Dress for success Essay

Is the way a person dresses important? It can be said: â€Å"yes†, it is. It is important not only for the impression he creates for the people around him, but also there is a more important factor- that the clothes a person wears makes them feel good. Whenever a person goes somewhere he is like a turtle, and his clothes are his shell, and when he goes somewhere he needs to be dressed well, and even if the occasion is not important, and he just goes for a walk with his dog, understanding that his â€Å"shell† looks nice, and perfectly suits him makes him feel more comfortable. So, a person who wears nice clothes is more successful and self-confident. Unfortunately, according to what we can see not all people in society are following this straight  forward principle. Most of them just don’t care about how they look, and then some of them might complain about being unsuccessful. Maybe this carelessness could be a reason for their failures. Some people may argue that clothes are not so important, and it depends on a person, and how smart he is, and that only hard work can influence success. However, it does matter, and it is very important to have a nice clothes! How people dress affects the way they feel about themselves and the situation in which they perform. Dating and style coach and the founder of the Fashion Experts Network, Sheila Dicks, wrote in one of her articles, â€Å"How dressing affects your attitude and confidence†, that we don’t have to spend enormous amounts of money on our clothes, but the way we combine clothes and then introduce ourselves in them, may show our self-confidence and assurance. Dressing for many people seems very insignificant, and they don’t believe that it can affect attitude. â€Å"How people dress is related in some way to how they feel†, says Sheila Dicks. It makes sense, when we feel good we dress well, but when we are not in the mood we can look very stupid. However when we put on nice things, which we really enjoy, this automatically triggers our mood to be good, so we have more energy for the day, and things seem better for us. In Sheila’s article there’s written that there are some aspects that can increase attitude: 1) if a person knows the occasion where he’s going to be; 2) if he knows the audience he’s going to interact with; 3) he knows his own style; 4) if he has an idea of how to combine colors. 1) Tailoring according to the event is important in order not to look stupid in front of other people. It can be just going shopping or going to a business lunch, but a person has to remember to dress according to the occasion. 2) The people who the individual is in contact with are considered to be an audience. Dress is an image of a person which he will be introduced in front of his friends, colleagues, enemies and so on. It also has to do with social situation; we don’t usually see a woman working in the supermarket and wearing a cocktail dress, because she has a suitable dress code which he must follow. 3) In everything we do we have our own personal style, which makes us distinguishable from each other. People express their style of clothes in clothes’ structure, material, shape, as well as accessories. Not all occasions suit a person’s personal style, but being  aware of it helps to accommodate clothes for particular occasion. There are people who look better in warm colors and others in cool colors. Each color has different description and can lead to different effect. (Self-Growth) The best compliment that somebody can make to another person is to say, â€Å"You look fantastic†. It means that the job that somebody did with his outfit is successful, and he succeed in impressing others. This compliment about the overall outfit, is even better than hearing about a specific part of the outfit, for example, the shoes, or a bag, or a coat†¦ This compliment means that the person’s attire was successfully combined, with his self- confidence making the person look fantastic. It’s especially important when making a first impression. Because when first meeting someone a good impression will be made. In a person’s life there’s a very important and significant step, which may influence their whole life, this step is to find a good job. It means that people should be  responsible about finding work because nobody wants to lose out on a chance, so a person has to be very concerned about it. It’s when first impressions are made as well. According to CNN’s reports about what employers demand from people who went to the job interview, we can see that how we dress says a lot about us, and it forms an employer’s opinion and decides our future in the company (CNN.com/living). A company may not have a particular dress code, but they would like to see people working in appropriate and suitable clothes; the employers want to see a person with clean. Also from this CNN survey we can see when an employer has to choose between two applicants, the one who was nicely dressed and feels very confident about himself, will get a job over the applicant who’s resume is just as good, but he is not well dressed well enough (CNN.com/living). Many people can argue with that and say that it is unfair, and an employer should not make decision based just on appearance, but unfortunately it’s true, and it’s really taking place. When this well- dressed person gets his dream- job, it doesn’t mean that he should stop trying to do his best while dressing every morning. Now he’s dressing not only to impress, but also to help himself to increase his productivity and self-confidence during this working period. For example he may have very a important business meeting, and he might be nervous about  it, but since he put on his chic and stylish suit, which seems like it was just made for his body structure; he is at least sure that the people he is going to meet with will like his look, and will be more friendly and more respectful. Then, when he finally meets them, and he sees their reaction toward him, it gives him more energy and more desire, and the aim is to impress them with his working skills as well. Basically, this example shows how a good suit can make signing a profitable business contract possible. Women like to impress not only business partners, but they’re also interested in impressing the men they meet socially. Being in a good physical shape and having a nice body is great; however it is even better if this body is covered with attractive clothing. There is very good book â€Å"How to Dress for Success† by Edit Head where she gives a lot of good advice and tips about how to dress for success in different areas and also with men. It makes no difference whether a woman is just interested in a man for a relationship or as whether she sees in him a potential husband. In both examples she should put effort into choosing what to wear. Head writes that women should have an idea where and how the date is going to be, so she can choose the perfect outfit. If they go to a restaurant, or to the cinema, or to the opera, or just for a walk in the park she has to have an idea to what kind of clothes she will feel most comfortable in, and whether it will suit the place. The man should also like her outfit, because if he doesn’t the whole mascarade was in vane (Chapter 2). Most men really don’t care whether a girl is clever or not, they will find that out later; firstly they fall in love with their eyes not with the girl’s intelligence. We can see that the way we dress is so important and it regulates our attitude. Wherever we go, we have to be dressed perfectly in order to feel more confident, and to make people more attracted to us. Knowing how to combine clothes effectively and how to buy the ones that suit us is a very useful skill and knowledge to have; if a person finds something very nice, but unfortunately it doesn’t suit him, it means he shouldn’t buy it. Looking good increases our productivity as well; when we feel comfortable about our appearance we perform better in the work place. People who surround us also feel it, and they are more attracted to the person, who have strong self-esteem, and in know what they want. At work  these people are more appreciated, and are more likely to get a good job, which leads to making good money, so basically dressing well helps us to make money. However, we don’t really see successful and rich people who dressing bad do we? Work list Dicks , Sheila. â€Å"How Dressing Affects Your Attitude and Confidence.† http://www.selfgrowth.com. N.p., n.d. Web. 27 Mar 2014. Head, Edit. How to dress for success . New York: Random House, 1967. Web. Haefner, Rosemary . â€Å"how to dress for success at work.† CareerBuilder.com human resources vice president. (2008): n. page. Web. 9 Apr. 2014.

Definition of Goals and Objectives Essay

Goals and Objectives Goals and objectives are statements that describe what your Vision Document will accomplish, or the results that will be achieve. Goals are high level statements that provide overall context for what the Vision Document is trying to achieve, and should align to its components. Objectives are lower level statements that describe the specific, tangible products, deliverables and fruits that will be delivered. The definition of goals and objectives is more of an art than a science, and it can be difficult to define them and align them correctly. Goals Because the goal is at a high-level, it may take more than one objective to achieve. It may take many objectives over a long period of time to achieve the goal. Generally, non-measurable: If you can measure the achievement of your goal, it is probably at too low a level and is probably more of an objective. If your goal is not achievable through any combination of objectives, it is probably written at too high a level. It may instead be a vision statement, which is a higher level statement showing direction and aspiration, but which may never actually be achieved. Objectives Objectives are concrete statements describing what the project is trying to achieve. The objective should be written at a lower level, so that it can be evaluated at the conclusion of a goal to see whether it was achieved or not. Goal statements are designed to be vague. Objectives should not be vague. A well-worded objective will be Specific, Measurable, Attainable/Achievable, Realistic and Time-bound (SMART). Note that the objective is much more concrete and specific than the goal statement. The objective is measurable in terms cost, speed, quantity and / or quality. We must assume that the objective is achievable and realistic. The objective is time-bound, and should be completed by a specific date. Objectives should refer to the deliverables of the goal. If you cannot determine what deliverables are being created to achieve the objective, then the objective may be written at too high a level. On the other hand, if an objective describes the  characteristics of the deliverables, they are written at too low a level. If they describe the features and functions, they are requirements, not objectives.

Botanic Gardens Tourist Management Strategies

The â€Å"City Botanic Gardens† is one of the heritages gardens which are located in the Brisbane, Australia. It is bordered by the Alice Street, Brisbane River, Parliament House, George Street and Queensland University (Brisbane.qld.gov.au, 2016). The Gardens display most mature gardens in Brisbane with some rare botanic species. The collection of garden includes rare collection of palms, cycads, bamboo and figs. The site was added to the â€Å"Queensland Heritage Register† on 1997. The site is being described as most significant â€Å"non Aboriginal cultural† landscape in the heart of Queensland. The site is known to have a continuous horticultural heritage which has suffered minimal land loss area or modification in use (Cowell, 2015). The site is considered as a premier â€Å"public heritage park† which is used for recreational facility. The park is prises of three main sections such as Queens Park, Botanic Gardens and former Government domain (Brisban e.qld.gov.au, 2016). The gardens are bordered with mature trees which create avenues as well as grooves. The site provides ample avenues for recreational activities such as lake, gardens, formal lawns and structures (Brisbane.qld.gov.au, 2016). The site successfully displays the evolution pattern of the Queensland history. It also prises of the endangered ponents of the cultural history of Queensland. There are several varieties of plants at Queensland that are ornamental in nature or agricultural which can be traced back to the â€Å"Brisbane Botanic Gardens†. This site is an important ponent in displaying particular class characteristics of particular cultural place (Sutherland, 2014). There are several historic structures in the park such as band pavilion, Walter Hill Drinking Fountain, boundary stone walls, bear pit shelter and cast iron railings (Brisbane.qld.gov.au, 2016). The site also presents aesthetic significance which provides visual amenity and values prising of natural wildlife (Brisbane.qld.gov.au, 2016). There has been strong association of the culture, munity and spiritual ponents with this park. The park is a mon place for several social events as well as popular tourist description. The heritage site has provided with ample cultural solutions to the general public. However, the site faces the issues of urban conservation. There have been inadequate conservation measures towards the natural botanical habitants. This creates challenges for the park authorities. There are issues with the erosion and conservation of the plants. The nutrient levels get degraded that prise of damage due to pet waste, fertilizers and pollution (Miller et al., 2016). There is degradation of the natural land cover. There are issues with the horticulture research that is faced by the heritage park. It doesn’t engage in sufficient scientific research. The park provides limited opportunities for the education of the school as well as college students. There are not enough facilities for the purpose of education regarding the plants and the natural habitats. The garden is prone to the damaging effect of the climate change (Derkzen, Van Teeffelen & Verburg, 2017). The plants need healt hy atmosphere to survive for a long period. The environmental damage is having an adverse effect on the maintenance of the botanic habitats. The botanic garden is facing the issue of water shortage. The increased human demand has reduced the water supply on which the plants are dependant. The botanic garden faces constant challenges of lack of funds which creates difficulty for smooth functioning of the garden. The lack of funds creates problems in the operation of the garden (Moody, 2013). The authorities are unable to perform routine maintenance of the gardens due to limited funds (Derkzen, Van Teeffelen & Verburg, 2017). They are also unable to carry out any beatification project for the garden. This makes the garden unable to attract tourists in large numbers. The garden management is unable to protect the park from overuse which often causes exploitation of the plant life. The non-development of the botanical life is a matter of concern for the garden authorities. This implies that the existing botanical life would not be replaced by newer ones which would decrease the value of the garden (Thorpe, 2014). The non-addition of the plants would lead to stagnant position of the botanical garden. The site also faces the issue of littering and vandalism. There are instances when the garden authority has received plaints of littering. There are instances when the waste material, rubbish, glass, paper, debris and the garbage are spread here and there within the garden authorities. The public often litter on the sidewalks, alleys and the streets of the botanic garden. There are mercial wastes which are always disposed at the garden premises. There are often instances of vandalism which occur at the garden premises. It is often seen that there are ruthless acts of damage to the garden properties which often causes issues for the garden management. The unlawful destruction of the properties of the garden authorities has caused issues in the past. Erosion and conservation of the plants- In Australia, there is significant development in the science and development field which have increased the participation of the farmers in the innovative systems (Uphoff, 2013). Horticulture research- The horticulture science societies have successfully managed to implement a large number of changes in fields such as ecology, botany, genetics, plant physiology, plant breeding and others. Limited opportunities for the education- There are botanic gardens which engage in education of the mon people including the school going students. They impact learning based on the importance of the plants and the global ecosystem at large. The information should be provided on the plant species distribution and plant taxonomy (Anbg.gov.au, 2016). Climate change- The botanic gardens face constant challenges of the climate changes which have major impact on the natural ecosystem. The International Agenda of the Botanic Gardens in conservation has led to clarify the roles of the botanic garden in international market (Anbg.gov.au, 2016). One key role identified in the process is the conservation of plant. Emphasis is also being laid on the providing safety net through the process of living plant collections and seed banks as well as germplasm collections (Anbg.gov.au, 2016). Water shortage- The concerned authorities are engaging in water conservation measures that emphasis on the reduced water consumption. The trees as well as plants are of great cultural value and the survival of the plants is dependent on the water supply. In the Royal Botanic Gardens of Australia, the turf areas are being converted to the â€Å"warm season grasses† such as Kikayu (Rbg.vic.gov.au, 2016). They are more water efficient than others. Lack of funds- The botanic gardens strive to aim for international investors and try to engage in international partnerships in the horticulture sector (Beer, 2016). There should have supplement activities as well as programs which would lead to greater revenue generation. Overuse- The biodiversity should be used to improve the current condition of the botanic gardens and a conscious effort has been made to reduce the exploitation on the plants (Beer, 2016). Non-development of the botanical life- A dedicated effort of garden restoration should be carried out to preserve the native plants and increase the diversity of the plants (Beer, 2016).   It is important to implement changes in the day to day functioning of the botanic garden so that the necessary problems can be solved. The erosion as well as conservation of the plants is of utmost importance which should be given utmost importance. The development of the science would enable the conservation of the plants in the botanic garden. The garden authorities should focus more on the research concerning the horticulture and the related disciplines such as genetics, botany, plant breeding, plant physiology. The authorities should concentrate more on the education opportunities, which would increase the attraction of the botanic garden. The garden should engage in devising strategies which would fight against the increasing climate change. It should also concentrate on the conservation of water and increase the areas which focus on warm season grasses.   The garden authorities should concentrate on the generation of funds through different sources. The private donors as well as the corporate sponsorships should be focused on so that the garden can have smooth functioning. It would also try to make conscious effort towards maintenance of the garden. An increased effort should be undertaken for the development of the botanical life. Both hard and soft approach of management should be taken for improving the current situation. The littering should be strictly penalized and strict supervision should be done that would ensure no person can engage in unlawful activities. This is a hard approach which needs to be implemented. If anyone found doing littering, then strict fine should be imposed on them. The issue of vandalism should be dealt with strict action and if necessary, adequate legal action should be taken. A soft approach may also be taken which would ensure that the garden authorities would ensure that sufficient sign boards are put on the garden which would educate the tourists. The City Botanic Garden is one of the most popular heritage gardens in the Australia. There is great collection of natural botanic collection in Australia. There are several problems with the botanic site which are discussed in detail. There are several issues discussed such as erosion as well as conservation of the plants, issues with horticulture research, limited opportunities for education purposes, climatic variations, water shortages, issues with financing, exploitation of the plant life, littering, vandalism and the non-development of the botanic life. The concluding part of the report has given suitable suggestions to improve the current problems. Australian National Botanic Gardens - Botanical Web Portal. (2016).  Anbg.gov.au. Retrieved 29 December 2016, from https://www.anbg.gov.au Beer, D. (2016). The Australian national botanic gardens.  Australian Garden History,  28(1), 24. Brisbane City Council. (2016).  Brisbane.qld.gov.au. Retrieved 29 December 2016, from https://www.brisbane.qld.gov.au Cowell, J. (2015). Brisbane: Our active, healthy city.  Australasian Parks and Leisure,  18(2), 38. Derkzen, M. L., Van Teeffelen, A. J., & Verburg, P. H. (2017). Green infrastructure for urban climate adaptation: How do residents’ views on climate impacts and green infrastructure shape adaptation preferences?.  Landscape and Urban Planning,  157, 106-130. Miller, J. S., Lowry, P. P., Aronson, J., Blackmore, S., Havens, K., & Maschinski, J. (2016). Conserving biodiversity through ecological restoration: the potential contributions of botanical gardens and arboreta.  Candollea,  71(1), 91-98. Moody, E. J. R. (2013). The Implementation of munity Gardens to Address Interconnected Problems Related to Food Deserts in Urban Memphis, Tennessee. Rbg.vic.gov.au (2016).  Home | Royal Botanic Gardens Victoria.  Rbg.vic.gov.au. Retrieved 29 December 2016, from https://www.rbg.vic.gov.au Sutherland, A. (2014). Playful access.  Australasian Leisure Management, (105), 58. Thorpe, D. (2014).  The'one Planet'Life: A Blueprint for Low Impact Development. Routledge. Uphoff, N. (Ed.). (2013).  Agroecological innovations: increasing food production with participatory development. Routledge. End your doubt 'should I pay someone to do my dissertation by availing dissertation writing services from

