Indian Citizenship Act of 1924

Indian Citizenship Act of 1924 The Indian Citizenship Act of 1924, otherwise called the Snyder Act, allowed full U.S. citizenship to Native Americans. While the Fourteenth Amendment to the U.S. Constitution, endorsed in 1868, had presented citizenship on all people conceived in the United States-including previous slaves-the correction had been deciphered as not holding a candle to the current situation to indigenous local individuals. Sanctioned somewhat in acknowledgment of the Native Americans who had served in World War I, the demonstration was marked into law by President Calvin Coolidge on June 2, 1924. Despite the fact that the demonstration conceded Native Americans U.S. citizenship, it didn't guarantee them the option to cast a ballot. Key Takeaways: Indian Citizenship Act The Indian Citizenship Act of 1924, marked into law by President Calvin Coolidge on June 2, 1924, allowed U.S. citizenship to all Native American Indians.The Fourteenth Amendment had been deciphered as not allowing citizenship to indigenous local individuals. The Indian Citizenship Act was established somewhat as a tribute to American Indians who had battled in World War I.While it allowed Native Americans citizenship, it didn't concede them the option to cast a ballot. Verifiable Background Approved in 1868, the fourteenth Amendment had announced that all people â€Å"born or naturalized in the United States, and subject to the locale thereof† were American residents. Be that as it may, the â€Å"jurisdiction thereof† provision was deciphered to avoid most Native Americans. In 1870, the U.S. Senate Judiciary Committee pronounced â€Å"the fourteenth amendment to the Constitution has no impact whatever upon the status of the Indian clans inside the restrictions of the United States.† By the late 1800s, about 8% of Native individuals had equipped for U.S. citizenship due to being â€Å"taxed,† serving in the military, wedding whites, or tolerating land assignments offered by the Dawes Act.â Authorized in 1887, the Dawes Act was expected to urge Native Americans to surrender their Indian culture and â€Å"fit in† to standard American culture. The demonstration offered full citizenship to those Native Americans who consented to leave their inborn terrains to live on and cultivate free â€Å"allotments† of land. Be that as it may, the Dawes Act negatively affected Native Americans on and off the reservations. Local Americans who had not effectively done as such by different methods won the option to full citizenship in 1924 when President Calvin Coolidge marked the Indian Citizenship Act. While the expressed intention was to compensate the a large number of Indians who had served in World War I, Congress and Coolidge trusted the demonstration would break separated the staying Native countries and power Native Americans to absorb into white American culture. Text of the Indian Citizenship Act of 1924 â€Å"BE IT ENACTED by the Senate and place of Representatives of the United States of America in Congress gathered, That all non-resident Indians conceived inside the regional furthest reaches of the United States be, and they are thusly, proclaimed to be residents of the United States: Provided That the conceding of such citizenship will in no way impede or in any case influence the privilege of any Indian to inborn or other property.† Local American Voting Rights For whatever reasons it was sanctioned, the Indian Citizenship Act didn't concede Native individuals casting a ballot rights. Aside from the fifteenth and nineteenth Amendments, which guarantee African Americans and ladies the option to cast a ballot in all expresses, the Constitution gives the states the ability to decide casting a ballot rights and prerequisites. At that point, numerous states contradicted permitting Native individuals to cast a ballot in their states. Therefore, Native Americans had to tie down the option to cast a ballot by winning it in the individual state lawmaking bodies. Not until 1962 did New Mexico become the last state to ensure casting a ballot rights for Native Americans. In any case, similar to dark voters, numerous Native Americans were still kept from casting a ballot by survey charges, education tests, and physical terrorizing. In 1915, the U.S. Preeminent Court, on account of Guinn v. US, pronounced proficiency tests unlawful and in 1965, the Voting Rights Act secured the democratic privileges of Native individuals in all states. Be that as it may, the Supreme Court’s 2013 choice in Shelby County v. Holder disassembled a key arrangement of the Voting Rights Act requiring states with a background marked by racial inclination in casting a ballot to get the consent of the U.S. Division of Justice before ordering new voter capability laws. Weeks before the 2018 midterm decisions, the North Dakota Supreme Court maintained a democratic prerequisite that may have forestalled a significant number of the state’s Native American occupants from casting a ballot. Local American Opposition to Citizenship Not every single Native individuals needed U.S. citizenship. As individuals from their individual inborn countries, many stressed that U.S. citizenship may jeopardize their inborn power and citizenship. Especially blunt against the demonstration, pioneers of the Onondaga Indian Nation felt that compelling U.S. citizenship on all Indians without their assent was â€Å"treason.