Midterm Review

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

Gulliver’s Travels Essay

The saga of Lilliput is more fun and entertaining than that of Brobdingnag. ‘ Discuss. Gulliver’s Travels is a classic example of eighteenth century satire, one of Swift’s greatest works in an outcry against the values and practices of his time. While his words ruthlessly attack numerous aspects of human society and human character, by the nature of satire his weapon is humour. So there is plenty of amusement to be had through the course of the book, most notably in the first two adventures, in Lilliput and Brobdingnag. On Gulliver’s first adventure to Lilliput, he awakes on the island to find himself bound and tied to the ground by the six-inch tall Lilliputians. After being stung with arrows and stabbed with spears, he decides to obey, and then help the ‘Most Mighty Emperor of Lilliput’ and his country. So we see the foremost target of Swift’s humour and satire, that surrounding Gulliver himself, as Richard Rodino said, ‘Gulliver†¦ is a satirical device enabling Swift to score satirical points. ‘ In Lilliput he subjects to the Emperor’s imprisonment and his wishes, some strange, such as when ‘he desired I would stand like a Colossus’, ‘draw up the troops in close order, and march them under me’. Some others were simply humiliating, however, such as when, upon receiving his decree of liberty, he swears to it ‘with great cheerfulness and content’, despite the fact that he does not agree fully with all of the articles within, and proceeds to be grateful for the ‘honour’ of the Emperor’s presence, to whom he prostrates himself. This acquiescence on the part of Gulliver to a people who, to him, are little more than dolls that walk and talk, is degrading on Gulliver’s part, yet also funny, since his lack of humour and perspective leaves him open to ridicule. He, who can tow whole fleets and span an entire blustrug with a single step, is reduced to begging a miniature monarch for his freedom. Later on, he receives the ingratitude of the Lilliputians for the desecration of the royal palace, when he put out the fire by urinating on it. The result, due to his enmity with Skyresh Bolgolam, was that he was sentenced to have his eyes cut out. While most others in such a position would have laughed at being threatened by a people a twelfth their size, he is worried and scared by the decree to have his eyes put out. Despite the fact that the sentence expects him to ‘gratefully and humbly submit’, depending on him not resisting as ‘very sharp-pointed arrows’ are discharged into his eyes, he decides to run anyway, to the court of Blefuscu. This cowardice amplifies the humour in his behaviour, the image of a giant being scared and running away from midgets is one that is contrary to the one we would expect. Compare this behaviour to the way that Gulliver presents himself in Brobdingnag. At almost every turn his diminutive size is ridiculed, he becomes the plaything of a nine-year old girl, the rival of a thirty-foot dwarf, and is forced to perform a debasing show ’till I was half-dead with weariness and vexation. ‘ While he is as subservient, indeed, perhaps even more than before, he is no longer doing so to a people far smaller than him. This image of Gulliver being overworked by people far bigger, more important than him, is only funny from the big people’s point of view. As we read it, there are, instead, distinct undertones of slavery and torture. Another example is when the ‘Maids of Honour’ ‘would sometimes set me astride upon one of her nipples’, as well as various other appalling things, leaving Gulliver ‘far from†¦ giving me any other emotions other than those of horror and disgust. ‘ While one could find comedy in this passage, it is much cruder and less funny than similar passages in Lilliput, a typical example of the type of humour found in this second adventure. Although Swift is satirising our fascination with beauty and appearances, the power of this extract stems not from underlying implications but from the shock of having the human body so cruelly assaulted. Thus, instead of subtly hinting his satire as he does in Lilliput, Swift takes a far harsher line in Brobdingnag, using Gulliver to demonstrate the shortcomings and failings of the human race, through the medium of his various adventures there. It’s always entertaining when you’re dealing with those smaller and weaker than you are, but a great deal less funny when it’s someone more powerful dealing with you. The affairs and events which occur in the two adventures also contribute a great deal to the humour. When Gulliver is in Lilliput, one of the first curious things he relates to us is the practice of choosing ministers for governmental and court positions by the nominee’s skill at dancing on a tightrope or leaping under or over the Emperor’s stick. This idea seems ridiculous to us, it probably elicited a few smirks when you first read it, but Swift is alluding to the way that in his day and age, many government officials achieved their positions from skill with words or putting money in the right places. ‘Politics becomes a mad ballet,’ says Philip Pinkus. When we learn that ‘Flimnap would have infallibly broken his neck, if one of the King’s cushions†¦ had not weakened