...Mahatmas Gandhi and Martin Luther king were few of the brave leaders that lived in the 20th century. They fought and led many people to obtain their freedoms through nonviolent ways. Both were extraordinary men who were influenced by Henry David Thoreau’s Civil Disobedience. Gandhi used what he learned in Civil Disobedience to help free India from imperial Britain. While King used his new knowledge to led the Civil Rights Movement in order to improve the injustice that was directed toward the African America citizens. Both Gandhi and King used similar methods to lead their movements in a nonviolent manner. They both had four basic steps for the ideal passive resister or nonviolent protester. Between their ideals, there is not...
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...1950’s and well through the 1960’s, Martin Luther King Jr. was the main leader of the civil rights movements. There was violence in innocent protesting, cruel bombings, and soul poured speeches. The Civil Right movements, involving people of both skin colors, measured up to a very large sum of events, both implementing segregation and the fight against the segregation. King had experienced many events, both eye opening and cruel, both strong and solid with morals. Yet throughout the turmoil between the differences of both races King did not fail to speak his word. MLK did not fail to make know that what segregation stood for was wrong and treacherous. King did not underestimate his ability to be unwavering...
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...------------------------------------------------- I Have a Dream From Wikipedia, the free encyclopedia This article is about the Martin Luther King Jr. speech. For other uses, see I Have a Dream (disambiguation). Martin Luther King, Jr. delivering "I Have a Dream" at the 1963 Washington D.C. Civil Rights March. | "I Have a Dream"30-second sample from "I Have a Dream" speech by Martin Luther King, Jr. | Problems listening to this file? See media help. | "I Have a Dream" is a public speech by American activist Martin Luther King, Jr.. It was delivered by King on August 28, 1963, in which he called for an end to racism in the United States. Delivered to over 250,000 civil rights supporters from the steps of the Lincoln Memorial during the March on Washington for Jobs and Freedom, the speech was a defining moment of the American Civil Rights Movement.[1] Beginning with a reference to the Emancipation Proclamation, which freed millions of slaves in 1863,[2] King examines that: "one hundred years later, the Negro still is not free".[3] At the end of the speech, King departed from his prepared text for a partly improvised peroration on the theme of "I have a dream", possibly prompted by Mahalia Jackson's cry: "Tell them about the dream, Martin!"[4] In this part of the speech, which most excited the listeners and has now become the most famous, King described his dreams of freedom and equality arising from a land of slavery and hatred.[5] The speech was ranked the top American speech...
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...in the west and spread across the world whereas the latter is followed primarily in the Indian subcontinent and to some extent in the Southeast Asian states. Catholicism and Hinduism are essentially different in their approach towards god and religion; Catholicism believing that there is one deity, and Hinduism on the contrary recognizes the existence of many. Two essential points of Christianity, particularly sin and salvation, aren’t present in Hinduism. The two religions nevertheless have several points of similarity. Hindus worship a number of gods and Catholics worship several saints; both of them make use of the burning of candles and incense before the statues for purposes of worship. Both religions make use of images, icons, music and rituals. Catholics chant prayers, whilst Hindus chant mantras; both of them have tremendously wealthy temples, full of statues and golden artefacts and make use of priesthoods that intermediate between humans and gods. Such similarities and dissimilarities notwithstanding, these two religions have distinct and deeply entrenched religious ethos and epistemologies that govern their practice and the attitudes, approaches and behaviours of their members. The goal of this is to compare and contrast Catholic and Hindu approaches towards gender, sexuality and violence. 2. Discussion and Analysis Gender and Sex Gender and sex have been subjects of significant controversy, intrigue, debate and discussion in the history of the Catholic Church...
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...One of the greatest leaders that have inspired myself, the world and other leaders has been Mohandas Gandhi (1869-1948). He became a great leader through using the concepts of love and truth to achieve his goals. Gandhi was a leader that challenged the most powerful nations by using peace, love, integrity as his method of change. He used the principle of non-violence protest to achieve political and social progress was powerful. Gandhi was influenced by Hinduism as well as Jainism and Christianity but also by great writers such as Tolstoy and Thoreau. He developed the belief of Satyagraha, a new non-violent way to restore wrongs. This was well demonstrated in the Salt March in 1930, where Gandhi and others were beaten, arrested and killed but no one fought back. Here his use to leadership behaviour was clearly illustrated. (Kouzes and Posner) Another example was he believed that Britain has a conscience that could appeal to, he used the teaching of the New Testament, “ one who enters into no dispute with his neighbor, he either attacks nor uses violence. On the contrary, he suffers himself without resistance and by his attitude towards evil not only sets himself free but helps to free the world at large from all outward authority.” This was Tolstoy’s version of a Christian man in his book, The Kingdom of God is within you, using this Gandhi fought for independence for India. Gandhi exemplified a number of characteristics of a great leader, he made an effort to understand his people...
