...Cesar Chavez, a labor union organizer and civil rights leader, explains to his audience why nonviolent resistances are more effective than a violent one would be. Concluding this statement, he does this through his use of illustrating how if we do this, then that will be the result. He also introduces how Dr. King and Ghandi got what they were looking to accomplish done through peace. First, throughout the magazine article Cesar uses pathos to define the outcomes of “If we do this” or “If we do that”, then there will be a result to appeal to his reader’s inner emotions. In paragraph 4, he says, “If we resort to violence, then one two things will happen”, he finishes by explaining the forecast of how the violence will advance and could potentially result in injuries, death, and possible demoralization. By explaining the consequences that could become it redirects his audience to want to try prevent things like above to happen to them as well...
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...Cesar Chavez was a union leader and labor organizer that help to express the words of nonviolent resistance in the world. Chavez was able to develop his ethos throughout his speech and define what nonviolent and violent mean and how the society is expressing those words towards each other. In this passage, Chavez demonstrates his ability by using antithetical arrangement and historical precedent to differentiate nonviolence and violence. In Chavez’s first half and near the end of his speech, he went over what violence and nonviolence and how it affect the world and society.The way Chavez organized his statements demonstrate his use of antithetical arrangement. Chavez stated that nonviolence “supports you if you have a just and moral cause...
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...took place, the Delano Grape Strike. This first protest was held in order to expose the risk in consuming intoxicated grapes. Pesticides not only affect the consumers, but also water, air, and soil. Cesar believed that five of the most dangerous pesticides used in grapes production should be banned because they caused health issues and may lead to death. In Cesar Chavez's Wrath of the Grapes Boycott, given in 1986 in Austin, Texas at a community center farm worker, labor leader and civil right activist Cesar regarding the harmful of agriculture in California, five of the leading pesticides should be banned of use in grapes and any crops. Several reports came out from The New York Times, stated that, "nearly 1,000 California, Pacific Northwest, Alaskan, and Canadian consumers became ill as the result of eating watermelons tainted with the powerful insecticide Aldicarb,” He, then, continued, “labeled the most acutely toxic pesticide registered in the United States." It shows the loophole on the regulations of the use of pesticides. Even though, it was one of the most toxic, unaware consumers were able to purchase those contaminated produces. One of the reports came from the Environmental Protection Agency stating that polluting the agriculture was the urgent matter that needed attention right away. Pesticides were also suspecting to be the main cause, "the illness of over 300,000 of the nation's 4 million farm workers." Cesar, then, added, "of the 27 legally restricted toxic poisons...
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...Catholic community. Because it was among the most politically, economically, and spiritually influential institutions, without the Church’s support, Mexican Americans had little hope of promoting their cause. Cesar Chavez’s speech “The Mexican American and the Church” can be analyzed in light of Carl Roger’s philosophy in order to understand Chavez’s empathetic appeals to his audience. Chavez is able to empathize with his audience...
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.... What real life labor movement was the film Salt of the Earth based on? Based on the book From Out of the Shadows and the film Salt of the Earth, how did women participate and contribute during the miners’ strike? What did the workers and their families gain through this movement? The film Salt of the Earth is based on Cold War politics and Mexican-American labor. Women participate and contribute during the miners strike in many different ways such as feeding the men while they were protesting. However, afterwards women take the men places on the line and men assumed childcare and household responsibilities. Even though women were assaulted and harassment they refused to be intimidated. In fact, women fought back for their rights. According to the book From Out of the Shadows the majority of the union negotiated team during the Empire Zinc strike were not miners, but wives of...