the force of the fall’, Swift is protesting against the way the favour of a powerful minister could easily protect a man from the loss of his position if they ‘strain so far’ as to overreach themselves and make a fatal mistake. In Brobdingnag, much of the humour revolves around the way that Gulliver must make his way in a world where everything is too big, John F. Ross says that ‘he retains a pride and self-esteem which would be perfectly normal for him among his physical equals, but which is ridiculous under the circumstances. ‘ One time, ‘above twenty wasps, allured by the smell, came flying into the room†¦ These insects were as large as partridges’. The image of Gulliver surrounded by bird-sized wasps is immediately funny, but aside from the comedy value, there is little satirical content in this passage. There are many other comical stories in both adventures, which can entertain, but also have other layers of meaning. In Lilliput, one of the most amusing anecdotes is that of the war between Lilliput and Blefuscu, largely because of its origins: ‘It is allowed on all hands, that the primitive way of breaking eggs before we eat them, was upon the larger end: but his present Majesty’s grandfather, while he was a boy, and going to eat an egg, and breaking it according to the ancient practice, happened to cut one of his fingers. Whereupon the Emperor his father published an edict, commanding all his subjects, upon great penalties, to break the smaller end of their eggs. ‘ The result is that the inhabitants of the two islands go to international war over so minor an event as breaking an egg. We find this hilariously funny, thinking the Lilliputians and Blefuscudians stupid and petty to allow this incident to escalate so to such an extent. However, when the Blefuscudian king listens to Gulliver’s ‘praise of my own dear native country in a style equal to its merits and felicity’, he sees through the pompousness and self-importance of Gulliver’s account of Europe, seeing the corruption in government, the prejudice in law, the inefficiency in politics, the mismanagement of the economy. Swift is hinting that the two situations are not so different, since little people tend to place great significance upon little things, and when we are the little ones, it is brought home to us that the vast majority of our affairs are of little consequence in the long run. While the story found in Gulliver’s Travels is highly entertaining, it is, primarily, a work of satire, and this adventure is designed as a message to the people and government of Swift’s 18th century Britain, to change, or even just to reflect upon, the way in which they go about their lives. Upon reading both Lilliput and Brobdingnag, there is an evident trend in how Swift has written his book. In Lilliput, Swift uses engaging, fine humour to disguise his satire, whereas in Brobdingnag he moves onto rougher, coarser humour, with a far more obvious attack on European society, a trend which is continued through to the end of the book, culminating in a scathing assault on our perceptions of human nature itself, in the fourth adventure. Therefore, due to the ways in which we respond to the portrayal of Gulliver, and the events and humour found in the two passages, I conclude that the saga of Lilliput is funnier and more entertaining than that of Brobdingnag. Bibliography Jonathan Swift, Gulliver’s Travels, 1726 Richard Rodino, The Study Of Gulliver’s Travels, Past and Present, 1992 Philip Pinkus, Sin and Satire in Swift (1965)

Is The Absolute Security On The Internet - 1561 Words

Do you believe that there is absolute security on the Internet? I would answer no because I never know if there is anybody spying on me somewhere through the internet and track what am I doing daily. I’m always concerned about this issue and I think almost everybody in the world who does social networking or goes online Nowadays, many people experience problems regarding privacy on technology, such as the Internet. With technology, people can do all sorts of things and socialize with people from different places. However, people shouldn’t trust digital technology so easily when it involves disclosure of private information. With digital technology being so advanced today, people’s privacy is in danger that demonstrates cybersecurity,†¦show more content†¦Cybersecurity is in danger in places besides the United States. In Japan, an Act on the Protection of Personal Information was established in 2005 to protection people’s privacy. The Japanese were receiving â€Å"e-mails that pretend to be from a legitimate source (such as a bank) but direct recipients to Web sites designed to steal their personal information. The Japanese are also concerned with the loss (either through theft or carelessness) of personal information that they have entrusted to companies.† (Greenemeier) This expresses general concern about online privacy when they receive untrustworthy e-mails asking for personal information. It isn’t just the U.S. that experiences online privacy invasion because people from other countries may have experienced something like suspicious sites asking for their personal information. And, nobody wants to get tricked into sharing things such as their address and credit card information. Despite the overwhelming concerns regarding online privacy, people continue using technology and share their information on social media. According to the article â€Å"We Want Privacy But We Can’t Stop Sharing† by Kat e Murphy, a journalist for the New York Times, she claims that â€Å"it’s hard to argue for the value of privacy when people eagerly share so much achingly personal information on social media.