1002 The Joutnal of American History December 2003which pu.docx

1002 The Joutnal of American History December 2003
which putchased the sttuctute ftom Pennsyl-
vania, ptevented its possible destruction.
The ttiumphant tout of the matquis de
Lafayette in 1824 ptompted more sustained
notice of the building. Philadelphians not
only gteeted Lafayette enthusiastically but
they incteasingly commemotated the edifice
as a sacted political site. People in the antebel-
lum eta saw Independence Hall and the sut-
tounding gtound as a place to registet divet-
gent expressions of nationalism; abolitionists
and nativists found the location a focus fot
their ideals, and African Ameticans consideted
Independence Hall a venue to display liberty's
shottcomings. By the late nineteenth century,
the structute dtew ptesidents and sufftagettes,
among others. Both building and bell had be-
come enshtined in the public memory. The
increasing fiow of visitots by the twentieth
century prompted questions about histotical
restotation, and by the 1950s a massive effott
at urban renewal resulted in the present tecon-
figutation of the landscape around Indepen-
dence Hall. If many Ameticans, conftonted by
the uncertainty of the Cold Wat, went thete to
teaffitm libetty's ideals, othets went in the
1960s and 1970s to sound a tocsin about ide-
als unmet. The National Patk Service umpired
disputes by allowing tallies and ptotests to un-

detscote Ametica's founding ptinciples. As be-
fore, people of divergent views sought to
btoadcast theit vision of Ametican libetty, and
Independence Hall appeated in the ctosshaits
of these demonsttations.
Such a btief desctiption hatdly does justice
to the sweep of this wotk. Mites cut a btoad
swath thtough the centuties. We see the forces
of preservation and politics convetge and col-
lide, counteted by the envitonmental dynamic
of a changing utban neighbothood. We also
observe how Aftican Ameticans, always a vital
presence in Philadelphia, took libetty's mes-
sage to heatt. Less is done, however, on the
immigtants who populated Philadelphia, no-
tably the Itish and Italians, whose memoty of
Independence Hall might have added an addi-
tional dimension to the book. Did theit tela-
tive economic and political success in the City
of Btothetly Love make them especially keen
to embtace American principles? We do not
know. Newet immigtant gtoups get men-
tioned, yet their stoty, if expanded, could ftir-
ther underscore theit perception of a defining
icon of their new home.
Such criticism does not detract ftom this
solidly consttucted, nicely detailed work.
Mires's plea for understanding the public
memoty that histotic sttuctutes shape should
inspite othets to follow het lead. This re-
viewet, for one, also found these troubled
times a useftil teason for visiting Indepen-
dence Hall. Others might wish to do the same.

Robett E. Ctay Jt.
Montclair State University
Upper Montclair, New Jersey
Ratifying the Republic: Antifederalists and Fed-
eralists in Constitutional Time. By David J. Sie-
mers. (Stanford: Stanford Univetsity Press,
2002. XX, 292 pp. $55.00, ISBN 0-8047-4106-
9.)
This book helps answer a significant question
about the eatly tepublic: why did atgument
about the Constitution's legitimacy cease aftet
its tatification? David J. Siemers addresses this
question by sctutinizing Antifedetalist leaders.
He shows that Antifedetalists helped legiti-
mize the Constitution and assured constitu-
tional governance aftet 1788.
Despite serious feats about the Constitu-
tion, Antifedetalist leadets were committed to
the rule of law and popular sovereignty. Aftet
tatification Antifedetalist leadets acquiesced
graceftiUy. They acknowledged that the people
should decíate ftindamental law and that rati-
fication was an example of populat sovet-
eignty. These stances, Siemets suggests, legiti-
mized the Constitution duting the Republic's
fotmative yeats.
Antifederalist leaders' contribution was not
confined to their quick acceptance of the
Constitution. By examining the congtesses of
the 1790s, Siemers shows that many fotmet
Antifederalist leadets patticipated in the new

national government. Alexandet Hamilton's
financial ptogtam confitmed their worst fears.
Rather than reject the Constitution, howevet,
Antifedetalists used early Federalist atguments
against the most extreme Federalists. Fotmet
Antifederalists used the essays by Publius to
portray loose consttuction and the doctrine of
Book Reviews 1003
implied powers as unconstitutional. Siemers
explains tbat argument for strict construction
and demands to follow original intent began
witb tbe former Antifederalists in tbe 1790s.
Tbese ideas suggest tbe significance of tbe An-
tifederalists well afi:er 1789.
Of course, during tbe 1790s Antifederalists
joined witb many former Federalists. Wben
discussing tbis latter group, called by Siemers
tbe Madisonians, Ratifying tbe Republic is less
useful. Siemers argues tbat Federalist 10 was
quickly peripberal to James Madison's tbougbt
and tbat Madison dropped it by tbe early
1790s. Political scientists used to say tbat all
American politics sprang from Federalist 10.
Tbat view was as unbelpful as saying tbat
notbing did. Siemers argues tbat Madison jet-
tisoned tbe tbinking in Federalist 10 because
after 1789 tbe Federalists demonstrated tbat
an interested minority could seize control of
government. In response, Madison advocated
building a majority witb a political party and
tbe two-party system.

Siemers's own evidence and virtually every-
tbing Madison wrote suggests tbat Madison
never viewed tbe party of Hamilton as a legit-
imate republican opponent or as an acceptable
political party. Indeed, I suspect tbat Madi-
son's defense of party was close to Edmund
Burke's. For Madison, a party was tbe princi-
pled group tbat advocated, agitated, and ran
candidates because it understood tbe common
good and used tbe tactics of popular politics to
tbwart interested factions seeking to misuse
power. For Madison, as for Burke, a political
party was quite legitimate, but political parties
were not.
Tbere are common tbemes connecting
Madison's tbinking in Federalist 10 to bis fears
during tbe 1790s. Nevertbeless, Siemers does
a fine job answering an important question
about tbe Antifederalists. Five years afi:er tbe
ratification of tbe Constitution, virtually ev-
erytbing Antifederalists feared under tbe Con-
stitution occurred. Tbey did not demand a
new convention or amendments tbat would
fundamentally alter tbe nation's political sys-
tem. Siemers explains wby.
Andrew Sbankman
Nortbeastern Illinois University
Cbicago, Illinois
Tbomas Jefferson and tbe Wall of Separation be-
tween Gburcb and State. By Daniel L. Dreis-
bacb. (New York: New York University Press,
2002. X, 283 pp. $42.00, ISBN 0-8147-1935-

