European nations colonized North America for both religious and economic reasons. The Dutch settled along the Hudson River, establishing New Netherland with trading posts like New Amsterdam. The French explored the St. Lawrence River and founded New France, establishing colonies along that river valley and extending as far as New Orleans through fur trading. Both competed with growing English colonies along the eastern seaboard for territory and control of the lucrative fur trade, which negatively impacted native populations through warfare, introduction of diseases, and disruption of traditional ways of life.
Covers the kingdoms that ruled Africa before and at the time of European contact, religious conflict in Europe and in fighting between the English and Spanish nations and the rise of the European powers and their first voyages into the New World.
Covers the kingdoms that ruled Africa before and at the time of European contact, religious conflict in Europe and in fighting between the English and Spanish nations and the rise of the European powers and their first voyages into the New World.
The Age of Exploration. First explorers of the New World and water trade routes to Asia. Includes routes, Triangular Trade, Middle Passage, 6-6 SC standard
Native Americans and Africans are impacted by European exploration and expansion
The world is changed by European exploration and colonization of the Americas
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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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.
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!
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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
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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.
1. European
Coloniza.on
of
North
America
1.
What
mo.vated
Europeans
to
se<le
North
America?
2.
Where
and
why
Did
the
Dutch
and
French
se<le
in
North
America?
Textbook
Reference:
Chapter
3
Sec.on
3
2. “I
Can”
Checklist
q I
can
explain
how
differences
and
compe..on
led
to
conflict
between
European
powers
in
North
America
q I
can
iden.fy
key
individuals
who
contributed
to
explora.on
q I
can
explain
the
impact
on
Na.ve
Americans
3. Key
Terms
and
Concepts
• 1500s-‐1600s
•
Henry
Hudson,
Samuel
de
Champlain,
Peter
Minuit,
New
France,
New
Netherland
• Northwest
Passage,
coureur
de
bois,
fur
trading,
alliance,
missionaries,
Protestant
Reforma.on,
Mar.n
Luther,
Hudson
River,
St.
Lawrence
River,
New
Orleans
4. During
the
era
of
explora.on,
the
Spanish
established
an
empire
in
North
and
South
America.
Following
Spain's
example,
England,
France,
and
the
Netherlands
set
out
to
establish
colonies
in
North
America.
6. England
• John
Cabot
1497
• First
to
reach
the
northern
coast
of
North
America
since
the
Vikings.
Claimed
to
have
found
a
“new-‐found
island”
in
Asia.
• England
spends
the
rest
of
the
century
stealing
from
other
countries
ships
and
searching
for
a
northwest
passage
in
the
area
Cabot
mapped
out
8. Northwest
Passage
• A
waterway
through
or
around
North
America
that
was
never
found.
• Eventually
Europe
started
thinking
about
profi.ng
from
the
regions
rich
natural
resources
instead
of
going
to
Asia
9.
10. England
• Henry
Hudson
1610-‐1611
• Leads
the
explora.on
far
north
into
what
is
now
called
Hudson
bay.
• Hudson,
his
son,
and
a
few
supporters
are
stranded
there
by
his
crew
during
a
mu.ny,
and
are
never
heard
from
again.
11.
12. The
Netherlands
• Henry
Hudson
1609
• While
sailing
for
the
Dutch,
he
entered
New
York
Harbor
and
con.nued
to
sail
150
miles
up
what
is
now
called
the
Hudson
River
15. New
Netherland
• Peter
Minuit
1626
• Bought
Manha<an
Island
from
American
Indians
and
started
a
trading
post
at
the
mouth
of
the
Hudson
River
called
New
Amsterdam.
Other
Dutch
colonists
se<led
up
and
down
the
river-‐
the
area
was
called
New
Netherland
17. New
Netherland
• New
Amsterdam
quickly
grew
into
a
busy
port
• The
Dutch
welcomed
people
from
all
over
Europe
into
their
colony
• In
1655
they
took
over
the
colony
of
New
Sweden
• The
Dutch
excelled
in
trading
and
taking
resources
such
as
.mber
and
furs
from
their
se<lements
19. France
• Giovanni
da
Verrazano
1524
• An
Italian
explorer
sent
by
France.
He
is
the
first
to
navigate
and
map
the
East
coast
from
the
Carolinas
to
Canada
• Jacques
Car.er
(
kar
tee
yay)1534-‐36
• Leads
his
crew
more
than
halfway
up
the
Canadian
river
we
now
call
the
St.
Lawrence
23. New
France
• Samuel
de
Champlain
1605
• Founded
Port
Royal,
the
first
permanent
French
se<lement
in
North
America
• Three
years
later
he
followed
Car.er’s
route
up
the
St.
Lawrence
and
built
a
trading
post
known
as
Quebec
25. New
France
• Unlike
Spain’s
Empire,
New
France
had
li<le
gold
or
silver.
Instead
they
profited
from
fishing,
trapping,
and
trading
• The
French
colonists
who
lived
and
worked
in
the
woods
became
known
as
Coureurs
de
bois
(Koo
RYOOR
Duh
BWAH)
or
“runners
of
the
woods”
• These
fur
trappers
and
traders
established
friendly
rela.onships
with
American
Indians
26. New
France
• They
did
not
interfere
with
Indian
land
as
much
as
the
English
because
they
weren’t
farmers
• They
provided
American
Indians
with
valuable
European
made
goods
• The
Na.ve
Americans
taught
them
how
to
survive
and
trap
• The
beaver
skins
and
other
furs
were
sold
for
a
high
price
in
Europe
through
the
fur
trade
27.
28. New
France
• Catholic
missionaries
olen
accompanied
the
Coureurs
de
bois
in
order
to
convert
American
Indians.
They
olen
made
maps
and
wrote
journals
and
le<ers
describing
their
journeys
29. New
Orleans
• Jacques
Marque<e
and
Louis
Joliet
1673
• A
missionary
and
a
fur
trader
followed
the
St
Lawrence
to
the
Great
Lakes
then
they
followed
the
Mississippi
river
for
more
than
700
miles
with
the
help
of
American
Indian
guides.
• New
Orleans
is
built
to
send
goods
to
Europe
and
keep
other
European
na.ons
out
of
French
territory
30. Coloniza.on,
Compe..on
and
Effects
on
Na.ve
Americans
• The
Protestant
Reforma.on:
In
1517,
Mar.n
Luther
publicly
challenged
many
of
the
prac.ces
of
the
Catholic
Church.
This
eventually
led
to
many
different
Chris.an
churches
being
formed
in
Western
Europe.
• European
na.ons
are
figh.ng
in
Europe
and
the
colonists
bring
their
religious
struggle
with
them
to
the
Americas
31.
32. Coloniza.on,
Compe..on
and
Effects
on
Na.ve
Americans
• The
English,
Dutch
and
the
French
competed
for
land
and
domina.on
of
the
fur
trade.
• This
led
to
violent
clashes
between
them
and
their
Indian
allies
(Alliance)
• The
Huron
fought
for
the
French
and
the
Iroquois
fought
for
the
Dutch
• The
Europeans
encouraged
the
Na.ve
Americans
to
fight
each
other
• The
Beaver
popula.on
was
almost
wiped
out
in
New
York
and
parts
of
Canada
33.
34. Effects
on
Na.ve
Americans
• European
goods
also
altered
Na.ve
American
life
in
dras.c
ways
• Alcohol,
muskets
and
gunpowder
and
copper
ke<les
• The
French,
Dutch,
and
English
all
seized
Indian
lands
• Forcing
them
to
move
westward
into
the
lands
of
other
Na.ve
Americans