My Grandparents, John and Carrie Nelson of
Fryksände
B Y MYRTLE J. FAGENSTROM AND EUNICE HOLMGREN
FROM MYRTLE'S BOOK "MEMORIES"
The immigration
Grandfather John Nelson, Sr., was a
tailor in Sweden. When his daughters
sewed new dresses, they would get
their dad to make the buttonholes.
Grandpa said he never would have
left Sweden if he could have bought
a sewing machine.
When he sold his property in Swe-
den, he was somehow swindled out
of his money so he had to borrow
money to get to America. I remember
Uncle Victor telling t h a t it was
grandpa's main desire to get out of
debt before he died. He just made it.
The Nelsons left Vermland, Swe-
den, in June of 1869, with four child-
ren, all under eleven years old. They
thought their children would have
greater opportunities in America.
They didn't realize then what hard-
ships they would meet in this land.
When they reached Christiania,
Norway, they had to stay there two
weeks waiting for a boat, but were
finally on their way in a sailing
vessel. It made good time as long as
the wind was in their favor. They
even passed a steamship one day.
Then the wind died down and they
couldn't move. That same steamship
passed them and they never saw it
again. They were on the ocean for
nine weeks, the same time as the
Pilgrims. Grandma was pregnant
and sick most ofthe time, so Grandpa
prayed that she wouldn't die so he
would have to have her thrown over-
board. Lena, who was the oldest,
cried and was consoled with the
promise that she could have all the
white bread she wanted when they
got to America. She was skeptical and
said in Swedish, "Like fun I will."
(Vackertforja.)
They had bought tickets to Cokato,
Minnesota, but when they got to
Minneapolis, found that the railroad
ended there. A bachelor who was liv-
ing in a dugout let Grandma and the
children stay there while he and
Grandpa joined the gang to extend
the railroad. It took sixteen weeks
from the time they left Sweden until
they reached their destination.
After making their home in Cokato
for six years, they decided to move to
Swift County where they home-
steaded five miles northeast of Kerk-
oven. The Indians had been chased
out of Minnesota and there was much
hardship and many massacres.
A new home in
Kerkhoven, MN
When they settled on their last farm.
Grandpa chose the highest spot of
land on which to build a two-storey
house. Folks laughed and asked if he
was building a hotel. Grandma wove
her own rag rugs on a large loom. The
girls sewed these strips together and
used straw for padding so they had
"wall-to-wall carpeting." Curtains
were made from yards of white
cheese cloth. The more you could
drape on the floor, the more stylish
you were. Mattresses were filled with
straw, emptied, and refilled every
Saturday. Each spring their summer
kitchen was freshly papered with
newspapers. To make their own
candles, they had tallow on top of
water in a boiler, fastened strings to
a stick, and hand dipped them. They
had plenty of milk, crea ...
SOREN C. SORENSEN and LlLLIE MATILDA ANDERSON
PETER CHRISTIAN SORENSEN and ANE K. CHRISTIANSEN
JOHN AUGUST ANDERSON and MARI ANE NIELSEN
By S. Calvin Sorensen
SOREN C. SORENSEN and LlLLIE MATILDA ANDERSON
PETER CHRISTIAN SORENSEN and ANE K. CHRISTIANSEN
JOHN AUGUST ANDERSON and MARI ANE NIELSEN
By S. Calvin Sorensen
Eveline by James JoyceSHE sat at the window watching the evening .docxturveycharlyn
Eveline by James Joyce
SHE sat at the window watching the evening invade the avenue. Her head was leaned against the window curtains and in her nostrils was the odour of dusty cretonne. She was tired.
Few people passed. The man out of the last house passed on his way home; she heard his footsteps clacking along the concrete pavement and afterwards crunching on the cinder path before the new red houses. One time there used to be a field there in which they used to play every evening with other people's children. Then a man from Belfast bought the field and built houses in it -- not like their little brown houses but bright brick houses with shining roofs. The children of the avenue used to play together in that field -- the Devines, the Waters, the Dunns, little Keogh the cripple, she and her brothers and sisters. Ernest, however, never played: he was too grown up. Her father used often to hunt them in out of the field with his blackthorn stick; but usually little Keogh used to keep nix and call out when he saw her father coming. Still they seemed to have been rather happy then. Her father was not so bad then; and besides, her mother was alive. That was a long time ago; she and her brothers and sisters were all grown up her mother was dead. Tizzie Dunn was dead, too, and the Waters had gone back to England. Everything changes. Now she was going to go away like the others, to leave her home.
Home! She looked round the room, reviewing all its familiar objects which she had dusted once a week for so many years, wondering where on earth all the dust came from. Perhaps she would never see again those familiar objects from which she had never dreamed of being divided. And yet during all those years she had never found out the name of the priest whose yellowing photograph hung on the wall above the broken harmonium beside the coloured print of the promises made to Blessed Margaret Mary Alacoque. He had been a school friend of her father. Whenever he showed the photograph to a visitor her father used to pass it with a casual word:
"He is in Melbourne now."
She had consented to go away, to leave her home. Was that wise? She tried to weigh each side of the question. In her home anyway she had shelter and food; she had those whom she had known all her life about her. O course she had to work hard, both in the house and at business. What would they say of her in the Stores when they found out that she had run away with a fellow? Say she was a fool, perhaps; and her place would be filled up by advertisement. Miss Gavan would be glad. She had always had an edge on her, especially whenever there were people listening.
"Miss Hill, don't you see these ladies are waiting?"
"Look lively, Miss Hill, please."
She would not cry many tears at leaving the Stores.
But in her new home, in a distant unknown country, it would not be like that. Then she would be married -- she, Eveline. People would treat her with respect then. She would not be treated as her mot.
1 James Joyce (1882-1941) Eveline (1914) She sat.docxmercysuttle
1
James Joyce (1882-1941)
Eveline (1914)
She sat at the window watching the evening invade the avenue. Her head was leaned
against the window curtains and in her nostrils was the odour of dusty cretonne. She was
tired.
Few people passed. The man out of the last house passed on his way home; she heard
his footsteps clacking along the concrete pavement and afterwards crunching on the cinder
path before the new red houses. One time there used to be a field there in which they used to
play every evening with other people's children. Then a man from Belfast bought the field
and built houses in it—not like their little brown houses but bright brick houses with shining
roofs. The children of the avenue used to play together in that field—the Devines, the
Waters, the Dunns, little Keogh the cripple, she and her brothers and sisters. Ernest, however,
never played: he was too grown up. Her father used often to hunt them in out of the field
with his blackthorn stick; but usually little Keogh used to keep nix and call out when he saw
her father coming. Still they seemed to have been rather happy then. Her father was not so
bad then; and besides, her mother was alive. That was a long time ago; she and her brothers
and sisters were all grown up her mother was dead. Tizzie Dunn was dead, too, and the
Waters had gone back to England. Everything changes. Now she was going to go away like
the others, to leave her home.
Home! She looked round the room, reviewing all its familiar objects which she had
dusted once a week for so many years, wondering where on earth all the dust came from.
Perhaps she would never see again those familiar objects from which she had never dreamed
2
of being divided. And yet during all those years she had never found out the name of the
priest whose yellowing photograph hung on the wall above the broken harmonium beside the
coloured print of the promises made to Blessed Margaret Mary Alacoque. He had been a
school friend of her father. Whenever he showed the photograph to a visitor her father used
to pass it with a casual word:
“He is in Melbourne now.”
She had consented to go away, to leave her home. Was that wise? She tried to weigh
each side of the question. In her home anyway she had shelter and food; she had those whom
she had known all her life about her. O course she had to work hard, both in the house and at
business. What would they say of her in the Stores when they found out that she had run
away with a fellow? Say she was a fool, perhaps; and her place would be filled up by
advertisement. Miss Gavan would be glad. She had always had an edge on her, especially
whenever there were people listening.
“Miss Hill, don't you see these ladies are waiting?”
“Look lively, Miss Hill, please.”
She would not cry many tears at leaving the Stores.
But in her new home, in a distant unknown country, it would not be like that. Then
she would be married—she ...
A presentation about Greek Christmas celebration, carols, customs and traditionswhich is made by the Greek team for the e-Twinning project "Top 10 with the EU teenagers"
Name 1. The table shows the number of days per week, x, that 100.docxgilpinleeanna
Name
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
x
frequency
Relative
frequency
Cumulative
frequency
0
3
1
12
2
33
3
28
4
11
5
9
6
4
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.
Theme one is to identify the types of cultures or models of cultures and how they work or fit within an organization
Learning Activity #1
Using your reading material create a chart that describes the type, characteristics of the culture, associated values that would be important to keep the culture alive, and kinds of organizations structures that work best for culture. Compare and contrast them in your explanation of the chart. For instance what culture might work for Joe at the new sawmill and then which one might work at Purvis' shoe company.
Theme two: How to Create, Change, and Align Culture to the Structure and Vision.
Organizational Structure
Preface:
A leader’s job is to create the direction for the company to move forward. The leader does this in steps. Here are the steps of the process:
First, the leader designs the vision and mission for the company and second, the leader must establish an organizational structure which promotes the vision, mission and empowers the employees to keep the forward movement in the organization.
In creating the structure various factors must be considered.
· First and foremost is the purpose of the company or organization. What type of structure will best accomplish that goal? Certainly a company like UPS needs a somewhat rigid structure that is set up to focus on procedure and time sensitivity. Since UPS has as its goal to get the correct parcels to the right customers in the fastest way possible, variance in procedures or ways of accomplishing the tasks would never work. A tight delineated structure is imperative.
· Along with the purpose the leader must look at the vision of the organization. Where does the leader want the organization to go? How best can the structure provide for the future? Will the vision call for expansion into other countries or simply call for product development changes? Do you plan a struct ...
Name _____________________Date ________________________ESL.docxgilpinleeanna
Name _____________________ Date ________________________
ESL 408 Remembered Event Worksheet
1) What is the most memorable, significant event in your life?
2) What important lesson(s) or applications are there from this event?
3) Complete the chart below. Add at least 5 details to each part of the storyline.
Story Element
Details
Exposition
Rising Action
Climax
Falling Action
Resloution
...
More Related Content
Similar to My Grandparents, John and Carrie Nelson ofFryksändeB Y M.docx
Eveline by James JoyceSHE sat at the window watching the evening .docxturveycharlyn
Eveline by James Joyce
SHE sat at the window watching the evening invade the avenue. Her head was leaned against the window curtains and in her nostrils was the odour of dusty cretonne. She was tired.
Few people passed. The man out of the last house passed on his way home; she heard his footsteps clacking along the concrete pavement and afterwards crunching on the cinder path before the new red houses. One time there used to be a field there in which they used to play every evening with other people's children. Then a man from Belfast bought the field and built houses in it -- not like their little brown houses but bright brick houses with shining roofs. The children of the avenue used to play together in that field -- the Devines, the Waters, the Dunns, little Keogh the cripple, she and her brothers and sisters. Ernest, however, never played: he was too grown up. Her father used often to hunt them in out of the field with his blackthorn stick; but usually little Keogh used to keep nix and call out when he saw her father coming. Still they seemed to have been rather happy then. Her father was not so bad then; and besides, her mother was alive. That was a long time ago; she and her brothers and sisters were all grown up her mother was dead. Tizzie Dunn was dead, too, and the Waters had gone back to England. Everything changes. Now she was going to go away like the others, to leave her home.
Home! She looked round the room, reviewing all its familiar objects which she had dusted once a week for so many years, wondering where on earth all the dust came from. Perhaps she would never see again those familiar objects from which she had never dreamed of being divided. And yet during all those years she had never found out the name of the priest whose yellowing photograph hung on the wall above the broken harmonium beside the coloured print of the promises made to Blessed Margaret Mary Alacoque. He had been a school friend of her father. Whenever he showed the photograph to a visitor her father used to pass it with a casual word:
"He is in Melbourne now."
She had consented to go away, to leave her home. Was that wise? She tried to weigh each side of the question. In her home anyway she had shelter and food; she had those whom she had known all her life about her. O course she had to work hard, both in the house and at business. What would they say of her in the Stores when they found out that she had run away with a fellow? Say she was a fool, perhaps; and her place would be filled up by advertisement. Miss Gavan would be glad. She had always had an edge on her, especially whenever there were people listening.
"Miss Hill, don't you see these ladies are waiting?"
"Look lively, Miss Hill, please."
She would not cry many tears at leaving the Stores.
But in her new home, in a distant unknown country, it would not be like that. Then she would be married -- she, Eveline. People would treat her with respect then. She would not be treated as her mot.
1 James Joyce (1882-1941) Eveline (1914) She sat.docxmercysuttle
1
James Joyce (1882-1941)
Eveline (1914)
She sat at the window watching the evening invade the avenue. Her head was leaned
against the window curtains and in her nostrils was the odour of dusty cretonne. She was
tired.
Few people passed. The man out of the last house passed on his way home; she heard
his footsteps clacking along the concrete pavement and afterwards crunching on the cinder
path before the new red houses. One time there used to be a field there in which they used to
play every evening with other people's children. Then a man from Belfast bought the field
and built houses in it—not like their little brown houses but bright brick houses with shining
roofs. The children of the avenue used to play together in that field—the Devines, the
Waters, the Dunns, little Keogh the cripple, she and her brothers and sisters. Ernest, however,
never played: he was too grown up. Her father used often to hunt them in out of the field
with his blackthorn stick; but usually little Keogh used to keep nix and call out when he saw
her father coming. Still they seemed to have been rather happy then. Her father was not so
bad then; and besides, her mother was alive. That was a long time ago; she and her brothers
and sisters were all grown up her mother was dead. Tizzie Dunn was dead, too, and the
Waters had gone back to England. Everything changes. Now she was going to go away like
the others, to leave her home.
Home! She looked round the room, reviewing all its familiar objects which she had
dusted once a week for so many years, wondering where on earth all the dust came from.
