Scan 12Scan 13Scan 14Scan 15Scan 16Scan 17Scan 18Scan 19
HIST 308
Sofia Clark
Spring 2020
Research Paper
Sample Outline:
1) Introduction
2) Story of capture
3) Background on British antislavery
4) Background on Royal Navy
5) Background on this specific Royal Navy vessel
6) Story of what treaty was used to condemn the slave ship
7) Background on treaty
8) Background on British relations with treaty country
9) Background on slave trade in this particular region
10) Story of what happens to the captives removed from this particular slave ship
11) Background on the general treatment of liberated Africans
12) Explanation of how the story of your ship exemplifies the broader history of slavery and anti-slavery
Bibliography
1) The slave trade in general (i.e., either the Transatlantic slave trade or Indian Ocean slave trade depending on your ship)
Article (JSTOR): Alkalimat, Abdul. "Slave Trade." In The African American Experience in Cyberspace: A Resource Guide to the Best Web Sites on Black Culture and History, 34-42. LONDON; STERLING, VIRGINIA: Pluto Press, 2004. Accessed May 30, 2020. doi:10.2307/j.ctt183q64x.8.
Article (JSTOR): JUNKER, CARSTEN. "Containing Bodies—Enscandalizing Enslavement: Stasis and Movement at the Juncture of Slave-Ship Images and Texts." In Migrating the Black Body: The African Diaspora and Visual Culture, edited by RAIFORD LEIGH and RAPHAEL-HERNANDEZ HEIKE, 13-29. Seattle; London: University of Washington Press, 2017. Accessed May 30, 2020. www.jstor.org/stable/j.ctvcwnj4v.5.
2) The slave trade in the specific area of Africa in which your ship embarked enslaved African captives (e.g., Bight of Benin, Senegambia, Angola).
Book (JSTOR): Strickrodt, Silke. "The Atlantic Connection: Little Popo & the Rise of Afro-European Trade on the Western Slave Coast, C. 1600 to 1702." In Afro-European Trade in the Atlantic World: The Western Slave Coast, C. 1550- C. 1885, 65-101. Woodbridge, Suffolk; Rochester, NY: Boydell & Brewer, 2015. Accessed May 30, 2020. doi:10.7722/j.ctt7zst5n.9.
Article (JSTOR): Graham, James D. "The Slave Trade, Depopulation and Human Sacrifice in Benin History: The General Approach." Cahiers D'Études Africaines 5, no. 18 (1965): 317-34. Accessed May 30, 2020. www.jstor.org/stable/4390897.
3) Slavery in the region to which your ship was heading (e.g., Cuba, Bahia, Pernambuco).
Book (One Search): Schneider, Elena Andrea. The Occupation of Havana: War, Trade, and Slavery in the Atlantic World. North Carolina Scholarship Online. Williamsburg, Virginia : Chapel Hill: Omohundro Institute of Early American History and Culture ; University of North Carolina Press, 2018.
Article (Project Muse): Garrigus, John. "Cuba, Haiti, and the Age of Atlantic Revolution." Reviews in American History 44, no. 1 (2016): 52-57. doi:10.1353/rah.2016.0012.
4) British antislavery policy toward the country your ship was from (e.g., Portugal, Spain, USA)
Book- page 14(Academic Search Premiere- also works for #.
Acadiensis Journal of the History of the Atlantic Region .docxnettletondevon
Acadiensis: Journal of the History of the Atlantic Region
The Struggle over Slavery in the Maritime Colonies
Author(s): HARVEY AMANI WHITFIELD
Source: Acadiensis, Vol. 41, No. 2 (SUMMER/AUTUMN-ÉTÉ/AUTOMNE 2012), pp. 17-44
Published by: Acadiensis: Journal of the History of the Atlantic Region
Stable URL: http://www.jstor.org/stable/41803349
Accessed: 10-10-2017 21:29 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
Acadiensis: Journal of the History of the Atlantic Region is collaborating with JSTOR to
digitize, preserve and extend access to Acadiensis
This content downloaded from 142.104.2.31 on Tue, 10 Oct 2017 21:29:43 UTC
All use subject to http://about.jstor.org/terms
The Struggle over Slavery
in the Maritime Colonies
HARVEY AMANI WHITFIELD
Cet article examine attentivement comment maîtres et esclaves s'affrontèrent pour
définir V esclavage dans les provinces Maritimes. S' appuyant sur des recherches
universitaires antérieures , il accorde une attention particulière au rôle que jouèrent
des personnes ď ascendance africaine dans V abolition de V esclavage, avec Faide
ď abolitionnistes de la région et de juges sympathiques à leur cause. La fin de
V esclavage mit à V avant-plan une nouvelle forme de racisme plus virulente qui
limitait les perspectives des communautés de Noirs libres de la région.
This article closely examines the ways in which masters and slaves struggled to
define slavery in the Maritimes. Building on the work of previous scholars , special
attention is given to the role that African-descended peoples played in ending
slavery with the help of local abolitionists and sympathetic judges. The end of
slavery brought to the forefront a new and more virulent form of racism that
circumscribed opportunities for free black communities in the region.
BETWEEN 1783 AND THE 1820s, SLAVES AND OWNERS struggled to define
the essence, meaning, contours, and extent of slavery.1 The study of slavery in
Canada is an uncomfortable subject. In popular understanding, it has been easier to
envision Canada as the protector of fugitive slaves rather than as the home of its own
system of slavery. In her study, The Hanging of Angélique, Afua Cooper noted that
slavery "has disappeared from Canada's historical chronicles, erased from its
memory and banished to the dungeons of its past."2 Yet, despite this lapse in
historical memory, the historical analysis of Cooper and others tells a very different
story. This article extends the existing scholarship by exploring the ways in which
slavery.
ScanScan 1Scan 2Scan 3Scan 4Scan 5Scan 6Scan 7Scan 8Scan 9Scan 10Scan 11Scan 12Scan 13
Chapter 13 Global Health Challenges
MANY INDIVIDUALS AND NONGOVERNMENTAL ORGANIZATIONS (NGOS) HELP FIGHT GLOBAL DISEASE. The Bill and Melinda Gates Foundation plays a key role in the war against malaria, AIDS, and other diseases. Melinda and Bill Gates met with doctors and patients at the Manhica Research Center and Hospital in an area of Mozambique heavily affected by malaria.
Learning Objectives
1. 13.1Recall the causes and effects of noncommunicable diseases
2. 13.2Evaluate the role of global travel and trade in facilitating the globalization of infectious diseases
3. 13.3Outline the three developments that gave rise to the concept of human security
4. 13.4Describe the three epidemiologic transitions to better understand contemporary concerns about infectious diseases
5. 13.5Report the cause, spread, effects, and control measures of influenza and avian flu
6. 13.6Report the cause, spread, effects, and control measures of malaria
7. 13.7Recognize the causes and preventive measures of HIV
8. 13.8Report the origin, spread, effects, and control measures of SARS
9. 13.9Report the origin, spread, effects, and control measures of Ebola
10. 13.10Outline role of the WHO in preventing the spread of infectious diseases
Noncommunicable diseases (NCDs) such as heart disease, cancer, diabetes, chronic respiratory disease, and mental illness in general and Alzheimer’s disease in particular are the leading causes of death and disability globally. Long associated with affluent Western standards of living, NCDs are now a global problem. While rich countries are better equipped to deal with chronic diseases, they are far more deadly in poor countries. Growing numbers of old people and the spread of middle-class lifestyles make NCDs more prevalent than infectious diseases. Globalization also contributes to the growth of NCDs by helping expand the global middle class and by promoting fast foods, sugary drinks, alcohol, smoking, processed foods, and sedentary lifestyles. A major global health threat that undermines efforts to cure diseases is the emergence of germs that are resistant to antibiotics. This is due mainly to the excessive use of antibiotics in medicine and agriculture.
Infectious diseases are intertwined with numerous global issues and are inseparable from political, economic, and cultural components of globalization. Ethnic conflicts make populations vulnerable to infectious diseases. Fighting contributes to the collapse of public services, which means that many people die from what would ordinarily be treatable diseases, such as diarrhea and respiratory infections. Conflicts also create refugees, overcrowding, and unsanitary conditions, thereby creating environments conducive to the spread of infectious diseases.
Environmental degradation and deforestation expose humans to a variety of infectious diseases. They also contribute to global warming and flooding,.
Acadiensis Journal of the History of the Atlantic Region .docxnettletondevon
Acadiensis: Journal of the History of the Atlantic Region
The Struggle over Slavery in the Maritime Colonies
Author(s): HARVEY AMANI WHITFIELD
Source: Acadiensis, Vol. 41, No. 2 (SUMMER/AUTUMN-ÉTÉ/AUTOMNE 2012), pp. 17-44
Published by: Acadiensis: Journal of the History of the Atlantic Region
Stable URL: http://www.jstor.org/stable/41803349
Accessed: 10-10-2017 21:29 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
http://about.jstor.org/terms
Acadiensis: Journal of the History of the Atlantic Region is collaborating with JSTOR to
digitize, preserve and extend access to Acadiensis
This content downloaded from 142.104.2.31 on Tue, 10 Oct 2017 21:29:43 UTC
All use subject to http://about.jstor.org/terms
The Struggle over Slavery
in the Maritime Colonies
HARVEY AMANI WHITFIELD
Cet article examine attentivement comment maîtres et esclaves s'affrontèrent pour
définir V esclavage dans les provinces Maritimes. S' appuyant sur des recherches
universitaires antérieures , il accorde une attention particulière au rôle que jouèrent
des personnes ď ascendance africaine dans V abolition de V esclavage, avec Faide
ď abolitionnistes de la région et de juges sympathiques à leur cause. La fin de
V esclavage mit à V avant-plan une nouvelle forme de racisme plus virulente qui
limitait les perspectives des communautés de Noirs libres de la région.
This article closely examines the ways in which masters and slaves struggled to
define slavery in the Maritimes. Building on the work of previous scholars , special
attention is given to the role that African-descended peoples played in ending
slavery with the help of local abolitionists and sympathetic judges. The end of
slavery brought to the forefront a new and more virulent form of racism that
circumscribed opportunities for free black communities in the region.
BETWEEN 1783 AND THE 1820s, SLAVES AND OWNERS struggled to define
the essence, meaning, contours, and extent of slavery.1 The study of slavery in
Canada is an uncomfortable subject. In popular understanding, it has been easier to
envision Canada as the protector of fugitive slaves rather than as the home of its own
system of slavery. In her study, The Hanging of Angélique, Afua Cooper noted that
slavery "has disappeared from Canada's historical chronicles, erased from its
memory and banished to the dungeons of its past."2 Yet, despite this lapse in
historical memory, the historical analysis of Cooper and others tells a very different
story. This article extends the existing scholarship by exploring the ways in which
slavery.
ScanScan 1Scan 2Scan 3Scan 4Scan 5Scan 6Scan 7Scan 8Scan 9Scan 10Scan 11Scan 12Scan 13
Chapter 13 Global Health Challenges
MANY INDIVIDUALS AND NONGOVERNMENTAL ORGANIZATIONS (NGOS) HELP FIGHT GLOBAL DISEASE. The Bill and Melinda Gates Foundation plays a key role in the war against malaria, AIDS, and other diseases. Melinda and Bill Gates met with doctors and patients at the Manhica Research Center and Hospital in an area of Mozambique heavily affected by malaria.
Learning Objectives
1. 13.1Recall the causes and effects of noncommunicable diseases
2. 13.2Evaluate the role of global travel and trade in facilitating the globalization of infectious diseases
3. 13.3Outline the three developments that gave rise to the concept of human security
4. 13.4Describe the three epidemiologic transitions to better understand contemporary concerns about infectious diseases
5. 13.5Report the cause, spread, effects, and control measures of influenza and avian flu
6. 13.6Report the cause, spread, effects, and control measures of malaria
7. 13.7Recognize the causes and preventive measures of HIV
8. 13.8Report the origin, spread, effects, and control measures of SARS
9. 13.9Report the origin, spread, effects, and control measures of Ebola
10. 13.10Outline role of the WHO in preventing the spread of infectious diseases
Noncommunicable diseases (NCDs) such as heart disease, cancer, diabetes, chronic respiratory disease, and mental illness in general and Alzheimer’s disease in particular are the leading causes of death and disability globally. Long associated with affluent Western standards of living, NCDs are now a global problem. While rich countries are better equipped to deal with chronic diseases, they are far more deadly in poor countries. Growing numbers of old people and the spread of middle-class lifestyles make NCDs more prevalent than infectious diseases. Globalization also contributes to the growth of NCDs by helping expand the global middle class and by promoting fast foods, sugary drinks, alcohol, smoking, processed foods, and sedentary lifestyles. A major global health threat that undermines efforts to cure diseases is the emergence of germs that are resistant to antibiotics. This is due mainly to the excessive use of antibiotics in medicine and agriculture.
Infectious diseases are intertwined with numerous global issues and are inseparable from political, economic, and cultural components of globalization. Ethnic conflicts make populations vulnerable to infectious diseases. Fighting contributes to the collapse of public services, which means that many people die from what would ordinarily be treatable diseases, such as diarrhea and respiratory infections. Conflicts also create refugees, overcrowding, and unsanitary conditions, thereby creating environments conducive to the spread of infectious diseases.
Environmental degradation and deforestation expose humans to a variety of infectious diseases. They also contribute to global warming and flooding,.
Scapegoating is a theory of prejudice and discrimination. Societ.docxtodd331
Scapegoating is a theory of prejudice and discrimination. Society looks at the weakest group, and places blame on that group for all ills. That group then becomes the bottom level of society. We've seen this over the past 18 months. Illegal immigrants have been blamed for many issues, in particular crime and unemployment rates. Yet, I know few in my own area who will do the jobs these folks do every day. As for crime, please see the link below for a journal article that addresses this issue. Most crimes committed by immigrants without papers are misdemeanors.
What are your thoughts?
.
Scanned with CamScannerScanned with CamScannerIN.docxtodd331
Scanned with CamScanner
Scanned with CamScanner
INSTRUCTIONS
Write a brief case study (ALZHIEMER DISEASE) of a real or hypothetical issue or problem that needs investigation (approx. 200-250 words max).
