Is Hofstede's cross cultural work outdated ( international human Essay

Is Hofstede's cross cultural work outdated ( international human resources ) - Essay Example In Hofstede’s view, nations have separate cultures which an international business has to adapt to, in order to successfully conduct its business in a particular nation. Hofstede’s five dimensions of culture are defined in terms of power distance, uncertainty avoidance, masculinity, individualism and long-term orientation. Although Hofstede’s theory of cross cultural dimensions has been subjected to criticisms, his cross cultural dimensions had been of practical applications in the international commerce. However, ever since the advent of globalisation, nations have stopped being watertight compartments with the Hofstede’s cultural dimensions attributable to individual nations in varying degrees having become outdated. It is proposed to place herein evidence based arguments to show that Hofstede’s cultural dimensions for the purpose of international commerce have become irrelevant or outdated in the wake of globalisation. Hofstede attempted to explain that cultures are shaped within nations. But when businesses transcends beyond national boundaries, these cultural dimensions become cultural interconnections. Now globalisation has become the order of the day and irreversible. Cultural attributes are likened to an iceberg in that only very few are visible to the eye. They are language, behaviours, customs, and norms. And traditions, beliefs, priorities, assumptions and values are only perceptible (Parker, 2005 p189). As already well known, Hofstede (1980) arrived at the above said dimensions based on his study of 88,000 employees of IBM from 72 countries. He expanded his study to ten more countries and three regions in his updated version (Hofstede, 2001).At the time of Hofstede’s original work in 1980, the world was not as complicated a place as it is today. In the last three decades, nations have become more permeable and heterogeneous besides undergoing disintegration or dismantlement like Soviet

Foreign and Traditional Music Fused Together Essay Example for Free

Foreign and Traditional Music Fused Together Essay The United States is certainly one of the most diverse countries in the world from a cultural perspective. Capable of speaking 300 languages, the Native Americans were the early settlers of the American land. Hundred years after that, the Europeans, Africans, Asians and other ethnic race from across the globe arrived and settled in America. These migrations have contributed greatly to the patchwork of modern day American Society. Carrying not only their belonging and property, various cultures from around the world merge with one another through friendships and inter marriages of races. Through these racial interactions, various cultures took different shape and evolve into what we known today. To examine and describe them all would take years to accomplish and tedious since culture co exist with time, it evolve as time goes by. This paper would then focus on two dominant races and their respective cultures, namely, Hispanic and Caucasian. Since culture is a vast term to explore, this paper would then focus on the musical culture of Hispanic and Caucasian race. It would focus on how foreign cultures have influenced the growth and development of traditional music. Hispanic and Caucasian culture have influenced each other throughout history. It is often said that both cultures were the patchwork of different cultures put together during the colonial times. Hispanic culture basically speaks or pertains to a larger community that is comprised of different subgroups, such as Mexicans Americans, Cuban Americans and other races that originated from the Latin American continent. Caucasian or American culture is also a patchwork of different cultures originating from various parts of the world. This was brought by immense immigration during 17th up to 21st century and spread, through interactions with various races. This is the basic theme that these two cultures share together and its music, architecture and literature are deeply influenced by foreign culture. The land of America became a melting pot for these two cultures, a place for previous identities to be melted down together with other cultures to create an integrated, uniform society. Their culture was not forgotten; it was just shaped through the influence of foreign culture. E: Hispanic Culture Since the 17th century, Hispanic people have been living in the United States. Some of them were forced to come as slaves and those who could afford the expenses of immigration settled in the United States driven by the opportunity presented by the new found land. Though years have passed since the colonial times, most of them still cannot forget the trademarks of their former masters. Aside from their native language, most of them could speak the Spanish language and to some extent has been incorporated in their native language as well. Another characteristic of Hispanic culture that was influenced by the Spanish regime is the mestizo lifestyle (Gallarga, 2007). The term Mestizo describe Latin American whose lifestyle combine ideas, values, practices and other cultural elements both European and indigenous (rural and urban) of origin (Latin American Culture, 2008). Aspects of the mestizo lifestyle are widely diffused in the musical culture of Latin America. Violin, guitar and other stringed instruments are of mestizo origin (Garfias, 1996). Over time, these instruments were combined to those of traditional instruments being used by the people to create new ensemble types. Rural band from villages started to include playing the guitar, vilhuela, one or two violins and a harp. This kind of ensemble was an example of the changes that were brought by mestizo lifestyle. Additionally, hemiola, a common feature in Latin America music originated or a product of mestizo lifestyle (Mintzer, 2005). A hemiola is the simultaneous or sequential juxtaposition of duple and triple and rhythmic patterns with a moderate or quick 6/8 meter. This kind of rhythmic pattern is present in different musical performances of Mexicans, singers in Chile, and other Latin American performers (Mintzer, 2005). Not only in music does this mestizo trend is present but also in dances genres such as contra dance, waltz and the polka. March based music was widely diffused so as Catholics songs and processionals. Dance drama was another feature of the mestizo musical life. Being influence by 16th century missionaries, people in the rural and also in urban areas perform dance drama to honor individuals who are connected to local history, myth, legend and religious stories (Musical Migrations, 2002). Accompanied by local ensembles and dance genres, drama like this gave new kind of entertainment and meaning to rural town festivals throughout Latin American Aside from the Spanish Language, the musical style that was heavily influenced by the mestizo trend attributed greatly to the creation or identity of a Hispanic musical culture. Though different in use and meanings, Mexicans, Cubans, Chileans and other individual of Latin Americans origins, could understand each other through these customs. Moreover, this musical trend has become a tool of understanding and unification for these groups of people in a foreign land. Caucasian or American Culture Just like the musical lifestyle of the Hispanic, the performing arts in the United States began to incorporate wider groups of people (American Root Music, 2008). For instance, the Latin American dances such as tango from Argentina and rumba from Cuba during the 1900 and 1940. The afro-Cuban mambo was the first step in incorporating jazz music with Latin elements and was later on refined by the Brazilian bossa nova singers (Jones, 1999). There are also the African American communities who greatly contributed and refined jazz music. There are also innovative Americans who incorporated both foreign music and traditional American music to create unique music style. Aaron Copland, for example, developed a unique musical style through incorporating certain jazz elements with American folk music (Five 20th century American composers: 1900-2000, 2002). Influenced heavily by traditional Greek dances, Isadora Duncan redefined the rigidity of classical ballet and promoted self expression, resulting into an expressive and free form kind of dance (Marcus, 2007). These innovations and fusions probably lead to the creation of the Broadway musical. Unlike the Hispanic musical culture, American music was not the product of colonial times but was the result of immigration of various races in the United States. They brought their culture to this place without the intention of changing or creating music genre or style but to serve as a remembrance of their family and native land. It was for this sake that foreign musical style and other foreign cultures were introduced to American people. New musical genres and styles were a mere product of racial interactions. If clearly analyzed, this new musical genre or style removed boundaries and limitations imposed by racial differences. For instance, it is a well known fact that the African American community was discriminated and received less recognition from American society since their origin implied the idea of being a slave. However, when it comes to jazz music, contributions from performers like Billie Holiday, Miles Davis, Louis Armstrong and other African American jazz-blues singers were recognized and accepted by white and black audiences alike (Titon, 1995). Whether it was a European, American or other race, their performances were cheered and enjoyed by thousands of people. Through music, people forgot their differences and simply enjoyed the beat and melody produced by the performers in front of them. Performing arts in the United States representsed the acceptance not only of these people but also their culture. F: Similarities of Hispanic and Caucasian Culture Based on the facts presented thus far, it could be said that both cultures, when it comes to their musical trend and lifestyle were heavily influenced by foreign subjects. Hispanic music reached new heights during the Spanish rule. Elements of European and Spanish music were introduced to the traditional style of Mexican, Cuban and to the rest of Latin American. It gave new meaning to entertainment and performances reached greater heights. On the other hand, the Caucasian musical culture was refined through racial interaction that was the product of immense immigration that occurred during the 17th up to 20th century. Most traditional styles of music evolved and took greater form when they