...GEO 210 – CULTURAL GEOGRAPHY – 40H “People & the Land: Introduction to Cultural Geography” TNCC – FALL 2012 Instructor: Larry Snider – Phone: (757) 850-4912 E-mail: sniderl@tncc.edu (school); Skimmerva@aol.com (home) Office Hours: 4:30-5:30 p.m. M (Rm 947 Templin Hall), 6-7 p.m. T (Rm 131A Diggs Hall), 5:00-5:30 p.m. W (Rm 947 Templin Hall) and by appointment INTRODUCTION COURSE DESCRIPTION: (from VCCS Master Course file): Focuses on the relationship between culture and geography. Presents a survey of modern demographics, landscape modification, material and non-material culture, language, race and ethnicity, religion, politics, and economic activities. Introduces the student to types and uses of maps. COURSE CONTENT: Cultural geography entails the study of spatial variations among cultural groups and the spatial functioning of society. The course provides an introduction to the manner in which humans have modified the world, emphasizing patterns of migration, livelihoods of man, and environments in which these modifications have taken place and continue to occur. It focuses on describing and analyzing the ways population, religion, language, ethnicity and race, political factors, economy, agriculture, industry, the urban setting, and other cultural phenomena vary or remain constant from one place to another. The framework of geographic location of significant countries, regions, and physical features is also addressed in order to provide the necessary...
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...George Washington was born in Westmoreland County, Virginia on February 22, 1732. He was born into a middle class family, his father Augustine and mother Mary, moved the family up the well-known Potomac River, to another Washington owned plantation called Little Hunting Creek. This was in 1735, only three years later the family packed up and moved again. This time to Ferry Farm, opposite of Fredericksburg Virginia, This was finally the place George would call home, for much of his childhood and youth years. George lived a normal child’s life for the time period. A little better off than most, he was homeschooled in his younger years, where he learned math, geography, Latin and the English classics. Like many people he gained most of his knowledge and understanding of life by watching other people. He mastered the art of growing tobacco, and how to run a plantation. A major...
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...what way? (University of Virginia applicants to the College of Arts and Sciences) 2.Discuss how a particular work of music, literature, or art has inspired your life. (William and Mary) 3.Tell us how a particular book, play, film, piece of music, dance performance, scientific theory or experiment or work of art has influenced you. If you choose a novel, film or play, assume we know the plot. (University of Notre Dame) 4.Consider the books you have read in the last year or two either for school or for leisure. Please discuss the way in which one of them changed your understanding of the world, other people, or yourself. (Duke University) 5.Tell us about a situation where you have not been successful and what you have learned from the experience. (William and Mary) 6.First experiences can be defining. Cite a first experience that you have had and explain its impact. UPA 7.Recall an occasion when you took a risk that you now know was the right thing to do. (University of Penn) 8.Tell us what you think about a current scientific or social controversy. (William and Mary) 9.Most people belong to many different communities groups defined by (among other things) shared geography, religion, ethnicity, income, cuisine, interest, race, ideology, or intellectual heritage. Choose one of the communities to which you belong, and describe that community and your place within it. Limit your response to half a page, or approximately 250 words. (University of Virginia all applicants) 10.What...
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...March 9, 2010 Robert E. Lee on Leadership Effective leadership involves creating direction in achieving the vision, aligning people through communication, and motivating and inspiring subordinates toward a shared vision. Direction helps in creating strategies that work toward a vision, or desirable future state. Alignment of people is achieved through communication of new directions and building a commitment to subordinating self interests in order to further the interests of the organization. The ability to motivate and inspire is what makes an exceptional leader. In H.W. Crocker’s, Robert E. Lee on Leadership, it is evident through General Robert E. Lee’s many leadership roles that he possessed the ability to motivate and inspire. Lee led as a businessman, as a warrior, and as an administrator. His actions in many circumstances throughout his life, exemplify some of the mainstream leadership theories of today. His style of leadership had a uniquely effective quality that is rarely observed. The lessons learned and qualities of leadership recognized from Lee’s experiences are beneficial for leaders of any organization today. Lee as a Businessman In the years before the War Between the States, Lee inherited the responsibility of running Arlington plantation, which was willed to his wife by her father. With the plantation, Lee inherited his father-in-law’s debts. Lee’s challenge was to run the plantation successfully enough to pay-off these debts and finance...
