Chapter 22 Study Guide The Early Industrial Revolution, 1760-18.docx
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Chapter 22 Study Guide : The Early Industrial Revolution, 1760-1851 pp. 618-642 The Technological Revolution 12. What is mass production and why was it so important to the Industrial Revolution? 13. What is the division of labor and how did it change production? 14. What roll did roads, canals and new machinery play in mass production of goods? 15. Why did the steam engine “set the Industrial Revolution apart from all previous periods of growth and innovation”? 16. How did railroads add to the pace of industrialization? 17. How did the electric telegraph help create a world that “was rapidly shrinking”? 18. China had many of the components needed to industrialize. What kept them from doing so on a large scale? The Impact of the Early Industrial Revolution 19. How were cities impacted by the Industrial Revolution? 20. Describe briefly most industrial jobs. How do they compare with industrial jobs today? 21. How did industrial work impact women and families? 22. What role did poor children play in industrialization? 23. How was slavery used in industrialization? 24. Describe the difference between the rich and poor as accentuated by industrialization. 25. How did industrialization impact the middle class? What were the varying explanations of causes of success of the middle class? New Economic and Political Ideas 26. Explain laissez faire . 27. What is positivism? Chapter 22 in Review 28. What caused the Industrial Revolution? 29. What were the Key innovations that increased productivity and drove industrialization? 30. What was the impact of these changes on the society and environment of the industrializing countries? 31. How did the Industrial Revolution influence the rise of new economic and political ideas? 32. How did the Industrial Revolution affect the relations between the industrialized and non-industrialized parts of the world? .
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The Industrial Revolution had wide-ranging effects on society and the world. It transformed manufacturing and production through new technologies like steam power and mechanization. This led to a shift from small, domestic production to large-scale factories. While industry and economies grew, many workers faced difficult conditions with long hours, low pay, and unsafe environments. The Revolution also contributed to rapid urbanization as people moved to cities for work. It laid the foundations for modern consumerism and globalization through increased trade and spread of industrialization. Overall, the Industrial Revolution was a period of significant social and economic change that shaped the modern world.
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The Industrial Revolution began in Britain in the late 17th century and transformed agrarian, rural societies into industrial and urban ones. New machinery, factories, and mass production techniques emerged. Transportation networks increased to support industry. This cultural and economic shift improved living standards for some but also led to issues like child labor and poor working conditions for many. The Revolution permanently changed how people lived and worked by establishing a factory system and freeing society from a primarily agricultural state.
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Describe two benefits of the industrial revolution and two proble.pdf
Describe two benefits of the industrial revolution and two problems it caused. Make sure that
your answer is not focused only on the early years of the industrial
revolution. Why do you think industrial reform came so slowly between 1815 and 1914?
Solution
Benefits:
1)As the scale of production of goods increased under the capitalist model, people from all
sections of society were able to enjoy consumption of products that were previously considered
an luxury for the few.
the city of Manchester, the numerous cotton mills set up there produced sufficient goods to
supply to the local markets and also export the surplus to other countries.Along with this, the
industrial revolution brought the concept of the overall efficiency of the production process.
Terms such as efficiency and quality were given emphasis, the benefits of which are transferred
to the end consumer.
2)Transportation and technology - the expansion of business and factories expanded our
transportation network out of necessity and brought us canals, highways and turnpikes. It better
connected us together as a society. We also saw technological innovation like interchangeable
parts (Eli Whitney) and the textile mill (Samuel Slater) which revolutionized how we lived.
Problems:
1) Factories that produce goods on a massive scale are the most prominent symbols of the
industrial revolution. Such a radical transformation was allowed to happen because it suited the
interests of the aristocracy and nobility of the time. The ruling elite of England were also the
owners of most the country’s wealth and it suited their interest to perpetuate a method that
maintained status quo. This meant that the prevailing inequities in distribution of wealth
accentuated further as the industrial revolution marched on. Some intellectuals have cited this as
the major problem with the capitalist model and have hence condemned the revolution as
socially unjust.
