id
stringlengths 33
45
| content
stringlengths 95
98.7k
| url
stringlengths 18
263
|
|---|---|---|
msmarco_v2.1_doc_14_1242489604#6_2540445368
|
Title: Historical Bias | World Civilization
Headings: Historical Bias
Historical Bias
Learning Objective
Key Points
TermS
Eurocentrism
Bias in Historical Writing
Bias in the Teaching of History
Sources
Content: The practice of viewing and presenting the world from a European or generally Western perspective, with an implied belief in the pre-eminence of Western culture, dominated among European historians who contrasted the progressively mechanized character of European culture with traditional hunting, farming and herding societies in many of the areas of the world being newly conquered and colonized. These included the Americas, Asia, Africa and, later, the Pacific and Australasia. Many European writers of this time construed the history of Europe as paradigmatic for the rest of the world. Other cultures were identified as having reached a stage that Europe itself had already passed: primitive hunter-gatherer, farming, early civilization, feudalism and modern liberal-capitalism. Only Europe was considered to have achieved the last stage. With this assumption, Europeans were also presented as racially superior, and European history as a discipline became essentially the history of the dominance of white peoples. However, even within the Eurocentric perspective, not all Europeans were equal; Western historians largely ignored aspects of history, such as class, gender, or ethnicity. Until relatively recently (particularly the rapid development of social history in the 1960s and 1970s), mainstream Western historical narratives focused on political and military history, while cultural or social history was written mostly from the perspective of the elites.
|
https://courses.lumenlearning.com/suny-hccc-worldcivilization/chapter/historical-bias/
|
msmarco_v2.1_doc_14_1242489604#7_2540447267
|
Title: Historical Bias | World Civilization
Headings: Historical Bias
Historical Bias
Learning Objective
Key Points
TermS
Eurocentrism
Bias in Historical Writing
Bias in the Teaching of History
Sources
Content: Only Europe was considered to have achieved the last stage. With this assumption, Europeans were also presented as racially superior, and European history as a discipline became essentially the history of the dominance of white peoples. However, even within the Eurocentric perspective, not all Europeans were equal; Western historians largely ignored aspects of history, such as class, gender, or ethnicity. Until relatively recently (particularly the rapid development of social history in the 1960s and 1970s), mainstream Western historical narratives focused on political and military history, while cultural or social history was written mostly from the perspective of the elites. Consequently, what was in fact an experience of a selected few (usually white males of upper classes, with some occasional mentions of their female counterparts), was typically presented as the illustrative experience of the entire society. In the United States, some of the first to break this approach were African American scholars who at the turn of the 20th century wrote histories of black Americans and called for their inclusion in the mainstream historical narrative. The title page to The Historians’ History of the World: A Comprehensive Narrative of the Rise and Development of Nations as Recorded by over two thousand of the Great Writers of all Ages, 1907. The Historians’ History of the World is a 25-volume encyclopedia of world history originally published in English near the beginning of the 20th century.
|
https://courses.lumenlearning.com/suny-hccc-worldcivilization/chapter/historical-bias/
|
msmarco_v2.1_doc_14_1242489604#8_2540449216
|
Title: Historical Bias | World Civilization
Headings: Historical Bias
Historical Bias
Learning Objective
Key Points
TermS
Eurocentrism
Bias in Historical Writing
Bias in the Teaching of History
Sources
Content: Consequently, what was in fact an experience of a selected few (usually white males of upper classes, with some occasional mentions of their female counterparts), was typically presented as the illustrative experience of the entire society. In the United States, some of the first to break this approach were African American scholars who at the turn of the 20th century wrote histories of black Americans and called for their inclusion in the mainstream historical narrative. The title page to The Historians’ History of the World: A Comprehensive Narrative of the Rise and Development of Nations as Recorded by over two thousand of the Great Writers of all Ages, 1907. The Historians’ History of the World is a 25-volume encyclopedia of world history originally published in English near the beginning of the 20th century. It is quite extensive but its perspective is entirely Western Eurocentric. For example, while four volumes focus on the history of England (with Scotland and Ireland included in one of them), “Poland, the Balkans, Turkey, minor Eastern states, China, Japan” are all described in one volume. It was compiled by Henry Smith Williams, a medical doctor and author, as well as other authorities on history, and published in New York in 1902 by Encyclopædia Britannica and the Outlook Company. Bias in the Teaching of History
The biased approach to historical writing is present in the teaching of history as well. From the origins of national mass schooling systems in the 19th century, the teaching of history to promote national sentiment has been a high priority.
|
https://courses.lumenlearning.com/suny-hccc-worldcivilization/chapter/historical-bias/
|
msmarco_v2.1_doc_14_1242489604#9_2540451257
|
Title: Historical Bias | World Civilization
Headings: Historical Bias
Historical Bias
Learning Objective
Key Points
TermS
Eurocentrism
Bias in Historical Writing
Bias in the Teaching of History
Sources
Content: It is quite extensive but its perspective is entirely Western Eurocentric. For example, while four volumes focus on the history of England (with Scotland and Ireland included in one of them), “Poland, the Balkans, Turkey, minor Eastern states, China, Japan” are all described in one volume. It was compiled by Henry Smith Williams, a medical doctor and author, as well as other authorities on history, and published in New York in 1902 by Encyclopædia Britannica and the Outlook Company. Bias in the Teaching of History
The biased approach to historical writing is present in the teaching of history as well. From the origins of national mass schooling systems in the 19th century, the teaching of history to promote national sentiment has been a high priority. Until today, in most countries history textbook are tools to foster nationalism and patriotism and promote the most favorable version of national history. In the United States, one of the most striking examples of this approach is the continuous narrative of the United States as a state established on the principles of personal liberty and democracy. Although aspects of U.S. history, such as slavery, genocide of American Indians, or disfranchisement of the large segments of the society for decades after the onset of the American statehood, are now taught in most (yet not all) American schools, they are presented as marginal in the larger narrative of liberty and democracy. In many countries, history textbooks are sponsored by the national government and are written to put the national heritage in the most favorable light, although academic historians have often fought against the politicization of the textbooks, sometimes with success. Interestingly, the 21st-century Germany attempts to be an example of how to remove nationalistic narratives from history education.
|
https://courses.lumenlearning.com/suny-hccc-worldcivilization/chapter/historical-bias/
|
msmarco_v2.1_doc_14_1242489604#10_2540453545
|
Title: Historical Bias | World Civilization
Headings: Historical Bias
Historical Bias
Learning Objective
Key Points
TermS
Eurocentrism
Bias in Historical Writing
Bias in the Teaching of History
Sources
Content: Until today, in most countries history textbook are tools to foster nationalism and patriotism and promote the most favorable version of national history. In the United States, one of the most striking examples of this approach is the continuous narrative of the United States as a state established on the principles of personal liberty and democracy. Although aspects of U.S. history, such as slavery, genocide of American Indians, or disfranchisement of the large segments of the society for decades after the onset of the American statehood, are now taught in most (yet not all) American schools, they are presented as marginal in the larger narrative of liberty and democracy. In many countries, history textbooks are sponsored by the national government and are written to put the national heritage in the most favorable light, although academic historians have often fought against the politicization of the textbooks, sometimes with success. Interestingly, the 21st-century Germany attempts to be an example of how to remove nationalistic narratives from history education. As the 20th-century history of Germany is filled with events and processes that are rarely a cause of national pride, the history curriculum in Germany (controlled by the 16 German states) is characterized by a transnational perspective that emphasizes the all-European heritage, minimizes the idea of national pride, and fosters the notion of civil society centered on democracy, human rights, and peace. Yet, even in the rather unusual German case, Eurocentrism continues to dominate. The challenge to replace national, or even nationalist, perspectives with a more inclusive transnational or global view of human history is also still very present in college-level history curricula. In the United States after World War I, a strong movement emerged at the university level to teach courses in Western Civilization with the aim to give students a common heritage with Europe. After 1980, attention increasingly moved toward teaching world history or requiring students to take courses in non-western cultures.
|
https://courses.lumenlearning.com/suny-hccc-worldcivilization/chapter/historical-bias/
|
msmarco_v2.1_doc_14_1242489604#11_2540456069
|
Title: Historical Bias | World Civilization
Headings: Historical Bias
Historical Bias
Learning Objective
Key Points
TermS
Eurocentrism
Bias in Historical Writing
Bias in the Teaching of History
Sources
Content: As the 20th-century history of Germany is filled with events and processes that are rarely a cause of national pride, the history curriculum in Germany (controlled by the 16 German states) is characterized by a transnational perspective that emphasizes the all-European heritage, minimizes the idea of national pride, and fosters the notion of civil society centered on democracy, human rights, and peace. Yet, even in the rather unusual German case, Eurocentrism continues to dominate. The challenge to replace national, or even nationalist, perspectives with a more inclusive transnational or global view of human history is also still very present in college-level history curricula. In the United States after World War I, a strong movement emerged at the university level to teach courses in Western Civilization with the aim to give students a common heritage with Europe. After 1980, attention increasingly moved toward teaching world history or requiring students to take courses in non-western cultures. Yet, world history courses still struggle to move beyond the Eurocentric perspective, focusing heavily on the history of Europe and its links to the United States. Despi
|
https://courses.lumenlearning.com/suny-hccc-worldcivilization/chapter/historical-bias/
|
msmarco_v2.1_doc_14_1242523481#0_2540512213
|
Title: Pacific Coast Culture | World Civilization
Headings: Pacific Coast Culture
Pacific Coast Culture
Learning Objective
Key Points
Terms
animism
potlatch
permaculture
Arts and Crafts
Religious and Social Ceremonies
Sources
Content: Pacific Coast Culture | World Civilization
Pacific Coast Culture
Learning Objective
Examine how natural resources shaped the cultures of the Pacific Coast
Key Points
Due to the prosperity made possible by the abundant natural resources in this region, the indigenous peoples of the Pacific Northwest developed complex religious and social ceremonies as well as many fine arts and crafts. Music was created to honor the Earth, the creator, ancestors, and all other aspects of the supernatural world. Many works of art served practical purposes, such as clothing, tools, weapons of war and hunting, transportation, and shelter; but others were purely aesthetic. The Pacific Coast was at one time the most densely populated area of North America in terms of indigenous peoples. Terms
animism
The worldview that non-human entities—such as animals, plants, and inanimate objects—possess a spiritual essence. potlatch
A ceremony amongst certain American Indian peoples of the Pacific Coast in which gifts are bestowed upon guests and personal property is destroyed in a show of wealth and generosity. permaculture
Any system of sustainable agriculture that renews natural resources and enriches local ecosystems. The indigenous peoples of the Pacific Northwest Coast were composed of many nations and tribal affiliations, each with distinctive cultural and political identities; but they shared certain beliefs, traditions, and practices, such as the centrality of salmon as a resource and spiritual symbol.
|
https://courses.lumenlearning.com/suny-hccc-worldcivilization/chapter/pacific-coast-culture/
|
msmarco_v2.1_doc_14_1242523481#2_2540516271
|
Title: Pacific Coast Culture | World Civilization
Headings: Pacific Coast Culture
Pacific Coast Culture
Learning Objective
Key Points
Terms
animism
potlatch
permaculture
Arts and Crafts
Religious and Social Ceremonies
Sources
Content: These nations had time and energy to devote to the establishment of fine arts and crafts and to religious and social ceremonies. The term “Northwest Coast”, or “North West Coast”, is used to refer to the groups of indigenous people residing along the coasts of British Columbia, Washington State, parts of Alaska, Oregon, and northern California. The Pacific Northwest Coast at one time had the most densely populated areas of indigenous people. The mild climate and abundant natural resources, such as cedar and salmon, made possible the rise of a complex aboriginal culture. The indigenous people in this region practiced various forms of forest gardening and fire-stick farming in the forests, grasslands, mixed woodlands, and wetlands, ensuring that desired food and medicine plats continued to be available through the use of advanced farming techniques. Those involved in agricultural development would create low-intensity fires in order to prevent larger, catastrophic fires and sustain low-density agriculture in a loose rotation. This is what is known as permaculture, or any system of sustainable agriculture that renews natural resources and enriches local ecosystems. Arts and Crafts
One of the major cultural elements that began to flourish on the Pacific Northwest Coast was the use of music and other forms of arts and crafts. Although music varied in function and expression among indigenous tribes, there were cultural similarities. For example, some tribes used hand drums made of animal hides as their instrument of choice, while others used plank or log drums, along with whistlers, wood clappers, and rattles.
|
https://courses.lumenlearning.com/suny-hccc-worldcivilization/chapter/pacific-coast-culture/
|
msmarco_v2.1_doc_14_1242523481#5_2540521877
|
Title: Pacific Coast Culture | World Civilization
Headings: Pacific Coast Culture
Pacific Coast Culture
Learning Objective
Key Points
Terms
animism
potlatch
permaculture
Arts and Crafts
Religious and Social Ceremonies
Sources
Content: Vocal rhythmic patterns were often complex and ran counter to rigid percussion beats. As with music, the creation of art also served as a means of transmitting stories, history, wisdom, and property from generation to generation. Due to the abundance of natural resources and the affluence of most Northwest tribes, there was plenty of leisure time to create art. Many works of art served practical purposes, such as clothing, tools, weapons of war and hunting, transportation, cooking, and shelter. Others were purely aesthetic. Art provided indigenous people with a tie to the land and was a constant reminder of their birth places, lineages, and nations. One example of this is the use of symbols on totem poles and plank houses of the Pacific Northwest coast. Pacific Coast Art. Tribal art included plank houses and totem poles that served as constant reminders of indigenous peoples’ birth places, lineages, and nations. Religious and Social Ceremonies
Other cultural elements that became established were the religious and social ceremonies of the Pacific Northwest nations.
|
https://courses.lumenlearning.com/suny-hccc-worldcivilization/chapter/pacific-coast-culture/
|
msmarco_v2.1_doc_14_1242523481#6_2540523424
|
Title: Pacific Coast Culture | World Civilization
Headings: Pacific Coast Culture
Pacific Coast Culture
Learning Objective
Key Points
Terms
animism
potlatch
permaculture
Arts and Crafts
Religious and Social Ceremonies
Sources
Content: Art provided indigenous people with a tie to the land and was a constant reminder of their birth places, lineages, and nations. One example of this is the use of symbols on totem poles and plank houses of the Pacific Northwest coast. Pacific Coast Art. Tribal art included plank houses and totem poles that served as constant reminders of indigenous peoples’ birth places, lineages, and nations. Religious and Social Ceremonies
Other cultural elements that became established were the religious and social ceremonies of the Pacific Northwest nations. Although various tribes might have had their own different mythologies and rituals, “animism” is said to describe the most common, foundational thread of indigenous peoples’ spiritual or supernatural perspectives in this region. Spiritualism, the supernatural, and the importance of the environment played such integral roles in day-to-day life. Therefore, it was not unusual for worldly goods to be adorned with symbols, crests, and totems that represented some important figure (s) from both the seen and unseen worlds. Many of these religious or spiritual symbols would be present during social ceremonies as well. The potlatch, a gift-giving feast, was perhaps one of the most significant social experiences that occurred within Pacific Northwest groups.
|
https://courses.lumenlearning.com/suny-hccc-worldcivilization/chapter/pacific-coast-culture/
|
msmarco_v2.1_doc_14_1243298482#0_2542335815
|
Title: Casualties of World War II | History of Western Civilization II
Headings: Casualties of World War II
Casualties of World War II
31.8.2: Casualties of World War II
Learning Objective
Key Points
Key Terms
Casualties and War Crimes
Concentration Camps, Slave Labor, and Genocide
Attributions
Content: Casualties of World War II | History of Western Civilization II
Casualties of World War II
31.8.2: Casualties of World War II
Some 75 million people died in World War II, including about 20 million military personnel and 40 million civilians, many of whom died because of deliberate genocide, massacres, mass-bombings, disease, and starvation. Learning Objective
Assess the losses and damages of World War II
Key Points
World War II was the deadliest military conflict in history in terms of total dead, with some 75 million people casualties including military and civilians, or around 3% of the world’s population at the time. Many civilians died because of deliberate genocide, massacres, mass-bombings, disease, and starvation. The Soviet Union lost around 27 million people during the war, including 8.7 million military and 19 million civilians. This represents the most military deaths of any nation by a large margin. Germany sustained 5.3 million military losses, mostly on the Eastern Front and during the final battles in Germany. Of the total number of deaths in World War II, approximately 85 percent were on the Allied side and 15 percent were on the Axis side, with many of these deaths caused by war crimes committed by German and Japanese forces in occupied territories. Nazi Germany, as part of a deliberate program of extermination, systematically killed over 11 million people including 6 million Jews. In addition to Nazi concentration camps, the Soviet gulags (labor camps) led to the deaths of 3.6 million civilians.
|
https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/casualties-of-world-war-ii/
|
msmarco_v2.1_doc_14_1244126280#3_2544373676
|
Title: The First Factories | History of Western Civilization II
Headings: The First Factories
The First Factories
25.2.3: The First Factories
Learning Objective
Key Points
Key Terms
Luddites
Rise of the Factory System
Working Practices
Societal Impact
Attributions
Content: The eventual transition of child workforce into experienced adult factory workforce helps to account for the shift away from child labor in textile factories. While child labor was common on farms and under the putting-out system, historians agree that the impact of the factory system and the Industrial Revolution generally on children was damaging. Marriage during the Industrial Revolution became a sociable union between wife and husband in the laboring class. Women and men tended to marry someone from the same job, geographical location, or social group. The traditional work sphere was still dictated by the father, who controlled the pace of work for his family. However, factories and mills undermined the old patriarchal authority. Factories put husbands, wives, and children under the same conditions and authority of the manufacturer masters. The factory system was partly responsible for the rise of urban living, as large numbers of workers migrated into the towns in search of employment in the factories. Until the late 19th century, it was common to work at least 12 hours a day, six days a week in most factories, but long hours were also common outside factories. The transition to industrialization was not without opposition from the workers who feared that machines would end the need for skilled labor.
