Tuesday, November 26, 2019
President Obamas March 2008 Speech on Race
President Obamas March 2008 Speech on Race Free Online Research Papers In March 2008 Barack Obama spoke to the nation. His purpose of the speech was to address the public about race. From the beginning of his Speech, Obama started off with a historical quote from the Gettysburg address, We the people, in order to form a more perfect union. During his speech one of the most important elements was to convince the public, especially the white people, that they should not fear him. Obama made it well-known that he was raised by a black father and a white mother. This was a concrete word choice used to soften the fears of the audience. He wanted to make the audience comfortable with him as if he was just like them. This was brilliant because he could win over all races of people since he was biracial himself. I think that the literary device used here is Obama’s capability in including himself as the character in the speech but not to keep himself as the main character. The ultimate theme here was to include all people as a â€Å"We†, so that e very citizen of the United States is inclusive and not exclusive. Obama mentions the words democracy, Declaration of Independence, Philadelphia convention, 1787, the colonies, the founders, the Constitution, liberty, justice, citizenship under the law, parchment, equal, free, prosperous, and the presidency (New York Times†). This rhetoric appears to be used to soften the blow of Reverend Wright’s comments. He wants the audience to focus on the achievements of America from a historical point of view and not to focus on one man’s ills of perception. Obamas patriotic rhetoric is intended to comfort the white voters of America. It was important for him to offset the stigma that he was attached to with Rev. Wright. The Rev. Wright issue was Obama’s protagonist in his speech which he solidified greatly by denouncing his sermon. This was an obstacle that had to be conquered in making his speech work. Obama’s themes all centered on race, religion, and politics of all sorts. The race issue was addressed in his own identification of who he is. The second part of the theme of Race was going back historically and talking about how slaves regained freedom in America. Obama also used quotes from Dr. Martin Luther King. Dr. King dreamed that one day his four children will not be judged by the color of their skin but by the content of their character. The phrase by the content of their character is parallel to by the color of their skin. This devise is called Parallelism. Obama used history again to show that we have come a long way by adding this in his speech, This was one of the tasks we set forth at the beginning of this campaign to continue the long march of those who came before us, a march for a more just, more equal, more free, more caring and more prosperous America†(New York Times†). One of the issues at hand during the speech is that talking about race was a sensitive issue. Obama had the ability to include himself as a character in the storyline about race, and still take a patriotic position of reference in which his opinion was shadowed. The end of Obama’s speech was the most pivotal part. The story uses reverse race relations to illustrate a point. It’s a story about a young white girl named Ashley. She was an Obama volunteer from South Carolina. Her family was so poor she convinced her mother that her favorite meal was a mustard and relish sandwich. Anyway, Ashley finishes her story and then goes around the room and asks everyone else why theyre supporting the campaign. They all have different stories and reasons. Many bring up a specific issue. And finally they come to this elderly black man whos been sitting there quietly the entire time. He simply says to everyone in the room, I am here because of Ashley.†(New York Times†) This was a powerful turn of events because it happened in the south were race relations were limited among whites and blacks, this points in the opposite direction through an old black man who feels a young white womans pain. The whole issue of race in Obama’s speech was addressed in such a way that it touched all foundations of American history. Obama was able to talk about issues that our country is facing without putting blame on anyone or anybody. What was so significant to the literary composition of the speech is its uniqueness to identify issues without personification of one person or culture. Obamas speech offers a vision of hope and change, which are critical for all Americans who engaged in the struggle for social justice. Obama’s Speech on Race. New York Times n. pag. Web. 10Oct 2010.
Friday, November 22, 2019
Anywhere vs. Any Place
Anywhere vs. Any Place Anywhere vs. Any Place Anywhere vs. Any Place By Maeve Maddox A reader asks if there’s a difference between the adverbs anywhere and any place. According to The Chicago Manual of Style, the word anywhere: is preferred when referring to an indefinite location (my keys could be anywhere). But any place (two words) is narrower when you mean â€Å"any location†(they couldn’t find any place to sit down and rest). Here are Web examples that illustrate this use: The missing passenger plane, which the world has been hunting for days, could be anywhere within a 2,530-mile radius. Suitable temperatures can be anywhere in the range of from ambient to the temperature at which the subsequent nanofiltration step is carried. Are there any pollution-free places left on Earth? Is there any place that will loan me money in the next hour? The Ngram Viewer shows that one-word anyplace has appeared in printed books since 1800, with a marked rise in use since the 1940s. Another two-word adverb, any time, also appears on the Ngram graph as early as 1800 and shows a rise in use about the same time as anyplace. Popular usage prefers formations such as anyplace and anytime to any place and any time. For example, glossaries of texting terms explain that the abbreviation a3 stands for â€Å"anytime, anywhere, anyplace.†American style guides continue to regard the spelling anyplace as nonstandard, but the one-word version is ubiquitous, even in publications assumed to adhere to standard usage: â€Å"Private equity can go anyplace,†Wilbur Ross, who has also invested in businesses once thought off limits, told The New York Times.- NY Times, 2007. The patterns were intriguing and the textures surprising – although the fabrics seemed quite heavy for a springtime anyplace but Alaska.- Washington Post, 2014. Now a junior, Hezekiah has lived in the Phi Kappa Psi fraternity longer than anyplace else in his life.- Christian Science Monitor, 2014. Merriam-Webster lists both anyplace and anytime without comment, and the M-W Learner’s Dictionary gives the following sentences as examples of acceptable usage: I’ll go anyplace you want. I can’t find my keys anyplace. I’m happy here and I wouldn’t want to live anyplace else. In the grand scheme of things, there’s no reason any place shouldn’t be written anyplace and any time as anytime. After all, anywhere was once written as two words. In the practical scheme of formal English, however, the writer whose audience includes readers of all educational levels is still advised to avoid the one-word versions and write any place and any time because these are the forms viewed as conventional usage in the second decade of the 21st century. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†List of Greek Words in the English LanguageUlterior and Alterior
Thursday, November 21, 2019
Varying of Contract Terms Case Study Example | Topics and Well Written Essays - 1750 words
Varying of Contract Terms - Case Study Example Consideration is an important principle for a contract as the English courts take that into when determining the legal enforceability of a contract. McKendrick states that the purpose of consideration is to give the ‘badge of enforceability’ to agreements. The definition of consideration can be found in the case of Currie v. Misa which revolves around the concept of benefit to the promisor, or detriment to the promisee, thus the requirement is mutually exclusive.Another important aspect of consideration is that it must be sufficient and need not be adequate that is it must be something which the court would consider to be legally capable of constituting consideration. The position that was found to be problematic for business practices in respect of consideration whether an existing obligation could be treated as good consideration or in other words could the terms of the contract be changed without any additional consideration being provided for such variance. The three aspects that require an analysis there are possibly three different types of existing obligation which can arguably constitute to be a consideration. The first one is of an obligation which arises under the law, and there are independent of any contract. The second one is that of obligations that are owed under a contract with a third party. Finally, the obligations which are existent by way of a contract with the person who makes the new promise, for which it is alleged that the existing obligations should be held to be a good consideration.
