The presidency has changed over time in significant ways. Early presidents like Washington emphasized unity and warned against political divisions. Later presidents signed laws expanding federal power, like the Sedition Acts. The presidency continued to evolve, with Lincoln leading the nation through civil war and FDR addressing the Great Depression. Modern presidents like Eisenhower highlighted the rise of the military-industrial complex, while Reagan emphasized reducing the role of government.
Presentation managing in a rural context 2004Peter Franks
These notes from the frontier challenge management approaches at all levels, from the management of international relations to the management of an enterprise. Building on a growing literature which questions the so-called Eurocentric approach, this essay challenges the adequacy of political correctness in this furious debate, which has come to so dominate the globalisation thrust of the developed world. These notes from the frontier are presented from the particular frontier in which the author lives and works. To some extent it is a personal observation, but one grounded in research, scholarship and participant observation. The notes bring together a number of observations both of the particular frontier of the author as well as those in the USA, Canada, Europe, Asia, Mexico and elsewhere in Africa. It is a work in progress that attempts to reflect upon the dynamics that underlie the emerging crisis of cultural understanding and misunderstanding in order to find ways to ameliorate the inevitable conflicts if something does not change.
(Verenga) Gramatas The Tyranny of Merit: Why the Promise of Moving Up Is Pull...MahiraHolt
A world-famous political philosopher, and the bestselling author of Justice, reveals the driving force behind the resurgence of populism: the tyranny of the meritocracy and the resentments it produces.Our politics are fraught with rancor and resentment. Decades of rising inequality and stalled mobility have fueled a populist revolt against elites. But while the pundits focus on wages and jobs, they are missing a big part of the story: social esteem, and the broader moral dimensions of our current crisis.In recent decades, mainstream politicians across the aisle--from Reagan to Obama--have offered a rhetoric of rising: everyone should be given an equal chance to get ahead. But the relentless focus on equal opportunity ignores the morally corrosive attitudes that even a fair meritocracy generates. Among the winners, it generates hubris; among the losers, humiliation. Meritocratic hubris reflects the tendency of winners to inhale too deeply of their success, to forget the luck and good fortune that helped them on their way. It diminishes our capacity to see ourselves as sharing a common fate and leaves little room for the solidarity that can arise when we reflect on the contingency of our talents and fortunes. More than a protest against immigrants, outsourcing, and stagnant wages, the populist complaint is about the tyranny of merit. And the complaint is justified.In The Tyranny of Merit, a searing critique of contemporary public discourse, Michael J. Sandel, the world's most relevant living philosopher (Newsweek), diagnoses our political moment by seeking out its moral underpinnings. He highlights the hubris a meritocracy fosters among the winners and the indignities it inflicts on those left behind. And he offers an alternative way of thinking about success--more attentive to the role of luck in human affairs, more conducive to an ethic of humility, and more hospitable to a politics of the common good.A Macmillan Audio production from Farrar, Straus and Giroux .
RBG Communiversity is a Web 2.0 New Afrikan Liberation Education and Nationhood Program dedicated to Implementing the Teachings of Our Elders and Ancestors.
Globalization as Americanization? Beyond the Conspiracy TheoryIOSR Journals
Globalization and its major engines (growing human capital, free markets, increasing cross-border interaction) have created a new world order that has incited passionate debate, pro and con. In recent culture studies, one of the foremost explorations concerns the influence globalization has upon culture. In fact, one of the most common criticisms we hear about the globalization of today‟s world is that it is producing mainly one culture, it is destroying diversity, and it is bringing everyone into the same global culture. Actually, much of the sociological hype about cultural globalization, defined as the diffusion of cultural values and ideas across national borders, sees it as synonymous with homogenization. Cultural globalization is, thus, one of the major concerns of academics, journalists, political activists and leaders of “cultural preservation” movements who despise what they see as the trend toward cultural uniformity. They usually regard global culture and American culture as synonymous and, thus, express serious concerns about their cultural distinctiveness.
Presentation managing in a rural context 2004Peter Franks
These notes from the frontier challenge management approaches at all levels, from the management of international relations to the management of an enterprise. Building on a growing literature which questions the so-called Eurocentric approach, this essay challenges the adequacy of political correctness in this furious debate, which has come to so dominate the globalisation thrust of the developed world. These notes from the frontier are presented from the particular frontier in which the author lives and works. To some extent it is a personal observation, but one grounded in research, scholarship and participant observation. The notes bring together a number of observations both of the particular frontier of the author as well as those in the USA, Canada, Europe, Asia, Mexico and elsewhere in Africa. It is a work in progress that attempts to reflect upon the dynamics that underlie the emerging crisis of cultural understanding and misunderstanding in order to find ways to ameliorate the inevitable conflicts if something does not change.