Discussion 3.2: Hypothesis Test Tag Team
Corporate Responsibility 8;
The Social Responsibility of Business Is
to Increase Its Profits
Milton Friedman
When I hear businessmen speak eloquently
about the “social responsibilities of business
in a free-enterprise system,” I am reminded
of the wonderful line about the Frenchman
who discovered at the age of 70 that he had
been speaking prose all his life. The busi
nessmen believe that they are defending free
enterprise when they declaim that business
is not concerned “merely” with profit but
also with promoting desirable “social” ends;
that business has a “social conscience” and
takes seriously its responsibilities for provid
ing employment, eliminating discrimina
tion, avoiding pollution and whatever else
may be the catchwords of the contemporary
crop of reformers. In fact they are—or
would be if they or anyone else took them
seriously—preaching pure and unadulter
ated socialism. Businessmen who talk this
way are unwitting puppets of the intellectual
forces that have been undermining the basis
of a free society these past decades.
The discussions of the “social responsibil
ities of business” are notable for their analyt
ical looseness and lack of rigor. What does it
mean to say that “business” has responsibili
ties? Only people can have responsibilities.
A corporation is an artificial person and in
this sense may have artificial responsibili
ties, but “business” as a whole cannot be said
to have responsibilities, even in this vague
sense. The first step toward clarity in ex
amining the doctrine of the social responsi
bility of business is to ask precisely what it
implies for whom.
Presumably, the individuals who are to be
responsible are businessmen, which means
individual proprietors or corporate execu
tives. Most of the discussion of social respon
sibility is directed at corporations, so in what
follows I shall mostly neglect the individual
proprietors and speak of corporate execu
tives.
In a free-enterprise, private-property sys
tem, a corporate executive is an employee of
the owners of the business. He has direct re
sponsibility to his employers. That responsi
bility is to conduct the business in accord
ance with their desires, which generally will
be to make as much money as possible while
conforming to the basic rules of the society,
both those embodied in law and those em
bodied in ethical custom. Of course, in some
cases his employers may have a different ob
jective. A group of persons might establish a
corporation for an eleemosynary purpose—
for example, a hospital or a school. The
manager of such a corporation will not have
money profit as his objectives but the ren
dering of certain services.
In either case,.
Sara Mohammed1991 Washington St.Indiana, PA 15701(571) 550-3.docxtodd331
Sara Mohammed
1991 Washington St.
Indiana, PA 15701
(571) 550-3232
[email protected]
EDUCATION
Indiana University of Pennsylvania (IUP) Expected December 2020
Bachelor of Science in Business
Northern Virginia Community College (NOVA), Woodbridge, VA May 2016
English As a Second Language
Volunteerism
Saudi club association at Gannon University Fall 2018
SKILLS
· Speak three languages (Arabic, English, and Turkish)
· Knowledge with technology
· Experience with Microsoft, Word, Excel, and PowerPoint
· Looking for helping others always
· Familiar with taking care of kids
.
Scanned with CamScannerApplication Assignment 2 Part 2 .docxtodd331
Scanned with CamScanner
Application Assignment 2: Part 2 - Developing an Advocacy Campaign
The following application, Part 2, will be due in Week 7.
To prepare:
· Review Chapter 3 of Health policy and politics: A nurse’s guide.
· In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.
· Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.
· Consider how you could influence legislators or other policymakers to enact the policy you propose.
· Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.
·
To complete:
Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:
· Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
· Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.
· Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.
· Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.
Milstead: 3 Legs of Lobbying
“According to Milstead (2013), Leg One of the Three-Legged Stool consists of lobbying which is the act of influencing – the art of persuading-a government entity. “Legislators often rely on lobbyists’ expertise to help them understand what they are voting for or against.” (Milstead, 2013, p. 53). Local State Representatives should be targeted as a champion for the bill and that’s likely where an average voter can begin for their voice to be heard at the local and state levels.Leg Two of the Three-Legged Stool also includes the grassroots lobbyists. The AmericanNurses Association often spear-heads lobbying efforts in the best interest of the public on healthcare related issues and has a strong history of working with Congress on these important issues. “Grassroots lobbyists are constituents who have the power to elect officials through their vote and have expertise and knowledge about a particular issue (such as nurses in healthcare reform debates)” (Milstead, 2013, p. 54). Nurses can become a member of the American Nurses Association or other associations to ensure nurses have a voice on these important issues”
Reflection
Associate Professor Michael Segon
Director MBA
1
Reflection
Reflection is used as a learning tool to make sense of what we have experienced and how we can optimise our learning from that experience.
.
Scanned by CamScannerScanned by CamScannerChapte.docxtodd331
Scanned by CamScanner
Scanned by CamScanner
Chapter 13:The Bureaucracy
ADA Text Version
Learning Objectives
1. Describe the formal organization of the federal bureaucracy.
2. Classify the vital functions performed by the bureaucracy.
3. Explain the present Civil Service system and contrast it with the 19th century spoils system.
4. Identify the various factors contributing to bureaucracy's growth over time.
5. Compare the means by which Congress and the president attempt to maintain control over the bureaucracy.
6. Analyze and evaluate the problems that bureaucratic organization poses for American democracy.
Introduction
The very word "bureaucracy" often carries negative connotations. To refer to an institution as a "bureaucracy" or characterize it as "bureaucratic" is usually intended as an insult. But the national bureaucracy, sometimes called the "fourth branch of government", is responsible for practically all of the day-to-day work of governing the country. While bureaucracy in the United States, consistent with our tradition of more limited government, is smaller than its counterparts in other longstanding democracies, its influence extends to almost every corner of American society. From delivery of the mail to regulation of the stock market to national defense, federal employees plan, regulate, adjudicate, enforce, and implement federal law. Despite recurrent calls to "shrink" the size of government, the federal bureaucracy remains the largest single employer in the United States. This lesson examines the bureaucracy's formal organization, its critical role in the American economy and society, and its perceived weaknesses.
Study Questions
1. How did sociologist Max Weber define bureaucracy?
2. Identify the various functions federal bureaucracies perform giving at least one example each:
a. Implementation
b. Regulation
c. Adjudication
d. Enforcement
e. Policy-making
3. How many people does the federal government employ? For what percentage of GDP does federal spending account? How does this compare to other economically advanced democracies?
4. Classify and distinguish the major types of bureaucracy in the federal government:
a. Cabinet Departments
b. Independent Agencies
c. Independent Regulatory Commissions
d. Government Corporations
5. How does the federal bureaucracy select and recruit personnel? Contrast the present civil service system with the spoils system. What advantages does the present system provide?
6. What factors explain the growth of bureaucracy over time despite recurrent calls for limiting the size of government?
7. Identify those factors in the budget process making it difficult to cut bureaucratic funding.
8. Describe the way Congress authorizes funding for the federal bureaucracy.
9. How does Congress attempt to control the federal bureaucracy?
10. How does the president attempt to control the federal bureaucracy?
11. What special problems does bureaucratic independence present in a democracy? Discuss with re.
SANS SIFT tool Final project , related to (digital foren.docxtodd331
SANS SIFT tool Final project , related to (digital forensics tools and technique)
Description : A 500-700 word, double spaced paper, written in APA format, showing sources and a bibliography and ppt presentation too
Presentation materials
.
Scanned by CamScannerScanned by CamScannerTABLE .docxtodd331
Scanned by CamScanner
Scanned by CamScanner
TABLE 2.2 Connecting Knowledge of Development and Learning to Teaching Practices
Principles of Child Development and Learning
Developmentally Appropriate Teaching Practices
Children develop holistically
• Teachers plan daily activities and routines to address aesthetic, emotional, cognitive, language, physical, and social development.
• Teachers integrate learning across the curriculum (e.g., mixing language, physical, and social; combining math, science, and reading).
Child development follows an orderly sequence
• Teachers use their knowledge of developmental sequences to gauge whether children are developing as expected, to determine reasonable expectations, and to plan next steps in the learning process.
Children develop at varying rates
• Teachers give children opportunities to pursue activities at their own pace.
• Teachers repeat activities more than once so children can participate according to changing needs and abilities.
• Teachers plan activities with multiple learning objectives to address the needs of more and less advanced learners.
Children learn best when they feel safe and secure
• Teachers develop nurturing relationships with children and remain with children long enough so children can easily identify a specific adult from whom to seek help, comfort, attention, and guidance.
• Daily routines are predictable. Changes in routine are explained in advance so children can anticipate what will happen.
• There is two-way communication between teachers and families, and families are welcome in the program.
• Children have access to images, objects, and activities that reflect their home experiences.
• The early childhood environment complies with all safety requirements.
• Adults use positive discipline to enhance children’s self-esteem, self-control, and problem-solving abilities.
• Teachers address aggression and bullying calmly, firmly, and proactively.
Children are active learners
• Activities, transitions, and routines respect children’s attention span, need for activity and need for social interaction. Inactive segments of the day are short.
• Children participate in gross motor activities every day.
Children learn through a combination of physical experience, social experience, and reflection
• Adults encourage children to explore and investigate. They pose questions, offer information, and challenge children’s thinking.
• Children have many chances to document and reflect on their ideas.
Children learn through mastery and challenge
• Practitioners simplify, maintain, or extend activities in response to children’s functioning and comprehension.
Children’s learning profiles vary
• Teachers present the same information in more than one modality (seeing, hearing, touching) and through different types of activities.
• Children have opportunities to play on their own and with others; indoors and outdoors; with natural and manufactured materials.
Chil.
Sandro Reyes 1
5
Human Impact on the Environment
Every day, I see the harmful impacts of humans on the environment. Just 13 percent of the globe’s oceans remain unsoiled by humanity’s damaging impacts (Carrington, 2018). In the remotest poles and Pacific areas, most of the ocean has no natural marine wildlife. Pollution, huge fishing fleets, and global shipping along with climate change are all degrading the oceans. The vehicles we drive every day, industrial wastes, overpopulation, and fossil fuels, all have negative effects on the environment. Human activities are negatively affecting the environment by degrading it and sooner or later, the earth will not be able to sustain humans.
Overpopulation is now an epidemic with decreased mortality rates, improved medicine, and food sustainability. We are living longer, which is increasing population. The impact of overpopulation includes environmental degradation due to cutting down of trees to create space. With less trees to filter the air, an increase in carbon dioxide levels is damaging every single organism (Interesting Engineering, 2019). Another effect of overpopulation is overdependence on fossil fuels such as coal and oil, which emit plentiful carbon oxide into the air. With increased population, humans need more space, which damage ecosystems and augment carbon dioxide emissions.
Pollution is another impact of human activities on the environment. From trash, industrial wastes to carbon dioxide emissions into the air, pollutions is inevitable. Over 2.4 billion individuals have no access to sources of clean water. Human activities continue to deplete indispensable resources such as soil, water, and air. United States, for example, produces 147 million metric tons of air pollution annually (Interesting Engineering, 2019). Air quality in developing nations continues to plummet as well. This means that we are engaging in activities that are hurting the environment.
Global warming is one of the greatest causes of environmental degradation contributed by human activities. Some people do not believe that global warming is real. However, that is not true, and its major contributors include carbon dioxide emissions from respiration, deforestation, and burning fossil fuels. Each year, we continue to contribute to levels of carbon dioxide globally. Current levels exceed 400 PPM, and the rise in carbon dioxide emissions are attributed to an increase in global temperatures (Interesting Engineering, 2019). The result is the melting of arctic glaciers and land ice, which will increase sea levels, and have negative effects on oceanic life.
Climate change is another impact on the environment that is being caused by us. It is linked .
Scanned with CamScannerResearch Summary (paper)For thi.docxtodd331
Scanned with CamScanner
Research Summary (paper)
For this assignment you summarize one of the experimental research studies from your research collection.
(I did not make one, feel free to choose any research that has to do with psychology.)
Check out Audris Oh's research summary I put in the files -- it's a great model.
Write your summary in 5 pages or so, basically summarizing each of the major sections - literature review, methods section, results section and discussion. Let the abstract at the beginning of the paper guide you (It's just one paragraph but is a great guide). Why was the study done and how does it fit in with other work in the field (the intro or lit review)? What was the actual experiment (the methods section)? What were the results (the results section)? Why is it important (the discussion section)? Conclude your paper with a personal reaction -- does this fit with what you’ve seen? How might you use any insight the study provides?
Include the pdf of the article (or link to it) and the reference to the article in APA style. Here's an example of a reference:
Stein, S., Isaacs, G., & Andrews, T. (2004). Incorporating authentic learning experiences within a university course. Studies in Higher Education, 29(2), 239-258.
Example of how the essay should look like: https://middlesexcc.libguides.com/ld.php?content_id=7578609
Mendel, 150 years on
T.H. Noel Ellis1, Julie M.I. Hofer1, Gail M. Timmerman-Vaughan2, Clarice J. Coyne3
and Roger P. Hellens4
1
Institute of Biological, Environmental & Rural Sciences, Aberystwyth University, Gogerddan Campus, Aberystwyth,
Ceredigion, SY23 3EB, UK
2
The New Zealand Institute for Plant & Food Research Ltd, Christchurch 8140, New Zealand
3
USDA-ARS Western Regional Plant Introduction Station, Washington State University, Pullman, Washington, USA
4
The New Zealand Institute for Plant & Food Research Ltd, Auckland, New Zealand
Review
Mendel’s paper ‘Versuche über Pflanzen-Hybriden’ is the
best known in a series of studies published in the late 18th
and 19th centuries that built our understanding of the
mechanism of inheritance. Mendel investigated the seg-
regation of seven gene characters of pea (Pisum sativum),
of which four have been identified. Here, we review what
is known about the molecular nature of these genes,
which encode enzymes (R and Le), a biochemical regula-
tor (I) and a transcription factor (A). The mutations are: a
transposon insertion (r), an amino acid insertion (i), a
splice variant (a) and a missense mutation (le-1). The
nature of the three remaining uncharacterized characters
(green versus yellow pods, inflated versus constricted
pods, and axial versus terminal flowers) is discussed.
