PPT-Why did they go to America?

LO To understand that there are a number of different causes for the same event Starter Brainstorm all the reasons why people go to America today Why did they go to America. brPage 1br Did he lay did he watch or collect bricabrac living in the jungles of Africa Lying on death bed cot without being sick Hes every mans life lived for another The jackals howl un THE REPTILIANS:WHY THEY ARE OBSESSED WITH BLOODLINE AND RITUALBy David Icke I witnessed a "channeling" session this week in England, performed by a channel/medium I was very impressed with. As reade Containing communism in Cuba. The Treaty of Paris . Was a treaty in which Cuba gained its independence from Spain. The USA had a right to intervene in Cuban affairs and to supervise its finances and foreign relations. WHY DID THE UNDERWEAR CROSS THE ROADSynopsisJustin’s school is having a contest. You earn points by doing good deeds and the winners will get to go a water park. Justin’s family has nev Moderator: Jim Kaddaras, Partner, Developing World Markets. Introduction of panelists and panel topics. :. Why MFIs get into trouble: . Mirza. . Halilovic. , . responsAbility. —overview. The composition of the lenders group and debt restructurings: . L/O – . To discover who benefited from the slave trade and to identify the arguments used to defend it. Starter. – . Which groups of people profited from the Slave Trade? Think about what was brought and sold. Why can’t the bank keep a secret?. Gardyloo. . – Archaic warning cry made when waste water was tossed out the window. .. Goals – Discuss Chapter 20 and 21 questions about the text and find evidence form the text to defend your opinions. . Data: The Commonwealth Fund Affordable Care Act Tracking Survey, March–June 2017.. You said that you have not visited the marketplace to shop for health insurance. . What . are the reasons you did not visit the marketplace? Is it because…?. imperialism. . The European nations had been gobbling up colonies all during the 1800's, now America wanted a slice of the world pie. . There were several influences pointing toward imperialism… . Yellow journalism. North America is the . 3. rd. largest continent, containing . 16.5%. of the earth’s total land area.. North America is the . 4. th. . most . populous. continent with a population around . 515 million. Mexico. Central America. Caribbean Islands. South America. Why do we call it . Latin. America?. We call it LATIN America because most of the European countries that colonized this region spoke Spanish or Portuguese. Both of these languages are derived (or come from) the ancient Latin language. Thus we call this region Latin America.. Barbara Tewksbury, Hamilton College. Why did Ancient Egyptian civilization develop where it did?. Presence of the Nile. Nile is only trans-Saharan . river. Seasonal rainfall in high areas of East Africa plus topography that directs water west and north. Management fads in higher education will never be the same. Birnbaum\'s penetrating analysis reveals in the clearest possible terms why fads die an early death. --Burton R. Clark, Allan M. Carter Professor Emeritus of Higher Education and Sociology, University of California, Los Angeles Anyone in higher education leadership should read this critical and amusing book. It goes much further than the dull descriptions of management techniques for universities and colleges. It is fair, convincing, and well documented. --Frans van Vught, Rector Magnificus, University of Twente, The Netherlands When is a management innovation truly a good idea, and when is it only a fad? In this thoughtful book, Robert Birnbaum scrutinizes the rise and fall of management fads in higher education since the 1960s. He shows administrators and faculty how to move beyond the hype of new fads to make wise, informed decisions and adopt sound management policies. Birnbaum begins by analyzing the historical development of seven major management systems in higher education. From these histories, he develops a model for understanding the life cycle of management innovations, including their creation, development, and eventual adoption or abandonment. He then explains the social and environmental factors that make institutions vulnerable to fads, plus the psychological issues that may lead academic managers to support failing fads. This comprehensive resource is for anyone who wants to understand how management innovations can be used to strengthen the educational and social purposes of higher education. To read the first chapter of this book, Seeking the Grail: The Never-Ending Quest, click here. Status is ubiquitous in modern life, yet our understanding of its role as a driver of inequality is limited.  In Status, sociologist and social psychologist Cecilia Ridgeway examines how this ancient and universal form of inequality influences today’s ostensibly meritocratic institutions and why it matters. Ridgeway illuminates the complex ways in which status affects human interactions as we work together towards common goals, such as in classroom discussions, family decisions, or workplace deliberations. Ridgeway’s research on status has important implications for our understanding of social inequality. Distinct from power or wealth, status is prized because it provides affirmation from others and affords access to valuable resources. Ridgeway demonstrates how the conferral of status inevitably contributes to differing life outcomes for individuals, with impacts on pay, wealth creation, and health and wellbeing. Status beliefs are widely held views about who is better in society than others in terms of esteem, wealth, or competence. These beliefs confer advantages which can exacerbate social inequality. Ridgeway notes that status advantages based on race, gender, and class—such as the belief that white men are more competent than others—are the most likely to increase inequality by facilitating greater social and economic opportunities. Ridgeway argues that status beliefs greatly enhance higher status groups’ ability to maintain their advantages in resources and access to positions of power and make lower status groups less likely to challenge the status quo. Many lower status people will accept their lower status when given a baseline level of dignity and respect—being seen, for example, as poor but hardworking. She also shows that people remain willfully blind to status beliefs and their effects because recognizing them can lead to emotional discomfort. Acknowledging the insidious role of status in our lives would require many higher-status individuals to accept that they may not have succeeded based on their own merit many lower-status individuals would have to acknowledge that they may have been discriminated against. Ridgeway suggests that inequality need not be an inevitable consequence of our status beliefs. She shows how status beliefs can be subverted—as when we reject the idea that all racial and gender traits are fixed at birth, thus refuting the idea that women and people of color are less competent than their male and white counterparts. This important new book demonstrates the pervasive influence of  status on social inequality and suggests ways to ensure that it has a less detrimental impact on our lives.