zilongwang/ReadingBank huggingface dataset:
Presentations: Consider the water system in which the water sourcing and water delivery of your project is embedded. How will this system be affected by climate change? What impacts will this have on the water sourcing and delivery mechanisms of your project? Feb 22 Module 2: Political Economy of Water Sourcing and Delivery Mar 1, Mar 8, Mar 29, April 5 Readings: Part 1: Water trade: Virtual water, privatization, and pricing schemes Olsen, Tim. (2014.) “Virtual Water: tracking the unseen water in goods and resources”. Earth Magazine. Oki et al. (2017.) “Economic aspects of virtual water trade”. Environmental Resource Letter 12 044002. Kishore, Roshan. (2016.) “India is the biggest virtual exporter of water”. Allan, J.A. (2003). “Virtual water – the water, food, and trade nexus: useful concept or misleading metaphor?” IWRA, Water International, Vol. 28(1). Pp. 4-11 Vidal, John. (2015.) “Water Privatization: a worldwide failure?”. Lappe, Anna. (2014.) “World Bank wants water privatized, despite risks”. Part 2: Water access: Environmental justice, power, and place Case Flint, Michigan L. Harris, D. Kleiber, J. Goldin, A. Darkwah & C. Morinville (2017) Intersections of gender and water: comparative approaches to everyday gendered negotiations of water access in underserved areas of Accra, Ghana and Cape Town, South Africa, Journal of Gender Studies, 26:5, 561-582
March 21 – Session 1 Advanced polygon aggregation – Neighborhood indicators Concepts Tools Tobler's First Law Modifiable areal unit problem (MAUP) Ecological fallacy Select by location (review) Summary statistics (review) Dissolve (review) Spatial join (review) Required readings: Lloyd, Christopher D. 2010. “Key Concepts 3: Spatial Data Analysis.” Spatial Data Analysis: An Introduction for GIS Users. Oxford: Oxford University Press. 43-64. [ to NYU Libraries and search for title if necessary on Knovel; focus on sections 4.6, 4.9, and 4.10; also focus on concepts rather than math] Koschinsky, Julia. 2014. “Beyond Mapping: Spatial Analytics and Evaluation of Programs.” In Strengthening Communities With Neighborhood Data, edited by G. Thomas Kingsley, Claudia J. Coulton, and Kathryn L. S. Pettit. Washington, DC: Urban Institute. [ebook ; note: section “Spatial Data, Methods, and Tools for Evaluation” is optional] Optional readings: Kingsley, G. Thomas, Claudia J. Coulton, Kathryn L. S. Pettit. 2014. “Advances in Analytic Methods for Neighborhood Data.” In Strengthening Communities With Neighborhood Data. [] Dastrup, Samuel, Ingrid Ellen, Anna Jefferson, Max Weselcouch, Deena Schwartz, Karen Cuenca. 2015. The Effects of Neighborhood Change on New York City Housing Authority Residents. Bethesda, MD: Abt Associates. [] Lab: Advanced aggregation – redefining concentrated poverty Due: assignment Thursday, March 22 – Add/drop deadline The course may be dropped without a W grade within one business day of the first meeting; see Wagner’s for more detail. March 28 – Session 2 Polygon apportionment – Demographic/socioeconomic data in custom study areas Concepts Tools Apportionment algorithms Intersect (review)
URPL-GP.4651 Advanced GIS: Topics in Spatial Analysis Spring 2018 Wednesdays, 21 – May 2 Lecture: 6:45 – 8:25 p.m. Lab: 8:35 – 9:35 p.m. 25 W. 4th St. Room C-6 Sean Capperis sean.capperis@nyu.edu Office Hours: By appointment Prerequisites: URPL-GP.2618, CUSP-GX.3007, or equivalent. Course Description Sophisticated analysis of spatial data has become increasingly important to understand emerging issues and support decision-making in urban planning and policy. GIS software facilitates our ability to answer questions about spatial relationships: presence, absence, access, exposure, dispersion, and connectivity. This course will focus on the GIS tools that measure conditions and manipulate data by spatial relationship. We will seat each technique in a specific, practical application in urban planning/policy, and discuss how each technique’s underlying concepts are related to the problem we are trying to solve. We will explore the following concepts and tools: the modifiable areal unit problem, aggregation, neighborhood definition, and polygon apportionment; spatial distributions and cluster identification; and the network data model and network analysis. We will apply those tools across many domains: neighborhood indicators, demographic and socioeconomic conditions, land use regulation, environment, resilience, public safety, and transportation. Lab exercises and assignments will largely focus on current issues in New York City and reinforce visualization and data management practices introduced in earlier classes. The course will culminate in a student-defined, portfolio-quality final project. Course Objectives Understand various spatial relationship concepts, as well as how and when to apply them Identify and account for common methodological challenges using GIS in urban settings Critique and defend the selection of analysis methods and spatial relationship models Use the following new techniques and tools effectively: neighborhood definition, polygon apportionment, hot spot analysis, Network Analyst, and Model Builder Further develop the ability to use spatial evidence to make a sound argument about an issue relevant to planning/policy Develop deeper fluency in cartography, data management, and spatial problem solving Gain more exposure to commonly used spatial data in New York and other U.S. cities
