...PRINCE GEORGE'S COMMUNITY COLLEGE Welcome to Psychology 1010 Fall 2015 (Tu/Th, ________ – ______ p.m. / Marlboro Hall – Rm. #1104) (August 25 – December 3) INSTRUCTOR: Dr. Janet E. Barber Psychological & Sociological Sciences and Human Svcs. OFFICE/HOURS: Marlboro Hall –M1104/2057 (Tu/Th, 3:25p - 4:25p) The best way to contact the professor is by email. By appointment: Online Office hours via Bb IM: Thursdays 6:00 pm - 7:00 pm PHONE NUMBERS: Professor: (301) 322-0900 x 4143 Social Sciences Office/Phone No.: Marlboro Hall #2054 (301) 546-0525 EMAIL ADDRESS: BarberAJ@pgcc.edu (24 hour response time) The best way to contact the professor is by email. Note: All credit students (with the exception of Howard Community College students enrolled at Laurel College Center) are required to use Owl Mail for all college communication. Students, please be sure to place PSY1010-LD14, 16 or 17 in the subject line so that your email will not be overlooked, confused with another class section, or mistakenly deleted. Thank you. Monday – Friday your emails and phone messages will be returned within 24 hours. Your weekend...
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...Chapel Royal As the title Music at Court denotes, this article discusses the history and evolution of music in England’s royal households. In the early centuries, a group of selected chaplains had always formed a part of the royal household. However, these chaplains generally served as advisers and their roles were primarily political than musical. Nevertheless, these priests also assisted at the ceremonial occasions by some three or four clerici who possessed good singing voices and were drafted into the chapel for such occasions. As time went on, the occasional recruitment of these musical clerics ceased to satisfy the needs of the sovereign and a more permanent, concrete set of musical retainers were selected; a self-contained department of the household called the capella regis, which included chaplains, clerks and choristers. Beginning during the reigns of Edward I and Edward II (1272-1327), a specialized body of liturgical musicians called the “Chapel Royal” began to take shape. The Chapel Royal were a special group of musically inclined personnel maintained by sovereigns of England within the royal household, to perform divine service in the monarch’s presence. The Chapel Royal were in constant attendance to the sovereign and travelled with the royal household and discharged its duties in the chapel of whatever place the king then happened to reside. From these modest beginnings, the chapel eventually developed into one of the foremost secular liturgical choirs...
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...of being constitutional, the trend continues to be adopted throughout the United States. The argument of limiting self-expression is far outweighed by the benefits of increased academic performance and student safety. This paper will outline the ongoing results from adding uniform policies to schools and analyze the debate of the pros and cons of wearing school uniforms. The School Uniform Debate: Measuring Effectiveness The Initial Movement Traditionally imposed by private and parochial schools, uniform policies are being implemented by U.S. public schools in rising numbers. Proponents note that school uniforms make schools much safer for students, encourage children to focus on learning and most significantly – that it puts a halt to socioeconomic disparities. On the same issue, opponents consider the mandates as an infringement on student’s constitutional right to express themselves as individuals. Critics argue that forcing students to wear school uniforms has no effect on academic achievement and only bring to light the socioeconomic disparities that they are meant to mask. The first U.S. public schools on record for employing uniform regulations were in Maryland and Washington, DC. At the commencement of the 1987 school year,...
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...EnrichmEnt GuidE – A true story School Dates: September 14 – OctOber 5, 2007 Adapted by Emil Sher Based on the book by Karen Levine Originally published by Second Story Press Media Sponsor: nal dditiovisit For a rials, mate tage.org! FirstS Please be sure to share this guide with all teachers who are taking their students to see this production. Photocopy or download additional copies from FirstStage.org INSIDE THE GUIDE preparing for the play A NOTE TO TEACHERS AND PARENTS HANA’S SUITCASE is the true story of Jewish girl who died at Auschwitz at the age of thirteen and how, although her life was taken at such a young age, her memory and spirit continue to live on today. Adapted from the book of the same title by Karen Levine, HANA’S SUITCASE explores the journey of teacher and children at the Tokyo Holocaust Education Center take to find out who Hana Brady is—all from a suitcase the Center received with Hana’s name, birth date, and the word waisenkind (orphan) written on it. The children at the Center are captivated by this suitcase, and the girl who once owned it, and they begin flooding Fumiko Ishioka, the Center’s Director, with question after question about Hana. Fumiko recognizes the importance of uncovering Hana’s story for her students. This tragic event cannot be summed up in numbers or facts— it affected individuals, young and old, who each had a story, families, and hopes and dreams. As Fumiko slowly but determinedly reveals Hana’s story...