Identify the most consequential features of 'new media' and assess how Essay

Identify the most consequential features of 'new media' and assess how and why sociological theory and concepts deal with these - Essay Example In line with this, this paper aims at recognizing the various features of new media and analyzing the sociological concepts that can be derived from the affirmed features. The linkage of networks, capitalism, virtual relationships, digitalism, selfishness to geographical distances, and cultural identities are the main features of new media whose influence on sociological concepts will be reviewed. The linkage of networks The term â€Å"networks† within sociology is used to refer to the different connections between diverse actors, where these connections are driven by new media. Networks, according to Gane & Beer (2008, pp. 30), can be referred to as â€Å"dynamic systems that contain infinite creative possibilities, for they bring entities into contact in ways that would previously have been unimaginable.† Platforms are created through interfaces, where various media can be linked and information easily shared by huge numbers of people (Gane & Beer, 2008, pp.7). The sh aring of information is easier due to reduced time and cost, and augmented speed of sharing information since there is no environmental supply chain. Gane & Beer (2008, pp. ... zation and production, to create common new media capable of performing complex tasks that could only be performed using different devices during the analogue period. For example web pages getting merged with T.V channels to come up with a mode of information sharing in which people can get real-life stories in a very short time. Essentially, this means that new media has brought about new ways of representing the world, meaning that even the sociological and cultural meanings ascribed to world phenomenon have changed. Using the social network analysis, according to Gane & Beer (2008, pp. 14) gives an empirical view of the way in which actors operate within networks. Networks are seen as means through which capitalism is advanced in the society, since they allow for the easy flow of capital (Gane & Beer, 2008, pp. 23). Economic role: capitalism In today’s society, a person has to be included on the network in order to be an active participant in social activities. The network society brought about by novel media has stratified the society and brought about new forms of disparities (Webster, 2006, pp. 111). In an ideal world, in information labor, there are classes of people with some termed as â€Å"manual workers† whose stringency to technical change renders them unable of acquiring wealth. Informational capitalism distinguishes against the unskilled and uneducated therefore placing them at the lowest level of social classes. This class of people in the words of Castells (2001, pp. 94), is socially punished for failing to invest in intellectual capital. The digital economy typified by the new media has led to labor exploitation of temporary workers (Fish & Srinivasan, 2011, pp. 138). Digitally distributed labor relies on user-distributed content which comes from

Human Resource Planning and Organizational Strategy Research Paper

Human Resource Planning and Organizational Strategy - Research Paper Example As such, human resource planning activities complements strategic development and implementation (Plunkett et. al., 2013). Human resource planning is the element of the staffing process that involves the assessment of an organization’s employees, predicts future needs and examines the need to retain or add employees. Recruitment involves identifying qualified potential employees. The element of selection has to do with examining candidates and hiring the ones who are best qualified and suitable for the job. In orientation, newly hired employees are acquainted with the environment within the organization. Training and development is the element of the staffing process that involves equipping employees with new knowledge, skills and competencies to facilitate and improve their performance. Through performance appraisal, the human resource management devises ways of assessing how well employees do in their jobs and how to reward them. Compensation is an important element of the staffing process that helps set employees’ payments and benefits. Employment decisions are the eighth element of sta ffing process that helps determine which employees are to be fired, laid off or promoted (Nelson & Public Library Association, 2008). The element of human resource planning corresponds to the human resource planning activity of assessing an organization’s staffing needs. Staffing process’ element of recruitment exemplifies one of the most important activities of human resource planning of getting new employees for the organization. Selection and orientation are the steps that follow the human resource planning activity of assessing the organization’s staffing needs. The human resource activity of budgeting complements the elements of the staffing process including training and development, performance appraisal and compensation. The element of employment decisions is encompassed

Unit 12 Coursework Example | Topics and Well Written Essays - 250 words

Unit 12 - Coursework Example She claims that obligation-based theories can’t be sustainable in the long run. One example where these theories fail is the bad-parent case. It is necessary that a parent instills moral values in his kids. Obligation-based theories can’t be used to explain the reason why a parent has obligation to morally educate his children. She also opposes great emphasis on contractualism. She also says that a society that does not know anything about love and partnership is bleak, and impoverished. This gives rise of the need to bridge the gap between obligation-based and care-based theories. She proposes the concept of appropriate trust (Baier, 1995) as a marriage of love, and obligation. We can’t discard the obligation-based theories completely. Rather, we shall create an ethical standard based on love, trust, and relationship. The care-aspect is a very important and meaningful in cases of parents, doctor, nurse, friends and other relationships where deepening of special relationships is like to be more moral than impartial treatment. Rough generalizations can be made in this case, but they are not enough to give guidance for the next cases. Baier’s theory seems to provide a very good explanation of the correct moral behavior for humans. In every act of his, a person should not only just perform his obligation, but also care about other people who might be affected by the

Political science Essay Example | Topics and Well Written Essays - 1250 words

Political science - Essay Example Firstly, and perhaps most importantly, the reader should come to a full and complete understanding and appreciation for the fact that poaching in and of itself should not be held as the highest representation of the Democratic process. For instance, there are many highly undemocratic nations around the world to participate in the voting. For instance, history is replete with examples of nations that it held fraudulent elections as a means of seeking to convince the respective stakeholders within their societies that their governments is ultimately legitimate. Within such a function, the voting process in and of itself cannot and should not be understood to be defined as the true lifeblood of a democracy (Lever 225). Rather, voting is merely an exhibition of the good faith that the stakeholders within society understand their role with relation to the governing authority. For instance, although the United States might wish to believe that it exhibits the highest level of democracy wit hin the world, the fact of the matter is quite the contrary. Ultimately, only two choices are given with regards to the political party affiliation that the candidates have to offer. Naturally, there is also the political affiliation of independent; however this is rarely used. Whereas compared to the other nations in the world, a litany of political parties help to define the way in which key interests of the populace are illustrated, the United States system only allows for choice between two political parties. In such a way, the level and extent to which voting within such a two-party/limited system serves to be the lifeblood of democracy ultimately comes under a high level of scrutiny (Coley 6). Naturally, voting within such a context is necessarily cheapened as compared to voting within a context where greater level of choice exists. Ultimately, the point that should most be understood within the preceding analysis is with regards to the fact the process of voting in and of its elf does not guarantee democracy anymore than evidence of political opposition disproves the evidence of a dictatorship. More importantly, with respect to the American system of governance, the main objective that this author has is with regards to the level and extent of the knowledge base that the voters are bringing to the election cycles. Although it is oftentimes been the case that scholars have looked down upon the average voter as misinformed and ultimately provincial, statistics in recent years have underscored the fact that the American voting populace is becoming increasingly clueless with regards to both the domestic political situation and the global realities that define the world in which we live. Within such an understanding, the process of voting itself must be understood to be of secondary or even tertiary importance as compared to the level of information and for knowledge that the voter himself/herself is able to exhibit with regards to the many issues that inform different elections that take place within a democracy. Whereas it is not the purpose of this analysis to advocate any type of a poll tax or regression into many of the previously practiced

Dirct and eMarketing Essay Example | Topics and Well Written Essays - 1000 words

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International business and globalization Essay Example | Topics and Well Written Essays - 3500 words

International business and globalization - Essay Example The primary factor to conceptualize would be the fact that every country pursues business differently. Laws affect the ways in which business is conducted from region to region and country to country. Negotiations are never conducted exactly as they would be where you have pursued such actions in any city, in any state in whichever country from which you originate. Knowledge and understanding of how others conduct business is an incredible advantage toward the understanding of global managerial economic situations. For example, where the deal is always the single most important consideration to Americans, the details and the way those details are ironed out would be more important for Europeans and Asians. This is where cultures clash in the board room. Something many who are experienced in global economic management would state unequivocally. David C. Korten in his discussion with the National Council of Churches explains that "We presently live under two competing systems of global governance: The Bretton Woods institutions and the United Nations. The former is primarily aligned with the corporate interest and the latter is primarily aligned with the human and natural interest." (Korten, David. C.; Global Economics; June 2003.) The problem with these competing systems of global economic governance is that they never meet in the middle. Many times, the corporate use of Bretton Woods' strategies would trample over the United Nations economic structure. There are many methods to consider global managerial economics. You may look at them in a business perspective, where the bottom line is the most important. You may also perceive them in a cultural diversity light. Still yet, you may perceive the global managerial economics as a unifying method toward globalization. Globalization of corporate entities is a situation that is hotly debated. It would also be one that is fiercely territorial in some cases. David C. Korten has quite interesting methods for our understanding of globalization in managerial economics. "Initially, the question of whether global rule making should be centralized in global institutions or decentralized to the extent possible to national and local levels was an important point of contention." (Korten, David C.; Global Economics; June 2003.) Korten goes further to state that centralization; in the eyes of many from the northern states in the US this is the preferred method for management and enforcing a series of set standards toward labour and economics in the world. The south would have a different viewpoint, in that centralization tends to favour one body in place of more than that. Understanding global economics from a managerial perspective requires an understanding primarily of economics. Secondly, we must understand h ow our economics associates in a global landscape and finally, how cultures and economies coincide or clash depending upon the situation. To illustrate this point the example of Coca Cola would suffice well. The term 'brand equity' basically denotes the credibility of a specified organization in relation to its prime product or products towards the perception of its probable long term success in open market by the band or brands customers and stakeholders. It is this belief the customers and stakeholders indulge in the company. When this organization happens to be a multinational corporation

