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msmarco_v2.1_doc_02_1613104412#2_2739052329
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Title: Assault Weapons Should Be Banned: An Essay Example
Headings:
Assault Weapons Should Be Banned
Content: 585 carry firearms for hunting. From these three grounds, it is understandable that none of them has a specific reason for owning the firearms. In short, all these persons carry the weapons for assault reasons. The firearms are highly visible, inaccurate, and bulky. Carrying firearms by the citizens is a risk; hence the assault weapons should be banned. There has been the claim that assault weapons would limit the freedom of the citizens. However, this claim is unsubstantiated. The assault weapons could not be used to monitor the security of the civilians. Instead of preventing homegrown attacks, the assault weapons are used to increase the attacks.
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http://smartmontgomery.com/assault-weapons-should-be-banned-an-essay-example
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msmarco_v2.1_doc_02_1613104412#3_2739053295
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Title: Assault Weapons Should Be Banned: An Essay Example
Headings:
Assault Weapons Should Be Banned
Content: hence the assault weapons should be banned. There has been the claim that assault weapons would limit the freedom of the citizens. However, this claim is unsubstantiated. The assault weapons could not be used to monitor the security of the civilians. Instead of preventing homegrown attacks, the assault weapons are used to increase the attacks. Research has depicted that many people purchase huge amounts of the assault weapons. In this, assault weapons should be banned since the ban would help to root out domestic terror threats by the public safety agencies. Therefore, agencies should collect all the assault weapons to prevent terror by the assault rifle owners. The debate of whether assault weapons should be banned should be confirmed since the weapons present danger and threat to the public. The weapons have been involved in the many homicides that take place within the countries.
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http://smartmontgomery.com/assault-weapons-should-be-banned-an-essay-example
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msmarco_v2.1_doc_02_1613104412#4_2739054500
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Title: Assault Weapons Should Be Banned: An Essay Example
Headings:
Assault Weapons Should Be Banned
Content: Research has depicted that many people purchase huge amounts of the assault weapons. In this, assault weapons should be banned since the ban would help to root out domestic terror threats by the public safety agencies. Therefore, agencies should collect all the assault weapons to prevent terror by the assault rifle owners. The debate of whether assault weapons should be banned should be confirmed since the weapons present danger and threat to the public. The weapons have been involved in the many homicides that take place within the countries. The potential for destruction by the assault weapons is staggering because they can mimic the weapons of war. With the removal or the selector of the disconnector, fire will automatically be manipulated with relative ease. This also means that shooting can take place within two to five minutes. This calls for a ban on these assault weapons. If the assault weapons are not regulated, more threats could be evident in the public.
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http://smartmontgomery.com/assault-weapons-should-be-banned-an-essay-example
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msmarco_v2.1_doc_02_1628063266#1_2764104093
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Title: Zora Neale Hurston and the Harlem Renaissance: Searching for Identity @ Project Mosaic: Hurston
Headings: Zora Neale Hurston and the Harlem Renaissance: Searching for Identity
12
Zora Neale Hurston and the Harlem Renaissance: Searching for Identity
The Works
Female Identity
Music and Cultural Identity
Land and Labor
Aaron Douglas (1898-1979)
Zora Neale Hurston (1891-1960)
William H. Johnson (1901-70)
Content: It has been known as the “New Negro Movement” and, while it was centered in Harlem in New York City, other locations were also influenced. Zora Neale Hurston served an influential role during this time period. It is important to understand the significance of this era in history and how African American people were able to develop and adapt their own ideals, morals, and customs through creativity and art. Therefore, the focus of the exhibition is on the African American search for identity in the post-slavery period and the creation and self-expression through art during the Harlem Renaissance. As a novelist, anthropologist, and folklorist, Hurston was recognized for her distinctive way of relaying her feelings and ideals about racial division and for her efforts to connect both the artistic world and the African American population. Through her creativity, meaningful and ornate words, and undeniable talent, Hurston helped develop a common identity for her people during an influential time in history. Virtual Exhibition
The Works
This exhibition presents a special opportunity to explore connections between the historic literary works of Zora Neale Hurston and the analytical expressive arts of the Harlem Renaissance. Zora Neale Hurston and the Harlem Renaissance: Searching for Identity is an innovative display of art and sculpture from the Harlem Renaissance combined with literary works that will explore connections between Hurston’s written expression of African-American heritage and parallel examination by notable African-American artists working contemporaneously during the Harlem Renaissance. Themes of identity were extremely prominent in African American art during this period of cultural flux.
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http://social.rollins.edu/wpsites/mosaic-hurston/2011/07/12/zora-neale-hurston-and-the-harlem-renaissance-searching-for-identity/
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msmarco_v2.1_doc_02_1628712007#1_2765142380
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Title: 21st century feminism | Socialist Review
Headings: 21st century feminism
21st century feminism
Social media
From the archive
Content: Today women who want to differentiate themselves from doormats face some of the same problems. More than 40 years after women's liberation became part of radical politics it seems incredible that there is still so much confusion and division about what feminism is. There have been very great changes in women's lives in the past few decades. They include much more openness about sexuality, millions of mothers going out to work, women breaking into new industries and professions, and acceptance that women will work outside the home, have children outside marriage, and have the right to control their own sexuality. But work and personal life have been distorted by the constraints of capitalism and have fallen far short of liberation. So there is still as much to fight for. Here is my manifesto for a 21st century feminism: 1) Globalisation and neoliberalism have had a profound effect on the lives of millions of women. Capitalism itself has created new forms and manifestations of women's oppression. 2) Women's oppression is a product of class society which has existed for thousands of years.
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http://socialistreview.org.uk/340/21st-century-feminism
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msmarco_v2.1_doc_02_1628717096#1_2765155222
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Title: The war that became a revolution | Socialist Review
Headings: The war that became a revolution
The war that became a revolution
To what extent was the Civil War a war to preserve the Union and to what extent was it a war to abolish slavery?
How did the radicalisation of the North's war aims affect the military conduct of the war?
What role did slaves play in their own emancipation? Around 200,000 eventually fought in the Union armies.
What difference do you think Lincoln made as an individual to the outcome of the war?
Do you think the North's victory was inevitable, given its greater industry and resources?
What do we know about the views of the ordinary soldiers who fought in the Civil War?
Were the Civil War and its outcome the completion of the American Revolution of the 1770s?
Do you see the period of Reconstruction in the South that follows the North's victory as a continuation of the revolutionary process that begins in the Civil War? Why does it end in the racist system of Jim Crow segregation?
How do we explain the transformation of the Republicans from the party of Lincoln and the abolition of slavery to the party of George Bush and the Tea Party?
The level of rehabilitation of the old South seems remarkable, with the toleration of flying the old Confederate flag, the sympathy that often seems to be there in parts of Hollywood and in popular music for the old South.
Social media
From the archive
Content: It was primarily a war to preserve the Union and that was the sole objective at the beginning of the war for the North. Indeed President Lincoln said on many occasions in the first year and a half of the war that it was not a war to abolish slavery. Lincoln was very much concerned about reassuring those slave states that had not seceded - Kentucky, Missouri, Maryland, Delaware - as well as trying to win back some of the secessionists in the South. So initially it was a war to preserve the Union as it had existed before 1861. But by the second year of the war it became increasingly clear that Southerners were not going to be wooed back into the Union. It also became increasingly clear that slavery was not only the purpose for which the Confederacy was fighting but was also an asset in the form of slave labour which grew the food crops and the cotton but also provided much of the logistical labour and support for Confederate armies. So the conviction grew in the North, and Lincoln shared this conviction, that in order to win a war against a nation fighting for and supported by slavery, they would need to strike against slavery itself. By the fall and winter of 1862-3 when Lincoln issued his Emancipation Proclamation, I think the two goals of preserving the Union and striking against slavery became merged into one. By the time of his Gettysburg Address in November 1863 Lincoln explained that the war was not only to preserve the nation conceived and born in 1776 but also to give their nation a new birth of freedom by purging it of slavery. How did the radicalisation of the North's war aims affect the military conduct of the war?
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http://socialistreview.org.uk/357/war-became-revolution
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msmarco_v2.1_doc_02_1628717096#2_2765158510
|
Title: The war that became a revolution | Socialist Review
Headings: The war that became a revolution
The war that became a revolution
To what extent was the Civil War a war to preserve the Union and to what extent was it a war to abolish slavery?
How did the radicalisation of the North's war aims affect the military conduct of the war?
What role did slaves play in their own emancipation? Around 200,000 eventually fought in the Union armies.
What difference do you think Lincoln made as an individual to the outcome of the war?
Do you think the North's victory was inevitable, given its greater industry and resources?
What do we know about the views of the ordinary soldiers who fought in the Civil War?
Were the Civil War and its outcome the completion of the American Revolution of the 1770s?
Do you see the period of Reconstruction in the South that follows the North's victory as a continuation of the revolutionary process that begins in the Civil War? Why does it end in the racist system of Jim Crow segregation?
How do we explain the transformation of the Republicans from the party of Lincoln and the abolition of slavery to the party of George Bush and the Tea Party?
The level of rehabilitation of the old South seems remarkable, with the toleration of flying the old Confederate flag, the sympathy that often seems to be there in parts of Hollywood and in popular music for the old South.
Social media
From the archive
Content: It also became increasingly clear that slavery was not only the purpose for which the Confederacy was fighting but was also an asset in the form of slave labour which grew the food crops and the cotton but also provided much of the logistical labour and support for Confederate armies. So the conviction grew in the North, and Lincoln shared this conviction, that in order to win a war against a nation fighting for and supported by slavery, they would need to strike against slavery itself. By the fall and winter of 1862-3 when Lincoln issued his Emancipation Proclamation, I think the two goals of preserving the Union and striking against slavery became merged into one. By the time of his Gettysburg Address in November 1863 Lincoln explained that the war was not only to preserve the nation conceived and born in 1776 but also to give their nation a new birth of freedom by purging it of slavery. How did the radicalisation of the North's war aims affect the military conduct of the war? At first the Northern military tried to protect the property of Southerners, including the slave property, when they were in the South. But it became increasingly difficult to justify protecting the property of a planter whose sons were away fighting for the Confederacy. And to return slaves who had escaped through Union lines, sometimes bringing information of value, became increasingly difficult. I think by the second year of the war, and certainly by the third, the Northern military was operating in the South on the assumption that almost every white person in the South was the enemy, and that their property, including slave property, was fair game to be seized, confiscated and expropriated. Indeed by 1863, under the Emancipation Proclamation, the Union army was recruiting slaves to become part of that army, and as a consequence the war increasingly was carried on as what has been called a "hard war" instead of a war of conciliation.
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http://socialistreview.org.uk/357/war-became-revolution
|
msmarco_v2.1_doc_02_1628717096#3_2765162093
|
Title: The war that became a revolution | Socialist Review
Headings: The war that became a revolution
The war that became a revolution
To what extent was the Civil War a war to preserve the Union and to what extent was it a war to abolish slavery?
How did the radicalisation of the North's war aims affect the military conduct of the war?
What role did slaves play in their own emancipation? Around 200,000 eventually fought in the Union armies.
What difference do you think Lincoln made as an individual to the outcome of the war?
Do you think the North's victory was inevitable, given its greater industry and resources?
What do we know about the views of the ordinary soldiers who fought in the Civil War?
Were the Civil War and its outcome the completion of the American Revolution of the 1770s?
Do you see the period of Reconstruction in the South that follows the North's victory as a continuation of the revolutionary process that begins in the Civil War? Why does it end in the racist system of Jim Crow segregation?
How do we explain the transformation of the Republicans from the party of Lincoln and the abolition of slavery to the party of George Bush and the Tea Party?
The level of rehabilitation of the old South seems remarkable, with the toleration of flying the old Confederate flag, the sympathy that often seems to be there in parts of Hollywood and in popular music for the old South.
Social media
From the archive
Content: At first the Northern military tried to protect the property of Southerners, including the slave property, when they were in the South. But it became increasingly difficult to justify protecting the property of a planter whose sons were away fighting for the Confederacy. And to return slaves who had escaped through Union lines, sometimes bringing information of value, became increasingly difficult. I think by the second year of the war, and certainly by the third, the Northern military was operating in the South on the assumption that almost every white person in the South was the enemy, and that their property, including slave property, was fair game to be seized, confiscated and expropriated. Indeed by 1863, under the Emancipation Proclamation, the Union army was recruiting slaves to become part of that army, and as a consequence the war increasingly was carried on as what has been called a "hard war" instead of a war of conciliation. It went step by step with the larger transformation of the war into a war not only for the preservation of the old Union but also for a new one purged of slavery. What role did slaves play in their own emancipation? Around 200,000 eventually fought in the Union armies. There's a strong current of interpretation now that slaves played a key role in their own emancipation by coming into Union lines from almost the beginning of the war. This forced on the Lincoln administration a series of decisions on what to do about these slaves.
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http://socialistreview.org.uk/357/war-became-revolution
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msmarco_v2.1_doc_02_1628717096#4_2765165218
|
Title: The war that became a revolution | Socialist Review
Headings: The war that became a revolution
The war that became a revolution
To what extent was the Civil War a war to preserve the Union and to what extent was it a war to abolish slavery?
How did the radicalisation of the North's war aims affect the military conduct of the war?
What role did slaves play in their own emancipation? Around 200,000 eventually fought in the Union armies.
What difference do you think Lincoln made as an individual to the outcome of the war?
Do you think the North's victory was inevitable, given its greater industry and resources?
What do we know about the views of the ordinary soldiers who fought in the Civil War?
Were the Civil War and its outcome the completion of the American Revolution of the 1770s?
Do you see the period of Reconstruction in the South that follows the North's victory as a continuation of the revolutionary process that begins in the Civil War? Why does it end in the racist system of Jim Crow segregation?
How do we explain the transformation of the Republicans from the party of Lincoln and the abolition of slavery to the party of George Bush and the Tea Party?
The level of rehabilitation of the old South seems remarkable, with the toleration of flying the old Confederate flag, the sympathy that often seems to be there in parts of Hollywood and in popular music for the old South.
Social media
From the archive
Content: It went step by step with the larger transformation of the war into a war not only for the preservation of the old Union but also for a new one purged of slavery. What role did slaves play in their own emancipation? Around 200,000 eventually fought in the Union armies. There's a strong current of interpretation now that slaves played a key role in their own emancipation by coming into Union lines from almost the beginning of the war. This forced on the Lincoln administration a series of decisions on what to do about these slaves. Should they be returned to their masters? Early on they decided that they would not, especially if the slaves had been used in support of the Confederate war effort as labourers. By March 1862 Congress had enacted a new article of war forbidding Union army officers to return any slaves who came into Union lines. Tens of thousands and eventually hundreds of thousands then did so. In a way you could say they took the initiative from very early in the war to turn this into a war for freedom.
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http://socialistreview.org.uk/357/war-became-revolution
|
msmarco_v2.1_doc_02_1628717096#12_2765189898
|
Title: The war that became a revolution | Socialist Review
Headings: The war that became a revolution
The war that became a revolution
To what extent was the Civil War a war to preserve the Union and to what extent was it a war to abolish slavery?
How did the radicalisation of the North's war aims affect the military conduct of the war?
What role did slaves play in their own emancipation? Around 200,000 eventually fought in the Union armies.
What difference do you think Lincoln made as an individual to the outcome of the war?
Do you think the North's victory was inevitable, given its greater industry and resources?
What do we know about the views of the ordinary soldiers who fought in the Civil War?
Were the Civil War and its outcome the completion of the American Revolution of the 1770s?
Do you see the period of Reconstruction in the South that follows the North's victory as a continuation of the revolutionary process that begins in the Civil War? Why does it end in the racist system of Jim Crow segregation?
How do we explain the transformation of the Republicans from the party of Lincoln and the abolition of slavery to the party of George Bush and the Tea Party?
The level of rehabilitation of the old South seems remarkable, with the toleration of flying the old Confederate flag, the sympathy that often seems to be there in parts of Hollywood and in popular music for the old South.
Social media
From the archive
Content: In the case of the Confederacy they felt they were fighting, just as their grandfathers had done, for independence from an oppressive government. The Northerners thought they were fighting to preserve the nation founded in 1776 from disintegration and destruction. They all felt they were fighting for democracy and for self-government; that was one of the ironic tragedies of the Civil War. As the war went on and as it became a much more revolutionary kind of war I think Northern soldiers became convinced that they were fighting not only to uphold their government but also to transform it by putting down this, as they would call it, dastardly rebellion. In the case of the Confederacy it was increasingly a fight for survival, not only for an independent nationhood for the Confederacy but also for the survival of what they would have called their institutions, by which I think they meant primarily slavery and the slave society, but it also involved the agricultural order of the South and its way of life and values. Were the Civil War and its outcome the completion of the American Revolution of the 1770s? Well, I call it the "Second Revolution", and I certainly didn'
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http://socialistreview.org.uk/357/war-became-revolution
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msmarco_v2.1_doc_02_1628800238#2_2765328824
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Title: The McDonaldization of the whole world?
Headings: The McDonaldization of the whole world?
Content: The entertainment that the U.S. exports--especially now, during the U.S. government's "war on terrorism"--often tries to feed people a line about "American values" of "democracy" and "freedom." But the U.S. entertainment industry has plenty of other rotten ideas to offer--from the sexism and corporate self-centeredness of TV's Ally McBeal to the anti-Arab stereotypes of movies like The Mummy. In his book Jihad vs. McWorld, journalist Benjamin Barber describes "McWorld" as "a busy portrait of onrushing economic, technological, and ecological forces that demand integration and uniformity and that mesmerize peoples everywhere with fast music, fast computers and fast food--MTV, Macintosh, and McDonald's--pressing nations into one homogenous global theme park." You could easily reach the conclusion from this argument that the process of globalization has meant that U.S. culture is destroying "weaker" national cultures--and has to be stopped. But there are problems with this view. First, the idea that people in poor nations are "mesmerized" by a flashy, technologically advanced culture is condescending. Secondly, this attitude can lead to the conclusion that "weaker" national cultures are always "good"--while all of American culture is "bad." Marxism provides a different way of looking at the question. Culture can be defined broadly as all of people's different social practices--what they do for a living, their religions, the way that women are viewed, languages. There's also a narrow meaning of culture, which refers to art, music and literature.
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http://socialistworker.org/2002-2/412/412_07_Culture.shtml
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msmarco_v2.1_doc_02_1629667431#1_2766967796
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Title: Does Spending Money Make You Happy? | Social Psychology Online
Headings: Does Spending Money Make You Happy?
Does Spending Money Make You Happy?
Sometimes Spending Money Makes You Happier
Spending Money Your Way
Personality-Guided Spending and Happiness
Go Spend That Money!
Footnotes
[ + ]
Content: Come to think of it, people are pretty insistent that money doesn’t do much at all…except make the world go ’round. In general, there’s some truth to the idea that money and happiness are not inextricably linked. Although it’s true that people in poverty tend to be less happy than people who have more money, once your income affords you a reasonably comfortable life, having even more money usually doesn’t mean being even happier. Nevertheless, people often think that more money = more happiness (with some notable exceptions) and that we can find satisfaction through buying the things we want most, but the enlightened among us are quick to correct this notion. Indeed, research shows that the more materialistic people are, the less happy they are. They’re more likely to be depressed. They tend to have lower self-esteem. They have poorer relationships and are less willing to get involved in their communities. There are real downsides to our materialistic urges. Sometimes Spending Money Makes You Happier
New research has started to show, however, that spending money can lead to happiness… but only if you spend wisely.
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http://socialpsychonline.com/2016/04/does-spending-money-make-you-happy-psychology/
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msmarco_v2.1_doc_02_1632442582#1_2771205449
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Title: The Sociology of Gender
Headings: The Sociology of Gender
The Sociology of Gender
The Difference Between Sex and Gender
The Social Construction of Gender
Major Sociological Theories of Gender
Content: The former, sex, is understood by sociologists to be a biological categorization based on reproductive organs. Most people fall into the categories of male and female, however, some people are born with sex organs that do not clearly fit either category, and they are known as intersex. Either way, sex is a biological classification based on body parts. Gender, on the other hand, is a social classification based on one's identity, presentation of self, behavior, and interaction with others. Sociologists view gender as learned behavior and a culturally produced identity, and as such, it is a social category. The Social Construction of Gender
That gender is a social construct becomes especially apparent when one compares how men and women behave across different cultures, and how in some cultures and societies, other genders exist too. In Western industrialized nations like the U.S., people tend to think of masculinity and femininity in dichotomous terms, viewing men and women as distinctly different and opposites. Other cultures, however, challenge this assumption and have less distinct views of masculinity and femininity. For example, historically there was a category of people in the Navajo culture called berdaches, who were anatomically normal men but who were defined as a third gender considered to fall between male and female. Berdaches married other ordinary men (not Berdaches), although neither was considered homosexual, as they would be in today’s Western culture.
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http://sociology.about.com/od/Disciplines/a/Sociology-Of-Gender.htm
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msmarco_v2.1_doc_02_1632442582#2_2771207352
|
Title: The Sociology of Gender
Headings: The Sociology of Gender
The Sociology of Gender
The Difference Between Sex and Gender
The Social Construction of Gender
Major Sociological Theories of Gender
Content: The Social Construction of Gender
That gender is a social construct becomes especially apparent when one compares how men and women behave across different cultures, and how in some cultures and societies, other genders exist too. In Western industrialized nations like the U.S., people tend to think of masculinity and femininity in dichotomous terms, viewing men and women as distinctly different and opposites. Other cultures, however, challenge this assumption and have less distinct views of masculinity and femininity. For example, historically there was a category of people in the Navajo culture called berdaches, who were anatomically normal men but who were defined as a third gender considered to fall between male and female. Berdaches married other ordinary men (not Berdaches), although neither was considered homosexual, as they would be in today’s Western culture. What this suggests is that we learn gender through the process of socialization. For many people, this process begins before they are even born, with parents selecting gendered names on the basis of the sex of a fetus, and by decorating the incoming baby's room and selecting its toys and clothes in color-coded and gendered ways that reflect cultural expectations and stereotypes. Then, from infancy on, we are socialized by family, educators, religious leaders, peer groups, and the wider community, who teach us what is expected from us in terms of appearance and behavior based on whether they code us as a boy or a girl. Media and popular culture play important roles in teaching us gender too. One result of gender socialization is the formation of gender identity, which is one’s definition of oneself as a man or woman.