X.)
Few figures of speecb bave exercised a stronger
bold over tbe American political and legal
imagination, especially in the last balf century,
tban Tbomas Jefferson's "wall of separation."
Invoked by tbe Supreme Court in numerous
cburcb-state cases beginning witb Everson v.
Board of Education (1947), tbe metapbor's
meaning and utility bave been scrutinized and
debated from seemingly every possible angle.
Still, Daniel L. Dreisbacb believes tbere is
more to be learned because of tbe failure of
scboiars and jurists to pay close enougb atten-
tion to tbe specific bistorical context out of
wbicb Jefferson wrote the pbrase in bis letter
to tbe Danbury Baptist Association of Con-
necticut in early 1802.
Building upon bis own important article in
the. Journal of Cburcb and State (1997), Dreis-
bacb provides a useful description and analysis
of tbe political world in wbicb tbe wall was
originally erected and a careful examination of
tbe letter's actual text. He argues tbat, amid
tbe Federalist-Republican squabbles sur-
rounding tbe 1800 election, Jefïerson con-
ceived tbe letter as a response to attacks tbat
bis failure to declare days of national tbanks-
giving and fasting was a sign of bis own bostil-
ity to religion. Tbougb writing to allies in tbe
cause of religious liberty as well as to support-
ers of Republican politics, tbe president never-
tbeless took great care to crafi: bis words re-
garding tbe meaning of tbe First Amendment.
He wisbed to make a case tbat on jurisdictional

grounds tbe national government, including
tbe cbief executive, bad no autbority in mat-
ters of religion. By implication, tbe Bill of
Rigbts reserved tbat power to tbe states.
Hence, be could not issue religious proclama-
tions as president, sometbing be bad been
willing to do as a colonial and state official.
Tbe wall metapbor, tben, as Jefferson used it,
was not offered as a general pronounce-
ment on tbe prudential relationsbip
between religion and all civil government;
ratber, it was, more specifically, a state-
Copyright of Journal of American History is the property of
Organization of American Historians and its
content may not be copied or emailed to multiple sites or posted
to a listserv without the copyright holder's
express written permission. However, users may print,
download, or email articles for individual use.
Syllabus
REQUIRED COURSE MATERIALS
Books:
· Emotional Intelligence 2.0 by Jean Greaves, 2009 (ISBN-13:
978-0974320625). Must have web access code, so must be a
new book.
· StrengthsFinder 2.0 by Tom Rath, 2007 (ISBN-13: 978-

1595620156). Must have web access code, so must be a new
book.
· APA: The Easy Way! A quick and simplified guide to the APA
writing style by Houghton and Houghton 2nd Edition, 2009.
(ISBN-13: 978-0923568962)
· The Golden Personality Type Profiler by John P. Golden, 2010
(ISBN -13: 978-0137066544): Must have web access code.
Readings and Resources: (Available through the Business
Research Guide, go
tohttp://ohiodominican.libguides.com/business to access the
Business databases. Most articles can be found using the
databases: Business Source Complete, Business Abstracts with
Full Text, and, Vocational and Career Collection”. Click on the
database and then type in the article title in the search panel.
Note that you can also scroll down and type in the journal title
if needed.)
Articles for assignments
· Feedback as a Gift, by Friedrich, T+D, 2012
· Difficult Conversations 2.0: Thanks for the Feedback by Stone
& Heen, Rodman Management, 2014
· Max Performance Feedback by Sadri & Seto, Industrial
Management, 2011
· Work + Home + Community + Self by Friedman, Harvard
Business Review, 2014
· Manage Your Work, Manage Your Life by Groysberg &
Abrahams, Harvard Business Review, 2014
Articles for Presentation (each student must choose one)
· Manage Your Emotional Culture, HBR, by Barsade and
O’Neill, 2016
· Courage as a Skill, in Harvard Business Review by Reardon,

2007
· Can Employees Really Speak Freely, in Harvard Business
Review by Detert and Burris, 2016
· Outsmart Your Own Biases, in Harvard Business Review by
Soll, Milman, & Payne, 2015
· The Authenticity Paradox, in Harvard Business Review,
Ibarra, 2015
· The Art of Giving and Receiving Advice, in Harvard Business
Review by Garvin and Margolis, 2015
· Rethink What You “Know” about High-Achieving Women, in
Harvard Business Review by Ely, Stone & Ammerman, 2014
· The Limits of Empathy, in Harvard Business Review by
Waytz, 2016
· Building Resilience, in Harvard Business Review by Seligman,
2011
NATURE OF THE COURSE:
This course focuses on personal skill development and
management competency assessment. It applies a set of
assessment instruments and techniques to help students
strengthen self-understanding and identify areas for
development and growth. The assessment process culminates in
the creation of a personal development plan that will be
revisited in the final course of the MBA program in order to
determine progress and recast an updated plan. Additionally, the
course contains multiple skill modules addressing capabilities
relevant to success in organizations and in the MBA/MHA
programs. Skills addressed include teaming, giving & receiving
feedback, writing, research, presentation, software, and citation
skills.
LEARNING OBJECTIVES: Students successfully completing
this course should be able to…

Knowledge
1. Examine and apply principles relevant to effective team
functioning.
1. Explore and critique approaches related to effective
communication – both oral and written.
1. Identify developmental opportunities and challenges resulting
from review of a set of assessment instruments.
1. Utilize the principles of Emotional Intelligence theory in
professional development planning.
1. Utilize the principles of leveraging your strengths in
professional development planning.
1. Synthesize and apply principles related to workplace self-
development
Skills
1. Apply personal assessment results and personal development
knowledge to the creation of an implementable Personal
Development Plan.
1. Deliver effective feedback to others and receive feedback
without defensiveness.
1. Communicate effectively in both written and oral
presentation form.
1. Synthesize content from a variety of business publications to
construct a reflective essay.
1. Effectively utilize business research data bases.
1. Appropriately cite sources both in-text and bibliography
using APA citation style.
1. Effectively utilize and apply relevant strategic research and
analysis tools to organizations operating in a variety of
industries and competitive situations.
1. Appropriately use technology in the satisfaction of course
assignments to include competence in Microsoft Word,
PowerPoint, Excel, and Business Research Data Bases.
Dispositions
1. Exhibit appreciation for the importance of ongoing personal
and professional development.

