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msmarco_v2.1_doc_54_1751053166#1_3838147527 | Title: Which Bills Affect Your Credit Score? | The Simple Dollar
Headings: Which Bills Affect Your Credit Score?
Which Bills Affect Your Credit Score?
Bills That Generally Don’t Impact Your Credit Scores
Bills That Can Impact Your Credit Scores
Beware the Exception to the Rule
John Ulzheimer
Content: The Simple Dollar does not include all card/financial services companies or all card/financial services offers available in the marketplace. The Simple Dollar has partnerships with issuers including, but not limited to, Capital One, Chase & Discover. View our full advertiser disclosure to learn more. Which Bills Affect Your Credit Score? John Ulzheimer – Contributing Writer Last Updated: November 13, 2019
Making an effort to keep your bills paid on time is always a good idea, and for a variety of reasons. Whenever you make your payments late or become past due on a financial obligation, it can trigger some pretty unpleasant consequences. Sometimes that might include damage to your credit reports and scores, but not always. If disaster strikes and you find yourself in a situation where you have more bills than money to pay them, you may be facing some tough choices about which financial obligations to take care of first and which ones to let slide while you try to dig yourself out of the hole. If you’re worried about the impact of a missed payment on your credit, you should know that not every account is necessarily going to have an immediate impact on your credit scores. | https://www.thesimpledollar.com/credit/credit-score/which-bills-affect-your-credit/ |
msmarco_v2.1_doc_54_1751053166#2_3838149245 | Title: Which Bills Affect Your Credit Score? | The Simple Dollar
Headings: Which Bills Affect Your Credit Score?
Which Bills Affect Your Credit Score?
Bills That Generally Don’t Impact Your Credit Scores
Bills That Can Impact Your Credit Scores
Beware the Exception to the Rule
John Ulzheimer
Content: November 13, 2019
Making an effort to keep your bills paid on time is always a good idea, and for a variety of reasons. Whenever you make your payments late or become past due on a financial obligation, it can trigger some pretty unpleasant consequences. Sometimes that might include damage to your credit reports and scores, but not always. If disaster strikes and you find yourself in a situation where you have more bills than money to pay them, you may be facing some tough choices about which financial obligations to take care of first and which ones to let slide while you try to dig yourself out of the hole. If you’re worried about the impact of a missed payment on your credit, you should know that not every account is necessarily going to have an immediate impact on your credit scores. In order for an account to impact your credit scores, it first has to show up on your credit reports. If an account isn’t reported to the credit bureaus, then it can’t impact your scores in any way. The reason is simple: Credit scoring models are designed only to consider the information that’s present on your credit reports. Bills That Generally Don’t Impact Your Credit Scores
Utilities (e.g., gas, water, or electric service)
Cable, satellite, or internet service
Insurance premiums (e.g., auto, homeowners, health, and life insurance)
Childcare
Medical bills
Rent
Mobile phone service
Gym membership dues
The accounts listed above are generally not reported to the three credit reporting agencies (Equifax, TransUnion, and Experian). | https://www.thesimpledollar.com/credit/credit-score/which-bills-affect-your-credit/ |
msmarco_v2.1_doc_54_1751053166#3_3838151337 | Title: Which Bills Affect Your Credit Score? | The Simple Dollar
Headings: Which Bills Affect Your Credit Score?
Which Bills Affect Your Credit Score?
Bills That Generally Don’t Impact Your Credit Scores
Bills That Can Impact Your Credit Scores
Beware the Exception to the Rule
John Ulzheimer
Content: In order for an account to impact your credit scores, it first has to show up on your credit reports. If an account isn’t reported to the credit bureaus, then it can’t impact your scores in any way. The reason is simple: Credit scoring models are designed only to consider the information that’s present on your credit reports. Bills That Generally Don’t Impact Your Credit Scores
Utilities (e.g., gas, water, or electric service)
Cable, satellite, or internet service
Insurance premiums (e.g., auto, homeowners, health, and life insurance)
Childcare
Medical bills
Rent
Mobile phone service
Gym membership dues
The accounts listed above are generally not reported to the three credit reporting agencies (Equifax, TransUnion, and Experian). This means that if you fall behind or miss a due date on one of these financial obligations, your credit scores won’t be impacted negatively. Of course, even if your credit scores aren’t immediately impacted, you could still face late fees, account closure, suspension of services, cancellations of membership, and a host of other negative ramifications. Unfortunately, paying these bills on time won’t do anything to help your credit scores either. And, if you miss several payments and eventually go into default, there’s a real possibility that the original creditor will send your account to a third-party debt collector, and they almost always report to the credit bureaus. Bills That Can Impact Your Credit Scores
Credit card payments
Personal loans
Student loans
Mortgages
Auto loans
Home equity loans and lines of credit (HELOCs)
These represent some of the most common types of accounts likely to show up on your credit reports. | https://www.thesimpledollar.com/credit/credit-score/which-bills-affect-your-credit/ |
msmarco_v2.1_doc_54_1751124836#1_3838308226 | Title: The Emotional Effects of Debt | The Simple Dollar
Headings: The Emotional Effects of Debt
The Emotional Effects of Debt
Depression and Anxiety
Resentment
Denial
Stress
Anger and Frustration
Regret
Shame and Embarrassment
Fear
Relief, Freedom, and Accomplishment
Content: Meanwhile, the average college student will graduate with a whopping $40,000 in student loans — and those who pursued graduate or higher degrees, switched majors, or went back to school may owe significantly more. In fact, about one in five borrowers owes $50,000 or more in student loans (and 5.6% owe more than $100,000), according to a Federal Reserve Board survey. Round it out with car loans, mortgages, medical debt, personal loans, and other obligations, and it’s safe to assume that most Americans carry some kind of debt. That debt affects different people in different ways. There is no common tolerance of debt. While one person may suffer anxiety over just $1,000 of credit card debt, someone else may not have thought twice about his debt until he saw his student loan and credit card balance top $200,000. Regardless of the type of debt or the amount, here are some of the common psychological and emotional issues associated with debt. Depression and Anxiety
Dr. John Gathergood of the University of Nottingham studied the correlation between carrying debt and any depression and anxiety associated with it. In that study , Gathergood found that those who struggle to pay off their debts and loans are more than twice as likely to experience a host of mental health problems, including depression and severe anxiety. Anxious feelings can arise with an array of triggers, such as constant worry about money, experiencing immense feelings of being overwhelmed with no end in sight, and hopelessness. | https://www.thesimpledollar.com/credit/manage-debt/the-emotional-effects-of-debt/ |
msmarco_v2.1_doc_54_1753455029#1_3843295315 | Title: Disability Insurance: Understanding Your Options | The Simple Dollar
Headings: Disability Insurance: Understanding Your Options
Disability Insurance: Understanding Your Options
Use this calculator to compare quotes from multiple life insurance companies.
How much does life insurance cost?
Policy length
Coverage amount
In this article
Defining disability
Public disability insurance programs
Private disability insurance plans
Individual disability insurance
Group disability insurance
High limit disability insurance
Key person disability insurance
Business overhead expense disability insurance
Worker’s compensation
Partial versus total disability
Disability insurance renewability
Think ahead
Content: The Simple Dollar does not include all card/financial services companies or all card/financial services offers available in the marketplace. The Simple Dollar has partnerships with issuers including, but not limited to, Capital One, Chase & Discover. View our full advertiser disclosure to learn more. Disability Insurance: Understanding Your Options
Frank Addessi – Contributing Writer Last Updated: June 23, 2020
Disability insurance protects a policyholder’s earned income against the risk that an injury or disease prevents them from performing the core functions of their job. The possibility of becoming disabled seems so remote to most Americans, that few of us have enough saved to cover three month’s worth of living expenses in the event of a major accident or illness. For the people affected by disability during their careers, though, disability insurance is an enormous help. It can help cover your needs while you’re out of work and make it easier to focus on rehabilitation and self-care. Use this calculator to compare quotes from multiple life insurance companies. | https://www.thesimpledollar.com/insurance/life/disability-life-insurance/ |
msmarco_v2.1_doc_54_1753455029#2_3843297352 | Title: Disability Insurance: Understanding Your Options | The Simple Dollar
Headings: Disability Insurance: Understanding Your Options
Disability Insurance: Understanding Your Options
Use this calculator to compare quotes from multiple life insurance companies.
How much does life insurance cost?
Policy length
Coverage amount
In this article
Defining disability
Public disability insurance programs
Private disability insurance plans
Individual disability insurance
Group disability insurance
High limit disability insurance
Key person disability insurance
Business overhead expense disability insurance
Worker’s compensation
Partial versus total disability
Disability insurance renewability
Think ahead
Content: June 23, 2020
Disability insurance protects a policyholder’s earned income against the risk that an injury or disease prevents them from performing the core functions of their job. The possibility of becoming disabled seems so remote to most Americans, that few of us have enough saved to cover three month’s worth of living expenses in the event of a major accident or illness. For the people affected by disability during their careers, though, disability insurance is an enormous help. It can help cover your needs while you’re out of work and make it easier to focus on rehabilitation and self-care. Use this calculator to compare quotes from multiple life insurance companies. How much does life insurance cost? Policy length
How long your coverage lasts. Rule of thumb: Your term should last at least until you retire, and should also cover your longest financial obligation (like a child's college costs). 10 yrs 15 yrs 20 yrs 25 yrs 30 yrs 35 yrs 40 yrs
Coverage amount
The amount your loved ones would receive if anything should happen to you before your policy expires. | https://www.thesimpledollar.com/insurance/life/disability-life-insurance/ |
msmarco_v2.1_doc_54_1754386570#10_3845405446 | Title: What Is a Line of Credit and How Does it Work? | The Simple Dollar
Headings: What Is a Line of Credit and How Does it Work?
What Is a Line of Credit and How Does it Work?
Check Your Personal Loan Rates
In this article
Best line of credit providers for 2020
Suntrust – Highest withdrawal limit
Navy Federal Credit Union – Best for longest draw period
Wells Fargo – Lowest APR
OnDeck – Best for small businesses
BlueVine – Best for entrepreneurs
Bank of America – Best for HELOCs
What is a line of credit?
How does a line of credit work?
Different types of lines of credit
Business lines of credit
Personal lines of credit
Home equity line of credit
Check Your Personal Loan Rates
How to apply for a line of credit
Review your credit report
Complete and update your financial paperwork
Compare rates and other important loan terms between multiple lenders
Consider this before applying for a line of credit
How to use a line of credit
Check Your Personal Loan Rates
Alternatives to a line of credit
How does credit work?
Too long, didn’t read?
Aleksandra Deric
Content: After application and approval, the funds become available fairly quickly — usually by the next business day. In the case of business lines of credit, the lender evaluates profitability and other business indicators that show the viability of your business and its ability to pay back the borrowed amount. The funds are revolving credit, like a credit card, wherein you only have to repay the balance of what you use. Keep in mind that each time you draw on your line of credit, your monthly payment amount will change based on the balance and length of the term left. Unlike home equity lines of credit, which are secured by the equity in your home, personal lines of credit are typically unsecured, which means the lender will not require collateral as a way of protection if you default. Different types of lines of credit
Lines of credit can be a useful financing option for many occasions or unforeseen events, like completing home renovations, paying for a child’s education and securing additional cash flow for a business. Business lines of credit
Cash flow is one of the key concerns for entrepreneurs and small business owners. A business line of credit can be a useful tool to get your business off the ground. This type of loan is usually used to fund working capital or short-term financing needs, like purchasing inventory, paying tax bills, paying vendors or payroll. If your business is just starting out, a line of credit may be a helpful tool to create more consistent cash flow to cover the unpredictable costs. | https://www.thesimpledollar.com/loans/blog/how-to-use-a-line-of-credit/ |
msmarco_v2.1_doc_54_1765754220#3_3872392796 | Title: Women’s Occupations - The Social Historian
Headings: Women’s Occupations
Women’s Occupations
Guest Post
Women’s Occupations in the Early Twentieth Century
Validity of Conclusions
1900 and 1910 Occupations
Social influences and family relationships
How this information was useful in writing a family history story
Guest Post by Sharon S Atkins
Content: For example, fewer workers would be working in agricultural jobs in January 1920 than in June 1900 – due to seasonal influences. Telephone Operators via Wikimedia Commons
Additionally, perhaps because there was more manufacturing and less agriculture in various regions of the country, occupations tended to be different from one region of the country to another. For example, in the South, due to the larger African-American population, more women were employed as servants, laundresses or farm laborers than in New England. The report compiler also noted that a higher number of people were employed in the East than in the West; likely due to greater opportunities in the East. Urban area afforded a greater percentage of women employed. During the early twentieth century, in cities of 25,000 people or more 32% of the women were gainfully employed. While, in smaller cities or country districts only 19% of the women were gainfully employed. Women work in the laundry via Wikimedia Commons
Likely driven by the necessity to work for a living, employment also appeared to be influenced by race and immigrant status. It was interesting to learn that 20% of white women with native born parents were gainfully employed, while 29% of women with immigrant parents were gainfully employed and 18% of women who themselves were immigrants were gainfully employed. | https://www.thesocialhistorian.com/womens-occupations/ |
msmarco_v2.1_doc_54_1765754220#4_3872394729 | Title: Women’s Occupations - The Social Historian
Headings: Women’s Occupations
Women’s Occupations
Guest Post
Women’s Occupations in the Early Twentieth Century
Validity of Conclusions
1900 and 1910 Occupations
Social influences and family relationships
How this information was useful in writing a family history story
Guest Post by Sharon S Atkins
Content: Urban area afforded a greater percentage of women employed. During the early twentieth century, in cities of 25,000 people or more 32% of the women were gainfully employed. While, in smaller cities or country districts only 19% of the women were gainfully employed. Women work in the laundry via Wikimedia Commons
Likely driven by the necessity to work for a living, employment also appeared to be influenced by race and immigrant status. It was interesting to learn that 20% of white women with native born parents were gainfully employed, while 29% of women with immigrant parents were gainfully employed and 18% of women who themselves were immigrants were gainfully employed. Not surprisingly, nearly 44% of the African-American women were listed in the gainfully employed category. For the same reason, a need to work, younger women, 51% of the women ages 16-24 appear listed as being gainfully employed – much more than the 30% of older women ages 25-44. Thus, in reading the following information please note that data was not always compared in the ‘apples to apples’ mode. 1900 and 1910 Occupations
Enlarge
Women's Occupations
Women’s Work and Wages in the United States, CE Persons, The Quarterly Journal of Economics, Vol 29, No 2 (Feb., 1915). Page 202
The choices of occupations for women were influenced by demand or opportunity as well as by personal preference, qualification by education and natural abilities. | https://www.thesocialhistorian.com/womens-occupations/ |
msmarco_v2.1_doc_54_1765754220#5_3872396747 | Title: Women’s Occupations - The Social Historian
Headings: Women’s Occupations
Women’s Occupations
Guest Post
Women’s Occupations in the Early Twentieth Century
Validity of Conclusions
1900 and 1910 Occupations
Social influences and family relationships
How this information was useful in writing a family history story
Guest Post by Sharon S Atkins
Content: Not surprisingly, nearly 44% of the African-American women were listed in the gainfully employed category. For the same reason, a need to work, younger women, 51% of the women ages 16-24 appear listed as being gainfully employed – much more than the 30% of older women ages 25-44. Thus, in reading the following information please note that data was not always compared in the ‘apples to apples’ mode. 1900 and 1910 Occupations
Enlarge
Women's Occupations
Women’s Work and Wages in the United States, CE Persons, The Quarterly Journal of Economics, Vol 29, No 2 (Feb., 1915). Page 202
The choices of occupations for women were influenced by demand or opportunity as well as by personal preference, qualification by education and natural abilities. For example, it is likely the development of higher education for women increased the demand for women teachers. The top 10 number of occupations women listed in 1910 employed 79% of the working women (in order): Servants
Semi-skilled operatives (factory workers)
Laundress
Teacher
Dressmaker
Saleswomen in stores
Stenographer / typist
Bookkeeper
Housekeeper
Boarding house keeper
