...The views Booker T. Washington and W.E.B. Du Bois were different in many ways but at the same time comparable. First off, it’s very fair to say that the intention behind their political views was truly the attempt to better the African American community as well as their relationship with the whites. Washington and Du Bois view were both very articulate and showing of their educated background. Both of them didn’t want to be just content with being a free citizen they wanted more for themselves and their fellow brothers and sisters. However there are many contrasting views between them. In Booker T. Washington’s 1895 speech, he was trying to appeal to white southerner. He mentions the phrase “Cast down your bucket where you are…...Cast it down in agriculture,...
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...After the Civil War African Americans faced much segregation and discrimination from their white counterparts. From this hate emerged several black orators, who passionately attempted to progress the condition and status of blacks. Two very famous orators of this time were Booker T. Washington and W.E.B. Du Bois, both of whom wanted equality for blacks, but had very different ideas in how to get that equality. Washington, in his Atlanta Compromise speech, gave the idea that equality needed to be earned. He said that blacks believed they would simply start at the top, which, obviously, wasn't the case. He advised the blacks to not be ignorant of the fact that they needed to start from the bottom, and live by their own hands, in order to rise to the top and hold high positions in fields such as politics....
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...22/25 “Compare and contrast the ideas and positions of Booker T. Washington, Ida B. Wells-Barnett and W.E.B. DuBois. Critically evaluate the strength and weaknesses of each.” Black History 140B Professor Katungi 3-12-03 Booker Taliaferro Washington was born a slave on a plantation in Franklin Country, Virginia in 1856. One of our nations most powerful black educators; he illustrated his belief in the dignity of work. He was very skilled in politics and influential for both black and white communities. “There was no period of my life that was devoted to play.” He expressed his concept of hard work was the cornerstone of his social philosophy. Booker T. became a principle and guiding force behind Tuskegee Normal and Industrial Institution in Hampton, Alabama during 1881. He felt that industrial education was a way out from the horrible sharecropping and debt. His plan also wanted to achieve self-employment, land ownership and small businesses. “Yet one has the hand in all things essential to mutual progress”, being a personal quote from Booker T. at the Atlanta Compromise address in 1895. His major role was to influence the area of race relations and black leadership. He attacked racism and secretly founder of many anti-segregationist activities. Booker T. wanted to help black Americans rise up from the economic slavery, that had held them down long after they were legally free citizens. As being a dominant figure in black public affairs from 1895 until his...
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...Contributions to Black Nationalism in the United States Critically discuss the contributions of both Booker T. Washington and W.E.B DuBois to the idea of Black nationalism in the United States. What were the major obstacles they faced in their articulation of the black Nationalist ideology? Booker T. Washington “was an American political leader, educator and author” who proved to be one of the most dominate figures in African American history in the United States (Booker, par. 1). William Edward Burghardt Du Bois “was a noted scholar, editor, and African American activist…[who] sought to eliminate discrimination and racism” (.. During the late 19th and early 20th century Booker T. Washington and W.E.B. DuBois were two great men who significantly influenced the idea of Black Nationalism in the United States. Though they both wanted to see an America where the Negro was treated with proper respect and equality, their views on how to obtain these noble goals contrasted one another. The ideology of DuBois and Washington were so completely different that people became subjected to following the doctrine of one or the other. With the knowledge that only one could be the “spokesman” for the race the two began a bitter battle to control the Black Nationalism ideology. Amid the competition against one another, both men still had to face other obstacles such as racism in order to further the goals of blacks of the period. Even though the two men had differing opinions on the...
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...| 1.4.5 Practice: Washington and DuBois | Practice Assignment | | | | | U.S. History Sem 2 (S3346986) | Garibalde Nunez | | | Points possible: 30 | Date: ______4/22/16______ | | Your Assignment 1. Charts like this one are a great way to compare and contrast. Use this chart to list the strategies of Booker T. Washington (that he did not share with Du Bois) on one side, the strategies of W. E. B. Du Bois (that he did not share with Washington) on the other, and the strategies they had in common in the middle. You may have to infer what they had in common. Booker T. Washington's Strategies | Shared Strategies | W. E. B. Du Bois's Strategies | * He wanted blacks to be educated so they can take control of their lives. * Accepted segregation as long as blacks were treated fairly * Blacks must work hard and do well | * Both wanted a better life for African Americans * Both fought with evidence to prove that blacks need improvement * Both of their goals aimed to better the black community | * He argued that the black community should be led by the most talented * He wanted African Americans to demand equality * He also argued that white Americans should respect black Americans as equals | 2. Once you have filled out the chart, you will have to organize the information into a compare-and-contrast form. You will now need to write an introduction for the beginning and a conclusion for the end. For your introduction, try and...