were incorporated with foreign elements (Titon, 1995). Another similarity that these two culture share in the music world is that their music were usually directed or composed for religious practices. In Hispanic culture, festivals were always accompanied by performances that always involved characters and values taken from religious stories. These performances were a direct influence of Spanish missionaries trying to convert local people. On the other hand, early religious sects in Native American such as the Ephrata, Cloister, the Shakers and the Moravians have produced music that somehow grow and influence other people outside their communities. One example of this was shaker melody entitled â€Å"Tis the gift to be simple† which was used by the composer Aaron Copland in one of his plays and which instantly became famous. The Moravians, who were considered as the most prolific and sophisticated when it comes into their music eventually helped in recreating instrumental music that was used in Old world German culture. Though it was quickly forgotten when the jazz and other musical trend came in during the early 1900’s, it proves that early music developed and was influenced by religion of early times (Jones, 1999). Difference between Hispanic and Caucasian music One significant difference between Hispanic and Caucasian music lies on the foreign influence that they received. Hispanic music was the result of long Spanish rule that they experience during the colonial times. A Hispanic performance was characterized by Spanish style of music and was later on refined through incorporating traditional and foreign music. It was only the Spaniards that introduced the European style of music to these people. On the other hand Caucasian music was the result of immense interactions of various races living in America. Some musical culture was able to make it way into the American society and was adhere by the people. There are other musical cultures that were adopted by American performers and incorporate them into their works that resulted in some unique and different kind of music style. Second difference that these two have lies on the venue of their performances. Most Hispanic performer took their shows on the street and urban areas. Performances on these places are always characterized by loud music and cheery audiences. Public performances were the product of festival shows that was always played during festivities and continued in big cities. As it develop Caucasian music reach greater heights in theatre or stage plays. Most broadways musical for an instance was perform on large theatre house and places commonly located on large cities like New York. Lastly, the difference of these two culture lies on how they perform their music. Hispanic based music is well known through their colorful sound that is always accompanied by different instruments. This kind of performance started in festivals and was later on carried through streets by artist who seeks fame and fortune. Caucasian on the other hand is mostly highlighted by the use of different genre of music and dance style to create one stage performance. Broadway musical for an instance used rock and roll genre to capture the heart of young audiences who have been introduced to this kind of music genre during their early years. Use in Classroom Education Using these similarities and differences, instructors could create a surrounding in which learning could be easy and comfortable both for Hispanic and Caucasian students. First, they could create music lessons that would break down cultural differences that exist not only Hispanics and Caucasians but also to other ethnic race. Second, it is possible that social relationship could foster and grow through incorporating music in their daily life. Lastly, through music, it is possible that children could recognize and acknowledge the importance of their cultural heritage. Children nowadays tend to forget their history and culture which is unfortunate. Personal and Professional Relevance Since culture is a vast topic to be covered, it was best that this paper concentrated on each culture’s music history. The first thing that needed to be researched was the influence of foreign music to Hispanic and Caucasian traditional music. The primary tool that was used to gather the necessary data was the Internet. Up-to-date articles and journals can be found in the internet and it saved substantial time researching using this rather than going to huge places such as the library. The books that were used for this paper were accessed through an online directory for textbooks. Since the paper was set to discuss foreign influence on traditional music of Hispanics and Caucasians, the research began through a search of sources that explained the influence of foreign interventions and immigration, since it will clearly show how the traditional music of each culture was changed and developed when foreign factors exerted their impact. The article â€Å"Latino music: A View of Its Diversity and Strength† by Dr. Garfias summarized the important facts about Hispanic music and provided a detailed explanation about the influence of Spanish rule in Hispanic countries. The book â€Å"Blues People: Negro Music in White America† by Titon gave a detailed explanation about the influence of African American music and how Jazz developed in the United States of America. Since this paper was set to discuss the influence of foreign music to Hispanic and Caucasian traditional music, sources that contained useful information were saved for the purpose. To be able to review them carefully, information that may be useful were highlighted and were noted down in a sheet of paper. For organizational ease, the information were outlined just like how the task was outlined. For teaching reference, this report has set a new meaning for being a teacher. The profession of teaching does not exclusively lie on the need to produce a lesson plan that would cater to the educational needs of the students. Being a teacher also means that one must some how create an atmosphere and environment that would enable the student to enjoy learning and would support the growth of social relationships. This realization was brought by the cultural differences that exist not only between Hispanic and Caucasian students but between other races. Cultural differences somehow impede the growth of education and social relationships of students if not managed systematically. Being able to manage cultural differences is also a way of promoting effective inclusion. Positive interactions among teachers, as well as students, contribute to a sense of school and classroom community. Inclusive schools seek to encourage collaboration among teachers for the purposes of planning, teaching, and supporting students. With adequate support, collaborative teaching leads to positive outcomes for learners in heterogeneously grouped classes (Cipani, 1995). Implementing effective teaching collaborations, however, is time-consuming and complex. Teachers often express concern about changes in their roles and responsibilities; differences in teaching style and philosophical orientation; and logistical issues, such as scheduling, planning time, and resource allocation. There are a number of school-wide strategies to support collaboration, including (a) developing and adopting a set of rules, responsibilities, and privileges pertaining to collaboration, (b) providing teachers with designated time for co-planning and reflection, and (c) offering preservice and inservice training in collaboration. In all of these collaborative efforts, understanding culture is a critical backdrop that the teacher must fully comprehend (Cipani, 1995). G:References American Root Music. Retrieved on May 2, 2008 from Public Broadcasting Services: http://www. pbs. org/americanrootsmusic/pbs_arm_itc_historical_background. html. Cipani, E. (1995). Inclusive education: What do we know and what do we still have to learn? Exceptional Children, 61, 498 – 500. Galarraga, J. (2007). Hispanic-American Culture and health. Retrieved May 2, 2008 on http://www. case. edu/med/epidbio/mphp439/Hispanic_Healthcare. pdf Garfias, Dr. R. (1996). Latino music: A View of Its Diversity and Strength. Retrieved May 3, 2008 on http://www. pps. k12. or. us/depts-c/mc-me/be-hi-mu. pdf. Five 20th century American composers: 1900-2000. Retrieved may 3, 2008 from Boisestates: http://music. boisestate. edu/mus100/american_music. htm Jones, L. (1999). Blues People: Negro Music in White America Latin American Culture. Retrieved May 2, 2008 from Ipedia: http://www. ipedia. net/information/Latin+American+culture. Marcus, K. (2007). Music and American Culture. Retrieved May 2, 2008 on http://www. blackwell-compass. com/media? id=pdfs_HICO_Sample_Article . Mintzer, R. (2005). Latino Americans in Sports, Film, Music, and Government: Trailblazers (Hispanic Heritage) Musical Migrations: Transnationalism and Cultural Hybridity in Latin America, Volume I. (2002) . Titon, J. T. (1995). Early Downhome Blues: A Musical and Cultural Analysis (Cultural Studies of the United States)

Using RStudio to Prepare and Clean Data

