easier it is for electrons to be given or taken away. But for the non-metals the reactivity decreases as one goes down because the farther up, the higher the electronegativity, resulting in a greater exchange of electron. 1. Evaluate this investigation. Did the design enable you to collect enough evidence to answer the questions? How could it have been improved? Would your suggested improvements raise any safety concerns? 1. The design was decent, but it did provide all the evidence needed to answer all the questions; a few of the questions required further research. I think the investigation could have been improved by writing clearer instructions and being more descriptive to avoid confusion. Also, students should be able to experiment with different metals to help them expand their understanding of the reactivity of metals in water and hydrochloric acid (this may raise a few safety concerns). 1. Predict what might happen if you were to drop a piece of potassium (or lithium) into a beaker of water. 1. Because potassium is an alkaline metal (lithium as well), it is extremely reactive. I predict that dropping it in water would cause it to react quickly and intensely, and produce hydrogen gas. 1. Connect the trends observed in Parts A and B to atomic radius, ionization energy, and electron affinity. Write a paragraph to explain the trends. 1. The elements moving from left to right across a period, the atomic radius decreases, as does the ionization energy(the nucleus of the atom gains protons).The atomic radius increases moving down a group, but the ionization energy decreases moving down a group (gains protons and new energy shells of electrons).And opposite to the ionization energy, electron affinities increase from left to right across a period. Electron affinities change little moving down a group, becoming slightly more positive.

Catcher in the Rye and Depression essays

Catcher in the Rye and Depression essays Part One The Catcher in the Rye and Depression The classic novel, The Catcher in the Rye, written by J.D. Salinger, was published in the 1940s and instantly became a hit. The Catcher in the Rye is a masterpiece within itself. Portraying the impact that depression has in Holdens life, Salinger reveals the causes of depression and how it affects his life. Depression is a big factor in The Catcher in the Rye. It is a disorder that causes one to have lack of interest in usual hobbies, have a loss of appetite, and in most cases having many sad feelings associated with the mind altering thought of worthlessness. One who is depressed usually has a negative attitude towards everything. Salinger shows depression in his novel through the main character Holden Caulfield. Holden is a fine example for depression. He lost a brother at a young age and has been thrown out of a variety of schools on numerous accounts. He feels as though he has no purpose in life, causing his lack of interest in just about everything he did on a regular basis. Chapter one of The Catcher in the Rye already shows signs of depression in the main character, Holden Caulfield. Youll probably want to know where I was born, and what my lousy childhood was like, and how my parents were occupied and all before they had me, and all that David Copperfield kind of crap, but I dont feel like getting into it, if you want to know the truth (01). Holden instantly portrays his negative attitude, and Trask 2 directly shows the reader that numerous things depress him. It was even depressing out in the str...

