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Legal and Unethical Conduct

Legal and Unethical Conduct

Legal and Unethical Conduct

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Legal and Unethical Conduct

Legal and unethical conducts are acts recognized by the constitution as legal but deemed unethical by the community. Deeming the act unethical is based on the act’s inability to secure an individual need like privacy. Therefore, the paper discusses the unethical behavior of T-Mobile Company by sharing customers’ personal information and determining where the laws of legal conduct are found. My chosen company that has engaged in legal but arguably unethical conduct is T-Mobile. T-Mobile practiced unethical but legal conduct by subjecting the customers to share their data with the unnamed advertisers. In April 2020, T-Mobile announced its merger with Sprint to form an organization that provides technological goods and services to consumers. The provision of the service announcement entails using customers’ devices and web data to encourage third-party advertisement. The 102 million customers were advised to share their data with the unnamed advertisers (Morse, 2021). The act of sharing personal data is legal in the United States of America but unethical. Notably, selling customers’ personal data is unethical because customers require data privacy that protects their personal information and browsing data. Also, data may associate the identity of the customers with an individual with the customer who did not choose to share the identified data, leading to harm like discrimination, loss of privacy, and stigmatization (Morse, 2021). Furthermore, it is unethical if the company fails to provide data security to the customers by sharing the data information with a third party for advertisement. The third-party may take advantage of scrutinizing the life of the customers leading to a loss of privacy.

The legal conduct laws in the United States of America are found in the United States Constitution, state and federal statutes, case laws, and administrative regulations. As such, the purpose of the law identified in the chapter reading gets based on defining the minimum standards designed by the governments and the constitution to assist the legal practitioners and the regulatory bodies in determining the cases in which the conduct in question falls (Issacharoff, & Morrison, 2018). I agree with constitutional regulations that the conduct may either fall within or outside the remit of the professional conduct. Furthermore, the business executive should look at the constitutions to find the laws that govern their business.

References

Issacharoff, S., & Morrison, T. (2020). Constitution by Convention. Calif. L. Rev., 108, 1913. https://heinonline.org/hol-cgi-bin/get_pdf.cgi?handle=hein.journals/calr108&section=50Morse, J. (2021). How to stop your cell provider from sharing (some of) your data. Mashable. https://mashable.com/article/how-to-stop-tmobile-att-verizon-from-sharing-my-data

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Lefebvre’s Theory of Space

Lefebvre’s Theory of Space

Lefebvre’s Theory of Space

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Lefebvre’s Theory of Space

Summary of Henri Lefebvre’s Theory of Space

As one of the great contributors toward the understanding of space, Henri Lefebvre provides some significant explanations regarding the production of space. Precisely, Lefebvre presents a stance that supports the coexistence of spatial and social oppositions despite the presence of apparent differences. Thus, Lefebvre offers an approach of abstracting and communicating a mended coherence between the opposing elements to ensure that the link between practice and abstract is sustained. Therefore, Lefebvre presents a relatively complex explanation of the production of space by linking it to the social aspects of society.

According to Lefebvre, space is a product that cannot be separated from its modes of production with regards to unique spatial practices of a given culture. Thus, each society has its space that is attained through different modes of production. Besides, Lefebvre asserts that place and time play vital roles in explaining how modes of production make space concrete rather than an abstract. Also, Lefebvre suggests that the meaning of space may vary from one society to the next due to the differences in modes of production. Thus, Lefebvre claims that that space refers to ‘social space.’ As such, Lefebvre explains social space using three perspectives, namely, representational space, representation of space, and spatial practice.

Spatial Practice

Spatial practice, according to Lefebvre, entails production and reproduction that are shaped by times and locations when such events occur. Subsequently, spatial practice attracts a certain degree of spatial and social cohesion while encouraging continuity of particular production and reproduction activities in a given society. As an example of social practice that is not conceptualized before experiencing, Lefebvre asserts that spatial practice is concrete. Therefore, spatial practices could elaborate on political aspects, as evidenced by the Roman domination during ancient times. Thus, the cohesion aspect is crucial since it dictates the degree of performance and competence at a particular social space, as well as the connection of every individual to such a space.

Representation of Space

Representations of space refer to the conceptualization of lived space with the consideration of what was perceived and attained. Thus, representations of space act as the dominant space in a given community because it elaborates that space is an abstract. Even so, Lefebvre asserts that representations of space serve as operating grounds for architects who are engaging in the production of a particular type of space at a given place and time. Hence, the dominant representation of space that significantly influences the production of space exists in every context.

Representational Spaces

The final section of Lefebvre’s triad, representational spaces, refers to complicated symbolisms, which could be coded or not, that are connected to the concealed aspects of art, religion, and social life. Representational spaces are what human beings’ imaginations strive to alter and appropriate because they are passively experiencing. Hence, representational spaces rely on the symbolic use of elements in the physical space. Besides, Lefebvre asserts that this type of perspective attracts the most important symbolic spaces for residents of a given area, such as a particular village rather than the whole nation because they are linked to the history of an individual and their community. Hence, representational spaces dictate boundaries of a locality such as a playing field, graveyard, or village church.

Overall, Lefebvre does not provide an operative theory on how to establish a space. Besides, Lefebvre does not offer prototypes, typologies, or models of spaces. Instead, Lefebvre offers a complicated explanation of the production of space that does not provide particular results since he sees system-building as a way of straightforward expression of reductionism, abstraction, and power. Also, Lefebvre suggests the possibility of counter-spaces, counter-proposals, and counter-projects without specific results. As a result, Lefebvre’s ideas have lasting generative capabilities since it triggers interested communities and individuals to invent strategies for establishing specific results (Coleman, 2014).