|
https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/the-first-factories/
|
msmarco_v2.1_doc_14_1244143236#0_2544394825
|
Title: The German Revolutions of 1848 | History of Western Civilization II
Headings: The German Revolutions of 1848
The German Revolutions of 1848
24.4.3: The German Revolutions of 1848
Learning Objective
Key Points
Key Terms
Unrest Spreads
Uprisings: Austria and Prussia
Failures of the Revolutions
Attributions
Content: The German Revolutions of 1848 | History of Western Civilization II
The German Revolutions of 1848
24.4.3: The German Revolutions of 1848
Growing discontent with the political and social order imposed by the Congress of Vienna led to the outbreak in 1848 of the March Revolution in the German states. Learning Objective
Connect the German Revolutions of 1848 to other revolutions happening throughout Europe
Key Points
News of the 1848 Revolution in Paris quickly reached discontented bourgeois liberals, republicans, and more radical working-men. The first revolutionary uprisings in Germany began in the state of Baden in March 1848 and within a few days, there were revolutionary uprisings in other states including Austria and Prussia. On March 15, 1848, the subjects of Friedrich Wilhelm IV of Prussia vented their long-repressed political aspirations in violent rioting in Berlin, while barricades were erected in the streets of Paris. Friedrich Wilhelm gave in to the popular fury and promised a constitution, a parliament, and support for German unification, safeguarding his own rule and regime. On May 18, the Frankfurt Assembly opened its first session with delegates from various German states, and after long and controversial debates, the assembly produced the so-called Frankfurt Constitution, which proclaimed a German Empire based on the principles of parliamentary democracy. In the end, the 1848 revolutions turned out to be unsuccessful: King Frederick William IV of Prussia refused the imperial crown, the Frankfurt parliament was dissolved, the ruling princes repressed the risings by military force, and the German Confederation was re-established by 1850. Many leaders went into exile, including a number who went to the United States and became a political force there.
|
https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/the-german-revolutions-of-1848/
|
msmarco_v2.1_doc_14_1244143236#2_2544399111
|
Title: The German Revolutions of 1848 | History of Western Civilization II
Headings: The German Revolutions of 1848
The German Revolutions of 1848
24.4.3: The German Revolutions of 1848
Learning Objective
Key Points
Key Terms
Unrest Spreads
Uprisings: Austria and Prussia
Failures of the Revolutions
Attributions
Content: Key Terms
Frankfurt Assembly
The first freely elected parliament for all of Germany, elected on May 1, 1848. The session was held from May 18, 1848, to May 31, 1849, in the Paulskirche at Frankfurt am Main. Its existence was both part of and the result of the “March Revolution” in the states of the German Confederation. After long and controversial debates, the assembly produced the so-called Frankfurt Constitution. Forty-Eighters
Europeans who participated in or supported the revolutions of 1848 that swept Europe. Disappointed at the failure of the revolution to bring about the reform of the system of government in Germany or the Austrian Empire and sometimes on the government’s wanted list because of their involvement in the revolution, they gave up their old lives to try again abroad. Many emigrated to the United States, England, and Australia after the revolutions failed. Zollverein
A coalition of German states formed to manage tariffs and economic policies within their territories. It was the first instance in history in which independent states had consummated a full economic union without the simultaneous creation of a political federation or union. The revolutions of 1848 in the German states, the opening phase of which was also called the March Revolution, were initially part of the Revolutions of 1848 that broke out in many European countries.
|
https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/the-german-revolutions-of-1848/
|
msmarco_v2.1_doc_14_1244143236#3_2544401057
|
Title: The German Revolutions of 1848 | History of Western Civilization II
Headings: The German Revolutions of 1848
The German Revolutions of 1848
24.4.3: The German Revolutions of 1848
Learning Objective
Key Points
Key Terms
Unrest Spreads
Uprisings: Austria and Prussia
Failures of the Revolutions
Attributions
Content: Disappointed at the failure of the revolution to bring about the reform of the system of government in Germany or the Austrian Empire and sometimes on the government’s wanted list because of their involvement in the revolution, they gave up their old lives to try again abroad. Many emigrated to the United States, England, and Australia after the revolutions failed. Zollverein
A coalition of German states formed to manage tariffs and economic policies within their territories. It was the first instance in history in which independent states had consummated a full economic union without the simultaneous creation of a political federation or union. The revolutions of 1848 in the German states, the opening phase of which was also called the March Revolution, were initially part of the Revolutions of 1848 that broke out in many European countries. They were a series of loosely coordinated protests and rebellions in the states of the German Confederation, including the Austrian Empire. The revolutions, which stressed pan-Germanism, demonstrated popular discontent with the traditional, largely autocratic political structure of the 39 independent states of the Confederation that inherited the German territory of the former Holy Roman Empire. They demonstrated the popular desire for the Zollverein movement. The middle-class elements were committed to liberal principles while the working class sought radical improvements to their working and living conditions. As the middle class and working class components of the Revolution split, the conservative aristocracy defeated it.
|
https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/the-german-revolutions-of-1848/
|
msmarco_v2.1_doc_14_1244143236#4_2544403205
|
Title: The German Revolutions of 1848 | History of Western Civilization II
Headings: The German Revolutions of 1848
The German Revolutions of 1848
24.4.3: The German Revolutions of 1848
Learning Objective
Key Points
Key Terms
Unrest Spreads
Uprisings: Austria and Prussia
Failures of the Revolutions
Attributions
Content: They were a series of loosely coordinated protests and rebellions in the states of the German Confederation, including the Austrian Empire. The revolutions, which stressed pan-Germanism, demonstrated popular discontent with the traditional, largely autocratic political structure of the 39 independent states of the Confederation that inherited the German territory of the former Holy Roman Empire. They demonstrated the popular desire for the Zollverein movement. The middle-class elements were committed to liberal principles while the working class sought radical improvements to their working and living conditions. As the middle class and working class components of the Revolution split, the conservative aristocracy defeated it. Liberals were forced into exile to escape political persecution, where they became known as Forty-Eighters. Many immigrated to the United States, settling from Wisconsin to Texas. Unrest Spreads
The groundwork of the 1848 uprising in Germany was laid long beforehand. The Hambacher Fest of 1832, for instance, reflected growing unrest in the face of heavy taxation and political censorship. The Hambacher Fest is noteworthy for the republicans adopting the black-red-gold colors (used on today’s national flag of Germany) as a symbol of the republican movement and of unity among the German-speaking people.
|
https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/the-german-revolutions-of-1848/
|
msmarco_v2.1_doc_14_1244143236#5_2544405106
|
Title: The German Revolutions of 1848 | History of Western Civilization II
Headings: The German Revolutions of 1848
The German Revolutions of 1848
24.4.3: The German Revolutions of 1848
Learning Objective
Key Points
Key Terms
Unrest Spreads
Uprisings: Austria and Prussia
Failures of the Revolutions
Attributions
Content: Liberals were forced into exile to escape political persecution, where they became known as Forty-Eighters. Many immigrated to the United States, settling from Wisconsin to Texas. Unrest Spreads
The groundwork of the 1848 uprising in Germany was laid long beforehand. The Hambacher Fest of 1832, for instance, reflected growing unrest in the face of heavy taxation and political censorship. The Hambacher Fest is noteworthy for the republicans adopting the black-red-gold colors (used on today’s national flag of Germany) as a symbol of the republican movement and of unity among the German-speaking people. Activism for liberal reform spread through many of the German states, each of which had distinct revolutions. They were also inspired by street demonstrations of workers and artisans in Paris, France, from February 22-24, 1848, which resulted in the abdication by King Louis Philippe of France and his exile in Britain. In France the revolution of 1848 became known as the February Revolution. The revolutions spread across Europe; they erupted in Austria and Germany, beginning with the large demonstrations on March 13, 1848, in Vienna.
|
https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/the-german-revolutions-of-1848/
|
msmarco_v2.1_doc_14_1244222545#5_2544607844
|
Title: The Marshall Plan and Molotov Plan | History of Western Civilization II
Headings: The Marshall Plan and Molotov Plan
The Marshall Plan and Molotov Plan
32.3.2: The Marshall Plan and Molotov Plan
Learning Objective
Key Points
Key Terms
Overview
Marshall Plan
Molotov Plan
Attributions
Content: The twin policies of the Truman Doctrine and the Marshall Plan led to billions in economic and military aid for Western Europe, Greece, and Turkey. With U.S. assistance, the Greek military won its civil war. Under the leadership of Alcide De Gasperi the Italian Christian Democrats defeated the powerful Communist-Socialist alliance in the elections of 1948. At the same time, there was increased intelligence and espionage activity, Eastern Bloc defections, and diplomatic expulsions. Marshall Plan
The Marshall Plan (officially the European Recovery Program, ERP) was an American initiative to aid Western Europe, in which the United States gave over $12 billion (approximately $120 billion in value as of June 2016) in economic support to help rebuild Western European economies after the end of World War II. The plan was in operation for four years beginning April 8, 1948. The goals of the United States were to rebuild war-devastated regions, remove trade barriers, modernize industry, make Europe prosperous again, and prevent the spread of communism. The Marshall Plan required a lessening of interstate barriers, saw a decrease in regulations, and encouraged an increase in productivity, labor union membership, and the adoption of modern business procedures. The Marshall Plan aid was divided among the participant states on a per capita basis. A larger amount was given to the major industrial powers, as the prevailing opinion was that their resuscitation was essential for general European revival.
|
https://courses.lumenlearning.com/suny-hccc-worldhistory2/chapter/the-marshall-plan-and-molotov-plan/
|
msmarco_v2.1_doc_14_1248936492#1_2552938897
|
Title: 1863: The Changing Nature of the War | US History I (OS Collection)
Headings: 1863: The Changing Nature of the War
1863: The Changing Nature of the War
Learning Objectives
MASS MOBILIZATION
Confederate Mobilization
Union Mobilization
Women’s Mobilization
EMANCIPATION
Lincoln’s Evolving Thoughts on Slavery
UNION ADVANCES
Lincoln’s Gettysburg Address
Section Summary
Question #1
Glossary
Content: As they drag on, the energy and zeal that marked the entry into warfare often wane, as losses increase and people on both sides suffer the tolls of war. The American Civil War is a case study of this characteristic of modern war. Although Northerners and Southerners both anticipated that the battle between the Confederacy and the Union would be settled quickly, it soon became clear to all that there was no resolution in sight. The longer the war continued, the more it began to affect life in both the North and the South. Increased need for manpower, the issue of slavery, and the ongoing challenges of keeping the war effort going changed the way life on both sides as the conflict progressed. MASS MOBILIZATION
By late 1862, the course of the war had changed to take on the characteristics of total war, in which armies attempt to demoralize the enemy by both striking military targets and disrupting their opponent’s ability to wage war through destruction of their resources. In this type of war, armies often make no distinction between civilian and military targets. Both the Union and Confederate forces moved toward total war, although neither side ever entirely abolished the distinction between military and civilian. Total war also requires governments to mobilize all resources, extending their reach into their citizens’ lives as never before. Another reality of war that became apparent in 1862 and beyond was the influence of combat on the size and scope of government.
|
https://courses.lumenlearning.com/suny-ushistory1os2xmaster/chapter/1863-the-changing-nature-of-the-war/
|
msmarco_v2.1_doc_14_1249490656#1_2553686321
|
Title: Urbanization and Its Challenges | US History II (OS Collection)
Headings: Urbanization and Its Challenges
Urbanization and Its Challenges
Learning Objectives
THE KEYS TO SUCCESSFUL URBANIZATION
Electric Lighting
Communications Improvements
Intracity Transportation
The Rise of Skyscrapers
Jacob Riis and the Window into “How the Other Half Lives”
THE IMMEDIATE CHALLENGES OF URBAN LIFE
Jane Addams Reflects on the Settlement House Movement
Section Summary
Question #1
Content: While the work was dangerous and difficult, many Americans were willing to leave behind the declining prospects of preindustrial agriculture in the hope of better wages in industrial labor. Furthermore, problems ranging from famine to religious persecution led a new wave of immigrants to arrive from central, eastern, and southern Europe, many of whom settled and found work near the cities where they first arrived. Immigrants sought solace and comfort among others who shared the same language and customs, and the nation’s cities became an invaluable economic and cultural resource. Although cities such as Philadelphia, Boston, and New York sprang up from the initial days of colonial settlement, the explosion in urban population growth did not occur until the mid-nineteenth century. At this time, the attractions of city life, and in particular, employment opportunities, grew exponentially due to rapid changes in industrialization. Before the mid-1800s, factories, such as the early textile mills, had to be located near rivers and seaports, both for the transport of goods and the necessary water power. Production became dependent upon seasonal water flow, with cold, icy winters all but stopping river transportation entirely. The development of the steam engine transformed this need, allowing businesses to locate their factories near urban centers. These factories encouraged more and more people to move to urban areas where jobs were plentiful, but hourly wages were often low and the work was routine and grindingly monotonous. As these panels illustrate, the population of the United States grew rapidly in the late 1800s (a).
|
https://courses.lumenlearning.com/suny-ushistory2os2xmaster/chapter/urbanization-and-its-challenges/
|
msmarco_v2.1_doc_14_1249490656#2_2553688701
|
Title: Urbanization and Its Challenges | US History II (OS Collection)
Headings: Urbanization and Its Challenges
Urbanization and Its Challenges
Learning Objectives
THE KEYS TO SUCCESSFUL URBANIZATION
Electric Lighting
Communications Improvements
Intracity Transportation
The Rise of Skyscrapers
Jacob Riis and the Window into “How the Other Half Lives”
THE IMMEDIATE CHALLENGES OF URBAN LIFE
Jane Addams Reflects on the Settlement House Movement
Section Summary
Question #1
Content: Before the mid-1800s, factories, such as the early textile mills, had to be located near rivers and seaports, both for the transport of goods and the necessary water power. Production became dependent upon seasonal water flow, with cold, icy winters all but stopping river transportation entirely. The development of the steam engine transformed this need, allowing businesses to locate their factories near urban centers. These factories encouraged more and more people to move to urban areas where jobs were plentiful, but hourly wages were often low and the work was routine and grindingly monotonous. As these panels illustrate, the population of the United States grew rapidly in the late 1800s (a). Much of this new growth took place in urban areas (defined by the census as twenty-five hundred people or more), and this urban population, particularly that of major cities (b), dealt with challenges and opportunities that were unknown in previous generations. Eventually, cities developed their own unique characters based on the core industry that spurred their growth. In Pittsburgh, it was steel; in Chicago, it was meat packing; in New York, the garment and financial industries dominated;
|
https://courses.lumenlearning.com/suny-ushistory2os2xmaster/chapter/urbanization-and-its-challenges/
|
msmarco_v2.1_doc_14_1250235560#4_2554928817
|
Title: Reproductive Development and Structure | Biology for Majors II
Headings: Reproductive Development and Structure
Reproductive Development and Structure
Discuss the reproductive development and structure of plants
Learning Objectives
Stages of a Plant’s Life Cycle
Flower Structure
Practice Question
Sexual Reproduction in Angiosperms
Male Gametophyte: The Pollen Grain
Female Gametophyte: The Embryo Sac
Practice Question
Sexual Reproduction in Gymnosperms
Male Gametophyte
Female Gametophyte
Reproductive Process
Angiosperms versus Gymnosperms
Check Your Understanding
Content: The new gametophyte produces gametes, and the cycle continues. This is the alternation of generations, and is typical of plant reproduction (Figure 2). Figure 2. The alternation of generations in angiosperms is depicted in this diagram. ( credit: modification of work by Peter Coxhead)
The life cycle of higher plants is dominated by the sporophyte stage, with the gametophyte borne on the sporophyte. In ferns, the gametophyte is free-living and very distinct in structure from the diploid sporophyte. In bryophytes, such as mosses, the haploid gametophyte is more developed than the sporophyte. During the vegetative phase of growth, plants increase in size and produce a shoot system and a root system. As they enter the reproductive phase, some of the branches start to bear flowers.
|
https://courses.lumenlearning.com/suny-wmopen-biology2/chapter/reproductive-development-and-structure/
|
msmarco_v2.1_doc_14_1250565028#3_2555364383
|
Title: Evolutionary Theory of Motivation | Education, Society, & the K-12 Learner
Headings:
Evolutionary Theory of Motivation
According to evolutionary psychology, individuals are motivated to engage in behaviors that maximize their genetic fitness.
LEARNING OBJECTIVE
KEY POINTS
TERMS
FULL TEXT
Evolutionary Psychology
Genetic Fitness
Evolutionary Perspective on Motivation
Optimization Theory
Content: natural selection A process by which heritable traits conferring survival and reproductive advantage to individuals, or related individuals, tend to be passed on to succeeding generations and become more frequent in a population, whereas other less favorable traits tend to become eliminated. FULL TEXT
The basic idea of evolutionary psychology is that genetic mutations are capable of altering an organism’s behavioral traits as well as its physical traits. Like physical traits, these mutations in behavioral traits may help the organism reproduce; this in turn allows the mutations to be passed on to the next generation. In this way, individuals are motivated to engage in behaviors that maximize their genetic fitness. Evolutionary Psychology
Evolutionary psychology suggests that individuals are motivated to engage in behaviors that maximize their genetic fitness. Genetic Fitness
All animals, including humans, need to act in ways that will improve their reproductive success. This results in social processes that maximize individuals’ genetic fitness, or ability to pass their genes to the next generation. According to evolutionary theory, those who are the most fit are the most likely to survive, and eventually the population evolves in such a way that their traits manifest themselves across the population. Consider the following example:
|
https://courses.lumenlearning.com/teachereducationx92x1/chapter/evolutionary-theory-of-motivation/
|
msmarco_v2.1_doc_14_1250565028#4_2555366387
|
Title: Evolutionary Theory of Motivation | Education, Society, & the K-12 Learner
Headings:
Evolutionary Theory of Motivation
According to evolutionary psychology, individuals are motivated to engage in behaviors that maximize their genetic fitness.
