Online Sales Tax Policy

Online Sales Tax Policy Intro As the past several years majority of the retail item purchase are transitioning to the internet, which cause more fiscal distress for the states because they weren’t able to collect taxes for sales generated online from outer states that are not physically presence in the state. The Amazon laws often reference by the attempt by the states to capture taxes on internet sales are being wildly adapted to capture the uncollected revenue for the states. The Market Place Fairness Act (Amazon Tax) arise recently to authorize states to impose internet sales tax if the states are member of the SSUTA. However major states like California and Illinois s are still resisting these Amazon laws to be implemented. So far only 20 states collect sales tax from internet retailers. This is a problem because these Amazon laws has been proven to decrease employment in the online retail market, decrease business investment and create future monopolistic problem. Last year Amazon spends 1.8 million d ollars hiring seven law firms to lobby Washington, hiring 9 lobbyist from each firm to fight this issue in the congress. In addition to these lobbyist also recruited two senate majority leader Trend Lott R-Miss and former Sen John Breaux, D –LA. Amazon is among at least 135 companies and group that have lobbied for sales tax bill this year. Their interest is to abolish these sales tax law so these online retail companies can gain competitive advantage against local retail stores and increase their company’s revenue. The key opposition actors are the Department of Revenue from each opposing state and certain congressman who wanted to collected these sales tax which estimated to be more than 10 billion each year and will continue to grow in the next 5 years. The major disagreement is about the definition companies’ physical presence in the state and if tax is necessary from conducting sales from outside state. The major agreement is that there needs to be quick an d firm action to set up these policies because the numbers of online retail stores are growing and the policy needs to be in place to prevent confusion in the future. Well established corporation giant like Amazon and other Big online retail stores are most likely to influence the decision in the policy making process because due to their size, employment effort and political lobbying effort, their interest is most likely going to be recognized. Journals The first journal that we are going to examine is the evidence of how online sales taxes influences buyers’ behavior using the data source of 25000 people, the results shows that taxation plays an important role in online commerce. Especially for people living in places with higher taxes, those shoppers are much more likely to buy things over the internet. The results shows that there is a reason why there is such a different level of technological sophistication and shopping behavior with different locations. With this study, existing sales tax to internet will reduce the number of online buyers by as much as 24 percent. In total the results of this study shoes that taxes and prices difference is the main factor of purchase decision, and important role for individual floating money to other systems and people migrating to other states or even other countries, thus creating a world without borders. The second research journal is from Stanford also examine the sensitivity report of Internet retail market. The first results in this paper shows a â€Å"tax surprises†. The study found that interested buyer falls roughly two percent for every one percent point increase in sales tax. The sensitivity changes depend on the type of item there is . The second report uses sales tax at the state level. Where one percent point increase in states sales tax will lead to 3-6 percent decrease in line purchase form home state sellers. Analysis The Market Place Fairness Act is the currently status quo. Where it grants states authority of collect online and catalog retailers, no matter which state they are located, to collect sales tax at the time of the transaction. It is the exact same process that local retailers are required to do. However there is a catch that the States must simplify their sales tax laws to make those tax collection. The State has an option to join the twenty four states that have adopted the Stream Sales and Use Tax Agreement. Or another option would be that the state establish a uniform sales tax base throughout the state and determine sales tax rate of out of state. The reason why this Act was implemented because retail has drastically changed from forty six years ago. Majority of the online sales are shipped from tax exempt state and therefore allowed to be tax free. In order to fix this issue of a tax â€Å"loophole† and also, increase tax revenue, the