...The essence of this paper requires a contrast and comparison view on two important historical articles; Fredrick Douglass “What to the slave is the fourth of July” and David Walker’s “Appeal to the Colored Citizens of the World”. The essay will attempt to discuss the very famous speech Fredrick Douglas made in 1952 as well as David’s Walker’s appeal while comparing and contrasting both the appeal and the speech. Afterward, a summary will be given and a conclusion will be drawn. As we look throughout history, one would argue that we couldn’t find a more appalling and unjust act as that of slavery. Slavery played a major role of not only history but of an innumerable amount of American people. In David Walker’s appeal and Fredrick Douglass what to the slave is the fourth of July, men and women of African American descent struggle with the reality of slavery and the cruel results and affect it had on people like themselves. Fredrick Douglas was one of the most influential African Americans of his day, in spite of his inauspicious beginning, he was born into slavery on a plantation in Maryland where he was called Fredrick Augustus Washington Bailey. Douglas always suspected that his father was his mother’s white owner, Captain Aaron Anthony. He spent his early childhood in privation on the plantation then he was sent to work as a house slave for the auld family in Baltimore. There, he came in contact with printed literature and quickly realized the relationship between literacy...
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...validity in our time. The term “Slave Power” coined in 1864 in a book written by John Smith Dye entitled “History Of The Plots And Crimes Of The Great Conspiracy To Overthrow Liberty In America.” The term started off simply as the Slave Power (conspiracy was added in the modern era). In the book Dye alleges that since the time of Independence, the aristocrats of the South and politicians from the South have had an agenda to extend slavery to the Western United States and Latin America and thus increase their power, wealth, and influence in the United States.[1] There are certain events that happened in Dye’s time that can show this idea was real. They can also prove the legitimate and real threat Slave Power posed, to Latin America. By examining all angles of this argument both real and outrageous will ultimately prove why the Slave Power Conspiracy should remain as Dye put it simply the Slave Power. Slavery in The United States The focus may be the conspiracy’s effect on Latin America, but the conspiracy has its roots in the United States. Slavery in the United States began almost as soon as the nation was founded and would last until...
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...Our Souls Perseverated On Freedom! A Report Highlighting the Desperate Acts of Blacks as they Perseverated on Freedom 1877-Civil War Rolanda E. Lively African American History, CRN 32427 Tues-Thurs Ms. Carmen Thompson August 4, 2011 African Americans perseverated on freedom! As we explore the lives of African-Americans and their experience in the place we now call the United States of America, we will see how black people perseverated on freedom and risked their lives for freedom during the following significant historical periods; Horrifying middle passage of the Trans-Atlantic slave trade, Religious Great Awakening 129, and lastly the Bloody Antebellum period. The past comes back to life, through first person quotes of courageous men and women who bared their souls. We all bare witness to voices of African American Hero’s each one never shifting their gaze from the golden gates of freedom. One of the first times that we see the preservation on freedom is during the middle passage of the Trans-Atlantic slave trade. The middle passage is steeped in unimaginable inhumane atrocities that no person or living thing should ever endure. For many, death and suicide became viable options for freedom in the face of captivity and the unknown. The planks of the slave ships hemorrhage with the blood, flesh, tears, and screams from Africans, who endure the torture bestowed on them by the slave ship crew. Africans of all ages were shackled and packed into the belly of...
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...autobiographical Narrative of the Life of Frederick Douglass does not only carry important historical implications, but it is also a tale that evokes philosophical and social implications. Douglass in his narrative provides a roadmap of the excursion from the brutal hold of slavery to freedom; freedom of different kinds. The South at the time of Douglass’ birth was a land that thrived economically depending on slave labor for the plantations. The slaves were treated cruelly from birth and lived a life full of drudgery. Freedom was vague idea that for some seemed an impossible thing while others like Douglass took action to attain it. Despite running away from the clutches of slave owners to the North where slavery was not the norm, Douglass did not truly feel free until he assisted the people he left in slavery to gain freedom. The freedom that Douglass envisioned for his people was not only physical freedom of the body free from the control of a master, but also mental freedom having the power to choose one’s destiny in life. This is what Douglass considered true freedom. Douglass’ quest for freedom for himself and other slaves was a journey to attain physical and mental freedom, which he considered true freedom. Slavery in the United States was an economically driven activity. The present-day United States was based on the economic upsurge that followed the American Industrial Revolution that was focused more to the northeast (Douglass and Michael 4). The economic innovation was mainly...
