091109 Gov West Wing Intro 50m Apa
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This document provides an agenda and lesson plan for using the TV show West Wing to teach about the US government. It includes an introduction to the show and its educational value. Students are assigned to watch an episode, take notes on quotes and ideas, and write a short essay about how the episode shapes their vision of an ideal government. They are instructed to cite references to the show in APA format in their essay. A list of key West Wing characters is also provided.
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Compare government propaganda with real life.In the 1930s an.docx
Compare government propaganda with real life.
In the 1930s and 1940s the U.S. government helped produce films to encourage participation in the New Deal and World War II. They presented a view of the United States that might be a little different from what people actually experienced. We will examine primary sources and interviews of people alive at the time.
Assignment directions
Select ONE of the propaganda films AND TWO of the other sources. One of the films deals with the New Deal. The other focuses on World War II but also discusses society before the war. If you choose "Why We Fight", focus on the first half. Select sources which would make a good comparison. As in earlier assignments, the links go to several interviews or articles. Pick only one interview or article per link. For example, only one Latino veteran (and make sure he is a veteran of World War II, not another war). Do not discuss anything after World War II.
1. Watch the film. Identify an assertion (something said) or assumption made in the film. For example, does the film show the U.S. as a nation of equality? Of prosperity? Of unity?
2. Read the other two sources and see if that assertion or assumption is correct for that time period: the 1930s or the 1940s.
3. Write an essay comparing and contrasting the what the film said about America with the sources of the time period.
Use only the information from the three sources you chose (and the Lecture Notes if needed). I want your analysis, not something you found on the Internet on the subject. Work alone.
2-4 pages, 12 point font, 1 inch margin all around, double-space. You don't need a title page or Works Cited since you are only discussing the three sources which you will identify in the first paragraph or as soon as you start discussing them. Use proper American English spelling, grammar, punctuation, capitalization, and paragraphs.
Sources
Propaganda films
1.
Capra film; "Why We Fight: War Comes to America"
The film is also available through CSN Libraries: search films for the title, your id and password are the same as for Canvas. It is through Alexander Street.
(Links to an external site.)
2.
New Deal film (Links to an external site.)
Other Sources
1.
Interviews of internees
2.
Interviews of World War II veterans (Links to an external site.)
3.
Harry Gumby interview (Links to an external site.)
4.
Interviews of African American veterans (Links to an external site.)
5.
Interviews of Latino veterans (Links to an external site.)
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Zoot Suit Riots articles (Links to an external site.)
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Next
.
Compare government propaganda with real life.In the 1930s an.docx
Compare government propaganda with real life.
In the 1930s and 1940s the U.S. government helped produce films to encourage participation in the New Deal and World War II. They presented a view of the United States that might be a little different from what people actually experienced. We will examine primary sources and interviews of people alive at the time.
Assignment directions
Select ONE of the propaganda films AND TWO of the other sources. One of the films deals with the New Deal. The other focuses on World War II but also discusses society before the war. If you choose "Why We Fight", focus on the first half. Select sources which would make a good comparison. As in earlier assignments, the links go to several interviews or articles. Pick only one interview or article per link. For example, only one Latino veteran (and make sure he is a veteran of World War II, not another war). Do not discuss anything after World War II.
1. Watch the film. Identify an assertion (something said) or assumption made in the film. For example, does the film show the U.S. as a nation of equality? Of prosperity? Of unity?
2. Read the other two sources and see if that assertion or assumption is correct for that time period: the 1930s or the 1940s.
3. Write an essay comparing and contrasting the what the film said about America with the sources of the time period.
Use only the information from the three sources you chose (and the Lecture Notes if needed). I want your analysis, not something you found on the Internet on the subject. Work alone.
2-4 pages, 12 point font, 1 inch margin all around, double-space. You don't need a title page or Works Cited since you are only discussing the three sources which you will identify in the first paragraph or as soon as you start discussing them. Use proper American English spelling, grammar, punctuation, capitalization, and paragraphs.
Sources
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1.
Capra film; "Why We Fight: War Comes to America"
The film is also available through CSN Libraries: search films for the title, your id and password are the same as for Canvas. It is through Alexander Street.
(Links to an external site.)
2.
New Deal film (Links to an external site.)
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Interviews of World War II veterans (Links to an external site.)
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Harry Gumby interview (Links to an external site.)
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ENGLISH1) Respond to one of the following prompts in two to th.docx
ENGLISH
1) Respond to one of the following prompts in two to three paragraphs.
Citing textual evidence from "On the Pulse of Morning" and "One Today:"
Describe some of the challenges facing the American people during the late 20th and early 21st centuries
or
Explain the effects of cultural diversity among the American people during the late 20th and early 21st centuries
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Choose five words from five separate lines in the poem, "One Today" by Richard Blanco that you would have changed if you had been the original writer of this poem.
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1910
1920
1930
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You have learned about multiple historical, cultural and literary influences in early 20th century America. You have also read several poems which are representative of early 20th century American literature.(listed below)
Now you will take this information to create a presentation showcasing both of your chosen poems. You should have at least one image for each poem along with text explaining the ways in which the literary works were influenced by the events of the 20th century.
Choose two poems and create a presentation explaining the ways in which the literary works were influenced by the events of this time period.
"Rhapsody on a Windy Night" by T.S. Eliot
"Mending Wall" by Robert Frost
"Stopping by Woods on a Snowy Evening" by Robert Frost
"The River Merchant's Wife: A Letter" by Ezra Pound
"The Red Wheelbarrow" by William Carlos Williams
"Languages" by Carl Sandburg
"Fog" by Carl Sandburg
5) For this assessment, you will complete the Evaluation of a Speech Worksheetfor the Civil Rights Address given by U.S. President John F. Kennedy.(worksheet below)
Directions: Identify five examples of the use of logos, ethos, and pathos in the speech. First, cite specific lines from the speech. Then, indicate whether the lines are an example of logos, ethos, or pathos. Finally, explain the impact the lines are intended to have on the audience. One example has been completed for you.
Lines from the Speech
Logos
Ethos
Pathos
Impact on the Audience
Example:
W ...
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1) The document provides instructions for an analysis paper assignment on one of three films from different decades: The Best Years of Our Lives (1946), Bigger Than Life (1956), or Advise and Consent (1962).
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1) The document provides instructions for an analysis paper assignment on three films from different decades - The Best Years of Our Lives (1946), Bigger Than Life (1956), and Advise and Consent (1962).
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Cold War Learning Stations
This document outlines learning stations for students to understand the emotional state of America during the Cold War. The stations cover topics like the Space Race, Red Scare, McCarthyism and a Presidential Address. Students will view propaganda, read documents and transcripts, and complete a mock employment application to experience different aspects of 1950s American life during the Cold War.
Cold war learning stations
This document outlines learning stations for students to understand the emotional state of America during the Cold War. The stations cover topics like the Space Race, Red Scare, McCarthyism and a Presidential Address. Students will view propaganda, read documents and transcripts, and complete a mock employment application to experience different aspects of 1950s American life during the Cold War.
Animal Farm Essay Utopian Society. Online assignment writing service.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a refund option for plagiarized content.
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Compare government propaganda with real life.In the 1930s an.docx
Compare government propaganda with real life.
In the 1930s and 1940s the U.S. government helped produce films to encourage participation in the New Deal and World War II. They presented a view of the United States that might be a little different from what people actually experienced. We will examine primary sources and interviews of people alive at the time.
Assignment directions
Select ONE of the propaganda films AND TWO of the other sources. One of the films deals with the New Deal. The other focuses on World War II but also discusses society before the war. If you choose "Why We Fight", focus on the first half. Select sources which would make a good comparison. As in earlier assignments, the links go to several interviews or articles. Pick only one interview or article per link. For example, only one Latino veteran (and make sure he is a veteran of World War II, not another war). Do not discuss anything after World War II.
1. Watch the film. Identify an assertion (something said) or assumption made in the film. For example, does the film show the U.S. as a nation of equality? Of prosperity? Of unity?
2. Read the other two sources and see if that assertion or assumption is correct for that time period: the 1930s or the 1940s.
3. Write an essay comparing and contrasting the what the film said about America with the sources of the time period.
Use only the information from the three sources you chose (and the Lecture Notes if needed). I want your analysis, not something you found on the Internet on the subject. Work alone.
2-4 pages, 12 point font, 1 inch margin all around, double-space. You don't need a title page or Works Cited since you are only discussing the three sources which you will identify in the first paragraph or as soon as you start discussing them. Use proper American English spelling, grammar, punctuation, capitalization, and paragraphs.
Sources
Propaganda films
1.
Capra film; "Why We Fight: War Comes to America"
The film is also available through CSN Libraries: search films for the title, your id and password are the same as for Canvas. It is through Alexander Street.
(Links to an external site.)
2.
New Deal film (Links to an external site.)
Other Sources
1.
Interviews of internees
2.
Interviews of World War II veterans (Links to an external site.)
3.
Harry Gumby interview (Links to an external site.)
4.
Interviews of African American veterans (Links to an external site.)
5.
Interviews of Latino veterans (Links to an external site.)
6.
Zoot Suit Riots articles (Links to an external site.)
7. Rosie the Riveter interviews (Links to an external site.)
Previous
Next
.
Compare government propaganda with real life.In the 1930s an.docx
Compare government propaganda with real life.
In the 1930s and 1940s the U.S. government helped produce films to encourage participation in the New Deal and World War II. They presented a view of the United States that might be a little different from what people actually experienced. We will examine primary sources and interviews of people alive at the time.
Assignment directions
Select ONE of the propaganda films AND TWO of the other sources. One of the films deals with the New Deal. The other focuses on World War II but also discusses society before the war. If you choose "Why We Fight", focus on the first half. Select sources which would make a good comparison. As in earlier assignments, the links go to several interviews or articles. Pick only one interview or article per link. For example, only one Latino veteran (and make sure he is a veteran of World War II, not another war). Do not discuss anything after World War II.
1. Watch the film. Identify an assertion (something said) or assumption made in the film. For example, does the film show the U.S. as a nation of equality? Of prosperity? Of unity?
2. Read the other two sources and see if that assertion or assumption is correct for that time period: the 1930s or the 1940s.
3. Write an essay comparing and contrasting the what the film said about America with the sources of the time period.
Use only the information from the three sources you chose (and the Lecture Notes if needed). I want your analysis, not something you found on the Internet on the subject. Work alone.
2-4 pages, 12 point font, 1 inch margin all around, double-space. You don't need a title page or Works Cited since you are only discussing the three sources which you will identify in the first paragraph or as soon as you start discussing them. Use proper American English spelling, grammar, punctuation, capitalization, and paragraphs.
Sources
Propaganda films
1.
Capra film; "Why We Fight: War Comes to America"
The film is also available through CSN Libraries: search films for the title, your id and password are the same as for Canvas. It is through Alexander Street.
(Links to an external site.)
2.
New Deal film (Links to an external site.)
Other Sources
1.
Interviews of internees
2.
Interviews of World War II veterans (Links to an external site.)
3.
Harry Gumby interview (Links to an external site.)
4.
Interviews of African American veterans (Links to an external site.)
5.
Interviews of Latino veterans (Links to an external site.)
6.
Zoot Suit Riots articles (Links to an external site.)
7. Rosie the Riveter interviews (Links to an external site.)
Previous
Next
.
111610 gov president powers 100m
The document provides instructions for a class activity on presidential powers. It includes directions to draw a line separating today and yesterday, write the date and topic, and respond to discussion questions. Students are asked to pretend to be members of Congress or the President in drafting laws and signing statements. The document also reviews the president's formal powers outlined in the Constitution and informal powers inferred from the president's role.
ENGLISH1) Respond to one of the following prompts in two to th.docx
ENGLISH
1) Respond to one of the following prompts in two to three paragraphs.
Citing textual evidence from "On the Pulse of Morning" and "One Today:"
Describe some of the challenges facing the American people during the late 20th and early 21st centuries
or
Explain the effects of cultural diversity among the American people during the late 20th and early 21st centuries
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Choose five words from five separate lines in the poem, "One Today" by Richard Blanco that you would have changed if you had been the original writer of this poem.
a-Write to explain what changes you would have made with these five word choices and why you would change them in this way.
b-Also explain how the use of the online dictionary and/or thesaurus assists you in making these choices.
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1910
1920
1930
4) Create a multimedia presentation using a Web 2.0 tool.
You have learned about multiple historical, cultural and literary influences in early 20th century America. You have also read several poems which are representative of early 20th century American literature.(listed below)
Now you will take this information to create a presentation showcasing both of your chosen poems. You should have at least one image for each poem along with text explaining the ways in which the literary works were influenced by the events of the 20th century.
Choose two poems and create a presentation explaining the ways in which the literary works were influenced by the events of this time period.
"Rhapsody on a Windy Night" by T.S. Eliot
"Mending Wall" by Robert Frost
"Stopping by Woods on a Snowy Evening" by Robert Frost
"The River Merchant's Wife: A Letter" by Ezra Pound
"The Red Wheelbarrow" by William Carlos Williams
"Languages" by Carl Sandburg
"Fog" by Carl Sandburg
5) For this assessment, you will complete the Evaluation of a Speech Worksheetfor the Civil Rights Address given by U.S. President John F. Kennedy.(worksheet below)
Directions: Identify five examples of the use of logos, ethos, and pathos in the speech. First, cite specific lines from the speech. Then, indicate whether the lines are an example of logos, ethos, or pathos. Finally, explain the impact the lines are intended to have on the audience. One example has been completed for you.
Lines from the Speech
Logos
Ethos
Pathos
Impact on the Audience
Example:
W ...
AU Management Gangster Issues During the Great Depression Paper.docx
During the Great Depression of the 1920s and 1930s, several notorious gangsters such as John Dillinger, Baby Face Nelson, Bonnie and Clyde, and Al Capone committed numerous bank robberies and other crimes across the United States. These criminals became known as "Public Enemies" by the FBI, who closely tracked their criminal activities. Despite their violent criminal behavior, many of these gangsters were beloved by some Americans during the difficult economic times of the Depression. The essay prompts students to discuss why two of these gangsters were so beloved during this era, considering the impact of the Depression context, and how their criminal exploits influenced changes in the criminal justice system. The sources provided include FBI files about these cases
AU Management Gangster Issues During the Great Depression Paper.docx
During the Great Depression of the 1920s and 1930s, several notorious gangsters such as John Dillinger, Baby Face Nelson, Bonnie and Clyde, and Al Capone committed numerous bank robberies and other crimes across the United States. These criminals became known as "Public Enemies" by the FBI, who closely tracked their criminal activities. Despite their violent criminal behavior, many of these gangsters were beloved by some Americans during the difficult economic times of the Depression. The essay prompts discussion of why two of these gangsters were so beloved in the context of the Depression era, and how law enforcement changed in response to their criminal exploits.
analysis paper 2 2.docx
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2) Students must write a 500-1000 word paper analyzing how the chosen film depicts issues relevant to its time period, such as the challenges facing returning WWII veterans, pressures of 1950s suburban life, or political tensions of the early 1960s.
3) The paper must consider guided questions about the film and use credible sources and Chicago or MLA citation style.
analysis paper 2 1.docx
1) The document provides instructions for an analysis paper assignment on three films from different decades - The Best Years of Our Lives (1946), Bigger Than Life (1956), and Advise and Consent (1962).
2) Students must choose one of the films, analyze how it depicts issues of its time period based on guiding questions, and write a paper between 500-1000 words using MLA or Chicago citation style.
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Sheet1Points: 120 Assignment 2.2: Policemen of the World Final PaperCriteriaMeets Minimum ExpectationsUnacceptable60-69% DFairProficientExemplaryBelow 60% F70-79% C80-89% B90-100% A1. Introduce your paper with your previously crafted thesis statement.Did not submit or incompletely introduced your paper with your previously crafted thesis statement.Insufficiently introduced your paper with your previously crafted thesis statement.Partially introduced your paper with your previously crafted thesis statement.Satisfactorily introduced your paper with your previously crafted thesis statement.Thoroughly introduced your paper with your previously crafted thesis statement.Weight: 5%2. Discuss two (2) international events involving the US military from the past five (5) years that can be traced back to a foreign policy created after the Civil War.Did not submit or incompletely discussed two (2) international events involving the US military from the past five (5) years that can be traced back to a foreign policy created after the Civil War.Insufficiently discussed two (2) international events involving the US military from the past five (5) years that can be traced back to a foreign policy created after the Civil War.Partially discussed two (2) international events involving the US military from the past five (5) years that can be traced back to a foreign policy created after the Civil War.Satisfactorily discussed two (2) international events involving the US military from the past five (5) years that can be traced back to a foreign policy created after the Civil War.Thoroughly discussed two (2) international events involving the US military from the past five (5) years that can be traced back to a foreign policy created after the Civil War.Weight: 10%3. Discuss three (3) aspects of US history since 1865 that has led to the US’s rise as a world super power policeman. Did not submit or incompletely discussed three (3) aspects of US history since 1865 that has led to the US’s rise as a world super power policemanInsufficiently discussed three (3) aspects of US history since 1865 that has led to the US’s rise as a world super power policeman.Partially discussed three (3) aspects of US history since 1865 that has led to the US’s rise as a world super power policemanSatisfactorily discussed three (3) aspects of US history since 1865 that has led to the US’s rise as a world super power policemanThoroughly discussed three (3) aspects of US history since 1865 that has led to the US’s rise as a world super power policemanWeight: 20%4. Identify three to five (3-5) international incidents since World War II where America has taken on a policing role. Did not submit or incompletely identified three to five (3-5) international incidents since World War II where America has taken on a policing role.Insufficiently identified three to five (3-5) international incidents since World War II where America has taken on a policing role. Partially identified three to five (.
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This document outlines learning stations for students to understand the emotional state of America during the Cold War. The stations cover topics like the Space Race, Red Scare, McCarthyism and a Presidential Address. Students will view propaganda, read documents and transcripts, and complete a mock employment application to experience different aspects of 1950s American life during the Cold War.
Cold war learning stations
This document outlines learning stations for students to understand the emotional state of America during the Cold War. The stations cover topics like the Space Race, Red Scare, McCarthyism and a Presidential Address. Students will view propaganda, read documents and transcripts, and complete a mock employment application to experience different aspects of 1950s American life during the Cold War.
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Writing Paper Texture. Online assignment writing service.
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Philosophy Of Teaching Essay Examples
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1895 Http.docx
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校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
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原件一模一样【微信：95270640】【旧金山分校毕业证UCSF学位证成绩单】【微信：95270640】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
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4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
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8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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办理旧金山分校毕业证UCSF学位证毕业证offer【微信：95270640 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理旧金山分校毕业证毕业证offerUCSF学位证【微信：95270640 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
Sara Saffari: Turning Underweight into Fitness Success at 23
Uncover the remarkable journey of Sara Saffari, whose transformation from underweight struggles to being recognized as a fitness icon at 23 underscores the importance of perseverance, discipline, and embracing a healthy lifestyle.
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From country star to global phenomenon, delve into Taylor Swift's incredible journey. Explore chart-topping hits, feuds, & her rise to billionaire status!
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留信网认证的作用:
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3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信bwp0011】文凭即可
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三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
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- 1. Good Day DRAW A LINE SEPARATING TODAY & YESTERDAY 1) Write: Date: 09/11/09 , Topic: West Wing 2) On the next line, write “ Opener #11 ” and then: 1) Plot your mood, reflect in 1 sent . 2) Respond to the opener by writing at least 2 sentences about : Your opinions/thoughts OR/AND Questions sparked by the clip OR/AND Summary of the clip OR/AND Other things going on in the news. Announcements: None Intro Music: Untitled
- 3. Agenda 1) Study Guide 2) Introduce West Wing Critiques Essential Question 1) Why do we use West Wing? Reminder 1) Find & complete your 4 news pods
- 4. Why West Wing? 1) Fiction helps out create an ideal of what government should look like. 2) Narratives help make the gov concepts more memorable. 3) It’s chance for us improve our writing (esp with APA citation). It’s worth 20 Points .
- 5. Why learn APA (American Psychological Association) citation? When is APA used: In social science (esp psychology) and business. In Text: (Author, Year). (Sorkin, 2009).
- 6. President Josiah Bartlet
- 7. President’s Personal Assistant Charlie
- 8. Chief of Staff Leo McGarry
- 9. Deputy Chief of Staff Josh Lyman
- 10. Deputy Chief of Staff’s Secretary Donna
- 11. Communications Director Toby Ziegler
- 12. Press Secretary C.J. Cregg
- 13. Deputy Communications Director Sam Seaborn
- 14. Democratic Party President Candidate Matt Santos
- 15. Campaign Manager Josh Lyman
- 16. Work #10a , Title “ West Wing APA Notes ” 1) Copy: Sorkin, Aaron. (1999). Short List. West Wing. Burbank, CA: Warner Bros. 2-X) From show, pick out quotes , ideas , or facts that will support your response to the essay prompt. At the very end , write the in text citation format: (Sorkin, 2009). Essay Topic: How does this episode of West Wing shape what you want your government to be like?
- 17. Work #11a, Title “West Wing Notes” 1) Sorkin, Aaron. (1999). Short List. West Wing. Burbank, CA: Warner Bros. 2) Bartlett speaks about the risk ppl take to come to America 3) 30,000 try to reach Florida from Cuba 4) A political leader can be religious without being divisive. (Sorkin, 2009).
- 18. On a the Essay Paper ( Fill in ID , 10 Pts) Essay Topic: How does this episode of West Wing shape what you want your government to be like? I don’t want you to think about essay format or paragraph structure, just write. What must be included: 1) Use of show references (quotes/ideas) when they will support what you say. 2) You must use cite each reference, example: (Author, Pub Year). 3) Full MLA Reference at the end (copy #1 from Work 11a) under References
- 19. West Wing
- 21. On a the Essay Paper ( Fill in ID , 10 Pts) Essay Topic: How does this episode of West Wing shape what you want your government to be like? Example: Bartlett in the Pilot Episode reminds us that the government acts inconsistently and often immaturely. Bartlett throws up representatives of citizen groups because his anger over an unrelated incident (Sorkin, 2009). A president needs to be able to make decisions free of personal feelings. References Sorkin, Aaron. (1999). Short List. West Wing. Burbank, CA: Warner Bros.
- 22. On a the Essay Paper ( Fill in ID , 10 Pts) Essay Topic: How does this episode of West Wing shape what you want your government to be like? Example: Bartlett in the Pilot Episode reminds us that the government acts inconsistently and often immaturely. Bartlett throws up representatives of citizen groups because his anger over an unrelated incident (Sorkin, 2009). A president needs to be able to make decisions free of personal feelings. References Sorkin, Aaron. (1999). Short List. West Wing. Burbank, CA: Warner Bros.
- 24. Workbook Check: Remember you workbook is turned in each marking period for 100 points! Homework: 1) Study for Test 1 on Block Day 2) Pick and listen to your 4 news podcast by next Monday. Have a great weekend!