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...____________________ Period: _____ APWH WORKBOOK Unit Four: 1450 to 1750 CE “The Early Modern Period” Due Date: _________ Score: ____/30 [pic] This packet will guide you through the fourth unit in AP World History and prepare you for the reading quizzes, vocabulary quizzes, essays, and the unit test on January ___, 2010 You must complete ALL of the pages in the workbook by yourself to get credit; incomplete or incorrect work will result in a zero for the whole packet. Unit 4 Vocabulary Terms Quiz #1 1. Scientific Revolution (p. 410) 2. heliocentrism (p. 410) 3. sacrament (p. 396) 4. Renaissance (p. 405) 5. bourgeoisie (p. 413) 6. republic (p. 422) 7. Protestant Reformation (p. 406) 8. Jesuit (p. 409) 9. joint-stock companies (p. 415) 10. mercantilism (p. 468) Quiz #2 1. caravel (p. 384) 2. conquistadors (p. 394) 3. Columbian Exchange (p. 431) 4. maritime (p. 402) 5. manumission . (p.467) 6. coerced labor systems (p.475) 7. plantation cash crop (p.470) 8. tariffs (p.469) 9. indigenous (p.393) 10. encomiendas (p. 439) 11. serfs (p.529) 12. mestizo (pp. 442 – 45) Historical Thinking Skills: Periodization, Causation, Contextualization Timeline Exercise: Annotate the timeline with two facts about the important effects of each event Unit 3: 1450–1750 (Early Modern) 1453 Ottomans captured Constantinople; end of Byzantine ...
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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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...cards in 1889, to the expansion into toys and games, and eventually into the start of the electronic entertainment industry in the late 1970’s, over the years Nintendo worked hard to achieved brand familiarity. Over the years Nintendo’s products have made their way through the product life cycle. From the initial market introduction and sales growth in the 1980’s, the Nintendo Entertainment System (NES) as well as their first big game “Donkey Kong”, dominated the market. In the 1990’s, when true competition entered the market, Nintendo’s products had reached market maturity and sales started to decline. By 2003 Nintendo’s market share had shrunk so much that the future of the company became worrisome. The product life cycle has started again with the recent introduction and phenomenal success of the Nintendo Wii. As of the end of the 2010 first quarter Nintendo Wii had lifetime sales of $68 million, holding 49.1% of the market share. Unfortunately production supply has become significantly depleted and current capacity demands are not being met. With the holiday season drawing nearer, George Harrison, Senior Vice President of Marketing for Nintendo must analyze the market to determine a cost effective solution that will allow Nintendo to maintain adequate inventory levels to avoid a supply shortage. Details of George’s decisions include: distribution levels; to whom; at what price; and how (online vs. in-store). Nintendo objective is not to compete directly with Sony...
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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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...THE PERCEPTIONS OF EFFECTS OF A STUDY SKILLS COURSE, “DYNAMICS OF EFFECTIVE STUDY,” ON THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN STUDENTS AT A DEDICATED ACADEMIC MAGNET HIGH SCHOOL A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Educational Leadership, Research, and Counseling by Josephine Ann Allen B.S., Nicholls State University, 1976 M.A., Southern University, 1988 M.A., Southern University, 1990 December, 2003 DEDICATION This dissertation is dedicated to my Heavenly Father through Jesus Christ who has given me this wonderful gift and to my loving mother, Mrs. Daisy Celestin Allen, who has always believed in education and has supported me throughout my academic endeavors. ii ACKNOWLEDGEMENTS I am most appreciative to my former principal, Mr. James B. Williams, Jr., who encouraged me to complete this study and East Baton Rouge Parish for allowing me to conduct this research. I am also thankful to the participants in the study - teachers, students, parents, and administrators of Baton Rouge Magnet High School - for allowing me to conduct this research. I want to acknowledge a former student of mine, Harley Becnel, for reminding me of why I started this educational journey and why I persisted to complete the process. All children deserve to be properly educated. With love for...
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...The Grand Strategy of the United States by R.D. Hooker, Jr. INSS Strategic Monograph Institute for National Strategic Studies National Defense University The Grand Strategy of the United States R.D. Hooker, Jr. INSS Strategic Monograph National Defense University Press Washington, D.C. October 2014 Opinions, conclusions, and recommendations expressed or implied within are solely those of the contributors and do not necessarily represent the views of the Defense Department or any other agency of the Federal Government. Cleared for public release; distribution unlimited. Portions of this work may be quoted or reprinted without permission, provided that a standard source credit line is included. NDU Press would appreciate a courtesy copy of reprints or reviews. Cover: President Barack Obama and Vice President Joe Biden meet with members of the National Security Council in the Situation Room of the White House hours before his national address, September 10, 2014 (The White House/Pete Souza) First printing, October 2014 Contents The Roots of American Grand Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 A Century Like No Other. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The Ends of Grand Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 The Means of Grand Strategy. . . . . . . . . . . . . . . . . . . . . . . . . ...
