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March 2021 2’s/2.5 Roly Poly and 2.5/3’s Ladybug Classes LEAD TEACHER: Ms. Colleen SUPPORT TEACHERS: Ms. Iriana, Adam, Rachel, Mel and Star CHILDS INTERESTS AND/OR: Language & Literacy: STU Physical Development & Health: Perceptual-Motor & Movement & Hygiene Math: color green, shape rectangle, #8 Science: Molecules to Organisms & Ecosystems Self-Regulation: Shared Use of space & Materials Social & Emotional: Getting Along with Others Sun Mon Tue Wed Thu Fri Sat Enrichment 1 2 3 4 5 Activities Activities at at3/3:30pm: 3pm: HistoryLanguage & Social & LanguageMath & Phy. Dev.Math & Health Phy. Dev.Science & Health Self-ScienceRegulation Nat’l Dentist Day Monday-Soccer Tuesday-Music LiteracyScience Literacy Show & Tell Show & Tell Wednesday-Gymnastics Cooking Project Thursday-Ballet NatWorld’l Spaghetti Compliment Day ReadNat Across’l Bird America Day WorldEpiphany Wildlife Day OrthodoxNat’l Grammar Christmas Day WearParents your Night Little Out Tree Happy Mew Year for Day Day T-shirt6-9pm Day Cats Day 8 9 10 11 12 Nat’l Cereal Day SocialSelf- &Regulation Emotional SocialLanguage & Emotional & VisualMath Arts & Phy.Community Dev. & HelperHealth Dance,Science Music, Nat’l K9 Veterans Literacy Architecture Theatre Day Wear a hat! National Chocolate NatNat’l ’Proofreadingl Milk Day KissCooking a Ginger Project Day StephenNat’l Pack Foster your Day OrthodoxShow &New Tell Year NatNat’l Girl’l Hat Scout Day Day Law Enforcement Covered Cherry Day Day Nat’l Meatball Day Lunch Day Appreciation Day 15 16 17 18 19 Daylight Saving CLOSEDScience HistorySelf-Regulation & Social SocialLanguage & Emotional & LanguageMath & Phy. Dev.Math & Health Start of Spring FOR MARTIN Science Literacy Literacy LUTHER KING JR. -
City's Website at NOTICE
AGENDA OF A REGULAR MEETING - NATIONAL CITY CITY COUNCIL/ COMMUNITY DEVELOPMENT COMMISSION – HOUSING AUTHORITY OF THE CITY OF NATIONAL CITY ONLINE ONLY MEETING https://www.nationalcityca.gov/webcast LIVE WEBCAST COUNCIL CHAMBERS CIVIC CENTER 1243 NATIONAL CITY BOULEVARD NATIONAL CITY, CALIFORNIA TUESDAY, JANUARY 19, 2021 – 6:00 PM NOTICE: The health and well-being of National City residents, visitors, ALEJANDRA SOTELO-SOLIS Mayor and employees during the COVID-19 outbreak remains our top priority. The City of National City is coordinating with the County of San Diego JOSE RODRIGUEZ Health Human Services Agency, and other agencies to take measures Vice Mayor to monitor and reduce the spread of the novel coronavirus (COVID-19). The World Health Organization has declared the outbreak a global MARCUS BUSH pandemic and local and state emergencies have been declared Councilmember providing reprieve from certain public meeting laws such as the Brown Act. RON MORRISON Councilmember As a result, the City Council Meeting will occur only online to ensure MONA RIOS the safety of City residents, employees and the communities we serve. Councilmember A live webcast of the meeting may be viewed on the city’s website at www.nationalcityca.gov. For Public Comments see “PUBLIC COMMENTS” section below ORDER OF BUSINESS: Public sessions of all Regular Meetings of the City Council / Community Development Commission - Housing Authority (hereafter referred to as Elected Body) begin at 6:00 p.m. on the first and third Tuesday of each month. Public Hearings begin at 6:00 p.m. unless otherwise noted. Closed Meetings begin in Open Session at 5:00 p.m. -
March 28, 2014 President Barack
March 28, 2014 President Barack Obama The White House 1600 Pennsylvania Avenue NW Washington, DC 20500 Dear Mr. President: We write on behalf of the United States Commission on Civil Rights (hereafter “the Commission”) to request formal recognition and establishment by Congress of January 30th of every year henceforth as a permanent national holiday--National Fred Koremastu Day-- and that the President issue an Executive Order declaring January 30th the Fred Korematsu National Day of Service in recognition of Fred T. Korematsu’s contribution to upholding civil rights and liberties for all citizens in our country. Fred Korematsu is a civil rights champion who was thrust into our public