Perhaps she would never see again those familiar objects from which she had never dreamed
2
of being divided. And yet during all those years she had never found out the name of the
priest whose yellowing photograph hung on the wall above the broken harmonium beside the
coloured print of the promises made to Blessed Margaret Mary Alacoque. He had been a
school friend of her father. Whenever he showed the photograph to a visitor her father used
to pass it with a casual word:
“He is in Melbourne now.”
She had consented to go away, to leave her home. Was that wise? She tried to weigh
each side of the question. In her home anyway she had shelter and food; she had those whom
she had known all her life about her. O course she had to work hard, both in the house and at
business. What would they say of her in the Stores when they found out that she had run
away with a fellow? Say she was a fool, perhaps; and her place would be filled up by
advertisement. Miss Gavan would be glad. She had always had an edge on her, especially
whenever there were people listening.
“Miss Hill, don't you see these ladies are waiting?”
“Look lively, Miss Hill, please.”
She would not cry many tears at leaving the Stores.
But in her new home, in a distant unknown country, it would not be like that. Then
she would be married—she ...
A presentation about Greek Christmas celebration, carols, customs and traditionswhich is made by the Greek team for the e-Twinning project "Top 10 with the EU teenagers"
Similar to My Grandparents, John and Carrie Nelson ofFryksändeB Y M.docx (20)
Name 1. The table shows the number of days per week, x, that 100.docxgilpinleeanna
Name
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
x
frequency
Relative
frequency
Cumulative
frequency
0
3
1
12
2
33
3
28
4
11
5
9
6
4
1. The table shows the number of days per week, x, that 100 students use the gym at a local high school.
a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.a. Complete the table
b. Display the information as either a pie chart, a horizontal bar chart, or a vertical bar chart.
c. Determine the mean, median, minimum frequency, maximum frequency, range, Q1, Q3 and the standard deviation, Sx
d. Based on the information and chart, what can you say about the distribution.
Theme one is to identify the types of cultures or models of cultures and how they work or fit within an organization
Learning Activity #1
Using your reading material create a chart that describes the type, characteristics of the culture, associated values that would be important to keep the culture alive, and kinds of organizations structures that work best for culture. Compare and contrast them in your explanation of the chart. For instance what culture might work for Joe at the new sawmill and then which one might work at Purvis' shoe company.
Theme two: How to Create, Change, and Align Culture to the Structure and Vision.
Organizational Structure
Preface:
A leader’s job is to create the direction for the company to move forward. The leader does this in steps. Here are the steps of the process:
First, the leader designs the vision and mission for the company and second, the leader must establish an organizational structure which promotes the vision, mission and empowers the employees to keep the forward movement in the organization.
In creating the structure various factors must be considered.
· First and foremost is the purpose of the company or organization. What type of structure will best accomplish that goal? Certainly a company like UPS needs a somewhat rigid structure that is set up to focus on procedure and time sensitivity. Since UPS has as its goal to get the correct parcels to the right customers in the fastest way possible, variance in procedures or ways of accomplishing the tasks would never work. A tight delineated structure is imperative.
· Along with the purpose the leader must look at the vision of the organization. Where does the leader want the organization to go? How best can the structure provide for the future? Will the vision call for expansion into other countries or simply call for product development changes? Do you plan a struct ...
Name _____________________Date ________________________ESL.docxgilpinleeanna
Name _____________________ Date ________________________
ESL 408 Remembered Event Worksheet
1) What is the most memorable, significant event in your life?
2) What important lesson(s) or applications are there from this event?
3) Complete the chart below. Add at least 5 details to each part of the storyline.
Story Element
Details
Exposition
Rising Action
Climax
Falling Action
Resloution
...
Name Bijapur Fort Year 1599 Location Bijapur city.docxgilpinleeanna
Name: Bijapur Fort
Year: 1599
Location: Bijapur city in Bijapur District of the Indian state of Karnataka
The fort precinct is studded with the historical fort, palaces, mosques, tombs and
gardens.
Built by Yusuf Adil Shah, during the rule of Adil Shahidynasty.
https://en.wikipedia.org/wiki/Bijapur,_Karnataka
https://en.wikipedia.org/wiki/Bijapur_district,_Karnataka
https://en.wikipedia.org/wiki/States_and_territories_of_India
https://en.wikipedia.org/wiki/Karnataka
https://en.wikipedia.org/wiki/Adil_Shahi
Name: Adham Khan's Tomb
Year: 1561
Location : Qutub Minar, Mehrauli, Delhi,
Built for 16th-century tomb of Adham Khan, a general of the Mughal Emperor Akbar.
It consists of a domed octagonal chamber in the Lodhi Dynasty style and Sayyid
dynasty early in the 14th century.
https://en.wikipedia.org/wiki/Qutub_Minar
https://en.wikipedia.org/wiki/Mehrauli
https://en.wikipedia.org/wiki/Delhi
https://en.wikipedia.org/wiki/Adham_Khan
https://en.wikipedia.org/wiki/Mughal_Emperor
https://en.wikipedia.org/wiki/Akbar
https://en.wikipedia.org/wiki/Lodhi_Dynasty
https://en.wikipedia.org/wiki/Sayyid_dynasty
https://en.wikipedia.org/wiki/Sayyid_dynasty
These two objects are both tomb and have it’s own style form certain dynasty.
I chose these two objects is because they are both architecture and I can talk more about
how different dynasty influences the design of the architecture.s
Week 10 Assignments – XBRL
DUE DATE: Sunday midnight of Week 6, submitted in a MS Word (or Excel if
computations required) document with filename format:
Last First_Week X hwk.doc or .xls Make sure your name appears on each page of the
homework using the header function.
Homework questions:
1. Why do you think it took from 1999, when the XBRL concept was invented, until 2009
for the SEC require that public filers adopt?
2. From the PWC Webcast on XBRL, what are the differences between the “bolt-on” and
“embedded” approach to XBRL?
3. If you worked in the Finance and Accounting department of a company, how could you
use XBRL tags to help in your job? Could XBRL tagging help other functions in a
company do their jobs?
4. US public filers are required to begin tagging and reporting financial data using XBRL
beginning in 2009. From earlier in this course, they also have many major projects that
are required now or in the coming years (IFRS, Fair Value, etc.). Aside from the obvious
benefit of job creation for CPA’s and the companies which provide these
services/software ☺, what impact do you think these requirements are going to have on
companies? Will this divert attention and resources from their core business or will this
be like all other changes they go through (e.g. SOX), an intense implementation then
business as usual?
...
Name _______________________________ (Ex2 rework) CHM 33.docxgilpinleeanna
Name: _______________________________ (Ex2 rework)
CHM 3372, Winter 2016
Exam #2 Re-work
Due Wed, 3/2/16
1. Make the ketone below from 13C-labeled formaldehyde and propane. Make certain to keep
track of your labels throughout your synthesis. (27 points)
O
Name: _______________________________ (Ex2 rework)
2. (a) The reaction below can form two possible diastereomeric products. Draw the structures of
both products, and the mechanism of the formation of either one. (4 points)
O
1. LiAlH4
2. NH4Cl, H2O
(b) What characterizes a thermodynamic product of a reaction (any reaction)? What
characterizes a kinetic product of reaction? (2 points)
(c) Which product from part (a) would you expect to be the thermodynamic product? Why? (2
points)
(d) Which product would you expect to be the kinetic product? Why? (Note that this is not
necessarily the "non-thermodynamic" product.) (2 points)
(e) When this reaction is performed, regardless of what the temperature is, only one of the two
possible products is ever formed. Which one? (1 points)
(f) Why is the other diastereomer never formed? What must occur in order for it to be formed,
which will never occur with this particular reagent? Why? (3 points)
(g) Although the other diastereomer is never formed directly in this reaction, gentle heating with
aqueous acid will isomerize the initial product into the other diastereomer. Draw the mechanism
of the isomerization, and comment on why this isomerization occurs -- why one diastereomer
will react completely to form the other. (5 points)
Name: _______________________________ (Ex2 rework)
3. This page seems like it was tough on Q#3. Let’s see if you do better the second time around.
From the three alcohols shown, provide syntheses for the molecules below. For any SN2 or E2
reactions, use only non-halogen leaving groups – use a different leaving group which was
covered in Ch. 11. (12 points)
From: Make:
OH
OH
CH3 OH
O
O
CH3
O
O
O
Name: _______________________________ (Ex2 rework)
4. (a) Once again, write the oxidation state of the metal (each complex is neutral, Nickel is
Group 10; OTf is triflate, CF3SO3-), number of d electrons, and total valence electrons for the
metal in each complex, and indicate what type of reaction is occurring. (8 points)
H Ni
OTf
PPh3
Ni
OTf
PPh3H
Ni
OTf
PPh3
Ni
OTf
PPh3
Ni
OTf
PPh3
H
(b) What are the reactant(s) and product(s) of the reaction? (This time, they are not drawn for
you.) (2 points)
(c) If the ethylene molecule were deuterated completely (CD2=CD2), where would the deuterium
atoms end up in the product? Draw the structure, showing the position(s) of the deuterium
atoms. Assume the catalytic cycle has run several times already. (2 points)
Name: _______________________________ (Ex2 rework)
5. (a) I defined a conjugated system gener ...
Name 1 Should Transportation Security Officers Be A.docxgilpinleeanna
Name:
1
Should Transportation Security Officers Be Armed?
It is the opinion of this writer that Transportation Security Officers (TSOs) should not be
armed. It is my intent to illustrate that point in this paper. During my research I will weigh the
advantages and disadvantages of arming TSOs, examining each side of the argument. I will also
offer a potential solution that while costly will still prove to be less costly than arming TSOs.
What has led to this discussion? For a majority of our society it takes years and certain
events to take place in our lives for change to occur. Those events include graduating High
School/College, getting married, or having children. In a matter of only five short minutes on
the morning of November 1st, 2013, some individual’s lives changed forever. On that morning
Paul Anthony Ciancia, age 23, opened fire in Terminal 3 of the Los Angeles International
Airport (LAX). His senseless acts killed a TSO, while injuring six other individuals. The
shooting has been debated over and over again on whether it is a terrorist act or not. The
activities before, during, and after the shooting will show the acts were certainly a terrorist
attack. But more importantly could any deaths or injuries have been avoided if the TSOs were
armed? These is the question that will continue to be debated and one that will be addressed in
this paper.
Synopsis of the event that led up to this argument:
Shortly after being dropped off at the airport by his roommate, Paul Ciancia pulled out a
rifle and began opening fire. He was carrying luggage that was filled with a semiautomatic .223
caliber Smith & Wesson M&P-15 rifle, five 30-round magazines, and hundreds of additional
rounds of ammunition ("Lax shooting suspect," 2013). Walking up to the TSA checkpoint,
Ciancia pulled out a rifle and opened fire hitting TSO Gerardo Hernandez in the chest. Ciancia
Name:
2
then apparently moved into the screening area where he continued to fire striking two other
TSOs and a male citizen. According to eye witnesses, Ciancia continually asked civilians if they
were TSA officers, when they said “no” he moved on without shooting them ("Lax shooting:
Latest," 2013). Ciancia made it as far as the food court some five minutes after the first shots
were fired. He was then surrounded by LAX police officers who engaged him in a gunfight.
Shortly after the gunfight ended Ciancia was taken into custody where he had to be transported
to a nearby trauma hospital for gunshot wounds (Abdollah, 2013).
In total eight individuals had to be treated at the scene. Four victims were treated for
gunshot wounds, while the others were treated for other injuries ("6 hospitalized after," 2013).
The sole suspect Paul Ciancia was carrying a note on him that stated he “wanted to kill TSA”
and describe them as “pigs”, the note also mentioned “fiat currency” and “NWO” ("Lax shooting
...
Name Don’t ForgetDate UNIT 3 TEST(The direct.docxgilpinleeanna
Name: Don’t Forget
Date:
UNIT 3 TEST
(The directions and procedures for this test are the same as for the previous Unit test.)
Save this test on your computer, and complete the questions by marking correct answers with the “text color” function in WORD ( ) located on the “home” toolbar.Please attach your completed test to the assignment submission page.
Section I
Please identify problems of vagueness, overgenerality and ambiguity (double meaning) in the following passages. Then explain briefly how/why the passage exemplifies that problem. (Some examples may contain more than one problem.)
1. Who was Hitler? He was an Austrian.
__vague
__overgeneral
__ambiguous
Explanation:
2. The judge sanctioned the firm's criminal conduct.
__vague
__overgeneral
__ambiguous
Explanation:
3. "Turn right here!"
__vague
__overgeneral
__ambiguous
Explanation:
4. (From a Student Code of Conduct- Sexual impropriety in the dorms after 6:00 pm is forbidden.
__vague
__overgeneral
__ambiguous
Explanation:
5. Did Donald win the election? Well, he did get quite a few votes!
__vague
__overgeneral
__ambiguous
Explanation:
6. How are Henry’s finances? Oh, he’s really quite well off!
__vague
__overgeneral
__ambiguous
7. Bertha Belch, as missionary from Africa, will be speaking tonight at the Calvary Chapel. Come and hear Bertha Belch all the way from Africa.
__vague
__overgeneral
__ambiguous
Explanation:
8. Lower Slobovia can’t be a very well-run country. I mean, it’s not particularly democratic!
[Careful: Think about the various aspects of these claims before answering.]
__vague
__overgeneral
__ambiguous
Section II. Definitions
Please indicate whether the following are stipulative, persuasive, lexical or precising definitions.
9. Postmodern means a chaotic and confusing mishmash of images and references that leaves readers and viewers longing for the days of a good, well-told story.