Using RStudio to Prepare and Clean Data There is now more data available than ever before, the depth and scope is increasing daily. The explosion of the internet and connected devices has increased this and big data is now big business. With the increase in data available to us, so has the need for analysis of this data. Many companies use this data to predict future trends. Also, what has changed is the tools we use to analysis and present this data in a meaningful way. In the past statistical software was very expensive and often with no graphical capabilities. Enter the R programming language a tool that supports both, first released in 1995 with the first stable build in 2000, now on version 3 which was released in 2013. R is a free open source project with over 7000 add on packages available. Many companies such as Google and Facebook are using R for their data analysis. In this lab book we will look at cleaning and preparing data so it can analysed. We will use R Studio which is an IDE (Integrated development environment) for the R programming language. R Studio is available as an open source or commercial version, it has two editions R Studio desktop and R Studio Server and runs on Windows, macOS and Linux operating systems. The dataset we have is from the UK government, and is based on MOT outlets in England, Scotland, and Wales, it contains data such as name, address, post codes, telephone numbers and categories of vehicles tested. On quick analysis of the dataset there are a lot of blank fields, extra white spaces, typos in the telephone column as well as second telephone numbers separated by the / symbol. Using R Studio we will attempt to tidy and clean the dataset. In this lab book we will explain the various commands and techniques used to prepare the data for analytical analysis. Make a copy of the data to work with: Method: Here we make a copy of the original dataset x2016motsitelist and call it MotList, this is good practice as you will not contaminate the original dataset. Test: Result: From the above screen shot you can see we have renamed our dataset to MotList, by using the name of the dataset in R studio it lists the dataset in a screen dump on the console. Get the Stucture of Our Data Frame Method: by using the str() command in the console we get the structure of our data. Test: Result: by using the structure command str() we can see that our dataset has 22,980 objects and 14 different variables. The next lines which contain $ indicate column headings and display some of the components included in these columns. This command just provides a list with components and names. View the data Method: Using the Head command to view the data. Test: Result: using this command the first 6 records are displayed in the console window. ID names of columns Method: We use the Names command to display column names. Test: Result: this displays the names of our columns in the console window. Summary of what is contained in the columns Method: we use the Summary command to get an overview of the data in our columns. Test: Result: the summary command gives us an overview for every vector in the data frame, tells us in our case that the length is 22980 rows, that all vectors are character classes. Missing values Method: we will use the is.na command, combination of is.na with the any command and lastly the sum command to check for missing values in the data. Test: Result: the result of the is.na command returns a Boolean true or false result on the data set to tell us if a missing value is present or not. Test: Result: with the use of the any command we find that there is indeed missing data in the dataset. Test: Result: with the use of the sum command we get the number of missing records, which is 149097 in this case. Rename columns in our data set. Method: we use the colnames command to change the columns in our data set that are numbered 1,2,3,4,5 and 7. Test: Result: with the use of the above commands we change the name of the columns using the name to identify which column to apply the name change to. We use the names(MotList) to verify the result. Test: Remove NA from the different categories of vehicle that are Mot tested Method: we create another copy of our dataset and call it MotListMod, on this dataset we will change the NA values in the columns that we renamed earlier so that the different categories of vehicles tested will have complete values and no missing data. We do this by giving the dataset name and then the $ column name, we then use the which command and is.na to change the value to the desired result. Test: Result: As can be seen from the screen shot above, we have changed the NA values in the six columns of our dataset, our dataset now tells us if a Mot test centre carries out tests on the different vehicle categories Y or N, were as before it only told us the if the centre did Y with a blank field for N. Again, we run the sum is.na command on both datasets we have, now the MotListMod dataset has far less Nas in the dataset. Remove and tidy up VTS Telephone column. Method: Firstly, using the GSUB command we removed instances of Tel. and TEL. from our column, secondly, we separate the column in two sections number 1 and 2 with the SEPARATE command as some of the test centres have two telephone numbers separated by / in the dataset, thirdly we tidy up the white space. Test: Using GSUB wrongly above didnt produce the desired outcome, but in the two screens below we get the desired outcome. The above screen shows were the VTS Telephone column is split into different sections. Trimming white space from the front of the telephone numbers. Removing the NAs from the VTS Telephone number2 Result: By using GSUB and identifying the column we wanted to target, we replaced the instances of Tel. and TEL. in our dataset with whitespace, we then proceeded to split the column into two different sections, when we did this it created a lot of NAs in the second column because not every test centre has two telephone numbers, so to counter act this we replace the NAs with the value 0. We then tidy up the white space at the start of the two columns. Write to CSV file in R studio Method:ÂÂ   We will write the MotListMod3 dataset to a CSV file with the WRITE.CSV command. Test: Result: The above command writes the dataset to a csv file and can be viewed or shared with others, see above screen shot of the file in excel. Outliers and plot function. Method: using the HIST command we produce a histogram of the cars column, the columns class had to be changed to a factor form to make the function work, also we used the Table command to count the number of Y and N in this column. Test: In the screen shot above you can see a histogram of the cars column. Result: No outliers are present as our columns only have a Y or N present in the different type of vehicles tested columns. Also, our data was of class character, this had to be converted to a factor form so as we could use the histogram function on the column cars. We used the table command on the column to display a numeric result for N = 1054 and Y=21926.

A Case Study For Vertical Integration Commerce Essay

A Case Study For Vertical Integration Commerce Essay The word  vertical integration  describes a style of  management control. The oil industry has always been fertile ground for analysis of the reasons and effects vertical integration. One reasons of this popularity is that the stages of production are easily differentiated. The general perception is that Integration is a prerequisite for success of the company as the oil industry is populated by large Integrated companies that makes excessive profits. Vertically integrated businesses in a  supply chain  are united through a common owner. Vertical integration may also be a merger of two companies that are in various stages of production, (for example, an upstream company (ONGC) and a downstream company (HPCL) . Thereby merger with a company which is at a later stage in the production process (and therefore closer to the consumer end) is known as forward integration. Vertical integration may be contrasted with horizontal integration, the merger of companies that together are at the same stage of production, for example, merging of two upstream companies or two downstream companies. Joining further back in the process (if a downstream company merged with an upstream company, for example) is known as backward integration. An example of backward integration in India is of Reliance Industries Limited that started with textiles to polyester to petrochemicals and now refinery and exploration production. The integration of two organizations that are in completely different business lines is sometimes referred to as the conglomerate integration. Companies are downstream or upstream of the other depending on whether they are closer or farther from the end consumer (the sea, so to speak, to the river flowing production). The benefits of vertical integration come from the higher capacity that gives organizations control access to inputs (and to control the cost, quality and delivery of inputs). Some of the best examples of vertical integration have been in the Oil Industry. In 1970 and 1980, many companies that were principally engaged in the exploration and extraction of crude oil refineries decided to acquire downstream distribution networks. Companies like Shell and BP came to control all the steps involved in bringing a drop of oil from North Sea or Alaska to the fuel tank of the vehicles. . Reliance- A Case Study: The Reliance Group, founded by Dhirubhai H. Ambani (1932-2002), is Indias largest private enterprise, with businesses in the energy and materials value chain. Groups annual Revenues are in excess of U.S. $66 billion. The flagship company, Reliance Industries Limited, is a Fortune Global 500 company and is the largest private sector company in India. Backward vertical integration has been the foundation of the evolution and growth of Reliance. Starting with textiles in the late seventies, Reliance pursued a strategy of backward vertical integration from polyester to fiber intermediates, plastics, petrochemicals to petroleum refining and oil and gas exploration and production to be fully integrated along the materials and energy value chain. The Groups Activities span Exploration and Production of oil and gas, petroleum refining and marketing, petrochemicals (polyester, fiber intermediates, plastics and chemicals), textiles, retail and special economic zones Infotel. Reliance enjoys its Global Leadership in Businesses, being the largest polyester yarn and fiber producer in the world and among the top five to ten Producers in the world in major petrochemical products. Key Milestones in the history of Reliance Group: 1958- Dhirubhai Ambani started Reliance Commercial Corporation in Mumbai. 1966- Reliance entered the textile industry and set up a mill at Naroda, Ahmedabad. 1975- World Bank team visits the mill and declares that it is as modern and well-managed as those in the developed countries. 1977- Reliance went public with Indias first IPO 1985- Reliance total assets: $227 million. 1986- Reliance Capital, a merchant bank was created. 1988- Reliance Industrial Infrastructure, a petroleum pipeline provider, came into line. 1988- Reliance sales exceed $404 million. 1991- Hazira petrochemical plant commissioned. 1992-Reliance became the first Indian corporation to raise capital from international markets through Global Depository Receipts offering, and sets a record with a Reliance issue that received over 1 million investor applications. 1993- Reliance Petroleum went public in Indias largest public offering to date. Sales exceeded $909million, making Reliance Petroleum Indias largest publicly traded company. Also Reliance offered the first Euro Convertible bond issue. 1994- Awarded Companion Membership of the Textile Institute (UK). Award is limited to 50 members who have substantially advanced the fiber industry. 1994- Reliance offered the second Euro issue of Global Depository Receipts. 1995- Reliance net profit exceeded $242 million. 1995- Reliance Mutual Funds, an asset management and mutual fund provider launched. 1997- Reliance became the first corporation in Asia to issue 50 to 100 year bonds in the United States. 1997- Worlds largest multifeed cracker commissioned in Hazira. 