...PROJECT: THE TRIAL OF ANDREW JACKSON Adapted from a simulation by Eric Rothschild Andrew Jackson the seventh President of the United States under the Constitution, has been impeached in the House of Representatives (not really, this is fictional – JACKSON WAS NOT REALLY IMPEACHED). He will go on trial in the U.S. Senate on July 1, 1838. Here are the charges against Jackson: • Violating the rights of Native Americans, especially in his treatment of the Cherokee and Creek Indians • Stepping on state’s rights in his economic policy and his behavior in the nullification crisis • General bad character You will work in groups I assign for the trial. Here are the group assignments: 1. Prosecution Indictment #1 (arguing against Jackson) 2. Prosecution Indictment #2 (arguing against Jackson) 3. Defense Team Indictment #1(arguing for Jackson) 4. Defense Team Indictment #2(arguing for Jackson) 5. Andrew Jackson, witness for the defense Indictment #1: President Jackson violated states rights in his dealings with South Carolina in the nullification crisis. 6. Witness group: South Carolinian Nullifiers led by John C. Calhoun 7. Witness group: Opponents of Nullification Indictment #2: President Jackson violated laws, treaties, and court orders in his dealings with Native Americans. 8. Witness group Native Americans led by Osceola 9. Witness group: Supreme Court led by John Marshall Each group will be...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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...Metaethics Metaethics is a branch of analytic philosophy that explores the status, foundations, and scope of moral values, properties, and words. Whereas the fields of applied ethics and normative theoryfocus on what is moral, metaethics focuses on what morality itself is. Just as two people may disagree about the ethics of, for example, physician-assisted suicide, while nonetheless agreeing at the more abstract level of a general normative theory such as Utilitarianism, so too may people who disagree at the level of a general normative theory nonetheless agree about the fundamental existence and status of morality itself, or vice versa. In this way, metaethics may be thought of as a highly abstract way of thinking philosophically about morality. For this reason, metaethics is also occasionally referred to as “second-order” moral theorizing, to distinguish it from the “first-order” level of normative theory. Metaethical positions may be divided according to how they respond to questions such as the following: * Ÿ What exactly are people doing when they use moral words such as “good” and “right”? * Ÿ What precisely is a moral value in the first place, and are such values similar to other familiar sorts of entities, such as objects and properties? * Ÿ Where do moral values come from—what is their source and foundation? * Ÿ Are some things morally right or wrong for all people at all times, or does morality instead vary from person to person, context to context...
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...Praise for Jesus Is _____. “Judah Smith is a unique gift to my generation. In Jesus Is _____ , he will motivate you to let go of your preconceived, limited view of Jesus so you can embrace who He really is in our lives—more real and relevant than we have ever imagined.” —S te v en F u rtick , le a d pa Stor , e le vation c h u rch a n d author oF th e Ne w Yor k T im es beStSeller G r e aTer “Perhaps the most daunting and humbling task we have as Christians is to finish the sentence ‘Jesus is . . . .’ As many of us saved by His grace are aware, He is King. He is Lord. He is salvation. But to many in our world, He is most prominently . . . misunderstood. There is not another human being on earth whom I know personally, who could tackle a book subject like this as well as Judah Smith. To Judah, Jesus is everything. And from that platform he writes this book. I eagerly await its impact in my city, New York City, and beyond . . . it’s overdue.” —c a r l l entz , le a d pa Stor , h illSong c h u rch , n e w Yor k c it Y “Every once in a while a book is written that does not only contain a powerful message but the author is a living embodiment of the message thus making the book all the more life changing! The book you are holding in your hands is one of those. As you read through this book you will discover that Jesus is not at all like you thought and so much more than you imagined.” —c h r iStin e c a in e , Fou n der oF th e a21 c a mpa ign 00-01_Jesus Is.indd...
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...CALIFORNIA CALIFORNIA An Interpretive History TENTH EDITION James J. Rawls Instructor of History Diablo Valley College Walton Bean Late Professor of History University of California, Berkeley TM TM CALIFORNIA: AN INTERPRETIVE HISTORY, TENTH EDITION Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2008, 2003, and 1998. 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 consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1234567890 QFR/QFR 10987654321 ISBN: 978-0-07-340696-1 MHID: 0-07-340696-1 Vice President & Editor-in-Chief: Michael Ryan Vice President EDP/Central Publishing Services: Kimberly Meriwether David Publisher: Christopher Freitag Sponsoring Editor: Matthew Busbridge Executive Marketing Manager: Pamela S. Cooper Editorial Coordinator: Nikki Weissman Project Manager: Erin Melloy Design Coordinator: Margarite Reynolds Cover Designer: Carole Lawson Cover Image: Albert Bierstadt, American (born...
