..
U.S. Conquest and Mexican
American Communities
. . . . , U s Southwest can trace their origins to th Several Mexican communities m today s · · b t bl· h · E e
• 1\ r S · Mexico l egan es a is mg uro'Pean Spanish colonial era. Colonists from 1 vew pain 11 'I .
settlements m New Mexico m the ate sixteen cen · ' 66 · · · l · th tury However New Spam struoafed
to colonize its Far North due to resistance from American Indians and the region's distance
from other Spanish settlements. To overcome these difficulties, ojficials used missions to
convert Indians into Spanish subjects, forts to defend Spanish settlements, and towns
to promote civilian populations. Nevertheless, the Far North remained unappealing due
to its isolation and the danger of Indian attacks. Worried about its inability to attract colo-
nists and facing advancing French and Euro American settlements, New Spain allowed
foreigners to settle in its Far North.
Mexico's successful war for independence .from Spain ( 1810-1821) left the young
nation's economy devastated. During the colonial era, the isolated northern settlements
lack:d regular communications and dependable trade with central New Spain, whose
?ffiaals .frequently neglected to pay eq~'.P soldiers. The devastation caused by the
independence war exacerbated Mexico s inability to provide military dfi • l
. . an znancza support to its northernmost settlements. Feeling neglected by their central · h
'd • • . government nort ern res, ents gradually began estabhshing economic and soda/ ties with E ' .
Mexico's leaders expanded the colonization program by effering land d uro Amenc~ns.
to foreigners willing to settle in its Far North. Euro A.,,,, . an tax exemptions
. 11iencans wh • . d into Texas legally and illegally, were the largest groun to parti' . .' 0 immigrate
. r cipate in Me • , l . zatzon program. They soon outnumbered Mexican Texans (Ti . . xico s co ont-h C]anos) in Ti t e newcomers spread U.S. culture, manufactured goods and
1
. . exas, where l ' po itical · ,,11 contra the flood ef Euro Americans into Texas, Mexico curtai/e . 'f!J,uence. To
program. d Us colonization
The US. conquest of Mexico's Far North began with Texas' sep . l
aratist reb ll' aunched by Euro Americans and Tejanos. Nine years later the ad,,,,.• . e ton (18361
. , ,, itsszon ef Tt 'h Union, combined with a border dispute, triggered the US-Mexican w, exas into the
ar (1846-J848).
34
U.S. CONQUEST AND MEXICAN AMERICAN COMMUNITIES 35
Although most Tejanos remained neutral during the separatist struggl:, Euro Ar:iericans
accused them of siding with Mexico . The negative portrayals of Mexicans resul!ing from
the Texas rebellion combined with the belief in manifest destiny generated public sup~ort
for the war. "Manifest destiny" encapsulated Euro Americans' beliefs that the United
States was predestined to expand westward and justified to spread its "superior" cul~ure,
ideas, and institutions throug ...
Ch 13THE IMPENDING CRISIS· LOOKING WESTWARD· EXPANSION AND WMaximaSheffield592
Ch 13
THE IMPENDING CRISIS
· LOOKING WESTWARD
· EXPANSION AND WAR
· THE SECTIONAL DEBATE
· THE CRISES OF THE 1850s
LOOKING AHEAD
1. How did the annexation of western territories intensify the conflict over slavery and lead to deeper divisions between the North and the South?
2. What compromises attempted to resolve the conflicts over the expansion of slavery into new territories? To what degree were these compromises successful? Why did they eventually fail to resolve the differences between the North and the South?
3. What were the major arguments for and against slavery and its expansion into new territories?
UNTIL THE 1840s, POLITICAL TENSIONS between the North and the South remained relatively contained and, other than African American writers and clerics, few predicted that sectional tensions could ever lead the country into a civil war.
But midcentury brought a rash of explosive issues that politicians struggled—and ultimately failed—to resolve peacefully. In the North the abolitionist movement picked up steam and inspired legions of supporters, the most aggressive of whom sought to fight slavery with the sword as well as the pen. The South birthed a generation of militant pro-slavery spokesmen who brooked no compromise over a state’s right to embrace slavery and the society based on it. From the West emerged raging controversies over the political fate of the territories and whether they would enter the Union as either slave or free states. Partisans recruited sympathizers from across the nation and even took up arms to win their point.LOOKING WESTWARD
More than a million square miles of new territory came under the control of the United States during the 1840s. By the end of the decade, the nation possessed all the territory of the present-day United States except Alaska, Hawaii, and a few relatively small areas acquired later through border adjustments. Many factors accounted for this great new wave of expansion, but one of the most important was an ideology known as Manifest Destiny.
Manifest Destiny
Manifest Destiny reflected both the growing pride that characterized American nationalism in the mid-nineteenth century and the idealistic vision of social perfection that fueled so much of the reform energy of the time. It rested on the idea that America was destined—by God and by history—to expand its boundaries over a vast area.
By the 1840s, publicized by the rise of inexpensive newspapers dubbed “penny press,” the idea of Manifest Destiny had spread throughout the nation. Some advocates of Manifest Destiny envisioned a vast new “empire of liberty” that would include Canada, Mexico, Caribbean and Pacific islands, and ultimately (for the most ardent believers) much of the rest of the world. Countering such bombast were politicians such as Henry Clay and others, who warned that territorial expansion would reopen the painful controversy over slavery. Their voices, however, could not compete with the enthusiasm over expansion in the 18 ...
Chicano Studies 168
Lecture 2
Dr. Raúl Moreno Campos
UCSB
Agenda
Mexican Communities in the U.S. Southwest at the Turn of the 20th Century
Immigration to the U.S.: Then and Now
The History of Illegality, the Racialization of Mexican Labor, and the “Revolving Door” of U.S. Immigration Law and Mexicanos
I.
By the dawn of the 20th century, the once sovereign, and often wealthy, Mexican families and communities of the former Northern Mexican territories had been largely dispossessed, brought under U.S. rule, and placed within the lowest rungs of its racial regimes.
One central dimension of this change, therefore, was the marginal status that Mexicanos had come to occupy in the U.S., and the manner in which, despite being native to these lands, they ultimately became thought of as “foreigners” and “illegal aliens”, to be looked upon with suspicion and subject to various forms of state-sponsored violence.
By the middle of the 20th century, Mexican social segregation and political marginality, and the use of Mexicanos as disposable labor, was firmly entrenched and widespread- indeed, these conditions became some of the central issues of the Chicano Movement in the 1960s.
I.
How did Mexican communities come to be thought of as “foreign”, and what was the historical process by which Mexicanos came to be thought of as “iconic illegal aliens”?
In particular, how did Mexicans become the primary target of U.S. border patrol after its formation in 1924?
In turn, how did this racialized and regionalized method of border enforcement shape race in the U.S.?
I.
Throughout the Southwest, the terms of the Treaty of Guadalupe Hidalgo were not kept- in particular guarantees of rights of citizenship and protection of property for Mexicans
Ex. California Land Act of 1851- flagrant violation of Treaty of Guadalupe Hidalgo.
Led to exhausting and expensive legal battles (land rich, cash poor)
I.
As Lytle Hernandez (2010) points out, a variety of techniques were used to acquire land rights from Mexican landholders
Violence, genocide reservation system- used against indigenous populations by Spaniards (1st conquest)- pg. 22
Fraud, debt payment (legal battles), marriage- used for Mexicans (Ibid.)
The decline in wealth for wealthy Mexicans, led to a decline in political clout, and consequently a marked decline in social status.
Ex of Ventura county- by 1900, 80% of Mexicans were at the bottom of social strata (Cf. Almaguer)
I.
Dramatic shift to agro-industrialist model
1902- Newlands Reclamation Act in the West- funding of irrigation projects made large scale farming possible.
1920- West largest and most profitable agricultural producer in the nation
31 million acres of crops valued at $ 1.7 billion in California and Texas alone.
This rapid expansion depended on a cheap farm hands- where to get them?
I.
The case of CA
Late 1800s- growers relied on Chinese and (to some extent) Indian labor.
Growing nativism (Chinese Exclusion Act of 1882)- li ...
THIRD EDITION
PETER WINN
FOURTEEN
North of the Border
"Give me your tired, your poor, your huddled masses yearning to breathe
free," wrote Emma Lazarus in 1883. Inscribed on a bronze plaque at the
base of the Statue of Liberty at the entrance to New York Harbor, these
lines expressed the promise of "the land ofliberty" for generations of im-
migrants to the United States.
During the 1980s, more immigrants arrived in the United States than
in any other decade in history. Yet, unlike millions of their predecessors,
few of them were welcomed by Lady Liberty and few came from Europe.
Most were migrants from Latin America and the Caribbean who had
traveled north, not west, to reach the United States, and crossed borders,
not oceans, to arrive at its shores.
How this nation of immigrants deals with this new wave of immi-
grants from the south may well shape its domestic history and hemi-
spheric relations during the twenty-first century. It may also force the
United States of America to rethink what it means to be "American."
These new immigrants have made the United States the fifth largest
Spanish-speaking country in the world. Today, it has the hemisphere's
largest Puerto Rican city, second largest concentrations of Cubans, Sal-
vadorans, Haitians, and Jamaicans, and fourth largest Mexican metrop-
olis. People of Latin American origin have surpassed African-Americans
North of the Border I 585
as the nation's largest minority group. Their concentrations in such large
states as California, Florida, New York, and Texas-and in some of the
country's biggest cities-will increase their social and political impact
still further. By 202 5, they will be the largest race or ethnic group in Cali-
fornia, comprising 4 3 percent of the population of the largest state. Al-
ready more than half of Miami is of Latin American descent, and the
same is true for nearly 40 percent of Los Angeles and a quarter of Hous-
ton and New York. Increasingly, "Anglos"-a term that "Hispanics,"
people with Spanish American cultural roots, apply to all white English-
speaking North Americans-will have to come to terms with the fact that
they not only share the Americas with their Latin American and
Caribbean neighbors, but that they also share their own country with
growing communities of "Latinos," people of Latin American descent.
The 2000 census revealed that there were more than 3 5 million His-
panics living in the continental United States, a 58 percent increase over
1980 and a nine-fold rise over 1950. By 2005, there were over 40 million
Hispanics living on the mainland and their numbers were growing four
times as fast as the U.S. population as a whole, as a result of immigra-
tion-legal and illegal-as well as higher birth rates. If current trends
continue, there will be more than roo million Hispanic-Americans by
the year 2050, when they will comprise one-quarter of this country's
populatio ...
Print, complete, and score the following scales. .docxVannaJoy20
Print, complete, and score the following scales. Do not read how to score a scale until after you have completed it.
1. Stressed Out
2. Susceptibility to Stress (SUS)
3. Response to Stress Scale
4. Are you a Type A or Type B?
5. Coping with Stress
6. Multidimensional Health Locus of Control
7. Locus of Control
8. Life Orientation Test
Identify at Least 5 of Your Personal Stressors and 5 Daily Hassles
Using the information gathered in A and B, write a 3-5 page self-reflection paper that includes the following sections:
. Discuss your scores on each of the above scales and write a couple of brief statements about what that score means for you. Were you surprised by the score(s)? Did the results of the scales resonate with your perception of your stress level?
Incorporating information from your text and other academic sources, provide a summary of your stressors and life hassles.
3. Incorporating information from your text and other academic sources, provide a summary of what you might do to reduce your stress.
4. Discuss the issue of personal stress as it relates to psychological well-being. Relate your own results and thoughts about your experience with these scales to the information provided in the text and other academic sources (journal articles, books, .gov, .edu, or .org websites)
PERSPECTIVE
published: 25 February 2022
doi: 10.3389/fpsyt.2022.846244
Frontiers in Psychiatry | www.frontiersin.org 1 February 2022 | Volume 13 | Article 846244
Edited by:
Kairi Kõlves,
Griffith University, Australia
Reviewed by:
Jacinta Hawgood,
Griffith University, Australia
Jennifer Muehlenkamp,
University of Wisconsin–Eau Claire,
United States
*Correspondence:
M. David Rudd
[email protected]
Specialty section:
This article was submitted to
Psychopathology,
a section of the journal
Frontiers in Psychiatry
Received: 30 December 2021
Accepted: 02 February 2022
Published: 25 February 2022
Citation:
Rudd MD and Bryan CJ (2022)
Finding Effective and Efficient Ways to
Integrate Research Advances Into the
Clinical Suicide Risk Assessment
Interview.
