Dickinson Alumnus, September 1942
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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 ......................................................................................................................... -
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. -
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. -
Annual Report 2014
CLIMB ON annual report 2014 A WORD FROM OUR EXECUTIVE DIRECTOR POBS RESULTS IN 2014 FINANCIALS Dear Friends: UNAUDITED FOR 2014 $63,000 RESTRICTED OPERATIONAL 2014 was an adventurous year at the Philadelphia Outward SINGLE- AND MULTI-DAY COURSE OFFERINGS POBS REVENUE OVERVIEW 2014: FUNDS Bound School. $1,485,000 2012 2013 2014 You may have met one of the 4,100 students who participated 120 in one of our experiential education programs this past 110 year. You may have spoken with one of our instructors who collectively delivered 9,191 student program days in 2014. 95 100 Or, you may have seen us in the news during our annual Building Adventure event in mid-October where over 120 78 80 people rappelled 31 stories (418 feet) from the top of One Logan Square in Center City. The Philadelphia Outward Bound School is the “school” that inspires leadership and 5755 60 service to communities through single and multi-day 51 outdoor experiences that change lives through challenge and discovery. 40 2014 In truth, the Philadelphia Outward Bound School is not a 21 20 REVENUE traditional educational institution. We educate by “doing,” 11 12 10 $805,000 $617,000 and our students find us through our many partnerships 5 6 TOTAL FUNDS PROGRAM TUITION & with schools and youth-serving organizations across the 0 RAISED CO-PAYS greater Philadelphia metropolitan region. Together, with these educational partners, we inspire more than 4,000 SHORT LONG CORPORATE ONE-DAY EXPEDITION EXPEDITION TEAMBUILDING INSIGHT youth to be more than they thought they could be - and to (</= 7 DAYS) (8+ DAYS) PROGRAMS PROGRAMS graduate from high school, to finish college and to return home to make their world a better place. -
Hearing Officer Report – Olney Charter High School
BOARD OF EDUCATION THE SCHOOL DISTRICT OF PHILADELPHIA In the Matter of: Charter Nonrenewal Proceeding Regarding Olney Charter High School HEARING OFFICER’S REPORT The Hearing Officer submits this report regarding the hearing conducted in this matter, together with the attached findings of fact, conclusions of law, proposed adjudication and certification of the record. Rudolph Garcia, Esquire HEARING OFFICER 235 Lloyd Lane Wynnewood, PA 19096 www.RudolphGarcia.com Direct: 610-986-1061 [email protected] Date: September 19, 2019 TABLE OF CONTENTS HEARING OFFICER’S REPORT I. PROCEDURAL POSTURE .....................................................................................................1 II. GROUNDS FOR NONRENEWAL OF OLNEY’S CHARTER .............................................5 A. Material Violations of Charter Standards and Conditions ................................................7 1. Olney failed to meet charter conditions for Renaissance Schools. ............................8 2. Olney has not achieved the performance expected of Renaissance Schools. ....................................................................................................................10 3. Olney failed to meet charter requirements for Statements of Financial Interest. .....................................................................................................13 4. Olney failed to meet charter requirements for Highly Qualified Teachers. ..................................................................................................................15 -
WORLD WAR I and the UPPER CUMBERLAND “Cumberland
WORLD WAR I AND THE UPPER CUMBERLAND “Cumberland Tales” By Michael Birdwell Herald-Citizen, Cookeville, TN: Sunday, November 4, 2018 When the United States declared war on Germany April 6, 1917, the war seemed of little consequence to many in the Upper Cumberland, though the war would have significant impact on the region even before the United States entered the fray. First of all, the war caused a serious depletion of life and resources in Europe and both belligerents looked to America for resources. Both sides needed coal to fuel their war machines, causing the mines in Fentress, Putnam, Overton, Scott, Morgan, Roane, Campbell and Anderson Counties to enjoy a boom economy during the war. In fact, the war created the largest demand for Cumberland coal in the industry’s short life. Upper Cumberland citizens played a significant role in the war. Crossville native George Ashburn was the first doughboy wounded in action. The duty of carrying out the draft fell to individual states, though it was overseen by a staff in Washington. The man in charge of the draft for the entire state of Tennessee and the Southeastern region of the United States was none other than Tennessee Central Railroad’s vice president Maj. Rutledge Smith of Cookeville. He was the only man in the country to oversee both military and civilian mobilization. Dividing his time between Washington, training camps and the states in his territory, Smith tried to administer the draft fairly. With the help of his formidable wife, Graeme McGregor Smith, he spearheaded war-related work on the homefront, rationing, and morale building. -
CONGRESSION All RECORD-SEN
