Free Essays on George Washington Carver

George Washington Carver is perhaps to this day the nation's biggest known African American scientist. Between 1890 and 1910, the cotton crop had been devastated by an insect called the boll weevil. Carver advised to plant peanuts instead. Before long, he developed more than 300 different products that could be made from the peanut. Everything from milk to printer's ink. He was an agricultural chemist, agronomist, and experimenter whose development of new products came from peanuts , sweet potatoes, and soybeans helped revolutionize the agricultural economy of the South. For most of his career he taught and did research at the Tuskegee Normal and Industrial Institute (now Tuskegee University) in Tuskegee, Ala. Carver was the son of a slave woman who was owned by Moses Carver. During the Civil War, slave owners found it difficult to hold on to slaves in the border state of Missouri. So Moses Carver sent his slaves, including carver and his mother, to Arkansas. After the war, Moses Carver learned that all his former slaves had disappeared except for the kid named George. Very sick, the motherless child was returned to his former master's home and nursed back to health. The boy had a good sense of color and form and learned to draw, later he devoted a lot of time to painting flowers, plants, and landscapes. Though the Carvers told him that he was no longer a slave, he remained on their plantation until he was about 10 or 12 years old, when he left to get an education. He spent a lot fo time wandering about, working with his hands and developing a interest in plants and animals. By both books and experience, George acquired a small education while doing whatever work came to hand in order to live. He supported himself with a bunch of different jobs that included general household worker, hotel cook, laundryman, farm hand, and homesteader. In his late 20s he managed to get a high school education in Minneapolis, Kan., while wor... Free Essays on George Washington Carver Free Essays on George Washington Carver George Washington Carver is perhaps to this day the nation's biggest known African American scientist. Between 1890 and 1910, the cotton crop had been devastated by an insect called the boll weevil. Carver advised to plant peanuts instead. Before long, he developed more than 300 different products that could be made from the peanut. Everything from milk to printer's ink. He was an agricultural chemist, agronomist, and experimenter whose development of new products came from peanuts , sweet potatoes, and soybeans helped revolutionize the agricultural economy of the South. For most of his career he taught and did research at the Tuskegee Normal and Industrial Institute (now Tuskegee University) in Tuskegee, Ala. Carver was the son of a slave woman who was owned by Moses Carver. During the Civil War, slave owners found it difficult to hold on to slaves in the border state of Missouri. So Moses Carver sent his slaves, including carver and his mother, to Arkansas. After the war, Moses Carver learned that all his former slaves had disappeared except for the kid named George. Very sick, the motherless child was returned to his former master's home and nursed back to health. The boy had a good sense of color and form and learned to draw, later he devoted a lot of time to painting flowers, plants, and landscapes. Though the Carvers told him that he was no longer a slave, he remained on their plantation until he was about 10 or 12 years old, when he left to get an education. He spent a lot fo time wandering about, working with his hands and developing a interest in plants and animals. By both books and experience, George acquired a small education while doing whatever work came to hand in order to live. He supported himself with a bunch of different jobs that included general household worker, hotel cook, laundryman, farm hand, and homesteader. In his late 20s he managed to get a high school education in Minneapolis, Kan., while wor...