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http://sociology.about.com/od/Disciplines/a/Sociology-Of-Gender.htm
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msmarco_v2.1_doc_02_1632674724#6_2771762752
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Title: A Definition and Overview of Systemic Racism
Headings: Definition of Systemic Racism in Sociology
Definition of Systemic Racism in Sociology
Beyond Prejudice and Micro-Aggressions
Definition of Systemic Racism
The Impoverishment of People of Color and Enrichment of White People
Vested Group Interests Among White People
Alienating Racist Relations Between White People and POC
The Costs and Burdens of Racism Are Borne by POC
The Racial Power of White Elites
The Power of Racist Ideas, Assumptions, and World Views
Resistance to Racism
Systemic Racism Is All Around Us and Within Us
Content: This leads to a serious and well-documented problem of routine discrimination in all areas of life, and the frequent dehumanization and marginalization of POC, including hate crimes, which serves to alienate them from society and hurt their overall life chances. Examples include discrimination against POC and preferential treatment of White students among university professors, more frequent and severe punishment of Black students in K-12 schools, and racist police practices, among many others. Ultimately, alienating racist relations makes it difficult for people of different races to recognize their commonalities, and to achieve solidarity in fighting broader patterns of inequality that affect the vast majority of people in society, regardless of their race. The Costs and Burdens of Racism Are Borne by POC
In his book, Feagin points out with historical documentation that the costs and burdens of racism are disproportionately borne by people of color and by Black people especially. Having to bear these unjust costs and burdens is a core aspect of systemic racism. These include shorter life spans, limited income and wealth potential, impacted family structure as a result of mass incarceration of Black and Latino people, limited access to educational resources and political participation, state-sanctioned killing by police, and the psychological, emotional, and community tolls of living with less, and being seen as “less than." POC are also expected by White people to bear the burden of explaining, proving, and fixing racism, though it is, in fact, White people who are primarily responsible for perpetrating and perpetuating it. The Racial Power of White Elites
While all White people and even many POC play a part in perpetuating systemic racism, it is important to recognize the powerful role played by White elites in maintaining this system. White elites, often unconsciously, work to perpetuate systemic racism via politics, law, educational institutions, the economy, and racist representations and the underrepresentation of people of color in mass media. This is also known as white supremacy.
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http://sociology.about.com/od/S_Index/fl/Systemic-Racism.htm
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msmarco_v2.1_doc_02_1632736230#1_2771887556
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Title: Feminist Theory: Definition and Discussion
Headings: Feminist Theory in Sociology
Feminist Theory in Sociology
An Overview of Key Ideas and Issues
Key Takeaways
Overview
Gender Differences
Gender Inequality
Gender Oppression
Structural Oppression
Content: Key Takeaways
Key areas of focus within feminist theory include: discrimination and exclusion on the basis of sex and gender
objectification
structural and economic inequality
power and oppression
gender roles and stereotypes
Overview
Many people incorrectly believe that feminist theory focuses exclusively on girls and women and that it has an inherent goal of promoting the superiority of women over men. In reality, feminist theory has always been about viewing the social world in a way that illuminates the forces that create and support inequality, oppression, and injustice, and in doing so, promotes the pursuit of equality and justice. That said, since the experiences and perspectives of women and girls were historically excluded for years from social theory and social science, much feminist theory has focused on their interactions and experiences within society to ensure that half the world's population is not left out of how we see and understand social forces, relations, and problems. While most feminist theorists throughout history have been women, people of all genders can be found working in the discipline today. By shifting the focus of social theory away from the perspectives and experiences of men, feminist theorists have created social theories that are more inclusive and creative than those that assume the social actor to always be a man. Part of what makes feminist theory creative and inclusive is that it often considers how systems of power and oppression interact, which is to say it does not just focus on gendered power and oppression, but on how this might intersect with systemic racism, a hierarchical class system, sexuality, nationality, and (dis)ability, among other things. Gender Differences
Some feminist theory provides an analytic framework for understanding how women's location in and experience of social situations differ from men's. For example, cultural feminists look at the different values associated with womanhood and femininity as a reason for why men and women experience the social world differently. 1 Other feminist theorists believe that the different roles assigned to women and men within institutions better explain gender differences, including the sexual division of labor in the household.
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http://sociology.about.com/od/Sociological-Theory/a/Feminist-Theory.htm
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msmarco_v2.1_doc_02_1632736230#2_2771890301
|
Title: Feminist Theory: Definition and Discussion
Headings: Feminist Theory in Sociology
Feminist Theory in Sociology
An Overview of Key Ideas and Issues
Key Takeaways
Overview
Gender Differences
Gender Inequality
Gender Oppression
Structural Oppression
Content: By shifting the focus of social theory away from the perspectives and experiences of men, feminist theorists have created social theories that are more inclusive and creative than those that assume the social actor to always be a man. Part of what makes feminist theory creative and inclusive is that it often considers how systems of power and oppression interact, which is to say it does not just focus on gendered power and oppression, but on how this might intersect with systemic racism, a hierarchical class system, sexuality, nationality, and (dis)ability, among other things. Gender Differences
Some feminist theory provides an analytic framework for understanding how women's location in and experience of social situations differ from men's. For example, cultural feminists look at the different values associated with womanhood and femininity as a reason for why men and women experience the social world differently. 1 Other feminist theorists believe that the different roles assigned to women and men within institutions better explain gender differences, including the sexual division of labor in the household. 2
Existential and phenomenological feminists focus on how women have been marginalized and defined as “other” in patriarchal societies. Some feminist theorists focus specifically on how masculinity is developed through socialization, and how its development interacts with the process of developing femininity in girls. Gender Inequality
Feminist theories that focus on gender inequality recognize that women's location in and experience of social situations are not only different but also unequal to men's. Liberal feminists argue that women have the same capacity as men for moral reasoning and agency, but that patriarchy, particularly the sexist division of labor, has historically denied women the opportunity to express and practice this reasoning. 3
These dynamics serve to shove women into the private sphere of the household and to exclude them from full participation in public life.
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http://sociology.about.com/od/Sociological-Theory/a/Feminist-Theory.htm
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msmarco_v2.1_doc_02_1632812337#0_2772073498
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Title: Confidence Intervals and Confidence Levels in Sociology
Headings: Confidence Intervals And Confidence Levels
Confidence Intervals And Confidence Levels
What They Are and How to Calculate Them
Calculating The Confidence Interval
Content: Confidence Intervals and Confidence Levels in Sociology
Science, Tech, Math › Math
Confidence Intervals And Confidence Levels
What They Are and How to Calculate Them
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By
Ashley Crossman
Updated March 18, 2017
A confidence interval is a measure of estimation that is typically used in quantitative sociological research. It is an estimated range of values that is likely to include the population parameter being calculated. For instance, instead of estimating the mean age of a certain population to be a single value like 25.5 years, we could say that the mean age is somewhere between 23 and 28. This confidence interval contains the single value we are estimating, yet it gives us a wider net to be right. When we use confidence intervals to estimate a number or population parameter, we can also estimate just how accurate our estimate is. The likelihood that our confidence interval will contain the population parameter is called the confidence level. For example, how confident are we that our confidence interval of 23 – 28 years of age contains the mean age of our population? If this range of ages was calculated with a 95 percent confidence level, we could say that we are 95 percent confident that the mean age of our population is between 23 and 28 years. Or, the chances are 95 out of 100 that the mean age of the population falls between 23 and 28 years. Confidence levels can be constructed for any level of confidence, however, the most commonly used are 90 percent, 95 percent, and 99 percent.
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http://sociology.about.com/od/Statistics/a/Confidence-Intervals-And-Confidence-Levels.htm
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msmarco_v2.1_doc_02_1632934850#0_2772356027
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Title: The Globalization Website - Issues
Headings:
GLOBALIZATION ISSUES
( back to list of issues)
GLOBALIZATION ISSUES
Content: The Globalization Website - Issues
About this site
Metasites
(links to links)
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GLOBALIZATION ISSUES
( back to list of issues)
5. Does globalization diminish cultural diversity? There are many reasons to think that globalization might undermine cultural diversity: multinational corporations promote a certain kind of consumerist culture, in which standard commodities, promoted by global marketing campaigns exploiting basic material desires, create similar lifestyles--"Coca-Colanization"
backed by the power of certain states, Western ideals are falsely established as universal, overrriding local traditions--"cultural imperialism"
modern institutions have an inherently rationalizing thrust, making all human practices more efficient, controllable, and predictable, as exemplified by the spread of fast food--"McDonaldization"
the United States exerts hegemonic influence in promoting its values and habits through popular culture and the news media--"Americanization"
But there are also good reasons to think that globalization will foster diversity: interaction across boundaries leads to the mixing of cultures in particular places and practice--pluralization
cultural flows occur differently in different spheres and may originate in many places--differentiation
integration and the spread of ideas and images provoke reactions and resistance--contestation
global norms or practices are interpreted differently according to local tradition; the universal must take particular forms--glocalization
diversity has itself become a global value, promoted through international organizations and movements, not to mention nation-states--institutionalization
To some extent, the issue of diversity is now the subject of global cultural politics, and therefore unlikely to be settled by argument and evidence. Scholars can offer some cautions: whether diversity diminishes depends on what yardstick you use (e.g., linguistic diversity may be more threatened than culinary diversity)
homogenization and heterogenization may actually operate in tandem or even reinforce each other
Center for World Indigenous Studies
Center focused on disseminating knowledge about and supporting democratic relations among diverse cultures; produces Fourth World Journal and has link to virtual library on indigenous reosurces
Cultural Survival
Site devoted to disseminating knowledge in support of indigenous people's rights and autonomy; publishes quarterly journal (online)
Culture of Liberty
Article by Peruvian author Mario Vargas Llosa argues that while some past ways of life will be eclipsed in globalization, the process also liberates people culturally by undermining the ideological conformity of nationalism
Francophonie
Materials in French on conference held in June 2001 in Benin by ministers from French-speaking countries to counter homogenizing effects of globalization and assert the value of (cultural, linguistic) difference
Global Monoculture
Turning Point Project coalition of NGO's criticizes rise of monoculture in newspaper advertisement
McSpotlight
Organization opposed to McDonaldization, clearinghouse on issues related to McDonald's
Terralingua
INGO devoted to battling extinction of minority languages and indigenous cultures
The Myths of Cultural Globalization
Paper by Joana Breidenbach and Ina Zukrigl disputes homogenization and clash of civilizations scenarios by showing how ethnographic work points to diversifying effects of globalization
Webster's World of Cultural Policy
Web resources on cultural policy, several with global dimension, from site promoting cultural democracy
World Culture Reports
1995 UNESCO world culture report (available online) and 2000 report (overview and statistical tables) chart extent of cultural diversity, promote inclusion of culture in development policies, and foster respect for all tolerant cultures in "rainbow river";
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http://sociology.emory.edu/faculty/globalization/issues05.html
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msmarco_v2.1_doc_02_1633194038#0_2772543895
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Title: Celebrity Culture - Sociology of Culture- - iResearchNet
Headings: Celebrity Culture
Celebrity Culture
Outline
The Leadership Vacuum and the Globalized Media
The New Transparency
Consumption and Commodification
References:
Content: Celebrity Culture - Sociology of Culture- - iResearchNet
Sociology » Sociology of Culture » Celebrity Culture
Celebrity Culture
Celebrity culture is characterized by a pervasive preoccupation with famous persons and an extravagant value attached to the lives of public figures whose actual accomplishments may be limited, but whose visibility is extensive. It became a feature of social life, especially in the developed world, during the late 1980s/ early 1990s and extended into the twenty first century, assisted by a global media which promoted, lauded, sometimes abominated, and occasionally annihilated figures, principally from entertainment and sports. Outline
The Leadership Vacuum and the Globalized Media
The New Transparency
Consumption and Commodification
References
Celebrity culture defined thought and conduct, style and manner. It affected and was affected by not just fans but entire populations whose lives had been shaped by the shift from manufacturing to service societies and the corresponding shift from consumer to aspirational consumer. While some have argued that there have been acclaimed and illustrious characters of considerable renown since the days of the Macedonian king Alexander the Great in the third century BCE, and perhaps before, the distinguishing features of contemporary celebrity culture are: the prodigious number of famous individuals whose fame is predicated less on achievement and more on the attention of the media; the ubiquity of their representation; and the immoderate esteem afforded them by a wide constituency of consumers. A further distinguishing peculiarity of celebrity culture was the shift of emphasis from achievement based fame to media driven renown. This was captured in the contrived verb to celebrify, which, while never formally defined, might be interpreted to mean ‘‘to exalt;
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http://sociology.iresearchnet.com/sociology-of-culture/celebrity-culture/
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msmarco_v2.1_doc_02_1633194038#1_2772546211
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Title: Celebrity Culture - Sociology of Culture- - iResearchNet
Headings: Celebrity Culture
Celebrity Culture
Outline
The Leadership Vacuum and the Globalized Media
The New Transparency
Consumption and Commodification
References:
Content: the prodigious number of famous individuals whose fame is predicated less on achievement and more on the attention of the media; the ubiquity of their representation; and the immoderate esteem afforded them by a wide constituency of consumers. A further distinguishing peculiarity of celebrity culture was the shift of emphasis from achievement based fame to media driven renown. This was captured in the contrived verb to celebrify, which, while never formally defined, might be interpreted to mean ‘‘to exalt; praise widely; make famous; invest common or inferior person or thing with great importance.’’ In his Illusions of Immortality, David Giles (2000: 25) submits that: ‘‘
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http://sociology.iresearchnet.com/sociology-of-culture/celebrity-culture/
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msmarco_v2.1_doc_02_1633194038#2_2772547362
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Title: Celebrity Culture - Sociology of Culture- - iResearchNet
Headings: Celebrity Culture
Celebrity Culture
Outline
The Leadership Vacuum and the Globalized Media
The New Transparency
Consumption and Commodification
References:
Content: praise widely; make famous; invest common or inferior person or thing with great importance.’’ In his Illusions of Immortality, David Giles (2000: 25) submits that: ‘‘ The ultimate modern celebrity is the member of the public who becomes famous solely through media involvement.’’ While the ‘‘ultimate’’ celebrity’s rise might be attributable ‘‘solely’’ to the media, celebrities typically performed some deed, however modest, to attract initial attention. That deed might involve an appearance on a reality television show, a criminal action, or an inept showing at a major sports event. In other words, conduct that would hardly be regarded as commendable and deserving of recognition in earlier eras, perhaps as recently as the 1980s. During the late 1980s and early 1990s, however, conceptions of merit were rendered indeterminate and figures who traditionally earned distinction and drew praise for their efforts vied with more prosaic characters whose achievements were often uncertain.
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http://sociology.iresearchnet.com/sociology-of-culture/celebrity-culture/
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msmarco_v2.1_doc_02_1633194038#3_2772548871
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Title: Celebrity Culture - Sociology of Culture- - iResearchNet
Headings: Celebrity Culture
Celebrity Culture
Outline
The Leadership Vacuum and the Globalized Media
The New Transparency
Consumption and Commodification
References:
Content: The ultimate modern celebrity is the member of the public who becomes famous solely through media involvement.’’ While the ‘‘ultimate’’ celebrity’s rise might be attributable ‘‘solely’’ to the media, celebrities typically performed some deed, however modest, to attract initial attention. That deed might involve an appearance on a reality television show, a criminal action, or an inept showing at a major sports event. In other words, conduct that would hardly be regarded as commendable and deserving of recognition in earlier eras, perhaps as recently as the 1980s. During the late 1980s and early 1990s, however, conceptions of merit were rendered indeterminate and figures who traditionally earned distinction and drew praise for their efforts vied with more prosaic characters whose achievements were often uncertain. This heralded what we might call the Age of the Celebrity, in which idolatrous followings accrued to what seemed literally worthless individuals. In fact, they were not worthless, worth being an equivalent value of merit conferred on someone or something by a population. Whether the neophyte celebs actually deserved reverence is a less interesting question to a sociologist than the reasons why so many believed they deserved it. A participant in a reality television show, a contestant in a quiz show, a hitherto unknown bank clerk featured in an advertising campaign: these were the types of characters who ascended from obscurity to public visibility and, in some cases, veneration.
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http://sociology.iresearchnet.com/sociology-of-culture/celebrity-culture/
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msmarco_v2.1_doc_02_1633211192#4_2772577316
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Title: Cultural Imperialism - Sociology of Culture - iResearchNet
Headings: Cultural Imperialism
Cultural Imperialism
References:
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Content: By teaching students English, in the belief they are being better prepared for opportunities outside of their native country, this practice, along with the ways in which students are being instructed, reinforces western ideals and behaviors, often to the detriment of their existing culture. Globalization has created a new vehicle by which cultural imperialism can occur, often with minimal resistance or acknowledgment that it is happening. Supporters of the expansion of ‘‘free markets’’ argue that cultures are fluid and therefore cultural imperialism is a ‘‘natural’’ part of the growth of trade. If western practices and ideas are the most successful, then it is believed that cultural practices associated with them are better than other cultures. Some of the main challenges to this thinking include investigating what exactly is being transferred or imposed onto other nations, what group benefits from the cultural shifts, and what cultural aspects become lost. Research focuses on examining changes in images and content of art, music, fashion and clothing, sports and recreational activities as well as changes in consumerism, due to the influences of globalization. Critiques of the effects of globalization often concentrate on ‘‘what’’ is being imposed on other nations. For example, many argue the spread of McDonald’s, Kentucky Fried Chicken, and Wal Mart represents positive change as they bring jobs and relatively inexpensive goods to other nations. However, the rapid expansion of these types of restaurants or stores also reflects a specific kind of American culture that is shaped and dictated by corporations. Many ask whether these kinds of businesses reflect US culture or whether they are simply an expansion of US capitalism.
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http://sociology.iresearchnet.com/sociology-of-culture/cultural-imperialism/
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msmarco_v2.1_doc_02_1633745345#0_2773290071
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Title: Eurocentrism - Sociology of Race - iResearchNet
Headings: Eurocentrism
Eurocentrism
References:
Content: Eurocentrism - Sociology of Race - iResearchNet
Sociology » Sociology of Race » Eurocentrism
Eurocentrism
Eurocentrism is a particular case of the more general phenomenon of ethnocentrism. Ethnocentrism refers to the regard of one’s own ethnic group or society as superior to others. Other groups are assessed and judged in terms of the categories and standards of evaluation of one’s own group. Eurocentrism, therefore, is defined as a thought style in which the assessment and evaluation of non European societies is couched in terms of the cultural assumptions and biases of Europeans and, by extension, the West. Eurocentrism is a modern phenomenon and cannot be dissociated from the political, economic, and cultural domination of Europe and, later, the United States. It may be more accurate to refer to the phenomenon under consideration as Euro-americo-centrism. Euro centrism is an important dimension of the ideology of modern capitalism (Amin 1989) and is manifested in both the daily life of lay people and the professional lives and thought of sociologists and other social scientists. Furthermore, although Eurocentrism originates in Europe, as a thought style it is not confined to Europeans or those in the West. Eurocentrism in sociology is defined as the assessment and evaluation of European and other societies from a decidedly European (read also American) point of view. The European point of view is founded on concepts derived from European philosophical traditions and popular discourse which were gradually applied to the empirical study of history, economy, and society, giving rise to the various social science disciplines including sociology.
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http://sociology.iresearchnet.com/sociology-of-race/eurocentrism/
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msmarco_v2.1_doc_02_1633745345#1_2773292066
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Title: Eurocentrism - Sociology of Race - iResearchNet
Headings: Eurocentrism
Eurocentrism
References:
Content: It may be more accurate to refer to the phenomenon under consideration as Euro-americo-centrism. Euro centrism is an important dimension of the ideology of modern capitalism (Amin 1989) and is manifested in both the daily life of lay people and the professional lives and thought of sociologists and other social scientists. Furthermore, although Eurocentrism originates in Europe, as a thought style it is not confined to Europeans or those in the West. Eurocentrism in sociology is defined as the assessment and evaluation of European and other societies from a decidedly European (read also American) point of view. The European point of view is founded on concepts derived from European philosophical traditions and popular discourse which were gradually applied to the empirical study of history, economy, and society, giving rise to the various social science disciplines including sociology. The empirical field of investigation is selected according to European criteria of relevance. Constructions of history and society are based on European derived categories and concepts, as well as ideal and material interests. Generally, the point of view of the Other is not presented (Tibawi 1963: 191, 196; Tibawi 1979:
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http://sociology.iresearchnet.com/sociology-of-race/eurocentrism/
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msmarco_v2.1_doc_02_1633745345#8_2773302027
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Title: Eurocentrism - Sociology of Race - iResearchNet
Headings: Eurocentrism
Eurocentrism
References:
Content: This ‘‘omniscience’’ resulted in problematic constructions of non European or ‘‘Oriental’’ history and society. These constructions had come under attack at three levels – they do not fit empirical reality; they overabstract, resulting in the erasure of empirical variety; and they are founded on European prejudices (Wallerstein 1996: 8). Europeans in the foreground: Europeans are foregrounded, resulting in the distortion of the role of non Europeans. For example, modernity is seen as a specifically European creation and encounters with non Europeans are not viewed to have brought about significant changes relevant to the emergence of European modernity. Europeans as originators: Europeans are generally seen as originators of modern civilization where in fact there should be the consideration of its multicultural origins.
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http://sociology.iresearchnet.com/sociology-of-race/eurocentrism/
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msmarco_v2.1_doc_02_1633745345#11_2773305885
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Title: Eurocentrism - Sociology of Race - iResearchNet
Headings: Eurocentrism
Eurocentrism
References:
Content: Tibawi brought attention to the ‘‘persistence in studying Islam and the Arabs through the application of Western European categories’’ (1979: 37). To the extent that the process of modernization in Europe was universal and replicable elsewhere, so too were the social sciences that explained modernization. Non European societies are regarded as worthy objects of analysis but rarely as sources of concepts and ideas. Belief in the objective superiority of European civilization: Modern civilization as modernity is a European creation and is due to European superiority whether this is viewed in biological, cultural, or sociological terms. While the Eurocentric nature of sociology and other social sciences has been noted, efforts to address the problem in the teaching of sociology and in research has not been forthcoming. In the teaching of both the history of sociological theory and sociological theory itself, the five traits of Eurocentrism are present. In most sociological theory textbooks or works on the history of social thought and theory, Europeans are the knowing subjects, that is, the social theorists and social thinkers. To the extent that non Europeans figure in these accounts, they are objects of the observations and analyses of the European theorists, such as the Indians and Algerians in Marx’s writings or Turks, Chinese, and Jews in Weber’s works.
