Litigation Process

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Steps for a legal process

To understand the operation of a legal process better, this article will brush on some steps of a legal litigation. It will allow you to grasp some legal terms and definitions used in litigations as well as briefly describe each step. Every case or claim begins with a complaint. The complaint is the key reason to why there are litigations in the first place.

The Complaint

After spending $150 in civil case fees, the Litigation process starts when the plaintiff files a complaint with the court and sends a copy of the complaint to the defendant. The complaint explains what the defendant did (or failed to do) that caused harm to the plaintiff and the reason why the defendant should be found legally responsible to the plaintiff.

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The defendant is then allowed a specific amount of time to file with the court an answer to the complaint. In some instances, in lieu of an answer or reply, a party may request that the other party clarify or correct deficiencies in its factual allegations or legal theories, and this may lead to amended complaints or amended answers. Once the parties have settled on a complaint, answer, and reply, the case is said to be at issue, which means that the issues for resolution are now defined.

Alternatives to Litigation

Settlement

A settlement can be discussed by any party at any time during litigation and is often a less expensives alternative to trial.

Arbitration and Mediation

Two additional alternatives to litigation are arbitration and mediation.

Arbitration is an adversarial proceeding in which the parties select a neutral third party, called an arbitrator, to resolve their dispute. The process is shorter and less formal than a regular trial. Many courts require the parties with smaller disputes to explore arbitration as an option to trial. Parties who agree to settle their dispute using arbitration usually cannot appeal the arbitrators ruling to the court.

Mediations also involve a neutral third party, but it is the mediators job to assist the parties settlement efforts. The parties select the mediator, who meets privately with each party to discuss the strengths and weaknesses of each sides case. The mediator helps the parties identify the risks of the case and encourages them to consider how those risks can affect their goals. Courts encourage the use of mediation.( US Courts, 00)

Case Duration, Preparation, and Discovery

The duration of a lawsuit depends on the issues of the case, the amount of discovery to be conducted, and court scheduling and availability. The parties, guided by the rules of court, usually decide the timing of discovery. Trial dates are set by the court. Timing and scheduling differ between state and federal courts.

Thorough case preparation is critical to any successful litigation. Research of the law, document review and organization, and witness interviews help clients and their lawyers assess the merits of claims and defenses. The extent to which these and other steps are needed is determined by the issues of the case.

Discovery is the method by which parties get relevant information from each other or from third parties. Discovery is the longest part of the case It begins soon after a lawsuit is filed and often does not stop until shortly before trial. During discovery, the parties ask for information about the facts and issues of the case. Information is gathered formally through written questions, requests for documents, and requests for admission.

The use of depositions, in which witnesses are questioned under oath and in front of a court reporter by the parties attorneys, is another key method of obtaining information. Depositions sometimes may be used at trial to show inconsistencies in a witnesss story or to question the witnesss credibility. Depositions sometimes also may be used in place of a witness who is not able to attend trial in person. When a witness is used for a disposition, they are kept out of the courtroom until it is time for them to testify.(Kramer, 00)

Motions

Before a trial, the parties may use motions to ask the court to rule or act. Motions usually pertain to law or facts in the case, but sometimes they seek clarification or resolution of procedural disputes between or among the parties. Some motions, such as the motion for summary judgment, which asks the court to dismiss part or all of a plaintiffs case or a defendants defense, dispose of issues without trial. Other motions might ask the court to order a party to produce documents or to exclude evidence from trial.

The trial

At the trial, the parties present evidence in support of their claims or defenses to a jury and/or judge. Immediately before trial, each party provides to the judge a document, called a brief, that outlines the arguments and evidence to be used at trial. In a jury trial, both parties question potential jurors during a selection process called voir dire. Once the jury has been selected, each party presents its outline of the case in an opening statement.

Evidence is then presented. Each party may call witnesses or documents and exhibits in support of its arguments. The plaintiff presents evidence first, then the defendant. Sometimes, the plaintiff is allowed to present additional evidence, called rebuttal evidence, after the defendant has finished presenting its case. Once all the evidence has been presented, the parties give their closing arguments. After closing arguments, the court instructs the jury on the law to be applied to the evidence. The jury then deliberates and reaches a decision or verdict.

Appeal

Following trial, a party dissatisfied with the result may seek an appeal. During an appeal, a party asks another court to review the trial court proceeding. The parties present their arguments in briefs, which are submitted to the appellate court along with the record of evidence from the trial court. An appeal can extend the litigation process by a year or more.

