...Famous Englanders Benjamin Franklin Vs John Winthrop Both, John Winthrop and Benjamin Franklin, have a great importance in the American’s History and from the study of their tenures we can figure out the similar thoughts shared by both of them. They both were from the different generations but played there parts in changing the situations. Born in 1587 in England, Winthrop became a successful lawyer in his mother country. He was also an ardent Puritan, and in 1629 he set forth to help establish the Massachusetts Bay Colony. Winthrop's history in New England was very largely that of the Massachusetts colony, of which he was twelve times chosen Governor by annual election, serving in 1629-34, 1637-40, in 1642-44, and in 1646-49, and dying in office. To the service of the colony he gave not merely unwearied devotion; but in its interests consumed strength and fortune. His own temper of mind was conservative and somewhat aristocratic, but he guided political development, often under circumstances of great difficulty, with singular fairness and conspicuous magnanimity. In 1634-5 he was a leader in putting the colony in a state of defense against possible coercion by the English government. He opposed the majority of his fellow-townsmen in the so-called "Antinomian controversy" of 1636-7, taking a strongly conservative attitude towards the questions in dispute. He was the first president of the Commissioners of the United Colonies of New England, organized in 1643...
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...vertical scroll bar. After doing this, you will no longer need to scroll down to see the buttons on the bottom of the exam interface. At the end of the exam, you may go back and re-check these toolbars to return to your normal view. If you have any questions, please contact us at techsupport@manhattangmat.com or call 800-576-GMAT (4628). Good luck practicing! Note: GMAT is a registered trademark of the Graduate Management Admission Council which neither sponsors nor endorses this test preparation service. AWA Essays In the Analytical Writing Assessment, you will be asked to write 2 essays. You will have exactly 30 minutes to write each essay. In the first essay, you are requried to analyze an argument. Your task is to critique the argument, not to present your own view on the given subject. In the second essay, you are required to analyze an issue. Your task is to present and support your particular view on the given issue. AWA ESSAYS: ANALYSIS OF AN ARGUMENT ESSAY QUESTION: The following appeared in a medical magazine: "Art and music have long been understood to have therapeutic effects for individuals who suffer from either physical or...
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...Most Americans nowadays like to think that they have the American Revolution pretty well figured out. Conventional wisdom starts the saga in 1763 when Britain, saddled with debt at the close of the Seven Years' War, levied new taxes that prompted her American colonists to resist, and then to reject, imperial rule. Having declared independence and defeated the British, American patriots then drafted the constitution that remains the law of the land to this day. With George Washington's inauguration as president in 1789, the story has a happy ending and the curtain comes down. This time-honored script renders the road from colonies to nation clear, smooth, and straight, with familiar landmarks along the way, from Boston's Massacre and Tea Party through Lexington and Concord, then on to Bunker Hill and Yorktown before reaching its destination: Philadelphia in 1787, where the Founders invented a government worthy of America's greatness. Those Founders are equally familiar. Washington and Thomas Jefferson, Benjamin Franklin and James Madison, Sam and John Adams, Patrick Henry and Alexander Hamilton: in the popular mind this band of worthies, more marble monuments than mere mortals, guides America towards its grand destiny with a sure and steady hand. "[F]or the vast majority of contemporary Americans," writes historian Joseph Ellis, the birth of this nation is shrouded by "a golden haze or halo."(1) So easy, so tame, so much "a land of foregone conclusions" does America's Revolution...
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...parents in the large village Ogidi, in Igboland, Eastern Nigeria. He received an early education in English, but grew up surrounded by a complex fusion of Igbo traditions and colonial legacy. He studied literature and medicine at the University of Ibadan; after graduating, he went to work for the Nigerian Broadcasting Company in Lagos and later studied at the British Broadcasting Corporation staff school in London. During this time, Achebe was developing work as a writer. Starting in the 1950s, he was central to a new Nigerian literary movement that drew on the oral traditions of Nigeria's indigenous tribes. Although Achebe wrote in English, he attempted to incorporate Igbo vocabulary and narratives. Things Fall Apart (1958) was his first novel, and remains his best-known work. It has been translated into at least forty-five languages, and has sold eight million copies worldwide. Chinua Achebe’s “African Trilogy” : Things Fall Apart, No Longer at Ease, Arrow of God captures a society caught between its traditional roots and the demands of a rapidly changing world. A titled Ibo chieftain himself, Achebe's novels focus on the traditions of Igbo society, the effect of Christian influences, and the clash of Western and traditional African values during and after the colonial era. His style relies heavily on the Ibo oral tradition, and combines...
