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Education
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 United Kingdom: Butler Report
emphasised the unique nature of the threat from Usama bin Laden: 5 The JIC was a year later to comment that the word ‘groups’ can be misleading in the context of Islamist extremist terrorists. “There are established groups in different countries, usually...
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emphasised the unique nature of the threat from Usama bin Laden: 5 The JIC was a year later to comment that the word ‘groups’ can be misleading in the context of Islamist extremist terrorists. “There are established groups in different countries, usually working to a national agenda, but the networks associated with UBL are changeable ad hoc groupings of individuals who share his agenda, and who may come together only for a particular operation. Nevertheless, ‘groups’ is used as a short form for want of another
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http://www.archive2.official-documents.co.uk/document/deps/hc/hc898/898.pdf#page=47
www.archive2.official-documents.co.uk/document/deps/hc/hc898/898.pdf#page...
emphasised the unique nature <span class="highlight">of</span> the threat from Usama bin Laden: 5 The JIC was a year later to comment that the word ‘groups’ can be misleading <span class="highlight">in</span> the context <span class="highlight">of</span> Islamist extremist terrorists. “There are established groups <span class="highlight">in</span> different countries, usually working to a national agenda, but the <span class="highlight">networks</span> associated with UBL are changeable <span class="highlight">ad</span> <span class="highlight">hoc</span> groupings <span class="highlight">of</span> individuals who share his agenda, and who may come together only for a particular operation. Nevertheless, ‘groups’ is used as a short form for want <span class="highlight">of</span> another
PBS: Analyzing Ads Lesson Plan
seen the current TV commercials for United Airlines. The spot is streamed on the ADFORUM.COM Web site: If they have not, they can get a good feel for this spot by reading United Openly Speaks of Attacks in Ads. 4. Ask students why they think United decided to include...
Advertisers Tread Lightly; Quietly Encouraging Consumers To Spend Again
seen the current TV commercials for United Airlines. The spot is streamed on the ADFORUM.COM Web site: If they have not, they can get a good feel for this spot by reading United Openly Speaks of Attacks in Ads. 4. Ask students why they think United decided to include...
Venezuela's War of the Airwaves
and attacks against the media have created the current situation in which the majority, not all, of the Venezuelan media are very concerned by the systematic and repeated violation of human rights." The national press is also overwhelmingly dominated by the...
Robin Chase on Zipcar and her next big idea
bridge the digital divide, respond to emergencies, get traffic moving, provide a new engine for economic growth and dramatically reduce CO2 emissions in every sector. And this is a moment from "The Graduate." Do you remember this moment? You guys are going to be the handsome young g...
Piracy: A Continuing Problem
words "pirate" and "piracy." Then ask them to describe the things they already know about piracy. What role did pirates play in the Atlantic trade between 1500 and 1800? What areas were the most heavily frequented by pirates? How were pirates punished? If students need to...
Annenberg Political Fact Check
and distorted claims on television, radio and even in text messages: A liberal super PAC’s radio ad in Ohio twists Mitt Romney’s words by having him say six times: “I’m not concerned about the very … More >> Campaign Funny Business Novemb...
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in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded wor...
