Wikipedia Msl 2009
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- Historians make inferences about the past based on evidence from primary and secondary sources, recognizing that historical accounts are interpretations influenced by context rather than purely factual records. - Our understanding of events like the Boston Massacre and figures involved like Crispus Attucks has changed over time through expanding historical analysis and additional sources of information. - Wikipedia in particular has evolved our shared knowledge about the Boston Massacre through collaborative contributions from many editors that have greatly expanded the initial article while still singling out Crispus Attucks as the first casualty.
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Final Written Exercise The most important lesson I have .docx
Final Written Exercise
The most important lesson I have learned from this class is that history, at least the history taught in
classrooms, is not an accurate, unbiased account of the past. In reality, history presented by highly
regulated textbooks has been twisted in such a way that students are not given a clear picture of past
events, individuals, and conflicts. Various interest groups and demographics have essentially dictated
which information can rightfully be published, and which information is too threatening to reach the
pages. According to author Alexander Stille, “American history taught in schools has been rewritten and
transformed in recent decades by a handful of large publishers who are more concerned to meet the
demands of both the multicultural left and the conservative religious right” (The Betrayal of History). In
essence, textbooks have reworked history in such a way that it has become falsified and flavorless. Facts
are presented without controversy, and important historical figures are portrayed without blemish. As
historian James Loewen writes, “authors selectively omit blemishes to make certain historical figures
sympathetic to as many people as possible” (Loewen, 26). This quotation declares that authors withhold
relevant historical information from textbooks, which further supports the idea that history has been
continually distorted in today’s classrooms.
In regards to Christopher Columbus, I learned that he was not the “American hero” that textbooks
portray him as being. As we all know, he was credited for “discovering America,” yet he was not the first
non-Native to reach the Americas. 2“People from other continents had reached the Americas many
times before 1492. Europeans may already have been fishing off Newfoundland in the 1480s” (Loewen,
33). Also, I was previously unaware that Columbus was involved in the murder and persecution of many
Native Americans. In fact, he initiated a punishing policy that “resulted in complete genocide” of the
Natives (Zinn, 7). Finally, I learned the shocking statistic that there were as many as 120 million Native
Americans by 1492 (Discussion 2). Upon learning this number, I was completely stunned, as I had
severely underestimated the size of their population.
As little kids, we are all told the story of the pious, freedom-seeking Pilgrims who landed in Plymouth.
Additionally, we all learned about the “First Thanksgiving” where the Native Americans and Pilgrims
peacefully united for a wonderful, bountiful feast. This story, however, is historically inaccurate. In
reality, the Pilgrims were not seeking religious freedom at all, because they had already found that in
the Netherlands (Discussion 3). Furthermore, the Pilgrims were very economically driven. In fact, “profit
was the primary reason most Mayflower colonists made the trip” (Loewen, 87). Nevertheless, American
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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History is a record of the past that can be pieced together through various sources such as memories, first-hand accounts, artifacts, and myths. However, the telling and interpretation of history can be subjective and distorted based on the viewpoint of the teller or discoveries being made over time in bits and pieces. Ultimately, history remains partially unknown and open to interpretation.
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This document provides an introduction to Philippine history by discussing key concepts such as:
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2) It explains the importance of studying Philippine history to learn basic facts, historical details, and why certain events occurred.
3) The sources of history include written and unwritten records, and historians, cryptographers, archaeologists, anthropologists, paleontologists, and geologists all contribute to reconstructing history.
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This document provides an overview of what history is and how historians study the past. It discusses why studying history is important, how historians use evidence like primary and secondary sources to make inferences about historical events, and some of the challenges involved in drawing conclusions from evidence. It also outlines some of the key steps historians take in planning a research project, such as choosing a topic, evaluating source credibility, and avoiding plagiarism.
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2. It also provides an outline called "PIRATES" to analyze different aspects of civilizations, including their politics, intellectual developments, religion, arts, technology, economics, and social structures.
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The document discusses the challenges of studying history objectively. It uses a hypothetical example of candidates for world leader to illustrate how the selection and omission of facts can influence opinions. While the third candidate seems most moral, they are revealed to be Adolf Hitler. The document argues historians must consider their own biases, be aware not all evidence may be available, and how facts can be selectively presented to shape historical understanding for political purposes.
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Rc 0.1.b.intro.history
Introductory material for a university course in media history by Prof. Bill Kovarik, based on the book Revolutions in Communication: Media History from Gutenberg to the Digital Age (Bloomsbury, 2nd ed., 2015).