1998- Reliance revenue tops $3 billion and total assets approach $8 billion. 1999- Worlds largest petroleum refinery complex commissioned at Jamnagar. 1999- Reliance Infocomm, a mobile service provider is launched. 2000- Reliance revenues exceed $4 billion, and total assets are $11.8 billion. 2002- Reliance Industries Ltd. and Reliance Petroleum Ltd merge into Reliance Industries. The new firm is named to the Forbes Global 500 in 2003, entering at position 306. Backward integration of Reliance Industries Objectives of the Study The objectives of the proposed research are as follows: To study the various activities that can be successfully integrated in oil and gas companies. To study the effects of vertical integration on diferrent oil and gas companies. To analyze the effects of vertical integration on Reliance Industries. Research Methodology Collection of Secondary Data Secondary data will be collected from already integrated oil and gas companies and it will give an insight on the various activities which can be successfully integrated. The data would then be simulated to analyze the effect of vertical integration on Reliance Industries. Literature Review: Oil companies, both national and multinationals have often adopted a vertically integrated structure. Some of these companies are: Exxon Mobil: it was formed in 1999 by the merger of two companies- Exxon and Mobil. Before the merger, Exxon was an upstream major while Mobil was a Chemical Company and its chief products included basic olefins and aromatics, ethylene glycol and polyethylene. After the merger, the company has been operating in the following areas: Upstream ExxonMobil Exploration Company ExxonMobil Development Company ExxonMobil Production Company ExxonMobil Gas and Power Marketing Company ExxonMobil Upstream Research Company ExxonMobil Upstream Ventures Downstream ExxonMobil Refining and Supply Company Sea River Maritime ExxonMobil Fuels, Lubricants Specialties Marketing Company ExxonMobil Research and Engineering Company International Marine Transportation Chemical ExxonMobil Chemical Company ExxonMobil is an industry leader in almost every aspect of the energy and petrochemical business. Its activities range from the exploration and production of oil and gas to coal and copper mining, from the refining of petroleum products to the marketing of fuels (under the Exxon. Mobil and Esso brands). waxes. asphalt and chemicals. In addition. ExxonMobil is active in electric power generation. ExxonMobil Chemical is one of the largest petrochemical companies in the world. Its products include olefins, aromatics, synthetic rubber, polyethylene, polypropylene and oriented polypropylene packaging films. The company operates its 54 manufacturing plants in more than 20 countries and markets its products in more than 150 countries. Shell: Shell has vertically integrated its structure which has helped it develop commercial expertise in all stages of this vertical integration, from the initial search for oil (exploration) through its harvesting (production), transportation, refining and finally trading and marketing established the core competencies in the company was founded. Similar competencies are also developed for natural gas, which has become one of the most important businesses in which Shell is involved, and which contributes a significant proportion of the profits of the company. Royal Dutch- Petroleums subsidiary, Shell Oil, acquired Pennzoil-QuakerState, the largest producer of motor oil. The vertical acquisition, which included over 2000 Jiffy Lube oil change centers, was consistent with Shells parent companys strategy to acquire a company that complements its lubricant and oil-products businesses and Shells gas station chain. Royal Dutch-Shell was international from its earliest days. Formed in 1907 as an Anglo-Dutch alliance between Shell Transport and Trading and the Royal Dutch Petroleum Company, the Royal Dutch-Shell group was, at that time, the only serious international rival to Rockefellers Standard. By the time that Anglo-Persian was formed in 1909 Rockefellers Standard and Royal Dutch-Shell had already established powerful positions in the international oil industry. But although Anglo-Persian was a latecomer, it had the unique and crucial competitive advantage that it was the first mover in developing the oil reserves of the Middle East, where its first oil field at Masjid-i-Suleiman in southern Persia (later Iran) was a giant, containing vast reserves of crude oil which could be produced in great quantities at low cost. From these different beginnings, the firms that would become international majors, acting at times as rivals, at others as allies, proceeded to establish their mastery of the international oil industry Each of them set out to produce its own crude oil for processing at its own refineries, and to sell the resultant products to the final consumer through its own market outlets. Each also sought to achieve, as far as was possible, a balance between these successive stages in its operations. By this policy of operational vertical integration, each major was able to co-ordinate the flow of oil, under its own control, from its oil fields to its markets. In practice, no major was able to achieve a perfect balance between its upstream (producing) and downstream (marketing and refining) operations. Majors with more markets than production could not find new oil fields at will, while others with more production than markets risked fierce competitive battles with their established rivals if they tried to break into new markets. To rectify the imbalances, and to mitigate the rivalries, the majors adopted a combination of measures they contracted to sell each other crude and products, sometimes in very large quantities; they joined in market-sharing agreements, most famously the 1928 Achnacarry Agreement to share out markets by a quota system; and they formed regional alliances in which majors with surplus upstream capacity joined forces with others with surplus downstream capacity, so that they could balance their joint operations without engaging in competition. By these arrangements, the international flow of oil came to be channeled, not through open, transparent markets for crude and products, but through the closed circuits of the majors vertically integrated systems. There were, both then and later, differences between those who argued that vertical integration was the economically most efficient means of organizing the international flow of oil, and those who saw vertical integration not as an economic necessity, but as a way of suppressing competition and of enabling the majors to control the industry. To a large degree, however, vertical integration was historically determined by Rockefellers early dominance. Once he had established a high degree of monopolistic control, it became a competitive necessity for later entrants such as Royal Dutch Shell, and later Anglo- Persian, to integrate vertically in order to avoid having to negotiate on uneven terms with established competitors for purchases and/ or sales of oil.

jane austen Essay -- essays research papers

Jane Austen lived from 1775 until 1817, a span of four decades that saw significant changes in English social, political, and economic life. At the time her birth, England was embroiled in a bitter struggle with its American colonies, the loss of which, several years later, proved to be a tremendous blow to English political and military prestige. Under the rule of George III, England's political climate became increasingly unstable with constant struggles between the King and Whig politicians. Ireland received its independence in 1782, although the violence that had long plagued the country continued to rage. Across the Channel, the French Revolution had begun and the English aristocracy watched in horror as royal heads began to roll. Between 1804 and 1814, (the period in which Austen did most of her writing) England was consumed by a fight against the power-hungry Napoleon. Although Austen was undoubtedly aware of these external events, they remain notably absent from her writing. She made it a point to write about only what she knew from first-hand experience and, having never left the South of England, her experience was rather limited. While some find this cultural myopia disturbing, others feel it to be one of Jane Austen's greatest strengths. By avoiding the pretense of discussing matters that fell outside of the realm of her daily experience, she could focus on what she knew best--the society of 19th-century English country families. Jane Austen's novels are, in this sense, highly autobiographical. Her characters share this insular view of their world, carrying on with dances and amateur theatricals, seemingly oblivious to any outside concerns. Jane Austen's world began in Steventon, where Jane's father held a post as rector. Born 16th December, 1775, Jane lived in the family's small parish house for the first 25 years of her life. Here, she led a quiet but pleasant existence, spending time at home, or visiting with local families of similar social status. She attended parties and dances at many of the local grand houses, including The Vyne, now owned by the British National Trust, a registered charity founded in 1895 to preserve places of historic interest. She also visited with her siblings in adjoining counties--Kent, in particular, became one of Jane's favourite places. Although she did not write any of the six main novels during these years, ... ...ps when they were on leave; and Edward from his house at Godmersham. Jane lived at Chawton until her declining health made it necessary for her and Cassandra to move to Winchester (only 15 miles from Chawton), where she could be closer to expert medical care. She, Cassandra, and Martha Lloyd made the trip in May of 1817. Her condition, known today to have been Addison's disease, left her in a continually degenerative state of health. She continued to write during this period, however, and Sanditon, the novel she was working on until her death, is a self-mocking treatment of the invalid state into which she could not prevent herself from slipping. Jane Austen died on 18th July 1817 in the arms of her beloved sister Cassandra. She is buried in the north aisle of Winchester Cathedral and only a simple plaque identifies her grave. Strangely, the stone makes no mention of the fact that Austen was a novelist, other than an oblique reference to the 'extraordinary endowments of her mind.' But, despite this modest resting place, Jane Austen has been immortalized by the body of work that survived her and continues to delight and entertain readers today, almost 200 years after her death.

