...“Instead of being on the defensive, I would be on the offensive”: General Sherman’s March through Georgia 1 The United States Civil War was the bloodiest and most trying conflict in American history. Hundreds of thousands of American lives were lost on both sides of the war. General William Tecumseh Sherman’s march through Georgia to the sea was a brilliant strategic victory for the North that helped to end the war more quickly, all while preserving the lives of soldiers on both the North and South. All though his march was outside the general practice of warfare it is clear that the General’s movement through Georgia was the best course he could have taken given his circumstances. His capture of Atlanta and his subsequent march to follow is one of the most controversial issues of the war. At the time of the war it was commonplace for the military leaders to embed their troops in entrenchments that were nearly impossible to infiltrate. They would then rush their men towards each other in a bloody battle. General Sherman realized that attacking the entrenchments of the enemy was fruitless and killed too many soldiers. He went on a path of flanking maneuvers that helped get around these entrenched soldiers. He followed up this plan by attacking the economy of the South and breaking their resolve. The importance of his new plan can be seen on how his tactics of attacking the land and economy, instead of other human beings, and avoiding head-on confrontation actually...
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...Retrieved from: http://www.cifas.us/smith/books.html Title: The Ras Tafari Movement in Kingston, Jamaica Author(s): M.G. Smith (With R. Augier and R. M. Nettleford). Published by: Institute of Social and Economic Research, University College of the West Indies, 1960. 54p. Reprinted in: Reprinted in 1968, and in Caribbean Quarterly, vol. 13, no. 3, (September 1967), pp. 3-29; and vol. 13, no. 4 (December 1967), pp. 3-14. UNIVERSITY COLLEGE OF THE WEST INDIES THE RAS TAFARI MOVEMENT IN KINGSTON, JAMAICA. By M. G. Smith Roy Au/;ier Rex Nettleford INSTITUTE OF SOCIAL AND ECONOMIC RESEARCH 1960 CONTENTS Foreword Chapter I II III Introduction History of the Movement Recent Developments 7 8 15 IV The Doctrines of the Movement V The Movement's Current Organisation VI VII What Ras Tafari Brethren Want Summary of Recommendations 22 28 33 38 Appendices I II Letter: Land Grant Letters: Ethiopian Orthodox Church 39 41 43 III Niyabingi Men IV The Creed of a Ras Tafari Man 48 20th July, 1960. My dear Premier, At the request of some prominent members of the Ras Tafari brethren, three members of the U.C.W.I. staff, Roy Augier, Rex Nettleford, and M. G. Smith, spent every day of two weeks with Ras Tafari brethren, making a survey of the movement, its organisation and its aspirations. They have produced a report, which I enclose herewith. The team has made a number of recommendations, which require urgent consideration. The movement...
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...August the 2nd 1990 Saddam Hussains forces crashed the defenses of oil rich Kuwait in fear of an Iraqi invasion into Saudi Arabia. The United States and her coalition allies poured into the Arabian Peninsula to form a deterrent that would be known as Desert Shield. The result was a series of diplomatic talks, negotiations and count negotiations that rapidly declined into a no hope situation. On August the 17th 1991 the Desert Shield became Desert Storm. The conflict was witnessed by millions through the IF, CNN and the BBC showing propaganda of the systematic eradication of Saddam's forces by a coalition far superior in technological, political and economic power. However what was little known was that from the outset the war was engineered, controlled and manipulated by an elite group. A group which had created the illusion of a man with power at the head of a million strong army on the verge of going nuclear. A man who had gained control of the 1/5 of the World's oil overnight. However in reality he was merely a pawn in amongst many pawns. Just a puppet in a grand master plan with the Gulf War as a well orchestrated stepping stone. The orchestrates of the War were by no means strangers to controlling major World events. In fact they have done so for centuries. From the shadows they have engineered every major war, revolution and recession. They control everything you read, everything you hear and everything you see. They have managed to indoctrinate an entire populace...
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...parallel in modern history. The Early Years Sir Winston Leonard Spencer Churchill was born at Blenheim Palace in Oxfordshire, England, on November 30, 1874. His father, Lord Randolph Churchill, was a brilliant politician, even though he was one of the most hated. His mother was the American Jennie Jerome. One of his ancestors was John Churchill, Duke of Marlborough, a great military hero. Winston Churchill himself showed no early signs of greatness. He was in fact a stubborn, unruly, manipulative, and often difficult red-haired boy and a poor student. He was also given to unpredictable behavior. Before he was even seven years old, it was already clear that he was headstrong, highly opinionated, and virtually impossible to control. He spent four years at Harrow School at the very bottom of his class. However during this time he showed that he had a remarkable memory similar to his father's. He particularly enjoyed English. From early childhood soldiers and warfare fascinated Churchill and he often played with a large collection of lead soldiers in his nursery. His later years at Harrow were spent preparing to enter the Royal Military College at Sandhurst. Young Churchill graduated eighth in his class, with honors. In early 1895 his father died. A few weeks later Churchill was commissioned as a second lieutenant in the 4th Queen's Own Hussars, a regiment of the British army. In November 1895 Churchill spent his first military leave on assignment for a London newspaper....
