...being a slave for some time, Smith murdered his captor, and escaped into Russia and found his way back into England. His fighting days soon came to an end and his adventure soon began (www.u-s-histroy.com). In 1604, John Smith decided to invest in the New World adventures and joined the London Company. In 1606, he sailed with Captain Christopher Newport in hopes of discovering the New World. This voyage was said to be a month long journey, this was a serious underestimation. Rough Atlantic seas created an ordeal that allowed disease to smolder the men in the cramped boats. About a year after their departure, in April of 1607, they arrived in Chesapeake Bay. While staying in the Chesapeake Bay area, the men explored the area, and founded Jamestown colony in May 1607....
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...under English rule. What are some general characteristics of Scotland? – The second largest of the four nations, both in population and in geographical area. – The most confident of its own identity. – The most rugged part of the UK, with areas of sparsely populated mountains and lakes in the north (the Highlands), and in the south (the Southern Uplands). – Scotland was not conquered by the Romans or the Anglo–Saxons. – Scotland began to experience Viking raids in the 9th century, and it was the pressure from this outside threat that led Scottish kings to unify, forming an independent singular Scottish state. – In 1314, the Scottish defeated the English at the Battle of Bannockburn, leading to 300 years of full independence. How did Scotland become part of the union of Great Britain? – In 1603, Queen Elizabeth the First of England died childless, so James the Sixth of Scotland...
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...Genre Analysis: Standards of Learning Virginia Standards of Learning The Standards of Learning (SOL) is a program from the Commonwealth of Virginia. The program sets forth learning and achievement guidelines for grade K-12 in Virginia’s Public School system. These standards are what many teachers, principals, attendants, and the business community feel students should obtain before high school graduation. The SOL was a direct response to President George W. Bush’s “No Child Left Behind Law,” was signed into law on January 8, 2002. This law addresses student expected achievement in four major areas: English, Mathematics, Science, and History/Social Science. In 1998, the first year of SOL testing, two percent of commonwealth public schools met the standard for full accreditation. Standards of Learning are not administered in private schools, hear in lies one of the major issue topics for the SOL. Students will be held back if he or she doesn’t pass their SOL’s. A school’s allotted budget is mandated by it’s ability to meet achievement requirements and test school outputs by the students. The biggest issue with these required tests is students are deprived of a more hands on approach to learning and lesson plans are rushed to meet SOL deadlines. President Bush’s “No child left behind,” in the Henrico County school system simply this meant push every child through no matter what. Teachers and administrators were always working on a timeline to push...
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...The English that was brought to America in seventeenth century was, of course, the language--or versions of the language--of Early Modern England. The year of the Captain John Smith's founding of Jamestown (1607) coincides roughly with Shakespeare's writing of Timon of Athens and Pericles, and the King James Bible (the "Authorized Version") was published only four years later, in 1611. It was not long before writers on both sides of the Atlantic began to acknowledge the language's divergence. As early as the mid-seventeenth century, Samuel Johnson, in a review of Lewis Evans's "Geographical, Historical, Political, Philosophical, and Mechanical Essays," pays the [American] writer's language a backhanded compliment: This treatise is written with such elegance as the subject admits, tho' not without some mixture of the American dialect, a tract ["trace"] of corruption to which every language widely diffused must always be exposed. (In the World, No. 102, Dec. 12, 1754; quoted by Mencken 4) Johnson's assessment was mild compared to that of Samuel Taylor Coleridge, who asserted in 1822 that "the Americans presented the extraordinary anomaly of a people without a language. That they had mistaken the English language for baggage (which is called plunder in America), and had stolen it" (quoted in Mencken 28). Noah Webster attributed some of the marked features of New England speech to a conservatism engendered by the relative isolation, vis à vis the rest of the world, of the colonists...
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...Why Marijuana Should Be Legalized In The U.S. The legalization of Marijuana, which is commonly known as Cannabis Sativa, has been one of the most intense debates to be ever launched nation-wide. Its use as a medicine has existed for thousands of years in countless countries across the globe. When someone says ganja, cannabis, bung, dope, Mary Jane, grass, rasta, pot, or weed, they are referring to marijuana. Essentially, marijuana should be legalized for the greater good of society. The most important reason that this plant should not be prohibited is for its medicinal purposes. The plant can be utilized as a resource for pain relief, control of nausea and vomiting, and appetite stimulation. Marijuana can be a valuable asset to society and its citizens who are in need for its medical use. Taking a look back in history, the prohibition of marijuana has failed to control its domestic use and production. The legalization of marijuana would be a likely cause to reduce crime and narcotic drug use. It is easier for children and young adults to access marijuana than alcohol. For example, liquor stores and other businesses that distribute alcohol are legally obligated to check possibly underage customers for valid identification. In contrast to the distribution of marijuana, a dealer is not likely to have a concern if it is a young child that wants to buy the marijuana, as long as he or she has the desired amount of money, the dealer will sell the marijuana to the buyer. If marijuana...
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...Teacher and Author: Teaching Middle and High School Using Literature Sandra Coleman Grand Canyon University RGD 545 Professor Karen Foster February 27, 2008 Teaching Middle and High School Student Using Literature Outline: I. Short Stories a) Activating Prior Knowledge b) Responding to the Selection c) Short Story Selections 1. Suggested Activities to use with Various Groups II. Oral Tradition Literature – Tall Tales and Folktales a) Analyze characteristics and plots of Folktales and Tall Tales b) Understanding Hyperbole c) Writing a Tall Tale d) Selections of Oral Tradition Literature III. Novel Studies a) Previewing the novel b) Defining and Understanding Elements of c) Character Analysis d) Problems and Solutions of the story IV. Historical Fiction a) Activating background/prior knowledge b) Setting a purpose for reading c) Writing about historical fiction V. Realistic Fiction a) Evaluating Realistic Fiction b) Responding to the selection c) Distinguishing between Fact and Opinion d) Summarizing the Story Chapter 1 – Short Stories: A short story is, like the name...
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...recreational use. (“If you”) Fifty-two percent of America is a lot of support for a supposedly dangerous drug. Many doctors, health professionals, and American citizens in general wonder why marijuana is illegal. “According to Marijuana Facts and Stats, at least 100 million Americans have tried marijuana at least once in their lives.”(“If you”) 100 million people and no deaths from marijuana so is there really a problem with it? According to the Pew Poll 50 percent of Americans see nothing wrong with Marijuana. (“Marijuana Legalization”) So marijuana isn’t a moral issue to half of Americans, which is just again a lot of people. Because of jail overcrowding and the opportunity for millions of tax dollars, Marijuana should be legalized for recreational use. First let’s talk about marijuana in general and talk about some history behind the plant. Marijuana is a dry, shredded mix of flowers, stems, seeds and leaves of the hemp plant Cannabis sativa. The active ingredient in marijuana is THC. That's short for delta-9-tetrahydrocannabinol.(“Marijuana”) THC is rapidly absorbed after smoking marijuana. Within minutes, THC and the other substances in marijuana smoke cause short-term medical effects.(“Marijuana”) In 1545 the Spanish brought marijuana to the New World, the English introduced it in Jamestown in 1611 where it became a major commercial crop alongside tobacco and was grown as a source of fiber. (“Marijuana facts”) By 1890, hemp had been replaced by cotton as a major cash crop...
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...Football in America by Jeannie Ray SPM/210 - SOCIO-CULTURAL ELMNTS OF SPORT: PLAYING WELL W/OTHERS DR DION DALY August 6, 2011 Football In America American football has a long legacy in American History. It can be traced back centuries to early European cutures, influenced through the years by multiple people, changed the rules and has become a National phenomenon for Americans. American football is over 100 years old and still going strong. It has inspired songs, movies and motivated individuals to great heights in their careers and lives. American football originated with its earlier form of play that derived from a variation of the sport Rugby in 1892. There are mentions of Native Americans playing ball games but, modern American football originates in traditional ball games played at villages and schools in Europe dating many centuries before America was settled by Europeans. Reports of early settlers at Jamestown, Virginia playing games with inflated balls in the early 17th century have been noted in history also. American football is the result of several major divergences from its earlier form of rugby. The introduction of the line of scrimmage and down-and- distance are among the first major changes of the game Rugby to its conversion to American football by Walter Camp. Walter Camp is considered as the father of football. The changes that he incorporated into collegiate football became dominant in the United...
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...Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course Each module has a lecture homepage, reading assignments, required videos, and two threaded discussions. You should can find your required reading articles through the internet and TUW library databases to learn more about the subject matter pertinent to the module. Although there are no textbooks, you are provided with links...
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...Public/Police Relations: An Intractable Conflict? David A. Mercury damercury1921@gmail.com (416) 333-7523 Public/Police Relations: An Intractable Conflict? Purpose of this Paper The purpose of this paper is to determine whether the conflicts described, between the police and the Afrikan Canadian diaspora [sometimes referred to as the Communities] and the Original Peoples communities and other racial minorities, can be defined as being intractable. If so, the exploration of possible approaches to resolve these conflicts is beyond the scope of this paper. It is my hope and intention to conduct this exploration in later works. What is an Intractable Conflict? The Oxford International Encyclopedia of Peace, defines intractable conflicts through a discussion the common features. First, [emphasis added] intractable conflicts are protracted, persisting for a long time. Second, [emphasis added] they are waged in ways that the adversaries or interested observers regard as destructive. Third, [emphasis added] partisans and intermediaries attempt, but fail to end or transform them. Conflict intractability, however, is not a fixed dichotomous feature; conflicts vary in their degree of intractability. The degree to which the three defining features are manifested varies and changes, and they are best treated as dimensions of conflict. . . . Even duration is not a fixed characteristic of a conflict. The beginning of a conflict is often contested, with one side pointing back...
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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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...[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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...to the subject of packaging, guiding me carefully through various analytical techniques, and sparking my interest in redesigning consumerism. To Dave Murray and Joe Orchardo for their assistance running the spectrometer analyses in the Environmental Chemistry Lab as well as their vast patience and willingness to answer my many questions. To Daniela Quilliam and Bill Dundulis at the Rhode Island Department of Health for their honesty in answering my pointed questions and insights into government regulations when funding is a challenge. To my sister, Elena, for her endless patience and support, and especially for her late-night company in the Science Library Friedman Study Center. To my father, Luther, for advising me to work on my thesis early in the year, advice I listened to carefully, agreed with, but never quite followed through. To my mother, Joanne, for never doubting my ability to achieve goals that are seemingly out of reach and for standing behind me as my biggest fan. To Susie and Rich Friedman for ensuring that the Friedman Study Center Café is always equip with coffee and Red Bulls. And to Jackie for keeping me entertained. To Brown University for creating the space conducive to making the many friends I’ve made here who have shaped my person and who I will always remember. 2 3 Executive Summary In...
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...The Unexpected Tax Consequences of "Extreme Makeover: Home Edition" Jennifer M. Nasner* TABLE OF CONTENTS 481 I. INTRODUCTION .................................................................................................. 483 FAMILY ....................................................... 1I. BACKGROUND: ONE DESERVING 485 III. UNEXPECTED CONSEQUENCES ........................................................................ 486 A. Taxability ofPrizesand Awards .............................................................. 488 B. Rental underSection 280A(g) ................................................................. 490 C . Lessee Improvements ............................................................................... 492 D . A DisguisedLease? .................................................................................. 493 Dividends ................................................................ 1. Constructive 495 2. Sale/Leaseback .................................................................................. .. ... .. ... ... .. ... .. ... 497 3. Activity Engaged in For Profit? ................................ .. .. ... ... .. .. ... ... 499 4. Does a Disguised Lease Exist Here? ............................ 499 V. LEASE V.LICENSE ............................................................................................. 501 V. C ON CLUSION ..................................................................................................... I. INTRODUCTION...
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...C. Section 1981 * 42 U.S.C. Section 1983 * 42 U.S.C. Section 1985 * Management Tips * Summary * Chapter-End Questions Opening Scenarios SCENARIO 1 An employer has a “no-beard” policy, which applies across the board to all employees. A black employee tells the employer he cannot shave without getting severe facial bumps from ingrown hairs. The employer replies that the policy is without exception and the employee must comply. The employee refuses and is later terminated. The employee brings suit under Title VII on the basis of race discrimination. Does he win? Why? Why not? SCENARIO 2 Two truck driver employees are found to have stolen goods from the cargo they were carrying. The black employee is retained and reprimanded. The white employee is terminated. The white employee sues the employer for race discrimination under Title VII. Who wins and why? SCENARIO 3 A black female employee is terminated during a downsizing at her place of employment. The decision was made to terminate the two worst employees, and she was one of them. The employer had not told the employee of her poor performance nor given her any negative feedback during evaluations to enable her to assess her performance and govern herself accordingly. In fact, there were specific orders not to give her any negative feedback. The employee sues for racial discrimination, alleging it was a violation of Title VII for the employer not to give her appropriate negative feedback...
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