Sex and Sexuality in Dracula Essay -- European Literature Bram Stoker

Bram Stoker's novel Dracula, published in 1897, explores various sexual erotic possibilities in the vampire's embrace, as discussed by Leonard Wolf. The novel confronts Victorian fears of homosexuality; that were current at the time due to the trial of playwright Oscar Wilde. The vampire's embrace could also be interpreted as an illustration of Victorian fears of the changing role of women. Therefore it is important to consider: the historical context of the novel; the Victorian notion of the `New Woman' specifically the character of Lucy Westenra; the inversion of gender roles; notions of sexuality; and the emasculation of men, by lessening their power over women; in the novel Dracula. In doing this I will be able to explore the effects of the vampire's embrace in depth, and achieve a wider understanding of the variety of erotic undercurrents Stoker incorporated into the novel. Stoker was born in Ireland in 1847, and later he graduated from Trinity College in 1867, and joined the civil service. While working, as a freelance journalist and drama critic enabled him to meet Henry Irving and entered London's literary circles, which included figures such as Arthur Conan Doyle and Oscar Wilde. In the course of Irving's tours he also had the chance to travel around the world. Stoker later married Florence Balcome, who had previously had a romantic affair with Oscar Wilde. In my opinnion Stoker could not fail to be infuleced by these people while he was writing Dracula. In Dracula, Stoker relied greatly upon the conventions of Gothic fiction. Traditionally gothic elements such as dark and sublime settings, and the innocent threatened by the ineffable evil obviously feature in Dracula. Stoker modernises his novel by bringing the set... ...toker, B. (1994) Dracula, Penguin Classics, London. Weissman, J. (1988) Dracula as a Victorian Novel in Dracula: The Vampire and the Critics, UMI Press. Wolf, L. (1993) The essential Dracula, Byron Preiss. Wolf, L. (1972) A Dream of Dracula: In Search of the Living Dead, Popular Library, New York. (1997) Oscar Wilde [internet] can be found at http://www.neuroticpoets.com/wilde/ [accessed 10-11-2005] (2000) Clash of Cultures: The New Woman [internet] can be found at http://history.osu.edu/Projects/Clash/NewWoman/newwomen-page1.htm [accessed on 10-11-2005] (1997) Thor [internet] can be found at http://www.pantheon.org/articles/t/thor.html [accessed on 10-11-2005]

Ap Dbq List

A. P. United States History 2. Name___________________________Date________ ? Chapter 26. The Great West and the Agricultural Revolution, 1865-1896. Theme 1: After the Civil War, whites overcame the Plains Indians’ fierce resistance and settled the Great West, bringing to a close the long frontier phase of American history. Theme 2: The farmers who populated the West found themselves the victims of an economic revolution in agriculture. Trapped in a permanent debtor dependency, in the 1880s they finally turned to political action to protest their condition. Their efforts culminated in the Populist Party’s attempt to create an interracial farmer/labor coalition in the 1890s, but William Jennings Bryan’s defeat in the pivotal election of 1896 signaled the triumph of urbanism and the middle class. I. Summary for Chapter. Read this section as you are reading the text, as these are the main ideas and concepts of the reading. It is also very important to look over all text inserts, cartoons, pictures, maps, charts etc. that are in the reading. (33 pgs) 1. At the close of the Civil War, the Great Plains and Mountain West were still occupied by Indians who hunted buffalo on horseback and fiercely resisted white encroachment on their land and way of life. But as the whites’ livestock grazed the prairies and diseases undercut Indian strength and numbers, a cycle of environmental destruction and intertribal warfare soon threatened Native Americans’ existence. The federal government combined a misconceived â€Å"treaty† program with intermittent warfare to force the Indians into largely barren reservations. 2. Attempting to coerce Indians into adopting white ways, the government passed the Dawes Act, which eliminated tribal ownership of land while often insensitive â€Å"humanitarians† created a network of Indian boarding schools that further assaulted traditional Native American culture. 3. The mining and cattle frontiers created colorful chapters in western history. Farmers carried out the final phase of settlement, lured by free homesteads, railroads, and irrigation. The census declared the end of the frontier in 1890, concluding a formative phase of American history. The frontier was less a â€Å"safety valve† than many believed, but the growth of cities actually made the West the most urbanized region of the United States by the 1890s. 4. Beginning in the 1870s, farmers began pushing into the treeless prairies beyond the 100th meridian, using the techniques of dry farming that gradually contributed to soil loss. Irrigation projects, later financed by the federal government, allowed specialized farming in many areas of the arid West, including California. The â€Å"closing† of the frontier in 1890 signified the end of traditional westward expansion, but the Great West remained a unique social and environmental region. 5. As the farmers opened vast new lands, agriculture was becoming a mechanized business dependent on specialized production and international markets. Once declining prices and other woes doomed the farmers to permanent debt and dependency, they began to protest their lot, first through the Grange and then through Farmers’ Alliances, the prelude to the People’s (Populist) party. 6. The major depression of the 1890s accelerated farmer and labor strikes and unrest, leading to a growing sense of class conflict. In 1896 pro-silverite William Jennings Bryan captured the Democratic Party’s nomination, and led a fervent campaign against the â€Å"goldbug† Republicans and their candidate William McKinley. McKinley’s success in winning urban workers away from Bryan proved a turning point in American politics, signaling the triumph of the city, the middle class, and a new party system that turned away from monetary issues and put the Republicans in the political driver’s seat for two generations. II. Major questions & concepts for consideration. Write these out on a separate sheet of paper. These will be the topics of discussion and class participation. Look above in the summary of the chapter, as you answer the following conceptual questions: 1. Discuss the causes and results of the warfare between whites and Native Americans in the great West. 2. Explain the development of federal policy toward Native Americans in the late nineteenth century. 3. Analyze the brief flowering and decline of the cattle and mining frontiers. 4. Explain the impact of the closing of the frontier and the long-term significance of the frontier for American history. 5. Describe the revolutionary changes in farming on the Great Plains. 6. Describe the economic forces that drove farmers into debt, and describe how the Grange, the Farmers’ Alliances and the Populist Party organized to protest their oppression. 7. Explain the major issues in the critical campaign of 1896 and describe the long term effects of McKinley’s victory. III. Significant names, terms, and topics: Know these terms etc. A. P. Jeopardy: The Clash of Cultures on the Plains (Page 594) Before reading this section read the quotation of Frederick Jackson Turner on page 594. This is a quote from his famous essay The significance of the Frontier in American History (1920) Also read the analysis of the essay in Varying Viewpoints on page 622. Also see 48 below. Please also see the picture and caption on page 595 this certainly â€Å"talks† to the do cument from the Coronado expedition of 1541. †¢ Overview Cause: The encroachment of white settlement and the violation of treaties. Effect: Led to nearly constant warfare with Planes Indians from 1868 to about 1890. . Significance of intertribal warfare, and forced migration of tribes. †¢ Cheyenne and Sioux transformation from foot travel, crop villages to nomadic buffalo hunters. 2. Effects of European diseases, and white introduced livestock had devastating results. 