The Irish Orphan Abduction
A tale of race, religion and lawlessness in turn-of-the-century
Southern Arizona
By Margaret Regan
• At the turn of the century, Clifton was a Wild West mining town. The copper smelter stained the air with
sulfurous emissions, and some women blamed their infertility on the pollution. At right is Chase Creek.
On a summer day in 1900, July 14 to be exact, Jerome Shanley was born in New
York City.
His birth was hardly joyous. His mother, her name unrecorded, delivered him in
a home for unwed mothers, and then vanished into the city's teeming streets.
Little Jerome was allowed to stay at the home for five weeks, but on Aug. 21, a
nurse carried the abandoned infant to the New York Foundling Hospital.
Katherine Fitzpatrick seemed to have slightly better prospects. She was born a
year later, on Sept. 9, 1901, at the Sloane Maternity Hospital. Though the birth
took place in the "charity wards" designated for the city's poor, her mother
didn't give her up, not at first, anyway. The woman, whose name is also lost to
history, kept baby Katherine long enough to see her first smile, and her first
golden curls coming in.
But when she was six months old, Katherine, too, was relinquished. The mother
herself brought the child to the Foundling, handing her over on March 25,
1902. The date must have stung this Irish Catholic woman. It was the Feast of
the Annunciation, when Catholics celebrate the pregnancy of the Virgin Mary.
Jerome and Katherine were only two of thousands abandoned to the Foundling.
Between 1869, the year it was founded by an Irish-American nun named Sister
Mary Irene Fitzgibbon, and 1904, the institution took in some 35,000 babies,
primarily offspring of the city's reviled, impoverished Irish.
Staggering numbers of Irish immigrants had flooded the city since the Great
Famine of the late 1840s. Subject to discrimination, they earned pitiful wages
and crammed into unhealthful tenements. The Irish had come up in the world
by the turn of the century, but they still accounted for a large percentage of the
city's paupers.
Kids like Katherine and Jerome, born to single mothers, were "regarded by Irish
and non-Irish alike as base, children of the underclass," writes historian Linda
Gordon, who chronicles their tale in her book The Great Arizona Orphan
Abduction. Their futures looked bleak.
Nothing about either child suggested that they would become the subjects of a
fierce custody battle or, even more preposterously, celebrity darlings in the
early days of mass media, written about in papers from coast to coast.
But that's exactly what happened. The nuns managed to find permanent foster
homes for about a third of the children in their care, and Jerome and Katherine,
luckily or unluckily, won a spot in the faraway West. Nuns from the Foundling
took them to Arizona in a group of 40 orphans in October 1904, when
Katherine was 3 and Jerome was 4. All of the children wer.
Immigration stations were established at Ellis Island in New York and Angel Island in California to process immigrants entering the United States. Over 12 million immigrants entered through Ellis Island from 1892 to 1954, while Angel Island served as the primary immigration inspection station for the West Coast from 1910 to 1940. The document then provides brief overviews of some of the major cultural immigrant groups that came to America, including the Irish, Chinese, Mexicans, and German Jews. It concludes with suggestions for how libraries can recognize cultural diversity through programs and resources related to immigration history.
This document provides an overview of the history of women and laws in America from the 1600s to the 1900s. It covers several key periods and events:
- Before 1700s: Spanish, Native American, and colonial-era women faced legal restrictions and social norms defining their roles but had some legal rights and agency depending on their status and location.
- 1700s-1800s: The early U.S. largely followed English common law traditions restricting married women's rights. The 1800s saw some reforms alongside the abolition, suffrage, and temperance movements.
- 1900s: The 20th century brought many landmark legal changes and social movements that expanded women's rights, including women's suff
Mark Twain, born Samuel Clemens in 1835 in Missouri, grew up in Hannibal on the Mississippi River where he had many adventures as a boy that influenced his famous novels The Adventures of Tom Sawyer and Adventures of Huckleberry Finn. He had a variety of jobs as a young man, including steamboat pilot, before achieving fame as a writer. His books were hugely popular during his lifetime but he also experienced personal tragedies like the deaths of his wife and children.
The Irish immigrants came to America in the mid-1800s seeking relief from the potato famine and economic hardship in Ireland, settling in large communities where they could maintain their culture and Catholic faith while filling much of the demand for manual labor jobs. However, the Irish faced significant discrimination and poverty upon arrival in America and worked to improve their rights through labor unions and political participation that allowed them to eventually assimilate into American society.
The document compares and contrasts life in the industrial North versus the rural agricultural South before the Civil War. It notes that the North had free blacks and a manufacturing economy centered around cotton textiles, while the South had a plantation economy dependent on slave labor to produce cotton. This economic difference ultimately led to conflict and the Civil War. The document also discusses various religious and social reform movements that occurred in the antebellum period, such as the Second Great Awakening and the growth of Baptist and Methodist denominations. Finally, it outlines the role of women and culture in the antebellum South, which celebrated a hierarchical society centered around slavery and the patriarchal family structure.
African Americans by Airton Fortes & Felisberto OiveiraAirton Fortes
Despite facing brutal conditions and racial oppression, African Americans developed strong cultural identities and communities. They combined elements of their African heritage with new influences to persist in the face of slavery and discrimination. African American history has profoundly shaped American identity through their cultural and economic contributions, as well as their struggles for equal rights and justice.
Slavery existed in the United States from 1619 until 1865, primarily in the Southern states. By 1860 there were nearly 4 million slaves out of a total US population of 12 million, most held by large plantation owners. Slaves endured cruel treatment and inhumane conditions, and an internal slave trade developed that forcibly relocated over 1 million slaves for economic reasons. Abolitionist movements led by figures like Douglass and Beecher Stowe grew in the Northern states, increasing sectional tensions, while the Dred Scott decision of 1857 upheld slavery. The system was finally abolished after the Union victory in the Civil War.
Immigration stations were established at Ellis Island in New York and Angel Island in California to process immigrants entering the United States. Over 12 million immigrants entered through Ellis Island from 1892 to 1954, while Angel Island served as the primary immigration inspection station for the West Coast from 1910 to 1940. The document then provides brief overviews of some of the major cultural immigrant groups that came to America, including the Irish, Chinese, Mexicans, and German Jews. It concludes with suggestions for how libraries can recognize cultural diversity through programs and resources related to immigration history.
This document provides an overview of the history of women and laws in America from the 1600s to the 1900s. It covers several key periods and events:
- Before 1700s: Spanish, Native American, and colonial-era women faced legal restrictions and social norms defining their roles but had some legal rights and agency depending on their status and location.
- 1700s-1800s: The early U.S. largely followed English common law traditions restricting married women's rights. The 1800s saw some reforms alongside the abolition, suffrage, and temperance movements.
- 1900s: The 20th century brought many landmark legal changes and social movements that expanded women's rights, including women's suff
Mark Twain, born Samuel Clemens in 1835 in Missouri, grew up in Hannibal on the Mississippi River where he had many adventures as a boy that influenced his famous novels The Adventures of Tom Sawyer and Adventures of Huckleberry Finn. He had a variety of jobs as a young man, including steamboat pilot, before achieving fame as a writer. His books were hugely popular during his lifetime but he also experienced personal tragedies like the deaths of his wife and children.
The Irish immigrants came to America in the mid-1800s seeking relief from the potato famine and economic hardship in Ireland, settling in large communities where they could maintain their culture and Catholic faith while filling much of the demand for manual labor jobs. However, the Irish faced significant discrimination and poverty upon arrival in America and worked to improve their rights through labor unions and political participation that allowed them to eventually assimilate into American society.
The document compares and contrasts life in the industrial North versus the rural agricultural South before the Civil War. It notes that the North had free blacks and a manufacturing economy centered around cotton textiles, while the South had a plantation economy dependent on slave labor to produce cotton. This economic difference ultimately led to conflict and the Civil War. The document also discusses various religious and social reform movements that occurred in the antebellum period, such as the Second Great Awakening and the growth of Baptist and Methodist denominations. Finally, it outlines the role of women and culture in the antebellum South, which celebrated a hierarchical society centered around slavery and the patriarchal family structure.
African Americans by Airton Fortes & Felisberto OiveiraAirton Fortes
Despite facing brutal conditions and racial oppression, African Americans developed strong cultural identities and communities. They combined elements of their African heritage with new influences to persist in the face of slavery and discrimination. African American history has profoundly shaped American identity through their cultural and economic contributions, as well as their struggles for equal rights and justice.
Slavery existed in the United States from 1619 until 1865, primarily in the Southern states. By 1860 there were nearly 4 million slaves out of a total US population of 12 million, most held by large plantation owners. Slaves endured cruel treatment and inhumane conditions, and an internal slave trade developed that forcibly relocated over 1 million slaves for economic reasons. Abolitionist movements led by figures like Douglass and Beecher Stowe grew in the Northern states, increasing sectional tensions, while the Dred Scott decision of 1857 upheld slavery. The system was finally abolished after the Union victory in the Civil War.
The Law of Healthcare AdministrationAuthorsShowalter,.docxjmindy
The Law of Healthcare Administration
Authors:
Showalter, J. Stuart
Publication Information:
Ed.:
Eighth edition. Chicago, Illinois : Health Administration Press. 2017
Resource Type:
eBook.
Description:
The Law of Healthcare Administration offers a thorough examination of health law in the United States from a management perspective. Using plain language accessible to nonlawyers, the book moves from broadbrush treatments of the US legal system and the history of medicine to specific issues that affect healthcare leaders daily, including contracts, torts, taxation, antitrust laws, regulatory compliance, and, most pressing, health insurance reform and the important changes that have taken place since the Affordable Care Act (ACA) became law in 2010. The legal concepts discussed in the book are amply supported by reallife examples, detailed explanations, and excerpts from decisions of federal and state courts.
Subjects:
Medical laws and legislation--United States
Medical care--Law and legislation--United States
Hospitals--Law and legislation--United States
we reviewed informed consent in the case of competent adults. There are many “gray” areas of consent in cases of children or incompetent adults; however, the law has sought to provide clear guidance for health care providers and legal guardians.
Review pages 393-411 in the Showalter textbook and choose at least one of the subtopics in this section regarding consent. Provide an explanation of the “gray area” of your choosing, including any relevant legal cases discussed, and how this is handled under the law.
Showalter, J. S. (2017) Consent. In
The Law of Healthcare Administration
(pp. 393-411). Chicago, IL: Health Administration Press. Retrieved from the Trident Online Library.
Related
rrent User Level:
Unlimited User
Hide Table of ContentsTable of Contents
Brief Contents
·
Detailed Contents
·
Preface
·
Chapter 1 The Anglo-American Legal System
·
Chapter 2 A Brief History of Medicine
·
Chapter 3 Health Reform, Access to Care, and Admission and Discharge
·
Chapter 4 Contracts and Intentional Torts
·
Chapter 5 Negligence
·
Chapter 6 The Organization and Management of a Corporate Healthcare Institution
·
Chapter 7 Liability of the Healthcare Institution
·
Chapter 8 Medical Staff Privileges and Peer Review
·
Chapter 9 Health Information Management
·
Chapter 10 Emergency Care
·
Chapter 11 Consent for Treatment and Withholding Consent
·
Chapter 12 Taxation of Healthcare Institutions
·
Chapter 13 Competition and Antitrust Law
·
Chapter 14 Issues of Reproduction and Birth
·
Chapter 15 Fraud Laws and Corporate Compliance
·
Glossary
·
Case Index
·
Index
·
About the Author
.
The law that legalized medical marijuana in Florida in 2016Wri.docxjmindy
The law that legalized medical marijuana in Florida in 2016
Write TWO paragraphs describing the law or policy
First paragraph: clearly define the law or policy, date when it took effect, and identify what problem it is trying to solve (why was it enacted?)
Second paragraph: identify the agency or organization responsible for its implementation or oversight and explain whether or not the law or policy seems to be effective in its implementation.
Sources: 2-4 sources are required for the proposal. A reference page with proper Chicago Style format required.
.
The latter half of the twentieth century witnessed the rise of the i.docxjmindy
The latter half of the twentieth century witnessed the rise of the international development sector, bringing with it new government agencies and international organizations (see Appendix – International Education and Development Timeline). Education played a pivotal role in the new development sector: Rostow’s (1960) modernization theory stipulated that investments in education would put Third World countries on the path to development, eventually transforming them into industrialized societies similar to those in Western Europe and North America.
However, the experiences of Zambia and Nepal show that the relationship between education and development is not straightforward or deterministic. Zambia initially concentrated on secondary and technical education, but was later hard-hit by structural adjustment programmes and burdened with debt. Nepal’s history shows not only that primary education can be rapidly expanded in just a few generations, but also that this expansion can marginalize many groups within a society.
