...Who was James Madison? James Madison, our fourth president was one of our nation’s founding fathers. He was born on March 16th 1751 to his parents Eleanor Conway and James Madison Sr. Throughout much of his life James Madison was in poor health. Because of this, he was schooled at home and became quiet prosperous in his studies. It was even rumored that by the age of eleven, James had read his father’s entire library. After much schooling, Madison attended a preparatory school and later studied at the university of Princeton. What were some of James Madison’s accomplishments? Likely the most praised accomplishment of James Madison, was his continued help in forming the U.S. Constitution as well as the Bill of Rights. Another of his major...
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...Drew Wilson 10/22/14 History Farrell James Madison and Creation of American Republic Discuss and evaluate Madison’s background and education. In what ways did they prepare him for public life? They prepared James Madison to excel in his studies, so he could later become the president of the United States. James Madison was born on March 16, 1751 in Port Conway, Virginia and died June 28, 1836 in Orange County, Virginia. His parents were Nellie Conway Madison and James Madison Sr. James Madison was the oldest of twelve children, only seven survived infancy. He attended a preparatory school in Orange County, Virginia and tutored at home until the age of eighteen. Then he enrolled at the College in New Jersey, later known as Princeton University. He excelled in his studies Latin and Greek, and graduated early in 1771. He suffered a nervous disorder that affected him greatly. He lacked ambition until the outbreak of the American Revolution and he devoted himself entirely into politics. Madison believed that the biography of a public man should consist of the record of what he had done. Discuss three major accomplishments which help form Madison’s biography. Madison was elected to office for the first time in 1774. Two years later, he took a seat at the Virginia Constitutional Convention. He played a major role for American independence from the British. However, with Thomas Jefferson's election in 1800, Madison moved from Congress to the Executive Branch as Secretary...
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...background does not always tell their whole story. James Madison Jr. was born on March 16, 1751 in King George County, Virginia. He was born while his mother was visiting her parents. Shortly after, he and his mother headed back to Orange County, and there, he grew up. He was the oldest of ten children, and he was very smart. Before college, he went to a private school and had a private tutor to help more with his studies. After high school, he attended the College of New Jersey, or now, Princeton. He graduated in 1771. He wanted to join the military, but could not because of an unknown illness that he had had for a while. His illness did not stop him though. He went on to marry Dolley Payne Todd in 1794 where they raised a son. Before and during the Revolutionary War in 1775, James Madison had many accomplishments. Though there are no specific dates, he served on the Orange County Committee of Safety, and then in 1776 went on to serve in the Virginia Convention, and was there to help frame the Virginia Constitution. This deemed Virginia as an independent state. He was chosen to represent Virginia in the Continental Congress in 1780 to 1783 and also in 1786 to 1788. While he was in the Continental Congress for the second,...
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...James Madison born in 1751. As a child he was raised in a moderately well off family being one of 12 children. Throughout the course of his lifetime, he would grow up to a be a highly influential founding father of the United States of America. From the Federalist papers to war to a national bank, Madison made many beneficial contributions, which is why remains one of the most well known presidents in United States history. Throughout his lifetime, he made contributions in three main categories, contributions before of his presidency, contributions during his presidency, and contributions after his presidency. Madison made many advances before his presidency. Madison started his political career through the Virginia state legislature. He...
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...believes that the only to prevent harm done to the minorities by the majorities is “to keep majorities from uniting around a common interest – the reverse of what transformational leaders are supposed to do” (Ethics, 124). In general, I agree with Keeley. He attributes this idea to James Madison, although other scholars have disagreed about Madison’s true options. I will not enter the dispute about Madison’s ideas and opinions; that would be an exercise in history. Rather, I will discuss the content of the argument: whether transformational leadership harms minorities. Other issues, such as the effectiveness of transformational leadership and other ethical implications of the leadership types are beyond the scope of this paper and will not be discussed. To clearly present the issue, I will first define the two types of leadership. The definition of transactional leadership is quite intuitive. This type describes the interaction between leader and follower as a transaction. This is akin to the factor market studied in economics; a follower agrees to serve the leader in return for some sort of incentive. This could be a wage if it is in business, or perhaps just a feeling of accomplishment in a volunteer situation. Transformational leadership, which has been researched for the last 25 years, runs much deeper than the previous type. With transformational leadership, “the object is to turn individuals’ attention toward larger causes … thereby converting self-interest into...
