... |HIS/115 | | |U.S. History to 1865 | Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events that have shaped the American scene from colonial times through the Civil War period. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schultz, K. M. (2012). HIST2, Volume 1 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. |Week One: Contact, Settlement, Slavery ...
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...| Course SyllabusCollege of HumanitiesHIS/115 Version 3U.S. History to 1865 | Copyright © 2011, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides an overview of the social, political, economic, and global events that have shaped the American scene from colonial times through the Civil War period. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schultz, K. M. (2012). HIST2, Volume 1 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. Week One: Contact, Settlement, Slavery | | Details | Due | Points | Objectives | 1.1 Describe the clash of cultures that took place in North America between the Native Americans, colonists, and Black slaves. 1.2 Describe the establishment of early colonies. 1.3 Describe the development of regional differences among the...
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...(book, 2011) Symbolism of the Journey ENG 125 September 11, 2011 Symbolism of the Journey, a comparison of two stories The short stories “A Worn Path” by Eudora Welty and “The Road Not Taken” by Robert Frost are both stories that involve using the journey as a symbol. The symbol that the journey portrays in both of these pieces of literature is that of life. Life as a human being involves the right of choice in one of the literary works, and a lack of choice in the second. This paper will compare and contrast these two literary works which share the same theme. The comparison of the two stories will involve a comparison of the content, form, and style in an effort to provide deep insight into the theme of the stories; as well as insight into the hidden meanings poetry offers its readers to touch us on a deeper level. Content In the story “A Worn Path” by Eudora Welty, content is developed through a complex series of descriptions. The story begins with a description of the setting which is a cold December morning in a far off path through a pinewood forest. The character is an old Negro woman who is described as being very old and small and wearing a head tied red rag. The woman is further described as wearing a dark red stripped dress and apron and carrying a cane and an umbrella. These descriptions of the setting give the reader a clear picture of the setting and character in the story as well as how the character moves when the author describes her as moving...
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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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...tools that will allow you greater flexibility and effectiveness in communicating with your audience and expressing your ideas. rhetorical modes The ways in which we effectively communicate through language. 1.1 The Purpose of Narrative Writing Narration means the art of storytelling, and the purpose of narrative writing is to tell stories. Any time you tell a story to a friend or family member about an event or incident in your day, you engage in a form of narration. In addition, a narrative can be factual or fictional. A factual story is one that is based on, and tries to be faithful to, actual events as they unfolded in real life. A fictional story is a made-up, or imagined, story; the writer of a fictional story can create characters and events as he or she sees fit. However, the big distinction between factual and fictional narratives is based on a writer’s purpose. The writers of factual stories try to recount events as they actually happened, but writers of fictional stories depart from real people and events because the writers’ intents are not to retell a real-life event. Biographies and memoirs are examples of factual stories, whereas novels and short stories are examples of fictional stories. narrative writing The art of telling stories. factual...
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...interdisciplinary overview of the many and varied aspects of pop culture across America from 1900 to the present. The volumes cover the following chronological periods: V 1. 1900-1929, V 2. 1930-1959, V 3. 1960-1989 and Vol. 4. 1990-Present. There is an Introduction for each volume focusing on the major issues during that period. There is a Timeline of events for the decade which gives extra oversight and content to the study of the period and an Overview of each dcade. Chapters focus on specific areas of pop culture (Advertising, Books, Entertainment, Fashion, Food Music and much more) supplemented with sidebars containing stories, photos, illustrations and Notable information. There are endnotes for each decade and a Resource Guide and Index. Volume 4 also contains a Cost of Products from 1900-2000, and an Appendix with Classroom Resources for teachers and students and a Cumulative Index. Students, teachers and the general reader will love sifting through the experiences of Americans as they easily follow the crazes, technological breakthroughs and the experiences of art, entertainment, sports and other cultural forces and events that influenced each generation. Reference– Popular Culture BJ Neary Anatomy and Physiology: An Illustrated Guide. New York: Marshall Cavendish Reference, 2010. 978-0-7614-7881-2. 192p. $69.95. Gr. 7+. Following an introductory chapter on cell biology and genetics,...
