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https://oercommons.org/courseware/lesson/109339/overview	https://docs.google.com/document/d/1mIpePc1qITpiqHGdqmVeiBAoHqWeDKLBOqZuTAJzshI/edit#heading=h.gjdgxs https://docs.google.com/document/d/1Y7rgr4iZncF4V5Oj8gUfavqBdieTefE3VOjS_WqG3sw/edit#heading=h.gjdgxs https://docs.google.com/document/d/1yQG8ouqi3v9mSMKN5ArTKW9C40j1n_C33UJymKhK51M/edit myBlueprint Learning Styles Activity myBlueprint Portfolio Activity MyBlueprint Overview This module is intended to support middle school, high school and college students to explore the different features of myBlueprint Education Planner. In this moduel, learners can learn about myBlueprint and its numerous uses in in-person and online classrooms. It includes an introduction section, a navigation menu section, Who Am I section and a section about how to create a digital portfolio. Each section has an embedded tutorial that walks the learners with all the steps and information needed. Introduction The Edmonton Public School Board aims to implement Myblueprint as part of Career and Technology Studies as per the Alberta Program Studies, mainly for junior and high school students. MyBlueprint is an online education and career planning platform that provides tools and resources to help individuals plan their educational and career paths. It is commonly used in schools, universities, colleges and educational institutions to assist students in making informed decisions about their future. The platform typically offers features like interest and skills assessments, course planning, resume building, goal setting, and access to information about various career options. It's designed to help users explore different educational and career pathways and make choices that align with their interests, skills, and goals. MyBluePrint Features Discover yourself Five comprehensive Who Am I assessments help students discover their learning and personality styles, interests, desired knowledge, and motivation factors. Job specific compatibility surveys unlock powerful occupation matches based on real-world tasks to better inform student self-discovery. Track towards graduation and beyond The high school course planner (with optional Student Information System (SIS) integration) allows students to visually plan towards province-specific graduation requirements while instantly discovering their eligibility for every post-secondary pathway in Canada. Explore your opportunities Backward or forward planning with the most comprehensive post-secondary and career databases. Search, filter, and compare local, province-specific information on apprenticeships, programs, and occupations to ensure students make better decisions and are more prepared for the future. Record and share what matters Keep track of important experiences, activities, achievements, skills, and more with highly configurable resume and cover letter builders. Classroom, core competency, or career portfolios (to name a few) help convey student learning with documents, images, videos, and more. Students can then easily share an interactive portfolio link with others. Learn real world skills Understand the basics of money management and improve your financial literacy with actionable budgets, learn how to set and track towards SMART goals, and discover what local employers are looking for with job search tools that provide local, up-to-date listings tied directly to your occupations of interest. Navigation Section The "Navigation Menu Bar" section in myBlueprint is a key feature that helps students move through the platform efficiently and access different tools and resources. Options in this navigation menu include: Dashboard: This is usually the first page you see upon logging in. It provides an overview of your progress, recent activities, and any important notifications. Tasks: Complete tasks year to year to build a comprehensive career plan. You can ear points by completing tasks. Class Activities: Complete customized activities and assignments by your teacher. Goal Setting: This section might allow you to set both short-term and long-term goals related to your education and career. Portfolios: It may provide a space for you to store and showcase your accomplishments, such as awards, projects, volunteer work, etc. Explore Interests-Who Am I: This section might allow you to explore different careers based on your interests, skills, and preferences whilst doing the Meyyers Brigg personality assessment. It could include assessments or quizzes to help you identify potential career paths. High School Planner: This section might help you plan your high school courses ,track your progress towards graduation, and post-secondary elgibilty for apprenticshep on an interactive checklist. Post-Secondary Planner: This could assist in exploring different post-secondary options (colleges, universities, trade schools, etc.) and planning the necessary steps to get there. Work: Allows you to explore the database of thousands of occupation profiles such as job duties, required education, salary ranges and more; it also helps you create and customize your resume, making it easier to apply for jobs or college programs; and craft a cover letter, providing prompts and templates to ensure that key information is included. Money and Budgets:This tool helps users create and manage a budget, track income and expenses, and set financial goals. Guides: This section offers many tools on career planning and resources. Attribution: Video 1: "Explore the Navigation Menu Features myBlueprint Tutorial"by Hiba Rustom is licensed under CC BY 2.0 Who Am I? The "Who Am I" section in myBlueprint is likely a feature designed to help users