Conclusion

A summary of the legal process can be describes as a simple complaint. That complaint is examined with particular evidence and depositions. Once all the evidence is examined, it is determined by jury and or a judge the verdict of the claim based on the information that was presented. Finally, an unhappy party can file an appeal if they are not satisfied with the outcome of the trial. It then goes on through another process.

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Contrast between Tom sawyer and Huck Finn

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I divide the world into learners and nonlearners. There are people who learn, who are open to what happens around them, who listen, who hear the lessons. When they do something stupid, they dont do it again. And when they do something that works a little bit, they do it even better and harder the next time. The question to ask is not whether you are a success or a failure, but whether you are a learner or a nonlearner.-Benjamin Barber. Could one say that Huck Finn in, The Adventures of Huckleberry Finn by Mark Twain, is a learner? Its not coincidence that Huck, a lower-class uneducated adolescent, bares more education on life and happiness than that of Tom Sawyer, an upper class educated adolescent. Tom Sawyer may be educated, but the question to ask is has he learned anything useful from it? Tom is revealed as a nonlearner throughout the novel. This conclusion insinuates that Tom Sawyer and Huckleberry Finn are merely complete opposites. One can clearly make the conclusion that the differences between Huck and Tom are quite evident.

Huckleberry Finn, though not always so quick on the uptake, knew what he wanted in life, knew what made him happy, and knew, despite his lack of education or a civilized upbringing, what would and would not get him killed. Huck couldnt read very well, but he had a handle on the basics in life. Finn knew right from wrong, left from right, and that he should do right by his friends. Finn never had a mother to encourage him; and he never had a religion to teach him morality. Huck just knew instinctively what life was all about and wanted to live it as it came. Finn knew happiness, and he knew peace.

Tom Sawyer, upper class and uninhibited in the realization of his every random desire, constantly found himself flirting with his own mortality on a regular basis. Tom Sawyer could read. Sawyer had free reign of his life from the time he was born, and Twain clearly shows how such unrestricted liberty adversely affected Toms perception of the world around him. Sawyer lived without restraint consequence or obligation. He ran away whenever he wanted to; he did anything he felt like.

Huck is described as a realist throughout the duration of the novel, Tom, on the other hand, is the complete opposite as a romantic. Huck contains little faith in the things he reads and hears; he believes only what he sees and experiences. Tom is a boy with a wild imagination who likes to pretend and play games of adventure like in his romantic novels. Tom is not mentioned through most of the novel until the concluding chapters when he reappears on the Phelps farm. The contrast betwixt Tom and Huck is unimpeachably proven throughout these chapters. When the two boys rendezvous they conjecture to contemplate a plan for stealing Jim back. Huck deliberates a simple, realistic approach that would safely bring Jim out of captivity, but Tom unhesitatingly despises his plan. But its too blame simple; there aint nothing to it. Whats the good of a plan that aint no more trouble than that? Its as mild as goose-milk. Why, Huck, it wouldnt make no more talk than breaking into a soap factory (176). Toms outlandish plan has much more style and he assures Huck that it will free Jim from slavery. Huck, being a realist, doesnt understand the need for danger but he was satisfied, ...it would make Jim just as free a man as mine would, and maybe get us all killed besides (176). Huck permits Tom to take authority because Huck possesses a low self-esteem and considers Tom is smarter than him. Tom convinces Huck that they must free Jim by the books, not taking into consideration whether Jim is uncomfortable or suffering. Tom is utterly interested in the adventure of the scheme, where as Huck is solely concerned about freeing Jim. The distinction betwixt Hucks levelheaded realism and Toms romantic tomfoolery is demonstrated as the boys prepare Jim for the escape. As Tom uses his wide reading to plan a proper breakout, Huck keeps suggesting quick and easy plans for getting Jim loose. Tom insists upon acting like the romantics heroes from his books, Huck you dont ever seem to want to do anything thats regular (181). Tom persuades Huck into entwining his fantasy and they execute eccentric plans to make ready Jim for his escape. Tom convinces Huck into pilfering a shirt, so Jim can keep a diary using his blood, even though he cannot read or write. Tom demands that Huck plunders sheets to construct a ladder, even though there is nothing Jim could possibly climb. Tom also drives into swindling knives to dig Jim out with, even though there are picks and shovels near by. By the time the boys have finished carrying on with Toms preposterous adventure, Jim could have easily escaped with out any hindrance. The discrepancy is that Tom believes, You got to invent all the difficulties (180). The divergence in Tom and Hucks beliefs are also apparent in the carrying out of their deeds. Tom is determined to make Jims escape follow all the rules he has learned from his adventure books. Huck is not troubled by the rules of books or civilization, Picks is the thing, moral or no moral; and as for me, I dont care shucks the morality of it, nohow. When I start to steal a nigger...what I want is my nigger...and I dont give a dead rat what the authorities thinks about it nuther (186). Huck has no concern for what society thinks. Huck will achieve what he feels right in his heart, to set Jim free. Tom, a refined boy of an upright culture acts as hes been taught from books and society. Nor I wouldnt stand by and see the rules broke - because right is right, and wrong is wrong (186).