1. Demonstrate respect for diversity and opposing viewpoints.
1. Demonstrate interest and engagement in course activities and
discussions.
1. Demonstrate the ability to engage in civil discourse.
Office Hours
Instead of traditional or virtual office hours, I believe that
leveraging technology to your advantage is best, therefore, I
make myself available at any time you need assistance or have a
question (during normal waking hours please). Feel free to text
me on my cell phone listed above (I prefer text since it is less
disruptive if I am doing something else when you try to reach
me). I will respond via text as quickly as possible and we can
arrange a phone call if needed as well. If you would like to talk
with me at any time between live chat sessions, send me an
email message at any time, day or night, with your questions or
to set up a meeting. You should expect a response from me
fairly quickly, within 24 hours most of the time, but no later
than 48 hours. Of course, you can also contact me via
telephone. If I am unavailable, feel free to leave voicemail on
my cell phone, I check that frequently. Follow up your
voicemail with a quick email message to let me know it is there,
in case there is some glitch and I do not get the voicemail in a
timely manner.
Get Acquainted Postings:It is very helpful to know something
about the other students enrolled in this course. Post your brief
bio to the classroom Discussion Board no later than the end of
the 1st week of class. This DB can be found in folder titled
“Week One”. You will see a sample there in the form of my
introduction.
Interaction Tools
Familiarize yourself with the course website by taking the time
to review all of the features. Click on all of the tabs, open all of
the folders, and look for ways to help you feel a part of the

community that is this class. Begin with the “Start Here” folder.
Here you can work through the process of learning your way
around the site. In addition, several features in this course
website are designed to purposefully aid you in interacting with
your classmates and your faculty member. A few of these
features include the course announcements, the “Get Acquainted
Discussion”, email, and of course the Collaborate Live
Conferencing function that will allow us to ‘hold live chats’
weekly. Be sure to read the announcements posted by me
throughout each week.
A minimum of one, 60 minute live chat session will be
scheduled each week on Wednesday evenings from 7-8 PM. To
access the live chat sessions you will simply need to click on
the Live Chat tab. When you do this a box will open with a
section titled “Collaborate”. Click here and you will be able to
access the live chat as it is going on or the archives of a chat
you missed. Although these sessions are optional, this live
interactive forum can provide you with the opportunity to ask
questions about the assignments, share ideas with other students
and faculty, and delve a bit deeper into the content area. Though
not mandatory, your active participation in the live chat
sessions do allow you to accumulate “participation/engagement’
points in the course. The purpose of the chat session is to allow
for directed discussion of assignments and some aspects of
course content. If you are unable to attend Live Chats you can
still earn those participation/engagement points. To do so you
must watch/listen to the recorded chat. When you are done,
upload a 2-paragraph discussion of what we talked about in the
live chat to the “Live Chat-Missed Session” dropbox in the
folder for the week you missed. In addition, list any questions I
asked and your response to those questions. I need to have this
prior to the start of the next live chat. One other reminder; do
not sign into the live chat if you are in a face-to-face course at
that time. You will lose participation points in both classes if
you do so.

Remember: All Live Chat Sessions are archived for students to
watch/listen to at a later time. Bring your questions, your
experiences, your sense of humor, and your insights! Submit
Assignments
The Discussion Board assignments are posted directly into the
discussion board found in the folders for weeks assigned. You
do not need to submit these assignments elsewhere. Do however
be careful to post directly into the Discussion Board. Do not
attach your DB work. All other assignments will be submitted to
the Turnitin Drop Box for the week assigned. These are visible
under the Lessons Tab and in the folder for the week each is
due.
Coursework:
1) All assignments cannot have more than 10% of your work in
quoted content. If you submit a document with more than that
you will receive a deduction as follows:
(a) 16-20%: 50%
(b) Above 20%: zero on the assignment
2) I do not accept late work. If you submit something past the
due date/time I will not grade it and you will receive a zero for
the assignment.
3) I do not accept any work that has been submitted in another
course.
4) I am very serious about source citations, APA format, and
plagiarism. This is a master’s level course. As a minimum, you
will cite sources as you use them and provide references. All
words taken directly from another source will be in quotation
marks and cited as required for APA. This is true for all
assignments. In APA if you do not cite the source in the body of
your work, you cannot list it as a source. If you do not cite

sources/reference at all you will receive a zero for your work, I
will not grade it.
5) Wikipedia, changingminds.com, dictionaries, or other sources
that are not scholarlyare not to be used in this course. If you
are unsure if it is a scholarly resource or not, ask a librarian.
Do not list any sources that are not scholarly in your work.
Assignments, Format, and Grading:
I will work to answer all emails within 24 hours. In addition all
work submitted will be graded within 72 hours of the closure of
the due date/time frame. If I am to be late on that for any
reason, I will email the class and let you know the issue and
expected time for completion.
All written work, including the DB postings should be
constructed using MS Word, Times New Roman Font of 12.
Double-space your answers for readability and double space
between paragraphs. I do not allow for listing, numbered,
alphabetized or bulleted lists as a part of your answers in the
work in this course. Pay attention to spelling and grammar.
Information from all sources must be denoted as such through
the use of proper citations. Pay special attention to the
approximate length of the assignment. If it says 3-4 pages, I’ll
be looking for a minimum of 3 pages. If you are not hitting that
mark, your grade will suffer. Cover pages, abstracts, executive
summaries, charts, graphics and photos do not count in the page
or paragraph minimums.
Assignment Deadlines:
In the learning environment as well as in the work environment,
due dates are essential. The course assignments have due dates
to ensure that the student can in fact successfully complete the
class within the course timeframe while also benefiting from
instructor input before preparing each new assignment. Also
important is timely participation in the interactive components

of the classroom.
No late work will be accepted, it will not be reviewed, and will
receive an automatic zero.
Turnitin Usage
Turnitin is used via the drop boxes for all written papers. The
faculty member may also at any point submit DB postings for
review in Turnitin in this course. The drop boxes allow the
student to submit the paper within the weekly folders. In
addition, the faculty member can access the work there, grade
it, and when completed, the work with faculty comments is
made available to student within the same weekly folder.
Turnitin therefore acts as an assignment depository, a place for
faculty to pick up, review, grade and offer feedback to students,
and as a plagiarism check point. I will grade and review work in
the Turnitin drop box. I will review every paper for plagiarism
by taking out the bibliography, the work in quotation marks,
and then ascertaining whether there are issues or not. I will
contact you if I have a concern. I have set the system up so that
you are able to see the same report I see in Turnitin. Please
review the content on academic integrity below and feel free to
ask questions.Student Code of Conduct
All students must communicate in a professional manner in this
classroom. The classroom refers to any technological
mechanism used including the Discussion Board areas and Chat
Rooms. All communications and interactions must be done in a
respectful manner. Treat everyone professionally and with
respect. Use of inappropriate language will not be tolerated.
Academic Honesty
Ohio Dominican considers plagiarism and academic dishonesty
a serious offense. Academic Integrity is key to learning and
personal growth. The Student Handbook, Course Catalog, and
each course syllabus define plagiarism and explain academic

