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A Look at Presidential Power and What Could Have Been John T
Southern Illinois University Carbondale OpenSIUC Honors Theses University Honors Program 8-1992 The Difference One Man Makes: A Look at Presidential Power and What Could Have Been John T. Sullivan Follow this and additional works at: http://opensiuc.lib.siu.edu/uhp_theses Recommended Citation Sullivan, John T., "The Difference One Man Makes: A Look at Presidential Power and What Could Have Been" (1992). Honors Theses. Paper 60. This Dissertation/Thesis is brought to you for free and open access by the University Honors Program at OpenSIUC. It has been accepted for inclusion in Honors Theses by an authorized administrator of OpenSIUC. For more information, please contact [email protected]. The Difference One Man Makes: A Look at Presidential Power and What Could Have Been By John T. Sullivan University Honors Thesis Dr. Barbara Brown July 1992 A question often posed in theoretical discussions is whether or not one person can make a difference in the ebb and flow of history. We might all agree that if that one person were a President of the United states, a difference could be made; but how much? While the presidency is the single most powerful position in the U.s. federal system of government, making it a formidable force in world affairs also, most scholars agree that the presidency, itself, is very limited, structurally. The success of a president in setting the nation along a desired course rests with the ingredients brought to the position by the person elected to it. Further, many events occur outside the control of the president. Fortune or failure depends upon how the individual in office reacts to these variables. -
Report of the Task Force on University Libraries
Report of the Task Force on University Libraries Harvard University November 2009 REPORT OF THE TASK FORCE ON UNIVERSITY LIBRARIES November 2009 TABLE OF CONTENTS I. Strengthening Harvard University’s Libraries: The Need for Reform …………... 3 II. Core Recommendations of the Task Force …………………………………………. 6 III. Guiding Principles and Recommendations from the Working Groups …………... 9 COLLECTIONS WORKING GROUP …………………………………………. 10 TECHNOLOGICAL FUTURES WORKING GROUP …………………………… 17 RESEARCH AND SERVICE WORKING GROUP ……………………………… 22 LIBRARY AS PLACE WORKING GROUP ……………………………………. 25 IV. Conclusions and Next Steps ………………………………………………………….. 31 V. Appendices ……………………………………………………………………………. 33 APPENDIX A: TASK FORCE CHARGE ……………………………………… 33 APPENDIX B: TASK FORCE MEMBERSHIP ………………………………… 34 APPENDIX C: TASK FORCE APPROACH AND ACTIVITIES …………………. 35 APPENDIX D: LIST OF HARVARD’S LIBRARIES …………………………… 37 APPENDIX E: ORGANIZATION OF HARVARD’S LIBRARIES ………………... 40 APPENDIX F: CURRENT LANDSCAPE OF HARVARD’S LIBRARIES ………... 42 APPENDIX G: HARVARD LIBRARY STATISTICS …………………………… 48 APPENDIX H: TASK FORCE INFORMATION REQUEST ……………………... 52 APPENDIX I: MAP OF HARVARD’S LIBRARIES ……………………………. 55 2 STRENGTHENING HARVARD UNIVERSITY’S LIBRARIES: THE NEED FOR REFORM Just as its largest building, Widener Library, stands at the center of the campus, so are Harvard’s libraries central to the teaching and research performed throughout the University. Harvard owes its very name to the library that was left in 1638 by John Harvard to the newly created College. For 370 years, the College and the University that grew around it have had libraries at their heart. While the University sprouted new buildings, departments, and schools, the library grew into a collection of collections, adding new services and locations until its tendrils stretched as far from Cambridge as Washington, DC and Florence, Italy. -
World Conservation
