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A Science Primer: Pharmacogenomics
of hospitalized patients published in the Journal of the American Medical Association reported that in 1994, adverse drug reactions accounted for more than 2.2 million serious cases and over 100,000 deaths, making adverse drug reactions (ADRs) one of the lea...
NYTimes People: Bissell, John W.
International Boxing Federation has resigned after less than two weeks, saying his marriage to a federal judge could raise conflict-of-interest questions. United States District Judge John W. Bissell accepted the resignation of the monitor, Joseph A. Hayden Jr., yesterday in Ne...
NYTimes People: Walters, John P.
UNITED STATES INTERNATIONAL RELATIONS, UNITED STATES FOREIGN SERVICE, SMUGGLING, COCAINE AND CRACK COCAINE, DRUG ABUSE AND TRAFFIC, VENEZUELA The Long War of Genaro García Luna Daniel Kurtz-Phelan states in his article (July 13) that there ''has been no significant...
Scarab Workers: Gill, Bruce
C.M. Mannion, S. Polavarapu, D.A. Potter, W.L. Roelofs, B.M. Royals, G.A. Salsbury, N.M. Schiff, D.J. Shetlar, M. Skinner, B.L. Sparks, J.A. Sutschek, T.P. Sutschek, S.R. Swier, M.M. Sylvia, N.J. Vickers, P.J. Vittum, R.B. Weidman, D.C. Weber, R.C. Williamson, and M.G. Villani. 2006. Trapping Phyll...
NYTimes People: Volcker, Paul A.
A. Volcker is a former Federal Reserve board chairman famous for taming runaway inflation in the 1980s through harsh monetary measures. Many regard him as a giant of financial history. He played a behind-the-scenes role when the United States abandoned the gold standard in 1971. He restored...
Microsoft Word - ssstdh.docssstdh.pdf
Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct el...
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Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers of the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas of William Jennings Bryan and other populists (e.g., free coinage of silver, government ownership of railroads, graduated income tax, direct election of senators, election reform). 4.▲ (A) examines the emergence of the United States in international affairs at the turn of the 20 th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=3
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
understands how the United States Constitution allocates power and responsibility in the government. High School Knowledge and/or Application Indicators High School Instructional Suggestions The student: 1. (K) describes the purposes, organization, and functions <span class="highlight">of</span> the three branches <span class="highlight">of</span> government and independent <span class="highlight">regulatory</span> agencies in relation to the United States Constitution. 2.▲ (K) explains Constitutional powers (e.g., ▲ expressed/enumerated, ▲ implied, inherent, ▲ reserved, concurrent). 3. (K
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http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=31
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
Gompers, Haymarket Tragedy, Mother Jones, Industrial Workers <span class="highlight">of</span> the World, Eugene Debs, strikes). 3. (A) analyzes the key ideas <span class="highlight">of</span> William Jennings Bryan and other populists (e.g., free coinage <span class="highlight">of</span> silver, government ownership <span class="highlight">of</span> railroads, graduated income tax, direct election <span class="highlight">of</span> senators, election reform). 4.▲ (A) examines the emergence <span class="highlight">of</span> the United States in <span class="highlight">international</span> <span class="highlight">affairs</span> at the turn <span class="highlight">of</span> the 20 th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama
 Minnesota Academic Standards
Minnesota Department of Education May 15, 2004, 9:45 p.m. 80 VII. GOVERNMENT AND CITIZENSHIP D. Governmental Processes and Institutions The student will analyze the relationships and interactions between the United States and other nations and evaluate the role of the U.S. in world ...
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Minnesota Department of Education May 15, 2004, 9:45 p.m. 80 VII. GOVERNMENT AND CITIZENSHIP D. Governmental Processes and Institutions The student will analyze the relationships and interactions between the United States and other nations and evaluate the role of the U.S. in world affairs. 1. Students will describe how the world is aligned politically and give examples of the ways nation states interact. 2. Students will compare and contrast the structure and organization of various forms of political
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http://education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/006219.pdf#page=80
education.state.mn.us/mdeprod/groups/Standards/documents/LawStatute/00621...
Minnesota Department <span class="highlight">of</span> Education May 15, 2004, 9:45 p.m. 80 VII. GOVERNMENT AND CITIZENSHIP D. Governmental Processes and Institutions The student will analyze the relationships and interactions between the United States and other nations and evaluate the role <span class="highlight">of</span> the U.S. in world <span class="highlight">affairs</span>. 1. Students will describe how the world is aligned politically and give examples <span class="highlight">of</span> the ways nation states interact. 2. Students will compare and contrast the structure and organization <span class="highlight">of</span> various forms <span class="highlight">of</span> political
ACKNOWLEDGEMENTS
Examine the impact of technological changes on economic, social, and cultural life in the United States. COMPETENCY GOAL 8: The Great War and Its Aftermath (1914-1930) - The learner will analyze United States involvement in World War I and the war’s influence on international ...