Due date Topic Reading Assignment 8/28 Introduction 9/4 Context Local Government & Planning Environment Berke, Chs. 1-3; 9/11 Minnesota practice MN Statutes Sect. 462 (); MN Statutes Sect. (); ; 9/18 Planning Support Systems Berke, Ch. 4; Klosterman, “Large-scale urban models,” (1994); Isserman, “Projection, forecast, and plan” (1984); SKILL: Case Study: “” 9/25 Population & Economy Berke, Ch. 5; SKILL: 10/2 Environmental & Land Use Systems Berke, Ch. 6-7; SKILL: 10/9 Transportation & Infrastructure Systems Ch. 8; “Transportation land-use link,” (1994); Krizek, “Operationalizing neighborhood accessibility,” (2003). SKILL: Case Study: 10/16 of Community Report Berke, Ch. 9 10/23 Making Land Use Plans Plan-Making Process Berke, Ch. 10; ; ; 10/30 Areawide Policy Plan Berke, Ch.11 11/6 Land Use Design Plan Berke, Ch. 12-13; Nelson, Planner’s Estimating Guide (2004); SKILL: 11/13 Small-Area Plans Berke, Ch. 14 11/20 Development Management & The Planning Guide Berke, Ch. 15; Watzlawick, “Gentle art of reframing,” (1974); SKILL: ; Schlereth, “Burnham’s Plan & Moody’s Manual” JAPA (1981) 12/4 Capital Improvement Plan Griffin, “New opportunities,” (1990); Bowsher, “Governmental financial management at crossroads” (1985). SKILL: ;
DETAILED BUDGET FOR INITIAL BUDGET PERIOD DIRECT COSTS ONLY FROM THROUGH 7/1/18 6/30/19 List PERSONNEL (Applicant organization only) Use Cal, Acad, or Summer to Enter Months Devoted to Project Dollar Amounts Requested (omit cents) for Salary Requested and Fringe Benefits NAME ROLE ON PROJECT Cal. Mnths Acad. Mnths Summer Mnths INST.BASE SALARY SALARY REQUESTED FRINGE BENEFITS TOTAL PD/PI SUBTOTALS CONSULTANT COSTS EQUIPMENT (Itemize) SUPPLIES (Itemize by category) TRAVEL INPATIENT CARE COSTS OUTPATIENT CARE ALTERATIONS AND RENOVATIONS (Itemize by category) OTHER EXPENSES (Itemize by category) CONSORTIUM/CONTRACTUAL COSTS DIRECT COSTS SUBTOTAL DIRECT COSTS FOR INITIAL BUDGET PERIOD (Item 7a, Face Page) $ CONSORTIUM/CONTRACTUAL COSTS FACILITIES AND ADMINISTRATIVE TOTAL DIRECT COSTS FOR INITIAL BUDGET PERIOD $
US Bike Route 50 Proposed Route May 2014 Preble County Begin on Hodgin Rd in Richmond, IN At the Indiana/Ohio state line Hodgin Rd becomes Cox Rd. Continue on Cox Rd for 0.38 miles Turn right on Paint Rd for 1.8 miles Turn right on New Westville Rd for 0.5 miles Turn left on Crawfordsville- Campbellstown Rd for 1.75 miles Turn left on West Florence-Campbellstown Rd for 1.7 miles At US 35, West Florence-Campbellstown Rd becomes Murray Rd. Stay on Murray Rd for 2.25 mi. Turn left on Oxford-Gettysburg Rd for 0.78
AK Figure 2. Regions and States: 2010 WA MT ND NH VT ME 2010, the fifth straight decade it has grown at a rate faster than any other state in the Northeast. Whereas New York and New Jersey had the largest numeric gains in the region in the 1990s, Pennsylvania gained the most population in the region between 2000 and 2010, increasing by 421,000 people. OR MN ID SD WY NV NE UT MA WI NY MI RI IA PA CT IL OH DE Dakota, growing by 7.9 percent between 2000 and 2010, was the fastest-growing state in the CA CO AZ NM HI KS MO OK AR TX LA KY TN MS AL WV VA NC SC GA FL DC Northeast Midwest South West Midwest during this period— replacing Minnesota, which had been the fastest-growing state over the previous three decades. Illinois and Indiana had the largest numeric increases in that region over the decade, increasing by 411,000 and 403,000, respectively. Source: U.S. Census Bureau, 2010 Census. straight decades. Six states, includ- ing five in the West, grew by 25.0 percent or more between 1990 and 2000. Wyoming, after hav- ing lost population between 1980 and 1990, has over the past two decades, surpassing the national level between 2000 and 2010. Between 2000 and 2010, the District of Columbia experienced its decennial population increase since the 1940s, increasing by 5.2 percent to surpass 600,000 people. New Hampshire increased by 6.5 percent between 2000 and MOST POPULOUS STATES The ten most populous states con- tained 54.0 percent of the U.S. pop- ulation in 2010 (similar to the per- centage in 2000) with one-fourth (26.5 percent) of the U.S. popula- tion in the three largest states: California (the most populous state since the 1970 Census), Texas, and New York. These three states had April 1, 2010, populations of Figure 3. Percentage Change in Population by State and Decade: 1980–1990 to 2000–2010 (For information on confidentiality protection, nonsampling error, and definitions, see Percentage 25.0 or more 10.0 to 24.9 0.0 to 9.9 Less than 0.0 1980–1990 1990–2000 2000–2010 DC DC DC U.S. change = 9.8 U.S. change = 13.2 U.S. change = 9.7
James K. Polk John Fremont Zachary Taylor Levi Strauss Joseph Smith Brigham Young Items Adams-Onis Treaty & Oregon Country Oregon Trail Manifest Destiny “Fifty-Four Forty or Fight!” Texas War for Independence Battle of the Alamo Republic of Texas Mexican War Bear Flag Republic Treaty of Guadalupe Hidalgo Mexican Cession (notes) Gadsden Purchase (notes) Gold Rush First Mormons
12. Civil Rights •Ghosts of Mississippi (1996) 130 min. •Driving Miss. Daisy (1989) 99 min. •Remember the Titans (2000) 114 min. •The Long Walk Home (1991) 98 min. •Malcolm X (1992) 201 min. 13. Life in the 1950s & 60s/New Frontier •Apollo 13 (1995) 140 min •Hoosiers (1986) 114 min. 14. Vietnam •Forrest Gump (1994) 142 min. *Born on the Fourth of July 15. 1970 to Present •Philadelphia (1993) 125 min. •Runaway Jury (2003) 127 min. •Steel Magnolias (1989) 117 min. •Rudy (1993) 116 min. •We Are Marshall (2006) 124 min. •All the President’s Men (1967) 138 min. •Stand and Deliver (1988) 105 min. •Miracle (2004) 136 min. •Behind Enemy Lines (2005) 128 min. •Avatar (2009) 162 min. •The Blind Side (2009) 129 min. •Glory Road (2006) 118 min. •Flight 93 (2006) 90 min.
