ThYck Troupe™ - founded in '09 - is a 501(c)3 performing arts organization that trains, mentors, inspires & showcases plus size women of all races and ages pursuing careers in the performing arts.
Indigenous Resistances to Extractive Industry as Disruptive Public Participat...Jill Hopke
Research to be presented at the 2017 Conference on Communication and Environment (COCE), July 1, 2017, University of Leicester.
In fall 2016, violent images of the Dakota Access Pipeline protest near the Standing Rock Reservation stunned the world. Facebook users saw security guards sic attack dogs on Native women and children and police fire water cannons at praying protesters in subfreezing temperatures. However, the issue had not gained widespread mainstream media and public attention until the 1,172-mile pipeline was nearly complete, after more than two years of opposition from the tribe. It wasn’t until activists shared violent images on social media that public outrage forced policymakers to act. We argue that activities which heighten public attention to an issue through social media amplification constitute what we call disruptive public participation, which may empower activists and help “outsiders” become “insiders” in decision-making.
In both the Elsipogtog and Standing Rock cases, protest was ongoing for significant periods of time before they received widespread public attention. We argue that police crackdown on Indigenous communities and associated reports of violence and spikes in arrests of demonstrators are correlated with spikes in social media, as well as mainstream media, attention. The stakes of in-person involvement in protests are incredibly heightened. The circulation of violent images on social media—shared by “water protectors” on-the-ground and from outsiders offering solidarity and expressions of moral outrage—resulted in a spike in mainstream media attention.
ThYck Troupe™ - founded in '09 - is a 501(c)3 performing arts organization that trains, mentors, inspires & showcases plus size women of all races and ages pursuing careers in the performing arts.
Indigenous Resistances to Extractive Industry as Disruptive Public Participat...Jill Hopke
Research to be presented at the 2017 Conference on Communication and Environment (COCE), July 1, 2017, University of Leicester.
In fall 2016, violent images of the Dakota Access Pipeline protest near the Standing Rock Reservation stunned the world. Facebook users saw security guards sic attack dogs on Native women and children and police fire water cannons at praying protesters in subfreezing temperatures. However, the issue had not gained widespread mainstream media and public attention until the 1,172-mile pipeline was nearly complete, after more than two years of opposition from the tribe. It wasn’t until activists shared violent images on social media that public outrage forced policymakers to act. We argue that activities which heighten public attention to an issue through social media amplification constitute what we call disruptive public participation, which may empower activists and help “outsiders” become “insiders” in decision-making.
In both the Elsipogtog and Standing Rock cases, protest was ongoing for significant periods of time before they received widespread public attention. We argue that police crackdown on Indigenous communities and associated reports of violence and spikes in arrests of demonstrators are correlated with spikes in social media, as well as mainstream media, attention. The stakes of in-person involvement in protests are incredibly heightened. The circulation of violent images on social media—shared by “water protectors” on-the-ground and from outsiders offering solidarity and expressions of moral outrage—resulted in a spike in mainstream media attention.
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
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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
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.
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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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2. Chapter 15:
IMMIGRATIONAND
URBANIZATIONObjectives:
1.Explain how U.S. immigration patterns changed during the
late 1800s.
2.Describe the challenges immigrants faced in a new life.
3.Why some people were against immigration.
Key Vocabulary:
Ellis Island, Angel Island, melting pot,
nativism, Chinese Exclusion Act,
Gentleman’s Agreement
3. Academic Vocabulary
• Persecution- punishment for your beliefs
• Push factor- reason to leave a place
• Pull factor- reason to enter a new place
5. Arrival at Ellis Island
• http://my.hrw.com/SocialStudies/ss_2010/
student/hs_american_survey/bookpages/li
brary/videos/video.html?
shortvid=722240938001&longvid=722240
938001_long&title=Arrival at Ellis Island
7. Why are immigrants coming to
America?
• Between 1870 and 1920, about 20
million Europeans immigrated to the US
• Many came from eastern and southern
Europe
• Why did they come:
»Escape religious persecution
»Many were poor, looking to improve
their lives
»Others wanted greater freedom
13. Quick-Write
• Looking at the images, generate (think
of) a list of 5-10 words related the
pictures.