2)The other criticism that is leveled against large-scale industries is their tendency to accelerate
the process of urbanization and ultimately contribute to pollution and squalor. For example, the
issues of overpopulation, petty crime, prostitution and pollution in the industrial city of
Manchester are well documented by Kishlansky and other scholars.
Why do you think industrial reform came so slowly between 1815 and 1914?
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nineteenth century. One of the main reasons for this slowing down is the sprouting up of a new
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industrial revolution, a whole new social class was created, which made the capitalists feel
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Describe two benefits of the industrial revolution and two proble.pdf
Describe two benefits of the industrial revolution and two problems it caused. Make sure that
your answer is not focused only on the early years of the industrial
revolution. Why do you think industrial reform came so slowly between 1815 and 1914?
Solution
Benefits:
1)As the scale of production of goods increased under the capitalist model, people from all
sections of society were able to enjoy consumption of products that were previously considered
an luxury for the few.
the city of Manchester, the numerous cotton mills set up there produced sufficient goods to
supply to the local markets and also export the surplus to other countries.Along with this, the
industrial revolution brought the concept of the overall efficiency of the production process.
Terms such as efficiency and quality were given emphasis, the benefits of which are transferred
to the end consumer.
2)Transportation and technology - the expansion of business and factories expanded our
transportation network out of necessity and brought us canals, highways and turnpikes. It better
connected us together as a society. We also saw technological innovation like interchangeable
parts (Eli Whitney) and the textile mill (Samuel Slater) which revolutionized how we lived.
Problems:
1) Factories that produce goods on a massive scale are the most prominent symbols of the
industrial revolution. Such a radical transformation was allowed to happen because it suited the
interests of the aristocracy and nobility of the time. The ruling elite of England were also the
owners of most the country’s wealth and it suited their interest to perpetuate a method that
maintained status quo. This meant that the prevailing inequities in distribution of wealth
accentuated further as the industrial revolution marched on. Some intellectuals have cited this as
the major problem with the capitalist model and have hence condemned the revolution as
socially unjust.
2)The other criticism that is leveled against large-scale industries is their tendency to accelerate
the process of urbanization and ultimately contribute to pollution and squalor. For example, the
issues of overpopulation, petty crime, prostitution and pollution in the industrial city of
Manchester are well documented by Kishlansky and other scholars.
Why do you think industrial reform came so slowly between 1815 and 1914?
there is an interesting reason why the industrial reforms process was sluggish during the
nineteenth century. One of the main reasons for this slowing down is the sprouting up of a new
class of people called the bourgeoisie. In the feudal system that preceded the capitalist system,
there were only two classes – the landowning class and the peasantry. But with the onset of the
industrial revolution, a whole new social class was created, which made the capitalists feel
insecure and vulnerable. Hence one could see during the period of the nineteenth century, an
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:
Total Possible Score
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Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
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Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
Distinguished - Clearly and comprehensively explains how the plan supports the chosen teaching approach/setting. The explanation is well supported by scholarly sources.
Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Briefly explains how the plan supports the chosen teaching approach/setting. The explanation may not be sufficiently supported by s.
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httpsbooks.google.combooksid=zhcv_oA5dwgC&printsec=frontcover&dq=h.docx
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This week, you have read a selection from two of the most influential pieces of urban writing of the nineteenth century. The work of Engels and the work of Riis challenged the way citizens perceived the economic and material conditions around them. The lecture contextualizes the dramatic changes and challenges taking place in industrializing cities. These challenges included as overcrowding in subpar housing, the spread of disease because of poor sanitation, and inequalities faced my millions of wage laborers (often immigrants). You read how the middle class, urban reformers and social commentators responded to such circumstances.
In your post, please respond to the following (the first two are for administrative purposes; the last two relate to this week’s course content):
1. I would like to know how you found out about this online class and why you chose to enroll in it. We have a full class, which is great, so we want to know exactly why we were successful in getting you all signed on!
