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District of Columbia Inventory of Historic Sites Street Address Index
DISTRICT OF COLUMBIA INVENTORY OF HISTORIC SITES STREET ADDRESS INDEX UPDATED TO OCTOBER 31, 2014 NUMBERED STREETS Half Street, SW 1360 ........................................................................................ Syphax School 1st Street, NE between East Capitol Street and Maryland Avenue ................ Supreme Court 100 block ................................................................................. Capitol Hill HD between Constitution Avenue and C Street, west side ............ Senate Office Building and M Street, southeast corner ................................................ Woodward & Lothrop Warehouse 1st Street, NW 320 .......................................................................................... Federal Home Loan Bank Board 2122 ........................................................................................ Samuel Gompers House 2400 ........................................................................................ Fire Alarm Headquarters between Bryant Street and Michigan Avenue ......................... McMillan Park Reservoir 1st Street, SE between East Capitol Street and Independence Avenue .......... Library of Congress between Independence Avenue and C Street, west side .......... House Office Building 300 block, even numbers ......................................................... Capitol Hill HD 400 through 500 blocks ........................................................... Capitol Hill HD 1st Street, SW 734 ......................................................................................... -
Foreword Missouri Has a History of Diversity in Geography, the Economy, Culture and People
Foreword Missouri has a history of diversity in geography, the economy, culture and people. The state is well known for its ability to adapt to the changes required to accommodate this diversity. Among the changes that are occurring is the influx of immigrants from around the world. The changing of the colors of Missouri is, once again, providing a set of challenges to respond to. The most notable change in the faces and colors of Missouri in recent years is the increase of Latino and Hispanic peoples in both rural and urban areas. These new Missourians are contributing significantly to the local and state economy as well as to the social progress of the state. Because these new immigrants speak a different language and represent different cultures and values, we need to acknowledge and welcome their contributions and make an extra effort to weave and integrate them into the rich societal tapestry that results from such a change. Sylvia Lazos and Stephen Jeanetta together have studied and documented the current status of Latino and Hispanic people in the state. This critical and most timely research effort identifies the important issues that businesses, social services and community agencies need to consider in developing appropriate public policy issues that should be addressed. I urge you to use the knowledge included in this monograph to help create a Missouri that values each person and affords the equality of opportunity and individual rights that each person deserves. This is the right thing to do. Manuel Pacheco President University of Missouri-Columbia MU Extension, University of Missouri-Columbia 1 2 Cambio de Colores Contents Executive Summary ......................................................................................................................... -
WHITE, CLEMENTS a Diitles WORTH of DIFFERENCE?
'TEXAS 13 SERVER October I 1982 A Journal of Free Voices 750 WHITE, CLEMENTS A DIItleS WORTH OF DIFFERENCE? Kevin Kreneck By Joe Holley By Paul Sweeney with the White campaign with the Clements campaign N AN OLD MOVIE poster on N THIS TYPICALLY wind- the wall just above the steam On The Inside blown, sun-drenched Panhandle trays of bubbly Swedish meat- morning, a small caravan of 0 shiny cars and vans waiting outside balls and bacon-wrapped chicken livers, Gene Autry smiled his perpetual ENDORSEMENTS Amarillo's Hilton Inn pulls into line be- singing-cowboy smile. At the other end hind a big, armadillo-crunching Scout of the cramped restaurant banquet room, See Page 2 carrying Gov. Bill Clements and his wife hemmed in by a noisy crowd of well Rita. Next in line in a Mercedes is Mad wishers, the candidate for governor, Eddie Chiles and his wife Fran, a Repub- lican national committee woman. Bring- sweating in the hot glare of television MAVERICK AND THE JEWS lights, smiled his "how are ya, good to ing up the rear is the press corps, riding in Margaret Spearman's station wagon. see ya" candidate's smile and held aloft a See Page 8 store-bought jug of water. On the short drive to West Texas State Gene Autry, of course, swapped the University in Canyon, Ms. Spearman, a smiling business for an even more lucra- Clements campaign volunteer and an tive line of work, but 42-year-old Mark 8th-grade history teacher, chats about (Continued on Page 12) (Continued on Page 15) •THE OBSERVER'S POSITION • HIS YEAR, in an exercise that is and it stands to reason that a straight- lieutenant governor, that the two top unusual in the 27-year history of ticket strategy this year enhances the Democratic nominees must be clearly T the Texas Observer, we urge our chances of these four candidates. -