Battle of San Juan Hill in the Spanish-American War

Battle of San Juan Hill in the Spanish-American War The Battle of San Juan Hill was fought on July 1, 1898, during the Spanish-American War (1898). With the beginning of the conflict in April 1898, leaders in Washington, DC began planning for the invasion of Cuba. Moving forward later that spring, American forces landed in the southern part of the island near the city of Santiago de Cuba. Advancing west, plans were made for capturing the San Juan Heights which overlooked the city and harbor. Moving forward on July 1, Major General William R. Shafters men launched an assault on the heights. In heavy fighting, which included a charge by the famed 1st US Volunteer Cavalry (The Rough Riders), the position was taken. Consolidating around Santiago, Shafter and his Cuban allies commenced a siege of the city which ultimately fell on July 17. Background After landing in late June at Daiquirà ­ and Siboney, Shafters US V Corps pushed west towards the port of Santiago de Cuba. After fighting an indecisive clash at Las Guasimas on June 24, Shafter prepared to assault the heights around the city. While 3,000-4,000 Cuban insurgents, under General Calixto Garcà ­a Ià ±iguez blocked the roads to the north and prevented the city from being reinforced, the Spanish commander, General Arsenio Linares, elected to spread his 10,429 men across Santiagos defenses rather than focus against the American threat (Map). The American Plan Meeting with his division commanders, Shafter instructed Brigadier General Henry W. Lawton to take his 2nd Division north to capture the Spanish strong point at El Caney. Claiming that he could take the town in two hours, Shafter told him to do so then return south to join in the attack on the San Juan Heights. While Lawton was assaulting El Caney, Brigadier General Jacob Kent would advance towards the heights with the 1st Division, while Major General Joseph Wheelers Cavalry Division would deploy to the right. Upon returning from El Caney, Lawton was to form on Wheelers right and the entire line would attack. As the operation moved forward, both Shafter and Wheeler fell ill. Unable to lead from the front, Shafter directed operation from his headquarters via his aides and telegraph. Moving forward early on July 1, 1898, Lawton commenced his attack on El Caney around 7:00 AM. To the south, Shafters aides established a command post atop El Pozo Hill and American artillery rolled into place. Below, the Cavalry Division, fighting dismounted due to a lack of horses, moved forward across the Aguadores River towards their jumping off point. With Wheeler disabled, it was led by Brigadier General Samuel Sumner (Map). Armies Commanders Americans Major General William R. ShafterMajor General Joseph Wheeler15,000 men, 4,000 guerillas, 12 guns, 4 Gatling guns Spanish General Arsenio Linares800 men, 5 guns Casualties American - 1,240 (144 killed, 1,024 wounded, 72 missing)Spanish - 482 (114 killed, 366 wounded, 2 captured) Fighting Begins Pushing forward, American troops experienced harassing fire from Spanish snipers and skirmishers. Around 10:00 AM, the guns on El Pozo opened fire on the San Juan Heights. Reaching the San Juan River, the cavalry waded across, turned right, and began forming their lines. Behind the cavalry, the Signal Corps launched a balloon which spotted another trail that could be used by Kents infantry. While the bulk of Brigadier General Hamilton Hawkins 1st Brigade had passed the new trail, Colonel Charles A. Wikoffs brigade was diverted to it. Encountering Spanish snipers, Wikoff was mortally wounded. In short order, the next two officers in line to lead the brigade were lost and command devolved to Lieutenant Colonel Ezra P. Ewers. Arriving to support Kent, Ewers men fell into line, followed by Colonel E.P. Pearsons 2nd Brigade which took a position on the extreme left and also provided the reserve. For Hawkins, the objective of the assault was a blockhouse atop the heights, while the cavalry was to capture a lower rise, Kettle Hill, before attacking San Juan. Delays Though American forces were in a position to attack, the did not advance as Shafter was awaiting Lawtons return from El Caney. Suffering through intense tropical heat, the Americans were taking casualties from Spanish fire. As men were hit, parts of the San Juan River valley were dubbed Hells Pocket and Bloody Ford. Among those irritated by the inaction was Lieutenant Colonel Theodore Roosevelt, commanding the 1st US Volunteer Cavalry (The Rough Riders). After absorbing enemy fire for some time, Lieutenant Jules G. Ord of Hawkins staff asked his commander for permission to lead the men forward. The Americans Strike After some discussion, a cautious Hawkins relented and Ord led the brigade into the attack supported by a battery of Gatling guns. Having been rallied to the field by the sound of the guns, Wheeler officially gave Kent the order to attack before returning to the cavalry and telling Sumner and his other brigade commander, Brigadier General Leonard Wood, to advance. Moving forward, Sumners men formed the first line, while Woods (including Roosevelt) comprised the second. Pushing forward, the lead cavalry units reached a road halfway up Kettle Hill and paused. Pushing on, several officers, including Roosevelt called for a charge, surged forward, and overran the positions on Kettle Hill. Consolidating their position, the cavalry provided supporting fire to the infantry which was moving up the heights towards the blockhouse. Reaching the foot of the heights, Hawkins and Ewers men discovered that the Spanish had erred and placed their trenches on the topographical rather than the military crest of the hill. As a result, they were unable to see or shoot at the attackers. Taking San Juan Hill Scrambling up the steep terrain, the infantry paused near the crest, before pouring over and driving out the Spanish. Leading the attack, Ord was killed as entered the trenches. Swarming around the blockhouse, American troops finally captured it after entering through the roof. Falling back the Spanish occupied a secondary line of trenches to the rear. Arriving on the field, Pearsons men moved forward and secured a small hill on the American left flank. Atop Kettle Hill, Roosevelt attempted to lead an attack forward against San Juan but was followed by only five men. Returning to his lines, he met with Sumner and was given permission to take the men forward. Storming forward, the cavalrymen, including the African-American Buffalo Soldiers of the 9th and 10th Cavalry, broke through lines of barbed wire and cleared the heights to their front. Many sought to pursue the enemy to Santiago and had to be recalled. Commanding the extreme right of the American line, Roosevelt was soon reinforced by infantry and repulsed a half-hearted Spanish counterattack. Aftermath The storming of the San Juan Heights cost the Americans 144 killed and 1,024 wounded, while the Spanish, fighting on the defensive, lost only 114 dead, 366 wounded, and 2 captured. Concerned that the Spanish could shell the heights from the city, Shafter initially ordered Wheeler to fall back. Assessing the situation, Wheeler instead ordered the men to entrench and be prepared to hold the position against attack. The capture of the heights compelled the Spanish fleet in the harbor to attempt a breakout on July 3, which led to their defeat at the Battle of Santiago de Cuba. American and Cuban forces next began a siege of the city which finally fell on July 17 (Map).