The top 10 number of occupations women listed 1920 employed 77% of the working women (in order): Semi-skilled operatives (factory workers)
Servants
Teachers
Laundress
Stenographers / typist
Saleswomen in stores
Clerks (except stores)
Bookkeeper
Dressmaker
Housekeeper
Occupations showing the greatest decline from 1910 to 1920: Servants
Dressmakers
Laundresses
Milliners
Tailors
Boarding house keepers
Occupations showing the largest increase from 1910 to 1920: | https://www.thesocialhistorian.com/womens-occupations/ |
msmarco_v2.1_doc_54_1765754220#6_3872398953 | Title: Women’s Occupations - The Social Historian
Headings: Women’s Occupations
Women’s Occupations
Guest Post
Women’s Occupations in the Early Twentieth Century
Validity of Conclusions
1900 and 1910 Occupations
Social influences and family relationships
How this information was useful in writing a family history story
Guest Post by Sharon S Atkins
Content: For example, it is likely the development of higher education for women increased the demand for women teachers. The top 10 number of occupations women listed in 1910 employed 79% of the working women (in order): Servants
Semi-skilled operatives (factory workers)
Laundress
Teacher
Dressmaker
Saleswomen in stores
Stenographer / typist
Bookkeeper
Housekeeper
Boarding house keeper
The top 10 number of occupations women listed 1920 employed 77% of the working women (in order): Semi-skilled operatives (factory workers)
Servants
Teachers
Laundress
Stenographers / typist
Saleswomen in stores
Clerks (except stores)
Bookkeeper
Dressmaker
Housekeeper
Occupations showing the greatest decline from 1910 to 1920: Servants
Dressmakers
Laundresses
Milliners
Tailors
Boarding house keepers
Occupations showing the largest increase from 1910 to 1920: Clerks
Stenographers / typists
Telephone operators
Laborers (manufacturing)
Religious / Charity
Telegraph
Librarians
College presidents and professors
Manufacturers
Retail clerks (art stores, book stores, antique and flower shops)
Women likely took more positions in stores, factories and offices as the demand for earlier occupations decreased, such as the number of families hiring servants, or due to: Better pay
Regular or shorter hours
More pleasant surroundings
Better social standing
Women as Stenographers
A small percentage of working women, 12% in 1910 and 13% in 1920, were employed in the category of professions. They were teachers, trained nurses or musicians and/or teachers of music. An even smaller percentage of women were clergymen, literary and scientific, physicians/surgeons, artists and actresses. The 1920 Census lists 572 occupations in total. | https://www.thesocialhistorian.com/womens-occupations/ |
msmarco_v2.1_doc_54_1765754220#7_3872401271 | Title: Women’s Occupations - The Social Historian
Headings: Women’s Occupations
Women’s Occupations
Guest Post
Women’s Occupations in the Early Twentieth Century
Validity of Conclusions
1900 and 1910 Occupations
Social influences and family relationships
How this information was useful in writing a family history story
Guest Post by Sharon S Atkins
Content: Clerks
Stenographers / typists
Telephone operators
Laborers (manufacturing)
Religious / Charity
Telegraph
Librarians
College presidents and professors
Manufacturers
Retail clerks (art stores, book stores, antique and flower shops)
Women likely took more positions in stores, factories and offices as the demand for earlier occupations decreased, such as the number of families hiring servants, or due to: Better pay
Regular or shorter hours
More pleasant surroundings
Better social standing
Women as Stenographers
A small percentage of working women, 12% in 1910 and 13% in 1920, were employed in the category of professions. They were teachers, trained nurses or musicians and/or teachers of music. An even smaller percentage of women were clergymen, literary and scientific, physicians/surgeons, artists and actresses. The 1920 Census lists 572 occupations in total. Only 35 of which did not include women. However, approximately 200 of these represented less than 1% of the women classified as gainfully employed. Job tasks varied between men and women. For example, a woman laborer could be a “sweeper” or “scrubber” whereas a male laborer might be a worker in a steel roll mill. Conversely, there were 131 occupations that were listed only by a small number of men. | https://www.thesocialhistorian.com/womens-occupations/ |
msmarco_v2.1_doc_54_1766013264#3_3872828638 | Title: Privilege
Headings: Privilege
Privilege
W. E. B. Du Bois
"Checking Privilege" as Social Justice
C. Wright Mills
The Privilege Institute
Content: They were given public deference and titles of courtesy because they were white. They were admitted freely with all classes of white people to public functions, public parks, and the best schools. The police were drawn from their ranks, and the courts, dependent on their votes, treated them with such leniency as to encourage lawlessness. Their vote selected public officials, and while this had small effect upon the economic situation, it had great effect upon their personal treatment and the deference shown them. White schoolhouses were the best in the community, and conspicuously placed, and they cost anywhere from twice to ten times as much per capita as the colored schools. The newspapers specialized on news that flattered the poor whites and almost utterly ignored the Negro except in crime and ridicule. ~ W. E. B. Du Bois
"Checking Privilege" as Social Justice
It's now common to hear people telling others to check their privilege. This popular rebuke suggests that identifying and describing privilege is, in part, a project aimed at promoting equality or equity across different social groups. In other words, privilege isn't only discussed in academic circles; it's also discussed by activists as a means of promoting social justice. | https://www.thesociologicalcinema.com/privilege.html |
msmarco_v2.1_doc_54_1766013264#4_3872830230 | Title: Privilege
Headings: Privilege
Privilege
W. E. B. Du Bois
"Checking Privilege" as Social Justice
C. Wright Mills
The Privilege Institute
Content: The newspapers specialized on news that flattered the poor whites and almost utterly ignored the Negro except in crime and ridicule. ~ W. E. B. Du Bois
"Checking Privilege" as Social Justice
It's now common to hear people telling others to check their privilege. This popular rebuke suggests that identifying and describing privilege is, in part, a project aimed at promoting equality or equity across different social groups. In other words, privilege isn't only discussed in academic circles; it's also discussed by activists as a means of promoting social justice. There are two features of the privilege concept, which help explain why use of the term has grown in activist circles over the past decade. First, privileges are often invisible to those who have them, and this quality of being difficult to see suggests that one can promote social justice simply by making privilege more visible. Second, privileges are unearned benefits that are available to dominant groups (e.g., whites, men, the rich, heterosexuals, able-bodied people, etc.); yet members of these groups rely on such benefits to acquire resources, power, and to reacquire their privileges. By showing people that dominant groups are only able to remain dominant by taking advantage of benefits they never earned, activists hope to appeal to basic norms of fairness. | https://www.thesociologicalcinema.com/privilege.html |
msmarco_v2.1_doc_54_1783899642#12_3914218627 | Title: How to Remove a Non-Load-Bearing Wall
Headings: How to Remove a Non-Load-Bearing Wall
How to Remove a Non-Load-Bearing Wall
Basics of Removing a Non-Load-Bearing Wall
Why You Have Non-Load-Bearing Walls
32 Fabulous Feature Walls for Every Room in Your Home
The Secret of Removing a Non-Load-Bearing Wall
Safety Considerations
Project Metrics
What You Will Need
Equipment/Tools
Instructions
Determine That the Wall Is Non-Load-Bearing
Watch Now: How to Tell If a Wall Is Load-Bearing
Turn Off Power and Water
Obtain Permits
Remove Surface Obstacles
Remove Drywall
Clear Wires and Pipes From the Walls
Cut Away Studs and Remove
Cut Away Protruding Nails
When to Call a Professional
Content: Clear Wires and Pipes From the Walls
Services and utility lines often run through interior walls: electrical cables, plumbing supply pipes, sewer waste pipes, communications cables, and more. If your interior non-bearing wall has utilities, then you may want to hire a plumber or electrician to come in to cap off or stub out those services. For electrical, you will be left with a junction box that is covered by a blank faceplate, which can usually be painted over. Cut Away Studs and Remove
With the reciprocating saw, cut studs at the center. By hand, pull the cut studs back. Cut Away Protruding Nails
Nails will protrude from the ceiling and the floor. Put the metal-cutting blade in the reciprocating saw and cut away the nails. When to Call a Professional
Determining whether an interior wall is bearing or not bearing loads can be a tricky business. You can get the opinion of a contractor or structural engineer who will charge you an hourly or flat fee to check out the wall. | https://www.thespruce.com/before-removing-a-non-load-bearing-wall-1821963 |
msmarco_v2.1_doc_54_1803559237#2_3965986298 | Title: What Is a Vole as Compared to a Mole?
Headings: The Difference Between a Mole and a Vole
The Difference Between a Mole and a Vole
Differences
Do Moles and Voles Eat Plants?
Similar Animals
Content: But if you take a really good look at a mole's face, you will see the difference right away. A mole's face (in terms of what is visible to us) is just a nose and a mouth. You can't see eyes and ears the way that you would on a vole or on a mouse. The animal does have eyes and ears, but they are buried beneath its fur, so that dirt does not get into them. When you spend as much time underground as a mole does, it makes perfect sense to have your eyes and ears protected in this way. Another dead giveaway to identify a mole is its big forefeet (used in digging). Do Moles and Voles Eat Plants? The preferred diet of the mole is a carnivorous one. The mole will eat worms, grubs, and adult insects. They are not rodents, which, having a vegetarian diet, often attack our garden plants. | https://www.thespruce.com/difference-between-a-mole-and-a-vole-2132577 |
msmarco_v2.1_doc_54_1803559237#3_3965987487 | Title: What Is a Vole as Compared to a Mole?
Headings: The Difference Between a Mole and a Vole
The Difference Between a Mole and a Vole
Differences
Do Moles and Voles Eat Plants?
Similar Animals
Content: Another dead giveaway to identify a mole is its big forefeet (used in digging). Do Moles and Voles Eat Plants? The preferred diet of the mole is a carnivorous one. The mole will eat worms, grubs, and adult insects. They are not rodents, which, having a vegetarian diet, often attack our garden plants. So if a pest is taking bites out of your plants, you can rule out moles. But rodents do exploit mole tunnels to get underneath your plants and gnaw at their roots, so moles can play a role in plant damage, even though they do not eat plants. The vole, by contrast, is a rodent. A vole will gnaw at the base of a tree or shrub, especially in winter. Thus, metal guards are sold to prevent such vole damage. | https://www.thespruce.com/difference-between-a-mole-and-a-vole-2132577 |
msmarco_v2.1_doc_54_1806432296#0_3973448678 | Title: Median Age of First Marriage by Gender (1890 to 2018)
Headings: Estimated Median Age of First Marriage by Gender: 1890 to 2018
Estimated Median Age of First Marriage by Gender: 1890 to 2018
Couples are waiting longer to get married every year
Impact of Legalization of Same-Sex Marriage
The State of Marriage
Content: Median Age of First Marriage by Gender (1890 to 2018)
Celebrations Events & Parties Weddings
Estimated Median Age of First Marriage by Gender: 1890 to 2018
Couples are waiting longer to get married every year
Written by
Sheri Stritof
Sheri Stritof has written about marriage and relationships for 20+ years. She's the co-author of The Everything Great Marriage Book. Learn about The Spruce's Editorial Process
Sheri Stritof
Updated 12/01/19
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Pexels / Pixabay
There has been a change in the median age at first marriage for both men and women in the United States, and the amount of change appears to be getting larger. In 2018, the median age at first marriage was almost 30 for men and almost 28 for women. While historically women married at an age that was three years younger than men, that gap has been slowly but steadily decreasing. Now they are only separated by two years, on average. Here are the statistics from the U.S. Census Bureau of the median age at first marriage and a graph of the data going back to 1890. Year
Men
Woman
2018
29.8
27.8
2017
29.5
27.4
2016
29.5
27.4
2015
29.2
27.1
2014
29.3
27.0
2013
29.0
26.6
2012
28.6
26.6
2011
28.7
26.5
2010
28.2
26.1
2009
28.1
25.9
2008
27.6
25.9
2007
17.5
25.6
2006
27.5
25.5
2005
27.1
25.3
2004
27.4
25.3
2003
27.1
25.3
2002
26.9
25.3
2001
26.9
25.1
2000
26.8
25.1
1999
26.9
25.1
1998
26.7
25.0
1997
26.8
25.0
1996
27.1
24.8
1995
26.9
24.5
1994
26.7
24.5
1993
26.5
24.5
1992
26.5
24.4
1991
26.3
24.1
1990
26.1
23.9
1989
26.2
23.8
1988
25.9
23.6
1987
25.8
23.6
1986
25.7
23.1
1985
25.5
23.3
1984
25.4
23.0
1983
25.4
22.8
1982
25.2
22.5
1981
24.8
22.3
1980
24.7
22.0
1979
24.4
22.1
1978
24.2
21.8
1977
24.0
21.6
1976
23.8
21.3
1975
23.5
21.1
1974
23.1
21.1
1973
23.2
21.0
1972
23.3
20.9
1971
23.1
20.9
1970
23.2
20.8
1969
23.2
20.8
1968
23.1
20.8
1967
23.1
20.6
1966
22.8
20.5
1965
22.8
20.6
1964
23.1
20.5
1963
22.8
20.5
1962
22.7
20.3
1961
22.8
20.3
1960
22.8
20.3
1959
22.5
20.2
1958
22.6
20.2
1957
22.6
20.3
1956
22.5
20.1
1955
22.6
20.2
1954
23.0
20.3
1953
22.8
20.2
1952
23.0
20.2
1951
22.9
20.4
1950
22.8
20.3
1949
22.7
20.3
1948
23.3
20.4
1947
23.7
20.4
1940
24.3
21.5
1930
24.3
21.3
1920
24.6
21.2
1910
25.1
21.6
1900
26.1
22.0
1890
26.1
22.0
According to the U.S. Census Bureau, the figures reported for 1947 to 1999 are based on Current Population Survey data. The figures for years prior to 1947 are based on decennial censuses. | https://www.thespruce.com/estimated-median-age-marriage-2303878 |
msmarco_v2.1_doc_54_1806432296#1_3973451855 | Title: Median Age of First Marriage by Gender (1890 to 2018)
Headings: Estimated Median Age of First Marriage by Gender: 1890 to 2018
Estimated Median Age of First Marriage by Gender: 1890 to 2018
Couples are waiting longer to get married every year
Impact of Legalization of Same-Sex Marriage
The State of Marriage
Content: While historically women married at an age that was three years younger than men, that gap has been slowly but steadily decreasing. Now they are only separated by two years, on average. Here are the statistics from the U.S. Census Bureau of the median age at first marriage and a graph of the data going back to 1890. Year
Men
Woman
2018
29.8
27.8
2017
29.5
27.4
2016
29.5
27.4
2015
29.2
27.1
2014
29.3
27.0
2013
29.0
26.6
2012
28.6
26.6
2011
28.7
26.5
2010
28.2
26.1
2009
28.1
25.9
2008
27.6
25.9
2007
17.5
25.6
2006
27.5
25.5
2005
27.1
25.3
2004
27.4
25.3
2003
27.1
25.3
2002
26.9
25.3
2001
26.9
25.1
2000
26.8
25.1
1999
26.9
25.1
1998
26.7
25.0
1997
26.8
25.0
1996
27.1
24.8
1995
26.9
24.5
1994
26.7
24.5
1993
26.5
24.5
1992
26.5
24.4
1991
26.3
24.1
1990
26.1
23.9
1989
26.2
23.8
1988
25.9
23.6
1987
25.8
23.6
1986
25.7
23.1
1985
25.5
23.3
1984
25.4
23.0
1983
25.4
22.8
1982
25.2
22.5
1981
24.8
22.3
1980
24.7
22.0
1979
24.4
22.1
1978
24.2
21.8
1977
24.0
21.6
1976
23.8
21.3
1975
23.5
21.1
1974
23.1
21.1
1973
23.2
21.0
1972
23.3
20.9
1971
23.1
20.9
1970
23.2
20.8
1969
23.2
20.8
1968
23.1
20.8
1967
23.1
20.6
1966
22.8
20.5
1965
22.8
20.6
1964
23.1
20.5
1963
22.8
20.5
1962
22.7
20.3
1961
22.8
20.3
1960
22.8
20.3
1959
22.5
20.2
1958
22.6
20.2
1957
22.6
20.3
1956
22.5
20.1
1955
22.6
20.2
1954
23.0
20.3
1953
22.8
20.2
1952
23.0
20.2
1951
22.9
20.4
1950
22.8
20.3
1949
22.7
20.3
1948
23.3
20.4
1947
23.7
20.4
1940
24.3
21.5
1930
24.3
21.3
1920
24.6
21.2
1910
25.1
21.6
1900
26.1
22.0
1890
26.1
22.0
According to the U.S. Census Bureau, the figures reported for 1947 to 1999 are based on Current Population Survey data. The figures for years prior to 1947 are based on decennial censuses. A standard error of 0.1 years is appropriate to measure sampling variability for any of the above estimated median ages at first marriage based on Current Population Survey data. Impact of Legalization of Same-Sex Marriage
The legalization of same-sex marriage in mid-2015 may have resulted in raising the average age of first marriage in the years that followed. Long-committed couples were finally able to be legally wed. One survey in 2017 found that the average marrying age for male-male couples was 46 and for female-female couples was 36. However, the trend had been upwards for male-female couples for decades and there is no obvious change in that rate from looking at the graphs. | https://www.thespruce.com/estimated-median-age-marriage-2303878 |
msmarco_v2.1_doc_54_1806432296#2_3973454989 | Title: Median Age of First Marriage by Gender (1890 to 2018)
Headings: Estimated Median Age of First Marriage by Gender: 1890 to 2018
Estimated Median Age of First Marriage by Gender: 1890 to 2018
Couples are waiting longer to get married every year
Impact of Legalization of Same-Sex Marriage
The State of Marriage
Content: A standard error of 0.1 years is appropriate to measure sampling variability for any of the above estimated median ages at first marriage based on Current Population Survey data. Impact of Legalization of Same-Sex Marriage
The legalization of same-sex marriage in mid-2015 may have resulted in raising the average age of first marriage in the years that followed. Long-committed couples were finally able to be legally wed. One survey in 2017 found that the average marrying age for male-male couples was 46 and for female-female couples was 36. However, the trend had been upwards for male-female couples for decades and there is no obvious change in that rate from looking at the graphs. As those long-committed couples take the plunge, the demographics of same-sex couples getting married for the first time may come to resemble those of the general population. The State of Marriage
Pew Research Center, "marriage continues to lose market share among Americans to other arrangements, such as cohabitation or living alone. According to census data cited in the report, barely half of adults ages 18 and older are married — 51 percent in 2010, compared with 72 percent in 1960. This decline is especially notable for young adults: 20 percent of 18- to 29-year-olds were married in 2010, compared with 59 percent in 1960. | https://www.thespruce.com/estimated-median-age-marriage-2303878 |
msmarco_v2.1_doc_00_3627280#14_4606206 | Title: Organic Industrial Agriculture | Mission 2014: Feeding the World
Headings: Organic Industrial Agriculture
Organic Industrial Agriculture
Definition
Pros and Cons
PROBLEM 1: Use of Monoculture
PROBLEM 2: High Reliance on Artificial Pesticides/ Fertilizers
PROBLEM 3: Poor Soil Quality
PROBLEM 4: Extreme Water Consumption and Pollution
SOLUTION 1: Use of Monoculture
SOLUTION 2: High Reliance on Artificial Pesticides/Fertilzers
SOLUTION 3: Poor Soil Quality
SOLUTION 4: Extreme Water Consumption and Pollution
Target Regions
Implementation
Existing Organizations Acting in this Field
What is the Timescale for this?
