Hospitality service and facilities management Essay - 2

Hospitality service and facilities management - Essay Example Productivity is usually interlinked with the industries which involve extensive purchases so it is really significant to manage the productivity. In simple terms, productivity can be taken as a ratio between the input and the output of the industry at a particular level or in some particular field. It can be measured in different ways like shift wise productivity in some cases or by means of different departments or in terms of capital assessment. Productivity management is quite a troublesome job which can prove to be a complex assignment for the administration of hospitality organization like hotels. This task can become even more complex if major proportion of the staff is working in the organization for part time. According to different studies, one of the dilemmas in this industry is the allocation of different shifts to different groups of staff working in there but this problem has been solved quite efficiently by the latest technologies like using computer based scheduling of the shifts or using software specifically designed for this propose. One other problem in this industry is non availability of certified professionals at all the levels in this industry and one of the main reasons for this is the non attractive pay structure in this field offered by the owners of the major hotels and restaurants. So this is one of the major issues which is faced by the human resource (HR) department of the hotels and it results in decreased performance of the employees due to increase work load on them. This problem is reduced to some extent by the recent increase in the salary and by giving other complimentary packages to the specialized staff of this industry. As all other fields are affected badly by the terrorist activities all around the world so is the hospitality industry, according to different scholars, initially there

Compare and contrast two explanations of late-nineteenth century Essay

Compare and contrast two explanations of late-nineteenth century European imperialism with regards to two European empires in at - Essay Example The British conquest of India began in the middle of the eighteenth century and played a major part in this country’s rise to world dominance in the nineteenth century. Because Britain had an excellent Navy and a spirit of exploration and conquest, the first settlers there quickly set up businesses to supply the factories at home with raw materials. Britain had just begun a period of great economic expansion at home, which has come to be called â€Å"the industrial revolution.† The East India Company was created to build up trade in goods like spices and cotton, and Britain soon relied upon this country for the supply of many goods. The East India Company was a private organization but it received a lot of support from the British government. It grew into a major cultural influence as well, aiming to educate the Indian population in English ways. Britain’s colonial influence extended far across the huge territories of India. Some of the profits from trade were us ed to introduce new technologies into India like roads and telegraphs, and even a vast railway network. The purpose was to support the colonial trade system, but an important side-effect was a shift in the culture of India for the native people there. Some historians see the colonisation of India in terms of bringing progress to the whole world, especially economic progress: â€Å"no organization in history has done more to promote the free movement of goods, capital and labour than the British Empire in the nineteenth and early twentieth centuries† (Ferguson: 2004, p. xxi) From this perspective, the brutal oppression of Indians who did not accept British rule is seen as an unfortunate price that had to be paid for this great progress. It is astonishing that so few British people managed to control such a huge land, for example in the period 1860-1905, â€Å"there were seldom more than 100,00 of them (European people) scattered among a population of over 250 million, and mos t were British soldiers who lived in cantonments concentrated in the northern half of the country.† (Ferguson, 2004, p. 341) The British government supplied troops to keep control over areas where uprisings occurred, for example in Bengal, which quickly became a centre for British influence. (Marshall: 2005, p. 241) A key factor in the success of the â€Å"Jewel in the Crown† of Queen Victoria’s empire was this partnership between business and government for purposes which benefited them both. This economic analysis is a convincing explanation of Britain’s great success in colonising the whole subcontinent of India. The colonisation of Tunisia by France is seen also by some historians as an incoming advanced nation bringing civilisation and progress to a backward country. The colonial attitudes are the same, and Africa was seen as a great prize which could be easily taken. There was a great rush by many European countries to take what they could: â€Å"Th e partition of Africa took little more than 20 years. It began with the French occupation of Tunisia in 1881†¦Ã¢â‚¬  (Wesseling: 2004, p, 148) France began to impose a political structure that fitted in with its centralist approach to government. Tunisia, along with Algeria and Morocco, became an extension of the French department system. At this late stage, more than a

Financial Trends Paper Essay Example | Topics and Well Written Essays - 1000 words