What effect does socioeconomic status have on the voting behavior of Essay

What effect does socioeconomic status have on the voting behavior of blacks - Essay Example rent paper focuses on the examination of the possible effects of socioeconomic status on the development of a particular voting behavior by black people. The literature and the empirical research presented throughout this paper prove that the voting behavior of black people around the world can be influenced by a series of factors; socioeconomic status has been found to have a role in the development of specific voting decisions by black people. Of course, the dependence of voting behavior on specific social, political and financial factors cannot be doubted; however, it seems that this influence is stronger in the case of minorities or people with a specific racial background. Regarding the structure of the specific paper it should be noticed that a general presentation of the factors influenced the voting behavior of the public is used in order to introduce the issue under examination and explain the reasons for which the effects of the socioeconomic status on the voting behavior o f black people can have a long lasting effect. As already noticed above, the voting behavior of all people around the world is influenced by specific factors. The above phenomenon has been extensively studied in the literature and many different views have been stated. In accordance with Bass et al. (1998, online article) ‘it is important to consider the effect of residential mobility on registration and voting behavior; movers resemble stayers on motivational factors related to voting; the requirement that citizens must register anew after each change in residence constitutes a key stumbling block in the path of a trip to the polls (Squire, Wolfinger, Glass, 1987 in Bass et al., 1998, online article). In accordance with the above, the voting behavior of citizens can present different characteristics in accordance with the political and the social conditions of a particular era; in the same context, when specific factors are used in order to alternate the voting behavior of people

Early years child care Essay Example for Free

Early years child care Essay Being able to motivate members of staff is a progression towards this. As Mayo found with his workforce, if the staff felt valued, they were more willing to work harder and longer for their manager. Motivating the staff is by no means a simple task, as it means utilising a balance of both people and interpersonal skills. These skills can be grouped into various management styles and each member of staff will require the manager to adapt the style according to their own personality. The setting, which is the subject of this work, provides a good example of the various styles of management needed in order to supervise the workforce. One member of staff is very carefree and relaxed in her work and therefore needs an autocratic, or coercive management style. She is, however, always willing to do as she is told and thrives on carrying out instructions as they are given. Were the manager to employ a laissez-faire approach here, the jobs allocated to this member of staff would not get done. To examine this in more detail, just one of the managers duties is to ensure that craft supplies are adequately stocked. As with many of the managers tasks, this is one that can be delegated to another member of staff. This particular worker is given this task to do and due it being given to her as a direct instruction, she is happy to proceed with enthusiasm and little procrastination. If, however a more laissez-faire approach were used, she could feel that the task was not important and may leave it until such a time as she chose to do it. These skills and qualities of the manager are familiar with Herzbergs (1968) two factor theory of motivation. He recognised that offering staff the opportunity of achievement, recognition, involvement, responsibility and empowerment, is the path to true motivation (Dale, 1992). This is the opinion of Ridderstrale and Nordstrom. In early years leadership it is particularly important. The manager constantly has to implement change, often following government legislation. It is the role of the manager, as the leader to ensure all staff members can adjust to these new implementations, instead of clinging on to methods previously followed. The manager of the chosen nursery has an effective method of executing change. If the change has occurred at nursery level, the chances are it has arisen and been discussed during a staff meeting. If the changes come from elsewhere, for example, a government paper, the manager would first address the urgency of the change, before deciding on a course of action. The agenda for meetings is always displayed onto a notice board for all the staff to view. If the change is one that does not require immediate action, it will be added to the board, next to the agenda. However, should it be necessary to act immediately, then a meeting will be called, either with all the staff, or with individual members accordingly.

Henry David Thoreau Essay Example for Free

Henry David Thoreau Essay Transcendentalism is a very important movement that occurred not only in literature but in life as well. The transcendentalist movement was a movement that was basically the thought of everyone having an over-soul. The over-soul is the thought of a relationship between God, nature, and man. The movement had many different characteristics like individuality, feelings being priority over reason, the fact that nature was divine, and that nature held truths. Transcendentalists used the truths that they observed in the world and in nature to change the way society was and how people see themselves in the world. Although the idea of a utopia was not successful, the movement sparked a change in literature. Emerson and Thoreau are the two people most associated with transcendentalism. They both wrote essays about their experiences in nature and influenced many other writers to do the same (hence the transcendentalist movement). The transcendentalist thought is especially apparent in Walt Whitman and Emily Dickenson’s work. Whitman and Dickenson both show many traits of the movement, but the most apparent trait is individualism. Individualism is often portrayed in Emerson and Thoreau’s work as being equal. Everyone has a soul, inner truth is the only thing that matters, and fulfillment comes from knowing one’s self. In Emerson’s essay Nature, he describes man as being universal and related. In the quote â€Å" . . . that great nature in which we rest . . . that Unity, that Over-Soul, within which every mans particular being is contained and made one with all other. . . . We live in succession, in division, in parts, in particles. Meantime within man is the soul of the whole; the wise silence; the universal beauty, to which every part and particle is equally related; the eternal ONE. † Emerson is saying that all men have souls and that each soul is a part of an even bigger soul, the universal soul. This is basically saying that we are all equal, but at the same time we are separated because we each have a soul of our own. In another essay, self-reliance, he stated â€Å"Is it so bad, then, to be misunderstood? Pythagoras was misunderstood, and Socrates, and Jesus, and Luther, and Copernicus, and Galileo, and Newton, and every pure and wise spirit that ever took flesh. To be great is to be misunderstood†¦Ã¢â‚¬  In this, he is saying that being misunderstood is being great. This also says that being misunderstood is forgetting what society says you should be or act like and doing what you want to do in order to find yourself and be your own person. By not caring about what others may think about your choices and decisions, you can be your own person and set an example for others to do the same. Not only was Emerson talking about being an individual, he was also adding a bit about your feelings being more important that reason. Thoreau also writes about individualism in his essays. In Walden, Thoreau writes about the experiences and life of his life. He writes â€Å"†¦ if one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet success unexpected in common hours. † This is saying that you should live the way that you want to live and that your inner truth or inner desires are all that matter. Everyone has inner truth and desires and to live the life that you want to live then you should go for the dreams that you have always wanted to come true. This is a prime example of individualism because everyone has dreams and inner truths about the way that they want to live and it is completely up to them to live the way that they want to live. He also addresses individualism in another essay titled Civil Disobedience. He writes â€Å"But, to speak practically and as a citizen, unlike those who call themselves no government men, I ask for, not at once no government, but at once a better government. Let every man make known what kind of government would command his respect, and that will be one step towards obtaining it†¦Ã¢â‚¬  In this, he is encouraging people to take a stand for the rights and respect they deserve. In a way, he is telling people to stop ignoring the unfair government and do something about the way you feel. This is showing again how everyone has inner truth and they should do something to change the way the world is to be better. Thoreau wanted the government to change and so he spoke about what he believed to be true. This is him showing his individualism and encouraging others to speak up as well about the truth that they believed. Like Emerson and Thoreau, Whitman and Dickenson have both used individualism in their works, but Whitman does a better job at portraying it. In Whitman’s poem ‘Song of Myself’, Whitman writes about everyone being equal and having equal opportunities. He states â€Å"I am of old and young, of the foolish as much as the wise, regardless of others, ever regardful of others, maternal as well as paternal, a child as well as a man, stuffed with the stuff that is course, and stuffed with the stuff that is fine † In this quote he is comparing total opposites to each other. This is a way of showing how even the opposites are the same. Regardless of others, ever regardful of others means that others mean nothing to you, yet others mean everything to you. It’s contradicting, but in a way that says although others mean nothing to you, they affect you in certain ways. Everyone affects you, but you are not everyone. You are simply yourself and that is what I get from what Whitman was describing. In another part of the poem, Whitman says ‘I am as bad as the worst, but thank God, I am as good as the best. ’ This quote stands out because it means no one is better than anyone. Just because you don’t get in trouble doesn’t mean you are any less wrong or less bad. Just because you do good things doesn’t mean you are any better! Being good is simply being good and the same goes for being bad. No one is any better or worst. This means that everyone is equal and has equal opportunities. Dickenson also uses individualism as a theme in some of her works as well. In the poem ‘Heaven Has Different Signs—To Me’, Dickenson writes â€Å"The Rapture of a finished Day—Returning to the West—All these—remind us of the place, That Men call paradise† In this poem Dickinson is describing what heaven would be like. This quote refers to the end of the day for men. Individualism is living the way you want and reaching fulfillment. This quote shows how men are fulfilled in their lives and of what they call paradise. To me, I don’t think she is writing about heaven, I think she is writing about a utopia. She is writing about a place that everyone is equal and enlightened. Dickinson and Whitman both write about being equal and living the life that you want to lead. Even though they both write about individualism, Whitman portrays it much more and it is more apparent. They were both influenced by the transcendentalist movement, but Dickinson focuses on other traits like how nature is beautiful and simple and the relationship that nature, life, and death have. The transcendentalist movement may be over, but it left an imprint in literature. Many people speak of individualism and the name most associated with it in the movement is Walt Whitman. Works Cited Poemhunters. com. N. p. , n. d. Web. 20 Feb. 2013. Quotations by Author. Walt Whitman Quotes. N. p. , n. d. Web. 20 Feb. 2013. Thoreau, Henry D. Civil Disobedience by Henry David Thoreau. Civil Disobedience by Henry David Thoreau. Jone Johnson Lewis, n. d. Web. 20 Feb. 2013. Thoreau, Henry D. Walden. N. p. : Jalic, 2003. Print. Whitman, Walt. (1836)Nature. Nature by Ralph Waldo Emerson. Oregon State College, n. d. Web. 20 Feb. 2013. Whitman, Walt. Self Reliance. Mrgunnar. net. N. p. , n. d. Web. 20 Feb. 2013.

