...Omnibus III Primary First Semester Final Exam I. Grammar: Answer each question in 1-3 sentences. (2 points each) 1. What was happening in England when the Westminster Confession was written? While the Westminster Confession was being written from 1643 to 1649, the English civil war was raging (1641-1649). There was a mass conflagration that destroyed St. Paul’s Cathedral and destroyed much of the slums near the Thames in September of 1643. King Charles the I was deposed and executed by Oliver Cromwell in 1649. Cromwell did not instill himself as Lord Protector of England until 1653, and when he died in 1658, his son Richard succeeded him. Richard Cromwell ruled as Lord Protector for only 9 months, and because of a rather weak constitution, he allowed Charles the II to be coronated as King of England,...
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...The American and French Revolutions had a common goal. Compare and contrast the causes and practices of the American and French Revolution. Throughout human history, few have always controlled the lives of many. This case still exists today, as governments consisting of a few hundred people attempt to do what is best for millions of others. However, the public through an electoral process most commonly selects these decision-makers. These decision-making individuals were not always selected by the public, and in some such instances, the few that ruled over others were overthrown after their actions earned the discontent of the people. Both the American Revolution and the French Revolution can be grouped as these events. In both the American and French Revolution, the ruler was regarded as a tyrant and overthrown for the benefit of the public. Although the aims of the two revolutions were quite similar, there were many differences between them. The American Revolution and the French Revolution can be categorized as events where rulers were overthrown due to their actions; however, no matter how similar the causes, there are many differences between the events of the two revolutions. The French-Indian War of 1754 was a war between the British and the French to gain control over North American colonies. The British eventually defeated the French but owed a great debt and expected the colonies to help pay for the cost of the war. The British wished to cut down on costs in its North...
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...The essence of this paper requires a contrast and comparison view on two important historical articles; Fredrick Douglass “What to the slave is the fourth of July” and David Walker’s “Appeal to the Colored Citizens of the World”. The essay will attempt to discuss the very famous speech Fredrick Douglas made in 1952 as well as David’s Walker’s appeal while comparing and contrasting both the appeal and the speech. Afterward, a summary will be given and a conclusion will be drawn. As we look throughout history, one would argue that we couldn’t find a more appalling and unjust act as that of slavery. Slavery played a major role of not only history but of an innumerable amount of American people. In David Walker’s appeal and Fredrick Douglass what to the slave is the fourth of July, men and women of African American descent struggle with the reality of slavery and the cruel results and affect it had on people like themselves. Fredrick Douglas was one of the most influential African Americans of his day, in spite of his inauspicious beginning, he was born into slavery on a plantation in Maryland where he was called Fredrick Augustus Washington Bailey. Douglas always suspected that his father was his mother’s white owner, Captain Aaron Anthony. He spent his early childhood in privation on the plantation then he was sent to work as a house slave for the auld family in Baltimore. There, he came in contact with printed literature and quickly realized the relationship between literacy...
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...University of Phoenix Material Influences on the Constitution Table Write one or two paragraphs in each section. Include citations for your sources. |Documents |Summary |What was its influence on the Constitution? | |Magna Carta |The Magna Carta was a set of laws generated by the barons of |When the thirteen US colonies became independent from Great Britain in 1776, it | | |England and the Archbishop Steven Langton of the Catholic |needed to set a central government to pass laws and enforce the laws. During this | | |Church to limit the powers that King John possessed during the |time many British settlers followed the great Britain law that was put in place by | | |12 century and of any king thereafter. The Magna Carta came |the Magna Carta. In 1789 the United States Constitution was ratified and many of the| | |into law on June 15, 1215 and marked the beginning to a |Magna Carta laws were introduced to the foundation of what is the United States | | |constitutional England where the laws were promised to be good |Constitution. Such laws as that of no man should...
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...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 British colonies. 1.4 Explain the paradoxical rise of slavery and freedom in Colonial America. | | | Course Preparation | Read the course description and objectives.Read the instructor’s biography and post your own. | | | Reading | Read Ch. 1 of HIST2, Volume 1. | | | Reading | Read...
