...John Quincy Adams President John Quincy Adams was the first president that was the son of another president.(The White House, p. 1) One of his nicknames was “Old Man Eloquent”. This is because after he was no longer the president, John Quincy Adams spent the rest of his life as a leading congressman.(History.com, p.1) John Quincy Adams was the best leader because he was well educated in his early life, in his presidency he opened trade with other countries, and his legacy was building much needed canals. John Quincy Adams was born on July 11, 1767 in Braintree, Massachusetts. (Braintree was later renamed Quincy.)(History.com, p.1) He had one sister and two brothers. John Adams, the second president, was John Quincy Adams’s father.(The White House, p.1) His mother was Abigail Adams. Abigail taught John Quincy Adams the necessary things like mathematics and languages when he was young. In 1785, John Quincy Adams enrolled in Harvard College, and he completed his studies in only two years.(American President: John Quincy Adams: Life Before the Presidency, p.1) On July 26, 1797, John Quincy Adams married Louisa Catherine Johnson. They had four children.(John Quincy Adams- President of the United States POTUS, p.1) John...
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...Jackson, the seventh president, is one of the most important and significant presidents in the history of the United States. As a vice-president and president (1824 to 1832) he reshaped and redirected the course of American expansion and democracy. Jackson believed the president is the direct representative of the people. He was the man of action and shrewd politician. He knew how to manipulate men and could be affable or abusive or abusive as the occasion demanded.(nation of nations, 2005 ) Andrew Jackson came to personify the new democratic culture. Through his forceful leadership he significantly expanded the powers of the presidency. Jackson threatened to use force against South Carolina when it tried to nullify the federal tariff using john c. Calhoun’s theory of nullification that is that a state convention could nullify a federal law. He vetoed a bill to recharter the second bank of the United States and destroyed the bank by removing its federal deposits. He called for legislation to remove native peoples west to of the Mississippi voiding treaties found legitimate by the Supreme Court during the winter months of 1835-36 to ensure the greatest suffering to these peoples. One quarter of the tribal people died in transit to Oklahoma during this move. Jacksonian era went through the deep and rapid changes. The revolution in markets brought both economic expansion and periodic depressions as its citizens competed for status and wealth. He converted the veto into an effective...
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...HISTORY ASSIGNMENT MASSACHUSETTS Submitted by Hykal Ghiffari (J13013761) Febriana Kartika Pangestu (J14014835) Yap Zhiying (J14014788) Wong Kah Yan (J13012181) Heo Yeongji (J13013496) Submitted to Ms. Roseliza Binti Mohd Ramly (HIS 251) Date of Submission 12 November 2014 INTRODUCTION Massachusetts which is officially the Commonwealth of Massachusetts is a state in the New England region. Massachusetts has played a major role in historical, cultural, and mercantile role in American history. Plymouth, which was a colony located in Massachusetts, was founded by the Pilgrims (travelled on Mayflower) in 1620. Harvard College, which is currently known as Harvard University, is the oldest higher learning institution in the United States. John Harvard contributed in the early progress of the college....
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...When will we see Change? A Critical look at Barack Obama and the democratic party. Charles Kerber POLS 202 9AM American Government Livingston This paper will take a critical look at the history of the democratic party, its most recent 2012 election, its current presidential candidate Barack Obama, and the latest platform. While the paper may read as being highly critical of President Obama, it should be caveated by the fact that this is an extremely trying time in the history of the United States, and the government is under considerable pressures from outside terrorism threats and international relations, to severe recession and domestic economic concerns. Nevertheless, one must look critically at President Obama, and answer has he really given us “change we can believe in”? Biography & history The Democratic party went through a number of iterations before it became the current democratic party. The party began as the anti federalists under the leadership of Thomas Jefferson and James Madison. Thomas Jefferson a former secretary of state under George Washington's administration who had resigned to protest the fiscal policies of Alexander Hamilton. These two rivals would become the basis of the first two political parties of the United States. Alexander Hamilton favored the constitution, the creation of a national bank and repayment of the revolutionary war debt with federal funds. Under this philosophy they would name themselves Federalists, for their leaders support of ratifying the constitution...
