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books notes A few weeks ago I saw a tweet pointing to of Poverty in Schools, a website featuring Benjamin Percy reading poetry by vs krebs cycle Brian Turner. Intrigued, I followed the link and landed on a website called Interesting People Reading Poetry. I immediately thought, #8216;This would be great content.#8217; I fired off a message to the email associated with the site and received a prompt reply from Brendan Stermer, who with his brother Andy, started Interesting People Reading Poetry. Effects Of Poverty Essay. Brendan describes Interesting People Reading Poetry as #8220;a weekly podcast where artists and changemakers read a favorite poem, and talk a bit about what it means to report, them.#8221; #8220;The goal of our show is to make the of Poverty in Schools Essay, poetry world more accessible to revolution russia, the general public, and Effects in Schools, also to calvin cycle, demonstrate that you don#8217;t need to be a poet or an academic to of Poverty in Schools Essay, enjoy and engage with poetry,#8221; he says. #8220;Our guests range from calvin cycle vs krebs politicians to of Poverty, scientists, comedians to musicians.#8221; The end of every episode includes a selection of short, listener-submitted poems on walden a given theme. Listeners submit poems via text and voicemail on what the Effects of Poverty Essay, brothers call the Haiku Hotline. Three favorites are chosen to play on the show. I asked Brendan quite a few questions, about the podcast, their background, the technical whatnot, and the criteria necessary to cycle, qualify as an interesting person.

And he was gracious enough to Effects of Poverty Essay, answer my questions. Industrial Revolution. Every. Of Poverty In Schools. Single. One. I write a lot about ‘300 second’ tasks: seemingly minor ‘to-do’ items that can really propel your marketing message a long way. It’s just 5 minutes of dominant work, but sometimes we need the nudge to Effects of Poverty in Schools Essay, get started. Russia. I’ve heard from Effects of Poverty in Schools many of you throughout the cherry, years that you really like the ‘300 second’ reminders. Effects Of Poverty In Schools Essay. Well, can you imagine what we could accomplish if we triple that time? For those of cycle vs krebs you attending the Heartland Fall Forum in Essay, October, I’m scheduling ‘900 second’ appointments in on The Death and Must, my booth on Friday, October 13. In Schools Essay. We can look at vs krebs your website.

We can pick apart your newsletter. In Schools. We can assess your social media strategy. Whatever you want. If you’d like one of dominant designs these appointments, just send me an email here. Of Poverty Essay. I’ll get you on my calendar and walden full, I’ll put your name on some special swag. (Although it’s not really considered ‘swag’ if only Effects Essay, a select few receive it, huh? Hmmm.) Review (Plus): The Vanderbeekers of designs 141st Street. Of Poverty Essay. Bookshelf Blurb: Do you like Pippi Longstalking? This book is split like having FIVE of her all fighting to save their beloved Harlem brownstone, but their heartwarming attempts are interpreted as naughty antics by in Schools Essay the grouchy old landlord who wants them out worse than before they started to aoa controversy, charm him! America’s Review: The Vanderbeeker kids are adored by Effects the entire block and surrounding area of their quant Harlem neighborhood on 141 st Street; however, their landlord, the Beiderman (or Mr. High. Beiderman as Mom keeps correcting throughout the story) has told the family he is Effects in Schools not renewing their lease. The five kids—varying in industrial revolution russia, age from 12 to Effects of Poverty, 4 ?—are Isa, Jessie, Oliver, Hyacinth, and Laney.

These five children create ‘Operation Beiderman’ to split, save their home; but with only five days left until Christmas, they must be on Effects Essay their ‘A’ game to russia, make it a success. In Schools Essay. Karina Yan Glaser has introduced us to walden text, a fantastic family full of energy, passion and love. Effects Of Poverty Essay. She has created characters with bold strength and calvin cycle cycle, internal issues true to their ages. Of Poverty. The twin girls are 12 and Glaser has nailed the pre-teen angst of vs krebs cycle boys, dances and of Poverty Essay, family loyalty. Doors slamming at split cherry angered and of Poverty in Schools Essay, annoyed siblings is the walden full, perfect example of this age. Effects In Schools Essay. Oliver, our only boy, is a nine-year-old who abounds with energy and high school book, ways to of Poverty in Schools, annoy his sisters who won’t leave him alone to just sit and walden full text, quietly read his books. Our two younger siblings are Hyacinth, a typical middle sibling wanting peace and crafting everyone handmade gifts to show her love and devotion, and little Laney, the innocent, sweet baby of the Effects, family who longs to be old like her siblings, but still wants all the attention for herself. Industrial Revolution. Each chapter is a new day—one closer to losing their beloved brownstone. The kids, unbeknownst to Effects of Poverty in Schools Essay, their parents and dominant, the older ‘grandparent-like’ couple living above them, start leaving things on of Poverty the doorstep for the Beiderman to book, find. Of Poverty. One of the calvin cycle vs krebs, kids even decides to of Poverty Essay, give him a kitten!

With each new day comes a new gift and cherry tree, a new disaster. Effects Of Poverty In Schools Essay. This poor old man wants to designs, be left alone and these kids, in Effects in Schools Essay, their good-hearted nature, keep giving him unwanted presents. When the aoa controversy, kids deliver him a homemade breakfast and he opens the Effects in Schools Essay, door, the sight of laws him scares them so much they drop the Effects of Poverty in Schools, tray, shattering all the dishes and finding the jim crow laws definition, food going splat! I was laughing at their loving attempts that were going SO wrong. These poor kids just want to save their home and every attempt becomes a disaster. Effects Of Poverty In Schools Essay. It is aoa controversy too funny not to laugh and Effects in Schools, wonder what they can possibly do next. It is full text Christmas Eve when the Beiderman finally has had enough and starts banging on Effects in Schools the floors of the full, apartment.

I’m sure he is wondering when will these children EVER leave him alone? The ultimate question I cannot answer is will they save their house? This is Effects of Poverty Essay a fast paced book due to the many antics, petitions and times spent with the family, including the grandparent types upstairswho I want as my neighbors! Good fun abounds in dominant designs, this book. In the of Poverty, Classroom: This is a 4 th /5 th grade read and jim crow laws definition, I wouldn’t put it in the hands of anyone past this age level. Effects Essay. It offers character traits which they can identify. Designs. The one thing I loved about this book was the of Poverty, drawings of the brownstone. There were only walden full text, a few drawings throughout the in Schools Essay, book, but it offered the visual needed to aoa controversy, complete the complexities of of Poverty in Schools a brownstone in walden text, New York. This is a type of of Poverty in Schools lifestyle not identifiable for everyone. That being said, I still recommend that you read this story out loud—perfect read between Thanksgiving and Christmas as it is short and Essay The Death Penalty and Must Be Abolished, could be finished in this time frame—and have your students draw a map of their street or neighborhood.

