HIST 1301 exam # 4 | review

Religion

• evangelical christian groups: believed in personal relationships w God

Baptists, Presbyterians, Methodists
millennialism: (William Miller & the Millerites) believe world is going to end soon
circuit riders: ministers ride to different churches in a circuit to preach
Methodist camp meetings: try to convert people. hope unsaved will be saved. witnessing = effective.

• second great awakening:

starts in west bc not many churches yet

same things as 1st great awakening- witnessing, fire & brimstone, emotion, emphasis on salvation
new: personal salvation (all CAN be saved)
salvation = revolutionary experience. conversion--> change your life & you can help others too

• religious beliefs & practices of Oneidans:

Utopian community (Christian Communism) 1820s-1860s
John Humphrey Noyes: believed that saved --> sins washed --> perfect --> can no longer choose to sin (so if you still want to do something, then it's not a sin anymore)
routine = leads to unintended sin
men & women = equal
make $: beaver traps, silverware
public criticism- community tells you what you do wrong. can't argue bc you don't know you're doing it bc your sins are unintentional
all the men are married to all the women & all the women married to all the men (bc routine --> sin)
no masturbation, use withdrawal method, birth control = not many children

• Shakers/ United Society of Believers in Christ's second appearing: 

kicked out of Quakers bc they did ecstatic worship
Utopian community/Christian communism, millennialists
men & women =equal, Africans are allowed too
God has 2 aspects: male= Jesus, female= Ann Lee (founder)
ritual dancing: formal & structured- to purge sinfulness
men & women separated, sex segregated jobs, same education but separate
led by 2 elders & 2 eldresses
sex (don't reproduce), alcohol, caffeine, & tobacco = sinful
same clothes= simplicity
water cure (bathing)
make $: sell seeds & furniture, baskets & boxes
more members by conversion or taking in orphans who might become shakers
winter shakers= homeless/migrants who need a place to stay live in the shaker houses & follow rules

• religious beliefs & practices of Church of Jesus Christ of Latter Day Saints/Mormons:

Joseph Smith: angels showed him plates for Book of Mormon, he translated them & says after new testament, Jesus went to Native American Christians & there was a war btwn Native American Christians & non Christians
clan-ish/stick together = worried non-Mormons
polygamy --> schism btw those who accepted it & those who didn't
most Mormon marriages = monogamous bc have to be able to support wives equally (need $$$)
Mormon women like polygamy bc all are like sisters, all take care of children
^ they are asked whether they are ok w it before the men are asked
Polygamy ends in 1887
Brigham Young = leader after Smith was lynched
Mormon trail: to Mexico bc Mexicans are descendants of Native Amer. from scriptures
go to Deseret (land of the honeybee) bc Great salt lake
own water communally
irrigated farming
Christian communism/cooperative villages
theocracy
wanted to convert Indians which worried U.S.

Social reforms

• temperance & alcohol reforms:

high alcohol consumption --> 1830 reform

religious reasons: alcohol= sin

manufacturing jobs required sobriety bc don't wanna damage machinery

financial reasons: panic 1837 --> stop wasting $ on alcohol

alcohol= poison

American Temperance union: religious temperance society. no prohibition, TOTAL abstinence pledge, cold water pledge (only drink water instead)

Maine Laws: impose moral laws on others

Washington temperance union: secular, use reason. alcoholism = disease, not sin

• women's conditions & women's rights movement:

the way that things were: cult of domesticity (women were wives & moms), separate spheres argument (men= war, diplomacy, economics, politics, etc., women= care for home, children, arts, religion, cooking, in home activities, etc.) <-- ideas of white middle class women

Catherine Beecher supports ^ & wrote Treatise on Domestic Economy (1841)

Sarah Grimke doesn't like ^ & wrote Equality of the Sexes

Elizabeth Cady Stanton: rewrote bible from women's POV, 8 children, atheist

Lucretia Mott: quaker, 12 children, friends w ^

Seneca Falls convention, 1848: Declaration of Rights & Sentiments (rewrite dec. of inde. w "& women" add). discussed education, right to speak, property rights, jobs, right to vote

Elizabeth Blackwell: had educated liberal Christian family, wanted to be medical doctor- Geneva medical college accepted her as a joke but she graduated valedictorian--> 1st female medical doctor in U.S. --> Emily & Elizabeth Blackwell open free clinic --> pioneered study of OB/GYN

Antoinette Brown Blackwell: went to Oberlin (liberal Christian college that accepted men/women/black/white) men studied to be ministers, women studied to be ministers' wives. she wanted to be in male classes, graduated w male degree of divinity, 1st female ordained minister 

Lucy Stone: vowed to never marry bc didn't wanna lose her independence/identity, Thomas Blackwell interested & said he'd sign paperwork so she keeps her independence & property. 1st to retain maiden name & identity

• beliefs & people of abolition movement; divisions:

economic argument: owning slave = unfair advantage to produce more than others

emancipation: political argument 

North reflecting on "all men are created equal"

NY emancipation laws: respect rights of slave owners= slaves work for 28 yrs as compensation

abolitionists use religious argument, slavery is sinful, free slaves immediately w/o compensation

Theodore Dwight Weld: wrote American Slavery As It Is (testimony of 1000 witnesses) to get white northerners info about slavery

David Walker: free black bc his mom was free (condition follows the mother). wrote an Appeal to the Colored Citizens of the World (1829). asks slaves "why are we slaves? we outnumber the whites"

Frederick Douglass: bi-racial, well educated, father/slave owner refused to free him so ran away. newspaper: North Star Abolitionist. thinks politics will help, willing to compromise, wants to have a say in the movement, sees North doesn't have slavery but still racism

William Lloyd Garrison: the Liberator (newspaper, 1831). doesn't think politics will work --> societies/lectures to get info about slavery out in North, all or nothing terms, thinks African Amer. shouldn't be leaders in abolition movement bc they're "pure", sees the North as good

Arthur & Lewis Tappan: evangelical christians, provide $ for the Liberator. create American Anti-Slavery Society

Pennsylvania anti-slavery society: men & women. Sarah Grimke & Angelina Grimke Weld= freed their slaves, spoke before men

• underground railroad: 

in South, black help for run away slaves going North (some whites help bc hate slavery- Quakers)

in North, white help for run away slaves- underground railroad

Harriet Tubman: run away slave, go to St. Catherine's in Canada. goes back south to bring more slaves to freedom by using bias of white men against them

Sojourner Truth: vision from God to runaway, witnessed & testified in 2nd great awakening

Westward expansion

• Texas revolution:

Mexico = independent, cancelled out treaty w Spain --> Amer. want TX again

Stephen F. Austin bring families to settle in TX (empresario)

Mexico says have to follow their rules, be Christian, & assimilate

settlers bring slaves into TX but Mexico abolished slavery in 1829

Mexico sent Antonio Lopez de Santa Anna to make them give up slavery but they don't --> 

Texas Revolution

1836, battle of Alamo, many Americans killed. 1836, battle of San Jacinto, Mexicans defeated

TX wants to be annexed by U.S. but denied bc would be slave state & maybe lead to war w Mexico

• James Polk presidency & manifest destiny:

Democrat, , slaveholder

if elect him, he will annex TX, Cali., & Oregon

annexed TX --> War w Mexico bc also wanted Cali. but needed a "just"/defensive war-->

Polk sends army w General Zachary Taylor to border (Amer. on Nueces river, Mex. on Rio Grande river) --> orders Taylor to go to Rio Grande --> Mex. sees as invasion --> skirmish near Brownsville, TX, Polk declared war --> Mexican American war

• Mexican Amer. war & expansion:

theaters of operation: invade Cali., & North Mexico

fall of Monterey--> U.S. stopped Santa Anna at battle of Buena Vista--> invasion of central Mexico --> attack at Veracruz --> fall of Mexico city 1847 --> Treaty of Guadalupe Hidalgo, 1848 

Gold Rush

1848- gold discovered in foothills of Sierra Nevada Mtns. at Swiss immigrant Johann A. Sutter's sawmill

• trail to Cali.: Overland trail

stage coach and wagon trail, journey of 2,000 miles, diseases (cholera) killed many

• gold fields:

abundance of placer gold, (easier mined gold) quickly diminishing

mountains more and more crowded

struggle to find un-mined land 

isolated mining towns

fear of physical danger, illness from bad food/harsh environment, miserable living conditions

loneliness & homesickness

hard and laborious

conditions were rough

camps constantly taken down when deposits of gold dwindle

• conditions for diff. groups:

Americans: left families to make a fortune. organized extralegal groups that expelled foreign miners from areas w gold

Australians: traded w gold diggers, offering services

Chinese: efforts by European miners to drive them away. anti-Chinese legislation. hard-working

Blacks: also discriminated against

Indians: communities overran by gold seekers, murdered by miners, ranchers, & vigilantes. state officials paid bounties to private militias to attack them. Indian children declared as orphans or vagrants bought & sold as slaves. some Indian groups retreated while others raided white settlements. some worked as laborers for whites or found gold & traded w whites.

