Republican Candidates Presidential Forum at UM
History repeated itself on the University of Miami’s Coral Gables campus Sunday, December 9, 2007. Three months after Democratic presidential hopefuls participated in a first-of-its-kind Spanish-language forum, seven Republican presidential candidates vying for their party’s nomination took to the stage at UM’s BankUnited Center, wooing Hispanic voters in a similar forum broadcast to millions of viewers on Univision’s television, radio, and online platforms. Student volunteers had a unique opportunity to play a role in an event that received international media coverage.
Mayor Rudy Giuliani, Governor Mike Huckabee, Congressman Duncan Hunter, Senator John McCain, Congressman Ron Paul, Governor Mitt Romney, and Senator Fred Thompson debated issues ranging from education and immigration to the Iraq War, health care, and U.S. foreign policy in Latin America.
For more information, visit http://www.miami.edu/communications/events/destino2008/index2.html
Duration : 0:2:15
Built for Success: Good Practice in Volunteer Tutor Programs
This short video is a preview of a 30-minute documentary that features four tutoring projects with community and national service volunteers from Senior Corps, AmeriCorps, AmeriCorps*VISTA, and Learn and Serve America. Video portraits highlight characteristics of program success identified through existing research and supported by professional wisdom from practitioners. CNCS grantees may order the video for free from the Resource Center at http://nationalserviceresources.org/learns/videos
Duration : 0:1:0
Miss Oklahoma and Service-Learning on Results 2009: Oklahoma’s Education Report Card
serviceresourceshttp://gdata.youtube.com/feeds/api/users/serviceresources34.9579963684082 -97.3828125Educationoklahoma, education, service-learningMiss Oklahoma and Service-Learning on Results 2009: Oklahoma’s Education Report Card
Duration : 0:27:45
Faces of Change – KeandreG.Curry of the Coalition for Peace of America
KeandreG.Curry is attending Duncan U. Fletcher High School,located in Neptune Beach, Florida. He is the Freshmen Class President, and in a few months, he will be running for the Sophomore Class President position. He will be running for this position, since he believes he has the leadership abilities and compassion to create change in just about any environment. Moreover, he believes that campaigning for the position, will allow him to see the true meaning of the political world. He is very interested in politics, law, and the legal system. He is also a member of Discover Law,a network for young adults hoping to become lawyers.
While In middle school, he taught character education in the after-school program ” TEAM-UP”, where students could stay afterschool and get help with their home-works. He taught the students about drug abuse, how to identify their values, and how to prevent placing themselves in unfortunate
situations.Currently, he volunteers for the community center of his neighborhood, helping organize events for the neighborhood’s youth, while creating awareness about crime issues.
Duration : 0:1:28
Social Studies Test best answer 100 points!?
ill give out the best answer to the one who helps me out the most aka A. Thanks guys and good luck. You have 42 minutes WWII EXAM DBQ PREP
Directions: Step 1: READ the Documents in this PDF file Step 2: Answer the QUESTIONS for each document in the WORD file Step 3: Copy and Paste your answer into the Online Test Dropbox on the class website
Part I: Document Analysis. Use the documents and information you have learned in this unit to compose responses to the questions.
Document A
1. What is the main idea of this Document?
2. Who represents the “head”?
3. Why is France first on the body? What happened to France?
WWII EXAM DBQ PREP
Document B The year the Pacific War broke out was the year I entered Yamaguchi Girls’ High School In my first year there were still classes… Later, school practically came to an end and our education became mostly volunteer work. Because men were continually going off to the front, we were sent to help their families- planting rice, weeding the paddies, harvesting rice, growing barley. I carried charcoal down from the mountains. I’d had no farm experience before. It was very strenuous, physical labor, but I never thought of it as hardship. We patched soldiers uniforms, sewed on new buttons repairs torn seams for the Forty-Second Infantry Regiment stationed in Yamaguchi. Nobody complained about it. We were part of a divine country centered on the Emperor. The whole Japanese race was fighting a war. In 1944 an army officer from the military arsenal in Kokura on Kyushi came to our school and told us that we would be making a “secret weapon.” The weapon would have a great impact on the war. He didn’t say then that we were to be making balloon bombs, only that somehow what we made would fly to America. What a sense of mission we had!
-Tanaka Tetsuko, student in Yamaguchi, Japan from Japan at War and Oral History
4. Why did school become “volunteer work” for Tanaka?
5. What was the “secret weapon”?
6. Where were the balloon bombs used and how did they get over here from Japan? (What was the only contiguous U.S. State bombed by the Japanese?)