† Others delayed to confide in a legislature that had taken their territory forcibly, isolated their families, and severely oppressed them. Others remained unyieldingly contradicted to being absorbed into white American culture at the expense of their Indian culture and character. Inborn pioneers who upheld act thought of it as a way to building up a national political character that would give their kin an increasingly compelling voice in issues influencing them. Numerous Native Americans felt the administration currently had a commitment to ensure them. They accepted that, as U.S. residents, the administration would be required to shield them from white businesspeople attempting to take their legislature allowed land. Sources and Further Reference NCC Staff. On this day, all Indians made United States residents. National Constitution Center: Constitution Daily.. 1924 Indian Citizenship ActNational Park Service.Hass, Theodore H. (1957). The Legal Aspects of Indian Affairs from 1887 to 1957. American Academy of Political and Social Science.Bruyneel, Kevin. Testing American Boundaries: Indigenous People and the Gift of U.S. Citizenship. Studies in American Political Development. . Letter of Onondaga Nation to Calvin CoolidgeThe Onondaga Nation and the Haudenosaunee.

Residency Requirements For Congress - Weird Details

Residency Requirements For Congress - Weird Details The residency prerequisites for Congress contain one of the most uncommon eccentricities in American legislative issues. Also, that is: You dont even need to live in a congressional locale to be chosen for serve in that House of Representatives seat. Indeed, about two dozen individuals in the 435-member House live outside of their congressional locale, as indicated by distributed reports. By what means would that be able to be? Is it a blemish in the residency prerequisites for Congress explained in the U.S. Constitution? Shouldnt agents chose for a House seat in reality live in a similar region with the individuals who chose them, much the same as chose individuals from your neighborhood, state and government workplaces are required to live in the regions they speak to? What the Constitution Says In the event that you need to run for the House of Representatives, you should be in any event 25 years of age, a resident of the United States for at any rate seven years and be an Inhabitant of that State where he will be chosen,† as indicated by the Article I, Section 2 of the U.S. Constitution.â Furthermore, that is it. Theres nothing in there that requires an individual from the House to live inside his regions limits. Strikingly Few Hurdles The Constitution set eminently not many obstacles between standard residents and turning into an individual from the U.S. Place of Representatives. The organizers needed the House to be the administrative chamber nearest to the individuals - the least prohibitive on age, citizenship, and the main government office at the time subject to visit mainstream political race, expresses the House Office of History, Art Archives. Individuals from the House are chosen at regular intervals, and for the most part, their re-appointment rate is high. The Speaker of the House Doesnt Have to Be a Member Strangely, the Constitution doesnt even require the most noteworthy positioning official of the Houseâ -the speakerâ -to be a part. At the point when Speaker John Boehner ventured down the from the post in 2015, a few intellectuals put forth the defense that the House ought to acquire an outcast, even a dynamic (some would sayâ bombastic) voice, for example, Donald Trump or previous Speaker Newt Gingrich, to lead the different groups of the Republican Party.â Open to Merit of Every Description James Madison, writing in the Federalist Papers, expressed: â€Å"Under these sensible constraints, the entryway of this piece of the central government is available to value of each portrayal, regardless of whether local or receptive, whether youthful or old, and regardless of neediness or riches, or to a specific calling of strict faith.† Residency Requirements for Serving in the U.S. Senate The guidelines for serving in the U.S. Senate are somewhat more tight in that they expect individuals to live in the state they speak to. U.S. legislators are not chosen by locale, however, and speak to their whole state. Each state chooses two individuals for serve in the Senate. The Constitution likewise requires individuals from the Senate to be at any rate 30 years of age and a resident of the United States for in any event nine years. Legitimate Challenges and State Laws The U.S. Constitution doesn't address residency prerequisites for nearby chosen authorities or individuals from state councils. It surrenders the issue over to the states themselves; most require chose city and administrative authorities for live in the regions where they were chosen. States can't, be that as it may, authorize laws requiring individuals from Congress to live in the regions they speak to on the grounds that state law can't supplant the Constitution. In 1995,â for model, the U.S. Incomparable Court decided that capabilities provisos were expected to block the states from practicing any [power over Congressional requirements] and, thus, the Constitution fix[es] as select the capabilities in the Constitution. Around then, 23 states had set up term limits for their individuals from Congress; the Supreme Court choice made them invalid and void. Hence, government courts struck down residency prerequisites in Californiaâ and Colorado. [This article was refreshed in September 2017 by Tom Murse.]

