Books of The Times
From Planning to Warfare to Occupation, How Iraq Went Wrong
Top of Form
Bottom of Form
By MICHIKO KAKUTANI
The New York Times, July 25, 2006
The title of this devastating new book about the American war in Iraq says it all: “Fiasco.” That is the judgment that Thomas E. Ricks, senior Pentagon correspondent for The Washington Post, passes on the Bush administration’s decision to invade Iraq and its management of the war and the occupation. And he serves up his portrait of that war as a misguided exercise in hubris, incompetence and folly with a wealth of detail and evidence that is both staggeringly vivid and persuasive.
Chip Somodevilla/Getty Images, for Meet the Press
Thomas E. Ricks
FIASCO
The American Military Adventure in Iraq
By Thomas E. Ricks
482 pages. The Penguin Press. $27.95.
By virtue of the author’s wealth of sources within the American military and the book’s comprehensive timeline (beginning with the administration’s inflammatory statements about Saddam Hussein in the wake of 9/11, through the invasion and occupation, to the escalating religious and ethnic strife that afflicts the country today), “Fiasco” is absolutely essential reading for anyone interested in understanding how the United States came to go to war in Iraq, how a bungled occupation fed a ballooning insurgency and how these events will affect the future of the American military. Though other books have depicted aspects of the Iraq war in more intimate and harrowing detail, though other books have broken more news about aspects of the war, this volume gives the reader a lucid, tough-minded overview of this tragic enterprise that stands apart from earlier assessments in terms of simple coherence and scope.
“President George W. Bush’s decision to invade Iraq in 2003 ultimately may come to be seen as one of the most profligate actions in the history of American foreign policy,” Mr. Ricks writes. “The consequences of his choice won’t be clear for decades, but it already is abundantly apparent in mid-2006 that the U.S. government went to war in Iraq with scant solid international support and on the basis of incorrect information — about weapons of mass destruction and a supposed nexus between Saddam Hussein and Al Qaeda’s terrorism — and then occupied the country negligently. Thousands of U.S. troops and an untold number of Iraqis have died. Hundreds of billions of dollars have been spent, many of them squandered. Democracy may yet come to Iraq and the region, but so too may civil war or a regional conflagration, which in turn could lead to spiraling oil prices and a global economic shock.”
Much of the material dealing with the time just before the war has been chronicled in earlier books (not to mention an outpouring of newspaper and magazine articles), but Mr. Ricks provides a succinct narrative that emphasizes how this period “laid the shaky foundation for the derelict occupation that followed.” He reminds us that when it came to the threa ...
Read Case Study 5.1. Answer Questions 1, 2, and 3 at the end of Ca.docxmakdul
Read Case Study 5.1. Answer Questions 1, 2, and 3 at the end of Case Study 5.1.
Each question should be answered in an essay format of approximately 300 words. Ensure your paper answers the questions and uses concepts studied in the module and from the reading. Support your answers with personal experiences, current events, and references to the reading.
Use the library to locate four to six scholarly sources to support your analysis.
Prepare this assignment according to the APA guidelines.
This work has to be 100% original turnitin will be use
From the start of the U.S. invasion of Iraq in March 2003, a small group of American officers thought the plan for prosecuting the war was counterproductive and that, with a better plan, the war still might be won. These officers believed that the U.S. military had forgotten the experiences of Vietnam and had been training for something resembling World War II—not counterinsurgency warfare or low-intensity warfare. The generals never expected to fight a guerrilla insurgency in Iraq; and once it began, they concentrated almost entirely on killing and capturing as many insurgents as possible. So, villages were surrounded, doors kicked down, and scores of suspects apprehended. These practices alienated Iraqi civilians and produced new recruits for the insurgency.
By the summer of 2006, Iraq was in a state of anarchy. In Baghdad, 50 people were being kidnapped every day, often by the police. Increasingly, the kidnappers’ targets were children, fewer and fewer of whom were being allowed by their parents to venture outside. Once snatched, the victims were typically offered for sale to one of the many kidnapping gangs. The violence in Iraq was not random but had specific purposes and specific causes. Al Qaeda sought to start a full-scale sectarian war between the Sunnis and Shiites, believing such a war was their only hope of victory. To this end, that terrorist
group unleashed suicidal attacks on Shiite civilians, hoping to provoke a backlash and a wider conflict. Indeed, Al Qaeda was increasingly taking over all of Sunni society.
In the first two years of the war, the country’s Shiite leadership had held its fire in the face of the Sunni onslaught. Then came the elections in December 2005 that brought to power a Shiite dominated government. Now, Iraq’s new leaders were determined to crush the Sunni insurrection at any cost. Police and paramilitary units were turned loose in the Sunni neighborhoods, where they began massacring military-age men. In the face of all this, the Americans decided to back away. From the summer of 2004 onward,
The objective of the American strategy was less the defeat of the Sunni insurrection than the training and equipping of Iraqis to fight it for them. “As they stand up, we will stand down,” President Bush was fond of saying. Iraq security forces had grown in quantity if not in quality and were taking over larger and larger pieces of the war. It was difficult in the summer of 2 ...
1
Robert E Lee
Gregory Key
Columbia Southern University
December 20, 2016
Robert Lee Article is an article that addresses the issue of the end of the civil war that lasted for decades in the United States. The research on the article centered on Lee, Grant and Lincoln and the results were that they signed surrender instruments on a successful reconciliation process that saved America from continued bloodshed. The implications of the civil war were also discussed in the article.
Abraham Lincoln met with his two generals, Grant and Sherman to discuss the end of civil which seemed to be within reach as April 1865 neared. The effects of the civil war marked the preparations to stop the war. Grant confessed that he feared that Lee would be killed and lead to the war being prolonged. Lincoln pleaded that God spares them from bloodshed which was increasing and the fear of mass manslaughter that was perceived to result at the end of the civil war. The decision to stop the war was more on Lee than in the hands of Lincoln, the decision that shaped the history of the United States (McCullough, 2016).
Lee convened a council of war that turned into surrender although some of his aides protested that little or more blood brought no difference. The step to surrender was anathema to Davis. If Lee had resorted to guerilla war, he could have launched one of the most active partisan movements in all history. In Missouri, the guerrilla war characterized by ruthless reprisals and random terror was underway with such brutality that the entire state had been dragged into the whirlpool of vengeance. After deliberations, Lee rejected the protracted anarchy and mayhem because it would lead the country into states of affairs that it will not be able to recover easily.
The most important moment of the surrender period came after instruments of surrender got signed and emotion choked Lee mounted his horse Traveler and let out a long sigh. The importance of reconciliation for both sides should not be mistaken for any other thing as Lee remarked that he surrendered as much to Lincolns goodness as to the armies of Grant (McCullough, 2016).
The article on Robert E Lee relates to the Unit VII Project in that it addresses matters of civil war in the United States during the time of Abraham Lincoln whereas the project is based on American history. Some of the sentiments of the article are of significance in the project as they will be addressed in one way or the other.
The article could have been made better by including the specific dates of the events. The presence of years would validate the history and give a step by step account on what happened during those times. On the other hand, the article could be made better by identifying the effects of the civil war other than just mentioning them lightly. A lot of information was left out in the article because such severe events should not have scattered details as we see in the article. Information about ...
Abstract: This study examined United States and democratization in Iraq. The study was anchored on the
democratic peace theory as propounded by Immanuel Kant in 1795. The study adopted ex-post research design
while data was gotten from secondary source such as textbooks, journal articles, newspapers, magazines and
internet and the data generated was analyzed through content analysis. The findings of the study showed that The
United States efforts to adoptive democracy was widely implemented by a range of governmental and nongovernmental actors in Iraq, but it has yielded far less than what was promised and United States interest has had
negative effects on democratization in Iraq as the dissolution of the Iraqi army has resulted to security vacuum in
Iraq. Based on the findings the study recommended among others; Democracy should not be seen as a United
States import but rather an indigenous adaptation of general principles by Iraqi people.
The Decision to Go to War with Iraq James P. Pfiffner .docxmehek4
The Decision to Go to War with Iraq
James P. Pfiffner
prepared for
Public Administration: Concepts and Cases, 8th edition
edited by Richard J. Stillman II
In order to understand how the United States decided to go to war with Iraq, it is
necessary to go back to the Gulf War of 1991. When Saddam Hussein invaded Kuwait
in 1990, President George H.W. Bush assembled a broad international coalition to
confront Saddam and throw his troops out of Kuwait. After a buildup of nearly half a
million troops in the area and a bombing campaign, U.S. ground forces were able to
defeat the Iraqis in just 100 hours. As U.S. troops drove the Iraqis out of Kuwait,
President Bush made the decision not to slaughter the retreating Iraqi troops on the
““highway of death”” from Kuwait City back to Basra in Iraq. More importantly, the
president decided not to invade and occupy Iraq.
To have done so would have exceeded the U.N. mandate and would have moved
well beyond the coalition’’s support and the U.S. military mission. President Bush and
his assistant for national security affairs, Brent Scowcroft, put it this way:
Trying to eliminate Saddam, extending the ground war into an occupation of Iraq,
would have violated our guideline about not changing objectives in midstream,
engaging in ““mission creep,””. . . .We would have been forced to occupy
Baghdad and, in effect, rule Iraq. The coalition would instantly have collapsed,
the Arabs deserting it in anger and other allies pulling out as well. Under those
circumstances, there was no viable ““exit strategy”” we could see. . . . Had we
gone the invasion route, the United States could conceivable still be an occupying
power in a bitterly hostile land.
President George H.W. Bush’’s restraint in limiting the coalition’’s military victory to
driving the Iraqi army out of Kuwait without completely destroying it and invading Iraq
was to come under considerable criticism from a group of public figures and defense
intellectuals known as neoconservatives (neocons).
This loosely connected group of critics of U.S. defense policy believed that the
decision not to remove Saddam Hussein was a profound mistake. The neocons organized
““The Project for the New American Century,”” and published a ““Statement of
Principles”” in 1997. The statement noted that the United States was the sole remaining
superpower, and advocated an assertive U.S. foreign policy and increased defense
spending in order to ““accept responsibility for America’’s unique role in preserving and
extending an international order friendly to our security, our prosperity, and our
principles.”” In 1998 the organization wrote an open letter to President Clinton arguing
that Saddam’’s Iraq was a major threat to the United States and a destabilizing force in
the Middle East. They stated that U.S. national security strategy ““should aim, above all,
at the removal of Saddam Hussein’’s regime ...
Read Case Study 5.1. Answer Questions 1, 2, and 3 at the end of Ca.docxmakdul
Read Case Study 5.1. Answer Questions 1, 2, and 3 at the end of Case Study 5.1.
Each question should be answered in an essay format of approximately 300 words. Ensure your paper answers the questions and uses concepts studied in the module and from the reading. Support your answers with personal experiences, current events, and references to the reading.
Use the library to locate four to six scholarly sources to support your analysis.
Prepare this assignment according to the APA guidelines.
This work has to be 100% original turnitin will be use
From the start of the U.S. invasion of Iraq in March 2003, a small group of American officers thought the plan for prosecuting the war was counterproductive and that, with a better plan, the war still might be won. These officers believed that the U.S. military had forgotten the experiences of Vietnam and had been training for something resembling World War II—not counterinsurgency warfare or low-intensity warfare. The generals never expected to fight a guerrilla insurgency in Iraq; and once it began, they concentrated almost entirely on killing and capturing as many insurgents as possible. So, villages were surrounded, doors kicked down, and scores of suspects apprehended. These practices alienated Iraqi civilians and produced new recruits for the insurgency.
By the summer of 2006, Iraq was in a state of anarchy. In Baghdad, 50 people were being kidnapped every day, often by the police. Increasingly, the kidnappers’ targets were children, fewer and fewer of whom were being allowed by their parents to venture outside. Once snatched, the victims were typically offered for sale to one of the many kidnapping gangs. The violence in Iraq was not random but had specific purposes and specific causes. Al Qaeda sought to start a full-scale sectarian war between the Sunnis and Shiites, believing such a war was their only hope of victory. To this end, that terrorist
group unleashed suicidal attacks on Shiite civilians, hoping to provoke a backlash and a wider conflict. Indeed, Al Qaeda was increasingly taking over all of Sunni society.
In the first two years of the war, the country’s Shiite leadership had held its fire in the face of the Sunni onslaught. Then came the elections in December 2005 that brought to power a Shiite dominated government. Now, Iraq’s new leaders were determined to crush the Sunni insurrection at any cost. Police and paramilitary units were turned loose in the Sunni neighborhoods, where they began massacring military-age men. In the face of all this, the Americans decided to back away. From the summer of 2004 onward,
The objective of the American strategy was less the defeat of the Sunni insurrection than the training and equipping of Iraqis to fight it for them. “As they stand up, we will stand down,” President Bush was fond of saying. Iraq security forces had grown in quantity if not in quality and were taking over larger and larger pieces of the war. It was difficult in the summer of 2 ...
1
Robert E Lee
Gregory Key
Columbia Southern University
December 20, 2016
Robert Lee Article is an article that addresses the issue of the end of the civil war that lasted for decades in the United States. The research on the article centered on Lee, Grant and Lincoln and the results were that they signed surrender instruments on a successful reconciliation process that saved America from continued bloodshed. The implications of the civil war were also discussed in the article.
Abraham Lincoln met with his two generals, Grant and Sherman to discuss the end of civil which seemed to be within reach as April 1865 neared. The effects of the civil war marked the preparations to stop the war. Grant confessed that he feared that Lee would be killed and lead to the war being prolonged. Lincoln pleaded that God spares them from bloodshed which was increasing and the fear of mass manslaughter that was perceived to result at the end of the civil war. The decision to stop the war was more on Lee than in the hands of Lincoln, the decision that shaped the history of the United States (McCullough, 2016).
Lee convened a council of war that turned into surrender although some of his aides protested that little or more blood brought no difference. The step to surrender was anathema to Davis. If Lee had resorted to guerilla war, he could have launched one of the most active partisan movements in all history. In Missouri, the guerrilla war characterized by ruthless reprisals and random terror was underway with such brutality that the entire state had been dragged into the whirlpool of vengeance. After deliberations, Lee rejected the protracted anarchy and mayhem because it would lead the country into states of affairs that it will not be able to recover easily.
The most important moment of the surrender period came after instruments of surrender got signed and emotion choked Lee mounted his horse Traveler and let out a long sigh. The importance of reconciliation for both sides should not be mistaken for any other thing as Lee remarked that he surrendered as much to Lincolns goodness as to the armies of Grant (McCullough, 2016).
The article on Robert E Lee relates to the Unit VII Project in that it addresses matters of civil war in the United States during the time of Abraham Lincoln whereas the project is based on American history. Some of the sentiments of the article are of significance in the project as they will be addressed in one way or the other.
The article could have been made better by including the specific dates of the events. The presence of years would validate the history and give a step by step account on what happened during those times. On the other hand, the article could be made better by identifying the effects of the civil war other than just mentioning them lightly. A lot of information was left out in the article because such severe events should not have scattered details as we see in the article. Information about ...
Abstract: This study examined United States and democratization in Iraq. The study was anchored on the
democratic peace theory as propounded by Immanuel Kant in 1795. The study adopted ex-post research design
while data was gotten from secondary source such as textbooks, journal articles, newspapers, magazines and
internet and the data generated was analyzed through content analysis. The findings of the study showed that The
United States efforts to adoptive democracy was widely implemented by a range of governmental and nongovernmental actors in Iraq, but it has yielded far less than what was promised and United States interest has had
negative effects on democratization in Iraq as the dissolution of the Iraqi army has resulted to security vacuum in
Iraq. Based on the findings the study recommended among others; Democracy should not be seen as a United
States import but rather an indigenous adaptation of general principles by Iraqi people.
The Decision to Go to War with Iraq James P. Pfiffner .docxmehek4
The Decision to Go to War with Iraq
James P. Pfiffner
prepared for
Public Administration: Concepts and Cases, 8th edition
edited by Richard J. Stillman II
In order to understand how the United States decided to go to war with Iraq, it is
necessary to go back to the Gulf War of 1991. When Saddam Hussein invaded Kuwait
in 1990, President George H.W. Bush assembled a broad international coalition to
confront Saddam and throw his troops out of Kuwait. After a buildup of nearly half a
million troops in the area and a bombing campaign, U.S. ground forces were able to
defeat the Iraqis in just 100 hours. As U.S. troops drove the Iraqis out of Kuwait,
President Bush made the decision not to slaughter the retreating Iraqi troops on the
““highway of death”” from Kuwait City back to Basra in Iraq. More importantly, the
president decided not to invade and occupy Iraq.
To have done so would have exceeded the U.N. mandate and would have moved
well beyond the coalition’’s support and the U.S. military mission. President Bush and
his assistant for national security affairs, Brent Scowcroft, put it this way:
Trying to eliminate Saddam, extending the ground war into an occupation of Iraq,
would have violated our guideline about not changing objectives in midstream,
engaging in ““mission creep,””. . . .We would have been forced to occupy
Baghdad and, in effect, rule Iraq. The coalition would instantly have collapsed,
the Arabs deserting it in anger and other allies pulling out as well. Under those
circumstances, there was no viable ““exit strategy”” we could see. . . . Had we
gone the invasion route, the United States could conceivable still be an occupying
power in a bitterly hostile land.
President George H.W. Bush’’s restraint in limiting the coalition’’s military victory to
driving the Iraqi army out of Kuwait without completely destroying it and invading Iraq
was to come under considerable criticism from a group of public figures and defense
intellectuals known as neoconservatives (neocons).
This loosely connected group of critics of U.S. defense policy believed that the
decision not to remove Saddam Hussein was a profound mistake. The neocons organized
““The Project for the New American Century,”” and published a ““Statement of
Principles”” in 1997. The statement noted that the United States was the sole remaining
superpower, and advocated an assertive U.S. foreign policy and increased defense
spending in order to ““accept responsibility for America’’s unique role in preserving and
extending an international order friendly to our security, our prosperity, and our
principles.”” In 1998 the organization wrote an open letter to President Clinton arguing
that Saddam’’s Iraq was a major threat to the United States and a destabilizing force in
the Middle East. They stated that U.S. national security strategy ““should aim, above all,
at the removal of Saddam Hussein’’s regime ...
BUS M02C – Managerial Accounting SLO Assessment project .docxhartrobert670
BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docxhartrobert670
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
BUS LAW2HRM Management Discussion boardDis.docxhartrobert670
BUS LAW 2
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to expand into other countries. Do you think it would be beneficial if the company that is expanding is already affiliated with an international union? How would it affect the challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management (4thed.). Chicago, IL: McGraw-Hill.
HRM Management Discussion board
Discuss what challenges an HR department may
face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with
?
R
eferences
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011).
Fundamentals of human
resource management
(4
th
ed.). Chicago, IL: McGraw
-
Hill.
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human
resource management (4
th
ed.). Chicago, IL: McGraw-Hill.
BILTRITE PRACTICE CASE
Module XV of the Biltrite audit practice case contains an audit report exercise.
This exercise may be completed at this time.
Module XV: Audit Report
The Denise Vaughan audit team completed its audit field work on February 15,
2010. A conference was held on that date involving members of the audit
firm and Biltrite management. Participants in the conference were Denise
Vaughan, partner in charge of the Biltrite engagement; Carolyn Volmar,
audit manager; Richard Derick, in-charge auditor; Trevor Lawton, Biltrite’s
CEO; Gerald Groth, Biltrite’s controller; and Marlene McAfee, Biltrite’s trea-
surer. The Biltrite representatives agreed to all of the audit adjustments and
reclassifications proposed by the audit team, and they agreed to reflect them
in the December 31, 2009, financial statements. They also agreed to modify
and/or add footnote disclosures as recommended by the audit team.
At the conclusion of the conference, the audit team obtained a client repre-
sentation letter from Biltrite management and presented management with a
copy of the “significant deficiencies” letter outlining discovered internal control
deficiencies. The original of this letter was sent to Biltrite’s audit committee.
The legal action initiated against Biltrite by Rollfast, a competitor, for
alleged patent infringement, was not yet settled as of February 15. Because the
letter obtained by Derick from Biltrite’s outside legal couns ...