3. Pacification Treaties marked the beginning of the reservation system in the West. †¢ Treaty of Fort Laramie, 1851 †¢ †¢ Treaty of Fort Atkinson, 1853 †¢ †¢ These treaties established boundaries for each: †¢ †¢ Attempted to separate Indians into two great colonies North and South of intended: 4. White misunderstanding of Indian culture and the results: †¢ Study the picture and caption Pawnee Indians in Front of their Lodge 1868 and the document One Dishearten Indian complained on page 592. 5. (1860) Great Sioux reservation (Dakota Territory) and Indian Territory in Oklahoma. †¢ Continued dishonesty of federal Indian agents. †¢ †¢ Immigrant and Buffalo Soldiers were involved in fierce warfare on the plains. See picture on page 597. Receding Native Population (Page 597) †¢ Study the map Indian Wars, 1860-1890 on page 598. As you read below locate the major Indian battles on the map. . Sand Creek Massacre (1864) Colorado, Killing of over 400 Indians. †¢ Colonel J. M. Chivington. See Chivington document on page 598. 7. Fetterman Massacre (1866) The Sioux led by Chief Red Cloud attempted to stop the Bozeman Trail, which was to go from Fort Laramie, Wyoming, straight through the heart of the Sioux hunting ground in Montana. Captain William Fetterman a nd his command of 81 were killed in Wyoming. †¢ The cycle of vicious warfare followed. 8. Treaty of Fort Laramie, (1868) The U. S. government abandoned building the Bozeman Trail. 9. Black Hills gold† (1864) Colonel George Armstrong Custer’s scientific expedition into the South Dakota. †¢ Gold Rush 10. Little Big Horn Massacre (1876) Col. Custer’s Seventh Cavalry of 264 officers and men killed. †¢ Indian leaders were Sitting Bull and Crazy Horse. †¢ †¢ Indian resistance was gradually worn down, and by the end of the 1870s, most Sioux were on reservations. †¢ 11. Nez Perce (1977) †¢ In 1877 the U. S. government ordered the Nez Perce of eastern Oregon to move to a smaller reservation in Idaho. When they were given the orders to move the young braves staged a series of raids. Fearing reprisals, the Nez Perce attempted to escape to Canada, led by Chief Joseph. This group of 800 Indians evaded capture for 75 days before surrendering to the U. S. troops just 40 miles from the Canadian border. In advising his people to give up, Chief Joseph made a moving speech. †¢ â€Å"I am tired of fighting. Our chiefs are killed†¦The old men are all dead. It is the young men who say yes or no. He who led the young men is dead. It is cold and we have no blankets. The little children are freezing to death. My people, some of them, have run away to the hills, have no blankets, no food. No one knows where they are—perhaps freezing to death. I want time to have to look for my children and see how many I can find. Hear me, my chiefs. I am tired. My heat is sick and sad. From where the sun now stands, I will fight no more forever†. 12. Apache tribes of Arizona and New Mexico †¢ Geronimo (c1823-1909 See the picture and caption on page 599. 13. The fate of the Plains Indian culture 14. Name the factors that† tamed the Indian† Note that the author has prioritized the factors, often this is what you are asked to do in historical essays. Can you see the type of question that could be asked here, and how you would set up your thesis? Within your thesis one would include what major factors? †¢ Railroad †¢ †¢ Diseases †¢ †¢ Alcohol †¢ †¢ Extermination of the Buffalo †¢ †¢ Note that you have a classic cause and effect: Railroad building, disease, and the destruction of the buffalo, decimated Indian and hastened their defeat at the hands of advancing whites. Bellowing Herds of Bison (Page 599) 15. Bison as the staff of life for the Plains Indians. †¢ 16. Railroad construction and the food supplies f or the workers. †¢ William Cody -hero or villain? The End of the Trail (Page 602) Study the map, caption and text Vanishing Lands on page 602. Study the text on The Indian Removal Act of 1830 and The Dawes Act of 1887. 17. Helen Hunt Jackson A Century of Dishonor (1881) †¢ Ramona (1884) †¢ What was the significance of these books? †¢ †¢ What other books in your study of history had significant influence on public opinion? †¢ †¢ Study the photograph and caption Lakotas Receiving Rations at Standing Rock Reservation, ca. 1881. On page 603. Also study the document Plenty Coups speaks 18. Why did do-gooders want to make Indians white folks? 19. Outlaw of the Sun Dance in 1884. †¢ â€Å"Ghost Dance† cult spread among the Sioux †¢ 20. The Massacre at Wounded Knee (1890) on the Pine Ridge reservation in South Dakota resulted in the deaths of 200 Indians, many of them women and children. The incident at Wounded Knee marked the end of armed conflict between the United States government and the Indians. †¢ Read the documents Civil War veteran General Sheridan reflected on page 602. 21. Dawes Severalty Act of 1887. This dissolved many tribes as legal entities. Forced-assimilation †¢ No tribal ownership †¢ †¢ Individual family heads with †¢ Severalty: The condition, as of land being held or owned by separate or individual right. †¢ Reservation land not given to the Indians was sold, money going to help â€Å"civilize† and educate the Indians. †¢ Why do the authors call this a misbegotten offspring of the Indian reform policy? 22. Carlisle Indian School (1879) Pennsylvania. Kill the Indian and save the man. †¢ By 1900 Indians had lost; 23. Indian Reorganization Act, (1934) †¢ (The Indian New Deal did what? ) †¢ 24. By 1887 â€Å"Bullets, bottles, and bacteria† resulted in? †¢ †¢ What did the census of 2000 indicate? †¢ Mining: From Dishpan to Ore Breaker (Page 604) 5. â€Å"fifty-niners† (1858) Colorado gold rush †¢ Pike’s Peak many stayed on to mine or farm grain. 26. Nevada, 1859 †¢ Comstock Lode (1860-1890) both gold and silver. †¢ Significance to Lincoln in 1864? †¢ Smaller mining strikes drew population into Montana, Idaho and other western states 27. Boomtowns †¢ Vigilante justice 28. What replaced the individual miner? †¢ Why was this significant? †¢ Why was the mining frontier important to women? †¢ Why are the dates given and states given important to women? 29. The great abundance of precious metals mined in the West had a profound affect on the nation. Thesis) †¢ Note the factors of importance given by the author and how they prioritize these factors. †¢ Quickly list those factors under: †¢ economic: †¢ †¢ political: †¢ †¢ social: †¢ Beef Bonanzas and the Long Drive (Page 605) †¢ Study the map Cattle Trails on page 605 and note the photograph and caption Dressed to Kill. †¢ 30. Solution of the marketing problem for the Long Horn 31. â€Å"Beef barons† Swift and Armour Giant meat packers at Kansas City and Chicago 32. The â€Å"long drive† Texas cowboys to the Railroad terminal †¢ Cow towns: Dodge City, Abilene, Kansas, Ogallala, Nebraska, and Cheyenne Wyoming. See the map on page 605 and locate the rail heads 33. Frontier justice †¢ The cattle drive continued fro 1866-1888 34. The Railroad and what other factors killed the Long Drive? †¢ †¢ Winter of 1886-1887 †¢ 35. As a result the stockmen did what to save his livelihood? †¢ Wyoming Stock Growers Association †¢ †¢ The cowboy folklore lives on. †¢ †¢ Study the map and caption Myth and reality on page 603. The Farming Frontier (Page 606) Note the DBQ The Farmers’ Movement, 1870-1900 on page A118. 36. Sodbuster 37. The Homestead Act of 1862 allowed a settler to acquire: †¢ †¢ How was this Act different from previous policy? Why did the Homestead Act often turn out to be a â€Å"Cruel Hoax†? †¢ †¢ 38. How did railways play a major role in the development of the agricultural West? †¢ Marketing of crops †¢ RR induced people to buy cheap land (Propaganda) †¢ 39. The myth of the great American Desert Wh at does the author mean? †¢ †¢ 40. 