...Kaory Foster November 16, 2014 Martin Luther King Jr. was a Baptist minister, and a great preacher. Unfortunately, he was not loved in the south because it was segregated, so his movement caused a great deal of hatred from some people. There were many others who supported his preaching and the Civil Rights Movement. The south at that time was very different than it is now and Dr. King tried his best to make changes in the way people thought back then. On August 28, 1963 he gave his famous life changing, “I Have a Dream” speech in Washington DC. That speech influenced people to want to stick together as human being, and not just as blacks and whites. He tried to give everyone hope that one day there wouldn’t be anymore segregation. Dr. Martin Luther King, Jr. was arrested for his Civil Rights movement, and wrote a letter from jail answering the comments that was said that he was an “outsider coming in”. After Dr. King wrote the letter they didn’t even want to read it. The letter became famous and called the “Letter from Birmingham Jail”. Martin Luther King Jr. became the president of the Southern Christian Leadership Conference that was in support better human rights. He joined Ebenezer Baptist Church and was made the pastor. He created an organization to “March on Washington” that greatly influenced people to want to stop the violence that was going on in the south. Dr. King was assassinated on April of 1960 and that made a big impact on the nation and...
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...Prof. Tolbert April 21, 2017 The Life, Work, and Legacy of Martin Luther King Jr. Martin Luther King Jr. was a civil rights activist from the 1950 to 1968 with a strong religious background. A strong advocator for all minorities, King did all in his power to end barriers of community, poverty, racism and militarism. The principle he focused more on, however, was racism. King defined racism as prejudice, apartheid, ethnic conflict, anti-Semitism, sexism, colonialism, homophobia, ageism, or discrimination against disabled groups and stereotypes (Haskins). Later turning his efforts to poverty, King believed that the United States should have equal rights for all men, women and children. Martin Luther King Jr. had a strong philosophy of non-violent protests, called civil disobedience, to which he gained supporters, changing the jurisdictions of racism and poverty to create the American Dream for all. Martin Luther King Jr. was born on January 15, 1929, to Michael King Sr. and Alberta Williams King. Born as Michael King Jr., King lived in Atlanta, Georgia (How Did Martin). However, in honor of minister and civil-rights activist Martin Luther Baptist, his parents gave him the name Martin. In 1931, King’s father became the lead pastor of the Ebenezer Baptist Church, a very successful minister as his father and grandfather had been. A very intelligent man, King skipped ninth and eleventh grades, graduating from Booker T. Washington High School at the age of fifteen...
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...Martin Luther King Jr and Gene Sharp Martin Luther King Jr. once said "The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy." From where King stood during the Civil Rights Movement show that he was a great man who preached nonviolence and made the ultimate sacrifice for it. By being persistent in his nonviolence discipline, he was able to show the world the violence of their opponents' repression for what it really was. Gene Sharp's book, Power and Struggle Part One examines the nature and control of political power. Sharp believes that social sources of political power include socially recognized authority, human cooperation and obedience, and the skills and knowledge of the population. All these sources rely on the support, cooperation, and obedience of the population. Therefore by withdrawing support, the population holds an effective means of resistance to political power. Nonviolent action works to control political power by affecting the sources of that political power. Sharp mentions that the three major categories of nonviolent action are: protest, noncooperation, and nonviolent intervention. These actions work to change the opponents' behavior either by conversion, accommodation, or coercion. Conversion involves a change of heart in the opponent to the point where the goals of the protestors are now their own. With accommodation, the opponent...
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...Equality in America always has been and continues to be an uphill battle for minorities. From the days of the civil rights movement with Dr. King to the election of our first black president, there continues to be an obvious separation between races. Racism may have been at its height in the late 1950’s and throughout the 1960’s while Dr. Martin Luther King wrote his famous “Letter from Birmingham Jail”. He compared his struggles to the apostle Paul who tried to spread the word of Christ from one small township to another, similar to Dr. King’s journey from town to town in the southern United States spreading the word of freedom and equality. Although Dr. King’s struggles lasted years, he faced an easier route than Indians during the 1700’s. Genocide was the European settler’s answer to different skin tone and differences in land agreements. Instead of marches in the street like the 1950’s, whites and Indians took to small battles and murder to resolve their issues. In America genocide has been unheard of locally for many years, but many genocides have taken place during 300 years in between the Indians and now, most famously the Nazi Holocaust. Currently in the 2000’s, in the United States, we experience more assimilation and pluralism than racism and genocide. Maybe the most significant example of pluralism is the election of our first black president Barack Obama, finally signifying that a minority could accomplish anything a white person could. Another big step before that...