Mendel’s studies: species, traits and genes
Mendel’s paper ‘Versuche ü ber Pflanzen-Hybriden’ [1] is
the best known in a series of studies published in the late
18th and 19th centuries [2–4] that built our understanding
of the mechanism of inheritance [5]. The title of M.
Scanned with CamScannerHACCP Recipe TermsCheck tempe.docxtodd331
Scanned with CamScanner
HACCP Recipe Terms
Check temperature of food at least every four hours and record
Check temperature of storage area at beginning of shift.
Cook eggs, poultry, fish, and meat in a microwave oven to a minimum temperature of 165 degrees F.
Cook fish to a minimum of 145 degrees F for 15 seconds.
Cook ground meats to a minimum of 155 degrees F for 15 seconds.
Cook poultry to a minimum of 165 degrees F for 15 seconds.
Cook vegetables to a temperature of 135 degrees F or higher.
Cooked food should be cooled from 135 degrees F to 70 degrees F within 2 hours and from 70 degrees F to 41 degrees F or lower in an additional 4 hours.
Cool foods to at least 70 degrees F before refrigerating or freezing.
Crack egg in separate bowl before combining to larger bowl.
Discard food held in the temperature danger zone for longer than four hours.
Hold cold foods at an internal temperature of 41 degrees F or lower.
Hold frozen foods at a temperature of 0 degrees F or lower.
Thaw food in a microwave oven if it will be cooked immediately after.
Hold hot foods at a minimum internal temperature of 135 degrees F or higher.
Hold hot foods at a minimum internal temperature of 135 degrees F or higher.
Inspect can before opening for swollen ends, rust, or dents.
Label food for storage with ingredient list and date of preparation.
Prepare raw foods separately from ready to eat foods.
Reduce the size or quantity of food to be cooled.
Reheat food to 165 degrees F for 15 seconds.
Remove from the refrigerator only as much product as can be prepared at one time.
Remove jewelry
Rotate products to ensure that the oldest inventory is used first.
Sanitize work surface, equipment, and utensils.
Store chemicals away from food products.
Store cut melons at 41 degrees F or lower.
Store fresh-cut produce between 33 to 41 degrees F to maintain quality.
Store raw meat, poultry, and fish in the bottom of the refrigerator.
Thaw food by submerging under running potable water at a temperature of 70 degrees F or lower.
Thaw food in a microwave oven if it will be cooked immediately after.
Thaw food in the refrigerator at 41 degrees F or lower.
Use a clean, sanitized, and calibrated thermometer to measure the internal temperature of foods.
Wash all fresh fruit prior to serving
Wash your hands
Wear gloves
Wear hairnet
Standardized Recipe Form
Recipe Name_____________________________________ Category_______________________________ Recipe #__________________________
(i.e., entrée, breads)
HACCP Process: _____ 1 – No Cook _____ 2 – Cook & Same Day Serve _____ 3 – Cook, Cool, Reheat, Serve
Ingredients
For ___________Servings
Directions: Include step by step instructions, the critical control points (CCP-specific points at which a hazard can be reduced, eliminated or prevented) and critical limit (time and/or temperature that must be achieved to control a hazard).
Weight
Measure
Serving Size___________________ Pan Size_______________.
Scanned with CamScanner1 STANDARIZATION OF A B.docxtodd331
Scanned with CamScanner
1
STANDARIZATION OF A BASE
AND TITRATION OF A VINEGAR SOLUTION
ADDITIONAL READING
The concepts in this experiment are also discussed in sections 3.6 AND 17.3 of Chemistry and Chemical Reactivity by
Kotz, Treichel, Townsend and Treichel, and in sections 4.3b, 17.3a, and 17.3b of Mindtap General Chemistry by Vining,
Young, Day, and Botch
ABSTRACT
This experiment is divided into two parts. Each student is expected to perform the experiment individually.
In Part A, you will prepare a NaOH titrant solution, then standardize it (determine its exact concentration) using the acid
primary standard, potassium hydrogen phthalate, KHC8H4O4, frequently abbreviated as KHP. Note KHP is not a chemical
formula.
In Part B you will use your standardized NaOH solution to determine the molar concentration of vinegar (an acetic acid,
CH3COOH, solution), and convert this concentration unit to a mass percent concentration unit, and finally compare your
measured mass percent concentration to the value reported on the bottle.
BACKGROUND
TITRATIONS
One of the most useful strategies in analytical chemistry is to use a known reagent (known composition or concentration)
as a standard to analyze an unknown substance. A titration is an analytical procedure in which a solution of known
concentration, the standard solution, is slowly reacted with a solution of unknown concentration. The concentration of
the unknown solution can be easily calculated. Titration is often used to measure the concentration of an acid or base,
but it can also be used for any chemical reaction if the stoichiometry is known.
EXPERIMENTS 6 AND 7 ARE BOTH ACID BASE TITRATION EXPERIMENTS, QUITE SIMILAR TO EACH OTHER.
THE REASONS FOR DOING TWO TITRATION EXPERIMENTS
A. TO GIVE STUDENTS PLENTY OF OPPORTUNITY BOTH TO PERFECT THEIR TITRATION TECHNIQUE AND
TO LEARN TO DO THE CALCULATIONS;
B. TITRATION IS THE MOST IMPORTANT TECHNIQUE LEARNED IN CHEM 1033 LAB.
YOU WILL DO A PRACTICAL LAB EXAM AT THE END OF THE SEMESTER; IT WILL BE A VERY SIMILAR
TITRATION.
IT IS IMPORTANT TO REALIZE THAT TITRATION IS AN ACQUIRED SKILL, REQUIRING PRACTICE. MOST
STUDENTS ARE NOT PROFICIENT AT FIRST, BUT IF YOU WANT TO BECOME EXPERT AT IT, YOU WILL GET
THERE WITH PRACTICE.
It is critical that there be an observable change that signals that the titration is complete. This is called the endpoint,
since it signals the end of the titration, when the equivalents of titrant added just equal the equivalents of the analyte
unknown. When performing an acid-base titration, we commonly use an acid-base indicator that has one color before the
endpoint but changes sharply to a different color at the pH of the endpoint.
Titrations are carried out using a specialized piece of glassware called a buret, which is long tube with a dispensing valve.
The buret scale has graduated marks in units of 0.01 mL or 0.02 mL. You can apply the techniques used for readi.
Scanlon Technologies, Inc. Anne Scanlon founded Scanlon Technol.docxtodd331
Scanlon Technologies, Inc.
*
Anne Scanlon founded Scanlon Technologies, Inc., in 1993. The company designed and manufactured high-tech products that were used in various industries ranging from semiconductor to aviation. Over the years, Scanlon Technologies reported a compound annual growth rate in revenues of over 20% due to high demand for the company’s products and Anne’s superior management skills. By the end of 1996, it was clear that any further growth would have to come from international expansion. However, establishing manufacturing operations and opening up sales and marketing offices abroad required a significant amount of capital. Anne considered investing more of her own money into the business; however, given that she already had most of her wealth tied up in the company, she decided against the idea. Moreover, she believed that the amount of funds Scanlon Technologies needed to raise for expansion was in the tens of millions. In her mind, there was only one clear solution—go public.
In September 1996, Anne hired J.P. Suisse, a top tier investment bank, to take Scanlon Technologies public. On January 1, 1997, the company, which was authorized by the State of Delaware to sell 20 million common stock and 10 million preferred stock, issued one million shares of common stock in an Initial Public Offering (IPO) and began trading on the New York Stock Exchange under the ticker symbol STI. The stock, which had a par value of $1, was sold for $20 per share and climbed to $26 a share by the end of its first trading day.
As expected, the funds raised in the IPO were used to open offices all over the world as well as build a second manufacturing plant in Toronto, Canada. Over the next couple of years, business was good and the company was able to generate enough cash to maintain its level of operations.
In October 1999, Anne learned that Kadehjian
Solution
s Coporation, a competitor, was considering the option of being acquired. Anne believed that such an acquisition would position Scanlon Technologies as the industry leader. One of Kadehjian’s requirements for such an acquisition was that it be an all-cash transaction. Anne knew that this would require Scanlon Technologies to raise approximately $7 million.
Ann contracted J.P. Suisse to discuss raising these funds through the capital markets. The managing directors at J.P. Suisse recommended that Scanlon Technologies employ a combination of debt and equity securities. Anne agreed and on January 1, 2000, the company issued an additional one hundred thousand shares of its $1 par value common stock at $40 per share. On the same day, the company issued $2 million in bonds at 95.8, due in 5 years with 5% interest payable annually (at year end). The market interest rate at the time was 6% per year. Also on January 1, 2000, Scanlon Technologies issued $1.3 million in zero-coupon (i.e. no interest) convertible bonds, also due in 5 years. Each $1,000 bond converted into 20 shares of its commo.
scan the following 2 poems by Robert Herrick. analyze each poems rhy.docxtodd331
scan the following 2 poems by Robert Herrick. analyze each poems rhyme and verse and its meter and number of feet. then in a short paragraph, tell me what you think.
Upon Julia's Breasts
Display thy breasts, my Julia, there let me
Behold that circummortal purity;
Between whose glories, there my lips I'll lay,
Ravished in that fair Via Lactea.
Upon a Child That Died
Here she lies, a pretty bud,
Lately made of flesh and blood,
Who as soon fell fast asleep
As her little eyes did peep.
Give her strewings, but not stir
The earth that lightly covers her.
.
SBUX ISIncome Statement - As Reported 10K in millionsIncome Statem.docxtodd331
SBUX ISIncome Statement - As Reported 10K in millionsIncome Statement - As Reported 10Q in millions9/30/139/30/149/30/159/30/169/30/179/30/18TTM12/30/173/30/186/30/189/30/1812/29/18TTM Company-operated stores$11,793.2$12,977.9$15,197.3$16,844.1$17,650.719,690.320,318.8 Company-operated stores4,741.84,828.05,060.45,060.1$5,370.3020,318.8 Total specialty$3,073.6$3,469.9$3,965.4$4,471.8$4,736.15,029.24,959.6 Total specialty1,331.91,203.81,249.91,243.5$1,262.404,959.6 Licensed stores$1,360.5$1,588.6$1,861.9$2,154.2$2,355.02,652.22,706.9 Licensed stores682.4625.6660.6683.6$737.102,706.9 CPG, foodservice and other$1,713.1$1,881.3$2,103.5$2,317.6$2,381.12,377.02,252.7 CPG, foodservice and other649.5578.2589.3559.9$525.302,252.7Total net revenues$14,866.8$16,447.8$19,162.7$21,315.9$22,386.8$24,719.525,278.4Total net revenues6,073.76,031.86,310.36,303.6$6,632.7025,278.4 Cost of sales including occupancy costs-$6,382.3-$6,858.8-$7,787.5-$8,511.1-$9,038.2-10,174.5-10,434.2 Cost of sales including occupancy costs-2,502.9-2,516.0-2,554.9-2,604.6($2,758.70)-10,434.2 Store operating expenses-$4,286.1-$4,638.2-$5,411.1-$6,064.3-$6,493.3-7,193.2-7,449.2 Store operating expenses-1,737.0-1,789.6-1,825.0-1,841.6($1,993.00)-7,449.2 Other operating expenses-$431.8-$457.3-$522.4-$545.4-$553.8-539.3-532.2 Other operating expenses-141.6-134.3-148.0-156.7($93.20)-532.2 Depreciation and amortization expenses-$621.4-$709.6-$893.9-$980.8-$1,011.4-1,247.0-1,321.6 Depreciation and amortization expenses-258.8-331.6-330.0-326.6($333.40)-1,321.6 General and administrative expenses-$937.9-$991.3-$1,196.7-$1,360.6-$1,393.3-1,759.0-1,797.8 General and administrative expenses-379.1-405.8-468.7-460.0($463.30)-1,797.8 Restructuring and impairments$0.0$0.0$0.0$0.0-$153.5-224.4-240.0 Restructuring and impairments-27.6-134.7-16.9-45.2($43.20)-240.0 Litigation credit / charge-$2,784.1$20.2$0.0$0.0$0.0$0.0Income from equity investees89.452.771.487.7$67.80279.6Income from equity investees$251.4$268.3$249.9$318.2$391.4301.2279.6Operating income / loss1,116.1772.51,038.2956.6$1,015.703,783.0Operating income / loss-$325.4$3,081.1$3,601.0$4,171.9$4,134.7$3,883.33,783.0Gain resulting from acquisition of joint venture1,326.3Net interest and other income62.3483-$24.8074.9 Gain resulting from acquisition of joint venture$0.0$0.0$390.6$0.0$0.01,376.4$0.0 Interest income and other, net88.2313239$24.80126.0Loss on divestiture of certain operations$0.0$0.0-$61.1$0.0$0.0499.2 Interest expense-25.9-503($75.00)-77.0 Interest income and other, net$123.6$142.7$43.0$108.0$275.3191.4$126.0Earnings / loss before income taxes3,005.9363236$965.501,068.7 Interest expense-$28.1-$64.1-$70.5-$81.3-$92.5-170.3-$77.0Income tax expense / benefit-755.8-35-45-64($205.10)-349.4Earnings / loss before income taxes-$229.9$3,159.7$3,903.0$4,198.6$4,317.5$5,780.0$1,068.7Net earnings / loss including noncontrolling interests2,250.18161,027932$760.403,534.721.83%Net earnings / loss attributab.
Scan the articles in the attached course text. Write a discussi.docxtodd331
Scan the articles in the attached course text. Write a discussion initial post on one of the articles. Choose the one that interests you most.
1.Provide a very brief overview of what you think are the key points (a literature review).
2.What about the policy area interests you?
3.What about the information systems involved in the article interested you?
4.How might this article’s research approach help you in your dissertation research project?
(NOTE: Please cut and paste the above-numbered list into your reply to help with organization.)
.
Scale Ratio Variable Histograms are useful for presenting qu.docxtodd331
Scale Ratio Variable
Histograms are useful for presenting quantitative data such as the example variable ADULT_CT which describes the number of individuals per household. The variable measurement is scale ratio and as it depicts a number, a histogram is able to reflect the number of individuals belonging to each variable value or interval of values (Mishra, Pandey, Singh & Gupta, 2018).). Histograms divide the variable into equal intervals as shown below in individuals reported per home. The graph indicates nearly 3,000 reporting and displays the individual numbers per interval. The bar levels of the graph make it is easy to discern the average number reporting as 2 per household.