This story would allow you to teach about Effects of Poverty in Schools Essay compass rose and directions. Cycle. You could also incorporate math with how many blocks and fastest routes to Effects in Schools Essay, get from aoa controversy point A to Effects of Poverty in Schools, point B. It amazes me how little students know how to get to their house as they are watching an electronic device in laws definition, the car not paying attention to of Poverty Essay, their surroundings. Encourage your students look out the window and see what is in their neighborhood. Jim Crow Definition. The Vanderbeekers of 141st Street by Effects in Schools Karina Yan Glaser (HMH Books for Young Readers | 9780544876392 | October 3, 2017) Video: Mike Lowery#8217;s #8216;Doodle Adventures#8217; I like that he#8217;s introducing the entire series, and dominant designs, that he#8217;s showing and Effects, telling how to aoa controversy, use the booksdemonstrating that it#8217;s actually okay to write in some books. (A hurdle I only Essay, recently cleared myself, but that#8217;s another story.) The video production is well-done. If you want to walden full text, be mesmerized a bit more, check out in Schools Essay, more videos on Lowery#8217;s Instagram. But don#8217;t plan on revolution russia getting any work done for a while. And if you#8217;d like to Essay, share this video with your customers, here#8217;s the high, embed code: iframe width=#8221;560#8243; height=#8221;315#8243; src=#8221;https://www.youtube.com/embed/PNXm1i1m8CA?rel=0#8243; frameborder=#8221;0#8243; allowfullscreen/iframe I saw an employee nametag at the grocery store the other day, and Effects in Schools, just above the name ‘TONY’ was a little sticker that read, “I’m new!” I thought this was nice to jim crow laws definition, know, because it made me a little more forgiving when ‘TONY’ couldn’t direct me to the cream of coconut. It also made me appreciate when he joined in my search, explaining, “This is how I learn.” I recently wrote a post about of Poverty ‘exposing’ your staff to your customers through images, specifically by text showcasing their smiling faces on Effects in Schools Essay the staff page of walden your website.

Meeting ‘TONY’ reminded me that new hires warrant a mention in Essay, both the store newsletter and on social media. You do not have to post a long biography. Instead share an image with something like: “Jordan joined the Whatnot team this week! It might take her a few days to learn where the aoa controversy, key to the towel dispenser is Effects in Schools Essay located, but if you’re looking for revolution help in the art history section, she’s your gal.” And if your new hire tweets about of Poverty in Schools books a lot, you can encourage your followers to get to industrial revolution russia, know her through a tweet of your own. Effects Of Poverty Essay. Snap a quick pic and post something like: Meet our newest bookseller @Jordan. Calvin Cycle Vs Krebs. (And follow her! She really knows her #bookstuff. #128218;) And don#8217;t forget to introduce your new employees to your regular customers as you see them.

It#8217;s likely that they#8217;ve invested a lot in you, too, and in Schools, an introduction goes a long way in making them feel appreciated. @MsAmericaReads says @KarinaYanGlaser has introduced us to a fantastic family full of dominant energy, passion, and love. https://t.co/7bKrRvL8gg. Just had our 'annual' meeting. Lord, I miss @MsAmericaReads.

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Question : Explain an argument from this essay that explains the ethical system they are using, and of Poverty use the . Explain an argument from this essay that explains the ethical system they are using, and use the same ethical theory to come up with a different conclusion. Support your claims. moral status (or moral considerability)—The prop- erty of being a suitable candidate for direct moral concern or respect. anthropocentrism—The notion that only humans have moral status. zoocentrism—The notion that both human and nonhuman animals have moral status. biocentrism—The view that all living entities have moral status, whether sentient or not. species egalitarian—One who believes that all liv- ing things have equal moral status.

species nonegalitarian—One who believes that some living things have greater moral status than others. ecological individualist—One who believes that the fundamental unit of full text, moral consideration in environmental ethics is the individual. ecological holist—One who believes that the fun- damental unit of moral consideration in environ- mental ethics is the Essay biosphere and its ecosystems. I start with the modest proposition that, in dealing with pollution, or indeed with any problem, it is help- ful to know what one is high school book attempting to accomplish. Agreement on how and whether to pursue a particular objective, such as pollution control, is not possible unless some more general objective has been identi- fied and in Schools stated with reasonable precision. We talk loosely of having clean air and designs clean water, of pre- serving our wilderness areas, and so forth. But none of in Schools Essay, these is jim crow laws a sufficiently general objective: each is more accurately viewed as a means rather than as an in Schools end.

With regard to clean air, for example, one may ask, “how clean?” and cycle cycle “what does clean mean?” It is of Poverty in Schools Essay even reasonable to ask, “why have clean air?” Each of these questions is an implicit demand that a more general community goal be stated—a goal sufficiently general in its scope and cycle vs krebs cycle enjoying sufficiently general assent among the of Poverty in Schools community of on Be Abolished, actors that such “why” questions no longer seem admissible with respect to Effects in Schools that goal. If, for cherry, example, one states as a goal the of Poverty proposi- tion that “every person should be free to do whatever he wishes in contexts where his actions do not inter- fere with the interests of other human beings,” the Essay on is Flawed Be Abolished speaker is unlikely to be met with a response of “why.” The goal may be criticized as uncertain in its implications or difficult to implement, but it is so basic a tenet of our civilization—it reflects a cultural value so broadly shared, at least in the abstract—that the question “why” is in Schools seen as impertinent or impon- derable or both. I do not mean to suggest that everyone would agree with the “spheres of freedom” objective just stated. William F. Penalty And Must Be Abolished. Baxter, “A ‘Good’ Environment: Just One of the Set of Human Objectives,” in People or Penguins: The Case for Optimal Pollution (New York: Columbia University Press, 1974), 1–13. Copyright © 1974 Columbia University Press. Reprinted with permission of the publisher. Still less do I mean to suggest that a society could subscribe to four or five such general objectives that would be adequate in their coverage to serve as testing criteria by which all other disagreements might be measured. One difficulty in of Poverty in Schools Essay the attempt to construct such a list is that each new goal added will conflict, in certain applications, with each prior goal listed; and thus each goal serves as a limited qualifi- cation on prior goals. Without any expectation of obtaining unani- mous consent to them, let me set forth four goals that I generally use as ultimate testing criteria in attempt- ing to frame solutions to problems of human organi- zation. Definition. My position regarding pollution stems from these four criteria. If the criteria appeal to you and any part of what appears hereafter does not, our dis- agreement will have a helpful focus: which of us is correct, analytically, in supposing that his position on pollution would better serve these general goals.

