Verification of Reading # 3 Labor1-Summarize the importance.docx
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Verification of Reading # 3: Labor 1-Summarize the importance of Mexican labor in the Southwest in the nineteenth century and until 1920. 2-Explain the economic and employment situation in Puerto Rico between 1898 and 1920. Where did the Puerto Ricans usually work and why? 3-What was the Holy Order of the Knights of Labor? Who was in it? What rights did they defend? 4-Which industries did Latino women work in during the World War II years? 5-What was the Bracero Program? 6-Explain how the Cold War influenced the increase of immigration from Cuba to the U.S. and in which sectors did they work? 7-What was the employment outlook and migrant situation during the 1970s? Where and why were there protests and consumer boycotts? 8-Summarize the importance of the Immigration Reform and Control Act. 9-What is the Latino workforce's current situation? Why do so many come from Latin America? 10-In which sectors do many Latinos commonly work? What types of things affect their working conditions and income? .
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Chicano Studies 168Lecture 2Dr. Raúl Moreno CamposUCSB
Chicano Studies 168
Lecture 2
Dr. Raúl Moreno Campos
UCSB
Agenda
Mexican Communities in the U.S. Southwest at the Turn of the 20th Century
Immigration to the U.S.: Then and Now
The History of Illegality, the Racialization of Mexican Labor, and the “Revolving Door” of U.S. Immigration Law and Mexicanos
I.
By the dawn of the 20th century, the once sovereign, and often wealthy, Mexican families and communities of the former Northern Mexican territories had been largely dispossessed, brought under U.S. rule, and placed within the lowest rungs of its racial regimes.
One central dimension of this change, therefore, was the marginal status that Mexicanos had come to occupy in the U.S., and the manner in which, despite being native to these lands, they ultimately became thought of as “foreigners” and “illegal aliens”, to be looked upon with suspicion and subject to various forms of state-sponsored violence.
By the middle of the 20th century, Mexican social segregation and political marginality, and the use of Mexicanos as disposable labor, was firmly entrenched and widespread- indeed, these conditions became some of the central issues of the Chicano Movement in the 1960s.
I.
How did Mexican communities come to be thought of as “foreign”, and what was the historical process by which Mexicanos came to be thought of as “iconic illegal aliens”?
In particular, how did Mexicans become the primary target of U.S. border patrol after its formation in 1924?
In turn, how did this racialized and regionalized method of border enforcement shape race in the U.S.?
I.
Throughout the Southwest, the terms of the Treaty of Guadalupe Hidalgo were not kept- in particular guarantees of rights of citizenship and protection of property for Mexicans
Ex. California Land Act of 1851- flagrant violation of Treaty of Guadalupe Hidalgo.
Led to exhausting and expensive legal battles (land rich, cash poor)
I.
As Lytle Hernandez (2010) points out, a variety of techniques were used to acquire land rights from Mexican landholders
Violence, genocide reservation system- used against indigenous populations by Spaniards (1st conquest)- pg. 22
Fraud, debt payment (legal battles), marriage- used for Mexicans (Ibid.)
The decline in wealth for wealthy Mexicans, led to a decline in political clout, and consequently a marked decline in social status.
Ex of Ventura county- by 1900, 80% of Mexicans were at the bottom of social strata (Cf. Almaguer)
I.
Dramatic shift to agro-industrialist model
1902- Newlands Reclamation Act in the West- funding of irrigation projects made large scale farming possible.
1920- West largest and most profitable agricultural producer in the nation
31 million acres of crops valued at $ 1.7 billion in California and Texas alone.
This rapid expansion depended on a cheap farm hands- where to get them?
I.
The case of CA
Late 1800s- growers relied on Chinese and (to some extent) Indian labor.
Growing nativism (Chinese Exclusion Act of 1882)- li ...
Minimum word count of 150 per question - should include in-text ci.docx
Minimum word count of 150 per question - should include in-text citations and at least two internet references and a reference from History textbook Chapters 1- 18, pages 1-332 – see cover below for correct textbook. Direct quotes are not permitted, but you can paraphrase.
1. In your opinion, was the Civil War inevitable? Why? Why not?
2. Describe the changed world of ex-slaves after the Civil War.
3. Outline the different phases of Reconstruction, beginning with Lincoln's plan and moving through presidential Reconstruction to Congressional Reconstruction.
4. Evaluate and understand the relative success of Reconstruction.
5. Describe and discuss the development of the Industrial Revolution in America after the Civil War, concentrating on the major industries and their leaders.
6. Describe how America's regional and local markets merged into one truly national market and how this influenced the consumer demand for products and services, as well as some of the costs associated with the transition.
7. Describe the formation of the early labor unions in the United States, including their goals, activities, and situations at the end of the nineteenth century.
8. Describe the evolution of urbanization and immigration in the North during the second half of the nineteenth century, and how those two factors shaped the region's social relations, including its disparities of wealth.
9. Evaluate what was meant by the term New South.
10. Describe the development of the American West that took place during the second half of the nineteenth century, addressing both the role that industrialization played and the final defeat of Native American tribes on the plains.
11. Discuss the problems that confronted America's farmers in the North, South, and West during the late 1800s, and describe how their attempts to solve those problems led to the formation of a new political party.
See page 2 for textbook cover.
...
Oil and economy in Mexico, 1900-1930s
This brief essay reviews the macro framework of oil and economy in Mexico in the early days of the oil industry, from 1900 to1938. The first section displays the figures
of production at the world level and shows how Mexico become a major oil producer in the 1920s. The second section look at the Mexican economy of the first third of the
century followed by a third section on the importance of the oil sector in terms of trade and fiscal income. The last section reviews the literature and the outlooks of the
contemporaries over the development of the oil industry in the early part of the 20th century. The paper will be of use for those producing in depth analyses of the Mexican oil industry in this period.
1st star review.usl
The document is a study guide containing 107 multiple choice questions about United States history from the colonial period through the late 20th century. The questions cover a wide range of topics including New Deal programs, 19th century political parties, westward expansion, industrialization, Progressivism, World Wars I and II, the Cold War, civil rights movements, and social and economic trends in the late 20th century.
review of the 1920s
- The 1920s saw a period of both social change and cultural flourishing in the United States as well as economic boom and bust. New technologies like the automobile and radio helped drive consumerism and changed American life while the stock market crash of 1929 led to widespread economic problems. Cultural movements like the Harlem Renaissance and developments in art, literature, and architecture also thrived despite tensions around immigration, labor issues, prohibition, and religious fundamentalism.
Struggling for Social Democracy_ Latin American Visions and Cold War U.S. Res...
The document discusses challenges to democracy in Latin America through an interview with historian Greg Grandin. Grandin argues that North Americans often misunderstand Latin America as chronically violent, but it has been remarkably peaceful. He notes Latin America's contributions to social democracy through revolutionary figures. Grandin agrees the region continues modeling a more egalitarian alternative and discusses why achieving democracy is still a challenge, relating to political and religious culture. Examples of challenges to democracy in Latin America included dictatorships in Cuba and military rule in Mexico, civil wars in Guatemala and El Salvador, and economic crises like the Great Depression in Argentina.
Latin America in the Nineteenth Century.docx
After winning independence from Spain and Portugal, the new Latin American states struggled to achieve stability and progress, facing immense obstacles. Large estates dominated the economy using primitive methods and exploiting labor, while the aristocracy's influence increased. From 1820 to 1870, most countries experienced alternating dictatorships and revolutions, symbolized by strongmen leaders. After 1870, increased foreign investment modernized industries and trade, though Britain and later the U.S. gained control over resources and the region became dependent on outside powers.
International Migration, mex- US
International migration from Mexico to the United States has been driven by both push and pull factors. Push factors in Mexico included lack of economic opportunities, poverty, and lack of access to education and healthcare. Pull factors in the United States included abundant job opportunities, higher wages, and better access to services. The Bracero program initially brought Mexican workers to the US as guest workers to address labor shortages, but many overstayed their visas and became undocumented immigrants. While US businesses benefited from cheaper labor, American workers opposed immigration due to fears over jobs and cultural issues. Over time, undocumented immigration from Mexico significantly increased despite various reforms and policies.
Recommended
Chicano Studies 168Lecture 2Dr. Raúl Moreno CamposUCSB
Chicano Studies 168
Lecture 2
Dr. Raúl Moreno Campos
UCSB
Agenda
Mexican Communities in the U.S. Southwest at the Turn of the 20th Century
Immigration to the U.S.: Then and Now
The History of Illegality, the Racialization of Mexican Labor, and the “Revolving Door” of U.S. Immigration Law and Mexicanos
I.
By the dawn of the 20th century, the once sovereign, and often wealthy, Mexican families and communities of the former Northern Mexican territories had been largely dispossessed, brought under U.S. rule, and placed within the lowest rungs of its racial regimes.
One central dimension of this change, therefore, was the marginal status that Mexicanos had come to occupy in the U.S., and the manner in which, despite being native to these lands, they ultimately became thought of as “foreigners” and “illegal aliens”, to be looked upon with suspicion and subject to various forms of state-sponsored violence.
By the middle of the 20th century, Mexican social segregation and political marginality, and the use of Mexicanos as disposable labor, was firmly entrenched and widespread- indeed, these conditions became some of the central issues of the Chicano Movement in the 1960s.
I.
How did Mexican communities come to be thought of as “foreign”, and what was the historical process by which Mexicanos came to be thought of as “iconic illegal aliens”?
In particular, how did Mexicans become the primary target of U.S. border patrol after its formation in 1924?
In turn, how did this racialized and regionalized method of border enforcement shape race in the U.S.?
I.
Throughout the Southwest, the terms of the Treaty of Guadalupe Hidalgo were not kept- in particular guarantees of rights of citizenship and protection of property for Mexicans
Ex. California Land Act of 1851- flagrant violation of Treaty of Guadalupe Hidalgo.
Led to exhausting and expensive legal battles (land rich, cash poor)
I.
As Lytle Hernandez (2010) points out, a variety of techniques were used to acquire land rights from Mexican landholders
Violence, genocide reservation system- used against indigenous populations by Spaniards (1st conquest)- pg. 22
Fraud, debt payment (legal battles), marriage- used for Mexicans (Ibid.)
The decline in wealth for wealthy Mexicans, led to a decline in political clout, and consequently a marked decline in social status.
Ex of Ventura county- by 1900, 80% of Mexicans were at the bottom of social strata (Cf. Almaguer)
I.
Dramatic shift to agro-industrialist model
1902- Newlands Reclamation Act in the West- funding of irrigation projects made large scale farming possible.
1920- West largest and most profitable agricultural producer in the nation
31 million acres of crops valued at $ 1.7 billion in California and Texas alone.
This rapid expansion depended on a cheap farm hands- where to get them?
I.
The case of CA
Late 1800s- growers relied on Chinese and (to some extent) Indian labor.
Growing nativism (Chinese Exclusion Act of 1882)- li ...
Minimum word count of 150 per question - should include in-text ci.docx
Minimum word count of 150 per question - should include in-text citations and at least two internet references and a reference from History textbook Chapters 1- 18, pages 1-332 – see cover below for correct textbook. Direct quotes are not permitted, but you can paraphrase.
1. In your opinion, was the Civil War inevitable? Why? Why not?
2. Describe the changed world of ex-slaves after the Civil War.
3. Outline the different phases of Reconstruction, beginning with Lincoln's plan and moving through presidential Reconstruction to Congressional Reconstruction.
4. Evaluate and understand the relative success of Reconstruction.
5. Describe and discuss the development of the Industrial Revolution in America after the Civil War, concentrating on the major industries and their leaders.
6. Describe how America's regional and local markets merged into one truly national market and how this influenced the consumer demand for products and services, as well as some of the costs associated with the transition.