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When Tom and Huck are paired together their alterations stand out quite clearly. These nonconformities are best illustrated in the final chapters in which Toms overbearing imagination turns Jims escape into a featherbrained adventure story, endangering the lives of those involved. Tom is a romantic, forever seeking adventure without considering the cost to him or others. Huck adversely takes a simple, realistic approach to life, he must follow the instruct of his feeling because he has no way of knowing what is right.

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In what ways do Hamlet's Soliloquy's reveal aspects of plot and Character?

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In what ways do Hamlet's Soliloquy's reveal aspects of plot and Character?

In Hamlet, Shakespeare uses the dramatic device of soliloquy to reveal aspects of plot and Hamlet's character. This soliloquy's play an important part in the play. It is the first of Hamlets soliloquy's which tells us what the play is to be about. We learn about the state of Denmark and of Hamlets melancholy state. We understand how this is due to the marriage of Hamlet's mother to his uncle very suddenly after the death of his father. Hamlet's relationship with his mother is made clear. It is revealed that Hamlet is extremely angry with his mother, he feels she did mourn long enough and is disgraced by her. He feels she rushed to marry again, this is shown when Hamlet says " A little month or e're those shoes were old with which she followed my poor father's body". The first soliloquy is also used to give us clues as to the nature of the play. The ominous line of

"It is not, nor can it come to any good"

gives us insight into the tragedy ahead.

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The soliloquy's also reveal great detail about the plot of the play Hamlet. We learn how Hamlet's Uncle Claudius murdered his father and also how Hamlet is so angry with his Uncle and is in despair about what to do. He does not want his Uncle to get away with the murder of his father and seeks revenge. Hamlet in a rage calls his Uncle a villain, a "Remorseless, treacherous, lecherous, kindles villain!" Hamlet's plans for revenge are then revealed in these soliloquy's, he says "O' Vengeance!" Hamlet feels he must take revenge for his father, he feels he has been prompted by "heaven and hell" because it was his father's ghost who revealed that it was Claudius who murdered him and needed to be punished. This is therefore why he must seek his revenge. Hamlet decides he will trick his Uncle into revealing his guilt before he approaches him over the murder. Hamlet's soliloquy reveals how he plans to have a play shown that is similar to the murder of his father. From this he will know that it was his father ghost who visited him and not the devil. He believes that by "observing his looks" he will know the truth "I will know my course".. He ends by saying

"the play's the thing where in I'll catch the conscience of thine king"

When Hamlet holds the play, everything goes to plan, Claudius reacts as expected and runs from his chair in despair. This is the proof hamlet wanted.

The purpose of Hamlet's next soliloquy's is to reveal Hamlet's plan for his revenge. Hamlet overhears Claudius at prayer, confessing to his brothers murder. Hamlet has the chance to kill him but does not. Hamlet reasons with himself and decides that to kill him there and then "would be justice" when he actually craves revenge. Hamlet worries because of the way his father was murdered, unprepared for death, that he may not be at rest, he expresses these sentiments in the line "tis heavy with him" . He decides to avenge his father he could not kill Claudius whilst praying as he could be accepted in heaven. He wants Claudius to do to hell and says "soul may be a damned and black as hell, where to it goes" so from Hamlet's soliloquy's plot is revealed and we learn of his plans to kill Claudius in a way

"that hath no relish or salvation".