The IUCN Bulletin Number 1 2002 World Conservation Mountain high CONTENTS Mountains on the agenda When the United Nations declared 2002 International Year of Mountains, its aim was to celebrate the biological and cultural diversity of our planet’s mountain regions and the human cultures they nurture, and to draw the world’s attention to the importance of these fragile and vulnerable ecosystems on which so many human lives and livelihoods depend. The international community is responding with a multitude of events and celebrations, in the hope of putting mountains firmly on the world agenda. This special issue of World Conservation is an IUCN contribution to those efforts. 1. MOUNTAIN VALUES 3. TAKING ACTION 3 For the love of mountains PROTECTING NATURE Yolanda Kakabadse AND CULTURE 4 Why mountains matter 21 EcoAméricas: a bold vision IUCN/JIM THORSELL Lawrence S. Hamilton Mario A. Boza Masherbrum, Central Karakorum National 6 WATER • Lifeblood of nature and 22 Protected landscapes: need for Park, Pakistan. society Bruno Messerli innovation Jessica Brown 7 Mount Kenya: vital water for a semi- 23 Cultural landscapes: World Conservation arid region Hanspeter Liniger and Kyrgyzstan’s crown jewel (formerly the IUCN Bulletin) Stephan Doempke Francis Gichuki A publication of 8 BIODIVERSITY • Our natural IUCN – The World Conservation Union wealth Lawrence S. Hamilton and LIVING SUSTAINABLY Rue Mauverney 28 Shengji Pei 25 Ecotourism: minimizing impacts CH-1196 Gland, Switzerland 9 CULTURE • Fountains of Chandra P. Gurung Tel: +41 (22) 999 0000 inspiration Edwin Bernbaum 26 China’s model counties Fax: +41 (22) 999 0002 11 WORLD HERITAGE • Mountains Hu Yuanhui Website: http://iucn.org galore Jim Thorsell 27 Pohnpei: power to the people Editor: Nikki Meith Bill Raynor Contributing editor: Peter Hulm 2. -
Economic Peace in the West Bank and the Fayyad Plan: Are They Working?
The Middle East Institute Policy Brief No. 28 January 2010 Economic Peace in the West Bank and the Fayyad Plan: Are They Working? By Adam Robert Green Prime Minister of the Palestinian Authority Salam Fayyad wants to build the insti- tutional foundations of a Palestinian state by 2011. Improved security in the West Bank, and Israel’s easing of some checkpoints, has boosted the effort by strengthening the West Bank’s economy. This Policy Brief asks whether this muted economic re- vival can be deepened and sustained in the absence of a peace agreement with Israel or a unified Palestinian leadership. For more than 60 years, the Middle East Institute has been dedicated to increasing Americans’ knowledge and understanding of the re- gion. MEI offers programs, media outreach, language courses, scholars, a library, and an academic journal to help achieve its goals. The views expressed in this Policy Brief are those of the author; the Middle East Institute does not take positions on Middle East policy. Economic Peace in the West Bank and the Fayyad Plan: Are They Working? There can be a democratic, de facto Palestinian state by 2011, according to Salam Fayyad, the Prime Minister of the Palestinian Authority (PA). The goal was outlined in an eloquent two-year plan entitled “Ending the Occupation, Establishing the State,”1 published in August 2009, which called for the formation of the institutional founda- tions of statehood prior to, and independent of, an agreement with Israel. The so-called “August plan” is breathlessly ambitious. It envisions the building of a Palestine International Airport in the Jordan Valley, the reconstruction of Gaza Port, and a passage connecting Hamas’ battered province with the West Bank. -
Rawabi Homeowners
SPRING EDITION home 2018 Omani Minister of Foreign Rawabi’s 5th Neighborhood Forbes Holds its Annual Affairs: “The City of Rawabi “Ikshaf”: New Floorplans, Conference at Rawabi is a Miracle, it’s Like the Sizes and Breathtaking Pyramids” Views LIVE, WORK, AND GROW IN THE FIRST PALESTINIAN PLANNED CITY Here at Rawabi, we are moving with certainty towards a bright future. Together, we dreamed of what was possible and together, we built it. The city is coming alive as families go about the daily business of work, school and home life. Q Center hums with activity as employees arrive each day fresh and eager to create, to produce, and innovate in the city’s expanding business hub. By night, the lights of Rawabi’s cafes, restaurants and shops sparkle as the sounds of relaxed conversations and laughter spill out onto the sidewalks. When the weekend comes, young and old come out to enjoy the warm weather and outdoor activities found in our breathtaking natural setting at WaDina. One of the sights that makes me most proud is young students heading into Rawabi English Academy. The city’s first school opened its doors in September 2016 and rapidly grew to become one of Palestine’s premiere education facilities. Perhaps more than any other accomplishment we’ve shared, the success of our school assures me we are on the right track and that there is no obstacle we cannot surmount. When I walk around the city today, so much of what I see reinforces my conviction that the gains we have made here are permanent – that we have built something no one will ever be able to take away from us. -