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...influences on Native American societies. SLO2. Compare and contrast religious, social and cultural differences among the major European settlers. SLO3. Describe the events that helped create American nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course Each module has a lecture homepage, reading assignments, required videos, and two threaded discussions. You should can find your...
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...Marxism Within Black Theology of Liberation. This study seeks to expose the ways in which Black Theology of Liberation was shaped by Marxism through the writings of its founders, concentrating predominantly on the need to bring about the liberation of the poor African-Americans from their repressive white racist oppressors by any means necessary, and the redistribution of wealth to those deprived of it by their white capitalist oppressors. The theme of this researched remained embed in my mind during, and after the 2008-09 presidential campaign of former Sen. Barack Obama, when some of his political opponents thought it beneficial to disclose Obama’s connections to a Black Theology of Liberation. Through this research I seek not only to obtain a broader understanding of this particular theology of liberation, but also to understand the Marxist ideological concept within the Black Theology of Liberation. Towards the culmination of the decade which witnessed the peak of the Civil Rights movement, black churches throughout America in the 1960s began to search for avenues through which they could help their communities cope with racial discrimination. Caught between the contradicting preachings of Martin Luther King Jr. and Malcolm X, a peculiar young theology student from Union Theological Seminary of New York City, James H. Cone, published his proposal for a Black Theology of Liberation titled Black Theology and Black Power (1969). This first scholarly work served...
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...Copyright © 2013 by McGraw-Hill Education. All rights reserved. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher. ISBN: 978-0-07-180360-1 MHID: 0-07-180360-2 The material in this eBook also appears in the print version of this title: ISBN: 978-0-07-180359-5, MHID: 0-07180359-9. E-book conversion by Codemantra Version 1.0 All trademarks are trademarks of their respective owners. Rather than put a trademark symbol after every occurrence of a trademarked name, we use names in an editorial fashion only, and to the benefit of the trademark owner, with no intention of infringement of the trademark. Where such designations appear in this book, they have been printed with initial caps. McGraw-Hill Education eBooks are available at special quantity discounts to use as premiums and sales promotions or for use in corporate training programs. To contact a representative please visit the Contact Us page at www.mhprofessional.com. Trademarks: McGraw-Hill Education, the McGraw-Hill Education logo, 5 Steps to a 5 and related trade dress are trademarks or registered trademarks of McGraw-Hill Education and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property...
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...UBurger Goes to China UBurger is a fast-casual food chain that is committed to serving fresh high quality products to a discerning populace. They specialize in a selection of burgers topped with fresh produce and sauces with three choices of protein - beef, chicken, and vegetarian patties. In addition to their staple burgers, they also serve french fries and milkshakes. We would like to take UBurger to Shanghai, China to profit from the market for American fast food which has emerged in the industrialized country. UBurger is not the first to follow down this path; many others such as McDonald’s and YUM! Brands have done the same. We feel that these other brands have left an opportunity for a healthier line of food to strive. Given that UBurger does not have the same network of international support as these other brands, a joint-venture would be the best mode of entry to this new market. Real Kung Fu - China’s largest fast food restaurant - would become partners with UBurger in this new venture. As the UBurger Brand grows, we will open additional stores across the nation. Within three years, we will have opened a new location in Beijing and then spread out from there, eventually opening locations in the capitals of all of China’s provinces. UBurger serves signature burgers that are topped with a variety of fresh produce and sauces in its fast-casual food chain locations. The addition of and attention to this produce and these sauces creates separation from traditional fast...
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...This text was adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee. Saylor URL: http://www.saylor.org/books Saylor.org 1 Preface Writing is often a challenge. If you were ever challenged to express yourself via the written word, this book is for you. Writing for Success is a text that provides instruction in steps, builds writing, reading, and critical thinking, and combines comprehensive grammar review with an introduction to paragraph writing and composition. Beginning with the sentence and its essential elements, this book addresses each concept with clear, concise, and effective examples that are immediately reinforced with exercises and opportunities to demonstrate learning. Each chapter allows students to demonstrate mastery of the principles of quality writing. With its incremental approach, this book can address a range of writing levels and abilities, helping each student prepare for the next writing or university course. Constant reinforcement is provided through examples and exercises, and the text involves students in the learning process through reading, problem solving, practicing, listening, and experiencing the writing process. Each chapter also has integrated examples that unify the discussion and form a common, easy-tounderstand basis for discussion and exploration. This will put students at ease and allow for greater...
