Tanks and Flamethrowers of WWI Essay Sample free essay sample

WWI was a new type of war with new arms and new Techniques. Although neither the fire throwster were to a great extent used in WWI. Both arms were really effectual at what they did. And both arms had many Uses in the war. Constructed to assist contend the deadlock in trench warfare. the armored combat vehicle had A rotating turret and 2 wing guns in the forepart and back plus a bulk of the armored combat vehicles had light artillery gun every bit good. Although they had a top velocity of 4mph the armored combat vehicles caterpillar paths and design allowed them to go over most everything suction as trenches and craters every bit good as bend around without going any distance. The first state to hold the armored combat vehicles were the British. But non far behind were the Gallic who would travel on to hold more armored combat vehicles so any 2 states combined. We will write a custom essay sample on Tanks and Flamethrowers of WWI Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Even though the Germans had tank. they merely had about 20. They were more focussed on making anti-tank devices to halt the British armored combat vehicles. The environment interior was highly unpleasant ; the ambiance was contaminated with toxicant C monoxide. fuel and oil bluess from the engine and cordite exhausts from the arms as airing was unequal. Temperatures indoors could make 122Â ° . Entire crews lost consciousness inside the armored combat vehicles. or collapsed when once more exposed to fresh air. The Flamethrower was created by the Germans seting fright in the eyes of the British and Gallic who rapidly adopted it. They Flamethrower was really affectional at uncluttering trenches and enemy places. They Germans Who produced 650+ Flamethrowers used them throughout the forepart in 6 adult male groups which had 2 work forces per flamethrower to force back the enemy so that the foot could progress. Although the figure isn’t know the British and Gallic besides used a type of flamethrower that weighed 2 dozenss and was constructed by manus 60 pess off from the German forepart in a fastidiously manner. These flamethrowers have a distance of 90 paces which could hardly take out any of the trench therefor discontinued. Caring these arms was really unsafe as they were the focal point of all the soldiers firing in their way ; as a consequence their life span was really short. By the terminal of the war there was many ways the flamethrower was used in many ways. there was even usage of it on some armored combat vehicles. Both arms had many utilizations in the war and both were peculiarly good at what they did. This different war called for different manners of contending and each side pumped out there arms British with their armored combat vehicles and Germans with the flamethrower. As a consequence the war was altered that may or may non hold changed the result of the war.

NATO Essays - NATO, North Atlantic Council, North Atlantic Treaty

NATO Fifty years ago on April 4, 1949, twelve countries signed the Treaty of Washington and formed the North Atlantic Treaty Organization. There were a total of sixteen countries that signed this treaty. Those countries were the following: Belgium, Canada, Denmark, France, Germany, Greece, Iceland, Italy, Norway, Portugal, Spain, Turkey, United Kingdom and the United States. These various groups of countries came together and formed the NATO Alliance. They wanted to help the world maintain peace due to the Soviet Union's threat on the non-Communist countries of Western Europe. In the early 1990's, political critics began to criticize NATO saying that is was not needed anymore after the control over Russia. Books and article titles from the early 1990s reflected the mood of the times. Liberal scholars expected NATO to wither because of the drawing peace in Europe undermined the need for big military organization and collective security would be given new life?NATO was forced with growing irrelevance and that it would be surprising if Europe's alliance outline the century? (Gordon 1). In sum, NATO is an alliance based on political and military correspondence between its member countries. As stated in the preamble to the North Atlantic treaty, Alliance members are committed to safeguarding the freedom, common heritage and civilization of its people, that is founded on the principle of democracy, individual liberty and the rule of law. - Why NATO? This period of early history was a time where countries were proving their power. In addition, Russia was causing serious uproars for Western Europe. After World War II in 1945, the Communist states- led by Russia and the non-Communist states- led by the United States were engaging in a political rival known as the Cold War. One of the controversial topics was that of nuclear weapons. Britain and France were concerned that the Soviet Union may use nuclear weapons against them. They also were doubtful that the United States would use their nuclear weapons against Russian to protect Britain. So Britain and France built their own nuclear weapons. As a result, France removed its troops from NATO command, but did remain a member. The Paris headquarters was then moved to Brussels, Belgium. By 1955 the Soviet Union headed its own alliance to oppose NATO called the Warsaw Pact. The objectives of NATO are political based on a common defense planning and military cooperation and by working together in economic, scientific, environmental and other issues that would be of major concern for the world. During the Cold War, for example, NATO focused on the problems dividing Europe which was the development and maintenance of universal defense system