Financial Trends Paper - Essay Example The trend was a fall before the rise. The same could be observed in the behavior of net income of the company for the same three-year period, that there was a fall and an improvement after the fall. Net profit margin measures the company’s profitability performance (Bernstein, 1993) and is computed by dividing net income over the total revenues. In case of general motors a consistent 0.01 net profit margins were observed for the three year period. This indicates a rather lack of improvement in the company’s performance for the past three years despite the seeming increase in revenues from total sales for 2005 of US$192.6 billion to US $207.3 billion for 2006. This means the cost of the company was very high for the company which needs a deeper analysis as shown below: It would appear the company was still having some mark-ups from revenues, hence it may deduced that it is selling at above is production cost as evidenced by the positive gross profit rate from 2004 through 2006. The loss was felt only in 2005 when operating loss showed a rate of negative 0.01 value. This means that the company has higher operating expenses for 2005 compared with 2006 and 2004. Further analysis revealed that 2005 has high selling and administrative expenses in addition to the decline in revues from 2004 to 2005. Over all 2005 operation was a losing year by the company. When the three year ratios above are analyzed in relation to the trends established earlier in the behavior of the revenues and net income, it may be observed that there was big improvement in the return on equity (Meigs and Meigs, 1995) of the company from 2004 to 2006 although there was a deterioration in the return on assets from 0% in 2004 to -1% in 2006. This means that changes made were beneficial to the stockholder and that having too many assets are not necessarily better for the company if it will result to a better return to equity.