1929 CONGRESSION All RECORD-SEN ATE 4041 gathered one-half of the crop in my State or in any other State to be a correet and accurate report of the number of bales of American in the Southeast. cotton ginned this season up to September 23 ; and Here is a report made on Monday morning last, September Whereas when complaint was made that the ginners' report given 23, showing 727,988 bales of cotton ginned in my State, which out for publication by the Bureau of the Census on that date was not would be more than two-thirds, or roughly three-fourths, of the justified by the facts regarding the actual number of bales of cotton entire number of bales that the State could hope to · produce ginned up to September 23, the Bureau of the. Census admitted that its under existing conditions. A scapegoat is found, just as one 1s report published on September 23 contained figures showing 300,000 always found, by the Census Bureau. Somebody has made a bales more of cotton ginned up to that date than the Government clerical error. But here is the bureau handling cotton sta figures justified; and tistics. It has been engaged for many years in estimating and Whereas said incorrect and misleading ginners' report resulted in in furnishing the reports and in making public the number of depressing the price of cotton : Therefore be it bales of cotton ginned up to and including certain dates. That Resolved, That the Bureau o! the Census is hereby requested to give bureau or the men in it are supposed to know something about to the Senate all the information that it has as to why and how the the commodity on which they are reporting. -
The Calendar of the School District of Philadelphia September 2009 to July 2010 2009-2010 SRC CHAIRMAN’S MESSAGE
Merlin Thomas, Greenberg School, 2009 The Calendar of The School District of Philadelphia September 2009 to July 2010 2009-2010 SRC CHAIRMAN’S MESSAGE To the Entire School District Community: I ask for your partnership moving forward because we all have a role to play. Teachers must strive for excellence in the classroom. Administrators must Welcome back to school for the 2009-2010 academic year. I am truly support teachers and create excellent schools. Parents and guardians must excited to be a part of The School District of Philadelphia during what is ensure that their children are at school on time every day and prepared to going to be an exhilarating year full of change and opportunity for our learn. Above all, students must embrace learning, participate in class, com- students, parents/guardians, teachers and administrators. plete homework assignments, and study hard. One of the School Reform Commission’s first actions at the time I was There is much work to be done this year and many decisions to be made named Chairman was to approve a strategic plan for the School District, about how the vision in our strategic plan will be realized. However, I Imagine 2014. I was impressed with how a community as large and diverse have been inspired by what the School District community has achieved as the School District community could work together over many months thus far and am confident that together much will be accomplished this to articulate a common vision for what high-quality education means and school year. then develop a specific plan for achieving it. -
Submission Instructions Submission Instructions
SUBMISSION INSTRUCTIONS SUBMISSION INSTRUCTIONS Applicants must respond to each question/item in each section of the application. Incomplete applications will not be considered. Electronic Application Process Applicants are required to complete and submit the application, including all required attachments to: [email protected] The application and all required attachments must be submitted before 5:00 p.m. on May 21, 2010 to be considered for the first list to be posted on the website. Applications will be received after May 21 on an ongoing basis and will be reviewed in the order in which they are received. There will be NO exceptions made to the May 17 application deadline to be considered for the first posted list. Applicants must respond to each question/item in each section of the application. Incomplete applications will not be considered. Please make sure you complete the application as early as possible so that we may help you correct any problems associated with technical difficulties. Technical support will be available Monday – Friday, throughout the application period, from 9:00 a.m. – 4:00 p.m. All information included in the application package must be accurate. All information that is submitted is subject to verification. All applications are subject to public inspection and/or photocopying. Contact Information All questions related to the preferred provider application process should be directed to: Mark Coscarella Interim Supervisor Office of Education Improvement & Innovation OR Anne Hansen or Bill Witt Consultants Office of Education Improvement & Innovation Telephone: (517) 373-8480 or (517) 335-4733 Email: [email protected] Michigan Department of Education 2010-11 Section 1003(g) School Improvement Grants Preferred External Educational Services Provider Application 1 EXTERNAL PROVIDERS: BACKGROUND & APPROVAL PROCESS Under the Final Requirements for School Improvements Grants, as defined under the Elementary and Secondary Education Act of 1965, as amended, Title I, Part A.