...article, Cesar Chavez writes an explanation over the power of Dr. Martin Luther King Jr’s. nonviolence resistance in the 1960’s by using diction, appeals, and juxtaposition. The 1960’s marked a time when civil rights, protests, and segregation of blacks and whites stirred up anger and violence in people. Although it is hard to turn away from violence, Chavez clearly shows his audience how it is never the answer. Chavez says that, “Dr. King's entire life was an example of power that nonviolence brings to bear in the real world.” For Chavez to say this, it shows the impact of Dr. King’s life and the choices he made to the audience so that now they may have a different perspective on things. One of the first things that Chavez does in his article is that he gives the reader no other option but to agree with him by saying, “...men and women who are truly concerned about people are nonviolent by nature.” Chavez put the reader on the spot and they have to agree with him because no one wants to admit that they aren’t concerned about people because that would be immoral. His strong use of diction really helps the reader better understand how important nonviolence can be but even more so, his use of appeals and the connection he has to the reader...
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...effort to support those nonviolent acts and provide reasoning for those who needed it, a man named Cesar Chavez creates a convincing, rhetorical article against violent resistance through the use of syntax, logos, and appeals to fundamental beliefs. Through the many rhetorical strategies evident in Chavez’s article, his appeals to fundamental beliefs are the most predominant when explaining his and his religious organization’s position. It can be seen in paragraph 2 when he states, “Our conviction is that human life is a very special possession… for any cause, however just it may be,” in lines 12-13 when he writes, “We are also convinced that nonviolence is more powerful than violence,” and in lines 81-82 when he writes, “We believe [violent revolution] is too big a price to pay for not getting anything.” These statements don’t argue anything, but they set up the argument for those who believe the opposite of Chavez’s opinions. If someone argued against these opinions...
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...Cesar Chavez was a supporter of those suffering and in need of rights, constantly aiding and fighting for them. At one point in a magazine for those stated, he wrote an article emphasizing on achieving rights and gaining support for those in need through nonviolent means. This applied to him personally as he was doing just that to support his cause, uniting farm workers to gain better rights. In order to convey his point and advocate for nonviolence, Chavez uses three main rhetorical devices which are repetition, the black and white fallacy, and allusions to respected figures. To begin with, at the start of the article in the 3rd paragraph, Chavez uses repetition of the word nonviolence, each time following the word with the positives that...
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...* slideshare * Upload * Login * Signup * * ------------------------------------------------- Top of Form Bottom of Form * Home * Leadership * Technology * Education * Marketing * Design * More Topics * Email * Embed * Like * Save 1 of 87 * ------------------------------------------------- Recommended ------------------------------------------------- * ------------------------------------------------- More from User * Factors that affect the on the-job training ofSunjay Taladtad35,054 views * Narrative report in ojtFate Capa157,951 views * Factors that affect the on the-job training ofSunjay Taladtad4,407 views * On the-job-trainee (NARRATiVE REPORT) Sheenbie PaladoSheenbie Palado20,403 views * My thesis proposalPolytechnic University of the Philippines137,851 views * Ojt final documentationAr-jay de Guzman15,180 views * Thesis elaineCarie Justine Estrellado15,613 views * Final na final thesisjennilynbalbalosa90,807 views * Ojt narrative report - an exampleRenz Aldaine Engada2,453 views * Ojt report final2Rajen...
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...CLASSIFIED EMPLOYEES HANDBOOK THE PERSONNEL COMMISSION ACHIEVING EXCELLENCE THROUGH MERIT REVISED | JUNE 2011 TABLE OF CONTENTS PREFACE I THE LOS ANGELES UNIFIED SCHOOL DISTRICT The LAUSD’s Mission The School System Board of Education and Staff II THE BASICS FOR NEW EMPLOYEES Orientation Expectations and Guidelines Performance Appraisals Disciplinary Action Notification of Absences Use of Telephones and E-mail Change of Address and Telephone Number Accidents and Safety Personal Property Dress Standards for Employees Employee Organizations Credit Unions Charitable Contributions Political Activity Publications III IMPORTANT POLICIES Equal Employment Opportunity Statement Nondiscrimination Statement Ethics Policy Office of the Inspector General - Hot Line Whistleblower Protection Policy Health and Safety Policy Attendance Policy Drug, Alcohol and Tobacco-Free Workplace Policy Workplace Violence Prevention Policy Sexual Harassment Policy Confidentiality and Non-Retaliation Child Abuse Reporting Policy Fingerprint Policy …………………………………………..14 …………………………………………..14 …………………………………………..15 …………………………………………..16 …………………………………………..16 …………………………………………..16 …………………………………………..16 …………………………………………..17 …………………………………………..18 …………………………………………..18 …………………………………………..20 …………………………………………..20 …………………………………………..20 2 ……………………………………………5 ……………………………………………6 ……………………………………………6 ……………………………………………7 ……………………………………………8 ……………………………………………8 ……………………………………………9 ……………………………………………9 …………………………………………...