Women: ran restaurants & boardinghouses, worked as laundresses, cooks, & prostitutes

Mexicans: property rights of rancho owners ignored

• who benefited? 

Sam Brannon- opened store next to Sutter's mill

merchants who sold supplies to miners

49ers- company of miners

Kit Carson- bought sheep from Indians to sell at gold fields

Chun Ming- Cantonese man who struck rich & other chinese came after hearing about it

Luzena Stanley Wilson- went w husband, got provisions & miners paid for food. built an inn

Wa Lee- enterprising Chinese immigrant, opened Cali.'s 1st hand laundry--> $$

• who didn't benefit? 

foreign miners were taxed to drive them away from the gold mines

^ voting & right to testify in court limited to whites

Donner party- wrong shortcut, stranded in winter

Lakota Sioux- Native Americans, were invaded by Americans & killed

Josefa- Mexican woman who killed an Amer. man bc he was drunk in her bedroom. she was hanged

Chinese- denied citizenship, forced off into barren-like mines

Native American genocide 

Antebellum south

• economic conditions for King Cotton:

black belt: where cotton is grown

king cotton: increase in cotton production, leading export crop

^limited urbanization (cities)

limited industrialization (factories)

limited diversity (agriculture or industry)

• slave revolts:

covert rebellion: "secret", intentionally work slow, misunderstand, break tools, be sick, etc.

led to stereotypes (lazy, steal, etc.)

running away= "stealing your own labor". to see family, afraid of punishment, or econ. harm owner 

overt rebellion: open rebellion (killing masters)

Nat Turner: trusted slave, had visions from God--> felt God calling him to kill whites--> rose up & killed owner --> Nat Turner's revolt, 1831 (blacks that were suspected of being in revolt were killed)

led to whites never fully trusting slaves again

• white power structure & how whites justified slavery:

power structure: 

elite: top 1%, have economic power (ex. governors), create churches & colleges, 20+ slaves

---

rich

---

middle class: 0-9 slaves serve as status symbol, (lawyers, doctors, bank managers), want to be rich

---

yeomen farmers: no slaves but sell crops to elite to feed slaves

---

hog farmers: pork = energy to feed slaves

---

poor whites: lowest 10%, own no land, not enough $ for food/clothes, but still "better than slaves"

--- 

(all above support slavery) slaves

justification:

1. bible: Noah's ark, Mark of the Canannites, "servant" in new testament, book of Philomen

2. history: Greeks, Romans, great civilizations of world had slaves. 

Aristotle's theory: 2 type of men, the type that think (whites) & the type that work (slaves)

3. legal docs: constitution (3/5th clause), 1801 treaty (international slavery abolished, runaway property restoration), bill of rights (due process- compensation for taken property)

4. science: polygenesis- blacks are diff. species bc diff. origin & look diff. (wrong, bc bi-racials)

5. paternalism: "treat them like they're children", "they're like toddlers"

Politics from 1848-1861

• major events in period:

election 1848- Zachary Taylor wins (Whig)

5 major issues:

1. Cali. wants to be free state
2. Utah & new Mexico territory- what to do w it?
3. border dispute- TX west border
4. slave trade in D.C.
5. runaway slaves

Millard Fillmore = Whig president in 1850

Compromise 1850, 5 parts:

1. Cali. = free state
2. organize Utah & New Mexico territory using popular sovereignty
3. TX give up "extra" territory & get $10 million
4. stopped slave trade in D.C.
5. fugitive slave act 1850- jury trial for slaves replaced w special commissioners who get paid extra to send slaves back into slavery, others required to help catch slaves or get jailed, forces northerners to send slaves back south

bunker mentality (south) 

south feels like they're in a bunker/ at war/ being attacked by abolitionists

"all for us or totally against us" mentality

vs. 

slave power conspiracy (north)

believes south trying to take over country- too much power & trying to reimpose slavery on north

Harriet Beecher Stowe's novel: Uncle Tom's Cabin

humanized slaves, Northern whites read it

south printed novels talking about how good slavery is, novel = made up 

Stephen Douglas- democrat. "popular sovereignty" (let the people of territory decide) bc didn't want to take a public stance on slavery & lose voters

-->Kansas-Nebraska Act (1854)- people in Kansas & Nebraska decide whether or not to allow slavery. repealed the Missouri Compromise, 1820 which prohibited slavery north of latitude 36°30´

--> race for Kansas 1854-1856 --> Bleeding Kansas 1856 (violence) --> Sack of Lawrence, Kansas 1856 --> 

Preston Brooks caning of Charles Sumner, 1856 (Sumner's speech insulted Preston Brooks, who didn't think that Sumner was of equal standing to duel so he hit him w a cane & Sumner was severely injured) Sumner= martyr in the North, Brooks= hero in the South

--> Pottawatomie Creek Massacre 1856 (abolitionist John Brown was "told by God" to kill anyone who was pro-slavery) North saw him as a hero, South saw him as crazy

Kansas = slave state, 1856. north was more paranoid since south won Kansas, South finally got a win

Know-nothing party: anti- Catholicism- (Irish) "taking away Amer. jobs", "driving down wages", "spreading disease" (poor conditions), "ordered by pope to come here" (papal plot), "can't be loyal to Amer. gov. bc Catholics hold allegiance to foreign gov." (Vatican), etc. 

Republican party 1856: (mostly in N) against slavery & alcohol, had economic plan, pro women's rights

1856 presidential election: Democrats win (have in N & S)- James Buchanan

^ big issues: 

1. Dred Scott: slave who was taken to the North by owner then taken back to Missouri. owner died, Scott filed lawsuit saying he was free bc was brought into state that abolished slavery. Dred Scott v. Sandford (1857)- Roger Taney (racist, chief justice of U.S. sup. crt.) argues blacks aren't citizens= no rights, no state ever gave black people rights, & missouri compromise was unconstitutional bc restricted slavery. the North doesn't like this 
2. Lincoln-Douglas debates 1858: Abe= republican, Stephen= Democrat. both running for senate seat. Lincoln: agree w abolitionists, attack Scott v. Sandford. Douglas: "no opinion about slavery" (but was pro-slavery, just didn't want to lose votes)

John Brown's raid on Harper's ferry (1859): attacked federal arsenal for weapons for slave rebellion --> trial in Virginia courts: convicted & wanted to be martyr for slavery --> executed

south thinks he's a terrorist/murderer, north thinks he's a hero & is more paranoid about conspiracy bc how rushed his trial was 

Election of 1860- Lincoln won electoral vote, minority-majority president

7 states seceded during lame duck period

Civil war:

• major military events & battles:

Fort Sumter: army men in South Carolina were running low on food so Lincoln sent food but South Carolina said if they sent it, they would open fire --> Confederate firing on Fort Sumter Apr. 12, 1861

--> Civil war begins= total war/ war of attrition (everyone using all of their resources)

1st battle of bull run (1st battle of civil war)- July 21, 1861

confederates shot  & union ran bc confederates had a little bit more training. confederates took the site & declared it a win. shows how unprepared everyone was

• major non-military events:

Lincoln's response to secession: naval blockade around confederate coastline to stop shipping, suspend habeas corpus- strong confederates can be arrested & put in jail w/o reason, & build up army to prepare for war --> civil war --> 4 more states secede 

confederate advantages: 

-better generals (Robert E. Lee & Thomas "Stonewall" Jackson)

-better reputation for soldiers= psychological advantage

-cotton diplomacy: think that since they sell cotton to British & French, they are supported by them & their navies can go against Lincoln's blockade. also have $ to buy weapons

-defensive war in south: know land/geography, have sympathetic civilians who provide w food, info., & short supply lines (easier to move supplies)

union advantages:

-more possible troops bc more people

- a lottt more money

-union industry (factories)

Clara Barton & founding of American Red Cross: civilian women volunteer bc not enough doctors

emancipation proclamation 1862: says on Jan. 1, 1863, all slaves in states in rebellion against U.S. (places union doesn't control) are free. none really get free, so why do it?