No Child Left Behind Essay Example | Topics and Well Written Essays - 3000 words

No Child Left Behind - Essay Example Next is the improvement of flexibility and local control. It also provides an increased number of options for parents. Lastly it stresses on proven teaching techniques. The phrase, "No Child Left Behind" (NCLB) has become a slogan for the federal scheme to increase "accountability" in American education. But despite the fact that NCLB is a federal plan, it will be up to the individual countries to make the plans and procedures that accomplish NCLB requirements. NCLB does not provide the new mandate with adequate funds. Thus this has an effect on opinions of many schools and parents. Many states have implemented this policy by now, but this has an impact on the parents and schools as they had to face many difficulties while coping up with the policy. This article further describes the effect, changes and pros and cons of the policy in regard to its laws.(Edwards & Perry 2004) This act generally stresses on developing American schools to a standard in which all students are given equal opportunities. As in the act it states "close the achievement gap between high- and low-performing children, especially the achievement gaps between minority and non-minority students, and between disadvantaged children and their more advantaged peers." This clearly reflects that NCLB aims to offer reasonable and equivalent opportunities to the students so that they can attain education of high standards. One of the most important terms of NCLB is the obligation that the states should set values in the field of education and should perform yearly evaluation of schools to check the progress of the school and analyze if the schools have been successful in improving the student's educational achievements. NCLB gives funds for the training of teachers; it provides special support to students who face difficulties with reading and supports immigrants and homeless students. Overa ll NCLB holds the states, districts and the schools to take accountability of the student's achievements. States are entitled to report the progress of students who suffer from problems like reading and writing. They are also directed to report about the students who are from different ethnic groups and who belong to families of low income. On the contrary NCLB has passed laws which act as a barrier for admission in kindergarten. Thus this proves to be a setback for the youth in their future. This youth may suffer from problems like aging, race difference and other physical and mental differences. A child cannot get admission in a kindergarten or a primary school if he has not cleared certain eligibility criterion (Panzica 2008). The laws implemented in the United States of America are prohibiting the children from early entries into kindergarten and primary schools. This can immensely affect the future of the children as it may determine the age of the child when he finishes his high school. There is a certain age limit for any child who needs admission in the kindergarten. If one is not able to comply with the age limits then they possibly will not get an admission into the school. The Act has made the school authorities more accountable for the results of the students and this has therefore made the authorities more conscious when giving admission to a child of less capabilities. The age criterion is so strict that the schools have a certain date setup (usually in September or December) at which the child should be of the

Strategic Human Resource Management-11 Assignment

Strategic Human Resource Management-11 - Assignment Example In order to achieve HC-centric management, high involvement approach and global competitor approach can be employed by organizations. However, these two approaches highly depend on efficient employment of talent as a major distinguisher and foundation of competitive advantage. The only difference in the utilization of above approaches is on how they take care of talent and their expectations of gaining competitive advantage (Edward 2). For example, high involvement approach emphasizes on the nature of work that workers are anticipated to do. It also gives room for employees to make decisions about their effectiveness and their level of performance. This means that employees have the responsibility of ensuring that they are capable of self-managing themselves (Edward 2). In the side of global competitor approach, emphasis is on how employees can constantly upgrade their talent. Due to this fact, employees are expected to deliver top scores in their area of duties. Failure to attain th eir goals, they are replaced by other individuals with potentials to perform better (Edward 5). Scott-Jackson noted that very few HR plans have the capacity to address the need to realize competitive advantage through differentiating capabilities. On his side, Edward Lawler argues that organizations need to have the ability to organize and manage people. In fact, Scott argues that most HR plans only aims at developing people in relation to what their competitors’ do, something he argues can not enable competitive advantage. To give solutions to this problem, Edward on his side believes that high involvement approach and global competitor approach can be employed by organizations in order to contribute to effective organization performance, thus competitive

Crisis Intervention Essay Example for Free

Crisis Intervention Essay PART 2: Application of Crisis Assessment Intervention Skills 1. Tour 1st task of this qn is to comprehend the given case scenario below: Kelvin Lemmy just celebrated their 10th weding anniversary. Lemmy was 39yrs old and expecting her 1st baby. She and her 41yrs old husband Kelvin were eagerly waiting the birth of their child. The child was also the 1st grandchild in the family on both sides At 17 weeks she went to her pediatrician for a scheduled check up. Subsequent to an examination and ultrasound examination, she learnt that the baby had died. She was thrown into a state of shock, simultaneously both angry and sad and cried uncontrollably. You were being called in to talk to Lemmy. 2. U r to use the 6-step crisis intervention model together with other aspects we have covered thus far. 3. The various steps must be clearly indicated in your ans 4. Pay close attention to demonstrating ur understanding of all the elements of the ci model including appropriate use of Triage Assessment System, Worker’s Continuum, Suicide Risk Assessment, The Crisis Trigger and the likely meaning that might be attached to the triggering event 5. When addressing step 4, 5 6 pls keep in mind the distinction between intervention in crisis state, as opposed to intervention when the client is stable and mobile(i. e. counseling). I will need to see that u hav a plan that focuses on immediate action aimed at restoring mobility stability, not one which target long term decision making personal change

When Did Global Warming Become Climate Change? :: Climate Change vs Global Warming