act was set up in place. The majority stakeholder of this policy is the Department of Revenue from each state. Where due to increase cost and increase in unemployment the states are unable to find new revenue source to collect from. By implementing this policy the State is able to collect 300 plus million dollars each year. On a national level, the total tax revenue from this bill will come out to 23 billion. Another major stakeholder of this policy is the National Retail Federation. Which is made up by large retail businesses such as Walmart, Target and BestBuy, Where the company operates with physical presence in the State. The National Retail Association argued that without an online sales tax it will create and unfair competitive advantage for the online retail business and causing lost revenue from its store. Traditional brick and mortar businesses view this as a tax loophole The second policy is no online sales tax for companies who do not have a physical presence in the states. There are several reason why people favor this policy. First online sales tax is deem unconstitutional and serves as an discrimination against online businesses. According to Illinois Supreme court â€Å"Justice Anne Burke, writing for the courts majority, questioned whether there was any substantial difference between out-of-state businesses reaching Illinois consumers through a click-through-nexus approach or through other approaches that arent taxed.† The click-through link makes it easier for the customer to reach the out-of-state retailer, Burke wrote. But the link is not different in kind from advertising using promotional codes that appear, for example, in Illinois newspapers or Illinois radio broadcasts. The second reason why people oppose having online sales tax is because, the Market Fairness Act forces business to collect taxes on their own expense. Small business are already suffering low profit margin in online market, if the States requires online business to collect taxes it will drastically make the tax collection process difficult. The main stakeholder for this policy is the Internet Association Group. The group is made up by internet companies like Amazon, Facebook and Ebay, where they are conduct business online rather than having a physical retail store. The third Policy is a modify policy for the Market Place Fairness Act. Where the States only collect online sales taxes with company that is generating more than 1 million revenue per year. The design of this policy is specifically made for small business. Because collecting sales tax clearly hurts sales. The government wants to exempt small businesses from having to collect any online taxes, therefore making the crowded online retail market place more competitive friendly. The major stake holder for this policy is the small online business, where they are generating small margins of profit from their online sales. This tax exempt will help small business to take off in a competitive business world and exempt from the tedious work of tax collection for the state. From this chart we can clearly point out the motivation behind Amazon Tax, the Department of Revenue is clearly losing 23 billion dollars every year for online sales tax that are not collected. The policy that I’m prescribing is policy number 2. Where this policy only require companies to pay taxes with physical presence in the state. Because I deem policy 1 and policy 3 unconstitutional and it’s a devastation to our economic well-being. Political Reason On October 19th 2013 the Illinois Supreme Court found the Market Place Fairness Act unconstitutional. It is unconstitutional because the court â€Å"find that there aren’t any substantial difference between out of state businesses reaching Illinois consumers through click through nexus approach or through other approaches that aren’t taxed. The coupon, discount and other advertisement link is no different from for example, Illinois newspaper or radio broadcasts.†. Under the Internet Freedom Tax Act States are prohibit to impose discriminatory internet only taxes on E commerce. So this policy should not even be raised up because it is unconstitutional in the first place. Furthermore, Amazon and other online retail companies do sales taxes on states that they have physical presence, therefore making the argument of â€Å"Amazon pays no sales tax† Invalid. The Trillion Dollar Reason Let’s examine the economic impact of this policy. Every year Amazon and other online retail companies invest billions of dollars into its supply chain management systems and information management systems. This costly investment is what makes online shopping more efficient, less costly than any other method in the retail world. If local government propose a sales tax on online sales, not only it decreases online sales, it also provides no incentives for