...exploration on European and native societies. 2. TWL know the roles of key individuals and their impact during exploration. 3. TLW understand the location of European settlements in the New World. 4. TLW apply reading comprehension strategies to social studies. Skills: 1. TLW demonstrate map skills. 2. TLW demonstrate collaboration skills. 3. TLW demonstrate reading skills. 4. TLW demonstrate comprehension skills. 5. TLW demonstrate writing skills. 3. Applicable Tennessee Standards: * Explain the cultures of the Western Hemisphere’s native peoples prior to European contact. * Pre-Colonial Native American groups. * Determine how various groups resolve conflict. * Identify Native American groups in Tennessee and the Western Hemisphere before European expansion. * Reasons for European exploration and settlement. * Understand how to use maps, globes, and other geographic representations, tools, and techniques to acquire, process, and report information from a spatial perspective. * Identify routes of explorers of the Americas. * Identify cultural groups who inhabited North America in the 17th century. * Reasons settlements are founded on major river systems. * Read and interpret facts from a historical passage about an early American Spanish mission. * Describe the immediate and long-term impact of Columbus’s voyages on native populations and on colonization in the Americas. * Accomplishments of significant...
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...Does the Spanish Conquest constitute genocide? Do you agree or disagree? The late 1400’s brought about the period of colonial expansion, initiated under the crown of Castile and the Spanish Conquistadors. This expansion continued over the next 4 centuries, seeing the Spanish Empire expand over most of Central and South America. The Spanish conquest of the Aztec Empire and the Incas spanned over decades and was not a peaceful conquest without bloodshed. The Conquista unleashed violence, death and destruction on a scale unknown until then. Charny acknowledged that it was possible for genocide to occur during the process of colonisation, as seen in the colonising of North America and similarly in Australia. This essay will discuss the various elements of genocide as defined by the UN Convention on the Prevention and Punishment of Genocide, as well as other sources. Through this discussion, the essay will relate it to circumstances and events related to the Spanish Conquest of Latin America, discussing the possibility of a connection between the conquest and genocide. There are a number of elements that must be satisfied in order to find a case for genocide. When defining an act of genocide, the UN definition is the internationally recognised and the framework by which this essay will follow when referring to an act of genocide. As found in the UN definition of genocide; the act committed must have the intent to destroy the target, in whole or in part, a national, ethical,...
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...IE History Unit 1 |Duration |theme |Topics |Learning outcomes |Teaching activities |Resource material | |September 18-21, 2007 |introduction to CAPE history, |Establishment of class rules. |1.Students should recognize the importance |Teacher introduction.- outline of course |CAPE History Syllabus | | |2. Indigenous societies. – an |1.Overview of syllabus & Assessments. |of acquiring a personal copy of the |syllabus, course assessment, submission | | | |overview of historiography. |Identifying learning styles of students. |syllabus for the course. |policy, expectations, etc. |Computer Lab. & Multiple | | | |Introduction to the historiography on |2. Students should appreciate the rationale|Class discussion. |Intelligencies exercise . | | | |indigenous societies: The Maya |and general aims...
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...The settling of the New World brought gold and riches for some, religious freedom for others, but death and the loss of culture for those already residing in the Americas. People came to the New World for one of two main reasons, religious freedom and personal financial growth. William Penn, a pacifist, was a member of a group in search of religious freedom, while Bartolome De Las Casas, was a priest who traveled with the Spanish in search of God, glory and gold. Through analysis of William Penn’s Letter to the Indians, combined with an understanding of Las Casas’ documentation of Spanish treatment of Native Americans, one can conclude that the motive for settling determined the treatment of Native Americans. The north was comprised of colonies who settled on the basis of finding religious freedom in the New World. This reason for settling helped to shape the nature of the relationship the settlers would have with the Natives. William Penn, in an attempt to achieve good standing with the Natives, sent a letter explaining his intentions and hopes for a harmonious relationship. Penn opens the letter stating his position with God and the lessons instilled upon him and his people through the word of God (Penn). This is an attempt to show the good nature with which he plans to treat the Natives, this is also a good way for him to bring up God in a first attempt at conversion of Natives. “I am very sensible of the unkindness and injustice that hath been too much exercised towards...
