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Post by Tys on Mar 15, 2007 5:12:39 GMT -5
>.>....doesn't mean we don't do it
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Post by Tys on Mar 15, 2007 9:29:23 GMT -5
1) What key facts are included in the overviews? One fourth of the population was unemployed during the time. The suicide rate increased. Also, the drought that hit the great plans worse, which caused the dust ball, because of bad farm management, and farmers won’t able to grow any crops which just hurt the economy even more. 2) What do the overviews tell you about life during the time period? That the life during the time period was hard, especially for the unemployed. Though President Roosevelt did start many programs to help the homeless, hungry and unemployed. 1) What details do you notice in the images from the depression and dust ball? There's a lot of durt, the homes are basically shakes, some are just tents, living conditions are poor 2) What can you tell about the people, places and situations in the photos? They are durty, nearly homeless, some are homeless, probably jobless and hungry. 3) Choose one photo, and describe what you see in the image. What does this particular image communicate about the depression and/or the dust bowl? Be sure to say which site you found the image on. Lunch Hour, second site, There's a person sitting at a table with his head laying on the table and his arms out, but there isn't any food. By the title, lunch hour, it seems to be time for lunch but there isn't any food, so the image communicates about the depression showing the lack of food and the tiredness and weariness that the people most have felt. interactives.mped.org/view_interactive.aspx?id=729&title=
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Post by cool guest on Mar 15, 2007 11:53:35 GMT -5
what did you do to change america? I promoted change in dress standards for women promoted women’s sufferage temperance marriage law reform higher education for women
what did you think about the temperance movement? Brandy is evil That lady must be a wretched cook indeed who cannot make apple dumplings, mince pie, or cake palatable without the addition of poisonous substances (refers to brandy)
why did you think ladies needed a change in fashion? Holds us back The costume of women should be suited to her wants and necessities. It should conduce at once to her health, comfort, and usefulness; and, while it should not fail also to conduce to her personal adornment, it should make that end of secondary importance.
what problems did long skirts cause? Mrs. George D. Johnston is quoted saying: "If I was compelled to go back to wearing a skirt on my wheel, I would give up cycling.... I shall never forget what I suffered with my arm, all the fault of my skirt. Some friends and I were riding one day last summer against a very heavy wind, when it caught my skirt and wound it around my pedal, throwing me. The rapid gait I was going caused the force of the fall to break my arm. It laid me up six weeks; then it was I decided to wear almost any other costume, but never a skirt, and declared if ever I recovered the use of my arm, I should wear bloomers; and truly glad I am that I did so decide, for never in the years of my experience as a bicycle rider have I derived such pleasure from cycling. I climb hills impossible before. It has increased my speed just double. I fear nothing from teams or roads, for if I slip I light on my feet. With my bloomers and heavy undergarments, leggins to my knees, a corset waist, and in cool weather a double-breasted box coat, which amply protects me from chilling, I enjoy my riding."
how did you fix the issue?
Prohibition of alcoholic beverages Created bloomers (describe bloomers) This particular pattern is for an adaptable costume, allowing the wearer to buckle the skirt around her legs for complete coverage of those scandalous ankles. Then she could unbuckle the skirt for a more lady-like traditional look when not on the bicycle. They were like long baggy pants narrowing to a cuff at the ankles (worn below a skirt), intended to preserve Victorian decency while being less of a hindrance to women's activities than the long full skirts of the period (sxc period) (see Victorian dress reform). They were worn by a few women in the 1850s, but were widely ridiculed in the press, and failed to become commonly accepted (see 1850s in fashion). These early bloomers were partly an attempt to adapt young girls' short skirts and pantalettes to adult women's attire, and were partly influenced by middle-eastern clothing styles (or what was thought to be middle-eastern styles) — hence the name "Syrian costume".[1]
what did others think of you and your idea? british most every one is appalled with the notable exception of Queen Victoria who finds these modern cycling ladies quite sensible
how did you get your idea to be accepted by the community? The Lily Public speaking Wrote in the ‘Seneca Falls Community Courier’
did you have the support of other women? supported by susan b Anthony and Elizabeth Stanton When she closed the lily there were 6000 subscribers pudding!