Works cited:
Content: Badgley, 2006)
Although both organic and industrial agriculture have their strengths and weaknesses, there are certain problems with industrial agriculture that necessitate the need to combine both methods. PROBLEM 1: Use of Monoculture
Industrial agriculture relies on monoculture, the planting of one crop in mass amounts. This decreases biodiversity within the ecosystem within both plants and animals. "Today as more and more farmers are integrated into international economies, imperatives to diversity disappear and monocultures are rewarded by economies of scale. In turn, lack of rotations and diversification take away key self-regulating mechanisms, turning monocultures into highly vulnerable agroecosystems dependent on high chemical inputs. The technologies allowing the shift toward monoculture were mechanization, the improvement of crop varieties, and the development of agrochemicals to fertilize crops and control weeds and pests. Government commodity policies these past several decades encouraged the acceptance and utilization of these technologies. As a result, farms today are fewer, larger, more specialized and more capital intensive. At the regional level, increases in monoculture farming meant that the whole agricultural support infrastructure (i.e. research, extension, suppliers, storage, transport, markets, etc.) | http://12.000.scripts.mit.edu/mission2014/solutions/organic-industrial-agriculture |
msmarco_v2.1_doc_00_4605175#0_6590845 | Title: Clothing and Fashion in the 13 Colonies - The 13 Colonies for Kids
Headings:
For Kids
Clothing in the New England Colonies:
Explore Fashion in the 13 Colonies
For Teachers
Content: Clothing and Fashion in the 13 Colonies - The 13 Colonies for Kids
For Kids
Clothing in the New England Colonies: The Quakers and the Puritans believed that everything should be plain. Back in England, women's clothing at the time was very fancy, with gowns made out of velvets and satins, decorated with lace and frills and buttons and bows. Men's clothing was also fancy with buckles and buttons and even fans. These early colonists wanted nothing to do with fancy and frill because it reminded me of the very rules and customs and beliefs they had left England to escape. There was another reason for simple clothing. Except for the very rich, for the most part, people made their own clothes so clothes had to be simple, warm, and sturdy. Men's Clothing: Men's clothing was made from wool, leather, and linen. The men wore loose linen shirts. | http://13colonies.mrdonn.org/colonialclothing.html |
msmarco_v2.1_doc_00_4605175#1_6592050 | Title: Clothing and Fashion in the 13 Colonies - The 13 Colonies for Kids
Headings:
For Kids
Clothing in the New England Colonies:
Explore Fashion in the 13 Colonies
For Teachers
Content: There was another reason for simple clothing. Except for the very rich, for the most part, people made their own clothes so clothes had to be simple, warm, and sturdy. Men's Clothing: Men's clothing was made from wool, leather, and linen. The men wore loose linen shirts. Their pants reached only to the knee. Their socks were long and woolen. They wore a sleeveless jacket. ( Sometimes they wore a padded jacket with sleeves, especially in colder weather.) They wore plain leather shoes, wide brimmed hats, and coats or capes for protection from cold or rain. | http://13colonies.mrdonn.org/colonialclothing.html |
msmarco_v2.1_doc_00_4605175#2_6592970 | Title: Clothing and Fashion in the 13 Colonies - The 13 Colonies for Kids
Headings:
For Kids
Clothing in the New England Colonies:
Explore Fashion in the 13 Colonies
For Teachers
Content: Their pants reached only to the knee. Their socks were long and woolen. They wore a sleeveless jacket. ( Sometimes they wore a padded jacket with sleeves, especially in colder weather.) They wore plain leather shoes, wide brimmed hats, and coats or capes for protection from cold or rain. Shirts were white. The rest of their clothes were typically brown or black. Women's Clothing: As women dressed, first they put on a long loose dress. Sometimes the sleeves were removable and tied on. | http://13colonies.mrdonn.org/colonialclothing.html |
msmarco_v2.1_doc_00_4605175#3_6593818 | Title: Clothing and Fashion in the 13 Colonies - The 13 Colonies for Kids
Headings:
For Kids
Clothing in the New England Colonies:
Explore Fashion in the 13 Colonies
For Teachers
Content: Shirts were white. The rest of their clothes were typically brown or black. Women's Clothing: As women dressed, first they put on a long loose dress. Sometimes the sleeves were removable and tied on. Over that, they wore a long gown made of wool or linen. Over that they wore a plain apron. All their clothes were held in place by tying them. Their hair was pulled up and tucked under a coif (a fabric hat or top piece). They wore long woolen socks. | http://13colonies.mrdonn.org/colonialclothing.html |
msmarco_v2.1_doc_00_4605175#4_6594628 | Title: Clothing and Fashion in the 13 Colonies - The 13 Colonies for Kids
Headings:
For Kids
Clothing in the New England Colonies:
Explore Fashion in the 13 Colonies
For Teachers
Content: Over that, they wore a long gown made of wool or linen. Over that they wore a plain apron. All their clothes were held in place by tying them. Their hair was pulled up and tucked under a coif (a fabric hat or top piece). They wore long woolen socks. Their shoes were made of sturdy leather. They also wore capes or coats to protect them from the elements. Kids Clothing: Until they were age 7, both boys and girls wore simple gown or shifts. Over the age of 7, they wore clothes designed like their parents. | http://13colonies.mrdonn.org/colonialclothing.html |
msmarco_v2.1_doc_00_4605175#5_6595496 | Title: Clothing and Fashion in the 13 Colonies - The 13 Colonies for Kids
Headings:
For Kids
Clothing in the New England Colonies:
Explore Fashion in the 13 Colonies
For Teachers
Content: Their shoes were made of sturdy leather. They also wore capes or coats to protect them from the elements. Kids Clothing: Until they were age 7, both boys and girls wore simple gown or shifts. Over the age of 7, they wore clothes designed like their parents. Servants: Some colonists had servants. As in England, servants clothing was traditionally blue. Indigo dye (deep blue dye) was available and cheap, so servants could always be recognized by the color of their clothing - blue. Not everyone in New England wanted plain clothes. | http://13colonies.mrdonn.org/colonialclothing.html |
msmarco_v2.1_doc_00_4605175#6_6596390 | Title: Clothing and Fashion in the 13 Colonies - The 13 Colonies for Kids
Headings:
For Kids
Clothing in the New England Colonies:
Explore Fashion in the 13 Colonies
For Teachers
Content: Servants: Some colonists had servants. As in England, servants clothing was traditionally blue. Indigo dye (deep blue dye) was available and cheap, so servants could always be recognized by the color of their clothing - blue. Not everyone in New England wanted plain clothes. As time went on, and towns grew, some women hired others to make their family's clothes and shoes. A dressmaker and a shoemaker came to work in some of the homes for a few days each year. Some dressmakers and shoemakers remained in the towns, as they grew large enough to support them. C lothing in the Middle Colonies: In the Dutch settlements, girls wore full red skirts and the boys wore long baggy pants, red stockings, beaver caps, and a shirt. | http://13colonies.mrdonn.org/colonialclothing.html |
msmarco_v2.1_doc_00_4605175#7_6597476 | Title: Clothing and Fashion in the 13 Colonies - The 13 Colonies for Kids
Headings:
For Kids
Clothing in the New England Colonies:
Explore Fashion in the 13 Colonies
For Teachers
Content: As time went on, and towns grew, some women hired others to make their family's clothes and shoes. A dressmaker and a shoemaker came to work in some of the homes for a few days each year. Some dressmakers and shoemakers remained in the towns, as they grew large enough to support them. C lothing in the Middle Colonies: In the Dutch settlements, girls wore full red skirts and the boys wore long baggy pants, red stockings, beaver caps, and a shirt. There were also German, Scotch, English, and Irish settlements. As in the New England colonies, clothes were simple. Much time was spent in church, in cleaning, and in growing and harvesting and storing food. Except in the cold winter months, there was not a lot of time left over to make fancy clothes. Clothing in the Southern Colonies: | http://13colonies.mrdonn.org/colonialclothing.html |
msmarco_v2.1_doc_00_4605175#8_6598625 | Title: Clothing and Fashion in the 13 Colonies - The 13 Colonies for Kids
Headings:
For Kids
Clothing in the New England Colonies:
Explore Fashion in the 13 Colonies
For Teachers
Content: There were also German, Scotch, English, and Irish settlements. As in the New England colonies, clothes were simple. Much time was spent in church, in cleaning, and in growing and harvesting and storing food. Except in the cold winter months, there was not a lot of time left over to make fancy clothes. Clothing in the Southern Colonies: Things were different in the south. Like people in the north, the earliest settlers were busy trying to survive. In these early days, clothes were as simple as possible. Women wore cotton dresses and petticoats. Girls wore cotton dresses. | http://13colonies.mrdonn.org/colonialclothing.html |
msmarco_v2.1_doc_00_4605175#9_6599563 | Title: Clothing and Fashion in the 13 Colonies - The 13 Colonies for Kids
Headings:
For Kids
Clothing in the New England Colonies:
Explore Fashion in the 13 Colonies
For Teachers
Content: Things were different in the south. Like people in the north, the earliest settlers were busy trying to survive. In these early days, clothes were as simple as possible. Women wore cotton dresses and petticoats. Girls wore cotton dresses. Men wore breeches to the knee, a shirt, a hat and boots or shoes. As the plantations developed, woman with leisure time began to ape the styles that were popular back in England. They were usually behind the times, and sometimes completely wrong, as their gowns were based on letters and pictures, but they tried. For the most part, the men stayed with their breeches and boots, as usual. Explore Fashion in the 13 Colonies
Clothing (interactive)
What did they wear? ( | http://13colonies.mrdonn.org/colonialclothing.html |
msmarco_v2.1_doc_00_4605175#10_6600633 | Title: Clothing and Fashion in the 13 Colonies - The 13 Colonies for Kids
Headings:
For Kids
Clothing in the New England Colonies:
Explore Fashion in the 13 Colonies
For Teachers
Content: Men wore breeches to the knee, a shirt, a hat and boots or shoes. As the plantations developed, woman with leisure time began to ape the styles that were popular back in England. They were usually behind the times, and sometimes completely wrong, as their gowns were based on letters and pictures, but they tried. For the most part, the men stayed with their breeches and boots, as usual. Explore Fashion in the 13 Colonies
Clothing (interactive)
What did they wear? ( interactive game)
Heads up for the Colonists - Hats & Wigs (interactive)
Memorial Hall Dress Up (flash)
Paper Doll game (interactive)
Learn About Colonial Clothing
Clothing in the New England Colonies - What did Pilgrims wear? Clothing - Pilgrims and Puritans
Clothing in the Southern Colonies
See Also: The New England Colonies for Kids
The Middle Colonies for Kids
The Southern Colonies for Kids
Daily Life in Colonial Times (games & activities)
For Teachers
13 Colonies - Free Lesson Plans
13 Colonies - Free Powerpoints
Free 13 Colonies Clipart
Free American History Online Games
Free American History Presentations in PowerPoint format
Free Video Clips | http://13colonies.mrdonn.org/colonialclothing.html |
msmarco_v2.1_doc_00_5752804#0_8354674 | Title: The Gilded Age Urbanization - Home
Headings: The Gilded Age Urbanization
Content: The Gilded Age Urbanization - Home
The Gilded Age Urbanization
The process of urbanization that occurred in the US during the late 19th and early 20th centuries was over all positive for America, but there were some negative consequences. Urbanization was the result of population increase, technological and economic changes which offered opportunities in urban industries and reduced the demand for labor on farms. The negative effects of urbanization were bad public health, population growth, and pollution. Urbanization was positive because it brought new job opportunities for people, educational improvements, as well as medical improvements. It also strengthened the women's reforms and the worker's unions. People
Political&economical
Inventions
Society | http://19th20thcenturyurbanization.weebly.com/ |
msmarco_v2.1_doc_00_8367793#0_12868365 | Title: Annexation of Hawaii, 1898
Headings: Annexation of Hawaii, 1898
Annexation of Hawaii, 1898
Content: Annexation of Hawaii, 1898
Annexation of Hawaii, 1898
America's annexation of Hawaii in 1898 extended U.S. territory into the Pacific and highlighted resulted from economic integration and the rise of the United States as a Pacific power. For most of the 1800s, leaders in Washington were concerned that Hawaii might become part of a European nation's empire. During the 1830s, Britain and France forced Hawaii to accept treaties giving them economic privileges. In 1842, Secretary of State Daniel Webster sent a letter to Hawaiian agents in Washington affirming U.S. interests in Hawaii and opposing annexation by any other nation. He also proposed to Great Britain and France that no nation should seek special privileges or engage in further colonization of the islands. In 1849, the United States and Hawaii concluded a treaty of friendship that served as the basis of official relations between the parties. A key provisioning spot for American whaling ships, fertile ground for American protestant missionaries, and a new source of sugar cane production, Hawaii's economy became increasingly integrated with the United States. An 1875 trade reciprocity treaty further linked the two countries and U.S. sugar plantation owners from the United States came to dominate the economy and politics of the islands. When Queen Liliuokalani moved to establish a stronger monarchy, Americans under the leadership of Samuel Dole deposed her in 1893. The planters' belief that a coup and annexation by the United States would remove the threat of a devastating tariff on their sugar also spurred them to action. | http://2001-2009.state.gov/r/pa/ho/time/gp/17661.htm |
msmarco_v2.1_doc_00_8367793#1_12870303 | Title: Annexation of Hawaii, 1898
Headings: Annexation of Hawaii, 1898
Annexation of Hawaii, 1898
Content: In 1849, the United States and Hawaii concluded a treaty of friendship that served as the basis of official relations between the parties. A key provisioning spot for American whaling ships, fertile ground for American protestant missionaries, and a new source of sugar cane production, Hawaii's economy became increasingly integrated with the United States. An 1875 trade reciprocity treaty further linked the two countries and U.S. sugar plantation owners from the United States came to dominate the economy and politics of the islands. When Queen Liliuokalani moved to establish a stronger monarchy, Americans under the leadership of Samuel Dole deposed her in 1893. The planters' belief that a coup and annexation by the United States would remove the threat of a devastating tariff on their sugar also spurred them to action. The administration of President Benjamin Harrison encouraged the takeover, and dispatched sailors from the USS Boston to the islands to surround the royal palace. The U.S. minister to Hawaii, John L. Stevens, worked closely with the new government. Dole sent a delegation to Washington in 1894 seeking annexation, but the new President, Grover Cleveland, opposed annexation and tried to restore the Queen. Dole declared Hawaii an independent republic. Spurred by the nationalism aroused by the Spanish-American War, the United States annexed Hawaii in 1898 at the urging of President William McKinley. | http://2001-2009.state.gov/r/pa/ho/time/gp/17661.htm |
msmarco_v2.1_doc_00_9317659#2_14257316 | Title: How Presidents Get Things Done
Headings: 13.2
How Presidents Get Things Done
13.2 How Presidents Get Things Done
Learning Objectives
Link
Agenda-Setter for the Political System
Chief Lobbyist in Congress
Legislative Liaison
The Veto
Signing Statements
Presidential Scorecards in Congress
Chief Executive
Appointment Powers
Executive Orders
War Powers
Presidents and the People
Public Approval
Polls
Speechmaker-in-Chief
Video Clip
Content: Political parties are usually in conflict. Interests are diverse. George C. Edwards III, The Strategic President: Persuasion and Opportunity in Presidential Leadership (Princeton, NJ: Princeton University Press, 2009). Yet, as we have explained, presidents face high expectations for action. Adding to these expectations is the soaring rhetoric of their election campaigns. For example, candidate Obama promised to deal with the problems of the economy, unemployment, housing, health care, Iraq, Afghanistan, and much more. As we have also explained, presidents do not invariably or even often have the power to meet these expectations. Consider the economy. | http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s17-02-how-presidents-get-things-done.html |
msmarco_v2.1_doc_00_9317659#3_14258686 | Title: How Presidents Get Things Done
Headings: 13.2
How Presidents Get Things Done
13.2 How Presidents Get Things Done
Learning Objectives
Link
Agenda-Setter for the Political System
Chief Lobbyist in Congress
Legislative Liaison
The Veto
Signing Statements
Presidential Scorecards in Congress
Chief Executive
Appointment Powers
Executive Orders
War Powers
Presidents and the People
Public Approval
Polls
Speechmaker-in-Chief
Video Clip
Content: Yet, as we have explained, presidents face high expectations for action. Adding to these expectations is the soaring rhetoric of their election campaigns. For example, candidate Obama promised to deal with the problems of the economy, unemployment, housing, health care, Iraq, Afghanistan, and much more. As we have also explained, presidents do not invariably or even often have the power to meet these expectations. Consider the economy. Because the government and media report the inflation and unemployment rates and the number of new jobs created (or not created), the public is consistently reminded of these measures when judging the president’s handling of the economy. And certainly the president does claim credit when the economy is doing well. Yet the president has far less control over the economy and these economic indicators than the media convey and many people believe. A president’s opportunities to influence public policies depend in part on the preceding administration and the political circumstances under which the new president takes office. Stephen Skowronek, Presidential Leadership in Political Time (Lawrence: | http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s17-02-how-presidents-get-things-done.html |