"If we want to address global warming, along with the other environmental problems associated with our continued rush to burn our precious fossil fuels as quickly as possible, we must learn to use our resources more wisely, kick our addiction, and quickly start turning to sources of energy that have fewer negative impacts." -- David Suzuki Earlier this year one of my friends asked, â€Å"So which essay topic did you decide on?† To which I responded, â€Å"Global warming.† Then my friend responded, â€Å"That is impossible. Global warming was not even an option,† I was worried. I rushed back to my apartment and opened my course binder to find that I was actually writing about climate change and not global warming. Then I wondered, "When did global warming morph into climate change? Am I in school to learn about fashion? Are we all just following the latest trend? What does any of this have to do with science? According to Erik Conway of NASA, â€Å"Global warming refers to surface temperature increases, while climate change includes global warming and everything else that increasing greenhouse gas amounts will affect† (Conway). Recently the United States has experienced a drop in temperature. This past weekend I was walking with a friend. With nothing to talk about, the awkward silence was finally filled with a comment on the weather. He said, â€Å"It’s so incredibly cold! So much for global warming!!† What my friend, nor I at the beginning of the semester, did not understand was that â€Å"temperature change itself isn’t the most severe effect of changing climate. Changes to precipitation patterns and sea level are likely to have much greater human impact than the higher temperatures alone† (Conway). Thankfully the national media has begun to increasingly reference the more scientifically significant term: climate change.

A Comparison of the Influential Role of the Chorus in Sophocles’ Antigone and Euripides’ Medea

A comparison of the influential role of the chorus in Sophocles’ Antigone and Euripides’ Medea It has been said by Napoleon Hill, â€Å"Think twice before you speak, because your words and influence will plant the seed of either success or failure in the mind of another†. This has been put to use in the plays Antigone by Sophocles and Medea by Euripides. The chorus which was an integral part of ancient Greek drama was used in the dramas to play an influential role. However, the group they mainly influenced contrasted and thus will be explored in the essay. The chorus in Antigone is composed of Theban men who were summoned by the newly crowned king Creon. Its interaction was mainly with Creon. Sophocles has shown a relation between the chorus and Creon, both being old and wise men of Thebes. They are introduced rejoicing the victory of Thebes over Argos. As the play develops they get actively involved commenting on every action and decision of the main actors. Its support wavers from Creon to Antigone during the course of the play. The women of Corinth formed the chorus in Eurpides Medea. They chiefly served as a commentator to the play. Euripides has shown a relation between the chorus and the character they interact the most, Medea, as both belonged to the group of women living in the male-dominated society. The involvement of chorus has been minimized after Medea asks them not to interfere in her action of revenge towards Jason. The chorus feeling sympathetic towards Medea gives her their consent on the future happenings in the play, â€Å"I will. You are right to take revenge on your husband. † Being women and able to understand Medea’s miseries, the chorus was moved to such an extent that they supported Medea, a foreigner to their land in killing the daughter of their ruler. This shows them primarily as women before good subject of Creon. Both Sophocles and Euripides have used the chorus to influence the audience. They have conveyed emotions the writer wants the audience to feel for the proceedings of the play. The chorus has also been used to influence the minds of the actors. The chorus in Antigone has little role in influencing the emotions of the audience. They enter the play and introduce Creon to the audience also creating a doubt in the mind of the viewers of his immediate plans which made him call the old Theban men. The chorus is also given the responsibility of informing the viewers of the status of Ismene over her sister being caught denying the law. They introduce Ismene as, â€Å"Here comes Ismene from the palace, Shedding a fond sister’s tears. Her face is flushed† This is different from what was observed in the opening scene where Ismene besides refusing to help Antigone with the burial also warned her of the consequences of her act leading to Antigone telling her, â€Å"you will earn my hatred† . While Creon and Haemon are fighting over Creon’s decision of executing Antigone, Haemon’s fiancee, the chorus justifies both their points for the audience. The play ends with chorus’ last words with the message the writer has tried to convey through the drama. The chorus takes its responsibility of burying the dead while propagating the importance of wisdom. They also criticize Creon’s pride and arrogance associating with Zeus’ hatred towards ‘boasts of a proud tongue’ . The chorus in Medea in the first scene provokes the feeling of sympathy towards Medea from the audience when they say, â€Å"I don’t like the family suffering. I sympathise with them. † This conveys the thought to the audience that the society is sympathetic towards Medea thus she indeed has been done great wrong by Jason. Further in the play when Creon banishes Medea and her sons from the kingdom and gives them only one day in Corinth, the chorus enlightens the audience of the troubles she faces after being banished from the land which gave her refuge. This increases the sense of sympathy from the audience towards Medea. The chorus emphasizes, â€Å"What an impassable sea of troubles, Medea, God has launched on you! Later in the play when Medea confides about her plan of killing Jason’s new wife, the chorus accepts her decision and supports her completely in taking her revenge. But when Medea tells them that she is also planning to kill her sons to punish Jason, the Chorus reacts in a way the audience should have as only it, the chorus and the audience know about her plans, â€Å"Since you have confided this to us†¦ We want to help you, but we can’t reject The laws of human life. We say, Don’t do this! † The chorus also shows curiosity when Medea goes inside her house to kill her sons. The same feeling would have developed among the audience to know whether she is actually committing the sin. The chorus in Antigone also plays the major role of influencing the decisions of Creon and making Antigone realize her mistake. After listening to the sentry about the burial of Polyneices, the chorus, superstitious in nature proclaim suggest Creon, â€Å"Lord, all this time my thoughts have been saying that this might be the work of the gods† This was the first attempt of the chorus to influence Creon to take back his decision of not giving Polyneices a respectful burial. However, this was only responded with anger by Creon who warned the chorus that they might prove it insane and senile as the Gods will not give an honorable burial to the person who came to burn their temples and pillars. Creon had decided to prosecute Ismene along with Antigone; they was then the chorus who questioned him about Ismene who was not involved in the burial leading to a change in mind and Ismene being set free. The chorus and Antigone have a long conversation after Antigone is declared to be hanged. The chorus informs her that she departs from the world with a glorious death. When Antigone compares herself to the Gods, the chorus informs her that she has not resembled the goddess Niobe in her life but they is honorable for her to die like gods. The chorus press on her that she is at fault as she defied the royal orders and make Antigone reflect on the curse on her family regarding marriages. First, her mother married her son, followed by her death just before her marriage. The prophecy by Teiresias leaves a doubt in Creon’s mind and they are the chorus who give her the advice to â€Å"Go and free the girl from her cell of rock, and set up a tomb for him who lies unburied. Creon takes this advice and he rushes to the place of Antigone’s assassination. Hence, a strong influence of the Theban men can be seen on the main characters of the play Antigone. The influence of the chorus in Medea over the characters is negligible as the women only serve as commentators over every action and decision. The chorus attempts to influence Medea not to kill her sons when she confides her plan to them. However, Medea turns down their advice without much consideration. This shows the negligible impact of the chorus on the character. Both the plays were written in ancient Greek times when the society was dominated by men. As the chorus of Antigone consisted of men, they had an active role in the play, their advice was sought, their opinions were heard and they were respected. On the other hand, the chorus of Medea consisting women played a passive role talking to itself and the audience most of the times. Their interruptions in conversations were ignored by the other characters. They also portrays the feministic views of Euripides. They sympathized with Medea and supported her in her decision to avenge Jason for betraying her. They condemned men, who are unfaithful to the wives, a thought common in most women. Therefore, while in Antigone, the chorus has a major influence on the actors, the chorus of Medea mainly influences the audience. Sources referred http://ancienthistory. about. com/od/greekliterature/a/GreekTheater_4. htm http://www. sparknotes. com/drama/antigone/characters. html http://www. shmoop. com/medea/themes. html http://www. shmoop. com/antigone-sophocles/themes. html

