2002 Calendar of Events & Exhibits
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He Politics of Business in California 1890-1920 SI 2.50
he Politics of Business in California 1890-1920 SI 2.50 The Politics of Business in California. 1890-1920 Manse/ G. Blackford The American experience between the Civil War and World War I can perhaps be best understood as an attempt to reorder national life in the wake of a radical social and eco nomic disruption that was brought on by rapid industrialization. In California, even more than in other areas of the nation, fundamental and dramatic changes were to occur throughout the period as various sectors of the state's rapidly ex panding economy became both increasingly differentiated and more closely interdependent. Through a series of mergers and consolida tions, large, diversified, integrated, and multi level firms came to replace smaller, more specialized, independent, and single-level companies. Trade associations, marketing com bines, and other affiliations served to organize these emergent firms within each industry; and businessmen, acutely aware of a need for recognition of their status as members of a profession, began increasingly to act in con cert as a special-interest group, both in public, in their representations to legislative bodies, and in private, as apologists for commercial practice and as agents working to suppress competition and increase efficiency. Professor Blackford examines three of Cali fornia's more important basic productive in dustries—agriculture, oil, and lumber—and three of its principal supportive businesses — banking, investment banking, and insurance — together with two major issues that cut across industry lines: the growing movement to bring about state regulation of railroads and public utilities, and the effort to effect tax reform. -
The Cupola National Register of Historical Places
Oakland City Landmark 1975 The Cupola National Register of Historical Places Newsletter 1976 of the Alameda County Historical Society Landmark 1985 Pardee Home Museum California Historic Landmark Fall / Winter 2013 1998 PARDEE FAMILY DRESS MAKER Aura became a Modiste (dress sleds with wide runners so By Cherie Donahue designer) and had many well- that they would not sink into known clients including the the snow. On these was a Aura Prescott was born in a log Pardees. Aura designed and wagon-box. The bottom house on a Minnesota farm on sewed the beaded gown Mrs. was covered with straw and March 31, 1871. Her family George Pardee wore to the then hot stones and jugs of moved eight miles south to governor’s inaugural ball in hot water were placed and Albert Lea, Minnesota in 1876. Sacramento. This dress has all covered with blankets. This was the first time Aura had recently been located in storage The family was seated at ever seen a town. She and her in Sacramento. She spent six both sides and then more siblings could now attend weeks each summer in blankets. All the way the Sunday School and participate Sacramento in the Governor’s family would sing in concert. in group activities. In 1880 the Mansion while George Pardee Prescott’s moved to the newly Aura Prescott’s great was governor. opened Dakota Territory. Aura granddaughter, Cherie taught school in the Dakota Miss Helen and Miss Madeline Donohue, is a Pardee Home Territory before taking the train related memories of Aura living Museum board member, docent, to the 16th Street Station in at the family’s Oakland home and tea committee member. -
Annual Congregation for The