The most important outcome of the post-war period was a set of ideas about what development is and what it means to be developed. These were articulated by development theorists such as Rostow (1960) as well as through international development organizations (e.g. UNDP, World Bank, USAID). The notions that former colonies should develop into industrial nations, that international aid could facilitate the economic growth required, and that investments in education were one way they could do so, all emerged during this period. More than 60 years later, these ideas still underlie much of the work within the field of international development as well as the ways in which development is constructed in popular media and the press. However, the next chapter examines how challenges to these underlying ideas have redefined development work and the role of education within it.
In your own words, define development. What does it mean for a society to be developed? Is education necessary for development, and is it sufficient to ensure development?
.
The larger the mass of a star, the higher the internal pressures. Hi.docxjmindy
The larger the mass of a star, the higher the internal pressures. Higher internal pressures causes higher temperatures and it is temperature that determines the types of fusion that can occur deep in a stars interior. Discuss all of the types of fusion that can occur in stars, the temperatures at which each begins, and the mass required to produce each temperature.
we need two different versions of the discussion posts. 200 words each one.
.
The Latin term meaning father of his country” which is implied as m.docxjmindy
The Latin term meaning “father of his country” which is implied as meaning the government is the true guardian of the needy and infirmed children.
2.
__________________ were a sixteenth century English set of laws which vagrants and abandoned and neglected children were bound to masters as indentured servants.
3.
Early English courts established to protect the property rights and welfare of the minor children of affluent families.
4.
Civic leaders who focused their attention on the misdeeds of poor children to control their behavior were called:
5.
In 1816, The Society for the Prevention of Pauperism was established to:
6.
When the first House of Refuge opened in New York the Society for the Prevention of Pauperism and the __________________ were influential in establishing such positive steps for juveniles.
7.
In 1853, New York philanthropist Charles Loring Brace helped developed the _______________________ as an alternative for dealing with neglected and delinquent youths.
8.
The first juvenile court was established in this state in 1899.
9.
The Juvenile Court Act of 1899 set up an independent court to handle criminal law violations by children under 16 years of age as well as created:
10.
The case of the
Kent v. United States (1966)
ruled that:
11.
The ___________________________ established the a federal office on delinquency prevention and was enacted to identify the needs of youth and to fund programs aimed at deterring juvenile crime.
12.
A noncriminal youth who falls under the jurisdiction of the courts by reason of having engaged in behavior prohibited to minors, such as truancy.
13.
The Court case of ________________ ruled that a minor has basic due process rights at trial.
14.
The Court case of ________________ ruled that the level of evidence for the finding of juvenile delinquency is proof beyond a reasonable doubt.
15.
Held that the Fourth Amendment guarantee against unreasonable searches is not violated by drug testing all students who choose to participate in interscholastic athletics.
16.
In 1974, Congress passed the ______________________, which provides funds to states to bolster their services for maltreated children and their parents.
17.
According to the shifting philosophies of juvenile justice outlined in your text, the time from 1950-1970 recognized that:
18.
There are more than 450 juvenile ________________ who focus on providing treatment for youth accused of substance abuse offenses.
19.
A program developed in Arizona in an effort to reduce adolescent involvement in criminal behavior that has since been added to school curricula in all 50 states is known as:
20.
The Supreme Court held that the _______________ protections against unreasonable search and seizures apply to students but that the need to maintain an orderly educational environment modifies the needs for warrants and probable cause.
21.
Which of the following is not a Supreme Court case dealing with searching for drugs in associatio.
THE LASTING IMPACT OF MENDEZ V. WESTMINSTER IN THE STRUGGLE .docxjmindy
This document summarizes the 1947 Mendez v. Westminster Supreme Court case, which ruled that segregating Mexican American students into separate schools violated the 14th Amendment. It discusses how this case paved the way for the 1954 Brown v. Board of Education decision banning racial segregation in schools. The case involved Mexican American parents in California suing to allow their children to attend white schools rather than segregated Mexican schools with inferior conditions. Thurgood Marshall participated in this case and it influenced his strategy in Brown v. Board.
The late 1920s and 1930s were a time when many Americans endured the.docxjmindy
The late 1920s and 1930s were a time when many Americans endured the humiliation of rampant racism as well as crushing poverty. Yet most mainstream popular music (exemplified by the Tin Pan Alley style) avoided these issues and focused instead on escapist themes of privacy and romance.
Why might this have been the case? Do you feel that contemporary popular music also focuses on escapist themes like the 1920s and 1930s or do you feel that it tackles the relevant issues of the day? Do you feel that popular music works best as an escape from the problems of the world or as a forum to explore and engage in such issues? Please be as specific as possible in citing examples
.
The last term you attended at Waldorf you dropped a course while on .docxjmindy
The last term you attended at Waldorf you dropped a course while on Satisfactory Academic Progress Warning which caused your dismissal. If you would like to appeal this dismissal and reinstate yourself into the program you’ll need to complete the attached form and write a statement.
1. Provide a typed and signed statement describing the circumstances that led to your lack of academic progress while on Satisfactory Academic Progress. Be specific and concise in your explanation as to why you were unable to make successful progress.
(My mother became ill in July 2017, I had to care for her. She passed away in October 2017) .
2. Provide a plan of action that you will use to ensure your future academic success. Include information on how much time a day/week you will dedicate to your coursework.
3. Develop a plan with your advisor to repeat courses as needed and include this with your appeal.
In your appeal statement, you may include that we’ve discussed if your return is accepted you’ll retake your failed course and dropped course first. EDU 5102 Student-Centered Differentiated Learning and EDU 5100 Personal Leadership Skills and Team Building are the two you’ll need to have done.
.
The last topic to be covered in this course is Chapter 14, Social .docxjmindy
The last topic to be covered in this course is Chapter 14, Social Movements.
Choose to view one of the movies in this Unit, either
The Garden
(in English and somein Spanish with English subtitles) or
Holding Ground Parts 1 and 2.
Then consider the following social justice issues listed below that have impacted physiological, social, psychological and spiritual human behavior and development on the macro (societal) and mezzo (family and community) person and environmental dimensions of human functioning. These issues could serve as the foundation to the creation of a social movement in your local (city, small town), state, or federal level. Choose a topic that you have some passion for that you or others known to you have experienced. If you have your own topic, not on the list, check with the Instructor.
Some examples are:
Medical health care costs
Disability accessibility
Housing conditions (lack of or segregated sub-standard housing and rent)
Environmental air/ground conditions (e.g. sinkholes in a neighborhood, ground pollution causing birth defects, etc.)
Nutrition needs (e.g. hunger, poverty, etc.)
Political representation (e.g. lack of access to voter registration, municipal representation, or suppression)
Safety measures - (e.g. police profiling, lack of police patrols, neighborhood violence, racial violence)
Unemployment – e.g. layoffs, segregated workplaces by gender/race/age
Poverty – low income, lack of health insurance, lack of access to payment for medications.
High property taxes
Neglected or segregated schools
Banking and regulatory practices that may profile or discriminate against specified populations
Discriminatory practices involving vulnerable minority populations
Toxic air/water pollution
Conduct a literature review of 10 peer-reviewed sources to research the social justice aspects of your chosen issue and its consequences - e.g. physiological, political, social, psychological, and spiritual consequences on the macro (societal, community) and mezzo (family and community) personal and environmental dimensions. Integrate by way of in-text cited content the research findings into your paper’s content from the Hutchison text - e.g. Chapters 13 on Communities and Chapter 14 on Social Movement and from the supplemental sources. Instructions on how to write a literature review is posted under Assignments. (See above.)
Respond to the following:Explain historically how this issue came to be and the current conditions that are impacting on what specific population/s of people. Discuss the importance of your issue. “What are the two or three cultural frames that would motivate people to engage in collective action on this issue….How important do you think emotions are in motivating people to participate in [this] social movement activity (Hutchison, 2019, 450)?” Explain and support your rationale by way of in-text cited content.
What “Elite Allies” (p. 436) could be recruited as influential forces to a.
The last quarter of the 19th century saw a shift within the art worl.docxjmindy
The last quarter of the 19th century saw a shift within the art world from male-dominated history and genre scenes to female-dominated interiors and landscapes, along with a shift in artistic discourse from the theories of John Ruskin to those of James Abbott McNeill Whistler. Describe the theories of each of these figures and why this shift occurred. Then discuss the differences between the two types of art associated with these theories, using specific examples.
200-300 Words, work sited
.
The last answer didnt actually help, so I am reposting this.P.docxjmindy
*The last answer didn't actually help, so I am reposting this.*
Performance Management Process Phases
Using the internet
, research the employee performance management process. There is a wealth of articles and resources for each phase of the process
The phases:
Establishing Performance Goals
Developing Performance Plans
Giving and Receiving Feedback
Evaluating Performance
Identify and explain each phase, then discuss the best practice for that phase.
2-3 pages;
Double spaced, APA formatted.
Provide links to all resources used for this paper - no need to include citations or a full reference page just the links will do. Please use free web sources.
.
The Lab assignment will be graded out of 100 points. There are .docxjmindy
The Lab assignment will be graded out of 100 points. There are multiple parts or tasks that make up each Lab.
This document can be downloaded here :
Lab4CFall20v1.docx
The code you need to start with :
Lab4Part1.c
The data file you need :
Lab4giftList.txt
(Note that this file name doesn't match the code so you'll need to adjust that.)
Some tasks ask you to write code, and specify what name to use for the file in NetBeans. You need to use exactly the name that is given (do not change the case, or make any other modification). Remember, the name of the main class must match the filename.
There are further instructions at the bottom (after the questions) about how to save the file from NetBeans in order to be able to turn it in.
For every lab assignment you need to create an answers file. In this answers file you will put in answer any questions that are asked, you will show the output of code that you write and you will reference any code files that you create for a given question. See below for more details about what goes in the answers file.
Your answers document needs to be named with your initials and the last four digits of your ID number and then Lab#answers. So if my initials are JCMT and the last four digits of my ID are 1234, then the answers file for my Lab 4 would be
JCMT1234Lab3answers
.
The ONLY acceptable file formats are Word document, OpenOffice document, and PDF.
Put your last name, first name and UTA ID in the file on the first line.
[-5 deduction if not**]
Label the answers for each question with the number/letter of the question.
Separate each answer from the next answer by at least two blank lines
.
[-5 deduction if not**]
Include EVERY question number/letter combination from the assignment in your answers document. If the question is a coding question telling you to save a file, for example some question numbered 17.b), then in your answers document you should have a line like the following for question 17.b):
17.b) Please see file Lab1Part3.c for this question.”
Put all your question answers the answer document.
If the lab question asks you to show the output of a doing some particular thing with the code, then you must also put a screenshot of the output in the answer document. For output that takes up more than one screen, make multiple pictures so that every screen is recorded. If you do not include the screenshots in your answer document, then the questions that should have had screenshots will be considered “Not answered” and will be awarded ZERO 0 points.
Each task below will instruct you where to put your answers. If the task says to “Save your program as file
XYZ1234Lab1Task1.c
” then this .c file should be turned in as part of the assignment along with the answers file.
Every lab assignment has a given due date. No late labs will be accepted. (Five minutes late is still late.) Lab assignments will be posted on Canvas. If you are unable to turn in your .
The knowledge of your Learning Patterns provides you with an .docxjmindy
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
4Developing an Adept Mind
keithpix/iStock/Thinkstock
Learning Outcomes
After reading this chapter, you should be able to
• Define the term adept mind.
• Explain the role critical thinking plays in becoming a successful student.
• Demonstrate critical reading within the college learning context.
• Describe how your Patterns affect your critical-reading skills.
• Demonstrate critical writing within the college learning context.
• Describe how your Patterns affect your critical-writing skills.
• Explain how critical-thinking skills contribute to academic integrity.
“In order to thrive in the 21st Century, intentional learners should be
empowered through a mastery of intellectual and practical skills, informed
about forms of inquiry, and responsible for their personal actions.”
—J. Doherty and K. Ketchner (2005, p. 1)
Section 4.2Becoming a Critical Thinker
4.1 The Adept Mind
Chapter 3 was devoted to helping you understand how to use metacognition, the learning
techniques known as decoding and FITing, and personalized strategies to become a more
intentional learner. This chapter builds on that knowledge by framing how to use your Learn-
ing Patterns to develop an adept mind.
The adept mind helps you succeed in all areas of life. It is one that makes good decisions and
can discern the difference between fact and fiction. It studies a situation’s complexity, weighs
the facts, examines the logic behind a choice, and determines whether a choice is appropriate.
The adept mind is intentional, stable, and often methodical and always seeks to improve its
efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also
to the experience of being a parent, employee, or volunteer. No matter what you are called
on to do in life, you will need an adept mind to navigate the change you encounter and the
growth you seek.