Logs and Chips......................... 854 970 1,119 1,613 1,925 1,477 * 30.32 1,144 Hardwood Lumber.................... 274 1,299 1,330 664 1,353 675 * 100.35 497 Softwood and Treated Lumber. 904 144 485 1,144 * 409 72 465.59 143 Products (Incl Plywood).. 9,730 1,407 1,872 12,635 * 3,586 7,299 50.87 2,154 Other Value-Added Wood Prod 6,870 8,146 5,870 11,281 10,523 10,609 0.80 9,710 Fish Products.............................. 871 1,086 944 1,785 * 1,951 2,100 7.10 2,899 Salmon Whole or Eviscerated... 10 0 231 * 10 227 20
Maryland Department of Human Resources Office of Licensing and Monitoring 311 W. Saratoga Street Baltimore, Maryland 21201 Office: 410.767.7871 Fax: 410.333.8408 Residential Child Care Programs Report Provider Organization: United States Fellowship Inc. – Oak Hill House Licensing Agency: DHR Contracting Agency(s): DHR and DJS Program Administrator: Courtney Wiggins Certification #A00166 Exp. Date: 12/31/2013 Type of Inspection: Quarterly Site Name Gender Age Range License Capacity DHR Contract Limit License#/ Exp. date Date of site Inspection Oak Hill House Male 14-18 14 14 #00265 12/4/2013 Inspection Summary Number of Records Reviewed: Youth 3 Staff 3 Number of Interviews: Youth 0 Staff 0 Physical Plant Inspection: Approved COMAR Violation: Yes No X If Yes, list Cited Violation(s) below: Violation(s) Findings Corrective Action Plan: Yes No X If yes, date of CAP: Complaint Outcome: N/A Current Status of License: Continued Licensing Coordinator: Howard Rollins Date: 12/17/2013 Email: howard.rollins@maryland.gov Program Manager: André Thomas Date 12/17/2013 Email:
1. State: Alaska Capital: Juneau__ 11. Colorado Capital: Denver 21. State: Iowa Capital: Des Moines 31. State: Louisiana Capital: Baton Rouge 41. State: Delaware Capital: Dover 2. Hawaii Capital: Honolulu 12. State: Arizona Capital: Phoenix 22. State: Missouri Capital: Jefferson City 32. Mississippi Capital: Jackson____ 42. State: Pennsylvania Capital: Harrisburg 3. State: Washington Capital: Olympia 13. State: New Mexico Capital: Santa Fe 23. State: Arkansas Capital: Little Rock 33. State: Alabama Capital: Montgomery 43. State: New Jersey Capital: Trenton 4. State: Oregon Capital: 14. State: Texas Capital: Austin 24. State: Wisconsin Capital: Madison 34. State: Florida Capital: Tallahassee 44. State: New York Capital: Albany 5. State: California Capital: Sacramento 15. State: Oklahoma Capital: Oklahoma City 25. State: Michigan Capital: Lansing 35. State: Georgia Capital: Atlanta 45. State: Connecticut Capital: Hartford 6. State: Nevada Capital: Carson City 16. State: Kansas Capital: Topeka 26. State: Illinois Capital: Springfield 36. State: South Carolina Capital: Columbia 46. State: Rhode Island Capital: Providence 7. Idaho Capital: Boise 17. State: Nebraska Capital: Lincoln 27. State: Indiana Capital: Indianapolis 37. State: North Carolina Capital: Raleigh 47. State: Massachusetts Capital: Boston 8. State: Montana Capital: Helena 18. State: South Dakota Capital: Pierre 28. State: Ohio Capital: Columbus 38. State: Virginia Capital: Richmond 48. State: Vermont Capital: Montpelier 9. State: Wyoming Capital: Cheyenne 19. State: North Dakota Capital: Bismarck _ 29. State: Kentucky Capital: Frankfort_____ 39. State: West Virginia Capital: Charleston 49. State: New Hampshire Capital: Concord 10. State: Utah Capital: Salt Lake City 20. State: Minnesota Capital: St. Paul 30. State: Tennessee Capital: Nashville 40. State: Maryland Capital: Annapolis 50. State: Maine Capital: Augusta
the labor union movement. all of the above. a & b only Which of the following statements most accurately explains the term "Manifest Destiny"? The nation was destined to declare its independence from Britain and establish It was the obligation of the American people to civilize and Christianize the slave population. God had ordained that America was to spread from coast to coast, taming and using the land and resources. None of the above are accurate. One important foundation of our government was the idea of compromise. Which of the following 2 issues required compromises at the Constitutional Convention? state boundaries and the location of the capital representation and the creation of a judicial branch slavery and representation a disputed presidential election and slavery In understanding the spirit of rebellion in early America, all of the following beliefs are reflected in these events EXCEPT: the protection of property the representation of the people's will the right to overthrow an unjust government the equality of all mankind The Compromise of 1820 established that the future addition of vs. free states would be settled by not allowing slavery in any new state after 1820 slave states or free states would depend on whether the state was above or below 36/30 in the Louisiana Purchase slavery be left to popular vote in all new territories the soil and climate of territory dictate the appropriateness of slavery
