Ch 13
THE IMPENDING CRISIS
· LOOKING WESTWARD
· EXPANSION AND WAR
· THE SECTIONAL DEBATE
· THE CRISES OF THE 1850s
LOOKING AHEAD
1. How did the annexation of western territories intensify the conflict over slavery and lead to deeper divisions between the North and the South?
2. What compromises attempted to resolve the conflicts over the expansion of slavery into new territories? To what degree were these compromises successful? Why did they eventually fail to resolve the differences between the North and the South?
3. What were the major arguments for and against slavery and its expansion into new territories?
UNTIL THE 1840s, POLITICAL TENSIONS between the North and the South remained relatively contained and, other than African American writers and clerics, few predicted that sectional tensions could ever lead the country into a civil war.
But midcentury brought a rash of explosive issues that politicians struggled—and ultimately failed—to resolve peacefully. In the North the abolitionist movement picked up steam and inspired legions of supporters, the most aggressive of whom sought to fight slavery with the sword as well as the pen. The South birthed a generation of militant pro-slavery spokesmen who brooked no compromise over a state’s right to embrace slavery and the society based on it. From the West emerged raging controversies over the political fate of the territories and whether they would enter the Union as either slave or free states. Partisans recruited sympathizers from across the nation and even took up arms to win their point.LOOKING WESTWARD
More than a million square miles of new territory came under the control of the United States during the 1840s. By the end of the decade, the nation possessed all the territory of the present-day United States except Alaska, Hawaii, and a few relatively small areas acquired later through border adjustments. Many factors accounted for this great new wave of expansion, but one of the most important was an ideology known as Manifest Destiny.
Manifest Destiny
Manifest Destiny reflected both the growing pride that characterized American nationalism in the mid-nineteenth century and the idealistic vision of social perfection that fueled so much of the reform energy of the time. It rested on the idea that America was destined—by God and by history—to expand its boundaries over a vast area.
By the 1840s, publicized by the rise of inexpensive newspapers dubbed “penny press,” the idea of Manifest Destiny had spread throughout the nation. Some advocates of Manifest Destiny envisioned a vast new “empire of liberty” that would include Canada, Mexico, Caribbean and Pacific islands, and ultimately (for the most ardent believers) much of the rest of the world. Countering such bombast were politicians such as Henry Clay and others, who warned that territorial expansion would reopen the painful controversy over slavery. Their voices, however, could not compete with the enthusiasm over expansion in the 18 ...
1. Westward ExpansionThe tensions over slavery factored into oth.docxgasciognecaren
1. Westward Expansion
The tensions over slavery factored into other aspects of American politics and society, including westward expansion. Slavery was not the sole reason for American expansion. A common thread running through the country’s history has been its expansion westward. The War of 1812 resulted in Britain discontinuing its attempts to subsidize or support Native American tribes in the Ohio Valley or the Mississippi River Valley. This action helped secure the US’s ability to move westward, buying out or otherwise removing Native American tribes who inhabited the area. The removal did not go without controversy, as the several US wars with Native American tribes attest.
The United States’ geographic location was an immense help in its movement westwards. Flanked by oceans, the United States had little fear of external invasion (with the exception of Great Britain in the War of 1812). Nor did the early presidents favor intervention in foreign politics. The Monroe Doctrine (Links to an external site.) of 1823 established that the US would not interfere in European colonies currently in existence in the Americas, but would not tolerate further European intervention or interference in the western hemisphere. The Monroe Doctrine had little practical effect in deterring European behavior, but neither did foreign countries press the matter.
Peace with Britain was another advantage for the United States. The Treaty of Ghent opened the door for a US-British reconciliation of sorts: the US would no longer make moves to acquire British Canada, and Britain would not challenge US westward expansion in its commonly recognized borders. US-British relations were not perfect (particularly in the suppression of the international slave trade), but a series of treaties demonstrated US-British cooperation. The Rush-Bagot Treaty (Links to an external site.) of 1818 demilitarized the Great Lakes, established the current US-Canadian border west of the Great Lakes, and provided for joint occupation and government of disputed areas in the Oregon Territory. The Webster-Ashburton Treaty (Links to an external site.) of 1842 settled the Maine-New Brunswick boundary.
2. American Migration to Mexico and the Texas Revolution
To the south, the Transcontinental Treaty (Links to an external site.) of 1819 (also known as the Adams-Onis Treaty) established a firm US-Mexican boundary—first with Spain, then with the independent Mexico. Ironically, it was the migration of American citizens out of the United States that set the stage for the most contentious stage of American expansion.
Following Mexico’s independence, Texas became part of the Mexican state of Coahuila y Tejas (the local name for the region). This area was in the far north of Mexico, and was sparsely inhabited. As part of a program to colonize the area, in the 1820s Mexico encouraged Americans settlers to migrate. Influential Americans like Stephen Austin (Links to an external site.) received large land.
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is HumMaximaSheffield592
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Chapter 1 Juvenile Justice Myths and RealitiesMyths and RealiMaximaSheffield592
Chapter 1 Juvenile Justice: Myths and RealitiesMyths and Realities
It’s only me.” These were the tragic words spoken by Charles “Andy” Williams as the San Diego Sheriff’s Department SWAT team closed in
on the frail high school sophomore who had just turned 15 years old. Williams had just shot a number of his classmates at Santana High
School, killing two and wounding 13. This was another in a series of school shootings that shocked the nation; however, the young Mr.
Williams did not fit the stereotype of the “superpredator” that has had an undue influence on juvenile justice policy for decades. There have
been other very high-profile cases involving children and teens that have generated a vigorous international debate on needed changes in the
system of justice as applied to young people.
In Birmingham, Alabama, an 8-year-old boy was charged with “viciously” attacking a toddler, Kelci Lewis, and murdering her (Binder, 2015).
The law enforcement officials announced their intent to prosecute the boy as an adult. The accused perpetrator would be among the youngest
criminal court victims in U.S. history. The 8-year-old became angry and violent, and beat the toddler because she would not stop crying. Kelci
suffered severe head trauma and injuries to major internal organs. The victim’s mother, Katerra Lewis, left the two children alone so that she
could attend a local nightclub. There were six other children under the age of 8 also left alone in the house. Within days, the mother was
arrested and charged with manslaughter and released on a $15,000 bond after being in custody for less than 90 minutes. The 8-year-old was
held by the Alabama Department of Human Services pending his adjudication.
A very disturbing video showed a Richland County, South Carolina, deputy sheriff grab a 16-year-old African American teen by her hair,
flipping her out her chair and tossing her across the classroom. The officer wrapped his forearm around her neck and then handcuffed her. It is
alleged that the teen refused to surrender her phone to the deputy. She received multiple injuries from the encounter. The classroom teacher and
a vice principal said that they believed the police response was “appropriate.” The deputy was suspended and subsequently fired after the
Richland County Sheriff reviewed the video. There is a civil suit against the school district and the sheriff’s department for the injuries that
were sustained (Strehike, 2015).
One of the highest profile cases involving juvenile offenders was known as the New York Central Park jogger case (Burns, 2011; Gray, 2013).
In 1989 a young female investment banker was raped, attacked, and left in a coma. The horrendous crime captured worldwide attention.
Initially, 11 young people were arrested and five confessed to the crimes. These five juvenile males, four African American and one Latino,
were convicted for a range of crimes including assault, robbery, rape, and attempted murder. There were two separate jury t ...
CHAPTER 1 Philosophy as a Basis for Curriculum DecisioMaximaSheffield592
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of know e ge3.
curriculum? · diff
. d ends of education er.
?
4. How do the auns, means, an_ . at must be determined before we can
What is the major philosop~cal is~ue th
5. define a philosophy of curncul~- hil hies that have influenced curriculum
What are the four major educational p osop .6.
in the United States?
7. What is your philosophy of curriculum?
P
d still do have an impact on schools and
hilosophic issues always h~ve had ~ hools are changing fundamental~y and
society. Contemporary society ~d its :cThere is a special urgency that dictate~
rapidly, much more so th~ m e ~a:oie of schools, and calls for a philosophy o
continuous appraisal and reappraisal of th directionless in the whats and hows of
education. Without philosophy, educators a~ing to achieve. In short, our philo~~phy
organizing and implementing what we ar~ t determines, our educational decisions,
of education influences, and to a large ex en
choices, and alternatives.
PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
. 11 curriculum specia is , h
Philosophy provides educators, espect i{e1 s them answer questions about what t e
organizing schools and classrooms. t f 1 how students learn, and what methods
school's purpose is, what subjects are: va;~ with a framework for broad issues and
and materials to use. Philosophy provi es e
CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
tasks, such as determining the goals of edu and activities, and dealing with verbal traps
cation, subject content and its organization, (what we see versus what is read). Curricu
the process of teaching and learning, and, in lum theorists, they point out, often fail to rec
general, what experiences and activities to ognize both how important philosophy is to
stress in schools and classrooms. It also pro developing curriculum and how it influences
vides educators with a basis for making such aspects of curriculum.
decisions as what workbooks, textbooks, or
other cognitive and noncognitive activities to
Philosophy and the Curriculum Sp
utilize and how to utilize them, what and
how much homework to assign, how to test The philosophy of curriculum sp
students and how to use the test results, and reflects their life experiences, comma
what courses or subject matter to emphasize. social and economic background, ed
The importance of philosophy in deter and general beliefs about people. f._•• .....u
mining curriculum decisions is expressed vidual's philosophy evolves and continues
well by the classic statement of Thomas to evolve as long as there is personal growth,
Hopkins (1941): "Philosop ...
Chapter 1 Introduction Criterion• Introduction – states general MaximaSheffield592
Chapter 1 Introduction Criterion
• Introduction – states general nature of problem
• Identifies project as quality or leadership focused project
• Background – briefly describes general context of the topic
• Statement of the problem – ‘Therefore the problem/topic addressed in this study is…’
• Purpose of the study – describes specific objectives of the study, related to the problem described above.
• Rationale – Ties together the identified problem, the purpose/goal of the study, and identifies how the writer intends the results will be used to accomplish identified goals.
• Research questions – lists 2-4 specific research questions/objectives for the study.
• Nature of the study – identifies method of study to be used (descriptive, relational, causal, exploratory, or predictive}
• Significance of the study – personal, professional, and/or research.
• Definition of terms
• Assumptions and Limitations
Writing the Personal Statement
The personal statement is an important document in your application packet. Admissions committees not only read them, they remember the memorable ones! A strong personal statement can be make-or-break for your application process.
What is it? It’s a combination of things:
· It is a business document: you are selling yourself, and need to know how to do so persuasively.
· It is an argument: you are showing the reader that they need and want you in their
program, but rather than convince with reasons, you are often arguing using narrative.
· It is an assignment, and your target audience is looking for you to show them that you know how to give what is asked for.
Consider your audience. Beware of Web sites and other sources that simply tell you to “tell your story.” Which story will you choose and for which purpose?
Medical and Law Schools
Science Programs
Humanities MA Programs
Humanities PhD Programs
Diplomatic
Service Scholarships
Want to know
Want to know
Want to see that
Want to know
Want to know
you as a person
your work as a
you are
how you will
you as a person
researcher and
interested in
succeed both in
your work ethic
further study and
and beyond the
know your long-
program
term goals
Remember that your resume tells them that you can do good undergraduate or graduate work. Now they need to know that they are choosing a winner, one who can perform at a higher level and will finish!
Five Standard Topics:
1. your motivation for your career
2. the influence of your family or early experiences
3. the influence of extracurricular, work, or volunteer experiences
4. your long-term goals
5. your personal philosophy
Activity One:
Below is a list of attributes that applicants to professional programs highlight in their personal statements. On the right is a list of indications of the attribute. Read through the list and
· Check off those attributes you want to highlight.
· List possible stories you can tell about yourself, your family, your extracurricular activities, your goals, or your personal ph ...
Chapter 1 IntroductionThis research paper seeks to examine the reMaximaSheffield592
Chapter 1: Introduction
This research paper seeks to examine the relationship between strategic performance and appraisal systems in contemporary organizations. Strategic management in organizations refers to setting goals, procedures, and objectives to gain a competitive advantage. The strategies aim at making businesses distinct from their competitors while attracting consumers to the market. Stakeholders in business entities use strategic management approaches to execute short- and long-term organizational projects. Some strategies include innovation, product segmentation, and corporate social responsibility. On the other hand, a performance appraisal system refers to identifying, evaluating, and developing the work performance of employees to aid in the process of achieving the organization's goals and processes. The organization has to track the performance progress of each employee to keep them accountable for their roles at the workplace.
The definition of the appraisal system and strategic management incorporates objectives and goals. Consequently, the purpose of both strategic management and performance appraisal is to deliver the existing objectives and stay ahead of competitors. The performance appraisal system denotes the type of assessment used by an organization to measure performance. There are different assessment methods. One of the evaluation techniques is straight ranking appraisal where employees are ranked from the best performers to poor performers. Another assessment criterion is grading where employees are assigned specific grades for their performance in different areas. There is also the management-by-objective method of review. The employees and managers set goals under the approach and measure them at the end of the agreed time. Organizations may also assess their employees based on their behaviors and conduct at the workplace. Lastly, organizations can adopt a 360-degree assessment method where employees and managers are assessed. Organizations use one or a combination of the frameworks to evaluate the employees with a view of improving performance.
The purpose of this study is to examine the relationship between strategic management and performance appraisal systems. The study will evaluate whether managers consider their strategies when selecting the appraisal system or consider other factors. Also, the study will assess the implications of selecting an appraisal system based on the existing strategies in different organizations and the impacts of ignoring organizational strategies when deciding on the performance of the appraisal system. The findings will be crucial in the organizational and human resource management field setting the stage for further research.
Statement of Problem
A brief literature review reveals that there is little to no information on balancing between appraisal systems and organizational strategies. Most researchers in the field tend to focus on how appraisal systems boost organizatio ...
1. Westward ExpansionThe tensions over slavery factored into oth.docxgasciognecaren
1. Westward Expansion
The tensions over slavery factored into other aspects of American politics and society, including westward expansion. Slavery was not the sole reason for American expansion. A common thread running through the country’s history has been its expansion westward. The War of 1812 resulted in Britain discontinuing its attempts to subsidize or support Native American tribes in the Ohio Valley or the Mississippi River Valley. This action helped secure the US’s ability to move westward, buying out or otherwise removing Native American tribes who inhabited the area. The removal did not go without controversy, as the several US wars with Native American tribes attest.
The United States’ geographic location was an immense help in its movement westwards. Flanked by oceans, the United States had little fear of external invasion (with the exception of Great Britain in the War of 1812). Nor did the early presidents favor intervention in foreign politics. The Monroe Doctrine (Links to an external site.) of 1823 established that the US would not interfere in European colonies currently in existence in the Americas, but would not tolerate further European intervention or interference in the western hemisphere. The Monroe Doctrine had little practical effect in deterring European behavior, but neither did foreign countries press the matter.
Peace with Britain was another advantage for the United States. The Treaty of Ghent opened the door for a US-British reconciliation of sorts: the US would no longer make moves to acquire British Canada, and Britain would not challenge US westward expansion in its commonly recognized borders. US-British relations were not perfect (particularly in the suppression of the international slave trade), but a series of treaties demonstrated US-British cooperation. The Rush-Bagot Treaty (Links to an external site.) of 1818 demilitarized the Great Lakes, established the current US-Canadian border west of the Great Lakes, and provided for joint occupation and government of disputed areas in the Oregon Territory. The Webster-Ashburton Treaty (Links to an external site.) of 1842 settled the Maine-New Brunswick boundary.
2. American Migration to Mexico and the Texas Revolution
To the south, the Transcontinental Treaty (Links to an external site.) of 1819 (also known as the Adams-Onis Treaty) established a firm US-Mexican boundary—first with Spain, then with the independent Mexico. Ironically, it was the migration of American citizens out of the United States that set the stage for the most contentious stage of American expansion.
Following Mexico’s independence, Texas became part of the Mexican state of Coahuila y Tejas (the local name for the region). This area was in the far north of Mexico, and was sparsely inhabited. As part of a program to colonize the area, in the 1820s Mexico encouraged Americans settlers to migrate. Influential Americans like Stephen Austin (Links to an external site.) received large land.
Chapter 1 Overview of geneticsQUESTIONS FOR RESEARCH AND DISCUSSMaximaSheffield592
Chapter 1 Overview of genetics
QUESTIONS FOR RESEARCH AND DISCUSSION
7. What criteria would you use to determine whether synesthesia is a disorder or a variation of normal sensation and perception?