English Essays

English Essays English Essay English Essay Axia College Material Informative supplement E Basic Analysis Forms Round out one structure for each source. Source 1 Title and Citation: Abortion-Parental Consent Laws are Necassary | Quinn 4 Vonnegutâ„ ¢s reason in this story is that people ought not be denied of their maximum capacity and that somebody needs to go to bat for what is correct and the best way to do that is to conflict with the guidelines of lead of society. In spite of the fact that Harrison passed on, he most likely had an effect in history on attempting to change life to the way itâ„ ¢s expected to be with everybody being unique and themselves. By and large, Jean Valjean, Fantine, Billy and Harrison all had superbly valid justifications for why they abused the law. Rather than considering awfully them, the crowd identifies what they have done to attempt to make things right. The characters in the books all had valid justifications for what they did and they were acceptable individuals for doing as such. Without legends like these, the world would be a severe chaos of despondency. Quinn 5 Hugo, Victor. Les Miserables. New York: Simon and Shuster, 2005. Vonnegut, Kurt. Welcome to the Monkey House. Welcome to the Monkey House. New York: The Dial Press, 2006. Vonnegut, Kurt. Harrison Bergeron. Welcome to the Monkey House. New York: The Dial Press, 2006.

Wollstonecraft on Women’s “Slavery” Perspectives from the Enlightenment and Modernity - Literature Essay Samples

Mary Wollstonecraft obviously wrote with the intention of raising awareness for women’s rights. She did so unflinchingly and, at times, with language that’s even shocking to us today. During Romanticism, her A Vindication of the Rights of Woman absolutely required attention. She was writing in response to the educational reforms of 1791 that only called for Enlightenment reforms to men’s education (Mellor, 33). Wollstonecraft’s comparison of the plight of women to slavery may sound exaggerated, until one looks at the facts of the time and can see how the rigid gender roles in society enslaved women to the men they were controlled by. Wollstonecraft was disgusted by the idea that the ideas of the Enlightenment were meant only for men to take advantage of. She felt that if the Western world was going to change its rhetoric to one of equal opportunity and dignity for all persons, women should be included in that category. As Wollstonecraft states, â€Å"If women are by nature inferior to men, their virtues must be the same in quality†¦their conduct should be founded on the same principles and have the same aim.† (Wollstonecraft, 91). She begs the question that even if women are inferior, why do they not have the same principles and virtues guiding some kind of inferior education? Wollstonecraft’s A Vindication of the Rights of Woman doesn’t just argue that women deserved education. It also argues that women were not naturally inferior, but that they had been forced into a kind of slavery, whether it be to marriage or to virtue, that had systematically made them weak and unintelligent. One of Wollstonecraft’s first critiques is of the system of marriage in the 18th and 19th centuries. She is often quoted saying: â€Å"If marriage be the cement of society, mankind should all be educated after the same model, or the intercourse of the sexes will never deserve the name of fellowship, nor will women ever fulfill the peculiar duties of their sex, till they become enlightened citizens, till they become free by being enabled to earn their own subsistence, independent of men; in the same manner, I mean, to prevent misconstruction, as one man is independent of another.† (Wollstonecraft, 250). Wollstonecraft makes it clear that within the constructs of marriage, a woman has no independence or autonomy. She urges for a change in the way that women are chosen for marriage, and explains that if women are constantly focusing on making themselves physically desirable, they will have little time to focus on their education. A woman should choose a husband who is interested in a partnership, not a position of power. Wollstonecraft acknowledges that all women are oppressed in some way, but that they should not use their repression as a reason to be harsh towards their husbands and children. Wollstonecraft is not calling for any kind of harsh or violent revol ution, rather, she’s calling for a reform to society’s oppressive structures. Ann Mellor’s book Romanticism and Gender paints a picture of how truly revolutionary Wollstonecraft’s ideas on marriage were. When it came to choosing husbands, women often chose men whom they found physically desirable. Wollstonecraft is adamant about the importance of an â€Å"egalitarian marriage† and tells women that choosing marriage based on sexual desire is