Civil Rights and Responsibilities Essay Example for Free

Civil Rights and Responsibilities Essay The Bill of Rights was added to the Constitution shortly after its ratification. These amendments guarantee certain political, procedural, and property rights against infringement by the national government (Patterson, 2009). â€Å"A bill of rights is what the people are entitled to against every government on earth, general or particular, and what no just government should refuse, or rest on influence (Thomas Jefferson). The First Amendment provides the foundation for freedom of expression which is the right of individual Americans to hold and communicate views of their choosing (Patterson, 2009). The motivation of the Bill of Rights was to guarantee individual rights and freedoms. The First Amendment reflects this tradition, providing for freedom of religion along with freedom of speech, press, assembly, and petition. The three provisions of the First Amendment are the freedom of speech, assembly and religion. The freedom of speech states that you are free to say almost anything except that which is obscene, slanders another person, or has a high probability of inciting others to take imminent lawless action. The freedom of assembly states that you are free to assemble, although government may regulate the time and place for reasons of public convenience safety, provided such regulations are applied evenhandedly to all groups. The freedom of religion states that you are protected from having the religious beliefs of others imposed on you, and you are free to believe what you like. Freedom of religion simply means citizens have freedom to attend a church, synagogue, temple or mosque of their choice, or not to attend at all. The First Amendment allows us to practice our religion the way we want to. When talking about freedom of religion and the First Amendment I think about religion in the schools. Every since the Supreme Court held school-sponsored prayer unconstitutional in the early 1960s, there has ben a concerted and well-funded campaign to reintroduce religion in public schools. Public schools themselves should not be in the business of promoting particular religious beliefs or religious activities and they should protect children from being coerced by others to accept religious (or anti-religious beliefs. A Saskatchewan Human Rights Commission inquiry ruled in July that the Saskatoon Board of Education must end a practice of giving teachers the option of conducting prayers in public school classrooms and assemblies. In practice, the choice has been primarily the Lords Prayer. The ruling will not change practices in separate schools. The inquiry followed a complaint six years ago by nine parents, including Muslims, Jews, Unitarians and atheists. About 20% of the 550 public school classrooms in Saskatoon begin the day with prayer. The decision may be appealed in court (Globe and Mail, 1999). The relationship between religion and government in the United States when it comes to the United States Constitution is governed by the First Amendment to the Constitution, which both prevents the government from establishing religion and protects privately initiated religious expression and activities from government interference and discrimination. The First Amendment thus establishes certain limits on the conduct of public school officials as it relates to religious activity, including prayer. Prayer should not have been taken out of schools. Parents should be sent home a letter opting out of religious activities and employees should be given the same option, but taken it out of schools was ridiculous. The case of Engel v. Vitale (1962) went to the Supreme Court and the case was about a time in 1951 the New York State Board of Regents (the State board of education) approved a 22-word â€Å"nondenominational prayer â€Å"for recitation each morning in the public schools of New York. It read: â€Å"Almighty God, we acknowledge our dependence upon Thee, and we beg Thy blessings upon us, our parents, our teachers and our Country.† The Regents believed that the prayer could be a useful tool for the development of character and good citizenship among the students of the State of New York. The prayer was offered to the school boards in the State for their use, and participation in the â€Å"prayer-exercise† was voluntary. In New Hyde Park, New York, the Union Free School District No. 9 directed the local principal to have the prayer â€Å"said aloud by each class in the presence of a teacher at the beginning of the school day.† The parents of ten pupils in the New Hyde Park schools objected to the prayer. They filed suit in a New York State court seeking a ban on the prayer, insisting that the use of this official prayer in the public schools was contrary to their own and their childrens beliefs, religions, or religious practices. The State appeals court upheld the use of the prayer, â€Å"so long as the schools did not compel any pupil to join in the prayer over his or his parents objection† (infoplease.com). The Freedom to Assemble gives people the right to assemble peacefully without causing any harm to others. As much as I do not agree with the KKK views and opinions they should be able to assemble if they do it in a peaceful manner. The First Amendment prohibits government from abridging the right of the people peaceably to assemble. This basic freedom ensures that the spirit of the First Amendment survives and thrives even when the majority of citizens would rather suppress expression it finds offensive. Over the course of our history, freedom of assembly has protected individuals espousing myriad viewpoints. Striking workers, civil rights advocates, anti-war demonstrators and Ku Klux Klan marchers have all taken to the streets and sidewalks in protest or in support of their causes. Sometimes these efforts have galvanized public support or changed public perceptions. Imagine a civil rights movement without the March on Washington or the womens suffrage movement without ranks of long-skirted, placard-carrying suffragists filling city streets. The U.S. Supreme Court recognized the importance of this freedom in the 1937 case De Jonge v. State of Oregon, writing that the right to peaceable assembly is a right cognate to those of free speech and free press and is equally fundamental. â€Å"According to the Court, † the right to assemble is one that cannot be denied without violating those fundamental principles which lie at the base of all civil and political institutions† (archive.firstamendmentcenter.org). The KKKs right to assemble peaceably was secured by the famous 1977 case of National Socialist Party v. Skokie, in which the American Civil Liberties Union successfully argued that the First Amendment prohibited officials of Skokie, Ill., from banning a march by the National Socialist Party. Skokie is a Chicago suburb that is home to many Holocaust survivors. One federal judge reasoned that â€Å"it is better to allow those who preach racial hatred to expend their venom in rhetoric rather than to be panicked into embarking on the dangerous course of permitting the government to decide what its citizens may say and hear† (archive.firstamendmentcenter.org). In conclusion, the First Amendment of the United States protects the rights to freedom of religion and freedom of expression as well as freedom of assembly from government interference. Freedom of expression consists of the rights to freedom of speech, press, assembly and to petition the government for a redress of grievances, and the implied rights of association and belief. The Supreme Court interprets the extent of the protection afforded to these rights. The First Amendment has been interpreted by the Court as applying to the entire federal government even though it is only expressly applicable to Congress. Two clauses in the First Amendment guarantee freedom of religion. The Establishment Clause and the Free Exercise Clause are two clauses in the First Amendment that guarantee freedom of religion. The Establishment Clause prohibits the government from passing legislation to establish an official religion or preferring one religion over another. It enforces the separation of church and state. The Free Exercise Clause prohibits the government, in most instances, from interfering with a persons practice of their religion. The right to assemble allows people to gather for peaceful and lawful purposes. Implicit within this right is the right to association and belief. With that being said, all people should be having some kind of freedom. They should be able to boycott and assemble peacefully without causing any harm to anyone. People should be free to have their different views and opinions of religion, be it that they religious or anti-religious. To sum it all up I would love for everyone to feel that they are free. References http://www.oyez.org/cases/1960-1969/1961/1961_468 http://www.aclu.org/religion-belief/program-freedom-religion-and-belief-government-funded-religion Religion in schools (teachers in Saskatchewan will no longer have the option of conducting prayer services in class). Humanist in Canada 130 (1999): 4, 39. General OneFile. Web. 25 June 2012. http://www2.ed.gov/policy/gen/guid/religionandschools/prayer_guidance.html