Front. Psychiatry 13:846244.
doi: 10.3389/fpsyt.2022.846244
Finding Effective and Efficient Ways
to Integrate Research Advances Into
the Clinical Suicide Risk Assessment
Interview
M. David Rudd 1* and Craig J. Bryan 2
1Department of Psychology, University of Memphis, Memphis, TN, United States, 2Department of Psychiatry and Behavioral
Science, The Ohio State University Wexner Medical Center, Columbus, OH, United States
Research in clinical suicidology continues to rapidly expand, much of it with implications
for day-to-day clinical practice. Clinicians routinely wrestle with how best to integrate
recent advances into practice and how to do so in efficient and effective fashion. This
article identifies five critical domains of recent research findings and offers examples
of simple questions that can easily be integ.
Consequentialist theory Focuses on consequences of a.docxVannaJoy20
Consequentialist theory
Focuses on consequences of actions
Hard Universalist/Absolutist theory
The theory that one ought to maximize happiness and
minimize the unhappiness of as many people as
possible
Epicurus (341-270 B.C.E.) Greek philosopher who
advocated a life free of pain
Coined the term utilitarianism
Believed that it is good for an action to have a utility
(to make people happy)
Developed Hume’s theory of utility into a moral theory
to reform the British legal system
Believed that all humans are hedonists
Developed Hedonistic Calculus
Calculates probable consequences of actions
Produces a rational solution to any problem
Rediscovered the paradox of hedonism
The more you search for pleasure, the more it will elude
you
Refined Bentham’s theory
Higher and lower pleasures
Harm Principle
The only purpose of interfering with the life of someone
is to prevent harm to others
Act Utilitarianism
Always do whatever act
that will create the
greatest happiness for
the greatest number of
people
Only focuses on
consequences of present
decision
Always do whatever type
of act (based on a rule)
that will create the
greatest happiness for
the greatest number of
people
Focuses on consequences
of others applying that
same rule
Rule Utilitarianism
CemeteryAnalysis
Massachusetts has a unique archaeological resource in its many colonial graveyards. These contain a large number of precisely dated “artifacts” in the form of headstones and provide an opportunity for studies of the ways in which different aspects of British colonial and Euro- American culture have changed over time. For this assignment, you will visit a local cemetery of your choosing and use the headstones and other associated material culture to address questions aimed at understanding demographic, social, symbolic, or technological issues in the past. This assignment does not require any archaeological excavation, and your instructor and federal, state, and local laws expressly forbid you from doing any! The project also does not require you to do any additional background research, although you are welcome to do so. Please
respect these cemeteries, the individuals buried therein, and any visitors you may encounter during your study.
You must follow these steps:
1)
Chooseagraveyardwithheadstonesdatingtothe1600s,1700s,or1800s. There are several good graveyards in downtown Boston and many more scattered around the city and suburbs. The downtown locations have been studied at length as they are all regularly served by the MBTA. Several “off-the-beaten-track” locations, such as the Tollgate Cemetery in Forest Hills, is also served by transit and has not been visited by my students in the past. While everyone has their own time pressures, I encourage to think .
The theory that states that people look after their .docxVannaJoy20
The theory that states that people look
after their own self interest
An absolutist theory
Does not consider other options
A descriptive theory
Does not make a judgment
A British philosopher (1588-1679)
Agreed with Glaucon that:
Humans choose to live in a society with rules
because it benefits us
Any show of concern for others only hides a
true concern for ourselves
It is foolish to not look after ourselves
Believed that humans feel pity for others
because we fear something similar happening to
us
A theory that says people ought to act in their
own self interest
An absolutist theory
A normative theory
Makes a judgment or prescription about
behavior
A consequentialist theory
Focuses on consequences of actions
Russian-born American (1905-1982)
Believed that egoism benefits society
People should not feel guilty for seeking their own
happiness
People should not feel obligated to help those who are
“moochers and leeches.”
Everyone should give up his or her own self-interest
for others
Normative theory
Consequentialist theory
.
This is a graded discussion 30 points possibledue -.docxVannaJoy20
This is a graded discussion: 30 points possible
due -
Discussion 2 (Complete by
Sunday, Nov. 6)
20 20
This discussion aligns with Learning Outcomes 1, 2, and 4
Democracy, at its core, is centered on the idea that individuals can, in fact,
rule themselves. This concept is enshrined in the U.S. Constitution as we
know it today. However, early on the American Constitution was not a sound,
democratic document. In particular, the idea of popular sovereignty; that is,
the will of the people, was not extended to everyone. For example, as you
read this week, the framers, for a time, chose to retain slavery in the new
Republic. In addition to slavery, in what other areas was the Constitution of
1788 less than democratic? In what ways has the Constitution, since then,
become more democratic? Be sure to provide examples to support your
claims.
Submission
Our discussions are a valuable opportunity to have thoughtful conversations
regarding a specific topic. You are required to provide a comprehensive
initial post with 3-4 well-developed paragraphs that include a topic
sentence and at least 3-5 supporting sentences with additional details,
11/4/22, 1:30 AM
Page 1 of 29
Search entries or author
Reply
explanations, and examples. In addition, you are required to respond
substantively to the initial posts of at least two other classmates on two
different days. All posts should be reflective and well written, meaning free
of errors in grammar, sentence structure, and other mechanics.
Grading
This discussion is worth 30 points toward your final grade and will be
graded using the Discussion Rubric. Please use it as a guide toward
successful completion of this discussion. For information on how to view the
rubric, refer to this Canvas Community Guide
(https://community.canvaslms.com/docs/DOC-10577-4212540120) .
Unread Subscribe
(https://canvas.fscj.edu/courses/65283/users/135004)
Sarkis Boyajian (https://canvas.fscj.edu/courses/65283/users/135004)
Tuesday
11/4/22, 1:30 AM
Page 2 of 29
Reply
The Constitution of 1788 lacked democracy because it did not protect
the people’s beliefs. Religion influences people’s morality. And morality is
a key component of personal convictions. People’s convictions influence
how they want to be governed and how they vote. The first amendment to
the Constitution provided protection to the people’s beliefs by restricting
Congress from making laws respective to an establishment of religion or
prohibiting the free exercise thereof.
The Constitution of 1788 lacked democracy because it did not protect
the people’s expression. Speech is the cornerstone of sharing thoughts
and ideas. The sharing of thoughts and ideas influences people’s
opinions. People’s opinions influence how they want to be governed and
how they vote. The first amendment to the Constitution provided
protection to people’s expression by restricting Congress from making
laws respective to ab.
· Please include the following to create your Argumentative Essay .docxVannaJoy20
· Please include the following to create your Argumentative Essay Presentation Plan:
· Presentation author and title of the presentation (Essay)
· Purpose: What do you want your audience to obtain or support after the discussion?
· Audience: What phrases will you adapt-without diverting from the purpose of the essay- as you select a medium to include on the slides?
· Keywords: As you break down your essay into keywords, which themes and concepts arise?
· Introduction: What does the outline of the presentation include?
· Body: Think about the body of your essay. Which specific details are necessary to get your points across?
· Conclusion: Why is your essay and analysis important?
· How did you get to that conclusion?
· Since you will communicate with the audience through more than one sense, what media do you intend to use?
· Which presentation software program do you intend to use to prepare the presentation?
· As you prepare your presentation and deepen your understanding, what do you notice that you hadn’t seen before?
· You must present your writing double-spaced, in a Times New Roman, Arial or Courier New font, with a font size of 12.
· Pay attention to grammar rules (spelling and syntax).
· Your work must be original and must not contain material copied from books or the internet.
· When citing the work of other authors, include citations and references using APA style to respect their intellectual property and avoid plagiarism.
· Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.
.
• FINISH IVF• NATURAL FAMILY PLANNING• Preimplanta.docxVannaJoy20
• FINISH IVF
• NATURAL FAMILY PLANNING
• Preimplantation Genetic Diagnosis (PGD)
• Surrogate motherhood
• “snowflake babies”
• Artificial Insemination (AI)
Preimplantation Genetic Diagnosis (PGD)
ZYGOTE
M
O
RU
LA
COMPACTION
BLASTOMERES
MALE &
FEMALE
PRONUCLEI
Surrogate motherhood
https://en.wikipedia.org/wiki/2014_Thai_surrogacy_controversy
INTRINSIC BIOETHICAL EVIL/WRONG:
NATURAL RIGHT TO BE GESTATED BY BIOLOGICAL MOTHER
“snowflake babies” = ivf embryo transfer
http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_20081208_dignitas-personae_en.html
Artificial Insemination (AI)
NATURAL FAMILY PLANNING (NFP)
1.OVULATION SYMPTOMS
2.BIOETHICAL EVALUATION
NATURAL FAMILY PLANNING (NFP)
1.OVULATION SYMPTOMS
a) 3 PRIMARY
b) 7 SECONDARY
PRIMARY OVULATION SYMPTOMS:
1) BASAL BODY TEMPERATURE (BBT)
2) CERVIX ACTIVITY
3) CERVICAL MUCUS
SECONDARY OVULATION SYMPTOMS:
1) MITTELSCHMERZ
2) SPOTTING
3) SWOLLEN VAGINA AND/OR VULVA
4) INCREASED LIBIDO
5) BREAST TENDERNESS
6) GENERAL BLOATING
7) FERNING
SOME MAJOR PROTOCOLS AND METHODS:
• CREIGHTON MODEL (NaPro Technology)
• COUPLE TO COUPLE (CCL)
• SYMPTO-THERMAL METHOD
• BILLINGS METHOD
• FAMILY OF THE AMERICAS (BASED ON BILLINGS)
ACTIVITY OF THE CERVIX AND CERIVCAL OS DURING MENSTRUAL CYCLE
INFERTILEFERTILE
1 DAY BEFORE OVULATION:
OS OPEN, CERVIX HIGH,
SOFT AND CENTRAL,
EGGWHITE FLUID
INFERTILE PHASE: OS CLOSED,
CERVIX FIRM,
ANGLED SLIGHTLY,
TACKY FLUID
Examples of cervical mucus
during various days of the
menstrual cycle.
Transparent and elastic
is fertile.
Opaque and tacky
is infertile.
WHAT ABOUT THE HUSBAND?
• DISCIPLINE, RESPECT, COMMUNICATION, SACRIFICIAL LOVE
• OPENNESS TO THE PRESENCE OF GOD IN THEIR DAILY LIFE
2. BIOETHICAL EVALUATION OF NFP:
a) AS A MEANS
b) AS AN END / GOAL / OBJECTIVE
a) AS A MEANS:
• NO SEPARATION ÷ UNITIVE / PROCREATIVE
DIMENSIONS
• RESPECTFUL OF HUMAN NATURE
• MARRITAL INTIMACY = UNION OF
BODY AND SOUL
b) AS AN END:
HUMANAE VITAE 16b:
“If therefore there are well-grounded
reasons for spacing births, arising from the
physical or psychological condition
of husband or wife,
or from external circumstances…
then take advantage
of the natural cycles immanent
in the reproductive system…”
b) AS AN END:
THEREFORE, TO BE AVOIDED IS A
CONTRACEPTIVE MENTALITY,
WHEREBY PREGNANCY / CHILDREN
ARE SEEN AS AN EVIL,
TO BE AVOIDED BY ANY MEANS.
INSTEAD, A FUNDAMENTAL OPENNESS TO LIFE,
COLLABORATING WITH GOD’S PLAN
TO BE CO-CREATORS
OF A UNIQUE HUMAN LIFE.
Slide Number 1Slide Number 2Slide Number 3Slide Number 4Slide Number 5Slide Number 6Slide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11Slide Number 12Slide Number 13Slide Number 14Slide Number 15Slide Number 16Slide Number 17Slide Number 18Slide Number 19
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/220672617
.
