The Impact of WACC on Capital Budgeting and Structure Essay

The Impact of WACC on Capital Budgeting and Structure - Essay Example The first step is to prepare comprehensive cash flow estimate information for the project under consideration. This step is then followed by forecasting a suitable discount rate to be used in the evaluation of the net present value (NPV). "This discount rate is the return required by the investors to compensate for handing over their capital to the company. It is also known as the company's hurdle or weighted average cost of capital (WACC)."(singh 2005. 26) According to Donald Riggin of Albert Risk Management Consultants, "The weighted average cost of capital is the company's cost of maintaining capital, of owning capital." (2007. Para.4) theoretically speaking, both the concept and its importance as a company's performance measure are very well established. In fact, the company's failure to make up its debt cost is considered by many experts to be the most obvious crisis indicator. The accuracy of the WACC calculations are extremely important to avoid such scenarios as they assist the administration determining projects that are most suitable for the company.

The Ideal Society Essay Example for Free

The Ideal Society Essay In its altruistic sense, the government acts as an instrument of representation of the people who have formed it and therefore has the responsibility to govern society as an epitome of all wills unified into a single essence. However, a government does not necessarily possess power, since power is mediated or delegated by society itself to a select group of leaders that use such power in order to benefit the community as a whole. Still, in the long run, as society evolves from its crude state where no set of laws and morals govern human condition, the individual learns to commune with the other and learn to harmonize the human condition. From human experience, social laws are formed and these laws become the basis for the formation of a culture. It is through value-ideas and the word culture is in itself a finite segment in which prominent events are included. In a primitive society, man is concerned with the environment and experience around it. From these habits and practices, it becomes a cultural norm that acts as a basis of living. On the other hand, society remains communal in terms of daily activities. These cultural precepts, in the crude sense, act only as guidelines or moral markers for human beings to regulate and base their actions upon. Breaking such norms correspond to specific punishments, depending on the gravity of the crime. These become the basis for the formulation of established laws and norms in society and as it continually evolves into a deeper and larger aspect, more perspectives are taken into account. In a basic precept of society, there are no sets of laws and moral norms to guide human act. Man first establishes a communal society in which everybody benefits from labor produced as a whole. In each communal group, there are no perceptions on race, gender, or color. Rather, the perspective lies on the group itself (tribe). This society lives in harmony with little or no thought in individual freedom. However, as society develops, with the need for private property and division of labor, the human race then adopts institutions of law for the protection of their rights. In addition, man is engaged in frequent competition and also becomes heavily dependent upon fellow men. Their individualistic essence is lost and there is a looming threat on mans freedom. Yet, by abandoning individual claims in order to join together through a generally accepted social agreement or contract, individuals can preserve their individuality and at the same time enjoy their freedom. Individuals submit to the rule of the general will—the collective agreement which protects individuals from being superseded by the will of others and ensures that this agreement is protected and obeyed because the majority becomes the authors of the law. As the progression of history treads on its usual path, it is inevitable for the human race to stratify and improve its prevalent political and social systems in order to adjust with the demands of industrial and scientific progression. Naturally, the evolution of the human race coincides with the development and diversification of ideas and concepts. Society however, remains on its crudest form, even with the presence of new ideas and perspectives. For individuals basic essence of self-need remains the same and as long as individuals remain such, society can never change. Not every aspect of government is perfect but in essence, the idea remains good and noble. However, once these structures are put into context, there are still some gaping holes with regard its structure. The prevalent government forms are as follows: Democracy, Despotism, Anarchy, Monarchy, Theocracy, and among others. A Monarchical government is one of the oldest forms of societal control through the ruling of the noble elite. However, the evidence through history suggests that the monarchy further instigates social class struggle, oppression, and abuse. Theocracy has the same effect though society is controlled by the religious elite. Anarchy is the complete opposite of the government, basing from the simple precept that humans are motivated by selfish desires and thus no form of government can adhere or address the needs of the many. Democracy is probably the closest form of an ideal government in a given society since its main ideals give emphasis on sovereignty and equality and liberalism. Society is organized through a single, governing body that has the supreme authority to uphold and enforce the laws which society has created. This type of government is separated by three powers that have distinctive qualities in terms of authority, scope and power so as to prevent abuse and dereliction of duty. In terms of individual subjectivity, French political philosopher Jean-Jacques Rosseau in his work The Social Contract discusses the natural inclination of man to develop ‘social contracts’ that represent simultaneously the idea of the whole and individual need: â€Å"Each of us puts his person and all his power in common under the supreme direction of the general will, and in our corporate capacity, we receive each member as an indivisible part of the whole† (Rousseau 2002, p. ). From this premise, societal behaviour naturally acts according to the contribution to the good; that is, the general will acts as the supreme law of the land because of equality it tries to espouse. Like any other government however, we cannot say Democracy is the ideal state of society; rather, it is close to the ideal societal structure because of its advocacies on freedom, equality and liberty. Unlike the authoritarian rules of monarchy, theocracy, plutocracy or any other form of government where authority comes from a single person or single group, these kinds of governments are only applicable to societies in turmoil or chaos. Democracy allows a sense of individual freedom wherein it coincides with the greater good. In order to satisfy the basic human nature of individuality, an ideal government never takes for granted or abuses the individual spirit through constant tyranny and dictatorship. In addition, an ideal government provides stability and organization in a specific society it governs upon; the people itself is the government, and the representatives they elect are servants who fulfil their duties by addressing the needs of the people and country.