2. Please tell me whether you are a Burbank campus student, or a San Diego campus student.
3. Describe the differences you see between Jane Addams’ approach to urban poverty and that of Friedrich Engels. What parallels to each approach do you see in our contemporary urban landscape (i.e. are there individuals, groups or political institutions that seem to align with one approach or the other as they focus to meet the needs of our cities today?)
4. Why do you think Jacob Riis’ work was so influential in stimulating legislation when dozens of other “urban investigative reporters” had been publishing reports and illustrations since the 1850s without the same level of public reaction? In your answer, select an image (post it in your response) from the online Riis photographic collection to help you make your point. Does this shed light on the way we currently understand problems within our cities? Do you have an example?
engels 1.pdfengels 2.pdfengels 3.pdfengels 4.pdfengels 5.pdfengels 6.pdfengels 7.pdfengels 8.pdfengels 9.pdf
Urban Squalor, Sanitation and
Progressive Reform
This lecture will:
• Provide an overview of how industrialization took root in 19th century cities
• Identity some of the major problems that resulted from exponential growth
and economic inequalities
• Outline early efforts at urban reform to combat disease, inadequate
housing, and the everyday repercussions of urban poverty
The nineteenth century witnessed unprecedented growth in the population and size of cities. This was
especially true in northern Europe and the United States. This was largely a result of the Industrial
Revolution and flourishing market economy which enabled agricultural production to produce surplus
goods, thereb.
Evaluation of technology, trade, and inclusive development: Chinese experiences
Evaluation of technology, trade, and inclusive development: Chinese experiencesAkhilesh Chandra Prabhakar
The present study begins by surveying, broadly supports the assertion that technology, trade, sustainability and
development-led globalization is the path in the Chinese context not adequately paid to attention except with very few
original or significant contributions. This research examines the existing pattern in the areas of trade, technology,
investment with a view to locate in the development context in the era of globalization. This study also investigates
theories of trade, technology movement under capitalist paradigm along with the empirical one. The survey broadly
supports the frequent, through usually undocumented, assertion that China’s socialist market paradigm was not
different from the capitalist mode of production as tended to neglect and to which they had made few if any original or
significant contributions. Alongside, this study used secondary data and analyzed, where the results confirmed that
foreign direct investment (FDI), trade and economic growth indicated the presence of long-run sustainable equilibrium
relationship between them but created income inequality gap widely among people. It is, thus, important for
policymakers to remove obstacles and improve the respective absorptive capacity in order to reap maximized positive
inclusive development with equality basis.RESEARCH PAPER-1
This document summarizes a research paper on China's experiences with technology, trade, and inclusive development in the context of globalization. The research examined China's patterns of trade, technology, and investment to analyze their impact on development. It found that while foreign direct investment, trade, and economic growth were in long-run equilibrium, they also created a wide income inequality gap. The researchers conclude it is important for policymakers to address obstacles and improve absorptive capacity to maximize inclusive development and equality.
The 4th Revolution
The document discusses the opportunities and challenges of the Fourth Industrial Revolution. It describes how the Fourth Industrial Revolution builds on previous revolutions through new technologies like artificial intelligence, robotics, and the Internet of Things that are blurring lines between the physical, digital and biological spheres. While this disruption may lower barriers for entrepreneurs and improve lives through customized robots and a connected world, it also risks exacerbating inequality as low-skilled jobs are automated and a skills gap emerges between roles that are replaced and roles that require more advanced skills. Overall, managing this transition poses challenges around ensuring the benefits of innovation reach all members of society.
Innovative connections final.2010ppt
This document discusses innovation and innovative connections. It provides an overview of innovation, what innovation is and is not, and how inventions become innovations through networks and connections between individuals, firms, and organizations. Examples are given of innovative individuals and companies throughout history that achieved success through these connections, as well as the importance of both past and present knowledge in innovation. The implications of radical innovations that have shifted economic systems are also discussed, along with the challenges of global warming and the need for a new style of capitalism focused on sustainability.