^gives union more incentive to fight war, on top o trying to keep the union together

military purposes: divert South's attention from war to watching/keeping an eye on their slaves

undermine southern economy bc slaves are the ones who do everything & they don't want the confederacy to win --> covert rebellion

diplomatic tactic: since British & French have abolished slavery, now they would agree w union & not support the confederacy 

election 1864- Lincoln wins

Union Victory Apr. 9, 1865- war ends

^reasons:

war of attrition--> union had better advantages/resources

confederate loss of crucial territories/battles

union naval blockade 1861 undermined cotton diplomacy

poor confederate transportation

confederate fears about slaves rebelling/running away bc of emancipation proclamation

confederate desertion rates (knew they would lose & wanted to go back to families) 

• effects on black people & slavery:

NY city draft riots (July 1863): immigrants argue they didn't come to free slaves so shouldn't be forced into the military --> attack draft people then african americans

black men joining the army: 54th Massachusetts infantry (paid less than white men, white officers, & segregated union troops). Christian Fleetwood received congressional medal of honor

13th amendment: Dec. 1865- abolished slavery

__________________________________________________

Chapter 11:

• plain folk of Old south: (yeomen) non-planters. middle class, white Southerners of 19th century who owned few slaves or none. worked land using family labor instead of slave bc didn't grow cotton. lived w economic self-sufficiency, raised live stock, grew food for families

• George Fitzhugh: Virginia writer, published racial and slavery-based sociological theories. said slavery would made blacks economically secure and morally civilized

• free blacks in old south: many descendants of freed slaves, voluntarily liberated by masters, purchased freedom, or ran away. legal restrictions on them in state, prospered as farmers & skilled craftsmen, learned to defend rights in court

• slave culture: new creation, shaped by african traditions & Amer. values. 

centered on family &  church, drew on African heritage
african influences in music, dances, styles of religious worship, use of herbs to heal

workers lived in barracks-type buildings

slave population grew from natural increase = more even male to female ratio

law did not recognize legality of slave marriages- owners had to consent

danger of families being broken up by sale

named children after other relatives to solidify sense of family continuity 

bc of sales, slave community had higher number of female headed households than whites

slave traders gave little attention to preserving family ties

slave men & women experienced equality of powerlessness

cult of domesticity didn't apply to slave women

women worked in fields

slave men couldn't be economic providers for families or protect wives from abuse by owners

when working "on their own time", men chopped wood,  hunted, fished

women washed, sewed, cared for children

family allowed transmission of values, traditions, survival strategies

distinctive version of Christianity

preachers usually were "self-called" w rhetorical abilities & familiar w Bible

slaves required to sit in back pews in biracial congregations

whites used Christianity to control slaves- white ministers preached about theft & obedience

slave religion practiced secretly at night

"praise meetings"- shouts, dances, emotional interchanges btwn preacher & congregation

found heroes & symbols in Bible to relate to

Christian message of brotherhood & equality of all souls before the Creator

desire for liberty

created neighborhood networks to transmit info btwn plantations

familiar w local landscape, crops, population- knew little about larger world

• Amistad: 53 slaves took control of the Amistad in 1839 to try to get back to Africa, Amer. vessel seized it. debates about returning the slaves to Cuba or Africa. w abolitionist help, they were freed & most made their way back to Africa

• slave revolts: 

Gabriel's rebellion in 1800 was followed in 1811 by uprising on sugar plantations upriver from New Orleans, where men & women marched & destroyed city property w sugarcane knives, axes, clubs, some guns. shouted "Freedom or death." troops dispersed them in a battle.

-Denmark Vesey: slave carpenter in Charleston, South Carolina- purchased freedom after winning lottery. took leading role in local African Methodist church. read to co-conspirators accounts of successful slave revolution in Haiti. 1822, plot discovered before they could rebel.

Chapter 12:

• Abbey Kelley: Quaker, joined Female Anti- slavery society, abolitionist. gave public speeches about slavery. pioneer in early struggle for women's rights. covered more miles & gave more speeches than any other female orator. married to Stephen Foster- abolitionist

• Owenites: 

-Robert Owen: British factory owner, secular communitarian. created model factory village- strict rules of work discipline & comfortable housing/free public education. promoted communitarianism. 

-New Harmony: est. by ^. hoped to create a "new moral world"

• Invention of asylum: for the insane. idea that social ills once considered incurable could be eliminated. place afflicted persons in environment where character could be transformed. eventually would become overcrowded & focus was less on rehabilitating, but just keeping them away from society
• Common school movement: largest effort at institution building- tax supported state school systems open to all children. alternative to moving west to acquire a farm. "silent curriculum"- obedience to authority, be on time, organize day according to predetermined time pds. that changed at ring of a bell (helped prepare students for working in industry). created first real career opportunity for women (teachers)

-Horace Mann: Massachusetts lawyer & Whig politician. director of state's board of edu., leading educational reformer. wanted to restore equality by bringing all classes of children together in common learning experience. argued that it would reinforce social stability by instilling proper discipline

• Amer. colonization society: idea of end to bondage by colonizing freed slaves. promoted gradual abolition & settlement of black Amer. in Africa. believed slavery was embedded in Amer. life that they would never be truly equal. Africans opposed colonization

• Lydia Maria Child's "An Appeal in Favor of that Class of Americans called Africans": 1833. insisted that blacks were fellow countrymen, not foreigners or inferior, idea of birthplace should determine who was American- not race

• Gag rule: House of Rep. adopted it, prohibited consideration of petitions of emancipation in nation's capital. rule was repealed in 1844

• Dorothea Dix: Massachusetts schoolteacher, leading advocate of more humane treatment of insane. thanks to her, 28 states constructed mental hospitals before civil war.

• Margaret Fuller: educated at home, became first woman to achieve important position in Amer. journalism (literary editor of New York Tribune) "women had same right as men to develop their talents", transcendentalist idea- freedom meant quest for personal development

• Amelia Bloomer: 1850s, devised new style of dress consisting of loose-fitting tunic & trousers

Chapter 13:

• Commodere Perry: commanded Amer. warships to Tokyo Harbor (1853 & 1854). president Millard Fillmore sent him to negotiate trade treaty --> Japan opened 2 ports to Amer. shipping. involved in attack at Veracruz during Mexican-American war

• Wilmot Proviso: David Wilmot's proposed resolution prohibiting slavery from all territory acquired from Mexico. Democrat & Whig northerners supported it, all southerners opposed

• free soil party: organized by opponents of slavery's expansion, nominated Martin Van Buren. showed antislavery sentiment spread far beyond abolitionist ranks. "Freedom of the soil" = alternative to permanent economic dependence for Amer. workers. platform called for barring slavery from west & for gov. to provide free homesteads to settlers in the new territories.

• Crittenden compromise: Senator John Crittenden's compromise plan- would have guaranteed future of slavery in states where it existed, & extended Missouri compromise line to Pacific ocean. seceding states rejected it "too little, too late". upper south & north saw as way to settle sectional differences. Lincoln opposed bc feared reference to land "hereafter acquired" offered South invitation to demand acquisition of Cuba, Mexico, & other territory suited to slavery

Chapter 14:

• George McClellan: army engineer, assumed command of Union's army of Potomac, welded men into fighting force, reluctant to commit them to battle

• Robert E. Lee: general, leading southern commander. battle field technician, offered command Union army but chose to fight for Confederacy bc devoted to Virginia

• Seven Days' campaign: series of engagements in June 1862, Lee blunted McClellan's attacks & forced him to withdraw back to Washington D.C.