Nominal Variable
As nominal variables depict qualitative data such as in the variable Q87 which describes the level of trust individuals felt towards others, a pie graph would be beneficial to use as it easily displays each group or individual share in the total being examined (Mishra, Pandey, Singh & Gupta, 2018). For example, the pie graph here which shows what percentage of trust was and wasn’t felt toward others. Graphs like these are appropriate for showing a variable that cannot be ordered or numerical in value such as feelings of trust (Frankfort-Nachmias, Leon-Guerrero & Davis, 2020).
References
Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications.
Mishra, P., Pandey, C. M., Singh, U., & Gupta, A. (2018). Scales of measurement and presentation of statistical data.
Annals of cardiac anesthesia
,
21
(4), 419.
Wagner, III, W.E. (2020).
Using IBM® SPSS® statistics for research methods and social science statistics
(7th ed.). Thousand Oaks, CA: Sage Publications.
Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
.
Saylor URL: http://www.saylor.org/books Saylor.org
4
Chapter 1
Mastering Strategy: Art and Science
L E A R N I N G O B J E C T I V E S
After reading this chapter, you should be able to understand and articulate answers to the following
questions:
1. What are strategic management and strategy?
2. Why does strategic management matter?
3. What elements determine firm performance?
Strategic Management: A Core Concern for Apple
The Opening of the Apple Store
Image courtesy of Neil Bird, http://www.flickr.com/photos/nechbi/2058929337.
March 2, 2011, was a huge day for Apple. The firm released its much-anticipated iPad2, a thinner and
faster version of market-leading Apple’s iPad tablet device. Apple also announced that a leading publisher,
Random House, had made all seventeen thousand of its books available through Apple’s iBookstore.
Apple had enjoyed tremendous success for quite some time. Approximately fifteen million iPads were sold
in 2010, and the price of Apple’s stock had more than tripled from early 2009 to early 2011.
http://creativecommons.org/licenses/by-nc-sa/3.0/
http://www.saylor.org/books
http://www.flickr.com/photos/nechbi/2058929337
Saylor URL: http://www.saylor.org/books Saylor.org
5
But future success was far from guaranteed. The firm’s visionary founder Steve Jobs was battling serious
health problems. Apple’s performance had suffered when an earlier health crisis had forced Jobs to step
away from the company. This raised serious questions. Would Jobs have to step away again? If so, how
might Apple maintain its excellent performance without its leader?
Meanwhile, the iPad2 faced daunting competition. Samsung, LG, Research in Motion, Dell, and other
manufacturers were trying to create tablets that were cheaper, faster, and more versatile than the iPad2.
These firms were eager to steal market share by selling their tablets to current and potential Apple
customers. Could Apple maintain leadership of the tablet market, or would one or more of its rivals
dominate the market in the years ahead? Even worse, might a company create a new type of device that
would make Apple’s tablets obsolete?
http://creativecommons.org/licenses/by-nc-sa/3.0/
http://www.saylor.org/books
Saylor URL: http://www.saylor.org/books Saylor.org
6
1.1 Defining Strategic Management and Strategy
L E A R N I N G O B J E C T I V E S
1. Learn what strategic management is.
2. Understand the key question addressed by strategic management.
3. Understand why it is valuable to consider different definitions of strategy.
4. Learn what is meant by each of the 5 Ps of strategy.
What Is Strategic Management?
Issues such as those currently faced by Apple are the focus of strategic management because they help
answer the key question examined by strategic management—“Why do some firms outperform other
firms?” More specifically, strategic management examines how actions and .
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Scapegoating is a theory of prejudice and discrimination. Societ.docxtodd331
Scapegoating is a theory of prejudice and discrimination. Society looks at the weakest group, and places blame on that group for all ills. That group then becomes the bottom level of society. We've seen this over the past 18 months. Illegal immigrants have been blamed for many issues, in particular crime and unemployment rates. Yet, I know few in my own area who will do the jobs these folks do every day. As for crime, please see the link below for a journal article that addresses this issue. Most crimes committed by immigrants without papers are misdemeanors.
What are your thoughts?
.
Scanned with CamScannerScanned with CamScannerIN.docxtodd331
Scanned with CamScanner
Scanned with CamScanner
INSTRUCTIONS
Write a brief case study (ALZHIEMER DISEASE) of a real or hypothetical issue or problem that needs investigation (approx. 200-250 words max).
Discussion 3.2: Hypothesis Test Tag Team
Corporate Responsibility 8;
The Social Responsibility of Business Is
to Increase Its Profits
Milton Friedman
When I hear businessmen speak eloquently
about the “social responsibilities of business
in a free-enterprise system,” I am reminded
of the wonderful line about the Frenchman
who discovered at the age of 70 that he had
been speaking prose all his life. The busi
nessmen believe that they are defending free
enterprise when they declaim that business
is not concerned “merely” with profit but
also with promoting desirable “social” ends;
that business has a “social conscience” and
takes seriously its responsibilities for provid
ing employment, eliminating discrimina
tion, avoiding pollution and whatever else
may be the catchwords of the contemporary
crop of reformers. In fact they are—or
would be if they or anyone else took them
seriously—preaching pure and unadulter
ated socialism. Businessmen who talk this
way are unwitting puppets of the intellectual
forces that have been undermining the basis
of a free society these past decades.
The discussions of the “social responsibil
ities of business” are notable for their analyt
ical looseness and lack of rigor. What does it
mean to say that “business” has responsibili
ties? Only people can have responsibilities.
A corporation is an artificial person and in
this sense may have artificial responsibili
ties, but “business” as a whole cannot be said
to have responsibilities, even in this vague
sense. The first step toward clarity in ex
amining the doctrine of the social responsi
bility of business is to ask precisely what it
implies for whom.
Presumably, the individuals who are to be
responsible are businessmen, which means
individual proprietors or corporate execu
tives. Most of the discussion of social respon
sibility is directed at corporations, so in what
follows I shall mostly neglect the individual
proprietors and speak of corporate execu
tives.
In a free-enterprise, private-property sys
tem, a corporate executive is an employee of
the owners of the business. He has direct re
sponsibility to his employers. That responsi
bility is to conduct the business in accord
ance with their desires, which generally will
be to make as much money as possible while
conforming to the basic rules of the society,
both those embodied in law and those em
bodied in ethical custom. Of course, in some
cases his employers may have a different ob
jective. A group of persons might establish a
corporation for an eleemosynary purpose—
for example, a hospital or a school. The
manager of such a corporation will not have
money profit as his objectives but the ren
dering of certain services.
In either case,.
Sara Mohammed1991 Washington St.Indiana, PA 15701(571) 550-3.docxtodd331
Sara Mohammed
1991 Washington St.
Indiana, PA 15701
(571) 550-3232
[email protected]
EDUCATION
Indiana University of Pennsylvania (IUP) Expected December 2020
Bachelor of Science in Business
Northern Virginia Community College (NOVA), Woodbridge, VA May 2016
English As a Second Language
Volunteerism
Saudi club association at Gannon University Fall 2018
SKILLS
· Speak three languages (Arabic, English, and Turkish)
· Knowledge with technology
· Experience with Microsoft, Word, Excel, and PowerPoint
· Looking for helping others always
· Familiar with taking care of kids
.
Scanned with CamScannerApplication Assignment 2 Part 2 .docxtodd331
Scanned with CamScanner
Application Assignment 2: Part 2 - Developing an Advocacy Campaign
The following application, Part 2, will be due in Week 7.
To prepare:
· Review Chapter 3 of Health policy and politics: A nurse’s guide.
· In the first assignment, you reflected on whether the policy you would like to promote could best be achieved through the development of new legislation, or a change in an existing law or regulation. Refine as necessary using any feedback from your first paper.
· Contemplate how existing laws or regulations may affect how you proceed in advocating for your proposed policy.
· Consider how you could influence legislators or other policymakers to enact the policy you propose.
· Think about the obstacles of the legislative process that may prevent your proposed policy from being implemented as intended.
·
To complete:
Part Two will have approximately 3–4 pages of content plus a title page and references. Part Two will address the following:
· Explain whether your proposed policy could be enacted through a modification of existing law or regulation or the creation of new legislation/regulation.
· Explain how existing laws or regulations could affect your advocacy efforts. Be sure to cite and reference the laws and regulations using primary sources.
· Provide an analysis of the methods you could use to influence legislators or other policymakers to support your policy. In particular, explain how you would use the “three legs” of lobbying in your advocacy efforts.
· Summarize obstacles that could arise in the legislative process and how to overcome these hurdles.
Milstead: 3 Legs of Lobbying
“According to Milstead (2013), Leg One of the Three-Legged Stool consists of lobbying which is the act of influencing – the art of persuading-a government entity. “Legislators often rely on lobbyists’ expertise to help them understand what they are voting for or against.” (Milstead, 2013, p. 53). Local State Representatives should be targeted as a champion for the bill and that’s likely where an average voter can begin for their voice to be heard at the local and state levels.Leg Two of the Three-Legged Stool also includes the grassroots lobbyists. The AmericanNurses Association often spear-heads lobbying efforts in the best interest of the public on healthcare related issues and has a strong history of working with Congress on these important issues. “Grassroots lobbyists are constituents who have the power to elect officials through their vote and have expertise and knowledge about a particular issue (such as nurses in healthcare reform debates)” (Milstead, 2013, p. 54). Nurses can become a member of the American Nurses Association or other associations to ensure nurses have a voice on these important issues”
Reflection
Associate Professor Michael Segon
Director MBA
1
Reflection
Reflection is used as a learning tool to make sense of what we have experienced and how we can optimise our learning from that experience.
.
Scanned by CamScannerScanned by CamScannerChapte.docxtodd331
Scanned by CamScanner
Scanned by CamScanner
Chapter 13:The Bureaucracy
ADA Text Version
Learning Objectives
1. Describe the formal organization of the federal bureaucracy.
2. Classify the vital functions performed by the bureaucracy.
3. Explain the present Civil Service system and contrast it with the 19th century spoils system.
4. Identify the various factors contributing to bureaucracy's growth over time.
5. Compare the means by which Congress and the president attempt to maintain control over the bureaucracy.
6. Analyze and evaluate the problems that bureaucratic organization poses for American democracy.
Introduction
The very word "bureaucracy" often carries negative connotations. To refer to an institution as a "bureaucracy" or characterize it as "bureaucratic" is usually intended as an insult. But the national bureaucracy, sometimes called the "fourth branch of government", is responsible for practically all of the day-to-day work of governing the country. While bureaucracy in the United States, consistent with our tradition of more limited government, is smaller than its counterparts in other longstanding democracies, its influence extends to almost every corner of American society. From delivery of the mail to regulation of the stock market to national defense, federal employees plan, regulate, adjudicate, enforce, and implement federal law. Despite recurrent calls to "shrink" the size of government, the federal bureaucracy remains the largest single employer in the United States. This lesson examines the bureaucracy's formal organization, its critical role in the American economy and society, and its perceived weaknesses.
Study Questions
1. How did sociologist Max Weber define bureaucracy?
2. Identify the various functions federal bureaucracies perform giving at least one example each:
a. Implementation
b. Regulation
c. Adjudication
d. Enforcement
e. Policy-making
3. How many people does the federal government employ? For what percentage of GDP does federal spending account? How does this compare to other economically advanced democracies?
4. Classify and distinguish the major types of bureaucracy in the federal government:
a. Cabinet Departments
b. Independent Agencies
c. Independent Regulatory Commissions
d. Government Corporations
5. How does the federal bureaucracy select and recruit personnel? Contrast the present civil service system with the spoils system. What advantages does the present system provide?
6. What factors explain the growth of bureaucracy over time despite recurrent calls for limiting the size of government?
7. Identify those factors in the budget process making it difficult to cut bureaucratic funding.
8. Describe the way Congress authorizes funding for the federal bureaucracy.
9. How does Congress attempt to control the federal bureaucracy?
10. How does the president attempt to control the federal bureaucracy?
11. What special problems does bureaucratic independence present in a democracy? Discuss with re.
SANS SIFT tool Final project , related to (digital foren.docxtodd331
SANS SIFT tool Final project , related to (digital forensics tools and technique)
Description : A 500-700 word, double spaced paper, written in APA format, showing sources and a bibliography and ppt presentation too
Presentation materials
.
Scanned by CamScannerScanned by CamScannerTABLE .docxtodd331
Scanned by CamScanner
Scanned by CamScanner
TABLE 2.2 Connecting Knowledge of Development and Learning to Teaching Practices
Principles of Child Development and Learning
Developmentally Appropriate Teaching Practices
Children develop holistically
• Teachers plan daily activities and routines to address aesthetic, emotional, cognitive, language, physical, and social development.
• Teachers integrate learning across the curriculum (e.g., mixing language, physical, and social; combining math, science, and reading).
Child development follows an orderly sequence
• Teachers use their knowledge of developmental sequences to gauge whether children are developing as expected, to determine reasonable expectations, and to plan next steps in the learning process.
Children develop at varying rates
• Teachers give children opportunities to pursue activities at their own pace.
• Teachers repeat activities more than once so children can participate according to changing needs and abilities.
• Teachers plan activities with multiple learning objectives to address the needs of more and less advanced learners.
Children learn best when they feel safe and secure
• Teachers develop nurturing relationships with children and remain with children long enough so children can easily identify a specific adult from whom to seek help, comfort, attention, and guidance.
• Daily routines are predictable. Changes in routine are explained in advance so children can anticipate what will happen.
• There is two-way communication between teachers and families, and families are welcome in the program.
• Children have access to images, objects, and activities that reflect their home experiences.
• The early childhood environment complies with all safety requirements.
• Adults use positive discipline to enhance children’s self-esteem, self-control, and problem-solving abilities.
• Teachers address aggression and bullying calmly, firmly, and proactively.
Children are active learners
• Activities, transitions, and routines respect children’s attention span, need for activity and need for social interaction. Inactive segments of the day are short.
• Children participate in gross motor activities every day.