• Copy the words from the class list.
• Then, use all of the words on the class
list to write a paragraph about the
immigrants’ arrival on Ellis Island.
15. Immigrants from Asia
• A smaller number of immigrants came
from Asia
• Around 200,000 Chinese immigrants
came between 1851 to 1883
• They arrived on the West Coast
– Many Chinese immigrants helped to
build the nation’s transcontinental
railroad
16. More Immigrants
• When Hawaii was annexed in 1898,
several thousand Japanese immigrants
came to the US
• More immigrants came from various
islands in the Caribbean Sea
• Many Mexicans came to the US, about a
million between 1910-1930
17. Life in the New Land
• Immigrants traveled by steamship, harsh
conditions on the ships (many died
before reaching the US)
• Once here immigrants were inspected at
either
– Ellis Island (New York)
– Angel Island (San Francisco)
Officials at these 2 inspection stations
deiced if immigrants could enter the
country or if they had to return to
their native country
18. Anti- Immigration measures
• Chinese Exclusion Act- banned entry of
all Chinese to US from 1892- 1943
• Nativism- favoritism toward American-
born, Racism, prejudice against
immigrants
19. Old World to New
• http://my.hrw.com/SocialStudies/ss_2010/
student/hs_american_survey/bookpages/li
brary/videos/video.html?
shortvid=721472781001&longvid=721472
781001_long&title=Italians in America: Old
World, New Land
20. Melting Pot
• Melting pot- blend of different
cultures who abandon their native
culture
29. Adjusting to Life in America
• A new country and a new language was a
great challenge for immigrants
• Many immigrants settled in communities
with other immigrants from the same
country
• They also formed organizations to help
each other (start of gangs in the big
cities)
30. Immigration Restrictions
• By the turn of the century, some called
American a melting pot, a blend of
different cultures and races
• Many new immigrants refused to give up
their culture to become par of American
society
• The arrival of immigrants led to the growth of
NATIVISM, the preference for native-born
Americans
31. Nativism
• Anti-immigration- Pro- American-
favoritism toward Native-born Americans
–Effects:
• Led to prejudice, racism Chinese
Exclusion Act
• Anti- Catholic or Anti- Jewish attacks,
barred from jobs
33. Chinese Exclusion Act
• After examining the documents, please
answer in 2-3 paragraphs (one-
page,written):
• What factors contributed to the
Chinese Exclusion Act? Why did
Americans pass the Act in 1882?
Hand in by end of period!
34. 15-2: Challenges of Urbanization
• Objectives:
• - Describe movement of immigrants into cities
• Explain how cities dealt with housing and other
problems
• How organizations helped immigrants in cities
Vocabulary:
Urbanization, Americanization movement,
tenement, mass transit, Social Gospel
movement, settlement house, Jane Addams
35. New
Architectural
Style
New
Architectural
Style
New
Use of
Space
New
Use of
Space
New
Class
Diversity
New
Class
Diversity
New EnergyNew Energy
New Culture
(“Melting Pot”)
New Culture
(“Melting Pot”)
New Form of
Classic “Rugged
Individualism”
New Form of
Classic “Rugged
Individualism”
New Levels
of Crime,
Violence, &
Corruption
New Levels
of Crime,
Violence, &
Corruption
Make
a New
Start
Make
a New
Start
New
Symbols of
Change &
Progress
New
Symbols of
Change &
Progress
The City as a
New “Frontier?”
The City as a
New “Frontier?”
36. Characteristics ofCharacteristics of
UrbanizationUrbanization
During the Gilded AgeDuring the Gilded Age1.1. Megalopolis.Megalopolis.
2.2. Mass Transit.Mass Transit.
3.3. Magnet for economic and socialMagnet for economic and social
opportunities.opportunities.
