Lessons Learned From The Cuckoo s Egg By Clifford Stoll...

Network System management CSM4: Assignment 1-Lessons Learned from the Cuckoo’s Egg Michael Murphy C00162301 Table of Contents Lessons learned and breaches in data protection act. 3 No network is secure 3 Ethical implications 4 Transferring of data 4 Anomalies 4 Databases 4 Encryption 4 Documentation 4 Personal Data Security Breach 5 Redunancy connections 5 Despite this book s age, Cuckoo s Egg is still a worthwhile read? 5 Bibliography 7 Lessons learned and breaches in data protection act. In this section I will give a list of the lessons I learned from the book the â€Å"Cuckoo’s Egg† by Clifford Stoll in relation to the subjects that I am currently. Also I will identify any breaches to the Irish data protection act that could be pointed out from the book. No network is secure In our networking classes this is a lesson that has been reminded to us over and over again by our trendy and very intelligent lecturer. As shown throughout the book the hackers are able to access various systems, like telephone systems and satellites to access the network across the world. Then they illegal gain access by using default user names and passwords. The illustration [1] below shows how the hackers got access through different networks that were connected. The data protection act states that access to wireless networks should be controlled by the data controllers and that they should have encryption and the appropriate securities in place

The Good The Bad Hispanic. In 2009 A Pew Research Center

The Good? The Bad? Hispanic In 2009 a Pew Research Center found that nearly one-in-four (23%) Americans said Hispanics were discriminated against â€Å"a lot† in society. A recent study has shown that there are more than 11.7 million Hispanic immigrants living in the United States (â€Å"Mexican Immigrants in the United States†). This means that more than 11.7 million humans live in fear of their livelihood being taken from them on a daily basis. With the rising number of Hispanic immigrants coming into the United States, the want of a solution to the problem becomes more popular. Although the concern for a solution is highly desired, American citizens should consider different factors such as: the two different type of immigrants, the†¦show more content†¦Rachel McCormick is an American-born high school teacher who lives in Harlem, New York with her husband Irvi Cruz who is a stay-at-home father, of two daughters, Ana who is two and Sara their four year old, during the day and a restaurant server at night. Irvi illegally immigrated to the United States from Oaxaca, Mexico. Rachel and Irvi met at a soccer game in PoughKeepsie, NY and got married in a barn in the Hudson Valley, it was the merging of two cultures, a typical event in the melting pot of America. Irvi has left the United States to visit family in Mexico several times; therefore he cannot receive citizenship through his marriage with Rachel. Under a law passed in 1996, in order for him to receive citizenship he would have to leave the United States for ten years and then return with proper documents. Which means Rachel would be left as a single parent, and their two little girls would be without a father for ten years. Unfortunately the Cruz family is not the only family faced with this difficult decision as to what to do now that hispanic immigrants are at risk of deportation. â€Å"For the estimated nine million families of mixed immigration status deportation means families torn apart†, (America or Mexico? An Agonizing Decision) children without a parent and a spouse without their other half. These rates of blended families are not decreasing either, Linda Chavez, author of American Dream, Foreign Flags, uses the logos â€Å"one-third ofShow MoreRelatedMexican American War : Mexico Essay1233 Words   |  5 Pages31 states and one federal district. 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Theories Strategies Of Good Decision Making â€Myassignmenthelp.Com