Culture Lens

Culture lens Ford went through a hard time, not just because of the outside gloomy economics, but also the pressure of a dysfunctional, often defeatist culture. In Ford’s long business history, culture is not constant; it evolves, the business culture had been changed generation by generation in the economic progress and globalization. Both of essence and dross has been passed down in a grown bureaucracy, where people lost their innovation and structure is messy. The new chief executive of Ford Motor Co. , Alan R. Mulally was taking a culture revolution in this giant machine in order to pull it out of the deep mud.Organization values †¢Pioneered modern management techniques Period 1: Ford is the birthplace of the assembly line and home of the celebrated Whiz Kids, which highly increase the efficiency in the production and copied by the other companies. Period 2: After 1960s, Ford fell into a reverse way and has degenerated into a symbol of inefficiency. Right now, it has four parallel operating units and the company has more than 30 engineering platforms worldwide, each with its own costly bureaucracy, factories, and product development staff.Period 3: Mulally took a big step and would like to reduce the level of complexity. He wants to get that number down to five or six platforms, similar to Honda. More importantly, Ford tries to eliminate all of its unnecessary duplication. †¢Cooperation and efficiency Period 1: After assembly line been introduced to the world, Ford impressed all of their competitors by their highly cooperated work and their efficiency, employees worked together and impede the flaws passing to the next connection. Until the mid-'60s, Ford was considered a management shrine.Period 2: The bureaucracy at Ford grew, and managers took refuge in the structure when things got tough rather than innovate or try new ideas that seemed risky. Personal ties became important in Ford, ambitious managers focused increasingly on kissing the right rings instead of racking up results, which discouraged collaboration. Period 3: With Mulally’s idea, moving job tenures to a long tenure, collaboration would become more important in the future production and management. He has made it a top priority to encourage his team to admit mistakes, to share more information, and to cooperate across divisions †¢Customer focusPeriod 1: Ford focused on customer needs, developed scientific consumer research techniques, which was one of the first auto companies to create products that were based on hard data rather than the personal tastes of executives. Period 2: Employees consider more about their logics than customers’ needs. The tendency of employees is to rationalize mistakes instead of fixing them. Period 3: Mulally wants managers to think more about customers than their own careers. Shared assumptions †¢Rationalize problem instead of fixing problemsIn the example, it is easy to tell that employees’ log ic with problems, rationalizing mistakes instead of fixing them and focusing on customers’ needs. †¢Royal hierarchy Within almost half century’s development, Ford has been fallen into a costly bureaucracy structure. People in the organization have their own status, and it is not allowed to share information freely, manager focus on their rings more than their jobs. †¢Mediocrity is acceptable Weary corporate lifers have become all too comfortable with the idea of losing money.They do not think about to fix problems or try new ideas that seemed risk but took refuge in the structure when things got tough. †¢Resist with outsiders Ford is a place that's notorious for destroying auto industry outsiders–and Mulally is admittedly no car guy. Despite Bill Ford's strong backing, employees are looks arrogant and resist the revolution from outside. Symbols †¢blue oval logo Ford’s logo is highly impressive by their customers, even in the economic c risis, Ford still can pledge their icon to finance enough money from banks and bondholders to turnaround. Assembly line This new product line created quite a stir when it had been introduced to product line; it changed the way manufacturing factory to run their business. What’s more, it is still significantly influence the world and operated in almost all of the manufacturing business. †¢Henry Ford Henry Ford obviously is an outstanding personage in business area, he invented auto business and changed the way people assemble their products. Even right now, when people talk about Ford, we still cannot ignore his impact in the auto area. †¢Bureaucratic organizationThere are no other companies like Ford, has a high level of complexity within their organization structure. There are four parallel operating units and more than 30 engineering platforms worldwide. On the other side, duplication was common in the company; no two vehicles in Ford's lineup share the same mirro rs, headlamps, or even such mundane pieces as the springs and hinges for the hood. Changes in culture system can be slow and painful for an organization, especially in the high developed bureaucracy. However, the importance to take the revolution is obviously, with regard to globalization and fierce competition.

