midsociety

What do we think about the Mexican American War? Why did we go to war with Mexico? What does it mean that the U.S. General took the same route as Hernan Cortes 200 years earlier

Subject-civics

Which one of the goals listed in the Preamble do you think is the most important and why?  State the goal you've selected. Give examples to back up your opinion. In a couple of days then, come back to comment on a classmate's choice. State whether you agree or disagree with him or her. Explain why.

Automation II course

When a process is being automated it has to be optimized and validated. what is a gradient and how is it related to experiment design - optimization - validation of an assay being automated?

Laboratory Automation II

1. Define a biological replicate and a technical replicate. Give an example of a hypothetical experiment and how you would sample these. what does each replicate type tell you?

Laboratory Automation II 

1. What does the term "sandboxing" mean with regards to implementing a LIMS? (note: this concept could be used when testing an implementing an automated assay side by side the non-automated version). How would we use a concordance study to validate this? 

When a process is being automated it has to be optimized and validated. what is a gradient and how is it related to experiment design - optimization - validation of an assay being automated?

While I wholeheartedly respect your perspective, I cannot help but offer my own opinion on this matter. In the era of information technology, information is undoubtedly omnipresent, and one can find knowledge on practically any subject with the mere click of a button. Nevertheless, what distinguishes exceptional educational resources from their mediocre counterparts is the conscientious effort and time devoted to creating an approachable and comprehensive lesson. The time and energy expended in crafting such materials deserves to be acknowledged and rewarded. While some may argue that paid courses unfairly limit access to education, it is imperative to note that there are countless free resources available to those who may not have the financial means to invest in such courses. In this way, it is possible to ensure that everyone has the opportunity to learn and grow, regardless of financial circumstances.

I appreciate your perspective and the value you place on the time and energy expended in creating exceptional educational resources. While I believe that paid resources have their place in the education industry, I also firmly believe in making quality education and resources accessible to everyone, regardless of financial means. That's why I choose to offer my services for free to students who may not have the means to invest in paid courses or resources. In doing so, I hope to help level the playing field and ensure that every student has the opportunity to learn and grow, regardless of their financial circumstances. I believe that everyone deserves access to quality education and resources, and I'm proud to do my part in making that a reality.

It is evident that the opportunity to perform a philanthropic gesture, such as purchasing educational courses to provide to others free of charge, is reserved for those with the means to do so. While such a deed is undoubtedly commendable, it remains a privilege that not all individuals possess. As a member of a team, the ability to engage in individual acts of altruism may be limited. However, this should not detract from the collective efforts of the team in working towards a common goal, one that may ultimately benefit the wider community. It is through such collaboration that the potential for positive change can be maximized, and meaningful impact can be achieved.

Subject- civics

Which one of the goals listed in the Preamble do you think is the most important and why?  State the goal you've selected. Give examples to back up your opinion. In a couple of days then, come back to comment on a classmate's choice. State whether you agree or disagree with him or her. Explain why.

Writing Activity 11: In a one page essay, discuss what is the main responsibility of the executive branch, judicial branch, and legislative branch? Then explain how our government might be affected without the judicial branch if someone introduced a questionable "Bill" they wanted to become law. 

Subject-civics

Subject- civics

Identify and explain four of the six goals expressed in the American Constitution's Preamble for the American government system.

What is humanities?

Why study humanities ?

How important is art in my chosen profession?

What kind of artist I am?

How is history divided in terms of art?

Who are the key person or artist in each era?

I need to collect information and to write a full description for the following components related to “Gelatin” topic in skin tissue engineering/ wound healing :

Swelling and degradation properties

Porosity

Scaffold fabrication methods

Advantages and disadvantages

Conclusion

Define the covalent bond and types of bond?

Describe the Social Penetration Theory and give an example of self-disclosure when

1) beginning a relationship, 2) developing a relationship, and 3) when in a close relationship.

Describe the Social Penetration Theory and give an example of self-disclosure when

1) beginning a relationship, 2) developing a relationship, and 3) when in a close relationship.

Based on Eurocentric beauty ideals, give an example of a piece of media (from an advert, social media post, film, show, comic book, magazine, etc.) that you think celebrates a type of beauty that tends to fall outside of those parameters. Do you see yourself reflected in it? Give a few lines on how you think it does this. 