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...he would win every campaign he ever fought. His plain, Midwestern w ays would captivate the American people. David W. Blight, Historian: There was something about that element of the American dream of that rags to riches story. He had experienced humiliation and he had understood failure. And I suspect a lot of Americans could see themselves in him. Donald Miller, Historian: Grant, not Lincoln was the most popular man in the nineteenth century. No question about it. Even in death Lincoln wasn't as popular as Ulysses Grant. Narrator: Twice a grateful nation elected the Civil War's greatest hero, President. But his years in the White House, marked by racial violence and scandal, would threaten to destroy all he had accomplished. Brooks D. Simpson, Historian: How could...
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...British Airways 1 British Airways British Airways IATA ICAO Callsign BA BAW SPEEDBIRD SHT SHUTTLE[1] Founded AOC # Hubs 31 March 1974 441 • • London Heathrow Airport Gatwick Airport Executive Club Concorde Room Galleries First Galleries Club Galleries Arrivals First Lounge Terraces Lounge Executive Club Lounge International Lounge UK and Ireland Lounge Frequent-flyer program • Airport lounge • • • • • • • • • Alliance Subsidiaries Oneworld • • • • 267 169 not incl. subsidiaries and code-shares • • • To Fly. To Serve. Upgrade to British Airways (online marketing) The World's Favourite Airline (former) BA CityFlyer OpenSkies British Airways Limited British Airways World Cargo Fleet size Destinations Company slogan Parent company Headquarters Key people International Airlines Group Waterside, Harmondsworth, England Keith Williams (Chief Executive Officer) Sir Martin Broughton (Chairman) £10.827 billion (2011) www.britishairways.com [2] Revenue Website British Airways (BA) is the flag carrier airline of the United Kingdom and its largest airline based on fleet size, international flights and international destinations. When measured by passengers carried it is second-largest, behind easyJet. The airline is based in Waterside near its main hub at London Heathrow Airport. A British Airways Board was established by the United Kingdom government in 1972 to manage the two nationalised airline corporations, British Overseas Airways Corporation and...
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...The Right to Keep and Bear Arms: A Right to Self-Defense Against Criminals and Despots by Robert Dowlut[*] If men were angels, no government would be necessary. If angels were to govern men, neither external nor internal controls on government would be necessary. -- James Madison[1] INTRODUCTION A written constitution is a reminder that governments can be unreasonable and unjust. By guaranteeing that "[a] well regulated militia, being necessary to the security of a free State, the right of the people to keep and bear arms, shall not be infringed," the Second Amendment to the United States Constitution provides the citizens a means of protection against the unjust excesses of government.[2] The Framers placed this guarantee in the Bill of Rights because they considered the right to keep and bear arms peculiarly important and also uniquely vulnerable to infringement. The Amendment's command protects individuals against even popular conceptions of the public good. In addition to this protection within the United States Constitution,[3] the constitutions of forty-three states guarantee the right to keep and bear arms.[4] Despite the constitutional authority for this right, legislators and judges have consistently attempted to devalue it. Methods such as giving misleading labels to select firearms like "assault weapons"[5] or "Saturday Night Specials"[6] have been used to justify incremental disarmament.[7] American jurisprudence has deliberately devalued the right...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B ...
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...How Society Works – Lecture Notes Sep, 11, 2012 Introduction to Classical Social theory * “Theories in sociology are abstract, general ideas that help organize and make sense of the social world” (attempt to link idea’s with actual events) * Classical social theory (1840s – 1920s) – The enlightenment, political revolution (American revolution, French revolution), the industrial revolution * American and French revolution inspired more widespread adoption of democratic principle and rights of citizens * Industrial revolution caused dramatic, rapid urbanization, changes in family relations, gender relations, increased secularization * Classical social theorist and macro and micro theorists – macro are interested are in social theory that can explain huge social phenomenon’s (past and future), micro are interested in smaller scale phenomenon’s * Emile Durkheim was a positivist, saw society as analogous to a body, concerned with social solidarity, and developed the idea of the ‘social fact’ * Social Solidarity: division of labour Organic: present in modern societies, high dynamic density, high degree of labour specialization (works like a human body, everything works together with high specialization) Mechanical: present in traditional societies, low dynamic density , low degree of labour specialization (works like gears, works together to complete society) * Similarities of Social Solidarity: Conscience collective similar ideas...