and overcoming the political issues that were dividing them at this time. Today, NATO is focusing on developing stability within the European Community as well as developing an adequate peace keeping and crisis management system. The Treaty of Washington has specific articles that are rules or guidelines that countries under this treaty are to abide by. Article four of the treaty provides consultations among the allies whenever that particular country feels that its territorial integrity, political independence or security is threatened. The threatened country has the guaranteed assurance that the other member nation will be committed to that country's welfare. This is true for all member nations. This means that is a member country of North America or Europe is threatened, the antagonizing country shall have not one, but all NATO countries against it. - The Organization of NATO The headquarters of NATO is located in Brussels, Belgium. The headquarters is the home of the North Atlantic Council. It also houses the permanent representatives and national delegates, the Secretary General and the International Staff, national military representatives the Chairman of the Military Committee and the International Military Staff and other NATO offices. There are approximately 3,750 people who work full-time for NATO. Approximately 2,150 of those are members of national delegations and representatives of the national military committee in NATO. ?There are approximately 1,180 civilian members of the International Staff and 420 members of the International Military Staff, including 80 civilian personnel? (NATO handbook). NATO has two branches- the civilian branch and the military branch. The civilian branch consists of the North Atlantic Council-the highest authority in NATO. It includes NATO's leadership and

Major General Oliver O. Howard in the Civil War

Major General Oliver O. Howard in the Civil War Oliver O. Howard - Early Life Career: The son of Rowland and Eliza Howard, Oliver Otis Howard was born at Leeds, ME on November 3, 1830. Losing his father at age nine, Howard received a strong education at series of academies in Maine before electing to attend Bowdoin College. Graduating in 1850, he decided to pursue a military career and sought an appointment to the US Military Academy. Entering West Point that year, he proved a superior student and graduated fourth in a class of forty-six in 1854. Among his classmates were J.E.B. Stuart and Dorsey Pender. Commissioned as a second lieutenant, Howard moved through a series of ordnance assignments including time at Watervliet and Kennebec Arsenals. Marrying Elizabeth Waite in 1855, he received orders to take part in a campaign against the Seminoles in Florida two years later. Oliver O. Howard – The Civil War Begins: Though a religious man, while in Florida Howard experienced a deep conversion to evangelical Christianity. Promoted to first lieutenant that July, he returned to West Point as a mathematics instructor that fall. While there, he frequently considered leaving the service to enter the ministry. This decision continued to weigh on him, however as sectional tensions built and the Civil War neared, he resolved to defend the Union. With the attack on Fort Sumter in April 1861, Howard prepared to go to war. The following month, he took command of the 3rd Maine Infantry Regiment with the rank of colonel of volunteers. As the spring progressed, he rose to command the Third Brigade in Colonel Samuel P. Heintzelman’s Third Division in the Army of Northeastern Virginia. Taking part in the First Battle of Bull Run on July 21, Howard’s brigade occupied Chinn Ridge but was driven off in confusion after being attacked by Confederate troops led by Colonels Jubal A. Early and Arnold Elzey . Oliver O. Howard – An Arm Lost: Promoted to brigadier general on September 3, Howard and his men joined Major General George B. McClellan’s newly-formed Army of the Potomac. Recognized for his devout religious beliefs, he soon earned the sobriquet â€Å"the Christian General† though this title was often used with a degree of sarcasm by his comrades. In the spring of 1862, his brigade moved south for the Peninsula Campaign. Serving in Brigadier General John Sedgwick’s division of Brigadier General Edwin Sumner’s II Corps, Howard joined McClellan’s slow advance towards Richmond. On June 1, he returned to combat when his men met the Confederates at the Battle of Seven Pines. As the fighting raged, Howard was hit twice in the right arm. Taken from the field, the injuries proved serious enough that the arm was amputated. Oliver O. Howard - A Rapid Rise: Recovering from his wounds, Howard missed the remainder of the fighting on the Peninsula as well as the defeat at Second Manassas. Returning to his brigade, he led it during the fighting at Antietam on September 17. Serving under Sedgwick, Howard took command of the division after his superior was badly wounded during an attack near the West Woods. In the fighting, the division sustained heavy losses as Sumner had ordered it into action without conducting proper reconnaissance. Promoted to major general in November, Howard retained command of the division. With Major General Ambrose Burnside’s ascent to command, the Army of the Potomac moved south to Fredericksburg. On December 13, Howard’s division took part in the Battle of Fredericksburg. A bloody disaster, the fighting saw the division make a failed assault on the Confederate defenses atop Marye’s Heights. Oliver O. Howard - XI Corps: In April 1863, Howard received an appointment to replace Major General Franz Sigel as commander of XI Corps. Largely comprised of German immigrants, the men of XI Corps immediately began lobbying for