100th meridian and its significance? †¢ John Wesley Powell director of the U. S. Geological Survey warned in 1874: †¢ †¢ See Average Annual Precipitation map on page 610. Locate the 100th meridian line. †¢ Drought 1887-1892 41. â€Å"Dry farming† and its future consequences? †¢ †¢ Winter wheat from: †¢ 42. Joseph F. Glidden (1874) and his contribution: 43. Irrigation systems. One should note the consequences of this damming of the rivers in Marc Reisner†s classic book: Cadillac Desert. The American West and its Disappearing Water. The Far West Comes of Age (Page 608) 44. What was the motive of the Republican Congress of 1888-90? †¢ 45. What held up Utah from becoming a state until 1896? †¢ 46. â€Å"Sooners† â€Å"Boomers† â€Å"Sooner State† (1889) †¢ The Fading Frontier (Page 610) 47. What was the significance of the watershed date-1890? †¢ 48. Frederick Jackson Turner â€Å"The Significance of the Frontier in American History† (1920) †¢ 9. National Parks, Yellowstone (1872) Yosemite, Sequoia (1890) 50. â€Å"Safety-valve theory† You should be able to restate this in your own words, and give reasons for its validity. The author suggests that the safety valve of the late 19th century was: †¢ †¢ †¢ †¢ Some vali dity? †¢ †¢ †¢ Study the chart Homestead from Public Lands on page 611. †¢ Real safety valve in late 19th century was in western cities: †¢ †¢ Study the chart 51. In this last section the author’s sets in motion a thesis based upon the trans-Mississippi West as a unique area. †¢ Note how they bring in diversity and a blend of cultures. †¢ †¢ Native American †¢ Anglo culture †¢ †¢ Hispanic culture †¢ †¢ Asian-American What other factors do they bring to his position? †¢ Environment molds †¢ Social †¢ Political †¢ American imagination †¢ Federal government role in the West Do you agree? †¢ Look at VI. Below: Expanding Viewpoints and see how historians Turner and White disagree. These thoughts are expanded also on page 622 â€Å"Was the West Really Won†? Do you recognize their thesis? †¢ The Farm become a Factory (Page 612) 52. The situation American farmers, once the jacks-and- jills-of- all-trades, were rapidly changing. (A thesis) †¢ Note the support for this thesis below: Can you identify the causes and the effects? Place a (C) for causes and a (E) for effects and be able to defend your position. †¢ â€Å"Cash crops† wheat or corn †¢ †¢ Cogs-tied to: †¢ †¢ Had to buy expensive machinery †¢ †¢ Placement of blame †¢ †¢ â€Å"mechanization of agriculture† †¢ †¢ (farm as factory) †¢ 53. The reformer Henry George Progress and Poverty (See pages 579) description of agricultural California. Deflation Dooms the Debtor (Page 609) 54. One crop economy has a written in danger, to understand what follows is to understand this danger. †¢ World Market and its influences †¢ 55. Know how low prices and a deflated currency caused trouble for the farmer North, South and West. †¢ †¢ †¢ If you’re not sure ask in class. 56. What is a static money supply? †¢ †¢ What results? †¢ 57. What was the vicious cycle the farmers were caught in? †¢ farm machinery increased production †¢ Increase of grain lowered the price †¢ Farmers thus became deeper in debt 58. What were the effects on the farmers? †¢ Mortgage default †¢ Farm tenancy rather than ownership †¢ Sharecropping in the South †¢ New industrial feudalism Unhappy Farmers (Page 613) †¢ Farmers faced many problems and grievances See the poster and caption The Farmer’s Grievances on page 615. 59. Effects of nature on the farmers: †¢ Insects †¢ Floods, erosion †¢ drought †¢ Expensive fertilizers †¢ 60. Effects of government on the farmers: †¢ Local, state, national gouged the farmers †¢ Land overassess ed †¢ taxes †¢ High protective tariffs †¢ 61. Effects of corporations on farmers: †¢ At the mercy of Trusts †¢ Harvester, barbed wire, fertilizer trusts †¢ Middleman cut †¢ Mercy of the grain warehouses, elevators and railroads. †¢ 62. Effects of the railroad on farmers: †¢ Freight rates †¢ Difficulty to protest, RR operators revenge. †¢ 63. Why were the farmers unorganized? †¢ Independent †¢ Individualistic †¢ 64. Restriction of production was forced by the Federal government during the Great depression under Franklin Roosevelt’s New Deal. See Paying Farmers Not to Farm, pages 783. The Farmers Take Their Stand (Page 615) For an overview of this movement see Fast Track To A 5, pages 219-222 The Growth of Discontent: Farmers Organize 65. Greenback movement in 1868 demanded: †¢ †¢ 66. National Grange (1867) organized by Oliver H. Kelley. 67. First objective of the Grange: †¢ Social †¢ Economic †¢ Fraternal activities 68. Next goal of the Grange: †¢ Economic Coop. stores, grain elevators and warehouses †¢ Manufacture of harvesters 69. Grange political goals: †¢ State legislation of RR rates, Grain storage fees †¢ Granger laws defeated †¢ †¢ Wabash decision, 1886. See page 538. The Supreme Court ruled that individual states had no power to regulate interstate commerce. Later (1887) the congress passed the Interstate Commerce Act that created the Interstate Commerce Commission which forbade railroads from some of their wrongdoings. 70. Greenback Labor party (goals) †¢ †¢ James B. Weaver (Greenback Labor Party) ran in the Presidential election of 1880, against (James A. Garfield (Rep) and Winfield S Hancock (Dem) he polled only 3% of the popular vote. See page A59. †¢ Note that Weaver again run for President with the Populist (People’s) Party in 1892 and won over a million popular votes and 22 electoral votes. See pages 523-24. Prelude to Populism (Page 613) Also see Fast Track To A 5, pages 221-24. The Populist Party. Also see Mr. Soward’s handout Pictotext 34 The Farmers Seek a New political Party Read the text and turn to the pictures Highlights of the Populist Platform. 71. Farmers’ Alliance goals: †¢ †¢ †¢ What weakened the Alliance? †¢ Ignored: †¢ †¢ 72. Colored Farmers’ National alliance (1880) History of racial division and divide and rule. 73. The emergence of the People’s Party (Populists) †¢ What were their goals? It is very important to know these goals as they set you up to understand the great reforms that were to follow. †¢ Nationalize the †¢ †¢ Graduated: †¢ †¢ Create federal Subtreasury †¢ †¢ Free and unlimited coinage †¢ 74. William Hope Harvey and his pamphlet Coin’s Financial School (1894) †¢ His goal was for what? 75. Ignatius Donnelly of Minnesota a Populist Congressman. †¢ Mary Elizabeth Lease (1853-1933) Raise â€Å"Less Corn and more Hell. See the picture and caption on page 616. †¢ Standing almost six feet tall, she spoke passionately on behalf of the downtrodden farmers and challenged them to unite to improve their condition. Her legendary speeches could mesmerize an audience for two or three hours. â€Å"You may call me an anarchi st, a socialist, or a communist, I care not, but I hold to the theory that if one man has not enough to eat three times a day and another has $25 million, that last man has something that belongs to the first. † By 1890 she backed the Populist Party and traveled West and South, stirring up support for the third party. Let the old political parties know that the raid is over,† she exhorted, â€Å"and that monopolies, trusts, and combines shall be relegated t Hades. † The Gilded Age, Janette T. Greewood,Oxford U. Press, page 140 †¢ The other major political parties began to pay attention to Populist issues. See James B. Weaver in the election of 1892. . Coxey’s Army and the Pullman Strike (Page 614) †¢ Before your study of Coxey’s Army and its significance, one might want to make the connection with other rebellions in American history and see what their origins were and note any similarities. See: Andros Rebellion (1689) page 53. Baconâ€⠄¢s Rebellion (1676) page 68. †¢ Leisler’s Rebellion (1689-91) page 82. Salem Witch Trials (1692-3) page 79-80. †¢ Paxton Boys (1764) page 88. (Also see Benjamin Franklin, Walter Isaacson, pp. 210-14. ) †¢ Shays’s Rebellion (1786) page 176. Whiskey Rebellion (1794) page 196. Bonus Army (1932) page 766. 76. The Panic of 1893 (This lasted from 1893-1894), followed by the Silver Campaign Depression 1895-98 77. The goals of General Jacob S. Coxey (1894) †¢ †¢ †¢ Study the photograph and caption Coxey’s Army Enters the District of Columbia, 1894 on page 617. Coxey’s achievement: †¢ 78. Pullman Strike of 1894. †¢ See the picture and caption on page 618. †¢ Eugene V. Debs, American Railway Union †¢ Union Grievances †¢ 79. Governor Peter Altgeld †¢ †¢ Vs. Att. Gen. Richard Olney. †¢ President Cleveland’s stance. †¢ 80. What is a Federal Court Injunction? †¢ †¢ 81. What was the unholy alliance between business and the courts? †¢ †¢ What was the significance of this belief? †¢ Golden McKinley and Silver Bryant (Page 618) 82. Election of 1896. †¢ Conservatives feared class upheaval. †¢ †¢ Discontented farmers and workers looked for political salvation. †¢ 83. Marcus Alonzo Hanna of Ohio a â€Å"President Maker. † †¢ Hanna’s ideology: †¢ Prime function of government: †¢ Prosperity trickled down to labor †¢ 84. Republican Platform favored: †¢ Gold †¢ Democratic incapacity and the economic hard times of the Panic of 1896 †¢ Continued protective tariff †¢ Study cartoon and caption Crying for Protection, 1898 on page 619). 