small businesses to compete with physical retail stores because small businesses have no price/ logistical advantages compare to the physical retail store. Decrease in sales and fewer small businesses will lead to less investment into building warehouses, data centers, and transportation system and website development. Which will be the next trillion dollar industry. As a side note, because Amazon pays no sales tax. Traditional brick and mortar stores are force to increase its presence online, decrease cost of its product, decrease inefficient warehouses, hire more website/data/cloud developers and improve its delivery system. The benefit not only transition to the customers (reduce purchase cost) it also provides more job opportunities for people by introducing business competition. Employment When the State of Illinois tries to pass the Illinois Affiliates Law which required out of state online company to collect taxes on its affiliates. 1000 online retailers threatened to terminate their business relationship with the state. 9000 small business were lost. This example shows us that when a state tries to impose an internet sales tax, companies will terminate their relationship with the local affiliates. Not only this will cause less income for the people, it will stagnate employment in the future. The similar approach to terminating its affiliates will be found more if states continue to impose sales taxes on internet retail companies. Long term vs Short term Short term Step 1. To fix this issue first we need to repeal every Amazon Tax that is being implemented in states that collect Amazon Tax. Using Illinois Supreme Court’s findings and conclusion, I suspect that other states court will soon find this tax is unconstitutional and discriminating towards the online retail companies. By rejecting this tax, customers can enjoy no sales tax from online companies that do not have a physical presence in their state. Step 2. To further fix this issue in the short term, we need to fix issues mainly in the Department of Revenue. Right now due to the rising cost of welfare, Medicare and other cost, Department of Revenue is running out of budget on hand. To tackle this problem in the short term, there are several other polices that decrease spending in some area that are not efficient in the federal system. By convincing legislators that businesses are the future source of revenue for the government, our legislator can look elsewhere to decrease spending or transfer spending to other department. Long term To see the implication of my policy to work and to solve the root cause of the problem in the long term, we need to tackle the traditional brick and mortar businesses. By introducing competition from online retail stores, the brick and mortar businesses will have to increase its presence online and invest in online retail business. Walmart actually sees an increase in profit online since it starts to increase its presence online. Walmart is also adopting its inventory, transportation, online retail strategy from Amazon. In the long term, Walmart and other brick and mortar businesses will be able to price match with Amazon and also offer low cost goods and great online services to its customers. When we see traditional brick and mortar business adopt an online retail model, the issues of sales tax will not be surface. Sales Tax The root cause of the problem is actually the existence of sales tax. To fully see this problem go away, we need to examine the real purpose of sales tax in the long term. Should sales tax be implemented? Do states perform better without sales tax? Do sales tax hurt traditional brick and mortar business as well? Is Department of Revenue the sole winner of implementing sales tax? These are the issues that needs to be address in front of the legislator in order to abolish sales tax. By abolishing sales tax, the question of online tax will not be an issue anymore. Journals Alm, James, and Mikhail I. Melnik. 2005. â€Å"Sales Taxes and the Decision to Purchase Online.† Public Finance Review 33 (2): 184–212. Alm, James, and Mikhail I. Melnik. 2005. â€Å"Sales Taxes and the Decision to Purchase Online.† Public Finance Review 33 (2): 184–212. Mikesell, John, 1970. â€Å"Central Cities and Sales Tax Rate Differentials: The Border City Problem.† National Tax Journal 23 (2), 206–214. Mikesell, John, 1971. â€Å"Sales Taxation and the Border County Problem.† Quarterly Review of Economics and Business 11 (1), 23–29. Rohlin, Shawn, Stuart Rosenthal, and Amanda Ross, 2012. â€Å"Tax Avoidance and Business Location in a State Border Model.† Unpublished manuscript. Maxwell School, Syracuse University, Syracuse, NY. Articles Studies Agree: A Sales Tax Increase Kills Jobs Watchdog.org.Watchdogorg RSS. Web. 4 Dec. 2014. http://watchdog.org/36650/ks-studies-agree-a-sales-tax-increase-kills-jobs/>.