msmarco_v2.1_doc_00_9317659#4_14260548 | Title: How Presidents Get Things Done
Headings: 13.2
How Presidents Get Things Done
13.2 How Presidents Get Things Done
Learning Objectives
Link
Agenda-Setter for the Political System
Chief Lobbyist in Congress
Legislative Liaison
The Veto
Signing Statements
Presidential Scorecards in Congress
Chief Executive
Appointment Powers
Executive Orders
War Powers
Presidents and the People
Public Approval
Polls
Speechmaker-in-Chief
Video Clip
Content: Because the government and media report the inflation and unemployment rates and the number of new jobs created (or not created), the public is consistently reminded of these measures when judging the president’s handling of the economy. And certainly the president does claim credit when the economy is doing well. Yet the president has far less control over the economy and these economic indicators than the media convey and many people believe. A president’s opportunities to influence public policies depend in part on the preceding administration and the political circumstances under which the new president takes office. Stephen Skowronek, Presidential Leadership in Political Time (Lawrence: University Press of Kansas, 2008). Presidents often face intractable issues, encounter unpredictable events, have to make complex policy decisions, and are beset by scandals (policy, financial, sexual). Once in office, reality sinks in. Interviewing President Obama on The Daily Show, Jon Stewart wondered whether the president’s campaign slogan of “Yes we can” should be changed to “Yes we can, given certain conditions.” President Obama replied “I think I would say ‘yes we can, but…it’s not going to happen overnight.’” | http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s17-02-how-presidents-get-things-done.html |
msmarco_v2.1_doc_00_9317659#5_14262549 | Title: How Presidents Get Things Done
Headings: 13.2
How Presidents Get Things Done
13.2 How Presidents Get Things Done
Learning Objectives
Link
Agenda-Setter for the Political System
Chief Lobbyist in Congress
Legislative Liaison
The Veto
Signing Statements
Presidential Scorecards in Congress
Chief Executive
Appointment Powers
Executive Orders
War Powers
Presidents and the People
Public Approval
Polls
Speechmaker-in-Chief
Video Clip
Content: University Press of Kansas, 2008). Presidents often face intractable issues, encounter unpredictable events, have to make complex policy decisions, and are beset by scandals (policy, financial, sexual). Once in office, reality sinks in. Interviewing President Obama on The Daily Show, Jon Stewart wondered whether the president’s campaign slogan of “Yes we can” should be changed to “Yes we can, given certain conditions.” President Obama replied “I think I would say ‘yes we can, but…it’s not going to happen overnight.’” Sheryl Gay Stolberg, “Hope and Change as Promised, Just Not Overnight,” New York Times, October 28, 2010, A18. So how do presidents get things done? Presidential powers and prerogatives do offer opportunities for leadership. Link
Between 1940 and 1973, six American presidents from both political parties secretly recorded just less than five thousand hours of their meetings and telephone conversations. Check out http://millercenter.org/academic/presidentialrecordings. | http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s17-02-how-presidents-get-things-done.html |
msmarco_v2.1_doc_00_9317659#6_14264322 | Title: How Presidents Get Things Done
Headings: 13.2
How Presidents Get Things Done
13.2 How Presidents Get Things Done
Learning Objectives
Link
Agenda-Setter for the Political System
Chief Lobbyist in Congress
Legislative Liaison
The Veto
Signing Statements
Presidential Scorecards in Congress
Chief Executive
Appointment Powers
Executive Orders
War Powers
Presidents and the People
Public Approval
Polls
Speechmaker-in-Chief
Video Clip
Content: Sheryl Gay Stolberg, “Hope and Change as Promised, Just Not Overnight,” New York Times, October 28, 2010, A18. So how do presidents get things done? Presidential powers and prerogatives do offer opportunities for leadership. Link
Between 1940 and 1973, six American presidents from both political parties secretly recorded just less than five thousand hours of their meetings and telephone conversations. Check out http://millercenter.org/academic/presidentialrecordings. Presidents indicate what issues should garner most attention and action; they help set the policy agenda. They lobby Congress to pass their programs, often by campaign-like swings around the country. Their position as head of their political party enables them to keep or gain allies (and win reelection). Inside the executive branch, presidents make policies by well-publicized appointments and executive orders. | http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s17-02-how-presidents-get-things-done.html |
msmarco_v2.1_doc_00_9317659#9_14269596 | Title: How Presidents Get Things Done
Headings: 13.2
How Presidents Get Things Done
13.2 How Presidents Get Things Done
Learning Objectives
Link
Agenda-Setter for the Political System
Chief Lobbyist in Congress
Legislative Liaison
The Veto
Signing Statements
Presidential Scorecards in Congress
Chief Executive
Appointment Powers
Executive Orders
War Powers
Presidents and the People
Public Approval
Polls
Speechmaker-in-Chief
Video Clip
Content: Figure 13.3
The president’s constitutional responsibility to inform Congress on “the state of the union” has been elevated into a performance, nationally broadcast on all major networks and before a joint session on Capitol Hill, that summarizes the key items on his policy agenda. Source: Photo courtesy of the Executive Office of the President of the United States (Chuck Kennedy), http://commons.wikimedia.org/wiki/File:Obama_waves_State_of_the_Union_2011.jpg. Congress does not always defer to and sometimes spurns the president’s agenda. Its members serve smaller, more distinct constituencies for different terms. When presidents hail from the same party as the majority of Congress members, they have more influence to ensure that their ideas receive serious attention on Capitol Hill. So presidents work hard to keep or increase the number of members of their party in Congress: raising funds for the party (and their own campaign), campaigning for candidates, and throwing weight (and money) in a primary election behind the strongest or their preferred candidate. Presidential coattails—where members of Congress are carried to victory by the winning presidential candidates—are increasingly short. Most legislators win by larger margins in their district than does the president. | http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s17-02-how-presidents-get-things-done.html |
msmarco_v2.1_doc_00_9317659#12_14275901 | Title: How Presidents Get Things Done
Headings: 13.2
How Presidents Get Things Done
13.2 How Presidents Get Things Done
Learning Objectives
Link
Agenda-Setter for the Political System
Chief Lobbyist in Congress
Legislative Liaison
The Veto
Signing Statements
Presidential Scorecards in Congress
Chief Executive
Appointment Powers
Executive Orders
War Powers
Presidents and the People
Public Approval
Polls
Speechmaker-in-Chief
Video Clip
Content: For presidents, the prospect of both a friendly House and Senate has become the exception. Even when the White House and Congress are controlled by the same party, as with President Obama and the 2009 and 2010 Congress, presidents do not monopolize the legislative agenda. Congressional leaders, especially of the opposing party, push other issues—if only to pressure or embarrass the president. Members of Congress have made campaign promises they want to keep despite the president’s policy preferences. Interest groups with pet projects crowd in. Nonetheless, presidents are better placed than any other individual to influence the legislative process. In particular, their high prominence in the news means that they have a powerful impact on what issues will—and will not—be considered in the political system as a whole. What about the contents of “the president’s agenda”? The president is but one player among many shaping it. The transition from election to inauguration is just over two months (Bush had less time because of the disputed 2000 Florida vote). | http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s17-02-how-presidents-get-things-done.html |
msmarco_v2.1_doc_00_9317659#13_14277717 | Title: How Presidents Get Things Done
Headings: 13.2
How Presidents Get Things Done
13.2 How Presidents Get Things Done
Learning Objectives
Link
Agenda-Setter for the Political System
Chief Lobbyist in Congress
Legislative Liaison
The Veto
Signing Statements
Presidential Scorecards in Congress
Chief Executive
Appointment Powers
Executive Orders
War Powers
Presidents and the People
Public Approval
Polls
Speechmaker-in-Chief
Video Clip
Content: Nonetheless, presidents are better placed than any other individual to influence the legislative process. In particular, their high prominence in the news means that they have a powerful impact on what issues will—and will not—be considered in the political system as a whole. What about the contents of “the president’s agenda”? The president is but one player among many shaping it. The transition from election to inauguration is just over two months (Bush had less time because of the disputed 2000 Florida vote). Presidents are preoccupied first with naming a cabinet and White House staff. To build an agenda, presidents “borrow, steal, co-opt, redraft, rename, and modify any proposal that fits their policy goals.” Paul C. Light, The President’s Agenda: Domestic Policy Choice from Kennedy to Clinton, 3rd ed. ( Baltimore: | http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s17-02-how-presidents-get-things-done.html |
msmarco_v2.1_doc_00_9317659#16_14282238 | Title: How Presidents Get Things Done
Headings: 13.2
How Presidents Get Things Done
13.2 How Presidents Get Things Done
Learning Objectives
Link
Agenda-Setter for the Political System
Chief Lobbyist in Congress
Legislative Liaison
The Veto
Signing Statements
Presidential Scorecards in Congress
Chief Executive
Appointment Powers
Executive Orders
War Powers
Presidents and the People
Public Approval
Polls
Speechmaker-in-Chief
Video Clip
Content: Andrew Rudalevige, Managing the President’s Program: Presidential Leadership and Legislative Policy Formulation (Princeton, NJ: Princeton University Press, 2002). Crises and unexpected events affect presidents’ agenda choices. Issues pursue presidents, especially through questions and stories of White House reporters, as much as presidents pursue issues. A hugely destructive hurricane on the Gulf Coast propels issues of emergency management, poverty, and reconstruction onto the policy agenda whether a president wants them there or not. Finally, many agenda items cannot be avoided. Presidents are charged by Congress with proposing an annual budget. Raw budget numbers represent serious policy choices. And there are ever more agenda items that never seem to get solved (e.g., energy, among many others). | http://2012books.lardbucket.org/books/21st-century-american-government-and-politics/s17-02-how-presidents-get-things-done.html |
msmarco_v2.1_doc_00_13334654#1_18336661 | Title: Middle America
Headings: Chapter 5
Middle America
Chapter 5 Middle America
Identifying the Boundaries
5.1 Introducing the Realm
Physical Geography
Rimland and Mainland
The European Invasion
The Maya and the Aztec
Spanish Conquest of 1519–21
The Spanish Colonial City
Key Takeaways
Discussion and Study Questions
Geography Exercise
5.2 Mexico
Physical Characteristics
The Core versus the Periphery
Mexican Social Order
NAFTA and Maquiladoras
Chiapas and NAFTA
Illegal Drug Trafficking in Mexico
Key Takeaways
Discussion and Study Questions
Geography Exercise
5.3 Central America
Physical Environment
Altitudinal Zonation
Tierra Caliente ( Hot Land ): Sea Level to 2,500 Feet
Tierra Templada ( Temperate Land ): 2,501 to 6,000 Feet
Tierra Fria ( Cold Land ): 6,001 to 12,000 Feet
Tierra Helada ( Frozen Land ): 12,001 to 15,000 Feet
Tierra Nevada ( Snowy Land ): Above 15,000 Feet
European Colonialism
People and Population
CAFTA and Neocolonialism
The Republics: Diverse Political Geography
Guatemala
El Salvador
Nicaragua
Honduras
Costa Rica
Belize
Panama and the Panama Canal
Key Takeaways
Discussion and Study Questions
Geography Exercise
5.4 The Caribbean
European Colonialism in the Caribbean
The Greater Antilles
Cuba: A Rimland Experience
The Cuban Revolution
The US Embargo Era
A Post-Castro Cuba
The Commonwealth of Puerto Rico
Hispaniola: The Dominican Republic and Haiti
Jamaica
Tourism and Economic Activity in the Rimland
Offshore Banking
Caribbean Music
Key Takeaways
Discussion and Study Questions
Geography Exercise
5.5 Tropical Cyclones (Hurricanes)
Hurricane Dynamics
Key Takeaways
Discussion and Study Questions
5.6 End-of-Chapter Material
Chapter Summary
Content: The smaller islands, extending all the way to South America, make up the Lesser Antilles. The island that is farthest south is Trinidad, just off the coast of Venezuela. The Bahamas, the closest islands to the US mainland, are located in the Atlantic Ocean but are associated with the Caribbean region. The Caribbean region is surrounded by bodies of salt water: the Caribbean Sea in the center, the Gulf of Mexico to the west, and the North Atlantic to the east. Central America refers to the seven states south of Mexico: Belize, Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, and Panama. Panama borders the South American country of Colombia. During the colonial era, Panama was included in the part of South America controlled by the Spanish. The Pacific Ocean borders Central America to the west, and the Caribbean Sea borders these countries to the east. | http://2012books.lardbucket.org/books/regional-geography-of-the-world-globalization-people-and-places/s08-middle-america.html |
msmarco_v2.1_doc_00_13334654#2_18339539 | Title: Middle America
Headings: Chapter 5
Middle America
Chapter 5 Middle America
Identifying the Boundaries
5.1 Introducing the Realm
Physical Geography
Rimland and Mainland
The European Invasion
The Maya and the Aztec
Spanish Conquest of 1519–21
The Spanish Colonial City
Key Takeaways
Discussion and Study Questions
Geography Exercise
5.2 Mexico
Physical Characteristics
The Core versus the Periphery
Mexican Social Order
NAFTA and Maquiladoras
Chiapas and NAFTA
Illegal Drug Trafficking in Mexico
Key Takeaways
Discussion and Study Questions
Geography Exercise
5.3 Central America
Physical Environment
Altitudinal Zonation
Tierra Caliente ( Hot Land ): Sea Level to 2,500 Feet
Tierra Templada ( Temperate Land ): 2,501 to 6,000 Feet
Tierra Fria ( Cold Land ): 6,001 to 12,000 Feet
Tierra Helada ( Frozen Land ): 12,001 to 15,000 Feet
Tierra Nevada ( Snowy Land ): Above 15,000 Feet
European Colonialism
People and Population
CAFTA and Neocolonialism
The Republics: Diverse Political Geography
Guatemala
El Salvador
Nicaragua
Honduras
Costa Rica
Belize
Panama and the Panama Canal
Key Takeaways
Discussion and Study Questions
Geography Exercise
5.4 The Caribbean
European Colonialism in the Caribbean
The Greater Antilles
Cuba: A Rimland Experience
The Cuban Revolution
The US Embargo Era
A Post-Castro Cuba
The Commonwealth of Puerto Rico
Hispaniola: The Dominican Republic and Haiti
Jamaica
Tourism and Economic Activity in the Rimland
Offshore Banking
Caribbean Music
Key Takeaways
Discussion and Study Questions
Geography Exercise
5.5 Tropical Cyclones (Hurricanes)
Hurricane Dynamics
Key Takeaways
Discussion and Study Questions
5.6 End-of-Chapter Material
Chapter Summary
Content: Central America refers to the seven states south of Mexico: Belize, Guatemala, Honduras, El Salvador, Nicaragua, Costa Rica, and Panama. Panama borders the South American country of Colombia. During the colonial era, Panama was included in the part of South America controlled by the Spanish. The Pacific Ocean borders Central America to the west, and the Caribbean Sea borders these countries to the east. While most of the republics have both a Caribbean and a Pacific coastline, Belize has only a Caribbean coast, and El Salvador has only a Pacific coast. Figure 5.1 Middle America: Caribbean, Mexico, and Central America
Central America includes the countries south of Mexico through Panama. Source: Map courtesy of University of Texas Libraries, http://www.lib.utexas.edu/maps/americas/middleamerica.jpg. | http://2012books.lardbucket.org/books/regional-geography-of-the-world-globalization-people-and-places/s08-middle-america.html |
msmarco_v2.1_doc_00_13334654#3_18342358 | Title: Middle America
Headings: Chapter 5
Middle America
Chapter 5 Middle America
Identifying the Boundaries
5.1 Introducing the Realm
Physical Geography
Rimland and Mainland
The European Invasion
The Maya and the Aztec
Spanish Conquest of 1519–21
The Spanish Colonial City
Key Takeaways
Discussion and Study Questions
Geography Exercise
5.2 Mexico
Physical Characteristics
The Core versus the Periphery
Mexican Social Order
NAFTA and Maquiladoras
Chiapas and NAFTA
Illegal Drug Trafficking in Mexico
Key Takeaways
Discussion and Study Questions
Geography Exercise
5.3 Central America
Physical Environment
Altitudinal Zonation
Tierra Caliente ( Hot Land ): Sea Level to 2,500 Feet
Tierra Templada ( Temperate Land ): 2,501 to 6,000 Feet
Tierra Fria ( Cold Land ): 6,001 to 12,000 Feet
Tierra Helada ( Frozen Land ): 12,001 to 15,000 Feet
Tierra Nevada ( Snowy Land ): Above 15,000 Feet
European Colonialism
People and Population
CAFTA and Neocolonialism
The Republics: Diverse Political Geography
Guatemala
El Salvador
Nicaragua
Honduras
Costa Rica
Belize
Panama and the Panama Canal
Key Takeaways
Discussion and Study Questions
Geography Exercise
5.4 The Caribbean
European Colonialism in the Caribbean
The Greater Antilles
Cuba: A Rimland Experience
The Cuban Revolution
The US Embargo Era
A Post-Castro Cuba
The Commonwealth of Puerto Rico
Hispaniola: The Dominican Republic and Haiti
Jamaica
Tourism and Economic Activity in the Rimland
Offshore Banking
Caribbean Music
Key Takeaways
Discussion and Study Questions
Geography Exercise
5.5 Tropical Cyclones (Hurricanes)
Hurricane Dynamics
Key Takeaways
