St. Lucy's Home for Girls Raised by Wolves Essay

St. Lucy's Home for Girls Raised by Wolves - Essay Example Russell uses vivid description to develop the different aspects of her story. A close analysis of the story reveals that she explores multiple gender issues. In a bid to analyze this gender issue, this paper will offer a gender perspective analysis of her work. In addition, it will also consider the historical and the cultural perspective portrayed by the author as she developed her story. In her story, Russell tackles certain critical gender issues that are of interest to many literary analysts. One of them named Natalyalc commenting of Russell’s book online said, â€Å"The story also seems to have gender roles as the main theme†¦Ã¢â‚¬  She continues to say, â€Å"Because they have separate homes for male and female wolves and furthermore taught differently.† The fact that the story is centered on 15 wolf girls struggling to acculturate and assimilate into the human society introduces a gender based perspective. She mentions that, brothers of the girls were in a separate home. The fact that girls and boys did not learn the new culture in an integrated system is an emphasis on the existing gender differences, and the conservative nature of the society concerning the gender roles. The 15 girls undergo a rigorous transformational process as the nuns struggle to shape civilized women out of them. Most of the activities they indulge in are defined by the gender roles evident in the society. One nun tried to help Mirabella conform to feminine behavior as Russell describes when she says, â€Å"Shed sit down with Mirabella and pry her fingers apart. â€Å"You see?" shed say softly, again and again. "What are you holding on to? Nothing, little one. Nothing† (Russell 241). For example, they were expected to learn how to walk with composure as ladies. Moreover, the nuns make efforts of combing the hair in order to give them a feminine look evident when the narrator says, â€Å"The sisters swept out hair back into high, bouffant

Managing Orgnisation Essay Example for Free

Managing Orgnisation Essay Organizational culture can be summed up as a complex set of assumptions, beliefs, perceptions, symbols and values that define how a company goes about doing business. Every organization has its own unique culture or value set. Most organizations do not consciously try to create a certain culture as the culture of the organization is typically created automatically and unconsciously, based on the values of the top management or the founders of an organization. How things are said and done in a company reflects and shapes its organizational culture and can be seen in the following ways based on norms, critical incidents, rituals and significant symbols. Norms are a set of unwritten rules and guidelines that are standard for appropriate behaviour. Critical incidents are the events that occur in a company for example; a manager pointed out a mistake in the boss’ work and got passed over for a promotion. It shows that the company does not tolerate criticism. Based on this, other employees will learn from it and keep quiet even if their superiors made a mistake on their jobs. Rituals are the company’s traditions and customs, which are known as rites. Each company has their own set of rituals and can be extremely different from one another. A few examples will be the dress code, work pace, where to sit during meetings and recognition; how achievements are awarded. A significant symbol is how the employees and customers describe the organization. This means the language used to reflect the beliefs that are an everyday part of life for the organization. They are an indication of what values the company holds important. Based on the above introduction and explanation, we can derive that certain aspects of the culture can and cannot be managed. As said before, the top of the organization are the ones who set the goal and mission for the company. But based on the settings, different values and beliefs branches out as people have different perceptions and way of getting job done. Each culture is like a finger print and there can be no same culture between two unrelated organizations. The culture [1]‘is one type of environmental influence which impacts the way people (employees) think, perform tasks, and  communicate/interact with each other.’ Harris (1994) said: [2]‘Work is done by people who make up an organization, not by the organization itself. Organizational culture is ultimately manifested, represented and maintained by sense-making efforts and actions of individuals.’ It means organisational culture will first manifest itself before having impact on individuals and in turns affect an organization’s productivity, performance and their good points. In any kind of businesses, having a good culture is key matter in sustaining a good organization and in return creating good working results. Creating a â€Å"positive† culture would be extremely difficult to implement. At a certain point of situation, there will be a need to manage the culture of the organization. This is when there is a change in the tops of the management; the board of directors. It can also occur when there is a merge and overtaking by another organization.

Coke Strategy Essay -- Strategic Management Business

Coca Cola is the leading manufacturer, marketer and distributor of soft drinks in the world. With domestic market nearing saturation, the potential for growth lies in international markets. In recent years, economic, political and social changes have made the global environment more uncertain, forcing Coke to reevaluate its strategy, structure and culture to maintain a competitive advantage. The following is a dynamic analysis that tracks the evolution of Coke’s strategy from global standardization to a multi-domestic strategy that emphasizes national responsiveness. During Goizueta’s management term, Coke is already a large, mature company in the formalization stage of its life cycle and in the international stage of global development. The organization’s official goal is to dominate the global beverage market and maintain its market leadership position over Pepsi and other competitors. Its primary operative goals are productivity, efficiency and profit. Coke is a highly formalized, centralized organization with a clear hierarchy of authority and a mechanistic management process. Employees believe in the supremacy of the product, and the company’s rigid, heavy-handed culture helps maintain control and drive aggressive marketing and expansion plans. Given the steady consumer demand and low uncertainty created by the simple/stable environmental dimensions, the vertical structure is appropriate because it provides management with high degree of efficiency and control. Coke’s effectiveness is a result of the synergistic fit between its structural and contextual dimensions. Coke realizes economies of scale/scope and low-cost production from a globalization strategy that enables product design, manufacturing and marketing to be ... ...our product categories. With greater distances between regional units, Coke needs to establish more global coordination mechanisms such as transnational teams and functional managers to link resources, disseminate knowledge and bring products to market faster. To ensure that regional units don’t act too autonomously, headquarters needs to develop unified plans and procedures to ensure control and coordination. With more differentiation, Coke’s challenge is to stay competitive in new product categories without weakening the flagship product or diluting its brand image. Looking to the future, Coke should consider moving to a transnational model, which would transform the organization into a network of interdependent global operations that work together to achieve multi-dimensional goals by simultaneously achieving efficiency, national responsiveness and shared learning.

Cheerleading Captain Essay

There are many different opinions out there about cheerleaders, many good, and many bad. Some think of them as the girls standing by the football field, but I think of cheerleading as a symbol of all the spirit that we can share, and a token of appreciation toward the team that’s being cheered on. Cheerleading is such a vital part to many sections of the school. If I, Nina Guenther, am chosen to be a captain for the Burrell High School Junior Varsity squad, I will make sure that everyone has a positive outlook, and the great qualities the squad holds are emphasized.One reason I’d make a great choice for a captain, is that I would be dedicated to the squad, and won’t give up when faced with an obstacle. To me, extra practices, time spent making cheers, organizing stunts, and many of the other things a captain is chosen to do, is not work, but a privilege. These tasks would not bother or frustrate me, because as long as it’d help the girls on my squad, Iâ₠¬â„¢d be happy to do anything to help. I’d handle all obstacles, whether they concern individuals, the squad, a cheer, or a stunt, in an effective way that would help the squad grow.If I were chosen, I’m sure that I could help the squad surpass past years, and I could help every girl on the squad grow and become a better cheerleader. I have a strong belief that the change and growth in others affects you. I remember as I walked into the first tryout practice, last year, how nervous I was. I worked hard throughout that season to sharpen my physical and mental skills. Even though I’m far from perfect, if I continue to learn and get better, then I will influence and persuade others to do better.Growth will not only be seen in the abilities of the squad members, but in their attitudes. If I were a captain, I would make sure that everyone kept a positive outlook and worked harder than ever. Hopefully, by the end of you reading this, you can see how dedicated I am to this squad, and how hard I’ll work to make sure this season is one of the best we’ve ever had. I see a lot of promise in this year, and if I’m chosen as a captain, this squad’s full potential will be realized. Cheerleading, to me, isn’t just about standing on sidelines yelling cheers.It’s about how a group of people can support another group through their spirit. It’s not about bows or matching outfits, either, it’s about how people can come together to achieve something. Finally, it’s not about standing in rows, it’s about how if we can all come together to support something, we can make a difference. It’s about friendship and teamwork, hard work and dedication. Please consider me as a choice for one of the captains for the 2013-2014 cheerleading season on the Burrell High School Junior Varsity Squad. Thank you.

Prose coursework Essay

London being the most powerful city of its vast British empire had become the central point of the world. In the Victorian period, Britain owned the majority of the world and science was taking major jumps in history with discoveries, inventions and theories, for example the Darwin theory of evolution and the inventions of much revolutionary technology, such as the light bulb, the telephone etc. London was filled with life; it was a city where gas powered lamps lit the squalid streets covered with eerie shadows. Carriages clattered day and night delivering the rich and wealthy, but London was slowly deteriorating through wicked serial murders, drug misuse and frightened prostitutes. The city was famous for poverty: people who were stricken by ill health, cramped living conditions and high risk of sewerage water contamination. Soot rained over the city as the industrial revolution was at its peak, which was the cause of the covering of layers of black pollution creating a dark, dreary place. Public executions were frequency and Victorian people lived from day to day fearing crime, as renowned murderers walking the streets of London caused widespread fear across London, for example the likes of Jack the Ripper, infamous for ruthless murders of prostitutes and taunts he sent to the irresponsible police force, evidently many officers were publicly exposed as corrupt. Victorians had lost their respect for the police as they were thought to be unreliable in their protection of the desperate civilians of London. Arthur Conan Doyle’s character, Sherlock Holmes, surfaced in 1887. The people had found their savior, many immediately fell for the fictional character, and Holmes was seen as the super human detective like a cake with many layers, where each layer was revealed slowly throughout the fiction. He was a detective able to solve every mystery; he seemed to be a superhero always seeking justice to overcome evil. This fantasy became such a reality that when it’s creator tried to kill him off in 1893, many fans protested and even the author received death threats warning him to keep them supplied with the drug that feed their addiction for Holmes. This super sleuth had become famous in every province of the world. Many films, TV production, websites, museums and even organizations of secret police based in Eastern Europe were dedicated to him. Conan Doyle based his idea for Holmes on the traditional guide, but devised and invented the use of the scientific approach to solving mystery: observation, analysis of data observed, formation of theory based only on the facts. The traditional detective story is based on sudden adventitious circumstances; Doyle believed these circumstances didn’t occur in reality. Doyle’s mastery of the six rules of detective story allowed him to use the extra-ordinary. His concept was to reveal the mystery at the opening of the story followed by the development which explores detail of the story and at the conclusion Holmes explains and elaborates how the crime was committed. Holmes role and character is reveals throughout the story this is where we gain knowledge of his personality and mannerism, for example; -In the Red Headed league the case seem to be a joke but Holmes is still determined to work out the mystery, this show Holmes doesn’t fail to attempt even if it seem unworthy task. -In the Speckled Band Holmes pick up the smallest detail like the nonworking bell, the vent that leads into another room instead of outside, the bed that was bolted to the floor, a safe which had two holes, milk on a small plate not used for any animal a their home and the impression on the chair which had feet impression that was directly under the vent, these deduction prove Holmes superhuman ability and why he became so successful. Dr. Watson is the story teller, his relationship with Holmes seems to be strict controlling and ordered towards Dr. Watson but during their breaks Holmes becomes joyful and friendly towards Dr. Watson, for example; -In the Red Headed League Holmes tells Dr. Watson to leave him for 50 minutes to smoke his pipe and think, this order show Holmes superior over Dr. Watson. During many cases Dr. Watson seem to be the plot device as he develops the plot. The Speckled band is mystery where Holmes faces Dr. Roylett, throughout this story a lot of tension is built. Holmes conversation with Helen Stoner is calmer as Holmes gives her sympathy; here Holmes is presented as her knight in shining armor. 1 Sherlock Holmes Coursework Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.

The Hutterites essays

The Hutterites essays Out in the rugged West there are colonies of people called Hutterites who embody the pioneer spirit but live entirely removed from the modern world. The Hutterites are Anabaptist farmers and ranchers - close cousins of the Amish - who, after centuries of persecution in Europe, found religious freedom in North America in the 1870s. Their central belief in a kind of Christian communism informs everything they do. They work, worship, and eat together, and have no personal possessions. They do use computers and high-tech machinery; but they speak an old Austrian German dialect, sew their own clothes, and shun television, radio, or anything else that might let in the temptations of worldly materialism. Hutterites live rigidly structured lives that leave little room for individual expression, but they give this up willingly in exchange for the strong community support that promises spiritual salvation. For the Hutterites, the way to heaven lies through faith, communal living and a lot of hard work. The Hutterites live in farm communities, devoutly holding to the rules their founder laid down. In every Hutterite colony, the minister or spiritual leader is also the chief executive and he, along with an advisory board, makes the day-to-day decisions. The ministers duties include conducting church sermons, marriages, baptisms, funerals, and disciplining members of the church. The minister carries a lot of responsibility, as it is his duty to focus and worship everyday of the week. Hettorites are taught to surrender their lives and give themselves to the community, as this is Gods will. In addition, Hutterites are taught that they are not on earth to enjoy themselves, but to serve the community in preparation for eternity. Each Hutterite colony has to provide for its people. Most Hutterites are sustained through agriculture. Most colonies are crop producers and have fair-sized farms. They also raise a l ...