Pop Quiz about God: Religion in the Public School System Essay

One of the fundamental influences on childhood development is the religion the child is raised into. Religion has been engrained into American culture since its inception. However, religion has decayed in modern day America, and this fear of a Godless America has encouraged some people to desire religion be taught in public education. â€Å"For better and for worse, religious convictions play a central role in shaping events in America and throughout the world.† (Haynes, 9) Even though religion teaches morals, the importance of community, and many people credit their religion for their success, the belief of separation of church and state is a valid argument. What is the role of religion in a child’s life when it comes to schooling? Religion cannot be taught in the American public school system. Spirituality has always had a special contribution in every society and in every culture. However, many societies today have an increasing number of atheists. The atheist belief is simply that there is no God of any kind. This conviction frightens people of many different religions because they believe a person without God is a person without religion. In their minds without religion a person does not have morals. This fallacy that a person needs God to be moral is the reason why people fear that America is on a declining spiral. Although, it can be said that many people today are less moral than in past generations, the easy target to attack is the rise in atheism. However, the real culprit is religious ignorance. â€Å"The Pew Forum on Religion & Public Life released the first nationwide survey of American religious knowledge, based on interviews with 3,412 adults who answered 32 questions on the Bible and the world's religions. Not surprising... ...ls: A Joint Statement of Current Law. Apr. 1995. Web. 26 Apr. 2012. . Sealey, John A. Religion in Schools: A Philosophical Examination. Vol. 9. [Lund]: CWK Gleerup, 1982. Print. Studia Philosophiae Religionis. Simpson, Kevin. "Federal Guidelines for Religious Expression in Public Schools." Religion in Public Schools. 24 Apr. 200. Web. 14 Apr. 2012. . VanderMey, Randall, Verne Meyer, John V. Rys, Patrick Sebranek, William Coyle, and Joe Law. The Glendale College Writer and Research Guide. 3rd ed. Mason: Cengage, 2009. Print. Zhao, Emmeline. "Arizona Proposal To Teach 'Bible' In Public Schools Becomes Law." The Huffington Post. TheHuffingtonPost.com, 19 Apr. 2012. Web. 24 Apr. 2012. .

What Women Want: Then and Now :: The Wife of Bath’s Tale Essays

What Women Want: Then and Now 1. According to â€Å"The Wife of Bath’s Tale† and the story of Dame Ragnell, what is it that women most desire? Do you agree or disagree? Explain. According to these two tales, women desire sovereignty over their husbands, to be treated as masters over their love. Women wish to be given the ultimate say over whichever decisions might be brought into their household. They wish for their men to behave without arrogance and supremacy, to step to their every move in unison. We women simply ask that a man might think with his head and not with his ego, he should think about the impact his behavior has on us. I would agree to with this statement. However I think that is the nature of HUMAN desire to try to control everything surrounding us, to be able to think and decide on our own how something may affect us, and to decide whether or not our decisions will make our lives better or worse. Humans also like to have control over another and to be able to be so important to someone that no decision is ever made without your consultation. More often than not, even in contemporary culture, men dictate to the household what will be done because they make the money. Then, again as times have changed, this fact becomes fallacy and women have begun to step up to the plate, claiming this right for themselves. Women in the fourteenth century had almost no legal rights and were claimed as their husband’s property for dowry. Presently and thankfully, such tremendous circumstance is uncommon. What men do not understand is that women already have control over everything. They just hide it in subliminal messages so that the man will think any idea his own and find himself brilliant in his pronouncement of resolution. All the while the woman has been furtively planting the idea in his head. It is a matter of arrogance, if you ask me. Men need to feel as though they are the foundation of a family; they are the means by which it might survive. Women are sensible enough to understand this arrogance as a fact, and use it to work in their favor. Women know that so long as they propose the idea as their husband’s, the men will think it great. For example, pretend you need a girl’s night out.