Children learn through a combination of physical experience, social experience, and reflection
• Adults encourage children to explore and investigate. They pose questions, offer information, and challenge children’s thinking.
• Children have many chances to document and reflect on their ideas.
Children learn through mastery and challenge
• Practitioners simplify, maintain, or extend activities in response to children’s functioning and comprehension.
Children’s learning profiles vary
• Teachers present the same information in more than one modality (seeing, hearing, touching) and through different types of activities.
• Children have opportunities to play on their own and with others; indoors and outdoors; with natural and manufactured materials.
Chil.
Sandro Reyes 1
5
Human Impact on the Environment
Every day, I see the harmful impacts of humans on the environment. Just 13 percent of the globe’s oceans remain unsoiled by humanity’s damaging impacts (Carrington, 2018). In the remotest poles and Pacific areas, most of the ocean has no natural marine wildlife. Pollution, huge fishing fleets, and global shipping along with climate change are all degrading the oceans. The vehicles we drive every day, industrial wastes, overpopulation, and fossil fuels, all have negative effects on the environment. Human activities are negatively affecting the environment by degrading it and sooner or later, the earth will not be able to sustain humans.
Overpopulation is now an epidemic with decreased mortality rates, improved medicine, and food sustainability. We are living longer, which is increasing population. The impact of overpopulation includes environmental degradation due to cutting down of trees to create space. With less trees to filter the air, an increase in carbon dioxide levels is damaging every single organism (Interesting Engineering, 2019). Another effect of overpopulation is overdependence on fossil fuels such as coal and oil, which emit plentiful carbon oxide into the air. With increased population, humans need more space, which damage ecosystems and augment carbon dioxide emissions.
Pollution is another impact of human activities on the environment. From trash, industrial wastes to carbon dioxide emissions into the air, pollutions is inevitable. Over 2.4 billion individuals have no access to sources of clean water. Human activities continue to deplete indispensable resources such as soil, water, and air. United States, for example, produces 147 million metric tons of air pollution annually (Interesting Engineering, 2019). Air quality in developing nations continues to plummet as well. This means that we are engaging in activities that are hurting the environment.
Global warming is one of the greatest causes of environmental degradation contributed by human activities. Some people do not believe that global warming is real. However, that is not true, and its major contributors include carbon dioxide emissions from respiration, deforestation, and burning fossil fuels. Each year, we continue to contribute to levels of carbon dioxide globally. Current levels exceed 400 PPM, and the rise in carbon dioxide emissions are attributed to an increase in global temperatures (Interesting Engineering, 2019). The result is the melting of arctic glaciers and land ice, which will increase sea levels, and have negative effects on oceanic life.
Climate change is another impact on the environment that is being caused by us. It is linked .
Scanned with CamScannerResearch Summary (paper)For thi.docxtodd331
Scanned with CamScanner
Research Summary (paper)
For this assignment you summarize one of the experimental research studies from your research collection.
(I did not make one, feel free to choose any research that has to do with psychology.)
Check out Audris Oh's research summary I put in the files -- it's a great model.
Write your summary in 5 pages or so, basically summarizing each of the major sections - literature review, methods section, results section and discussion. Let the abstract at the beginning of the paper guide you (It's just one paragraph but is a great guide). Why was the study done and how does it fit in with other work in the field (the intro or lit review)? What was the actual experiment (the methods section)? What were the results (the results section)? Why is it important (the discussion section)? Conclude your paper with a personal reaction -- does this fit with what you’ve seen? How might you use any insight the study provides?
Include the pdf of the article (or link to it) and the reference to the article in APA style. Here's an example of a reference:
Stein, S., Isaacs, G., & Andrews, T. (2004). Incorporating authentic learning experiences within a university course. Studies in Higher Education, 29(2), 239-258.
Example of how the essay should look like: https://middlesexcc.libguides.com/ld.php?content_id=7578609
Mendel, 150 years on
T.H. Noel Ellis1, Julie M.I. Hofer1, Gail M. Timmerman-Vaughan2, Clarice J. Coyne3
and Roger P. Hellens4
1
Institute of Biological, Environmental & Rural Sciences, Aberystwyth University, Gogerddan Campus, Aberystwyth,
Ceredigion, SY23 3EB, UK
2
The New Zealand Institute for Plant & Food Research Ltd, Christchurch 8140, New Zealand
3
USDA-ARS Western Regional Plant Introduction Station, Washington State University, Pullman, Washington, USA
4
The New Zealand Institute for Plant & Food Research Ltd, Auckland, New Zealand
Review
Mendel’s paper ‘Versuche über Pflanzen-Hybriden’ is the
best known in a series of studies published in the late 18th
and 19th centuries that built our understanding of the
mechanism of inheritance. Mendel investigated the seg-
regation of seven gene characters of pea (Pisum sativum),
of which four have been identified. Here, we review what
is known about the molecular nature of these genes,
which encode enzymes (R and Le), a biochemical regula-
tor (I) and a transcription factor (A). The mutations are: a
transposon insertion (r), an amino acid insertion (i), a
splice variant (a) and a missense mutation (le-1). The
nature of the three remaining uncharacterized characters
(green versus yellow pods, inflated versus constricted
pods, and axial versus terminal flowers) is discussed.
Mendel’s studies: species, traits and genes
Mendel’s paper ‘Versuche ü ber Pflanzen-Hybriden’ [1] is
the best known in a series of studies published in the late
18th and 19th centuries [2–4] that built our understanding
of the mechanism of inheritance [5]. The title of M.
Scanned with CamScannerHACCP Recipe TermsCheck tempe.docxtodd331
Scanned with CamScanner
HACCP Recipe Terms
Check temperature of food at least every four hours and record
Check temperature of storage area at beginning of shift.
Cook eggs, poultry, fish, and meat in a microwave oven to a minimum temperature of 165 degrees F.
Cook fish to a minimum of 145 degrees F for 15 seconds.
Cook ground meats to a minimum of 155 degrees F for 15 seconds.
Cook poultry to a minimum of 165 degrees F for 15 seconds.
Cook vegetables to a temperature of 135 degrees F or higher.
Cooked food should be cooled from 135 degrees F to 70 degrees F within 2 hours and from 70 degrees F to 41 degrees F or lower in an additional 4 hours.
Cool foods to at least 70 degrees F before refrigerating or freezing.
Crack egg in separate bowl before combining to larger bowl.
Discard food held in the temperature danger zone for longer than four hours.
Hold cold foods at an internal temperature of 41 degrees F or lower.
Hold frozen foods at a temperature of 0 degrees F or lower.
Thaw food in a microwave oven if it will be cooked immediately after.
Hold hot foods at a minimum internal temperature of 135 degrees F or higher.
Hold hot foods at a minimum internal temperature of 135 degrees F or higher.
Inspect can before opening for swollen ends, rust, or dents.
Label food for storage with ingredient list and date of preparation.
Prepare raw foods separately from ready to eat foods.
Reduce the size or quantity of food to be cooled.
Reheat food to 165 degrees F for 15 seconds.
Remove from the refrigerator only as much product as can be prepared at one time.
Remove jewelry
Rotate products to ensure that the oldest inventory is used first.
Sanitize work surface, equipment, and utensils.
Store chemicals away from food products.
Store cut melons at 41 degrees F or lower.
Store fresh-cut produce between 33 to 41 degrees F to maintain quality.
Store raw meat, poultry, and fish in the bottom of the refrigerator.
Thaw food by submerging under running potable water at a temperature of 70 degrees F or lower.
Thaw food in a microwave oven if it will be cooked immediately after.
Thaw food in the refrigerator at 41 degrees F or lower.
Use a clean, sanitized, and calibrated thermometer to measure the internal temperature of foods.
Wash all fresh fruit prior to serving
Wash your hands
Wear gloves
Wear hairnet
Standardized Recipe Form
Recipe Name_____________________________________ Category_______________________________ Recipe #__________________________
(i.e., entrée, breads)
HACCP Process: _____ 1 – No Cook _____ 2 – Cook & Same Day Serve _____ 3 – Cook, Cool, Reheat, Serve
Ingredients
For ___________Servings
Directions: Include step by step instructions, the critical control points (CCP-specific points at which a hazard can be reduced, eliminated or prevented) and critical limit (time and/or temperature that must be achieved to control a hazard).
Weight
Measure
Serving Size___________________ Pan Size_______________.
Scanned with CamScanner1 STANDARIZATION OF A B.docxtodd331
Scanned with CamScanner
1
STANDARIZATION OF A BASE
AND TITRATION OF A VINEGAR SOLUTION
ADDITIONAL READING
The concepts in this experiment are also discussed in sections 3.6 AND 17.3 of Chemistry and Chemical Reactivity by
Kotz, Treichel, Townsend and Treichel, and in sections 4.3b, 17.3a, and 17.3b of Mindtap General Chemistry by Vining,
Young, Day, and Botch
ABSTRACT
This experiment is divided into two parts. Each student is expected to perform the experiment individually.
In Part A, you will prepare a NaOH titrant solution, then standardize it (determine its exact concentration) using the acid
primary standard, potassium hydrogen phthalate, KHC8H4O4, frequently abbreviated as KHP. Note KHP is not a chemical
formula.
In Part B you will use your standardized NaOH solution to determine the molar concentration of vinegar (an acetic acid,
CH3COOH, solution), and convert this concentration unit to a mass percent concentration unit, and finally compare your
measured mass percent concentration to the value reported on the bottle.
BACKGROUND
TITRATIONS
One of the most useful strategies in analytical chemistry is to use a known reagent (known composition or concentration)
as a standard to analyze an unknown substance. A titration is an analytical procedure in which a solution of known
concentration, the standard solution, is slowly reacted with a solution of unknown concentration. The concentration of
the unknown solution can be easily calculated. Titration is often used to measure the concentration of an acid or base,
but it can also be used for any chemical reaction if the stoichiometry is known.
EXPERIMENTS 6 AND 7 ARE BOTH ACID BASE TITRATION EXPERIMENTS, QUITE SIMILAR TO EACH OTHER.
THE REASONS FOR DOING TWO TITRATION EXPERIMENTS
A. TO GIVE STUDENTS PLENTY OF OPPORTUNITY BOTH TO PERFECT THEIR TITRATION TECHNIQUE AND
TO LEARN TO DO THE CALCULATIONS;
B. TITRATION IS THE MOST IMPORTANT TECHNIQUE LEARNED IN CHEM 1033 LAB.
YOU WILL DO A PRACTICAL LAB EXAM AT THE END OF THE SEMESTER; IT WILL BE A VERY SIMILAR
TITRATION.
IT IS IMPORTANT TO REALIZE THAT TITRATION IS AN ACQUIRED SKILL, REQUIRING PRACTICE. MOST
STUDENTS ARE NOT PROFICIENT AT FIRST, BUT IF YOU WANT TO BECOME EXPERT AT IT, YOU WILL GET
THERE WITH PRACTICE.
It is critical that there be an observable change that signals that the titration is complete. This is called the endpoint,
since it signals the end of the titration, when the equivalents of titrant added just equal the equivalents of the analyte
unknown. When performing an acid-base titration, we commonly use an acid-base indicator that has one color before the
endpoint but changes sharply to a different color at the pH of the endpoint.
Titrations are carried out using a specialized piece of glassware called a buret, which is long tube with a dispensing valve.
The buret scale has graduated marks in units of 0.01 mL or 0.02 mL. You can apply the techniques used for readi.
Scanlon Technologies, Inc. Anne Scanlon founded Scanlon Technol.docxtodd331
Scanlon Technologies, Inc.
*
Anne Scanlon founded Scanlon Technologies, Inc., in 1993. The company designed and manufactured high-tech products that were used in various industries ranging from semiconductor to aviation. Over the years, Scanlon Technologies reported a compound annual growth rate in revenues of over 20% due to high demand for the company’s products and Anne’s superior management skills. By the end of 1996, it was clear that any further growth would have to come from international expansion. However, establishing manufacturing operations and opening up sales and marketing offices abroad required a significant amount of capital. Anne considered investing more of her own money into the business; however, given that she already had most of her wealth tied up in the company, she decided against the idea. Moreover, she believed that the amount of funds Scanlon Technologies needed to raise for expansion was in the tens of millions. In her mind, there was only one clear solution—go public.
In September 1996, Anne hired J.P. Suisse, a top tier investment bank, to take Scanlon Technologies public. On January 1, 1997, the company, which was authorized by the State of Delaware to sell 20 million common stock and 10 million preferred stock, issued one million shares of common stock in an Initial Public Offering (IPO) and began trading on the New York Stock Exchange under the ticker symbol STI. The stock, which had a par value of $1, was sold for $20 per share and climbed to $26 a share by the end of its first trading day.
As expected, the funds raised in the IPO were used to open offices all over the world as well as build a second manufacturing plant in Toronto, Canada. Over the next couple of years, business was good and the company was able to generate enough cash to maintain its level of operations.
In October 1999, Anne learned that Kadehjian
Solution
s Coporation, a competitor, was considering the option of being acquired. Anne believed that such an acquisition would position Scanlon Technologies as the industry leader. One of Kadehjian’s requirements for such an acquisition was that it be an all-cash transaction. Anne knew that this would require Scanlon Technologies to raise approximately $7 million.
Ann contracted J.P. Suisse to discuss raising these funds through the capital markets. The managing directors at J.P. Suisse recommended that Scanlon Technologies employ a combination of debt and equity securities. Anne agreed and on January 1, 2000, the company issued an additional one hundred thousand shares of its $1 par value common stock at $40 per share. On the same day, the company issued $2 million in bonds at 95.8, due in 5 years with 5% interest payable annually (at year end). The market interest rate at the time was 6% per year. Also on January 1, 2000, Scanlon Technologies issued $1.3 million in zero-coupon (i.e. no interest) convertible bonds, also due in 5 years. Each $1,000 bond converted into 20 shares of its commo.
scan the following 2 poems by Robert Herrick. analyze each poems rhy.docxtodd331
scan the following 2 poems by Robert Herrick. analyze each poems rhyme and verse and its meter and number of feet. then in a short paragraph, tell me what you think.
Upon Julia's Breasts
Display thy breasts, my Julia, there let me
Behold that circummortal purity;
Between whose glories, there my lips I'll lay,
Ravished in that fair Via Lactea.