THE UNIVERSITY OF BRITISH COLUMBIA ANNUAL CONGREGATION FOR THE CONFERRiNG OF DEGREES WEDNESDAY, MAY TWENTY-FOURTH NINETEEN HUNDRED AND SEVENTY-TWO SENATE The Chancellor: Allan Morton MeGavin, C.D. The President, Chairman: Walter Henry Gage, C.C., M.A., LL.D. The Registrar, Secretary: J. B. A. Parnall, B.A., B.ECL, M.A. THE DEANS Dean of Agricultural Sciences: Michael Shaw, M.Sc., Ph.D., F.L.S., F.R.S.C. Dean of Applied Science: W. D. Finn, B.E., M.Sc., Ph.D., M.Am.Soc.C.E., M.A.S.E.E. Dean of Arts: D. T. Kenny, M.A., Ph.D. Dean of Commerce and Business Administration: Philip H. White, M.Sc., F.R.I.C.S. Dean of Dentistry: S. Wah Leung, D.D.S., B.Sc., Ph.D. Dean of Education: Nevile V. Scarfe, B.A., M.A. Dean of Forestry: Joseph A. F Gardner, M.A., Ph.D., F.C.I.C. Dean of Graduate Studies: Ian McTaggart Cowan, S.M., B.A., Ph.D., LL.D., F.R.S.C. Dean of Law: A. J. McClean, LL.B., Ph.D. Acting Dean of Medicine: W. A. Webber, M.D. Dean of Pharmaceutical Sciences: Bernard E. Riedel, C.D., B.Sc., M.Sc., Ph.D., D.Biochem. Dean of Science: G. M. Volkoff, M.B.E., M.A., Ph.D., D.Sc., F.R.S.C. Dean of Inter-Faculty and Student Affairs: Walter H. Gage, C.C., M.A., LLD. Dean of Women: Mrs. Helen McCrae, B.A., M.S.W. -
Orme) Wilberforce (Albert) Raymond Blackburn (Alexander Bell
Copyrights sought (Albert) Basil (Orme) Wilberforce (Albert) Raymond Blackburn (Alexander Bell) Filson Young (Alexander) Forbes Hendry (Alexander) Frederick Whyte (Alfred Hubert) Roy Fedden (Alfred) Alistair Cooke (Alfred) Guy Garrod (Alfred) James Hawkey (Archibald) Berkeley Milne (Archibald) David Stirling (Archibald) Havergal Downes-Shaw (Arthur) Berriedale Keith (Arthur) Beverley Baxter (Arthur) Cecil Tyrrell Beck (Arthur) Clive Morrison-Bell (Arthur) Hugh (Elsdale) Molson (Arthur) Mervyn Stockwood (Arthur) Paul Boissier, Harrow Heraldry Committee & Harrow School (Arthur) Trevor Dawson (Arwyn) Lynn Ungoed-Thomas (Basil Arthur) John Peto (Basil) Kingsley Martin (Basil) Kingsley Martin (Basil) Kingsley Martin & New Statesman (Borlasse Elward) Wyndham Childs (Cecil Frederick) Nevil Macready (Cecil George) Graham Hayman (Charles Edward) Howard Vincent (Charles Henry) Collins Baker (Charles) Alexander Harris (Charles) Cyril Clarke (Charles) Edgar Wood (Charles) Edward Troup (Charles) Frederick (Howard) Gough (Charles) Michael Duff (Charles) Philip Fothergill (Charles) Philip Fothergill, Liberal National Organisation, N-E Warwickshire Liberal Association & Rt Hon Charles Albert McCurdy (Charles) Vernon (Oldfield) Bartlett (Charles) Vernon (Oldfield) Bartlett & World Review of Reviews (Claude) Nigel (Byam) Davies (Claude) Nigel (Byam) Davies (Colin) Mark Patrick (Crwfurd) Wilfrid Griffin Eady (Cyril) Berkeley Ormerod (Cyril) Desmond Keeling (Cyril) George Toogood (Cyril) Kenneth Bird (David) Euan Wallace (Davies) Evan Bedford (Denis Duncan) -
Lesson Five: Families in the Mansion
Lesson Five: Families in the Mansion Objectives Students will be able to: ¾ Understand the purpose and function of the original mansion built on the corner of 16th and H Streets, Sacramento ¾ Explain the lives of the private families who lived in the mansion ¾ Describe life at the mansion from the perspective of the governors and their families who lived there Governor’s Mansion State Historic Park – California State Parks 41 Lesson Five: Families in the Mansion Governor’s Mansion State Historic Park – California State Parks 42 Lesson Five: Families in the Mansion Pre-tour Activity 1: The Thirteen Governors and Their Families Materials ; Handouts on each of the thirteen governors and their families ; Map of the United States (either a classroom map or student copies) ; “The Thirteen Governors and Their Families” worksheet Instructional Procedures 1. Explain to the students that we learn about history by reading and thinking about the lives of people who lived before us. True life stories about people are called biographies. Have the class read the governors’ biographies. As they read they should consider the following questions: Where was the governor raised? Who was his wife? How many children did they have? What was it like to be the son or daughter of the governor? What did the governor do before he became governor? In what ways did the governor’s family make the Governor’s Mansion a home? 2. Explain to the students that most of the governors were not born in California. On the United States map identify the city or state where each governor was raised and his family was from. -
The Yellow Pacific: Transnational Identities, Diasporic Racialization, and Myth(S) of the “Asian Century”