Kindergarten the World Around Us
Kindergarten The World Around Us Course Description: Kindergarten students will build upon experiences in their families, schools, and communities as an introduction to social studies. Students will explore different traditions, customs, and cultures within their families, schools, and communities. They will identify basic needs and describe the ways families produce, consume, and exchange goods and services in their communities. Students will also demonstrate an understanding of the concept of location by using terms that communicate relative location. They will also be able to show where locations are on a globe. Students will describe events in the past and in the present and begin to recognize that things change over time. They will understand that history describes events and people of other times and places. Students will be able to identify important holidays, symbols, and individuals associated with Tennessee and the United States and why they are significant. The classroom will serve as a model of society where decisions are made with a sense of individual responsibility and respect for the rules by which they live. Students will build upon this understanding by reading stories that describe courage, respect, and responsible behavior. Culture K.1 DHVFULEHIDPLOLDUSHRSOHSODFHVWKLQJVDQGHYHQWVZLWKFODULI\LQJGHWDLODERXWDVWXGHQW¶V home, school, and community. K.2 Summarize people and places referenced in picture books, stories, and real-life situations with supporting detail. K.3 Compare family traditions and customs among different cultures. K.4 Use diagrams to show similarities and differences in food, clothes, homes, games, and families in different cultures. Economics K.5 Distinguish between wants and needs. K.6 Identify and explain how the basic human needs of food, clothing, shelter and transportation are met. -
HS, Tennessee History, Quarter 1
2021 - 2022, HS, Tennessee History, Quarter 1 Students begin a yearlong study of Tennessee history, culture, economics, and geography by examining the units of Indigenous Peoples of Tennessee, The Struggle for Tennessee’s Frontier, From Territory to Statehood, and Tennessee’s Coming of Age. This course complies with T.C.A. § 49-6-1006 and T.C.A. § 49-6-1011. Tennessee State Standards and Learning Expectations Indigenous Peoples of Tennessee – c. 10,000 BC - AD 1500s TN.01 Describe changes in life in the Tennessee region from the late ice age through the Archaic period. (C, G, H) • Describe life in the Tennessee region from the late ice age through the Archaic period. TN.02 Compare and contrast features of life in the Tennessee region during the Woodland and Mississippian periods. (C, E, G, H, P) • Identify settlements and describe the culture in the Tennessee region during Woodland and Mississippian periods. TN.03 Analyze the customs and traditions of American Indians located in the Tennessee region prior to European contact, including: (C, E, G, H, P) • Cherokee • Iroquois • Chickasaw • Shawnee • Creek • Compare and contrast the pre-colonial American Indian tribes residing in Tennessee prior to statehood. • Locate the pre-colonial American Indian tribes residing in Tennessee prior to statehood. TN.04 Describe the impact of European exploration in the Tennessee region, including the significance of Christopher Columbus, Hernando de Soto, and Juan Pardo. (C, G, H) • Describe the impact of European exploration in the Tennessee region. • Create a map tracing the route of Columbus, de Soto, and Pardo. The Struggle for Tennessee’s Frontier – 1600s - 1700s TN.05 Describe the influx of British and French settlers and fur traders in the Tennessee region and their impact on American Indian tribes. -
Lawrence Tyson Table of Contents
Lawrence Tyson Table of Contents Pages 1. Content Essay 2-3 2. Student Activity 4-5 Lawrence Tyson Essential Question: What role did Lawrence Tyson play in World War I? Lawrence Tyson was born in North Carolina on July, 4, 1861. Tyson graduated from West Point in 1883 and served in various western territories while fighting Geronimo. Tyson married Bettie McGhee of Knoxville, TN and took a position as a professor of military science at the University of Tennessee. In 1895, Tyson resigned his position and became an attorney in Knoxville. During the Spanish-American war, Tyson served as colonel of the Sixth Regiment U.S. Volunteer Infantry. Tyson recruited men from Tennessee and Kentucky to serve in Puerto Rico. Tyson was mustered out of service in 1899 with the rank of brigadier general. In 1917, at the age of fifty, Tyson once again volunteered for service in World War I. Tyson was given command of the 59th Brigade of the 13th National Guard Division at Calais. They were the first American troops to enter Belgium in July 1918. In September, the 13th Division was at the Somme and with help from British troops attacked the Hindenburg line of defenses. The Americans managed to move across three trench lines despite a heavy fog. They captured 1500 enemy soldiers. The Nashville Banner claimed that the 59th Brigade, commanded by Tyson, were the first to cross and therefore the first to break the Hindenburg line. The brigade suffered 1,879 casualties. Nine men from the brigade received Medals of Honor and Tyson received the Distinguished Service Medal. -