Use the information presented in the module folder along with your.docxVannaJoy20
Use the information presented in the module folder along with your readings from the textbook to answer thefollowing questions.1. Differentiate between bacterial infection and bacterial intoxication.
2. Discuss the importance of E. coli as part of our intestinal flora.
3. Describe three (3) different types of gastrointestinal diseases caused by bacteria. Besure to give the name of the specific organism that causes each, describe somecommon signs and symptoms and discuss treatment for each disease:
4. Define meningitis. Compare and contrast between bacterial and viral meningitisincluding treatment for each.
5. What is a prion? Describe the impact prions have on the human brain and discuss twoprion-associated diseases in humans:
6. What is a vector-borne (vector transmitted) disease? Give an example of a vectorborne disease and the vector responsible for causing it.
.
More Related Content
Similar to .. U.S. Conquest and Mexican American Communities .
Ch 13THE IMPENDING CRISIS· LOOKING WESTWARD· EXPANSION AND WMaximaSheffield592
Ch 13
THE IMPENDING CRISIS
· LOOKING WESTWARD
· EXPANSION AND WAR
· THE SECTIONAL DEBATE
· THE CRISES OF THE 1850s
LOOKING AHEAD
1. How did the annexation of western territories intensify the conflict over slavery and lead to deeper divisions between the North and the South?
2. What compromises attempted to resolve the conflicts over the expansion of slavery into new territories? To what degree were these compromises successful? Why did they eventually fail to resolve the differences between the North and the South?
3. What were the major arguments for and against slavery and its expansion into new territories?
UNTIL THE 1840s, POLITICAL TENSIONS between the North and the South remained relatively contained and, other than African American writers and clerics, few predicted that sectional tensions could ever lead the country into a civil war.
But midcentury brought a rash of explosive issues that politicians struggled—and ultimately failed—to resolve peacefully. In the North the abolitionist movement picked up steam and inspired legions of supporters, the most aggressive of whom sought to fight slavery with the sword as well as the pen. The South birthed a generation of militant pro-slavery spokesmen who brooked no compromise over a state’s right to embrace slavery and the society based on it. From the West emerged raging controversies over the political fate of the territories and whether they would enter the Union as either slave or free states. Partisans recruited sympathizers from across the nation and even took up arms to win their point.LOOKING WESTWARD
More than a million square miles of new territory came under the control of the United States during the 1840s. By the end of the decade, the nation possessed all the territory of the present-day United States except Alaska, Hawaii, and a few relatively small areas acquired later through border adjustments. Many factors accounted for this great new wave of expansion, but one of the most important was an ideology known as Manifest Destiny.
Manifest Destiny
Manifest Destiny reflected both the growing pride that characterized American nationalism in the mid-nineteenth century and the idealistic vision of social perfection that fueled so much of the reform energy of the time. It rested on the idea that America was destined—by God and by history—to expand its boundaries over a vast area.
By the 1840s, publicized by the rise of inexpensive newspapers dubbed “penny press,” the idea of Manifest Destiny had spread throughout the nation. Some advocates of Manifest Destiny envisioned a vast new “empire of liberty” that would include Canada, Mexico, Caribbean and Pacific islands, and ultimately (for the most ardent believers) much of the rest of the world. Countering such bombast were politicians such as Henry Clay and others, who warned that territorial expansion would reopen the painful controversy over slavery. Their voices, however, could not compete with the enthusiasm over expansion in the 18 ...
Chicano Studies 168
Lecture 2
Dr. Raúl Moreno Campos
UCSB
Agenda
Mexican Communities in the U.S. Southwest at the Turn of the 20th Century
Immigration to the U.S.: Then and Now
The History of Illegality, the Racialization of Mexican Labor, and the “Revolving Door” of U.S. Immigration Law and Mexicanos
I.
By the dawn of the 20th century, the once sovereign, and often wealthy, Mexican families and communities of the former Northern Mexican territories had been largely dispossessed, brought under U.S. rule, and placed within the lowest rungs of its racial regimes.
One central dimension of this change, therefore, was the marginal status that Mexicanos had come to occupy in the U.S., and the manner in which, despite being native to these lands, they ultimately became thought of as “foreigners” and “illegal aliens”, to be looked upon with suspicion and subject to various forms of state-sponsored violence.
By the middle of the 20th century, Mexican social segregation and political marginality, and the use of Mexicanos as disposable labor, was firmly entrenched and widespread- indeed, these conditions became some of the central issues of the Chicano Movement in the 1960s.
I.
How did Mexican communities come to be thought of as “foreign”, and what was the historical process by which Mexicanos came to be thought of as “iconic illegal aliens”?
In particular, how did Mexicans become the primary target of U.S. border patrol after its formation in 1924?
In turn, how did this racialized and regionalized method of border enforcement shape race in the U.S.?
I.
Throughout the Southwest, the terms of the Treaty of Guadalupe Hidalgo were not kept- in particular guarantees of rights of citizenship and protection of property for Mexicans
Ex. California Land Act of 1851- flagrant violation of Treaty of Guadalupe Hidalgo.
Led to exhausting and expensive legal battles (land rich, cash poor)
I.
As Lytle Hernandez (2010) points out, a variety of techniques were used to acquire land rights from Mexican landholders
Violence, genocide reservation system- used against indigenous populations by Spaniards (1st conquest)- pg. 22
Fraud, debt payment (legal battles), marriage- used for Mexicans (Ibid.)
The decline in wealth for wealthy Mexicans, led to a decline in political clout, and consequently a marked decline in social status.
Ex of Ventura county- by 1900, 80% of Mexicans were at the bottom of social strata (Cf. Almaguer)
I.
Dramatic shift to agro-industrialist model
1902- Newlands Reclamation Act in the West- funding of irrigation projects made large scale farming possible.
1920- West largest and most profitable agricultural producer in the nation
31 million acres of crops valued at $ 1.7 billion in California and Texas alone.
This rapid expansion depended on a cheap farm hands- where to get them?
I.
The case of CA
Late 1800s- growers relied on Chinese and (to some extent) Indian labor.
Growing nativism (Chinese Exclusion Act of 1882)- li ...
THIRD EDITION
PETER WINN
FOURTEEN
North of the Border
"Give me your tired, your poor, your huddled masses yearning to breathe
free," wrote Emma Lazarus in 1883. Inscribed on a bronze plaque at the
base of the Statue of Liberty at the entrance to New York Harbor, these
lines expressed the promise of "the land ofliberty" for generations of im-
migrants to the United States.
During the 1980s, more immigrants arrived in the United States than
in any other decade in history. Yet, unlike millions of their predecessors,
few of them were welcomed by Lady Liberty and few came from Europe.
Most were migrants from Latin America and the Caribbean who had
traveled north, not west, to reach the United States, and crossed borders,
not oceans, to arrive at its shores.
How this nation of immigrants deals with this new wave of immi-
grants from the south may well shape its domestic history and hemi-
spheric relations during the twenty-first century. It may also force the
United States of America to rethink what it means to be "American."
These new immigrants have made the United States the fifth largest
Spanish-speaking country in the world. Today, it has the hemisphere's
largest Puerto Rican city, second largest concentrations of Cubans, Sal-
vadorans, Haitians, and Jamaicans, and fourth largest Mexican metrop-
olis. People of Latin American origin have surpassed African-Americans
North of the Border I 585
as the nation's largest minority group. Their concentrations in such large
states as California, Florida, New York, and Texas-and in some of the
country's biggest cities-will increase their social and political impact
still further. By 202 5, they will be the largest race or ethnic group in Cali-
fornia, comprising 4 3 percent of the population of the largest state. Al-
ready more than half of Miami is of Latin American descent, and the
same is true for nearly 40 percent of Los Angeles and a quarter of Hous-
ton and New York. Increasingly, "Anglos"-a term that "Hispanics,"
people with Spanish American cultural roots, apply to all white English-
speaking North Americans-will have to come to terms with the fact that
they not only share the Americas with their Latin American and
Caribbean neighbors, but that they also share their own country with
growing communities of "Latinos," people of Latin American descent.
The 2000 census revealed that there were more than 3 5 million His-
panics living in the continental United States, a 58 percent increase over
1980 and a nine-fold rise over 1950. By 2005, there were over 40 million
Hispanics living on the mainland and their numbers were growing four
times as fast as the U.S. population as a whole, as a result of immigra-
tion-legal and illegal-as well as higher birth rates. If current trends
continue, there will be more than roo million Hispanic-Americans by
the year 2050, when they will comprise one-quarter of this country's
populatio ...
Print, complete, and score the following scales. .docxVannaJoy20
Print, complete, and score the following scales. Do not read how to score a scale until after you have completed it.
1. Stressed Out
2. Susceptibility to Stress (SUS)
3. Response to Stress Scale
4. Are you a Type A or Type B?
5. Coping with Stress
6. Multidimensional Health Locus of Control
7. Locus of Control
8. Life Orientation Test
Identify at Least 5 of Your Personal Stressors and 5 Daily Hassles
Using the information gathered in A and B, write a 3-5 page self-reflection paper that includes the following sections:
. Discuss your scores on each of the above scales and write a couple of brief statements about what that score means for you. Were you surprised by the score(s)? Did the results of the scales resonate with your perception of your stress level?
Incorporating information from your text and other academic sources, provide a summary of your stressors and life hassles.
3. Incorporating information from your text and other academic sources, provide a summary of what you might do to reduce your stress.
4. Discuss the issue of personal stress as it relates to psychological well-being. Relate your own results and thoughts about your experience with these scales to the information provided in the text and other academic sources (journal articles, books, .gov, .edu, or .org websites)
PERSPECTIVE
published: 25 February 2022
doi: 10.3389/fpsyt.2022.846244
Frontiers in Psychiatry | www.frontiersin.org 1 February 2022 | Volume 13 | Article 846244
Edited by:
Kairi Kõlves,
Griffith University, Australia
Reviewed by:
Jacinta Hawgood,
Griffith University, Australia
Jennifer Muehlenkamp,
University of Wisconsin–Eau Claire,
United States
*Correspondence:
M. David Rudd
[email protected]
Specialty section:
This article was submitted to
Psychopathology,
a section of the journal
Frontiers in Psychiatry
Received: 30 December 2021
Accepted: 02 February 2022
Published: 25 February 2022
Citation:
Rudd MD and Bryan CJ (2022)
Finding Effective and Efficient Ways to
Integrate Research Advances Into the
Clinical Suicide Risk Assessment
Interview.
Front. Psychiatry 13:846244.
doi: 10.3389/fpsyt.2022.846244
Finding Effective and Efficient Ways
to Integrate Research Advances Into
the Clinical Suicide Risk Assessment
Interview
M. David Rudd 1* and Craig J. Bryan 2
1Department of Psychology, University of Memphis, Memphis, TN, United States, 2Department of Psychiatry and Behavioral
Science, The Ohio State University Wexner Medical Center, Columbus, OH, United States
Research in clinical suicidology continues to rapidly expand, much of it with implications
for day-to-day clinical practice. Clinicians routinely wrestle with how best to integrate
recent advances into practice and how to do so in efficient and effective fashion. This
article identifies five critical domains of recent research findings and offers examples
of simple questions that can easily be integ.