• Battle of Antietam: Maryland. McClellan & army of Potomac repelled Lee's advance--> Lee forced to retreat --> union claimed as victory

• Battle of Fredericksburg: 1862, confederates defeated union when General Ambrose Burnside (replaced McClellan) assaulted Lee's army, which was entrenched on heights

• Ulysses S. Grant: commissioned as colonel
• Battle of Forts Henry & Donelson: forts captured by ^, Feb. 1862- 1st significant Union victory in West

• David Farragut: admiral, commanded naval forces to steam into New Orleans, giving Union control of South's largest city & rich sugar plantation parishes

• Benjamin Butler: general, begun a plan of treating escaped blacks as contraband of war (property of military value subject to confiscation)

• homestead act: offered 160 acres of free public land to settlers in the west, to spur agricultural development. took effect on Jan. 1, 1863, tried to implement a vision of freedom

• union pacific & central pacific: companies chartered in 1862 & charged w building railroad from Missouri river to Pacific coast (internal improvements)

• financing the war: gov. increased tariff (which promoted further growth of northern industry), new taxes on production & consumption of goods, enacted nation's 1st income tax. borrowed more than $2 billion by selling interest-bearing bonds (led to immense national debt), printed more than $400 million worth of paper money ("greenbacks", money that must be accepted for nearly all public & private payments & debts), established sys. of nationally chartered banks (required to purchase gov. bonds & given right to issue bank notes as currency)

• battle of Gettysburg: July 1–3, 1863, Gettysburg, Pennsylvania, largest number of casualties of the entire war, turning point. Union defeated attacks by Confederate, ending Lee's attempt to invade the North

• battle of Vicksburg: Grant launched siege, July 4, 1863- Vicksburg surrendered. confederate loss. Mississippi Valley lay in Union hands. Gettysburg & Vicksburg defeats- blow to southern morale

• battle of Shiloh: (Pittsburg landing) surprise Confederate attack. overnight, union got reinforcement --> counterattack. Confederate forced to retreat, ending hopes of blocking the Union advance into northern Mississippi

• William T. Sherman: Union general, 1864- entered Atlanta, seized Georgia's main railroad center

• Sea Islands experiment: most famous "rehearsal for reconstruction", many groups had own view of how transition to freedom should be organized for slaves. issue of whether landownership should accompany black freedom

• Appomattox courthouse: Virginia, where Lee surrendered on April 9 1865

General Psychology Comprehensive Final Exam review

Chap. 1

• psychology: scientific study of behav. & mental processes
• 2 major roots of psych.: philosophy & physical sciences
• perspectives approach: approach psych. from diff. perspectives- biological (genes, body), evolutionary (adaptation), cognitive (thinking influences behavior), social (interactions w others), developmental (mind & behav. change), clinical (psych. processes, abnormal thoughts/feelings), & individual (personality & temperament) 
• what do the authors of your text believe regarding the future of psych.? "will be one of combining & integrating new & existing perspectives"
• what is the current trend in many psych. grad. school programs? pursue coursework & research in particular area of interest
• how did ancient physicians contribute to contemporary psych.? provided natural, not supernatural explanations for their observations
• describe 1st official experiment in psych.: Wilhelm Wundt, 1879. test of reaction time- how quickly, after hearing a ball drop onto a platform, could a person respond by striking a telegraph key?

Chap. 2

• according to your text, how is "science" described today? method for learning about reality through systematic observation & experimentation
• critical thinking: ability to think clearly, rationally, & independently
• peer review: process of having other experts examine research prior to its publication
• replication: repeating an experiment & producing same results
• meta-analysis: statistical analysis of many previous experiments on a single topic
• informed consent: permission from participant after risks & benefits are explained
• identify reasons for using animals in research: benefit health of humans & animals

Chap. 3

• what is the relationship btwn nature & nurture? intertwined, influence each other
• how many chromosomes are contributed by the union of an egg or sperm cell? 46
• what is the likelihood of your sharing an allele w a parent or sibling? 1/2
• describe genetic make-up of identical twins: identical genotypes
• what is the major factor distinguishing human intelligence from other species? richness & complexity of social behavior supported by the human brain
• what is the common factor that most influences the social behav. of all species? mating system, available sources food, water , exposure to predators & competition
• epigenetics: study of gene-environment interactions in the production of phenotype

Chap. 4

• what is the impact of myelination of a neuron? makes neural signaling faster & energy efficient, skips over myelinated sections
• neurotransmitters: chemical messengers that communicate across a synapse
• describe the sequence of an action potential: resting w -70 mV potassium inside & +40mV sodium outside--> stimulation--> threshold--> depolarization--> repolarization--> propagated down axon terminal
• describe the corpus collosum: wide band of axons, connect right & left cerebral hemispheres
• neurons: cell of nerv. sys. that's specialized for sending & receiving neural messages
• what are 2 major divisions of the nervous sys.? 

1. central: processes sensory date, initiates response. brain. spinal cord (connects CNS to PNS)

2. peripheral: carries message to & from CNS. 2 parts: 

        1. somatic nervous sys.: controls voluntary body functions. brings sensory input back to CNS.

        2. autonomic nervous sys.: controls involuntary body functions. homeostasis. 2 parts:
             1. sympathetic nervous sys.: fight or flight. immediate threats.

             2. parasympathetic nervous sys.: rest & repair. stores energy. 

Chap. 6

• circadian rhythm: daily biological rhythm, sleep-wake cycle
• what is the major chemical in marijuana? tetrahydrocannabinal 
• explain why Sigmund Freud became disenchanted w using cocaine: potentially addictive
• what is the relationship btwn alcohol consumption & aggression? positive (^ = ^)
• which drugs are involved w the majority of suicides? alcohol 
• how does hypnosis affect memory? promotes false recollections, more susceptible to suggestion
• what is the role of nicotine on the body? mimics action of acetylcholine- increasing heart rate & blood pressure, reducing fatigue, & improving cognitive performance, & producing muscular relaxation

Chap. 7

• what is the relationship btwn motivation & emotions? tightly related, share experience of subjective feelings, similar processes & brain structures, overlapping characteristics
• describe an effective weight loss plan: sustainable lifestyle changes, healthier eating, exercise
• according to textbook, which quality of happiness is listed at the top of the list by the major of people? intimacy
• describe self-actualization: state of having fulfilled your potential
• what is a major advantage of emotions? produce arousal -> action -> can be life-saving
• how do the right & left hemispheres play a role in processing emotions? activity in left hemi. correlates w experience of positive emotions while activity in right hemi. correlates w negative emotions
• display rules: cultural norm that specifies when, where, & how person should express emotion

Chap. 8

• learning: relatively permanent change in behav. due to experience
• application of-

UCS: stimulus elicits response w/o prior experience
UCR: response to unconditioned stimulus
NS: neutral, new stimulus introduced
CS: ^same stimulus, event whose significance is learned through classical conditioning
CR: same response as USR, learned through classical conditioning

• describe distinction btwn classical & operant conditioning: classical: association btwn 2 stimuli. operant: behavior associated w consequences
• describe observational learning: ability to learn from watching others 
• describe Edward Tolman's experiment w rats in mazes: rats explore mazes w/o food reinforcement. when food was placed in goal boxes of mazes, unreinforced rats performed as well as rats that had been reinforced all along. rats' ability to learn in absence of reinforcement= latent learning
• what is token economy? systerm of behav. modification, reward good behav. w "tokens", increase frequency of desirable behav.
• explain systematic desensitization: type of counter conditioning in which people relax while being exposed to stimuli that elicit fear

Chap. 9

• memory: ability to retain knowledge
• what is the correct order of the process of memory? encoding--> storage--> retrieval 
• identify Atkinson & Shiffrin model of memory- correct order: sensory input --> sensory memory --> short term--> long term
• describe levels of processing theory: depth of processing (shallow--> deep) applied to info that predicts ease of retrieval
• describe state-dependent memory: cues from internal physiological states retrieve memory
• memory reconstruction: rebuilding of memory out of stored elements
• which method is mostly used for measuring the retention of material in long term memory? method of savings- compares rate of learning material the first time to rate of learning same material a second time