__ stipulative
__ persuasive
__ lexical
__ précising
10. A triangle is a plane figure enclosed by 3 straight lines.
__ stipulative
__ persuasive
__ lexical
__ precising
11. An arid region, for purposes of this study, is any region that receives an average of less than 15 inches of rain per year
__ stipulative
__ persuasive
__ lexical
__ precising
14. A Blanker is someone who sends holiday cards without signatures or personalized messages
__ stipulative
__ persuasive
__ lexical
__ precising
15. Tragedy, in literary terms, means a serious drama that usually ends in disaster nd that focuses on a single character who experiences unexpected reversals in fat, often falling from a position of authority and power because of an unrecognized flaw or misguided action
__ stipulative
__ persuasive
__ lexical
__ précising
Section III. Strategies for Defining
Please indicate whether the following lexical definitions are ostensive definitions, enumerative definitions, definitions by s ...
Name Add name hereConcept Matching From Disease to Treatmen.docxgilpinleeanna
Name: Add name here
Concept Matching: From Disease to Treatment
Using your textbooks, complete the empty squares on the table below to match specific diseases with their pathology, pathophysiology and pharmacological treatment. Be sure to use appropriate medical terminology when adding information. You should review two different sources at a minimum to develop your brief synopses.
Example of completed row:
Disease
Body system
Signs/Symptoms
Pathophysiology
Treatment(s) (Pharm & Other)
Acne vulgaris
Integumentary system
Non-inflammatory comedones or inflammatory papules, pustules or modules. Symptoms can include pain, erythema and tenderness
Release of inflammatory mediators into the skin, with follicle hyperkeratinization, Propionibacterium acne colonization, and excess production of sebum
Depending on severity, topical mediations include benzyol peroxide or retinoid drugs. Hormonal drugs (such as oral contraceptives), and in some cases antibiotics may be used for severe inflammatory acne. Nonpharmacological treatments include dermabrasion or phototherapy
Disease
Body System
Signs/Symptoms
Pathophysiology
Treatment(s)
Atopic Dermatitis
Multiple Sclerosis
Squamous cell carcinoma
Osteoporosis
Osteosarcoma
Rheumatoid arthritis
Epilepsy
Psoriasis
Alzheimer’s Disease
...
Name Abdulla AlsuwaidiITA 160Uncle VanyaMan has been en.docxgilpinleeanna
Name Abdulla Alsuwaidi
I
TA 160
"Uncle Vanya"
“Man has been endowed with reason,
with the power to create, so that he can add to what he's been given.
But up to now, he hasn't been a creator, only a destroyer.
Forests keep disappearing, rivers dry up,
wild life's become extinct, the climate's ruined,
and the land grows poorer and uglier”
The play “Uncle Vanya” written by Anton Chekhov is a pearl of the classics of Russian literature. Anton Chekhov left a great legacy in a form of his plays and short stories for the classics of world literature. Without a shadow of doubt, this masterpiece, written by one of the most prominent the Russian playwrights of his time, should be read with further analysis and discussion. “Uncle Vanya” is a realist play and Chekhov tried to make its scenes as true-to-life as possible. Chekhov spent one year writing “Uncle Vanya” and introduced a number of changes between the years 1896 – 1897. The final version of his play is famous worldwide. The plot of the play narrates a heartbreaking story of how the main hero, Ivan Petrovich Voynitsky or Uncle Vanya that was a rather calm and quiet man undergoes a moral “rebirth” developing a spirit of a rebellion. Uncle Vanya, the main hero of the play, can be characterized as a bitter aging man who spent his life in toil working for his brother-in-law. Chekhov depicted the character of uncle Vanya as a misanthrope who recognized the miserable nature of other characters.
Moreover, Chekhov’s play also involves a number of other important issues that are experienced by the play’s characters. These issues include the feeling of pointless life lacking meaning, missed opportunities, and the most touching feeling of blind admiration. It should be admitted that Chekhov used to create hidden meaning in his plays to make the readers think critically not only of his work but of their lives either. Therefore, in the play, Chekhov made every character individualistic. For instance, the central character in the play, Uncle Vanya, cares about patrimony and the Serebryakov’s family’s property. Throughout the play, uncle Vanya finds himself dismissed and rejected without the right for an opinion. Chekhov also pointed out the suffering of other characters who struggle to change their lives for better. The play consists of a number of personal dramas that are interconnected.
It can be stated that Chekhov included a number of opposite lines in his play such as the choice between obedience or riot, feeling of admiration and disrespect. The following lines from the play demonstrate the feeling of disappointment and understanding the pointlessness of a situation: “”I’m mad — but people who conceal their utter lack of talent, their dullness, their complete heartlessness under the guise of the professor, the purveyor of learned magic — they aren’t mad” (Uncle Vanya). Uncle Vanya is concerned about the wasted years and the thought of how his life could look like in case he used the opportun ...
Name Add name hereHIM 2214 Module 6 Medical Record Abstractin.docxgilpinleeanna
Name: Add name here
HIM 2214 Module 6: Medical Record Abstracting
Instructions: In this medical record abstracting assignment you will first need to download and the records (history & physical, surgery consultation, operative report, pathology report and discharge summary) for a patient with digestive system problems. (Recommend reading them in the order listed).
Save your answers to the following related questions in this document and submit them for this module's assignment.
1. Define the terms diverticulosis and diverticulitis.
2. What is the pathophysiology of diverticulitis?
3. What is a hiatal hernia?
4. Describe some of the signs or symptoms a person with a hiatal hernia might have.
5. What is a pulmonary embolus?
6. What was the etiology (cause) of the pulmonary embolus for this patient?
7. What is gastritis?
8. Which problem is likely a contributor to the patient’s Type II diabetes mellitus?
9. What was the purpose of the barium enema?
10. What does the abbreviation HEENT stand for?
11. What is thrombophlebitis?
12. What is a surgical resection?
13. Define anastomosis.
14. What is ferrous gluconate and what is it used to treat?
15. What condition is the drug Darvocet used to treat?
16. What are electrolytes?
17. What is exogenous obesity?
18. Where is the femoral pulse found/taken?
19. Where is the popliteal pulse found/taken?
20. What is hepatosplenomegaly?
21. Which condition(s) is/are the drug Humulin used to treat?
22. What is an adenocarcinoma?
23. Which condition(s) is/are the drug Lanoxin used to treat?
24. What is the purpose of ordering the blood test PTT?
25. What is a colon stricture?
26. What is/are the etiologies associated with colorectal cancer?
27. What is the medical term for gallstones?
28. Which condition(s) is the drug Zantac used to treat?
29. What does the pathology report indicate about the spread of the carcinoma in this patient?
30. What is the etiology of Type II diabetes mellitus?
· Academic arguments are designed to get someone to agree with the author, who may use pathos (emotion), logos (logic and facts) and ethos (authority and expertise) to persuade.
Academic arguments are not about ranting, screaming or otherwise increasing conflict, but in fact are the opposite: They attempt to help the other person understand what the author believes to be right (opinion) based on the evidence presented (authority, logic, facts).
For your topic for your final paper, what kinds of arguments can you develop for your claim (thesis, main idea)?
Health Record Face Sheet
Record Number:
005
Age:
67
Gender:
Male
Length of Stay:
3 days
Service:
Inpatient Hospital Admission
Disposition:
Home
Discharge Summary
Patient is a 67-year-old male. He saw the doctor recently with abdominal pain and constipation. A barium enema showed diverticulosis and perhaps a stricture near the sigmoid and rectal junction. He was scoped by the doctor, who saw a stricture at that point and sa ...
Name Sophocles, AntigoneMain Characters Antigone, Cre.docxgilpinleeanna
Name:
Sophocles, Antigone
Main Characters: Antigone, Creon (the King), Ismene (Antigone’s sister), the Chorus, the Guard, Haimon (Creon’s and Euridike’s son), Euridike (Creon’s wife/Haimon’s mother), Teiresias (the prophet), the messenger.
1. Aristotle writes that the tragic hero suffers from a harmartia or error. Who is the tragic hero of the play? Why do you think so?
2. Who is in the right? Antigone? Creon? Both? Neither? Why?
3. What makes this play tragic?
4. What is the role of the chorus in this production? How do they fit into the play?
5. What do you think about the way the production differentiates between divine law and human law? Which characters do you think are more closely linked to what (kind of) law?
6. Why is this art? What is the relationship between Antigone and a painting or a statue, such that we can call them both art?
...
N4455 Nursing Leadership and ManagementWeek 3 Assignment 1.docxgilpinleeanna
N4455 Nursing Leadership and Management
Week 3 Assignment 1: Financial Management Case Study v2.2
Name:
Date:
Overview: Financial Management Case Study
One of the important duties of a nurse leader is to manage personnel and personnel budgets. In this assignment, you will assume the role of a nurse manager. You will use given data to make important decisions regarding budgets and staffing.
Some nurse managers have computer spreadsheets or software applications to help them make decisions regarding budgets and staffing. You will only need simple mathematical operations* to perform the needed calculations in this assignment because the scenario has been simplified. Furthermore, some data have been provided for you that a nurse leader might need to gather or compute in a real setting. Still, you will get a glimpse of the complexity of responsibilities nurse leaders shoulder regarding financial management.
· To calculate the percent of the whole a given number represents, follow these steps:
Change the percentage to a decimal number by moving the decimal twice to the left (or dividing by 100).
Multiply the new decimal number by the whole.
Example: What is 30% of 70?
30%= .30; (.30) × 70 = 21
· To find out what percentage a number represents in relation to the whole, follow these steps:
Divide the number by the whole (usually the small number by the large number).
Change the decimal answer to percent by moving the decimal twice to the right (or multiplying by 100).
Example: What percent of 45 is 10?
10 ÷ 45 = .222; so, 10 is 22% of 45.
* You will only need addition, subtraction, multiplication, and division.
Case Study
You are the manager for 3 West, a medical/surgical unit. You have been given the following data to assist you in preparing your budget for the upcoming fiscal year.
Patient Data
ADC: 54
Budget based on 5.4 Avg. HPPD
(5.4 HPPD excludes head nurse and unit secretaries)
Staff Data
Total FTEs
37.0 Variable FTEs
1.0 Nurse Manager
2.2 Unit Secretaries
40.2 Total FTEs
Staffing Mix
RN
65%
LVN
20%
NA
15%
Average Salary Scale per Employee
(Fringe benefits are 35% of salaries)
Nurse Manager
$77,999.00 per year
Registered Nurses (RN)
$36.00 per hour
Licensed Vocational Nurses (LVN)
$24.00 per hour
Nurse Aides (NA)
$13.50 per hour
Unit Secretary (US)
$11.25 per hourRubric
Use this rubric to guide your work on this assignment.
Criteria
Target
Acceptable
Unacceptable
Question 1
Both % and FTEs column totals within ± 2 of correct answers
(13-16 Points)
Either % or FTEs column totals within ± 2 of correct answers
(5-12 points)
Neither % nor FTEs column totals within ± 2 of correct answers
(0-4 points)
Question 2
All column (except Hours and Salary) totals within ± 2 of correct answers
(17-20 Points)
At least 4 column totals within ± 2 of correct answers
(5-16 points)
Less than 4 column totals within ± 2 of correct answers
(0-4 points)
Question 3
A. Table
All ...
Name Habitable Zones – Student GuideExercisesPlease r.docxgilpinleeanna
Name:
Habitable Zones – Student Guide
Exercises
Please read through the background pages entitled Life, Circumstellar Habitable Zones, and The Galactic Habitable Zone before working on the exercises using simulations below.
Circumstellar Zones
Open the Circumstellar Zone Simulator. There are four main panels:
· The top panel simulation displays a visualization of a star and its planets looking down onto the plane of the solar system. The habitable zone is displayed for the particular star being simulated. One can click and drag either toward the star or away from it to change the scale being displayed.
· The General Settings panel provides two options for creating standards of reference in the top panel.
· The Star and Planets Setting and Properties panel allows one to display our own star system, several known star systems, or create your own star-planet combinations in the none-selected mode.
· The Timeline and Simulation Controls allows one to demonstrate the time evolution of the star system being displayed.
The simulation begins with our Sun being displayed as it was when it formed and a terrestrial planet at the position of Earth. One can change the planet’s distance from the Sun either by dragging it or using the planet distance slider.
Note that the appearance of the planet changes depending upon its location. It appears quite earth-like when inside the circumstellar habitable zone (hereafter CHZ). However, when it is dragged inside of the CHZ it becomes “desert-like” while outside it appears “frozen”.
Question 1: Drag the planet to the inner boundary of the CHZ and note this distance from the Sun. Then drag it to the outer boundary and note this value. Lastly, take the difference of these two figures to calculate the “width” of the sun’s primordial CHZ.
CHZ Inner Boundary
CHZ Outer Boundary
Width of CHZ
NAAP – Habitable Zones 1/7
Question 2: Let’s explore the width of the CHZ for other stars. Complete the table below for stars with a variety of masses.
Star Mass (M )
Star Luminosity (L )
CHZ Inner Boundary (AU)
CHZ Outer Boundary (AU)
Width of CHZ (AU)
0.3
0.7
1.0
2.0
4.0
8.0
15.0
Question 3: Using the table above, what general conclusion can be made regarding the location of the CHZ for different types of stars?
Question 4: Using the table above, what general conclusion can be made regarding the width of the CHZ for different types of stars?
Exploring Other Systems
Begin by selecting the system 51 Pegasi. This was the first planet discovered around a star using the radial velocity technique. This technique detects systematic shifts in the wavelengths of absorption lines in the star’s spectra over time due to the motion of the star around the star-planet center of mass. The planet orbiting 51 Pegasi has a mass of at least half Jupiter’s mass.
Question 5: Zoom out so that you can compare this planet to those in our solar system (you can click-hold-drag to change t ...
Name Class Date SKILL ACTIVITY Giving an Eff.docxgilpinleeanna
Name Class Date
SKILL ACTIVITY
Giving an Effective Presentation
Directions: Read the information about oral presentations. Then
complete an outline for your own presentation.