bound to end in an unhappy relationship (Mellor, 35). Wollstonecraft’s own marriage was one of mutual respect, hence the extensive arguments she has on how oppressive a marriage can be without that. As a product of a equal partnership, Wollstonecraft understood that the arguments from the other side were ill-advised, and she sought to educate young women with logic and reason, just as the Enlightenment had taught her to. A common counter-argument from the other side was that a woman in a relationship that did not force her to be submissive would be unvirtuous. Mary Wollstonecraft’s perspective on feminine virtue was unlike anything people had heard before. While most contemporary feminists would fight for sexual freedom, Wollstonecraft urged women to be modest. She knew that leading a life of sexual promiscuity was just another way for a man to enslave a woman; if she gets pregnant, then she’s responsible for the child and does not have the opportunity to go to school and become an educated citizen (Mellor, 364). â€Å"for that the unchaste man doubly defeats the purpose of nature, by rendering women barren, and destroying his own constitution, though he avoids the shame that pursues the crime in the other sex.† (Wollstonecraft, 219). Wollstonecraft acknowledges that in situations that women are impregnated outside of marriage, the â€Å"shame† is only reflected on one party. She also recognizes that when women choose to act and dress in a seductive way, they give themselves up to the slavery that Wollstonecraft is so insistent about. Ann Mellor also breaks down Wollstonecraft’s argument on sexuality and modesty in her essay â€Å"Sex, Violence, and Slavery: Blake and Wollstonecraft†. Mellor describes the â€Å"female psychological dependence† that Wollstonecraft has no problem labeling as slavery (Mellor, 364). The history of women using sexuality to gain power was well known, but what few people really understood was how easily those women were knocked from their pegs of power and forced into the years of enslavement that was single motherhood. These women dealt with similar plights to the colonial African slaves of the time, being forced to bear children of the men who controlled them. However, Wollstonecraft’s middle class has a way out, and that was through a reform of education. The real reason that Mary Wollstonecraft wrote A Vindication of the Rights of Woman was as a response to the misogynistic education reforms of 1791. They focused entirely on the education of boys and the employment of Enlightenment ideals on that education. Wollstonecraft, an avid supporter of equal education, begins her vindication with the same Enlightenment ideals being kept from young women and girls. She utilizes logic and reason to explain that the only reason women appear to be â€Å"naturally† inferior has to do with the fact that men have been systematically weakening them in order to oppress them. â€Å"Women are told from their infancy, and taught by the example of their mothers, that a little knowledge of human weakness, justly termed cunning, softness of temper, outward obedience, and a scrupulous attention to a puerile kind of propriety, will obtain for them the protection of man; and should they be beautiful, everything else is needless, for, at least, twenty y ears of their lives.† (Wollstonecraft, 84). Wollstonecraft calls for a complete reform of this idea. She argues that women, just as much as men, need all kinds of education, both intellectual and physical. If the Enlightenment and its principles are going to be applied to British society, then they have to be applied to all citizens of that society, as is inherent in their makeup. If they were kept from those citizens who were by Wollstonecraft’s new definition, not naturally inferior, the reasoning behind colonial slavery being acceptable, then those citizens were being wrongfully enslaved. Though she was not the only person arguing for the rights of women, Mary Wollstonecraft was one of the very first to use the exact same rhetoric as those arguing against her. By proving the potential of women through her own skill at reforming and writing, she was the pinnacle of the kind of intelligent and involved citizen that her reforms planned to produce. All that was left for her opponents to say was that they were afraid to lose the power that they had to women, and in turn, admit that they were not actually followers of this new egalitarian philosophy that they had so widely supported. Part of Wollstonecraft’s genius was her likening of the plight of women at the time to slavery, something done by plenty of Enlightenment thinkers and writers. By way of logic and reason, Wollstonecraft was able to pull the curtain on the horrors of female enslavement and oppression in the Romantic Age. Works Cited Ferguson, Moira. â€Å"Mary Wollstonecraft and the Problematic of Slavery.† Feminist Review, no. 42, 1992, pp. 82–102. Mellor, Anne K. Sex, Violence, and Slavery: Blake and Wollstonecraft. Huntington Library Quarterly 58.3 (1995): 345-70. Print. Mellor, Anne K. Romanticism and Gender. London: Taylor and Francis, 2013. Print. Walker, Eric C. Marriage, Writing, and Romanticism : Wordsworth and Austen After War. Stanford, Calif. : Stanford University Press, 2009. Print. Wollstonecraft, Mary. A Vindication of the Rights of Woman. A Vindication of the Rights of Woman and A Vindication of the Rights of Man. Ed. Janet Todd.Oxford University Press, 1994. 63-283. Print.