Consequentialist theory Focuses on consequences of a.docxVannaJoy20
Consequentialist theory
Focuses on consequences of actions
Hard Universalist/Absolutist theory
The theory that one ought to maximize happiness and
minimize the unhappiness of as many people as
possible
Epicurus (341-270 B.C.E.) Greek philosopher who
advocated a life free of pain
Coined the term utilitarianism
Believed that it is good for an action to have a utility
(to make people happy)
Developed Hume’s theory of utility into a moral theory
to reform the British legal system
Believed that all humans are hedonists
Developed Hedonistic Calculus
Calculates probable consequences of actions
Produces a rational solution to any problem
Rediscovered the paradox of hedonism
The more you search for pleasure, the more it will elude
you
Refined Bentham’s theory
Higher and lower pleasures
Harm Principle
The only purpose of interfering with the life of someone
is to prevent harm to others
Act Utilitarianism
Always do whatever act
that will create the
greatest happiness for
the greatest number of
people
Only focuses on
consequences of present
decision
Always do whatever type
of act (based on a rule)
that will create the
greatest happiness for
the greatest number of
people
Focuses on consequences
of others applying that
same rule
Rule Utilitarianism
CemeteryAnalysis
Massachusetts has a unique archaeological resource in its many colonial graveyards. These contain a large number of precisely dated “artifacts” in the form of headstones and provide an opportunity for studies of the ways in which different aspects of British colonial and Euro- American culture have changed over time. For this assignment, you will visit a local cemetery of your choosing and use the headstones and other associated material culture to address questions aimed at understanding demographic, social, symbolic, or technological issues in the past. This assignment does not require any archaeological excavation, and your instructor and federal, state, and local laws expressly forbid you from doing any! The project also does not require you to do any additional background research, although you are welcome to do so. Please
respect these cemeteries, the individuals buried therein, and any visitors you may encounter during your study.
You must follow these steps:
1)
Chooseagraveyardwithheadstonesdatingtothe1600s,1700s,or1800s. There are several good graveyards in downtown Boston and many more scattered around the city and suburbs. The downtown locations have been studied at length as they are all regularly served by the MBTA. Several “off-the-beaten-track” locations, such as the Tollgate Cemetery in Forest Hills, is also served by transit and has not been visited by my students in the past. While everyone has their own time pressures, I encourage to think .
The theory that states that people look after their .docxVannaJoy20
The theory that states that people look
after their own self interest
An absolutist theory
Does not consider other options
A descriptive theory
Does not make a judgment
A British philosopher (1588-1679)
Agreed with Glaucon that:
Humans choose to live in a society with rules
because it benefits us
Any show of concern for others only hides a
true concern for ourselves
It is foolish to not look after ourselves
Believed that humans feel pity for others
because we fear something similar happening to
us
A theory that says people ought to act in their
own self interest
An absolutist theory
A normative theory
Makes a judgment or prescription about
behavior
A consequentialist theory
Focuses on consequences of actions
Russian-born American (1905-1982)
Believed that egoism benefits society
People should not feel guilty for seeking their own
happiness
People should not feel obligated to help those who are
“moochers and leeches.”
Everyone should give up his or her own self-interest
for others
Normative theory
Consequentialist theory
.
This is a graded discussion 30 points possibledue -.docxVannaJoy20
This is a graded discussion: 30 points possible
due -
Discussion 2 (Complete by
Sunday, Nov. 6)
20 20
This discussion aligns with Learning Outcomes 1, 2, and 4
Democracy, at its core, is centered on the idea that individuals can, in fact,
rule themselves. This concept is enshrined in the U.S. Constitution as we
know it today. However, early on the American Constitution was not a sound,
democratic document. In particular, the idea of popular sovereignty; that is,
the will of the people, was not extended to everyone. For example, as you
read this week, the framers, for a time, chose to retain slavery in the new
Republic. In addition to slavery, in what other areas was the Constitution of
1788 less than democratic? In what ways has the Constitution, since then,
become more democratic? Be sure to provide examples to support your
claims.
Submission
Our discussions are a valuable opportunity to have thoughtful conversations
regarding a specific topic. You are required to provide a comprehensive
initial post with 3-4 well-developed paragraphs that include a topic
sentence and at least 3-5 supporting sentences with additional details,
11/4/22, 1:30 AM
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Search entries or author
Reply
explanations, and examples. In addition, you are required to respond
substantively to the initial posts of at least two other classmates on two
different days. All posts should be reflective and well written, meaning free
of errors in grammar, sentence structure, and other mechanics.
Grading
This discussion is worth 30 points toward your final grade and will be
graded using the Discussion Rubric. Please use it as a guide toward
successful completion of this discussion. For information on how to view the
rubric, refer to this Canvas Community Guide
(https://community.canvaslms.com/docs/DOC-10577-4212540120) .
Unread Subscribe
(https://canvas.fscj.edu/courses/65283/users/135004)
Sarkis Boyajian (https://canvas.fscj.edu/courses/65283/users/135004)
Tuesday
11/4/22, 1:30 AM
Page 2 of 29
Reply
The Constitution of 1788 lacked democracy because it did not protect
the people’s beliefs. Religion influences people’s morality. And morality is
a key component of personal convictions. People’s convictions influence
how they want to be governed and how they vote. The first amendment to
the Constitution provided protection to the people’s beliefs by restricting
Congress from making laws respective to an establishment of religion or
prohibiting the free exercise thereof.
The Constitution of 1788 lacked democracy because it did not protect
the people’s expression. Speech is the cornerstone of sharing thoughts
and ideas. The sharing of thoughts and ideas influences people’s
opinions. People’s opinions influence how they want to be governed and
how they vote. The first amendment to the Constitution provided
protection to people’s expression by restricting Congress from making
laws respective to ab.
· Please include the following to create your Argumentative Essay .docxVannaJoy20
· Please include the following to create your Argumentative Essay Presentation Plan:
· Presentation author and title of the presentation (Essay)
· Purpose: What do you want your audience to obtain or support after the discussion?
· Audience: What phrases will you adapt-without diverting from the purpose of the essay- as you select a medium to include on the slides?
· Keywords: As you break down your essay into keywords, which themes and concepts arise?
· Introduction: What does the outline of the presentation include?
· Body: Think about the body of your essay. Which specific details are necessary to get your points across?
· Conclusion: Why is your essay and analysis important?
· How did you get to that conclusion?
· Since you will communicate with the audience through more than one sense, what media do you intend to use?
· Which presentation software program do you intend to use to prepare the presentation?
· As you prepare your presentation and deepen your understanding, what do you notice that you hadn’t seen before?
· You must present your writing double-spaced, in a Times New Roman, Arial or Courier New font, with a font size of 12.
· Pay attention to grammar rules (spelling and syntax).
· Your work must be original and must not contain material copied from books or the internet.
· When citing the work of other authors, include citations and references using APA style to respect their intellectual property and avoid plagiarism.
· Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.
.
• FINISH IVF• NATURAL FAMILY PLANNING• Preimplanta.docxVannaJoy20
• FINISH IVF
• NATURAL FAMILY PLANNING
• Preimplantation Genetic Diagnosis (PGD)
• Surrogate motherhood
• “snowflake babies”
• Artificial Insemination (AI)
Preimplantation Genetic Diagnosis (PGD)
ZYGOTE
M
O
RU
LA
COMPACTION
BLASTOMERES
MALE &
FEMALE
PRONUCLEI
Surrogate motherhood
https://en.wikipedia.org/wiki/2014_Thai_surrogacy_controversy
INTRINSIC BIOETHICAL EVIL/WRONG:
NATURAL RIGHT TO BE GESTATED BY BIOLOGICAL MOTHER
“snowflake babies” = ivf embryo transfer
http://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_20081208_dignitas-personae_en.html
Artificial Insemination (AI)
NATURAL FAMILY PLANNING (NFP)
1.OVULATION SYMPTOMS
2.BIOETHICAL EVALUATION
NATURAL FAMILY PLANNING (NFP)
1.OVULATION SYMPTOMS
a) 3 PRIMARY
b) 7 SECONDARY
PRIMARY OVULATION SYMPTOMS:
1) BASAL BODY TEMPERATURE (BBT)
2) CERVIX ACTIVITY
3) CERVICAL MUCUS
SECONDARY OVULATION SYMPTOMS:
1) MITTELSCHMERZ
2) SPOTTING
3) SWOLLEN VAGINA AND/OR VULVA
4) INCREASED LIBIDO
5) BREAST TENDERNESS
6) GENERAL BLOATING
7) FERNING
SOME MAJOR PROTOCOLS AND METHODS:
• CREIGHTON MODEL (NaPro Technology)
• COUPLE TO COUPLE (CCL)
• SYMPTO-THERMAL METHOD
• BILLINGS METHOD
• FAMILY OF THE AMERICAS (BASED ON BILLINGS)
ACTIVITY OF THE CERVIX AND CERIVCAL OS DURING MENSTRUAL CYCLE
INFERTILEFERTILE
1 DAY BEFORE OVULATION:
OS OPEN, CERVIX HIGH,
SOFT AND CENTRAL,
EGGWHITE FLUID
INFERTILE PHASE: OS CLOSED,
CERVIX FIRM,
ANGLED SLIGHTLY,
TACKY FLUID
Examples of cervical mucus
during various days of the
menstrual cycle.
Transparent and elastic
is fertile.
Opaque and tacky
is infertile.
WHAT ABOUT THE HUSBAND?
• DISCIPLINE, RESPECT, COMMUNICATION, SACRIFICIAL LOVE
• OPENNESS TO THE PRESENCE OF GOD IN THEIR DAILY LIFE
2. BIOETHICAL EVALUATION OF NFP:
a) AS A MEANS
b) AS AN END / GOAL / OBJECTIVE
a) AS A MEANS:
• NO SEPARATION ÷ UNITIVE / PROCREATIVE
DIMENSIONS
• RESPECTFUL OF HUMAN NATURE
• MARRITAL INTIMACY = UNION OF
BODY AND SOUL
b) AS AN END:
HUMANAE VITAE 16b:
“If therefore there are well-grounded
reasons for spacing births, arising from the
physical or psychological condition
of husband or wife,
or from external circumstances…
then take advantage
of the natural cycles immanent
in the reproductive system…”
b) AS AN END:
THEREFORE, TO BE AVOIDED IS A
CONTRACEPTIVE MENTALITY,
WHEREBY PREGNANCY / CHILDREN
ARE SEEN AS AN EVIL,
TO BE AVOIDED BY ANY MEANS.
INSTEAD, A FUNDAMENTAL OPENNESS TO LIFE,
COLLABORATING WITH GOD’S PLAN
TO BE CO-CREATORS
OF A UNIQUE HUMAN LIFE.
Slide Number 1Slide Number 2Slide Number 3Slide Number 4Slide Number 5Slide Number 6Slide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11Slide Number 12Slide Number 13Slide Number 14Slide Number 15Slide Number 16Slide Number 17Slide Number 18Slide Number 19
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/220672617
.
Use the information presented in the module folder along with your.docxVannaJoy20
Use the information presented in the module folder along with your readings from the textbook to answer thefollowing questions.1. Differentiate between bacterial infection and bacterial intoxication.
2. Discuss the importance of E. coli as part of our intestinal flora.
3. Describe three (3) different types of gastrointestinal diseases caused by bacteria. Besure to give the name of the specific organism that causes each, describe somecommon signs and symptoms and discuss treatment for each disease:
4. Define meningitis. Compare and contrast between bacterial and viral meningitisincluding treatment for each.
5. What is a prion? Describe the impact prions have on the human brain and discuss twoprion-associated diseases in humans:
6. What is a vector-borne (vector transmitted) disease? Give an example of a vectorborne disease and the vector responsible for causing it.
.
• Ryanairs operations have been consistently plagued with emp.docxVannaJoy20
• Ryanair's operations have been consistently plagued with employee
discontent and protests (Temming, 2017). Communication between Line
Managers and employees has been tensed, and performance has suffered as a
result. The Company would benefit from the strategic positioning and
interpersonal skills of the Human Resource Business Partner.
• As an employee advocate, he or she would engage employees in dialogue and
ensure that whatever findings are made are brought to the attention of the line
manager promptly to be addressed.
• Also, as a collaborative partner, he would assist in channeling the needs of the
line manager in a way that will be understood and well received by
subordinates.
• Effective communication would eventually lead to mutual understanding and
benefit for all parties.
• It would go a long way in developing a strong company culture where
individuals are not afraid to express their thoughts and ideas. and would shift
focus away from conflict towards meeting Organizational goals.