The adept mind uses the critical skills of thinking, reading, and writing—skills this chap-
ter explores in depth—and uses them with integrity. The word critical is not one students
embrace easily. It has a negative connotation and suggests that someone has found fault with
something you have done. It conjures up images of a scolding voice, red pen marks, or nega-
tive comments. When applied to thinking, reading, and writing, however, the word critical
takes on a different meaning. To be critical means to delve deeper into a topic to better under-
stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti-
cal also means becoming able to use your research with honesty and originality.
4.2 Becoming a Critical Thinker
When you engage in critical think-
ing, you embark on an ongoing quest
to improve how you think. Thinking
critically requires you to b.
The Kite Runner contains many families that suffer in their own uniq.docxjmindy
The Kite Runner contains many families that suffer in their own unique way. Two different fathers in the novel both are overbearing in their own way, which leads to their families falling apart. The author uses these families to dimistrait the theme of how overbearing parents will cause their kids to resent their family. The main character Amir's family's major source of unhappiness was Baba's decision to father an illegitimate child with the servant’s son. This created an unhealthy dynamic between The legitimate and illegitimate son where the legitimate son constantly had to fight for and earn his father's affection from the illegitimate son. It got so bad that Amir, the legitimate child, forced the two families to separate. Ironically, Baba showing his son too much affection is what separated them in the end. Amir’s wife Soraya has a broken family of her own. Her father was a famous General back in Afghanistan, but now does nothing but run a resale store as a hobby and cash in welfare checks. He sees himself as above the rest of his countrymen and too important to work labor. While he does nothing to improve his standard of living, he expects his daughter to not only be successful in school but pursue a high-paying job to his specification. This pressure makes Soray act out and rebel, leading her to compromise her Purity Within The Afghani community. This sacrifices her chance at marrying, one of the major ways his family could have moved up socially and economically. Both of these fathers put unrealistic expectations on their children leading to broken families in a different way. Baba’s unrealistic expectations led Amir into destroying the family he loved while Sayora’s father's overbearingness led her to ruin his family’s pride which he valued over everything.
.
The Key cross-cultural themes of the project are country values and .docxjmindy
The Key cross-cultural themes of the project are country values and hofstede dimensions. Projects should be 23 pages long.
Project framework: Title page, table of contents, introduction, various chapters, conclusion, bibliography, appendics
project guidelines
Example: different leadership styles - USA, Vietnam and Singapore compared
Format of the project:
1. Discuss and analyse the determinants of culture in the country chosed: History, Religion, Social Structure, Political Philosophy, Economy, Language and education
2. Look at Hofstede Dimensions and World Values Survey to find background info
3. Other theoretical Perspectives
4. Conclusion must be about the cultural environment for business in the given country
5. Project Resources:
a. Hofstede Home page: http://www.geert-hofstede.com
b. World Values Survey: http://www.worldvaluessurvey.com
c. CIA World Fact Book: http://www.cia.gov/library/publications/the-world-factbook/index.html
d. Background information: Country statistical organization, the wall street journal, business week, the economist
6. Key Outcomes:
a. The demonstration of an ability to discuss and analyse the contents of this module
b. The exploration of the different dimensions of the global cultural environment
c. The identification of the main issues and challenges relating to culture and its impact on facing businesses today
d. Comprehensive business report on the application of the course concept within your own work place or one which you are familiar with
7. Using Harvard Referencing
.
The kind of relationships that society expects from its citizens an.docxjmindy
“The kind of relationships that society expects from its citizens and the way it organizes its important institutions – the family, the system of governance and control – can either nurture or stunt people’s impulses to give help to relatives, friends, and needy strangers” (Mandell and Schram, 2012, p. 28).
After watching the
Meaning of Human Services
video, and reflecting on the quote above, use the outline below to describe the history of human services in western society.
History of Human Services
. Discuss the history of helping behavior and human services in western culture. What factors have influenced our ability and willingness to help society members?
Changing Nature of Helping
. Describe how societal circumstances shape helping behavior. Explain the principle of reciprocity and its relation to western cycles of giving and helping. Be sure to include such philosophies as means tested vs. universal programs, culture of poverty vs. opportunity theory, etc.
Cycles of Helping
. Discuss the cycles of helping in the American society as they relate to welfare, juvenile justice, mental illness, and criminal justice. In your opinion, are we doing enough in these areas? If not, why not?
Your assignment should be two- to three-pages in length (excluding title and reference pages), and must include a minimum of three scholarly sources to substantiate your argument. At least two of these must be scholarly, peer-reviewed sources that were published within the past five years. Your paper and all sources must be formatted according to the APA guidelines
.
THE KING COMPANY BACKGROUND The King Company experiences man.docxjmindy
THE KING COMPANY BACKGROUND The King Company experiences many of the difficulties common in today’s business climate. In response to declining sales, the company must transform itself from a strategy of expansion and high profit to one of cost containment and staff reductions.The case discusses the organization and provides details of the human resource department. Also presented are e-mails from various staff members. The e-mails identify specific problems that need to be addressed by the HR department and provides a look at King’s overall culture. You may find the tone of some e-mails to be unprofessional. This is a good lesson for us all--As much as we enjoy informality in the workplace, all documents and correspondence— including e-mails—can be retained and are discoverable in litigation. Managers must be cautious in their writing because inappropriate language may be impossible to defend in court.
Employees In the Case:
Amera, Argonta---Accounting employee
Andreas, Gary---employee on workers’ comp
Call, Jake---Compensation & Benefits Manager
Dean, Don---C.E.O.
Dugas, Karla---Benefits Coordinator
Folkner, Meg---Supervisor, CAD Design
Grant, Alan---Current HR Director
Honduras, Margo---Previous HR Director
Jones, Lyle---Production Employee
Madison, Charles---Senior V.P.
Petersen, Matt---Production Supervisor, Team 3
Planky, Burt---fishing buddy
Putt, Tonia---CAD Designer
Rey, Dave---Production Foreman
Sanders, Tomas---Design Manager
Scholl, Karmen---HRD Manager
Simms, Bertie---Designer
Smith, Mike---V.P.
Songun, Amy---Accounting Supervisor
Stone, Guy---Production Supervisor
Tu, Kevin---Staffing Manager
Varn, Juan---Safety & Security Manager
Warner, Salty---union promoter
White, Shaun---Employee Relations Manager
COMPANY BACKGROUND:
The King Company is a small manufacturing company located in a mid-sized city in the upper Midwest. King manufactures high-quality specialty components for the computer industry. The company was founded in 1994 by current CEO, Don Dean. Dean was a talented young engineer in Silicon Valley. When the industry hit the skids in the early 1990s, he found himself out the door with little more than an entrepreneurial spirit and a small severance. Dean left California, moved back to his home state and used his severance to finance The King Company, starting the company in small rented quarters in a nearly vacant strip mall. He brought in Cliff Madison early on as chief financial officer. Dean was smart enough to know that he had no head for figures, but Madison did. Madison was an old college buddy, a super accounting wiz, and somebody Dean could trust to squeeze as much mileage as possible out of his severance money. It was a good match. Madison managed the business, and Dean was the idea man and designer of the specialty components, patents of which were the backbone of King’s success. Today, the low-rent strip mall is a part of company history, and King employs 835 full-time workers.
The Kind of leader I want to beAbout 1 pageTell the type.docxjmindy
The Kind of leader I want to be
About 1 page
Tell the type of leader you want to be while at Tuskegee University and after graduation. Tell the type of leadership characteristics you want to possess and why Tell what type of leadership style you would use and why you would use it
.
The key issue is why its challenging to implement transformational .docxjmindy
The key issue is why it's challenging to implement transformational change to the organization and why the organizations resist change.
Transformational changes are the most difficult since they require radical and significant changes to organizational structures, strategies, culture, and ethics.
Describe how organizations develop strategies, routines and processes that make them reliable and accountable to transformational change.
Describe bureaucracies, institutionalization, cognitive scripts as factors making organizations more resistant to change.
.
The Law of Healthcare AdministrationAuthorsShowalter,.docxjmindy
The Law of Healthcare Administration
Authors:
Showalter, J. Stuart
Publication Information:
Ed.:
Eighth edition. Chicago, Illinois : Health Administration Press. 2017
Resource Type:
eBook.
Description:
The Law of Healthcare Administration offers a thorough examination of health law in the United States from a management perspective. Using plain language accessible to nonlawyers, the book moves from broadbrush treatments of the US legal system and the history of medicine to specific issues that affect healthcare leaders daily, including contracts, torts, taxation, antitrust laws, regulatory compliance, and, most pressing, health insurance reform and the important changes that have taken place since the Affordable Care Act (ACA) became law in 2010. The legal concepts discussed in the book are amply supported by reallife examples, detailed explanations, and excerpts from decisions of federal and state courts.
Subjects:
Medical laws and legislation--United States
Medical care--Law and legislation--United States
Hospitals--Law and legislation--United States
we reviewed informed consent in the case of competent adults. There are many “gray” areas of consent in cases of children or incompetent adults; however, the law has sought to provide clear guidance for health care providers and legal guardians.
Review pages 393-411 in the Showalter textbook and choose at least one of the subtopics in this section regarding consent. Provide an explanation of the “gray area” of your choosing, including any relevant legal cases discussed, and how this is handled under the law.
Showalter, J. S. (2017) Consent. In
The Law of Healthcare Administration
(pp. 393-411). Chicago, IL: Health Administration Press. Retrieved from the Trident Online Library.
Related
rrent User Level:
Unlimited User
Hide Table of ContentsTable of Contents
Brief Contents
·
Detailed Contents
·
Preface
·
Chapter 1 The Anglo-American Legal System
·
Chapter 2 A Brief History of Medicine
·
Chapter 3 Health Reform, Access to Care, and Admission and Discharge
·
Chapter 4 Contracts and Intentional Torts
·
Chapter 5 Negligence
·
Chapter 6 The Organization and Management of a Corporate Healthcare Institution
·
Chapter 7 Liability of the Healthcare Institution
·
Chapter 8 Medical Staff Privileges and Peer Review
·
Chapter 9 Health Information Management
·
Chapter 10 Emergency Care
·
Chapter 11 Consent for Treatment and Withholding Consent
·
Chapter 12 Taxation of Healthcare Institutions
·
Chapter 13 Competition and Antitrust Law
·
Chapter 14 Issues of Reproduction and Birth
·
Chapter 15 Fraud Laws and Corporate Compliance
·
Glossary
·
Case Index
·
Index
·
About the Author
.
The law that legalized medical marijuana in Florida in 2016Wri.docxjmindy
The law that legalized medical marijuana in Florida in 2016
Write TWO paragraphs describing the law or policy
First paragraph: clearly define the law or policy, date when it took effect, and identify what problem it is trying to solve (why was it enacted?)
Second paragraph: identify the agency or organization responsible for its implementation or oversight and explain whether or not the law or policy seems to be effective in its implementation.
Sources: 2-4 sources are required for the proposal. A reference page with proper Chicago Style format required.
.
The latter half of the twentieth century witnessed the rise of the i.docxjmindy
The latter half of the twentieth century witnessed the rise of the international development sector, bringing with it new government agencies and international organizations (see Appendix – International Education and Development Timeline). Education played a pivotal role in the new development sector: Rostow’s (1960) modernization theory stipulated that investments in education would put Third World countries on the path to development, eventually transforming them into industrialized societies similar to those in Western Europe and North America.
However, the experiences of Zambia and Nepal show that the relationship between education and development is not straightforward or deterministic. Zambia initially concentrated on secondary and technical education, but was later hard-hit by structural adjustment programmes and burdened with debt. Nepal’s history shows not only that primary education can be rapidly expanded in just a few generations, but also that this expansion can marginalize many groups within a society.
The most important outcome of the post-war period was a set of ideas about what development is and what it means to be developed. These were articulated by development theorists such as Rostow (1960) as well as through international development organizations (e.g. UNDP, World Bank, USAID). The notions that former colonies should develop into industrial nations, that international aid could facilitate the economic growth required, and that investments in education were one way they could do so, all emerged during this period. More than 60 years later, these ideas still underlie much of the work within the field of international development as well as the ways in which development is constructed in popular media and the press. However, the next chapter examines how challenges to these underlying ideas have redefined development work and the role of education within it.
In your own words, define development. What does it mean for a society to be developed? Is education necessary for development, and is it sufficient to ensure development?
.
The larger the mass of a star, the higher the internal pressures. Hi.docxjmindy
The larger the mass of a star, the higher the internal pressures. Higher internal pressures causes higher temperatures and it is temperature that determines the types of fusion that can occur deep in a stars interior. Discuss all of the types of fusion that can occur in stars, the temperatures at which each begins, and the mass required to produce each temperature.
we need two different versions of the discussion posts. 200 words each one.