Early Presidencies Review Sheet Presidents: Washington’s Presidency – Economic plan + Hamilton (national bank, tariffs, tax on whiskey, pay the debt) was against formation of political parties, differences between political parties, domestic and foreign policies, neutrality, farewell address Adams – XYZ Affair, Alien and Sedition Acts, neutrality Thomas Jefferson – view of government, domestic policies, Louisiana Purchase, moving west, Lewis and Clark – traveling through rivers, neutrality James Madison – 4th president, War of 1812 = know the causes (impressment, war hawks) and effects of the war (increased manufacturing in the North + Nationalism), what happened during the war (Treaty of Ghent + Battle of New Orleans), who became famous (Battle of New Orleans + Andrew Jackson) James Monroe – 5th President Era of Good Feelings, why was it called the Era of Good Feelings? How did the North and South grow, Henry Clays system, Erie Canal, Florida, Missouri Compromise, Monroe Doctrine (Europe can not colonize North and South America / Latin America) Andrew Jackson – 7th President, corrupt bargain, common man, expanding democracy, spoils system, Indian Removal Act, Trail of Tears, Tariffs, John C Calhoun, South Carolina, Force Bill, Bank policies Supreme Court Cases: Marbury v Madison – established judicial review = judicial (supreme court) review (deciding what actions or laws are constitutional or not) Gibbons v Ogden – interstate commerce = federal government has authority over issues between states (case further defines federalism) McCulloch v Maryland – can a tax a federal bank? No. (case further defines federalism) Worcester v Georgia – Supreme court acknowledges boundaries of Cherokee as an independent state; therefor federal government has control of their dealings, not the states
Essential Questions: How was the American empire built? Reading and Note Taking Homework: Chapter 5 Lesson 1 – Due Thursday, November 5th Chapter 5 Lesson 2 – Due Monday, November 9th Chapter 5 Lesson 3 – Due Tuesday, November 10th Chapter 5 Quiz – Thursday, November 11th Terms and People: You are expected to be able to identify all of the following terms and people by the end of this unit. Not all of these terms are in bold, so you will need to pay careful attention to the reading and classroom lessons. 5.1 – The Imperialist Vision Imperialism Protectorate Anglo-Saxonism Alfred Mahan Building a Modern Navy Matthew C. Perry Annexation of Hawaii Queen Liliukalani Pan-Americanism 5.2 – Spanish American War The Cuban Rebellion Jose Marti Yellow Journalism Autonomy America’s Support of Cuba Explosion of the USS Maine Jingoism Emilio Aguinaldo War in the Philippines Rough Riders Theodore Roosevelt Treaty of Debate over annexation Platt Amendment Rebellion in Philippines 5.3 – New American Diplomacy Open Door Policy Sphere of Influence The Boxer Rebellion Construction of the Panama Canal Teddy Roosevelt The Roosevelt Corollary “Speak softly and carry a big stick” Dollar Diplomacy William Howard Taft Woodrow Wilson The Mexican Revolution Pancho Villa
Essential Questions: Can politics fix social problems? Reading and Note Taking Homework: Chapter 6 Lesson 1 – Monday, November 16th Chapter 6 Lesson 2 – Thursday, November 19th Chapter 6 Lesson 3 – Friday, November 20th Chapter 6 Celebration of Learning – Tuesday, November 24th Terms and People: You are expected to be able to identify all of the following terms and people by the end of this unit. Not all of these terms are in bold, so you will need to pay careful attention to the reading and classroom lessons. 6.1 – The Roots of Progressivism Progressives Muckrakers Ida Tarbell Lincoln Steffens Jacob Riis Solutions to Corruption “Laboratory of Democracy” Direct Primary Initiative Referendum Recall Suffrage Susan B. Anthony Child Labor Reform Health and Safety Codes Temperance Movement / Prohibition 6.2 – Roosevelt and Taft Theodore Roosevelt William Howard Taft The Square Deal Sherman Antitrust Act Roosevelt Takes on the Trusts Northern Securities v. United States Coal Strike of 1902 Arbitration Gentlemen’s Agreement Upton Sinclair The Jungle Pure Food and Drug Act Environmental Conservation Gifford Pinchot National Park Service Payne-Aldrich Tariff Trustbuster Taft’s Achievements 6.3 – The Wilson Years Bull-Moose Party Election of 1912 Woodrow Wilson New Freedom vs. New Nationalism Underwood Tariff Income Tax Federal Reserve Act Federal Commission Unfair trade practices Clayton Antitrust Act New Role of Government Limits of Progressivism
Homesteading Income Chart You have 4 sections of land to decide how to use each year. Roll the dice to see if you have a drought, lean, normal, or bumper crop year and fill in your results. See the example at the bottom of the page. Crop Type Year 1 Plan Year 1 Results Year 2 Plan Year 2 Results Year 3 Plan Year 3 Results Year 4 Plan Year 4 Results Year 5 Plan Year 5 Results Cattle Horses Sheep Roll of Die 1 2 3 4 5 6 Land Type Crop Type Normal Bumper Lean Normal Normal Drought Prairie Cattle $50 $100 $10 $60 $50 Pay $40 Horses $30 $70 $5 $40 $30 Pay $40 $30 $70 $5 $40 $30 Pay $15 Wheat $50 $100 $0 $65 $55 Pay $20 Example: Crop Type Year 1 Plan Year 1 Results 1 Normal Year 2 Plan Year 2 Results 3 Lean Year 3 Plan Year 3 Results 6 Drought Year 4 Plan Year 4 Results 4 Normal Year 5 Plan Year 5 Results 5 Normal Cattle 1 $50 2 $20 1 - $40 2 $120 1 $50 Horses 1 $30 2 $10 0 0 1 $30 Sheep 1 $30 0 2 - $30 0 1 $30 Wheat 1 $50 0 1 - $20 2 $130 1 $55
Racial segregation Based upon race Directed primarily against African Americans, but other groups also were kept segregated American Indians were not considered citizens until 1924. “Jim Crow” laws Passed to discriminate against African Americans Made discrimination practices legal in many communities and states Were characterized by unequal opportunities in housing, work, education, and government African American Responses: Booker T. Washington: Believed equality be achieved through vocational education; accepted social segregation W.E.B. DuBois: Believed in full political, civil, and social rights for African Americans. U.S. Western Expansion: During the nineteenth century, people’s perceptions and use of the Great Plains changed. Technological advances allowed people to live in more challenging environments. Because of new technologies, people saw the Great Plains not as a “treeless wasteland” but as a vast area to be settled. Physical features & climate of the Great Plains Flatlands that rise gradually from east to west Land eroded by wind and water Low rainfall Frequent dust storms Inventions and adaptations Barbed