The Yellow Pacific: Transnational Identities, Diasporic Racialization, and Myth(s) of the “Asian Century” Keith Aoki* TABLE OF CONTENTS INTRODUCTION ................................................................................... 899 I. THE TWENTY-FIRST CENTURY AS THE ASIAN CENTURY: IS THERE A “THERE” THERE? .................................................... 902 II. FEAR OF A “YELLOW” PLANET: WAS THE TWENTIETH CENTURY THE “ASIAN CENTURY”? ............................................ 907 A. Prelude to the Asian Century: Harsh Nineteenth and Early- to Mid-Twentieth Century Immigration Policies Towards Asian Immigrants ................................................ 912 B. The Gentleman’s Agreement of 1906–1907 and California’s Alien Land Laws ............................................. 917 C. The Japanese American Internment .................................... 927 III. HAVE WE MET THE “OTHERS” AND ARE “WE” THEY (OR ARE “THEY” US)? ............................................................................. 935 A. Diaspora: The Ocean Flows Both Ways (Why Do You Have to Fly West to Get East?) .......................................... 936 B. Defining and Redefining Diaspora: Changing Scholarly Perspectives ....................................................................... 938 C. Diaspora(s) Today: From Assimilation to Exotification and Back Again ................................................................. 944 IV. A WORLD AFLAME, OR IS THE SKY REALLY FALLING? ................ 947 A. “Free” Markets and “Raw” Democracy = -
University of California, San Diego
UNIVERSITY OF CALIFORNIA, SAN DIEGO Strategy, Choice and the Pathways to Power: Sequence Analysis of Political Careers A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Political Science by Scott Alan MacKenzie Committee in charge: Professor Samuel Kernell, Chair Professor Kate Antonovics Professor Steven P. Erie Professor Keith T. Poole Professor Matthew Soberg Shugart 2009 Copyright Scott Alan MacKenzie, 2009 All rights reserved. The Dissertation of Scott Alan MacKenzie is approved, and it is acceptable in quality and form for publication on microfilm and electronically: Chair University of California, San Diego 2009 iii DEDICATION To Cheryl for love, laughter, and inspiration, past, present, and future To Mom and Dad for encouraging big dreams and the sacrifices you made in helping them come true iv TABLE OF CONTENTS Signature Page …………………………………………………………………….. iii Dedication …………………………………………………………………………. iv Table of Contents ………………………………………………………………….. v List of Figures ……………………………………………………………………… vii List of Tables ……………………………………………………………………… ix Acknowledgements ………………………………………………………………… xi Vita ………………………………………………………………………………… xv Abstract ……………………………………………………………………………. xvi Chapter 1: Taking Sequences Seriously: An Argument for New Data and Methods In Political Career Studies ………………………………………… 1 Chapter 2: Putting the “Career” Back Into Political Career Studies: Does How They Got There Determine What They Do? ……………………..… 19 Chapter 3: Finding Patterns in Office-Holding Sequences: -
An Archaeology of Women's Reform Efforts and the Home, 1854-1939
Domestic Artifacts, Political Practices: An Archaeology of Women’s Reform Efforts and the Home, 1854-1939 By Kimberly Elizabeth Christensen A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Anthropology and the Designated Emphasis in Women, Gender and Sexuality in the Graduate Division of the University of California, Berkeley Committee in Charge: Professor Laurie A. Wilkie, Chair Professor Rosemary A. Joyce Professor Margaret W. Conkey Professor Barrie Thorne Spring 2012 Domestic Artifacts, Political Practices: An Archaeology of Women’s Reform Efforts and the Home, 1854-1939 © 2012 By Kimberly Elizabeth Christensen Abstract An Archaeology of Women’s Reform Efforts and the Home, 1854-1939 by Kimberly Elizabeth Christensen Doctor of Philosophy in Anthropology Designated Emphasis in Women, Gender and Sexuality University of California, Berkeley Professor Laurie A. Wilkie, Chair This dissertation examines issues of gender, practice, and sociopolitical reform efforts through the lens of household archaeology. Archaeological and historical research undertaken at the homes of Matilda Joslyn Gage (1826-1898) and May Shepard Cheney (1862-1942) provide