The soliloquy's also give a real understanding to the character of Hamlet. They reveal to us why Hamlet pondered so mush on how to take his revenge, give us insight into his thoughts and feelings and let us see how he was not as mad as he appeared to others, and how he really worried about taking his revenge and whether it was right or wrong. The first soliloquy in Hamlet opens the character of Hamlet, it gives us insight into his depression and anger. Hamlet still mourns his father and is upset about the unpleasantness in the world. It is revealed he is considering suicide, the is revealed the line

"O' that this too too sullied flesh would melt"

Hamlet is so depressed he is wishing he was dead.

In the second soliloquy of Hamlet, again aspects of Hamlet's character are revealed. Here, Hamlet is in a rage, trying to work out how or if he should take revenge. In order to work out his plan, Hamlet works himself into a rage, he reproaches himself and displays his loathing of his Uncle Claudius. To work hi,mself up he asks himself many questions "Am I a coward?" " Who calls me a villain?" "Who does me this?" Therfore this soliloquy shows Hamlet's indecisive side, he is no murderer, but wants his revenge, so works himself into a madness. This soliloquy though also reveals his ability to love. We see how Hamlet feels towards his father. We learn how he promises no matter what happens to him or the world he could not forget his father or his memories of them together. He reveals this in the lines

"And thy commandment all alone shall live within the books and volume of my brain"

In the third soliloquy of the play Hamlet, Hamlet's intelligent and curios side is revealed. Hamlet appears to think very deeply. He worries whether death is "the end" or whether after death we are troubled by dreams, he expresses this in the line "To sleep, perchance to dream" . Hamlet is in the grip of melancholy and considers suicide he asks "to be or not to be"

All these soliloquy's reveal to us about Hamlet's character. Hamlet is not a murderer but a melancholic pensive, intelligent man who questions life yet fells he must take revenge for the death of his father even though he knows it is not the right thing to do.

In conclusion it is Hamlet's soliloquy's can help us understand the turns of the plot and make us see Hamlet's character in real depth. We see him as a confused man seeking revenge for father's murder. He has a consciene though and worries about the afterlife.. They help us understand why Hamlet hesitates so much in seeking his revenge. Therefore the soliloquy's are extremely important to the play as give a deep understanding into Hamlet's true nature.

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Biography of John Dickinson

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John Dickinson

John Dickinson was born on November 1, 17 in Maryland to Samuel and Mary Dickinson. At the age of eight, he moved to Delaware where he was privately educated. In 1750 he moved to Philadelphia in order to study law. After passing the Bar exam, he became a prominent lawyer in Philadelphia in 1757.

In 175 until 1760 Dickinson served at the Assembly of the Lower Three counties, representing Delaware. He gained a seat in the Pennsylvania Legislature as a Philadelphia delegate in 176. He attended The Stamp Act Congress of 1765 and was the author of the resolutions agreed to in the congress (Bradford 100).

Dickinson wrote The Late Regulations Respecting the British Colonies on the Continent of America Considered, which told people to repeal The Stamp Act. He wrote newspaper articles in the Pennsylvania Chronicle, which collectively became known, as his famous Letters from a Farmer in Pennsylvania. These letters informed the people of Britain's taxation policy and their unjust laws. They urged resistance, but emphasized the possibility of a peaceful resolution. These Letters were so popular that he received an honorary LL.D. from the College of New Jersey and public thanks from a meeting in Boston (Pickett). In 1770 Dickinson married Mary Norris and bore two daughters. In 1771, Dickinson returned to the Pennsylvania legislature and drafted a petition to the king, which was unanimously approved. He chaired the Philadelphia Committee of Correspondence and attended the First Continental Congress. In Continental Congress he was named one of the "cool devils" that tried to stall independence as much as possible (Bowen 58).

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Dickinson was the author of the Declaration and Resolves of the Continental Congress, and the "Song of the Farmer"- the Revolution anthem. In 1775 he served in the Second Continental Congress as a representative from Pennsylvania and wrote the Declaration of the Causes of Taking up Arms (Bradford 100). In July 1776, Dickinson voted against The Declaration of Independence. He believed that his countrymen were not yet ready for a complete separation from England and there could still be a possibility of a compromise. Thus, he did not sign the document.