Question: Discuss About The Theories Strategies Of Good Decision Making? Answer: Introducation Self awareness is the dedication of the person towards the self improvement and the personal development by understanding own behavior, attitudes and the reactions. The change in the personality comes only when the person understands his weaknesses and focuses on the small things to improve. The report outlines the different values and emotions as well as what traits I have been possessed and how they are helpful in the decision making are discussed. As in this study, I have explained the abilities and my point of view with regard to the personality development and the behavioral approaches. The report consists of the different factors that influence the decision making processes and the solve the number of problems. The report highlights the leadership abilities that I have and the high level of the emotional intelligence. Decision making is not an easy task as it needs the skills, abilities, experience and creativity(Pittenger, 2008). All the important factors that are required in the human behavior are explained in this report. The comparison of the two theories also carried out in the last. This report helps to understand what other people think about them and identify their needs, viewpoints and then take a decision accordingly. A person with good empathy has the ability to recognize the feelings and emotions of the other person and these qualities helps them to manage the relationships. Insights about my personality The insights I have obtained about my personality are better explained with the help of the Myers-Briggs type indicators (MBTI). This is the model or just like a simple questionnaire on personality that helps the people to obtain the insights into how they behave in the world, interact and make decisions on the particular situations(Murray, 1990). The self assessment or to understand yourself , can be analyzed how the person communicate and interact with each other. This model MBTI provides 16 different personality traits which are made up of the four preferences which are explained as below: Extroversion and Introversion: These personality traits are characterized by the direction of the energy. Some people are very energetic and focus more on the speaking, people, things and situations and the group activities are preferred by them. These kind of personalities named as the Extroverts. On the other hand, the introverts, people analyze the ideas, information and inner world and prefer to communicate with different people separately. These are the Introverts and always prefer to think before saying anything(Furnham Crump, 2015). Sensing and Intuition: This preference of the Meyers Briggs refers to the type of the information shared. When any person focus on the practical matters rather than intuitions is the sensitive persona and the person thinks imaginary things are the intuitive personalities. Thinking and Feeling: This is reflecting the style of the decision making. When a person decides on the basis of the facts and logics then it is thinking and if you are taking decisions on your own believe, then it is the feeling not thinking(Pittenger, 1993). Judgment and Perception: This is the last pair that describes the way of living of the person. The judging personalities, choose to be have a planned , stable and well mannered life. Perception means that people seek freedom and are less structured in comparison to the judging people(University of Saskatchewan, 2009). There are 16 traits that are given by the Meyer Briggs indicator. Out of all these technologies I found that I fall under the traits of the ISTJ where I follow introvert , sensing, thinking and judged personality. Values and Motivators The values and motivators are the best part of the personal development. The business values and motivators (BVM) is the best method to understand the values of the human and what motivates the employees. The values include the cultural, ethical and psychological values in the human behavior. The thinking process of the every individual is different in nature.The personality traits of human being are better explain to the big five model that depicts the five traits which are Extraversion, consciousness, emotional stability, openness to change and agreeableness. The attitudes that I possess is subject to change according to the situation. My attitude towards the life is positive and that positive attitude of mine is highly influenced the behavior and the decision making. The attitudes have the three elements and these are cognitive,affective and behavioral. Personality and the values are different in nature. Values are related to the beliefs and personality is the natural inheritance qualities in the person. There is no conflict found in the personality traits, whereas the values of the persons can be differ and leads to conflict. (Goleman, 1995). Motivators are the things that motivates the person to perform well in a particular situation. The motivators can be financial and non-financial in nature. The factor that motivates me the most is the appreciation and this is the non financial motivator. The financial motivators are in the form of money terms like bonus, rewards, salary hikes, etc. Moreover, the non- financial motivators are the appreciation, recognition, involvement in the decision making processes. Every person feels important if their opinions and ideas, consider while taking the decisions. The creativity and thinking values of the person are the best thing that a person can possess. The creativity and thinking are the values and considering these values in decision making are the motivators. Emotional intelligence As we know that, every person has the different needs and wants and different levels of the emotions. Emotional intelligence is the understanding of the emotions and how your emotions affect the people and the decision making around you. The emotional intelligence also involves the management of relationships more effectively in order to create social values and to work in the team. Those people are more successful people who are having the high emotional intelligence than the low emotional intelligence. The high emotional intelligence has seen the life in a different perspective and deals with the life incidents more easily and they are different from those people who are get upset and angry very easily(EY, 2015). There are five main characteristics of the emotional intelligence give by the Daniel Goleman and these are explained as below: Self-Awareness The people are very much aware about themselves if they have the high emotional intelligence values. These types of personalities know about their emotions and know how to control these emotions. These people never rule their life with their emotions and they are confident. The people with high emotional intelligence, analyze their strengths and weaknesses in themselves honestly. Self-RegulationThis feature of the emotional intelligence stands for the controlling of the emotions and the impulses. The people having the self regulation qualities can control and do not allow themselves to become angry and jealous. The people who do not have control on their feeling always take the careless decisions as their decision making is highly influenced by the emotions. The main feature or characteristics of the self regulation are comfortable with change, less temper, thoughtfulness and integrity (Ventus Publishing, 2012). Motivation These people are highly motivated and having a positive attitude towards the life approach. They are highly dedicated towards their tasks and love to accept the challenges and perform each and every task very effectively. Empathy This is the other quality of high emotional intelligence people. Empathy means to understand what other people think about and identify their needs, viewpoints and then take a decision accordingly. A person with good empathy has the ability to recognize the feelings and emotions of the other person and these qualities helps them to manage the relationships. They are good listeners and good at judging the different personalities in an open and honest way. Social Skills The quality of interacting with other people with soft language and with a smile, is the other point of high emotional intelligence. The people having these social skills are the real players