WWII EXAM DBQ PREP
Document C You, my listeners, represent the nation to the world at this moment! And I want to direct ten questions to you, which you along with the German people must answer before the whole world, especially our enemies, who are also listening to us on the radio at this hour! Do you want that? {Crowd Shouts: Yes!} Third: The English assert that the German people are no longer willing to undertake the increasing war efforts that the government demands. I ask you: Soldiers and workers, are you and the German people determined, if the Fuhrer should command it in an emergency, to work ten, twelve, if necessary fourteen and sixteen hours daily and to give your all for victory? {Yes! With loud applause}… … I ask you sixth: Are you ready from now on to use all your strength to supply the eastern front, our fighting fathers and brother, all the men and weapons they need in order to conquer Bolshevism? Are you ready for this? { Yes! With more loud applause} I ask you seventh: Do you swear a sacred vow to the front that the home front stands behind the fighting front with a strong, unshakable, morale and will five the front everything it needs for victory? {Yes! With loud applause.} I ask you eighth: Do you, especially women, want the government to ensure that women, too, make their work available to the war effort and that women step in wherever possible to free up men for service on the front? Do you want this? {Loud shouts by women, YES!} Joseph Goebbels, German propaganda Minister Speech on total war Berlin, Germany, February 18 1943
7. Why would Goebbels give a speech like this in the middle of a war?
8. For Germany, who was on the Eastern Front?
9. What was the name of the military operation where Nazi’s tried to take over Russia by invading Moscow, Stalingrad and Leningrad?
WWII EXAM DBQ PREP
Document D Our task is hard – our task is unprecedented – and the time is short. We must stain every existing armament- producing facility to the utmost. We must convert every available plan and tool to war production. That goes all the way from the greatest plants to the smallest- from the huge automobile industry to the village machine shop. Production for war is based on men and women, the human hands and brains which collectively we call Labor. Our workers stand ready to work long hours; to turn out more in a day’s work to keep the wheels turning and the fires burning twenty-four hours a day and seven days a week. They realize well that on the speed and efficiency of their work depend the lives of their sons and their brothers on the fight fronts. Speed will count. Lost ground can always be regained – lost time, never. Speed will save lives… speed will save our freedom and our civilization President Franklin D. Roosevelt State of the Union Address 1942
10. What is the main idea of this Document?
11. According to the Docu
Hahaha you are so funnnnyy!
No one will be bothered to read all that and answer it.
Prayer Vigil for the Earth Washington DC October 10th 2009
The Prayer Vigil for the Earth is where people of diverse faiths, cultures, backgrounds and ages come together to practice peace with self, peace with others, and peace with the Earth with One Mind, One Voice, One Heart and One Prayer.
The host tradition is Native American, joined by spiritual leaders and representatives from major faiths, spiritual beliefs and anyone who wants to be part of this magical, exhilarating and peaceful experience.
Each year, a sacred fire burns continuously in the center of a circle of tipis, African and Christian alters, a Jewish sukkah, a Tibetan stupa and other religious traditions’ symbols. There is a labyrinth, a Prayer Grove, a children’s activity area and other offerings.
Prayers and ceremonies are continuous for 33 hours beginning Saturday at sunrise and concluding midday Sunday.
2009 Program Schedule
An Invitation to Make a Difference
A circle opportunity for you, your children, youth, and young adults to co-create community and Be the Ones. Addressing the need for HOPE.
WHAT: The 17th Annual Prayer Vigil for the Earth
TIME: All day starting Sunrise, Saturday, Oct 10, 2008 & Sunrise, Sunday, Oct 11, 2008 until 1 PM.
WHERE: Next to North Area of the Washington Monument at 16th and Constitution Ave NW
Everyone is invited: all families, people who love and enjoy the Earth, musical instruments, drums, meditation, prayer, dancing, ceremony, song, chanting, and healing.
Free to the public: Where the Native American tipis, Christian altar, Tibetan tent, Jewish Sukkoh, labyrinth, African traditions, and other religious and spiritual traditions gather in Circle.