LEARNING OBJECTIVE
KEY POINTS
TERMS
FULL TEXT
Evolutionary Psychology
Genetic Fitness
Evolutionary Perspective on Motivation
Optimization Theory
Content: Evolutionary Psychology
Evolutionary psychology suggests that individuals are motivated to engage in behaviors that maximize their genetic fitness. Genetic Fitness
All animals, including humans, need to act in ways that will improve their reproductive success. This results in social processes that maximize individuals’ genetic fitness, or ability to pass their genes to the next generation. According to evolutionary theory, those who are the most fit are the most likely to survive, and eventually the population evolves in such a way that their traits manifest themselves across the population. Consider the following example: in a population’s gene pool, a genotype exists for an infant that is unattached from its mother—it will crawl away and does not have any “love” or other significant attachment to its mother. Over time, mutations accumulate and another genotype develops that causes infants to become uncomfortable and cry when their mothers leave them. Naturally, the crying infant who signals distress will be more protected from the elements and other predatory environmental forces than the unattached infant. Thus, the “attached” infant has a higher chance of survival. Over many generations, more “attached” infants will survive to mate and pass on their gene for attachment.
|
https://courses.lumenlearning.com/teachereducationx92x1/chapter/evolutionary-theory-of-motivation/
|
msmarco_v2.1_doc_14_1250948067#8_2555968139
|
Title: Changes in Gender Roles and Family Life | United States History I
Headings: Changes in Gender Roles and Family Life
Changes in Gender Roles and Family Life
Content: Americans aspired to provide a Romantic Childhood — a period in which boys and girls were sheltered within the home and nurtured through primary schooling. This ideal was available to families that could survive without their children’s labor. And as such sheltered boys and girls matured, their early experiences often determined whether they entered respectable, well-paying positions or remained as dependent workers with little prospects for social mobility. Just as children were expected to be sheltered from the adult world of work, American culture expected men and women to assume distinct gender roles as they prepared for marriage and family life. An ideology of “separate spheres” set the public realm—the world of economic production and political life—apart as a male domain, and the world of consumers and domestic life as a female one. ( Even non-working women labored by shopping for the household, producing food and clothing, cleaning, educating children, and performing similar activities. But these were considered “domestic” because they did not bring money into the household, although they too were essential to the household’s economic viability.) While reality muddied the ideal, the divide between a private, female world of home and a public, male world of business defined American gender hierarchy. The idea of separate spheres also displayed a distinct class bias. Middle- and upper-classes reinforced their status by shielding “their” women from the harsh realities of wage labor.
|
https://courses.lumenlearning.com/ushistory1americanyawp/chapter/changes-in-gender-roles-and-family-life/
|
msmarco_v2.1_doc_14_1251091342#0_2556239467
|
Title: The Mexican-American War, 1846–1848 | United States History I
Headings: The Mexican-American War, 1846–1848
The Mexican-American War, 1846–1848
Learning Objectives
JAMES K. POLK AND THE TRIUMPH OF EXPANSION
WAR WITH MEXICO, 1846–1848
CALIFORNIA AND THE GOLD RUSH
Section Summary
Question #1
Glossary
Content: The Mexican-American War, 1846–1848 | United States History I
The Mexican-American War, 1846–1848
Learning Objectives
By the end of this section, you will be able to: Identify the causes of the Mexican-American War
Describe the outcomes of the war in 1848, especially the Mexican Cession
Describe the effect of the California Gold Rush on westward expansion
Tensions between the United States and Mexico rapidly deteriorated in the 1840s as American expansionists eagerly eyed Mexican land to the west, including the lush northern Mexican province of California. Indeed, in 1842, a U.S. naval fleet, incorrectly believing war had broken out, seized Monterey, California, a part of Mexico. Monterey was returned the next day, but the episode only added to the uneasiness with which Mexico viewed its northern neighbor. The forces of expansion, however, could not be contained, and American voters elected James Polk in 1844 because he promised to deliver more lands. President Polk fulfilled his promise by gaining Oregon and, most spectacularly, provoking a war with Mexico that ultimately fulfilled the wildest fantasies of expansionists. By 1848, the United States encompassed much of North America, a republic that stretched from the Atlantic to the Pacific. JAMES K. POLK AND THE TRIUMPH OF EXPANSION
A fervent belief in expansion gripped the United States in the 1840s. In 1845, a New York newspaper editor, John O’Sullivan, introduced the concept of “manifest destiny” to describe the very popular idea of the special role of the United States in overspreading the continent—the divine right and duty of white Americans to seize and settle the American West, thus spreading Protestant, democratic values. In this climate of opinion, voters in 1844 elected James K. Polk, a slaveholder from Tennessee, because he vowed to annex Texas as a new slave state and take Oregon.
|
https://courses.lumenlearning.com/ushistory1os/chapter/the-mexican-american-war-1846-1848/
|
msmarco_v2.1_doc_14_1251254719#7_2556590085
|
Title: The Rise of Suburbs | US History II (American Yawp)
Headings: The Rise of Suburbs
The Rise of Suburbs
Content: While the car had been around for decades by the 1950s, car culture really took off as a national fad during the decade. Arthur C. Base, August 1950 issue of Science and Mechanics. Wikimedia. The rise of the suburbs transformed America’s countryside as suburban growth reclaimed millions of acres of rural space, turning agrarian communities into suburban landscapes. As suburban homeowners retreated from the cities into new developments, new developments wrenched more and more agricultural workers off the land, often pushing them into the very cities that suburbanites were fleeing. The process of suburbanization drove the movement of Americans and turned the wheels of the new consumer economy. Seen from a macroeconomic level, the postwar economic boom turned America into a land of economic abundance. For advantaged buyers, loans had never been easier to attain, consumer goods had never been more accessible, and well-paying jobs had never been more abundant. And yet, beneath the aggregate numbers, patterns of racial disparity, sexual discrimination, and economic inequality persevered and questioned man of the assumptions of an Affluent Society. In 1939 real estate appraisers arrived in sunny Pasadena, California.
|
https://courses.lumenlearning.com/ushistory2ay/chapter/the-rise-of-suburbs-2/
|
msmarco_v2.1_doc_14_1251969370#5_2558093019
|
Title: Prenatal Development | Introduction to Psychology
Headings: Prenatal Development
Prenatal Development
Learning Objectives
Germinal Stage (Weeks 1–2)
Embryonic Stage (Weeks 3–8)
Fetal Stage (Weeks 9–40)
Try It
Prenatal Influences
Table 1. Fetal Alcohol Syndrome Facial Features
What Do You Think? Should Women Who Use Drugs During Pregnancy Be Arrested and Jailed?
Try It
Infancy
Link to Learning
Try It
Glossary
Contribute!
Content: Now blood vessels grow, forming the placenta. The placenta is a structure connected to the uterus that provides nourishment and oxygen from the mother to the developing embryo via the umbilical cord. Basic structures of the embryo start to develop into areas that will become the head, chest, and abdomen. During the embryonic stage, the heart begins to beat and organs form and begin to function. The neural tube forms along the back of the embryo, developing into the spinal cord and brain. Fetal Stage (Weeks 9–40)
When the organism is about nine weeks old, the embryo is called a fetus. At this stage, the fetus is about the size of a kidney bean and begins to take on the recognizable form of a human being as the “tail” begins to disappear. From 9–12 weeks, the sex organs begin to differentiate. At about 16 weeks, the fetus is approximately 4.5 inches long. Fingers and toes are fully developed, and fingerprints are visible.
|
https://courses.lumenlearning.com/waymaker-psychology/chapter/stages-of-development/
|
msmarco_v2.1_doc_14_1251969370#6_2558094651
|
Title: Prenatal Development | Introduction to Psychology
Headings: Prenatal Development
Prenatal Development
Learning Objectives
Germinal Stage (Weeks 1–2)
Embryonic Stage (Weeks 3–8)
Fetal Stage (Weeks 9–40)
Try It
Prenatal Influences
Table 1. Fetal Alcohol Syndrome Facial Features
What Do You Think? Should Women Who Use Drugs During Pregnancy Be Arrested and Jailed?
Try It
Infancy
Link to Learning
Try It
Glossary
Contribute!
Content: Fetal Stage (Weeks 9–40)
When the organism is about nine weeks old, the embryo is called a fetus. At this stage, the fetus is about the size of a kidney bean and begins to take on the recognizable form of a human being as the “tail” begins to disappear. From 9–12 weeks, the sex organs begin to differentiate. At about 16 weeks, the fetus is approximately 4.5 inches long. Fingers and toes are fully developed, and fingerprints are visible. By the time the fetus reaches the sixth month of development (24 weeks), it weighs up to 1.4 pounds. Hearing has developed, so the fetus can respond to sounds. The internal organs, such as the lungs, heart, stomach, and intestines, have formed enough that a fetus born prematurely at this point has a chance to survive outside of the mother’s womb. Throughout the fetal stage the brain continues to grow and develop, nearly doubling in size from weeks 16 to 28. Around 36 weeks, the fetus is almost ready for birth.
|
https://courses.lumenlearning.com/waymaker-psychology/chapter/stages-of-development/
|
msmarco_v2.1_doc_14_1254122883#5_2563528435
|
Title: Archaea vs. Bacteria | Biology for Majors II
Headings: Archaea vs. Bacteria
Archaea vs. Bacteria
Learning Outcomes
The Plasma Membrane
The Cell Wall
Practice Question
In Summary: Archaea vs. Bacteria
Try It
Contribute!
Content: Causes rat-bite fever
Spirillum minus
Gamma proteobacteria
Many are beneficial symbionts that populate the human gut, but others are familiar human pathogens. Some species from this subgroup oxidize sulfur compounds. E. coli: Normally beneficial microbe of the human gut, but some strains cause disease
Salmonella: Certain strains cause food poisoning or typhoid fever
V. cholera: Causative agent of cholera
Chromatium: Sulfur-producing bacteria that oxidize sulfur, producing H 2 S
Vibrio cholera
Delta proteobacteria
Some species generate a spore-forming fruiting body in adverse conditions. Others reduce sulfate and sulfur. Myxobacteria: Generate spore-forming fruiting bodies in adverse conditions
Desulfovibrio vulgaris:
|
https://courses.lumenlearning.com/wm-biology2/chapter/archaea-vs-bacteria/
|
msmarco_v2.1_doc_14_1254122883#6_2563529612
|
Title: Archaea vs. Bacteria | Biology for Majors II
Headings: Archaea vs. Bacteria
Archaea vs. Bacteria
Learning Outcomes
The Plasma Membrane
The Cell Wall
Practice Question
In Summary: Archaea vs. Bacteria
Try It
Contribute!
Content: Causative agent of cholera
Chromatium: Sulfur-producing bacteria that oxidize sulfur, producing H 2 S
Vibrio cholera
Delta proteobacteria
Some species generate a spore-forming fruiting body in adverse conditions. Others reduce sulfate and sulfur. Myxobacteria: Generate spore-forming fruiting bodies in adverse conditions
Desulfovibrio vulgaris: Anaerobic, sulfate-reducing bacterium
Desulfovibrio vulgaris
Epsilon proteobacteria
Many species inhabit the digestive tract of animals as symbionts or pathogens. Bacteria from this group have been found in deep-sea hydrothermal vents and cold seep habitats. Campylobacter: Causes blood poisoning and intestinal inflammation
H. pylori: Causes stomach ulcers
Campylobacter
(credit “Rickettsia rickettsia”:
|
https://courses.lumenlearning.com/wm-biology2/chapter/archaea-vs-bacteria/
|
msmarco_v2.1_doc_14_1254122883#7_2563530824
|
Title: Archaea vs. Bacteria | Biology for Majors II
Headings: Archaea vs. Bacteria
Archaea vs. Bacteria
Learning Outcomes
The Plasma Membrane
The Cell Wall
Practice Question
In Summary: Archaea vs. Bacteria
Try It
Contribute!
Content: Anaerobic, sulfate-reducing bacterium
Desulfovibrio vulgaris
Epsilon proteobacteria
Many species inhabit the digestive tract of animals as symbionts or pathogens. Bacteria from this group have been found in deep-sea hydrothermal vents and cold seep habitats. Campylobacter: Causes blood poisoning and intestinal inflammation
H. pylori: Causes stomach ulcers
Campylobacter
(credit “Rickettsia rickettsia”: modification of work by CDC; credit “Spirillum minus”: modification of work by Wolframm Adlassnig; credit “Vibrio cholera”: modification of work by Janice Haney Carr, CDC;
|
https://courses.lumenlearning.com/wm-biology2/chapter/archaea-vs-bacteria/
|
msmarco_v2.1_doc_14_1254122883#12_2563536838
|
Title: Archaea vs. Bacteria | Biology for Majors II
Headings: Archaea vs. Bacteria
Archaea vs. Bacteria
Learning Outcomes
The Plasma Membrane
The Cell Wall
Practice Question
In Summary: Archaea vs. Bacteria
Try It
Contribute!
Content: They are ubiquitous, found in terrestrial, marine, and freshwater environments. Eukaryotic chloroplasts are thought to be derived from bacteria in this class. Prochlorococcus: Believed to be the most abundant photosynthetic organism on earth, it is responsible for generating half the world’s oxygen
Phormidium
Gram-positive Bacteria
Soil-dwelling members of this subgroup decompose organic matter. Some species cause disease. They have a thick cell wall and lack an outer membrane. Clostridium botulinum: Causes Botullism
Steptomyces: Many antibiotics, including streptomyocin, are derived from these bacteria
Mycoplasmas: These tiny bacteria, the smallest known, lack a cell wall.
|
https://courses.lumenlearning.com/wm-biology2/chapter/archaea-vs-bacteria/
|
msmarco_v2.1_doc_14_1254122883#13_2563537972
|
Title: Archaea vs. Bacteria | Biology for Majors II
Headings: Archaea vs. Bacteria
Archaea vs. Bacteria
Learning Outcomes
The Plasma Membrane
The Cell Wall
Practice Question
In Summary: Archaea vs. Bacteria
Try It
Contribute!
Content: They have a thick cell wall and lack an outer membrane. Clostridium botulinum: Causes Botullism
Steptomyces: Many antibiotics, including streptomyocin, are derived from these bacteria
Mycoplasmas: These tiny bacteria, the smallest known, lack a cell wall. Some are free-living, and some are pathogenic
Clostridium difficile
(credit “Chlamydia trachomatis”: modification of work by Dr. Lance Liotta Laboratory, NCI; credit “Treponema pallidum”: modification of work by Dr. David Cox, CDC; credit “Phormidium”:
|
https://courses.lumenlearning.com/wm-biology2/chapter/archaea-vs-bacteria/
|
msmarco_v2.1_doc_14_1254122883#15_2563539939
|
Title: Archaea vs. Bacteria | Biology for Majors II
Headings: Archaea vs. Bacteria
Archaea vs. Bacteria
Learning Outcomes
The Plasma Membrane
The Cell Wall
Practice Question
In Summary: Archaea vs. Bacteria
Try It
Contribute!
Content: modification of work by USGS; credit “Clostridium difficile”: modification of work by Lois S. Wiggs, CDC; scale-bar data from Matt Russell)
Archaea are separated into four phyla: the Euryarchaeota, Crenarchaeota, Nanoarchaeota, and Korarchaeota. Table 3. Archaea
Phylum
Representative organisms
Representative micrograph
Euryarchaeota
This phylum includes methanogens, which produce methane as a metabolic waste product, and halobacteria, which live in an extreme saline environment. Methanogens: Methane production causes flatulence in humans and other animals. Halobacteria:
|
https://courses.lumenlearning.com/wm-biology2/chapter/archaea-vs-bacteria/
|
msmarco_v2.1_doc_14_1255003532#0_2565576016
|
Title: Phylum Nematoda | Biology for Majors II
Headings: Phylum Nematoda
Phylum Nematoda
Learning Outcomes
Morphology
Excretory System
Nervous System
Reproduction
Try It
Contribute!
Content: Phylum Nematoda | Biology for Majors II
Phylum Nematoda
Learning Outcomes
Describe the features of animals classified in phylum Nematoda
The Nematoda, like most other animal phyla, are triploblastic and possess an embryonic mesoderm that is sandwiched between the ectoderm and endoderm. They are also bilaterally symmetrical, meaning that a longitudinal section will divide them into right and left sides that are symmetrical. Furthermore, the nematodes, or roundworms, possess a pseudocoelom and consist of both free-living and parasitic forms. It has been said that were all the non-nematode matter of the biosphere removed, there would remain a shadow of the former world in the form of nematodes. [ 1] The arthropods, one of the most successful taxonomic groups on the planet, are coelomate organisms characterized by a hard exoskeleton and jointed appendages. Both the nematodes and arthropods belong to the superphylum Ecdysozoa that is believed to be a clade consisting of all evolutionary descendants from one common ancestor. The name derives from the word ecdysis, which refers to the shedding, or molting, of the exoskeleton. The phyla in this group have a hard cuticle that covers their bodies, which must be periodically shed and replaced for them to increase in size. Phylum Nematoda includes more than 28,000 species with an estimated 16,000 being parasitic in nature. The name Nematoda is derived from the Greek word “Nemos,” which means “thread” and includes roundworms.
|
https://courses.lumenlearning.com/wm-biology2/chapter/phylum-nematoda/
|
msmarco_v2.1_doc_14_1255003532#1_2565577917
|
Title: Phylum Nematoda | Biology for Majors II
Headings: Phylum Nematoda
Phylum Nematoda
Learning Outcomes
Morphology
Excretory System
Nervous System
Reproduction
Try It
Contribute!
Content: Both the nematodes and arthropods belong to the superphylum Ecdysozoa that is believed to be a clade consisting of all evolutionary descendants from one common ancestor. The name derives from the word ecdysis, which refers to the shedding, or molting, of the exoskeleton. The phyla in this group have a hard cuticle that covers their bodies, which must be periodically shed and replaced for them to increase in size. Phylum Nematoda includes more than 28,000 species with an estimated 16,000 being parasitic in nature. The name Nematoda is derived from the Greek word “Nemos,” which means “thread” and includes roundworms. Nematodes are present in all habitats with a large number of individuals of each species present in each. The free-living nematode, Caenorhabditis elegans has been extensively used as a model system in laboratories all over the world. Morphology
In contrast with flatworms, nematodes show a tubular morphology and circular cross-section. These animals are pseudocoelomates and show the presence of a complete digestive system with a distinct mouth and anus. This is in contrast with the cnidarians, where only one opening is present (an incomplete digestive system).
|
https://courses.lumenlearning.com/wm-biology2/chapter/phylum-nematoda/
|
msmarco_v2.1_doc_14_1255010271#7_2565603680
|
Title: Phylum Platyhelminthes | Biology for Majors II
Headings: Phylum Platyhelminthes
Phylum Platyhelminthes
Learning Outcomes
Physiological Processes of Flatworms
Diversity of Flatworms
In Summary: Phylum Platyhelminthes
Try It
Contribute!