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http://sociology.iresearchnet.com/sociology-of-race/eurocentrism/
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msmarco_v2.1_doc_02_1633745345#12_2773307596
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Title: Eurocentrism - Sociology of Race - iResearchNet
Headings: Eurocentrism
Eurocentrism
References:
Content: Modern civilization as modernity is a European creation and is due to European superiority whether this is viewed in biological, cultural, or sociological terms. While the Eurocentric nature of sociology and other social sciences has been noted, efforts to address the problem in the teaching of sociology and in research has not been forthcoming. In the teaching of both the history of sociological theory and sociological theory itself, the five traits of Eurocentrism are present. In most sociological theory textbooks or works on the history of social thought and theory, Europeans are the knowing subjects, that is, the social theorists and social thinkers. To the extent that non Europeans figure in these accounts, they are objects of the observations and analyses of the European theorists, such as the Indians and Algerians in Marx’s writings or Turks, Chinese, and Jews in Weber’s works. They do not appear as sources of sociological concepts and ideas. In works on the history of social thought, the focus is on European thinkers at the expense of thematizing intercivilizational encounters that possibly influenced social theory in Europe. For example, Maus does not refer to any non European in his chapter on the antecedents of sociology (Maus 1962 [1956]: ch. 1).
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http://sociology.iresearchnet.com/sociology-of-race/eurocentrism/
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msmarco_v2.1_doc_02_1634063501#2_2773706990
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Title: Gender and Sports - Sociology of Sport - iResearchNet
Headings: Gender and Sports
Gender and Sports
Outline
Historical Developments and the Gendering of Sport
Sport, Gender, Power, and Physicality
Sport, Gender, and Contested Ideology
References:
Content: Sports, it is theorized, operate as a site for the inculcation, perpetuation, and celebration of a type of (heterosexual) masculine identity based on physical dominance, aggression, and competitiveness. Associated with such masculine imagery, sports serve to legitimize a perceived natural superiority of men and reinforce the inferiority of females who are defined with reference to relative weakness, passivity, and grace – the characteristics of femininity. Therefore, sports are often described as a ‘‘male preserve.’’ Social changes reflecting the condition of women in society have influenced the status of knowledge about the relationships between and within groups of women and men in sports. Starting in the 1970s, a consequence of the feminist movement was to raise public awareness about the need for increased opportunities for girls and women in sports. Since then there has been growing political and public recognition of the importance of health and fitness. Furthermore, emerging knowledge about the health benefits of physical activity provided a foundation for the promotion of physical activity for girls and women. Opportunities for girls and women in sports have improved and participation rates among females have increased. Scholars studying gender and sports indicate that these developments have resulted in ongoing challenges to gender stereotyping, resistance and negotiation of established gender ideology, and the initiation of important legal and political change regarding sex discrimination in sports and society. For example, Title IX of the Education Amendments of the Civil Rights Act (1972) in the US, and the Sex Discrimination Act (1975) in Great Britain were intended to counter public discrimination against women.
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http://sociology.iresearchnet.com/sociology-of-sport/gender-and-sports/
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msmarco_v2.1_doc_02_1634063501#5_2773713037
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Title: Gender and Sports - Sociology of Sport - iResearchNet
Headings: Gender and Sports
Gender and Sports
Outline
Historical Developments and the Gendering of Sport
Sport, Gender, Power, and Physicality
Sport, Gender, and Contested Ideology
References:
Content: Between 1970 and 1980 psychological models were mainly used to explain female attitudes and motivations in sports. In the 1980s, emerging theoretical diversity and sophistication in feminist approaches led to the development of a clear sociology of women in sport. As political and theoretical feminisms have changed, so too has the focus of feminist research. Depending on the theoretical and methodological position of the researcher, different questions about and accounts of gender and sport prevail. Debates surrounding the gendered character of sporting practices have changed with increasing awareness of feminist theories and a more sophisticated use of these theories. For example, much of the initial work on gender and sport highlighted inequities but did not explicitly deal with how the prevailing organization of sports privileged the physical experiences of boys and men. Subsequent critical analyses revealed that research focused on differences between males and females generally supported traditional claims about the biological inferiority of females and the legitimacy of efforts to control women’s sports participation. Such research, it was argued, did not deal with the underlying structural and cultural sources of gender inequality. More recent scholarship has attempted to resolve the shortcomings of early research and theory by considering difference and diversity between and within groups of women, and by theoretical and methodological approaches that consider women as active agents in the construction and reconstruction of their sporting experiences. There is no single feminist movement or theory that has informed current scholarly work on gender and sport.
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http://sociology.iresearchnet.com/sociology-of-sport/gender-and-sports/
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msmarco_v2.1_doc_02_1634063501#6_2773715200
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Title: Gender and Sports - Sociology of Sport - iResearchNet
Headings: Gender and Sports
Gender and Sports
Outline
Historical Developments and the Gendering of Sport
Sport, Gender, Power, and Physicality
Sport, Gender, and Contested Ideology
References:
Content: For example, much of the initial work on gender and sport highlighted inequities but did not explicitly deal with how the prevailing organization of sports privileged the physical experiences of boys and men. Subsequent critical analyses revealed that research focused on differences between males and females generally supported traditional claims about the biological inferiority of females and the legitimacy of efforts to control women’s sports participation. Such research, it was argued, did not deal with the underlying structural and cultural sources of gender inequality. More recent scholarship has attempted to resolve the shortcomings of early research and theory by considering difference and diversity between and within groups of women, and by theoretical and methodological approaches that consider women as active agents in the construction and reconstruction of their sporting experiences. There is no single feminist movement or theory that has informed current scholarly work on gender and sport. Liberal feminist accounts of sport are based on claims that women should have equal rights to those of men in terms of access to resources, opportunities to participate, and decision making positions. Radical feminists are critical of the patriarchal power relations that operate to maintain the dominance of heterosexuality and construct homophobic attitudes and practices in sport. Socialist feminists have examined the connections between gender, social class, and race and ethnicity under conditions of patriarchy, capitalism, and neocolonialism. Significant theoretical influences in understanding gender and sport have also emerged in cultural studies and in work guided by the writings of Norbert Elias, Pierre Bourdieu, and poststructuralist theorists. Contemporary work in the field reflects the move toward critical analyses of the complex relationships between and within groups of women and men in sport.
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http://sociology.iresearchnet.com/sociology-of-sport/gender-and-sports/
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msmarco_v2.1_doc_02_1634063501#7_2773717602
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Title: Gender and Sports - Sociology of Sport - iResearchNet
Headings: Gender and Sports
Gender and Sports
Outline
Historical Developments and the Gendering of Sport
Sport, Gender, Power, and Physicality
Sport, Gender, and Contested Ideology
References:
Content: Liberal feminist accounts of sport are based on claims that women should have equal rights to those of men in terms of access to resources, opportunities to participate, and decision making positions. Radical feminists are critical of the patriarchal power relations that operate to maintain the dominance of heterosexuality and construct homophobic attitudes and practices in sport. Socialist feminists have examined the connections between gender, social class, and race and ethnicity under conditions of patriarchy, capitalism, and neocolonialism. Significant theoretical influences in understanding gender and sport have also emerged in cultural studies and in work guided by the writings of Norbert Elias, Pierre Bourdieu, and poststructuralist theorists. Contemporary work in the field reflects the move toward critical analyses of the complex relationships between and within groups of women and men in sport. Current scholarship examines the ways in which gender relations are produced, reproduced, challenged, and transformed in and through sporting practices. Three key themes have driven debates about gender and sport since the 1970s. First, leading scholars in the sociology of sport have highlighted that throughout history, sporting practices inculcated behaviors and values defined as male, manly, and masculine. Second, issues surrounding the body, physicality, and sexuality have been brought to the fore in understanding gender relations in sport. Third, it is emphasized that both women and men reinforce and challenge dominant gender ideology in sport in various ways.
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http://sociology.iresearchnet.com/sociology-of-sport/gender-and-sports/
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msmarco_v2.1_doc_02_1634689884#0_2775918393
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Title: postmodernism definition | Open Education Sociology Dictionary
Headings: postmodernism
postmodernism
Definition of Postmodernism
Postmodernism Pronunciation
Usage Notes
Related Quotations
Related Videos
Additional Information
References
Works Consulted
Cite the Definition of Postmodernism
ASA – American Sociological Association (5th edition)
APA – American Psychological Association (6th edition)
Chicago/Turabian: Author-Date – Chicago Manual of Style (16th edition)
MLA – Modern Language Association (7th edition)
Content: postmodernism definition | Open Education Sociology Dictionary
Home > P Words > postmodernism
postmodernism
Table of Contents
Definition of Postmodernism
Postmodernism Pronunciation
Usage Notes
Related Quotations
Related Videos
Additional Information
Related Terms
References
Works Consulted
Cite the Definition of Postmodernism
Definition of Postmodernism
( noun) A broad and somewhat intentionally difficult to define term, typically applied to the arts and philosophy that was skeptical of “ objective ” universal explanations of how society and culture operate. Postmodernism Pronunciation
Pronunciation Usage Guide
Syllabification: post·mod·ern·ism
Audio Pronunciation
– American English
– British English
Phonetic Spelling
American English – /poh-st-mAHd-uhr-niz-uhm/
British English – /poh-st-mOd-uh-ni-zuhm/
International Phonetic Alphabet
American English – /ˌpoʊs (t)ˈmɑdərnˌɪz (ə)m/
British English – /ˌpəʊs (t)ˈmɒdn̩ɪz (ə)m/
Usage Notes
Conflict theory, functionalism and symbolic interactionism are the typical perspectives studied in sociology, but postmodern perspectives are challenging this tradition. Postmodernism challenges the basic assumption of positivism, which is that society is ordered and can be empirically understood and measured. Postmodernism’s underlying premise is that reality is social constructed. Postmodernism contrasts with reductionism but compares to complexity theory, holism, and systems theory. Variant spelling: post-modernism
Also called: postmodern perspective
Related Quotations
“ [P]ostmodern theorists believe that entirely new ways of examining social life are needed and that it is time to move beyond functionalist, conflict, and symbolic interactionist approaches” (Kendall 2006:37). “Postmodernists are deeply distrustful of science and the principle of objectivity, arguing that scientific knowledge is as much a product of socially determined interests and biases of investigators as it is of facts, which themselves are products of social processes.
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http://sociologydictionary.org/postmodernism/
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Title: Massachusetts Colony Facts
Headings: Massachusetts Colony Facts
Massachusetts Colony Facts
Content: Massachusetts Colony Facts
Home > Facts > 13 Colonies Facts > Massachusetts Colony Facts
Massachusetts Colony Facts
Massachusetts Colony Facts
The Massachusetts Colony was one of the original 13 colonies in America. The 13 original colonies were divided into three areas including the New England Colonies, the Middle Colonies, and the Southern Colonies. The Massachusetts Colony was one of four colonies that made up the New England Colonies, which also included the New Hampshire Colony, the Connecticut Colony, and the Rhode Island Colony. The Massachusetts Colony was founded in 1630, and existed until 1776 when it joined in the fight for independence against Great Britain. John Winthrop, a Puritan, founded the Massachusetts Colony, naming it as such after an Algonquin tribe. Massachusetts means 'at the great hill', or 'large hill place'. Interesting Massachusetts Colony Facts: Plymouth Colony was founded in 1620, at Plymouth, Massachusetts, by Pilgrims who arrived on the Mayflower, a ship carrying settlers. The Massachusetts Bay Colony wasn't settled for another 10 years. When the Pilgrims first arrived in 1620 it was the local Wamapanoag Indians who taught them how to plant crops.
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http://softschools.com/facts/13_colonies/massachusetts_colony_facts/2038/
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msmarco_v2.1_doc_02_1637096296#1_2780652868
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Title: Massachusetts Colony Facts
Headings: Massachusetts Colony Facts
Massachusetts Colony Facts
Content: Massachusetts means 'at the great hill', or 'large hill place'. Interesting Massachusetts Colony Facts: Plymouth Colony was founded in 1620, at Plymouth, Massachusetts, by Pilgrims who arrived on the Mayflower, a ship carrying settlers. The Massachusetts Bay Colony wasn't settled for another 10 years. When the Pilgrims first arrived in 1620 it was the local Wamapanoag Indians who taught them how to plant crops. The Indians and the Pilgrims went on to celebrate the first Thanksgiving in the New World together. The Massachusetts Colony was an English Colony until it joined in the rebellion against Great Britain in 1776 (once the rebellion was over it became the state of Massachusetts). Major towns in the Massachusetts Colony included Boston, Plymouth, Quincy, Lexington, and Salem. When Massachusetts absorbed the New Hampshire Colony for several decades, its major towns also included Concord. Major industries in the Massachusetts Colony included fishing, livestock, farming, lumber, and shipbuilding.
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http://softschools.com/facts/13_colonies/massachusetts_colony_facts/2038/
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msmarco_v2.1_doc_02_1639161346#9_2785413671
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Title: Imagination
Headings:
Ways of Knowing: IMAGINATION
Possible essay questions:
Imagination
'I have a dream.'
Imagine...
Too little imagination?
Too much imagination?
Content: craft which does not convey or lead to new knowledge. Given the important role imagination plays in the arts, we can evaluate the implications of using imagination as a basis for knowledge creation in this AOK. If the knowledge produced by the arts is founded in what is not real, are there limits to the knowledge the arts can bring us? If the knowledge produced by the arts is founded in human imagination, are there limits to the scope of knowledge production of the arts? Given that imagination can lead us to knowledge beyond reality and the ethical boundaries that confine our reality, does this perhaps lead to a broadened scope of knowledge production through the arts? Indigenous knowledge communities also seem to rely quite heavily upon imagination as a source of knowledge. The importance of songs, dance and story telling in indigenous societies lead us to believe that imagination plays an invaluable role in the creation and representation of indigenous knowledge systems. Imagination can be used to make sense of the world, to organise knowledge about the natural world and to explain reasons for our existence. Interestingly, what is considered imagination to some people, may well be reality to others. For example, to atheists, religion is a mere product of human imagination.
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http://sohowdoweknow.weebly.com/imagination.html
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msmarco_v2.1_doc_02_1639161346#10_2785415340
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Title: Imagination
Headings:
Ways of Knowing: IMAGINATION
Possible essay questions:
Imagination
'I have a dream.'
Imagine...
Too little imagination?
Too much imagination?
Content: Indigenous knowledge communities also seem to rely quite heavily upon imagination as a source of knowledge. The importance of songs, dance and story telling in indigenous societies lead us to believe that imagination plays an invaluable role in the creation and representation of indigenous knowledge systems. Imagination can be used to make sense of the world, to organise knowledge about the natural world and to explain reasons for our existence. Interestingly, what is considered imagination to some people, may well be reality to others. For example, to atheists, religion is a mere product of human imagination. Yet, even if you feel that religion represents reality and truth, you will have to resort to imagination to grasp the finesses which religious knowledge systems have to offer. Morality plays an important role within religion and to gain knowledge in the field of ethics, we need imagination. After all, to empathise you need to be able to imagine. We also need imagination to interpret religious texts, to make religious knowledge our own and to conceptualise the bigger things in life such as death, the reason we live, and our place in the universe. In this context, it is worth exploring the role of metaphor and the figurative use of language within religious texts, creation stories and oral traditions.
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http://sohowdoweknow.weebly.com/imagination.html
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msmarco_v2.1_doc_02_1639161346#11_2785417041
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Title: Imagination
Headings:
Ways of Knowing: IMAGINATION
Possible essay questions:
Imagination
'I have a dream.'
Imagine...
Too little imagination?
Too much imagination?
Content: Yet, even if you feel that religion represents reality and truth, you will have to resort to imagination to grasp the finesses which religious knowledge systems have to offer. Morality plays an important role within religion and to gain knowledge in the field of ethics, we need imagination. After all, to empathise you need to be able to imagine. We also need imagination to interpret religious texts, to make religious knowledge our own and to conceptualise the bigger things in life such as death, the reason we live, and our place in the universe. In this context, it is worth exploring the role of metaphor and the figurative use of language within religious texts, creation stories and oral traditions. So can imagination give us knowledge which other ways of knowing can't? Imagination conveys truths that reality hides and stimulate us to create new knowledge. Many scientific discoveries would not have been made without imagination. Problem solving is often the result of creative imagination as well. In the field of politics and ethics, imagination can lead to the 'discoveries' of dystopian and utopian realities.
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http://sohowdoweknow.weebly.com/imagination.html
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msmarco_v2.1_doc_02_1639161346#12_2785418536
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Title: Imagination
Headings:
Ways of Knowing: IMAGINATION
Possible essay questions:
Imagination
'I have a dream.'
Imagine...
Too little imagination?
Too much imagination?
Content: So can imagination give us knowledge which other ways of knowing can't? Imagination conveys truths that reality hides and stimulate us to create new knowledge. Many scientific discoveries would not have been made without imagination. Problem solving is often the result of creative imagination as well. In the field of politics and ethics, imagination can lead to the 'discoveries' of dystopian and utopian realities. The ideologies as well as the nightmare scenarios which some political leaders present us, clearly draw on imagination (whether or not these visions are based on reality). They shape what we know and how we live our lives. The apocalyptic futures of religious text draw on imagination as well. Imagination also plays an important role in understanding others, as illustrated before through the example of empathy. Imagination is more than conjuring a mental picture of something.
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http://sohowdoweknow.weebly.com/imagination.html
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msmarco_v2.1_doc_02_1639161346#13_2785419802
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Title: Imagination
Headings:
Ways of Knowing: IMAGINATION
Possible essay questions:
Imagination
'I have a dream.'
Imagine...
Too little imagination?
Too much imagination?
Content: The ideologies as well as the nightmare scenarios which some political leaders present us, clearly draw on imagination (whether or not these visions are based on reality). They shape what we know and how we live our lives. The apocalyptic futures of religious text draw on imagination as well. Imagination also plays an important role in understanding others, as illustrated before through the example of empathy. Imagination is more than conjuring a mental picture of something. It also means 'imagining that'. The latter partly explains the political role of imagination in sociological advances as well as socio-political ideals and paradigm shifts. The importance of imagination as a way of knowing is highlighted by the mental conditions which distort one's imagination, such as schizophrenia and severe autism. Finally, imagination plays a substantial role in theory creation and the invention of models. The latter could lead to some interesting knowledge questions, as questions on models, prediction and theory are central within the TOK course.
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http://sohowdoweknow.weebly.com/imagination.html
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msmarco_v2.1_doc_02_1659971875#0_2821249820
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Title: Socialism is alive and kicking in South America | Sounds and Colours
Headings: Socialism is alive and kicking in South America
Socialism is alive and kicking in South America
Share:
Content: Socialism is alive and kicking in South America | Sounds and Colours
Socialism is alive and kicking in South America
By Irene Gimeno Espasa | 14 December, 2010
South America has one of the largest concentration of States in the world that would call themselves socialists. Although there are other countries with left-wing governments, this political doctrine seems to have settled more strongly in this continent. With approximately as many nations that have welcomed right wing or Christian-Democratic heads of State, as those which stand-out with a radical left-wing government, overall, South America stands as a spot with a large amount of supporters of the validity of socialism. The key issue in finding the reason for a concentration of socialist nations in such a specific part of the globe are the arguments for which it remains to succeed amongst a part of the population, and more interestingly, the views of the rest of the world. Amongst all South American countries seeking the proletariat’s dictatorship, one has gained particular prominence lately: Venezuela. The impact produced by Hugo Chavez in international politics may remind in short-term history of Fidel Castro’s speeches in 1959 after taking over Havana. After an attempted coup d’état in 1992 and a subsequent two-year imprisonment, Chavez ran for the 1999 national elections with the United Socialist Party of Venezuela, of Marxist ideology. During these eleven years in power, he has been as controversial for his national and foreign policies, as for his manners. A public detractor of the United States foreign policy, especially during the years of the Bush administration, and reluctant to globalisation, he has always manifested very clearly his aspirations to be a supranational organisation in South America and the Caribbean to achieve self-governing policies and independence from wealthier European and American countries.
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http://soundsandcolours.com/articles/ecuador/socialism-is-alive-and-kicking-in-south-america-3155/
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msmarco_v2.1_doc_02_1659971875#2_2821254342
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Title: Socialism is alive and kicking in South America | Sounds and Colours
Headings: Socialism is alive and kicking in South America
Socialism is alive and kicking in South America
Share:
Content: Chavez and Castro, being good political friends, signed a cooperation agreement in 2000, but Venezuela’s leader has definitely seen his position reinforced in South America after Evo Morales won the Bolivian elections in 2005 by absolute majority; the three leaders soon agreed on common policies and started working together to strengthen socialism in the continent. A smaller ‘brother’ to these countries is Ecuador. Not much was heard until in September, president Rafael Correa, another supporter of Socialism and his counterparts’ policies, accused some of his country’s armed forces of planning a coup d’état against his executive. Correa has been a controversial figure since being proclaimed president twice – one time calling early elections – with his major political target initially being to modify the Ecuadorian Constitution. All of these leaders have in common that not only do they have a socialist and catholic background – for which the creation of a bond between them was smooth and solid – but also their political impoliteness. Some argue that the positive side of the rise of this Marxist trend and such determined leaders is that these developing countries have confronted the States to claim profit for their national products, more specifically the nationalisation of their oil companies, the most valued of their natural resources. The negative side is the argument that goes on about the lack of freedom; the fact that in history, socialism has tended to prove itself impossible to last without becoming dictatorial and oppressive in some way. The reason why it is still successful in South America is possibly the result of several circumstances.