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...were needed. Brave people who wanted change and were willing to do whatever was necessary to get it, to fight for the belief that all men were created equal and that they should be treated that way. Some of these key figures in the Civil Rights Movement were Jackie Robinson, Martin Luther King Jr., and John F. Kennedy. Jackie Robinson helped shape and influence the Civil Rights Movement. In the 1940’s, baseball was considered America’s game, and baseball was right at the heart of all Americans. Baseball at this time had an...
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...the spirit of agitation present even in this bleak time in American history (Kelley, 2010, p.5). The Civil Rights Movement was a struggle by African Americans in the mid-1950s to late 1960s to achieve civil rights equal to those of whites, including equal opportunity in employment, housing, and education, as well as the right to vote, the right of equal access to public facilities, and the right to be free of racial discrimination (Law, 2005). This movement sought to restore to African Americans the rights of citizenship guaranteed by the Fourteenth and Fifteenth Amendments. The words civil rights often raise images of Martin Luther King Jr. delivering his soul-stirring “I Have a Dream” speech before the nation’s capital. "The practical cost of change for the nation up to this point has been cheap," Martin Luther King Jr. conceded “(LITWACK, 2009). Martin Luther King Jr., and other leaders of the movement anticipated, the movement provoked gains not only for African Americans but also for women, persons with disabilities, and many others. Organized efforts by an African American, W.E.B. Du Bois, who exhorted blacks to fight for the rights was one of the leading figures of this early movement for civil. Du Bois’s movement led, in part, to the formation of the National Association for the Advancement of Colored People (NAACP), a civil rights organization that brought together lawyers, educators, and activists as a group fight for black civil rights. In Sacramento, the NAACP led...
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...that exists in thriving states like Japan. A nation’s downfall or rise to power is due to a ruling body’s decision-making rather than resource availability, domestic lifestyles, or even luck. World leaders, as result, are under constant scrutiny from average citizens to pundits. Critics evaluating a leader’s strength do not think that strong leaders are people who simply have a lot of state power; an autocrat is not necessarily “strong.” Effective, strong leaders are considered “strong” because of their resourcefulness. Turmoil is inevitable, and a leader must be prepared for the worst. If French and American colonial leaders were unprepared to respond to the oppression they felt respectively from the French and British monarchies, neither the United States nor the French Republic, two very powerful states, would have ever been formed. Similarly, the decline of the French and British monarchy’s power can be attributed to poor defense preparation for the Revolutions they each faced. Renaissance politician, Niccolo Machiavelli, explains that traits of a strong leader primarily revolve around cunning diplomacy and militaristic success in his political essay, “The Qualities of a Prince.” Machiavelli notes that several prosperous states from his time,...
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...those who viewed him as a murderer or insane man| |2.|Thoreau is horrified by the violent methods Brown used, arguing that violence will turn many Americans who oppose the extension of slavery against the abolitionists| |3.|Thoreau argues that Brown should not be put to death as this would cause sectional strife and lead to a civil war| |4.|Thoreau is one of many abolitionists who plea for Brown's life to be saved| 3 points Question 2 1. Which of the following best summarizes the letters John Brown wrote to his family while in prison? |1.|Brown is very hopeful that his wife and remaining children will come visit him| |2.|Brown calls upon his sons to continue his work. Although he speaks in very vague terms, it is clear that he hopes they will launch another slave uprising so that his death will not be in vain| |3.|Brown is upset at the fact that some of his children are ashamed to be sons and daughters of the man who planed the raid at Harper's Ferry| |4.|Brown does not write any letters to his family members while in prison, a fact John Earle makes plain in his introduction| |5.|Brown is upbeat and speaks in mostly religious terms about how there is no need to grieve for their father| Question 3 1. Which of the following is TRUE regarding John Brown's Provisional Constitution for the Appalachian government he hoped to establish? |1.|The new Constitution established executive, judicial, and legislative branches of government similar to the US Constitution| ...
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...Critique of Nonviolent Politics From Mahatma Gandhi to the Anti-Nuclear Movement by Howard Ryan (howard@netwood.net) Preface 2 Part I 1 2 3 4 5 6 7 Problems of Nonviolent Theory Nonviolent Philosophy 6 Moral View: Violence Itself Is Wrong 9 Practical View: Violence Begets Violence 13 Nonviolent Theory of Power 21 Voluntary Suffering 24 Common Nonviolent Arguments 34 A Class Perspective 49 Part II 8 9 10 11 12 13 14 15 16 Gandhi: A Critical History Father of Nonviolence 56 Satyagraha in South Africa 59 Textile Strike 66 Noncooperation Movement 1919-22 70 Religious Conflicts 80 Salt Satyagraha 87 Congress Ministries 97 The War Years 101 Independence and Bloodshed 111 Part III 17 18 19 20 Nonviolence in the Anti-Nuclear Movement Nonviolent Direct Action 120 Consensus Decision Making 123 Open, Friendly, and Respectful 136 Civil Disobedience 142 Epilogue 151 Notes 154 ©2002 by Howard Ryan. All rights reserved. Readers have my permission to use and distribute for non-profit and educational purposes. Critique of Nonviolent Politics 2 Preface (2002) Critique of Nonviolent Politics may be the only comprehensive critique of nonviolent theory that has been written. I wrote it between 1980 and 1984, while living in Berkeley, California. Since 1977, I had been active in the movement against nuclear power and weapons which, in California, focused its protests at the Diablo Canyon Nuclear Plant near San Luis Obispo, and at the University of California's Lawrence Livermore Labs where...