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...Once upon a time, the word “hillbillies” was created. The first use of the term was a reference to a camp in West Virginia made by The Railroad Trainmen’s Journal. Eight years later, the New York Journal-American defined the term as “a free and untrammeled white citizen of Alabama, who lives in the hills, has no means to speak of, dresses as he can, talks as he pleases, drinks, whiskey when he gets it, and fires off his revolver as the fancy takes him” (Online Etymology Dictionary, 2017). While the New York Journal uses the state of Alabama in their definition, the word hillbilly has actually been used to describe anyone in the hills mentioned by the New York Journal: the Appalachian Mountains. As defined officially by the Appalachian Regional Commission (ARC), the Appalachian mountain range extends from northern Mississippi and Alabama up to southern New York. However, as the region grew and developed, the locations to which isolated hillbilly stereotypes could be applied shrank to what ARC classifies...
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...employees. It is important that the rules of local acts do not conflict with federal law. The principle of equality has evolved into demands real equality of opportunity in all areas of life, necessitating the implementation of a full and comprehensive approach to gender equality. It has been important developments in the work related to equality, to equal results, because if people got only equal opportunity, not the liability of government and society in general to guarantee the result and the effectiveness of policies that are designed to make equality real and effective. It is a concept most advanced societies which means the establishment of equality as an engine for development of women in all its potential. Equality is a concept that affects the entire life of the people and therefore also of women, but to achieve it must be applied by taking into account individual differences, since, otherwise, the...
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...Background The organization which the group interviewed belongs to the education industry. It is the former school of one of the members, Anna Virginia P. Santos, San Lorenzo School which is located in San Pedro, Laguna. MISSION SAN LORENZO SCHOOL, although a non-sectarian school, fosters a Christian Community whose members are strongly committed in their covenant with GOD by emulating SAN LORENZO RUIZ' steadfast faith and unwavering devotion to God, and by advocating Christian Values. The school enhances academic excellence in every San Lorenzonian by establishing relevant, responsive, and technologically-oriented academic and non-academic programs; and by continuously upgrading competent and committed teachers whose dedication in their academic profession is beyond compare. VISION SAN LORENZO SCHOOL envisions itself as an agent of change and as a producer of productive citizens of this country who in the near future will actively participate in the economic prosperity, national development, and social transformation through excellence in teaching and community involvement. SCHOOL PHILOSOPHY AND GOAL: San Lorenzo School, a reputable center for youth education, strongly believes that quality education is extremely essential to the growth of the nation and its people. Although co-educational and non-sectarian, it provides teaching about Christian Living to students regardless of their religious affiliation. With a balanced and well-planned academic program...
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...[pic] Direct Instruction Lesson Plan – November 10, 2010 |Lesson Planning Information | |Teacher Candidate Name: Brenda Baker-Mitchell |Date: Nov 10, 2010 | |Mentor Teacher Name: | |JIU Professor Name: Dr. Alana James |JIU Course Name and Session: EDU 500 | |Grade: 9-12 | |Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Social Studies/US History – “The Removal of the Cherokee Indians” | |(DIRECT INSTRUCTION) | |Group Size: 25 | |Pre-Lesson Planning | |ACEI | ...
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...business such as a gas station and convenience store. It may be leased space, a building the retailer purchases, or a new structure built to specification. Each has its own advantages and disadvantages for specific types of restaurants (James, Walker, and Etzel, 1975; McGuire, 1993; Powers, 1997; Hsu and Powers, 2002). The cost of land, lease expenses, and building varies with the location of the restaurant. Metropolitan areas are more expensive than nonmetropolitan areas. Also, these costs vary considerably with the design and type of restaurant. Freestanding restaurants are more expensive than smaller kiosks or drive-through restaurants (Khan, 1992; Khan, 1999). Restaurateurs are struggling with and thinking hard about where and how to expand (Steintrager, 2001). For today’s restaurateur, few things are...
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...------------------------------------------------- Why Teach? Why do teachers teach? It is a rather simple question, however the question, what is a teacher, must be addressed first. Merriam-Webster’s definition of a teacher is “one whose occupation is to instruct" (Merriam-Webster, 2008, para. 1). That is a rather one dimensional definition of a teacher, as teachers these days, offer so much more to the class than just the information. They offer themselves. A collective definition of a teacher, is someone who “yearns to help children learn, watch them grow, and make a meaningful difference in the world” (Teacher Support Network, 2007, para. 2). This definition must be the main reason as to why individuals pursue teaching as a career. Generally the pay is low to fair, but the overall rewards are much greater, for as a teacher one can touch the hearts of the young and open their minds in order to tap their thirst for knowledge. ------------------------------------------------- [edit]The Long Road Becoming a teacher is a lengthy process obtained by numerous routes, such as night school or attending a four year college. Regardless of the process it is important to obtain at least a Bachelors degree in the desired teaching area, as well as a teacher certification which should include clinical experience (Lewis, L., Parsad, B., Carey, N., Bartfai, N., Farris, E. & Smerdon, B., 1999, para. 3). The average starting salaries were about $31,704 in the year 2003-04, whereas the...