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...Society: Through the View of Many People African-Americans, Whites, Asians, Indians, Chinese, Japanese, and etc…They are all classified as ethnicities, that are judged every day in some shape or form. From day one to now I’ve learned more through the class of “Black World Studies” taught by Professor Coates. Coates gave me the intelligent insight on how Africans-Americans were able to succeed through the tough times of learning even when they could die from learning how to read. It was a sacrifice the slaves had to do that the time. When I read more articles and watched more movies, it showed determination, courage, heart, and attitude. When reading, it switched to a period of slavery to a period of the Civil War. After that I came to an author named Jared Diamond that gave his view on the world of slavery. In the article “How Africa Became Black” by Jared Diamond he argues that diversity resulted from the geography of Africa. Africa is home to five major human groups, blacks, whites, African Pygmies, Khoisan, and Asians. Thirty percent of the world’s language is in Africa. But as the years goes on were losing about 2 per week. Soon as the world gets older there wouldn’t be any languages in Africa. As race continues to grow in Africa there will be different types of languages being made and the previous groups (ethnic groups of language) wouldn’t exist anymore. As said in paragraph 8 of “How Africa Became Black” races are stereotyping, from Black to White, to putting the Zulu...
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...Chapter 9 The Market Revolution 51. Complaint of a Lowell Factory Worker 1. The female factory worker compared her conditions with those of slaves because she felt like they were being treated like slaves by not being allowed to speak for themselves. She felt that they were awed into silence by wealth and power and was under tyranny and cruel oppression 2. She doubt the sincerity of the Christian beliefs of the factory owners because they talk benevolence in the parlor, compel their help to labor for a mean and paltry pittance in the kitchen. They manifest great concern for souls of the heathen in distant lands and care for nobody else besides their own. 52. Immigrants Arriving in New York City 1. The tone the reporter adopted regarding the immigrants is hostile because of how he describes the immigrants and how they looked. He described them having degraded faces with many stamps of inferiority. 2. The aspirations the reporter thinks are uppermost in the immigrant’s minds is hope, freedom, and a chance to work, and food to the laboring man. 53. A Woman in the Westward Movement 1. Moving west altered tradition expectations of women’s roles by proving that they could endure rough conditions from moving west. They were left to be lonely and the burdens of pioneer life. 2. Mrs. Noble’s main complaints about her situation on the frontier was carrying her infants and not being able to sleep because of thinking about wild beasts. She...
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...”1 The social and political revolutions of 1960s have made fulfilling such a responsibility less daunting than ever. Invaluable references, including Darlene Clark Hine, ed. Black Women in America: An Historical Encyclopedia 2nd ed. (New York: Oxford University Press, 2004); Evelyn Brooks Higgingbotham, ed., Harvard Guide to African American History (Cambridge: Harvard University Press, 2001); Arvarh E. Strickland and Robert E. Weems, Jr., eds., The African American Experience: An Historiographical and Bibliographical Guide (Westport: Greenwood Press, 2001); and Randall M. Miller and John David Smith, eds., Dictionary of Afro- American Slavery (Westport: Greenwood Press, 1988), provide informative narratives along with expansive bibliographies. General texts covering major historical events with attention to chronology include John Hope Franklin and Alfred A. Moss, Jr., From Slavery to Freedom: A History of African Americans (Boston: McGraw Hill, 2000), considered a classic; along with Joe William Trotter, Jr., The African American 1  Experience (Boston: Houghton Mifflin, 2001); and, Darlene Clark Hine, William C. Hine, and Stanley Harrold, The African American Odyssey (Upper Saddle River: Printice-Hall, Inc., 2000). Other general texts not to be overlooked are Colin A. Palmer’s Passageways: An Interpretive History of Black America Vol. I: 1619-1863 and Vol. II (Fort Worth: Harcourt Brace College Publishers, 1998), which emphasizes culture; and, Darlene...
