...I have found Eleanor Roosevelt to be a truly fascinating woman. I have found myself wanting to learn more about her. I have always known she did great things for not only women, but all people. She was beyond caring. I didn’t know anything about her upbringing. Her life was not an easy one, as one normally assumes of the wealthy. She was born into wealth, with parents who were socialites in their time, yet I don’t think either of them were very happy people. Apparently, her mother, Anna Roosevelt, was quite the beauty and her father, Elliott Roosevelt, was an alcoholic who wasn’t home very much. Her mother called her “Granny” because she was such a serious child, but I believe this was also in reference to her looks; Eleanor wasn’t the beauty Anna had hoped for. She seemed often displeased with Eleanor. Her father, on the other hand, loved her very much and called her “Little Nell.” At a young age she lost both of her parents and one of her younger...
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...COM 120 Entire Course http://homeworkgallery.com/index.php/product/com-120-entire-course/ http://homeworkgallery.com/index.php/product/com-120-entire-course/ COM 120 Week 1 Single Mother Single mothers in America” is the title that I have chosen for my persuasive essay. I feel that being a single mother myself I can relate to them on the same ground as I am living a life walking in the same shoes as them. “With great power comes great responsibility” is a well known line from the movie Spider man. COM 120 Week 1 Capital Letters 103 1. – At the turn of a new century and a new Millennium, many people are reflecting on the historical changes that have taken place during the past hundred years. – At the turn of a new century and a new millennium, many people are reflecting on the historical changes that have taken place during the past hundred years. 2. – In the late 1990s, Americans began making lists reflecting their choices of the greatest Events, Literature, People, and Films of the century. – In the late 1990s, Americans began making lists reflecting their choices of the greatest events, literature, people, and films of the century. 3. – Most Americans would agree that the two World Wars shaped the twentieth century and this country’s role in it. – Most Americans would agree that the two world wars shaped the twentieth century and this country’s role in it. COM 120 Week 1 Comma Splices and Fused Sentences 562 1. Most people are familiar...
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...Assignment 1.2: Industrialization after the Civil War Final Paper Belinda Scott History 105: Spring 2014 Prof. Michael Smith Industrialization after the Civil War After the Civil War the United States became a much more industrialized society. Between 1865 in 1920 industrialization and proved American life in many ways. However industrialization also created problems for American society. This paper will introduce my previously crafted thesis statement where I stated my opinion on how industrialization after the Civil War influenced US society, economy, and politics. This paper will also identify three major aspect of the industrialization during 1865 in 1920 that influenced United States society, economy, and politics while considering issues such as; geography, entrepreneurship, and legislative representation. This paper will also identify three specific groups that were affected by industrialization and provide two examples of each group describing how the group was affected while considering issues such as race, ethnicity, gender, and child labor. Finally this paper will summarize how industrialization affected the life of the average working American during this period. After the Civil War the United States became a much more industrialized society. Between 1865 in 1920 industrialization improved American life in many ways. However industrialization...
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...TermPaperWarehouse.com - Free Term Papers, Essays and Research Documents The Research Paper Factory JoinSearchBrowseSaved Papers Home Page » Philosophy and Psychology Barriers to Self-Actualization In: Philosophy and Psychology Barriers to Self-Actualization Barriers to reaching self actualization. There are a number of factors which can prevent individuals from reaching self actualization. During the 1960’s, Maslow estimated that only 2% of the population ever achieve self-actualization. At this time, Maslow believed that figures such as Albert Einstein, Jane Addams, Eleanor Roosevelt, and Frederick Douglass fell into this category of being self-actualized. However, given the advances in equality and access to resources that have been made in the past 50 years, one would think that the percentage of the population who have achieved self-actualization would have increased. While there are no studies to ascertain whether this is or is not the case, there are a number of factors to be taken into consideration that act as barriers to self-actualization which I will now discuss. In the past 50 years, society in which we live has made a shift to being one that in largely concerned with materialism. As a result of this, from a young age individuals are becoming more and more materialistic and are focusing on obtaining the latest electrical gadgets, cars and footwear. The media plays a large part in this. Today even without leaving our house we are subjected...