a means of examining how gender ideologies were lived and negotiated in practice in contexts of homes that were integrally involved in sociopolitical reform efforts. Gage, who fought for suffrage and woman’s rights during the late 19th century, and Cheney, who used her administrative position at the University of California, Berkeley during the early 20th century to advocate for women’s social, political, and economic opportunities, both brought elements of their reform work into their homes. By examining artifacts such as tea wares, children’s toys, a Japanese garden, and canning jars, I show how the Gage and Cheney households deftly navigated the gendered norms of their time while simultaneously working to reform those norms. -
“[America] May Be Conquered with More Ease Than Governed”: the Evolution of British Occupation Policy During the American Revolution
“[AMERICA] MAY BE CONQUERED WITH MORE EASE THAN GOVERNED”: THE EVOLUTION OF BRITISH OCCUPATION POLICY DURING THE AMERICAN REVOLUTION John D. Roche A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History. Chapel Hill 2015 Approved by: Wayne E. Lee Kathleen DuVal Joseph T. Glatthaar Richard H. Kohn Jay M. Smith ©2015 John D. Roche ALL RIGHTS RESERVED ii ABSTRACT John D. Roche: “[America] may be conquered with more Ease than governed”: The Evolution of British Occupation Policy during the American Revolution (Under the Direction of Wayne E. Lee) The Military Enlightenment had a profound influence upon the British army’s strategic culture regarding military occupation policy. The pan-European military treatises most popular with British officers during the eighteenth century encouraged them to use a carrot-and-stick approach when governing conquered or rebellious populations. To implement this policy European armies created the position of commandant. The treatises also transmitted a spectrum of violence to the British officers for understanding civil discord. The spectrum ran from simple riot, to insurrection, followed by rebellion, and culminated in civil war. Out of legal concerns and their own notions of honor, British officers refused to employ military force on their own initiative against British subjects until the mob crossed the threshold into open rebellion. However, once the people rebelled the British army sought decisive battle, unhindered by legal interference, to rapidly crush the rebellion. The British army’s bifurcated strategic culture for suppressing civil violence, coupled with its practical experiences from the Jacobite Rebellion of 1715 to the Regulator Movement in 1771, inculcated an overwhelming preference for martial law during military campaigns. -
Selections from the Bancroft Library Portrait Collection
http://oac.cdlib.org/findaid/ark:/13030/tf4z09p0qg Online items available California Faces: Selections from The Bancroft Library Portrait Collection Processed by California Heritage Digital Image Access Project staff in The Bancroft Library. The Bancroft Library, University of California, Berkeley Berkeley, California 94720-6000 1997 California Faces: Selections from 1 The Bancroft Library Portrait Collection California Faces: Selections from The Bancroft Library Portrait Collection The Bancroft Library University of California Berkeley, California1997 Finding aid and digital representations of archival materials funded in part by a grant from the National Endowment for the Humanities. Processed and encoded by: California Heritage Digital Image Access Project staff in The Bancroft Library and The Library's Electronic Text Unit Digital images processed by: The Library Photographic Service Finding aid completed: April 1997 © 1997 The Regents of the University of California Descriptive Introduction Collection name: California Faces: Selections from The Bancroft Library Portrait Collection Size: 1,232 images selected from The Bancroft Library's Portrait Collection ; various sizes Photographers: Various photographers, including: I. W. Taber, Ansel Adams, Edward Weston, Carleton E. Watkins, Moulin Studios, Thomas Houseworth & Co., Bradley & Rulofson, William Shew, Peter Stackpole, Francis P. Farquhar, Johan Hagemeyer, William Keith, F. Gutekunst, Charles McMillan, Silas Selleck, Thors (San Francisco), Stewart & Skelton Studios, Schumacher Portraits, Ken McLaughlin, Sarony & Co., Hirsch & Kaye (San Francisco), and others. Repository: The Bancroft Library. University of California, Berkeley. Berkeley, California 94720-6000 Language: English. Provenance The portraits were acquired from various sources. Access Restrictions Collection is available for use. Digital Representations Available Digital representations of selected original pictorial materials are available in the list of materials below. -