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...Earl Lewis, George Lipsitz, Peggy Pascoe, George Sánchez, 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 ...
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...Narrative A narrative is a sequence of events that a narrator tells in story form. A narrator is a storyteller of any kind, whether the authorial voice in a novel or a friend telling you about last night’s party. Point of View The point of view is the perspective that a narrative takes toward the events it describes. First-person narration: A narrative in which the narrator tells the story from his/her own point of view and refers to him/herself as “I.” The narrator may be an active participant in the story or just an observer. When the point of view represented is specifically the author’s, and not a fictional narrator’s, the story is autobiographical and may be nonfictional (see Common Literary Forms and Genres below). Third-person narration: The narrator remains outside the story and describes the characters in the story using proper names and the third-person pronouns “he,” “she,” “it,” and “they.” • Omniscient narration: The narrator knows all of the actions, feelings, and motivations of all of the characters. For example, the narrator of Leo Tolstoy’s Anna Karenina seems to know everything about all the characters and events in the story. • Limited omniscient narration: The narrator knows the actions, feelings, and motivations of only one or a handful of characters. For example, the narrator of Lewis Carroll’s Alice’s Adventures in Wonderland has full knowledge of only Alice. • Free indirect discourse: The narrator conveys a character’s inner thoughts...
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...critical theory today critical theory today A Us e r - F r i e n d l y G u i d e S E C O N D E D I T I O N L O I S T Y S O N New York London Routledge is an imprint of the Taylor & Francis Group, an informa business Routledge Taylor & Francis Group 270 Madison Avenue New York, NY 10016 Routledge Taylor & Francis Group 2 Park Square Milton Park, Abingdon Oxon OX14 4RN © 2006 by Lois Tyson Routledge is an imprint of Taylor & Francis Group, an Informa business Printed in the United States of America on acid‑free paper 10 9 8 7 6 5 4 3 2 1 International Standard Book Number‑10: 0‑415‑97410‑0 (Softcover) 0‑415‑97409‑7 (Hardcover) International Standard Book Number‑13: 978‑0‑415‑97410‑3 (Softcover) 978‑0‑415‑97409‑7 (Hardcover) No part of this book may be reprinted, reproduced, transmitted, or utilized in any form by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information storage or retrieval system, without written permission from the publishers. Trademark Notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging‑in‑Publication Data Tyson, Lois, 1950‑ Critical theory today : a user‑friendly guide / Lois Tyson.‑‑ 2nd ed. p. cm. Includes bibliographical references and index. ISBN 0‑415‑97409‑7 (hb) ‑‑ ISBN 0‑415‑97410‑0 (pb) 1. Criticism...
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...CONTENT Exercise 1. 2 Exercise 2. 5 Exercise 3. 8 Exercise 4. 11 Exercise 5. 15 Exercise 6. 18 Exercise 7. 21 Exercise 8. 25 Exercise 9. 28 Exercise 10. 31 Exercise 11. 34 Exercise 12. 37 Exercise 13. 40 Exercise 14. 43 Exercise 15. 46 Exercise 16. 49 Exercise 17. 53 Exercise 18. 57 Exercise 19. 61 Exercise 20. 65 Exercise 21. 68 Exercise 22. 72 Exercise 23. 76 Exercise 24. 80 说明： 题目来源： Exercise 1-24：所有题目都来自官方真题 其中： Exercise 1-14：我们将OG和PP2中的题目编排为前14个Exercise, 每个Exercise都是按照GRE考试中阅读部分的出题习惯编排，即每个Exercise 10个题目，形式为（1长+2短+1逻辑 or 4短+1逻辑）。 Exercise 15-24：我们将近年来考试中出现的文章和老GRE中极为接近现行出题风格的文章编排为后10个Exercise，每个Exercise 13个题目左右，形式为（1长+1短+2逻辑）。 练习方法： 建议大家第一遍做能够限时练习，按照考试的要求每个Exercise的大致难度和应该用的时间都标在了前面。没做完6个exercise可以做一个回顾总结，将文章反复做一遍，总结单词，长难句，文章的出题规律，句子之间的关系。 答案显示方法： 如果你打印出来练习：参考答案见P 页 如果你在电脑上练习：windows 系统：Ctrl+Shift+8；Mac系统：Command+8 Exercise 1. 20min While most scholarship on women’s employment in the United States recognizes that the Second World War (1939–1945) dramatically changed the role of women in the workforce, these studies also acknowledge that few women remained in manufacturing jobs once men returned from the war. But in agriculture, unlike other industries where women were viewed as temporary workers, women’s employment did not end with the war. Instead, the expansion of agriculture and a steady decrease in the number of male farmworkers combined to cause the industry to hire more women in the postwar years...