The PEACE Domestic Violence Agency - 1090 Words

Within the field of human services there are so many details that cannot be overlooked, there are many variables that should not be ignored. There are also expectations from stakeholders that most definitely must be entertained by all participants and staff that are involved with the program. Typically all human service programs depend on a source or sources of funding to provide services to countless individuals within a community. So many variables are present and necessary to ensure that the program will be able to function correctly and efficiently. The stakeholders are a major contributor as well as a part on how the program will proceed. Stakeholders are not just groups; they can be a person, staff member, group, community or an organization that has impact on the operations of an agency or a human resources program. During an evaluation process they can be involved to examine the data collected. Then this can in turn assist the stakeholder to come up with ideas, this would t hen influence board members as to how the agency or the program should change to ensure that it will reach its objectives and goals as well as to follow its mission. Stakeholders can have a negative or positive impact on the program, in which it can affect economics, funding and accounting as well as other business related decisions such as staff, community, volunteers, administration, and also the target population related decisions. Primarily the administration department will oversee theShow MoreRelatedThe Peace Domestic Violence Agency1315 Words   |  6 PagesThe PEACE Domestic Violence Agency (PEACE) has a mission of reducing the victim trauma, empower the survivors, and lastly, promote the recovery of the victims in the city of Portland. PEACE does this through the use of the direct services by trying to reduce the incidence of sexual assault and domestic violence through education all while striving to challenge societal norms and beliefs that condone and perpetuate violenc e in the community. Part One: In this paper, a stakeholder is the key to theRead MorePeace Domestic Violence Agency Essay2172 Words   |  9 PagesPEACE Domestic Violence Agency HSM 270 - Program Summary Axia – University of Phoenix STUDENT’S NAME Date, 2009 OVERVIEW OF THE PROGRAM PEACE Domestic Violence Agency provides a variety of ways to improve the efficiency of domesticated issues, servicing victims of sexual assaults and domestic violence. Their central focus is derived from a strategic mission statement, consequential approach, which essentially regulates the business’ calculated goals. Central Focus: I.) Decrease victimRead MoreThe PEACE Domestic Violence Agency Summary1988 Words   |  8 Pagesï » ¿ The PEACE Domestic Violence Agency Summary Pamela Vanderpool HSM/270 July 13, 2014 Dennis Cooper The PEACE Domestic Violence Agency Summary Introduction It was not that long ago that what transpired at home was considered a secretive, a personal matter and was not looked at by the public. Within the last few years, there has been an rise in awareness of the importance of child abuse and negligence, spouse/partner mistreatment, and elder cruelty not only as serious societal problems but alsoRead MorePEACE Domestic Violence Agency Case Study813 Words   |  4 PagesThe PEACE Domestic Violence Agency program was founded to assist in decreasing the incidents of domestic violence in Ohio by 25%. Domestic violence toward women continues to increase on a national level and continues to plague the citizens of Ohio. The victims are generally black females from low-income backgrounds. The 2014 report from the Ohio Department of Public Safety has reported similar trends. The report also identified the cities of Cleveland, Columbus, and Cincinnati as having increasedRead MoreProgram Planning Program Evaluation; Peace Domestic Violence Agency1087 Words   |  5 PagesProgram Planning amp; Program Evaluation; PEACE Domestic Violence Agency HSM 270 Abstract The overall purpose of this paper is to compare program planning with program evaluation in a human service organization by describing how the two components are related. There will be examples