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Technology and Industrial Development
This document provides an overview of industrial development and technology. It begins with definitions of technology and the industrial revolution. The industrial revolution started in Britain in the 18th century and led to a shift from small-scale hand production to large-scale machine production in factories. This brought economic and population growth but also negative consequences like pollution and poor working conditions. The document then discusses how the industrial revolution impacted society through economic, political, and social changes like urbanization. It also notes both benefits and risks of modern technologies like computers.
Startup Moldova
This document discusses the potential for tech startups and entrepreneurship in Moldova. It notes that the costs of starting a business are decreasing globally due to factors like the internet. It then provides examples of positive impacts from tech startups in various countries, such as job creation and tax revenue. The current situation in Moldova is described as having potential but room for improvement. The document proposes a "Startup Moldova" initiative to help develop the local tech startup ecosystem through actions by government, community, and the private sector. It outlines short and long term goals around increasing the number of startups and driving economic growth.
2. Wolter Lemstra - TU Delft & Enrode Business Universiteit
The document discusses the impact of industrial revolutions on infrastructure and society. It begins with an introduction of the speaker and his background in telecommunications and energy. Then, it covers three main topics:
1. Lessons from past industrial revolutions in shaping infrastructure networks and societal changes. The industrial revolutions followed a cyclical pattern of technological disruption.
2. Current topics around reconceptualizing products, services, and infrastructure with digital technologies and platforms. This includes changes to electricity grids and mobility.
3. Imagining the smart infrastructure future across sectors like mobility, energy and cities. This future brings challenges around uncertainties that can be addressed through scenario planning and foresights.
Industrial Revolution Part 1.ppt
The document summarizes the key aspects of the Industrial Revolution:
- It began in England in the late 18th century, starting with mechanization of the textile industry to produce goods more quickly and cheaply. Machines replaced manual labor to increase productivity.
- Factors that drove the Industrial Revolution included urbanization, population growth, new technologies like steam power, availability of natural resources like coal and iron, and agricultural innovations.
- The Industrial Revolution transformed economies and societies through new manufacturing processes, improved infrastructure and living standards over time, though working conditions were initially difficult. Its impacts are still felt today through continued technological advancements.
Dissertation Final PDF
The document discusses how technology is affecting job creation in the travel and tourism industry. It begins with an overview of technological advances since the Industrial Revolution, noting how certain innovations like steam engines and assembly lines initially disrupted some jobs but also created new ones. The document then examines how the rise of e-business and mobile commerce has eliminated many traditional "middleman" travel agent roles by allowing customers to independently plan and book trips online. However, it also argues that new technology-focused jobs are emerging in the industry to develop innovative online and mobile services and assist customers with using these new tools. In conclusion, while certain jobs are being lost, technology also brings opportunities to create new types of work through creativity and adapting to changing customer demands.
Similar to Chapter 22 Study Guide The Early Industrial Revolution, 1760-18.docx (19)
shareNL | insights | white paper | the age of cities | randstad | flexibility...
shareNL | insights | white paper | the age of cities | randstad | flexibility...
CAMBRIDGE AS HISTORY: REVISION INDUSTRIAL REVOLUTION
CAMBRIDGE AS HISTORY: REVISION INDUSTRIAL REVOLUTION
httpsbooks.google.combooksid=zhcv_oA5dwgC&printsec=frontcover&dq=h.docx
httpsbooks.google.combooksid=zhcv_oA5dwgC&printsec=frontcover&dq=h.docx
Evaluation of technology, trade, and inclusive development: Chinese experiences
Evaluation of technology, trade, and inclusive development: Chinese experiences
2. Wolter Lemstra - TU Delft & Enrode Business Universiteit
2. Wolter Lemstra - TU Delft & Enrode Business Universiteit
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Children's Story
Knowing how to address a variety of situations in the early childhood setting and effectively partnering with parents to do so are important skills for all teachers and caregivers. For this assignment, you will choose one of the following scenarios:
Shane has a difficult time separating from his mother each morning. At drop off, he clings to her and screams uncontrollably. After she leaves, Shane continues to scream and cry until you are able to soothe him.