Sigel’s return as he too was an immigrant and had been a popular revolutionary in Germany. Imposing a high level of military and moral discipline, Howard quickly earned his new command’s resentment. In early May, Major General Joseph Hooker, who had replaced Burnside, attempted to swing around to the west of Confederate General Robert E. Lee’s position at Fredericksburg. In the resulting Battle of Chancellorsville, Howard’s corps occupied the right flank of the Union line. Though advised that his right flank was in the air by Hooker, he took no action to anchor it on a natural obstacle or construct substantial defenses. On the evening of May 2, Major General Thomas â€Å"Stonewall† Jackson mounted a devastating flank attack which routed XI Corps and des tabilized the Union position. Though shattered, XI Corps mounted a fighting retreat that saw it lose around a quarter of its strength and Howard was conspicuous in his attempts to rally his men. Effectively spent as a fighting force, XI Corps did not play a meaningful role in the rest of the battle. Recovering from Chancellorsville, the corps marched north the following month in pursuit of Lee who intended to invade Pennsylvania. On July 1, XI Corps moved to the aid of Brigadier General John Buford’s Union cavalry and Major General John Reynolds I Corps which had become engaged in the opening phases of the Battle of Gettysburg. Approaching on the Baltimore Pike and Taneytown Road, Howard detached a division to guard the key heights of Cemetery Hill to the south of Gettysburg before deploying the rest of his men on I Corps’ right north of town. Attacked by Lieutenant General Richard S. Ewell’s Second Corps, Howard’s men were overwhelmed and forced to fall back after one of his division commanders, Brigadier General Francis C. Barlow, blundered by moving his men out of position. As the Union line collapsed, XI Corps retreated back through town and assumed a defensive position on Cemetery Hill. As Reynolds had been killed early in the fighting, Howard served as the senior Union leader on the field until Major General Winfield S. Hancock arrived with orders from army commander Major General George G. Meade to take over. Despite Hancock’s written orders, Howard resisted ceding control of the battle. Remaining on the defensive for the remainder of the battle, XI Corps turned back Confederate attacks the next day. Though criticized for his corps’ performance, Howard later received the thanks of Congress for selected the ground on which the battle would be fought. Oliver O. Howard – Going West: On September 23, XI Corps and Major General Henry Slocum’s XII Corps were detached from the Army of the Potomac and set west to aid Major General Ulysses S. Grant’s efforts to relieve Major General William S. Rosecrans’ besieged Army of the Cumberland at Chattanooga. Collectively led by Hooker, the two corps aided Grant in opening a supply line to Rosecrans’ men. In late November, XI Corps took part in the fighting around the city which culminated with General Braxton Bragg’s Army of Tennessee being driven from Missionary Ridge and forced to retreat south. The following spring, Grant departed to take overall command of the Union war effort and leadership in the west passed to Major General William T. Sherman. Organizing his forces for a campaign against Atlanta, Sherman directed Howard to take over IV Corps in Major General George H. Thomas’ Army of the Cumberland. Moving south in May, Howard and his corps saw action at Picketts Mill on the 27th and Kennesaw Mountain a month later. As Shermans armies neared Atlanta, part of IV Corps took part in the Battle of Peachtree Creek on July 20. Two days later, Major General James B. McPherson, commander of the Army of the Tennessee, was killed at the Battle of Atlanta. With the loss of McPherson, Sherman directed Howard to take over the Army of the Tennessee. On July 28, he led his new command into battle at Ezra Church. In the fighting, his men turned back attacks by Lieutenant General John Bell Hood. In late August, Howard led the Army of the Tennessee at the Battle of Jonesboro which resulted in Hood being forced to abandon Atlanta. Reorganizing his forces that fall, Sherman retained Howard in his position and had the Army of the Tennessee serve as the right wing of his March to the Sea. Oliver O. Howard - Final Campaigns: Departing in mid-November, Shermans advance saw Howards men and Slocums Army of Georgia drive through the heart of Georgia, living off the land, and sweeping aside light enemy resistance. Reaching Savannah, Union forces captured the city on December 21. In the spring of 1865, Sherman pushed north into South Carolina with Slocum and Howards commands. After capturing Columbia, SC on February 17, the advance continued and Howard entered North Carolina in early March. On March 19, Slocum was attacked by General Joseph E. Johnston at the Battle of Bentonville. Turning, Howard brought his men to Slocums aid and the combined armies compelled Johnston to retreat. Pressing on, Howard and his men were present the following month when Sherman accepted Johnstons surrender at Bennett Place. Oliver O. Howard - Later Career: An ardent abolitionist before the war, Howard was appointed head of the Freedmens Bureau in May 1865. Charged with integrating freed slaves into society, he implemented a wide array of social programs including education, medical care, and food distribution. Backed by the Radical Republicans in Congress, he often clashed with President Andrew Johnson. During this time, he aided in the formation of Howard University in Washington, DC. In 1874, he assumed command of the Department of the Columbia with his headquarters in the Washington Territory. While out west, Howard took part in the Indian Wars and in 1877 mounted a campaign against the Nez Perce which resulted in the capture of Chief Joseph. Returning east in 1881, he briefly served as superintendent at West Point before taking command of the Department of the Platte in 1882. Belatedly presented with the Medal of Honor in 1893 for his actions at Seven Pines, Howard retired in 1894 after serving as commander of the Department of the East. Moving to Burlington, VT, he died on October 26, 1909 and was buried at Lake View Cemetery. Selected Sources Civil War Trust: Oliver O. HowardNNDB: Oliver O. Howard Civil War: Oliver O. Howard