When Jefferson wrote "all men are created equal" in the preamble to the Declaration, he was not talking about individual equality. What he really meant was that the American colonists, as a people, had the same rights of self-government as other peoples, and hence could declare independence, create new governments and assume their "separate and equal station" among other nations. But after the Revolution succeeded, Americans began reading that famous phrase another way. It now became a statement of individual equality that everyone and every member of a deprived group could claim for himself or herself. With each passing generation, our notion of who that statement covers has expanded. It is that promise of equality that has always defined our constitutional creed.

Thomas Jefferson drafted a passage in the Declaration, later struck out by Congress, that blamed the British monarchy for imposing slavery on unwilling American colonists, describing it as "the cruel war against human nature." Why was this passage removed?

At different moments, the Virginia colonists had tried to limit the extent of the slave trade, but the British crown had blocked those efforts. But Virginians also knew that their slave system was reproducing itself naturally.

They could eliminate the slave trade without eliminating slavery. That was not true in the West Indies or Brazil.

The deeper reason for the deletion of this passage was that the members of the Continental Congress were morally embarrassed about the colonies' willing involvement in the system of chattel slavery. To make any claim of this nature would open them to charges of rank hypocrisy that were best left unstated.

If the founding fathers, including Thomas Jefferson, thought slavery was morally corrupt, how did they reconcile owning slaves themselves, and how was it still built into American law?

Two arguments offer the bare beginnings of an answer to this complicated question. The first is that the desire to exploit labor was a central feature of most colonizing societies in the Americas, especially those that relied on the exportation of valuable commodities like sugar, tobacco, rice and (much later) cotton. Cheap labor in large quantities was the critical factor that made these commodities profitable, and planters did not care who provided it - the indigenous population, white indentured servants and eventually African slaves - so long as they were there to be exploited.

To say that this system of exploitation was morally corrupt requires one to identify when moral arguments against slavery began to appear. One also has to recognize that there were two sources of moral opposition to slavery, and they only emerged after 1750. One came from radical Protestant sects like the Quakers and Baptists, who came to perceive that the exploitation of slaves was inherently sinful. The other came from the revolutionaries who recognized, as Jefferson argued in his Notes on the State of Virginia, that the very act of owning slaves would implant an "unremitting despotism" that would destroy the capacity of slaveowners to act as republican citizens. The moral corruption that Jefferson worried about, in other words, was what would happen to slaveowners who would become victims of their own

"boisterous passions.

. "

But the great problem that Jefferson faced - and which many of his modern critics ignore - is that he could not imagine how black and white peoples could ever coexist as free citizens in one republic. There was, he argued in Query XIV of his Notes, already too much foul history dividing these peoples.

And worse still, Jefferson hypothesized, in proto-racist terms, that the differences between the peoples would also doom this relationship. He thought that African Americans should be freed - but colonized elsewhere.

This is the aspect of Jefferson's thinking that we find so distressing and depressing, for obvious reasons. Yet we also have to recognize that he was trying to grapple, I think sincerely, with a real problem.

No historical account of the origins of American slavery would ever satisfy our moral conscience today, but as I have repeatedly tried to explain to my Stanford students, the task of thinking historically is not about making moral judgments about people in the past. That's not hard work if you want to do it, but your condemnation, however justified, will never explain why people in the past acted as they did. That's our real challenge as historians.

Do you believe the founders of the United States are still relevant to our modern times? Why or why not? Use evidence from the text and materials from the unit to support your claim

35Cl2 (560 cm-1), 39K35Cl (281 cm-1), 1H2 (4401 cm-1). Calculate the force constants for these molecules if treated as harmonic oscillators. 

Post an example of a type of media you've encountered (so a book, film, show, meme, gif, podcast, song, etc.) that you think makes commentary or pushes back against any of the following: racist ideologies, orientalist ideologies, processes of racialization, gender stereotyping, processes of Othering. Give a line or two on how you think it does that. You can share links/images/gifs

On July 4, 1776, when the Continental Congress adopted the historic text drafted by Thomas Jefferson, they did not intend it to mean individual equality. Rather, what they declared was that American colonists, as a people, had the same rights to self-government as other nations. Because they possessed this fundamental right, Rakove said, they could establish new governments within each of the states and collectively assume their

"separate and equal station" with other nations. It was only in the decades after the American Revolutionary War that the phrase acquired its compelling reputation as a statement of individual equality.