Parallels between Lefebvre’s Theory and James Turrell’s Within Without, 2010 Installation

While Lefebvre presents a non-operative theory, Turrell’s installation offers a practical approach that scientists can implement to determine and understand space.

Lefebvre’s theory does not provide guidelines and advice on how artists can accomplish particular design tasks. On the opposite, Turrell’s installation presents detailed approaches through which artists can develop particular designs for influencing space.

Lefebvre’s theory presents complex explanations of how space is produced but does not suggest any specific results. On the contrary, Turrell’s installation adequately elaborates on what space is with particular results.

Lefebvre asserts that space means social space that is described through three perspectives that entail representational space, representation of space, and spatial practice. On the other hand, Turrell’s installation shows that space is an abstract aspect that can be elaborated with the use of light.

While Turrell relies on light to experiment on what space is, Lefebvre uses the Roman community to elaborate on how society produces space.

According to Lefebvre, an individual or community could generate social space through mental processes. On the opposite, Turrell’s installation suggests that the Ganzfeld effect leads to the formation of space (The Conversation, 2015).

According to Turrell’s installation, the formation of space depends on an individual’s current experiences. On the opposite, Lefebvre claims that the formation of space is a community as well as an individual process.

Discussion Questions

Why did the first-century BC Roman architect Marcus Vitruvius Pollio (famously known as Vitruvius) outline Lefebvre’s earliest spatial code?

Response:

Lefebvre’s thinking always revolves around concrete and practical aspects.

Why does Lefebvre assert that space is a product because it is producible and reproducible?

Response

Since space is the outcome of unique spatial practices of a given culture and is inseparably linked to the ways of generation, they act as products that a community can produce and reproduce.

How does Lefebvre’s theory elaborate on political space?

Response

According to Lefebvre’s representations of space explanation, a prevailing representation of space that will significantly dictate generation of space always occur at any given context, including political settings.

References

Coleman, N. (2014). Lefebvre for architects. Routledge.

The Conversation. (2015). Experiments with light: James Turrell dazzles at the NGA. The Conversation. Retrieved 28 April 2020, from https://theconversation.com/experiments-with-light-james-turrell-dazzles-at-the-nga-35677.

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Leeds Woollen Workers Petition (1786)

Leeds Woollen Workers Petition (1786)

Leeds Woollen Workers Petition (1786)

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Leeds Woollen Workers Petition (1786)

Leeds Woollen Workers Petition (1786) was a great concern for the workers, especially laborers who depended on their employment on the plant to feed their families and provide for their basic needs. With the introduction of the machines, there was a petition that these machines were against their rights, and this can be seen as true from so many perspectives. However, it is also trued that the machines were there to serve as a helping agent towards the increase in productivity and lower the production cost to manage these cloth producing firm. Therefore, the workers who used to work in these wool industries and firms were much agitated and saw it as an end to their work. Basing their accusations on the lack of consideration of human rights and general humanity principles, they went ahead to have a petition that stated that the introduction of the machines was completely contrary to the wishes and wills of the workers who were replaced by the machines (Deane, 1957).

Looking at the petitioners’ needs from their side is a good thing that can help us understand how difficult a situation it was and the reasons that made them go on with this petition. The desire of the workers can therefore be described as the need for them to retain and maintain their employment for the longest period possible. Consequently, the machines’ introduction made this impossible as there was a very big loss of jobs. In union for this similar course, the workers filed the petition to oppose the introduction of these machines in their working industries. The aggressiveness of these petitioners can be placed under the need for them to have stable financial lives and their inability to find other jobs easily as the managers and those in charge thought or assumed after they lost their jobs. Furthermore, their families depended on them, and it meant a lack of bread to put on the table if the members present their working lost their employment (Smail, 1992).

Therefore, this was a very difficult time for the petitioners, and they had to face it through all its processes. It wasn’t easy, though, for the Leeds cloth merchants to redecide their machinery introduction to make work easier, make more profits, and reduce the labor cost by replacing these workers with machines. Therefore it was a time of stagnation for the workers and the company as it was very difficult to come up with the best thing to do since there were workers’ conditions to be considered and at the same time, the needs of the company to be considered. There was also the element of modernity that the company needed to embrace and feel like a new way of doing things (Deane, 1957).

The side of the factory, even though conscious of the factors which led to this and what it meant to have the workers leave work had still to do it because they needed a faster method as well as a chap one of producing cloths and using machines was the best thing to do. Therefore their decision was based on their needs that they wanted to make sure that the production speed was increased and the quality was good while the cost went down. This is always the desire of any business, and therefore Leeds factory got this and implemented it. (Smail, 1992).

In conclusion, we can say that Leeds cloth factory implemented what was right according to them. Even though it was not fair according to the workers, they still implemented it because it served their needs best and helped them be better every day as their productivity increased, leading to an increase in the profit they were making.

References

Deane, P. (1957). The output of the British woolen industry in the eighteenth century. The Journal of Economic History, 17(2), 207-223.

Smail, J. (1992). Before the Luddites: Custom, Community and Machinery in the English Woolen Industry, 1776-1809.

Internet History Sourcebooks. (n.d.). Sourcebooks.fordham.edu. https://sourcebooks.fordham.edu/mod/1786machines.asp

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ONLINE EXAMINATION COVERSHEET

ONLINE EXAMINATION COVERSHEET

Leeds University

Business School

Online Examination Coversheet

Student ID Number: 2 0 1 5 5 6 2 0 0

Module Code: Module Title: Module Leader: Declared Word Count: Please Note:

Your declared word count must be accurate, and should not mislead. Making a fraudulent statement concerning the work submitted for assessment could be considered academic malpractice and investigated as such.  If the amount of work submitted is higher than that specified by the word limit or that declared on your word count, this may be reflected in the mark awarded and noted through individual feedback given to you.