Personal Pronouns in Academic Writing

Personal Pronouns in Academic Writing Introduction This paper review on the works of previous studies regarding the usage of personal pronouns in research articles (RA). The review will look at the usage of personal pronouns in written corpora in different aspects; first looking at the use of personal pronouns as a whole in the world of academic writing and the differences in usage of personal pronouns among the native speakers of English and of those who uses English as a second language. In recent study, there has been an interest in investigating voice-related issues in the study of student writing (Zhao Llosa, 2008). McCrostie (n.d.) claims on the lack of research done to investigate the use of voice in non-native academic writing and fewer still, had been done on the studies below advanced level. Gender has also been mentioned as an area of study that has slowly gained attention in the study of second language research. Though this had been said, gender receives lack attention in the study of discourse; though many have claim of its importance as a mean and goal of language instruction. Thus, based on the issues above, the objective of this study is to investigate the usage of personal pronouns by male and female Malaysian academic writers. According to Nordquist (2010), personal pronouns are defined as nouns that are used to substitute the person or people who are talked about. Literature Review Personal pronouns There has been extensive research on various features of academic writing and one of frequently looked at feature is the usage of personal pronouns in academic writing. Using personal pronouns in academic writing has been related to writers voice and the writers position in the academic world. Hyland (2001) states that the use of impersonality has been proposed by manuals and textbooks as means of demonstrating scholarly persuasion and allowing writers to speak to readers in an unmediated approach (as cited in Martin, n.d). The usage of personal pronouns in scientific writing sees a development from traditional notion towards recognition of this particular writing style. Martin further comments that writers choice is announcing their presence in the academic field is viewed as a strategy that is increasingly used by writers of the international English speaking community in promoting and gaining accreditation on their claims in research. This is also supported by Cherry (1998) claimi ng on the importance of self-representation in academic discourse and Groom (1993) in his analysis of academic writing indicates the importance of writers textual voice and states that writers should clearly state when they are reporting the voice of an author or stating their own expressions and personal point of views (as cited in Martin, n.d.) Kuo (1999) investigated the use of personal pronouns in scientific journal articles and discusses on how writers are able to reveal on their own perception of their position in the academic field as well as other readers. Kuo further comments on how knowledge presented in article journals with the use of personal pronouns poses a great value towards writers as it allows writers to share personal contributions and seek solidarity with readers as well as others involved in the particular discipline. Hyland (2001) as cited in Martin (n.d.) supports this notion in his research articles across eight different disciplines on the attributions of personal pronouns, reporting a high proportion in the usage of personal pronouns in social sciences and humanities. Hyland concluded in his study that the usage of personal pronouns in scientific texts seems to be a valuable rhetorical strategy which allows writers to construct academic credibility and gain a certain degree of confidence and authori ty (as cited in Martin, n.d.). Tang John (1999) in Martin (n.d.) also mentions the importance on the usage of personal pronouns however suggests that both teachers and students should be aware on the real presence of how personal pronouns are used differently and other alternatives that can be opted towards the traditional method in claiming academic position and authority. The Use of Personal Pronouns among Non-native Speakers Martinez (2005) states on how using personal pronouns are not problematic for native, yet may pose as one on non-native speakers of English. Hyland (2000) conducted a study and revealed that non-native speakers uses personal pronouns in non-controversial contributions however avoid them when stating expressions, argumentations or opinions (as cited in Martinez, 2005). In a study conducted by Petch-Tyson (1998 in Martinez, 20005), it was found that non-native speakers use personal pronouns at a rate of two to four times more than native speakers thus concluded that learners overused first and second personal pronouns in their writing. A different study done by Tang and John (1999) on 27 Singaporean university students showed the frequency of personal pronoun usage where first person pronoun occurred 92 times in all 27 essays which indicates a similar role to Hyland (1999, 2000) and Harwood (2005 as cited in Martinez, 2005). Chang and Swales (1999) had also published a study concerning the attitudes of 37 non-native speaker graduate students studying at English universities regarding the use of personal pronouns in academic writing. From the study, it was found that regardless of their proficiency in the language, the students felt uncomfortable in using personal pronouns in academic writing. These graduate students believe that the use of personal pronouns is much more suitable to be used by senior scholars and states that using them makes academic writing more challenging. It was also found that these students rarely uses personal pronouns when giving opinions or stating the origin of a new idea (Chang and Swales, 1999 as cited in McCrostie, n.d.). McCrostie further commented that regardless of amount of studies focused on published writings, few studies had been done on unpublished writing of non-native speakers thus suggesting that there is a need to have more studies to compare unpublished writings among both native and non-native speakers which can also contribute knowledge to the study. Gender and Personal Pronouns As mentioned previously, very few researches have been conducted in the area of discourse with gender functions as a variable. Past researches focused on linguistic differences between gender and its role in the studies related to informal writing, speech and electronic messaging (Yazdani Samar, 2010). Yazdani and Samar (2010) further stated that gender; as an effective tool in writing has not given much focus on its impact or role in the methodology of teaching writing thus, needs to cater to the arising issues academically. A study done by Yazdani and Samar (2010) on Iran writers revealed that female writers use more personal pronouns compared to males. A study conducted by Armagon et al. (n.d.) also revealed similar findings in their research. Methodology This study adopts a quantitative approach. 10 articles were randomly selected where there is equal distribution among gender (5 males and 5 females). The articles were selected from GEMA Online Journal (Jurnal Pendidikan), the Malaysian Journal of ELT Research (MELTA) and The Open Applied Linguistics Journal. All research articles are from the Social Sciences field. The articles were then analyzed via Lex Tutor. The limitation to this study includes no control over the writers race; thus the variable is not used as a factor in the study. Secondly, the authorship of research articles varies where several articles are written by single writers and few collaborative writers in single articles. Third, the research articles vary in terms of length resulting in imbalanced amount of words and personal pronouns that could be affected by it. Finally, the approaches regarding to the research articles were not taken into consideration. Few research articles were found to have a qualitative appr oach thus relying heavily on interviews or written transcripts thus may affect the outcome of the study. Findings and Discussion The findings obtained from the analysis are presented as following: Research articles written by Malaysian males in frequency: Articles Personal Pronouns Singular Personal Pronouns Plural 1st 2nd 3rd 1st 2nd 3rd Male 1 (21) it (19) they (2) them Male 2 (13) I (1) me (5) you (44) he (16) him (2) her (3) us (31) we (16) they (6) them Male 3 (26) I (1) you (95) he (15) him (31) it (3) her (7) we (2) us (24) they (11) them Male 4 (4) I (3) she (1) he (1) her (1) him (13) they (11) them Male 5 (41) I (2) me (1) she (10) we (19) they (7) them Total 87 6 234 53 128 Total: Personal Pronouns Singular (327), Personal Pronouns Plural (181) According to the table above, it is found that Malaysian male writers uses more singular personal pronouns compared to plural personal pronouns. Based on results, it is also found that Malaysian academic male writers use more 3rd personal pronouns for both singular and plural categories however the highest frequency among personal pronouns used are 3rd singular personal pronouns with a frequency of 234. Among the personal pronouns used frequently by Malaysian male writers: He HE is very selective towards whom HE directs the venom. (male 2, 2002) In terms of average score, HE is the second highest (male 3, pg. 12) It and the enormous opportunity IT presents to higher education (male 1, pg. 4) engaged in a particular task and how IT will improve their reading skills. (male 3, pg. 2) Him done bad thing to HIM and this made HIM feel bad (male 2, pg. 10) this particular strategy to help HIM comprehend what he is reading. (male 3, pg. 13) They When these students enter university, THEY expect the spoon feeding (male 1, pg. 1) particularly when THEY proceed to tertiary education. (male 3, pg. 2) information elements did THEY instruct learners to find out (male 5, pg. 1) Them , thus prompting THEM to pay more attention to metacognitive reading (male 3, pg. 3) systems of the language that enables THEM to teach effectively. (male 4, pg. 1) Research articles written by Malaysian females in frequency: Articles Personal Pronouns Singular Personal Pronouns Plural 1st 2nd 3rd 1st 2nd 3rd Female 1 (1) he (1) she (3) we (10) they (1) them Female 2 (16) I (1) me (20) you (2) he (5) her (4) his (3) she (40) it (3) us (15) we (59) they (14) them Female 3 (2) I (10) they (6) them Female 4 (3) I* (2) we (24) they (15) them Female 5 (19) I (2) me (62) you (1) she (14) he (11) her (3) him (5) we (3) us (25) they (6) them Total 40 82 85 31 170 Total: Personal Pronouns Singular (207), Personal Pronouns Plural (201) Based on the table above, Malaysian female academic writers use more plural personal pronouns in writing their research articles. This finding is similar of their male counterparts. The findings also reveal that Malaysian female academic writers use more 3rd plural personal pronouns in academic writing unlike their male counterparts who uses a higher frequency of 3rd singular personal pronouns. Among the personal pronouns used frequently by Malaysian female writers: You What assumptions do YOU think administrators make about attire (female 2, pg. 6) If YOU have the main point (female 5, pg. 8) They real audience for the language task THEY were working on (female 2, pg. 1) THEY can be changed through the learning process such as by using (female 4, 2) THEY generally respond in predictable ways rather than be critical. (female 5, pg. 4) Them being presented with predetermined language structures and then practicing THEM. (female 2, pg. 2) It also requires THEM to state their name in order to enable (female 5, pg. 7) Usage total of Personal Pronouns by males and females Gender Male Female Personal Pronouns Singular 327 207 Personal Pronouns Plural 181 201 Total 508 408 Overall, the findings indicate that Malaysian male academic writers use more personal pronouns than Malaysian female academic writers. The findings obtained are not in line with previous research that was done by Yazdani and Samar (2010) in relation to non-native English speakers. Conclusion and Recommendations The findings had shed new insight on the use of personal pronouns between male and female Malaysian academic writers. In conclusion, there is no significant difference between the general use of personal pronouns among male and female writers. Both male and female writers were found to use more singular personal pronouns. However, there is a difference in terms of the personal pronouns used between male and female writers. Male writers were found to use higher frequency of 3rd singular personal pronouns whereas the female writers were found to use a higher frequency of 3rd plural personal pronouns. The findings have also revealed that male writers use more personal pronouns compared to female writers in the overall analysis. However, as mentioned previously, the findings of this study may be affected by factors listed in the limitation section as this study is based on a small scale range. Therefore, the findings obtained in this study are still questionable thus several recommendations are proposed for future researches interested in the same area of study which are (a) to focus on research articles under the same area of study and approach; (b) to consider the writers race as a variable and (c) to take into consideration of the length of research articles planning to be used in the study. List of Research Articles: Male Writers Subramaniam, G. (2006). Stickability in Online Autonomous Literature Learning Programmes: Strategies for Sustaining Learner Interest and Motivation. Malaysian Journal of ELT Research. (2). 80-96. Hazidi, H. A. H. (2002). Similar words, Different Meanings: A Natural Semantic Metalanguage Exploration of Cultural Differences. GEMA Online of Language Studies. (2)1. 1-13. Muhammad Kamarul, K., Chew, J., Abdul Rashid, M. (2006). Metacognitive Reading Strategies of Good Malaysian Chinese Learners. Malaysian Journal of ELT Research. (2). 21-41. Munir, S. (2009). Grammatical Awareness among Primary School English Language Teachers. GEMA Online of Language Studies. 9(1). 35-46. Lim, J. M. H. (2009). Rhetorical Categories and Linguistic Mechanisms in Describing Research Conditions: A Comparative Genre-Based Investigation into Researchers Choices in Education and Applied Linguistics. The Open Applied Linguistics Journal. 2. 67-85. List of Research Articles: Female Writers Ainol, M. Z. Noor Lide, A. K. (2006). Classical and Rasch Analyses Of Dichotomously Scored Reading Comprehension Test Items. Malaysian Journal of ELT Research. (2). 1-20. Mardziah, H. A. Tan, B. H. (2008). Wired Together: Collaborative Problem-Based Language Learning In an Online Forum. Malaysian Journal of ELT Research. (4). 54-71. Nor Shidrah, M. D., Nuraihan, M. D. Noor Lide, A. K. (2005). Second Language Writing Anxiety: Cause or Effect? Malaysian Journal of ELT Research. 1-19. Siti Norliana, G. (2008). Learner Background and their Attitudes towards Studying Literature. Malaysian Journal of ELT Research. (4). 1-17. Tan, K. E. (2006). Writing English Essays within Dominant Discourses in Malaysian Schools. GEMA Online of Language Studies. 21. 23-45.

The Pearl :: essays research papers

The Pearl, which takes place in La Paz, Mexico, begins with a description of the seemingly idyllic family life of Kino, his wife Juana and their infant son, Coyotito. Kino watches as Coyotito sleeps, but sees a scorpion crawl down the rope that holds the hanging box where Coyotito lies. Kino attempts to catch the scorpion, but Coyotito bumps the rope and the scorpion falls on him. Although Kino kills the scorpion, it still stings Coyotito. Juana and Kino, accompanied by their neighbors, go to see the local doctor, who refuses to treat Coyotito because Kino cannot pay. Kino and Juana leave the doctors and take Coyotito down near the sea, where Juana uses a seaweed poultice on Coyotito's shoulder, which is now swollen. Kino dives for oysters from his canoe, attempting to find pearls. He finds a very large oyster which, when Kino opens it, yields an immense pearl. Kino puts back his head and howls, causing the other pearl divers to look up and race toward Kino's canoe. The news that Kino has found an immense pearl travels fast through La Paz. The doctor who refused to treat Coyotito decides to visit Kino. Kino's neighbors begin to feel bitter toward him for his good fortune, but neither Kino nor Juana realize this feeling they have engendered. Juan Tomas, the brother of Kino, asks him what he will do with his money, and he envisions getting married to Juana in a church and dressing Coyotito in a yachting cap and sailor suit. He claims that he will send Coyotito to school and buy a rifle for himself. The local priest visits and tells Kino to remember to give thanks and to pray for guidance. The doctor also visits, and although Coyotito seems to be healing, the doctor insists that Coyotito still faces danger and treats him. Kino tells the doctor that he will pay him once he sells his pearl, and the doctor attempts to discern where the pearl is located (Kino has buried it in the corner of his hut). That night, a thief attempts to break into Kino's hut , but Kino drives him away. Juana tells Kino that the pearl will destroy them, but Kino insists that the pearl is their one chance and that tomorrow they will sell it. Kino's neighbors wonder what they would do if they had found the pearl, and suggest giving it as a present to the Pope, buying Masses for the souls of his family, and distributing it among the poor of La Paz.

The Country of Iraq Essay -- Research Iraq Essays Papers

The Country of Iraq   Ã‚  Ã‚  Ã‚  Ã‚  The country of Iraq has weathered many hardships over the past few decades. An eight-year war over territory with Iran began in 1980. Soon after, in 1990, Iraq invaded the country of Kuwait, which led to the Gulf War. Then, after twelve years of not complying with the UN Security Council over weapons of mass destruction, Iraq was invaded by the United States in March of 2003.   Ã‚  Ã‚  Ã‚  Ã‚  A consequence of Iraq's rocky past is an unstable government. Several countries, including the U.S. are currently providing aid to help the rebuilding effort. Some efforts include strengthening school, healthcare, and law enforcement systems with education and reconstruction. Recent government changes for Iraq include a new flag and new currency. The new flag has a blue crescent moon in the center and is white with one yellow and two blue strips at the bottom. The new currency is called the New Iraqi Dinar, and it features many new safety features to prevent counterfeiting. There is also currently an interim (temporary) government in Iraq. Elections by the Iraqi people will hopefully occur on the 30th of January this year. If the elections proceed as planned, Iraq will be one step closer to having an independent government.   Ã‚  Ã‚  Ã‚  Ã‚  Though Iraq is in a time of crisis, it is truly an interesting and beautiful country. At twice the size of Idaho, it is the home to about 25,374,691 Iraqis. The primary religion in Iraq is Muslim. Almost 97% of Iraqis are practicing Musli...