Final Written Exercise The most important lesson I have .docx
Final Written Exercise
The most important lesson I have learned from this class is that history, at least the history taught in
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regulated textbooks has been twisted in such a way that students are not given a clear picture of past
events, individuals, and conflicts. Various interest groups and demographics have essentially dictated
which information can rightfully be published, and which information is too threatening to reach the
pages. According to author Alexander Stille, “American history taught in schools has been rewritten and
transformed in recent decades by a handful of large publishers who are more concerned to meet the
demands of both the multicultural left and the conservative religious right” (The Betrayal of History). In
essence, textbooks have reworked history in such a way that it has become falsified and flavorless. Facts
are presented without controversy, and important historical figures are portrayed without blemish. As
historian James Loewen writes, “authors selectively omit blemishes to make certain historical figures
sympathetic to as many people as possible” (Loewen, 26). This quotation declares that authors withhold
relevant historical information from textbooks, which further supports the idea that history has been
continually distorted in today’s classrooms.
In regards to Christopher Columbus, I learned that he was not the “American hero” that textbooks
portray him as being. As we all know, he was credited for “discovering America,” yet he was not the first
non-Native to reach the Americas. 2“People from other continents had reached the Americas many
times before 1492. Europeans may already have been fishing off Newfoundland in the 1480s” (Loewen,
33). Also, I was previously unaware that Columbus was involved in the murder and persecution of many
Native Americans. In fact, he initiated a punishing policy that “resulted in complete genocide” of the
Natives (Zinn, 7). Finally, I learned the shocking statistic that there were as many as 120 million Native
Americans by 1492 (Discussion 2). Upon learning this number, I was completely stunned, as I had
severely underestimated the size of their population.
As little kids, we are all told the story of the pious, freedom-seeking Pilgrims who landed in Plymouth.
Additionally, we all learned about the “First Thanksgiving” where the Native Americans and Pilgrims
peacefully united for a wonderful, bountiful feast. This story, however, is historically inaccurate. In
reality, the Pilgrims were not seeking religious freedom at all, because they had already found that in
the Netherlands (Discussion 3). Furthermore, the Pilgrims were very economically driven. In fact, “profit
was the primary reason most Mayflower colonists made the trip” (Loewen, 87). Nevertheless, American
society perpetuates the story of the brave Pilgrims .
Final Written Exercise The most important lesson I have .docx
Final Written Exercise
The most important lesson I have learned from this class is that history, at least the history taught in
classrooms, is not an accurate, unbiased account of the past. In reality, history presented by highly
regulated textbooks has been twisted in such a way that students are not given a clear picture of past
events, individuals, and conflicts. Various interest groups and demographics have essentially dictated
which information can rightfully be published, and which information is too threatening to reach the
pages. According to author Alexander Stille, “American history taught in schools has been rewritten and
transformed in recent decades by a handful of large publishers who are more concerned to meet the
demands of both the multicultural left and the conservative religious right” (The Betrayal of History). In
essence, textbooks have reworked history in such a way that it has become falsified and flavorless. Facts
are presented without controversy, and important historical figures are portrayed without blemish. As
historian James Loewen writes, “authors selectively omit blemishes to make certain historical figures
sympathetic to as many people as possible” (Loewen, 26). This quotation declares that authors withhold
relevant historical information from textbooks, which further supports the idea that history has been
continually distorted in today’s classrooms.
In regards to Christopher Columbus, I learned that he was not the “American hero” that textbooks
portray him as being. As we all know, he was credited for “discovering America,” yet he was not the first
non-Native to reach the Americas. 2“People from other continents had reached the Americas many
times before 1492. Europeans may already have been fishing off Newfoundland in the 1480s” (Loewen,
33). Also, I was previously unaware that Columbus was involved in the murder and persecution of many
Native Americans. In fact, he initiated a punishing policy that “resulted in complete genocide” of the
Natives (Zinn, 7). Finally, I learned the shocking statistic that there were as many as 120 million Native
Americans by 1492 (Discussion 2). Upon learning this number, I was completely stunned, as I had
severely underestimated the size of their population.
As little kids, we are all told the story of the pious, freedom-seeking Pilgrims who landed in Plymouth.
Additionally, we all learned about the “First Thanksgiving” where the Native Americans and Pilgrims
peacefully united for a wonderful, bountiful feast. This story, however, is historically inaccurate. In
reality, the Pilgrims were not seeking religious freedom at all, because they had already found that in
the Netherlands (Discussion 3). Furthermore, the Pilgrims were very economically driven. In fact, “profit
was the primary reason most Mayflower colonists made the trip” (Loewen, 87). Nevertheless, American
society perpetuates the story of the brave Pilgrims .