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...for both Unit 1 and Unit 2. Paper 01 in each unit consisted of nine short-answer questions, three on each Module. The questions were intended to assess the range of content covered by the syllabus, and questions were set on each theme. Candidates were expected to answer all nine questions. This paper was worth 30 per cent of the candidates’ overall grade. Paper 02, on the other hand, emphasized depth of coverage. Three questions were set on each Module, one of which required candidates to analyse extracts from a set of documents related to one of the themes in the Module. The other two questions were extended essays. Both the document analysis and the essay questions required well-developed and clearly reasoned responses. Candidates were required to choose three questions, one from each Module. They were required to respond to one document analysis and two essay questions. This paper contributed 50 per cent to the candidates’ overall grade. Paper 03, was the internal assessment component. Candidates were required to complete a research paper on a topic of their choice from within the syllabus. This paper contributed 20 per cent to the candidates’ overall grade. Unit 1: The Caribbean in the Atlantic World Paper 1- Short Responses that Test Coverage Module 1 This Module focused on Indigenous Societies and their encounter with the Iberians. Question 1 This question required candidates to describe two economic features of either the Kalinago, Taino or Tupi, and to outline two features...
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...José Francisco Rosselló Solivellas César Jimeno Campos Jose Antonio Rodríguez Cuenca Ernest Llofriu Palou INTRODUCTION ................................................................................................. 3 EXTERNAL ANALYSIS ...................................................................................... 3 MACRO ENVIRONMENT ................................................................................... 3 Economic'factors'and'tendencies'....................................................................................................................'3' Environment'factors'and'tendencies'.............................................................................................................'4' Technological'factors'and'tendencies'...........................................................................................................'7' Demographic'factors'and'tendencies'............................................................................................................'8' Social'and'cultural'factors'and'tendencies'.................................................................................................'9' Political'and'legal'factors'................................................................................................................................'10' MICROENVIRONMENT .................................................................................... 13 Competitors'.....................................................
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...PASIG CATHOLIC COLLEGE College Department Course Syllabus Course No: History 1 Course Title: Philippine History Credit Units: 3 I. COURSE DESCRIPTION This course deals with the history of the Philippines from the ancient past to the present scene to the pro-Filipino point of view. It aims to enrich the students’ knowledge of our history and character as a people thus, instilling in them the spirit of Filipinism. The students’ learning of the history of our country will be facilitated thru the use of the interpretative method because in history interpretation is more important. Similarly, it aims to give the students the knowledge, values and skills with the integration of PCC core values and religion as the core of the curriculum to effectively deal with the reconsideration of the facts of our history as a people. II. OBJECTIVES At the end of the course, the students should be able to: a. Demonstrate a thorough understanding of the facts of our history as a people from the point of view of the Filipinos for excellence thru classroom participation and academic achievements; b. Apply knowledge of Philippine History interpreted from a Filipino standpoint in their daily life toward efficient and effective respect for human dignity, Christian discipleship and responsible stewardship thru life witnessing; and c. Express gratitude and appreciation of the heroic deeds of the great men and women of the Philippine History as...
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...University, Bogotá, Colombia, 1999 - 2004. International Year School, Advance English Anglo World Education, Cambridge, England, 1997 – 1998 PROFILE • Senior Accounting Analyst (Bilingual Professional –Spanish/English). • SAP end user expert. • Possess outstanding record of achievement in back office, operational profitability, business process development, reports, expense control, SAP implementation, policy and procedure development, forecasts, balance sheets, income statements , annual budgets, continuous quality improvement and personnel management, with advanced skills in all aspects of finance and operations involving: |Cross functional teams |Treasury management |Team leadership | |Import/Export |Operating/strategic planning |Market Analysis | |Organizational development |Analysis and Reconciliations |International markets | |Financial management |Analytical Reports |Accounting | |Bilingual (English – Spanish) |Advance knowledge of Excel, Word, Power Point, |Risk management | |Bank reconciliations and journal entries |Outlook, SAP, Bloomberg, and Quick Books, Oracle. ...