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...Part I Colonial SocietY,1492-1783 what evidence colony in 1622and wrote a report of the conditions he saw there. failings were as much or perhaps even more to blame did h; provide that human document' than natural causes for the sufferings of the colonists? The second report, is a letter written by indentured servant Richard dated a year after Butler's exploitation of Frethorne to his parents in England, in which he reveals that the was well under way by 1623' human labor in Virginia winthrop of the As you read the third document, written by Governor John note the differences in what Breen termed operative Massachusetts Bay Colony, in Virginia' Comvalues between the stated goals for that colony and conditions journey to America in 1630, winthrop's statement clearly exposed during his forth the pressed the religious motives of the Puritan adventurers and set communal effort take precedence over individual amideologlcal objective that what did winthrop mean by his declaration that "we shall be as a city bition. upon a Hill"? quite different, characcircumstances had done much to modify the original, and and within a generation of the founding of Virginia and Massachusetts, time that their ters of the two colonies. The Virginia colonists ultimately realized quickly would not find fulfillment; eventually, the expandreams of getting rich nonethesion of agrlculture furthered the development of a more stable-but Massachusetts also represented a success story, less prosperous-society...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...Barbara Jeanne Fields Slavery, Race and Ideology in the United States of America Two years ago, a sports announcer in the United States lost his job because he enlarged indiscreetly—that is, before a television audience—upon his views about ‘racial’ differences. Asked why there are so few black coaches in basketball, Jimmy ‘the Greek’ Snyder remarked that black athletes already hold an advantage as basketball players because they have longer thighs than white athletes, their ancestors having been deliberately bred that way during slavery. ‘This goes all the way to the Civil War,’ Jimmy the Greek explained, ‘when during the slave trading . . . the owner, the slave owner would breed his big black to his big woman so he could have a big black kid, you see.’ Astonishing though it may seem, Snyder intended his remark as a compliment to black athletes. If black men became coaches, he said, there would be nothing left for white men to do in basketball at all. Embarrassed by such rank and open expression of racism in the most ignorant form, the network fired Jimmy the Greek from his job. Any fool, the network must have decided, should know that such things may be spoken in the privacy of the 95 locker-room in an all-white club, but not into a microphone and before a camera. Of course, Jimmy the Greek lays no claim to being educated or well informed. Before he was hired to keep audiences entertained during the slack moments of televised sports events, he was...
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...cent of its Government revenues on providing education for its children and young people, and began to consider what that education should be doing. For in our circumstances it is impossible to devote Shs. 147,330,000/- every year to education for some of our children (while others go without) unless its result has a proportionate relevance, to the society we are trying to create. The educational systems in different kinds of societies in the world have been, and are, very different in organization and in content. They are different because the societies providing the education are different, and because education, whether it be formal or informal, has a purpose. That purpose is to transmit from one generation to the next the accumulated wisdom and knowledge of the society, and to prepare the young people for their future membership of the society and their active participation in its maintenance or development. This...
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...| Business Leadership and Human Values Seminar2 CreditsBU 131.601.F5Summer Session 2016Wednesdays 1:30-4:30pm -- June 8 – July 27 Harbor East Room 230 | Instructor Rick Milter, Ph.D. Contact Information Phone Number: 410.234.9422 milter@jhu.edu Office Hours Typically before class session or by appointment. Required Learning Materials This course is a series of thematic conversations about human values and your responsibilities as an emerging/aspiring business leader. There is no traditional textbook, but there is much reading. You are required to read The Moral Compass: Leadership for a Free World, a workbook by Lindsay Thompson available online as a PDF in Course Documents. You will find details about required learning materials in the Bibliography and Theme Briefs sections of the Syllabus. Course Description and Overview This course explores ethical leadership as a framework for enterprise value creation in a complex environment of competing economic and moral claims. Students examine the intrinsic ethical challenges of leadership and the concept of a moral compass as a foundation for responding effectively to the ethical challenges of corporate citizenship and value creation in a competitive global economy. (2 credits) Syllabus Table of Contents Page Topic 2 Bibliography & Learning Resources 6 Calendar, Seminar Structure, Theme Briefs, Content 42 Seminar Preparation Toolkit 48 Learning Objectives, Graded Assignments...
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...University of Tennessee, Knoxville Trace: Tennessee Research and Creative Exchange Masters Theses Graduate School 5-2010 Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context Leah Rang University of Tennessee - Knoxville, lrang@utk.edu Recommended Citation Rang, Leah, "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context. " Master's Thesis, University of Tennessee, 2010. http://trace.tennessee.edu/utk_gradthes/655 This Thesis is brought to you for free and open access by the Graduate School at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Masters Theses by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact trace@utk.edu. To the Graduate Council: I am submitting herewith a thesis written by Leah Rang entitled "Bharati Mukherjee and the American Immigrant: Reimaging the Nation in a Global Context." I have examined the final electronic copy of this thesis for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Master of Arts, with a major in English. Urmila Seshagiri, Major Professor We have read this thesis and recommend its acceptance: Lisi Schoenbach, Bill Hardwig Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official student records.) To the Graduate Council:...