01 CONSTRUCTIVE COMMUNICATION
BETWEEN MANAGEMENT AND STAFF
02 EFFECTIVE CHANGE
MANAGEMENT
• The Greek Philosopher, Heraclitus stated that “Change is the only
constant of life” (Rothwell et al., 2015). This statement is pertinent to the
rapidly changing business climate (Lauer, 2019, p3) in which Ryanair
finds itself.
• A company’s readiness and reaction to change are important in
determining success. From our current state analysis, we discovered
that several tasks may be expedited and optimized with the introduction
of new technology.
• However, this must be introduced strategically to prevent resistance.
The role of the Human Resources Business Partner is essential in this
regard.
• He or She would determine the need for change and ensure reception of
the change by employing effective communication strategies
(McCracken et al., 2017).
• Apart from a change in technology, other elements that may undergo
transformation include processes, policies, personnel, amongst others.
It is important that these changes are taken in stride so that they do not
forestall operations.
03 FOCUSED TRAINING AND
CAPACITY BUILDING
• The Business Partner would be instrumental in identifying
areas requiring competency improvements (Onen, 2013) in
Ryanair.
• Through a series of activities such as performance reviews
and data analysis, as well as knowledge of the business, and
interactions with staff, the business partner would tailor
training programmers to drive outcomes that matter and meet
the company's needs and vision.
• Doing so would be of benefit not only to employees but to
Ryanair, who would see improved performances and save
costs that would have gone into retraining because of an
inefficient programme.
EFFECTIVE STRATEGY
DEVELOPMENT
• Ryanair would benefit from the HRBP's skills and
knowledge in developing strategic plans that create value
for future business successes.
• He or she would ensure that plans align with the needs and
expectations .
· Your initial post should be at least 500 words, formatted and ci.docxVannaJoy20
· Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
· You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
· All replies must be constructive and use literature where possible.
#1
Lisa Wright
St. Thomas University
NUR 417: Aging and End of Life
Yedelis Diaz
November 01, 2022
Pathological Conditions in Older Adults
As one goes through the natural aging process, the body's capacity to defend itself against infections diminishes. The immune system's ability to offer protection is reduced, and the individual becomes susceptible to conditions that affect them more than other age groups (Haynes, 2020). This population also experiences other symptoms impairing other aspects of their lives as time passes. For instance, their skin and bones lose their integrity and become more prone to abrasions and breakage. This assignment module will examine the pathological conditions that affect the sexual response in older adults and how and why nutritional and psychological factors, drugs, and other alternative and complementary medications affect the immune system of the populations.
Pathological Conditions that Affect Sexual Response in Older Adults
Sexuality is an essential aspect of life, irrespective of the age group one is in—the older population and the younger generation alike need to explore sexuality to maintain health and well-being. Exploring sexuality is also a mixture of biological, psychological, social, and religious factors, all of which have plenty to do with aging. Among the pathological conditions that affect sexual response in the elderly include
Genitourinary Syndrome of Menopause
These are the changes experienced in the genitourinary pathway as one age. The individual can feel a burning sensation, dryness, or irritation. This can lead to painful sexual encounters, which can, in turn, reduce their desire to engage and their response.
Dementia
This is a degenerative disorder of the mental faculties, predominantly among the elderly (National Institute on Aging, n.d.). Their judgment diminishes, making them disinterested or utterly unaware of their sexual experiences. Some forms of the condition have been shown to increase sex or closeness, but the individual may fail to recognize what is appropriate and what is not.
Diabetes
As a chronic condition experienced mainly by this population, it can lead to yeast generation, leading to itchiness around the sex organs, making sex unpalatable. The situation can, however, be addressed with medication.
Incontinence
This is a condition where one experiences bladder leakage caused by poor control (National Institute on Aging, n.d.). It is most prevalent among the population an.
• ALFRED CIOFFI• CATHOLIC PRIEST, ARCHDIOCESE OF MIAMI.docxVannaJoy20
• ALFRED CIOFFI
• CATHOLIC PRIEST, ARCHDIOCESE OF MIAMI
• DOCTORATE IN MORAL THEOLOGY, GREGORIAN UNIVERSITY, ROME, ITALY
• DOCTORATE IN GENETICS, PURDUE UNIVERSITY, INDIANA
• ASSOCIATE PROFESSOR, BIOLOGY AND BIOETHICS
• DIRECTOR, INSTITUTE FOR BIOETHICS
BIOMEDICAL ETHICS
Introduction
• PRESENTATIONS
• THINK
• RESPECT
• HONOR CODE
• ON TIME
• QUIZZES
• TAKE NOTES
• AVERAGE
CANVAS
HUMAN BIO-ETHICS: evidence-based
• BEGINNING OF LIFE
• HEALTHCARE
• END OF LIFE
BIO-ETHICS
PRINCIPLED
UTILITARIAN
or…
• SEXUAL REPRODUCTION
• EARLY EMBRYONIC DEVELOPMENT
• ONTOLOGICAL STATUS OF HUMAN EMBRYO
SEXUAL REPRODUCTION: INVOLVES FERTILIZATION
FERTILIZATION: INVOLVES FUSION OF GAMETES
AT FERTILIZATION THE DIPLOID NUMBER (2n) IS RESTORED
GAMETES = SEX CELLS (SPERM & OVA), PRODUCED BY MEIOSIS
FIRST, A REVIEW OF MITOSIS
b
d
c
a
chromatin
2n
2n
b
d
c
a
chromatin
2n
2n
X
X
X
X
2b
1a
1b
2a
chromatin
2n
2n
2b1b
1a
2a
2b1b
1a
2a
1a 1b
2b
2a
2b1b
1a
2a
2a 2b
1b
1a
DNA REPLICATION
SISTER CHROMATIDS
Temporary “4n” stage
2b1b
1a
2a
CELL CYCLE
G = GAP
S = SYNTHESIS
2n
2n
2n
MEIOSIS:
DOUBLE CELLULAR SPLIT: ONE CELL -> -> 4 CELLS
• RECOMBINATION (CROSSING OVER)
• FROM DIPLOID NUMBER (2n) -> HAPLOID NUMBER (n) = CHROMATIC REDUCTION
2a
2b
1a
1b
2a
2b
1a
1b
2a2b
1a1b
DNA RECOMBINATION = CROSSING OVER
MEIOSIS = FORMATION OF GAMETES (SEX CELLS), HAPLOID
SPERMATOGENESIS -> SPERM (n)
GAMETOGENESIS
OOGENESIS -> OVUM (n)
Primary spermatocyte (2n)
Primary oocyte (2n)
Polar
bodies
H. sapiens # OF CHROMOSOMES = 46 = 23 "PAIRS" ONLY IDENTICAL IN FEMALE (XX)
• 22 PAIRS = AUTOSOMES
• 1 PAIR = SEX CHROMOSOMES
THEREFORE, IN HUMANS:
• n = 23 (gametes)
• 2n = 46 (somatic cells)
Seminiferous
tubules
Ovarian
follicles
VIDEOS OF HUMAN EMBRYONIC AND FETAL DEVELOPMENT
From fertilization to birth 6 minutes
https://www.youtube.com/watch?v=7kC6p1twkXk
https://www.youtube.com/watch?v=7kC6p1twkXk
EGG + SPERM = ZYGOTE
ZYGON (GK) = YOKED OR LINKED
ZYGOTE DNA:
• 50% OF THE GENETIC MATERIAL COMES FROM THE MOTHER
• 50% FROM THE FATHER
0.1 mm 0.005 mm
0.05 mm
= SYNGAMY
Ampulla
DAY 1
DAY 7
Endometrium
ZYGOTE
M
O
RU
LA
COMPACTION
BLASTOMERES
MALE &
FEMALE
PRONUCLEI
FIRST CELLULAR DIFFERENTIATION = 2 CELL LAYERS
(INNER CELL MASS)
1 2 3
4 5 6
IMPLANTATION
FURTHER CELLULAR DIFFERENTIATION: 3 GERM LAYERS
( ICM )
GASTRULATION
THIRD WEEK OF EMBRYONIC DEVELOPMNET:
GASTRULA
LONGITUDINAL VIEW CROSS SECTION
NEURAL GROOVE
~ 1 inch
EIGHT WEEKS
EMBRYO FETUS
FETUS
VIDEOS OF HUMAN EMBRYONIC AND FETAL DEVELOPMENT
Conception to birth -- visualized | Alexander Tsiaras 10 minutes
https://www.youtube.com/watch?v=fKyljukBE70
https://www.youtube.com/watch?v=fKyljukBE70
THEREFORE, REGARDING EMBRYONIC DEVELOPMENT:
CONTINUOUS DEVELOPMENT OF TISSUES, ORGANS AND SYSTEMS
FROM THE ZYGOTE, THROUGH 9 MONTHS, UP .
· Reflect on the four peer-reviewed articles you critically apprai.docxVannaJoy20
· Reflect on the four peer-reviewed articles you critically appraised in Module 4, related to your clinical topic of interest and PICOT.
· Reflect on your current healthcare organization and think about potential opportunities for evidence-based change, using your topic of interest and PICOT as the basis for your reflection.
· Consider the best method of disseminating the results of your presentation to an audience.
The Assignment: (Evidence-Based Project)
Part 4: Recommending an Evidence-Based Practice Change
Create an 8- to 9-slide
narrated PowerPoint presentation in which you do the following:
· Briefly describe your healthcare organization, including its culture and readiness for change. (You may opt to keep various elements of this anonymous, such as your company name.)
· Describe the current problem or opportunity for change. Include in this description the circumstances surrounding the need for change, the scope of the issue, the stakeholders involved, and the risks associated with change implementation in general.
· Propose an evidence-based idea for a change in practice using an EBP approach to decision making. Note that you may find further research needs to be conducted if sufficient evidence is not discovered.
· Describe your plan for knowledge transfer of this change, including knowledge creation, dissemination, and organizational adoption and implementation.
· Explain how you would disseminate the results of your project to an audience. Provide a rationale for why you selected this dissemination strategy.
· Describe the measurable outcomes you hope to achieve with the implementation of this evidence-based change.
· Be sure to provide APA citations of the supporting evidence-based peer reviewed articles you selected to support your thinking.
· Add a lessons learned section that includes the following:
· A summary of the critical appraisal of the peer-reviewed articles you previously submitted
· An explanation about what you learned from completing the Evaluation Table within the Critical Appraisal Tool Worksheet Template (1-3 slides)
Zeinab Hazime
Nurs 6052
10/16/2022
Evaluation Table
Use this document to complete the
evaluation table requirement of the Module 4 Assessment,
Evidence-Based Project, Part 3A: Critical Appraisal of Research
Full
APA formatted citation of selected article.
Article #1
Article #2
Article #3
Article #4
Abraham, J., Kitsiou, S., Meng, A., Burton, S., Vatani, H., & Kannampallil, T.
(2020). Effects of CPOE-based medication ordering on outcomes: an overview of systematic reviews.
BMJ Quality & Safety, 29(10), 1-2.
Alanazi, A. (2020). The effect of computerized physician order entry on mortality rates in pediatric and neonatal care setting: Meta-analysis.
Informatics in Medicine
Unlocked, 19, 100308. https.
· Choose a B2B company of your choice (please note that your chose.docxVannaJoy20
· Choose a B2B company of your choice (please note that your chosen company will also be used for your final assignment).
· Across your two assignment you will develop an Industrial marketing plan.
· For assignment 1 you are required to develop the first part of the marketing plan and assignment 2 the final part.
· Perform a situation analysis identifying the following:
1. Product mix:
i. Current product mix, product lines and individual products
2. Market analysis:
i. Who are their current competitors
ii. PESTEL
3. Market segmentation
i. Identify the segments that that they target (including the characteristics of each market segment).
4. Value proposition:
i. Identify the value that the company aims to provide to each segment (which products are aimed at each segment and what the benefits
are to that segment)
5. Positioning:
i. How do they position themselves in the market (and if relevant to each segment). How do they differentiate themselves through this
positioning from their competitors?
· Your Marketing Plan Part 1 should be uploaded in PDF format.