honesty. Please refer to the policies set forth in those
publications.
Academic Integrity
All policies on academic honesty will be strictly enforced.
Along with preparing for and attending classes, each student has
the responsibility of promoting high academic standards.
Academic dishonesty includes: (a) cheating, (b) fabrications and
falsifications, (c) multiple submissions, (d) plagiarism, (see
comments below), (e) complicity in academic dishonesty.
Proven cases of dishonesty will result in a grade of F in the
course and possible dismissal.
Plagiarism
Each student is expected to present his or her own work. All
papers, examinations, and other assignments must be original or
explicit acknowledgment must be given for the use of another
person’s ideas or language. Examples of plagiarism as it might
occur in term papers, research projects, group projects, or other
written assignments are listed below.
1. Failure to use quotation marks:
a. All work that is quoted directly from a source should be
enclosed in quotation marks and followed by proper reference
notation. Failure to use quotation marks, even when footnotes
are provided, is plagiarism.
2. Failure to document ideas:
a. When a student uses one or more ideas from and/or
paraphrases a source, he or she must appropriately reference
such material. Failure to provide an exact reference is
plagiarism.
3. False documentation:
a. falsifying or inventing sources or page references is
plagiarism.

In addition, when team assignments are given, it is considered
to be a violation of academic integrity to place someone’s name
on a project that they did not participate fully in completing. If
you allow your name to be placed on a team assignment when
you did not participate, it will be construed as falsely indicating
that you worked on a submission and therefore a violation of
academic integrity. On the other hand, if you place someone’s
name or allow someone’s name to be placed on a submission
when you know they did not contribute, you will be violating
academic integrity as defined here. If you didn’t work on it,
don’t allow someone to put your name on the submission. If
someone on the team did not contribute to the submission then
do not allow that person’s name to be placed on the submission
to protect yourself.
Disability Services and Support
It is the policy and practice of Ohio Dominican University to
provide reasonable accommodations for students with properly
documented disabilities. Students who need accommodations
for a disability must first register with the Office of Disability
Services to verify the disability and to establish eligibility for
accommodations. Students who have questions about Disability
Services are invited to contact Leia Arnold, Director of
Disability Services in Erskine Hall, Room 214, by
email [email protected] or phone 614-251-4233 for a
confidential discussion.
Written Assignment Expectations:
All written work should be presented in a professional style and
follow basic principles of effective written communication. In
addition the following format requirements are mandatory:

· Double-spaced
· 1-inch margins
· 12 pt. Times New Roman Font
· APA style standards (without the use of abstracts for this
course)
· Free from grammatical and/or typographical errors
· Demonstrated graduate-level critical thinking, reflection,
synthesis and analysis skills
· All written work submitted will be graded on both composition
and content.
· All work must be developed utilizing MS Word.
· You may not submit any work from another course.
· Failure to use APA citations and references will result in a
zero
Assignment Details (See end of syllabus for details on article
critique requirements, research paper requirements, case study
write up, and PDP requirements).
Discussion Boards
You will complete discussion board assignments in weeks 1
through 8. All discussion board assignments are to be framed as
academic work. They should not be informal in language or
presentation. I grade two things in the discussion board: Your
answers to the questions I have posted AND your participation
in the discussion board through quality interaction with your
classmates around the content we are studying that week. The
DB grade you receive will reflect the quality of your post
content, writing and your attention to the written work
expectations listed above. The quality of your participation will
be reflected in your “participation/engagement’ score for the
course.
Do not attach files in the Discussion Board. It simply takes too
much time for us all to open them and read them. I will NOT

open an attachment in the DB. You must post your response in
the space provided in the discussion board area. To do so, click
on the new post. In the DB you are to provide the question, then
your answer. If you are responding to a classmate’s work, you
read the post then scroll to the bottom of the page and click on
reply. Be sure to include the name of the person you are writing
to and your own name in your replies.
GRADE DETERMINATION: TOTAL
POINTS
Personal Development Plan
100
Industry Analysis 50
Discussion Board Posts
46
Essays (35,50,75)
160
Live Chat Participation/Engagement (8X3)
24
Article Presentation 20
Total 400
Points
GRADUATE COURSE GRADING SCALE:
95%-100% A
90%-94% A-
87%-89% B+
84%-86% B
80%-83% B-
77%-79% C+
74%-76% C
73% and below F

Fall I 2017 MBA 510 - OL: Tentative Schedule
Focus
Due
Week 1
8/21-8/27
Introduction to the course
Giving & Receiving Feedback
Read: articles by:
Stone & Heen (2014), Friedrich (2012), and Sadri & Seto (201)
Competency Sort Materials Discussed
Live Chat #1:
Wednesday, August 23rd 7-8 pm
Discussion board post due on Sunday by midnight (5pts)
Essay:
Feedback Articles & You due by midnight on 8/26.
Week 2
8/28-09/03
Industry Analysis Assignment Overview
PDP Assignment Overview
Competency Sort

Live Chat #2:
Wednesday, August 30th 7-8 pm
Discussion board post due on Sunday by midnight (20 pts)
Week 3
09/05-09/10
Golden Personality Profiler: MBTI
Live Chat #3:
Wednesday, September 6th 7-8pm
Complete your
Golden Personality (MBTI) assessment and e-mail results to
instructor by midnight on 09/09.
Week 4
09/11-09/17
For Emotional Intelligence 2.0: you will complete the
assessment tool THEN read pages 1-50.
Live Chat #4:

Industry Analysis Due by midnight on 09/16
Be prepared to discuss Your EQ for Live Chat
Week 5
09/18-09/24
Presentation Skills
Live Chat #5:
Essay on the article you are presenting next week due by
midnight on 09/23.
Week 6
09/25-10/01
For Strength Finders:You will read the first 33 pages in
Strengths Finders 2.0 THEN complete the assessment tool.
Live Chat #6:
Upload presentation video to DropBox by midnight on 09/30

Week 7
10/02-10/08
Discussion on Work, Life and Balance
Read: Work & Life Articles: Groysberg & Abrahams (2014)
And Friedman (2014)
Live Chat #7:
Wednesday, October 4th 7-8pm
Essay:
Work & Life essay and PDP due by midnight on 10/07
Week 8
10/09-10/14
PDP Presentations
During Live Chat Session on
Wednesday, October 11th
7-8pm
1
Assignment Details