Chap. 11

• describe fetal alcohol syndrome: produces abnormality & cognitive/behavioral probs
• list in order the sequence of motor development in infancy: head to toe: muscle of neck to look around & shoulders --> torso to sit --> crawl --> leg muscles to support weight standing --> improve movement & coordination to jump, hop, etc. midline: bat at toys above crib --> grasp any object --> release objects
• describe results of Harry Harlow study of rhesus monkeys & attachment: mother's ability to provide contact comfort is critical in forming a strong attachment 
• describe authoritative parenting style: high support & regulation
• describe Erikson's theory of psychosocial dev.- identity & intimacy: 

birth- 18 mo.: trust vs. mistrust- child views world as safe/dependable place

18 mo.- 3 yr.: autonomy vs. shame/doubt- begins to explore, independence

3 yr.- 6 yr.: initiate vs. guilt- begins to act on the world, sense of responsibility

6 yr.- 12 yr.: industry vs. inferiority- pride & competence, self confidence

adolescence: identity vs. role confusion- "who am i?". failure to achieve leads to probs w next stages

young adulthood: intimacy vs. isolation- sense of connectedness, stable/intimate relationships

midlife: generativity vs. stagnation- "put back" energy into family/work/community

late adulthood: integrity vs. despair- self-acceptance/calm & meaningfulness in life

• what is the current research on teen drug use & teens spending time w parents? less time w parents --> more likely to go to substance abuse
• describe effects of mothers' using alcohol, tobacco, marijuana, or cocaine during pregnancy: risk for premature birth & baby being underweight

Chap. 12

• personality: characteristic patterns of thinking, feeling, & behaving
• describe Freud's theory of personality dev.- psychosexual stages: 

oral stage: (birth-1 yr.) pleasure obtained by sucking

anal stage: (1 yr.-3 yr.) conflict btwn child's ability to eliminate wastes at will vs. societal expectations of toilet training 

phallic stage: (3 yr.- 6 yr.) Oedipus & Electra complexes (develop sexual feelings for parent of opposite sex & suppressing it) --> identification w same-sex parent

latency stage: (6 yr.- 12 yr.) focus on internalization of society's rules

genital stage: (12 yr. +) focus on adult sexual interests & behaviors

• describe Big 5 & its impact across diverse cultures: trait theory, identifies 5 main characteristics that account for the majority of individual differences in personality

Openness

Conscientiousness

Extroversion

Agreeableness

Neuroticism 

impact across diverse cultures: personality traits represent universal human characteristics

• describe the self & the role of the environment in shaping it: self: patterns of thought, feelings, & actions we perceive in our own minds. shapes & shaped by social environment
• describe self-esteem: judgement on value of self 
• describe influence of shared & non-shared experiences in personality dev.: environmental experiences affect all members of family/group but non-shared experiences only affect single indiv. creates variation seen in population's personality
• what is an advantage of personality inventories? large #, quickly, inexpensively

Chap. 13

• how do we usually make quick assessments of others? focus on subset of traits instead of trying to sum up the entire person
• just-world belief: assume good things happen to good people, & bad things happen to bad people
• stereotypes: simplified set of traits associated w membership in group/category
• describe the "jigsaw" classroom experiment: designed to reduce racial tensions in newly segregated school districts, children in groups are assigned part of an answer that group needs to learn --> interdependence, listening, & helping each other
• how do people choose friends & romantic partners? proximity, similar attitudes, race, religion, values, ethnicity, education, age, etc.
• describe the bystander effect: decreased likelihood of helping others as # of bystanders increase
• "mere-exposure effect": repeated exposure increases liking 

Chap. 14

• why is labeling an indiv.'s behav. & mental processes important? deciding if they're abnormal is the 1st step to labeling the disorder & providing treatment
• abnormal behav.: behav. that's not typical, usual, or regular
• describe bipolar disorder: mood disorder- alternating pds. of mania & depression
• describe someone more prone to dev. depression: younger, female, alcohol use, recent loss of important relationship, genetic predisposition, lower socioeconomic status
• describe someone who might "intend" to commit suicide: women, Native American, single
• antisocial personality disorder: lack of remorse, empathy, or regard for social rules
• why have autism rates increased over the past 2 decades? increased awareness among parents & healthcare providers, relaxed application of diagnostic criteria
• what is the role of genetics in schizophrenia? genetic predisposition, enlarged ventricles

Chap. 15

• psychotherapy: treatment designed to improve symptoms of disorder through convo.
• describe an ideal client for group therapy: feels isolated/ostracized 
• what is the benefit of group therapy? cost-effectiveness, hope to members seeing others make progress, decreases sense of isolation
• what is a challenge faced by family therapists? maintaining confidentiality
• how has managed care affected treatment for psychological disorders? treatment length, frequency, type, etc. managed by untrained (insurance companies)
• what is the most popular method for treating major depressive disorders today? meds
• who is credited w being the first person to use "talk therapy"? Sigmund Freud
• what discovery led to a traumatic decrease in hospitalization in the U.S. btwn 1955-2000? phenothiazines to treat schizophrenia

Chap. 16

• stress: emotional state resulting from perception of threat & danger
• stressor: stimulus that serves as a source of stress
• describe General Adaptation Syndrome: Han Selye's 3 stage model for an organism's response to stressors: alarm reaction (when 1st perceiving stressor) --> resistance (body tries to balance arousal & calm) --> exhaustion (if lasts long time, low strength & energy)
• describe Holmes & Rahe scales: predict vulnerability to physical illness & psych. disorder
• describe effects of cumulative stress on an indiv.: adds up & feels as if something larger
• describe role of stress on immune sys.: short- term: can be beneficial. long term: more illnesses, disease vulnerability
• describe type A personality & relationship w heart attacks & strokes: competitive/workaholic= more susceptible to heart disease. pattern of interpersonal hostility, suspicious, angry, resentful --> heart probs

Hoi Cho | 2015

Nov. 22-27 | Week Vlog.

Chapter 16: maintaining wellness

• according to the survey conducted by the American College Health Association, 25% of college students reported that stress has had a negative effect on either a test or course grade
• dietary substance that is linked to higher stress levels= caffeine
• stress' 2 biggest sources: life events & daily hassles
• handling stress:

-be in good physical & mental shape

-get adequate sleep

-modify your lifestyle (identifying parts of your life that don't serve you well, plan to change, carry out plans)

-reward yourself when achieve small goals

-keep payoff in mind

-laugh

-pray/meditate

-yoga

-practice a hobby

-get a massage

-deep breathing

• depression is diagnosed more in women than men
• depression is one of most common psychiatric disorders in U.S.
• warning signs of suicide:

recent loss & inability to let go of grief

change in personality

withdrawal/sadness/apathy

self-hatred

changes in sleep patterns (too much/too little)

change in eating habits (too much/too little)

"i might as well end it all", "i want to kill myself", etc.

preoccupation w death

• nutrition & weight management suggestions:

eat less red meat, butter, white rice, white bread, sweets

eat plenty of fruits & vegetables

actual fruit instead of fruit juices (contain a lot of sugar)

avoid fried foods & foods w a lot of fat & sugar

eat nuts & legumes & beans

watch portion sizes

eat breakfast (can jump start metabolism)

check nutrition labels (strive for diet w only 20% fat)

• freshmen 15: term for weight that freshmen in college gain during 1st semester
• eating disorders:

-anorexia: self-induced starvation, extreme preoccupation w food, body weight less than 85% of healthy weight

-bulimia: cycles of bingeing (eating a LOT of food) then purging (vomiting/abusing laxatives/exercising excessively/ fasting)

signs: 

intense fear of gaining weight

restricting types of food like ones w fat

weighing less than 85% of recommended weight

stopping/not getting monthly menstrual period

seeing body as fat even though it's underweight

overexercising

secrecy about food

denial of problem w eating

• numerous studies indicate that about 75% of traditional-age college students have engaged in sexual intercourse at least once
• STIs (sexually transmitted infections) spread through genital contact but sometimes can be mouth-to-mouth or mouth-to-genital contact
• many women don't show symptoms (considered asymptomatic)
• HPV (human papillomavirus) is particularly common STI
• if sexually active, talk to partner about protection against STIs & unwanted pregnancies
• (latex rubber/polyurethane) condoms are a contraceptive & protect against spread of STIs
• 50% of college students reported helping a drunken friend in the past year
• five or more drinks for males and four or more drinks for females on a single occasion is considered heavy drinking, which is sometimes called binge drinking
• heavy drinking --> increased risk of poor test performance, missed classes, unlawful behavior, violence, memory loss, drink driving, regretful behavior, vandalism, negative effect on academic performance, social relationships, decision making, & health
• social smoking: smoking done only when hanging out w friends, drinking, or partying
• 3 classes of commonly abused prescription drugs: 

-opioids: block transmission of pain messages to brain (morphine, codeine, vicodin, etc.)