explore and understand themselves in terms of their interests, strengths, and preferences. This section typically includes activities and assessments, The Myers-Brigg Assessment, which assesses students on four dichotomies, each with two opposite poles, to help students gain insights into their personality traits, values, skills, and interests, which can be valuable in making informed decisions about education and career paths. You can click on the Who AM I tutorial video to get acquainted with what it entails to complete these assessments. Here's a general overview of what you might find in the "Who Am I" section: Learning Styles Survey: The learning styles survey will help students identify how they learn best and the customer report provides them with a distribution of these learning styles that vary in percentage. For instance, we’ve got the visual, auditory and kinaesthetic learning styles . There is also a study section under each learning style to help students boost their learning such as using flash cards or hands on learning activities. Personality Assessments: Theis survey is based on Myers-Brigg inventory that aims to provide insights into an individual's personality traits. It includes a simple breakdown dichotmies with two opposing poles such as whether students are more inclined to be introverted or extroverted, be detail-oriented or big-picture thinkers, etc. Interest Inventories: These are assessments that help students identify their areas of interest. They may ask questions about hobbies, activities, and subjects that the user enjoys the most. It provides primary and secondary interst rate that coonects intersts with the overall matching interest type to their career perference. Knowledge Survey: The knowledge survey generates results on what learners enjoy learning the most and lists the top three subject areas as well as the career clusters, mainly to refine any earlier occupation matches for valid and reliable results. Motivation Assessments: The motivation survey considers various motivational factors and provide students with what motivates the most to feel happy and successful. Once all these surveys are completed the compatibility survey is unlocked. Compatibility Survey: Once this survey is unlocked, it directs students you to a list of occupations that can be filtered according to education level and career clusters. Students can choose any career they prefer and answer Likert questions from not at all to definitely yes. A progress checklists is found on the Who Am I main Page that shows the rate of progress so far. Attribution: Video 2:"Who Am I MyBlueprint Tutorial" by Hiba Rustom is licensed under CC BY 2.0 How To Build a Portfolio? You can read thoroughly the steps below to create a portfolio as well as watch the tutorial when you click on myBlueprint Portflolio: Log In to Your Account: Start by logging in to your myBlueprint account. Navigate to the Portfolio Section: Locate the "Portfolio" section in the platform's navigation menu. This is where you'll find the tools and features related to creating and managing your portfolio. Create a New Portfolio: There should be an option to create a new portfolio. Click on this to get started. Add Content: Begin adding content to your portfolio. This could include documents, images, links, or descriptions of your work, projects, achievements, or experiences. Make sure to follow any specific guidelines or formats provided by myBlueprint. Organize and Categorize: Depending on the capabilities of the portfolio feature, you may be able to categorize your content into sections or projects. This helps in presenting your work in a structured and organized manner. Add Descriptions or Reflections: For each piece of work or achievement, consider adding descriptions or reflections. Explain the context, your role, skills utilized, and what you learned from the experience. Save and Publish: Once you're satisfied with the content and organization of your portfolio, save your progress. If applicable, there might be an option to publish your portfolio so that it can be viewed by others. Review and Edit: Periodically review and update your portfolio to reflect your latest achievements and experiences. Attribution: Video 3: "How to Create a Portfolio myBlueprint Tutorial" by Hiba Rustom is licensed under CC BY 2.0 Remix Video I have created a remix of two videos already uploaded above with the following attributions: Video 1: "Explore the Navigation Menu Features Tutorial myBlueprint" by Hiba Rustom is licensed under CC BY 2.0 Video 3: "How to Create a Portfolio myBlueprint Tutorial" by Hiba Rustom is licensed under CC BY 2.0 Remix Video is adapted from "Explore the Navigation Menu Features myBlueprint Tutorial" on myBlueprint by Hiba Rustom used under License CC BY 2.0; "How to Create a Portfolio myBlueprint Tutorial" by Hiba Rustom used licensed under CC BY 2.0.	oercommons	2025-03-18T00:37:51.893950	10/14/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109339/overview", "title": "MyBlueprint", "author": "Hiba Rustom" }
