...condition of the black schools in the city (Biography.com Editors). Wells bought a share of the Free Speech and Headlight, a Memphis newspaper, and grew into a very active journalist. Her articles challenged Jim Crow laws and were written under the pseudonym “Iola”. Wells turned into an early leader who objected Southern lynching when three of her African American friends were arrested and then killed by a lynch mob. The men were owners of the successful People’s Grocery in Memphis. The murder sparked Ida B. Wells’ investigation of Southern lynching and led to the publishing of her book “Southern Horrors”. Wells shared her findings about lynching through lectures and books including “A Red Record.” In her writing, Ida B. Wells opposed the “rape myth” used commonly by lynch mobs in the South to justify the murder of African Americans. Throughout Wells’ research she found that the victims of lynching were often African Americans who challenged the authority of white people and were successful in business and politics. Ida B. Wells was forced to flee from Memphis after a mob threatened her and destroyed the offices of the Free Speech and Headlight. Wells moved to England and continued her campaign against lynching. While in Europe, Wells started the British Anti-Lynching Society; additionally, Ida B. Wells was a founding member of the National Association of Colored Women (NACW) and the National Association for the Advancement of Colored People (NAACP) (Steptoe). The fearless...
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...Mormons and anti-Mormons for several years. As I researched books and articles for my paper, I found blame for this war could be placed on either side depending on the author’s opinion. Most of the research indicated this war was a matter of fear, fortitude, power, and politics on both sides. In my opinion we cannot in good conscience say one side or the other started the war. It may not be clear who actually started the war but, the anti-Mormons appeared to have a political reason to get the Mormons out of Missouri. I did find several reasons for the war and it appeared the anti-Mormons had the most to gain. One such reason I found was Joseph Smith, the founder of the Church of Jesus Christ of Latter Day Saints. Smith believed and reveled to the Latter Day Saints the second coming of Christ would happen near the town of Independence, Missouri. It wasn’t long after Mormons from across the country descended on Jackson County. Causing a rapid growth of Mormon settlements in this area, they came to build up what they thought would be their “City of Zion” in 1831. It didn’t take anti-Mormons in the area long to become alarmed at how fast the settlement was growing. Some of the alarm came from both sides having different fundamental values and views on community affairs, religious believes were different and Mormons especially did not approve of slavery. Mormon also held abolitionist viewpoints...
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...Geni Solis History 1 History Paper Research Draft Professor Kimberlee Dunn March 31, 2015 Susan Brownell Anthony was born in Adams, Massachusetts on February 15, 1820. Her family was Quaker and they had long activist traditions. She then became a teacher for fifteen years and after that she became active in temperance (susanbanthonyhouse.org). Temperance is something that is the act of personal restraint (en.wikipedia.org). Simply because she was a woman, she was not allowed to lead or even speak at the temperance rallies. Because of this, and having befriended Elizabeth Cady Stanton is what led her to become part of the women’s rights movement in 1852. Not long after this she dedicated her life to women’s rights and suffrage. Most of the subjects she campaigned for were the abolition of slavery, the right for women to own their own property and retain their earnings, and she also advocated for women’s labor organizations. Even though there were people against what she was doing, she ignored the abuse and the oppositions and went and traveled, lectured, and canvassed across the nation for the vote (susanbanthonyhouse.org) She had many accomplishments and trials as her part as an abolitionist. The whole Anthony family moved to Rochester, and shortly after that the whole family became involved in the anti-slavery movement. They even had the anti-slavery Quaker meetings at their farm almost every Sunday (susanbanthonyhouse.org). They were even sometimes joined...
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...to reunite the country. Miss van Lew’s work during the war gave her the courage to raise the first Union flag in Richmond a full hour before General Grant took the city on 3 April 1865. Miss van Lew belonged to a prominent Richmond family. Her family home stood on one of Richmond’s highest hills, Church Hill, and was an impressive three stories tall. The home was located across from the church in which Patrick Henry called for liberty or death. Elizabeth’s father was a wealthy hardware vendor and was known among pre-war Richmond society. Elizabeth attended schooling in her mother’s hometown of Philadelphia. She was tutored and given the best of academic and social training. It was here that she became an ardent abolitionist. Even though her abolitionist beliefs were strong, she maintained she was a loyal Southerner holding to an old Virginia tradition of opposition to human bondage. She stated she was the loyal one and her fellow Virginians were the traitors. As the war began, Miss van Lew became a freak in Richmond, a woman whose existence was a protest against...
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...Movements: of the Early Nineteenth Century' written by Craig Calhoun is important to make our perception on the various social movements of Nepal. It is new concept in the sociological theory which was developed after only 1968, different than old social movements like the Marxism, socialism and labour movement of the past. Most of the contemporary social movements are emerged outside the mainstream political system, political parties and formal institutional life and inspired by the non-hierarchical, participatory form of democracy, human rights, social justice, environmental preservation and peace. It is true that only Marxism could not analyze the broad peripheries of the human society and their multifarious issues of social movements. This paper has focused on the theoretical bases of New Social movement with exemplifying the various issues on social movements and made easier to analyze the various movements of Nepal whether these are social movement or not,...