Assess the role of ella baker in the civil rights movement The WritePass Journal

Assess the role of ella baker in the civil rights movement Introduction Assess the role of ella baker in the civil rights movement IntroductionBibliographyRelated Introduction Men and their reputations are well known throughout the civil rights movement. McNair-Barnett conducted a study with interviewees from her research in to the movement and asked them who they considered to be the top ten important individual leaders in the movement. 81 individuals were names, 27.2 per cent were women compared to 72.8 per cent of men (McNair Barnett, 1993). It is clear that men were also more focused on in terms of the press and people in the movement. There are many different reasons that could possibly account for this. The women’s liberation movement did not begin in American until the late 1960’s; therefore it was hard for women to have a role in the civil rights movement as an established leader. Also, at the time of the movement, men would have had to lead due to gender bias’ at the time for he movement to have made progress and begin to generate change. As a product of time, men were at he forefront whilst women were more of than not behind the scenes. Typically, men tended to front organisations such as The Congress of Racial Equality and the Nation Association for The Advancement of Coloured People. Men in these roles often controlled meetings and made decisions over policies and movement strategies. Women however, were not in such high profile roles and tended to stay behind the scenes as found by Sacks study (Barnett, 1997). Women typically organised events, and worked in clerical and secretarial roles in order for the movement organisations to run as smoothly as possible. As a result, women have often not been given the recognition that they deserve. Ella Baker in particular has not been recognised for her tireless efforts throughout the civil rights movement. She has been described as â€Å"a largely unsung hero of the Civil Rights Freedom Movement who inspired and guided emerging leaders† (ellabakercenter.org). Baker also acquired the nickname ‘Fundi’ from her time as an activist. ‘Fundi’ is a Swahili word meaning a person who teaches a craft to the next generation (REF), giving a slight indication as to how important her role in the civil rights movement was. Ella Josephine baker was born on December 13th 1903, in Raleigh, North Carolina. She grew up listening to her grandmother’s experiences growing up on slave plantations. Ella Baker attended Shaw University, Raleigh, North Carolina and regularly challenged university policies that she thought were unfair, she graduated as class valedictorian in 1927. After graduating, Baker worked in editorial roles, particularly for the American West Indian News from 1928-1930 and the Negro National News in 1932. Baker had befriended George Schulyer, who founded the Young Negroes Cooperative League together with Baker in 1931, and became its national director (Mueller in Crawford, 1993). This led to her employment with New Deals Works Progress Association bringing people together through collective buying. It was during her time with New Deals Works Progress that Baker was exposed to newer radical ideas surrounding social change. (Ella baker quote in Mueller in Crawford about time in NY) In 1938 Baker joined the National Association for the Advancement of Coloured People and stressed the importance of young people and women in the organisation. However, it has been suggested that Baker was against the NAACP’s traditional strategy of appealing to the professional ranks in society to lead the masses (Elliot, 1996). Elliot believes that Ella Bakers philosophy was â€Å"power to the people† (Elliot, 1996). Baker believed that people had to help themselves in order to discover solutions to their problems, she believed that â€Å"oppressed people, whatever their level of formal education have the ability to understand and interpret the world around them, to see the world for what it is, and move to transform it† (www.ellabakercenter.org). by 1941, Baker had become an assistant field secretary of the NAACP. Whilst with the NAACP, baker helped to organise voter registration drives, and actively campaigned for school desegregation and was against police b rutality issues. In the late 1940’s Baker had become a field secretary for the New York Branch of the NAACP and had become â€Å"the NAACP’s most effective organiser† (www.blackpast.org). Ella Baker in an interview with Gerda Lerner, a historian, described her role in the NAACP; â€Å"you would deal with whatever the local problem was and on the basis of the needs of the people you would try to organise them in the NAACP† (Lerner, 1972, p.347). Baker worked well in the NAACP, hence her reputation. She believed that â€Å"you relationships to human beings was more important than your relationship to the amount of money you made† (Cantarow and Omally, p.60). It was perhaps this belief that made her such a central organiser within the NAACP, as she had a very down to earth