...literary contributors to Progressivism (2 and throughout) * Social Darwinism (3) * New developments in social science (4) * Progressive education reformers and proposals (9) * Temperance and prohibition (12) * Social Gospel (13) * Teddy Roosevelt and American popular culture (15) * AMERICA IN THE WORLD: * GEOGRAPHY & ENVIRONMENT: * T. Roosevelt, Taft, Wilson, and conservationism (17) (Note: don’t mistake “conservationism” with “conservatism.” Students confuse the two words often because they look similar, have common roots, and pop up in stories about Republicans.) * PEOPLING: * Peopling of the U.S. during the Gilded Age (6) * Hull House and other aid efforts for immigrants (10) * IDENTITY: * Theodore Roosevelt and race (16) * Woodrow Wilson and race (21) * POLITICS & POWER: * Muckrakers, their publications, and famous works (5 and throughout) (Note: it’s “MUCK-ray-kers,” not “MUCK-crackers.”) * Political machines: definition (including understanding the metaphor); famous examples; pros/cons; political and journalistic reaction (7) * Examples of local progressive reform in the northeast (8) * Progressive legal and political reform at national and state levels (11) * Civil Service reform (13)...
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...order to achieve real progress, we must “break the ice” by taking the concerns of the critics seriously and responding with constructive action rather than just more talk.” In WEIGHING THE PROS AND CONS OF GLOBALIZATION this presentation, Weidenbaum makes five key recommendations: • Make the World Trade Organization More Transparent • Ease the transition of people hurt by globalization • Strengthen the International Labor Organization • Use the Internet to give consumers an educated voice on overseas production • Welcome voluntary business standards Murray Weidenbaum holds the Mallinckrodt Distinguished University Professorship at Washington University in St. Louis, where he is also honorary chairman of the Weidenbaum Center on the Economy, Government, and Public Policy. Dr. Weidenbaum served as Assistant Secretary of Treasury for Economic Policy in the Nixon Administration and as President Reagan’s first Chair of the Council of Economic Advisers. 1300 Pennsylvania Avenue, NW Washington, D.C. 20004-3027 www.wilsoncenter.org MURRAY WEIDENBAUM WEIGHING THE PROS AND CONS OF GLOBALIZATION Remarks by MURRAY WEIDENBAUM A Presentation to the Woodrow Wilson International Center for Scholars Washington, D.C. March 5, 2003 WOODROW WILSON INTERNATIONAL CENTER FOR SCHOLARS LEE H. HAMILTON, DIRECTOR PROJECT ON AMERICA AND THE GLOBAL ECONOMY SERIES ON GLOBALIZATION BOARD OF TRUSTEES Joseph B. Gildenhorn, Chair; David A...
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...that is founded in trust and understanding. We forge alliances only because of the things we get from it. But globalization has formed some semblance of unity among all us and the concerns of other nation that back then were opted to be resolved on their own are now an issue with other countries as well and all unite to propel themselves to a solution. Globalization is often used for its financial connotations. The influence it has however is not contained solely to the economy. Other international aspects such as social relations, political discourse and psychological manifestations are also a part of globalization. We have constantly heard the globalization pros and cons and the debate of these globalization pros and cons continue up until now. Here is a bit of a crash course of the pros and the cons of globalization. Pros of globalization are that more accessible market for anyone all over the world regardless of color, race, and social class. “Steady supply of cash to developing countries and even the well established ones. There is an increase in the production capabilities of companies and because of this they now have more freedom to customize their services and products fitted to the needs of the consumers. Political merging will be frequent and a more peaceful and orderly world order will be set”(Weidenbaum, 2005). Information and communication will be strengthened not just between two countries but also from all countries around the...
