This document provides a marking rubric for a case study assignment in an introduction to management course. The rubric evaluates submissions based on 5 criteria: 1) case analysis and identification of key issues, 2) linking theory to proposed solutions, 3) recommended strategies, 4) referencing, and 5) professional presentation. Requirements become more rigorous as the grading moves from Fail to High Distinction. For example, a Distinction submission would demonstrate "very good understanding of the case" and "very good use of theories," while a High Distinction would show a "comprehensive and critical understanding" and "excellent use of theories."
The PPT explains domino's excellent operation strategy and how domino's execute its daily operation with efficiency.how innovation accelerate the growth of business and retention of customer.
A simple and packed with some of important business knowledge that essentially required by students for exam or businessman in order to achieve success in their life.
What is outsourcing and how can it help your business?Face for Business
Outsourcing! How does it help your business? What is outsourcing? How will it benefit your businesses? How can you change your business plan to grow your business?
The PPT explains domino's excellent operation strategy and how domino's execute its daily operation with efficiency.how innovation accelerate the growth of business and retention of customer.
A simple and packed with some of important business knowledge that essentially required by students for exam or businessman in order to achieve success in their life.
What is outsourcing and how can it help your business?Face for Business
Outsourcing! How does it help your business? What is outsourcing? How will it benefit your businesses? How can you change your business plan to grow your business?
Five strategies to acquire new ideal clients in a tough economyGUY FLEMMING
It is our sense that there has never been a better time to be in professional services. While budgets are tight and clients and prospects scrutinize every project for value, there have never been more buyers of professional services who are this open to new providers.
If you don’t raise your margin now, you might never pull it off as good times can distract us all from what’s important. Many distributors operate under what we in Iowa call the “Make hey while the sun shines” mentality. We are so busy taking care of business, we fail to carry out the truly strategic actions needed for long term sustainability. There are few things more strategic than fixing our margin situation. Now is the perfect time.
NCV 4 Management Practice Hands-On Support Slide Show - Module 2Future Managers
This slide show complements NCV 4 Management Practice Hands-On Training by Bert Eksteen & Anthony Hill, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Business Case Competition solution proposal - E-learning platform, Car Parts ...noel alam
A business case problem consisting of three cases - 1) Marketing challenge faced by an E-learning platform due to competition from incumbent backed startups. 2) Supply chain and quality problem faced by a car-parts company 3)Market share being lost by a certification organization known as Fair Trade Org. Help them get their glory days back.
A proposed solution by my team and me. Check out the problem statement in my profile.
Business Models: Six recommendations to enable business model innovation in t...melnorman
Advances in technology have disrupted the creative marketplace. What customers value and will pay for has changed and companies who don’t evaluate their existing business models risk losing their relevance.
There is a lot of discussion around reinventing ‘business models’ and ‘strategy’ but there is a lack of clarity about what this means and even less about how to apply it.
So how does this impact the creative industries, which have undergone more change than most sectors over the last 10 years?
The part time Business Model Theme Champion role, funded by and on behalf of the Creative Industries KTN, focused on transferring current business model practice to the creative industries, using that to shape and inform business model innovation and examine how businesses can better articulate new and emergent business models.
This document is not meant as a scientific document or academic paper but a combination of a summary of my learnings from both my year’s tenure, as well as the thoughts and experiences from those who kindly attended workshops and roundtables or were consulted as experts or as leading companies in their field. My intention is to start a conversation around business model innovation in the creative and digital sectors and for the recommendations to be explored further.
Growing Your Business In A Hyper Competitive MarketAndrew Samrick
The keynote address at the 2011 TEANA conference, this presentation details the forward expectations of manufacturers and distributors, as well as the operating and commercial activities those in the transportation industry will need to master to remain competitive in a highly fragmented market space.
Has your business growth slowed or plateaued? Are you wondering how to scale your business, but don't have a lot of time or money? There are many ways to expand a business but most involve substantial amounts of both time and money. But there is another way - three other ways, actually. Business and franchise consultant Robin La Pere shows you three ways to OPTM-ise your business - that is, expand using Other People's Time and Money. He discusses the advantages and disadvantages of each of the three ways.
1Costco Case Analysis 05212019Dr. Saboli.docxdrennanmicah
1
Costco Case Analysis
05/21/2019
Dr. Sabolic
Submitted as partial fulfillment for the requirements of MGMT 483 BT
Team members:
Abdulaziz Samkary
Chihong Hieng (Dylan)
Abdullah Alhuwaimani
Maha Alnami
Costco Case Analysis
1. Competitive Strength Analysis
Business Model
The business model of Costco is basically using a membership of warehouses club. The memberships of the club is providing to their customers the ability to shop at Costco stores and have the access to buy the products with the lower price.
The strategies that Costco using them to make money:
1. The Price is less than the competitors, which attract the customers, as well the high quantity of all the products.
2. Scarcity the number of products in shelves. For example: comparing Walmart to Costco, Walmart carry 150,000 items, Costco only carry 4,000. They limited the number of products to give more value to their products.
3. They having their own private label power, in order to provide their customer an economical options for their shopping lists. In addition, it’s 10-20% lower than other brands.
4. They have 4 types of membership model, that includes customer discount, and offers such as gas station and groceries. As a fact Memberships is the most effective strategy that Costco Considered.
5. They are using marketing in their magazine, coupon mails, and weekly emails from Costco.com.
What is happening now, today?
· They applied strategies and techniques that helped the company making more money, as well hire more employees and lead the company to succeed.
· The website covers about 90% of the products that are in the store.
· They offer organic food.
· Costco memberships could replace Netflix subscription.
2. SWOT
Strength:
Costco is one of largest retailer in the U.S. and seventh largest in the world that offer membership warehouse club. Costco offers wide selection of merchandises and wide range of products in high volume with low prices to its membered customers. The company has many stores location in the U.S., Canada, Mexico, Korea, Japan, UK, and many others. It also offers e-commerce website for customers to order products online, this way it allows customers to have more access to Costco’s products and more convenient. Costco is able to provide low prices for its merchandises by buying directly from the manufacturers, this way it also allows Costco to eliminate the traditional middle distributor and increase in inventory turnover. It also has its own in-house brand that produce high quality products with better value compare to its competitors.
Weakness:
Costco offers limited variety of merchandises and brands in stores, which limit the freedom for customers to have more choices when purchasing products. It also has different operation schedule compared to others retail stores. Costco only open from 10am to 8:30pm and it also has an earlier closing hours on the weekend, which could be inconvenient for its customers who want .
Harvard professor of business administration Robert Simons believes that each organization has its own distinctive answers for success in strategic planning. Simons melds his extensive knowledge of business strategy, organization design and management control systems into a tightly focused, concise guide that illuminates the “seven strategy questions” everyone in your company should ask regularly and be able to answer. While this concise handbook may simplify in its quest to streamline, Recommended to small business owners and corporate leaders as a powerful resource for uncovering the critical insights necessary for effective strategic planning.
Many of my friends from industry have asked for my opinion on the economic crisis and its impact on business. My answer to them is that the real problem is that companies simply do not internalise the proper actions to take in order to respond to such a situation.
And rarely is it more critical than in retail business strategy, and the far-reaching implications surrounding the phenomena often known as ‘wallet share’ or ‘share of wallet’.
‘Share of wallet’ is in essence an holistic term capturing the aspect of a retailer’s desire to understand and manage consumer spending, how much they have, and how frequent and recent this occurs. This clearly introduces the aspects of service, proposition, customer loyalty, and internal & external change as strategy components for serious consideration by the senior management team.
This paper seeks to explore these aspects of a Retail business strategy, giving insight and advice for a stronger business strategy in ‘Changing Times’.
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
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Five strategies to acquire new ideal clients in a tough economyGUY FLEMMING
It is our sense that there has never been a better time to be in professional services. While budgets are tight and clients and prospects scrutinize every project for value, there have never been more buyers of professional services who are this open to new providers.
If you don’t raise your margin now, you might never pull it off as good times can distract us all from what’s important. Many distributors operate under what we in Iowa call the “Make hey while the sun shines” mentality. We are so busy taking care of business, we fail to carry out the truly strategic actions needed for long term sustainability. There are few things more strategic than fixing our margin situation. Now is the perfect time.
NCV 4 Management Practice Hands-On Support Slide Show - Module 2Future Managers
This slide show complements NCV 4 Management Practice Hands-On Training by Bert Eksteen & Anthony Hill, published by Future Managers Pty Ltd. For more information visit our website www.futuremanagers.net
Business Case Competition solution proposal - E-learning platform, Car Parts ...noel alam
A business case problem consisting of three cases - 1) Marketing challenge faced by an E-learning platform due to competition from incumbent backed startups. 2) Supply chain and quality problem faced by a car-parts company 3)Market share being lost by a certification organization known as Fair Trade Org. Help them get their glory days back.
A proposed solution by my team and me. Check out the problem statement in my profile.
Business Models: Six recommendations to enable business model innovation in t...melnorman
Advances in technology have disrupted the creative marketplace. What customers value and will pay for has changed and companies who don’t evaluate their existing business models risk losing their relevance.
There is a lot of discussion around reinventing ‘business models’ and ‘strategy’ but there is a lack of clarity about what this means and even less about how to apply it.
So how does this impact the creative industries, which have undergone more change than most sectors over the last 10 years?
The part time Business Model Theme Champion role, funded by and on behalf of the Creative Industries KTN, focused on transferring current business model practice to the creative industries, using that to shape and inform business model innovation and examine how businesses can better articulate new and emergent business models.
This document is not meant as a scientific document or academic paper but a combination of a summary of my learnings from both my year’s tenure, as well as the thoughts and experiences from those who kindly attended workshops and roundtables or were consulted as experts or as leading companies in their field. My intention is to start a conversation around business model innovation in the creative and digital sectors and for the recommendations to be explored further.
Growing Your Business In A Hyper Competitive MarketAndrew Samrick
The keynote address at the 2011 TEANA conference, this presentation details the forward expectations of manufacturers and distributors, as well as the operating and commercial activities those in the transportation industry will need to master to remain competitive in a highly fragmented market space.
Has your business growth slowed or plateaued? Are you wondering how to scale your business, but don't have a lot of time or money? There are many ways to expand a business but most involve substantial amounts of both time and money. But there is another way - three other ways, actually. Business and franchise consultant Robin La Pere shows you three ways to OPTM-ise your business - that is, expand using Other People's Time and Money. He discusses the advantages and disadvantages of each of the three ways.
1Costco Case Analysis 05212019Dr. Saboli.docxdrennanmicah
1
Costco Case Analysis
05/21/2019
Dr. Sabolic
Submitted as partial fulfillment for the requirements of MGMT 483 BT
Team members:
Abdulaziz Samkary
Chihong Hieng (Dylan)
Abdullah Alhuwaimani
Maha Alnami
Costco Case Analysis
1. Competitive Strength Analysis
Business Model
The business model of Costco is basically using a membership of warehouses club. The memberships of the club is providing to their customers the ability to shop at Costco stores and have the access to buy the products with the lower price.
The strategies that Costco using them to make money:
1. The Price is less than the competitors, which attract the customers, as well the high quantity of all the products.
2. Scarcity the number of products in shelves. For example: comparing Walmart to Costco, Walmart carry 150,000 items, Costco only carry 4,000. They limited the number of products to give more value to their products.
3. They having their own private label power, in order to provide their customer an economical options for their shopping lists. In addition, it’s 10-20% lower than other brands.
4. They have 4 types of membership model, that includes customer discount, and offers such as gas station and groceries. As a fact Memberships is the most effective strategy that Costco Considered.
5. They are using marketing in their magazine, coupon mails, and weekly emails from Costco.com.
What is happening now, today?
· They applied strategies and techniques that helped the company making more money, as well hire more employees and lead the company to succeed.
· The website covers about 90% of the products that are in the store.
· They offer organic food.
· Costco memberships could replace Netflix subscription.
2. SWOT
Strength:
Costco is one of largest retailer in the U.S. and seventh largest in the world that offer membership warehouse club. Costco offers wide selection of merchandises and wide range of products in high volume with low prices to its membered customers. The company has many stores location in the U.S., Canada, Mexico, Korea, Japan, UK, and many others. It also offers e-commerce website for customers to order products online, this way it allows customers to have more access to Costco’s products and more convenient. Costco is able to provide low prices for its merchandises by buying directly from the manufacturers, this way it also allows Costco to eliminate the traditional middle distributor and increase in inventory turnover. It also has its own in-house brand that produce high quality products with better value compare to its competitors.
Weakness:
Costco offers limited variety of merchandises and brands in stores, which limit the freedom for customers to have more choices when purchasing products. It also has different operation schedule compared to others retail stores. Costco only open from 10am to 8:30pm and it also has an earlier closing hours on the weekend, which could be inconvenient for its customers who want .
Harvard professor of business administration Robert Simons believes that each organization has its own distinctive answers for success in strategic planning. Simons melds his extensive knowledge of business strategy, organization design and management control systems into a tightly focused, concise guide that illuminates the “seven strategy questions” everyone in your company should ask regularly and be able to answer. While this concise handbook may simplify in its quest to streamline, Recommended to small business owners and corporate leaders as a powerful resource for uncovering the critical insights necessary for effective strategic planning.
Many of my friends from industry have asked for my opinion on the economic crisis and its impact on business. My answer to them is that the real problem is that companies simply do not internalise the proper actions to take in order to respond to such a situation.
And rarely is it more critical than in retail business strategy, and the far-reaching implications surrounding the phenomena often known as ‘wallet share’ or ‘share of wallet’.
‘Share of wallet’ is in essence an holistic term capturing the aspect of a retailer’s desire to understand and manage consumer spending, how much they have, and how frequent and recent this occurs. This clearly introduces the aspects of service, proposition, customer loyalty, and internal & external change as strategy components for serious consideration by the senior management team.
This paper seeks to explore these aspects of a Retail business strategy, giving insight and advice for a stronger business strategy in ‘Changing Times’.
· Describe strategies to build rapport with inmates and offenders .docxgerardkortney
· Describe strategies to build rapport with inmates and offenders in a correctional treatment or supervision program.
· Describe the effect of group dynamics on facilitating programs.
· Describe techniques for establishing a therapeutic environment.
Generalist Case Management
Woodside and McClam
https://phoenix.vitalsource.com/books/9781483342047/pageid/44
https://phoenix.vitalsource.com/#/books/9781323128800
https://phoenix.vitalsource.com/#/books/9781483342047
https://phoenix.vitalsource.com/#/books/9781133795247
https://phoenix.vitalsource.com/#/books/1259760413
Use book and two outside sources.
At least 100 words per question
THANKS
1 The Role of the Correctional Counselor CHAPTER OBJECTIVES After reading this chapter, you will be able to: 1. Identify the functions and parameters of the counseling process. 2. Discuss the competing interests between security and counseling in the correctional counseling process. 3. Know common terms and concerns associated with custodial corrections. 4. Understand the role of the counselor as facilitator. 5. Identify the various personal characteristics associated with effective counselors. 6. Be aware of the impact that burnout can have on a counselor’s professional performance. 7. Identify the various means of training and supervision associated with counseling. PART ONE: A BRIEF INTRODUCTION TO COUNSELING AND CORRECTIONS There are many myths concerning the concept of counseling. Although the image of the counseling field has changed dramatically over the past two or three decades, much of society still views counseling and therapy as a mystic process reserved for those who lack the ability to handle life issues effectively. While the concept of counseling is often misunderstood, the problem is exacerbated when attempting to introduce the idea of correctional counseling. Therefore, the primary goal of this chapter is to provide a working definition of correctional counseling that includes descriptions of how and when it is carried out. In order to understand the concept of correctional counseling, however, the two words that derive the concept must first be defined: “corrections” and “counseling.” In addition, a concerted effort is made to identify the myriad of legal and ethical issues that pertain to counselors working with offenders. It is very difficult to identify a single starting point for the counseling profession. In essence, there were various movements occurring simultaneously that later evolved into what we now describe as counseling. One of the earliest connections to the origins of counseling took place in Europe during the Middle Ages (Brown & Srebalus, 2003). The primary objective was assisting individuals with career choices. This type of counseling service is usually described by the concept of “guidance.” In the late 1800s Wilhelm Wundt and G. Stanley Hall created two of the first known psychological laboratories aimed at studying and treating individuals with psychological and e.
· Debates continue regarding what constitutes an appropriate rol.docxgerardkortney
· Debates continue regarding what constitutes an appropriate role for the judiciary. Some argue that federal judges have become too powerful and that judges “legislate from the bench.”