· Your table of contents should include:
1. Introduction/Background
2. Product Mix
3. Market analysis
4. Market segmentation
5. Value proposition
6. Positioning
7. References
Formalities:
· Wordcount: 1500
· Cover, Table of Contents, References and Appendix are excluded of the total wordcount.
· Font: Arial 11 pts.
· Text alignment: Left.
· The in-text References and the Bibliography must be in Harvard’s citation style.
Dido and Aeneas
Music composed by Henry Purcell
Libretto by Nahum Tate
Date of composition: 1689
DIDO AND AENEAS
An opera perform'd at Mr. Josias Priest's Boarding School
at Chelsey by Young Gentlewomen.
The words made by Mr. NAHUM TATE
The music composed by Mr. HENRY PURCELL
Dramatis Personae
DIDO
BELINDA
TWO WOMEN
AENEAS
SORCERESS
ENCHANTRESSES
SPIRIT of the Sorceress (Mercury)
Dido's train, Aeneas' train, Fairies, Sailors
OVERTURE
ACT THE FIRST
Scene [I]: The Palace [enter Dido, Belinda and train]
BELINDA
Shake the cloud from off your brow,
Fate your wishes does allow;
Empire growing,
Pleasures flowing,
Fortune smiles and so should you.
CHORUS
Banish sorrow, banish care,
Grief should ne'er approach the fair.
DIDO
Ah! Belinda, I am prest
With torment not to be Confest,
Peace and I are strangers grown.
I languish till my grief is known,
Yet would not have it guest.
BELINDA
Grief increases by concealing,
DIDO
Mine admits of no revealing.
BELINDA
Then let me speak; the Trojan guest
Into your tender thoughts has prest;
The greatest blessing Fate can give
Our Carthage to secure and Troy revive.
CHORUS
When monarchs unite, how happy their state,
They triumph at once o'er their foes and t.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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.. U.S. Conquest and Mexican American Communities .
1. ..
U.S. Conquest and Mexican
American Communities
. . . . , U s Southwest can trace their origins to th Several
Mexican communities m today s · · b t bl· h · E e
• 1 r S · Mexico l egan es a is mg uro'Pean Spanish colonial
era. Colonists from 1 vew pain 11 'I .
settlements m New Mexico m the ate sixteen cen · ' 66 · · · l ·
th tury However New Spam struoafed
to colonize its Far North due to resistance from American
Indians and the region's distance
from other Spanish settlements. To overcome these difficulties,
ojficials used missions to
convert Indians into Spanish subjects, forts to defend Spanish
settlements, and towns
to promote civilian populations. Nevertheless, the Far North
remained unappealing due
to its isolation and the danger of Indian attacks. Worried about
its inability to attract colo-
nists and facing advancing French and Euro American
settlements, New Spain allowed
foreigners to settle in its Far North.
Mexico's successful war for independence .from Spain ( 1810-
1821) left the young
nation's economy devastated. During the colonial era, the
isolated northern settlements
2. lack:d regular communications and dependable trade with
central New Spain, whose
?ffiaals .frequently neglected to pay eq~'.P soldiers. The
devastation caused by the
independence war exacerbated Mexico s inability to provide
military dfi • l
. . an znancza support to its northernmost settlements. Feeling
neglected by their central · h
'd • • . government nort ern res, ents gradually began
estabhshing economic and soda/ ties with E ' .
Mexico's leaders expanded the colonization program by effering
land d uro Amenc~ns.
to foreigners willing to settle in its Far North. Euro A.,,,, . an
tax exemptions
. 11iencans wh • . d into Texas legally and illegally, were the
largest groun to parti' . .' 0 immigrate
. r cipate in Me • , l . zatzon program. They soon outnumbered
Mexican Texans (Ti . . xico s co ont-h C]anos) in Ti t e
newcomers spread U.S. culture, manufactured goods and
1
. . exas, where l ' po itical · ,,11 contra the flood ef Euro
Americans into Texas, Mexico curtai/e . 'f!J,uence. To
program. d Us colonization
The US. conquest of Mexico's Far North began with Texas' sep .
l
aratist reb ll' aunched by Euro Americans and Tejanos. Nine
years later the ad,,,,.• . e ton (18361
. , ,, itsszon ef Tt 'h Union, combined with a border dispute,
triggered the US-Mexican w, exas into the
ar (1846-J848).
3. 34
U.S. CONQUEST AND MEXICAN AMERICAN
COMMUNITIES 35
Although most Tejanos remained neutral during the separatist
struggl:, Euro Ar:iericans
accused them of siding with Mexico . The negative portrayals of
Mexicans resul!ing from
the Texas rebellion combined with the belief in manifest destiny
generated public sup~ort
for the war. "Manifest destiny" encapsulated Euro Americans'
beliefs that the United
States was predestined to expand westward and justified to
spread its "superior" cul~ure,
ideas, and institutions throughout the conquered lands of
American Indians and Mexicans
who had long resided there. . .
The Treaty of Guadalupe Hidalgo ended the war and redrew
national boundaries, as
the United States acquired half of Mexico's territory. The
Mexican residen~ of t~e
annexed territory confronted a vastly dijferent environment
under U.S. rule, i~ which
they struggled to defend their property and lost political power.
This chapter examines the
dramatic changes experienced by Spanish Mexican residents
during the first part of the
nineteenth century, as well as the U.S. conquest of Mexico and
its implications for those
made "Mexican American" by the moving of the border.
'3 oocUMENTS
4. Mexican residents of the distant and isolated northern
settlements grew apart
from those living in central areas of Mexico . In Document 1,
Jose Maria
Sanchez, a Mexican military official visiting Texas, expresses
alarm about U.S.
influence on Mexicans, and about Euro Americans' disregard for
Mexican laws
and customs. Mexicans in San Antonio offer a more optimistic
view in
Document 2, which argues for more Euro American immigration
to augment
the city's population, and promote trade. Such trade provided
the northern set-
tlements with inexpensive and plentiful U.S. manufactured
items. During the
U.S.-Mexican War, the U.S. Congress debated how much of
Mexico's territory
to acquire. In Document 3, Senators John C. Calhoun and John
A. Dix share
similar views of Mexicans but they disagree about the pending
territorial acquisi-
tion. The selected passages from the Treaty of Guadalupe
Hidalgo in Document 4
describe various promises made to the Mexicans who resided in
the annexed
territories. The U.S. occupation of Mexico and the terms of the
Treaty of
Guadalupe Hidalgo generated widespread debate among
Mexican citizens and
politicians concerning the nation's future relationship with its
northern neighbor.
Document 5 contains Mexican politician Manuel Crescencio
Rej6n's arguments
against Mexico's acceptance of the treaty. The treaty
5. transformed Mexicans
living in the ceded lands into Mexican Americans with U.S.
citizenship, and
guaranteed them property rights. Throughout the U.S.
Southwest, Mexican
Americans, like Maria Rita Valdez in Document 6, struggled to
defend their
property in courts. The political and social turmoil resulting
from the Texas
rebellion and the U.S.-Mexican War led Juan Seguin, the former
mayor of
San Antonio, to describe himself, in Document 7, as a
"foreigner" who no longer
recognized his native city.
t~
j
J(> J l' A .& •J -
1. Mexican MiJitary Officer Criticizes M .
and Anglos in Texas, 1828 e:ro.cans
BEJAR h ·nhabitants do not cultivate it becaus . · h t e 1 e of th
Although the soil 1s very ric ' ks for months, and even years at .
e dian attac · · · · . . tlllle
danger incurred from In alary or supplies, constantly 1n active .
s,
ithout s servic
[the] troops have gone w r-. their subsistence on buffalo meat
dee e
di d ndent ror . 1 ' r, and against the In ans, epe cure wi th great
6. difficu ty. The goveni-b able to se . ~• ... .u1ent
other game they may e d h . condition in spite of repeated and
frequ '
h h lpe t eir ent nevertheless, as not e f the people is care-free,
they are enthusia . .
Th character o st1c
remonstrances• • • • e d the worst punishment that can be
inflicte
dancers very fond of luxury,. an . d' 'd 1 f h d ' . btl there are
some 1n 1v1 ua s, out o t e 1 425
upon them 1s work. Dou ess, h f ili' '
h k h tal Popula
tion who are free from t ese a ngs, but they
t at ma e up t e to ,
are very few. . . . · f · all
The Americans from the north have taken possess~o? 0 practic
Y the
eastern part of Texas, in most cases without the penmssion of
the authorities.
They immigrate constantly, finding no one to prevent them, ~nd
take possession
of the sitio Vocation] that best suits them without either asking
leave or going
through any formality other than that of building their homes.
Thus the majority
of inhabitants in the Department are North Americans, the
Mexican population
being reduced to only Bejar, Nacogdoches, and La Bahia del
Espiritu Santo,
wretched settlements that between them do not number three
thousand inhabi-
tants, and the new village of Guadalupe Victoria that has
7. scarcely more than sev-
enty settlers ....
NACOGDOCHES
. . . The population does not exceed seven hundred persons,
including the
troops of the garrison, and all live in. very good houses made of
lumber, well
built and forming straight streets, which ma~e. the place more
agreeable. The
women do not number one hundred. The civil administration is
entrusted to
an Alcalde, and in his absence, to the first and second regidores,
but up until
now they have been, unfortunately, extremely ignorant men h f
, . more wort y o pity than of reproof From this fact, the North
American inhab ·t ( h
. . . fc d ill . . f h i ants w o are m the maJonty) have orme an
opm10n o t e Mexicans • d . .
their pride, incapable of understanding laws, arts, etc. They' ju
~ng them, 1n
entangle the authorities in order to carry out the policy rno
ton~muaily try to
. s suitable t h · perverse designs. . . . o t e1r
Jose Maria Sanchez, "A Trip to Texas in 1828," trans. Carlos E.
Castaiied
Quarterly 29, no. 4 (April 1926), pp. 249-288. a, Southive•t
J em :t_r ,
r11storica/
8. % . '.,
'f:: Vyft1 U.S. CONQUEST AND MEXICAN AMERICAN
COMMUNITIES 37
( ~~The Mexicans that live here are very humble people, and
perhaps their
intentions are good, but because of their education and
environment they are
ignorant not only of the customs of our great cities, but even of
the occurrences
of our Revolution, excepting a few persons who have heard
a~out them.
Accustomed to the continued trade with the North Amencans,
they
have adopted their customs and habits, and one may say truly
that they are not
Mexicans except by birth, for they even speak Spanish with
marked
incorrectness ....
2. San Antonio's Tejanos Support North American
Immigration, 1832
What shall we say of the law of April 6, 1830? It absolutely
prohibits immigrants
from North America coming into Texas, but there are not
enough troops to
enforce it; so the result is that desirable immigrants are kept out
because they
will not violate the law, while the undesirable, having nothing
to lose, come in
freely. The industrious, honest North American settlers have
made great
improvements in the past seven or eight years. They have raised
cotton and
9. cane and erected gins and sawmills. Their industry has made
them comfortable
and independent, while the Mexican settlements, depending on
the pay of the
soldiers among them for money, have lagged far behind. Among
the Mexican
settlements even the miserable manufacture of blankets, hats
and shoes has
never been established, and we must buy them either from
foreigners or :from
the interior, 200 or 300 leagues distant. We have had a loom in
Bexar for two
years, but the inhabitants of Goliad and Nacogdoches know
nothing of this inge-
nious machine, nor even how to make a sombrero.
The advantages of liberal North American immigration are
innumerable:
(1) The colonists would afford a source of supply for the native
inhabitants.
(2) They would protect the interior from Indian invasions. (3)
They
would develop _roads and commerce to New Orleans and New
Mexico. (4)
Moreover, the ideas of government held by North Americans are
in general
~etter adapted to those of the Mexicans than are the ideas of
European
immigrants.
It is unquestionable that the lack of a government which shall
feel directly
the needs o~ Texas and understand the means necessary to
multiply its population
and p_rotect its welfare has been, is, and will continue to be the
chief source of our
10. suffenngs.