It is not acceptable to present matters of substance, which should be included in the main body of the text, in the appendices (“appendix abuse”).  It is not acceptable to attempt to hide words in graphs and diagrams; only text which is strictly necessary should be included in graphs and diagrams.

By submitting an assignment you confirm you have read and understood the University of Leeds Declaration of Academic Integrity ( http://www.leeds.ac.uk/secretariat/documents/academic_integrity.pdf).

Title: -The Design of Digital Information Management System for Chinese Optical Stores and the Promotion and Application of Digital Marketing Management System Marketing in Retail Market

Background to the main issue:

The establishment of China’s first e-commerce sector signaled the beginning of a new era in the country’s economy. Digital economy created more than a third of the nation’s gross domestic product (GDP) in 2020, according to (Karine, 2021). During the same year, more than a quarter of China’s physical product retail sales were conducted online, a figure that was far higher than the global average of 18 percent. With a total population of over 780 million people using e-commerce services, China has the world’s largest number of digital purchasers today (Yu & Cui, 2019). A movement in customer purchase behaviors is driving a shift away from brick-and-mortar businesses and toward online retailers, with China, the world’s largest e-commerce industry, projected to grow at a quick pace of 17.2 percent in 2019 as a direct result of this shift in shopping patterns (Li, Frederick, & Gereffi, 2019). As a consequence of these advancements, it is anticipated that the value of e-commerce will increase in the near future. Chinese e-commerce has grown rapidly as a result of widespread Internet and smartphone usage, improved consumer confidence in online purchases, e-commerce platforms, and a diverse variety of alternative payment solutions such as Alipay and WeChat Pay.

E-commerce in China is very developed, and the country’s Internet economy is quickly developing as a result of the country’s demographic dividends and traffic. In addition to the enormous Taobao, JD.com, and other online integrated retail platforms, WeChat, which offers instant messaging services, has started to construct micro-shops and introduce adverts into the circle of friends of those who use the service (Li, Frederick, & Gereffi, 2019). China has around 900 million internet users (Luo, Wang, & Zhang, 2019). China’s Internet is reliant on its large population for its quick growth, acquisition of market share, and ability to continue to gather funds.

Due to industry change and e-commerce behemoth domination on the C-end market, we choose to concentrate on the B-end market. The world’s biggest maker and exporter of optical products, China, has just surpassed 90 billion dollars and is on course to surpass 100 billion dollars in the next two years. According to the latest estimates, China presently has 31,000 optical establishments.

Few well-known names, such as Tyrannosaurus and its sub-brand Mosen, Mu Jiu Shi, aojo, and other quick fashion enterprises popular with youths, the presence of these local Chinese brands and their mediocre performance against international brands covers up the fact that China is the world’s largest manufacturer and exporter of eyewear. This has happened in part due to the global glasses business being controlled by behemoths and operating as a near-monopoly. Affecting the value of China’s large eyewear market, huge firms use techniques like mergers and acquisitions to hinder the country from growing its brand. As a consequence, the Chinese eyewear industry has a wide range of brands, but just a few well-known names. Famous brands’ items look and feel great, but they are 1-3 times more expensive than other eye brands’ products since they have their own stores and distribution networks. Our clients are not household names, but rather methods and processes. We also opted not to manufacture optical glasses since the world’s most well-known brands of optical lenses are likewise monopolized. Jiujiumu chose to develop and promote the company’s digital marketing management system based on China’s WeChat applet to carry out brand promotion and marketing services for China’s glasses industry and develop an APP in this context instead of using WeChat applet all the time.

Research Question(s):

How can Chinese optical store owners improve awareness reduce training costs?

What approaches can be used to maintain the trends in the glasses sector as a fashion attribute?

How can store owners adapt to the demands of a post-Covid world?

Can the time taken by the DIM system be reduced to have efficiency?

What methods can be applied to increase store owner adoption of digital marketing system and apps to promote products?

Method and Approach:

In order to answer the research questions, this study will use a qualitative research strategy that will incorporate case study methodology and interviews. The qualitative approach will be used in this research since it will be concentrating on the generation of knowledge rather than numerical representation of data. The goal of using a qualitative technique is for the researcher to be able to generate in-depth material (O’Connor & Joffe, 2020), as well as descriptive information in order to get a deeper understanding of the subject at hand (Shenton, 2004). Beginning with published research on digital marketing in China and other conventional marketing tactics, as well as their most recent developments in the financial industry, which are causing China to make headlines on a global scale, we’ll look for, investigate, and evaluate the findings of this research. The paper will look at why the rise of the e-commerce sector is speeding the development of foreign brands at a faster rate than the development of Chinese companies, particularly in the eye wear industry and market. Specifically, the researcher will make use of the resources available through the University of Leeds Library and on-line resources such as Google Scholar and EbscoHost in order to locate relevant articles, journals, and publications on digital marketing and how it relates to the Chinese eye wear industry as compared to the UK, Japan, and the United States.

The research will follow and document business practices for 99 eyewear stores regarding Jiujiumu brand promotion and marketing service provider in China’s glasses industry in China. In addition to the above, the research will introduce new strategies to business owners. The most difficult thing for normal shop owners to deal with is having a lot of mixed-brand goods that need to be sold. Because it doesn’t require the use of an extra tool, it is easier to use than the traditional method of inventorying things. Merchants can use their phones to scan the code, which lets them quickly update and write off their inventory. Because of technological limitations, stores can’t use digital management and collect customer information preferences data together because they don’t have enough space. As part of the system, it is easier to keep track of customer sources digitally and make unique files for each one. By looking at the store’s database feedback, store owners can figure out what people in the neighbourhood like to buy and how much they use. This includes people of all ages and genders. It will be possible to gather information about the most popular styles in the area, as well as improve and improve existing products, in order to come up with new glasses for OEMs to make.