Dickinson joined the military and was given the rank of Brigadier General, which was a big honor. When he was not reelected this rank, he resigned from the military and went to his home, "Popular Hall". In 177 he was sent to the Continental Congress as a delegate from Delaware. He wrote and signed the Articles of Confederation. Shortly afterwards, he returned to his home because of tragic problems with "Popular Hall." On November 6, 1781, Dickinson was elected President of Delaware (Pickett). One year later, he moved to Philadelphia and became president from 178 until 1785. The following year, Dickinson attended the Annapolis Convention representing Delaware (odur.let.rug). In 1787, he was sent by Delaware to the Constitutional Convention where he was one of the strongest advocates for a national government.

Since Dickinson was coming from a small state, he was in favor of equal representation. He did not want the bigger states to overpower the smaller states. After all, "we are a nation! We are a nation although consisting of parts or states" (Bowen 41). He declared that the

government be like that of the solar system. Let the general government be like the sun and the states like the planets, repelled yet attracted, and the whole moving regularly and harmoniously in their several orbits. [Or] Thirteen small streams, pursuing one course (Bowen 7).

Dickinson believed that the senate should be chosen by the state legislatures and not from the common people. This would "more intimately connect the state governments with the national legislature." The senate should have the most distinguished characteristics and have a strong likeness to the British House of Lords. It is more likely that the state legislatures will choose this type of person rather than the common people. The senate should be numerous in order to balance the popular branch (Van Doren 67).

Dickinson did not think that The Constitution should authorize the importation of slaves to the states. The men at the Convention could not abolish the importation all together, but they delayed the prohibition until 1808 (Bowen 04).

If he could, Dickinson would have made the government a limited monarchy. He thought it was the best type of government, but it was out of the question in America. He believed that the Legislative, Executive and Judiciary departments should be made as independent as possible. Each state should retain an equal voice in at least one branch of the national legislature (Van Doren 5).

Although Dickinson did not agree on all the forceful opinions of Madison and the other nationalists, he helped make the Great Compromise and wrote public letters supporting constitutional ratification.

Unfortunately, Dickinson had to leave early from the Convention because of illness. He appointed his colleague, George Read to sign his name in the Constitution. He wrote a series of essays titled The Letters of Fabius while the chairman of Delaware's constitutional convention in 171. The purpose of these letters was to produce a favorable feeling in the United States toward France, whose revolution he believed to be at an end. In 17, he was elected to the Delaware State Senate and served for two years. He decided not to serve any longer due to health reasons (Pickett).

Dickinson is referred to in history as the "Penman of the Revolution." He died at the age of seventy-five on February 14, 1808 at his home in Wilmington. He was a man of great moral courage, and stood for his beliefs. Many people have said that in the Constitutional Convention he did not live up to his infamous reputation.

BIBLIOGRAPHY

1.Bowen, Catherine Drinker. Miracle at Philadelphia. Boston Boston, Little, Brown, 166.

.Bradford, Melvin E. Founding Fathers. Kansas University Press of Kansas, 181.

.Bouman, Marianne. A Biography of John Dickinson (17-1808). 17. http//odur.let.rug.nl/~usa/B/jdickenson/johnd1.htm

4.Pickett, Russ. Delaware's Fifth Governor & Colonial Leader John Dickinson. http//www.state.de.us/facts/history/dicknbio.htm

5.Van Doren, Carl. The Great Rehearsal. Connecticut Greenwood Press Publishers, 148.

6.Vinci, John. John Dickinson. http//www.colonialhall.com/dickinson/dicksinson.asp.

7.A Biography of John Dickinson 17-1808.17. Department of Humanities Computing. http//odur.let.rug.nl/~usa/B/jdickenson/dickenso.htm.

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Crucible news

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A 40-year-old woman, later identified as Mrs. Ann Putnam, was rushed to the hospital today after neighbours found her unconscious in front of her house. Medical specialists later declared that she had suffered from mild suffocation. Upon regaining consciousness, Mrs Putman declared that before fainting she was desperately searching for the reason behind the deaths of her unborn babies.

This event forces many to believe that in the possibility that supernatural powers were used to kill the Putnam children as well as preventing their mother from finding their killer and avenging their deaths.

Reverend John Hale has been working with city police in a cooperative effort to find the source of this unholy act. So far they have arrested may women who are believed to be working with the devil, but none in connection with this case.

Sources tell us however that Mrs Rebecca Nurse is being investigated as a potential suspect, her motivation being her jealousy towards the Putnam family.

The first suspicions against Goody Nurse arose at an informal gathering at Reverend Parris' house, caused by his daughter's illness, at which time Goody Nurse was quick to refute all suspicions of witchcraft associated with Betty's illness.