wire Steel plows Dry farming Sod houses Beef cattle raising Wheat farming Windmills Railroads Advances in transportation linked resources, products, and markets. Manufacturing areas were clustered near centers of population. Transportation resources: Moving natural resources (e.g., copper, lead) to eastern factories Moving iron ore deposits to sites of steel mills (e.g., Pittsburgh) Transporting finished products to national markets Examples of manufacturing areas: Textile industry: New England Automobile industry: Detroit Steel industry: Pittsburgh Reasons for increase westward expansion: Opportunities for land ownership Technological advances, including the Transcontinental Railroad Possibility of obtaining wealth, created by the discovery of gold and silver Desire for adventure Desire for a new beginning for former enslaved African Americans Impact on American Indians: Opposition by American Indians to westward expansion (Battle of Little Bighorn, Sitting Bull, Geronimo) Forced relocation from traditional lands to reservations (Chief Joseph, Nez Percé) Reduced population through warfare and disease (Battle of Wounded Knee) Assimilation attempts and lifestyle changes (e.g., reduction of buffalo population) Reduced their homelands through treaties that were broken U.S. Immigration and Population Growth: Population changes, growth of cities, & new inventions produced interaction & often conflict between different cultural groups and in urban areas.
Representative citizens have influenced America scientifically, culturally, academically, and economically. Science: -Charles Drew: Medicine (plasma) -J. Robert Oppenheimer: Physics (Manhattan Project team) Culture: -Frank Lloyd Wright: Architecture -Martha Graham: Dance Academics: -Henry Louis Gates: History -Maya Angelou: Literature Economics: -Bill Gates: Computer technology (Microsoft) -Ray Kroc: Franchising (McDonald’s)
Essential Questions: Why would people take on the challenges of life in the West? How did the United States become an industrialized society the Civil War? Reading and Note Taking Homework: Chapter 2, Lesson 1 & Lesson 2 – Due Tuesday September 22 Chapter 2, Lesson 3 – Due Thursday September 24 Chapter 2 Quiz – Friday September 25 Chapter 3 Lesson 1 & 2 – Due Monday, September 28 Chapter 3 Lesson 3 – Due Friday October 2 Chapter 3 Lesson 4 – Due Monday October 5 Unit 2 Test – Wednesday, October 7th Terms and People: You are expected to be able to identify all of the following terms and people by the end of this unit. Not all of these terms are in bold, so you will need to pay careful attention to the reading and classroom lessons. 2.1 Boomtown Comstock Lode Vigilance committee Bust Pike’s Peak Hoax Sluice Hydraulic Mining Texas Longhorn Open Range Long Barbed Wire Haciendas Barrios 2.2 Challenges on the Plains Homestead / Homestead Act Dry Farming Sodbusters Bonanza 2.3 Nomads Dakota Sioux Uprising Red Cloud’s War Sand Creek Massacre Indian Peace Commission Battle of Little Bighorn Wounded Knee Act Assimilation Allotment 3.1 Gross National Product Population Growth Thomas Edison Alexander Graham Bell New Inventions Entrepreneurs 3.2 Transcontinental Railroad Central Pacific and Union Pacific Impact of the Railroad Time Zones Land Grants Credit Mobilier Scandal Cornelius Vanderbilt Jay 3.3 Corporation Economies of Scale Andrew Carnegie John D. Rockefeller J.P. Morgan Bessemer Process Vertical Integration Horizontal Integration Monopoly Trust Holding Company Investment Banking Department Stores 3.4 Deflation Industrial Unions Blacklist Strikebreakers Lockouts Karl Marx The Railroad Strike The Knights of Labor Arbitration Haymarket Riot Homestead and Pullman Strikes Injunction
9-12 United States History The U.S. history standards promote both historical content and historical thinking skills to prepare students with a strong foundation in significant historical content and with the skills necessary to apply historical thinking to any historical context. These are the skills required not only for college and career success, but for effective democratic citizenship. Content Anchor Standard 9-12 United States History Examine Factors that Led to Continuity and Change in Human and Group Behavior **SS-US.9-12.13. Analyze how diverse ideologies impacted political and social institutions during eras such as Reconstruction, the Progressive Era, and the Civil Rights movement. Recognize the Interaction Between Individuals and Various Groups **SS-US.9-12.14. Evaluate the impact of gender roles on economic, political, and social life in the U.S. Apply Civic Virtues and Democratic Principles **SS-US.9-12.15. Assess the impact of individuals and reform movements on changes to rights and liberties. (21st century skills) Evaluate the National Economy SS-US.9-12.16. Examine labor and governmental efforts to reform and/or maintain a capitalistic economic system in the Great Depression. Analyze Human Population Movement and Patterns **SS-US.9-12.17. Explain the patterns of and responses to immigration on the development of American culture and law. **SS-US.9-12.18. Analyze the effects of urbanization, segregation, and voluntary and forced migration within regions of the U.S. on social, political, and economic structures. Analyze Global Interconnections SS-US.9-12.19. Examine how imperialism changed the role of the United States on the stage prior to World War I. SS-US.9-12.20. Analyze the growth of and challenges to U.S. involvement in the world in the post-World War II era. Analyze Change, Continuity, and Context SS-US.9-12.21. Analyze change, continuity and context across eras and places of study from civil war to modern America. SS-US.9-12.22. Evaluate the impact of inventions and technological innovations on the American society and culture.