.
The Latin term meaning father of his country” which is implied as m.docxjmindy
The Latin term meaning “father of his country” which is implied as meaning the government is the true guardian of the needy and infirmed children.
2.
__________________ were a sixteenth century English set of laws which vagrants and abandoned and neglected children were bound to masters as indentured servants.
3.
Early English courts established to protect the property rights and welfare of the minor children of affluent families.
4.
Civic leaders who focused their attention on the misdeeds of poor children to control their behavior were called:
5.
In 1816, The Society for the Prevention of Pauperism was established to:
6.
When the first House of Refuge opened in New York the Society for the Prevention of Pauperism and the __________________ were influential in establishing such positive steps for juveniles.
7.
In 1853, New York philanthropist Charles Loring Brace helped developed the _______________________ as an alternative for dealing with neglected and delinquent youths.
8.
The first juvenile court was established in this state in 1899.
9.
The Juvenile Court Act of 1899 set up an independent court to handle criminal law violations by children under 16 years of age as well as created:
10.
The case of the
Kent v. United States (1966)
ruled that:
11.
The ___________________________ established the a federal office on delinquency prevention and was enacted to identify the needs of youth and to fund programs aimed at deterring juvenile crime.
12.
A noncriminal youth who falls under the jurisdiction of the courts by reason of having engaged in behavior prohibited to minors, such as truancy.
13.
The Court case of ________________ ruled that a minor has basic due process rights at trial.
14.
The Court case of ________________ ruled that the level of evidence for the finding of juvenile delinquency is proof beyond a reasonable doubt.
15.
Held that the Fourth Amendment guarantee against unreasonable searches is not violated by drug testing all students who choose to participate in interscholastic athletics.
16.
In 1974, Congress passed the ______________________, which provides funds to states to bolster their services for maltreated children and their parents.
17.
According to the shifting philosophies of juvenile justice outlined in your text, the time from 1950-1970 recognized that:
18.
There are more than 450 juvenile ________________ who focus on providing treatment for youth accused of substance abuse offenses.
19.
A program developed in Arizona in an effort to reduce adolescent involvement in criminal behavior that has since been added to school curricula in all 50 states is known as:
20.
The Supreme Court held that the _______________ protections against unreasonable search and seizures apply to students but that the need to maintain an orderly educational environment modifies the needs for warrants and probable cause.
21.
Which of the following is not a Supreme Court case dealing with searching for drugs in associatio.
THE LASTING IMPACT OF MENDEZ V. WESTMINSTER IN THE STRUGGLE .docxjmindy
This document summarizes the 1947 Mendez v. Westminster Supreme Court case, which ruled that segregating Mexican American students into separate schools violated the 14th Amendment. It discusses how this case paved the way for the 1954 Brown v. Board of Education decision banning racial segregation in schools. The case involved Mexican American parents in California suing to allow their children to attend white schools rather than segregated Mexican schools with inferior conditions. Thurgood Marshall participated in this case and it influenced his strategy in Brown v. Board.
The late 1920s and 1930s were a time when many Americans endured the.docxjmindy
The late 1920s and 1930s were a time when many Americans endured the humiliation of rampant racism as well as crushing poverty. Yet most mainstream popular music (exemplified by the Tin Pan Alley style) avoided these issues and focused instead on escapist themes of privacy and romance.
Why might this have been the case? Do you feel that contemporary popular music also focuses on escapist themes like the 1920s and 1930s or do you feel that it tackles the relevant issues of the day? Do you feel that popular music works best as an escape from the problems of the world or as a forum to explore and engage in such issues? Please be as specific as possible in citing examples
.
The last term you attended at Waldorf you dropped a course while on .docxjmindy
The last term you attended at Waldorf you dropped a course while on Satisfactory Academic Progress Warning which caused your dismissal. If you would like to appeal this dismissal and reinstate yourself into the program you’ll need to complete the attached form and write a statement.
1. Provide a typed and signed statement describing the circumstances that led to your lack of academic progress while on Satisfactory Academic Progress. Be specific and concise in your explanation as to why you were unable to make successful progress.
(My mother became ill in July 2017, I had to care for her. She passed away in October 2017) .
2. Provide a plan of action that you will use to ensure your future academic success. Include information on how much time a day/week you will dedicate to your coursework.
3. Develop a plan with your advisor to repeat courses as needed and include this with your appeal.
In your appeal statement, you may include that we’ve discussed if your return is accepted you’ll retake your failed course and dropped course first. EDU 5102 Student-Centered Differentiated Learning and EDU 5100 Personal Leadership Skills and Team Building are the two you’ll need to have done.
.
The last topic to be covered in this course is Chapter 14, Social .docxjmindy
The last topic to be covered in this course is Chapter 14, Social Movements.
Choose to view one of the movies in this Unit, either
The Garden
(in English and somein Spanish with English subtitles) or
Holding Ground Parts 1 and 2.
Then consider the following social justice issues listed below that have impacted physiological, social, psychological and spiritual human behavior and development on the macro (societal) and mezzo (family and community) person and environmental dimensions of human functioning. These issues could serve as the foundation to the creation of a social movement in your local (city, small town), state, or federal level. Choose a topic that you have some passion for that you or others known to you have experienced. If you have your own topic, not on the list, check with the Instructor.
Some examples are:
Medical health care costs
Disability accessibility
Housing conditions (lack of or segregated sub-standard housing and rent)
Environmental air/ground conditions (e.g. sinkholes in a neighborhood, ground pollution causing birth defects, etc.)
Nutrition needs (e.g. hunger, poverty, etc.)
Political representation (e.g. lack of access to voter registration, municipal representation, or suppression)
Safety measures - (e.g. police profiling, lack of police patrols, neighborhood violence, racial violence)
Unemployment – e.g. layoffs, segregated workplaces by gender/race/age
Poverty – low income, lack of health insurance, lack of access to payment for medications.
High property taxes
Neglected or segregated schools
Banking and regulatory practices that may profile or discriminate against specified populations
Discriminatory practices involving vulnerable minority populations
Toxic air/water pollution
Conduct a literature review of 10 peer-reviewed sources to research the social justice aspects of your chosen issue and its consequences - e.g. physiological, political, social, psychological, and spiritual consequences on the macro (societal, community) and mezzo (family and community) personal and environmental dimensions. Integrate by way of in-text cited content the research findings into your paper’s content from the Hutchison text - e.g. Chapters 13 on Communities and Chapter 14 on Social Movement and from the supplemental sources. Instructions on how to write a literature review is posted under Assignments. (See above.)
Respond to the following:Explain historically how this issue came to be and the current conditions that are impacting on what specific population/s of people. Discuss the importance of your issue. “What are the two or three cultural frames that would motivate people to engage in collective action on this issue….How important do you think emotions are in motivating people to participate in [this] social movement activity (Hutchison, 2019, 450)?” Explain and support your rationale by way of in-text cited content.
What “Elite Allies” (p. 436) could be recruited as influential forces to a.
The last quarter of the 19th century saw a shift within the art worl.docxjmindy
The last quarter of the 19th century saw a shift within the art world from male-dominated history and genre scenes to female-dominated interiors and landscapes, along with a shift in artistic discourse from the theories of John Ruskin to those of James Abbott McNeill Whistler. Describe the theories of each of these figures and why this shift occurred. Then discuss the differences between the two types of art associated with these theories, using specific examples.
200-300 Words, work sited
.
The last answer didnt actually help, so I am reposting this.P.docxjmindy
*The last answer didn't actually help, so I am reposting this.*
Performance Management Process Phases
Using the internet
, research the employee performance management process. There is a wealth of articles and resources for each phase of the process
The phases:
Establishing Performance Goals
Developing Performance Plans
Giving and Receiving Feedback
Evaluating Performance
Identify and explain each phase, then discuss the best practice for that phase.
2-3 pages;
Double spaced, APA formatted.
Provide links to all resources used for this paper - no need to include citations or a full reference page just the links will do. Please use free web sources.
.
The Lab assignment will be graded out of 100 points. There are .docxjmindy
The Lab assignment will be graded out of 100 points. There are multiple parts or tasks that make up each Lab.
This document can be downloaded here :
Lab4CFall20v1.docx
The code you need to start with :
Lab4Part1.c
The data file you need :
Lab4giftList.txt
(Note that this file name doesn't match the code so you'll need to adjust that.)
Some tasks ask you to write code, and specify what name to use for the file in NetBeans. You need to use exactly the name that is given (do not change the case, or make any other modification). Remember, the name of the main class must match the filename.
There are further instructions at the bottom (after the questions) about how to save the file from NetBeans in order to be able to turn it in.
For every lab assignment you need to create an answers file. In this answers file you will put in answer any questions that are asked, you will show the output of code that you write and you will reference any code files that you create for a given question. See below for more details about what goes in the answers file.
Your answers document needs to be named with your initials and the last four digits of your ID number and then Lab#answers. So if my initials are JCMT and the last four digits of my ID are 1234, then the answers file for my Lab 4 would be
JCMT1234Lab3answers
.
The ONLY acceptable file formats are Word document, OpenOffice document, and PDF.
Put your last name, first name and UTA ID in the file on the first line.
[-5 deduction if not**]
Label the answers for each question with the number/letter of the question.
Separate each answer from the next answer by at least two blank lines
.
[-5 deduction if not**]
Include EVERY question number/letter combination from the assignment in your answers document. If the question is a coding question telling you to save a file, for example some question numbered 17.b), then in your answers document you should have a line like the following for question 17.b):
17.b) Please see file Lab1Part3.c for this question.”
Put all your question answers the answer document.
If the lab question asks you to show the output of a doing some particular thing with the code, then you must also put a screenshot of the output in the answer document. For output that takes up more than one screen, make multiple pictures so that every screen is recorded. If you do not include the screenshots in your answer document, then the questions that should have had screenshots will be considered “Not answered” and will be awarded ZERO 0 points.
Each task below will instruct you where to put your answers. If the task says to “Save your program as file
XYZ1234Lab1Task1.c
” then this .c file should be turned in as part of the assignment along with the answers file.
Every lab assignment has a given due date. No late labs will be accepted. (Five minutes late is still late.) Lab assignments will be posted on Canvas. If you are unable to turn in your .
The knowledge of your Learning Patterns provides you with an .docxjmindy
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
4Developing an Adept Mind
keithpix/iStock/Thinkstock
Learning Outcomes
After reading this chapter, you should be able to
• Define the term adept mind.
• Explain the role critical thinking plays in becoming a successful student.
• Demonstrate critical reading within the college learning context.
• Describe how your Patterns affect your critical-reading skills.
• Demonstrate critical writing within the college learning context.
• Describe how your Patterns affect your critical-writing skills.
• Explain how critical-thinking skills contribute to academic integrity.
“In order to thrive in the 21st Century, intentional learners should be
empowered through a mastery of intellectual and practical skills, informed
about forms of inquiry, and responsible for their personal actions.”
—J. Doherty and K. Ketchner (2005, p. 1)
Section 4.2Becoming a Critical Thinker
4.1 The Adept Mind
Chapter 3 was devoted to helping you understand how to use metacognition, the learning
techniques known as decoding and FITing, and personalized strategies to become a more
intentional learner. This chapter builds on that knowledge by framing how to use your Learn-
ing Patterns to develop an adept mind.
The adept mind helps you succeed in all areas of life. It is one that makes good decisions and
can discern the difference between fact and fiction. It studies a situation’s complexity, weighs
the facts, examines the logic behind a choice, and determines whether a choice is appropriate.
The adept mind is intentional, stable, and often methodical and always seeks to improve its
efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also
to the experience of being a parent, employee, or volunteer. No matter what you are called
on to do in life, you will need an adept mind to navigate the change you encounter and the
growth you seek.
The adept mind uses the critical skills of thinking, reading, and writing—skills this chap-
ter explores in depth—and uses them with integrity. The word critical is not one students
embrace easily. It has a negative connotation and suggests that someone has found fault with
something you have done. It conjures up images of a scolding voice, red pen marks, or nega-
tive comments. When applied to thinking, reading, and writing, however, the word critical
takes on a different meaning. To be critical means to delve deeper into a topic to better under-
stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti-
cal also means becoming able to use your research with honesty and originality.
4.2 Becoming a Critical Thinker
When you engage in critical think-
ing, you embark on an ongoing quest
to improve how you think. Thinking
critically requires you to b.