Whiteness Studies The New History of Race in AmericaAu.docx
Whiteness Studies: The New History of Race in America
Author(s): Peter Kolchin
Source: The Journal of American History, Vol. 89, No. 1 (Jun., 2002), pp. 154-173
Published by: Oxford University Press on behalf of Organization of American Historians
Stable URL: https://www.jstor.org/stable/2700788
Accessed: 16-09-2019 15:29 UTC
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Whiteness Studies: The New History
of Race in America
Peter Kolchin
Suddenly whiteness studies are everywhere. The rapid proliferation of a genre that
appears to have come out of nowhere is little short of astonishing: a recent keyword
search on my university library's electronic catalog yielded fifty-one books containing
the word "whiteness" in their titles, almost all published in the past decade and most
published in the past five years.1 All around us, American historians and scholars in
related disciplines from sociology and law to cultural studies and education are writ-
ing books with titles such as The White Scourge, How the Irish Became White, Making
Whiteness, The Possessive Investment in Whiteness, and Critical White Studies.2
Although the term "whiteness studies" might at first glance suggest works that pro-
mote white identity or constitute part of a racist backlash against multiculturalism
and "political correctness," virtually all the whiteness studies authors seek to confront
white privilege-that is, racism-and virtually all identify at some level with the
political Left. Most of them see a close link between their scholarly efforts and the
goal of creating a more humane social order.
Whiteness studies authors manifest a wide variety of approaches. In many of the
disciplines outside history, prescriptive policy goals assume a central position; writing
on whiteness in education, for example, Nelson M. Rodriguez calls for the creation
of "'pedagogies of whiteness' as a counterhegemonic act" predicated on the need to
"refigure whiteness in antiracist, antihomophobic, and antisexist ways."3 Although
Peter Kolchin is Henry Clay Reed Professor of History at the University of Delaware.
I would like to thank Margaret L. Andersen, Anne M. Boylan, Lori Ginzberg, and the graduate students in my
advanced seminar (Tracey Birdwell, .
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Normalizing ideological intrusion into science will cost us dearly. We cannot afford it.
Anna I. Krylov
Fire Truck Border Clip Art, Page Border, And Vector G
The passage discusses the theory of plate tectonics and how it has changed over time. The key points are:
- Plate tectonics theory proposes that the Earth's outer rigid layer is divided into plates that move across the surface.
- Continental drift and seismic activity provide strong evidence to support this theory. Continental drift shows how continents have shifted positions over millions of years.
- Scientific theories can change as new understandings, technologies, and discoveries emerge over time. The theory of plate tectonics has likely evolved as more evidence and data have been collected.
need help for history questions.pdf
This document contains a student's response to a history course assignment asking them to reflect on what they have learned over the semester. The student discusses several important lessons, including that history taught in textbooks is often distorted and lacks controversy. Specific examples highlighted include Christopher Columbus not being the heroic figure portrayed, the realities of the slave trade and its widespread economic impact, poor working conditions during the Gilded Age, and the broader targeting of groups in the Holocaust beyond just Jews. The student also reflects on being unaware of ongoing issues like modern slavery and the lack of US intervention in conflicts like Darfur. Overall, the response analyzes how the student's understanding of several historical topics expanded after taking this course.
need help for history questions.pdf
The document is a student's response to a history writing assignment. The student discusses several key lessons learned this semester about inaccurate and biased portrayals of history in textbooks. Specifically, the student learned that textbooks omit controversial facts and portrayals of historical figures, distorting events like Columbus's arrival and the pilgrims. The student was also previously unaware of the realities of slavery, conditions during the Gilded Age, the scope of the Holocaust, and the extent of US intervention abroad. The response argues that textbooks should provide students with an impartial accounting of history to better engage students in the subject.
Oxford University Press and American Historical Association a.docx
Oxford University Press and American Historical Association are collaborating with JSTOR to digitize, preserve and extend
access to The American Historical Review.