consciousness in 1942, when at the age of 23 he refused to go to the United States’ internment camps established for Japanese Americans in the wake of the 1941 Pearl Harbor attacks.1 Executive Order 9066, issued by President Franklin D. Roosevelt, authorized the Secretary of War and all supporting federal agencies to detain and relocate Americans of Japanese ancestry to internment camps in the interest of national security.2 Mr. Korematsu was arrested and convicted of going against the government’s orders.3 He subsequently appealed, and his case went all the way to the Supreme Court which ruled against Mr. Korematsu.4 For the Commission, this is not merely a part of history, but is personal. Commissioner Michael Yaki’s father and his family were held in an internment camp during World War II. Mr. Korematsu’s case was overturned in 1983 after a pro-bono team of attorneys re- opened his case on the basis of government misconduct after discovering the government had hidden documents which consistently showed the federal government knew that Japanese Americans were not engaged in any acts of sabotage or any other act which could be construed as against the interests of the United States. -
Fred Korematsu Biography and Viewing Guide View the Film, “Of
Fred Korematsu Biography and Viewing Guide Both the biography and video of Fred Korematsu from the Korematsu Institute for Civil Rights and Education Read the biography of Fred T. Korematsu and put the following events in chronological order, beginning with the first event and ending with the tenth event. A. _______ Fred Korematsu refused to go to the internment camps. B. _______ Fred Korematsu received the Presidential Medal of Freedom. C. ______ Fred Korematsu was born and raised in Oakland, California. D. ______ Fred Korematsu was arrested and taken to jail for disobeying the law incarcerating the Japanese. E. ______ Governor Schwartzenegger signed a bill making January 30th, Korematsu’s birthday, Fred Korematsu Day of Civil Liberties and the Constitution. F. ______ President Ronald Reagan signed a bill, apologizing to Japanese Americans who were incarcerated in the camps during World War II. G. _____ Korematsu took his case to the Supreme Court, but the court decided that internment was legal. H. ____ Fred Korematsu died. I. ____ Fred Korematsu’s conviction was overturned and the courts said that Japanese Americans did not deserve to be put in internment camps. J. ____ Japan bombed Pearl Harbor on December 7th, 1941. View the film, “Of Civil Rights and Wrongs: the Fred Korematsu Story” 1. Why didn’t Fred Korematsu comply with the evacuation order? 2. What claim did Fred Korematsu make that the internment of Japanese Americans was a violation of the US Constitution? 3, What claim did majority on the Supreme Court make that the mass incarceration of Japanese of Americans was legal and justified? 4. -
Accelerated Reader Quiz List - Reading Practice Page 1 of 261
Accelerated Reader Quiz List - Reading Practice Page 1 of 261 Accelerated Reader Quiz List - Reading Practice Quiz Book Points No. Title Author Level 46456 Come Here, Tiger! Moran, Alex 0.3 0.5 EN 66246 Show and Tell Mayer, Mercer 0.3 0.5 EN 9340 EN Snow Joe Greene, Carol 0.3 0.5 41850 Clifford Makes a Friend Bridwell, Norman 0.4 0.5 EN 58042 I Can Read, Too: Book #9 Sargent, Dave/Pat 0.4 0.5 EN 66204 My Trip to the Zoo Mayer, Mercer 0.4 0.5 EN 9334 EN Please, Wind? Greene, Carol 0.4 0.5 9353 EN Birthday Car, The Hillert, Margaret 0.5 0.5 66200 Country Fair Mayer, Mercer 0.5 0.5 EN 64100 EN Daniel's Pet Ada, Alma Flor 0.5 0.5 49483 Down on the Farm Lascaro, Rita 0.5 0.5 EN 9314 EN Hi, Clouds Greene, Carol 0.5 0.5 9382 EN Little Runaway, The Hillert, Margaret 0.5 0.5 31542 Mine's the Best Bonsall, Crosby 0.5 0.5 EN 35665 What Day Is It? Trimble, Patti 0.5 0.5 EN 66242 Beach Day Mayer, Mercer 0.6 0.5 EN 72887 Cat Who Barked, The Sargent, Dave 0.6 0.5 EN 42150 EN Don't Cut My Hair! Wilhelm, Hans 0.6 0.5 9018 EN Foot Book, The Seuss, Dr. 0.6 0.5 9364 EN Funny Baby, The Hillert, Margaret 0.6 0.5 72885 Little Big Cat Sargent, Dave 0.6 0.5 EN 9383 EN Magic Beans, The Hillert, Margaret 0.6 0.5 3051 EN My Dog's the Best! Calmenson, Stephanie 0.6 0.5 9391 EN Three Bears, The Hillert, Margaret 0.6 0.5 9392 EN Three Goats, The Hillert, Margaret 0.6 0.5 9393 EN Three Little Pigs, The Hillert, Margaret 0.6 0.5 https://c.na6.content.force.com/servlet/servlet.FileDownload?file=00P8000000BHUWr 2/ 22/ 2012 Accelerated Reader Quiz List - Reading Practice -