This study was to investigate on the main reasons for the group’s interest in this degree. The WritePass Journal

This study was to investigate on the main reasons for the group’s interest in this degree. Introduction This study was to investigate on the main reasons for the group’s interest in this degree. IntroductionBackgroundObjectives:MethodologyFindings:Conclusion:Recommendation:Bibliography References: Related Introduction Background This report has been written to uncover the main reasons for the group’s interest in the degree and their knowledge, personal qualities and in particular, skills that the group felt they brought to the degree programme. Secondly, this report also emphasizes on the different ways the members used to cope with the time needed to study the course. This is because, different members from the group have different commitments and the hours of work are different. Furthermore, this report was also performed to survey on the time demanding to study the course the members chose and it also states upon how the group spends their time during the week and if there is any anticipated changes. Last but not the least, to get an idea upon the group’s positive key points and anxieties about at the start of the programme and also to demonstrate the methods used by each member of the group to solve any anxieties caused at the start of the course. Objectives: The objectives of this report are to identify the reasons for the choice of the members of the group to do the course. Secondly, this report also identifies the knowledge, personal qualities and in particular, skills that the group felt they brought to the degree programme. Moreover, this report also includes the time demands on the group, how the group spends its time during the week and any anticipated changes and at last what the group felt positive or anxious about at the start of the programme and how group members will address any anxieties. Methodology A questionnaire consisted of open ended questions were sent by electronic mail to 5 members of the group discussion. The questionnaire was designed for the members to define their interests towards the course chosen. These members of the group were allocated to me by the UEL/ICS on Monday 4th April 2011.The deadline for the response was due on the 8th April 2011.Open ended question were chosen for this research to the fact that they are very useful in getting people to talk in their own words and they allow them to express more differently. The statistics were analysed by collecting data from the questionnaire returned by the members. Among these 5 members, only 2 of the members had responded to the questionnaire. Findings: The significance of this report was that all the members of the group had rather the same reasons of choosing the specific courses, that is, to further their career in teaching. But the reasons of their time demands and their anxieties towards their course were different and the method they used to tackle it was unparallel as well. Each member of the group has different opinions towards their knowledge, personal qualities and in particular, skills that they felt they brought to the degree programme. Conclusion: The main conclusion that can be drawn is that the course chosen by the members of the group discussion leads us towards only one reason, which is, to further the career in teaching. Secondly, whatever the ways used to tackle the problems cropped up in the course or any changes anticipated towards the course, it can be concluded that the time demand to study the course is the same for all the members. Given the fact that I have been able to do the discussion only with two of the members of the group, therefore conclusions have been based upon the information given by the two members. Recommendation: To my opinion, I think, it would have been better if the other three members in the group would have been active as well. The result of my report would have been more specific and elaborate. Bibliography References: Book: Drew, S. D. Bingham, R. B. (2004), The student skills guide, 2nd ed, Ashgate, Burlington. Page 83 to page 97(report writing) Internet: Academic Report Writing Template (2010), Available from: http://www2.elc.polyu.edu.hk/CILL/reports.htm [Accessed: April 16, 2011]

Creating Good Emergency Lesson Plans

Creating Good Emergency Lesson Plans Teachers are required to have a set of emergency lesson plans so that in the event of an emergency there is no interruption in the delivery of instruction. There can be any number of reasons to need emergency plans: a death in the family, an accident, or a sudden illness. Since these types of emergencies can arise at any time, emergency lesson plans should be not be associated with lessons that are part of a sequence. Instead, emergency lesson plans should be related to topics covered in your classroom, but not part of core instruction.    Regardless of the  reason for your absence, your substitute plans should always include information critical to the operation of the classroom. This information should be duplicated in the emergency lesson folder. For each class period, there should be class lists (with parent phone numbers/e-mail), seating charts, times for a variety of schedules (full day, half-day, specials, etc) and a general comment on your procedures. The fire drill procedure and a copy of the student handbook should be included in the folder as well as any special school procedures. While still keeping a students right to privacy in mind, you may also leave general notes to prepare the substitute for any special needs students. You may also provide the names and teaching assignments of those educators near the classroom in the event your substitute might need immediate assistance. Finally, if your school has a substitute log-in for computer use, you may leave that information or a contact for the substitute to request a log-in. Criteria for Emergency Lesson Plans The criteria that should be used in developing a good emergency lesson is similar to what you might leave for a scheduled absence. The plans include: Type of learning: emergency lesson plans should not include new learning, but rather work with concepts or principles that students already understand in your  subject area.  Timelessness: Because emergencies  can occur anytime  during the school year, these plans should address concepts important to the discipline, but not tied to a specific  unit. These plans should also be revisited during the school year and adjusted based on what topics students have covered.Length: In many school  districts, the recommendation is that emergency lesson plans should support a substitute for a minimum of three days.  Accessibility: The materials in emergency lesson plans should be prepared so that students of all levels of ability will be able to complete the work. If the plans call for group work, you  should leave recommendations on how to organize students. Substitute plans should be contain translated materials for English Language Learners if there is a need.  Resources: All materials for the  emergency lesson plans should be prepared and, if possible,   left in the folder. All papers should be copied in advance, and a few extra copies added in the event the classroom numbers have changed. There should be directions as to where other materials (books, media, supplies, etc) can be located.   While you want to make sure that your students are engaged in meaningful activities, you also should anticipate the amount of work you will receive when you return. Your first reaction may be to stuff the folder with many different worksheets to keep students occupied. Returning to school to face a folder filled with busy work does not benefit you or your students.   A better way to help the substitute is to provide materials and activities that engage students and can extend over a period of time.    Suggested Emergency Lesson Plans Ideas Here are some ideas that you can use as you create your own emergency lesson plans: There are always extended questions from chapters in your textbook that you may never get to during the school year.   The extended response  questions (sometimes titled further study...) sometimes take more time than a class period or they may be more challenging and involve  applying skills students already have  in solving authentic or real-world problems. There may be scenarios for students to try. A model of what is expected should be provided to the substitute.There may be articles that are related to your discipline with questions that students can answer. If there are no questions with the reading, you can use these four close reading questions that meet the Common Core Literacy Standards. You should leave an example to model for students so that they should know to provide evidence from the text for each question.What is the author telling me?  Any hard or important words? What do they mean?  What does the author want me to understand?How does the author play wit h language to add to meaning? Depending on the media available in your school, you may want to use short videos (TED-ED Talks, Discovery Ed, etc. ) that are often followed by questions. If questions are not available, the same questions used for an article (see above) can be used in responding to media. Again, you may want to leave a model response for students to see.If your students are capable to do writing enrichment activities independently, and depending on the student access to research tools, you could leave a visual (painting, photo, or graphic) that is related to your discipline and have the substitute use the Question Formulation Technique. The visual can be a current event photo, an infographic for math, or a painting of a landscape for a storys setting.This technique allows students to ask their own questions and build off their peers’ questions. In this activity, the substitute would ask students to formulate as many questions as they can about the visual. Have the students  write down ever y question exactly as it is stated; then have the students  determine which questions can be answered and which need more research. The substitute can lead the class in  prioritizing the questions. Then, the students can choose one (or more), and do the research in order to respond. Leaving the Plans While emergency lesson plans will not cover material you are currently working on in your class, you should use this opportunity to extend their knowledge about your discipline.   It is always a good idea to mark the location of your emergency lesson plans in a place different than your regular  substitute folder.   Many schools ask for the emergency lesson plans be left in the main office. Regardless, you might not want to include them in the folder so as to avoid confusion.   When emergencies come up and remove you from the classroom unexpectedly, it is good to be prepared. Knowing that you have left plans that will engage your students will also minimize inappropriate student behavior, and returning to deal with discipline problems will make your return to the classroom more difficult. These emergency lesson plans may take time to prepare, but knowing that your students have meaningful lessons while you are not available can take the stress out of the emergency and make your return to school more smooth.

To merge or not to merge, that is the question. Whether it is nobler Essay

To merge or not to merge, that is the question. Whether it is nobler in the mind to suffer the pains of negotiation & integratio - Essay Example A.T. Kearney noted that, despite the fact that mergers and acquisitions (M&A) activities having been associated with industrialized nations, the paradigm shift is taking effect (Kearney 2008, p.1). In this regard, Bruner (2004, p.21) reveals that as from 2002, merger deals between developed and third world countries have grown by 19 percent annually, which is far in excess of industrial average. This rate is also a clear indication that mergers are no longer a globalization strategy for developed countries only rather for developing countries, as well. The research found out that companies from third world countries such as China, India, Russia, Malaysia, South Africa, and the United Arab Emirates are seeking mergers with well-established companies in developed nations at an alarming rate. Kearney (2008, p.1) reveals that of the 2,168 mergers and acquisitions that were registered in 2007, 421-which accounts for about 20% were driven by firms from third world countries. The research a lso found that the trend is growing at the rate of 26 percent per annum. Research by Kearney (2008) found out that India is leading in cross-border mergers and acquisitions followed closely by Malaysia. This is attributed to the fact that the government of these two countries provides substantial tax incentives to companies to engage in high-tech business deals and enhance export. In contrast, Chinese companies have shied off M&A deals because of political interferences according to Wolff (2008, p.91). However, since China is developing very first, many companies from developed countries are seeking mergers with its domestic companies, with findings showing that at least one of every four cross-border transaction involves merger according to Harrington (2004, p.21). Nevertheless, research indicates that the U.S. companies lead in the acquisition and acquired. This dramatic increase in merger between companies as a globalization strategy has taken many people by surprising leaving ma ny companies, which have not made such a move wondering whether to merge or not to merge (Hoover 2000). This is because pundits have given varied opinions regarding mergers as a market penetration strategy. For instance, AT Kearney argues that global level mega-mergers are inevitable as part of the cycle of consolidation and concentration in globalising industries where firms seek to gain leverage and accelerate their presence. Ghemawat & Ghadar (2000, p.65), on the other hand, had a different view claiming that business leaders need to look away from mergers and be more innovative in their approach to international business. This paper will evaluate the arguments of the pro-merger and anti-merger school of thoughts. It will conclude with my personal position regarding whether mega-merger is a good or bad policy to pursue in international practice. Pro-merger school of thought To begin with, the business environment has become very competitive, and many companies today seek to globa lize their processes in order to beat the competition. In fact, many big corporations today have a global presence with those that have not gone global planning to do so as noted by McGarvey (1997). However, as earlier indicated, mergers have been on the rise over the last few year as the most preferred internationalization strategy. A.T Kearney (2008, p.1) in his school of thought argued that mega-mergers is inevitable as firms seek to leverage and become competitive. This

When and why did historians become interested in the history of women Essay

When and why did historians become interested in the history of women - Essay Example This is of course due to the fact that it took a fundamental shift with regards to the way in which colonized people were understood and appreciated in order for the history of this particular. To be analyzed through a different lens. Naturally, it cannot be understood that the particular unit of focus that has been utilized throughout the current era is the most effective. For purposes of this analytical research project, the author will discuss the way in which why and when historians came to be interested in women’s issues and history that these stakeholders had participated/endured. Naturally, in order to answer such a research question, a fundamental and full-bodied approach to women’s issues and the manner through which historians began to integrate with them, as well as the causal factors for why this took place, must be analyzed. Accordingly, this student will present the reader with a greater level of understanding with regards to the impact that movements conc erning egalitarianism, equality, liberty, self-determination, and eventually women’s suffrage had with respect to the way in which these determinants were eventually accepted by historians as a valuable means of determining the way in which past history had taken place and the inference that could be drawn from it (Osterud 267). Firstly, it must be argued that merely because historians did not pay a close level of attention to the way in which women impacted history and their overall contributions to it, the reader should not come to the conclusion that these interpretations of history were correct. Rather, since the beginning of recorded history, and long before this time, women continue to represent fully half of the extent human population. As such, these women were vital stakeholders with respect to the way in which societies grew and cultural interpretations/legends/myths/religion were inferred and imparted to subsequent generations (Tharne 34). Accordingly, seeking to d istance oneself from the fact that women only recently began to have an impact upon history and the means through which it is understood is and oversight of the most severe degree. Even though women within early modern and pre-modern society were most certainly constrained by a great litany of patriarchal norms, they nonetheless were able to have profound levels of impact with regards to the way in which these societies evolved and furthered themselves (Schwarts 775). Few historians argue that the past several hundred years have evidenced a rapid degree of change and growth with regards the way in which society is organized and integrated with other societies. Yet, it must not be understood that the change with regards to how women were viewed and how historians and scholars came to view their contributions to history was something of a watershed moment (Wenming 74). Instead, the process was gradual; punctuated by key events throughout several decades. It is the ultimate premise an understanding of this author that the increased level of development, both technological and philosophical, is the main determinant for why women studies, the impact of women in history, and a general focus upon women’s roles and world affairs has shifted of late (McDermid 254). Although it is difficult and somewhat dangerous to delineate a specific time in which this shift ultimately occurred, it must be noted that the core precursors to this happening can be

The changing role of Middle Managers Essay Example | Topics and Well Written Essays - 1750 words

The changing role of Middle Managers - Essay Example This team’s focus is more towards the long term goals of the company in terms of growth, profitability, withstanding competition, compliance with regulations, satisfying shareholders and increasingly being good corporate citizens in society in terms of the environment and sustainable business practices. Line managers tend to technical experts at specific tasks such as production, quality, purchasing, product development, marketing, sales, advertising or accounting. The middle manager serves as the interface between the small senior team and the much larger number of line managers (Jones and George, 2003). 2.1 The principal tasks for a middle manager Anthony Dance who describes himself as a Middle Manager Coach lists the differences between the middle managers’ role and that of the line managers who report to him. In a 2011 magazine article, he describes the middle manager as the manager of mangers whereas line mangers are mangers of specific functions. The middle manger ’s performance is dependent on the performance of others and his set of duties is often not very clearly defined. Anthony Dance breaks up the traditional role of a middle manager into three principal categories, Strategic tasks, Technical tasks and People tasks. The Strategic tasks include the understanding of the objectives for the company set by the senior management and breaking those into actionable tasks for the line managers, providing feedback to senior management on any problems and recommending corrections, financial and performance analysis and reporting, and communication both upwards and downwards. The Technical tasks include administration, ensuring compliance with plans and co-ordination between line functions. The most important function, however, are the...Anthony Dance who describes himself as a Middle Manager Coach lists the differences between the middle managers’ role and that of the line managers who report to him. In a 2011 magazine article, he de scribes the middle manager as the manager of managers whereas line managers are managers of specific functions. The middle manger’s performance is dependent on the performance of others and his set of duties is often not very clearly defined. Anthony Dance breaks up the traditional role of a middle manager into three principal categories, Strategic tasks, Technical tasks and People tasks. The Strategic tasks include the understanding of the objectives for the company set by the senior management and breaking those into actionable tasks for the line managers, providing feedback to senior management on any problems and recommending corrections, financial and performance analysis and reporting, and communication both upwards and downwards. The Technical tasks include administration, ensuring compliance with plans and co-ordination between line functions. The most important function, however, are the People tasks which include leading the team, motivating them and developing new leaders. Good middle managers strive to constantly improve the performance of line managers and remove those who fail to improve. The problem in most organizations comes from the middle manager not spending enough time on people tasks, either because he is overloaded with the other tasks or because he is uncomfortable with handling people issues.