African American History and Women Timeline 1960-1969

African American History and Women Timeline 1960-1969 [Previous] [Next] 1960 Ruby Bridges integrated an all-white elementary school in New Orleans, Louisiana Ella Baker among others organized SNCC (Student Nonviolent Coordinating Committee) at Shaw University Wilma Rudolph became the first American woman to win three Olympic gold medals, and was named Athlete of the Year by the United Press 1961 CORE Freedom Rides began, with the aim of desegregating public buses many brave women and men participated (March 6) Executive Order by John F. Kennedy promoted affirmative action to abolish racial biases in hiring on projects where federal funds were involved 1962 Meredith v. Fair case argued by Constance Baker Motley. The decision allowed James Meredith to be admitted to the University of Mississippi. 1963 (September 15) Denise McNair, Carole Robertson, Addie Mae Collins, and Cynthia Weston, ages 11-14, killed in the bombing of 16th Street Church in Birmingham, Alabama Dinah Washington (Ruth Lee Jones) died (singer) 1964 (April 6) Mrs. Frankie Muse Freeman becomes the first woman on the new U.S. Commission on Civil Rights (July 2) US Civil Rights Act of 1964 became law Fannie Lou Hamer testified for the Mississippi Freedom Democratic Party before the Credentials Committee of the Democratic National Convention 1965 Viola Liuzzo murdered by Ku Klux Klan members after participating in civil rights march from Selma to Montgomery, Alabama affirmative action was required to eliminate racial bias in hiring on federally-funded projects, as defined by Executive Order 11246 Patricia Harris became the first African American woman ambassador (Luxemburg) Mary Burnett Talbert died (activist: anti-lynching, civil rights) Dorothy Dandridge died (actress, singer, dancer) Lorraine Hansberry died (playwright, wrote Raisin in the Sun) 1966 (August 14) Halle Berry born (actress) (August 30) Constance Baker Motley appointed a federal judge, the first African American woman to hold that office 1967 (June 12) in Loving v. Virginia, Supreme Court ruled that laws prohibiting interracial marriage were unconstitutional, voiding statutes still on the books in 16 states (October 13) 1965 Executive Order 11246, requiring affirmative action to eliminate racial bias in hiring on federally-funded projects, was amended to include gender-based discrimination Aretha Franklin, Queen of Soul, recorded her signature song, Respect 1968 Shirley Chisholm was the first African American woman elected to the US House of Representatives   Audre Lorde  published her first book of poems,  The First Cities. 1969 (October 29) Supreme Court ordered immediate desegregation of school districts [Previous] [Next] [1492-1699] [1700-1799] [1800-1859] [1860-1869] [1870-1899] [1900-1919] [1920-1929] [1930-1939] [1940-1949] [1950-1959] [1960-1969] [1970-1979] [1980-1989] [1990-1999] [2000-]