-central nervous system depressants: can be useful in treating anxiety & sleep disorders UNDER A DOCTOR'S CARE. larger doses--> drug tolerance, if stop taking drug, brain activity can rebound & race out of control --> seizures & other (valium, librium, xanax, etc.)

-stimulants: enhance brain activity, increase in alertness, elevated blood pressure, increased heart rate (ephedrine, ritalin, dexadrine)

• 5 most common illegal drugs:

-marijuana: effects can linger 3-7 days, long term use- risk of lung infections & cancer

-ecstasy (MDMA): synthetic drug, effects can last 4-6 hours, depletes serotonin, heavy users experience obsessive traits, anxiety, paranoia, sleep disturbance

-heroin: highly addictive drug with the potential to be more damaging and fatal than other opiates, body develops tolerance on 1st use, can be injected, smoked, or snorted. users of intravenous drugs can develop collapsed veins, infection of heart lining, etc.

-cocaine: heightens senses, highly addictive, feel tired & unmotivated & find it impossible to sleep during the crash 

-methamphetamine: "meth", easy to make, produce euphoria, enhanced wakefulness, increased physical activity, decreased appetite, chronic use can lead to psychotic behavior, intense paranoia, hallucinations, rages & violent behavior

Chapter 15: appreciating diversity

• diversity: variations in social & cultural identities among people living together
• multiculturalism: ACTIVE process of acknowledging & respecting the diverse social groups, cultures, religions, races, ethnicities, attitudes, & opinions w/in a community
• many of our beliefs come from personal experience & reinforcement
• stereotypes: an oversimplified set of assumptions about another person or group
• more likely to develop stereotypes if you have negative experiences involving members of a group
• types of diversity: age, religion, physical ability, gender, sexual orientation, etc.
• ethnicity: affiliation assigned to group historically connected by common national heritage or language
• culture: aspects of group of people that are passed on or learned (traditions, beliefs, etc.)
• race: refers to biological characteristics shared by groups (skin tone, hair texture, facial features, etc.)
• in the fall of 2007, nearly 37 percent of American college students were twenty–five years of age or older
• age diversity= opportunity to learn from others who have diff. life experiences
• if someone has disability, treat them w respect, just like you would treat any student
• gender studies courses could open up new ways of thinking about male & female characteristics, attributes, & identity as they relate to your world
• inclusive curriculum: offers courses that introduces students to diverse people, worldviews, & approaches
• education about diversity can increase problem-solving skills (diff. perspectives), positive relationships (common goals, respect, appreciation, commitment to equality), decrease stereotyping, & promo development of more in-depth view of world
• service & volunteer organizations: connections to individuals interested in similar causes, provide link to social pipeline, camaraderie, & support & committed to community

examples: fraternities &sororities

• career/major groups: can make contacts in field that could lead to career options
• political/activist organizations: political affiliations/causes, provide debating events & forums to address current issues/events
• special-interest groups: events highlighting specific interests/talents 
• biases: tendency to hold certain perspective when there are valid alternatives
• discrimination: act of treating people differently bc their race, ethnicity, gender, socioeconomic class, etc. rather than on merits
• prejudice: preconceived judgement/opinion of someone based not on facts or knowledge ex. prejudging someone bc their skin color
• student run organizations can provide multiple avenues to express ideas, pursue interests, & cultivate relationships
• hate crime: any prejudicial activity and can include physical assault, vandalism, and intimidation
• religious diversity has been central to the American experience since our colonial origins
• successful college students have skills in understanding, appreciating, & embracing diversity

well, it's the morning after thanksgiving break & i woke up freezing. my hair was a mess since i got home & went to sleep last night after hoi cho (the thanksgiving festival at my church that i will blog about at a later date). it was time for a bun day. usually i leave my hair down bc it's impossible when it comes to buns. every time i try, it gets messed up or falls out. but finally, i got it. i also decided that it was too cold so i put on a sweatshirt, leggings, & the new scarf that my mom gave me. 

clear lens hipster glasses
faux septum piercing (either forever 21 or hot topic???)
army green scarf w black pattern (some booth at hoi cho where mom found it)
wet n wild's "lady and the vamp" balm stain (5 below)

army green scarf w black pattern (some booth at hoi cho where mom found it)
dark gray sweatshirt
black & white tribal print leggings (wet seal)
black boots

Chapter 14: establishing & maintaining relationships in college

• build relations w college instructors: basis is mutual respect
• what your instructors expect from you: come to class, do assigned work, listen, participate, think critically about course material, persist, honesty
• instructors who know you well can write letters of recommendation
• academic freedom: unlimited freedom of speech & inquiry granted to professors to further advancement of knowledge as long as human lives/rights/privacy are not violated
• if things go wrong btwn you & instructor:

1. ask for a meeting to discuss problem
2. go to administrative ladder, starting at the bottom

• in class, get at least 1 person's contact info so that you won't be lost in class
• don't get lost in social media & let it interfere w academic success & well-being
• relationships in college: many opportunities & different choices
• don't marry before you & partner know for sure who you are & what you want in life
• college students change life goals & outlook a lot which can negatively affect relationships
• breaking up- explain feelings & talk it out, do it cleanly & calmly, be mature
• don't get involved w your boss, professor, subordinate, etc.
• marriage/parenting + college = hard
• establish good relationship w parents by being aware of their concerns
• find a comfort zone/niche in college to feel comfortable
• don't overextend yourself when it comes to campus activities
• service learning combines coursework w outside work in a community w goal of teaching civic responsibility & strengthening  community
• protect your privacy online by not oversharing, restrict photos to friends only, etc.
• a roommate doesn’t have to be a best friend, just someone with whom you can comfortably share your living space while in college
• academic freedom allows you to express your own differing opinion
• seek help from campus's counseling center if you find yourself having relationship problems
• co-op programs: allow students to work in field of study while enrolled in college, offer valuable experiences & preview of what work in the field is like
• you may need to take responsibility for some things that you previously relied on your parents for
• 10% of first-year college students have difficulties getting along with roommates
• helicoptor parent is a term coined by instructors and administrators to describe parents who exhibit hovering behaviors like trying to make decisions for a student or wanting to know what they are doing every minute of the day

Chapter 13: managing your money

• budget: spending plan that tracks all sources of income & expenses during a set pd. of time
• creating a budget:

1. gather basic info: learn more about income & spending behaviors, how much $ is coming in & when? write it all down, track spending for a couple of weeks, record every bill & purchase
2. build a plan: make columns of income, expected cost, & actual cost
3. do a test run: use budget plan to see how things go
4. make adjustments: improve budget, reallocate funds

• fixed expense: will cost you the same amount every time you pay it
• variable expense: one that may change
• recognize difference btwn needs & wants: need= something you must have, wants= goods, services, experiences. NEEDS BEFORE WANTS.
• live w others & share costs
• consider pros & cons of living closer to campus, to save gas, time, etc.
• use lost-cost transportation
• seek out discount entertainment options- student discounts
• embrace secondhand goods
• avoid unnecessary fees
• types of financial aid:

-need based scholarships: based on talent (past accomplishments, sports, arts, potential, etc.) & financial need, don't have to be repaid
-merit scholarships: based on talent but not necessarily financial need, don't have to be repaid
-grants: based on financial need, don't have to be repaid, students meed academic qualifications for grants by being admitted to college & maintaining acceptable grades
-work study: for students w financial need, job at the school
-student loans: best option is subsidized federal student loan