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...would propose a coast amendment that all able-bodied young Americans devote at least two years of their lives in support of their country. That support would be in the form of military or civil duty. This country was founded by individuals who gave their time, money and sometimes lives to create a society where all have the same opportunity to succeed, or at the very least are not barred from succeeding. That opportunity comes with a cost. Monetary cost in the way of taxes to support this system. Also costs in the way of manpower and intellect. It is my belief that the intellectual support is as important, if not more so, then the physical. Alexander Hamilton, John Jay and James Madison’s work in the federalist papers, can be argued, were as important to the American Revolution as any accomplishment on the battlefield. To that I would define able-bodied as anyone not physically or mentally handicapped that can or does hold a full or part time employment or anyone who is not able to hold a job as determined by the Social Security Administration guidelines. I would define young as anyone between the ages of eighteen and twenty-six. Therefore the service could be before people begin college, trade school, or a career. The service can be done after school but before most begin families with the associated obligations they bring. We see the effects on so many families with the deployments to support the wars in Iraq and Afghanistan. I would try to minimize the damage to families...
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...to check and balance each other. They were like how the three branches of this nation’s government watch and correct each other on the constitutionality of an act that will be made. An example would be when during the crisis of the petition to end slavery and its trade across the Atlantic Ocean. There was a large argument from the Congressional Representatives from the south, who believed that the petition was against the Great Compromise placed in the founding of the Constitution. The reason was that it would end the agreement that the trade of slaves would continue until 1808. The North supported the petition and wanted to end the trade. This would lead to a large fight and words of racism towards the ‘Quackery Petitioners’. However, James Madison managed, to reduce the heated debate, and “instruct that Congress does not have the power to end the trade till 1808” (Ellis 87). He also stated that they can “discuss about ending the particular institution of slavery” (Ellis 87). Madison knew that legally, the need of ending slave trade could not happen until 1808. This was the agreed time period that the South was willing to let go of the trade in the Constitutional Convention in 1787. Madison wrote the Constitution and knew that he must follow what was stated as well as implied in it. Breaking the agreement of ending the slave trade early would probably have Madison think that he was shredding his own written Constitution. Secondly, Ellis tells the reader is that the Founders...
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...Community College Homework 1-5 Presented To: Lloyd W. Gaddis By Yushana Ford Government 2305 8:00A.M- 9:30A.M Mon/Wed 09/20/2015 Chapter 1: The More Things Change…The More They Stay the Same 1. Analyze current problems and issues in American Government by applying Historical perspectives: -History Repeats Itself +A new Communication medium paves the way to Electoral Victory- Meaning the internet and social media have revolutionized American politics. Campaign advertising is the use of an advertising campaign through the media to influence political debate and ultimately voters. Political advertising has changed drastically over the last several decades. Harry S. Truman was proud of his accomplishment of shaking approximately 500,000 hands but his accomplishment was soon pale compared to the next presidential election with the advent of television, war hero and presidential candidate D.W Eisenhower created commercials to get votes and so on and it different with different elections and different decades. +The Power of Incumbency- It is usually used in reference to elections where races can often be defined as being between an incumbent and non-incumbents. Incumbents have easier access to campaign finance and government resources that can be indirectly used to boost a campaign. Incumbency is any elected official who is already in office and seeking re-election. 2. Explain the Philosophical underpinnings of American Political System through the Exploration...
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...ACCOUNT CLASSIFICATION AND PRESENTATION Account Title Accounts Payable Accounts Receivable Accumulated Depreciation—Buildings Accumulated Depreciation—Equipment Advertising Expense Allowance for Doubtful Accounts Amortization Expense Bad Debt Expense Bonds Payable Buildings Cash Common Stock Copyrights Cost of Goods Sold Debt Investments Depreciation Expense Discount on Bonds Payable Dividend Revenue Dividends Dividends Payable Equipment Freight-Out Gain on Disposal of Plant Assets Goodwill Income Summary Income Tax Expense Income Taxes Payable Insurance Expense Interest Expense Interest Payable Interest Receivable Interest Revenue Inventory Classification A Current Liability Current Asset Plant Asset—Contra Plant Asset—Contra Operating Expense Current Asset—Contra Operating Expense Financial Statement Balance Sheet Balance Sheet Balance Sheet Balance Sheet Income Statement Balance Sheet Income Statement Income Statement Balance Sheet Balance Sheet Normal Balance Credit Debit Credit Credit Debit Credit Debit Debit Credit Debit Debit Credit Debit Debit Debit Debit Debit Credit Debit Credit Debit Debit Credit Debit (1) Debit Credit Debit Debit Credit Debit Credit Debit B Operating Expense Long-Term Liability Plant Asset C Current Asset Stockholders' Equity Intangible Asset Cost of Goods Sold Balance Sheet Balance Sheet Balance Sheet Income Statement Balance Sheet Income Statement Balance Sheet Income Statement Retained Earnings Statement Balance Sheet Balance...