How to prepare for final exams Essay Example | Topics and Well Written Essays - 750 words

How to prepare for final exams - Essay Example The schedule should allocate sufficient time to study for each of his or her exam subjects. The candidate should keep up with the course work and ensure that he or she attends the classes regularly in order to track all the readings and study notes consistently. One must be sure to allow enough time for quality sleep and strenuous physical exercises. The exam preparation stage is achievable by purchasing a calendar and outlining a daily schedule of the study topics. A self-mini review is essential after completing a topic. It helps in self-evaluation and assessment. The stage is fully dependent on self-discipline and demands a maximum discipline towards observing and following a schedule to the latter. The second step in the final exam preparation is to identify difficulty areas per subject. The step enables the student to understand extensively and take notes summary on the particular areas of technicality (Smiderle and Green 2011). At this step, the student should make portable flashcards that enable him, or her review the area of technicality on a regular basis. The candidate should consult the professors on areas that he or she does not comprehend in order to receive guidance and teaching adequately. The third step in final exam preparation is to revise the previous tests done by the candidate and other final exam past papers completed in the previous years. The papers are good resources and give the candidate confidence of facing a final exam having mastered the trend and nature of the exams. The candidate should not cram the questions, instead should synthesize and understand the contents of the study areas completely. The candidate should skim and scan over all the notes in order to remind him, or her about contents previously taught. That gives the candidate an idea of the contents of the subjects under study. Choosing a serene and convenient venue for study is a fundamental consideration that a candidate should

The Suicide of Willy Loman Research Paper Example | Topics and Well Written Essays - 1000 words

The Suicide of Willy Loman - Research Paper Example As an elderly male, he fits into a category that has a lot of suicidal cases. Willy reveals that he has lost his purpose and has placed his hopes on his sons, meaning his life should be ended so that the insurance money gives them a chance. Willy Loman takes his life because he is depressed, he has lost his job and his hope for his own future, and believes that in ending his life he is giving his sons a future through the life insurance company. According to Cafferty and Lerner, â€Å"When we meet Willy at the beginning of the play, he is worn-out, sad, and confused† (90). Willy has gone through a series of events that have made him feel like he is out of options. He has always seen his life as it should have been, rather than as it has been, and regrets what he could not accomplish, while also blaming everyone else for the reasons that he never achieved what he felt he should have achieved. It seems that Willy has always been sad and frustrated. He envies others and is never happy with his own life. Something as simple as the refrigerator that his neighbor owns brings him a great deal of unhappiness, as he feels his own one does not equal that level of quality he expects. He says, â€Å"I told you we should’ve bought a well-advertised machine. Charley bought a General Electric and it’s twenty years old, and it’s still good, that son of a bitch† (Miller 56-57). ... Biff says, â€Å"I’m thirty-four years old, I oughta be makin’ my future. That’s when I come running home. And now, I get here and I don’t know what to do with myself. [after a pause] I’ve always made a point of not wasting my life, and every time I come back here I know that all I’ve done is waste my life† (Miller and Sterling 52). Cafferty and Lerner state that â€Å"The sons, Biff and Happy, inherit their fathers worst qualities, the various tensions between them leave plenty of scope for all sorts of analysis†, which is evident in this statement by Biff. Biff cannot be satisfied by his work because he reflects the expectations that Loman has about making money (82). Because Biff witnessed his father having an affair while he was still in high school, the way he idolized his father was shattered, leaving him adrift in the world and picking up on the worst of Willy’s sense of failure. According to Gale, â€Å"The betra yal resonated with Biff his whole life and created a sense of distrust between father and son†. This distrust deflated Biff’s sense of self, as he had framed his life through Willy’s beliefs. When he saw his father as imperfect, those beliefs dissolved. He became the part of Willy that could not find the key to success. Willy has aged past his dreams now, his depression is a common problem amongst older adults, as he has past the point of being able to chase most of his dreams. He now looks towards his sons to carry on his hopes. By killing himself, he believes to support their futures. Scogin states that â€Å"Older adults have the highest rates of suicide of any age group, and this is particularly pronounced among men". Willy represents some of the reasons for the sense of

How to prepare for final exams Essay Example | Topics and Well Written Essays - 750 words

How to prepare for final exams - Essay Example The schedule should allocate sufficient time to study for each of his or her exam subjects. The candidate should keep up with the course work and ensure that he or she attends the classes regularly in order to track all the readings and study notes consistently. One must be sure to allow enough time for quality sleep and strenuous physical exercises. The exam preparation stage is achievable by purchasing a calendar and outlining a daily schedule of the study topics. A self-mini review is essential after completing a topic. It helps in self-evaluation and assessment. The stage is fully dependent on self-discipline and demands a maximum discipline towards observing and following a schedule to the latter. The second step in the final exam preparation is to identify difficulty areas per subject. The step enables the student to understand extensively and take notes summary on the particular areas of technicality (Smiderle and Green 2011). At this step, the student should make portable flashcards that enable him, or her review the area of technicality on a regular basis. The candidate should consult the professors on areas that he or she does not comprehend in order to receive guidance and teaching adequately. The third step in final exam preparation is to revise the previous tests done by the candidate and other final exam past papers completed in the previous years. The papers are good resources and give the candidate confidence of facing a final exam having mastered the trend and nature of the exams. The candidate should not cram the questions, instead should synthesize and understand the contents of the study areas completely. The candidate should skim and scan over all the notes in order to remind him, or her about contents previously taught. That gives the candidate an idea of the contents of the subjects under study. Choosing a serene and convenient venue for study is a fundamental consideration that a candidate should

Risk management Assignment Example | Topics and Well Written Essays - 4000 words

Risk management - Assignment Example The bottlenecks realized during peak hours are quite frustrating and the need for a more convenient solution cannot be understated. The construction of the viaduct, however, comes with its risks and challenges and which must be borne carefully for a successful construction period. The demand for a better transit for the people living in the south of Auckland needs to be considered from all fronts with the risks of seismic performance, load capacity and environmental conditions being carefully considered. As part of the risk management outlook, the report herein will look at some of the attributes that the government and the construction companies ought to look out for in dealing with the construction of the NGA newmarket viaduct and how these risks can be mitigated or minimized. Categories As an agency, identifying and categorizing the possible risks and evaluating how important they are in the overall construction of the Newmarket Viaduct is essential. The categories will be discuss ed under four distinct provisions. The first risk is the operational risk. This is where the construction company has to look for alternatives that could cost the company due to improper process implementation and how system failure would affect the operations within the company and during the construction period. ... The company has to look for a better way of ensuring that the project does not fail in any way nor does it stall due to some attributes that could easily be sorted out through better planning (Flyvbjerg, Nils, and Werner, 2003). The third attributed risk category is that of a budget deficit risk. Wrong estimates coupled with changing financial prospects in the world could hamper the proper completion and adherence to the budget provisions available. This risks stalling the project since the government must get a clear picture as to why they have to add more money to a project that they had completely financed according to their initial estimates (Flyvbjerg, Holm and Buhl, 2002). The other type of risk is the quality and process risk where the company is wary of making blunders during its construction period (Cox, 2002). The issue of quality especially on a public system is important and requires that each guideline to be used is tailored to meet expected results. As a matter of fact, opening the area around the viaduct is paramount and proper construction coupled with timely delivery of the project will open up the south and give the people the quality they aspire to. By working on these categories, the company will ensure that the people of Auckland receive that which they desire and that which is greater and better quality than what they have at the moment. Risk identity and response Operational risk The first risk that had to be courted was the operational risk. This is the risk that played the greatest role in shaping the way the construction of the Newmarket Viaduct would be conducted. Risk identity: Priority had to be given to the most essential resources and provide continuity despite the delays that would result

Biblical Worldview Essay Essay Example for Free

Biblical Worldview Essay Essay Genesis 1 – 11 recounts the story of the Creation of the heavens, earth, and mankind, the fall of man into sin, and God’s original covenant with Moses. From these chapters in Genesis, many of the questions of life are answered for us. We learn whether there is a God, where we came from, how to tell right from wrong, and what our relationship with God should be. Genesis 1 – 11 sets down an early guide for us on how we should live our lives to honor God, how we can learn from past human errors, and how to deepen our relationship with God, all of which can help to shape our worldview. Right away in Genesis, we learn the story of creation and that God exists and created the heavens, earth, mankind, and all of the creatures that live on earth. Genesis 1:27 shows that life was created by God, stating â€Å"So God created mankind in his own image, in the image of God he created them; male and female he created them† (NIV). This helps us learn right away the relationship to God that we have. God created us in His image and created us to be perfect. God also, however, gave us the ability to sin by giving us free will. Genesis 5:1-32 shows again that man was created by God and shows that man descended from Adam and Eve, even listing the descendants and how long they lived. By showing how God created life, man, and all the creatures on earth, Genesis helps us to understand how we should relate to Him and how we should view His creation. God created perfect humans and God created a perfect world. But He also left the ability for us to choose whether we remained perfect. One thing we definitely learn from the story of original sin in Genesis is that our God is a loving God. Once Adam and Eve had eaten the forbidden fruit, God very easily could have struck them down and started mankind over again. Instead, God allowed Adam and Eve to live on, casting them out from the Garden of Eden in Genesis 3:23. Shortly after this, we also read the story of Cain and Able, with Cain killing his brother Able. God again does not strike down the sinner, but choses to again cast Cain out from the land in which he was living. And while God could have chosen to punish Cain by making it so that he could not have children, God was loving in allowing Cain to reproduce with his wife and also allowing Adam and Eve to reproduce again, giving them another son to replace Able. God showed love by not being too harsh on the sinners. This goes helps us to form our view of God. It shows us that God is not just a loving God, but He is also a forgiving God also. Allowing mankind to carry on even after such heinous acts instead of starting over again with a more perfect species shows us that our God is a great God and we should strive to live a life that will honor His love and forgiveness. As we read further along into Genesis, we see the lineage from the time of Adam until the time of Noah. We see that sin has started to run rampant in the world before Noah’s time. But we also learn in Genesis 6:9b that â€Å"Noah was a righteous man, blameless in his generation; Noah walked with God† (NIV). This is to say that Noah was following the pathway set down before him to live a life honoring God. Because Noah was living in this way, God spared Noah. God would send a great flood to earth to destroy all of mankind. God, however, made the first covenant with Noah, saying that because of how they lived their lives, He would spare them from the flood and allow them to continue mankind’s rule over the earth. This shows us not only that there are repercussions for our sins, but that God also will love and spare those who are living in a way that honors Him. Because Noah and his family were righteous, God made another covenant with them, showing them a rainbow after the flood and making the promise to never bring such destruction upon His people again. This shows us the relationship that God had with us as humans and the value that God put in promises. It also shows what God was willing to do to our civilization as a punishment for not living a righteous life that honored Him. Although God made the covenant to never bring this destruction upon us again, we need to know the power of God and what He could do to us if He wanted. After the great flood, we see the blood lines of Noah and his family. Genesis then turns its attention to the Tower of Babel. Mankind was building a tower, hoping that it would be able to reach to heaven. But when God saw this, He decided that His people would become too content and may try to  make things too easy for themselves. He therefore created different languages for all of His people to speak and spread His people all around the earth. God wanted civilization to have many different roots and many different stories. If we were to flourish as a people, we would need to be able to spread our wings. This was the start of many different civilizations that still exist in our world today. We learn that God doesn’t want us to have one story from which to learn, He wants us to have many stories from which we can learn different lessons. Genesis 1 – 11 gives us the first guidelines for what we can expect from God and how we should try to honor Him with our lives. We learn that our God is a loving and forgiving God, that we learn that God created us in His image, that God wants us to rule over the earth, that God will spare those whom He thinks are living a life to honor Him, and that God created many different civilizations from which we can learn many different lessons. Genesis 1 – 11 is a great start to learning more about ourselves, learning more about God, and learning more about how we should view this world with which God has blessed us.