In order to address some of the research questions, current developments in the FinTech business, as well as its marketing channels and potential disruptions, will be critically examined. A critical qualitative analysis will be conducted with the goal of developing a long-term digital marketing strategy for Chinese eyewear stores. All of this will be combined to form a long-term digital marketing strategy for Chinese eye wear stores and evaluate the impact on the optical industry. Interacting with persons working in the Chinese optical wear business, including as shop managers, owners, manufacturers, and consumers, will be very beneficial to this research’s outcome.

Throughout the course of this study, the researcher will conduct a minimum of 12 interviews with eye wear industry professionals and members of the industry network. The general goal is to record the interviewee’s responses in order to utilize them in the future (with their consent and thorough explanation of purpose, consent signing, anonymity, and privacy issues addressed). The information and insights acquired via this technique will be used to enhance and criticize the overall study project as a whole. Every aspect of this qualitative study, analysis, and conclusion-drawing will be carried out utilizing theme analysis, which will make use of coding to integrate and explain the information gathered.

Timetable of Project Activities and Key Deliverables:

The most important deliverable is a 12000-word dissertation to be submitted to the Leeds University School of Business. The complete document will have chapters with the following headings: Introduction (chapter 1), Literature Review (chapter 2), Case Study Review (chapter 3), Results (chapter 4), Discussion (chapter 5), Summary and Recommendations (chapter 6). Additionally, the report will include a references and appendices section in accordance with the University’s specifications. Others include a quick summary paper sent to the participants and weekly drafts of chapters to the supervisor who will be reviewed and commented on.

Resources:

My experience and lessons gained throughout the course

The University library and access to high quality academic journals and materials:

•Journals and textbooks that are available from the university’s library either online or offline

•Web search engine Google Scholar

•Other relevant authentic websites accessed through Google

Interviews and case study revelations from eye wear industry stakeholders

Software- Microsoft Excel and NVIVO for qualitative analysis.

Supervisor input and faculty members

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Lecture Notes for the 1920s

Lecture Notes for the 1920s

Lecture Notes for the 1920s

President Woodrow Wilson’s coalition had dissolved by 1920. This was due in part to the failure to ratify the Versailles Treaty, Join the League of Nation, and the Progressives achievement of their major goals. Add to this was the abuses of the Wilson administration during the so-called “Red Scare” of l919. Between 1919 and 1920, hundreds of Americans were illegally arrested and tried for conspiring with the Russian Communist Party to overthrow America.

Historians have often caricatured William G. Harding, the Republican senatorial candidate for President in 1920. Some lamented his only qualification for President was that he looked like one. Intellectually, one scholar scoffed that if Harding came across an idea, he would carry it around until it died of old age and senility. A nice man, he often found it difficult to say no, especially to his friends and women. Indeed, Harding’s father once remarked that had he been a woman, he would have always been in a family way. Nan P. Britton or “Nanny,” was Warren G. Harding’s mistress, who publicly revealed in 1928, that he had fathered her daughter shortly before his election as President in 1920. Years later, DNA tests, proved to a certainty he had fathered the child.

Still, Harding’s promise to return America to normalcy won him the presidency.

B. Harding as president:

1. He made appointments that included good and bad choices.

a. His good choices included Charles Evans Hughes as Secretary of State; Herbert Hoover as Secretary of Commerce; Andrew Mellon as Secretary of the Treasury, and Henry Wallace as Secretary of Agriculture.

His bad choices included the so-called “Ohio gang,” friends, from his time as governor of Ohio.

His four Supreme Court appointments were all very conservative, chosen to roll back progressivism. They struck down federal child labor laws, moved to limit the power of unions, limited federal regulation of business, backed the pro-business policies of Andrew Mellon, and limited government spending.

During his term, Republicans established the General Accounting Office that passed tax reductions for the rich, and the Fordney-McCumber Tariff of l922, a higher tariff for business.

Harding also named conservative advocates of big business to head major regulatory agencies.

In race relations his record was mixed, on the one hand he opposed interracial marriage, declaring “race amalgamation there cannot be,” but supported federal job opportunities for African Americans, spoke against vigilante racism, urged the nation to deal with the “race question,” verbally attacking the Ku Klux Klan and supporting anti-lynching legislation.

However, the weakest part of Harding’s administration was the scandals of the “Ohio gang.” Colonel Charles Forbes, head of the Veterans Bureau looted 200 million dollars illegally selling government medical supplies to private contractors. Harding allowed him to flee to Europe to escape prosecution. Eventually, he returned and served time in Leavenworth federal prison. Harry Daugherty, his attorney general, was tried for conspiracy on charges of selling illegal liquor permits and pardons. Acquitted, he was forced to resign by President Calvin Coolidge. The biggest scandal involved Albert Fall, Secretary of the Department of the Interior, who allowed private companies to exploit government-owned oil deposits at Teapot Dome, Wyoming and received more than $400,000 . He was the first serving cabinet member convicted of a crime and sentenced to a year prison.

The end of Harding:

Troubled by the scandals President Harding suffered a fatal stroke. His death spared him from public disgrace. Some historians quipped Calvin Coolidge looked as though he had been weaned on a “pickle,” became president. The fifth generation son of farmers supported the business interests more than Harding did. After his election in 1924, labor and farming suffered under “Silent Cal.” Employers used various devices to keep out unions. These included:

The “American plan”—the open shop that allowed employers not to hire unionists.

“Yellow dog contracts” —workers forced to agree not to join a union.

“Industrial democracy” and “welfare capitalism”—offered workers alternatives to unions.

Because of these things police union membership declined dramatically during the twenties.