7. Describe the formation of the early labor unions in the United States, including their goals, activities, and situations at the end of the nineteenth century.
8. Describe the evolution of urbanization and immigration in the North during the second half of the nineteenth century, and how those two factors shaped the region's social relations, including its disparities of wealth.
9. Evaluate what was meant by the term New South.
10. Describe the development of the American West that took place during the second half of the nineteenth century, addressing both the role that industrialization played and the final defeat of Native American tribes on the plains.
11. Discuss the problems that confronted America's farmers in the North, South, and West during the late 1800s, and describe how their attempts to solve those problems led to the formation of a new political party.
See page 2 for textbook cover.
...
Oil and economy in Mexico, 1900-1930s
This brief essay reviews the macro framework of oil and economy in Mexico in the early days of the oil industry, from 1900 to1938. The first section displays the figures
of production at the world level and shows how Mexico become a major oil producer in the 1920s. The second section look at the Mexican economy of the first third of the
century followed by a third section on the importance of the oil sector in terms of trade and fiscal income. The last section reviews the literature and the outlooks of the
contemporaries over the development of the oil industry in the early part of the 20th century. The paper will be of use for those producing in depth analyses of the Mexican oil industry in this period.
1st star review.usl
The document is a study guide containing 107 multiple choice questions about United States history from the colonial period through the late 20th century. The questions cover a wide range of topics including New Deal programs, 19th century political parties, westward expansion, industrialization, Progressivism, World Wars I and II, the Cold War, civil rights movements, and social and economic trends in the late 20th century.
review of the 1920s
- The 1920s saw a period of both social change and cultural flourishing in the United States as well as economic boom and bust. New technologies like the automobile and radio helped drive consumerism and changed American life while the stock market crash of 1929 led to widespread economic problems. Cultural movements like the Harlem Renaissance and developments in art, literature, and architecture also thrived despite tensions around immigration, labor issues, prohibition, and religious fundamentalism.
Struggling for Social Democracy_ Latin American Visions and Cold War U.S. Res...
The document discusses challenges to democracy in Latin America through an interview with historian Greg Grandin. Grandin argues that North Americans often misunderstand Latin America as chronically violent, but it has been remarkably peaceful. He notes Latin America's contributions to social democracy through revolutionary figures. Grandin agrees the region continues modeling a more egalitarian alternative and discusses why achieving democracy is still a challenge, relating to political and religious culture. Examples of challenges to democracy in Latin America included dictatorships in Cuba and military rule in Mexico, civil wars in Guatemala and El Salvador, and economic crises like the Great Depression in Argentina.
Latin America in the Nineteenth Century.docx
After winning independence from Spain and Portugal, the new Latin American states struggled to achieve stability and progress, facing immense obstacles. Large estates dominated the economy using primitive methods and exploiting labor, while the aristocracy's influence increased. From 1820 to 1870, most countries experienced alternating dictatorships and revolutions, symbolized by strongmen leaders. After 1870, increased foreign investment modernized industries and trade, though Britain and later the U.S. gained control over resources and the region became dependent on outside powers.
International Migration, mex- US
International migration from Mexico to the United States has been driven by both push and pull factors. Push factors in Mexico included lack of economic opportunities, poverty, and lack of access to education and healthcare. Pull factors in the United States included abundant job opportunities, higher wages, and better access to services. The Bracero program initially brought Mexican workers to the US as guest workers to address labor shortages, but many overstayed their visas and became undocumented immigrants. While US businesses benefited from cheaper labor, American workers opposed immigration due to fears over jobs and cultural issues. Over time, undocumented immigration from Mexico significantly increased despite various reforms and policies.
01 opening remarks_erasmogamboa
This document summarizes key policies and events related to Mexican immigration to the United States from the early 20th century to recent years. It outlines increasing restrictions on immigration through U.S. laws from 1903 to 1924. It then examines Mexican immigration and migration patterns from 1900-1930, the Great Depression and mass deportations, and the Bracero program from 1942-1964. The document also discusses immigration reform and control acts of 1986 and 1996, as well as more recent changes including DACA.
Great depression
The Great Depression was an economic crisis that began with the stock market crash of 1929 and led to mass unemployment throughout the United States and worldwide. Some of the key causes included the stock market crash, thousands of bank failures, droughts that hurt farmers, reduced consumer spending, and declines in industrial production. Unemployment in the U.S. rose to 25% and some other countries saw rates as high as 33%. In response, President Franklin D. Roosevelt implemented the New Deal in an attempt to provide relief, recovery, and reform to address the economic crisis.
Quiz 6 Study Guide, Asian AmericansSpring 2016OPEN Friday Febru.docx
Quiz 6 Study Guide, Asian Americans
Spring 2016
OPEN: Friday February 26, 7 am to 10 pm, TIMING OF QUIZ: 30 minutes
Based on Module 6 Videos, Powerpoints, and assigned readings in Fong (Chpt. 1, pp. 17-37) and Dhingra, (Chpt. 3, pp. 38-56). There are 25 questions randomly selected from among those listed below.
1. How did Angel Island in San Francisco, where most Asian arrived, differ from Ellis Island in New York City, where most Europeans arrived, in the 1900-1930 era?
2. Which of the following is FALSE about Angel Island?
3. What is true about Chinese working to build the transcontinental railway?
4. Why were the Chinese Americans in the U.S. during 1880-1950 called a “bachelor society”?
5. What triggered a massive national anti-Chinese movement in the United States in the late 1870s?
6. During the building of railroads in the late 1800s in Western states, Chinese laborers were …
7. The "Golden Mountain" video notes that immigrants from China:
8. How did early immigration by the Chinese in the 19th century start the tradition of Chinese laundry and Chinese restaurants in America?
9. A major law affecting Asian immigration was the 1934 Tydings-McDuffie Act. What did this law say as outlined in Chapter 2 in Dhingra and the powerpoint?
10. One of the most famous people in the history of California was Mr. Leyland Stanford. He was the governor of California in 1861, builder of the railroad and industrialist, U.S. Senator, and founder of Stanford University. What were his views on immigration from Asia?
11. The video clip on Asian immigrant in the 1970s showcases Jerry Yang. What was his experience immigrating?
12. What is the central idea in the “Social Network” immigration theory?
13. About 9.5 million people from Asia migrated to the U.S. between 1966 and 2009. Which of the following is TRUE about this migration?
14. What stimulated the influx of over 1 million Asian Americans from Southeast Asia?
15. What is true about America's immigrant control laws that started in 1882?
16. What is true about the people who migrated from China during the period 1840-1880?
17. The Dual Labor Market theory of immigration builds on the idea that the U.S. economy does has one labor market but two, a primary labor market, and a secondary labor market. What are characteristics of the primary labor market?
18. What is true of the Chinese who migrated to California and other Pacific states in the 1850s-1870s?
19. The well-known PUSH-PULL theory of immigration has been around for over a century. While it makes common sense, it has several flaws. What is one of its flaws?
20. The video “Golden Mountain” gives you many aspects of the life of Mr. Yung Wing, the Yale educated Chinese man who greatly assimilated to American society. He became a Christian and a U.S. citizen very early, married a white woman, and lived in New England. What was his role when a wave of hateful anti-Chinese hysteria swept across the U.S. in the late 1870s-early 1880s?
21.What is the true a.
Latin America
The document provides background information on Latin America's independence movements from Spain in the early 19th century. It discusses how Spain's Bourbon Reforms unintentionally helped foster independence by training colonial militias. The Enlightenment ideas of the time also challenged Spanish rule. By the 1820s, most Latin American colonies had achieved independence, though establishing stable political systems proved difficult. Mexico's independence movement was similarly sparked by the Bourbon Reforms and the disruption of the Napoleonic invasion of Spain in 1810.
First
The document provides an overview of Latin America from the period of independence in the early 19th century through the late 19th century. It discusses several key events and trends during this period including:
1) The independence movements that began in the early 1800s and ended colonial rule by Spain and Portugal, giving rise to independent nations in Latin America.
2) The turbulence and instability that many Latin American countries experienced in the first few decades after independence as they struggled with political conflicts and lack of central control.
3) The wars and rebellions that plagued Mexico throughout much of the 19th century, including the Mexican-American War and civil conflicts between Liberals and Conservatives.
Tirthankar Roy-¿Puede La India crecer más deprisa?
El 5 de noviembre de 2015 la Fundación Ramón Areces organizó una conferencia en la que el profesor de la London School of Economics Tirthankar Roy se hizo la siguiente pregunta: '¿Puede La India crecer más deprisa?'. En esta entrevista explica los motivos por los que considera que, en efecto, este país aún tiene margen para seguir creciendo. Estuvo organizada dentro de la XV Conferencia Figuerola del Instituto Figuerola de Historia y Ciencias Sociales de la Universidad Carlos III de Madrid.
Running head AMERICAN HISTORY .docx
Running head: AMERICAN HISTORY 2
American History, Great Depression, 20th Century, the Gilded Age, and World War 2
Student’s name:
Institution’s name:
1. For a long time, American historians have interpreted the Reconstruction of the South a failure for the newly freed slaves. However, historians today are explaining the events of the Civil War and Reconstruction as nothing less than revolutionary. In the following essay explain why historians have seen this period in American history as a failure, and then explain how they can now interpret it as a success.
American historians associate the failure of reconstruction of the south to the newly freed slaves. Nevertheless, lack of political focus also influenced the failure. In this case, the process of eliminating the freed slaves who had gained civil liberties made them fail to bring long term solution to the issue of racial integration in the south. Notably, after the civil war, the freed slaves worked towards reviving the economy of the south and rebuilding their shattered landscape. Despite their efforts, there were several divisions in the federal government regarding the reconstruction process resulted into the failure to attain the goals. At the time, President Lincoln came up with a plan giving the slaves at least 10 percent in order to rejoin the union.
Following the assassination of President Lincoln, Andrew Johnson, a former owner of slaves came up with another plan for reconstruction. Unfortunately, his plan did not survive for long as the republicans worked a plan to ensure that the southerners were not seated. Indeed, lack of political focus was also associated with the increased political prosperity in the north as compared with the south. Therefore, the slaves in the south did not have a larger say in drawing the attention to reconstruction process (Mark and Garraty, 2002). Indeed, there was a contrast between the south and the south something that harbored hatred between the two regions. The integration of the freed slaves into the society also played a great role in the failure of reconstruction. Despite the various promises made by the freed slaves, when they were elected to the congress, they did nothing to help their people in the south. They also failed to end racial inequity hence the oppression of the African Americans continued in the south.
2. Mark Twain described the era marked by industrialization, immigration, urbanization, and corporatism as “The Gilded Age”. In the following essay explain why. Be sure to offer illustrative examples in your answer.
Mark Twain described the era marked by industrialization, immigration, urbanization, and corporatism as
According to Mark Twain, The Gilded Age was marked by industrialization, immigration, urbanization, and corporatism. This is era was defined by the following factors; firstly, there was increased economic growth which generated a ...