Timeline
May 27, 1819 – Amelia Jenks Bloomer was born 1830- Married Dexter Bloomer 1848- attended woman’s right convention and met Susan B. Anthony 1849- Published the Lily, a monthly temperance newspaper 1850’s- traveled to England to popularize her clothing 1851- began to publish articles concerning women’s clothing 1852- public speaker 1855- moved to Iowa, and “The Lily” ceased publication 1871-1873-President of Women’s Suffrage Association 1894- Bloomer died
twh
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Post by cool guest twh on Mar 15, 2007 12:06:32 GMT -5
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Post by cool guest on Mar 15, 2007 12:18:29 GMT -5
died dec 30 1894
Amelia Bloomer was a highly influentual suffragette during the 1800's. She was born on May 27, 1818. She developed bloomers for women and also took part in many prohibition and women's rights movements using her newspaper, "The Lily".
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Post by Tys on Mar 22, 2007 10:51:56 GMT -5
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Post by cool guest on Mar 22, 2007 12:09:03 GMT -5
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Post by Oliver on Mar 22, 2007 12:11:52 GMT -5
-.-
To help get a better understanding of the daily responsibilities of a foreign language instructor, I set up a job shadow with the Chinese Teacher at the Twin Valley Middle School. I chose a Chinese Teacher rather then Spanish, French, German, or Russian because of my interest in Asian languages. Observing an Asian language instructor would be more beneficial towards my goal of teaching an Asian language. Although the other languages would have given me insight on the foreign language field, I felt that a teacher closer to my language of interest would be more appropriate.
For an entire school day, Mrs. Perella, the Chinese Teacher at Twin Valley Middle School allowed me to tag along with her, observe her class, and ask questions when they arose. The result was a highly interesting as well as educational day. Not only did I gain an inside look on the day of a teacher, I also participated in calligraphy writing and learned a bit of Chinese as well.
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Post by cool guest on Mar 22, 2007 12:19:06 GMT -5
May 10 France forced to sign humiliating treaty with Germany that ends the 1870-71 Franco-Prussian War. 1906 British launch first "dreadnought" class battleship August 3 Germany declares war on France. July 31 As an ally of Serbia, Russia announces full mobilization of her armed forces. August 1 Germany mobilizes her armed forces and declares war on Russia. September 5-10 First Battle of the Marne halts German invasion in France. September 15 First trenches of the Western front are dug. www.spartacus.schoolnet.co.uk/FWWfrenchA.htmIn January 1914 the French Army had 47 divisions (777,000 French and 46,000 colonial troops) in 21 regional corps, with attached cavalry and field-artillery units. Most these troops were deployed inside France with the bulk along the eastern frontier as part of Plan 17. With the fear of war with Germany a further 2.9 million men were mobilized during the summer of 1914. Heavy losses on the Western Front during the first months of the war forced the French government to conscript men up to the age of 45. The structure and balance of the French Army changed during the war. By 1918 about 40% of all French troops on the Western Front were artillerymen. Increasing use of machine-guns, armoured cars and tanks also reduced the numbers in the infantry. The growing importance of the French Army Air Service also had an impact and whereas there were 1,5 million in the French infantry in June 1915, this dropped to 850,000 in 1918. By the end of the First World War, a total of 8,317,000 men, including 475,000 colonial troops, had been called up to fight in the French Army. France suffered 4.2 million casualties, including 1.3 million dead.