Tuesday, November 19, 2019
Googles Chaos Management Style Assignment Example | Topics and Well Written Essays - 3000 words
Googles Chaos Management Style - Assignment Example This research will begin with the statement that chaos management is not a new terminology in the stream of organizational change management. Right from its first reference in Tom Peter's classical piece of chaos management to the literature till date, most of the organizers and managers have conventionally considered chaos management as essential to performance improvement and cost reduction. Detailed literature analysis on chaos and organizational change management has elucidated three major attributes; namely, chaos is a metapraxis, a complex process that is neither a process or a model but inherent in organizational reality; secondly, the theory of self-interest or self-perpetuation is in tandem with the principles of chaos, especially an ethic of connectivity and thirdly, the specific principles of chaos in the form of ‘connectivity, consciousness, and interdeterminacy’provide practical approaches to â€Å"network multilogue†, a socially interactive corporate environment with amenities of personal growth. An interesting observation in most of the literature on organizational management has been that the factor of chaos is unavoidable and always there to stay in business, especially in this racy times of extreme internet invasion affecting our lives. The organizational culture at Google is simplified, yet interesting. With a smart and determined task force, Google Company encompasses people from all walks of life, who speak a dozen of languages and reflect the global audience that they always serve. The idea is to maintain an open culture wherein everyone can feel comfortable sharing ideas and opinions.
Sunday, November 17, 2019
The Junk Box by Edgar Guest Essay Example for Free
The Junk Box by Edgar Guest Essay The message that I understood after reading the poem â€Å"The Junk Box†by Edgar Guest was that all men are good for something. I felt that the poet was trying to relay the caring message that just because we might not need someone at a certain time, we shouldn’t just dispose of them. There are instances when we need a shoulder to cry on and there may be that one person that you feel will be there for you and you could call on them to say I need you.  If we had previously tossed that special person out of our lives, it would be next to impossible to have them come that close in order for you to cry on their shoulder.            Edgar Guest communicated his poem through rhyme. Every last word of his sentences sounded like the other in rhyme form, earth, birth and worth.                                       â€Å"A human junk box is this earth,                                        and into it we’re tossed at birth,                                        to wait the day we’ll be of worth.† (The Junk Box; Edgar Guest)            I felt that the poet was extremely effective in delivering his message. He was very clear in his writing and I got the message, immediately. It seemed like a simple poem, but one that had so much information and meaning that even a child could understand the message he conveyed. I will probably never forget this sweet poem because of its simplicity and because I sincerely did agree with the poet, Edgar Guest that people are always worth keeping and not tossing away, even if we don’t realize that we need them at a certain the time! Reference (The Junk Box by Edgar Guest)
Thursday, November 14, 2019
Man For All Seasons By Robert Bolt - Henry VIII :: English Literature
Man For All Seasons By Robert Bolt - Is Henry VIII an important character in the play? Is he the villain? Thomas More was the hero in the play because his standard up for his beliefs, he was not scared of anyone, he knows it was a sin if Henry VIII divorced Catherine of Aragon and gets married to Anne Boleyn. Robert Bolt thinks Thomas More was a faithful Catholic and could not accept this, or swear the oath of loyalty to the king. Henry VIII wanted to get a divorce with Catherine of Aragon and get married to Anne Boleyn. In the eye of the Catholics he could not divorce Catherine of Aragon. Henry VIII wants his children inherited the throne; he introduced the act of succession and made himself head of the Church of England. When Henry VIII made Thomas More the Lord Chancellor, Henry VIII expected Thomas More to support him but Thomas More did not support him. Thomas More did not like the idea of Henry VIII getting divorce. Thomas More resigned as Lord Chancellor because he did not want to give Henry VIII a divorce so he resigns. Thomas More found it impossible to support the king in the end because Thomas More knew it was the wrong thing to do. Thomas Cromwell part played in the downfall of Thomas More was planning all the evidence and make sure he dies. Thomas Cromwell want Thomas More to come over to the king's side, Thomas more did not come over to the king's side so Thomas Cromwell said he had to get rid of him. But Thomas Cromwell and Duke of Norfolk are trying to get Thomas More killed, they are trying to find the person that gave Thomas More a cup for a bribe and they try to convict him of treason. I think Henry VIII was Thomas More's friend because Henry VIII did not want to put Thomas More on the rack. As we saw earlier in the Garden scene, Henry VIII has come to put pressure on Thomas More he wanted Thomas More to sort out the business with the divorce with Catherine of Aragon. He use a number of different techniques, first he tries to scare him by shouting at him but he also appeal's to be a friend. Henry VIII said he was joking but we know he was bulling him. Henry VIII use originates from the bible but it does not work, because Thomas More knows the bible inside out. There is a scene in the video which is missing in the book, it's when Henry VIII is having a party
Tuesday, November 12, 2019
Eth 125 Syllabus Course
College of Humanities ETH/125 Version 6 Cultural Diversity Copyright  © 2010, 2009, 2007 by University of Phoenix. All rights reserved. Course Description This course is designed to educate students about issues of race and ethnicity by presenting historical and modern perspectives on diversity in the United States, and by providing tools necessary to promote a respectful and inclusive society. Students will complete several activities that allow them to examine their own values in relation to the values of various other racial and ethnic communities. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢University policies: You must be logged into the student website to view this document. †¢Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schaefer, R, T. 2006). Racial and ethnic groups (10th ed. ). Upper Saddle River, NJ: Pearson Prentice Hall. Associate Level Writing Style Handbook, available online at https://ecampus. phoenix. edu/secure/aapd/CWE/pdfs/Associate_level_writing_style_handbook. pdf All electronic materials are available on the student website. Week One: Race and Ethnicity: Key Conce pts Details Due Points Objectives 1. Recognize key terms and sociological concepts related to race and ethnicity. 