1. Understand the Land Ordinance of 1785 and the Northwest Ordinan.docx
1. Understand the Land Ordinance of 1785 and the Northwest Ordinance of 1787.
2. Spain closed the________________ River to American traffic after the Revolutionary War.
3. Who was considered the most gifted political philosopher at the Constitutional Convention? James Madison
4. Be aware of the elements of the Virginia Plan, the New Jersey Plan and the Great Compromise.
5. Which branch of government has authority over naturalization?
6. Did the Federalist argue that in a large and diverse country no one faction could come to dominate the government?
7. What did most anti-Federalists want to add to the constitution?
8. Know Alexander Hamilton’s vision for America.
9. Why did Madison change his mind and decide to support assumption of state debts?
10. The purpose for establishing a National Bank was to___________________.
11. Know the Tenth Amendment to the Constitution. : said that powers not specifically given to the national government remained with the states or the people
12. Were Indians a threat to western settlement in 1790? Yes.
13. What was the Whiskey Rebellion?
14. The Kentucky and Virginia Resolutions in effect said that states can __________________________.
15. Was Jefferson conciliatory in his inaugural address?
16. Understand the importance of Marbury v. Madison.
17. What made the Louisiana Purchase possible and why did Jefferson have a problem with it?
18. Know the purpose of the Twelfth Amendment.
19. Define “peaceable coercion.”
20. Name one strength the U.S. had at the outset of the War of 1812.
21. One of the major reasons Jefferson agreed to the Louisiana Purchase was to control the port at___________________.
22. How did most Americans feel after the War of 1812?
23. Be aware of the many improvements in transportation in the early 19th century.
24. What advantage did clipper ships have over traditional merchant vessels? Speed
25. A communications revolution was triggered by the development of the _____________by the 1840s. Telegraph
26. Name the consequences of the development of the cotton gin.
27. What was the Preemption Act of 1830?
28. Who made up the bulk of the employees at the Lowell factories? women
29. Why did so many Irish come to America in the 1840s and why was there so much anti-Irish prejudice?
30. Why was the Second Bank of the United States createed?
31. What was the purpose of the tariff of 1816?
32. Who was Henry Clay and what did he advocate?
33. Define the Rush-Bagot agreement.
34. What was the most important factor behind the U.S. acquisition of Florida in 1819?
35. Did John Marshall’s decisions reflect national authority or did they lean toward a states rights interpretation?
36. What was the “corrupt bargain”?
37. Name Jackson’s main vulnerability during the campaign of 1828.
38. Why did Jefferson think Jackson unfit for the presidency? His violent temperament
39. Jackson vetoed the Maysville Road bill because________________.
40. ...
Modern latin america
1) Britain wanted to increase trade with Latin America after their independence in 1824. British merchants exported goods like cotton and invested in the new governments, but this led to a financial crisis that hurt merchants.
2) Economic interests between Britain and Latin America peaked from the 1870s-1890s as Britain provided loans, infrastructure, and banks for countries like Argentina. After World War I, relations deteriorated as Britain went from creditor to debtor.
3) There were several causes for 19th century wars in Latin America, including ideology of independence from Spain/Portugal, boundary disputes, and fights over territories like Texas.
1920s power point.ppt
The document discusses key social, economic, and political changes in the United States during the 1920s. Politically, Republican presidents like Warren Harding, Calvin Coolidge, and Herbert Hoover held office. Economically, new industries like automobiles and electricity grew due to mass production techniques. However, not all groups prospered as farmers, Native Americans, and African Americans faced hardships. Socially, prohibition caused rise of organized crime while the lives of women expanded with women's suffrage. New technologies and a consumer culture also emerged during the "Roaring 20s".
Ogt jeopardy
The document discusses several topics related to civics, history, and social studies:
- The burning of draft cards during the Vietnam War was an act of civil disobedience intended to draw media attention to an unjust law.
- A dictatorship is a form of government where the leader uses threat of force to maintain control.
- During wartime, freedom of the press in the US may be restricted to prevent reporting of military secrets that could threaten national security.
- Presidential and parliamentary democracies differ in the relationship between the executive and legislative branches.
- Citizens have no decision-making role in dictatorships or absolute monarchies.
History Chapter 7 Part 1- Life after the World War II
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These slides introduce the first part of Lower Secondary History Chapter 7: Life after World War II to the Secondary 2 students who are studying for the Singapore syllabus.
These slides are the first of the series of slides for Chapter 7: Life after World War II.
1. Post-war Living Conditions after World War II
2. Maria Hertogh and Anti-National Service Riots
3. The Rendel Constitution and 1955 Elections
Any feedback is welcome.
1.Why was Great Britain the first state to have an Industrial Re.docx
1.
Why was Great Britain the first state to have an Industrial Revolution? Why did it happen in Britain when it did? What were the basic features of the new industrial system created by the Industrial Revolution?
2.
How did the Industrial Revolution spread from Britain to the continent and the United States, and how did industrialization in these areas differ from Great Britain’s industrialization?
3.
In what ways does Twain’s
Life on the Mississippi
illustrate the impact of the transportation revolution on the daily life in the United States?
4.
What effects did the Industrial Revolution have on urban life, social classes, family life and standards of living? What were working conditions like in the opening decades of the Industrial Revolution, and what efforts were made to address these conditions and improve them?
5.
What are the major similarities and differences between the attitudes toward business of Samuel Smiles and Shibuzawa Elichi? How do you explain the differences, and what are their implications?
6.
What kind of working conditions did children face in the textile mills during the early Industrial Revolution? Why were they beaten? What kind of working conditions did children face in the mines during the early Industrial Revolution? Why did entrepreneurs permit such conditions and such treatment of children?
1.
What were the goals of the Congress of Vienna and the Concert of Europe? How successful were the characters gathered at Vienna in achieving those goals?
2.
Based on Metternich’s discussion in his
Memoirs
, how would you define conservatism? What experiences conditioned Metternich’s ideas? Based on the selection provided, what policies do you think Metternich would have wanted his government to pursue?
3.
Based on Mill’s discussion in
On Liberty
, how would you define liberalism? How do Mill’s ideas fit into the concept of democracy? Which is more important in his thought, the individual or the society?
4.
What regions saw a great deal of revolutionary activity in 1848-1849 and which regions did not? What are the reasons behind this distribution?
5.
Based on the principles outlined in Mazzini’s
Young Italy Oath
, define nationalism. Why have some called nationalism a “secular religion?”
6.
What were the characteristics of Romanticism, and how were they reflected in literature, art, and music?
1.
Why did Louis Napoleon’s argument to the French people have such a strong popular appeal? What are the similarities in the practice of
Realpolitik
by Louis Napoleon and Otto von Bismarck? What are the noticeable differences in their two approaches? What can you learn about
Realpolitik
from the two selections?
2.
Why did Garibaldi become such a national hero to the Italian people? How does Garibaldi’s comportment as a political and military leader prefigure the conduct of later revolutionary leaders and military activists?
3.
What changes did Tsar Alexander II’s emancipation of .
World History Chapter 28 - Transformations Around the Globe
China resisted foreign influence in the 1800s. Britain smuggled opium into China, leading to war between the two countries. Britain took control of Hong Kong after winning. Foreign powers then gained control of trade in China.
Japan initially isolated itself but was forced to open up to trade in the 1850s. The Emperor then modernized Japan based on Western models. Japan built a strong military and industrial base, and became an imperial power defeating Russia and gaining control of Korea.
The US also practiced economic imperialism in Latin America in the 1800s-1900s. It helped rebels in Panama gain independence so it could build a canal and asserted control over Cuba and other countries. Mexico experienced turmoil from the Mexican-
Civil Rights Movement(s)1940s-1970sLegal Strategies.docx
Civil Rights Movement(s)
1940s-1970s
Legal Strategies
De jure and de facto
NAACP—
Transportation: Morgan vs. Virginia, 1946
Education: Oliver Brown vs. Board of Education of Topeka, Kansas, 1954
First day of desegregation, Virginia, 1954
Little Rock
Grassroots Strategies
Rosa Parks and the Montgomery Bus Boycott, 1955
Martin Luther King, Jr.
Southern Christian Leadership Conference, 1957
CORE/Freedom Rides, 1961
Birmingham, 1963
March on Washington, 1963
Results
Civil Rights Act, 1964
24th Amendment, 1964
Voting Rights Act, 1965
End of legalized segregation, right to vote reinstated
Racial liberalism
Film: Freedom Riders
According to the film, what role did young people play in the fight to end segregation?
Do you think the civil rights struggle would have been effective without them?
Rosa Parks, 1955
Freedom Rides, 1961
Freedom Riders Attacked, Alabama, 1961
Birmingham, 1963
March on Washington, 1963
March on Washington, 1963
Films
http://www.youtube.com/watch?v=1UV1fs8lAbg
https://www.youtube.com/watch?v=kMFm2dSEwfo
Civil Rights Movements, con’t.
1960s-1970s
Civil Rights Movements
The New Left/Students for a Democratic Society
Civil Rights
Anti-War Movement (Vietnam)
Women’s Movement
Betty Friedan, Feminine Mystique, 1963
National Organization for Women
Civil Rights Movements
LGBTQ Rights
Harry Hay, Mattichine Society
Latino Activism
Social and economic conditions
Cesar Chavez, Dolores Huerta, United Farm Workers
Cesar Chavez
1960s Politics
Johnson
Great Society
Medicaid and Medicare
Department of Housing and Urban Development
Equal Employment Opportunity Commission
National Endowment for the Humanities
National Endowment for the Arts
Post-War America, 1945-1972
Introduction
"America bestrides the world like a colossus," wrote the British politician and
historian Harold Laski in 1947. At the time, Europe and Asia were still digging
themselves out from the rubble of World War II. By contrast, the United States
mainland had been spared the war's carnage, and its factories had roused
themselves from their Great Depression slumber to churn out the weapons of war
that propelled the Allies to victory. America thus entered the post-World War II
era, according to Laski, possessing "half the world's wealth" and "more than half
the world's productive capacity."
This global economic preeminence would help usher in a period of economic
expansion--or "golden age of capitalism"--that would persist for much of the
quarter century following World War II. The long economic boom, in turn, helped
underwrite contemporaneous struggles for economic, racial, and gender equality
in American life. Never had any of America's previous rising tides lifted so many ...
The New Deal Revision inc source questions
Here are three key points about the causes of the economic boom in the 1920s in the US:
1. The end of World War I provided a boost to the US economy. As European nations recovered from the war, they purchased large amounts of goods from American producers like food, weapons and supplies. This exporting helped fuel economic growth in the US.
2. Republican policies of laissez-faire and low taxes on businesses and individuals also contributed to the boom. With less government intervention and regulation, private industry and consumers were free to spend and invest more.
3. New technologies like automobiles, radio, and electrical appliances saw rising demand. Installment plans and higher wages allowed more Americans to purchase consumer goods, stimulating
1.The United States experienced a market revolution after 1815 due.docx
1.The United States experienced a market revolution after 1815 due to the growth of the transportation and manufacturing industries. It was through urbanization that the country was able to establish more factories and this saw immigrant from Ireland coming into the country. The Lowell Journal explain the problems that the women were undergoing through one of them being low wages and fake promises. The women feel subordinate to the factory owners because of the owners’ rudeness and disrespect. The women are subordinates because the owners cut reduced their wages. The strike leader meant that the factory owners were proud and disrespectful. The dimension is that the factory owners marginalized the workers. The turnout was unintended and only happened because the workers were fed up with the insolence of the factory owners.
2.One of the short term effects of Indian removal is that the people revolted that decision by the president. Moreover, more than five hundred Chickasaws died of dysentery and smallpox during the Trail of Tears journey. The Indian removal is believed to give the Indians the right to live how they wanted once they were in Mississippi and this freedom was viewed as appealing to the Indians
3.The United States become a leading industrial power in the 19th century due to the rural, urban migration that was taking place. This translated to more workers in the factories and increased productivity due to the use of steam as a source of energy.
The economic inequality can be attributed to luck and the willingness of a person to work harder than other individuals. Moreover, this saw some individuals moving from being squatters to landowners
The ideology of manifest destiny prompted Americans to work hard, and the booming economy became attractive to outsiders. This made immigration to be rampant in the United States from 1840.
The annexation of Texas saw the United States being granted Texas whereas Mexico also wanted to have it led to a civil war between the two countries.
References
Horsman, R. (2014). The New Republic: The United States of America 1789-1815. Routledge.
Roarke, et al. The American Promise: A Concise History, Volume I - Fifth Edition. New York: Bedford St. Martins, 2013.