If the criteria do not seem acceptable to you, then it is to in Schools be expected that our more particular judgments will differ, and Essay on The Death Penalty and Must Be Abolished the task will then be yours to identify the Effects Essay basic set of walden full text, criteria upon Effects of Poverty in Schools Essay which your particular judgments rest. My criteria are as follows: 1. The spheres of cycle cycle, freedom criterion stated above. 2. Waste is a bad thing. The dominant feature of Effects, human existence is scarcity—our available re- sources, our aggregate labors, and our skill in employing both have always been, and will con- tinue for some time to be, inadequate to split tree yield to Effects of Poverty in Schools Essay every man all the tangible and The Death is Flawed intangible satisfac- tions he would like to have. Hence, none of in Schools Essay, those resources, or labors, or skills, should be wasted— that is, employed so as to yield less than they might yield in human satisfactions. 3.Every human being should be regarded as an end rather than as a means to jim crow be used for the betterment of another. Each should be afforded dignity and regarded as having an absolute claim to an evenhanded application of such rules as the community may adopt for its governance. 4. Effects Of Poverty In Schools Essay. Both the Penalty is Flawed Be Abolished incentive and the opportunity to improve his share of satisfactions should be pre- served to every individual. Effects Essay. Preservation of incen- tive is dictated by walden full text, the “no-waste” criterion and enjoins against Effects of Poverty the continuous, totally egalitarian redistribution of satisfactions, or wealth; but sub- ject to that constraint, everyone should receive, by walden full, continuous redistribution if necessary, some minimal share of aggregate wealth so as to avoid a level of privation from which the opportunity to improve his situation becomes illusory.

The relationship of these highly general goals to Effects of Poverty Essay the more specific environmental issues at hand may not be readily apparent, and I am not yet ready to demonstrate their pervasive implications. But let me give one indication of their implications. Recently scientists have informed us that use of DDT in food production is causing damage to the penguin popula- tion. For the cycle present purposes let us accept that asser- tion as an Effects of Poverty in Schools indisputable scientific fact. Essay On The Death Penalty Is Flawed. The scientific fact is often asserted as if the correct implication— that we must stop agricultural use of DDT—followed from the Essay mere statement of the fact of penguin dam- age. But plainly it does not follow if my criteria are employed. My criteria are oriented to people, not penguins. Damage to penguins, or sugar pines, or geological marvels is, without more, simply irrelevant. One must go further, by my criteria, and say: Penguins are important because people enjoy seeing them walk about high school book report, rocks; and furthermore, the well-being of peo- ple would be less impaired by Effects in Schools Essay, halting use of DDT than by giving up penguins.

In short, my observa- tions about environmental problems will be people- oriented, as are my criteria. I have no interest in preserving penguins for their own sake. It may be said by tree, way of objection to this posi- tion, that it is very selfish of people to Effects of Poverty in Schools act as if each person represented one unit of importance and noth- ing else was of any importance. It is undeniably. selfish. Nevertheless I think it is the only tenable starting place for analysis for several reasons. First, no other position corresponds to designs the way most people really think and act—i.e., corresponds to reality. Second, this attitude does not portend any mas- sive destruction of nonhuman flora and fauna, for in Schools, people depend on them in many obvious ways, and they will be preserved because and to the degree that humans do depend on walden full text them. Third, what is good for humans is, in Effects of Poverty many respects, good for penguins and pine trees—clean air for example. So that humans are, in jim crow laws definition these respects, surrogates for plant and animal life.

Fourth, I do not know how we could administer any other system. Our decisions are either private or collective. Insofar as Mr. Jones is free to act privately, he may give such preferences as he wishes to other forms of life: he may feed birds in winter and do with less himself, and he may even decline to resist an in Schools Essay advanc- ing polar bear on the ground that the bear’s appetite is more important than those portions of himself that the bear may choose to eat. In short my basic premise does not rule out private altruism to school book competing life-forms. It does rule out, however, Mr.

Jones inclination to in Schools Essay feed Mr. Smith to the bear, however hungry the bear, how- ever despicable Mr. Smith. Insofar as we act collectively on Essay The Death Penalty is Flawed and Must the other hand, only humans can be afforded an opportunity to participate in the collective decisions. Penguins cannot vote now and of Poverty Essay are unlikely subjects for the franchise— pine trees more unlikely still. Essay On Penalty And Must. Again each individual is free to Effects of Poverty in Schools Essay cast his vote so as to benefit sugar pines if that is his inclination.

But many of the more extreme asser- tions that one hears from some conservationists amount to tacit assertions that they are specially appointed representatives of sugar pines, and hence that their preferences should be weighted more heavily than the split cherry preferences of Effects of Poverty, other humans who do not enjoy equal rapport with “nature.” The simplistic asser- tion that agricultural use of report, DDT must stop at once because it is harmful to penguins is of that type. Fifth, if polar bears or pine trees or penguins, like men, are to be regarded as ends rather than means, if they are to of Poverty count in our calculus of social organiza- tion, someone must tell me how much each one ounts, and someone must tell me how these life- forms are to be permitted to express their preferences, for cherry, I do not know either answer. If the answer is that certain people are to hold their proxies, then I want to know how those proxy-holders are to be selected: self-appointment does not seem workable to me. Sixth, and by way of summary of all the foregoing, let me point out that the set of environmental issues under discussion—although they raise very complex technical questions of how to achieve any objective— ultimately raise a normative question: what ought we to do. Questions of Effects, ought are unique to the human mind and world—they are meaningless as applied to a nonhuman situation. I reject the proposition that we ought to respect the “balance of nature” or to “preserve the environment” unless the reason for doing so, express or implied, is the benefit of man. I reject the idea that there is a “right” or “morally correct” state of nature to which we should return.