The 1920’s was also a paradox of modernity and fundamentalism:

The decade was also referred to as the “aspirin age,” “Roaring Twenties,” “era of excess,” and a “time of Fords, flappers, and fanatics.”

A.Economic Progress

Economic progress was rooted in technological advances like the manufacture of continuous strip-sheets in steel and tin machines to make glass tubing.

New machines revolutionized the construction industry with power shovels, belt and bucket conveyors, pneumatic tools, concrete mixers, and dump trucks.

The communications industry witnessed the development of automatic switchboards, dial phones, and teletype machines.

Innovations in chemicals and synthetics included rayon, Bakelite, and cellophane.

-Real wages for many Americans increased about 11% during the decade, and the length of the workweek shortened from 47.4 hours a week in l920 to 42.1 in l930.

The twenties also saw the emergence of the consumer society (cars, movies, radio, etc.), a bigger middle class, and suburbanization.

Advertising came into its own, and the use of credit boomed during the twenties.

The decade was also referred to as the “age of managers.”

Men like Bruce Barton told the glories of capitalism. His book, The Man Nobody Knows (1925), depicted Jesus as a great salesperson and corporate manager (i.e., the 12 apostles).

As mentioned, the twenties saw the decline of labor unions, the first time in a period of prosperity. It resulted from of the conscious effort of Secretary of Treasury Andrew Mellon (referred to as the “high priest” of business-oriented welfare capitalism) to destroy organized labor.

B. The New Sexuality

The decade was noted for changing sexual mores often depicted by the “flappers.”

Many young people held permissive attitudes toward risqué movies, blue books, and discussions of sex. Such films as Old Wives for New and Golden Bed were popular. Novels with titles like Love Letters of a Portuguese Nun, Sex Life in Greece and Rome and One of Cleopatra’s Nights were popular.

As mentioned about the l920s marriage was challenged by the increase in the number of divorces (1910:100,000, 1929- 200,000 divorces).

Psychologist Sigmund Freud’s theories expanded the discussion of sexual behavior and personality in society.

The nineteenth amendment (August 26, 1920), expanded women’s right to vote nationally. Women did not rush in great numbers to vote, but it was the beginning of a right long overdue.

C.Race, Ethnicity in the Twenties

Since World War, I many Americans, especially those of Anglo-Saxon heritage, came to view with suspicion, xenophobia, and hatred, individuals from non-Western European countries. They supported the opinion of writers like Lothrop Stoddard (The Rising Tide of Color, l920) and Madison Grant’s (The Passing of a Great Race, 1916) that increasing non-white or Southern and Eastern ethnic groups would cripple the intellectual and superior generations of future Americans.

Anti-Immigration efforts saw the passage of the National Origins Act (1924). The act set quotas on the number of immigrants from various countries. Based on the l890 census, it was designed to limit the number of immigrants from Southern and Eastern European countries, Asia and Africa. The highest number of immigrants allowed each year would come from Western European countries and the least from Africa and Asia.

African-Americans:

With the overthrow of Reconstruction, a de Jure caste system called Jim Crow flourished in the South, while discrimination and de facto segregation ruled in the North. Between l880 and l915, the leadership of Booker T. Washington counseled patience, hard work, and accommodation to second-class citizenship and Jim Crow. Explicit in his Atlanta Exposition Speech (1895) was his acceptance of segregation and belief that hard work (Gospel of Wealth) would gradually lead to the acceptance of African-Americans, economic opportunities, and the end of racial violence against blacks. Unfortunately, the opposite occurred as Southern race riots against people of color increased (Wilmington, N.C., l898). The first two decades saw numerous race riots. In the “Red Sumer of 1919”, there were 25 major and minor race riots in cities like Chicago and Washington D.C. However, the worst race riot in American history occurred in Tulsa, Oklahoma, 1921. Even before, with the Springfield, Illinois race riot in l908, it suggested Washington’s optimism was misplaced, and many Americans, particularly a significant minority of whites rejected his philosophy.

The establishment of the bi-racial National Association for the Advancement of Colored People (l909) signaled the beginning of the “era of legalism” in which the NAACP through its Legal Redress Committee sought to end Jim Crow, second-class citizenship, and segregation through the enforcement of the 14 and 15th Amendments.

With the help of outstanding Constitutional lawyers like Moorefield Storey and Louis Marshall, the early NAACP won a number of significant Supreme Court decisions including:

United States v. Guinn (1915) Supreme Court declared the “Grandfather Clause” used to disfranchise black voters unconstitutional.

2. Buchanan v. Warley (1917) The Supreme Court declared residential segregation by law unconstitutional in Louisville, Kentucky. To circumvent the intent of the Supreme Court’s ruling, whites either through their contractors or homeowner associations inserted a clause in their deeds prohibiting the selling of their homes to anyone other than Caucasian. These were known as “Racial Restrictive Covenants.” Individuals who violated the covenants were hauled into court and charged with breach of contract. In l948, the NAACP won a case before the Supreme Court, Shelley v. Kraemer, which ruled the covenants were not enforceable. The court ruled that whites could make covenants and not violate the 14th Amendment, but once individuals sued in court and the state supported the covenants, it then violated the equal protection clause of the 14th Amendment. This effectively ended the racially restrictive covenants.

2. In Nixon v. Herndon (1927), The Supreme Court declared the Texas all-white Democratic primaries unconstitutional. Texas whites were able to circumvent the court’s ruling by reorganizing the Democratic Party as a private club, subject to its requirements. However, in Smith v. Allwright (l944), the Supreme Court ruled that since the state extended the right of the party to exist as an arm of the state, it, therefore, could not reorganize as a private club. Thus the all-white Texas primary (and by virtue all states) was unconstitutional.