Lisa often gets frustrated when trying to play with other children. She takes toys from their hands and even hits children with the toys.
Next, address each of the following points according to the teaching approach/setting that best reflects your style in your desired classroom setting (e.g. Montessori, Reggio Emilia, Waldorf, traditional preschool, etc.):
Outline a specific plan for addressing the discipline or guidance scenario.
Explain how your plan would support the teaching approach/setting.
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Describe one or two possible obstacles you might encounter when implementing your plan.
Discuss how you will address these obstacles.
The paper should be three to four pages in addition to the title page and the reference page. Use at least two scholarly sources in addition to your text. Your paper should also be formatted according to APA style as outlined in the Ashford Writing Center.
Description
:
Total Possible Score
: 6.00
Outlines a Specific Plan for Addressing the Discipline or Guidance Scenario
Total: 1.25
Distinguished - Outlines in detail a specific plan for addressing the discipline or guidance scenario. The plan is well supported by scholarly sources.
Proficient - Outlines a specific plan for addressing the discipline or guidance scenario. The plan is supported by scholarly sources but is missing minor details.
Basic - Vaguely outlines a plan for addressing the discipline or guidance scenario; however, the plan may not be sufficiently supported by scholarly sources and is missing relevant details.
Below Expectations - Attempts to outline a plan for addressing the scenario; however, the plan is not sufficiently supported by scholarly sources and is missing significant details.
Non-Performance - The outline of a specific plan is either nonexistent or lacks the components described in the assignment instructions.
Explains How the Plan Supports the Teaching Approach/Setting
Total: 0.50
Distinguished - Clearly and comprehensively explains how the plan supports the chosen teaching approach/setting. The explanation is well supported by scholarly sources.
Proficient - Explains how the plan supports the chosen teaching approach/setting. The explanation is supported by scholarly sources but is slightly underdeveloped.
Basic - Briefly explains how the plan supports the chosen teaching approach/setting. The explanation may not be sufficiently supported by s.
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"Check out attachments and read instructions before you make Hand Shake. Otherwise, I can't sign the agreement"
The most
IMPORTANT
things for me:
1)
Use very simple language, I'm an international student
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2) Follow ALL instructions carefully 100%.
3) Finish it
on time
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4) Last but not least,
Originality
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====
I will run the paper through Copyscape that homework market provides, and the result MUST be = ZERO.
Thanks in advance,
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check out the attachment, it has prompt, use the 4 website to quote AND paraphrase (both are required) that i pasted on there. 800 words. APA style
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1. A Swiveling Proxy That Will Even Wear a Tutu
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http://www.nytimes.com/2013/06/08/education/for-homebound-students-a-robot-proxy-in-the-classroom.html?_r=0
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3. The Ethical Frontiers of Robotics
Noel Sharkey*
http://webpages.uncc.edu/~jmconrad/ECGR4161-2011-05/notes/Science_Article_Robotics_Ethics2.pdf
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sherry turkle
In late November 2005, I took my daughter Rebecca, then fourteen, to the Darwin exhibition
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now lifeless specimens represent nature’s invention in every corner of the globe. There could
be no better venue for documenting Darwin’s life and thought and his theory of evolution by
natural selection, the central truth that underpins contemporary biology. The exhibition aimed
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convince.