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...of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from SEDL or by submitting a copyright request form accessible at http://www.sedl.org/about/copyright_request.html on the SEDL Web site. This publication was produced in whole or in part with funds from the Institute of Education Sciences, U.S. Department of Education, under contract number ED-01-CO-0009. The content herein does not necessarily reflect the views of the U.S. Department of Education, or any other agency of the U.S. government, or any other source. To the late Susan McAllister Swap For more than 20 years, Sue worked tirelessly with both parents and educators, exploring how to develop closer, richer, deeper partnerships. In her last post, she directed with distinction the Center on Families, Communities, Schools, and Children’s Learning at Wheelock...
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...John Maxwell The 360-Degree Leader: Developing Your Influence from Anywhere in the Organization (Thomas Nelson, 2005) Summarised by George Wells This summary was written as a weekly email to the staff in George’s Department. The “Some things to think about” sections are by George and were geared for the staff in their context. In this book, Maxwell deals with an important topic: not everyone is called to be the top leader in an organisation, and so we need to learn to lead from "the middle". The idea of 360-Degree Leadership is that we should be able to "lead up", influencing our leaders, "lead across", influencing our peers, and "lead down", influencing those lower down the organisational hierarchy. As usual, Maxwell gets his points across with a series of fairly brief, pithy chapters dealing with various practical issues. He introduces the first section, which deals with myths about leadership, by reflecting on the sorts of people we instinctively think of when we think of "a leader": William Wallace, Winston Churchill, Mahatma Gandhi, etc. He points out that this is misleading as "99% of all leadership occurs not from the top but from the middle of an organization". Taking this further, all of us can lead effectively, even if we're not the Vice Chancellor or the CEO. He notes that many people are good in one direction (e.g. they have influence with their boss, but alienate the people who report to them, or are great with their team, but do no get along...
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...committed to using its surpluses and assets for the public good. Social enterprises are social mission driven organisations which trade in goods or services for a social purpose.1 PHAST is based at Imperial College, London. It has over 60 experienced and expert public health professionals whose aim is to improve the health of the population and reduce inequalities. Many have worked at high level in the NHS, the Department of Health or in academia. Quality assurance and due diligence processes are in place to ensure all associates work to the highest standard. PHAST also has associates with economic, ethical and legal expertise. For further details see www.phast.org.uk Dr John Hayward Dr John Hayward was a GP in Bristol and in London for many years before retraining in public health. He was a consultant in public health medicine at Brent and Harrow Health Authority from 2000-2002, and Director of Public Health for Newham PCT 2002-2005. He co-chaired the groups developing NICE Guidelines on Tuberculosis in England & Wales and has a special interest in...
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...Tort Law Cases/Assignments Trial Procedures Lewis v. Robinson 2001 BCSC 643 British Columbia Supreme Court The plaintiff, Kenneth Lewis, was a delivery person. He knew that the defendants, Will Robinson and Marci Salach, were the new owners and occupants of the property, but Lewis didn't know that the defendants had a dog. Lewis entered the property and was confronted by Salach and her dog. She was holding the dog's leash at the time. Most times, the dog was chained to its doghouse on the defendants' property. However, on this particular day, Lewis arrived on the property, startling Salach and the dog. Salach asked Lewis to identify himself, received no response, and then warned him that the dog did not like strangers and to be careful. Lewis saw the defendant speaking, but claimed he couldn't hear her as the dog was barking. He tried to pet the dog and then tried to move out of the dog's range when the dog bit his hand. Prior to this incident, the dog had never attacked, bitten, or lunged at strangers, and there was no evidence of complaints from neighbours or friends. Lewis brought an action for damages, but his action was dismissed. For Discussion 1. Why did Lewis bring an action against the defendants . Lewis believed he was entitled to damages for the injury he suffered when the dog bit his hand. 2. Summarize the conflicting evidence. Lewis claimed...
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...Write a story using this sentence as your first line : "It seemed like it was going to be another one of those days when nothing much happens." | | It seemed like it was going to be another one of those days when nothing much happens. Ken and his friends were playing their regular football game along the banks of the river near their small village. In the midst of the game, Ken's attention was drawn to a tourist boat passing by.Actually, tourist boats were quite common in their area. It was also common for some of the tourists to take potshots at the birds and squirrels along the way. This is why Ken's friends were not really surprised to hear a few small explosions from the boat. They ignored the sounds and went on with their game.However, they were startled when they suddenly heard loud cries for help coming from the boat. They could see that the crew were running about, panic-stricken. Some people were shouting to them."Their engine must have blown up! Look, there's smoke and the boat's out of control. It's going towards the rapids," Ken pointed out to his friends.Ken's village was located at the point at which the tourist boats turned around and headed back upstream. Three kilometers downstream were the rapids, which spelt trouble for the boats."It's heading straight for the rapids! They're in trouble! The boat will be smashed against the rocks!" Ken exclaimed. "Let's get help!"The boys sprinted back to the village for help. Along the way, they met the village headman...
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