Lord Of The Flies - Discovery :: essays research papers

Lord Of Flies( The Importance of self-discovery) 1Human should understand the importance of self-discovery. In the Lord of the Flies, Ralph, Simon and Samneric learned the weaknesses and darkness within the human hearts. People grows up when they faces a challenge. Ralph ‘s challenge is how to be a good and responsible leader. Simon’s challenge is how to speak at front of people. Samneric’s challenge is how to make right choice. The truth about self-discovery may be cruel, but it is worth to learn from it. 2Ralph is being a playful, innocent child in the beginning of the story, but towards the end he matures significantly. Excluding Piggy, Ralph is the most mature and responsible member of the boys, for he is concerned throughout the book with keeping the fire on the mountain going, and building shelter. " If a ship comes near the island they may not notice us. So we must make smoke on top of the mountain. We must make a fire." pg,37 Ralph always has the strong belief that all the children will be saved from the island sooner or later, but at middle part of the story he begins to doubting it. At end of the story, after the death of Piggy, Ralph’s encounter with the Lord of the Flies, he knocks over the pig’s skull. " A sick fear and rage swept him. Fiercely he hit out at the filthy thing in front of him that bobbed like a toy and came back, still grinning into his face, so that he lashed and cried out in loathing." pg206 Ralph realize the evil is part of him and just as to other boys. However, he is the only person who acknowledges the importance of being responsible, and he takes over as a true leader even though he is not necessarily good at it. 3Sam and Eric represents the crowd in modern society, just like every ordinary human. They are faithful and mostly good. They can be described as loyalist in the story. Their rule is to serve whomever is the leader. For example when Jack says " Grab them! No one moved. Jack shouted angrily. I said " grab them"! " Samneric finally give into his threats on their travel to Castle Rock. Later, then betray Ralph, by showing his hiding place to Jack. " You’re sure he meant in there? The twin moaned faintly and then squealed again. " " He meant he’d hide in there?" pg. 214 In this way, Samneric symbolize the weakness of human nature. They have lose any real sense of loyalty to others.