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...ECONOMIC GEOGRAPHY Y U K O A O YA M A J A M E S T. M U R P H Y SUSAN HANSON KEY CONCEPTS IN key concepts in economic geography The Key Concepts in Human Geography series is intended to provide a set of companion texts for the core fields of the discipline. To date, students and academics have been relatively poorly served with regards to detailed discussions of the key concepts that geographers use to think about and understand the world. Dictionary entries are usually terse and restricted in their depth of explanation. Student textbooks tend to provide broad overviews of particular topics or the philosophy of Human Geography, but rarely provide a detailed overview of particular concepts, their premises, development over time and empirical use. Research monographs most often focus on particular issues and a limited number of concepts at a very advanced level, so do not offer an expansive and accessible overview of the variety of concepts in use within a subdiscipline. The Key Concepts in Human Geography series seeks to fill this gap, providing detailed description and discussion of the concepts that are at the heart of theoretical and empirical research in contemporary Human Geography. Each book consists of an introductory chapter that outlines the major conceptual developments over time along with approximately twenty-five entries on the core concepts that constitute the theoretical toolkit of geographers working within a specific subdiscipline. Each entry provides...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...Theories of International Relations Third edition Scott Burchill, Andrew Linklater, Richard Devetak, Jack Donnelly, Matthew Paterson, Christian Reus-Smit and Jacqui True Theories of International Relations This page intentionally left blank Theories of International Relations Third edition Scott Burchill, Andrew Linklater, Richard Devetak, Jack Donnelly, Matthew Paterson, Christian Reus-Smit and Jacqui True Material from 1st edition © Deakin University 1995, 1996 Chapter 1 © Scott Burchill 2001, Scott Burchill and Andrew Linklater 2005 Chapter 2 © Jack Donnelly 2005 Chapter 3 © Scott Burchill, Chapters 4 and 5 © Andrew Linklater, Chapters 6 and 7 © Richard Devetak, Chapter 8 © Christian Reus-Smit, Chapter 9 © Jacqui True, Chapter 10 © Matthew Paterson 2001, 2005 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright...
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...i STRATEGIC HUMAN RESOURCE MANAGEMENT ii For free online support material please go to the Kogan Page website: www.koganpage.com/strategichrm Password: SHRM53756 iii STRATEGIC HUMAN RESOURCE MANAGEMENT A GUIDE TO ACTION 4TH EDITION Michael Armstrong London and Philadelphia iv Publisher’s note Every possible effort has been made to ensure that the information contained in this book is accurate at the time of going to press, and the publishers and author cannot accept responsibility for any errors or omissions, however caused. No responsibility for loss or damage occasioned to any person acting, or refraining from action, as a result of the material in this publication can be accepted by the editor, the publisher or the author. First published in Great Britain and the United States in 1992 as Human Resource Management: Strategy and Action Second edition published as Strategic Human Resource Management: A Guide to Action 2000 Third edition 2006 Reprinted 2006 Fourth edition 2008 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licences issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers...
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