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...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...
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...Core Values: The Foundation of Leadership James Jarrett, Professor of Leader Development Introduction The United States of America began by establishing its core values in the Declaration of Independence, which reads, “We hold these truths to be self-evident, that all men are created equal; that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness.”1 The core values of equality, freedom, and opportunity were established for this Nation in the Declaration of Independence. These core values provided the focus by which this country moved towards greatness and created a source of contention from within to ensure that all citizens receive equal and fair treatment. From the example of the United States establishing core values, leaders must determine their own core values. Identifying and establishing individual, as well as, organizational core values is a critical function if leaders are to bring their organization to high performance. Leaders‟ goals, decisions, and actions must be aligned with their core values to obtain personal and organizational success. This chapter examines the importance of establishing core values and posits that the process for establishing them should be a vital part of individual goal setting and organizational goal- and vision-setting. In On Becoming a Leader, Warren Bennis writes, “Until you truly know yourself, strengths and weaknesses, and know what you want to do and why...
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...chapter one Sociology: Perspective, Theory, and Method What sets human beings apart from all other forms of life? Why is sociology an important tool for your future? How should you respond to people whose way of life differs from your own? ISBN: 0-536-12116-8 Societ y: The Basics, Eighth Ed itio n by Jo hn J. Ma cio nis. Published b y Prentice -Hall. Co pyright © 2006 by Pear son Edu cation, In c. ISBN: 0-536-12116-8 L The sociological perspective shows us patterns of behavior common within a society. Here, a member of Brazil’s Pataxo tribe offers a traditional greeting to a visitor. Societ y: The Basics, Eighth Ed itio n by Jo hn J. Ma cio nis. Published b y Prentice -Hall. Co pyright © 2006 by Pear son Edu cation, In c. I f you were to ask 100 people, “Why do couples marry?” it is a safe bet that at least ninety would reply, “People marry because they fall in love.” Indeed, it is hard for us to imagine a happy marriage without love; likewise, when people fall in love, we expect them to think about marriage. But is the decision about whom to marry really so simple and so personal? There is plenty of evidence that if love is the key to marriage, Cupid’s arrow is carefully aimed by the society around us. In short, society has a number of “rules” about whom we should marry. What are they? Right off the bat, society rules out half the population because U.S. laws (despite recent actions in cities such as San Francisco and likely...
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...Theories of criminology Prof. Dr. Ayman Elzeiny Introduction :- What is Theory? Definitions of the theory Vold, Bernard, and Snipes defined it as :- “an explanation … a sensible relating of some particular phenomenon to the whole field of knowledge” On other hand Bohm defined it as “makes statements about the relationship between two classes of phenomena” Williams and McShane defined it as “generalizations of a sort; explains how two or more events are related” . According to Shoemaker the theory is : “a systematic collection of concepts and statements purporting to explain behavior” . And according to Hoover the theory is “a set of related propositions that suggest why events occur”. We can define theory as "Statement of a relationship between two or more propositions and concepts . which explains and/or predicts some behavior ". Introduction to Theories of criminology : There are many "theories" of criminology suggested by many writers. It would not be practical to list them all. a few only that have received some support. The almost prominent schools of criminology Were : The Classical School, "which began about 1755 to 1764" after Beccaria (1738-94) published his famous Essay on Crimes and Punishments; Along with Beccaria, the thinkers of the Classical School were Rousseau, Montesquieu, Voltaire, Jeremy Bentham, William Blackstone, Samuel Romilly, and others. The Positive School, " which began after the publication of Lombroso's L'uomo...