1. What does it mean for a judge to be an activist?
2. What does it mean for a judge to be a restrainist?
· Although conservatives had long complained about the activism of liberal justices and judges, in recent years conservative judges and justices have been likely to overturn precedents and question the power of elected institutions of government.
3. When is judicial activism appropriate? Explain.
· To defenders of the right to privacy, it is implicitly embodied in the Constitution in the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. To opponents, it is judge-made law because there is no explicit reference to it under the Constitution. The right to privacy dates back to at least 1890, when Boston attorneys Samuel Warren and Louis Brandeis equated it with the right to be left alone from journalists who engaged in yellow journalism.
4. In short, do you believe a right to privacy exists in the federal Constitution. Why or why not?
.
· Critical thinking paper · · · 1. A case study..docxgerardkortney
· Critical thinking paper
·
·
· 1.
A case study.
Deborah Shore, aged 45, works for a small corporation in the Research and Development department.
When she first became a member of the department 15 years ago, Deborah was an unusually creative and productive researcher; her efforts quickly resulted in raises and promotions within the department and earned her the respect of her colleagues. Now, Deborah finds herself less interested in doing research; she is no longer making creative contributions to her department, although she is making contributions to its administration.
She is still respected by the coworkers who have known her since she joined the firm, but not by her younger coworkers.
Analyze the case study from the psychoanalytic, learning, and contextual perspectives: how would a theorist from each perspective explain Deborah's development? Which perspective do you believe provides the most adequate explanation, and why?
2. Interview your mother (and grandmothers, if possible), asking about experiences with childbirth. Include your own experiences if you have had children. Write a paper summarizing these childbirth experiences and comparing them with the contemporary experiences described in the text.
3. Identify a "type" of parent (e.g., single parent, teenage parent, low-income parent, dual-career couple) who is most likely to be distressed because an infant has a "difficult" temperament. Explain why you believe that this type of parent would have particular problems with a difficult infant. Write an informational brochure for the selected type of parent. The brochure should include an explanation of temperament in general and of the difficult temperament in particular, and give suggestions for parents of difficult infants.
4. Plan an educational unit covering nutrition, health, and safety for use with preschoolers and kindergartners. Take into account young children's cognitive and linguistic characteristics. The project should include (1) an outline of the content of the unit; and (2) a description of how the content would be presented, given the intellectual abilities of preschoolers. For example, how long would each lesson be? What kinds of pictures or other audiovisual materials would be used? How would this content be integrated with the children's other activities in preschool or kindergarten?
5. Visit two day care centers and evaluate each center using the information from the text as a guide. Request a fee schedule from each center. Write a paper summarizing your evaluation of each center.
Note:
Unless you are an actual potential client of the center, contact the director beforehand to explain the actual purpose of the visit, obtain permission to visit, and schedule your visit so as to minimize disruption to the center's schedule.
6. Watch some children's television programs and advertising, examine some children's toys and their packaging, read some children's books, and listen to some children's recor.
· Coronel & Morris Chapter 7, Problems 1, 2 and 3
· Coronel & Morris Chapter 8, Problems 1 and 2
A People’s History of Modern Europe
“A fascinating journey across centuries towards the world as we experience it today. ... It is
the voice of the ordinary people, and women in particular, their ideas and actions, protests
and sufferings that have gone into the making of this alternative narrative.”
——Sobhanlal Datta Gupta, former Surendra Nath Banerjee
Professor of Political Science, University of Calcutta
“A history of Europe that doesn’t remove the Europeans. Here there are not only kings,
presidents and institutions but the pulse of the people and social organizations that shaped
Europe. A must-read.”
——Raquel Varela, Universidade Nova de Lisboa
“Lively and engaging. William A Pelz takes the reader through a thousand years of
European history from below. This is the not the story of lords, kings and rulers. It is the
story of the ordinary people of Europe and their struggles against those lords, kings and
rulers, from the Middle Ages to the present day. A fine introduction.”
——Francis King, editor, Socialist History
“This book is an exception to the rule that the winner takes all. It highlights the importance
of the commoners which often is only shown in the dark corners of mainstream history
books. From Hussites, Levellers and sans-culottes to the women who defended the Paris
Commune and the workers who occupied the shipyards during the Carnation revolution in
Portugal. The author gives them their deserved place in history just like Howard Zinn did
for the American people.”
——Sjaak van der Velden, International Institute of Social History, Amsterdam
“The author puts his focus on the lives and historical impact of those excluded from
power and wealth: peasants and serfs of the Middle Ages, workers during the Industrial
Revolution, women in a patriarchic order that transcended different eras. This focus not
only makes history relevant for contemporary debates on social justice, it also urges the
reader to develop a critical approach.”
——Ralf Hoffrogge, Ruhr-Universität Bochum
“An exciting story of generations of people struggling for better living conditions, and for
social and political rights. ... This story has to be considered now, when the very notions of
enlightenment, progress and social change are being questioned.”
——Boris Kagarlitsky, director of Institute for globalization studies and social
movements, Moscow, and author of From Empires to Imperialism
“A splendid antidote to the many European histories dominated by kings, businessmen
and generals. It should be on the shelves of both academics and activists ... A lively and
informative intellectual tour-de-force.”
——Marcel van der Linden, International Institute of Social History, Amsterdam
A People’s History
of Modern Europe
William A. Pelz
First published 2016 by Pluto Press
345 Archway Road, London N6 5AA
www.pluto.
· Complete the following problems from your textbook· Pages 378.docxgerardkortney
· Complete the following problems from your textbook:
· Pages 378–381: 10-1, 10-2, 10-16, and 10-20.
· Pages 443–444: 12-7 and 12-9.
· Page 469: 13-5.
· 10-1 How would each of the following scenarios affect a firm’s cost of debt, rd(1 − T); its cost of equity, rs; and its WACC? Indicate with a plus (+), a minus (−), or a zero (0) whether the factor would raise, lower, or have an indeterminate effect on the item in question. Assume for each answer that other things are held constant, even though in some instances this would probably not be true. Be prepared to justify your answer but recognize that several of the parts have no single correct answer. These questions are designed to stimulate thought and discussion.
Effect on
rd(1 − T)
rs
WACC
a. The corporate tax rate is lowered.
__
__
__
b. The Federal Reserve tightens credit.
__
__
__
c. The firm uses more debt; that is, it increases its debt ratio.
__
__
__
d. The dividend payout ratio is increased.
__
__
__
e. The firm doubles the amount of capital it raises during the year.
__
__
__
f. The firm expands into a risky new area.
__
__
__
g. The firm merges with another firm whose earnings are countercyclical both to those of the first firm and to the stock market.
__
__
__
h. The stock market falls drastically, and the firm’s stock price falls along with the rest.
__
__
__
i. Investors become more risk-averse.
__
__
__
j. The firm is an electric utility with a large investment in nuclear plants. Several states are considering a ban on nuclear power generation.
__
__
__
· 10-2 Assume that the risk-free rate increases, but the market risk premium
· 10-16COST OF COMMON EQUITY The Bouchard Company’s EPS was $6.50 in 2018, up from $4.42 in 2013. The company pays out 40% of its earnings as dividends, and its common stock sells for $36.00.
· a. Calculate the past growth rate in earnings. (Hint: This is a 5-year growth period.)
· b. The last dividend was D0 = 0.4($6.50) = $2.60. Calculate the next expected dividend, D1, assuming that the past growth rate continues.
· c. What is Bouchard’s cost of retained earnings, rs?
· 10-20WACC The following table gives Foust Company’s earnings per share for the last 10 years. The common stock, 7.8 million shares outstanding, is now (1/1/19) selling for $65.00 per share. The expected dividend at the end of the current year (12/31/19) is 55% of the 2018 EPS. Because investors expect past trends to continue, g may be based on the historical earnings growth rate. (Note that 9 years of growth are reflected in the 10 years of data.)
The current interest rate on new debt is 9%; Foust’s marginal tax rate is 40%, and its target capital structure is 40% debt and 60% equity.
· a. Calculate Foust’s after-tax cost of debt and common equity. Calculate the cost of equity as rs = D1/P0 + g.
· b. Find Foust’s WACC
· 12-7SCENARIO ANALYSIS Huang Industries is considering a proposed project whose estimated NPV is $12 million. This estimate assumes that economic conditions wi.
· Consider how different countries approach aging. As you consid.docxgerardkortney
· Consider how different countries approach aging. As you consider different countries, think about the following:
o Do older adults live with their children, or are they more likely to live in a nursing home?
o Are older adults seen as wise individuals to be respected and revered, or are they a burden to their family and to society?
· Next, select two different countries and compare and contrast their approaches to aging.
· Post and identify each of the countries you selected. Then, explain two similarities and two differences in how the countries approach aging. Be specific and provide examples. Use proper APA format and citation. LSW10
.
· Clarifying some things on the Revolution I am going to say som.docxgerardkortney
· Clarifying some things on the Revolution
I am going to say something, and I want you to hear me.
I am a scholar of the Revolution. That's the topic of my dissertation. Please believe me when I say that I know a lot about it.
I also happen to know--and this is well-supported by historians--that the Revolution was a civil war in which, for the first several years, Revolutionaries and Loyalists were evenly matched.
I will repeat that. Evenly matched. Loyalists were not merely too cowardly to fight, and they were not old fogies who hated the idea of freedom. Most had been in the Colonies for generations. Many of them took up arms for their King and their country. And when they lost, you confiscated their homes and they fled with the clothes on their back to Canada, England, and other places of the Empire. Both sides--both sides--committed unspeakable atrocities against civilians whom they disagreed with.
Now, a lot of you love to repeat some very fervent patriotic diatribe about how great the Revolution was. That's not history. That's propaganda. Know the difference.
History has shades of gray. History is complex and ambiguous. Washington, for instance, wore dentures made from the teeth of his slaves. Benjamin Franklin's son was the last royal governor of New Jersey. Did you know that the net tax rate for Americans--they always conveniently leave this out of the textbooks--was between 1.9 and 2.1%, depending on colony.? And that was if they had paid the extra taxes on tea and paper.
And, wait for it, people who support California independence use the same logic and arguments as they did in 1775. Did you know that the Los Angeles and Washington are only a few hundred miles closer than Boston and London? That many of the same issues, point by point, are repeating here in California? So put yourself in those shoes. How many of you would have sided with the Empire (whether American or British) based on the fact that you don't know how this will shake out? Would you call someone who supports Calexit a Patriot? Revolutionary? Nutcase? Who gets to own that word, anyway?
You can choose that you would have supported the revolutionaries--but think. Think about the other side. They matter, and their experiences got to be cleansed out of history to make you feel better about the way the revolutionaries behaved during the War. Acknowledge that they are there, and that their point of view has merit, even if you not agree with it.
· Clarifying Unit III's assignment
I have noticed a few consistent problems with the letter in the Unit III issue. Here are some pointers to make it better.
1. Read the clarifying note I wrote above. Note that the taxes aren't actually as high as you have been led to believe, but the point is that they should not be assigned at all without your consent.
2. Acknowledge that this is a debate, that a certain percentage are radicalized for independence, but there are is also a law-and-order group who find this horrific, and want .
· Chapter 9 – Review the section on Establishing a Security Cultur.docxgerardkortney
· Chapter 9 – Review the section on Establishing a Security Culture. Review the methods to reduce the chances of a cyber threat noted in the textbook. Research other peer-reviewed source and note additional methods to reduce cyber-attacks within an organization.
· Chapter 10 – Review the section on the IT leader in the digital transformation era. Note how IT professionals and especially leaders must transform their thinking to adapt to the constantly changing organizational climate. What are some methods or resources leaders can utilize to enhance their change attitude?
.
· Chapter 10 The Early Elementary Grades 1-3The primary grades.docxgerardkortney
· Chapter 10: The Early Elementary Grades: 1-3
The primary grades are grades 1-3.
Although educational reform has had an effect on all children, it is most apparent in the early elementary years. Reform and change comes from a number of sources and the chapter begins by reminding you of this. Let’s examine a few of these sources...
Diversity. There has been a rise in the number of racial and ethnic minority students enrolled in the nation's public schools; this number will (most likely) continue to rise. Teaching children from different cultures and backgrounds is an important piece to account for when planning curriculum.
Standards. Standards is a reason for reform. We've already looked at standards; these are something you must keep in mind when planning lessons.
Data-Driven Instruction may sound new, but it is not a new concept to you. We’ve done a great deal of discussing the outcomes of test-taking and assessments. You've probably all heard "teaching to the test."
Technology. Today’s students have had much experience with technology, therefore, it’s important to provide them with opportunities to learn with technology. It may take a while for you to be creative and think of ways to use it in your teaching (if you haven’ t been).
Health and Wellness. Obesity is a major concern in this country. Therefore, it is important to make sure that children have the opportunity to be active. Unfortunately, due to the pressure of academics, many schools have been taking physical education/activity time out of the curriculum.
Violence: One issue that I notice this new edition of the text has excluded is violence. However, I think that this topic is important; we need to keep children safe when they are at school. As a result of 9/11 (and, not to mention that many violent events have happened on school campuses in recent years), many school districts now have an emergency system in place that they can easily use if there is any type of incident in which the children’s safety is at risk.
WHAT ARE CHILDREN IN GRADES ONE TO THREE LIKE?
Your text explains that the best way to think of a child’s development during this time is: slow and steady. During this stage, there is not much difference between boys and girls when it comes to physical capabilities. Although it is always important to not stereotype based on one’s gender, it is especially important during these years. These children are also entering into their "tween" years, thus; being sensitive to the children's and parents' needs in regards to such changes is important.
It is important to remember that children in the primary grades are in the Concrete Operations Stage. This stage is children ages 7 to 12. The term operation refers to an action that can be carried out in thought as well as executed materially and that is mentally and physically reversible.
These children are at an age in which they can compare their abilities to their peers. And, therefore, children may develop learned helplessnes.
· Chap 2 and 3· what barriers are there in terms of the inter.docxgerardkortney
· Chap 2 and 3
· what barriers are there in terms of the interpersonal communication model?
Typically, communication breakdowns result from lack of understanding without clarification; often, there wasn't even an attempt at clarification. If barriers to interpersonal communication are not acknowledged and addressed, workplace productivity can suffer.
Language Differences
Interpersonal communication can go awry when the sender and receiver of the message speak a different language -- literally and figuratively. Not everyone in the workplace will understand slang, jargon, acronyms and industry terminology. Instead of seeking clarification, employees might guess at the meaning of the message and then act on mistaken assumptions. Also, misunderstandings may occur among workers who do not speak the same primary language. As a result, feelings may be hurt, based on misinterpretation of words or of body language.
Cultural Differences
Interpersonal communication may be adversely affected by lack of cultural understanding, mis-perception, bias and stereotypical beliefs. Workers may have limited skill or experience communicating with people from a different background. Many companies offer diversity training to help employees understand how to communicate more effectively across cultures and relate to those who may have different background experiences. Similarly, gender barriers can obstruct interpersonal communication if men and women are treated differently, and held to different standards, causing interpersonal conflicts in the workplace.
Personality Differences
Like any skill, some people are better at interpersonal communication than others. Personality traits also influence how well an individual interacts with subordinates, peers and supervisors. Extraversion can be an advantage when it comes to speaking out, sharing opinions and disseminating information. However, introverts may have the edge when it comes to listening, reflecting and remembering. Barriers to interpersonal communication may occur when employees lack self-awareness, sensitivity and flexibility. Such behavior undermines teamwork, which requires mutual respect, compromise and negotiation. Bullying, backstabbing and cut throat competition create a toxic workplace climate that will strain interpersonal relationships.
Generational Differences
Interpersonal communication can be complicated by generational differences in speech, dress, values, priorities and preferences. For instance, there may be a generational divide as to how team members prefer to communicate with one another. If younger workers sit in cubicles, using social networking as their primary channel of communication, it can alienate them from older workers who may prefer face-to-face communication. Broad generalizations and stereotypes can also cause interpersonal rifts when a worker from one generation feels superior to those who are younger or older. Biases against workers based on age can constitute a form of disc.
· Case Study 2 Improving E-Mail Marketing ResponseDue Week 8 an.docxgerardkortney
· Case Study 2: Improving E-Mail Marketing Response
Due Week 8 and worth 160 points
Read the following case study.
A company wishes to improve its e-mail marketing process, as measured by an increase in the response rate to e-mail advertisements. The company has decided to study the process by evaluating all combinations of two (2) options of the three (3) key factors: E-Mail Heading (Detailed, Generic); Email Open (No, Yes); and E-Mail Body (Text, HTML). Each of the combinations in the design was repeated on two (2) different occasions. The factors studied and the measured response rates are summarized in the following table.