The History of Lowell House
The History Of Lowell House Charles U. Lowe HOW TO MAKE A HOUSE Charles U. Lowe ’42, Archivist of Lowell House Lucy L. Fowler, Assistant CONTENTS History of Lowell House, Essay by Charles U. Lowe Chronology Documents 1928 Documents 1929 Documents 1930-1932 1948 & Undated Who’s Who Appendix Three Essays on the History of Lowell House by Charles U. Lowe: 1. The Forbes story of the Harvard Riverside Associates: How Harvard acquired the land on which Lowell House was built. (2003) 2. How did the Russian Bells get to Lowell House? (2004) 3. How did the Russian Bells get to Lowell House? (Continued) (2005) Report of the Harvard Student Council Committee on Education Section III, Subdivision into Colleges The Harvard Advocate, April 1926 The House Plan and the Student Report 1926 Harvard Alumni Bulletin, April, 1932 A Footnote to Harvard History, Edward C. Aswell, ‘26 The Harvard College Rank List How Lowell House Selected Students, Harvard Crimson, September 30, 1930, Mason Hammond “Dividing Harvard College into Separate Groups” Letter from President Lowell to Henry James, Overseer November 3, 1925 Lowell House 1929-1930 Master, Honorary Associates, Associates, Resident and Non-Resident Tutors First Lowell House High Table Harvard Crimson, September 30, 1930 Outline of Case against the Clerk of the Dunster House Book Shop for selling 5 copies of Lady Chatterley’s Lover by D. H. Lawrence Charles S. Boswell (Undated) Gift of a paneled trophy case from Emanuel College to Lowell House Harvard University News, Thursday. October 20, 1932 Hizzoner, the Master of Lowell House - Essay about Julian Coolidge on the occasion of his retirement in 1948 Eulogy for Julian L. -
Richard Neustadt
!RICHARD NEUSTADT Presidential Power and the Modern President From this often-read book comes the classic concept of presidential power as "the power to persuade. " Richard Neustadt observed the essence of presidential power when working in the executive branch during Franklin Roosevelt's term as president. He stayed to serve under President Truman. It is said that President Kennedy brought Presidential Power with him to the White House, and Neustadt worked briefly for JFK. The first half of the excerpt, in which he shows how presidents' well-developed personal characteristics permit successful persuasive abilities, comes from the book's first edition. The excerpt's closing pages reflect Neustadt's recent musings on the nation, on world affairs, and on the challenges presidents face. IN THE EARLY summer of 1952, before the heat of the campaign, President [Harry] Truman used to contemplate the problems of the general-become-President should [Dwight David] Eisenhower win the forthcoming election. "He'll sit here," Truman would remark (tapping his desk for emphasis), "and he'll say, 'Do this! Do that!' And nothing will happen. Poor Ike-it won't be a bit like the Army. He'll find it very frustrating." Eisenhower evidently found it so. "In the face of the continuing dissidence and disunity, the President sometimes simply exploded with exasperation," wrote Robert Donovan in comment on the early months of Eisenhower's first term. "What was the use, he demanded to know, of his trying to lead the Republican Party. ..... And this reaction was not limited to early months alone, or to his party only. -
New Renovated B-School Facilities
