...| 1.4.5 Practice: Washington and DuBois | Practice Assignment | | | | | U.S. History Sem 2 (S3346986) | Garibalde Nunez | | | Points possible: 30 | Date: ______4/22/16______ | | Your Assignment 1. Charts like this one are a great way to compare and contrast. Use this chart to list the strategies of Booker T. Washington (that he did not share with Du Bois) on one side, the strategies of W. E. B. Du Bois (that he did not share with Washington) on the other, and the strategies they had in common in the middle. You may have to infer what they had in common. Booker T. Washington's Strategies | Shared Strategies | W. E. B. Du Bois's Strategies | * He wanted blacks to be educated so they can take control of their lives. * Accepted segregation as long as blacks were treated fairly * Blacks must work hard and do well | * Both wanted a better life for African Americans * Both fought with evidence to prove that blacks need improvement * Both of their goals aimed to better the black community | * He argued that the black community should be led by the most talented * He wanted African Americans to demand equality * He also argued that white Americans should respect black Americans as equals | 2. Once you have filled out the chart, you will have to organize the information into a compare-and-contrast form. You will now need to write an introduction for the beginning and a conclusion for the end. For your introduction, try and...
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...numerous leaders emerged to pioneer the pathway to equality with the main goal of improving the quality of life for blacks in America. Many great leaders approached this great and historic debacle with differing leadership styles, strategies, and philosophies that have shaped the progression of the African American race in the United States. This paper will examine the similarities and differences and the effects of opposing leadership styles, strategies and philosophies of prominent African American activists such as Booker T. Washington and W. E. B. Dubois. In accompaniment, an original argument on the best strategy for the advancement of African Americans will be explored. Educator, renowned speaker, former slave, mentor, mentee and African American spokesman are but a few adjectives to describe Booker T. Washington. Washington’s strategy for the advancement of Blacks was largely ingrained with subservience, patience, perseverance, and hard-work. It is widely argued that his unusually charmed and positively affected past with Whites shaped his outlook, strategy and message to his fellow people. Washington was favored by Whites at an early age beginning with an employee who would let him study with her own children to even earning the honor of being the first African American to meet and advise the current President of the United States, Theodore Roosevelt. It comes as no surprise that Washington’s strategy was based on the kindness and fairness...
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...3rd Edi ti on Elements of Effective Practice for Mentoring™ Newly revised edition, which includes evidenced-based operational standards Sponsored by Introduction As a strategy for helping young people succeed in school, work and life, mentoring works. It helps give young people the confidence, resources and support they need to achieve their potential. But, the fact is this: these positive outcomes are only possible when young people are engaged in high-quality mentoring relationships. The Elements of Effective Practice for Mentoring holds the key to success in producing high-quality relationships. The new edition of the Elements provides six evidence-based standards for practice that incorporate the latest research and best-available practice wisdom. It also reprises advice that appeared in earlier editions on program design and planning; program management; program operations; and program evaluation. We believe adherence to the Elements will ensure that mentoring relationships thrive and endure. They include measures that any mentoring program in any setting can implement, as well as measures that any agency can incorporate within the mentoring element of broad-based, positive youth development programming. This means that community-based, corporate-based, school-based, faith-based and Internet-based mentoring programs can use the Elements to meet the specific needs of the young people they serve and the milieu in which they operate. And, it means that afterschool...
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...Running head: CAREER OPPORTUNITIES IN SPORTS MANAGEMENT NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET Learner: Ronnie Wayne Autry || SML7005|Dr. Shani Compton| || Sports Revenue Management and Leadership|Assign # 11: Sports Management Career| || Faculty Use Only Career Opportunities in Sports Management Abstract This study was designed to explore the specific competencies essential for a career in sports management and promotion in campus, public, and recreation settings. Utilizing the means of the Competencies of Sport Managers device, the competencies of sport administrators and managers were represented by four factors, identified as Management Techniques, sport programming, business administration, and theoretical perspectives. Discriminant analysis revealed that sport administrators in campus recreation settings placed more emphasis on theoretical perspectives and less emphasis on sport programming. When compared to sport management, administrators in the promotions departments placed more emphasis on sport programming and theoretical perspectives, with faculty placing more emphasis on management techniques and business administration. This study reinforces the need for professional sport commissioners and managers to possess a strong management and business base, along with competence in sport programming and recreational sport theory/foundations. Achieving greater understanding of the nature...