Write a two to three (2-3) page paper in which you:
1. Use the data shown in the table to conduct a design of experiment (DOE) in order to test cause-and-effect relationships in business processes for the company.
2. Determine the graphical display tool (e.g., Interaction Effects Chart, Scatter Chart, etc.) that you would use to present the results of the DOE that you conducted in Question 1. Provide a rationale for your response.
3. Recommend the main actions that the company could take in order to increase the response rate of its e-mail advertising. Provide a rationale for your response.
4. Propose one (1) overall strategy for developing a process model for this company that will increase the response rate of its e-mail advertising and obtain effective business process. Provide a rationale for your response.
Your assignment must follow these formatting requirements:
. Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
. Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
. Build regression models for improving business processes.
. Design experiments to test cause-and-effect relationships in business processes.
. Use technology and information resources to research issues in business process improvement.
. Write clearly and concisely about business process improvement using proper writing mechanics.
Read each discussion 1-4 and then write a 200 word response for each.
With your response, you can either expand on the initial post with similar, formally cited, specific examples or additional information regarding the original example(s) (be sure the additional information isn’t simply a re-statement of what has already been posted) or you can respond with a well-supported (based on formally cited information) counter point.
APA FORMAT
Response should have 1 source for each discussion
1. A message in sports is brought to sports economists in Jeremiah 29:11. This verse states, “For I.
· Briefly describe the technologies that are leading businesses in.docxgerardkortney
· Briefly describe the technologies that are leading businesses into the third wave of electronic commerce.
· In about 100 words, describe the function of the Internet Corporation for Assigned Names and Numbers. Include a discussion of the differences between gTLDs and sTLDs in your answer.
· In one or two paragraphs, describe how the Internet changed from a government research project into a technology for business users.
· In about 100 words, explain the difference between an extranet and an intranet. In your answer, describe when you might use a VPN in either.
· Define “channel conflict” and describe in one or two paragraphs how a company might deal with this issue.
· In two paragraphs, explain why a customer-centric Web site design is so important, yet is so difficult to accomplish.
· In about two paragraphs, distinguish between outsourcing and offshoring as they relate to business processes.
· In about 200 words, explain how the achieved trust level of a company’s communications using blogs and social media compare with similar communication efforts conducted using mass media and personal contact.
· Write a paragraph in which you distinguish between a virtual community and a social networking Web site
· Write two or three paragraphs in which you describe the role that culture plays in the development of a country’s laws and ethical standards.
QUESTION 1
Lakota peoples of the Great Plains are notably:
nomadic and followed the buffalo herds
Sedentary farmers, raising corn, northern beans, and potatoes
peaceful people who tried to live in harmony with neighboring tribes and the environment
religious and employed a variety of psychoactive plants during religious ceremonies
QUESTION 2
Tribal peoples of the Great Plains experienced greater ease at hunting and warfare after the introduction of:
Hotchkiss guns
smokeless gunpowder
horses
Intertribal powwows
all of the above
QUESTION 3
The Apaches and Navajos (Dine’) of the southwestern region of North America speak a language similar to their relatives of northern California and western Canada called:
Yuman
Uto-Aztecan
Tanoan
Athabaskan
Algonkian
QUESTION 4
The Navajo lived in six or eight-sided domed earth dwellings called:
wickiups
kivas
hogans
roadhouses
sweat lodge
QUESTION 5
Pueblo Indians, such as the Zuni and Hopi tribes, are descendants of the ancient people known as the:
Anasazi
Ashkenazi
Athabaskan
Aztecanotewa
Atlantean
2 points
QUESTION 6
1. Kachinas, or spirits of nature, were believed to:
Assist in the growth of crops and send rain
Help defend the Navajo against all foreign invaders
Provide medical assistance to the Hopi when doctors were not available
Combat evil spirits such as Skin-walkers or Diablitos
All of the above
2 points
QUESTION 7
1. The preferred dwellings among the Lakota Sioux were:
wickiups
adobe pueblos
pit houses
teepees
buffalo huts
2 points
QUESTION 8
1. Native Americansbenef.
· Assignment List· My Personality Theory Paper (Week Four)My.docxgerardkortney
· Assignment List
· My Personality Theory Paper (Week Four)
My Personality Theory Paper (Week Four)
DUE: May 31, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
May 4, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
My Personality Theory Paper
Instructions:
For this assignment, you will write a paper no less than 7 pages in length, not including required cover and Reference pages, describing a single personality theory from the course readings that best explains your own personality and life choices. You are free to select from among the several theories covered in the course to date but only one theory may be used.
Your task is to demonstrate your knowledge of the theory you choose via descriptions of its key concepts and use of them to explain how you developed your own personality. It is recommended that you revisit the material covered to date to refresh your knowledge of theory details. This is a "midterm" assignment and you should show in your work that you have studied and comprehended the first four weeks of course material. Your submission should be double-spaced with 1 inch margins on all sides of each page and should be free of spelling and grammar errors. It must include source crediting of any materials used in APA format, including source citations in the body of your paper and in a Reference list attached to the end. Easy to follow guides to APA formatting can be found on the tutorial section of the APUS Online Library.
Your paper will include three parts:
I. A brief description of the premise and key components of the theory you selected. You should be thorough and concise in this section and not spend the bulk of the paper detailing the theory, but rather just give enough of a summary of the key points so that an intelligent but uniformed reader would be able to understand its basics. If you pick a more complicated theory, you should expect explaining its premise and key components to take longer than explaining the same for one of the simpler theories but, in either case, focus on the basics and keep in mind that a paper that is almost all theory description and little use of the theory described to explain your own personality will receive a significant point deduction as will the reverse case of the paper being largely personal experience sharing with little linkage to clearly described key theory components.
II. A description of how your chosen theory explains your personality and life choices with supporting examples.
III. A description of the limitations of the theory in explaining your personality or anyone else’s.
NOTE: Although only your instructor will be reading your paper, you should still think about how much personal information you want to disclose. The purpose of this paper is not to get you to share private information, but rather to bring one .
· Assignment List
· Week 7 - Philosophical Essay
Week 7 - Philosophical Essay
DUE: Mar 22, 2020 11:55 PM
Grade Details
Grade
N/A
Gradebook Comments
None
Assignment Details
Open Date
Feb 3, 2020 12:05 AM
Graded?
Yes
Points Possible
100.0
Resubmissions Allowed?
No
Attachments checked for originality?
Yes
Top of Form
Assignment Instructions
Objective: Students will write a Philosophical Essay for week 7 based on the course concepts.
Course Objectives: 2, 3, & 4
Task:
This 4 - 5 full page (not to exceed 6 pages) Philosophical Essay you will be writing due Week 7 is designed to be a thoughtful, reflective work. The 4 - 5 full pages does not include a cover page or a works cited page. It will be your premier writing assignment focused on the integration and assessment relating to the course concepts. Your paper should be written based on the outline you submitted during week 4 combined with your additional thoughts and instructor feedback. You will use at least three scholarly/reliable resources with matching in-text citations and a Works Cited page. All essays are double spaced, 12 New Times Roman font, paper title, along with all paragraphs indented five spaces.
Details:
You will pick one of the following topics only to do your paper on:
· According to Socrates, must one heed popular opinion about moral matters? Does Socrates accept the fairness of the laws under which he was tried and convicted? Would Socrates have been wrong to escape?
· Consider the following philosophical puzzle: “If a tree falls in the forest and there's no one around to hear it, does it make a sound?” (1) How is this philosophical puzzle an epistemological problem? And (2) how would John Locke answer it?
· Evaluate the movie, The Matrix, in terms of the philosophical issues raised with (1) skepticism and (2) the mind-body problem. Explain how the movie raises questions similar to those found in Plato’s and Descartes’ philosophy. Do not give a plot summary of the movie – focus on the philosophical issues raised in the movie as they relate to Plato and Descartes.
· Socrates asks Euthyphro, “Are morally good acts willed by God because they are morally good, or are they morally good because they are willed by God?” (1) How does this question relate to the Divine Command Theory of morality? (2) What are the philosophical implications associated with each option here?
· Explain (1) the process by which Descartes uses skepticism to refute skepticism, and (2) what first principle does this lead him to? (3) Explain why this project was important for Descartes to accomplish.
Your paper will be written at a college level with an introduction, body paragraphs, a conclusion, along with in-text citations/Works Cited page in MLA formatting. Students will follow MLA format as the sole citation and formatting style used in written assignments submitted as part of coursework to the Humanities Department. Remember - any resource that is listed on the Works Cited page must .
· Assignment 3 Creating a Compelling VisionLeaders today must be .docxgerardkortney
· Assignment 3: Creating a Compelling Vision
Leaders today must be able to create a compelling vision for the organization. They also must be able to create an aligned strategy and then execute it. Visions have two parts, the envisioned future and the core values that support that vision of the future. The ability to create a compelling vision is the primary distinction between leadership and management. Leaders need to create a vision that will frame the decisions and behavior of the organization and keep it focused on the future while also delivering on the short-term goals.
To learn more about organizational vision statements, do an Internet search and review various vision statements.
In this assignment, you will consider yourself as a leader of an organization and write a vision statement and supporting values statement.
Select an organization of choice. This could be an organization that you are familiar with, or a fictitious organization. Then, respond to the following:
· Provide the name and description of the organization. In the description, be sure to include the purpose of the organization, the products or services it provides, and the description of its customer base.
· Describe the core values of the organization. Why are these specific values important to the organization?
· Describe the benefits and purpose for an organizational vision statement.
· Develop a vision statement for this organization. When developing a vision statement, be mindful of the module readings and lecture materials.
· In the vision statement, be sure to communicate the future goals and aspirations of the organization.
· Once you have developed the vision statement, describe how you would communicate the statement to the organizational stakeholders, that is, the owners, employees, vendors, and customers.
· How would you incorporate the communication of the vision into the new employee on-boarding and ongoing training?
Write your response in approximately 3–5 pages in Microsoft Word. Apply APA standards to citation of sources.
Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 3 Grading Criteria
Maximum Points
Chose and described the organization. The description included the purpose of the organization, the products or services the organization provides, and the description of its customer base.
16
Developed a vision statement for the organization. Ensured to accurately communicate the goals and aspirations of the organization in the vision statement.
24
Ensured that the incorporation and communication strategy for the vision statement is clear, detailed, well thought out and realistic.
28
Evaluated and explained which values are most important to the organization.
24
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate r.
· Assignment 4
· Week 4 – Assignment: Explain Theoretical Perspectives for Real-life Scenarios
Assignment
Updated
Top of Form
Bottom of Form
For each of the following three scenarios, use a chart format to assess how each traditional theoretical perspective would best explain the situation that a social worker would need to address. You may create your charts in Word or another software program of your choice. An example chart follows the three scenarios.
Scenario 1
You are a hospital social worker who is working with a family whose older adult relative is in end-stage renal failure. There are no advanced directives and the family is conflicted over what the next steps should be.
Scenario 2
You are a caseworker in a drug court. Your client has had three consecutive dirty urine analyses. She is unemployed and has violated her probation order.
Scenario 3
You are a school social worker. A teacher sends her 9-year-old student to you because he reports that he has not eaten in 2 days and there are no adults at home to take care of him.
Chart Example:
Your client, an 11-year-old girl, was removed from home because of parental substance abuse. She is acting out in her foster home, disobeying her foster parents and not following their rules.
Theory
Explanation for Scenario – please respond to the questions below in your explanation
Systems Theory
What systems need to be developed or put in place to support the child? Would Child Protective Services need to become involved? What other systems would support her and a successful outcome for being in foster care?
Generalist Theory
What is the best intervention or therapy to use based on this child’s situation? Given her circumstances, how could you best improve her functioning?
Behavioral Theory
What behaviors are being reinforced? What behaviors are being ignored or punished? What would you suggest to maintain this placement? Would this involve working with the foster parents?
Cognitive Theory
How would you help your client to examine her thinking, emotions, and behavior? What would this entail from a cognitive developmental framework?
Support your assignment with a minimum of three resources.
Length: 3 charts, not including title and reference pages
Your assignment should demonstrate thoughtful consideration of the ideas and concepts presented in the course by providing new thoughts and insights relating directly to this topic. Your response should reflect scholarly writing and current APA standards where appropriate. Be sure to adhere to Northcentral University's Academic Integrity Policy.
Assignement 3
State the function of each of the following musculoskeletal system structures: Describe the structures of the musculoskeletal system.
Skeletal muscle
Tendons
Ligaments
Bone
Cartilage
Describe each of the following types of joints:
Ball-and-socket
Hinge
Pivot
Gliding
Saddle
Condyloid
Newspaper Rubric
CATEGORY
4
3
2
1
Headline & Byline & images
16 points
Article has a .
· Assignment 2 Leader ProfileMany argue that the single largest v.docxgerardkortney
· Assignment 2: Leader Profile
Many argue that the single largest variable in organizational success is leadership. Effective leadership can transform an organization and create a positive environment for all stakeholders. In this assignment, you will have the chance to evaluate a leader and identify what makes him/her effective.
Consider all the leaders who have affected your life in some way. Think of people with whom you work—community leaders, a family member, or anyone who has had a direct impact on you.
· Choose one leader you consider to be effective. This can be a leader you are personally aware of, or someone you don’t know, but have observed to be an effective leader. Write a paper addressing the following:
· Explain how this leader has influenced you and why you think he or she is effective.
· Analyze what characteristics or qualities this person possesses that affected you most.
· Rate this leader by using a leadership scorecard. This can be a developed scorecard, or one you develop yourself. If you use a developed scorecard, please be sure to cite the sources of the scorecard. Once you have identified your scorecard, rate your leader. You decide what scores to include (for example, scale of 1–5, 5 being the highest) but be sure to assess the leader holistically across the critical leadership competencies you feel are most important (for example, visioning, empowering, strategy development and communication).
· Critique this individual’s skills against what you have learned about leadership so far in this course. Consider the following:
· How well does he/she meet the practices covered in your required readings?
· How well has he/she adapted to the challenges facing leaders today?
· If you could recommend changes to his/her leadership approach, philosophy, and style, what would you suggest? Why?
· Using the assigned readings, the Argosy University online library resources, and the Internet including general organizational sources like the Wall Street Journal, BusinessWeek, or Harvard Business Review, build a leadership profile of the leader you selected. Include information from personal experiences as well as general postings on the selected leader from Internet sources such as blogs. Be sure to include 2–3 additional resources not already included in the required readings in support of your leadership profile.
Write a 3–5-page paper in Word format. Apply APA standards to citation of sources. Use the following file naming convention: LastnameFirstInitial_M2_A2.doc.
By the due date assigned, deliver your assignment to the Submissions Area.
Assignment 2 Grading Criteria
Maximum Points
Explained how this leader has been influential and why you think the leader is effective showing analysis of the leader’s characteristics or qualities.
16
Analyzed the characteristics or qualities the leader possesses that have affected you most..
16
Rated your leader using a leadership scorecard and supported your rationale for your rating.
32
Criti.
· Assignment 1 Diversity Issues in Treating AddictionThe comple.docxgerardkortney
· Assignment 1: Diversity Issues in Treating Addiction
The complexities of working with diverse populations in treating disorders, such as addictions, require special considerations. Some approaches work better with some populations than with others. For example, Alcoholics Anonymous (AA) programs are spiritually based and focus on a higher power. Some populations have difficulty with these concepts and are averse to participating in such groups.
Select a population—for example, African Americans; Native Americans; or lesbians, gays, or bisexual individuals. Research your topic by using articles from the supplemental readings for this course or from other resources such as the Web, texts, experience, or other journal articles related to diversity issues and addictions.
Write a three- to five-page paper discussing the following:
· Some specific considerations for working with your chosen population in the area of addiction treatment
· Whether your research indicates that 12-step groups work with this population
· Any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult
· Any language or other barriers that this population faces when seeking treatment
Prepare your paper in Microsoft Word document format. Name your file M4_A1_LastName_Research.doc, and submit it to the Submissions Area by the due date assigned Follow APA guidelines for writing and citing text.
Assignment 1 Grading Criteria
Maximum Points
Discussed some specific considerations for working with your chosen population in the area of addiction.
8
Discussed whether your research indicates that 12-step groups work with your chosen population.
8
Discussed any special problems associated with this population that make acknowledging the addiction and seeking treatment more difficult .
8
Discussed any language or other barriers that this population faces when seeking treatment.