Policy Initiatives for Change and Innovation Essay

Contextualisation The education system in Ghana has undergone enormous changes in the last 50 years. Over this period it has gone from being highly regarded among African nations, through a period of collapse and more recently rejuvenation, supported by a donor-funded reform programme (FCUBE). Underlying these ups and downs and, more recently, the recognition of the need for change, are changes more fundamental still: different ways of knowledge and different ideas about the nature, purpose, and scope of school subjects and how to meet the needs of a diverse student population have come to the fore. These remain among the many challenges facing the education system in Ghana. The paper that follows reviews this ‘history’ and the process, and events, which shaped and informed it. It concludes by examining recent developments and what still remains to be achieved. Abstract: Using an historical perspective, the recent history of educational policy making in Ghana, as it relates to the provision of basic education, is examined. Three periods or phases are identified corresponding to the situation prior to Independence, the period between 1951 and 1986 and the reforms instituted in 1987 and the years that followed. Despite the willing cooperation of various donor agencies and the availability of resources, progress has been limited. The policy and contextual reasons for this comparative lack of progress are examined in turn. The paper concludes with what can be learnt from these attempts at reform and suggests that, whilst the issues involved are complex, greater attention needs to be focused on the training and support of teachers in their classroom role rather than focusing on the provision of resources. Helping teachers to understand the desired changes in their practice and the need to make pupils independent learners, coupled with reforms of teacher training and support, and the nature and quality of teacher continuing professional development, can all be seen as key ways in which further progress may be made. Introduction This paper aims to trace some of the major changes which have taken place in Ghana’s education system since the country gained Independence in 1957, ie, almost 50 years. Although Ghana’s education system had previously been regarded as one of the most highly developed, and effective, in West Africa (Foster, 1965), by the 1980s it was in near collapse (Scadding, 1989; Peil, 1995) and viewed as dysfunctional in relation to the goals and aspirations of the country. The academic standards of pupils, support for teachers, instructional materials, school buildings, classrooms and equipment had declined through lack of financing and management. In 1996 the Ghanaian government embarked on a major donor-funded reform programme called the Free Compulsory Universal Basic Education (FCUBE) programme which touched all levels of the education system and attempted to address the perennial problems of access, retention, curriculum relevance, teacher training, provision of physical structures, and financing. What follows examines basic education in Ghana by dividing its policy history and practise into three major phases; that of the preIndependence era, the period from 1951 to 1986 and the period from 1987 to 2003. Each of these is discussed in turn in the following sections. Stanislaus Kadingdi Basic education in the pre-Independence era This first phase in the development of basic education policy and practise in Ghana can be described as having been dominated by missionary activities in relation to literacy for trade and the teachings of the Bible. Formal education in Ghana dates back to the mercantile era preceding colonisation. European merchants and missionaries set up the first schools and Christian missionaries are said to have introduced western-style education into Ghana as early as 1765 (Antwi, 1991a; Graham, 1971). Many of these institutions, established by Presbyterian and Methodist missionaries, were located in the south of the country in what became the British Gold Coast Colony. The main aim of these early schools was to facilitate the training of the local inhabitants as interpreters for purposes of trade and as a conversion of Ghanaians to the Christian religion. Thus the curriculum had a narrow focus on basic literacy with the Bible and scripture as the main texts of schooling. Early attempts to improve the quality of primary education in Ghana (then known as the Gold Coast), by Sir Gordon Guggisberg in his role as Governor, took place in the period between 1919-1927. He emphasised a need for better teaching and improved management of schools but the shortage of teachers and inadequate funding meant that his plans for improving primary education were hardly achieved. Most schools in the rural areas were still based in unsuitable buildings, were poorly equipped and staffed or, in some cases, centred under trees! Major policy initiatives in basic education from 1951-1986 The second phase was characterised by instability in governance as a result of successive military takeovers. This political instability coupled with the rise in oil prices in the early 1970s resulted in economic decline in the country. It was a period of a harsh and repressive revolutionary zeal on the part of the military regime of 1981 and resulted in a significant number of trained and highly qualified teachers leaving the country (Nti, 1999). Education was therefore faced with political instability, ad hoc measures, and frequent changes in education policy. Teaching and learning in basic schools had deteriorated to the extent that the majority of school leavers were illiterate, and confidence in Ghana’s once enviable education system was shaken. In 1951 the first president, Dr Kwame Nkrumah, embarked on a massive expansion of the education system to speed the pace of educational development in the (then) Gold Coast. This