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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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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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...ORGANIZATIONAL POWER POLITICS This page intentionally left blank ORGANIZATIONAL POWER POLITICS Tactics in Organizational Leadership Second Edition GILBERT W. FAIRHOLM PRAEGER An Imprint of ABC-CLIO, LLC Copyright © 2009 by Gilbert W. Fairholm All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except for the inclusion of brief quotations in a review, without prior permission in writing from the publisher. Library of Congress Cataloging-in-Publication Data Fairholm, Gilbert W. Organizational power politics : tactics in organizational leadership / Gilbert W. Fairholm. — 2nd ed. p. cm. Includes bibliographical references and index. ISBN 978-0-313-37976-5 (alk. paper) — ISBN 978-0-313-37977-2 (ebook) 1. Office politics. 2. Leadership. 3. Power (Social sciences) I. Title. HF5386.5.F35 2009 658.4’095—dc22 2009018808 13 12 11 10 09 1 2 3 4 5 This book is also available on the World Wide Web as an eBook. Visit www.abc-clio.com for details. ABC-CLIO, LLC 130 Cremona Drive, P.O. Box 1911 Santa Barbara, California 93116-1911 This book is printed on acid-free paper Manufactured in the United States of America Contents Preface Acknowledgement Introduction: The History and Theory of Power Part I: Defining Power in Work Group Operations Chapter 1: Elements of a Definition Chapter 2: Defining the Forms of Power Chapter...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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...___________________________ LIVING HISTORY Hillary Rodham Clinton Simon & Schuster New York • London • Toronto • Sydney • Singapore To my parents, my husband, my daughter and all the good souls around the world whose inspiration, prayers, support and love blessed my heart and sustained me in the years of living history. AUTHOR’S NOTE In 1959, I wrote my autobiography for an assignment in sixth grade. In twenty-nine pages, most half-filled with earnest scrawl, I described my parents, brothers, pets, house, hobbies, school, sports and plans for the future. Forty-two years later, I began writing another memoir, this one about the eight years I spent in the White House living history with Bill Clinton. I quickly realized that I couldn’t explain my life as First Lady without going back to the beginning―how I became the woman I was that first day I walked into the White House on January 20, 1993, to take on a new role and experiences that would test and transform me in unexpected ways. By the time I crossed the threshold of the White House, I had been shaped by my family upbringing, education, religious faith and all that I had learned before―as the daughter of a staunch conservative father and a more liberal mother, a student activist, an advocate for children, a lawyer, Bill’s wife and Chelsea’s mom. For each chapter, there were more ideas I wanted to discuss than space allowed; more people to include than could be named; more places visited than could be described...
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...Contents Title Page Dedication Prologue CHAPTER ONE: Republicans and Democrats CHAPTER TWO: Values CHAPTER THREE: Our Constitution CHAPTER FOUR: Politics CHAPTER FIVE: Opportunity CHAPTER SIX: Faith CHAPTER SEVEN: Race CHAPTER EIGHT: The World Beyond Our Borders CHAPTER NINE: Family Epilogue Acknowledgments About the Author Also by Barack Obama Copyright Prologue IT’S BEEN ALMOST ten years since I first ran for political office. I was thirty-five at the time, four years out of law school, recently married, and generally impatient with life. A seat in the Illinois legislature had opened up, and several friends suggested that I run, thinking that my work as a civil rights lawyer, and contacts from my days as a community organizer, would make me a viable candidate. After discussing it with my wife, I entered the race and proceeded to do what every first-time candidate does: I talked to anyone who would listen. I went to block club meetings and church socials, beauty shops and barbershops. If two guys were standing on a corner, I would cross the street to hand them campaign literature. And everywhere I went, I’d get some version of the same two questions. “Where’d you get that funny name?” And then: “You seem like a nice enough guy. Why do you want to go into something dirty and nasty like politics?” I was familiar with the question, a variant on the questions asked of me years earlier, when I’d first arrived in Chicago to work in low-income neighborhoods. It signaled a cynicism...
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