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...Instructor’s Manual and Test Bank to accompany A First Look at Communication Theory Sixth Edition Em Griffin Wheaton College prepared by Glen McClish San Diego State University and Emily J. Langan Wheaton College Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006, 2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form solely for classroom use with A First Look At Communication Theory provided such reproductions bear copyright notice, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves...
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...Growing Up Asian in Australia file:///D|/ /Calibre Library/Wei Zhi/Growing Up Asian in Australia (799)/text/part0000.html[2014-6-18 23:54:32] Growing Up Asian in Australia file:///D|/ /Calibre Library/Wei Zhi/Growing Up Asian in Australia (799)/text/part0000.html[2014-6-18 23:54:32] Growing Up Asian in Australia Growing up Asian in Australia file:///D|/ /Calibre Library/Wei Zhi/Growing Up Asian in Australia (799)/text/part0001.html[2014-6-18 23:54:33] Growing Up Asian in Australia Growing up Asian in Australia ...................................... Alice Pung Edited by file:///D|/ /Calibre Library/Wei Zhi/Growing Up Asian in Australia (799)/text/part0002.html[2014-6-18 23:54:33] Growing Up Asian in Australia Published by Black Inc., an imprint of Schwartz Media Pty Ltd Level 5, 289 Flinders Lane Melbourne Victoria 3000 Australia email: enquiries@blackincbooks.com http://www.blackincbooks.com Introduction and this collection © Alice Pung & Black Inc. Individual works © retained by the authors. Reprinted 2008 . ALL RIGHTS RESERVED. 2008. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form by any means electronic, mechanical, photocopying, recording or otherwise without the prior consent of the publishers. Photo of Hoa Pham by Alister Air. Photo of Joy Hopwood by Yanna Black. The National Library of Australia Cataloguing-in-Publication entry: Pung, Alice (ed.) Growing up...
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...Advertising, Promotion, and other aspects of Integrated Marketing Communications Terence A. Shimp University of South Carolina Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Advertising, Promotion, & Other Aspects of Integrated Marketing Communications, 8e Terence A. Shimp Vice President of Editorial, Business: Jack W. Calhoun Vice President/Editor-in-Chief: Melissa S. Acuna Acquisitions Editor: Mike Roche Sr. Developmental Editor: Susanna C. Smart Marketing Manager: Mike Aliscad Content Project Manager: Corey Geissler Media Editor: John Rich Production Technology Analyst: Emily Gross Frontlist Buyer, Manufacturing: Diane Gibbons Production Service: PrePressPMG Sr. Art Director: Stacy Shirley Internal Designer: Chris Miller/cmiller design Cover Designer: Chris Miller/cmiller design Cover Image: Getty Images/The Image Bank Permission Aquistion Manager/Photo: Deanna Ettinger Permission Aquistion Manager/Text: Mardell Glinski Schultz © 2010, 2007 South-Western, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright hereon may be reproduced or used in any form or by any means—graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, information storage and retrieval systems, or in any other manner—except as may be permitted by the license terms herein. For product information and technology assistance, contact us at Cengage Learning Customer &...
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...Idioms and Expressions by David Holmes A method for learning and remembering idioms and expressions I wrote this model as a teaching device during the time I was working in Bangkok, Thailand, as a legal editor and language consultant, with one of the Big Four Legal and Tax companies, KPMG (during my afternoon job) after teaching at the university. When I had no legal documents to edit and no individual advising to do (which was quite frequently) I would sit at my desk, (like some old character out of a Charles Dickens’ novel) and prepare language materials to be used for helping professionals who had learned English as a second language—for even up to fifteen years in school—but who were still unable to follow a movie in English, understand the World News on TV, or converse in a colloquial style, because they’d never had a chance to hear and learn common, everyday expressions such as, “It’s a done deal!” or “Drop whatever you’re doing.” Because misunderstandings of such idioms and expressions frequently caused miscommunication between our management teams and foreign clients, I was asked to try to assist. I am happy to be able to share the materials that follow, such as they are, in the hope that they may be of some use and benefit to others. The simple teaching device I used was three-fold: 1. Make a note of an idiom/expression 2. Define and explain it in understandable words (including synonyms.) 3. Give at least three sample sentences to illustrate how the expression is used...