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It was Thanksgiving weekend. The line was long, the crowd frozen in place. I began to talk
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Charles Mann is not only interested in how American societies arrived, developed, and
evolved, but also how they adapted to the multiple environments of the Americas. How
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techniques, attitudes, or actions did indigenous Americans share? What techniques were
unique to certain areas? Why did some communities and societies thrive in the years
before 1492 while others fell apart and disbanded into new groups or the landscape? How did scholars of the eighteenth, nineteenth, and twentieth centuries differ on their ideas of American Indian development?
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Check out attachments and read instructions before you make Hand Sha.docx
Check out attachments and read instructions before you make Hand Shake.
Otherwise
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2) Follow ALL instructions carefully 100%.
3) Finish it
on time
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4) Last but not least, Originality.
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History
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CHAPTER ONEIntroductionLearning Objectives• Be able to concept.docx
CHAPTER ONEIntroduction
Learning Objectives
• Be able to conceptualize the “information explosion” and how it relates to the brain sciences.
• Be able to describe pharmacodynamics and pharmacokinetics.
• Be able to articulate the benefits of an integrative approach to psychopharmacology.
ENCOURAGEMENT TO THE READER
Some of you may begin this book with some anxiety because this is a new area for you. You may imagine that psychopharmacology is exclusively a “hard science,” and perhaps you don't think of yourself as a “hard science” kind of person. You may even feel uncertain about your ability to master basic psychopharmacological concepts. First, let us assure you one more time that our goal is to make this topic accessible to readers who are practicing as or studying to be mental health professionals, many of whom may not have a background in the physical or organic sciences. Second, we recommend to those teaching a course in psychopharmacology that, because of the rapid nature of change in the field, teaching styles that rely on memorization are of limited use in this area. We recommend helping students master basic concepts and then applying these concepts to cases. To facilitate that process, we supply cases and objectives/review questions for main sections of the book. Finally, we invite you students to join us in an incredible journey centering on the most complex organ known to humanity—the human mind and brain. We hope you can revel in the complexity of the brain and the sheer magnitude of its power. We hope you can resist the temptation to want simple and concrete answers to many of the questions this journey will raise. We also hope you learn to appreciate the ambiguous nature of “mind” and its relationship to the brain. As authors and researchers who have traveled this path before us will attest, there are no simple or even known answers to many of the questions that arise (Grilly & Salmone, 2011; Schatzberg & Nemeroff, 1998). We encourage a mixture of trying to comprehend the information while dwelling in the mystery that is the context for the information. Before moving on, we offer a mantra to help you implement this recommendation.
A MANTRA
Even though psychopharmacology is in its embryonic stage, it is a vast and complex topic. Several years ago I (Ingersoll) engaged in some multicultural counseling training with Paul Pederson. In that training, Dr. Pederson commented, “Culture is complex, and complexity is our friend.” We offer a paraphrase as a mantra for psychopharmacology students: “Reality is complex, and complexity is our friend.” We remind the reader of this mantra throughout the book. You might try saying it aloud right now: “Reality is complex, and complexity is our friend.” If you reach a passage in this book that is challenging for you or that arouses anxiety, stop, take a deep breath, and practice the mantra.
The primary audience for this book is mental health clinicians who may not have had much training in biology.
Chapter TenThe Federal JudiciaryBrian M. MurphyLearnin.docx
Chapter Ten
The Federal Judiciary
Brian M. Murphy
Learning Objectives
After covering the topic of the federal judiciary, students should
understand:
1. The relationship of state courts to the federal judiciary.
2. The jurisdiction of federal courts.
3. The structure of the federal judicial system.
4. The procedures of the U.S. Supreme Court.
5. The powers of the federal judiciary.
Abstract
The udicial y e i he i ed a e i a ed he d c ri e
federalism. Two court systems exist side-by-side, national and state, and
each has a distinct set of powers. State courts, for the most part, are
responsible for handling the legal issues that arise under their own laws. It
is primarily when a federal uestion is presented that the federal udicial
system can become in ol ed in a state court. therwise, state udiciaries
are generally autonomous even from one another. The Constitution
precisely outlines the types of cases that can be heard by federal courts,
yet it is almost impossible to force a federal court to hear a case that falls
under its urisdiction if the udge s wants to avoid it. The authority of
the U.S. Supreme Court has slowly grown over time, largely through the
power of udicial review. onetheless, federalism has managed to remain
a signi cant barrier against federal courts becoming too powerful. The
udicial system designed by the framers continues to survive and function
after 200 years.