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...working conditions. Social advocates of the time pushed states to enact laws to protect all workers wages, allowing all employed individuals an adequate standard of living (National, 2007). In 1912, Massachusetts became the first state to mandate a specific wage for workers. By 1938, twenty-five states soon followed that lead with laws for their workers. However, the success of the wage laws was tempered by courts decisions. The U. S. Supreme Court decided that state minimum wage laws were unconstitutional. The Supreme Court stated that these laws violated employer and employee rights to negotiate fair wages. This decision made the Supreme Court one of the chief barriers to fair wages. The Supreme Court also hindered the child-labor laws. Amongst the noteworthy cases is Hammer v. Dagenhart where the Court held unconstitutional a Federal child-labor law by one vote. In 1923, the Supreme Court by a fine and small leeway invalided the District of Columbia law that establishes minimum wages for women in Adkins v. Children's Hospital. Even more devastating to the new laws in the 1930's, was the Court's decisions on societal based legislation (Grossman, 2007). Roosevelt's consultants designed a National Industrial Recovery Act (NRA) in 1933, under the "New Deal" program (National, 2007). Antitrust laws were suspended by the act so that organizations could implement fair- trade codes consequently resulting with less rivalry and increased salaries and earnings. The President upon...
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... | |Mark A Mattaini. Behavior and Social Issues. Chicago:Fall 2003. Vol. 12, Iss. 2, p. 148-163 (16 pp.) | | | Collective violence (including terrorism, gang violence, civil war, separatist ethnic and religious conflicts, and government sponsored wars) is a central concern of the 21st century. This analysis suggests a scientific strategy for reducing such violence by constructing functionally equivalent and highly effective nonviolent collective alternatives. This general approach is the heart of most effective programs of behavior change, but has not yet been used to address terrorism and other forms of collective violence. The paper briefly traces the history of effective nonviolent action, including both strategies to confront and reduce oppression as well as strategies for defending persons, peoples, and social institutions against attack. It then turns to a examination of cultural practices on which successful nonviolent actions have relied, emphasizing a scientific analysis of the behavioral dynamics involved. Both practices directed toward opposition groups and practices that maintain the commitment and action of group members are investigated. The paper concludes with an outline of a program of research for taking these analyses to deeper and more comprehensive levels. [PUBLICATION...
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...American schools. The safety of our school facilities has become one of the largest issues in education and has continued to be a concern of great importance. Although the most recent national indicators demonstrate that larger gains have been made in recent years, safety issues remain substantial problems in US school buildings. Between 2004 and 2012, there was a 46 percent decrease in the violent crime victimization rate at school. Despite this decline, students who are between the ages of 12 through 18 were victims of about 700,000 violent crimes and 1.2 million crimes of theft at school in the year 2012. (DeVoe, J. et al., 2012). Among the top trends in school safety are violence, theft, bullying, drugs, and most importantly, firearms. These issues continue to grow in many schools throughout the country indicating that more remains to be done to make our school facilities safer. Furthermore, accurate information about the nature, extent, and scope of the problem being addressed is essential in developing effective programs that support safe facilities. However, as local budgets around the US continue to decrease, school leaders are still left to fulfill new safety requirements for their school facilities. This research paper will address the growing issue of safety requirements as it...
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...Normal School was established in a two-storey building in front of and across the street of the present Provincial Building (now Casa Plaza) to meet the future need for Filipino teachers. The minimum requirement for admission was the completion of the elementary education in the old Spanish schools. The first batch of teachers were selected from experienced American teachers. The first principal was Mr. Lutz, who, despite his past sixty years, was a very kind and understanding man. The initial enrolment was about 250 and was divided into 5 sections. By 1903, the school had a very active literary society called Philomathean and had also a strong baseball team. In 1904, Mr. Covell succeeded Mr. Lutz as principal. To accommodate more students, preparatory classes were organized. For the first time Filipino students were selected as government pensionados to continue their studies in the United States. Among those selected were Candido Alcazar, Ambrosio Gison, Delfin Jaranilla, Carlos Lopez, Leon Nava, Balbino Palmares, Graciano Rico, Cirilo Torreblanca and Felix Valencia. In 1905, Mr. Maxson succeeded Mr. Covell as principal. The pensionados then were Geronimo Huising, Isabelo Lagniton, Claro Pendon, and Pedro Sindico. The yearly appointment of pensionados and heavy demand for teachers and clerks in the different government offices greatly depleted the number of old students. The original 5 sections were consolidated into 2 sections. The first section was for more...