Deviant Behavior in the Light of Conflict Theory

Conflict theory is based on the idea that the main causes of crime and deviance are the economic and social differences among members of a society, prompting the have-nots to act out, if not to rob the haves. According to this theory, criminal law and the entire criminal justice system tend to be favorable toward the wealthy and the powerful elites, while the governmental policies are aimed at controlling only the needy and poor members of society.Moreover, the theory assumes that the entire criminal justice structure is aimed at compelling all members of society to accept the standards of good behavior and morality that are created by the rich and the powerful. There is a focus on separation between the haves and the have-nots, so as to protect the haves from physical attacks by the have-nots, and also to protect them from being robbed. In the process, however, the rights of the poor and needy people could be ignored. The middle class, on the other hand, enjoys the legal rights of t he elites by siding with them.These people believe that they might be able to rise in rank by backing up the status quo (â€Å"Conflict,† 2005). The simplistic conflict theory has been explained further thus: †¦[S]treet crimes, even minor monetary ones are routinely punished quite severely, while large scale financial and business crimes are treated much more leniently. Theft of a television might receive a longer sentence than stealing millions through illegal business practices. William Chambliss, in a classic essay â€Å"The Saints and the Roughnecks,† compared the outcomes for two groups of adolescent misbehavers. The first, a lower class group ofboys, was hounded by the local police and labeled by teachers as delinquents and future criminals, while the upper-middle class boys were equally deviant, but their actions were Deviant Behavior in the Light of Conflict Theory 2 written off as youthful indiscretions and learning experiences (â€Å"Conflict†). A lthough there is truth to the conflict theory, it is only partial. Of a certainty, there are countless people counted among the rich and the powerful who have engaged in deviant behaviors. What is more, they have not found the law to be lax toward them. As an example, both of President George W.Bush’s daughters have been in trouble with the law (Montgomery, 2001). The daughter of the President’s brother, Florida Governor Jeb Bush, has also been arrested for deviant behavior (â€Å"Jeb,† 2002). The conflict theory does not apply in their cases. Nor does it apply in the case of Enron and Worldcom – rich businesses that should have been untouched by the laws of the land if the conflict theory were entirely true. Although there may be instances where the conflict theory correctly explains deviant behavior, it is obvious that this theory cannot be applied to all places in the world at all times.There are many nations in the world where corruption is the law of the land, and unfairness is the norm. In the developing regions of the world, in particular, the have-nots may rob the haves or simply act out because they are disturbed by the unfairness that is mete out to them. However, it is not correct to understand deviant behavior only in the light of the conflict theory. If we are to believe that it is conflict theory alone that explains deviant behavior in human beings, we would not have examples of the Bush daughters and Enron to consider. There are many theories to explain deviant behavior.The cultural transmission or the differential associations theory, for example, may compete with the conflict theory in explaining deviance. According to the cultural transmission theory, all kinds of behaviors, including deviant behavior, are learned. Furthermore, the young and therefore more impressionable Deviant Behavior in the Light of Conflict Theory 3 learners of deviance may have developed close relationships with their deviant teachers. With i ncreasing contacts with deviant teachers, the young learners of deviance engage in increasingly deviant behaviors (â€Å"Sociological Theories†).The cultural transmission theory does not rule out the possibility that the children of the rich and the powerful may engage in deviant behaviors because they may have had deviant teachers. The conflict theory rules out this possibility entirely with its assumption that the societal norms are established by the rich and the powerful, so therefore they cannot possibly go against their own rules. As explained previously, this assumption of the conflict theory is not true, seeing that the rich and the powerful are also known to go against the societal norms, which they should have established for themselves and by themselves.The conflict theory is also not true one hundred percent in places where laws are created on the basis of unfairness and corruption. Even in such places, it is known that there are always people that try to work har d and honestly, despite the unfairness that is dealt out to them. In short, all people in ‘deviant’ places may not engage in deviant behaviors, even if the rich and the powerful have corrupted the government with bribes, etc. Yet another theory that conflicts with the conflict theory is the social control theory that explains why people may not engage in deviant behaviors.According to this theory, individuals may follow the societal norms because of their connecting social bonds (â€Å"Sociological Theories†). In other words, they may refuse to engage in deviant behaviors for the following reasons: (1) attachment — a measure of the connectedness between individuals; Deviant Behavior in the Light of Conflict Theory 4 (2) commitment — a measure of the stake a person has in the community; (3) involvement — a measure of the time/energy a person is spending on activities that are helpful to the community;(4) belief — a measure of the person 's support for the morals and beliefs of the community (â€Å"Sociological Theories†). If all poor and needy folks in an unfair society were to follow the societal norms because of their social contacts, the conflict theory would once again be rendered meaningless. It may be that some underprivileged folks with weak social bonds would engage in deviant behaviors in a corrupt society. In that case, however, the conflict theory would only apply to that small group of people. In actuality, such a group may be existent.Theoretically, however, it is possible for that group never to exist. Thus, the conflict theory may actually apply only in the cases of disgruntled, underprivileged folks who truly believe in righting the wrongs with wrongs. It would not apply in a corrupt society where underprivileged folks would like to work hard and honestly. And, neither would it apply in societies where the rich and the powerful are not exempt from the law. Therefore, the conflict theory is a naive theory, which, like most theories, does not explain reality in its entirety. References Conflict. (2005, Nov. 22). Florida State University. Retrieved Sep. 20, 2007, from http://www.criminology.fsu.edu/crimtheory/conflict.htm. Jeb Bush’s Daughter Charged with Prescription Fraud. (2002, Jan. 29). CNN. Retrieved Sep. 20, 2007, from http://archives.cnn.com/2002/US/01/29/jeb.bush.daughter.drugs/. Montgomery, A. (2001, Jun. 4). Jenna Bush may face jail on booze charge. Chicago Sun-Times. Sociological Theories to Explain Deviance. Retrieved Sep. 20, 2007, from http://www.valdosta.edu/~klowney/devtheories.htm.