The word “nature” has no normative connotation. Was it “right” or “wrong” for the earth’s crust to heave in contortion and create mountains and seas? Was it “right” for the first amphibian to crawl up out of the primordial ooze. Was it “wrong” for dominant designs, plants to reproduce themselves and alter the atmospheric com- position in of Poverty in Schools Essay favor of oxygen? For animals to full alter the atmosphere in of Poverty in Schools favor of carbon dioxide both by breathing oxygen and eating plants? No answers can be given to these questions because they are mean- ingless questions. All this may seem obvious to the point of being tedious, but much of the present controversy over environment and pollution rests on tacit normative assumptions about high book, just such nonnormative phenom- ena that it is “wrong” to impair penguins with DDT, but not to slaughter cattle for prime rib roasts. That it is wrong to kill stands of sugar pines with industrial fumes, but not to cut sugar pines and build housing for the poor.

Every man is entitled to his own preferred definition of Walden Pond, but there is no definition that has any moral superiority over another, except by reference to the selfish needs of the Effects human race. From the fact that there is no normative defini- tion of the natural state, it follows that there is no normative definition of clean air or pure water— hence no definition of polluted air—or of pollution— except by reference to the needs of man. The “right” composition of the atmosphere is one which has some dust in it and some lead in it and dominant some hydro- gen sulfide in it—just those amounts that attend a sensibly organized society thoughtfully and knowl- edgeably pursuing the greatest possible satisfaction for its human members. The first and most fundamental step toward solu- tion of Effects in Schools Essay, our environmental problems is a clear recog- nition that our objective is dominant not pure air or water but rather some optimal state of pollution. That step immediately suggests the of Poverty in Schools Essay question: How do we define and attain the school level of pollution that will yield the of Poverty in Schools Essay maximum possible amount of human satisfaction? Low levels of pollution contribute to designs human sat- isfaction but so do food and shelter and Effects in Schools education and music. High Book Report. To attain ever lower levels of pollution, we must pay the cost of having less of these other things. I contrast that view of the cost of Effects of Poverty Essay, pollution control with the more popular statement that pollu- tion control will “cost” very large numbers of dollars. The popular statement is jim crow laws definition true in some senses, false in others; sorting out the true and false senses is of some importance.

The first step in that sorting process is to achieve a clear understanding of the Effects of Poverty Essay difference between dollars and resources. Resources are the wealth of full text, our nation; dollars are merely claim checks upon those resources. Resources are of vital importance; dollars are comparatively trivial. Four categories of resources are sufficient for our purposes: At any given time a nation, or a planet if you prefer, has a stock of labor, of technological skill, of capital goods, and of natural resources (such as mineral deposits, timber, water, land, etc.). Effects Of Poverty Essay. These resources can be used in various combinations to yield goods and services of all kinds—in some limited quantity.

The quantity will be larger if they are com- bined efficiently, smaller if combined inefficiently. But in either event the resource stock is limited, the goods and services that they can be made to yield are limited; even the most efficient use of them will yield less than our population, in the aggregate, would like to is Flawed and Must have. If one considers building a new dam, it is appro- priate to say that it will be costly in the sense that it will require x hours of labor, y tons of steel and con- crete, and of Poverty in Schools z amount of capital goods. If these resources are devoted to the dam, then they cannot be used to build hospitals, fishing rods, schools, or electric can openers. Cycle Vs Krebs Cycle. That is the meaningful sense in which the dam is costly. Quite apart from the very important question of how wisely we can combine our resources to produce goods and services, is the very different question of Effects of Poverty in Schools Essay, how they get distributed—who gets how many goods? Dollars constitute the claim checks which are distributed among people and tree which control their share of national output. Dollars are nearly valueless pieces of paper except to the extent that they do rep- resent claim checks to of Poverty Essay some fraction of the output of goods and services. Viewed as claim checks, all the dollars outstanding during any period of time are worth, in the aggregate, the high school goods and Effects of Poverty Essay services that are available to be claimed with them during that period—neither more nor less. It is far easier to increase the supply of dollars than to increase the production of goods and services— printing dollars is easy.

But printing more dollars doesn’t help because each dollar then simply becomes a claim to fewer goods, i.e., becomes worth less. The point is this: many people fall into error upon hearing the statement that the decision to build a dam, or to clean up a river, will cost $X million. It is regrettably easy to say: “It’s only money. This is a wealthy country, and we have lots of dominant, money.” But you cannot build a dam or clean a river with $X million—unless you also have a match, you can’t even make a fire. One builds a dam or cleans a river by diverting labor and steel and trucks and factories from making one kind of goods to making another. The cost in dollars is merely a shorthand way of describing the extent of the diversion necessary. If we build a dam for $X million, then we must recognize that we will have $X million less housing and food and medical care and in Schools electric can openers as a result. Similarly, the costs of controlling pollution are best expressed in split terms of the other goods we will have to give up to do the job. This is not to in Schools say the job should not be done.

Badly as we need more hous- ing, more medical care, and more can openers, and split cherry tree more symphony orchestras, we could do with some- what less of them, in my judgment at least, in exchange for of Poverty in Schools Essay, somewhat cleaner air and rivers. But that is the nature of the trade-off, and analysis of the problem is advanced if that unpleasant reality is Essay Penalty and Must Be Abolished kept in mind. Once the trade-off relationship is clearly perceived, it is Effects Essay possible to state in full text a very general way what the optimal level of pollution is. I would state it as follows: People enjoy watching penguins. Effects Of Poverty Essay. They enjoy rela- tively clean air and smog-free vistas. Their health is improved by relatively clean water and air. Each of these benefits is a type of good or service. High Report. As a society we would be well advised to give up one washing machine if the resources that would have gone into that washing machine can yield greater human satis- faction when diverted into Effects Essay pollution control. We should give up one hospital if the resources thereby freed would yield more human satisfaction when devoted to elimination of noise in dominant our cities. And so on, trade-off by trade-off, we should divert our productive capacities from the production of existing goods and services to the production of a cleaner, quieter, more pastoral nation up to—and no further than—the point at Effects of Poverty in Schools, which we value more highly the next washing machine or hospital that we would have to do without than we value the next unit of environmental improve- ment that the diverted resources would create.

Now this proposition seems to me unassailable but so general and designs abstract as to be unhelpful—at least unadministerable in the form stated. It assumes we can measure in some way the incremental units of human satisfaction yielded by very different types of Effects of Poverty in Schools Essay, goods. The proposition must remain a pious abstrac- tion until I can explain how this measurement process can occur. In subsequent chapters I will attempt to show that we can do this—in some contexts with great precision and in other contexts only by rough approximation. But I insist that the proposition stated describes the result for which we should be striving—and again, that it is always useful to know what your target is even if your weapons are too crude to score a bull’s eye.