2. Describe subordinate group creation and consequences. Course Preparation Read the course description and objectives. Read the instructor’s biography and post your own. Reading Read Appendix A. Reading Read Ch. 1 of Racial and Ethnic Groups. CheckPoint Defining Race and Ethnicity Write a 200- to 300-word summary that answers the following questions: †¢What do the terms race and ethnicity mean to you? †¢Why are these concepts important to United States society? Tuesday 15 CheckPoint The Sociology of Race and Ethnicity Resource: Ch. 1 of Racial and Ethnic Groups Utilize Appendix B to match key terms with their correct descriptions. Post the completed Appendix B as an attachment. Thursday 15 Assignment Journal Entry of a Subordinate Group Member Resources: Ch. 1 of Racial and Ethnic Groups and the U. S. Census Bureau American Fact Finder website athttp://factfinder. census. gov Select one of the following subordinate groups from Ch. 1 of the text. Because the chapter does not list all subordinate groups, you may select any other group that has a documented history in the United States. †¢Subordinate Groups: Native Americans, African Americans, Chinese Americans, Japanese Americans, Arab Americans, Filipino Americans, Korean Americans, Vietnamese Americans, Asian Indians, Hawaiians, Irish Americans, Polish Americans, Norwegian Americans, Jewish Americans, Cuban Americans, Mexican Americans, and Puerto Ricans. Identify and describe which, if any, of the following creation and consequence situations the group has faced: †¢Creation: migration, annexation, or colonization †¢Consequences: extermination, expulsion, secession, segregation, fusion, or assimilation Write a fictional, first-person account of the creation and consequence situations of a subordinate group in the United States in the form of a 700- to 1,050-word journal entry. Describe, as if you were a member of that subordinate group, where the group originated, how it came to the United States, and one or two locations in the United States where members of your group live. Be creative in your fictional descriptions, and accurate with your facts. Research your text, the Internet, or the University Library for information about your chosen group. Of particular usefulness is the People section of the U. S. Census Bureau American Fact Finder website athttp://factfinder. census. gov Cite your sources consistent with APA guidelines. Post your journal entry as an attachment. Sunday 100 Week Two: Recognizing and Overcoming Prejudice Details Due Points Objectives 1. Recognize how people are impacted by stereotypes. 2. Prescribe methods for strengthening modern efforts to reduce prejudice. 3. Recognize difficulties in analyzing prejudice. Reading Read Ch. 2 of Racial and Ethnic Groups. Reading Read Ch. 3 of Racial and Ethnic Groups. Reading Read Ch. 4 of Racial and Ethnic Groups. Participation Participate in class discussion. 4 days/wk 10 Discussion Questions Respond to weekly discussion questions. Tue/Thur 10 CheckPoint Implicit Association Test Complete the Harvard-Hosted Implicit Association Test (IAT) using the following instructions. The test should take about 10 minutes to complete. †¢Navigate to the Project Implicit ® home page at https://implicit. harvard. edu/implicit/ and clickDemonstration. At the IAT home page, click on the Go to the Demonstration Tests link. †¢At the Measure Your Attitudes page, find and click on the I wish to proceed link. †¢You will be prompted to select a test. Take one of the following IAT tests: ?Race IAT ?Arab-Muslim IAT ?Native IAT ?Asian IAT ?Skin-tone IAT Post a 200- to 300-word summary that answers all of the follow ing questions: †¢What was the result of your IAT? Do you think that the test produced valid results in your case? †¢In your opinion, is it difficult to accurately measure prejudice? Why or why not? †¢Describe other measurements sociologists utilize to calculate prejudice. Friday 30 Week Three: Countering Discrimination, Immigration in the United States Details Due Points Objectives 1. Recognize sources of discrimination in your environment. 2. Describe your personal cultural background. 3. Associate being an immigrant to the United States with its inherent challenges. CheckPoint Modern Challenges in Immigration Resources: Ch. 4 of Racial and Ethnic Groups and the U. S. Citizenship and Immigration Services (USCIS) website atwww. uscis. gov Browse through the USCIS website, paying special attention to immigration forms, fees, fingerprinting, services, and benefits. Select an immigrant group from Ch. 4 of the text. Imagine yourself as a current member of your selected group, and consider the following question: Would I want to immigrate to the United States, and why? Think about what opinion you would have of the immigration process, including naturalization, the costs, fingerprinting, and so forth. Consider whether the process would seem easy or difficult for you as an immigrant. After you have thought about your answers, proceed to the next step of this CheckPoint. Post a 200- to 300-word summary that answers all of the following questions: Should United States government policy favor certain kinds of immigrants? †¢Should citizenship preference be given to the neediest applicants? The most talented? The most oppressed? The richest? †¢Should applications from certain countries be given priority? (Feltey, 2006, p. 11) Thursday 30 Assignment Ethnic Groups and Discrimination Resources: Racial and Ethnic Groups, the Internet, and the Univ ersity Library Select an ethnic group to which you belong. If you identify with more than one group, choose the group with which you most identify or about which you would like to learn more. Write a 700- to 1,050-word essay in which you answer the following questions: †¢Conduct research to determine if the group colonized or if it immigrated to the United States. Did the group face prejudice, segregation, racism, or any combination of the three? If so, how and why? Include your research findings in your essay. You may search through chapters of the text as part of your research. †¢Was this group affected by any of the following forms of discrimination, or did it participate in any of the following forms of discrimination? If so, describe: ?Dual labor market Environmental justice issues ?Affirmative action ?Redlining ?Double jeopardy ?Institutional discrimination ?Reverse discrimination ?Glass ceiling, glass walls, or glass escalator †¢Do you culturally identify more with the ethnic group you examined, with United States mainstream culture, or with both equally? Format your essay consistent with APA guidelines. Post your paper as an attachment. Sunday 100 W eek Four: African American Group Progress, Modern African American Dynamics Details Due Points Objectives 1. Describe the effects of slavery on modern America. . Associate African American leaders and groups with their successes of the Civil Rights and Black Power movements. 