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History in Images/History in Words: Reflections on the Possibility of Really Putting History
onto Film
Author(s): Robert A. Rosenstone
Source: The American Historical Review, Vol. 93, No. 5 (Dec., 1988), pp. 1173-1185
Published by: on behalf of the Oxford University Press American Historical Association
Stable URL: http://www.jstor.org/stable/1873532
Accessed: 13-01-2016 20:19 UTC
REFERENCES
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AHR Forum
History in Images/History in Words:
Reflections on the Possibility of
Really Putting History onto Film
ROBERT A. ROSENSTONE
FOR AN ACADEMIC HISTORIAN TO BECOME INVOLVED IN THE WORLD OF motion
pictures is at once an exhilarating and disturbing experience. Exhilarating for all
the obvious reasons: the power of the visual media; the opportunity to emerge
from the lonely depths of the library tojoin with other human beings in a common
enterprise; the delicious thought of a potentially large audience for the fruits of
one's research, analysis, and writing. Disturbing for equally obvious reasons: no
matter how serious or honest the filmmakers, and no matter how deeply
committed they are to rendering the subject faithfully, the history that finally
appears on the screen can never fully satisfy the historian as historian (although
it may satisfy the historian as filmgoer). Inevitably, something happens on the way
from the page to the screen that changes the meaning of the past as it is understood
by those of us who work in words.
The disturbance caused by working on a film lingers long after the exhilaration
has vanished. Like all such disturb.
Enslavement SystemDr. G. J. Giddings.docx
This document summarizes key aspects of enslavement systems and the concept of whiteness. It discusses how enslavement was forced and resisted, was codified through legal systems, and was contradictory as some enslaved people gained freedom or positions of power over other enslaved people. It also examines how the concept of whiteness developed in the United States, starting as a distinction between white and black, then becoming a "variegated" concept where some European immigrant groups were considered whiter than others, and finally becoming an overarching "Caucasian" race. The document analyzes how these systems and concepts shaped American history and society.
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In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
National Security Agency - NSA mobile device best practices
Threats to mobile devices are more prevalent and increasing in scope and complexity. Users of mobile devices desire to take full advantage of the features
available on those devices, but many of the features provide convenience and capability but sacrifice security. This best practices guide outlines steps the users can take to better protect personal devices and information.
UiPath Test Automation using UiPath Test Suite series, part 6
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
UiPath Test Automation with generative AI and Open AI webinar offers an in-depth exploration of leveraging cutting-edge technologies for test automation within the UiPath platform. Attendees will delve into the integration of generative AI, a test automation solution, with Open AI advanced natural language processing capabilities.
Throughout the session, participants will discover how this synergy empowers testers to automate repetitive tasks, enhance testing accuracy, and expedite the software testing life cycle. Topics covered include the seamless integration process, practical use cases, and the benefits of harnessing AI-driven automation for UiPath testing initiatives. By attending this webinar, testers, and automation professionals can gain valuable insights into harnessing the power of AI to optimize their test automation workflows within the UiPath ecosystem, ultimately driving efficiency and quality in software development processes.
What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Securing your Kubernetes cluster_ a step-by-step guide to success !
Today, after several years of existence, an extremely active community and an ultra-dynamic ecosystem, Kubernetes has established itself as the de facto standard in container orchestration. Thanks to a wide range of managed services, it has never been so easy to set up a ready-to-use Kubernetes cluster.
However, this ease of use means that the subject of security in Kubernetes is often left for later, or even neglected. This exposes companies to significant risks.
In this talk, I'll show you step-by-step how to secure your Kubernetes cluster for greater peace of mind and reliability.
Pushing the limits of ePRTC: 100ns holdover for 100 days
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
Climate Impact of Software Testing at Nordic Testing Days
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
TrustArc Webinar - 2024 Global Privacy Survey
How does your privacy program stack up against your peers? What challenges are privacy teams tackling and prioritizing in 2024?
In the fifth annual Global Privacy Benchmarks Survey, we asked over 1,800 global privacy professionals and business executives to share their perspectives on the current state of privacy inside and outside of their organizations. This year’s report focused on emerging areas of importance for privacy and compliance professionals, including considerations and implications of Artificial Intelligence (AI) technologies, building brand trust, and different approaches for achieving higher privacy competence scores.
See how organizational priorities and strategic approaches to data security and privacy are evolving around the globe.
This webinar will review:
- The top 10 privacy insights from the fifth annual Global Privacy Benchmarks Survey
- The top challenges for privacy leaders, practitioners, and organizations in 2024
- Key themes to consider in developing and maintaining your privacy program
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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Wikipedia Msl 2009
- 1. History education & historiography
- 2. How do we know about the past?
- 3. Evidence “The concept of evidence is central to history because it is only through the use of evidence that history becomes possible.” (How people learn, Lee, 2005, p. 54).