† In other words, peopleShow MoreRelatedThe Surveillance Programs : Prism, More Insight Into Fisa, And Xkeyscore1487 Words   |  6 PagesApple, to create a backdoor that could be opened regardless of whether those companies were ever notified. A constant point of access such as Prism facilitates the free collection of everything from emails, internet searches, or documents shared using those mediums, thereby making nearly all internet activity subject to the scrutiny of the government. As for the case of FISA, the public learned that the court had used its power to extend their capability in terms of cellular surveillance. During oneRead MoreQuestions On Attacks And Mitigations1485 Words   |  6 Pages5. 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Throughout History, The Roles Of Genders Have Acted In

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Private Financial Intermediaries and Worlds Central Banks Book Report/Review

Essays on Private Financial Intermediaries and Worlds Central Banks Book Report/Review ï » ¿Private Financial Intermediaries and World's Central Banks Financial intermediaries are charged with the aim of facilitating transfer of risk and also offering solution to the intertemporal cash flow dilemma. Financial intermediaries solve the problem of intertemporal cash flow by matching the client with the surplus and the ones with deficit (CALUNIVERSITY, 2007). Although the financial intermediaries, usually offers advice to their client there is need to solve the problem of moral hazard that arise after does not utilize the funds for the intended invest but venture into a more risky invest. Therefore, the concept of interest in case is risk return trade off of interest in consideration of the most feasible investment. This paper will discuss the concept of risk return trade off paying special consideration to the application of concepts. In this case an individual will measure the risk of investment by calculating the variation in the returns of the investment. In this case the individual uses the standard deviation. The returns of the assets in this case are the expected returns. An individual faced with an asset offering the same returns but asset A has high risk rate than asset B. The individual will choose asset B, if the asset faced the same risks but A had higher return than B, the investor would choose asset B. Investors in the business world usually use the level of risk associated with certain project and the returns of such project in determining the most feasible project to invest in. In investing an investor is certain of a return that the market is offering, this referred to as the risk free return, and in addition to these the project has uncertain future returns. It also asserted that under this concept an individual usually holds risk free asset and the risky asset. In order to arrive at the optimal portfolio an individual select the portfolio that lies along the efficient frontier. Chapter 2: The World’s Central Banks and Regulatory Authorities Every country has a regulatory body to regulate its financial markets, in most countries the body assigned this role is the central bank (public financial institutions). Central bank has many policies and tools which they use to stabilize the economy of the concerned state. In the book finance and private financial intermediaries, the author discusses in deep several central banks and their regulatory roles, of interest in this case is one of the tools used by the central bank, the monetary policy (CALUNIVERSITY, 2007). Monetary policy tools are used so to stabilize economies from macroeconomics phenomenon such as inflation, currency depreciation and under investment. Some of the monetary policy tools that have been utilized by these banks include the open market operation. In this case the government buys and sells security, for example in times of inflation the central bank sell securities to the members of the public so as to mop the excess money in circulation the vice versa happens in times deflation. The second tool is where the central banks raise or lowers reserve requirement this action will be to reduce increase the money in possession of the commercial banks. The central bank can also increase or decrease the lending rate to the commercial banks and this has a positive momentum with the lending rate the commercial banks extend credits to their customers (Walsh, 2003). In conclusion the monetary policy tools are vital as the central banks of most part of the world the tools as measure to stabilize the economy to a sustainable level this can be show cased by way the monetary policy has helped in resolving major financial crisis such as the Asian financial crisis. Works Cited CALUNIVERSITY. (2007). FIN 540 Capital Markets. California: California InterContinental University. Walsh, C. (2003). Monetary theory and policy. Massachusetts: MIT Press.