3. Weigh persisting social inequities endured by African Americans. Reading Read Ch. 7 of Racial and Ethnic Groups. Reading Read Ch. 8 of Racial and Ethnic Groups. Reading Read Ch. 11 of Racial and Ethnic Groups. Participation Participate in class discussion. 4 days/wk 10 Discussion Questions Respond to weekly discussion questions. Tue/Thur 10 CheckPoint Leaders and Legislation of the Civil Rights and Black Power Movements Research Ch. of the text and Appendix C to identify events and leaders of the Civil Rights and Black Power movements and their contributions to their respective causes. Complete both Parts I and II of Appendix C. Post the completed Appendix C as an attachment. Friday 30 Week Five: Muslim and A rab Americans Details Due Points Objectives 1. Describe the impact of Orientalism on Muslim and Arab Americans. 2. Identify causes of prejudice and discrimination against Muslim and Arab Americans. 3. Compare and contrast United States-centric views of Muslim and Arab Americans with United States-centric views of Christian Americans. CheckPoint Characteristics of Orientalism, Prejudice, and Discrimination Resource: Appendix D Post a 200- to 300-word response in which you complete the following: †¢Explain the difference between Muslims and Arabs. †¢According to research and news reports within the past 2 years, what are some of the changes the United States has made to policies concerning the treatment of Muslim and Arabic members of society? †¢List two to three characteristics of Orientalism. How may Orientalism and prejudice contribute to hate crimes against these groups? †¢What may individuals do to promote tolerance and reduce prejudice in their towns and cities? For ideas, visit the Teaching Tolerance website at http://www. tolerance. org, and the Southern Poverty Law Center website at http://www. splcenter. org. Thursday 30 Assignment United States-Centric Views Comparison Provide a copy of Appendix D to a friend or family member and ask that person to complete the table contained therein. In doing so, your chosen participant will consider what he or she thinks are the common United States-centric viewpoints on Muslim and Arab American and Christian American groups. Ask your participant to return their completed appendix at least 1 day before this assignment is due. Complete a duplicate copy of Appendix D, following the same directions as your participant. Write a 350- to 500-word summary in which you compare and contrast your participant’s answers with your own answers, and address the following questions: †¢How are your table answers similar? How are they different? †¢Do either tables list descriptors in the Both Groups category? Describe. †¢From either or both tables, name one or two descriptors that you think represent true facts about each group and one or two descriptors that you think are false. †¢How do you think an average American’s perceptions of each group are created? Post your summary and both completed copies of Appendix D as Microsoft ® Word attachments in your Assignments Section. Sunday 100 Week Six: Native American Cultures Details Due Points Objectives 1. Evaluate the overall effectiveness of Native American organizations in the advancement of their people’s needs. 2. Recognize how key policies shape the relationship between tribal Native Americans and the federal government. 3. Differentiate among causes of tribal poverty and prosperity. 4. Describe levels of Native American assimilation within mainstream society. Reading Read Ch. 6 of Racial and Ethnic Groups. Reading Read Ch. 9 of Racial and Ethnic Groups. Reading Read Ch. 10 of Racial and Ethnic Groups. Participation Participate in class discussion. 4 days/wk 10 Discussion Questions Respond to weekly discussion questions. Tue/Thur 10 CheckPoint Legislation Legacy Resources: National Congress of American Indians websitehttp://www. ncai. org and the Indian Country Today website athttp://www. indiancountry. com Post a 200- to 300-word summary of a current issue between Native Americans and the federal government. Identify the legislation that you think is linked to the issue, and explain why you think there is a connection. Consult the National Congress of American Indians website, the Indian Country Today newspaper, or another online source for examples of pertinent issues. Friday 30 Week Seven: Hispanic American Diversity Details Due Points Objectives 1. Describe cultural interests important to modern Hispanic Americans. 2. Give examples of diversity among Hispanic American groups. CheckPoint The Official Language Movement Resources: Racial and Ethnic Groups, the Internet, and the University Library Investigate the official language movement, which is an important Hispanic American cultural interest, described on pp. 243–244 of the text by researching bilingualism in education and politics in the United States. Find four to six credible websites or articles that support, oppose, or present information about bilingualism in education or politics. Most sources will focus exclusively on either topic of education or politics; therefore, try to find at least two sources per topic. Write one paragraph about each source, summarizing the main points presented. Provide APA-formatted reference citations. Submit all of your summaries in a 200- to 300-word post. Thursday 30 Assignment Hispanic American Diversity Resources: Racial and Ethnic Groups, the University Library, and the Internet Write a 1,050- to 1,400-word research paper in which you identify the linguistic, political, social, economic, religious, and familial conventions or statuses of four Hispanic groups living in the United States. Your paper must address Mexican Americans, Puerto Ricans, and two groups of your choice from Ch. 9 of the text. Dedicate an equal portion of your paper to each Hispanic group. Conclude your essay by summarizing major differences and commonalties apparent among the groups. Format your paper consistent with APA guidelines. Post your paper as an attachment. Sunday 100 Week Eight: Asian American Relations Details Due Points Objectives 1. Recognize the cultural makeup of Asian American and Asian Pacific Islander minority groups present in United States society. 2. Compare and contrast the cultural experiences of Chinese and Japanese Americans. Reading Read Ch. 12 of Racial and Ethnic Groups. Reading Read Ch. 13 of Racial and Ethnic Groups. Participation Participate in class discussion. 4 days/wk 10 Discussion Questions Respond to weekly discussion questions. Tue/Thur 10 CheckPoint Asian Americans According to the U. S. Census Bureau Complete the matrix in Appendix E using information from the Asian Pacific American Heritage Month press release located under the Materials tab on the student website. Post the completed Appendix E as an attachment. Friday 30 Week Nine: Core Concept Application Details Due Points Objectives 1. Describe the effects of the expansion of race and ethnicity on United States society. Capstone CheckPoint Write a 200- to 300-word summary that answers all of the following questions: †¢What information about race and ethnicity in the United States has helped you better understand or relate to specific minority groups? †¢Have you learned something new about your own cultural history? †¢Trends in immigration will continue to shape the face of the United States. What will this face look like in the year 2050? †¢How might the country best prepare for the changing race and ethnicity of its current and future citizens? Thurs. 