was in response to popular demand for education and to the new Africa Government’s intention to organise a planned campaign to abolish illiteracy. This initiative was followed by further developments with Ghana’s Independence in 1957. In fact the next 35 years saw a wide range of developments and reform initiatives taking place in Ghana’s education system. Within this period three significant stages can be discerned. These were the Accelerated Development Plans (ADPs) for Education in 1951 and 1961, the findings of the Dzobo Committee of 1973 and the following, New Structure and Content of Education Plan in 1974. The intentions associated with the new military government of the Provisional National Defence Council (PNDC) in 1981 led to further changes. The first of these is discussed in the next section. The Accelerated Development Plans (ADP) for Education of 1951 and 1961 The ADP, launched in 1951, gained legal backing through the introduction of the 1961 Education Act, which sought to provide free, universal and compulsory basic education (of 6 years duration) for all children from 6 years of age. The 1961 Education Act empowered Local Authority Councils to be in control of educational management whilst parents and guardians were expected to make some contribution to the running of schools in their areas. Primary education underwent a rapid and steady growth and the number of schools rose from 1,081 in 1951 to 3,372 in 1952. Enrolment doubled in a period of five years and Ghana was acclaimed as having the most developed education system in Africa (Foster, 1965; Ghana Human Development Report, 1998; Scadding, 1989). Realizing the importance of trained teachers for the expanded system, the 1961 Education Act opened new teacher training colleges, expanded those already in existence and made provision for the training of unqualified teachers in the field through various emergency and short-term in-service training programmes. Teachers’ numbers increased by 1,000 between 1951 and 1953, with the yearly output rising from 420 to 1,108 trained teachers from teacher training colleges. In 1961 the entire basic education system (primary and middle school education) was made free and compulsory, although uniforms and books were not free. However, even though school enrolments increased following the 1961 Education Act, the quality of teaching and learning appears to have remained the same. The changes that were effected to cope with the increased pupil enrolments had been insufficient to create a balance between the quantity and quality of the education provided. The most significant factor that affected the imbalance was an inability to provide schools with trained teachers. With the increase in the number of schools, more teachers were needed and so many ‘pupil teachers’ (ie, untrained teachers) had to be employed to teach, resulting in poor teaching and learning in schools during this period. Following this, the second significant source of policy development, mentioned earlier, arose through the Dzobo Committee of 1973 and The New Structure and Content of Education policy of 1974. The Dzobo Committee of 1973 and The New Structure and Content of Education of 1974 Prior to 1972 the education system had been criticized as being elitist in character built, as it was, on a selective system similar to the British grammar schools. In 1973 the in-coming military government carried out a review of the educational system, and formed the so-called Dzobo Committee to recommend appropriate measures to improve the situation (Dzobo, 1974). This led, in 1974, to the government putting into operation the first major, postIndependence, reform in pre-university education. This reform is generally referred to as ‘The New Structure and Content of Education’ (NSCE) and reduced the length of pre-tertiary education from 17 years to 13 years. The 6 years of primary education remained the same. The four years of junior school was reduced to three years. The five years of senior secondary school, lower stage was reduced to two years, and the period of senior secondary, upper level, remained the same (ie, it went from a pattern of 6-4-5-2 to one of 63-2-2). The aim was to make it possible for school leavers to leave at any point of exit from the system with skills that would enable them to be employable. The reform was expected to raise standards at the various levels so that educational standards would not be compromised as a result of the decrease in the number of years spent in pre-tertiary education. The thrust of the content of the reform programme was to vocationalise preuniversity education in Ghana and to make it more functional and oriented towards contextual demands and challenges. It also constituted a bold attempt to reduce educational expenditure. However, despite its laudable intentions, the NSCE did not have any sustainable impact on the general education system of the country. There were still unqualified teachers in the education system, inadequate resources to support teaching and learning in schools, and challenges for teachers within the context and content demands of the curriculum. This again led to intense unease among parents, employers, academics and some politicians. The significance of the Government’s White Paper on the Committee’s recommendations was the acceptance of 13-years duration of pre-university education for all. It endorsed the introduction of pre-technical and pre-vocational subjects in both primary and junior secondary curricula. The period also marked the establishment of the Ghana Education Service which brought together, for the first time, teachers, educational administrators and education sector workers into a new government agency, under the Ministry of Education, to implement th e new structure of education. The third significant policy development in basic education provision arose from the virtual collapse of the education system and a