American History Timeline 1675-1700

American History Timeline 1675-1700 Between 1675 and 1700, the British colonies on the eastern coast of the North American continent to evolve. Plymouth became part of Massachusetts, Pennsylvania changed from being a proprietary colony to a royal one and then back to a proprietary colony, and North Carolina was designated. Here are the key events that occurred between these years.   1675 June 20: King Philips War begins when King Philip (1638–1676, and also known as Metacomet) leads a coalition of his Wampanoag Indians with their allies the Pocumtuc and Narragansett on a raid against the colonial settlement of Swansea. September 9: The New England Confederation declares war on King Philip and each colony is required to provide men for a combined force. September 12: King Philip achieves a decisive victory against the forces of the Massachusetts Bay Colony and their Nipmuc allies at Bloody Brook. 1676 February: The Mohawk launch a surprise assault against Metacomet, a turning point in King Philips War. March: King Philips War continues as Metacoms forces attack Plymouth, Massachusetts, and Providence, Rhode Island. June: Nathaniel Bacon assembles a group of 500 men leading them to Jamestown in what comes to be known as Bacons Rebellion.  Virginia planters agree to support Nathaniel Bacon. June 12: The colonists with the Mohegan Indians defeat King Philips men at Hadley. July: Nathaniel Bacon, the instigator of Bacons Rebellion or the Virginia Rebellion (1674–1676), is declared a traitor and arrested but quickly freed by his men. He is later pardoned after he admits his guilt. July 30: Bacon writes the Declaration of the People of Virginia, criticizing the governors administration of levying unfair taxes, appointing friends to high places, and failing to protect settlers from attack. August 22: King Philips War ends in the English colonies when the Indians surrender and leaders Metacomet and Anawan are killed. Conflict continues in the northern theater (Maine and Acadia) September 19: Bacons forces capture and then burn Jamestown to the ground. October 18: Nathaniel Bacon dies of a fever. The rebel army surrenders when promised amnesty. 1677 January: Virginia Governor Berkeley executes 23 of the rebels from Bacons Rebellion in direct defiance of the crown. He is later replaced by Colonel Jeffreys as the head of Virginia. September 14: Increase Mather publishes The Troubles That Have Happened in New England. 1678 April 12: With the Treaty of Casco, King Philips War is formally brought to an end. Winter: The French (Rene Robert Cavalier, Sieur de la Salle, and Father Louis Hennepin) visit Niagara Falls while exploring Canada. The falls were first reported by a westerner (Samuel de Champlain) in 1604. 1679 The Province of New Hampshire is created out of the Massachusetts Bay Colony by royal degree of British King Charles II. 1680 January: John Cutt takes office as the president of New Hampshire and ending Massachusetts governance. 1681 March 4: William Penn receives a royal charter from Charles II to set up Pennsylvania, to pay off debts owed to Penns father. 1682 April: Frenchman Sieur de la Salle claims the land at the mouth of the Mississippi for France and calls the territory La Louisiane (Louisiana) in honor of his king Louis XIV. May 5: William Penn publishes Frame of Government of Pennsylvania that provides for a precursor of a bicameral government. August 24: The Duke of York awards William Penn a deed to the lands that make up Delaware. 1684 October: Frustrated by the unwillingness of the Massachusetts Bay Colony to revise its charter to weaken the power of the church, Charles II revokes its royal charter. During the Second Anglo-Dutch War, Charles II gives the Province of New Netherland to his brother, the Duke of York. 1685 February: Charles II dies and his brother the Duke of York becomes King James II. March: Increase Mather is named Acting President of Harvard College. 23 April: James II renames New Netherland to New York and makes it a royal province. 22 October: King Louis XIV revokes the Edict of Nantes that gave the Huguenots to practice their religion, and afterward, the number of French Huguenot settlers in America increases. 1686 King James II creates the Dominion of New England, a mega-colony covering all of New England and combining the colonies of Massachusetts Bay, Plymouth Colony, Connecticut Colony, the Province of New Hampshire and the Colony of Rhode Island and Plymouth Plantations- New Jersey and New York would be added in 1688. James names Sir Edmund Andros as governor general. 1687 William Penn publishes The Excellent Privilege of Liberty and Property. 1688 The extremely unpopular Governor of the Dominion of New England, Edmund Andros, places the militia of New England under his direct control. April: Governor Andros plunders the home and village of Jean-Vincent dAbbadie de Saint-Castine (1652–1707), a French military officer and Abenaki chief, considered the start of King Williams War, an outgrowth of Europes Nine Years War between the English and French. April 18: The earliest known antislavery tract Petition Against Slavery is released in the colonies by the Quakers at Germantown, Pennsylvania. November: The Glorious Revolution occurs in which King James II (Catholic) flees to France and is replaced by William and Mary of Orange (Protestant). 1689 February: The English Parliament presents the English Bill of Rights to William and Mary. April 11: William and Mary of Orange are officially named King and Queen of England. April 18: A popular rising of a well-organized mob of provincial militia and citizens forms in the town of Boston and arrest dominion officials in the Boston Revolt. April 18: Governor Andros surrenders to colonial rebels and is put in jail. New England colonies begin re-instituting their own governments after Governor Andros is removed from power. May 24: The Toleration Act of 1688 is passed by Parliament which gives limited Freedom of Religion to all British citizens. December 16: The English Bill of Rights receives the royal assent by William and Mary and goes into law. It limits monarch powers and sets out the right of Parliament, and the rights of individuals. 1690 King Williams War continues in North America when the combined forces of the French and the Indians attack towns in New York, Maine, New Hampshire, and Massachusetts. 1691 William Penn makes Delaware a separate government from Pennsylvania. Maryland is declared a royal province, removing Lord Baltimore from political power. October 7: William III and Mary II establish the Province of Massachusetts Bay, including all Massachusetts Bay Colony, all of Plymouth Colony and part of the Province of New York. 1692 William III suspends William Penns proprietary charter for Pennsylvania, making it a royal province. February: Salem Witchcraft trials begin with the trial and conviction of a slave woman named Tituba: 20 persons will be executed before the trials end. Increase Mather is named President of Harvard. 1693 February 8: William III and Mary II of England sign a charter creating the College of William and Mary in Williamsburg, Virginia. The Carolinas win the right to initiate legislation in the British House of Commons. Twenty Cherokee chiefs visit Charles Town in Carolina, with an offer of friendship and help with their troubles with other tribes who had carried off some of their kinsmen. Governor Philip Ludwell agreed to help but said the kidnapped Cherokees were already in Spanish hands. 1694 August 15: Colonists from Connecticut, Massachusetts Bay, New Jersey, and New York sign a peace treaty with the Iroquois to keep them from allying with the French in the future. Pennsylvania is once again named a Proprietary Colony when William Penn gets his charter back. 28 December: After Mary dies, William III takes sole rule over England. 1696 The Navigation Acts of 1696 are passed by Parliament that limits all colonial trade to English-built vessels, among other things. 1697 September 20: The Treaty of Ryswick ends King  Williams War and restores all colonial possessions to pre-war ownership. 1699 July: Pirate Captain Kidd is captured and sent to England eight months later, where he will be executed in 1701. The Wool Act, one of the Acts of Trade and Navigation, is passed by Parliament to protect the British wool industry. It forbids the export of wool from the American colonies. 1700 Massachusetts, who had banned Catholic priests first in 1647, passed another law requiring all Roman Catholic priests to leave the colony within three months or be arrested. Boston is the largest city in the American colonies and the overall population of the colonies numbers around 275,000. Sources and Further Reading Schlesinger, Jr., Arthur M., ed. The Almanac of American History. Greenwich CT: Barnes Nobles Books, 1993.Shi, David E., and George Brown Tindall. America: A Narrative History, Tenth Edition. New York: W. W. Norton, 2016.Turner, Frederic Jackson, and Allan G. Bogue. The Frontier in American History. Mineola, NY: Dover Publications, Inc., 2010 (originally published 1920)