ISBN-13:9781457631450
1. First, explain HOW and WHY the United States experienced a "market revolution" after 1815. Be sure to address transformations in transportation, work, politics, and the economy in your response (worth 2 points). Secondly, review the document(s) on pages 280 - 281, "Mill Girls Stand Up to Factory Owners, 1834." After reading thoroughly the information presented there, respond to the following questions: (1 paragraph)
a. Does the Lowell Journal adequately explain how a few "ringleaders" could motivate over eight hundred female workers to engage in street protests? (worth 2 points).
b. Why do the strikers invoke Revolutionary-era ideals of independence and liberty and the phrase "daughters of freemen"? Do these y.
Human Capital Development in Mexico in 1900
This document discusses human capital formation in Mexican regions during the era of globalization and Porfiriato policies from 1876-1911. It analyzes census data from 1930 to measure age heaping as a proxy for numeracy levels across Mexican regions. The author finds that northern regions had higher numeracy compared to the south, and attributes this to greater infrastructure development in the north under Porfiriato policies. Educational reforms and expansion of the railroad network during this period aimed to increase human capital formation, industrialization, and foreign investment across Mexico.
Explain how labor evolved from the to.docx
The document outlines 14 topics related to the evolution of labor and industry, immigration, westward expansion, and culture in the early-to-mid 19th century United States. The topics include how the "putting-out system" transitioned to wage labor during industrialization; the impact of industrialization on work; the rise of factory labor; the role of slavery in the Southern economy; incentives for westward migration; American innovators and their inventions; improvements to domestic transportation like roads, canals, and railroads; immigration trends and their effects; the Missouri Compromise; Alexis de Tocqueville's analysis of American democracy; perceptions of Native Americans vs reality; the idea of Manifest Destiny emerging from culture;
For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx
For part 2 of the Unit 1 Exam, choose
ONLY 1 essay question
from the list below, which covers chapter 15 and part of chapter 16 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions:
1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART3:
For part 3 of the Unit 1 Exam,
choose ONLY 1 essay question
from the list below, which covers part of ch.
FIN 336 Milestone Two Guidelines and Rubric Economic Envir.docx
FIN 336 Milestone Two Guidelines and Rubric
Economic Environments and Risk Mitigation
Overview: This milestone will help you complete Sections II and III of the final project.
Prompt: Develop a report that analyzes one company’s approach to multinational expansion. Include financial factors such as economic environments and
market conditions, risk mitigation strategies, and ethical and legal practices.
Specifically, the following critical elements must be addressed:
II. Economic Environments and Market Conditions
C. Explain the role of international financial markets and institutions in global environments in evaluating their impact on the company’s risk
management strategies.
D. Analyze impacts of exchange rate on the company’s performance for determining if a loss occurred because of fluctuations or devaluations of
foreign currencies. Provide examples from the past year to support your claims.
III. Risk Mitigation: Examine sources of risk and risk reduction methods available to multinational corporations. Use the 2007–2008 annual report and the
most current annual report to support responses in this section.
B. Discuss risks and financial factors associated with exchange rates and interest rates for assessing how they inform the company’s financial
management approaches.
C. Discuss diversification in the company’s expansion model for examining advantages or disadvantages, and provide examples and financial
information from the past year to support claims.
D. Discuss company strategies before and after the 2007–2008 crisis for determining possible reasons for the company’s current financial
performance. Provide examples to support your claims.
Rubric
Guidelines for Submission: Your paper must be submitted as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font,
and one-inch margins. Cite appropriate academic references as necessary.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Economic
Environments and
Market Conditions:
Financial Markets
and Institutions
Explains the role of international financial
markets and institutions in global
environments in evaluating their impact on
the company’s risk management strategies
Explains the role of international financial
markets and institutions in global
environments in evaluating their impact on
the company’s risk management strategies,
but explanation is cursory, illogical, or
missing key elements
Does not explain the role of international
financial markets and institutions in global
environments
18
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Economic
Environments and
Market Conditions:
Impacts of Exchange
Rate
Analyzes impacts of exchange rate on the
company’s performance for determining if a
loss occurred because of fluctuations or
devaluations of foreign currencies, and
provides examples from .
files may help with writing paperEvaluation Essay Topic Sho.docx
files may help with writing paper
Evaluation Essay Topic: Should world leaders use a pandemic crisis brought about by a killer virus to boost their own popularity?
Write a 1.5-2-page Evaluation Argument Essay in response the assigned topic. (Note: Write essay in third person.
DO NOT USE
“I,” “me,” “my,” “we,” “our,” “you,” or “your”).
.
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This document summarizes key policies and events related to Mexican immigration to the United States from the early 20th century to recent years. It outlines increasing restrictions on immigration through U.S. laws from 1903 to 1924. It then examines Mexican immigration and migration patterns from 1900-1930, the Great Depression and mass deportations, and the Bracero program from 1942-1964. The document also discusses immigration reform and control acts of 1986 and 1996, as well as more recent changes including DACA.
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Quiz 6 Study Guide, Asian AmericansSpring 2016OPEN Friday Febru.docx
Quiz 6 Study Guide, Asian Americans
Spring 2016
OPEN: Friday February 26, 7 am to 10 pm, TIMING OF QUIZ: 30 minutes
Based on Module 6 Videos, Powerpoints, and assigned readings in Fong (Chpt. 1, pp. 17-37) and Dhingra, (Chpt. 3, pp. 38-56). There are 25 questions randomly selected from among those listed below.
1. How did Angel Island in San Francisco, where most Asian arrived, differ from Ellis Island in New York City, where most Europeans arrived, in the 1900-1930 era?
2. Which of the following is FALSE about Angel Island?
3. What is true about Chinese working to build the transcontinental railway?
4. Why were the Chinese Americans in the U.S. during 1880-1950 called a “bachelor society”?
5. What triggered a massive national anti-Chinese movement in the United States in the late 1870s?
6. During the building of railroads in the late 1800s in Western states, Chinese laborers were …
7. The "Golden Mountain" video notes that immigrants from China:
8. How did early immigration by the Chinese in the 19th century start the tradition of Chinese laundry and Chinese restaurants in America?
9. A major law affecting Asian immigration was the 1934 Tydings-McDuffie Act. What did this law say as outlined in Chapter 2 in Dhingra and the powerpoint?
10. One of the most famous people in the history of California was Mr. Leyland Stanford. He was the governor of California in 1861, builder of the railroad and industrialist, U.S. Senator, and founder of Stanford University. What were his views on immigration from Asia?
11. The video clip on Asian immigrant in the 1970s showcases Jerry Yang. What was his experience immigrating?
12. What is the central idea in the “Social Network” immigration theory?
13. About 9.5 million people from Asia migrated to the U.S. between 1966 and 2009. Which of the following is TRUE about this migration?
14. What stimulated the influx of over 1 million Asian Americans from Southeast Asia?
15. What is true about America's immigrant control laws that started in 1882?
16. What is true about the people who migrated from China during the period 1840-1880?
17. The Dual Labor Market theory of immigration builds on the idea that the U.S. economy does has one labor market but two, a primary labor market, and a secondary labor market. What are characteristics of the primary labor market?
18. What is true of the Chinese who migrated to California and other Pacific states in the 1850s-1870s?
19. The well-known PUSH-PULL theory of immigration has been around for over a century. While it makes common sense, it has several flaws. What is one of its flaws?
20. The video “Golden Mountain” gives you many aspects of the life of Mr. Yung Wing, the Yale educated Chinese man who greatly assimilated to American society. He became a Christian and a U.S. citizen very early, married a white woman, and lived in New England. What was his role when a wave of hateful anti-Chinese hysteria swept across the U.S. in the late 1870s-early 1880s?
21.What is the true a.
Latin America
The document provides background information on Latin America's independence movements from Spain in the early 19th century. It discusses how Spain's Bourbon Reforms unintentionally helped foster independence by training colonial militias. The Enlightenment ideas of the time also challenged Spanish rule. By the 1820s, most Latin American colonies had achieved independence, though establishing stable political systems proved difficult. Mexico's independence movement was similarly sparked by the Bourbon Reforms and the disruption of the Napoleonic invasion of Spain in 1810.
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The document provides an overview of Latin America from the period of independence in the early 19th century through the late 19th century. It discusses several key events and trends during this period including:
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Tirthankar Roy-¿Puede La India crecer más deprisa?
El 5 de noviembre de 2015 la Fundación Ramón Areces organizó una conferencia en la que el profesor de la London School of Economics Tirthankar Roy se hizo la siguiente pregunta: '¿Puede La India crecer más deprisa?'. En esta entrevista explica los motivos por los que considera que, en efecto, este país aún tiene margen para seguir creciendo. Estuvo organizada dentro de la XV Conferencia Figuerola del Instituto Figuerola de Historia y Ciencias Sociales de la Universidad Carlos III de Madrid.
Running head AMERICAN HISTORY .docx
Running head: AMERICAN HISTORY 2
American History, Great Depression, 20th Century, the Gilded Age, and World War 2
Student’s name:
Institution’s name:
1. For a long time, American historians have interpreted the Reconstruction of the South a failure for the newly freed slaves. However, historians today are explaining the events of the Civil War and Reconstruction as nothing less than revolutionary. In the following essay explain why historians have seen this period in American history as a failure, and then explain how they can now interpret it as a success.
American historians associate the failure of reconstruction of the south to the newly freed slaves. Nevertheless, lack of political focus also influenced the failure. In this case, the process of eliminating the freed slaves who had gained civil liberties made them fail to bring long term solution to the issue of racial integration in the south. Notably, after the civil war, the freed slaves worked towards reviving the economy of the south and rebuilding their shattered landscape. Despite their efforts, there were several divisions in the federal government regarding the reconstruction process resulted into the failure to attain the goals. At the time, President Lincoln came up with a plan giving the slaves at least 10 percent in order to rejoin the union.
Following the assassination of President Lincoln, Andrew Johnson, a former owner of slaves came up with another plan for reconstruction. Unfortunately, his plan did not survive for long as the republicans worked a plan to ensure that the southerners were not seated. Indeed, lack of political focus was also associated with the increased political prosperity in the north as compared with the south. Therefore, the slaves in the south did not have a larger say in drawing the attention to reconstruction process (Mark and Garraty, 2002). Indeed, there was a contrast between the south and the south something that harbored hatred between the two regions. The integration of the freed slaves into the society also played a great role in the failure of reconstruction. Despite the various promises made by the freed slaves, when they were elected to the congress, they did nothing to help their people in the south. They also failed to end racial inequity hence the oppression of the African Americans continued in the south.
2. Mark Twain described the era marked by industrialization, immigration, urbanization, and corporatism as “The Gilded Age”. In the following essay explain why. Be sure to offer illustrative examples in your answer.
Mark Twain described the era marked by industrialization, immigration, urbanization, and corporatism as
According to Mark Twain, The Gilded Age was marked by industrialization, immigration, urbanization, and corporatism. This is era was defined by the following factors; firstly, there was increased economic growth which generated a ...
1. Understand the Land Ordinance of 1785 and the Northwest Ordinan.docx
1. Understand the Land Ordinance of 1785 and the Northwest Ordinance of 1787.
2. Spain closed the________________ River to American traffic after the Revolutionary War.
3. Who was considered the most gifted political philosopher at the Constitutional Convention? James Madison
4. Be aware of the elements of the Virginia Plan, the New Jersey Plan and the Great Compromise.
5. Which branch of government has authority over naturalization?
6. Did the Federalist argue that in a large and diverse country no one faction could come to dominate the government?
7. What did most anti-Federalists want to add to the constitution?
8. Know Alexander Hamilton’s vision for America.
9. Why did Madison change his mind and decide to support assumption of state debts?
10. The purpose for establishing a National Bank was to___________________.
11. Know the Tenth Amendment to the Constitution. : said that powers not specifically given to the national government remained with the states or the people
12. Were Indians a threat to western settlement in 1790? Yes.
13. What was the Whiskey Rebellion?
14. The Kentucky and Virginia Resolutions in effect said that states can __________________________.
15. Was Jefferson conciliatory in his inaugural address?
16. Understand the importance of Marbury v. Madison.
17. What made the Louisiana Purchase possible and why did Jefferson have a problem with it?
18. Know the purpose of the Twelfth Amendment.
19. Define “peaceable coercion.”
20. Name one strength the U.S. had at the outset of the War of 1812.
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22. How did most Americans feel after the War of 1812?
