World bank essay competition 2009

In July, the Senate rejected the bonus 62 to 18. Most of the protesters went home, aided by Hoover's offer of free passage on the rails. Ten thousand remained behind, among them a hard core of Communists and other organizers. On the morning of July 28, forty protesters tried to reclaim an evacuated building in downtown Washington scheduled for demolition. The city's police chief, Pellham Glassford, sympathetic to the marchers, was knocked down by a brick. Glassford's assistant suffered a fractured skull. When rushed by a crowd, two other policemen opened fire. Two of the marchers were killed.
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Bud Fields and his family. Alabama. 1935 or 1936. Photographer: Walker Evans.
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Squatter's Camp, Route 70, Arkansas, October, 1935.
Photographer: Ben Shahn
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Philipinos cutting lettuce, Salinas, California, 1935. Photographer: Dorothea Lange.
In order to maximize their ability to exploit farm workers, California employers recruited from China, Japan, the Philippines, Puerto Rico, Mexico, the American south, and Europe.
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Roadside stand near Birmingham, Alabama, 1936. Photographer: Walker Evans.
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Farmer and sons, dust storm, Cimarron County, Oklahoma, 1936. Photographer: Arthur Rothstein.
The drought that helped cripple agriculture in the Great Depression was the worst in the climatological history of the country. By 1934 it had dessicated the Great Plains, from North Dakota to Texas, from the Mississippi River Valley to the Rockies. Vast dust storms swept the region.
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Migrant pea pickers camp in the rain. California, February, 1936. Photographer: Dorothea Lange.
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In one of the largest pea camps in California. February, 1936. Photographer: Dorothea Lange.
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The photograph that has become known as "Migrant Mother" is one of a series of photographs that Dorothea Lange made in February or March of 1936 in Nipomo, California. Lange was concluding a month's trip photographing migratory farm labor around the state for what was then the Resettlement Administration. In 1960, Lange gave this account of the experience:  I saw and approached the hungry and desperate mother, as if drawn by a magnet. I do not remember how I explained my presence or my camera to her, but I do remember she asked me no questions. I made five exposures, working closer and closer from the same direction. I did not ask her name or her history. She told me her age, that she was thirty-two. She said that they had been living on frozen vegetables from the surrounding fields, and birds that the children killed. She had just sold the tires from her car to buy food. There she sat in that lean- to tent with her children huddled around her, and seemed to know that my pictures might help her, and so she helped me. There was a sort of equality about it. (From: Popular Photography , Feb. 1960).
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After students have read and understood the assigned topic, they can go on to the next step of the essay-writing process. This step does involve writing -- but not yet essay writing. In step two, students write an outline of their proposed essay. The outline should look something like this:
Congress According to Twain

1) Topic: The question or prompt rephrased in the student's own words. Rephrasing the prompt will help students understand the assignment and narrow and focus the topic of their essay. For example, "Mark Twain once said that all members of Congress are idiots."
2) Position: The student's position or opinion about the question or prompt. For example, "I see no reason to disagree."
Most writing assessments ask students to take a position. Students should be aware that, if the test directions ask them to take a position, they need to take one side of the issue and defend it, not consider and defend both sides of the issue.
3) Reasons: Three reasons the student has taken his or her stated position.
a) Reason 1: The most important reason. For example, "Congress has passed a number of bills without considering where the funding for those bills would come from."
i) Evidence: Example that demonstrates Reason 1. For example, "The Americans with Disabilities Act, the Clean Air Act, and the No Child Left Behind Act are just three examples of laws that were passed without considering how cities and states would pay to implement their mandates."
b) Reason 2: The second most important reason. For example, "Congress has passed a number of silly bills based on narrow political interests."
i) Evidence: Example that demonstrates Reason 2. "For example, federal laws have been passed making it a crime to imitate Smokey the Bear or transport wooden teeth across state lines."
c) Reason 3: The third most important reason. For example, "The members of Congress from my state are idiots."
i) Evidence: Example that demonstrates Reason 3. For example, "I met John Smith, a member of Congress from my state, and he had never heard of my hometown."

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World bank essay competition 2009

world bank essay competition 2009

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