Get Acquainted PostingIt is very helpful to know something
about the other students enrolled in this course. Post your brief
bio to the classroom Discussion Board topic entitled “Get
Acquainted Discussion” no later than the end of the 1st week of
class. The “introduction” DB can be found under in folder
titled “Week One”. You will see a sample there in the form of
my introduction.
Industry Analysis
Purpose
The purpose of this assignment is to help you develop the
business research, writing, and citation skills you will need to
be successful in the ODU MBA/MHA Programs. Additionally,
you will gain experience utilizing three important business
databases available through the ODU Library web pages.
Industry Choices Fall I - 2017:
Banks
Hospitals
Airlines
Insurance
Instructions
1. Compose a full four page paper (not including title page or
reference page) that accomplishes the following:
a. Provides a summary of the history and current functioning of
the industry you have been assigned. Your paper should offer a
brief (a few paragraphs) industry history, external factors that
impact the industry (e.g. economic trends, legislation, customer
demographic trends, etc.), current products and service
offerings, basis for competition in the industry (business
models), description of markets served, identification of major

competitors, and a brief assessment of the financial health of
the industry. Given that you are limited to four full typed pages,
you will need to be concise, organized, and efficient in your
word choice.
b. Your paper should be supported with at least 5 in text and
reference citations from different sources. You must include at
least one source from each of the three data bases described
below. You will be using APA citation style and may use the
APA template available in Microsoft Word or one provided in
PantherLearn. All APA guidelines should be followed including
those related to in-text citations, cover page, reference page
preparation, running head, etc.
c. Your paper will be graded based on quality of content,
strength of writing skills, quality of sources, and quality of
APA citation.
d. An example industry analysis paper is provided in
PantherLearn.
e. Do not include an executive summary or abstract
Data Bases
1. Online Data Base: Morningstar Library Edition: This is an
extensive data base focused on providing investor’s information
about publically traded companies. It can be found among the
business data bases on our Library’s web pages. Once you get
into the data base you can type the name or “ticker” for a
company in your industry in the search box. Then you can
quickly find detailed information on the company. The
“Analyst’s Report” is particularly helpful as it offers current
information on the organization and its industry prepared by an
analyst with expertise in understanding the particular industry
and company. Additionally the “financial statements” and “key
ratios” links offer current and historical financial information.
2. Standard and Poors Net Advantage: This is an extensive data
base best known for its high quality industry information. To

access this, click on the “Industries” tab (at the top) and select
your industry. The information is rich and includes relevant
trends, competitive environment, financial analysis “how to”
information, as well as information on other relevant industry
metrics. The data base also includes other information on
organizations as well.
3. Business Source Complete: This is an extensive data base
best known for its quick access to magazine, trade, and journal
articles. The searchable data base allows you to search for
articles in specific trade publications, magazines or journals
relevant to your industry. In this data base you can also access
SWOT analyses and Datamonitor Company or Industry profiles.
These Datamonitor profiles are extensive research reports on
publically traded companies or Industries.
Recommendations for Success on MBA Submissions
1. While in the MBA you will be writing numbers
research/analysis assignments. Typically, in research/analysis
papers you are not to include your opinions unless specifically
asked for in the assignment.
2. Cite all sources using APA (American Psychological
Association) citation style. You should cite both in-text and in a
Reference page provided at the end of your paper. When you
create a “New Document” in Word, click on “My Template” and
then select “APA Format.” Use this template for building your
paper to simplify all APA formatting issues. Note that APA
resources can be linked through the Course Page. Your papers
must include a cover sheet, body of the paper, and bibliography
all APA style.
3. Writing skills are important! If you know writing skills are a
growth area for you, then work with the Writing Center at ODU
BEFORE turning in your papers. They can help you improve
your final draft and help you further develop your writing skills
at the same time.

Essays
All article essays are due on Saturday night by midnight. APA
format and citation is a must. Follow formatting as is written
earlier in the syllabus (times new roman font of 12, double
space, one inch margins, cover page & reference page). The
analysis should be written following your thorough reading of
the respective article(s) and should include the following
components:
· Essential content from the articles synthesized into a summary
of what the author(s) had to say about the topic.
· A discussion of how the information in the articles content is
useful in professional development or career planning. Feel free
to use “I” statements in this section.
· Your reflections on the content in the articles from your own
personal and professional experience. You may use “I” in this
section.
· Write these essays as if your reader has never read the articles
and is not a member of our class. Present this essay as if you
were submitting it to a professional or trade journal sharing the
information your garnered from your sources and integrating
your own experiences.
*Essay format to include: Intro paragraph, body of the work,
and a conclusion. Essays should be 3-4 pages (no more, no
less), not including cover page and reference page.
Article Presentations
Students will construct, deliver and film a presentation utilizing
power point (or another such product). All presentations will be
approximately 5 minutes in length. Articles will be selected on
the first night of class from the list provided below. In addition
to presenting the article, students will write an essay about it

(see section above) and submit it prior to the start of class.
Presentation Article Choices:
· Manage Your Emotional Culture, HBR, by Barsade and
O’Neill, 2016
· Courage as a Skill, in Harvard Business Review by Reardon,
2007
· Can Employees Really Speak Freely, in Harvard Business
Review by Detert and Burris, 2016
· Outsmart Your Own Biases, in Harvard Business Review by
Soll, Milman, & Payne, 2015
· The Authenticity Paradox, in Harvard Business Review,
Ibarra, 2015
· The Art of Giving and Receiving Advice, in Harvard Business
Review by Garvin and Margolis, 2015
· Rethink What You “Know” about High-Achieving Women, in
Harvard Business Review by Ely, Stone & Ammerman, 2014
· The Limits of Empathy, in Harvard Business Review by
Waytz, 2016
· Building Resilience, in Harvard Business Review by Seligman,
2011
Professional Development Plan
The Professional Development Plan (PDP) will provide you the
unique opportunity to assess your strengths, weaknesses, and
undeveloped capabilities in light of your vision for your
professional future. Through the use of assessment
instrumentation, developmental theory, and other tools, you will
formulate a personal, detailed road map that will target specific
competencies for future development. Competency development
will typically leverage work roles, project assignments, training
opportunities, and your MBA/MHA Program to meet
developmental objectives. The PDP will be amended and
updated in your final MBA course, MBA 690.
In your PDP you should include the following:

1. Personal Vision Statement – carefully craft the text for an
article that will be written about you in 3-5 years (your choice
in terms of relevant time frame). The article will appear in an
industry periodical or a corporate newsletter. It will praise and
summarize your work and personal accomplishments over the
stated time period. It should be as detailed and comprehensive
as possible. As you prepare to craft this, consider where you
want to be personally and professionally at the end of the time
frame. What do you want to be “doing” and how will you be
making a difference? Also consider the challenges that may lie
along the way. It is fair that there might be wins and losses as
well as sacrifices and rewards on your path and reflected in
your article. Your path need not be “stereotypical” (e.g.
climbing the corporate ladder) but can be as creative and
outside-the-lines as you are. Finally, in preparation of
composing this make sure you consider how your journey
reflects your core values.
1. Assessment Instrument Summary and Interpretation
This section will provide you an opportunity to summarize and
reflect upon the results of the Assessment Instruments you have
taken in the course. For each instrument you should provide (1)
a clear description of the instrument taken, results, and what
they are stated to mean (a chart may be a convenient way to
present this data) and (2) Your reflections on those outcomes
and meanings as they relate to you and your future vision. You
should do this for each of the four instruments below. Finally,
you should discuss patterns you observed across all instruments
that you believe are important.
1. Competency Sort (Include table)
1. Myers-Briggs Type Indicator
1. Clifton StrengthsFinder
1. Emotional Intelligence Appraisal
1. Presentation Skills
1. Writing Skills Assessment

1. Personal SWOT Analysis – Your SWOT analysis should
contain the following sections:
1. Strengths: Identify and define specifically what you believe
to be your greatest strengths (generically speaking). This should
not be a set of one-word answers. Consider the unique contexts
in which your strengths have developed and been used. Also
consider nuances of your particular manifestation of a particular
strength – be specific and offer examples. Finally, consider the
scope and scale of your use of the strength. “Strong
Management Skills,” for example, is simply too broad – what is
the scope and scale of your successful management experience;
what types of activities or projects were you managing; what
was the nature of your direct reports prior education,
experience, and degree of autonomy? What other contextual
factors should be included that might have interacted with your
successful use of Management Skills? Research suggests that
managers successful in one context may not be successful in a
different one. A thoughtful process here may result in you
further refining your understanding of your “strengths.”
1. Weaknesses: Identify and define specifically what you
believe to be your areas of greatest challenge. Describe the
unique contexts in which your weaknesses have exhibited
themselves and be specific with examples. For example, simply
saying, “poor delegation skills” is insufficient. In what specific
situations did you attempt to delegate and meet with a sense that
things had not gone well? Who were you attempting to delegate
to and what were you delegating? Often questions such as these
will cause you to reframe and restate your “weakness.”
1. Under (or un-) developed Capabilities: In this section attempt
to identify those Competencies that you believe will be
important to your future, but have not, as of yet, been
significantly developed. This is different than a weakness

(something you have tried repeatedly and know has been a
challenge). This is simply something that you have not had an
opportunity to develop. For example, “Team Leadership” if you
have never led a team. Again, try to be a specific as possible.
1. Possible Emerging New Opportunities – Are there possible
opportunities that may or should present themselves? If so,
discuss those opportunities. Are there possibilities that you plan
to seek out or pursue? If so, discuss those possibilities and your
plans with regard to them.
1. Trends that may be important to your future: Try to identify
several external (to you) trends that you believe will be relevant
to your future and then do some additional research to learn
more about them. For example, if you aspire to open a coffee
shop, you may want to research business trends related to coffee
retail products. You may want to also understand recent changes
in coffee value chain issues such as “Fair Trade Coffee.” If you
are considering working toward a position in the healthcare
industry, then explore trends in healthcare. The trends you
identify should be ones that may be interactive with your Vision
Statement and thus may end up as “actionable” on your
development plan as an educational goal.
1. Threats to your Vision – Are there things that might get in
the way of you achieving your vision? Discuss each of these and
how you might mitigate any potential negative impact.
1. Identify 3 competencies for development: Identify 3
competencies for development and discuss why each was
chosen. The selected competencies should support the
achievement of your personal vision statement. You can target
strengths in order to turn them into “Towering Strengths,”
weaknesses that you believe might “get in the way” if not
strengthened, or undeveloped competencies that you believe
will need to be developed in the future if you are to achieve

your vision.
1. Detailed Development Plan: For each targeted competency,
your detailed development plan should include the following:
1. Detailed and specific definition of the competency –
“Improve presentation skills” is not enough. Try to be as
specific as possible. Not only, will it help you focus your
development efforts, it will also help you evaluate your
progress along the way.
1. For each competency identify at least three activities that
support its development. Your activities should include at least
one activity that”
1. Provides “inputs” or new information about the competency –
this could be a literature review with specific targeted readings,
attending a specific workshop or seminar, reading a specific
book, etc.
1. Provides “practice” of the new competency – this could be
assumption of a new work or committee role, or “doing”
specific things differently at work or as part of a social group.
1. Provides feedback to you based on your “practice” activity
above. So, if you read a book on “delegation skills,” and then
take on a new committee leadership role in order to “practice”
your delegation skills, then you could seek “feedback” on your
progress from a committee member, peer, mentor, or boss.
1. All “inputs” and “activities” identified above should be
specific and “calenderable.” That is, they should be specific
activities with dates for completion or attendance. Non-specific
and non-calendared development plans gather dust and lose
momentum.
1. Your development plan can be built as a chart if helpful.
1. Feedback from someone other than yourself on your
Competency Sort Results for your current skills.

Steps for Competency Sort Assignment
Cut the competency sort cards out and put them into a pile.
Place the card sort tally sheet on a table beside you.
Take the competency sort cards and put them into 4 piles bases
on your current skill. One pile will include things you are
strong at, the second one will include things you have some
capability at, the third will hold a pile of skills you are weak at,
and the 4th will be the pile you place all things you haven’t
developed as a skill yet.
Now, take a moment and look over the skills in pile 1 and in
pile 2. Be particularly hard on yourself….and be sure you’ve
got those in the right pile. Very often we are a bit too generous
with those skills we designate as strengths. When done, record
your findings on the Card Sort Tally Sheet. Starting with the
first pile (things you think you are strong at), go thru the pile
putting a one by the skills on the Card Sort Tally Sheet. So if
you think you are strong in delegating skills (number 14 on the
sheet), you put a 1 there. Continue with all skills in that pile.
Next move to the 2nd pile, 3rd, and 4th noting which skills fell
into which pile on the Card Sort Tally Sheet.
You then reshuffle the Competency Sort Cards and begin anew.
This time you are going to sort the skills based on the current
job you hold. You are not assessing you in the job. Instead you
are going to sort the skills based on how often ANYONE in the
job needs to utilize the skill to do it well. Here you go thru the
pile and this time create 4 piles. In pile one you will put all
things that are Important or Essential in performing the job
well. Next in pile 2. Be sure to differentiate the ones and twos!
Next you will place the skills that are Important At Times, then
Seldom or rarely important for pile 3, leaving those skills that
are Not Important for pile four. Record these results in the
second column of the Card Sort Tally Sheet.
Now begin thinking about where you would like to be in your
career/professionally in 3-5 years. Then work at drafting a
vision statement (see PDP instructions in the syllabus).