8. Why do you think that synesthesia is more common today than it was 20 years ago?
9. Why might it be possible for infants to have synesthesia, but the ability is gradually lost?
10. Would you want to take a genetic test for synesthesia? Cite a reason for your answer.
11. Do you think that synesthesia should be regarded as a learning disability, an advantage, or neither?
Chapter 2 Cells
10. Historical references as well as current anecdotal reports suggest that under very unusual circumstances, males can breastfeed. The Talmud, a book of Jewish law, discusses a man whose wife died and who had no money to pay a wet nurse (a woman who breastfeeds another woman’s child). He was able to nourish the child with his own body. The writings of other religions report similar tales. In agriculture, male goats can receive hormonal treatments and make milk. Do you think that it is possible for a human male to breastfeed, and if so, what conditions must be provided to coax his body to produce and secrete milk?
12. Compare the roles of mitosis and apoptosis in remodeling Sheila’s breast from a fatty sac to an active milk gland.
You are to prepare 16 slides PowerPoints of health care system in Cuba. Rubric includes: type of Government Demographics Population, type of health care system currently in place, History of the health care system, including changes and recent developments, How is the delivery system organized and financed? Who is covered and how is insurance financed? What is covered? What is the role of government? What are the key entities for health system governance? World Health Organization rankings in major indices of health (infant mortality, life expectancy, etc.). Strengths and weaknesses of the system. Popularity of system among citizens. (5-6) reputable and current sources (within 5 years).
CHAPTER 1 Overview of Genetics
Senses Working Overtime Eighteen-year-old Sean Maxwell has always perceived the world in an unusual way. To most people, color is a characteristic of an object—a cherry is red; a hippo, gray. To Sean, colors are much more. When he plays a note on his guitar, or hears it from another instrument, a distinctively colored shape pops into his mind. His brain, while perceiving the note as an E flat or a C sharp, creates an overwhelming feeling of iridescent orange-yellow diamonds, or a single, shimmering sky blue crescent. Soaring crescendos of sound become detailed landscapes, peppered with alternating black and white imagery that parallels the staccato notes. These images flash by his consciousness in such rapid succession that he is barely aware of them, yet they seem to burst through his fingers in the patterns of notes that he plays. Sean has experienced these peculiar specific sound-color-shape associations for as ...
Chapter 1 OutlineI. Thinking About DevelopmentA. What Is HumMaximaSheffield592
Chapter 1 Outline
I. Thinking About Development
A. What Is Human Development?
1. Human development is the multidisciplinary study of how people change and how they remain the same over time.
2. The science of human development (1) reflects the complexity and uniqueness of each person and their experiences, (2) seeks to understand commonalities and patterns across people, (3) is firmly grounded in theory, and (4) seeks to understand human behavior.
B. Recurring Issues in Human Development: Three fundamental issues dominate the study of human development.
1. Nature Versus Nurture is the degree to which genetic influences (nature) or experiential/environmental influences (nurture) determine the kind of person you are. Despite the ongoing debate as to which influence is greater, theorists and researchers recognize that development is always shaped by both—nature and nurture are mutually interactive influences.
2. Continuity Versus Discontinuity focuses on whether a particular developmental phenomenon represents a smooth progression throughout the life span (continuity) or a series of abrupt shifts (discontinuity).
3. Universal Versus Context-Specific Development focuses on whether there is just one path of development or several. In other words, does development follow the same general path in all people, or is it fundamentally different, depending on the sociocultural context?
C. Basic Forces in Human Development: The Biopsychosocial Framework. This framework emphasizes that these four forces are mutually interactive and that development cannot be understood by examining them in isolation. By combining the four developmental forces, we have a view of human development that encompasses the life span, yet appreciates the unique aspects of each phase of life.
1. Biological forces include genetic and health-related factors that affect development. Some biological forces, such as puberty and menopause, are universal and affect people across generations, whereas others, such as diet or disease, affect people in specific generations or occur in a small number of people.
2. Psychological forces include all internal perceptual, cognitive, emotional, and personality factors that affect development. Psychological forces are the ones used most often to describe the characteristics of a person and have received the most attention.
3. Sociocultural forces include interpersonal, societal, cultural, and ethnic factors that affect development. Culture refers to the knowledge, attitudes, and behaviors associated with a group of people. Overall, sociocultural forces provide the context or backdrop for development. Consequently, there is a need for research on different cultural groups. Another practical problem is how to describe racial and ethnic groups.
4. Life-cycle forces reflect differences in how the same event affects people of different ages. The influence of life-cycle forces reflects the influences of biological, psychological, and sociocultural force ...
Chapter 1 Juvenile Justice Myths and RealitiesMyths and RealiMaximaSheffield592
Chapter 1 Juvenile Justice: Myths and RealitiesMyths and Realities
It’s only me.” These were the tragic words spoken by Charles “Andy” Williams as the San Diego Sheriff’s Department SWAT team closed in
on the frail high school sophomore who had just turned 15 years old. Williams had just shot a number of his classmates at Santana High
School, killing two and wounding 13. This was another in a series of school shootings that shocked the nation; however, the young Mr.
Williams did not fit the stereotype of the “superpredator” that has had an undue influence on juvenile justice policy for decades. There have
been other very high-profile cases involving children and teens that have generated a vigorous international debate on needed changes in the
system of justice as applied to young people.
In Birmingham, Alabama, an 8-year-old boy was charged with “viciously” attacking a toddler, Kelci Lewis, and murdering her (Binder, 2015).
The law enforcement officials announced their intent to prosecute the boy as an adult. The accused perpetrator would be among the youngest
criminal court victims in U.S. history. The 8-year-old became angry and violent, and beat the toddler because she would not stop crying. Kelci
suffered severe head trauma and injuries to major internal organs. The victim’s mother, Katerra Lewis, left the two children alone so that she
could attend a local nightclub. There were six other children under the age of 8 also left alone in the house. Within days, the mother was
arrested and charged with manslaughter and released on a $15,000 bond after being in custody for less than 90 minutes. The 8-year-old was
held by the Alabama Department of Human Services pending his adjudication.
A very disturbing video showed a Richland County, South Carolina, deputy sheriff grab a 16-year-old African American teen by her hair,
flipping her out her chair and tossing her across the classroom. The officer wrapped his forearm around her neck and then handcuffed her. It is
alleged that the teen refused to surrender her phone to the deputy. She received multiple injuries from the encounter. The classroom teacher and
a vice principal said that they believed the police response was “appropriate.” The deputy was suspended and subsequently fired after the
Richland County Sheriff reviewed the video. There is a civil suit against the school district and the sheriff’s department for the injuries that
were sustained (Strehike, 2015).
One of the highest profile cases involving juvenile offenders was known as the New York Central Park jogger case (Burns, 2011; Gray, 2013).
In 1989 a young female investment banker was raped, attacked, and left in a coma. The horrendous crime captured worldwide attention.
Initially, 11 young people were arrested and five confessed to the crimes. These five juvenile males, four African American and one Latino,
were convicted for a range of crimes including assault, robbery, rape, and attempted murder. There were two separate jury t ...
CHAPTER 1 Philosophy as a Basis for Curriculum DecisioMaximaSheffield592
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of know e ge3.
curriculum? · diff
. d ends of education er.
?
4. How do the auns, means, an_ . at must be determined before we can
What is the major philosop~cal is~ue th
5. define a philosophy of curncul~- hil hies that have influenced curriculum
What are the four major educational p osop .6.
in the United States?
7. What is your philosophy of curriculum?
P
d still do have an impact on schools and
hilosophic issues always h~ve had ~ hools are changing fundamental~y and
society. Contemporary society ~d its :cThere is a special urgency that dictate~
rapidly, much more so th~ m e ~a:oie of schools, and calls for a philosophy o
continuous appraisal and reappraisal of th directionless in the whats and hows of
education. Without philosophy, educators a~ing to achieve. In short, our philo~~phy
organizing and implementing what we ar~ t determines, our educational decisions,
of education influences, and to a large ex en
choices, and alternatives.
PHILOSOPHY AND CURRICULUM . 1· ts with a framework for
. 11 curriculum specia is , h
Philosophy provides educators, espect i{e1 s them answer questions about what t e
organizing schools and classrooms. t f 1 how students learn, and what methods
school's purpose is, what subjects are: va;~ with a framework for broad issues and
and materials to use. Philosophy provi es e
CHAPTER ONE Philosophy as a Basis for Curriculum Decisions 3
tasks, such as determining the goals of edu and activities, and dealing with verbal traps
cation, subject content and its organization, (what we see versus what is read). Curricu
the process of teaching and learning, and, in lum theorists, they point out, often fail to rec
general, what experiences and activities to ognize both how important philosophy is to
stress in schools and classrooms. It also pro developing curriculum and how it influences
vides educators with a basis for making such aspects of curriculum.
decisions as what workbooks, textbooks, or
other cognitive and noncognitive activities to
Philosophy and the Curriculum Sp
utilize and how to utilize them, what and
how much homework to assign, how to test The philosophy of curriculum sp
students and how to use the test results, and reflects their life experiences, comma
what courses or subject matter to emphasize. social and economic background, ed
The importance of philosophy in deter and general beliefs about people. f._•• .....u
mining curriculum decisions is expressed vidual's philosophy evolves and continues
well by the classic statement of Thomas to evolve as long as there is personal growth,
Hopkins (1941): "Philosop ...
Chapter 1 Introduction Criterion• Introduction – states general MaximaSheffield592
Chapter 1 Introduction Criterion
• Introduction – states general nature of problem
• Identifies project as quality or leadership focused project
• Background – briefly describes general context of the topic
• Statement of the problem – ‘Therefore the problem/topic addressed in this study is…’
• Purpose of the study – describes specific objectives of the study, related to the problem described above.
• Rationale – Ties together the identified problem, the purpose/goal of the study, and identifies how the writer intends the results will be used to accomplish identified goals.
• Research questions – lists 2-4 specific research questions/objectives for the study.
• Nature of the study – identifies method of study to be used (descriptive, relational, causal, exploratory, or predictive}
• Significance of the study – personal, professional, and/or research.
• Definition of terms
• Assumptions and Limitations
Writing the Personal Statement
The personal statement is an important document in your application packet. Admissions committees not only read them, they remember the memorable ones! A strong personal statement can be make-or-break for your application process.
What is it? It’s a combination of things:
· It is a business document: you are selling yourself, and need to know how to do so persuasively.
· It is an argument: you are showing the reader that they need and want you in their
program, but rather than convince with reasons, you are often arguing using narrative.
· It is an assignment, and your target audience is looking for you to show them that you know how to give what is asked for.
Consider your audience. Beware of Web sites and other sources that simply tell you to “tell your story.” Which story will you choose and for which purpose?
Medical and Law Schools
Science Programs
Humanities MA Programs
Humanities PhD Programs
Diplomatic
Service Scholarships
Want to know
Want to know
Want to see that
Want to know
Want to know
you as a person
your work as a
you are
how you will
you as a person
researcher and
interested in
succeed both in
your work ethic
further study and
and beyond the
know your long-
program
term goals
Remember that your resume tells them that you can do good undergraduate or graduate work. Now they need to know that they are choosing a winner, one who can perform at a higher level and will finish!
Five Standard Topics:
1. your motivation for your career
2. the influence of your family or early experiences
3. the influence of extracurricular, work, or volunteer experiences
4. your long-term goals
5. your personal philosophy
Activity One:
Below is a list of attributes that applicants to professional programs highlight in their personal statements. On the right is a list of indications of the attribute. Read through the list and
· Check off those attributes you want to highlight.
· List possible stories you can tell about yourself, your family, your extracurricular activities, your goals, or your personal ph ...
Chapter 1 IntroductionThis research paper seeks to examine the reMaximaSheffield592
Chapter 1: Introduction
This research paper seeks to examine the relationship between strategic performance and appraisal systems in contemporary organizations. Strategic management in organizations refers to setting goals, procedures, and objectives to gain a competitive advantage. The strategies aim at making businesses distinct from their competitors while attracting consumers to the market. Stakeholders in business entities use strategic management approaches to execute short- and long-term organizational projects. Some strategies include innovation, product segmentation, and corporate social responsibility. On the other hand, a performance appraisal system refers to identifying, evaluating, and developing the work performance of employees to aid in the process of achieving the organization's goals and processes. The organization has to track the performance progress of each employee to keep them accountable for their roles at the workplace.
The definition of the appraisal system and strategic management incorporates objectives and goals. Consequently, the purpose of both strategic management and performance appraisal is to deliver the existing objectives and stay ahead of competitors. The performance appraisal system denotes the type of assessment used by an organization to measure performance. There are different assessment methods. One of the evaluation techniques is straight ranking appraisal where employees are ranked from the best performers to poor performers. Another assessment criterion is grading where employees are assigned specific grades for their performance in different areas. There is also the management-by-objective method of review. The employees and managers set goals under the approach and measure them at the end of the agreed time. Organizations may also assess their employees based on their behaviors and conduct at the workplace. Lastly, organizations can adopt a 360-degree assessment method where employees and managers are assessed. Organizations use one or a combination of the frameworks to evaluate the employees with a view of improving performance.
The purpose of this study is to examine the relationship between strategic management and performance appraisal systems. The study will evaluate whether managers consider their strategies when selecting the appraisal system or consider other factors. Also, the study will assess the implications of selecting an appraisal system based on the existing strategies in different organizations and the impacts of ignoring organizational strategies when deciding on the performance of the appraisal system. The findings will be crucial in the organizational and human resource management field setting the stage for further research.
Statement of Problem
A brief literature review reveals that there is little to no information on balancing between appraisal systems and organizational strategies. Most researchers in the field tend to focus on how appraisal systems boost organizatio ...
Chapter 1 Introduction to Career Development in the Global EconoMaximaSheffield592
Chapter 1: Introduction to Career Development in the Global Economy and Its Role in Social Justice
Things to Remember
· The reality of the global economy and its implications for employment in the United States
· Why the need for career development services may be at its highest level in half a century
· The language of career development The reasons that careers and career development are important in the fight for social justice
· The major events in the history of career development
History of Vocational Guidance and Career Development
As will be discussed later in this chapter, there are currently calls for the adoption of a new paradigm for the theory and practice of career counseling and career development services that focuses on both individuals and the social contexts in which they function. These ideas are not new, but throughout much of the twentieth century they were neglected. The call for understanding the individual and how he or she is influenced by his or her context is a century-old echo of the voices of the social reformers who founded the vocational guidance movement in education, business, industry, and elsewhere. Reformers in Boston, Massachusetts; San Francisco, California; and Grand Rapids, Michigan, focused on immigrants from Europe who came to the United States by the tens of thousands; high school dropouts who were unprepared for the changing workplace; oppression in the workplace; substandard public schools; and the need to apply scientific principles to career planning and vocational education. It is the latter idea, the focus on scientific principles that has received the most criticism, along with the failure to adequately address multicultural issues. Currently, some career development specialists are urging practitioners to abandon theories and strategies rooted in modern philosophies in favor of those rooted in postmodernism.
Looking backward to 1913 and earlier, it is worth noting that social reformers formed the National Society for the Promotion of Industrial Education (NSPIE) in 1906, which became the parent organization of the National Vocational Guidance Association (NVGA) in 1913. These reformers were advocates for vocational education, and they carried their fight to state legislators, to the National Education Association, and beyond. One of NSPIE’s achievements was drafting and successfully lobbying for the passage of the Smith–Hughes act in 1917, legislation that laid the foundation for land grant universities and vocational education in public schools (Stephens, 1970).
These earlier reformers were advocates. One mechanism they used to initiate local reforms was the settlement house, which was a place in a working-class neighborhood that housed researchers who studied people’s lives and problems in that neighborhood. In 1901, Frank Parsons founded the Civic Service House in Boston’s North End, and in 1908, the Vocation Bureau, an adjunct of the Boston Civic Service House, was opened. Leader ...
Chapter 1 Goals and Governance of the CorporationChapter 1 LeMaximaSheffield592
Chapter 1: Goals and Governance of the Corporation
Chapter 1 Learning Objectives
1. Give examples of the investment and financing decisions that financial managers make.
2. Distinguish between real and financial assets.
3. Cite some of the advantages and disadvantages of organizing a business as a corporation.
4. Describe the responsibilities of the CFO, treasurer, and controller.
5. Explain why maximizing market value is the logical financial goal of the corporation.
6. Explain why value maximization is not inconsistent with ethical behavior.
7. Explain how corporations mitigate conflicts and encourage cooperative behavior.
Goals and Governance of the Corporation
This chapter introduces the corporation, its goals, and the roles of financial managers.