One kind of oral presentation is a speech in which you explain
a position, or opinion, about an issue. After your speech, the
audience asks questions and you answer them. Preparing is the
first step. Use the following list as a guide to prepare.
• Decide what opinion you will take—for or against—and why.
• Write a short opening statement that gives your opinion.
• Gather facts and examples that support your opinion.
• Write a short conclusion that restates your opinion.
• Brainstorm a list of questions that your audience might ask.
Write down answers to the questions.
• Practice your presentation. Keep track of how long your
speech takes.
When you make the presentation, follow these steps:
• Begin with your opening statement.
• Give facts and examples that support your opinion.
• Conclude by stating your opinion again in different words.
• Answer questions from the audience. Listen carefully to make
sure you understand each question.
• While you are speaking, remember to look at your audience.
• Speak loudly and clearly so they can hear you.
Directions: Prepare and give a presentation on the following
topic: Is the increase in temporary employment a good thing for
American workers? Copy the following outline onto your own
paper to begin organizing your ideas.
I. Your opening statement:
II. Facts and examples that support your opinion:
1–5.
III. Your conclusion:
IV. Questions the audience may ask:
1–5.
V. Answers to these questions:
1–5.
BODY%RITUAL%AMONG%THE%NACIREMA%%
Horace%Miner%
%
From%Horace%Miner,%"Body%Ritual%among%the%Nacirema."%Reproduced%by%permission%of%the%
American%Anthropological%Association%from%The%American%Anthropologist,%vol.%58%(1956),%pp.%
503S507.%
%
Most%cultures%exhibit%a%particular%configuration%or%style.%A%single%value%or%pattern%of%perceiving%
the%world%often%leaves%its%stamp%on%several%institutions%in%the%society.%Examples%are%"machismo"%
in%Spanish>influenced%cultures,%"face"%in%Japanese%culture,%and%"pollution%by%females"%in%some%
highland%New%Guinea%cultures.%Here%Horace%Miner%demonstrates%that%"attitudes%about%the%
body"%have%a%pervasive%influence%on%many%institutions%in%Nacireman%society.%
The%anthropologist%has%become%so%familiar%with%the%diversity%of%ways%in%which%different%peoples%
behave%in%similar%situations%that%he%is%not%apt%to%be%surprised%by%even%the%most%exotic%customs.%
In%fact,%if%all%of%the%logically%possible%combinations%of%behavior%have%not%been%found%somewhere%
in%the%world,%he%is%apt%to%suspect%that%they%must%be%present%in%some%yet%undescribed%tribe.%%This%
point%has,%in%fact,%been%expressed%with%respect%to%clan%organization%by%Murdock.%In%this%light,%
the%magical%beliefs%and%practices%of%the%Nacirema%present%such%unusual%aspect ...
Name Speech Title I. Intro A) Atten.docxgilpinleeanna
Name:
Speech Title
I. Intro:
A) Attention getter --
B) Purpose Statement --
C) Thesis --
II. BODY
A) Main Point Number 1:
a)
b)
c)
transition --
B) Main Point Number 2:
a)
b)
c)
transition --
C) Main Point Number 3:
a)
b)
c)
transition –
III. CONCLUSION:
A) Summary statement --
B) Memorable conclusion --
References
List all references on a separate page with the word “References” centered at the top.
Name: Suepin Nguyen
Hygiene Saves Lives
I. Intro: To give an informational speech about Ignaz Philipp Semmelweis
A) Attention getter – On each square centimeter of your skin, there are about 1,500
bacteria. That’s a lot of germs. According to a study conducted by Michigan State
University researchers, 95% of people do not properly wash their hands long enough to
kill the infection causing germs and bacteria (Jaslow, “95 Percent of People Wash Their
Hands Improperly: Are You One of Them?”).
B) Purpose Statement - That’s gross. While I can’t force you to wash your hands, perhaps
today I can help you realize just how much history and evidence is behind this crucial
bathroom ritual.
C) Thesis – Today, I will inform you all about Ignaz Philipp Semmelweis by discussing first
about his practice and studies, second about his scientific methods that saved a lot of
lives, and third about the germ theory we all take for granted.
II. BODY:
A) Main Point Number 1: To begin, I want to introduce Ignaz Philipp Semmelweis.
a) Ignaz Semmelweis became a physician and earned his doctorate degree in medicine
in 1844. This time period was known as the start of the golden age of the physician
scientist” (NPR.org). This means that doctors were expected to have scientific
training. Doctors were more interested in numbers and collecting data (Justin Lessler,
an assistant professor at Johns Hopkins School of Public Health).
b) In 1846, Dr. Semmelweis showed up for his new job in the maternity clinic at the
General Hospital in Vienna. Due to the time period, Dr. Semmelweis thought like a
physician scientist and wanted to figure out why so many women in maternity wards
were dying from childbed fever (Davis, “The Doctor Who Championed
Hand-Washing and Briefly Saved Lives”).
c) So what did he do? He collected data of his own. He studied two maternity wards in
the hospital. One was staffed by all male doctors and medical students, and the other
by female midwives. He tallied up the number of deaths in each ward and found that
women in the clinic staffed by doctors and medical students died at a rate 5 times ...
n engl j med 352;16www.nejm.org april 21, .docxgilpinleeanna
n engl j med
352;16
www.nejm.org april
21, 2005
1630
P E R S P E C T I V E
verse populations and less inclusive health care pro-
grams, cautioned Joanne Lynn, a senior research-
er with the RAND Corporation and director of the
Washington Home Center for Palliative Care Stud-
ies in Washington, D.C. “There isn’t a huge demand
for assisted suicide in good care systems, but there
could be a huge demand in much less adequate care
systems,” Lynn said.
Psychiatrist Linda Ganzini of Oregon Health and
Sciences University agrees that her state’s high-
quality system of palliative care is the factor most
responsible for keeping the number of assisted-sui-
cide cases low. “Your safety net is your end-of-life
care and your hospice care,” she said. “It’s not the
safeguards that you build into the law.”
1.
Colburn D. Why am I not dead? The Oregonian. March 4,
2005:A01.
2.
Tolle SW, Tilden VR, Drach LL, Fromme EK, Perrin NA, Hedberg
K. Characteristics and proportion of dying Oregonians who person-
ally consider physician-assisted suicide. J Clin Ethics 2004;15:111-8.
3.
Ganzini L, Nelson HD, Lee MA, Kraemer DF, Schmidt TA,
Delorit MA. Oregon physicians’ attitudes about and experiences
with end-of-life care since passage of the Oregon Death with Dig-
nity Act. JAMA 2001;285:2363-9.
4.
House of Lords Select Committee on the Assisted Dying for
the Terminally Ill Bill. Volume I: Report. HL Paper 86-I.
The story of Terri Schiavo should be disturbing to
all of us. How can it be that medicine, ethics, law,
and family could work so poorly together in meet-
ing the needs of this woman who was left in a per-
sistent vegetative state after having a cardiac ar-
rest? Ms. Schiavo had been sustained by artificial
hydration and nutrition through a feeding tube
for 15 years, and her husband, Michael Schiavo, was
locked in a very public legal struggle with her par-
ents and siblings about whether such treatment
should be continued or stopped. Distortion by inter-
est groups, media hyperbole, and manipulative use
of videotape characterized this case and demon-
strate what can happen when a patient becomes
more a precedent-setting symbol than a unique hu-
man being.
Let us begin with some medical facts. On Feb-
ruary 25, 1990, Terri Schiavo had a cardiac arrest,
triggered by extreme hypokalemia brought on by an
eating disorder. As a result, severe hypoxic–ische-
mic encephalopathy developed, and during the sub-
sequent months, she exhibited no evidence of high-
er cortical function. Computed tomographic scans
of her brain eventually showed severe atrophy of
her cerebral hemispheres, and her electroenceph-
alograms were flat, indicating no functional activ-
ity of the cerebral cortex. Her neurologic examina-
tions were indicative of a persistent vegetative state,
which includes periods of wakefulness alternating
with sleep, some reflexive responses to light and
noise, and some basic gag and swallowing respons-
es, but no signs of emotion, wi ...
Name:
Class:
Date:
HUMR 211 Spring 2018 - Midterm
Copyright Cengage Learning. Powered by Cognero. Page 1
Indicate the answer choice that best completes the statement or answers the question.
1. Each of the following is considered the business of social welfare except:
a. telling people how to live their lives.
b. ending all types of discrimination and oppression.
c. providing child-care services for parents who work outside the home.
d. rehabilitating people who are addicted to alcohol or drugs.
2. Which of the following statements is consistent with the residual view of social welfare?
a. Recipients are viewed as being entitled to social services and financial help.
b. Social services and financial help should be provided to an individual on a short-term basis, primarily during
emergencies.
c. It is associated with the belief that an individual’s difficulties are due to causes largely beyond his or her
control.
d. There is no stigma attached to receiving funds or services. In this view, when difficulties arise, causes are
sought in the society, and efforts are focused on improving the social institutions within which the individual
functions.
3. Which of the following is consistent with an institutional view of social welfare?
a. Social services and financial aid should be provided only when other measures or efforts have been exhausted.
b. Causes for client’s difficulties are sought in the society.
c. Clients are to blame for their predicaments because of personal inadequacies.
d. Recipients are required to perform certain low-grade work assignments to receive financial aid.
4. The Elizabethan Poor Law of 1601 established three categories of relief recipients:
a. the insane, the poor, and the disabled.
b. the insane, dependent children, and the poor.
c. the able-bodied poor, the impotent poor, and dependent children.
d. the disabled, wives of prisoners, and the poor.
5. Before 1930 social services and financial assistance for people in need were provided primarily by _____.
a. churches and voluntary organizations
b. federal and state institutions
c. richer European countries
d. the military
6. President Clinton and the Republican-controlled Congress abolished Aid to Families with Dependent Children (AFDC)
in 1996 and replaced it with:
a. Welfare Services for Single Mothers.
b. Temporary Assistance to Needy Families.
c. Conditional Aid to Single Parents.
d. Assistance for Poor Families.
Indicate whether the statement is true or false.
Name:
Class:
Date:
HUMR 211 Spring 2018 - Midterm
Copyright Cengage Learning. Powered by Cognero. Page 2
7. One of the businesses of social welfare is to provide adequate housing for the homeless.
a. True
b. False
8. In the past, social welfare has been more of a pure sci ...
NAME ----------------------------------- CLASS -------------- .docxgilpinleeanna
NAME ----------------------------------- CLASS -------------- DATE -----------
THE
Source Articles from
WALL STREET JOURNAL.
CLASSROOM EDITION
Chapter 17 International Trade
This article from the April2004 Wall Street Journal Classroom Edition offers a
broader view of a long-running trend in global trade: the movement of manufacturing
jobs to other countries. In "Two-Way Street," Journal staff reporters Joel Millman
and Norihiko Shirouzu explain that while many manufacturing jobs are indeed
streaming out of the U.S., some foreign companies are eagerly creating new manufac-
turing jobs in the U.S.
Before reading the article, you may want ro look up the following terms: proxim-
ity, incentives, rhetoric, value chain.
uBut free trade works both
ways, and just as U.S.
companies look overseas
for workers, a lot of foreign
companies have been
expanding their operations
in the U.S. and creating new
jobs for Americans. The
attractions for them are better
business conditions, proxim-
ity to the ever-expanding U.S.
consumer market, and the
promise of incentives that
many U.S. communities offer
to attract new investment.''
Free trade has hammered a lot of U.S. towns, making it easier for companies to send manu-facturing jobs south of
the border or overseas, and
idling hundreds of American
factories and tens of thousands
of workers.
But free trade works both
ways, and just as U.S. compa-
nies look overseas for workers,
a lot of foreign companies have
been expanding their opera-
tions in the U.S. and creating
new jobs for Americans. The
attractions for them are better
business conditions, proximity
to the ever-expanding U.S.
consumer market, and the
promise of incentives that
many U.S. communities offer
to attract new investment.
In 1999, for example,
Gruma, Mexico's largest pro-
ducer of corn flour and tor-
tillas, wanted to extend its
sa les territory in the eastern
U.S. The manufacturer found
that the quickest way was to
buy a rival, Barnes Foods, ven-
dor of the regional Pepito
brand in Goldsboro, N .C ..
After closing the $12 million
transaction, Gruma found something else: a com-
munity eager to offer incentives to persuade the
Mexican company to invest
millions more.
Within a year, Gruma
delighted Goldsboro by agree-
ing to buy an empty warehouse
the city owned outside rown.
The building had sat for four
years, after officials spent more
than $1 million trying to mar-
ket it as parr of an industrial
park. By promising to invest
$13 million locally, and add
100 jobs to Barnes's payroll,
Gruma got $200,000 chopped
off the building's sale price and
another $200,000 in grants to
defray infrastructure costs.
Gruma also received job-cre-
ation tax credits to offset
almost $200,000 annually
from its state corporate income
tax. Ultimately, the Mexican
company well exceeded the
n urn ber of new hires it
promised, tripling its Golds-
boro work force to nearly 200. ...
Name Understanding by Design (UbD) TemplateStage 1—Desir.docxgilpinleeanna
Name:
Understanding by Design (UbD) Template
Stage 1—Desired Results
Q Established Goals:
Students will understand to add and subtract of the numbers.
Understandings:
The student will understand some of the terms and symbols that are very important to add or subtract numbers.
Essential Questions:
What does the mean plus or add?
How can we find the different between two numbers?
What does “=” mean? And when can we use it?
Students will know the most popular of the three symbols:
1- "+" to add the numbers.
2- "-" to subtract the numbers.
3- "=" to equal the numbers.
Students will be able to
· Use the terms 'add, plus, equals, minus, and the difference between them'.
· Use number line to model and determine the difference between two numbers, e.g. “Difference between 7 and 4 is 3”.