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...University of Phoenix Material Multicultural Matrix and Analysis Worksheet Instructions: Part I: Select and identify six groups in the left-hand column. Complete the matrix. Part II: Write a summary. Part III: Format references consistent with APA guidelines. |Part I: Matrix |What is the group’s history in the United States? |What is the group’s population in the |What are some attitudes and customs |What is something you admire about | | | |United States? |people of this group may practice? |this group’s people, lifestyle, or | | | | | |society? | | |NATIVE AMERICAN migrated to the Americas across the |Currently there are 2,9 million |The ghost Dance |Their Percerveirance | | |Beringia land bridge straits 12-15 thousand years |Indians in the us. |Sacred pipe ceremony |They have their names, some of their | | |ago. were the original inhabitants’ before the | |Sweat lodges |original culture. There is currently | | ...
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...Wrights of Howth BABS III Stephan Schibalsky Illustration 1 : Wrights of Howth Logo Illustration 1 : The Wrights of Howth…………………………………….....1 Illustration 2 : PESTEL……………..……………………………………......4 Illustration 3 : Marketing Mix.…….………..………………….…….............7 II Table of Content 1. Introduction……………………………………………………………………………….............1 1.1 Purpose of the document……………………………………………………………...1 2. Market Selection.................................................................................................................2 2.1 The European Salmon Market..............................................................................2 2.1.1 Germany……………………………………………………………………...2 2.1.2 France………………………………………………………………………...2 2.1.3 Spain …………………………………………………...….………………....2 2.1.4 Conclusion…………………………………………………………………....3 3. Identification of international marketing issues faced by the firm……………………….......4 3.1 PESTEL………………………………………………………………………………….4 3.1.1 Political…………………….......................................................................5 3.1.2 Economi……………………………………………………………………….5 3.1.3 Social…...................................................................................................5 3.1.4 Legal………………………………….........................................................5 3.1.5 Conclusion…………………………………………………………………….6 4. International Marketing Mix……………………………………………………………………....7 4.1 Product.................................................................................
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...Memorandum To: CEO From: Manager Date: March 9, 2012 Subject: Constructive Discharge Claim As requested, I have done the initial research on how the company should respond to the plaintiff’s claim of constructive discharge. According to The University of Chicago Law Review (1986), constructive discharge occurs when the working conditions of an employee are so unbearable and discriminatory that any sensible person would quit. The plaintiff must be able to prove two things: (1) that the working conditions were intolerable, and (2) that the employer deliberately created those conditions with the intent to cause the plaintiff to quit (Finnegan and Sheila, 1986). Title VII of the Civil Rights Act of 1964 prohibits employers from discriminating against “persons on the basis of their race, color, religion, sex, or national origin” (Gomez-Mejia, Balkin, Cardy, 2009, p.93). The plaintiff is claiming that there was no choice but to quit based on the fact that the plaintiff was required to work on a religious holy day as a result of the work schedule policy change. According to the plaintiff, the change in the work schedule policy is an infringement on their religious beliefs and is therefore claiming constructive discharge based on Title VII of the Civil Rights Act of 1964. The legal concept of constructive discharge is relevant in this scenario, in that the plaintiff quit because he/she alleged that the work schedule policy change requires employees to work on a...