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...Family Cultural Research Paper Ashley Ziemann WITC New Richmond Family Cultural Research Paper In Switzerland, there were very wealthy land owners. They were known as the Wipfli family. I did not realize that they were from royalty, I had always just known them as the Wipfli’s. They lived in the Wipfli castle containing 30 rooms, which was wsurrounded by a wall and a moat, which is still owned and occupied by present members of the family. Inside the castle at each of the four corners of the castle, there was a large dungeon. All the walls were covered by murals. There was a circular marble stairway that wound its way up in the middle of the building. On the stairs were the Stations of the Cross. The castle is noted for its one-half mile tunnel which leads from the castle, under the river and comes out to the next village where there was a lake. The purpose of the tunnel was to provide an escape during World War 2. It also has a summer house way up in the mountains where the family lived during long hot summers. My cousin, Kathi, has a painting of the summer house over her dining room fireplace. One of the original family’s sons fell in love with Josephine Van Albert, of the family of Prince Albert (on the tobacco can). They married against her families objections which was possible because the Wipfli’s were wealthier than the Van Albert’s, and they moved from England to Switzerland. Charlotte’s father promptly disowned her, thereby cutting her off all claim our family...
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...Tiffany Shelby Annotated Bibliography Capella University Cohen, R. (Ed.). (2002). Dear Mrs. Roosevelt: Letters from children of the great depression. Chapel Hill, NC: The University of North Carolina Press. The editor provides a context and elaborates on the meaning of nearly 200 letters written to Eleanor Roosevelt by children and youth experiencing the hardships of the Great Depression from 1933-1941. The young people request individual assistance, explain why their families are unable to provide basic necessities, and justify the worthiness of their requests. The poignant letters provide some insight into hard-working families during this period who either have no employment, work part-time, or work at low-paying jobs. Children and youth plead with Mrs. Roosevelt for clothing; for money to ward off evictions, pay debts, and purchase simple household conveniences; for funds for educational expenses, Christmas gifts for family members, marriage and new household expenses, bicycles to help their families, and for radios to ameliorate loneliness. The letters attest to the courage, tenacity, and intelligence of youth who had few resources, but hoped for better lives during this era. The editor also clarifies Mrs. Roosevelt and her staff’s responses to the letters. Only 1 percent of youths received the material assistance they requested. About 5 percent were told by Mrs. Roosevelt’s staff to seek help from New Deal agencies, 3 percent were directed toward charities, and...
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...My Personal Responsibility Gen/200 September 30, 2012 Tim Ferrara My Personal Responsibility There are many definitions to personal responsibility out in the world. In this paper we are saying what it means to our self. Personal Responsibility to me means working, going to school, paying bills, caring for the family and being held accountable for all my actions. My personal responsibility branches out many different ways. I work a full time job forty hours a week at a facility that takes care and assists in daily living of Intellectually Challenged Adults that cannot take care of them. During my work week I am forced to work over two days when second shift is shot of staff. I also help my brother in taking care of his two children during the week when he works late. Another responsibility I have is being a wife to a loving husband that is very supportive if me going back to school. Last but not least I am going to college for Psychology. To help me thrive I have two quotes that I love and try to follow. According to Goldberg (1990), “This is your life. You are responsible for it. You will not live forever. Don't wait.” This is my first favorite quote. According to Ayres (1996), “In the long run, we shape our lives, and we shape ourselves. The process never ends until we die. And the choices we make are ultimately our own responsibility.” This is my second favorite quote. With personal responsibility comes a challenge in one’s everyday life. There are...
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...Journal of Undergraduate Psychological Research 2008, Vol. 3 The Effects of Different Types of Music on Cognitive Abilities Laurel Harmon, Kristen Troester Taryn Pickwick, Giovanna Pelosi Western Connecticut State University A variety of research has been conducted on the effects of different types of music on cognitive abilities. Many of these studies are based upon the Mozart Effect, which claims that listening to classical music has an advantage over other types of music on learning. This study consists of two experiments which tested 54 college students ages 18-50. In Experiment 1, we hypothesized that participants exposed to Mozart would score significantly higher on a listening comprehension test than those exposed to rock music or silence. In Experiment 2, we hypothesized that listening to rock music would result in lower reading comprehension test scores than classical music or non-music groups. An ANOVA test indicated that the results for both experiments were non-significant. The relationship between music and learning has been an area of interest for researchers for many years. Some studies have shown that music can enhance cognitive abilities (Hall, 1952), and others have shown that it can interfere with complex cognitive processes but not simple processes (Fogelson, 1973). In 2004, researchers conducted a study that presented the effect of Mozart’s music on learning. The effect demonstrated that there may be an important relationship between certain types...