Hugh Macrae and the Idea of Farm City Race, Class, And
HUGH MACRAE AND THE IDEA OF FARM CITY RACE, CLASS, AND CONSERVATION IN THE NEW SOUTH, 1905-1935 A thesis presented to the faculty of the Graduate School of Western Carolina University in partial fulfillment of the requirements for the degree of Master of Arts in History. By Thomas Luke Manget Director: Dr. Richard Starnes Sossomon Associate Professor of History History Department Committee Members: Dr. Gael Graham, History Dr. Elizabeth McRae, History June 2012 ACKNOWLEDGEMENTS I would like to sincerely thank my committee members for their thoughtful feedback and encouragement. Specifically, I would like to thank my director Dr. Richard Starnes, whose consultation and advice were invaluable throughout the entire process of researching and writing. I would also like to thank the entire staff at Hunter Library, especially the Interlibrary Loan Department. Without their diligence in tracking down obscure sources, this thesis would have been impossible to write. Most importantly, I am forever and deeply indebted to my wife, Natalie, for supporting my education and picking up the slack for me in managing our household while I worked on this thesis. In addition, I want to thank my parents, Tom and Debbie Manget, whose sacrifice and commitment, as well as their financial support, made my life and my education possible; my grandmother Orbenia Greer Stewart Burges, who has always been my most devoted supporter; my aunt Carolyn Carlson, whose editing prowess and willingness to take on some of my most rough of drafts during my undergraduate studies has helped me become a better writer; and all the other family and friends who have provided moral support. -
MF-A.65 MC-$6,53
DOCUMENT RESUME ED 055 243 52 VT 014 106 AUTHOR Bartel, Carl R. TITLE Coordination of Supportive Programs for Vocational Education Students in Metropolitan Areas. Institute V, Final Report. INSTITUTION Arizona State Univ., Tempe. SPONS AGENCY National Center for Educational Research and Development (DHEW/CE), Washington, D.C. BUREAU NO BR-9-0524 PUB DATE May 71 GRANT OEG-0-150524-4520 NOTE 188p.; Part of Short Term Institutes for Inservice Training of Professional Personnel Responsible for Vocational Technical Education in Western Metropolitan Areas EDRS PRICE MF-a.65 MC-$6,53 DESCRIPTORS *Ancillary Services; Disadvantaged Youth; Educational Administration; *Educational Coordination,' Educational Needs; Educational Planning; Institutes (Training Programs); *Metropolitan Areas; *Professional Continuing Education; Technical Education; *Vocational Education ABSTRACT This one-week institute emphasized the developmentof patterns of administration and coordination ofsupportive services to help students who find it difficult to obtain adequateoccupational training for reasons beyond their control. The instituteprovid:d participants the opportunity to develop strategies and models that could be followed or adapted for use in their respective homestates. Pour working groups were organized to develop guidelines and/or wodels adaptable to various geographic locations in metropolitln areas. The group reports which weremade on the final day re' ted in meaningful suggestions for more effective coordination of upi ive services.(BH) FINAL REPORT institute V Project No. 9-0524 Grant No. OEG.0-9-150524-4520 (725) COORDINATION OF SUPPORTWE PROGRAMS FOR VOCATIONAL EDUCATION STUDENTS IN WESTERN METROPOLITAN AREAS Part of Short Term Institutes for lnserv;ce Training of Professional Personnel Responsible for Vocational- Technical Education in Western Metropolitan Areas Carl R. -
District of Columbia Inventory of Historic Sites Street Address Index
DISTRICT OF COLUMBIA INVENTORY OF HISTORIC SITES STREET ADDRESS INDEX UPDATED TO JANUARY 31, 2015 NUMBERED STREETS Half Street, SW 1360 ........................................................................................ Syphax School 1st Street, NE between East Capitol Street and Maryland Avenue ................ Supreme Court 100 block ................................................................................. Capitol Hill HD between Constitution Avenue and C Street, west side ............ Senate Office Building and M Street, southeast corner ................................................ Woodward & Lothrop Warehouse 1st Street, NW 320 .......................................................................................... Federal Home Loan Bank Board 2122 ........................................................................................ Samuel Gompers House 2400 ........................................................................................ Fire Alarm Headquarters between Bryant Street and Michigan Avenue ......................... McMillan Park Reservoir 1st Street, SE between East Capitol Street and Independence Avenue .......... Library of Congress between Independence Avenue and C Street, west side .......... House Office Building 300 block, even numbers ......................................................... Capitol Hill HD 400 through 500 blocks ........................................................... Capitol Hill HD 1st Street, SW 734 ......................................................................................... -