BUS 571 Compensation and BenefitsCompensation Strategy Project.docxhartrobert670
BUS 571 Compensation and Benefits
Compensation Strategy Project
Techtron Corporation is a developer and manufacturer of electronic window systems for small and medium-size automobiles. It has several international customers, including Vauxhall Motors (UK) and General Motors Holden Ltd. (Port Melbourne, Australia). Techtron has recently landed a contract to produce electronic window systems for the Hyundai Sonata, manufactured in Montgomery, Alabama. They have nearly completed a manufacturing facility within the suburban perimeter of the largest city in your state, and the senior leadership and support staff are in place. The company is now ready to begin the recruiting and hiring process for production floor employees.
Here is the projected income statement for Techtron in its first year:
Revenues (from sales and all sources) $35,000,000
Manufacturing expenses:
Cost of materials (10,000,000)
Cost of manufacturing operations (2,000,000)
(includes all plant and equipment
maintenance and depreciation) (12,000,000)
Administrative Costs and Overhead
Administrative Overhead and Expense (1,000,000)
Research and Development (1,000,000)
Employee Expenses (10,500,000)
(target is 30% of sales over time) (12,500,000)
Capital Budget
Capital purchases (2,000,000)
Loans payable (4,000,000)
(for the first seven years, then
dependent on plant expansion) (6,000,000)
___________
Projected Pretax income for the first year of startup 4,500,000
Depending on tax policy of state and federal governments,
net income may be used for additional research and development,
capital purchases, reduction of debt, dividends, and/or retained earnings.
The company projects that sales for years 2-6 will increase by 2%, 4%. -3%, 3%, and 4%.
The company projects that materials and overhead costs will rise by approximately the current rate of inflation (about 2.4%) for years 2-6.
Techtron will require approximately 140 hourly production technicians, 3 production supervisors, 2 manufacturing engineers, 1 process engineer, and 1 computer technician for their floor operations. Minimum qualifications and job descriptions for these jobs are as follows:
Hourly production technicians: Responsible for production and assembly of electronic window system components and subassemblies. Responsible for quality control of manufactured products. Minimal educational requirement is an associate’s degree in business or manufacturing technology; applicants must have general mathematics skills and be able to interpret control charts and basic computer output. Prior experience valued but not required.
Production supervisor: Responsible for supervision of manufacturing processes, including troubleshooting problems and interfacing between production technicians and other company functions such as HR, Information Systems, etc. Minimal educational requirement is a BA degree in industrial management or quality managemen ...
BUS 210 Exam Instructions.Please read the exam carefully and a.docxhartrobert670
BUS 210 Exam Instructions.
Please read the exam carefully and answer all of the questions.
When considering the legal issues, structure your answers as follows:
1. State the relevant issue;
2. Make the arguments of the parties involved;
3. State the applicable rule of law;
4. State your conclusion and the reasons therefore.
You may consult the text to answer the exam questions. However, your answers MUST be your own work and you may not consult with anyone in or outside of the class.
BUS 210
Be specific in your answers and state the applicable law used to reach your conclusions.
Question #1
Mike is a homeowner. Jill runs a snowplowing business. Mike asks Jill to provide an estimate for how much she would charge to snowplow Mike’s driveway. After Jill inspects Mike’s driveway, the parties have the following conversation on September 1, 2011:
Jill: “$50 each time I snowplow your driveway.”
Mike: “OK, sounds good. Please do so.”
Jill regularly snowplows Joe’s driveway during the 2011-12 season. In May 2012, Jill sends a bill to Mike for all visits she made in the 2011-12 season, and Mike promptly pays that bill in full without any other communication taking place between Jill and Mike.
• Jill regularly snowplows Mike’s driveway during the 2012-13 season and sends a bill for those visits in March 2013. What are the rights and responsibilities of the parties under contract law?
• Instead, assume that Jill does not come during the first major snowfall in 2012. Does Mike have any contractual rights against JILL? Explain fully.
• Ignore the previous bullets. Instead, assume Mike promptly pays the 2011-12 bill in full without any other communication. On September 1, 2012, Jill raises her prices 20% for all of her customers, and she notifies Mike of this fact. He does not respond. Jill regularly snowplows Mike’s driveway during the 2012-13 season and in March 2013 sends Mike a bill for those visits reflecting her increased prices. What are the right and responsibilities of the parties under contract law.
Question #2:
At the wedding of Tom and Mary, Tom’s father, Frank, told them that he wanted to live with them and to have them care for him for the rest of his life. He said, “If you agree to do this, I will deliver to you, within two years, a deed to my home.” Tom and Mary told Frank they accepted his offer and promised to look after Frank with loving care in Frank’s home. They immediately moved in with him.
Soon after moving into Frank’s home, Tom and Mary used their own money to add a new wing to the house, pay the outstanding property taxes, and pay off an existing mortgage of $25,000.
One year after Tom and Mary moved into the home, Tom reminded Frank of his promise to convey the property to them. Frank became angry, and refused to execute the deed and ordered Tom and Mary to leave the premises.
Answer the following questions by arguing both sides of the issues and applying ...
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docxhartrobert670
BUS 137S Special Topics in Marketing (Services Marketing)
Miwa Y. Merz, Ph.D.
Service Journal Entry Form
Your Name:
Name of Firm: T-Mobile
Type of Service (industry): Phone Company
Date of Encounter: September 27, 2015
Time of Encounter: 4PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
My girlfriend bought a new phone and she wanted to put a screen protector
3. Exactly what did the firm/employee say or do?
The employee directly showed us the different type of screen protector. He also explained in detailed about the advantage and disadvantage for each of the screen protector.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
I was so surprised that the employee still remembered my girlfriend and I. A week ago we went to the T-Mobile to ask about the IPhone 6s.
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
Nothing because I am completely satisfied with their service
7. What improvements need to be made to this service system?
I don’t think they need to improve anything because the employees always ask the customer if they need help or not as soon as they saw the customers.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Very Likely
Please provide the reason(s). I will definitely go back because the employees are so kind, patient and really helpful.
Service Journal Entry Form
Your Name:
Name of Firm: 99 Chickens
Type of Service (industry): Restaurant
Date of Encounter: September 19, 2015
Time of Encounter: 5 PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
We wanted to eat the chicken
3. Exactly what did the firm/employee say or do?
They didn’t say a single word. They just took our order and then directly leave.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
Because the employee did not talk at all
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
They should treat the customer better. The service is seriously so bad. I feel that they are actually really rude.
7. What improvements need to be made to this service system?
Actually the service system is not bad because it is a self-service restaurant. But I think the company should tell the employees to have more interaction with the customers to make a good and friendly impression.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Ver ...
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docxhartrobert670
BUS 313 – Student Notes
COURSE DESCRIPTION
This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business.
INSTRUCTIONAL MATERIALS
Required Resources
Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons.
Supplemental Resources
Fast Company. (2013). General format. Retrieved from www.fastcompany.com
Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press.
Inc. Magazine. (2013).General format. Retrieved from www.inc.com
Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who
defined business in the United States. New York, NY: American Management Association.
Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html
COURSE LEARNING OUTCOMES
1. Examine entrepreneurship and different types of entrepreneurs.
2. Analyze the stages in the entrepreneurial process.
3. Examine the process of innovating and developing ideas and business opportunities.
4. Analyze different innovative business models to determine the best model for a specific venture.
5. Analyze the market, customers, and competition of entrepreneurs.
6. Examine the process of developing a business plan and setting up the company.
7. Analyze money sources for finding and managing funds.
8. Compare the different forms of intellectual property and how they differ.
9. Analyze the management of a successful innovative company.
10. Determine the most effective communication process to present the business to investors.
11. Analyze methods for exiting the venture.
12. Use technology and information resources to research issues in entrepreneurship.
13. Write clearly and concisely about entrepreneurship using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Getting Started as an Entrepreneur
· Chapter 2: The Art of Innovation
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 3: Designing Business Models
· e-Activities
· Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...
BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docxhartrobert670
BUS 1
Mini Exam – Chapters 05 – 10
40 Points
Short Answer – Mind your time
Answer four questions from #1 - #6. Must answer #3 and #6. Answer
the XC question for extra credit. Question point count weighted equally.
It is all about business, so make sure to demonstrate / synthesize the bigger picture of business in each and
every answer.
Like all essays, specifying an exacting target word count is rather problematic. I am thinking each answer
would be about 250 - 300 words each, depending upon writing style. If you tend to be descriptive and whatnot,
that number could be 350 - 450 words.
Sidebar: Gauge your knowledge level in this way. This exam should take about 90 – 120 minutes to complete.
Students taking much longer may want to work with me to assess / discuss ways to help master this material in
a future conference session.
1. Although most new firms start out as sole proprietorships, few large firms are organized this way. Why
is the sole proprietorship such a popular form of ownership for new firms? What features of the sole
proprietorship make it unattractive to growing firms?
2. List and discuss at least three causes of small business failure. Workarounds, fixes, or methods to avoid
failure should be discussed.
3. Describe three different leadership styles and give an example of a situation in which each style could be
most used effectively.
4. Discuss Max Weber's views on organization theory. Is there a few principles that particularly resonate
in business today?
5. How has the emphasis of quality control changed in recent years? Describe some of the modern quality
control techniques that illustrate this change in emphasis.
6. Explain how managers could motivate employees by using the principles outlined in expectancy
theory? Create a story/example of expectancy theory at work, incorporating the three questions that
according to expectancy theory employees will ask.
7. XC – What is selective perception? Can you describe a business-centric scenario where selective
perception may hinder a businessperson’s ability to respond to a customer need?
I
Fireworks, Manifesto, 1974.
The Architectural Paradox
1. Most people concerned with architecture feel some sort
of disillusion and dismay. None of the early utopian ideals
of the twentieth century has materialized! none of its social
aims has succeeded. Blurred by reality! the ideals have turned
into redevelopment nightmares and the aims into bureau
cratic policies. The split between social reality and utopian
dream has been total! the gap between economic constraints
and the illusion of all-solving technique absolute. Pointed
Space
out by critics who knew the limits of architectural remedies,
this historical split has now been bypassed by attempts to
reformulate the concepts of architecture. In the process, a
new split appears. More complex, it is not the symptom of
prof ...
BullyingIntroductionBullying is defined as any for.docxhartrobert670
Bullying
IntroductionBullying is defined as any form of severe physical or psychological consequences.Bullying has been identified as a social issue in schools, homes and communities.Bullying can lead to both short term and long negative side effects.
Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target. Bullying has been identified as a social issue in schools, homes and communities. Bullying can lead to both short term and long negative side effects. Many people tend to develop psychological problems as a result of engaging in bullying activities. Adopting effective measures to prevent bullying would also help to deal with the problem once and for all.
*
Forms of BullyingMere teasing.Talking trash about other peopleTrading insults.Physical harassment
The following actions have been identified as physical conduct forms that demonstrate forms of bullying. They include; Mere teasing.
Talking trash about other people. This shows an example of bullying that is practiced by people. Trading insults has also been widely recognised as a form of bullying. Physical harassment
*
Effects of BullyingBullying can lead to both long term and short term side effects.Bullying can change personalities, psychological wellbeing and even lead to physical injuries.Negatively affecting the students’ mental or physical health
Bullying has serious negative consequences for the people who do practice it. Bullying can lead to both long term and short term side effects.
Bullying can change personalities, psychological wellbeing and even lead to physical injuries. People who have been bullied tend to development long term problems such as depression. Development of stress tends to happen once people have engaged in actions that lead to bullying. This is because the actions against bullying tend to overpower the minds and also brings in psychological problems,.
*
A graphic showing No to Bullying
All forms of bullying are not acceptable in the society.
*
How to Prevent BullyingTaking immediate action.Dealing with bullies physically.Criminalizing actions against bullying.
In order to deal with bullying effectively, several measures should be enacted to prevent any form of bullying. Measures such as taking immediate action upon any case of bullying would help to deter the action from ever arising again. The other solutions entail taking immediate forms of action would also help to prevent the act from ever occurring. Dealing with bullies physically and also criminalizing actions against bullying helps to prevent it at all costs. Social and emotional learning is a bullying prevention mechanism aimed at ensuring that students do not fall victim to bullying by equipping them with social and emotional skills. This technique is aimed at ensuring that students are equipp ...
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docxhartrobert670
BUS1001 - Integrated Business Perspectives
Course Syllabus
School of Professional Studies
BUS1001- Integrated Business Perspectives
Note to Instructors: Items highlighted in yellow apply to on ground courses, those in blue apply to online courses, and those in green apply to blended courses. Please select the appropriate sections for your course (eliminate the highlighting), and delete the other sections. Items highlighted in magenta must be completed prior to publishing the syllabus. Items highlighted in grey are for your information only and should be removed before publishing the syllabus.
*All activities listed in the syllabus must be administered in order to meet the credit requirements for this course
Contents
Overview4
Course ID4
Course Name4
Department4
Credits4
Prerequisites4
Instructor4
Telephone4
E-mail4
Office4
Office Hours4
Class Meetings4
Classroom4
Learning Management System4
Course Description4
College Information5
Centenary Greater Expectation Learning Outcomes (CGEs)5
Business Department Learning Outcomes5
Classroom Conduct5
Academic Code6
Academic Honesty6
“Publication” of Written Work and Assignments6
Academic Assistance7
Accommodations7
Technical Support7
Course Information7
Course Material7
Reference Websites7
Instructional Techniques7
Course Objectives7
Student Evaluation7
Attendance9
Participation9
Assignments10
Late Assignments10
Course Schedule11
Session 111
Session 211
Session 311
Session 412
Session 512
Session 613
Session 713
Session 813
Activities and Rubrics15
Threaded Discussion Requirements15
Threaded Discussion Rubric15
Project and Teamwork Exercise16
Project and Teamwork Exercise Rubric16
Web Assignment17
Web Assignment Rubric17
Case Study Exercise18
Case Study Rubric18
Part Ending Project19
Part Ending Project Rubric19
Launching Your Career20
Launching Your Career Rubric20
Activities Calendar21
Overview
Course ID:BUS1001Course Name:Integrated Business PerspectivesDepartment:
Business - UndergraduateCredits:
4 CreditsPrerequisites:
None
Studentsshould be competent in Microsoft WordInstructor:
Jane ZhaoE-mail:
[email protected]Class Meetings:
Thursday 6:00 pm from January 14th to March 3rd Classroom:
TBALearning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.Course Description:
This Business course provides the student with the opportunity to discover the role of business in society and to explore career opportunities. The relations among different business disciplines are analyzed. Students learn team building and communication and apply that learning as they work in teams to create, implement, and assess projects.
College InformationCentenary Greater Expectation Learning Outcomes (CGEs):
In ...
BUMP implementation in Java.docxThe project is to implemen.docxhartrobert670
BUMP implementation in Java.docx
The project is to implement the BUMP client in java, with window size 1. Here is an overview of the three WUMP protocols (BUMP, HUMP, and CHUMP). Here are the files wumppkt.java, containing the packet format classes, and wclient.java, which contains an outline of the actual program. Only the latter file should be modified; you should not have to make changes to wumppkt.java.
What you are to do is the following, by modifying and extending the wclient.java outline file:
· Implement the basic transfer
· Add all appropriate packet sanity checks: timeouts, host/port, size, opcode, and block number
· Generate output. The transferred file is to be written to System.out. A status message about every packet (listing size and block number) is to be written to System.err. Do not confuse these!
· Terminate after a packet of size less than 512 is received
· Implement an appropriate "dallying" strategy
· send an ERROR packet if it receives a packet from the wrong port. The appropriate ERRCODE in this case is EBADPORT.
An outline of the program main loop is attached
recommended that you implement this in phases, as follows.
1. Latch on to the new port: save the port number from Data[1], and make sure all ACKs get sent to this port. This will mean that the transfer completes. You should also make sure the client stops when a packet with less than 512 bytes of data is received. Unless you properly record the source port for Data[1], you have no place to which to send ACK[1]!
2. For each data packet received, write the data to System.out. All status messages should go to System.err, so the two data streams are separate if stdout is redirected. To write to System.out, use System.out.write:
System.out.write(byte[] buf, int offset, int length);
For your program, offset will be 0, buf will typically be dpacket.data(), where dpacket is of type DATA (wumppkt.DATA). The length will be dpacket.size() - wumppkt.DHEADERSIZE (or, equivalently, dg.getLength() - wumppkt.DHEADERSIZE, where dg is a DatagramPacket object).
3. Add sanity checks, for (in order) host/port, packet size, opcode, and block number.
4. Handle timeouts, by retransmitting the most recently sent packet when the elapsed time exceeds a certain amount (4 seconds?). One way to do this is to keep a DatagramPacket variable LastSent, which can either be reqDG or ackDG, and just resend LastSent. Note that the response to an InterruptedIOException, a "true" timeout, will simply be to continue the loop again.
5. Add support for an dallying and error packets. After the client has received the file, dallying means to wait 2.0 - 3.0 timeout intervals (or more) to see if the final data packet is retransmitted. If it is, it means that the final ACK was lost. The dally period gives the client an opportunity to resend the final ACK. Error packets are to be sent to any sender of an apparent data packet that comes from the wrong port.
vanilla Normal transfer
lose Lose ever ...
BUS 303 Graduate School and Further Education PlanningRead and w.docxhartrobert670
BUS 303 Graduate School and Further Education Planning
Read and watch pieces on Planning for Graduate School. Answer related questions and write an essay.
· Read about earning a Master’s Degree.
· https://www.gradschools.com/masters/business
· Choose and read about two Master’s degree programs from the left hand column of Subject Selection options (image below) found on the webpage https://www.gradschools.com/masters/business
1-Report - List two subject that you selected to read/research:
One: ____________________
Two: _____________________
2-Discover:
Conduct research on two Master’s degree programs related to your undergraduate major that are offered by Virginia, DC, or Maryland Universities. Choose programs at two separate universities. If you are interested in other universities outside of this area, please feel free to research them as alternatives.
Discover information such as: What are the application processes, preferred GPA, required entrance exams, or prerequisites. What are the options for study (full time study, part time study, face-to-face classes or online classes)? What is the typical timeframe for completing the graduate program? What are the typical career opportunities for graduates from the Master’s program?
Section One- First - University and Graduate Program:
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
(Enter information here)
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
Section Two: Second - University and Graduate Program
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
3-Write:
Questions to answer in an essay with at least 400 words. The expectation is that the essay in made up of flowing sentences that are organized in to paragraphs. WORD formatted document is required.
· What did you learn about Master’s degree programs and earning a Master’s degree? If you have researched graduate programs in the past, what are the most important aspects of information that you learned about graduate education opportunities?
(At least one paragraph)
· List and discu ...
Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docxhartrobert670
Bulletin Board Submission: 10 Points. Due by Monday at 9:00 a.m.
As you've learned, it is important to be able to determine the elements of a crime and there are several places to turn for assistance in doing so.
First - Look at the statute for the crime. For example, in New York, the statute for Petit Larceny is Penal Law 155.25.
Second - Check to see if any of the terms in the statute are defined in another statute. For example, in New York, Larceny is defined in Penal Law 155.05
Third - If the elements are not clear from the statute, you may want to research case law to see if the courts have established the elements for the crime.
Fourth - Always remember to check the Jury Instructions.
They are an excellent source for identifying the elements, as this is how the court explains the crime to the jury.
Many states are now posting their Jury Instructions on the internet.
Section One –
Keeping the above in mind, please provide the statute under which a Defendant in your state would be charged with Rape (1st Degree if your state breaks it down in that manner) In addition, provide any relevant statutory definitions and an overview of the Jury Instructions. Then, provide cases addressing at least one of the elements of the statute.
Section Two –
Discuss whether or not a woman can be charged with Rape in your state. If not, what could she be charged with?
...
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BUS M02C – Managerial Accounting SLO Assessment project .docxhartrobert670
BUS M02C – Managerial Accounting
SLO Assessment project
Randy’s Kayaks, Inc. manufactures and sells one-person fiberglass kayaks. Randy’s balance sheet at the end
of 2011 was as follows:
RANDY’S KAYAKS, INC.
