...This was the atmosphere that young martin Luther King Jr. and Malcolm X grew up in. Martin Luther King and Malcolm X were the two most important icons during the civil right movement, in the 1960s. While both Malcolm X and Martin Luther King Jr. fought against the civil struggles, they both had very different ideas and views. Martin Luther King Jr., best known for his non-violent protest and speeches about equality for all people, was born on January 15, 1929, in Atlanta, Georgia (Lewis). He was part of the middle class and had the privilege to have a great education. Since he was so good at school he skipped two grades and graduated at the age of 15(Lewis). Eventually, like his father, King became a minister, which is one of the reasons why his personality and way of thinking was like a pacifist. As time went by and the civil struggles began to...
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...Compare and Contrast Essay | Dr.Martin Luther King vs. Malcom X | By John Green | ------------------------------------------------- Dr. Martin Luther King Jr. and Malcolm X are also two of the most famous civil rights leaders even though their methods were different they both had the same goal which was equal rights for African Americans. They were both religious leaders but Dr. Martin Luther King Jr. was Christian and Malcolm X Islamic The first notable difference between them is that they came from very different backgrounds . Dr. Martin Luther King Jr. grew up in peaceful environment while Malcom X threw hardship and pain. Martin Luther King Jr. was born on January 15, 1929, in Atlanta, Georgia. King, both a Baptist minister and civil-rights activist, had a seismic impact on race relations in the United States, beginning in the mid-1950s. Martin was a pacific man, his father was a southern Baptist preacher; and he as a young boy decided that was where his path was leading as well. While being a preacher he decided he wanted to be a civil rights leader, which began his journey as a well-known leader. His way of protesting was subtle yet effective. Martin’s long speeches often caught wandering people, and drew them into the crowd. He was awarded the Nobel Peace Prize in 1964, and is the youngest person ever to receive it. He was assassinated on April 4th, 1968, in Memphis, Tennessee; which led to many riots by the African American community. Malcolm X was born...
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...Influential and Morally Different African Americans Malcolm X and Martin Luther King Jr. are both household names of men who fought diligently for African American rights in the postmodernism 1960’s. The 1954 Supreme Court ruling favored that segregated educational structure left blacks at a disadvantage. This was the spark that triggered uprising in the following years. Malcolm X and King Jr’s emphasis on their beliefs is evident in the works and actions that they have done through their lives. Their philosophies do differ from one another, as we will see in “The Autobiography of Malcolm X” and with “Letter from Birmingham Jail”. Both men had different approaches and desires for the black community as well as different upbringings that influenced them. We will see how such differences are reflected throughout their work to get a better understanding on how they compare and contrast. Known as Malcolm Little, the Omaha-born future activist suffered an impoverished start in life due to his father’s early demise. Prior to his death, Malcolm’s father was a “follower of Marcus Garvey, who instilled racial pride among the masses of African Americans” (Lauter 3088). To make end’s meet, Malcolm became a drug dealer and thief while living in Harlem, which landed him time in jail. His experience in jail and childhood shaped him and encouraged him in to becoming the activists that he was known for. Malcolm “replaced his own last name with “X” which stands for the African name his ancestors...
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...In a chapter titled “Rice Paddies and Math Tests” in Malcolm Gladwell’s book Outliers, Gladwell explains why it seems that Eastern Asians are always better at math than other ethnicities. Part of it has to do with the shortness of their numbers. A lot of their numbers have short, syllable-long pronunciations that increase their memory of number sequences, which allows them to perform mental math efficiently. This is why those of Eastern Asian heritage are often much better at math classes than those of American and European descent. Their language gives them a great benefit in the math area, and they are often very successful because of it. Other races struggle because of a lack of schooling or inadequate education in the past, such as African...
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...Question #2: George A. Romero’s Night of the Living Dead (1968) was initially poorly received, but is now regarded as a landmark film. Please discuss some of Romero’s aesthetic choices (lighting, camera work, casting) and the ways in which they reflect the reallife horrors of the time. Night of the Living Dead (1968) by George A. Romero was heavily criticized at the time of release for its uncensored content, but it revolutionized the horror film genre while influencing many horror directors. When this transitional film first premiered in 1968, renowned film critic, Roger Ebert found it as “an expression of acute nausea”. Ebert was disgusted and wondered how someone could make such as horrifying movie (Hoberman and Rosenbaum, 1991, p. 123). In 1960’s, the scary monsters or evil villains such as the Frankenstein were typical in the horror films but this Romero cut has been associated with the term of “splatter film” used to describe horror genres that depict graphic violence and gore for many years (Williams, 2003, p.21). After the end of Civil War, 1968 was the most violent year in American history (Hoberman and Rosenbaum, p.125). It was in a time of very high tensions in both international Cold War politics and social turmoil; domestic racism, gender stereotypes and patriarchal nuclear family. Also the civil rights movement was beginning to blossom along with the protestation of the Vietnam War, which many believed was unnecessary and entirely avoidable. Romero has...