Eugen~ C. Barker, "Native Latin American Contributions to the
Colonization and Ind
Texas, Soutl1westem Historical Quarterly 46, no. 3 Qanuary
1943), pp. 317-335. ependence of
p
38
MAJOR PROBLEMS IN L
1-1 1s roR Y
ATJNA / O
-r1 tablishes Rights for
J-Iidalgo _pS
3 The Treaty of Guadalupe d 1,ands, 18
48
· . h _Annexe
Mexicans 1n t e
F GUADALUPE
TRANSCRIPT OF TREATY O
HIDALGO (1848)
Article I h United States of America
al
between t e . . .
Th
hall be firm and univers peace . ctive countnes, temtones,
11. ere s . d between their respe
and the Mexican Republic, an . f laces or persons ....
cities, towns, and people, without exception o P
Article Ill t ty by
the Government of
·fi · f the present rea
Immediately upon the ratl catwn ° ders of their land · d to the
conunan
the United States, orders shall be trans~tte . 1 t desist from
blockading
and naval forces, requiring the latter . . . urunediate y o at the
earliest . . h :6 to commence,
any Mexican ports and requmng t e onner . . . . d St tes and such
moment practicable, withdrawing all troops of the Urute a_ h h.
· · l t . . . hall b 1 ted wit t e eas pos-
evacuation of the mtenor of the Republic s e comp e
sible delay ....
Article VIII
Mexicans now established in territories previously belonging to
Mexico, and
which remain for the future within the limits of the United
States, as defined
by the present treaty, shall be free to continue where they now
reside, or to
remove at any time to the Mexican Republic, retaining the
property which
they possess in the said territories, or disposing thereof, and
removing the pro-
ceeds wherever they please, without their being subjected, on
this account, to
12. any contribution, tax, or charge whatever.
Those who shall prefer to remain in the said territories may
either retain the
title and rights of Mexican citizens, or acquire those of citizens
of the United States.
But they shall be under the obligation to make their election
within one year from
the date of the exchange of ratifications of this treaty; and those
who shall
remain in t~e _said t~rritories a~ter the expiration of that year,
without having
declared their mtention to retam the character of Mexicans shall
b ·d d . . , e cons1 ere
to have elected to become citizens of the United States.
In the said territories, property of every kind, now belon · M ·
bli h d h hall b
. .
1
gmg to exicans
not esta s e t ere, s e mVIo ably respected The prese t h h ·
all
. · n owners, t e ell'S
of these, and Mexicans who may hereafter acquire said b
all
· · h · property y contract,
sh enJOY wit respect to 1t guarantees equally ample as if th
citizens of the United States. e same belonged to
13. S
elections from the Treaty of Guadalupe Hidalgo Us C ' · ·
ongress S
30th Congress, 1st Session, 1847, no. 52. (Accessed at www ou
d ' enate Executive Documents
akin
c N . · r ocuments d '
"A Century of Lawm g 1or a ew Nanon: U s C . .gov an at
memory Joe gov: · · ongress1onal D · ·
1774-1875.") ocuments and Debates,
CONQUEST AND MEXICAN AMERICAN COMMUNITIES
U.S . 39
Article IX . f
. . £ . d hall not preserve the character o The Mexicans who, _in
the temtones a 0;:::ab( with what is stipulated in the
citizens of the Mexican Republic, conh y U • n of the United
States,
• • b · t d into t e mo
preceding article, shall e mcorpora e . d d of b the Congress of
the
and be admitted at the proper tlme (to be JU ge . ·ze~ of the
United States,
United States) to the enjoyment of all the nghts of citi . hall b
. . . h C · · . nd in the mean time, s e according to the pnnc1ples
of t e onst1tut1on, a
. . • h fr · t f their liberty and property, mamtamed and protected
14. m t e ee eilJoymen o . .
and secured in the free exercise of their religion without
restnctton. · · ·
Article XII
In consideration of the extension acquired by the boundaries of
the United
States, . . . the Government of the United States engages to pay
to that of the
Mexican Republic the sum of fifteen millions of dollars.
4. Congress Debates Incorporating Mexicans, 1848
Mr. CALHOUN said: ... [l]t is without example or precedent,
either to hold
Mexico as a province, or to incorporate her into our Union. No
example of
such a line of policy can be found. We have conquered many of
the neighboring
tribes oflndians, but we never thought of holding them in
subjection-never of
incorporating them into our Union. They have either been left as
an indepen-
dent people amongst us, or been driven into the forests.
I know further, sir, that we have never dreamt of incorporating
into our
Union any but the Caucasian race-the free white race. To
incorporate Mexico,
would be the very first instance of the kind of incorporating an
Indian race; for
more than half of the Mexicans are Indians, and the other is
composed chiefly of
IIDXed tribes. I protest against such a union as that! Ours, sir,
is the Government
of a white race. The greatest misfortunes of Spanisli. America
15. are to be traced to
the fatal error of placing these colored races on an equality with
the white race.
That error desttoyed the social arrangement which fanned the
basis of society ....
[WJe are the only people on this continent which have made
revolutions with-
out being followed by anarchy. And yet it is professed and
talked about to erect
these Mexicans into a Territorial Government, and place them
on an equality
with the people of the United States. I protest utterly against
such a project.
Sir, it is a remarkable fact, that in the whole history of man, as
far as my
knowledge extends, there is no instance whatever of any
civilized colored races
being found equal to the establishment of free popular
government, although by
far the largest portion of the human family is composed of these
races .... Are we
to associate with ourselves as equals, companions, and fellow -
citizens, the Indians
John C. C,lhoun, ),nu,cy, 4, 1848, Th, Cong,mfon»! Cfob,, pP.
96--!00, ond John A. Dix, Jmu,cy 26 1848, Tiie Congressional
Globe, pp. 250-257. '
40 MAJOR. PROBLEMS IN LATINA/0 HISTORY
. d r such a thing as fatal to our and mixed race of Mexico? Sir,
I should conSl e
16. institutions . ... . tin her into our Union .... You
I come now to the proposition of mcorpora g • Mexico, and
there are
can establish a Territorial Government for every St~tedm nd
maoistrates y
0 · ors JU ges, a t:r • u some twenty of them. you ca? appomt
govern ' owin them to legislate for
can give the people a subordmate government, all alg b tw thi d
themselves whilst you defray the cost .... There is no an °J,Y }
een s an
our Territ~rial Governments. Our Territories are only an ouset
O oulr ?wn ~eo
1
-
fr h . fr which we came. . . . t 1s entire y ple, or foreigners om t
e same regions om T . . .
different with Mexico. You have no need of armies to keep your
erntones _m
subjection. But when you incorporate Mexico, you must h~v~
powerful armies
k h · b " · y all · tion but 1t 1s a forced annex-to eep t em m su
~ection. ou may c 1t annexa , . .
ation which is a contradiction in terms, according to my
conceptwn. You will
be in~olved in one word in all the evils which I attribute to
holding Mexico as
a province. In fact, it will.be but a Provincial Government,
unde~ th_e name of a
Territorial Government. How long will that last? How long will
it be before
Mexico will be capable of incorporation into our Union? Why,
17. if we judge
from the examples, before us, it will be a very long time.
Ireland has been held
in subjection by England for seven or eight hundred years, and
yet still remains
hostile, although her people are of kindred race with the
conquerors . . ..
But, Mr. President, suppose all these difficulties removed;
suppose these
people attached to our Union, and desirous of incorporating
with us, ought we
to bring them in? ... Are they fit for self-government and for
governing you?
Are you, any of you, willing that your States should be
governed by these
twenty-odd Mexican States, with a population of about only one
million of
your blood, and two or three millions of mixed blood, better
informed, all the
rest pure Indians, a mixed blood equally ignorant and unfit for
liberty, impure
races, not as good as the Cherokees or Choctaws?
We make a great mistake, sir, when we suppose that all people
are capable
of self-government. We are anxious to force free government on
all; and I see
that it has been urged in a very respectable quarter, that it is the
mission of this
country to spread civil and religious-liberty over all the world,
and especially
o-~er this continent. It i~ a great ~stake. None but people
advanced to a very
high state of moral and mtellectual improveme nt are capable, in
a civilized state,
18. of m~ntaining free government; and amongst those who are so
purified, very
few, mdeed, have had the good fortune of forming a constitution
capable of
endurance ....
~r. DI~ said: ... Having thus declared myself in favor of the
occupation of
Mexico u~til s~e sh~ consent to make peace, I deem it proper to
say, in con-
nection with this subject, that I have been uniformly opposed,
and that I am still
oppo~ed, to all schemes of c~nquest for the acquisition of
territory ....
Sir, no one :"ho has paid a moderate degree of attention to the
laws and
elements of our mcrease, can doubt that our population is de t· d
d
. . . . s me to sprea itself across the Amencan contment, filling
up, with more or less
1 · f il d li comp eteness, according to attr~ct1ons o so an c
mate, the space that intervenes between the
Atlantic and Pacific oceans . . ..
U .S. CONQUEST AND MEXICAN AMERICAN
COMMUNITIES 41
. · · · Our ~h~le southern line is contemunous, throughout its
whole extent,
with the tem~ones of Mexico, a large portion of which is nearly
unpopulated.
19. Th~ geographical area of Mexico is about 1,700,000 square
miles, and her pop-
ulation something more than 7,000,000 souls .... The aboriginal
races, which
occupy and overrun a portion of Califonua and New Mexico
must there as h , ,
everyw ere else, give way before the advancing wave of
civilization, either to
be overwhelme~ ~y . it, or to be driven upon perpetually
constructing areas,
w~ere, from a dimmution of their accustomed sources of
subsistence, they must
ul~ately become extinct by force of an invincible law. We see
the operation of
this law m ev~ry portion of this continent. We have no power to
control it, if
':e would. ~t 1s the behest of Providence that idleness, and
ignorance, and barba-
nsm, s?all give place to industry, and knowledge, and
civilization. The European
:1°d mIXed races, which possess Mexico, are not likely, either
from moral or phys-
ical energy, to become formidable rivals or enenues. The bold
and courageous
enterprise which overran and conquered Mexico, appears not to
have descended
to the present possessors of the soil. Either from the influence
of climate or the
adnuxture of races-the fusion of castes, to use the techmcal
phrase-the conquer-
ors have, in tum, become the conquered. The ancient Castilian
energy is, in a
great degree, subdued; and it has given place, with many other
noble trails of the
Spamsh character, to a peculiarity which seems to have marked
the race in that
20. country, under whatever combinations it is found-a proneness to
civil discord,
and a suicidal waste of its own strength.
With such a territory and such a people on our southern border,
what is to
be the inevitable course of empire? It needs no powers of
prophecy to foretell.
Sir, I desire to speak plainly: why should we not, when we are
discussing the
operation of moral and physical laws, which are beyond our
control? As
our population moves westward on our own territory, portions
will cross our
southern boundary. Settlements will be formed within the
unoccupied and
sparsely-peopled territory of Mexico. Uncongemal habits and
tastes, differences of
political opimon and principle, and numberless other elements
of diversity will lead
to a separation of these newly-formed societies from the
inefficient government of
Mexico. They will not endure to be held in subjection to a
system, which nei-
ther yields them protection nor offers any incentive to their
proper development
and growth. They will form independent States on the basis of
constitutions
identical in all their leading features with our own; and they
will naturally seek
to umte their fortunes to ours. The fate of Califonua is already
sealed: it can
never be reumted to Mexico. The operation of the great causes,
to which I
have alluded, must, at no distant day, detach the whole of
northern Mexico
21. from the southern portion of that republic. It is for the very
reason that she is
incapable of defending her possessions against the elements of
disorder within
and the progress of better influences from without, that I desire
to see the inevi-
table political change which is to be wrought in the condition of
her northern
departments, brought about without any improper interference
on our part. I do
not speak of our military movements. I refer to the time when
our difficulties
with her shall be healed, and when she shall be left to the
operation of pacific
influences-silent, but more powerful than the arm of force ....