Midterm Review

Chapter 161. ) All of the following factors contributed to explosive economic growth during the Gilded Age EXCEPT: Question options: a) availability of capital for investment. b) a growing supply of labor. c) abundant natural resources. d) low tariffs. e) federal land grants to railroads. 1 / 1 point2. ) By 1890, the majority of Americans: Question options: a) worked as farmers. b) worked as independent craftsmen. c) worked in the mining industry. d) were moving into the middle class. e) worked for wages. 1 / 1 point3. ) The second industrial revolution was marked by: Question options: a) a return to handmade goods. b) a more equalized distribution of wealth. c) the rapid expansion of industry across the South. d) the acceleration of factory production and increased activity in the mining and railroad industries. e) a decline in the growth of cities. 4. ) The ____________ made possible the second industrial revolution in America. a) oil industry b) railroads c) iron industry d) textiles e) cotton gin| 1 / 1 point5. In 1883, ____________ divided the nation into the four time zones still used today. Question options: a) the major railroad companies b) the federal government c) a coalition of mining and lumber companies d) an organization of Western states e) a group of businessmen from Chicago| 1 / 1 point6. ) In the nineteenth century, pools, trusts, and mergers were: a) unheard of. b) used only rarely. c) against the law. d) seen as beneficial by consumers. e) ways that manufacturers sought to control the marketplace. 0 / 1 point7. Between 1897 and 1904, a wave of financial mergers led to the creation of the following corporations, all of which dominated major parts of the economy EXCEPT: a) U. S. Steel. b) J. P. Morgan. c) Standard Oil. d) International Harvester. e) Quaker Oats. 0 / 1 point8. ) One significant economic impact o f the second industrial revolution was: a) a more stable economy. b) frequent and prolonged economic depressions. c) higher prices. d) a more equitable distribution of wealth. e) the introduction of socialism. 0 / 1 point9. ) Andrew Carnegie and John D. Rockefeller: Question options: a) faced no criticism for their business practices. b) led the way in social reform. c) advocated government regulation of business. d) built up giant corporations that dominated their respective markets. e) were both immigrants. 1 / 1 point9. ) The American working class: Question options: a) were paid less than their European counterparts. b) worked under safe conditions, and fatal factory accidents were uncommon. c) did not include women and children. d) was quickly making gains and moving into the middle class. e) lived in desperate conditions. 10. ) In How the Other Half Lives, Jacob Riis: Question options: a) highlighted the benefits of the second industrial revolution. b) discussed the lives of wealthy Americans. c) focused on the wretched conditions of New York City slums. d) provided a fictional account of life in 1890. e) wrote about captains of industry. 0 / 1 point11. ) Bonanza farms: a) were small, self-sufficient farms. b) were the sharecropping farms found in the South. c) typically had 3,000 acres of land or more. d) were free homesteads in California. e) were settled along the railroad lines of the Union Pacific. 1 / 1 point12. ) The economic development of the American West was based on: Question options: a) farming solely. b) lumber, mining industries, tourism, and farming. c) the continued reliance on self-sufficient farming. d) transportation modes other than the railroad. e) the cooperation of the Plains Indians. 1 / 1 point13. ) What did hunters shoot while riding the railroads across the West? Question o ptions: a) horses b) deer c) antelope d) Indians e) buffalo| 1 / 1 point14. Which statement about Chief Joseph’s appeal to an audience in Washington, D. C. , in 1879 is FALSE? Question options: a) He did not wish to speak to the audience, but had been coerced to do so by President Hayes. b) He asked the white man for more than just talk, as he saw talk as broken promises. c) He believed that the Indians and the white man could live in peace, without trouble between them. d) He asked the policymakers of Washington to extend the same laws to the Indians as to the white man. e) He attempted to convince his audience that its belief that Indians were like wild animals was false. 15. ) What was the aim of Carlisle, a boarding school for Indians? a) to prepare them for reservation life b) to train them in the professional skills necessary to return to the reservations as doctors and teachers c) to convert them to Christianity so that they would become missionaries on the reservation s d) to civilize the Indians, making them â€Å"American† as whites defined the term e) to prepare them to enlist in the U. S. military16. ) The Civil Service Act of 1883: Question options: a) created a merit system for government workers. b) favored candidates with political influence. c) was passed in response to the assassination of President Lincoln. d) applied only to women. e) applied only to elected officeholders. 17. ) The Interstate Commerce Commission was established in 1887 to: Question options: a) distribute land allocations to railroad companies. b) standardize the transportation of animal feed between states. c) oversee state taxes. d) regulate railroad gauge size. e) ensure that railroads charged farmers and merchants reasonable and fair rates. 18. ) The Greenback-Labor Party: Question options: a) wanted banks to control the money supply. b) wanted to increase the amount of money in circulation. c) wanted to decrease the money supply. d) was unable to elect any of its candidates, even on the local level. e) supported the use of force against striking workers. 0 / 1 point19. ) The Grange was an organization that: a) pushed for the eight-hour day. b) sought to raise railroad rates. c) opposed government regulation of shipping charges. d) pushed for railroads to acquire more land in the West. e) established cooperatives for storing and marketing farm output. 1 / 1 point20. During the second industrial revolution, the courts: Question options: a) supported the interests of workers. b) supported the interests of consumers. c) refused to hear any cases related to business interests. d) tended to favor the interests of industry over those of labor. e) tended to favor the interests of labor over those of industry. 0 / 1 point21. ) One of the reasons that the Great Strike of 1877 was important is that: Question options: a) not since the Civil War had so many people been killed. b) it underscored the tensions produced by the rapid industrialization of the time. c) the victory won by labor was the greatest for the labor movement in American history. d) it proved the theory of Social Darwinism. e) it demonstrated how effective the Knights of Labor could be in organizing workers. 22. ) The Knights of Labor: Question options: a) was an inclusive organization that advocated for a vast array of reforms. b) organized only skilled, white, native-born workers. c) did not admit women. d) never had more than a few hundred members. e) cooperated with big business. 23. ) The Social Gospel: Question options: a) was another term for Social Darwinism. b) was financed by corporate donations. c) was part of the Catholic Church. d) called for an equalization of wealth and power. e) did not support aid to the poor. 25. ) The Haymarket Affair: Question options: a) began with the Great Strike of 1877. b) originated in New York City. c) involved American farmers on strike. d) brought about the end of Reconstruction. e) was provoked by the 1886 bombing at a Chicago labor rally.Chapter 171 / 1 point1. ) Farmers believed that their plight derived from all of the following EXCEPT: Question options: a) high freight rates charged by railroads. b) excessive interest rates for loans from bankers. c) the high tariff policies of the federal government. d) the fiscal policy that reduced the supply of money in the economy. e) the free and unlimited coinage of silver. 1 / 1 point2. ) The Farmers’ Alliance: Question options: a) successfully worked with banks. b) was subsidized by the railroad industry. c) sought to improve conditions through cooperatives. d) achieved its goals and disbanded shortly after its founding. e) was limited only to the Northeast. The Populist platform: a) called for the end of a ll government. b) supported the interests of big business. c) called for government control of business. d) appealed only to industrial workers. e) appealed only to farmers. Which was NOT part of the Populist platform? Question options: a) a graduated income tax b) direct election of U. S. senators c) government ownership of railroads d) higher tariffs e) workers’ right to form unions| The severe depression of 1893: Question options: a) was quickly over, and the economy was soon booming. b) caused little if any hardship. c) affected only factory workers. d) was a period in which labor and capital worked together harmoniously. e) was marked by high and long-term unemployment, exemplified by Coxey’s Army. How were federal troops used in the Pullman Strike of 1894? Question options: a) As moderators between the employees and employers b) To help suppress the strikers on behalf of the owners c) They were not used at all. d) As workers themselves, to replace the striking workers e) As spies, such as an early Federal Investigation BureauQuestion 7 0 / 1 point| William Jennings Bryan: a) wrote utopian novels. b) ran for president in 1896 on the free silver platform. c) argued in favor of the gold standard. d) ran as a Republican and a Populist in 1896. e) was especially popular in the Northeast. Who migrated to Kansas during the Kansas Exodus? Question options: a) Indians b) working-class families c) Chinese d) blacks e) white sharecroppersQuestion 9 0 / 1 pointPlessy v. Ferguson: Question options: a) was a unanimous decision. b) sanctioned racial segregation. c) voided the Thirteenth Amendment. d) limited the hours that women could legally work. e) was fully supported by Booker T. Washington. Question 10 1 / 1 pointIn Plessy v. Ferguson (1896), the Supreme Court: a) ruled that â€Å"separate but equal† accommodations were constitutional. b) ruled that â€Å"separate but equal† accommodations were unconstitutional. c) supported the right of women to vote. d) supported the right of workers to join unions. e) supported the right of African-Americans to vote. The new immigrants: a) were seen as no different from the old immigrants. b) received a warm welcome in America. c) came from southern and eastern Europe. d) were few in number. e) came mostly from Great Britain. Question 12 0 / 1 pointThe Immigration Restriction League: Question options: a) called for increased immigration from Asia. b) was founded by new immigrants. c) wanted to bar immigrants under the age of eighteen. d) wanted to bar immigrants who were illiterate. e) wanted to end all immigration. Question 13 1 / 1 pointThe Chinese Exclusion Act of 1882: Question options: a) led to an increase in civil rights for Chinese people and Chinese-Americans living in the United States. b) only barred immigration of Chinese women. c) led to the deportation of the 105,000 Chinese people living in the United States in 1882. d) led to a decrease in discrimination and violence against the Chinese. e) was the first time race was used to exclude an entire group of people from entering the Uni ted States. Question 14 0 / 1 pointFounded in 1886, the American Federation of Labor: Question options: a) was led by Terence Powderly. b) restricted membership to only skilled workers. c) was structured much like the Knights of Labor. d) restricted membership to only unskilled workers. e) successfully organized immigrant workers. Question 15 0 / 1 pointThe American Federation of Labor’s founder Samuel Gompers used the idea of â€Å"freedom of contract† to: a) argue against interference by judges with workers’ right to organize unions. b) argue for the right of workers to form political parties to shape government. c) argue for direct confrontation between unions and corporations. d) justify the exclusion of women and blacks from the American Federation of Labor. e) explain the American Federation of Labor’s policy of admitting unskilled workers to its union. American territorial expansionism: Question options: a) began in 1890. b) was a feature of Americ an life since well before independence. c) began with the Spanish-American War. d) began with the war in the Philippines. e) began with the Monroe Doctrine. Question 17 0 / 1 pointJournalists who worked for newspapers like William Randolph Hearst’s New York Journal, which sensationalized events to sell papers, were called: Question options: a) yellow journalists. b) trustees. c) social reformers. d) muckrakers. e) freelancers. Question 18 0 / 1 point| Which statement about the Spanish-American War is true? Question options: a) The war lasted only four months and resulted in less than 400 battle casualties. b) Congress indicated that it was going to war to annex Cuba. c) The war came as little surprise given the fact that William McKinley campaigned in 1896 on a platform favoring imperial expansion. d) Admiral Dewey secured Manila Bay by defeating the Spanish in a bloody three-day battle. e) The treaty that ended the war granted U. S. citizenship to the peoples of the Philippines, Puerto Rico, and Guam. Question 19 0 / 1 point| In 1899, President William McKinley explained in an interview with Methodist Church leaders that his decision to annex the Philippines: Question options: a) was an easy foreign-policy decision. b) was dishonorable and undermined U. S. democracy. c) was in part based on his desire to educate and uplift the Filipinos. d) was bad for U. S. business interests. e) was part of his plan to grant Filipinos U. S. citizenship. Question 20 0 / 1 pointThe Platt Amendment: Question options: a) recognized Cuban autonomy. b) granted independence to Puerto Rico. c) limited the U. S. presence in the Philippines. d) authorized the United States to intervene militarily in Cuba. e) provided for the annexation of Hawaii. Question 21 0 / 1 pointThe Philippine War: Question options: a) resulted in Filipino independence. b) was far longer and bloodier than the Spanish-American War. c) was little debated at the time. d) was part of the American effort to liberate the Philippines. e) is well remembered today. Question 22 0 / 1 pointAll of the following statements about Emilio Aguinaldo are true EXCEPT: Question options: a) Aguinaldo led the Filipino armed struggle for independence against Spain. b) Aguinaldo led the Filipinos in the war against the United States. c) Aguinaldo believed that Filipinos could only govern themselves with U. S. assistance. d) Aguinaldo opposed American imperialism. e) Aguinaldo argued that the United States was betraying its own values by annexing the Philippines. Question 23 0 / 1 pointThe â€Å"white man’s burden†: Question options: a) refers to the horrors of lynching. b) refers to the failure of Reconstruction. c) was a term coined by Mark Twain. d) comes from a poem by Rudyard Kipling. e) comes from a speech by Booker T. Washington. Question 24 0 / 1 pointDuring the â€Å"Age of Empire,† American racial attitudes: Question options: a) had a global impact. b) inspired laws adopted in Canada that expanded the rights of Chinese people. c) inspired Australians to grant suffrage to native peoples. d) influenced South Africans’ decision to abandon apartheid. e) had a limited impact. Question 25 1 / 1 pointSupporters of the Anti-Imperialist League: a) wanted to civilize â€Å"savage† peoples. b) argued in favor of â€Å"benevolent† imperialism. c) maintained that Filipinos were entitled to U. S. citizenship. d) argued that Puerto Ricans were entitled to U. S. citizenship. e) believed that American energies should be directed at home, not abroad.Question 1 0 / 1 pointThe word â€Å"Progressivism† came into common use around 1910: Question options: a) as a way of describing a broad, loosely defined political movement of individuals and groups. b) as an anti-business term. c) denoting a group that appealed only to women. d) as another term for socialism. e) and represented those who advocated revolution. Question 2 0 / 1 pointThe Progressive movement drew its strength from: Question options: a ) big business. b) farmers. c) middle-class reformers. d) military leaders. e) socialists. Question 3 0 / 1 pointDuring the Progressive era: Question options: a) cities declined in importance. b) social reformers concentrated their efforts on rural areas. c) cities attracted only the wealthy. d) urban development highlighted social inequalities. e) cities competed with rural areas for government projects. Question 4 1 / 1 pointNewspaper and magazine writers, who exposed the ills of industrial and urban life, fueling the progressive movement, were known as: a) yellow journalists. b) trustees. c) social reformers. d) muckrakers. e) freelancers. Question 5 0 / 1 pointThe writer whose work encouraged the passage of the Meat Inspection Act was: Question options: a) Henry George. b) Theodore Dreiser. c) Upton Sinclair. d) Ida Tarbell. e) Lincoln Steffens. Question 6 0 / 1 pointDuring the Progressive era: Question options: a) new immigration from southern and eastern Europe reached its pea k. b) overall immigration declined dramatically. c) the main point of entry for European immigrants was Boston. d) the vast majority of immigrants came from Ireland. e) all immigration was banned. Question 7 0 / 1 pointDuring the Progressive era: Question options: a) growing numbers of native-born white women worked as domestics. b) most African-American women worked in factories. c) most eastern European immigrant women worked as telephone operators. d) growing numbers of native-born white women worked in offices. e) the number of married women working declined. Question 8 0 / 1 pointThe term â€Å"Fordism†: a) refers to Henry Ford’s invention of the automobile. b) was used by labor unions, who hailed Ford’s innovative approach. c) describes an economic system based on limited production of high-end goods. d) refers to Henry Ford’s effort to organize workers into a union. e) describes an economic system based on mass production and mass consumption. Scientific management: Question options: a) was a way to ensure industrial freedom. b) was pioneered by Frederick W. Taylor. c) was welcomed by skilled workers. d) was introduced by Samuel Gompers. e) put worker concerns ahead of profit. Question 10 0 / 1 pointIn the early twentieth century, the Socialist Party advocated for all of the following EXCEPT: Question options: a) free college education. b) legislation to improve the condition of laborers. c) public ownership of railroads. d) national health insurance. e) public ownership of factories. Question 11 0 / 1 pointBy 1912, the