Discussion and Study Questions
5.6 End-of-Chapter Material
Chapter Summary
Content: While most of the republics have both a Caribbean and a Pacific coastline, Belize has only a Caribbean coast, and El Salvador has only a Pacific coast. Figure 5.1 Middle America: Caribbean, Mexico, and Central America
Central America includes the countries south of Mexico through Panama. Source: Map courtesy of University of Texas Libraries, http://www.lib.utexas.edu/maps/americas/middleamerica.jpg. Mexico, the largest country in Middle America, is often studied separately from the Caribbean or Central America. Mexico has an extensive land border with the United States, its neighbor to the north. The Baja Peninsula, the first of Mexico’s two noted peninsulas, borders California and the Pacific Ocean and extends southward from California for 775 miles. The Baja region is mainly a sparsely populated desert area. The Yucatán Peninsula borders Guatemala and Belize and extends north into the Gulf of Mexico. | http://2012books.lardbucket.org/books/regional-geography-of-the-world-globalization-people-and-places/s08-middle-america.html |
msmarco_v2.1_doc_00_14072693#0_18618670 | Title: Conducting Research in Social Psychology
Headings: 1.3
Conducting Research in Social Psychology
1.3 Conducting Research in Social Psychology
Learning Objectives
The Importance of Scientific Research
Measuring Affect, Behavior, and Cognition
Social Neuroscience: Measuring Social Responses in the Brain
Observational Research
The Research Hypothesis
Correlational Research
Experimental Research
Factorial Research Designs
Deception in Social Psychology Experiments
Interpreting Research
Key Takeaways
Exercises and Critical Thinking
Content: Conducting Research in Social Psychology
1.3 Conducting Research in Social Psychology
Learning Objectives
Explain why social psychologists rely on empirical methods to study social behavior. Provide examples of how social psychologists measure the variables they are interested in. Review the three types of research designs, and evaluate the strengths and limitations of each type. Consider the role of validity in research, and describe how research programs should be evaluated. Social psychologists are not the only people interested in understanding and predicting social behavior or the only people who study it. Social behavior is also considered by religious leaders, philosophers, politicians, novelists, and others, and it is a common topic on TV shows. But the social psychological approach to understanding social behavior goes beyond the mere observation of human actions. Social psychologists believe that a true understanding of the causes of social behavior can only be obtained through a systematic scientific approach, and that is why they conduct scientific research. Social psychologists believe that the study of social behavior should be empirical
Based on the collection and systematic analysis of observable data. —that is, based on the collection and systematic analysis of observable data. | http://2012books.lardbucket.org/books/social-psychology-principles/s04-03-conducting-research-in-social-.html |
msmarco_v2.1_doc_00_14072693#1_18620785 | Title: Conducting Research in Social Psychology
Headings: 1.3
Conducting Research in Social Psychology
1.3 Conducting Research in Social Psychology
Learning Objectives
The Importance of Scientific Research
Measuring Affect, Behavior, and Cognition
Social Neuroscience: Measuring Social Responses in the Brain
Observational Research
The Research Hypothesis
Correlational Research
Experimental Research
Factorial Research Designs
Deception in Social Psychology Experiments
Interpreting Research
Key Takeaways
Exercises and Critical Thinking
Content: Social behavior is also considered by religious leaders, philosophers, politicians, novelists, and others, and it is a common topic on TV shows. But the social psychological approach to understanding social behavior goes beyond the mere observation of human actions. Social psychologists believe that a true understanding of the causes of social behavior can only be obtained through a systematic scientific approach, and that is why they conduct scientific research. Social psychologists believe that the study of social behavior should be empirical
Based on the collection and systematic analysis of observable data. —that is, based on the collection and systematic analysis of observable data. The Importance of Scientific Research
Because social psychology concerns the relationships among people, and because we can frequently find answers to questions about human behavior by using our own common sense or intuition, many people think that it is not necessary to study it empirically (Lilienfeld, 2011). Lilienfeld, S. O. (2011, June 13). Public skepticism of psychology: Why many people perceive the study of human behavior as unscientific. American Psychologist. | http://2012books.lardbucket.org/books/social-psychology-principles/s04-03-conducting-research-in-social-.html |
msmarco_v2.1_doc_00_14072693#2_18622755 | Title: Conducting Research in Social Psychology
Headings: 1.3
Conducting Research in Social Psychology
1.3 Conducting Research in Social Psychology
Learning Objectives
The Importance of Scientific Research
Measuring Affect, Behavior, and Cognition
Social Neuroscience: Measuring Social Responses in the Brain
Observational Research
The Research Hypothesis
Correlational Research
Experimental Research
Factorial Research Designs
Deception in Social Psychology Experiments
Interpreting Research
Key Takeaways
Exercises and Critical Thinking
Content: The Importance of Scientific Research
Because social psychology concerns the relationships among people, and because we can frequently find answers to questions about human behavior by using our own common sense or intuition, many people think that it is not necessary to study it empirically (Lilienfeld, 2011). Lilienfeld, S. O. (2011, June 13). Public skepticism of psychology: Why many people perceive the study of human behavior as unscientific. American Psychologist. doi: 10.1037/a0023963 But although we do learn about people by observing others and therefore social psychology is in fact partly common sense, social psychology is not entirely common sense. In case you are not convinced about this, perhaps you would be willing to test whether or not social psychology is just common sense by taking a short true-or-false quiz. If so, please have a look at Table 1.1 "Is Social Psychology Just Common Sense?" and respond with either “True” or “False.” | http://2012books.lardbucket.org/books/social-psychology-principles/s04-03-conducting-research-in-social-.html |
msmarco_v2.1_doc_00_14072693#3_18624532 | Title: Conducting Research in Social Psychology
Headings: 1.3
Conducting Research in Social Psychology
1.3 Conducting Research in Social Psychology
Learning Objectives
The Importance of Scientific Research
Measuring Affect, Behavior, and Cognition
Social Neuroscience: Measuring Social Responses in the Brain
Observational Research
The Research Hypothesis
Correlational Research
Experimental Research
Factorial Research Designs
Deception in Social Psychology Experiments
Interpreting Research
Key Takeaways
Exercises and Critical Thinking
Content: doi: 10.1037/a0023963 But although we do learn about people by observing others and therefore social psychology is in fact partly common sense, social psychology is not entirely common sense. In case you are not convinced about this, perhaps you would be willing to test whether or not social psychology is just common sense by taking a short true-or-false quiz. If so, please have a look at Table 1.1 "Is Social Psychology Just Common Sense?" and respond with either “True” or “False.” Based on your past observations of people’s behavior, along with your own common sense, you will likely have answers to each of the questions on the quiz. But how sure are you? Would you be willing to bet that all, or even most, of your answers have been shown to be correct by scientific research? Would you be willing to accept your score on this quiz for your final grade in this class? If you are like most of the students in my classes, you will get at least some of these answers wrong. ( | http://2012books.lardbucket.org/books/social-psychology-principles/s04-03-conducting-research-in-social-.html |
msmarco_v2.1_doc_00_16674431#1_21598011 | Title: 20th Century History / Womens Rights
Headings: Womens Rights
View
Womens Rights
American Women's Rights in the 20th Century
The 60's and the 70's
The 80's and the 90's
Footnotes
Content: Log in! Womens Rights
Page history last edited by PBworks 12 years, 10 months ago
American Women's Rights in the 20th Century
1900-1909
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In the 1900s suffragettes developed a new strategy. They began trying to get young women who were just out of college to join their cause. Ma ny of these new women had faced discrimination to be able to attend college and were familiar with it. Most of them were not married yet so they had more time that they could use on the suffrage movement than some of the older women who had to take care of their kids. [
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In the Fall of 1909 the workers from the Triangle Shirtwaist Factory (mostly immigrant women) went on strike. They went on strike because they had to work 7 days a week, 7 am to 8 pm. [
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The workers were payed only about $6 to $7 per week. The workers were allowed one half-hour lunch break. They were locked inside the factory so that they would not take more breaks or steal the materials. | http://20thcenturysouthjrhigh.pbworks.com/w/page/824137/Womens%20Rights |
msmarco_v2.1_doc_00_16674431#16_21617835 | Title: 20th Century History / Womens Rights
Headings: Womens Rights
View
Womens Rights
American Women's Rights in the 20th Century
The 60's and the 70's
The 80's and the 90's
Footnotes
Content: The 30's
In the 30's the Ninety-Nines undertook projects such as putting up landmarks for pilots to navigate by. These landmarks were taken down during World War II. This was the first project that was thought up by women, planned by women and directed entirely by women. The Ninety-Nines continued on to work in the army during World War II and
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it still exists today. The 40's
In 1941 the United States joined World War II. Since so many men were being sent overseas to fight as soldiers and because so many jobs were open, people were needed to fill these jobs. Many of these people were women. Besides filling men's jobs in factories, almost 300,000 women worked in the navy and army as nurses, typists and secretaries. A symbol of working women was Rosie the Riveter, a character from a song that soon came to represent working women, especially women in physical labor jobs. From 1940 to 1944 the number of working women rose 57%. | http://20thcenturysouthjrhigh.pbworks.com/w/page/824137/Womens%20Rights |
msmarco_v2.1_doc_00_20399098#1_28222968 | Title: THE CHICANO MOVEMENT - Home
Headings: What was the Chicano Movement?
Dates of Height: 1960-1985
What was the Chicano Movement?
Methods used in the Movement:
Strikes:
Student Walkouts:
Groups and Organizations:
Content: Mexican Americans faced racism, discrimination, and segregation throughout most of the mid 1900's. They were forced to use segregated public facilities, and were denied the right to vote. Children attended poor schools where they faced racism and bullying. Many Mexican Americans joined the Chicano Movement to achieve legal and social equality (voting rights and equal treatment for farmers and students). Not only did they fight for civil rights, but they also expressed their unique culture and traditions. They aimed to build stronger feelings of dignity and pride for themselves. Methods used in the Movement: Strikes: Many farm workers decided to strike against their own farm owners. The workers hated how they were treated unequally, and forced to live under harsh conditions (such as the cold, not having proper shelter, or not receiving enough food. | http://2chicano.weebly.com/ |
msmarco_v2.1_doc_00_22423085#11_32096709 | Title: Homework 1: Was Imperialism good or bad for Africa?
Headings: Homework 1: Was Imperialism good or bad for Africa?
Homework 1: Was Imperialism good or bad for Africa?
Content: It wasn’t fair for the Europeans to treat the Africans like the way they did. They should make a compromise to work together, share and create one big area so they both can be happy. Imperialism was bad for Africa and the Africans did struggle with it and the Europeans. They fought and the Africans eventually lost. They were treated bad and completely different then the Europeans. The Africans still manages towards the end. [email protected] said Dec 20, 2011 21:02:01
Hey guys its sergio, I think imperialism was somewhat good for africa but also bad because even though the africans learned new languages and got to dress more appropiatly they had to suffer because they where made slaves and also had to do jobs for white people. They lost there land and there own belives because the white people made them belive in christianity instead of allah or who ever else they belived in. Black had to do what ever the Europeans told them to do and if they didn't do what they say they would get punished. Blacks where made to go get elephant tusks so they could then later use it for jewelry. | http://3720767.weebly.talkiforum.com/20111216/homework-1-was-imperialism-good-or-bad-for-af-1105015/ |
msmarco_v2.1_doc_00_25306012#4_37257276 | Title:
Headings:
Content: You might read the title, subtitles, subheading,
and illustrations. Consider reading the first
sentence of each paragraph. This technique is
useful when you're seeking specific information
rather than reading for comprehension. Skimming
works well to find dates, names, and places. It
might be used to review graphs, tables, and
charts. Scanningis a technique you often use
when looking up a word in the telephone book or
dictionary. You search for key words or ideas. In
most cases, you know what you're looking for, so
you're concentrating on finding a particular
answer. Scanning involves moving your eyes quickly
down the page seeking specific words and phrases. Scanning is also used when you first find a
resource to determine whether it will answer your
questions. | http://42explore.com/skim.htm |
msmarco_v2.1_doc_00_26519404#3_39503524 | Title: Old Immigration - Let's Learn About Immigration
Headings: Let's Learn About Immigration
Old Immigration
Back to Top
Content: People who escaped from persecution were considered refugees. Most of the time, people immigrated to the United States in order to find better opportunities and make a better life for themselves and their families. Most settled in large cities like New York City and Boston and found work in factories and other low paying jobs. In the late 1800's, there also was a large number of immigrants from China. They settled on the West Coast of the United States and most worked as laborers. Below is an artist's depiction of Chinese immigrants in San Francisco. Some Americans did not like the immigrants. Most of the immigrants were not Protestant, the main religion in the United States at the time. The Americans thought that the immigrants were taking jobs away from "real Americans". These people were called nativists. | http://4thgradeimmigration.weebly.com/old-immigration.html |
msmarco_v2.1_doc_00_26519404#4_39504656 | Title: Old Immigration - Let's Learn About Immigration
Headings: Let's Learn About Immigration
Old Immigration
Back to Top
Content: Below is an artist's depiction of Chinese immigrants in San Francisco. Some Americans did not like the immigrants. Most of the immigrants were not Protestant, the main religion in the United States at the time. The Americans thought that the immigrants were taking jobs away from "real Americans". These people were called nativists. Back to Top | http://4thgradeimmigration.weebly.com/old-immigration.html |
msmarco_v2.1_doc_00_29834550#10_44269909 | Title: Ways Teachers Can Communicate Expectations to Students
Headings: 10 Ways Teachers Can Communicate Expectations to Students
10 Ways Teachers Can Communicate Expectations to Students
Post Expectations Around the Room
Have Students Sign an "Achievement Contract"
Get to Know Your Students
Be in Charge
But Give Them Space to Learn
Be Clear in Your Directions
Create a Written Dialogue
Have a Positive Attitude
Support Your Students
Allow Revisions
Watch Now: Helpful Classroom Rules
Content: "How did you figure that out?" "That looks like it took a lot of effort." "How many ways did you try it before it turned out the way you wanted it?" "What do you plan to do next?" Developing a growth mindset with students creates a love of learning and resilience. Your language must support students and help them believe that they can and will learn. 09
of 10
Support Your Students
Be a cheerleader for your students, letting them know as often as possible that you know they can succeed. Use positive reinforcement whenever you can by appealing to their interests. Learn what they like to do outside of school and give them a chance to share these interests. Let them know that you believe in them and their abilities. | http://712educators.about.com/od/motivation/tp/10-Ways-Teachers-Can-Communicate-Expectations-To-Students.htm |
msmarco_v2.1_doc_00_30050744#1_44759461 | Title: Make your Nails grow faster and strong
Headings: Make Your Nails Grow Faster and Strong
Make Your Nails Grow Faster and Strong
Here is a list of essential health tips for nails:
More for you
Homemade Treatments for Damaged Hair
Beauty Tips using Vaseline
Content: You can also take protein shakes or vitamin D supplements. Garlic is effective to make your nails grow fast. Apply garlic paste to your nails twice a week or simply cut a garlic clove in half and rub it on your nails. Its juices will be absorbed by your nail. Washing dishes can make your nails weak. Detergents can be harsh for your nails and affect its growth. To protect your fingers from harmful chemicals, always wear gloves. Trim your nails regularly to get rid of any weak parts and apply petroleum jelly before going to bed. Do not use nail polishes of ordinary brands, go for good brands and use nutrient filled polishes. Dry and dull nails are prone to breakage. | http://7beautytips.com/make-your-nails-grow-faster-and-strong-7-tips/ |
msmarco_v2.1_doc_00_34798824#17_55470855 | Title: Mole Animal Facts | Talpidae | AZ Animals
Headings: Mole
Mole
Last updated: February 15, 2021
Primarily hunts and feeds on Earthworms!