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...Contributions to Black Nationalism in the United States Critically discuss the contributions of both Booker T. Washington and W.E.B DuBois to the idea of Black nationalism in the United States. What were the major obstacles they faced in their articulation of the black Nationalist ideology? Booker T. Washington “was an American political leader, educator and author” who proved to be one of the most dominate figures in African American history in the United States (Booker, par. 1). William Edward Burghardt Du Bois “was a noted scholar, editor, and African American activist…[who] sought to eliminate discrimination and racism” (.. During the late 19th and early 20th century Booker T. Washington and W.E.B. DuBois were two great men who significantly influenced the idea of Black Nationalism in the United States. Though they both wanted to see an America where the Negro was treated with proper respect and equality, their views on how to obtain these noble goals contrasted one another. The ideology of DuBois and Washington were so completely different that people became subjected to following the doctrine of one or the other. With the knowledge that only one could be the “spokesman” for the race the two began a bitter battle to control the Black Nationalism ideology. Amid the competition against one another, both men still had to face other obstacles such as racism in order to further the goals of blacks of the period. Even though the two men had differing opinions on the...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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...U.S. History and Constitution HIS120 Student Learning Outcomes (SLO) At the end of the course, students will be able to: SLO1. Describe the cultural, geographic and climatic 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....
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...Кафедра іноземної філології Literary and Social Concerns in the Novels of William Thackeray and Charles Dickens CONTENTS |INTRODUCTION……………………………………………………………… |3 | |PART 1. A review of literary and social concerns in the novels of William Thackeray and Charles Dickens………………………………………………… | | |1.1. Social concerns as a mirror of current literature in the XIX century…. |4 | |1.2. Social and literary problems in “Vanity Fair” by William Thackeray... |4 | |1.3. Art, veracity and moral purpose in “Oliver Twist” by Charles Dickens |5 | |Conclusion ……….…………………………………………………………….. |7 | |PART 2. Approaches and manners of the social problems transmission………. |10 | |2.1. The problem of poverty and social inequalty in society. The authors’ approach to this |11 | |problem............................................................................... ...
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...IMPORTANT This electronic version of The Century Vocabulary Builder (1922) has been prepared by Serenson Pty Ltd for www.write-better-english.com. This PDF follows the pagination of the original (hard copy) book and includes hypertext links that we have inserted, which look like this. Please do not remove links. Reformatting the original text into this PDF has been no easy task; it is possible that the process has introduced errors or caused omissions. As a result, we make no guarantee about the accuracy or completeness of this version of the Vocabulary Builder. If you find an error or omission in this PDF, please check the original book and contact us so that we can fix the error or omission. Please check your local copyright laws before accessing this PDF. If you are serious about building your vocabulary, we highly recommend you try the popular vocabularybuilding program called Ultimate Vocabulary Want the ultimate vocabulary builder? Click www.write-better-english com/ultimate-vocabulary.aspx THE CENTURY VOCABULARY BUILDER BY GARLAND GREEVER AND JOSEPH M. BACHELOR NEW YORK THE CENTURY CO. Want the ultimate vocabulary builder? Click www.write-better-english com/ultimate-vocabulary.aspx PREFACE You should know at the outset what this book does not attempt to do. It does not, save to the extent that its own special purpose requires, concern itself with the many and intricate problems of grammar, rhetoric, spelling, punctuation, and the like; or clarify...
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...A Passage to India E. M. Forster Online Information For the online version of BookRags' A Passage to India Premium Study Guide, including complete copyright information, please visit: http://www.bookrags.com/studyguide−passageindia/ Copyright Information ©2000−2007 BookRags, Inc. ALL RIGHTS RESERVED. The following sections of this BookRags Premium Study Guide is offprint from Gale's For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare &Contrast, What Do I Read Next?, For Further Study, and Sources. ©1998−2002; ©2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc. Gale and Design® and Thomson Learning are trademarks used herein under license. The following sections, if they exist, are offprint from Beacham's Encyclopedia of Popular Fiction: "Social Concerns", "Thematic Overview", "Techniques", "Literary Precedents", "Key Questions", "Related Titles", "Adaptations", "Related Web Sites". © 1994−2005, by Walton Beacham. The following sections, if they exist, are offprint from Beacham's Guide to Literature for Young Adults: "About the Author", "Overview", "Setting", "Literary Qualities", "Social Sensitivity", "Topics for Discussion", "Ideas for Reports and Papers". © 1994−2005, by Walton Beacham. All other...
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