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...33 CHAPTER Newswriting basics Ready to write a simple news story? This chapter introduces you to the concepts and formulas all reporters have learned to rely upon. IN THIS CHAPTER: 34 Just the facts Be aware of what’s factual — and what’s opinion. 36 The five W’s The essentials: who, what, when, where, why. 38 The inverted pyramid How to write stories so the key facts come first. 40 Writing basic news leads Putting your opening paragraphs to work in the most informative, appealing way. 42 Beyond the basic news lead Not every story needs to start with a summary of basic facts; you have other options. 44 Leads that succeed A roundup of the most popular and dependable categories of leads. 46 After the lead . . . what next? A look at nut grafs, briefs, brites — and ways to outline and organize stories efficiently. 48 Story structure How to give an overall shape to your story, from beginning to middle to end. 50 Rewriting First you write. Then you rethink, revise, revamp and refine until you run out of time. 52 Editing Reporters have a love-hate relationship with editors. But here’s why you need them. 54 Newswriting style Every newsroom adapts its own rules when it comes to punctuation, capitalization, etc. 56 Making deadline When you’re a reporter, you live by the clock. How well will you handle the pressure? 58 66 newswriting tips A collection of rules, guidelines and helpful advice to make your stories more professional. ...
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...Hawking contra Philosophy Christopher Norris presents a case for the defence. Stephen Hawking recently fluttered the academic dovecotes by writing in his new book The Grand Design – and repeating to an eager company of interviewers and journalists – that philosophy as practised nowadays is a waste of time and philosophers a waste of space. More precisely, he wrote that philosophy is ‘dead’ since it hasn’t kept up with the latest developments in science, especially theoretical physics. In earlier times – Hawking conceded – philosophers not only tried to keep up but sometimes made significant scientific contributions of their own. However they were now, in so far as they had any influence at all, just an obstacle to progress through their endless going-on about the same old issues of truth, knowledge, the problem of induction, and so forth. Had philosophers just paid a bit more attention to the scientific literature they would have gathered that these were no longer live issues for anyone remotely au fait with the latest thinking. Then their options would be either to shut up shop and cease the charade called ‘philosophy of science’ or else to carry on and invite further ridicule for their head-in-the-sand attitude. Predictably enough the journalists went off to find themselves media-friendly philosophers – not hard to do nowadays – who would argue the contrary case in a suitably vigorous way. On the whole the responses, or those that I came across, seemed overly anxious to strike...
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...and Dana Takagi 1. Border Matters: Remapping American Cultural Studies, by José David Saldívar 2. The White Scourge: Mexicans, Blacks, and Poor Whites in Texas Cotton Culture, by Neil Foley 3. Indians in the Making: Ethnic Relations and Indian Identities around Puget Sound, by Alexandra Harmon 4. Aztlán and Viet Nam: Chicano and Chicana Experiences of the War, edited by George Mariscal 5. Immigration and the Political Economy of Home: West Indian Brooklyn and American Indian Minneapolis, by Rachel Buff 6. Epic Encounters: Culture, Media, and U.S. Interests in the Middle East,1945–2000, by Melani McAlister 7. Contagious Divides: Epidemics and Race in San Francisco’s Chinatown, by Nayan Shah 8. Japanese American Celebration and Conflict: A History of Ethnic Identity and Festival, 1934–1990, by Lon Kurashige 9. American Sensations: Class, Empire, and the Production of Popular Culture, by Shelley Streeby 10. Colored White: Transcending the Racial Past, by David R. Roediger 11. Reproducing Empire: Race, Sex, Science, and U.S. Imperialism in Puerto Rico, by Laura Briggs 12. meXicana Encounters: The Making of Social Identities on the Borderlands, by Rosa Linda Fregoso 13. Popular Culture in the Age of White Flight, by Eric Avila 14. Ties That Bind: The Story of an Afro-Cherokee Family in Slavery and Freedom, by Tiya Miles 15. Cultural Moves: African Americans and the Politics of Representation, by Herman S. Gray Cultural Moves African Americans and the Politics of Representation ...
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...redirecting... | |cover |next page > | | | | | | | | | | | | | | | | | | | | ...
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...Mississippi ratifies 13th amendment abolishing slavery ... 147 years late Academics prompt ratification after noticing that 1995 move to accept amendment detailed in Lincoln had not been completed * Share77 * * * 1 * inShare0 * ------------------------------------------------- Email Daniel Day-Lewis in Lincoln. Photograph: David James/AP Mississippi has officially ratified the 13th amendment to the US constitution, which abolishes slavery and which was officially noted in the constitution on 6 December 1865. All 50 states have now ratified the amendment. 1. ------------------------------------------------- Lincoln 2. Production year: 2012 3. Countries: India, Rest of the world, USA 4. Cert (UK): 12A 5. Runtime: 150 mins 6. Directors: Steven Spielberg 7. Cast: Daniel Day-Lewis, David Strathairn, Hal Holbrook, James Spader, John Hawkes, Joseph Gordon-Levitt, Lee Pace, Sally Field, Tommy Lee Jones 8. More on this film Mississippi's tardiness has been put down to an oversight that was only corrected after two academics embarked on research prompted by watching Lincoln, Steven Spielberg's Oscar-nominated film about president Abraham Lincoln's efforts to secure the amendment. Dr Ranjan Batra, a professor in the department of neurobiology and anatomical sciences at the University of Mississippi Medical Center, saw Spielberg's film and wondered about the implementation of the 13th amendment after the Civil War. He discussed...
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