of how program planning and evaluation interrelate with the PEACE Domestic Violence Agency scenario from Appendix B. We will also look at the technical and political aspects of program planning and evaluationRead MoreRevised Program Evaluation Plan955 Words   |  4 Pagesevaluation will also discuss the goals and how they are measured.What are the measurement tools you would use? I chose to evaluate the Peace Domestic Violence Agency which is located in the Portland metropolitan area working with families affected by domestic abuse. Peace Domestic Violence Agency is a non-profit organization with in the major metropolitan of Portland. This agency is set up to help the abused, the family and the abuser. Peace’s mission states to reduce victims of trauma, empower survivorsRead MoreStakeholder Influences Essay1134 Words   |  5 Pages1 Stakeholder Influences Sarah Robinson University of Phoenix 2 The PEACE Domestic Violence Agency has a mission to educate and bring awareness to victims of domestic violence. PEACE is committed to reducing the incidence of sexual assault and domestic violence through education and strives to challenge societal norms and beliefs that condone and perpetuate violence in the community. The needs and expectations of stakeholders such as funding institutions, the targeted population, theRead MoreSteps to Writing a Grant Proposal1118 Words   |  5 Pages(timeline), evaluation plan, agency capacity and project management and budget and budget justifications. Grant writing involves lots of planning, organizing, integrating, evaluating and critical thinking. The quality of grant proposal is one of the most important factors in funding decisions. The city of Portland is similar to many other communities throughout the country. As a large metropolitan city, the region has experienced increasing reports of domestic and youth violence, spousal and child abuseRead MoreStakeholder Influences Hsm/2701600 Words   |  7 Pageswell as the community (Yuen/Terao, 2003). PEACE Domestic Violence Agency Stakeholder Influences The PEACE Domestic Violence Agency decided is to create a program plan addressing the need within the community to help reduce domestic violence, and sexual assault (Yuen/Terao, 2003). â€Å"PEACE’s mission is to reduce victim trauma, empower survivors, and promote recovery through direct services† (Yuen/Terao, 2003, p. Appendix B). The mission of the PEACE agency is in line with the community needs and problemsRead MoreScenario Evaluation Plan Essay787 Words   |  4 PagesPEACE Domestic Violence Agency is dedicated to the community in reducing victim trauma, empowering survivors, and to promote recovery through direct services. The objectives are to promote the well-being of people who has been affected by domestic violence, and to educate people about domestic violence. So basically this program is there to help those who need it the most people who think they cannot get out or people who need to know the facts about domestic violence and what it can do to people

Role of Women in WWI - 1712 Words

Role of Women in WWI Abstract During the World War I, effective propaganda and publicity was used by Britain and its allies to create patriotism, recruit new soldiers, and raise funds and to justify for going on war against the enemy. Women played an important role in influencing the propaganda of World War I. Literature, music, cinema, posters and postcards were used in order to promote the war and justify its cause by Britain and its allies. World War I had a massive impact in Europe and North America and all over the world. It had an influence on all the spheres of individuals, especially in Europe and North America. The word propaganda is defined as the doctrines, ideas, arguments, facts, or allegations spread by deliberate effort through any medium of communication in order to further ones cause or to damage an opposing cause (Dombrowski, 1999, 59). In simple terms, it is defined as the strategy and course of action taken to influence a cause and promote it within the entire community. It is also considered to be the publicity of ideas in order to convince the public. In order to promote a propaganda, it is essential that strong media is utilized to transmit it to a large audience in order to accomplish its objective(Gavin, 2007, 46). During the World War I, effective propaganda and publicity was used by Britain and its allies to create patriotism, recruit new soldiers, and raise funds and to justify for going on war against the enemy. Women played anShow MoreRelatedHow Important Was the Role of Women During Wwi Essay623 Words   |  3 PagesHow important was the role of women during world war 1 The early rush of volunteers and later the conscription of men led to a shortage of manpower on the home front. Women, already working in munitions factories