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...Mohandas Karamchand Gandhi (pronounced [ˈmoːɦənd̪aːs ˈkərəmtʃənd̪ ˈɡaːnd̪ʱi] ( listen); 2 October 1869 – 30 January 1948) was the preeminent leader of Indian nationalism in British-ruled India. Employing non-violent civil disobedience, Gandhi led India to independence and inspired movements for civil rights and freedom across the world. The honorific Mahatma (Sanskrit: "high-souled," "venerable"[2])—applied to him first in 1914 in South Africa,[3]—is now used worldwide. He is also called Bapu (Gujarati: endearment for "father,"[4] "papa."[4][5]) in India. Born and raised in a Hindu, merchant caste, family in coastal Gujarat, western India, and trained in law at the Inner Temple, London, Gandhi first employed non-violent civil disobedience as an expatriate lawyer in South Africa, in the resident Indian community's struggle for civil rights. After his return to India in 1915, he set about organising peasants, farmers, and urban labourers to protest against excessive land-tax and discrimination. Assuming leadership of the Indian National Congress in 1921, Gandhi led nationwide campaigns for easing poverty, expanding women's rights, building religious and ethnic amity, ending untouchability, but above all for achieving Swaraj or self-rule. Gandhi famously led Indians in challenging the British-imposed salt tax with the 400 km (250 mi) Dandi Salt March in 1930, and later in calling for the British to Quit India in 1942. He was imprisoned for many years, upon many occasions, in both...
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...TExES I Texas Examinations of Educator Standards Preparation Manual 133 History 8–12 Copyright © 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, and the TExES logo are trademarks of the Texas Education Agency. This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Certification of Educators in Texas (ExCET) program. The TExES program and the Examination for the Certification of Educators in Texas (ExCET) program are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. PREFACE The State Board for Educator Certification (SBEC) has developed new standards for Texas educators that delineate what the beginning educator should know and be able to do. These standards, which are based on the state-required curriculum for students—the Texas Essential Knowledge and Skills (TEKS)—form the basis for new Texas Examinations...
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...SECRET LANGUAGE of • HOW LEADERS INSPIRE ACTION THROUGH NARRATIVE The LEADERSHIP STEPHEN DENNING John Wiley & Sons, Inc. More Praise for The Secret Language of Leadership “Out of the morass of strategies leaders are given to transform organizations, Denning plucks a powerful one—storytelling— and shows how and why it works.” —Dorothy Leonard, William J. Abernathy Professor of Business, Emerita, Harvard Business School, and author, Deep Smarts: How to Cultivate and Transfer Enduring Business Wisdom “The Secret Language of Leadership shows why narrative intelligence is central to transformational leadership and how to harness its power.” —Carol Pearson, director, James MacGregor Burns Academy of Leadership, University of Maryland, and coauthor, The Hero and the Outlaw “The Secret Language of Leadership is not only the best analysis I have seen of how and why leaders succeed or fail, it’s highly readable, as well as downright practical. It should be mandatory reading for anyone interested in engaging a company with big ideas who understands that leaders live and die by the quality of what they say.” —Richard Stone, story analytics master, i.d.e.a.s “A primary role of leaders is to create and maintain meaning for their organizations. Denning clearly demonstrates that meaningmaking comes from stories well told.” —Thomas Davenport, President’s Distinguished Professor of I.T. and Management, Babson College, and author, The Attention Economy “Steve...
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...CALIFORNIA CALIFORNIA An Interpretive History TENTH EDITION James J. Rawls Instructor of History Diablo Valley College Walton Bean Late Professor of History University of California, Berkeley TM TM CALIFORNIA: AN INTERPRETIVE HISTORY, TENTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2008, 2003, and 1998. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born...
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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS 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...