(Verenga) Gramatas The Tyranny of Merit: Why the Promise of Moving Up Is Pull...MahiraHolt
A world-famous political philosopher, and the bestselling author of Justice, reveals the driving force behind the resurgence of populism: the tyranny of the meritocracy and the resentments it produces.Our politics are fraught with rancor and resentment. Decades of rising inequality and stalled mobility have fueled a populist revolt against elites. But while the pundits focus on wages and jobs, they are missing a big part of the story: social esteem, and the broader moral dimensions of our current crisis.In recent decades, mainstream politicians across the aisle--from Reagan to Obama--have offered a rhetoric of rising: everyone should be given an equal chance to get ahead. But the relentless focus on equal opportunity ignores the morally corrosive attitudes that even a fair meritocracy generates. Among the winners, it generates hubris; among the losers, humiliation. Meritocratic hubris reflects the tendency of winners to inhale too deeply of their success, to forget the luck and good fortune that helped them on their way. It diminishes our capacity to see ourselves as sharing a common fate and leaves little room for the solidarity that can arise when we reflect on the contingency of our talents and fortunes. More than a protest against immigrants, outsourcing, and stagnant wages, the populist complaint is about the tyranny of merit. And the complaint is justified.In The Tyranny of Merit, a searing critique of contemporary public discourse, Michael J. Sandel, the world's most relevant living philosopher (Newsweek), diagnoses our political moment by seeking out its moral underpinnings. He highlights the hubris a meritocracy fosters among the winners and the indignities it inflicts on those left behind. And he offers an alternative way of thinking about success--more attentive to the role of luck in human affairs, more conducive to an ethic of humility, and more hospitable to a politics of the common good.A Macmillan Audio production from Farrar, Straus and Giroux .
RBG Communiversity is a Web 2.0 New Afrikan Liberation Education and Nationhood Program dedicated to Implementing the Teachings of Our Elders and Ancestors.
Globalization as Americanization? Beyond the Conspiracy TheoryIOSR Journals
Globalization and its major engines (growing human capital, free markets, increasing cross-border interaction) have created a new world order that has incited passionate debate, pro and con. In recent culture studies, one of the foremost explorations concerns the influence globalization has upon culture. In fact, one of the most common criticisms we hear about the globalization of today‟s world is that it is producing mainly one culture, it is destroying diversity, and it is bringing everyone into the same global culture. Actually, much of the sociological hype about cultural globalization, defined as the diffusion of cultural values and ideas across national borders, sees it as synonymous with homogenization. Cultural globalization is, thus, one of the major concerns of academics, journalists, political activists and leaders of “cultural preservation” movements who despise what they see as the trend toward cultural uniformity. They usually regard global culture and American culture as synonymous and, thus, express serious concerns about their cultural distinctiveness.
"The Souls of Poor Folk traces the 50 years since 1968, when Rev. Dr. Martin Luther King, Jr., and thousands of Americans, alarmed at their government’s blindness to human need, launched the Poor People’s Campaign."
"50 years later, beset by deepening poverty, ecological devastation, systemic racism, and an economy harnessed to seemingly endless war, “The Poor People’s Campaign: A National Call for Moral Revival” likewise beckons our nation to higher ground. We call upon our society to see the predicaments of the most vulnerable among us and to halt the destruction of America’s moral vision. Hundreds of thousands across the nation today stand on the shoulders of that “freedom church” of 1968. We turn to America’s history—and to the realities of our own time—not to wallow in a fruitless nostalgia of
pain. We seek instead to redeem a democratic promise enshrined in the U.S. Constitution and the Declaration of Independence, yet even more deeply rooted in the living ingredients of our own lives and embodied in the countless and largely unacknowledged grassroots activists who have labored to lift those founding documents to their full meaning."
Seventh generation warfare humanitarian terrorismekossof f
Humanitarian Action has become an instrument of power and domination. Disastars, where Nature fails to create them, stronger nations make an effort to create them, for Foreign policy and geopolitical advantages.
The common thread throughout these examples and the premise for this paper is the following. Slavery, Jim Crow, The Trail of Tears, the Holocaust, the internment of Japanese citizens during World War 11, and the current administrations desired prohibitions regarding Muslims, the fixation with a wall at the southern border, and now separating children from their families all stem from a tragic lack of belief in and respect for the humanity of “The Other.” When one group thinks itself better than another, tragedy happens. The fear of other races and ethnicities comingling feeds such thinking. Another theme is a very strong desire to retain what many believe is the one true culture, not to be mixed with language, religion, or traditions from other cultures. There is hope , though, and it comes from what for some may be a surprising source.
IV. History of American Education Interactive Classroom ActivityJoelyn K Foy
This activity is based upon THE MIS-EDUCATION OF THE NEGRO by Carter G. Woodson (1933). This is Part IV of four parts. Although readers have given verbal permission to post online, the audio did not convert.
"The Souls of Poor Folk traces the 50 years since 1968, when Rev. Dr. Martin Luther King, Jr., and thousands of Americans, alarmed at their government’s blindness to human need, launched the Poor People’s Campaign."