Korematsu: Reflections on My Father’S Legacy
CARRYING ON KOREMATSU: REFLECTIONS ON MY FATHER’S LEGACY KAREN KOREMATSU† Five months before he passed away, my father, Fred Toyosaburo Korematsu, gave me a charge: continue his mission to educate the public and remind people of the dangers of history. At that time, I was running my commercial interior design firm. I was far from a public speaker, educator, and civil rights advocate. However, for the previous four years I had been traveling with my aging father as he spoke to audiences across the country. On numerous occasions, I heard him tell his story and witnessed how he shared his passion for promoting social justice and education. These reflections are a tribute to and a continuation of his efforts. I When I was a junior in high school, we studied World War II in my U.S. Government and History class. For one assignment, the teacher gave each of my classmates a different paperback book relating to the war. We were asked to read the book and deliver an oral report in front of the class. I don’t recall the name of the book that I was assigned. However, what I clearly remember is the book report my friend Maya—who is sansei, third- generation Japanese American like me—presented that day. Standing in front of the class, Maya announced the title of her book: Concentration Camps U.S.A. I wondered what that could be about, as I thought concentration camps only existed in Europe. To my surprise, she went on to describe a terrible time in history when, following the bombing of Pearl Harbor, the United States government forcibly removed 120,000 people of Japanese ancestry from their homes on the West Coast. -
“Racist, Sexist, Profane, and Violent”: Reinterpreting WWE's Portrayals of Samoans Across Generations
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 8-2020 “Racist, Sexist, Profane, and Violent”: Reinterpreting WWE’s Portrayals of Samoans Across Generations John Honey Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the American Popular Culture Commons Recommended Citation Honey, John, "“Racist, Sexist, Profane, and Violent”: Reinterpreting WWE’s Portrayals of Samoans Across Generations" (2020). All Graduate Plan B and other Reports. 1469. https://digitalcommons.usu.edu/gradreports/1469 This Report is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. 1 2 Copyright © John B. Honey 2020 All Rights Reserved 3 ABSTRACT “Racist, Sexist, Profane, and Violent”: Reinterpreting WWE’s Portrayals of Samoans across Generations By John B. Honey, Master of Science Utah State University, 2020 Major Professor: Dr. Eric César Morales Program: American Studies This paper examines the shifting portrayals of Pacific Islanders in World Wrestling Entertainment (WWE) across three generations. As both a popular and historically racially problematic venue, WWE’s politically incorrect programming has played an underappreciated and under examined role in representing the USA. Although 4 many different groups have been portrayed by gross stereotypes in WWE, this paper uses the family of Dwayne “the Rock” Johnson—the Samoan Dynasty—as a case study. The WWE originally presented Pacific Islanders using the most offensive stereotypes, and the first two generations of the Samoan Dynasty had to “play Indian” or cosign onto gross representations of their people to be recognized by American audiences unfamiliar with representations of Pacific Islanders. -
OAESV Survivor Series Empowerment, Hope & Healing