Balance Sheet
December 31, 2011
ASSETS LIABILITIES
Cash $ 52,000 Accounts payable $ 131,000
Accounts receivable 1,200,000
Raw materials inventory* 120,000 STOCKHOLDERS’EQUITY
Finished goods inventory** 287,500 Common Stock 1,600,000
Plant assets, net of accumulated Retained Earnings 2,063,500
Depreciation 2,135,000
Total Assets $ 3,794,500 Total Liabilities & SE $ 3,794,500
*40,000 pounds
**1,000 kayaks
The following additional data is available for use in preparing the budget for 2012:
Cash collections (all sales are on account):
Collected in the quarter of sale 40%
Collected in the quarter after sale 60%
(Bad debts are negligible and can be ignored)
Cash disbursements for raw materials (all purchases are on account):
Cash paid in the quarter of purchase 70%
Cash paid in the quarter after purchase 30%
Desired quarterly ending Raw materials inventory 40% of next quarter’s production needs
Desired quarterly ending Finished goods inventory 10% of next quarter’s sales
Budgeted sales:
1
st
quarter 2012 10,000 kayaks
2
nd
quarter 2012 15,000 kayaks
3
rd
quarter 2012 16,000 kayaks
4
th
quarter 2012 14,000 kayaks
1
st
quarter 2013 10,000 kayaks
2
nd
quarter 2013 12,000 kayaks
Anticipated equipment purchases:
1
st
quarter 2012 $30,000
2
nd
quarter 2012 $0
3
rd
quarter 2012 $0
4
th
quarter 2012 $150,000
Quarterly dividends to be paid each quarter in 2012 $4,000
Expected sales price per unit $400
Standard cost data:
Direct materials 10 pounds per kayak @ $3 per pound
Direct labor 10 hours per kayak @ $20 per hour
Variable manufacturing overhead $5 per direct labor hour
Fixed manufacturing overhead (includes $9,000 depreciation) $103,125 per quarter
Variable selling expenses $25 per kayak
Fixed selling and administrative expenses:
Insurance $45,000 per quarter
Sales salaries $30,000 per quarter
Depreciation $6,000 per quarter
Income tax rate 30%
Estimated income tax payments planned in 2012:
1
st
quarter $0
2
nd
quarter $50,000
3
rd
quarter $400,000
4
th
quarter $500,000
Randy’s desires to have a minimum cash balance at the end of each quarter of $50,000. In order to maintain
this minimum balance, Randy’s may borrow from its bank in $10,000 increments with an interest rate of 6%.
Money is borrowed at the beginning of the quarter in which a shortage is expected. Repayments of all or a
portion of the principle (plus accrued interest on the amount being repaid) are made at the end of any quarter
in which the cash balance exceeds the required minimum.
Requirements:
1. Use the above information to prepare the following components of th ...
BUS 409 – Student Notes(Prerequisite BUS 310)COURSE DESCR.docxhartrobert670
BUS 409 – Student Notes
(Prerequisite: BUS 310)
COURSE DESCRIPTION
Introduces and analyzes the basic concepts of compensation administration in organizations. Provides an intensive study of the wage system, methods of job evaluation, wage and salary structures, and the legal constraints on compensation programs.
INSTRUCTIONAL MATERIALS
Required Resources
Martocchio, J. J. (2013). Strategic compensation:A human resource management approach (7th ed.). Upper Saddle River, NJ: Prentice Hall / Pearson.
Supplemental Resources
Andersen, S. (2012). The keys to effective strategic account planning. Velocity, 14(1), 23-26.
Burkhauser, R. V., Schmeiser, M. D., & Weathers II, R. R. (2012). The importance of anti-discrimination and workers’ compensation laws on the provision of workplace accommodations following the onset of a disability. Industrial & Labor Relations Review, 65(1), 161-180.
Employee compensation: 12 trends for 2012. (2012). HR Specialist, 10(2), 1-2.
Survey of the Month: Companies Focus On Updating Compensation in 2012. (2011). Report on Salary Surveys, 18(12), 1-5.
The Society of Human Resources Management (2012). General format. Retrieved fromhttp://www.shrm.org
WorldatWork. (n.d.). General format. Retrieved fromhttp://www.worldatwork.org
COURSE LEARNING OUTCOMES
1. Analyze how compensation practice can be applied to positively impact an organization and its stakeholders.
2. Examine the ways in which laws, labor unions, and market factors impact companies’ compensation practices.
3. Evaluate the effectiveness of traditional bases for pay (seniority and merit) against incentive-based and person-focused compensation approaches.
4. Compare and contrast internally consistent and market-competitive compensation systems.
5. Analyze the fundamental principles of pay structure design.
6. Evaluate the role of benefits in strategic compensation.
7. Suggest viable options to current practices regarding executive compensation.
8. Make recommendations for leveraging flexible and contingent workers for any given organization.
9. Determine the best possible approach for the compensation of expatriates.
10. Analyze differences between compensation, benefits, and legal and regulatory influences in the United States and the rest of the world.
11. Use technology and information resources to research issues in compensation management.
12. Write clearly and concisely about compensation management using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Strategic Compensation
· Chapter 1, Case: Competitive Strategy at Sportsman Shoes
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 2: Contextual Influe ...
BUS LAW2HRM Management Discussion boardDis.docxhartrobert670
BUS LAW 2
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to expand into other countries. Do you think it would be beneficial if the company that is expanding is already affiliated with an international union? How would it affect the challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human resource management (4thed.). Chicago, IL: McGraw-Hill.
HRM Management Discussion board
Discuss what challenges an HR department may
face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with
?
R
eferences
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011).
Fundamentals of human
resource management
(4
th
ed.). Chicago, IL: McGraw
-
Hill.
HRM Management Discussion board
Discuss what challenges an HR department may face when their company decides to
expand into other countries. Do you think it would be beneficial if the company that is
expanding is already affiliated with an international union? How would it affect the
challenges that HR is already faced with?
References
Noe, R. A., Hollenbeck, J. R., Gerhart, B., & Wright, P. M. (2011). Fundamentals of human
resource management (4
th
ed.). Chicago, IL: McGraw-Hill.
BILTRITE PRACTICE CASE
Module XV of the Biltrite audit practice case contains an audit report exercise.
This exercise may be completed at this time.
Module XV: Audit Report
The Denise Vaughan audit team completed its audit field work on February 15,
2010. A conference was held on that date involving members of the audit
firm and Biltrite management. Participants in the conference were Denise
Vaughan, partner in charge of the Biltrite engagement; Carolyn Volmar,
audit manager; Richard Derick, in-charge auditor; Trevor Lawton, Biltrite’s
CEO; Gerald Groth, Biltrite’s controller; and Marlene McAfee, Biltrite’s trea-
surer. The Biltrite representatives agreed to all of the audit adjustments and
reclassifications proposed by the audit team, and they agreed to reflect them
in the December 31, 2009, financial statements. They also agreed to modify
and/or add footnote disclosures as recommended by the audit team.
At the conclusion of the conference, the audit team obtained a client repre-
sentation letter from Biltrite management and presented management with a
copy of the “significant deficiencies” letter outlining discovered internal control
deficiencies. The original of this letter was sent to Biltrite’s audit committee.
The legal action initiated against Biltrite by Rollfast, a competitor, for
alleged patent infringement, was not yet settled as of February 15. Because the
letter obtained by Derick from Biltrite’s outside legal couns ...
BUS 571 Compensation and BenefitsCompensation Strategy Project.docxhartrobert670
BUS 571 Compensation and Benefits
Compensation Strategy Project
Techtron Corporation is a developer and manufacturer of electronic window systems for small and medium-size automobiles. It has several international customers, including Vauxhall Motors (UK) and General Motors Holden Ltd. (Port Melbourne, Australia). Techtron has recently landed a contract to produce electronic window systems for the Hyundai Sonata, manufactured in Montgomery, Alabama. They have nearly completed a manufacturing facility within the suburban perimeter of the largest city in your state, and the senior leadership and support staff are in place. The company is now ready to begin the recruiting and hiring process for production floor employees.
Here is the projected income statement for Techtron in its first year:
Revenues (from sales and all sources) $35,000,000
Manufacturing expenses:
Cost of materials (10,000,000)
Cost of manufacturing operations (2,000,000)
(includes all plant and equipment
maintenance and depreciation) (12,000,000)
Administrative Costs and Overhead
Administrative Overhead and Expense (1,000,000)
Research and Development (1,000,000)
Employee Expenses (10,500,000)
(target is 30% of sales over time) (12,500,000)
Capital Budget
Capital purchases (2,000,000)
Loans payable (4,000,000)
(for the first seven years, then
dependent on plant expansion) (6,000,000)
___________
Projected Pretax income for the first year of startup 4,500,000
Depending on tax policy of state and federal governments,
net income may be used for additional research and development,
capital purchases, reduction of debt, dividends, and/or retained earnings.
The company projects that sales for years 2-6 will increase by 2%, 4%. -3%, 3%, and 4%.
The company projects that materials and overhead costs will rise by approximately the current rate of inflation (about 2.4%) for years 2-6.
Techtron will require approximately 140 hourly production technicians, 3 production supervisors, 2 manufacturing engineers, 1 process engineer, and 1 computer technician for their floor operations. Minimum qualifications and job descriptions for these jobs are as follows:
Hourly production technicians: Responsible for production and assembly of electronic window system components and subassemblies. Responsible for quality control of manufactured products. Minimal educational requirement is an associate’s degree in business or manufacturing technology; applicants must have general mathematics skills and be able to interpret control charts and basic computer output. Prior experience valued but not required.
Production supervisor: Responsible for supervision of manufacturing processes, including troubleshooting problems and interfacing between production technicians and other company functions such as HR, Information Systems, etc. Minimal educational requirement is a BA degree in industrial management or quality managemen ...
BUS 210 Exam Instructions.Please read the exam carefully and a.docxhartrobert670
BUS 210 Exam Instructions.
Please read the exam carefully and answer all of the questions.
When considering the legal issues, structure your answers as follows:
1. State the relevant issue;
2. Make the arguments of the parties involved;
3. State the applicable rule of law;
4. State your conclusion and the reasons therefore.
You may consult the text to answer the exam questions. However, your answers MUST be your own work and you may not consult with anyone in or outside of the class.
BUS 210
Be specific in your answers and state the applicable law used to reach your conclusions.
Question #1
Mike is a homeowner. Jill runs a snowplowing business. Mike asks Jill to provide an estimate for how much she would charge to snowplow Mike’s driveway. After Jill inspects Mike’s driveway, the parties have the following conversation on September 1, 2011:
Jill: “$50 each time I snowplow your driveway.”
Mike: “OK, sounds good. Please do so.”
Jill regularly snowplows Joe’s driveway during the 2011-12 season. In May 2012, Jill sends a bill to Mike for all visits she made in the 2011-12 season, and Mike promptly pays that bill in full without any other communication taking place between Jill and Mike.
• Jill regularly snowplows Mike’s driveway during the 2012-13 season and sends a bill for those visits in March 2013. What are the rights and responsibilities of the parties under contract law?
• Instead, assume that Jill does not come during the first major snowfall in 2012. Does Mike have any contractual rights against JILL? Explain fully.
• Ignore the previous bullets. Instead, assume Mike promptly pays the 2011-12 bill in full without any other communication. On September 1, 2012, Jill raises her prices 20% for all of her customers, and she notifies Mike of this fact. He does not respond. Jill regularly snowplows Mike’s driveway during the 2012-13 season and in March 2013 sends Mike a bill for those visits reflecting her increased prices. What are the right and responsibilities of the parties under contract law.
Question #2:
At the wedding of Tom and Mary, Tom’s father, Frank, told them that he wanted to live with them and to have them care for him for the rest of his life. He said, “If you agree to do this, I will deliver to you, within two years, a deed to my home.” Tom and Mary told Frank they accepted his offer and promised to look after Frank with loving care in Frank’s home. They immediately moved in with him.
Soon after moving into Frank’s home, Tom and Mary used their own money to add a new wing to the house, pay the outstanding property taxes, and pay off an existing mortgage of $25,000.
One year after Tom and Mary moved into the home, Tom reminded Frank of his promise to convey the property to them. Frank became angry, and refused to execute the deed and ordered Tom and Mary to leave the premises.
Answer the following questions by arguing both sides of the issues and applying ...
BUS 137S Special Topics in Marketing (Services Marketing)Miwa Y..docxhartrobert670
BUS 137S Special Topics in Marketing (Services Marketing)
Miwa Y. Merz, Ph.D.
Service Journal Entry Form
Your Name:
Name of Firm: T-Mobile
Type of Service (industry): Phone Company
Date of Encounter: September 27, 2015
Time of Encounter: 4PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
My girlfriend bought a new phone and she wanted to put a screen protector
3. Exactly what did the firm/employee say or do?
The employee directly showed us the different type of screen protector. He also explained in detailed about the advantage and disadvantage for each of the screen protector.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
I was so surprised that the employee still remembered my girlfriend and I. A week ago we went to the T-Mobile to ask about the IPhone 6s.
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
Nothing because I am completely satisfied with their service
7. What improvements need to be made to this service system?
I don’t think they need to improve anything because the employees always ask the customer if they need help or not as soon as they saw the customers.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Very Likely
Please provide the reason(s). I will definitely go back because the employees are so kind, patient and really helpful.
Service Journal Entry Form
Your Name:
Name of Firm: 99 Chickens
Type of Service (industry): Restaurant
Date of Encounter: September 19, 2015
Time of Encounter: 5 PM
1. How did the encounter take place (e.g., in person, by phone, via a self-service technology)?
In person
2. What specific circumstances led to this encounter?
We wanted to eat the chicken
3. Exactly what did the firm/employee say or do?
They didn’t say a single word. They just took our order and then directly leave.
4. How would you rate your level of satisfaction with this encounter? (Circle the most appropriate number).
Very dissatisfied
1
2
3
4
5
6
7
Very satisfied
5. What exactly made you feel this way?
Because the employee did not talk at all
6. What could the employee/firm have done to increase your level of satisfaction with the encounter?
They should treat the customer better. The service is seriously so bad. I feel that they are actually really rude.
7. What improvements need to be made to this service system?
Actually the service system is not bad because it is a self-service restaurant. But I think the company should tell the employees to have more interaction with the customers to make a good and friendly impression.
8. How likely is it that you will go back to this service firm?
Very Unlikely
1
2
3
4
5
6
7
Ver ...
BUS 313 – Student NotesCOURSE DESCRIPTIONThis course intro.docxhartrobert670
BUS 313 – Student Notes
COURSE DESCRIPTION
This course introduces the students to the key components of entrepreneurship. Topics covered include identifying new venture opportunities, getting started in a new venture, creating a business plan, financing and marketing ideas, and organizing and managing a small business.
INSTRUCTIONAL MATERIALS
Required Resources
Kaplan, J. M., & Warren, A. C. (2013). Patterns of entrepreneurship management (4th ed.). Danvers, MA: John Wiley & Sons.
Supplemental Resources
Fast Company. (2013). General format. Retrieved from www.fastcompany.com
Hess, E. D. (2012). Grow to greatness: Smart growth for entrepreneurial businesses. Stanford, CA: Stanford University Press.
Inc. Magazine. (2013).General format. Retrieved from www.inc.com
Schweikart, L. & Pierson, D. L. (2010). American entrepreneur: The fascinating stories of the people who
defined business in the United States. New York, NY: American Management Association.
Stanford Graduate School of Business. (2013). Center for Entrepreneurial Studies. Retrieved from http://www.gsb.stanford.edu/ces/resources/links.html
COURSE LEARNING OUTCOMES
1. Examine entrepreneurship and different types of entrepreneurs.
2. Analyze the stages in the entrepreneurial process.
3. Examine the process of innovating and developing ideas and business opportunities.
4. Analyze different innovative business models to determine the best model for a specific venture.
5. Analyze the market, customers, and competition of entrepreneurs.
6. Examine the process of developing a business plan and setting up the company.
7. Analyze money sources for finding and managing funds.
8. Compare the different forms of intellectual property and how they differ.
9. Analyze the management of a successful innovative company.
10. Determine the most effective communication process to present the business to investors.
11. Analyze methods for exiting the venture.
12. Use technology and information resources to research issues in entrepreneurship.
13. Write clearly and concisely about entrepreneurship using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Chapter 1: Getting Started as an Entrepreneur
· Chapter 2: The Art of Innovation
Activities
· Introduction Discussion
· Discussions
Evaluation
· None
20
20
2
Preparation
· Reading(s)
· Chapter 3: Designing Business Models
· e-Activities
· Go to Minority Business Entrepreneur (MBE) Website and explore the organization’s offerings, located at http://www.mbemag.com/. Then, go to the MBE Business Resource Directory, located at http://www.mbemag.com/index.php/resources/mwbe-resource-directory, and consider two to three businesses that would be good partners for one another. Be ...
BUS 1 Mini Exam – Chapters 05 – 10 40 Points S.docxhartrobert670
BUS 1
Mini Exam – Chapters 05 – 10
40 Points
Short Answer – Mind your time
Answer four questions from #1 - #6. Must answer #3 and #6. Answer
the XC question for extra credit. Question point count weighted equally.
It is all about business, so make sure to demonstrate / synthesize the bigger picture of business in each and
every answer.
Like all essays, specifying an exacting target word count is rather problematic. I am thinking each answer
would be about 250 - 300 words each, depending upon writing style. If you tend to be descriptive and whatnot,
that number could be 350 - 450 words.
Sidebar: Gauge your knowledge level in this way. This exam should take about 90 – 120 minutes to complete.
Students taking much longer may want to work with me to assess / discuss ways to help master this material in
a future conference session.
1. Although most new firms start out as sole proprietorships, few large firms are organized this way. Why
is the sole proprietorship such a popular form of ownership for new firms? What features of the sole
proprietorship make it unattractive to growing firms?
2. List and discuss at least three causes of small business failure. Workarounds, fixes, or methods to avoid
failure should be discussed.
3. Describe three different leadership styles and give an example of a situation in which each style could be
most used effectively.
4. Discuss Max Weber's views on organization theory. Is there a few principles that particularly resonate
in business today?
5. How has the emphasis of quality control changed in recent years? Describe some of the modern quality
control techniques that illustrate this change in emphasis.
6. Explain how managers could motivate employees by using the principles outlined in expectancy
theory? Create a story/example of expectancy theory at work, incorporating the three questions that
according to expectancy theory employees will ask.
7. XC – What is selective perception? Can you describe a business-centric scenario where selective
perception may hinder a businessperson’s ability to respond to a customer need?
I
Fireworks, Manifesto, 1974.
The Architectural Paradox
1. Most people concerned with architecture feel some sort
of disillusion and dismay. None of the early utopian ideals
of the twentieth century has materialized! none of its social
aims has succeeded. Blurred by reality! the ideals have turned
into redevelopment nightmares and the aims into bureau
cratic policies. The split between social reality and utopian
dream has been total! the gap between economic constraints
and the illusion of all-solving technique absolute. Pointed
Space
out by critics who knew the limits of architectural remedies,
this historical split has now been bypassed by attempts to
reformulate the concepts of architecture. In the process, a
new split appears. More complex, it is not the symptom of
prof ...
BullyingIntroductionBullying is defined as any for.docxhartrobert670
Bullying
IntroductionBullying is defined as any form of severe physical or psychological consequences.Bullying has been identified as a social issue in schools, homes and communities.Bullying can lead to both short term and long negative side effects.
Bullying is defined as any form of severe physical or pervasive act that includes communication in writing, electronically that is aimed at a student, or a group of student and it could have the following effects on the target. Bullying has been identified as a social issue in schools, homes and communities. Bullying can lead to both short term and long negative side effects. Many people tend to develop psychological problems as a result of engaging in bullying activities. Adopting effective measures to prevent bullying would also help to deal with the problem once and for all.
*
Forms of BullyingMere teasing.Talking trash about other peopleTrading insults.Physical harassment
The following actions have been identified as physical conduct forms that demonstrate forms of bullying. They include; Mere teasing.
Talking trash about other people. This shows an example of bullying that is practiced by people. Trading insults has also been widely recognised as a form of bullying. Physical harassment
*
Effects of BullyingBullying can lead to both long term and short term side effects.Bullying can change personalities, psychological wellbeing and even lead to physical injuries.Negatively affecting the students’ mental or physical health
Bullying has serious negative consequences for the people who do practice it. Bullying can lead to both long term and short term side effects.
Bullying can change personalities, psychological wellbeing and even lead to physical injuries. People who have been bullied tend to development long term problems such as depression. Development of stress tends to happen once people have engaged in actions that lead to bullying. This is because the actions against bullying tend to overpower the minds and also brings in psychological problems,.
*
A graphic showing No to Bullying
All forms of bullying are not acceptable in the society.