Factors Causing Substance Abuse Relapse

Factors Causing Substance Abuse Relapse Relapse among substance abusers after treatment is an old phenomenon that has always been the nemesis of nations all around the world (Golestan, Abdullah, Ahmad Anjomshoa, 2010). For long, studies have found that through several generations, relapse to substance abuse after treatment remains one of the greatest challenges in the treatment of all forms of substance abuse including alcohol, marijuana, heroin and cocaine (Marlatt George, 1984; Polivy Herman, 2002; Witkiewitz Marlatt, 2004). Many a study posits that when people attempt to change an undesired or problematic behavior, there is a high possibility of an initial lapse (Golestan et al., 2010; Marlatt George, 1984; Witkiewitz Marlatt, 2004). Drug dependency has been typified as a persistent relapsing disorder (McLellan, Lewis, O’Brien Kleber, 2000). In clinical terms, relapse is defined as a return to a maladaptive use of substance, such as marijuana, alcohol, tobacco, heroin, cocaine or other illicit psychoactive drugs after having been previously treated for the same substance abuse disorder (Witkiewitz Marlatt, 2004). Researches on the substance abuse phenomenon posit that on the average, within a year of receiving treatment, most patients revert to previous levels of substance use (Hall, Havassy Wasserman, 1990; Witkiewitz Marlatt, 2004). Substance abuse clients and counselors both consider relapse as a major challenge militating against substance abuse prevention strategies (Golestan et al., 2010). Global statistics on the rate of relapse to substance use is disturbing. Both counselors and clients admit that whereas it is tough for a client to quit the use of drugs, it is even tougher to stay off the drug after intensive treatment (Ducray, Darker, Smyth, 2012; Moeller et al., 2001). Notwithstanding the client-focused and intensive treatment modules available for substance abuse, most treated clients return to the use of the abused substance after a period of abstinence (Polivy Herman, 2002). Substance abuse is shrouded with personal and social problems including the health of society regarding its political, social, economic and cultural issues in various degree (Hendershot, Witkiewitz, George, Marlatt, 2011). The price for using and abusing illicit drugs are weighty and incontestable. The attendant health complications, poor psychosocial functioning and adverse economic implications such as government’s expenditure on treatments and rehabilitation of substance abusers have all been well documented (Burger, 2008; Parrott et al., 2004; Pressley McCormick, 2007; United Nations Office on Drug and Crime’s report, 2013). Piggot, Carson, Saha, Torbeyns, Stock and Ingenito (2003) have stated that relapse to substance abuse could lead to such consequences as cognitive impairment, non-adherence to medication, personal distress, imprisonment and hospitalization. Decades of research on substance abuse have implicated psychosocial factors such as mental health, significant life events and social functioning as playing critical roles in influencing the relapse rates and the abuse of drugs among clients who have previously been treated for substance abuse disorders (Hammerbacher Lyvers, 2006; Melberg, Lauritzen, Ravndal, 2003). Contextual factors such as living and working environments have been considered as relevant when accounting for relapse precipitants in substance abusers (Reece, 2007). Consistently, researchers have identified psychosocial factors including self-efficacy, negative affects, ineffective coping responses and a host of high-risk situations as precipitating the relapse to substance use (Connors, Maisto Zywiak, 1996; Larimer, Palmer Marlatt, 1999; Marhe, Waters, Van de Wetering Franken, 2013; Mattoo, Chakrabarti Anjaiah, 2009; Reece, 2007). Several other psychosocial factors including fights and interpersonal conflicts, peer pressure, divorce, strained relationship with friends, family and co-workers (Broome, Simpson Joe, 2001; McLellan, Lewis, O’Brien Kleber, 2000) have been found to increase the risk of relapse to substance abuse. Community supports (Ibrahim Kumar, 2009), support from family and friends (Broome et al., 2001) and stressful life events (Wills, Vaccaro McNamara, 1992) have also been found to determine clients relapse state after rehabilitation. Information about psychological and social (contextual) factors relating to relapse and substance abuse may both be critical and important for planning clinical intervention strategies as well as contribute to aftercare and community-based interventions. Literature is replete with studies correlating cultural and religious variables to relapse to substance abuse. Ethno-cultural identity and religiosity have been found to moderate substance use among particular groups of people (Chen, Dormitzer, Bejaro Anthony, 2004). In particular, there has been a significant negative correlation found among people with higher levels of religious practice (religious devotion) and substance abuse (Chen et al., 2004; Kliewer Murrelle, 2007). Since four decades ago when scientific approach into the study of relapse has started (Marlatt Gordon, 1984), there has been ample evidence that suggest various relapse rates for various substances. In one earlier study, about 90% of alcoholics who received treatment experienced at least one relapse over a 4-year period (Polich, Armor, Braiker, 1981). In another study, Cornelius et al. (2003) found that 66% of the respondents had resumed their drug use within six months after treatment. There exist various relapse rates for the various substances of abuse. Differences in these rates could be attributed to several factors including the definition of relapse, individual’s variables, characteristics of the addiction and the effectiveness and success of treatment (Connors, G.J., Maisto Zwiak, 1996). Substance abuse and relapse phenomenon have been conceptualized and explained through a number of theories. In particular, the Cognitive-Behavioral Model of Relapse Process (Marlatt Gordon 1984, 1985; Witkiezie Marlatt, 2004) and the Relapse Syndrome Model (Gorski Miller, 1982; Gorski, 1990) have expansively explained the process and indicators involved in relapse to substance abuse. Other theories that explicate relapse to substance abuse include the Stress-diathesis Model (Gatchel, 1993), the Self-medication Hypothesis (Duncan, 1974; Khantzian, Mack, Schatzberg, 1974), the Bidirectional Model (Biafora Jr. et al., 1994), the Psychological Distress Model (Mercier et al., 1992) and the Behavioral Choice Model (Bickel Vuchinich, 2000). The Cognitive-Behavioral Model of Relapse Process and the Relapse Syndrome Model – the foundations of this study are discussed comprehensively in the next chapter. In general, substance use is attributed to a number of factors, including, psychosocial, biological and contextual variables (Nordfjà ¦rn, 2011). In particular, psychosocial factors have been known to be critical determinants of relapse to substance abuse. Significant life events, psychosocial distress and self-efficacy have all been identified as significant predictors of relapse to substance abuse (Hendershot, Witkiewitz, George, Marlatt, 2011; Nordfjà ¦rn, 2011). Studies have found major positive and negative events, similar to those found in the general population, have significant influence in the lives of substance abusers (Melberg et al., 2003; Witkiewitz Marlatt, 2004). Periods such as the loss of a loved one, or social occasions and events such as funerals, wedding celebrations, and birthday parties have been found to have influenced the return to alcohol and drug abuse (Melberg et al., 2003; Saunders Kershaw, 2006). For instance, a client discharged from a substance abuse rehabilitation facility after treatment could remain sober for a long period only to lapse during a funeral or wedding celebrations. Unquestionably, the role of psychological distresses, including depression, interpersonal conflicts, and anxiety in substance abuse and relapse have long been noted (Grant et al., 2004). Continuous interpersonal conflicts with a spouse or a co-worker, for example, could lead to depression, or outburst of anger and frustrations. The individual could revert to alcohol and drugs to either help take cope the situation or to empower him or her to face the perpetrator. Empirical supports linking psychological distress to substance use and abuse exist. In one study, clients with psychological distress were found to abused alcohol and drugs than those without any psychological distresses (Grella, Hser, Joshi, Rounds-Bryant, 2001). Self-efficacy, defined as one’s belief that a task can be carried out successfully to achieve a desired outcome (Bandura, 1997), has been associated with substance abuse and relapse (Nordfjà ¦rn, 2011). Clients who show low levels of self-efficacy, for instance, have been found to have shown high levels of alcohol and substance abuse (Hendershot, Witkiewitz, George, Marlatt, 2011). Individuals who lose confidence in themselves and in their efforts to succeed, no matter the venture, could for long remain depressed and frustrated. The individual may then resort to substance use, amid the frustration, to enflame some happiness. Gradually from a lapse, the substance abuse behavior may continue and become a full blown relapse. 1.1 Statement of the problem Unquestionably, the abuse of alcohol and drugs remains problematic in most countries of the world. The 2013 World Drug Report by the United Nations Office on Drug and Crime (UNODC) revealed that over 35 million people, representing 0.8% of the adult population worldwide use heroin, cocaine or a combination of both. Of this population, it is estimated that 10-13% will become drug dependent and will forfeit their sobriety (UNODC Report, 2013). The UNODC’s statistics for 2013 on the worldwide estimate of substance abuse is even more frightening. The report revealed that in 2012, between 167 and 315 million people aged 15–64 were estimated to have used an illicit substance in the preceding year. West Africa is not excluded from the problem of drug trafficking and abuse. About a decade ago the region was declared as a transit route for hard drugs (Drug News Africa, 2012). According to the Ghana Demographic Health Survey Report (GDHS) for 2009, the sub-region had become not only a transitory route, but more disturbingly, a consumer market of these illicit psychoactive drugs (GDHS Report, 2009). The report concluded that the abuse of hard drugs was on the increase and had attracted the attention of most health professionals in Ghana (GDHS Report, 2009). The Out-patient Monthly Morbidity Returns (OMMR) records for 2012 from the Department of Psychiatric of the Regional Hospital, Sunyani, showed that of the 2,284 patients who accessed the facility for the year, about 596(26%) were alcohol and drug abuse related cases. In the same year, out of the 1,047 new cases seen, 413 were substance abuse related disorders, with 138 having been either re-admitted or treated on at least one other occasion for the same diagnosis. This statistics showed a 12% increase in substance abuse and relapse cases as compared to that of the preceding year (OMMR for Psychiatric Unit: Regional Hospital, Sunyani, 2012). The Drug News Africa states that about 1.25 million Ghanaians in 2012 had drug addiction problems, mostly marijuana (Drug News Africa, 2012). Studies on substance abuse in Ghana (Affinnih, 1999a Lamptey, 2005; Redvers et al., 2006) estimate more worrisome statistics. In no doubt, more people may be abusing drugs in Ghana than is estimated. This is very disturbing since the rates of relapse to substance abuse after treatment remain high. For instance, Brandon, Vidrine and Litvin (2007) noted that the relapse rates for most individuals after the cessation of alcohol or tobacco for a year ranges from 80 – 95%. Notwithstanding the type and frequency of the drug in use, the penalties are always grave. Witkiewitz and Marlatt (2004) noted that violence, legal problems, depression and suicide attempts are some of the adverse consequences of substance use. The availability and the increasing use of these illicit psychoactive drugs results in its dependence with its attendant psychosoci al adverse effects. Undoubtedly, substance abuse has profound health, economic and psychosocial consequences to the individual, family, community and nation. Studies (Berk, 2007; Large, Sharma, Compton, Slade, Olav, 2011; Witkiewitz Marlatt, 2004) have shown a number of physical, psychological and health-related consequences following the continuous use and abuse of substances. At the personal level, substance abuse has been associated with adverse biopsychosocial consequences, including heart failure, erectile dysfunction, hypertension, cancer, stroke and capillary haemorrhages, irritability and restlessness, mild paranoia, physical exhaustion, mental confusion, loss of weight; fatigue or depression and unemployment (Davison, Neale, Kring, 2004; Kring, Davison, Neale, Johnson, 2007). Similarly, the families of substance abusers also share in the consequences. In particular, the loss of productive hours in care of the substance abuser and the cost of treatment have been documented (Moos, 2007; Redve rs et al., 2006). A number of social and economic implications have also been noted at the community and national levels. Increase in crime rates, unemployment, poor academic or job performance, school dropout, divorce and the diversion of scarce national resources for treatment and rehabilitation of substance abusers have been associated with substance abuse (Burger, 2008; Parrott et al., 2004; Pressley McCormick, 2007). 1.2 Aim and objectives of the study Willig (2008) argues from a pragmatic viewpoint that the aim of research is not about generating abstract truth free from the experience of people but rather to provide insight that will inure to the benefit of humanity. Hence the aim of this study is to explore the psychosocial precipitants of relapse and the rate of relapse among substance abusers in the Sunyani Metropolis. More specifically, the objectives of this study are: To explore the various psychosocial factors that contribute to relapse of substance abusers in the Sunyani Metropolis To estimate how often respondents return to pre-treatment levels of substance abuse after treatment To explore the role of the family, culture and religion in relapse or abstinence among respondents. To explore the preventive/coping strategies clients use to prevent relapse. To explore the psycho-socioeconomic consequences of relapse to the respondents, their families and society. 1.3 Relevance of the study In 2005, a total of 86,003 outpatient attendances were recorded by the three psychiatric hospitals in Ghana (Ofori-Atta et al., 2010). Substance abuse disorders were among the top psychiatric diagnoses for the attendance, accounting for about 22.8%. Even more frightening was the number of substance abusers projected to develop psychological disorders in the course of time. The passage of the Ghana Psychological Bill and the Ghana Mental Health Law in 2012 mandates the Ghana Health Service to employ Clinical Psychologists to all regional and district hospitals in the country to treat and manage the myriad psychological problems faced by clients. In no doubt, substance abuse and relapse would be one of the major clinical diagnoses these clinicians would encounter. Reece (2007) has postulated that contextual and environmental factors are critical determinants of relapse among substance abusers. Certainly the environmental conditions of Europe and elsewhere are significantly different from those in Ghana and the rest of Africa. Consequently, one cannot readily attribute the factors found to have precipitated substance abuse and the resultant relapse of a different context to that in Ghana. More widely, findings from this research would aid Clinical Psychologists, Psychiatrists, Psychiatric Nurses, policymakers and relatives of clients to better understand the psychosocial factors that precipitate the relapse phenomenon and the rates at which relapse to substance abuse occur when deciding how best to offer treatment options to develop effective relapse preventive strategies which are contextual in the management of the relapse phenomenon. Furthermore, although there are studies on substance abuse in Ghana (Affinnih, 1999a Lamptey, 2005; Redvers et al., 2006), there is a paucity of data regarding the psychosocial factors that influence relapse to substance abuse. The rates of relapse to substance abuse among substance abusers have also not been well documented. Of equal importance, the findings from this study would add to the literature on the relapse