(1,6) Discuss Politics in the Gilded Age / Rivas Review Thurs 10/16 Chapter 15 Test Fri 10/17 (4,1 ) Week of 10/6 - 10/10 6.1.12.B.5.b ; 6.1.12.D.5.; 6.1.12.D.6.a -.ELA-LITERACY.RH.11-12.1 .Technology: 8.1.8.A.5 . This week we will study the economic, social, and political effects of immigration and understand the immigrant experience through primary sources. Monday 10/6: (1,6) Your Smithsonian Exhibit presentations. Bring in permission slips for Ellis Island /Statue of Liberty trip! Tuesday 10/7: (4) Your Smithsonian Exhibit presentations (1) New Unit: Immigration & Urbanization / HW: Part 1 only Wednesday 10/8: (4,6) New Unit: Immigration & Urbanization / HW: Part 1 only Thursday 10/9: (1,6) Part 2 / HW: Finish your letter (if you need to) & Read 460-472 Friday 10/10; PERMISSION SLIPS and $25 DUE by today. No later. (4) Part 2 HW: Read 460-472 (1,6) Review hw concepts, questions & terms. Possible assessment Week of 9/29 - 10/3 NJSS: 6.1.12.A.5.c ; 6.1.12.B.5.a ; 8.1.12.E.2 ; CCSS.ELA-LITERACY.RH.11-12.2
Marxism came to be seen as just another version of patriarchal, positivist science, or, at as just another modern enlightenment theory. The unhappy marriage of Marxism and feminism was followed by the debate between Radical Feminism, Postmodernism, and Critical Theory. How much sense we can make of the cacophony, even with the benefit of a half-century of historical hindsight, remains to be seen. Marxists seem less antagonistic toward feminists, and vice-versa, to a lesser extent. Postmodernism seems to have run its course. Yet radicals and liberals continue to argue among themselves, rather than focusing their attention on the conservatives, who are enjoying a resurgence fueled by the fall of the Soviet Union and the War on Terrorism. Perhaps we can begin with Marxist Sociology, in the hope of making some sense of what has happened to Sociological Theory in the U.S. since 1968.
Name: ________________________________________________________________________________________________ Date: ____________________ Section: ________________ U.S. vs Roman Government – Identifying Responsibilities Mr. LaBrache/Ms. Rice DIRECTIONS: There are many similarities between our government in the U.S. today and ancient Rome’s Republic. The responsibilities of the branches often overlap. This system of “checks and balances” was designed purposefully so that no one branch becomes too powerful. Complete the chart below by matching the responsibility with the branch of government. Put a checkmark in the box of all branches that apply. Resources: U.S. Government notes, “Rise of the Republic” worksheet, and Message of Ancient Days p. 406 – 411 United States Roman Republic Responsibility Executive Judicial Legislative Consuls Senate Tribune Citizens Assembly Makes and votes on laws Controls the treasury Decides if laws are constitutional Protects Plebeian rights Can veto laws Final vote on all laws Nominates leaders Runs the day to day business of the government
Attempt the following question only Sources 1,2 and 3. What conclusions can be drawn about inequality in the USA? You must draw conclusions about: Inequalities in education Inequalities in health You must give an overall conclusion on inequality between men and women in the USA. Source A The jobless rates for Blacks (16.0 percent), Hispanics (12.5 percent), Whites (8.7 percent), and Asians (7.5 percent) were much higher than their prerecession levels. Source B Real earnings of workers, by gender, 1973–2012 (2012 dollars) Source C Poverty Rates of All Persons by Race and Ethnicity 1979-2011 Source D Attempt the following question using only Sources A, B, C and D. To what extent is it accurate to that there have been improvements in economic inequality indicators such as employment, poverty rates and earnings?
Products 1919 1929 This would have changed the consumer’s life because… Cars 9 Million 26 Million Radios 60,000 10 Million Telephones 10 Million 20 Million Activity: In the box which shows a range of new consumer goods available for Americans to buy in the 1920’s, explain how it would have changed a consumer’s life. Advertising encouraged people to buy products even if they did not have the money but people could obtain things on credit, through hire purchase and other schemes. New chain stores such as Woolworths developed and by the end of the 1920’s, the largest 200 corporations possessed about 20% of the nation’s wealth. Republican Economic Policies Republican Presidents – there were 3 Republican Presidents from 1922 onwards (H.C.H): Warren Harding (1921-1923), Calvin Coolidge (1923-1929) and Herbert Hoover (1929-1933) which meant Republican ideology was consistently followed. Andrew Mellon was Secretary of the Treasury and he gave big businesses what it wanted because businessmen believed that if taxes were low, people and companies would have more money to invest and had a laissez faire attitude with government interference in economic matters. Laissez Faire – this means to “leave alone”. Republicans believed that if the government did not interfere with people lives then they would be free to make money. “Rugged Individualism” – people achieve success by their own hard work which was a term used by Herbert Hoover.
FCA Federal Government The US national government that is in Washington DC. FERA Fireside Chats Franklin D. Roosevelt FSA Glass-Steagall Act 1933 Act of Congress prohibiting commercial banks from participating in the investment banking business. Gold Standard The system, abandoned in the Depression of the 1930’s, by the value of a currency was defined in terms of gold, for which the currency could be exchanged. Harlem Globetrotters Hawley-Smoot Tariff
Items for information only (oral reports if time permits) ISO/TC 22/SC 7 (injection equipment and filters for use on road vehicles) – Dan Arens will report. ISO/TC 70/SC 7 (tests for lubricating oil filters in internal combustion engines) – Dan Arens will report. SAE Filter Test Method Committee – Eric Quillen will report. ASTM work related to contamination control – Ed Bielo and Clay Bielo to report. Future Meeting Locations: October 22 – 25, 2018 ISO TC 131 - meeting will be held in Xinxiang, China. US TAG to SC 6 The fall meeting may be either Nashville, Memphis or Atlanta but the dates and location have not been finalized. Will likely be the week of the 10th. Ed Bielo will need to coordinate with SAE Adjournment by 5:00 pm.