23. Be aware of the many improvements in transportation in the early 19th century.
24. What advantage did clipper ships have over traditional merchant vessels? Speed
25. A communications revolution was triggered by the development of the _____________by the 1840s. Telegraph
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31. What was the purpose of the tariff of 1816?
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33. Define the Rush-Bagot agreement.
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36. What was the “corrupt bargain”?
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40. ...
Modern latin america
1) Britain wanted to increase trade with Latin America after their independence in 1824. British merchants exported goods like cotton and invested in the new governments, but this led to a financial crisis that hurt merchants.
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3) There were several causes for 19th century wars in Latin America, including ideology of independence from Spain/Portugal, boundary disputes, and fights over territories like Texas.
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The document discusses key social, economic, and political changes in the United States during the 1920s. Politically, Republican presidents like Warren Harding, Calvin Coolidge, and Herbert Hoover held office. Economically, new industries like automobiles and electricity grew due to mass production techniques. However, not all groups prospered as farmers, Native Americans, and African Americans faced hardships. Socially, prohibition caused rise of organized crime while the lives of women expanded with women's suffrage. New technologies and a consumer culture also emerged during the "Roaring 20s".
Ogt jeopardy
The document discusses several topics related to civics, history, and social studies:
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- Presidential and parliamentary democracies differ in the relationship between the executive and legislative branches.
- Citizens have no decision-making role in dictatorships or absolute monarchies.
History Chapter 7 Part 1- Life after the World War II
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These slides introduce the first part of Lower Secondary History Chapter 7: Life after World War II to the Secondary 2 students who are studying for the Singapore syllabus.
These slides are the first of the series of slides for Chapter 7: Life after World War II.
1. Post-war Living Conditions after World War II
2. Maria Hertogh and Anti-National Service Riots
3. The Rendel Constitution and 1955 Elections
Any feedback is welcome.
1.Why was Great Britain the first state to have an Industrial Re.docx
1.
Why was Great Britain the first state to have an Industrial Revolution? Why did it happen in Britain when it did? What were the basic features of the new industrial system created by the Industrial Revolution?
2.
How did the Industrial Revolution spread from Britain to the continent and the United States, and how did industrialization in these areas differ from Great Britain’s industrialization?
3.
In what ways does Twain’s
Life on the Mississippi
illustrate the impact of the transportation revolution on the daily life in the United States?
4.
What effects did the Industrial Revolution have on urban life, social classes, family life and standards of living? What were working conditions like in the opening decades of the Industrial Revolution, and what efforts were made to address these conditions and improve them?
5.
What are the major similarities and differences between the attitudes toward business of Samuel Smiles and Shibuzawa Elichi? How do you explain the differences, and what are their implications?
6.
What kind of working conditions did children face in the textile mills during the early Industrial Revolution? Why were they beaten? What kind of working conditions did children face in the mines during the early Industrial Revolution? Why did entrepreneurs permit such conditions and such treatment of children?
1.
What were the goals of the Congress of Vienna and the Concert of Europe? How successful were the characters gathered at Vienna in achieving those goals?
2.
Based on Metternich’s discussion in his
Memoirs
, how would you define conservatism? What experiences conditioned Metternich’s ideas? Based on the selection provided, what policies do you think Metternich would have wanted his government to pursue?
3.
Based on Mill’s discussion in
On Liberty
, how would you define liberalism? How do Mill’s ideas fit into the concept of democracy? Which is more important in his thought, the individual or the society?
4.
What regions saw a great deal of revolutionary activity in 1848-1849 and which regions did not? What are the reasons behind this distribution?
5.
Based on the principles outlined in Mazzini’s
Young Italy Oath
, define nationalism. Why have some called nationalism a “secular religion?”
6.
What were the characteristics of Romanticism, and how were they reflected in literature, art, and music?
1.
Why did Louis Napoleon’s argument to the French people have such a strong popular appeal? What are the similarities in the practice of
Realpolitik
by Louis Napoleon and Otto von Bismarck? What are the noticeable differences in their two approaches? What can you learn about
Realpolitik
from the two selections?
2.
Why did Garibaldi become such a national hero to the Italian people? How does Garibaldi’s comportment as a political and military leader prefigure the conduct of later revolutionary leaders and military activists?
3.
What changes did Tsar Alexander II’s emancipation of .
World History Chapter 28 - Transformations Around the Globe
China resisted foreign influence in the 1800s. Britain smuggled opium into China, leading to war between the two countries. Britain took control of Hong Kong after winning. Foreign powers then gained control of trade in China.
Japan initially isolated itself but was forced to open up to trade in the 1850s. The Emperor then modernized Japan based on Western models. Japan built a strong military and industrial base, and became an imperial power defeating Russia and gaining control of Korea.
The US also practiced economic imperialism in Latin America in the 1800s-1900s. It helped rebels in Panama gain independence so it could build a canal and asserted control over Cuba and other countries. Mexico experienced turmoil from the Mexican-
Civil Rights Movement(s)1940s-1970sLegal Strategies.docx
Civil Rights Movement(s)
1940s-1970s
Legal Strategies
De jure and de facto
NAACP—
Transportation: Morgan vs. Virginia, 1946
Education: Oliver Brown vs. Board of Education of Topeka, Kansas, 1954
First day of desegregation, Virginia, 1954
Little Rock
Grassroots Strategies
Rosa Parks and the Montgomery Bus Boycott, 1955
Martin Luther King, Jr.
Southern Christian Leadership Conference, 1957
CORE/Freedom Rides, 1961
Birmingham, 1963
March on Washington, 1963
Results
Civil Rights Act, 1964
24th Amendment, 1964
Voting Rights Act, 1965
End of legalized segregation, right to vote reinstated
Racial liberalism
Film: Freedom Riders
According to the film, what role did young people play in the fight to end segregation?
Do you think the civil rights struggle would have been effective without them?
Rosa Parks, 1955
Freedom Rides, 1961
Freedom Riders Attacked, Alabama, 1961
Birmingham, 1963
March on Washington, 1963
March on Washington, 1963
Films
http://www.youtube.com/watch?v=1UV1fs8lAbg
https://www.youtube.com/watch?v=kMFm2dSEwfo
Civil Rights Movements, con’t.
1960s-1970s
Civil Rights Movements
The New Left/Students for a Democratic Society
Civil Rights
Anti-War Movement (Vietnam)
Women’s Movement
Betty Friedan, Feminine Mystique, 1963
National Organization for Women
Civil Rights Movements
LGBTQ Rights
Harry Hay, Mattichine Society
Latino Activism
Social and economic conditions
Cesar Chavez, Dolores Huerta, United Farm Workers
Cesar Chavez
1960s Politics
Johnson
Great Society
Medicaid and Medicare
Department of Housing and Urban Development
Equal Employment Opportunity Commission
National Endowment for the Humanities
National Endowment for the Arts
Post-War America, 1945-1972
Introduction
"America bestrides the world like a colossus," wrote the British politician and
historian Harold Laski in 1947. At the time, Europe and Asia were still digging
themselves out from the rubble of World War II. By contrast, the United States
mainland had been spared the war's carnage, and its factories had roused
themselves from their Great Depression slumber to churn out the weapons of war
that propelled the Allies to victory. America thus entered the post-World War II
era, according to Laski, possessing "half the world's wealth" and "more than half
the world's productive capacity."
This global economic preeminence would help usher in a period of economic
expansion--or "golden age of capitalism"--that would persist for much of the
quarter century following World War II. The long economic boom, in turn, helped
underwrite contemporaneous struggles for economic, racial, and gender equality
in American life. Never had any of America's previous rising tides lifted so many ...
The New Deal Revision inc source questions
Here are three key points about the causes of the economic boom in the 1920s in the US:
1. The end of World War I provided a boost to the US economy. As European nations recovered from the war, they purchased large amounts of goods from American producers like food, weapons and supplies. This exporting helped fuel economic growth in the US.
2. Republican policies of laissez-faire and low taxes on businesses and individuals also contributed to the boom. With less government intervention and regulation, private industry and consumers were free to spend and invest more.
3. New technologies like automobiles, radio, and electrical appliances saw rising demand. Installment plans and higher wages allowed more Americans to purchase consumer goods, stimulating
1.The United States experienced a market revolution after 1815 due.docx
1.The United States experienced a market revolution after 1815 due to the growth of the transportation and manufacturing industries. It was through urbanization that the country was able to establish more factories and this saw immigrant from Ireland coming into the country. The Lowell Journal explain the problems that the women were undergoing through one of them being low wages and fake promises. The women feel subordinate to the factory owners because of the owners’ rudeness and disrespect. The women are subordinates because the owners cut reduced their wages. The strike leader meant that the factory owners were proud and disrespectful. The dimension is that the factory owners marginalized the workers. The turnout was unintended and only happened because the workers were fed up with the insolence of the factory owners.
2.One of the short term effects of Indian removal is that the people revolted that decision by the president. Moreover, more than five hundred Chickasaws died of dysentery and smallpox during the Trail of Tears journey. The Indian removal is believed to give the Indians the right to live how they wanted once they were in Mississippi and this freedom was viewed as appealing to the Indians
3.The United States become a leading industrial power in the 19th century due to the rural, urban migration that was taking place. This translated to more workers in the factories and increased productivity due to the use of steam as a source of energy.
The economic inequality can be attributed to luck and the willingness of a person to work harder than other individuals. Moreover, this saw some individuals moving from being squatters to landowners
The ideology of manifest destiny prompted Americans to work hard, and the booming economy became attractive to outsiders. This made immigration to be rampant in the United States from 1840.
The annexation of Texas saw the United States being granted Texas whereas Mexico also wanted to have it led to a civil war between the two countries.
References
Horsman, R. (2014). The New Republic: The United States of America 1789-1815. Routledge.
Roarke, et al. The American Promise: A Concise History, Volume I - Fifth Edition. New York: Bedford St. Martins, 2013.
ISBN-13:9781457631450
1. First, explain HOW and WHY the United States experienced a "market revolution" after 1815. Be sure to address transformations in transportation, work, politics, and the economy in your response (worth 2 points). Secondly, review the document(s) on pages 280 - 281, "Mill Girls Stand Up to Factory Owners, 1834." After reading thoroughly the information presented there, respond to the following questions: (1 paragraph)
a. Does the Lowell Journal adequately explain how a few "ringleaders" could motivate over eight hundred female workers to engage in street protests? (worth 2 points).
b. Why do the strikers invoke Revolutionary-era ideals of independence and liberty and the phrase "daughters of freemen"? Do these y.
Human Capital Development in Mexico in 1900
This document discusses human capital formation in Mexican regions during the era of globalization and Porfiriato policies from 1876-1911. It analyzes census data from 1930 to measure age heaping as a proxy for numeracy levels across Mexican regions. The author finds that northern regions had higher numeracy compared to the south, and attributes this to greater infrastructure development in the north under Porfiriato policies. Educational reforms and expansion of the railroad network during this period aimed to increase human capital formation, industrialization, and foreign investment across Mexico.