Socialist Party: Question options: a) appealed only to immigrants. b) appealed only to industrial workers. c) had elected scores of local officials. d) was concentrated in New York City. e) had yet to elect a member to Congress. Question 12 0 / 1 pointWhich statement about the American Federation of Labor in the early twentieth century is FALSE? Question options: a) the AFL represented skilled workers only. b) AFL membership tripled between 1900 and 1904. c) the AFL forged closer ties with corporate leaders to stabilize employee relations. d) the AFL established pension plans for long-term workers. e) the AFL proposed an overthrow of the capitalist system. Question 13 0 / 1 pointWhat Progressive-era issue became a crossroads where the paths of labor radicals, cultural modernists, and feminists intersected? Question options: a) trust-busting b) the initiative and referendum c) women’s suffrage d) unionism e) birth controlQuestion 14 1 / 1 pointWhich of the following is NOT a characteristic of Progressive reformers? Question options: a) Progressives were mainly urban and middle class. b) Progressives pursued radical alternatives to capitalism. c) Progressives implemented several of the reforms advocated earlier by Populists. d) Progressives were involved in a variety of reforms in the political, economic, and social realms. e) Progressives believed in the spirit of human progress . Question 15 0 / 1 pointWhich of the following social groups was NOT heavily involved in the Progressive movement? Question options: a) big-city-machine politicians b) the urban middle class c) women d) muckraker journalists e) white ProtestantsQuestion 16 0 / 1 pointAll of the following statements about Urban Progressives are true EXCEPT: a) They worked to reform the structure of government. b) They sought to establish public control of gas and water works. c) They raised taxes to increase spending on schools and parks. d) They sought to improve public transportation. e) They worked with political machines. Question 17 1 / 1 pointProgressive governor of Wisconsin, Robert La Follette, instituted all of the following reforms EXCEPT: Question options: a) utilizing primary elections to select candidates. b) taxing corporate wealth. c) regulating railroads and utilities. d) drawing on nonpartisan university faculty. e) using political bosses to staff his administration. Question 18 1 / 1 pointElectoral reform during the Progressive era: Question options: a) expanded the electorate significantly. b) had little impact, especially in the cities. c) enfranchised African-Americans. d) actually limited many Americans’ right to vote. e) did away with all residency requirements for voting. Question 19 1 / 1 pointAll of the following measures expanded democracy during the Progressive era EXCEPT: Question options: a) the Seventeenth Amendment to the Constitution. b) the use of primary elections among party members to select candidates. c) the Nineteenth Amendment to the Constitution. d) the popular election of judges. e) literacy tests and residency requirements. Question 20 1 / 1 pointA cause not widely championed by Progressives was: a) regulating industry. b) women’s suffrage. c) prohibiting alcohol. d) civil rights for blacks. e) reducing the poverty of the cities. The Progressive presidents were: Question options: a) Theodore Roosevelt, William Howard Taft, and Woodrow Wilson. b) Grover Cleveland, William McKinley, and Theodore Roosevelt. c) Abraham Lincoln, Ulysses S. Grant, and Rutherford B. Hayes. d) Benjamin Harrison, Grover Cleveland, and William McKinley. e) William Howard Taft, Woodrow Wilson, and Warren G. Harding. Question 22 0 / 1 pointWho used the Sherman Antitrust Act to dissolve J. P. Morgan’s Northern Securities Company? Question options: a) Theodore Roosevelt b) Samuel Gompers c) William Howard Taft d) Louis Brandeis e) Woodrow WilsonQuestion 23 0 / 1 pointAs a Progressive president, Theodore Roosevelt: Question options: a) demanded less economic regulation. b) supported the interests of big business. c) supported the conservation movement. d) dismantled the Interstate Commerce Commission. e) established the Federal Reserve system. Question 24 1 / 1 pointIn 1912, New Freedom: Question options: a) was Theodore Roosevelt’s campaign pledge that government should have a greater regulatory role. b) was Eugene Debs’s campaign pledge that government should abolish all private property. c) was Woodrow Wilson’s campaign pledge that governm ent should renew economic competition with less government intervention. d) was the campaign slogan of the women’s suffrage movement. e) was a term coined by Margaret Sanger for the birth-control movement. Question 25 0 / 1 pointAs a Progressive president, Woodrow Wilson: Question options: a) raised tariffs immediately. b) aggressively engaged in trust-busting. c) always advocated for the interests of labor. d) created no new government agencies. e) signed into law the Keating-Owen Act.Question 1 0 / 1 pointBetween 1898 and 1934, the United States intervened militarily numerous times in Caribbean countries: Question options: a) in order to gain territory for the United States. b) in order to spread liberty and freedom in the region. c) because the democratic leaders of the region asked the United States for aid in suppressing rebellions. d) in order to fight European powers who sought to establish colonies in the area. e) in order to protect the economic interests of American banks and investors. Question 2 0 / 1 pointTheodore Roosevelt’s taking of the Panama Canal Zone is an example of: Question options: a) his ability to speak softly in diplomatic situations when he knew he was outgunned. b) international Progressivism—the United States was intervening with the sole purpose to uplift the peoples of Central America. c) liberal internationalism, since he worked closely with the French to work out a deal favorable to Panama. d) his belief that civilized nations had an obligation to establish order in an unruly world. e) one of the many wars in which Roosevelt involved the United States. Question 3 0 / 1 pointThe Roosevelt Corollary: a) claimed the right of the United States to act as a police power in the Western Hemisphere. b) claimed the right of the United States to act as a police power in Asia. c) claimed the right of the United States to act as a police power in Africa. d) was also known as Dollar Diplomacy. e) contradicted the Monroe Doctrine. Question 4 0 / 1 pointDollar Diplomacy: Question options: a) characterizes the foreign policy of Theodore Roosevelt. b) was put in place by Woodrow Wilson regarding Mexico. c) was used by William Howard Taft instead of military intervention. d) was seldom used and never successfully. e) was applied only in Asia. Question 5 0 / 1 pointWoodrow Wilson’s moral imperialism in Latin America produced: Question options: a) eight years of unprecedented stability in the region. b) more military interventions than any other president before or since. c) economic growth and diversity for the region. d) very little to show for the policy, as his attention was mostly on Europe. e) strong allies for the United States in World War I, especially Mexico. Question 6 0 / 1 pointAs president, Woodrow Wilson: Question options: a) pledged to continue Dollar Diplomacy. b) emphasized the profit aspect of foreign trade. c) never resorted to military intervention abroad. d) pledged to stay o ut of Latin America and kept his word. e) believed that the export of U. S. manufactured goods went hand in hand with the spread of democracy. Question 7 1 / 1 pointWorld War I: a) was known as the Good War. b) resulted in limited casualties. c) pitted the British against France. d) began with the assassination of an American diplomat. e) was rooted in European contests over colonial possessions. As war broke out in Europe, Americans: Question options: a) were deeply divided. b) were rather ambivalent. c) mostly supported the British. d) mostly supported the Germans. e) supported U. S. involvement. Question 9 1 / 1 pointThe policy of U. S. neutrality was: Question options: a) honored by all the combatants. b) tested only by the British. c) tested only by the Germans. d) tested by both the British and Germans. e) vetoed by President Wilson. Question 10 0 / 1 pointWilson’s Fourteen Points included all of the following principles EXCEPT: Question options: a) an end to colonization. b) self-determination for all nations. c) freedom of the seas. d) open diplomacy. e) free trade. Question 11 0 / 1 point| The Fourteen Points attempted to: Question options: a) consolidate political power at home. b) provide a peace agenda to create a new democratic world order. c) quiet growing criticism from the Republicans that Wilson was an inept leader. d) outline the Progressive Party’s campaign platform for the 1920 election. e) organize alliances after the war among fourteen prominent nations. Question 12 1 / 1 pointThe Fourteen Points: Question options: a) were proposed by Germany. b) were endorsed by all the Allies. c) established the right of imperial governments to rule. d) sought to establish the right of national self-determination. e) supported the Bolshevik Revolution. Question 13 0 / 1 pointDuring World War I, federal powers: Question options: a) stayed the same. b) were delegated to the states. c) expanded greatly. d) were limited. e) changed little. Question 14 1 / 1 pointThe Committee on Public Information: Question options: a) was directed by William Jennings Bryan. b) protec ted civil liberties. c) was a government agency that sought to shape public opinion. d) was affiliated with the Socialist Party. e) was limited in its efforts. Question 15 1 / 1 pointThe Nineteenth Amendment: a) barred states from using race as a qualification for voting. b) barred states from using sex as a qualification for voting. c) was never ratified. d) prohibited states from denying Chinese immigrants the right to vote. e) prohibited states from denying any immigrants the right to vote. The Eighteenth Amendment: Question options: a) prohibited the manufacture and sale of alcoholic beverages. b) prohibited the manufacture and sale of any German products. c) was never ratified. d) barred states from passing laws prohibiting alcohol manufacture or sale. e) protected the beer industry. Question 17 1 / 1 pointThe Espionage Act (1917) and the Sedition Act (1918): Question options: a) expanded civil liberties during World War I. b) were aimed only at immigrants. c) were rarely enforced. d) restricted freedom of speech. e) were opposed by Woodrow Wilson. Question 18 1 / 1 pointThe anti-German crusade included all of the following measures EXCEPT: Question options: a) changing â€Å"hamburger† to â€Å"liberty sandwich. † b) changing â€Å"sauerkraut† to â€Å"liberty cabbage. c) banning German music. d) the decline in teaching German language. e) barring German-Americans from serving in the military. Question 19 1 / 1 pointW. E. B. Du Bois: Question op tions: a) agreed with Booker T. Washington that blacks should accept segregation. b) chose scholarship over political action. c) founded the National Association for the Advancement of Colored People (NAACP). d) worked closely with Woodrow Wilson. e) agreed with Booker T. Washington that vocational education was best for African-Americans. Question 20 0 / 1 pointâ€Å"The Great Migration† refers to: Question options: a) whites settling the West. b) Indian removal. c) blacks moving from the South to the North. d) blacks moving from the North to the South. e) the massive influx of southern and eastern European immigrants. Question 21 0 / 1 pointWho led a black separatist movement? Question options: a) W. E. B. Du Bois b) Booker T. Washington c) Frederick Douglass d) Langston Hughes e) Marcus GarveyQuestion 22 1 / 1 pointIn response to the Russian Revolution that led to the creation of the communist Soviet Union, the United States: Question options: a) diplomatically recognized the Soviet Union. b) aided supporters of communist rule in the Soviet Union during a civil war in 1918. c) invited the Soviet Union to the Versailles peace conference. d) pursued a policy of anticommunism that would remain at the center of American foreign policy during the twentieth century. e) invited Vladimir Lenin, the head of the Soviet Union, to the United States. Question 23 1 / 1 pointHow did World W ar I and the rhetoric of freedom shape the labor movement and workers’ expectations? a) World War I had a minimal impact on the labor movement. b) There were very few labor strikes after the war. c) Wartime propaganda did not shape the way workers viewed the postwar period. d) The wartime language of democracy and freedom inspired hopes among American workers that social and economic justice was at hand. e) Workers abandoned their push for the eight-hour day. Question 24 1 / 1 pointThe Red Scare: Question options: a) was caused by the fear of a Russian invasion. b) advanced the cause of labor. c) strengthened the Industrial Workers of the World. d) was an influenza epidemic. e) was an intense period of political intolerance inspired by labor strikes and fears of the Russian Revolution. Question 25 0 / 1 pointThe Treaty of Versailles: Question options: a) was a fair and reasonable document given the circumstances. b) allowed Germany equal participation in the negotiation proce ss. c) required Germany to pay over $33 billion in reparations. d) rejected Wilson’s idea for a League of Nations. e) declared Ireland’s independence. Question 26 0 / 1 pointThe Treaty of Versailles: Question options: a) was never ratified by the United States Senate. b) was supported by Republicans. c) was written by Henry Cabot Lodge. d) ended American involvement in Mexico. e) created the United Nations. Question 27 0 / 1 pointSenators opposing America’s participation in the League of Nations: a) believed that it was too complicated an organization to join. b) argued that it would threaten to deprive the country of its freedom of action. c) complained that they would only support it if the league was located in New York. d) were convinced that Great Britain was not going to join, thus making it a weak organization. e) were ultimately defeated, and the United States joined the league in 1921.Chapter 181 / 1 pointRailroads were to the late nineteenth century wh at ____________ were to the 1920s. Question options: a) cars b) radios c) stock markets d) telephones e) airplanesQuestion 2 1 / 1 pointThe backbone of economic growth during the 1920s was the increased consumption of: Question options: a) televisions. b) railroad cars. c) automobiles. d) steel. e) textiles. Question 3 0 / 1 pointDuring the 1920s, consumer goods: Question options: a) were marketed only to wealthy Americans. b) had little impact on American life. c) included vacuum cleaners and washing machines, which Americans paid for exclusively in cash. d) were frequently purchased on credit. e) increased the demand for domestic servants. Question 4 0 / 1 pointDuring the 1920s: a) an estimated 40 percent of the population remained in poverty. b) real wages rose faster than corporate profits. c) wealth became more evenly distributed. d) small auto companies flourished. e) New England experienced an industrial revival. Question 5 1 / 1 pointAgriculture in the 1920s: Question option s: a) enjoyed its golden age. b) did not see an increase in mechanization or use of fertilizers and insecticides. c) did not significantly increase production. d) experienced declining incomes and increased bank foreclosures. e) experienced an increase in the number of farms and farmers. Question 6 0 / 1 pointThe Equal Rights Amendment: Question options: a) was proposed by the Women’s Trade Union League. b) proposed to eliminate all legal distinctions based on sex. c) protected mother’s pensions. d) had widespread support from all major female organizations. e) became law along with an amendment banning child labor. Question 7 0 / 1 pointFor the feminist woman in the 1920s, freedom meant: Question options: a) voting. b) owning her own property. c) the ERA. d) the right to choose her lifestyle. e) becoming a wife and mother. Question 8 1 / 1 pointThe flapper: a) epitomized the change in standards of sexual behavior. b) represented a new political movement. c) represente d a new economic radicalism. d) disapproved of smoking. e) demanded a return to earlier standards of behavior. Question 9 0 / 1 pointDuring the 1920s: Question options: a) the Federal Trade Commission aggressively regulated business. b) government polices reflected the pro-business ethos of the decade. c) Nebraska senator George W. Norris represented the interests of business. d) the Harding administration distanced itself from the business community. e) the courts became increasingly pro-labor. Question 10 0 / 1 pointPresident Harding’s call for a return to normalcy meant: Question options: a) bringing back the Progressive spirit of reform. b) demobilizing from World War I. c) getting women back into the home from their wartime jobs. d) a call for the regular order of things, without excessive reform. e) an end to the radicalism of the Red Scare. Question 11 1 / 1 pointThe McNary-Haugen Bill: Question options: a) was supported by Calvin Coolidge. b) was designed to make U. S . Steel more competitive. c) proposed the government purchase of farm products so as to raise prices. d) proposed the government purchase of textiles so as to raise prices. e) outlawed lynching. Question 12 0 / 1 pointAmerican foreign policy during the 1920s: Question options: a) reflected the close working relationship between government and business. b) expanded on Woodrow Wilson’s goal of internationalism. c) included the lowering of tariffs. d) discouraged American business investment abroad. e) included a complete retreat from military intervention. Question 13 0 / 1 pointThe Scopes trial illustrated a divide between: Question options: a) modernism and fundamentalism. b) Progressives and Democrats. c) liberalism and conservativism. d) cultural diversity and nativism. e) feminism and machismo. Question 14 0 / 1 pointThe Scopes trial of 1925: Question options: a) involved a teacher who espoused Social Darwinism. b) pitted creationists against evolutionists. c) was a victory for religious fundamentalism. d) was a victory for birth-control advocates. e) ended once and for all the discussion of teaching the theory of evolution in public schools. Question 15 0 / 1 pointAll of the following statements about the1924 Immigration Act are true EXCEPT: Question options: a) the 1924 Immigration Act reflected the Progressive desire to improve the quality of democratic citizenship and to employ scientific methods to set public policy. b) the 1924 Immigration Act satisfied the demands of large farmers in California, who relied heavily on seasonal Mexican labor, by not setting limits on immigration from the Western Hemisphere. c) the 