Acquisition by
,,,.-
I ,
I hi
. l'
I
I,
I/
42 MAJOR PROBLEMS IN LATINA/O HISTOR y
• . . For the sake of the national honor force is the VIce of
arbitrary governments• • • • . . . . ,
11 h f liti.cal institut10ns, I desire not to see It. The as we as t e
permanency o our po nl b t d 'f d
22. extension of free gove1nment on t is contmen · h' · t can o y e
arres e , i arreste at
all b b · · r: h rt of peace Leave it to itself, and nothing can , y
su stitutmg war 1or t e a s • .
f 1 · the contment. prevent the progress o our popu ation across
5. Mexican Liberal Manuel Crescendo Rej6n Opposes the
Treaty of Guadalupe Hidalgo, 1848
[O]ur national government has entered into those neg?tiations
which ~re so
humiliating to us, thus committing us to grave impu~ations of
perfidy if we
should reject the treaty, which we should surely do. This
_go:7ernment ha_s dem-
onstrated its misunderstanding of the nature of the institutions
by whi~h we
live .... The result is that we are unable to disapprove a
shameful treaty without
rendering our country almost defenseless against the disasters
of a war which has
been so disadvantageous to us because the government has not
prepared the
country to resist and to continue the war to a successful end.
Ultimately, the
very nationhood of the republic will be undermined. Now is our
last chance to
sustain it. Otherwise, it will disappear within ten or fifteen
years with the loss of
the rest of the national territory, without there being either the
means or the
sense of national glory with which to resist.
. . . The social advantages which would accrue to us by
23. accepting a peace
now have been exaggerated, as well as the ease with which we
would be able
to maintain our remaining territories. It would be necessary, in
order to sustain
such illusions, to underestimate the spirit of enterprise of the
North American
people in industrial and commercial pursuits, to misunderstand
their history and
their tendencies, and also to presuppose in our own spirit less
resistance than we
have already shown toward the sincere friends of progress. Only
through such
illusions might one maintain that the treaty would bring a
change that would
be advantageous to us-as has been claimed.
With the borders of our conquerors brought closer to the heart
of our
nation, with the whole line of the frontier occupied by them
from sea to sea,
with their highly developed merchant marine, and with them so
versed in the
system of colonization by which they attract great numbers of
the laboring classes
from the ol~ worl~, w~at can we, who _are so backward in
everything, do to
arrest them m their rapid conquests, their latest invasions?
Thousands of men
will come daily to establish themselves under American
auspices in the new ter-
ritories with which we_ will have obli~~d them. There they will
develop their
commerce and stock~il~ large quantit~es of merchandise
brought from the
upper states. They will mundate us with all this, and our own
24. modicum of
wealth, already so misera~le and deplete~, will in the future
sink to insignificance
and nothingness. We will not accomplish anything by lowering
our maritime
i1 R b . on ed The View from Chapultepec: Mexican Writers on
the M • A .
Cec o ms , ·, 95 97 ex,can- mencan War (Tucson: . . f Arizona
Press 1989), pp . - · Uruvers1ty o '
U.S. CONQUEST AND MEXICAN AMERICAN
COMMUNITIES 43
duties, abolishing our internal customshouses, or suppressing
our restrictive laws.
The Anglo Americans, now situated so close to our populated
provinces, will
provide these areas with the marvels of the world, passing them
from the frontier
zones to our southern states, and having withal the advantage
over us of attract-
ing our own merchants as well as our consumers, who will favor
these foreigners
because of the low prices at which they will be able to buy
American goods.
6. Los Angeles Board of Land Commissioners Confirms
Mexican Woman's Land Title, 1852
Case No. 371 SD San Antonio (o Rodeo de las Aguas), Maria
Rita [V]aldez,
Claimant.
25. Petition to Land Commissioners. Nov. 4, 1852.
. "Valdez . . . claims . . . [ name of ranch] containing one square
league . . . she
clauns the same under a title from the Mexican government in
long ownership
~rstly by virtue of property in the said tract of land acquired
under a temporary
title extended to herself and Luciano Valdez in 1831 and
constant occupancy
under the same in conformity with the Mexican customs until
1838. Secondly
by virtue of a grant under the Mexican Government on 1838 by
[Governor]
Alvarado. . . since which time the claimant and those under her
have been in
constant occupancy with this date and without any knowledge of
any interfering
claimant .... " Henry Hancock, Attorney for Plaintiff.
Deposition of Valdez.
" ... That she after receiving the [title] from Monterey ... [no
date] always
kept it stored in a certain trunk of hers which was left with
other things in her
house at the time of the political disturbances of 1846 at or
about the time of the
Americans corning to this place .... That on their approach
herself and family fled
and her house had been pillaged and the said trunk rifled by
some unknown part
either of Californians Indians or Americans since which time
the deponent has
not been able to find the said grant ~apers] .... " Nov. 11, 1852.
26. 7. San Antonio's Former Mayor Juan Seguin Identifies
Himself as a "Foreigner in My Native Land," 1858
A native of the city of San Antonio de Bexar, I e~braced the
cause of Texas at
the sound of the first cannon which foretold her liberty, filled
an honorable role
· h. h k of the conquerors of San Jacinto, and was a member of
the wit m t e ran s . . .
· 1 · b d f th Republic In the very land which m other trmes
bestowed legis at1ve o y o e ·
. . s Southern District, Bancroft Library, Berkeley, California
Case No. 371,
U.S. D1stnct Court, Land Cdase1, A ) Maria Rita Maldez,
Claimant, November 4, 1852. SD San Antonio (o Rodeo e as
guas '
M · ,rj / N Se•ou/n From the Year 183 4 to the Retreat ef
General , emo1rs OJ om . ,. ,
Juan Nepomuceno Segum, Pers~na 842 S Antonio· Ledger
Book and Job Office, 1858) . Copy from Woll from the City of
San Anto~10, R (band· Tiie M~moirs and Selected
Correspondence ef Juan N. Seguin
, F d 1 TeJ·a A Revolution emem ere .
Jesus • e a • 73-74 90
(Austin: State House Press, 1991), PP· ' ·
J 44 MAJOR PROULEMS IN LATINA / 0 HI ST O RY
on me such bright and repeated evidences of trust and e_steem,
I no w find myself
exposed to the attacks of scribblers and personal enenues who ,
27. to serve political
purposes and engender strife , falsify historical fact with which
they are but imper-
fectly acquainted ....
I have been the object of the hatred and passionate attacks of a
few trouble-
makers who, for a ti.me, ruled as masters over the poor and
oppressed population
of San Antonio . Harpy-like, ready to pounce on everything that
attracted th e
notice of their rapacious avarice, I was an obstacle to the
execution of their vile
designs. They therefore leagued together to exasperate and ruin
me, spread
malignant calumnies against me , and made use of odious
machinations to sully
my honor and tarnish my well earned reputation.
A victim to the wickedness of a few men whose false pretenses
were favored
because of their origin and recent domination over the country,
a foreigner in
my native land, could I stoically be expected to endure their
outrages and insults?
Crushed by sorrow, convinced that only my death would satisfy
my enemies,
I sought shelter among those against whom I had fought. I
separated from my coun-
try, parents, family , relatives and friends and, what was more,
from the institutions
on behalf of which I had drawn my sword with an earnest wish
to see Texas free and
happy . In that involuntary exile my only ambition was to
devote my time, far from
the tumult of war, to the support of my family who shared in my
28. sad condition.
Fate , however, had not exhausted its cup of bitterness. Thrown
into a prison
in a foreign country, I had no alternatives left but to linger in a
loathsome con-
finement or to accept military service .
On one hand, my wife and children, reduced to beggary and
separated from
me; on the other hand, to tum my anus against my own country .
The alterna-
tives were sad, the struggle of feelings violent. At last the fathe
r triumphed over
the citizen; I seized a sword that pained my hand. (Who among
my readers will
not understand my situation?) I served Mexico ; I served her
loyally and faithfully .
I was compelled to fight my own countrymen, but I was never
guilty of the
barbarous and unworthy deeds of which I am accused by my
enemies . ...
***
I will also point out the origin of another enmity which , on
several occasions, endan-
gered my life. In those evil days, San Antonio swam1ed with
adventurers from every
quarter of the globe . Many a noble heart grasped the sword in
the defense of the
liberty of Texas, cheerfully pouring out their blood for our
cause , and to them ever-
lasting public gratitude is due . But there were also many bad
men, fogitives from their
country who found in this land an opportunity for their criminal
designs.
29. San Antonio claimed then, as it claims now, to be the first city
of Texas. It was
also the receptacle of the scum of society. My political and
social situation brought
me into continual contact with that class of people . At every
hour of the day and
night my countrymen ran to me for protection against the assa
ults or exactions of
those adventurers. Sometimes, by persuasion, I prevailed on th
em to desist; some-
um. es also, force had to be resorted to . How could I have done
otherwise? Were
' l h 111 C the victims my own countrymen, friends , and
associates? Could I eave t e
no . h h were defenseless, exposed to the assaults of foreigners
who , on th e pretext t at t ey
U .S . CONQUEST AND MEXICAN AMERICAN
COMMUNITIES 45
Mexicans, treated them worse than brutes? Sound reason and the
dictates of
humanity precluded any different conduct on my part.
~ESSAYS
rv:iexican citizens living in Texas and California faced complex
choices in the early
mneteenth century. By the 1830s, Tejanos had forged social and
economic ties with
Euro American immigrants, grown dependent on U.S.
manufactured goods, and
30. become disenchanted with the policies of their central
government. Mexico sus-
pended Euro American immigration into Texas and the
centralists gained control of
the presidency during the early 1830s. Both developments had
far-reaching repercus-
sions in Texas as Raul Ramos, professor of history at the
University of Houston,
explains in the first essay. The outbreak of the separatist
rebellion in Texas forced
Tejanos to make a choice among siding with the rebels,
remaining loyal to Mexico,
or attempting to stay neutral. An individual's class, social
contacts, and political ideology
influenced this choice. Ultimately, the outcome of the Texas
conflict affected Tejanos'
identity, in which ethnicity increasingly played a larger role
than nationalism.
American property laws introduced significant changes to
landownership prac-
tices throughout the U.S. Southwest. As a result, Mexican
Americans lost property
as they struggled to have their Spanish and Mexican land titles
confirmed in U.S.
courts. Their loss of land was uneven-it occurred more rapidly
in regions with a
large Euro American presence, and more slowly in majority
Mexican American
areas. The reasons for the loss of property included the owners'
unfamiliarity with
paying property taxes (which did not exist under Mexican law),
and their inability
to weather economic downturns and natural disasters. In
addition, Mexican
Americans lost land to pay for legal fees in lengthy property
56. Use this checklist as a guide for your students as they examine
primary sources.
Historical Thinking Strategy Strategy
Used
Yes/No
Findings
Sourcing: Think about the author, artist, or writer and
the creation of the primary source. Who created it?
When? Why was it created? For what purpose? How
trustworthy is this source?
Contextualizing: Situate the source in time and
place. What major events, themes, or peoples distinguish
the era or period in which the source was created?
Close reading: Carefully consider what the document
says and the language used to say it. Note interesting
words or phrases; consider contextual clues about time,
place, or people; or question facts, opinions, and
perspectives.
Using background knowledge: Use prior knowledge to
read and understand the source. What else do I know
about this topic? What other knowledge can I apply?
57. Reading the silences: Identify what has been left out or
is missing by asking questions of the source. What do you
not hear or see? What did you expect to see and didn’t?
Why?
Corroborating: Question important details across
multiple sources to determine points of agreement and
disagreement. How can you proceed with your historical
investigation? What other primary sources might
corroborate or refute this interpretation?
*Adapted from Sam Wineburg’s “Thinking Like a Historian”
article from Teaching with Primary Sources Quarterly,
Winter 2010.
Choose one of the questions below to respond to
and reply to one classmate's post who answered a
different question than you did in your post. Be
prepared to discuss all questions in class.
Remember your responses should include both
content-specific terminologies that demonstrate
58. understanding of the required readings/video and
an element of your own interpretation that reflects
your ability to connect our class discussion with
your own learning.
◦ Compare this new knowledge with your own
prior knowledge of Texas/US History.
Pages 3 and 5