further military takeover in 1981. The virtual collapse of the Ghanaian Education System and the PNDC of 1981 December 1981 marked the takeover of yet another military government under the name of the ‘Provisional National Defence Council’ (PNDC). By 1983, Ghana’s education system had seriously deteriorated in quality; enrolment rates stagnated and the percentage of Gross Domestic Product (GDP) allocated to education dropped from 6.4% in 1976 to a low of 1.7% in 1983. Government resources were no longer available to construct, complete or even maintain the existing education facilities and the down-turn in the economy resulted in the mass exodus of qualified teachers to other parts of the continent causing a significant fall in the ratio of trained to untrained teachers in the basic education sector. Abdallah (1986), then Secretary for Education, speaking on the state of the education system at the time, had this to say: ‘Over the past decade, there has been a sharp deterioration in the quali ty of education at all levels. There has been a virtual collapse of physical infrastructure in the provision of buildings, equipment, materials, teaching aids etc†¦ To solve these problems, the PNDC has decided to embark upon a comprehensive programme of educational reforms’ (p 1). Arising from the economic constraints that faced the country in the late 1970s and early 1980s, as well as the bureaucratic bottlenecks and sheer lack of interest and commitment from administrators, the new programme never went beyond the experimental stage. There was stagnation and near demise of the experimental Junior Secondary School (JSS) system. By 1983 the education system was in major crisis through lack of educational materials, deterioration of school structures, low enrolment levels, high drop-out rates, poor educational administration and management, drastic reductions in Government’s educational financing and the lack of data and statistics on which to base any planning. The Military to the rescue – the 1987 education reforms Moving beyond the events just described, the third phase structuring this historical account embraces the period referred to here as ‘the military to the rescue’ phase and covers the period of major reform from which the Free Compulsory Universal Basic Education (FCUBE) reform of 1996 emerged. It was characterised by Ghana’s participation in, and endorsement of, international agreements such as Education for All, the Declaration on the Rights of the Child, the Beijing Declaration on Women’s Rights and the Lome Convention. This meant that the Government had to remain committed to her constitutional obligations as a guide to policy and was influenced by the bilateral and multilateral negotiations it had taken part in. Also significant in this period was the strong ambition of the government to reform the education system by leaving no stone unturned in restructuring the nation’s economic base to bring it into conformity with the financial credibility c riteria required by the World Bank. With this condition met, Ghana had the opportunity of negotiating for credits and grants to finance major education reform. Apart from the World Bank credits, several donor agencies came to the aid of Ghana in her reform implementation, a greater part of which was directed to basic education. In spite of the fact that Ghana had successive military governments from 1966, 1987 marked a new phase in government thinking. In 1987 The New Educational Reform Programme (NERP) was introduced with a focus on the total restructuring of the entire pre-tertiary education system and on improving access through the provision of infrastructure whilst making the curriculum more relevant to social and economic needs. According to a Ministry of Education Report (MOE, 1988), the NERP sought ‘†¦to salvage the educational system and make it more meaningful to the individual and the nation as a whole’. It is therefore worthy of mention that, even though similar to the NSCE reform, in terms of structure and content, there was a marked improvement on the latter with a revised curriculum which reflected radical c hanges at the basic education level. The launch of the World Bank supported programme for education infrastructure also led to the building of 3000 pavilions to support the school system. The goals of the 1987 NERP as summed up in the Sector Adjustment Policy Document of the World Bank (World Bank, 1986) included the following: (i) to expand access to education; (ii) to improve the quality of education; (iii) to make education more relevant in meeting the needs and aspirations of the individuals and the socio-economic conditions of the country; (iv) to re-structure pre-university education to 12 years (6-3-3); and (v) to ensure costeffectiveness and cost-recovery. A major thrust of the 1987 NERP reform was the diversification of the formal academic courses offered in pre-university institutions by the inclusion of practical courses. These changes were intended to correct the perceived elitist education that downgraded technical, vocational and agricultural education. This perception was captured in the address of Professor Dzobo, the Chair of the committee which had reviewed previous reforms, at a National Workshop on the 1987 Educational Reforms when he stated that: ‘In spite of the bold educational innovative measures of the 1920s and of the subsequent ones, Ghana’s formal education system remained Western and predominantly academic and elitist. As a result of the Accelerated Development Plan of Education in 1951, the pre-university educational system has become increasingly dysfunctional as it turns out a lot of school leavers who have no marketable skills, neither do they have the mind to go into self-employment ventures. These leavers could see no bright future for themselves and they come to constitute a veritable economic and social problem for our society to solve†¦Ã¢â‚¬â„¢ (Dzobo, 1987 ).