· Use the symbols for plus (+), minus (–) and equals (=).
Stage 2 – Assessment Evidence
Performance Tasks:
•
I am math teacher (R) and I have been hired by the principal and council (A) of The School of Riyadh for elementary students who are 11 years old. The exercise will target the addition and subtraction of the math. I must illustrate and define each one. (G) I am going to use audio aids in teaching them then the students are going to write down new ideas in a table that I have made in a booklet. (P) The table contains topics and underneath each topic, there are three boxes that contain each pillar. Each box has to have the particular picture that defines each pillar and must be colorful as well. All this is in stapled booklet. (S) The cost of the tablet and booklets are $100. This task must be completed in one week (S2).
Other Evidence:
How were addition and a subtraction derived? (E)
How is addition translated to sunbathing? (I)
How is addition or subtraction use in our world? (A)
How does addition compare to subtraction? (P)
How can I best recognize addition and subtraction? (SK)
Stage 3 – Learning Plan
Learning Activities:
Differentiated Instruction
White Cube
(Basic Level)
EXPLAIN
Big Idea:
INTERPRET
APPLICATION
PERSPECTIVE
Unit:
Cubing Examples
using
the Six
Facets of
Understanding
EMPATHY
SELF-KNOWLEDGE
Differentiated Instruction
Red Cube
(Intermediate Level)
KNOWLEDGE
Big Idea:
.
COMPREHENSION
APPLICATION
ANALYSIS
Unit:
Cubing Examples
using
Bloom’s Taxonomy
SYNTHESIS
EVALUATION
Differentiated Instruction
(Advanced Level)
ThinkDOTS
Sternberg’s Triarchic Model
●
SC
Big Idea:
●●
SA
●●●
SC
●●
●●
SP
Unit:
Cubing Examples
using
ThinkDots and
Sternberg
●●●
●●
SP
KEY:
SC = Creativity
SP = Practical
SA = Analytical
●●●
●●.
SA
G
U
Q
S
T�
OE
L
L
Running head: KEEPING SCORE 1
Keeping Score
Jillian Grantham
Grantham University
KEEPING SCORE 2
Abstract
Proposed changes to Little League scoring policies can seriously affect the elements that make
this game not only popular, but beneficial to th ...
Name MUS108 Music Cultures of the World .docxgilpinleeanna
Name MUS108 Music Cultures of the World Points /40
Winter 2018 Exam 2
(Take Home, open notes – NOT open book)
Matching – (1 point each, 8 points total)
Match each term with one of the following cultures by writing the corresponding letter in the blank space:
A. India
B. Bali
C. Ireland
1. _______sitar
2._______kilitan telu
3._______kecak
4._______gamelan
5._______Sean-nós
6._______beleganjur
7._______alap
8._______céilí
9. Describe Irish music. Please include information from each of the 3 different “eras” discussed in the book. (4 points)
10. Describe a raga in detail, with much attention paid to form, instruments, and development/barhat. (4 points)
11. What effect did the potato famine have on the culture and music of Ireland? (6 points)
12. What is ombak? Please explain it in detail, including how it is achieved. (4 points)
13. What is the difference between ceili and session? (2 points)
5. Listening Exercise – 12 points ( 4 points each) Sound Files are on Moodle!!!
Listen to the sound clips. See if you can guess what culture/tradition they come from. You may even be able to guess the type/form of music. Please write down your thought process. What are the clues? Why might it be from one particular culture? Listen to instruments, form, texture. The right answer is not the goal. What I need to see is your reasoning. You could get full credit even if you guess the wrong culture, provided your reasoning is sound. Complete sentences are not needed; lists are fine.
Clip 1.
Clip 2.
Clip 3.
...
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
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
My Grandparents, John and Carrie Nelson ofFryksändeB Y M.docx
1. My Grandparents, John and Carrie Nelson of
Fryksände
B Y MYRTLE J. FAGENSTROM AND EUNICE HOLMGREN
FROM MYRTLE'S BOOK "MEMORIES"
The immigration
Grandfather John Nelson, Sr., was a
tailor in Sweden. When his daughters
sewed new dresses, they would get
their dad to make the buttonholes.
Grandpa said he never would have
left Sweden if he could have bought
a sewing machine.
When he sold his property in Swe-
den, he was somehow swindled out
of his money so he had to borrow
money to get to America. I remember
Uncle Victor telling t h a t it was
grandpa's main desire to get out of
debt before he died. He just made it.
The Nelsons left Vermland, Swe-
den, in June of 1869, with four child-
ren, all under eleven years old. They
thought their children would have
greater opportunities in America.
They didn't realize then what hard-
ships they would meet in this land.
When they reached Christiania,
2. Norway, they had to stay there two
weeks waiting for a boat, but were
finally on their way in a sailing
vessel. It made good time as long as
the wind was in their favor. They
even passed a steamship one day.
Then the wind died down and they
couldn't move. That same steamship
passed them and they never saw it
again. They were on the ocean for
nine weeks, the same time as the
Pilgrims. Grandma was pregnant
and sick most ofthe time, so Grandpa
prayed that she wouldn't die so he
would have to have her thrown over-
board. Lena, who was the oldest,
cried and was consoled with the
promise that she could have all the
white bread she wanted when they
got to America. She was skeptical and
said in Swedish, "Like fun I will."
(Vackertforja.)
They had bought tickets to Cokato,
Minnesota, but when they got to
Minneapolis, found that the railroad
ended there. A bachelor who was liv-
ing in a dugout let Grandma and the
children stay there while he and
Grandpa joined the gang to extend
the railroad. It took sixteen weeks
from the time they left Sweden until
they reached their destination.
After making their home in Cokato
3. for six years, they decided to move to
Swift County where they home-
steaded five miles northeast of Kerk-
oven. The Indians had been chased
out of Minnesota and there was much
hardship and many massacres.
A new home in
Kerkhoven, MN
When they settled on their last farm.
Grandpa chose the highest spot of
land on which to build a two-storey
house. Folks laughed and asked if he
was building a hotel. Grandma wove
her own rag rugs on a large loom. The
girls sewed these strips together and
used straw for padding so they had
"wall-to-wall carpeting." Curtains
were made from yards of white
cheese cloth. The more you could
drape on the floor, the more stylish
you were. Mattresses were filled with
straw, emptied, and refilled every
Saturday. Each spring their summer
kitchen was freshly papered with
newspapers. To make their own
candles, they had tallow on top of
water in a boiler, fastened strings to
a stick, and hand dipped them. They
had plenty of milk, cream, and eggs,
but an apple sometimes had to be
divided into ten pieces.
When Grandma was asked for a
recipe, she'd say "so much of this and
so much of that." When pinned down
4. for measurements, she'd say, "maybe
a cup of everything except the soda."
Until the boys were old enough.
grandma did most ofthe milking. She
got really provoked when the kids
would use her wooden-soled shoes for
sliding, as they got too slippery. They
put heated rocks in their sled to keep
warm when they went to church.
When all were aboard. Grandma
would come running with a comb in
hand and would braid and comb her
hair on the way to church.
Grandpa John grew his own tobac-
co, an unusual crop in that part of
the country. Farming wasn't easy in
those days, with more drawbacks
than anyone can imagine.
The locusts came
One of the most trying periods was
during the two summers ofthe grass-
hopper plague. In July of 1876, the
grasshoppers came and destroyed all
the grain. The ground was black as if
it had never been planted and the air
was full of these locusts. They tried
in many ways to get rid of them but
to no avail. Grandpa had to borrow
money to buy seed for the next year.
He, like everyone else, didn't expect
the grasshoppers to return, but they
did, and destroyed everything, leav-
ing in July just as suddenly as they
5. had come. Grandpa had the seed debt
to pay and nothing to show for his
work.
They drove oxen, and once when
uncle John was in town, the oxen got
scared by the smell of a bear which a
clown had on a chain. They started
for home and arrived covered with
foamy sweat.
Renting land from
Indians
Alfred and Charlie were the ones that
started to go to the Sisseton area to
rent land from an old Indian. This
14 Swedish American Genealogist 2012:3
Indian had four wives and numerous
children and for each child, the
government gave him 40 acres of
land. They would do the spring work
on the farm at Kerkhoven, then take
horses and equipment to the Indian's
land west of Sisseton, break as much
prairie land and sow flax as long as
it was advisable to plant. Then they
would come back home to harvest the
crops, then go back to Sisseton to
harvest there.
Victor said that throughout the
time they did this, Alfred made over
6. fifty trips between Kerkhoven and
Sisseton with about 120 miles one
way. He would be so lonesome that
he sang the old Swedish h3mins until
he was so hoarse he could only
squeak. Emil got involved in this too,
as they plowed with a steam engine
and were going to put up a tow mill.
One year Emma, who was about
eighteen, went along to be the cook.
An old ugly Indian came, terrifying
her since she was alone. She made
out that he was asking for the Nel-
sons. She asked if he knew where this
Indian's land was. His nod of the head
and an "ugh" indicated that he knew,
so she told him that was where they
were. It turned out that this was the
landlord himself
Victor told about overnight fishing
trips to Norway Lake. They used nets
and came home with a single wagon
box full of flsh, which they would
clean and pack down in salt to pre-
serve. No fish and game laws existed
then. He also told of working in
Emil's shop in Kerkhoven to help
shoe horses. When it got icy as it often
does in winter, every farmer had to
have at least one team shod so they
could walk on ice. There were three
or four men who were kept busy; one
at the forge shaping the shoes as the
others nailed them on the horses.
7. Daily life
Emma used to play her guitar and
her brothers, Alfred and Victor, sang
with her at meetings in the various
homes before the church was built.
The Bethel Baptist Church in Kerk-
hoven was organized in 1894 with
thirteen charter members. Grandma
Carrie and John, Jr., among them.
Grandpa John had sometime before
this donated one acre of his farm to
the young congregation for a ceme-
tery. As it turned out, he was the first
one to be buried there [d. 1899 Oct.
30]. His body was later moved to the
Hillside Cemetery in Kerkhoven
where Grandma was buried at his
side.
Grandma lived with daughter
Emma's family from time to time
when she wasn't at Aunt Ida's in
Sisseton. She never did master the
English language, so she spoke to the
children in Swedish, which was no
problem since that was what they
mostly used at home.
During one of Grandma's stays at
Emma's place, Eunice and her broth-
er had gone to bed. But something
very funny had come up so they were
having a hilarious time. Grandma
appeared in the doorway and she
8. quoted a Bible verse, perhaps John
3:16. The children were too much
wound up to stop, so they were still
giggling. Grandma said, "Ya skratter
ni àtt, skrattar ni âtt Gud's OrdT
(What are you laughing at, are you
laughing at God's Word?)
Grandma said, "I have ten child-
ren and it got to be people out of all
of them. It grows sense into them."
She would read her paper and come
upon some account of a family with
a sick member. This sickness would
become progressively worse to the
point of desperation. Then someone
would go out into the woods and find
some herb and bring it home. From
that they would make a concoction
which turned out to be "Kuriko."That
was a patent cure-all, good for what
ails you, from dandruff to ingrown
toenails. When Grandma got that far
she would throw down her paper in
disgust. She would sit and read her
Swedish paper, covering one eye with
her hand, but never wearing glasses.
As she read she would weep in sym-
pathy for the people she did not know,
had never met, or even heard of be-
fore. Her heart must have been big
enough to include everyone. She
prayed for her family even to unborn
generations. Grandma died in 1921
July 5, but I'll never forget cousin
Ruby Lepler's hearty laugh when she
9. told about Grandma being such a
happy widow.
John Nelson left Svenneby, Fryks-
ände, Sweden, on 1869 May 3, with
his family. In Sweden he was Jan
Nilsson Hagberg, and his wife was
Karin Jansdotter. They traveled with
their children: Karin (b.l858 Sep. 7);
Nils (b. 1860 Oct. 8); Johan (b. 1863
Sep. 23); and Per Emil (b. 1865 Nov.
26). In the U.S. six more children
were born, including the writer's
mother Hilma (b. 1872 Apr. 14 in
Cokato, MN). Hilma married Isaak
J o h a n Moe, born 1869 Sep.3 in
Hatt:Qelldal, Norway. Their daughter
Mjrrtle was born 1899 Sep. 1 in Black
Eagle, MT. (Dates from Emibas).
Story submitted by Christine and
David A. Larson, Salt Lake City,
Utah.
E-mail: <[email protected]>
iyery Gift Tells A Story.
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Swedish American Genealogist 2012:3 15
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Minnesota Historical Society
COMMON THREADS: The Minnesota Immigrant Experience
Author(s): LINDA A. CAMERON
11. Source: Minnesota History, Vol. 62, No. 3 (Fall 2010), pp. 96-
106
Published by: Minnesota Historical Society Press
Stable URL: http://www.jstor.org/stable/25769528
Accessed: 05-10-2016 00:45 UTC
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2016 00:45:04 UTC
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COM MO IN THREADS
The Minnesota
Immigrant Experience
12. LINDA A. CAMERON
Lockport, New York, April 18,1855: "I have made up my
mind," wrote Wenzel Petran to his
family in Germany, "that when I have sold my land and other
possessions, to go further into the
interior, where I will look for a well situated town in the States
of Illinois, Iowa, or Minnesota
and start a business of my own. These states are now being
settled very rapidly and land and
well situated property is rising in value."1
More than a century later, Sudhansu S. Misra, a recent
immigrant from India, told an oral
historian: "Various people of various backgrounds, particularly
from Europe, came here and
settled and had a hard life, of course. But culturally, they have
adapted to this country but they
have not forgotten their own homeland. They still retain their
heritage. Now, the time has come
for other ethnic groups to be a part of this state_It is important
to record our history."2
This content downloaded from 199.17.25.195 on Wed, 05 Oct
2016 00:45:04 UTC
All use subject to http://about.jstor.org/terms
13. Minnesota has long been the destination of im migrants from
the far corners of the world. Some
have traveled directly to Minnesota, while others, like
Wenzel Petran, migrated to the state from another part
of the country. Despite their differences in nationality, all
shared common threads of experience that bound them
together into the rich tapestry that has become the mod
ern state of Minnesota.