as they help others rather focusing on their own tasks. The people with high social skills are masters of building the relationships and managing the conflicts very easily(Team FME, 2014). Leadership abilities Leadership is a very significant part of human personality. The main function of the leader is to communicate with the other personalities and motivates them to improve their efficiencies. Providing directions to the team is the main task of the good leaders and these directions of the leader helps the team to achieve the future goals and objectives. The good leaders always make strategies to achieve the goals and manage the good relations with the people. As a leader, it is very important to think out of the box and always choose the best option among the number of the alternatives to make the right decisions. Being a leader, it is very important to have some qualities in the personality to lead and inspire others. I have some of the qualities that demonstrate that there are some of the abilities in me to become the leader. These abilities are explained as: Honesty: As I have analyzed that the honesty is in my behavior as I can encourage other people to live up their standards. Treating all the people equally without any biasness is the symbol of the honesty(Ireland, 2012). Communication: Communication is the ability of the leaders to convey their message in simple and clear words. Communication and leadership are important concepts that they go simultaneously. I have observed that I have good communication and convincing powers as people easily get attached to me and ask me before taking any decisions. Confidence: It is very important to be confident about the activities, whatever you are doing. Its good to have the confidence level to represent your views in front of the large people to gain the attention of the others. The people with high confidence are more successful than the low confidence. Positive attitude: The positive approach towards the life is the great ability that a leader can have. The leaders have the abilities to take all the negative situations in the positive way. I always used to think positively and have followed the positive approach to succeed in the life(Global, 2001). Creativity: The innovative and creative ideas are always appreciated. However, as a leader, it is very important to think out of the box and always choose the best option among the number of the alternatives to make the right decisions. The creativity in the human being is the success factor in todays life. All of the above mentioned are the abilities and characteristics of the leadership that I have possessed and all these abilities have a great impact on the decision making process. Power and Politics In this part, the different approaches towards the power, politics and influence are discussed. Power means the ability of the people to influence the decisions as well as to control the available resources. On the other hand, politics is the informal approach used by the person to gain the power. Influence is almost similar to the concept of the power. There are many types of the powers such as the position power, socialized power and personalized power. The approach that I have used to influence the decision making is the personal power. These are the abilities of the person to influence the others decisions by their own skills and abilities. Expert power is the best power to take the right decisions. Then, position power is also a good approach refers to the power given by the organization(Ahmed Omotunde, 2012). There are two approaches towards the organizational politics. One is the ethical behavior approach and another is the unethical approach to gain the power to influence the decisions. My preference is always on the ethical approaches and these are helpful in managing the contacts and builds a good impression on the other people. The influence tactics that are mostly used are the assertiveness, rationality, joking and kidding and inspirational appeal. Decision making and problem solving Decision making and problem solving are the major concepts and the term decision refers to best possible solution for the particular problem and to choose the best solutions, we need the ability to make judgement and analysis of the consequences. The analysis of the facts , information and decisions are playing the important role in the organization. There are many theories given by the scholars in relation to the decision making and problem solving. We are comparing two theories- gaming theory and Simons theory of the organizational behavior. The gaming theory is the mathematical study, whereas the Simons theory is the behavioral approach. The gaming theory is the decision theory that considering the conflict and cooperation factors. With regard to Simon Theory, he also focused on the behavior of human while taking the managerial decisions as it is clear that the most of the information that is used at the time of decision making generated through the field of psychology. There are many components available for the process of problem solving(Dillon, 2014). The first step is to define or identify the problem because it is a common phenomenon that the human take decisions only when the need arises. The next step is to identify and weighting the criteria and generate the solution alternatives for the problem. The alternatives can b e generated by the ways of adopting some techniques like Brainstorming, Brainwriting, Fishbone diagram, De Bonos six thinking hats, Mind mapping, etc. Before choosing the best alternative it is important to rate each solution and to evaluate the possible consequences of the alternative solution. Both the theories are different in nature , but same in the objectives. The objective of both theories is to take the best decisions and approaches used by the both theories are different in nature. Conclusion It is concluded that the decision making process and the problem solving are the important concepts. The report is based the concept of the self awareness and the different abilities that I have to take the best decisions. There are many different concepts have been shared and these relate to the leadership, behavior, attitudes, values and emotional intelligence. All these abilities in the human behaviors results in taking the right decisions at the right time to solve the problems. This report is carried out to analyze the strengths and weaknesses in my personality. References Ahmed, M. Omotunde, H., 2012. Theories And Strategies of Good Decision Making. International Journal Of Scientific Technology Research, 1(10), pp. 51-54. Dillon, S., 2014. Descriptive Decision Making: Comparing Theory with Practice, Available at: https://orsnz.org.nz/conf33/papers/p61.pdf EY, 2015. What is your emotional IQ?, Available at: https://www.dallasiia.org/PDF/What_is_your_emotional_IQ.pdf Furnham, A. Crump, J., 2015. The Myers-Briggs Type Indicator (MBTI) and Promotion at Work. Psychology journal, Volume 6, pp. 1510-1515. Global, C., 2001. Leadership Skills An Overview, Available at: https://www.cimaglobal.com/Documents/ImportedDocuments/leadershipskillsoverview_techrpt_0501.pdf Goleman, D., 1995. Daniel GolemanS Emotional Intelligence: Why It Can Matter More Than, Available at: https://www.affirmativeactionhoax.com/pdfs/Goleman.pdf Ireland, F., 2012. A guide to help you review your interpersonal skills and leadership style, Available at: https://www.failteireland.ie/FailteIreland/media/WebsiteStructure/Documents/2_Develop_Your_Business/1_StartGrow_Your_Business/Leadership-Skills.pdf Murray, J., 1990. Review Of Research on the Myers-Briggs Type Indicator. Perceptualand Motor Skilk, Volume 70, pp. 1187-1202. Pittenger, D., 1993. The Utility of the Myers-Briggs Type Indicator. SAGR journal, 63(4). Pittenger, D., 2008. Measuring the MBTI... And Coming Up Short, Available at: https://indiana.edu/~jobtalk/Articles/develop/mbti.pdf Team FME, 2014. Understanding emotional intelligence, Available at: https://www.free-management-ebooks.com/dldebk-pdf/fme-understanding-emotional-intelligence.pdf University of Saskatchewan, 2009. Myers-Briggs Type Indicator (Mbti), Available at: https://students.usask.ca/documents/secc/INTP.pdf Ventus Publishing, 2012. Emotional Intelligence: MTD Training, Available at: https://www.healthyworkplaces.info/wp-content/uploads/2012/10/emotional-intelligence.pdf