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http://soundsandcolours.com/articles/ecuador/socialism-is-alive-and-kicking-in-south-america-3155/
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msmarco_v2.1_doc_02_1659971875#3_2821256493
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Title: Socialism is alive and kicking in South America | Sounds and Colours
Headings: Socialism is alive and kicking in South America
Socialism is alive and kicking in South America
Share:
Content: All of these leaders have in common that not only do they have a socialist and catholic background – for which the creation of a bond between them was smooth and solid – but also their political impoliteness. Some argue that the positive side of the rise of this Marxist trend and such determined leaders is that these developing countries have confronted the States to claim profit for their national products, more specifically the nationalisation of their oil companies, the most valued of their natural resources. The negative side is the argument that goes on about the lack of freedom; the fact that in history, socialism has tended to prove itself impossible to last without becoming dictatorial and oppressive in some way. The reason why it is still successful in South America is possibly the result of several circumstances. It is argued that totalitarian regimes where certain goods are scarce may be more bearable in benign climatic conditions, rather than in places like Russia where poverty takes a death toll every winter. On the other hand its position in the political map of the world situate all these countries right below the United States, and these regimes might also be a way of confronting severe capitalist policies that affect them first hand. Some of these governments, see the case of Cuba, were born in conditions directly provoked by the United States, which have appointed a few leaders for South American countries throughout the 20th century, starting armed conflicts in order to install or maintain friendly governments to their administrations in the continent. The most obvious of the reasons, which emerges straight from the situation created by the intrusion of the States, is the South American population’s wish to manage their own natural and economic resources and to make the profits obtained be to their own benefit. However, the main problem that currently derives from socialism in South America is that some of the doctrine’s principles seem to have inevitably gone out of date.
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http://soundsandcolours.com/articles/ecuador/socialism-is-alive-and-kicking-in-south-america-3155/
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msmarco_v2.1_doc_02_1659971875#4_2821258961
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Title: Socialism is alive and kicking in South America | Sounds and Colours
Headings: Socialism is alive and kicking in South America
Socialism is alive and kicking in South America
Share:
Content: It is argued that totalitarian regimes where certain goods are scarce may be more bearable in benign climatic conditions, rather than in places like Russia where poverty takes a death toll every winter. On the other hand its position in the political map of the world situate all these countries right below the United States, and these regimes might also be a way of confronting severe capitalist policies that affect them first hand. Some of these governments, see the case of Cuba, were born in conditions directly provoked by the United States, which have appointed a few leaders for South American countries throughout the 20th century, starting armed conflicts in order to install or maintain friendly governments to their administrations in the continent. The most obvious of the reasons, which emerges straight from the situation created by the intrusion of the States, is the South American population’s wish to manage their own natural and economic resources and to make the profits obtained be to their own benefit. However, the main problem that currently derives from socialism in South America is that some of the doctrine’s principles seem to have inevitably gone out of date. In a world where money is key and progress is every day more associated with material goods rather than spiritual satisfaction, the communist, Marxist or socialist discourse that might have worked a few decades ago is now questioned by the vast majority of people, inside and outside those countries. Balance could be the piece needed in most of the South American nations. Balance between the pressure of the capitalist countries and the national management of the land’s resources. This could be achieved as in Brazil’s case, with socialist policies for the benefit of the underprivileged and the working class, as well as a leader like Lula, who has sought cooperation with other world leaders and nations. He is probably the least controversial of all of them and the one who has collected more praise amongst his American and European counterparts, but obviously, some would argue that every country is different and soft policies to keep the developed countries pleased is not enough.
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http://soundsandcolours.com/articles/ecuador/socialism-is-alive-and-kicking-in-south-america-3155/
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msmarco_v2.1_doc_02_1659971875#5_2821261585
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Title: Socialism is alive and kicking in South America | Sounds and Colours
Headings: Socialism is alive and kicking in South America
Socialism is alive and kicking in South America
Share:
Content: In a world where money is key and progress is every day more associated with material goods rather than spiritual satisfaction, the communist, Marxist or socialist discourse that might have worked a few decades ago is now questioned by the vast majority of people, inside and outside those countries. Balance could be the piece needed in most of the South American nations. Balance between the pressure of the capitalist countries and the national management of the land’s resources. This could be achieved as in Brazil’s case, with socialist policies for the benefit of the underprivileged and the working class, as well as a leader like Lula, who has sought cooperation with other world leaders and nations. He is probably the least controversial of all of them and the one who has collected more praise amongst his American and European counterparts, but obviously, some would argue that every country is different and soft policies to keep the developed countries pleased is not enough. What is evident is that South America has a character of its own and countries like Venezuela, Peru or Ecuador are still eager to raise their voice and fight for their rights. It is for each individual to analyse and consider whether leaders, regimes and policies might be going in the right direction or not. Although it is undeniable that is a very interesting case study and an exception to our anodyne democracies, in a good or a bad sense, far from value judgements. Follow Sounds and Colours: Facebook / Twitter / Instagram / Mixcloud / Soundcloud / Bandcamp
Subscribe to the Sounds and Colours Newsletter for regular updates, news and competitions bringing the best of Latin American culture direct to your Inbox.
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http://soundsandcolours.com/articles/ecuador/socialism-is-alive-and-kicking-in-south-america-3155/
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msmarco_v2.1_doc_02_1661390863#2_2822626616
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Title: Administrative Regulations – Sources of American Law
Headings: Administrative Regulations
Administrative Regulations
4.1 Learning Objectives for Chapter 4
4. 2 Delegated Rule-Making Authority
4.3 Researching Federal Regulations
4.3.1 The C.F.R.
4.3.2 The L.S.A.
4.3.3 The F.R.
4.3.4 Administrative Decisions & Guidance
4.4 State Regulations
4.5 Concluding Exercises for Chapter 4
4.5.1 Introductory Exercise on Researching Regulations
4.5.2 Intermediate Exercise on Researching Administrative Guidance
4.5.3 Advanced Exercise on Researching Regulations
4.6 Recommended CALI Lessons for Further Practice
4.6.1 “Introduction and Sources of Authority for Administrative Law” by Deborah K. Paulus-Jagric and Clare Willis
4.6.2 “Rulemaking: Federal Register and CFR” by Katie Brown and Deborah K. Paulus-Jagric
4.6.3 “Researching Federal Administrative Regulations” by Sheri H. Lewis
4.6.4 “ Agency Decisions and Orders” by Marcia Baker and L. Elliott Hibbler
4.6.5 “Government Documents” by Alicia Brillon
4.6.6 “Attorney General Materials” by Marcia Baker and Maureen H. Anderson
Content: 4. 2 Delegated Rule-Making Authority
As discussed in Chapter 1, each branch of government under a Separation of Powers system creates its own source of law. In Chapters 2 and 3, we covered the sources of law that most lay-people would recognize as law: constitutions, statutes, and judicial opinions. However, in the American legal system, the executive branch also contributes rules to the body of law. Executive-made rules take the form of administrative regulations, which various executive departments, agencies, and commissions issue under an explicit delegation of rule-making authority from the legislature. Essentially, the legislature passes a statute with a broad aim, and then delegates a particular agency of expertise to provide more specific rules aimed at achieving the broad goal. Lawyers call a statute that creates an agency to regulate a particular area an “organic statute” or “organic act.” 104 Similarly, an “enabling statute” delegates additional authority to an already existing agency. 105 Both organic statutes and enabling statutes establish broad aims desired by the legislature and create mechanisms for agencies to provide the details.
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http://sourcesofamericanlaw.lawbooks.cali.org/chapter/administrative-regulations/
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msmarco_v2.1_doc_02_1661390863#3_2822629195
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Title: Administrative Regulations – Sources of American Law
Headings: Administrative Regulations
Administrative Regulations
4.1 Learning Objectives for Chapter 4
4. 2 Delegated Rule-Making Authority
4.3 Researching Federal Regulations
4.3.1 The C.F.R.
4.3.2 The L.S.A.
4.3.3 The F.R.
4.3.4 Administrative Decisions & Guidance
4.4 State Regulations
4.5 Concluding Exercises for Chapter 4
4.5.1 Introductory Exercise on Researching Regulations
4.5.2 Intermediate Exercise on Researching Administrative Guidance
4.5.3 Advanced Exercise on Researching Regulations
4.6 Recommended CALI Lessons for Further Practice
4.6.1 “Introduction and Sources of Authority for Administrative Law” by Deborah K. Paulus-Jagric and Clare Willis
4.6.2 “Rulemaking: Federal Register and CFR” by Katie Brown and Deborah K. Paulus-Jagric
4.6.3 “Researching Federal Administrative Regulations” by Sheri H. Lewis
4.6.4 “ Agency Decisions and Orders” by Marcia Baker and L. Elliott Hibbler
4.6.5 “Government Documents” by Alicia Brillon
4.6.6 “Attorney General Materials” by Marcia Baker and Maureen H. Anderson
Content: Executive-made rules take the form of administrative regulations, which various executive departments, agencies, and commissions issue under an explicit delegation of rule-making authority from the legislature. Essentially, the legislature passes a statute with a broad aim, and then delegates a particular agency of expertise to provide more specific rules aimed at achieving the broad goal. Lawyers call a statute that creates an agency to regulate a particular area an “organic statute” or “organic act.” 104 Similarly, an “enabling statute” delegates additional authority to an already existing agency. 105 Both organic statutes and enabling statutes establish broad aims desired by the legislature and create mechanisms for agencies to provide the details. As such, regulations tend to be much more specific in nature than statutes. Executive agencies possessing delegated legislative authority have existed in the Anglo-American legal tradition at least since the 1530s, which happens to be when people also first began recognizing the primacy of legislative rule-making authority to begin with. 106 Since their introduction in Tudor times, however, executive branches tended to exercise delegated rule-making authority somewhat sparingly for the next four centuries or so. Then, in response to the Great Depression in the U.S., the creation of executive agencies and the use of administrative regulations exploded with the New Deal of the 1930s. The Roosevelt administration pushed for the creation of a veritable “alphabet soup” of federal agencies, partially as an act of job creation, but partially as a way of modernizing the U.S. economy.
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http://sourcesofamericanlaw.lawbooks.cali.org/chapter/administrative-regulations/
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msmarco_v2.1_doc_02_1661390863#4_2822632268
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Title: Administrative Regulations – Sources of American Law
Headings: Administrative Regulations
Administrative Regulations
4.1 Learning Objectives for Chapter 4
4. 2 Delegated Rule-Making Authority
4.3 Researching Federal Regulations
4.3.1 The C.F.R.
4.3.2 The L.S.A.
4.3.3 The F.R.
4.3.4 Administrative Decisions & Guidance
4.4 State Regulations
4.5 Concluding Exercises for Chapter 4
4.5.1 Introductory Exercise on Researching Regulations
4.5.2 Intermediate Exercise on Researching Administrative Guidance
4.5.3 Advanced Exercise on Researching Regulations
4.6 Recommended CALI Lessons for Further Practice
4.6.1 “Introduction and Sources of Authority for Administrative Law” by Deborah K. Paulus-Jagric and Clare Willis
4.6.2 “Rulemaking: Federal Register and CFR” by Katie Brown and Deborah K. Paulus-Jagric
4.6.3 “Researching Federal Administrative Regulations” by Sheri H. Lewis
4.6.4 “ Agency Decisions and Orders” by Marcia Baker and L. Elliott Hibbler
4.6.5 “Government Documents” by Alicia Brillon
4.6.6 “Attorney General Materials” by Marcia Baker and Maureen H. Anderson
Content: As such, regulations tend to be much more specific in nature than statutes. Executive agencies possessing delegated legislative authority have existed in the Anglo-American legal tradition at least since the 1530s, which happens to be when people also first began recognizing the primacy of legislative rule-making authority to begin with. 106 Since their introduction in Tudor times, however, executive branches tended to exercise delegated rule-making authority somewhat sparingly for the next four centuries or so. Then, in response to the Great Depression in the U.S., the creation of executive agencies and the use of administrative regulations exploded with the New Deal of the 1930s. The Roosevelt administration pushed for the creation of a veritable “alphabet soup” of federal agencies, partially as an act of job creation, but partially as a way of modernizing the U.S. economy. 107
However, increasing the amount of regulatory output under delegated authority raised concerns about democracy and due process. After all, many of the experts who draft rules for agencies are directly hired by the agency in question and were not elected by voters. In order to assuage these concerns, the federal government developed a unique system of publication of regulations that allows citizens to comment on proposed regulations before they go into effect. The publication system became formalized by statute in 1946. 108
State executive branches likewise often issue copious amounts of regulations in the modern era.
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http://sourcesofamericanlaw.lawbooks.cali.org/chapter/administrative-regulations/
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msmarco_v2.1_doc_02_1662386375#4_2824875045
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Title: Chilean Empanadas de Pino Recipe
Headings: Chilean-Style Empanadas de Pino
Chilean-Style Empanadas de Pino
Chill : 60 mins
Click Play to See This Chilean-Style Empanadas de Pino Recipe Come Together
Ingredients
For the Empanada Dough:
For the Beef Filling:
For Assembly:
Steps to Make It
Make the Dough
Prepare the Beef Filling
Assemble the Empanadas
Can I Freeze Empanadas de Pino?
Rate This Recipe
Content: 2:44
Click Play to See This Chilean-Style Empanadas de Pino Recipe Come Together
Ingredients
For the Empanada Dough: 4 cups (480 g) all-purpose flour
1 1/2 teaspoons kosher salt, divided
3 tablespoons granulated sugar
2 tablespoons cold unsalted butter
12 tablespoons cold lard (or vegetable shortening)
2 large egg yolks
1 cup water
For the Beef Filling: 2 tablespoons vegetable oil
2 tablespoons unsalted butter
3 large onions, finely chopped
2 cloves garlic, minced
1 pound ground beef
2 teaspoons cumin
1 teaspoon chili powder
1 tablespoon paprika
1 cube beef bouillon
1/4 cup hot water
Kosher salt, to taste
Freshly ground black pepper, to taste
2 tablespoons all-purpose flour
1/2 cup raisins
1/2 cup black olives, chopped
For Assembly: 2 large hard-boiled eggs, sliced
1 large egg yolk
2 tablespoons milk
Steps to Make It
Hide Images
Note: While there are multiple steps to this recipe, this empanada dish is broken down into workable categories to help you better plan for preparation and baking. Make the Dough
Gather the ingredients. The Spruce
Sift the flour into a bowl and then stir in 1 teaspoon of the salt and all of the sugar. The Spruce
Mix the butter and lard (or vegetable shortening) into the flour mixture with a pastry cutter, or with 2 knives, until fairly well incorporated. The Spruce
Whisk the egg yolks with 1 cup of water. The Spruce
Stir in 1/2 cup of the water-egg mixture, a little bit at a time, until the dough starts to come together smoothly.
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http://southamericanfood.about.com/od/snacksstreetfood/r/empanadasarg.htm
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msmarco_v2.1_doc_02_1663231938#6_2826745687
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Title: Is Temik coming back? | Farm Progress
Headings: Is Temik coming back?
Is Temik coming back?
Additional label changes
Searching for replacements
Content: Though impressive, 165 letters is a small drop in the big bucket compared to the volumes of reports generated by the EPA over the past 40 years citing the negative human health impacts from use and/or exposure to Temik. Puech is no stranger to bringing in controversial, yet much-needed products to the U.S. market. He was instrumental in bringing into the U.S. glyphosate made in China. In recent years a number of glyphosate-containing herbicides have become available to U.S. farmers, providing a lower cost alternative to Roundup — the original glyphosate herbicide marketed in the U.S.
Puech is likewise no stranger to Temik. He worked for a number of years for Union Carbide, the company that originally brought Temik into the marketplace in the 1970s. A turnaround by the EPA on their long-standing aldicarb vendetta may prove to be a classic question of being a blessing or a curse. Once Bayer announced plans to phase out Temik, it seems the whole agriculture chemical industry began ramping up old and new technology for a replacement. Getting a new product through development and Federal clearance is a multi-million dollar process. Companies weren’t quick to make that investment to replace a product that had proved effective and relatively inexpensive over such a long period of time. Searching for replacements
Now that Temik is in reality gone, companies are looking at chemistries that had been discarded, because the cost of developing them was too high and the expectations of profit too low as long as Temik was available.
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http://southeastfarmpress.com/cotton/temik-coming-back
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msmarco_v2.1_doc_02_1663231938#7_2826747583
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Title: Is Temik coming back? | Farm Progress
Headings: Is Temik coming back?
Is Temik coming back?
Additional label changes
Searching for replacements
Content: A turnaround by the EPA on their long-standing aldicarb vendetta may prove to be a classic question of being a blessing or a curse. Once Bayer announced plans to phase out Temik, it seems the whole agriculture chemical industry began ramping up old and new technology for a replacement. Getting a new product through development and Federal clearance is a multi-million dollar process. Companies weren’t quick to make that investment to replace a product that had proved effective and relatively inexpensive over such a long period of time. Searching for replacements
Now that Temik is in reality gone, companies are looking at chemistries that had been discarded, because the cost of developing them was too high and the expectations of profit too low as long as Temik was available. If the EPA now grants a label for a product that will be essentially the same as Temik, those research and development dollars are likely to go away just as quickly as they materialized. Likewise cotton and peanut growers in the Southeast have had to find new products and new uses of these products to replace Temik. In some cases, the loss of Temik has forced growers to be more timely in pesticide applications and to choose more wisely which varieties to plant and where to plant them. Despite the need to reduce over-dependence on one product, the vast majority of growers want Temik, or something like it, back. For example, Virginia farmers are already seeing higher levels of tomato spotted wilt virus than has been seen in recent years.
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http://southeastfarmpress.com/cotton/temik-coming-back
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msmarco_v2.1_doc_02_1663913240#4_2828118979
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Title: Slow Roasted Spoon Roast (Top Sirloin) Recipe
Headings: Slow Roasted Spoon Roast (Top Sirloin)
Slow Roasted Spoon Roast (Top Sirloin)
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Ingredients
Steps to Make It
Tips
Recipe Variations
Rate This Recipe
Content: Heat the oven to 425 F. Line a roasting pan with foil and place a rack in the pan. The Spruce
In a small bowl, combine the minced garlic with chili powder, cumin, salt, black pepper, and cayenne pepper. The Spruce
Put the roast in the prepared pan and rub it on all sides with olive oil. Rub the seasoning mixture all over the roast. The Spruce
Roast the beef in the preheated oven for 15 minutes. Reduce the oven temperature to 225 F and continue roasting for about 3 hours longer (about 45 minutes to 1 hour per pound), or until done as desired. The Spruce
For medium-rare, the beef should register from 130 F to 135 F on a meat thermometer or oven probe placed in the thickest part of the roast. The Spruce
Tent the roast loosely with foil and let it rest for 10 minutes before slicing. The Spruce
Slice and serve with your choice of sides. Tips
Generally, medium-rare produces a tender and juicy roast, but according to the USDA Food Safety website, the minimum safe temperature for beef is 145 F.
For extra flavor, consider prepping the beef several hours before cooking.
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http://southernfood.about.com/od/ovenroastrecipes/r/Roast-Beef-Sirloin-Slow-Roast.htm
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msmarco_v2.1_doc_02_1663918157#0_2828124944
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Title: Beef Round Tip Roast Recipe Using the High Heat Method
Headings: Beef Round Tip Roast
Beef Round Tip Roast
Ingredients
Steps to Make It
Tip
A Tip Roast Menu
Rate This Recipe
Content: Beef Round Tip Roast Recipe Using the High Heat Method
Southern Dinner Recipes
Beef Mains
Beef Round Tip Roast
Updated 05/07/21
The Spruce / Diana Rattray
Prep: 10 mins
Cook: 3 hrs
Total: 3 hrs 10 mins
Servings: 6 to 8 servings
80 ratings
Add a comment
Nutritional Guidelines (per serving)
539
Calories
20g
Fat
8g
Carbs
78g
Protein
See Full Nutritional Guidelines
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Nutrition Facts
Servings: 6 to 8
Amount per serving
Calories
539
% Daily Value*
Total Fat 20g
25%
Saturated Fat 7g
35%
Cholesterol 214mg
71%
Sodium 609mg
26%
Total Carbohydrate 8g
3%
Dietary Fiber 1g
3%
Protein 78g
Calcium 51mg
4%
*The % Daily Value (DV) tells you how much a nutrient in a food serving contributes to a daily diet. 2,000 calories a day is used for general nutrition advice. (Nutrition information is calculated using an ingredient database and should be considered an estimate.) Coming from the rear leg, primal round cuts of beef are very lean and tough cuts, as the muscles in this area get a lot of exercise, and the fat is usually deposited in the front of the animal, away from the back legs. If not cooked properly, these cuts can be very hard to chew, as the connective tissue, ligaments, cartilage, and tendons won't tenderize adequately.
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http://southernfood.about.com/od/ovenroastrecipes/r/Round-Tip-Roast-Recipe.htm
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msmarco_v2.1_doc_02_1663918157#1_2828126651
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Title: Beef Round Tip Roast Recipe Using the High Heat Method
Headings: Beef Round Tip Roast
Beef Round Tip Roast
Ingredients
Steps to Make It
Tip
A Tip Roast Menu
Rate This Recipe
Content: 6 to 8
Amount per serving
Calories
539
% Daily Value*
Total Fat 20g
25%
Saturated Fat 7g
35%
Cholesterol 214mg
71%
Sodium 609mg
26%
Total Carbohydrate 8g
3%
Dietary Fiber 1g
3%
Protein 78g
Calcium 51mg
4%
*The % Daily Value (DV) tells you how much a nutrient in a food serving contributes to a daily diet. 2,000 calories a day is used for general nutrition advice. (Nutrition information is calculated using an ingredient database and should be considered an estimate.) Coming from the rear leg, primal round cuts of beef are very lean and tough cuts, as the muscles in this area get a lot of exercise, and the fat is usually deposited in the front of the animal, away from the back legs. If not cooked properly, these cuts can be very hard to chew, as the connective tissue, ligaments, cartilage, and tendons won't tenderize adequately. Despite the texture, however, primal cuts are flavorful and yield amazing roasts and stews. This high-heat method for roast beef is easy to follow and produces a perfectly roasted beef every time. For this recipe, you need to rest the meat out of the fridge for one hour and let it stay in the oven for at least two, so plan accordingly. Enjoy this roast with your favorite sides, but make sure to check our Tips Menu below. Ingredients
1 (4 to 5 pounds) boneless round tip roast (room temperature)
2 tablespoons all-purpose flour
1 teaspoon kosher salt
1/2 teaspoon garlic salt (or garlic powder )
1/2 teaspoon ground black pepper
Steps to Make It
Gather the ingredients.