21st Century Leadership-Literature Review-Samples for Students

Question: Write a Literature Review on 21st Century Leadership. Answer: Introduction Leadership refers to the art of co-coordinating and guiding people in such a way that the whole organization achieves competence along with the fulfillment of the personal objective of employees as well. There have been many role, practices, and theories defined with respect to leadership process, but it shall be noted that leadership is the quality of a manager which they inherit in their attitude and help others to achieve their targets. According to Antonakis, and Day (2017) 21st century leadership is the approach initiated by the companies currently prevailing in the market. It refers to the skills with the help of which the manager inspire other to modify their thoughts and actions in such a way that vision of the company is achieved. This type of leadership provides a better understanding of the task in the company and it also aligns the interest of all the level of management at the same time. Working with all people and making no person depressed is the main objective of this type of leadership. Further Arroliga et. al., (2014) states that the manager of the 21st century should be capable enough to analyze the expertise present with them and organize them accordingly so as to achieve success in the global environment. Further, the literature review provides a brief overview of the predicted key competencies of the 21st century leader, how they are distinct from classical leadership, and the underlying cause of such changes in leadership activities. Further details about the task are discussed below. Predicted key competencies for 21st century leaders Talking about the earlier times, it shall be noted that not much of the businesses were confronted with the major problem and also there were also not many problems attracted by businesses in the global market. Resulting to which companies and managers did not require enough efficiency to manage the activities of the business (Melcher, et. al., 2017). But with the emerging time, business, people, resources and the market features also became complex due to which the leaders became competent to handle the situations efficiently. There are many competencies required in a 21st century leader so as to lead effectively which are discussed below: Visionary and strategic leader: He is the one who knows the way, shows the ways and goes the way. If the leader of the organization is visionary, which means he believes in creating objective for the organization and strongly upholding them so as to maximize the level of profits for the company. The vision of the company helps the management to build a path which they shall follow and achieve the goals defined by the organization. Without adequate vision, no organization can achieve growth and succeed in the target market. Vision gives the parameter to the organization on the basis of which they can compare their activities and attain leadership in the target market. Apart from being a visionary, the leader also needs to strategically capable to implement the vision and achieve them. Vision can only be achieved in the organization through strategies and their implementation. Thus, it is one of the most important competencies of a 21st century leader (O'Connell 2014). Good Communicator: communication is the key to a successful business in the global environment as it enhances the understanding between two people in the organization and thus enhances the work as well. There is numerous benefit of good communication in the workplace environment. Without communication, the leader of the organization will not be able to understand the issues of the employee nor will the team understand or co-operate with the leader in the organization. Thus, in order to initiate smooth flow of work, Norris (2017) states that the leader needs to initiate effective communication in the organization. Talking about the 21st century leader, he needs to be competent enough to understand the issues of the employees and resolve in such a manner that all the levels of management from top to bottom are satisfied. Further, the leader is the one with the help of which communication becomes efficient in the organization (Antonakis, and Day 2017). Proficient in technical and professional skills: in an organization, all the people seek advice from the leader before implementing any plan. The leader is the one person who develops a plan and initiates activities accordingly so as to gain the defined targets. Further, it shall be noted that in order to develop an action plan and implement them with their activities, a leader needs to have adequate knowledge and understanding of their work and duties. They can only fulfill their work if they have the technical and professional skills to carry out a plan