Chapter 1 Outline
· Investment and Financing Decisions
· The Corporation
· The Financial Managers
· Goals of the Corporation
· Value Maximization
· Corporate Governance
Note: What are the primary differences among the various legal forms of business?
Investment and Financing Decisions
· The Investment Decision
· Real Assets
· The Financial Assets
· Financial Assets
The Investment Decision– Decision to invest in tangible or intangible assets.
Also known as the “capital budgeting” or “CAPEX” decision.
The Financing Decision– The form and amount of financing of a firm’s investments.
Real Assets– Assets used to produce goods and services.
Financial Assets– Financial claims to the income generated by the firm’s real assets.
Are the following capital budgeting or financing decisions?
· Apple decides to spend $500 million to develop a new iPhone.
· GE borrows $400 million from bond investors.
· Microsoft issues 100 million shares to buy a small technology company.
· When Apple spends $500 million to develop a new iPhone it is investing in real assets and is making a capital budgeting decision.
· When GE borrows $400 million from bond investors it is investing in financial assets and is making a financing decision.
· When Microsoft issues 100 million shares to buy a smaller company it is investing in both financial and real assets. It is making both a capital budgeting and financing decision.
What is a Corporation?
· Corporation-A business organized as a separate legal entity owned by stockholders.
· Types of Corporations:
· Public Corporations
· Private Corporations
Corporation – A business organized as a separate legal entity owned by stockholders.
Public Company – A corporation whose shares are traded in public markets such as the New York Stock Exchange or NASDAQ.
Private Corporation – A corporation whose shares are not traded publicly.
Benefits of the Corporation
· Limited liability
· Infinite lifespan
· Ease of raising capital
Limited Liability – The owners of a corporation are not personally liable for its obligation.
Drawbacks of the Corporation
· Corporation face the problem of double taxation
· Improper corporate structures may lead to “Agency Problem”
Double Taxation– Corpor ...
Chapter 1 Adjusting to Modern Life EXERCISE 1.1 Self-AssessmMaximaSheffield592
Chapter 1 Adjusting to Modern Life
EXERCISE 1.1 Self-Assessment: Narcissistic Personality Inventory
Instructions
Read each pair of statements below and place an "X" by the one that comes closest to describing your
feelings and beliefs about yourself. You may feel that neither statement describes you well, but pick the
one that comes closest. Please complete all pairs.
The Scale
1. _A. I have a natural talent for influencing people.
_B. I am not good at influencing people.
2. _A. Modesty doesn't become me.
_B. I am essentially a modest person.
3. _A. I would do almost anything on a dare.
_B. I tend to be a fairly cautious person.
4. _A. When people compliment me I sometimes get
embarrassed.
B. I know that I am good because everybody keeps telling
me so.
5. _A. The thought of ruling the world frightens the hell out
of me.
_B. If I ruled the world it would be a better place.
6. A. I can usually talk my way out of anything.
_B. I try to accept the consequences of my behavior.
7. A. I prefer to blend in with the crowd.
B. I like to be the center of attention.
8. A. I will be a success.
B. I am not too concerned about success.
9. A. I am no better or worse than most people.
_B. I think I am a special person.
10. A. I am not sure if I would make a good leader.
B. I see myself as a good leader.
11. A. I am assertive.
B. I wish I were more assertive.
12. _A. I like to have authority over other people.
_B. I don't mind following orders.
13. _A. I find it easy to manipulate people.
B. I don't like it when I find myself manipulating people.
14. _A. I insist upon getting the respect that is due me.
_B. I usually get the respect that I deserve.
15. _A. I don't particularly like to show off my body.
_B. I like to show off my body.
16. _A. I can read people like a book.
_B. People are sometimes hard to understand.
17. _A. If I feel competent I am willing to take responsibility for
making decisions.
_B. I like to take responsibility for making decisions.
18. _A. I just want to be reasonably happy.
_B. I want to amount to something in the eyes of the world.
19. _A. My body is nothing special.
_B. I like to look at my body.
20. _A. I try not to be a show off.
_B. I will usually show off if I get the chance.
21. _A. I always know what I am doing.
_B. Sometimes I am not sure of what I am doing.
22. _A. I sometimes depend on people to get things done.
B. I rarely depend on anyone else to get things done.
23. _A. Sometimes I tell good stories.
_B. Everybody likes to hear my stories.
24. _A. I expect a great deal from other people.
B. I like to do things for other people.
25. A. I will never be satisfied until I get all that I deserve.
_B. I take my satisfactions as they come.
26. _A. Compliments embarrass me.
_B. I like to be complimented.
27. _A. I have a strong will to power.
B. Power for its own sake doesn't interest me.
28. A. I don't care about new fads and fashion ...
Chapter 1 The Americas, Europe, and Africa Before 1492 MaximaSheffield592
Chapter 1 | The Americas, Europe, and Africa Before 1492
CHAPTER 1
The Americas, Europe, and Africa Before 1492
Chapter Outline
1.1 The Americas
1.2 Europe on the Brink of Change
1.3 West Africa and the Role of Slavery
Introduction
Globalization, the ever-increasing interconnectedness of the world, is not a new phenomenon,
but it accelerated when western Europeans discovered the riches of the East. During the
Crusades (1095–1291), Europeans developed an appetite for spices, silk, porcelain, sugar, and
other luxury items from the East, for which they traded fur, timber, and Slavic people they
captured and sold (hence the word slave). But when the Silk Road, the long overland trading
route from China to the Mediterranean, became costlier and more dangerous to travel, Europeans
searched for a more efficient and inexpensive trade route over water, initiating the development
of what we now call the Atlantic World.
In pursuit of commerce in Asia, fifteenth-century traders unexpectedly encountered a “New
World” populated by millions and home to sophisticated and numerous peoples. Mistakenly
believing they had reached the East Indies, these early explorers called its inhabitants Indians.
West Africa, a diverse and culturally rich area, soon entered the stage as other nations exploited
its slave trade and brought its peoples to the New World in chains. Although Europeans would
come to dominate the New World, they could not have done so without Africans and native
peoples.
1.1 The Americas
By the end of this section, you will be able to:
● Locate on a map the major American civilizations before the arrival of the Spanish
● Discuss the cultural achievements of these civilizations
● Discuss the differences and similarities between lifestyles, religious practices, and
customs among the native peoples
Chapter 1 | The Americas, Europe, and Africa Before 1492
Between nine and fifteen thousand years ago, some scholars believe that a land bridge existed
between Asia and North America that we now call Beringia . The first inhabitants of what would
be named the Americas migrated across this bridge in search of food. When the glaciers melted,
water engulfed Beringia, and the Bering Strait was formed. Later settlers came by boat across the
narrow strait. (The fact that Asians and American Indians share genetic markers on a Y
chromosome lends credibility to this migration theory.) Continually moving southward, the
settlers eventually populated both North and South America, creating unique cultures that ranged
from the highly complex and urban Aztec civilization in what is now Mexico City to the
woodland tribes of eastern North America. Recent research along the west coast of South
America suggests that migrant populations may have traveled down this coast by water as well
as by land.
Researchers believe that about ten thousand years ago, humans also began the domestication of
plants and animals, a ...
Chapter 1 - Overview Gang Growth and Migration Studies v AMaximaSheffield592
Chapter 1 - Overview
Gang Growth and Migration Studies
v A
Now we will examine the problems and issues of not having a nationally accepted definition for a street gang. We will also examine mechanisms that influence gang migration and growth. After reading this section you will also understand that there are sub-populations within the general gang population.
Two of the most frequently asked questions about the gang sub-culture are: Why do gangs grow? Why do gangs migrate? Some law enforcement officials, politicians, educators and parents might suggest and believe that youth in their city are only “imitating” tougher L.A. street gangs or that the gang problem in their jurisdiction is result of migrating gang members from Los Angeles or Chicago. You will hear the terms “wanna be” or “street comer groups” or “misguided youth” used to describe the groups and you can be given a number of reasons why the groups in these areas are not gangs. You might also hear comments suggesting that gang imitation and migration are the reasons why street gangs have now been reported in all 50 states.
Gang Definition
There is another issue here that has to be addressed before the questions can be asked. It is accepting a standard to measure gang growth and migration. That standard is the definition of a street gang. Developing and then using a nationally accepted definition for a street gang becomes the fundamental basis to build examination of growth and migration. Having a standard definition becomes the fundamental building block to answer the two questions.
Studying gang growth is a little more complicated than just surveying cities for data. Without a standard gang definition to identify a gang, any official findings could be biased and misleading. Any responding jurisdiction could potentially use a different definition to identify the gangs in their area. Often, law enforcers, the public, educators and politicians use a penal code gang based definitions of a criminal street gang as a general working definition for a street gang. If the gang does fit within this legal definition used for penalty enhancement only, then the group is not reported as a gang according to this philosophy. The jurisdiction has no gangs. You can clearly see the issue here.
This will certainly lead to under reporting the number and types of street gangs present. Using a legal based definition of a street gang is appropriate from a prosecutor’s point of view. Unfortunately, too many communities, politicians, educators, parents and law enforcement officials use this philosophy. This way of thinking will only reinforce denial and delay the identification and treatment of the gang-community issue.
Many states now have gang enhancement laws similar to California Penal Code Section 186.22. In California this law is commonly known as the STEP Act. It outlines a legal definition for a violent criminal street gang. That definition is used to qualify a defendant(s) for sentencing
46
...
Chapter 06 Video Case - Theo Chocolate CompanyVideo TranscriptMaximaSheffield592
Chapter 06: Video Case - Theo Chocolate Company
Video Transcript:
>> It's rich, it's velvety, it's almost sinful. But creating the perfect bar at this Seattle chocolate factory is about more than just the ingredients on the wrapper.
>> I feel that everybody in the whole supply chain, all he way back to the farmers, should be better off as a result of this delicious food that we use to share with the people we love.
>> So these are these are the beans.
>> These are the beans; this is cacao.
>> At Theo Chocolate, owner Joe Whinney pays farmers two to three times more than the going rate to buy this cacao from the Democratic Republic of Congo, or DRC.
>> Where does cocoa come from? It's coming from farmers in Africa, and in Indonesia, and in Central and South America.
>> Whinney believes that Americans will be willing to pay more for chocolate if they know that, in turn, impoverished farmers will earn more.
>> Of all places, why Congo
>> Why Congo? Well, it was really Ben Affleck's fault.
>> Yes. That Ben Affleck.
>> Like this?
>> Like -- yeah. See that's really well fermented, this isn't.
>> Earlier this year, we joined Ben Affleck and Joe Whinney on a trip to the DRC. Cacao can only grow within a narrow climate zone close to the equator. In 2009, Affleck started a charity called Eastern Congo Initiative to spur economic development in this war-torn region. Five million people have died here due to decades of conflict.
>> As I was reading and I just sort of stumbled upon some of the statistics, and I was struck not only by the numbers, but by the fact that, you know, I hadn't heard about it.
>> So Affleck decided to use his celebrity as a sort of currency to attract investment. He led a small group of philanthropists, protected by armed guards, through jungles where cacao trees thrived and farmers struggled.
>> The cocoa industry here has potential if the value can be increased.
>> For the last two years, Affleck's Eastern Congo Initiative has worked with Whinney and local groups to train farmers to improve the crop. Cacao grows in these greenish-yellow pods that are cracked open to harvest. It's quite slimy, huh?
>> It is. But when you suck on it, it's absolutely delicious.
>> It doesn't taste like chocolate at all.
>> Not at all, does it.
>> It tastes like passion fruit or something.
>> Theo Chocolate has now committed to buy 340 tons of cacao from the DRC --
>> This is really good quality.
>> -- creating a dependable export market.
>> We have brought these people together. They're selling to a chocolate company in the United States. Those markets had been completely closed off to them in the past. And it's not just aid, it's investment.
>> We have security guards around us. There have been attacks recently. This is a tough place to do business.
>> It is, but that's also a place that really needs this kind of business.
>> Business in Seattle is a little sweeter these days. Theo is raising money for charity with its $5 Congo ...
Chapter 08 Motor Behavior
8
Motor Behavior
Katherine T. Thomas and Jerry R. Thomas
C H A P T E R
What Is Motor Behavior?The study of how motor skills are learned, controlled, and developed across the lifespan. Applications often focus on what, how, and how much to practice.Motor behavior guides us in providing better situations for learning and practice, including the selection of effective of cues and feedback.
(continued)
(continued)
What Is Motor Behavior? (continued)Valuable to performers and those who teach motor skills (e.g. physical education teachers, adapted physical educators, gerontologists, physical therapists and coaches)
Figure 8.1
Chapter 8 - Hoffman (2005)
*
What Does a Motor Behaviorist Do?Colleges or universitiesTeachingResearchService
Other research facilities: hospitals, industrial, militaryResearch with applications related to settingGrant writing
Chapter 8 - Hoffman (2005)
*
Goals of Motor BehaviorTo understand how motor skills are learnedTo understand how motor skills are controlledTo understand how the learning and control of motor skills change across the life spanThree subdisciplinesMotor learningMotor controlMotor development
Chapter 8 - Hoffman (2005)
*
Three Subdisciplines of Motor BehaviorMotor LearningMotor ControlMotor Development
Goals of Motor LearningTo explain how processes such as feedback and practice improve the learning and performance of motor skillsTo explain how response selection and response execution become more efficient and effective
Chapter 8 - Hoffman (2005)
*
Goals of Motor ControlTo analyze how the mechanisms in response selection and response execution control the body’s movementTo explain how environmental and individual factors affect the mechanisms of response selection and response execution
Chapter 8 - Hoffman (2005)
*
To explain how motor learning and control improve during childhood and adolescenceTo explain how motor learning and control deteriorate with aging
Goals of Motor Development
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond SportBabies learning to use a fork and spoonDentists learning to control the drill while looking in a mirrorSurgeons controlling a scalpel; microsurgeons using a laser Children learning to ride a bicycle or to roller skate
(continued)
Chapter 8 - Hoffman (2005)
*
Motor Movements Studied Beyond Sport (continued)Teenagers learning to driveDancers performing choreographed movementsPilots learning to control an airplaneYoung children learning to control a pencil when writing or learning to type on a computer
Chapter 8 - Hoffman (2005)
*
History of Motor Behavior
Five themes have persisted over the years in motor behavior research
Knowledge of results (feedback)
Distribution of practice
Transfer of training
Retention
Individual differences
(continued)
Chapter 8 - Hoffman (2005)
*
Late 1800s and early 1900s: Motor skills to understand cognition and neura ...
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OMaximaSheffield592
Changes in APA Writing Style 6th Edition (2006) to 7th Edition OCT 2019 according to Streefkerk, 2019.
References and in-text citations in APA Style
When it comes to citing sources, more guidelines have been added that make citing online sources easier and clearer. The biggest changes in the 7th edition are:
1. The publisher location is no longer included in the reference.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. New York, NY: Simon & Schuster.
Covey, S. R. (2013). The 7 habits of highly effective people: Powerful lessons in personal change. Simon & Schuster.
2. The in-text citation for works with three or more authors is now shortened right from the first citation. You only include the first author’s name and “et al.”.
(Taylor, Kotler, Johnson, & Parker, 2018)
(Taylor et al., 2018)
3. Surnames and initials for up to 20 authors (instead of 7) should be provided in the reference list.
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., … Lee, L. H. (2018).
Miller, T. C., Brown, M. J., Wilson, G. L., Evans, B. B., Kelly, R. S., Turner, S. T., Lewis, F., Lee, L. H., Cox, G., Harris, H. L., Martin, P., Gonzalez, W. L., Hughes, W., Carter, D., Campbell, C., Baker, A. B., Flores, T., Gray, W. E., Green, G., … Nelson, T. P. (2018).
4. DOIs are formatted the same as URLs. The label “DOI:” is no longer necessary.
doi: 10.1080/02626667.2018.1560449
https://doi.org/10.1080/02626667.2018.1560449
5. URLs are no longer preceded by “Retrieved from,” unless a retrieval date is needed. The website name is included (unless it’s the same as the author), and web page titles are italicized.
