...that supposedly support each separate conclusion. Premiss 1: If the North won the Civil War, then he slaves were freed Premiss 2: The North won the Civil War Premiss 1: If the South won the Civil War, then he slaves were freed Premiss 2: The South won the Civil War Premiss 1: All seniors are talented (F) Premiss 2: All talented people are ugly (F) Premiss 1: All ugly people are seniors (F) Premiss 2: All seniors are insightful (F) Premiss 1: All ugly people are insightful (T) Premiss 2: All talented people are ugly (F) Symbolize each argument (Remember: a universal statement is a statement that makes a claim about all members of its group. The key to translating All ugly people are seniors in the exercise above, for example, is to interpret the universal statement as the conditional statement If it is a ugly person, then it is a senior [for every member of its subject class: ugly people]). If people were free, then they were a slave If people were free, then they were a slave If it is an ugly person, then it is a senior. If it is an insightful person, then they are ugly. If it is an insightful person, then they are talented. Are these deductive or inductive arguments? These are deductive arguments as they attempt to follow the deductive logical form Are the arguments valid? (Why or why not?) Hint: Refer to the Intellectual Standards of Validity in analysis and assessment. The arguments are both valid and invalid because some...
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...The Union War “Without an appreciation of why loyal citizens believed a Union that guaranteed democratic self-government was worth great sacrifice, no accurate understanding of the Civil War era was possible” (Gallagher). I agree with this statement by Gallagher because if it wasn’t for the decisions and executions of the Union I am not sure if I would be living in a democratic, free society today. In The Union War, Gallagher “offers a companion volume that extends his manifesto against hindsight, what Gallagher calls the ‘Appomattox syndrome,’ to histories of the Union” (Gallagher, 79). According to Gallagher, researchers who work backward from emancipation and Reconstruction have expanded northern devotion to race, slavery, and abolition while complicating loyal Americans’ major war aim, the Union. The above quote stated by Gary Gallagher is one of the main causes as to why the North won the Civil War because with the joining of citizens who wanted to fight for their democratic government, it gave the Union more soldiers that wanted to fight than the Confederates. They won the Civil War simply because they had more people. The North won the Civil War they were on the right side of human ethical issues. They had their best interest in helping the morals of humans and this alone helps citizens be able to trust the Union’s tendencies and this can also make a citizen loyal. The North clearly had more men to fight for them and there were more people that wanted to end slavery,...
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...During the period of 1861-1865 that is commonly known as the Civil War, both the northern and the confederate states exhibited variegated forms of what it means to be civilized. At the bottom of it, the Civil War exhibited the most bloodshed on American soil at a singular point in time. For this reason it must be stated that both The Union and The Confederates both acted out bloodthirsty and carnal impulses. The difference that was displayed was that the liberalism and regard for expanded civil rights that was the basis for The Union’s war stance was countered by a stalwart reactionary ideological platform that The Confederacy clung to. Essentially, civility was at an all-time low during the bloodshed of the Civil war. Over 500,000 lives were claimed, however the etiquette and ideological platforms of both sides proved to be The old world charm of the South was encapsulated by John Mosby and his revenge against a Union trooper killing a young child in front of the child’s mother. Mosby exclaimed that revenge was not a primary, or even a secondary motivation. He honestly believed that he had to kill in order to stop the killing (Civil War Times, 31). This etiquette and honor displayed during the bloodshed was in contradistinction to the crass and needless killing committed by the Union soldier. This shows how oftentimes ideologies can mask the deeper, truer feelings and...
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... The Domino Effect of the White Terror Have you ever tapped lightly against one domino and watched it knock down a whole line of these small squares? It is amazing how one single action can reciprocate so many other events. This is not only the case for dominoes, of course- everyday events have occurred like this too. A perfect example of the domino effect is the Communist split from the Nationalists, commonly known as the White Terror. This sudden purge only lasted around three nights, but the effects of the split would last for many decades in the future. The Chinese Communist Party (CCP) split from the Chinese Nationalists in 1927 affected both China itself and other foreign nations through the triggering of major wars, changes in international relations, and the formation of modern China- one of the world’s leading economies. The effects of the split, both positive and negative, would last for many years to come. After splitting from the Nationalists, Mao Zedong led the legendary Long March- a campaign that would garner support for him and split the country into two parties. Although the route was extremely long and dangerous, the popularity gained along the way sustained the marchers. As Mao Zedong wrote in his 1935 poem The Long March, “the Red Army fears not the trials of the Long March, holding light ten thousand crags and torrents ... Min Mountain's thousand li of snow joyously crossed, the three Armies march on, each face glowing”...