Black Nationalism during the 1920s:

Not every African American supported the goal of becoming part of mainstream America or integration. The West Indian born and raised Marcus Moziah Garvey created the Universal Negro Improvement Association (1914) to liberate people of African descent from white domination and oppression.

Garvey believed in the superiority of black blood and derided integration and miscegenation as diluting the strength of black people. His goals were to create a Black Nationalist state in Africa, oust white Europeans from African countries, create a black self-sustaining economy that rivaled white countries, and a black military to challenge their military dominance.

Two important features of the UNIA was the “Back to Africa Movement,” and the Black Star Line, a failed attempt to create a fleet of ships to establish transatlantic trade between Africa and other non-white countries.

Many African Americans did not support Garvey. His greatest support came from the masses of the lower class and the working class black poor. Most working and middle-class blacks supported the NAACP’s approach ending black caste in America.

D. Reaction and Fundamentalism

From the beginning of the decade, not everyone believed progress or modernity was necessarily a good thing. As already mentioned many believed that the move toward modernity would undermine the historic core values of America. The following are expressions of that concern:

Prohibition: XVIII Amendment (January 29, 1919) prohibited the manufacture and distribution of liquor. Many fundamentalists believed the increase of alcohol or “demon rum” production and consumption led to a breakdown in societal values. Unfortunately, the Amendment had the unintended consequence of creating a black market and empire of criminals who flourished in the illegal manufacture and distribution of alcoholic beverages. The empire of Al Capone is the best example of how badly prohibition turned out.

For those who could not afford it, or had access to illegal “booze,” ordinary Americans resorted to the manufacture of dangerous concoctions like Jackass Brandy (caused internal bleeding), Panther Whiskey(contained fuel oil), and Soda Moon Pop( contained poisonous alcohol).

In politics, fundamentalists attempted to link political campaigns to the “Bible, Christ and the Constitution.”

While concern about modernity was conspicuous throughout the country, it was mostly a Southern phenomenon.

Another example of the fundamentalists versus the modernists was the battle over the teaching of Evolution in the schools. Many fundamentalists continued to argue the literal interpretation of Biblical scripture. Led by evangelical preachers mostly in the South, this often provided individuals with faith amid secularization and group solidarity from the disorienting experiences of migration and the rapid social change taking place in America.

Billy Sunday the baseball player turned preacher, derisively confessed he did not know any more about theology than a jackrabbit knew about ping-pong but knew “that old bastard theory of evolution was jackass nonsense.”

Another evangelical preacher against evolution was the Rev. J. Frank Norris, head of the First Baptist Church of Fort Worth, Texas. He built a 6,000-seat church and bathed it in searchlights making it visible for 32 miles. Norris was a crude, violent man who once shot and killed someone in his office. Norris violently opposed “that hell-born, Bible-destroying, the deity of Christ-denying, German rationalism known as evolution.”

Belief in Creationism versus the science of Evolution came to a climax in the John Scopes Trial (l924). Scopes was a biology teacher in Dayton, Tennessee arrested for the illegal teaching of Darwinian theories of evolution. The trial was an international sensation pitting the silver-tongued orator and perennial Democratic candidate William Jennings Bryan, against the country’s foremost trial lawyer Clarence Darrow. Bryan defended the state’s anti-evolution law by insisting that “it is better to trust in the Rock of Ages than to know the age of rocks; it is better for one to know that he is close to the heavenly Father than to know how far the stars in the heavens are apart.” Darrow crossed-examined Bryan making him look foolish trying to explain literal interpretations of Biblical events like Jonah being swallowed by a whale and walked out unscathed, and that the earth was literally built in a “day.” In the end, Scopes was convicted of the misdemeanor, fined and ultimately received a scholarship at the University of Chicago, while Darrow concluded that he had effectively examined Jennings on his fool ideas which no intelligent Christian on earth believed.

The battle between Evolutionists versus Creationism continues today still mostly in Southern and Southwestern states like Texas.

The last fundamentalist group, the Ku Klux Klan, distorted honest anxieties about modernism to launch a revival of hatred and bigotry against blacks, Jews, and Catholics. Following the film Birth of a Nation (l915), William J. Simmons, an insurance salesperson from Atlanta, Georgia, used modern advertising and public relations techniques to turn the KKK into a national organization with a membership of 4 to 5 million people, and unprecedented political power. Even Hugo Black, a Supreme Court Justice was a member of the KKK as a young man. Toward the end of the l920’s the KKK’s power declined following a scandal involving the secretary of Simmons and her alleged rape by the Grand Wizard on a train.

The paradoxical twenties ended with the crash of the stock in l929.

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Lesson Plan Format

Lesson Plan Format

Lesson plan format

ISU Student’s Name ______________________________ Date & Time of Lesson ________ Grade ________

Lesson Plan Format

Rationale The fourth graders need to understand various literary devices used in English literature. They can get relevant information from the pieces of literature that will let them know how the world works.

Student Outcomes (objective)

And

Academic Standards

The learner will master new vocabularies from the pieces of literature that they will read.

The learner will improve on their reading and writing skills.

Identify the literary devices used in the pieces of literature.

Materials to Collect and Preparation Before Teaching poetry books

short stories

a narrator

an educative movie

Educative song

Differentiation Students below grade level

I will guide them in reading the pieces of literature and then involve them in a discussion that will assist them understand the literary devices and styles. They will also watch the movie and listen to the music to identify these devices with my assistance.

Students below grade level

I will gauge their current level of understanding and then give them tests then discuss them later to foster to them appropriate information.

Teaching Procedures Anticipatory set

I will play the music collection I brought to class and give the learners a brief sneak into what the movie is all about. We will then discuss what literature is a class and distinguish between what traditional and formal means.