Introduction
The federal judicial system is the least commonly known and least
understood branch of American government. In 2007, 78% could not
name the current Chief Justice of the U.S. Supreme Court but 66% were
able to identify at least one of the judges on the T show American
Idol (Jamieson, 2007). Much of judicial work is conducted out of the
limelight and courts are not considered an important in uence in the daily
lives of people. It is clear the framers believed that the federal judicial
system would be the weakest of the three branches because, as Alexander
amilton wrote, it has no in uence over either the sword or the purse
(Hamilton, 1961, 465). In other words, courts cannot command an army
(or even police) to ensure that decisions are enforced or allocate money to
implement one of their rulings. Judges must depend on the other branches
in order to get anything done. According to an oft-repeated story, President
Andrew Jackson supposedly mocked a decision by Chief Justice John
Marshall with the words, John Marshall has made his decision, now let
him enforce it’’ (Schwartz, 1993, 94).
But times and the role of the federal judiciary have changed. One
scholar even concluded that the United States is now operating under a
government by judiciary’’ because the U.S. Supreme Court can revise
the Constitution by how it interprets the wording (Berger, 1997). As Chief
Justice Charles vans Hughes once uipped, e are under a Constitution,
but the Constitution is what the judges say it is’’ (Hughes, 1916, 185). .
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Chapter 9 provides a discussion of the challenges of identifying ELLs’ as having a learning disability or being gifted with their lower than grade-level proficiency in English. After reading Chapter 9, write a post that addresses the following questions:
What kinds of disabilities might an ELL have?
What are the challenges of determining whether an ELL has a learning ability or is gifted?
What kinds of interventions are used once an ELL has been identified as having a learning disability?
What kinds of interventions are used once an ELL is determined to be gifted?
If you were teaching a class with some ELLs in it, what signals would you look for in the behavior or they ELLs to determine whether they might need to be tested for learning disabilities or being gifted?
How might you adapt your curriculum for an ELL student with a learning disability or who is gifted?
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Chapter 8 -- Crimes 1. Conduct that may be.docx
Chapter 8 -- Crimes
1. Conduct that may be a misdemeanor in one state may be a felony in another state.
2. A required element for a crime is that the criminal party voluntarily commits the prohibited act (think “gun to head”).
3. A person cannot commit a crime if the person does not know that his or her conduct is criminal (think “Honduran bony fish or short lobster).
4. The Fourth Amendment prohibits ALL government searches of businesses.
5. Traditionally, extortion involves wrongful demands made by public officials.
6. A company cannot be found guilty of a crime that is committed by its agent.
7. If an employee wrongfully keeps money that was entrusted to the employee by his or employer, the employee has committed the crime of embezzlement.
8. Government officers do not need a search warrant in order to inspect property that is in "plain view".
9. The Constitution guarantees individuals the right to a speedy trial in criminal cases.
10. The Digital Millennium Copyright Act allows a person to thwart encryption devices that copy right holders place on copyrighted material if the person has purchased the copyrighted item in question.
Chapter 9 -- Torts
11. One wrongful act may be both a crime and a tort.
12. A person is not entitled to recover for EVERY injury or loss that is caused by another person.
13. In general, tort liability will not be imposed for an involuntary act even if the act harms another.
14. Under tort law, one owes a duty to society to conform his or her conduct to a required standard (think: does society sue the tortfeasor does the “somebody done me wrong” individual plaintiff sue the tortfeasor?).