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...in my mind during, and after the 2008-09 presidential campaign of former Sen. Barack Obama, when some of his political opponents thought it beneficial to disclose Obama’s connections to a Black Theology of Liberation. Through this research I seek not only to obtain a broader understanding of this particular theology of liberation, but also to understand the Marxist ideological concept within the Black Theology of Liberation. Towards the culmination of the decade which witnessed the peak of the Civil Rights movement, black churches throughout America in the 1960s began to search for avenues through which they could help their communities cope with racial discrimination. Caught between the contradicting preachings of Martin Luther King Jr. and Malcolm X, a peculiar young theology student from Union Theological Seminary of New York City, James H. Cone, published his proposal for a Black Theology of Liberation titled Black Theology and Black Power (1969). This first scholarly work served as an introduction to his following work A Black Theology of Liberation (1970), which earned him the title of the founder or chief architect of Black Theology of Liberation in America. Cone, who was born and raised in the segregated South of the United States, not only developed this avenue through which the African-American community could assimilate their experiences with the gospel of...
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...Rhetorical Terms/Devices Figurative language is the generic term for any artful deviation from the ordinary mode of speaking or writing. It is what makes up a writer’s style – how he or she uses language. The general thinking is that we are more likely to be persuaded by rhetoric that is interesting, even artful, rather than mundane. When John F. Kennedy said, “Ask not what your country can do for you, ask what you can do for your country” (an example of anastrophe), it was more interesting – and more persuasive – than the simpler, “Don’t be selfish.” Indeed, politicians and pundits use these devices to achieve their desired effect on the reader or listener nearly every time they speak. The stylistic elements in a piece of writing work to produce a desired effect related to the text’s (and author’s) purpose, and thus reveals the rhetorical situation. In classical rhetoric, figures of speech are divided into two main groups: Schemes — Deviation from the ordinary pattern or arrangement of words (transference of order). Tropes — Deviation from the ordinary and principal meaning of a word (transference of meaning). *Important Note: Words marked with an asterisk* are words for which it would be impossible for you to write 3 examples for your weekly vocabulary assignment. In those cases, please write only the definition, in your own words, and the rhetorical uses/effect of that device, or do what you are instructed to do under those words. Please mark these words that deviate...
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...Critique of Nonviolent Politics From Mahatma Gandhi to the Anti-Nuclear Movement by Howard Ryan (howard@netwood.net) Preface 2 Part I 1 2 3 4 5 6 7 Problems of Nonviolent Theory Nonviolent Philosophy 6 Moral View: Violence Itself Is Wrong 9 Practical View: Violence Begets Violence 13 Nonviolent Theory of Power 21 Voluntary Suffering 24 Common Nonviolent Arguments 34 A Class Perspective 49 Part II 8 9 10 11 12 13 14 15 16 Gandhi: A Critical History Father of Nonviolence 56 Satyagraha in South Africa 59 Textile Strike 66 Noncooperation Movement 1919-22 70 Religious Conflicts 80 Salt Satyagraha 87 Congress Ministries 97 The War Years 101 Independence and Bloodshed 111 Part III 17 18 19 20 Nonviolence in the Anti-Nuclear Movement Nonviolent Direct Action 120 Consensus Decision Making 123 Open, Friendly, and Respectful 136 Civil Disobedience 142 Epilogue 151 Notes 154 ©2002 by Howard Ryan. All rights reserved. Readers have my permission to use and distribute for non-profit and educational purposes. Critique of Nonviolent Politics 2 Preface (2002) Critique of Nonviolent Politics may be the only comprehensive critique of nonviolent theory that has been written. I wrote it between 1980 and 1984, while living in Berkeley, California. Since 1977, I had been active in the movement against nuclear power and weapons which, in California, focused its protests at the Diablo Canyon Nuclear Plant near San Luis Obispo, and at the University of California's Lawrence Livermore Labs where...