30 Final Project Race and Your Community Resource: Appendix A. Write a 1,400- to 1,750-word autobiographical research paper that analyzes the influences of race as it relates to your community. In your paper, write your first-person account of how human interactions in your community have been racialized. For the community, you may consider relations within your neighborhood, local government, service groups, clubs, schools, workplace, or any environment of which you are a part. Answer the following questions and provide examples: †¢Do members of your community look like you? In what ways do they look the same or different? How do leaders within your community treat people who are like you? How do they treat people who are different? †¢How do other members of your community treat people who are like you? How do they treat people who are different? †¢Do your texts or work manuals contain information by or about people like you? †¢Do the local media represent people like you? If so, in what ways? †¢What are some similariti es and differences between you and the people who are in leadership positions in your community? Do you think minority group interests are represented within your community? If you could resolve any inequities within your community, what would you change? How and why? †¢Which main concepts from the text relate to race? Apply some of these concepts to your project. Include the following elements in your paper: †¢The thesis addresses racial issues in your local community. †¢The content is comprehensive and accurate. †¢The paper itself draws on your personal experiences with and opinions about cultural diversity in your community. †¢Three sources are used, and one source is a community member, leader, or representative from a local community organization. The paper is written in first-person point of view, with an autobiographical approach. †¢Text concepts are applied to your observations. †¢Assignment questions are answered. †¢The paper includes perspectives from supporting sources. †¢The conclusion is logical, flows from the body of the paper, and reviews the major points. †¢Paragraph transitions are present. †¢The tone is appropriate. †¢Sentences are well-constructed. †¢The paper, title page, and references follow APA guidelines. †¢Rules of grammar, usage, and punctuation are followed. †¢Spelling is correct. Post your completed research as an attachment. Sunday 250 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices.
Saturday, November 9, 2019
Chapter 2 Outline and Key Terms
Chapter 2 First Farmers The Revolutions of Agriculture, 10,000 b. c. e. –3000 b. c. e. Chapter Overview CHAPTER LEARNING OBJECTIVES †¢TO MAKE STUDENTS AWARE THAT AGRICULTURE EVOLVED INDEPENDENTLY IN SEVERAL REGIONS OF THE WORLD †¢To trace the development of agriculture and its local variations †¢To consider the social implications of the Agricultural Revolution Chapter Outline I. OPENING VIGNETTE A. In the past two centuries, there has been a dramatic decline in the number of farmers worldwide. 1. United States an extreme case: only around 5 percent of Americans, many of them over 65 years old, were still on farms in 2000 2. reat increase in the productivity of modern agriculture B. The modern retreat from the farm is a reversal of humanity’s first turn to agriculture. II. The Agricultural Revolution in World History A. Agriculture is the second great human process after settlement of the globe. 1. started about 12,000 years ago 2. often called the Neolit hic (New Stone Age) or Agricultural Revolution 3. deliberate cultivation of plants and domestication of animals 4. transformed human life across the planet B. Agriculture is the basis for almost all human developments since. C.Agriculture brought about a new relationship between humans and other living things. 1. actively changing what they found in nature rather than just using it 2. shaping the landscape 3. selectively breeding animals D. â€Å"Domestication†of nature created new mutual dependence. 1. many domesticated plants and animals came to rely on humans 2. humans lost gathering and hunting skills E. There was an â€Å"intensification†of living: getting more food and resources from much less land. 1. more food led to more people 2. more people led to greater need for intensive exploitation III. Comparing Agricultural BeginningsA. The Agricultural Revolution happened independently in several world regions. 1. Fertile Crescent of Southwest Asia 2. several areas in sub-Saharan Africa 3. China 4. New Guinea 5. Mesoamerica 6. the Andes 7. eastern North America 8. all happened at about the same time, 12,000–4000 years ago 9. scholars have struggled with the question of why agriculture developed so late in human history B. Common Patterns 1. Agricultural Revolution coincided with the end of the last Ice Age a. global warming cycle started around 16,000 years ago b. Ice Age was over by about 11,000 years ago . end of Ice Age coincided with human migration across earth d. extinction of some large mammals: climate change and hunting e. warmer, wetter weather allowed more wild plants to flourish 2. gathering and hunting peoples had already learned some ways to manage the natural world a. â€Å"broad spectrum diet†b. development of sickles, baskets, and other tools to make use of wild grain in the Middle East c. Amazon: peoples had learned to cut back some plants to encourage growth of the ones they wanted d. Australians had elaborat e eel traps 3. omen were probably the agricultural innovators 4. gathering and hunting peoples started to establish more permanent villages a. especially in resource-rich areas b. population growth perhaps led to a â€Å"food crisis†5. agriculture developed in a number of regions, but with variation a. depended on the plants and animals that were available b. only a few hundred plant species have been domesticated c. only fourteen large mammal species were domesticated C. Variations 1. the Fertile Crescent was the first to have a full Agricultural Revolution a. resence of large variety of plants and animals to be domesticated b. transition to agriculture triggered by a cold and dry spell between 11,000 and 9500 b. c. e. c. transition apparently only took about 500 years d. much more societal sophistication (mud bricks, monuments and shrines, more elaborate burials, more sophisticated tools) 2. at about the same time, domestication started in the eastern Sahara (present-day S udan) a. the region was much more hospitable 10,000–5,000 years ago b. domestication of cattle there about 1,000 years before Middle East and India c. n Africa, animals were domesticated first; elsewhere, plants were domesticated first d. emergence of several