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. Retrieved from https://www.bbc.com/news/business-50419127
Walker, A. (2019, November 14). Germany avoids recession but growth remains weak. BBC News. https://www.bbc.com/news/business-50419127
6. For ebooks, the format, platform, or device (e.g. Kindle) is no longer included in the reference, and the publisher is included.
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites [Kindle version]. https:/doi.org/10.1007/978-90-481-2473-2
Brück, M. (2009). Women in early British and Irish astronomy: Stars and satellites. Springer Nature. https:/doi.org/10.1007/978-90-481-2473-2
7. Clear guidelines are provided for including contributors other than authors and editors. For example, when citing a podcast episode, the host of the episode should be included; for a TV series episode, the writer and director of that episode are cited.
8. Dozens of examples are included for online source types such as podcast episodes, social media posts, and YouTube videos. The use of emojis and hashtags is also explained.
Inclusive and bias-free language
Writing inclusively and without bias is the new standard, and APA’s new publication manual contains a separate chapter on this topi ...
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Ch 13THE IMPENDING CRISIS· LOOKING WESTWARD· EXPANSION AND W
1. Ch 13
THE IMPENDING CRISIS
· LOOKING WESTWARD
· EXPANSION AND WAR
· THE SECTIONAL DEBATE
· THE CRISES OF THE 1850s
LOOKING AHEAD
1. How did the annexation of western territories intensify the
conflict over slavery and lead to deeper divisions between the
North and the South?
2. What compromises attempted to resolve the conflicts over the
expansion of slavery into new territories? To what degree were
these compromises successful? Why did they eventually fail to
resolve the differences between the North and the South?
3. What were the major arguments for and against slavery and
its expansion into new territories?
UNTIL THE 1840s, POLITICAL TENSIONS between the North
and the South remained relatively contained and, other than
African American writers and clerics, few predicted that
sectional tensions could ever lead the country into a civil war.
But midcentury brought a rash of explosive issues that
politicians struggled—and ultimately failed—to resolve
peacefully. In the North the abolitionist movement picked up
steam and inspired legions of supporters, the most aggressive of
whom sought to fight slavery with the sword as well as the pen.
The South birthed a generation of militant pro-slavery
spokesmen who brooked no compromise over a state’s right to
embrace slavery and the society based on it. From the West
emerged raging controversies over the political fate of the
territories and whether they would enter the Union as either
slave or free states. Partisans recruited sympathizers from
across the nation and even took up arms to win their
point.LOOKING WESTWARD
More than a million square miles of new territory came under
2. the control of the United States during the 1840s. By the end of
the decade, the nation possessed all the territory of the present-
day United States except Alaska, Hawaii, and a few relatively
small areas acquired later through border adjustments. Many
factors accounted for this great new wave of expansion, but one
of the most important was an ideology known as Manifest
Destiny.
Manifest Destiny
Manifest Destiny reflected both the growing pride that
characterized American nationalism in the mid-nineteenth
century and the idealistic vision of social perfection that fueled
so much of the reform energy of the time. It rested on the idea
that America was destined—by God and by history—to expand
its boundaries over a vast area.
By the 1840s, publicized by the rise of inexpensive newspapers
dubbed “penny press,” the idea of Manifest Destiny had spread
throughout the nation. Some advocates of Manifest Destiny
envisioned a vast new “empire of liberty” that would include
Canada, Mexico, Caribbean and Pacific islands, and ultimately
(for the most ardent believers) much of the rest of the world.
Countering such bombast were politicians such as Henry Clay
and others, who warned that territorial expansion would reopen
the painful controversy over slavery. Their voices, however,
could not compete with the enthusiasm over expansion in the
1840s, which began with the issues of Texas and Oregon.
Americans in Texas
Twice in the 1820s, the United States had offered to purchase
Texas from the Republic of Mexico, and twice Mexico refused.
But Mexican officials were desperate to populate this frontier
region because they believed it Page 299to be threatened by
nomadic indigenous groups like the Comanche Indians and
possibly Spain. As a result, they enacted what would be viewed
in hindsight as a curious policy—namely, a colonization law
that offered cheap land and a four-year exemption from taxes to
3. any American willing to move into Texas. Thousands of
Americans flocked into the region, the great majority of them
white southerners and their slaves, intent on establishing cotton
plantations. By 1830, there were about 7,000 Americans living
in Texas, more than twice the number of Mexicans there.
Most of the settlers came to Texas through the efforts of
American intermediaries, who received sizable land grants from
Mexico in return for bringing new residents into the region. The
most successful was Stephen F. Austin, a young immigrant from
Missouri who established the first legal American settlement in
Texas in 1822. Austin and others created centers of power in the
region that competed with the Mexican government. Not
surprisingly, in 1830 the Mexican government barred any
further American immigration into the region. But Americans
kept flowing into Texas anyway.
Friction between the American settlers and the Mexican
government was already growing in the mid-1830s when
instability in Mexico itself drove General Antonio López de
Santa Anna to seize power as a dictator. He increased the
powers of the Mexican government at the expense of the state
governments, a measure that Texans from the United States
assumed was aimed specifically at them. Sporadic fighting
between Americans and Mexicans in Texas erupted in 1835. The
next year, the American settlers defiantly proclaimed their
independence from Mexico.
Santa Anna led a large army into Texas, where the American
settlers were divided into several squabbling factions. Mexican
forces annihilated an American garrison at the Alamo mission in
San Antonio after a famous, if futile, defense by a group of
Texas “patriots” that included, among others, the renowned
frontiersman and former Tennessee congressman Davy Crockett.
Another garrison at Goliad suffered substantially the same fate.
By the end of 1836, the rebellion appeared to have collapsed.
But General Sam Houston managed to keep a small force
together. And on April 21, 1836, at the Battle of San Jacinto, he
defeated the Mexican army and took Santa Anna prisoner. Santa
5. twenty years.
At the time of the treaty neither Britain nor the United States
had established much of a presence in Oregon country. White
settlement in the region consisted largely of scattered American
and Canadian fur trading posts. But American interest in Oregon
grew substantially in the 1820s and 1830s.
By the mid-1840s, white Americans substantially outnumbered
the British in Oregon. They had also devastated much of the
Indian population, in part through a measles epidemic that
spread through the Cayuse Indians. American settlements were
sprouting up along the Pacific Coast, and the new settlers were
urging the U.S. government to take possession of the disputed
Oregon country.
The Westward Migration
The migrations into Texas and Oregon were part of a larger
movement that took hundreds of thousands of white and black
Americans into the far western regions of the continent between
1840 and 1860. The largest number of migrants were from the
Old Northwest. Most were relatively young people who had
traveled in family groups. Few were wealthy, but many were
relatively prosperous. Poor people who could not afford the trip
on their own usually had to join other families or groups as
laborers—men as farm or ranch hands; women as domestic
servants, teachers, or, in some cases, prostitutes. Groups
heading for areas where mining or lumbering was the principal
economic activity consisted mostly of men. Those heading for
farming regions traveled mainly as families.
Migrants generally gathered in one of several major depots in
Iowa and Missouri (Independence, St. Joseph, or Council
Bluffs), joined a wagon train led by hired guides, and set off
with their belongings piled in covered wagons, livestock trailing
behind. The major route west was the 2,000-mile Oregon Trail,
which stretched from Independence across the Great Plains and
through the South Pass of the Rocky Mountains. From there,
migrants moved Page 301north into Oregon or south (along the
6. California Trail) to the northern California coast. Other
migrations moved along the Santa Fe Trail, southwest from
Independence into New Mexico.
WESTERN TRAILS IN 1860As settlers began the long process
of exploring and establishing farms and businesses in the West,
major trails began to develop to facilitate travel and trade
between the region and the more thickly settled areas to the
east. Note how many of the trails led to California and how few
of them led into any of the far northern regions of U.S.
territory. Note, too, the important towns and cities that grew up
along these trails.
What forms of transportation later performed the functions that
these trails performed prior to the Civil War?
However they traveled, overland migrants faced an arduous
journey. Most lasted five or six months (from May to
November), and travelers always felt the pressure to get through
the Rockies before the snows began, often not an easy task
given the very slow pace of most wagon trains. To save their
horses for pulling the wagons, they walked most of the way.
Diseases, including cholera, decimated and slowed many groups
traveling west. The women, who did the cooking and washing at
the end of the day, generally worked harder than the men, who
usually rested when the caravan halted.
Despite the traditional image of westward migrants as rugged
individualists, most travelers found the journey to be a
communal experience. That was partly because many
expeditions consisted of groups of friends, neighbors, or
relatives who had decided to pull up stakes Page 302and move
west together. And it was also because of the intensity of the
journey. It was a rare expedition in which there were not some
internal conflicts before the trip was over; but those who made
the journey successfully generally learned the value of
cooperation.
Only a few expeditions experienced Indian attacks. In the
7. twenty years before the Civil War, fewer than 400 migrants
(slightly more than one-tenth of 1 percent) died in conflicts
with tribes. In fact, Indians were usually more helpful than
dangerous to the white migrants. They often served as guides
and traded horses, clothing, and fresh food with the
travelers.EXPANSION AND WAR
The growing number of white Americans in the lands west of
the Mississippi put great pressure on the government in
Washington to annex Texas, Oregon, and other territory. And in
the 1840s, these expansionist pressures helped push the slavery
question to the forefront of political debate and move the
United States ever closer to war.
The Democrats and Expansion
In preparing for the election of 1844, the two leading
candidates—Henry Clay of the Whig Party and Martin Van
Buren of the Democratic Party—both tried to avoid taking a
stand on the controversial annexation of Texas. Sentiment for
expansion was mild within the Whig Party, and Clay had no
difficulty securing the nomination despite his noncommittal
position. But many southern Democrats strongly supported
annexation, and the party passed over Van Buren to
nominate James K. Polk, who shared their enthusiasm.
Polk had represented Tennessee in the House of Representatives
for fourteen years, four of them as Speaker, and had
subsequently served as governor. But by 1844, he had been out
of public office for three years. What made his victory possible
was his support for the position, expressed in the Democratic
platform, “that the re-occupation of Oregon and the re-
annexation of Texas at the earliest practicable period are great
American measures.” By combining the Oregon and Texas
questions, the Democrats hoped to appeal to both northern and
southern expansionists—and they did. Polk carried the election,
170 electoral votes to 105.
Polk entered office with a clear set of goals and with plans for
attaining them. John Tyler accomplished the first of Polk’s
8. ambitions for him in the last days of his own presidency.
Interpreting the election returns as a mandate for the annexation
of Texas, the outgoing president won congressional approval for
it in February 1845. That December, Texas became a state.
Polk himself resolved the Oregon question. The British minister
in Washington brusquely rejected a compromise that would
establish the U.S.–Canadian border at the 49th parallel.
Incensed, Polk again asserted the American claim to all of
Oregon. There was loose talk of war on both sides of the
Atlantic—talk that in the United States often took the form of
the bellicose slogan “Fifty-four forty or fight!” (a reference to
where the Americans hoped to draw the northern boundary of
their part of Oregon). But neither country really wanted war.
Finally, the British government accepted Polk’s original
proposal to divide the territory at the 49th parallel. On June 15,
1846, the Senate approved a treaty that fixed the boundary
there.
THE OREGON BOUNDARY, 1846One of the last major
boundary disputes between the United States and Great Britain
involved the territory known as Oregon—the large region on the
Pacific Coast north of California (which in 1846 was still part
of Mexico). For years, America and Britain had overlapping
claims on the territory. The British claimed land as far south as
the present state of Oregon, while the Americans claimed land
extending well into what is now Canada. Tensions over the
Oregon border at times rose to the point that many Americans
were demanding war, some using the slogan “Fifty-four forty or
fight!” referring to the latitude of the northernmost point of the
American claim.
How did President James K. Polk defuse the crisis?
The Southwest and California
One of the reasons the Senate and the president had agreed so
readily to the British offer to settle the Oregon question was
that their attention was turning to new tensions emerging Page
9. 303in the Southwest. As soon as the United States admitted
Texas to statehood in 1845, the Mexican government broke off
diplomatic relations with Washington. Mexican–American
relations grew still worse when a dispute developed over the
boundary between Texas and Mexico. Texans claimed the Rio
Grande as their western and southern border. Mexico, although
still not conceding the loss of Texas, argued nevertheless that
the border had always been the Nueces River, to the north of the
Rio Grande. Polk accepted the Texas claim, and in the summer
of 1845 he sent a small army under General Zachary Taylor to
Texas to protect the new state against a possible Mexican
invasion.
Part of the area in dispute was New Mexico, whose Spanish and
Indian residents lived in a multiracial society that by the 1840s
had endured for nearly a century and a half. In the 1820s, the
Mexican government had invited American traders into the
region, hoping to speed development of the province. But New
Mexico, like Texas, soon became more Page 304American than
Mexican, particularly after a flourishing commerce developed
between Santa Fe and Independence, Missouri.
Americans were also increasing their interest in California. In
this vast region lived members of several western Indian tribes
and perhaps 7,000 Mexicans. Gradually, however, white
Americans began to arrive: first maritime traders and captains
of Pacific whaling ships, who stopped to barter goods or buy
supplies; then merchants, who established stores, imported
goods, and developed a profitable trade with the Mexicans and
Indians; and finally pioneering farmers, who entered California
from the east and settled in the Sacramento Valley. Some of
these new settlers began to dream of bringing California into
the United States.
President Polk soon came to share their dream and committed
himself to acquiring both New Mexico and California for the
United States. At the same time that he dispatched the troops
under Taylor to Texas, he sent secret instructions to the
commander of the Pacific naval squadron to seize the California
10. ports if Mexico declared war. Representatives of the president
quietly informed Americans in California that the United States
would respond sympathetically to a revolt against Mexican
authority there.
The Mexican War
Having appeared to prepare for war, Polk turned to diplomacy
by dispatching a special minister to try to buy off the Mexicans.
But Mexican leaders rejected the American offer to purchase the
disputed territories. On January 13, 1846, as soon as he heard
the news, Polk ordered Taylor’s army in Texas to move across
the Nueces River, where it had been stationed, to the Rio
Grande. For months, the Mexicans refused to fight. But finally,
according to disputed American accounts, some Mexican troops
crossed the Rio Grande and attacked a unit of American
soldiers. On May 13, 1846, Congress declared war by votes of
40 to 2 in the Senate and 174 to 14 in the House.
Whig critics charged that Polk had deliberately maneuvered the
country into the conflict and had staged the border incident that
had precipitated the declaration. Many opponents also claimed
that Polk had settled for less than he should have because he
was preoccupied with Mexico. Opposition intensified as the war
continued and as the public became aware of the rising
casualties and expense.
Victory did not come as quickly as Polk had hoped. The
president ordered Taylor to cross the Rio Grande, seize parts of
northeastern Mexico, beginning with the city of Monterrey, and
then march on to Mexico City itself. Taylor captured Monterrey
in September 1846, but he let the Mexican garrison evacuate
without pursuit. Polk now began to fear that Taylor lacked the
tactical skill for the planned advance against Mexico City. He
also feared that, if successful, Taylor would become a powerful
political rival (as, in fact, he did).
In the meantime, Polk ordered other offensives against New
Mexico and California. In the summer of 1846, a small army
under Colonel Stephen W. Kearny captured Santa Fe with no
11. opposition. He then proceeded to California, where he joined a
conflict already in progress that was being staged jointly by
American settlers, a well-armed exploring party led by John C.
Frémont, and the American navy: the so-called Bear Flag
Revolt. Kearny brought the disparate American forces together
under his command, and by the autumn of 1846 he had
completed the conquest of California.
But Mexico still refused to concede defeat. At this point, Polk
and General Winfield Scott, the commanding general of the
army and its finest soldier, launched a bold new campaign.
Scott assembled an army at Tampico, which the navy
transported down the Mexican coast to Veracruz. With an army
that never numbered more than 14,000, Scott Page 305advanced
260 miles along the Mexican National Highway toward Mexico
City, kept American casualties low, and never lost a battle
before finally seizing the Mexican capital. A new Mexican
government took power and announced its willingness to
negotiate a peace treaty.
THE MEXICAN WAR, 1846–1848Shortly after the settlement
of the Oregon border dispute with Britain, the United States
entered a war with Mexico over another contested border. This
map shows the movement of Mexican and American troops
during the fighting, which extended from the area around Santa
Fe south to Mexico City and west to the coast of California.
Note the American use of its naval forces to facilitate a
successful assault on Mexico City, and others on the coast of
California. Note, too, how unsuccessful the Mexican forces
were in their battles with the United States. Mexico won only
one battle—a relatively minor one at San Pasqual near San
Diego—in the war.