A Brief History of Clocks: From Thales to Ptolemy :: Expository Essays Research Papers

A Brief History of Clocks: From Thales to Ptolemy The clock is one of the most influential discoveries in the history of western science. The division of time into regular, predictable units is fundamental to the operation of society. Even in ancient times, humanity recognized the necessity of an orderly system of chronology. Hesiod, writing in the 8th century BC., used celestial bodies to indicate agricultural cycles: "When the Pleiads, Atlas' daughters, start to rise begin your harvest; plough when they go down" ( Hesiod 71). Later Greek scientists, such as Archimedes, developed complicated models of the heavens-celestial spheres-that illustrated the "wandering" of the sun, the moon, and the planets against the fixed position of the stars. Shortly after Archimedes, Ctesibus created the Clepsydra in the 2nd century BC. A more elaborate version of the common water clock, the Clepsydra was quite popular in ancient Greece. However, the development of stereography by Hipparchos in 150 BC. radically altered physical representations of t he heavens. By integrating stereography with the Clepsydra and the celestial sphere, humanity was capable of creating more practical and accurate devices for measuring time-the anaphoric clock and the astrolabe. Although Ptolemy was familiar with both the anaphoric clock and the astrolabe, I believe that the development of the anaphoric clock preceded the development of the astrolabe. The earliest example, in western culture, of a celestial sphere is attributed to the presocratic philosopher Thales. Unfortunately, little is known about Thales' sphere beyond Cicero's description in the De re publica: For Gallus told us that the other kind of celestial globe, which was solid and contained no hollow space, was a very early invention, the first one of that kind having been constructed by Thales of Mileus, and later marked by Eudoxus with the constellations and stars which are fixed in the sky. (Price 56) This description is helpful for understanding the basic form of Thales' sphere, and for pinpointing its creation at a specific point in time. However, it is clearly a simplification of events that occurred several hundred years before Cicero's lifetime. Why would Thales' create a spherical representation of the heavens and neglect to indicate the stars? Of what use is a bowling ball for locating celestial bodies? Considering Eudoxus' preoccupation with systems of concentric spheres, a more logical explanation is that Thales marked his sphere with stars, and Eudoxus later traced the ecliptic and the paths of the planets on the exterior.