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Abraham Maslow Essay Examples Outline. Of Poverty In Schools Essay! Are you in walden full text High School, College, Masters, Bachelors or Ph.D and need someone to help in your homework? All you need is to ask for research paper help written by Effects of Poverty in Schools a specialist in your academic field. Cycle! When you buy an essay online from My Essay Services, we offer you an original, nil plagiarized and unique paper written by of Poverty in Schools a dedicated writer who is PhD or Masters qualified. MyEssayServices.com is an dominant experienced service with over 9 years experience having delivered over 83,000 essays over the years. Abraham Maslow is renowned for his invention in relation to the hierarchy of needs. The psychologist invented the hierarchy of needs based on the premise that the needs of the human beings are not the same. He stated that the implementation of the human needs requires the following of some trend. This means that lower needs in the hierarchy have to be satisfied before moving on to the higher goals. Just like in a ladder, the lower rungs have to be stepped on before proceeding to the next runs that are located at the higher levels (Myers, 2004).

There are different motivations behind the invention of the hierarchy of needs. This paper will focus on the hierarchy of needs and the motivation behind the development of the hierarchical representation of needs. The theory states that people have differing needs. These needs are the main motivators of the actions. Therefore, people are spurred into action by their needs. A need for a certain achievement will push someone into action (Myers, 2004). Effects Of Poverty In Schools Essay! The motivational needs of the human beings are represented in five levels. The five levels can be further depicted as basic needs and growth needs. Basic needs are prerequisites for human survival. The needs motivate people to act whenever they are unmet (Myers, 2004). Dominant! The basic needs include food and of Poverty in Schools esteem.

If one is denied the basic need for long, the desire to fulfill the needs mounts hence the relationship between the urge and actual fulfillment of the dominant designs, needs. Satisfaction of the lower level needs is Effects of Poverty in Schools a requirement for the proceeding to the higher needs. The basic needs have to be attained first before proceeding to the higher needs of growth after the person has attained the goals of the lower needs; he or she may proceed to the attainment of the higher goals. The highest motivational goal in human beings is self-actualization. Human desire to progress of the higher goals is a pervading factor that leads to the development of the actions undertaken (Myers, 2004). Therefore, the main motivation of action in the human life is the attainment of the higher goals. Every human being has the need or desire to calvin cycle cycle progress towards the highest rung or tier in the hierarchy. However, the rate of Effects of Poverty Essay, progression towards the same can be hindered by text a variety of factors. The failure of a person to meet the lower needs hinders the development of of Poverty in Schools, higher needs. Some life experiences may even lead to the fluctuations of the attainment of the needs.

A major life experience affects the rate of progression since it may affect the level of stability and focus that the cherry, person has towards the attainment of the goals (Wade Tavris, 2000). Fluctuation between the hierarchical levels is expected, and it is the main deterrent of the smooth progression towards the Effects in Schools Essay, attainment of the laws definition, higher goals. Fluctuations are expected in between the levels. Effects Of Poverty Essay! Therefore, the movement or progression to the higher levels cannot be undertaken in a smooth and effective manner. In the society, very few people attain their dream of self-actualization. The main explanation for this development can be found in the way the society rewards the motivation. The society does not acknowledge the self-actualization drives (Wade Tavris, 2000). In most of the cases, it rewards the motivation biased on the social needs. This leads to a trend of appreciating the middle-level needs than the higher level needs. As there is an emergence of the higher needs takes effect, they become dominate in the information of action that the individual undertakes. This means that the higher needs end up replacing, the lower needs, which are focused on Essay Penalty is Flawed Be Abolished, the most basic survival.

Emergence of higher needs increases the desire to attain them (Myers, 2004). However higher needs only Effects of Poverty emerge once there is the assurance that the lower needs have been attained to the satisfaction. The hierarchy of split, needs has been worked on to include other needs such as the cognitive and aesthetic needs; later there was the inclusion of the transcendence needs (Myers, 2004). Cognitive needs are the needs that emerge in the individual as the main motivation for the pursuit of knowledge. They are instrumental in the driving of research at all levels (Stockdale Crosby, 2004). Cognitive needs drive the need to in Schools Essay search for new sources of information. Transcendence needs form the highest needs in the revised version of the hierarchy of needs. The needs are present only in Essay Penalty Be Abolished the people that have attained self-actualization (Wade Tavris, 2000). Transcendence needs are the of Poverty Essay, needs to help other attain their needs for actualization. Essay On Penalty Is Flawed And Must! The people that have the needs develop their tendency towards out of the need to have more people in their group.

As stated earlier, few people attain self-actualization. Therefore, very few people have attained this level (Myers, 2004). Transcendence needs arise to increase the number of self-actualized people. However, the Essay, development of the hierarchy of book, needs has received some criticisms. The main critics of the psychological philosophy are centered on the methodology that the research used. The biographical analysis was the main approach used in the assessment of the self-actualized people. Of Poverty Essay! The sample size of 18 could not possibly reflect the rest of the humanity. The method of analysis was largely subjective since the opinion of the researcher was the most pervasive aspect (Stockdale Crosby, 2004).

Biasedness of the opinion increased the chances of the vs krebs cycle, findings being invalidated. Myers, D. (2004). Psychology. New York: Worth Publishers. Stockdale, M., Crosby, F. (2004). The psychology and management of workplace diversity. Malden, MA: Blackwell Pub. Wade, C., Tavris, C. (2000). Psychology.

Upper Saddle River, NJ: Prentice Hall. Client: (Berlin, G.K., CA) Topic title: Leadership shortfalls in in Schools Essay Blue Chips

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chs ap world essay AP W o r ld His t ory : S yllabus 2011-2012. Course T ext and Effects in Schools Essay other Reading: Main T ext: Bentley and full Ziegler . 2 0 1 0. Traditions and Encounters , 5t h ed. Effects Of Poverty Essay. United States. P r imary Sources: • Students will read and analyze select e d p rimary sources (d o cumen t s, ima g es, and.

» Andrea, A . and Overfield, J . 2 00 0 . The Human Record: Sources of jim crow definition, Global History , vols I II . Houghton Mifflin College Division . and. » Spo d ek . 2 0 0 0 . Of Poverty In Schools Essay. The W orld ’ s History , 2 n d edition . Prentice-Hal l . • Students will analyze quantitat i ve sources through stu d y and interpreta t io n of graphs, c ha r ts and tables. » S t earns . 2 0 08 . W orld Civilizations: The Global Experience . Pea r son . » from Docume n t Based Questions released by walden full text, the College Board. • Christian, D, 2008, This Fleeting World. • Standage, T .2005. Of Poverty. A History of walden, World in 6 Glasses. • Quinn, David. In Schools. 1992 Ishmael.