Number Title Date .6 Specifications See Exhibit D – Schedule of Plans and Specifications Issued for Permit and Construction. Section Title Date Pages .7 Addenda, if any: See Exhibit D – Schedule of Plans and Specifications Issued for Permit and Construction. Number Date Pages Portions of Addenda relating to bidding or proposal requirements are not part of the Contract Documents unless the bidding or proposal requirements are also enumerated in this Article 9. .8 Other Exhibits: (Check all boxes that apply and include appropriate information identifying the exhibit where required.) [] AIA Document E204™–2017, Sustainable Projects Exhibit, dated as indicated below: (Insert the date of the E204-2017 incorporated into this Agreement.) [] The Sustainability Plan: See Exhibit C – Schedule of Plans and Specifications Issued for Permit and Construction. Title Date Pages [] Supplementary and other Conditions of the Contract: See Exhibit C – Schedule of Plans and Specifications Issued for Permit and Construction. Document Title Date Pages .9 Other documents, if any, listed below: (List here any additional documents that are intended to form part of the Contract Documents. AIA Document A201™–2017 provides that the advertisement or invitation to bid, Instructions to Bidders, sample forms, the Contractor’s bid or proposal, portions of Addenda relating to bidding or proposal requirements, and other information furnished by the Owner in anticipation of receiving bids or proposals, are not part of the Contract Documents unless enumerated in this Agreement. Any such documents should be listed here only if intended to be part of the Contract Documents.) The following EXHIBITS are attached hereto and incorporated fully herein: Exhibit A – AIA Document A101™–2017, Exhibit A, Insurance and Bonds Exhibit B – Project Schedule Exhibit C – Schedule of Values Exhibit D – Schedule of Plans and Specifications Issued for Permit and Construction. Exhibit E – Assumptions, Alternates, Allowances, and Unit Prices Exhibit F - Forms of Unconditional Lien Release and Conditional Lien Release on Progress Payment Exhibit G – Form of Change Order Exhibit H – Certificate of Liability Insurance Exhibit I– Contractor’s List of Subcontractors Exhibit J – Professional Liability Certificate Exhibit K – G702/G703
Exhibit J– Contractor’s List of Subcontractors Exhibit K – Professional Liability Certificate Exhibit L – G702/G703 This Agreement entered into as of the day and year first written above. [] OWNER (Signature) CONTRACTOR (Signature) (Printed name and title) (Printed name and title)
NOTIFICATION The following notification is being circulated in accordance with Article 10.6 1. Notifying Member: United States of America If applicable, name of local government involved (Article 3.2 and 7.2): 2. Agency responsible: Federal Commission (FTC) [1338] Name and address (including telephone and fax numbers, email and website addresses, if available) of agency or authority designated to handle comments regarding the notification shall be indicated if different from above: Please submit comments to: USA WTO TBT Enquiry Point, Email: 3. Notified under Article 2.9.2 [X], 2.10.1 [ ], 5.6.2 [ ], 5.7.1 [ ], other: 4. Products covered (HS or CCCN where applicable, otherwise national tariff heading. ICS numbers may be provided in addition, where applicable): Dishwashers, furnaces, room air conditioners, and pool heaters. Environmental protection (ICS 13.020), Laundry appliances (ICS 97.060), Domestic, commercial and industrial heating appliances (ICS 97.100), Ventilators. Fans. (ICS 23.120). 5. Title, number of pages and language(s) of the notified document: Energy Labeling Rule (13 page(s), in English) 6. Description of content: The Commission proposes to amend the Energy Labeling Rule ("Rule") by updating ranges of comparability and unit energy cost figures on EnergyGuide labels for dishwashers, furnaces, room air conditioners, and pool heaters. The Commission also proposes to set a compliance date for EnergyGuide labels on room air conditioner boxes. 7. Objective and rationale, including the nature of urgent problems where applicable: Consumer information, labelling; Protection of the environment 8. Relevant documents: 82 Federal Register (FR) 9 November 2017; Title 16 Code of Federal Regulations (CFR) Part 305. Will appear in the Federal Register when adopted. 9. Proposed date of adoption: To be determined Proposed date of entry into force: To be determined 10. Final date for comments: 4 December 2017 11. Texts available from: National enquiry point [ ] or address, telephone and fax numbers and email and website addresses, if available, of other body:
PRODUCT DISCONTINUATION NOTICE PDN No.: USA2013-005 ixys Product Type: ixtf03N400, IXTF1N400, IXTH03N400 type: VERY High Voltage MosfetS Recommend replacement: sEE BELOW DISCONTINUED rEPLACEMENT DEVICE IXTF03N400 - - - - - IXTF02N450 IXTF1N400 - - - - - IXTF1N450 IXTH03N400 - - - - - CONTACT ixys MILPITAS rEASON for Discontinuation: HIGHER VOLTAGE GRADE DEVICES ARE AVAILABLE Last time order date: mARCH 2014 last time delivery date: mARCH 2015 internal reference: n/a In case of any question, please contact - SUDHIR KOMMINENI 408-457-9095 pREPARED BY GORDON ROSETE Title/function DEPT. HEAD qa date mARCH 6, 2013 e-mail G.ROSETE@IXYS.NET CUSTOMER RESPONSE: (please fill in and return by e-mail, fax or mail within 4 weeks) for further questions/ information Company: _______________________________________________________ please comment Name & Position _______________________________________________________ Phone / Fax No: _______________________________________________________ IF 0266 Rev.0 (01.26.10) Page 1 of 1 Reference QS 0073
AQA History – USA 1865 – 1975: The Making of a Superpower AS Revision Booklet USA 1865 – 1975 (The Making of a Superpower) Personal Learning Checklist Skills Checklist R Steps to Improve… A Steps to Improve… G Use the introduction to identify the themes / factors of the question. Use the introduction to set the question’s context. Signpost each factor clearly, showing how it to the question. Use paragraphs to organise points. Use an appropriate structure. Use appropriate language to in a controlled, coherent way. Analyse a range of factors to ensure a balanced argument. Recall and use relevant, accurate and examples from my own knowledge. Support all points with well-selected, precise and detailed evidence from all extracts. Link points back to the question before asked.