Midterm Review

Chapter 161. ) All of the following factors contributed to explosive economic growth during the Gilded Age EXCEPT: Question options: a) availability of capital for investment. b) a growing supply of labor. c) abundant natural resources. d) low tariffs. e) federal land grants to railroads. 1 / 1 point2. ) By 1890, the majority of Americans: Question options: a) worked as farmers. b) worked as independent craftsmen. c) worked in the mining industry. d) were moving into the middle class. e) worked for wages. 1 / 1 point3. ) The second industrial revolution was marked by: Question options: a) a return to handmade goods. b) a more equalized distribution of wealth. c) the rapid expansion of industry across the South. d) the acceleration of factory production and increased activity in the mining and railroad industries. e) a decline in the growth of cities. 4. ) The ____________ made possible the second industrial revolution in America. a) oil industry b) railroads c) iron industry d) textiles e) cotton gin| 1 / 1 point5. In 1883, ____________ divided the nation into the four time zones still used today. Question options: a) the major railroad companies b) the federal government c) a coalition of mining and lumber companies d) an organization of Western states e) a group of businessmen from Chicago| 1 / 1 point6. ) In the nineteenth century, pools, trusts, and mergers were: a) unheard of. b) used only rarely. c) against the law. d) seen as beneficial by consumers. e) ways that manufacturers sought to control the marketplace. 0 / 1 point7. Between 1897 and 1904, a wave of financial mergers led to the creation of the following corporations, all of which dominated major parts of the economy EXCEPT: a) U. S. Steel. b) J. P. Morgan. c) Standard Oil. d) International Harvester. e) Quaker Oats. 0 / 1 point8. ) One significant economic impact o f the second industrial revolution was: a) a more stable economy. b) frequent and prolonged economic depressions. c) higher prices. d) a more equitable distribution of wealth. e) the introduction of socialism. 0 / 1 point9. ) Andrew Carnegie and John D. Rockefeller: Question options: a) faced no criticism for their business practices. b) led the way in social reform. c) advocated government regulation of business. d) built up giant corporations that dominated their respective markets. e) were both immigrants. 1 / 1 point9. ) The American working class: Question options: a) were paid less than their European counterparts. b) worked under safe conditions, and fatal factory accidents were uncommon. c) did not include women and children. d) was quickly making gains and moving into the middle class. e) lived in desperate conditions. 10. ) In How the Other Half Lives, Jacob Riis: Question options: a) highlighted the benefits of the second industrial revolution. b) discussed the lives of wealthy Americans. c) focused on the wretched conditions of New York City slums. d) provided a fictional account of life in 1890. e) wrote about captains of industry. 0 / 1 point11. ) Bonanza farms: a) were small, self-sufficient farms. b) were the sharecropping farms found in the South. c) typically had 3,000 acres of land or more. d) were free homesteads in California. e) were settled along the railroad lines of the Union Pacific. 1 / 1 point12. ) The economic development of the American West was based on: Question options: a) farming solely. b) lumber, mining industries, tourism, and farming. c) the continued reliance on self-sufficient farming. d) transportation modes other than the railroad. e) the cooperation of the Plains Indians. 1 / 1 point13. ) What did hunters shoot while riding the railroads across the West? Question o ptions: a) horses b) deer c) antelope d) Indians e) buffalo| 1 / 1 point14. Which statement about Chief Joseph’s appeal to an audience in Washington, D. C. , in 1879 is FALSE? Question options: a) He did not wish to speak to the audience, but had been coerced to do so by President Hayes. b) He asked the white man for more than just talk, as he saw talk as broken promises. c) He believed that the Indians and the white man could live in peace, without trouble between them. d) He asked the policymakers of Washington to extend the same laws to the Indians as to the white man. e) He attempted to convince his audience that its belief that Indians were like wild animals was false. 15. ) What was the aim of Carlisle, a boarding school for Indians? a) to prepare them for reservation life b) to train them in the professional skills necessary to return to the reservations as doctors and teachers c) to convert them to Christianity so that they would become missionaries on the reservation s d) to civilize the Indians, making them â€Å"American† as whites defined the term e) to prepare them to enlist in the U. S. military16. ) The Civil Service Act of 1883: Question options: a) created a merit system for government workers. b) favored candidates with political influence. c) was passed in response to the assassination of President Lincoln. d) applied only to women. e) applied only to elected officeholders. 17. ) The Interstate Commerce Commission was established in 1887 to: Question options: a) distribute land allocations to railroad companies. b) standardize the transportation of animal feed between states. c) oversee state taxes. d) regulate railroad gauge size. e) ensure that railroads charged farmers and merchants reasonable and fair rates. 18. ) The Greenback-Labor Party: Question options: a) wanted banks to control the money supply. b) wanted to increase the amount of money in circulation. c) wanted to decrease the money supply. d) was unable to elect any of its candidates, even on the local level. e) supported the use of force against striking workers. 0 / 1 point19. ) The Grange was an organization that: a) pushed for the eight-hour day. b) sought to raise railroad rates. c) opposed government regulation of shipping charges. d) pushed for railroads to acquire more land in the West. e) established cooperatives for storing and marketing farm output. 1 / 1 point20. During the second industrial revolution, the courts: Question options: a) supported the interests of workers. b) supported the interests of consumers. c) refused to hear any cases related to business interests. d) tended to favor the interests of industry over those of labor. e) tended to favor the interests of labor over those of industry. 0 / 1 point21. ) One of the reasons that the Great Strike of 1877 was important is that: Question options: a) not since the Civil War had so many people been killed. b) it underscored the tensions produced by the rapid industrialization of the time. c) the victory won by labor was the greatest for the labor movement in American history. d) it proved the theory of Social Darwinism. e) it demonstrated how effective the Knights of Labor could be in organizing workers. 22. ) The Knights of Labor: Question options: a) was an inclusive organization that advocated for a vast array of reforms. b) organized only skilled, white, native-born workers. c) did not admit women. d) never had more than a few hundred members. e) cooperated with big business. 23. ) The Social Gospel: Question options: a) was another term for Social Darwinism. b) was financed by corporate donations. c) was part of the Catholic Church. d) called for an equalization of wealth and power. e) did not support aid to the poor. 25. ) The Haymarket Affair: Question options: a) began with the Great Strike of 1877. b) originated in New York City. c) involved American farmers on strike. d) brought about the end of Reconstruction. e) was provoked by the 1886 bombing at a Chicago labor rally.Chapter 171 / 1 point1. ) Farmers believed that their plight derived from all of the following EXCEPT: Question options: a) high freight rates charged by railroads. b) excessive interest rates for loans from bankers. c) the high tariff policies of the federal government. d) the fiscal policy that reduced the supply of money in the economy. e) the free and unlimited coinage of silver. 1 / 1 point2. ) The Farmers’ Alliance: Question options: a) successfully worked with banks. b) was subsidized by the railroad industry. c) sought to improve conditions through cooperatives. d) achieved its goals and disbanded shortly after its founding. e) was limited only to the Northeast. The Populist platform: a) called for the end of a ll government. b) supported the interests of big business. c) called for government control of business. d) appealed only to industrial workers. e) appealed only to farmers. Which was NOT part of the Populist platform? Question options: a) a graduated income tax b) direct election of U. S. senators c) government ownership of railroads d) higher tariffs e) workers’ right to form unions| The severe depression of 1893: Question options: a) was quickly over, and the economy was soon booming. b) caused little if any hardship. c) affected only factory workers. d) was a period in which labor and capital worked together harmoniously. e) was marked by high and long-term unemployment, exemplified by Coxey’s Army. How were federal troops used in the Pullman Strike of 1894? Question options: a) As moderators between the employees and employers b) To help suppress the strikers on behalf of the owners c) They were not used at all. d) As workers themselves, to replace the striking workers e) As spies, such as an early Federal Investigation BureauQuestion 7 0 / 1 point| William Jennings Bryan: a) wrote utopian novels. b) ran for president in 1896 on the free silver platform. c) argued in favor of the gold standard. d) ran as a Republican and a Populist in 1896. e) was especially popular in the Northeast. Who migrated to Kansas during the Kansas Exodus? Question options: a) Indians b) working-class families c) Chinese d) blacks e) white sharecroppersQuestion 9 0 / 1 pointPlessy v. Ferguson: Question options: a) was a unanimous decision. b) sanctioned racial segregation. c) voided the Thirteenth Amendment. d) limited the hours that women could legally work. e) was fully supported by Booker T. Washington. Question 10 1 / 1 pointIn Plessy v. Ferguson (1896), the Supreme Court: a) ruled that â€Å"separate but equal† accommodations were constitutional. b) ruled that â€Å"separate but equal† accommodations were unconstitutional. c) supported the right of women to vote. d) supported the right of workers to join unions. e) supported the right of African-Americans to vote. The new immigrants: a) were seen as no different from the old immigrants. b) received a warm welcome in America. c) came from southern and eastern Europe. d) were few in number. e) came mostly from Great Britain. Question 12 0 / 1 pointThe Immigration Restriction League: Question options: a) called for increased immigration from Asia. b) was founded by new immigrants. c) wanted to bar immigrants under the age of eighteen. d) wanted to bar immigrants who were illiterate. e) wanted to end all immigration. Question 13 1 / 1 pointThe Chinese Exclusion Act of 1882: Question options: a) led to an increase in civil rights for Chinese people and Chinese-Americans living in the United States. b) only barred immigration of Chinese women. c) led to the deportation of the 105,000 Chinese people living in the United States in 1882. d) led to a decrease in discrimination and violence against the Chinese. e) was the first time race was used to exclude an entire group of people from entering the Uni ted States. Question 14 0 / 1 pointFounded in 1886, the American Federation of Labor: Question options: a) was led by Terence Powderly. b) restricted membership to only skilled workers. c) was structured much like the Knights of Labor. d) restricted membership to only unskilled workers. e) successfully organized immigrant workers. Question 15 0 / 1 pointThe American Federation of Labor’s founder Samuel Gompers used the idea of â€Å"freedom of contract† to: a) argue against interference by judges with workers’ right to organize unions. b) argue for the right of workers to form political parties to shape government. c) argue for direct confrontation between unions and corporations. d) justify the exclusion of women and blacks from the American Federation of Labor. e) explain the American Federation of Labor’s policy of admitting unskilled workers to its union. American territorial expansionism: Question options: a) began in 1890. b) was a feature of Americ an life since well before independence. c) began with the Spanish-American War. d) began with the war in the Philippines. e) began with the Monroe Doctrine. Question 17 0 / 1 pointJournalists who worked for newspapers like William Randolph Hearst’s New York Journal, which sensationalized events to sell papers, were called: Question options: a) yellow journalists. b) trustees. c) social reformers. d) muckrakers. e) freelancers. Question 18 0 / 1 point| Which statement about the Spanish-American War is true? Question options: a) The war lasted only four months and resulted in less than 400 battle casualties. b) Congress indicated that it was going to war to annex Cuba. c) The war came as little surprise given the fact that William McKinley campaigned in 1896 on a platform favoring imperial expansion. d) Admiral Dewey secured Manila Bay by defeating the Spanish in a bloody three-day battle. e) The treaty that ended the war granted U. S. citizenship to the peoples of the Philippines, Puerto Rico, and Guam. Question 19 0 / 1 point| In 1899, President William McKinley explained in an interview with Methodist Church leaders that his decision to annex the Philippines: Question options: a) was an easy foreign-policy decision. b) was dishonorable and undermined U. S. democracy. c) was in part based on his desire to educate and uplift the Filipinos. d) was bad for U. S. business interests. e) was part of his plan to grant Filipinos U. S. citizenship. Question 20 0 / 1 pointThe Platt Amendment: Question options: a) recognized Cuban autonomy. b) granted independence to Puerto Rico. c) limited the U. S. presence in the Philippines. d) authorized the United States to intervene militarily in Cuba. e) provided for the annexation of Hawaii. Question 21 0 / 1 pointThe Philippine War: Question options: a) resulted in Filipino independence. b) was far longer and bloodier than the Spanish-American War. c) was little debated at the time. d) was part of the American effort to liberate the Philippines. e) is well remembered today. Question 22 0 / 1 pointAll of the following statements about Emilio Aguinaldo are true EXCEPT: Question options: a) Aguinaldo led the Filipino armed struggle for independence against Spain. b) Aguinaldo led the Filipinos in the war against the United States. c) Aguinaldo believed that Filipinos could only govern themselves with U. S. assistance. d) Aguinaldo opposed American imperialism. e) Aguinaldo argued that the United States was betraying its own values by annexing the Philippines. Question 23 0 / 1 pointThe â€Å"white man’s burden†: Question options: a) refers to the horrors of lynching. b) refers to the failure of Reconstruction. c) was a term coined by Mark Twain. d) comes from a poem by Rudyard Kipling. e) comes from a speech by Booker T. Washington. Question 24 0 / 1 pointDuring the â€Å"Age of Empire,† American racial attitudes: Question options: a) had a global impact. b) inspired laws adopted in Canada that expanded the rights of Chinese people. c) inspired Australians to grant suffrage to native peoples. d) influenced South Africans’ decision to abandon apartheid. e) had a limited impact. Question 25 1 / 1 pointSupporters of the Anti-Imperialist League: a) wanted to civilize â€Å"savage† peoples. b) argued in favor of â€Å"benevolent† imperialism. c) maintained that Filipinos were entitled to U. S. citizenship. d) argued that Puerto Ricans were entitled to U. S. citizenship. e) believed that American energies should be directed at home, not abroad.Question 1 0 / 1 pointThe word â€Å"Progressivism† came into common use around 1910: Question options: a) as a way of describing a broad, loosely defined political movement of individuals and groups. b) as an anti-business term. c) denoting a group that appealed only to women. d) as another term for socialism. e) and represented those who advocated revolution. Question 2 0 / 1 pointThe Progressive movement drew its strength from: Question options: a ) big business. b) farmers. c) middle-class reformers. d) military leaders. e) socialists. Question 3 0 / 1 pointDuring the Progressive era: Question options: a) cities declined in importance. b) social reformers concentrated their efforts on rural areas. c) cities attracted only the wealthy. d) urban development highlighted social inequalities. e) cities competed with rural areas for government projects. Question 4 1 / 1 pointNewspaper and magazine writers, who exposed the ills of industrial and urban life, fueling the progressive movement, were known as: a) yellow journalists. b) trustees. c) social reformers. d) muckrakers. e) freelancers. Question 5 0 / 1 pointThe writer whose work encouraged the passage of the Meat Inspection Act was: Question options: a) Henry George. b) Theodore Dreiser. c) Upton Sinclair. d) Ida Tarbell. e) Lincoln Steffens. Question 6 0 / 1 pointDuring the Progressive era: Question options: a) new immigration from southern and eastern Europe reached its pea k. b) overall immigration declined dramatically. c) the main point of entry for European immigrants was Boston. d) the vast majority of immigrants came from Ireland. e) all immigration was banned. Question 7 0 / 1 pointDuring the Progressive era: Question options: a) growing numbers of native-born white women worked as domestics. b) most African-American women worked in factories. c) most eastern European immigrant women worked as telephone operators. d) growing numbers of native-born white women worked in offices. e) the number of married women working declined. Question 8 0 / 1 pointThe term â€Å"Fordism†: a) refers to Henry Ford’s invention of the automobile. b) was used by labor unions, who hailed Ford’s innovative approach. c) describes an economic system based on limited production of high-end goods. d) refers to Henry Ford’s effort to organize workers into a union. e) describes an economic system based on mass production and mass consumption. Scientific management: Question options: a) was a way to ensure industrial freedom. b) was pioneered by Frederick W. Taylor. c) was welcomed by skilled workers. d) was introduced by Samuel Gompers. e) put worker concerns ahead of profit. Question 10 0 / 1 pointIn the early twentieth century, the Socialist Party advocated for all of the following EXCEPT: Question options: a) free college education. b) legislation to improve the condition of laborers. c) public ownership of railroads. d) national health insurance. e) public ownership of factories. Question 11 0 / 1 pointBy 1912, the