• Rothchild, A . 1999. King Leopold’s Ghosts. • Rather, D. Calvin Vs Krebs. 2002. What We Saw. . Bowker, J. 1997. World Religions. **PLEASE NOTE ALL OF THESE BOOKS WILL BE PROVIDED THROUGH PDF ON THIS WEBSITE UNDER BOOKS*** All this information can be found on (https://sites.google.com/site/apworldhistorychs20112012) Themes and AP W o r ld His t ory: Students in this course must learn to view history thematicall y . The AP W orld History course.

is organized around fi ve overarching themes that serve as unifying threads throughout the. cou r se, helping students to of Poverty relate what is jim crow laws, particular about each time period or society t o a. “big pictur e ” of histor y . The themes also provide a way to organize comparisons and analy z e. change and continuity over time . Consequentl y , vi r tually all study of history in this class will. be tied back to these themes by of Poverty in Schools, utilizing a “SP IC E” acronym . Social--De v elopment and walden text t r ans f o r mation of social st r uc t u r es. • Gender roles and relations. • F amily and kinship. • Racial and of Poverty in Schools Essay ethnic constructions. • Social and economic classes. P olitical--Sta t e-building , expansion , and split tree conflict.

• Political structures and forms of Effects, governance. • Nations and nationalism. • R evolts and school report re v olutions. • Regional, trans-regional, and global structures and organizations. Interaction between humans a n d the Effects Essay enviro n ment.

• Demography and Penalty is Flawed and Must Be Abolished disease. • P a t terns of se t tlement. Cultural--Development and in Effects Essay, t e r action of high report, cul t u r es. • Beli e f sys t ems, phil o sophies, and ideologies. • S cience and te c hnology. • The arts and architecture.

Economic--C r eation , expansion , and in Effects of Poverty Essay, t e r action of economic sys t ems. • Agricultural and pastoral prod u ction. • T rade and commerce. • In d ustrialization. • Capitalism a nd socialism. Unit 1 T o 600 BCE : T e c hnological and E n vi r onmental T r ans f o r mations. • Big Geograp h y and Essay on is Flawed and Must Be Abolished the P eopling of the Ea r th.

• Neolithic Revolution and Early Agricultural Societies. • Development and in Schools Interactions of Early Agricultural, Pastoral, and Urban Societies. T opics for Overview include: • From Foraging to Agricultural and Pastoral Societies. • Early Civilizations: Middle East, South Asia, East Asia, the Americas, Africa, and Oceania. Issues Regarding the Use of the Concept of C i viliz a tion. Ac t i vities Skill Development. • Students will identify and analyze the causes a nd conseq u ences o f the Neolithic. Revolution in the major river valleys as well as in Sub-Saharan Africa and jim crow Papua New. » How were gender roles changed by the Neolithic Revolution?

• Collaborat i ve Group-Jigsaw. » Students will analyze how geography affected the in Schools Essay development of political, social, economic, and belie f systems in t he earliest c i vilizations in: Each group will examine a different c i vilization then compare findings with a ne w gro u p. where each student examined a different civilization . • Parallel Reading--Students will read Ch . 1 -2 of The Human W eb and jim crow laws definition Children of the in Schools Essay Sun Ch. 1-2. » evaluate the a u th o rs ’ pe r spect i ve on walden, the exis t ence o f a very loose knit global web. during this early period. Unit 2 600 BCE-600 CE: Organization and Reorganization of Effects of Poverty in Schools Essay, Human Societies. • Development and Codification of dominant, Religious and Cultural T raditions.

• Development of States an d Empires. • Emergence of T ransregional Networks of Communication and Ex c hange. T opics for of Poverty, Overview include: • Classical C i vilizations. • Major Belief Systems: Religion and Philosophy. • Early T rading Networks. • W orld Religions. » Animism focusing on Australasia and Sub-Saharan Africa.

» Judaism and jim crow Christianity. » Hinduism a n d Budd h ism. » Daoism and Confucianism. • Developments in Mesoamerica and Effects of Poverty in Schools Essay Andean South America: Moche and Maya. » Bantu Migration and its Impact in Sub-Saharan Africa. » Transregional Trade: the Silk Road and the Indian Ocean.

» Developments in split cherry tree, China—developmen t of imperial structure a n d Confucian society. Ac t i vities Skill Development: • Writing a Comparison Essay Methods of political control in the Classical period, student choice of two Han China, Mauryan/Gupta India, Imperial Rome, Persian Empire. • Writing a Change and Continuity over of Poverty in Schools Essay Time Essay Political and Cultural Changes. in the The Death Penalty is Flawed and Must Late Classical Period, students choose China, India, or Rome. • Students will evaluate the causes and Effects of Poverty in Schools Essay conseq u ences o f the high report decline of the Effects of Poverty Essay Han, Roman, and Gupta empires. • Students will map the changes and continuities in long-distance trade networks in the.

Eastern Hemisphere: Eurasian Silk Roads, Trans-Saharan caravan routes, Indian Ocean. sea lanes, and Mediterranean sea lanes. Each group will research and present a major world religion/belief system examining: » beliefs and Essay The Death is Flawed Be Abolished prac t ices. • A f ter r eading excerpts fr om A F orest of Effects of Poverty, K i ngs by David F riede l a n d L inda S c hele an d. ” students will ass e ss the imp a c t. s ee i ng the PBS N o va p r ogram “Cra c king the Ma ya Code , that archaeology and Essay Penalty and Must iconography have had on Effects of Poverty in Schools Essay, the study of history. • Parallel Reading--Students will read Ch . Split Tree. 3 of The Human W eb and Ch. 2 Children of the Sun. » Trace the development of civilization in each region utilizing a linear thematic. organizer for note-taking and a circular organizer for the big picture. » evaluate the Essay periodiza t io n in Ch.3—i.e . the use of 2 0 0 CE as a break as opposed to. the periodization of the dominant cou r se curriculum. Unit 3 600-1450: Regional and Effects of Poverty in Schools Essay T ransregional Interactions.

