...“Give me liberty or give me death”. Patrick Henry was one of the founding fathers during the American Revolutionary time period in 1765. Henry was a lawyer, politician, and a public speaker. Henry’s huge roll in during the time period was trying to persuade the American colonies to revolt against england. America wanted to gain back their freedom and justice. The war than took place from 1775-1783 between Great Britain and the original 13 colonies. Patrick Henry uses pathos in his speech to convince the American colonies to fight back against the british. One of the most impactful persuasive technique that Henry used in his speech was using a rhetorical question. He uses this rhetorical question to have the audience feel guilty if they do...
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...University of Phoenix Material Influences on the Constitution Table Complete each section below. Include citations for your sources. |Documents |Summary |What was its influence on the Constitution? | |Magna Carta |Magna Carta is a document that King John of England was forced |Magna Carta served to lay the foundation for the evolution of parliamentary clause | | |into signing. The document was a succession of written promises|of the United States Constitution and enforced by the Supreme Court. | | |made between the king and his subjects that he would govern | | | |England and its people in accordance with the customs of feudal| | | |law. ("History Learning Site ", 2000-2013). | | |Mayflower Compact |Mayflower Compact is one if the first governing document of |The Mayflower Compact called for equality amongst people and...
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...Influences on the Constitution Marlene Monarrez HIS/301 December 3, 2012 Instructor: Andrew Van Ness Influences on the Constitution Table |Documents |Summary |What was its influence on the Constitution? | |Magna Carta | Issued by King John of England in 1215 when Englishmen went to the colonies they were | The Magna Carta gave Englishmen certain human rights, | | |given charters that guaranteed them and their heirs would “have and enjoy all liberties and |freedom of religion, reform of justice system and regulated | | |immunities of free and natural subjects.” The document clearly stated that no free man could|officials. The Magna Carta limited the king’s power and created | | |be prosecuted by any means other than the law of the land. |what we know today as parliament. | | |The Magna Carta had been the very first document which proclaimed personal liberties. The | | | |Magna Carta was forced upon an English Emperor by a team of barons. This had been the first |This was used as...
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...been passed down from generation to generation to who would eventually become know as our founding fathers and presidents. These men determined the fate of this new land, and their religious beliefs impacted their...
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...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 be punished without a fair trial by| | |and fair to its people. There were several clauses to the Magna|its peers. Furthermore no government should have complete power over its people. | | |Carta; most of them concerned England legal system. Thus it |According to “Wise Greek” (2012). “The Magna...
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...Do You Hear People Sing? — A Brief Analysis of Thoreau’s Civil Disobedience Abstract: Civil disobedience is the valuable spiritual wealth of American spirits. From Henry David Thoreau to Martin Luther King, civil disobedience theory also had developed into a new stage. American people began to commonly accept and practice the civil disobedience theory, which pushed American Civil Rights Movement forward. This essay focuses on the origination of the civil disobedience and briefly introduces its development. Key Words: Civil disobedience Conscience Government 1、 Thoreau’s Imprisonment The Mexican-American war, which started from 1846, was an armed conflict between the United States and Mexico over the territorial dispute of Texas. Most abolitionists and transcendentalists were against this war, because they thought that this war was an act of a bullying government anxious to grab land from a weaker nation. Some even thought this war was a conspiracy of the southern slaveholders. Then Texas admitted slavery, while Mexico forbade slavery. They regarded this war as the expansion of slavery, which could strengthen the influence of the south in federation. Therefore the abolitionists and transcendentalists did their best to resist this war. Among them, Henry David Thoreau was a famous representative. Thoreau did not agree this aggressive war. To resist, he refused to pay the Massachusetts poll tax, which was a “per head” tax imposed on...
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...to another (Sinclair 190). And this is precisely what happened two centuries ago in the United State. But the question needed to be answered is, was the American War of Independence really a war for independence or a revolution? The American War of Independence (1775–1783) was a climax in the political American Revolution rather than just a war for independence, ideologically influenced by the Enlightenment philosophers and writers of the Great Britain. Benjamin Rush remarked in 1787, "The American war is over, but this is far from being the case with the American Revolution. On the contrary, nothing but the first act of the great drama is closed." 2 This drama staged in the Pennsylvania State House in summer of 1776 remains the only most important chapter in the archives of American Revolution. Although, the political atmosphere in France during its uprising was to a certain extent dissimilar than that in America reason being, that there never happened a full scale war in France and unlike the loyalist in America, the French revolution had an immense support of the upper class elite. Nevertheless, the American War on Independence can be weigh against one of the mightiest revolution in history; the French Revolution since they...