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...Bloodlines of Illuminati by: Fritz Springmeier, 1995 Introduction: I am pleased & honored to present this book to those in the world who love the truth. This is a book for lovers of the Truth. This is a book for those who are already familiar with my past writings. An Illuminati Grand Master once said that the world is a stage and we are all actors. Of course this was not an original thought, but it certainly is a way of describing the Illuminati view of how the world works. The people of the world are an audience to which the Illuminati entertain with propaganda. Just one of the thousands of recent examples of this type of acting done for the public was President Bill Clinton’s 1995 State of the Union address. The speech was designed to push all of the warm fuzzy buttons of his listening audience that he could. All the green lights for acceptance were systematically pushed by the President’s speech with the help of a controlled congressional audience. The truth on the other hand doesn’t always tickle the ear and warm the ego of its listeners. The light of truth in this book will be too bright for some people who will want to return to the safe comfort of their darkness. I am not a conspiracy theorist. I deal with real facts, not theory. Some of the people I write about, I have met. Some of the people I expose are alive and very dangerous. The darkness has never liked the light. Yet, many of the secrets of the Illuminati are locked up tightly simply because secrecy is a way...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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...Federal Government Exam 1 Review: The first exam will consist of questions generated from the following review sheet. Make sure you understand each of these topics before proceeding to the test. The exam will be timed so you will not have the ability to peruse your notes or retake the exam. The exam itself will consist of 30 multiple choice questions and you will have 35 minutes to complete the exam. Federalism: The Basic elements of a Federal system of government (i.e. how is it structured/how power is shared) • Layers of gov • Equal power • Distinct powers Powers of the federal government: delegated powers, implied powers (necessary and proper clause), and concurrent powers. • Delegated Powers: (expressed/enumerated powers) powers given to the federal government directly by the constitution. Some most important delegated powers are: the authority to tax, regulated interstate commerce, authority to declare war, and grants the president role of commander and chief of the military • Implied Powers: Powers not expressed in the constitution, but that can be inferred. “Necessary and proper clause” • Concurrent powers: powers shared by both levels of government. Ex: Taxes, roads, elections, commerce, establishing courts and a judicial system • Reserved powers: powers not assigned by the constitution to the national government but left to the states or the people. Guaranteed by the 10th amendment. Include “police power”-health and public...
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...|Word |Synonym |Sentence | |Abase |to humiliate, degrade, debase, corrupt, |Don’t abase yourself by accepting this offer. | | |disgrace | | |Abash |to bewilder, confound, confuse, puzzle, amaze,|That poor man felt abashed in the company of rich man & women. He was not at | |[uh-bash] |stun, leave speechless, bamboozle. |all abashed by his open admiration (প্রশংসা). | |Abate |to remove, lessen |We resumed our journey when the rain abated. Rather than leaving immediately, | | | |they waited for the storm to abate. | |Abdicate |to forsake, give up, (পরিত্যাগ করা, অস্বীকার |Edwar VIII abdicated the British throne to marry the woman he loved. Saddam was| | |করা), resign, relinquish, hand over, step down|abdicated from his throne. | | |from, abandon | | ...
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...Barbara Jeanne Fields Slavery, Race and Ideology in the United States of America Two years ago, a sports announcer in the United States lost his job because he enlarged indiscreetly—that is, before a television audience—upon his views about ‘racial’ differences. Asked why there are so few black coaches in basketball, Jimmy ‘the Greek’ Snyder remarked that black athletes already hold an advantage as basketball players because they have longer thighs than white athletes, their ancestors having been deliberately bred that way during slavery. ‘This goes all the way to the Civil War,’ Jimmy the Greek explained, ‘when during the slave trading . . . the owner, the slave owner would breed his big black to his big woman so he could have a big black kid, you see.’ Astonishing though it may seem, Snyder intended his remark as a compliment to black athletes. If black men became coaches, he said, there would be nothing left for white men to do in basketball at all. Embarrassed by such rank and open expression of racism in the most ignorant form, the network fired Jimmy the Greek from his job. Any fool, the network must have decided, should know that such things may be spoken in the privacy of the 95 locker-room in an all-white club, but not into a microphone and before a camera. Of course, Jimmy the Greek lays no claim to being educated or well informed. Before he was hired to keep audiences entertained during the slack moments of televised sports events, he was...