view of the world and equality, and as a result, was able to work with all people from different walks of life when travelling through the south as a field secretary for the NAACP. Baker left her role as field secretary in 1946 to care for her niece in New York but remained a volunteer, she became its president in 1952 but resigned in 1953 to run for the New York City Council, but it was unsuccessful (Ransby, 2003, p.14). In 1955, Ella Baker, along with Bayard Rustin and Stanley Levison co founded the organisation ‘In Friendship’ to raise money to fight against Jim Crow laws in the south (Payne, 1989). However, it was not until 1957 when she became involved with another prominent organisation in the movement. Baker moved to Atlanta, to help organise the Southern Christian Leadership Conference with Martin Luther King. Baker was the associate director of the SCLC (Elliot, 1996) and was involved with the day to day running of the organisation and the office. Ella Baker later became the SCLC’s Acting Executive Director. The Civil Rights Movement was a largely church based movement and as a result, Baker was never considered a legitimate leader, as she had not descended from clergy or church hierarchy; she was Acting Executive Director until a suitable leader was found. Mueller suggests, â€Å"her policy suggestions for greater emphasis on local organising and the inclusion of Women a nd youth were largely ignored† (Mueller in Crawford, 1993, p.62). Ella Baker was aware of this discrimination in the SCLC though when she was asked why she decided to leave the SCLC she replied; â€Å"in the first place, I had known, number one that there would never be any role for me in a leadership capacity with the SCLC. Why? First I’m a woman. Also, I’m not a minister† (Robnett, 1996). Female status in the movement was gained through acts of courage and positions of power were through community work or extraordinary activism, not through church hierarchy, the way men gained leadership was more often than not through church hierarchy in terms of the clergy. There is plenty of evidence to suggest that women weren’t aware of their positions as secondary to the roles of men. Victoria Gray recalls â€Å"there are just so few places where historically the black male could have any authority, if you will. That is not an accident, I assure you. Where that was possible the community supported that† (Robnett, 1997, p.41). Gray suggests that women supported men in positions of power, despite that often meaning that women would come secondary to them. Bernice Johnson Reagon claims â€Å"as an empowered human being I never experienced being held back† (Robnett, 1997, p.37). Whilst these women appear to be unaware of the gender bias at the time, there were women in the spotlight who were aware of the constraints of both race and gender. Dorothy Height, a well known woman in the movement, said the main downside to being a female leader amongst men, was that it was â€Å"sometimes hard for them to realise the importance of womenà ¢â‚¬â„¢s rights†(www.onlinenewshour.com) Martin Luther King Jr acknowledged â€Å"women, while capable of leadership, did not and should not exercise this ability by choice† (Robnett, 1996). It was difficult for women to hold positions of power during the movement, as women’s liberation had not yet begun. However, Dorothy Cotton an activist in the movement recalls; â€Å"Men were programmed to be chauvinistic, but we allowed it too, women deferred to their husbands† (Robnett, 1997, p.43), indicating that a separation of male and female roles in the movement was a product of the time. The post-war era continued the public and private sphere ideology; men and women had their separate roles in separate aspects of life. It is important to realise that men had found themselves in a position of power after so long of having no access to any form of power and therefore the chance to lead was an opportunity that was too good to turn down. Clyde Franklin believes a reason for this is that â€Å"in America, blac k males have only been ‘men’ for about twenty years† (Ling, YR. p.6). After the Greensboro Sit-Ins in 1960, where black members of society sat in segregated white areas in Woolworth stores across America, two months in to the sit-ins, they had spread to 54 cities in 9 states (www.sitins.org). By July 1960, Woolworth stores had agreed to integrate the lunch counter at the Greensboro store. It was after this that Baker realised people were determined to make a change, and called together 300 students for the South wide Student Leadership Conference on Non-violent Resistance to Segregation, which later changed it’s name to Student Non-violent Coordinating Committee. Elliot suggests that students of the SNCC trusted Ella Baker because of instead of dictating policy she guided students to solutions (Elliot, 1996). This could, however, be due to her time spent at The Highlander Folk School. The Highlander Folk School was geared towards teaching African-Americans how to read in order to enable them to progress and to empower black communities to furthe r develop more local leaders. Mueller believed that is was Bakers aim to â€Å"help local leaders develop their own leadership potential† (Mueller in Crawford, 1993, p.58). In Bakers time with the SNCC, she had an active role in coordinating the nationwide freedom rides of 1961, where blacks were to ride busses in to southern states sat in areas of the public busses that had previously been reserved for white passengers (Carson). In 1964, Baker also helped to organise the Mississippi Freedom Democratic Party.   