Over the years, the Minnesota Historical Society has
collected and preserved information documenting the
state's newcomers. Manuscripts, letters, and oral histories
shed light on the immigrant experience and how that
experience relates one generation of immigrants to the
next. Oral history projects conducted over the past 20
years with members of the Latino, Asian Indian, Hmong,
Khmer, Tibetan, and Somali communities have yielded
stories remarkably similar to those of earlier immigrants.
With the help of an Institute of Museums and Library
Services grant, the historical society is now bringing
these stories to the worldwide web through audio clips
and transcripts in a new project, Becoming Minnesotan.
Immigrants began coming to Minnesota in earnest
after the Treaty of Traverse des Sioux (1851) opened the
land for white settlement. The Homestead Act of 1862,
which offered 160 acres to qualified settlers who agreed
14. to live on and improve the property for a period of five
years, enticed many to leave countries where conditions
impeded the dream of owning land. After the Civil War,
the growth of railroads in the state spurred further settle
ment as new towns were platted along expanding rail
lines. In 1867 the legislature created the State Board of
Immigration, not to control the influx but to promote
settlement. Encouraged by advertisements that boosters
placed in foreign newspapers proclaiming the healthful
climate and opportunities in Minnesota, hoards of north
ern Europeans poured into the new state.3
Today, Minnesota welcomes immigrants and refugees
from Asia, Africa, Mexico, and many other countries. Re
gardless of when they have arrived or where their journey
began, these newcomers share with their predecessors
common goals: they hope to find gainful employment,
Facing Page: Young Somali women in Minnehaha Park,
June 2004: (back, from left) Farhyia "Ubah"Mohamed,
HodanAbdi Budul, AminaAbdi, Marian "Muna"Farah,
Amina Nur, Saida Hassan, BibiAbdalla, Mary an Mohamed;
(front, from left) Nasra Budul, Hibo Mohamed, Sagal Haji.
Linda A. Cameron was a researcher on the Minnesota Histori
cal Society's Immigrant Oral History Project, funded by a
15. grantfrom the Institute of Museum and Library Services. She
currently serves as program manager for the Minnesota State
Capitol historic site.
obtain a better education, own property, and escape war,
oppression, or persecution in their homelands. All come
seeking opportunities to build a better life for themselves
and their children.
For early immigrants, getting to Minnesota was the first
challenge. Even if they had the wherewithal
to obtain passage, the often perilous journey across the
ocean could last for weeks, with crowded conditions and
sickness taking their toll. German immigrant Wenzel
Petran sailed from Antwerp, Belgium, on May 25,1849,
and arrived in New York 35 days later. He remarked that
there were some 135 passengers of all ages and from all
parts of Germany onboard. In recounting the journey, he
wrote, "We made the best of crossings, with no storms
at any time, no long calms, but very strong and cold
winds."4
Not all immigrants enjoyed such an easy crossing, as
Petran soon discovered. "When we arrived in New York
we learned that there were about 40,000 immigrants
there who had come on other ships. On many ships there
were 350 passengers, and the crossing had taken 42, 52
or even 90 days. On one ship with 350 passengers 42 had
died, on another 14, and the average was five to seven
deaths."
16. Surviving the sea voyage was just the beginning for
immigrants who sought to reach the westernmost territo
ries of the U.S. After six years in New York State, Petran
recounted his journey from Lockport to St. Paul in 1855.
We left Lockport on May 3rd, on the railroad. Our journey
took us after a day and a night to Detroit, the principal
city of Michigan-After one night's rest we continued
our journey on the railroad through the states of Michi
gan and Indiana, to Chicago in the State of Illinois_
As it was our intention to go to the State of Iowa, we
To learn more about Minnesota's newer immigrant
communities, visit Becoming Minnesotan:
www. mnhs. org/immigration.
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took one of the 11 trains that go out of Chicago_After
arriving at Rock Island, not an important city, we crossed
over the river to Davenport, Iowa. I wanted to go from
here into the interior of the State, but this could be done
17. only by wagon transportation-After three days delay,
I decided to go up the river to Minnesota, where St. Paul,
the principal city, is situated on the Mississippi. We
therefore embarked in Davenport on a steamer bound
for St. Paul (400 miles from Davenport) and arrived
after a 6-day journey.5
Many modern immigrants arrive by plane. Even so,
the trip can be filled with anxiety and hardship. Refu
gees from Southeast Asia, escaping a brutal regime in
the 1970s and 1980s, risked their lives to reach crowded
refugee camps where they spent months, if not years, be
fore finally obtaining permission to leave for the United
States. Like refugees streaming into the United States
from Eastern Europe a century earlier or European Jews
fleeing the Nazis during World War II, they were often
separated from family and waited many years to be re
united.
See Lee, a Hmong woman who emigrated to the
United States in 1980 at the age of 60 with her husband
and two teenage children to join other members of her
family, remembered her journey from a refugee camp in
18. Thailand. "We stayed in the camp for six months. [We]
heard from the Immigration office that we have been
cleared through and we will be coming to America. We
stayed ... in Bangkok for two nights. On the eleventh
day [after learning that the family had been cleared for
6 6 I have taken a month leave from
the school in order to only concentrate
on the English language. I am studying
English from early in the morning till
late in the evening. 9 9
travel], we boarded a jet destined for America. I don't
remember the city name when we got to America but we
were delayed for two additional days. It was the sixteenth
day before we finally reached [Minnesota]."6
For Bo Thao, whose family journeyed to America
from Laos when she was a small girl, the trip was a puz
zling adventure. "[We] got on the bus, and had no idea
where we were going. I see my grandparents crying, and I
questioned myself, Why are they crying?'... We were so
happy, because we've never been on a bus before, but my
parents and grandparents are crying."7
Finding employment is an important first step to settling into
life in America. While many nineteenth
century immigrants arrived with little education and few
19. assets, they had transferrable skills, such as farming or
carpentry, which made it easier to find suitable employ
ment in a frontier state. Carl Martin Raugland, a teacher
and church musician who emigrated from Norway to
Minneapolis in 1885, was eager to share news of his
prospects with his family at home. "Now I have to tell
you what kind of possibilities I have. Yesterday I was to
gether with the Norwegian Conference pastor, Gjertsen,
who is known to be a serious Christian, and he told me I
only had to write an announcement for our Norwegian
papers, and I would surely get a position right away. He
also promised to do what he could."8
A few weeks later, Raugland wrote to his brothers:
I must say that I have been very fortunate over here. I
am now employed as teacher and precentor in a little
village a few miles from here called Edvatter [Atwater],
In this village there are two Swedish and one Norwegian
church. 8 days after writing my first letter to you I had
this post offered to me by the Norwegian minister up
there_As a teacher and precentor I will, according to
Yang family, Ban Vinai refugee camp, Thailand, about 1978
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the minister, earn 400 dollars. Furthermore I shall be
serving as organist in another church where the same
man is preaching.9
After just two months in Minnesota, Wenzel Petran
was able to report to family in Germany, "Upon arriving
in St. Paul, I lodged my family in a boarding house and
went to several places looking for openings, but could
find none, as so many thousands of others had arrived
this spring. I made my way on foot into the interior," he
continued, "where I looked up an acquaintance from
Lockport-On my return trip, I passed through St.
Anthony, where I again looked for an opening and suc
ceeded in finding a shop, which I rented for one year for
$146-I opened my business here on June 18th, after
buying my stock in St. Paul. It consists of groceries, hard
ware and farmers supplies."10
Today's immigrants come from landscapes and cul
tures vastly different from those they encounter in the
United States, and many lack the education or skills
21. needed by American employers. In spite of assistance
they receive from improved social-service organizations,
cultural obstacles hinder their chances for success in the
workplace. In 1991 Hmong immigrant Yang Cha Ying
described his daughter's attempt to find a job.
Most of my children have not accomplished anything
yet_They get married when they are still teenagers
so they don't even have the diploma_They have their
own children so they just don't go to school_[My]
grandchildren ... come every day to stay with me, so my
daughter can go and find a job. She cannot find a job be
cause she doesn't have a degree. She job hunt every day.
I would rather we were still in our own country because
then we would just do farming.... it's really hard. I am
worried all day and night.11
Language barriers can make the quest for work even
more difficult. In 1849 Wenzel Petran wrote, "I need to
train myself in the English language. Within a few hours
after my arrival here [Lockport], after having gone to
a number of business houses, I found employment....
During the crossing I had learned a little English out of
22. a borrowed book, and this helped me get a start, as Eng
lish is spoken exclusively here." Within a year, Petran had
learned enough English to secure a position with a higher
salary.12
Khmer immigrants Pitaro and Mary Khouth listening to
English-language tapes, Centennial School, Richfield, 1980
Unlike Petran, Carl Raugland made a serious study of
the English language shortly after his arrival.
I have taken a month leave from the school in order to
only concentrate on the English language. I am studying
English from early in the morning till late in the eve
ning-It is not so easy as I first thought it would be,
but shall one first learn to write and speak as it should
be, then it is difficult and takes much time, particularly
the pronunciation and grammar which are very difficult.
But I am doing fine with the language and know already
quite a lot, so when I return to you then we can if you
want to speak in English!13
Recent immigrants face the same language barriers. In
the early 1980s Thaly Chhour, a 22-year-old Khmer refu
23. gee, was sent first to the Philippines for cultural orienta
tion before coming to the U.S. with her mother and sisters.
She was taught some English there but felt unprepared for
the task of providing for her family in a new country.
When I got here I was so worried and concerned, I don't
know what to do. I did not speak any English, I learn
very little from the camp but when we stay in Philip
pines, I learn a little bit, a few more months over there.
So when I got here, I was concerned, I thought, "In my
family I don't have any brother to depend any more, now
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I have to stand up, be independent," so I went to school
... and my first teacher in Minnesota tried to encourage
me to speak, just speak to anybody on the street, on the
bus and all that. So I remember what she say and I try so
24. hard to speak so I can get better and better.14
Immigrants interviewed for the BecomingMin nesotan project,
particularly those who were refugees
from Southeast Asia and Somalia, appreciate the freedom
they have found in America?and the educational oppor
tunities, employment, and human rights afforded by that
freedom. Tashi Lhewa, a Tibetan born in India whose
family came to America in the late 1990s, sees a bright
future for the children of Tibetan immigrants. "[One]
thing I noticed, that is parents strive strongly to make
sure their children have all the opportunities that they
didn't. And so I believe that in the U.S. especially they
have opportunities which their parents couldn't dream of,
whether it be academic or professional." Lhewa, himself,
earned both undergraduate and law degrees.15
Earlier arrivals appreciated similar benefits. In 1854
Karl Bachmann, who settled briefly in Easton, Pennsylva
nia, before migrating to Minnesota, wrote to his former
employer in Saxony (present-day Germany):
Every man can conduct his business as he likes, he
need not pay taxes and assessments, does not have
25. to make out reports nor help to support idlers and
princes. Here is freedom to choose your own work, no
tariffs, freedom of the press.... Also there is plenty
of work, hundreds are sought for by the railroads and
earn 11/8 Doll, per day. Generally, whoever wants to
work can find enough work.
Wenzel Petran agreed with this view of democracy: "In
no country could it be better to work than in America,
as there is no great difference between employer and
employee, master and apprentice, and one is regarded
merely as a co-worker."16
European women who came to Minnesota in the mid
nineteenth century were pioneers in the traditional sense
of the word. Accustomed to hard work, they adjusted to
life on the prairies, often taking on male responsibilities
in a harsh environment. In many ways, modern women
immigrants are also pioneers, especially as they embrace
what America has to offer and struggle to redefine their
gender role in a very different culture.
Hmong immigrant Bao Vang pointed out the benefits
women have in the U.S.
26. I think just to be able to go to school in the United
States is wonderful. In Laos, very, very few people,
Hmong girls, go to school and even if they did go to
school, when they came back they don't have any op
portunities. They just become farmwives or something
like that, so I think that to have an opportunity to go to
school to be whatever you want... You can go to school
and be a doctor. You can go to school to be a teacher,
or go to school just to do community work. Anything is
possible.17
New immigrants often settle in areas where earlier ar
rivals of similar background and religion have made their
homes. Irja Laaksonen Beckman, who emigrated from
Finland to Massachusetts, then to Virginia, Minnesota,
and finally to the rural Fairbanks-Brimson-Toimi area,
recalled that her family's social life revolved around the
Finnish halls and cultural events that "drew Finnish au
diences from all over the Iron Range, even from Duluth."
The Irish clustered in St. Paul, many Swedes settled just
north of the Twin Cities, and Germans initially colonized
27. southwestern Minnesota.18
More recently, Mexicans, Southeast Asians, Tibetans,
and Somalis have been drawn to Minnesota by existing
communities. This "chain migration" makes resettlement
easier, and newcomers enjoy the advantages offered by
cultural centers and businesses specific to their needs.