4.4. Pronounced class distinctions.Pronounced class distinctions.
- Inner & outer core- Inner & outer core
5.5. New frontier of opportunity for women.New frontier of opportunity for women.
6.6. Squalid living conditions for many.Squalid living conditions for many.
7.7. Political machines.Political machines.
8.8. Ethnic neighborhoods.Ethnic neighborhoods.
38. Big Question- hand in!
1-2 paragraphs- 10 minutes-10 points
• Compare the lives of immigrants
living in cities today vs. in the late
1800s/early 1900s. What do you
think is similar/different about their
experiences?
43. Urbanization
• Rapid growth of cities, was centered in
areas in the Northeast and Midwest
• Most immigrants settled in American Cities
(Boston, New York City, Philadelphia)
• Cities offered jobs in mills and
factories
44. Making Immigrants “American”
• Americanization Movement: program
designed to absorb immigrants into the
American culture
• This program was supported by the
government and concerned American
citizens
• Programs to teach English, cooking, and
social etiquette (manners)
46. Real Gangs of New York
• https://www.youtube.com/watch?
v=Idp7fLSo-nE
47. Problems Facing Immigrants in the
1880-1900s
• Few jobs
• Overcrowded cities
• Nativism
• Racism
• Violence
• Unsafe Workplaces
• Gang violence
• Didn’t speak the
language
• Unclean living
conditions
• Ward Bosses
• Poverty
• Broken Dream of going
West
• Social Darwinism
48. Create this “T”-Chart & complete it
Immigrants’ Vision of America Reality of America
(1) Streets paved in gold (1)
(2) (2)prejudice
(3) Free land (3)
(4) (4)
49. Reformers
• Social Gospel movement: reform
program that preached service to the poor
• Created community centers in the slums
to help the people in the cities
• Jane Addams: important member-created
Chicago’s Hull House
54. Problems Facing Immigrants in the
1880-1900s
• Few jobs
• Overcrowded cities
• Nativism
• Racism
• Violence
• Unsafe Workplaces
• Gang violence
• Didn’t speak the
language
• Unclean living
conditions
• Ward Bosses
• Poverty
• Broken Dream of going West
• Social Darwinism
55. Writing Assignment
• In a 4 paragraph response, please answer the
following prompt
Why did Immigrants leave their home
countries to come to America, and
what were three problems they ran
into once they arrived?
56. Essay Outline:
• Paragraph #1: Introduction (countries of origin,
reasons for immigration, problems they faced)
• Paragraph #2: 1st
problem
• Paragraph #3: 2nd
problem
• Paragraph #4: Conclusion (review two major issues
they ran into, discuss why immigrants stayed in the
USA even if their lives were difficult)
57. By: Susan M. Pojer
Horace Greeley HS Chappaqua, NY
By: Susan M. Pojer
Horace Greeley HS Chappaqua, NY
58.
59. William Le BaronWilliam Le Baron
JenneyJenney
1832 – 19071832 – 1907
““Father ofFather of
the Modernthe Modern
Skyscraper”Skyscraper”
61. Louis SullivanLouis Sullivan
1856 – 19241856 – 1924
The ChicagoThe Chicago
School ofSchool of
ArchitectureArchitecture
Form followsForm follows
function!function!
80. New York City Architectural Style:New York City Architectural Style:
1870s-1910s1870s-1910s
1.1. The style was less innovative thanThe style was less innovative than
in Chicago.in Chicago.
2.2. NYC was the source of the capital forNYC was the source of the capital for
Chicago.Chicago.
3.3. Most major business firms had theirMost major business firms had their
headquarters in NYCheadquarters in NYC their bldgs.their bldgs.
became “logos” for their companies.became “logos” for their companies.
4.4. NYC buildings and skyscrapers wereNYC buildings and skyscrapers were
taller than in Chicago.taller than in Chicago.
104. Pell St. - Chinatown,Pell St. - Chinatown,
NYCNYC
105. Mini Quiz
1. Name two ethnic neighborhoods in New York City and list
the ethnic group who lives there.
2. Why do you think immigrants lived near each other?
106. Urban Growth: 1870 - 1900Urban Growth: 1870 - 1900
1. Which cities experienced the highest population increase from 1870- 1900?
2. Why do you think these cities experienced the most growth?
3. Which cities experienced population decreases?