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in text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships in text. SPI 3003.5.5 Select the persuasive device used in an ad or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse of statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {ad hominem}, false dilemma, false analogy
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=2
English III Page 2 #0;3 3003.1.9 Demonstrate understanding <span class="highlight">of</span> common foreign words and phrases (e.g., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, <span class="highlight">ad</span> nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, <span class="highlight">ad</span> <span class="highlight">hoc</span>
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=3
English III Page 3 SPI 3003.1.13 Identify commonly used foreign words and phrases (i.e., RSVP, déjà vu, faux pas, du jour, bon voyage, alma mater, cum laude, femme fatale, esprit de corps, verbatim, E pluribus unum, prima donna, avant-garde, status quo, joie de vivre, carte blanche, caveat emptor, alpha and omega, tabula rasa, hoi polloi, <span class="highlight">ad</span> nauseam, carpe diem, tempus fugit, c’est la vie, bona fide, savoir faire, non sequitur, id est, enfant terrible, terra firma, vox populi, <span class="highlight">ad</span> <span class="highlight">hoc</span>, cause célèbre
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http://www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14
www.state.tn.us/education/ci/english/doc/ENG_3003.pdf#page=14
<span class="highlight">in</span> text. SPI 3003.5.2 Choose a logical word to complete an analogy. SPI 3003.5.3 Evaluate text for fact and opinion. SPI 3003.5.4 Analyze cause/effect relationships <span class="highlight">in</span> text. SPI 3003.5.5 Select the persuasive device used <span class="highlight">in</span> an <span class="highlight">ad</span> or speech (i.e., bandwagon, loaded words, testimonials, name-calling, plain folks, misuse <span class="highlight">of</span> statistics, transfer, card stacking). SPI 3003.5.6 Identify the logical fallacy (i.e., appeal to fear, personal attack {<span class="highlight">ad</span> hominem}, false dilemma, false analogy
Microsoft Word - IAF_Soc_Sci_9_2007.rtf
empires. 16.11.67 Identify how the spread of different religions influenced political and social conditions in various regions (e.g., geographic distribution of Christianity, Judaism, Islam, Hinduism, and Buddhism to 1000 AD; how the beliefs of Christianity, Judais...
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empires. 16.11.67 Identify how the spread of different religions influenced political and social conditions in various regions (e.g., geographic distribution of Christianity, Judaism, Islam, Hinduism, and Buddhism to 1000 AD; how the beliefs of Christianity, Judaism, Islam, Hinduism, Buddhism, Confucianism, and Taoism have influenced the development of different societies). 16.5.71 Identify basic achievements and contributions of Mayan, Aztec, and Incan society (e.g., in astronomy, mathematics, the
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=45
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=45
that religious beliefs spread <span class="highlight">in</span> the ancient world. 16.8.60 Identify the spread <span class="highlight">of</span> Christianity, Judaism, Islam, Hinduism, and Buddhism through the Mediterranean region, the Middle East, and Asia. 16.5.60 Identify basic political, social, and cultural causes <span class="highlight">of</span> the decline <span class="highlight">of</span> the Roman Empire. 16.8.61 Identify the causes <span class="highlight">of</span> the decline <span class="highlight">of</span> the Roman Empire (e.g., tribal migration and <span class="highlight">attacks</span>, loss <span class="highlight">of</span> trade, and other threats to the cohesion <span class="highlight">of</span> the Empire). 16.5.61 Know that the Eastern Roman
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http://www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=48
www.isbe.state.il.us/assessment/pdfs/IAF_Soc_Sci_9_2007.pdf#page=48
empires. 16.11.67 Identify how the spread <span class="highlight">of</span> different religions influenced political and social conditions <span class="highlight">in</span> various regions (e.g., geographic distribution <span class="highlight">of</span> Christianity, Judaism, Islam, Hinduism, and Buddhism to 1000 <span class="highlight">AD</span>; how the beliefs <span class="highlight">of</span> Christianity, Judaism, Islam, Hinduism, Buddhism, Confucianism, and Taoism have influenced the development <span class="highlight">of</span> different societies). 16.5.71 Identify basic achievements and contributions <span class="highlight">of</span> Mayan, Aztec, and Incan society (e.g., <span class="highlight">in</span> astronomy, mathematics, the
Microsoft Word - readstd8g.docreadstd8g.pdf
persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements in magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples ...
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persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements in magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples of statements from a series of advertisements demonstrating fact and opinion. Working in groups, students review enlarged copies of advertisements to determine which statements are facts and which are opinions. Then
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http://www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&forcedownload=true#page=14
www.ksde.org/LinkClick.aspx?fileticket=IVB9sexgfwc%3d&tabid=142&mid=8050&...
persuasive reasons to support their stance on an issue after reading an editorial about school uniforms. (c) encourages students to view commercials and advertisements <span class="highlight">in</span> magazines. The students identify the techniques used to persuade. 15. (a) introduces a mini-lesson modeling samples <span class="highlight">of</span> statements from a series <span class="highlight">of</span> advertisements demonstrating fact and opinion. Working <span class="highlight">in</span> groups, students <span class="highlight">review</span> enlarged copies <span class="highlight">of</span> advertisements to determine which statements are facts and which are opinions. Then
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