innovatively (Stanley 2016). In this fast running world, people who do not use the updated and efficient technology are left behind, resulting to which it is important for the leader to use technical skills in the completion of the tasks. Informal relationships in the organization harm the professional working environment of the organization. With such environment the workers become lethargic and do not feel like working, thus it is the duty of the leader to develop professional environment so that more productivity is enhanced in the organization (Gibson 2017). Problem Solver: Organizations daily faces problem during their course of action, and if these problems are not resolved efficiently then they will arise again. Thus, the leader of the organization is the one who aims to solve all the problems related to workplace issues. The leader shall aim to solve the problems effectively so that the workings of the organization do not get stuck in the same issue again and again (Landy, and Conte 2016). Thus, effective problem solving techniques is one of the core competencies of the 21st century leader. Manage to the diversified workforce: Talking about the earlier times, it shall be noted that at that time business were small and the workforce also had limited scope of expansion due to which it was easy for the management to manage the workforce activities. But with the expanding businesses, the workplace management activities have also increased with the increase in workforce. In accordance to which the manager also need to implement authoritative human resource activities to manage them. Further nowadays more skills and competencies are present in human resource which the manager needs to fully utilize in order to gain profits for the organization (Martin, et. al., 2017). Thus in order to analyze and develop such competencies in human resource and make use of the efficiencies the manager needs to develop skills to manage diversified human resource. Apart from that large scale business also hire expatriate, so the leader need to strongly upload to cross-cultural training process s o that aim is achieved. Embracing innovation: In this competitive world in order to gain the competitive advantage, the leader needs to use their techniques in an innovative manner so as to differentiate from the crowd. In the competitive world, it is the need of every business to initiate their activities and present them in the global market in such a way that they easily gain the competitive edge and differentiate themselves in the global market. Innovation is the tool which shall be used with proper information, as it is a risky tool and create destructions as well. Thus, according to Harrison, (2017), the manager shall be competent enough to make use of the innovation and bring positive outcomes for the organization. Maintaining ethical responsibility: Being a leader of the 21st century, it is their duty and utmost responsibility to initiate activities for the betterment of the environment along with their business. So, for that, the leaders initiate activities in their organization so that their corporate social responsibilities are also fulfilled. The objective of organizational leaders is to work together and grow together as well. Theories to consider under contemporary approach of leadership Attribution theory: this theory suggests that the leaders judgment about their team members is highly influenced by their attribution of cause of the employees. The model explains two facets that are, attribution of leader and their reaction on the meager performance by subordinates; and the attribution of the observer and their reaction on the poor performance by the leader. Charismatic leadership: Weber states that charismatic leader is the one who states the missions and goals in accordance with the personal interest of the team members as well. This type of leadership explained by Dreachslin et. al., (2017) states that the trust of the followers on their leader; they believe that their leader has extraordinary qualities in the guidance of which they achieve their targets in the business process. Transactional leadership: Such leaders maintain a formal relationship with their team members. The leader-follower relationship helps the organization to easily achieve their targets. As this type of leadership punishes the employees on mistakes and use a strict code of conduct with offering reward as well due to which non-performance and non-compliance are properly market and focused. Transactional leadership is usually influential because it is regarded as the best interest of the team members to what the leader asks for (Crossan, et. al., 2017). Transformation leadership: this type of theory leads the employees of the company by aligning their personal goals with the goals of the organization. This will help the organization to achieve