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...The Nobel Prize in Literature 1913 Rabindranath Tagore Tagore and His India by Amartya Sen* Voice of Bengal Rabindranath Tagore, who died in 1941 at the age of eighty, is a towering figure in the millennium-old literature of Bengal. Anyone who becomes familiar with this large and flourishing tradition will be impressed by the power of Tagore's presence in Bangladesh and in India. His poetry as well as his novels, short stories, and essays are very widely read, and the songs he composed reverberate around the eastern part of India and throughout In contrast, in the rest of the world, especially in Europe and America, the excitement that Tagore's writings created in the early years of the twentieth century has largely vanished. The enthusiasm with which his work was once greeted was quite remarkable. Gitanjali, a selection of his poetry for which he was awarded the Nobel Prize in Literature in 1913, was published in English translation in London in March of that year, and had been reprinted ten times by November, when the award was announced. But he is not much read now in the West, and already by 1937, Graham Greene was able to say: "As for Rabindranath Tagore, I cannot believe that anyone but Mr. Yeats can still take his poems very seriously." The Mystic The contrast between Tagore's commanding presence in Bengali literature and culture, and his near-total eclipse in the rest of the world, is perhaps less interesting than the distinction between the view of Tagore...
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...NATIONAL OPEN UNIVERSITY OF NIGERIA SCHOOL OF ARTS AND SOCIAL SCIENCE COURSE CODE:POL 122 COURSE TITLE:INTRODUCTION TO AFRICAN POLITICS POL 122 INTRODUCTION TO AFRICAN POLITICS COURSE GUIDE POL 122 INTRODUCTION TO AFRICAN POLITICS Course Writer/Developer Mr. Sikiru Lanre Nurudeen Department of Political Science and Conflict Resolution Al – Hikmah University, Ilorin Kwara State Course Editor Prof. M. Olarotimi Ajayi Faculty of Social Sciences Covenant University Otta Course Coordinator Mr. Abdul-Rahoof A. Bello National Open University of Nigeria ii POL 122 INTRODUCTION TO AFRICAN POLITICS NATIONAL OPEN UNIVERSITY OF NIGERIA National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Office No. 5 Dar es Salaam Street Off Aminu Kano Crescent Wuse II, Abuja Nigeria e-mail: centralinfo@nou.edu.ng URL: www.nou.edu.ng Published by National Open University of Nigeria Printed 2009 ISBN: 978-058-415-3 All Rights Reserved iii POL 122 INTRODUCTION TO AFRICAN POLITICS CONTENTS PAGE Introduction ………………………………………….…………… 1 Course Aims ……………………………………………………… 1 Course Objectives ………………………………………………... 1 Working through Course……………………………………. This 2 Course Materials………………………………………………….. 2 Study Units………………………………………………………. . 2 Text books and References……………………………………….. 3 Assessment File…………………………………………………… 3 Tutor-Marked Assignment ……………………….. ……………… 4 iv POL 122 INTRODUCTION TO AFRICAN POLITICS Final Examination Grading…………………………………...
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...Dependency Theory: An Introduction 1. Vincent Ferraro, Mount Holyoke College South Hadley, MA July 1996 Background Dependency Theory developed in the late 1950s under the guidance of the Director of the United Nations Economic Commission for Latin America, Raul Prebisch. Prebisch and his colleagues were troubled by the fact that economic growth in the advanced industrialized countries did not necessarily lead to growth in the poorer countries. Indeed, their studies suggested that economic activity in the richer countries often led to serious economic problems in the poorer countries. Such a possibility was not predicted by neoclassical theory, which had assumed that economic growth was beneficial to all (Pareto optimal) even if the benefits were not always equally shared. Prebisch's initial explanation for the phenomenon was very straightforward: poor countries exported primary commodities to the rich countries who then manufactured products out of those commodities and sold them back to the poorer countries. The "Value Added" by manufacturing a usable product always cost more than the primary products used to create those products. Therefore, poorer countries would never be earning enough from their export earnings to pay for their imports. Prebisch's solution was similarly straightforward: poorer countries should embark on programs of import substitution so that they need not purchase the manufactured products from the richer countries. The poorer countries would still sell...
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...Th e T yranny of Gui lt • Pa s c a l B ru c k n e r Translated from the French by s t ev e n r e n da l l The tyranny of Guilt An Essay on Western Masochism • P r i n c e t o n u n i v e r si t y P r e s s Princeton and Oxford english translation copyright © 2010 by Princeton university Press First published as La tyrannie de la pénitence: essai sur le masochisme occidental by Pascal Bruckner, copyright © 2006 by Grasset & Fasquelle Published by Princeton university Press, 41 William street, Princeton, new Jersey 08540 in the united kingdom: Princeton university Press, 6 oxford street, Woodstock, oxfordshire OX20 1TW press.princeton.edu all rights reserved library of congress cataloging-in-Publication data Bruckner, Pascal. [tyrannie de la pénitence. english] The tyranny of guilt: an essay on Western masochism / Pascal Bruckner; translated from the French by steven rendall. p. cm. includes index. isBn 978-0-691-14376-7 (cloth : alk. paper) 1. civilization, Western— 20th century. 2. civilization, Western—21st century. 3. international relations—Moral and ethical aspects. 4. Western countries—Foreign relations. 5. Western countries—intellectual life. 6. Guilt 7. self-hate (Psychology) 8. World politics. i. title. CB245.B7613 2010 909’.09821--dc22 2009032666 British library cataloging-in-Publication data is available cet ouvrage, publié dans le cadre d’un programme d’aide à la publication, bénéficie du soutien du Ministère des affaires étrangères et du service...
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