Procedures

I will define the term literature to the students and then ask them to give me example of literature materials based on the explanation that I shall have given.

I will ask the learners how literature was used both in the traditional society and the current one.

I will then describe to them the literacy devices and then give them examples of where they have been used.

Guided instructions- directions flow

Formative assessment- directions flow

Closure- directions flow

Guided Practice and/or Independent

Using my music collection as the background beat I will ask the students who are in a dancing mood to dance and those who are in a singing mood to sing.

Closure

I will engage them in singing a song, especially a tribal song, so that they end the class in a happy note.

Assessment of Student Outcomes Formative Assessment

I will give the learners a quiz to ascertain their level of comprehension of the concepts taught.

Reflection on Teaching the Lesson I have mainly focused on the common forms of literature and literary devices. Most of the materials are familiar to them. I intend to get deeper and dig up concepts that they might not been familiarized with yet.

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lesson plan For Grade level kindergarten

lesson plan For Grade level kindergarten

lesson plan For Grade level: kindergarten

Content: drawing, singing, actingLesson outcome: children will be able to sing and have social interactive activities to help them supplement the class work and improve their co-curricular activities.

DAY ONE:

Singing

Objectives:

Singing while expressing them.

Singing will help them explore their talents.

It will create an optional activity for them to spend their pass time.

It will provide for an optional method to express their feelings.

Pupil’s task;

Be willing to learn new songs

Participate in class activities

Be willing to participate as a group member

Teacher’s task;

Teach the children new and educative songs.

Coordinate the children to sing together.

DAY TWO:

Drawing

Objectives;

For the children to learn how to express themselves through drawing.

To enhance the child’s ability to handle drawing materials.

To enhance the child’s talent .Pupils task;

To follow the teachers instructions on how to undertake this activity.

To bring with them drawing tools.

Teachers task;

To guide the children on how to draw.

Ensure that the children use their tools effectively.

DAY THREE

Acting

Objectives;

To nature the children’s talent

To provide an avenue where the child can express himself/ herself

Pupil’s task;

To follow the teachers guidelines

To be willing to work in a group setting.

Teacher’s task;

To show the children how to dramatise and express themselves through acting.

Provide plays which are fun and easy to act. In case of plays with a complicated plot the teacher should simplify it and rewrite it in a simpler way.

By developing a class with same activities all aimed at achieving one prime objective that is to develop a child’s talent and grouping the lessons or units in a way that all contents complement one another for example in the case above, all are involved with self expression (Lee, 2000).

Through bringing children and other people from outside to help and to motivate the children through competitions, this adds to the teaching skills and the impact of one’s teaching skills.

Children will be able to assess themselves through several internal and external competitions so as to prove if the skills and approaches are working for them or not, children will develop a repertoire of themselves through the skills and their performance in class through presentations(Lee, 2000).

References:

Lee, A. M., Thomas, K. T., & Thomas, J. R. (2000). Physical education for children: daily lesson plans for middle school (2nd ed.). Champaign, IL: Human Kinetics.

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Lessons learnt from American Civil war

Lessons learnt from American Civil war

Lesson Learnt from American Civil warStudent’s Name:

Institution:

Date:

Lessons learnt

The American civil war was the outcome of years of difference in ideologies and economic differences between the North and the South. In my opinion, it however broke out when least expected. The two factions had co-existed for years in spite of their differences. The election of Abraham Lincoln at a time where slavery was the focus of the South’s economy caused many southerners jitters. They feared that their livelihood would be compromised by abolition of slavery, thus they opted to secede for their economic survival (Keene 2010)

McClure however makes it clear that slavery was just the white crest of a strong wave that had rocked the Union since its inception CITATION McC86 l 1033 (McClure 1886). He faults George Washington and Thomas Jefferson for failing to explicitly outline the powers of the states and those of the central government. Jefferson’s believe in ‘power for the people’ was used by the southerners who perceived the Northerners as infringing into their freedom to keep slaves.

Despite the casualties, the War managed to unite the Union once again. The Civilian War can thus be viewed as a necessary evil that enhanced America’s unity. McClure highlights the reluctance the soldiers had when fighting their brothers. It is this brotherhood that aided the union’s post war prosperity and patriotism. It also enhanced the status of African Americans who were finally granted citizenship.

This whole course has brought to light the patriotism and selflessness the founding fathers of America portrayed in fighting for the rights of their people. It has instilled in me a sense of patriotism and identity that will help me in interacting with fellow citizens and taking part in national processes like voting.

References

BIBLIOGRAPHY McClure, Alexander Kelly. “The lesson of our civil war.” Pamphlets on the Civil War, 1861-1865, 1886.

Keene, J. D., Cornell, S., & O’Donnell, E. T. (2010). Visions of America: A history of the United States. Upper Saddle River, NJ: Prentice Hall.

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lesson critique

lesson critique

Lesson critique

Name:

Institution:

Formative assessment. (group work)

Strengths: Combination of ideas from different students improves learning; Weak students can get help from their peers in the group through discussion; Encourages teamwork and cooperation among students.

Weaknesses: Possibility of some students not participating and letting others do all the work; Individual attention by teacher to weak student is lost

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Relevance of assessments

The formative assessment enables the students to grasp the basic concepts of the topic while the summative test gives them a deeper understanding of the three aspects of irony as well as a chance to demonstrate what they have understood

Summative assessment.

Strengths: Promotes deeper understanding of the concept through discussion and active criticism; Encourages interaction of students and fosters good relationships.

Weaknesses: Student will not learn all the three available options since discussion is only between two

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Collection of feedback.

Pros: level and scope of understanding is assessable as students get a chance to present what they have learnt, and the method allows for learning from peers through group work and student to student criticism and correction.