collective success. Also due to this type of leadership the employees morale boost up as they aim to achieve their personal target due to which goals of the organization is also achieved. There are four tools used by the transformational leader which are charisma, individuality, inspirational motivation and intellectual stimulation (Nawaz, and Khan 2016). Similarities and differences with classical leadership capabilities The meaning of leadership and its outcomes will never change, change will occur only in the process of leadership that is in their approaches. So, the fact shall be noted is that only the process to apply leadership in the organization changes not the objective for initiation changes. As mentioned above with the emerging environment, it becomes the need of the leader to implement their activities sustainably in complex conditions also. 21st century leadership explains that the leader shall look after the interest of employees and the organization as well and then implement plans innovatively so as to achieve the target (Hays et al., 2012). Further, the theories related to this concept are discussed below: Trait Theories: this theory is similar to the Great Man theories of leadership. This type of theory believes that the leaders are born with some similar general traits inherited in them which help them initiating the leadership activities in the business or personal life. The theory states that the entire well-known leaders possess the same type of traits in their nature (Kourdi and Bibb 2007). These are those traits which differentiate a leader from rest of the crowd in the world. Further, some these traits are : Positive energy confidence honesty and integrity good communication skills Charisma creativity Motivator skilled and qualified Behavioral Theories: This approach of leadership states that the leadership signs which a leader possesses are not the characteristics or their traits, instead it is their behavior. Further, according to Nahavandi, (2016) it shall be said that strong leadership is an outcome of effective behavior. Basically, according to this approach, the leader uses three main skills to lead their team which are human, technical and conceptual. Human refers to the skills and abilities involved which helps the leader to interact and share their views, further technical refers to the knowledge of the leader towards the work and their technical abilities as well; lastly conceptual refers to the idea and strategies of the leader which helps them to create and implement plans and actions. This approach of leadership states that is the behavior of the leader will help them to accomplish their goals whereas vice versa would discard them from the market. According to Isaccon (2012) Determination, effective communication, motivation, team spirit etc. are some of the functional behaviors which the leader shall possess in order to become successful. Situational Theories: this theory states that the leadership in an organization is affected by the situation from which the leader arises and circumstances in which they work. Further, it can be stated as situational leadership is practiced according to the situation present in the environment, the leader works according to condition of the external and external market. In this method, the leader identifies the requirements of their team members and regulates methods which help the followers to fulfill their wants. Further, the situational theory states that there is no particular style or approach to leadership but they highly depend on situations and change accordingly. Lastly, it shall be noted that according to Gunn (2009) all type of leadership is right and justifiable, but the 21st century leadership only states that the leader shall inherit skills and follow them in accordance to the market and workplace conditions. Causes of changes to leadership competencies Globalization: globalization gives a wider arena to organizations to compete with each other. Globalization influences complexities in the market due to which organizations loses it pace in environment. So, the best manager is the one who helps the team to move in the right direction even after facing complexities in the environments (Lounsbury et. al., 2016). Advancement in technology: with increasing technology, organizations are growing and gain competence, but it is becoming difficult manage such technologies, on the initial level companies adopt hi-tech technology but later it becomes difficult for them to make use of it effectively which results in destruction. Thus, in order to manger the workings of the organization, it became the need for the leader to develop competent skills and knowledge and excel in the market. Increase in competition: with the increase in competition, it has become difficult for organizations to sustain in the environment with regular