We walk in prophetic times: In response, the 2009 Program will be co-created by the community and focus on:
formal and informal prayer
prayer around the fire
meditation & chanting
ceremonies
drums
music and dance
Sample Religious and Spiritual Traditions Offering Their Ways:
* First Nations Pipe Ceremonies & the Sacred Drum, Ojibwey, MN
* Jewish Sukkah & Music/Dance/Shofar, Amkolel, Rockville, MD
* Shumei America, Shinto Based Traditions, NY, CA, & CO
* Tibetan Buddhism, Kunzang Palyul Choling, Poolesville, Maryland
* Tibetan Meditation Center, Fredrick, MD
* Sufi, Osmanli Naks-i’bendi Hakkani Dergahi, Sidney Center, NY
* InterFaith Conference of Metropolitan Washington, DC
* Labyrinth, Pamela Ramadei, Crestone, CO
* All Colors Celebration Ceremony
* Taking a Stand Taking a Step, David Berry, Arlington, VA and Paris, France
Other Organizations and Individuals
One Common Unity, DC,Youth, Musical contributions and volunteers
Spring of Light, Fairfax, VA
United Religions Initiative, Monica Willard, PA
Lillie Cummings, Pawnee/Christian
The Peacemakers Center, Minneapolis, MN
Rev. Lakota Hasie, Abingdon, VA
Jackie Tice, Native American singer, PA
Positive Education, Mary Arpante, Cherokee
www.oneprayer.org
Duration : 0:1:1
‘Non-Formal’ Schools Aim to Fill Need in Kenya’s Slums
This is the VOA Special English Development Report, from http://voaspecialenglish.com
In two thousand three, the government of Kenya established a program of free primary education for all children. But there are not enough public schools for all the children who live in the crowded slums of Nairobi. Instead, some of these children attend what are known as non-formal or informal schools. These are supported by communities, religious groups and other organizations.
Informal schools use the national curriculum taught in public schools. But they operate largely with limited resources and without trained teachers. Education activists say the Ministry of Education rarely inspects their teaching quality, lesson notes or examination records. They say the presence of informal schools means that Kenya has two levels of education: One for children from the slums, another for children from better conditions.
Activists say Kenya has at least one thousand six hundred of these non-formal schools. Susan Munuhe is an Education Ministry official. She says only about two hundred informal schools across the country receive money for materials under the free primary education program.
She says one slum in Nairobi, Mathari, has only about three public primary schools nearby. These can serve two thousand children at most. But she says the Mathari slum alone has more than three hundred thousand children of school age.
Diana Atieno Tujuh volunteers as a teacher at the Saint Christine’s Community Center in the Kibera slum, one of the largest in Africa. She says the government has provided books for her school only one time during the past few years. Many parents do not have the money to buy books, so sometimes the teachers pay for them.
She says many students are sleepy and unable to pay attention in class because there is not enough food for them at home. For the children at Saint Christine’s, the mid-day meal they are served might be their only meal all day.
A government spokesman says the government is trying to discourage informal schools. Alfred Mutua says every child in Kenya has the ability to get the same education. The government, he says, has never rejected a child from a public school. He also says the government is building more schools, but it will take time.
And thats the VOA Special English Development Report. Transcripts and podcasts of our reports are at voaspecialenglish.com.
(Adapted from a radio program broadcast 17Aug2009)
Duration : 0:4:14
payday
PAY DAY, they’ll never get rich, but…pay day always brought a smile to the face of the soldier, and who knows, maybe a little entertainment later?
The US Army had won the Spanish-American war in large measure due to the volunteers who answered the call to “Remember the Maine”. The Regular Army was expanded and on 2 February, 1901, Congress added five cavalry regiments. The 11th Cavalry was formed and designated to live in history as “The Blackhorse”.
This film clip is from the Herman Croninger collection at the Military History Institute, part of the Army Heritage and Education Center, located in Carlisle, PA.
This film was transferred to vhs tape, and then reformatted to a digital copy. While the original film has not survived, the images take us back to a time when Army transportation required both the care, and feeding of horses.
Duration : 0:0:51
Helping America Become a Grad Nation
President Obama is joined by Secretary of Education Arne Duncan and General Colin Powell as he announces plans to help reduce dropout rates and prepare students for college and careers. March 1, 2010.
Duration : 0:30:10
THE CAMP ORD STAKES – 1938
THE CAMP ORD STAKES – Memorial Day athletic event designed to test the training and endurance of officers and men. This clip depicts horsemanship, marksmanship, and quick thinking – all attributes of a good soldier – in 1938!
The US Army had won the Spanish-American war in large measure due to the volunteers who answered the call to “Remember the Maine”. The Regular Army was expanded and on 2 February, 1901, Congress added five cavalry regiments. The 11th Cavalry was formed and designated to live in history as “The Blackhorse”.
This film clip is from the Herman Croninger collection at the Military History Institute, part of the Army Heritage and Education Center, located in Carlisle, PA.
The Army’s last campaign on horseback was the Punitive Expedition 1916, officially refers to as “the Mexican Expedition”. The official beginning and ending dates are March 14, 1916 and February 7, 1917. The cavalry began transitioning to a mounted, mechanized force so this film, shot in 1938, depicts the final days of the of the cavalry on horseback.
This film was transferred to vhs tape, and then reformatted to a digital copy. While the original film has not survived, the images take us back to a time when Army transportation required both the care, and feeding of horses.
Duration : 0:7:1