The Awakening: Edna :: essays research papers

The Awakening: Edna This is a look at "The Awakening" by Kate Chopin. When you first look at the life of Edna you think there is not much to discuss. Edna is a married woman who at first seems vaguely satisfied with her life--"she grew fond of her husband, realizing with some unaccountable satisfaction that no trace of passion or excessive and fictitious warmth colored her affection, thereby threatening its dissolution." (Chopin, 558). Edna doesn't know what she wants from life. It is evident from the way she tries to change her life to make it better, that she wants her own happiness. She refuses to stay home on Tuesdays, which she is expected to do to satisfy the social conventions of the time. She spends more time on her art. She goes to races and parties all the time. All of this doesn't seem to help her maintain happiness all the time. There were days when she was very happy without knowing why. She was happy to be alive and breathing, when her whole being seemed to be one with the sunlight, the color, the odors, the luxuriant warmth of some perfect Southern day. There were days when she was unhappy, she did not know why, when it did not seem worth while to be glad or sorry, to be dead or alive; when life appeared to her like a grotesque Pandemonium and humanity like worms struggling blindly toward inevitable annihilation. (Chopin, 588) Edna struggled to make her life more fulfilling. Edna wanted what? Passion, excitement? She states to the Doctor, "But I don't want anything but my own way. That is wanting a good deal, of course, when you have to trample upon the lives, the hearts, the prejudices of others--but no matter--still, I shouldn't want to trample upon the little lives." (Chopin, 629). In the title of "The Awakening" I get the impression of someone waking up and deciding that their life is not what they want. Edna goes from being reasonably happy in her life to very unhappy with her life and tries to change it to make it better. The ways she goes about it are not necessarily the right ways, but at least she tries to change it to make it better. The acceptable behaviors of the time in which she lived worked against her. Edna stays married because divorce was unheard of in those days. She wants to marry Robert, but he will not because it will disgrace her to leave her husband. She exceeds the social boundaries of the day by going her own way and The Awakening: Edna :: essays research papers The Awakening: Edna This is a look at "The Awakening" by Kate Chopin. When you first look at the life of Edna you think there is not much to discuss. Edna is a married woman who at first seems vaguely satisfied with her life--"she grew fond of her husband, realizing with some unaccountable satisfaction that no trace of passion or excessive and fictitious warmth colored her affection, thereby threatening its dissolution." (Chopin, 558). Edna doesn't know what she wants from life. It is evident from the way she tries to change her life to make it better, that she wants her own happiness. She refuses to stay home on Tuesdays, which she is expected to do to satisfy the social conventions of the time. She spends more time on her art. She goes to races and parties all the time. All of this doesn't seem to help her maintain happiness all the time. There were days when she was very happy without knowing why. She was happy to be alive and breathing, when her whole being seemed to be one with the sunlight, the color, the odors, the luxuriant warmth of some perfect Southern day. There were days when she was unhappy, she did not know why, when it did not seem worth while to be glad or sorry, to be dead or alive; when life appeared to her like a grotesque Pandemonium and humanity like worms struggling blindly toward inevitable annihilation. (Chopin, 588) Edna struggled to make her life more fulfilling. Edna wanted what? Passion, excitement? She states to the Doctor, "But I don't want anything but my own way. That is wanting a good deal, of course, when you have to trample upon the lives, the hearts, the prejudices of others--but no matter--still, I shouldn't want to trample upon the little lives." (Chopin, 629). In the title of "The Awakening" I get the impression of someone waking up and deciding that their life is not what they want. Edna goes from being reasonably happy in her life to very unhappy with her life and tries to change it to make it better. The ways she goes about it are not necessarily the right ways, but at least she tries to change it to make it better. The acceptable behaviors of the time in which she lived worked against her. Edna stays married because divorce was unheard of in those days. She wants to marry Robert, but he will not because it will disgrace her to leave her husband. She exceeds the social boundaries of the day by going her own way and