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...American Psychological Association, Inc. 0021-9010/03/$12.00 DOI: 10.1037/0021-9010.88.5.852 An Investigation of Race and Sex Similarity Effects in Interviews: A Multilevel Approach to Relational Demography Joshua M. Sacco Aon Consulting Christine R. Scheu, Ann Marie Ryan, and Neal Schmitt Michigan State University This research studied the effects of race and sex similarity on ratings in one-on-one highly structured college recruiting interviews (N 708 interviewers and 12,203 applicants for 7 different job families). A series of hierarchical linear models provided no evidence for similarity effects, although the commonly used D-score and analysis-of-variance– based interaction approaches conducted at the individual level of analysis yielded different results. The disparate results demonstrate the importance of attending to nested data structures and levels of analysis issues more broadly. Practically, the results suggest that organizations using carefully administered highly structured interviews may not need to be concerned about bias due to the mismatch between interviewer and applicant race or sex. There is a large body of literature supporting the notion that demographic similarity affects important outcomes at work (see Riordan, 2000; Williams & O’Reilly, 1998, for a review). For instance, researchers have reported that demographic similarity is positively related to communication, the probability of remaining on the job, and job satisfaction (Tsui & O’Reilly, 1989;...
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...Human Resource Management Review 19 (2009) 117–133 Contents lists available at ScienceDirect Human Resource Management Review j o u r n a l h o m e p a g e : w w w. e l s ev i e r. c o m / l o c a t e / h u m r e s Diversity in organizations: Where are we now and where are we going? Lynn M. Shore ⁎, Beth G. Chung-Herrera, Michelle A. Dean, Karen Holcombe Ehrhart, Don I. Jung, Amy E. Randel, Gangaram Singh Institute for Inclusiveness and Diversity in Organizations, Department of Management, College of Business Administration, San Diego State University, 5500 Campanile Drive, San Diego, CA 92182, USA a r t i c l e i n f o Keywords: Diversity Inclusiveness a b s t r a c t A great deal of research has focused on workforce diversity. Despite an increasing number of studies, few consistent conclusions have yet to be reached about the antecedents and outcomes of diversity. Likewise, research on different dimensions of diversity (e.g., age, race, gender, sexual orientation, disability, and culture) has mostly evolved independently. Therefore, the purpose of this review is to examine each of these dimensions of diversity to describe common themes across dimensions and to develop an integrative model of diversity. © 2008 Elsevier Inc. All rights reserved. While the term “workforce diversity” is commonly used in scholarly articles as well as in the popular press, the focus and scope of the research is both varied and broad. Until recently, most studies...
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...Contents Preface Acknowledgments Introduction 1 BRAIN POWER Myth #1 Most People Use Only 10% of Their Brain Power Myth #2 Some People Are Left-Brained, Others Are Right-Brained Myth #3 Extrasensory Perception (ESP) Is a Well-Established Scientific Phenomenon Myth #4 Visual Perceptions Are Accompanied by Tiny Emissions from the Eyes Myth #5 Subliminal Messages Can Persuade People to Purchase Products 2 FROM WOMB TO TOMB Myth #6 Playing Mozart’s Music to Infants Boosts Their Intelligence Myth #7 Adolescence Is Inevitably a Time of Psychological Turmoil Myth #8 Most People Experience a Midlife Crisis in | 8 Their 40s or Early 50s Myth #9 Old Age Is Typically Associated with Increased Dissatisfaction and Senility Myth #10 When Dying, People Pass through a Universal Series of Psychological Stages 3 A REMEMBRANCE OF THINGS PAST Myth #11 Human Memory Works like a Tape Recorder or Video Camera, and Accurate Events We’ve Experienced Myth #12 Hypnosis Is Useful for Retrieving Memories of Forgotten Events Myth #13 Individuals Commonly Repress the Memories of Traumatic Experiences Myth #14 Most People with Amnesia Forget All Details of Their Earlier Lives 4 TEACHING OLD DOGS NEW TRICKS Myth #15 Intelligence (IQ) Tests Are Biased against Certain Groups of People My th #16 If You’re Unsure of Your Answer When Taking a Test, It’s Best to Stick with Your Initial Hunch Myth #17 The Defining Feature of Dyslexia Is Reversing Letters Myth #18 Students Learn Best When Teaching Styles Are Matched to...