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...U.S. History and Constitution HIS120 Student Learning Outcomes (SLO) At the end of the course, students will be able to: SLO1. Describe the cultural, geographic and climatic influences on Native American societies. SLO2. Compare and contrast religious, social and cultural differences among the major European settlers. SLO3. Describe the events that helped create American nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S....
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...Divisions Contest Categories Important Notices for Contestants Program Materials 6 6 6 6 7 7 7 II. Rules For All Categories A. General Rules for All Categories B. Required Written Material for All Entries C. Contest Participation 8 10 11 III. Individual Category Rules A. B. C. D. E. Paper Exhibit Performance Documentary Web Site 13 15 17 17 19 IV. How Will Your Entry Be Judged? A. B. C. D. E. F. G. Benefits of the Evaluation Process Who are the Judges? How Does the Evaluation Process Work? Consensus Judging The Subjective Nature of Judging The Decision of the Judges is Final Evaluation Criteria i. Historical Quality ii. Relation to Theme iii. Clarity of Presentation H. Rule Compliance I. Sample Judge’s Evaluation 22 22 22 22 23 23 23 23 23 23 24 24 25 27 NATIONAL HISTORY DAY V. Category Checklist For Further Information 3 What is National History Day? National History Day (NHD) is a yearlong educational program that makes history come alive every day. You learn about interesting issues, ideas, people, and events of your choosing. It is an exciting way to study history because you express what you have learned in a creative and original performance, documentary, paper, web site, or exhibit. Through NHD you learn the skills and techniques of the historian...
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...Bruce W. Jentleson Strategic Recalibration: Framework for a 21stCentury National Security Strategy T he release of the Obama administration’s 2014 National Security Strategy comes amidst increasing criticism of its strategic savvy. Some are rank partisan, some Monday-morning quarterbacking. Some, though, reflect the intensifying debate over the optimal U.S. foreign policy strategy for our contemporary era. At one end of the debate are those advocating retrenchment, who see limited global threats on one hand and prioritize domestic concerns on the other—be they the budget-cutting of the Tea Party right or the nation-building-at-home of the progressive left. At the other end are neoconservatives and others pushing for re-assertiveness. This is based on a bullish assessment of U.S. power and the contention that it still is both in the U.S. national interest and that of world order for the United States to be the dominant nation. While retrenchment overestimates the extent to which the United States can stand apart, reassertiveness overestimates the extent to which it can sit atop. The United States must remain deeply and broadly engaged in the world, but it must do so through a strategy of recalibration to the geopolitical, economic, technological, and other dynamics driving this 21st-century world. This entails a re-appraisal of U.S. interests, re-assessment of U.S. power, and re-positioning Bruce W. Jentleson is a Professor at Duke University, Sanford...
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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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...New York City The first native New Yorkers were the Lenape, an Algonquin people who hunted, fished and farmed in the area between the Delaware and Hudson rivers. Europeans began to explore the region at the beginning of the 16th century--among the first was Giovanni da Verrazzano, an Italian who sailed up and down the Atlantic coast in search of a route to Asia--but none settled there until 1624. That year, the Dutch West India Company sent some 30 families to live and work in a tiny settlement on “Nutten Island” (today’s Governors Island) that they called New Amsterdam. In 1626, the settlement’s governor general, Peter Minuit, purchased the much larger Manhattan Island from the natives for 60 guilders in trade goods such as tools, farming equipment, cloth and wampum (shell beads). Fewer than 300 people lived in New Amsterdam when the settlement moved to Manhattan. But it grew quickly, and in 1760 the city (now called New York City; population 18,000) surpassed Boston to become the second-largest city in the American colonies. Fifty years later, with a population 202,589, it became the largest city in the Western hemisphere. Today, more than 8 million people live in the city’s five boroughs. New York City in the 18th Century In 1664, the British seized New Amsterdam from the Dutch and gave it a new name: New York City. For the next century, the population of New York City grew larger and more diverse: It included immigrants from the Netherlands, England, France and Germany;...
