...The American amphibious invasion of Iwo Jima during World War 11 stemmed from the need for a base near the Japanese coast . Following elaborate preparatory air and naval bombardment, three U.S. marine divisions landed on the island in February 1945. Iwo Jima was defended by roughly 23,000 Japanese army and navy troops, who fought from an elaborate network of caves, dugouts, tunnels and underground installations. Despite the difficulty of the conditions, the marines wiped out the defending forces after a month of fighting, and the battle earned a place in American lore with the publication of a photograph showing the U.S. flag being raised in victory. The flag-raising atop Mt. Suribachi took place on February 23, 1945; five days after the...
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...Phillip Padgett 2/20/15 Mrs. Sehorn/Mr.Hills SS/LA Battle of Iwo Jima Picture it, explosions everywhere, men dying at every corner, the smell of gunpowder in the air, screaming mortars flying through the air that blew up numerous Americans.I just gave you ingredients to The Battle of Iwo Jima, in 1945, a battle in which the Americans attacked the Japanese for claiming Iwo Jima. Iwo Jima is actually an island around 570 miles away from mainland Japan, Iwo Jima in Japanese translates to “Sulfur Island” in Japanese, and was defended by roughly 23,000 Japanese Navy and Army and was the only battle in which the Americans suffered more casualties than the Japanese did, Americans suffered 5,372 casualties, originally there were 11,250 men enlisted in the battle. 1,131 American soldiers died in the fight and...
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...On February 19, 1945 American soldiers made their first strike on the japanese, beginning the battle of Iwo Jima. Seventy years ago U.S. marines began the invasion in Iwo Jima, leading to many deaths of both sides, the Americans and the Japanese. Iwo Jima was just a island until the japanese took over and made it into their airbase. The island was very important strategically for the U.S. fighter planes because it could serve as their base for U.S. heavy bombers to fly to japan from bases on saipan, but the japanese wasn't trying to give it up that easy. The Japs were unique for their top three strategies which were that they fought beneath ground, they believed in dying for their country with a saying called “no japanese survivors”...
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...English 205 Research Project-Spring 2014 Assignment (adapted from Ways of Reading, AW 1) One way to work on Patricia Nelson Limerick’s essay, “Haunted America”, is to take the challenge and write history—to write the kind of history, that is, that takes into account the problems she defines, the problems of myth, point of view, fixed ideas, simple narrative selective storytelling, misery. You are not a professional historian, you are probably not using this text in a history course, and you don’t have the time to produce a carefully researched history, one that covers all the bases, but you can think of this as an exercise in history writing, a mini-history, a place to start. Consider the following as a place to start: Go to your college library or, perhaps, the local historical society, and find two or three first-person accounts of a single event, ideally accounts from different perspectives. Or, if these are not available, look to the work of historians, but historians taking different positions on a single event. (This does not have to be a history of the American West.) Even if you work with published historians, try to include original documents and accounts in your essay. The more varied the accounts, the better. Then, working with these texts as your primary sources, write a history, one that you can offer as a response to “Haunted America.” Suggestions for writing: Stage the work out into several drafts, writing first from one position or point...
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...by the US Navy Originally, the critical path method considered only logical dependencies between terminal elements Since then, it has been expanded to allow for the inclusion of resources related to each activity, through processes called activity-based resource assignments and resource leveling. Critical Path Method for the construction industry Non-computer approach John Fondahl John Fondahl Stanford CE Professor Emeritus – 35 years Passed away last September 13th, 2008 US Marine Corps Sergeant in Iwo Jima His father was USMC LtCol Co-founder of the CEM program 1961 Paper for the US Navy – "Non-Computer Approach to the Critical Path Method for the Construction Industry" What is CPM? The Critical Path Method or Critical Path Analysis, is a mathematically based algorithm for scheduling a set of project activities It is an important tool for effective project management Commonly used with all forms of projects, including construction, software development, research projects, product development, engineering, and plant maintenance, among others Any project with interdependent activities can apply this method of scheduling What is CPM? The essential technique for using CPM is to construct a model of the project that includes the following: A list of all activities required to complete the project (also known as Work Breakdown Structure) The time (duration) that each activity will take to completion The dependencies between the activities. What is CPM? CPM...