https://oercommons.org/courseware/lesson/85700/overview	54_formative_assessments_HJctdav Formative_Assessment_Ideas_QmOeE6P Image Parent Involvement in SPED Special Education Overview This resource is an inquiry project about special education. The History of Special Education The history of special education dates back to 1954 with the court case Brown vs. Board of Education. This case helped children with disabilities and their parents. It helped them to gain human rights at school. After this case ended, a door was opened that allowed parents to sue school districts for discrimination against their child, such as segeration or exculsion of a child with disibilities. Special education has gone through many court cases over the years all the way up to 2015 with the Every Student Succeeds Act in 2015 was to provide all children with a significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps. Resources https://www.everystudentsucceedsact.org/ https://www.wrightslaw.com/law/art/history.spec.ed.law.htm https://www.oercommons.org/courseware/lesson/65047/overview Main Points of Project Topic Special Education is a very broad subject with it's many different aspects. In our Inquiry Project we will be diving deeper into the History of Special Education; Parent Involvement in Special Education; how to understand and respect Culturally and Linguistically diverse childrens' backgrounds and culture; as well as Assessments. Resources https://pterraza.weebly.com/uploads/1/1/1/1/111173997/published/special-education-children-picture-1-orig.gif?1508260107 Purpose of the Project The purpose of this inquiry project is to dive deeper into important educational topics not addressed fully in your coursework. These modules will be open for anyone to search and learn from your project results. You will find guidelines attached and explanations of each required section. You will delete this section and create your OER beginning with the introduction section. Include a reference list for each section. Parent Involvement When teaching special education, it is important to form parent teacher relationships. Much of the time, the children in your classroom will have busy parents with their conflicting work schedules and their time filled home lives. With this in mind, you as the teacher will need to have resources available to keep parents up to speed with what their child is learning as well as having the ability to communicate with their parents directly or via phone or email. In an article post titled, "Special Education and Parent Involvement", Christina Delgado, a Doctor of Education states this, along the lines of defining parent involvement: 1) Define parental involvement: Often times parents and educators have different definitions of what parental involvement encompasses. Special educators and administration need to be clear and set expectations and standards so that all stakeholders understand what is required in efforts to best assist each student. This article goes on to discuss, not only the benefits of parent involvement in special education, but the author also goes on to discuss common barriers that make parent involvement a bit of a challenge as well. Throughout the whole article, the author provides solutions to help overcome these barriers as well as tips on how to confront a parent on being more involved in their child's education at home and in the classroom. In many cases, parent involvement is not always easy or convenient, however, many of these articles show us the ropes on what works and possible solutions when it comes to the challenges of working with students in varying and diverse cultural backgrounds. Resources https://www.specialedusa.com/post/special-education-and-parental-involvement https://www.ag.ndsu.edu/gearupkindergarten/gearing-up-blog/elementarykidswithfatherparentinvolvement.jpg CLD Backgrounds As future educators, we will come across students who have culturally and linguistically diverse backgrounds. Diversity can be powerful in schools. When we are met with this we must learn how to properly support and help our students who come from these backgrounds. Here are some ways we can learn from each other: Understanding and appreciating interdependence of humanity, cultures, and the natural environment. Practicing mutual respect for qualities and experiences that are different from our own. Recognizing that personal, cultural and institutionalized discrimination creates and sustains privileges for some while creating and sustaining disadvantages for others; Access - providing access to a wide range of learning opportunities, activities, settings, and environments Assessments There are many different ways to assess students that do not include a written or multiple choice test. I have attached some links below that will give many different ways to assess students. Keep in mind that all students are different so what works for one student may not work for another. Resources https://www.oercommons.org/courseware/lesson/69394/overview Final Conclusion Throughout this project, we have talked about the history of special education, parent involvement with sped, cld backgrounds, and assessments. In summary, diversity is very important and we addressed some of its aspects throughout. Some of these aspects included having various assessments, respecting and understanding how to best benefit various types of learning levels and disabilities, and encouraging relationships with parents to be able to better connect with students in their also diverse home lives.	oercommons	2025-03-18T00:37:51.924077	Leanna Perkins	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/85700/overview", "title": "Special Education", "author": "Lesson" }