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...Model of P.-F. Verhulst Hugo Pastijn Department of Mathematics, Royal Military Academy B-1000 Brussels, Belgium Hugo.Pastijn@rma.ac.be Summary. Pierre-Fran¸ois Verhulst was born 200 years ago. After a short biograc phy of P.-F. Verhulst in which the link with the Royal Military Academy in Brussels is emphasized, the early history of the so-called “Logistic Model” is described. The relationship with older growth models is discussed, and the motivation of Verhulst to introduce different kinds of limited growth models is presented. The (re-)discovery of the chaotic behaviour of the discrete version of this logistic model in the late previous century is reminded. We conclude by referring to some generalizations of the logistic model, which were used to describe growth and diffusion processes in the context of technological innovation, and for which the author studied the chaotic behaviour by means of a series of computer experiments, performed in the eighties of last century by means of the then emerging “micro-computer” technology. 1 P.-F. Verhulst and the Royal Military Academy in Brussels In the year 1844, at the age of 40, when Pierre-Fran¸ois Verhulst on November c 30 presented his contribution to the “M´moires de l’Acad´mie” of the young e e Belgian nation, a paper which was published the next year in “tome XVIII” with the title: “Recherches math´matiques sur la loi d’accroissement de la e population” (mathematical investigations of the law of population growth), he did certainly...
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...Facebook and Follow us on Twitter! F I F T H E D I T I O N An Introduction to Multicultural Education James A. Banks University of Washington, Seattle Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo ISBN 1-269-53060-7 An Introduction to Multicultural Education, Fifth Edition, by James A. Banks. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President/Editorial Director: Jeffery Johnston Executive Editor: Linda Bishop Editorial Assistant: Laura Marenghi Senior Marketing Manager: Darcy Betts Production Editor: Karen Mason Production Project Manager: Elizabeth Gale Napolitano Manager, Central Design: Jayne Conte Cover Designer: Laura Gardner Cover Art: “Sea and Sky” (013) 2003 © Marvin Oliver Artist Full Service Project Manager: Niraj Bhatt, Aptara® , Inc. Composition: Aptara® , Inc. Printer/Binder/Cover Printer: Courier Westford Text Font: ITC Stone Serif Std 10/12 Text Credits: Page 11, Stiglitz excerpt: From Stiglitz, J.E. (2012). The price of inequality: How today’s divided society endangers our future. New York, NY: Norton; page 18, Morrison excerpt: Morrison, T. (2012). Home: A novel. New York, NY: Alfred A. Knopf; page 26, Goncalves e Sliva excerpt: Gonçalves e Sliva, P. B. (2004). Citizenship and education in Brazil: The contribution...
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...Lexical cohesion and the organization of discourse First year report PhD student: Ildikó Berzlánovich Supervisors: Prof. Dr. Gisela Redeker Dr. Markus Egg Center for Language and Cognition Groningen University of Groningen 2008 Table of contents 1 Introduction.........................................................................................................1 2 Lexical cohesion...................................................................................................2 2.1 Lexical cohesion and discourse organization................................................2 2.1.1 Introduction.............................................................................................2 2.1.2 Lexical cohesion and genre.....................................................................2 2.1.3 Lexical cohesion and coherence .............................................................3 2.2 The role of lexical cohesion in the segmentation and centrality of discourse units......................................................................................................................5 2.2.1 Introduction.............................................................................................5 2.2.2 Discourse segmentation ..........................................................................6 2.2.3 Central discourse units............................................................................8 2.2.4 Conclusion .........................................
