...Civil rights Movement Truman Harry Truman is not a name usually associated with America's Civil Rights movement if only because the main 'points' happened after his presidency - Montgomery, Little Rock, Birmingham, the careers of Martin Luther Kingand Stokely Carmichael. However, some very important civil rights issues were covered in his presidency. Truman’s ancestors had owned slaves. His first recollection of African Americans was a household servants within his family - and he did not come from a prosperous family. While he was dating his future wife Bess, she claimed that he told her that he felt that one person was as good as any other as long as they were not black. He also criticised the Chinese in America, the Jews - to whom he referred to as "Kikes" and the Italians in America who he called "wops". Hence, Truman’s background produced what one would have expected and the young Truman would have had the same views as most other youths in Independence. When he got involved in politics at an early age, he did what any aspiring politician did in the South, he paid $10 to join the KKK. Public office changed Truman. Why? Did he feel that America could not claim to be the democratic capital of the world while African Americans were treated thus? Or were his motives political? The African American population was big enough to have some political clout. Was he out to fish for their votes with his adoption of the civil rights cause? Truman and civil rights legislation: Before...
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...Communities Creating OPPORTUNITY NOW Agenda—October 18th, 2011, 6:30pm to 8:15pm Yellow highlight=needs revision or update Magenta highlight=program team help cue the audience to participate through applause, sign waving, cheers, standing Red means this is a pin question—commitment question we are asking to those present in the audience or our elected officials or civic leaders. Green highlight means we will reinforce this point with a power point slide or graph. 6:00 pm God's Power Band will provide transition music. They will also perform one solo song midway during the program. 6:10 pm Come Together Choirs Start: 1. Congregation/Choir name: Our Lady of Peace Catholic Song selection: "Con Fe" (5min) Number of people in choir: 12-15 2. Congregation/Choir name: St. Peter CME - Song selection: "Let the Glory of the Lord Rise Among Us" (5min) Number of people in choir: 12-15 3. Congregation/Choir name: Ander's Choir Song selection: "STILL NEED SONG TITLE"? (5min) Number of people in choir: 6 6:30pm Logistics & Recognition of I AM exhibit: (Co-Chairs) * REV. JOHNSON: Welcome, as you are finding your seats, please make sure you have signed in, have an Opportunity Now sticker! Restrooms can be found in the main lobby to the right. Make sure to turn your cell phones off. Translation headsets are available. * ORLANDO GALLARD0: Tenemos equipos de traduccion en la mesa de registracion...
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...higher rates than their Non-Hispanic White counterparts. Although the total number of incarcerations by race does not vary significantly, the age of prisoners by race is meaningful. In December 2011, the U.S. Department of Justice statistics for sentenced male prisoners under state and federal jurisdiction totaled 1,537,415. Broken down by race, African American lacks totaled 555,300 prisoners with Whites totaling 465,100 and Hispanics 331,500. As the assignment scenario noted, in 2003 there was disparity between the incarceration rates for males aged 25-29 among races. As of 2011, rates for the same age group do not show as wide of a gap. In 2011, White males ages 25 to 29 comprised 14.4 percent of incarcerated males compared to 16.5 percent African American lacks and 18.8 percent Hispanics. The statistics from the U.S. Department of Justice for 2011 show that, “More than half (52%) of white male prisoners were age 39 or younger, compared to 63% of black and 68% of Hispanic male prisoners.” There remains disparity when age is factored into the incarceration rates with eleven percent more Blacks and sixteen percent more Hispanics incarcerated than Whites for those 39 and younger. In addition, one must consider that African Americans have higher rates of arrest, conviction, and incarceration when they total a minority number in the population. When evaluating these numbers, one must consider the role that structured inequality plays. “The unfortunate reality we must face...
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...The (un)Official United States History Cram Packet This is not intended as a substitute for regular study ……. But it is a powerful tool for review. 1494: Treaty of Tordesillas – divides world between Portugal and Spain 1497: John Cabot lands in North America. 1513: Ponce de Leon claims Florida for Spain. 1524: Verrazano explores North American Coast. 1539-1542: Hernando de Soto explores the Mississippi River Valley. 1540-1542: Coronado explores what will be the Southwestern United States. 1565: Spanish found the city of St. Augustine in Florida. 1579: Sir Francis Drake explores the coast of California. 1584 – 1587: Roanoke – the lost colony 1607: British establish Jamestown Colony – bad land, malaria, rich men, no gold - Headright System – land for population – people spread out 1608: French establish colony at Quebec. 1609: United Provinces establish claims in North America. 1614: Tobacco cultivation introduced in Virginia. – by Rolfe 1619: First African slaves brought to British America. 15. Virginia begins representative assembly – House of Burgesses 1620: Plymouth Colony is founded. - Mayflower Compact signed – agreed rule by majority • 1624 – New York founded by Dutch 1629: Mass. Bay founded – “City Upon a Hill” - Gov. Winthrop - Bi-cameral legislature, schools 1630: The Puritan Migration 1632: Maryland – for profit – proprietorship 1634 – Roger Williams banished from Mass. Bay Colony 1635:...