- 4. Evidence Misconceptions might include The assumption that history is just known The assumption that primary sources should not contradict or disagree That biased sources are “untrue” That historical interpretation is solely based on factual evidence
- 5. Work of historians Historians make inferences “Historians are not simply forced to choose between two reports, but can work out their own picture, which may differ from both. With this understanding goes the recognition that we can know things about the past that no witness has reported” (Lee, 2005, p. 58)
- 8. History in the schools “For a long time, and not just in history, schools have tended to keep a kind of secret knowledge from all but their oldest and most able students. Knowledge is contested, is provisional, and is subject to continuous change” (p. 72)
- 9. Information-rich classrooms Information Age Digital libraries Knowledge-sharing Blogs Wikipedia
- 10. Sources of knowledge about the past (or) How do we know about the past? teachers media historians textbooks
- 11. The Boston Massacre and Crispus Attucks
- 12. Textbook Account History of the United States: Beginnings to 1877 (Mason, Jacobs, Ludlum McDougal-Littell, 1995)
- 13. What are some of the highlights of the Boston Massacre Wikipedia article?
- 14. Another related topic - How has the our understanding of Crispus Attucks changed over time?
- 15. Back to the Boston Massacre – look at the original WP article, as it was first created(History --> view earliest)http://en.wikipedia.org/w/index.php?title=Boston_Massacre&oldid=203484 Posted at11:02 am, 8 September 2002 (there were 3 other edits that same day, all in about 20 minutes from the initial draft)
- 16. Initial text 11:02, 8 September 2002 12.232.19.38 (talk) The Boston Massacre occurred 5 March 1770AD. This was one of the events that helped spark the American Revolution. In an event much like what would happen over 200 years later at Kent State, a mob of men began taunting armed soldiers. After some of the men began throwing ice at the British soldiers, eventually the soldiers fired back. In this action, 5 Americans died, including one Crispus Attucks, the first known African-American Casualty of the American Revolution. Six more were injured. The event was immortalized by an engraver named Paul Revere. In a post-massacre trial, 6 soldiers were found non-guilty, and 2 more-- the only two proven to have fired-- were found guilty of manslaughter. John Adams acted as defense attorney.
- 17. Author = IP address 12.232.19.38 In 34 minutes from one computer this author made 13 WP contributions including the initial Boston Massacre post http://en.wikipedia.org/wiki/Special:Contributions/12.232.19.38 ISP is CURRENTLY held by Dr. Erik N. Zeeman, MD Inc.
- 18. What has happened to the Boston Massacre entry since then? Current version has been greatly expanded As of Sept 25, 2009: 1686 editors http://toolserver.org/~daniel/WikiSense/Contributors.php?wikifam=.wikipedia.org&wikilang=en&order=-edit_count&page=Boston+Massacre&grouped=on&ofs=0&max=1000 About 3000 edits total
- 19. How does the structure of Wikipedia help us understand the discipline of history Focus on Crispus Attucks. He gets singled out by name in both the textbook and the first version of the Wikepedia article, as well as all of the 1657 versions that followed.
- 21. Was Attucks singled out in Revere's print? Text below the engraving “Unhappy Boston! see thy Sons deplore, Thy hallowed Walks besmeared with guiltless Gore." Also listed are the "unhappy Sufferers" Saml Gray, Saml Maverick, James Caldwell, Crispus Attucks, and Patrick Carr (killed) and it is noted that there were "Six wounded; two of them (Christr Monk & John Clark) Mortally.”
- 22. How did we get to the point where Attucks is the only one of the six that gets attention? Wikipedia article on Crispus Attucks actually gives us a lot to go onhttp://en.wikipedia.org/wiki/Crispus_Attucks
- 23. Wikipedia as a field of history?
Editor's Notes
- Even when students ask themselves how we know about what happened, however. it does not follow that they will recognize source material as evidence to be used differently from the notes or textbook accounts they may encounter on other occasions
- History of the United States: Beginnings to 1877 (Mason, Jacobs, Ludlum McDougal-Littell, 1995) ... used for 8th grade in BASD. We have two paragraphs and an image (Revere print) on p. 176Namedatelocation (customhouse)descrip of crowd (street youths and dockworkers)descrip of complaints (impressment, jobs)descrip of instigation (yelling insults, summoning others to join crowd)descrip of firing (one soldier, then others)descrip of results (5 dead or mortally wounded)ID of Attucks (Af-Am sailor and escaped slave)Sons of Libertyevent used for propaganda (e.g., name, engraving)legal action: Adams & Quincy attys for defense, 6 acquit, 2 had thumbs branded "as a penalty"
- Name date connect to AmRev connect to KentState descrip of instigation (taunting, attacking by crowd of soldiers / soldiers fire back) descrip of results (5 dead, 6 injured)ID of Attucks: 1st Af-Am casualty of AmRevmention Revere engravinglegal action, results (6 acquit, 2 guilty of manslaughter; JA defense atty)