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http://southernfood.about.com/od/ovenroastrecipes/r/Round-Tip-Roast-Recipe.htm
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msmarco_v2.1_doc_02_1663918157#2_2828128585
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Title: Beef Round Tip Roast Recipe Using the High Heat Method
Headings: Beef Round Tip Roast
Beef Round Tip Roast
Ingredients
Steps to Make It
Tip
A Tip Roast Menu
Rate This Recipe
Content: Despite the texture, however, primal cuts are flavorful and yield amazing roasts and stews. This high-heat method for roast beef is easy to follow and produces a perfectly roasted beef every time. For this recipe, you need to rest the meat out of the fridge for one hour and let it stay in the oven for at least two, so plan accordingly. Enjoy this roast with your favorite sides, but make sure to check our Tips Menu below. Ingredients
1 (4 to 5 pounds) boneless round tip roast (room temperature)
2 tablespoons all-purpose flour
1 teaspoon kosher salt
1/2 teaspoon garlic salt (or garlic powder )
1/2 teaspoon ground black pepper
Steps to Make It
Gather the ingredients. Preheat the oven to 500 F. Line a baking pan with foil and place a rack in the pan. With a sharp knife, cut a diamond pattern on the fat side of the beef. In a small bowl, combine the all-purpose flour, kosher salt, garlic salt, and pepper. Rub the seasoned flour mixture all over the round tip roast. Put the roast on the rack in the prepared baking pan.
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http://southernfood.about.com/od/ovenroastrecipes/r/Round-Tip-Roast-Recipe.htm
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msmarco_v2.1_doc_02_1663918157#3_2828130018
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Title: Beef Round Tip Roast Recipe Using the High Heat Method
Headings: Beef Round Tip Roast
Beef Round Tip Roast
Ingredients
Steps to Make It
Tip
A Tip Roast Menu
Rate This Recipe
Content: Preheat the oven to 500 F. Line a baking pan with foil and place a rack in the pan. With a sharp knife, cut a diamond pattern on the fat side of the beef. In a small bowl, combine the all-purpose flour, kosher salt, garlic salt, and pepper. Rub the seasoned flour mixture all over the round tip roast. Put the roast on the rack in the prepared baking pan. Place in the oven and then reduce oven temperature to 475 F. Roast the beef for 30 to 35 minutes, or about 7 minutes per pound. Turn off the heat and leave the roast in the oven for an additional 2 1/2 hours. Do not open the oven until the time is up and you're ready to carve the roast and serve it. With this method, a 4- to 5-pound roast will be at medium-rare doneness. Remove the roast from the oven and tent with foil.
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http://southernfood.about.com/od/ovenroastrecipes/r/Round-Tip-Roast-Recipe.htm
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msmarco_v2.1_doc_02_1663918157#4_2828131196
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Title: Beef Round Tip Roast Recipe Using the High Heat Method
Headings: Beef Round Tip Roast
Beef Round Tip Roast
Ingredients
Steps to Make It
Tip
A Tip Roast Menu
Rate This Recipe
Content: Place in the oven and then reduce oven temperature to 475 F. Roast the beef for 30 to 35 minutes, or about 7 minutes per pound. Turn off the heat and leave the roast in the oven for an additional 2 1/2 hours. Do not open the oven until the time is up and you're ready to carve the roast and serve it. With this method, a 4- to 5-pound roast will be at medium-rare doneness. Remove the roast from the oven and tent with foil. Leave to rest for about 10 minutes. Carve and plate. Enjoy. Tip
No matter how big or small your roast is, this cooking method will make a tender, medium-rare roast. To calculate the roasting time, use the formula of roughly 7 minutes per pound (2 pounds for 15 minutes, 3 pounds for 21 minutes, etc.).
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http://southernfood.about.com/od/ovenroastrecipes/r/Round-Tip-Roast-Recipe.htm
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msmarco_v2.1_doc_02_1663918157#5_2828132321
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Title: Beef Round Tip Roast Recipe Using the High Heat Method
Headings: Beef Round Tip Roast
Beef Round Tip Roast
Ingredients
Steps to Make It
Tip
A Tip Roast Menu
Rate This Recipe
Content: Leave to rest for about 10 minutes. Carve and plate. Enjoy. Tip
No matter how big or small your roast is, this cooking method will make a tender, medium-rare roast. To calculate the roasting time, use the formula of roughly 7 minutes per pound (2 pounds for 15 minutes, 3 pounds for 21 minutes, etc.). Turn off the oven and leave the roast in the oven for 2 1/2 hours before carving. A Tip Roast Menu
Create a menu, including wine, that complements the tip roast. Appetizer: Go light with the appetizer, as red meat is very filling and you don't want to overdo it with the first course. A bowl of vegan carrot soup is a great starter.
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http://southernfood.about.com/od/ovenroastrecipes/r/Round-Tip-Roast-Recipe.htm
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msmarco_v2.1_doc_02_1663918157#6_2828133355
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Title: Beef Round Tip Roast Recipe Using the High Heat Method
Headings: Beef Round Tip Roast
Beef Round Tip Roast
Ingredients
Steps to Make It
Tip
A Tip Roast Menu
Rate This Recipe
Content: Turn off the oven and leave the roast in the oven for 2 1/2 hours before carving. A Tip Roast Menu
Create a menu, including wine, that complements the tip roast. Appetizer: Go light with the appetizer, as red meat is very filling and you don't want to overdo it with the first course. A bowl of vegan carrot soup is a great starter. Garnish with parsley and serve with breadsticks. Side Dishes: Potatoes are always a great accompaniment to beef. Choose a classic mashed potato, a more adventurous sweet potato mash, or crunchy roasted potatoes. A light salad is best for a beef-potato menu.
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http://southernfood.about.com/od/ovenroastrecipes/r/Round-Tip-Roast-Recipe.htm
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msmarco_v2.1_doc_02_1671301114#2_2841765414
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Title: Appeasement
Headings: Appeasement: 1935-1939
Appeasement: 1935-1939
Labour Party and Rearmament
Hitler's Rhineland Coup
Spanish Civil War
Neville Chamberlain and Appeasement
Major Ball, the Media and Appeasement
Negotiations with Benito Mussolini
Resignation of Anthony Eden
Czechoslovakia
The Munich Agreement
The Myth of Appeasement and Rearmament
Doubts about Appeasement
Invasion of Czechoslovakia
Soviet Union and Nazi Germany
Outbreak of War
Primary Sources
(1) Henry (Chips) Channon, diary entry (5th December, 1936)
(2) Anthony Eden, speech in the House of Commons explaining why he had resigned from the government as Foreign Secretary (21st February, 1938)
(3) Winston Churchill, speech in the House of Commons on the resignation of Anthony Eden (22nd February, 1938)
(4) Lord Halifax, Fulness of Days (1957)
(5) William Gallacher, a member of the Communist Party, was a strong advocate of a military alliance with the Soviet Union. He was also opposed to the appeasement policy of the Conservative government. He wrote about these views in The Chosen Few (1940).
(6) Robert Boothby, Boothby: Recollections of a Rebel (1978)
(7) Hugh Christie, report to MI6 on a meeting he had with Hermann Goering on 3rd February, 1937.
(8) Hugh Christie, report to MI6 in March, 1938.
(9) Henry (Chips) Channon, diary entry (11th March, 1938)
(10) Henry (Chips) Channon, diary entry on the opponents of appeasement in the Conservative Party (22nd March, 1938)
(11) Henry (Chips) Channon, diary entry (12th May, 1938)
(12) Neville Chamberlain, letter to George VI (13th September, 1938)
(13) Henry (Chips) Channon, diary entry (14th September, 1938)
(14) George VI, letter to Neville Chamberlain (16th September, 1938)
(15) Henry (Chips) Channon, diary entry (16th September, 1938)
(16) Duff Cooper, First Lord of the Admiralty, diary entry (17th September, 1938)
(17) Neville Chamberlain held a Cabinet meeting on 24th September 1938. Duff Cooper, First Lord of the Admiralty, wrote about it in his autobiography, Old Men Forget (1953)
(18) Henry (Chips) Channon, diary entry (28th September, 1938)
(19) Eleanor Rathbone, letter to Winston Churchill (September, 1938)
(20) Duff Cooper, speech in the House of Commons (3rd October, 1938)
(20) Neville Chamberlain, speech in the House of Commons (3rd October, 1938)
(20) A. D. Lindsay, speech (18th October, 1938)
(21) A. D. Lindsay, a strong opponent of appeasement, he stood as the anti-Munich candidate in the by-election that took place in Oxford in October, 1938. Although defeated by the Conservative Party candidate, Quintin Hogg, he reduced the majority from 6,645 to 3,434. This article about the election appeared in the Picture Post on 5th November, 1938.
(22) Henry (Chips) Channon, diary entry (15th March, 1938)
(23) Clement Attlee, As It Happened (1954)
(24) Neville Chamberlain, radio broadcast (27th September, 1938)
(25) Statement issued by Neville Chamberlain and Adolf Hitler after the signing of the Munich Agreement (30th September)
(26) R. V. Jones was one of those who was opposed to the appeasement policy of Neville Chamberlain and his government.
(27) Winston Churchill, The Second World War (1948)
(28) The Manchester Guardian (17th March, 1939)
(29) Vernon Bartlett was in Godesberg working for the Daily Chronicle when Neville Chamberlain met Adolf Hitler on 22nd September 1938. He wrote about it in his book And Now, Tomorrow (1960)
(30) A. J. P. Taylor, English History 1914-1945 (1965)
(31) Edward Heath, The Course of My Life (1988)
(32) Herbert Morrison, An Autobiography (1960)
(33) Bernard Knox, Premature Anti-Fascist (1998)
Student Activities
References
(1) Winston Churchill, speech in the House of Commons (24th October 1935)
(2) Winston Churchill, speech (17th February, 1933)
(3) Winston Churchill, The Sunday Chronicle (26th May, 1935)
(4) Trevor Burridge, British Labour & Hitler's War (1976) pages 17-18
(5) Michael Jago, Clement Attlee (2017) page 104
(6) Clement Attlee, speech (1st October, 1935)
(7) Sydney Silverman, Report of the 36th Labour Party Annual Conference (1935) page 196
(8) Ernest Bevin, Report of the 36th Labour Party Annual Conference (1935) page 204
(9) Clement Attlee, letter to Tom Attlee (26th October, 1936)
(10) Alan Bullock, Hitler: A Study in Tyranny (1962) page 345
(11) Frank McDonough, Neville Chamberlain, Appeasement and the British Road to War (1998) page 27
(12) Winston Churchill, The Evening Standard (13th March, 1936)
(13) Winston Churchill, speech in the House of Commons (6th April, 1936)
(14) Clement Attlee, speech in the House of Commons (26th March, 1936)
(15) Patricia Knight, The Spanish Civil War (1998) page 67
(16) Antony Beevor, The Spanish Civil War (1982) page 110
(17) Clement Attlee, speech in the House of Commons (29th October, 1936)
(18) Francis Beckett, Clem Attlee (2000) page 134
(19) Clement Attlee, speech in the House of Commons (29th October, 1936)
(20) Frank McDonough, Neville Chamberlain, Appeasement and the British Road to War (1998) page 40
(21) Andrew J. Crozier, Nevile Henderson : Oxford Dictionary of National Biography (2004-2014)
(22) Louis L. Snyder, Encyclopedia of the Third Reich (1998) page 296
(23) Christopher Andrew, Defence of the Realm: The Authorised History of MI5 (2010) page 199
(24) G. T. Waddington, Eric Phipps : Oxford Dictionary of National Biography (2004-2014)
(25) Keith Middlemas, Diplomacy of Illusion: British Government and Germany, 1937-39 (1972) page 53
(26) Neville Henderson, Failure of a Mission (1940) page 17
(27) Keith Middlemas, Diplomacy of Illusion: British Government and Germany, 1937-39 (1972) page 74
(28) Neville Henderson, Failure of a Mission (1940) page 14
(29) Neville Henderson, speech in Berlin (1st June, 1937)
(30) Alfred Knox, speech in House of Commons (9th June 1937)
(31) Richard Griffiths, Fellow Travellers of the Right (1979) page 283
(32) Jim Wilson, Nazi Princess: Hitler, Lord Rothermere and Princess Stephanie Von Hohenlohe (2011) page 82
(33) Henry (Chips) Channon, diary entry (5th December, 1936)
(34) Lord Halifax, Fullness of Days (1957) page 181
(35) Norman Rose, The Cliveden Set: Portrait of an Exclusive Fraternity (2000) pages 169-173
(36) Keith Middlemas, Diplomacy of Illusion: British Government and Germany, 1937-39 (1972) page 74
(37) Winston Churchill, The Evening Standard (17th September 1937)
(38) Winston Churchill, The Evening Standard (14th October, 1937)
(39) Winston Churchill, speech at the Conservative Party conference at Scarborough (14th October, 1937)
(40) Peter Neville, Nevile Henderson : Oxford Dictionary of National Biography (2004-2014)
(41) Neville Henderson, Failure of a Mission (1940) page 21
(42) Neville Henderson, Failure of a Mission (1940) page 23
(43) Keith Middlemas, Diplomacy of Illusion: British Government and Germany, 1937-39 (1972) page 138
(44) Lord Halifax, diary entry (19th November, 1937)
(45) The Evening Standard (13th November 1937)
(46) Claude Cockburn, The Week (17th November, 1937)
(47) Reynolds News (28th November, 1937)
(48) Frederick Smith, Life of Lord Halifax (1965) page 366
(49) Lord Halifax, letter to Neville Chamberlain (24th November, 1937)
(50) Chris Bryant, The Glamour Boys: The Secret Story of the Rebels who Fought for Britain to Defeat Hitler (2020) pages 133-134
(51) John Campbell Davidson, Memoirs of a Conservative (1969) page 272
(52) Chris Bryant, The Glamour Boys: The Secret Story of the Rebels who Fought for Britain to Defeat Hitler (2020) page 215
(53) Geoffrey Dawson, letter to H. G. Daniels (23rd May, 1937)
(54)
(55) Robert Sheppard, A Class Divided: Appeasement and the Road to Munich (1988) page 112
(56) Marista Leishman, My Father: Reith of the BBC (2008) page 208
(57) John Reith, diary entry (9th March 1933)
(58) Marista Leishman, My Father: Reith of the BBC (2008) page 150
(59) John Reith, diary entry (10th March 1938)
(60) Hastings Lees-Smith, House of Commons (17th December, 1936)
(61) Chris Bryant, The Glamour Boys: The Secret Story of the Rebels who Fought for Britain to Defeat Hitler (2020) page 217
(62) David Faber, Munich: The 1938 Appeasement Crisis (2008) page 86
(63) Giorgio Peresso, Times of Malta (30th September 2012)
(64) Tim Bouverie, Appeasing Hitler: Chamberlain, Churchill and the Road to War (2020) page 161
(65) David Faber, Munich: The 1938 Appeasement Crisis (2008) page 87
(66) Anthony Eden, letter to Neville Chamberlain (8th February, 1938)
(67) Christopher Andrew, Secret Service: The Making of the British Intelligence Community (1986) page 545
(68) William C. Mills, Sir Joseph Ball, Adrian Dingli and Neville Chamberlain's Secret Channel to Italy, 1937-1940 (2002) page 295
(69) The Daily Mail (9th February, 1938)
(70) Anthony Eden, Facing the Dictators (1962) page 574
(71)
(72) The Sunday Times (13th February, 1938)
(73) Neville Chamberlain, memorandum (26th November, 1937)
(74) William Strang, memorandum (November, 1937)
(75) Neville Henderson, report to the British government (January 1938)
(76) Keith Middlemas, Diplomacy of Illusion: British Government and Germany, 1937-39 (1972) page 151
(77) Anthony Eden, speech (21st February 1938)
(78) The Daily Mail (21st February, 1938)
(79) Chris Bryant, The Glamour Boys: The Secret Story of the Rebels who Fought for Britain to Defeat Hitler (2020) page 219
(80) The Times (22nd February, 1938)
(81) The Manchester Guardian (24th February, 1938)
(82) Chris Bryant, The Glamour Boys: The Secret Story of the Rebels who Fought for Britain to Defeat Hitler (2020) page 220
(83) Robert Sheppard, A Class Divided: Appeasement and the Road to Munich (1988) page 130
(84) Winston Churchill, The Gathering Storm (1950) page 257
(85) Robert Boothby, Boothby: Recollections of a Rebel (1978)
(86) Winston Churchill, speech in the House of Commons (22nd February, 1938)
(87) Ronald Cartland, speech in the House of Commons (22nd February, 1938)
(88) Chris Bryant, The Glamour Boys: The Secret Story of the Rebels who Fought for Britain to Defeat Hitler (2020) pages 222-224
(89) David Low, Autobiography (1956) page 312
(90) Frank McDonough, Neville Chamberlain, Appeasement and the British Road to War (1998) page 58
(91) Winston Churchill, speech in the House of Commons (12th March, 1938)
(92) John Bew, Citizen Clem: A Biography of Attlee (2016) page 222
(93) Peter Neville, Nevile Henderson : Oxford Dictionary of National Biography (2004-2014)
(94) Robert A. Parker, Chamberlain and Appeasement (1993) page 147
(95) Hugh Christie, report to MI6 (March, 1938)
(96) Donald Cameron Watt, How War Came: Immediate Origins of the Second World War (1989) page 78
(97) Anthony Eden, letter to Stanley Baldwin (11th May, 1938)
(98) David Faber, Munich: The 1938 Appeasement Crisis (2008) pages 169-170
(99) Frank McDonough, Neville Chamberlain, Appeasement and the British Road to War (1998) page 61
(100) Robert A. Parker, Chamberlain and Appeasement (1993) page 149
(101) Adolf Hitler, speech (30th May, 1938)
(102) Clive Ponting, Winston Churchill (1994) page 394
(103) Frank McDonough, Neville Chamberlain, Appeasement and the British Road to War (1998) pages 61-62
(104) Richard Lamb, The Ghosts of Peace (1987) pages 2-5
(105) Robert A. Parker, Chamberlain and Appeasement (1993) pages 160-161
(106) Frank McDonough, Neville Chamberlain, Appeasement and the British Road to War (1998) page 63
(107) Telford Taylor, Munich: The Price of Peace (1979) page 740
(108) Neville Chamberlain, letter to Ida Chamberlain (19th September, 1938)
(109) Duff Cooper, First Lord of the Admiralty, diary entry (17th September, 1938)
(110) Thomas Inskip, Minister for Coordination of Defence, diary entry (17th September, 1938)
(111) David Faber, Munich: The 1938 Appeasement Crisis (2008) page 303
(112) Duff Cooper, First Lord of the Admiralty, diary entry (17th September, 1938)
(113) Cabinet minutes (17th September, 1938)
(114) Neville Chamberlain, letter to Ida Chamberlain (19th September, 1938)
(115) Ben Pimlott, Hugh Dalton: A Life (1985) page 256
(116) Hugh Dalton, diary entry (17th September, 1938)
(117) Sir John Simon, diary entry (29th September, 1938)
(118) Robert A. Parker, Chamberlain and Appeasement (1993) page 165
(119) Cabinet minutes (19th September, 1938)
(120) Thomas Inskip, Minister for Coordination of Defence, diary entry (19th September, 1938)
(121) Richard Crockett, Twillight of Truth: Chamberlain, Appeasement and the Manipulation of the Press (1989) page 79
(122) David Faber, Munich: The 1938 Appeasement Crisis (2008) page 303
(123) Adam Adamthwaite, Journal of Contemporary History (April, 1983) page 288
(124) National Council of Labour, statement (19th September, 1938)
(125) The Daily Herald (21st September, 1938)
(126) The News Chronicle (21st September, 1938)
(127) The Times (20th September, 1938)
(128) The News Chronicle (22nd September, 1938)
(129) Leo Amery, letter to Neville Chamberlain (17th September, 1938)
(130) Winston Churchill, statement (22nd September, 1938)
(131) Duke of Windsor, letter to Neville Chamberlain (18th September, 1938)
(132) William L. Shirer, Berlin Diary (1941) page 113
(133) David Faber, Munich: The 1938 Appeasement Crisis (2008) page 314
(134) Statement issued by the Czechoslovak government (20th September, 1938)
(135) J. W. Bruegel, Czechoslovakia Before Munich (1973) page 280
(136) Hubert Ripka, Munich: Before and After (1939) pages 106-108
(137) General Jan Syrový, statement (22nd September, 1938)
(138) Maxim Litvinov, speech at the United Nations (22nd September, 1938)
(139) Frank McDonough, Neville Chamberlain, Appeasement and the British Road to War (1998) page 65
(140) David Faber, Munich: The 1938 Appeasement Crisis (2008) pages 326-332
(141) The Daily Herald (23rd September, 1938)
(142) Alexander Cadogan, diary entry (24th September, 1938)
(143) Neville Chamberlain, Cabinet minutes (24th September, 1938)
(144) Cabinet minutes (24th September, 1938)
(145) Duff Cooper, First Lord of the Admiralty, diary entry (24th September, 1938)
(146) Lord Halifax, letter to Neville Chamberlain (23rd September, 1938)
(147) Leo Amery, diary entry (24th September, 1938)
(148) Leo Amery, letter to Lord Halifax (24th September, 1938)
(149) Leo Amery, letter to Neville Chamberlain (25th September, 1938)
(150) Cabinet minutes (25th September, 1938)
(151) Duff Cooper, diary entry (25th September, 1938)
(152) Cabinet minutes (25th September, 1938)
(153) Peter Neville, Nevile Henderson : Oxford Dictionary of National Biography (2004-2014)
(154) Sir Eric Phipps, letter to Lord Halifax (27th September, 1938)
(155) Alexander Cadogan, letter to Sir Eric Phipps (25th September, 1938)
(156) David Faber, Munich: The 1938 Appeasement Crisis (2008) page 353
(157) Record of an Anglo-French Conversation held at 10 Downing Street (25th September, 1938)
(158) Leo Amery, The Times (26th September, 1938)
(159) Neville Chamberlain, speech (27th September, 1938)
(160) Harold Macmillan, Winds of Change (1966) page 560
(161) Graham Darby, Hitler, Appeasement and the Road to War (1999) page 56
(162) John Wheeler-Bennett, Munich: Prologue to Tragedy (1963) page 171
(163) Statement issued by Neville Chamberlain and Adolf Hitler after the signing of the Munich Agreement (30th September, 1938)
(164) Frank McDonough, Neville Chamberlain, Appeasement and the British Road to War (1998) page 69
(165) David Faber, Munich: The 1938 Appeasement Crisis (2008) page 413
(166) Hubert Ripka, Munich: Before and After (1939) pages 231-232
(167) Neville Henderson, Failure of a Mission (1940) page 167
(168) John Wheeler-Bennett, Munich: Prologue to Tragedy (1963) page 478
(169) The Times (24th October 1962)
(170) David Dutton, Neville Chamberlain (2001) page 55
(171) The Times (2nd October, 1938)
(172) The Daily Telegraph (2nd October, 1938)
(173) The Daily Express (30th September, 1938)
(174) Adolf Hitler, letter to Harold Harmsworth, 1st Lord Rothermere (20th May 1937)
(175) Robert Philpot, The Times of Israel (5th August 2018)
(176) Lord Rothermere, telegram to Neville Henderson (1st October, 1938)
(177) Martha Schad, Hitler's Spy Princess (2002) page 103
(178) Anthony Eden, The Eden Memoirs: The Reckoning (1965) page 36
(179) Neville Henderson, Failure of a Mission (1940) page 168
(180) Adolf Hitler, speech (22nd August 1939)
(181) Ivone Kirkpatrick, The Inner Circle Memoirs (1959) page 135
(182) The Manchester Guardian (1st October, 1938)
(183) The Daily Herald (1st October, 1938)
(184) Duff Cooper, speech in the House of Commons (3rd October, 1938)
(185) Duff Cooper, diary entry (3rd October, 1938)