85. Democratic Convention July 1896. †¢ Refusal to endorse President Cleveland. †¢ 86. William Jennings Bryant of Nebraska gave the stirring speech Cross of Gold speech. †¢ See the picture and caption on page 621 and the cartoon and caption The Sacrilegious Candidate. Having behind us the producing masses of this nation and the world, supported by the commercial interests, the laboring interests and the toilers everywhere, we will answer their demand for a gold standard by saying to them: You shall not press down upon the brow of labor this crown of thorns, you shall not crucify mankind upon a cross of gold†. †¢ Bryan was nominated by the Democratic party. †¢ 87. Democratic Platform favored: †¢ Inflation (unlimited coinage of silver 16 oz to 1 88. A number of Democratic Gold Bugs left the Party 89. The Populist Party dilemma: †¢ The Populist Party endorsed Bryan for president, the so called Demo-Pop party. Class Conflict: Plowholders versus Bondholders (Page 620) 90. Why were some people fearful of the Free Silver issue? †¢ †¢ 91. How did the â€Å"dirty tricks† (â€Å"Stop Bryan, Save America† crusade)work in favor of the big industrialists? †¢ †¢ †¢ 92. McKinley triumphed 93. The authors make the point the† the free-silver election of 1896† was †¦ the most significant political turning point since Lincoln’s victories in 1860 and 1864. † †¢ What evidence do they give? †¢ †¢ Eastern wage earners voted for jobs †¢ †¢ Wage earners had no reason to favor inflation †¢ Outcome of the election was a victory for big business, big cities, middle class values and financial conservatives. †¢ Last real effort to win the Presidency with mostly agrarian votes. †¢ 94. Republicans held on to the White House from 1896 to 1912 when Democrat Woodrow Wilson was elected. 95. Republican dominance in 1896 gave the death knell of the Gilded Age political party system. †¢ See map and caption Presidential Election of 1896 on page 623. †¢ Diminishing voter participation †¢ Weakening of political organizations †¢ Fading of money,and civil service reform issues Replaced by Issues of industrial regulation and welfare for labor (The 4th Party system) †¢ Read carefully the footnote at the bottom of page 623 dealing with the 5 party systems, it is important to understand these party systems, as it will make more sense as we move ahead to the study of F. D. Roosevelt’s New Deal (5 th party system) and R. M. Nixon’s election of 1968-the 6th party system? Did we enter a 7th party system with George W. Bush? Republican Stand-pattism Enthroned (Page 623) 96. Republican conservative approach: †¢ Shy away from issues of reform †¢ Business and trusts given free reign †¢ †¢ Dingley Tariff Bill (1897) It is important to look at the Tariff Chart in the Appendix (A55) †¢ †¢ Look at the Tariff of 1828 and then up to the Dingley Tariff (1897) †¢ Note the North American Free Trade Agreement (N. A. F. T. A. ) (1993). As we continue our studies and explore other tariffs please refer to this chart. 97. Gold Standard Act of 1900 provided: †¢ 98. How did nature and science provide for inflation? †¢ †¢ Cause and effect: The return of prosperity after 1897 and new discoveries in Alaska and elsewhere effectively ended the free silver agitation and the domination of the money problem in American politics. Study the chronology on page 624. IV. Thought Provokers: (Or for class discussion) 1. Why has the Plains Indians’ resistance to white encroachment played such a large part in the popular American view of the West? How is that mythical past related to the Indians’ actual history? 2. What was â€Å"romantic† about the final phases of frontier settlement, and what was not? 3. Why was the â€Å"passing of the frontier† in 1890 a disturbing development for many Americans? Was the frontier more important as a particular place or as an idea? 4. Was the federal government biased against farmers and workers in the late ninetieth century? Why or why not? . Was McKinley’s election really a â€Å"conservative† one, or was it Bryan and the Populists who represented the agrarian past resisting a progressive urban American future? V. Makers of America: The Plains Indians (Questions for class discussion): 1. Compare the Plains Indians’ history and culture, especially before the coming of the whites, to that of the Iroquois (Chapter 2). How does this comparison prove the assertion that the cultures of various Indian peoples differ greatly? 2. In what ways did the Plains Indians benefit by the transformation of their way of life brought about by the horse? In what ways were they harmed? VI. Expanding the â€Å"Varying Viewpoints† ~ Frederick Jackson Turner, â€Å"Significance of the Frontier in American History† (1893) †¢ A view of the West as a place permanently shaping the formerly â€Å"European† American character: (His thesis) â€Å"The existence of an area of free land, its continuous recession, and the advance of American settlement westward explain American development†¦. This perennial rebirth, this fluidity of American life, this expansion westward with its opportunities, its continuous touch with the simplicity of primitive society, furnish the forces dominating American character†¦. In this advance, the frontier is the outer edge of the wave–the meeting point between savagery and civilization†¦. † ~Richard White, The Middle Ground (1991) †¢ A view of the West as the product of the interaction of whites and Indians: (His thesis) â€Å"(The West) is not a traditional world either seeking to maintain itself unchanged or eroding under the pressure of whites. It is a joint Indian-white creation†¦. The real crisis came†¦ when Indians ceased to have power to force whites onto the middle ground. Then the desire of whites to dictate the terms of the accommodation could be given its head†¦. Americans invented Indians and forced Indians to live with the consequences. † VII. Questions about the â€Å"Varying Viewpoints† 1. What does each of these historians understand to be the essential characteristics of the West? 2. How does White’s assessment differ from Turner’s view of the frontier as a â€Å"meeting point between savagery and civilization†? 3. How would each of there historians interpret the Plains Indian wars and the confinement of Indians on reservations? VIII. Past A. P. Essay Questions from this area of study. 1. Ironically, popular belief in the ‘self-sufficient farmer’ and the ‘self-made man’ increased during the nineteenth century as the reality behind these beliefs faded. (1978) Assess the validity of this statement. 2. In what ways were the late nineteenth-century Populists the heirs of the Jacksonian Democrats with respect to overall objectives AND specific proposals for reform? (1989) 3. Although the economic development of the Trans-Mississippi West is popularly associated with hard individualism, it was in fact largely dependent on the federal government. Assess the validity of this statement with specific reference to western economic activities in the nineteenth century. (1991) 4. To what extent did the natural environment shape the development of the West beyond the Mississippi and the lives of those who lived and settled there? how important were other factors? DBQ (1992) Use BOTH evidence from the documents AND your knowledge of the period from the 1840s through the 1890s to compose your answer. 5. Analyze the economic consequences of the Civil War with respect to any TWO of the following in the United States between 1865 and 1880. (1997) Agriculture Labor Industrialization Transportation (See Free Response Question 1997 booklet Rubric-Question # 4, pages 53-62. ) 6. How were the Plains Indians in the second half of the nineteenth century affected by technological developments and government actions? (1999) 7. Ironically, popular belief in the ‘self-sufficient farmer’ and the ‘self-made man’ increased during the ninetieth century as the reality behind these beliefs faded (1978) Assess the validity of this statement. 8. Documents A-H reveal some of the problems that many farmers in the late nineteenth century (1880-1900) saw as threats to their way of life. Using the documents and your knowledge of the period, (a) explain the reasons for agrarian discontent and (b) evaluate the validity of the farmers’ complaints. The Populists. (1983 DBQ) Doing the DBQ pages # 130-138 (A-H = 8 Docs. ) 9. Analyze the reasons for the emergence of the Populist movement in the late nineteenth century. (1995) 10. Analyze the ways in which technology, government policy, and economic conditions changed agriculture in the period 1865 – 1900. DBQ (2007) In your answer be sure to evaluate farmers’ responses to these changes.