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...Vietnam The Vietnam War or conflict as it was known was complex in its origins and followed France’s failure to suppress nationalist forces in Indochina, better known as Vietnam, Laos, and Cambodia, as it struggled to restore its colonial dominion after WWII. Led by Ho Chi Minh, a Communist-dominated revolutionary movement, the Viet Minh, waged a political and military struggle for Vietnamese independence that frustrated the efforts of the French and resulted ultimately in their leaving from the territory (Bowman, J. S.). Vietnam The U.S. Army’s first encounters with Ho Chi Minh were brief and generally sympathetic. During World War II, Ho Chi Minh’s anti-Japanese resistance fighters helped to rescue shoot down American pilots and supplied information on Japanese forces in Indochina. United States Army officers stood at Ho Chi Minh’s side in August of 1945 as he celebrated in the brief contentment of proclaiming Vietnam’s independence. Five years later, however, in a worldwide sense overwrought with ideological and military confrontation between Communist and non-Communist powers. Army advisers of the newly formed United States Military Assistance Advisory Group (MAAG), and Indochina, were assisting France against the Viet Minh. With combat rampant in mainland China and Korea experiencing a recent collapse to the Communists, the war in Indochina now became visible to Americans as one...
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...Johnathan Corlew Literary Analysis A Rose for Emily: William Faulkner William Faulkner first published “A Rose for Emily” in 1930; however, this short story resides in a small southern town during the post-Civil War period. During this age in time, the Unites States was going through major political changes. But Ms. Emily was not ready for change. Faulkner uses repugnant imagery and a unique narration style to explore a woman’s inability to cope with death and change throughout the community and within herself (Perry 40). Growing up in the Grierson family, Emily knew her family was powerful and popular, and she was fortunate enough to live surrounded by love and luxury. Emily’s father loved her dearly and only wanted the best for her, but most of the time he was a little over protective and perceived to control his daughter’s life. He felt as if no man could ever be good enough for his one and only. The Griersons were definitely different from every other household in the small southern town of Jefferson, and Emily’s father made sure everyone knew of this. Since Emily’s father was a tyrant throughout her life, she rarely got the chance to enjoy anything outside of the Grierson residence (Watkins 509). The early agony that Emily had to tolerate created a permanent emotional cripple to her life. Emily most likely did not have a concrete idea of how a real family should function and cooperate, especially with the absence of a mother figure. Other than the Grierson family...
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...nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course Each module has a lecture homepage, reading assignments, required videos, and two threaded discussions. You should can find your required reading articles through the internet and TUW library databases to learn more about the subject matter pertinent to the module. Although there are no textbooks, you are provided with links...
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...South Vietnam was lazy and corrupted. In addition, it also had numerous military issues such as poor pay, classism, and low morale. America wanted the South to use the same guerilla warfare as of the North but it was an utter failure. Nixon and his administration thought that if they could just mirror the North, they could achieve the same level of success. The Tet Offensive showed that guerilla warfare could be extremely effective, but only if the soldiers are capable All in all, the Tet Offensive was fully responsible for the change in public perception and military tactics regarding Vietnam. Before the offense, the American public had some doubt but most believed that victory was easy and near. Once the Viet Cong strike, Americans realized that the war would continue to wage on. The North was capable of matching in troops against the United States and so the war would still be a stalemate but at a higher level of casualties. The offense isolated Johnson from the public and allowed the public to make a more moderate decision, to withdraw troops and back off. Section 3:...
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...Colonists were selected by lot. b. Metropolis (mater polis) i. Political alliance ii. Economic ties c. Ionia (coast of Asia Minor) d. Sicily iii. Both are major centers of colonization (magna graecia) Trade and commerce would produce tremendous wealth. Phoenicians They see themselves as monopolizing. Rivalry between Phoenicians and these new Greeks. 2. Alphabetic Writing Writing will return to the Greek world during this period. When it does it won’t be like Linear A or B. It will be based on an alphabet that the Greeks borrowed and modified the Phoenicians alphabet. Homer- iconic poet of Greek literature. He came from the region of Ionia. Produced famous epics of the Trojan War. Legends of the great Mycenaean heroes. Different traditions focused on different heroes. Responsible for two of the great monuments. The Iliad and the Odyssey. Achilles Agamemnon Odysseus Hector Ajax Paris Helen of Troy Penelope Important element- arête means excellence. Surpassing Excellence. Achievement, accomplishment. Exceed potential. Also mental. Ex. Odysseus is smarter than anyone else. He outwits Gods. Virtue of this society. Also is very competitive. Forever contending against one another. Individualistic quality. Have to be the best. Character trait that is the center of Greece. 3. Polis e. Polis literally means city. f. Greeks meant g. Oligarchic rule of Basileis Greece is made...