You then shuffle the cards one more time and think about the
position you aspire to in your vision statement. What is that job
like? What skills are utilized there? You then repeat just what
you did in the last grouping. In pile one you will put all things
that are Important or Essential in performing that aspirational
job well. Next in pile 2 you will place the skills that are
Important At Times, then Seldom or rarely important for pile 3,
leaving those skills that are Not Important for pile four. Record
these results in the second column of the Card Sort Tally Sheet.
When you are done you do two things:
1. Compare the differences between your current skill set and
the job you have. Are you over challenged, under challenged ,
or balanced?
2. Compare your current skill set to the job you’d like to hold in
3-5 years. Will you be over challenged (need to grow some
skills to be ready now), under challenged (not using your
strengths in a future job), or balanced?
1. TRUSTWORTHY AND STRAIGHTFORWARD
Is trusted by others for his/her open, honest, direct and helpful
manner. Capable of keeping confidences; doesn’t blame others
for personal mistakes or misrepresent self for personal gain.
2. BUILDS AND REPAIRS RELATIONSHIPS

Knows how to develop productive and healthy relationships
with co-workers and external parties. Also capable of managing
conflict and negotiation as it relates to interpersonal
relationships.
3. EMOTIONALLY LITERATE
Able to recognize and understand one’s own feelings and their
causes and effects. Able to recognize, value, and respond to
other people’s emotions in effective and helpful ways.
4. LISTENING SKILLS
Listens carefully to other points of view. Capable of
suspending judgment until others have their say. Can clearly
summarize opposing points of view and accepts diversity in
other beliefs and understandings.
5. WRITTEN COMMUNICATION SKILLS
Able to write clearly and succinctly in a variety of settings and
styles.
6. PRESENTATION SKILLS

Effectively communicates in a variety of formal and informal
presentation settings and styles.
7. ORIENTED TOWARD ACTION
Not afraid of acting on opportunities. Confident of an ability to
manage the consequences of action choices.
8. CAPACITY TO TAKE RISKS
Is willing to take reasonable risks and engage/create unproven
processes in the service of a strategic opportunity.
9. LEARNS THROUGH EXPERIENCE
Ability to reflectively extract learning from prior experience.
Does not make the same mistake over and over.
10. MANAGES CONFLICT
Can manage disagreements and facilitate an environment in
which disputes can be settled equitably. Capable of identifying
common ground through strong listening skills.

11. TIME MANAGEMENT
Capable of allocating time effectively and efficiently. Can
differentiate between low and high impact priorities.
12. ORGANIZED
Allocates and manages resources in an effective and efficient
manner. Knows how to locate, track, and control important
information and/or goods.
13. TECHNOLOGICALLY CAPABLE
Processes up-to-date knowledge of software, hardware, and
other contemporary technologically related issues. Understands
the potential impact of various technologies on the business and
the inherent tradeoffs involved.
14. DELEGATION SKILLS
Can delegate significant responsibilities to others and manage
them toward success. Doesn’t micromanage or over-control.
15. MENTORING AND COACHING SKILLS
Can accurately assess the strengths and developmental needs of

others. Understands developmental processes and utilizes
feedback, work assignments, and encouragement to help others
develop.
16. GIVES AND RECEIVES FEEDBACK
Capable of giving constructive feedback to others without being
perceived as offensive or threatening. Capable of receiving and
utilizing constructive feedback without getting defensive.
17. CONFRONTS PROBLEM EMPLOYEES
Clean, straightforward, fair, and decisive when working with
problem employees. Have the “difficult” discussions with a
minimum of delay.
18. LEADING THROUGH SHARED VISION AND VALUES
Capable of formulating (individually or collectively) and
communicating a compelling future state and building
consensual acceptance. Aligns shared values with desired future
state.
19. INSPIRING AND INFLUENCING OTHERS
Capable of motivating others to high levels of performance and
satisfaction. Individualizes approach to get the best out of
employees. Empowers, encourages shared ownership, and makes

others feel important.
20. STRATEGIC THINKER
Capable of articulating credible pictures of possible future
states. Understands the context in which decisions are made –
has broad knowledge and perspective.
21. GLOBAL PERSPECTIVE
Understands issues, trends, and perspectives of various cultures
and countries and their impact in the marketplace. Addresses
cultural differences in strategies and approaches.
22. CREATING VALUE FOR CUSTOMERS
Customer-focused. Concerned with finding ways to add value
for customers.
23. EXHIBITS CREATIVITY AND INNOVATION
Capable of viewing circumstances from a variety of
perspectives and vantage points outside what is commonly
understood. Can create competitive breakthrough strategies or
plans.

24. DEALS WITH AMBIGUITY
Is comfortable without all the answers; can effectively cope
with change and uncertainty; is flexible; can suspend judgment.
25. CHANGE MANAGEMENT SKILLS
Capable of adapting and thriving in environments undergoing
significant change. Understands change processes and
generates change strategies when appropriate.
26. TEAM SKILLS
Comfortable and adept at working in teams. Understands team
development and is capable of facilitating strategies that bring
teams together and enhance their performance.
27. FACILITATION SKILLS
Ability to guide and support effective human communication
processes without controlling the participants.
28. NEGOTIATIONS SKILLS
Can settle differences in tough situations with both internal and
external groups. Sees conflicts as opportunities. Can be both

diplomatic as well as direct and forceful as the situation
demands.
29. EFFECTIVELY WORKS ACROSS FUNCTIONS
Capable of working effectively with multiple stakeholders who
work in different functional business areas. Works to find win-
win outcomes for the parties involved.
30. ORGANIZATIONALLY INTUITIVE
Understands organizational dynamics and functioning and
utilizes this information for the purpose of personal and
organizational performance improvement. Politically astute. Has
a real sense of multiple stakeholder interests and uses this
knowledge in making good decisions.
31. UNDERSTANDS THE BUSINESS
Understanding the particulars of a given business and the
environment in which it operates. Further, understanding the
causes and effects of one upon the other.
32. PLANNING
Able to accurately define the length and difficulty of tasks and
projects. Can move from goals to objectives to process steps.
Can develop schedules and assign resources in a way that
effectively accomplishes objectives/goals.