The India Association of Minnesota, established as the
India Club of Minnesota in 1973, reaches out to new ar
rivals and seeks to share Indian culture with the wider
community. The Hispanic Chamber of Commerce of
Minnesota provides career counseling and training, help
in establishing new businesses, and assistance in pur
chasing property. The Tibetan American Foundation of
Minnesota was formed in 1992 to assist in resettlement
of new immigrants and to preserve Tibetan cultural and
religious traditions.19
Jigme Ugen, a Tibetan who immigrated to Minne
sota from India in 2000, observed that living in enclaves
strengthened an ethnic community but could be limiting,
too. "Tibetans are very, very well established in Min
nesota, unlike anywhere in America. The Tibetan com
munity is ... getting stronger, but it's getting stronger
28. internally. There's been nothing going outside of it. So
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one of the problems that we have is we are too clustered
and too much together as a community; we haven't given
any room for anyone from the outside to come inside."20
Religious institutions are integral to social as
well as spiritual life in an immigrant enclave. The
first settlers from any country are quick to recognize the
need for their own religious centers, which then become
a draw for later immigrants. Carl Raugland discovered
"many Norwegians and Swedes" living in Minneapolis,
while conceding that "there are also all kinds of nation
alities here." He took comfort in the fact that there were
no less than eight Scandinavian Lutheran churches in the
city when he arrived in 1885.21
Minnesota's spiritual fabric today includes both West
ern and Eastern religious practices?and coexistence has
required compromise and understanding on all sides.
Many deeply religious people feel that their principles
are compromised in a nation that separates "church" and
29. state. Hared Mah summed up the challenges Muslim
Somalis have faced in a secular yet predominantly Chris
tian country. "[We] are a Muslim community, a Muslim
society, and the culture is different. We live according to
religion_You have to pray and you have to follow your
religion. The environment is different, so it's very hard to
pray, especially if you're going to school or maybe work
ing someplace_For Muslims, there are also certain
foods you have to avoid. You have to explain all that stuff.
That's a challenge."22
Unlike contemporary immigrant populations, people
arriving during Minnesota's early years had few social
services to help them assimilate into American culture.
The established immigrant communities looked after
|
6 6 You can go to school and be a doctor.
You can go to school to be a teacher, or go
to school just to do community work.
Anything is possible. 99
their own, and even the slightest acquaintance from
home became a valued contact in the New World. Carl
Raugland wrote to relatives in Norway: "I regard the An
dersens as family and they regard me as one of them."23
30. By the early-twentieth century, settlement houses
began to offer help with finding accommodations, em
ployment, and learning the English language. The in
flux of Slavic immigrants into Northeast Minneapolis,
for example, prompted the opening of the North East
Neighborhood House in 1915. Today, such institutions as
the St. Paul Neighborhood House and the Brian Coyle
Community Center in Minneapolis carry on the tradi
tion of helping newcomers feel at home by offering so
cial services and educational courses. The International
Institute of Minnesota, founded in 1919 to aid northern
European immigrants, continues to provide services to
new residents. Even so, some recent immigrants and
their American-born children have difficulty finding their
place, as Ramona Advani, the daughter of Asian Indian
immigrants, discovered: "I think the hardest thing ...
about being first-generation Indian ... is that there's no
one to model myself after. I've struggled with that a lot.
Sometimes I've looked to other women of color for clues
as to how to function and fit in, but it's not quite the
same_I feel like I'm making it up as I go along, what it
means to be a U.S.-born Indian person."24
MONEY is OFTEN a major cause of concern for
immigrants. Becoming established in America
purchasing a home, settling in, and contributing to soci
31. ety?is a common goal but one that requires capital. Many
have arrived with few material possessions and found it
hard to make ends meet, let alone achieve their American
dream. Cycles of economic recession have compounded
the difficulty, making those dreams even more elusive.
In 1855 Wenzel Petran wrote to his family in Germany
Vietnamese restaurant and deli on St. Pauls University Avenue,
home to markets, eateries, and other businesses serving the
areas
many immigrants from Southeast Asia
f 2010
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about Minnesota: "There is still much good government
land here, of which every man may take 160 acres if he
builds a cabin on it, lives there and cultivates the land.
However, after several years, until it is measured, he
must pay $1.25 per acre. This would be a good place for
speculation in real property as the land is rapidly being
populated." By 1858 he not only had his business property
in St. Anthony but also purchased an additional building
lot there and two more in the new town of Minneapolis,
32. as an investment.25
Using good business sense, Petran survived the Panic
of 1857 by avoiding the temptation to overextend his
assets. Writing to his aunt and uncle in early 1858, he
described the economic situation in America.
Trade was practically stopped for a time and trades
people who depended on credit (without capital) were in
distress, being broken in pieces like thin wood, because
they could not sell their merchandise quick enough_
It is not to be expected that business enterprises can
stand another revolution like it, which caused many of
the factories to let their employees go; which left thou
sands of people breadless, especially in the great cities.
... The amount of money squandered for luxuries and
so forth for which the Americans are famous is the cause
of the down fall.
Arvid Person arrived in Stillwater in the summer of
1868. Writing to his family in Ellestorp, Sweden, just
Businessman Wenzel Petran and his young family, 1850s
15 months later, he laid the blame for the bad economy
33. on immigrants: "I can tell you that the times are very
poor. The reason is the great influx of people, so it looks
to me that the Emigration should be completely turned
around?at least for those who do not have enough to
settle down with. Because poverty is the same here as in
Sweden nowadays. The times have fallen by one third
since I came here." Person's ironic bias against immi
grants was a reflection of prevailing attitudes that would
later lead to restrictive immigration policy.26
In August 1875 he reported, "The times have not
been this bad since before the war. The only activity is
in farm work. Everything else is at a standstill. So I and
others in my trade [carpentry] have nothing to do."
Person went on, "If there is no change soon one must
take hold of the plow. Which is also hard to do for one
who is poor because he lacks everything and everything
costs money. When one must buy everything from first
to last it takes more than a little capital. If that were
not the case I would have been a farmer long ago. When
one has nothing to start with it is not easy to come up
in this world."27
Carl Raugland had left church work and opened a
music store in Minneapolis when he found himself in
the midst of the Panic of 1893. He blamed the govern
ment for trying to pass a law that would reduce import
34. duties on all manufactured goods, an action that had
alarmed American businessmen into withdrawing finan
cial support from domestic industries. "[We] are pres
ently experiencing a period of bad recession due to a new
Government. Thousands of factories have ground to a
halt and hundreds of banks have closed down-It has
been an endless waiting for better times to come round,
with no improvement so far in sight." He tried to reassure
himself that the setback was temporary: "Still?when the
People elects a new Government with a more widespread
popular support, I am certain that America is going to
experience better times than she has ever seen before,
the only problem is that there is not going to be another
Presidential election for the next three years. America is
in many ways a strange Country."28
Like their predecessors, modern immigrants, par
ticularly those used to an agrarian lifestyle, find it hard
to make a start without means and with little educa
tion. Hmong writer and poet Mai Neng Moua was born
in Laos and arrived in Minnesota in 1981 as a child. By
1999, she clearly saw the obstacles:
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35. There aren't any work skills that are transferable to this
country. But farming is very hard because we Hmong
don't have machines; we only have hoes_You can
only grow enough for your little family. If you want
to be a farmer, to start a business, you have to have
money, you have to have the technologies and those are
things that we Hmong do not have ... we can't compete
against the Americans. That is a source of sadness. Our
background is so different.29
Discrimination always compounds the difficul ties that
newcomers face. Established Americans,
whose ancestors were immigrants, sometimes focus on
differences in race, culture, and religion in attempting to
discourage people from entering the country or obtain
ing citizenship. In April 1855, just before moving west
to Minnesota, Wenzel Petran reported to his family in
Germany: "I received my citizenship papers in the month
of February and now I am accordingly a citizen and voter
of the United States. A new political party [the Know
Nothings] is contesting the rights of foreigners to citizen
ship. In case it should get the upper hand in State and
law making, each foreigner that arrives would have to live
36. in the States 21 years instead of 5 (as now) before he can
become a citizen."30
American fears that "less desirable" newcomers would
bring disease and poverty into the country and take jobs
away from citizens prompted legislation that authorized
officials to deny entry to those with certain physical or
mental illnesses. Fueled by suspicions of foreign cultures
perceived as threats to American wellbeing, laws such
as the Chinese Exclusion Act of 1882 and the Oriental
Exclusion Act of 1924 were enacted. The United States
Bureau of Immigration was created in 1891 to enforce
these laws.31
Just as it has in the new millennium, national security
posed a serious concern for immigration officials in the
early-twentieth century. The assassination of President
William McKinley by an anarchist in 1901 prompted the
passage of the Anarchist Exclusion Act in 1903 to prevent
the admission of political extremists. One hundred years
later, following the terrorist attack of September 11, 2001,
the Patriot Act was passed with similar intention.
The Dillingham Commission, established by Con
gress in 1907 to investigate the impact of immigration
on the United States, produced a 42-volume report that
favored northern Europeans and cast suspicion on those
37. The Know-Nothings
The "new political party" Petran referred to was a secre
tive organization established in 1854 with the goal of
discouraging Irish Catholics, fleeing the potato famine,
from immigrating. Party members feared that a large
Catholic population would put the predominantly Prot
estant United States under the control of the pope in
Rome. The organization got its curious name from its
furtive nature; when asked about the party, members
replied, "I know nothing." The Know-Nothings had many
supporters in both the northern and southern states
but dissolved over the issue of slavery just before the
Civil War.
Minnesota Territory, eager to attract settlers, did not
seem to have much sympathy for the Know-Nothings.
In 1854 the St Paul Pioneer poked fun at the mysteri
ous organization by reprinting the following piece from
the Petersburg, Virginia, Express, comparing the Know
Nothings to a less-than-admirable Dickens character.
38. Do not these gentlemen date simply from the ap
pearance of "Bleak House," and is not "Joe" of that
history their great founder and prophet? It will be
remembered that Joe was always "a movin' on"; now
the Know Nothings undoubtedly have been doing this
for some time past,?Then Joe was a mysterious
and obscure individual, of unknown origin, and undis
covered dwelling place; the second point of resem
blance is plain. Lastly, the only reply which could ever
be extracted from the mysterious Joe was a dolorous
repetition of the phrase, "I don't know nothing";
there is the conclusive point.
A few months later, a St Paul Pioneer editorial,
"Patriotism of Foreigners," pointed out that eight of the
56 signers of the Declaration of Independence were of
foreign birth. It decried the movement to deny worthy
immigrants their citizenship: "Yet in the face of this page
of our annals, so honorable to the foreigners who have
sought our land as a home of their choice, there is a
39. crusade engendered, in secret, to proscribe them for
the exclusive behoof of those whom accidental birth has
given the title of natives. Shame, where is thy blush?"
Sources: St. Paul Pioneer, July 25, 1854, p. 2, Oct. 2, 1854, p.
2.
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coming from southern and eastern Europe. This study
resulted in the Quota Acts of the 1920s. Beginning with
the Emergency Quota Act of 1921, legislation set limits
on the number of people of all nationalities that would be
allowed into the country, based on a percentage of those
populations already in the United States. The U.S. Border
Patrol was created by an act of Congress in 1924 to secure
the borders against smuggling of illegal substances and
illegal aliens, a situation that remains controversial to
this day, particularly in light of increasing Mexican im
migration.32
Mexicans recruited as seasonal agricultural laborers
started entering the United States in large numbers in
40. the early-twentieth century, as the sugar-beet industry
began to grow. While not the first people of Latin ori
gins to find a home in Minnesota, Mexican migrants
were in the state as early as 1907, working for such firms
as the Minnesota Sugar Company in Chaska. While
most returned south at the end of the growing season,
some decided to stay. The number of migrant workers
declined during the Great Depression but soared dur
ing World War II, when a national labor shortage sent
employers south of the border to find help. The Bracero
Program, established in 1942 to address this demand,
continued until 1964; recruiting peaked in 1956 at more
than 445,000 temporary workers. Policies of the 1960s
and 1970s sought to control the influx from Mexico and
Latin America by capping immigration at 20,000 from
each country of origin, a mandate that proved difficult
Mexican migrant workers topping beets in the East Grand
Forks region, about 1930
6 4 Our children who are born here
or who are growing up here, are they
going to be able to keep this language
and continue speaking it? Or are
they going to lose it and assimilate
41. into the mainstream? 9 9
to enforce. By the 1980s the number of undocumented
aliens was estimated at 6 million, the majority of them
Mexicans, and the public began to pressure the federal
government to tighten the border. The result was the
Immigration Reform and Control Act of 1986, which al
lowed those in the country illegally to gain legal status
while cracking down on future illegal border traffic.33
Lourdez Ortega Schwab, born in El Paso to Mexican
parents, recounted their discouraging experiences seek
ing a new life in the U.S. as young newlyweds.
My mother and father met while he worked for my grand
father. My father was 16 years older than my mother but
he stole her when she was 25 years old and they eloped
to the United States. My mother had her visa at the time
because she would cross the border daily into El Paso
and nanny and house keep for people. My father did not
have documentation, so he would cross illegally. When
my mother's visa expired, they stayed in Texas in a small
town called Silverton in the panhandle_They would
always move around so that they wouldn't get caught by
42. immigration. They always seemed to find odd farm jobs
to survive until the next move_My parents worked
004W
71
Iwo
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hard and were deported many times before finally going
through the amnesty in the Reagan era of 1986 or so, and
they were proud to become U.S. citizens. That is the year
that our entire family was finally able to breathe and live,
rather than survive.34
fter navigating the maze of American im
-ZjL migration law and breaking through the barriers
of language and discrimination, immigrants who become
Minnesotans face one more significant challenge: pre
serving their own culture and traditions while embracing
those of their new country. Throughout history, immi
grant parents have bemoaned the fact that their children
43. had become "too assimilated," that they were losing the
family's native language in favor of English and preferred
American cuisine and customs.