Business School Facilities: Recent Construction and Renovation Institution Name B-school Name Building/Facility Name Activity Year Status University of Calgary Haskayne School of Business Scurfield Hall New Building 1986 Complete University of Cincinnati School of Business Carl H. Lindner Hall New Building 1987 Complete Brock University Faculty of Business Taro Hall New Building 1990 Complete The University of Arizona Eller College of Management McClelland Hall New Building 1992 Complete University of California, Berkeley Haas School of Business Haas School of Business complex New Building 1995 Complete University of California, Los Angeles Anderson School of Management Management Education Complex New Building 1995 Complete Boston University School of Management Rafik B. Hariri Building New Building 1996 Complete Creighton University College of Business College of Business Building Renovation/Expansion 1996 Complete Northern Kentucky University Haile/US Bank College of Business unknown unknown 1996 Complete University of Georgia The Terry College of Business Brooks Hall Renovation/Expansion 1996 Complete William and Rosemary Gallagher University of Montana School of Business Administration Business Building New Building 1996 Complete University of Virginia-Darden Darden Graduate School of Business Saunders Hall New Building 1996 Complete The Arnold and Mabel Beckman Chapman University Argyros School of Business and Economics Business and Technology Hall New Building 1997 Complete Peter F. Drucker & Masatoshi Ito Graduate Claremont Graduate -
Asia 24 Supplementary Material
Asia 24 Supplementary Material Coordinating Lead Authors: Yasuaki Hijioka (Japan), Erda Lin (China), Joy Jacqueline Pereira (Malaysia) Lead Authors: Richard T. Corlett (China), Xuefeng Cui (China), Gregory Insarov (Russian Federation), Rodel Lasco (Philippines), Elisabet Lindgren (Sweden), Akhilesh Surjan (India) Contributing Authors: Elena M. Aizen (USA), Vladimir B. Aizen (USA), Rawshan Ara Begum (Bangladesh), Kenshi Baba (Japan), Monalisa Chatterjee (USA/India), J. Graham Cogley (Canada), Noah Diffenbaugh (USA), Li Ding (Singapore), Qingxian Gao (China), Matthias Garschagen (Germany), Masahiro Hashizume (Japan), Manmohan Kapshe (India), Andrey G. Kostianoy (Russia), Kathleen McInnes (Australia), Sreeja Nair (India), S.V.R.K. Prabhakar (India), Yoshiki Saito (Japan), Andreas Schaffer (Singapore), Rajib Shaw (Japan), Dáithí Stone (Canada/South Africa /USA), Reiner Wassman (Philippines), Thomas J. Wilbanks (USA), Shaohong Wu (China) Review Editors: Rosa Perez (Philippines), Kazuhiko Takeuchi (Japan) Volunteer Chapter Scientists: Yuko Onishi (Japan), Wen Wang (China) This chapter on-line supplementary material should be cited as: Hijioka , Y., E. Lin, J.J. Pereira, R.T. Corlett, X. Cui, G.E. Insarov, R.D. Lasco, E. Lindgren, and A. Surjan, 2014: Asia – supplementary material. In: Climate Change 2014: Impacts, Adaptation, and Vulnerability. Part B: Regional Aspects. Contribution of Working Group II to the Fifth Assessment Report of the Intergovernmen tal Panel on Climate Change [Barros, V.R., C.B. Field, D.J. Dokken, M.D. Mastrandrea, K.J. Mach, T.E. Bilir, M. Chatterjee, K.L. Ebi, Y.O. Estrada, R.C. Genova, B. Girma, E.S. Kissel, A.N. Levy, S. MacCracken, P.R. Mastrandrea, and L.L. White (eds.)]. Available from www.ipcc-wg2.gov/AR5 and www.ipcc.ch. -
2019-2020 HKS Admissions Brochure.Pdf
MASTER'S PROGRAMS ADMISSIONS ASK WHAT YOU CAN DO Harvard Kennedy School attracts a diverse group of candidates. This snapshot shows our degree programs based on a five-year average. MPP MPA/ID MPA MC/MPA ENTERING CLASS SIZE 238 69 82 212 AVERAGE AGE 26 27 28 37 Every generation faces an opportunity and a AVERAGE YEARS WORKED 3 4 5 13 responsibility to meet the great challenges of its era. Today’s most compelling global issues — entrenched FEMALE 50% 45% 41% 41% poverty to climate change to security threats — are MALE 50% 55% 59% 59% complex, interrelated, and urgent. They require bold thinking and passionate leaders with the courage and INTERNATIONAL STUDENTS* 29% 77% 53% 56% the tools to turn ideas into action. U.S. STUDENTS OF COLOR** 37% 46% 44% 56% Joint and Concurrent Programs Students may pursue joint or concurrent programs with other professional schools at Harvard or with selected At Harvard Kennedy School, our mission This unique learning environment professional schools outside Harvard. Joint degree programs feature integrated coursework developed by faculty is to educate exceptional public leaders stimulates the development of principled members to provide a holistic learning experience. Coursework for concurrent degree programs is not as closely and generate ideas that help solve and effective public leaders and integrated—students weave together the two halves of their learning experience independently. public problems. Through our rigorous innovative solutions that can influence HARVARD CONCURRENT CONCURRENT CONCURRENT educational -