Political Philosophy and Major Theme Machiavelli Essay

Machiavelli had a true and abiding love for Florence. He wanted to make Florence great and also find himself a job, as he lost his when the Medici family came into power. He dedicated his book on political science, The Prince, to Lorenzo Medici in the hopes that Lorenzo would be impressed and offer him a job. However, Lorenzo ignored the book and Machiavelli. The Prince is a didactic examination of political power, how to achieve it, maintain it, and expand it. Machiavelli does not take into consideration what is morally right, or amoral, only what is useful and useless. The book is more like a technical manual, and technical manuals only state the facts. The book defines what turns a mere man into a great ruler and what turns a great ruler into a mere man. Machiavelli’s book of politics is unique because it is so realistic. He does not place man in a false utopia where man live in eternal peace and harmony, everyone doing good to one another for the good of the public whole. Rather, he writes a manual where there are political conflicts and tensions. Machiavelli writes how a prince should deal with these conflicts and tensions. He condones cruelty, punishment, religion, rewards, compassion, and integrity to achieve power. Whatever means to achieve the end. QUESTIONS 2. Discuss Machiavelli’s â€Å"heroes†. Select one and discuss the traits that he finds admirable in that person. Be specific. Machiavelli’s heroes are Moses, Cyrus, Romulus and Theseus. They all formed civilizations. When Machiavelli talks about his heroes he is speaking of how to acquire a princedom. As Isiah Berlin says in his essay, Machiavelli admired these heroes because they were high-minded, tough, and tough enough to use brutality against the few, to help the public good of the princedom. He especially admired Moses because he was worthy to talk to God. Moses had the opportunity to create a new civilization with the Israelites because they were being treated badly by the Pharaoh . Therefore, Moses took advantage of their discontent with their new master and led them in a revolt. Eventually creating a new civilization. Machiavelli admired Moses because of his strength of character that carried him through the difficult trouble of gaining power. 3. Discuss Machiavelli’s opinions on the uses of cruelty to accomplish certain goals. The Prince is about the ways to achieve political power, with no preference for the way in which it is achieved. Machiavelli does not advocate unnecessary cruelty. His book is only about how to obtain and keep a princedom. Machiavelli believes that cruelty is sometimes necessary to acquire or/and keep political power. Machiavelli recognized that in the time he lived a political ruler would have to use cruelty, he writes, â€Å"The new prince, above all princes, cannot possibly avoid the name of cruelty†. He also states in Chapter VIII that cruelty may be useful sometimes in achieving certain ends, but it would bring no glory. 1. What does Machiavelli think of â€Å"the people† in the course of human history? Machiavelli refers to â€Å"the people† as â€Å"the masses†, lots of times. He realizes that â€Å"the people† are a dominant force in politics, whether it is a democracy or a republic. When a princedom is added to an already established kingdom, he writes that the customs must be the same between the two and that no new taxes or laws should be enacted. To do so would cause the people to revolt and the recently acquired princedom would be in jeopardy. Machiavelli realizes a prince cannot keep political power if his people hate him. A hostile population may abandon him or turn against him when hostile noble attack, then the prince will lose the kingdom. Machievelli also believed that a prince may â€Å" make an example of a very few† be execution of severe punishment, but that letting the population bring disorder among themselves was bad for the whole community. Therefore, Machiavelli was wary of â€Å"mob rule†. Machiavelli realizes that â€Å"the people† have to be relatively happy for a princedom to be healthy. 4. In general, what is Machiavelli telling his â€Å"Prince† with regard to the use of power? Machiavelli’s entire book is about power. How to achieve a princedom with power. Power over â€Å"the people† with cruelty (or punishment); power over other princes with deceit or a bigger army or powerful friends; power over the army with cruelty and/or money. He speaks of control over captured cities by dividing them into factions, disarming the people or forming hostilities among the people. All of these things achieve power. A prince must also be more powerful than his counselors, listening and gleaning knowledge but making his own decisions; because a weak prince will do whatever his counselors tell him and then his counselors will take over the princedom. EVALUATION OF BOOK I think this is one of the most interesting books I’ve read in a while. It’s dry, realistic, terse, and to the point. It’s also very easy to read (I was pleasantly surprised). All of the historical connotations are especially interesting. I read that Hitler, Mussolini, and Lenin found Machiavelli valuable reading; I would like to delve more into that one!! In the Renaissance religion and learning were beginning to be thought of as separate and Machiavelli was a man of his time. His book was entirely didactic and did not have a trace of religion. He spoke of cruelty and deceit in matter-of-fact tones and kept his book strictly a manual, with no judgements. In our modern time, we have to discern his book in the same manner that he wrote it. If we do not, we will not understand what he was writing.