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...LAS 45012 Global Issues in the Liberal Arts Video, Observation, And Interview Sources For Breadth Area Essays Films with Global/Multicultural Themes Many of the films listed below can apply to more breadth areas than those noted. Also note that many of the following films are available through rental, and many, including documentaries, may be offered free of charge through your local community library system. Prior to selection, students are encouraged to “google-check” films for interest, suitability, ratings, awards, and for foreign language/subtitle information. Please do not re-view films that you have already seen. Use this opportunity to expand your worldview. The Best Exotic Marigold Hotel (social/civic or value/meaning) The Way (value/meaning or social/civic) The Help (social/civic or art/expression) Contagion (science/description) The Last Lions (science/description) The Iron Lady (social/civic) Midnight in Paris (art/expression) Inside Job (social/civic) Gasland (science/description) The Ides of March (social/civic or value/meaning) The King’s Speech (social/civic) Invictus (social/civic) Creation (social/civic or value/meaning) Eat, Pray, Love (value/meaning) The Cove (science/description or value/meaning) Moon (science/description or value/meaning) The Hurt Locker (social/civic or value/meaning) In the Valley of Elah (social/civic) Rivers and Tides (art/expression) The 11th Hour (science/description) The Reader (social/civic...
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...RESEARCH and WRITING CUSTOM EDITION Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener ISBN 0-558-55519-5 Research and Writing, Custom Edition. Published by Pearson Custom Publishing. Copyright © 2006 by Pearson Custom Publishing. Taken from: Writing Research Papers: A Complete Guide, Eleventh Edition by James D. Lester and James D. Lester, Jr. Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. New York, New York 10036 To the Point: Reading and Writing Short Arguments by Gilbert H. Muller and Harvey S. Wiener Copyright © 2005 by Pearson Education, Inc. Published by Pearson Longman, Inc. Copyright © 2006 by Pearson Custom Publishing All rights reserved. Permission in writing must be obtained from the publisher before any part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage or retrieval system. All trademarks, service marks, registered trademarks, and registered service marks are the property of their respective owners and are used herein for identification purposes only. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 0-536-97722-4 2005240359 AP Please visit our web site at www.pearsoncustom.com ISBN 0-558-55519-5 PEARSON CUSTOM PUBLISHING ...
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...4 Main Idea • • • • • What is a main idea? What is a topic? How do you recognize the difference between general and specific ideas? What is a stated main idea? What is an unstated main idea? Everyday Reading Skills: Selecting a Book Copyright ©2010 by Pearson Education, Inc. 118 CHAPTER 4 Main Idea What Is a Main Idea? The main idea of a passage is the core of the material, the particular point the author is trying to convey. The main idea of a passage can be stated in one sentence that condenses specific ideas or details in the passage into a general, allinclusive statement of the author’s message. In classroom discussions, all of the following words are sometimes used to help students understand the meaning of the main idea. thesis main point central focus gist controlling idea central thought Whether you read a single paragraph, a chapter, or an entire book, many experts agree that your most important single task is to understand the main idea of what you read. Topic Main Idea Major Detail Major Detail Major Detail Minor Detail Minor Detail Minor Detail Minor Detail Minor Detail Recognize General and Specific Words The first step in determining the main idea of a selection is to look at the specific ideas presented in the sentences and try to decide on a general topic or subject under which you can group these ideas. Before tackling sentences, begin with words. Pretend that the sentence ideas in a selection have been reduced...
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...Licensed to: iChapters User Licensed to: iChapters User 6e FIFTH EDITION COMMUNICATION in Our Lives LINEBERGER DISTINGUISHED PROFESSOR OF HUMANITIES CAROLINE H. AND THOMAS S. ROYSTER DISTINGUISHED PROFESSOR OF GRADUATE EDUCATION THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL Australia . Brazil . C anada . M exico . Singap ore . Spain . Uniited Kingdom . United States Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Licensed to: iChapters User This is an electronic version of the print textbook. Due to electronic rights restrictions, some third party content may be suppressed. Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. The publisher reserves the right to remove content from this title at any time if subsequent rights restrictions require it. For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit www.cengage.com/highered to search by ISBN#, author, title, or keyword for materials in your areas of interest. ...