1924 Immigration Act barred immigration from Asia. d) the 1924 Immigration Act limited immigration from Europe. e) the 1924 Immigration Act sought to ensure that more immigrants came from southern and easte rn Europe than from northern and western Europe. Question 16 0 / 1 pointThe 1924 Immigration Act: a) prohibited all Mexican immigration. b) set quotas based on the census of 1900. c) set quotas that favored immigration from northern and western Europe. d) set quotas that favored immigration from southern and eastern Europe. e) expanded Asian immigration. Question 17 1 / 1 pointThe Harlem Renaissance: Question options: a) included writers and poets such as Langston Hughes and Claude McKay. b) included singers such as Etta James and Dinah Washington. c) privileged an African heritage over that of the black experience in the South. d) downplayed racism in America. e) represented a rejection of capitalism. Question 18 1 / 1 point| In 1928, Herbert Hoover: Question options: a) won the presidency, primarily because of his sterling reputation and the general, apparent prosperity of the nation. b) lost the presidency, primarily because he was a Catholic. c) called for repeal of Prohibition. d) ran for president as a Democrat. e) had little government experience. Question 19 0 / 1 pointThe Great Depression was caused by all of the following factors EXCEPT: Question options: a) a land speculation bubble in Florida. b) an unequal distribution of wealth. c) an agricultural recession throughout the decade. d) stagnated sales in the auto and consumer goods industries after 1926. e) increased government regulation of banking and the stock market. A main cause of the Great Depression was: a) Hoover’s ties with business. b) increased European demand for American goods. c) declining American purchasing power. d) excessive government regulation of business. e) the 1924 Immigration Act. Question 21 1 / 1 pointHoover’s response to the Depression included all of the following measures EXCEPT: Question options: a) a tax increase. b) higher tariffs. c) the Reconstruction Finance Corporation. d) the Federal Home Loan Bank System. e) a reduction in the size of the army. Question 22 1 / 1 pointPresident Hoover responded to the onset of the Depression by: Question options: a) immediately increasing government aid to the unemployed. b) cutting taxes. c) decreasing tariffs. d) reassuring Americans that â€Å"the tide had turned. † e) resigning from office. Question 23 1 / 1 pointThe Hawley-Smoot Tariff: Question options: a) raised taxes on imported goods. b) increased international trade. c) was vetoed by Hoover. d) had no effect on the economy in 1930. e) improved the economy slightly in 1930. Question 24 1 / 1 pointThe Reconstruction Finance Corporation: a) offered aid to home owners facing foreclosure. b) made loans to failing businesses. c) offered direct relief to the unemployed. d) was vetoed by Hoover. e) ended the Great Depression.Question 1 0 / 1 pointDuring the Roosevelt administration, the Democratic Party emerged into a coalition that included all of the following EXCEPT: Question options: a) farmers. b) the white supremacist South. c) the business elite. d) industrial workers. e) northern African-Americans. Question 2 0 / 1 pointLiberalism during the New Deal came to be understood as: Question options: a) limited government and free market enterprise. b) active government to uplift less fortunate members of society. c) a trust in the government to regulate personal behavior. d) individual autonomy, limited government, and unregulated capitalism. e) workers’ ownership of the mea ns of production. Question 3 0 / 1 pointThe Great Depression and the economic crisis that ensued discredited supporters of: Question options: a) Keynesian economics. b) liberalism. c) unregulated capitalism. d) fascism. e) communism. Question 4 1 / 1 pointIn his 1932 campaign for the presidency, Franklin D. Roosevelt promised Americans a policy change he called the: a) New Freedom. b) New Nationalism. c) New Deal. d) Fair Deal. e) Great Society. Question 5 0 / 1 pointThe New Deal: Question options: a) included a reliance on economic planning. b) was based on socialism. c) was based on fascism. d) was similar to Stalin’s economic policy. e) rejected the thinking of John Maynard Keynes. | Question 6 0 / 1 pointThe first thing that Roosevelt attended to as president was the: Question options: a) housing crisis. b) farming crisis. c) banking crisis. d) unemployment crisis. e) tariff crisis. Question 7 0 / 1 pointThe Glass-Steagall Act: Question options: a) maintained the gold standard. b) had little impact on the banking system. c) made legal the buying and selling of stocks by banks. d) established the Federal Deposit Insurance Corporation. e) is still in effect today. Question 8 1 / 1 pointThe National Industrial Recovery Act: a) was never passed. b) established codes that set standards for production, prices, and wages in several industries. c) established codes that continued the open-shop policies of the 1920s. d) encouraged â€Å"cutthroat† competition between businesses. e) was modeled on Stalin’s economic policies. Question 9 0 / 1 pointThe Civilian Conservation Corps: Question options: a) was created during the â€Å"Second New Deal. † b) w as headed by Hugh S. Johnson. c) put young women to work in schools. d) put older workers back to work. e) put young men to work in national parks. Question 10 0 / 1 point| Which New Deal program put the federal government for the first time in the business of selling electricity in competition with private companies? Question options: a) the Tennessee Valley Authority b) the Rural Electrification Administration c) the National Recovery Act d) the Reconstruction Finance Corporation e) the Works Project AdministrationQuestion 11 0 / 1 pointThe Agricultural Adjustment Act: Question options: a) raised farm prices by establishing quotas and paying farmers not to plant more. b) lowered farm prices by establishing quotas and paying farmers to grow more. c) was beneficial to sharecroppers and tenant farmers. d) established a government program of distributing food to the hungry. e) was limited to the West Coast. Question 12 0 / 1 pointThe First New Deal: a) was a series of experiments, some of which succeeded and some of which failed. b) led to the construction of few public facilities. c) ended unemployment. d) ended the Great Depression. e) provided relief t o very few Americans. Question 13 1 / 1 pointWhich two New Deal programs did the Supreme Court rule unconstitutional? Question options: a) Securities and Exchange Commission and Public Works Administration b) National Recovery Administration and Civilian Conservation Corps c) Glass-Steagall Act and Agricultural Adjustment Act d) Wagner Act and National Recovery Administration e) Agricultural Adjustment Act and National Recovery AdministrationQuestion 14 0 / 1 pointBy 1935, the New Deal: Question options: a) had ended the Depression. b) had the full support of the Supreme Court. c) was validated in the United States v. Butler decision. d) faced mounting pressures and criticism. e) was declared unconstitutional. Question 15 0 / 1 pointWhich statement best describes Huey Long, Upton Sinclair, and Dr. Francis Townsend? Question options: a) They all challenged Roosevelt to move further to the left of center. b) They were all supported by the Republican Party. c) Each was a socialist radi cal. d) Despite representing interesting movements, none of them had much of a following. e) They all ended up in jail during World War II for having communist sympathies. Question 16 0 / 1 pointThe Share Our Wealth movement was: Question options: a) led by Dr. Francis Townsend and directed at Americans over the age of sixty. b) led by Henry Ford and directed at auto manufacturers. c) led by Father Charles E. Coughlin and directed at Catholics. d) led by Louisiana senator Huey Long and gained a national following. e) introduced by Franklin Roosevelt as part of the New Deal. Question 17 0 / 1 pointThe Second New Deal: Question options: a) focused on economic security. b) focused on economic relief. c) focused on business recovery. d) focused on civil liberties. e) included no new taxes. | Question 18 1 / 1 pointThe Social Security Act of 1935: Question options: a) was vetoed by President Roosevelt. b) was the British version of the welfare state. c) designed a program of relief funded only by federal money. d) included old-age pensions, unemployment relief, and aid to families with dependent children. e) covered all workers, regardless of race or gender. Question 19 0 / 1 pointThe New Deal concentrated power in the hands of: Question options: a) the executive branch. b) the legislative branch. c) the judicial branch. d) local government. e) state government. Question 20 0 / 1 pointWhy did FDR try to change the balance on the Supreme Court? a) He feared the Supreme Court might invalidate the Wagner and Social Security acts. b) He was worried about being able to run for a third term as president. c) He needed the Court’s support for upcoming war measures against Germany. d) He feared that the Supreme Court might invalidate the National Recovery Act or the Agricul tural Adjustment Act. e) He feared that the Supreme Court might deem sit-down strikes unconstitutional. Question 21 0 / 1 point| Under New Deal reform, African-Americans: Question options: a) worked in integrated CCC camps. b) benefited from the â€Å"southern veto. † c) were universally covered by the Fair Labor Standards Act. d) passed a federal antilynching law. e) were mostly excluded from Social Security benefits. Question 22 1 / 1 pointFederal housing policy: Question options: a) undermined racism. b) expanded funding to integrated neighborhoods. c) weakened the power of local governments. d) reinforced residential segregation. e) was part of the Social Security Act. | Question 23 0 / 1 pointIn 1938, Congress established the House Un-American Activities Committee, which: Question options: a) was part of the expanded notion of civil liberties under the New Deal. b) subscribed to an expanded definition of â€Å"un-American† that included liberal Democrats and labor organizers. c) was immediately vetoed by the president. d) focused on racism in the South. e) focused only on communists. Question 24 0 / 1 pointWhat ended the Great Depression? Question options: a) New Deal programs b) the rebound of the stock market c) World War II spendingd) laissez-faire government e) a bailout by J. P. Morgan Question 25 0 / 1 point The New Deal failed to generate: Question options: a) hope. b) an economic recovery. c) jobs. d) social security. e) labor reform.Question 1 1 / 1 pointThe Four Freedoms: Question options: a) was a campaign slogan of the Republicans. b) were the war aims of Nazi Germany. c) were President Roosevelt’s statement of the Allied w ar aims. d) included the freedom to join the Communist Party. e) did not apply to Jehovah’s Witnesses. Question 2 0 / 1 point| During the 1930s, the Good Neighbor Policy: Question options: a) included the renewal of the Platt Amendment. b) maintained the right of American military intervention in Latin America. c) was a foreign policy based on the recognition of the autonomy of Latin American countries, including those that were ruled by dictatorships. d) was a foreign policy that recognized the autonomy of Latin American countries but assisted in democratic revolutions. e) included a continued U. S. military presence in Haiti and Nicaragua. Question 3 0 / 1 pointWho is considered the founder of fascism? a) Benito Mussolini b) Adolf Hitler c) Francisco Franco d) Joseph Stalin e) Hideki TojoQuestion 4 0 / 1 pointFrance and Britain’s policy toward Germany of giving concessions in hopes of avoiding war was called: Question options: a) isolationism. b) detente. c) internationalism. d) appeasement. e) provocation. Question 5 1 / 1 pointAs fascism rose in Europe and Asia during the 1930s, most Americans: Qu estion options: a) supported U. S. intervention. b) supported U. S. neutrality. c) wanted to move beyond isolationism. d) remained ambivalent. e) favored an end to international trade. Question 6 0 / 1 pointIn 1940, the â€Å"cash and carry† plan: Question options: a) allowed Great Britain to purchase U. S. arms on a restricted basis. b) allowed Germany to purchase U. S. arms on a restricted basis. c) allowed Japan to purchase U. S. arms on a restricted basis. d) allowed all belligerents to purchase U. S. arms on a restricted basis. e) was voted down by Congress. Question 7 1 / 1 pointMen like Henry Ford, Charles Lindbergh, and Father Coughlin were members of the a) America Now! ommittee, an interventionist group. b) Anti-Semitism Society, a group that blamed the Jews for the war. c) America First committee, an isolationist group. d) Lend-Lease League, a group that supported technology for the war. e) Free Paris Society, a group that advocated the liberation of Paris. Questio n 8 1 / 1 pointThe Lend-Lease Act: Question options: a) authorized military aid to Germany and Japan. b) authorized military aid to those fighting against Germany and Japan. c) excluded China. d) excluded the Soviet Union. e) maintained trade relations with Japan. Question 9 1 / 1 pointDecember 7, 1941, is known as a â€Å"date that will live in infamy,† referring to: Question options: a) the German invasion of Poland. b) the Japanese assault on Indochina. c) the Japanese attack on Pearl Harbor. d) the German declaration of war against the United States. e) Jeannette Rankin’s vote against a declaration of war. Question 10 0 / 1 pointâ€Å"D-Day† refers to the: Question options: a) Allied invasion of the Soviet Union. b) Allied invasion of Japan. c) Japanese attack on Pearl Harbor. d) dropping of the atomic bombs on Japan. e) Allied invasion of Europe at Normandy. Question 11 0 / 1 pointWhat was the â€Å"final solution†? Question options: a) the Allied op eration for D-Day b) Adolf Hitler’s plan to mass-exterminate â€Å"undesirable† peoples c) the United States’ plan for the atomic bombs to be dropped on Japan d) Japan’s plan to attack Pearl Harbor e) Joseph Stalin’s plan to spread communism throughout the worldQuestion 12 0 / 1 pointIn the United States during World War II: Question options: a) unemployment declined, production soared, and income taxes increased. b) the economy grew only slightly. c) income taxes increased only for the wealthy. d) little was done to regulate the economy. e) the actual size of the federal government shrank as the New Deal ended. Question 13 1 / 1 pointThe Office of War Information: Question options: a) imprisoned isolationists. b) cast the War’s sole goal as retaliation against the Japanese. c) attempted to stir up nationalist hysteria. d) was a New Deal social program. e) used radio, film, and press to give the war an ideological meaning. Question 14 0 / 1 pointWomen working in defense industries during the war: Question options: a) were viewed as permanent workers after the war, so long as they did a good job. b) were told by advertisers that they were fighting for freedom. c) had little impact on the war effort. d) were small in number, as most women took clerical work or joined the military service as nurses. e) were all young, single women who left their jobs once they got married. Question 15 1 / 1 pointThe GI Bill of Rights: a) was very limited in scope. b) included scholarships for education and low-cost mortgage loans for veterans. c) extended benefits to very few veterans. d) did not include job training. e) had limited impact on postwar society. Question 16 1 / 1 pointThe program that began in 1942 that allowed experienced Mexican agricultural workers to cross the border to work under government labor contracts was called the: Question options: a) bracero program. b) Chicano program. c) migrant-worker program. d) â€Å"zoot suit† program. e) pueblo program. Question 17 1 / 1 pointUnder the bracero program: Question options: a) Mexican immigrants were denied entry to the United States. b) Mexican immigrants were eligible for citizenship. c) Mexicans were encouraged to immigrate, but they were denied the right of citizenship. d) Indians were encouraged to leave their reservations. e) marriages between Mexicans and Americans were banned. Question 18 0 / 1 pointExecutive Order 9066: Question options: a) was overturned by the Supreme Court. b) authorized the internment of German-Americans. c) authorized the internment of Italian-Americans. d) authorized the internment of Japanese-Americans. e) exempted all those who were technically American citizens. Question 19 0 / 1 pointIn Korematsu v. United States, the Supreme Court: a) deemed Japanese internment unconstitutional. b) upheld the legality of Japanese internment. c) deemed loyalty oaths constitutional. d) barred Japanese-Americans from serving in the U. S. military. e) apologized for Japanese internment. Question 20 1 / 1 pointDuring World War II, African-Americans: Question options: a) experienced full equality before the law. b) witnessed the end of Jim Crow laws. c) served in integrated units in the armed forces. d) received equal access to the GI Bill of Rights benefits. e) witnessed the birth of the modern civil rights movement. Question 21 0 / 1 pointBlack internationalism during World War II: Question options: a) was a new movement with no historical antecedents. b) was a complete rejection of Marcus Garvey’s political ideals. c) was rejected by W. E. B. Du Bois. d) rested on the idea that the plight of black Americans was connected to the plight of people of color worldwide. e) supported colonial rule. Question 22 1 / 1 pointThe dropping of the atomic bombs on Hiroshima and Nagasaki: a) had little impact on the course of the war. b) did little damage and caused few casualties. c) brought the war to an end but remains controversial. d) brought the war to an end and ca used no controversy. e) was vetoed by President Truman. At the Yalta conference in 1945: a) wartime American-Soviet cooperation was at its peak. b) Stalin was denied permission to maintain control of the Baltic states. c) Churchill agreed to end British colonial control of India. d) Stalin agreed to enter the war against the Japanese immediately. e) no plans were made regarding Poland. Question 24 0 / 1 pointThe Atlantic Charter: Question options: a) was made between Stalin and Hitler. b) outlawed submarine warfare. c) endorsed the freedoms from want and fear. d) established the World Bank and the General Agreement on Tariffs and Trade (GATT). e) established the United Nations. Question 25 0 / 1 pointWorld War II: Question options: a) led to Japan emerging as a regional power. b) led to Germany emerging as a regional power. c) led to a strengthened and victorious France. d) produced a radical redistribution of world power. e) led to the Soviet Union emerging as the dominant world power. Bottom of Form Bottom of Form