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...Music Journal Table of Contents 1-4 1. Two Trains Running................................................................………...5 2. Almost Lost My Mind.............................................................................5 3. Do You Love Me....................................................................................6 4. One Fine Day ..............................................................................................6 5. Fingertips (Part 2)..........................................................................................7 6.Mona Lisa……………………...........................................................................7 7. Shop Around......................................................................................................8 8. Please Mr. Postman...........................................................................................8 9. Save the Last Dance for Me...............................................................................9 10. Hello Stranger.....................................................................................................9 11. I Can’t Help Myself (Sugar Pie Hunny Bunch)..............................................9,10 12. Stop! in the Name of Love..................................................................10 13. Love Don’t Love Nobody..................................................................................10,11 14. You Can't...
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...THE POWER OF HABIT Duhi_9781400069286_2p_all_r1.j.indd i 10/17/11 12:01 PM Duhi_9781400069286_2p_all_r1.j.indd ii 10/17/11 12:01 PM HABIT W h y We D o W h a t We D o and How to Change It THE POWER OF CHARLES DUHIGG Random House e N e w Yo r k Duhi_9781400069286_2p_all_r1.j.indd iii 10/17/11 12:01 PM This is a work of nonfiction. Nonetheless, some names and personal characteristics of individuals or events have been changed in order to disguise identities. Any resulting resemblance to persons living or dead is entirely coincidental and unintentional. Copyright © 2012 by Charles Duhigg All rights reserved. Published in the United States by Random House, an imprint of The Random House Publishing Group, a division of Random House, Inc., New York. RANDOM HOUSE and colophon are registered trademarks of Random House, Inc. ISBN 978-1-4000-6928-6 eBook ISBN 978-0-679-60385-6 Printed in the United States of America on acid-free paper Illustrations by Anton Ioukhnovets www.atrandom.com 2 4 6 8 9 7 5 3 1 First Edition Book design by Liz Cosgrove Duhi_9781400069286_2p_all_r1.j.indd iv 10/17/11 12:01 PM To Oliver, John Harry, John and Doris, and, everlastingly, to Liz Duhi_9781400069286_2p_all_r1.j.indd v 10/17/11 12:01 PM Duhi_9781400069286_2p_all_r1.j.indd vi 10/17/11 12:01 PM CONTENTS PROLOGUE The Habit Cure GGG xi PA R T O N E The Habits of Individuals 1. THE HABIT LOOP How Habits Work 3 31 60 2. THE...
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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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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...FAMILY OF SECRETS The Bush Dynasty, America’s Invisible Government, and the Hidden History of the Last Fifty Years RUSS BAKER Contents Foreword by James Moore 1. How Did Bush Happen? 2. Poppy’s Secret 3. Viva Zapata 4. Where Was Poppy? 5. Oswald’s Friend 6. The Hit 7. After Camelot 8. Wings for W. 9. The Nixonian Bushes 10. Downing Nixon, Part I: The Setup 11. Downing Nixon, Part II: The Execution 12. In from the Cold 13. Poppy’s Proxy and the Saudis 14. Poppy’s Web 15. The Handoff 16. The Quacking Duck 17. Playing Hardball 18. Meet the Help 19. The Conversion 20. The Skeleton in W.’s Closet 21. Shock and . . . Oil? 22. Deflection for Reelection 23. Domestic Disturbance 24. Conclusion Afterword Author’s Note Acknowledgments Notes Foreword When a governor or any state official seeks elective national office, his (or her) reputation and what the country knows about the candidate’s background is initially determined by the work of local and regional media. Generally, those journalists do a competent job of reporting on the prospect’s record. In the case of Governor George W. Bush, Texas reporters had written numerous stories about his failed businesses in the oil patch, the dubious land grab and questionable funding behind a new stadium for Bush’s baseball team, the Texas Rangers, and his various political contradictions and hypocrisies while serving in Austin. I was one of those Texas journalists. I spent about a decade...
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