(186) King George VI, statement (3rd October, 1938)
(187) Duff Cooper, speech in the House of Commons (3rd October, 1938)
(188) Neville Chamberlain, speech in the House of Commons (3rd October, 1938)
(189) Clement Attlee, speech in the House of Commons (3rd October, 1938)
(190) Winston Churchill, speech in the House of Commons (5th October, 1938)
(191) Clive Ponting, Winston Churchill (1994) page 177
(192) Robert Boothby, Recollections of a Rebel Hardcover (1978) page 130
(193) Andrew Roberts, The Holy Fox: A Biography of Lord Halifax (1991) page 132
(194) James P. Levy, Appeasement and Rearmament Britain (2006) page xiii
(195) Graham Macklin, Neville Chamberlain (2006) page 76
(196) Duff Cooper, speech in the House of Commons (3rd October, 1938)
(197) Herbrand Sackville, letter to Neville Chamberlain (4th October, 1938)
(198) Neville Chamberlain, letter to Herbrand Sackville (4th October, 1938)
(199) Robert Sheppard, A Class Divided: Appeasement and the Road to Munich (1988) page 115
(200) Cabinet minutes (3rd October, 1938)
(201) Frank McDonough, Neville Chamberlain, Appeasement and the British Road to War (1998) page 69
(202) Cabinet minutes (3rd October, 1938)
(203) Anthony Eden, speech in the House of Commons (3rd October, 1938)
(204) Robert A. Parker, Chamberlain and Appeasement (1993) page 185
(205) Peter Neville, Neville Chamberlain (1992) page 72
(206) Graham Macklin, Neville Chamberlain (2006) page 75
(207) Lord Halifax, letter to Neville Chamberlain 15th October, 1938)
(208) Winston Churchill, letter to Paul Reynaud (10th October, 1938)
(209) Neville Chamberlain, Cabinet minutes (31st October, 1938)
(210) David Faber, Munich: The 1938 Appeasement Crisis (2008) page 430
(211) A. D. Lindsay, speech (18th October, 1938)
(212) The Picture Post (5th November, 1938)
(213) Ben Pimlott, Labour and the Left in the 1930's (1977) pages 157-158
(214) Henry (Chips) Channon, diary entry (18th November, 1938)
(215) Robert A. Parker, Chamberlain and Appeasement (1993) page 189
(216) Clive Ponting, Winston Churchill (1994) page 407
(217) The Manchester Guardian (5th November, 1938)
(218) Aneurin Bevan, speech in London (25th January, 1939)
(219) Aneurin Bevan, The Tribune (10th March, 1939)
(220) John Campbell, Nye Bevan and the Mirage of British Socialism (1987) page 84
(221) Winston Churchill, speech in Epping, Essex (14th March, 1939)
(222) Chris Bryant, The Glamour Boys: The Secret Story of the Rebels who Fought for Britain to Defeat Hitler (2020) page 288
(223) Kate Whannel, BBC News (15th October, 2020)
(224) Frank McDonough, Neville Chamberlain, Appeasement and the British Road to War (1998) page 76
(225) John Charmley, Chamberlain and the Lost Peace (1989) page 187
(226) The Times (16th March, 1939)
(227) The Manchester Guardian (17th March, 1939)
(228) Neville Henderson, Failure of a Mission (1940) page 209
(229) David Low, Autobiography (1956) page 309
(230) The Times (19th March, 1939)
(231) The Daily Telegraph (1st March, 2005)
(232) Isaac Deutscher, Stalin (1949) page 422
(233) Neville Chamberlain, letter to Ida Chamberlain (26th March, 1939)
(234) Frank McDonough, Neville Chamberlain, Appeasement and the British Road to War (1998) page 80
(235) John Charmley, Chamberlain and the Lost Peace (1989) page188
(236) David Lloyd George, speech in the House of Commons (3rd April, 1939)
(237) The Times (19th March, 1939)
(238) Frank McDonough, Neville Chamberlain, Appeasement and the British Road to War (1998) page 80
(239) Robert A. Parker, Chamberlain and Appeasement (1993) page 228
(240) John Bew, Citizen Clem: A Biography of Attlee (2016) page 226
(241) Clement Attlee, speech in the House of Commons (19th May, 1939)
(242) Winston Churchill, speech in the House of Commons (19th May, 1939)
(243) Cabinet minutes (24th May, 1939)
(244) Frank McDonough, Neville Chamberlain, Appeasement and the British Road to War (1998) page 84
(245) Robert A. Parker, Chamberlain and Appeasement (1993) page 236
(246) Edvard Radzinsky, Stalin (1996) pages 426-427
(247) Time Magazine (15th May, 1939)
(248) Walter Krivitsky, Baltimore Sun (5th May, 1939)
(249) Gary Kern, A Death in Washington: Walter G. Krivitsky and the Stalin Terror (2004) page 196
(250) A. J. P. Taylor, English History 1914-1945 (1965) page 546
(251) Joachim von Ribbentrop Memoirs (1953) page 109
(252) Time Magazine (28th August, 1939)
(253) Nikita Khrushchev, Khrushchev Remembers (1971) page 111
(254) David Low, Autobiography (1956) page 320
(255) Walter Krivitsky, The New Leader (26th August, 1939)
(256) Andrew Roberts, The Holy Fox: A Biography of Lord Halifax (1991) page 167
(257) Cabinet minutes (22nd August, 1939)
(258) Frank McDonough, Neville Chamberlain, Appeasement and the British Road to War (1998) page 86
(259) Herbert Morrison, An Autobiography (1960) pages 170-171
(260) Adolf Hitler, letter to Neville Chamberlain (25th August, 1939)
(261) John Charmley, Chamberlain and the Lost Peace (1989) page 202
(262) Neville Chamberlain, letter to Adolf Hitler (28th August, 1939)
(263) Adolf Hitler, letter to Neville Chamberlain (30th August, 1939)
(264) Neville Chamberlain, speech in the House of Commons (1st September, 1939)
(265) Neville Chamberlain, speech in the House of Commons (2nd September, 1939)
(266) Arthur Greenwood, speech in the House of Commons (2nd September, 1939)
(267) Robert A. Parker, Chamberlain and Appeasement (1993) page 341
(268) Cabinet minutes (2nd September, 1939)
(269) Neville Chamberlain, speech on BBC radio (3rd September, 1939)
(270) Richard Lamb, The Ghosts of Peace (1987) page 122
(271) A. J. P. Taylor, English History 1914-1945 (1965) page 553
(272) Neville Chamberlain, diary entry (10th September, 1939)
(273) Robert Service, Stalin (2004) page 402
Content: Despite the illegal methods employed by Mussolini, Churchill remained a loyal supporter. He told the Anti-Socialist Union that Mussolini was "the greatest lawgiver among living men". ( 2) Churchill also wrote in The Sunday Chronicle that Mussolini was "a really great man". ( 3)
Labour Party and Rearmament
In November, 1935, Clement Attlee was elected to replace George Lansbury as leader of the Labour Party. Over the next few months he attempted to persuade the Party to change its view on rearmament. As Trevor Burridge, the author of British Labour & Hitler's War (1976) has pointed out: " Though the Party never officially adopted an outright pacifist position, a dedicated pacifist, George Lansbury, was Leader of the Party from 1932-35. In addition, Socialist theory interpreted war in economic terms as a clash of rival imperialism - the last, most decadent stage of capitalism." ( 4)
The left of the Labour Party argued that its policy should be to oppose rearmament and stimulate international socialist co-operation to avoid a capitalist war. From the right came the proposition that the party must support rearmament to defend freedom and democracy. (
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http://spartacus-educational.com/2WWappeasement.htm
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msmarco_v2.1_doc_02_1678806824#9_2854166191
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Title: Andrew Carnegie
Headings: Andrew Carnegie
Andrew Carnegie
Content: In 1901 Frick joined with J. Pierpont Morgan to purchase the Carnegie Company for $500,000,000 and established the U.S. Steel Corporation that was valued at $1.4 billion. Carnegie himself now had a personal fortune of $225,000,000. Carnegie set up a trust fund "for the improvement of mankind." This included the building of 3,000 public libraries (380 in Britain), the Carnegie Institute of Pittsburgh, the Carnegie Institute of Technology and the Carnegie Institution of Washington for research into the natural and physical sciences. Carnegie also established the Endowment for International Peace in an effort to prevent future wars. By the time Andrew Carnegie died in August, 1919, he had given away $350,000,000. A further $125 million was placed with the Carnegie Corporation to carry on his good works. Robert Minor, St Louis Post-Dispatch (1908)
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http://spartacus-educational.com/USAcarnegie.htm
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msmarco_v2.1_doc_02_1679837813#10_2855379842
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Title: Marshall Plan
Headings: Marshall Plan
Marshall Plan
Primary Sources
(1) President Truman, speech to Congress (12th March, 1947)
(2) George Marshall, Secretary of State, speech at Harvard University (5th June, 1947)
(3) Andrei Vyshinsky, Soviet Union spokesman at the United Nations, speech (18th September, 1947)
(4) Konrad Adenauer, speech in Berne (23rd March, 1949)
(5) George Kennan, Foreign Affairs Journal (July, 1957)
(6) Felix Greene, The Enemy: What Every American Should Know About Imperialism (1965)
(6) Miriam Moskowitz, Phantom Spies, Phantom Justice (2010)
Content: It also seems that intentions such as had once been manifested in the Morgenthau Plan played their part. This continued until the Marshall Plan brought the turning point. The Marshall Plan will remain for all time a glorious page in the history of the United States of America. But the change was very slow and the economic, physical, moral, and political decline of Germany which had begun with the unconditional surrender took great efforts to reverse. (5) George Kennan, Foreign Affairs Journal (July, 1957)
It is clear that the main element of any United States policy towards the Soviet Union must be that of a long-term, patient but firm and vigilant containment of Russian expansive tendencies. It is clear that the United states cannot expect in the foreseeable future to enjoy political intimacy with the Soviet regime. It must continue to regard the Soviet Union as a rival, not a partner, in the political arena. (6) Felix Greene, The Enemy: What Every American Should Know About Imperialism (1965)
Marshall Plan aid, essentially intended to keep the post-war economies of the West Europe countries within the capitalist world, was also intended to dominate their economy. Every transaction was arranged to provide not only immediate profits for specific US banks, finance corporations, investment trusts and industries, but to make the European nations dependent on the United States.
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http://spartacus-educational.com/USAmarshallP.htm
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msmarco_v2.1_doc_02_1679837813#11_2855382010
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Title: Marshall Plan
Headings: Marshall Plan
Marshall Plan
Primary Sources
(1) President Truman, speech to Congress (12th March, 1947)
(2) George Marshall, Secretary of State, speech at Harvard University (5th June, 1947)
(3) Andrei Vyshinsky, Soviet Union spokesman at the United Nations, speech (18th September, 1947)
(4) Konrad Adenauer, speech in Berne (23rd March, 1949)
(5) George Kennan, Foreign Affairs Journal (July, 1957)
(6) Felix Greene, The Enemy: What Every American Should Know About Imperialism (1965)
(6) Miriam Moskowitz, Phantom Spies, Phantom Justice (2010)
Content: It is clear that the United states cannot expect in the foreseeable future to enjoy political intimacy with the Soviet regime. It must continue to regard the Soviet Union as a rival, not a partner, in the political arena. (6) Felix Greene, The Enemy: What Every American Should Know About Imperialism (1965)
Marshall Plan aid, essentially intended to keep the post-war economies of the West Europe countries within the capitalist world, was also intended to dominate their economy. Every transaction was arranged to provide not only immediate profits for specific US banks, finance corporations, investment trusts and industries, but to make the European nations dependent on the United States. (6) Miriam Moskowitz, Phantom Spies, Phantom Justice (2010)
The Marshall Plan resulted. It was an immense program of foreign aid in the form of American goods and services, ostensibly idealistic and designed to rebuild Europe, but it was hardly without self-interest. Since the Marshall Plan demanded the opening up of European markets to American penetration, the Soviet Union saw it as a hostile, predatory maneuver and declined to participate. It also loudly denounced it. On the other hand, the Plan's anti-Soviet nature was barely concealed with thinly veiled warnings about countries seeking to gain political ends through human misery.
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http://spartacus-educational.com/USAmarshallP.htm
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msmarco_v2.1_doc_02_1679837813#12_2855384119
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Title: Marshall Plan
Headings: Marshall Plan
Marshall Plan
Primary Sources
(1) President Truman, speech to Congress (12th March, 1947)
(2) George Marshall, Secretary of State, speech at Harvard University (5th June, 1947)
(3) Andrei Vyshinsky, Soviet Union spokesman at the United Nations, speech (18th September, 1947)
(4) Konrad Adenauer, speech in Berne (23rd March, 1949)
(5) George Kennan, Foreign Affairs Journal (July, 1957)
(6) Felix Greene, The Enemy: What Every American Should Know About Imperialism (1965)
(6) Miriam Moskowitz, Phantom Spies, Phantom Justice (2010)
Content: (6) Miriam Moskowitz, Phantom Spies, Phantom Justice (2010)
The Marshall Plan resulted. It was an immense program of foreign aid in the form of American goods and services, ostensibly idealistic and designed to rebuild Europe, but it was hardly without self-interest. Since the Marshall Plan demanded the opening up of European markets to American penetration, the Soviet Union saw it as a hostile, predatory maneuver and declined to participate. It also loudly denounced it. On the other hand, the Plan's anti-Soviet nature was barely concealed with thinly veiled warnings about countries seeking to gain political ends through human misery. By clever maneuver America's political leaders also kept the Marshall Plan out of the United Nations where it would have logically belonged but where the Soviet Union with its powerful voice and decisive vote could have kept it stillborn.
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http://spartacus-educational.com/USAmarshallP.htm
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msmarco_v2.1_doc_02_1688309747#0_2868722627
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Title: Confidence Intervals
Headings:
Introduction
Learning Objectives
Parameter Estimation
Confidence Intervals
Table - Z-Scores for Commonly Used Confidence Intervals
Confidence Interval Estimates for Smaller Samples
Confidence Intervals for One Sample: Continuous Outcome
Confidence Intervals for μ
(126.7,127.9)
Answer
Answer
Confidence Interval for One Sample, Dichotomous Outcome
p̂= x/n
Confidence Interval for the Population Proportion
Answer
Confidence Interval for Two Independent Samples, Continuous Outcome
Computing the Confidence Interval for a Difference Between Two Means
Large Sample Example:
Small Sample Example:
Confidence Intervals for Matched Samples, Continuous Outcome
The Unit of Analysis
Computing the Confidence Intervals for μ d
Example:
Interpretation:
Crossover Trials
Example:
Confidence Interval for Two Independent Samples, Dichotomous Outcome
A. Confidence Interval for a Risk Difference or Prevalence Difference
Computing the Confidence Interval for A Difference in Proportions ( p 1 -p 2 )
Example:
Answer
B. Confidence Intervals for the Risk Ratio (Relative Risk)
Computation of a Confidence Interval for a Risk Ratio
Example:
exp (-1.50193) = 0.2227 and exp (-0.14003) = 0.869331
Answer
C. Confidence Intervals for the Odds Ratio
The Difference Between "Probability" and "Odds"
Odds of event = Y / (1-Y)
OR= (7/10) / (5/57) = 6.65
OR = (a/b) / (c/d)
Computing the Confidence Interval for an Odds Ratio
Example:
OR= (7/10) / (5/57) = 6.6
Answer
Summary
References
Solutions to Selected Problems
Answer to first problems on page 3
=======================================================
Answer to BMI Problem on page 3
=======================================================
Answer to Problem at Bottom of Page 4
Answer to Problem on Confidence Interval for Risk Difference on Page 7
Answer to Problem on Confidence Interval for Relative Risk - Page 8
Answer to Odds Ratio Problem on Page 10
Answer to Pain Reliever Problem - Page 8
Content: Confidence Intervals
Confidence Intervals
Author: Lisa Sullivan, PhD
Professor of Biostatistics
Boston University School of Public Health
Introduction
As noted in earlier modules a key goal in applied biostatistics is to make inferences about unknown population parameters based on sample statistics. There are two broad areas of statistical inference, estimation and hypothesis testing. Estimation is the process of determining a likely value for a population parameter (e.g., the true population mean or population proportion) based on a random sample. In practice, we select a sample from the target population and use sample statistics (e.g., the sample mean or sample proportion) as estimates of the unknown parameter. The sample should be representative of the population, with participants selected at random from the population. In generating estimates, it is also important to quantify the precision of estimates from different samples. Learning Objectives
After completing this module, the student will be able to: Define point estimate, standard error, confidence level and margin of error
Compare and contrast standard error and margin of error
Compute and interpret confidence intervals for means and proportions
Differentiate independent and matched or paired samples
Compute confidence intervals for the difference in means and proportions in independent samples and for the mean difference in paired samples
Identify the appropriate confidence interval formula based on type of outcome variable and number of samples
Parameter Estimation
There are a number of population parameters of potential interest when one is estimating health outcomes (or "endpoints"). Many of the outcomes we are interested in estimating are either continuous or dichotomous variables, although there are other types which are discussed in a later module.
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http://sphweb.bumc.bu.edu/otlt/MPH-Modules/BS/BS704_Confidence_Intervals/BS704_Confidence_Intervals_print.html
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msmarco_v2.1_doc_02_1701648828#0_2892277505
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Title: Learn How to Remove Extra Spaces From Excel Using TRIM
Headings: How to Remove Extra Spaces From Excel
How to Remove Extra Spaces From Excel
An easier way to clean up your Excel spreadsheet
How the TRIM Function Works
Using the TRIM Function
Removing Extra Spaces From an Entire Column
Using the Search and Replace Short Cut Key
Was this page helpful?
Content: Learn How to Remove Extra Spaces From Excel Using TRIM
Software & Apps MS Office
How to Remove Extra Spaces From Excel
An easier way to clean up your Excel spreadsheet
by
Ted French
Writer
Former Lifewire writer Ted French is a Microsoft Certified Professional who teaches and writes about spreadsheets and spreadsheet programs. our editorial process
Ted French
Updated on October 13, 2019
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When you import or copy text data into an Excel worksheet , you often end up with extra spaces. Using Excel's TRIM function, or a shortcut key to trigger Excel's search and replace feature, you can easily remove those unnecessary spacing. In the case of the TRIM function, you'll need to create a new column in the worksheet for your clean text. Then you can copy and paste the clean text back into the original column. A much faster trick is to use the CTRL + H shortcut key to search the problem column and quickly remove all of the extra spaces. How the TRIM Function Works
The syntax for the TRIM function is: =TRIM (Text)
The Text, in this case, refers to the data with the extraneous spacing. This argument can be: The actual text enclosed in quotation marks
A cell reference to the location of the text data in the worksheet
Many people think that the TRIM function removes only the spaces at the beginning and the end of the text.
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http://spreadsheets.about.com/od/Text-Functions/ss/2011-05-28-excel-2010-trim-function.htm
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msmarco_v2.1_doc_02_1701648828#1_2892279499
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Title: Learn How to Remove Extra Spaces From Excel Using TRIM
Headings: How to Remove Extra Spaces From Excel
How to Remove Extra Spaces From Excel
An easier way to clean up your Excel spreadsheet
How the TRIM Function Works
Using the TRIM Function
Removing Extra Spaces From an Entire Column
Using the Search and Replace Short Cut Key
Was this page helpful?
Content: A much faster trick is to use the CTRL + H shortcut key to search the problem column and quickly remove all of the extra spaces. How the TRIM Function Works
The syntax for the TRIM function is: =TRIM (Text)
The Text, in this case, refers to the data with the extraneous spacing. This argument can be: The actual text enclosed in quotation marks
A cell reference to the location of the text data in the worksheet
Many people think that the TRIM function removes only the spaces at the beginning and the end of the text. In actuality, it gets rid of all extra spaces. For example, if the text in cell A1 is: This is a really bad sentence. The Excel function =TRIM (A1) will provide the following result: This is a really bad sentence.
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http://spreadsheets.about.com/od/Text-Functions/ss/2011-05-28-excel-2010-trim-function.htm
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msmarco_v2.1_doc_02_1701648828#2_2892280823
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Title: Learn How to Remove Extra Spaces From Excel Using TRIM
Headings: How to Remove Extra Spaces From Excel
How to Remove Extra Spaces From Excel
An easier way to clean up your Excel spreadsheet
How the TRIM Function Works
Using the TRIM Function
Removing Extra Spaces From an Entire Column
Using the Search and Replace Short Cut Key
Was this page helpful?
Content: In actuality, it gets rid of all extra spaces. For example, if the text in cell A1 is: This is a really bad sentence. The Excel function =TRIM (A1) will provide the following result: This is a really bad sentence. Using the TRIM Function
To remove extra spaces with the TRIM function, follow this procedure: Click on cell A6 to make it the active cell – this is where the function will go. Type =TRIM (A4). Press Enter. The text from A4 with extra spaces will appear in A6, but with all of the extra spaces removed.