The party was not seated with delegation but held an influence over the Democratic Party to elect black leaders in Mississippi, which forced a rule change to allow women and minorities to sit as delegates at the Democratic National Convention (FIND REF). Whilst working with the SNCC Baker also worked o the staff of the Southern Conference Education Fund from 1962-1967, which aimed to bring black ad white people together to work for social justice. In her time on the staff of the SCEF, Baker took part in a speaker tour to reunite black and whites and co-hosted important meetings on the links of civil rights and civil liberties (Ransby, 2003). Ella Baker was a strong advocate of Participatory Democracy that was popular during the 1960’s. Participatory Democracy had three main aims focused on participation. The first was an appeal for the grass roots involvement of those in society over decisions that control their own lives. The next step is to minimize hierarchy and emphasis on expertise and professionalism as a basis for the election of a leader. The third main emphasis was to call for direct action as an answer to fear, alienation, and intellectual detachments. Mueller notes, â€Å"participatory democracy legitimized an active public voice† (Mueller in Crawford, 1993, p.52). Participatory democracy is evident in Bakers style of activism; particularly through the way in which she encouraged members of the SNCC to find solutions to their problems rather than to dictate the solutions to them. Baker believed that â€Å"the major job was getting people to understand that they had something in their power that they could use, and it could be used if they understood what was happening and how group actions count counter violence† (www.ellabakercenter.org) showing how focused she was on the grass roots involvement of people in the movement. Ella Bakers role in the Civil Rights Movement was essential. Her behind the scenes activism challenged and helped to change the society of America. By Helping to organise voter registration drives she enabled black people of America to have the right to vote in elections, and her role as field secretary of the NAACP helping southern states through the organisation to solve local issues in order to unite a front against national issues. Her co-founding of ‘In Friendship’ also geared towards those in the Jim Crow stricken states in the south where systematic segregation and racism was often stronger than in the northern states. Her organisation of the SNCC was groundbreaking; changing the way people though out solutions to their problems. It was perhaps her role in the SNCC where her strong advocacy for participatory democracy shines through, as she aimed to guide rather than dictate. Shyrlee Dallard sums up the effort of Ella Baker, writing â€Å"for Ella Baker, organisi ng was more than a job† (Dallard, 1990, p.6). Baker put her heart and soul in to organising events and organisations geared towards changing American society in to an equal society. The Ella Baker Center is dedicated to leading in the way that Ella Baker did, to encourage people to work towards professional opportunities in order to better themselves and their local communities through the running of various campaigns. The Heal the Streets Campaign trains people to act against violence in Oakland, Illinois. The center is dedicated towards the following of Ella Baker’s philosophy, ‘Power to The People†. Bibliography Cantarow, E. O’Mally, S. (1980) Moving the Mountain: Women working for Social Change. Old Westbury. Feminist Press. Dallard, S. (1990) Ella Baker: A Leader Behind The Scenes. New Jersey, Silver Burdett Press. Elliot, A. (1996) Ella Baker: Free Agent in the Civil Rights Movement. Journal of Black Studies Vol, 26. No.5. pp.593-603 [JSTOR] Lerner, G. (1972) Developing Community Leadership in Black Women in White America. Pantheon, New York. Ling, J.P. Monteith, S. (2004) Gender and The Cvil Rights Movement. Rutgers: University Press McNair-Barnett, B. (1993) Invisible Southern Black Women Leaders in the Civil Rights Movement: The Triple Constraints of Gender Race and Class. Gender and Society. Vol, 7. No.2 pp.162-182 Mueller, C. Ella Baker and the origins of ‘Participatory Democracy’ in Crawford, V. (1993) Women in the Civil Rights Movement Trailblazers and Torchbearers 1941-1965. Indiana University Press. Indiana. Payne, C. (1989) Ella Baker and Models of Social Change. Signs. Vol, 14. No.4. Ransby,   B. (2003) Ella Baker and The Black Freedom Movement: A Radical Democratic Vision. University of North Carolina Press. Robnett, B. (1996) African American Women in The Civil Rights Movement 1954-65 Gender Leadership and Micro Mobilisation. AJS Vol,1. No.6. pp.1661-1693 Robnett, B. (1997) 1st edn. How Long? How Long? African American Women in the Struggle for Civil Rights. Oxford. Oxford University Press. www.ellabakercenter.org [accessed april 10th 2011] www.sitins.com [accessed april 12th 2011] blackpast.org/?q=aah/baker-ella-1903-1986 sitins.com/timeline.shtml

Organizational Change Applications Paper Essay Example | Topics and Well Written Essays - 2000 words