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...A N I N S P I R I N G TO O L FO R O R G A N I Z AT I O N S A N D T H E P EO P L E W H O L E A D T H E M MOST IMPORTANT The Five Questions You Will Ever Ask About Your Organization Peter F. Drucker Jim Collins, Philip Kotler, James Kouzes, Judith Rodin, V. Kasturi Rangan, and Frances Hesselbein 5 “Nobody, not even Socrates, has ever asked better questions than Peter Drucker. All the personality, all the wisdom is here to make your work dramatically more effective. There’s nothing better. It’s like having Peter at your side.” —Bob Buford, author, Halftime and Finishing Well, and founding chairman, Peter F. Drucker Foundation for Nonprofit Management “Peter Drucker’s penetrating and profound insights are more relevant and needed today than when he originally produced them. This helpful revision of his classic Self-Assessment Tool offers managers and leaders in every sector—nonprofit, business, and government—a useful guide to figuring out what’s needed, why it matters, and how to make it work. At a time when the need for more effective management and more ethical leadership are the moral equivalent of global warming, Drucker’s common sense and courage should be modeled by everyone who cares about doing things right and doing the right thing.” —Ira A. Jackson, dean, Peter F. Drucker and Masatoshi Ito Graduate School of Management, and board member, The Drucker Institute “Peter Drucker’s Five Most Important Questions continue to be the indispensable questions that...
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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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...Veteran’s Administration Scandal and Business Ethics Case Study August 19, 2014 Abstract This paper will discuss how the Veteran’s Administration first started and how it has evolved over the years to become the entity it is today, serving our nations veterans. I will also discuss how the Veteran’s Administration has been plagued with many scandals throughout its existence, from when it was known as the Veterans Bureau during the early 1920’s and also the many issues that the Veterans Administration has dealt with over the years to include those that were involved and their official capacity in wrong doings. This paper will look at how the Veterans administration has tried to make changes to support the increased number of Veterans after many of our past wars and some of the difficulties veterans from the Vietnam War have faced to receive care and benefits that were exposed to Agent Orange. I will also looked at the many problems veterans have faced over the years to include most recent allegation that the VA has gone through since the earlier part of this year and the changes that has taken place to correct the problem. According to an article written by CNN, during the end of the Revolutionary War Congress was supposed to pay those veterans that were disabled during the war, but the service members individual states were left up to the task, leaving only a few thousand to receive any type of payment pay. Congress establishes the Veterans Bureau which...
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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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...of textile production, as the number of cotton mills grew from 161 to 400. There was also an increase in the lumber industry, coal production, and tobacco growth. Although, the majority of southern farmers were not flourishing, which caused sharecropping and tendancy to increase between blacks and whites. The bourbons perfected a political alliance with northern conservatives and economic alliance with northern capitalists. They also reduced state expenditures and public debt. Attitudes about race became more strongly felt and the prospect of an electoral alliance between poor whites and blacks that could threaten the power structure became a possibility, so the southern states came up with various ways to disenfranchise blacks. Also, “Jim Crow” laws were enacted to mandate public separation of the races. Legalized segregation reinforced the notions of white racial superiority and African-American inferiority, creating an atmosphere that encouraged violence, and during the 1890s lynching’s of blacks rose significantly. Define the New West. After 1865, the federal government encouraged western settlement and economic exploitation. The transcontinental railroads opened the western half of the nation to economic development and created an interconnected national market. Needing rapid communication, companies built telegraph lines along the railroad as the track was laid. Completion of the railroad substantially accelerated populating the West, while contributing to the...
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...OTHER BOOKS BY D. A. BENTON Lions Don’t Need to Roar How to Think Like a CEO The $100,000 Club Secrets of a CEO Coach HOW TO ACT LIKE A 10 Rules for Getting to the Top and Staying There CEO M C G R AW- H I L L SAN FRANCISCO LISBON WA S H I N G T O N , D. C . MADRID AU C K L A N D D. A. BENTON N E W YO R K B O G OT Á MILAN C A R AC A S LONDON NEW DELHI MEXICO CITY SINGAPORE MONTREAL S A N J UA N SYDNEY T O K YO TO RO N TO McGraw-Hill abc Copyright © 2001 by Debra A. Benton. All rights reserved. Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, 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 permission of the publisher. 0-07-137459-0 The material in this eBook also appears in the print version of this title: 0-07-135998-2. All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill eBooks are available at special quantity discounts to use as premiums and sales promotions, or for use in corporate training programs. For more information, please contact George Hoare, Special Sales...