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...Countries” list. We call it equality and unfortunately, we are far from perfect when it comes to treating out neighbor like we’d want to be treated. The way to achieve such a feat can only be done by educating the public about their innate bias towards others. However, success is not achieved overnight. We get a little closer to total equality every day, even if it is a slow journey. The first step to make progress in this journey is for people to be educated. An anti-bias curriculum needs to be implemented into classrooms nationwide because it will lead to greater understanding between mainstream America and non-mainstream America, promote acceptance of diversity, and allow the already diverse to accept themselves. Bias is everywhere. It is impossible to live life without some form of bias. However, what anti-bias education seeks to do is enlighten people about the differences and similarities between different ethnicities, gender identities, people with disabilities, different religions and people from different economic backgrounds. Although there are many different categories of bias in our everyday lives, with America even more so rapidly becoming a melting pot over the recent years, the largest form of bias seen throughout the nation concerns the differences if the many diverse cultures emerging....
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...work on the topic emerged in the 1970s. This short paper sets out to provide summary answers to three main questions about transformational leadership. What is it? How is it applied? What are some of its key weaknesses? In the course of the discussion, the following pages also provide a brief background to the origins of transformational leadership theory and point quickly to a possible theoretical future for a transformed transformational leadership. Transformational Leadership TheoryAccording to Cox (2001), there are two basic categories of leadership: transactional and transformational. The distinction between transactional and transformational leadership was first made by Downton (1973, as cited in Barnett, McCormick & Conners, 2001) but the idea gained little currency until James McGregor Burns’ (1978) work on political leaders was published. Burns distinguished between ordinary (transactional) leaders, who exchanged tangible rewards for the work and loyalty of followers, and extraordinary (transformational) leaders who engaged with followers, focused on higher order intrinsic needs, and raised consciousness about the significance of...
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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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...Chapter 9 Charismatic and Transformational Leadership Chapter 9 Learning Outcomes • • • • • • • • • • • • • Describe personal meaning and how it influences attributions of charismatic qualities. Briefly explain Max Weber’s conceptualization of charisma. Describe the behavioral qualities that differentiate charismatic from noncharismatic leaders. Explain the locus of charismatic leadership. Discuss the effects of charismatic leadership on followers. Describe the characteristics that distinguish charismatic from noncharismatic leaders. Discuss how one can acquire charismatic qualities. Explain the difference between socialized and personalized charismatic leaders. Distinguish between charismatic and transformational leadership. Explain the difference between transformational and transactional leadership. Explain the four phases of the transformation process. Explain the basis of stewardship and servant leadership. Define the key terms listed at the end of the chapter. 2 Charismatic and Transformational Leaders • Often have a more heightened sense of who they are • Seem to have a clearer picture of their personal meaning or purpose in life sooner • Seek to actualize their personal meaning through leadership 3 Personal Meaning • Is the degree to which people’s lives make emotional sense and to which the demands confronted by them are perceived as being worthy of energy and commitment • Is the “work–life balance” ...
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...Kendriya Vidyalaya Sangathan 18, Institutional Area, Shaheed Jeet Singh Marg, New Delhi - 110 602. SUPPORT MATERIAL YEAR 2012-13 SUPPORT MATERIAL CLASS X – Social Science Chief Patron Shri Avinash Dikshit Commissioner KVS, New Delhi Patron Shri J.M Rawat Deputy Commissioner KVS, Jaipur Region Guidance Sh.K.R Choyal Assistant Commissioner KVS, Jaipur Region Sh. Dr. R.K Agarwal Assistant Commissioner KVS, Jaipur Region Convener Ms. Urmil Meena Principal, K.V. No. 1, Alwar Prepared By Mrs. P. Dixit Principal K. V. No. 4, Jaipur Mr. Anil Kumar Daila TGT (S.ST.) K. V. No. 1, Alwar Mrs. Veena Michael TGT (S.St.) K. V. No. 5, Jaipur Mr. D.C. Garg TGT (S.St.) K. V. Zawar Mines Mr. Manoj Singh TGT (S.St.) K. V. No. 1, Alwar Mrs. Sunila Thapar TGT (S.St.) K. V. Phulera Reviewed by Shri U.R Meghwal Convener Principal K.V Bhilwara Shri M.M. Sharma PGT (History) K.V Nasirabad Shri...