Temperance Movement and Prohibition Timeline

Temperance Movement and Prohibition Timeline The 19th and early 20th century saw considerable organizing for temperance or prohibition.   Temperance usually refers to seeking to inspire individuals to moderate liquor use or abstain from drinking liquor. Prohibition usually refers to making it illegal to manufacture or sell alcohol. The Effects on Families   The effects of drunkenness on families―in a society in which women had limited rights to divorce or custody, or even to control their own earnings―and the growing evidence of medical effects of alcohol, prompted efforts to convince individuals to take the pledge to abstain from alcohol, and then to persuade states, localities and eventually the nation to prohibit the manufacture and sale of alcohol. Some religious groups, notably the Methodists, believed that drinking liquor was sinful. The Progressive Movement By the early 20th century, the liquor industry, like other industries, had extended its control. In many cities, saloons and taverns were controlled or owned by liquor companies. The growing presence of women in the political sphere was accompanied by and reinforced by the belief that women had a special role in preserving families and health and thus to work to end liquor consumption, manufacture and sale. The Progressive movement often took the side of temperance and prohibition. The 18th Amendment   In 1918 and 1919, the federal government passed the 18th Amendment to the U.S. Constitution, making manufacture, transportation, and sale of intoxicating liquors illegal under its power to regulate interstate commerce.   The proposal became the Eighteenth Amendment in 1919 and took effect in 1920.  It was the First Amendment to include a time limit for ratification, though it was quickly ratified by 46 of the 48 states. Decriminalizing the Liquor Industry   It was soon clear that criminalizing liquor had increased the power of organized crime and the corruption of law enforcement, and that consumption of liquor continued.   By the early 1930s, public sentiment was on the side of decriminalizing the liquor industry, and in 1933, the 21st Amendment overturned the 18th and prohibition ended. Some states continued to permit a local option for prohibition or to control liquor statewide. The following timeline shows the chronology of some of the major events in the movement to convince individuals to abstain from liquor and the movement to prohibit commerce in liquor. Timeline Year Event 1773 John Wesley, the founder of Methodism, preached that drinking alcohol was sinful. 1813 Connecticut Society for the Reformation of Morals founded. 1813 Massachusetts Society for the Suppression of Intemperance founded. 1820s The consumption of alcohol in the U.S. was 7 gallons per capita per year. 1826 Boston area ministers founded the American Temperance Society (ATS). 1831 American Temperance Society had 2,220 local chapters and 170,000 members. 1833 American Temperance Union (ATU) founded, merging two existing national temperance organizations. 1834 American Temperance Society had 5,000 local chapters and 1 million members. 1838 Massachusetts prohibited the sale of alcohol in amounts less than 15 gallons. 1839 September 28: Frances Willard born. 1840 Consumption of alcohol in the U.S. had been lowered to 3 gallons of alcohol per year per capita. 1840 Massachusetts repealed its 1838 prohibition law but permitted local option. 1840 Washington Temperance Society founded in Baltimore on April 2, named for the first U.S. president. Its members were reformed heavy drinkers from the working class who took the pledge to abstain from alcohol, and the movement to establish local Washington Temperance Societies was called the Washingtonian movement. 1842 John B. Gough took the pledge and began lecturing against drinking, becoming a major orator for the movement. 1842 Washington Society publicized that they had inspired 600,000 abstinence pledges. 1843 Washington Societies had mostly disappeared. 1845 Maine passed statewide prohibition; other states followed with what were called Maine laws. 1845 In Massachusetts, under the 1840 local option law, 100 towns had local prohibition laws. 1846 November 25: Carrie Nation (or Carry) born in Kentucky: future prohibition activist whose method was vandalism. 