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Examine the impact of technological changes on economic, social, and cultural life in the United States. COMPETENCY GOAL 8: The Great War and Its Aftermath (1914-1930) - The learner will analyze United States involvement in World War I and the war’s influence on international affairs during the 1920s. Objectives 8.01 Examine the reasons why the United States remained neutral at the beginning of World War I but later became involved. 8.02 Identify political and military turning points of the war and
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=71
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
Examine the impact <span class="highlight">of</span> technological changes on economic, social, and cultural life in the United States. COMPETENCY GOAL 8: The Great War and Its Aftermath (1914-1930) - The learner will analyze United States involvement in World War I and the war’s influence on <span class="highlight">international</span> <span class="highlight">affairs</span> during the 1920s. Objectives 8.01 Examine the reasons why the United States remained neutral at the beginning <span class="highlight">of</span> World War I but later became involved. 8.02 Identify political and military turning points <span class="highlight">of</span> the war and
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http://www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#page=72
www.dpi.state.nc.us/docs/curriculum/socialstudies/scos/socialstudies.pdf#...
analyze United States involvement in World War II and the war’s influence on <span class="highlight">international</span> <span class="highlight">affairs</span> in the following decades. Objectives 10.01 Elaborate on the causes <span class="highlight">of</span> World War II and reasons for the United States’ entry into the war. 10.02 Identify military, political, and diplomatic turning points <span class="highlight">of</span> the war and determine their significance to the outcome and aftermath <span class="highlight">of</span> the conflict. 10.03 Describe and analyze the effects <span class="highlight">of</span> the war on American economic, social, political, and cultural life
Indiana Academic Standards-US Government
treaties, sanctions and military intervention USG.4.7 Describe the influence individuals, businesses, labor and other organizations exercise on United States foreign policy. (Economics; Individuals, Society and Culture) Example: Corporate lobbyists, unions, citizen groups, educational institutions,...
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treaties, sanctions and military intervention USG.4.7 Describe the influence individuals, businesses, labor and other organizations exercise on United States foreign policy. (Economics; Individuals, Society and Culture) Example: Corporate lobbyists, unions, citizen groups, educational institutions, media and world institutions USG.4.8 Provide examples of non-governmental international organizations and explain their role in international affairs. (Economics; Individuals, Society and Culture) Example: The
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-usgovt.pdf#page=7
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
treaties, sanctions and military intervention USG.4.7 Describe the influence individuals, businesses, labor and other organizations exercise on United States foreign policy. (Economics; Individuals, Society and Culture) Example: Corporate lobbyists, unions, citizen groups, educational institutions, media and world institutions USG.4.8 Provide examples <span class="highlight">of</span> non-governmental <span class="highlight">international</span> organizations and explain their role in <span class="highlight">international</span> <span class="highlight">affairs</span>. (Economics; Individuals, Society and Culture) Example: The
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies/2007-ss-usgovt.pdf#page=9
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-socialstudies...
Approved October 2007 United States Government, Page 9 Example: Whitney v. California (1927), Stromberg v. California (1931), Near v. Minnesota (1931), Mapp v. Ohio (1961), Brandenburg v. Ohio (1969), Wisconsin v. Yoder (1972), Roe v. Wade (1973), Texas v. Johnson (1989) and Reno v. American Civil Liberties Union (1997) USG.5.11 Give examples <span class="highlight">of</span> the role that individual citizens can play in world <span class="highlight">affairs</span>. Example: Join <span class="highlight">international</span> aid organizations such as the Peace Corps or Habitat for Humanity
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HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 58 CIVICS 4.2 U.S. Role in International Institutions and Affairs Identify the roles of the United States of America in international institutions and affairs...
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HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT OF EDUCATION 58 CIVICS 4.2 U.S. Role in International Institutions and Affairs Identify the roles of the United States of America in international institutions and affairs through the investigation of such questions as: What is the role of the United States in international institutions and affairs? 4.2.1 Describe how different political systems interact in world affairs with respect to
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=6
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=6
Democracy 2.1 Origins 2.2 Foundational Values and Principles C3 Structure and Functions <span class="highlight">of</span> Government 3.1 Structure and Functions 3.2 Powers and Limits 3.3 State and Local Governments 3.4 System <span class="highlight">of</span> Law and Laws 3.5 The Policy Process 3.6 Characteristics <span class="highlight">of</span> Nation States C4 Relationship <span class="highlight">of</span> the United States to Other Nations and World <span class="highlight">Affairs</span> 4.1 U.S. Foreign Policy 4.2 <span class="highlight">International</span> Institutions and <span class="highlight">Affairs</span> 4.3
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=7
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=7
and Foundations <span class="highlight">of</span> the Government <span class="highlight">of</span> the United States <span class="highlight">of</span> America C3 Government in the United States <span class="highlight">of</span> America C4 The Relationship <span class="highlight">of</span> the United States to Other Nations and World <span class="highlight">Affairs</span> C5 Citizenship in the United States C6 Citizenship in Action Economics Knowledge Intellectual Skills Economic Literacy E1 The Market Economy E2 The National Economy E3 <span class="highlight">International</span> Economy High School Content Expectations The High School Standards and Content Expectations for Social Studies
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http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=58
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=58
HIGH SCHOOL SOCIAL STUDIES CONTENT EXPECTATIONS V 10/07 MICHIGAN DEPARTMENT <span class="highlight">OF</span> EDUCATION 58 CIVICS 4.2 U.S. Role in <span class="highlight">International</span> Institutions and <span class="highlight">Affairs</span> Identify the roles <span class="highlight">of</span> the United States <span class="highlight">of</span> America in <span class="highlight">international</span> institutions and <span class="highlight">affairs</span> through the investigation <span class="highlight">of</span> such questions as: What is the role <span class="highlight">of</span> the United States in <span class="highlight">international</span> institutions and <span class="highlight">affairs</span>? 4.2.1 Describe how different political systems interact in world <span class="highlight">affairs</span> with respect to
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