Content: Figure 2. Phylum Platyhelminthes is divided into four classes. ( a) Class Turbellaria includes the Bedford’s flatworm ( Pseudobiceros bedfordi ), which is about 8–10 cm in length. ( b) The parasitic class Monogenea includes Dactylogyrus spp. Dactylogyrus, commonly called a gill fluke, is about 0.2 mm in length and has two anchors, indicated by arrows, that it uses to latch onto the gills of host fish. ( c) The Trematoda class includes Fascioloides magna (right) and Fasciaola hepatica (two specimens of left, also known as the common liver fluke). ( d) Class Cestoda includes tapeworms such as this Taenia saginata . T. saginata, which infects both cattle and humans, can reach 4–10 meters in length; the specimen shown here is about 4 meters. ( credit a:
|
https://courses.lumenlearning.com/wm-biology2/chapter/phylum-platyhelminthes/
|
msmarco_v2.1_doc_14_1255153318#1_2565937715
|
Title: Stages of a Plant’s Life Cycle | Biology for Majors II
Headings: Stages of a Plant’s Life Cycle
Stages of a Plant’s Life Cycle
Learning Outcomes
Try It
Contribute!
Content: After reaching maturity, the diploid sporophyte produces spores by meiosis, which in turn divide by mitosis to produce the haploid gametophyte. The new gametophyte produces gametes, and the cycle continues. This is the alternation of generations, and is typical of plant reproduction (Figure 1). Figure 1. The alternation of generations in angiosperms is depicted in this diagram. ( credit: modification of work by Peter Coxhead)
The life cycle of higher plants is dominated by the sporophyte stage, with the gametophyte borne on the sporophyte. In ferns, the gametophyte is free-living and very distinct in structure from the diploid sporophyte. In bryophytes, such as mosses, the haploid gametophyte is more developed than the sporophyte. During the vegetative phase of growth, plants increase in size and produce a shoot system and a root system.
|
https://courses.lumenlearning.com/wm-biology2/chapter/stages-of-a-plants-life-cycle/
|
msmarco_v2.1_doc_14_1255153318#2_2565938971
|
Title: Stages of a Plant’s Life Cycle | Biology for Majors II
Headings: Stages of a Plant’s Life Cycle
Stages of a Plant’s Life Cycle
Learning Outcomes
Try It
Contribute!
Content: credit: modification of work by Peter Coxhead)
The life cycle of higher plants is dominated by the sporophyte stage, with the gametophyte borne on the sporophyte. In ferns, the gametophyte is free-living and very distinct in structure from the diploid sporophyte. In bryophytes, such as mosses, the haploid gametophyte is more developed than the sporophyte. During the vegetative phase of growth, plants increase in size and produce a shoot system and a root system. As they enter the reproductive phase, some of the branches start to bear flowers. Many flowers are borne singly, whereas some are borne in clusters. The flower is borne on a stalk known as a receptacle. Flower shape, color, and size are unique to each species, and are often used by taxonomists to classify plants. Try It
Open Assessments
Assessment Text
The gametophyte stage of plants produces which of the following?
|
https://courses.lumenlearning.com/wm-biology2/chapter/stages-of-a-plants-life-cycle/
|
msmarco_v2.1_doc_14_1255740721#0_2567404602
|
Title: Gender and Socialization | Introduction to Sociology
Headings:
Gender and Socialization
Learning Outcomes
Gender Roles
Gender and Socialization
Try It
Socialization
Watch It
Try It
Further Research
Sexism
Global Sexism
Watch It
Try It
Think It Over
Glossary
Contribute!
Content: Gender and Socialization | Introduction to Sociology
Gender and Socialization
Learning Outcomes
Explain the influence of socialization on gender roles in the United States
Explain and give examples of sexism
Figure 1. Traditional images of U.S. gender roles reinforce the idea that women should be subordinate to men. ( Photo courtesy of Sport Suburban/flickr)
Gender Roles
As we grow, we learn how to behave from those around us. In this socialization process, children are introduced to certain roles that are typically linked to their biological sex. The term gender role refers to society’s concept of how people are expected to look and behave based on societally created norms for masculinity and femininity. In U.S. culture, masculine roles are usually associated with strength, aggression, and dominance, while feminine roles are usually associated with passivity, nurturing, and subordination. Gender role socialization begins at birth and continues throughout the life course. Our society is quick to outfit male infants in blue and girls in pink, even applying these color-coded gender labels while a baby is in the womb. This color differentiation is quite new—prior to the 1940s, boys wore pink and girls wore blue. In the 19th century and early 20th century, boys and girls wore dresses (mostly white) until the age of 6 or 7, which was also time for the first haircut. [
|
https://courses.lumenlearning.com/wm-introductiontosociology/chapter/gender-and-socialization/
|
msmarco_v2.1_doc_14_1256405327#9_2568468878
|
Title: Prenatal Development | Lifespan Development
Headings:
Prenatal Development
Learning Outcomes
Periods of Prenatal Development
The Germinal Period (Weeks 1-2)
The Embryonic Period (Weeks 3-8)
The Fetal Period (Weeks 9-40)
Watch It
Try It
Glossary
Contribute!
Content: The Fetal Period (Weeks 9-40)
Figure 3. A fetus at 10 weeks of development. When the organism is about nine weeks old, the embryo is called a fetus. At this stage, the fetus is about the size of a kidney bean and begins to take on the recognizable form of a human being as the “tail” begins to disappear. From 9–12 weeks, the sex organs begin to differentiate. By the 12th week, the fetus has all its body parts including external genitalia. In the following weeks, the fetus will develop hair, nails, teeth and the excretory and digestive systems will continue to develop. At the end of the 12th week, the fetus is about 3 inches long and weighs about 28 grams. At about 16 weeks, the fetus is approximately 4.5 inches long. Fingers and toes are fully developed, and fingerprints are visible.
|
https://courses.lumenlearning.com/wm-lifespandevelopment/chapter/prenatal-development/
|
msmarco_v2.1_doc_14_1256405327#10_2568470181
|
Title: Prenatal Development | Lifespan Development
Headings:
Prenatal Development
Learning Outcomes
Periods of Prenatal Development
The Germinal Period (Weeks 1-2)
The Embryonic Period (Weeks 3-8)
The Fetal Period (Weeks 9-40)
Watch It
Try It
Glossary
Contribute!
Content: By the 12th week, the fetus has all its body parts including external genitalia. In the following weeks, the fetus will develop hair, nails, teeth and the excretory and digestive systems will continue to develop. At the end of the 12th week, the fetus is about 3 inches long and weighs about 28 grams. At about 16 weeks, the fetus is approximately 4.5 inches long. Fingers and toes are fully developed, and fingerprints are visible. During the 4-6th months, the eyes become more sensitive to light and hearing develops. The respiratory system continues to develop. Reflexes such as sucking, swallowing and hiccuping develop during the 5th month. Cycles of sleep and wakefulness are present at that time as well. Throughout the fetal stage, the brain continues to grow and develop, nearly doubling in size from weeks 16 to 28.
|
https://courses.lumenlearning.com/wm-lifespandevelopment/chapter/prenatal-development/
|
msmarco_v2.1_doc_14_1260365766#0_2576082418
|
Title: Types of Statistical Studies (2 of 4) | Concepts in Statistics
Headings: Types of Statistical Studies (2 of 4)
Types of Statistical Studies (2 of 4)
Learning Outcomes
Example
Music and Learning
Try It
Content: Types of Statistical Studies (2 of 4) | Concepts in Statistics
Types of Statistical Studies (2 of 4)
Learning Outcomes
Determine if a study is an experiment or an observational study. From a description of a statistical study, determine the goal of the study. In general, there are two types of statistical studies: observational studies and experiments. An observational study observes individuals and measures variables of interest. The main purpose of an observational study is to describe a group of individuals or to investigate an association between two variables. We can answer questions about a population with an observational study. We can also investigate a relationship between two variables. But in an observational study, researchers do not attempt to manipulate one variable to cause an effect in another variable. For this reason, an observational study does not provide convincing evidence of a cause-and-effect relationship.
|
https://courses.lumenlearning.com/wmopen-concepts-statistics/chapter/types-of-statistical-studies-2-of-4/
|
msmarco_v2.1_doc_14_1260982424#11_2577161951
|
Title: Global Business Strategies | Introduction to Business [Deprecated]
Headings:
Global Business Strategies
Learning Outcomes
Introduction
Exporting/Importing
Advantages and Disadvantages
Outsourcing/Offshoring
Advantages and Disadvantages
Licensing and Franchising
Advantages and Disadvantages
Joint Ventures/Strategic Alliances
Advantages and Disadvantages
Foreign Direct Investment (FDI)
Advantages and Disadvantages
Check Your Understanding
Content: Some supporters go further and assert that outsourcing and offshoring raise the gross domestic product (GDP) and increase the total number of jobs domestically, too. This claim is based on the idea that workers who lose their jobs will move to higher-paying jobs in industries where the origin country has a comparative advantage. On the other hand, job losses and wage erosion “at home” have sparked opposition to offshoring and outsourcing. Many argue that the jobs that are shipped overseas are not replaced by better, higher-paying ones. And it’s not just low-skilled workers who are feeling the pain. Increasingly, critics say, even highly trained workers (such as software engineers) with high-paying jobs are finding themselves replaced by cheaper workers in India and China. Some firms, while realizing financial gains from lowering their production costs, are finding that offshoring and outsourcing are very costly in terms of lack of control over product quality, working conditions, and labor relations. For example, companies like Nike and Apple have come under fire by human rights organizations and consumers over reports of worker abuse, dangerous working conditions, and ridiculously low wages. It was recently reported that apparel workers in Bangladesh are sometimes paid as little as $0.21 per hour. We will explore some of the ethical issues raised by offshoring and outsourcing later in the course in the business ethics chapter.
|
https://courses.lumenlearning.com/wmopen-introbusiness/chapter/global-business-strategies/
|
msmarco_v2.1_doc_14_1261643962#3_2578055340
|
Title: Behavioral and Cognitive Theories | Lifespan Development
Headings: Behavioral and Cognitive Theories
Behavioral and Cognitive Theories
What you’ll learn to do: explain key principles of behaviorism and cognitive psychology
Learning outcomes
Exploring Behavior
The Behavioral Perspective: A Focus on Observable Behavior
Classical Conditioning and Emotional Responses
Pavlov and Classical Conditioning
Watch It
Watson and Behaviorism
Link to Learning: Little Albert
Operant Conditioning
Link to Learning
Comparing Classical and Operant Conditioning
Social Cognitive (Learning) Theory: Observational Learning
Do parents socialize children or do children socialize parents?
Watch
Exploring Cognition
The Cognitive Perspective: The Roots of Understanding
Piaget: Changes in thought with maturation
Making sense of the world
Stages of Cognitive Development
Watch It
Criticisms of Piaget’s Theory
Watch it
Try It
Information-Processing Approaches to Development
Neo-Piagetian Theories
Cognitive Neuroscience Approaches
Try It
Glossary
accommodation:
assimilation:
behavioral perspective:
classical conditioning:
cognitive neuroscience:
cognitive perspective:
concrete operational stage:
conservation:
egocentrism:
formal operational stage:
information-processing approach:
law of effect:
object permanence:
operant conditioning:
Piaget’s theory of cognitive development:
preoperational stage:
reciprocal determinism:
reversibility:
schemas:
sensorimotor stage:
social-cognitive learning theory:
theory-of-mind (TOM):
Content: Classical Conditioning and Emotional Responses
Classical conditioning theory helps us to understand how our responses to one situation become attached to new situations. For example, a smell might remind us of a time when we were a kid. If you went to a new cafe with the same smell as your elementary cafeteria, it might evoke the feelings you had when you were in school. Or a song on the radio might remind you of a memorable evening you spent with your first true love. Or, if you hear your entire name (Isaiah Wilmington Brewer, for instance) called as you walk across the stage to get your diploma and it makes you tense because it reminds you of how your father used to use your full name when he was mad at you, then you’ve been classically conditioned. Figure 1. Ivan Pavlov
Classical conditioning explains how we develop many of our emotional responses to people or events or our “gut level” reactions to situations. New situations may bring about an old response because the two have become connected. Attachments form in this way. Addictions are affected by classical conditioning, as anyone who’s tried to quit smoking can tell you.
|
https://courses.lumenlearning.com/wmopen-lifespandevelopment/chapter/behavioral-and-cognitive-theories/
|
msmarco_v2.1_doc_14_1262405916#6_2578765427
|
Title: The Humanistic, Contextual, and Evolutionary Perspectives of Development | Lifespan Development
Headings: The Humanistic, Contextual, and Evolutionary Perspectives of Development
The Humanistic, Contextual, and Evolutionary Perspectives of Development
What you’ll learn to do: describe the humanistic, contextual, and evolutionary perspectives of development
Learning outcomes
The Humanistic Perspective: A focus on Uniquely Human Qualities
Carl Rogers and Humanism
Unconditional Positive Regard
The Good Life
Try It
Abraham Maslow’s Hierarchy of Needs
Watch It
Try It#
Contextual Perspectives: A Broad Approach to Development
Vygotsky’s Sociocultural Theory: Changes in thought with guidance
Scaffolding and the Zone of Proximal Development
Watch It
Try It
Bronfenbrenner’s Ecological Systems Theory
Watch It
Try It
The Evolutionary Perspective: Genetic Inheritance from our Ancestors
The fundamentals of the evolutionary perspective
Lorenz and Imprinting
Behavioral Genetics
Link to Learning
Criticisms of the Evolutionary Perspective
Try It
Comparing and Evaluating Lifespan Theories
Try It
Theory
Major ideas
Continuous or discontinuous development?
One course of development or many?
More influenced by nature or nurture?
Major Theorist (s)
Try It
glossary
behavioral genetics:
bioecological model:
chronosystem:
congruence:
contextual perspective:
ecological systems theory:
exosystem:
ethology:
evolutionary psychology:
humanism:
imprinting:
macrosystem:
Maslow’s hierarchy of needs:
mesosystem:
microsystem:
phenomenal field:
scaffolding:
self-actualization:
sociocultural theory:
zone of proximal development (ZPD):
Content: Rogers focused on the idea that we need to achieve consistency between these two selves. Unconditional Positive Regard
Human beings develop an ideal self and a real self, based on the conditional status of positive regard. How closely one’s real self matches up with their ideal self is called congruence. We experience congruence when our thoughts about our real self and ideal self are very similar—in other words when our self-concept is accurate . High congruence leads to a greater sense of self-worth and a healthy, productive life. Conversely, when there is a great discrepancy between our ideal and actual selves, we experience a state Rogers called incongruence, which can lead to maladjustment. According to Rogers, parents can help their children achieve their ideal self by giving them unconditional positive regard, or unconditional love. In the development of self-concept, positive regard is key. Unconditional positive regard is an environment that is free of preconceived notions of value. Conditional positive regard is full of conditions of worth that must be achieved to be considered successful.
|
https://courses.lumenlearning.com/wmopen-lifespandevelopment/chapter/the-humanistic-contextual-and-evolutionary-perspectives/
|
msmarco_v2.1_doc_14_1263145922#0_2580121154
|
Title: External Factors of Organizational Culture | Organizational Behavior / Human Relations
Headings: External Factors of Organizational Culture
External Factors of Organizational Culture
What you’ll learn to do: Describe the external factors associated with organizational culture
Learning Outcomes
Political Factors
Economic Factors
Industry Factors
Social Factors
Technology Factors
Practice Question
Managing External Factors
Practice Question
Content: External Factors of Organizational Culture | Organizational Behavior / Human Relations
External Factors of Organizational Culture
What you’ll learn to do: Describe the external factors associated with organizational culture
There are two types of factors that influence organizational culture: internal and external. External influences and factors play a large role in how organizations choose to operate. Understanding these external factors and how companies need to adapt to them will help explain the inner workings of an organization. While there are a number of internal factors also at play, external factors help to shape how organizations choose to manage and account for internal factors. Let’s get started by first defining and exploring organizational culture and then diving into the number of factors that can influence it! Learning Outcomes
Describe external factors and their influence on organizational culture
Analyze how organizations can manage external factors
We experience external factors and regulations in our everyday lives. When we drive, we follow speed limit signs to avoid a ticket. When we shop, we have to pay a mandated sales tax.
|
https://courses.lumenlearning.com/wmopen-organizationalbehavior/chapter/external-factors-of-organizational-culture/
|
msmarco_v2.1_doc_14_1263145922#1_2580123046
|
Title: External Factors of Organizational Culture | Organizational Behavior / Human Relations
Headings: External Factors of Organizational Culture
External Factors of Organizational Culture
What you’ll learn to do: Describe the external factors associated with organizational culture
Learning Outcomes
Political Factors
Economic Factors
Industry Factors
Social Factors
Technology Factors
Practice Question
Managing External Factors
Practice Question
Content: While there are a number of internal factors also at play, external factors help to shape how organizations choose to manage and account for internal factors. Let’s get started by first defining and exploring organizational culture and then diving into the number of factors that can influence it! Learning Outcomes
Describe external factors and their influence on organizational culture
Analyze how organizations can manage external factors
We experience external factors and regulations in our everyday lives. When we drive, we follow speed limit signs to avoid a ticket. When we shop, we have to pay a mandated sales tax. We can be refused service at a restaurant if we arrive without our shoes or our shirt. These are all small examples of how external factors influence our daily lives and the decisions we make. While external factors are outside of our control, they still influence us and creates boundaries in which we need to operate. The same goes for organizations. Organizations would prefer to control every aspect of their operations, and rightfully so!
|
https://courses.lumenlearning.com/wmopen-organizationalbehavior/chapter/external-factors-of-organizational-culture/
|
msmarco_v2.1_doc_14_1263145922#2_2580124835
|
Title: External Factors of Organizational Culture | Organizational Behavior / Human Relations
Headings: External Factors of Organizational Culture
External Factors of Organizational Culture
What you’ll learn to do: Describe the external factors associated with organizational culture
Learning Outcomes
Political Factors
Economic Factors
Industry Factors
Social Factors
Technology Factors
Practice Question
Managing External Factors
Practice Question
Content: We can be refused service at a restaurant if we arrive without our shoes or our shirt. These are all small examples of how external factors influence our daily lives and the decisions we make. While external factors are outside of our control, they still influence us and creates boundaries in which we need to operate. The same goes for organizations. Organizations would prefer to control every aspect of their operations, and rightfully so! However, there are a number of external factors at play which do not allow organizations to have complete control over every piece. Let’s explore some of these external factors and the influence they have on organizational culture. Political Factors
There are a variety of ways in which politics can influence organizational culture. On a large scale, Congress creates laws and regulations that may change the way an organization operates. Even if the organization may disagree with a law, they are still legally obligated to abide by it.