https://oercommons.org/courseware/lesson/103749/overview	IHE SHU Accessibility in OER Implementation Guide Overview In June of 2023, a select team from Siena Heights University participated in a free Accessible OER Academy for Institutions of Higher Education hosted by ISKME and CAST. Participants in the academy were provided with this OER to engage in a Landscape Analysis to uncover key structures and supports to help guide our work to support Accessibility in OER. Our team is using this document as a place to share ideas with others and our own community as we progress as an institution toward increased adoption and incorporation of OER internally and support best-practices in accessibility for all Landscape Analysis for Accessibility in OER in Local Context Part Five: Clarifying questions for Faculty learning and engagement: - What Professional Learning (PL) structures have the best participation rates for our educators? - What PL structures have the best "production" rates for our educators? - What incentive do we have to offer people for participating in learning and engagement? - Who are the educators that would be most creative with accessibility and OER? - Who are the educators that would benefit the most from accessibility and OER? Part Six: Final Probing questions: - What is our current goal for Accessibility in OER and why is that our goal? - Who have we not yet included while thinking about this work? - What barriers remain when considering this work? - What would genuine change look like for our organization for this work? Part One: Initial Thoughts What is your team's initial goal for this series? We have considered developing a few different options as OER: - Interactive SHU Bloom’s Taxonomy Guide - SHU Netiquette Document - Support (stipends) faculty who implement OER in classrooms - Develop training/checklist for accessible and practical OER adoption in the classroom Part Two: Introductory probing questions: - What does accessibility look like in our organization? How do we measure accessibility? - What does OER look like in our organization? How do we measure access to OER? We think of both accessibility and OER as cornerstones to ensuring that we reach our underrepresented students more easily and allow us to differentiate our offerings for different cultures and perspectives. All of this supports our focus on ethics at our institution. Part Three: Clarifying questions for accessibility: - What is the organizational structure that supports accessibility? - Who generates most of the accessibility structures/conversation in our organization? - Where do most educators get support with accessibility? - What content areas might have the largest gaps in access to accessibility? As of 2023, we have a one-person office on campus for our Office of Accessibility. The structure is primarily focused on providing student accommodations and support, but the director is very passionate about empowering other faculty and staff on campus, and we have many in our campus community who take informal steps to support accessibility in their classrooms. We have a formal evaluation process for online classes, and one element of that evaluation is assessing accessibility of online course design. There is room for growth, but we have taken small steps towards formalization. We have also worked with the Office of Accessibility to support development of an accessibility training course for faculty and to coordinate mandatory enrollment in that course for all instructors at the graduate and undergraduate level for our institution. This process still needs some additional structures to be put in place (long term tracking, continuous development for future faculty, etc.), but again, it is a small step in the right direction. Part Four: Clarifying questions for OER: - What is our organizational structure that supports curricular resources? - What is our organizational structure that supports OER? - Who generates most of the curricular resources in our organization? - Where do most educators get support with curricular resources? - What content areas might have the largest gaps in access to curricular resources/OER? Curricular support comes primarily from the Offices of Academic Affairs, especially within the department a program is housed in. We have several faculty-run committees designed to support curricular development, including the Assessment Advisory Committee, Curriculum Committee, and Online Learning Advisory Committee. We also recently hired an Instructional Designer, though we have had several staff members with instructional design experience on staff for some time. Curriculum development is in the hands of faculty with the support of the areas previously mentioned. The hope is that educators will be able and willing to utilize these committees as places to brainstorm and iteratively improve the work that they bring to their classroom with the support of their peers. We have minimal support for access to OERs at the moment. Cursory searches often quickly yield general resources for survey courses, but as learning moves towards more specialized work - niche subject matter or higher-level learning as one might experience in graduate level courses, for instance - finding robust OERs becomes increasingly difficult. Team Focus Identifying and Describing a Problem of Practice The following questions should help your team ensure that you are focusing your collaboration. - What is your Team’s specific goal for this series? You may consider using AEM Quality Indicators for Creating Accessible Materials to help add to or narrow your work. We want to create an OER Training/Workshop & Checklist - What other partners might support this work? Librarian, Instructional Designer, IT/Canvas Administrator, OLAC, SHU Global/Online Instructors, Office of Accessibility, Director of DEI, MICU, Grant/Finance Support, VPAA, Partner Institutions - What is your desired timeframe for this work? FA '24 Implementation for Phase I - How will you include diverse voices and experiences in this work? We will rely on assistance from our office of DEI as well as seeking feedback from a diverse range of colleagues and possibly students as well - Please create a Focus Question that explains your goal and provides specific topics that you would like feedback on. This is what you will share in your breakout