How did President Polk deal with the popular clamor for the
United States to annex much of present-day Mexico?
President Polk continued to encourage those who demanded that
the United States annex much of Mexico itself. At the same
12. time, he was growing anxious to get the war finished quickly.
Polk sent a special presidential envoy, Nicholas Trist, to
negotiate a settlement. On February 2, 1848, he reached
agreement with the new Mexican government on the Treaty of
Guadalupe Hidalgo, by which Mexico agreed to cede California
and New Mexico to the United States and acknowledge the Rio
Grande as the boundary of Texas. In return, the United States
promised to assume any financial claims its new citizens had
against Mexico and to pay the Mexicans $15 million. Trist had
obtained most of Polk’s original demands, but he had not
satisfied the new, more expansive dreams of acquiring
additional territory in Mexico itself. Polk angrily claimed that
Trist had violated his instructions, but he soon realized that he
had no choice but to accept the treaty to silence a bitter battle
growing between ardent expansionists demanding the
annexation of “All Mexico!” and antislavery leaders charging
that the expansionists were conspiring to extend slavery to new
realms. The president submitted the Trist treaty to the Senate,
which approved it by a vote of 38 to 14.Page 306
SOUTHWESTERN EXPANSION, 1845–1853The annexation of
much of what is now Texas in 1845, the much larger territorial
gains won in the Mexican War in 1848, and the purchase of
additional land from Mexico in 1853 completed the present
continental border of the United States.
What great event shortly after the Mexican War contributed to a
rapid settlement of California by migrants from the eastern
United States?THE SECTIONAL DEBATE
James Polk tried to be a president whose policies transcended
sectional divisions. But conciliating the sections was becoming
an ever more difficult task, and Polk gradually earned the
enmity of northerners and westerners alike, who believed his
policies favored the South at their expense.
Slavery and the Territories
In August 1846, while the Mexican War had been still in
13. progress, Polk had asked Congress to appropriate $2 million for
purchasing peace with Mexico. Immediately arising was the
question of whether slavery would be allowed in any newly
acquired territory. Representative David Wilmot of
Pennsylvania, an antislavery Democrat, introduced an
amendment to the appropriation bill prohibiting slavery in any
territory acquired from Mexico. The so-called Wilmot
Proviso passed the House but failed in the Senate. (See
“Consider the Source: Wilmot Proviso.”) Southern militants
contended that all Americans had equal rights in the new
territories, including the right to move their slaves (which they
considered property) into them.CONSIDER THE
SOURCEWILMOT PROVISO (1846)
To counter rising tensions over the question of whether territory
acquired from Mexico would be slave or free, Representative
David Wilmot of Pennsylvania spearheaded an effort to ban
slavery from that territory forever. His amendment passed the
House twice but failed in the Senate, because of heated
opposition from northern pro-slavery politicians.
Provided, that, as an express and fundamental condition to the
acquisition of any territory from the Republic of Mexico by the
United States, by virtue of any treaty which may be negotiated
between them, and to the use by the Executive of the moneys
herein appropriated, neither slavery nor involuntary servitude
shall ever exist in any part of said territory, except for crime,
whereof the party shall first be duly convicted.UNDERSTAND,
ANALYZE, & EVALUATE
1. What condition did the proviso impose on future territory?
2. Why did this simple provision prove so controversial? What
were its consequences?
3. Do you recognize the last two lines of the provision? Where
do they later reappear?
As the sectional debate intensified, President Polk supported a
proposal to extend the Missouri Compromise line through the
new territories to the Pacific Coast, banning slavery north of the
line and permitting it south of the line. Others supported a plan,
14. originally known as “squatter sovereignty” and later by the
more dignified phrase “popular sovereignty,”Page 307 that
would allow the people of each territory to decide the status of
slavery there. The debate over these various proposals dragged
on for many months.
The presidential campaign of 1848 dampened the controversy
for a time as both Democrats and Whigs tried to avoid the
slavery question. When Polk, in poor health, declined to run
again, the Democrats nominated Lewis Cass of Michigan, a dull,
aging party regular. The Whigs nominated General Zachary
Taylor of Louisiana, hero of the Mexican War but a man with
no political experience. Opponents of slavery found the choice
of candidates unsatisfying, and out of their discontent emerged
the new Free-Soil Party, whose candidate was former president
Martin Van Buren.
Taylor won a narrow victory. But while Van Buren failed to
carry a single state, he polled an impressive 291,000 votes (10
percent of the total), and the Free-Soilers elected ten members
to Congress. The emergence of the Free-Soil Party as an
important political force signaled the inability of the existing
parties to contain the political passions slavery was creating. It
was also an early sign of the coming collapse of the second
party system in the 1850s.
The California Gold Rush
By the time Taylor took office, the pressure to resolve the
question of slavery in the far western territories had become
more urgent as a result of dramatic events in California. In
January 1848, a foreman working in a sawmill owned by John
Sutter (one of California’s leading ranchers) found traces of
gold in the foothills of the Sierra Nevada. Within months, news
of the discovery had spread throughout the nation and much of
the world. Almost immediately, hundreds of thousands of
people began flocking to California in a frantic search for gold.
The atmosphere in California at the peak of the gold rush was
one of almost crazed excitement and greed. Most migrants to
15. the Far West prepared carefully before making the journey. But
the California migrants (known as “Forty-niners”) threw caution
to the winds, abandoning farms, jobs, homes, and families,
piling onto ships and flooding the overland trails. The
overwhelming majority of the Forty-niners (perhaps 95 percent)
were white men, and the society they created in California was
unusually fluid and volatile because of the almost total absence
of white women, children, or families.
LOOKING FOR GOLDIn this 1850s lithograph, the unnamed
artist presents the West as a world of abundance and great
wealth available to all with just a little bit of pluck and luck.
Gold is there for the taking, and happiness befalls all who pan
for riches. Absent is any sense of failure, hard work, and
suffering.
(Source: Library of Congress, Prints and Photographs Division
[LC-DIG-ppmsca-32195])
The gold rush also attracted some of the first Chinese migrants
to the western United States. News of the discoveries created
great excitement in China, particularly in impoverished areas. It
was, of course, extremely difficult for a poor Chinese peasant to
get to America; but many young, adventurous people (mostly
men) decided to go anyway—in the belief that they could
quickly become rich and then return to China. Emigration
brokers loaned many migrants money for passage to California,
which the migrants were to pay off out of their earnings there.
The gold rush produced a serious labor shortage in California,
as many male workers left their jobs and flocked to the gold
fields. That created opportunities for many people who needed
work (including Chinese immigrants). It also led to a frenzied
exploitation of Indians that resembled slavery in all but name. A
new state law permitted the arrest of “loitering” or orphaned
Indians and their assignment to a term of “indentured” labor.
The gold rush was of critical importance to the growth of
California, but not for the reasons most of the migrants hoped.
There was substantial gold in the hills of the Sierra Nevada, and
16. many people got rich from it. But only a tiny fraction of the
Forty-niners ever found gold. Some disappointed migrants
returned home after a while; however, many stayed in California
and swelled both the agricultural and urban populations of the
territory. By 1856, for example, San Francisco—whose
population had been 1,000 before the gold rush—was the home
of over 50,000 people. By the early 1850s, California, which
had always had Page 309a diverse population, had become even
more heterogeneous. The gold rush had attracted not just white
Americans but also Europeans, Chinese, South Americans,
Mexicans, free blacks, and slaves who accompanied southern
migrants. Conflicts over gold intersected with racial and ethnic
tensions to make the territory an unusually turbulent place.
Rising Sectional Tensions
Zachary Taylor believed statehood could become the solution to
the issue of slavery in the territories. As long as the new lands
remained territories, the federal government was responsible for
deciding the fate of slavery within them. But once they became
states, he thought, their own governments would be able to
settle the slavery question. At Taylor’s urging, California
quickly adopted a constitution that prohibited slavery, and in
December 1849 Taylor asked Congress to admit California as a
free state.
Congress balked, in part because of several other controversies
concerning slavery that were complicating the debate. One was
the effort of antislavery forces to abolish slavery in the District
of Columbia. Another was the emergence of personal liberty
laws in northern states, which barred courts and police officers
from returning runaway slaves to their owners in defiance of the
Constitution’s Fugitive Slave Clause. But the biggest obstacle
to the president’s program was the white South’s fear that new
free states would be added to the northern majority. The number
of free and slave states was equal in 1849—fifteen each. The
admission of California would upset the balance; and New
Mexico, Oregon, and Utah—all candidates for statehood—might
17. upset it further.
Page 310Even many otherwise moderate southern leaders now
began to talk about secession from the Union. In the North,
every state legislature but one adopted a resolution demanding
the prohibition of slavery in the territories.
STIRRING THE POT OF SECTIONAL TENSIONSJames
Baillie's 1850 lithograph, The Hurly-Burly Pot, warns of
sharpening antagonisms between the North and the South and
the rising threat of disunion. He targets the most vocal
partisans: from the North, abolitionist William Lloyd Garrison,
Free-Soil promoter David Wilmot, and journalist Horace
Greeley; and from the South, states‘ rights promoter Senator
John C. Calhoun. Like the witches in Shakespeare’s Macbeth,
the first three dance around a bubbling cauldron, adding to it
sacks branded “Free Soil,” “Abolition,” and “Fourierism”
(tossed in by Greeley, a supporter of utopian socialist Charles
Fourier). Behind them looms John Calhoun, who crows about
this act of treason: “For success to the whole mixture, we
invoke our great patron Saint Benedict Arnold.”
(Source: Library of Congress, Prints and Photographs Division
[LC-USZ62-11138])
The Compromise of 1850
Faced with this mounting crisis, moderates and unionists spent
the winter of 1849–1850 trying to frame a great compromise.
The aging Henry Clay, who was spearheading the effort,
believed that no compromise could last unless it settled all the
issues in dispute. As a result, he took several measures that had
been proposed separately, combined them into a single piece of
legislation, and presented it to the Senate on January 29, 1850.
Among the bill’s provisions were the admission of California as
a free state; the formation of territorial governments in the rest
of the lands acquired from Mexico, without restrictions on
slavery; the abolition of the slave trade, but not slavery itself,
18. in the District of Columbia; and a new and more effective
fugitive slave law. These resolutions launched a debate that
raged for seven months.
Finally in midyear, the climate for compromise improved.
President Taylor suddenly died, and Vice President Millard
Fillmore of New York took his place. Fillmore, who understood
the important of flexibility, supported the compromise and
persuaded northern Whigs to do so as well. Where the Old
Guard’s omnibus bill had failed, Stephen A. Douglas, a
Democratic senator from Illinois, proposed breaking up the bill.
Thus representatives of different sections could support those
elements of the compromise they liked and oppose those they
did not. Douglas also gained support with complicated
backroom deals linking Page 311the compromise to such
nonideological matters as the sale of government bonds and the
construction of railroads. As a result of his efforts, by mid-
September Congress had enacted all the components of the
compromise.
SLAVE AND FREE TERRITORIES UNDER THE
COMPROMISE OF 1850The acquisition of vast new western
lands raised the question of the status of slavery in new
territories organized for statehood by the United States. Tension
between the North and the South on this question led in 1850 to
a great compromise, forged in Congress, to settle this dispute.
The compromise allowed California to join the Union as a free
state and introduced the concept of “popular sovereignty” for
other new territories.
How well did the Compromise of 1850 work?
The Compromise of 1850 was a victory of individual self-
interest. Still, members of Congress hailed the measure as a
triumph of statesmanship; and Millard Fillmore, signing it,
called it a just settlement of the sectional problem, “in its
character final and irrevocable.”
THE CRISES OF THE 1850S
19. For a few years after its passage, the Compromise of 1850
seemed to work. Sectional conflict appeared to fade amid
booming prosperity and growth. But the tensions between the
North and the South never really disappeared.
The Uneasy Truce
With the run-up to the presidential election of 1852, both major
parties endorsed the Compromise of 1850 and nominated
candidates unidentified with sectional passions. The Democrats
chose the obscure New Hampshire politician Franklin Pierce,
and the Whigs chose the military hero General Winfield Scott.
But the sectional question quickly became a divisive influence
in the election and the Whigs were the principal victims. They
suffered massive defections from antislavery members who were
angered by the party’s evasiveness on the issue. Many of them
flocked to the Free-Soil Party, whose antislavery presidential
candidate, John P. Hale, repudiated the Compromise of 1850.
The divisions among the Whigs helped produce a victory for the
Democrats in 1852.
Franklin Pierce attempted to maintain harmony by avoiding
divisive issues, particularly slavery. But it was an impossible
task. Northern opposition to the Fugitive Slave Act intensified
quickly after 1850. Mobs formed in some northern cities to
prevent enforcement of the fugitive slave law, and several
northern states also passed their own laws barring the
deportation of fugitive slaves. White southerners watched with
growing anger and alarm as the one element of the Compromise
of 1850 that they had considered a victory seemed to become
meaningless in the face of northern defiance.
“Young America”
One of the ways Franklin Pierce hoped to dampen sectional
controversy was through his support of a movement in the
Democratic Party known as “Young America.” Its adherents saw
the expansion of American democracy throughout the world as a
way to divert attention from the controversies over slavery. The
20. great liberal and nationalist revolutions of 1848 in Europe
stirred them to dream of a republican Europe with governments
based on the model of the United States. They dreamed as w ell
of acquiring new territories in the Western Hemisphere.
But efforts to extend the nation’s domain could not avoid
becoming entangled with the sectional crisis. Pierce had been
pursuing diplomatic attempts to buy Cuba from Spain (efforts
begun in 1848 by Polk). In 1854, however, a group of Pierce’s
envoys sent him a private document from Ostend, Belgium,
making a case for seizing Cuba by force. When the Ostend
Manifesto, as it became known, was leaked to the public,
antislavery northerners charged the administration with
conspiring to bring a new slave state into the Union.Page 312
The South, for its part, opposed all efforts to acquire new
territory that would not support a slave system. The kingdom of
Hawaii agreed to join the United States in 1854, but the treaty
died in the Senate because it contained a clause prohibiting
slavery in the islands. A powerful movement to annex Canada to
the United States similarly foundered, at least in part because of
slavery.
Slavery, Railroads, and the West
What fully revived the sectional crisis, however, was the same
issue that had produced it in the first place: slavery in the
territories. By the 1850s, the line of substantial white settlement
had moved beyond the boundaries of Missouri, Iowa, and what
is now Minnesota into a great expanse of plains, which many
white Americans had once believed was unfit for cultivation.
Now it was becoming apparent that large sections of this region
were, in fact, suitable for farming. In the states of the Old
Northwest, prospective settlers urged the government to open
the area to them, provide territorial governments, and dislodge
local Indians to make room for white settlers. There was
relatively little opposition from any segment of white society to
this proposed violation of Indian rights. But the interest in
further settlement raised two issues that did prove highly
21. controversial and that gradually became entwined with each
other: railroads and slavery.
As the nation expanded westward, broad support began to
emerge for building a transcontinental railroad. The problem
was where to place it—and in particular, where to locate the
railroad’s eastern terminus, where the line could connect with
the existing rail network east of the Mississippi. Northerners
favored Chicago, while southerners supported St. Louis,
Memphis, or New Orleans. The transcontinental railroad had
also become part of the struggle between the North and the
South.
Pierce’s secretary of war, Jefferson Davis of Mississippi,
removed one obstacle to a southern route. Surveys indicated
that a railroad with a southern terminus would have to pass
through an area in Mexican territory. But in 1853, Davis sent
James Gadsden, a southern railroad builder, to Mexico, where
he persuaded the Mexican government to accept $10 million in
exchange for a strip of land that today comprises parts of
Arizona and New Mexico. The so-called Gadsden Purchase only
accentuated the sectional rivalry as it added more slave
territory.
The Kansas–Nebraska Controversy
The momentum for an intercontinental railroad continued to
build, but the first great barrier was the debate over where to
put it. The acknowledged leader of northwestern Democrats and
senator from Illinois, Stephen A. Douglas, wanted the
transcontinental railroad to run north through his state, but he
also recognized, as many did, that a northern route through the
territories would run mostly through Indian populations. As a
result, he introduced a bill in January 1854 to organize (and
thus open to white settlement and railroads) a huge new
territory, known as Nebraska, west of Iowa and Missouri from
the still unorganized territory of the Louisiana Purchase.