|
https://courses.lumenlearning.com/wmopen-organizationalbehavior/chapter/external-factors-of-organizational-culture/
|
msmarco_v2.1_doc_14_1263145922#3_2580126537
|
Title: External Factors of Organizational Culture | Organizational Behavior / Human Relations
Headings: External Factors of Organizational Culture
External Factors of Organizational Culture
What you’ll learn to do: Describe the external factors associated with organizational culture
Learning Outcomes
Political Factors
Economic Factors
Industry Factors
Social Factors
Technology Factors
Practice Question
Managing External Factors
Practice Question
Content: However, there are a number of external factors at play which do not allow organizations to have complete control over every piece. Let’s explore some of these external factors and the influence they have on organizational culture. Political Factors
There are a variety of ways in which politics can influence organizational culture. On a large scale, Congress creates laws and regulations that may change the way an organization operates. Even if the organization may disagree with a law, they are still legally obligated to abide by it. On a smaller scale, relationship politics may also influence culture. Competing against other organizations for clients or market share can be political in nature and influence the way an organization chooses to operate. Politics on a small or a large scale can change company goals and objectives and the way they choose to work towards them. Economic Factors
The economy plays a role in our everyday lives. How much money we make, how much money we spend, wants and needs, competitive pricing, etc.
|
https://courses.lumenlearning.com/wmopen-organizationalbehavior/chapter/external-factors-of-organizational-culture/
|
msmarco_v2.1_doc_14_1263145922#4_2580128297
|
Title: External Factors of Organizational Culture | Organizational Behavior / Human Relations
Headings: External Factors of Organizational Culture
External Factors of Organizational Culture
What you’ll learn to do: Describe the external factors associated with organizational culture
Learning Outcomes
Political Factors
Economic Factors
Industry Factors
Social Factors
Technology Factors
Practice Question
Managing External Factors
Practice Question
Content: On a smaller scale, relationship politics may also influence culture. Competing against other organizations for clients or market share can be political in nature and influence the way an organization chooses to operate. Politics on a small or a large scale can change company goals and objectives and the way they choose to work towards them. Economic Factors
The economy plays a role in our everyday lives. How much money we make, how much money we spend, wants and needs, competitive pricing, etc. are all factors in financial decisions we make on a daily basis. Organizations are also heavily influenced by economic factors. A market crash or a recession will directly impact the sales of an organization. When people are no longer able to afford a product or choose to spend their money elsewhere, companies are directly impacted. On the other hand, companies are affected when the economy is good and people are able to spend or invest more money.
|
https://courses.lumenlearning.com/wmopen-organizationalbehavior/chapter/external-factors-of-organizational-culture/
|
msmarco_v2.1_doc_14_1263145922#5_2580129965
|
Title: External Factors of Organizational Culture | Organizational Behavior / Human Relations
Headings: External Factors of Organizational Culture
External Factors of Organizational Culture
What you’ll learn to do: Describe the external factors associated with organizational culture
Learning Outcomes
Political Factors
Economic Factors
Industry Factors
Social Factors
Technology Factors
Practice Question
Managing External Factors
Practice Question
Content: are all factors in financial decisions we make on a daily basis. Organizations are also heavily influenced by economic factors. A market crash or a recession will directly impact the sales of an organization. When people are no longer able to afford a product or choose to spend their money elsewhere, companies are directly impacted. On the other hand, companies are affected when the economy is good and people are able to spend or invest more money. Adapting to the changes in the economy and being able to adjust organizational strategies to accommodate for them, is essential to company survival. Industry Factors
In every industry, there are a number of competitors. The actions your competitors take may influence the decisions you make within your own organization. Being able to adjust company culture to adapt to your competition is necessary to ensure company longevity. Other industry factors include updated industry standards and safety requirements that change over time.
|
https://courses.lumenlearning.com/wmopen-organizationalbehavior/chapter/external-factors-of-organizational-culture/
|
msmarco_v2.1_doc_14_1263145922#6_2580131666
|
Title: External Factors of Organizational Culture | Organizational Behavior / Human Relations
Headings: External Factors of Organizational Culture
External Factors of Organizational Culture
What you’ll learn to do: Describe the external factors associated with organizational culture
Learning Outcomes
Political Factors
Economic Factors
Industry Factors
Social Factors
Technology Factors
Practice Question
Managing External Factors
Practice Question
Content: Adapting to the changes in the economy and being able to adjust organizational strategies to accommodate for them, is essential to company survival. Industry Factors
In every industry, there are a number of competitors. The actions your competitors take may influence the decisions you make within your own organization. Being able to adjust company culture to adapt to your competition is necessary to ensure company longevity. Other industry factors include updated industry standards and safety requirements that change over time. Ensuring compliance with industry standards requires adjusting company objectives to realign the business. Social Factors
Public opinion and societal expectations are large external factors that force companies to reevaluate how they operate. If the public has a negative perception of your organization, it could have a detrimental impact on your company’s bottom line. Society has high expectations for organizations to be socially responsible. Social responsibility incorporates a wide variety of topics including community outreach, diversity promotion, sustainability, and high ethical standards.
|
https://courses.lumenlearning.com/wmopen-organizationalbehavior/chapter/external-factors-of-organizational-culture/
|
msmarco_v2.1_doc_14_1263145922#7_2580133522
|
Title: External Factors of Organizational Culture | Organizational Behavior / Human Relations
Headings: External Factors of Organizational Culture
External Factors of Organizational Culture
What you’ll learn to do: Describe the external factors associated with organizational culture
Learning Outcomes
Political Factors
Economic Factors
Industry Factors
Social Factors
Technology Factors
Practice Question
Managing External Factors
Practice Question
Content: Ensuring compliance with industry standards requires adjusting company objectives to realign the business. Social Factors
Public opinion and societal expectations are large external factors that force companies to reevaluate how they operate. If the public has a negative perception of your organization, it could have a detrimental impact on your company’s bottom line. Society has high expectations for organizations to be socially responsible. Social responsibility incorporates a wide variety of topics including community outreach, diversity promotion, sustainability, and high ethical standards. Each of these topics need to be incorporated into a company’s culture in order to be successful. With the scrutiny of the public and instant access to information through technology, companies are well monitored by society. Technology Factors
Technology is a huge part of today’s workforce. It is constantly updating and changing, making it challenging at times for companies and their employees to keep up. Technology is an important external factor of organizational behavior.
|
https://courses.lumenlearning.com/wmopen-organizationalbehavior/chapter/external-factors-of-organizational-culture/
|
msmarco_v2.1_doc_14_1263145922#9_2580137416
|
Title: External Factors of Organizational Culture | Organizational Behavior / Human Relations
Headings: External Factors of Organizational Culture
External Factors of Organizational Culture
What you’ll learn to do: Describe the external factors associated with organizational culture
Learning Outcomes
Political Factors
Economic Factors
Industry Factors
Social Factors
Technology Factors
Practice Question
Managing External Factors
Practice Question
Content: It has dramatically changed how companies do business over the years and it continues to make waves with every new technology innovation. Incorporating technology into the organizational culture of every organization is important to develop and maintain a successful, state of the art company. Practice Question
Open Assessments
Assessment Text
How does technology impact culture within an organization? Multiple Choice Question
Technology is constantly changing to adapt to new advancements
Technology does not impact organizational culture
Technology is detrimental to organizational culture
Technology is optional in organizations and therefore its impact differs
Check Answer
As you can see, there are a number of external factors that influence how a company chooses to operate. It is important to note that external and internal factors directly affect each other. A company’s internal factors characterize their relationship with the public. Understanding their internal goals and objectives can help a company better explain or present themselves to society. Both internal and external factors impact each other through the changes they facilitate within the organization. A successful company utilizes both internal and external factors to introduce change and communicate changes effectively to their team and society. Managing External Factors
Companies are not able to eliminate external factors but they do have the ability to manage them.
|
https://courses.lumenlearning.com/wmopen-organizationalbehavior/chapter/external-factors-of-organizational-culture/
|
msmarco_v2.1_doc_14_1263145922#10_2580139597
|
Title: External Factors of Organizational Culture | Organizational Behavior / Human Relations
Headings: External Factors of Organizational Culture
External Factors of Organizational Culture
What you’ll learn to do: Describe the external factors associated with organizational culture
Learning Outcomes
Political Factors
Economic Factors
Industry Factors
Social Factors
Technology Factors
Practice Question
Managing External Factors
Practice Question
Content: A company’s internal factors characterize their relationship with the public. Understanding their internal goals and objectives can help a company better explain or present themselves to society. Both internal and external factors impact each other through the changes they facilitate within the organization. A successful company utilizes both internal and external factors to introduce change and communicate changes effectively to their team and society. Managing External Factors
Companies are not able to eliminate external factors but they do have the ability to manage them. First and foremost, organizations need to stay well-informed on up-to-date information. With daily changes within industry, the economy, and society, there is a lot of information to keep up with. Establishing roles within a company to research and report on new information is a great way to delegate a very important task. For example, some organizations have a research and development team that is responsible for researching and creating new products. Human resource teams may be held responsible for keeping up-to-date with information around hiring laws or wage laws.
|
https://courses.lumenlearning.com/wmopen-organizationalbehavior/chapter/external-factors-of-organizational-culture/
|
msmarco_v2.1_doc_14_1263145922#11_2580141474
|
Title: External Factors of Organizational Culture | Organizational Behavior / Human Relations
Headings: External Factors of Organizational Culture
External Factors of Organizational Culture
What you’ll learn to do: Describe the external factors associated with organizational culture
Learning Outcomes
Political Factors
Economic Factors
Industry Factors
Social Factors
Technology Factors
Practice Question
Managing External Factors
Practice Question
Content: First and foremost, organizations need to stay well-informed on up-to-date information. With daily changes within industry, the economy, and society, there is a lot of information to keep up with. Establishing roles within a company to research and report on new information is a great way to delegate a very important task. For example, some organizations have a research and development team that is responsible for researching and creating new products. Human resource teams may be held responsible for keeping up-to-date with information around hiring laws or wage laws. These individuals would be required to share their findings and help to create a plan to accommodate for these changes. Without a system in place to ensure the latest information is shared and discussed, companies may face compliance issues or lose a competitive advantage. Education is another way to manage external factors. For example, sustainability is a popular topic in today’s society. If a company chooses to become a more sustainable organization, it is important for them to establish a training and development program.
|
https://courses.lumenlearning.com/wmopen-organizationalbehavior/chapter/external-factors-of-organizational-culture/
|
msmarco_v2.1_doc_14_1263145922#15_2580148187
|
Title: External Factors of Organizational Culture | Organizational Behavior / Human Relations
Headings: External Factors of Organizational Culture
External Factors of Organizational Culture
What you’ll learn to do: Describe the external factors associated with organizational culture
Learning Outcomes
Political Factors
Economic Factors
Industry Factors
Social Factors
Technology Factors
Practice Question
Managing External Factors
Practice Question
Content: Customers are external factors that greatly influence the operations of an organization. Having a strong relationship with suppliers is also an important way to manage external factors. Providing clear expectations and needs to your supplier can alleviate future problems. Regulators are another group of individuals companies should foster a working relationship with. Examples of regulators include the health department, the FDIC, and the local fire marshal. Having a working relationship with these organizations and individuals can help organizations stay informed and aware of new policy changes or current issues within the organization that need to be addressed. Practice Question
Open Assessments
Assessment Text
Which of the following is the best way to manage external factors that influence organizational culture? Multiple Choice Question
By focusing on internal factors that influence external factors
Eliminate all external factors
Monitor changes, prioritize training and manage relationships
Train employees to understand expectations and adapt to changes
Check Answer
Whenever there is an external factor requiring change, organizations need to adapt their internal operations in order to accommodate. The next section will discuss and evaluate internal factors that influence an organization’s culture. As you read the next section, keep in mind the external factors we discussed and how they can be addressed through the use of internal factors.
|
https://courses.lumenlearning.com/wmopen-organizationalbehavior/chapter/external-factors-of-organizational-culture/
|
msmarco_v2.1_doc_14_1263145922#16_2580150381
|
Title: External Factors of Organizational Culture | Organizational Behavior / Human Relations
Headings: External Factors of Organizational Culture
External Factors of Organizational Culture
What you’ll learn to do: Describe the external factors associated with organizational culture
Learning Outcomes
Political Factors
Economic Factors
Industry Factors
Social Factors
Technology Factors
Practice Question
Managing External Factors
Practice Question
Content: Having a working relationship with these organizations and individuals can help organizations stay informed and aware of new policy changes or current issues within the organization that need to be addressed. Practice Question
Open Assessments
Assessment Text
Which of the following is the best way to manage external factors that influence organizational culture? Multiple Choice Question
By focusing on internal factors that influence external factors
Eliminate all external factors
Monitor changes, prioritize training and manage relationships
Train employees to understand expectations and adapt to changes
Check Answer
Whenever there is an external factor requiring change, organizations need to adapt their internal operations in order to accommodate. The next section will discuss and evaluate internal factors that influence an organization’s culture. As you read the next section, keep in mind the external factors we discussed and how they can be addressed through the use of internal factors. Licenses and Attributions
CC licensed content, Original
External Factors of Organizational Culture. Authored by: Freedom Learning Group. Provided by: Lumen Learning.
|
https://courses.lumenlearning.com/wmopen-organizationalbehavior/chapter/external-factors-of-organizational-culture/
|
msmarco_v2.1_doc_14_1263262333#0_2580337029
|
Title: Explaining Personality: Biological Approaches and Trait Theories | Introduction to Psychology
Headings: Explaining Personality: Biological Approaches and Trait Theories
Explaining Personality: Biological Approaches and Trait Theories
Learning Objectives
Biological Approaches
Try It
Temperament
Connect the Concepts: Body Type and Temperament
Try It
Think It Over
Trait Theories
Link to Learning
Try It
The Big 5
Link to Learning
Try It
Think It Over
Cultural Understandings of Personality
Personality in Individualist and Collectivist Cultures
Approaches to Studying Personality in a Cultural Context
Try It
Think It Over
Glossary
Content: Explaining Personality: Biological Approaches and Trait Theories | Introduction to Psychology
Explaining Personality: Biological Approaches and Trait Theories
Learning Objectives
Explain biological approaches to understanding personality, including the findings of the Minnesota Study of Twins Reared Apart, heritability, and temperament
Discuss the early trait theories of Cattell and Eysenck
Describe the Big Five factors and categorize someone who is high and low on each of the five traits
Discuss personality differences of people from collectivist and individualist cultures and compare the cultural-comparative approach, the indigenous approach, and the combined approach to studying personality
Biological Approaches
How much of our personality is in-born and biological, and how much is influenced by the environment and culture we are raised in? Psychologists who favor the biological approach believe that inherited predispositions as well as physiological processes can be used to explain differences in our personalities (Burger, 2008). In the field of behavioral genetics, the Minnesota Study of Twins Reared Apart—a well-known study of the genetic basis for personality—conducted research with twins from 1979 to 1999. In studying 350 pairs of twins, including pairs of identical and fraternal twins reared together and apart, researchers found that identical twins, whether raised together or apart, have very similar personalities (Bouchard, 1994; Bouchard, Lykken, McGue, Segal, & Tellegen, 1990; Segal, 2012). These findings suggest the heritability of some personality traits. Heritability refers to the proportion of difference among people that is attributed to genetics.
|
https://courses.lumenlearning.com/wmopen-psychology/chapter/biological-approaches/
|
msmarco_v2.1_doc_14_1263425712#0_2580504166
|
Title: Motivation | Introduction to Psychology
Headings:
Motivation
What you’ll learn to do: explain motivation, how it is influenced, and major theories about motivation
Learning Objectives
Theories about Motivation
Try It
Self-efficacy and Social Motives
WAtch It
Try It
Maslow’s Hierarchy of Needs
Link to Learning
Try It
Think It Over
How Mindset Influences Performance
“I’m so proud of you! This report card is great! You __________”
Study 1: Mueller & Dweck (1998)
Stage 1: Pretest, Treatment, and Assessment of Motivation
PRETEST
TREATMENT
ASSESSMENT
Stage 2: Failure, Negative Feedback, and Consequences
FAILURE
CONSEQUENCES
RESULTS
STAGE 3: POSTTEST
Psych - Mindset1
Study 2: Blackwell, Trzesniewski, and Dweck (2007)
Takeaways
Glossary
Content: Motivation | Introduction to Psychology
Motivation
What you’ll learn to do: explain motivation, how it is influenced, and major theories about motivation
Motivation to engage in a given behavior can come from internal and/or external factors. There are multiple theories have been put forward regarding motivation—biologically oriented theories that say the need to maintain bodily homeostasis motivates behavior, Bandura’s idea that our sense of self-efficacy motivates behavior, and others that focus on social aspects of motivation. In this section, you’ll learn about these theories as well as the famous work of Abraham Maslow and his hierarchy of needs. Learning Objectives
Illustrate intrinsic and extrinsic motivation
Describe basic theories of motivation, including concepts such as instincts, drive reduction, and self-efficacy
Explain the basic concepts associated with Maslow’s hierarchy of needs
Explain how different praise and mindsets can lead to different levels of performance
Why do we do the things we do? What motivations underlie our behaviors? Motivation describes the wants or needs that direct behavior toward a goal. In addition to biological motives, motivations can be intrinsic (arising from internal factors) or extrinsic (arising from external factors) (Figure 1). Intrinsically motivated behaviors are performed because of the sense of personal satisfaction that they bring, while extrinsically motivated behaviors are performed in order to receive something from others. Figure 1.