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...UNIVERSITY OF THE SOUTHERN CARIBBEAN MARACAS ROYAL ROAD, MARACAS ST. JOSEPH P.O.BOX 175 PORT OF SPAIN TRINIDAD WI. Course Work Essay An Assignment Presented in Partial Fulfillment Of the Requirements for the Course Hist 104- 01 West Indian History Instructor Tshana Thomas- Francique By Dwight Bowen 20th October, 2015 Approval …………………. The Columbian Neo-Indian Exchange What have been is what will be, and what has been done, is what will be done and there is nothing that will reverse it. The incipient world as we know it has been undergoing a drastic era for biological globalization since the landing of the Europeans between the fifteen and the eighteen century. This era is known as the Columbian exchange and commenced in the year 1492 when Christopher Columbus and his crew sailed the Atlantic, exploring more advantages. Beckles & Shepherd suggest in his book Liberties lost, “that the European’s instinct was to reach Asia by sailing deep into the Western Atlantic. His quest was to find Asia, craving for the riches of Asia. Lost in the Caribbean Sea, he found indigenous people of Bahamas whose posture of welcome ushered into a global era.” (2004, p.35) Columbus’ first voyage was one of revelation in which he took the prospect to explore much places as he can. As history tells us, he made a series of voyages scooping new discoveries and engagements with the people who he encountered with on his journey. He first landed in the Bahamas. Columbus...
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...Theoretical Analysis of Narrative of Migration Hannah is a migrant from Philippines who came to UK in 1985. This analysis will review the original narrative of migration and determine the topics that will be examined in depth. In addition, the analysis will explore the historical and socio-cultural aspects of Philippine migration and the formation of Filipino diaspora in the UK. The concept of identity and the idea of homeland and hostland will be analysed in the context of diaspora community. Furthermore, this analysis will reflect on the issues related to cross-cultural transmission of values and identify the influence of diaspora communities in contemporary British society. Hannah migrated to UK together with her mother and three brothers as dependents of the father who came few years earlier for employment in London. According to available data of Philippine Embassy in London (PEL), there are approximately 250,000 Filipino migrants in the UK (PEL, 2011a). However, the original narrative lacks detailed description of the Filipino diaspora in the UK to support a conclusive definition of this community. This analysis will review all available information from the narrative and other data gathered about the history of Philippine migration to UK. The first wave of Filipino labour migration took place from 1900 to early 1940s with USA as main destination (Gonzales 1998, p.26). The second wave was from 1940s to early 1970s. After World War II, Filipino war veterans and...
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...color, the color of the eyes and even blood type, often determined by genetics. For example, Africans, Americans and Asians are classified as different races based on their skin color which is black, white and red, respectively. The concept of racism is born from the interaction of the different races. More often than not, racism presents a conflict due to stereotyping and discrimination of members of one race against the other. This paper will discuss the idea of race and how racism has changed over time, as well as the historical challenges that people have presented to racism. Race-based conflicts have subsided in the 21st century as compared to the earlier centuries across the world. A clear chronological organization and thorough analysis into the available historical evidence will demonstrate the...
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...University of Phoenix Material Multicultural Matrix and Analysis Worksheet Instructions: Part I: Select and identify six groups in the left-hand column. Complete the matrix. Part II: Write a summary. Part III: Format references consistent with APA guidelines. Part I: Matrix | What is the group’s history in the United States? | What is the group’s population in the United States? | What are some attitudes and customs people of this group may practice? | What is something you admire about this group’s people, lifestyle, or society? | 1. Spanish Americans | The existence of Spanish Americans started since 16th century (Lawrence 2002). Juan Ponce de Leon discovered Florida on April 2, 1513 and named it Pascua Florida as a Spanish term for Easter (Hoogenboom, 2006, p. 14). | As of 2007, the population of Spanish Americans is 45,378,596 (Pew Hispanic Center, 2009). | Hispanics are mostly Catholics. According to Cultural Diversity (2008), their social customs include elders having a prestigious status in the Hispanic family because of their experience Health practices of Hispanics are being emotionally expressive that they expects to be pampered when ill (Cultural Diversity 2008). | I admire Hispanics and their contribution to society in the field of entertainment. I also admire how Hispanics respect elders as one who has more experience than younger family members. | 2. African Americans | African Americans in majority arrived in U.S. as slaves in Jamestown...
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