"50 years later, beset by deepening poverty, ecological devastation, systemic racism, and an economy harnessed to seemingly endless war, “The Poor People’s Campaign: A National Call for Moral Revival” likewise beckons our nation to higher ground. We call upon our society to see the predicaments of the most vulnerable among us and to halt the destruction of America’s moral vision. Hundreds of thousands across the nation today stand on the shoulders of that “freedom church” of 1968. We turn to America’s history—and to the realities of our own time—not to wallow in a fruitless nostalgia of
pain. We seek instead to redeem a democratic promise enshrined in the U.S. Constitution and the Declaration of Independence, yet even more deeply rooted in the living ingredients of our own lives and embodied in the countless and largely unacknowledged grassroots activists who have labored to lift those founding documents to their full meaning."
Seventh generation warfare humanitarian terrorismekossof f
Humanitarian Action has become an instrument of power and domination. Disastars, where Nature fails to create them, stronger nations make an effort to create them, for Foreign policy and geopolitical advantages.
The common thread throughout these examples and the premise for this paper is the following. Slavery, Jim Crow, The Trail of Tears, the Holocaust, the internment of Japanese citizens during World War 11, and the current administrations desired prohibitions regarding Muslims, the fixation with a wall at the southern border, and now separating children from their families all stem from a tragic lack of belief in and respect for the humanity of “The Other.” When one group thinks itself better than another, tragedy happens. The fear of other races and ethnicities comingling feeds such thinking. Another theme is a very strong desire to retain what many believe is the one true culture, not to be mixed with language, religion, or traditions from other cultures. There is hope , though, and it comes from what for some may be a surprising source.
IV. History of American Education Interactive Classroom ActivityJoelyn K Foy
This activity is based upon THE MIS-EDUCATION OF THE NEGRO by Carter G. Woodson (1933). This is Part IV of four parts. Although readers have given verbal permission to post online, the audio did not convert.
Essay on Global Terrorism | Global Terrorism Essay for Students and .... How to combat terrorism and to build a world peace. (PDF) THE EFFECTS OF TERRORISM ON INTERNATIONAL PEACE AND SECURITY AND .... argumentative essay on global war on terrorism.docx - argumentative ....
Essay on Global Terrorism | Global Terrorism Essay for Students and .... How to combat terrorism and to build a world peace. (PDF) THE EFFECTS OF TERRORISM ON INTERNATIONAL PEACE AND SECURITY AND .... argumentative essay on global war on terrorism.docx - argumentative ....
Final Written Exercise The most important lesson I have .docxericn8
Final Written Exercise
The most important lesson I have learned from this class is that history, at least the history taught in
classrooms, is not an accurate, unbiased account of the past. In reality, history presented by highly
regulated textbooks has been twisted in such a way that students are not given a clear picture of past
events, individuals, and conflicts. Various interest groups and demographics have essentially dictated
which information can rightfully be published, and which information is too threatening to reach the
pages. According to author Alexander Stille, “American history taught in schools has been rewritten and
transformed in recent decades by a handful of large publishers who are more concerned to meet the
demands of both the multicultural left and the conservative religious right” (The Betrayal of History). In
essence, textbooks have reworked history in such a way that it has become falsified and flavorless. Facts
are presented without controversy, and important historical figures are portrayed without blemish. As
historian James Loewen writes, “authors selectively omit blemishes to make certain historical figures
sympathetic to as many people as possible” (Loewen, 26). This quotation declares that authors withhold
relevant historical information from textbooks, which further supports the idea that history has been
continually distorted in today’s classrooms.
In regards to Christopher Columbus, I learned that he was not the “American hero” that textbooks
portray him as being. As we all know, he was credited for “discovering America,” yet he was not the first
non-Native to reach the Americas. 2“People from other continents had reached the Americas many
times before 1492. Europeans may already have been fishing off Newfoundland in the 1480s” (Loewen,
33). Also, I was previously unaware that Columbus was involved in the murder and persecution of many
Native Americans. In fact, he initiated a punishing policy that “resulted in complete genocide” of the
Natives (Zinn, 7). Finally, I learned the shocking statistic that there were as many as 120 million Native
Americans by 1492 (Discussion 2). Upon learning this number, I was completely stunned, as I had
severely underestimated the size of their population.
As little kids, we are all told the story of the pious, freedom-seeking Pilgrims who landed in Plymouth.
Additionally, we all learned about the “First Thanksgiving” where the Native Americans and Pilgrims
peacefully united for a wonderful, bountiful feast. This story, however, is historically inaccurate. In
reality, the Pilgrims were not seeking religious freedom at all, because they had already found that in
the Netherlands (Discussion 3). Furthermore, the Pilgrims were very economically driven. In fact, “profit
was the primary reason most Mayflower colonists made the trip” (Loewen, 87). Nevertheless, American
society perpetuates the story of the brave Pilgrims .