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...Table of Contents WELCOME FROM ACADEMIC PROGRAM DIRECTOR ............................................................................ 1 MEET THE FACULTY................................................................................................................................... 2 ORIENTATION SCHEDULE ....................................................................................................................... 10 ACADEMIC CALENDAR ............................................................................................................................. 11 MASTER OF SCIENCE IN FINANCE PROGRAM SUMMARY ................................................................. 12 GETTING STARTED .................................................................................................................................. 13 JHED ID .................................................................................................................................................. 13 Blackboard FAQs .................................................................................................................................... 13 Integrated Student Information System (ISIS) ........................................................................................ 14 LIFE AT THE CAREY BUSINESS SCHOOL .............................................................................................. 15 HEALTH INSURANCE FOR STUDENTS...........................................
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...HISTORY AND THEORY STUDIES FIRST YEAR Terms 1 and 2 Course Lecturers: CHRISTOPHER PIERCE / BRETT STEELE (Term 1) Course Lecturer: PIER VITTORIO AURELI (Term 2) Course Tutor: MOLLIE CLAYPOOL Teaching Assistants: FABRIZIO BALLABIO SHUMI BOSE POL ESTEVE Course Structure The course runs for 3 hours per week on Tuesday mornings in Terms 1 and 2. There are four parallel seminar sessions. Each seminar session is divided into parts, discussion and submission development. Seminar 10.00-12.00 Mollie Claypool, Fabrizio Ballabio, Shumi Bose and Pol Esteve Lecture 12.00-13.00 Christopher Pierce, Brett Steele and Pier Vittorio Aureli Attendance Attendance is mandatory to both seminars and lectures. We expect students to attend all lectures and seminars. Attendance is tracked to both seminars and lectures and repeated absence has the potential to affect your final mark and the course tutor and undergraduate coordinator will be notified. Marking Marking framework adheres to a High Pass with Distinction, High Pass, Pass, Low Pass, Complete-toPass system. Poor attendance can affect this final mark. Course Materials Readings for each week are provided both online on the course website at aafirstyearhts.wordpress.com and on the course library bookshelf. Students are expected to read each assigned reading every week to be discussed in seminar. The password to access the course readings is “readings”. TERM 1: CANONICAL BUILDINGS, PROJECTS, TEXTS In this first term of...
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...Stephen Mennell HISTORY, NATIONAL CHARACTER AND AMERICAN CIVILISATION America is a land of familiar paradoxes. An agreeable civility habitually prevails in most everyday relations among people in America – yet the United States is factually a socially highly unequal society. In most parts of America, the laws and social customs strongly restrain people from doing harm to themselves and others by smoking – yet the laws and social customs only weakly restrain people from doing harm to themselves and others by the use of guns, and the murder rate is about four times as high per capita as in Western Europe. The usa is the world’s remaining super-power – yet internally the American state is in some ways strikingly weak. The usa has ‘saved the world for democracy’ on more than one occasion – but has itself become an aggressive militaristic society. And there appears to be an increasing divergence between how a large proportion of Americans view themselves and their country and how they are perceived by a large proportion of the 95 per cent of the world’s population who are not Americans. Hunting down myths It has been said that sociologists must be ‘myth-hunters’, tracking down popular beliefs that are ill founded (Elias 1978: 50-70). Whether simply exposing such beliefs to contrary evidence deployed by academics is sufficient to kill off myths and bring them home for mounting on the walls of our university departments is highly debateable. Nevertheless, we have a duty to call...
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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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...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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...N. LeBaron was reviewed and approved* by the following: William T. Ross, Jr. Professor of Marketing Dissertation Co-Advisor Co-Chair of Committee John C. Liechty Associate Professor of Marketing Dissertation Co-Advisor Co-Chair of Committee Peter Ebbes Assistant Professor of Marketing David J. Huff Clinical Assistant Professor of Supply Chain and Information Systems Johannes Baumgartner Professor of Marketing Head of the Department of Marketing *Signatures are on file in the Graduate School iii ABSTRACT Political marketing sits at the nexus of two disciplines, political science and marketing, but is not entirely accepted by either. The present research looks at the origin, development, and evolution of political marketing and examines how the adoption of a political marketing orientation is impacting the practice of political campaigns. The role of political marketing in actually changing voters’ preferences is also examined, showing that grassroots marketing efforts seem to have the greatest effect, especially with undecided voters. Finally, voter segments are derived for the last five presidential elections in the United States (1988-2004) using latent class analysis (LCA). The interpretation and implications of these segments are discussed and several avenues for future research are suggested. iv TABLE OF CONTENTS LIST OF TABLES .....................................................................................................
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