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...| 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 Choice a. You will have 55 minutes to answer 70 Questions. b. Each question has options A, B, C, and D. c. Questions are divided evenly between the five course themes (20% each) and six periods. d. Each questions addresses one of the four historical thinking skills. e. You should answer ALL 70 questions, even if you have to guess. There are no points off...
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...| 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 Choice a. You will have 55 minutes to answer 70 Questions. b. Each question has options A, B, C, and D. c. Questions are divided evenly between the five course themes (20% each) and six periods. d. Each questions addresses one of the four historical thinking skills. e. You should answer ALL 70 questions, even if you have to guess. There are no points off...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF BOOKER T. WASHINGTON’S UP FROM SLAVERY By VIRGINIA L. SHEPHARD, Ph.D., Florida State University S E R I E S E D I T O R S : W. GEIGER ELLIS, ED.D., ARTHEA J. S. REED, PH.D., UNIVERSITY OF GEORGIA, EMERITUS and UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of Booker T. Washington’s Up from Slavery 2 INTRODUCTION Booker T. Washington’s commanding presence and oratory deeply moved his contemporaries. His writings continue to influence readers today. Although Washington claimed his autobiography was “a simple, straightforward story, with no attempt at embellishment,” readers for nearly a century have found it richly rewarding. Today, Up From Slavery appeals to a wide audience from early adolescence through adulthood. More important, however, is the inspiration his story of hard work and positive goals gives to all readers. His life is an example providing hope to all. The complexity and contradictions of his life make his autobiography intellectually intriguing for advanced readers. To some he was known as the Sage of Tuskegee or the Black Moses. One of his prominent biographers, Louis R. Harlan, called him the “Wizard of the Tuskegee Machine.” Others acknowledged him to be a complicated person and public figure. Students of American social and political history have come to see that Washington lived a double life. Publicly he appeased the white establishment...
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...LETTER OF TRANSMITTAL May 31, 2008 Mr. Retd. Cdr. Tabassum Teacher, Organizational Behavior Bahria University Karachi. Sir: We herewith present our “Term Report” authorized by you as a requirement for this course. In this report, we have tried to provide analysis on organizational behavior of NIB Bank. We hope we have covered all that was required for the report. If there be any clarification demanded, we would appreciate a call from you to our group members. Sincerely, Maaz Khalid Muhammad Usman Badar Muhammad Zain ACKNOWLEDGEMENT In the name of “Allah”, the most beneficent and merciful who gave us strength and knowledge to complete this report. This report is a part of our course “Organizational Behavior”. This has proved to be a great experience. This report is a combine effort of, Maaz Khalid, Muhammad Usman Badar and Muhammad Zain. We would like to express our gratitude to our organizational behavior teacher Mr. Retd. Cdr. Tabassum, who gave us this opportunity to fulfill this report. We would also like to thank our colleagues who participated in a focus group session. They gave us many helpful comments which helped us a lot in preparing our report. HISTORY OF THE NIB BANK: NIB Bank Limited started as NDLC-IFIC Bank Ltd. which was incorporated in March 2003 as a public limited company. It started operations in October 2003 when all assets, liabilities, rights and obligations of the former National...
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...BATMAN AND PHILOSOPHY THE DARK KNIGHT OF THE SOUL Edited by Mark D. White and Robert Arp @ WILEY John Wiley & Sons, Inc. To the memory of Heath Ledger (1979-2008) Copyright © 2008 by john Wiley & Sons, Inc. All rights reserved Published by john Wiley & Sons, Inc., Hoboken, New jerney Published simultaneously in Canada No part of this publication may be reproduced, stored in a reaieval system, or transmit ted in any fonn or by any means. electronic, mechanical, photocopying, recording, scan ning, or otherwise, except as pennitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written pennission of the Publisher, Clearance Center, 222 Rosewood Drive, Danvern, MA 01923, (978) 750-8400, fax (978) sion should be addressed to the Pennissions Department,john Wiley & Sons,Inc., III or authorization through payment of the appropriate per-copy fee to the Copyright 646-8600, or on the web at www.copyright.com. Requests to the Publisher for pennis River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, or online at http://www.wiley.comlgo/pennissions. Limit ofLiabilirylDisclaimer ofWarranry:While the publisher and the author have used their best efforts in preparing this book., they make no representations or warranties with respect to the accuracy or completeness of the contents of this hook and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty...
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