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...the South felt hopeless after losing their four million slaves, whereas those in the North were not completely against slavery in reference to political reasons such as population. The way in which southerners took to uniting the nation was the spreading of racial superiority. These southerners succeeded in part because of the antebellum era norm and the improvement of technology and media. The usage of the new media to bring pride to the Anglo-Saxon’s of America was the success of the South, but could also be looked at as part of the downfall of the perception Europe had of America. Buffalo Bill in Bologna addresses the uprising and spreading of the American mass culture and the Americanization of America and Europe. It addresses the pros and cons Europeans saw in the inevitable Americanization of their countries. Regardless of which side Europeans leaned to, America was growing incredibly fast in economics and culture, and there was nothing that could be done to stop it. The improvements to technology and new mediums were by far one of the greatest factors to mass culture in America eventually spreading to Europe. Telegraph wires; improvements in machinery that changed the then-normal six day work weeks into five day work weeks and gave more time for leisure activities; the standardized time zones across the United States to avoid confusion for the railroads; the steam-powered press or “penny press” that allowed quicker printing for books and newspapers; the advancement in...
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...when teachers tried to take cell phones, teachers were faced with a lot of resistance. There were many walkouts and students ignored teachers when asked to put cell phones away. Mrs. B believes that it has gotten out of hand, and teachers do not get the assistance or backup they need from the administration. Mrs. M has taught in Camden, while Mrs. B is an established teacher in the Black Horse Pike Regional school district. I was curious to find out what Mrs. M had to say about cell phones, and whether or not she agreed with Mrs. B’s belief. Mrs. M could not say the same as Mrs. B, because in Camden she lacked both the necessary resources and the support of the administration. She said that Highland High School was nothing compared to Woodrow Wilson High School. Each cooperating teacher has their own method for cell phone use in the classroom. Mrs. M tends to give more warnings in her resource classes in opposition to her accelerated English classes. She provides all of her classes with the opportunity to avoid getting in trouble for cell phone by supplying a bucket for students to put their cell phones in during class. Her plan of action usually goes something like this—she’ll tell the students to put the phone away, if they fail to do so, she tells them to put it away or she’ll take it. If students have been given warnings and they still continue to disregard her rules than she writes the student up for a lunch detention. Mrs. B, on the other hand, understands the students and...
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...The Federal Reserve Jermaine C. Taylor ECO320 Money & Banking March 2, 2014 Prof. Diana Bonina, Ph.D. Strayer University The Federal Reserve established on December 23, 1913 when President Woodrow Wilson signed the Federal Reserve Act into law. Although started in 1913, actual operations of the Reserve began in 1914. In order to provide the country with a safer financial system, Congress created The Federal Reserve System as the central bank of the United States. Today, the Federal Reserve’s responsibility falls into four general areas: conducting the nation’s monetary policy; supervising, regulating and other soundness of the country’s financial system; maintaining the stability of the financial system and providing certain financial services to the U.S. government, U.S. financial institutions, and foreign official institutions. The Federal Reserve can use the following tools to influence the money supply: Open Market Operations, The Required-Reserve Ratio and Discount Rate. The Federal Reserve uses Open Market Operations as its primary tool to influence the supply of bank reserves. This tool consists of Federal Reserve purchases and sales of financial instruments, usually securities issued by the U.S. Treasury, Federal agencies and government-sponsored enterprises. Using Open Market Operations, Federal Reserve can affect the money supply by buying or selling the U.S. government securities. When the Federal Reserve purchases a government security from the public...
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...John Bartlow Martin / The Blast in Centralia No. 5: A Mine Disaster No One Stopped Already the crowd had gathered. Cars clogged the short, black rock road from the highway to the mine, cars bearing curious spectators and relatives and friends of the men entombed. State troopers and deputy sheriffs and the prosecuting attorney came, and officials from the company, the Federal Bureau of Mines, the Illinois Department of Mines and Minerals. Ambulances ar- rived, and doctors and nurses and Red Cross workers and soldiers with stretchers from Scott Field. Mine res- cue teams came, and a federal rescue unit, experts bur- dened with masks and oxygen tanks and other awkward paraphernalia of disaster. . . . One hundred and eleven men were killed in that explosion. Killed needlessly, for almost everybody concerned had known for months, even years, that the mine was dangerous. Yet nobody had done any- thing effective about it. Why not? Let us examine the background of the explosion. Let us study the mine and the miners, Joe Bryant and Bill Rowekamp and some others, and also the numerous people who might have saved the miners’ lives but did not. The miners had appealed in various directions for help but got none, not from their state government nor their federal government nor their employer nor their own union. (In threading the maze of official- dom we must bear in mind four agencies in author- ity: The State of Illinois, the United States Government, the Centralia...
