This course is designed to equip you with the tools to succeed during your college career. Simply attending school for many years is no guarantee that you have a clear understanding of the specific strategies needed to get what you want out of college. This course will provide the opportunity for you to learn and practice methods that will assist you in identifying and reaching your academic and career goals.

This 1767 engraving, published in Great Britain and attributed to Benjamin Franklin, warned of the consequences of alienating the colonies through enforcement of the Stamp Act. The act was a 1765 attempt by Parliament to increase revenue from the colonies to pay for troops and colonial administration, and it required colonists to purchase stamps for many documents and printed items, such as land titles, contracts, playing cards, books, newspapers, and advertisements. Because it affected almost everyone, the act provoked widespread hostility. The cartoon depicts Britannia, surrounded by her amputated limbs marked Virginia, Pennsylvania, New York, and New England as she contemplates the decline of her empire. Franklin, who was in England representing the colonists' claims, arranged to have the image printed on cards that he distributed to members of Parliament.

Although Thomas Nast was an ardent supporter of equal rights, he often resorted to racial and ethnic stereotypes in his Harper's Weekly cartoons. Questioning the actions of some southern black Republican legislators, in the cartoon on the left Nast drew the figure of "Columbia," symbol of the nation, chiding: "You are aping the lowest whites. If you disgrace your race in this way you had better take back seats." Nast got a taste of his own medicine in this answering cartoon (right) on the cover of the New York Daily Graphic, entitled "I Wonder How Harper's Artist Likes To Be Offensively Caricatured Himself?" Such consciousness in the press about offensive imagery would not last long. By the 1880s, with the end of a national commitment to black equality, racist stereotypes characterized most published cartoons and illustrations.

The National Industrial Recovery Act, passed in 1933, was a New Deal program intended to strengthen the economy by regulating production and prices; it also included a provision protecting the right of workers to form unions. One odd place in which a union drive emerged was among newspaper reporters, a group that had long resisted unionization efforts, in part because of their status as "professional" and "white-collar" workers. Newspaper columnist Heywood Broun was a sportswriter who gradually turned to writing book reviews and personal essays; in the 1930s Broun became a member of the Socialist Party and ran unsuccessfully for Congress. On August 7, 1933, Broun published this famous column calling--with some ambivalence--for a journalists' union. The combination of Broun's column, the intransigence of publishers, and the general labor unrest sweeping the nation led to a nationwide flurry of activity among newspaper people, culminating in the December 1933 formation of the American Newspaper Guild (ANG).

William A. Rogers depicts Capital and Labor as evenly matched with Commerce a beleaguered referee on a 1901 cover of Harper's Weekly. Variations on this theme frequently appeared in the Progressive Era's mainstream press. Commerce alternated with other allegorical figures like the nation" or the "public

The Folger Shakespeare Library provides the full searchable text of "The Comedy of Errors" to read online or download as a PDF. All of the lines are numbered sequentially to make it easier and more convenient to find any line.

This article discusses several ethical dilemmas that are commonly encountered in the workplace.

President Lyndon Johnson formed an 11-member National Advisory Commission on Civil Disorders in July 1967 to explain the riots that plagued cities each summer since 1964 and to provide recommendations for the future. The Commission's 1968 report, informally known as the Kerner Report, concluded that the nation was "moving toward two societies, one black, one white--separate and unequal." Unless conditions were remedied, the Commission warned, the country faced a "system of 'apartheid'" in its major cities. The Kerner report delivered an indictment of "white society" for isolating and neglecting African Americans and urged legislation to promote racial integration and to enrich slums--primarily through the creation of jobs, job training programs, and decent housing. President Johnson, however, rejected the recommendations. In April 1968, one month after the release of the Kerner report, rioting broke out in more than 100 cities following the assassination of civil rights leader Martin Luther King, Jr. In the following excerpt from the Kerner Report, the Commission assessed media coverage of the riots and criticized newspapers and television for failing to adequately report on African-American life or to employ more than a token number of blacks. In 1998, 30 years after the issuance of the Report, former Senator and Commission member Fred R. Harris co-authored a study that found the racial divide had grown in the ensuing years with inner-city unemployment at crisis levels. Opposing voices argued that the Commission's prediction of separate societies had failed to materialize due to a marked increase in the number of African Americans living in suburbs.