33. CRITICAL THINKING AND PROBLEM SOLVING
SKILLS
Able to analyze situations and/or problems from an independent
and critical point of view and identify relevant and effective
solutions.
34. DECISIVE
Able to make reasonably quick decisions, often with only
incomplete information.
35. MANAGEMENT AND CONTROL
Capable of effectively delegating responsibility for tasks and
decisions. Then monitoring progress effectively and measures
results appropriately. Utilizes feedback to re-inform the
process.
Card Sort Tally Sheet
Competency
Self-Assessment*
Job Assessment**
Vision Assessment**
1. Trustworthy & straightforward

2. Builds & repairs relationships
3. Emotionally literate
4. Listening skills
5. Written communication skills
6. Presentation skills
7. Oriented toward action
8. Capacity to take risks
9. Learns through experience
10. Manages conflict

11. Time management
12. Organized
13. Technologically capable
14. Delegation skills
15. Mentoring and coaching skills
16. Gives and receives feedback
17. Confronts problem employees
18. Leading through shared vision and values
19. Inspiring & influencing others

20. Strategic thinker
21. Global perspective
22. Creating value for customers
23. Exhibits creativity and innovation
24. Deals with ambiguity
25. Change management skills
26. Team skills
27. Facilitation skills
28. Negotiation skills

29. Effectively works across functions
30. Organizationally intuitive
31. Understands the business
32. Planning
33. Critical thinking and problem solving skills
34. Decisive
35. Management & control
* 1. Strong ** 1. Important
2. Some capability 2. Important
at times
3. Weak 3. Seldom
important
4. Undeveloped 4. Not

important
Competency Sort and Gap Analysis Discussion Board
Previous Next
Hide Description
Download the competency sort cards found in the Week 2 folder
and cut them into squares, follow the directions provided in the
forms and Live Chat #2.
Write a rough draft of your Vision Statement (see syllabus for
information on writing this statement). Complete the
competency sort assignment in the week 2 folder and answer the
following questions.
1. What are your strengths? Where would you like to grow?
2. What is your vision? Where do you see yourself in 3-5 years?
3. Where are the gaps between what you see in your strengths
and where you are now in your current role?
4. Where are the gaps between what you see in your strengths
and where you'd like to be in 3-5 years?
5. What did you learn from this assessment?
Constitution Debate
F E D E R A L I S T S V S . A N T I F E D E R A L I S T S
Quick Comparison
FEDERALISTS
rticles of Confederation

allow for a more effective federal government
government in the form of Executive,
Legislative, and Judicial branches
ingle chief executive
ANTIFEDERALISTS
power for fear of a corrupt monarchical elite
people, Congress/Legislative, to be the power
of the government
-like powers
Timeline
Federalists

– Patrick Henry’s Virginia Resolves
– Passing of Townshend Revenue Acts
– Boston Massacre
– Boston Tea Party
– First Continental Congress
– Second Continental Congress
– Declaration of Independence
– Articles of Confederation adopted
– Cornwallis surrenders
– Treaty of Paris ratified
Antifederalists
– Shays’ Rebellion
– Constitutional Convention
– U.S. Constitution officially ratified
– Washington sworn in as President
– D.C. site selected and approved
– Jay’s Treaty argued by Jefferson
– Adams elected President

– Alien & Sedition Acts
– Jefferson elected President
– Louisiana Purchase
The Federalists
Alexander Hamilton John Jay
James Madison George Washington
(Trumbull, 1806) (Stuart, 1794) (Stuart, 1797)(Trumbull, 1806)
Key Federalist Writings
- Published under the collective pen name “Publius”
Federalist no. 1 – Alexander Hamilton
- Announcing the opportunity for a chosen government by and
for the people.
Federalist no. 10 – James Madison
- Argument emphasizing the power of the majority, and the
potential for corruption and tyranny
against the minority, and the need for protection of the
minority.
Federalist no. 51 – James Madison
- Introduction of a checks and balances system essential to
separating and equalizing the power

of all three branches of government, and the dangers of a
government of men.
- A third author, John Jay, would also be an instrumental
contributor
The Anti-federalists
Patrick Henry
Samuel Adams George Clinton
(Mathews, circa 1891) (Graham, 1797) (Ames, n.d.)
Key Anti-Federalist Writings
Brutus I
Is it possible for a cultural melting pot society to sustain liberty
and self-government without
sacrifice by one or another?
Brutus II
It is human nature to sacrifice the common good for self-
interested purposes requiring a bill of
rights to secure the rights and liberties of the people.
Antifederalist no. 17
“Necessary and proper” authority for the central government
will eventually overtake the
secured rights of the state’s authority.

All pictures are from commons.wikimedia
Ames, Ezra. George Clinton. (n.d.). Retrieved September 28,
2015, from
https://commons.wikimedia.org/wiki/Category:George_Clinton#
/media/File:George_Clinton_by_Ezra_Ames.jpg
Graham. Samuel Adams. (1797). Retrieved September 28, 2015,
from
https://commons.wikimedia.org/wiki/File:Governor_Samuel_Ad
ams.jpg
Matthews, George. Patrick Henry. (c. 1891). Retrieved
September 28, 2015, from
https://commons.wikimedia.org/wiki/Category:Patrick_Henry#/
media/File:Patrick_henry.JPG
Stuart, Gilbert. George Washington. (1797). Retrieved
https://commons.wikimedia.org/wiki/George_Washington#/medi
a/File:Gilbert_Stuart_Williamstown_Portrait_of_Georg
e_Washington.jpg
Stuart, Gilbert. John Jay. (1794). Retrieved September 28, 2015,
from
https://commons.wikimedia.org/wiki/John_Jay#/media/File:John
_Jay_(Gilbert_Stuart_portrait).jpg
Trumbull, John. Alexander Hamilton. (1806). Retrieved
https://commons.wikimedia.org/wiki/Alexander_Hamilton#/med
ia/File:Alexander_Hamilton_portrait_by_John_Trumbul
l_1806.jpg

Vanderlyn, John. James Madison. (1816). Retrieved September
28, 2015, from
https://commons.wikimedia.org/wiki/James_Madison#/media/Fil
e:James_Madison.jpg
https://commons.wikimedia.org/wiki/Category:George_Clinton#
/media/File:George_Clinton_by_Ezra_Ames.jpg
https://commons.wikimedia.org/wiki/File:Governor_Samuel_Ad
ams.jpg
https://commons.wikimedia.org/wiki/Category:Patrick_Henry#/
media/File:Patrick_henry.JPG
https://commons.wikimedia.org/wiki/George_Washington#/medi
a/File:Gilbert_Stuart_Williamstown_Portrait_of_George_Washi
ngton.jpg
https://commons.wikimedia.org/wiki/John_Jay/media/File:John_
Jay_(Gilbert_Stuart_portrait).jpg
https://commons.wikimedia.org/wiki/Alexander_Hamilton#/med
ia/File:Alexander_Hamilton_portrait_by_John_Trumbull_1806.j
pg
https://commons.wikimedia.org/wiki/James_Madison#/media/Fil
e:James_Madison.jpg

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