groups for feedback. What incentive models do you recommend for faculty? - What feedback did you receive from another team during the May 25th Implementation Session? Others recommended implementing stipends for faculty taking the training session. We discussed potential benefits to developing awards/recognitions for faculty as well. Next Steps Please feel free to share your thoughts in this space, team. This is your document, too! Angela shared this great resource: Next Steps - What was your redefined goal for this series? We did not redefine the goal as much as we refined it through our discussions. We still hope to create an OER Training/Workshop & Checklist. - What does your team want to celebrate? Any small milestone towards accessibility is good to celebrate. The commitment of our team for the past six weeks to this academy is one of those milestones. We came up with reasonable goals for the institution, which is something we were struggling with. That is a big step forward. - What did your team accomplish? If you have links to resources, please include them here. We completed the establishment of reasonable goals and a timeline for implementation of our future plan. We identified support systems/key stakeholders in section 2 of this resource. We know what our plans are to keep this project moving! - What are your team’s next steps? Next, we will need to coordinate sessions with the strategic stakeholders within and external to our institution (librarian, ID, etc.) and delegate some tasks to ensure that we can keep this project moving wish others to help support the initiative at the institution and carry the torch. We'll develop a robust strategic plan for this project with milestones to completion which will ensure that it is provided with a health support beyond the four members of the institution who participated in this OER Academy. - What do we want from CAST/ISKME/AEM Center moving forward? The CAST AEM Center has a robust set of resources which we can rely on to help support our initiatives. We hope that we will have future opportunities to collaborate with excellent partners outside of our institution to strengthen all that we do in the OER sphere.	oercommons	2025-03-18T00:37:51.964850	Angela Dunn	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103749/overview", "title": "IHE SHU Accessibility in OER Implementation Guide", "author": "Keri Griffin" }
https://oercommons.org/courseware/lesson/60333/overview	How to learn anything easily and fast? Overview This entire article is about how to learn anything easily and fast. In this, many methods and tricks have been given to learn anything easily and very quickly. Which will help you a lot to learn anything. To understand all things well, I have categorized all the subjects into different sections. Introduction Hello friends, let us see First, I'd like to give you some background information. I believe that if there's something I'm good at, then it is- reading, researching, understanding, learning and then making you understand. For a fact, I have completed my Bachelors in Mechanical Engineering. Presently, I'm pursuing a Bachelors in economics, political science, and business management. I've completed a Masters in renewable energy. So, over the course of my life, I've almost studied all types of subjects Mechanics, material science, electronics, fluid dynamics, thermodynamics, civil law, corporate law, accounting, biology, and International relations, microeconomics, macroeconomics. For the purpose of this article, I'll classify all these subjects into four categories. By this classification, you will understand my article properly. You also motivate for study by learning new methods and tricks. The first category is understanding concepts. There are some subjects that involve understanding concepts. The second category is memorization Some subjects involve rote learning. The third category is that of Languages. Languages is a separate category on its own. The fourth category is Application-based subjects which involve the application of concepts. Constant practicing is required. Come let us see the subjects of these four categories. What are the different tricks that will help you study, understand and learn from them? 1. Understanding concepts The first category is understanding concepts. This involves subjects like Physics, thermodynamics, and economics which require a deep understanding to grasp their concepts. Feynmann Technique The trick which can be used in this is that of Feynmann Technique. Feynmann was a Nobel Prize-winning physicist who, while studying in his university, discovered a technique that has become very famous in today's times which helps you learn something very easily. He made a notebook and on it, wrote down the topic which he was trying to understand. He studied the topic and tried explaining it in his own words on a blank page in the notebook. For example, there is a concept in economics- Lorenz curve which shows inequality. Now, I'll make use of the Feynmann Technique to understand the concept of the Lorenz Curve. How will I do it? First, I'll look through my study materials. I'll try and understand it from the books that I have. If I'm unable to understand. Then I'll look up Lorenz curve on Google And then I'll look at the results. I could also look at videos to understand it properly. I could look at its definition. If the definition is complicated. Since it is a curve, I'll look at its images I've taken a look at the images. So, the Lorenz curve shows the distribution between population and income. My next step would be closing my study material. Open up a blank page in the notebook. I will write "Lorenz Curve" here at the top