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...Fairness as Appropriateness: Negotiating Epistemological Differences in Peer Review Author(s): Grégoire Mallard, Michèle Lamont and Joshua Guetzkow Source: Science, Technology, & Human Values, Vol. 34, No. 5 (September 2009), pp. 573-606 Published by: Sage Publications, Inc. Stable URL: http://www.jstor.org/stable/27786178 . Accessed: 02/10/2013 11:47 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. . Sage Publications, Inc. is collaborating with JSTOR to digitize, preserve and extend access to Science, Technology, &Human Values. http://www.jstor.org This content downloaded from 199.73.44.216 on Wed, 2 Oct 2013 11:47:01 AM All use subject to JSTOR Terms and Conditions Science, Technology, & Human Values Fairness as Volume 34 Number 5 September 2009 573-606 C) 200$; Sage Plications 10.1177/0162243908329381 l*ftp:#$&.sagepub.com hosted at http://online.sagepub.com Appropriateness Negotiating Epistemological Differences in Peer Review Gregoire Mallard Northwestern University Michele Harvard Lamont University...
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...accionista más importante de Heineken, una de las cerveceras líderes en el mundo con presencia en más de 70 países. Contenido Enfoque en el Consumidor . . . . . . . . . . . . . . . . . . . . . . 2 Crecimiento . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Administración Rentable de la Complejidad . . . . . 6 Carta a los Accionistas . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Resultados Sobresalientes . . . . . . . . . . . . . . . . . . . . . . 10 Panorama Operativo . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Coca-Cola FEMSA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 FEMSA Comercio . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Sostenibilidad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Equipo Directivo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Gobierno Corporativo . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Consejo de Administración . . . . . . . . . . . . . . . . . . . . . 32 Sección Financiera . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Directorio de Oficinas . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Contactos para Información . . . . . . . . . . . 3ª de forros Un músico debe hacer un gran esfuerzo para alcanzar un dominio pleno de su instrumento. Es una tarea que nunca termina. Se necesita más trabajo aún para combinar su habilidad con la de los demás y, juntos, crear un nivel musical...
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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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...M A G A Z I N E FA L L 2 0 0 2 Volume 20 Number 2 SPANNING THE GLOBE Duke Leads the Way in International Law Teaching and Scholarship inside plus Duke admits smaller, exceptionally well-qualified class Duke’s Global Capital Markets Center to launch new Directors’ Education Institute from the dean Dear Alumni and Friends, It is not possible, these days, for a top law school to be anything other than an international one. At Duke Law, we no longer think of “international” as a separate category. Virtually everything we do has some international dimension, whether it concerns international treaties and protocols, commercial transactions across national borders, international child custody disputes, criminal behavior that violates international human rights law, international sports competitions, global environmental regulation, international terrorism, or any number of other topics. And, of course, there is little that we do at Duke that does not involve scholars and students from other countries, who are entirely integrated with U.S. scholars and students. Students enrolled in our joint JD/LLM program in international and comparative law receive an in-depth education in both the public and private aspects of international and comparative law, enriched by the ubiquitous presence of foreign students; likewise, the foreign lawyers who enroll in our one-year LLM program in American law enroll in the same courses, attend the same conferences...