The Kite Runner contains many families that suffer in their own uniq.docxjmindy
The Kite Runner contains many families that suffer in their own unique way. Two different fathers in the novel both are overbearing in their own way, which leads to their families falling apart. The author uses these families to dimistrait the theme of how overbearing parents will cause their kids to resent their family. The main character Amir's family's major source of unhappiness was Baba's decision to father an illegitimate child with the servant’s son. This created an unhealthy dynamic between The legitimate and illegitimate son where the legitimate son constantly had to fight for and earn his father's affection from the illegitimate son. It got so bad that Amir, the legitimate child, forced the two families to separate. Ironically, Baba showing his son too much affection is what separated them in the end. Amir’s wife Soraya has a broken family of her own. Her father was a famous General back in Afghanistan, but now does nothing but run a resale store as a hobby and cash in welfare checks. He sees himself as above the rest of his countrymen and too important to work labor. While he does nothing to improve his standard of living, he expects his daughter to not only be successful in school but pursue a high-paying job to his specification. This pressure makes Soray act out and rebel, leading her to compromise her Purity Within The Afghani community. This sacrifices her chance at marrying, one of the major ways his family could have moved up socially and economically. Both of these fathers put unrealistic expectations on their children leading to broken families in a different way. Baba’s unrealistic expectations led Amir into destroying the family he loved while Sayora’s father's overbearingness led her to ruin his family’s pride which he valued over everything.
.
The Key cross-cultural themes of the project are country values and .docxjmindy
The Key cross-cultural themes of the project are country values and hofstede dimensions. Projects should be 23 pages long.
Project framework: Title page, table of contents, introduction, various chapters, conclusion, bibliography, appendics
project guidelines
Example: different leadership styles - USA, Vietnam and Singapore compared
Format of the project:
1. Discuss and analyse the determinants of culture in the country chosed: History, Religion, Social Structure, Political Philosophy, Economy, Language and education
2. Look at Hofstede Dimensions and World Values Survey to find background info
3. Other theoretical Perspectives
4. Conclusion must be about the cultural environment for business in the given country
5. Project Resources:
a. Hofstede Home page: http://www.geert-hofstede.com
b. World Values Survey: http://www.worldvaluessurvey.com
c. CIA World Fact Book: http://www.cia.gov/library/publications/the-world-factbook/index.html
d. Background information: Country statistical organization, the wall street journal, business week, the economist
6. Key Outcomes:
a. The demonstration of an ability to discuss and analyse the contents of this module
b. The exploration of the different dimensions of the global cultural environment
c. The identification of the main issues and challenges relating to culture and its impact on facing businesses today
d. Comprehensive business report on the application of the course concept within your own work place or one which you are familiar with
7. Using Harvard Referencing
.
The kind of relationships that society expects from its citizens an.docxjmindy
“The kind of relationships that society expects from its citizens and the way it organizes its important institutions – the family, the system of governance and control – can either nurture or stunt people’s impulses to give help to relatives, friends, and needy strangers” (Mandell and Schram, 2012, p. 28).
After watching the
Meaning of Human Services
video, and reflecting on the quote above, use the outline below to describe the history of human services in western society.
History of Human Services
. Discuss the history of helping behavior and human services in western culture. What factors have influenced our ability and willingness to help society members?
Changing Nature of Helping
. Describe how societal circumstances shape helping behavior. Explain the principle of reciprocity and its relation to western cycles of giving and helping. Be sure to include such philosophies as means tested vs. universal programs, culture of poverty vs. opportunity theory, etc.
Cycles of Helping
. Discuss the cycles of helping in the American society as they relate to welfare, juvenile justice, mental illness, and criminal justice. In your opinion, are we doing enough in these areas? If not, why not?
Your assignment should be two- to three-pages in length (excluding title and reference pages), and must include a minimum of three scholarly sources to substantiate your argument. At least two of these must be scholarly, peer-reviewed sources that were published within the past five years. Your paper and all sources must be formatted according to the APA guidelines
.
THE KING COMPANY BACKGROUND The King Company experiences man.docxjmindy
THE KING COMPANY BACKGROUND The King Company experiences many of the difficulties common in today’s business climate. In response to declining sales, the company must transform itself from a strategy of expansion and high profit to one of cost containment and staff reductions.The case discusses the organization and provides details of the human resource department. Also presented are e-mails from various staff members. The e-mails identify specific problems that need to be addressed by the HR department and provides a look at King’s overall culture. You may find the tone of some e-mails to be unprofessional. This is a good lesson for us all--As much as we enjoy informality in the workplace, all documents and correspondence— including e-mails—can be retained and are discoverable in litigation. Managers must be cautious in their writing because inappropriate language may be impossible to defend in court.
Employees In the Case:
Amera, Argonta---Accounting employee
Andreas, Gary---employee on workers’ comp
Call, Jake---Compensation & Benefits Manager
Dean, Don---C.E.O.
Dugas, Karla---Benefits Coordinator
Folkner, Meg---Supervisor, CAD Design
Grant, Alan---Current HR Director
Honduras, Margo---Previous HR Director
Jones, Lyle---Production Employee
Madison, Charles---Senior V.P.
Petersen, Matt---Production Supervisor, Team 3
Planky, Burt---fishing buddy
Putt, Tonia---CAD Designer
Rey, Dave---Production Foreman
Sanders, Tomas---Design Manager
Scholl, Karmen---HRD Manager
Simms, Bertie---Designer
Smith, Mike---V.P.
Songun, Amy---Accounting Supervisor
Stone, Guy---Production Supervisor
Tu, Kevin---Staffing Manager
Varn, Juan---Safety & Security Manager
Warner, Salty---union promoter
White, Shaun---Employee Relations Manager
COMPANY BACKGROUND:
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The Irish Orphan Abduction A tale of race, religion and law.docx
1. The Irish Orphan Abduction
A tale of race, religion and lawlessness in turn-of-the-century
Southern Arizona
By Margaret Regan
• At the turn of the century, Clifton was a Wild West mining
town. The copper smelter stained the air with
sulfurous emissions, and some women blamed their infertility
on the pollution. At right is Chase Creek.
On a summer day in 1900, July 14 to be exact, Jerome Shanley
was born in New
York City.
His birth was hardly joyous. His mother, her name unrecorded,
delivered him in
a home for unwed mothers, and then vanished into the city's
teeming streets.
Little Jerome was allowed to stay at the home for five weeks,
but on Aug. 21, a
nurse carried the abandoned infant to the New York Foundling
Hospital.
Katherine Fitzpatrick seemed to have slightly better prospects.
She was born a
year later, on Sept. 9, 1901, at the Sloane Maternity Hospital.
Though the birth
took place in the "charity wards" designated for the city's poor,
her mother
didn't give her up, not at first, anyway. The woman, whose
2. name is also lost to
history, kept baby Katherine long enough to see her first smile,
and her first
golden curls coming in.
But when she was six months old, Katherine, too, was
relinquished. The mother
herself brought the child to the Foundling, handing her over on
March 25,
1902. The date must have stung this Irish Catholic woman. It
was the Feast of
the Annunciation, when Catholics celebrate the pregnancy of
the Virgin Mary.
Jerome and Katherine were only two of thousands abandoned to
the Foundling.
Between 1869, the year it was founded by an Irish-American
nun named Sister
Mary Irene Fitzgibbon, and 1904, the institution took in some
35,000 babies,
primarily offspring of the city's reviled, impoverished Irish.
Staggering numbers of Irish immigrants had flooded the city
since the Great
Famine of the late 1840s. Subject to discrimination, they earned
pitiful wages
and crammed into unhealthful tenements. The Irish had come up
in the world
by the turn of the century, but they still accounted for a large
percentage of the
city's paupers.
Kids like Katherine and Jerome, born to single mothers, were
"regarded by Irish
3. and non-Irish alike as base, children of the underclass," writes
historian Linda
Gordon, who chronicles their tale in her book The Great
Arizona Orphan
Abduction. Their futures looked bleak.
Nothing about either child suggested that they would become
the subjects of a
fierce custody battle or, even more preposterously, celebrity
darlings in the
early days of mass media, written about in papers from coast to
coast.
But that's exactly what happened. The nuns managed to find
permanent foster
homes for about a third of the children in their care, and Jerome
and Katherine,
luckily or unluckily, won a spot in the faraway West. Nuns from
the Foundling
took them to Arizona in a group of 40 orphans in October 1904,
when
Katherine was 3 and Jerome was 4. All of the children were
placed in Mexican
Catholic homes in the Wild West mining towns of Clifton and
Morenci. Katherine
and Jerome were destined to become siblings in the home of
Cornelio and
Margarita Chacón.
But the towns' Anglos, primarily non-Catholics, became
incensed at the sight of
white toddlers handed over to brown-skinned Hispanics. Within
hours of the
orphans' arrival, outraged Anglos gathered in threatening mobs.
Within 24
hours--in a blinding monsoon, no less--a posse of 25 vigilantes
4. stormed the
Mexican homes and, armed with pistols, kidnapped the children.
Within 72 hours, the young priest had been ridden out of town,
one step ahead
of a lynch mob, and a throng of white "mothers" had picked out
orphans to
keep as their very own. The nuns managed to escape with 21 of
the kids, but
the rest stayed behind, permanently, with their new white, non-
Catholic
families.
The case made the papers all across the country, and the
ensuing court case
wended its way all the way up to the Arizona Supreme Court,
but in every
venue, the finding was the same: Mexicans were unfit in every
possible way to
raise white children.
But a funny thing had happened on the orphans' way to the
West. Back East,
Jerome and Katherine weren't even in the exalted racial
category of "white."
They were something different, and infinitely inferior: Irish. As
Gordon remarks,
the "train ride had transformed them from Irish to white."
Perched high in the mountains of Eastern Arizona, the tiny
towns of Clifton
and Morenci hardly seem like a dream home for orphans of any
color. Cliffs
loom on all sides of Clifton, and Chase Creek and the San
5. Francisco River run
through the narrow swathe of flat, buildable land. The rivers
flood frequently,
washing away houses and businesses. Everywhere, rising high
overhead,
tumbling down gulleys, are rusty-orange rocks, shot through
with the copper
that has long given the townsfolk their living.
In 1904, Morenci, 1,000 feet up from Clifton, was a shoot-'em-
up place
nicknamed Hell Town that went head to head with Tombstone
for the title of
toughest town in Arizona. Morenci was more camp than town,
and Clifton had a
bit more of a business district, but saloons and brothels
flourished in both
places.
Violence was routine. A squad of armed Arizona Rangers came
in to settle a
strike in 1903 that had pitted whites against Mexicans. Famed
healer Teresita
Urrea, the Saint of Cabora, lived in Clifton, and when she
entered an abusive
marriage in 1900, a posse of 200 men pursued her gun-toting
husband and
threw him in jail.
Health and sanitation were poor. Morenci had no sewer system,
and a typhoid
epidemic swept through in late October 1904, shortly after the
orphan episode.
Both towns had bad water and bad air, polluted by the smelter's
sulfurous
emissions. Gordon records high rates of infertility in the towns,
6. accounting for
large numbers of women with baby hunger. At least one of the
white adoptive
mothers blamed her infertility on the pollution.
Mexicans and Mexican Americans (called Mexicans no matter
where they were
born) were a majority in both towns--perhaps 60 percent in
Clifton, 70 percent
in Morenci--but the copper mines enforced a rigid hierarchy in
jobs and wages.
It was a given that whites got the best jobs and the best pay. But
"white" was
more broadly defined here: It took in Americans of English
descent, Scotsmen
and, a notch down, Irish, Italians and Spaniards: anyone, in
short, who wasn't
Mexican or Chinese.
The local Anglos were not particularly religious--in 1904,
Clifton had only one
Protestant church, Presbyterian--but Mexicans were generally
devout Catholics.
The town's first Catholic church, Sacred Heart, had opened way
back in 1882,
but three successive church structures were destroyed by fire or
deluge. Still,
the faithful kept rebuilding.
It was the Mexicans' religious faith that inspired the nuns to
place Irish New
Yorkers in an Arizona mining camp in the first place. The nuns
held fiercely to
the idea that Irish Catholics, no matter how poor, had a right to
7. their own
religion. For their immortal souls to be saved, the orphans had
to be raised in
the "one true church."
The nuns had reason to fear for the kids' souls. For decades, do-
gooder
Protestant social workers in New York had virtually kidnapped
Irish Catholic
urchins off the streets--some of them orphans, some of them
not--and
shipped them out West.
As historian Maureen Fitzgerald recounts in Habits of
Compassion: Irish
Catholic Nuns and the Origins of New York's Welfare System,
1830-1920, Irish
kids swarmed the sidewalks of New York. These "ulcers of
society," as The New
York Times called them, did what they could to put crumbs on
the family table,
begging, working, rag-picking, stealing.
The best remedy for this plague of disorderly young Papists,
Protestant leaders
agreed, was to transfer them "into Protestant homes outside the
city."