Organizational Change Applications Paper - Essay Example Amazon, with its advanced Information Technology, is required to give all the required books to its customers at its library. But brining change is not that easy job and most important part of this is to critically evaluate the Change Process or the Change Control (CC). This is the process used by a company to implement its desired and required changes in it. And also controlling the environmental impacts of this change within and outside of the company. This research paper will cover up almost all the basic concepts of Change and also cover up all the steps involved in Change Control and Procedures. This method will be applied to Amazon, the number one internet company, that have the best internet online library for its readers. With the help of suspicious procedure and planning, it is possible to reduce risks associated with changes thereby minimizing the likelihood of detrimental impacts on business operations(5 measure to minimize risk). Organization Change Management The definit ion of Change Management Change Management is defined as the process of controlling IT service changes in a manner that assures minimal disruption in service delivery and minimal degradation in service quality (Rigby, 2001). Change Control Process for Amazon Instantly changing IT requirement that is to be applied in libraries, is impacting a change in the online academic libraries, like Amazon, Google, Hawlett-Packard etc. A change is something that is completely unavoidable and it is one of the most adopted facts of life. To be changed, is a matter of human nature and the need of time in order to provide defined Service Level to the users and give them ultimate satisfaction. Amazon, with its advanced Information Technology, is required to give all the required books to its customers at its library (How to Make Better Decisions). To bring change, is to bring betterment and advancement for the maximize availability of products. But, at Amazon, we will maintain our standard along and with the adoption of new enabling technologies for our clients, whose mostly are students. Although this change will help us grow our business and bring positive feedback to us but, we surely will maintain a high level of internal security of the company (Amazon, 2012). Amazon – The introduction and need for change Amazon is a big name in the sale of books and stuff online, it is one of the most popular internet companies that was come into being in 1994 in Scattle, USA. at the time, it has more than 20 thousand people working with it and serveing the client with its online shopping and free shipment service. it has a braod range of offered products. Amazaon allows its users to give feedback at their portal that helps in brining change within the organization (Amazon, 2012). Mission of company ‘To leverage technology and the expertise of our invaluable employees to provide our customers with the best shopping experience on the Internet’ (Amazon.com, 2012). Vision of company ‘To be earth’s most customer centric company; to build a place where people can come to find and discover anything they might want to buy online’ (Amazon.com, 2012). Objective of company ‘Not to discount a small number of products for a limited period of time, but to offer low prices everyday and apply them broadly across our entire product range.’ (Amazon.com, 2012). Activities contribute in change management Five different activities are involved in change management that affects it on a larger level. These activities help a

Management Final Project Essay Example | Topics and Well Written Essays - 1000 words

Management Final Project - Essay Example The project showed the new shopping cart concepts that embedded the issues including shopping behavior, maneuverability, cost maintenance, and child safety. These concepts aimed at improving the management skills where both the business and the customers were the centers of interest (Kelly, 1999). As the business was reducing the loss of its fixed assets (the cart trolleys), the customer values and interest were also considered whereby despite the crewed developing in the shaping both the cost and customer safety were never compromised. Moreover, the show concentrated on the design process of the IDEO that reflected multidisciplinary team brainstormed, prototyped, and research the gathered the feedback from those who used the design. These applications deployed by the design indicated that good managerial skills that included teamwork as well as the incorporating the end users in the development and improvement of services and products (Kelly, 1999). Teamwork allows acquiring extensi ve knowledge and skills in design products and services that will meet the end users’ desire. Moreover, teamwork allows extensive innovation thereby increasing the production and sale of the intended service or product in the market line. Seeking for the views of customers within the intended product and service line is also an effective business management skill since it allows the business to design products and services that will meet the needs and wants of customers (Kelly, 1999). Notably, meeting the needs of customers within every product and service line often improves sales and profitability in the same sense (Kelly, 1999). Moreover, seeking and using feedback from the targeted customers is essential in that it is a means of improvement of services and products especially in areas that customers feel unsatisfied. It should be noted that the current business management skills are customer centered; the production of goods and services are to meet the needs of the custo mer. In this sense, the application of this design in businesses will improve businesses applying the same since they will be having an extended and elaborate market (Kelly, 1999). Additionally, every proper business management skill usually values the safety of its customer in line with production and service delivery and the IDEO’s design have ensured that child safety is a factor in their production and service delivery in the cart shopping. Another essential management skill demonstrated in case video clip, the continual improvement. Every business must give room for product and or service improvement. In the case of IDEO’s shopping cart design, the continual improvement is demonstrated where it is vivid that the design lacks some steel frame bottom and side to detect theft. However, it substituted plastic baskets thereby increasing shoppers’ flexibility and helped in protecting goods as well as providing a means of promoting the brand awareness (Kelly, 1999 ). The design also incorporated the auxiliary services that usually aim at maintaining customers to the services and products offered or acting as a means of customer attracting other customers to such news services and products. The dual child seat with a swing up tray provides a play surface and a secure spot for placing a bunch of carnations or cup of coffee. Additionally, seeking for the addition information through secondary research enable the IDEO shopping cart des