and try explaining it in my own words. Whatever I have read on Google and my books When I write it down here, then I'd be able to see the gaps in my understanding. This would become clear only upon writing. When I'd encounter gaps, then I'd go back and refer to see what it was. After this, the next step would be explaining out loud in words, whatever I've written down. I will not think quietly but say it out loud. It has been scientifically proven that speaking out loud ensures a better understanding as compared to when you talk/ think quietly in your mind. Now, I'd explain imagining a person standing in front of me. In fact, you should imagine a five-year-old child standing in front of you. Your understanding should be enough to make a 5-year-old child understand. Reading and understanding is a skill Reading and understanding is a skill that you can practice even outside the purview of studies. You can even practice it in daily life. For instance, if you're reading the newspaper Read an article in the newspaper and summarize to your parents at home what the key points of the article were. This is going to enhance your skill of reading something and understanding its key points. Feynmann Technique can be used even outside the purview of studies to improve our overall learning. 2. Memorization The second category is memorization. This includes subjects like civics, history, law, biology, medicine. All the subjects that involve rote learning. Actually, in India, almost all the subjects involve rote learning somewhere. The first thing you need to understand about our memory is that whatever our brains see or write. It cannot retain the written text very well. What are the things that our brains can retain well? First is - emotional things. The things that we are emotionally attached to, the things that make us angry or happy or scared. We can retain these things better. Second is- the things that activate more than one of our senses. For example, you don't just eat your food but also smell it. It also has a smell. Sometimes, there's also involvement of sounds in food. So, you can remember it better. Some things involve feeling, a sense of touch. So, you can remember it even better. The number of senses you activate, the better you will be able to remember. The involvement of senses can be done by using your imagination. Memory Palace There are some techniques for this one of the techniques is a Memory Palace. Memory Palace is a trick which involves using real-life locations that you know of through which you create imaginary objects and create associations with the thing that you want to remember. In Memory Palace, you make use of an existing location that you know very well. For example, the neighborhood around your house or your very own home. You will use this location in creating an extremely weird storyline. Because you can navigate from the location. Assume you are in the house. Now, I will use my house to create a storyline. The story can be funny, weird or absurd. Because emotional things and the things that activate multiple senses are better remembered by us. We also retain stories and images better. So, I want to learn the periodic table. Now, I'd make use of my house. Assume I get inside my house because it is very sunny Sunlight means sun and the sun means Hydrogen. The periodic table begins with hydrogen. Now, what's the next thing you see after entering the house? Some people encounter the kitchen first. Imagine that your mother is blowing up balloons inside the kitchen. She's blowing up a big red balloon. Why? Because the balloons have helium. So, after hydrogen comes Helium. So, I'm imagining a very weird thing because the more weird and emotional it is, the more you’ll retain it. After hydrogen and helium, comes Lithium To imagine batteries, visualize your younger brother has strewn batteries all around. Whatever comes beyond the kitchen in your house. Next, imagine Beryllium. Now, Beryllium cannot be associated with a real-life thing. So you can use its word. For example, Beryllium has the word "berry" in it. Now, from berry, you can imagine turning towards your bathroom next and seeing stains of berries on your T-shirts. Here, I'm using the locations to remember the order. First I came inside the house- that was hydrogen then came helium and after that lithium. I'm making use of these weird situations to make an emotional impact. So that I can remember them. So, here you are making use of your imagination and existing memories to remember a new thing. This technique is effective when you have to learn a lot of something. mnemonic trick It is obviously not of much use for smaller things. For example, other techniques are better for learning the periodic table. A mnemonic trick is widely used to learn the periodic table. For example, there's one "Kalu Nath Ca Mali Aloo Zara Feekay Pakata Hai". So, from Kalu, we'd see K, which stands for potassium. Nath would be Sodium. Next comes calcium, magnesium, aluminum. You must have heard of this trick in school. This trick is widely used in India. So, I will not talk a lot about this trick because almost all of us already use it. You must also be using it. You can use it in any kind of thing. If someone else does not make the mnemonics, then you can make one for yourself that are self-created. 