• subsidized federal student loans: backed by gov., interest paid on your behalf
• unsubsidized federal student loans: require you to make interest payments while you're enrolled
• ^if not, interest is added to amount you owe (capitalization)
• parent loan for undergraduate students (PLUS) loans: applied for & owed by parents, disbursed directly to students, higher interest
• private student loans: stricter credit requirements, higher interest than federal loans, interest payments begin immediately
• to qualify for aid, fill out FAFSA (free application for federal student aid) 
• to avoid losing funding, meet grade requirements, complete courses, & finish degree on time
• file for financial aid every year
• meet filing deadlines
• credit score: numerical representation of your fiscal responsibility derived from credit report w info about accounts in your name
• w a credit card, don't just make minimum payment bc the remaining balance will be charged interest
• don't use credit card to fund a lifestyle you can't afford
• debit cards are good form of constraint on your spending 

Chapter 12: making the right choice for majors & careers

• today's economy: global, unstable, innovative, boundaryless, customized, & fast
• you are solely responsible for your career
• to advance career, you must accept the risks that come w employment & plan for the future
• college degrees do not guarantee employment
• Patrick Coombs, author of Major in Success, recommends that you choose a major that you are passionate about
• commitment to lifelong learning will help keep you employable
• co-curricular experiences; learning occurring outside of classroom, through on-campus clubs, groups, co-op programs, internships, etc.
• outsource: contract out jobs to external organization to get lower costs
• Holland developed a number of tools & concepts that can help people organize their various dimensions to identify potential career choices
• ^personality types:

-Realistic: concrete, down-to-earth, practical; competitive/assertive behavior; interest in activities w motor coordination, skill, & physical strength; action > verbal/interpersonal; like taking concrete approach to problem solving instead of relying on abstract theory; interested in scientific/mechanical areas
-Investigative: analytical, rational, logical; value intellectual stimulation/achievement; prefer to think > act, organize/understand > persuade; interest in physical/biological/social sciences; not people-oriented
-Artistic: creative, innovative, independent; value self-expression, relating w others, emotionally expressive; dislike structure, interested in cultural/aesthetic
-Social: kind, caring, helpful, understanding; value helping & making contribution; use strong speaking skills to teach/counsel/advise; drawn to close interpersonal relationships
-Enterprising: assertive, risk taking, persuasive; value prestige, power, status; supervise, lead, direct, persuade, interested in people & achieving organizational goals
-Conventional: neat, orderly, detail oriented, persistent; value order, structure, prestige, status; high self control; not opposed to rules & regulations, skilled in organizing, planning, scheduling; interested in data & people

• factors that affect career choices: values (your important beliefs), interests, skills (ability to do something well), aptitudes (inherent strengths), personality, life goals & work values
• your personality makes you who you are- can't be ignored when making career decisions
• explore a number of career possibilities & academic majors
• get involved w volunteer work & student organizations
• follow you passion, do what you love
• at one time, organizations provided structured ladders that employees could use to advance to a higher professional level within a company but not anymore
• internship: valuable hands–on experience in a career, learn the nature of the industry & daily routines
• content skills: cognitive, intellectual skills, acquired as you gain mastery in a field; includes writing proficiency, computer literacy, foreign language skills
• transferable skills: general skills, apply/transfer to variety of settings; oral & listening abilities, leadership skills, critical thinking, problem solving, etc.
• competencies:

-integrity: act in ethical manner

-innovation: evaluate/synthesize/create knowledge that will lead to new products/services

-initiative: recognizing need to take action

-commitment: love to do it & are willing to learn on own initiative

• students who work paid jobs more than 15 hrs a week have lower college success chances
• work-study aware: form of federal financial aid, covers portion of college costs in return for on-campus employment
• 2 types of resumes: chronological format, or organized by skills
• behavioral interview: questions you about past experiences & how they helped you learn & grow, assesses your skills & behaviors
• interviewing: do mock interviews to get comfortable, dress appropriately

Gratitude.

I am thankful for..

1. the chance to wake up & experience another day
2. my family
3. my church & youth group
4. Jason & Paul
5. my beautiful home/wonderful room
6. having delicious food to eat
7. having a mom to make that delicious food
8. safety & security

once in a while, it's good to reflect on the things that you're grateful for, 

so that you can better appreciate the good things in life. 

find your balance | lokai

everyone's been obsessed w Lokai bracelets & guess who finally got one? 

my brother, sister, & i ordered them & they're finally here & i really liked the message that the bracelet comes w.

post your photo w #livelokai or post to http://mylokai.com/

the white bead is for life’s highest moments & the black is for life's lowest/most difficult moments.

Lokai's message says that when you hit a high, "stay grounded by sharing your success" & when you hit rock bottom, "gain perspective by helping others". they donate 10% of their net profits to their partners (linked): Susan G. Komen, World Wildlife Fund, Best Buddies, charity: water, Cure Alzheimber's Fund, Pencils of Promise, Music Beats Hearts, American Himalayan Foundation, Bent on Learning, & Kind Campaign.

there are different designs such as classic (clear), blue, red, pink, & wild (camouflage)

*the one thing about the Lokai bracelets that i want to caution you of is that they were smaller than i expected. make sure you know for sure if you fit a S, M, or L, bc my brother got me a S & it's tight when i try to put it on but it fits my wrist (so don't get a small unless your wrist is scrawny like mine or smaller!!)

KVH Lock-In | 2015

 on friday afternoon, i headed over to church for the tntt lock-in.

it was a weekend (friday afternoon-saturday) of good fun, good food, good lessons, good good good.

we were graced w the presence of the lo duc band, as well as some SEAS members.

we had praise & worship, which is one of the best things, in my opinion. song after song of faith, hope, & love- always a blessing to get to jam out w the kids from TNTT.

"Blessed are the pure in heart, for they shall see God." Matthew 5:8.

plaid hoodie flannel (ross)
black beanie (zumiez)
black leggings (wet seal)
brown fur ankle boots (ross)

Texas weather is a tricky thing to work around. last week, it was 59 degrees in the morning when i woke up & 86 when i got home from school. i wear jackets or sweaters to keep warm, only to be too warm by the end of the day. the struggle is real but i love a good outfit too much to not wear it. so this outfit was born the second that i bought the flannel & boots at ross. my sister & i were adventuring & went into ross just bc it was close & i found the flannel hoodie thing for $13. i've always wanted one but usually they're like, $25-$30 at the usual places that i go, so of course i had to get it. the boots were $25 but i thought that was ok considering i've been wanting combat boots for the longest time & those are $50-$60 so i settled for these instead. my sister was already telling me to wear black leggings w them & the beanie was added bc my hair was a mess. now that it's getting a bit cooler out, it's going to be sweater weather! i realize that sweater weather usually starts in Fall, but not in Texas!

Chapter 11: developing library, research, & information literacy skills

• info. literacy: ability to find, interpret, & use info to meet your needs

-computer literacy: electronic tools, conduct inquiries & present info
-media literacy: think critically about tv, film, ad, radio, book, internet, etc.
-cultural literacy: knowing what's going on around you

• sorting: process of sifting through available info & selecting what's relevant
• be info. literate:

1. know how to find info you need
2. learn how to interpret the info
3. have a purpose

• determine nature & extent of info needed: what info do you need & potential sources
• access info effectively & efficiently: search strategies, organize notes 
• evaluate info & sources critically: reliability & usefulness
• incorporate info into knowledge base & value system: validate/understand/interpret info
• use info effectively to accomplish specific purpose: plan, revise, communicate results to others
• access & use info ethically & legally: etiquette to copyright & intellectual property
• repeating info from different sources w/o interpreting puts you at risk of plagiarism

• if given a general/broad topic, narrow it down first
• use the library: has books, computers,databases, librarians who know MLA/APA/other format
• electronic resources: online catalogs, periodical databases, World Wide Web
• library catalogs: what is available, abstracts, where it is, put on hold
• periodical databases: search articles, newspapers, magazines, journals

• be resource saavy:

-use Help or FAQs
-write topic as question
-Boolean operators: "and", "or", "not" (a way to help limit the number of hits)
-use different terms/synonyms
-limit search by date, language, journal name, full text, etc.
-expand search if not many hits