Rhetorical Analysis of Frederick Douglass Autobiogrophy free essay sample

Frederick Douglass’s life narrative provides a look in on slavery by someone who was directly affected. Because many masters believed that teaching their slaves to read and write, â€Å"would spoil the best nigger in the world,† (Douglass 5) not many slaves were able to write their story for the future to see. Douglass’s perspective is a once and a lifetime look into how slavery affected an intelligent slave who knew how to both read and write. Unfortunately for him Douglass’s growing understanding was a curse rather than a blessing. As his intellect expanded, his misery deepened as well and his lack of freedom began to bother him. Douglass shows his expanding sorrow, using tone, imagery and selection of detail. Through the these ten pages of the Narrative of the Life of Frederick Douglass, the struggle between accepting a harsh truth and the desire to return to the bliss of ignorance is apparent. We will write a custom essay sample on Rhetorical Analysis of Frederick Douglass Autobiogrophy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He would have been much happier if he had been stupid. This excerpt of Frederick Douglass’s life narrative didn’t have one consistent tone. Rather, he has three most noticeable changes in his inflection. In the beginning of the excerpt (pages 2-3), his tone is very ‘matter of fact’. He tells the reader about what it was like on a slave plantation but doesn’t tell the reader, how he felt about it. For example, Douglass discusses the allowances the slaves received, and says, â€Å"slaves received, as their monthly allowance of food, eight pounds of pork, or its equivalent in fish , and one bushel of corn meal. † (Douglass 2), however he doesn’t tell the reader if it was enough or not, or if he went to bed hungry, or not, at night. This emotion-lacking first part took a drastic turn as page 4 came along, and Douglass tells the reader the bitter anguish that were in the songs slaves sung, and that (even though he previously did not understand them) the sadness that resonated within him as he thought about them. He finally gives an effect of slavery at this point when he calls it ‘soul-killing’, just based of the melancholy songs sung by slaves. As he became older, and more intelligent, these meaning of these songs which he were previously, â€Å"beyond my feeble comprehension,† (Douglass 4) became apparent, deepening the effect of his curse. Finally, the last tone change in the passage was into anger. On page 9 Douglass says, â€Å"The more I read, the more I was led to abhor and detest my enslavers. I could regard them in no other light than a band of successful robbers, who had reduced us to slavery† (Douglass 9). The more Douglass read, the more aware of how unfair slavery was, and the more he began to detest the predicament he was in. If he wasn’t as intelligent, and had only experienced a life that was his own (and not the lives of those in his books) he would be more ignorant to freedom, and in turn happier. Imagery, is one of the most important tools an author can use. Whether to visualize a setting, or to show emotion, imagery allows the reader to have a picture of what is happening in their head. Without, an image of what’s going on, the reader is stuck with a bunch of words that don’t mean as much. One type of imagery, that Douglass uses fantastically is emotional imagery. In the paragraph where Douglass first switches tone he states that, â€Å"while I am writing these lines, an expression of feeling has already found its way down my cheek. † (Douglass 4). What this means is that a tear began to run down his face, but the way it is said is so much more profound and appeals to pathos much better. The next type of imagery Douglass uses is tactile imagery, making an image of touching something. After having explained how the slaves in the city were generally treated much better than in the country, Douglass points out that there were still pockets of slave owners who treated their slaves poorly. He described the young female slaves in the neighborhood who were constantly being beaten by their mistress as having cut up shoulders and a head where he could feel festering sores. With his increased intelligence at this point, he understands how there is a difference in the treatment of people based on their surroundings and how unjust it all is. Douglass points out details throughout the narrative that make huge impacts on the reader. One such case is when he talks about Mr. Hopkins taking over for Mr. Severe on the plantation. Douglass contrasts Mr. Hopkins from Mr. Severe by saying â€Å"He was less cruel, less profane and made less noise than Mr. Severe He whipped, but he seemed to take no pleasure in it. † (Douglass 3). Yes, despite still having an overseer that whipped the slaves, they described him as a â€Å"good overseer. † This impacts the reader because it seems that anyone who would whip someone is a bad person, however, Frederick Douglass and the other slaves didn’t know anything other than his experience with Mr. Severe. Douglass details his anguish in becoming more aware of a life outside of slavery, where he wishes he didn’t know any better than most of the other slaves. He notes that â€Å"I often found myself regretting my own existence, and wishing myself dead; and but for the hope of being free I have no doubt that I should have killed myself. † (Douglass 9). For having just learned how to read, and understanding what might be if he were free, he was very quickly reaching the point of depression with no freedom in sight. Frederick Douglass was afflicted with his curse of intelligence at a very young age. While it may not seem like a curse in the traditional sense, for a slave the understanding of the reality of your situation is worse than being ignorant to the possibility of freedom. So, would Frederick Douglass have been happier if he hadn’t learned how to read and write? Perhaps, as he may have enjoyed the experience of having a kind mistress without being reprimanded for trying to learn and having a better lot than most slaves did in the country. However, without having learned to read and write, he would not have been able to learn about the Abolitionist movement, gain his freedom and ultimately enjoy a high level of personal satisfaction.