8
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation.
4
Total:
36
· M4 Assignment 2 Discussion
Discussion Topic
Top of Form
Due February 9 at 11:59 PM
Bottom of Form
Assignment 2: Discussion Questions
Your facilitator will guide you in the selection of two of the three discussion questions. Submit your responses to these questions to the appropriate Discussion Area by the due date assigned. Through the end of the module, comment on the responses of others.
All written assignments and responses should follow APA rules for attributing sources.
You will be attempting two discussion questions in this module; each worth 28 points. The total number of points that can be earned for this assignment is 56.
Minority Groups
Many minority groups experience stress secondary to their social surroundings. For example, a family living in poverty may face frequent violence. Limited income makes meeting the day-to-day need.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Page 1 of 2 Introduction to Management Assignment 1 Ca.docx
1. Page 1 of 2
Introduction to Management: Assignment 1 Case Study –
Marking Rubric Criteria
Fail Pass Credit Distinction High Distinction
1. Case Analysis: Analyses
the case identifying the
key issues and/or
problems. Identifies
problems using evidence
from the case plus
theories and concepts
Too brief; inability to
identify issues raised by
the question; may show
superficial treatment;
insufficient knowledge or
understanding of the
topic; much irrelevant
material
Borderline and limited
understanding of key
issues and problems in the
case study; some gaps in
addressing key issues and
problems; largely
descriptive and lacks
analysis. Limited use of
2. theories and concepts.
Sufficient understanding
of the case; some
evidence of analysis of
issues and problems in the
case. Competent use of
theories and concepts to
support the analysis.
Very good understanding
of the case; analysis and
some linking of issues and
problems. Very good use
of theories and concepts
to support the analysis.
Comprehensive and
critical understanding of
key issues; high level of
critical analysis of the
problems /issues in the
case. Excellent use of
theories and concepts to
support the analysis.
2. Linking theory and
practice to the solution:
the issues or problems.
Justifies the solution with
evidence, management
theory, approaches,
concepts and/or models.
3. Unclear solution and does
not link to the issues and
problems that were
identified; structure is
disjointed, lacks logical
flow and cohesion; mostly
description or listing of
facts from the case study
Some lack of clarity in
solutions and does not link
to the issues and problems
that were identified,
structure lacks logical
flow, and is disjointed in
places; reliant on restating
major themes from the
case. Some attempt at
justifying the proposed
solution.
Clearly developed
solution/s that are well
linked; some drift from
logical flow; utilises a
variety of credible sources
to justify the proposed
solution drawing on some
scholarly sources.
Well-developed solution/s
that are well linked;
logically constructed;
generally coherent and
cohesive justification of
the proposed solution,
4. drawing on a range of
evidence and scholarly
sources
Well organised, logically
formulated solution/s that
are well linked; sustained
coherence and cohesion in
the justification of the
proposed solution drawing
on a range of evidence
and scholarly sources.
3. Recommends specific
strategies to accomplish
the proposed solution
Actions to achieve the
proposed solution do not
relate to the priority issue;
Does not discuss expected
outcomes.
Actions to achieve the
proposed solution
somewhat relate to the
priority issue. Some
discussion of expected
outcomes.
Actions to achieve the
proposed solution relate
to the priority issue. Good
discussion of expected
outcomes.
5. Actions to achieve the
proposed solution strongly
relate to the priority issue.
Very good discussion of
expected outcomes.
Actions to achieve the
proposed solution strongly
relate to the priority issue;
Excellent discussion of
expected outcomes. .
4. Referencing
Harvard Referencing style;
including in-text
referencing and an
alphabetised reference
list.
Does not meet minimum
referencing guidelines;
absence of, or extremely
poor and inconsistent use
of required referencing in-
text and in reference list
Appropriate, though
perhaps inconsistent,
application of referencing
guidelines both in-text and
in reference list
Appropriate and
consistent use of
referencing guidelines;
some errors in-text or in
6. reference list
Appropriate and
consistent use of
referencing guidelines;
minor errors only
High level of consistency
and appropriate use of all
referencing guidelines
Page 2 of 2
5. Professional level of
presentation, case study
structure with
subheadings; appropriate
academic level of writing
Poorly presented; does
not follow case study
structure; many errors in
spelling, grammar and
vocabulary; unclear
expression; many overly
short paragraphs, bullet
points and lists. You are
encouraged to use the
university services to
improve your academic
writing and referencing
skills.
7. Presentation requires
some improvements,
mostly follows case study
structure, some errors in
spelling, grammar and
vocabulary; some errors in
expression; some overly
short paragraphs and/or
bullet points and lists.
Presentation of an
adequate academic
standard with minor
errors only; follows case
study structure; generally
clearly expressed logically
constructed paragraphs
with some evidence of
critical analysis.
Presentation is of good
academic standard;
follows case study
structure; clear and fluent
academic writing skills;
logical flow of sentences
and paragraphs with
critical analysis evident.
Presentation is of a high
academic and professional
standard; follows case
study structure; clear,
fluent writing skills; as a
whole, carefully crafted,
cohesive, convincing and
8. critical analysis of the
case.
Page 1 of 3
Introduction to Management Case Study: Mixed Fortunes at
Domino’s
This case study is based on a compilation of investigative
reports by Fairfax media.
Names of franchisees and employees have been changed.
Domino’s is an Australian pizza chain with a network of
franchises and over 600 retail stores
nationally. It has been hailed as a success story since it was
listed on the Australian Stock
Exchange in 2005. In just over a decade, Domino’s shares have
surged more than 2500 per
cent, making it one of the best performers on the market and
making a lot of people wealthy.
In 2016 the company generated total revenue of $939,976,000.
Background of Domino’s
Domino’s has the world's biggest pizza menu with more than
200,000 options, helping
boost Domino’s sales to more than 90 million pizzas annually
with a guarantee to
deliver pizza within 15 or 20 minutes for an extra cost.
9. Domino’s business model is based on
franchisees growing sales, not profit, with head office taking a
royalty from every sale as
Australians chomp through 1 million of its pizzas every week.
Stores are bought and sold on
a multiple of these sales, not on profit. The more stores in the
network, means more sales
are generated, which results in more profits for head office.
While the business is built on selling affordable pizza to the
masses, with Group Chief
Executive Officer (CEO) & Managing Director Don Meij
Domino’s has transformed into one
of Australia's most intriguing tech companies with operations in
New Zealand and Europe.
Drones, cutting-edge IT, fast pizzas, happy franchisees and
happy workers are all part of
the Domino’s image. CEO Meij “lives the job” often working
undercover in the stores to keep
abreast of activities at the store level. To help managers keep
track of their best and worst
performers, Domino’s rolled out a new in-store computer
system. The screens, which
everyone in the store can see, constantly update statistics such
as the average order size for
each employee and how long it's taking to get a pizza out the
door. Store managers get a
quarterly bonus based on how much they improve store
earnings.
Domino’s selects its franchisees carefully, those who genuinely
believe Domino’s is a highly
profitable business. However, when the store is not profitable
franchisees are held to blame
for bad business management. The stress of making ends meet
took its toll on many
10. franchisees who realised the business they had bought into was
not viable, due to the
company policies, especially on labour costs and a perception
that the head office was only
concerned about the welfare of people at the corporate level.
Whilst Domino’s profit is
doubling the cost of pizzas is getting cheaper due to high
competition in the fast-food sector.
However, this cheap cost of pizza is borne by the franchisees
who are struggling to make a
decent profit due to them not being able to pass on the
increasing high costs of running the
stores.
Understanding the CEO
Influenced by a business-minded father, Meij said he quickly
developed an entrepreneurial
streak nurturing both his creative and analytical sides with a
mix of arts and economics
education at university. This shaped his leadership style which
is focused on helping staff
grow inside the business. Meij, who started his career as a pizza
delivery driver in 1987, is a
calculated risk taker, regularly changing Domino’s business
model to stay ahead of the
market. “I have been in the business for 25 years and we are in
our third major change of
our business model,’’ he says. The latest revolution is the way
the company has embraced
online retailing and social media.
Page 2 of 3
11. Meij believes the only way a business can deal with challenges
is to work out ways of turning
a negative into a positive. For example, legislation on employee
conditions has forced up
Domino’s labour costs 100% over the next four or five years.
“But that means people are
getting better paid, which means the company is holding on to
its employees for longer”, he
says. The result: delivery times have reduced from 32 to
minutes to 24. Also, there are fewer
mistakes in store and staff members are more engaged.
Meij uses encouragement and training programs to engage and
motivate staff. “We
incentivise people through a range of systems to become better
pizza makers, better dough
makers, to become more skilled delivery drivers. There are
training classes and we time you
and you go through tests and you get different badges on your
shirt and so on.” Domino’s
staff respond to his nurturing leadership with loyalty. As a
reward every year Meij takes his
top team to Silicon Valley in the USA to view new technologies
that could be introduced into
the Domino’s business.
Meij emphasises the big picture and getting managers to focus
on the long term. “In some
cases, you have to be a benign dictator, because it’s in the
better interests of the group. It’s
a combination of being directive on top of co-operation and
bargaining and trading with
interested parties in the group, from boards to franchise owners,
to managers to leadership
team members to business partners outside the business. You
12. just have to go and sell your
new strategy.”
Meij says his managers are champions of change. But running
the team, he says, means
discussion, compromise and occasionally, admitting when you
were wrong. “It’s important to
allow discussion. When you’re dictating new policies, you still
have to have enough allies.
You can’t be the lone soldier”.
Worker unhappiness
The reality of life inside the Domino’s Pizza chain is not what
is portrayed to the general
public. Many workers are unhappy due to widespread
underpayment of wages, the
deliberate underpayment of penalties using a delivery scam and
the illegal sale of
sponsorships of workers. Not always paying staff their full
entitlements was found to be
standard practice across many stores. Hard-working staff made
few tips and often suffered
abuse and danger while delivering food to strangers. He said
affected workers were
reluctant to speak out for fear of retribution.
It took Domino’s store manager Josef Yap three years to get the
courage to inform head
office that his boss Del Santo, who was also one of its biggest
most powerful franchisees
and a member of Domino’s influential Franchisee Advisory
Committee, was exploiting
workers. Del Santo ran 10 stores on the outskirts of Sydney.
Yap was concerned when Del
Santo had told him to keep labour costs below 27 per cent of
13. sales by any means possible. It
meant that in a week of bad sales, Yap was told to manipulate
the store's payroll system
and lower the number of staff hours worked, and reduce their
pay accordingly, including his
own. Every week Yap would send Del Santo’s payroll reports
listing employees working less
than their actual hours.
Del Santo maintains he has fostered a "loving" relationship with
his staff. "I am not a dictator;
I just want my staff to be happy. They are not scared of me ...
they are very hardworking. I
love them and they love me”, he said. Del Santo admitted the
payroll figures didn't always
match the hours recorded on internal "sales reports", but blamed
his employees for the
discrepancies, claiming they often clocked in early or clocked
out late. He said sometimes
store managers deliver pizzas and this accounted for the pay-
slip differences.
Page 3 of 3
But not all of Del Santo’s staff agreed. Yap remembers working
long hours without a break in
suffocating heat, with no air conditioning working close to a
200-degree oven. "I had to bring
in a fan because it was so hot.” "I was so stressed all the time,"
he says. Yap said he worked
between 50 hours and 60 hours a week but that his pay slips
often showed he worked 35
hours as anything above 38 hours would attract penalties. This
14. had the effect of denying him
overtime payments for extra hours he worked. "I was told the
money would be made up
when we get a good day, but that didn't happen. I was very
nervous and afraid working in
the stores. If the sales weren't good I would be shouted at," he
says. "Once I was told I
'would be put in the oven' he was so mad," he said.
Workers, owed hundreds of thousands of dollars from Domino’s
Pizza, are still waiting to be
repaid almost two years after underpayment of staff was
discovered. Domino’s said many
instances of underpayment were just "simple
misunderstandings" but it had concerns that
some franchisees were “doing the wrong thing” which was
detrimental to the Domino’s
brand.
Franchisees
After claims of unlawful conduct by franchisees was made to
head office, Domino’s audited
its stores and terminated four franchisees for wage fraud. The
audit uncovered "a strong
likelihood of unlawful and fraudulent behaviour, driven by
greed", including manipulation of
worker shift hours by the franchisee, breach of payroll
conditions and practices, not paying
overtime, not paying the correct hourly rate, as Yap had
claimed, and workers breaching
their visa conditions. Domino’s said it has "zero tolerance" for
worker exploitation and will
take action against anyone caught deliberately underpaying
workers.
15. Why were some franchisees acting like this? As competition
intensified with other rival food
chains, a number of franchisees describe the head office system
as "dictatorial" with its
ongoing demands to make record profits. Franchisees reported
being very stressed losing
hundreds of thousands of dollars. They weren't making money
unless they were cutting
costs or being subsidised by head office. Franchisees were
being asked to pay more and
more ongoing fees, sell $5 pizzas and make them in increasingly
record times - all of which
put pressure on staff and franchisees.
Franchisees looked for different ways to cut costs such as
scrimping on core ingredients like
flour and reusing raw ingredients that fell off unbaked pizzas.
“You can only make 42 bases
out of a bag of flour but we were making upwards of 50 - they
were getting around 10
more pizzas out of each bag then they were supposed to," one
franchisee reported.
Another franchisee says running a Domino’s store almost cost
her health, relationships and
financial wellbeing. All employees were required to make the
food, including managers and
drivers. She worked at the store six days a week, clocking off at
3am some nights. "A lot of
people I've known have had mental breakdowns because there is
so much you have to do,
and so many restraints ...," she said. Another franchisee
admitted underpayment was
common among Domino’s franchisees. "I had my own
arrangement with the staff. Some
were students and I was paying their fees ... Sometimes I'd help
16. with their rent." he said.
Yap reported Del Santo to head office shortly after he quit his
job in April 2016. The long
hours, poor pay, and heat exhaustion finally got to him. He
never heard back from Domino’s
and never received back pay.
5 The Progressive Era
Paul Thompson/Archive Photos/Getty Images
Female garment workers in Cincinnati sell newspapers
to support their fellow workers in the International
Ladies’ Garment Workers’ Union, who are
striking in New York, circa 1910.
bar82063_05_c05_131-164.indd 131 1/9/15 9:32 AM
American Lives: Rose Rosenfeld Freedman
Pre-Test
1. The Progressives were members of an easily defined
movement that sought general
improvement of human welfare. T/F
2. One of the most significant Progressive uses of the
17. amendment process was the
movement’s work toward making alcohol illegal in the United
States. T/F
3. The suffrage movement to give women the right to vote
began and successfully ended
quickly after the Progressive era. T/F
4. President Theodore Roosevelt achieved successful reform of
the railroad industry with
the passage of the Hepburn Act in 1906. T/F
5. President Woodrow Wilson’s domestic policy was the New
Nationalism. T/F
Answers can be found at the end of the chapter.
Learning Objectives
By the end of this chapter, you should be able to:
• Understand the various motives of Progressive reformers.
• Explain the concept of efficiency and its relation to reform.
• Discuss the need for urban reform and the methods proposed
to solve the problems
of cities.
• Understand the role of women and middle-class professionals
in driving the
reform agenda.
• Discuss the participation of women, workers, and minorities in
Progressive reform.
• Consider the role of democracy during the Progressive era.
American Lives: Rose Rosenfeld Freedman
18. Late in the afternoon of Saturday, March 25, 1911, a fire started
on the 8th floor of a 10-story
building in the Greenwich Village area of New York. It quickly
spread to the 9th floor, where Rose
Rosenfeld Freedman and her coworkers at the Triangle
Shirtwaist Factory, which occupied the
building’s top three floors, were trapped by both flames and
locked doors (Ryan, 2006).
In rooms filled with cloth, scraps, and oiled machinery, they
found little means to escape. The ele-
vator did not reach the 9th floor, and the one accessible
stairway quickly became jammed with
panicked young women. To the horror of those watching from
the street, many women jumped
from the windows with their skirts on fire, hoping to reach the
safety of a fire department net or
perhaps preferring the impact to burning to death.
Freedman was one of the lucky few who made it to the crowded
staircase. Instead of trying to
fight her way down, she went up to the 10th floor, where the
factory managers worked, and then
out onto the roof. From there a fireman lifted her to the safety
of the building next door, and she
descended safely to the street (Martin, 2001). Many of her
coworkers were not as fortunate; the
fire claimed the lives of 146 people, including 23 men and 123
women.