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...DISC 1313 December 4, 2015 Music and The Civil Rights Movement of the 1960’s All forms of Black music, from jazz to rock and roll, played an important part in the Civil Rights Movement. The songs were sung for multiple purposes and played a critical role in inspiring, activating, and giving voice to the people involved. The evolution of music during the early 1950’s and 1960’s in the Black freedom struggle reflects the evolution of the Civil Rights Movement itself. The progressive thought of the 1950s nurtured new ideas and cultures including the Civil Rights Movement and the fast spread of rock and roll. One such cultural revival occurred after the end of World War II during a time of change, prosperity and restoration. The “Puritan dicta” outlined by Baldwin represents the American ideology before the Second World War. As the first settlers of this nation, the Puritans set the mold for many common American ideologies. In the Puritan view white represented good and black represented evil, including Africans and their culture. After the war, Baldwin states that the former puritanical views of whites will be challenged. Musicians such as Elvis Presley were the first to issue this challenge to white society. Early rockers like Elvis would pave the way for social commentary in music that would add much fire to the Civil Rights Movement. To fully understand the explosion of popularity of Black music in the years following World War II, one must understand the social conditions...
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... 20th Century History of the Americas Alternative The Written Account & Assessment Criteria A. Plan of the Investigation B. Summary of Evidence C. Evaluation of Sources D. Analysis E. Conclusion F. Sources and Word Limit Sample History IAs 1Trotsky and the Russian Civil War 2US in Chile 3Women in the French Revolution 4PreWWI Alliances 4 7 9 10 11 12 13 14 14 1 2 2 3 4 10 16 Information in this guide is gathered from a variety of sources, including, but not limited to: The IB History Course Guide, Oxford’s IB Skills and Practice, IBOCC, and anecdotal experience. What is the History IA? The History IA is your chance to explore a period, theme, or event in history that you are interested in. For full IB Candidates, it also serves as 20% of your final History Grade. The final paper will be assessed by your teacher, with a sampling sent off to IB for score moderation. The History IA asks you to use the full range of skills you have been taught in class. In particular: ● knowledge and understanding ● application and interpretation ● synthesis and evaluation ● document analysis The structure of the IA is unlike any history paper you have ever written (and will most likely ever write again). An easy way to think of it is as a “deconstructed research paper,” or for those of you who are ...
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...Biographical Background At 7:22 am on the morning of April 15, 1865 the sixteenth president of the United States of America took his last breath after being assassinated by John Wilkes Booth. Being the first president successfully assassinated in the United States of America would be enough to put Abraham Lincoln’s name in the history books, however his life is equally remarkable. Lincoln’s reputation as a strong leader has stood the test of time from his career as a politician and lawyer to the president who preserved the union during a crucial turning point in our nation’s history. Lincoln’s unquenchable thirst for education and self-improvement formed the foundation for the leader he later became (Austell, 2006). Lincoln’s stepmother, Sarah Bush Johnston, was the first person in his life that understood the importance of education and encouraged Lincoln in his educational efforts (Herndon & Weik, 1888). Lincoln’s quest for knowledge was a lifelong journey that continued throughout his career as a lawyer and a politician, and helped him to earn the trust and admiration of colleagues and friends (Alvy & Robbins, 2010). Lincoln’s first office for the federal government was as postmaster at New Salem followed by multiple terms in the Illinois state legislature. Over time Lincoln’s influence within the Illinois legislature grew, in large part due to his ability to draft bills and laws (Burlingame, 2008). It was during his first term in the Illinois legislature that Lincoln...
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... 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Transforming a Nation . . . . . . . . . . . . . . . . . . ....
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...Nov 3, 2010 Jack Nelson's Problem An article for Human Resources Management course, Gary Dessler 12/e, page: 52 1st Question: What do you think is causing some of the problems in the bank’s home office and branches? - There is not any communication between branch supervisors, home offices, and other branches. The supervisor employ their own employee without any communication with the main branch. The major problem is high employee turnover, actually there can be many reason for turnover, however in the text this is a result of when an employee would be hired, they would be resign another employee. In additionally, Ruth Johnson has been working in a home office for two months, howeever she does not know what the machine called she used and what it did. That means, there is not any HR to asist her about that machine. 2nd Question: Do you think setting up an HR unit in the main office would help? - Setting up an HR unit in the main office would help the managers. Through the HR unit the bank can employ the educated bankers and reduce turnover ratios. I mean, because of HR unit will work for supervisors’ and line managers’ needs, the employee which apply the job probably educated by HR unit about the which machine or computer software does he/ she have to. As a result of HR unit, turnovers decrase and efficiency increases in the bank. 3rd Question: What specific functions should an HR unit carry out? What HR functions would then be carried out by supervisors...
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...it. In the case of a veto, the bill is sent back to Congress, and if both houses pass it by a two-thirds majority, the bill becomes law over the President's veto. b. Describe the legislative process utilized today, above and beyond the Constitutional requirements. The general process for making a bill into law is described in the Constitution. First, a bill needs to be drafted. You do not need to be a member of congress to draft a bill. For example lobbyists and other congressional staff can draft a bill, but only a member of congress can introduce legislation. Bills then get referred to standing committees. Once referred, the bill gets on the committee’s calendar for review by a subcommittee or by the full committee After staff analysis and hearings, if the committee chooses, the bill then goes to “mark up”, which is a process in which subcommittees edit or amend the bill. Even after this process the bill may die there. If the bill survives, the committee votes to recommend the bill to the House or Senate. This...
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