15. The U.S. government cannot be sued for harm caused by the negligence of federal employees.
16. In some states, a plaintiff may recover for emotional distress that is negligently caused by another.
17. Companies can now make commercial use of the name or likeness of celebrities without first obtaining the celebrities permission to do so because most states do not recognize the tort of invasion of the right to publicity.
Chapter 10
18.
Patents are granted by state governments, not by the federal government.
19.
Trademarks may be protected for up to three years prior to the time that they are actually used.
20. A “term” acquires a secondary meaning when, through prolonged use, the public has come to associate that term with a particular product.
21. In general, mere ideas and concepts cannot be copyrighted or patented.
22.
A trade secret may be disclosed without losing its legal .
chapter 5 Making recommendations for I studied up to this .docx
chapter 5
Making recommendations for I studied up to this point, what should now be study after I have written about what I found. All chapter 5 about chapter 4 what all things I discovered, what senses do they make to you what would you have study more if you have more time, what I think about , what I found
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Chapter 4. Terris, Daniel. (2005) Ethics at Work: Creating Virtue at an American Corporation. Brandeis University Press. Apply critical thinking skills
in evaluating Lockheed Martin's efforts.
1. What do you think about the notion presented by Terris that Lockheed's ethics program does little to prevent ethical breaches at the highest level of the organization?
2. Are the efforts put forth—such as making sure higher level executives participate in training—enough to help executives navigate what Terris calls the 'ethical minefield' faced by leadership in such an organization?
3. What are some things that could be done to address the issue related to ethics at higher executive levels of the organization?
4. Terris points out that the company's program is overly focused on individuals and that it doesn't really address group dynamics that can impact ethical situations. For instance, there can be a tendency for groups to ‘go with the flow’ of the group decision making process and overlook ethical issues in the process. What would you recommend that Lockheed Martin do to address this situation?
(Hint: reviewing p. 128 and the following pages – before section headed “Personal Responsibility, Collective Innocence” - of the text might be helpful).
Assignment Expectations: Write a 4- to 5-page paper, not including title page or references page addressing the issue.
Your paper should be double-spaced and in 12-point type size.
Your paper should have a separate cover page and a separate reference page. Make sure you cite your sources.
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Chapter 41. Read in the text about Alexanders attempt to fuse Gre.docx
Chapter 4
1. Read in the text about Alexander's attempt to fuse Greek and Eastern cultures (116-120 -see box Alexander meets an Indian King, 115). Then go to:
Alexander the Great
- a from a BBC documentary. The video will have to be opened in a new window.
Write a brief review after watching the documentary (You don't have to watch the entire hour). What does Wood have to say about the scope of Alexander the Great's accomplishments? Does watching a video set in the actual landscape of Macedonia and Turkey help understand the history of an ancient civilization? How?
2. Go to:
Building of the Parthenon
and
Optical 'tricks' at the Parthenon
to see the accomplishments of Greek architects and politicians. What is the connection between Athenian politics and the building of the Parthenon? What illusions were utlitzed by the architects and engineers to emphasize the grandeur of the Parthenon?
Chapter 5
Select TWO of the following questions and complete the links assignments: Remember to mention source material in your response.
(Select 3 for extra credit
1. Go to:
Roman Writers view their world
and choose 2 authors to write an essay on entertainments and past times of Roman citizens and how eyewitnesses wrote about their world. Who are they? What position did they hold in Roman society? Is this important to their view point?
2. Go to
Christian symbolism
and
Colors in religious art
and write about how a largely illiterate (slave and lower class Romans and client state residents) society could learn about this new "Christian" religion through art, symbolism and color. How would this help the conversion process?
3. Go to
Sights along the Silk Road
. Click on the interactive maps and visit several of the stops along the Silk Road. What did you find? Learn? Then go to :
Silk Road Project
. Click on "Music and Artists." Then "Listen to Music."
Click on a title for ex: "Arabian" to listen to sample of the music and instrument. Write on your findings.
You may have to update your "Flash" player to hear music
.
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