OAESV Survivor Series Empowerment, Hope & Healing UNDERSTANDING THE TRAUMA OF SEXUAL VIOLENCE Sexual Violence is a Form of Trauma As a survivor of sexual violence, you have endured a trauma, a significant event or series of events that fall outside the range of normal, everyday human experience. All forms of sexual violence are traumatic, including rape, attempted rape, sexual abuse, molestation, voyeurism, and many others. Other familiar types of traumatic events include combat conditions, natural disasters, vehicle accidents, and medical emergencies, or witnessing one or more of these events happening to someone else. What makes a particular experience traumatic is that the survivor’s ability to control what is happening to him or her is stripped away, often violently. The survivor feels that his or her health, safety and even life are directly threatened and he/she is rendered powerless to address that threat in the moment. Such an event overwhelms the brain’s capacity to effectively respond and cope the way you would be able to in other types of situations. The extent to which a particular event is experienced as being traumatic by the survivor depends on many factors, which are unique to each person and each situation. Although you may feel out of sorts, or even that you’re “going crazy,” your reactions are normal responses to an abnormal event. Sexual Violence is Unique While the “brain impact” of sexual violence is similar to that of other types of trauma, sexual violence is unique. Unlike other types of trauma, sexual violence is a deliberate violation of your most personal space by one or more individuals that you likely knew and may have even trusted or loved. -
A Conversation on Japanese American Incarceration & Its Relevance to Today
CONVERSATION KIT Courtesy of the National Archives Tuesday, May 17, 2016 1:00-2:00 pm EDT, 10:00-11:00 am PDT Smithsonian National Museum of American History Kenneth E. Behring Center IN WORLD WAR II NATIONAL YOUTH SUMMIT JAPANESE AMERICAN INCARCERATION 2 TABLE OF CONTENTS SECTION I: INTRODUCTION TO THE NATIONAL SUMMIT . 3 Introduction . 3 Program Details . 4 Regional Summit Locations . 4 When, Where, and How to Participate . 4 Join the Conversation . 5 Central Questions . 6 Panelists and Participants . 7 Common Core State Standards . 9 National Standards for History . 10 SECTION II: LANGUAGE . 11 Statement on Terminology . 12 SECTION III: LESSON PLANS . 14 Lesson Plans and Resources on Japanese American Incarceration . 15 Lesson Ideas for Japanese American Incarceration and Modern Parallels . 17 SECTION IV: YOUTH LEADERSHIP AND TAKING ACTION . 18 What Can You Do? . 19 SECTION V: ADDITIONAL RESOURCES . .. 21 NATIONAL YOUTH SUMMIT JAPANESE AMERICAN INCARCERATION 3 SECTION I: INTRODUCTION TO THE NATIONAL SUMMIT Thank you for participating in the Smithsonian’s National Youth Summit on Japanese American Incarceration. This Conversation Kit is designed to provide you with lesson activities and ideas for leading group discussions on the issues surrounding Japanese American incarceration and their relevance today. This kit also provides details on ways to participate in the Summit. The National Youth Summit is a program developed by the National Museum of American History in collaboration with Smithsonian Affiliations. This program is funded by the Smithsonian’s Youth Access Grants. Pamphlet, Division of Armed Forces History, Office of Curatorial Affairs, National Museum of American History Smithsonian Smithsonian National Museum of American History National Museum of American History Kenneth E. -
Laws - by State
Laws - By State Bill Name Title Action Summary Subject AL S 32 Civics Tests for Students 04/25/2017 - This law requires students enrolled in a public institution in Alabama to take the Education Enacted civics portion of the U.S. Citizenship and Immigration Services naturalization exam and score a 60 out of 100 prior to receiving a high school diploma. AL SJR 82 Bridge Designation 04/25/2017 - This resolution names a bridge after Johannes Whetstein and his family, who Resolutions Enacted immigrated to the U.S. in 1734, in order to recognize their contributions to the development of Autauga County in Alabama. AR H 1041 Application of Foreign 04/07/2017 - This law prohibits Arkansas institutions from applying foreign laws that violate Law Enforcement Law in Courts Enacted the Arkansas Constitution or the U.S. Constitution. AR H 1281 Human Services Division 04/05/2017 - This human services appropriations law includes funds