Explain how labor evolved from the to.docx
The document outlines 14 topics related to the evolution of labor and industry, immigration, westward expansion, and culture in the early-to-mid 19th century United States. The topics include how the "putting-out system" transitioned to wage labor during industrialization; the impact of industrialization on work; the rise of factory labor; the role of slavery in the Southern economy; incentives for westward migration; American innovators and their inventions; improvements to domestic transportation like roads, canals, and railroads; immigration trends and their effects; the Missouri Compromise; Alexis de Tocqueville's analysis of American democracy; perceptions of Native Americans vs reality; the idea of Manifest Destiny emerging from culture;
For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx
For part 2 of the Unit 1 Exam, choose
ONLY 1 essay question
from the list below, which covers chapter 15 and part of chapter 16 in the textbook. Grades will be based on the content of the answer and must be
more than 300 words
in length. Direct quotes do not count toward the required word count.
Part 2 Essay Questions:
1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security.
2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse?
3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states?
4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers.
5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure.
6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction?
7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age?
8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement.
9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract?
10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not?
PART3:
For part 3 of the Unit 1 Exam,
choose ONLY 1 essay question
from the list below, which covers part of ch.
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History Chapter 7 Part 1- Life after the World War II
History Chapter 7 Part 1- Life after the World War II
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World History Chapter 28 - Transformations Around the Globe
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1.The United States experienced a market revolution after 1815 due.docx
1.The United States experienced a market revolution after 1815 due.docx
For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx
For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx
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FIN 336 Milestone Two Guidelines and Rubric Economic Envir.docx
FIN 336 Milestone Two Guidelines and Rubric
Economic Environments and Risk Mitigation
Overview: This milestone will help you complete Sections II and III of the final project.
Prompt: Develop a report that analyzes one company’s approach to multinational expansion. Include financial factors such as economic environments and
market conditions, risk mitigation strategies, and ethical and legal practices.
Specifically, the following critical elements must be addressed:
II. Economic Environments and Market Conditions
C. Explain the role of international financial markets and institutions in global environments in evaluating their impact on the company’s risk
management strategies.
D. Analyze impacts of exchange rate on the company’s performance for determining if a loss occurred because of fluctuations or devaluations of
foreign currencies. Provide examples from the past year to support your claims.
III. Risk Mitigation: Examine sources of risk and risk reduction methods available to multinational corporations. Use the 2007–2008 annual report and the
most current annual report to support responses in this section.
B. Discuss risks and financial factors associated with exchange rates and interest rates for assessing how they inform the company’s financial
management approaches.
C. Discuss diversification in the company’s expansion model for examining advantages or disadvantages, and provide examples and financial
information from the past year to support claims.
D. Discuss company strategies before and after the 2007–2008 crisis for determining possible reasons for the company’s current financial
performance. Provide examples to support your claims.
Rubric
Guidelines for Submission: Your paper must be submitted as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font,
and one-inch margins. Cite appropriate academic references as necessary.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Economic
Environments and
Market Conditions:
Financial Markets
and Institutions
Explains the role of international financial
markets and institutions in global
environments in evaluating their impact on
the company’s risk management strategies
Explains the role of international financial
markets and institutions in global
environments in evaluating their impact on
the company’s risk management strategies,
but explanation is cursory, illogical, or
missing key elements
Does not explain the role of international
financial markets and institutions in global
environments
18
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Economic
Environments and
Market Conditions:
Impacts of Exchange
Rate
Analyzes impacts of exchange rate on the
company’s performance for determining if a
loss occurred because of fluctuations or
devaluations of foreign currencies, and
provides examples from .
files may help with writing paperEvaluation Essay Topic Sho.docx
files may help with writing paper
Evaluation Essay Topic: Should world leaders use a pandemic crisis brought about by a killer virus to boost their own popularity?
Write a 1.5-2-page Evaluation Argument Essay in response the assigned topic. (Note: Write essay in third person.
DO NOT USE
“I,” “me,” “my,” “we,” “our,” “you,” or “your”).
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FIN 402 Week 3 Case ProblemsCase Problem 6.1 Sara Decides to Tak.docx
FIN 402 Week 3 Case Problems
Case Problem 6.1 Sara Decides to Take the Plunge
1. LG 1
2. LG 6
Sara Thomas is a child psychologist who has built a thriving practice in her hometown of Boise, Idaho. Over the past several years she has been able to accumulate a substantial sum of money. She has worked long and hard to be successful, but she never imagined anything like this. Even so, success has not spoiled Sara. Still single, she keeps to her old circle of friends. One of her closest friends is Terry Jenkins, who happens to be a stockbroker and who acts as Sara’s financial advisor.
Not long ago Sara attended a seminar on investing in the stock market, and since then she’s been doing some reading about the market. She has concluded that keeping all of her money in low-yielding savings accounts doesn’t make sense. As a result, Sara has decided to move part of her money to stocks. One evening, Sara told Terry about her decision and explained that she had found several stocks that she thought looked “sort of interesting.” She described them as follows:
· North Atlantic Swim Suit Company. This highly speculative stock pays no dividends. Although the earnings of NASS have been a bit erratic, Sara feels that its growth prospects have never been brighter—“what with more people than ever going to the beaches the way they are these days,” she says.
· Town and Country Computer. This is a long-established computer firm that pays a modest dividend yield (of about 1.50%). It is considered a quality growth stock. From one of the stock reports she read, Sara understands that T&C offers excellent long-term growth and capital gains potential.
· Southeastern Public Utility Company. This income stock pays a dividend yield of around 5%. Although it’s a solid company, it has limited growth prospects because of its location.
· International Gold Mines, Inc. This stock has performed quite well in the past, especially when inflation has become a problem. Sara feels that if it can do so well in inflationary times, it will do even better in a strong economy. Unfortunately, the stock has experienced wide price swings in the past. It pays almost no dividends.
Questions
a. What do you think of the idea of Sara keeping “substantial sums” of money in savings accounts? Would common stocks make better investments for her than savings accounts? Explain.
Answer: It is not a smart idea for Sara to retain substantial sums of money in her savings account for the reason that she could potentially make more money by investing in stocks. For example, the average rate for a savings account is 0.06%, and if you invest in stock, you can make anywhere from 0-15% depending on the amount of risk you is willing to take.
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Fieldwork Research: Primary Sources
This assignment assumes 4 steps:
Attend a live music making opportunity, a concert, or watch an entire music concert on YouTube. It can be of any music genre (see instructions below).
Interview an insider of that culture
Write a
Fieldwork Concert Report
Transcribe and arrange the
interview
(in the same paper)
this the concert https://www.youtube.com/watch?v=lxjgqVsYu0g&feature=youtu.be ( kpop music is korean music )
first you have to make about concert report/ participant observation :
Students will attend minimum one live or online music performance. The preferred ethnographic writing is that of a participant observation – meaning, you take part in the music making next to the performers, so that you can live their experiences. Sometimes this is not possible, and you will have to experience music making from the fan’s perspective, or just that of the spectator’s perspective – in the case of Western classical concerts, or if you are viewing a concert on YouTube. Your goal is to capture the performance, event, and situation, and meaning of the event to the people involved (insider’s point of view). In order to do this, please describe as accurately as possible:
• The physical setting (stage, concert hall, audience) – you can draw a plan of the hall and/or take pictures, if allowed
• The behavior of individuals and groups of people – both the artists on the stage, as well as the audience
• Conversation and interactions between people • Sequence of events (before the concert, during the concert, after the concert)
• Demographic survey (count or approximate how many people are there; offer information about their gender, age, professional background, education level – if possible). In trying to assume the audience’s socio-economic status, you can look at their fashion style, cars, etc.
• Rationale of the event: for WHOM is the event held, WHERE was it held, WHEN did it happen, and WHY did it happen
• People’s emotions, meanings, and beliefs (if possible)
the second part is to make interview with 2 persons individually ( create 2 persons from your imagination introduce them and ask them these questions):
Upon gaining access in a live performance event or an online music-genre specific chatroom, students will follow the steps below to conduct one interview with a participant in the specific culture/performance:
1- what is your reaction of songs?
2- do you like it? and why do you like it?
3- why do people like these songs or concert?
4- Identify the most expert participant member that you can have access to interview (“key informant”): for some concerts, it would be hard or almost impossible to interview the performer. In such case, interview an audience member/participant/fan that has most knowledge of the culture/genre performed or strong ties to the particular music tradition.
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Field TripAssist the cooperating teacher for the age you are obs.docx
Field Trip
Assist the cooperating teacher for the age you are observing in planning a field trip. The site you use may be as simple as a walk to a park or to the fire/police station. Other options include: zoo, museum, library, farm, etc.
Please type the answers to the following questions regarding the field trip:
1. Explain why this site was chosen. Be sure to state what subject or them is covered and provide the MDE CCRS that supports your reason for this rip and what is studied.
2. Describe/explain safety concerns about the chosen field trip site.
3. How does the field trip relate to what the children are currently learning?
4. List and explain your duties involved in planning this field trip (permission slip, contacting bus, etc.).
*Include a sample permission slip that would be given to the parents before the field trip and a brochure of the field trip site.
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Field of study ( Interdisciplinary studies)
Choose a piece of writing for your field (journal article, news or magazine article, lab report, etc.).
Using either the insert comment feature on Word or Adobe, or handwriting and scanning/posting images, annotate the piece.
Annotations should highlight what you think is important, ask questions, make comments.
Your annotations should show an awareness of the argument of the piece, whether or not it is effective.
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ffirs.qxd 1313 348 PM Page iPROJECTMANAGEM.docx
ffirs.qxd 1/3/13 3:48 PM Page i
PROJECT
MANAGEMENT
ffirs.qxd 1/3/13 3:48 PM Page i
Dr. Kerzner’s 16 Points to Project
Management Maturity
1. Adopt a project management methodology and use it consistently.
2. Implement a philosophy that drives the company toward project
management maturity and communicate it to everyone.
3. Commit to developing effective plans at the beginning of each project.
4. Minimize scope changes by committing to realistic objectives.
5. Recognize that cost and schedule management are inseparable.
6. Select the right person as the project manager.
7. Provide executives with project sponsor information, not project
management information.
8. Strengthen involvement and support of line management.
9. Focus on deliverables rather than resources.
10. Cultivate effective communication, cooperation, and trust to achieve
rapid project management maturity.
11. Share recognition for project success with the entire project team and
line management.
12. Eliminate nonproductive meetings.
13. Focus on identifying and solving problems early, quickly, and cost
effectively.
14. Measure progress periodically.
15. Use project management software as a tool—not as a substitute for
effective planning or interpersonal skills.
16. Institute an all-employee training program with periodic updates based
upon documented lessons learned.
ffirs.qxd 1/3/13 3:48 PM Page ii
P RO J E C T
MANAGEMENT
A Systems Approach to
Planning, Scheduling,
and Controlling
E L E V E N T H E D I T I O N
H A R O L D K E R Z N E R , P h . D .
Senior Executive Director for Project Management
The International Institute for Learning
New York, New York
ffirs.qxd 1/3/13 3:48 PM Page iii
Cover illustration: xiaoke ma/iStockphoto
This book is printed on acid-free paper.
Copyright © 2013 by John Wiley & Sons, Inc. All rights reserved
Published by John Wiley & Sons, Inc., Hoboken, New Jersey
Published simultaneously in Canada
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under
Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or autho-
rization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA
01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should
be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax
(201) 748-6008, or online at www.wiley.com/go/permissions.
Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they
make no representations or warranties with the respect to the accuracy or completeness of the conte.