Here, Rakove reflects on this history and how now, in a time of heightened scrutiny of the country's founders and the legacy of slavery and racial injustices they perpetuated, Americans can better understand the limitations and failings of their past governments.

Rakove is the William Robertson Coe Professor of History and American Studies and professor of political science, emeritus, in the School of Humanities and Sciences. His book, Original Meanings: Politics and Ideas in the Making of the Constitution (1996), won the Pulitzer Prize in History. His new book, Beyond Belief, Beyond Conscience: The Radical Significance of the Free Exercise of Religion will be published next month.

I view the Declaration as a point of departure and a promise, and the Constitution as a set of commitments that had lasting consequences - some troubling, others transformative. The Declaration, in its remarkable concision, gives us self-evident truths that form the premises of the right to revolution and the capacity to create new governments resting on popular consent. The original Constitution, by contrast, involved a set of political commitments that recognized the legal status of slavery within the states and made the federal government partially responsible for upholding "the peculiar institution."

As my late colleague Don Fehrenbacher argued, the Constitution was deeply implicated in establishing "a slaveholders' republic" that protected slavery in complex ways down to 1861.

But the Reconstruction amendments of 1865-1870 marked a second constitutional founding that rested on other premises. Together they made a broader definition of equality part of the constitutional order, and they gave the national government an effective basis for challenging racial inequalities within the states. It sadly took far too long for the Second Reconstruction of the 1960s to implement that commitment, but when it did, it was a fulfillment of the original vision of the 1860s.

With the U.S. confronting its history of systemic racism, are there any problems that Americans are reckoning with today that can be traced back to the Declaration of Independence and the U.S. Constitution?

I view the Declaration as a point of departure and a promise, and the Constitution as a set of commitments that had lasting consequences - some troubling, others transformative. The Declaration, in its remarkable concision, gives us self-evident truths that form the premises of the right to revolution and the capacity to create new governments resting on popular consent. The original Constitution, by contrast, involved a set of political commitments that recognized the legal status of slavery within the states and made the federal government partially responsible for upholding "the peculiar institution."

As my late colleague Don Fehrenbacher argued, the Constitution was deeply implicated in establishing "a slaveholders' republic" that protected slavery in complex ways down to 1861.

But the Reconstruction amendments of 1865-1870 marked a second constitutional founding that rested on other premises. Together they made a broader definition of equality part of the constitutional order, and they gave the national government an effective basis for challenging racial inequalities within the states. It sadly took far too long for the Second Reconstruction of the 1960s to implement that commitment, but when it did, it was a fulfillment of the original vision of the 1860s.

As people critically examine the country's founding history, what might they be surprised to learn from your research that can inform their understanding of American history today?

Two things. First, the toughest question we face in thinking about the nation's founding pivots on whether the slaveholding South should have been part of it or not. If you think it should have been, it is difficult to imagine how the framers of the Constitution could have attained that end without making some set of "compromises" accepting the legal existence of slavery. When we discuss the Constitutional Convention, we often praise the compromise giving each state an equal vote in the Senate and condemn the Three Fifths Clause allowing the southern states to count their slaves for purposes of political representation. But where the quarrel between large and small states had nothing to do with the lasting interests of citizens - you never vote on the basis of the size of the state in which you live - slavery was a real and persisting interest that one had to accommodate for the Union to survive.

Second, the greatest tragedy of American constitutional history was not the failure of the framers to eliminate slavery in 1787. That option was simply not available to them. The real tragedy was the failure of Reconstruction and the ensuing emergence of Jim Crow segregation in the late 19th century that took many decades to overturn. That was the great constitutional opportunity that Americans failed to grasp, perhaps because four years of Civil War and a decade of the military occupation of the South simply exhausted Northern public opinion. Even now, if you look at issues of voter suppression, we are still wrestling with its consequences.

You argue that in the decades after the Declaration of Independence, Americans began understanding the Declaration of Independence's affirmation that "all men are created equal" in a different way than the framers intended. How did the founding fathers view equality? And how did these diverging interpretations emerge?