Practice Questions (Own Knowledge) The Era of Reconstruction, 1865 – 1877 The main reason for the growth in the US economy from 1865 to 1877 was the improvements in transport. Assess the validity of tis view. The main reason for Westward expansion 1865 – 1877 was the “Manifest Destiny.” Assess the validity of this view. The main effect of Reconstruction for African Americans was the introduction of the Jim Crow Laws. Assess the validity of this view. The Gilded Age, 1877 – 1890 The most important reason for expansion West in the 1865 to 1890 was the development of the railroads. Assess the validity of this view. The greatest threat to the position of African Americans in the South in the years 1865 – 90 was formal segregation. Assess the validity of this view. The main effect of increased immigration to the USA in the years 1865 to 1890 was the growth of “nativism”. Assess the validity of this view. Progressivism and Imperialism, 1890 – 1912 To what extent was the growth of imperialism in the years 1890 to 1912 due to the search for new markets? The main reason for the growth of the Progressive Movement in the years 1890 – 1912 was because of the need to regulate big business. Assess the validity of this view. To what extent was the regulation of big business the most important achievement of the Progressive Movement in the years 1890 – 1912? Emergence on the World Stage, 1912 – 1920 Wilson was the most progressive of the American presidents in the years 1890 to 1920. Assess the validity of this view.
Cheating is “the act of obtaining or attempting to obtain credit for academic work through the use of any dishonest, deceptive, or fraudulent means.” Plagiarism is “the practice of taking someone else's work or ideas and passing them off as one's own.” Course Plagiarism Policy If an assignment is submitted with any signs of plagiarism the student will be given a 0%, the student, school, and parent/guardian will be notified. The student will be allowed to redo the assignment and receive full credit. The student is only allowed to redo an assignment once because of plagiarism. If a later assignment is plagiarized the student will receive a 0%, will not be allowed to redo it, and the teacher will suggest to the school that the student be dropped. Important Note: Any form of academic dishonesty, including cheating and plagiarism, will be reported to your parent/guardian and to your school administrators. Build Rapport If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective professional. Make sure that you are proactive in informing your instructor when difficulties arise during the semester so that we can help you find a solution. Complete Assignments All assignments for this course will be submitted electronically through Moodle unless otherwise instructed. If you have any trouble submitting your assignment in Moodle you should email your teacher immediately. Understand When You May Drop This Course Each school has its own policy on when a student may drop their online course. Please see your school counselor if you have any questions about this. Your teacher can NOT drop you from your course, only your school administrator. Sample Pacing Guide/ Due Dates: All work is due by midnight on the date below or a 0 will be given. FEEL FREE TO WORK AHEAD! Begin Jan 18th, First due date Feb 5th- Unit 1 and Unit 2 Part 1 (scroll down through course to see how Unit is divided) 8 assignments total- 2 projects Due Feb 19th- Remainder of Unit 2, Parts 2-4 (scroll down the course page to see the sections of Unit 2, do not use the links to the left)
TABLE OF CONTENTS 1 Introduction 2 1.1 Document overview 2 1.2 Abbreviations and Glossary 2 1.2.1 Abbreviations 2 1.2.2 Glossary 2 1.3 References 2 1.3.1 Project References 2 1.3.2 Standard and regulatory References 3 1.4 Conventions 3 2 Use Specification 3 2.1 Description, intended use 3 2.2 Equipment application specification 4 2.2.1 Medical purpose 4 2.2.2 Patient population 4 2.2.3 Intended user 4 2.2.4 Application 4 3 Risk assessment 5 3.1 Characteristics related to safety 5 3.1.1 Primary operating functions and use scenarios 5 3.1.2 Possible Use errors 5 3.2 Hazardous phenomena, hazardous situations and hazard-related use scenarios 5 3.3 Hazard-related use scenarios for summative evaluation 5 3.4 Mitigation actions and the user interface specification 6 4 Formative Evaluations 6 5 Summative Evaluations 6 5.1 Summative Evaluation Protocol 6 5.2 Summative Evaluation Report 7 Introduction Document overview This document is the usability engineering file of XXX system/software. Abbreviations and Glossary Abbreviations Add here abbreviations Glossary Add here words definitions
Give a summary of the results: Examples with success or failures No score below the minimal success rates defined in section 2.3 Or Two scores were below the minimal success rates defined in section 2.3 Conclusion Give a conclusion of the summative evaluation If all criteria are passed and no new user error was detected during the evaluation, then the summative evaluation is successful and the usability of the user interface is validated. If one criterion didn’t pass or new user errors not present in the usability engineering file were detected then the summative evaluation is either unsuccessful: a new round of design is required (too bad!); successful but with reservations. The user interface is validated and the reservations can be monitored in post-market surveillance. Annex A : Evaluation Form User: Adress, e-mail, phone: Contact: Device: xxx Version: Copy the content of the table in section 2.3 Have you been able to: 1 Perform a query on the PACS? No □ Yes □ 2 Load a patient study No □ Yes □ 3 Draw a ROI No □ Yes □ 4 Save a key image No □ Yes □ In a scale between 0 (impossible to use) to 10 (very easy to use), how would you rate this device?