1850 Consumption of alcohol in the U.S. had been lowered to 2 gallons of alcohol per year per capita. 1851 Maine prohibited the sale or making of any alcoholic beverage. 1855 13 of the 40 states had prohibition laws. 1867 Carrie (or Carry) Amelia Moore married Dr. Charles Gloyd; he died in 1869 of the effects of alcoholism. Her second marriage was in 1874, to David A. Nation, a minister, and attorney. 1869 National Prohibition Party founded. 1872 National Prohibition Party nominated James Black (Pennsylvania) for President; he received 2,100 votes 1873 December 23: Womens Christian Temperance Union (WCTU) organized. 1874 Womens Christian Temperance Union (WCTU) officially founded at its Cleveland national convention. Annie Wittenmyer elected president and advocated focusing on the single issue of prohibition. 1876 Worlds Womens Christian Temperance Union founded. 1876 National Prohibition Party nominated Green Clay Smith (Kentucky) for President; he received 6,743 votes 1879 Frances Willard became president of the WCTU. She led the organization in being active in working for a living wage, the 8-hour day, womens suffrage, peace, and other issues. 1880 National Prohibition Party nominated Neal Dow (Maine) for President; he received 9,674 votes 1881 WCTU membership was 22,800. 1884 National Prohibition Party nominated John P. St. John (Kansas) for President; he received 147,520 votes. 1888 The Supreme Court struck down state prohibition laws if they forbid the sale of alcohol that was transported into the state in its original passage, on the basis of the federal power to regulate interstate commerce. Thus, hotels and clubs could sell an unopened bottle of liquor, even if the state banned alcohol sales. 1888 Frances Willard elected president of the Worlds WCTU. 1888 National Prohibition Party nominated Clinton B. Fisk (New Jersey) for President; he received 249,813 votes. 1889 Carry Nation and her family moved to Kansas, where she began a chapter of the WCTU and began working to enforce the liquor ban in that state. 1891 WCTU membership was 138,377. 1892 National Prohibition Party nominated John Bidwell (California) for President; he received 270,770 votes, the largest any of their candidates ever received. 1895 American Anti-Saloon League founded. (Some sources date this to 1893) 1896 National Prohibition Party nominated Joshua Levering (Maryland) for President; he received 125,072 votes. In a party fight, Charles Bentley of Nebraska was also nominated; he received 19,363 votes. 1898 February 17: Frances Willard died. Lillian M. N. Stevens succeeded her as president of the WCTU, serving until 1914. 1899 Kansas prohibition advocate, nearly six foot tall Carry Nation, began a 10-year campaign against illegal saloons in Kansas, destroying furniture and liquor containers with an ax while dressed as a Methodist deaconess. She was often jailed; lecture fees and ax sales paid her fines. 1900 National Prohibition Party nominated John G. Woolley (Illinois) for President; he received 209,004 votes. 1901 WCTU membership was 158,477. 1901 WCTU took a position against the playing of golf on Sundays. 1904 National Prohibition Party nominated Silas C. Swallow (Pennsylvania) for President; he received 258,596 votes. 1907 The state constitution of Oklahoma included prohibition. 1908 In Massachusetts, 249 towns and 18 cities banned alcohol. 1908 National Prohibition Party nominated Eugene W. Chapin (Illinois) for President; he received 252,821 votes. 1909 There were more saloons than schools, churches or libraries in the United States: one per 300 citizens. 1911 WCTU membership was 245,299. 1911 Carry Nation, prohibition activist who destroyed saloon property from 1900-1910, died. She was buried in Missouri, where the local WCTU erected a tombstone with the epitaph She hath done what she could. 1912 National Prohibition Party nominated Eugene W. Chapin (Illinois) for President; he received 207,972 votes. Woodrow Wilson won the election. 1912 Congress passed a law overturning the Supreme Courts 1888 ruling, permitting states to forbid all alcohol, even in containers that had been sold in interstate commerce. 