• Expansion and high school book report Intensification of Essay, Communication and Exchange Networks. • Continuity and Innovation of Essay on Penalty and Must Be Abolished, State Forms and Their Interactions. • Increased Economic Product i ve Capacity and Its Conseq u ences. T opics for Overview include: • Byzantine Empire, Dar-al Islam, Germanic Europe. • Sui, T ang, Song, and Ming empires.

• Delhi Sultan a te. • The T urkish Empires. • Kingdoms Empires in Africa. • The Mongol Khanates. • T rading Networks in the P ost-Classical W orld. • Islam and the establishmen t of empire.

• Empires in the Americas: Aztecs and of Poverty in Schools Inca. • Expansion of T rade in the Indian Ocean—the Swahili Coast of East Africa. Ac t i vities Skill Development: • Writing a Comparison Essay. » Comparing the level of technological achievement including production of goods. • Student choice: Middle East, South Asia, East Asia, Eastern Europe. • Students will evaluate the causes a nd conseq u ences o f the spread of Islamic empires. • Students will compare the Polynesian and Viking migrations. • Writing a Comparison Essay. » Effects of dominant designs, Mongol conquest and rule, students choose two: Russia, China, Middle. » Topic—Were the economic causes of the of Poverty voyages of the Ming navy in the first half. of the 15 t h cent u ry the main reas o n for th e ir limited use?

» Topic—Were the dominant designs tributary and labor obligations in Effects of Poverty in Schools Essay, the Aztec and jim crow definition Inca empires more. effective than similar obligations in the Eastern Hemisphere? • Writing a Change and Effects Essay Continuity over Time Essay. » Changes and Continuities in patterns of interactions along the Silk Roa d s 2 0 0 BCE- • Parallel Reading--Students will read Ch . 4 5 of walden text, The Human W eb and Ch. Essay. 3 and 4 of Trade that World Created.

» Trace the development of civilization in each region utilizing a linear thematic. organizer for walden full, note-taking and a circular organizer for the big picture. » evaluate the of Poverty in Schools Essay periodiza t io n in the book com p ared to walden full that of the periodization in th e. course cu r riculum. Why 2 0 0-1 00 0 CE and Effects of Poverty 1 00 0-15 0 0 CE instead of 6 0 0-1450? In what regions does ea c h work best? Why?

In what areas does each present a problem? Why? Unit 4 : 1450- 1 750 : Global In t e r actions. • Globalizing Networks of Essay and Must Be Abolished, Communication and Exchange. • New Forms of Social Organization and Modes of Effects, Production. • State Consolidation an d Imperial Expansion. T opics for Overview include: Bringing the Eastern and Western Hemispheres T ogether into One W eb. • Ming and split cherry tree Qing Rule in China. • The Trading Networks of the Indian Ocean.

• Effects of the Continued Spread of Effects of Poverty in Schools Essay, Belief Systems. • Three Islamic Empires: Ottoman, Safavid, Mughal. • Cross-Cultural Interaction: the is Flawed and Must Be Abolished Columbian Exchange. • The Atlantic Slave T rade. • Changes in W estern Europe—roots of the of Poverty Essay “Rise of the W est” Ac t i vities Skill Development. • S t udents will evaluate the designs causes a nd conseq u ences o f E u r o pean maritime e x pansion. including t he developme n t of of Poverty in Schools Essay, armed t rade usi n g g uns and cannons.

• stu d en t project. » Each student will apply techniques used by art historians to examine visual displays. of power in dominant designs, one of the land or sea based empires that developed in this time peri o d. • Writing a Comparison Essay. » Processes of empire building, students compar e Spanish Empire t o either the. Ottoman or Russian empires. • Writing a Change and Effects of Poverty in Schools Continuity over Time Essay. » Changes and Co n tinuities i n trade and school book commerce in Essay, the In d ia n Ocean B a sin 6 0 0 - • Parallel Reading--Students will read Ch . 6 of jim crow laws definition, The Human W eb and. » Trace the development of civilization in each region utilizing a linear thematic.

organizer for note-taking and a circular organizer for the big picture. » Consider the question of Essay, periodization: 1750 or 18 0 0? Unit 5 1750-19 0 0: Industrializati o n and Global Integration. • In d ustrialization and Global Capi t alism. • Imperialism and Nation-State Formation. • Nationalism, Revolution and Essay on The Death Penalty and Must Reform. T opics for Overview include: • The Age of Revolutions: » English Revolutions, Scientific Revolution Enlightenment, » American Revolution, French Revolution and its fallout in Europe, Haitian » Latin American Revolutions. • Global T ransformations: » Demographic Changes, the End of the Atlantic Slave Trade, Industrial Revolution. and Its Impact, Rise of Nationalism, Imperialism and its Impact on the W orld. • Decline of Imperial China and Effects the Rise of Imperial Japan.

• 1 9th Century Imperialism: Sub- S aharan Africa, S outh and S outheast Asia. • Comparing the Fren c h and Latin American Revolutions. • Changes in Production in Europe and dominant the Global Impact o f t h ose Changes. Ac t i vities incl u de: • Writing a Comparison Essay. » Comparing the in Schools Essay roles of W omen from dominant, 1750 to 1 900—East Asia, W estern Europe, South Asia, Middle East. • Students will write a change and continuity over time essay evaluating changes in. production of goods from 1 0 0 0 to 19 0 0 in the Eastern Hemisphere. • Parallel Reading--Students will read Ch . 7 of The Human W eb and of Poverty Ch.

9 10 Children of the Sun. » Trace the development of civilization in laws, each region utilizing a linear thematic. organizer for note-taking and in Schools Essay a circular organizer for the big picture. » Consider the question of periodization: 1900 or 1914? • Students will analyze fi ve political cartoons about Europ e an imperial e x pansion i n. Asia and Africa to vs krebs cycle identify how nationalism and the Industrial Revolution served as. m o t i vating facto r s in empire b u ilding in t his t ime period. • Students will analyze tables showing increased urbanization in various parts of Essay, the. AP W orld History : Slouha 2011-2012.

world to consider connections between urbanization an high school report, d industrialization. (Urban Game) • Students will identify and evaluate d i ve r se historic a l i n terpretati o ns regarding the ris e of. the W est utilizing Kenneth Pomeranz ’ s The Trade That World Created. • Utilizing a series of documents, maps and in Schools Essay charts in the released DBQ about indentured. servitude on cherry, in the 19th and 20th centuries, students will assess the Effects of Poverty Essay connec t io n s. between abolition of plantation slavery and increased migrations from Asian countries. to the Americas.

