...The Battle of Gettysburg was a three day battle from July 1st to July 3rd 1863 that took place in and around the town of Gettysburg, Pennsylvania. After General Robert E. Lee successful invasion of the North at Chancellorsville, VA, Gen. Lee led his army to continue their invasion of the Northern states through the Shenandoah Valley and Gettysburg, PA. Furthermore, Major General George Meade and his Potomac Army were able to defeat Gen. Lee offensive and his invasion of the Union states. In addition, the three day Gettysburg campaign is one of the most gruesome battles during the civil war, the casualties total an estimated 23, 049 soldiers for the Union forces and an estimated 23-28,000 Confederate soldiers, but also is often referred as the...
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...Was it The Battle of Gettysburg or The Battle of Best friends ? By:Orchid Pence Virginia and Georgia where in history class together,Virginia playing with her beautiful brown hair.Georgia playing with her wonderful blond hair like she always does in History class.When Mrs.Johnson told them they were going to learn about The Battle of Gettysburg.Mrs.Johnson told them before class started they were going to write an opinion story,about the Battle of Gettysburg and how it should have ended.The bell rang and Mrs.Johnson began. “Has anyone heard of The Battle of Gettysburg and what happened in it?” Asked Mrs.Johnson politely. Virginia raised her hand .”Didn’t it start in July 1st 1863 and the Union forces was lead by General George G. Meade and the...
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...differences are represented in the music and those who live for it. They might be Suez Crisis of 1956 The Suez Crisis of 1956: The War From Differing Viewpoints Carleton University Research Paper #1: Submitted to ... under the same category but there are very few comparisons that are so far apart. Oasis is the foremost representative of a working class band. Their hometown of Manchester, England is a tough town of industry. The people are known for they re hard work and even harder partying. In contrast, Dave Matthews was raised on a South African estate as the son of an ambassador. His hometown was full of proper English families, most being from english History of England The Ice Age ended about 8000 BC, during which the Neanderthals and Cro-Magnons lived in Great Britain. Because of the melting ice the water level rose and ... aristocracy. The members of Oasis tell of their early drug days, shop lifting, and hard partying. Drugs were a major part of the bands early years and so was hard, ear blasting rock and roll. Matthews once criticized this behavior by Oasis as he proclaimed his own virginity in the drug world. In typical Oasis fashion, Matthews was dismissed with swear words and the raising of a certain finger. Perhaps the biggest difference between The Battle Of Gettysburg The Battle Of Gettysburg General William T. Sherman put it best when he said "War is Hell"( Foote 1 ). The Civil War was the largest war fought on American ... the two bands is their music and fan base...
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...Excerpt from Martin T. McMahon, Brevet Major General On May 8th, 1864, the Sixth Corps made a rapid march to the support of Warren, near Spotsylvania Court House at about 5 P.M., and the remainder of the day was getting into position on Warren’s left. The following morning General Sedgwick moved out upon his line of battle. General Sedgwick’s directed the artillery to be withdrawn through a little opening to the left of the pieces of artillery. The troops had been filing from the left into the rifle-pits, had come to a position that partly overlapped the position of the artillery. Once he saw this he wanted the troops moved farther to the right, he didn’t want them to overlap the battery. General McMahon pointed out and mentioned to the General about that section of artillery, that he shouldn’t go there. He told the General every officer who has shown himself there has been hit, both yesterday and to-day. He answered back saying there is no reason for me to go there. And then after the conversation both walked over to the position they had just talked about. Once there the order was given to move the troops to the right, and as they rose to execute the movement. The enemy opened a sprinkling fire, partly from sharp-shooters. Bullets whistled by, and some of the men dodged. The general said laughingly, "What! what! men, dodging this way for single bullets! What will you do when they open fire along the whole line? I am ashamed of you. They couldn’t hit an elephant at...
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...study how they became successful leaders. I wanted to enhance my abilities from what I learned from the following four leaders. The four leaders I choose: Pope Francis, Jeff Bezos, Alexander the Great and Abraham Lincoln. I choose these four because of the style of leadership I feel they are the best in: leading by an example, being a risk taker, using strategy, and never giving up (determination). Pope Francis is very effective by setting an example. He is humble. He wants to be a Pope who for the people. He is not someone who wants fluent his position which makes him a popular Pope. He would rather drive in a FIAT 500 then a limo. (What did the leader do well ) "Francis hates any members of the clergy who sit in offices and push paper," Krames says. As a bishop in Buenos Aires, Jorge Mario Bergoglio (as he was then), would dress as a plain priest and go out at night to talk with people. "When he became pope he told one of his archbishops, 'I can't do that anymore, so you're going to do it for me.' He doesn't want a pristine church, he wants a church that's going out in the streets to find people and help them." Likewise, Francis famously chose not to move into the papal apartments but to remain in a guest suite at the Vatican, "to live in community with others," according to a Vatican representative. “[1] “The reformist Pope immediately set his sights on the Vatican’s finances, aiming to clean up a regular source of scandal. For the Pope—who took his name from the saint...