*
How to Prevent BullyingTaking immediate action.Dealing with bullies physically.Criminalizing actions against bullying.
In order to deal with bullying effectively, several measures should be enacted to prevent any form of bullying. Measures such as taking immediate action upon any case of bullying would help to deter the action from ever arising again. The other solutions entail taking immediate forms of action would also help to prevent the act from ever occurring. Dealing with bullies physically and also criminalizing actions against bullying helps to prevent it at all costs. Social and emotional learning is a bullying prevention mechanism aimed at ensuring that students do not fall victim to bullying by equipping them with social and emotional skills. This technique is aimed at ensuring that students are equipp ...
BUS1001 - Integrated Business PerspectivesCourse SyllabusSch.docxhartrobert670
BUS1001 - Integrated Business Perspectives
Course Syllabus
School of Professional Studies
BUS1001- Integrated Business Perspectives
Note to Instructors: Items highlighted in yellow apply to on ground courses, those in blue apply to online courses, and those in green apply to blended courses. Please select the appropriate sections for your course (eliminate the highlighting), and delete the other sections. Items highlighted in magenta must be completed prior to publishing the syllabus. Items highlighted in grey are for your information only and should be removed before publishing the syllabus.
*All activities listed in the syllabus must be administered in order to meet the credit requirements for this course
Contents
Overview4
Course ID4
Course Name4
Department4
Credits4
Prerequisites4
Instructor4
Telephone4
E-mail4
Office4
Office Hours4
Class Meetings4
Classroom4
Learning Management System4
Course Description4
College Information5
Centenary Greater Expectation Learning Outcomes (CGEs)5
Business Department Learning Outcomes5
Classroom Conduct5
Academic Code6
Academic Honesty6
“Publication” of Written Work and Assignments6
Academic Assistance7
Accommodations7
Technical Support7
Course Information7
Course Material7
Reference Websites7
Instructional Techniques7
Course Objectives7
Student Evaluation7
Attendance9
Participation9
Assignments10
Late Assignments10
Course Schedule11
Session 111
Session 211
Session 311
Session 412
Session 512
Session 613
Session 713
Session 813
Activities and Rubrics15
Threaded Discussion Requirements15
Threaded Discussion Rubric15
Project and Teamwork Exercise16
Project and Teamwork Exercise Rubric16
Web Assignment17
Web Assignment Rubric17
Case Study Exercise18
Case Study Rubric18
Part Ending Project19
Part Ending Project Rubric19
Launching Your Career20
Launching Your Career Rubric20
Activities Calendar21
Overview
Course ID:BUS1001Course Name:Integrated Business PerspectivesDepartment:
Business - UndergraduateCredits:
4 CreditsPrerequisites:
None
Studentsshould be competent in Microsoft WordInstructor:
Jane ZhaoE-mail:
[email protected]Class Meetings:
Thursday 6:00 pm from January 14th to March 3rd Classroom:
TBALearning Management System:
Access the Moodle student tutorial at: http://www.centenarycollege.edu/cms/en/moodle-help-center/moodle-help-center/students/ for instructions on how to log in, navigate, and submit assignments.
Moodle accessibility versions are available for download; please contact the IT Help Desk at ext. 2362 or [email protected] for assistance.Course Description:
This Business course provides the student with the opportunity to discover the role of business in society and to explore career opportunities. The relations among different business disciplines are analyzed. Students learn team building and communication and apply that learning as they work in teams to create, implement, and assess projects.
College InformationCentenary Greater Expectation Learning Outcomes (CGEs):
In ...
BUMP implementation in Java.docxThe project is to implemen.docxhartrobert670
BUMP implementation in Java.docx
The project is to implement the BUMP client in java, with window size 1. Here is an overview of the three WUMP protocols (BUMP, HUMP, and CHUMP). Here are the files wumppkt.java, containing the packet format classes, and wclient.java, which contains an outline of the actual program. Only the latter file should be modified; you should not have to make changes to wumppkt.java.
What you are to do is the following, by modifying and extending the wclient.java outline file:
· Implement the basic transfer
· Add all appropriate packet sanity checks: timeouts, host/port, size, opcode, and block number
· Generate output. The transferred file is to be written to System.out. A status message about every packet (listing size and block number) is to be written to System.err. Do not confuse these!
· Terminate after a packet of size less than 512 is received
· Implement an appropriate "dallying" strategy
· send an ERROR packet if it receives a packet from the wrong port. The appropriate ERRCODE in this case is EBADPORT.
An outline of the program main loop is attached
recommended that you implement this in phases, as follows.
1. Latch on to the new port: save the port number from Data[1], and make sure all ACKs get sent to this port. This will mean that the transfer completes. You should also make sure the client stops when a packet with less than 512 bytes of data is received. Unless you properly record the source port for Data[1], you have no place to which to send ACK[1]!
2. For each data packet received, write the data to System.out. All status messages should go to System.err, so the two data streams are separate if stdout is redirected. To write to System.out, use System.out.write:
System.out.write(byte[] buf, int offset, int length);
For your program, offset will be 0, buf will typically be dpacket.data(), where dpacket is of type DATA (wumppkt.DATA). The length will be dpacket.size() - wumppkt.DHEADERSIZE (or, equivalently, dg.getLength() - wumppkt.DHEADERSIZE, where dg is a DatagramPacket object).
3. Add sanity checks, for (in order) host/port, packet size, opcode, and block number.
4. Handle timeouts, by retransmitting the most recently sent packet when the elapsed time exceeds a certain amount (4 seconds?). One way to do this is to keep a DatagramPacket variable LastSent, which can either be reqDG or ackDG, and just resend LastSent. Note that the response to an InterruptedIOException, a "true" timeout, will simply be to continue the loop again.
5. Add support for an dallying and error packets. After the client has received the file, dallying means to wait 2.0 - 3.0 timeout intervals (or more) to see if the final data packet is retransmitted. If it is, it means that the final ACK was lost. The dally period gives the client an opportunity to resend the final ACK. Error packets are to be sent to any sender of an apparent data packet that comes from the wrong port.
vanilla Normal transfer
lose Lose ever ...
BUS 303 Graduate School and Further Education PlanningRead and w.docxhartrobert670
BUS 303 Graduate School and Further Education Planning
Read and watch pieces on Planning for Graduate School. Answer related questions and write an essay.
· Read about earning a Master’s Degree.
· https://www.gradschools.com/masters/business
· Choose and read about two Master’s degree programs from the left hand column of Subject Selection options (image below) found on the webpage https://www.gradschools.com/masters/business
1-Report - List two subject that you selected to read/research:
One: ____________________
Two: _____________________
2-Discover:
Conduct research on two Master’s degree programs related to your undergraduate major that are offered by Virginia, DC, or Maryland Universities. Choose programs at two separate universities. If you are interested in other universities outside of this area, please feel free to research them as alternatives.
Discover information such as: What are the application processes, preferred GPA, required entrance exams, or prerequisites. What are the options for study (full time study, part time study, face-to-face classes or online classes)? What is the typical timeframe for completing the graduate program? What are the typical career opportunities for graduates from the Master’s program?
Section One- First - University and Graduate Program:
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
(Enter information here)
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
Section Two: Second - University and Graduate Program
List the university and graduate program that you researched. Answer the research questions with words, phrases, or sentences.
· University and graduate program that you researched
· What are the application processes, preferred GPA, required entrance exams, or prerequisites?
· What are the options for study (full time study, part time study, face-to-face classes or online classes)?
· What is the typical timeframe for completing the graduate program?
· What are the typical career opportunities for graduates from the Master’s program?
3-Write:
Questions to answer in an essay with at least 400 words. The expectation is that the essay in made up of flowing sentences that are organized in to paragraphs. WORD formatted document is required.
· What did you learn about Master’s degree programs and earning a Master’s degree? If you have researched graduate programs in the past, what are the most important aspects of information that you learned about graduate education opportunities?
(At least one paragraph)
· List and discu ...
Bulletin Board Submission 10 Points. Due by Monday at 900 a.m..docxhartrobert670
Bulletin Board Submission: 10 Points. Due by Monday at 9:00 a.m.
As you've learned, it is important to be able to determine the elements of a crime and there are several places to turn for assistance in doing so.
First - Look at the statute for the crime. For example, in New York, the statute for Petit Larceny is Penal Law 155.25.
Second - Check to see if any of the terms in the statute are defined in another statute. For example, in New York, Larceny is defined in Penal Law 155.05
Third - If the elements are not clear from the statute, you may want to research case law to see if the courts have established the elements for the crime.
Fourth - Always remember to check the Jury Instructions.
They are an excellent source for identifying the elements, as this is how the court explains the crime to the jury.
Many states are now posting their Jury Instructions on the internet.
Section One –
Keeping the above in mind, please provide the statute under which a Defendant in your state would be charged with Rape (1st Degree if your state breaks it down in that manner) In addition, provide any relevant statutory definitions and an overview of the Jury Instructions. Then, provide cases addressing at least one of the elements of the statute.
Section Two –
Discuss whether or not a woman can be charged with Rape in your state. If not, what could she be charged with?
...
BUS 371Fall 2014Final Exam – Essay65 pointsDue Monda.docxhartrobert670
BUS 371
Fall 2014
Final Exam – Essay
65 points
Due: Monday, December 9 at 11:59 p.m. EST (Blackboard submission)
Directions:
Part One (this part) of your final exam is to be just that – yours! I expect you will work independently of your classmates to complete the exam.
As always in BUS 371, your grade will be affected by the quality of your writing – clarity, spelling, grammar, syntax, etc.
1. How has this course changed your view and/or understanding of management and its role in contemporary organizations? In your answer, compare your understanding/perception of management at the beginning of the class with your current understanding/perception. Be specific and honest. (10 points)
2. Would you describe your experience with your class team in BUS 371 as better than most of your experiences with previous class teams, about the same as most of your experiences with previous class teams, or worse than most of your experiences with previous class teams? Be specific and explain what happened with your team for you to form your impression. (10 points)
Depending on your answer to question 2, you will answer EITHER question 3 or question 4.
3. If your experience with your class team was better than most of your experiences with previous class teams, what do you think contributed to the positive experience? From what you’ve learned in BUS 371 this semester, what can you do, as an individual student, in future class (and workplace) teams to contribute to their success? Be specific in your answer. (If your experience with your class team in BUS 371 this semester was about the same or worse than your previous experiences with class teams, skip this question and answer question 4.) Be specific in your answer, referring to course material as appropriate. (10 points)
4. If your experience with your class team was about the same or worse than your experiences with previous class teams, what can you do, as an individual student, in future class (and workplace) teams to increase their success? Be specific in your answer, referring to course material as appropriate. (10 points)
5. What do you consider to be your most important “take aways” from this course? In other words, what concepts and/or ideas have you found most interesting? What elements of the course do think will be most likely to be useful to you when you become a manager?
NOTE: Be sure to include both what you’ve found most interesting and most likely to be useful from the course. (10 points)
6. Define, compare and contrast content, process and reinforcement theories of motivation, giving and explaining an example of each. How could a manager apply each of the theories in the workplace? Your answer should be specific and clearly demonstrate your understanding of these motivation theories and their application. (25 points)
feedback for group work:
Business 371 - Fall 2014
Individual Assignment Five
Peer Assessment – Round Two
Due: Friday, December 5 (submitted i ...
BUS 305 SOLUTIONS TOPRACTICE PROBLEMS EXAM 21) B2) B3.docxhartrobert670
BUS 305: SOLUTIONS TO
PRACTICE PROBLEMS EXAM 2
1) B
2) B
3) No, fan pattern (heteroscedasticity)
4) No, nonlinear relationship between X and Y
5) The black line is the regression line because it get closest to the sample points (minimizes error between the points and the line). The red line has a larger error; that is, larger total distance from points to the line.
6) Because it is reasonable to suppose that costs are dependent on production volume (since units are produced, directly resulting in costs), then regression is more appropriate for this data since regression is appropriate when an cause-and-effect relationship is assumed.
7) C
8) a) r = 0.8;
b) T = 1.31;
c) p = 0.117
d) There is no evidence of a significant correlation between X and Y in the population because we did not reject the null of H0: = 0.
9) Note: the following are not complete answers to Question 11; they are just enough for you to know whether your short answer addressed the correct things.
a) 1 = population slope, b1 = sample slope. On exam, would also want to address what you know (or don’t know) about each of these and how each is found.
b) An outlier can “drag” the regression line toward it. On the exam, also think about how this would affect the quality of your regression model and the predictions.
10) Yes, there appears to be a straight line relationship between the variables. Linear regression appears to be appropriate. The regression output is:
11) a) T = -0.09, p = 0.929, do not reject Ho, conclude there is no evidence of a relationship
b) R2 = 0.002 = 0.2%, No because value is very close to zero
c) Correlation = r = -0.0421. No, there is not a strong relationship between these variables. The correlation is nearly 0.
d) Regression line is Y^ = 1.26 – 0.035X.
Y^ = 1.26 – 0.035(100) = 1.26 – 3.5 = -2.24. No this does not make sense because you cannot have a negative number of near misses. It is not wise to predict with this model. The R-squared value is extremely low (essentially 0%), which means that there is no relationship at all between near misses and flights in this data. Therefore, predicting misses from flights is meaningless.
e) b1 = -0.035. As Number of flights increases by 1, we expect number of near misses to go down by 0.035. Or, put another way, as flights increases by 1000, we expect number of near misses to go down by 35. No, this does not make sense. We would assume that as flights increase, so would near misses.
12) a. Multiple regression is a direct extension of simple regression, except that now we have more than one independent (X) variable.
b. Note: the following is not a complete answer; it is just enough for you to know whether your short answer addressed the correct things: Multicollinearity is when the independent variables are highly correlated with one another. On the exam, also indicate how this affects the model, how one can identify if it is present, and what can be done to correct it.
c. Dummy variables are us ...
Burgerville- Motivation Goals.
Peer-reviewed articles.
Here are some articles I found:
1) Employees Motivation in Organizations: An integrative literature
Review:
http://www.ipedr.com/vol10/106-
S10089.pdf
2) Impact of Employees Motivation on Organizational
Effectiveness:
http://iiste.org/Journals/index.php/EJBM/article/viewFile/265/150
3) Shareholders win when employees are motivated:
http://www.forbes.com/2009/08/23/employee-motivation-stocks-intelligent-investing-returns.html
1. THE THEORY OF PURPOSEFUL- WORK BEHAVIOR: THE ROLE OF PERSONALITY, HIGHER-ORDER GOALS, AND JOB CHARACTERISTICS
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=14&hid=4209
0. Relative Importance and Utilityof Positive Worker States: A Reviewand Empirical Examination
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=fa02d089-2c07-4af2-8637-23192c8c3b1f%40sessionmgr4004&vid=27&hid=4209
Cam Sommer
1. http://psycnet.apa.org/journals/apl/72/4/658/
Comparative analysis of goal setting theories across cultures
0. http://amj.aom.org/content/29/2/305.short
Effects of Team building and goal setting on productivity: A field Experiment
The first employee’s interview
Mr. Kay Nguyen is working at Burgerville for over 2 years. He said that working at Burgerville is only temporary while attending school. The hour he works is outside of his school time, so it helps pay for tuition. The work is very busy during high traffic hours, especially at the drive-through during dinnertime. His main responsibility is handling cashier, but he often help others where needed. He starts pay at minimum wages.
His supervisor encourages employees from time to time, but the wage is very low for employee to stay. He explains that turnover at Burgerville is below average compare to other place he has worked before.
Goal Setting:
What did you learn from this job? How does it impact your future? I encounter customers every day, I learn a lot about customer service in person. He dealt with all type of customers. He learned about servicing and created a friendly environment for customers
While studying and working, his self-motivation can encourage his learning and success, whatever be the scenario. He won’t stop staying here as a cashier. He will keep pushing himself to reach his goal setting
What are your obstacles? How do you deal with it? The most frustrate situation he endures during his tenure at Burgerville is the irresponsibility of other employees. They sometime either do not show up for work or call in. This creates a lot of pressure at work, as he has to cover for their shift. He usually has to stay extra hours to clean up and cover for other shifts.
Does BurgerVille create rewards or something to motivate its employee? Does it make you feel happy or comfortable when working there? Mr. Nguyen’s supervisor usually awards his employees with movie tickets for their performances. Also, they are a ...
Bullying Bullying in Schools PaperName.docxhartrobert670
Bullying
Bullying in Schools Paper
Name
Class
Date
Professor
Bullying in Schools Paper
Bullying is mean spirited and unwanted intimidation by another student. Bullying can come in many different forms but the result is an imbalance of power where one student suffers physical and verbal attacks as well as social exclusion. The bully repeatedly focuses in on their victims and subjects them to continued harassment and false rumors. Bullying causes the victims extreme emotional damage and lifelong pain but occurs most commonly in the school setting. In order to ensure that bullying is prevented the educational system will need to become more proactive and create programs and services designed to educate, reduce, deter and punish bullying.
Types and Extent of Bullying
The three types of bullying experienced by the youthful victim in the school setting consist of verbal and physical assaults as well as social exclusions. The types of verbal threats the victims of bullying suffer are name calling, false gossip, lewd sexual comments, taunts, and threats to cause harm. Physical assaults include hitting, kicking, pushing, tripping, pinching, and spitting on the victim. Social exclusions includes the bully taking steps to isolate the victim from peers by leaving them out of social events or gatherings and talking rudely about them to other peers. Other students will fear the bully and go along with their mean spirited actions. The victim will be isolated and the bully will take steps to embarrass the student in front of other peers. The bully will spread malicious rumors and make rude comments to the victim.
Adolescents are extremely sensitive to rejection and the opinions of peers, both of which can serve as catalysts for revenge (Booth, 2011). The result is the bullying becomes escalated and the victim takes revenge on the bully or physical altercations occur. Bullying is a major problem in society. While bullying occurs most in the school setting there are other places where bullying occurs. Bullies target victims using social networks and will bully them at social events. Victims of bullies are harassed and attacked on school buses and on school playgrounds as well as in the victim’s neighborhood. While bullying can happen anywhere it is most prevalent in schools making it the responsibility of educational systems to take steps to see it stopped.
In 2001 in a report conducted by the Bureau of Juvenile Justice Statistics it was discovered that 20% of all students will be bullied while in high school while the number creeps up to almost 30% when dealing with school children from second to sixth grade (DeVoe, 2009). This comes to one in seven students from kindergarten to twelfth grade being victims of bullying. Over half of the students surveyed have been witness to bullying in the school setting and over 70% find bullying is a real issue in their school as well as the report found girls where far more ...
Building Design and Construction FIRE 1102 – Principle.docxhartrobert670
Building Design and
Construction
FIRE 1102 – Principles of Fire Science
Reference: Chapter 4 of Cote, Fundamentals of Fire Protection
UAE Tamweel Tower
Objectives of Fire-Safe Building Design
1. Life Safety
2. Property Protection
3. Continuity of Operations
4. Environmental Protection
5. Historical Preservation
Life Safety
• Achieved by early warning of a fire, extinguishment
of a fire, proper egress for prompt escape
• Can the occupants get out before the room becomes
untenable?
– We know that flashover is a time when the room
is untenable,
– However there may be a time before flashover
where a room is untenable where concentration
of fire gases (CO) can create such a situation.
• We can do modeling of how long it takes for
occupants to evacuate out of a building and predict
when a room becomes untenable.
• Human Behavior Research
Fire Modeling of Station Night Club Fire
Human Behavior Research
Property Protection
• Materials that can be replaced which have a dollar
value assigned to them.
• Billions of dollars are lost due to fires each year.
• Achieved by installing proper fire extinguishing
systems, compartmentation features to limit spread
and construction of building materials.
Heritage Preservation
• Irreplaceable items and artifacts.
• Accomplished using appropriate fire
extinguishing systems.
Mona Lisa Original Copy of
Declaration of
Independence
Hand Written Quran
National Museum of Saudi Arabia
Continuity of Operations
• Getting back to business
• Accomplished by installation of proper fire
extinguishing systems
Environmental Preservation
• Protecting our environment from fire and/or
fire extinguishing agent.
• Installation of fire extinguishing systems that
limit fire size, minimize run-off from water,
using agents that do not adversely affect the
ozone layer.