Kheel Center, Cornell University
Rose Rosenfeld Freedman managed
to escape the devastating Triangle
Shirtwaist Factory fire in 1911.
19. bar82063_05_c05_131-164.indd 132 1/9/15 9:32 AM
Pre-Test
1. The Progressives were members of an easily defined
movement that sought general
improvement of human welfare. T/F
2. One of the most significant Progressive uses of the
amendment process was the
movement’s work toward making alcohol illegal in the United
States. T/F
3. The suffrage movement to give women the right to vote
began and successfully ended
quickly after the Progressive era. T/F
4. President Theodore Roosevelt achieved successful reform of
the railroad industry with
the passage of the Hepburn Act in 1906. T/F
5. President Woodrow Wilson’s domestic policy was the New
Nationalism. T/F
Answers can be found at the end of the chapter.
Learning Objectives
By the end of this chapter, you should be able to:
• Understand the various motives of Progressive reformers.
• Explain the concept of efficiency and its relation to reform.
• Discuss the need for urban reform and the methods proposed
20. to solve the problems
of cities.
• Understand the role of women and middle-class professionals
in driving the
reform agenda.
• Discuss the participation of women, workers, and minorities in
Progressive reform.
• Consider the role of democracy during the Progressive era.
American Lives: Rose Rosenfeld Freedman
Late in the afternoon of Saturday, March 25, 1911, a fire started
on the 8th floor of a 10-story
building in the Greenwich Village area of New York. It quickly
spread to the 9th floor, where Rose
Rosenfeld Freedman and her coworkers at the Triangle
Shirtwaist Factory, which occupied the
building’s top three floors, were trapped by both flames and
locked doors (Ryan, 2006).
In rooms filled with cloth, scraps, and oiled machinery, they
found little means to escape. The ele-
vator did not reach the 9th floor, and the one accessible
stairway quickly became jammed with
panicked young women. To the horror of those watching from
the street, many women jumped
from the windows with their skirts on fire, hoping to reach the
safety of a fire department net or
perhaps preferring the impact to burning to death.
Freedman was one of the lucky few who made it to the crowded
staircase. Instead of trying to
fight her way down, she went up to the 10th floor, where the
factory managers worked, and then
21. out onto the roof. From there a fireman lifted her to the safety
of the building next door, and she
descended safely to the street (Martin, 2001). Many of her
coworkers were not as fortunate; the
fire claimed the lives of 146 people, including 23 men and 123
women.
Kheel Center, Cornell University
Rose Rosenfeld Freedman managed
to escape the devastating Triangle
Shirtwaist Factory fire in 1911.
Rose Rosenfeld Freedman was born in 1893 in a small
town north of Vienna, Austria. Her father ran a successful
dried foods business and chose to bring the entire Rosen-
feld family to New York City in 1909. Representing larger
patterns of immigration, the Rosenfelds were drawn to
better opportunities in America. Although her family
was wealthier than most immigrants, as a teenager she
chose to work at the Triangle Shirtwaist Factory, where
she was given the high responsibility of attaching buttons
to the shirts. In choosing factory work, Freedman joined
countless other young women who worked in crowded
and dangerous industrial conditions.
The company’s 500 garment workers spent 8 to 12 hours
a day, 6 days a week, sewing ladies’ blouses, known as
shirtwaists. The rooms were small, with little ventilation,
and the managers often locked the workers inside to keep
them on task. The building had no sprinklers, and there
had never been a fire drill. Smoking was forbidden, but
a number of the men who worked in the factory were
known to light a cigar or pipe while on the job. Fire mar-
shals later speculated that a match or improperly extin-
guished cigar or cigarette started the blaze.
22. In the tragedy’s aftermath, an outraged public demanded
reform. Within a few years of the fire, New York adopted
strict worker safety protection laws that formed a model
for laws passed in numerous states. Freedman never returned to
factory work. She married,
had three children, and later worked for an insurance company,
but she never stopped speaking
out about the events of that fateful day. She refuted the
company’s denial that the doors had
been locked, and when company officials were later acquitted of
manslaughter, she decried the
meager $75 paid to the families of the deceased. For the
remainder of her life, she appeared at
labor rallies and told her story in hopes of avoiding another
workplace tragedy. She died at her
California home in 2001 at age 107 (Martin, 2001).
In demanding reform, Freedman joined a chorus of voices
seeking to curb the excesses and
inhumanity of the industrial system in the Progressive era. In
this period, lasting from the late
19th century through the end of World War I in 1918, workers,
immigrants, middle-class men
and women, and politicians sought answers to the many
problems rapid industrialization and
urbanization caused.
For further thought:
1. How did the Triangle Shirtwaist Factory fire help to spur the
call for reform in the
Progressive era?
2. Was Rose Rosenfeld Freedman a Progressive? What
characteristics does that term
23. envelop?
American Lives: Rose Rosenfeld Freedman
bar82063_05_c05_131-164.indd 133 1/9/15 9:32 AM
Section 5.1 Defining Progressivism
5.1 Defining Progressivism
The Triangle Shirtwaist Factory fire dramatically exposed the
early 20th century’s unsafe
working conditions, one of a growing number of significant
social problems motivating a new
generation of activists who struggled to improve the cities,
make politics more democratic,
and regulate the behavior of immigrants and the working class.
They sought to inspire new
levels of activism by organizing at the local, state, and national
levels to bring about social,
political, and economic change.
They were known as the Progressives because they sought to
change society, improve condi-
tions, and increase efficiency. They shared a belief in science
and social science, organization,
the ability of education to overcome personal barriers, and the
power of the government to
effect social change. In opposition to the Social Darwinists,
who believed some people and
races were naturally inferior, Progressives argued that education
and science could help indi-
viduals improve themselves and their society.
24. Who Were the Progressives?
Progressivism was not one single, easily defined movement.
Some have even suggested that it
encompassed so many ideas, goals, and causes that it is
impossible to define at all. Segments
of the movement often worked together out of different motives.
Progressive reformers might
narrowly come together to protest conditions found in a
shirtwaist factory or more broadly to
improve safety conditions in an entire industry.
Journalists writing for Collier’s and McClure’s maga-
zines and photographers such as Jacob Riis pro-
vided evidence for the Progressives and were as
driven as the reformers to expose corruption. Theo-
dore Roosevelt called them the muckrakers because
they were dredging up the worst muck and filth that
they could find in society. Some of these investiga-
tive journalists were personally committed to their
causes, and many of them took jobs in factories or
lived in slums to try to truly understand and empa-
thize with the struggling poor. They exposed these
issues to a middle class that was growing larger and
more politically powerful (Cooper, 1990).
One of the earliest investigative muckrakers was
Elizabeth Cochrane, who wrote under the name Nel-
lie Bly. Her earliest work exposed the horrid working
conditions young women faced in textile factories,
where they endured long workdays squinting to see
their work in poorly lit conditions.
One of Bly’s most sensational exposés appeared in
Joseph Pulitzer’s New York World in 1887. Bly faked
insanity to research and expose conditions inside
25. Everett Collection/SuperStock
Reformer Jacob Riis exposed the
conditions of the urban poor
and working class through his
photographs.
bar82063_05_c05_131-164.indd 134 1/9/15 9:32 AM
Section 5.1 Defining Progressivism
New York’s Bellevue Hospital, one of the most notorious insane
asylums in the United States.
She reported that the rat-infested facility practiced little in the
way of sanitation and tied sup-
posedly dangerous patients together with ropes. The newspaper
secured her release after
she spent 10 days in the asylum, and she published a lengthy
account of the experience. Public
outcry and a grand jury investigation led to increased state
funding and better care for the
mentally ill.
Although Progressives all shared the common theme of activism
that aimed to bring positive
change to society through science, technology, and increased
democracy, they had many dif-
ferent faces and interests. Industrial workers like Rose
Rosenfeld Freedman rallied to demand
safe working conditions and regulation of child labor. Working-
class and middle-class women
suffragists came together and marched in the street to get the
right to vote. Other Progres-
sives believed that the nation would be better off if alcoholic
26. beverages were illegal. In addi-
tion, there were the settlement house workers who tried to ease
the struggles of new immi-
grants in America (see Chapter 3).
Although the movement attracted individuals from all classes of
society, most Progressives
were middle class, especially professional men and women.
Although their causes were
diverse, common to all of them were an adherence and
commitment to ideals of democracy,
efficiency, regulation, and social justice (Diner, 1998).
The Progressive Movement
In one aspect of the movement, Progressives strove to examine
every aspect of life itself and
determine, often through new scientific principles, how to do
more work with less energy,
or how to make society run more effectively. For example,
careful study of municipal affairs
prompted Progressives to urge structural reforms in city
governments, such as replacing
elected mayors with professional city managers and instituting
local civil service commis-
sions. This was part of a broader trend in America supported by
a new bureaucratic-minded
middle class that was, for the most part, college educated
because of the expansion of higher
education in the 19th century.
This new middle class was urban and included professional men
and women who saw gov-
ernment as an ally in the struggle to improve life, and
bureaucratic administration as a path
to achieve it. They viewed themselves as experts in
implementing and overseeing a new sci-
27. entific style of administration. Middle-class Progressives
believed that scientific study could
provide the answer to most of society’s problems.
Struggles for Justice
At a time when few government welfare systems were in place,
those who were sick, injured,
or unable to work for any number of reasons often found
themselves destitute and home-
less. Progressives committed themselves to improving and
uplifting these unfortunate souls
through social justice channels. Many Progressives were
proponents of the Social Gospel
(see Chapter 3). They believed that they had a special
responsibility to improve society. By
coordinating technological and governmental initiatives,
Progressives believed that it was
possible to fundamentally improve the lives of the poorest
Americans through better educa-
tion and housing.
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Section 5.2 Urban and State-Level Reform
With this goal in mind, leaders adopted scientific terms and
applied them to “social experi-
ments” designed to achieve important results (Feffer, 1993).
Progressives collected “data,”
analyzed their findings in social or economic “laboratories,”
and used quantitative sta-
tistical analysis to predict trends and events (Recchiuti, 2007).
This approach had many
proponents—including the Rockefeller Foundation, which
28. donated millions of dollars to
urban activists who improved health conditions in cities;
churches that espoused the Social
Gospel and engaged in charity work directed toward those in
need; and politicians, who
used the tools of government.
In many ways social justice unified the diverse goals of all the
Progressives because, despite
their differences, they “shared a belief in society, a common
good, and social justice, and that
society could be changed into a better place” (Nugent, 2010).
These goals were also present
at the foundations of society, and reform was often initiated by
those who stood to benefit
from it most.
5.2 Urban and State-Level Reform
Progressive reform often began at the grassroots level when
various segments of society
expressed concern over one or more of the multiplying problems
emerging as the United
States became a modern, industrial nation. Local and regional
needs and concerns then
amplified toward state and national politics as reformers
grappled with similar issues across
the nation.
Historians have long associated three important developments
with Progressive reform:
industrialization, immigration, and urbanization. American
industries attracted millions of
immigrant workers but also forced such rapid growth in major
cities that basic services were
unable to keep pace. More than 16,000 souls crowded each
29. square mile in New York City in
1900, and the growth of the automobile industry tripled the
population of Detroit in under
10 years until its population approached a million in 1910 (U.S.
Census Bureau, 1998). Table
5.1 illustrates the growth of some of the largest cities, but
others not listed here experienced
significant changes as well.
Table 5.1: Urban growth in major U.S. cities, 1880–1920
City 1880 1900 1920
New York 1,772,962* 3,437,202 5,620,048
Philadelphia 847,170 1,293,697 1,823,779
Chicago 503,185 1,698,575 2,701,705
Detroit 116,342 285,704 993,678
* Includes Brooklyn, a separate city at the time.
Source: U.S. Census Bureau, 1998.
bar82063_05_c05_131-164.indd 136 1/9/15 9:32 AM
Section 5.2 Urban and State-Level Reform
Progressives and Civilizing the City
Although Progressives focused on multiple issues in many
venues across the country, much
of their effort concentrated on urban settings. There some
reformers focused on relieving
30. overcrowded tenement housing, integrating immigrants into
American society, and ensur-
ing adequate city services such as clean water and waste
disposal. Others were concerned
with making city government more efficient, creating green
spaces and parks, or waging cam-
paigns to eradicate vice. Urban crusaders came from multiple
segments of society, but women
were critical to the success of many Progressive reforms.
The settlement house movement that started in the Gilded Age
with the efforts of Jane Addams
and others (see Chapter 3) was expanded and professionalized
in the Progressive era. The
model established at Chicago’s Hull House in 1889 inspired
more than 400 similar homes by
the early 20th century. Addams (1909) wrote that we often
“forget how new the modern city
is,” and argued for the need to “step back and analyze it” (p. 5).
Offering settlement workers
room and board, the houses provided on-the-job training for
female Progressives. Most were
college-educated young women from middle-class families who
chose to dedicate their time
to reform.
The houses served as laboratories in which Progressives could
learn about urban problems
firsthand. In addition, they offered classrooms in which to teach
adult immigrants the English
language and domestic skills like home canning, preserving, and
proper housecleaning tech-
niques. They also provided a new form of early childhood
education—the kindergarten—
that offered early training in middle-class American values to
immigrant youth (Spain, 2001).
31. Some immigrants readily embraced the reformers’ efforts, but
others saw their attempts at
Americanization or improvement intrusive and at odds with
their traditional culture.
Settlement workers such as Addams embraced the cause of
social justice. They worked hard
to characterize urban poverty as a systemic problem and a
public issue that required institu-
tional reform, rather than the fault of the individual. Their
efforts evolved into the profession
of social work and helped establish a place for women’s work
outside the home (Spain, 2001).
Indeed, many came to see women settlement house workers as
fulfilling a public role that was
a natural extension of the domestic sphere and thereby a proper
part of their domain. They
were emblematic of the New Woman—college-educated,
independent career women who
pushed the limits of male-dominated society.
The needs of the urban community grew so large that
universities developed degree pro-
grams in social work. By the 1920s settlement house workers
were more like professional
social workers than reformers. Their profession remained
dominantly female and took on
new authority as they redefined a scientific basis for their work
(Davis, 1984).
Municipal Housekeeping and Moral Reform
Female settlement house workers joined with other women’s
organizations and their male
allies to take their newfound public role a step further and
criticize the corrupt political estab-
32. lishments operating in many urban areas. Collectively, they
argued that their experiences as
household managers and mothers made them uniquely qualified
as municipal housekeepers
bar82063_05_c05_131-164.indd 137 1/9/15 9:32 AM
Section 5.2 Urban and State-Level Reform
who could speak out publicly on issues of moral and physical
cleanliness in the cities as well
as in their own homes.
Some demanded food inspection, workplace safety, inspection
of urban housing, and improved
working conditions for women and children. Others established
pilot programs in education
and public health and then petitioned for government funding
and support for them. For
instance, the Women’s Health Protective Association of
Philadelphia engaged an engineer to
design a water delivery system to provide cleaner water and
then lobbied for passage of a city
bond to fund it. The Chicago Women’s Club organized and
initially financially supported the
nation’s first juvenile court (Jaycox, 2005).
Alcohol
Municipal housekeeping linked with the reform
agendas of other Progressives, including churches
that advocated the Social Gospel. Seeking to improve
society as well as the individual, these reformers
advocated social purity and attacked vice, especially
alcoholism. In addition to middle-class women and
33. Protestant clergy, the movement attracted nativ-
ists and racists, who argued that immigrants and
African Americans were more likely to drink and
engage in prostitution or other immoral behavior.
The antidrinking organizations that formed in the
late 19th century, including the Woman’s Christian
Temperance Union and the Anti-Saloon League,
did little to curb alcohol consumption. The amount
Americans drank rose dramatically after 1900, and
many attributed the increase to the moral depravity
of urban society and to the rising numbers of immi-
grants from eastern and southern Europe whose
cultures incorporated beer and liquor consumption.
Although most Progressive reformers worked within
established organizations and channels, the era’s most
colorful temperance (moderation) advocate, Carrie
Nation, did not. Taking up a hatchet, she smashed and
vandalized saloons across Kansas and surrounding
states and was jailed some 30 times. Her followers,
known as Home Defenders, expanded the campaign to
cities across the country, but more moderate reform-
ers condemned their efforts (Jaycox, 2005).
Prostitution
Prostitution was another target for Progressives aiming to clean
up the nation’s cities.
Prostitution was hardly new, but reformers believed it was
increasing rapidly, bringing
Everett Collection/SuperStock
Temperance reformer Carrie Nation
presented a formidable image, often
wielding both a hatchet and a Bible.