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...complete sentence, and still others with the relationship between coordination and subordination. 3. To walk, biking, and driving are Pat’s favorite ways of getting around. A. To walk, biking, and driving B. Walking, biking, and driving C. To walk, biking, and to drive D. To walk, to bike, and also driving 4. When you cross the street in the middle of the block, this is an example of jaywalking. A. When you cross the street in the middle of the block, this B. You cross the street in the middle of the block, this C. Crossing the street in the middle of the block D. The fact that you cross the street in the middle of the block 5. Walking by the corner the other day, a child, I noticed, was watching for the light to change. A. a child, I noticed, was watching B. I noticed a child watching C. a child was watching, I noticed, D. there...
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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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...(pronounced [ˈmoːɦənd̪aːs ˈkərəmtʃənd̪ ˈɡaːnd̪ʱi] ( listen); 2 October 1869 – 30 January 1948) was the preeminent leader of Indian nationalism in British-ruled India. Employing non-violent civil disobedience, Gandhi led India to independence and inspired movements for civil rights and freedom across the world. The honorific Mahatma (Sanskrit: "high-souled," "venerable"[2])—applied to him first in 1914 in South Africa,[3]—is now used worldwide. He is also called Bapu (Gujarati: endearment for "father,"[4] "papa."[4][5]) in India. Born and raised in a Hindu, merchant caste, family in coastal Gujarat, western India, and trained in law at the Inner Temple, London, Gandhi first employed non-violent civil disobedience as an expatriate lawyer in South Africa, in the resident Indian community's struggle for civil rights. After his return to India in 1915, he set about organising peasants, farmers, and urban labourers to protest against excessive land-tax and discrimination. Assuming leadership of the Indian National Congress in 1921, Gandhi led nationwide campaigns for easing poverty, expanding women's rights, building religious and ethnic amity, ending untouchability, but above all for achieving Swaraj or self-rule. Gandhi famously led Indians in challenging the British-imposed salt tax with the 400 km (250 mi) Dandi Salt March in 1930, and later in calling for the British to Quit India in 1942. He was imprisoned for many years, upon many occasions, in both South Africa and India. Gandhi attempted...
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...TExES I Texas Examinations of Educator Standards Preparation Manual 133 History 8–12 Copyright © 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of the Texas Education Agency. Texas Examinations of Educator Standards, TExES, and the TExES logo are trademarks of the Texas Education Agency. This publication has been produced for the Texas Education Agency (TEA) by ETS. ETS is under contract to the Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Certification of Educators in Texas (ExCET) program. The TExES program and the Examination for the Certification of Educators in Texas (ExCET) program are administered under the authority of the Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of the Texas Education Agency. The Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in the administration of the testing program or the provision of related services. PREFACE The State Board for Educator Certification (SBEC) has developed new standards for Texas educators that delineate what the beginning educator should know and be able to do. These standards, which are based on the state-required curriculum for students—the Texas Essential Knowledge and Skills (TEKS)—form the basis for new Texas Examinations...
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...CULTURAL COMPETENCE IN HEALTH CARE: EMERGING FRAMEWORKS AND PRACTICAL APPROACHES Joseph R. Betancourt Massachusetts General Hospital–Harvard Medical School Alexander R. Green and J. Emilio Carrillo New York-Presbyterian Hospital–Weill Medical College of Cornell University FIELD REPORT October 2002 Support for this research was provided by The Commonwealth Fund. The views presented here are those of the authors and should not be attributed to The Commonwealth Fund or its directors, officers, or staff. Copies of this report are available from The Commonwealth Fund by calling our toll-free publications line at 1-888-777-2744 and ordering publication number 576. The report can also be found on the Fund’s website at www.cmwf.org. CONTENTS About the Authors.......................................................................................................... iv Acknowledgments .......................................................................................................... iv Executive Summary......................................................................................................... v Introduction .................................................................................................................... 1 Findings........................................................................................................................... 3 Defining Cultural Competence ..............................................................................
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...CALIFORNIA CALIFORNIA An Interpretive History TENTH EDITION James J. Rawls Instructor of History Diablo Valley College Walton Bean Late Professor of History University of California, Berkeley TM TM CALIFORNIA: AN INTERPRETIVE HISTORY, TENTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2008, 2003, and 1998. No part of this publication may be reproduced or distributed in any form or by any 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. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born...
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