The legal mechanism for snatching kids away was a truancy
law, which
permitted any child not in school during school hours to be
arrested and
brought to a private mission, invariably Protestant. Fitzgerald
writes that
mission workers had no legal obligation even to contact the
parents. If the
8. impoverished mothers and fathers--many of them immigrants,
not savvy to the
ways of the city--never found them, the children could be
legally committed for
their entire childhood to the jurisdiction of the agency.
Which is where the notorious orphan trains come in.
A Methodist minister by the name of Charles Loring Brace,
founder of the
Children's Aid Society, conceived of the trains as an ingenious--
and
inexpensive--alternative to orphanages for the wretched Irish
refuse. Families
in the fabled American countryside would take in the street
urchins and put
them to work in the wholesome outdoors.
"The demand (in the Midwest and West) for children's labor is
practically
unlimited," he enthused in 1880. "A child's place at the table of
the farmer is
always open; his food and cost to the family are of little
account."
Brace's trains duly rolled out with 1,000 "orphans" a year by
1864. By 1910,
Gordon calculates, some 110,000 had been railroaded out of
town. At their
destinations, crowds attracted by newspaper ads inspected the
children like
cattle. To Catholics, the outward-bound shipments of mostly
Irish-Catholic kids
amounted to nothing less than cultural genocide.
9. The Sisters of Charity set out to counteract them. The child of
Irish famine
refugees, Sister Mary Irene opened the order's first Foundling
house in 1870.
From the start, the nuns allowed poor mothers to drop off babies
without
censure, and gave them up to three years to reclaim them.
Like Brace, the Sisters of Charity also turned to placing out, but
they followed
strict guidelines. The ideal age was 3, when children were
weaned but too
young to be sought for their labor. Particular families were
vetted and matched
in advance to each tot: no cattle calls. Most importantly, the
foster families had
to be practicing Catholics who would raise the orphans in their
ancient faith.
Clifton had a new priest. Father Constant Mandin, at 26 a
freshly minted
clergyman, had arrived in town in the spring of 1904. He was an
outsider, a
Frenchman, here on his first pastoral assignment. Early on, he
received a letter
from the Sisters of Charity in faraway New York. Would any of
his parishioners
be interested in taking in a foundling? Mandin ignored the
request at first. But
when he received a second letter, he read it aloud to his Sacred
Heart
congregation, as A. Blake Brophy reports in Foundlings on the
Frontier.
Sixty parishioners applied to take a child; most of the 33
10. Mandin picked were
mining families with a father earning a "Mexican" wage of
$1.50 to $2.50 a day.
The childless Chacóns were probably the best off. Cornelio, a
skimmer at the
copper smelter, was at the top of the Mexican pay scale.
Margarita, a
schoolteacher, taught Mexican children in their home.
On Sept. 25, their future children set out by train from Grand
Central Station.
Sister Anna Michaella Bowen headed the orphan brigade,
assisted by Sister Ann
Corsini Cross, an Irish immigrant; Sister Francis Liguori Keller,
a French-born
nun; four nurses and placement agent George Swayne.
The children ranged in age from 2 to 6, and they were a
decidedly Irish bunch;
besides Shanley and Fitzpatrick, they had such names as Kane,
Welsh,
Corcoran, Doherty, Ryan, Mack. The runarounds, as the nuns
called toddlers,
must have been a handful, but their early excitement soon worn
off. The
journey cross-country to Arizona was longer than they could
imagine. It was
not until the 11th day, Saturday, Oct. 1, that the brigade pulled
into Clifton in
the early evening, one day behind schedule.
The nuns' first glimpse of the place was not propitious. Two
smelters towered
over the narrow town, and black smoke stained the air. The
11. expected foster
mothers were at the station, but word had spread that orphan
children were
coming to town. A knot of white women pushed their way to the
front and
peered into the train windows.
What they saw delighted them. The nuns and nurses had dressed
each little girl
in a new white dress and each little boy in a sailor suit. The
girls' hair was
curled and beribboned, and every child was laced up in a pair of
shiny black
boots.
Gordon relates that Louisa Gatti could barely restrain herself.
As Louisa later
described it: "I thought to myself, 'I better get where I could see
the babies
good.' So the car pulled up a little ahead, and I goes to work and
climbs the box
car ... and (I) gets a peak at the children and jumps down and
goes up to the
butcher shop and tells Mr. Gatti, 'Oh, but there is some lovely
children in that
car over there.'"
The children were taken to Father Mandin's house. The Mexican
foster mothers
lined up, and agent Swayne and the priest checked each
woman's name against
the tag sewn into each child's garments. Soon, the children were
placed in the
arms of their new mothers.
Sister Anna Michaella later testified that she began to object to
12. the color
mismatch between mothers and children. Father Mandin, the
outsider, didn't
understand the problem--these were devout women of his
parish, after all. So
Sister Anna deferred to his priestly authority, reasoning that she
could take the
children back later if necessary.
In the midst of the confusion, Louisa Gatti marched in and
asked for a child,
and claimed later that a sexton told her he would see what he
could do. When
her husband, John, turned up, he spoke to the priest in French,
and learned that
no children were available. Distraught, Louisa left empty-
handed. So did the
other childless Anglo women, but not before seeing the Mexican
women--their
social inferiors--walk out with white babies.
"They not only wanted the babies," Gordon reports, "they were
beginning to
think it wasn't right for the Mexicans to take the babies ... they
were beginning
to fume when one by one the Mexican women emptied the
church of orphans."
The women took their outrage back to town. The nuns, unaware,
returned to
the sleeping car to spend the night. Early the next morning, a
Sunday, they
loaded the 24 remaining children onto wagons and, with Mandin
and Swayne,
drove up the twisting road to Morenci, leaving nurse Marian
Taylor behind. At
13. Holy Cross Church, a nearly identical procedure unfolded. New
parents lined
up; lists were checked; Mexican families left with Irish
children. This time,
though, Sister Anna was more assertive. She rejected nine of the
families.
The Foundling group then checked into the Morenci Hotel. But
their actions had
not escaped notice. Three men accosted Swayne, Brophy writes.
Charles Mills,
manager of Detroit Copper, along with a company doctor and
another man,
demanded an explanation: How could he place white children
with Mexicans?
Swayne curtly replied that it was none of their business.
Meanwhile, back in Clifton, the rumor mill was churning.
Anglos were trading
tales of shiftless Mexican men and immoral Mexican women.
No better than
Indians, these half-breeds had filthy homes, the talk went. They
didn't know
how to treat white children--one claimed to have seen a new
Mexican mother
give beer to her child--and would poison them with spicy
Mexican food. And
the priest was no better: He was selling babies to the highest
bidder.
There were eight female ringleaders, Gordon writes, seven of
whom would later
get orphans. By early afternoon, they persuaded five men to
14. take action: Sam
and Jake Abraham, Mike Riordan, Tom Simpson and Harry
Wright (who would
adopt Katherine Fitzpatrick).
The men tracked down deputy sheriff Jeff Dunagan, but he
coolly told them he
could make no arrests without a warrant. Still, he agreed to go
up to Morenci to
find Mandin and Swayne, and bring them back to Clifton.
Simpson, a railroad
engineer, went with him.
The pair, both armed, found Sister Anna Michaella first, at the
Morenci Hotel.
She explained that she intended to stay and inspect the homes,
and if any were
inappropriate, she reserved the right to remove the children.
Mills, the mine
boss, was still nosing around, and he joined the men to confront
Swayne in his
room. The men reiterated the townsfolk's objections to the
Mexican families.
Mills explained that the Mexicans earned very little money at
the mine--a fact
he was in a position to know, because he set their pitiful wages.
News had spread around the mining camp that the "pretty little
children were
going to stay in the half-breed homes," Brophy writes. A mob
grew outside the
hotel, and people were shouting they'd take the children
themselves.
Their rumblings gave Mills new ammunition. He sternly
lectured all the
15. outsiders about the niceties of racial discrimination in the
Southwest. Mills
might not have known that the Irish children ranked several
steps below white
in New York, but he did know that in Arizona, their placement
with Mexicans
"violated some of the deepest feelings and strongest convictions
of the
Americans in the community," Brophy writes. (To Mills and the
others,
"Americans" meant "whites.")
The Morenci multitude--some 400 in a town of only 700 whites-
-began to
push into the hotel, shouting out threats to tar and feather the
priest and
agent. One of the nuns later described the scene to a Tucson
Citizen reporter:
"In the street a sheriff sat on horseback, with a revolver, like
the other men.
Women called us vile names, and some of them put pistols to
our heads. They
said there was no law in that town; that they made their own
laws."
The New Yorkers knew defeat when they saw it. Sister Anna
ordered Swayne to
go retrieve the kids in Morenci, just a few short hours after they
had been taken
to their new homes. Later, he was to get the others in Clifton.
To make the evening even more cataclysmic, the first lightning
flashes of a
16. gathering monsoon blazed along the canyon walls, and "when
the rains came,
they slapped the town in wind-driven sheets," Brophy writes.
Mandin and
Swayne set out in the torrent for the Mexican homes and told
the new parents
to bring the children to the hotel immediately, storm or no
storm. The first
soaked families started showing up around 7:30 p.m., and the
last about 10
p.m.
As each family came in, mine boss Mills contemptuously read
aloud the amount
of each father's wages, Gordon reports, "to show how little they
earned."
Unbeknownst to the Foundling group up in Morenci, it was
already too late to
retrieve the Clifton orphans. All day, the Clifton crowd had
been growing bigger
and angrier by the hour. They had learned midafternoon in a
phone call from
Dunagan that Swayne would not yield. Muriel Wright, future
mother of
Katherine, urged "the good citizens of the town ... (to) rescue
these babies."
Twenty-five men formed a posse, a group they would later
describe in court as
a benign "committee." The squad included two deputy sheriffs
and George
Frazer, a superintendent at the smelter, who would later adopt
orphan Hannah
Kane.
17. They set out after dark, through the crashing rain, in dirt streets
turned to
muddy soup, armed with rifles and Colts. Neville Leggatt, a
deliveryman for the
Arizona Copper Company store, knew most of the houses. He
would later call
the foster parents, his faithful customers, "half Indians of the
lowest kind."
The posse stormed house after house, loudly knocking on doors,
demanding
each orphan in the name of the citizens of Clifton. But when
they got to the
home of Margarita Chacón, even Leggatt would confess later to
being ashamed.
He conceded to the court that the Chacóns were "honest
people." But the posse
had agreed on a single, one-size-fits-all plan: All Mexicans
were bad, and all
children were to be seized.
Jerome and Katherine were rousted from their new beds,
grabbed by strange
men from Margarita's arms, and taken out into the night.
By midnight, all 16 of the Clifton orphans were back at the
hotel. Wet, chilled
and exhausted, some of the children were sick to their stomachs.
A clutch of
Anglo women put them to bed in blankets on the floor, but they
didn't settle
down, understandably, until 2 a.m. One child, Josephine
Corcoran, 2 1/2, sang
hysterically until she fell asleep, Gordon recounts.
18. When Swayne and Mandin got back to town around midnight,
intending to
round up the children on Monday morning, they learned that the
abduction had
taken place. Even with the children retrieved, the rabble's rage
was unabated.
They demanded that Swayne wire the Foundling for permission
for Anglo
families to take the children, and when Swayne refused, Sam
Abraham barred
the agent and the priest from his hotel. Dunagan took them over
to a Mexican
boardinghouse. Dunagan and Simpson spent the night with
them--if the men
were not exactly under arrest, they were in protective custody.
Monday morning, Oct. 3, nurse Marian Taylor came downstairs
to find 16 of her
former charges scurrying around the hotel lobby. When she
protested, Brophy
writes, Abraham told her that since "the sisters had given them
to the Mexicans
... (they) had lost all right to them."
And the Anglo women were already divvying them up.
"People began literally fighting over children," Gordon relates.
"The children
were being dickered over as if at a bazaar."
A Mrs. Pascoe claimed Jerome Shanley, and Muriel Wright took
Katherine
Fitzpatrick, ending the children's short-lived siblingship. Mrs.
Jake Abraham
took singing Josephine, and Laura Abraham, wife of Sam,
19. helped herself to the
youngest, Elizabeth Kane, who would turn 2 on Oct. 5. Pushy
Louisa Gatti
walked off with William Norton, age 3.
The Anglos hoped to legitimize these putative adoptions that
evening, when
P.C. Little, a probate judge from Solomonville, arrived on the
evening train. But
he said, correctly, that he couldn't sign adoption papers without
the
authorization of the Foundling, the legal guardian. But he also
refused to
restore the children to the custody of the Foundling's reps. By
default, the
children would stay where they were.
When the mob heard the bad news about the adoptions, they
exploded and
chased Swayne and Mandin into the streets. The two hid out in
the rear room of
a saloon until the coast was clear, and then hightailed it back to
Morenci with
Dunagan. But a grim announcement awaited.