Final Written Exercise The most important lesson I have .docxbryanwest16882
Final Written Exercise
The most important lesson I have learned from this class is that history, at least the history taught in
classrooms, is not an accurate, unbiased account of the past. In reality, history presented by highly
regulated textbooks has been twisted in such a way that students are not given a clear picture of past
events, individuals, and conflicts. Various interest groups and demographics have essentially dictated
which information can rightfully be published, and which information is too threatening to reach the
pages. According to author Alexander Stille, “American history taught in schools has been rewritten and
transformed in recent decades by a handful of large publishers who are more concerned to meet the
demands of both the multicultural left and the conservative religious right” (The Betrayal of History). In
essence, textbooks have reworked history in such a way that it has become falsified and flavorless. Facts
are presented without controversy, and important historical figures are portrayed without blemish. As
historian James Loewen writes, “authors selectively omit blemishes to make certain historical figures
sympathetic to as many people as possible” (Loewen, 26). This quotation declares that authors withhold
relevant historical information from textbooks, which further supports the idea that history has been
continually distorted in today’s classrooms.
In regards to Christopher Columbus, I learned that he was not the “American hero” that textbooks
portray him as being. As we all know, he was credited for “discovering America,” yet he was not the first
non-Native to reach the Americas. 2“People from other continents had reached the Americas many
times before 1492. Europeans may already have been fishing off Newfoundland in the 1480s” (Loewen,
33). Also, I was previously unaware that Columbus was involved in the murder and persecution of many
Native Americans. In fact, he initiated a punishing policy that “resulted in complete genocide” of the
Natives (Zinn, 7). Finally, I learned the shocking statistic that there were as many as 120 million Native
Americans by 1492 (Discussion 2). Upon learning this number, I was completely stunned, as I had
severely underestimated the size of their population.
As little kids, we are all told the story of the pious, freedom-seeking Pilgrims who landed in Plymouth.
Additionally, we all learned about the “First Thanksgiving” where the Native Americans and Pilgrims
peacefully united for a wonderful, bountiful feast. This story, however, is historically inaccurate. In
reality, the Pilgrims were not seeking religious freedom at all, because they had already found that in
the Netherlands (Discussion 3). Furthermore, the Pilgrims were very economically driven. In fact, “profit
was the primary reason most Mayflower colonists made the trip” (Loewen, 87). Nevertheless, American
society perpetuates the story of the brave Pilgrims .
Write 3-5 pages in which you discuss how the COVID-19 pandemic an.docxmadlynplamondon
Write 3-5 pages in which you discuss how the COVID-19 pandemic and shelter-in-place orders have impacted you personally, your family and friends, and society as a whole. Relate these impacts to one or more concepts, theory ( Karl Max, Emilie Durkheim, Max Weber, W.E.B. DuBois, Robert Merton, Michel Foucault.)
For example, write about classism and the impact staying at home has had on different classes of people (i.e. those who can work remotely at home vs. those who can’t work at all). You could also discuss new ways of connecting with others during this time, like Zoom, FaceTime, etc. Did social constructs change during this time? Will resocialization be an issue after the social distancing is relaxed? Or, you can talk about urban sociology and how Boston or your home city has changed due to the pandemic. Or, how has globalization changed? There are many possibilities – be creative!
Details:
· Introduce your topic and how/why it is relevant to what we learned this semester
· Describe the situation Include an explanation of the situation, specifics of the situation, how you feel about the situation and why.
· Situate your topic within at least one concept discussed this semester (i.e. class, race, crime & deviance).
o IMPORTANT: Cite at least 2 concepts or pieces of information from the readings or lecture. See under Format below on how to do it.
· Write a conclusion summarizing the major points you made in the paper.
Format: 3-5 pages double-spaced, Times New Roman size 12 font, 1 inch margins, indent your paragraphs instead of skipping lines. Use first person when writing (e.g. “The problems started when I left my parents’ house…”). Begin the paper with a title, your name, and date. Edit carefully for spelling and grammar.
Think about the current pandemic, explain how it relates and/or will relate to other general social issues (class, race, crime & deviance, etc ) AND relate it to one of the major sociologist theories.
DOCUMENT 4
Dwight D. Eisenhower, “Farewell Address to the Nation” (1961)
Document Background: On January 17, 1961, President Dwight D. Eisenhower gave his farewell address to the nation. Over the previous two decades, the United States had undergone numerous significant changes, including World War II, the beginning of the Cold War, the Korean War, the emergence of nuclear weapons, a rapidly growing economy, and several substantial Civil Rights victories. Eisenhower, as a general and then as president, had been at the center of many of these. In his farewell address, Eisenhower focused on the Cold War with the Soviet Union and on the challenges facing the United States, including a warning about the growing power of the “military-industrial complex.”
Dwight D. Eisenhower:
I.
My fellow Americans:
Three days from now, after half a century in the service of our country, I shall lay down the responsibilities of office as, in traditional and solemn ceremony, the authority of the.
Hundreds of quotations from former Presidents, Senators, Economists, and many highly respected people throughout history provide the proof that spells out exactly what is happening in our country right now! Insiders at the Fed, the largest Banks and Wall Street are hijacking our country right before our eyes while we are engaged in petty bickering - exactly what they want us to do for it diverts our attention and thus dilutes our power. If you care about your country and this world, it is time to unite, learn what is REALLY happening and help to make a difference!