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...Developmental Psychology 2011, Vol. 47, No. 2, 450 – 462 © 2010 American Psychological Association 0012-1649/10/$12.00 DOI: 10.1037/a0021379 The Impact of School-Based Mentoring on Youths With Different Relational Profiles Sarah E. O. Schwartz, Jean E. Rhodes, and Christian S. Chan University of Massachusetts Boston Carla Herrera Public/Private Ventures, Philadelphia, Pennsylvania Associations between youths’ relationship profiles and mentoring outcomes were explored in the context of a national, randomized study of 1,139 youths (54% female) in geographically diverse Big Brothers Big Sisters school-based mentoring programs. The sample included youths in Grades 4 –9 from diverse racial and ethnic backgrounds, the majority of whom were receiving free or reduced-price lunch. Latent profile analysis, a person-oriented approach, was used to identify 3 distinct relational profiles. Mentoring was found to have differential effects depending on youths’ preintervention approach to relationships. In particular, youths who, at baseline, had satisfactory, but not particularly strong, relationships benefited more from mentoring than did youths with profiles characterized by either strongly positive or negative relationships. Implications for research and practice are discussed. Keywords: youth mentoring, parent relationships, teacher relationships, latent profile analysis Youth mentoring programs such as Big Brothers Big Sisters (BBBS) pair youths with volunteers who are...
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...GAYLES 2O1O p.1 INTRODUCTION TO AFRICAN-‐AMERICAN STUDIES AAS 2010 CRN: 85710, 88310 Please note: The course syllabus provides a general plan for the course; deviations may be necessary to meet the needs of the class. Jonathan Gayles, Ph.D. Associate Professor, African-‐American Studies Telephone 404-‐413-‐5638 (E-‐mail is the most efficient way to reach me) E-‐mail All course-‐related e-‐mail should be sent through Desire to Learn (D2L) Class meets Tuesday/Thursday in Classroom South 103, 1:00-‐2:15pm Office 1 Park Place South, Suite 962 Office Hours Tuesdays 2:30-‐3:30pm and by appointment Calvin Monroe Graduate Teaching Assistant cmonroe8@student.gsu.edu POWER DOWN YOUR PHONE NOW AND FOR EACH CLASS ABOUT THE COURSE Course Description The university’s course description: “Intellectual and social origins of African-‐American Studies. Key concepts, themes, and theories of the discipline.” More specifically...
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...Дневник читателя READER’S JOURNAL Ernest Hemingway. The Old Man and the Sea (1952). Joseph Heller. Catch-22 (1961). Tennessee Williams. A Streetcar Named Desire (1959). Iris Murdoch. The Black Prince (1973). Jerome David Salinger. The Catcher in the Rye (1951). Michael Ondaatje. The English Patient (1992). Ray Bradbury. Fahrenheit 451 (1953). Ken Kesey. One Flew Over the Cuckoo’s Nest (1962). Edward Albee. Who’s Afraid of Virginia Woolf? (1962). Arthur Miller. Death of a Salesman (1949). ------------------------------------------------- ------------------------------------------------- Ernest Hemingway. The Old Man and the Sea (1952). ------------------------------------------------- ------------------------------------------------- FULL TITLE · The Old Man and the Sea ------------------------------------------------- ------------------------------------------------- AUTHOR · Ernest Hemingway ------------------------------------------------- ------------------------------------------------- TYPE OF WORK · Novella ------------------------------------------------- ------------------------------------------------- GENRE · Parable; tragedy ------------------------------------------------- ------------------------------------------------- LANGUAGE · English ------------------------------------------------- ------------------------------------------------- TIME AND PLACE WRITTEN · 1951, Cuba ------------------------------------------------- ...
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...Journal of Applied Psychology 2003, Vol. 88, No. 5, 852– 865 Copyright 2003 by the American Psychological Association, Inc. 0021-9010/03/$12.00 DOI: 10.1037/0021-9010.88.5.852 An Investigation of Race and Sex Similarity Effects in Interviews: A Multilevel Approach to Relational Demography Joshua M. Sacco Aon Consulting Christine R. Scheu, Ann Marie Ryan, and Neal Schmitt Michigan State University This research studied the effects of race and sex similarity on ratings in one-on-one highly structured college recruiting interviews (N 708 interviewers and 12,203 applicants for 7 different job families). A series of hierarchical linear models provided no evidence for similarity effects, although the commonly used D-score and analysis-of-variance– based interaction approaches conducted at the individual level of analysis yielded different results. The disparate results demonstrate the importance of attending to nested data structures and levels of analysis issues more broadly. Practically, the results suggest that organizations using carefully administered highly structured interviews may not need to be concerned about bias due to the mismatch between interviewer and applicant race or sex. There is a large body of literature supporting the notion that demographic similarity affects important outcomes at work (see Riordan, 2000; Williams & O’Reilly, 1998, for a review). For instance, researchers have reported that demographic similarity is positively related to communication...