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...Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. The effective administrator: 1.1 Uses research about best professional practice. Cooperative Learning "Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning." WHAT IS IT? Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. WHY USE IT? Documented results include improved academic achievement, improved behavior and attendance, increased self-confidence and motivation, and increased liking of school and classmates. Cooperative learning is also relatively easy to implement and is inexpensive. HOW DOES IT WORK? Here are some typical strategies that can be used with any subject, in almost any grade, and without a special curriculum: Group Investigations are structured to emphasize higher-order thinking skills such as analysis and evaluation. Students work to produce a group project, which they may have a hand...
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...Exploring the imperative of revitalizing America’s electric infrastructure. the SMART GRID: an introduction. How a smarter grid works as an enabling engine for our economy, our environment and our future. prepared for the U.S. Department of Energy by Litos Strategic Communication under contract No. DE-AC26-04NT41817, Subtask 560.01.04 DISCLAIMER This report was prepared as an account of work sponsored by an agency of the United States Government. Neither the United States Government nor any agency thereof, nor Litos Strategic Communication, nor any of their employees, make any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not necessarily constitute or imply its endorsement, recommendation or favoring by the United States Government or any agency thereof, or Litos Strategic Communication. The views and opinions of authors expressed herein do not necessarily state or reflect those of the United States Government or any agency thereof. PRINTED IN THE UNITED STATES OF AMERICA. PREFACE It Is A ColossAl tAsk. But It Is A tAsk thAt must BE donE. The Department of Energy has been charged with orchestrating the wholesale modernization...
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...PART 2 The Global Marketing Environment CHAPTER 2 The Global Economic Environment Case 2-1 The Global Economic Crisis I n his 1997 book One World, Ready or Not, William Greider described the United States as “the buyer of last resort.” Greider explained that, for many years, the United States was the only nation that was willing to absorb production surpluses exported by companies in Europe, Asia, and Latin America. Greider asked: “Who will buy the surpluses when the United States cannot?” The conventional wisdom has long held that strong spending by consumers in other nations would keep the world economy humming. However, by 2008, Greider’s question was taking on a new urgency and the conventional wisdom was being tested. An economic crisis that had its roots in lax subprime mortgage lending practices began to spread around the globe. In the United States, where the crisis began, economic misery was widespread: The housing market collapsed, real estate values plummeted, credit tightened, and job growth slowed (see Exhibit 2-1). As the price of oil passed the $100 per barrel benchmark, the average price of a gallon of gasoline rose to $4. American consumers were, indeed, less willing and less able to buy. However, the crisis was not confined to the United States alone. Consumer-goods exporters in Asia, which Exhibit 2-1: The bursting of the global real estate bubble was only one aspect of the worst recession in decades. The ripple effects from the economic...
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...nonprofits and governmental organizations seeking to increase their value to clients. Organizations are increasingly using projects to meet these goals. Projects are goal directed and time framed, and when managed well, projects deliver on time and within budget. This book is about how to manage projects well. All projects have common characteristics: every project has a scope, budget, and schedule. Projects also differ. Understanding how projects differ and what that difference means to the management of the project is critical to successfully managing a project. Large, complex projects need project management tools, systems, and processes that are very different from the small and less complex project. Within this text, we provide a tool for profiling a project based on the complexity of the project and describe the different project management approaches needed for the difference in project profiles. Project management is complicated. In some ways, this is a good thing because students who learn how to manage projects well will find it a rewarding career, and there will always be a demand for their services. Project management is complicated because projects consist of many activities that are interrelated, and the actions taken in one activity affect several other aspects of the project. Project management is complex because project managers must understand several knowledge areas and develop a variety of...
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