were encouraged to take on jobs normally done by men. This was the start of major social change. Before the war, women had been content to stay at home to bring up the family and do domestic work. It was considered unbecoming for a woman to work. During the war it was considered unpatrioticRead MoreWomen’s Role in Wwi: Before and After1357 Words   |  6 Pagesand employment, were women. The outbreak of WWI saw a number of unexpected changes take place within the common social strata. These changes were prompted by the fact that a new wave of social-thinking was taking shape and eventually affected the manner by which the society reflected itself. While men formed political parties, engaged in planning war schemes and creating economic strategies, women also played an essential and significant role during wartime Europe. WWI women can be described toRead MoreAmerica: United in Change1005 Words   |  4 Pagesjumped into WWI in 1914, America adopted a policy of neutrality. News of the horrors of the war convinced Americans that they had taken the right approach. Many could not believe that a civilized society could resort to such atrocities. Germany’s use of U-boats in unrestricted submarine warfare finally pushed the U.S. to declare war. President Wilson urged for peace based upon the idea of a League of Nations, where many nations would act as one to pre serve the peace of all. Although WWI pitted countryRead MoreHistory : The Women s Movement1614 Words   |  7 Pagesway of becoming a country that has learned to accept women, move towards providing them with equal opportunities and treating them equally. Through economic, social and political movements and actions, the contribution from women and the women’s movement have increased, changed and improved women’s rights and equality greatly. Women worked to create independence and equality economically through their contributions to war on the homefront in WWI resulting in greater workplace equality, socially throughRead MoreModern Femininity And Gender Roles1223 Words   |  5 Pagesmost importantly, Hà ¶ch challenges the concept of modern femininity and gender roles through her work. As the only female Berlin Dada artist, Hannah Hà ¶ch takes a unique and important perspective on the social and political changes occurring in 20th century Germany. Hà ¶ch was born in 1889 in Gotha, Germany. She moved to Berlin in 1912 to study calligraphy, embroidery, wallpaper design, and graphic art (National Museum of Women in the Arts). In 1915, she met Raoul Hausmann, with whom she had a seven-yearRead MoreThe Major Reasons for Women Receiving the Right to Vote 1099 Words   |  4 PagesThe major reasons for women receiving in 1918 the vote in my opinion were divided into sections, political view, male view, war effort and changes in law and legislation. Whilst some historians argue that the women’s work during WWI in factories and other work programmes radically changed male ideas about their role in society other traditional historians suggest that the government passing the legislation to give women the vote in 1918 was almost a reward for their efforts I believe that this explanationRead MoreVictorian Era Gender Roles and the Development of Women’s Football in England1054 Words   |  5 Pagesgender roles in British c ulture in the context of Victorian era values and women’s football: â€Å"‘The Cultures of sport in Britain have been distinctively male, rooted in masculine values and patriarchal exclusiveness’† Through the introduction of female football into British society the system of Victorian values were challenged by expanding gender roles. The institution of women’s soccer in the late 19th and 20th century was supported by the wartime need to reorder gender roles during WWI, and itRead MoreThe World War I, The Australian Home Front1702 Words   |  7 Pagescensorship drastically altered the Australians’ views of war and women began to pick up odd jobs in order to assist the soldiers as very few of them were allowed to directly help as nurses in Gallipoli. There were also extreme economic alterations as the wages in Australia were pushed down and prices were pushed up, and the country discarded major trade partners who had become their enemy. *** The Australian home front during WWI was drastically altered politically through the conscription voteRead MoreA Brief Note On Wwi And The War1538 Words   |  7 Pages WWI began on July 28th, 1914. This war was between the allies which included  Britain, Russia, France, Italy and the  United States and the Central Powers which were Germany, Austria,  Ottoman Empire  and  Bulgaria.   In the beginning of the war when men were beginning to get drafted there were too many job vacancies. Many companies were facing a significant loss of employees due to the fact that men held most of the jobs because the women were at home performing their domestic duties. Many women hadRead MoreHow Medicine Changed American History1296 Words   |  6 PagesAs expected, with war comes extensive injuries. During WWI, it took a wounded soldier about 24 hours to travel from the battlefield to a hospital. Many times, the soldiers did not live through that excruciating 24 hours. The wounds inflicted on many soldiers led to the development of new medical techniques and improvements (iWonder 2015). The quickly rising death toll during WWI led to the creation of b lood transfusion techniques. Prior to WWI, blood transfusions were nearly impossible without cross-matching