Cons: students may not cover the three presentation areas; they are only required to cover two so the feedback may not be conclusive criticism from fellow students may not be sufficient.

Instructional strategies.

Strengths: encompasses the entire scope of the topic covering verbal situational and dramatic irony; encourage teamwork and group participation and peer learning through group work

Weaknesses: one on one interaction by the teacher with students is minimal; the tests do not exhaustively cover the entire scope of the topic for each student, and could promote laziness in some students who will rely on their group members to do all the work.

References

Borich, D. B. (2013). Effective teaching methods: research based practice. Pearson.

Embrey, S. (2010). Teachers lesson planner and record book. Sterling

Grant, C. A., and Sleeter, C. E. (2006). Turning on learning: five approaches for multicultural teaching plans for race, class gender and disability.

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Lesbians, gays, bisexuals and transgendered communities

Lesbians, gays, bisexuals and transgendered communities

Lesbians, Gays, Bisexuals and Transgendered Communities (LGBTR)

Name:

Institution

Lesbians, gays, bisexuals and transgendered communities

In a society whose larger part of the population is heterosexual, the few who find themselves on the other side of the bridge, more often than not find themselves on the receiving end of the majority. Gays, lesbians, bisexuals and the transgendered community made up the minority in society. The conflict between the two groups more often than not is silent and goes unnoticed. However, in some parts of the world, there is discrimination and violence against the minority group.

Owing to the fact that every person in society has something to offer, then the contribution of the lesbians, gays, bisexuals and transgendered communities (LGBTs) too should be appreciated. This is not always the case as most heterosexual persons look down upon and despise them. However in some regions, these groups have gained support from other persons in society and shown progress in the projects they undertake.

There is an undoubted input of the LGBTs in our day-to-day life especially in connection to the arts and cultural sector. A group like The Gay and Lesbian Fund for Colorado has created more awareness among straight persons that they have the capacity to do so, this is as stated by Johnson (2011). It is in regards to nightlife and recreation, there are numerous gay-friendly social events that are organized in the neighborhoods. Denver has the largest performing arts complex, art galleries and museums that display artistic work collected during the LGBTs social events. There are a huge number of theatres that screens plays and regional premieres that are LGBT affiliated.

In connection to family life and religion, homosexuals have received much criticism. Though some religions have slowly been accepting them there is a negative perspective of them still. There are various forms of families within this minority section of persons. These families are normal and complete with children. With time there has been a noted increase in societal tolerance towards changes in the family structure and in sexual orientation. More persons are now confident of their sexuality and do not shy away from it. In addition, more of them are creating their own families through donor insemination, adoption and surrogacy (Martin & Rayan 2000).

The coming up of such families has a direct impact on school set-up as the kids need to be incorporated in normal society. This has in a way caused the school authorities to be considerate of this minority group and brought in the services of professions to advice on how to deal with them. It is true that these groups needs this specialized knowledge and gradually, will get them. With such efforts, development of family, school and community partnerships is guaranteed as the children are successful in their education. This is one of the positive contributions of the gay and lesbian family set-ups (Dixon, 2001).

In connection to family life and religion, homosexuals have received much criticism. Though some religions have slowly been accepting them there is a negative perspective of them still. New churches that support this group have come up and taken in these persons in large numbers (Unitarian Universalist Associations of Congregations, 2011). This in a way has challenged the main stream churches which tend to relax the hard stance they have on this group to avoid losing followers. Unitarian Universalist Congregations welcomes the LGBTs. Such holds a strong believe in respecting the worth and dignity of every person. This is one of the few religions that have openly taken to ordaining gays and lesbians and even overseeing their religious activities such as weddings.

Heterosexuals, who consider themselves as ‘the normal ones’ find it difficult to accept the LGBTs in their lives. In a case of a school set-up, children from the perceived normal families of father and mother tend to segregate themselves from those from gay families. This is really discouraging especially if it extends to push the kids out of school for some reason. As Dixon (2001) notes, heterosexual parents can also be a setback in the case where they are against the spread of diverse ideologies on sexuality.

In the case where persons affiliated to the LGBTs start up businesses; few heterosexuals are supportive, in terms of being clients and customers. This may be a discouraging factor for them and make them to pull out of such ventures. Bad publicity due to their sexuality may also lead to their downfall.

Lack of support from governments to this minority groups is also a hindrance to their progress. In the case where there is a petition for their defense or such a cause, lack of hold-up demoralizes them. This may push these persons to moving away and settling in zones that recognize their rights and respect them or alternatively cause them to withdraw from the public domain.

Rigid ideologies held by heterosexuals about homosexual also hinder the appreciation of efforts they put to attain normalcy in their lives (Martin & Rayan 2000). However how much society grows, chances are that they will never come to a point of complete acceptance of homosexuals. But gradually, with activism and social forums, things get better for them.

References

Dixon P. M. (2001). Strange Fruit: Comparing the Struggles of African-Americans for Civil Rights with the Struggles of Lesbians, Gays, Bisexuals and Transgendered Peoples. Retrieved on 20th April 21, 2012 from http://whosoever.org/v6i1/fruit.html

Johnson A.M. (2011). GLBT Arts and Culture. Retrieved on 20th April 20, 2012 from http://www.denvergov.org/DenverOfficeofCulturalAffairs/ThingstoDoinDenver/CulturalItineraries/GLBTArtsCulture/tabid/436897/Default.aspx

Martin. A., & Ryan. D. (2000). Lesbian, Gay, Bisexual, and Transgender Parents in the School Systems. School Psychology Review 29(2) pp. 207-216.

Unitarian Universalist Associations of Congregations (2011). Bisexual, Gays Lesbian and Transgender Community retrieved on 19th April 21, 2012 from http://www.uua.org/beliefs/justice/6252.shtml

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