1914 Anna Adams Gordon became the fourth president of the WCTU, serving until 1925. 1914 The Anti-Saloon League proposed a constitutional amendment to prohibit the sale of alcohol. 1916 Sidney J. Catts elected Florida Governor as a Prohibition Party candidate. 1916 National Prohibition Party nominated J. Frank Hanly (Indiana) for President; he received 221,030 votes. 1917 Wartime prohibition passed. Anti-German feelings transferred to being against beer. Prohibition advocates argued that the liquor industry was an unpatriotic use of resources, especially grain. 1917 Senate and House passed resolutions with the language of the 18th Amendment and sent it to the states for ratification. 1918 The following states ratified the 18th Amendment: Mississippi, Virginia, Kentucky, North Dakota, South Carolina, Maryland, Montana, Texas, Delaware, South Dakota, Massachusetts, Arizona, Georgia, Louisiana, Florida. Connecticut voted against ratification. 1919 January 2 - 16: the following states ratified the 18th Amendment: Michigan, Ohio, Oklahoma, Idaho, Maine, West Virginia, California, Tennessee, Washington, Arkansas, Illinois, Indiana, Kansas, Alabama, Colorado, Iowa, New Hampshire, Oregon, North Carolina, Utah, Nebraska, Missouri, Wyoming. 1919 January 16: 18th Amendment ratified, establishing prohibition as the law of the land. The ratification was certified on January 29. 1919 January 17 - February 25: although the requisite number of states had already ratified the 18th Amendment, the following states also ratified it: Minnesota, Wisconsin, New Mexico, Nevada, New York, Vermont, Pennsylvania. Rhode Island became the second (of two) states to vote against ratification. 1919 Congress passed the Volstead Act over President Woodrow Wilsons veto, establishing procedures and powers to enforce prohibition under the 18th Amendment. 1920 January: Prohibition Era began. 1920 National Prohibition Party nominated Aaron S. Watkins (Ohio) for President; he received 188,685 votes. 1920 August 26: the 19th Amendment, granting the vote to women, became law. (The Day the Suffrage Battle Was Won 1921 WCTU membership was 344,892. 1922 Although the 18th Amendment had already been ratified, New Jersey added its ratification vote on March 9, becoming the 48th of 48 states to take a position on the Amendment, and the 46th state to vote for ratification. 1924 National Prohibition Party nominated Herman P. Faris (Missouri) for President, and a woman, Marie C. Brehm (California), for Vice President; they received 54,833 votes. 1925 Ella Alexander Boole became president of the WCTU, serving until 1933. 1928 National Prohibition Party nominating William F. Varney (New York) for president, narrowly failing to endorse Herbert Hoover instead. Varney received 20,095 votes. Herbert Hoover ran on the party ticket in California and won 14,394 votes from that party line. 1931 Membership in the WCTU was at its peak, 372,355. 1932 National Prohibition Party nominated William D. Upshaw (Georgia) for President; he received 81,916 votes. 1933 Ida Belle Wise Smith became president of the WCTU, serving until 1944. 1933 21st Amendment passed, repealing the 18th Amendment and prohibition. 1933 December: 21st Amendment took effect, repealing the 18th Amendment and thus prohibition. 1936 National Prohibition Party nominated D. Leigh Colvin (New York) for President; he received 37,667 votes. 1940 National Prohibition Party nominated Roger W. Babson (Massachusetts) for President; he received 58,743 votes. 1941 WCTU membership had fallen to 216,843. 1944 Mamie White Colvin became president of the WCTU, serving until 1953. 1944 National Prohibition Party nominated Claude A. Watson (California) for President; he received 74,735 votes 1948 National Prohibition Party nominated Claude A. Watson (California) for President; he received 103,489 votes 1952 National Prohibition Party nominated Stuart Hamblen (California) for President; he received 73,413 votes. The party continued to run candidates in subsequent elections, never gaining as many as 50,000 votes again. 1953 Agnes Dubbs Hays became president of the WCTU, serving until 1959.