Hundreds of quotations from former presidents, senators, economists, and many highly respected people throughout history provide the proof that spells out exactly what is happening in our country right now! Insiders at the Fed, the largest Banks and Wall Street are hijacking our country right before our eyes while we are busy fighting each other - exactly what they want us to do for it diverts our attention and thus dilutes our power. If you care about your country and this world, it is time to unite and learn what is REALLY happening and begin making a difference!
1. Watch the following video httpswww.youtube.comwatchv=0.docxpaynetawnya
1. Watch the following video: https://www.youtube.com/watch?v=0s299EU5Y4c
Christopher A. Bracey, Professor of Law at The George Washington University Law School, provides a presentation on this landmark decision. This lecture is extremely well done, and you will benefit from listening to it and taking notes.
After watching the lecture, I want you to pick a short writing assignment regarding The Dred Scott Case. Use the lecture material and also your textbook if you like. No other research is needed. Use your OWN WORDS. NO PLAGIARISM.
Pick ONE of these questions, and answer using details,
1. Discuss how the Dred Scott case can be considered one cause of the Civil War.
2. Explain some of the major reasons why Dred Scott was able to file a legal case in the court system for freedom.
207
It is in your power to torment the God-cursed slaveholders, that they would be glad to
let you go free. . . . But you are a patient people. You act as though you were made for
the special use of these devils. You act as though your daughters were born to pamper
the lusts of your masters and overseers. And worse than all, you tamely submit, while
your lords tear your wives from your embraces, and defile them before your eyes. In
the name of God we ask, are you men? . . . Heaven, as with a voice of thunder, calls on
you to arise from the dust. Let your motto be Resistance! Resistance! Resistance! no
oppressed people have ever secured their Liberty without resistance.
Henry Highland Garnet, “Address to the Slaves of the United States of America”
When black abolitionist Henry Highland Garnet spoke the
words printed above at the National Convention of Colored
Citizens, held in Buffalo, New York, on August 16, 1843, he
caused a tremendous stir among those assembled. In 1824, when
he was a boy, Garnet had escaped with his family from slavery in Maryland. Thereafter
he received an excellent education while growing up in New York. By the 1840s, he had
become a powerful speaker. But some of the delegates in his audience pointed out that he
was far away from the slaves he claimed to address. Others believed he risked encouraging
a potentially disastrous slave revolt. Therefore, by a narrow margin, the convention
refused to endorse his speech.
In fact, Garnet had not called for slave revolt. He had rhetorically told slaves, “We do not
advise you to attempt a revolution with the sword, because it would be INEXPEDIENT.
Your numbers are too small, and moreover the rising spirit of the age, and the spirit of the
gospel, are opposed to war and bloodshed.” Instead, he advocated a general strike. This,
he contended, would put the onus of initiating violence on masters. Nevertheless, Garnet’s
speech reflected a new militancy among black and white abolitionists that shaped the
antislavery movement during the two decades before the Civil War.
This chapter investigates the causes of that militancy and explores the role of Africa ...
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A Strategic Approach: GenAI in EducationPeter Windle
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A Survey of Techniques for Maximizing LLM Performance.pptx
Presidential analysis
1. Presidential Analysis: Howhas the presidencychangedovertime? Avoidvague phrasesandwordingwhenanswering
the question. Youanswerwill be yourthesis. Backupwithat leastthree piecesof evidence fromthe following
documents. Alsouse informationfromthe studentspresentations,lecture andtextforthe bestgrade.
George Washington,Farwell Address,1796: “In contemplatingthe causeswhichmaydisturbourUnion,itoccurs as a
matterof seriousconcern,thatanyground shouldhave beenfurnishedforcharacterizingpartiesbygeographical
discriminations,NorthernandSouthern,AtlanticandWestern;whencedesigningmenmayendeavortoexcite abelief
that there isa real difference of local interestsandviews.One of the expedientsof partytoacquire influence, within
particulardistricts,istomisrepresentthe opinionsandaimsof otherdistricts.Youcannot shieldyourselvestoomuch
againstthe jealousiesandheartburningswhichspringfromthese misrepresentations;theytendtorenderalientoeach
otherthose whooughtto be boundtogetherbyfraternal affection….”