widely scattered farming practices e. African agriculture was less productive than agriculture in the Fertile Crescent 3. separate development of agriculture at several places in the Americas a. absence of animals available for domestication b. only cereal grain available was maize or corn c. result: replacement of gathering and hunting with agriculture took 3,500 years in Mesoamerica d. Americas are oriented orth/south, so agricultural practices had to adapt to distinct climate zones to spread IV. The Globalization of Agriculture A. Agriculture spread in two ways: 1. diffusion: gradual spread of techniques and perhaps plants and animals, but without much movement of human population 2. colonization or migration of agric ultural peoples 3. often both processes were involved B. Triumph and Resistance 1. language and culture spread with agriculture a. Indo-European languages probably started in Turkey, are spoken today from Europe to India b. similar process with Chinese farming . spread of Bantu language in southern Africa d. similar spread of Austronesian-speaking peoples to Philippines and Indonesian islands, then to Pacific islands 2. the globalization of agriculture took about 10,000 years a. did not spread beyond its core region in New Guinea b. did not spread in a number of other regions c. was resisted where the land was unsuitable for farming or where there was great natural abundance 3. by the beginning of the Common Era, gathering and hunting peoples were a small minority of humankind C. The Culture of Agriculture 1. griculture led to much greater populations 2. changes in world population a. 10,000 years ago: around 6 million people b. 5,000 years ago: around 50 million people c. beginning of Common Era: around 250 million people 3. farming did not necessarily improve life for ordinary people a. meant much more hard work b. health deteriorated in early agricultural societies c. new diseases from interaction with animals d. the first epidemics appeared due to larger communities e. new vulnerability to famine, because of dependence on a small number of plants or animals 4. ew constraints on human communities a. all agricultural people settled in permanent villages b. the case of Banpo in China (settled ca. 7,000 years ago) 5. explosion of technological innovation a. pots b. textiles c. metallurgy 6. â€Å"secondary products revolution†started ca. 4000 b. c. e. : a new set of technological changes a. new uses for domesticated animals, including milking, riding, hitching to plows and carts b. only available in the Eastern Hemisphere 7. deliberate alteration of the natural ecosystem a. removal of ground cover, irrigation, grazing b. vidence of soil erosion and def orestation in the Middle East within 1,000 years after beginning of agriculture V. Social Variation in the Age of Agriculture A. Pastoral Societies 1. some regions relied much more heavily on animals, because farming was difficult or impossible there 2. pastoral nomads emerged in central Asia, the Arabian Peninsula, the Sahara desert, parts of eastern and southern Africa 3. relied on different animals in different regions a. horses were domesticated by 4000 b. c. e. ; encouraged the spread of pastoral peoples on Central Asian steppes b. omesticated camels allowed human life in the inner Asian, Arabian, and Saharan deserts 4. no pastoral societies emerged in the Americas B. Agricultural Village Societies 1. most characteristic form of early agricultural societies, like Banpo or Jericho 2. maintenance of equality and freedom (no kings, chiefs, bureaucrats, aristocrats) 3. Catalhuyuk, in southern Turkey a. population: several thousand b. dead buried under their houses c. no streets; pe ople moved around on rooftops d. many specialized crafts, but little sign of inherited social inequality e. o indication of male or female dominance 4. village-based agricultural societies were usually organized by kinship, group, or lineage a. performed the functions of government b. the Tiv of central Nigeria organized nearly a million people this way in the late nineteenth century 5. sometimes modest social/economic inequality developed a. elders could win privileges b. control of female reproductive powers C. Chiefdoms 1. chiefs, unlike kings, usually rely on generosity, ritual status, or charisma to govern, not force 2. hiefdoms emerged in Mesopotamia sometime after 6000 b. c. e. 3. anthropologists have studied recent chiefdoms in the Pacific islands 4. chiefdoms such as Cahokia emerged in North America 5. distinction between elite and commoner was first established VI. Reflections: The Legacies of Agriculture A. Agriculture is a recent development in world history. 1. was an a daptation to the unique conditions of the latest interglacial period 2. has radically transformed human life and life on the planet more generally B.One species, Homo sapiens, was given growing power over other animals and plants. C. Agriculture also gave some people the power to dominate others. Key Terms AGRICULTURAL REVOLUTION: ALSO KNOWN AS THE NEOLITHIC REVOLUTION, THIS IS THE TRANSFORMATION OF HUMAN (AND WORLD) EXISTENCE CAUSED BY THE DELIBERATE CULTIVATION OF PARTICULAR PLANTS AND THE DELIBERATE TAMING AND BREEDING OF PARTICULAR ANIMALS. Austronesian: An Asian-language family whose speakers gradually became the dominant culture of the Philippines, Indonesia, and the Pacific islands, thanks to their mastery of agriculture.Banpo: A Chinese archeological site, where the remains of a significant Neolithic village have been found. (pron. bahn-poe) Bantu: An African-language family whose speakers gradually became the dominant culture of eastern and southern Africa, thanks to their agricultural techniques and, later, their ironworking skills. (pron. BAHN-too) Bantu migration: The spread of Bantu-speaking peoples from their homeland in what is now southern Nigeria or Cameroon to most of Africa, in a process that started ca. 3000 b. c. e. nd continued for several millennia. broad spectrum diet: Archeologists’ term for the diet of gathering and hunting societies, which included a wide array of plants and animals. Cahokia: An important agricultural chiefdom of North America that flourished around 1100 C. E. (pron. cah-HOKE-ee-ah) Catalhuyuk: An important Neolithic site in what is now Turkey. (pron. cha-TAHL-hoo-YOOK) chiefdom: A societal grouping governed by a chief who typically relies on generosity, ritual status, or charisma rather than force to win obedience from the people. iffusion: The gradual spread of agricultural techniques without extensive population movement. domestication: The taming and changing of nature for the benefit of humankind. end of the last Ice Age: A process of global warming that began around 16,000 years ago and ended about 5,000 years later, with the earth enjoying a climate similar to that of our own time; the end of the Ice Age changed conditions for human beings, leading to increased population and helping to pave the way for agriculture.Fertile Crescent: Region sometimes known as Southwest Asia that includes the modern states of