Types of Building Construction
• NonCombustible Construction
– Type I
– Type II
• Combustible Construction
• Type III
• Type IV
• Type V
Type I Construction
Non-combustible
• Fire Resistive
• Constructed of concrete
and protected steel
• Columns and beams are
covered with fire resistive
spray on material.
• Primary hazard are the
contents in the structure.
• High-rise office buildings,
shopping centers
Type II Construction
Non-combustible
• Non-Combustible
• Lower degree of fire resistance than
Type I.
• Fire resistant rating on all exterior
and interior load bearing walls.
• May have combustible non-
loadbearing partition walls.
• Columns and beams are not
protected and will be exposed
during a fire.
• Office buildings, warehouses,
automobile repair shops.
Type III Construction
Combustible
• Ordinary Construction
• Office buildings, retail stores, mixed
occupancies with store on first
floor and dwelling on second floor.
• Exterior walls of the building have
2-hr fire resistance rating and non-
com ...
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Books of The TimesFrom Planning to Warfare to Occupation, How Ir.docx
1. Books of The Times
From Planning to Warfare to Occupation, How Iraq Went
Wrong
Top of Form
Bottom of Form
By MICHIKO KAKUTANI
The New York Times, July 25, 2006
The title of this devastating new book about the American war
in Iraq says it all: “Fiasco.” That is the judgment that Thomas
E. Ricks, senior Pentagon correspondent for The Washington
Post, passes on the Bush administration’s decision to invade
Iraq and its management of the war and the occupation. And he
serves up his portrait of that war as a misguided exercise in
hubris, incompetence and folly with a wealth of detail and
evidence that is both staggeringly vivid and persuasive.
Chip Somodevilla/Getty Images, for Meet the Press
Thomas E. Ricks
FIASCO
The American Military Adventure in Iraq
By Thomas E. Ricks
482 pages. The Penguin Press. $27.95.
By virtue of the author’s wealth of sources within the American
military and the book’s comprehensive timeline (beginning with
the administration’s inflammatory statements about Saddam
Hussein in the wake of 9/11, through the invasion and
occupation, to the escalating religious and ethnic strife that
afflicts the country today), “Fiasco” is absolutely essential
reading for anyone interested in understanding how the United
States came to go to war in Iraq, how a bungled occupation fed
a ballooning insurgency and how these events will affect the
future of the American military. Though other books have
depicted aspects of the Iraq war in more intimate and harrowing
detail, though other books have broken more news about aspects
2. of the war, this volume gives the reader a lucid, tough-minded
overview of this tragic enterprise that stands apart from earlier
assessments in terms of simple coherence and scope.
“President George W. Bush’s decision to invade Iraq in 2003
ultimately may come to be seen as one of the most profligate
actions in the history of American foreign policy,” Mr. Ricks
writes. “The consequences of his choice won’t be clear for
decades, but it already is abundantly apparent in mid-2006 that
the U.S. government went to war in Iraq with scant solid
international support and on the basis of incorrect information
— about weapons of mass destruction and a supposed nexus
between Saddam Hussein and Al Qaeda’s terrorism — and then
occupied the country negligently. Thousands of U.S. troops and
an untold number of Iraqis have died. Hundreds of billions of
dollars have been spent, many of them squandered. Democracy
may yet come to Iraq and the region, but so too may civil war or
a regional conflagration, which in turn could lead to spiraling
oil prices and a global economic shock.”
Much of the material dealing with the time just before the war
has been chronicled in earlier books (not to mention an
outpouring of newspaper and magazine articles), but Mr. Ricks
provides a succinct narrative that emphasizes how this period
“laid the shaky foundation for the derelict occupation that
followed.” He reminds us that when it came to the threat posed
by Mr. Hussein, the administration consistently emphasized
“worst-case scenarios” even as it was “ ‘best-casing’ the
subsequent cost and difficulty of occupying the country.” And
he shows how this blinkered outlook resulted in a failure to plan
for the realities of the occupation and a failure to allocate
sufficient manpower and resources.
Mr. Ricks’s narrative is based on hundreds of interviews and
more than 37,000 pages of documents, and many of the book’s
most scorching assessments of the White House and Pentagon’s
conduct of the war come from members of the uniformed
military and official military reports.
An after-action review from the Third Infantry Division
3. underscores the Pentagon’s paucity of postwar planning, stating
that “there was no guidance for restoring order in Baghdad,
creating an interim government, hiring government and essential
services employees, and ensuring that the judicial system was
operational.” And an end-of-tour report by a colonel assigned to
the Coalition Provisional Authority memorably summarized his
office’s work as “pasting feathers together, hoping for a duck.”
Mr. Ricks writes in these pages as both a reporter and an
analyst, and many of his findings amplify observations made by
other journalists and former insiders in earlier books: namely
that 1--the Bush White House routinely ignored the advice of
experts (be they military, diplomatic or Middle East experts);
that
2--Defense Secretary Donald H. Rumsfeld’s determination to
conduct the war with a light, fast force had crippling
consequences for the American military’s ability to restore law
and order in post-invasion Iraq; and that
3--infighting between the State and Defense Departments,
between civilians at the Pentagon and the uniformed military,
and between the military and the Coalition Provisional
Authority severely hampered the making and execution of
United States policy.
“Fiasco” does not possess the dramatic combat details of “Cobra
II” by Michael R. Gordon (chief military correspondent for The
New York Times) and Bernard E. Trainor (a retired Marine
Corps lieutenant general and former military correspondent for
The Times), but unlike that book, which basically ends in the
summer of 2003, it goes on to chronicle America’s flailing
efforts to contain a metastasizing insurgency over the next three
years.
Mr. Ricks argues that the invasion of Iraq “was based on
perhaps the worst war plan in American history,” an incomplete
plan that “confused removing Iraq’s regime with the far more
difficult task of changing the entire country.” The result of
going in with too few troops and no larger strategic plan, he
says, was “that the U.S. effort resembled a banana republic coup
4. d’état more than a full-scale war plan that reflected the
ambition of a great power to alter the politics of a crucial region
of the world.”
This was partly a byproduct of the Pollyannaish optimism of
hawks like Deputy Defense Secretary Paul D. Wolfowitz, who
slapped down the estimate by the Army’s chief of staff, Gen.
Eric K. Shinseki, that several hundred thousand soldiers would
be required to secure Iraq. And it was partly a byproduct of a
conviction shared by Secretary Rumsfeld and Gen. Tommy
Franks that speed, in Mr. Ricks’s words, “could be substituted
for mass in military operations.”
Mr. Rumsfeld’s stubborn reluctance to acknowledge a growing
insurgency and his resistance to making adjustments, Mr. Ricks
says, contributed further to the military’s problems on the
ground. A continuing shortage of troops meant that borders
could not be sealed, armament caches could not be secured, and
security and basic services could not be restored. As a
consequence support for the occupation rapidly dwindled among
the Iraqis.
To make matters worse, Mr. Ricks adds, the Army seemed to
have “forgotten almost everything it had learned in the Vietnam
War about counterinsurgency.” During 2003 and much of 2004
effective counterinsurgency measures aimed at winning the
political support of the Iraqi people were not being employed;
instead, an emphasis was put on “the use of force, on powerful
retaliation and on protecting U.S. troops at all costs.”
There were mass roundups of Iraqis (many of them bystanders
caught up in the sweeps), and some of those detainees were
harshly treated by American troops who had not been “trained
or mentally prepared for the mission” they faced in postwar
Iraq. Mr. Ricks sees the Abu Ghraib scandal not as an
anomalous incident but as “the logical and predictable outcome
of a series of panicky decisions made by senior commanders,
which in turn had resulted from the divided, troop-poor
approach devised months earlier by Secretary Rumsfeld and
Gen. Franks.”
5. Mr. Ricks notes that the Bush administration has tended “to
dismiss critics as ‘Monday morning quarterbacks,’ ” but he
points out that that phrase “conveniently disregarded the fact
that many of the critics had expressed their worries before the
war even began.” His book is replete with warnings from
Middle East experts and military veterans (like Gen. Anthony C.
Zinni and Gen. H. Norman Schwarzkopf), who presciently
cautioned that the invasion and its aftermath would not be as
simple or as fast as many in the administration predicted.
In late 2002, Mr. Ricks reports, 70 national security experts and
Mideast scholars met at the National Defense University to
discuss the looming war and concluded that occupying Iraq
would “be the most daunting and complex task the U.S. and the
international community will have undertaken since the end of
World War II.” The group’s emphasis on the importance of
“maintaining a secure environment” in post-invasion Iraq and
its recommendation against a swift dissolution of the Iraqi
military would be ignored in the ensuing months.
“It isn’t clear that a large and persistent insurgency was
inevitable,” Mr. Ricks concludes, adding that “the U.S.
approach, both in occupation policy and military tactics, helped
spur the insurgency and made it broader than it might have
been.” Among the crucial post-invasion missteps made by the
Bush administration, he suggests, were the decision, after the
fall of Baghdad,
1--not to send two additional divisions of troops immediately,
which might have helped keep the lid on the insurgency,
2--and the orders issued by the head of the American
occupation, L. Paul Bremer III, disbanding the old Iraqi army
and banning thousands of Baath Party officials from returning
to their government jobs.
The failure to contain the insurgency would have dire
consequences as the war dragged on. While the occupation of
Iraq (which Mr. Wolfowitz had predicted would basically pay
for itself through oil revenue) was costing American taxpayers
an estimated $5 billion a month in 2004 and 2005, the chaos-
6. ridden country was replacing Afghanistan as a training ground
for a new generation of terrorists. Meanwhile, writes Mr. Ricks,
the United States Army found itself in a strategic position that
“painfully resembled that of the Soviet Union in Afghanistan in
the early 1980’s.”
Not only had the war “stressed the U.S. Army to the breaking
point,” a study published by the Army War College’s Strategic
Studies Institute declared, but it had also turned out to be “an
unnecessary preventive war of choice” that “created a new front
in the Middle East for Islamic terrorism and diverted attention
and resources away from securing the American homeland”
against further attacks from Al Qaeda. The war “was not
integral” to the global war on terrorism, the report concluded,
but was a costly “detour from it.”
Bold text and numbers by Bill Coleman.
Retrieved May 14, 2015 at
https://myaccount.nytimes.com/register?version=meter+at+2&m
odule=Growl-
Links&pgtype=®ion=FixedBottom&contentId=nyt2014_gro
wl_at_2&mediaId=nyt2014_growl_at_2&referrer=http%3A%2F
%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3D
%26esrc%3Ds%26source%3Dweb%26cd%3D4%26ved%3D0CD
cQFjAD%26url%3Dhttp%253A%252F%252Fwww.nytimes.com
%252F2006%252F07%252F25%252Fbooks%252F25kaku.html%
253Fpagewanted%253Dall%26ei%3DSdtUVcm4A7iPsQSV7IDI
CQ%26usg%3DAFQjCNEKaXslksouAoA07_MIwCn43H1n-
g%26bvm%3Dbv.93112503%2Cd.cWc&priority=true&action=cl
ick&contentCollection=GrowltoDSLP
Modern History Sourcebook:
The Declaration of Sentiments,
Seneca Falls Conference, 1848
Elizabeth Cady Stanton and Lucretia Mott, two American
activists in the movement to abolish slavery called together the
first conference to address Women's rights and issues in Seneca
7. Falls, New York, in 1848. Part of the reason for doing so had
been that Mott had been refused permission to speak at the
world anti-slavery convention in London, even though she had
been an official delegate. Applying the analysis of human
freedom developed in the Abolitionist movement, Stanton and
others began the public career of modern feminist analysis
The Declaration of the Seneca Falls Convention, using the
model of the US Declaration of Independence, forthrightly
demanded that the rights of women as right-bearing individuals
be acknowledged and respectd by society. It was signed by
sixty-eight women and thirty-two men.
The Declaration of Sentiments
When, in the course of human events, it becomes necessary for
one portion of the family of man to assume among the people of
the earth a position different from that which they have hitherto
occupied, but one to which the laws of nature and of nature's
God entitle them, a decent respect to the opinions of mankind
requires that they should declare the causes that impel them to
such a course.
We hold these truths to be self-evident: that all men and women
are created equal; that they are endowed by their Creator with
certain inalienable rights; that among these are life, liberty, and
the pursuit of happiness; that to secure these rights governments
are instituted, deriving their just powers from the consent of the
governed. Whenever any form of government becomes
destructive of these ends, it is the right of those who suffer
from it to refuse allegiance to it, and to insist upon the
institution of a new government, laying its foundation on such
principles, and organizing its powers in such form, as to them
shall seem most likely to effect their safety and happiness.
Prudence, indeed, will dictate that governments long established
should not be changed for light and transient causes; and
accordingly all experience hath shown that mankind are more
disposed to suffer. while evils are sufferable, than to right
themselves by abolishing the forms to which they are
8. accustomed. But when a long train of abuses and usurpations,
pursuing invariably the same object, evinces a design to reduce
them under absolute despotism, it is their duty to throw off such
government, and to provide new guards for their future security.
Such has been the patient sufferance of the women under this
government, and such is now the necessity which constrains
them to demand the equal station to which they are entitled. The
history of mankind is a history of repeated injuries and
usurpations on the part of man toward woman, having in direct
object the establishment of an absolute tyranny over her. To
prove this, let facts be submitted to a candid world.
The history of mankind is a history of repeated injuries and
usurpations on the part of man toward woman, having in direct
object the establishment of an absolute tyrranny over her. To
prove this, let facts be submitted to a candid world.
He has never permitted her to exercise her inalienable right to
the elective franchise.
He has compelled her to submit to laws, in the formation of
which she had no voice.
He has withheld from her rights which are given to the most
ignorant and degraded men--both natives and foreigners.
Having deprived her of this first right of a citizedn, the elective
franchise, thereby leaving her without representation in the
halls of legislation, he has oppressed her on all sides.
He has made her, if married, in the eye of the law, civilly dead.
He has taken from her all right in property, even to the wages
she earns.
He has made her, morally, an irresponsible being, as she can
commit many crimes with impunity, provided they be done in
the presence of her husband. In the covenant of marriage, she is
compelled to promise obedience to her husband, he becoming,
to all intents and purposes, her master--the law giving him
power to deprive her of her liberty, and to administer
chastisement.
He has so framed the laws of divorce, as to what shall be the
proper causes, and in case of separation, to whom the
9. guardianship of the children shall be given, as to be wholly
regardles of the happiness of women--the law, in all cases,
going upon a flase supposition of the supremacy of man, and
giving all power into his hands.
After depriving her of all rights as a married woman, if single,
and the owner of property, he has taxed her to support a
government which recognizes her only when her property can be
made profitable to it.
He has monopolized nearly all the profitable employments, and
from those she is permitted to follow, she receives but a scanty
remuneration. He closes against her all the avenues to wealth
and distinction which he considers most homorable to himself.
As a teacher of theoloy, medicine, or law, she is not known.
He has denied her the facilities for obtaining a thorough
education, all colleges being closed against her.
He allows her in church, as well as state, but a suborinate
position, claiming apostolic authority for her exclusion from the
ministry, and, with some exceptions, from any public
participation in the affairs of the church.
He has created a false public sentiment by giving to the world a
different code of morals for men and women, by which moral
delinquencies which exclude women from society, are not only
tolerated, but deemed of little account in man.
He has usurped the prerogative of Jehovah himself, claiming it
as his right to assign for her a sphere of action, when that
belongs to her conscience and to her God.
He has endeavored, in every way that he could, to destroy her
conficence in her own powers, to lessen her self-respect, and to
make her willing to lead a dependent and abject life.
Now, in view of this entire disfranchisement of one-half the
people of this country, their social and religious degradation--in
view of the unjust laws above mentioned, and because women
do feel themselves aggrieved, oppressed, and fraudulently
deprived of their most sacred rights, we insist that they have
immediate admission to all the rights and privileges which
belong to them as citizens of the United States.
10. from Elizabeth Cady Stanton, A History of Woman Suffrage ,
vol. 1 (Rochester, N.Y.: Fowler and Wells, 1889), pages 70-71.
This text is part of the Internet Modern History Sourcebook.
The Sourcebook is a collection of public domain and copy-
permitted texts for introductory level classes in modern
European and World history.
Unless otherwise indicated the specific electronic form of the
document is copyright. Permission is granted for electronic
copying, distribution in print form for educational purposes and
personal use. If you do reduplicate the document, indicate the
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(c)Paul Halsall Aug 1997, updated November 1998
Retrieved April 30, 2015 at
http://legacy.fordham.edu/halsall/mod/senecafalls.asp
10
Kate Bolick. All the Single Ladies, The Atlantic, November,
2011
Retrieved May 3, 2015 at
http://www.theatlantic.com/magazine/archive/2011/11/all-the-
single-ladies/308654/ Page numbers added.
Recent years have seen an explosion of male joblessness and a
steep decline in men’s life prospects that have disrupted the
“romantic market” in ways that narrow a marriage-minded
woman’s options: increasingly, her choice is between deadbeats
(whose numbers are rising) and playboys (whose power is
growing). But this strange state of affairs also presents an
opportunity: as the economy evolves, it’s time to embrace new
ideas about romance and family—and to acknowledge the end of
“traditional” marriage as society’s highest ideal.
In 2001, when I was 28, I broke up with my boyfriend. Allan
and I had been together for three years, and there was no good
11. reason to end things. He was (and remains) an exceptional
person, intelligent, good-looking, loyal, kind. My friends, many
of whom were married or in marriage-track relationships, were
bewildered. I was bewildered. To account for my behavior, all I
had were two intangible yet undeniable convictions: something
was missing; I wasn’t ready to settle down.
The period that followed was awful. I barely ate for sobbing all
the time. (A friend who suffered my company a lot that summer
sent me a birthday text this past July: “A decade ago you and I
were reuniting, and you were crying a lot.”) I missed Allan
desperately—his calm, sure voice; the sweetly fastidious way he
folded his shirts. On good days, I felt secure that I’d done the
right thing. Learning to be alone would make me a better
person, and eventually a better partner. On bad days, I feared I
would be alone forever. Had I made the biggest mistake of my
life?
Ten years later, I occasionally ask myself the same question.
Today I am 39, with too many ex-boyfriends to count and, I am
told, two grim-seeming options to face down: either stay single
or settle for a “good enough” mate. At this point, certainly,
falling in love and getting married may be less a matter of
choice than a stroke of wild great luck. A decade ago, luck
didn’t even cross my mind. I’d been in love before, and I’d be
in love again. This wasn’t hubris so much as naïveté; I’d had
serious, long-term boyfriends since my freshman year of high
school, and simply couldn’t envision my life any differently.
Well, there was a lot I didn’t know 10 years ago. The decision
to end a stable relationship for abstract rather than concrete
reasons (“something was missing”), I see now, is in keeping
with a post-Boomer ideology that values emotional fulfillment
above all else. And the elevation of independence over coupling
(“I wasn’t ready to settle down”) is a second-wave feminist idea
I’d acquired from my mother, who had embraced it, in part, I
suspect, to correct for her own choices.
I was her first and only recruit, marching off to third grade in
tiny green or blue T-shirts declaring: A Woman Without a Man
12. Is Like a Fish Without a Bicycle, or: A Woman’s Place Is in the
House—and the Senate, and bellowing along to Gloria Steinem
& Co.’s feminist-minded children’s album, Free to Be … You
and Me (released the same year Title IX was passed, also the
year of my birth). Marlo Thomas and Alan Alda’s retelling of
“Atalanta,” the ancient Greek myth about a fleet-footed princess
who longs to travel the world before finding her prince, became
the theme song of my life. Once, in high school, driving home
from a family vacation, my mother turned to my boyfriend and
me cuddling in the backseat and said, “Isn’t it time you two
started seeing other people?” She adored Brian—he was invited
on family vacations! But my future was to be one of limitless
possibilities, where getting married was something I’d do when
I was ready, to a man who was in every way my equal, and she
didn’t want me to get tied down just yet.
This unfettered future was the promise of my time and place. I
spent many a golden afternoon at my small New England
liberal-arts college debating with friends the merits of leg-
shaving and whether or not we’d take our husband’s surname.
(Even then, our concerns struck me as retro; hadn’t the women’s
libbers tackled all this stuff already?) We took for granted that
we’d spend our 20s finding ourselves, whatever that meant, and
save marriage for after we’d finished graduate school and
launched our careers, which of course would happen at the
magical age of 30.