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...computer performance throughthe development of accelerator chips, helping to make the Internet a reality. Marie Curie (Poland) - Winner of two Nobel Prizes in Chemistry and Physicsfor her studies into Radioactivity and her discoveries of Radium and Polonium. Paul Dirac (England) - An important contributor in the fields of QuantumMechanics and Electro Dynamics, Dirac was co-winner of the Nobel Prize inPhysics (1933). Albert Einstein (Germany) - Arguably needing no introduction, the most famous scientist that lived and a name that has become synonymous in popular culture with the highest intelligence. Enrico Fermi (Italy) - Heavily involved in the development of the world's first nuclear reactor and his work in induced radioactivity saw him awarded with the 1938 Nobel Prize in Physics. Vitaly Ginzburg (Russia) - One of three recipients of the 2003 Nobel inPhysics for their pioneering work in the theory of superconductors and superfluids. Christiaan Huygens (Netherlands) - Most well known for his wave theory of light, Huygens is credited with discovering the first of Saturn's moons. Werner Israel (Canada) - In 1990 Israel co-pioneered a study on black hole interiors. Ali Javan (Iran) - Born in Tehran, Ali Javan is listed as one of the top 100 living geniuses and co-inventor of the helium-neon laser. Makoto Kobayashi (Japan) - In 2008 Kobayshi shared the Nobel Prize inPhysics for his contribution in the discovery of the origin of broken symmetry. Philipp...
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...------------------------------------------------- Bill Gates From Wikipedia, the free encyclopedia For other people named Bill Gates, see Bill Gates (disambiguation). Bill Gates | Gates in June 2015. | Born | William Henry Gates III October 28, 1955 (age 59) Seattle, Washington, U.S. | Residence | Medina, Washington, U.S. | Nationality | American | Alma mater | Harvard University (dropped out) | Occupation | Technology Advisor of Microsoft Co-Chair of the Bill & Melinda Gates Foundation CEO of Cascade Investment Chair of Corbis | Years active | 1975–present | Net worth | US$76.5 billion (October 2015)[1] | Board member of | Microsoft Berkshire Hathaway | Religion | Roman Catholicism (formerlyCongregationalism)[2] | Spouse(s) | Melinda Gates (m. 1994) | Children | 3 | Parent(s) | William H. Gates, Sr. Mary Maxwell Gates | Website | the Gates Notes | Signature | | William Henry "Bill" Gates III (born October 28, 1955) is an American business magnate, philanthropist, investor, computer programmer, and inventor.[3][4][5] In 1975, Gates and Paul Allen co-founded Microsoft, which became the world's largest PC software company. During his career at Microsoft, Gates held the positions of chairman, CEO andchief software architect, and was the largest individual shareholder until May 2014.[6][a] Gates has authored and co-authored several books. Starting in 1987, Gates was included in the Forbes list of the world's wealthiest people[9] and...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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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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...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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...Media History Contents 1 Introduction 1.1 Mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.1.8 1.1.9 Issues with definition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Forms of mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Professions involving mass media . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Influence and sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ethical issues and criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 1 2 6 6 7 8 10 10 10 10 11 11 12 12 12 12 16 16 17 17 17 17 17 17 18 19 20 21 21 21 1.1.10 Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.11 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.12 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.13 External links . . . . . . . . ....
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...theory Second edition Peter Barry © Peter Barry 1995, 2002 ISBN: 0719062683 Contents Acknowledgements - page x Preface to the second edition - xii Introduction - 1 About this book - 1 Approaching theory - 6 Slop and think: reviewing your study of literature to date - 8 My own 'stock-taking' - 9 1 Theory before 'theory' - liberal humanism - 11 The history of English studies - 11 Stop and think - 11 Ten tenets of liberal humanism - 16 Literary theorising from Aristotle to Leavis some key moments - 21 Liberal humanism in practice - 31 The transition to 'theory' - 32 Some recurrent ideas in critical theory - 34 Selected reading - 36 2 Structuralism - 39 Structuralist chickens and liberal humanist eggs Signs of the fathers - Saussure - 41 Stop and think - 45 The scope of structuralism - 46 What structuralist critics do - 49 Structuralist criticism: examples - 50 Stop and think - 53 Stop and think - 55 39 Stop and think - 57 Selected reading - 60 3 Post-structuralism and deconstruction - 61 Some theoretical differences between structuralism and post-structuralism - 61 Post-structuralism - life on a decentred planet - 65 Stop and think - 68 Structuralism and post-structuralism - some practical differences - 70 What post-structuralist critics do - 73 Deconstruction: an example - 73 Selected reading - 79 4 Postmodernism - 81 What is postmodernism? What was modernism? - 81 'Landmarks' in postmodernism: Habermas, Lyotard and Baudrillard...
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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE 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...
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