Douglas knew the South would oppose his bill because
organized territories over time become states, and the proposed
22. territory was north of the Missouri Compromise line (36°3ʹ) and
hence closed to slavery since 1820. Initially, Douglas attempted
to appease southerners by including a provision that territorial
legislatures would decide the status of slavery. In theory, the
region could choose to open itself to slavery, effectively
repealing the Missouri Compromise. When southern Democrats
demanded more, Douglas also agreed to divide the Page 313area
into two territories—Nebraska and Kansas—instead of one. The
new, second territory (Kansas) was thought more likely to
become a slave state. In its final form, the measure was known
as the Kansas-Nebraska Act. President Pierce supported the bill,
and after a strenuous debate, it became law in May 1854 with
the unanimous support of the South and the partial support of
northern Democrats.
No piece of legislation in American history produced so many
immediate, sweeping, and ominous political consequences. It
split and destroyed the Whig Party. It divided the northern
Democrats (many of whom were appalled at the repeal of the
Missouri Compromise) and drove many of them from the party.
Most important, it spurred the creation of a new party that was
frankly sectional in composition and creed. People in both
major parties who opposed Douglas’s bill began to call
themselves Anti-Nebraska Democrats and Anti-Nebraska Whigs.
In 1854, they formed a new organization and named it the
Republican Party, and it instantly became a major force in
American politics. In the elections of that year, the Republicans
won enough seats in Congress to permit them, in combination
with allies among the Know-Nothings, to organize the House of
Representatives.
“Bleeding Kansas”
White settlers began moving into Kansas almost immediately
after the passage of the Kansas-Nebraska Act. In the spring of
1855, elections were held for a territorial legislature. There
were only about 1,500 legal voters in Kansas by then, but
thousands of Missourians, some traveling in armed bands into
23. Kansas, swelled the vote to over 6,000. As a result, pro-slavery
forces elected a majority to the legislature, which immediately
legalized slavery. Outraged free-staters elected their own
delegates to an independent constitutional convention, which
met at Topeka and adopted a constitution excluding slavery.
They then chose their own governor and legislature and
petitioned Congress for statehood. But President Pierce
denounced them as traitors and threw the full support of the
federal government behind the pro-slavery territorial
legislature. A few months later, a pro-slavery federal marshal
assembled a large posse, consisting mostly of Missourians, to
arrest the free-state leaders, who had set up their headquarters
in Lawrence. The posse sacked the town, burned the
“governor’s” house, and destroyed several printing presses.
Retribution came quickly.
Among the most fervent abolitionists in Kansas was John
Brown, a grim, fiercely committed zealot who had moved to
Kansas to fight to make it a free state. After the events in
Lawrence, he gathered six followers (including four of his sons)
and in one night murdered five pro-slavery settlers. This terrible
episode, known as the Pottawatomie Massacre, led to more civil
strife in Kansas including more armed bands engaged in
guerrilla warfare with some more interested in land claims or
loot than slavery. Northerners and southerners alike came to
believe that the events in Kansas illustrated (and were caused
by) the aggressive designs of the rival section. “Bleeding
Kansas” became a powerful symbol of the sectional
controversy.
JOHN BROWNEven in this formal photographic portrait (taken
in 1859, the last year of his life), John Brown conveys the fierce
sense of righteousness that fueled his extraordinary activities in
the fight against slavery.
(Source: Library of Congress, Prints and Photographs Division
[LC-USZ62-2472])
Another symbol soon appeared, in the U.S. Senate. In May
24. 1856, Charles Sumner of Massachusetts, a strong antislavery
leader, rose to give a speech titled “The Crime Against Kansas.”
In it he gave particular attention to Senator Andrew P. Butler of
South Carolina, an outspoken defender of slavery. The South
Carolinian was, Sumner claimed, the “Don Quixote” of slavery,
having “chosen a mistress . . . who, though ugly to others, is
always lovely to him, though polluted in the sight of the world,
is chaste in his sight . . . the harlot slavery.”
The pointedly sexual references and the general viciousness of
the speech enraged Butler’s nephew, Preston Brooks, a member
of the House of Representatives from South Carolina. Page
314Several days after the speech, Brooks approached Sumner at
his desk in the Senate chamber during a recess, raised a heavy
cane, and began beating him repeatedly on the head and
shoulders. Sumner, trapped in his chair, rose in agony with such
strength that he tore the desk from the bolts holding it to the
floor. Then he collapsed, bleeding and unconscious. So severe
were his injuries that he was unable to return to the Senate for
four years. Throughout the North, he became a hero—a martyr
to the barbarism of the South. In the South, Preston Brooks
became a hero, too. Censured by the House, he resigned his
seat, returned to South Carolina, and stood successfully for
reelection.
The Free-Soil Ideology
What had happened to produce such deep hostility between the
two sections? In part, the tensions were reflections of the two
sections’ differing economic and territorial interests. But they
were also reflections of a hardening of ideas in both the North
and the South.
In the North, assumptions about the proper structure of society
came to center on the belief in “free soil” and “free labor.”
Most white northerners came to believe that the existence of
slavery was dangerous not only because of what it did to blacks
but because of what it threatened to do to whites. At the heart of
American democracy, they argued, was the right of all citizens
25. to own property, to control their own labor, and to have access
to opportunities for advancement. Slavery, as a system of
coerced labor, make a mockery of this belief. At the same time,
many, but not all, northern whites shared a conviction that
slavery was morally wrong. Northern blacks also embraced free
labor ideology but fused to it a staunch antislavery conviction.
According to this vision, the South was the antithesis of
democracy—a closed, static society, in which slavery preserved
an entrenched aristocracy. While the North was growing Page
315and prospering, the South was stagnating, rejecting the
values of individualism and progress. The South, northern free-
laborites further maintained, was engaged in a conspiracy to
extend slavery throughout the nation and thus to destroy the
openness of northern capitalism and replace it with the closed,
aristocratic system of the South. The only solution to this “slave
power conspiracy” was to fight the spread of slavery and extend
the nation’s democratic (i.e., free-labor) ideals to all sections of
the country.
This ideology, which lay at the heart of the new Republican
Party, also strengthened the commitment of Republicans to the
Union. Since the idea of continued growth and progress was
central to the free-labor vision, the prospect of dismemberment
of the nation was to the Republicans unthinkable.
The Pro-Slavery Argument
In the meantime, in the South a very different ideology was
emerging. It was a result of many things: the Nat Turner
uprising in 1831, which terrified southern whites; the expansion
of the cotton economy into the Deep South, which made slavery
unprecedentedly lucrative; and the growth of the Garrisoni an
abolitionist movement, with its strident attacks on southern
society. The popularity of Harriet Beecher Stowe’s Uncle Tom’s
Cabin was perhaps the most glaring evidence of the power of
those attacks, but other abolitionist writings had been
antagonizing white southerners for years.
In response to these pressures, a number of white southerners
26. produced a new intellectual defense of slavery. Professor
Thomas R. Dew of the College of William and Mary helped
begin that effort in 1832. Twenty years later, apologists for
slavery summarized their views in an anthology that gave their
ideology its name: The Pro-Slavery Argument. John C. Calhoun
stated the essence of the case in 1837: Slavery was “a good—a
positive good.” It was good for the slaves because they enj oyed
better conditions than industrial workers in the North, good for
southern society because it was the only way the two races
could live together in peace, and good for the entire country
because the southern economy, based on slavery, was the key to
the prosperity of the nation.
Above all, southern apologists argued, slavery was good
because it served as the basis for the southern way of life—a
way of life superior to any other in the United States, perhaps in
the world. White southerners looking at the North saw a spirit
of greed, debauchery, and destructiveness. “The masses of the
North are venal, corrupt, covetous, mean and selfish,” wrote one
southerner. Others wrote with horror of the factory system and
the crowded, pestilential cities filled with unruly immigrants.
But the South, they believed, was a stable, orderly society, free
from the feuds between capital and labor plaguing the North. It
protected the welfare of its workers. And it allowed the
aristocracy to enjoy a refined and accomplished cultural life. It
was, in short, an ideal social order in which all elements of the
population were secure and content.
The defense of slavery rested, too, on increasingly elaborate
arguments about the biological inferiority of African
Americans, who were, white southerners claimed, inherently
unfit to take care of themselves, let alone exercise the rights of
citizenship.
Buchanan and Depression
In this unpromising climate, the presidential campaign of 1856
began. Democratic Party leaders wanted a candidate w ho, unlike
President Pierce, was not closely associated with the explosive
27. question of “Bleeding Kansas.” They chose James Buchanan of
Pennsylvania, Page 316who as minister to England had been
safely out of the country during the recent controversies. The
Republicans, participating in their first presidential contest,
endorsed a Whiggish program of internal improvements, thus
combining the idealism of antislavery with the economic
aspirations of the North. The Republicans nominated John C.
Frémont, who had made a national reputation as an explorer of
the Far West and who had no political record. The Native
American, or Know-Nothing, Party was beginning to break
apart, but it nominated former president Millard Fillmore, who
also received the endorsement of a small remnant of the Whig
Party.
After a heated, even frenzied campaign, Buchanan won a narrow
victory over Frémont and Fillmore. Whether because of age and
physical infirmities or because of a more fundamental weakness
of character, he became a painfully timid and indecisive
president at a critical moment in history. In the year Buchanan
took office, a financial panic struck the country, followed by a
depression that lasted several years. In the North, the depression
strengthened the Republican Party because distressed
manufacturers, workers, and farmers came to believe that the
hard times were the result of the unsound policies of southern-
controlled, pro-slavery Democratic administrations. They
expressed their frustrations by moving into an alliance with
antislavery elements and thus into the Republican Party.
The Dred Scott Decision
On March 6, 1857, the U.S. Supreme Court projected itself into
the sectional controversy with one of the most controversial and
notorious decisions in its history—Dred Scott v. Sandford. Dred
Scott was a Missouri slave, once owned by an army surgeon
who had taken Scott with him into Illinois and Wisconsin,
where slavery was forbidden. In 1846, after the surgeon died,
Scott sued his master’s widow for freedom on the grounds that
his residence in free territory had liberated him from slavery.
28. The claim was well grounded in Missouri law, and in 1850 the
circuit court in which Scott filed the suit declared him free. By
now, John Sanford, the brother of the surgeon’s widow, was
claiming ownership of Scott, and he appealed the circuit court
ruling to the state supreme court, which reversed the earlier
decision. When Scott appealed to the federal courts, Sanford’s
attorneys claimed that Scott had no standing to sue because he
was not a citizen.
The Supreme Court (which misspelled Sanford’s name in its
decision) was so divided that it was unable to issue a single
ruling on the case. The thrust of the various rulings, however,
was a stunning defeat for the antislavery movement. Chief
Justice Roger Taney, who wrote one of the majority opinions,
declared that Scott could not bring a suit in the federal courts
because he was not a citizen. Blacks had no claim to
citizenship, Taney argued. Slaves were property, and the Fifth
Amendment prohibited Congress from taking property without
“due process of law.” Consequently, Taney concluded, Congress
possessed no authority to pass a law depriving persons of their
slave property in the territories. The Missouri Compromise,
therefore, had always been unconstitutional.
The Dred Scott decision decision did nothing to challenge the
right of an individual state to prohibit slavery within its
borders, but the statement that the federal government was
powerless to act on the issue was a drastic and startling one.
Southern whites were elated: the highest tribunal in the land had
sanctioned parts of the most extreme southern argument. In the
North, the ruling produced widespread dismay. The decision,
the New York Tribune wrote, “is entitled to just so much moral
weight as would be the judgment of a majority of those
congregated in any Washington bar-room.” Republicans
threatened that when they won control of the national
government, they would reverse the decision—by “packing” the
Court with new members.Page 317
Deadlock over Kansas
29. President Buchanan timidly endorsed the Dred Scott decision.
At the same time, he tried to resolve the controversy over
Kansas by supporting its admission to the Union as a slave
state. In response, the pro-slavery territorial legislature called
an election for delegates to a constitutional convention. The
free-state residents refused to participate, claiming that the
legislature had discriminated against them in drawing district
lines. As a result, the pro-slavery forces won control of the
convention, which met in 1857 at Lecompton, framed a
constitution legalizing slavery, and refused to give voters a
chance to reject it. When an election for a new territorial
legislature was called, the antislavery groups turned out in force
and won a majority. The new antislavery legislature promptly
submitted the Lecompton constitution to the voters, who
rejected it by more than 10,000 votes.
Both sides had resorted to fraud and violence, but it was clear
nevertheless that a majority of the people of Kansas opposed
slavery. Buchanan, however, pressured Congress to admit
Kansas under the pro-slavery Lecompton constitution. Stephen
A. Douglas and other northern and western Democrats refused
to support the president’s proposal, which died in the House of
Representatives. Finally, in April 1858, Congress approved a
compromise: The Lecompton constitution would be submitted to
the voters of Kansas again. If it was approved, Kansas would be
admitted to the Union; if it was rejected, statehood would be
postponed. Again, Kansas voters decisively rejected the
Lecompton constitution. Not until the closing months of
Buchanan’s administration in 1861 did Kansas enter the
Union—as a free state.
The Emergence of Lincoln
Given the gravity of the sectional crisis, the congressional
elections of 1858 took on a special importance. Of particular
note was the U.S. Senate contest in Illinois, which pitted
Stephen A. Douglas, the most prominent northern Democrat,
against Abraham Lincoln, who was largely unknown outside
30. Illinois.
Lincoln was a successful lawyer who had long been involved in
state politics. He had served several terms in the Illinois
legislature and one undistinguished term in Congress. But he
was not a national figure like Douglas, and so he tried to
increase his visibility by engaging Douglas in a series of
debates. The Lincoln–Douglas debates attracted enormous
crowds and received wide attention.
At the heart of the debates was a basic difference on the issue of
slavery. Douglas appeared to have no moral position on the
issue, Lincoln claimed. He stated that Douglas did not care
whether slavery was “voted up, or voted down.” Lincoln’s
opposition to slavery was more fundamental. If the nation could
accept that blacks were not entitled to basic human rights, he
argued, then it could accept that other groups—immigrant
laborers, for example—could be deprived of rights, too. And if
slavery were to extend into the western territories, he argued,
opportunities for poor white laborers to better their lots there
would be lost. The nation’s future, Lincoln argued (reflecting
the central idea of the Republican Party), rested on the spread
of free labor.
Lincoln believed slavery was morally wrong, but he was not an
abolitionist. That was in part because he could not envision an
easy alternative to slavery in the areas where it already existed.
He shared the prevailing view among northern whites that the
black race was not prepared to live on equal terms with whites.
But even while Lincoln accepted the inferiority of black people,
he continued to believe that they were entitled to basic rights. “I
have no purpose to introduce political and social equality
between the white and the black races. . . . But I hold that . . .
there is no reason in the world why the negro is not Page
318entitled to all the natural rights enumerated in the
Declaration of Independence, the right to life, liberty, and the
pursuit of happiness. I hold that he is as much entitled to these
as the white man.” Lincoln and his party would “arrest the
further spread” of slavery. They would not directly challenge it
31. where it already existed but would trust that the institution
would gradually die out there of its own accord.
Douglas’s popular sovereignty position satisfied his followers
sufficiently to produce a Democratic majority in the state
legislature, which returned him to the Senate but aroused little
enthusiasm. Lincoln, by contrast, lost the election but emerged
with a growing following both in and beyond the state. And
outside Illinois, the elections went heavily against the
Democrats. The party retained control of the Senate but lost its
majority in the House, with the result that the congressional
sessions of 1858 and 1859 were bitterly deadlocked.
John Brown’s Raid
The battles in Congress, however, were almost entirely
overshadowed by an event that enraged and horrified the South.
In the fall of 1859, John Brown, the antislavery radical whose
bloody actions in Kansas had inflamed the crisis there, staged
an even more dramatic episode, this time in the South itself.
With private encouragement and financial aid from some
prominent abolitionists, he made elaborate plans to seize a
mountain fortress in Virginia from which, he believed, he could
foment a slave insurrection in the South. On October 16, he and
a group of eighteen followers attacked and seized control of a
U.S. arsenal in Harpers Ferry, Virginia. But the slave uprising
Brown hoped to inspire did not occur, and he quickly found
himself besieged in the arsenal by citizens, local militia
companies, and, before long, U.S. troops under the command of
Robert E. Lee. After ten of his men were killed, Brown
surrendered. He was promptly tried in a Virginia court for
treason and sentenced to death. He and six of his followers were
hanged.