• avoid plagiarism: don't procrastinate, add URL to notes if researching  online, use footnotes
• relevance: is it introductory/basic, definitional/descriptive, analytical, comprehensive, current?
• authority in authors: academic degrees, institutional affiliations, established record of researching &publishing on topic, personal experience 
• signs of source bias: overly positive or harsh language, hints of agenda, stubborn refusal to consider other POVs
• synthesis: combining separate info & ideas to form more complete understanding
• use someone else's exact words or ideas, must give person credit
• Modern Language Association- book on how to cite sources

Chapter 10: writing & speaking effectively

• "The act of writing gives the teachers a window into the mind of the student" -William Zinsser
• your writing shows your professors how well you think & understand concepts
• Peter Elbow - we should free write (writing the way that you speak) don't think about grammar or punctuation or editing, just write
• getting started is what blocks students from approaching writing 
• being writing the day you get the assignment, even if for just 10 or 15 min.
• electronic communication lacks vocal inflection, visible gestures, & a shared environment

• exploratory writing: helps first discover what you want to say. private & used as series of steps toward a published work
• explanatory writing: "published", others can read it

• writing process:

1. prewrite/freewrite: idea stage, prepare to write, let thoughts flow, plan, research, outline
2. writing/drafting: convert exploratory writing into rough draft of explanatory 
3. rewrite/revise: polish work

• thesis statement: short statement, defines purpose of paper
• speaking: accentuate the positive, rely on wit, keep speaking

• 6 fundamental speaking steps: 

1. clarify your objective: what do you want to accomplish?
2. analyze your audience: what does the audience already know and want/need to know about the topic? who is the audience & how do they feel about the topic?
3. collect & organize your info: build, select, & arrange your info
4. choose your visual aids: chart, video, poster, etc. make it easy to follow, eligible, big enough to see, explain them clearly; when you have visual aids, listeners can absorb 35% more info
5. prepare your notes: minimal outline, rehearse in advance, number them
6. practice your delivery: rehearse aloud

• let hands rest comfortably at sides & you'll use hand gestures without knowing
• make eye contact, pay attention to rate of speaking, pitch, & volume of voice, project confidence

• GUIDE method:

Get your audience's attention: relate, state topic's significance, arouse curiosity, joke, tell story
"YoU"- don't forget yourself: don't play a role, be yourself
Ideas, ideas, ideas: list of all possible points you can make, choose most crucial points, use examples, statistics, & testimonies
Develop an organizational structure: chronological, problem-solution, pro-con, etc. begin w most important ideas, smooth transitions
Exit gracefully & memorably: summarize main points, conclude confidently

• PREP(aration) formula:

Point of view: what you think
Reasons: why
Evidence/examples: specific facts or data to support
Point of view, restated: conclude

• take time & effort to develop writing/speaking skills
• understand differences btwn formal & informal communication

Nov. 8-14 | Week Vlog.

Motivation and Emotion

Emotion: combo of arousal, physical sensations, & subjective feelings, occurs spontaneously/ automatically in response to envir. stimuli
Motivation: arouses, maintains, & guides behavior toward a goal; begins w stimulus (external or internal)

• relationship btwn them: tightly related, both subjective, similar processes & structures in brain, overlapping characteristics

Mood: more general than emotion, can feel different emotions while in a certain mood
Homeostasis: steady internal balance/equilibrium
Set point: value that is defended to maintain homeostasis

Drive: state of tension & arousal triggered by cues important for survival --> action --> drive Reduction: state of relief & reward by removing tension & arousal from state of drive
Incentive: reward, pulls behaviors in particular direction

• drive = push, incentive = pull

Intrinsic rewards: reward arises from w/in, ex. goal is met/feeling of accomplishment
Extrinsic: reward from outside, ex. money/praise

Hunger

• internal cues: body needs nutrients
• external cues: smell of food, time of day
• glucose: type of sugar, plays role in hunger levels
• glucose levels positive relationship w insulin <-- released by pancreas
• insulin moves glucose from blood into cells
• low levels of stored fat = hungry
• body monitors fat stores by leptin: hormone secreted by fat cells, help body maintain appropriate level of stored fat 
• fat stores & leptin = positively correlated
• low fat stores --> activate parasympathetic (autonomic nervous sys.) --> metabolism slows
• feeding stimulated by ghrelin & orexins
• satiety: feeling full

exam #2 review | ch. 11, 12, 13, 14

Chapter 11:

• interpersonal conflict: btwn 2 or more people
• functional conflict: develops a clearer understanding of needs, attitudes, or beliefs

• DESC scripts: strategy for expressing feelings/understanding others

Describe (why situation troubles you, as specifically/objectively as possible)
Express (how you feel about situation. "I", "me", "my")
Specify (how you'd like to see it resolved)
Consequences (of changing/not changing situation)

• pseudoconflict: situation that gives an appearance of conflict even though it's not actual conflict (ex. misunderstandings, lack of clarity)
• content conflict: conflict revolving around a matter of fact
• compromising style: style of resolving conflict, middle range btwn assertiveness & cooperativeness 
• social learning theory: we learn at least some of what we know by observing others & modeling the behaviors that we have observed

• a conflict free relationship is not healthy

True, lack of conflict is not real & can contribute to a relationship becoming dysfunctional

• some interpersonal conflicts take on a life of their own w participants unable to control them

False, people can learn to control how they respond to conflict

• some interpersonal arguments are less destructive than others but all of them have negative consequences

False, conflict can have positive consequences

• movies & video games have powerful influence on how we learn to deal w conflict

True, they give us models of people engaged in conflict, affecting our attitudes toward conflict & how we prefer to resolve it

Chapter 12:

• abdicrat: one who has little need to control another
• autocrat: one who has a great need to control/dominate others

• happy people live longer than unhappy people

True, happy people live up to 35% longer than those who report being unhappy

• as time passes, passionate love increases

False, partners in developed relationships express passion in "sparks & spurts" 

• "what's up" is a question that opens a communication channel btwn 2 people

True, asking it functions as a conversation opener 

• by talking about my friends instead of our friends, partners are able to bond more easily

False, talking about my instead of our friends, partners enter the differentiating stage of relationship

• less talk about fewer topics increases a relationship's strength

False, less talk about fewer topics is a sign of a deteriorating relationship

• Maslow's hierarchy of needs: Abraham Maslow's pyramidal hierarchy of human needs

• intimacy: measure of closeness; sustained feelings of closeness & connection
• latent intimacy: feelings of intimacy or connection not directly apparent to others
• nascent friendship: rules & regulating interaction are worked out, hanging out more, 4th stage of Rawlin's 6 stages of friendship
• task attractiveness: relationship attractor where you enjoy working together

Chapter 13:

• self disclosure: willing sharing of info about the self w others

• self disclosure involves willingly revealing private info about ourselves to another

True, when we self-disclose, we share personal info that the other person wouldn't have known

• self disclosure carries no risk

False, self disclosure can leave the disclosing person more vulnerable

• when disclosures occur too early in a relationship, the other person might feel uncomfortable

True, premature disclosures may lead to relationship discomfort

• intimacy & self disclosure are positively related

True, coming to know another better increases feelings of closeness

• relationship breadth: aspect of relationship measured by how many topics the parties discuss
• relationship depth: aspect of relationship measured by how central the topics discussed are to the self-concepts of the individuals involved & how much the parties are willing to reveal about themselves & their feelings
• social penetration theory: states that relationships typically begin w relatively narrow breadth & depth & develop over time
• relational dialectics theory: pushes & pulls partners feel toward integration vs. separation, stability vs. change, & expression vs. privacy (conflicting forces)

Chapter 14:

• systems theory: an approach to communication that stresses interaction of all elements in a communication network

• reflective thinking framework: problem solving system designed to encourage critical inquiry

1. what is the problem?
2. what are the facts of the situation? (analyze the problem)
3. what criteria must an acceptable solution meet?
4. what are possible solutions?
5. which is the best solution?
6. how can the solution be implemented?

• fewer than half of all Amer. families include a married couple

True, single or cohabiting adults now head more than half of all U.S. households

• if a family has more than 2 people, then its members live in triangles

True, a triangle is a pair plus another person

• mindguards facilitate groupthink

True, mindguards protect the leader from receiving dissenting info

Nov. 1-7 | Week Vlog.