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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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...Acknowledgements This report would not have been possible without the support of two research assistants, Caroline Scott and Karin Barty. We thank them for their enthusiasm for the project and the many hours they spent searching the literature. The Early Childhood Education Research Team would also like to acknowledge the parents, primary school teachers, school principals, early childhood professionals and other support staff who were willing to provide their views on what they considered to be a successful transition to school. A very special thank you to the kindergarten teachers who, at the time, were very busy writing Transition Learning and Development Statements yet somehow put time aside to answer our questions. Finally, we would like to acknowledge the support and colleagueship provided by the Department of Education and Early Childhood Development, especially Pippa Procter, Gina Suntesic and Karen Weston. This has been an interesting and stimulating project for us all. The Early Childhood Education Research Team Victoria University December, 2009 Table of Contents Acknowledgements Introduction • Background • Purpose Methodology • Literature Review • Participants • Data Collection • Victorian Early Years Learning & Development Framework (Victorian Framework) • Outcomes • Indicators • Measures • Tables Outcomes & Indicators of a Positive Start to School • For Children • For Families • For Educators • Table 1: Outcomes & indicators of a positive start to school...
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...The Future of the Automobile Industry Diala Albirini, Karen DuBois, Missy Habig, Craig Naugle The Future of the Automobile Industry Industry Scope When we first started organizing our thoughts on what to focus on within the automobile industry we found ourselves drawn to the population size and safety features (safety for individuals and for environment). We stimulated our strategic thinking by asking the following questions: What will the automobile industry at large look like in 2025? What trends/shifts will shape mobility in the years to come? What will drive the success of future winners? We quickly realized that our project scope needed to be broader to cover all of the megatrends we indentified and address them as it pertains to specific geographic regions of the world. Cars being mass produced on the assembly line will be a thing of the past. The commercials today for Buick of not ‘driving your father’s Buick’ will even be more pronounced in 2025. In fact, my father would have thought he was living in a science fiction movie! The mantra of ‘have it your way’ will become the mission statement of the automobile industry – both from a consumer and an employee perspective…if they want to remain successful in the industry. Our results? The automobile industry will remain a capital-intensive business model and thus limited in terms of its margin growth. However, over the next fifteen years the automobile industry will remain an exciting place. The industry’s center of...
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...TRADE JURNAL Leisure Arts in Bookstore Push Milliot, Jim. Publishers Weekly255.41 (Oct 13, 2008): n/a. 1. ------------------------------------------------- Full text 2. ------------------------------------------------- Abstract/Details Turn on hit highlighting for speaking browsers by selecting the Enter button Hide highlighting Abstract TranslateAbstract Craft book publisher Leisure Arts has signed on with Midpoint Trade Books as part of its effort to expand its presence among booksellers. Throughout its history, Leisure Arts has focused its sales operation on crafts stores. Details Subject Book industry; Bookstores; Distributors; Agreements; Distribution channels Company / organization Name: Leisure Arts NAICS: 511120; Name: Midpoint Trade Books Inc NAICS: 422920, 511130 Title Leisure Arts in Bookstore Push Author Milliot, Jim Publication title Publishers Weekly Volume 255 Issue 41 Pages n/a Number of pages 1 Publication year 2008 Publication date Oct 13, 2008 Year 2008 Section Foreword; New Channel Publisher PWxyz, LLC Place of publication New York Country of publication United States Publication subject Publishing And Book Trade, Library And Information Sciences ISSN 00000019 CODEN PWEEAD Source type Trade Journals Language of publication English Document type News ProQuest document ID 197101688 Document URL http://search.proquest.com.ezaccess.library.uitm.edu.my/docview/197101688?accountid=42518 ...
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...Lexical cohesion and the organization of discourse First year report PhD student: Ildikó Berzlánovich Supervisors: Prof. Dr. Gisela Redeker Dr. Markus Egg Center for Language and Cognition Groningen University of Groningen 2008 Table of contents 1 Introduction.........................................................................................................1 2 Lexical cohesion...................................................................................................2 2.1 Lexical cohesion and discourse organization................................................2 2.1.1 Introduction.............................................................................................2 2.1.2 Lexical cohesion and genre.....................................................................2 2.1.3 Lexical cohesion and coherence .............................................................3 2.2 The role of lexical cohesion in the segmentation and centrality of discourse units......................................................................................................................5 2.2.1 Introduction.............................................................................................5 2.2.2 Discourse segmentation ..........................................................................6 2.2.3 Central discourse units............................................................................8 2.2.4 Conclusion .........................................
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...suffrage campaigners of the nineteenth and early twentieth century struggled against opposition from both parliament and the general public to eventually gain the vote for the entire British population in 1928. ------------------------------------------------- Who took part in the campaign? The first women's suffrage bill came before parliament in 1870. Soon after its defeat, in 1897, various local and national suffrage organisations came together under the banner of the National Union of Women's Suffrage Societies (NUWSS) specifically to campaign for the vote for women on the same terms 'it is or may be granted to men'. The NUWSS was constitutional in its approach, preferring to lobby parliament with petitions and hold public meetings. In contrast, the Women's Social and Political Union (WSPU), formed in 1903, took a more militant view. Almost immediately, it characterised its campaign with violent and disruptive actions and events. Together, these two organisations dominated the campaign for women's suffrage and were run by key figures such as the Pankhurstsand Millicent Fawcett. However, there were other organisations prominent in the campaign, including the Women's Freedom League (WFL). These groups were often splinter groups of the two main organisations. ------------------------------------------------- What did they campaign for? Before the first of a series of suffrage reforms in 1832, only 3% of the adult male population were qualified to vote. For the most part, the...
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