34. During the Progressive era, temperance
reform gained sufficient ground, and in
1918 the 18th Amendment outlawed
the production, transportation, and
sale of liquor.
bar82063_05_c05_131-164.indd 138 1/9/15 9:32 AM
Section 5.2 Urban and State-Level Reform
with it increased incidences of venereal disease, a taboo subject
in the era. Like the set-
tlement house workers, most Progressives argued that vice was
rooted in environmen-
tal causes, especially urban poverty, and they identified a link
between prostitution and
low wages for women workers. Many Progressive era studies
clearly showed that young
women could not survive on the wages they earned in any
industry and so turned to pros-
titution to earn more (Jaycox, 2005).
Despite understanding the cause of the problem, the reformers
did not agree on the solution.
The American Social Hygiene Association sought to educate the
public and warned men to
avoid prostitutes for the sake of their own health. The
association created posters for boys
and girls promoting character and sex education as a
preventative measure. Others feared
that unfaithful husbands would spread venereal disease to their
wives and thus launched
focused campaigns on the importance of remaining
monogamous. Without the ability to
35. address the underlying economic problem, however, concern
and action from various groups
did little to curb prostitution.
In 1909 muckraking journalist George Kibbe Turner ignited
national debate with an arti-
cle about organized prostitution in New York City. In
“Daughters of the Poor,” he declared
that rings in the city forced women into prostitution or “White
slavery.” As the sensational
reports continued, many Americans came to incorrectly believe
that all prostitutes were act-
ing against their will (Applegate, 2008). Public outcry forced
Congress to act. It passed the
Mann Act in 1910, making it a federal crime to transport across
state lines “any woman or girl
for the purpose of prostitution or debauchery, or for any other
immoral purpose” (Ditmore,
2011, p. 164).
Although this law was rooted in a desire to protect women,
some authorities misused it.
African American boxer Jack Johnson, who won the world
heavyweight championship in
1908 and held it until 1915, was twice arrested under the Mann
Act. In the first racially
charged case, Johnson was accused of taking a White woman,
Lucille Cameron, across state
lines for purposes of prostitution. Occurring at the height of Jim
Crow segregation, authori-
ties almost certainly used the law to lash out at Johnson for both
claiming the championship
title and for having a relationship across the color line.
Cameron refused to testify against
him, but when he was arrested again with another White woman,
he was convicted and
36. eventually served a year in prison.
Good Government
Municipal government occupied another segment of Progressive
reformers. Prompted by
fears of both rapid growth and the changing ethnic composition
of American cities, many
mostly middle-class activists sought to regulate city
government, reduce corruption, and
especially curb the influence of urban political bosses and their
immigrant allies. City govern-
ments were in charge of sanitation, utilities, and other services
vital to urban reform. Progres-
sives sought to put the cities in the hands of experts such as city
planners, city managers, and
others who could improve urban life and increase the efficiency
of government. Each city’s
reforms took different shapes, but all aimed to make city
government more democratic and
to increase efficiency.
bar82063_05_c05_131-164.indd 139 1/9/15 9:32 AM
Section 5.2 Urban and State-Level Reform
In Chicago, Jane Addams and other prominent Progressives
were elected to a league of con-
cerned citizens, a local nonprofit, nongovernmental
organization that favored municipal own-
ership of utilities and streetcar lines and conducted inspections
of industrial worksites (Davis,
1984). In Toledo, Ohio, Mayor Samuel “Golden Rule” Jones
spearheaded his own reform cam-
paign, establishing a civil service system for hiring city
37. workers. He also established parks
and public playgrounds and tried unsuccessfully to bring
utilities and public transit under the
city’s ownership (Jaycox, 2005). Reformers in other cities—
including Louisville, Kentucky;
Memphis, Tennessee; and Jersey City, New Jersey—had more
success in their campaigns for
public ownership of utilities. Nationally, one in three
municipalities eventually gained some
form of city-owned public services.
Other cities abandoned or altered the traditional mayoral style
of administration. Dayton,
Ohio, was one of the first to replace its mayor with a
professionally educated city manager.
This model was adopted fairly widely and included the election
of a commission that in turn
hired the city manager. After a massive hurricane in 1900 killed
hundreds in Galveston, Texas,
the inability of city officials to cope with relief efforts led
business leaders and reformers
there to adopt a nonpartisan commission to run the city. At least
500 cities adopted the com-
mission model, with 167 hiring a city manager in addition to
their commission by 1924 (Perry
& Smith, 2006).
In addition to municipal government reforms, some Progressives
took inspiration from the
European movement to improve cities by engaging in the city
beautiful movement, which
aimed to make the urban environment more attractive and to
enhance civic pride. Profes-
sional city planners emerged. Following their proposals, many
cities constructed elaborate
public libraries, union stations, concert halls, banks, and
38. monumental city halls, all designed
to enhance civic pride, advance public morals, and promote an
efficient hygienic city
(Spain, 2001).
In some cities such as Harrisburg, Pennsylvania, the city
beautiful movement mixed goals of
beautification with sanitation needs, focusing on street paving
and the construction of public
parks as well as cleaning up the Susquehanna River, which had
long been a dumping ground
for trash and raw sewage (Peterson, 2003).
State-Level Reform
Most states responded to pressures for reform by passing laws
aimed at increasing demo-
cratic participation, including the initiative and referendum,
which empowered voters to
initiate legislation or to overturn unpopular laws. Recall
legislation established a process
through which voters could replace ineffective elected officials.
Some states also sought to regulate commerce and control
business monopolies within their
borders. Ohio passed the Valentine Anti-Trust Act in an effort
to eliminate price fixing, prod-
uct limitation, and controlled sales. Protection for those injured
at work was another popular
Progressive era reform. Maryland enacted the nation’s first
workers’ compensation law, and
by 1920, 44 states adopted similar laws providing injured
workers with varying benefits to
cover wages and medical expenses (Goldin & Libecap, 1994).
bar82063_05_c05_131-164.indd 140 1/9/15 9:32 AM
39. Section 5.3 Progressive Politics and the Nation
Wisconsin was among states with the strongest Progressive
reform agendas. Republican
Robert M. La Follette embraced Progressivism at the beginning
of his long political career.
During his governorship (1901–1906), he adopted a scientific
approach to governance and
filled his cabinet and administration with experts, university
professors, and scientists to
study the state’s problems and help him make informed
decisions.
He also reformed railroad rates and taxes, established a
workers’ compensation system, and
passed conservation laws. He implemented the first direct
primary, allowing the state’s vot-
ers to choose the parties’ nominees for office, and he initiated
the first state income tax to
pay for new services. La Follette’s far-reaching Progressive
reforms gained him a national
reputation that earned him a seat in the U.S. Senate, which he
held from 1906 until 1925.
One of the governor’s supporters proclaimed, “With Roosevelt
for our national leader and
La Follette bearing our state banner, we of the ranks can fight
with courage for the victory of
right principle and honest government” (as cited in Thelen,
1976, p. 35).
Progressive reformers made government more responsible and
receptive to the needs
of citizens, and many saw a need to extend reform to
government and politics at the
40. national level.
5.3 Progressive Politics and the Nation
In the Progressive era, state-level reforms expanded democracy
for some Americans and
contracted it for others. New policies, including direct primaries
and initiative and refer-
endum systems, varied by locality but generally increased the
power of those who enjoyed
the franchise. In the South, however, African Americans found
their ability to cast a ballot
increasingly denied (see Chapter 3). Women made some gains at
the state and territorial
level but still struggled to win the universal right to vote.
At the national level, Progressive politics struggled to tackle
some of the era’s major prob-
lems, also with limited success. Progressives expressed concern
over the lack of government
regulation of the economy, the lack of democracy in the
electoral process, and the need to
regulate certain businesses and industries, such as meatpacking
and drug manufacturing.
Presidents serving in the Progressive era each had their own
legislative agenda and plan to
enact it. Theodore Roosevelt regularly sent special messages to
Congress and set staff in the
executive departments to drafting bills that expressed his
legislative goals. William Howard
Taft hoped to expand federal regulatory power but insisted on
controlling that power himself.
Woodrow Wilson, the only Democrat to hold the office in the
Progressive era, advocated an
expansive reform agenda (Harrison, 2004).
41. Theodore Roosevelt and Progressive Reform
Theodore Roosevelt became a strong advocate for a number of
Progressive reforms and chal-
lenged the power of large corporations. He used his personality
and charisma to win votes
and drum up support for his agenda, and he never shied away
from taking public credit for
bar82063_05_c05_131-164.indd 141 1/9/15 9:32 AM
Section 5.3 Progressive Politics and the Nation
popular reforms. After completing William McKinley’s second
term, he easily won election in
his own right in 1904. During the campaign, he promised a
Square Deal for everyone, which
included natural resource conservation and preservation and
regulation of the railroads and
food and drug industries. Through close cooperation with both
Republicans and Democrats,
he was able to enact much of his reform agenda.
Trust-Busting
When he came into office in 1901, Roosevelt inherited the
debate over business consolidation
and regulation. The growth of corporations that began in the
Gilded Age continued well into
the Progressive era and raised the ire of many Americans, who
decried their almost monopo-
listic control over multiple sectors of the economy.
Seeking to reign in business to at least some degree, even
dividing big businesses into catego-
42. ries of “good trusts” and “bad trusts,” Roosevelt supported the
Justice Department’s prosecu-
tion of several cases under the Sherman Antitrust Act, which
forbade raising prices through
restricting trade or the supply of a commodity. The Interstate
Commerce Commission also
regulated transport between two or more states, and both the
Sherman Act and the ICC
informed the prosecution of the cases.
Among the targets was the Northern Securities Company, a
massive consolidation of railroad
lines controlled by J. P. Morgan. The industrialist’s defense
team argued that as a holding com-
pany and not the primary railroad carrier, Northern Securities
was not subject to the ICC’s
governance, but a federal court found that the Northern
Sectaries Company was an illegal
monopoly and ordered it dissolved.
The U.S. Supreme Court upheld the widely publicized case in
1903, earning Roosevelt a
reputation as what became known as a trustbuster. Historians
have debated the accuracy
of that reputation, noting that McKinley actually appointed the
attorneys and federal offi-
cials involved and planned the antitrust prosecutions. The main
difference between the two
presidents was that Roosevelt publicized his involvement,
whereas McKinley remained more
circumspect.
Regulation of Industry
Roosevelt further enhanced his reputation as a reformer by
following the antitrust cases with
a move to regulate several industries. Railroad reform had its
43. roots in the 1887 Interstate
Commerce Act, which had created the ICC. Over the years, the
courts had limited the commis-
sion’s power, and Roosevelt wanted to reinstate it.
By pushing through the Hepburn Act in 1906, Roosevelt
enhanced the ICC’s ability to inspect
the financial records of any railroad company it chose. The act
also set a maximum rate the
railroads could charge. Roosevelt’s active role increased the
powers of the chief executive to
regulate business and control the economy. It also showcased
his ability to compromise and
work with members of the opposing party. Before the act’s final
passage, he agreed to a
Democratic-proposed amendment that would allow judicial
review of the ICC’s rate decisions
(Cooper, 1990).
Courtesy Everett Collection
Muckraking author Upton Sinclair’s
novel The Jungle (1906) sparked public
outrage over conditions in Chicago’s
meatpacking industry and led to
legislative reform.
bar82063_05_c05_131-164.indd 142 1/9/15 9:32 AM
Section 5.3 Progressive Politics and the Nation
Roosevelt also oversaw regulation of the nation’s
food and drug providers. Upton Sinclair’s novel
The Jungle (1906) brought nationwide attention to
44. the unsanitary conditions in Chicago’s meatpack-
ing industry. Graphically depicting industry prac-
tices, the book called into question the safety of the
nation’s meats. For example, Sinclair described a
conversation with a government inspector whose
job it was to inspect all hogs for deadly tubercu-
losis. Sinclair (1906) noted that while the inspec-
tor explained the “deadly nature of the ptomaines
which are found in tubercular pork” (p. 42), dozens
of carcasses passed by him on the conveyor belt
completely uninspected.
At first Roosevelt found the novel hard to believe,
but to be sure he ordered an investigation. He
discovered the reality was even worse. Roos-
evelt moved quickly; in 1906 Congress passed the
Meat Inspection Act (establishing more stringent
governmental oversight of this industry) and the
Pure Food and Drug Act (banning the sale and
transport of impure products).
The Conservation Movement
An avid outdoorsman, Roosevelt also became an important
advocate for the conservation
movement that sought to manage the use of America’s natural
resources and preserve them
for future generations. He held White House conferences that
brought business leaders and
academics together to discuss issues such as irrigation, grazing,
timberland, and waterway
management.
Roosevelt’s interest in the environment and the need for
conservation reform was influenced
by his friendship with naturalist John Muir. Born in Scotland,
Muir came to the United States
45. as a youth and studied botany at the University of Wisconsin
before becoming a widely read
essayist. He devoted most of his attention to preserving western
forest lands from timbering
and mining, and he formed the Sierra Club in 1892. Roosevelt
traveled with Muir in Califor-
nia, where the naturalist shared with him the wonders of the
Yosemite Valley and the great
Sequoia redwood forests. Taking his cue from Muir, Roosevelt
expanded the nation’s national
park system by establishing five important new parks: Crater
Lake in Oregon, Wind Cave in
South Dakota, Mesa Verde in Colorado, Sully’s Hill in North
Dakota (now a game preserve)
and Platt National Park in Oklahoma (now part of the
Chickasaw National Recreation Area).
Roosevelt also appointed his friend Gifford Pinchot, a
professionally trained forester, as
chief of the newly created U.S. Forest Service. Pinchot
recruited a force of forest rangers,
and under his leadership, the Forest Service tripled the nation’s
forest reserves to more
than 172 million acres.
popular reforms. After completing William McKinley’s second
term, he easily won election in
his own right in 1904. During the campaign, he promised a
Square Deal for everyone, which
included natural resource conservation and preservation and
regulation of the railroads and
food and drug industries. Through close cooperation with both
Republicans and Democrats,
he was able to enact much of his reform agenda.
Trust-Busting
46. When he came into office in 1901, Roosevelt inherited the
debate over business consolidation
and regulation. The growth of corporations that began in the
Gilded Age continued well into
the Progressive era and raised the ire of many Americans, who
decried their almost monopo-
listic control over multiple sectors of the economy.
Seeking to reign in business to at least some degree, even
dividing big businesses into catego-
ries of “good trusts” and “bad trusts,” Roosevelt supported the
Justice Department’s prosecu-
tion of several cases under the Sherman Antitrust Act, which
forbade raising prices through
restricting trade or the supply of a commodity. The Interstate
Commerce Commission also
regulated transport between two or more states, and both the
Sherman Act and the ICC
informed the prosecution of the cases.
Among the targets was the Northern Securities Company, a
massive consolidation of railroad
lines controlled by J. P. Morgan. The industrialist’s defense
team argued that as a holding com-
pany and not the primary railroad carrier, Northern Securities
was not subject to the ICC’s
governance, but a federal court found that the Northern
Sectaries Company was an illegal
monopoly and ordered it dissolved.
The U.S. Supreme Court upheld the widely publicized case in
1903, earning Roosevelt a
reputation as what became known as a trustbuster. Historians
have debated the accuracy
of that reputation, noting that McKinley actually appointed the
attorneys and federal offi-
47. cials involved and planned the antitrust prosecutions. The main
difference between the two
presidents was that Roosevelt publicized his involvement,
whereas McKinley remained more
circumspect.
Regulation of Industry
Roosevelt further enhanced his reputation as a reformer by
following the antitrust cases with
a move to regulate several industries. Railroad reform had its
roots in the 1887 Interstate
Commerce Act, which had created the ICC. Over the years, the
courts had limited the commis-
sion’s power, and Roosevelt wanted to reinstate it.
By pushing through the Hepburn Act in 1906, Roosevelt
enhanced the ICC’s ability to inspect
the financial records of any railroad company it chose. The act
also set a maximum rate the
railroads could charge. Roosevelt’s active role increased the
powers of the chief executive to
regulate business and control the economy. It also showcased
his ability to compromise and
work with members of the opposing party. Before the act’s final
passage, he agreed to a
Democratic-proposed amendment that would allow judicial
review of the ICC’s rate decisions
(Cooper, 1990).
Courtesy Everett Collection
Muckraking author Upton Sinclair’s
novel The Jungle (1906) sparked public
outrage over conditions in Chicago’s
meatpacking industry and led to
legislative reform.