Free Essays on Acrchtypal Theory

Tolkien’s Archetypal Hero(s) When J.R.R Tolkien published the first book in the Lord of the Rings Trilogy, in 1954 he broke ground and paved the way for fantasy all the way to the twenty-first century a century that still holds Tolkien’s works on a glorious pedestal that stands far and above those in his shadow. The complexity of Tolkien’s writing rules out a detailed overview of the entire hero’s quest through what is called †Middle Earth†. The essence of Tolkien’s trilogy can be found in this epitaph: Three rings for the Elven-kings under the sky, Seven for the Dwarf-lords in their halls of stone Nine for Mortal Men doomed to die, One for the Dark Lord on his dark throne, In the Land of Mordor where the Shadows lie, One Ring to rule them all, One Ring to find them, One Ring to bring them all and in the darkness bind Them In the Land of Mordor where the Shadows lie. In the prequel to the trilogy, The Hobbit, Bilbo Baggins finds the â€Å"ring to bind them.† He stole this ring from Smeagol who has carried the ring for 500 years; all the while, the dark power of the ring has transformed him from a hobbit into a creature of the dark who cannot bare the light. It is the â€Å"dark power† which is connected to Gollum that makes him a pivotal character through out the whole trilogy. In the ending of The Hobbit, Bilbo passes the ring onto his heir, Frodo. At the beginning of The Fellowship of the Rings, the first book in the trilogy, Frodo departs, accompanied by his friends: embarking on the journey to destroy the ring by casting it into the Crack of Doom in the land of Mordor as he promised Bilbo. The second half of this book, all of The Two Towers, the second book, and the first half of the final book, Return of the King, are the details of sub quests that need to be overcome to get to Mordor. In the climax of the trilogy the ring i s destroyed, freeing Frodo and his surviv... Free Essays on Acrchtypal Theory Free Essays on Acrchtypal Theory Tolkien’s Archetypal Hero(s) When J.R.R Tolkien published the first book in the Lord of the Rings Trilogy, in 1954 he broke ground and paved the way for fantasy all the way to the twenty-first century a century that still holds Tolkien’s works on a glorious pedestal that stands far and above those in his shadow. The complexity of Tolkien’s writing rules out a detailed overview of the entire hero’s quest through what is called †Middle Earth†. The essence of Tolkien’s trilogy can be found in this epitaph: Three rings for the Elven-kings under the sky, Seven for the Dwarf-lords in their halls of stone Nine for Mortal Men doomed to die, One for the Dark Lord on his dark throne, In the Land of Mordor where the Shadows lie, One Ring to rule them all, One Ring to find them, One Ring to bring them all and in the darkness bind Them In the Land of Mordor where the Shadows lie. In the prequel to the trilogy, The Hobbit, Bilbo Baggins finds the â€Å"ring to bind them.† He stole this ring from Smeagol who has carried the ring for 500 years; all the while, the dark power of the ring has transformed him from a hobbit into a creature of the dark who cannot bare the light. It is the â€Å"dark power† which is connected to Gollum that makes him a pivotal character through out the whole trilogy. In the ending of The Hobbit, Bilbo passes the ring onto his heir, Frodo. At the beginning of The Fellowship of the Rings, the first book in the trilogy, Frodo departs, accompanied by his friends: embarking on the journey to destroy the ring by casting it into the Crack of Doom in the land of Mordor as he promised Bilbo. The second half of this book, all of The Two Towers, the second book, and the first half of the final book, Return of the King, are the details of sub quests that need to be overcome to get to Mordor. In the climax of the trilogy the ring i s destroyed, freeing Frodo and his surviv...