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...THE CONSEQUENCES OF MASS COMMUNICATION Cultural and Critical Perspectives on Mass Media and Society Kirk Hallahan ii For Jean and Jenna Copyright info to be set by McGraw-Hill. iii Foreward This book is a brief survey of contemporary ideas about the cultural impact of mass media on society. The use of consequences in the title reflects the fact that most cultural researchers prefer this term (instead of media effects) to describe media's influence on human experience. During the past 30 years, culture has emerged as a major theoretical framework in which to investigate media. Chapter I examines how media influence culture generally, as suggested by various contemporary media scholars and others. Chapter II then focuses on critical-cultural theories about the nature of media power and its potentially negative influence. This book can adopted as a supplementary text in introductory mass media courses along with a survey text such as Joseph R. Dominick's The Dynamics of Mass Communication (available from McGraw-Hill). It also can serve as a foundational text for other assigned readings in advanced courses dealing with mass media and society, communication theory, or cultural studies. Students are encouraged to focus thoughtfully on the main ideas, not attempt to merely memorize details. Important concepts and names appear in boldface and are defined in italics. The abridged Subject Index lists the page with the primary discussion of each topic. Sidebars throughout...
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...different parts of the world. The chapter views the NonAligned Movement (NAM) as a challenge to the dominance of the two superpowers and describes the attempts by the non-aligned countries to establish a New International Economic Order (NIEO) as a means of attaining economic development and political independence. It concludes with an assessment of India’s role in NAM and asks how successful the policy of nonalignment has been in protecting India’s interests. The end of the Second World War led to the rise of two major centres of power. The two pictures above symbolise the victory of the US and the USSR in the Second World War. 1. American soldiers raising the US flag during the Battle of Iwo Jima, Japan, on 23 February 1945 Credit: Raising the Flag on Iwo Jima, Photograph by Joe Rosenthal/The Associated Press 2. Soviet soldiers raising the USSR flag on the...
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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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...Proceeding for the School of Visual Arts Eighteenth Annual National Conference on Liberal Arts and the Education of Artists: Art and Story CONTENTS SECTION ONE: Marcel’s Studio Visit with Elstir……………………………………………………….. David Carrier SECTION TWO: Film and Video Narrative Brief Narrative on Film-The Case of John Updike……………………………………. Thomas P. Adler With a Pen of Light …………………………………………………………………… Michael Fink Media and the Message: Does Media Shape or Serve the Story: Visual Storytelling and New Media ……………………………………………………. June Bisantz Evans Visual Literacy: The Language of Cultural Signifiers…………………………………. Tammy Knipp SECTION THREE: Narrative and Fine Art Beyond Illustration: Visual Narrative Strategies in Picasso’s Celestina Prints………… Susan J. Baker and William Novak Narrative, Allegory, and Commentary in Emil Nolde’s Legend: St. Mary of Egypt…… William B. Sieger A Narrative of Belonging: The Art of Beauford Delaney and Glenn Ligon…………… Catherine St. John Art and Narrative Under the Third Reich ……………………………………………… Ashley Labrie 28 15 1 22 25 27 36 43 51 Hopper Stories in an Imaginary Museum……………………………………………. Joseph Stanton SECTION FOUR: Photography and Narrative Black & White: Two Worlds/Two Distinct Stories……………………………………….. Elaine A. King Relinquishing His Own Story: Abandonment and Appropriation in the Edward Weston Narrative………………………………………………………………………….. David Peeler Narrative Stretegies in the Worlds of Jean Le Gac and Sophe Calle…………………….. Stefanie Rentsch...
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...E SSAYS ON TWENTIETH-C ENTURY H ISTORY In the series Critical Perspectives on the Past, edited by Susan Porter Benson, Stephen Brier, and Roy Rosenzweig Also in this series: Paula Hamilton and Linda Shopes, eds., Oral History and Public Memories Tiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American History. Revised and Expanded Edition E SSAYS ON _ T WENTIETH- C ENTURY H ISTORY Edited by ...
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...COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or |All sets are repeatable and| | ...
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