Using ABC Countdowns to Summer in School

Using ABC Countdowns to Summer in School Lets face it. Everyones counting down the days until summer vacation- the students, the teachers, even the administrators! Instead of merely marking each passing day off on your calendar, make the countdown fun and give everyone something unique to look forward to! Whats the ABC Countdown? The ABC Countdown is something that teachers put together so that something cool and exciting happens each day to count down to summer. When there are 26 days left in school, assign each day a letter of the alphabet. For example, the 26th day is A, the 25th day is B, and so on, all the way down to the last day of school which is Z. Have Fun With It There are fewer than 26 school days left in your year, consider spelling out a shorter word, such as the school name, mascot, or even just the word Summer. It doesnt matter so much how long the countdown is, just have fun with it. Examples You Can Use Next, its time to get creative! On A Day, we called it Art Day so the kids got to do a special Art lesson in the classroom. On B Day, we called it Buddy Reading Day so the kids brought books from home that they got to read with a friend during silent reading time. C Day is Career Day and the kids dressed up as a person in the career they would like to enter someday. Future doctors wore white coats and future football players wore their jerseys and brought along a football. The countdown continues like that until the final day of school, Z Day, which stands for Zip Up Your Bags and Zoom Home Day! The kids love the countdown because it gives them something to get excited about each day. We would recommend making up flyers with the information for the students to take home. You might also like to make a copy for each child to keep at school for reference. We would bet your students would tape the sheets to their desks and check it off as each day passed. They would really get into it! If you already have fewer than 26 days left, dont worry! You can still countdown the remaining days with style! Consider spelling out the name of your school, a school motto, or simply the word summer. The skys the limit and there are no rules. Brainstorm with your fellow teachers and see what they come up with! Sound like something you might like to do?   A Art day: Create a special art project in class B Buddy reading: Bring a book to read with a friend C Career day: Dress or bring props to show a job you may enjoy D Donut day: We will enjoy donuts E Experiment day: Experiment with science F Favorite book day: Bring a favorite book G Game day: Your teacher will teach a new math game H Hat day: Wear a hat today I Impromptu speech day: Perform speeches in class J Joke day: Bring an appropriate joke to share at school K Kindness day: Share some extra kindness today L Lollipop Day: Enjoy lollipops in class M Memorial Day: No School N No homework: No homework tonight O Obstacle course: Compete in obstacle courses P Picnic lunch day: Bring a sack lunch Q Quiet Day: Who is the quietest student in our class? R Read a poem day: Bring a favorite poem to share with the class S Summer birthdays and sing a song: You can share birthday treats T Twin day: Dress like a friend U Uplift someone day: Give compliments to each other V Video day: Watch an educational movie today W Water balloon toss day: Compete and try to not get wet X X-change autographs day: Go outside and trade signatures Y Year-end clearance day: Clean up desks and the room Z Zip up your bag and go home day: Last day of school! Have fun with your countdown and enjoy these final days with your class! Testing is over and its time to kick back and enjoy your students to the max! Happy Summer, teachers!