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...Divisions Contest Categories Important Notices for Contestants Program Materials 6 6 6 6 7 7 7 II. Rules For All Categories A. General Rules for All Categories B. Required Written Material for All Entries C. Contest Participation 8 10 11 III. Individual Category Rules A. B. C. D. E. Paper Exhibit Performance Documentary Web Site 13 15 17 17 19 IV. How Will Your Entry Be Judged? A. B. C. D. E. F. G. Benefits of the Evaluation Process Who are the Judges? How Does the Evaluation Process Work? Consensus Judging The Subjective Nature of Judging The Decision of the Judges is Final Evaluation Criteria i. Historical Quality ii. Relation to Theme iii. Clarity of Presentation H. Rule Compliance I. Sample Judge’s Evaluation 22 22 22 22 23 23 23 23 23 23 24 24 25 27 NATIONAL HISTORY DAY V. Category Checklist For Further Information 3 What is National History Day? National History Day (NHD) is a yearlong educational program that makes history come alive every day. You learn about interesting issues, ideas, people, and events of your choosing. It is an exciting way to study history because you express what you have learned in a creative and original performance, documentary, paper, web site, or exhibit. Through NHD you learn the skills and techniques of the historian...
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...U.S. History and Constitution HIS120 Student Learning Outcomes (SLO) At the end of the course, students will be able to: SLO1. Describe the cultural, geographic and climatic influences on Native American societies. SLO2. Compare and contrast religious, social and cultural differences among the major European settlers. SLO3. Describe the events that helped create American 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....
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...Defeating the Enemy’s Will: The Psychological Foundations of Maneuver Warfare DAVID A. GROSSMAN The will to fight is at the nub of all defeat mechanisms … One should always look for a way to break the enemy’s will and capacity to resist. Brig. Gen. Huba Wass de Czege Defeating the enemy’s will. That is the essence of maneuver warfare, that you defeat the enemy’s will to fight rather than his ability to fight. But how do you defeat a man’s mind? We can measure and precisely quantify the mechanics of defeating the enemy’s ability to fight, and it is this tangible, mathematical quality that makes attacking the enemy’s physical ability to fight so much more attractive than attacking the enemy’s psychological will to fight. At some level none of us can truly be comfortable when we dwell on the fact that our destiny as soldiers and military leaders ultimately depends on something as nebulous and unquantifiable as an enemy’s “will,” and we are tempted to ignore such aspects of warfare. But somewhere in the back of our minds, a still, small voice reminds us that ultimately the paths of victory run not through machinery and material, but through the hearts and minds of human beings. So what is the foundation of the will to fight and kill in combat and what are the vulnerable points in this foundation? In short: what are the psychological underpinnings of maneuver warfare? To answer these questions, students of maneuver warfare must truly understand, as we have never understood before...
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...file:///F|/Business/Marketing/22 Immutable Laws Of Marketing.html The 22 Immutable Laws of Marketing Al Ries and Jack Trout The 22 Immutable Laws of Marketing Violate Them at Your Own Risk Al Ries and Jack Trout Dedicated to the elimination of myths and misconceptions from the marketing process A DF Books NERDs Release THE 22 IMMUTABLE LAWS OF MARKETING. Copyright © 1993 by Al Ries and Jack Trout. All rights reserved under International and Pan-American Copyright Conventions. By payment of the required fees, you have been granted the non-exclusive, non-transferable right to access and read the text of this e-book on-screen. No part of this text may be reproduced, transmitted, down-loaded, decompiled, reverse engineered, or stored in or introduced into any information storage and retrieval system, in any form or by any means, whether electronic or mechanical, now known or hereinafter invented, without the express written permission Contents Introduction 1. The Law of Leadership 2. The Law of the Category 3. The Law of the Mind 4. The Law of Perception 5. The Law of Focus 6. The Law of Exclusivity 7. The Law of the Ladder 8. The Law of Duality 9. The Law of the Opposite 10. The Law of Division 11. The Law of Perspective 12. The Law of Line Extension 13. The Law of Sacrifice 14. The Law of Attributes file:///F|/Business/Marketing/22 Immutable Laws Of Marketing.html 15. The Law of Candor 16. The Law of Singularity 17. The Law of Unpredictability 18. The...
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...THE NEW YORK TIMES COMPANY: A Case Study Analysis John J. Head WestCom Group Consulting Inc. School of Communication Telecommunications Management 4480 Western Michigan University 1903 West Michigan Avenue Kalamazoo, Michigan 49008 November 8, 2012 ©2012 John J Head Source: New York Times Co. Table of Contents I. Historical Overview 1 Early steps 2 Diversification 3 Challenges, changes 4 II. Organizational structure 5 Table 1 5 III. Business Operations 6 Table 2 7 The flagship 8 IV. Financial performance 9 Table 3 9 V. Future outlook 11 Branding 11 SWOT analysis and other risks 12 Table 4 13 Demographics 15 Philosophy 16 i Endnotes 18 I. HISTORICAL OVERVIEW “All the News That’s Fit to Print.” Special are those instances in business when a slogan becomes so synonymous with a company. Those words, found on the front page of every copy of every edition of The New York Times since 1896, began as a way to define the publication to its readership. That slogan stands to this day, but the newspaper and its parent, The New York Times Company, have grown far beyond the reaches of New York City and its surrounding boroughs. The New York Times Company is a diversified media company whose core purpose is “to enhance society by creating, collecting and distributing high-quality news, information and entertainment.”1 It is a publicly traded company (NYTC on the New York Stock Exchange) and publishes three major daily newspapers...