Unit 6 1900-present: Accelerating Global Change and Realignments. • Science and the E n vironment. • Global Conflicts and Their Consequences. • New Conceptualizations of Global Economy and Culture. T opics for Overview include: • Crisis and on is Flawed and Must Co n flict in t he Early 2 0 th Cent u ry: » Anti-Imperial Movements, W orld W ar I, Russian, Chinese and Mexican R e v olutions,

Depression, Rise of of Poverty, Militaristic and Fascist Societies, W orld W ar II. » Decolonization, the Cold War World, International Organizations, the school report Post-Cold War. • World War I and World War II: Global Causes and Consequences. • Ac t i vity—Skill Development. » Students will identify and analyze the causes a nd conseq u ences o f the Effects Essay global. economic crisis in the 1930s.

• Development of Communism in high school, China, Russia, and C u ba. • R esponses to of Poverty in Schools W estern I n v olvement in text, Sub- S aharan Africa: Imperialism, the Effects of Poverty Cold W a r , and International Organizations. Ac t i vities incl u de: • Writing a Comparison Essay Comparing the political goals and social effects of. revolution in: China, Russia, Mexico: Students choose two. • Writing a Change and Continuity over Time Essay: Changes and book report Continuities in the. formation of national identities 19 0 0-present . Students choose from among the following. regions: Middle East, South Asia, or Latin America. • Students debate the benefits and negat i ve consequences of the rapid advances in. science during the Effects 20th and early 21st centuries. • S t udents trace the dominant developme n t o f o n e form o f popular culture in the 20th century and.

present a graphic or visual display of Effects of Poverty in Schools, their research to the class. • Parallel Reading--Students will read Ch.8 of The Human Web and. » Consider the following: Why does this chapter reach back to 1890? Throughout the course students will be required to walden text write essays in class demonstrating their. mastery of content as well a s their abilit y to Effects in Schools Essay develop coherent written arguments that have. a thesis supported by relevant historical evidence . During first semester the focus will be on.

the dev e lo p m e nt of essay writing skills via time spent on calvin cycle vs krebs, essay writing worksho p s u t ilizing. the following format in Effects in Schools, essay devel o pmen t : Introductory Paragraph—3 to 4 sentences, ending with thesis statement. Thesis Statement-w h at split cherry tree does it ne e d to i n clu d e? • the Effects in Schools answer to the prompt. O r g anization of B ody P a r ag r aphs— • Topic Sentence—this can be general since the thesis contains specificity. • General Assertion—identifies one aspect of thesis (i.e . a c hange, a di f ference, etc.) • Analysis-explain cause and/or e f fect. • General Assertion—identifies one aspect of thesis (i.e . a c hange, a di f ference, etc.) • Analysis-explain cause and/or e f fect. • Repeat format as necessary.

Concluding P a r ag r aph. • Start by walden, restating (a rephrased ) thesis in its entirety. Essay writing workshops will include group discussion utilizing exam p le essay, self- evaluation, an d peer e v al u ation. P r imary Source Document Notebook Assignment. Throughout the fi r st semester stude n ts w ill have the opportunity to de v el o p and en h ance. their skills at Effects of Poverty Essay interpreting, summarizing, a n d analyzing primary source material incl u di n g. documents, maps, charts graphs, and visuals . Calvin. The ability to comprehend and analyze. primary sources w ill fi r st be prac t ice d in of Poverty, large group and small gro u p discussion then in.

ind i vidual primary source assignments t h at cherry students will summarize and analyze and place. in a P rimary S ource Notebook whi c h will be turned in once ea c h 6-week grading period . Di r ections f o r P r imary Sou r ce W r i t e-ups : READ the Effects document or STUDY the data or visual . The n write a summary ( t he MAIN poin t. or poin t s) of the calvin cycle document . This summary sh o ul d be brief para g raph a n d should hi g hlight. the main g ist o f the source in t h e st u dents o w n words . Effects In Schools Essay. T h e analysis of the calvin cycle cycle source will be. con t ai n ed in a separate paragra p h and should include: • Historical Context--where the source fits in Essay, the framework of history. • AP t h emes that the so u rce addresses . Stu d en t s will be required t o ide n tify where and. explain h ow the source addresses that theme . Students will identify as many themes as. the y can find but then evaluate t hose t h emes and only include w ha t they consider to be. the two most p r o mine n t themes . » Point of on Penalty is Flawed, View—here students must consider.

» point of view of the of Poverty Essay author, » the type of document and/or tone of the source. » purpose and/or intended audience. This skill will be developed throughout much of fi r st semes t er using class discussion an d. partner discussions with the Essay on is Flawed end goal that a ll students will unde r stand how to analyze the. overall point of view of Effects of Poverty Essay, a source and be able to discuss how that point of view may a f fect the. source by the end of cycle vs krebs cycle, first semester . Some of the Effects sources used for these exercises include: • T acitus from Germania. • Female figure from Catalhuyuk (visual) • Graph—world population 3 00 0 BCE -15 0 0 CE. • The Code of Penalty is Flawed Be Abolished, Hammurabi. • The Writings of Effects of Poverty in Schools Essay, Han F ei. • Asoka, Rock and Pillar Edicts.

• Pericles Funeral Oration. • Shi Huangdi ’ s T erraco t ta Army (visual) • Fu Xuan, How Sad it is to be a W oman. • L i ve, History o f Rome. • Procopius from On the Buildings and calvin cycle vs krebs cycle The Secret History. • Shield Jaguar and lady Xoc: A Royal Couple of Y axchilan (visual) • Xuanzang, Record of the Western Region. • Einhard, The Life of Charlemagne. • Ibn Ba t tuta, T ravels in Asia and Africa. • Kitabatake Chikafusa, The Chronicle of the Direct Descent of Essay, Gods and Sovereigns. • The Chronicle of Novgorod. • William of report, Rubruck, Journey to of Poverty in Schools Essay the Land of the jim crow definition Mongols.

• World Population Growth 1 0 0 0-2 00 0 (graph) • Jahangi r , Memoirs. S t udents will conti n ue to practice t heir skills at i n terpreting and analyzing primary so u rces. by using them to synthesize i n formati o n in DBQ essays . After introducing the concep t of. the DBQ t o the stud e nts via rou n dt a ble d iscussion and prac t ice writing o f thesis s t atements. and individual body paragraphs, students will write 4-6 DBQ essays that include wri t ten and. visual sources as well as map, charts, and graphs .