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...1 CHAPTER I CHAPTER II CHAPTER III CHAPTER IV CHAPTER V CHAPTER VI CHAPTER VII CHAPTER VIII CHAPTER IX CHAPTER X CHAPTER XI CHAPTER XII CHAPTER XIII CHAPTER XIV CHAPTER XV CHAPTER XVI Chapter XVIII CHAPTER XVII CHAPTER XVIII CHAPTER XIX CHAPTER XX CHAPTER XXI CHAPTER XXII CHAPTER XXIII CHAPTER XXIV CHAPTER XXV CHAPTER XXVI CHAPTER XXVII CHAPTER XXVIII CHAPTER XXIX CHAPTER XXX CHAPTER XXXI The Art of Public Speaking BY 2 The Art of Public Speaking BY J. BERG ESENWEIN AUTHOR OF "HOW TO ATTRACT AND HOLD AN AUDIENCE," "WRITING THE SHORT-STORY," "WRITING THE PHOTOPLAY," ETC., ETC., AND DALE CARNAGEY PROFESSOR OF PUBLIC SPEAKING, BALTIMORE SCHOOL OF COMMERCE AND FINANCE; INSTRUCTOR IN PUBLIC SPEAKING, Y.M.C.A. SCHOOLS, NEW YORK, BROOKLYN, BALTIMORE, AND PHILADELPHIA, AND THE NEW YORK CITY CHAPTER, AMERICAN INSTITUTE OF BANKING THE WRITER'S LIBRARY EDITED BY J. BERG ESENWEIN THE HOME CORRESPONDENCE SCHOOL SPRINGFIELD, MASS. PUBLISHERS Copyright 1915 THE HOME CORRESPONDENCE SCHOOL ALL RIGHTS RESERVED TO F. ARTHUR METCALF FELLOW-WORKER AND FRIEND Table of Contents THINGS TO THINK OF FIRST--A FOREWORD * CHAPTER I--ACQUIRING CONFIDENCE BEFORE AN AUDIENCE * CHAPTER II--THE SIN OF MONOTONY DALE CARNAGEY * CHAPTER III--EFFICIENCY THROUGH EMPHASIS AND SUBORDINATION * CHAPTER IV--EFFICIENCY THROUGH CHANGE OF PITCH * CHAPTER V--EFFICIENCY THROUGH CHANGE OF PACE * CHAPTER VI--PAUSE AND POWER * CHAPTER VII--EFFICIENCY THROUGH INFLECTION * CHAPTER VIII--CONCENTRATION IN DELIVERY...
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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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...fourth EDItION fourth EDItION This clear, learner-friendly text helps today’s students bridge the gap between Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text. Highlights of the Fourth Edition: Additional readings and essays in a new Appendix as well as in Chapters 7 and 8 nearly double the number of readings available for critical analysis and classroom discussion. An online chapter, available on the instructor portion of the book’s Web site, addresses critical reading, a vital skill for success in college and beyond. Visit www.mhhe.com/bassham4e for a wealth of additional student and instructor resources. Bassham I Irwin Nardone I Wallace New and updated exercises and examples throughout the text allow students to practice and apply what they learn. MD DALIM #1062017 12/13/09 CYAN MAG YELO BLK Chapter 12 features an expanded and reorganized discussion of evaluating Internet sources. Critical Thinking thinking, using real-world examples and a proven step-by-step approach. A student ' s Introduction A student's Introduction everyday culture and critical thinking. It covers all the basics of critical Critical Thinking Ba ssha m I Irwin I Nardone I Wall ace CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM bas07437_fm_i-xvi.indd i 11/24/09 9:53:56 AM TM Published by McGraw-Hill...
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...means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 ISBN: 978-0-07-340743-2 MHID: 0-07-340743-7 Vice President, Editorial: Michael Ryan Director, Editorial: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pam Cooper Managing Editor: Nicole Bridge Developmental Editor: Phil Butcher Project Manager: Lindsay Burt Manuscript Editor: Maura P. Brown Design Manager: Margarite Reynolds Cover Designer: Laurie Entringer Production Supervisor: Louis Swaim Composition: 11/12.5 Bembo by MPS Limited, A Macmillan Company Printing: 45# New Era Matte, R. R. Donnelley & Sons Cover Image: © Brand X/JupiterImages Credits: The credits section for this book begins on page C-1 and is considered an extension of the copyright page. Library of Congress Cataloging-in-Publication Data Critical thinking : a student’s introduction / Gregory Bassham . . . [et al.].—4th ed. p. cm. Includes bibliographical references and index. ISBN 978-0-07-340743-2 (alk. paper) 1. Critical thinking—Textbooks. I. Bassham, Gregory, 1959– B809.2.C745 2010 160—dc22 2009034761 The Internet addresses listed in the...
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...6 Build Your Vocabulary ■ ■ ■ ■ The SAT High-Frequency Word List The SAT Hot Prospects Word List The 3,500 Basic Word List Basic Word Parts be facing on the test. First, look over the words on our SAT High-Frequency Word List, which you’ll find on the following pages. Each of these words has appeared (as answer choices or as question words) from eight to forty times on SATs published in the past two decades. Next, look over the words on our Hot Prospects List, which appears immediately after the High-Frequency List. Though these words don’t appear as often as the high-frequency words do, when they do appear, the odds are that they’re key words in questions. As such, they deserve your special attention. Now you’re ready to master the words on the High-Frequency and Hot Prospects Word Lists. First, check off those words you think you know. Then, look up all the words and their definitions in our 3,500 Basic Word List. Pay particular attention to the words you thought you knew. See whether any of them are defined in an unexpected way. If they are, make a special note of them. As you know from the preceding chapters, SAT often stumps students with questions based on unfamiliar meanings of familiar-looking words. Use the flash cards in the back of this book and create others for the words you want to master. Work up memory tricks to help yourself remember them. Try using them on your parents and friends. Not only will going over these high-frequency words reassure you that you...
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