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...AS LEVEL Specification HISTORY A H105 For first assessment in 2016 ocr.org.uk/alevelhistorya We will inform centres about any changes to the specification. We will also publish changes on our website. The latest version of our specification will always be the one on our website (ocr.org.uk) and this may differ from printed versions. Copyright © 2014 OCR. All rights reserved. Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use. Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered company number 3484466. Registered office: Hills Road 1 Cambridge CB1 2EU. OCR is an exempt charity. Contents Introducing… AS Level History A (from September 2015) Teaching and learning resources iv Why choose an OCR AS Level in History A? 1 1a. Why choose an OCR qualification? 1 1b. Why choose an OCR AS Level in History A? 2 1c. What are the key features of this specification? 3 1d. 2 iii Professional Development 1 ii How do I find out more information? 3 4 2a. Overview of AS Level in History A (H105) 4 2b. Content of AS Level in History A (H105) 5 2c. Content of unit group 1: British period study and enquiry (Units Y131 to Y143) 8 2c. ...
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...Korean War Korean War The Korean War (25 June 1950 - armistice signed 27 July 1953[1] ) was a military conflict between the Republic of Korea, supported by the United Nations, and the Democratic People's Republic of Korea, supported by the People's Republic of China (PRC), with military material aid from the Soviet Union. The war was a result of the physical division of Korea by an agreement of the victorious Allies at the conclusion of the Pacific War at the end of World War II. The Korean peninsula was ruled by Japan from 1910 until the end of World War II. Following the surrender of Japan in 1945, American administrators divided the peninsula along the 38th Parallel, with United States troops occupying the southern part and Soviet troops occupying the northern part.[2] The failure to hold free elections throughout the Korean Peninsula in 1948 deepened the division between the two sides, and the North established a Communist government. The 38th Parallel increasingly became a political border between the two Koreas. Although reunification negotiations continued in the months preceding the war, tension intensified. Cross-border skirmishes and raids at the 38th Parallel persisted. The situation escalated into open warfare when North Korean forces invaded South Korea on 25 June 1950.[3] It was the first significant armed conflict of the Cold War.[4] The United Nations, particularly the United States, came to the aid of South Korea in repelling the invasion. A...
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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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...|[pic] |MAN 383.20: MANAGING PEOPLE AND ORGANIZATIONS | | |SPRING, 2009 | Professor John W. Burrows, Ph.D. Office ATT L084 Phone 232-5655 (office) 740-2839 (cell – emergencies only before 9pm) E-Mail John.Burrows@mccombs.utexas.edu Course Web Page via Blackboard Teaching Assistant Sowmiya Chocka Narayanan (sowmiya@mail.utexas.edu) ___________________________________________________________________________________________ Course Objectives Technical competencies are not enough to ensure continued success in your career if you cannot leverage efforts. How do you motivate employees to go over and above the call of duty to get the job done? How can you ensure that decisions are not biased? What influence tactics can you use even if you do not have the formal authority to tell someone what to do? This course attempts to add to your understanding of life in complex organizations by covering topics including, leveraging culture to reach strategic objectives, motivating and rewarding desired behavior, designing organizations to fit with strategic objectives, selecting the appropriate leadership style to motivate others to perform, and using power and influence effectively. My approach will be managerial, focusing...
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...REFORMING THE AGRARIAN REFORM PROGRAM A SCORE LATER, WHAT IS THE REAL SCORE? Rolando T. Bello UPLBFI Science and Technology Professorial Chair Holder Introduction On June 10, 1988, President Corazon C. Aquino enacted into law Republic Act 6657, “An Act Instituting the Comprehensive Agrarian Reform Program to Promote Social Justice and Industrialization, Providing the Mechanisms for its Implementation, and for Other Purposes.” The signing into law was attended with the President’s optimism that the program could achieve the twin goals of having a radical leap in agricultural productivity and the uplifting of the Filipino masses from their ancient poverty while expressing the hope that it will end all the acrimony and misgivings of the contending parties as well as uniting the nation behind the effort to make agrarian reform a success. The enactment of the law twenty years ago was the apparent embodiment of the then just ratified 1987 Philippine Constitution which declared as a policy of the State the promotion of a comprehensive rural development and agrarian reform. In addition, the fundamental law mandates the State to promote industrialization and full employment based on sound agricultural development and agrarian reform. These Charter provisions and the passing of the law set forth the claim that agrarian reform in the Philippines is inimitable considering the challenges of redistributive reform to be carried out under a democratic milieu. The ratification...
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