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...International Relations Theory The new edition of International Relations Theory: A critical introduction introduces students to the main theories in international relations. It explains and analyzes each theory, allowing students to understand and critically engage with the myths and assumptions behind each theory. Key features of this textbook include: • discussion of all of the main theories: realism and (neo)realism, idealism and (neo)idealism, liberalism, constructivism, postmodernism, gender, and globalization two new chapters on the “clash of civilizations” and Hardt and Negri’s Empire innovative use of narratives from films that students will be familiar with: Lord of the Flies, Independence Day, Wag the Dog, Fatal Attraction, The Truman Show, East is East, and Memento an accessible and exciting writing style which is well-illustrated with boxed key concepts and guides to further reading. • • • This breakthrough textbook has been designed to unravel the complexities of international relations theory in a way that allows students a clearer idea of how the theories work and the myths that are associated with them. Cynthia Weber is Professor of International Studies at the University of Lancaster. She is the author of several books and numerous articles in the field of international relations. International Relations Theory A critical introduction Second edition Cynthia Weber First published 2001 by Routledge Second edition published 2005 by Routledge 2 Park...
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...TE AM FL Y Praise for Marketing Insights from A to Z “The bagwan of Marketing strikes again. Leave it to Phil Kotler to revisit all of our blocking and tackling at just the right time . . . and as all great marketers know: ‘timing is everything.’” —Watts Wacker Founder and CEO, FirstMatter Author, The Deviant Advantage: How Fringe Ideas Create Mass Markets “Wide-ranging, readable, pithy, and right on target, these insights not only are a great refresher for marketing managers but should be required reading for all nonmarketing executives.” —Christopher Lovelock Adjunct Professor, Yale School of Management Author, Services Marketing “Kotler tackles the formidable challenge of explaining the entire world of marketing in a single book, and, remarkably, pulls it off. This book is a chance for you to rummage through the marketing toolbox, with Kotler looking over your shoulder telling you how to use each tool. Useful for both pros and those just starting out.” —Sam Hill Author, Sixty Trends in Sixty Minutes “This storehouse of marketing wisdom is an effective antidote for those who have lost sight of the basics, and a valuable road map for those seeking a marketing mind-set.” —George Day Geoffrey T. Boisi Professor of Marketing, Wharton School of Business “Here is anything and everything you need to know about where marketing stands today and where it’s going tomorrow. You can plunge into this tour de force at any point from A to Z and always come up with remarkable insights and...
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...been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property of their respective owners. McGraw-Hill Education is not associated with any product or vendor mentioned in this book. Cartoon by Jim Sizemore used with permission of Cartoon Stock Ltd. (www.CartoonStock.com). Editorial cartoon by Chris Britt used with permission of the cartoonist. Editorial cartoon by Clay Bennett © 2006 The Christian Science Monitor (www.csmonitor.com)....
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...Staff surveys are usually very helpful in establishing whether staff in your company are motivated and therefore performing to best effect. Aside from the information that questionnaires reveal, the process of involving and consulting with staff is hugely beneficial and motivational in its own right, (see the 'Hawthorne Effect'). Whilst your survey will be unique to your company, your staff issues, your industry and culture, some useful generic guidelines apply to most situations. Although not exhaustive, the following ten points may help you cover the relevant subject areas and help towards establishing facts rather than making assumptions about motivation when designing your own questionnaires on employee motivation. ten tips for questionnaires on employee motivation 1. What is the 'primary aim' of your company? Your employees may be more motivated if they understand the primary aim of your business. Ask questions to establish how clear they are about your company's principles, priorities and mission. 2. What obstacles stop employees performing to best effect? Questionnaires on employee motivation should include questions about what employees are tolerating in their work and home lives. The company can eliminate practices that zap motivation. 3. What really motivates your staff? It is often assumed that all people are motivated by the same things. Actually we are motivated by a whole range of factors. Include questions to elicit what really motivates...
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...John Maxwell The 360-Degree Leader: Developing Your Influence from Anywhere in the Organization (Thomas Nelson, 2005) Summarised by George Wells This summary was written as a weekly email to the staff in George’s Department. The “Some things to think about” sections are by George and were geared for the staff in their context. In this book, Maxwell deals with an important topic: not everyone is called to be the top leader in an organisation, and so we need to learn to lead from "the middle". The idea of 360-Degree Leadership is that we should be able to "lead up", influencing our leaders, "lead across", influencing our peers, and "lead down", influencing those lower down the organisational hierarchy. As usual, Maxwell gets his points across with a series of fairly brief, pithy chapters dealing with various practical issues. He introduces the first section, which deals with myths about leadership, by reflecting on the sorts of people we instinctively think of when we think of "a leader": William Wallace, Winston Churchill, Mahatma Gandhi, etc. He points out that this is misleading as "99% of all leadership occurs not from the top but from the middle of an organization". Taking this further, all of us can lead effectively, even if we're not the Vice Chancellor or the CEO. He notes that many people are good in one direction (e.g. they have influence with their boss, but alienate the people who report to them, or are great with their team, but do no get along...
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