Mole Scientific Classification
Mole Conservation Status
Mole Locations
Mole Facts
Favorite Food
Type
Slogan
Mole Physical Characteristics
Colour
Mole Images
View all of the Mole images!
An Incredible Animal: 4 Mole Facts
Mole Scientific Name
Mole: The Animal’s Appearance and Behavior
Mole: The Animal’s Habitat
Mole Diet: What does the Animal Eat?
Mole Predators and Threats
Mole: The Animal’s Reproduction, Babies, and Lifespan
Mole Population
Mole FAQs (Frequently Asked Questions)
What is a mole?
Are moles blind?
Are moles dangerous?
Where do moles live?
What do moles eat?
What Kingdom do Moles belong to?
What phylum do Moles belong to?
What class do Moles belong to?
What family do Moles belong to?
What order do Moles belong to?
What type of covering do Moles have?
What are some predators of Moles?
How many babies do Moles have?
What is an interesting fact about Moles?
What is the scientific name for the Mole?
What is the lifespan of a Mole?
What is the lifespan of a Mole?
How fast is a Mole?
Latest Product Reviews
Latest Animal Blogs
Most Recently Updated Animals
The 5 Best Puppy Training Crates: Reviewed for 2021
The Top 10 Happiest Dogs in the World
Content: Given its massive range, this species is a very diverse family with lots of different physical characteristics, habitats, and survival strategies. Mole Diet: What does the Animal Eat? The mole’s favorite food is earthworm, insects, and other small invertebrate. This is supplemented with seeds, roots, tubers, fungi, and small mammals. Some species have specialized diet requirements. In the case of some amphibious moles, they will also eat fish and amphibians. The mole has a special toxin in its saliva that immobilizes prey so it can store and consume the meat at a later time. The creature can consume its entire body weight in food every single day to support its energy-intensive digging habits. Mole Predators and Threats
The small and defenseless moles are often preyed upon by foxes, coyotes, weasels, snakes, hawks, and owls. | http://a-z-animals.com/animals/mole/ |
msmarco_v2.1_doc_00_34798824#18_55473236 | Title: Mole Animal Facts | Talpidae | AZ Animals
Headings: Mole
Mole
Last updated: February 15, 2021
Primarily hunts and feeds on Earthworms!
Mole Scientific Classification
Mole Conservation Status
Mole Locations
Mole Facts
Favorite Food
Type
Slogan
Mole Physical Characteristics
Colour
Mole Images
View all of the Mole images!
An Incredible Animal: 4 Mole Facts
Mole Scientific Name
Mole: The Animal’s Appearance and Behavior
Mole: The Animal’s Habitat
Mole Diet: What does the Animal Eat?
Mole Predators and Threats
Mole: The Animal’s Reproduction, Babies, and Lifespan
Mole Population
Mole FAQs (Frequently Asked Questions)
What is a mole?
Are moles blind?
Are moles dangerous?
Where do moles live?
What do moles eat?
What Kingdom do Moles belong to?
What phylum do Moles belong to?
What class do Moles belong to?
What family do Moles belong to?
What order do Moles belong to?
What type of covering do Moles have?
What are some predators of Moles?
How many babies do Moles have?
What is an interesting fact about Moles?
What is the scientific name for the Mole?
What is the lifespan of a Mole?
What is the lifespan of a Mole?
How fast is a Mole?
Latest Product Reviews
Latest Animal Blogs
Most Recently Updated Animals
The 5 Best Puppy Training Crates: Reviewed for 2021
The Top 10 Happiest Dogs in the World
Content: Some species have specialized diet requirements. In the case of some amphibious moles, they will also eat fish and amphibians. The mole has a special toxin in its saliva that immobilizes prey so it can store and consume the meat at a later time. The creature can consume its entire body weight in food every single day to support its energy-intensive digging habits. Mole Predators and Threats
The small and defenseless moles are often preyed upon by foxes, coyotes, weasels, snakes, hawks, and owls. Because the moles are so vulnerable above ground, the burrow provides a natural defense against most predators. However, this may not save the mole from predators with a very good ability for digging. Habitat loss isn’t too much of a problem for this group. Because moles prefer agriculture and gardens, they have adapted very well to human habitats. However, this also singles them out as annoying pests that can disrupt or ruin crops, even as they sometimes consume other insects and pests as well. | http://a-z-animals.com/animals/mole/ |
msmarco_v2.1_doc_00_36878948#1_60761923 | Title: AQA Psychology A Unit 3: Discuss cultural influences on gender role. (8 marks + 16 marks)
Headings: AQA Psychology A Unit 3
AQA Psychology A Unit 3
Discuss cultural influences on gender role. (8 marks + 16 marks)
Content: One aspect of gender role that appears to be universal is the division of labour. In most cultures, men hunt and otherwise provide resources while women look after children & prepare food. Munroe & Munroe found in a cross-cultural study that every society has some division of labour between genders. This universality suggests that gender roles are biological rather than cultural. A second aspect of gender roles is differences in aggressiveness. Mead found that in all three cultures she studies in Papua New Guinea, men were more aggressive than women. However, women were still more aggressive in some cultures than in others. This suggests that there is a degree of cultural relativism in gender roles: aggression in men is innate and universal but the degree to which aggression is expressed is relative to each culture. Sex stereotypes that each culture has affect gender roles. | http://a2psychologyunit3.blogspot.com/2013/05/discuss-cultural-influences-on-gender.html |
msmarco_v2.1_doc_00_36878948#2_60763259 | Title: AQA Psychology A Unit 3: Discuss cultural influences on gender role. (8 marks + 16 marks)
Headings: AQA Psychology A Unit 3
AQA Psychology A Unit 3
Discuss cultural influences on gender role. (8 marks + 16 marks)
Content: Mead found that in all three cultures she studies in Papua New Guinea, men were more aggressive than women. However, women were still more aggressive in some cultures than in others. This suggests that there is a degree of cultural relativism in gender roles: aggression in men is innate and universal but the degree to which aggression is expressed is relative to each culture. Sex stereotypes that each culture has affect gender roles. Williams & Best studied gender stereotypes in 30 countries in a study involving 2,800 students as participants. They were given 300 adjectives and asked to decide whether each one was more associated with men or women. In all countries, men were seen as more dominant, aggressive and autonomous, while women were more nurturing, deferent and interested in affiliation. This also suggests that gender roles are biological rather than cultural. Conformity is also related to culture, as there is a general consensus across cultures that women are more conformist than men. | http://a2psychologyunit3.blogspot.com/2013/05/discuss-cultural-influences-on-gender.html |
msmarco_v2.1_doc_00_36878948#3_60764719 | Title: AQA Psychology A Unit 3: Discuss cultural influences on gender role. (8 marks + 16 marks)
Headings: AQA Psychology A Unit 3
AQA Psychology A Unit 3
Discuss cultural influences on gender role. (8 marks + 16 marks)
Content: Williams & Best studied gender stereotypes in 30 countries in a study involving 2,800 students as participants. They were given 300 adjectives and asked to decide whether each one was more associated with men or women. In all countries, men were seen as more dominant, aggressive and autonomous, while women were more nurturing, deferent and interested in affiliation. This also suggests that gender roles are biological rather than cultural. Conformity is also related to culture, as there is a general consensus across cultures that women are more conformist than men. However, this difference varies across cultures: Berry et al. reported that differences in conformity between men and women are highest in tight, sedentary societies. This shows a cultural influence on gender role. There is an alternative explanation for this finding that division of labour is largely universal: | http://a2psychologyunit3.blogspot.com/2013/05/discuss-cultural-influences-on-gender.html |
msmarco_v2.1_doc_00_36878948#4_60766054 | Title: AQA Psychology A Unit 3: Discuss cultural influences on gender role. (8 marks + 16 marks)
Headings: AQA Psychology A Unit 3
AQA Psychology A Unit 3
Discuss cultural influences on gender role. (8 marks + 16 marks)
Content: However, this difference varies across cultures: Berry et al. reported that differences in conformity between men and women are highest in tight, sedentary societies. This shows a cultural influence on gender role. There is an alternative explanation for this finding that division of labour is largely universal: this division may be an indirect outcome of biological differences rather than a direct outcome. Eagly and Wood’s biosocial theory suggests that physical differences (e.g. women bearing children and men generally being physically stronger) lead to social role differences which in turn create psychological differences. This suggests that social and cultural factors explain role division. Eagly and Wood supported this view by analysing Buss’ data on sex differences in mate preferences (he found that men seek physical attractiveness while women seek resources). Eagly and Wood found that in cultures where women had a higher status, sex differences in mating preferences were less pronounced. | http://a2psychologyunit3.blogspot.com/2013/05/discuss-cultural-influences-on-gender.html |
msmarco_v2.1_doc_00_37946179#4_62700838 | Title:
Headings: Things To Know About a Mole's Biology, Diet, Life Cycle
Things To Know About a Mole's Biology, Diet, Life Cycle
Content: The large, curved claws on the toes of their front feet are adapted for burrowing and they can dig underground tunnels as long as 18 cm in just one hour. Behavior
Moles are solitary creatures from the day they leave their mothers, only coming together at mating periods. Each mole has a defined territory and their occasional meetings are usually marked with fierce rivalry. They are busy mammals as they spend most of their time finding and storing foods; an activity that gets intensified during the raining periods. Moles do not hibernate, but are active all through the year. Diet
Moles are mostly insectivorous in nature. They typically feed on ants, worms, centipedes, slugs, insects and other organisms found in the soil like snails. The only species that eats small fishes and crustaceans is the star nosed mole, which lives inside ponds and near streams. Large moles are also known for eating mice sometimes. | http://aaanimalcontrol.com/Professional-Trapper/moleabout.html |
msmarco_v2.1_doc_00_37946179#5_62702077 | Title:
Headings: Things To Know About a Mole's Biology, Diet, Life Cycle
Things To Know About a Mole's Biology, Diet, Life Cycle
Content: Moles do not hibernate, but are active all through the year. Diet
Moles are mostly insectivorous in nature. They typically feed on ants, worms, centipedes, slugs, insects and other organisms found in the soil like snails. The only species that eats small fishes and crustaceans is the star nosed mole, which lives inside ponds and near streams. Large moles are also known for eating mice sometimes. Moles use their snout - a protruded portion of the head region that contains nose and mouth, to find food and retrieve it from under the ground. They use a poison found in their saliva to paralyze the insect before storing it in their underground homes. Moles have a great appetite and eat at regular intervals all through the day. They are believed to eat between 70 to 100% of their body weight each day and eat a total of over 50 pounds of worms each year. Life cycle
The mating season of moles is from February to April each year. | http://aaanimalcontrol.com/Professional-Trapper/moleabout.html |
msmarco_v2.1_doc_00_48147412#2_84308570 | Title: The Men of Taylor Swift - ABC News
Headings: The Men of Taylor Swift
The Men of Taylor Swift
RELATED: 5 Things to Know About One Direction
Content: You have to forget about what everyone else thinks. It has to be an us-against-the-world mentality. You have to make it work by prioritizing it, and by falling in love really fast, without thinking too hard. If I think too hard about a relationship I'll talk myself out of it. ... I have rules for a lot of areas of my life. Love is not going to be one of them," she told the magazine for an interview in the November issue. That may explain the men she's attracted, from John Mayer, 13 years her senior, to Conor Kennedy, four years her junior. "I just try to let love surprise me because you never know who you're going to fall in love with. You never know who's going to come into your life -- and for me, when I picture the person I want to end up with, I don't think about what their career is, or what they look like. I picture the feeling I get when I'm with them," she told the June InStyle. | http://abcnews.go.com/Entertainment/taylor-swifts-men/story?id=17870252 |
msmarco_v2.1_doc_00_48147412#3_84309820 | Title: The Men of Taylor Swift - ABC News
Headings: The Men of Taylor Swift
The Men of Taylor Swift
RELATED: 5 Things to Know About One Direction
Content: Love is not going to be one of them," she told the magazine for an interview in the November issue. That may explain the men she's attracted, from John Mayer, 13 years her senior, to Conor Kennedy, four years her junior. "I just try to let love surprise me because you never know who you're going to fall in love with. You never know who's going to come into your life -- and for me, when I picture the person I want to end up with, I don't think about what their career is, or what they look like. I picture the feeling I get when I'm with them," she told the June InStyle. Be warned, Styles: Swift's breakups often become fodder for her music. Click through to see a list of Taylor Swift's men. quicklist: title: | http://abcnews.go.com/Entertainment/taylor-swifts-men/story?id=17870252 |
msmarco_v2.1_doc_00_48147412#9_84316719 | Title: The Men of Taylor Swift - ABC News
Headings: The Men of Taylor Swift
The Men of Taylor Swift
RELATED: 5 Things to Know About One Direction
Content: title: Taylor Lautnertext: Swift dated her "Valentine's Day" movie co-star Taylor Lautner from October to December 2009. They split soon after his 19th birthday party because, according to an Us Weekly source, "he liked her more than she liked him." But Swift seemed to be expressing some regrets in her song, "Back to December," in which she sings, "I miss your tan skin, your sweet smile" and "It turns out freedom ain't nothing but missing you," and "Wishing I'd realized what I had when you were mine. "media: 17868713
quicklist: title: John Mayertext: Their 13-year age difference did not stop Swift and John Mayer from briefly dating in 2009. | http://abcnews.go.com/Entertainment/taylor-swifts-men/story?id=17870252 |
msmarco_v2.1_doc_00_49873800#6_88644229 | Title: Potty Training Best Between Ages 2 and 3 - ABC News
Headings: Potty Training Best Between Ages 2 and 3
Potty Training Best Between Ages 2 and 3
Tips to Trouble-Free Toilet Training
More information
More information
Content: staying dry during naps or for several hours during the day; being able to follow simple directions; being able to pull down their own pants; using words, posture or facial expressions that indicate they have to go. Make a small potty available in the bathroom. Try doing practice runs when you think your toddler might need to go by having him sit or stand in front of the potty for a few minutes several times a day. Most likely, your toddler won't actually go, Stavinoha said. But it can help them recognize the urge to go and associate the potty with it. If your child resists, don't sweat it. Setting up a battle of wills will only make the process unnecessarily difficult on mom and dad. | http://abcnews.go.com/Health/Healthday/potty-training-best-ages/story?id=9633995 |
msmarco_v2.1_doc_00_49873800#7_88645357 | Title: Potty Training Best Between Ages 2 and 3 - ABC News
Headings: Potty Training Best Between Ages 2 and 3
Potty Training Best Between Ages 2 and 3
Tips to Trouble-Free Toilet Training
More information
More information
Content: Try doing practice runs when you think your toddler might need to go by having him sit or stand in front of the potty for a few minutes several times a day. Most likely, your toddler won't actually go, Stavinoha said. But it can help them recognize the urge to go and associate the potty with it. If your child resists, don't sweat it. Setting up a battle of wills will only make the process unnecessarily difficult on mom and dad. Back off for a few weeks, then try again. While potty training, avoid asking: " Do you have to go to the potty?" " You're almost guaranteed your child will tell you 'no'," Stavinoha said. If a child is 4 or 5 and still not staying dry during the day, or if you suspect the reason may have a physical cause, discuss it with the pediatrician, Stavinoha said. | http://abcnews.go.com/Health/Healthday/potty-training-best-ages/story?id=9633995 |
msmarco_v2.1_doc_00_50270375#1_89520974 | Title: Summertime Mystery: More Born, Fewer Die in August - ABC News
Headings: Summertime Mystery: More Born, Fewer Die in August
Summertime Mystery: More Born, Fewer Die in August
Read More Stories About Seasonality and Time:
Death Trends More Predictable
Not Universal
Too Hot?
Must Be a Full Moon
'Elder Fire Horse' Effect?
Baby Booms and Busts
Content: We have a definite influx [of babies] when it comes -- July, August, September." Read More Stories About Seasonality and Time: When the Animals Invade Your Home
Baseball, Sports Help Track Seasons of Life
Feeling Naughty? Decade Remains Nameless
The 2000s: A Decade of Doom or Diversions? In most recent years, August and September are the top months for births in the United States, according to federal statistics. August had the most total births every year from 1990 to 2002 except for four -- 1992, 1993, 1997 and 1998 -- when it was edged out by July. September, a day shorter than July and August, averaged the most births per day over the period from 1990 to 2002. ( Click HERE for a table of month-by-month births.) Demographers and sociologists long have puzzled over the mysteries of America's birth seasons: | http://abcnews.go.com/Health/Science/summertime-mystery-born-fewer-die-august/story?id=945911 |
msmarco_v2.1_doc_00_50270375#2_89522374 | Title: Summertime Mystery: More Born, Fewer Die in August - ABC News
Headings: Summertime Mystery: More Born, Fewer Die in August
Summertime Mystery: More Born, Fewer Die in August
Read More Stories About Seasonality and Time:
Death Trends More Predictable
Not Universal
Too Hot?