48. bar82063_05_c05_131-164.indd 143 1/9/15 9:32 AM
Section 5.3 Progressive Politics and the Nation
Among Roosevelt’s legislative achievements in conservation are
the Newlands Act of 1902,
which initiated irrigation projects funded from public land
sales; the creation of an Inland
Waterways Commission to explore waterpower development and
water transportation;
and the National Conservation Commission, which established
long-range plans for natural
resource usage (Miller, 2013).
Taft’s Presidency
Roosevelt announced his intention not to seek reelection in
1908, a decision he later regret-
ted. Instead, he supported his secretary of war, William Howard
Taft, to succeed him. With
Roosevelt’s endorsement, Taft won easily, but he failed to
continue the former president’s
agenda. Roosevelt was soon deeply disappointed in his
handpicked successor.
Many of Taft’s policies ran counter to the usual Republican
agenda. For example, he lowered
the McKinley tariff that many industrialists supported and
showed disinterest in continu-
ing Roosevelt’s conservation agenda. Taft approved
the transfer of a million acres of protected national
park service land to private industry. In 1910 he
again earned Roosevelt’s anger when he fired Chief
Forester Gifford Pinchot over disputed coal claims
50. Rockefeller’s Standard Oil Company,
which was considered a monopoly.
bar82063_05_c05_131-164.indd 144 1/9/15 9:32 AM
Section 5.3 Progressive Politics and the Nation
regulation of corporations and natural resources, and support for
the social legislation being
championed by social workers and other Progressives. The
enthusiasm with which many
Americans greeted the tour helped convince Roosevelt to
challenge Taft for the Republican
nomination in 1912.
Roosevelt at first believed he could easily secure his party’s
nomination, but the geographic
odds were not in his favor. Although Republican candidates had
little chance of winning elec-
toral votes in the solidly Democratic South, that region
controlled fully a quarter of the nomi-
nating delegates, and these stood firmly in Taft’s column. A
divide between the Progressive
and conservative delegates followed, creating a schism that
threw the nomination to Taft.
Failing in his effort to secure the Republican nomination,
Roosevelt ran as a third-party candi-
date for the newly created Progressive Party. It was nicknamed
the Bull Moose Party because
Roosevelt reportedly told a reporter upon its founding that he
felt as fit as a bull moose (Gable,
1978). In a four-way race for president, Taft and Roosevelt split
the Republican vote and paved
51. the way for the election of the Democratic contender, Woodrow
Wilson. Socialist Eugene V.
Debs, who represented the most radical reformers, won no
electoral votes but did gain more
popular votes than any Socialist Party candidate in U.S. history
(see Table 5.2).
The election demonstrated the nation’s continuing commitment
to Progressivism, since both
Wilson and Roosevelt campaigned on reform platforms.
Together, Wilson, the Progressive
Democratic governor of New Jersey, and Roosevelt, the head of
the new Progressive Party,
accounted for almost 70% of the popular vote.
Table 5.2: Election of 1912
Candidate Electors Popular vote (%)
Woodrow Wilson (D) 435 41.8%
William Howard Taft (R) 8 23.2%
Theodore Roosevelt (P) 88 27.4%
Eugene V. Debs (S) 0 6%
Woodrow Wilson and New Freedom
Wilson and Roosevelt were contemporaries just 2 years apart in
age, yet despite this fact and
their shared Progressive leanings, they were polar opposites in
many of their political views.
Though they each believed that the president should have vastly
expanded powers, they put
this belief into practice very differently.
52. In contrast to Roosevelt’s New Nationalism, Wilson campaigned
on what he called his
New Freedom platform. He used poetic phrases and called for
all Democrats to “organize the
forces of liberty in our time in order to make conquest of a new
freedom in America” (as cited
in Cooper, 1990, p. 182). The main components of the New
Freedom agenda focused on the
national level and included tariff reform, banking reform, and
antitrust laws.
Wilson believed that a lower tariff would weaken the power of
large trusts in the United States
by allowing more competition from imported goods. The
Underwood–Simmons Tariff,
also known as the Revenue Act of 1913, lowered basic tariff
rates from 40% to 25% and
bar82063_05_c05_131-164.indd 145 1/9/15 9:32 AM
Section 5.3 Progressive Politics and the Nation
reinstated a graduated federal income tax at the rate of 5%.
Unlike earlier income taxes,
which had been declared unconstitutional, the recently ratified
16th Amendment protected
the tax under the Revenue Act.
Wilson also hoped to eliminate the possibility of future bank
failures. His plan was to create
a Federal Reserve System of 12 regional banks. The banks were
not for the public; instead,
they were “bankers’ banks” that set the nation’s interest and
currency rates. This became law
53. with the passage of the Federal Reserve Act of 1913, and it is
considered one of Wilson’s most
important domestic achievements. With the law’s passage,
Congress required all nationally
chartered banks to become members of the Federal Reserve
System. Under the system, Fed-
eral Reserve Notes (dollars) became the nation’s unifying and
only currency.
A third key area of Wilson’s New Freedom was strengthening
antitrust law, as outlined in
his message to Congress in January 1914. Wilson felt strongly
that government needed to
intervene in the nation’s economy to prevent abuses by large
corporations (Cooper, 1983).
He outlined two goals: an antitrust statute and a new regulatory
agency to enforce the law.
The first was the Clayton Antitrust Act of 1914, which passed
rather easily. It strengthened
the Sherman Antitrust Act by eliminating price discrimination,
making the acquisition of stock
in competing companies to control markets illegal, and
restricting mergers of large compa-
nies with more than $1 million in capital. It remains today the
nation’s basic law against the
formation of large trusts. However, some have criticized the
Clayton Act because corporate
lawyers have been able to find ways around its central
provisions.
The second part of Wilson’s plan was a regulatory agency called
the Federal Trade Commis-
sion (FTC), which further expanded the power of the federal
government. This body heard
complaints about trusts and scheduled hearings on unfair
54. practices. Empowered to investi-
gate and prohibit unfair business practices, it aimed to reduce
monopolies and activities such
as price fixing. Businesses generally supported both the FTC
and the Federal Reserve because
they leveled the playing field in the economic marketplace and
avoided other, more radical,
measures for reigning in out-of-control economic practices.
New Freedom for Whom?
Although Wilson expressed concern for social justice, this was
one area of his presidency that
was much less successful. His programs emphasized the needs
of small businesses but did
little to address the reform interests of women, workers, or even
many middle-class profes-
sionals. Social justice concerns had been more readily addressed
in Roosevelt’s Progressive
Party platform than in the policies of the sitting president.
Although he ultimately supported
woman suffrage, initially Wilson disappointed women’s
activists. Likewise, few of his first-
term policies dealt with the persisting problems of the working
class.
African Americans fared even worse—they remained
disfranchised in the South, and the
president paid little attention to the startling violence of
lynchings and race riots (Cooper,
2009). Perhaps revealing sensibilities tied to his Virginia roots,
Wilson ordered racial separa-
tion in government offices, even those that had been integrated
since the Reconstruction era.
bar82063_05_c05_131-164.indd 146 1/9/15 9:32 AM
55. Section 5.3 Progressive Politics and the Nation
More universally, Wilson preferred a segregated society,
advising African Americans not to
apply to elite universities but to enroll at African American
colleges instead. So it was a New
Freedom for some, but for many others, the Wilson years
represented a status quo in society
that many reformers fought valiantly against.
Constitutional Amendments
During the Progressive era the push to bring change at the
national level resulted in changes
to the U.S. Constitution. Although multiple amendments were
proposed, including one ban-
ning alcohol production and consumption and
another supporting woman suffrage, the states rati-
fied only two major amendments before the entry
of the United States into World War I in 1917.
The 16th Amendment, ratified in 1913 just before
Wilson took office, provided the ability for the fed-
eral government to collect an income tax from all
workers. Support for the income tax came from
Progressive reformers who approved of its ability
to raise revenue for future reforms. It also came
from imperialists, including Theodore Roosevelt,
who hoped to use the funds raised to enhance U.S.
military capabilities. Earlier attempts to secure
an income tax faced repeal, but this amendment
ensured the endurance, for example, of the 5%
graduated income tax imposed under the Revenue
Act of 1913.
56. The 17th Amendment, ratified in April 1913, pro-
vided for the direct election of U.S. senators by
the American voters. Previously, they had been
appointed by state legislatures. This amendment
gained wide support from those who saw the Pro-
gressive era as an important opportunity to increase
democracy in America. Direct election of senators
placed the election of all national legislators in the
hands of the American electorate.
Global Exchange of Progressive Ideas
Progressivism touched almost every segment of American
society, but the United States was
not unique in its quest for reform. The social concerns and
problems rapid urbanization and
industrialization raised affected other areas of the world as
well, and a global exchange of
Progressive ideas took shape in the early 20th century. Critical
thinkers and reformers in
China, Europe, and other places were influenced by the writings
of philosophers such as
Courtesy Everett Collection
Progressives and imperialists alike
supported the 16th Amendment’s
provision for the collection of federal
income tax. This form, the 1040, was
used in 1913, the first year a federal
income tax was levied, to tax income
from March through December of
that year.
bar82063_05_c05_131-164.indd 147 1/9/15 9:32 AM
57. Section 5.4 Society in the New Century
Edward Bellamy and Henry George (see Chapter 3). Many
European nations more readily
embraced their socialistic ideas by enacting minimum wage
laws, unemployment insurance,
old-age pensions, and other welfare reforms decades before the
United States (Dawley, 2003).
In fact, some U.S. Progressives looked to the social legislation
enacted in Europe as a model
for change in America.
Americans arguing in favor of woman suffrage, wage and
working standards, and temper-
ance joined international coalitions of reformers. Many of the
shared ideas came from the
left, a political viewpoint that blamed many of society’s
inequalities and problems on the rise
of the capitalist system. Although many Progressives did not
blame capitalism for all social
problems, they often borrowed solutions from socialism as
needed. Movements for munici-
pal ownership of utilities, social legislation, and wealth
redistribution mingled with those for
private ownership but also public regulation of business
(Dawley, 2003).
As war loomed in 1914, however, many of the Progressive
reforms took a backseat to military
preparation. Following World War I, global philosophies and
entities advocating socialism
were viewed in a very different light.
5.4 Society in the New Century
58. At the turn of the 20th century, America was rapidly becoming a
dominant industrial power,
attracting millions seeking work and opportunity. However,
significant problems lurked
under the surface, most notably poor industrial working
conditions, racism, gender inequal-
ity, and a growing tide of anti-immigrant sentiment. Women,
workers, and African Americans
fought for rights that would allow them to access political and
social channels that might
improve their situation.
The Campaign for Woman Suffrage
During the Progressive era, women gained ground in the
workplace and in professions such
as social work, but they still could not exercise the right to vote
in most states. Gradually over
the first two decades of the 20th century, the woman suffrage
movement gained momentum.
Much of this was due to the grassroots organization skills of
Carrie Chapman Catt. In 1900
she became the president of the National American Woman
Suffrage Association, which had
been founded by Susan B. Anthony in 1890, and devised what
she called her “winning plan.”
The idea was to focus on winning the right to vote by promoting
the issue at the state level.
This way she could tailor her message more directly to the
people. For example, there was
much more tolerance for gender equality in the western states,
in part because the hardships
of life on the frontier required a greater partnership between
men and women than was the
case elsewhere. Therefore, the suffrage message to the western
59. women was different than
that conveyed to those in the South, who supported more
traditional gender roles. By 1914
Catt’s plan was returning important victories; 10 western states
allowed women to vote in
state elections.
bar82063_05_c05_131-164.indd 148 1/9/15 9:32 AM
Section 5.4 Society in the New Century
Women and Children in the Workplace
At the turn of the 20th century, while some American women
filled increasingly public roles
as settlement house workers, social workers, Progressive
reformers, and suffrage activists,
others faced a very different reality. Various cultural norms
dictated a woman’s limitations
and opportunities, such as where she could work, learn, and go
for entertainment.
The typical life path for a middle-class or upper class White
woman was marriage and fam-
ily, where her responsibility was tending to a home and caring
for the needs of her children
and spouse. In the Progressive era this began to change as more
unmarried middle-class
women—not just the poor, immigrants, and non-Whites—
entered the labor force, at least for
a short period before marriage (Ryan, 2006). There were few
professions for middle-class
women other than teacher, nurse, or social worker, though.
Clerical work was another option for women. The introduction
60. of the typewriter created the
new position of typist, and this profession soon became
gendered, or redefined as women’s
work. Men slowly lost interest in clerical jobs, and as women
filled them, employers began
paying less money for the same work.
At the beginning of this transformation, middle-class, high
school–educated, native-born
White women were the ones who took advantage of these
opportunities. Business schools
began to emerge that taught women specific skills such as
stenography, bookkeeping, and
typewriting. In 1870 women accounted for just 3% of clerical
workers; in 1890 this increased
to 17%. By World War I, clerical work was almost completely
feminized and by 1930 was
dominated by working-class women (Davies, 1982).
The economic situations of African American, working-class,
and immigrant families often
demanded that married women, and even children, work outside
the home. Many found jobs
in tailors’ sweatshops, which were often dimly lit and
unregulated workplaces, and in laun-
dries, shoe factories, or other industrial shops. Rose Rosenfeld
Freedman’s experience at the
Triangle Shirtwaist Factory was common. Many similar
employers preferred to hire teenag-
ers or even younger children, who earned from pennies to 75
cents a day—much less than
adult workers, who earned $1.50 to $2 a day (Perry & Smith,
2006). Others took sewing or
other work into their homes, where they were generally paid by
the piece completed rather
than an hourly wage.
61. Progressive reformers, especially those engaged in settlement
house work, took up the cause
of women and children industrial workers. In 1903 Jane Addams
joined with labor organizers
from the American Federation of Labor to form the Women’s
Trade Union League, which
sought to organize women’s unions and restrict child labor. The
league led a series of unions
in a general strike in 1909. During what was known as the
Uprising of the 20,000, New York’s
female garment workers walked off the job demanding higher
wages and safer conditions
(Bender & Greenwald, 2003). Although the women at the
Triangle Shirtwaist Factory were
among the strikers and benefited from a wage increase and
shortened workweek, the strike
did little to improve working conditions, as evidenced by the
1911 fire.
Reformers were more successful in regulating child labor. As
many as 1 in 6 children between
ages 10 and 15 worked during the Progressive era, most of them
because their families needed
the income they could generate. In southern states the children
of poor White and African
bar82063_05_c05_131-164.indd 149 1/9/15 9:32 AM
Section 5.4 Society in the New Century
American families picked cotton, while other White children
worked alongside their parents
in textile mills. In the Northeast, children of immigrant families
62. labored in sweatshops and
factories, and many assembled hats or shoes as piecework from
their homes. Children expe-
rienced the same dangerous conditions as adults and also missed
out on education (Perry &
Smith, 2006).
A group of reformers and politicians
responded to this growing phenom-
enon by forming the National Child
Labor Committee in 1904. Engaging in
a national public relations campaign,
members joined forces with other
reformers to encourage the federal gov-
ernment to create a children’s bureau
within the Department of Labor. Con-
gress passed child labor protection
with the 1916 Keating–Owen Act,
which established national standards
of protection for child workers and
prohibited those under 14 from work-
ing in most industries. It also outlawed
employment of those under 16 in mines
or quarries.
Congress also allocated $150,000 for
the bill’s enforcement, hiring settle-
ment house worker Grace Abbott to
direct a new Child Labor Division within the Department of
Labor (Frankel & Dye, 1991).
Although the law covered only certain segments of the youth
workforce, the movement for
child protection spread. Unfortunately, the Supreme Court
declared the law unconstitutional
less than 2 years after its enactment, forcing advocates to
continue fighting for fair labor stan-
63. dards for children in many industries through state channels. By
1920 most states had passed
laws limiting children’s employment and making school
attendance compulsory up to age 14.
Margaret Sanger and Family Planning
Another reformer, Margaret Sanger, championed family
planning after spending time work-
ing as a nurse among working-class families. There she
witnessed the aftermath of botched
back-alley abortions that desperate women sought because they
lacked effective contracep-
tives. In the early 20th century, before many of the advances of
modern medicine, pregnancy
and childbirth were still dangerous health conditions and could
often result in death.
Married women were expected to fulfill their husbands’ sexual
needs, and marital rape was
not considered a crime. As one of 11 children born to an Irish
American working-class family,
Sanger witnessed firsthand the strains of motherhood on
women. When she was just 19, her
own mother, weakened from 11 live births and 7 miscarriages,
died of tuberculosis at age 50.