Upon a Child That Died
Here she lies, a pretty bud,
Lately made of flesh and blood,
Who as soon fell fast asleep
As her little eyes did peep.
Give her strewings, but not stir
The earth that lightly covers her.
.
SBUX ISIncome Statement - As Reported 10K in millionsIncome Statem.docxtodd331
SBUX ISIncome Statement - As Reported 10K in millionsIncome Statement - As Reported 10Q in millions9/30/139/30/149/30/159/30/169/30/179/30/18TTM12/30/173/30/186/30/189/30/1812/29/18TTM Company-operated stores$11,793.2$12,977.9$15,197.3$16,844.1$17,650.719,690.320,318.8 Company-operated stores4,741.84,828.05,060.45,060.1$5,370.3020,318.8 Total specialty$3,073.6$3,469.9$3,965.4$4,471.8$4,736.15,029.24,959.6 Total specialty1,331.91,203.81,249.91,243.5$1,262.404,959.6 Licensed stores$1,360.5$1,588.6$1,861.9$2,154.2$2,355.02,652.22,706.9 Licensed stores682.4625.6660.6683.6$737.102,706.9 CPG, foodservice and other$1,713.1$1,881.3$2,103.5$2,317.6$2,381.12,377.02,252.7 CPG, foodservice and other649.5578.2589.3559.9$525.302,252.7Total net revenues$14,866.8$16,447.8$19,162.7$21,315.9$22,386.8$24,719.525,278.4Total net revenues6,073.76,031.86,310.36,303.6$6,632.7025,278.4 Cost of sales including occupancy costs-$6,382.3-$6,858.8-$7,787.5-$8,511.1-$9,038.2-10,174.5-10,434.2 Cost of sales including occupancy costs-2,502.9-2,516.0-2,554.9-2,604.6($2,758.70)-10,434.2 Store operating expenses-$4,286.1-$4,638.2-$5,411.1-$6,064.3-$6,493.3-7,193.2-7,449.2 Store operating expenses-1,737.0-1,789.6-1,825.0-1,841.6($1,993.00)-7,449.2 Other operating expenses-$431.8-$457.3-$522.4-$545.4-$553.8-539.3-532.2 Other operating expenses-141.6-134.3-148.0-156.7($93.20)-532.2 Depreciation and amortization expenses-$621.4-$709.6-$893.9-$980.8-$1,011.4-1,247.0-1,321.6 Depreciation and amortization expenses-258.8-331.6-330.0-326.6($333.40)-1,321.6 General and administrative expenses-$937.9-$991.3-$1,196.7-$1,360.6-$1,393.3-1,759.0-1,797.8 General and administrative expenses-379.1-405.8-468.7-460.0($463.30)-1,797.8 Restructuring and impairments$0.0$0.0$0.0$0.0-$153.5-224.4-240.0 Restructuring and impairments-27.6-134.7-16.9-45.2($43.20)-240.0 Litigation credit / charge-$2,784.1$20.2$0.0$0.0$0.0$0.0Income from equity investees89.452.771.487.7$67.80279.6Income from equity investees$251.4$268.3$249.9$318.2$391.4301.2279.6Operating income / loss1,116.1772.51,038.2956.6$1,015.703,783.0Operating income / loss-$325.4$3,081.1$3,601.0$4,171.9$4,134.7$3,883.33,783.0Gain resulting from acquisition of joint venture1,326.3Net interest and other income62.3483-$24.8074.9 Gain resulting from acquisition of joint venture$0.0$0.0$390.6$0.0$0.01,376.4$0.0 Interest income and other, net88.2313239$24.80126.0Loss on divestiture of certain operations$0.0$0.0-$61.1$0.0$0.0499.2 Interest expense-25.9-503($75.00)-77.0 Interest income and other, net$123.6$142.7$43.0$108.0$275.3191.4$126.0Earnings / loss before income taxes3,005.9363236$965.501,068.7 Interest expense-$28.1-$64.1-$70.5-$81.3-$92.5-170.3-$77.0Income tax expense / benefit-755.8-35-45-64($205.10)-349.4Earnings / loss before income taxes-$229.9$3,159.7$3,903.0$4,198.6$4,317.5$5,780.0$1,068.7Net earnings / loss including noncontrolling interests2,250.18161,027932$760.403,534.721.83%Net earnings / loss attributab.
Scan the articles in the attached course text. Write a discussi.docxtodd331
Scan the articles in the attached course text. Write a discussion initial post on one of the articles. Choose the one that interests you most.
1.Provide a very brief overview of what you think are the key points (a literature review).
2.What about the policy area interests you?
3.What about the information systems involved in the article interested you?
4.How might this article’s research approach help you in your dissertation research project?
(NOTE: Please cut and paste the above-numbered list into your reply to help with organization.)
.
Scale Ratio Variable Histograms are useful for presenting qu.docxtodd331
Scale Ratio Variable
Histograms are useful for presenting quantitative data such as the example variable ADULT_CT which describes the number of individuals per household. The variable measurement is scale ratio and as it depicts a number, a histogram is able to reflect the number of individuals belonging to each variable value or interval of values (Mishra, Pandey, Singh & Gupta, 2018).). Histograms divide the variable into equal intervals as shown below in individuals reported per home. The graph indicates nearly 3,000 reporting and displays the individual numbers per interval. The bar levels of the graph make it is easy to discern the average number reporting as 2 per household.
Nominal Variable
As nominal variables depict qualitative data such as in the variable Q87 which describes the level of trust individuals felt towards others, a pie graph would be beneficial to use as it easily displays each group or individual share in the total being examined (Mishra, Pandey, Singh & Gupta, 2018). For example, the pie graph here which shows what percentage of trust was and wasn’t felt toward others. Graphs like these are appropriate for showing a variable that cannot be ordered or numerical in value such as feelings of trust (Frankfort-Nachmias, Leon-Guerrero & Davis, 2020).
References
Frankfort-Nachmias, C., Leon-Guerrero, A., & Davis, G. (2020). Social statistics for a diverse society (9th ed.). Thousand Oaks, CA: Sage Publications.
Mishra, P., Pandey, C. M., Singh, U., & Gupta, A. (2018). Scales of measurement and presentation of statistical data.
Annals of cardiac anesthesia
,
21
(4), 419.
Wagner, III, W.E. (2020).
Using IBM® SPSS® statistics for research methods and social science statistics
(7th ed.). Thousand Oaks, CA: Sage Publications.
Be sure to support your Main Post and Response Post with reference to the week’s Learning Resources and other scholarly evidence in APA Style.
.
Saylor URL: http://www.saylor.org/books Saylor.org
4
Chapter 1
Mastering Strategy: Art and Science
L E A R N I N G O B J E C T I V E S
After reading this chapter, you should be able to understand and articulate answers to the following
questions:
1. What are strategic management and strategy?
2. Why does strategic management matter?
3. What elements determine firm performance?
Strategic Management: A Core Concern for Apple
The Opening of the Apple Store
Image courtesy of Neil Bird, http://www.flickr.com/photos/nechbi/2058929337.
March 2, 2011, was a huge day for Apple. The firm released its much-anticipated iPad2, a thinner and
faster version of market-leading Apple’s iPad tablet device. Apple also announced that a leading publisher,
Random House, had made all seventeen thousand of its books available through Apple’s iBookstore.
Apple had enjoyed tremendous success for quite some time. Approximately fifteen million iPads were sold
in 2010, and the price of Apple’s stock had more than tripled from early 2009 to early 2011.
http://creativecommons.org/licenses/by-nc-sa/3.0/
http://www.saylor.org/books
http://www.flickr.com/photos/nechbi/2058929337
Saylor URL: http://www.saylor.org/books Saylor.org
5
But future success was far from guaranteed. The firm’s visionary founder Steve Jobs was battling serious
health problems. Apple’s performance had suffered when an earlier health crisis had forced Jobs to step
away from the company. This raised serious questions. Would Jobs have to step away again? If so, how
might Apple maintain its excellent performance without its leader?
Meanwhile, the iPad2 faced daunting competition. Samsung, LG, Research in Motion, Dell, and other
manufacturers were trying to create tablets that were cheaper, faster, and more versatile than the iPad2.
These firms were eager to steal market share by selling their tablets to current and potential Apple
customers. Could Apple maintain leadership of the tablet market, or would one or more of its rivals
dominate the market in the years ahead? Even worse, might a company create a new type of device that
would make Apple’s tablets obsolete?
http://creativecommons.org/licenses/by-nc-sa/3.0/
http://www.saylor.org/books
Saylor URL: http://www.saylor.org/books Saylor.org
6
1.1 Defining Strategic Management and Strategy
L E A R N I N G O B J E C T I V E S
1. Learn what strategic management is.
2. Understand the key question addressed by strategic management.
3. Understand why it is valuable to consider different definitions of strategy.
4. Learn what is meant by each of the 5 Ps of strategy.
What Is Strategic Management?
Issues such as those currently faced by Apple are the focus of strategic management because they help
answer the key question examined by strategic management—“Why do some firms outperform other
firms?” More specifically, strategic management examines how actions and .
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
MARUTI SUZUKI- A Successful Joint Venture in India.pptx
Scan 12Scan 13Scan 14Scan 15Scan 16S.docx
1. Scan 12Scan 13Scan 14Scan 15Scan 16Scan 17Scan 18Scan 19
HIST 308
Sofia Clark
Spring 2020
Research Paper
Sample Outline:
1) Introduction
2) Story of capture
3) Background on British antislavery
4) Background on Royal Navy
5) Background on this specific Royal Navy vessel
6) Story of what treaty was used to condemn the slave ship
7) Background on treaty
8) Background on British relations with treaty country
9) Background on slave trade in this particular region
10) Story of what happens to the captives removed from this
particular slave ship
11) Background on the general treatment of liberated Africans
2. 12) Explanation of how the story of your ship exemplifies the
broader history of slavery and anti-slavery
Bibliography
1) The slave trade in general (i.e., either the Transatlantic slave
trade or Indian Ocean slave trade depending on your ship)
Article (JSTOR): Alkalimat, Abdul. "Slave Trade." In The
African American Experience in Cyberspace: A Resource Guide
to the Best Web Sites on Black Culture and History, 34-42.
LONDON; STERLING, VIRGINIA: Pluto Press, 2004. Accessed
May 30, 2020. doi:10.2307/j.ctt183q64x.8.
Article (JSTOR): JUNKER, CARSTEN. "Containing Bodies—
Enscandalizing Enslavement: Stasis and Movement at the
Juncture of Slave-Ship Images and Texts." In Migrating the
Black Body: The African Diaspora and Visual Culture, edited
by RAIFORD LEIGH and RAPHAEL-HERNANDEZ HEIKE,
13-29. Seattle; London: University of Washington Press, 2017.
Accessed May 30, 2020. www.jstor.org/stable/j.ctvcwnj4v.5.
2) The slave trade in the specific area of Africa in which your
ship embarked enslaved African captives (e.g., Bight of Benin,
Senegambia, Angola).
Book (JSTOR): Strickrodt, Silke. "The Atlantic Connection:
Little Popo & the Rise of Afro-European Trade on the Western
Slave Coast, C. 1600 to 1702." In Afro-European Trade in the
Atlantic World: The Western Slave Coast, C. 1550- C. 1885, 65-
101. Woodbridge, Suffolk; Rochester, NY: Boydell & Brewer,
2015. Accessed May 30, 2020. doi:10.7722/j.ctt7zst5n.9.
Article (JSTOR): Graham, James D. "The Slave Trade,
Depopulation and Human Sacrifice in Benin History: The
3. General Approach." Cahiers D'Études Africaines 5, no. 18
(1965): 317-34. Accessed May 30, 2020.
www.jstor.org/stable/4390897.
3) Slavery in the region to which your ship was heading (e.g.,
Cuba, Bahia, Pernambuco).
Book (One Search): Schneider, Elena Andrea. The Occupation
of Havana: War, Trade, and Slavery in the Atlantic World.
North Carolina Scholarship Online. Williamsburg, Virginia :
Chapel Hill: Omohundro Institute of Early American History
and Culture ; University of North Carolina Press, 2018.
Article (Project Muse): Garrigus, John. "Cuba, Haiti, and the
Age of Atlantic Revolution." Reviews in American History 44,
no. 1 (2016): 52-57. doi:10.1353/rah.2016.0012.
4) British antislavery policy toward the country your ship was
from (e.g., Portugal, Spain, USA)
Book- page 14(Academic Search Premiere- also works for #3):
Schmidt-Nowara, Christopher. 1999. Empire And Antislavery :
Spain Cuba And Puerto Rico 1833-1874. Pitt Latin American
Series. Pittsburgh: University of Pittsburgh Press.
http://search.ebscohost.com.ezproxy.lib.calpoly.edu/login.aspx?
direct=true&db=nlebk&AN=5840&site=ehost-live&scope=site.
Article (Page 184- Academic Search Premiere): Berquist,
Emily. 2010. “Early Anti-Slavery Sentiment in the Spanish
Atlantic World, 1765-1817.” Slavery & Abolition 31 (2): 181–
205. doi:10.1080/01440391003711073.
5) The history of the Royal Navy’s anti-slave-trade campaign in
the particular region in which your ship was captured (e.g.,
West Africa, Indian Ocean, Caribbean).
4. Article (JSTOR): Ferrer, Ada. "Cuban Slavery and Atlantic
Antislavery." In Slavery and Antislavery in Spain's Atlantic
Empire, edited by Fradera Josep M. and Schmidt-Nowara
Christopher, 134-57. Berghahn Books, 2013. Accessed May 30,
2020. www.jstor.org/stable/j.ctt9qd02x.10.
Book (JSTOR): Childs, Matt D. "Cuba, the Atlantic Crisis of the
1860s, and the Road to Abolition." In American Civil Wars: The
United States, Latin America, Europe, and the Crisis of the
1860s, edited by DOYLE DON H., 204-21. Chapel Hill:
University of North Carolina Press, 2017. Accessed May 30,
2020. www.jstor.org/stable/10.5149/9781469631103_doyle.14.