John Adams, SeditionActs,Section 2, 1798: That if anypersonshall write,print,utter.Orpublish,orshall cause or
procure to be written,printed,utteredorpublished,orshall knowinglyandwillinglyassistoraidinwriting,printing,
utteringorpublishinganyfalse,scandalousandmaliciouswritingorwritingsagainstthe governmentof the United
States,or eitherhouse of the Congressof the UnitedStates,orthe Presidentof the United States,withintenttodefame
the saidgovernment,oreitherhouse of the saidCongress,orthe saidPresident,orto bringthem.or eitherof them,
intocontemptor disrepute;ortoexcite againstthem, oreitheroranyof them, the hatredof the goodpeople of the
UnitedStates,or toexcite anyunlawful combinationstherein,foropposingorresistinganylaw of the UnitedStates,or
any act of the Presidentof the UnitedStates,done inpursuance of anysuchlaw,or of the powersinhimvestedbythe
constitutionof the UnitedStates,orto resist,oppose,ordefeatanysuchlaw or act, or to aid,encourage or abetany
hostile designsof anyforeignnationagainstthe UnitedStates,theirpeople orgovernment,thensuchperson,being
thereof convictedbefore anycourtof the UnitedStateshavingjurisdictionthereof,shall be punishedbyafine not
exceedingtwothousanddollars,andbyimprisonmentnotexceedingtwoyears.”
Thomas Jefferson,FirstInaugural Address,March 4, 1801: "It isproperyoushouldunderstandwhatIdeemthe
essential principlesof ourGovernment...Equal andexactjustice toall men,of whateverpersuasion,religiousor
political..."
AndrewJackson, Bank Veto Message,1832: “It isto be regrettedthatthe rich and powerful too oftenbendthe actsof
governmenttotheirselfishpurposes.Distinctionsinsocietywill alwaysexistundereveryjustgovernment.Equalityof
talents,of education,orof wealthcannot be producedbyhuman institutions.Inthe full enjoymentof the giftsof
Heavenandthe fruitsof superiorindustry,economy,andvirtue,everymanisequallyentitledtoprotectionbylaw;but
whenthe lawsundertake toaddto these natural andjust advantagesartificial distinctions,togranttitles,gratuities,and
exclusiveprivileges,tomake the richricherand the potentmore powerful,the humble membersof society–the farmers,
mechanics,andlaborers–whohave neitherthe time northe meansof securinglike favorstothemselves,have arightto
complainof the injustice of theirGovernment.”
JamesK.Polk,Declarationof WarRequest,1846: “Inmymessageatthe commencementof thepresentsessionIinformed
youthatuponthe earnestappealbothof the Congressandconventionof TexasIhadorderedanefficientmilitaryforceto
take aposition"betweenthe Nuecesandthe DelNorte."Thishadbecomenecessarytomeetathreatenedinvasionof Texas
bythe Mexicanforces,forwhichextensivemilitarypreparationshadbeenmade.The invasionwasthreatenedsolely
because Texashaddetermined,inaccordancewithasolemnresolutionof the Congressof the UnitedStates,toannex
herself toourUnion,andunderthesecircumstancesitwasplainlyourdutytoextendourprotectionoverhercitizensand
soil.”
AbrahamLincoln, SecondInaugural Address,1864: “On the occasioncorrespondingtothisfouryearsago all thoughts
were anxiouslydirectedtoanimpendingcivil war.All dreadedit,all soughttoavertit.While the inaugural addresswas
2. beingdeliveredfromthisplace,devotedaltogethertosavingthe Unionwithoutwar,insurgentagentswere inthe city
seekingtodestroyitwithoutwar—seekingtodissolve the Unionanddivideeffectsbynegotiation.Bothparties
deprecatedwar,butone of themwouldmake war ratherthan letthe nationsurvive,andthe otherwouldacceptwar
rather thanletit perish,andthe war came.”
Rep. ThaddeusStevens,prosecutingAndrewJohnson, 1868: “The Presidentjustifieshimself byassertingthatall
previousPresidentshadexercisedthe same rightof removingofficers,forcause tobe judgedof bythe Presidentalone.
Had there beennolawto prohibititwhenMr. Stantonwas removedthe caseswouldhave beenparallel,andthe one
mightbe adducedas an argumentinfavor of the other. But, since the actionof anyof the Presidentstowhichhe refers,
a law hadbeenpassedbyCongress,afterastubborncontroversywiththe Executive,denyingthatrightandprohibiting
it inthe future,andimposingasevere penaltyuponanyexecutive officer whoshouldexercise it;andthat,too,afterthe
Presidenthadhimself made issue onitsconstitutionalityandbeendefeated. Nopretext,therefore,anylongerexisted
that such rightwasvestedinthe Presidentbyvirtue of hisoffice. Hence the attempt toshieldhimself undersuch
practice is a mostlame evasionof the questionatissue. "Didhe "take care that thislaw shouldbe faithfully"executed?”