for refugee resettlement. Budgets of County Operations Enacted AR H 1539 Naturalization Test 03/14/2017 - This law requires students enrolled in a public institution in Arkansas to take the Education Passage Requirement Enacted civics portion of the U.S. Citizenship and Immigration Services naturalization exam and score a 60 out of 100 prior to receiving a high school diploma. AR S 531 School for Mathematics 03/28/2017 - This law exempts U.S. residents who attend The Arkansas School for Education and Arts Provisions Enacted Mathematics, Sciences, and the Arts from paying tuition, fees, and housing, while requiring international students to pay for tuition, fees, and housing. -
WSC JACL Newsletter
March 2019 WATSONVILLE-SANTA CRUZ JACL “The Bridge 䱋” The Voice of Our Community Afer the rain has stopped, a branch of droplets waits for the light to change Inside this issue ameagari Haiku 1 eda no shizuku mo Donations 1 hikari matsu Watsonville-Santa Cruz JACL - Haiku by Bob Gomez - Upcoming JACL Calendar 2 in dedication to Mas Hashimoto Translation by Emi Sato - Day of Remembrance 2019 2 - JACL NCWNP District Gala Fundraiser 3 (Bob and Denise Gomez, Program Directors of Kokoro no Gakko) - National & W-SC JACL Scholarships 4 DONATIONS - 2019 California Mother of the Year Award 6 We would like to thank those who have Friends & Family of Nisei Veterans 6 generously donated since our last issue. It is Kawakami Sister City News 8 through your constant support that we continue to be a vibrant part of our community. Kokoro no Gakko 8 • Jason Higashi for DOREF-newsletter ”in honor of Mas Hashimoto for his years of dedication in Medical Thought 8 storytelling in print and in person regarding Onward! 9 DOR and his experiences." • Robert and Mary Oka for DOREF-newsletter Senior Corner 11 • Sam and Yae Sakamoto for DOREF-greatest Watsonville Bonsai Club 15 need • Sachi and Phil Snyder for DOREF-greatest need Norman Mineta and His Legacy 15 "in remembrance of Tadashi Tar Mino, Ayako Barbara Mino, and Iwao Mino.” Watsonville Taiko & Shinsei Daiko 15 • Grant Ujifusa of NY for the DOREF newsletter Watsonville Buddhist Temple 16 • Yoko Umeda for DOREF-greatest need • Alan and Gayle Uyematsu for DOREF-greatest Westview Presbyterian Chimes 17 need • Watsonville Bonsai Club donation for use of Look for our website: the JACL Hall !1 WatsonvilleSantaCruzJACL.org March 2019 WATSONVILLE - SANTA CRUZ JACL UPDATE Upcoming JACL Calendar of Events and Deadlines Watsonville-Santa Cruz Chapter Board Meetings: Monthly chapter board meetings are held on the fourth Thursday (except in November and December) at the Watsonville-Santa Cruz JACL Kizuka Hall, 150 Blackburn Street, Watsonville, CA 95076 starting at 6:30 pm. -
“Smackdown”: a Textual Analysis of Class, Race and Gender in WWE Televised Professional Wrestling
The University of Southern Mississippi The Aquila Digital Community Dissertations Spring 5-2012 Ideological “Smackdown”: A Textual Analysis of Class, Race and Gender in WWE Televised Professional Wrestling Casey Brandon Hart University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Broadcast and Video Studies Commons, Critical and Cultural Studies Commons, Gender, Race, Sexuality, and Ethnicity in Communication Commons, and the Mass Communication Commons Recommended Citation Hart, Casey Brandon, "Ideological “Smackdown”: A Textual Analysis of Class, Race and Gender in WWE Televised Professional Wrestling" (2012). Dissertations. 550. https://aquila.usm.edu/dissertations/550 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi IDEOLOGICAL “SMACKDOWN”: A TEXTUAL ANALYSIS OF CLASS, RACE AND GENDER IN WWE TELEVISED PROFESSIONAL WRESTLING by Casey Brandon Hart Abstract of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 2012 ABSTRACT IDEOLOGICAL “SMACKDOWN”: A TEXTUAL ANALYSIS OF CLASS, RACE AND GENDER IN WWE TELEVISED PROFESSIONAL WRESTLING by Casey Brandon Hart May 2012 The focus of this study is an in-depth intertextual examination of how the WWE in 2010 and by extension contemporary professional wrestling in general represents a microcosm of modern cultural ideology. The study examines three major areas in which this occurs.