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http://spreadsheets.about.com/od/Text-Functions/ss/2011-05-28-excel-2010-trim-function.htm
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msmarco_v2.1_doc_02_1701648828#3_2892281933
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Title: Learn How to Remove Extra Spaces From Excel Using TRIM
Headings: How to Remove Extra Spaces From Excel
How to Remove Extra Spaces From Excel
An easier way to clean up your Excel spreadsheet
How the TRIM Function Works
Using the TRIM Function
Removing Extra Spaces From an Entire Column
Using the Search and Replace Short Cut Key
Was this page helpful?
Content: Using the TRIM Function
To remove extra spaces with the TRIM function, follow this procedure: Click on cell A6 to make it the active cell – this is where the function will go. Type =TRIM (A4). Press Enter. The text from A4 with extra spaces will appear in A6, but with all of the extra spaces removed. The problem at this point is that both A4 and A6 exist in the sheet when you only want the clean text (in A6) to replace the messy text (in A4). Replacing the content from A6 to A4 is simple to accomplish: Right-click on A6. Select Copy. Right-click on A4.
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http://spreadsheets.about.com/od/Text-Functions/ss/2011-05-28-excel-2010-trim-function.htm
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msmarco_v2.1_doc_02_1701648828#4_2892283086
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Title: Learn How to Remove Extra Spaces From Excel Using TRIM
Headings: How to Remove Extra Spaces From Excel
How to Remove Extra Spaces From Excel
An easier way to clean up your Excel spreadsheet
How the TRIM Function Works
Using the TRIM Function
Removing Extra Spaces From an Entire Column
Using the Search and Replace Short Cut Key
Was this page helpful?
Content: The problem at this point is that both A4 and A6 exist in the sheet when you only want the clean text (in A6) to replace the messy text (in A4). Replacing the content from A6 to A4 is simple to accomplish: Right-click on A6. Select Copy. Right-click on A4. Select Paste Special. Select Values and then click OK. Delete the text from A6. Now only the clean text, without spaces, exists on the sheet. If you're using Excel Online, disregard steps 4 and 5 above.
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http://spreadsheets.about.com/od/Text-Functions/ss/2011-05-28-excel-2010-trim-function.htm
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msmarco_v2.1_doc_02_1701648828#5_2892284134
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Title: Learn How to Remove Extra Spaces From Excel Using TRIM
Headings: How to Remove Extra Spaces From Excel
How to Remove Extra Spaces From Excel
An easier way to clean up your Excel spreadsheet
How the TRIM Function Works
Using the TRIM Function
Removing Extra Spaces From an Entire Column
Using the Search and Replace Short Cut Key
Was this page helpful?
Content: Select Paste Special. Select Values and then click OK. Delete the text from A6. Now only the clean text, without spaces, exists on the sheet. If you're using Excel Online, disregard steps 4 and 5 above. Instead, click the down arrow under Paste on the Home ribbon, then select Paste Values. Removing Extra Spaces From an Entire Column
The method above works well if you're only cleaning spaces from one cell, but what if you want to remove spaces from an entire column? The procedure for dealing with a column isn't that different from dealing with one cell. In this example, the column with too many spaces starts with A2. Create a new empty column beside the column you want to remove spaces from (in this example this new column starts with B2).
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http://spreadsheets.about.com/od/Text-Functions/ss/2011-05-28-excel-2010-trim-function.htm
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msmarco_v2.1_doc_02_1701648828#6_2892285472
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Title: Learn How to Remove Extra Spaces From Excel Using TRIM
Headings: How to Remove Extra Spaces From Excel
How to Remove Extra Spaces From Excel
An easier way to clean up your Excel spreadsheet
How the TRIM Function Works
Using the TRIM Function
Removing Extra Spaces From an Entire Column
Using the Search and Replace Short Cut Key
Was this page helpful?
Content: Instead, click the down arrow under Paste on the Home ribbon, then select Paste Values. Removing Extra Spaces From an Entire Column
The method above works well if you're only cleaning spaces from one cell, but what if you want to remove spaces from an entire column? The procedure for dealing with a column isn't that different from dealing with one cell. In this example, the column with too many spaces starts with A2. Create a new empty column beside the column you want to remove spaces from (in this example this new column starts with B2). Click on the top empty cell in your new column (B2). Type =TRIM (B2) and press Enter. Hold down the Shift key, and hover your mouse at the bottom of cell B2 until the cursor changes to two horizontal lines with an arrow above and below them. ( This feature isn't available in Excel Online; you'll have to use the Fill Handle to copy the formula.)
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http://spreadsheets.about.com/od/Text-Functions/ss/2011-05-28-excel-2010-trim-function.htm
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msmarco_v2.1_doc_02_1701648828#7_2892286954
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Title: Learn How to Remove Extra Spaces From Excel Using TRIM
Headings: How to Remove Extra Spaces From Excel
How to Remove Extra Spaces From Excel
An easier way to clean up your Excel spreadsheet
How the TRIM Function Works
Using the TRIM Function
Removing Extra Spaces From an Entire Column
Using the Search and Replace Short Cut Key
Was this page helpful?
Content: Click on the top empty cell in your new column (B2). Type =TRIM (B2) and press Enter. Hold down the Shift key, and hover your mouse at the bottom of cell B2 until the cursor changes to two horizontal lines with an arrow above and below them. ( This feature isn't available in Excel Online; you'll have to use the Fill Handle to copy the formula.) Double-click the right mouse button to auto-fill the entire column
Now you'll have column A with the extra spaces, and column B with the same text cleaned up. Perform the same copy and paste (values only) procedure in the previous step, but copy and paste the entire columns rather than just individual cells. Finally, right click at the top of column B to highlight the entire column, and delete it, shifting all other cells on the spreadsheet to the left. Using the Search and Replace Short Cut Key
If the text in your column has extra spaces within the text, not right before or right after, you can quickly clean that text by using Excel's Search and Replace feature. Select the entire column you want to clean.
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http://spreadsheets.about.com/od/Text-Functions/ss/2011-05-28-excel-2010-trim-function.htm
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msmarco_v2.1_doc_02_1701648828#8_2892288607
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Title: Learn How to Remove Extra Spaces From Excel Using TRIM
Headings: How to Remove Extra Spaces From Excel
How to Remove Extra Spaces From Excel
An easier way to clean up your Excel spreadsheet
How the TRIM Function Works
Using the TRIM Function
Removing Extra Spaces From an Entire Column
Using the Search and Replace Short Cut Key
Was this page helpful?
Content: Double-click the right mouse button to auto-fill the entire column
Now you'll have column A with the extra spaces, and column B with the same text cleaned up. Perform the same copy and paste (values only) procedure in the previous step, but copy and paste the entire columns rather than just individual cells. Finally, right click at the top of column B to highlight the entire column, and delete it, shifting all other cells on the spreadsheet to the left. Using the Search and Replace Short Cut Key
If the text in your column has extra spaces within the text, not right before or right after, you can quickly clean that text by using Excel's Search and Replace feature. Select the entire column you want to clean. Press the CTRL + H shortcut to open Excel's Search and Replace window. In the Find what field, type two spaces. In the Replace with field, type one space. Keep pressing the Replace All button until all extra spaces are gone. The benefit of using this approach is that you don't have to go through the entire copy-and-paste procedure that you need to with the TRIM function.
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http://spreadsheets.about.com/od/Text-Functions/ss/2011-05-28-excel-2010-trim-function.htm
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msmarco_v2.1_doc_02_1701648828#9_2892290287
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Title: Learn How to Remove Extra Spaces From Excel Using TRIM
Headings: How to Remove Extra Spaces From Excel
How to Remove Extra Spaces From Excel
An easier way to clean up your Excel spreadsheet
How the TRIM Function Works
Using the TRIM Function
Removing Extra Spaces From an Entire Column
Using the Search and Replace Short Cut Key
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Content: Press the CTRL + H shortcut to open Excel's Search and Replace window. In the Find what field, type two spaces. In the Replace with field, type one space. Keep pressing the Replace All button until all extra spaces are gone. The benefit of using this approach is that you don't have to go through the entire copy-and-paste procedure that you need to with the TRIM function. The method you use to remove extra spaces in Excel depends on what your original data looks like, and where the spaces are. Either way, one of these two methods should work well to help you clean up that messy text in your spreadsheet. Was this page helpful? Thanks for letting us know! Get the Latest Tech News Delivered Every Day
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http://spreadsheets.about.com/od/Text-Functions/ss/2011-05-28-excel-2010-trim-function.htm
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msmarco_v2.1_doc_02_1702909828#0_2895163340
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Title: Saving Private Ryan: Sulfa Powder
Headings: Sulfa Powder
Sulfa Powder
Content: Saving Private Ryan: Sulfa Powder
Sulfa Powder
Sulfa drugs, the first of which, Prontosil, was discovered by Gerhard Domagk in 1932, are a group of synthetic drugs derived from sulfanilamide that are used to treat bacterial infections. They were commonly used by soldiers and medics in World War II to treat wounds on the battlefield. Sulfa was carried in both powdered and tablet form. Although antibiotics such as penicillin would later replace sulfa drugs as a primary means of treating bacterial infections, sulfa drugs are still used today in parts of the world, and for certain diseases and afflictions. Notes
Sulfa powder is seen prominently during Medic Wade's death, were his fellow soldiers are seen pouring it into his wounds.
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http://sproe.com/s/sulfa.html
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msmarco_v2.1_doc_02_1704012051#3_2897016944
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Title: Minimalist Design: A Brief History and Practical Tips - SpyreStudios
Headings: Minimalist Design: A Brief History and Practical Tips
Minimalist Design: A Brief History and Practical Tips
1. What Is Minimalist Design?
2. Roots of Minimalist Design
I. De Stijl
II. Van Der Rohe
III. Traditional Japanese design
3. Brief History of Minimalist Design
4. Influential Minimalist Designers
Buckminster Fuller
Dieter Rams
5. The Right Practical Approach to Minimalist Design
6. Examples of Minimalist Web Design In Practice
Author: Oleg Mokhov
Content: 1. What Is Minimalist Design? Minimalism is a design trend that started in the 20th century and continues today, most prominently through companies like Apple and various graphic and visual designers. A minimalist design is a design stripped down to only its essential elements. The unofficial mission statement for minimalist design came from architect Ludwig Mies van der Rohe: Less is more. Another motto was from designer Buckminster Fuller: Doing more with less. There’s not much else to add to that, other than reiterating that minimalist design is more of a principle than visual design. It doesn’t matter if you’re designing a website, a flyer, a user interface, a piece of hardware, a house, or anything else – you remove the unnecessary (ie.
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http://spyrestudios.com/minimalist-design-a-brief-history-and-practical-tips/
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msmarco_v2.1_doc_02_1704012051#4_2897018481
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Title: Minimalist Design: A Brief History and Practical Tips - SpyreStudios
Headings: Minimalist Design: A Brief History and Practical Tips
Minimalist Design: A Brief History and Practical Tips
1. What Is Minimalist Design?
2. Roots of Minimalist Design
I. De Stijl
II. Van Der Rohe
III. Traditional Japanese design
3. Brief History of Minimalist Design
4. Influential Minimalist Designers
Buckminster Fuller
Dieter Rams
5. The Right Practical Approach to Minimalist Design
6. Examples of Minimalist Web Design In Practice
Author: Oleg Mokhov
Content: Less is more. Another motto was from designer Buckminster Fuller: Doing more with less. There’s not much else to add to that, other than reiterating that minimalist design is more of a principle than visual design. It doesn’t matter if you’re designing a website, a flyer, a user interface, a piece of hardware, a house, or anything else – you remove the unnecessary (ie. can the design still function at a 100% level without it?) and keep only the essential elements. 2. Roots of Minimalist Design
Like with anything in life, minimalist design was influenced by certain things that came before it. Specifically, what influenced minimalist design was:
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http://spyrestudios.com/minimalist-design-a-brief-history-and-practical-tips/
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msmarco_v2.1_doc_02_1708131471#11_2904712186
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Title: Conflicts of Hamlet - Sarah Shull Reitz Senior Portfolio
Headings: Conflicts in Hamlet
Conflicts in Hamlet
Content: This is an example of an external conflict between Hamlet and Polonius. Hamlet is then internally conflicted because he does not immediately know what to do with Polonius’s body (Evans). Hamlet is putting on a play for the King and Queen that mimics the murder of King Hamlet, Hamlet’s father. Hamlet hopes to get a reaction out of King Claudius. If Claudius reacts strongly to the play, the ghost was right about Claudius killing King Hamlet. Hamlet’s play made King Claudius have to get up and leave during the play. Hamlet then knew that the ghost was telling the truth, and Claudius did kill King Hamlet. The conflicts of Claudius and Hamlet intersect when they both realize what the other knows. Hamlet is satisfied to know Claudius is guilty of killing King Hamlet. Hamlet decides to kill Claudius to get revenge, but Hamlet finds Claudius praying in the church.
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http://sshullreitz.weebly.com/conflicts-of-hamlet.html
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msmarco_v2.1_doc_02_1710784146#1_2908924663
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Title: Narwhal FAQ – Kristin Laidre
Headings: Narwhal FAQ
Narwhal FAQ
What is the narwhal tusk and what is it used for?
What do narwhals look like?
Where does the word ‘narwhal’ come from?
What are the reproductive patterns of narwhals?
How long do narwhals live?
How many narwhals are there in the world? Is it all one population?
Do narwhals travel in pods and how big are pods?
How do you figure out where narwhals go and what they do underwater?
Do narwhals migrate and what is their seasonal cycle?
How deep do narwhals dive?
How do narwhals make such deep dives?
Why do they make deep dives?
How do you know what narwhals eat if you can’t see them underwater?
Do narwhals like sea ice?
What is an ice entrapment?
Do narwhals make noises?
Do research collaborations involve native communities?
Why is the narwhal important to native communities?
Why is it important to study narwhals?
What threats are currently facing narwhals?
Can narwhals survive climate change?
Where can I find references for all of the above?
Other useful links to narwhal information
Content: What is the narwhal tusk and what is it used for? The narwhal is an odontocete or toothed whale, but unlike all other toothed whales it has no teeth in its mouth. Instead, the male develops a long straight tooth (or tusk) that protrudes 2-3 m out of the upper left jaw. The tooth grows in a counterclockwise spiral. The tusk is unique to male narwhals. Very rarely, a female will grow a tusk, or a narwhal will grow two tusks. Tusks exported from the Arctic, perhaps by the Vikings, reached Europe, the Mediterranean, and even the Far East as early as the Middle Ages and became the source of the unicorn myth. The tusks were sold without a good description of the animal from which they came and inspired a great deal of fantasy. To some extent, the tusks still inspire fantasies, as many explanations have been proposed for the purpose of the tusk, including: breaking ice, swordfighting, spearing fish for food, or for digging in the bottom the sea.
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http://staff.washington.edu/klaidre/narwhalfaq.html
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msmarco_v2.1_doc_02_1710784146#2_2908926905
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Title: Narwhal FAQ – Kristin Laidre
Headings: Narwhal FAQ
Narwhal FAQ
What is the narwhal tusk and what is it used for?
What do narwhals look like?
Where does the word ‘narwhal’ come from?
What are the reproductive patterns of narwhals?
How long do narwhals live?
How many narwhals are there in the world? Is it all one population?
Do narwhals travel in pods and how big are pods?
How do you figure out where narwhals go and what they do underwater?
Do narwhals migrate and what is their seasonal cycle?
How deep do narwhals dive?
How do narwhals make such deep dives?
Why do they make deep dives?
How do you know what narwhals eat if you can’t see them underwater?
Do narwhals like sea ice?
What is an ice entrapment?
Do narwhals make noises?
Do research collaborations involve native communities?
Why is the narwhal important to native communities?
Why is it important to study narwhals?
What threats are currently facing narwhals?
Can narwhals survive climate change?
Where can I find references for all of the above?
Other useful links to narwhal information
Content: Very rarely, a female will grow a tusk, or a narwhal will grow two tusks. Tusks exported from the Arctic, perhaps by the Vikings, reached Europe, the Mediterranean, and even the Far East as early as the Middle Ages and became the source of the unicorn myth. The tusks were sold without a good description of the animal from which they came and inspired a great deal of fantasy. To some extent, the tusks still inspire fantasies, as many explanations have been proposed for the purpose of the tusk, including: breaking ice, swordfighting, spearing fish for food, or for digging in the bottom the sea. In fact, none of these behaviors have ever been observed. One thing that is clear, is that the tusk can not serve a critical function for narwhals’ survival because females, who do not have tusks, still manage to live longer than males and occur in the same areas while additionally being responsible for reproduction and calf rearing. The scientific consensus is that the narwhal tusk is a sexual trait, much like the antlers of a stag, the mane of a lion or the feathers of a peacock. Males use the tusk to determine social rank and compete for females. During the summertime in the northern Canadian high Arctic bays and fjords (long narrow inlets), male narwhals can be seen carefully crossing their tusks and making a strange, sad whistle.
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http://staff.washington.edu/klaidre/narwhalfaq.html
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msmarco_v2.1_doc_02_1710784146#5_2908934384
|
Title: Narwhal FAQ – Kristin Laidre
Headings: Narwhal FAQ
Narwhal FAQ
What is the narwhal tusk and what is it used for?
What do narwhals look like?
Where does the word ‘narwhal’ come from?
What are the reproductive patterns of narwhals?
How long do narwhals live?
How many narwhals are there in the world? Is it all one population?
Do narwhals travel in pods and how big are pods?
How do you figure out where narwhals go and what they do underwater?
Do narwhals migrate and what is their seasonal cycle?
How deep do narwhals dive?
How do narwhals make such deep dives?
Why do they make deep dives?
How do you know what narwhals eat if you can’t see them underwater?
Do narwhals like sea ice?
What is an ice entrapment?
Do narwhals make noises?
Do research collaborations involve native communities?
Why is the narwhal important to native communities?
Why is it important to study narwhals?
What threats are currently facing narwhals?
Can narwhals survive climate change?
Where can I find references for all of the above?
Other useful links to narwhal information
Content: This observation echoes one made by the arctic explorer William Scoresby in his book: An Account of the Arctic Regions with a History and Description of the Northern Whale-Fishery (1820). Because his observations stand up to modern scientific scrutiny, I’d like to offer the following complete quote: “The use of the tusk in narwals (sic.) is ambiguous. It cannot be essential for procuring their food, or none of them would be without it: nor is it, perhaps, necessary for their defence, else the females and young would be subjected to the power of enemies without the means of resistance, while the male would be in possession of an admirable weapon for its protection. Dr Barclay, with whom I have communicated on this subject, is of opinion, that the tusk is principally, if not solely, a sexual distinction, similar to what occurs among some other animals. Though it cannot be essential to the existence of the animal, it may, however, be occasionally employed.” The deepest narwhal dives occur during winter, when the narwhals are in the offshore wintering grounds and in areas covered with sea ice.
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http://staff.washington.edu/klaidre/narwhalfaq.html
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msmarco_v2.1_doc_02_1711015724#9_2909405318
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Title: PURE MONOPOLY
Headings: PURE MONOPOLY
Characteristics
Barriers to Entry
Demand Curve
Profit –Maximizing Output
Efficiency:
Content: occurs where P = MC. This efficiency is not achieved because price ( what product is worth to consumers) is above MC (opportunity cost of product). It is possible that monopoly is more efficient than many small firms. Economies of scale (natural monopoly) may make monopoly the most efficient market model in some industries. However, X-inefficiency and rent-seeking cost (lobbying, legal fees, etc.) can entail substantial costs, causing inefficiency. Producer surplus is significant due to lack of competition, consumer surplus may be minimized. This market structure will not contribute to a fair income distribution of our society.
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http://staffwww.fullcoll.edu/fchan/Micro/4pure_monopoly.htm
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msmarco_v2.1_doc_02_1712724964#1_2911977860
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Title: Nine Reasons Why Assessments Matter | Stand for Children
Headings: Nine Reasons Why Assessments Matter
Blog Topics
Access to High-Quality Schools
Anti-Racist Resources
Blogs en Español
College & Career Readiness
COVID-19 Resources and Updates
Current Events & News
Elections
High School Success
Legislation
Parent & Family Engagement
Parent & Family Newsletter
Policy Brief
School Funding
Student Voices
Teachers & Principals
Who We Are
Nine Reasons Why Assessments Matter
Content: It’s important for parents, education leaders and policymakers to know how our kids and our schools stack up against others in the state, nation and world. There are many reasons why assessments matter and students should take tests. Here are nine reasons that assessments and testing are important for students and their families: #1 Taking tests is a part of life. Whether it’s going to the doctor for an annual checkup or passing a driver’s test to get a license, people take tests throughout their life. State testing is a critical annual academic checkup to make sure student learning is on track. #2 Graduation exams provide an important measure of basic skills. High school tests, required of all students, ensure students graduate with a basic, foundational set of skills and knowledge that prepares them to pursue college and career opportunities. #3 Keeping kids from taking tests is not a solution. If students refuse to take a test, parents and teachers will lose a key measure of how students are doing – whether they need more help or if their learning should be accelerated.
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http://stand.org/washington/blog/2016/01/29/nine-reasons-why-assessments-matter
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msmarco_v2.1_doc_02_1743042919#2_2944860318
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Title: How Hypothesis Tests Work: Confidence Intervals and Confidence Levels - Statistics By Jim
Headings: How Hypothesis Tests Work: Confidence Intervals and Confidence Levels
How Hypothesis Tests Work: Confidence Intervals and Confidence Levels
How to Interpret Confidence Intervals
Confidence Intervals Indicate the Precision of the Estimate
Creating Confidence Intervals Graphically
Confidence Intervals and the Inherent Uncertainty of Using Sample Data
Confidence Intervals and P Values Always Agree on Statistical Significance
Why They Always Agree
I Really Like Confidence Intervals!