Why did the industrial structure that emerged in mid Essay

Why did the industrial structure that emerged in mid nineteenth-century Scotland endure for as long as it did - Essay Example The present status is that it has established its own parliament in Edinburgh to vote on wide-ranging political issues while remaining part of the United Kingdom. Most Scottish industry and commerce is concentrated in a few large cities on the waterways of the central lowlands. Edinburgh, on the Firth of Forth, is a cultural center, the administrative capital of Scotland, and a center of paper production and publishing. Glasgow, one of the largest cities in Great Britain, lies on the Clyde. It is Scotlands leading seaport and a center of shipbuilding and it supports numerous light industries. Although heavy industry has declined, the high-technology â€Å"Silicon Glen† corridor has developed between Glasgow and Edinburgh. Several changes occurred in structure of industries with the passage of time (Campbell, 1985). The significance of coal, once Scotlands most important mineral resource, has declined. Oil, however, gained prominence in Scotlands economy during the 1970s, with the growth of North Sea oil extraction companies. Natural gas is also abundant in the North Sea fields. Other important industries are textile production (woolens, silks, and linens), distilling, and fishing. Textiles, beer, and whisky, which are among Scotlands chief exports, are produced in many towns. However one should remember that the industrial revolution that occurred in Scotland in 18th century laid foundation for the present prospect of industries (Lee, 1995). Moreover the industrial structure followed by Scotland in mid nineteenth century had several strong advantages which helped Scotland to achieve its present growth. Keeping these points in view, the present study has been conducted with the following objectives. Literature relating to the industrial structure in Scotland in mid nineteenth century was reviewed systematically. Information regarding the problems that existed, inherent strengths and dominant industries present in Scottish society in mid nineteenth

Features Of The Ancient African Art Research Paper - 2

Features Of The Ancient African Art - Research Paper Example The book talks about the cultural belief behind the costume. The locals or indigenous members of the Kuba community believe that in order for life to be balanced you have to connect with the ancestors, therefore; the costume assists them in the connection. The book emphases that like in many African cultures death is a natural event and is characterized as a rite of passage, therefore, these costumes are designed for such events and rites of passage in the society. The Bwoom is a very iconic and symbolic artifact from the Kuba community. It represents a sign of royalty from the society. The mask assists the masquerade element to act out in its design and appearance. This aspect gives us an overview of the origin of the Kuba Kingdom, therefore; it will act as an archive for the history of this unique community in this globe1. This particular mask is named Bwoom because it is like a cornerstone of the community. This is a special mask in the community and it is different from any other mask ever used in the community. It is the only mask not used in funerals or any other sorrowful event in the community. During joyful occasions such as harvests and weddings, the males would be the mask on the forehead and see-through, the holes under the nose of the mask while dancing the. When people whore the mask in any occasion they would cover all parts of their bodies to give a real representation of the spirit. The picture below shows a Bwoom Helmet. The mask the will act as an exhibit dedicated to the tourist and researchers who are interested in the African culture. Including the artwork in the museum is also reflective of the shift of the ethnologists in western culture to view African cultures as diverse and complementary to other cultures.