|
https://courses.lumenlearning.com/wmopen-psychology/chapter/introduction-motivation/
|
msmarco_v2.1_doc_14_1263766072#4_2580933813
|
Title: Descriptive Research | Introduction to Psychology
Headings:
Descriptive Research
What you’ll learn to do: describe the strengths and weaknesses of descriptive, experimental, and correlational research
More on Research
Learning Objectives
Descriptive Research
Try It
Case Studies
Link to Learning
Try It
Naturalistic Observation
Try It
Surveys
Try It
Think It Over
Archival Research
Longitudinal and Cross-Sectional Research
Try It
Glossary
Content: In the lecture, you’ll learn about breaking social norms, “WEIRD” research, why expectations matter, how a warm cup of coffee might make you nicer, why you should change your answer on a multiple choice test, and why praise for intelligence won’t make you any smarter. YouTube
MIT OpenCourseWare
3.04M subscribers
Subscribe
Lec 2 | MIT 9.00SC Introduction to Psychology, Spring 2011
Info
Shopping
Tap to unmute
If playback doesn't begin shortly, try restarting your device. You're signed out
Videos you watch may be added to the TV's watch history and influence TV recommendations. To avoid this, cancel and sign in to YouTube on your computer. Cancel
Confirm
More videos
More videos
Switch camera
Share
Include playlist
An error occurred while retrieving sharing information. Please try again later. Watch later
Share
Copy link
Watch on
0:00
0:00
30:45 / 1:11:16
Live
•
Learning Objectives
Differentiate between descriptive, experimental, and correlational research
Explain the strengths and weaknesses of case studies, naturalistic observation, and surveys
Describe the strength and weaknesses of archival research
Compare longitudinal and cross-sectional approaches to research
Descriptive Research
There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it. Some methods rely on observational techniques. Other approaches involve interactions between the researcher and the individuals who are being studied—ranging from a series of simple questions to extensive, in-depth interviews—to well-controlled experiments. The three main categories of psychological research are descriptive, correlational, and experimental research.
|
https://courses.lumenlearning.com/wmopen-psychology/chapter/outcome-approaches-to-research/
|
msmarco_v2.1_doc_14_1263766072#5_2580936327
|
Title: Descriptive Research | Introduction to Psychology
Headings:
Descriptive Research
What you’ll learn to do: describe the strengths and weaknesses of descriptive, experimental, and correlational research
More on Research
Learning Objectives
Descriptive Research
Try It
Case Studies
Link to Learning
Try It
Naturalistic Observation
Try It
Surveys
Try It
Think It Over
Archival Research
Longitudinal and Cross-Sectional Research
Try It
Glossary
Content: Please try again later. Watch later
Share
Copy link
Watch on
0:00
0:00
30:45 / 1:11:16
Live
•
Learning Objectives
Differentiate between descriptive, experimental, and correlational research
Explain the strengths and weaknesses of case studies, naturalistic observation, and surveys
Describe the strength and weaknesses of archival research
Compare longitudinal and cross-sectional approaches to research
Descriptive Research
There are many research methods available to psychologists in their efforts to understand, describe, and explain behavior and the cognitive and biological processes that underlie it. Some methods rely on observational techniques. Other approaches involve interactions between the researcher and the individuals who are being studied—ranging from a series of simple questions to extensive, in-depth interviews—to well-controlled experiments. The three main categories of psychological research are descriptive, correlational, and experimental research. Research studies that do not test specific relationships between variables are called descriptive, or qualitative, studies. These studies are used to describe general or specific behaviors and attributes that are observed and measured. In the early stages of research it might be difficult to form a hypothesis, especially when there is not any existing literature in the area. In these situations designing an experiment would be premature, as the question of interest is not yet clearly defined as a hypothesis. Often a researcher will begin with a non-experimental approach, such as a descriptive study, to gather more information about the topic before designing an experiment or correlational study to address a specific hypothesis.
|
https://courses.lumenlearning.com/wmopen-psychology/chapter/outcome-approaches-to-research/
|
msmarco_v2.1_doc_14_1263766072#6_2580938766
|
Title: Descriptive Research | Introduction to Psychology
Headings:
Descriptive Research
What you’ll learn to do: describe the strengths and weaknesses of descriptive, experimental, and correlational research
More on Research
Learning Objectives
Descriptive Research
Try It
Case Studies
Link to Learning
Try It
Naturalistic Observation
Try It
Surveys
Try It
Think It Over
Archival Research
Longitudinal and Cross-Sectional Research
Try It
Glossary
Content: Research studies that do not test specific relationships between variables are called descriptive, or qualitative, studies. These studies are used to describe general or specific behaviors and attributes that are observed and measured. In the early stages of research it might be difficult to form a hypothesis, especially when there is not any existing literature in the area. In these situations designing an experiment would be premature, as the question of interest is not yet clearly defined as a hypothesis. Often a researcher will begin with a non-experimental approach, such as a descriptive study, to gather more information about the topic before designing an experiment or correlational study to address a specific hypothesis. Descriptive research is distinct from correlational research, in which psychologists formally test whether a relationship exists between two or more variables. Experimental research goes a step further beyond descriptive and correlational research and randomly assigns people to different conditions, using hypothesis testing to make inferences about how these conditions affect behavior. It aims to determine if one variable directly impacts and causes another. Correlational and experimental research both typically use hypothesis testing, whereas descriptive research does not. Each of these research methods has unique strengths and weaknesses, and each method may only be appropriate for certain types of research questions.
|
https://courses.lumenlearning.com/wmopen-psychology/chapter/outcome-approaches-to-research/
|
msmarco_v2.1_doc_14_1263766072#7_2580940928
|
Title: Descriptive Research | Introduction to Psychology
Headings:
Descriptive Research
What you’ll learn to do: describe the strengths and weaknesses of descriptive, experimental, and correlational research
More on Research
Learning Objectives
Descriptive Research
Try It
Case Studies
Link to Learning
Try It
Naturalistic Observation
Try It
Surveys
Try It
Think It Over
Archival Research
Longitudinal and Cross-Sectional Research
Try It
Glossary
Content: Descriptive research is distinct from correlational research, in which psychologists formally test whether a relationship exists between two or more variables. Experimental research goes a step further beyond descriptive and correlational research and randomly assigns people to different conditions, using hypothesis testing to make inferences about how these conditions affect behavior. It aims to determine if one variable directly impacts and causes another. Correlational and experimental research both typically use hypothesis testing, whereas descriptive research does not. Each of these research methods has unique strengths and weaknesses, and each method may only be appropriate for certain types of research questions. For example, studies that rely primarily on observation produce incredible amounts of information, but the ability to apply this information to the larger population is somewhat limited because of small sample sizes. Survey research, on the other hand, allows researchers to easily collect data from relatively large samples. While this allows for results to be generalized to the larger population more easily, the information that can be collected on any given survey is somewhat limited and subject to problems associated with any type of self-reported data. Some researchers conduct archival research by using existing records. While this can be a fairly inexpensive way to collect data that can provide insight into a number of research questions, researchers using this approach have no control on how or what kind of data was collected.
|
https://courses.lumenlearning.com/wmopen-psychology/chapter/outcome-approaches-to-research/
|
msmarco_v2.1_doc_14_1263766072#8_2580943196
|
Title: Descriptive Research | Introduction to Psychology
Headings:
Descriptive Research
What you’ll learn to do: describe the strengths and weaknesses of descriptive, experimental, and correlational research
More on Research
Learning Objectives
Descriptive Research
Try It
Case Studies
Link to Learning
Try It
Naturalistic Observation
Try It
Surveys
Try It
Think It Over
Archival Research
Longitudinal and Cross-Sectional Research
Try It
Glossary
Content: For example, studies that rely primarily on observation produce incredible amounts of information, but the ability to apply this information to the larger population is somewhat limited because of small sample sizes. Survey research, on the other hand, allows researchers to easily collect data from relatively large samples. While this allows for results to be generalized to the larger population more easily, the information that can be collected on any given survey is somewhat limited and subject to problems associated with any type of self-reported data. Some researchers conduct archival research by using existing records. While this can be a fairly inexpensive way to collect data that can provide insight into a number of research questions, researchers using this approach have no control on how or what kind of data was collected. Correlational research can find a relationship between two variables, but the only way a researcher can claim that the relationship between the variables is cause and effect is to perform an experiment. In experimental research, which will be discussed later in the text, there is a tremendous amount of control over variables of interest. While this is a powerful approach, experiments are often conducted in very artificial settings. This calls into question the validity of experimental findings with regard to how they would apply in real-world settings. In addition, many of the questions that psychologists would like to answer cannot be pursued through experimental research because of ethical concerns.
|
https://courses.lumenlearning.com/wmopen-psychology/chapter/outcome-approaches-to-research/
|
msmarco_v2.1_doc_14_1263766072#9_2580945445
|
Title: Descriptive Research | Introduction to Psychology
Headings:
Descriptive Research
What you’ll learn to do: describe the strengths and weaknesses of descriptive, experimental, and correlational research
More on Research
Learning Objectives
Descriptive Research
Try It
Case Studies
Link to Learning
Try It
Naturalistic Observation
Try It
Surveys
Try It
Think It Over
Archival Research
Longitudinal and Cross-Sectional Research
Try It
Glossary
Content: Correlational research can find a relationship between two variables, but the only way a researcher can claim that the relationship between the variables is cause and effect is to perform an experiment. In experimental research, which will be discussed later in the text, there is a tremendous amount of control over variables of interest. While this is a powerful approach, experiments are often conducted in very artificial settings. This calls into question the validity of experimental findings with regard to how they would apply in real-world settings. In addition, many of the questions that psychologists would like to answer cannot be pursued through experimental research because of ethical concerns. The three main types of descriptive studies are case studies, naturalistic observation, and surveys. Try It
Open Assessments
Open Assessments
Open Assessments
Loading. Open Assessments
Loading. Case Studies
In 2011, the New York Times published a feature story on Krista and Tatiana Hogan, Canadian twin girls. These particular twins are unique because Krista and Tatiana are conjoined twins, connected at the head.
|
https://courses.lumenlearning.com/wmopen-psychology/chapter/outcome-approaches-to-research/
|
msmarco_v2.1_doc_14_1264689194#0_2582191231
|
Title: Cultural Understandings of Personality | Introduction to Psychology
Headings: Cultural Understandings of Personality
Cultural Understandings of Personality
Learning Objectives
PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
Summary
Question #1
Self Check Questions
Critical Thinking Question
Answers
Glossary
Content: Cultural Understandings of Personality | Introduction to Psychology
Cultural Understandings of Personality
Learning Objectives
By the end of this section, you will be able to: Discuss personality differences of people from collectivist and individualist cultures
Discuss the three approaches to studying personality in a cultural context
As you have learned in this chapter, personality is shaped by both genetic and environmental factors. The culture in which you live is one of the most important environmental factors that shapes your personality (Triandis & Suh, 2002). The term culture refers to all of the beliefs, customs, art, and traditions of a particular society. Culture is transmitted to people through language as well as through the modeling of culturally acceptable and nonacceptable behaviors that are either rewarded or punished (Triandis & Suh, 2002). With these ideas in mind, personality psychologists have become interested in the role of culture in understanding personality. They ask whether personality traits are the same across cultures or if there are variations. It appears that there are both universal and culture-specific aspects that account for variation in people’s personalities. Why might it be important to consider cultural influences on personality? Western ideas about personality may not be applicable to other cultures (Benet-Martinez & Oishi, 2008).
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/cultural-understandings-of-personality/
|
msmarco_v2.1_doc_14_1264689194#1_2582193247
|
Title: Cultural Understandings of Personality | Introduction to Psychology
Headings: Cultural Understandings of Personality
Cultural Understandings of Personality
Learning Objectives
PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
Summary
Question #1
Self Check Questions
Critical Thinking Question
Answers
Glossary
Content: With these ideas in mind, personality psychologists have become interested in the role of culture in understanding personality. They ask whether personality traits are the same across cultures or if there are variations. It appears that there are both universal and culture-specific aspects that account for variation in people’s personalities. Why might it be important to consider cultural influences on personality? Western ideas about personality may not be applicable to other cultures (Benet-Martinez & Oishi, 2008). In fact, there is evidence that the strength of personality traits varies across cultures. Let’s take a look at some of the Big Five factors (conscientiousness, neuroticism, openness, and extroversion) across cultures. As you will learn when you study social psychology, Asian cultures are more collectivist, and people in these cultures tend to be less extroverted. People in Central and South American cultures tend to score higher on openness to experience, whereas Europeans score higher on neuroticism (Benet-Martinez & Karakitapoglu-Aygun, 2003). According to this study, there also seem to be regional personality differences within the United States ( [link] ).
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/cultural-understandings-of-personality/
|
msmarco_v2.1_doc_14_1264689194#2_2582195064
|
Title: Cultural Understandings of Personality | Introduction to Psychology
Headings: Cultural Understandings of Personality
Cultural Understandings of Personality
Learning Objectives
PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
Summary
Question #1
Self Check Questions
Critical Thinking Question
Answers
Glossary
Content: In fact, there is evidence that the strength of personality traits varies across cultures. Let’s take a look at some of the Big Five factors (conscientiousness, neuroticism, openness, and extroversion) across cultures. As you will learn when you study social psychology, Asian cultures are more collectivist, and people in these cultures tend to be less extroverted. People in Central and South American cultures tend to score higher on openness to experience, whereas Europeans score higher on neuroticism (Benet-Martinez & Karakitapoglu-Aygun, 2003). According to this study, there also seem to be regional personality differences within the United States ( [link] ). Researchers analyzed responses from over 1.5 million individuals in the United States and found that there are three distinct regional personality clusters: Cluster 1, which is in the Upper Midwest and Deep South, is dominated by people who fall into the “friendly and conventional” personality; Cluster 2, which includes the West, is dominated by people who are more relaxed, emotionally stable, calm, and creative; and Cluster 3, which includes the Northeast, has more people who are stressed, irritable, and depressed. People who live in Clusters 2 and 3 are also generally more open (Rentfrow et al.,
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/cultural-understandings-of-personality/
|
msmarco_v2.1_doc_14_1264689194#3_2582196969
|
Title: Cultural Understandings of Personality | Introduction to Psychology
Headings: Cultural Understandings of Personality
Cultural Understandings of Personality
Learning Objectives
PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
Summary
Question #1
Self Check Questions
Critical Thinking Question
Answers
Glossary
Content: Researchers analyzed responses from over 1.5 million individuals in the United States and found that there are three distinct regional personality clusters: Cluster 1, which is in the Upper Midwest and Deep South, is dominated by people who fall into the “friendly and conventional” personality; Cluster 2, which includes the West, is dominated by people who are more relaxed, emotionally stable, calm, and creative; and Cluster 3, which includes the Northeast, has more people who are stressed, irritable, and depressed. People who live in Clusters 2 and 3 are also generally more open (Rentfrow et al., 2013). Researchers found three distinct regional personality clusters in the United States. People tend to be friendly and conventional in the Upper Midwest and Deep South; relaxed, emotionally stable, and creative in the West; and stressed, irritable, and depressed in the Northeast (Rentfrow et al.,
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/cultural-understandings-of-personality/
|
msmarco_v2.1_doc_14_1264689194#5_2582199801
|
Title: Cultural Understandings of Personality | Introduction to Psychology
Headings: Cultural Understandings of Personality
Cultural Understandings of Personality
Learning Objectives
PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
Summary
Question #1
Self Check Questions
Critical Thinking Question
Answers
Glossary
Content: 2013). One explanation for the regional differences is selective migration (Rentfrow et al., 2013). Selective migration is the concept that people choose to move to places that are compatible with their personalities and needs. For example, a person high on the agreeable scale would likely want to live near family and friends, and would choose to settle or remain in such an area. In contrast, someone high on openness would prefer to settle in a place that is recognized as diverse and innovative (such as California). PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
Individualist cultures and collectivist cultures place emphasis on different basic values. People who live in individualist cultures tend to believe that independence, competition, and personal achievement are important. Individuals in Western nations such as the United States, England, and Australia score high on individualism (Oyserman, Coon, & Kemmelmier, 2002). People who live in collectivist cultures value social harmony, respectfulness, and group needs over individual needs.
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/cultural-understandings-of-personality/
|
msmarco_v2.1_doc_14_1264689194#6_2582201480
|
Title: Cultural Understandings of Personality | Introduction to Psychology
Headings: Cultural Understandings of Personality
Cultural Understandings of Personality
Learning Objectives
PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
Summary
Question #1
Self Check Questions
Critical Thinking Question
Answers
Glossary
Content: In contrast, someone high on openness would prefer to settle in a place that is recognized as diverse and innovative (such as California). PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
Individualist cultures and collectivist cultures place emphasis on different basic values. People who live in individualist cultures tend to believe that independence, competition, and personal achievement are important. Individuals in Western nations such as the United States, England, and Australia score high on individualism (Oyserman, Coon, & Kemmelmier, 2002). People who live in collectivist cultures value social harmony, respectfulness, and group needs over individual needs. Individuals who live in countries in Asia, Africa, and South America score high on collectivism (Hofstede, 2001; Triandis, 1995). These values influence personality. For example, Yang (2006) found that people in individualist cultures displayed more personally oriented personality traits, whereas people in collectivist cultures displayed more socially oriented personality traits. APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
There are three approaches that can be used to study personality in a cultural context, the cultural-comparative approach;
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/cultural-understandings-of-personality/
|
msmarco_v2.1_doc_14_1264689194#7_2582203340
|
Title: Cultural Understandings of Personality | Introduction to Psychology
Headings: Cultural Understandings of Personality
Cultural Understandings of Personality
Learning Objectives
PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
Summary
Question #1
Self Check Questions
Critical Thinking Question
Answers
Glossary
Content: Individuals who live in countries in Asia, Africa, and South America score high on collectivism (Hofstede, 2001; Triandis, 1995). These values influence personality. For example, Yang (2006) found that people in individualist cultures displayed more personally oriented personality traits, whereas people in collectivist cultures displayed more socially oriented personality traits. APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
There are three approaches that can be used to study personality in a cultural context, the cultural-comparative approach; the indigenous approach; and the combined approach, which incorporates elements of both views. Since ideas about personality have a Western basis, the cultural-comparative approach seeks to test Western ideas about personality in other cultures to determine whether they can be generalized and if they have cultural validity (Cheung van de Vijver, & Leong, 2011). For example, recall from the previous section on the trait perspective that researchers used the cultural-comparative approach to test the universality of McCrae and Costa’s Five Factor Model. They found applicability in numerous cultures around the world, with the Big Five traits being stable in many cultures (McCrae & Costa, 1997;
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/cultural-understandings-of-personality/
|
msmarco_v2.1_doc_14_1264689194#8_2582205223
|
Title: Cultural Understandings of Personality | Introduction to Psychology
Headings: Cultural Understandings of Personality
Cultural Understandings of Personality
Learning Objectives
PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
Summary
Question #1
Self Check Questions
Critical Thinking Question
Answers
Glossary
Content: the indigenous approach; and the combined approach, which incorporates elements of both views. Since ideas about personality have a Western basis, the cultural-comparative approach seeks to test Western ideas about personality in other cultures to determine whether they can be generalized and if they have cultural validity (Cheung van de Vijver, & Leong, 2011). For example, recall from the previous section on the trait perspective that researchers used the cultural-comparative approach to test the universality of McCrae and Costa’s Five Factor Model. They found applicability in numerous cultures around the world, with the Big Five traits being stable in many cultures (McCrae & Costa, 1997; McCrae et al., 2005). The indigenous approach came about in reaction to the dominance of Western approaches to the study of personality in non-Western settings (Cheung et al., 2011). Because Western-based personality assessments cannot fully capture the personality constructs of other cultures, the indigenous model has led to the development of personality assessment instruments that are based on constructs relevant to the culture being studied (Cheung et al.,
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/cultural-understandings-of-personality/
|
msmarco_v2.1_doc_14_1264689194#9_2582207007
|
Title: Cultural Understandings of Personality | Introduction to Psychology
Headings: Cultural Understandings of Personality
Cultural Understandings of Personality
Learning Objectives
PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
Summary
Question #1
Self Check Questions
Critical Thinking Question
Answers
Glossary
Content: McCrae et al., 2005). The indigenous approach came about in reaction to the dominance of Western approaches to the study of personality in non-Western settings (Cheung et al., 2011). Because Western-based personality assessments cannot fully capture the personality constructs of other cultures, the indigenous model has led to the development of personality assessment instruments that are based on constructs relevant to the culture being studied (Cheung et al., 2011). The third approach to cross-cultural studies of personality is the combined approach, which serves as a bridge between Western and indigenous psychology as a way of understanding both universal and cultural variations in personality (Cheung et al., 2011). Summary
The culture in which you live is one of the most important environmental factors that shapes your personality. Western ideas about personality may not be applicable to other cultures.