About Plate Tectonics - Introduction and Overview

About Plate Tectonics - Introduction and Overview Geologists have an explanation- a scientific theory- of how the Earths surface behaves called plate tectonics. Tectonics means large-scale structure. So plate tectonics says that the large-scale structure of the Earths outer shell is a set of plates. (see the map) Tectonic Plates Tectonic plates dont quite match the continents and the oceans on the Earths surface. The North America plate, for instance, extends from the west coast of the U.S. and Canada into the middle of the Atlantic Ocean. And the Pacific plate includes a chunk of California as well as most of the Pacific Ocean (see the list of plates). This is because the continents and ocean basins are part of the Earths crust. But plates are made of relatively cold and hard rock, and that extends deeper than the crust into the upper mantle. The part of the Earth that makes up the plates is called the lithosphere. It averages about 100 kilometers in thickness, but that varies greatly from place to place. (see About the Lithosphere) The lithosphere is solid rock, as rigid and stiff as steel. Beneath it is a softer, hotter layer of solid rock called the asthenosphere (es-THEEN-osphere) that extends down to around 220 kilometers depth. Because its at red-hot temperatures the rock of the asthenosphere is weak (astheno- means weak in scientific Greek). It cannot resist slow stress and it bends in a plastic way, like a bar of Turkish taffy. In effect, the lithosphere floats on the asthenosphere even though both are solid rock. Plate Movements The plates are constantly changing position, moving slowly over the asthenosphere. Slowly means slower than fingernails grow, no more than a few centimeters a year. We can measure their movements directly by GPS and other long-distance measuring (geodetic) methods, and geologic evidence shows that they have moved the same way in the past. Over many millions of years, the continents have traveled everywhere on the globe. (see Measuring Plate Motion) Plates move with respect to each other in three ways: they move together (converge), they move apart (diverge) or they move past each other. Therefore plates are commonly said to have three types of edges or boundaries: convergent, divergent and transform. In convergence, when the leading edge of a plate meets another plate, one of them turns downward. That downward motion is called subduction. Subducted plates move down into and through the asthenosphere and gradually disappear. (see About Convergent Zones)Plates diverge at volcanic zones in the ocean basins, the mid-ocean ridges. These are long, huge cracks where lava rises from below and freezes into new lithosphere. The two sides of the crack are continually pulled apart, and thus the plates gain new material. The north Atlantic island of Iceland is the foremost example of a divergent zone above sea level. (see About Divergent Zones)Where plates move past each other is called a transform boundary. These are not as common as the other two boundaries. The San Andreas fault of California is a well-known example. (see About Transforms)The points where the edges of three plates meet are called triple junctions. They move across the Earths surface in response to the different motions of the three plates. (see Triple Junctions) The basic cartoon map of the plates uses only these three boundary types. However, many plate boundaries are not sharp lines but, rather, diffuse zones. They amount to about 15 percent of the worlds total and appear in more realistic plate maps. Diffuse boundaries in the United States include most of Alaska and the Basin and Range province in the western states. Most of China and all of Iran are diffuse boundary zones, too. What Plate Tectonics Explains Plate tectonics answers many basic geologic questions: On the three different types of boundary, plate movement creates distinctive kinds of earthquake faults. (see Fault Types in a Nutshell)Most large mountain ranges are associated with plate convergence, answering a long-standing mystery. (see The Mountain Problem)Fossil evidence suggests that continents were once connected that are far apart today; where once we explained this by the rise and fall of land bridges, today we know that plate movements are responsible.The worlds seafloor is geologically young because old oceanic crust disappears by subduction. (see About Subduction)Most of the worlds volcanoes are related to subduction. (see About Arc Volcanism) Plate tectonics also lets us ask and answer new kinds of questions: We can build maps of world geography in the geologic past- paleogeographic maps- and model ancient climates.We can study how mass extinctions are related to effects of plate tectonics such as volcanism. (see Extinction: On the Destiny of Species)We can examine how plate interactions have affected the geologic history of a specific region. Plate Tectonic Questions Geoscientists are studying several major questions about plate tectonics itself: What moves the plates?What creates volcanoes in hotspots like Hawaii that are outside subduction zones? (see A Hotspot Alternative)How rigid are the plates, and how precise are their boundaries?When did plate tectonics begin, and how?How is plate tectonics connected to the Earths mantle below? (see About the Mantle)What happens to subducted plates? (see The Death of Plates)What kind of cycle do plate materials go through? Plate tectonics is unique to Earth. But learning about it during the last 40 years has given scientists many theoretical tools to understand other planets, even those that circle other stars. For the rest of us, plate tectonics is a simple theory that helps make sense of the Earths face.