Cantonese opera Essay Example for Free

Cantonese opera Essay Most foreign people know what Bejing opera is, but Chinese national Opera has a long history and 275 species of Chinese operas have been saved, there are a wide range of operas were not extended yet, Cantonese opera is very popular in the south of China, many Chinese people prefer Cantonese opera to Beijing Opera. The biggest difference between Beijing Opera and Cantonese Opera is language, the Beijing Opera use Mandarin, the Cantonese Opera use Cantonese. Cantonese opera is local opera in Han Dynasty is formerly known as drama or Guangdong opera from the Southern Opera. Cantonese opera began to appear in Guangdong, Guangxi from AD 1522 to 1566 (Ming Dynasty Jiajing) included singing, read, hit musicians ,soundtrack, stage costumes, The abstract body performing arts. Each Cantonese opera role has its own unique costumes dress. The initial performance’ language is Zhongyuan phonological, also called matshed Mandarin. At the end of the Qing Dynasty, the intellectuals changed the opera language to Guangzhou language in order to facilitate their revolution, also aimed to make Cantonese understand easier. Cantonese opera ranked into national intangible cultural heritage on May 20, 2006. The UNESCO add Cantonese opera in the human intangible cultural heritage list on September 30, 2009. Cantonese opera originated in the Chinese folk songs which called Qi folk songs, the earliest folk songs can be traced back to the â€Å"Book of Songs† from pre-Qin Dynasty, but this is the common origin of all Chinese opera, such as Beijing opera, Cantonese opera, class opera, Shanghai opera, Shaoxing opera, and Huangmei opera. The stage art style is impressionistic. The scenery is simple, the play provides situational by virtual performance program, or write captions on board like â€Å"riverside†, â€Å"alpine† instead of stage background. Performances who in the city called â€Å"GD-HK† learned drama, opera and movies to improved their performance and made theme reflect contemporary life. Later, people Change falsetto into true voice in Cantonese opera. The men sing like relatively stable, low; women sing like very delicate and mellow. As some Cantonese opera are very favorite in new media, these famous Cantonese opera has recomposed in movies, TV series, dramas, and music. For example, â€Å"Princess Chang Ping† Purple Hairpin â€Å"† Peony Pavilion â€Å",† Gemini worship the Moon, â€Å"† The Reincarnation of Hongmei mind â€Å"† Butterfly and Red Pear â€Å"Hanada Baxi Xiangluo Otsuka â€Å"Red Cherry broken heart† â€Å"A Dry White Begonia Red,† â€Å"A Dream of Red Mansions† the Sanxiao marriage â€Å"† White Rabbit â€Å"Guizhi complain† Dou E Yuan â€Å"(also known as† June Feishuang â€Å"or† June Snow â€Å"), also included the first national intangible cultural heritage â€Å"Butterfly Lovers†. Cantonese opera. (2017, Jan 10).

Education Essay Example | Topics and Well Written Essays - 1000 words - 6

Education - Essay Example Therefore, it is imperative that clear standards and tenure be articulated and publicized (Dalager, 2011). Furthermore, the academic leaders who come up through faculty ranks sometimes develop close relationships with peers and often start viewing themselves as their advocates rather than their administrators. This creates biasness and nepotism, making employees not to believe on the process of evaluation, also affecting on the validity of data collection. Consequently, peer to peer evaluation is not considered as valid when it comes to students. There is no denying the fact that students play an integral role in the academic life of the university through their participation in the evaluation of the faculty by the Faculty Course Evaluation process, but in this case there is a fear of ‘grade inflation’. Students may also get biased in their decision. Other general problems in student evaluation of the faculty could be over interpretation about the instructor which only r eflects one aspect of teaching in the statistics. Students are sometimes unable to judge in an unbiased way or some unique aspects of teaching, therefore, the process concerns for reliability and validity (Diamond, 2011). While doing evaluation from faculty member, it is imperative that they should be all aware of terms and policies of the process. Lacking clear guidelines about the process and some specific legal situations causes ambiguity among faculty member and administrator. All such issues must be discussed with faculty and changes should be informed immediately to the staff. Coming towards tenure and promotion process, it has been noticed that for a successful institution, it is imperative that the policies described in tenure and promotion process should match the mission of an institution. If the priorities of an institution are not supported by the faculty reward system, it can create problems (Kelly, 2010). In general, the process usually involves an assembly of candidat es, in consultation with head of department. On this evaluation basis, high rank faculty department decides whether they should proceed with promotion or not. Other high rank officials do external evaluation. With all combine evaluations and recommendations, the decision is being made. If it is in favor of candidate’s promotion, then the head of department writes to dean of institution forwarding decision along with faculty votes. Further action is taken by dean who forwards the dossier to president of institute and which is then discussed in committee. Hence, the decision gets finalized after the board of trustees issues it. Difficulties with tenure process are not just an individual faculty concern that can be solved by minor adjustments; they are major institutional dilemma. Universities and colleges all over are working hard to find their place in rich mosaic of American higher education institution (Nebrasca, 2004). However, it is not impossible to improve the assessment process. It should be made satisfactory by involving more and more faculty members. Faculty should be examined by faculty administrators, legislators and senior faculty members not only through proper conversations but also through questionnaire filling and gathering statistical data. New faculty member are seen to be caught between the times. They are unable to show performance in accordance to the assessment