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...Books by Saul Alinsky John L. Lewis, An Unauthorized Biography Reveille for Radicals The Professional Radical (with Marian Sanders) Rules for Radicals RULES FOR RADICALS A Practical Primer for Realistic Radicals SAUL D. ALINSKY RANDOM HOUSE New York Acknowledgments This chapter "Of Means and Ends" was presented in the Auburn Lecture Series at Union Theological Seminary. Some of the other sections of this book were delivered in part in lectures before the Leaders of America series at the California Institute of Technology in Pasadena, California; Yale Political Union, New Haven, Connecticut, April, 1970; The Willis D. Wood Fellowship Lecture, Amherst College, Amherst, Massachusetts, May, 1969; American Society of Newspaper Editors, Washington, D.C., 1968; U.S. Chamber of Commerce, Washington, D.C.; March, 1968; A.F. of L.-C.I.O. Labor Press Association, Miami, Florida, December, 1967; American Whig-Cliosophic Society, Princeton University, Princeton, New Jersey, 1967; Centennial Address, Episcopal Theological Seminary, Cambridge, Massachusetts, 1968; Harvard Medical Conference, Cambridge, Massachusetts, 1969. 10 9 8 7 6 5 4 Copyright © 1971 by Saul D. Alinsky All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Random House, Inc., New York, and simultaneously in Canada by Random House of Canada Limited, Toronto. ISBN: 0-394-44341-1 Library of Congress Catalog Card Number: 70-117651 ...
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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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...6 Build Your Vocabulary ■ ■ ■ ■ The SAT High-Frequency Word List The SAT Hot Prospects Word List The 3,500 Basic Word List Basic Word Parts be facing on the test. First, look over the words on our SAT High-Frequency Word List, which you’ll find on the following pages. Each of these words has appeared (as answer choices or as question words) from eight to forty times on SATs published in the past two decades. Next, look over the words on our Hot Prospects List, which appears immediately after the High-Frequency List. Though these words don’t appear as often as the high-frequency words do, when they do appear, the odds are that they’re key words in questions. As such, they deserve your special attention. Now you’re ready to master the words on the High-Frequency and Hot Prospects Word Lists. First, check off those words you think you know. Then, look up all the words and their definitions in our 3,500 Basic Word List. Pay particular attention to the words you thought you knew. See whether any of them are defined in an unexpected way. If they are, make a special note of them. As you know from the preceding chapters, SAT often stumps students with questions based on unfamiliar meanings of familiar-looking words. Use the flash cards in the back of this book and create others for the words you want to master. Work up memory tricks to help yourself remember them. Try using them on your parents and friends. Not only will going over these high-frequency words reassure you that you...
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...animal Books by Elliot Aronson Theories of Cognitive Consistency (with R. Abelson et al.), 1968 Voices of Modern Psychology, 1969 The Social Animal, 1972, 1976, 1980, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Readings About the Social Animal, 1973, 1977, 1981, 1984, 1988, 1992, 1995, 1999, 2004; (with J. Aronson), 2008 Social Psychology (with R. Helmreich), 1973 Research Methods in Social Psychology (with J. M. Carlsmith & P. Ellsworth), 1976 The Jigsaw Classroom (with C. Stephan et al.), 1978 Burnout: From Tedium to Personal Growth (with A. Pines & D. Kafry), 1981 Energy Use: The Human Dimension (with P. C. Stern), 1984 The Handbook of Social Psychology (with G. Lindzey), 3rd ed., 1985 Career Burnout (with A. Pines), 1988 Methods of Research in Social Psychology (with P. Ellsworth, J. M. Carlsmith, & M. H. Gonzales), 1990 Age of Propaganda (with A. R. Pratkanis), 1992, 2000 Social Psychology, Vols. 1–3 (with A. R. Pratkanis), 1992 Social Psychology: The Heart and the Mind (with T. D. Wilson & R. M. Akert), 1994 Cooperation in the Classroom: The Jigsaw Method (with S. Patnoe), 1997 Nobody Left to Hate: Teaching Compassion After Columbine, 2000 Social Psychology: An Introduction (with T. D. Wilson & R. M. Akert), 2002, 2005, 2007 The Adventures of Ruthie and a Little Boy Named Grandpa (with R. Aronson), 2006 Mistakes Were Made (But Not By Me) (with C. Tavris), 2007 Books by Joshua Aronson Improving Academic Achievement, 2002 The Social Animal 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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