In This Issue
PRSRT STD Riverside US POSTAGE County LAWYER PAID PERMIT #1054 Riverside County Bar Association RIVERSIDE, CA 4129 Main St., Ste. 100, Riverside, CA 92501 RCBA 951-682-1015 LRS 951-682-7520 January 2021 • Volume 71 Number 1 MAGAZINE www.riversidecountybar.com [email protected] In This Issue The Challenges of Trying a Capital Murder Case The Benefits of Low Expectations in Criminal Jury Selection The Silver Lining to the COVID Pandemic – Brian’s Story Civil Jury Trials in Riverside County: Best Laid Plans... Riverside, the Wild West: the Cummings Case Civil Jury Trials – State and Federal – a Succinct Comparison The Trials and Tribulations of a 2020 Law School Graduate Jury Trials in the San Bernardino County Courts The Official Publication of the Riverside County Bar Association NOW YOU’RE READY FOR A STRONG START... Your Strong Start Program is specifically designed to provide a foundation for your new practice to thrive. Cost effective, easy to apply for and providing the essential tools for your practice to grow stronger. Your Strong Start Program is waiting for you with a first yearpremium of $500. Start with $100,000 per claim / $300,000 in the aggregate. Start with Free $100,000 cyber coverage. Start with Free access to Fastcase legal research. Start with Free access to lawyer-to-lawyer hotline. Start with Free Continuing Legal Education. Protect yourself. Protect your clients. Protect your future. www.lawyersmutual.com Our strength is your insurance Publications Committee Sophia Choi Sunny Huynh Donald Cripe Boyd Jensen Melissa Cushman Robyn Lewis Megan Demshki Juanita Mantz DW Duke Charlene Nelson CONTENTS Abram Feuerstein David Rivera Stefanie Field Alexandra Fong Nesa Targhibi Betty Fracisco Gabriel White Andrew Gilliland Jamie Wrage Columns: Amy Guldner Lisa Yang 3 ............................... -
The World of Anne Frank: Through the Eyes of a Friend
1 Anne Frank and the Holocaust Introduction to the Guide This guide can help your students begin to understand Anne Frank and, through her eyes, the war Hitler and the Nazis waged against the Jews of Europe. Anne's viewpoint is invaluable for your students because she, too, was a teenager. Reading her diary will enhance the Living Voices presentation. But the diary alone does not explain the events that parallel her life during the Holocaust. It is these events that this guide summarizes. Using excerpts from Anne’s diary as points of departure, students can connect certain global events with their direct effects on one young girl, her family, and the citizens of Germany and Holland, the two countries in which she lived. Thus students come to see more clearly both Anne and the world that shaped her. What was the Holocaust? The Holocaust was the planned, systematic attempt by the Nazis and their active supporters to annihilate every Jewish man, woman, and child in the world. Largely unopposed by the free world, it resulted in the murder of six million Jews. Mass annihilation is not unique. The Nazis, however, stand alone in their utilization of state power and modern science and technology to destroy a people. While others were swept into the Third Reich’s net of death, the Nazis, with cold calculation, focused on destroying the Jews, not because they were a political or an economic threat, but simply because they were Jews. In nearly every country the Nazis occupied during the war, Jews were rounded up, isolated from the native population, brutally forced into detention camps, and ultimately deported to labor and death camps.