As early as 1858, Wenzel Petran recognized this loss
of culture. Writing from St. Anthony, he told his Ger
man relatives, "Our boy, now over five years old, comes
in very helpful in many things and is quite willing to do
so. Although we always speak German to our children,
they don't learn the language because they mix with the
neighbor children with whom they always talk English,
which I regret very much because both languages are
very essential."35
Carl Raugland, who had been so eager to learn Eng
lish upon his arrival, acknowledged a similar disappoint
ment in a letter to his brother in 1900: "Our little Martha
is already year [sic] old and has been in school for
more than a year. Our children's language is almost ex
clusively English, even if they understand almost every
word spoken to them here at home. It is hard to teach the
children Norwegian in this country, because English is
easier for them."36
Somali community leader Abdisalam Adam has seen
this trend, too, among Minnesota's most recent im
44. migrants. "Our children who are born here or who are
growing up here, are they going to be able to keep this
language and continue speaking it? Or are they going
to lose it and assimilate into the mainstream and forget
about Somali? Right now, I'm worried that when it comes
to the Somali language, we seem to be losing it, and we
have not done much about preserving it."37
Throughout state history, many immigrants have come to
Minnesota planning to return home
after achieving their goals of education and wealth or, in
Tibetan Cultural School students singing, St. Paul, 2008
the case of refugees, when it became safe to repatriate.
In most cases, events transpire to keep them in their new
home. Wenzel Petran's aunt and uncle wanted him to
return to Germany to take over the family business, but
when he began to speculate in land, found a nice German
girl to marry, and started a family, he knew his roots were
in Minnesota.38
Arvid Person, who had settled in Stillwater in 1868
and started a family there, realized that he was becoming
too Americanized to return to his homeland.
[If] I thought that you really wanted to see me I could
take a trip home and visit you?but I really could not
45. stay in Sweden, as it would be difficult for me to get
used to the Swedish customs that are so different from
those in America. But that alone would not be so bad,
it would be the Swedish laws that I could not endure.
That one person should have greater privileges than
another. That is to say the rich with their privileges. But
here we all ride alike, said the scoundrel when he rode
alongside the king.
A few years later he admitted, "Were it not for parents
and brothers and sisters I would forget Sweden com
pletely."39
Immigrants will continue to stream into Minne sota in the years
to come. Like those who came before,
they, too, will face the challenges of leaving home, family,
and all things familiar, of overcoming discrimination bred
of misunderstanding, of striving to retain their homeland
culture while finding their place in a new one. And like
their predecessors, they will also experience both trial
and success as they put down roots and endeavor to make
their own contributions to Minnesota's diverse culture. M
46. Fall 2010 105
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Notes
1. Wenzel Petran to Johann and Theresia
Pompe, Apr. 18,1855, typescript translation,
Wenzel Petran and Family Papers, Minne
sota Historical Society (MHS), St. Paul. All
subsequent Petran quotes are from these
translations.
2. Sudhansu S. Misra, interview by Polly
Sonifer, May 5,1994, transcript, India Asso
ciation of Minnesota Oral History Project
(Phase 1), Oral History Collection, MHS.
3. For an overview of immigration to the
state, see "Introduction," They Chose Minne
sota: A Survey of the States Ethnic Groups,
ed. June D. Holmquist (St. Paul: Minnesota
Historical Society Press, 1981), 1-14.
4. Here and below, Wenzel Petran to
Johann and Theresia Pompe, Aug. 26,1849.
5. Wenzel Petran to Johann and There
sia Pompe, July 18,1855.
6. See Lee, interview by MayKao Hang,
Jan. 23, 2000, transcript, Hmong Women's
47. Action Team Oral History Project, Oral His
tory Collection, MHS. The prospect of the
flight frightened Mrs. Lee. According to her
granddaughter, MayKao Hang, "Grandma
felt that she would disappear into the clouds
and not come back. She felt that her spirit
would leave her body and that she would get
sick when she [flew] up into the air. When
she arrived, my dad was at the airport, and
she was so happy she cried. In fact, she was
never sure she would actually make it here
to the United States."
7. Bo Thao, interview by MayKao Hang,
Jan. 17, 2000, transcript, Hmong Women's
Action Team Oral History Project, MHS.
8. Carl Martin Raugland to "My dear
Brother and Sister!" Aug. 24,1885, type
script translation, Carl M. and Sara K.
Raugland Papers, MHS. All subsequent
Raugland quotes are from these transla
tions.
9. Carl Martin Raugland to "Dear Broth
ers," Sept. 16,1885.
10. Petran to Johann and Theresia
Pompe, July 18,1855.
11. Yang Cha Ying, interview by Linda
Rossi (translator, May Herr), Nov. 20,1991,
transcript, Hmong Oral Histories Project,
1991-93, Oral History Collection, MHS.
12. Petran to Johann and Theresia
48. Pompe, Aug. 26,1849.
13. Carl Raugland to "My Dear Brother!"
Feb. 14,1886.
14. Thaly Chhour, interview by Cheryl A.
Thomas, Aug. 14,1992, transcript, Khmer
Oral History Project, Oral History Collec
tion, MHS.
15. Tashi Lhewa, interview by Dorjee
Norbu and Charles Lenz, Aug. 28, 2005,
transcript, Minnesota Tibetan Oral History
Project, Oral History Collection, MHS.
16. Karl Bachmann to G. Peip, Oct. 15,
1854, typescript translation, Charles W.
Bachmann and Family Papers, MHS;
Petran to Johann and Theresia Pompe,
Aug. 26,1849.
17. Bao Vang, interview by Kim Yang,
Dec. 17,1999, transcript, Hmong Women's
Action Committee Oral History Project,
MHS.
18. Irja Beckman, "Echoes from the Past,
1958," 19, typescript draft, manuscripts col
lection, MHS; Ann Regan, "The Irish," 134,
Hildegard Binder Johnson, "The Germans,"
155-57, and John G. Rice, "The Swedes,"
256-57, 259?all in Holmquist, ed., They
Chose Minnesota.
49. 19. To learn more, see: India Association
of Minnesota, www.iamn.org; Hispanic
Chamber of Commerce of Minnesota, www.
hispanicmn.org; Hmong Cultural Center,
www.hmongcc.org; United Cambodian
Association of Minnesota, www.ucaminc.
org; Tibetan American Foundation of
Minnesota, www.tqfin.org (all accessed
June 3, 2010).
20. Jigme Ugen, interview by Tsewang
Sangmo Lama and Charles Lenz, Aug. 31,
2005, transcript, Minnesota Tibetan Oral
History Project, MHS.
21. Raugland to "My dear Brother and
Sister!" Aug. 24,1885.
22. Hared Mah, interview by Andy
Wilhide, June 3, 2004, transcript, Somali
Skyline Tower Oral History Project, Oral
History Collection, MHS. Minnesota's Mus
lim population is not the first to encounter
difficulties in following religion-mandated
diets in their new community. Kosher Jews,
vegetarian Hindus, and others have faced
similar challenges.
23. Raugland to "My dear Brother and
Sister!" Aug. 24,1885.
24. For more information, see North East
Neighborhood House Records, 1889-1961,
2002-2003, MHS; International Institute of
Minnesota, www.iimn.org (accessed June 3,
2010); Ramona Advani, interview by Polly
50. Sonifer, Feb. 19,1998, transcript, India Asso
ciation of Minnesota Oral History Project
(Phase 2), MHS.
25. Here and three paragraphs below,
Petran to Johann and Theresia Pompe,
July 18,1855, Jan. 30,1858.
26. Arvid Person, [no salutation], Nov.
25,1869, copy of typescript translation,
Arvid Person Letters, MHS.
27. Arvid Person to "Dearly beloved
parents, brothers and sisters," Aug. 5,1875,
Person letters.
28. Carl Raugland to "Dear Brother
Martinius," Nov. 18,1893. Democrat Grover
Cleveland won a second (nonconsecutive)
term in 1892, defeating incumbent Benja
min Harrison.
29. Mai Neng Moua, interview by Kim
Yang, Dec. 1,1999, transcript, Hmong
Women's Action Committee Oral History
Project, MHS.
30. Petran to Johann and Theresia
Pompe, Apr. 18,1855. For more on the
Know-Nothing Party, see Thomas Cieslik,
David Felsen, and Akis Kalaitzidis, eds., Im
migration: A Documentary and Reference
Guide (Westport, CT: Greenwood Press,
2009), 19-21.
31. U.S. Citizenship and Immigration
51. Services, www.uscis.gov/portal/site/uscis
(accessed June 3, 2010).
32. Cieslik, Felsen, and Kalaitzidis, eds.
Immigration, 39-40. See also U.S. Citizen
ship and Immigration Services, www.uscis.
gov/portal/site/uscis and National Border
Patrol Museum, www.borderpatrolmuseum.
com (accessed June 3, 2010).
33. Susan M. Diebold, "The Mexicans,"
in Homquist, ed., They Chose Minnesota,
92-107; Cieslik, Felsen, and Kalaitzidis, ed.,
Immigration, 179-99.
34. Lourdez Ortega Schwab, interview
by Ruth Trevino, May 10, 2009, transcript,
Latino Oral History Project, Oral History
Collections, MHS. The Ortegas were in
Minnesota when the parents and one sibling
born in Mexico obtained U.S. citizenship.
35. Petran to Johann and Theresia
Pompe, Jan. 30,1858.
36. Carl Raugland to Martinius, Jan. 2,
1900.
37- Abdisalam Adam, interview by
Sumaya Yusuf and Andy Wilhide, June 24,
2004, transcript, Somali Skyline Tower
Oral History Project, MHS.
38. Petran to Johann and Theresia
Pompe, Feb. 9,1852.
52. 39- Arvid Person to "My dearly beloved
parents, brothers and sisters," Apr. 16,1874,
and to "Dear Papa, Mama, brothers and
sisters," Sept. 1,1879, Person letters.
The photo on p. 96 (and contents page)
is courtesy David McGrath; p. 101, Bill
Jolitz; and p. 105, Wangyal Ritzekura.
All other images are in MHS collections,
including p. 102 from the Wenzel Petran
and Family Papers, and p. 104, Ameri
can Crystal Sugar Co. Records.
106 Minnesota History
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Contentsp. [96]p. 97p. [98]p. 99p. 100p. 101p. 102p. 103p.
[104]p. 105p. 106Issue Table of ContentsMinnesota History,
Vol. 62, No. 3 (Fall 2010) pp. 81-120Front
MatterTimePiecesEyeWitness: Double Wedding [pp. 82-
82]LandMarks: Merchants National Bank, Winona [pp. 83-
83]Bicycling in Minneapolis in the Early 20th Century [pp. 84-
95]COMMON THREADS: The Minnesota Immigrant
Experience [pp. 96-106]UP! UP! STADIUM: PLANNING and
BUILDING a WAR MEMORIAL [pp. 107-116]Book
ReviewsReview: untitled [pp. 117-117]Review: untitled [pp.
117-118]News &Notes [pp. 119-120]Curator's ChoiceBack
Matter
53. Name:
EAP 102
Research Paper
Please find one source that you would like to use for your
research paper. This source should be academic in nature (i.e.
NO Wikipedia), and should be on your topic. Think about how
you will use this source in your final presentation and answer
the following questions about your source.
Your topic:
- Swedes in the twin cities: immigrant life and Minnesota’s
urban frontier.
Source 3.
APA Citation: (see www.owl.english.purdue.edu)
-Winkle, K. J. (2003). Swedes in the Twin Cities: Immigrant
Life and Minnesota's Urban Frontier (Book). American
Historical Review, 108(4), 1163-1164.
Summarize the main ideas of this source.
- Distinctive and persistent Swedish neighborhood, the Swedish
historical society of America, the America history institute, the
Norden society, Swedish-language publications, and Dania Hall
all receive able treatment as institutions of ethnic identity,
cultural persistence, and mutual support.
54. What interesting facts have you found from this source? (At
least 4)
· Swedish- American community during its formative American
historical review October 2003 1164 Reviews of book decades..
· Bigott calls attention to immigrant working-class homeowners
as a basis for the sort progressive reforms normally associated
with middle-class professionals.
· The cumulative effect of Bigott’s date, maps and illustrations
is to provide us with much clearer nation of what working-class
housing looked like and how it changed over the course of the
early twentieth century.
· More Swedish Americans lived in Chicago and most
Minnesota Swedes
Lived in rural communities, this volume justifies and analyzes
in the Twin Cities’ identity as the most Swedish of all American
cities.
How will you use this source in your paper? (Think about how
you will organize your overall paper. Where will this source fit
in? What ideas will it support? Hint: do not say “I will use this
source accurately/well/effectively/etc…”)
- I will use source three as body 3 and conclusion and maybe I
can use it in body one and two.
55. How will this source work together with your 1st and 2nd
sources? Does it provide similar information or different?
I can mix it with source one and two in the project.
Furthermore, they have a little similarities and differences
details.
Finally, create a brief outline of your paper using the three
sources you’ve found.
*Source one,
· Wenzel Petren starts a business.
· Sudhansu S. Misra immigrant from India
· Minnesota has long been the destination of the immigrant
· Finding employment is an important first step for settling
into the life America.
*Source two,
- A new home Kerkhoven, MN
- Renting home from Indians
- Two summers of the grass
- Indian had four wives and Nemours
*Source three
- Bigott describes the late nineteenth-century formation of
Hammond, Indiana
· Bigott notes, it is ironic that social historians has devoted so
little attention in their materialist.
56. · Phlip J. Anderson and Bag Blanks editor. Swedes in the Twin
Cities: immigrant life in Minnesota.
· Chautauqua Week was an important cultural event in small
towns across the country from 1904 to 1932 thereafter.
·
Outline Introduction
Early immigrant in Minnesota
Hook:
East or West home is the best. How true are these set phrases?
From time immemorial, people always migrate from one place
to another for different purposes. What motivates people to
become immigrants? Does life always end up as anticipated?
How do immigrants act in response if the situation turns
different?
Connecting Information:
In fact, and in many cases, the life of immigrant is highly
complicated and takes shape depending on the existing
conditions in a foreign land.
Thesis Statements: A closer reflection on Minnesota immigrant
experience demonstrates that the objectives to look for habitat
in a different country vary significantly, and the settlement
though beneficial in many ways, encounters numerous
challenges, which prompt the settlers to adjust their lives to suit
new demands.