That we would marry, and that there would always be men we
wanted to marry, we took on faith. How could we not? One of
the many ways in which our lives differed from our mothers’
was in the variety of our interactions with the opposite sex. Men
were our classmates and colleagues, our bosses and professors,
as well as, in time, our students and employees and
subordinates—an entire universe of prospective friends,
boyfriends, friends with benefits, and even ex-boyfriends-
turned-friends. In this brave new world, boundaries were fluid,
and roles constantly changing. Allan and I had met when we
worked together at a magazine in Boston (full disclosure: this
13. one), where I was an assistant and he an editor; two years later,
he quit his job to follow me to New York so that I could go to
graduate school and he could focus on his writing. After the
worst of our breakup, we eventually found our way to a
friendship so deep and sustaining that several years ago, when
he got engaged, his fiancée suggested that I help him buy his
wedding suit. As he and I toured through Manhattan’s men’s-
wear ateliers, we enjoyed explaining to the confused tailors and
salesclerks that no, no, we weren’t getting married. Isn’t life
funny that way?
I retell that moment as an aside, as if it’s a tangent to the larger
story, but in a way, it is the story. In 1969, when my 25-year-
old mother, a college-educated high-school teacher, married a
handsome lawyer-to-be, most women her age were doing more
or less the same thing. By the time she was in her mid-30s, she
was raising two small children and struggling to find a
satisfying career. She’d never had sex with anyone but my
father. Could she have even envisioned herself on a shopping
excursion with an ex-lover, never mind one who was getting
married while she remained alone? And the ex-lover’s fiancée
being so generous and open-minded as to suggest the shopping
trip to begin with?
What my mother could envision was a future in which I made
my own choices. I don’t think either of us could have predicted
what happens when you multiply that sense of agency by an
entire generation.
But what transpired next lay well beyond the powers of
everybody’s imagination: as women have climbed ever higher,
men have been falling behind. We’ve arrived at the top of the
staircase, finally ready to start our lives, only to discover a
cavernous room at the tail end of a party, most of the men gone
already, some having never shown up—and those who remain
are leering by the cheese table, or are, you know, the ones you
don’t want to go out with.
In the 1990s, Stephanie Coontz, a social historian at Evergreen
State College in Washington, noticed an uptick in questions
14. from reporters and audiences asking if the institution of
marriage was falling apart. She didn’t think it was, and was
struck by how everyone believed in some mythical Golden Age
of Marriage and saw mounting divorce rates as evidence of the
dissolution of this halcyon past. She decided to write a book
discrediting the notion and proving that the ways in which we
think about and construct the legal union between a man and a
woman have always been in flux.
What Coontz found was even more interesting than she’d
originally expected. In her fascinating Marriage, a History:
From Obedience to Intimacy, or How Love Conquered
Marriage, she surveys 5,000 years of human habits, from our
days as hunters and gatherers up until the present, showing our
social arrangements to be more complex and varied than could
ever seem possible. She’d long known that the Leave It to
Beaver–style family model popular in the 1950s and ’60s had
been a flash in the pan, and like a lot of historians, she couldn’t
understand how people had become so attached to an idea that
had developed so late and been so short-lived.
For thousands of years, marriage had been a primarily economic
and political contract between two people, negotiated and
policed by their families, church, and community. It took more
than one person to make a farm or business thrive, and so a
potential mate’s skills, resources, thrift, and industriousness
were valued as highly as personality and attractiveness. This
held true for all classes. In the American colonies, wealthy
merchants entrusted business matters to their landlocked wives
while off at sea, just as sailors, vulnerable to the
unpredictability of seasonal employment, relied on their wives’
steady income as domestics in elite households. Two-income
families were the norm.
Not until the 18th century did labor begin to be divided along a
sharp line: wage-earning for the men and unpaid maintenance of
household and children for the women. Coontz notes that as
recently as the late 17th century, women’s contributions to the
family economy were openly recognized, and advice books
15. urged husbands and wives to share domestic tasks. But as labor
became separated, so did our spheres of experience—the
marketplace versus the home—one founded on reason and
action, the other on compassion and comfort. Not until the post-
war gains of the 1950s, however, were a majority of American
families able to actually afford living off a single breadwinner.
All of this was intriguing, for sure—but even more surprising to
Coontz was the realization that those alarmed reporters and
audiences might be onto something. Coontz still didn’t think
that marriage was falling apart, but she came to see that it was
undergoing a transformation far more radical than anyone could
have predicted, and that our current attitudes and arrangements
are without precedent. “Today we are experiencing a historical
revolution every bit as wrenching, far-reaching, and irreversible
as the Industrial Revolution,” she wrote.
Last summer I called Coontz to talk to her about this revolution.
“We are without a doubt in the midst of an extraordinary sea
change,” she told me. “The transformation is momentous—
immensely liberating and immensely scary. When it comes to
what people actually want and expect from marriage and
relationships, and how they organize their sexual and romantic
lives, all the old ways have broken down.”
For starters, we keep putting marriage off. In 1960, the median
age of first marriage in the U.S. was 23 for men and 20 for
women; today it is 28 and 26. Today, a smaller proportion of
American women in their early 30s are married than at any
other point since the 1950s, if not earlier. We’re also marrying
less—with a significant degree of change taking place in just
the past decade and a half. In 1997, 29 percent of my Gen X
cohort was married; among today’s Millennials that figure has
dropped to 22 percent. (Compare that with 1960, when more
than half of those ages 18 to 29 had already tied the knot.)
These numbers reflect major attitudinal shifts. According to the
Pew Research Center, a full 44 percent of Millennials and 43
percent of Gen Xers think that marriage is becoming obsolete.
Even more momentously, we no longer need husbands to have
16. children, nor do we have to have children if we don’t want to.
For those who want their own biological child, and haven’t
found the right man, now is a good time to be alive. Biological
parenthood in a nuclear family need not be the be-all and end-
all of womanhood—and in fact it increasingly is not. Today 40
percent of children are born to single mothers. This isn’t to say
all of these women preferred that route, but the fact that so
many upper-middle-class women are choosing to travel it—and
that gays and lesbians (married or single) and older women are
also having children, via adoption or in vitro fertilization—has
helped shrink the stigma against single motherhood. Even as
single motherhood is no longer a disgrace, motherhood itself is
no longer compulsory. Since 1976, the percentage of women in
their early 40s who have not given birth has nearly doubled. A
childless single woman of a certain age is no longer
automatically perceived as a barren spinster.
Of course, between the diminishing external pressure to have
children and the common misperception that our biology is ours
to control, some of us don’t deal with the matter in a timely
fashion. Like me, for instance. Do I want children? My answer
is: I don’t know. But somewhere along the way, I decided to not
let my biology dictate my romantic life. If I find someone I
really like being with, and if he and I decide we want a child
together, and it’s too late for me to conceive naturally, I’ll
consider whatever technological aid is currently available, or
adopt (and if he’s not open to adoption, he’s not the kind of
man I want to be with).
Do I realize that this further narrows my pool of prospects?
Yes. Just as I am fully aware that with each passing year, I
become less attractive to the men in my peer group, who have
plenty of younger, more fertile women to pick from. But what
can I possibly do about that? Sure, my stance here could be read
as a feint, or even self-deception. By blithely deeming biology a
nonissue, I’m conveniently removing myself from arguably the
most significant decision a woman has to make. But that’s only
if you regard motherhood as the defining feature of
17. womanhood—and I happen not to.
Foremost among the reasons for all these changes in family
structure are the gains of the women’s movement. Over the past
half century, women have steadily gained on—and are in some
ways surpassing—men in education and employment. From
1970 (seven years after the Equal Pay Act was passed) to 2007,
women’s earnings grew by 44 percent, compared with 6 percent
for men. In 2008, women still earned just 77 cents to the male
dollar—but that figure doesn’t account for the difference in
hours worked, or the fact that women tend to choose lower-
paying fields like nursing or education. A 2010 study of single,
childless urban workers between the ages of 22 and 30 found
that the women actually earned 8 percent more than the men.
Women are also more likely than men to go to college: in 2010,
55 percent of all college graduates ages 25 to 29 were female.
By themselves, the cultural and technological advances that
have made my stance on childbearing plausible would be
enough to reshape our understanding of the modern family—
but, unfortunately, they happen to be dovetailing with another
set of developments that can be summed up as: the deterioration
of the male condition. As Hanna Rosin laid out in these pages
last year (“The End of Men,” July/August 2010), men have been
rapidly declining—in income, in educational attainment, and in
future employment prospects—relative to women. As of last
year, women held 51.4 percent of all managerial and
professional positions, up from 26 percent in 1980. Today
women outnumber men not only in college but in graduate
school; they earned 60 percent of all bachelor’s and master’s
degrees awarded in 2010, and men are now more likely than
women to hold only a high-school diploma.
No one has been hurt more by the arrival of the post-industrial
economy than the stubbornly large pool of men without higher
education. An analysis by Michael Greenstone, an economist at
MIT, reveals that, after accounting for inflation, male median
wages have fallen by 32 percent since their peak in 1973, once
you account for the men who have stopped working altogether.
18. The Great Recession accelerated this imbalance. Nearly three-
quarters of the 7.5 million jobs lost in the depths of the
recession were lost by men, making 2010 the first time in
American history that women made up the majority of the
workforce. Men have since then regained a small portion of the
positions they’d lost—but they remain in a deep hole, and most
of the jobs that are least likely ever to come back are in
traditionally male-dominated sectors, like manufacturing and
construction.
The implications are extraordinary. If, in all sectors of society,
women are on the ascent, and if gender parity is actually within
reach, this means that a marriage regime based on men’s
overwhelming economic dominance may be passing into
extinction. As long as women were denied the financial and
educational opportunities of men, it behooved them to “marry
up”—how else would they improve their lot? (As Maureen
Dowd memorably put it in her 2005 book, Are Men Necessary?,
“Females are still programmed to look for older men with
resources, while males are still programmed to look for younger
women with adoring gazes.”) Now that we can pursue our own
status and security, and are therefore liberated from needing
men the way we once did, we are free to like them more, or at
least more idiosyncratically, which is how love ought to be,
isn’t it?
My friend B., who is tall and gorgeous, jokes that she could
have married an NBA player, but decided to go with the guy she
can talk to all night—a graphic artist who comes up to her
shoulder. C., the editorial force behind some of today’s most
celebrated novels, is a modern-day Venus de Milo—with a
boyfriend 14 years her junior. Then there are those women who
choose to forgo men altogether. Sonia Sotomayor isn’t merely a
powerful woman in a black robe—she’s also a stellar example
of what it can mean to exercise authority over every single
aspect of your personal life. When Gloria Steinem said, in the
1970s, “We’re becoming the men we wanted to marry,” I doubt
even she realized the prescience of her words.
19. But while the rise of women has been good for everyone, the
decline of males has obviously been bad news for men—and bad
news for marriage. For all the changes the institution has
undergone, American women as a whole have never been
confronted with such a radically shrinking pool of what are
traditionally considered to be “marriageable” men—those who
are better educated and earn more than they do. So women are
now contending with what we might call the new scarcity. Even
as women have seen their range of options broaden in recent
years—for instance, expanding the kind of men it’s culturally
acceptable to be with, and making it okay not to marry at all—
the new scarcity disrupts what economists call the “marriage
market” in a way that in fact narrows the available choices,
making a good man harder to find than ever. At the rate things
are going, the next generation’s pool of good men will be
significantly smaller. What does this portend for the future of
the American family?
Every so often, society experiences a “crisis in gender” (as
some academics have called it) that radically transforms the
social landscape.
Take the years after the Civil War, when America reeled from
the loss of close to 620,000 men, the majority of them from the
South. An article published last year in The Journal of Southern
History reported that in 1860, there were 104 marriageable
white men for every 100 white women; in 1870, that number
dropped to 87.5. A generation of Southern women found
themselves facing a “marriage squeeze.” They could no longer
assume that they would become wives and mothers—a terrifying
prospect in an era when women relied on marriage for social
acceptability and financial resources.
Instead, they were forced to ask themselves: Will I marry a man
who has poor prospects (“marrying down,” in sociological
parlance)? Will I marry a man much older, or much younger?
Will I remain alone, a spinster? Diaries and letters from the
period reveal a populace fraught with insecurity. As casualties
mounted, expectations dropped, and women resigned themselves
20. to lives without husbands, or simply lowered their standards. (In
1862, a Confederate nurse named Ada Bacot described in her
diary the lamentable fashion “of a woman marring a man
younger than herself.”) Their fears were not unfounded—the
mean age at first marriage did rise—but in time, approximately
92 percent of these Southern-born white women found someone
to partner with. The anxious climate, however, as well as the
extremely high levels of widowhood—nearly one-third of
Southern white women over the age of 40 were widows in
1880—persisted.
Or take 1940s Russia, which lost some 20 million men and 7
million women to World War II. In order to replenish the
population, the state instituted an aggressive pro-natalist policy
to support single mothers. Mie Nakachi, a historian at Hokkaido
University, in Japan, has outlined its components: mothers were
given generous subsidies and often put up in special sanatoria
during pregnancy and childbirth; the state day-care system
expanded to cover most children from infancy; and penalties
were brandished for anyone who perpetuated the stigma against
conceiving out of wedlock. In 1944, a new Family Law was
passed, which essentially freed men from responsibility for
illegitimate children; in effect, the state took on the role of
“husband.” As a result of this policy—and of the general dearth
of males—men moved at will from house to house, where they
were expected to do nothing and were treated like kings; a
generation of children were raised without reliable fathers, and
women became the “responsible” gender. This family pattern
was felt for decades after the war.
Indeed, Siberia today is suffering such an acute “man shortage”
(due in part to massive rates of alcoholism) that both men and
women have lobbied the Russian parliament to legalize
polygamy. In 2009, The Guardian cited Russian politicians’
claims that polygamy would provide husbands for “10 million
lonely women.” In endorsing polygamy, these women,
particularly those in remote rural areas without running water,
may be less concerned with loneliness than with something
21. more pragmatic: help with the chores. Caroline Humphrey, a
Cambridge University anthropologist who has studied the
region, said women supporters believed the legalization of
polygamy would be a “godsend,” giving them “rights to a man’s
financial and physical support, legitimacy for their children,
and rights to state benefits.”
Our own “crisis in gender” isn’t a literal imbalance—America
as a whole currently enjoys a healthy population ratio of 50.8
percent females and 49.2 percent males. But our shrinking pool
of traditionally “marriageable” men is dramatically changing
our social landscape, and producing startling dynamics in the
marriage market, in ways that aren’t immediately apparent.
In their 1983 book, Too Many Women? The Sex Ratio Question,
two psychologists developed what has become known as the
Guttentag-Secord theory, which holds that members of the
gender in shorter supply are less dependent on their partners,
because they have a greater number of alternative relationships
available to them; that is, they have greater “dyadic power” than
members of the sex in oversupply. How this plays out, however,
varies drastically between genders.
In societies where men heavily outnumber women—in what’s
known as a “high-sex-ratio society”—women are valued and
treated with deference and respect and use their high dyadic
power to create loving, committed bonds with their partners and
raise families. Rates of illegitimacy and divorce are low.
Women’s traditional roles as mothers and homemakers are held
in high esteem. In such situations, however, men also use the
power of their greater numbers to limit women’s economic and
political strength, and female literacy and labor-force
participation drop.
One might hope that in low-sex-ratio societies—where women
outnumber men—women would have the social and sexual
advantage. (After all, didn’t the mythical all-female nation of
Amazons capture men and keep them as their sex slaves?) But
that’s not what happens: instead, when confronted with a
surplus of women, men become promiscuous and unwilling to
22. commit to a monogamous relationship. (Which, I suppose,
might explain the Amazons’ need to keep men in slave
quarters.) In societies with too many women, the theory holds,
fewer people marry, and those who do marry do so later in life.
Because men take advantage of the variety of potential partners
available to them, women’s traditional roles are not valued, and
because these women can’t rely on their partners to stick
around, more turn to extrafamilial ambitions like education and
career.
In 1988, the sociologists Scott J. South and Katherine Trent set
out to test the Guttentag-Secord theory by analyzing data from
117 countries. Most aspects of the theory tested out. In each
country, more men meant more married women, less divorce,
and fewer women in the workforce. South and Trent also found
that the Guttentag-Secord dynamics were more pronounced in
developed rather than developing countries. In other words—
capitalist men are pigs.
I kid! And yet, as a woman who spent her early 30s actively
putting off marriage, I have had ample time to investigate, if
you will, the prevailing attitudes of the high-status American
urban male. (Granted, given my taste for brainy, creatively
ambitious men—or “scrawny nerds,” as a high-school friend
describes them—my sample is skewed.) My spotty anecdotal
findings have revealed that, yes, in many cases, the more
successful a man is (or thinks he is), the less interested he is in
commitment.
Take the high-powered magazine editor who declared on our
first date that he was going to spend his 30s playing the field.
Or the prominent academic who announced on our fifth date that
he couldn’t maintain a committed emotional relationship but
was very interested in a physical one. Or the novelist who, after
a month of hanging out, said he had to get back out there and
tomcat around, but asked if we could keep having sex anyhow,
or at least just one last time. Or the writer (yes, another one)
who announced after six months together that he had to end
things because he “couldn’t continue fending off all the sexual
23. offers.” And those are just the honest ones.
To be sure, these men were the outliers—the majority of my
personal experience has been with commitment-minded men
with whom things just didn’t work out, for one reason or
another. Indeed, another of my anecdotal-research discoveries is
of what an ex calls “marriage o’clock”—when a man hits 35 and
suddenly, desperately, wants a wife. I’ll never forget the post-
first-date e-mail message reading: “I wanted to marry you last
night, just listening to you.” Nor the 40-ish journalist who, on
our second date, driving down a long country road, gripped the
steering wheel and asked, “Are you The One? Are you The
One?” (Can you imagine a woman getting away with this kind
of behavior?) Like zealous lepidopterists, they swoop down
with their butterfly nets, fingers aimed for the thorax, certain
that just because they are ready for marriage and children, I
must be, too.
But the non-committers are out there in growing force. If dating
and mating is in fact a marketplace—and of course it is—today
we’re contending with a new “dating gap,” where marriage-
minded women are increasingly confronted with either
deadbeats or players. For evidence, we don’t need to look to the
past, or abroad—we have two examples right in front of us: the
African American community, and the college campus.
In August I traveled to Wilkinsburg, Pennsylvania, a small,
predominantly African American borough on the eastern edge of
Pittsburgh. A half-century ago, it was known as “The Holy
City” for its preponderance of churches. Today, the
cobblestoned streets are lined with defeated clapboard houses
that look as if the spirit’s been sucked right out of them.
I was there to spend the afternoon with Denean, a 34-year-old
nurse who was living in one such house with three of her four
children (the eldest is 19 and lived across town) and, these
days, a teenage niece. Denean is pretty and slender, with a wry,
deadpan humor. For 10 years she worked for a health-care
company, but she was laid off in January. She is twice divorced;
no two of her children share a father. In February, when she
24. learned (on Facebook) that her second child, 15-year-old
Ronicka, was pregnant, Denean slumped down on her enormous
slate-gray sofa and didn’t get up for 10 hours.
“I had done everything I could to make sure she didn’t end up
like me, and now this,” she told me.
It was a clear, warm day, and we were clustered on the front
porch—Denean, Ronicka, and I, along with Denean’s niece,
Keira, 18, and Denean’s friend Chantal, 28, a single mother
whose daughter goes to day care with Denean’s youngest. The
affection between these four high-spirited women was light and
infectious, and they spoke knowingly about the stigmas they’re
up against. “That’s right,” Denean laughed, “we’re your
standard bunch of single black moms!”
Given the crisis in gender it has suffered through for the past
half century, the African American population might as well be
a separate nation. An astonishing 70 percent of black women are
unmarried, and they are more than twice as likely as white
women to remain that way. Those black women who do marry
are more likely than any other group of women to “marry
down.” This is often chalked up to high incarceration rates—in
2009, of the nearly 1.5 million men in prison, 39 percent were
black—but it’s more than that. Across all income levels, black
men have dropped far behind black women professionally and
educationally; women with college degrees outnumber men 2-
to-1. In August, the unemployment rate among black men age
20 or older exceeded 17 percent.