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...“Where, after all, do universal human rights begin? In small places, close to home - so close and so small that they cannot be seen on any maps of the world. Yet they are the world of the individual person; the neighborhood he lives in; the school or college he attends; the factory, farm, or office where he works. Such are the places where every man, woman, and child seeks equal justice, equal opportunity, equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere. Without concerted citizen action to uphold them close to home, we shall look in vain for progress in the larger world.” -Eleanor Roosevelt Introduction Millions have suffered crimes against humanity. Millions are left poor, without any of the basic needs to survive. Millions more suffer in forced labor. Other millions are discriminated on because of their race, gender, and nationality. When do these millions become less, or none for that matter? When will crimes against humanity stop? When will one’s race not matter? “The idea of human rights has a long history, but only in the past century has the international community sought to galvanize a regime to promote and guard them” (Council on Foreign Relations, 2013, 1). Particularly, since the United Nations was created in 1945, the world community has cooperated to codify human rights in a universally recognized regime of treaties, institutions, and norms...
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...Helen Keller's Family Helen Adams Keller was born a healthy child in Tuscumbia, Alabama, on June 27, 1880. On her father's side she was descended from Colonel Alexander Spottswood, a colonial governor of Virginia, and on her mother's side, she was related to a number of prominent New England families. Helen's father, Arthur Keller, was a captain in the Confederate army. The family lost most of its wealth during the Civil War and lived modestly. After the war, Captain Keller edited a local newspaper, the North Alabamian, and in 1885, under the Cleveland administration, he was appointed Marshal of North Alabama. When Helen Keller Met Anne Sullivan At the age of 19 months, Helen became deaf and blind as a result of an unknown illness, perhaps rubella or scarlet fever. As Helen grew from infancy into childhood, she became wild and unruly. As she so often remarked as an adult, her life changed on March 3, 1887. On that day, Anne Mansfield Sullivan came to Tuscumbia to be her teacher. Anne was a 20-year-old graduate of the Perkins School for the Blind. Compared with Helen, Anne couldn't have had a more different childhood and upbringing. The daughter of poor Irish immigrants, she entered Perkins at 14 years of age after four horrific years as a ward of the state at the Tewksbury Almshouse in Massachusetts. She was just 14 years older than her pupil Helen, and she too suffered from serious vision problems. Anne underwent many botched operations at a young age before...
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...Nina Wohl Columbia University Graduate School of Arts and Sciences AHIS W4855 African American Artists in the 20th and 21st Centuries Spring 2012 Research Paper – African American Art & the Great Depression The Great Depression was the worst economic downturn of the twentieth century. The federal government took unprecedented action to provide relief, recovery and reform. No group was harder hit by the Great Depression than African Americans. The New Deal was slow to deal with the unique situation faced by African Americans. The struggles of the Great Depression laid the foundation for the civil rights movement of the 1950s and 1960s. Art would play an important role in influencing the future. Despite its limitations, the New Deal, through the Works Progress Administration’s (WPA) Federal Arts Program (FAP), was responsible for reshaping the cultural agenda and “marked a significant turning point in the production of black culture.”1 The artists of the Great Depression built upon the work done during the Harlem Renaissance. New Deal art extended and affirmed art that translated “politics into cultural terms.”2 The FAP looked for a “new sense of authentic American culture – one that championed national values and traditions by celebrating regional and racial diversity.”3 As a result, many artists worked to place African Americans in the historical narrative of the United States while combating long held stereotypes. None were less important than Aaron Douglas...
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...concepts, theories and ideas that are evident in the book Self Leadership and The One Minute Manager. The bestselling author of this book, Ken Blanchard, tells a parable of a rising ad executive by the name of Steve, who becomes overwhelmed by his new responsibilities. Steve meets Cayla in a café as he prepares his resignation letter. Cayla, who is the essence of situational self-leadership, teaches Steve the three tricks of self-leadership that allows Steve to take charge of his career. First of all, as Northouse explains, effective leaders exhibit certain traits and characteristics (p.17). Some of the most recognized leaders of all time such as: Winston Churchill, Eleanor Roosevelt, and Oprah Winfrey posses a variation of these traits. While there is no clear cut answer on which specific traits are needed, research points to six key traits: intelligence, confidence, charisma, determination, sociability and integrity. Cayla displays several of these key traits and in turn, teaches Steve how to attain them. Cayla demonstrates a certain magnetic charm and appeal in each interaction she has with Steve which has a huge effect on her leadership abilities. This is evident by her use of ‘magic’, which gives her a certain charisma. Since confidence is a central trait of successful leaders, it is no surprise that Cayla not only possesses this trait, but...