UlyssesS Grant, 1875:
4. Franklin DelanoRoosevelt, FirstInaugural Address,1933: Thisis a day of national consecration.AndIamcertainthat
my fellow Americansexpectthatonmy inductionintothe PresidencyIwill addressthemwithacandoranda decision
whichthe presentsituationof ourNationimpels.Thisispreeminentlythe time tospeakthe truth,the whole truth,
franklyandboldly.Norneedwe shrinkfromhonestlyfacingconditionsinourcountrytoday.ThisgreatNationwill
endure asit has endured,will revive andwillprosper.So,firstof all, letme assertmyfirmbeliefthatthe onlythingwe
have to fearis fearitself—nameless,unreasoning,unjustifiedterrorwhichparalyzesneededeffortstoconvertretreat
intoadvance.Ineverydark hourof our national life aleadershipof franknessand vigorhasmetwiththatunderstanding
and supportof the people themselveswhichisessential tovictory.Iam convincedthatyouwill againgive thatsupport
to leadershipinthesecritical days. Insucha spiriton mypart and on yourswe face our commondifficulties.They
concern,thankGod, onlymaterial things.Valueshave shrunkentofantasticlevels;taxeshave risen;ourabilitytopay
has fallen;governmentof all kindsisfacedbyseriouscurtailmentof income;the meansof exchange are frozenin the
currentsof trade;the witheredleavesof industrial enterprise lieoneveryside;farmersfindnomarketsfortheir
produce;the savingsof manyyears inthousandsof familiesare gone. More important,a hostof unemployedcitizens
face the grimproblemof existence,andanequallygreatnumbertoil withlittlereturn.Onlyafoolishoptimistcandeny
the dark realitiesof the moment. Yetour distresscomesfromnofailure of substance.We are strickenbynoplague of
locusts.Comparedwiththe perilswhichourforefathersconqueredbecause theybelievedandwere notafraid,we have
still muchto be thankful for.Nature still offersherbountyandhumaneffortshave multipliedit.Plentyisatour
doorstep,buta generoususe of itlanguishesinthe verysightof the supply.”
Dwight Eisenhower,Military-Industrial Speech,1961: “We now standten yearspastthe midpointof acenturythat
has witnessedfourmajorwarsamonggreat nations.Three of these involvedourowncountry.Despitethese holocausts
Americaistodaythe strongest,the mostinfluential andmostproductive nationinthe world.Understandablyproudof
thispre-eminence,we yetrealizethatAmerica'sleadershipandprestige depend,notmerelyuponourunmatched
material progress,richesandmilitarystrength,butonhow we use our powerinthe interestsof worldpeace andhuman
betterment…A vitalelementinkeepingthe peace isourmilitaryestablishment.Ourarmsmustbe mighty,readyfor
instantaction,sothat no potential aggressor maybe temptedtoriskhisowndestruction…Ourmilitaryorganization
todaybears little relationtothatknownbyany of my predecessorsinpeacetime,orindeedbythe fightingmenof World
War IIor Korea…Until the latestof our worldconflicts,the UnitedStateshadnoarmamentsindustry.Americanmakers
5. of plowsharescould,withtime andasrequired,make swordsaswell.Butnow we canno longerriskemergency
improvisationof national defense;we have beencompelledtocreate a permanentarmamentsindustryof vast
proportions.Addedtothis,three andahalf millionmenandwomenare directlyengagedinthe defense establishment.
We annuallyspendonmilitarysecuritymore thanthe netincome of all UnitedStatescorporations…Thisconjunctionof
an immense militaryestablishmentandalarge arms industryisnew inthe Americanexperience.The total influence --
economic,political,evenspiritual -- isfeltineverycity,everyState house,everyoffice of the Federalgovernment.We
recognize the imperative needforthisdevelopment.Yetwe mustnotfail to comprehenditsgrave implications.Ourtoil,
resourcesandlivelihoodare all involved;soisthe verystructure of our society…Inthe councilsof government,we must
guard againstthe acquisitionof unwarrantedinfluence,whethersoughtorunsought,bythe military-industrialcomplex.
The potential forthe disastrousrise of misplacedpowerexistsandwill persist…Wemustneverletthe weightof this
combinationendangerourlibertiesordemocraticprocesses.We shouldtake nothingforgranted.Onlyanalertand
knowledgeable citizenrycancompel the propermeshingof the huge industrialandmilitarymachineryof defensewith
our peaceful methodsandgoals,sothat securityandlibertymayprospertogether…Akinto,andlargelyresponsible for
the sweepingchangesinourindustrial-militaryposture,hasbeenthe technological revolutionduringrecent
decades…Downthe longlane of the historyyettobe writtenAmericaknowsthatthisworldof ours,evergrowing
smaller,mustavoidbecomingacommunityof dreadfulfearandhate,andbe instead,a proudconfederationof mutual
trust andrespect. Such a confederationmustbe one of equals.The weakestmustcome tothe conference table with
the same confidence asdowe,protectedaswe are by our moral,economic,andmilitarystrength.Thattable,though
scarred bymany pastfrustrations,cannotbe abandonedforthe certainagonyof the battlefield.”