In his book, Is Marriage for White People?, Ralph Richard
Banks, a law professor at Stanford, argues that the black
experience of the past half century is a harbinger for society at
large. “When you’re writing about black people, white people
may assume it’s unconnected to them,” he told me when I got
him on the phone. It might seem easy to dismiss Banks’s theory
that what holds for blacks may hold for nonblacks, if only
because no other group has endured such a long history of
racism, and racism begets singular ills. But the reality is that
what’s happened to the black family is already beginning to
25. happen to the white family. In 1950, 64 percent of African
American women were married—roughly the same percentage
as white women. By 1965, African American marriage rates had
declined precipitously, and Daniel Patrick Moynihan was
famously declaring black families a “tangle of pathology.”
Black marriage rates have fallen drastically in the years since—
but then, so have white marriage rates. In 1965, when Moynihan
wrote with such concern about the African American family,
fewer than 25 percent of black children were born out of
wedlock; in 2011, considerably more than 25 percent of white
children are.
This erosion of traditional marriage and family structure has
played out most dramatically among low-income groups, both
black and white. According to the sociologist William Julius
Wilson, inner-city black men struggled badly in the 1970s, as
manufacturing plants shut down or moved to distant suburbs.
These men naturally resented their downward mobility, and had
trouble making the switch to service jobs requiring a very
different style of self-presentation. The joblessness and
economic insecurity that resulted created a host of problems,
and made many men altogether unmarriable. Today, as
manufacturing jobs disappear nationwide (American
manufacturing shed about a third of its jobs during the first
decade of this century), the same phenomenon may be under
way, but on a much larger scale.
Just as the decline of marriage in the black underclass augured
the decline of marriage in the white underclass, the decline of
marriage in the black middle class has prefigured the decline of
marriage in the white middle class. In the 1990s, the author
Terry McMillan climbed the best-seller list (and box-office
charts) with novels like Waiting to Exhale and How Stella Got
Her Groove Back, which provided incisive glimpses of life and
frustrated romance among middle-class black women, where the
prospect of marrying a black man often seemed more or less
hopeless. (As she writes in Waiting to Exhale: “[Successful
black men have] taken these stupid statistics about us to heart
26. and are having the time of their lives. They do not hold
themselves accountable to anybody for anything, and they’re
getting away with murder … They lie to us without a
conscience, they fuck as many of us at a time as they want to.”)
Today, with the precipitous economic and social decline of men
of all races, it’s easy to see why women of any race would feel
frustrated by their romantic prospects. (Is it any wonder
marriage rates have fallen?) Increasingly, this extends to the
upper-middle class, too: early last year, a study by the Pew
Research Center reported that professionally successful,
college-educated women were confronted with a shrinking pool
of like-minded marriage prospects.
“If you’re a successful black man in New York City, one of the
most appealing and sought-after men around, your options are
plentiful,” Banks told me. “Why marry if you don’t have to?”
(Or, as he quotes one black man in his book, “If you have four
quality women you’re dating and they’re in a rotation, who’s
going to rush into a marriage?”) Banks’s book caused a small
stir by suggesting that black women should expand their choices
by marrying outside their race—a choice that the women of
Terry McMillan’s novels would have found at best unfortunate
and at worst an abhorrent betrayal. As it happens, the father of
Chantal’s child is white, and Denean has dated across the color
line. But in any event, the decline in the economic prospects of
white men means that marrying outside their race can expand
African American women’s choices only so far. Increasingly,
the new dating gap—where women are forced to choose between
deadbeats and players—trumps all else, in all socioeconomic
brackets.
The early 1990s witnessed the dawn of “hookup culture” at
universities, as colleges stopped acting in loco parentis, and
undergraduates, heady with freedom, started throwing
themselves into a frenzy of one-night stands. Depending on
whom you ask, this has either liberated young women from
being ashamed of their sexual urges, or forced them into a
promiscuity they didn’t ask for. Young men, apparently,
27. couldn’t be happier.
According to Robert H. Frank, an economist at Cornell who has
written on supply and demand in the marriage market, this
shouldn’t be surprising. When the available women significantly
outnumber men, which is the case on many campuses today,
“courtship behavior changes in the direction of what men want,”
he told me recently. If women greatly outnumber men, he says,
social norms against casual sex will weaken. He qualifies this
by explaining that no matter how unbalanced the overall sex
ratio may become (in either direction), “there will always be
specific men and women who are in high demand as romantic
partners—think Penélope Cruz and George Clooney.” But even
Cruz and Clooney, Frank says, will be affected by changing
mores. The likelihood increases “that even a highly sought-after
woman will engage in casual sex, even though she would have
sufficient market power to defy prevailing norms.” If a woman
with the “market power” of a Penélope Cruz is affected by this,
what are the rest of us to do?
Whether the sexual double standard is cultural or biological, it’s
finding traction in the increasingly lopsided sexual marketplace
that is the American college campus, where women outnumber
men, 57 percent to 43 percent. In 2010, The New York Times
ran a much-discussed article chronicling this phenomenon. “If a
guy is not getting what he wants, he can quickly and abruptly go
to the next one, because there are so many of us,” a University
of Georgia co-ed told The Times, reporting that at college
parties and bars, she will often see two guys being fawned over
by six provocatively dressed women. The alternative is just to
give up on dating and romance because “there are no guys,” as a
University of North Carolina student put it.
Last year, a former management consultant named Susan Walsh
tried to dig a little deeper. She applied what economists call the
Pareto principle—the idea that for many events, roughly 20
percent of the causes create 80 percent of the effects—to the
college dating market, and concluded that only 20 percent of the
men (those considered to have the highest status) are having 80
28. percent of the sex, with only 20 percent of the women (those
with the greatest sexual willingness); the remaining 80 percent,
male and female, sit out the hookup dance altogether.
(Surprisingly, a 2007 study commissioned by the Justice
Department suggested that male virgins outnumber female
virgins on campus.) As Walsh puts it, most of the leftover men
are “have nots” in terms of access to sex, and most of the
women—both those who are hooking up and those who are
not—are “have nots” in terms of access to male attention that
leads to commitment. (Of course, plenty of women are perfectly
happy with casual, no-strings sex, but they are generally
considered to be in the minority.) Yet the myth of everyone
having sex all the time is so pervasive that it’s assumed to be
true, which distorts how young men and women relate. “I think
the 80/20 principle is the key to understanding the situation we
find ourselves in—one in which casual sex is the cultural norm,
despite the fact that most people would actually prefer
something quite different,” Walsh told me.
I became aware of Walsh this past summer when I happened
upon her blog, HookingUpSmart.com, and lost an evening to
one of those late-night Internet binges, each link leading to the
next, drawn into a boy-girl conversation to end all boy-girl
conversations. A frumpy beige Web-site palette and pragmatic
voice belie a refreshingly frank, at times even raunchy,
dialogue; postings in the comments section can swell into the
high hundreds—interestingly, the majority of them from men. I
felt as if I’d stumbled into the online equivalent of a
(progressive) school nurse’s office.
A Wharton M.B.A. and stay-at-home mother of two, Walsh
began her career as a relationship adviser turned blogger six
years ago, when her daughter, then a student at an all-girls high
school, started dating. She began seeking counsel from Walsh,
and liked what she heard, as did her friends when she told them;
in time, the girls were regularly gathering around Walsh’s
kitchen table to pick her brain. Soon enough, a childhood
friend’s daughter, a sophomore at Boston University, started
29. coming over with her friends. Walsh started thinking of these
’70s-style rap sessions as her own informal “focus groups,” the
members of one still in high school, those of the other in
college, but all of them having similar experiences. In 2008,
after the younger group had left home, Walsh started the blog so
they could all continue the conversation.
In July, I traveled to Walsh’s home, a handsome 19th-century
Victorian hidden behind tall hedges in a quiet corner of
Brookline, Massachusetts, to sit in on one of these informal
roundtables. I came of age with hookup culture, but not of it,
having continued through college my high-school habit of serial
long-term relationships, and I wanted to hear from the front
lines. What would these sexual buccaneers be like? Bold and
provocative? Worn-out and embittered?
When Walsh opened the door, I could immediately see why
young women find her so easy to talk to; her brunette bob
frames bright green eyes and a warm, easy smile. Once
everyone had arrived—five recent college graduates, all of them
white and upper middle class, some employed and some still
looking for work, all unmarried—we sat down to a dinner of
chicken and salad in Walsh’s high-ceilinged, wood-paneled
dining room to weigh in on one of the evening’s topics: man
whores.
“How do you all feel about guys who get with a ton of girls?,”
Walsh asked. “Do you think they have ‘trash dick’?” She’d run
across this term on the Internet.
One of Walsh’s pet observations pertains to what she calls the
“soft harem,” where high-status men (i.e., the football captain)
maintain an “official” girlfriend as well as a rotating roster of
neo-concubines, who service him in the barroom bathroom or
wherever the beer is flowing. “There used to be more
assortative mating,” she explained, “where a five would date a
five. But now every woman who is a six and above wants the
hottest guy on campus, and she can have him—for one night.”
As I’d expected, these denizens of hookup culture were far more
sexually experienced than I’d been at their age. Some had had
30. many partners, and they all joked easily about sexual positions
and penis size (“I was like, ‘That’s a pinkie, not a penis!’”)
with the offhand knowledge only familiarity can breed. Most of
them said that though they’d had a lot of sex, none of it was
particularly sensual or exciting. It appears that the erotic
promises of the 1960s sexual revolution have run aground on
the shoals of changing sex ratios, where young women and men
come together in fumbling, drunken couplings fueled less by
lust than by a vague sense of social conformity. (I can’t help
wondering: Did this de-eroticization of sex encourage the rise
of pornography? Or is it that pornography endows the
inexperienced with a toolbox of socially sanctioned postures
and tricks, ensuring that one can engage in what amounts to a
public exchange according to a pre-approved script?) For
centuries, women’s sexuality was repressed by a patriarchal
marriage system; now what could be an era of heady carnal
delights is stifled by a new form of male entitlement, this one
fueled by demographics.
Most striking to me was the innocence of these young women.
Of these attractive and vivacious females, only two had ever
had a “real” boyfriend—as in, a mutually exclusive and
satisfying relationship rather than a series of hookups—and for
all their technical know-how, they didn’t seem to be any wiser
than I’d been at their age. This surprised me; I’d assumed that
growing up in a jungle would give them a more matter-of-fact
or at least less conventional worldview. Instead, when I asked if
they wanted to get married when they grew up, and if so, at
what age, to a one they answered “yes” and “27 or 28.”
“That’s only five or six years from now,” I pointed out.
“Doesn’t that seem—not far off?”
They nodded.
“Take a look at me,” I said. “I’ve never been married, and I
have no idea if I ever will be. There’s a good chance that this
will be your reality, too. Does that freak you out?”
Again they nodded.
“I don’t think I can bear doing this for that long!” whispered
31. one, with undisguised alarm.
I remember experiencing that same panicked exhaustion around
the time I turned 36, at which point I’d been in the dating game
for longer than that alarmed 22-year-old had, and I wanted out.
(Is there an expiration date on the fun, running-around period of
being single captured so well by movies and television?) I’d
spent the past year with a handsome, commitment-minded man,
and these better qualities, along with our having several
interests in common, allowed me to overlook our many
thundering incompatibilities. In short, I was creeping up on
marriage o’clock, and I figured, Enough already—I had to make
something work. When it became clear that sheer will wasn’t
going to save us, I went to bed one night and had a rare dream
about my (late) mother.
“Mom,” I said. “Things aren’t working out. I’m breaking up
with him tomorrow.”
“Oh, honey,” she said. “I am so sorry. We were rooting for this
one, weren’t we? When something doesn’t work, though, what
can you do?”
This, I found irritating. “Mom. I am getting old.”
“Pwhah!” she scoffed. “You’re fine. You’ve got six more
years.”
Six more years. I woke up. In six more years, I’d be 42. All this
time, I’d been regarding my single life as a temporary interlude,
one I had to make the most of—or swiftly terminate, depending
on my mood. Without intending to, by actively rejecting our
pop-culture depictions of the single woman—you know the
ones—I’d been terrorizing myself with their specters. But now
that 35 had come and gone, and with yet another relationship up
in flames, all bets were off. It might never happen. Or maybe
not until 42. Or 70, for that matter. Was that so bad? If I
stopped seeing my present life as provisional, perhaps I’d be a
little … happier. Perhaps I could actually get down to the
business of what it means to be a real single woman.
It’s something a lot of people might want to consider, given that
now, by choice or by circumstance, more and more of us
32. (women and men), across the economic spectrum, are spending
more years of our adult lives unmarried than ever before. The
numbers are striking: The Census Bureau has reported that in
2010, the proportion of married households in America dropped
to a record low of 48 percent. Fifty percent of the adult
population is single (compared with 33 percent in 1950)—and
that portion is very likely to keep growing, given the variety of
factors that contribute to it. The median age for getting married
has been rising, and for those who are affluent and educated,
that number climbs even higher. (Indeed, Stephanie Coontz told
me that an educated white woman of 40 is more than twice as
likely to marry in the next decade as a less educated woman of
the same age.) Last year, nearly twice as many single women
bought homes as did single men. And yet, what are our ideas
about single people? Perverted misanthropes, crazy cat ladies,
dating-obsessed shoe shoppers, etc.—all of them some form of
terribly lonely. (In her 2008 memoir, Epilogue, a 70-something
Anne Roiphe muses: “There are millions of women who live
alone in America. Some of them are widows. Some of them are
divorced and between connections, some of them are odd, loners
who prefer to keep their habits undisturbed.” That’s a pretty
good representation of her generation’s notions of unmarried
women.)
Famous Bolick family story: When I was a little girl, my mother
and I went for a walk and ran into her friend Regina. They
talked for a few minutes, caught up. I gleaned from their
conversation that Regina wasn’t married, and as soon as we
made our goodbyes, I bombarded my mother with questions.
“No husband? How could that be? She’s a grown-up! Grown-ups
have husbands!” My mother explained that not all grown-ups
get married. “Then who opens the pickle jar?” (I was 5.)
Thus began my lifelong fascination with the idea of the single
woman. There was my second-grade teacher, Mrs. Connors, who
was, I believe, a former nun, or seemed like one. There was the
director of my middle-school gifted-and-talented program, who
struck me as wonderfully remote and original. (Was she a
33. lesbian?) There was a college poetry professor, a brilliant single
woman in her 40s who had never been married, rather
glamorously, I thought. Once, I told her I wanted to be just like
her. “Good God,” she said. “I’ve made a mess of my life. Don’t
look to me.” Why did they all seem so mysterious, even
marginalized?
Back when I believed my mother had a happy marriage—and
she did for quite a long time, really—she surprised me by
confiding that one of the most blissful moments of her life had
been when she was 21, driving down the highway in her VW
Beetle, with nowhere to go except wherever she wanted to be. “I
had my own car, my own job, all the clothes I wanted,” she
remembered wistfully. Why couldn’t she have had more of that?
When I embarked on my own sojourn as a single woman in New
York City—talk about a timeworn cliché!—it wasn’t dating I
was after. I was seeking something more vague and, in my
mind, more noble, having to do with finding my own way, and
independence. And I found all that. Early on, I sometimes
ached, watching so many friends pair off—and without a doubt
there has been loneliness. At times I’ve envied my married
friends for being able to rely on a spouse to help make difficult
decisions, or even just to carry the bills for a couple of months.
And yet I’m perhaps inordinately proud that I’ve never
depended on anyone to pay my way (today that strikes me as a
quaint achievement, but there you have it). Once, when my
father consoled me, with the best of intentions, for being so
unlucky in love, I bristled. I’d gotten to know so many
interesting men, and experienced so much. Wasn’t that a form
of luck?
All of which is to say that the single woman is very rarely seen
for who she is—whatever that might be—by others, or even by
the single woman herself, so thoroughly do most of us
internalize the stigmas that surround our status.
Bella DePaulo, a Harvard-trained social psychologist who is
now a visiting professor at the University of California at Santa
Barbara, is America’s foremost thinker and writer on the single
34. experience. In 2005, she coined the word singlism, in an article
she published in Psychological Inquiry. Intending a parallel
with terms like racism and sexism, DePaulo says singlism is
“the stigmatizing of adults who are single [and] includes
negative stereotyping of singles and discrimination against
singles.” In her 2006 book, Singled Out, she argues that the
complexities of modern life, and the fragility of the institution
of marriage, have inspired an unprecedented glorification of
coupling. (Laura Kipnis, the author of Against Love, has called
this “the tyranny of two.”) This marriage myth—“matrimania,”
DePaulo calls it—proclaims that the only route to happiness is
finding and keeping one all-purpose, all-important partner who
can meet our every emotional and social need. Those who don’t
have this are pitied. Those who don’t want it are seen as
threatening. Singlism, therefore, “serves to maintain cultural
beliefs about marriage by derogating those whose lives
challenge those beliefs.”
In July, I visited DePaulo in the improbably named
Summerland, California, which, as one might hope, is a
charming outpost overlooking a glorious stretch of the Pacific
Ocean. DePaulo, a warm, curious woman in her late 50s,
describes herself as “single at heart”—meaning that she’s
always been single and always will be, and that’s just the way
she wants it. Over lunch at a seafood restaurant, she discussed
how the cultural fixation on the couple blinds us to the full web
of relationships that sustain us on a daily basis. We are far more
than whom we are (or aren’t) married to: we are also friends,
grandparents, colleagues, cousins, and so on. To ignore the
depth and complexities of these networks is to limit the full
range of our emotional experiences.
Personally, I’ve been wondering if we might be witnessing the
rise of the aunt, based on the simple fact that my brother’s two
small daughters have brought me emotional rewards I never
could have anticipated. I have always been very close with my
family, but welcoming my nieces into the world has reminded
me anew of what a gift it is to care deeply, even helplessly,
35. about another. There are many ways to know love in this world.
This is not to question romantic love itself. Rather, we could
stand to examine the ways in which we think about love; and the
changing face of marriage is giving us a chance to do this.
“Love comes from the motor of the mind, the wanting part that
craves that piece of chocolate, or a work promotion,” Helen
Fisher, a biological anthropologist and perhaps this country’s
leading scholar of love, told me. That we want is enduring; what
we want changes as culture does.
Our cultural fixation on the couple is actually a relatively recent
development. Though “pair-bonding” has been around for 3.5
million years, according to Helen Fisher, the hunters and
gatherers evolved in egalitarian groups, with men and women
sharing the labor equally. Both left the camp in the morning;
both returned at day’s end with their bounty. Children were
raised collaboratively. As a result, women and men were
sexually and socially more or less equals; divorce (or its
institution-of-marriage-preceding equivalent) was common.
Indeed, Fisher sees the contemporary trend for marriage
between equals as us “moving forward into deep history”—back
to the social and sexual relationships of millions of years ago.
It wasn’t until we moved to farms, and became an agrarian
economy centered on property, that the married couple became
the central unit of production. As Stephanie Coontz explains, by
the Middle Ages, the combination of the couple’s economic
interdependence and the Catholic Church’s success in limiting
divorce had created the tradition of getting married to one
person and staying that way until death do us part. It was in our
personal and collective best interest that the marriage remain
intact if we wanted to keep the farm afloat.
That said, being too emotionally attached to one’s spouse was
discouraged; neighbors, family, and friends were valued just as
highly in terms of practical and emotional support. Even
servants and apprentices shared the family table, and sometimes
slept in the same room with the couple who headed the
household, Coontz notes. Until the mid-19th century, the word
36. love was used to describe neighborly and familial feelings more
often than to describe those felt toward a mate, and same-sex
friendships were conducted with what we moderns would
consider a romantic intensity. When honeymoons first started,
in the 19th century, the newlyweds brought friends and family
along for the fun.
But as the 19th century progressed, and especially with the
sexualization of marriage in the early 20th century, these older
social ties were drastically devalued in order to strengthen the
bond between the husband and wife—with contradictory results.
As Coontz told me, “When a couple’s relationship is strong, a
marriage can be more fulfilling than ever. But by overloading
marriage with more demands than any one individual can
possibly meet, we unduly strain it, and have fewer emotional
systems to fall back on if the marriage falters.”
Some even believe that the pair bond, far from strengthening
communities (which is both the prevailing view of social
science and a central tenet of social conservatism), weakens
them, the idea being that a married couple becomes too
consumed with its own tiny nation of two to pay much heed to
anyone else. In 2006, the sociologists Naomi Gerstel and
Natalia Sarkisian published a paper concluding that unlike
singles, married couples spend less time keeping in touch with
and visiting their friends and extended family, and are less
likely to provide them with emotional and practical support.