Coursework portfolio Essay Example | Topics and Well Written Essays - 2000 words

Coursework portfolio - Essay Example The required skills for the aforementioned job position comprise brilliant communication skills, proficiency in Information Technology (IT) related skills and effective problem-solving as well as decision-making skills (Warwick District Council, n. d). The major duties for the job position of a sales presenter would comprise business development activities, meeting the customers, generating leads and making sales presentations. The required skills include outstanding communication abilities, tenacity, superior level of confidence and self-motivation (International Finance Corporation, n. d). Conversely, the main responsibilities as well as roles of a care assistant are to provide active support as well as deliberately working with the students and most importantly assisting the teaching staffs associated with Individual Care Plans. Moreover, the care assistants would also have to attend and enthusiastically contribute towards Individual Care Plan reviews in conjunction with maintaini ng any kind of related records. Working mutually with the coordinators of Learning Support along with the lecturing staffs and offering useful practical services to the students are also acknowledged to be the duties of a care assistant. In addition, the other important duties of a care assistant include periodic reporting to the Coordinators of Learning Support, Wellbeing Advisors and teachers along with other relevant external agencies. The skills which are required for this particular job position are high enthusiasm, optimism, self motivation and superb communication skills (Trussville City Schools, 2006). Suitability for Each Job On The Basis Of Seven CBI ‘Employability Skills’ Employability Skills Customer Service Advisor Sales Presenter Care Assistant Application of Numeracy I have completed my graduation course which included the subject of Mathematics and also pursued a financial accounting course which involved numerous calculations. Team Working I was a part of a dynamic team in a knowledge process outsourcing (KPO) organisation where I was required to work jointly with the team members and perform as a team during my one year of service. Self Management I experienced the value of self management quality while working in the KPO organisation. Business and Customer Awareness I am presently pursuing a business management course which principally focuses upon the awareness as well as the satisfaction of the customers in the business sector. Application of IT During my graduation, I also pursued a course in Advanced Diploma in Computer Hardware Engineering (ADCHE). The main subjects included Computer Basics, Microsoft Office, Internet, Software Installation and Networking. Problem Solving In one of my subjects in Graduation i.e. Business Regulatory Framework and Company Law (BRF & CL), I had to learn to analyse as well as to recognise the different problems which I had applied in the past while I was working in the KPO organisation. Communi cation & Literacy Though I had completed my graduation program from abroad, it was a remarkable experience for me to communicate with various people belonging to diverse

SABIC products i Assignment Example | Topics and Well Written Essays - 500 words

SABIC products i - Assignment Example This company is involved in the manufacture and marketing of fertilizers, metals and petrochemicals. It operates through strategic business units, each headed by a vice president, including: intermediates, polymers, metals, basic chemicals SABIC specialty products and Innovative plastics, as well as fertilizers. The chemicals unit includes: ethylene, benzene, propylene among others; the specialized products and intermediates: ethylene glycol and vinyl chlorides, while the plastics produced include: PVC, polyester and melamine. Moreover, fertilizers produced include urea and ammonia while the metals include: aluminum and steel products. SABIC’s business is operated across Africa, Pacific Asia, Europe, America and Middle East regions, while headquartered in Riyadh, south Arabia’s kingdom (Riyadh, 2011). SABIC fulfillment involves requirements as set out in the management system certificate. SABIC is committed to employees, the environment and communities, including dedication of resources for evaluation of health and safety aspects of products and their raw ingredients (Delgado, 2012). Risks assessment and management is carried out by stewardship and toxicology personnel who develop programs to mitigate risks on humans and the environment; as well as communication of the information to the responsible personnel. In order to meet its commitments, SABIC develops internal programs and processes as well as complying with chemical restrictions and regulations, and the complex product. The company has its belief on the stewardship of natural resources as well as the development of processes and materials that meet sustainability criteria in a responsible manner. This will facilitate business growth, support the growth of businesses of customers and solve the challenges of the environment. An understanding of impacts across the life cycle of the product helps in focusing