business model. Resulting to which, it is the duty of the managers to initiate innovative activities in organization so as to cut competition and gain an identified image in the market (Davis 2013). Critical analysis the academic research on 21st century leadership Hays and Christoper (2012) state that 21st century leader should be the one who builds relationship in the social environment and develop understanding capabilities in team. The leaders need to encourage the staff and other members and initiate collaboration of all the activities towards achievement of goals of the organization. Guns (2009) expressed that transformational leadership helps in creating a contemporary external environment for the organization. It is important to make transformational changes and use innovations to develop extraordinary output for the company. Shared leadership is a concept on which Crevani et al. (2007) state that this concept of shared leadership alters the post-heroic era evolution with the collective development process of individuals. Further Greer (2013) gave a view that leadership should always be flexible and mold them according to the changing market conditions. Conclusion Thus in the limelight of above mentioned events, it shall be noted that 21st century leadership is not any style or approach to initiate leadership in the organization but it only expresses the ways in which an organization can achieve success with the help of possessing right competence and skills in the right situation. Further many literatures have been derived from 21st century leadership which talks about different ways of implementing leadership in the organization. The above mentioned task successfully delivers all the details about the 21t century leadership. References Antonakis, J. and Day, D.V. eds., 2017.The nature of leadership. Sage publications. Arroliga, A.C., Huber, C., Myers, J.D., Dieckert, J.P. and Wesson, D., 2014. Leadership in health care for the 21st century: challenges and opportunities.The American journal of medicine,127(3), pp.246-249. Crossan, M.M., Byrne, A., Seijts, G.H., Reno, M., Monzani, L. and Gandz, J., 2017. Toward a framework of leader character in organizations.Journal of Management Studies. Davis. R., 2013. Leading through uncertainty. Viewed on November 21, 2017 from https://books.google.lk Dreachslin, J.L., Weech-Maldonado, R., Gail, J., Epan, J.P. and Wainio, J.A., 2017. Blueprint for Sustainable Change in Diversity Management and Cultural Competence: Lessons From the National Center for Healthcare Leadership Diversity Demonstration Project.Journal of Healthcare Management,62(3), pp.171-183. Gibson, P.K., 2017. Workforce Education Leadership in the Twenty-First Century. InEncyclopedia of Strategic Leadership and Management(pp. 718-727). IGI Global. Gunn. A., 2009. The Audacity of Leadership Viewed on November 21, 2017 from https://books.google.lk// Harrison, A.E., 2017. Exploring Millennial Leadership Development: An Evidence Assessment of Information Communication Technology and Reverse Mentoring Competencies.Case Studies in Business and Management,4(1), p.25. Hays et al., 2012. Transforming leadership for the 21st Century. Viewed on November 21, 2017 from https://books.google.lk/ Isaccon. W., 2012. The real leadership lessons of SteveJobs Viewed on November 21, 2017 from https://hbr.org/2012/04/the-real-leadership-lessons-of-steve-jobs Kourdi and Bibb., 2007. AQuestion of Trust: The Crucial Nature of Trust in Business, Work Life -and How toBuild It. Viewed on November 21, 2017 fromsallybibb.com/my-books/a-question-of-trust/ Landy, F.J. and Conte, J.M., 2016.Work in the 21st Century, Binder Ready Version: An Introduction to Industrial and Organizational Psychology. John Wiley Sons. Lounsbury, J.W., Sundstrom, E.D., Gibson, L.W., Loveland, J.M. and Drost, A.W., 2016. Core personality traits of managers.Journal of Managerial Psychology,31(2), pp.434-450. Martin, B., Breunig, M., Wagstaff, M. and Goldenberg, M., 2017.Outdoor leadership. Human Kinetics. Melcher, M.L., Greco, R.S., Krummel, T.M., Morris, A.M. and Hawn, M.T., 2017. Preparation for the Diversity of 21st Century Surgical Leadership Opportunities Demands Diverse Opportunities for" Professional Development".Annals of Surgery. Nahavandi, A., 2016.The Art and Science of Leadership -Global Edition. Pearson. Nawaz, Z.A.K.D.A. and Khan_PhD, I., 2016. Leadership Theories and Styles: A Literature Review.Leadership,16. Norris, S.E., 2017. What Motivates an Individual to Lead and Engage in Leadership Development?. InEncyclopedia of Strategic Leadership and Management(pp. 696-706). IGI Global. O'Connell, P.K., 2014. A simplified framework for 21st century leader development.The Leadership Quarterly,25(2), pp.183-203. Stanley, D., 2016. Leadership Theories and Styles.Clinical Leadership in Nursing and Healthcare: Values into Action, pp.25-46.