Give Me Liberty: Chapter 17 Outline Essay

Populists or people’s party members were part of this era’s greatest political insurgency. It evolved from the Farmers’ Alliance, where farmers across forty-three states banded together to remedy their condition. The people’s party not only attracted farmers but also included all the â€Å"producing classes.† Their lasting legacy comes from the populist platform of 1892 and also from the fact that populism came close to replacing the two already existing parties. Explain how a system of racial segregation was established in the South: Since populism failed in the south, it was open to the induction of a new racial order. As much of Reconstruction was undone as possible by the Redeemers, so called because they believed they saved the region from alleged misgovernment and impending â€Å"black rule.† New laws were created that jailed anyone without a job, and the punishment for petty crimes was increased tenfold. Of course, the black population suffered the greatest after this. Then, convict laboring became popular which basically put blacks right back into slavery. Blacks continued to be denied high paying jobs, but a black middle class began to arise in the urban communities consisting of people with professions such as teachers and professors. Blacks in politics declined also, though not abruptly. They eventually lost their right to vote. In Plessy v. Ferguson it was made legal to segregate public places. Lynching also rose in popular ity again. Describe what ways the boundaries of American freedom grew narrower in this period: At the end of the 19th century, the thought process of Americans changed quite a bit, towards the idea that freedom should not be offered equally, only to the right and supposed deserving people. An Ohio newspaper stated that the influx of immigrants was overrunning cities, and that they â€Å"have no appreciation of the true meaning of liberty.† Most of the immigrants in this period came from Italy, Russia, Austro-Hungarian empires, and other countries in Southern and eastern Europe. Immigrants were looked down upon as horrible excuses for people who are inclined to steal and commit crime from birth. People started to look for a way to limit the rights of these people, and also prevent more from entering. In Boston, the immigration restriction league was formed and proposed that literacy would be required to enter the country. This was adopted by many states. Blacks also continued to see less and less rights in the South, as well as disenfranchisement. Suffrage was becoming more of a privilege in America, instead of a right. Explain how the United States emerged as an imperial power in the 1890’s: America started out slow as government officials and business owners decided the land and resources they had weren’t enough. At first, proposals to annex other countries were vetoed and over-sea focus remained mostly on trade. Then, a group of late nineteenth century thinkers proposed an idea of updated manifest destiny, and that the most beneficial thing to do for the world was to impose the Anglo-Saxon traditions on uncivilized societies and turn them into consumers of American goods. This was outlined in the book Our Country by Josiah Strong. Alfred T. Mahan took advantage of the time at which western expansion ended, as all land was finally claimed by a state. He published a book that urged American expansion to move outward because we could no longer capitalize on our own land. This book influenced James Blaine, secretary of state during the presidency of Harrison. Harrison requested the construction of four new battleships, while Blaine encouraged the president to push for Hawaii, Puerto Rico, and Cuba to be set up as naval bases. The depression further exacerbated these ideas and plunged the country into a period of aggressive nationalism, where newspapers containing sentiments of nationalism views sold like hotcakes. Vocabulary: The Farmer’s Alliance – Farmer’s in the early 1890’s felt disenfranchised, so they banded together to aid each other. Spread across 43 states. The Populist Party – Evolved from the farmer’s alliance, except it included all working classes. Their platform still remains a classic American document. They sought to redefine the idea of freedom in the contemporary government. It attracted many followers, including a large number of women who wanted suffrage, and a small number of blacks. Populist Platform – Consisted of six main items: 1. Direct election of U.S. Senators 2. Government control of currency 3. A graduated income tax 4. Low cost public financing for farmers 5. Legalize unionizing 6. Public ownership of railroads William J. Bryan –Second candidate chosen by populists for president. He was supported by democrats as well and ran as democrat even. He condemned the gold standard, and advocated free silver and unrestricted minting of silver money. He hoped it would help relieve farmer debts. He was also devoutly religious. Coxey’s Army – A band of several hundred unemployed men led by Ohio businessman Jacob Coxey demanding economic relief. They marched to D.C. where they were forced to disperse by soldiers. Pullman Strike – Workers in a company owned town called Pullman called a strike due to low wages. The idea spread