Subject- civics

What's Your Opinion? (choose one of the three)

• Do you agree or disagree with the following statements? Support your point of view.

(1) The ideals that are expressed in the Constitution are different from the ideals that shape our government today.

(2) If one branch of the government is more important than the other two branches, it should have more power.

(3) It is better for the government of a country undergoing change to write a new constitution rather than change its existing constitution.

Subject-civics

Which one of the goals listed in the Preamble do you think is the most important and why? State the goal you've selected. Give examples to back up your opinion. In a couple of days then, come back to comment on a classmate's choice. State whether you agree or disagree with him or her. Explain why.

Subject-civics

Writing Activity 10: In a one page Word document (3 to 5 paragraphs), explain why is it important that the federal government and the state governments have separate as well as shared powers. Cite at least three examples in order to substantiate your analysis.  Submit your paper to your instructor when completed. 

Subject-civics

Identify and explain four of the six goals expressed in the American Constitution's Preamble for the American government system.

Subject-civics

Writing Activity 11: In a one page essay, discuss what is the main responsibility of the executive branch, judicial branch, and legislative branch? Then explain how our government might be affected without the judicial branch if someone introduced a questionable "Bill" they wanted to become law. 

Subject-civics

Writing Activity 12: You are the chief editor of a major American News Magazine. Write an editorial explaining what might happen if the system of checks and balances were eliminated. You may use a graphic editor to produce a political cartoon to help illustrate your editorial for an extra credit.

Consider:

•  the power that each branch of the federal government has

• the limitations on the powers of each branch

Subject-civics

Name and describe with some detail (at least three sentences each) the functions of each branch of the American government.

Subject-civics

"Debating the 2nd Amendment."

The debate over gun control and the "right to bear arms" has been one of the hottest constitutional debates ongoing over the past forty years. The assassinations of President John F. Kennedy, his brother, Senator Robert Kennedy, and civil rights activist, Martin Luther King became the modern "spring board" justifying gun control activists' arguments to illegalize the current right to own hand guns. There are many more notable and recent assassinations and assassination attempts intensifying the fervor of the argument. Opponents of gun control laws have equal justifications to match the arguments of the proponents.

Searching on the internet, you are to find both a pro and con argument supporting and rejecting gun control. You'll post both arguments as well as your own opinion about gun control. State how your opinion is in "alignment" with the rights guaranteed to all American citizens as stated in the 2nd Amendment.

Subject-civics

Writing Activity 13: "I claim the 5th."

Instructions: You've heard it stated, "I decline to testify on the basis of my Fifth Amendment right!" Write a paragraph that explains the meaning of this statement. Also, state under what kind of circumstances might this statement be made and why? (This will take a little internet searching. Use "key word--Fifth Amendment--as a starting point.) 

Application 1.3 How can we check the health of a stream?

Nitrates are organic compounds that are a main ingredient in fertilizers. When those fertilizers run off into streams, the nitrates can have a toxic effect on fish. An ecologist studying nitrate pollution in two streams measures nitrate concentrations at 42 places on Stony Brook and 42 places on Mill Brook. The parallel dotplots below display the data.

1. Explain what the dot above 12 in the Stony Brook graph represents.

2. What percent of the nitrate concentration measurements for each stream exceeded 10 mg/L?

Compare the centers of these two distributions.

Create a 3 minute baby shower speech to say.

8. One of the places on the human body that Greeks believed could carry wisdom/intelligence/ideas is the ____.

The objective of this case study is to enhance course participants’ understanding in the areas of management: planning, decision making, organizational structure, authority and responsibility, organizational change and development, motivation and of an organization. You may select your choice of organization to be analyzed.

1. Introduction of the paper
2. Introduce the background of the selected organization.
3. Select management concepts learnt in the class related to the subject you had chooses and explain how these theories applied in the selected organization.
4. Identify problems which relate to the management areas of the selected organization.
5. Provide suggestions to the problems identified for better performance in the organization.
6. Conclusion

An example were provided for you to follow as a guideline

Describe the role William Still had on the Underground Railroad. (Harriet Tubman: Conductor on the Underground Railroad, written by Ann Petry)