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...------------------------------------------------- Social Science Research Council From Wikipedia, the free encyclopedia This article is about the American organization. For the British organization, see Economic and Social Research Council. | A major contributor to this article appears to have a close connection with its subject. It may require cleanup to comply with Wikipedia's content policies, particularly neutral point of view. Please discuss further on the talk page. (June 2013) | Social Science Research Council | Social Science Research Council | Motto | Necessary Knowledge for the Public Good | Formation | 1923 | Type | Social Sciences Think tank | Location | * Brooklyn, New York, USA | President | Ira Katznelson | Website | www.ssrc.org | The Social Science Research Council (SSRC) is a U.S.-based independent nonprofit organization dedicated to advancing research in the social sciences and related disciplines. Established in Manhattan in 1923, it today maintains a headquarters in Brooklyn Heights with a staff of approximately 70, and small regional offices in other parts of the world on an as-needed basis. The SSRC offers several fellowships to young researchers in the social sciences and related disciplines, mostly for overseas fieldwork. Contents [hide] * 1 History * 1.1 Early history * 1.2 Post-World War II * 1.3 Post-Cold War * 1.4 Past presidents * 2 Fellowships and other awards * 3 Resources ...
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...CycleMate [pic] Prepared by Julie Agboola juliea_419@hotmail.com Veysel Cetiner v.cetiner@gmail.com Shaun Fleming spfjr@umd.edu Alex Zhu alexqzhu@gmail.com December 7, 2006 TABLE OF CONTENTS 1. Abstract …………………………………………………………………...….…… 3 2. Credits ……………………………………………………………………...……... 4 3. Introduction ……………………………………………………………………….. 5 4. Discussion of Previous Work ………………………………………………...…… 6 i. Commercial System ……………………………………………….. 6 ii. Academic Papers ……………………………………………………7 iii. Relevant Web Sites ……………………………………………….. 8 5. Presentation of Design ………………………………………………………….….. 9 a. Targeting Users ……………………….……………………………….…... 9 b. System Interaction …………………………………………………….…... 9 c. Prototype Screenshots ………………………………………………..…… 11 i. Main Screen ………………………………………………………... 11 ii. Map ………………………………………………………………… 12 iii. Map #2 …….…..………………………………………………….... 13 iv. Directions ……….………………………………………………….. 14 v. Weather ……..…………………………………………………….... 15 vi. Emergency ………………………………………………………..... 16 vii. Tutorial #1 ………………………………………………………..... 17 viii. Tutorial #2 …………………………………………………...
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...CycleMate [pic] Prepared by Julie Agboola juliea_419@hotmail.com Veysel Cetiner v.cetiner@gmail.com Shaun Fleming spfjr@umd.edu Alex Zhu alexqzhu@gmail.com December 7, 2006 TABLE OF CONTENTS 1. Abstract …………………………………………………………………...….…… 3 2. Credits ……………………………………………………………………...……... 4 3. Introduction ……………………………………………………………………….. 5 4. Discussion of Previous Work ………………………………………………...…… 6 i. Commercial System ……………………………………………….. 6 ii. Academic Papers ……………………………………………………7 iii. Relevant Web Sites ……………………………………………….. 8 5. Presentation of Design ………………………………………………………….….. 9 a. Targeting Users ……………………….……………………………….…... 9 b. System Interaction …………………………………………………….…... 9 c. Prototype Screenshots ………………………………………………..…… 11 i. Main Screen ………………………………………………………... 11 ii. Map ………………………………………………………………… 12 iii. Map #2 …….…..………………………………………………….... 13 iv. Directions ……….………………………………………………….. 14 v. Weather ……..…………………………………………………….... 15 vi. Emergency ………………………………………………………..... 16 vii. Tutorial #1 ………………………………………………………..... 17 viii. Tutorial #2 …………………………………………………...
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