Must Be a Full Moon
'Elder Fire Horse' Effect?
Baby Booms and Busts
Content: In most recent years, August and September are the top months for births in the United States, according to federal statistics. August had the most total births every year from 1990 to 2002 except for four -- 1992, 1993, 1997 and 1998 -- when it was edged out by July. September, a day shorter than July and August, averaged the most births per day over the period from 1990 to 2002. ( Click HERE for a table of month-by-month births.) Demographers and sociologists long have puzzled over the mysteries of America's birth seasons: Why do births peak in the fall almost every year, and then dip in January and again in April? Why do other parts of the world have their own repetitive patterns, in some cases practically the opposite of America's? And why do birth seasons occasionally change over time? "There is no consensus that I'm aware of as far as a factor, or the factors, that contribute to this," said Brady Hamilton, a statistician and demographer for the reproductive statistics branch of the National Center for Health Statistics. " It seems to be a myriad of different hypotheses." | http://abcnews.go.com/Health/Science/summertime-mystery-born-fewer-die-august/story?id=945911 |
msmarco_v2.1_doc_00_51187726#8_91866576 | Title: 5 Diseases More Common in Minorities - ABC News
Headings: 5 Diseases More Common in Minorities
5 Diseases More Common in Minorities
Content: Whites and Hispanics showed the biggest decreases in that time. Asians also saw a decline. Cardiovascular disease rose slightly in the black and Native American populations. Despite the downward trend among Hispanics, heart disease is the leading cause of death among minorities in the United States, according to the U.S. Department of Health and Human Services' Office of Minority Health. Blacks and Hispanics are more likely to suffer from obesity and hypertension, two of the major risk factors for heart disease. One of the main reasons, experts say, is because people of color often live in areas where there isn't a lot of access to quality health care or to better lifestyle choices. "Areas of high racial segregation are areas of high concentrations of poverty and the absence of access to good schools, the absence of access to high-quality medical care, exposure to high levels of messages about tobacco and alcohol and low access to green spaces and areas to exercise," Williams said. They also might not have many affordable healthy food options, he said. Carrasquillo added that studies have shown that African-Americans are much less likely to get invasive cardiac screening procedures, such as angiograms. "Doctors are less likely to recommend screening to blacks than to whites when all things are equal," he said. " | http://abcnews.go.com/Health/diseases-common-minorities/story?id=14722258 |
msmarco_v2.1_doc_00_53396730#5_96762194 | Title: Voter Fraud: Non-Existent Problem or Election-Threatening Epidemic? - ABC News
Headings: Voter Fraud: Non-Existent Problem or Election-Threatening Epidemic?
Voter Fraud: Non-Existent Problem or Election-Threatening Epidemic?
Content: Ali checked the "yes" box to register to vote while applying for a driver's license in Florida. Although he never tried to vote, Ali was deported back to Pakistan for allegedly committing voter fraud. "What are the costs for non-citizens to cast ballots and what are the benefits? It doesn't add up," said Minnite, who testified against Pennsylvania's voter ID law. " The costs are very high and the benefits are practically non-existent." Tracy Campbell, a history professor at the University of Kentucky who studies voter fraud in past elections, said contemporary voter ID laws are trying to solve a problem that hasn't existed in over a century. "This would prevent you from going to the polls and claiming that you're Mary Smith so you vote as Mary Smith then you come back later and vote as Mary Joan," Campbell said. " Repeating was a problem a century ago and these laws would have been good for that, but it's a non-event now." In trying to solve that problem, critics say, the new voter ID laws could disenfranchise hundreds of thousands of voters who cannot obtain the necessary documents. In Pennsylvania, where Metcalfe's voter ID law will be in effect for the November election, at least 90,000 eligible voters did not have an ID that met the law's requirements to vote, according to initial estimates by the Pennsylvania Department of State. | http://abcnews.go.com/Politics/OTUS/voter-fraud-real-rare/story?id=17213376 |
msmarco_v2.1_doc_00_56564369#1_103966756 | Title: Convicted Serial Killer Tommy Lynn Sells Executed in Texas - ABC News
Headings: Convicted Serial Killer Tommy Lynn Sells Executed in Texas
Convicted Serial Killer Tommy Lynn Sells Executed in Texas
Content: Sells declined to make final remarks before his death, then took a few breaths, closed his eyes and began to snore as the lethal-injection drugs took effect, The Associated Press reported. He soon stopped moving and was pronounced dead 13 minutes later at 6:27 p.m. CT. Sells' execution earlier had been halted when a district court ruled that the Texas prison system was required to disclose information about its lethal-injection drugs supplier and how the drugs are tested. But a federal appeals court on Wednesday threw out the ruling and reversed the decision. Sells' attorneys made a plea to the U.S. Supreme Court to stay the serial killer's execution, but their plea was rejected Thursday. In a statement to ABC News Thursday, Sells' attorneys said, "It is our belief that how we choose to execute prisoners reflects on us as a society. Without transparency about lethal injections, particularly the source and purity of drugs to be used, it is impossible to ensure that executions are humane and constitutional. It is our hope that the U.S. Supreme Court and the Texas courts will ultimately agree that we must have transparency about the execution process in order to ensure that prisoners are able to protect their Eighth Amendment rights." Sells was a subject in a 2010 special ABC News report entitled, "Nightline Prime: Secrets of Your Mind," which followed the inner workings of the human brain and its effects on behavior. | http://abcnews.go.com/US/convicted-serial-killer-tommy-lynn-sells-executed-texas/story?id=23184667 |
msmarco_v2.1_doc_00_57156892#0_105227699 | Title: Mass School Shootings: A History - ABC News
Headings: Mass School Shootings: A History
Mass School Shootings: A History
Content: Mass School Shootings: A History - ABC News
Mass School Shootings: A History
Several mass school shootings have specked our recent history. By LAUREN EFFRON
December 14, 2012, 10:14 AM
• 4 min read
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2:34
Connecticut Shooting: Motivations Behind Mass Shootings
Pierre Thomas on the similarity of today's shooting with past tragedies. Dec. 14, 2012— -- As the numbers of the dead from a Newtown, Conn., elementary school shooting climbed into the double digits, it's hard not to remember that we have been here before. The Sandy Hook elementary school shooting is the deadliest at a high school or grade school in the history of the country, but it is far from the first. Several mass school shootings have speckled our recent history. LIVE UPDATES: Newtown, Conn., School Shooting
Thirteen years ago, the small community of Littleton, Colo., was rocked by a massacre at Columbine High School. | http://abcnews.go.com/US/mass-school-shootings-history/story?id=17975571 |
msmarco_v2.1_doc_00_57156892#1_105228988 | Title: Mass School Shootings: A History - ABC News
Headings: Mass School Shootings: A History
Mass School Shootings: A History
Content: Dec. 14, 2012— -- As the numbers of the dead from a Newtown, Conn., elementary school shooting climbed into the double digits, it's hard not to remember that we have been here before. The Sandy Hook elementary school shooting is the deadliest at a high school or grade school in the history of the country, but it is far from the first. Several mass school shootings have speckled our recent history. LIVE UPDATES: Newtown, Conn., School Shooting
Thirteen years ago, the small community of Littleton, Colo., was rocked by a massacre at Columbine High School. Gunmen Eric Harris, 18, and Dylan Klebold, 17, walked into their school on April 20, 1999, and opened fire, killing 12 of their classmates and a teacher, and injuring 21 more, before turning their firearms on themselves. At the time, it was dubbed the most deadly school shooting in American history, and it changed the way many communities across the country thought about school safety. But then the nation was once again rocked to its core when a gunmen went on a terrorizing rampage at Virginia Tech, almost a decade later. On April 16, 2007, Virginia Tech senior Seung-Hui Cho unleashed a rampage on the college campus, shooting and killing 32 students, and wounding 17 more people. More than a year before the massacre, in December 2005, a district court in Montgomery County, Va., deemed Cho " mentally ill " and "an imminent danger to self and others." | http://abcnews.go.com/US/mass-school-shootings-history/story?id=17975571 |
msmarco_v2.1_doc_00_57156892#2_105230744 | Title: Mass School Shootings: A History - ABC News
Headings: Mass School Shootings: A History
Mass School Shootings: A History
Content: Gunmen Eric Harris, 18, and Dylan Klebold, 17, walked into their school on April 20, 1999, and opened fire, killing 12 of their classmates and a teacher, and injuring 21 more, before turning their firearms on themselves. At the time, it was dubbed the most deadly school shooting in American history, and it changed the way many communities across the country thought about school safety. But then the nation was once again rocked to its core when a gunmen went on a terrorizing rampage at Virginia Tech, almost a decade later. On April 16, 2007, Virginia Tech senior Seung-Hui Cho unleashed a rampage on the college campus, shooting and killing 32 students, and wounding 17 more people. More than a year before the massacre, in December 2005, a district court in Montgomery County, Va., deemed Cho " mentally ill " and "an imminent danger to self and others." The aftermath of the Virginia Tech shooting prompted Congress and President George W. Bush to sign the first major change to U.S. gun laws in more than 10 years -- it expanded the federal background check database -- and overhauled how many campuses handle crime and security alerts. Before these rampages, there were multiple other fatal school shootings. The death toll wasn't as high, but the violence was just as great. This year, on Feb. 27, T.J. Lane, 18, allegedly entered Chardon High School in Ohio with a .22 caliber handgun and a knife. He shot four students in the cafeteria and one in the hallway before walking out, leaving three dead. | http://abcnews.go.com/US/mass-school-shootings-history/story?id=17975571 |
msmarco_v2.1_doc_00_57156892#3_105232585 | Title: Mass School Shootings: A History - ABC News
Headings: Mass School Shootings: A History
Mass School Shootings: A History
Content: The aftermath of the Virginia Tech shooting prompted Congress and President George W. Bush to sign the first major change to U.S. gun laws in more than 10 years -- it expanded the federal background check database -- and overhauled how many campuses handle crime and security alerts. Before these rampages, there were multiple other fatal school shootings. The death toll wasn't as high, but the violence was just as great. This year, on Feb. 27, T.J. Lane, 18, allegedly entered Chardon High School in Ohio with a .22 caliber handgun and a knife. He shot four students in the cafeteria and one in the hallway before walking out, leaving three dead. Police detained him within a mile of the school. He remains in custody and is expected to stand trial for the shootings in January. On Oct. 2, 2006, a gunman took about a dozen girls hostage, killing at least three of them, at a one-room Amish schoolhouse in Pennsylvania's Lancaster County, police said. The shooter was among the dead when police arrived. On March 21, 2005, 16-year-old Jeff Weise shot and killed five classmates, a teacher and an unarmed guard at a high school on the Red Lake Indian Reservation in Minnesota, where about 5,000 Native Americans live, before taking his own life. | http://abcnews.go.com/US/mass-school-shootings-history/story?id=17975571 |
msmarco_v2.1_doc_00_57156892#4_105234160 | Title: Mass School Shootings: A History - ABC News
Headings: Mass School Shootings: A History
Mass School Shootings: A History
Content: Police detained him within a mile of the school. He remains in custody and is expected to stand trial for the shootings in January. On Oct. 2, 2006, a gunman took about a dozen girls hostage, killing at least three of them, at a one-room Amish schoolhouse in Pennsylvania's Lancaster County, police said. The shooter was among the dead when police arrived. On March 21, 2005, 16-year-old Jeff Weise shot and killed five classmates, a teacher and an unarmed guard at a high school on the Red Lake Indian Reservation in Minnesota, where about 5,000 Native Americans live, before taking his own life. Weise had killed his grandfather and his grandfather's companion before heading to school that day. Between late 1997 and early 1998, there were three school shootings within months of one another. On May 21, 1998, two teenagers were killed and more than 20 people were hurt when 15-year-old Kip Kinkel opened fire at a Thurtson High School in Springfield, Ore ., after killing his parents. Kinkel was sentenced to nearly 112 years in prison. | http://abcnews.go.com/US/mass-school-shootings-history/story?id=17975571 |
msmarco_v2.1_doc_00_57156892#5_105235528 | Title: Mass School Shootings: A History - ABC News
Headings: Mass School Shootings: A History
Mass School Shootings: A History
Content: Weise had killed his grandfather and his grandfather's companion before heading to school that day. Between late 1997 and early 1998, there were three school shootings within months of one another. On May 21, 1998, two teenagers were killed and more than 20 people were hurt when 15-year-old Kip Kinkel opened fire at a Thurtson High School in Springfield, Ore ., after killing his parents. Kinkel was sentenced to nearly 112 years in prison. On March 24, 1998, two boys, ages 11 and 13, fired on their Jonesboro, Ark., middle school from nearby woods after pulling the fire alarm, killing four girls and a teacher, and wounding 10 others. Both boys were later convicted of murder and were incarcerated until they turned 21. On Dec. 1, 1997, three students were killed and five wounded at Heath High School in West Paducah, Ky. Michael Carneal, 14, and a freshman, later pleaded guilty but mentally ill to murder charges and is serving life in prison. He is eligible for parole in 2023. One of the most iconic school shootings in American history remains at Kent State Univeristy in Ohio. | http://abcnews.go.com/US/mass-school-shootings-history/story?id=17975571 |
msmarco_v2.1_doc_00_57156892#6_105236944 | Title: Mass School Shootings: A History - ABC News
Headings: Mass School Shootings: A History
Mass School Shootings: A History
Content: On March 24, 1998, two boys, ages 11 and 13, fired on their Jonesboro, Ark., middle school from nearby woods after pulling the fire alarm, killing four girls and a teacher, and wounding 10 others. Both boys were later convicted of murder and were incarcerated until they turned 21. On Dec. 1, 1997, three students were killed and five wounded at Heath High School in West Paducah, Ky. Michael Carneal, 14, and a freshman, later pleaded guilty but mentally ill to murder charges and is serving life in prison. He is eligible for parole in 2023. One of the most iconic school shootings in American history remains at Kent State Univeristy in Ohio. On May 4, 1970, Ohio National Guard troops opened fire to quell an anti-Vietnam War demonstration, killing four students and wounding nine others. The shooting became known as the May 4 Massacre
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msmarco_v2.1_doc_00_57683405#0_106414716 | Title: Why Do Some Women Kill? - ABC News
Headings: Why Do Some Women Kill?
Why Do Some Women Kill?
Criminologists: Women and Men Kill for Different Reasons
Motive in Sandra Cantu Slaying Still Unclear
Women Less Likely to Use Extreme Violence
Content: Why Do Some Women Kill? - ABC News
Why Do Some Women Kill? Criminologists say when women kill, it's often for different reasons from men. By SCOTT MICHELS, SARAH NETTER, LAURA MARQUEZ and SABINA GHEBREMEDHIN
April 13, 2009, 12:27 PM
• 6 min read
April 14, 2009— -- Police investigating the murder of Sandra Cantu said they were on the lookout for the kind of man who could kill an 8-year-old girl and stuff her body in a suitcase. But the suspect they arrested late last week didn't fit their expectations. Police say Sandra's killer is 28-year-old Melissa Huckaby, a Sunday school teacher and the mother of one of Sandra's close friends. Huckaby allegedly killed the second-grader and dumped the suitcase containing her body in a nearby irrigation pond. Though little is known about Huckaby or a possible motive, if the allegations are true, Huckaby would not fit the typical profile of a killer. According to the Justice Department, roughly one in 10 homicides are committed by women. And when women kill, their victims are more likely to be someone close to them, like their children, boyfriends or spouses. | http://abcnews.go.com/US/story?id=7326555 |
msmarco_v2.1_doc_00_57683405#1_106416256 | Title: Why Do Some Women Kill? - ABC News
Headings: Why Do Some Women Kill?
Why Do Some Women Kill?
Criminologists: Women and Men Kill for Different Reasons
Motive in Sandra Cantu Slaying Still Unclear
Women Less Likely to Use Extreme Violence
Content: Police say Sandra's killer is 28-year-old Melissa Huckaby, a Sunday school teacher and the mother of one of Sandra's close friends. Huckaby allegedly killed the second-grader and dumped the suitcase containing her body in a nearby irrigation pond. Though little is known about Huckaby or a possible motive, if the allegations are true, Huckaby would not fit the typical profile of a killer. According to the Justice Department, roughly one in 10 homicides are committed by women. And when women kill, their victims are more likely to be someone close to them, like their children, boyfriends or spouses. Forensic psychologists and criminal profilers say women who kill have backgrounds and motivations that are often quite different from their male counterparts. Compared with men, women are more likely to be related to their victim, less likely to plan in advance and less likely to use extreme violence. Criminologists: Women and Men Kill for Different Reasons
"Women are different in whom, how and why they kill," said James Alan Fox, a criminologist at Northeastern University. " The victims are younger, they're more often related to them, they kill with means other than guns. | http://abcnews.go.com/US/story?id=7326555 |
msmarco_v2.1_doc_00_57683405#2_106417861 | Title: Why Do Some Women Kill? - ABC News
Headings: Why Do Some Women Kill?