Deputy Gus Hobbs informed them that the whites of Morenci
intended to follow
Clifton's suit. They planned to grab the kids from the nuns and
hand them out
to Anglos. Hobbs further ordered the whole New York group--
and the priest--
to get out of town the next morning, Tuesday, Oct. 4, on the 7
a.m. train.
20. Sister Anna Michaella declared that she, her nuns and nurses
would stay behind
with the children and face down any kidnappers. But Swayne
and Mandin did
not need too much persuading, and they hopped the morning
train, throngs
jeering in their wake. His first pastoral ministry in tatters,
Mandin headed for
Tucson and the protection of his bishop, Henri Granjon. Swayne
went to El
Paso, Texas, to wait for the sisters.
"The seven women were to face the mob alone," Gordon writes.
But Dunagan played a couple of unexpected cards. First, he told
the women
that they would never be able to take the children from town,
because the
engineer had vowed he wouldn't allow them on the train.
Second, he revealed
that Swayne had promised him two children in return for
keeping the agent
safe.
Defeated, Sister Anna allowed him his pick. He chose Hannah
Kane, 3 1/2, and
Edward Cummiskey, 4 1/2. But Dunagan didn't want the tots for
himself. He
would hand Hannah over to Clifton smelter boss George Frazer,
perhaps
seeking to gain favor with a higher-up, and Edward to a J.T.
Kelly.
The fire sale was on. Charles Mills, the Morenci mine boss,
turned up next. It
seemed his friend, a Dr. W.F. Davis, a Clifton physician now
21. living in Los
Angeles, had asked Mills to pick out a child for him. Sister
Anna permitted this,
too, and he selected a little girl.
Even these concessions did not endear the nuns to the circling
mobs.
"The Morenci crowd ... turned its fury on the sisters, and
Tuesday became the
most terrifying day of all," Gordon writes. Men with guns
invaded the nuns'
hotel rooms, trailed by women calling them slave traders and
worse.
Sister Anna managed to slip out and track down Mills. Mollified
now that he'd
gotten a child for his friend, perhaps, the mine boss ordered the
hotel to eject
the crowds. And he promised to put his company guards on
watch, and even
allow the whole party to leave town the next day--nuns, nurses,
kids and all.
Next morning, Wednesday, Oct. 5, the guards escorted the baby
brigade to
Morenci station. They got out of Hell Town on the 7 a.m. train,
leaving 19 souls
behind.
The nuns never got Jerome or Katherine or the other children
back. In New
York, where the work of the Foundling was well known, the
22. New York Daily
News slammed Morenci and Clifton as the most "debased
localities (that) can be
found on the entire southern tier of States ... . The beseeching
nuns were
beaten off and the sobbing little ones were distributed among
the vilest haunts
of the two towns ..."
But the Western papers replayed timeworn anti-Catholic and
anti-Mexican
slurs. The Arizona Bulletin condemned Catholics for selling
"sweet, innocent,
white American babies" to "squalid, half-civilized Mexicans of
the lowest class."
Even President Theodore Roosevelt got involved. In New York,
the Ancient Order
of Hibernians complained about the kidnapping to the president,
who obliged
by directing the U.S. Attorney in Phoenix to file a friend-of-the-
court brief for
the nuns. William Henry Brophy, a wealthy Bisbee businessman
born in Ireland,
helped fund their suit, and he recommended a top Tucson
attorney, Eugene
Ives.
No criminal charges were ever filed against the vigilantes.
When the Graham
County Probate Court certified the Anglo parents as legal
guardians in
November, Ives filed an appeal with the Arizona Supreme Court
for the return of
the children. Turning their backs on the Mexican Catholics who
took in
23. strangers, the nuns conceded during the January 1905 trial that
the homes
were not well-chosen. The blame was placed squarely on Father
Mandin, a
foreigner who didn't understand Americans' complicated racial
calibrations.
But attorney Ives argued the law. The territory of Arizona was
bound to comply
with New York state custody laws and return the children to the
Foundling.
Cliftonian after Cliftonian answered his logic with the most
racist testimony
possible, repeating the slanders that their Mexican neighbors
were prostitutes,
low-lifes, vermin. Still, the Anglos' best argument was their
newly constituted
families. The new parents came en masse to the trial in Phoenix,
their lovely
young orphans in tow. Paraded around town and in the
courtroom, the children
became media darlings. Journalists reported their every gesture,
every cute
saying.
On Jan. 17, the Arizona Republican gushed over little
Katherine. Perched on a
desk in the courtroom, "She turned her attention to the justices,
laughed and
waved her little hand at the court en banc" and pretty much put
a stop to the
judges' efforts to keep the courtroom quiet.
24. Writing the unanimous decision upholding the Anglos'
guardianship, Justice
Edward Kent praised the parents.
"With humanitarian impulse ... (they) assisted in the rescue of
these little
children from the evil into which they had fallen. ... We feel
that is for their
(children's) best interests that no change be made in their
custody."
Nowhere did the judge mention posses or lynch mobs. Instead,
he lauded the
"Americans" who staged "community meetings" and "volunteer
actions" to
remove children from "degraded half-breed Indians."
Some of the adoptive parents had claimed to be Catholic,
Gordon writes, but
none were practicing, and in any case, the court hardly
addressed the nuns'
central concern: the right of the Irish children to be raised in
their ancestral
faith. For the courts, race trumped religion.
The Foundling appealed to the U.S. Supreme Court, but in
December 1906, the
highest court ruled it lacked jurisdiction. The lower court
finding stood, and the
Clifton white parents legally adopted the children. Their
homecoming merited a
festival among the white residents, but the sensational case
hardened the racial
barriers in the twin mining camps.
Father Mandin never returned. He became the longtime priest in
25. Bisbee, where,
ironically, he served a community of Irish-born miners, and
built St. Patrick's,
an elaborate church that still stands. Sacred Heart Church
washed away again in
a flood in 1905. Margarita Chacón told a census taker in 1910
that she had only
one living baby, after losing six others. Sister Anna Michaella
became leader of
the Sisters of Charity in 1917.
And the children? A 1906 photo pictures golden-haired
Katherine Wright,
formerly Fitzpatrick, swathed in a white dress, lounging in the
lap of her
adoptive aunt, Mae Wright Simpson, the very picture of
respectability.
Little singing Josephine, adopted by the Abrahams, didn't fare
as well. She died
of pneumonia in December 1904; she'd been sick ever since her
untimely
outing in the October storm. Sadie Green, renamed Gladys
Freeman, was raised
in Los Angeles, where she was raped and impregnated by a
grocer at the age of
13, according to files unearthed by Gordon.
In a history master's thesis for the UA, James Patton wrote in
1945 that none of
the orphans still lived in Clifton. Another writer, William R.
Ridgway, claimed in
1955 to have found a grown orphan in Clifton devotedly tending
to her aged,
adoptive mother. As for the rest, they vanished as surely as
their Irish names
26. were erased.
But according to writer Elena Díaz Bjórkquist, who grew up in
Morenci in the
1940s and '50s, a legend persisted in the Mexican community
that one of the
orphans escaped the vigilantes, fleeing with her new family into
the stormy
night. When the family returned after some years, they had a
pale-skinned
daughter in tow, and her hair was flaming red.
Margaret Regan based this story on information drawn from the
following published
works:Foundlings on the Frontier: Racial and Religious Conflict
in Arizona Territory,
1904-1905 by A. Blake Brophy (University of Arizona Press,
1972); Habits of
Compassion: Irish Catholic Nuns and the Origins of New York's
Welfare System, 1830-
1920 by Maureen Fitzgerald (University of Illinois Press, 2006);
The Great Arizona
Orphan Abduction by Linda Gordon (Harvard University Press,
1999); Emigrants and
Exiles: Ireland and the Irish Exodus to North America by Kerby
A. Miller (Oxford
University Press, 1985); and "New York Foundlings at Clifton-
Morenci: Social Justice in
Arizona Territory 1904-1905," an article by Raymond A.
Mulligan in the journal Arizona
and the West(Summer 1964), pages 104 to 119. Regan
gratefully acknowledges their
work. Thanks also to Walter Mares of The Copper Era for
27. providing photographs.
Regan, Margaret. “The Irish Orphan Abduction : A
tale of race, religion and lawlessness in turn-
of-the-century Southern Arizona.” Tucson Weekly.
Accessed October 4, 2018.
https://www.tucsonweekly.com/tucson/the-irish-orphan-
abduction/Content?oid=1087070
HOW TO WRITE A LAB REPORT
A - Abstract (must be informative) - 5 points*
1. Compact (less than 200 words)
2. Summarizes all parts of the lab report
3. Informative (accurate, Concise and specific)
4. Self-contained (Do not cite any references, figures, or tables
in the abstract)
B - Introduction/ Hypothesis - 5 points
1. Why study this topic? Gives correct background information/
importance of topic of study.
2. Includes appropriate question(s) addressed by the lab.
3. States Hypothesis supported by prior knowledge or reasoning
presented in the Introduction.
4. Testable hypothesis presented with logical prediction of
results.
C -Materials and Methods - 5 points
1. Clear, concise and correct description of how the experiment
was performed.
2. Appropriate level of detail: basic and standard (general) v.
lab (specific)
3. In paragraph form, including the materials integrated as part
of the paragraphs
4. Deviations from the lab manual noted.
D - Results and Data Presentation - 5 points
28. 1. Data are clearly presented in orderly and logical paragraphs.
2. The correct trends are apparent in the data and described but
not interpreted in the results; data is not described “point by
point.”
3. All appropriate figures are included, clear, well presented
and correct.
4. All appropriate figures have legend properly describing them.
E - Discussion and Conclusions - 5 points
1. Summarize the hypothesis and data.
2. Explain correctly why you observed the data you have.
3. Explain correctly why the data agrees or disagrees with
established theory.
4. Conclude: Hypothesis is accepted or rejected based on
analysis of the data presented.
The Informative Abstract*
One common type of abstract is an informative abstract. If you
are writing an abstract for a strictly-structured document like an
experiment, investigation, or survey, you will write an
informative abstract.
An informative abstract is made up of four parts:
1. Purpose
2. Methodology
3. Results
4. Conclusions
The purpose section of an informative abstract should state
either the reason for or the primary objectives of the experiment
or investigation. The purpose section of an informative abstract
might also contain the hypothesis of the experiment.
The methodology section of an informative abstract should
describe the techniques used in conducting the experiment. This
section should give only as much detail as is necessary to
understand the experiment; the abstract should not focus
29. entirely on research methods unless that is the primary focus of
the original document.
The results section of an informative abstract should relate the
observations and/or data collected during the experiment. This
section should be concise and informative, and only the most
important results need be included.
The conclusion section of an informative abstract should state
the evaluation or analysis of the experiment results. It should
also briefly state the implications of these results. This
conclusion section might also state whether the driving
hypothesis of the experiment was correct.
Some suggestions for preparing an abstract
After finishing the whole content, the author should re-read the
article and note down salient
points, including the nature of the problems, objectives,
methods, results, conclusions and
suggestions for further investigation. Then combine them into
the abstract later. Do not put
anything which was not present in the text, or repeat the title.
The objectives and methods, or the
nature of the study should be briefly presented. For new
methods, there should be the principle of
practice, and the scope of accuracy. Do not cite any references,
figures, or tables in the abstract.
Accentuate newly discovered organisms or compounds. If there
is a need to cite references, the
sources should be provided in bracket in the abstract. There
should be no list of references in the
abstract. The abstract not to exceed 200 words or 3% of the
article contents.
Reference
“How to Write the Titles, By-Line(s), Abstract and Keywords of
Scientific Papers”. AU J.T. 8(1): July 2004
30. New York Foundling Hospital v. Gatti
CITATION
203 U.S. 429 (1906)
ARGUED
April 26, 1906
DECIDED
December 3, 1906
Syllabus
A habeas corpus proceeding involving the care
and custody of a childof tender year is
not
decided on the legal right of the petitioner, but
upon the court's view, exercisingits jurisdiction
as parens patriae, of the best interest and welfare
of the child; such a proceeding does not
involve the question of personal freedom, and an
appeal will not lie to this Court, under §
1909,
Rev.Stat., from the order of the supreme courtof a
territory awarding the custody of a childof
threeyears of age to one of several rival
claimants therefor.
Appeal from 79 P. 231, dismissed.
The facts are stated in the opinion.
31. MR. JUSTICE DAYdelivered the opinion of the Court.
The suit below was begun by a petition for a
writ of habeas corpus, by the New York
Foundling
Hospital, a corporation of the Stateof New York,
against John C. Gatti, to command said Gatti
to produce the body of one William Norton, an
infant, and to showby what right he held such
infant under his custody and control.