Socialist Party: Question options: a) appealed only to immigrants. b) appealed only to industrial workers. c) had elected scores of local officials. d) was concentrated in New York City. e) had yet to elect a member to Congress. Question 12 0 / 1 pointWhich statement about the American Federation of Labor in the early twentieth century is FALSE? Question options: a) the AFL represented skilled workers only. b) AFL membership tripled between 1900 and 1904. c) the AFL forged closer ties with corporate leaders to stabilize employee relations. d) the AFL established pension plans for long-term workers. e) the AFL proposed an overthrow of the capitalist system. Question 13 0 / 1 pointWhat Progressive-era issue became a crossroads where the paths of labor radicals, cultural modernists, and feminists intersected? Question options: a) trust-busting b) the initiative and referendum c) women’s suffrage d) unionism e) birth controlQuestion 14 1 / 1 pointWhich of the following is NOT a characteristic of Progressive reformers? Question options: a) Progressives were mainly urban and middle class. b) Progressives pursued radical alternatives to capitalism. c) Progressives implemented several of the reforms advocated earlier by Populists. d) Progressives were involved in a variety of reforms in the political, economic, and social realms. e) Progressives believed in the spirit of human progress . Question 15 0 / 1 pointWhich of the following social groups was NOT heavily involved in the Progressive movement? Question options: a) big-city-machine politicians b) the urban middle class c) women d) muckraker journalists e) white ProtestantsQuestion 16 0 / 1 pointAll of the following statements about Urban Progressives are true EXCEPT: a) They worked to reform the structure of government. b) They sought to establish public control of gas and water works. c) They raised taxes to increase spending on schools and parks. d) They sought to improve public transportation. e) They worked with political machines. Question 17 1 / 1 pointProgressive governor of Wisconsin, Robert La Follette, instituted all of the following reforms EXCEPT: Question options: a) utilizing primary elections to select candidates. b) taxing corporate wealth. c) regulating railroads and utilities. d) drawing on nonpartisan university faculty. e) using political bosses to staff his administration. Question 18 1 / 1 pointElectoral reform during the Progressive era: Question options: a) expanded the electorate significantly. b) had little impact, especially in the cities. c) enfranchised African-Americans. d) actually limited many Americans’ right to vote. e) did away with all residency requirements for voting. Question 19 1 / 1 pointAll of the following measures expanded democracy during the Progressive era EXCEPT: Question options: a) the Seventeenth Amendment to the Constitution. b) the use of primary elections among party members to select candidates. c) the Nineteenth Amendment to the Constitution. d) the popular election of judges. e) literacy tests and residency requirements. Question 20 1 / 1 pointA cause not widely championed by Progressives was: a) regulating industry. b) women’s suffrage. c) prohibiting alcohol. d) civil rights for blacks. e) reducing the poverty of the cities. The Progressive presidents were: Question options: a) Theodore Roosevelt, William Howard Taft, and Woodrow Wilson. b) Grover Cleveland, William McKinley, and Theodore Roosevelt. c) Abraham Lincoln, Ulysses S. Grant, and Rutherford B. Hayes. d) Benjamin Harrison, Grover Cleveland, and William McKinley. e) William Howard Taft, Woodrow Wilson, and Warren G. Harding. Question 22 0 / 1 pointWho used the Sherman Antitrust Act to dissolve J. P. Morgan’s Northern Securities Company? Question options: a) Theodore Roosevelt b) Samuel Gompers c) William Howard Taft d) Louis Brandeis e) Woodrow WilsonQuestion 23 0 / 1 pointAs a Progressive president, Theodore Roosevelt: Question options: a) demanded less economic regulation. b) supported the interests of big business. c) supported the conservation movement. d) dismantled the Interstate Commerce Commission. e) established the Federal Reserve system. Question 24 1 / 1 pointIn 1912, New Freedom: Question options: a) was Theodore Roosevelt’s campaign pledge that government should have a greater regulatory role. b) was Eugene Debs’s campaign pledge that government should abolish all private property. c) was Woodrow Wilson’s campaign pledge that governm ent should renew economic competition with less government intervention. d) was the campaign slogan of the women’s suffrage movement. e) was a term coined by Margaret Sanger for the birth-control movement. Question 25 0 / 1 pointAs a Progressive president, Woodrow Wilson: Question options: a) raised tariffs immediately. b) aggressively engaged in trust-busting. c) always advocated for the interests of labor. d) created no new government agencies. e) signed into law the Keating-Owen Act.Question 1 0 / 1 pointBetween 1898 and 1934, the United States intervened militarily numerous times in Caribbean countries: Question options: a) in order to gain territory for the United States. b) in order to spread liberty and freedom in the region. c) because the democratic leaders of the region asked the United States for aid in suppressing rebellions. d) in order to fight European powers who sought to establish colonies in the area. e) in order to protect the economic interests of American banks and investors. Question 2 0 / 1 pointTheodore Roosevelt’s taking of the Panama Canal Zone is an example of: Question options: a) his ability to speak softly in diplomatic situations when he knew he was outgunned. b) international Progressivism—the United States was intervening with the sole purpose to uplift the peoples of Central America. c) liberal internationalism, since he worked closely with the French to work out a deal favorable to Panama. d) his belief that civilized nations had an obligation to establish order in an unruly world. e) one of the many wars in which Roosevelt involved the United States. Question 3 0 / 1 pointThe Roosevelt Corollary: a) claimed the right of the United States to act as a police power in the Western Hemisphere. b) claimed the right of the United States to act as a police power in Asia. c) claimed the right of the United States to act as a police power in Africa. d) was also known as Dollar Diplomacy. e) contradicted the Monroe Doctrine. Question 4 0 / 1 pointDollar Diplomacy: Question options: a) characterizes the foreign policy of Theodore Roosevelt. b) was put in place by Woodrow Wilson regarding Mexico. c) was used by William Howard Taft instead of military intervention. d) was seldom used and never successfully. e) was applied only in Asia. Question 5 0 / 1 pointWoodrow Wilson’s moral imperialism in Latin America produced: Question options: a) eight years of unprecedented stability in the region. b) more military interventions than any other president before or since. c) economic growth and diversity for the region. d) very little to show for the policy, as his attention was mostly on Europe. e) strong allies for the United States in World War I, especially Mexico. Question 6 0 / 1 pointAs president, Woodrow Wilson: Question options: a) pledged to continue Dollar Diplomacy. b) emphasized the profit aspect of foreign trade. c) never resorted to military intervention abroad. d) pledged to stay o ut of Latin America and kept his word. e) believed that the export of U. S. manufactured goods went hand in hand with the spread of democracy. Question 7 1 / 1 pointWorld War I: a) was known as the Good War. b) resulted in limited casualties. c) pitted the British against France. d) began with the assassination of an American diplomat. e) was rooted in European contests over colonial possessions. As war broke out in Europe, Americans: Question options: a) were deeply divided. b) were rather ambivalent. c) mostly supported the British. d) mostly supported the Germans. e) supported U. S. involvement. Question 9 1 / 1 pointThe policy of U. S. neutrality was: Question options: a) honored by all the combatants. b) tested only by the British. c) tested only by the Germans. d) tested by both the British and Germans. e) vetoed by President Wilson. Question 10 0 / 1 pointWilson’s Fourteen Points included all of the following principles EXCEPT: Question options: a) an end to colonization. b) self-determination for all nations. c) freedom of the seas. d) open diplomacy. e) free trade. Question 11 0 / 1 point| The Fourteen Points attempted to: Question options: a) consolidate political power at home. b) provide a peace agenda to create a new democratic world order. c) quiet growing criticism from the Republicans that Wilson was an inept leader. d) outline the Progressive Party’s campaign platform for the 1920 election. e) organize alliances after the war among fourteen prominent nations. Question 12 1 / 1 pointThe Fourteen Points: Question options: a) were proposed by Germany. b) were endorsed by all the Allies. c) established the right of imperial governments to rule. d) sought to establish the right of national self-determination. e) supported the Bolshevik Revolution. Question 13 0 / 1 pointDuring World War I, federal powers: Question options: a) stayed the same. b) were delegated to the states. c) expanded greatly. d) were limited. e) changed little. Question 14 1 / 1 pointThe Committee on Public Information: Question options: a) was directed by William Jennings Bryan. b) protec ted civil liberties. c) was a government agency that sought to shape public opinion. d) was affiliated with the Socialist Party. e) was limited in its efforts. Question 15 1 / 1 pointThe Nineteenth Amendment: a) barred states from using race as a qualification for voting. b) barred states from using sex as a qualification for voting. c) was never ratified. d) prohibited states from denying Chinese immigrants the right to vote. e) prohibited states from denying any immigrants the right to vote. The Eighteenth Amendment: Question options: a) prohibited the manufacture and sale of alcoholic beverages. b) prohibited the manufacture and sale of any German products. c) was never ratified. d) barred states from passing laws prohibiting alcohol manufacture or sale. e) protected the beer industry. Question 17 1 / 1 pointThe Espionage Act (1917) and the Sedition Act (1918): Question options: a) expanded civil liberties during World War I. b) were aimed only at immigrants. c) were rarely enforced. d) restricted freedom of speech. e) were opposed by Woodrow Wilson. Question 18 1 / 1 pointThe anti-German crusade included all of the following measures EXCEPT: Question options: a) changing â€Å"hamburger† to â€Å"liberty sandwich. † b) changing â€Å"sauerkraut† to â€Å"liberty cabbage. c) banning German music. d) the decline in teaching German language. e) barring German-Americans from serving in the military. Question 19 1 / 1 pointW. E. B. Du Bois: Question op tions: a) agreed with Booker T. Washington that blacks should accept segregation. b) chose scholarship over political action. c) founded the National Association for the Advancement of Colored People (NAACP). d) worked closely with Woodrow Wilson. e) agreed with Booker T. Washington that vocational education was best for African-Americans. Question 20 0 / 1 pointâ€Å"The Great Migration† refers to: Question options: a) whites settling the West. b) Indian removal. c) blacks moving from the South to the North. d) blacks moving from the North to the South. e) the massive influx of southern and eastern European immigrants. Question 21 0 / 1 pointWho led a black separatist movement? Question options: a) W. E. B. Du Bois b) Booker T. Washington c) Frederick Douglass d) Langston Hughes e) Marcus GarveyQuestion 22 1 / 1 pointIn response to the Russian Revolution that led to the creation of the communist Soviet Union, the United States: Question options: a) diplomatically recognized the Soviet Union. b) aided supporters of communist rule in the Soviet Union during a civil war in 1918. c) invited the Soviet Union to the Versailles peace conference. d) pursued a policy of anticommunism that would remain at the center of American foreign policy during the twentieth century. e) invited Vladimir Lenin, the head of the Soviet Union, to the United States. Question 23 1 / 1 pointHow did World W ar I and the rhetoric of freedom shape the labor movement and workers’ expectations? a) World War I had a minimal impact on the labor movement. b) There were very few labor strikes after the war. c) Wartime propaganda did not shape the way workers viewed the postwar period. d) The wartime language of democracy and freedom inspired hopes among American workers that social and economic justice was at hand. e) Workers abandoned their push for the eight-hour day. Question 24 1 / 1 pointThe Red Scare: Question options: a) was caused by the fear of a Russian invasion. b) advanced the cause of labor. c) strengthened the Industrial Workers of the World. d) was an influenza epidemic. e) was an intense period of political intolerance inspired by labor strikes and fears of the Russian Revolution. Question 25 0 / 1 pointThe Treaty of Versailles: Question options: a) was a fair and reasonable document given the circumstances. b) allowed Germany equal participation in the negotiation proce ss. c) required Germany to pay over $33 billion in reparations. d) rejected Wilson’s idea for a League of Nations. e) declared Ireland’s independence. Question 26 0 / 1 pointThe Treaty of Versailles: Question options: a) was never ratified by the United States Senate. b) was supported by Republicans. c) was written by Henry Cabot Lodge. d) ended American involvement in Mexico. e) created the United Nations. Question 27 0 / 1 pointSenators opposing America’s participation in the League of Nations: a) believed that it was too complicated an organization to join. b) argued that it would threaten to deprive the country of its freedom of action. c) complained that they would only support it if the league was located in New York. d) were convinced that Great Britain was not going to join, thus making it a weak organization. e) were ultimately defeated, and the United States joined the league in 1921.Chapter 181 / 1 pointRailroads were to the late nineteenth century wh at ____________ were to the 1920s. Question options: a) cars b) radios c) stock markets d) telephones e) airplanesQuestion 2 1 / 1 pointThe backbone of economic growth during the 1920s was the increased consumption of: Question options: a) televisions. b) railroad cars. c) automobiles. d) steel. e) textiles. Question 3 0 / 1 pointDuring the 1920s, consumer goods: Question options: a) were marketed only to wealthy Americans. b) had little impact on American life. c) included vacuum cleaners and washing machines, which Americans paid for exclusively in cash. d) were frequently purchased on credit. e) increased the demand for domestic servants. Question 4 0 / 1 pointDuring the 1920s: a) an estimated 40 percent of the population remained in poverty. b) real wages rose faster than corporate profits. c) wealth became more evenly distributed. d) small auto companies flourished. e) New England experienced an industrial revival. Question 5 1 / 1 pointAgriculture in the 1920s: Question option s: a) enjoyed its golden age. b) did not see an increase in mechanization or use of fertilizers and insecticides. c) did not significantly increase production. d) experienced declining incomes and increased bank foreclosures. e) experienced an increase in the number of farms and farmers. Question 6 0 / 1 pointThe Equal Rights Amendment: Question options: a) was proposed by the Women’s Trade Union League. b) proposed to eliminate all legal distinctions based on sex. c) protected mother’s pensions. d) had widespread support from all major female organizations. e) became law along with an amendment banning child labor. Question 7 0 / 1 pointFor the feminist woman in the 1920s, freedom meant: Question options: a) voting. b) owning her own property. c) the ERA. d) the right to choose her lifestyle. e) becoming a wife and mother. Question 8 1 / 1 pointThe flapper: a) epitomized the change in standards of sexual behavior. b) represented a new political movement. c) represente d a new economic radicalism. d) disapproved of smoking. e) demanded a return to earlier standards of behavior. Question 9 0 / 1 pointDuring the 1920s: Question options: a) the Federal Trade Commission aggressively regulated business. b) government polices reflected the pro-business ethos of the decade. c) Nebraska senator George W. Norris represented the interests of business. d) the Harding administration distanced itself from the business community. e) the courts became increasingly pro-labor. Question 10 0 / 1 pointPresident Harding’s call for a return to normalcy meant: Question options: a) bringing back the Progressive spirit of reform. b) demobilizing from World War I. c) getting women back into the home from their wartime jobs. d) a call for the regular order of things, without excessive reform. e) an end to the radicalism of the Red Scare. Question 11 1 / 1 pointThe McNary-Haugen Bill: Question options: a) was supported by Calvin Coolidge. b) was designed to make U. S . Steel more competitive. c) proposed the government purchase of farm products so as to raise prices. d) proposed the government purchase of textiles so as to raise prices. e) outlawed lynching. Question 12 0 / 1 pointAmerican foreign policy during the 1920s: Question options: a) reflected the close working relationship between government and business. b) expanded on Woodrow Wilson’s goal of internationalism. c) included the lowering of tariffs. d) discouraged American business investment abroad. e) included a complete retreat from military intervention. Question 13 0 / 1 pointThe Scopes trial illustrated a divide between: Question options: a) modernism and fundamentalism. b) Progressives and Democrats. c) liberalism and conservativism. d) cultural diversity and nativism. e) feminism and machismo. Question 14 0 / 1 pointThe Scopes trial of 1925: Question options: a) involved a teacher who espoused Social Darwinism. b) pitted creationists against evolutionists. c) was a victory for religious fundamentalism. d) was a victory for birth-control advocates. e) ended once and for all the discussion of teaching the theory of evolution in public schools. Question 15 0 / 1 pointAll of the following statements about the1924 Immigration Act are true EXCEPT: Question options: a) the 1924 Immigration Act reflected the Progressive desire to improve the quality of democratic citizenship and to employ scientific methods to set public policy. b) the 1924 Immigration Act satisfied the demands of large farmers in California, who relied heavily on seasonal Mexican labor, by not setting limits on immigration from the Western Hemisphere. c) the 