Feminist & Empowerment TheoriesFeminist theory can be applie.docx
Feminist & Empowerment Theories
Feminist theory can be applied with Peter and Fernando to promote self-determination and problem-solving skills for their current and future challenges. Feminist theory states that patriarchal culture is concerned with power and oppression over minority populations (Adams et al., 2013). Specific feminist techniques include: an analysis of oppression and power, exploring client self-esteem and interdependence, and empowering clients (Sommers-Flanagan & Sommers-Flanagan, 2014). Patriarchy is damaging to males in society (Sommers-Flanagan & Sommers-Flanagan, 2014) and teaches ‘manhood’ where the dominant heterosexual culture views homosexual men and women as ‘others’ (Adams et al., 2013). This can be seen with Fernando’s father who has disapproval of his son’s sexual identity. In addition, Peter has taken on the responsibility of head of household while Fernando has taken on the role of stay-at-home caretaker to Jose. Feminist theory brings together personal and political thinking to increase the client’s power (Turner, 2017).
When applying feminist theory within a relationship there is an emphasis on the concept of mutuality wherein there is a sense of respect, interest, empathy, and responsiveness experienced by both parties (Turner & Maschi, 2015). This fosters resilience through a two-way relational dynamic (Turner & Maschi, 2015). The use of this approach within the case of Peter and Fernando would help to foster resilience in the family dynamic through this emphasis on mutuality. By fostering empathy, respect, and responsiveness within the relationship dynamic will help Peter and Fernando improve communication through empathy and respect for each other’s perspective.
Empowerment is a concept that is strongly supported by evidence in social work practice (Turner, 2017). Empowerment theory and feminist theory both provide social workers with the expertise to validate client experiences, support client strengths, and promote collectivism through mutual aid and support (Turner, 2017). Three dimensions of empowerment theory include: (1) a development of a more positive identity and sense of self, (2) build knowledge and critical thinking to connect personal and political realities, and (3) build resources and strategies to achieve personal and collective goals (Turner, 2017). Empowerment theory assumes that the client(s) are the expert on the issue at hand and have within them the strengths to overcome the given problem (Turner & Maschi, 2015). It is then the job of the social worker to connect the client to resources within their community and assist them in utilizing those resources in keeping with their identified strengths (Turner & Maschi, 2015).
.
Feminist Family TherapyPresentation originally given by Allen.docx
Feminist Family Therapy
Presentation originally given by Allen Mallory
1
In-Class Journal Feminism and Family Therapy
What do you typically think of when you hear the word “feminism?”
How do you define feminism?
Do you think feminism is a useful concept for marriage and family therapy?
Why or why not?
For those who do use ideas from feminism in therapy what might that look like?
Three (of many facets) of feminist theory importance of history, context, reflexive
2
The Who’s Who of Family Therapy
Jay Haley
Cloe Madanes
Strategic “ power and control as central to family patterns ….symptoms result from repetitive, unproductive attempts to control or influence other family members”
Madanes “ revers hierarchies are not bad in certain situations. They become problematic when there is incongruence in those hierarchies. Problems arise from dilemmas between love and violence
3
The Who’s Who of Family Therapy
Salvador Minuchin
Focus on changing interactional patterns and moving clients in the room, alliances, boundaries, and coalitions
Interesting that Minuchin worked with low income population were traditional gender roles likely look different, enactments
4
The Who’s Who of Family Therapy
Murray Bowen
Differentiation/fusion, genograms/family of origin, intergenerational patterns, family life stages,
5
The Who’s Who of Family Therapy
Ivan Boszormenyi-Nagy
Ethical considerations, fairness, trust, ledger of entitlement/indebtedness, invisible loyalties, integration of interpersonal and intra-psychic (the context), multidirectional pariality
6
The Who’s Who of Family Therapy
Carl Whitaker
Enter into the family system and use self to change patterns, co-therapy, atheoretical, battle for stucture, battle for initiative (fatherly figure), goal is to give the family new experience through craziness, creativity, humor, fantasy, treat children as children, and use of self.
7
The Who’s Who of Family Therapy
Virginia Satir
Nurturance, strength/growth focused, when one person has pain the whole family experiences, sculpting, holistic growth (different aspects of the self), use of self
8
Feminisms
Liberal
Radical
Marxist/Socialist
Eco
Postmodern
Women of Color
Postcolonial
Intersectionality
Liberal – equality through legal means and social reform (most commonly used in MFT)
Radical – oppression of women most fundamental form of oppression (what people are referring to when they say feminazi/haters
Marxist/Socialist- capitalism and patriarchy as root of women's oppression public and private sphere change
Eco – mainly focused on domination and oppression o.
Felicia makes fabulous fried foods that she sells to family and .docx
Felicia makes fabulous fried foods that she sells to family and friends. Felicia’s friend, Fergus, is interested in selling her fried foods using the name “Felicia’s Fabulous Food Company.” Felicia is flattered but does not have enough time to fry any more foods; so Felicia charges Fergus $125,000 to allow Fergus to use her recipes and market the food using her name. On March 10, 2001, Fergus and Felicia enter into a written agreement that provides:
1. Felicia will market and advertise the fried foods.
2. All food is to be prepared with no deviation from Felicia’s recipes.
3. Fergus will manage sales and accounts receivables.
4. Felicia and Fergus will each pay 50 percent of the expenses of the business, such as electricity, water, telephone, heat, insurance and advertising.
5. Felicia will keep two-thirds of the gross receipts and Fergus one-third.
Ten years later, Fergus and Felicia had a number of disagreements and Fergus decides to leave the business. At the time, the business’s net worth was $857,000. Felicia argues that she owns the business and that Fergus, if not an employee, was no more than a franchisee. Fergus argues that he is Felicia’s partner. Were Felicia and Fergus partners? Explain and discuss the factors that lead to your conclusion.
.
Federalism Comparing Government Response in Hurricane Katrina vs..docx
Federalism: Comparing Government Response in Hurricane Katrina vs. Coronavirus
Submissions must be a minimum of 2 pages, in length. This does not include your bibliography or works cited. This should be attached and added on as the last page of your essay. Y ou will only have one attempt to upload and submit your paper. Your bibliography or works cited page, and your paper, must be uploaded as a single file. They cannot be uploaded separately. No e-mailed assignments will be accepted.
Your response should be your own thoughts and analysis. Research and resources should be incorporated with scholarly application. I.e. used as examples or evidence to support your analysis. Citations may be formatted in APA, MLA or Chicago style, as long as they are consistent throughout. You must include in-text (parenthetical) citations, as well as a bibliography.If you have questions about citation formatting, please ask me, or utilize the tool easybib.com. You must provide in-text citations, to show ownership of any information that you include, in your essay, which is either
1. Not considered common knowledge
2. Paraphrased
3. Directly quoted
Failure to cite information, properly, will result in students receiving an automatic zero. Furthermore, to not do so is considered plagiarism.
Make sure to use complete sentences, and proper grammar. Your response to the prompt should focus on analyzing the information you gather and use to complete the constitutional chart through application. Incorporate the information you gathered by using it to provide examples and support for your response to the prompt.
Essay Topic and Objective:
You will be watching two 50 minute documentaries: The Storm and Coronavirus Pandemic in order to complete this essay.
1. The Storm: Hurricane Documentary (Links to an external site.)
2. Coronavirus Pandemic Documentary (Links to an external site.)
Federalism Overview: Considered together, Hurricane Katrina and Covid-19 both produced policy disasters in the United States that were both unnecessary and linked to federalism. These challenges produced by nature raise the question of whether certain disasters are beyond the capacities of state and local government.
Objective: While watching these films, the central theme to take away from these videos is a better and more comprehensive understanding of Federalism, through real life evidence and explanation. Critically analyze each of the elements and consequences of each different national disaster, based on different level of government’s responses, actions. Leadership, communication processes, and decision-making. Despite, both Hurricane Katrina and Corona Virus being deemed as “national emergencies”, the power organization resulted in vastly different responses by each level of government’s leadership (across all levels: federal, state and local).
Introduction to Federalism: State and Local governments are the first line responders to crisis. The institutions encompass not only the na.
Federalism Comparing Government Response in Hurricane Katrina v.docx
Federalism: Comparing Government Response in Hurricane Katrina vs. Coronavirus
You will be watching two 50 minute documentaries: The Strom and Coronavirus Pandemic in order to complete this essay.
Topic Overview
: Considered together, Hurricane Katrina and Covid-19 both produced policy disasters in the United States that were both unnecessary and linked to federalism. These challenges produced by nature raise the question of whether certain disasters are beyond the capacities of state and local government.
Objective
: While watching these films, the central theme to take away from these videos is a better and more comprehensive understanding of Federalism, through real life evidence and explanation. Critically analyze each of the elements and consequences of each different national disaster, based on different level of government’s responses, actions. Leadership, communication processes, and decision-making. Despite, both Hurricane Katrina and Corona Virus being deemed as “national emergencies”, the power organization resulted in vastly different responses by each level of government’s leadership (across all levels: federal, state and local).
Introduction to Federalism:
State and Local governments are the first line responders to crisis. The institutions encompass not only the national government and the American states, each with their own distinctive histories, but extend down to the local level of counties, cities, smaller communities, and special-purpose entities such as school districts. Support and opposition for Federalism rests on government leadership, power, decision-making, and response to national disasters. Response is a geographic and constitutional matter of design. The principles underlying federalism create a power system where multiple levels of government (local, state, and federal) coexist in an organization of power that is both exclusive and shared, depending on the event at hand. Though the federal government has a vital role to play in advancing national priorities through the powers enumerated to it by the U.S. Constitution, our founders recognized long ago that many of the challenges our citizens face can best be addressed at the state level. The Constitution set forth means for strengthening national government’s power, intended to establish a more perfect union (Preamble). Federalism would be the new organization of power, between local, state and federal U.S. government, in order to the remedy weaknesses caused by the Articles of Confederation.
Principles of Federalism
Limited government
States’ rights (10th amendment)
Goals of Federalism:
Foster cooperation
Prevent Federal Intrusion into State
Protect State’s utility as “laboratories” of democracy
Central Themes to Focus on and Think About
comparisons and discussion of struggles between local,
state and federal levels of government according to how federalism has manifested into a power tug-of-war in authority
division of power
division .
Feedback for 4 Milestone Two Research and SupportPlease addre.docx
Feedback for 4 Milestone Two: Research and Support
Please address Milestone two’s feedback and include these changes when working on your Milestone 3 assignment.
1)Proposal Care Support
The data you cite in this section supports that there is a nursing shortage. However, I would have liked to see you add more insight into what research shows on the impact this shortage has on patient safety and quality care. What does the research say about the nursing shortage and its connection with quality care, thus leading you to believe a change was necessary?
2) Value-Based Support
While you discussed financial impacts of your proposal, you did not touch on value based reimbursement. How does short staffing effect patient care and then ultimately reimbursement rates received by your institution?Top of Form
Bottom of Form
3) Data Evidence
You listed an example of a quality indicator that MAY be effected by the nrusing shortage. However, you need to include data that the nursing shortage itself is an issue. How many nurses is your facility short? What is the nurse to patient ratio? How many openings are there? etc.
4) Strategies
While you gave great examples of strategies that could be used to help improve the nursing shortage, are there any interprofessional strategies currently in use that would also be helpful?
5) Strategy Defense
So what nursing indicators will be affected with the implementation of your proposal? See http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume122007/No3Sept07/NursingQualityIndicators.html for a list of the Nursing Sensitive Indicators Additionally, while you wrote your own professional insight, I would have liked to see you utilize research to add support to these views and ideas.
6) Articulation of Response
Submission has errors related to citations, grammar, spelling, or syntax
Running head: RESEARCH & SUPPORT 1
Research and support 2
Nursing Shortage and the Need for More Nurses
Research and Support
Proposal Care Support
Nurses are a very critical part of a health care facility. Nursing shortage is not just a problem experienced in the United States but globally. The shortage is as a result of high turnover, unavailability of potential educators and unfair distribution of the workforce. Healthcare organizations are therefore competing to acquire the scarce nurses in order to improve their delivery of quality care. According to the US Bureau of Labor Statistics, more than 1.1 million additional nurses are required to address the shortage problem (Haddad, 2019). For an organization to effectively compete for the scarce nurses, acquire top talent and reduce employee turnover, it must offer an enticing compensation and benefits package. Organizations that offer great wages and benefits easily attract applicant and maintain the nurses they already have. My proposal to offer a better compensation and benefits package would therefore lead to an i.