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/cultural-understandings-of-personality/
|
msmarco_v2.1_doc_14_1264689194#10_2582208543
|
Title: Cultural Understandings of Personality | Introduction to Psychology
Headings: Cultural Understandings of Personality
Cultural Understandings of Personality
Learning Objectives
PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
Summary
Question #1
Self Check Questions
Critical Thinking Question
Answers
Glossary
Content: 2011). The third approach to cross-cultural studies of personality is the combined approach, which serves as a bridge between Western and indigenous psychology as a way of understanding both universal and cultural variations in personality (Cheung et al., 2011). Summary
The culture in which you live is one of the most important environmental factors that shapes your personality. Western ideas about personality may not be applicable to other cultures. In fact, there is evidence that the strength of personality traits varies across cultures. Individualist cultures and collectivist cultures place emphasis on different basic values. People who live in individualist cultures tend to believe that independence, competition, and personal achievement are important. People who live in collectivist cultures value social harmony, respectfulness, and group needs over individual needs. There are three approaches that are can be used to study personality in a cultural context, the cultural-comparative approach, the indigenous approach, and the combined approach, which incorporates both elements of both views.
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/cultural-understandings-of-personality/
|
msmarco_v2.1_doc_14_1264689194#11_2582210272
|
Title: Cultural Understandings of Personality | Introduction to Psychology
Headings: Cultural Understandings of Personality
Cultural Understandings of Personality
Learning Objectives
PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
Summary
Question #1
Self Check Questions
Critical Thinking Question
Answers
Glossary
Content: In fact, there is evidence that the strength of personality traits varies across cultures. Individualist cultures and collectivist cultures place emphasis on different basic values. People who live in individualist cultures tend to believe that independence, competition, and personal achievement are important. People who live in collectivist cultures value social harmony, respectfulness, and group needs over individual needs. There are three approaches that are can be used to study personality in a cultural context, the cultural-comparative approach, the indigenous approach, and the combined approach, which incorporates both elements of both views. Open Assessments
Question #1
Check Your Understanding
1 of 2
Question #1
The United States is considered a ________ culture. collectivistic
individualist
traditional
nontraditional
Previous
Next
Self Check Questions
Critical Thinking Question
1. Why might it be important to consider cultural influences on personality? Personal Application Question
2. According to the work of Rentfrow and colleagues, personalities are not randomly distributed.
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/cultural-understandings-of-personality/
|
msmarco_v2.1_doc_14_1264689194#12_2582212006
|
Title: Cultural Understandings of Personality | Introduction to Psychology
Headings: Cultural Understandings of Personality
Cultural Understandings of Personality
Learning Objectives
PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
Summary
Question #1
Self Check Questions
Critical Thinking Question
Answers
Glossary
Content: Open Assessments
Question #1
Check Your Understanding
1 of 2
Question #1
The United States is considered a ________ culture. collectivistic
individualist
traditional
nontraditional
Previous
Next
Self Check Questions
Critical Thinking Question
1. Why might it be important to consider cultural influences on personality? Personal Application Question
2. According to the work of Rentfrow and colleagues, personalities are not randomly distributed. Instead they fit into distinct geographic clusters. Based on where you live, do you agree or disagree with the traits associated with yourself and the residents of your area of the country? Why or why not? Answers
1. Since culture influences one’s personality, then Western ideas about personality may not be applicable to people of other cultures.
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/cultural-understandings-of-personality/
|
msmarco_v2.1_doc_14_1264689194#13_2582213438
|
Title: Cultural Understandings of Personality | Introduction to Psychology
Headings: Cultural Understandings of Personality
Cultural Understandings of Personality
Learning Objectives
PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
Summary
Question #1
Self Check Questions
Critical Thinking Question
Answers
Glossary
Content: Instead they fit into distinct geographic clusters. Based on where you live, do you agree or disagree with the traits associated with yourself and the residents of your area of the country? Why or why not? Answers
1. Since culture influences one’s personality, then Western ideas about personality may not be applicable to people of other cultures. In addition, Western-based measures of personality assessment may not be valid when used to collect data on people from other cultures. Glossary
culture all of the beliefs, customs, art, and traditions of a particular society
selective migration concept that people choose to move to places that are compatible with their personalities and needs
CC licensed content, Shared previously
Psychology. Authored by: OpenStax College. Located at:
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/cultural-understandings-of-personality/
|
msmarco_v2.1_doc_14_1264689194#14_2582214853
|
Title: Cultural Understandings of Personality | Introduction to Psychology
Headings: Cultural Understandings of Personality
Cultural Understandings of Personality
Learning Objectives
PERSONALITY IN INDIVIDUALIST AND COLLECTIVIST CULTURES
APPROACHES TO STUDYING PERSONALITY IN A CULTURAL CONTEXT
Summary
Question #1
Self Check Questions
Critical Thinking Question
Answers
Glossary
Content: In addition, Western-based measures of personality assessment may not be valid when used to collect data on people from other cultures. Glossary
culture all of the beliefs, customs, art, and traditions of a particular society
selective migration concept that people choose to move to places that are compatible with their personalities and needs
CC licensed content, Shared previously
Psychology. Authored by: OpenStax College. Located at: http://cnx.org/contents/[email protected]:1/Psychology. License: CC BY: Attribution. License Terms:
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/cultural-understandings-of-personality/
|
msmarco_v2.1_doc_14_1264880869#6_2582524567
|
Title: Prejudice and Discrimination | Introduction to Psychology
Headings: Prejudice and Discrimination
Prejudice and Discrimination
Learning Objectives
UNDERSTANDING PREJUDICE AND DISCRIMINATION
Connecting Stereotypes, Prejudice, and Discrimination
Link to Learning
TYPES OF PREJUDICE AND DISCRIMINATION
Racism
Sexism
Ageism
Homophobia
Dig Deeper: Research into Homophobia
WHY DO PREJUDICE AND DISCRIMINATION EXIST?
STEREOTYPES AND SELF-FULFILLING PROPHECY
Link to Learning
IN-GROUPS AND OUT-GROUPS
Summary
Question #1
Self Check Questions
Critical Thinking Questions
Personal Application Questions
Answers
Glossary
Content: Stereotypes become overgeneralized and applied to all members of a group. For example, someone holding prejudiced attitudes toward older adults, may believe that older adults are slow and incompetent (Cuddy, Norton, & Fiske, 2005; Nelson, 2004). We cannot possibly know each individual person of advanced age to know that all older adults are slow and incompetent. Therefore, this negative belief is overgeneralized to all members of the group, even though many of the individual group members may in fact be spry and intelligent. Another example of a well-known stereotype involves beliefs about racial differences among athletes. As Hodge, Burden, Robinson, and Bennett (2008) point out, Black male athletes are often believed to be more athletic, yet less intelligent, than their White male counterparts. These beliefs persist despite a number of high profile examples to the contrary. Sadly, such beliefs often influence how these athletes are treated by others and how they view themselves and their own capabilities. Whether or not you agree with a stereotype, stereotypes are generally well-known within in a given culture (Devine, 1989).
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/prejudice-and-discrimination/
|
msmarco_v2.1_doc_14_1265227360#15_2582919039
|
Title: What Are Intelligence and Creativity? | Introduction to Psychology
Headings: What Are Intelligence and Creativity?
What Are Intelligence and Creativity?
Learning Objectives
CLASSIFYING INTELLIGENCE
Multiple Intelligences
CREATIVITY
Everyday Connection: Creativity
Summary
Question #1
Self Check Questions
Critical Thinking Questions
Personal Application Question
Answers
Glossary
Content: The person in your group who figures out a way to successfully brew coffee for everyone would be credited as having higher creative intelligence. Multiple Intelligences Theory was developed by Howard Gardner, a Harvard psychologist and former student of Erik Erikson. Gardner’s theory, which has been refined for more than 30 years, is a more recent development among theories of intelligence. In Gardner’s theory, each person possesses at least eight intelligences. Among these eight intelligences, a person typically excels in some and falters in others (Gardner, 1983). [ link] describes each type of intelligence. Multiple Intelligences
Intelligence Type
Characteristics
Representative Career
Linguistic intelligence
Perceives different functions of language, different sounds and meanings of words, may easily learn multiple languages
Journalist, novelist, poet, teacher
Logical-mathematical intelligence
Capable of seeing numerical patterns, strong ability to use reason and logic
Scientist, mathematician
Musical intelligence
Understands and appreciates rhythm, pitch, and tone; may play multiple instruments or perform as a vocalist
Composer, performer
Bodily kinesthetic intelligence
High ability to control the movements of the body and use the body to perform various physical tasks
Dancer, athlete, athletic coach, yoga instructor
Spatial intelligence
Ability to perceive the relationship between objects and how they move in space
Choreographer, sculptor, architect, aviator, sailor
Interpersonal intelligence
Ability to understand and be sensitive to the various emotional states of others
Counselor, social worker, salesperson
Intrapersonal intelligence
Ability to access personal feelings and motivations, and use them to direct behavior and reach personal goals
Key component of personal success over time
Naturalist intelligence
High capacity to appreciate the natural world and interact with the species within it
Biologist, ecologist, environmentalist
Gardner’s theory is relatively new and needs additional research to better establish empirical support. At the same time, his ideas challenge the traditional idea of intelligence to include a wider variety of abilities, although it has been suggested that Gardner simply relabeled what other theorists called “cognitive styles” as “intelligences” (Morgan, 1996). Furthermore, developing traditional measures of Gardner’s intelligences is extremely difficult (Furnham, 2009;
|
https://courses.lumenlearning.com/wsu-sandbox/chapter/what-are-intelligence-and-creativity/
|
msmarco_v2.1_doc_14_1266931986#6_2585760521
|
Title: Evidence - Court - LAWS.com
Headings: Evidence
Evidence
Types of Evidence:
How is Evidence Collected at a Crime Scene?
Comments
Content: • The witness must accurately remember what he or she perceived
• The witness must be able to communicate—lucidly—what he or she perceived. How is Evidence Collected at a Crime Scene? The bulk of crime scenes are surrounded by crucial evidence that must be collected for analysis and use in future prosecution efforts. The process of collecting evidence is stringent; law enforcement officers must employ exacting techniques to avoid tampering with the evidence. Without use of these techniques, evidence may be lost, contaminated or overlooked. Moreover, improper collection of evidence can be deemed inadmissible in court or at a trial. The following steps must be taken by a law enforcement officer when collecting evidence: 1. The officer must secure and preserve the crime scene.
|
https://court.laws.com/evidence
|
msmarco_v2.1_doc_14_1266931986#7_2585761629
|
Title: Evidence - Court - LAWS.com
Headings: Evidence
Evidence
Types of Evidence:
How is Evidence Collected at a Crime Scene?
Comments
Content: Without use of these techniques, evidence may be lost, contaminated or overlooked. Moreover, improper collection of evidence can be deemed inadmissible in court or at a trial. The following steps must be taken by a law enforcement officer when collecting evidence: 1. The officer must secure and preserve the crime scene. Before evidence can be collected, the scene must be taped-off and secured to prevent further contamination. The crime scene must be formally established; a perimeter must be secured to only allow the entry of necessary personnel. The scene should also be photographed before any evidence is collected. 2.
|
https://court.laws.com/evidence
|
msmarco_v2.1_doc_14_1266949918#0_2585791758
|
Title: Spoliation of Evidence - Court - LAWS.com
Headings: Spoliation of Evidence
Spoliation of Evidence
What is Spoliation of Evidence?
Valuable Information from the US Courts
Recognition of Tort of Spoliation
Comments
Content: Spoliation of Evidence - Court - LAWS.com
Home Court Spoliation of Evidence
Court
Spoliation of Evidence
Modified date: December 23, 2019
What is Spoliation of Evidence? Spoliation of evidence occurs when evidence is hid, withheld, changed, or destroyed during or before litigation or a similar legal proceeding. Spoliation can be intentional or unintentional, but the party can face consequences depending on their jurisdiction. There is no federal law that addresses spoliation of evidence. Rather, states rely on statute of case law. If a jurisdiction has laws against spoliation, the defendant can face multiple fines and time in prison. If the jurisdiction relies on case law, a party may claim a spoliation inference. A spoliation inference does not charge the suspected destroyer of evidence, but it does show reason that the defendant is trying to hide evidence that points to their guilt in the matter. Valuable Information from the US Courts
In 2010, the Judicial Conference Advisory Committee on Civil Rules asked for a study on motions that involved the destruction of evidence, and the study focused on the destruction of electronically store information, or ESI.
|
https://court.laws.com/spoliation-of-evidence
|
msmarco_v2.1_doc_14_1277599236#1_2603424645
|
Title: Updated: Cases and outbreaks in child care and schools | Colorado COVID-19 Updates
Headings: Updated: Cases and outbreaks in child care and schools
Updated: Cases and outbreaks in child care and schools
On This Page
Special Considerations for Child Care
Definitions
Defining COVID-19 outbreaks in schools
OR
OR
Tools to determine who needs to be home from school
Responding to COVID-19 cases and outbreaks in schools and child care
Criteria for closures
Notification letter templates
Considerations for ...
Reporting for schools and child care providers
Helpful links
Appendix
At-home symptom screening tool
Child/staff feels/appears unwell after arriving at school
Return to learn: guidance following a positive COVID-19 symptom screen
What happens to the close contacts?
Who is a close contact?
Content: English
/sites/covid19/files/styles/flexslider_full/public/Untitled%20design%20%2826%29.png?h=9050358f
The following document provides guidance for detecting, reporting, and responding to cases of COVID-19 as well as outbreaks of COVID-19 among students and staff in child care and schools. The guidance is based on the information available as of March 2021. As we continue to obtain information and experience with COVID-19 in schools and child care facilities, we will update thise guidance. Expect frequent updates to the guidance over the school year. Schools, child care providers, and public health share responsibility for applying the guidance in this document. If you have questions about scenarios or situations that are not covered in this document, please consult with your local public health agency and copy CDPHE’s school team at [email protected] . On This Page
Definitions
Defining COVID-19 outbreaks in schools
Confirmed outbreak definition
Suspected outbreak definition
Tools to determine who needs to be home from school
1. “ At-home COVID-19 symptom screening tool for parents and staff .” A home symptom screening checklist for parents and staff. 2. “
|
https://covid19.colorado.gov/cases-and-outbreaks-child-care-schools
|
msmarco_v2.1_doc_14_1277599236#2_2603426893
|
Title: Updated: Cases and outbreaks in child care and schools | Colorado COVID-19 Updates
Headings: Updated: Cases and outbreaks in child care and schools
Updated: Cases and outbreaks in child care and schools
On This Page
Special Considerations for Child Care
Definitions
Defining COVID-19 outbreaks in schools
OR
OR
Tools to determine who needs to be home from school
Responding to COVID-19 cases and outbreaks in schools and child care
Criteria for closures
Notification letter templates
Considerations for ...
Reporting for schools and child care providers
Helpful links
Appendix
At-home symptom screening tool
Child/staff feels/appears unwell after arriving at school
Return to learn: guidance following a positive COVID-19 symptom screen
What happens to the close contacts?
Who is a close contact?
Content: If you have questions about scenarios or situations that are not covered in this document, please consult with your local public health agency and copy CDPHE’s school team at [email protected] . On This Page
Definitions
Defining COVID-19 outbreaks in schools
Confirmed outbreak definition
Suspected outbreak definition
Tools to determine who needs to be home from school
1. “ At-home COVID-19 symptom screening tool for parents and staff .” A home symptom screening checklist for parents and staff. 2. “ Child/staff feels/appears unwell after arriving at school. ” A screening tool to determine who needs to be sent home from school. 3. “ Return to learn: guidance following a positive symptom screen for COVID-19. ”
|
https://covid19.colorado.gov/cases-and-outbreaks-child-care-schools
|
msmarco_v2.1_doc_14_1277599236#7_2603436224
|
Title: Updated: Cases and outbreaks in child care and schools | Colorado COVID-19 Updates
Headings: Updated: Cases and outbreaks in child care and schools
Updated: Cases and outbreaks in child care and schools
On This Page
Special Considerations for Child Care
Definitions
Defining COVID-19 outbreaks in schools
OR
OR
Tools to determine who needs to be home from school
Responding to COVID-19 cases and outbreaks in schools and child care
Criteria for closures
Notification letter templates
Considerations for ...
Reporting for schools and child care providers
Helpful links
Appendix
At-home symptom screening tool
Child/staff feels/appears unwell after arriving at school
Return to learn: guidance following a positive COVID-19 symptom screen
What happens to the close contacts?
Who is a close contact?