They call these “greedy marriages.” I can see how couples today
might be driven to form such isolated nations—it’s not easy in
this age of dual-career families and hyper-parenting to keep the
wheels turning, never mind having to maintain outside
relationships as well. And yet we continue to rank this
arrangement above all else!
Now that women are financially independent, and marriage is an
option rather than a necessity, we are free to pursue what the
British sociologist Anthony Giddens termed the “pure
relationship,” in which intimacy is sought in and of itself and
not solely for reproduction. (If I may quote the eminently
37. quotable Gloria Steinem again: “I can’t mate in captivity.”)
Certainly, in a world where women can create their own social
standing, concepts like “marrying up” and “marrying down”
evaporate—to the point where the importance of conventional
criteria such as age and height, Coontz says, has fallen to an all-
time low (no pun intended) in the United States.
Everywhere I turn, I see couples upending existing norms and
power structures, whether it’s women choosing to be with much
younger men, or men choosing to be with women more
financially successful than they are (or both at once). My friend
M., a successful filmmaker, fell in love with her dog walker, a
man 12 years her junior; they stayed together for three years,
and are best friends today. As with many such relationships, I
didn’t even know about their age difference until I became a
member of their not-so-secret society. At a rooftop party last
September, a man 11 years my junior asked me out for dinner; I
didn’t take him seriously for one second—and then the next
thing I knew, we were driving to his parents’ house for
Christmas. (When I mentioned what I considered to be this
scandalous age difference to the actress Julianne Moore after a
newspaper interview that had turned chatty and intimate, she e-
mailed me to say, “In terms of scandalously young—I have been
with my 9-years-younger husband for 15 years now—so there
you go!”) The same goes for couples where the woman is taller.
Dalton Conley, the dean for the social sciences at New York
University, recently analyzed data from the Panel Study of
Income Dynamics and found a 40 percent increase, between
1986 and 2003, in men who are shorter than their wives. (Most
research confirms casual observation: when it comes to judging
a prospective mate on the basis of looks, women are the more
lenient gender.)
Perhaps true to conservative fears, the rise of gay marriage has
helped heterosexuals think more creatively about their own
conventions. News stories about polyamory, “ethical
nonmonogamy,” and the like pop up with increasing frequency.
Gay men have traditionally had a more permissive attitude
38. toward infidelity; how will this influence the straight world?
Coontz points out that two of the hallmarks of contemporary
marriage are demands for monogamy on an equal basis, and
candor. “Throughout history, there was a fairly high tolerance
of [men’s] extramarital flings, with women expected to look the
other way,” she said. “Now we have to ask: Can we be more
monogamous? Or understand that flings happen?” (She’s also
noticed that an unexpected consequence of people’s marrying
later is that they skip right over the cheating years.) If we’re
ready to rethink, as individuals, the ways in which we structure
our arrangements, are we ready to do this as a society?
In her new book, Unhitched, Judith Stacey, a sociologist at
NYU, surveys a variety of unconventional arrangements, from
gay parenthood to polygamy to—in a mesmerizing case study—
the Mosuo people of southwest China, who eschew marriage and
visit their lovers only under cover of night. “The sooner and
better our society comes to terms with the inescapable variety
of intimacy and kinship in the modern world, the fewer unhappy
families it will generate,” she writes.
The matrilineal Mosuo are worth pausing on, as a reminder of
how complex family systems can be, and how rigid ours are—
and also as an example of women’s innate libidinousness, which
is routinely squelched by patriarchal systems, as Christopher
Ryan and Cacilda Jethá point out in their own analysis of the
Mosuo in their 2010 book, Sex at Dawn. For centuries, the
Mosuo have lived in households that revolve around the women:
the mothers preside over their children and grandchildren, and
brothers take paternal responsibility for their sisters’ offspring.
Sexual relations are kept separate from family. At night, a
Mosuo woman invites her lover to visit her babahuago (flower
room); the assignation is called sese (walking). If she’d prefer
he not sleep over, he’ll retire to an outer building (never home
to his sisters). She can take another lover that night, or a
different one the next, or sleep every single night with the same
man for the rest of her life—there are no expectations or rules.
As Cai Hua, a Chinese anthropologist, explains, these
39. relationships, which are known as açia, are founded on each
individual’s autonomy, and last only as long as each person is
in the other’s company. Every goodbye is taken to be the end of
the açia relationship, even if it resumes the following night.
“There is no concept of açia that applies to the future,” Hua
says.
America has a rich history of its own sexually alternative
utopias, from the 19th-century Oneida Community (which
encouraged postmenopausal women to introduce teenage males
to sex) to the celibate Shakers, but real change can seldom take
hold when economic forces remain static. The extraordinary
economic flux we’re in is what makes this current moment so
distinctive.
In the months leading to my breakup with Allan, my problem, as
I saw it, lay in wanting two incompatible states of being—
autonomy and intimacy—and this struck me as selfish and
juvenile; part of growing up, I knew, was making trade-offs. I
was too ashamed to confide in anyone, and as far as I could tell,
mine was an alien predicament anyhow; apparently women
everywhere wanted exactly what I possessed: a good man; a
marriage-in-the-making; a “we.”
So I started searching out stories about those who had gone off-
script with unconventional arrangements. I had to page back
through an entire century, down past the riot grrrls, then the
women’s libbers, then the flappers, before I found people who
talked about love in a way I could relate to: the free-thinking
adventurers of early-1900s Greenwich Village. Susan Glaspell,
Neith Boyce, Edna St. Vincent Millay—they investigated the
limits and possibilities of intimacy with a naive audacity, and a
touching decorum, that I found familiar and comforting. I am
not a bold person. To read their essays and poems was to
perform a shy ideological striptease to the sweetly insistent
warble of a gramophone.
“We are not designed, as a species, to raise children in nuclear
families,” Christopher Ryan, one of the Sex at Dawn co-authors,
told me over the telephone late last summer. Women who try to
40. be “supermoms,” whether single or married, holding down a
career and running a household simultaneously, are “swimming
upstream.” Could we have a modernization of the Mosuo, Ryan
mused, with several women and their children living together—
perhaps in one of the nation’s many foreclosed and abandoned
McMansions—bonding, sharing expenses, having a higher
quality of life? “In every society where women have power—
whether humans or primates—the key is female bonding,” he
added.
Certainly letting men off the hook isn’t progress. But as we
talked, I couldn’t help thinking about the women in
Wilkinsburg—an inadvertent all-female coalition—and how in
spite of it all, they derived so much happiness from each other’s
company. That underprivileged communities are often forced
into matrilineal arrangements in the absence of reliable males
has been well documented (by the University of Virginia
sociologist W. Bradford Wilcox, among others), and I am not in
any way romanticizing these circumstances. Nor am I arguing
that we should discourage marriage—it’s a tried-and-true model
for raising successful children in a modern economy. (Evidence
suggests that American children who grow up amidst the
disorder that is common to single-parent homes tend to
struggle.) But we would do well to study, and to endorse,
alternative family arrangements that might provide strength and
stability to children as they grow up. I am curious to know what
could happen if these de facto female support systems of the
sort I saw in Wilkinsburg were recognized as an adaptive
response, even an evolutionary stage, that women could be
proud to build and maintain.
I definitely noticed an increase in my own contentment when I
began to develop and pay more attention to friendships with
women who, like me, have never been married. Their
worldviews feel relaxingly familiar, and give me the space to
sort through my own ambivalence. That’s an abstract benefit.
More concretely, there’s what my brother terms our “immigrant
bucket brigade”—my peer group’s habit of jumping to the ready
41. to help each other with matters practical and emotional. This
isn’t to say that my married friends aren’t as supportive—some
of my best friends are married!—it’s just that, with families of
their own, they can’t be as available.
Indeed, my single friends housed me as I flew around the world
to research this article; by the end, I had my own little
(unwritten) monograph on the very rich lives of the modern-day
single woman. Deb gave me the use of her handsome mid-
century apartment in Chelsea when she vacated town for a
meditation retreat; Courtney bequeathed her charming Brooklyn
aerie while she traveled alone through Italy; Catherine put me
up at her rambling Cape Cod summer house; when my weekend
at Maria’s place on Shelter Island unexpectedly ballooned into
two weeks, she set me up in my own little writing room; when a
different Courtney needed to be nursed through an operation, I
stayed for four days to write paragraphs between changing
bandages.
The sense of community we create for one another puts me in
mind of the 19th-century availability of single-sex hotels and
boarding houses, which were a necessity when women were
discouraged from living alone, and then became an albatross
when they finally weren’t. So last year, inspired by visions of
New York’s “women only” Barbizon Hotel in its heyday, I
persuaded my childhood friend Willamain to take over the
newly available apartment in my building in Brooklyn Heights.
We’ve known each other since we were 5, and I thought it
would be a great comfort to us both to spend our single lives
just a little less atomized. It’s worked. These days, I think of us
as a mini-neo-single-sex residential hotel of two. We collect
one another’s mail when necessary, share kitchenware, tend to
one another when sick, fall into long conversations when we
least expect it—all the benefits of dorm living, without the
gross bathrooms.
Could we create something bigger, and more intentional? In
August, I flew to Amsterdam to visit an iconic medieval bastion
of single-sex living. The Begijnhof was founded in the mid-12th
42. century as a religious all-female collective devoted to taking
care of the sick. The women were not nuns, but nor were they
married, and they were free to cancel their vows and leave at
any time. Over the ensuing centuries, very little has changed.
Today the religious trappings are gone (though there is an
active chapel on site), and to be accepted, an applicant must be
female and between the ages of 30 and 65, and commit to living
alone. The institution is beloved by the Dutch, and gaining
entry isn’t easy. The waiting list is as long as the turnover is
low.
I’d heard about the Begijnhof through a friend, who once knew
an American woman who lived there, named Ellen. I contacted
an old boyfriend who now lives in Amsterdam to see if he knew
anything about it (thank you, Facebook), and he put me in touch
with an American friend who has lived there for 12 years: the
very same Ellen.
The Begijnhof is big—106 apartments in all—but even so, I
nearly pedaled right past it on my rented bicycle, hidden as it is
in plain sight: a walled enclosure in the middle of the city, set a
meter lower than its surroundings. Throngs of tourists sped past
toward the adjacent shopping district. In the wall is a heavy,
rounded wood door. I pulled it open and walked through.
Inside was an enchanted garden: a modest courtyard surrounded
by classic Dutch houses of all different widths and heights.
Roses and hydrangea lined walkways and peeked through gates.
The sounds of the city were indiscernible. As I climbed the
narrow, twisting stairs to Ellen’s sun-filled garret, she leaned
over the railing in welcome—white hair cut in a bob, smiling
red-painted lips. A writer and producer of avant-garde radio
programs, Ellen, 60, has a chic, minimal style that carries over
into her little two-floor apartment, which can’t be more than
300 square feet. Neat and efficient in the way of a ship, the
place has large windows overlooking the courtyard and rooftops
below. To be there is like being held in a nest.
We drank tea and talked, and Ellen rolled her own cigarettes
and smoked thoughtfully. She talked about how the Dutch don’t
43. regard being single as peculiar in any way—people are as they
are. She feels blessed to live at the Begijnhof and doesn’t ever
want to leave. Save for one or two friends on the premises,
socially she holds herself aloof; she has no interest in being
ensnared by the gossip on which a few of the residents thrive—
but she loves knowing that they’re there. Ellen has a partner,
but since he’s not allowed to spend the night, they split time
between her place and his nearby home. “If you want to live
here, you have to adjust, and you have to be creative,” Ellen
said. (When I asked her if starting a relationship was a difficult
decision after so many years of pleasurable solitude, she looked
at me meaningfully and said, “It wasn’t a choice—it was a
certainty.”)
When an American woman gives you a tour of her house, she
leads you through all the rooms. Instead, this expat showed me
her favorite window views: from her desk, from her (single)
bed, from her reading chair. As I perched for a moment in each
spot, trying her life on for size, I thought about the years I’d
spent struggling against the four walls of my apartment, and I
wondered what my mother’s life would have been like had she
lived and divorced my father. A room of one’s own, for each of
us. A place where single women can live and thrive as
themselves.
Top of Form
IH 852 Bill Coleman, Instructor
Portfolio Questions for Gender Readings
Kate Bolick, “All the Single Ladies”
P 1 why must we now understand that traditional marriage =/=
our highest ideal?
What was the best thing about Allan, Bolick’s boyfriend with
whom she broke up when she was 28?
44. Now that she is 39, what are her choices?
P2 How does Bolick describe what it’s like for women who
have reached “the top of the staircase?”
P3 According to Stephani Coontz, how was marriage in America
in the 1950’s different from what marriage had been for
thousands of years?
P4 “For starters,” Bolick says, “we keep putting marriage off.”
What does she mean?
Also, medical science is changing what we need to have
children. Explain.
Gains of the women’s movement? Describe.
P5—“Deterioration of the male condition?” Describe. What
class of men have been most hurt?
“When Gloria Steinem said, in the 1970s, “We’re becoming the
men we wanted to marry,” I doubt even she realized the
prescience of her words.” Explain.
P6 Gender crisis in the American South after the Civil War?
P8 “Capitalist men are pigs.” Explain.
P8 Bolick describes one annoying man after the next. Which
character strikes you as the most annoying of all?
P9 Ralph Richard Banks says, “(T)he reality is that what’s
happened to the black family is already beginning to happen to
the white family.” Explain.
p11 How does the 80/20 rule contradict the picture of everybody
having exciting social lives all the time?
P13 What % of adult Americans were single in 1950? In 1910?
45. P15-Hunter-gatherer societies’ focus on groups of men and
women vs. agriculturally-based societies’ emphasis on the
couple? Explain.
P16 “greedy marriage”—what does it mean?
P17 Mosuo people of southwest China—midnight trysts for
autonomous people: how does this fit in to Bolick’s overall
thesis? (17) How does it work?
P19 What is Bolick’s “mini-neo-single-sex residential hotel of
two?”
11—The Begijnhof in Amstersdam: 106 apartments for single
people (19-20)
17th century Childbirth
Alice Thornton writes that, “by the infinitt providence of God
(she was) in great mercy delivered (of her child).” Were she
not such a devout Christian, how might she feel that God’s role
in her suffering was not so merciful?
Coverture as explained by Blackstone
According to this principle, husband and wife are considered to
be one person. How is this arrangement not romantic, but a
formula for depriving women of any independence whatsoever?
Elizabeth Cady Stanton, “The Declaration of Sentiments”
1st paragraph: explain why Stanton deviates from Jefferson’s
language (“people” vs. “portion of the family of man”)?
2nd paragraph: how does Stanton change Jefferson’s
46. “unalienable rights?”
2nd paragraph: Jefferson says, “…it is the right of the people to
alter or to abolish it.” What language does Stanton substitute?
What is the difference between Jefferson’s and Stanton’s
visions of revolution?
3rd paragraph: Both Jefferson and Stanton draw out a long list
of grievances against a male figure. Jefferson writes: “He
has…. He has… He has….” Stanton writes the same. To
whom is Jefferson referring? To whom is Stanton referring?
Go back to 2nd paragraph: Both Jefferson and Stanton complain
of “a long train of abuses.” How long have the abuses of which
Jefferson complains been going on? Find specific language to
support your answer. How long have the abuses of which
Stanton complains been going on? Find specific language to
support your answer?
In what sense is the injustice of which Stanton complains more
harmful than the injustice of which Jefferson complains? Try to
refer to language in the 2 texts. Your answer should compare
the “long train of abuses” to which each author refers.
In what sense is the remedy that Stanton proposes more gentle
than the remedy that Jefferson proposes? Your answer to this
question should refer to your answer to Question #3.
Jefferson and Stanton each were mouthpieces for a revolution.
In the short-term, whose revolution seemed greater? In the long
term, whose revolution has been more profound? You cannot
find the answer to this question in the text of either declaration.
You must consult your own general knowledge.
RICKS, FIASCO, as reviewed by Michiko Kakutani in N.Y.
Times (notice verb tenses)
47. Page #
2 (Ricks) reminds us that when it came to the threat posed by
Mr. Hussein, the (Bush) administration consistently emphasized
“‘worst-case scenarios’” even as it was ‘best-casing’ the
subsequent cost and difficulty of occupying the country.”
Paraphrase and explain.
3 Army Chief of Staff Eric Shinseki estimated that 200,000
to 300,000 troops would be necessary, after Saddam was
defeated, to prevent an insurgency in Iraq. What counter-
argument did Secretary of Defense Rumsfeld give?
4 L. Paul Bremer, appointed by Bush to be head of the
American occupation, immediately disbanded the Iraqi army and
fired every government official who had ever been a member of
the Baath party. Explain, in your own words, how this
contributed to the fiasco.
HERODOTUS, THE HISTORIES—Books 7-9, Second Persian
Invasion of Greece
Book 7
Paragraph #
1-4 How does Xerxes come to power as king of Persia?
35 How does Xerxes punish the Hellespont?
35 How does Xerxes punish Pythius?
47 Artabanus: 2 serious problems Xerxes faces. What
are they?
99 Who is Artemisia?
104 Demaritus is asked by Xerxes: will the Greeks fight?
His answer?
109 How big is the lake at Pistyrus? What happens to the
lake?
126 As Xerxes army marches from Thrace into Macedonia,
what particular problem do their camels face?
48. 132 Persians always demand earth and water? What does
it mean?
140 First oracle advising the Athenians what to do: what
does it say?
142 Second oracle to the Athenians: what does it say?
143 What is Themistocles’ interpretation of the 2nd
oracle?
194 Sandoces: Describe his treatment by Darius.
201-233 Thermopylae: what is the Persian advantage?
The Greek advantage?
Book 8
4 Greek heroism based on a series of bribes? Who is
the chief briber?
67- Xerxes: should we meet the Greeks at sea? What
does Artemisia say?
87- Artemesia @ Salamis. How does she escape the
Greeks?
100 after the Persian defeat at Salamis, what does
Mardonius propose to Xerxes?
102 Artemesia’s advice to Xerxes?
105-106 Tell the story of Hermotimus and Panionius.
111-112 Themistocles and the Aegean islanders? How
does this story foreshadow the story that Thucidides will tell?
140-144 A new offer from Mardonius. How do the
Athenians deal with it?
Book 9
5 After the Athenians stone Lycides, what do the
Athenian women do?
37 Why does Mardonius hesitate to attack at Plataea?
71 At Plataea, why does Aristodamus fight so bravely?
80 How do the Aeginetans get rich after the battle of
49. Plataea?
82 According to Pausanius, why was Xerxes stupid to
attack Greece?
84 3 mass graves dug by the Spartiates (Spartans).
Describe.
86-88 Treatment by Pausanius of his Boeotian
prisoners. Describe.
107-113 Tell the story of Masistes and his problems with
Xerxes.
116-121 Tell the story of Artayctes
123 Can you relate Cyrus’s belief that “soft lands produce
soft men” to Pausanius’ reaction (#82) to the Persian feast
prepared after the battle of Plataea?
THUCIDIDES, ON JUSTICE, POWER, AND HUMAN
NATURE : Brief overview with focus on the Melian Dialogue
Paragraph #
Book 3
35-46 1 year into the war, Pericles makes a funeral oration.
In your own words, how does this speech prefigure Lincoln’s
Gettysburg Address?
Book 4
68 The people of Plataea (the same city where the Greeks won
their final major victory over Mardonius and the Persian Army
that Xerxes had left to destroy all of Greece) have been
besieged by the Spartans and have surrendered, on the condition
that they may plead with the Spartans not to kill and/or enslave
them. What one question do the Spartans ask them? When all
the talking is over, what do the Spartans do to them?
84-116 The island of Melos (halfway between Athens and
island of Crete) is an island whose inhabitants came originally
from Sparta. They have tried to remain neutral in the
Peloponnesian War, but in 416, the Athenians and their allies
send 38 ships. What reasons do the Athenians give the Melians
50. to surrender to them? What reasons do the Melians give for not
surrendering? What happens in the end?
Book 8 An oligarchy is briefly established in Athens. Then
the oligarchy is overturned and democracy is briefly restored.
In 404, The Athenians surrender to Sparta and its allies.
Athens, Sparta, and all of Greece, go into a slow decline. In
your own words, why do you think this happens?