The petitioner set out in substance that, by its charter,
granted by the Legislature of New York,
it was authorized to receive and keep under its
charge, custody, and control children of the
age
of two years or under, found in the City of
New York, abandoned or deserted, and left in
the
crib or otherreceptacle of petitioner for foundlings,
and to keep such children during infancy;
that the childWilliam Norton had come to it as
a foundling within the terms of its charter;
that
the petitioner, on the fourth of October, 1901,
to October 2, 1904, had the care, charge,
custody, and management of said child; that, on or
about the first of October, 1904, petitioner
placed the childin the home of a certain
person in the Town of Clifton, County of
Graham,
Territory of Arizona, to be held and cared for by
the said person in said home temporarily,
and
at all times subject to the supervision of
32. the petitioner and its officers and agents; that at
such
time,the petitioner had officers and agents of trained
experience at the Town of Clifton, with
instructions to supervise said childand the care and
management of it while temporarily in
the
charge and care of the said person as aforesaid;
that at all times the petitioner had the right at
will to withdraw the childfrom the care and charge of
the said person, and retain the custody
thereof, and continue to keep the said childin
pursuance of law under its care, charge,
custody,
and management during the term of its infancy, as
aforesaid.
Upon information and belief, it charges that
thereafter, and on or about the second
day of
October, 1904, one John C. Gatti, residing at
the said Town of Clifton, his servants and
employees, unlawfully and with forceand violence
entered into the house of the said person,
where at the time of said unlawful entrance, the
said child, William Norton, was, having been
placed thereas aforesaid and forcibly, unlawfully
and without right, took possession of said
William Norton, and removed him hence to the
custody of the said John Gatti. That the said
childhas ever sincesaid day been in the custody and
under the control of the said Gatti, and
33. that the said childis now restrained of its liberty by
the said Gatti, without the consent or
license of the petitioner, and against its desire,
intention, and protest, and in violation of its
rights under the laws of the Stateof New York,
of the United States, and of the territory.
The respondent made return and claimed to be
entitled to the custody of the childnamed in
the petition as the legally appointed guardian, duly
qualified as such under letters of
guardianship issued by the Probate Court of
Graham County, Arizona. And further set forth in
the return that the childin question is a white,
Caucasian child; that the petitioner, on or
about
the first day of October, 1904, brought the said
childto the Territory of Arizona, and abandoned
him to the keeping of a Mexican Indian, whose
name is unknown to the respondent, but
one
financially unable to properly clothe, shelter,
maintain, and educate said child, and, by reason
of his race, mode of living, habits, and
education, unfit to have the custody, care, and
education
of the child; that said person, to whom
petitioner is alleged to have abandoned said
child,
voluntarily surrendered it to certain persons,
who thereupon placed it in the care, custody,
and
34. control of respondent, who is a fit person
for that purpose, and it will be to the best
interest of
the childthat he be permitted to remain with the
respondent, whose purpose and intention it
is to rear, maintain, educate, and provide for said
childas though he were his own.
The petitioner traversed the return, and denied that
the said minor was in the care, custody,
and control of the respondent by virtue of
letters of guardianship, and alleged that the
said
minor has been in the care, custody, and control of
respondent Gattiby forceand violence, and
without authority of law or of any person legally
authorized to place the childin the custody
of
the respondent.
The case cameto trial on the issues of fact raised
in the petition, return, and traverse thereof
by the petitioner, and the testimony having been
heard in open court, a final order was
made
adjudging the said William Norton to be a minor
of the age of two and one-half years, and
that
his best interests required that the said John C. Gatti
have the care, custody, and control of said
infant, who was thereupon remanded to the care,
custody, and control of said respondent.
In the view which we take of the jurisdiction of
this Court to entertain the appeal in this
case, it
35. is unnecessary to consider the elaborate findings of
fact made in the Supreme Court of
Arizona
as the basisof its order further than they bear
upon the question of jurisdiction to entertain
this appeal.
It was found that the children were taken into
the territory by the representatives of the
foundling hospital, to remain thereand be placed in
suitable homes in Arizona, but, by
imposition practiced upon the agents of the society,
the children were distributed among
persons wholly unfit to be entrusted with them,
being, with one or two exceptions, half-breed
Mexican Indians of bad character. That thereupon a
committee was appointed from the citizens
resident of the vicinity, who visited the homes of
the persons having possession of the
children,
stating to them that they had been appointed by the
American residents to take possession of
the children, who were then voluntarily surrendered by
such persons. The children were taken
charge of by certain good women, and afterwards
the childWilliam Norton was given to the
respondent, who has sincehad his care, custody, and
control. This was done without the
consent of the society or its agents. Afterwards
letters of guardianship were issued to the
respondent by the Probate Court of Graham
County, Arizona. The petitioner took an appeal
from the order granting the letters of guardianship
36. to the district courtof the county. Pending
this appeal, the petition for the writ of habeas
corpus was filed.
The court, acting upon the principle that the best
interests of the infant are controlling,
awarded the care and custody thereof to the
respondent, 79 P. 231, and the petitioner took an
appeal to this Court.
Page 203 U. S. 437
The jurisdiction of the supreme courtof the
territory to issuethe writ of habeas corpus is
not
called in question in this case.
We are met at the threshold with an objection to
the appellate jurisdiction of this Court. The
appeal in such cases is allowed under cover
of § 1909, Rev.Stat. Gonzales v.
Cunningham, 164
U. S. 612. That section provides:
"SEC. 1909. Writs of error and appeals from
the final decisions of the Supreme Court of
either
of the Territories of New Mexico, Utah,
Colorado, Dakota, Arizona, Idaho, Montana, and
Wyoming shall be allowed to the Supreme Court of
the United States in the same manner and
under the same regulations as from the circuit
courts of the United States, where the
value of
the property or the amount in controversy, to be
ascertained by the oath of either party, or
37. of
othercompetentwitnesses,exceeds one thousand dollars,
except that a writ of error or appeal
shall be allowed to the Supreme Court of the
United States from the decision of the
supreme
courts created by this title, or of any judge
thereof, or of the district courts created by
this title,
or of any judge thereof, upon writsof habeas
corpus involving the question of personal
freedom."
The question is, therefore, is this a writ of habeas
corpus "involving the question of personal
freedom?"That this section of the statute does not
permit appeals from all cases in which
the
writ is issued is manifest in the use of
language in the act specifically limiting the
right of review
in this Court to cases of writswhich involve
the question of personal freedom.
A brief consideration of the history and nature of
the writ will, we think, make manifest the
purpose of Congress in using this restrictive
language giving the right of appeal. The writ is
usually granted in order to institute an
investigation into the illegal imprisonment or
wrongful
detention of one alleging himself to be unlawfully
38. restrained of his liberty.
The jurisdiction is conferred to enable the cause
of restraint to be inquired into, and the person
imprisoned or wrongfully deprived of freedom
restored to liberty.
The subject was discussed by Mr. Justice Miller in
the case of In re Burrus, 136 U. S. 586, in
which it was held that a district courtof the
United States has no authority to issuea
writ of
habeas corpus to restore an infant to the
custody of its father when unlawfully
detained by its
grandparents.
Appended to that case, and printed by request of
the members of the Court, is an instructive
opinion by Judge Betts, delivered in the case of
In re Barry, United States Circuit Court
for the
Southern District of New York, in which he
reached the conclusion that a circuit courtof
the
United States had no jurisdiction in habeas
corpus to entertain a controversy as to
the custody
of a childwhen the father sought to compel
the mother to deliver it to him -- a
question not
decided in In re Burrus. In the course of
the discussion, the learned judge points
out the origin
39. of the writ as a means of relief from arrest
or forcible imprisonment, and its growth in
later use
as a means of determining the custody of
children:
"There is no reason to doubt that originally
the common law writ was granted solely in
cases of
arrest and forcible imprisonment under coloror
claim of warrant of law."
"As late as 2 James II, the courtexpressly denied
its allowance in a case of detention or
restraint
by a private person (Rex v. Drake, Comberback
35; 16 Viner 213), and the habeas corpus
act of
Charles II, which is claimed as the Magna
Charta of British liberty, has relation only to
imprisonment on criminal charges. 3 Bac.Ab. 438,
note."
"It is not important to inquire at what period
the writ first was employed to place infant
children under the disposal of courts of law
and equity. This was clearly so in England,
anterior
to our Revolution (Rex v. Smith,2 Strange 982;
Rex v. Delaval, 3 Burrow 1434; Blissets'
Case, Lofft. 748), and the practice has been
fully confirmed in the continued assertion of the
authority by those courts unto the present day
(King v. De Manneville, 5 East. 221; De
Manneville v. De Manneville, 10 Ves. 52; Ball v.
Ball, 2 Sim. 35; Ex ParteSkinner, 9 J. B.
Moore
40. 278; King v. Greenhill, 4 Ad. & El. 624), and
this indifferently, whether the interposition of
the
courtis demanded by the father or mother, 4
Ad. & El. 624, ubi supra; 9 J. B. Moore
278, ubi
supra."
"The authority to take cognizance of the detention of
infants by private persons, not held under
claim or coloror warrant of law, rests solely in
England on the common law. It is one of
the
eminent prerogatives of the Crown, which implies
in the monarch the guardianship of infants
paramount to that of their natural parents. The
royalprerogative at first exercised
personally ad libitum by the King ( 37 U. S.
12 Pet. 630), and afterwards, for his relief,
by special
officers, as the Lord High Constable, the Lord High
Admiral, and the Lord Chancellor, in process
of time devolved upon the high courts of equity
and law, and in them this exalted one, of
allowing and enforcing the writ of habeas corpus ad
subjiciendum, became vested as an
elementary branch of their jurisdiction. In the
performance, however, of this high function in
respect to the detention of infants by parents,
etc., the courtor judge still acts with submission
to the original principle, out of which it sprang,
that infants ought to be left where found,
41. or be
taken from that custody and transferred to some
otherat the discretion of the prerogative
guardian, and according to its opinion of their best
interest and safety."
It was in the exercise of this jurisdiction as
parens patriae that the present case was heard
and
determined. It is the settled doctrine that, in
such cases, the courtexercises a discretion in
the
interest of the childto determine what care and custody
are best for it in view of its age and
requirements. Such cases are not decided on the
legal right of the petitioner to be relieved
from unlawful imprisonment or detention, as in the
case of an adult, but upon the court's view
of the best interests of those whose welfare
requires that they be in custody of one person
or
another. In such cases, the question
of personal freedom is not involved except in
the sense of a determination as to which
custodian shall have charge of one not entitled to be
freedfrom restraint. As was said by
Sharkey, C.J., in 6 How. (Miss.) 472:
"An infant is not entitled to his freedom; an
adultis. When a habeas corpus is granted
to an
adult, the object is to inquire whether he is
legally restrained of his liberty; because if he
is not,
he must be set free for the plainreason that, by
42. law, he is entitled to his freedom. But if
the
courtis also to set the infant free, they give him a
right to which he is not entitled, and deprive
the parent or guardian of a right to which he
is entitled -- to-wit, the custody of the
infant."
We thinkthat such considerations as theseinduced
Congress to limit the right of appeal to this
Court in habeas corpus cases. The
discretionary power exercised in rendering the
judgment, the
ability of local tribunals to see and hear the
witnesses and the rival claimants for custody of
children, induced, in our opinion, the denial of
appeal in such cases as the one at bar, as
distinguished from those of a different character,
where personal liberty is really involved,
and
release from illegal restraint -- a high
constitutional and legal right, not resting in
the exercise of
discretion -- is sought, in which an appeal is
given to this Court.
In the present case, therewas no attempt to
illegally wrest the custody of the childfrom its
lawful guardian while temporarily in the
Territory of Arizona. The society voluntarily
took the
childtherewith the intention that it should remain.
Through imposition the childwas placed in
43. custody of those unfit to receive or maintain
control over it, and, as above stated, came
into
the custody and possession of the respondent.
The childwas within the jurisdiction of the court
under such circumstances that rival claimants
of the right of custody might invoke the
jurisdiction of a competentcourtof the
territory to
determine not the right of personal freedom, but to
which custodian a childof tender years
should be committed. Woodworth v. Spring, 4
Allen, 321.
Page 203 U. S. 441
We do not thinkthat the case comes within the
provisions of § 1909, permitting an
appeal to
this Court only in cases involving the question of
personal freedom.
The appeal will be dismissed for want of jurisdiction.
MR. JUSTICE BREWER took no part in the decision of
this case.
“New York Foundling Hospital v. Gatti.” Justia. U.S. Supreme
Court Decisions. Accessed October 4, 2018.
https://supreme.justia.com/cases/federal/us/203/429/