Iraq, Syria, Israel/Palestine, and southern Turkey; the earliest home of agriculture. horticulture: Hoe-based agriculture, typical of early agrarian societies. intensification: The process of getting more in return for less; for example, growing more food on a smaller plot of land. Jericho: Site of an important early agricultural settlement of perhaps 2,000 people in present-day Israel.Mesopotamia: The valley of the Tigris and Euphrates rivers in present-day Iraq. native Australians: Often called â€Å"Aboriginals†(from the Latin ab origine, the people who had been ther e â€Å"from the beginning†), the natives of Australia continued (and to some extent still continue) to live by gathering and hunting, despite the transition to agriculture in nearby lands. pastoral society: A human society that relies on domesticated animals rather than plants as the main source of food; pastoral nomads lead their animals to seasonal grazing grounds rather han settling permanently in a single location. â€Å"secondary products revolution†: A term used to describe the series of technological changes that began ca. 4000 b. c. e. , as people began to develop new uses for their domesticated animals, exploiting a revolutionary new source of power. stateless societies: Village-based agricultural societies, usually organized by kinship groups, that functioned without a formal government apparatus. teosinte: The wild ancestor of maize. (pron. tay-oh- SIN-tay)
Thursday, November 7, 2019
Progressism vs. Populism essays
Progressism vs. Populism essays Americans were not aware of the division among populists and progressivists during the late 19th and early 20th centuries, yet they were aware of the division between Democrats and Republicans. Populism referred to a particular political style, which expressed alienation and aggression and tend to hate Wall Street and bank interests. Progressivism was a movement of the college-educated urban middle class, which valued expertise and efficiency and favored government regulation and foreign affairs. Populism, United States agrarian movement of the late 19th century that developed mainly in the area from Texas to the Dakotas and grew into a Farmer-Labor political coalition. The populist movement began during the economic depression of the 1870s, when there was a sharp decline in the income of farmers at a time when their living and operating costs were rising. The farmers began to organize early in the 1870s, and, during the ensuing two decades, large numbers of them joined such bodies as the National Grange and the Farmers' Alliances. The latter were cooperative organizations that hoped to lower farmers' costs by selling supplies at reduced prices, loaning money at rates below those charged by banks, building warehouses to store crops until prices became favorable, and taking political action to achieve these goals. Alliances were popular in the South, where many farmers existed in an almost endless cycle of debt. In some southern states, alliances even embraced black farmers, who had been ostracized from political life there since Reconstruction. By 1891 the movement had gained sufficient strength to warrant a national political party. The alliances joined with the Knights of Labor and other groups to form the People's Party, whose members were called Populists. The principal objectives of the Populists were the free coinage of silver and the issuance of large amounts of paper currency; such inflationary measures tended to rai...
Tuesday, November 5, 2019
The Battle of Atlanta in the American Civil War
The Battle of Atlanta in the American Civil War The Battle of Atlanta was fought July 22, 1864, during the American Civil War (1861-1865) and saw Union forces under Major General William T. Sherman win a near-run victory. The second in a series of battles around the city, the fighting centered on a Confederate attempt to defeat Major General James B. McPhersons Army of the Tennessee east of Atlanta. While the attack did achieve some success, including killing McPherson, it was ultimately repulsed by Union forces. Following the battle, Sherman shifted his efforts to the western side of the city. Strategic Background Late July 1864 found Major General William T. Shermans forces approaching Atlanta. Nearing the city, he pushed Major General George H. Thomas Army of the Cumberland toward Atlanta from the north, while Major General John Schofields Army of the Ohio neared from the northeast. His final command, Major General James B. McPhersons Army of the Tennessee, moved towards the city from Decatur in the east. Opposing the Union forces was the Confederate Army of Tennessee which was badly outnumbered and undergoing a change in command. Major General William T. Sherman. Photograph Courtesy of the National Archives Records Administration Throughout the campaign, General Joseph E. Johnston had pursued a defensive approach as his sought to slow Sherman with his smaller army. Though he had been repeatedly flanked out of several positions by Shermans armies, he had also forced his counterpart of fight bloody battles at Resaca and Kennesaw Mountain. Increasingly frustrated by Johnstons passive approach, President Jefferson Davis relieved him on July 17 and gave command of the army to Lieutenant General John Bell Hood. An offensive-minded commander, Hood had served in General Robert E. Lees Army of Northern Virginia and had seen action in many of its campaigns including the fighting at Antietam and Gettysburg. At the time of the change in command, Johnston had been planning an attack against Thomas Army of the Cumberland. Due to the imminent nature of the strike, Hood and several other Confederate generals requested that the command change be delayed until after the battle but they were denied by Davis. Lieutenant General John B. Hood. Photograph Courtesy of the National Archives Records Administration Assuming command, Hood elected to move forward with the operation and he struck at Thomas men at the Battle of Peachtree Creek on July 20. In heavy fighting, the Union troops mounted a determined defense and turned back Hoods assaults. Though unhappy with the result, it did not deter Hood from remaining on the offensive. Fast Facts: Battle of Atlanta Conflict: Civil War (1861-1865)Dates: July 22, 1863Armies Commanders:United StatesMajor General William T. ShermanMajor General James B. McPhersonapprox. 35,000 menConfederacyGeneral John Bell Hoodapprox. 