International Model United Nations Essay Example for Free

International Model United Nations Essay ‘Knowledge is the true organ of sight, not the eyes. ’ Keeping this saying in mind, I Jaida, consider it an opportunity to express my intention of learning Business Administration- a subject that has thoroughly captivated my attention and curiosity, in the University. If you would ask me who Jaida is, I would say she is person who is happy to be alive, joyous, outgoing, loving and lovable. I have two elder brothers and love them immensely. I live in the city and do love the city life filled with noise, buildings and music. Simultaneously, I enjoy the quiet and calmness of nature/greenery. With a diversity within myself- my afraid of the darkness, my mood shifts and my unpredictability sometimes leave a question on my toughness which by far is accepted by me and I thus love my unpredictability and my contradictions. My winning the junior 1st Prize in the well renowned INJAZ Al-Arab competition as the ‘Young Entrepreneur of the Year’ on a national level and making it to the regional competition in Morocco ignited my interest in the field of Business Administration. Since then there has been no turning back. Being self-motivated and self-driven with an intrinsic need to achieve a well-rounded education, I have surpassed my expectations. I have participated three years in a row in the Middle School and Junior Mathematics competitions and have outlived the competitive selection processes in the International Schools Mathematics Teachers Foundation (ISMTF). Being successful in maintaining a nearly perfect scholastic record, I was not only elected as a student council for five consecutive years (one year serving as the Treasurer), but was nominated this year as the Head Girl with majority of votes from the Senior Management Team. This nomination has been one of the most enriching experiences in my life as is has taught me the meaning of being a leader and has thus managed to make me a role model to the whole school, proving the fact that leaders are not born but made with experiences. Apart from this, I have been bestowed with various awards. Achieving the International Youth Award (IYA) at Gold Level was one of my proud moments. The hiking in the Grand Massif des Bagues, France (2010) for 9 days without much contact with the teachers/supervisors during the day was another learning experience for me. Camping in groups and climbing a total of 2km uphill in 2 and a half days, was physically very challenging, but a pursuer that I am, I never gave up. Playing the piano, since I was five is another important part of my identity that adds to my diversity. University therefore is my next milestone. I perceive that the setting in the University would help me identity various undiscovered potentials in me. I also have full confidence that my studying in the University would help me discover-with a greater specificity various disciplines; my contributions would positively impact others. With these experiences, life has taught me various lessons and the most important one was the lesson of coping with emotional damage and supporting the family at the time of loss. I lost my father last year. My father, who had never faced the need of any medical support, was diagnosed with lung cancer and after acute suffering passed away three months later. His death shook me emotionally and I was drained mentally. I felt cheated as I never got the chance to wish him ‘Goodbye’. Adding to this, was a number of debts that he left behind without our knowledge and today my mother works 12 hours a day to make ends meet. Despite this, I still love my father and terribly miss him. By the time I regained my emotional strength, which was five months later, my grandfather, whom I was very close to, passed away in his sleep without any prior notice. These encounters with reality, made me understand that nothing is permanent. All we have to do is not give up, strive hard and live life to the fullest extent. My participation in four local and international Model United Nations conferences including TIMUN (turkey international model united nations) and THIMUN (the Hague international model united nations), (2006-2010), my yearly piano recitals at the Opera House, my fund-raising for less fortunate cancer victims within our School Community and the building of a memorial garden in tribute to members of the School who have passed away, have taught me values such as hard work, determination, empathy, teamwork, and accountability. These experiences have helped me understand that diversity exist in every sphere of life and has demonstrated to me the importance of diversity and its acceptance. Today, I have a goal to reach and with good education as my weapon, I would like to achieve a good position in the society and in turn support my family. I consider myself as a creative person, sanctified with the capacity to understand the world deeply and I truly believe that my education in a university would quench my thirst for knowledge to a great extent.