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...A Survey of Student Attitudes, Experiences and Expectations on selected vocational courses at the University of Northumbria April 2005 Anna Round Student Retention Project, University of Northumbria Part One: Background Section One: Introduction 1:1 Background 1 1:2 Literature survey 2 1:3 Primary research 4 1:3:1 Student questionnaire 4 1:3:2 Staff questionnaire 6 1:3:3 Interviews 6 Section Two: Literature survey 2:1 Student perceptions and the student experience 7 2:1:1 Holistic approaches 7 2:1:2 Academic preparedness and study skills 9 2:1:3 Student attitudes to feedback 11 2:1:4 Student attitudes to teaching and learning 13 2:1:5 Tutor-student relations 15 2:1:6 Accommodation and retention 16 2:2 Student Characteristics 18 2:2:1 Views of students 18 2:2:2 Student self-perceptions: skills 19 2:2:3 Student self-perceptions: workload 21 2:3 Transformation 22 2:4 Widening participation: some further issues 26 2:4:1 Non-traditional students and the student experience 26 2:4:2 Support and access to support 27 2:5 Students and motivation 28 2:5:1 Types of student motivation 28 2:5:2 Retention and motivation 29 2:5:3 Motivations for entering higher education 30 2:5:4 Goals and values (Mäkinen et al) 31 2:5:6 Motivation and satisfaction...
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...A Survey of Student Attitudes, Experiences and Expectations on selected vocational courses at the University of Northumbria April 2005 Anna Round Student Retention Project, University of Northumbria Part One: Background Section One: Introduction 1:1 Background 1 1:2 Literature survey 2 1:3 Primary research 4 1:3:1 Student questionnaire 4 1:3:2 Staff questionnaire 6 1:3:3 Interviews 6 Section Two: Literature survey 2:1 Student perceptions and the student experience 7 2:1:1 Holistic approaches 7 2:1:2 Academic preparedness and study skills 9 2:1:3 Student attitudes to feedback 11 2:1:4 Student attitudes to teaching and learning 13 2:1:5 Tutor-student relations 15 2:1:6 Accommodation and retention 16 2:2 Student Characteristics 18 2:2:1 Views of students 18 2:2:2 Student self-perceptions: skills 19 2:2:3 Student self-perceptions: workload 21 2:3 Transformation 22 2:4 Widening participation: some further issues 26 2:4:1 Non-traditional students and the student experience 26 2:4:2 Support and access to support 27 2:5 Students and motivation 28 2:5:1 Types of student motivation 28 2:5:2 Retention and motivation 29 2:5:3 Motivations for entering higher education 30 2:5:4 Goals and values (Mäkinen et al) 31 2:5:6 Motivation and satisfaction...
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...A Survey of Student Attitudes, Experiences and Expectations on selected vocational courses at the University of Northumbria April 2005 Anna Round Student Retention Project, University of Northumbria PART ONE: BACKGROUND Section One: Introduction 1:1 Background 1 1:2 Literature survey 2 1:3 Primary research 4 1:3:1 Student questionnaire 4 1:3:2 Staff questionnaire 6 1:3:3 Interviews 6 Section Two: Literature survey 2:1 Student perceptions and the student experience 7 2:1:1 Holistic approaches 7 2:1:2 Academic preparedness and study skills 9 2:1:3 Student attitudes to feedback 11 2:1:4 Student attitudes to teaching and learning 13 2:1:5 Tutor-student relations 15 2:1:6 Accommodation and retention 16 2:2 Student Characteristics 18 2:2:1 Views of students 18 2:2:2 Student self-perceptions: skills 19 2:2:3 Student self-perceptions: workload 21 2:3 Transformation 22 2:4 Widening participation: some further issues 26 2:4:1 Non-traditional students and the student experience 26 2:4:2 Support and access to support 27 2:5 Students and motivation 28 2:5:1 Types of student motivation 28 2:5:2 Retention and motivation 29 2:5:3 Motivations for entering higher education 30 2:5:4 Goals and values (Mäkinen et al) 31 2:5:6 Motivation and satisfaction 33 2:5:7...