Federal Budget SpeechDo you want to know who you are Don.docx
Federal Budget Speech
"
Do you want to know who you are? Don't ask. Act! Action will delineate and define you
." - Thomas Jefferson
The federal budget spends close to four trillion dollars a year and is split between mandatory spending (what the federal government has to spend due to congressional legislation) and discretionary spending (what the federal government spends as a result of congressional allotment). Roughly speaking, mandatory spending accounts for two-thirds of the federal budget and discretionary spending accounts for one-third of the federal budget.
Every year the executive and legislative branches debate budgetary priorities for the federal bureaucracies such as the Department of Defense, the Pentagon, the Environmental Protection Agency, Veteran Affairs, the Department of Education, and others. Many of these debates occur within congressional committee meetings as members of Congress, federal employees, outside interests, and individual citizens articulate funding requests.
For the Unit 9 Assignment you will compose a speech advocating why your chosen department, administration, or agency within the federal bureaucracy should receive additional funding.
Because the “world is a stage,” let us establish the setting, plot, and the ensuing action for your speech.
Setting:
Exterior: Washington D.C. State Capitol Building.
Interior: Room 221B. Congressional Hearing Room.
Plot:
Imagine that you are in a cavernous room. You sit before a large table facing twenty one senators from the Budget Committee. Photographers, more than you can imagine, squeeze between the space that separates you from the members of Congress. Behind you in the gallery, public policy wonks and regular citizens sit, awaiting your presentation.
You are a featured speaker from a citizen group that advocates a particular public policy funding concern for your federal department, administration, or agency. Prior to the meeting you have already read the president’s proposed federal budget for the upcoming year from the
Office of Management and Budget
and you have some budgetary concerns. You read in alarm how the upcoming federal budget request from the White House reduces funding for your federal department, administration, or agency. But, as you know, it is up to Congress to fund the executive bureaucracy. The executive branch requests funding and the legislative branch allocates funding. This is your chance to request more funding for your federal department, administration, or agency of choice.
Action:
Equally eager and nervous you stand in front of a lectern. “Now,” you think, “now I am ready…” You click on the microphone, examine your prepared speech about your funding request, and you begin to speak with eloquence and passion!
Directions
: Compose a 400 word transcript of your public policy speech.
Select a specific example of public policy from one of the following fields:
Economic policy – for example, U.S. budget deficit spending.
.
February is Black History Month. In great honor of this month, y.docx
February is Black History Month. In great honor of this month, your project will be to make a PowerPoint or Microsoft Word document depicting a notable African American figure. Please follow the guidelines below. This is an independent project which means you cannot work with a partner. Period!
Choose an African American to research and have your person approved today.
Begin your research. Do not use Wikipedia. You may use books, encyclopedias, and the internet. Gather information that will thoroughly answer the following questions:
1. Name of person 2. Where he or she was born and when 3. 10 detailed facts about the person or persons (1-2 Sentences per fact.) 4. Fully discuss why he/she is a prominent figure in society (4-6 sentences) 5. Discuss why you believe this person made a significant contribution to African American history. (4-6 sentences) 6. Must include a picture
****This will count as project and class participation grade****
All of the topics MUST be addressed to receive full credit. Your responses can be written or typed preferably, but it must be neat! Your research must be in your OWN words, otherwise you will receive a 0 for plagiarizing. All projects will be ran through turnitin.com. It is a website that shows if someone plagiarized.
Your facts can be in paragraph or outline form.
Spelling, grammar, and neatness counts!
.
Fe.docx
Feedback developed by Estee Beck, PhD
General strategies for peer response attribution to an unknown author
The Good, the Bad, and the Ugly of Peer Feedback
Research in writing studies show evidence that undergraduate student writers are not familiar
with providing adequate peer feedback, and instead rely upon mildly pleasant comments as a
way to not offend a fellow student. At the same time, getting feedback is a crucial step in
writing. Feedback provides insight from a detached reader, who may provide overall direction
for the works-in-progress. Learning how to give feedback requires practice, patience, good
reading skills, and sensitivity toward relations. But, students need training with how to give
good peer feedback.
How to give not-so-great feedback:
Here’s a sample paragraph from a friend who has asked for some feedback on the scope of the
paragraph. He’s concerned that the summary paragraph does not provide enough detail to
conclude a section of the paper.
for working within electronic computer
Although computers & writing and digital rhetoric employ different methodologies
benefits apply to classroom based writing practices along with research and
scholarship, the ultimate quest provides insight into a knowledge and information
exchange economy through and with digital technologies. As people make
-mediated spaces, both fields form around a
sense of searching for how people and machines interact with each other. While the
advancements with digital technologies, especially with movement in the multi-
million dollar Internet of Things industry, the relationship of not just human-to-
machine interaction, but also machine-to-machine interaction will become
important for rhetoricians to address. Again, understanding the function of rhetoric
in algorithmic processes is just one step in support of positioning a rhetorical code
studies as central to rhetorical scholarship.
Comment [BE1]: I have no idea what this means!
Comment [BE2]: Long
Comment [BE3]: Who cares?
Comment [BE4]: This is a horrible paragraph.
The comments in the margins show a few traits: An uncaring critique, ignorance, inadequate
explanation, and a final comment that’s not too pleasant to read. What’s missing from the four
comments?
Here’s the same paragraph, with some alterations:
Although computers & writing and digital rhetoric employ diferent methodologies
Comment [BE6]: Punctuation
Comment [BE5]: Spelling error
for working with electronic computer mediated spaces both fields form a sense of
searching for people and machines interact with each other. While the benefits
apply to classroom based writing practices along with research and scholarship, the
ultimate quest provides insight into a knowledge and information exchange
economy through and with digital technologies. As people mke advancements with Comment [BE7]: Spelling error
digital technologies, especially with mov.
FC305 Essay’s Guidelines March Start cohort Deadline Mond.docx
FC305 Essay’s Guidelines March Start cohort
Deadline: Monday 15th of June 2020 by 09.00am
First Draft Deadline: Monday 11th of May 2020 by 09.00am
1000 words (+/- 10% – i.e. 900-1100)
Read all instructions very carefully
1. Your assignment needs to be submitted via VLE Turnitin App on the date given above. Submit both versions in their respective Turnitin portals.
2. You should observe the word count stated on the assignment brief. A 10% margin is allowed above or below the limit. You will lose marks if this is not followed.
3. Penalties apply for late submissions.
4. If you failed to submit on time due to an Exceptional Extenuating Circumstance (EEC), you should submit an EEC form within three days of the assessment deadline. These are available from Student Service and may, depending on your circumstances, affect your final mark.
Choose ONE of the UN Global Issues from the selection available on your VLE (and as instructed in a separate email) and discuss it critically.
Marking criteria
Total Mark for each criterion
Content and Understanding30%
· Relevance
· Appropriate detail
· Depth of knowledge (evidence of understanding of the topic)
· Evidence of research
Critical Thinking20%
· Understanding of the debates relating to the topic
· Evidence of original thought
· Analysis
· Construction of a coherent argument
Structure20%
· Logical and coherent structure
· Clear introduction and conclusion
· Overall presentation
Citation of authority and Bibliography20%
· Accurate referencing
· Variety of sources (at least 5 academic references)
· In text References
Overall style10%
· Overall style ranging from impressive to confusing, inaccurate, or poor
Academic Referencing
A good place to start is with academic sources, also called scholarly sources. These sources can include books, academic journal articles, and published expert reports. Whatever the exact form, academic sources all have in common the fact that they are peer-reviewed. Peer reviewed sources are written by an expert in the field and have passed review by other experts who judged the source for quality and accuracy. If a source is peer-reviewed, you know it is a good choice for high-quality, accurate information about your topic.
Not all sources show whether they are scholarly relevant or peer-reviewed, but there are some clues you should check.
· Look at the author's credentials. They should have an advanced degree and/or an affiliation with a scholarly organization like a university or a science foundation.
· Look as well for a list of references or a bibliography. Most high-quality research is based on other research, so a good source will have a list of works the author studied as he or she was writing it. Check this list to make sure.
· Finally, you can tell a lot about a source by looking at the publisher who publishes it. Scholarly sources should be published by a professional association like the American Medical Association; by a university, for example the Oxford Unive.
Faster Computing has contacted Go2Linux and requested a brief p.docx
Faster Computing has contacted Go2Linux and requested a brief proposal presentation for migrating its systems from Windows to Linux. The company is specifically interested in seeing the following information:
Based on your current understanding of Faster Computing's business, what are some potential benefits of Linux?
The company is aware that many different Linux derivatives exist. Which would Go2Linux recommend, and why?
Are there graphical interfaces available for the Linux workstations that would provide similar functionality to Windows? Some users are concerned about working with a command-line interface.
What steps will be required to migrate the systems from Windows to Linux?
What tools are available on Linux for the servers to provide file sharing, web servers, and email servers?
The deliverable for this phase of the project is a three- to five-slide PowerPoint narrated presentation. For each slide, you will embed your own audio recording as if you were presenting the content to the Faster Computing team. Faster Computing has not yet committed to the project, so this should be presented as a proposal.
The presentation should be visually appealing; inclusion of at least one image that supports the content and adds value to the proposal is required. You must cite at least two quality sources.
.
Faster Computing was impressed with your presentation. The compa.docx
Faster Computing was impressed with your presentation. The company is interested in moving forward with the project, but the senior management team has responded to the presentation with the following questions and concerns:
How will security be implemented in the Linux systems—both workstations and servers?
End users have expressed some concern about completing their day-to-day tasks on Linux. How would activities such as web browsing work? How would they work with their previous Microsoft Office files?
The current Windows administrators are unsure about administering Linux systems. How are common tasks, such as process monitoring and management, handled in Linux? How does logging work? Do we have event logs like we do in Windows?
Some folks in IT raised questions about the Linux flavor that was recommended. They would like to see comparisons between your recommendation and a couple of other popular options. What makes your recommendation the best option?
How does software installation work on Linux? Can we use existing Windows software?
How can Linux work together with the systems that will continue to run Windows? How will we share files between the different system types?
The deliverable for this phase of the project is a memo. There is no minimum or maximum page requirement, but all of the questions must be fully answered with sufficient detail. The recommended format is to respond to the questions in a bulleted format. Provide sufficient detail to fully address the questions. You must cite at least two quality sources.
Template
Go2Linux, Inc.
Provide a brief summary of your recommendation
of a specific version of Linux. Explain how your choice meets the business need of Faster
Computing, Inc.
The bold text questions below represent the specifics you need to focus on. For
each question, refer to your Implementation Proposal (Assignment #1) for consistency. In this
assignment you will provide technical details for Information Technology personnel.
Any example Linux commands should be properly displayed (e.g., in lower case)
and any acronyms explained on first use (e.g., Secure Shell (SSH)).
·
How will you implement security in the Linux systems?
o
Start by outlining how you plan to migrate the existing Windows
Servers to Linux. Ho
w will users authenticate? What technologies will be used? What
kind of access controls will be used?
o
Will you recommend simple authentication mechanisms or employ
multiple factors? For passwords, what policy(ies) will you recommend?
needed>
o
How will you handle data-at-rest and data-in-transit?
needed>
o
How will you enforce software installations and control which
applications may run on the network?
·
End users have expressed some concern about completing their day-to-day tasks on
Linux. How would activities such as email/web browsing work? How would they work
with their previous Microsoft Office files?
o
Th.
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