Relational Leadership

Question: Describe about relational leadership. Answer: Relational leadership is a relational process where people come together for accomplishing change and make a difference for their common benefits. This philosophy values being inclusive and ethical and acknowledges the diverse talents that the group members possess for bringing about good thinking that makes the group members socially responsible and work towards their goals. The effectiveness of leadership is based on the relationships (Stephens Carmeli, 2015). This assignment will critically analyze three articles on relational leadership and produce a discussion paper based on the theoretical framework. The first article is by the authors Cunliffe Eriksen (2011) is an extended contemporary work on the theory of relational leadership. The paper is based on a dialogue between a Federal Security Director and a Researcher where the latter asks the former his opinion about leading and managing an organization. Through their dialogues, the authors have elaborately explained the theories of relational leadership and its real time application under emerging circumstances of a job situation. The dialogues present in this paper were not the action thresholds, but they were the action themselves based on the theories. The authors have presented different ways of enacting and conceptualizing leadership through this paper which is contributory to the theories of relational leadership. The second article is by Uhl-Bien (2011) where the author has considered the various perspectives of relational leadership and has thoroughly investigated the theory by creating an overarching framework. The author has experimented with various theories and models associated with relational leadership in this paper and has critically analyzed the previous works carried out in this prospect. From his investigations, the author has put forward a vital concept that investigation of the theories of relational leadership requires methodologies that are richer than the cross-sectional survey data with the usage of limited measures. This article somehow relates to the previous one in terms of its views towards the rise of leadership through the productive perspectives of the managers through the negotiations and interactions of the social order among the members of the organization. The third article is by Ospina Foldy (2010) that explored the collaborative antecedents of the perceptions of the organizations of social change. The authors carried out a qualitative study of 40 organizations in the US that are working with the marginalized communities for the identification of the leadership practices. This article particularly emphasized on the practices of relational leadership that the participants in the organizations of social change use for cultivating the connections among the divided and disparate connections. This study applied a constructionist and relational lens to the leadership empirical studies. From these articles, few unanswered questions generated which requires further discussion. What is the real time application of relational leadership apart from social change organizations? How can the information gained from these articles be incorporated into the surrounding leadership beliefs? What suitable actions can be taken with this gained knowledge on relational leadership? This is the questions that require further peer discussion and answering them will lead towards better understanding and implementation of relational leadership theories. References Cunliffe, A. L., Eriksen, M. (2011). Relational leadership.Human Relations,64(11), 1425-1449. Ospina, S., Foldy, E. (2010). Building bridges from the margins: The work of leadership in social change organizations.The Leadership Quarterly,21(2), 292-307. Stephens, J. P., Carmeli, A. (2015). Relational Leadership and Creativity: The Effects of Respectful Engagement and Caring on Meaningfulness and Creative Work Involvement. Uhl-Bien, M. (2011). Relational leadership theory: Exploring the social processes of leadership and organizing. InLeadership, gender, and organization(pp. 75-108). Springer Netherlands.