No other single event did more than the Harpers Ferry raid to
convince white southerners that they could not live safely in the
Union. Many southerners believed (incorrectly) that John
Brown’s raid had the support of the Republican Party, and it
suggested to them that the North was now committed to
32. producing a slave insurrection.
The Election of Lincoln
As the presidential election of 1860 approached, the Democratic
Party was torn apart by a battle between southerners, who
demanded a strong endorsement of slavery, and westerners, who
supported the idea of popular sovereignty. When the party
convention met in April in Charleston, South Carolina, and
endorsed popular sovereignty, delegates from eight states in the
lower South walked out. The remaining delegates could not
agree on a presidential candidate and finally adjourned after
agreeing to meet again in Baltimore. The decimated convention
at Baltimore nominated Stephen Douglas for president. In the
meantime, disenchanted southern Democrats met in Richmond
and nominated John C. Breckinridge of Kentucky.
The Republican leaders, in the meantime, were trying to
broaden their appeal in the North. The platform endorsed such
traditional Whig measures as a high tariff, internal
improvements, a homestead bill, and a Pacific railroad to be
built with federal financial assistance. It supported the right of
each state to decide the status of slavery within its borders. But
it also insisted that neither Congress nor territorial legislatures
could legalize slavery in the territories. The Republican
convention chose Abraham Lincoln as the party’s presidential
nominee. Lincoln was appealing because of his growing
reputation for eloquence, because of his firm but moderate Page
319position on slavery, and because his relative obscurity
ensured that he would have none of the drawbacks of other,
more prominent (and therefore more controversial) Republicans.
In the November election, Lincoln won the presidency with a
majority of the electoral votes but only about two-fifths of the
fragmented popular vote. Therefore, his victory was far from
decisive. And his party, moreover, failed to win a majority in
Congress. Even so, many white southerners interpreted the
election of Lincoln as the death knell to their power and
influence in the Union. And within a few weeks of Lincoln’s
33. victory, the process of disunion began—a process that would
quickly lead to a prolonged and bloody war.CONCLUSION
In the decades following the War of 1812, a vigorous
nationalism pervaded much of American life, helping smooth
over the growing differences among the very distinct societies
emerging in the United States. During the 1850s, however, the
forces that had worked to hold the nation together in the past
fell victim to new and much more divisive pressures.Page 320
Driving the sectional tensions of the 1850s was a battle over
national policy toward the place of slavery within the western
territories. Should slavery be permitted in the new states? And
who should decide? There were strenuous efforts to craft
compromises and solutions to this dilemma: the Compromise of
1850, the Kansas-Nebraska Act of 1854, and others. But despite
these efforts, positions on slavery continued to harden in both
the North and the South. Bitter battles in the territory of Kansas
over whether to permit slavery there; growing agitation by
abolitionists in the North and pro-slavery advocates in the
South; the Supreme Court’s controversial Dred Scott decision in
1857; the popularity of Uncle Tom’s Cabin throughout the
decade; and the emergence of a new political party—the
Republican Party—openly and centrally opposed to slavery: all
worked to destroy the hopes for compromise and push the South
toward secession.
In 1860, all pretense of common sentiment collapsed when no
political party presented a presidential candidate capable of
attracting national support. The Republicans nominated
Abraham Lincoln of Illinois, a little-known politician
recognized for his eloquent condemnations of slavery in a
Senate race two years earlier. The Democratic Party split apart,
with its northern and southern wings each nominating different
candidates. Lincoln won the election easily, but with less than
40 percent of the popular vote. And almost immediately after
his victory, the states of the South began preparing to secede
from the Union.
34. PHYS Course, Section: ___
Semester, Year
Name:
Partner’s name(s):
Please put “Worked alone” if you did not have a partner and
worked alone.
Have you completed this project before in a previous semester?
_____
If so, please give the course, semester, and year: ______
This is the document you need to submit. Please follow the
prompts in this document to complete the required sections.
After you finish, please remove the prompts, but leave the
section headings in place. It is recommended that you use the
same font style used this document (Arial, 12 size, black font
color, double line spacing). Save your completed report and
submit it on eCampus as a .docx or .pdf file.
Before you submit, please have it checked by the Dallas College
Writing Center for language and grammar at:
https://outlook.office365.com/owa/calendar/[email protected]/b
ookings/
After you submit, please make sure it can be opened on
eCampus.
Note: this project seeks to evaluate your personal writing,
quantitative, critical thinking, speaking etc. skills. It is
therefore an individual effort. The parts where you can
collaborate with your group partner are some parts of the
Experimental component, your carbon footprints and remedial
actions.
Title (add title in title case here)
Introduction
35. Background information; include science concepts related to the
project. Include in-text citations in APA style (Last names of
authors, Year) to support your statements.
Mention what the greenhouse effect is, and how it causes
climate change. You can include how human activity
contributes to the greenhouse effect and climate change.
Include references to support your statements.
The Dallas College library can help you with this.
https://www.dallascollege.edu/libraries/pages/default.aspx
Materials needed
List the materials needed to do this project. For example, list of
websites in APA style, other resources that are needed, etc. An
example is:
Carbon Footprint Calculator (Environmental Protection Agency,
2016).
Procedure
Briefly describe in a few lines the procedure for the project.
This should give the newcomer a fairly good idea about how to
do your project. Step-by-step instructions are easier for the
newcomer to follow.
Results
Paste carbon footprint tables here.
Write a few words describing what the tables are in the table
caption/legend.
For examples and explanations about captions, please see:
http://abacus.bates.edu/~ganderso/biology/resources/writing/HT
Wtablefigs.html
Paste your indicators of climate change graphs here.
36. Write a few words describing what the graphs are in their figure
captions.
List any other important results or outcomes.
It is in Semester Project: Planet EarthInstructions in Detail
document attached
I copied down here so as to make it easier for you not to go
back and forth
Carbon footprint
Global warming results from increased concentrations of
greenhouse gases in Earth’s atmosphere. Human activity adds to
atmospheric greenhouse gases. The carbon footprint is a
measure of the amount of greenhouse gases released by a given
system. The system may be an individual, family, organization,
activity, etc. Major greenhouse gases are carbon dioxide (CO2),
and methane (CH4).
Purpose
We will estimate our carbon footprint to see how our own
greenhouse gas emissions contribute to global warming.
Procedure
Go to the US Environmental Protection Agency (EPA) website:
https://www3.epa.gov/carbon-footprint-calculator/
Enter the information for energy usage, transportation, and
waste for your household. If you do not have exact numbers,
you may approximately estimate these values. After entering the
information, view “Your Household Family Report.” Record
your contributions in the table below:
Table 1
Household contributions without remedial actions.
37. Activity
CO2 emissions (lbs)
CO2 emissions (kg)
Divide lbs by 2.2 to convert to kg
Home energy
5188
2358
Transportation
4050
2025
Waste
2165
984
Total
11403
5367
Next, calculate how making a few changes can reduce your
carbon footprint. Changes to consider are:
Driving a more energy efficient car, performing regular
maintenance on your car, car-pooling, driving less, turning
down the thermostat in winter, using ENERGY STAR products
(those that are certified by the U.S. Department of Energy),
washing your clothes in cold water, hang-drying your clothes,
and recycling your waste. All of these are “sustainable
activities.” Please take a picture of one or more of these as
evidence for the sustainable activity required for your project
report.
A list of actions recommended by the United Nations is listed at
the following website:
https://www.un.org/en/actnow/index.shtml
This is a useful New York Times article:
https://www.nytimes.com/guides/year-of-living-better/how-to-
38. reduce-your-carbon-footprint
List the actions you could take and the resulting reductions in
CO2 emissions in Table 2 below. The savings in cost and
pounds will be listed on the EPA carbon footprint calculator
website.
Table 2
Reduction in CO2 emission by taking remedial actions (please
delete unused rows)
Activity
Annual savings in cost (Dollars saved)
Annual saving in pounds of CO2
Turn down heating thermostat on winter nights by 70℉
100
1027
Turn up A/C thermostat in summer by 75℉
333
3424
Replace 8 incandescent light bulbs with ENERGY STAR lights
32
323
Enable the power management features on your computer
13
131
Wash your clothes in cold water
12
122
Use clothes line or drying rack instead of dryer for 50% of your
laundry
46
470
Replace your refrigerator with ENERGY STAR models
38
394
39. Reduce the number of miles you drive on Vehicle 1
511
2414
Recycle: newspapers, magazines
-
562
Total
1084
8867
Teamwork
1. Communicate with your group partner to compare your
contributions to CO2 emissions with and without remedial
actions.
2. Enter your group’s information in Table 3 below:
Table 3
Team contributions without and with remedial actions.
Group member’s name
Total CO2 emissions (lbs) WITHOUT remedial measures
Total reduction in CO2 emissions (lbs) WITH remedial
measures
Sadikshya Shrestha
11403
8867
3. Discuss with your partner, ways to realistically implement
40. these remedial measures in your day-to-day life.
Paste your indicators of climate change graphs here.
Write a few words describing what the graphs are in their figure
captions.
List any other important results or outcomes.This is the second
section of the report part.It is also attached as Semester Project:
Planet EarthExperimental Component Instructions.
I have already taken out the graph .So, You don’t need to worry
about that part. Just with instruction so as to make
youclear.Indicators of climate change
There are various physical indicators that can help study, and
track climate change. We will look at three in this part of the
project.
A. Temperature
1. Go to NOAA (National Oceanic and Atmospheric
Administration) website:
https://www.ncdc.noaa.gov/cag/national/time-series
This website allows you to plot recorded temperature data for
over 100 years.
Click on “Display Trend,” and then click on “Plot” in the blue
box. Study the resulting graph. It shows a record of the
temperature measured in the US for the same month, for over a
century. The blue line shows you the way the temperature has
been changing. You may need to “refresh” your browser page to
see the plot.
If you continue to have problems seeing the plots, please try
using a different browser.
2. Change the month to the coldest month of the year (January),
click on “City” at the top, and make a similar plot for your city
(e.g., Dallas, TX). Study the resulting graph, make sure the blue
“Trend” line is visible. Take a screenshot of one such graph and
41. paste it in the “Results” section of your project report. Add a
few words describing what the graph is in figure caption in the
Results section of your project report.
3. Write a few words about what you learned about the trend in
the temperature in “Discussion” section of your project report.
4. You can change the parameter from “Average Temperature”
to “Maximum temperature” etc. to investigate more on your
own. You can also study the global temperature trends by
clicking on “Global” at the top.
-Average and maximum temperature graph.You can choose
anyone one to describe
Climate at a Glance | National Centers for Environmental
Information (NCEI) (noaa.gov)-If you want to visit the site with
description
B. Sea level
1. Go to the NOAA website:
https://www.climate.gov/news-features/understanding-
climate/climate-change-global-sea-level
2. Study the plot that shows change in global mean sea level
from 1880 to 2020.
3. Take a screenshot of this graph and paste it in the “Results”
section of your project report. Add a few words describing what
the graph is in the figure caption in the Results section of your
project report.
4. Write a few words about what you learned from this website
in the “Discussion” section of your project report.
C. Annual Greenhouse Gas Index (AGGI)
42. 1. Go to the NOAA website:
https://www.climate.gov/news-features/understanding-
climate/climate-change-annual-greenhouse-gas-index
2. Study the plot that shows the warming influence of
greenhouse gases in our atmosphere since 1980.
3. Take a screenshot of this graph and paste it in the “Results”
section of your project report. Add a few words describing what
the graph is in the figure caption in the Results section of your
project report.
4. Write a few words about what you learned from this website
in the “Discussion” section of your project report.
Discussion
In one or two paragraphs, interpret and clarify your results for
the reader. Discuss, and highlight what you think are the
important outcomes/lessons learned from your project. What is
the significance of these lessons/outcomes, why should we make
note of them?
Conclusion
A few words summarizing what you conclude from your project.
What is the take-home message (the most important message)
that the reader should get?
References
List your references here. Below, are examples of references
listed in APA style. You will need to use your own references.
43. 1. National Aeronautics and Space Administration (2017.).
What is Climate Change? Retrieved from
https://www.nasa.gov/audience/forstudents/k-4/stories/nasa-
knows/what-is-climate-change-k4.html
2. Hewitt, P. G., Suchocki, J., and Hewitt, L.A. (2017).
Conceptual Physical Science (6th ed.). Glenview, IL: Pearson.
3. Wikipedia (2019). Carbon footprint. Retrieved from
https://en.wikipedia.org/wiki/Carbon_footprint.
Quantitative section
Copy-paste all the questions and your answers to those
questions from the Quantitative component document here.
This one is also attached but leave it for me .It’s already done.
Experimental section
1. Add evidence (a picture) here showing that you participated
in at least one sustainable activity this semester. Sustainable
activities are ones that support or help the environment.
Examples are recycling, planting trees, carpooling, reducing
energy consumption, community action, contributing to or
donating to an Earth-friendly organization, etc. Please take
precautions when you participate in these activities to prevent
spread of the coronavirus.
I chose tree plantation:
Teamwork not necessary
Teamwork
1. Communicate with your group partner about strategies and
choices you can make towards a sustainable lifestyle.
Please enter your teamwork summary below.
If you did not have a partner, then put “Worked alone” here and
leave this section blank.
44. 1. Group partner’s name:
2. What did you learn from this group partner about making
sustainable lifestyle choices?
3. On a scale of 0 to 4 (0 being the least to 4 being the best),
how would you rate this team member for the qualities listed
below. Please use the attached file “AACU Rubric for
Teamwork” for your evaluation. The point values are explained
in detail in this rubric:
a) Involvement in team meetings, contribution to discussions.
b) Promotes or facilitates the contribution of team members.
Encourages people who are not participating, to become
involved.
c) Works independently on the project. Completes assignments
on time. Helps others in the team complete their tasks on time.
d) Fosters a constructive team climate. Treats team members
with respect. Uses positive language, tone, and attitude.
Provides motivation and encouragement.
e) Responds to conflict. Helps manage and resolve conflict, to
build cohesiveness and strength in the team.
45. For the instructor/grader (please do not delete this table):
Component
Points possible
Points earned
Writing
50
Quantitative
20
Experimental
30
Total
100
2
Semester Project: Planet EarthExperimental Component
Instructions
Procedure
For the experimental component of the semester project, you are
required to participate in:
1. A sustainable activity (one that supports our environment).
2. Investigate three indicators of climate change (temperature,
sea level, and the annual greenhouse gas index).
46. Listed below is more information about sustainable activities.
Please take precautions when you participate in these activities
to prevent spread of the coronavirus.
1. Tree planting
Trees can help capture atmospheric CO2. However, trees need
to be taken care of, to ensure they grow to maturity and remain
in good health. You can plant a tree or several trees in your
backyard. You can then attach the picture of the tree(s) you
planted to your project report.
Another meaningful way to contribute, is to volunteer for tree
planting and tree restoration programs of the Texas Trees
Foundation:
https://www.texastrees.org/
Another volunteer opportunity is the “Branch Out Dallas”
program.
Please attach a picture (or signature from an organizer) of you
helping at these events to your semester project report.
https://dallascityhall.com/departments/waterutilities/Pages/bran
ch-out-dallas.aspx
2. Carpooling
You can reduce your carbon footprint by carpooling with
friends or family.
Remember, use common sense and safety considerations when
carpooling. Attach a description of your carpooling activity to
your semester project report. You can also attach a picture of
your carpooling activity, however the picture should preferably
not include people’s faces because of privacy concerns. Please
take precautions against the coronavirus.
47. 3. Government policy
You can contact your local, state, and federal government to
urge action on climate change.
Attach evidence of your participation in this category to your
semester project report.
4. Recycling
You can reduce your carbon footprint by adopting sustainable
lifestyle choices. Three simple ways to do this are to “reduce,
reuse, and recycle.” The website below has more information.
Attach evidence of your participation in this category to your
semester project report. For example, you may attach a picture,
or log of your recycling efforts.
http://greendallas.net/recycling/what-can-i-do-recycling/
5. Clean energy
You can generate your own clean energy by installing solar
panels or wind turbines at your home. You can also choose
clean energy power companies for your energy needs. Some
example websites are below. You can attach evidence of your
participation in this category to your semester project report.
https://www.greenmountainenergy.com/2014/03/go-solar-and-
sell-power-to-your-utility/
https://www.choosetexaspower.org/
6. Join an Earth-friendly organization
The link below has a list of fifty non-profit organizations that
48. need your support. You can choose a cause, and an organization
you feel most passionate about. One example is 350.org, which
is a global grassroots movement striving to address climate
change:
https://climatestore.com/take-action/get-involved/non-profit-
organizations-working-on-climate-change
Project Drawdown is another worldwide effort led by Dr.