Content: Case and outbreak guidance should also be followed for sports where the participants are within grades P-12. Additional guidance for sports is found on the Organized Sports page . Special Considerations for Child Care
Child care and pre-K settings are different from K-12 settings in important ways. The particular facilities, curriculum, and modes of supervision in child care facilities require modifications to the outbreak guidance developed for K-12 settings. Please take note of special instructions for pre-K and child care settings throughout the document. In the guidance and tools below, the term “schools” includes K-12 schools and child care providers, including in-home providers. Residential settings, including overnight camps and group homes, have different transmission characteristics and abilities to isolate and quarantine as compared to K-12 schools and other child care settings. These settings should follow the outbreak guidance relevant to their particular circumstances. Definitions
Confirmed case: a case in a person who has tested positive for the COVID-19 virus using certain laboratory tests (usually PCR).
|
https://covid19.colorado.gov/cases-and-outbreaks-child-care-schools
|
msmarco_v2.1_doc_14_1277599236#8_2603438396
|
Title: Updated: Cases and outbreaks in child care and schools | Colorado COVID-19 Updates
Headings: Updated: Cases and outbreaks in child care and schools
Updated: Cases and outbreaks in child care and schools
On This Page
Special Considerations for Child Care
Definitions
Defining COVID-19 outbreaks in schools
OR
OR
Tools to determine who needs to be home from school
Responding to COVID-19 cases and outbreaks in schools and child care
Criteria for closures
Notification letter templates
Considerations for ...
Reporting for schools and child care providers
Helpful links
Appendix
At-home symptom screening tool
Child/staff feels/appears unwell after arriving at school
Return to learn: guidance following a positive COVID-19 symptom screen
What happens to the close contacts?
Who is a close contact?
Content: In the guidance and tools below, the term “schools” includes K-12 schools and child care providers, including in-home providers. Residential settings, including overnight camps and group homes, have different transmission characteristics and abilities to isolate and quarantine as compared to K-12 schools and other child care settings. These settings should follow the outbreak guidance relevant to their particular circumstances. Definitions
Confirmed case: a case in a person who has tested positive for the COVID-19 virus using certain laboratory tests (usually PCR). Public health professionals will assign the case a definition using the Colorado COVID-19 case and outbreak definitions. School outbreak-associated case: a case among students, teachers, or staff that meets the outbreak definition. Family members or others outside the school who get sick should not be classified as outbreak-associated. COVID-like symptoms:
|
https://covid19.colorado.gov/cases-and-outbreaks-child-care-schools
|
msmarco_v2.1_doc_14_1277599236#9_2603440361
|
Title: Updated: Cases and outbreaks in child care and schools | Colorado COVID-19 Updates
Headings: Updated: Cases and outbreaks in child care and schools
Updated: Cases and outbreaks in child care and schools
On This Page
Special Considerations for Child Care
Definitions
Defining COVID-19 outbreaks in schools
OR
OR
Tools to determine who needs to be home from school
Responding to COVID-19 cases and outbreaks in schools and child care
Criteria for closures
Notification letter templates
Considerations for ...
Reporting for schools and child care providers
Helpful links
Appendix
At-home symptom screening tool
Child/staff feels/appears unwell after arriving at school
Return to learn: guidance following a positive COVID-19 symptom screen
What happens to the close contacts?
Who is a close contact?
Content: Public health professionals will assign the case a definition using the Colorado COVID-19 case and outbreak definitions. School outbreak-associated case: a case among students, teachers, or staff that meets the outbreak definition. Family members or others outside the school who get sick should not be classified as outbreak-associated. COVID-like symptoms: loss of taste or smell, fever (100.4°F or higher), chills, new or worsening cough, shortness of breath or difficulty breathing, headache, sore throat, muscle or body aches, congestion or runny nose, fatigue, nausea or vomiting, diarrhea. A person can be contagious two days before they start having symptoms and for 10 days after symptoms start. In children too young or unable to reliably report their symptoms, caregivers and teachers should monitor for symptoms and other age-appropriate signs of disease, including decreased appetite or activity. Symptoms of COVID-19 in this age group have not been well defined. Isolation:
|
https://covid19.colorado.gov/cases-and-outbreaks-child-care-schools
|
msmarco_v2.1_doc_14_1278571417#0_2604952203
|
Title: What if I can’t pay my water, gas, electricity, phone, or Internet bill due to the outbreak? Is the State doing anything to prevent utility shutoffs? | FAQ
Headings: Search for COVID-19 and Reopening Information Here
Search for COVID-19 and Reopening Information Here
What if I can’t pay my water, gas, electricity, phone, or Internet bill due to the outbreak? Is the State doing anything to prevent utility shutoffs?
Water, Gas, and Electricity
Phone and Internet
Content: What if I can’t pay my water, gas, electricity, phone, or Internet bill due to the outbreak? Is the State doing anything to prevent utility shutoffs? | FAQ
Search for COVID-19 and Reopening Information Here
Back to All FAQs
What if I can’t pay my water, gas, electricity, phone, or Internet bill due to the outbreak? Is the State doing anything to prevent utility shutoffs? Last Updated: 03/04/2021
Copy Link to Article
Water, Gas, and Electricity
No household may have its electricity, gas service, or water service shut off for nonpayment. This moratorium on utility shutoffs is extended to at least June 30, 2021 and applies to all residential gas, electric and water utilities, both public and private. If there is any customer whose service has been disconnected since March 16, 2020, their service must be reconnected. In addition, utilities will not be charging late fees nor fees to reconnect services that have been disconnected. Although utility service shutoffs are still suspended, customers are still encouraged to set up payment plans with their utilities so they can begin paying their bills, if they are able, over a period of time.
|
https://covid19.nj.gov/faqs/nj-information/assistance-and-benefits/what-if-i-cant-pay-my-water-gas-electricity-phone-or-internet-bill-due-to-the-outbreak-is-the-state-doing-anything-to-prevent-utility-shutoffs
|
msmarco_v2.1_doc_14_1283089331#4_2612965338
|
Title: The differences between repairs and improvements - Cozy Blog
Headings: The differences between repairs and improvements
The differences between repairs and improvements
The difference between repairs and improvements
Repairs
Improvements
Types of capital expenses
Comparison of repairs and improvements
Official guidance
Examples of improvements
Heating and air conditioning
Lawn and grounds
Miscellaneous
Additions
Plumbing
Interior improvements
Additional resources
In conclusion
Written by Lucas Hall
Follow Cozy
Content: It’s similar to refinishing or resurfacing a wood floor and replacing some bad planks. That is a repair expense, but replacing the floor is capitalized as an “improvement.” Refinishing the bricks by tuckpointing where necessary, and replacing a few bad bricks would be a repair expense, but replacing the brick wall with a new brick wall would be capitalized,” she says. Improvements
Anything that increases the value of the property or extends its life is categorized as a “capital expense” and must be capitalized as a long-term asset and depreciated over multiple years. You can deduct a small but even portion of these expenses in the current year. Improvements, such as replacing a roof or renovating a kitchen, are usually more labor-intensive than repairs and typically cost substantially more. The good rule of thumb is if you’re adding a new item or upgrading an existing item, then it’s usually considered an improvement. The assumption is that these improvements will add value to the property over multiple years, not just the current year. That’s why you can’t deduct the entire $20,000 kitchen renovation in a single year. In the case of a kitchen renovation, it’s easy to accept it as an improvement instead of a repair.
|
https://cozy.co/blog/the-differences-between-repairs-and-improvements/
|
msmarco_v2.1_doc_14_1287350617#0_2621524649
|
Title:
Headings: Nationalism & Independence in Africa
Nationalism
&
Independence
in
Africa
KENYA
NIGERIA
SOUTH
AFRICA
Content: Nationalism & Independence in Africa
Nationalism
&
Independence
in
Africa
After
years
of
racism
and
harsh
conditions
under
European
colonial
rule,
many
Africans
began
to
develop
a
strong
sense
of
nationalism. Nationalism
is
when
people
of
a
country
have
a
strong
sense
of
national
pride
or
patriotism. This
sense
of
national
pride
can
lead
to
the
advancement
or
bettering
of
a
nation. Nationalism
can
also
lead
to
members
of
a
country
gaining
their
independence
and
becoming
free
of
colonial
rule
or
other
unjust
rulers. Nationalism
helped
many
countries
in
Africa
become
independent
of
their
colonial
rulers. The
stories
below
will
connect
the
relationship
of
nationalism
to
independence
in
three
African
countries
–
Kenya,
Nigeria,
and
South
Africa. One
of
the
biggest
factors
in
the
developing
of
African
nationalism
was
a
movement
known
as
Pan-Africanism. The
Pan-African
movement
began
in
the
late
1800s. It
pointed
out
the
common
bond
shared
by
people
of
African
descent
and
called
for
unity
among
African
people. Pan-Africanism
can
include
just
black
Africans,
all
black
people
throughout
the
world,
or
even
all
people
living
on
the
African
continent.
|
https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/6/1889/files/2014/08/independence-movement-s-africa-kenya-nigeria-1-1wi7f4b.pdf
|
msmarco_v2.1_doc_14_1287350617#1_2621526905
|
Title:
Headings: Nationalism & Independence in Africa
Nationalism
&
Independence
in
Africa
KENYA
NIGERIA
SOUTH
AFRICA
Content: The
stories
below
will
connect
the
relationship
of
nationalism
to
independence
in
three
African
countries
–
Kenya,
Nigeria,
and
South
Africa. One
of
the
biggest
factors
in
the
developing
of
African
nationalism
was
a
movement
known
as
Pan-Africanism. The
Pan-African
movement
began
in
the
late
1800s. It
pointed
out
the
common
bond
shared
by
people
of
African
descent
and
called
for
unity
among
African
people. Pan-Africanism
can
include
just
black
Africans,
all
black
people
throughout
the
world,
or
even
all
people
living
on
the
African
continent. The
call
for
unity
by
Pan-Africanism
encouraged
nationalism
among
many
Africans
and
helped
many
African
countries
become
independent. KENYA
In
Kenya,
Europeans
had
been
exploiting
and
taking
advantage
of
this
part
of
Africa
for
almost
450
years
before
it
became
an
official
European
colony. By
1920
however,
Great
Britain
officially
made
Kenya
a
British
colony. Under
colonial
rule,
black
people
were
not
allowed
to
participate
in
government
until
1944. At
this
point
in
time,
there
were
few
black
people
who
were
allowed
to
run
and
hold
office.
|
https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/6/1889/files/2014/08/independence-movement-s-africa-kenya-nigeria-1-1wi7f4b.pdf
|
msmarco_v2.1_doc_14_1287350617#2_2621529082
|
Title:
Headings: Nationalism & Independence in Africa
Nationalism
&
Independence
in
Africa
KENYA
NIGERIA
SOUTH
AFRICA
Content: The
call
for
unity
by
Pan-Africanism
encouraged
nationalism
among
many
Africans
and
helped
many
African
countries
become
independent. KENYA
In
Kenya,
Europeans
had
been
exploiting
and
taking
advantage
of
this
part
of
Africa
for
almost
450
years
before
it
became
an
official
European
colony. By
1920
however,
Great
Britain
officially
made
Kenya
a
British
colony. Under
colonial
rule,
black
people
were
not
allowed
to
participate
in
government
until
1944. At
this
point
in
time,
there
were
few
black
people
who
were
allowed
to
run
and
hold
office. Then
in
the
1950s,
there
was
a
violent
seven
year
rebellion
called
the
Mau
Mau
Uprising
against
the
British
that
resulted
in
the
deaths
of
tens
of
thousands
of
black
Kenyans. This
rebellion
was
a
symptom,
or
consequence,
of
nationalism. Black
Kenyans
revolted
against
the
British
because
they
wanted
their
own
independent
country. They
were
tired
of
racist,
colonial
rule. The
want
for
an
independent
Kenya
lead
to
more
black
participation
in
government
and,
eventually,
nationalism
lead
to
Kenya
becoming
an
independent
nation
in
1963.
|
https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/6/1889/files/2014/08/independence-movement-s-africa-kenya-nigeria-1-1wi7f4b.pdf
|
msmarco_v2.1_doc_14_1287581811#7_2621866175
|
Title:
Headings: Berlin Conference of 1884-1885
Berlin
Conference
of
1884-1885
European
nations
as
Britain,
France,
and
Germany.
No
Berlin
Conference
Berlin
Conference
Great
Britain-
policy
of
indirect
rule
France-policy
of
assimilation
(people
became
French
citizens)
Preparation
for
Independence
Partitioning
Of
Africa
A
Mathematical
Way
to
look
The
Scramble
Effects
of
Colonialism
Pan-African
Congress
Cold
War
Africa
becomes
a
stage
for
battle
for
world
domination
between
the
United
States
and
the
United
Soviet
Socialist
Republic
Content: King
Leopold
II
purchased
the
Congo
River
basin. Personal
possession
of
King
Leopold
III
of
Belgium
Village
massacres,
forced
labor
by
Leopold’s
agents
Belgian
control
in
1908
Little
preparation
for
independence
Belgium-
paternalism
(people
serve
and
obey
fatherland)
Preparation
for
Independence
Great
Britain-
some
preparation
for
independence
French
and
Belgium-
hang
on
until
the
end! Partitioning
Of
Africa
Colonized
Africa
Modern
Africa
A
Mathematical
Way
to
look
The
Scramble
“The
sun
never
sets
on
the
British
Empire!” European
powers
organized
Africa’s
population
in
ways
to
make
the
most
efficient
workforce,
ignoring
the
natives’
cultural
groups
or
existing
political
leadership
at
the
time
of
colonization. Sometimes
they
grouped
together
people
who
had
never
been
united
under
the
same
government
before. Sometimes
they
divided
existing
groups
of
people. The
creation
of
these
borders
had
a
negative
impact
on
Africa’s
political
and
social
structures
by
either
dividing
groups
that
wanted
to
be
together
or
combining
ethnic
groups
that
were
enemies. Europeans
placed
colonies
into
administrative
districts
and
forced
the
Africans
to
go
along
with
their
demands. In
order
to
establish
their
indirect
rule,
Europeans
used
local
chiefs
as
their
enforcers
in
the
colonies. Europeans
also
tried
to
assimilate
Africans
(have
African
people
give
up
their
own
African
customs
and
adopt
European
customs).
|
https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/c/31/files/2015/02/Colonialism_Independence_-Part-II-blog-23k1x9z.pdf
|
msmarco_v2.1_doc_14_1287581811#8_2621869543
|
Title:
Headings: Berlin Conference of 1884-1885
Berlin
Conference
of
1884-1885
European
nations
as
Britain,
France,
and
Germany.
No
Berlin
Conference
Berlin
Conference
Great
Britain-
policy
of
indirect
rule
France-policy
of
assimilation
(people
became
French
citizens)
Preparation
for
Independence
Partitioning
Of
Africa
A
Mathematical
Way
to
look
The
Scramble
Effects
of
Colonialism
Pan-African
Congress
Cold
War
Africa
becomes
a
stage
for
battle
for
world
domination
between
the
United
States
and
the
United
Soviet
Socialist
Republic
Content: Sometimes
they
divided
existing
groups
of
people. The
creation
of
these
borders
had
a
negative
impact
on
Africa’s
political
and
social
structures
by
either
dividing
groups
that
wanted
to
be
together
or
combining
ethnic
groups
that
were
enemies. Europeans
placed
colonies
into
administrative
districts
and
forced
the
Africans
to
go
along
with
their
demands. In
order
to
establish
their
indirect
rule,
Europeans
used
local
chiefs
as
their
enforcers
in
the
colonies. Europeans
also
tried
to
assimilate
Africans
(have
African
people
give
up
their
own
African
customs
and
adopt
European
customs). Protests
and
revolts
were
common
and
starvation
and
disease
became
widespread. Let
the
Europeans
eat
cake! Effects
of
Colonialism
Post
World
War
I
and
II
European
powers
were
in
state
of
recovery
and
inflation
Many
colonies
were
virtually
abandoned
Little
or
no
preparation
for
independence
No
infrastructure,
economic
or
political
readiness
Culture
forced
together
must
build
new
nations
Europeans
took
the
best
land
by
force. African
farmers
were
forced
to
grow
cash
crops
cocoa
and
coffee,
causing
there
to
be
a
shortage
of
food
in
many
areas
of
Africa. Africans
were
forced
to
work
under
terrible
conditions
on
plantations,
railways,
and
logging.
|
https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/c/31/files/2015/02/Colonialism_Independence_-Part-II-blog-23k1x9z.pdf
|
msmarco_v2.1_doc_14_1287581811#11_2621878122
|
Title:
Headings: Berlin Conference of 1884-1885
Berlin
Conference
of
1884-1885
European
nations
as
Britain,
France,
and
Germany.
No
Berlin
Conference
Berlin
Conference
Great
Britain-
policy
of
indirect
rule
France-policy
of
assimilation
(people
became
French
citizens)
Preparation
for
Independence
Partitioning
Of
Africa
A
Mathematical
Way
to
look
The
Scramble
Effects
of
Colonialism
Pan-African
Congress
Cold
War
Africa
becomes
a
stage
for
battle
for
world
domination
between
the
United
States
and
the
United
Soviet
Socialist
Republic
Content: It
was
obvious
that
colonialism
was
not
fair,
as
it
only
benefitted
the
Europeans. Africans
were
tired
of
being
treated
like
second-class
citizens
on
their
own
land. They
soon
begin
to
demand
freedom
for
themselves…
Pan-African
Congress
Educated
Africans
felt
that
they
could
govern
themselves
African
men
had
fought
for
European
allies; ex-
soldiers
wanted
self
rule
Pan-Africanism-
an
idea
that
people
of
African
descent
around
the
world
should
work
together
for
their
freedom. 1919-
first
Pan-African
Congress
established
1945-
5th
Congress
had
90
delegates; one
was
the
famous
Jomo
Kenyatta
Cold
War
Africa
becomes
a
stage
for
battle
for
world
domination
between
the
United
States
and
the
United
Soviet
Socialist
Republic
http://www.japanafricanet.com/director
y/presidents/africanindependence.html
|
https://cpb-us-e1.wpmucdn.com/cobblearning.net/dist/c/31/files/2015/02/Colonialism_Independence_-Part-II-blog-23k1x9z.pdf
|
Subsets and Splits
No community queries yet
The top public SQL queries from the community will appear here once available.