Economics also figured into demands for family planning. The
increased number of women in
the workforce made birth control a central issue for Sanger and
other reformers. Sanger, who
The Museum of the City of New York/Art Resource, NY
Muckraking journalist Jacob Riis captured this
photo of a 12-year-old boy working in a New York
City sweatshop. The Keating–Owen Act barred
64. children under 14 from such work.
bar82063_05_c05_131-164.indd 150 1/9/15 9:32 AM
Section 5.4 Society in the New Century
coined the term birth control, argued that controlling the
number of children born to work-
ing-class mothers could improve the quality of their lives. It
would also give all women, includ-
ing working-class women, more control over their bodies. More
importantly, Sanger sought to
provide women with access to basic information about how their
bodies worked so they
might better understand the female cycle and be able to more
carefully control their
family growth.
The desire to reduce family size was
common, and men and women had
practiced methods of birth control
throughout history. Condoms were
available early in the 19th century,
and methods such as coitus interrup-
tus were commonly practiced to limit
family size. Sanger’s advocacy of arti-
ficial means such as douches and rub-
ber diaphragms to prevent pregnancy,
however, was radical and illegal.
Federal law prohibited the mailing of
contraceptive devices or even informa-
tion about contraception. The U.S. Post
Office confiscated copies of Sanger’s
65. journal, The Woman Rebel, and charged
her with obscenity, forcing her to tem-
porarily flee the country. The movement gained popularity in
her absence, though, and in
1916 she returned to New York and opened the nation’s first
birth control clinic. She was
promptly arrested, gaining national notoriety for herself and
additional support for the move-
ment (Baker, 2011).
Race and the Challenges of Reform
Women were not the only Americans struggling for rights in the
Progressive era. African
Americans’ hopes for full equality and civil rights, kindled
during Reconstruction, had dissi-
pated by the end of the 19th century. In both the North and the
South, race relations continued
to deteriorate. With the onset of Jim Crow laws across the South
(see Chapter 3), the steady
migration of African Americans to the northern states
accelerated. The result was greater dis-
crimination in public accommodations and segregated schools in
northern communities with
growing African American populations. For the majority of
African Americans who remained
in the South, meanwhile, segregation laws tightened, and by
1910 very few African American
southerners were able to vote. All African American elected
officials were voted out of office.
The Republican Party, once seen as the champion of African
American civil rights, largely
demurred on race issues. Hoping to continue courting the
African American vote for the
Republican Party, in 1901 Roosevelt invited African American
66. leader Booker T. Washing-
ton to dine at the White House, an act condemned by White
southerners. Facing election in
1904, though, he made no effort to condemn the
disfranchisement of African Americans and
remained silent following a race riot that rocked Atlanta in
1906. In his public statements,
Culver Pictures/The Art Archive at Art Resource, NY
Margaret Sanger (1879–1966) controversially
advocated birth control during the Progressive era.
bar82063_05_c05_131-164.indd 151 1/9/15 9:32 AM
Section 5.4 Society in the New Century
American Experience: The Birth of a Nation
D. W. Griffith’s 1915 silent film The Birth of a
Nation, widely recognized as a cinematic mas-
terpiece, is also one of the most controversial
films of all time. Based on Thomas Dixon’s
novel The Clansman (1905), it tells the story
of the Civil War and Reconstruction through
family drama and sweeping scenes depicting
battles and the eventual triumph of the White
South, represented by the Ku Klux Klan (KKK).
Griffith spent more than $100,000 to make
the 3-hour film, which featured complex edits,
jump cuts, pans, and zooms. It was the first
American blockbuster, the first film screened
at the White House and before the Supreme
Court, and the first moviegoing experience for
67. millions of Americans (Stokes, 2007).
The plot follows the lives and relationships of
two families, the northern Stonemans and the
southern Camerons, through the Civil War and
Reconstruction periods. The film’s controversy,
then and since, lies in its depiction of African
Americans, played by White actors in black-
face, as alternatively ignorant, violent, and
sexually aggressive toward White women. In
contrast, the founding of the KKK appears as a
heroic event, saving both White women and the
South from race mixing and being overtaken
by African Americans. Although offensive to
21st-century viewers, the film ref lects the state
of race relations in the United States at the time
and shows the immense barriers to equality
African Americans faced daily.
When it first premiered, there were quite different reviews of
the film from White and
African American audiences. The Crisis, edited by W. E. B. Du
Bois, declared:
The Birth of a Nation is not history; it is travesty. It is not
realism; it is an
abomination. . . . Some of us have wondered that Negroes of
New York and
other cities have been patient enough to permit this vile
spectacle to be
presented day to day without being roused to some act of
violence. (Opinions,
1916, p. 175)
White reviewers reacted differently. The Moving Picture World
reported, “The drama crit-
68. ics of all of the New York newspapers attended the premiere,
and in almost every instance
the picture was reported at length and in glowing terms” (as
cited in Stokes, 2007, p. 117).
Roosevelt blamed lynching on African American rapists and
argued “race purity must be
maintained” (as cited in Klarman, 2004, p. 66).
Buyenlarge/SuperStock
The Birth of a Nation, a major motion picture
from 1915, sparked a modern revival of the
Ku Klux Klan in the United States. Although
the NAACP managed to ban its showing in
a few cities, it was widely acclaimed as an
accurate historical portrayal of the Civil War
and Reconstruction.
(continued)
bar82063_05_c05_131-164.indd 152 1/9/15 9:32 AM
Section 5.4 Society in the New Century
For further reading, see:
Staiger, J. (1992). Interpreting films: Studies in the historical
reception of American cinema. Princeton, NJ: Princeton
University Press.
Stokes, M. (2007). D. W. Griffith’s The birth of a nation: A
history of “the most controversial motion picture of all time.”
New York: Oxford University Press.
69. American Experience: The Birth of a Nation (continued)
African American Leadership and the Problem of the Color Line
Although some Progressive reforms, such as child labor laws
and workers’ compensation,
extended to African Americans, their unique concerns drew
little attention from most of the
reform community. Southern Progressives actually promoted
segregation as a way to reduce
racial violence and social unrest in that region.
Instead of relying on White reformers, African Americans
developed their own leadership
and institutions. African American intellectual W. E. B. Du
Bois predicted correctly that one of
the central problems of the 20th century would be how African
American and White Ameri-
cans could live together in a just and equal society. He called it
“the problem of the color line”
(Du Bois & Lewis, 1995, p. 11). Three distinct African
American leaders offered their own
solutions to the so-called American race problem, as summed up
in Table 5.3.
Booker T. Washington
Studying African American leadership styles, histo-
rian Shelby Steele (2008) has suggested two major
types of African American leaders: bargainers and
challengers. Booker T. Washington, a former slave
who used education to create a better life and
escape poverty, publicly articulated the bargaining,
or conciliatory, approach. In 1881 he established
the Tuskegee Institute in Alabama, a vocational
school for African American boys. Washington bar-
gained for time and opportunity for African Ameri-
cans to advance through hard work and vocational
70. education.
Gaining national attention for his 1895 Atlanta
Compromise speech, in which he encouraged Afri-
can Americans to work hard but not to agitate for
immediate equality, and for his autobiography, Up
From Slavery (1900), Washington became one of
the most important civil rights leaders of his day. He
advocated career paths for African Americans in the
agricultural and industrial trades while at the same
Underwood Photo Archives/SuperStock
Booker T. Washington urged African
Americans to work hard and aspire to
middle-class status.
bar82063_05_c05_131-164.indd 153 1/9/15 9:32 AM
Section 5.4 Society in the New Century
urging African Americans to adopt White, middle-class
behavioral standards as a means to
overcome racism.
His measured and unthreatening philosophy gained support from
many prominent Whites,
including Presidents Roosevelt and Taft. Andrew Carnegie also
supported Washington and
partly funded his mission to bring education to southern African
Americans (Smock, 2009).
Reaction from the African American community was more
mixed, with some African Ameri-
can leaders viewing his position as too accommodating to White
71. interests.
W. E. B. Du Bois
African American scholar W. E. B. Du Bois publicly
opposed Washington’s conciliatory agenda and
advocated a more radical approach to race issues.
Born free in the North, he was the first African
American to earn a PhD from Harvard University. In
1903 he published The Souls of Black Folk, in which
he openly criticized Washington’s wait-and-see
attitude.
Instead, Du Bois believed the so-called Talented
Tenth within African American society should
demand classical university education and aspire to
the highest professions. His philosophy was to fight
for civil rights and not simply hope that a benevo-
lent White society would welcome African Ameri-
cans into their social circles. In 1909 Du Bois lent
his support to an integrated organization called the
National Association for the Advancement of
Colored People (NAACP) and became the longtime
editor of its journal, the Crisis (Fairclough, 2002).
The NAACP remains the longest lived national orga-
nization fighting for racial equality and civil rights
in the United States.
Marcus Garvey
Du Bois also debated the proper path for African American
leadership with Jamaican-born
activist Marcus Garvey. Educated in the Caribbean and London,
Garvey came to the United
States in 1916 to establish a chapter of the Universal Negro
Improvement Association.
This fraternal organization advocated African American
business and educational opportu-
72. nities and grew into a Black Nationalist movement, which
promoted a racial definition of
national identity.
Garvey urged African Americans to seek kinship with African
people around the world. He
argued that people of African descent must put aside their
cultural or ethnic differences and
unite for racial advancement. They should support African
American–owned businesses and
Underwood Photo Archives/SuperStock
Marcus Garvey was a Jamaican activist
who supported Black Nationalism and
advocated race pride.
Underwood Photo Archives/SuperStock
W. E. B. Du Bois argued that the so-called
Talented Tenth of African Americans
should lead the struggle for civil rights.
bar82063_05_c05_131-164.indd 154 1/9/15 9:32 AM
Section 5.4 Society in the New Century
join together for the economic advancement of all
African Americans. To that end, Garvey founded his
own international shipping and transport company,
named the Black Star Line to contrast with the Brit-
ish White Star Line.
Garvey even suggested that African Americans
73. should consider leaving the United States or sepa-
rating themselves from the White community. Well
into the 1920s Garvey’s radical message of racial
uplift appealed to many across the country, espe-
cially when he proclaimed, “God and Nature first
made us what we are, and then out of our own cre-
ative genius we make ourselves what we want to
be” (as cited in Hill & Blair, 1987, p. 6).
Marcus Garvey societies formed across the United
States, the Caribbean, Central America, and even
Africa. Seeking the empowerment and uplift of men
and women of African descent, the groups persist
even today in many communities. Fearing disrup-
tion to his own agenda for African American civil
rights, Du Bois called Garvey “without doubt, the
most dangerous enemy of the Negro race in Amer-
ica” and warned “he is either a lunatic or traitor” (as
cited in Shawki, 2006, p. 102).
Table 5.3:
Solution
s to the “Race Problem”
Proposed solutions
Leader Education Economics Civil rights
Booker T.
74. Washington
Pursue manual skills
training and vocational
education.
Work hard, emulate
the White middle class,
and eventually gain
acceptance.
Take a slow, measured
path and make no
demands.
W. E. B. Du Bois The Talented Tenth should
lead through university
education.
Pursue middle-class
professions such as doc-
tor, lawyer, and university
professor.
Demand recognition
75. of civil rights and the
removal of Jim Crow and
other barriers.
Marcus Garvey Pursue either vocational
training or a university
education.
Support African American–
owned businesses; have
no expectation for biracial
cooperation.
Demand recognition of
civil rights, but be pre-
pared to leave the United
States to find equality.
Immigrants, Workers, and the Progressives
By the turn of the 20th century, industrialization had
fundamentally altered American life.
In 1900 at least 56% of the nation’s labor force worked in
industrial occupations, and only
urging African Americans to adopt White, middle-class
76. behavioral standards as a means to
overcome racism.
His measured and unthreatening philosophy gained support from
many prominent Whites,
including Presidents Roosevelt and Taft. Andrew Carnegie also
supported Washington and
partly funded his mission to bring education to southern African
Americans (Smock, 2009).
Reaction from the African American community was more
mixed, with some African Ameri-
can leaders viewing his position as too accommodating to White
interests.
W. E. B. Du Bois
African American scholar W. E. B. Du Bois publicly
opposed Washington’s conciliatory agenda and
advocated a more radical approach to race issues.
Born free in the North, he was the first African
American to earn a PhD from Harvard University. In
1903 he published The Souls of Black Folk, in which
he openly criticized Washington’s wait-and-see
attitude.
Instead, Du Bois believed the so-called Talented
77. Tenth within African American society should
demand classical university education and aspire to
the highest professions. His philosophy was to fight
for civil rights and not simply hope that a benevo-
lent White society would welcome African Ameri-
cans into their social circles. In 1909 Du Bois lent
his support to an integrated organization called the
National Association for the Advancement of
Colored People (NAACP) and became the longtime
editor of its journal, the Crisis (Fairclough, 2002).
The NAACP remains the longest lived national orga-
nization fighting for racial equality and civil rights
in the United States.
Marcus Garvey
Du Bois also debated the proper path for African American
leadership with Jamaican-born
activist Marcus Garvey. Educated in the Caribbean and London,
Garvey came to the United
States in 1916 to establish a chapter of the Universal Negro
Improvement Association.
This fraternal organization advocated African American
business and educational opportu-
nities and grew into a Black Nationalist movement, which
promoted a racial definition of
78. national identity.
Garvey urged African Americans to seek kinship with African
people around the world. He
argued that people of African descent must put aside their
cultural or ethnic differences and
unite for racial advancement. They should support African
American–owned businesses and
Underwood Photo Archives/SuperStock
Marcus Garvey was a Jamaican activist
who supported Black Nationalism and
advocated race pride.
bar82063_05_c05_131-164.indd 155 1/9/15 9:32 AM
Section 5.4 Society in the New Century
39% worked in farming. The change from a rural and
agricultural existence to an urban and
industrial one accelerated over the first 2 decades of the new
century. The U.S. labor force
79. grew from 28.5 million in 1900 to 42 million in 1920, when
nearly 70% of workers labored in
mills, factories, or other industrial pursuits.
The massive waves of new immigrants that began arriving on
U.S. shores in the Gilded Age
continued to come right up until the eruption of World War I in
1914. Most came from Europe,
but millions also came from south of the border—the number of
Latino workers tripled dur-
ing this time. By 1920 close to 60% of industrial workers were
born outside the United States
(U.S. Department of Labor, 2013). Native-born and immigrant
workers alike had a stake in
improving working and living conditions in the Progressive era.
Labor Organization
Industrial workers found it necessary to sell their labor under
increasingly tenuous circum-
stances. Dangerous working conditions, low pay, and cyclical
unemployment led many to
organize collectively and demand reforms. Membership in the
skilled unions of the American
Federation of Labor tripled between 1900 and 1910 to nearly
1.5 million. This conservative
80. confederation of trade unions had typically remained outside the
realm of political action, but
that changed in the Progressive era.
Supreme Court decisions made trade unions subject to the
Sherman Antitrust Act, defining
them as “a combination in restraint of trade” (as cited in
Kersch, 2004, p. 156), and union lead-
ers wanted their ranks exempted. Still headed by Samuel
Gompers (see Chapter 2), the AFL
began to press Congress and leaders of both major parties for
relief. AFL leaders also asked
politicians to back their organization drives and petitions to
improve working conditions and
limit working hours (Cooper, 1990).
Socialism and the Wobblies
The AFL represented skilled and mostly native-born White
workers and eventually managed
to gain the respect of some politicians, including Roosevelt.
Such was not the case for more
radical and vocal segments of the labor movement that
embraced socialism. Socialists sup-
ported cooperation over competition and challenged capitalism
by arguing that workers were
81. entitled to the full value of their productive labor. This included
a vision for worker-owned
factories and industries.
The Socialist Party made inroads in several states, winning
mayoral elections in Flint, Michi-
gan; Schenectady, New York; and Milwaukee, Wisconsin; all
heavily industrialized cities. They
joined with many Progressives to call for factory inspections,
better housing, and public rec-
reation (Painter, 1998). Socialist Eugene V. Debs ran for
president five times between 1900
and 1920 and gained the most support in 1912, at the height of
Progressivism.
The Industrial Workers of the World (IWW), the largest
Socialist labor union during the Pro-
gressive era, drew wide public attention, much of it negative.
Nicknamed the Wobblies, the
union formed in 1905 to organize unskilled industrial workers
and challenge capitalism. Debs
and Western Federation of Miners leader William “Big Bill”
Haywood were instrumental in
creating what was known as the one big union, and Haywood
recruited widely to increase the