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...M A G A Z I N E FA L L 2 0 0 2 Volume 20 Number 2 SPANNING THE GLOBE Duke Leads the Way in International Law Teaching and Scholarship inside plus Duke admits smaller, exceptionally well-qualified class Duke’s Global Capital Markets Center to launch new Directors’ Education Institute from the dean Dear Alumni and Friends, It is not possible, these days, for a top law school to be anything other than an international one. At Duke Law, we no longer think of “international” as a separate category. Virtually everything we do has some international dimension, whether it concerns international treaties and protocols, commercial transactions across national borders, international child custody disputes, criminal behavior that violates international human rights law, international sports competitions, global environmental regulation, international terrorism, or any number of other topics. And, of course, there is little that we do at Duke that does not involve scholars and students from other countries, who are entirely integrated with U.S. scholars and students. Students enrolled in our joint JD/LLM program in international and comparative law receive an in-depth education in both the public and private aspects of international and comparative law, enriched by the ubiquitous presence of foreign students; likewise, the foreign lawyers who enroll in our one-year LLM program in American law enroll in the same courses, attend the same conferences...
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...THE FATE OF EMPIRES and SEARCH FOR SURVIVAL Sir John Glubb John Bagot Glubb was born in 1897, his father being a regular officer in the Royal Engineers. At the age of four he left England for Mauritius, where his father was posted for a three-year tour of duty. At the age of ten he was sent to school for a year in Switzerland. These youthful travels may have opened his mind to the outside world at an early age. He entered the Royal Military Academy at Woolwich in September 1914, and was commissioned in the Royal Engineers in April 1915. He served throughout the first World War in France and Belgium, being wounded three times and awarded the Military Cross. In 1920 he volunteered for service in Iraq, as a regular officer, but in 1926 resigned his commission and accepted an administrative post under the Iraq Government. In 1930, however, he signed a contract to serve the Transjordan Government (now Jordan). From 1939 to 1956 he commanded the famous Jordan Arab Legion, which was in reality the Jordan Army. Since his retirement he has published seventeen books, chiefly on the Middle East, and has lectured widely in Britain, the United States and Europe. William Blackwood & Sons Ltd 32 Thistle Street Edinburgh EH1 1HA Scotland © J. B. G. Ltd, 1976, 1977 ISBN 0 85158 127 7 Printed at the Press of the Publisher Introduction As we pass through life, we learn by experience. We look back on our behaviour when we were young and think how foolish we were. In the same way our family...
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...The Edexcel International GCSE in History Schemes of work We are happy to provide these new enhanced schemes of work for you to amend and adapt to suit your teaching purposes. We hope you find them useful. Practical support to help you deliver this specification Schemes of work These schemes of work have been produced to help you implement this Edexcel specification. They are offered as examples of possible models that you should feel free to adapt to meet your needs and are not intended to be in any way prescriptive. It is in editable word format to make adaptation as easy as possible. These schemes of work give guidance for: * Content to be covered * Approximate time to spend on different key themes * Ideas for incorporating and developing the assessment skills related to each unit. Suggested teaching time This is based on a two year teaching course of five and a half terms with one and a half hours of history teaching each week. This would be a seventy week course with total teaching time of approximately 100 hours. The schemes suggest the following timescale for the different sections: * Paper 1: 20 hours for each of the two topics: Total 40 hours. * Paper 2 Section A: 20 hours for the topic: Total 20 hours. * Paper 2 Section B: 25 hours for the topic since it covers a longer period in time. Total 25 hours. * Revision: 15 hours. Possible options for those with less teaching time * 20 hours for Section Paper 2 Section B ...
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...Long-term Finance and Economic Growth Working Group on Long-term Finance The views expressed in this report are those of the Working Group on Long-term Finance and do not necessarily represent the views of the individual members of the Group of Thirty. ISBN 1-56708-160-6 Copies of this paper are available for $49 from: The Group of Thirty 1726 M Street, N.W., Suite 200 Washington, D.C. 20036 Tel.: (202) 331-2472 E-mail: info@group30.org; www.group30.org Long-term Finance and Economic Growth Published by Group of Thirty© Washington, D.C. 2013 Table of Contents Abbreviations ............................................................................................................................................................................... 5 Glossary .............................................................................................................................................................................................6 Foreword ..........................................................................................................................................................................................8 Acknowledgments ..................................................................................................................................................................10 Working Group on Long-term Finance ................................................................................................................
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