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...The World is Flat Thomas L Friedman Kq p K To Matt and Kay and to Ron Kq p K Contents How the World Became Flat One: While I Was Sleeping / 3 Two: The Ten Forces That Flattened the World / 48 Flattener#l. 11/9/89 Flattener #2. 8/9/95 Flattener #3. Work Flow Software Flattener #4. Open-Sourcing Flattener #5. Outsourcing Flattener #6. Offshoring Flattener #7. Supply-Chaining Flattener #8. Insourcing Flattener #9. In-forming Flattener #10. The Steroids Three: The Triple Convergence / 173 Four: The Great Sorting Out / 201 America and the Flat World Five: America and Free Trade / 225 Six: The Untouchables / 237 Seven: The Quiet Crisis / 250 Eight: This Is Not a Test / 276 Developing Countries and the Flat World Nine: The Virgin of Guadalupe / 309 Companies and the Flat World Geopolitics and the Flat World Eleven: The Unflat World / 371 Twelve: The Dell Theory of Conflict Prevention / 414 Conclusion: Imagination Thirteen: 11/9 Versus 9/11 / 441 Acknowledgments I 471 Index I 475 Kq p K :::::How the World Became Flat ::::: ONE While I Was Sleeping Your Highnesses, as Catholic Christians, and princes who love and promote the holy Christian faith, and are enemies of the doctrine of Mahomet, and of all idolatry and heresy, determined to send me, Christopher Columbus, to the above-mentioned countries of India, to see the said princes, people, and territories, and to learn their disposition and the proper method of converting them to our...
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...A BRIEF CONTENTS PART 1 • GETTING STARTED 1. Becoming a Public Speaker 2. From A to Z: Overview of a Speech 3. Managing Speech Anxiety 4. Ethical Public Speaking 5. Listeners and Speakers 1 2 8 1 4 23 30 PART 2 • DEVELOPMENT 6. Analyzing the Audience 7. Selecting a Topic and Purpose 8. Developing Supporting Material 9. Locating Supporting Material 10. Doing Effective Internet Research 1 Citing Sources in Your Speech 1. 36 37 49 57 64 73 83 PART 3 • ORGANIZATION 1 Organizing the Speech 2. 1 Selecting an Organizational Pattern 3. 1 Outlining the Speech 4. 92 93 103 1 10 PART 4 • STARTING, FINISHING, AND STYLING 15. Developing the Introduction and Conclusion 16. Using Language 1 22 1 23 1 31 PART 5 • DELIVERY 1 Choosing a Method of Delivery 7. 18. Controlling the Voice 19. Using the Body 1 39 1 40 1 44 1 48 PART 6 • PRESENTATION AIDS 20. Types of Presentation Aids 21. Designing Presentation Aids 22. A Brief Guide to Microsoft PowerPoint 154 155 161 164 PART 7 • TYPES OF SPEECHES 23. Informative Speaking 24. Persuasive Speaking 25. Speaking on Special Occasions 1 74 1 75 188 21 7 PART 8 • THE CLASSROOM AND BEYOND 230 26. Typical Classroom Presentation Formats 27. Science and Mathematics Courses 28. Technical Courses 29. Social Science Courses 30. Arts and Humanities Courses 31. Education Courses 32. Nursing and Allied Health Courses 33. Business Courses and Business Presentations 34. Presenting in Teams 35. Communicating in Groups 231 236 240 243 246 248 25 1 253 258...
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...Instructor’s Manual to Accompany The Longman Writer Rhetoric, Reader, Handbook Fifth Edition and The Longman Writer Rhetoric and Reader Fifth Edition Brief Edition Judith Nadell Linda McMeniman Rowan University John Langan Atlantic Cape Community College Prepared by: Eliza A. Comodromos Rutgers, The State University of New Jersey New York San Francisco Boston London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal NOTE REGARDING WEBSITES AND PASSWORDS: If you need a password to access instructor supplements on a Longman book-specific website, please use the following information: Username: Password: awlbook adopt Senior Acquisitions Editor: Joseph Opiela Senior Supplements Editor: Donna Campion Electronic Page Makeup: Big Color Systems, Inc. Instructor’s Manual to accompany The Longman Writer: Rhetoric, Reader, Handbook, 5e and The Longman Writer: Rhetoric and Reader, Brief Edition, 5e, by Nadell/McMeniman/Langan and Comodromos Copyright ©2003 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. Please visit our website at: http://www.ablongman.com ISBN: 0-321-13157-6 1 2 3 4 5 6 7 8 9 10 - D O H - 05 04 03 02 CONTENTS ...
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