Comments and Questions
Cancel reply
Content: You can calculate a confidence interval from a sample to obtain a range for where the population parameter is likely to reside. For example, a confidence interval of [9 11] indicates that the population mean is likely to be between 9 and 11. Different random samples drawn from the same population are liable to produce slightly different intervals. If you draw many random samples and calculate a confidence interval for each sample, a specific proportion of the intervals contain the population parameter. That percentage is the confidence level. For example, a 95% confidence level suggests that if you draw 20 random samples from the same population, you’d expect 19 of the confidence intervals to include the population value. The confidence interval procedure provides meaningful estimates because it produces ranges that usually contain the parameter. We’ll create a confidence interval for the population mean using the fuel cost example that we’ve been developing. With other types of data, you can create intervals for proportions, frequencies, regression coefficients, and differences between populations. Related post:
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http://statisticsbyjim.com/hypothesis-testing/hypothesis-tests-confidence-intervals-levels/
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msmarco_v2.1_doc_02_1743042919#3_2944862324
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Title: How Hypothesis Tests Work: Confidence Intervals and Confidence Levels - Statistics By Jim
Headings: How Hypothesis Tests Work: Confidence Intervals and Confidence Levels
How Hypothesis Tests Work: Confidence Intervals and Confidence Levels
How to Interpret Confidence Intervals
Confidence Intervals Indicate the Precision of the Estimate
Creating Confidence Intervals Graphically
Confidence Intervals and the Inherent Uncertainty of Using Sample Data
Confidence Intervals and P Values Always Agree on Statistical Significance
Why They Always Agree
I Really Like Confidence Intervals!
Comments and Questions
Cancel reply
Content: For example, a 95% confidence level suggests that if you draw 20 random samples from the same population, you’d expect 19 of the confidence intervals to include the population value. The confidence interval procedure provides meaningful estimates because it produces ranges that usually contain the parameter. We’ll create a confidence interval for the population mean using the fuel cost example that we’ve been developing. With other types of data, you can create intervals for proportions, frequencies, regression coefficients, and differences between populations. Related post: See how confidence intervals compare to prediction intervals and tolerance intervals. Confidence Intervals Indicate the Precision of the Estimate
Confidence intervals include the point estimate for the sample with a margin of error around the point estimate. The point estimate is the most likely value of the parameter and equals the sample value. The margin of error accounts for the amount of doubt involved in estimating the population parameter. The more variability there is in the sample data, the less precise the estimate, which causes the margin of error to extend further out from the point estimate.
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http://statisticsbyjim.com/hypothesis-testing/hypothesis-tests-confidence-intervals-levels/
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msmarco_v2.1_doc_02_1743042919#4_2944864394
|
Title: How Hypothesis Tests Work: Confidence Intervals and Confidence Levels - Statistics By Jim
Headings: How Hypothesis Tests Work: Confidence Intervals and Confidence Levels
How Hypothesis Tests Work: Confidence Intervals and Confidence Levels
How to Interpret Confidence Intervals
Confidence Intervals Indicate the Precision of the Estimate
Creating Confidence Intervals Graphically
Confidence Intervals and the Inherent Uncertainty of Using Sample Data
Confidence Intervals and P Values Always Agree on Statistical Significance
Why They Always Agree
I Really Like Confidence Intervals!
Comments and Questions
Cancel reply
Content: See how confidence intervals compare to prediction intervals and tolerance intervals. Confidence Intervals Indicate the Precision of the Estimate
Confidence intervals include the point estimate for the sample with a margin of error around the point estimate. The point estimate is the most likely value of the parameter and equals the sample value. The margin of error accounts for the amount of doubt involved in estimating the population parameter. The more variability there is in the sample data, the less precise the estimate, which causes the margin of error to extend further out from the point estimate. Confidence intervals help you navigate the uncertainty of how well a sample estimates a value for an entire population. With this in mind, confidence intervals can help you compare the precision of different estimates. Suppose two different samples estimate the same population parameter with 95% confidence intervals. One interval is [5 15] while the other is [9 11]. The later confidence interval is narrower, which suggests that it is a more precise estimate.
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http://statisticsbyjim.com/hypothesis-testing/hypothesis-tests-confidence-intervals-levels/
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msmarco_v2.1_doc_02_1743042919#5_2944866330
|
Title: How Hypothesis Tests Work: Confidence Intervals and Confidence Levels - Statistics By Jim
Headings: How Hypothesis Tests Work: Confidence Intervals and Confidence Levels
How Hypothesis Tests Work: Confidence Intervals and Confidence Levels
How to Interpret Confidence Intervals
Confidence Intervals Indicate the Precision of the Estimate
Creating Confidence Intervals Graphically
Confidence Intervals and the Inherent Uncertainty of Using Sample Data
Confidence Intervals and P Values Always Agree on Statistical Significance
Why They Always Agree
I Really Like Confidence Intervals!
Comments and Questions
Cancel reply
Content: Confidence intervals help you navigate the uncertainty of how well a sample estimates a value for an entire population. With this in mind, confidence intervals can help you compare the precision of different estimates. Suppose two different samples estimate the same population parameter with 95% confidence intervals. One interval is [5 15] while the other is [9 11]. The later confidence interval is narrower, which suggests that it is a more precise estimate. Related post: Sample Statistics Are Always Wrong (to Some Extent)! Creating Confidence Intervals Graphically
Let’s delve into how confidence intervals incorporate the margin of error. Like the previous posts, I’ll use the same type of sampling distribution that showed us how hypothesis tests work. This sampling distribution is based on the t-distribution, our sample size, and the variability in our sample.
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http://statisticsbyjim.com/hypothesis-testing/hypothesis-tests-confidence-intervals-levels/
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msmarco_v2.1_doc_02_1746691187#0_2949602316
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Title: St. Croix River Crossing | New Bridge Near Stillwater, MN | Related Links
Headings:
Content: St. Croix River Crossing | New Bridge Near Stillwater, MN | Related Links
Construction Updates
by MN DOT
Construction WebCam
by MN DOT
Aerial View
Project Visualization
(No Audio)
Run Time: 1:20
Bridge Design
Attempts to Minimize Environmental Impact
Run Time: 5:46
Load Testing
Began in June, 2012
Run Time: 2:15
Project Layout
Aerial View
Shoddy Mill
Historical Buildings
Moving to Stillwater
Run Time: 3:31
Project visualizations by the Minnesota Department of Transportation. The St. Croix Crossing
(project offices)
1862 Greeley Street South
Stillwater, MN 55082
Office hours are 8 a.m. - 4:30 p.m.
Monday - Friday. Stay Connected... Be Informed
Sign up for project email updates
Follow the project on Twitter
Visit the project website
Call project hotline at 1-855-GO-CROIX
(1-855-462-7649)
Email the project team at [email protected]
Project Overview: St. Croix River Crossing
The red dotted line marks the location of the new bridge and highway. Purple marks the existing Stillwater Lift Bridge. The existing Stillwater Lift Bridge
This major project will divert traffic from the 80-year-old Stillwater Lift Bridge to a four-lane bridge that will connect expressways on both sides of the St. Croix River.
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http://stcroixriverfishing.com/StillwaterBridgeCrossing.html
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msmarco_v2.1_doc_02_1746691187#1_2949603993
|
Title: St. Croix River Crossing | New Bridge Near Stillwater, MN | Related Links
Headings:
Content: The St. Croix Crossing
(project offices)
1862 Greeley Street South
Stillwater, MN 55082
Office hours are 8 a.m. - 4:30 p.m.
Monday - Friday. Stay Connected... Be Informed
Sign up for project email updates
Follow the project on Twitter
Visit the project website
Call project hotline at 1-855-GO-CROIX
(1-855-462-7649)
Email the project team at [email protected]
Project Overview: St. Croix River Crossing
The red dotted line marks the location of the new bridge and highway. Purple marks the existing Stillwater Lift Bridge. The existing Stillwater Lift Bridge
This major project will divert traffic from the 80-year-old Stillwater Lift Bridge to a four-lane bridge that will connect expressways on both sides of the St. Croix River. Currently, severe traffic congestion in downtown Stillwater causes pedestrian and traffic safety problems, which are amplified by Lift Bridge operations. The St. Croix Crossing project will provide a safer, more reliable river crossing. The project includes a four-lane river bridge, new roadway approaches on both sides of the river, historic and environmental mitigation, and extensive trail facilities that will include converting the Lift Bridge to a bike and pedestrian facility. The project will provide jobs for suppliers, subcontractors, disadvantaged business enterprises as well as general contractors. The existing St. Croix River crossing at Stillwater, Minnesota, is a highway bridge connecting downtown Stillwater to the Town of St. Joseph in St. Croix County, Wisconsin.
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http://stcroixriverfishing.com/StillwaterBridgeCrossing.html
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msmarco_v2.1_doc_02_1746691187#2_2949605825
|
Title: St. Croix River Crossing | New Bridge Near Stillwater, MN | Related Links
Headings:
Content: Currently, severe traffic congestion in downtown Stillwater causes pedestrian and traffic safety problems, which are amplified by Lift Bridge operations. The St. Croix Crossing project will provide a safer, more reliable river crossing. The project includes a four-lane river bridge, new roadway approaches on both sides of the river, historic and environmental mitigation, and extensive trail facilities that will include converting the Lift Bridge to a bike and pedestrian facility. The project will provide jobs for suppliers, subcontractors, disadvantaged business enterprises as well as general contractors. The existing St. Croix River crossing at Stillwater, Minnesota, is a highway bridge connecting downtown Stillwater to the Town of St. Joseph in St. Croix County, Wisconsin. The crossing consists of a 1,050‑foot-long, 10-span, 2-lane bridge and a 750-foot earthen causeway extending from the Wisconsin shoreline. It is known as "the Lift Bridge," because one of the spans is a distinctive vertical lift span. The bridge, which opened in 1931, was listed on the National Register of Historic Places in 1989. Frequent raising of the bridge to allow boats to travel the St. Croix River causes traffic congestion in Stillwater and Houlton, Wisconsin, as traffic backs up to wait for the bridge to lower and resume vehicular traffic. YouTube
mndotvis
283 subscribers
Subscribe
St Croix Crossing Project Visual Quality Animation
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http://stcroixriverfishing.com/StillwaterBridgeCrossing.html
|
msmarco_v2.1_doc_02_1746691187#3_2949607674
|
Title: St. Croix River Crossing | New Bridge Near Stillwater, MN | Related Links
Headings:
Content: The crossing consists of a 1,050‑foot-long, 10-span, 2-lane bridge and a 750-foot earthen causeway extending from the Wisconsin shoreline. It is known as "the Lift Bridge," because one of the spans is a distinctive vertical lift span. The bridge, which opened in 1931, was listed on the National Register of Historic Places in 1989. Frequent raising of the bridge to allow boats to travel the St. Croix River causes traffic congestion in Stillwater and Houlton, Wisconsin, as traffic backs up to wait for the bridge to lower and resume vehicular traffic. YouTube
mndotvis
283 subscribers
Subscribe
St Croix Crossing Project Visual Quality Animation
Watch later
Copy link
Info
Shopping
Tap to unmute
If playback doesn't begin shortly, try restarting your device. More videos
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History of Debate
Consideration of a replacement bridge over the St. Croix River near Stillwater began in the early 1970s.
|
http://stcroixriverfishing.com/StillwaterBridgeCrossing.html
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msmarco_v2.1_doc_02_1746691187#4_2949609246
|
Title: St. Croix River Crossing | New Bridge Near Stillwater, MN | Related Links
Headings:
Content: More videos
More videos
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Confirm
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History of Debate
Consideration of a replacement bridge over the St. Croix River near Stillwater began in the early 1970s. Formal assessment of alternatives began with the preparation of the St. Croix River Crossing Draft Study Outline and Scoping Document (1985). Alternatives assessed with the 1985 document eventually led to the analysis of three river crossing corridor alternatives and two tunnel alternatives with the 1990 Draft Environmental Impact Statement (EIS). In 1995, the Final EIS identified a preferred alternative, and a Record of Decision was issued on July 10, 1995. In April 1995, Mn/DOT, Wis/DOT, and FHWA completed a Final EIS and Section 4 (f) Evaluation for a replacement bridge about 1,920 meters (6,300 feet) south of the existing Stillwater Lift Bridge. A Record of Decision (ROD) was issued by FHWA in July 1995, and work began on the final design of the river crossing and the approach roadways.
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http://stcroixriverfishing.com/StillwaterBridgeCrossing.html
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msmarco_v2.1_doc_02_1746691187#5_2949610841
|
Title: St. Croix River Crossing | New Bridge Near Stillwater, MN | Related Links
Headings:
Content: Formal assessment of alternatives began with the preparation of the St. Croix River Crossing Draft Study Outline and Scoping Document (1985). Alternatives assessed with the 1985 document eventually led to the analysis of three river crossing corridor alternatives and two tunnel alternatives with the 1990 Draft Environmental Impact Statement (EIS). In 1995, the Final EIS identified a preferred alternative, and a Record of Decision was issued on July 10, 1995. In April 1995, Mn/DOT, Wis/DOT, and FHWA completed a Final EIS and Section 4 (f) Evaluation for a replacement bridge about 1,920 meters (6,300 feet) south of the existing Stillwater Lift Bridge. A Record of Decision (ROD) was issued by FHWA in July 1995, and work began on the final design of the river crossing and the approach roadways. Right-of-way was acquired, and site preparation work was initiated. In 1996, the National Park Service (NPS) evaluated the project under Section 7 (a) of the Wild and Scenic Rivers Act and found that the project, as proposed, would have a direct and adverse effect on the outstandingly remarkable scenic and recreational values for which the Lower St. Croix River was included in the National Wild and Scenic River System. As a result of this finding, federal permits from the U.S. Army Corps of Engineers and the U.S. Coast Guard could not be issued for the project, and the project was not allowed to proceed. In April 1998, the U.S. District Court upheld the NPS determination. In an effort to determine whether any crossing of the Lower St. Croix National Scenic Riverway was feasible near Stillwater, Mn/DOT and Wis/DOT invited Richard P. Braun, a retired Mn/DOT transportation commissioner, to perform an independent review of the project.
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http://stcroixriverfishing.com/StillwaterBridgeCrossing.html
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msmarco_v2.1_doc_02_1746691187#6_2949612873
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Title: St. Croix River Crossing | New Bridge Near Stillwater, MN | Related Links
Headings:
Content: Right-of-way was acquired, and site preparation work was initiated. In 1996, the National Park Service (NPS) evaluated the project under Section 7 (a) of the Wild and Scenic Rivers Act and found that the project, as proposed, would have a direct and adverse effect on the outstandingly remarkable scenic and recreational values for which the Lower St. Croix River was included in the National Wild and Scenic River System. As a result of this finding, federal permits from the U.S. Army Corps of Engineers and the U.S. Coast Guard could not be issued for the project, and the project was not allowed to proceed. In April 1998, the U.S. District Court upheld the NPS determination. In an effort to determine whether any crossing of the Lower St. Croix National Scenic Riverway was feasible near Stillwater, Mn/DOT and Wis/DOT invited Richard P. Braun, a retired Mn/DOT transportation commissioner, to perform an independent review of the project. Braun was asked to review the need for a replacement crossing and to investigate potential bridge alignment alternatives. In addition, he was asked to recommend an alignment and type of bridge structure that would be both feasible to construct and acceptable for implementation by the key interested parties. Between June and September of 1998, Braun conducted extensive discussions and meetings with many individuals and organizations, and facilitated public meetings with a 21-member advisory group (the St. Croix River Crossing Advisory Group) that included representatives from federal and state regulatory agencies, local and regional units of government, environmental groups, historic preservation groups, and chambers of commerce. Braun recommended a four-lane, deck-tied, steel arch bridge on an alignment 1,100 meters (3,600 feet) south of the existing Stillwater Lift Bridge. The proposed bridge would cross the river perpendicularly and would be shorter than the 1995 Final EIS Preferred Alternative.
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http://stcroixriverfishing.com/StillwaterBridgeCrossing.html
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msmarco_v2.1_doc_02_1746691187#7_2949615116
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Title: St. Croix River Crossing | New Bridge Near Stillwater, MN | Related Links
Headings:
Content: Braun was asked to review the need for a replacement crossing and to investigate potential bridge alignment alternatives. In addition, he was asked to recommend an alignment and type of bridge structure that would be both feasible to construct and acceptable for implementation by the key interested parties. Between June and September of 1998, Braun conducted extensive discussions and meetings with many individuals and organizations, and facilitated public meetings with a 21-member advisory group (the St. Croix River Crossing Advisory Group) that included representatives from federal and state regulatory agencies, local and regional units of government, environmental groups, historic preservation groups, and chambers of commerce. Braun recommended a four-lane, deck-tied, steel arch bridge on an alignment 1,100 meters (3,600 feet) south of the existing Stillwater Lift Bridge. The proposed bridge would cross the river perpendicularly and would be shorter than the 1995 Final EIS Preferred Alternative. The alignment would also take advantage of an existing ravine on the Wisconsin bluff, thereby reducing potential impacts on the Lower St. Croix Valley. A large majority of the St. Croix River Crossing Advisory Group agreed that they could accept the Braun recommendations. Unlikely Allies Agree — the New St. Croix River Bridge Crossing is Needed
Minnesota Governor Mark Dayton and U.S. Representative Michelle Bachmann both agree on building a new bridge over the federally protected St Croix River. Bachmann worked closely with Wisconsin lawmakers to introduce legislation in Congress to create an exemption from the Wild and Scenic Rivers Act that allows a new four-lane St. Croix River bridge to be built in the near future. Legislation proposed by Senators Klobuchar, Kohl, Franken, and Johnson was important milestone for Minnesota and Wisconsin in the process of addressing a transportation problem that has plagued the region for decades.
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http://stcroixriverfishing.com/StillwaterBridgeCrossing.html
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msmarco_v2.1_doc_02_1746691187#8_2949617366
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Title: St. Croix River Crossing | New Bridge Near Stillwater, MN | Related Links
Headings:
Content: The alignment would also take advantage of an existing ravine on the Wisconsin bluff, thereby reducing potential impacts on the Lower St. Croix Valley. A large majority of the St. Croix River Crossing Advisory Group agreed that they could accept the Braun recommendations. Unlikely Allies Agree — the New St. Croix River Bridge Crossing is Needed
Minnesota Governor Mark Dayton and U.S. Representative Michelle Bachmann both agree on building a new bridge over the federally protected St Croix River. Bachmann worked closely with Wisconsin lawmakers to introduce legislation in Congress to create an exemption from the Wild and Scenic Rivers Act that allows a new four-lane St. Croix River bridge to be built in the near future. Legislation proposed by Senators Klobuchar, Kohl, Franken, and Johnson was important milestone for Minnesota and Wisconsin in the process of addressing a transportation problem that has plagued the region for decades. Community members and state and federal agencies worked together for years to develop the best solution to the problem. These stakeholders studied dozens of alternatives and answered questions about the need for a new bridge, the project costs, and the location of the bridge before determining that the St. Croix River Crossing is the best solution to the region's transportation issues. The senators spent time reviewing the project, looking at the facts, and meeting with people on different sides of the issue. Their support for the plan is yet another validation that this is the best solution postiioned in the right location to handle these transportation needs, respect the region's history, and preserve an important natural resource. For the safety of workers and stability of equipment, boaters are required to slow down through a one-mile portion of the river near Bayport, MN.
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http://stcroixriverfishing.com/StillwaterBridgeCrossing.html
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msmarco_v2.1_doc_02_1751940090#0_2958736499
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Title: How to dry age steaks at home with UMAi Drybag
Headings: How to Dry Age Steaks at Home with UMAi Drybag
How to Dry Age Steaks at Home with UMAi Drybag
Think someone else may like this? Share the love!
How to dry age steaks at home
What you’ll learn:
What are Drybags?
What kind of vacuum sealer can I use with Drybag?
Q) Does it taste better than professionally aged steaks?
Q) Is Drybag more effective than home-aging without UMAI Dry Aged Steak Bags?
Q) Can I use my current Vacuum sealer and bags and do the same thing?
FINAL THOUGHTS:
UPDATE #1: Commenter Bruce has the best explanation I’ve heard so far:
Support this site!
Content: How to dry age steaks at home with UMAi Drybag
How to Dry Age Steaks at Home with UMAi Drybag
by Jaden | Nov 19, 2009 | Cooking Tips, Recipes | 103 comments
Think someone else may like this? Share the love! How to dry age steaks at home
What you’ll learn: How to dry-age steaks at home, with results just like expensive restaurants
Use inexpensive vacuum bags designed just for dry aging beef, use your own vacuum sealer
Honest review of the UMAi Dry Aged Artisan Steak Kit
Step by step photos and see how steak ages
Updated 5/14/15
We’ve been using UMAi Dry Aged Steak Kits for the past 6 1/2 years. Back in 2009, I had contacted Thea, the owner of company to learn more about their Drybag Steaks product (the old name prior to UMAi). Their older model of bags required a special vacuum chamber vacuum sealer. They’ve redesigned the product so that you can use most vacuum sealers, like the FoodSaver. I tested their starter kit and this is an honest review of their product. What are Drybags? The bags are different — during the aging process, they turn into a membrane that allows moisture to escape but do not allow oxygen to come into the bags creating the perfect seal for dry aging steaks.
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http://steamykitchen.com/6626-review-how-to-dry-age-steaks-with-drybag.html
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msmarco_v2.1_doc_02_1751940090#10_2958753453
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Title: How to dry age steaks at home with UMAi Drybag
Headings: How to Dry Age Steaks at Home with UMAi Drybag
How to Dry Age Steaks at Home with UMAi Drybag
Think someone else may like this? Share the love!
How to dry age steaks at home
What you’ll learn:
What are Drybags?
What kind of vacuum sealer can I use with Drybag?
Q) Does it taste better than professionally aged steaks?
Q) Is Drybag more effective than home-aging without UMAI Dry Aged Steak Bags?
Q) Can I use my current Vacuum sealer and bags and do the same thing?
FINAL THOUGHTS:
UPDATE #1: Commenter Bruce has the best explanation I’ve heard so far:
Support this site!
Content: Trapped air = nasty stuff that gets in the meat. Remember I said I made a mistake– I trimmed the fat and wiped the bloody gooey goop from the loin? Well this is what happens. The membrane couldn’t get a good grip and cling. It should be nice and tight like this: After 7-21 days (I aged for 14 days) the steak is ready! See how the Drybag bag clings? You should have to peel it away like a membrane. It comes off easily. Trim away the outer, tough layer.
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http://steamykitchen.com/6626-review-how-to-dry-age-steaks-with-drybag.html
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