Why Do Some Women Kill?
Criminologists: Women and Men Kill for Different Reasons
Motive in Sandra Cantu Slaying Still Unclear
Women Less Likely to Use Extreme Violence
Content: Forensic psychologists and criminal profilers say women who kill have backgrounds and motivations that are often quite different from their male counterparts. Compared with men, women are more likely to be related to their victim, less likely to plan in advance and less likely to use extreme violence. Criminologists: Women and Men Kill for Different Reasons
"Women are different in whom, how and why they kill," said James Alan Fox, a criminologist at Northeastern University. " The victims are younger, they're more often related to them, they kill with means other than guns. "The traditional female role is a nurturer, not a murderer. Extreme violence is far more alien to females than to males," he added. " When a murder is committed by a female, it's more likely to be self-defense or can reflect some sort of mental illness." Though women committed roughly 10 percent of murders between 1976 and 2005, they were involved in nearly 35 percent of murders of intimate partners and nearly 30 percent of murders of where the victim was another family member, according to the Justice Department. So far, police have not released a possible motive for Cantu's death. | http://abcnews.go.com/US/story?id=7326555 |
msmarco_v2.1_doc_00_57683405#3_106419457 | Title: Why Do Some Women Kill? - ABC News
Headings: Why Do Some Women Kill?
Why Do Some Women Kill?
Criminologists: Women and Men Kill for Different Reasons
Motive in Sandra Cantu Slaying Still Unclear
Women Less Likely to Use Extreme Violence
Content: "The traditional female role is a nurturer, not a murderer. Extreme violence is far more alien to females than to males," he added. " When a murder is committed by a female, it's more likely to be self-defense or can reflect some sort of mental illness." Though women committed roughly 10 percent of murders between 1976 and 2005, they were involved in nearly 35 percent of murders of intimate partners and nearly 30 percent of murders of where the victim was another family member, according to the Justice Department. So far, police have not released a possible motive for Cantu's death. Prosecutors told the Associated Press Monday that they are considering rape and molestation allegations against Huckaby. San Joaquin County Deputy District Attorney Robert Himmelblau told The AP Monday that a homicide charge against Huckaby could also include the special circumstances of rape with a foreign object, lewd and lascivious conduct with a child and murder in the course of a kidnapping. Motive in Sandra Cantu Slaying Still Unclear
Sgt. Tony Sheneman declined comment on whether or not Huckaby may have shared any details about how Sandra died. He said autopsy results would yield further information when they are released, likely in several weeks. | http://abcnews.go.com/US/story?id=7326555 |
msmarco_v2.1_doc_00_57683405#9_106428123 | Title: Why Do Some Women Kill? - ABC News
Headings: Why Do Some Women Kill?
Why Do Some Women Kill?
Criminologists: Women and Men Kill for Different Reasons
Motive in Sandra Cantu Slaying Still Unclear
Women Less Likely to Use Extreme Violence
Content: And instinct tells me to sit back and let the case come to all of us." Welner said there are a "whole range of possibilities" that could have led to Huckaby's arrest. "The possibilities are she is as horrible as everybody imagines," Welner said. " Or she could have gotten in over her head in an interrogation and gave statements that incriminated herself in a way that are actually inaccurate." Welner said women are statistically less likely to murder than men in part because "destruction and the ability ... use power to knock someone down is so tied into a masculine identity." "That's not part of what makes women feminine in this culture or in any culture," he said. Though there is no single profile of female killers, mental illness has played a part in many of their high-profile killings. According to Jack Levin, a criminology professor at Northeastern University, female killers are more likely than men to suffer from serious mental illness, while male killers more typically suffer from personality disorders, and are often sociopaths who are unable to empathize with their victims. Andrea Yates, a Houston mother who drowned her five children in 2001, was found not guilty by reason of insanity and sent to a state mental hospital. Her attorneys argued that she suffered from severe postpartum psychosis, believed Satan was inside of her, and was trying to save her children from hell. | http://abcnews.go.com/US/story?id=7326555 |
msmarco_v2.1_doc_00_57683405#10_106429954 | Title: Why Do Some Women Kill? - ABC News
Headings: Why Do Some Women Kill?
Why Do Some Women Kill?
Criminologists: Women and Men Kill for Different Reasons
Motive in Sandra Cantu Slaying Still Unclear
Women Less Likely to Use Extreme Violence
Content: "That's not part of what makes women feminine in this culture or in any culture," he said. Though there is no single profile of female killers, mental illness has played a part in many of their high-profile killings. According to Jack Levin, a criminology professor at Northeastern University, female killers are more likely than men to suffer from serious mental illness, while male killers more typically suffer from personality disorders, and are often sociopaths who are unable to empathize with their victims. Andrea Yates, a Houston mother who drowned her five children in 2001, was found not guilty by reason of insanity and sent to a state mental hospital. Her attorneys argued that she suffered from severe postpartum psychosis, believed Satan was inside of her, and was trying to save her children from hell. Women Less Likely to Use Extreme Violence
"There are a number of different roads that lead to someone taking someone else's life," said Xavier Amador, a clinical psychology professor at Columbia University. " In women, in my experience, it tends to be typically related to a history of abuse or psychosis." Women are also less likely to use a violent means of killing or to plan out their attacks, psychologists say. Though women account for roughly 10 percent of all homicides, they are involved in 36 percent of poisonings, according to the Justice Department. Stacey Castor was sentenced to 25 years to life last year for poisoning her husband David Castor with antifreeze, and to another 25 years for the attempt to kill her daughter Ashley Wallace, then 20, with an overdose of drugs and vodka in September 2007. | http://abcnews.go.com/US/story?id=7326555 |
msmarco_v2.1_doc_00_57683405#11_106432017 | Title: Why Do Some Women Kill? - ABC News
Headings: Why Do Some Women Kill?
Why Do Some Women Kill?
Criminologists: Women and Men Kill for Different Reasons
Motive in Sandra Cantu Slaying Still Unclear
Women Less Likely to Use Extreme Violence
Content: Women Less Likely to Use Extreme Violence
"There are a number of different roads that lead to someone taking someone else's life," said Xavier Amador, a clinical psychology professor at Columbia University. " In women, in my experience, it tends to be typically related to a history of abuse or psychosis." Women are also less likely to use a violent means of killing or to plan out their attacks, psychologists say. Though women account for roughly 10 percent of all homicides, they are involved in 36 percent of poisonings, according to the Justice Department. Stacey Castor was sentenced to 25 years to life last year for poisoning her husband David Castor with antifreeze, and to another 25 years for the attempt to kill her daughter Ashley Wallace, then 20, with an overdose of drugs and vodka in September 2007. "Women tend as a rule to do softer killings, poisoning, suffocation, those sorts of things. Rarely are they the slasher types or inflicting a lot of bodily damage," said Gregg McCrary, a retired criminal profiler for the FBI. "For women, killing is often seen as a last resort -- a defensive move, whereas, for men, it's an offenseive move," said Fox. Comments ( 0) | http://abcnews.go.com/US/story?id=7326555 |
msmarco_v2.1_doc_00_59865181#6_111126308 | Title: Hillary Clinton's Handling of 1975 Rape Case Emerges Again - ABC News
Headings:
Content: According to a Newsday investigation, what should have been a five-year sentence, was reduced to four years of probation and a year in county jail, with two months taken off for time he had already served. What has Hillary Clinton said about the trial? Hillary Clinton wrote about the trial in her 2003 autobiography, "Living History." In the book, Clinton defended taking on the client, saying that while at first she "didn't feel comfortable," she realized that as an attorney she had "an ethical and legal obligation to defend him to the fullest extent of the law." She described how as his lawyer she was able to hire a New York-based forensics expert who "cast doubt on the evidentiary value of semen and blood samples collected by the sheriff's office." Clinton wrote that her experience from the trial is what led her to set up Arkansas' first rape hotline. Did Clinton take the case voluntarily or was she appointed by the court? In "Living History," Clinton wrote that the criminal court judge appointed her, and that she "couldn't very well refuse the judge's request." The 2008 Newsday story quotes then-Clinton spokesman Howard Wolfson who refers to her as being "appointed by the Circuit Court of Washington County." However, in the newly-released audio tapes Clinton says a prosecutor for the case asked to take the case "as a favor to him." | http://abcnews.go.com/blogs/politics/2014/06/hillary-clinton-dogged-by-1975-rape-case/ |
msmarco_v2.1_doc_00_70658427#1_131749728 | Title: Grooming for Abuse
Headings: Grooming
Grooming
Content: Overtime, the inappropriate comes to feel normal. Because the primary aggressor's real goal isn't understood by the survivor, he or she often misses the harmful implication and dismisses the internal signals of alarm that do arise. As an example, a chain of desensitization is described below, based on actual accounts: An adult male primary aggressor offers to play soccer with a child that benefits from and is eager for the attention. Then the primary aggressor starts seeing the survivor alone 'for special coaching' until it seems normal. Then the primary aggressor starts touching the survivor, say on the leg, excusing it as a demonstration on how to move athletically, until touch seems normal. Touch is moved perhaps on the buttocks, and excused as advanced training, and this type of touch starts to seem normal. Then the primary aggressor takes the survivor to his apartment "just to pick something up" but while there, the primary aggressor decides to take a shower. This makes being alone in the primary aggressor's apartment with showering going on seem okay. The primary aggressor may make an appearance in a robe....
It is not hard for the reader to add steps to this chain described above. | http://abuseandrelationships.org/Content/Behaviors/grooming.html |
msmarco_v2.1_doc_00_70658427#2_131751183 | Title: Grooming for Abuse
Headings: Grooming
Grooming
Content: Then the primary aggressor starts touching the survivor, say on the leg, excusing it as a demonstration on how to move athletically, until touch seems normal. Touch is moved perhaps on the buttocks, and excused as advanced training, and this type of touch starts to seem normal. Then the primary aggressor takes the survivor to his apartment "just to pick something up" but while there, the primary aggressor decides to take a shower. This makes being alone in the primary aggressor's apartment with showering going on seem okay. The primary aggressor may make an appearance in a robe....
It is not hard for the reader to add steps to this chain described above. Eventually, the primary aggressor's intentions become clear to the survival, but by that time, there is considerable ensnarement. The survivor may also be disarmed by being told inappropriate things are part of of a 'game', 'test,' 'project, 'or 'favor,' which suspends some self-protective reflexes and reactions. Often, the first violations are boundary issues but not physical violations. The abusive activity might consist in describing a fantasy, or telling a story supposedly about what someone else has done. If there is a negative reaction, the primary aggressor can shift gears and deny he has the same interest or even feign disapproval. | http://abuseandrelationships.org/Content/Behaviors/grooming.html |
msmarco_v2.1_doc_00_70861336#4_132077451 | Title:
Headings:
Content: The formation of the interference pattern requires the existence of two
slits, but how can a single photon passing through one slit `know' about
the existence of the other slit? We are stuck going back to thinking of
each photon as a wave that hits both slits. Or we have to think of the
photon as splitting and going through each slit separately (but how does
the photon know a pair of slits is coming?). The only solution is to give up the idea of a photon or an electron having
location. The location of a subatomic particle is not defined until it is
observed (such as striking a screen). Role of the Observer: since the quantum world can not be observed directly, we are forced to use instruments as extensions of our
senses
however, quantum entities are so small that even contact with one photon changes their position and momentum
= measurement problem
1st hint that the observer is an important piece of any quantum experiment, can not isolate the observer or
their effects
The quantum world can be not be perceived directly, but rather through the
use of instruments. And, so, there is a problem with the fact that the
act of measuring disturbs the energy and position of subatomic particles. This is called the measurement problem. the two slit experiment is a good test of the role of the observer in the quantum realm
any experimental design that attempts to determine which slit a photon has passed through (test for its
particle nature) destroys the interference pattern (its wavelike nature)
this is a breakdown of objective reality
each quantum entity has dual potential properties, which become an actual characteristic if and when it is observed
Thus, we begin to see a strong coupling of the properties of an quantum
object and and the act of measuring those properties. | http://abyss.uoregon.edu/~js/21st_century_science/lectures/lec13.html |
msmarco_v2.1_doc_00_70861336#5_132079480 | Title:
Headings:
Content: Role of the Observer: since the quantum world can not be observed directly, we are forced to use instruments as extensions of our
senses
however, quantum entities are so small that even contact with one photon changes their position and momentum
= measurement problem
1st hint that the observer is an important piece of any quantum experiment, can not isolate the observer or
their effects
The quantum world can be not be perceived directly, but rather through the
use of instruments. And, so, there is a problem with the fact that the
act of measuring disturbs the energy and position of subatomic particles. This is called the measurement problem. the two slit experiment is a good test of the role of the observer in the quantum realm
any experimental design that attempts to determine which slit a photon has passed through (test for its
particle nature) destroys the interference pattern (its wavelike nature)
this is a breakdown of objective reality
each quantum entity has dual potential properties, which become an actual characteristic if and when it is observed
Thus, we begin to see a strong coupling of the properties of an quantum
object and and the act of measuring those properties. The question of the
reality of quantum properties remains unsolved. All quantum mechanical
principles must reduce to Newtonian principles at the macroscopic level
(there is a continuity between quantum and Newtonian mechanics). How does the role of the observer effect the wave and particle nature of
the quantum world? One test is to return to the two slit experiment and
try to determine count which slit the photon goes through. If the photon
is a particle, then it has to go through one or the other slit. | http://abyss.uoregon.edu/~js/21st_century_science/lectures/lec13.html |
msmarco_v2.1_doc_00_70861336#6_132081425 | Title:
Headings:
Content: The question of the
reality of quantum properties remains unsolved. All quantum mechanical
principles must reduce to Newtonian principles at the macroscopic level
(there is a continuity between quantum and Newtonian mechanics). How does the role of the observer effect the wave and particle nature of
the quantum world? One test is to return to the two slit experiment and
try to determine count which slit the photon goes through. If the photon
is a particle, then it has to go through one or the other slit. Doing
this experiment results in wiping out the interference pattern. The wave
nature of the light is eliminated, only the particle nature remains and
particles cannot make interference patterns. Clearly the two slit experiments, for the first time in physics, indicates
that there is a much deeper relationship between the observer and the
phenomenon, at least at the subatomic level. This is an extreme break
from the idea of an objective reality or one where the laws of Nature
have a special, Platonic existence. If the physicist looks for a particle (uses particle detectors), then a
particle is found. | http://abyss.uoregon.edu/~js/21st_century_science/lectures/lec13.html |
msmarco_v2.1_doc_00_71199482#0_132606271 | Title:
Headings:
Content: Relativity
Relativity: Readings: Schneider & Arny: Unit 53
Einstein's theory of relativity deals with Newtonian physics when energies or
velocities are near the speed of light. Relativity is usually thought of as
modern physics since it was developed at the start of the 20th century and
could only be tested in the realm available to scientists by high technology. However, relativity primarily completes the revolution that Newton started and
is also highly deterministic as is much of classical physics. In the holistic viewpointof
relativity theory, concepts such as length, mass and time take on a much
more nebulous aspect than they do in the apparently rigid reality of our
everyday world. However, what relativity takes away with one hand, it
gives back in the form of new and truly fundamental constants and
concepts. The theory of relativityis
traditionally broken into two parts, special and general relativity. Special
relativity provides a framework for translating physical events and laws into
forms appropriate for any inertial frame of reference. | http://abyss.uoregon.edu/~js/ast122/lectures/lec20.html |
msmarco_v2.1_doc_00_71199482#1_132607549 | Title:
Headings:
Content: However, relativity primarily completes the revolution that Newton started and
is also highly deterministic as is much of classical physics. In the holistic viewpointof
relativity theory, concepts such as length, mass and time take on a much
more nebulous aspect than they do in the apparently rigid reality of our
everyday world. However, what relativity takes away with one hand, it
gives back in the form of new and truly fundamental constants and
concepts. The theory of relativityis
traditionally broken into two parts, special and general relativity. Special
relativity provides a framework for translating physical events and laws into
forms appropriate for any inertial frame of reference. General relativity
addresses the problem of accelerated motion and gravity. Special Theory of Relativity: By the late 1800's, it was becoming obvious that there were some serious
problems for Newtonian physics concerning the need for absolute space and
time when referring to events or interactions (frames of reference). In
particular, the newly formulated theory of electromagnetic waves required
that light propagation occur in a medium (the waves had to be waves on something). In a Newtonian Universe, there should be no difference in space or time
regardless of where you are or how fast you are moving. | http://abyss.uoregon.edu/~js/ast122/lectures/lec20.html |
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