In a press release Mrs Ann Putnam stated "The speed at which she brushed aside any possibility of witchcraft associated with my children's deaths was a sure sign of her quilt".

Furthermore, insiders inform us that Goody Nurse's affiliation with Mrs Putnam, as her midwife, is the crucial piece of evidence that could send her to death row.

However, others say that these tragic deaths are in no way a result of witchcraft, but are instead simply the will of God; something that must not be questioned or investigated.

Police say that potential protests in favour of Goody Nurse are to be expected due to her high standing in the town.

Please note that this sample paper on Crucible news is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Crucible news, we are here to assist you. Your cheap custom college paper on Crucible news will be written from scratch, so you do not have to worry about its originality.

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Jack Roosevelt Robinson

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Jack Roosevelt Robinson, the grandson of a slave, was born on January 1, 11 in Cairo, Georgia. He was the youngest of five children. His father deserted the family when Jackie was only six months old. His mother moved the family to California to look for work. (Jackie Robinson,

001)

Jackie displayed extraordinary athletic skills in high school. He excelled at football, basketball, baseball and track. He helped Pasadena Junior College win the Junior College Football Championship and in 1 became a top running back at the University of California at Los Angeles. He left college before graduating and in 14 was drafted into the U.S. Army. He was discharged as a lieutenant in 145 and that same year joined

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the Kansas City Monarchs of the Negro Baseball League. (About Jackie, 00)

On October , 145, Robinson signed a contract with Brooklyn Dodger president, Branch Rickey. Many owners and sportswriters were against this integration, claiming that it would destroy major league baseball. Spring training in Florida was rough for Robinson due to segregation

laws. He was forced to ride in the back of buses, and some games in which he was scheduled to play were canceled due to his presence. He was subjected to threats, racial insults and hate mail. Fans would yell obscenities

at him from the stands. Pitchers often threw balls directly at him and base runners would spike him with their cleats.

Despite the adversity he faced, Robinson led the league in stolen bases and was named Rookie of the Year. In 147 he was name the National League's Most Valuable Player. He went on to play Major League Baseball until his retirement in 157 and in 16 he was inducted into the Baseball

Hall of Fame. (Tygiel, 18)

Jackie Robinson made significant strides in bringing racial equality to not only the sports arena, but to other areas as well. By breaking the color barrier in baseball, he courageously challenged racial segregation in both the

North and the South. Jackie Robinson is honored as the man who stood against racial inequality. His life has had a profound influence on the American culture.

African Americans are the largest U.S. ethnic minority group. The African American population has been growing at a faster rate than the total population. They have experienced a long history of struggle yet with the educational changes that have been made their future is brighter and more optimistic. They are receiving more opportunities in employment, education and housing which will allow for an improved standard of living.

And educators are better trained in diagnostic approaches and individualized education, which will better equip African Americans to succeed in every area of life. (Manning and Baruth, 000)

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Searched the web for colonial similarities and differences. Results 11 - 0 of about 51,600. Search took 0.14 seconds.

History Social Science Schoolhouse

... of the colonial period to those used today, and subsequently create graphic organizers

to demonstrate their understanding of the similarities and differences. ...

www.edutel.org/hissoc/hissoc_schoolhouse_act5.html - 0k - Cached - Similar pages

Colonial Times vs Modern Times

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and today's lifestyles by filling in a Venn Diagram of differences and ...

valdosta.edu/~llinman/lesson1.html - 15k - Cached - Similar pages

Venturing Honor Societies - Similarities and Differences

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induction ceremony is based on colonial period exploration, highly ...

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NSW HSC ONLINE - English

... The different contexts of each text greatly affects things such as audience, purpose,

and post-colonial issues, and the differences and similarities of the ...

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Peoples Century | Teachers Guide | Freedom Now

... What challenges did the post-colonial government face? Discuss the similarities

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Activity, Curriculum, and Technology Lesson Plan

... 6. When students are finished, discuss the similarities and differences between

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[PDF]AMH 410, The American Revolutionary Era

File Format PDF/Adobe Acrobat - View as HTML

... How did colonial culture differ among different areas and different groups? ... What

were the similarities and differences in the structures and political ...

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... Early colonial settlement. In the early seventeen hundreds, after the establishment

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Colonial Communities Overview

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The 1 Colonies WebQuest

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