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...EFSA Scientific Report (2009) 231, 1-107 SCIENTIFIC COOPERATION AND ASSISTANCE SCIENTIFIC REPORT OF EFSA Review of the potential health impact of β-casomorphins and related peptides 1 Report of the DATEX Working Group on β-casomorphins (Question N° EFSA-Q-2008-379) Issued on 29 January 2009 WORKING GROUP MEMBERS Ivano De Noni, Richard J. FitzGerald, Hannu J. T. Korhonen, Yves Le Roux, Chris T. Livesey, Inga Thorsdottir, Daniel Tomé, Renger Witkamp. 1 For citation purposes: Scientific Report of EFSA prepared by a DATEX Working Group on the potential health impact of β-casomorphins and related peptides. EFSA Scientific Report (2009) 231, 1-107 © European Food Safety Authority, 2009 Review of the potential health impact of β-casomorphins and related peptides SUMMARY Proteins are a very diverse family of large organic compounds involved in many important biological processes. Following their enzymatic hydrolysis during food processing or digestion, proteins may release fragments from their primary amino acid sequence. These fragments are called peptides, and many of them are known to be physiologically active. The possible beneficial effects of bioactive peptides have attracted increasing interest in recent years. On the other hand, there are also reports suggesting that some food-derived peptides might adversely affect human health. Among these, β-casomorphin-7 (BCM7), a peptide sequence present in the milk protein β-casein, has been suggested to...
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...e eBook Collection This is a Protected PDF document. Please enter your user name and password to unlock the text. User Name: Password: Unlock Remember my user name and password. If you are experiencing problems unlocking this document or you have questions regarding Protectedpdf files please contact a Technical Support representative: In the United States: 1-877-832-4867 In Canada: 1-800-859-3682 Outside the U.S. and Canada: 1-602-387-2222 Email: technicalsupport@apollogrp.edu. This document is published by:Apollo Group, Inc. ISBN 1-256-49231-0 joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka jokaGlossary joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka joka ...
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...provide comprehensive accounts of some of the most central and most rapidly developing areas of research in linguistics. Intended primarily for introductory and post-introductory students, they include exercises, discussion points, and suggestions for further reading. 1. Liliane Haegeman 2. 3. 4. 5. 6. 7. 8. 9. Andrew Spencer Helen Goodluck Ronald Wardhaugh Martin Atkinson Diane Blakemore Michael Kenstowicz Deborah Schiffrin John Clark and Colin Yallop 10. 11. 12. 13. Natsuko Tsujimura Robert D. Borsley Nigel Fabb Irene Heim and Angelika Kratzer 14. Liliane Haegeman and Jacqueline Guéron 15. Stephen Crain and Diane Lillo-Martin 16. Joan Bresnan 17. Barbara A. Fennell 18. Henry Rogers 19. Benjamin W. Fortson IV 20. AITA01 Liliane Haegeman 2 Introduction to Government and Binding Theory (Second Edition) Morphological Theory Language Acquisition Introduction to Sociolinguistics (Fifth Edition) Children’s Syntax Understanding Utterances Phonology in Generative Grammar Approaches to Discourse An Introduction to Phonetics and Phonology (Second Edition) An Introduction to Japanese Linguistics Modern Phrase Structure Grammar Linguistics and Literature Semantics in Generative Grammar English Grammar: A Generative Perspective An Introduction to Linguistic Theory and Language Acquisition Lexical-Functional Syntax A History of English: A Sociolinguistic Approach Writing Systems: A Linguistic Approach Indo-European...
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...[pic] Direct Instruction Lesson Plan – November 10, 2010 |Lesson Planning Information | |Teacher Candidate Name: Brenda Baker-Mitchell |Date: Nov 10, 2010 | |Mentor Teacher Name: | |JIU Professor Name: Dr. Alana James |JIU Course Name and Session: EDU 500 | |Grade: 9-12 | |Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Social Studies/US History – “The Removal of the Cherokee Indians” | |(DIRECT INSTRUCTION) | |Group Size: 25 | |Pre-Lesson Planning | |ACEI | ...
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...INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or |All sets are repeatable and| | |or the acquisition of...
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