6) The history of liberated Africans in the particular area in
which the captives from your ship were released (e.g., Sierra
Leone, Cape of Good Hope, Saint Helena, Caribbean).
???????????????
1
HIST 308 – Spring 2020
Dr. Matthew S. Hopper
Cal Poly, San Luis Obispo
Slave Ship Research Paper Guidelines
5. This quarter, every student in HIST 308 will complete a
research paper on the history of a slave ship
from the nineteenth century. Essays are required to cite both
primary and secondary sources. They
must be a minimum of 10 double-spaced pages (excluding
bibliography) in 12-pt. font with one-inch
margins and may not exceed 20 pages. The following
guidelines will help you research and write
your essay.
Background
The British Royal Navy captured more than 1,500 slave ships in
the course of its anti-slave-trade
patrols in the Atlantic and Indian Ocean between 1808 and 1896
and released nearly 250,000
enslaved Africans from captivity aboard these vessels. The
voluminous records of these captures
preserve a massive amount of information about the slave trade
and the struggle to end it, but very
few of these captured slave ships have ever been explored in
detail by historians. This quarter, you
will have the opportunity to select one captured slave ship and
thoroughly research it and tell its
story, including the ultimate outcome for the enslaved Africans
held captive on board. Your
research paper has the potential to fill an important gap in the
scholarship on slavery and abolition,
and it may even become a publishable article, particularly
because many of the primary sources you
will use for this paper have been underutilized by historians,
and many details of these stories remain
to be uncovered.
6. If done well, a microhistory of a single slave ship can
effectively illustrate the horrors of the slave
trade while demonstrating the complexity and nuances of
slavery and abolition by using the various
stages and locations of a particular journey to illustrate patterns
of the slave trade in general. Some
experienced scholars have even turned the story of a single
slave ship or a single journey into an
entire book. Excellent examples include: Robert Harms, The
Diligent: A Voyage Through the Worlds Of
The Slave Trade (2002); Sylviane Diouf, Dreams of Africa in
Alabama: The Slave Ship Clotilda and the Story
of the Last Africans Brought to America (2009); James Walvin,
The Zong: A Massacre, the Law and the End of
Slavery (2011); Marcus Rediker, The Amistad Rebellion (2013);
Bruce Mouser, A Slaving Voyage to Africa
and Jamaica: The Log of the Sandown, 1793-1794 (2002), and
Zora Neale Hurston, Barracoon (2018).
Robert Harms, for example, famously used a single journal from
one journey of one specific French
slave ship, the Diligent, as the launching point to illustrate the
complexities of the entire transatlantic
slave trade.
2
Selecting a Ship
The ship you choose to research may be any one of the hundreds
of ships captured by the British
7. Royal Navy in the nineteenth century. A list containing the
majority of the ships captured between
1808 and 1840 can be found in “Appendix A – List of
Captures,” in Peter Grindal, Opposing the
Slavers (2016), which is available as an eBook through the
library under HIST 308 course reserves.
To select your ship, you may begin by exploring secondary
sources. You might start with the three
classic accounts of the Royal Navy and the slave trade:
Christopher Lloyd, The Navy and the Slave
Trade (1968), W.E.F. Ward, The Royal Navy and the Slavers
(1969), and Raymond C. Howell, The Royal
Navy and the Slave Trade (1987), which are on reserve in the
library. In addition to these classic
accounts, there are three newer books on this subject: Sian
Rees, Sweet Water and Bitter (2011), Peter
Grindal, Opposing the Slavers (2016), John Brioch, Squadron
(2017). Grindal’s book is particularly
detailed at a whopping 863 pages. Each of these books contains
an index listing the ships covered
in the text, but you may have the most success by reading
selected chapters that relate to periods and
regions that most interest you and selecting your ship from
among those discussed in those chapters.
Ships may be of particular interest to you based on your
knowledge or experience with particular
regions in Africa or the Americas or your interest in particular
areas of history. Ships may interest
you because of their country of origin (i.e., flag), the places
they embarked enslaved Africans, the
number of captives they had aboard, the destinations they were
sailing to, the British ship that
captured them, the circumstances of the capture, the outcome of
the trial of the slave ship, etc.
8. Select a ship that sounds interesting to you based on your own
particular interests. The only
requirement is that the slave ship is one of the majority of ships
that contained a number of enslaved
Africans at the time of capture (rather than one of the ships
condemned for being “fitted out” for
the slave trade but were otherwise empty of captives). Since
our class is primarily interested in the
fates of the Africans caught up in the transatlantic slave trade,
your focus should not be on the ship
itself or the enslavers but rather on the enslaved Africans
themselves.
Another good option for selecting a ship is to explore the
Transatlantic Slave Trade Database at
www.slavevoyages.org. After reading the introductory
materials, click on “Transatlantic” and select
“Database” from the dropdown menu. You can limit your
search under the field “Outcome” to
“Outcome of voyage if ship captured” and select “British.”
This will give you a list of more than
1,800 captured slave
ships, although it is
important to note that
many of these are
before the nineteenth
century; we are
interested in the
period between 1808
and 1897, for which
we have the most
primary sources.
Keep in mind that
documentation tends
to be most extensive
after about 1820.
9. Select “Outcome”
3
Alternatively, you may browse the 95 volumes of the
Parliamentary Papers related to the slave trade in
the library (HT 1161.I73) or browse the FO 84 files from the
National Archives (UK) online (we
will look at these sources together as a class) and find
individual ships described in the
correspondence in these files. Further information about these
two sources is found below in the
section on Primary Sources.
We also have another source unique to our class here at Cal
Poly. Further information on it is
below under Primary Sources. On the course website, I have
posted a spreadsheet listing the
complete contents of several volumes of the HCA 35 series that
I have photographed over the past
few years. You are welcome to browse the multiple sheets in
the Excel workbook to view the ships
contained in these volumes. The spreadsheet will give you an
idea of how many pages of
documentation are contained for each ship in these volumes
(note that some ships appear in
multiple volumes), where the ships were captured, their
nationality, now many enslaved Africans
were aboard, where the ship was condemned, and other details.
Once you have identified the
appropriate volume(s) and pages, you can view the specific
10. pages in the sub-folders of the HCA 35
folder in the shared OneDrive. This collection is explained in
the Primary Sources section below.
Secondary Sources
Once you have selected your ship, you will need to first identify
secondary sources you can use to
contextualize the history of your ship and its voyage.
There are several good reasons for historians to begin with
secondary sources. First, it is helpful to
have some historical background before you begin looking at
archival sources. You will be better
equipped to encounter vocabulary, events, and concepts in the
primary sources if you first explore
what historians have already written about your topic. Second,
a solid background in the secondary
sources can save you from the embarrassment of belatedly
learning that something you believed to
be a new discovery is actually already well established in the
historical literature. Additionally, having
a strong knowledge of the secondary sources can help you be
more efficient in your work with
primary sources as you will be more likely to recognize the
important aspects of your primary
sources if you already understand the important themes explored
by other historians.
Some History majors have already mastered the art of finding
secondary sources in their Research &
Writing Seminar (HIST 303) and Historiography Seminar (HIST
304), but most majors in this class
have not yet taken these courses. The following description
may be a refresher of those research
11. methods for more experienced students but a helpful
introduction for many others. If you have
taken other research courses in other majors, you are welcome
to return to your notes from those
classes for additional support as many of the research methods
may be similar.
To find secondary sources, login to the Cal Poly portal and
click on the “Library” tab, then click on
“Research Guides” and select the general “History” research
guide to access the main databases.
(You can also find them from the library’s homepage under
“Databases A-Z.”) Using Boolean
searches in the “keywords” and “subject” fields of the
“advanced” search pages of JSTOR, Project
Muse, and Academic Search Premier, identify articles; and
using OneSearch, Ebook Central, Wiley
Online Library, SpringerLink, and WorldCat, identify books
related to your research project in the
following six categories:
4
1) The slave trade in general (i.e., either the Transatlantic slave
trade or Indian Ocean slave
trade depending on your ship)
2) The slave trade in the specific area of Africa in which your
ship embarked enslaved African
captives (e.g., Bight of Benin, Senegambia, Angola).
3) Slavery in the region to which your ship was heading (e.g.,
12. Cuba, Bahia, Pernambuco).
4) British antislavery policy toward the country your ship was
from (e.g., Portugal, Spain, USA)
5) The history of the Royal Navy’s anti-slave-trade campaign in
the particular region in which
your ship was captured (e.g., West Africa, Indian Ocean,
Caribbean).
6) The history of liberated Africans in the particular area in
which the captives from your ship
were released (e.g., Sierra Leone, Cape of Good Hope, Saint
Helena, Caribbean).
For each of these six categories identify a minimum of two
secondary sources (books and articles).
List them under each category using the proper
Turabian/Chicago citation style (for either footnotes
or bibliography). Essays should ideally include at least one
book and one article in each category,
although there may be a different number of books and articles
in each category provided the total
number of sources for each category is at least two (i.e., a
minimum of 12 secondary sources in total
for the essay).
Here is an example of a potential entry under category 6:
Padraic X. Scanlan, Freedom’s Debtors: British Antislavery in
Sierra Leone in the
Age of Revolution (New Haven, CT: Yale University Press,
2017).
Here is another example of a potential entry under category 4:
Maeve Ryan, “The price of legitimacy in humanitarian
13. intervention: Britain, the
right of search, and the abolition of the West African slave
trade,” in Brendan Simms
and D.J.B. Trim, Humanitarian Intervention: A History
(Cambridge, UK:
Cambridge University Press, 2011), 231-255.
It is not necessary to find books or articles that mention your
specific ship by name (such specific
mentions are rare), but if you do find your ship mentioned
somewhere, be sure to make a note of
where you found that reference as it is likely to be very helpful
to you as you write your essay.
Primary Sources
Now that you have identified your secondary sources and have
begun to read them, you are
prepared to conduct your primary source research. This step is
the longest and most rewarding part
of the research process, so be sure to leave yourself a
substantial amount of time to delve into these
sources. Although we will not have time to travel directly to
archives during this term, we have the
next best thing in the form of extensive photographs of
documents from archives and other sources.
Your final essay must contain at least five different primary
sources. The ideal research paper will
use printed and handwritten manuscripts from various archival
record groups. This quarter, we will
have access to the House of Commons Parliamentary Papers
volumes relating to the slave trade reprinted
in 95-volume set by Irish University Press, in addition to digital
copies of the original records of the
14. 5
High Court of Admiralty (HCA 35) photographed from the
National Archives (UK) in Kew. We
also have full digital access to the entire, massive 2,000+-
volume Foreign Office records group
relating to the slave trade (FO 84) via the National Archives
(UK) website. Through the
Transatlantic Slave Trade Database website
(www.slavevoyages.org) we can also access the African
Names Database and the full Transatlantic Slave Trade
Database. In class, we will conduct training
exercises in how to make use of historical newspapers (NEH),
Parliamentary debates (Hansard), the
U.S. Serial Set (LOC), the English Admiralty Reports (Hathi
Trust), and the Registers of Liberated
Africans from the Sierra Leone Archives (via
www.liberatedafricans.org). (For select cases, I have
also photographed additional records from the office of the
Admiralty (ADM) and High Court of
Admiralty (HCA) including appeals case records and prize
papers. If you are interested in going
“above and beyond” with your essay this term by using these
additional sources, please see me about
this possibility.) And new this quarter we now have access to
the most exciting resource of all,
ProQuest’s UK Parliamentary Papers database.
We will spend time in class going over how to access each of
these sources. The following is a
supplemental guide to accessing them.
15. HCA 35
The main primary sources for this research paper will come
from the HCA 35 series in the National
Archives (UK). This record group includes 89 handwritten
volumes which reproduce the
correspondence between Admiralty and Treasury regarding all
slave ships seized by the Royal Navy
between 1821 and 1891 and several additional cases beyond this
date range. In part because these
volumes have never been indexed or digitized and because they
reproduce correspondence archived
elsewhere, these records have received little attention from
historians. Lloyd and Ward do not cite
HCA 35 and Howell cites only the later volumes (76-89). The
Transatlantic Slave Trade Database does
not cite HCA 35, although it does cite the subsidiary record
group – HCA 37 – in the cases of about
22 ships. This quarter we have the opportunity to work with
these volumes without traveling all the
way to the National Archives. Over the past three years on
multiple research trips to Kew, I have
photographed these 89 volumes, and a team of graduate students
has been working with me to
index them. So far, about 24 of the 89 volumes have been
indexed, and our team is continuing our
work this quarter to fully index the remaining volumes.
About HCA 35
The following is the description of HCA 35 from the National
Archives (UK) Discovery Catalog:
In 1807 the slave trade was abolished in all British possessions
16. and after that date many
examples of the navy’s enforcement of this are to be found,
especially in HCA 49/97, cases
adjudicated in the court of vice-admiralty for Sierra Leone.
In 1821 William Rothery was appointed by the treasury to
report on all cases involving
slavery in admiralty, vice-admiralty and mixed commission
(held jointly with representatives
of the other country involved) courts. In 1860 he was
succeeded by his son Henry, who
remained in the post until 1888, by which time the work was
greatly diminished. Their
reports are to be found in HCA 35, 1821-1891.
6
Reference: HCA 35
Title: Slave Trade Adviser to the Treasury: Report Books
Description:
This series consists of entry books, known as 'Government
Reports',
which contain reports of the slave trade adviser on questions
referred to
him by the Treasury for report. They concern matters arising out
of
cases in the Admiralty, Vice-Admiralty, and Mixed Commission
courts
under the Proceeds of Captured Slavers Act 1821 and other
measures
17. relating to the suppression of slavery. Down to 1848 they also
contain
entries of associated papers. There is also a volume containing
Treasury
minutes referred to in the reports, 1860 to 1869.
Date: 1821-1891
Held by: The National Archives, Kew
Legal
status:
Public Record(s)
Language: English
Physical
description:
89 volume(s)
How to cite HCA 35
The National Archives may be described or cited as:
The National Archives website requests: “We recommend using
a capital T on ‘The’ when writing
our name, whether or not it comes at the beginning of a
sentence.”
Cite the department code (HCA) then the series number (35)
18. followed by the volume number.