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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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...FIN 4414 Financial Management Course Syllabus Spring 2010 Term INSTRUCTOR: Dr. T. Craig Tapley Graham-Buffett Master Lecturer of Finance Section: Section: Room: 2109 – Monday and Wednesday, Periods 3-4 (9:35 a.m. – 11:30 a.m.) 7111 – Monday and Wednesday, Periods 5-6 (11:45 a.m. – 1:40 p.m.) 112 Matherly Hall Office Hours: Wednesday (2:00 p.m. - 3:00 p.m.) Thursday (1:00 p.m. - 2:30 p.m.) CONTACT INFORMATION: Office: Phone: Fax: E-Mail: 329 David Stuzin Hall (352) 392-6654 (352) 392-5237 ctapley@ufl.edu http://vista.courses.ufl.edu/ Class Webpage: COURSE MATERIALS: TEXTBOOK 1. Financial Management: Theory and Practice (12th Edition), Eugene F. Brigham and Michael C. Ehrhardt, Thompson/South-Western, 2008, ISBN: 0-324-42269-5. The official textbook for the class will be an excellent reference book as you start your career, as you may easily find that there will be times, on the job, when you need to reference prior material, or formulas, covered in your corporate finance classes at UF. However, books have become somewhat expensive, so you may, instead, purchase the 11th or 10th Edition of the book, typically at a cheaper price, through various online booksellers. However, there are minor differences between the 10th, 11th, and 12th editions; mainly in the order of the chapter. These differences should not impact your ability to perform well in this class, but you may need to map the chapters in the 10th or 11th Edition to those assigned in the 12th Edition. This is...
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...[Enter Document Title] Foundations of the U.S. Legal System Prof. William Ewald Contributors Wim De Vlieger Suvitcha Nativivat Alasdair Henderson Ana Carolina Kliemann Alexey Kruglyakov Rafael A. Rosillo Pasquale Siciliani Paul Lanois Gloria M. Gasso Kamel Ait El Hadj Yuanyuan Zheng Ana L. Marquez Pumthan Chaichantipyuth Wenzhen Dai Penn Law Summer 2006 I. Introduction and Historical Background A. What the course will cover? This is not an introductory course. You are all lawyers; I shall assume a good deal of professional expertise, and that many of you already have a body of knowledge about American law. The task: prepare you for the coming year, give you the basic grounding that you will need for the courses you are going to start taking in September. For this, you need two things: ♥ A great deal of basic factual information about how the courts and the legal system function, and about basic legal concepts (and legal vocabulary); ♥ But more importantly: background information about some of the critical ways in which the American legal system is unique, and differs from legal systems elsewhere in the world. This is hard: often you will find that your professors or fellow‐students will make assumptions or presuppose certain ways of doing things that aren’t explained in class. A large goal of this course is to explain those assumptions...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...SECRET LANGUAGE of • HOW LEADERS INSPIRE ACTION THROUGH NARRATIVE The LEADERSHIP STEPHEN DENNING John Wiley & Sons, Inc. More Praise for The Secret Language of Leadership “Out of the morass of strategies leaders are given to transform organizations, Denning plucks a powerful one—storytelling— and shows how and why it works.” —Dorothy Leonard, William J. Abernathy Professor of Business, Emerita, Harvard Business School, and author, Deep Smarts: How to Cultivate and Transfer Enduring Business Wisdom “The Secret Language of Leadership shows why narrative intelligence is central to transformational leadership and how to harness its power.” —Carol Pearson, director, James MacGregor Burns Academy of Leadership, University of Maryland, and coauthor, The Hero and the Outlaw “The Secret Language of Leadership is not only the best analysis I have seen of how and why leaders succeed or fail, it’s highly readable, as well as downright practical. It should be mandatory reading for anyone interested in engaging a company with big ideas who understands that leaders live and die by the quality of what they say.” —Richard Stone, story analytics master, i.d.e.a.s “A primary role of leaders is to create and maintain meaning for their organizations. Denning clearly demonstrates that meaningmaking comes from stories well told.” —Thomas Davenport, President’s Distinguished Professor of I.T. and Management, Babson College, and author, The Attention Economy “Steve...
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...RESEARCH and WRITING CUSTOM EDITION Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener ISBN 0-558-55519-5 Research and Writing, Custom Edition. Published by Pearson Custom Publishing. Copyright © 2006 by Pearson Custom Publishing. Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. New York, New York 10036 To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. Copyright © 2006 by Pearson Custom Publishing All rights reserved. Permission in writing must be obtained from the publisher before any part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system. All trademarks, service marks, registered trademarks, and registered service marks are the property of their respective owners and are used herein for identification purposes only. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-536-97722-4 2005240359 AP Please visit our web site at www.pearsoncustom.com ISBN 0-558-55519-5 PEARSON CUSTOM PUBLISHING ...
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