and the boycott called by the American Railway Union crippled national rail service, government injunctions were imposed to force laborers to work. Eugene V. Debs – Charismatic leader of the rail-worker’s union and the Pullman strike, was jailed for contempt of court. On his release, 100,000 people greeted him, and he called them lovers of liberty. He said that state and national government was going to take from the weak their birthright of freedom. Free Silver – Unrestricted minting of silver money, Supported by Bryan because he hoped to circulate more money to aid farmers. Election of 1896 – Won by William McKinley, the republican candidate. Bryan who represented the democrats lost by about 6 million votes. Bryan is noted to have driven many republicans to McKinley because of Bryan’s call for inflation and speeches against corporate arrogance. Northeast and Midwest industrial states voted republican, while less populous states voted for Bryan which is why he lost. William McKinley – Former Ohio governor and republican, won the election of 1896. His campaign manager Hanna created a political machine that flooded the states with pamphlets and other propaganda. The Redeemers – Claimed to have redeemed the southern region of misgovernment and black rule. They were able to impose their racial order due to the failure of populism in the south. When they gained power they quickly undid as much as they were able of Reconstruction. New laws incarcerated people for the simplest of crimes, and then convicts were bought and sold and used as a cheap form of labor, much like slavery. The Kansas Exodus – 50,000 blacks migrated to Kansas in the belief they would find political equality, freedom from violence, access to education and economic opportunity. Pap singleton handed out flyers portraying Kansas as a utopia. However, most blacks didn’t have the capital to farm so they ended up getting stuck there with low paying jobs. Decline of Black Politics and voting – Black people gave up their interest in politics after reconstruction, and they sought more fulfilling careers in business, law, or the church. This turned out to be their worst mistake because then their voting was taken away in the south as soon as it was possible. Poll taxes and other voter restrictions were enacted that were aimed at blacks but still lawful. Jim Crow Laws – State and local laws mandating de jure racial segregation in Southern states. Examples: Created the poll taxes, literacy tests, and the grandfather clause. Blacks were denied access to many public and municipal facilities such as parks, theaters, housing, and mass transit. Various economic sanctions were placed on blacks in order to maintain their status. Plessy V. Ferguson – Upheld the constitutionality of state laws requiring racial segregation in public facilities under the doctrine of â€Å"separate but equal.† Lynching – The murder of a person, usually black, and then hanging them on a tree to ridicule them. Authorities seldom involved themselves in the conflicts even though they knew about them. Chinese Exclusion Act – The first major legal restriction on immigration to the U.S.; prohibited further unskilled Chinese immigration in order to reduce competition for jobs. Booker T. Washington – Former slave who promoted economic independence and a slow transition for blacks into free society; founded the Tuskegee Institute. American Federation of Labor – Alliance of skilled workers in craft unions; focus was bread-and butter issues such as higher wages, shorter hours, and better working conditions. It was led by Samuel Gompers. Alfred Mahan – Author who argued in 1890 that the economic future of the United States rested on new overseas markets protected by a larger navy; wrote â€Å"The Influence of Sea Power Upon History.† Josiah Strong – Author of Our Country: Its Possible Future and Its Present Crisis, in which he urged Anglo-Saxons to â€Å"civilize and Christianize† the American West. Annexation of Hawaii – American sugar plantation owners began the annexation by overthrowing the country’s queen successfully, which was followed by American military action. McKinley requested a joint resolution of annexation because it was popular amongst Americans although not among Hawaiians. Spanish – American War – Caused by suspicions of the Maine, support of Cuban independence, economic depression, and Yellow Press Journalism. The effect it had on America was that it pushed it into imperialism, after the war was won by the U.S., they received three new territories. Teller Amendment – Promised that America would not annex Cuba after winning the war. Yellow Journalism – Journalism that exploits, distorts, or exaggerates the news to create sensations and attract readers. Open Door Policy – Allowed free flow of trade with Asia, while still barring Asians to enter the country. The Philippine War – Began after Filipinos incorrectly thought that they would self govern after independence from Spain. McKinley decided he still wanted the islands though, so they revolted and lost. â€Å"White Man’s Burden† – Poem by Rudyard Kipling outlining the contemporary thoughts of the government, which is it is our duty to civilize the lesser races. Anti – Imperialist League – Argued that an empire and democracy cannot coexist.