Jack Kennedy,Inaugural Address,1961: “The worldisverydifferentnow.Formanholdsinhismortal handsthe power
to abolishall formsof humanpovertyandall formsof humanlife.Andyetthe same revolutionarybeliefsforwhichour
forebearsfoughtare still atissue aroundthe globe — the beliefthatthe rightsof man come not fromthe generosityof
the state,but fromthe hand of God…We dare not forgettodaythat we are the heirsof that firstrevolution.Letthe
wordgo forth fromthistime andplace,to friendandfoe alike,thatthe torchhas beenpassedtoa new generationof
Americans — bornin thiscentury,temperedbywar,disciplinedbyahard andbitterpeace,proudof our ancient
heritage — andunwillingtowitnessorpermitthe slow undoingof those humanrightstowhichthis Nationhasalways
beencommitted,andtowhichwe are committedtodayat home andaround the world…Leteverynationknow,whether
it wishesuswell orill,thatwe shall payanyprice,bearany burden,meetanyhardship,supportanyfriend,oppose any
foe, inorderto assure the survival andthe successof liberty...Andso,myfellow Americans:asknotwhatyourcountry
can do for you — askwhat youcan dofor your country. My fellow citizensof the world:asknotwhatAmericawill do
for you,butwhat togetherwe cando for the freedomof man…Finally,whetheryouare citizensof Americaorcitizensof
the world,askof us the same highstandardsof strengthandsacrifice whichwe askof you.With a good conscience our
onlysure reward,withhistorythe final judge of ourdeeds,letusgoforthto leadthe landwe love,askinghisblessing
and hishelp,butknowingthathere onearthGod's work musttrulybe our own.”
GeraldFord, 1975:
6. Jimmy Carter, Crisisof Confidence,1979: “The erosionof ourconfidence inthe future isthreateningtodestroythe
social and the political fabricof America. The confidence thatwe have alwayshadasa people isnotsimplysome
romanticdreamor a proverbina dustybookthat we read juston the Fourthof July. It isthe ideawhichfoundedour
nationand hasguidedourdevelopmentasapeople.Confidence inthe future hassupportedeverythingelse -- public
institutionsandprivate enterprise,ourownfamilies,andthe veryConstitutionof the UnitedStates.Confidence has
definedourcourse andhasservedas a linkbetweengenerations.We've alwaysbelievedinsomethingcalledprogress.
We've alwayshada faiththatthe daysof our childrenwouldbe betterthanourown. Our people are losingthatfaith,
not onlyingovernmentitself butinthe abilityascitizenstoserve asthe ultimate rulersandshapersof ourdemocracy.
As a people we knowourpastand we are proudof it. Our progresshasbeenpartof the livinghistoryof America,even
the world.We always believedthatwe were partof a great movementof humanityitself calleddemocracy,involvedin
the search forfreedom,andthatbelief hasalwaysstrengthenedusinourpurpose.Butjustas we are losingour
confidence inthe future,we are alsobeginningtoclose the dooronour past. In a nationthat wasproudof hard work,
strongfamilies,close-knitcommunities,andourfaithinGod, toomany of us now tendto worshipself-indulgenceand
consumption.Humanidentityisnolongerdefinedbywhatone does,butbywhatone owns.But we've discoveredthat
owningthingsandconsumingthingsdoesnotsatisfyourlongingformeaning.We've learnedthatpilingupmaterial
7. goodscannot fill the emptinessof liveswhichhave noconfidence orpurpose. The symptomsof thiscrisisof the
Americanspiritare all aroundus.For the firsttime inthe historyof our countrya majorityof our people believe thatthe
nextfive yearswill be worse thanthe pastfive years.Two-thirdsof ourpeople donotevenvote.The productivityof
Americanworkersisactuallydropping,andthe willingnessof Americanstosave forthe future hasfallenbelowthatof
all otherpeople inthe Westernworld. Asyouknow,there isagrowingdisrespectforgovernmentandforchurchesand
for schools,the newsmedia,andotherinstitutions.Thisisnota message of happinessorreassurance,butitisthe truth
and itis a warning. These changesdidnothappenovernight.They'vecome uponusgraduallyoverthe lastgeneration,
yearsthat were filledwithshocksandtragedy.”
Ronald Reagan, Various Quotes,1981-1989 :
• "Recessioniswhenyourneighborloseshisjob.Depressioniswhenyoulose yours.Andrecoveryiswhen
JimmyCarterloseshis."
• "I have leftorderstobe awakenedatanytime incase of national emergency -- evenif I'mina Cabinet
meeting."
• "The nine mostterrifyingwordsinthe Englishlanguage are:'I'mfromthe governmentandI'mhere to
help.'"
• “…you knowthere isa tenyear delayinthe SovietUnionforthe delivery of anautomobile.Andonlyone
out of sevenfamiliesinthe SovietUnionownautomobiles.There isa10 year wait,andyou go throughquite a
processwhenyouare readyto by,and thenyouput upthe moneyinadvance…Thisman laiddownthe money,
and the fellowincharge saidtohim:Come back in10 yearsand getyour car… The man answered:Morningor
afternoon?Andthe fellowbehindthe countersaid:Tenyearsfromnow,whatdifference doesitmake?Andhe
said:Well,the plumberiscominginthe morning.”
• “…the storyaboutthe twofellowsinthe SovietUnionwhowere walkingdownthe streetandone of
themsays:Have we reallyachievedfull communism?Isthisit?Is thisnow full communism?The otherone said:
Oh no,thingsare gonnageta lotworse.”
WilliamClinton,1999: