The Bay de Noc Community College Model United Nations Club traveled to Boston for the 55th Annual Harvard National Model United Nations Conference, February 12-15, 2009.
Wikipedia and the Making of a (Wo)Man: biographical construction in the digi...Chris Sweet
Did you know that according to their Wikipedia biography entries, Senators Edward Kennedy and Robert Byrd both died on January, 20, 2009? In reality, neither Senator died on that date. Robert Byrd is still very much alive and Edward Kennedy lived through August of last year. In a few short years, Wikipedia has come to dominate the field of easy-to-access information on just about any topic. Due to prominent placing in search engine results, the first stop for biographical information is often Wikipedia. Since Wikipedia entries are user-generated, errors and blatant smear campaigns are commonplace. Political hopefuls now carefully craft and continually monitor their web presence including their Wikipedia biographies. Scholars can be found on Wikipedia waging epic, never-ending battles of edits over contentious biographical points.
In this presentation I propose to examine the role of the Wikipedia biography in popular culture. How has Wikipedia affected the political landscape? How have Wikipedia editing guidelines evolved as a result of problems with high-profile biographies? What does the rise of Wikipedia mean for traditional sources of biographical information? My presentation will include real-time analysis of Wikipedia entries as well as some short video clips.
This tour is about how African American school children gained the right to receive an equal education too. First, students are introduced to the concepts of slavery, the Underground Railroad, and the Civil War. Next, students are introduced to the Jim Crow Era and segregation. Finally, students are introduced to segregation cases, the demolishing of Jim Crow laws, and integration.
Brief info about Fulbright program, then summary of my own Fulbright experience through the places I visited, stories I learned, and impressions I got about the US.
Wikipedia and the Making of a (Wo)Man: biographical construction in the digi...Chris Sweet
Did you know that according to their Wikipedia biography entries, Senators Edward Kennedy and Robert Byrd both died on January, 20, 2009? In reality, neither Senator died on that date. Robert Byrd is still very much alive and Edward Kennedy lived through August of last year. In a few short years, Wikipedia has come to dominate the field of easy-to-access information on just about any topic. Due to prominent placing in search engine results, the first stop for biographical information is often Wikipedia. Since Wikipedia entries are user-generated, errors and blatant smear campaigns are commonplace. Political hopefuls now carefully craft and continually monitor their web presence including their Wikipedia biographies. Scholars can be found on Wikipedia waging epic, never-ending battles of edits over contentious biographical points.
In this presentation I propose to examine the role of the Wikipedia biography in popular culture. How has Wikipedia affected the political landscape? How have Wikipedia editing guidelines evolved as a result of problems with high-profile biographies? What does the rise of Wikipedia mean for traditional sources of biographical information? My presentation will include real-time analysis of Wikipedia entries as well as some short video clips.
This tour is about how African American school children gained the right to receive an equal education too. First, students are introduced to the concepts of slavery, the Underground Railroad, and the Civil War. Next, students are introduced to the Jim Crow Era and segregation. Finally, students are introduced to segregation cases, the demolishing of Jim Crow laws, and integration.
Brief info about Fulbright program, then summary of my own Fulbright experience through the places I visited, stories I learned, and impressions I got about the US.
As much as we love how fun the Ice Bucket Challenge is, we can't stand to watch that the whole meaning of why it exists is lost. Here's why you should care about ALS.
Slides from a library class. Please read the slide comments as you view the slides. A handout with resources for further reading, typography, and image resources is available at http://www.scribd.com/doc/137409324/Powerful-Presentations-Handout.
The SlideShare 101 is a quick start guide if you want to walk through the main features that the platform offers. This will keep getting updated as new features are launched.
The SlideShare 101 replaces the earlier "SlideShare Quick Tour".
contains suggested books and DVDs to compliment the eight presentations. Material is divided between works covering the entire topic of the course and those specific to each session. Also indicates sources for the books and DVDs, online and at the Cincinnati & Hamilton County Public Library.
Evaluating Historical Sources WorksheetUse the four sources (twoBetseyCalderon89
Evaluating Historical Sources Worksheet
Use the four sources (two primary, two secondary) you located for this assessment to complete this worksheet. Your four sources should focus on one of two topics: facing economic change or engaging civil rights. For each source, first provide a formatted citation, as shown in the sample citation below. Double click into the citation box to type your citation. Then answer each question about that source. Respond to questions 3–8 in complete sentences.
Sample formatted citation:
DuBois, W. E. B. (1903). W. E. B. DuBois critiques Booker T. Washington. [Essay]. http://historymatters.gmu.edu/d/40
Citation for Source 1:
What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source 2:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source 3:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
Citation for Source #4:
1. What type of source is this (primary or secondary)?
When was it written?
Why was it written?
What is the main idea or takeaway?
Was the writer present at the time of the events he or she was writing about?
Does the writer seem neutral? Why/why not?
What are some of the key facts presented?
Explain why this source is credible.
1
2
HIS-FPX1100
History Presentation Resource List
Primary and Secondary Historical SourcesPrimary Sources: Facing Economic Change
History Matters. (n.d.). “Sir I will thank you with all my heart": Seven letters from the Great Migration. http://historymatters.gmu.edu/d/5332/
Roosevelt, F. D. (1933, March 12). On the bank crisis [Radio address]. Franklin D. Roosevelt Presidential Library and Museum. http://docs.fdrlibrary.marist.edu/031233.html
Roosevelt, F. D. (1938, April 14). F.D.R. on economic conditions/12th fireside address. History Central. https://www.historycentral.com/documents/FDRTwelthfireside.html
Library of Congress. (n.d.). American memory timeline. http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/timeline/index.html
Kleinfield, N. R. (1983, September 26). American way of life altered by fuel crisis. The New York Times. http ...
72 AMERICAN HISTORY72 AMERICAN HISTORY…home to many muse.docxalinainglis
72 AMERICAN HISTORY72 AMERICAN HISTORY
…home to many museums, now
has one honoring the African di-
aspora. Hailing countless efforts
to save and share black history,
President Barack Obama dedi-
cated the Smithsonian National
Museum of African American
History and Culture in 2016. The
37,000 exhibits, some of them
objects families preserved for
generations, demand multiple
return visits. Artifacts marking
famed, obscure, and ignored
contributions evoke nostalgia
and pride. The record of lives
lost to and broken by injustice
kindles anger and sadness. The
layout is epic. Lead architect
David Adjaye’s structure sug-
gests Yoruba crowns from
Ghana, his homeland. Inside, a
glass-walled elevator descends
to the 1400s, when the African
slave trade began. The ensuing
climb implies African-Ameri-
cans’ ascent toward equality and
showcases their myriad achieve-
ments. Upper floors focus on the
modern, from breakthroughs in
art, science, and technology to
dance steps. The final display
features Obama’s 2009 inaugu-
ration—a guidepost to progress
and the miles of work ahead.
—Rasheeda Smith is associate
editor of American History
Washington, DC…
Finely Wrought Silk and linen
shawl given to Harriet Tubman
by Queen Victoria of England. LEF
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Copyright of American History is the property of Historynet LLC and its content may not be
copied or emailed to multiple sites or posted to a listserv without the copyright holder's
express written permission. However, users may print, download, or email articles for
individual use.
Raise a Glass
Seven generations and more than 200 years ago, Jacob
Beam, a German immigrant’s son, began making corn
whiskey using his father’s recipe in Kentucky. Jacob
sold his first barrel of Old Jake Beam in 1795. In
Clermont, the Jim Beam American Stillhouse guides
visitors through a 90-minute tour that covers the
entire process of whiskey-making, starting with the
natural limestone well that is Jim Beam’s water source
and continuing through the steps of mashing, distilling,
barreling, aging, and bottling. Visit jimbeam.com
STYLESSSSSSSSSSTTTTTTTTTYYYYYYYYYLLLLLLLLL
Audio File
Vinyl is back, a vivid
and visceral listening
experience. Shinola’s
contribution is the
handsome belt-driven
Runwell Turntable. For
discerning audiophiles,
the wood-trimmed unit
features a preamplifier
and playing speeds
of 33 1/3 and 45 rpm
(sorry, 78s). Production
limited to 500.
($2,500, shinola.com)
Canfield 43mm
men’s white
watch with
date ($900,
shinola.com)
Polishing an Icon.
Secondary SourcesWhat are Secondary Sources Secondary sou.docxbagotjesusa
Secondary Sources
What are Secondary Sources?
Secondary sources are accounts of historical events written after the event took place and by individuals who did not personally witness them.
They are based on primary sources and backed up by other secondary sources.
Often, the term “secondary source” is used interchangeably with the terms “academic source” or “scholarly source.”
You should usually interpret instructions that ask for secondary sources as asking you for a peer reviewed journal article or book. Where do I find Secondary Sources?
Secondary sources are the product of the analyses of primary sources, with context provided by secondary sources.
They are generally written by professional historians or students to build on the work of other historians.
The best place to find secondary sources for your work is the Ashford University Library. What separates a Secondary Source from a Primary Source?
Secondary sources and memoirs and oral history interviews are all created after a historical event happened.
The important difference is that secondary sources are not first-hand accounts, like memoirs or oral history interviews. What about textbooks and encyclopedias? Are they Secondary Sources? Textbooks, encyclopedias and other reference works, and most documentaries and educational websites are not secondary sources because they are based only on secondary sources. They are called tertiary sources.
Although they provide some good general information that can help students begin the research process, they are generally not acceptable for use in university-level work.
Primary Sources
What are Primary Sources?
Primary sources are documents or artifacts created during a historical event or by someone who personally witnessed a historical event.
Primary sources can take many forms, including: o First-hand accounts—oral histories, memoirs, diaries, letters, interviews, etc. o Media accounts—newspaper or television report o Political or legal documents—Congressional Records, Presidential Papers, Court rulings, Speeches, census or tax records o Artistic works—Photographs, paintings, sculptures, films o Artifacts—clothing, buildings, pottery
All primary sources, except first-hand accounts, must have been created at the time of the historical event that you are researching.
First-hand accounts must be an explanation of the historical event that you’re researching by someone who personally witnessed the event. Where Can I find Primary Sources? There are many places to find primary sources online, like websites for archives and museums.
Here are some places where you can find primary sources: Library of Congress National Archives and Records Administration History Matters National Security Archive FBI Archive Foreign Relations of the United States Tenement Museum Herbert Hoover Library Franklin D. Roosevelt Library Harry S. Truman Library Dwight D. Eisenhower Library John F. Kennedy Library Lyndon B. Johnson Library R.
Bernard Bailyn, one of the top living historians; and Oscar Handlin, one of the premiere sociologists of all time; and Donald Fleming, remembered from his 41 years at Harvard for combining a rather traditional etiquette with a very sharp wit; and Stephen Thernstrom,one of the preeminent scholars of the history of race relations in America, combined to write/edit a thoroughly interesting (to a Harvard man at least) book. Harvard University Press, 1986.
Running head Civil Rights Leaders Malcolm X1Civil Rights L.docxsusanschei
Running head: Civil Rights Leaders: Malcolm X
1
Civil Rights Leaders: Malcolm X
3Civil Rights Leaders: Malcolm X
Student’s Name
Institution Affiliation
Civil Rights Leaders: Malcolm X
Malcolm X born as Malcolm Little in 1925 Omaha Nebraska will be remembered for many things, but mostly, he is remembered for being one of the most African Americans in history. He was orphaned at an early age after his father was killed and his mother placed in a mental institution. He was later arrested and imprisoned at 20 for larceny and in there he become a member of the Nation of Islam. After his parole in 1952, he was become one of the top most leaders of the organization. His name X was a name he took up while in prison to symbolize his stolen African Identity and the fact that the Nation Islam spoke of Europeans as Immoral and advocated for Black Nationalism and racial separatism pulled Malcolm to the organization. This is the same message he spoke to people while in and out of prison and it captured many people’s hearts (History, 2016).
He will be remembered for his leadership in Islam that saw the population grow from 400 to 40,000 members in a span of 10 years. He exhorted black communities to cast of Slavism by whichever means possible, violence inclusive. He was the first African American to form the Afro-American Unity organization where he spoke with so much conviction that the problem facing African-Americans in the U.S.A. was racism and not the white counter parts as many would have thought. Malcolm will be remembered for making speeches that racism should be rid of as it was the greatest foe to African-Americans and his passion for the rights of his people made his movement gain many followers and he became one of the most influential civil rights movement in history (History, 2016).
References
History. (2016). This Day In History: Malcomm X Assasinated. History, 1.
HIS 1120, American History II 1
Course Learning Outcomes for Unit VII
Upon completion of this unit, students should be able to:
8. Analyze the social, political, and economic impact on civil rights from the mid-20th century to
today.
Reading Assignment
H. J. Res. 1145, 88th Cong. 88-408 (1964) (enacted). Retrieved from
http://www.ourdocuments.gov/doc.php?doc=98&page=transcript
Kennedy, J. F. (1962, September 12). 1962-09-12 Rice University [Speech]. Retrieved from
http://www.jfklibrary.org/Asset-Viewer/MkATdOcdU06X5uNHbmqm1Q.aspx
Kennedy, R. F. (1968, April 4). 1968-04-04 RFK on MLK [Audio file]. Retrieved from
https://commons.wikimedia.org/wiki/File:1968-04-04_RFK_on_MLK.ogg
The Bay of Pigs. (n.d.). JFK in history. Retrieved from http://www.jfklibrary.org/JFK/JFK-in-History/The-Bay-of-
Pigs.aspx
In order to access the resources below, you must first log into the myWaldorf Student Portal and access the
America: History and Life with Full Text database within the Waldorf Online Library.
In order to access the following resource(s ...
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Thesis Statement for students diagnonsed withADHD.ppt
Bay College Harvard NMUN 2009 Powerpoint
1. Harvard National Model United Nations 2009 Bay de Noc Community College delegation representing The Federated States of Micronesia Clip art courtesy of Google images
2. BAY COLLEGE DELEGATION REPRESENTING THE FEDERATED STATES OF MICRONESIA: THE GENERAL ASSEMBLY: First Committee: Disarmament and International Security (DISEC) Honorable Delegate Joe Wiltzius Honorable Delegate Darren Peterson Third Committee: Social, Humanitarian and Cultural (SOCHUM) Honorable Delegate David Hopp World Summit on Sustainable Development (WSSD) Honorable Delegate Jim Shepard Fourth Committee: Special Political and Decolonization (SPECPOL) Honorable Delegate Kaylene Bigelow Sixth Committee: Legal Honorable Delegate Jen Stevenson World Health Organization (WHO) Honorable Delegate Amanda Syers HARVARD NATIONAL MODEL UNITED NATIONS BOSTON, MA February 12-15, 2009 Clip art courtesy of http://www.hnmun.org
5. New England Holocaust Memorial Photo courtesy of http://www.nehm.com/ On our first night in Boston, we came across this. We were shocked to learn that each number on every panel, on every side, of these 6 columns, several stories high, represented a life lost in the Holocaust. Located on the Freedom Trail in Boston, the memorial is a powerful reminder of the meaning of freedom.
6. Visit to Cambridge! Taubman Building on Harvard Campus Clip art courtesy of http://www.hks.harvard.edu/presspol/
7. Special thank you to Dr. Patterson for giving us such a wonderful tour of the Joan Shorenstein Center in the JFK School of Government! Photo courtesy of Google images www.shorensteincenter.org Thomas E. Patterson is Bradlee Professor of Government and the Press. His most recent book, The Vanishing Voter , looks at the causes and consequences of declining electoral participation. His book on the media’s political role, Out of Order , received the American Political Science Association Graber Award as the best book of the decade in political communication. An earlier book, The Unseeing Eye , was named by the American Association for Public Opinion Research as one of the 50 most influential books on public opinion in the past half century. He also is author of Mass Media Election and two general American government texts: The American Democracy and We the People . Bio: http://www.hks.harvard.edu/about/faculty-staff-directory/thomas-patterson
11. Harvard University Science Center The Howard Aiken calculator “Harvard Mk 1” automatic calculator on display in lobby of the Science Center. Installed in 1944, it ran at Harvard for 14 years. The machine was 51 feet long, 8 ft high and weighed 5 tons. Three portions survive today; this piece, plus another in the Smithsonian Museum of American History, and the third is in IBM's historical collection. Source: http://www.oldcomputers.arcula.co.uk/hist4.htm Quick, let’s sneak into this classroom and pretend we are Harvard students, and Mrs. C is our “History of Science” Harvard professor! Tee hee!
15. Look! It’s the Old North Church, and Mrs. C finally sees the statue of Paul Revere!
16. One if by land, two if by sea “ The enduring fame of the Old North began on the evening of April 18, 1775, when the church sexton, Robert Newman , climbed the steeple and held high two lanterns as a signal from Paul Revere that the British were marching to Lexington and Concord by sea and not by land. This fateful event ignited the American Revolution.” Source: http://www.oldnorth.com/history/index.htm
18. Memorial to fallen soldiers in Iraq and Afghanistan, outside the Old North Church Yes, sadly, each one of those is an individual military dog tag, representing the men and women lost in these modern day wars. But don’t ask Mrs. C any simple questions here, unless you want a 20- minute, complicated lecture!
19. Inside the Old North Church The students are sitting in a box pew owned by Paul Revere’s son’s family , while Professor Campbell points out that Theodore Roosevelt once sat in another box pew on December 29, 1912 Look! It’s the great, great, great, something great, ancestor of Bay Psychology professor Greg Cutler !
20. The New North Meeting House: No, that’s not the Old North Church!