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...REGENT UNIVERSITY COLLEGE OF ARTS & SCIENCES UNDERGRADUATE CATALOG 2013-2014 (Fall 2013-Summer 2014) Regent University 1000 Regent University Drive Virginia Beach, VA 23464-9800 800.373.5504 admissions@regent.edu www.regent.edu PREFACE Regional Accreditation Regent University is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associates, baccalaureate, masters, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Regent University. National and State Accreditation Regent University’s undergraduate school is accredited or certified by the following bodies: Council for Higher Education Accreditation (CHEA) (www.chea.org/) The Teacher Education Accreditation Council (TEAC) The Regent University School of Education's educational leadership and teacher preparation programs and the College of Arts & Sciences interdisciplinary studies program, which are designed to prepare competent, caring, and qualified professional educators are accredited by the Teacher Education Accreditation Council for a period of seven years, from January 9, 2009 to January 9, 2016. This accreditation certifies that the educational leadership, teacher preparation and interdisciplinary studies programs have provided evidence that they adhere to TEAC's quality principles. Teacher Educational Accreditation Council, One Dupont Circle, Suite...
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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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...Developing undergraduate research and inquiry Mick Healey and Alan Jenkins June 2009 Developing undergraduate research and inquiry Contents Preface Executive summary 1. 2. 3. 4. 5. 6. 7. 8. 9. Argument, origins and scope Nature of undergraduate research and inquiry Issues of inclusiveness Disciplinary practices and strategies Departmental and course team practices and strategies Institutional practices and strategies National policies and strategies The research evidence Conclusion: building connections 2 3 5 15 33 47 67 79 105 113 121 125 127 About the authors References List of case studies Engaging students in research and inquiry at the beginning of their academic studies Engaging students in research and inquiry later in their academic studies Undergraduate research and inquiry in science, technology, engineering and mathematics (STEM) disciplines Undergraduate research and inquiry in humanities, social sciences and interdisciplinary studies Undergraduate research and inquiry in departments and course teams Undergraduate research and inquiry in institutions 11 30 40 62 74 102 The Higher Education Academy – June 2009 1 Preface The Academy is very pleased to present this piece of work, commissioned as part of the series looking at the relationship between teaching and research1. Mick Healey and Alan Jenkins build on their already substantial contribution in this area by focusing on undergraduates’ engagement in research and inquiry, and the potential implications...
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...Developing undergraduate research and inquiry Mick Healey and Alan Jenkins June 2009 Developing undergraduate research and inquiry Contents Preface Executive summary 1. 2. 3. 4. 5. 6. 7. 8. 9. Argument, origins and scope Nature of undergraduate research and inquiry Issues of inclusiveness Disciplinary practices and strategies Departmental and course team practices and strategies Institutional practices and strategies National policies and strategies The research evidence Conclusion: building connections 2 3 5 15 33 47 67 79 105 113 121 125 127 About the authors References List of case studies Engaging students in research and inquiry at the beginning of their academic studies Engaging students in research and inquiry later in their academic studies Undergraduate research and inquiry in science, technology, engineering and mathematics (STEM) disciplines Undergraduate research and inquiry in humanities, social sciences and interdisciplinary studies Undergraduate research and inquiry in departments and course teams Undergraduate research and inquiry in institutions 11 30 40 62 74 102 The Higher Education Academy – June 2009 1 Preface The Academy is very pleased to present this piece of work, commissioned as part of the series looking at the relationship between teaching and research1. Mick Healey and Alan Jenkins build on their already substantial contribution in this area by focusing on undergraduates’ engagement in research and inquiry, and the potential implications...
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...Chapter I: The Problem and Its Background Introduction Student achievement is not simply a matter of what happens in school. Academic achievement can be defined as excellence in all academic disciplines, in class as well as extracurricular activities. It includes excellence in sporting, behavior, confidence, communication skills, punctuality, assertiveness, arts, culture, and the like. It is a good way to enhance the drive of student to achieve a lot. It is about academic excellence, exemplary deportment, special awards, essential life skills, and responsibility to the community. In terms of academics, all students will obtain, understand, analyze, communicate and apply knowledge and skills to achieve success in school and life. In terms of essential life skills, all students will demonstrate aptitude, attitudes, and skills to lead responsible, fulfilling, and respectful lives. In terms of responsibility to the community, all students will understand and model the important attributes people must have to contribute to an effective and productive community and common good of all. In brief, it involves both product and process, and achievement is assessed both individually and collaboratively. A key component of both the product and the process in this "new literacy" classroom is that the students need to be conversant in multiple forms of representation—they must collect and process a certain amount of information, including non-print material such as photographs, video footage...
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