1924 Immigration Act barred immigration from Asia. d) the 1924 Immigration Act limited immigration from Europe. e) the 1924 Immigration Act sought to ensure that more immigrants came from southern and easte rn Europe than from northern and western Europe. Question 16 0 / 1 pointThe 1924 Immigration Act: a) prohibited all Mexican immigration. b) set quotas based on the census of 1900. c) set quotas that favored immigration from northern and western Europe. d) set quotas that favored immigration from southern and eastern Europe. e) expanded Asian immigration. Question 17 1 / 1 pointThe Harlem Renaissance: Question options: a) included writers and poets such as Langston Hughes and Claude McKay. b) included singers such as Etta James and Dinah Washington. c) privileged an African heritage over that of the black experience in the South. d) downplayed racism in America. e) represented a rejection of capitalism. Question 18 1 / 1 point| In 1928, Herbert Hoover: Question options: a) won the presidency, primarily because of his sterling reputation and the general, apparent prosperity of the nation. b) lost the presidency, primarily because he was a Catholic. c) called for repeal of Prohibition. d) ran for president as a Democrat. e) had little government experience. Question 19 0 / 1 pointThe Great Depression was caused by all of the following factors EXCEPT: Question options: a) a land speculation bubble in Florida. b) an unequal distribution of wealth. c) an agricultural recession throughout the decade. d) stagnated sales in the auto and consumer goods industries after 1926. e) increased government regulation of banking and the stock market. A main cause of the Great Depression was: a) Hoover’s ties with business. b) increased European demand for American goods. c) declining American purchasing power. d) excessive government regulation of business. e) the 1924 Immigration Act. Question 21 1 / 1 pointHoover’s response to the Depression included all of the following measures EXCEPT: Question options: a) a tax increase. b) higher tariffs. c) the Reconstruction Finance Corporation. d) the Federal Home Loan Bank System. e) a reduction in the size of the army. Question 22 1 / 1 pointPresident Hoover responded to the onset of the Depression by: Question options: a) immediately increasing government aid to the unemployed. b) cutting taxes. c) decreasing tariffs. d) reassuring Americans that â€Å"the tide had turned. † e) resigning from office. Question 23 1 / 1 pointThe Hawley-Smoot Tariff: Question options: a) raised taxes on imported goods. b) increased international trade. c) was vetoed by Hoover. d) had no effect on the economy in 1930. e) improved the economy slightly in 1930. Question 24 1 / 1 pointThe Reconstruction Finance Corporation: a) offered aid to home owners facing foreclosure. b) made loans to failing businesses. c) offered direct relief to the unemployed. d) was vetoed by Hoover. e) ended the Great Depression.Question 1 0 / 1 pointDuring the Roosevelt administration, the Democratic Party emerged into a coalition that included all of the following EXCEPT: Question options: a) farmers. b) the white supremacist South. c) the business elite. d) industrial workers. e) northern African-Americans. Question 2 0 / 1 pointLiberalism during the New Deal came to be understood as: Question options: a) limited government and free market enterprise. b) active government to uplift less fortunate members of society. c) a trust in the government to regulate personal behavior. d) individual autonomy, limited government, and unregulated capitalism. e) workers’ ownership of the mea ns of production. Question 3 0 / 1 pointThe Great Depression and the economic crisis that ensued discredited supporters of: Question options: a) Keynesian economics. b) liberalism. c) unregulated capitalism. d) fascism. e) communism. Question 4 1 / 1 pointIn his 1932 campaign for the presidency, Franklin D. Roosevelt promised Americans a policy change he called the: a) New Freedom. b) New Nationalism. c) New Deal. d) Fair Deal. e) Great Society. Question 5 0 / 1 pointThe New Deal: Question options: a) included a reliance on economic planning. b) was based on socialism. c) was based on fascism. d) was similar to Stalin’s economic policy. e) rejected the thinking of John Maynard Keynes. | Question 6 0 / 1 pointThe first thing that Roosevelt attended to as president was the: Question options: a) housing crisis. b) farming crisis. c) banking crisis. d) unemployment crisis. e) tariff crisis. Question 7 0 / 1 pointThe Glass-Steagall Act: Question options: a) maintained the gold standard. b) had little impact on the banking system. c) made legal the buying and selling of stocks by banks. d) established the Federal Deposit Insurance Corporation. e) is still in effect today. Question 8 1 / 1 pointThe National Industrial Recovery Act: a) was never passed. b) established codes that set standards for production, prices, and wages in several industries. c) established codes that continued the open-shop policies of the 1920s. d) encouraged â€Å"cutthroat† competition between businesses. e) was modeled on Stalin’s economic policies. Question 9 0 / 1 pointThe Civilian Conservation Corps: Question options: a) was created during the â€Å"Second New Deal. † b) w as headed by Hugh S. Johnson. c) put young women to work in schools. d) put older workers back to work. e) put young men to work in national parks. Question 10 0 / 1 point| Which New Deal program put the federal government for the first time in the business of selling electricity in competition with private companies? Question options: a) the Tennessee Valley Authority b) the Rural Electrification Administration c) the National Recovery Act d) the Reconstruction Finance Corporation e) the Works Project AdministrationQuestion 11 0 / 1 pointThe Agricultural Adjustment Act: Question options: a) raised farm prices by establishing quotas and paying farmers not to plant more. b) lowered farm prices by establishing quotas and paying farmers to grow more. c) was beneficial to sharecroppers and tenant farmers. d) established a government program of distributing food to the hungry. e) was limited to the West Coast. Question 12 0 / 1 pointThe First New Deal: a) was a series of experiments, some of which succeeded and some of which failed. b) led to the construction of few public facilities. c) ended unemployment. d) ended the Great Depression. e) provided relief t o very few Americans. Question 13 1 / 1 pointWhich two New Deal programs did the Supreme Court rule unconstitutional? Question options: a) Securities and Exchange Commission and Public Works Administration b) National Recovery Administration and Civilian Conservation Corps c) Glass-Steagall Act and Agricultural Adjustment Act d) Wagner Act and National Recovery Administration e) Agricultural Adjustment Act and National Recovery AdministrationQuestion 14 0 / 1 pointBy 1935, the New Deal: Question options: a) had ended the Depression. b) had the full support of the Supreme Court. c) was validated in the United States v. Butler decision. d) faced mounting pressures and criticism. e) was declared unconstitutional. Question 15 0 / 1 pointWhich statement best describes Huey Long, Upton Sinclair, and Dr. Francis Townsend? Question options: a) They all challenged Roosevelt to move further to the left of center. b) They were all supported by the Republican Party. c) Each was a socialist radi cal. d) Despite representing interesting movements, none of them had much of a following. e) They all ended up in jail during World War II for having communist sympathies. Question 16 0 / 1 pointThe Share Our Wealth movement was: Question options: a) led by Dr. Francis Townsend and directed at Americans over the age of sixty. b) led by Henry Ford and directed at auto manufacturers. c) led by Father Charles E. Coughlin and directed at Catholics. d) led by Louisiana senator Huey Long and gained a national following. e) introduced by Franklin Roosevelt as part of the New Deal. Question 17 0 / 1 pointThe Second New Deal: Question options: a) focused on economic security. b) focused on economic relief. c) focused on business recovery. d) focused on civil liberties. e) included no new taxes. | Question 18 1 / 1 pointThe Social Security Act of 1935: Question options: a) was vetoed by President Roosevelt. b) was the British version of the welfare state. c) designed a program of relief funded only by federal money. d) included old-age pensions, unemployment relief, and aid to families with dependent children. e) covered all workers, regardless of race or gender. Question 19 0 / 1 pointThe New Deal concentrated power in the hands of: Question options: a) the executive branch. b) the legislative branch. c) the judicial branch. d) local government. e) state government. Question 20 0 / 1 pointWhy did FDR try to change the balance on the Supreme Court? a) He feared the Supreme Court might invalidate the Wagner and Social Security acts. b) He was worried about being able to run for a third term as president. c) He needed the Court’s support for upcoming war measures against Germany. d) He feared that the Supreme Court might invalidate the National Recovery Act or the Agricul tural Adjustment Act. e) He feared that the Supreme Court might deem sit-down strikes unconstitutional. Question 21 0 / 1 point| Under New Deal reform, African-Americans: Question options: a) worked in integrated CCC camps. b) benefited from the â€Å"southern veto. † c) were universally covered by the Fair Labor Standards Act. d) passed a federal antilynching law. e) were mostly excluded from Social Security benefits. Question 22 1 / 1 pointFederal housing policy: Question options: a) undermined racism. b) expanded funding to integrated neighborhoods. c) weakened the power of local governments. d) reinforced residential segregation. e) was part of the Social Security Act. | Question 23 0 / 1 pointIn 1938, Congress established the House Un-American Activities Committee, which: Question options: a) was part of the expanded notion of civil liberties under the New Deal. b) subscribed to an expanded definition of â€Å"un-American† that included liberal Democrats and labor organizers. c) was immediately vetoed by the president. d) focused on racism in the South. e) focused only on communists. Question 24 0 / 1 pointWhat ended the Great Depression? Question options: a) New Deal programs b) the rebound of the stock market c) World War II spendingd) laissez-faire government e) a bailout by J. P. Morgan Question 25 0 / 1 point The New Deal failed to generate: Question options: a) hope. b) an economic recovery. c) jobs. d) social security. e) labor reform.Question 1 1 / 1 pointThe Four Freedoms: Question options: a) was a campaign slogan of the Republicans. b) were the war aims of Nazi Germany. c) were President Roosevelt’s statement of the Allied w ar aims. d) included the freedom to join the Communist Party. e) did not apply to Jehovah’s Witnesses. Question 2 0 / 1 point| During the 1930s, the Good Neighbor Policy: Question options: a) included the renewal of the Platt Amendment. b) maintained the right of American military intervention in Latin America. c) was a foreign policy based on the recognition of the autonomy of Latin American countries, including those that were ruled by dictatorships. d) was a foreign policy that recognized the autonomy of Latin American countries but assisted in democratic revolutions. e) included a continued U. S. military presence in Haiti and Nicaragua. Question 3 0 / 1 pointWho is considered the founder of fascism? a) Benito Mussolini b) Adolf Hitler c) Francisco Franco d) Joseph Stalin e) Hideki TojoQuestion 4 0 / 1 pointFrance and Britain’s policy toward Germany of giving concessions in hopes of avoiding war was called: Question options: a) isolationism. b) detente. c) internationalism. d) appeasement. e) provocation. Question 5 1 / 1 pointAs fascism rose in Europe and Asia during the 1930s, most Americans: Qu estion options: a) supported U. S. intervention. b) supported U. S. neutrality. c) wanted to move beyond isolationism. d) remained ambivalent. e) favored an end to international trade. Question 6 0 / 1 pointIn 1940, the â€Å"cash and carry† plan: Question options: a) allowed Great Britain to purchase U. S. arms on a restricted basis. b) allowed Germany to purchase U. S. arms on a restricted basis. c) allowed Japan to purchase U. S. arms on a restricted basis. d) allowed all belligerents to purchase U. S. arms on a restricted basis. e) was voted down by Congress. Question 7 1 / 1 pointMen like Henry Ford, Charles Lindbergh, and Father Coughlin were members of the a) America Now! ommittee, an interventionist group. b) Anti-Semitism Society, a group that blamed the Jews for the war. c) America First committee, an isolationist group. d) Lend-Lease League, a group that supported technology for the war. e) Free Paris Society, a group that advocated the liberation of Paris. Questio n 8 1 / 1 pointThe Lend-Lease Act: Question options: a) authorized military aid to Germany and Japan. b) authorized military aid to those fighting against Germany and Japan. c) excluded China. d) excluded the Soviet Union. e) maintained trade relations with Japan. Question 9 1 / 1 pointDecember 7, 1941, is known as a â€Å"date that will live in infamy,† referring to: Question options: a) the German invasion of Poland. b) the Japanese assault on Indochina. c) the Japanese attack on Pearl Harbor. d) the German declaration of war against the United States. e) Jeannette Rankin’s vote against a declaration of war. Question 10 0 / 1 pointâ€Å"D-Day† refers to the: Question options: a) Allied invasion of the Soviet Union. b) Allied invasion of Japan. c) Japanese attack on Pearl Harbor. d) dropping of the atomic bombs on Japan. e) Allied invasion of Europe at Normandy. Question 11 0 / 1 pointWhat was the â€Å"final solution†? Question options: a) the Allied op eration for D-Day b) Adolf Hitler’s plan to mass-exterminate â€Å"undesirable† peoples c) the United States’ plan for the atomic bombs to be dropped on Japan d) Japan’s plan to attack Pearl Harbor e) Joseph Stalin’s plan to spread communism throughout the worldQuestion 12 0 / 1 pointIn the United States during World War II: Question options: a) unemployment declined, production soared, and income taxes increased. b) the economy grew only slightly. c) income taxes increased only for the wealthy. d) little was done to regulate the economy. e) the actual size of the federal government shrank as the New Deal ended. Question 13 1 / 1 pointThe Office of War Information: Question options: a) imprisoned isolationists. b) cast the War’s sole goal as retaliation against the Japanese. c) attempted to stir up nationalist hysteria. d) was a New Deal social program. e) used radio, film, and press to give the war an ideological meaning. Question 14 0 / 1 pointWomen working in defense industries during the war: Question options: a) were viewed as permanent workers after the war, so long as they did a good job. b) were told by advertisers that they were fighting for freedom. c) had little impact on the war effort. d) were small in number, as most women took clerical work or joined the military service as nurses. e) were all young, single women who left their jobs once they got married. Question 15 1 / 1 pointThe GI Bill of Rights: a) was very limited in scope. b) included scholarships for education and low-cost mortgage loans for veterans. c) extended benefits to very few veterans. d) did not include job training. e) had limited impact on postwar society. Question 16 1 / 1 pointThe program that began in 1942 that allowed experienced Mexican agricultural workers to cross the border to work under government labor contracts was called the: Question options: a) bracero program. b) Chicano program. c) migrant-worker program. d) â€Å"zoot suit† program. e) pueblo program. Question 17 1 / 1 pointUnder the bracero program: Question options: a) Mexican immigrants were denied entry to the United States. b) Mexican immigrants were eligible for citizenship. c) Mexicans were encouraged to immigrate, but they were denied the right of citizenship. d) Indians were encouraged to leave their reservations. e) marriages between Mexicans and Americans were banned. Question 18 0 / 1 pointExecutive Order 9066: Question options: a) was overturned by the Supreme Court. b) authorized the internment of German-Americans. c) authorized the internment of Italian-Americans. d) authorized the internment of Japanese-Americans. e) exempted all those who were technically American citizens. Question 19 0 / 1 pointIn Korematsu v. United States, the Supreme Court: a) deemed Japanese internment unconstitutional. b) upheld the legality of Japanese internment. c) deemed loyalty oaths constitutional. d) barred Japanese-Americans from serving in the U. S. military. e) apologized for Japanese internment. Question 20 1 / 1 pointDuring World War II, African-Americans: Question options: a) experienced full equality before the law. b) witnessed the end of Jim Crow laws. c) served in integrated units in the armed forces. d) received equal access to the GI Bill of Rights benefits. e) witnessed the birth of the modern civil rights movement. Question 21 0 / 1 pointBlack internationalism during World War II: Question options: a) was a new movement with no historical antecedents. b) was a complete rejection of Marcus Garvey’s political ideals. c) was rejected by W. E. B. Du Bois. d) rested on the idea that the plight of black Americans was connected to the plight of people of color worldwide. e) supported colonial rule. Question 22 1 / 1 pointThe dropping of the atomic bombs on Hiroshima and Nagasaki: a) had little impact on the course of the war. b) did little damage and caused few casualties. c) brought the war to an end but remains controversial. d) brought the war to an end and ca used no controversy. e) was vetoed by President Truman. At the Yalta conference in 1945: a) wartime American-Soviet cooperation was at its peak. b) Stalin was denied permission to maintain control of the Baltic states. c) Churchill agreed to end British colonial control of India. d) Stalin agreed to enter the war against the Japanese immediately. e) no plans were made regarding Poland. Question 24 0 / 1 pointThe Atlantic Charter: Question options: a) was made between Stalin and Hitler. b) outlawed submarine warfare. c) endorsed the freedoms from want and fear. d) established the World Bank and the General Agreement on Tariffs and Trade (GATT). e) established the United Nations. Question 25 0 / 1 pointWorld War II: Question options: a) led to Japan emerging as a regional power. b) led to Germany emerging as a regional power. c) led to a strengthened and victorious France. d) produced a radical redistribution of world power. e) led to the Soviet Union emerging as the dominant world power. Bottom of Form Bottom of Form