300 Word Essay about Emerson Essay Example for Free

300 Word Essay about Emerson Essay Emerson’s assertion â€Å" every young man [ or women ] is born with some determination in his [ or her ] nature, and is a potential genius† is very powerful and I agree. At a young age most children fantasies about what they wish to become. For example I wanted to be a surgeon when I was younger. Over time the interest in becoming a surgeon faded away because I started to know more about the many things you can study and do for the rest of your life. Having a huge goal when I was little influenced and made me think twice as I grew. Did I really want to become a surgeon and possible save lives, or study material remains of past human life and activities? The point is having a goal since I was little makes me push myself more because I know I want to be more than a high school graduate. See more: The stages of consumer buying decision process essay I have my own determination because I know I’m the one that needs to work for myself to become as successful as I wish and I want to be good and passionate about something. My parents are fond of me and they really support my decisions, they really want me to be better than them and they give me the best they can to achieve what I want. My parents are my support. For that same reason I agree with Emerson. We all want to do something for someone to either prove them wrong or make them proud. This could be yourself. What we are passionate about is different but we all have something to look forward to. It all really depends when we find what we are passionate and determined about. Our determination about things become intensified and much clearer as we grow up and they may change.

Rosa Louise Parks Essay -- Civil Rights Movement Biography History

Rosa Louise Parks   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The woman who earned the title â€Å"Mother of the Civil Rights Movement†, Rosa Louise Parks is an enormous inspiration to the African American race. Rosa was born in Tuskegee, Alabama on February 4, 1913 to James and Leona McCauley (The Life of Rosa Parks). Both of Rosa’s parents were born before slavery was banished from the United States. They suffered a difficult childhood, and after emancipation the conditions for blacks were not much better. Rosa’s mother was a schoolteacher and her father was a farmer (Rosa Parks: Pioneer of Civil Rights Interview). Rosa’s parents separated in 1915, and her mother moved Rosa and her younger brother to Montgomery, Alabama to live with their grandmother (Rosa Parks: The Woman Who Changed a Nation).   Ã‚  Ã‚  Ã‚  Ã‚  The southern states during this period of time were extremely segregated. Confederate Army veterans from Pulaski, Tennessee established the Ku Klux Klan, a secret society in 1866 during reconstruction. Members of the Klan beat and murdered several black people. During election times there would be several occurrences where Klan members would beat, rape, and murder blacks, trying to intimidate the republican representatives. In order to hide their identity, they would where white robes, and white sheets over their faces with only the eyes cut out. They would burn crosses to petrify their victims and their families (The New Encyclopedia of America 133). The Ku Klux Klan was very involved in Montgomery, where Rosa and her family were living.   Ã‚  Ã‚  Ã‚  Ã‚  Rosa’s mother was a very important role model for her and her brother. Because their mother was a schoolteacher, she home schooled Rosa until the age of eleven (Rosa Parks: The Woman Who Changed a Nation). After she was eleven, Rosa attended the all-black school of Montgomery Industrial School for Girls where she cleaned classrooms in order to pay her tuition. After attending the school for girls, she enrolled at Booker T. Washington High School, another black school, until the age of 15. She was forced to drop out of her High School because her mother was ill and she needed to return home to take care of her (The Life of Rosa Parks).   Ã‚  Ã‚  Ã‚  Ã‚  When Rosa McCauley was 20 years old in 1932 she met and married a barber by the name of Mr. Raymond Parks. Rosa began to sew and to take on several seamstress jobs, and also housekeeping jobs (Rosa Parks: The... ...ry Bus Boycott. Silver Burdett Press, 1991. Freedom Hero: Rosa Parks. AP News Wire. 12 August 2008 http://www.myhero.com/myhero/hero.asp?=rosaParks The Life of Rosa Parks. Troy State University. 25 August 2008 http://www.tsum.edu/museum/parksbio.htm Lopes, Marilyn. The Rosa Parks Story: How One Person Made a Difference. 15 December 2003 http://www.nncc.org/Curriculum/rosa.parks.html NAACP http://www.naacp.org/home/index.htm Rosa Parks: The Woman Who Changed a Nation. Grandtimes. 20 Dec 2003 http://www.grandtimes.com/rosa.html Rosa Parks: Pioneer of Civil Rights interview, June 2, 1995, Williamsburg, Virginia. http://www.achievement.org/autodoc/page/par0int-1 Smith, Shanice. "American Poetry." The New Encyclopedia of America. 3rd ed. 2003. Spotlight on Mrs. Rosa Parks, Mother of the Civil Rights Movement. Girl Power. 15 December 2003 http://www.girlpower.gov/girlarea/gpguests/RosaParks.htm Stephen Ambrose and Douglas Brinkley. "Witness to America : an illustrated documentary history of the United States from the Revolution to today." Harper Resource 1999 "TIME 100: Heroes & Icons of the 20th Century" Time Warner Publishing, June 14, 1999

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