Warrior Knowledge
University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Air Force ROTC Program Publications and Other Works Air Force ROTC Program 2-2011 Warrior Knowledge Air Force ROTC Det. 800 University of Tennessee Follow this and additional works at: https://trace.tennessee.edu/utk_rotcairfpubs Recommended Citation Air Force ROTC Det. 800 and University of Tennessee, "Warrior Knowledge" (2011). Air Force ROTC Program Publications and Other Works. https://trace.tennessee.edu/utk_rotcairfpubs/1 This Report is brought to you for free and open access by the Air Force ROTC Program at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Air Force ROTC Program Publications and Other Works by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. University of Tennes- see and AFROTC Det. 800 Current as of: 7 February 2011 Volunteer Today . Leader Tomorrow! 1 Introduction iii 1. Early University of Tennessee History 1 2. Becoming the State University 3 3. The University of Tennessee Today 5 4. Our Traditions 7 5. Early Tennessee Military History 9 6. After the Civil War 14 7. East Tennessee Medal of Honor Recipients 16 8. Early Military Tradition of UT 17 9. Military at UT After the Civil War 18 10. World War I to World War II 21 11. AFROTC at the University of Tennessee 25 12. AFROTC Detachment 800 Commanding Officers 27 13. Warrior Knowledge 28 13.1. Core Values 28 13.2. Honor Code 28 13.3. Air Force Mission 28 13.4. Airman’s Creed 30 13.5. -
Commemorative Works Catalog
DRAFT Commemorative Works by Proposed Theme for Public Comment February 18, 2010 Note: This database is part of a joint study, Washington as Commemoration, by the National Capital Planning Commission and the National Park Service. Contact Lucy Kempf (NCPC) for more information: 202-482-7257 or [email protected]. CURRENT DATABASE This DRAFT working database includes major and many minor statues, monuments, memorials, plaques, landscapes, and gardens located on federal land in Washington, DC. Most are located on National Park Service lands and were established by separate acts of Congress. The authorization law is available upon request. The database can be mapped in GIS for spatial analysis. Many other works contribute to the capital's commemorative landscape. A Supplementary Database, found at the end of this list, includes selected works: -- Within interior courtyards of federal buildings; -- On federal land in the National Capital Region; -- Within cemeteries; -- On District of Columbia lands, private land, and land outside of embassies; -- On land belonging to universities and religious institutions -- That were authorized but never built Explanation of Database Fields: A. Lists the subject of commemoration (person, event, group, concept, etc.) and the title of the work. Alphabetized by Major Themes ("Achievement…", "America…," etc.). B. Provides address or other location information, such as building or park name. C. Descriptions of subject may include details surrounding the commemorated event or the contributions of the group or individual being commemorated. The purpose may include information about why the commemoration was established, such as a symbolic gesture or event. D. Identifies the type of land where the commemoration is located such as public, private, religious, academic; federal/local; and management agency. -
Consumer Financial Protection Bureau Washington, Dc
CONSUMER FINANCIAL PROTECTION BUREAU WASHINGTON, DC NCPC PROJECT PLANS PRELIMINARY SUBMISSION PART E: APPENDIX REVISED JAN 3, 2014 Consumer Financial Protection Bureau PART E: APPENDIX A. ENVIRONMENTAL ASSESSMENT REPORT ENVIRONMENTAL ASSESSMENT Contents FOR THE RENOVATION OF THE List of Tables ................................................................................................................................. iv CONSUMER FINANCIAL PROTECTION BUREAU HEADQUARTERS' BUILDING List of Figures ................................................................................................................................ iv LOCATED ON 1700 G STREET, NW, WASHINGTON, DC, 20552 ACRONYMS AND ABBREVIATIONS ....................................................................................... v EXECUTIVE SUMMARY ............................................................................................................ 1 1.0 PURPOSE AND NEED OF PROJECT .................................................................................... 3 1.1 Project Description ................................................................................................................ 3 Location and Physiography..................................................................................................... 4 Building History...................................................................................................................... 4 Exterior Wall ..........................................................................................................................