Tobacco And Its Effect On The Body - 908 Words

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According to the Surgeon General’s report, some of the hazard effects of tobacco smoke are directly related to the more than 7,000 chemicals in the smoke. These chemicals are poison and cause damage to the body which leads later to deadly disease. Also, when the smokersRead MoreEffects of Tobacco Use1283 Words   |  5 PagesTobacco use harms everything. Numerous factors of tobacco use play into the destruction of a human health and body. Sadly, 19 percent of all adults in the United States use tobacco on a daily basis. Countless numbers of people currently in use of tobacco products attempt to quit their use of tobacco, but many fall short of their goal due to the addictive nicotine within cigarettes. This nonstop use of tobacco has been the result of more than 440,000 deaths per year of smokers with an estimated 49

Beowulf And Viking Qualities During The Medieval Times

Beowulf and Viking qualities During the medieval times Vikings were known as warriors or heroes. These heroes were known mostly for their superhuman strength. Most stories tell the journey of these warriors and how they are honored after defeating an evil creature. A prime example of this would be the poem of â€Å"Beowulf†. Beowulf is known for his superhuman strength as the Vikings or warriors once were. However, Vikings were not only known for their physical qualities, they were also known for their leadership in battle and their interaction with those they serve as well as the courage they displayed. In this poem, Beowulf displays many characteristics as that of a medieval warrior through his acts of bravery, loyalty, generosity, courage, and an accomplishment of a great task. This epic poem written by an anonymous writer takes places during the medieval times in Heorot. The town of heorot is being troubled every night by a gruesome appearing creature by the name of Grendel. Grendel raids the mead hal l of the Danish warriors and brutally kills them. Beowulf is called upon by the king of heorot, Hrothgar, to fight Grendel and save the Danish people from any more destruction. Beowulf, along with his following warriors, travel overseas to help the town. He ultimately wins however the battle is not yet over. After defeating Grendel Beowulf then has to face his overprotecting mother which he also defats later on in the story in her cave under a nearby lake. After this battle,Show MoreRelatedLiterature Reflecting Religious and Political Ideals3433 Words   |  14 Pagesthese four texts represents a distinct period of history, with Beowulf depicting the Norse and Anglo-Saxon heroes of the Early Middle Ages (500-1000 AD), before the Norman Conquest of Britain in 1066. In this era, England and northern Europe were in the process of becoming Christianized and Beowulf was originally the story of a pagan hero with supernatural powers who had been turned into a Christian knight and holy war rior by the time the story was written down in the 9th Century. His mission is alsoRead MoreThe Absence of Women in Beowulf, The Wifes Lament, and the Battle of Maldon1941 Words   |  8 PagesThe Absence of Women in Beowulf, The Wifes Lament, and the Battle of Maldon It could be argued that women are indeed present in the minority in surviving Anglo-Saxon poetry, and that therefore, they are made conspicuous through their absence. The fact they may appear less frequently in Old English Literature does not necessarily mean that women were any less significant in society at this time, although this is the conclusion reached by some. It is assumed that women did, in general, have lessRead MoreMedieval Poetry3509 Words   |  15 PagesMedieval literature is a very diverse subject. The term covers the literature of Europe during the period between the fall of the Roman Empire and the beginnings of the Renaissance in the 15th century, spanning a period of roughly 1,000 years. As a result, it is difficult to make generalizations about medieval literature. It is, nonetheless, possible to identify a few general trends. Allegory and symbolism are common in medieval literature, perhaps more so than in modern writing. Religious and philosophicalRead MoreAmerican Literature11652 Words   |  47 PagesAmerican Literature through Time To find out more about a particular literature time period, click on the links below: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · Puritan Times Rationalism/Age of Enlightenment American Renaissance/Romanticism Gothic Realism Naturalism Modernism Harlem Renaissance Postmodernism Contemporary Puritan Times period of American Literature - 1650-1750 Content: ï‚ · ï‚ · ï‚ · errand into the wilderness be a city upon a hill Christian utopia Genre/Style: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · sermons, diaries personal