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Post by Tys on Mar 22, 2007 12:21:43 GMT -5
from 1910 to 1914, while France increased her defence expenditure by 10%, Britain by 13%, Russia by 39%, and Germany was the most militaristic as she increased by 73%. Increased war expenditure enabled all the powers to raise more armies and improve their battleships. France had conscription since the Revolutionary Wars France lengthened her period of military service from two to three years For example, France rivalled with Italy over Tunis and with Germany over Morocco. Russia, Britain and France could become firm friends after 1907 partly because of aggressive attitude of Germany in both the first and the second Moroccan crises France and Britain nearly came to war over their rivalry in the Sudan in 1898. As stated earlier, from 1904 to 1907, Britain, France and Russia were able to settle their colonial disputes by the Anglo-French Entente and the Anglo-Russian Entente. The Algerciras Conference could only offer a temporary solution to the Franco-German conflict. Germany was dissatisfied with the resolutions of the Conference because they would benefit France more. France also bore ill feeling towards Germany. She remembered that Germany had tried to browbeat France to give up Morocco by a threat of war. To prepare for the eventuality of a Franco-German war, France began to hold secret military conversations with Britain, which finally led to the sending of British army to fight alongside the French army during the First World War. (algerciras conference was a conference about what's going to happen with morocco, since it was a free state, though the conference ended in France's favor, which annoyed the germans who were trying to get france to let go of morocco) www.thecorner.org/hist/wwi/military.htm
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Post by KT on Mar 23, 2007 11:27:17 GMT -5
ANOTHER REASON FOR JOINING WAR: the Schleiffen Plan
A plan drawn up by the German General Von Schleiffen in 1905 that proposed Germany invading France via Belgium in the event of a Russian attack on Germany.
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Post by kt on Mar 23, 2007 11:30:37 GMT -5
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Post by KT on Mar 23, 2007 11:42:46 GMT -5
Revised Reasons for joining the war:
1. France was competing with Germany for land and colonies in Africa
2. Both France and Germany were expanding their military power, it was a competition between the countries to have the most powerful weapons (armsrace)
3. Germany drew up the Schlieffen plan, a plan to attack france through Belgium if Russia attacked Germany
4. France was allies with Russia who was already in the war.
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Post by Oliver on Mar 23, 2007 14:49:08 GMT -5
I just realized.. I don't remember anything i learned in history last year.
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Post by Tys on Mar 29, 2007 20:01:26 GMT -5
station9) john dalton- was an English chemist and physicist, He is most well known for his advocacy of the atomic theory 1) each element is composed of extrmely small particles call atoms 2) all atoms of a given element are identical; the atoms of different elements are different and have different properties, mass included 3) atoms of an element are not changed into different types of atoms by chemical reactions; atoms are neither created or detroyed in chemical reactions 4) compounds are formed when atoms of more then one element combin; a given compound always has the same relative number and kind of atoms (there are particle drawing for each one) station11) Aristotle was a Greek philosopher, a student of Plato and teacher of Alexander the Great 2)384 BC – 322 BC ancient Greek 3)guess: the church agreed with him (agreed with his idea that the sun and planets go around the earth) 4) alexander the great conquering 5) is one of the classic solutions to the problem of universals. Aristotle thought—to put it in a not-very-enlightening way—that universals are simply types, properties, or relations that are common to their various instances. 6) Atoms differ only in shape, position, and arrangement. (guess) 7) the church accepted his believes and backed them up (guess) station12) energy levels- The energy represented by an electron in the band model of a substance orbitals- region where the electron would be found around atom planetary model- Bohr's model of an atom (picture of it needs to be drawn for part 1, which will give more detail of it) line/emission spectrum- The spectrum of bright lines, bands, or continuous radiation characteristic of and determined by a specific emitting substance subjected to a specific kind of excitation. absorption spectrum- A graph depicting the absorption of radiation by a material over a range of wavelengths. continuous spectrum- A spectrum in which all wavelengths are present between certain limits; it is produced by electrons undergoing free-bound transitions in a hot gas electromagnetic spectrum- is the range of all possible electromagnetic radiation ground state- The lowest allowed energy state of an atom, molecule, or ion. excited state-state in which an atom or molecule picks up outside energy, causing an electron to move into a higher-energy orbital energy lever diagram- capsicum.me.utexas.edu/ChE386K/html/atom_energy_level_diagram.htm the picture of it....don't really know what to write for it...
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