40,000 menCasualties:United States: 3,641Confederacy: 5,500 A New Plan Receiving reports that McPhersons left flank was exposed, Hood commenced planning an ambitious strike against the Army of the Tennessee. Pulling two of his corps back into Atlantas inner defenses, he ordered Lieutenant General William Hardees corps and Major General Joseph Wheelers cavalry to move out on the evening of July 21. Hoods attack plan called for the Confederate troops to swing around the Union flank to reach Decatur on July 22. Once in the Union rear, Hardee was to advance west and take McPherson from the rear while Wheeler attacked the Army of the Tennessees wagon trains. This would be supported by a frontal assault on McPhersons army by Major General Benjamin Cheathams corps. As the Confederate troops began their march, McPhersons men had entrenched along a north-south line east of the city. Union Plans On the morning of July 22, Sherman initially received reports that the Confederates had abandoned the city as Hardees men had been seen on the march. These quickly proved to be false and he resolved to begin cutting the rail links into Atlanta. To accomplish this, he sent orders to McPherson instructing him to send Major General Grenville Dodges XVI Corps back to Decatur to tear up the Georgia Railroad. Having received reports of Confederate activity to the south, McPherson was reluctant to obey these orders and questioned Sherman. Though he believed his subordinate was being overly cautious, Sherman agreed to postpone the mission until 1:00 p.m. Major General James B. McPherson. Photograph Courtesy of the Library of Congress McPherson Killed Around noon, with no enemy attack having materialized, Sherman directed McPherson to send Brigadier General John Fullers division to Decatur while Brigadier General Thomas Sweenys division would be allowed to remain in position on the flank. McPherson drafted the necessary orders for Dodge, but before they were received the sound of firing was heard to the southeast. To the southeast, Hardees men were badly behind schedule due to a late start, poor road conditions, and a lack of guidance from Wheelers cavalrymen. Due to this, Hardee turned north too soon and his lead divisions, under Major Generals William Walker and William Bate, encountered Dodges two divisions which were deployed on an east-west line to cover the Union flank. While Bates advance on the right was hampered by swampy terrain, Walker was killed by a Union sharpshooter as he formed his men. As a result, the Confederate assault in this area lacked cohesion and was turned back by Dodges men. On the Confederate left, Major General Patrick Cleburnes division quickly found a large gap between Dodges right and the left of Major General Francis P. Blairs XVII Corps. Riding south to the sound of the guns, McPherson also entered this gap and encountered the advancing Confederates. Ordered to halt, he was shot and killed while trying to escape (Map). Major General Patrick Cleburne. Photograph Courtesy of the Library of Congress The Union Holds Driving on, Cleburne was able to attack the flank and rear of XVII Corps. These efforts were supported by Brigadier General George Maneys division (Cheathams Division) which assaulted the Union front. These Confederate attacks were not coordinated which allowed the Union troops to repel them in turn by rushing from one side of their entrenchments to the other. After two hours of fighting, Maney and Cleburne finally attacked in conjunction forcing Union forces to fall back. Swinging his left back in an L-shape, Blair centered his defense on Bald Hill which dominated the battlefield. In an effort to aid Confederate efforts against XVI Corps, Hood ordered Cheatham to attack Major General John Logans XV Corps to the north. Sitting astride the Georgia Railroad, XV Corps front was briefly penetrated through an undefended railroad cut. Personally leading the counterattack, Logan soon restored his lines with the aid of artillery fire directed by Sherman. For the remainder of the day, Hardee continued to assault the bald hill with little success. The position soon became known as Leggetts Hill for Brigadier General Mortimer Leggett whose troops held it. Fighting died off after dark though both armies remained in place. To the east, Wheeler succeeded in occupying Decatur but was prevented from getting at McPhersons wagon trains by a skillful delaying action conducted by Colonel John W. Sprague and his brigade. For his actions in saving the wagon trains of the XV, XVI, XVII, and XX Corps, Sprague received the Medal of Honor. With the failure of Hardees assault, Wheelers position in Decatur became untenable and he withdrew to Atlanta that night. Aftermath The Battle of Atlanta cost Union forces 3,641 casualties while Confederate losses totaled around 5,500. For the second time in two days, Hood had failed to destroy a wing of Shermans command. Though a problem earlier in the campaign, McPhersons cautious nature proved fortuitous as Shermans initial orders would have left the Union flank completely exposed. In the wake of the fighting, Sherman gave command of the Army of the Tennessee to Major General Oliver O. Howard. This greatly angered XX Corps commander Major General Joseph Hooker who felt entitled to the post and blamed Howard for his defeat at the Battle of Chancellorsville. On July 27, Sherman resumed operations against the city by shifting to the west side to cut the Macon Western Railroad. Several additional battles occurred outside of the city before Atlantas fall on September 2.
Sunday, November 3, 2019
The Prosecution's Role in the Judicial Process of the United States Research Paper
The Prosecution's Role in the Judicial Process of the United States Court System - Research Paper Example It is the prosecutors duty to identify the interests of both sides and run his duties in the best way that serves all parties (Abadinsky, 2008). In the legal system of the United States, the prosecution has the role in the function of the standards. They are to be used in the office of the prosecution as a guide towards professionalism. However, these standards are not to be used to evaluate the prosecutor and, therefore, determine whether a conviction is valid. The prosecutor is charged with the duty towards the prosecution of criminals in the jurisdiction where the court operates. He is the justice administrator, an officer in the court and also an advocate. During the handling of his or her duties the prosecutor must use sound discretion. The office of the prosecutor should always have an aim to seek justice where it lies not just to convict people. The judicial system may suffer from injustices or inadequacies; it is the role of the office of the prosecutor to make efforts to take remedial action. Reforms in the judicial system can be advocated for by the office of prosecution. Another role of prosecution is to be aware of the ethical codes, professional traditions and the law that is within the jurisdiction of the prosecutor (Bugliosi, 2008). The prosecution office is charged with the mandate of formulating an extrajudicial statement that an individual can be disseminated through the use of public communication. It can only happen if the office of the prosecutor is fully aware that there are chances of prejudicing the proceeding of criminal cases. The prosecutor has the role of preventing prosecution offices employees from making extrajudicial statements that he or she is prohibited from formulating (Medwed, 2012). The prosecution is obligated with the task of representing matters of fact or in relations to the law during the court proceedings. Another role of the prosecutor is to
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