Example: The National Archives of the UK (TNA), HCA 35/1
The following abbreviations may be used, without punctuation
and not italicised:
or ff for folio or folios
Example: TNA, HCA 35/1 pp 15-16
How to use HCA 35
First, access the online resources from the “HCA 35” folder
(available in your OneDrive under
“Shared Files”) to identify your ship and find original 19th-
century documentation for your particular
case. You may search for your specific ship in the index in the
“HCA Index” sub-folder and view
7
the Excel spreadsheet titled “HCA Volumes.” If you are in the
process of selecting a ship (see p. 2
above), you can browse the various subfolders for a case that
interests you (each folder represents a
different volume in the HCA 35 series and contains between 200
and 400 images representing 400
to 800 pages) or browse the “HCA index.”
19. The pages of the specific volume you are looking at will
provide your first primary source. Note
that records for some ships can be very lengthy and detailed
containing correspondence about
“bounties” paid to the Royal Navy, dramatic details about the
pursuit and capture of the slave ship,
and in certain rare cases, a full “register” of the liberated
Africans removed from the ship. Other
records may be short, in which case be sure to double check the
entire “workbook” rather than one
“sheet” for other references to your ship.
You can use the “Control+F” feature in Microsoft Excel to
search the document, but be sure to
click on “Options” and select “workbook” because the search
will otherwise default to “sheet,”
which will only search a single volume. The most interesting
research papers will use the most
detailed records, so keep an open mind and be willing to change
ships if you find more detailed
records for a different ship that turns out to
be more interesting during your research.
Once you have found your ship look at the
corresponding files in the HCA 35 file in
the OneDrive. Each folder contains one
volume.
For periods with volumes that have been
photographed but have not yet been
indexed, it may be necessary to browse
20. Each tab or “sheet” is a new volume. Start and end pages for
each case.
8
multiple volumes. Below is a list of the approximate date
ranges covered in each volume. Again,
keep in mind that ships appear in multiple volumes and
correspondence frequently spans multiple
years, so you may need to do some old-fashioned detective work
to find the full correspondence on
your ship.
Approximate Dates of HCA Volumes (from the National
Archives Discovery Catalogue)
HCA 35/1 1821-1822
HCA 35/2 1822-1823
HCA 35/3 1823-1839
HCA 35/4 1823-1824
HCA 35/5 1824
HCA 35/6 1823-1825
HCA 35/7 1825-1826
HCA 35/8 1825-1832
HCA 35/9 1825-1826
HCA 35/10 1826-1827
HCA 35/11 1826-1827
HCA 35/12 1827-1828
HCA 35/13 1828-1829
HCA 35/14 1827-1829
HCA 35/15 1829-1841
HCA 35/16 1829-1830
23. HCA 35/87 1881-1886
HCA 35/88 1887-1891
HCA 35/89 1860-1869
For tips on how to read the documents in the HCA series, please
see the “Working with the HCA
35” appendix below at the end of these guidelines.
Slave Voyages
Next, find your ship in the Transatlantic Slave Trade Database
(www.slavevoyages.org) using the
“Vessel Name” query field from under the “Ship, Nation,
Owners” basic variables and limiting the
date range to a few years around your ship’s capture date.
9
Record the specific Voyage ID number for this exercise. But
don’t stop here. Look at the very
bottom of the page under “Sources” and identify which
Parliamentary Papers (PP) volumes (e.g.,
XLIX) or Irish University Press (IUP) slave trade volumes the
Slave Voyages database used to create
this page. Make a note of the specific volume and page
numbers of this reference and head to the
Kennedy Library to view these documents in person.
The Transatlantic Slave Trade Database will allow you to make
comparisons between your ship’s
24. voyage and more than 36,000 other voyages. You will be able
to determine how common your
ship’s itinerary was and make comparative observations about
its size, the number of captives
aboard, and the frequency with which similar voyages were
made. You may also be able to draw
conclusions about the ratio of adults to children, and males to
females aboard the ship in
comparison with other ships in the same period. You can also
explore the African Names database.
Irish University Press Parliamentary Papers Volumes
Your next step is to visit the third floor of Kennedy Library and
locate HT 1161.I73. In recent
years, Cal Poly has acquired nearly all of the 95 volumes in the
Irish University Press Parliamentary
Papers - Slave Trade series. These volumes reprint facsimiles
of the documentation related to the slave
trade ordered to be published by the House of Commons in the
nineteenth century.
In the easiest cases, the Slave Voyages
“sources” field will give you the precise
volume and pages of the reference to you
need preceded by the abbreviation “IUP.”
However, in other cases, you will need to
find the specific reference by exploring
the Irish University Press volumes by date
and series. Note that when an IUP
volume number is not given, a PP volume
may be along with a date. Browse the
IUP volumes corresponding to your date
range and check the table of contents for
your particular PP volume.
25. This may take a while, but don’t lose heart
– you may discover some interesting
related material during your search. These volumes may be
checked out like regular library books.
However, please take good care of them if you choose to take
them out of the library. You may
need to inquire of your classmates if your desired volume is
checked out.
In addition, on the website, I have scanned into a PDF file a full
copy of the 55-page subject set
description, which was published as a separate volume in 1969.
If you have the PP number from
Slave Voyages but not the Irish University Press volume and
page number, it may be helpful to
consult this important reference, which is available on the
course website. This PDF is fully
searchable, so you may be able to quickly identify the
appropriate volume of the IUP series by using
“Control+F” in this file and searching for the Roman numeral
corresponding to the Parliamentary
Paper you need.
10
For example: If Slave Voyages gives the reference “PP 1939
XXXI (162),” you could search for
“XXXI” in the scanned PDF of the IUP Slave Trade volumes
guide and be directed to Vol. 68.
Liberated Africans
26. Next, search Dr. Henry Lovejoy’s Liberated Africans database
(www.liberatedafricans.org) and try to
find the “registers” of liberated Africans taken from your ship.
The database is most thorough for
ships taken to Sierra Leone, but the website is constantly being
updated to include sources from all
around the world. From the homepage do a keyword search in
the main search field using the name
of your ship.
Documents about ships
typically are listed as a
“case,” which when
clicked will take you to
“historical documents”
including registers of
liberated Africans.
Note that there may be
multiple records for
each ship. In general,
sources described as
“event” or “individual”
will be less helpful for this essay than the sources that are
labeled “historical documents.”
Treaties
Now that you have found a wealth of primary sources on
your ship, try your hand at identifying the international
treaty or law that allowed your ship to be captured.
You may start by reviewing the HCA, PP, or IUP
documents you have already found to see which laws that
the slave ship was condemned for violating. Look for
27. words such as “in violation of” or “in contravention of”
before the names of specific treaties or international
agreements. If the ship is Spanish, Portuguese, or
Brazilian, there will be a bilateral treaty of mutual search
or a treaty to set up a “Court of Mixed Commission.”
For this research paper, you will need to find at least one
primary source related to the particular treaty or law that
permitted your ship to be seized. To do this, try
searching the following online sources linked through the
course website: Hertslet's Treaties (via Hathi Trust), English
Admiralty Reports (via Hathi Trust), Slavery in America and
11
the World (via Hein Online), and Hansard (UK Parliamentary
Debates). At least one of these
databases should help you find the original text of your treaty
and any debate surrounding it. If you
get stuck, try Appendix B or C of Grindal’s Opposing the
Slavers, a PDF of which is on the website as
“Grindal – Appendix B-C – List of Laws & Treaties.” It gives a
chronological list of laws and
treaties. Or see Maeve Ryan’s chapter cited above under
Secondary Sources.
The best source for most of the ships you will research this term
will be Hertslet’s Treaties in Hathi
Trust (see the link on the course website). Although his source
is deceptively called “commercial
treaties” most of the major anti-slave trade treaties negotiated
between Britain and major slave
trading countries are contained in these volumes, since the slave
28. trade was considered a form of
“commercial” activity. See especially Volumes 2 and 3. Each
volume has a helpful table of contents
arranged by country and lists the treaties covered in that
particular volume.
Newspapers
Next, using the newspaper research skills you developed in
HIST 303, identify any newspapers that
may have reported the capture of your ship or may report
information related to the Royal Navy
vessel that captured your ship or any of the names of people
associated with your case. If you are
unable to find any reports on your specific ship, try searching
for the name of the capturing ship
(e.g., HMS Sybille) using the same databases (Chronicling
America, etc.). Any articles you may find will
help you contextualize the broader Royal Navy anti-slave trade
project and will add to your primary
sources. …
Poetry Is Not a Luxury (1985)
Audre Lorde
The quality of light by which we scrutinize our lives has
direct bearing upon the product
which we live, and upon the changes which we hope to bring
about through those lives. It is
within this light that we form those ideas by which we pursue
our magic and make it realized.
This is poetry as illumination, for it is through poetry that we
give name to those ideas which
29. are, until the poem, nameless and formless-about to be
birthed, but already felt. That
distillation of experience from which true poetry springs
births thought as dream births
concept, as feeling births idea, as knowledge births (precedes)
understanding.
As we learn to bear the intimacy of scrutiny, and to flourish
within it, as we learn to use the
products of that scrutiny for power within our living, those
fears which rule our lives and form
our silences begin to lose their control over us.
For each of us as women, there is a dark place within where
hidden and growing our true spirit
rises, "Beautiful and tough as chestnut/stanchions against our
nightmare of weakness" and of
impotence.
These places of possibility within ourselves are dark because
they are ancient and hidden; they
have survived and grown strong through darkness. Within these
deep places, each one of us
holds an incredible reserve of creativity and power, of
unexamined and unrecorded emotion
and feeling. The woman's place of power within each of us is
neither white nor surface; it is
dark, it is ancient, and it is deep.
When we view living, in the european mode, only as a problem
to be solved, we then rely
solely upon our ideas to make us free, for these were
what the white fathers told us were
precious.
But as we become more in touch with our own ancient, black,
30. non-european view of living as
a situation to be experienced and interacted with, we learn
more and more to cherish our
feelings, and to respect those hidden sources of our power from
where true knowledge and
therefore lasting action comes.
At this point in time, I believe that women carry within
ourselves the possibility for fusion of
these two approaches as keystone for survival, and we come
closest to this combination in our
poetry. I speak here of poetry as the revelation or distillation
of experience, not the sterile
word play that, too often, the white fathers distorted the word
poetry to mean — in order to
cover their desperate wish for imagination without insight.
For women, then, poetry is not a luxury. It is a vital necessity of
our existence. It forms the
quality of the light within which we predicate our hopes
and dreams toward survival and
change, first made into language, then into idea, then into more
tangible action.
Poetry is the way we help give name to the nameless so it can
be thought. The farthest external
horizons of our hopes and fears are cobbled by our poems,
carved from the rock experiences
of our daily lives.
As they become known and accepted to ourselves, our feelings,
and the honest exploration of
them, become sanctuaries and fortresses and spawning grounds
for the most radical and daring
of ideas, the house of difference so necessary to change
and the conceptualization of any
31. meaningful action. Right now, I could name at least ten
ideas I would have once found
intolerable or incomprehensible and frightening, except as they
came after dreams and poems.
This is not idle fantasy, but the true meaning of "it feels right to
me." We can train ourselves to
respect our feelings, and to discipline (transpose) them
into a language that matches those
feelings so they can be shared. And where that language does
not yet exist, it is our poetry
which helps to fashion it. Poetry is not only dream or vision, it
is the skeleton architecture of
our lives.
Possibility is neither forever nor instant. It is also not easy to
sustain belief in its efficacy. We
can sometimes work long and hard to establish one beachhead
of real resistance to the deaths
we are expected to live, only to have that beachhead assaulted
or threatened by canards we
have been socialized to fear, or by the withdrawal of
those approvals that we have been
warned to seek for safety. We see ourselves diminished or
softened by the falsely benign
accusations of childishness, of non-universality, of self-
centeredness, of sensuality. And who
asks the question: am I altering your aura, your ideas, your
dreams, or am I merely moving
you to temporary and reactive action? (Even the latter is no
mean task, but one that must be
rather seen within the context of a true alteration of the texture
of our lives.)
The white fathers told us, I think therefore I am; and the black
mothers in each of us-the poet-
whispers in our dreams, I feel therefore I can be free. Poetry
32. coins the language to express and
charter this revolutionary awareness and demand, the
implementation of that freedom.
However, experience has taught us that the action in the now is
also always necessary. Our
children cannot dream unless they live, they cannot live unless
they are nourished, and who
else will feed them the real food without which their dreams
will be no different from ours?
Sometimes we drug ourselves with dreams of new ideas. The
head will save us. The brain
alone will set us free. But there are no new ideas still
waiting in the wings to save us as
women, as human. There are only old and forgotten ones, new
combinations, extrapolations
and recognitions from within ourselves, along with the renewed
courage to try them out. And
we must constantly encourage ourselves and each other to
attempt the heretical actions our
dreams imply and some of our old ideas disparage. In the
forefront of our move toward
change, there is only our poetry to hint at possibility
made real. Our poems formulate the
implications of ourselves, what we feel within and dare
make real (or bring action into
accordance with), our fears, our hopes, our most cherished
terrors.
For within structures defined by profit, by linear power, by
institutional dehumanization, our
feelings were not meant to survive. Kept around as unavoidable
adjuncts or pleasant pastimes,
feelings were meant to kneel to thought as we were meant to
kneel to men. But women have
survived. As poets. And there are no new pains. We have felt
33. them all already. We have hidden
that fact in the same place where we have hidden our power.
They lie in our dreams, and it is
our dreams that point the way to freedom. They are made
realizable through our poems that
give us the strength and courage to see, to feel, to speak, and to
dare.
If what we need to dream, to move our spirits most deeply and
directly toward and through
promise, is a luxury, then we have given up the core-the
fountain-of our power, our
1
womanness; we have give up the future of our worlds.
For there are no new ideas. There are only new ways of making
them felt, of examining what
our ideas really mean (feel like) on Sunday morning at 7 AM,
after brunch, during wild love,
making war, giving birth; while we suffer the old longings,
battle the old warnings and fears of
being silent and impotent and alone, while tasting our new
possibilities and strengths.
2