Presidential Power in the Modern Era
1 Presidential Power in the Modern Era With box cutters and knives, nineteen hijackers took control of four commercial jets on the morning of September 11, 2001, and flew the planes into the towers of the World Trade Center, the Pentagon, and Shanksville, Pennsylvania. The South and North Towers in New York collapsed at 10:05 and 10:28 a.m., respectively. Fires in the Pentagon burned for another seventy-two hours. In all, over three thousand civilians (including several hundred New York City fire fighters and police) died in the attacks. The greatest terrorist act in U.S. history sent politicians scrambling. Not surprisingly, it was the White House that crafted the nation’s response, little of which was formally subject to congressional review. In the weeks that followed, President Bush issued a flurry of uni- lateral directives to combat terrorism. One of the first was an execu- tive order creating a new cabinet position, Secretary of Homeland Se- curity, which was charged with coordinating the efforts of forty-five federal agencies to fight terrorism. Bush then created a Homeland Security Council to advise and assist the president “with all aspects of homeland security.” On September 14, Bush issued an order that au- thorized the Secretaries of the Navy, Army, and Air Force to call up for active duty reservists within their ranks. Later that month, Bush issued a national security directive lifting a ban (which Gerald Ford originally instituted via executive order 11905) on the CIA’s ability to “engage in, or conspire to engage in, political assassination”—in this instance, the target being Osama bin Laden and his lieutenants within al Qaeda, the presumed masterminds behind the September 11 at- tacks. -
Harvard Law School's Promotional Literature, 1829-1848
HARVARD LAW SCHOOL’S PROMOTIONAL LITERATURE, 1829-1848 A REFLECTION OF THE IDEALS AND REALITIES OF THE STORY-ASHMUN-GREENLEAF ERA Michael von der Linn† OEL PARKER, CHARLES WARREN, and later scholars attribute Harvard Law School’s renaissance in the years spanning 1829 to 1848 to the endowment provided by Nathan Dane, the sup- J port of President Josiah Quincy, and the contributions of Jo- seph Story, John Hooker Ashmun, and Simon Greenleaf.1 These were indeed the primary reasons for the school’s remarkable growth. Another, which has received little attention, was an aggres- sive promotional campaign initiated by Story in the 1830s.2 This † Michael von der Linn is the manager of the Antiquarian Book Department of The Lawbook Exchange, Ltd. 1 The law school’s faculty and staff consisted of two people during this period. Story was the superintendent; Ashmun handled most of the administrative duties. They divided the teaching load fairly evenly. This arrangement continued when Greenleaf joined the faculty after Ashmun’s death in 1833. Asahel Stearns, Story’s predecessor, directed the school from its establishment in 1817 to 1829. He was the sole administrator and primary instructor, but he shared his teaching duties with Isaac Parker, who held a joint appointment with Harvard College. 2 I have found two references. Warren, who provides the quote cited in Footnote 6, devotes a paragraph to this topic. Newmyer, perhaps based on his reading of Warren, mentions it as well. Charles Warren, History of the Harvard Law School 13 GREEN BAG 2D 427 Michael von der Linn was not the first time Harvard issued marketing materials, nor was it the first or only school to use them.3 But the size of Story’s cam- paign was unprecedented.