Katharine Wilkinson. You can find out more at:
https://drawdown.org/
and in the following 11:13 min YouTube video:
https://www.youtube.com/watch?v=Iz5pfXXLB4Y
7. Other lifestyle choices
You can reduce your carbon footprint by making lifestyle
choices. Some examples are:
i) Improving the insulation at home.
ii) Adjusting your A/C or heating thermostat to consume less
energy, especially when you are not home.
iii) Install a low-flow shower nozzle so you use less hot water
when showering.
iv) Install energy-efficient light bulbs (e.g., compact fluorescent
bulbs).
v) Install energy-efficient appliances and gadgets such as
refrigerators, TVs etc.
vi) Turn off computers when not in use. Unplug devices from
the wall so that they do not consume “invisible/needless”
power.
vii) Wash clothes in cold water or water at low temperatures, as
much as possible.
viii) Hang-dry your clothes.
ix) Perform regular maintenance on your car. Select energy-
efficient transportation options.
49. x) Limit air travel, since airplanes are powerful contributors of
greenhouse gases and to global warming.
xi) Minimize plastic waste. Buy items in bulk. Bring your own
bag to the grocery store.
xii) Buy carbon offsets from environmentally friendly
companies.
More information is available at the following websites:
https://changingthepresent.org/collections/clean-air-cool-planet
https://climatetrust.org/
https://www.green-e.org/certified-resources/carbon-offsets
https://www.goldstandard.org/take-action/offset-your-emissions
https://www.washingtonpost.com/travel/tips/questions-about-
carbon-offsets-flights-answered/
8. Other sustainable activities not listed above:
If you participate in any other sustainable activities not l isted
above, please attach evidence in your semester project report.
I have done the graph and pasted it here:Indicators of climate
change
There are various physical indicators that can help study, and
track climate change. We will look at three in this part of the
project.
A. Temperature
1. Go to NOAA (National Oceanic and Atmospheric
Administration) website:
https://www.ncdc.noaa.gov/cag/national/time-series
This website allows you to plot recorded temperature data for
50. over 100 years.
Click on “Display Trend,” and then click on “Plot” in the blue
box. Study the resulting graph. It shows a record of the
temperature measured in the US for the same month, for over a
century. The blue line shows you the way the temperature has
been changing. You may need to “refresh” your browser page to
see the plot.
If you continue to have problems seeing the plots, please try
using a different browser.
2. Change the month to the coldest month of the year (January),
click on “City” at the top, and make a similar plot for your city
(e.g., Dallas, TX). Study the resulting graph, make sure the blue
“Trend” line is visible. Take a screenshot of one such graph and
paste it in the “Results” section of your project report. Add a
few words describing what the graph is in figure caption in the
Results section of your project report.
3. Write a few words about what you learned about the trend in
the temperature in “Discussion” section of your project report.
4. You can change the parameter from “Average Temperature”
to “Maximum temperature” etc. to investigate more on your
own. You can also study the global temperature trends by
clicking on “Global” at the top.
-Average and maximum temperature graph:
Climate at a Glance | National Centers for Environmental
Information (NCEI) (noaa.gov)-If you want to visit the site with
description
B. Sea level
1. Go to the NOAA website:
https://www.climate.gov/news-features/understanding-
climate/climate-change-global-sea-level
51. 2. Study the plot that shows change in global mean sea level
from 1880 to 2020.
3. Take a screenshot of this graph and paste it in the “Results”
section of your project report. Add a few words describing what
the graph is in the figure caption in the Results section of your
project report.
4. Write a few words about what you learned from this website
in the “Discussion” section of your project report.
C. Annual Greenhouse Gas Index (AGGI)
1. Go to the NOAA website:
https://www.climate.gov/news-features/understanding-
climate/climate-change-annual-greenhouse-gas-index
2. Study the plot that shows the warming influence of
greenhouse gases in our atmosphere since 1980.
3. Take a screenshot of this graph and paste it in the “Results”
section of your project report. Add a few words describing what
the graph is in the figure caption in the Results section of your
project report.
4. Write a few words about what you learned from this website
in the “Discussion” section of your project report.
1
Semester Project: Planet EarthMaking a Model for Earth’s
Atmospheric Carbon DioxideCalculus-Based (PHYS 2425)
Background:
Scientists have been monitoring atmospheric CO2 levels for
several decades. The graph below shows continuous
52. measurements made from 1958 to 2020. The CO2 levels on the
graph are in units of parts per million (1 ppm means 1 particle
of a substance mixed with particles of something else to make a
total of 1 million particles). Study the graph and Figure 2 and
answer the questions below.
Figure 1: CO2 increase with time
Note: Figure 1 is also called the Keeling curve. It is named after
the scientist Charles Keeling, who first started monitoring
atmospheric CO2 at Hawaii in 1958.
(https://en.wikipedia.org/wiki/Keeling_Curve ).
Figure 2: Sources and sinks of carbon.
In the year 2000, there were about 730 gigatons of carbon in the
atmosphere, 2,000 gigatons in Vegetations and Soils, and
38,000 gigatons of carbon in the Oceans.
Data:
Measurement indicate that:
1. The average increase in atmospheric CO2 is 11 gigatons per
year (11 x 109 tons or about 1013 kg/year). 1 gigaton = 109
tons, 1 ton = 1000 kg.
2. There are 12 gigatons of elemental carbon for every 44
gigatons of molecular CO2 (the rest is oxygen).
Note: complete the sections below, and copy-paste them into
your final report.
Please show your calculations for the questions below.
Part of the evaluation will be based on following systematic,
organized, problem-solving steps. This involves using the
correct equation, rearranging it to find the quantity of interest,
substituting the known values, and then writing the final answer
with the correct units. Please use scientific notation for your
final answer. For example: 1,000,000,000 tons = 1.0 x 109 tons
53. = 1.0 gigatons = 1.0 Gt.
Questions
1. Look at Figure 2 above and list the sources that cause carbon
(CO2) to increase in the atmosphere. These sources are the ones
with arrows pointing up to the sky. For example, vegetation
adds 119 gigatons of carbon every year. The first row has been
completed as an example.
Answer: Table 1
Sources
gigatons added per year
Vegetation
119
Forming and Breaking of carbonic acid in water and respiration
from aquatic plants and animals
88
Different Land Usage
1.7
Combustion of fossil fuel and industrial process
6.3
Total
215
Among all this sources, burning of fossil fuel and industrial
process is the main
cause of releasing carbon element in the earth’s atmosphere.
2. Look at Figure 2 above and list the sinks for carbon (CO2),
or the processes that remove carbon from the atmosphere.
Processes that remove carbon have arrows pointing downwards
from the sky to the Earth. For example, the oceans remove 90
gigatons of carbon from the atmosphere every year. The first
row has been completed as an example.
54. Answer: Table 2
Sinks
gigatons removed per year
Ocean
90
Vegetation
120
Land use
1.9
Total
211.9
If we compare in the graph, vegetation play the vital role in
maintaining the
carbon level in earth’s atmosphere and ocean has little
contribution to the
atmosphere too.
3. Add up all the sources of carbon in Question 1 to find the
total carbon input to the atmosphere in gigatons per year.
Answer: Every year 215 gigatons of carbon is being release
from different
sources.
4. Add up all the sinks of carbon in Question 2 to find the total
carbon removed from the atmosphere in gigatons per year.
Answer:The total carbon removed from the atmosphere every
year by vegetation
and ocean is 211.9 gigatons per year.
55. 5. Find the rate of change of carbon in gigatons per year by
subtracting the total amount removed (answer to Question 4)
from the amount added (answer to Question 3)
Answer: Rate of change = carbon removed – carbon added
= 215-211.9
= 3.1 gigatons of carbon every year
It means every year these sources are adding 3.1 gigatons of
carbon which is
going to be accumulated one day if we don’t think of
controlling.
6. What is the main cause of this increase in atmospheric carbon
every year? Compare the sources and sinks of carbon to find the
answer. Is this from natural, or anthropogenic (human) causes?
Answer:The main sources look like vegetation but it does
remove too and
difference is lower than fossil fuel combustion and industrial
process.
Regarding sources and sinks fossil fuel combustion and
industrial process is the
main cause as there is no way of sinking of atmospheric carbon,
it just releases.
7. Write the rate of change of atmospheric carbon (answer to
Question 5), as a differential equation of the form dC/dt = some
number. Where “some number” is the amount by which the
amount of atmospheric carbon changes in the units of gigatons
per year.
Answer: dC/dt= 3.1 gigatons
8. Integrate the differential equation in Question 7 above. The
56. integral will be of the form:
Where “some number” is the same number from Question 7.
After integrating the above expression, you will get an equation
relating the amount of carbon on the left-hand side to how much
it changes with time on the right-hand side. Show your steps of
integration, and the resulting equation below.
Answer: ∫dC = ∫(3.1) dt
=3.1t
∫dC = 3.1 t +A
9. Next, we will find the constant of integration (A). We will
assume that the total atmospheric carbon is 730 gigatons in the
year 2000 (the value listed next to “Atmosphere” in Figure 2
above. Substitute this value for the left-hand side in the
equation you got in Question 8 and use time (t) = 2000. This
will allow you to find the constant of integration (A). Show
your calculations and answer below.
Answer: ∫dC = 3.1 * t +A
730= 3.1 * 2000 +A
A = - 5470
10. Now that we have found the constant of integration (A),
substitute this back into the equation you got in Question 8, to
find the equation relating the total atmospheric carbon to time
in years.
Answer: Required equation is
∫dC = 3.1*t -5470
11. We will now convert our equation for carbon to an equation
57. for CO2. We know that 44 gigatons of CO2 contain 12 gigatons
of elemental carbon. Therefore, there is 44/12 or 3.7 times as
much CO2 compared to carbon in the atmosphere.
Multiply all the quantities on the right-hand side of the equation
you got in Question 10 by 3.7 to get an equation relating the
amount of atmospheric CO2 as a function of time.
Answer: required equation relating CO2 is
∫dC = 11.47 * t – 20239
12. We now have a model that tells us how much CO2 gas we
will have in the atmosphere if conditions do not change (this is
the equation you got as the answer to Question 11). Use this
model to predict the amount of atmospheric CO2 in the years
2020 and 2030 (substitute t = 2020, or t = 2030 in your equation
and solve).
Answer:In year 2020, amount of atmospheric CO2 was 2,930.4
gigatons.
In the year 2030, amount of atmospheric CO2 will be 3,045.1
gigatons.
13. From Figure 1 above, we see that the concentration of
atmospheric CO2 in the year 2020 is 410ppm (parts per
million). Use your model to predict the CO2 concentration in
the year 2030 if conditions do not change.
Note: Figure 1 is also called the Keeling curve. It is named after
the scientist Charles Keeling, who first started monitoring
atmospheric CO2 at Hawaii in 1958.
(https://en.wikipedia.org/wiki/Keeling_Curve ).
Hint: use proportions:
Substitute the known values (from answers to Question 12) and
58. find the ppm of CO2 in 2030. Show your calculations below.
Answer:3045.1/2930.4 =ppmof CO2 in 2030/410
ppm of CO2 in 2030 will be 426,04 ppm
14. Find the slope of the curve in Figure 1. Use the following
values:
CO2 concentration in 1960 = 315 ppm
CO2 concentration in 2020 = 410 ppm
The slope (Rise/Run) will give you the amount in ppm by which
the atmospheric CO2 increases per year. Show your calculations
for the slope below.
Answer:Slope = 410-315/2020-1960
= 1.6
15. Given the atmospheric CO2 concentration of 410ppm in the
year 2020, use your value of the slope from Question 14, to
estimate the CO2 concentration in ppm in the year 2030. Does
this value obtained from the “Keeling Curve” (Figure 1), agree
with the value predicted by your model (derived from Figure 2)?
Answer: Estimation using slope from 2020 to 2030 is given by
=ppm in 2020+ (2030-2020) * slope
= 410+ 16
= 426 ppm
After you finish, please copy-paste all the questions and your
answers to the “Quantitative Section” of the
“Project_Report_Outline” document, save the Outline report.
You will then need to submit this completed “Outline” report on
59. eCampus to the semester project link. Thank you.
Sources:
1. National Oceanic and Atmospheric Administration (n.d.).
Trends in Atmospheric Carbon Dioxide. Retrieved from
https://www.esrl.noaa.gov/gmd/ccgg/trends/
2. Odenwald, S. (n.d.). Space Math @ NASA. Retrieved from
https://spacemath.gsfc.nasa.gov/SpaceMath.html
2
PHYS Course, Section: ___
Semester, Year
Name:
Partner’s name(s):
Please put “Worked alone” if you did not have a partner and
worked alone.
Have you completed this project before in a previous semester?
_____
If so, please give the course, semester, and year: ______
This is the document you need to submit. Please follow the
prompts in this document to complete the required sections.
After you finish, please remove the prompts, but leave the
section headings in place. It is recommended that you use the
same font style used this document (Arial, 12 size, black font
color, double line spacing). Save your completed report and
submit it on eCampus as a .docx or .pdf file.
Before you submit, please have it checked by the Dallas Coll ege
Writing Center for language and grammar at:
60. https://outlook.office365.com/owa/calendar/[email protected]/b
ookings/
After you submit, please make sure it can be opened on
eCampus.
Note: this project seeks to evaluate your personal writing,
quantitative, critical thinking, speaking etc. skills. It is
therefore an individual effort. The parts where you can
collaborate with your group partner are some parts of the
Experimental component, your carbon footprints and remedial
actions.
Title (add title in title case here)
Introduction
Background information; include science concepts related to the
project. Include in-text citations in APA style (Last names of
authors, Year) to support your statements.
Mention what the greenhouse effect is, and how it causes
climate change. You can include how human activity
contributes to the greenhouse effect and climate change.
Include references to support your statements.
The Dallas College library can help you with this.
https://www.dallascollege.edu/libraries/pages/defa ult.aspx
Materials needed
List the materials needed to do this project. For example, list of
websites in APA style, other resources that are needed, etc. An
example is:
Carbon Footprint Calculator (Environmental Protection Agency,
2016).
Procedure
61. Briefly describe in a few lines the procedure for the project.
This should give the newcomer a fairly good idea about how to
do your project. Step-by-step instructions are easier for the
newcomer to follow.
Results
Paste carbon footprint tables here.
Write a few words describing what the tables are in the table
caption/legend.
For examples and explanations about captions, please see:
http://abacus.bates.edu/~ganderso/biology/resources/writing/HT
Wtablefigs.html
Paste your indicators of climate change graphs here.
Write a few words describing what the graphs are in their figure
captions.
List any other important results or outcomes.
Discussion
In one or two paragraphs, interpret and clarify your results for
the reader. Discuss, and highlight what you think are the
important outcomes/lessons learned from your project. What is
the significance of these lessons/outcomes, why should we make
note of them?
Conclusion
A few words summarizing what you conclude from your project.
What is the take-home message (the most important message)
that the reader should get?
References
List your references here. Below, are examples of references
62. listed in APA style. You will need to use your own references.
1. National Aeronautics and Space Administration (2017.).
What is Climate Change? Retrieved from
https://www.nasa.gov/audience/forstudents/k-4/stories/nasa-
knows/what-is-climate-change-k4.html
2. Hewitt, P. G., Suchocki, J., and Hewitt, L.A. (2017).
Conceptual Physical Science (6th ed.). Glenview, IL: Pearson.
3. Wikipedia (2019). Carbon footprint. Retrieved from
https://en.wikipedia.org/wiki/Carbon_footprint.
Quantitative section
Copy-paste all the questions and your answers to those
questions from the Quantitative component document here.
Experimental section
1. Add evidence (a picture) here showing that you participated
in at least one sustainable activity this semester. Sustainable
activities are ones that support or help the environment.
Examples are recycling, planting trees, carpooling, reducing
energy consumption, community action, contributing to or
donating to an Earth-friendly organization, etc. Please take
precautions when you participate in these activities to prevent
spread of the coronavirus.
Teamwork
1. Communicate with your group partner about strategies and
choices you can make towards a sustainable lifestyle.
Please enter your teamwork summary below.
If you did not have a partner, then put “Worked alone” here and
leave this section blank.