In 1919, during the post-World War I "Red Scare," the Supreme Court ruled that the First Amendment protection of free speech was not applicable in circumstances in which there was a "clear and present danger" that "substantive evils that Congress has a right to prevent" would occur as a result of that speech. In 1940, Congress passed the Smith Act, making illegal the advocacy of overthrowing state or national governments. Although the Act was not used against members of the Communist Party during World War II, 11 Communist Party leaders were convicted under the Act in 1949 following the build up of Cold War tensions. In the following opening statements of that trial, the U.S. prosecuting attorney, John F. X. McGohey and the general secretary of the Communist Party, Eugene Dennis, offered widely divergent descriptions of the Party's goals. The Supreme Court upheld the guilty verdicts in 1951, ruling that government action against the defendants was required under the "clear and present danger" test. The ruling further argued that the Party, which was "in the very least ideologically attuned" with Communist countries, had formed "a highly organized conspiracy," that created the present danger. In subsequent years, Congress passed additional anti-Communist laws, and courts obtained 93 convictions of Party members. After the liberal-leaning Warren Court's 1956 ruling that mere advocacy of revolution was insufficient grounds to convict, the U.S. government ended their prosecution of Communists for Party membership alone.

Conducting a detailed community needs assessment can help you gain a better understanding of your community, increase community engagement, guide your planning, and help you make a positive impact. This resource is a set of questions that can be posed to a school community to determine the educational needs of a community / town / city.

Collection of ways that students can participate in community service. Would be a fun activity to complete with students as an extra credit or class project!

Francis Daniel Pastorius arrived in Pennsylvania in 1683, commissioned by the Frankfort Land Company and a group of German merchants to obtain 15,000 acres of land for a settlement in the new colony of Pennsylvania. Pastorius, well educated in European universities, reported back to his friends in Germany. This report was later published as Positive Information From America, concerning the Country of Pennsylvania by a German who Traveled There (1684), a promotional tract to encourage other Germans to immigrate. Pastorius found the journey to be difficult but the prospects attractive. He remarked notably upon the ethnic and religious complexity of the colony. Pennsylvania attracted many colonists seeking religious freedom and communal prosperity. Pastorius went on to lead settlement of Mennonites and Quakers at Germantown.

These lessons compare different versions of the fairy tale, Little Red Riding Hood, giving students an opportunity to talk about the similiarities and differences among the different stories.  Students are then introduced to non-fiction text about wolves to determine different perscpectives of the wolf as a villian in the stories.

In this lesson, students will perform a comparative close reading of select informational texts from the Scottsboro Boys trials alongside sections from To Kill a Mockingbird. Students analyze the two trials and the characters and arguments involved in them to see how fictional “truth” both mirrors and departs from the factual experience that inspired it.

In this lesson, high school students look critically at the literary work "The Pit and the Pendulum" by Edgar Allan Poe and its 1961 film interpretation. They use prediction strategies to form and refine their opinions about the story line progression in each work. They read the short story, screen the film, discuss reactions to both works, and plan and write a persuasive essay analyzing the validity of the film interpretation. This lesson is ideally suited for students who have experience with persuasive writing, and it can be adapted to work with any literature-film pairing.

Students identify the main events that take place in a classic children's picture book. Students will then compare and contrast the book to the film using specific events from both. Students will analyze the choices the director makes in recreating the events from the book. Lastly, students will write a movie review based on the analysis of the events.

This course provides a basic overview of how competitive intelligence works, including analytical techniques and counter-intelligence. The course describes specific methods for conducting competitive intelligence. Course Level: Beginner to Intermediate - No background of the subject matter is required although a general business background is recommended. Recommended for 2.0 hours of CPE. Course Method: Inter-active self study with self-grading exam and certificate of completion.

This course provides more in-depth coverage on competitive intelligence with an emphasis on analytical models used by CI Professionals. The course also provides an overview of CI Systems and pulls all concepts together by presenting some short case studies. Course Level: Intermediate - You should complete Course 12 - Part 1 before taking this course. Recommended for 2.0 hours of CPE.

This course introduces the compilation process, presenting foundational topics on formal languages and outline each of the essential compiler steps: scanning, parsing, translation and semantic analysis, code generation, and optimization. Upon successful completion of this course, the student will be able to: describe the compilation process and explain the function of the components that comprise the structure of a compiler; apply concepts of formal languages and finite-state machines to the translation of computer languages; identify the compiler techniques, methods, and tools that are applicable to other software applications; describe the challenges and state-of-the-practice of compiler theory and practice. This free course may be completed online at any time. (Computer Science 304)

Thorough explanation of the how and why of text-dependent questions for close, analytic reading. Includes examples.

The Common Core State Standards for reading strongly focus on students gathering evidence, knowledge, and insight from what they read. Indeed, eighty to ninety percent of the Reading Standards in each grade require text dependent analysis; accordingly, aligned curriculum materials should have a similar percentage of text dependent questions.

As the name suggests, a text dependent question specifically asks a question that can only be answered by referring explicitly back to the text being read. It does not rely on any particular background information extraneous to the text nor depend on students having other experiences or knowledge; instead it privileges the text itself and what students can extract from what is before them.