3. Languages The third category is that of Languages. Languages have also been my weak point. I've only failed in 1 subject in the past year. And that subject was Spanish. I know English, Hindi, and German fluently. But I know Spanish only up to the intermediate level. But I failed because language isn't something that you can study for 10-20 days and pass. Language requires everyday learning in small quantities and it requires a lot of practice. Language can be divided into four categories. Reading, Writing, Listening and Speaking. Reading and listening can be practiced easily. You can merely go on the internet and read any entertaining stuff in that language for practice. Anything that you like reading You can practice listening similarly by watching your favorite movie in that language with subtitles. But there's a lot of requirements of practice. There's a wonderful app for practice and learning grammar called - Duolingo. It is a completely free app. You can learn any language on it Speaking is something which is very difficult to learn, sitting at home. There's a wonderful app for this- Cambly. Cambly is an app on which you can have a one on one talk with native English speakers on a video call. This is the best way to learn any language because what could be better than talking to a native speaker? The only thing better than this would be knowing and talking directly to a native speaker in real life. 4. Application-based subjects The fourth category is Application-based subjects. It involves problem-solving and question-solving. The theory is quite small. The problems and questions are more in number. This includes subjects like Maths, Accounting, and Mechanics. There's only one trick to solve them and that is - practice, practice, and practice. In fact, it requires so much practice that you can ignore the theory most of the time. You can start studying these subjects by looking at the example questions. Look at how the example problems are solved. Recognize the pattern in the solutions and try and imitate it. When you are done solving some problems, then you can go back to the theory to understand. The theory of the entire thing and what were the formulas being used in these questions. I'd like to give you a bonus suggestion here. Sometimes, it so happens that you are reading something but you lose concentration and it all goes above your head. Because you don't find it interesting. A possible solution, in this case, would be trying to go to the depths of studying that thing (try and find out) why are you actually studying it? What is the purpose behind what you are studying? What is its history? Why was such a thing made? Why am I studying it today? Who was the first person to make it and why? What was he thinking of (while making it)? If you go to history, you'll understand the purpose behind its existence and why are you studying it today? I hope you would have learned a lot from this article. You would have learned "learning". What is the way to learn things? how to study? If you found it useful then share this article. Thank you.	oercommons	2025-03-18T00:37:51.988907	Student Guide	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60333/overview", "title": "How to learn anything easily and fast?", "author": "Lesson" }
https://oercommons.org/courseware/lesson/60853/overview	Parents, Adolescents, and Hormones Overview This is a blog wrritten about puberty from the perspective of a parent of whom has an adolescent at home that is currently experiencing puberty. In it, he discusses the changes that his son is going through and his personal recation to it. Parents, Adolescents, and Hormones This is a blog wrritten about puberty from the perspective of a parent of whom has an adolescent at home that is currently experiencing puberty. In it, he discusses the changes that his son is going through and his personal recation to it. Daddy Boy Huddy Nahalea Jesse Peters Teenage years can be complicated for all parties involved, and the more we can understand about these altering years, the better off everyone involved will be. As a parent reading through Dahl’s and Peper’s article titled “The Teenage Brain: Surging Hormones-Brain-Behavior Interactions During Puberty,” it helped widen my perspective and understanding of what my child (soon to be teen) is going through. Every now and then my son would act abnormal compared to the previous 11 years of his life. His mother and I would just blame it on puberty without having any real evidence, so reading this article helped solidify our suspicions. One of the first things discussed in the article is the comprehension of realizing when puberty begins. The beginning surge of hormones for puberty of boys occur between 10 to 12 years old and 9 to 10 for girls (Dahl, 2013). This bit of information is important because if you haven’t noticed this is before the “teen” years. Parents need to realize that the changes usually associated with teens begin to transpire before they are teens. This is an important time period for both child and parents because it affects both parties. The child going through these changes may not understand what’s going on with their bodies, and parents are not yet ready to accept the fact that their child is growing up to be a teenager soon. Some of these changes as presented in the Dahl’s and Peper’s article include physical growth, voice alterations, metabolic, sleep, social, and emotional changes (Dahl, 2013). Some of the changes presented above are tethered to a specific hormone. For example, testosterone has been linked to risk taking and sensation seeking, which could account for some behavioral changes during puberty (Dahl, 2013). Another hormone that’s bound to influence adolescents is estradiol, although not vastly studied as testosterone, this has been linked to risk taking amongst girls. The affect these hormones have on an adolescent can depend on social and cultural environment as well as how these hormones interact with other hormones or neurotransmitters (Dahl, 2013) In the end, the study of hormones during the onset of adolescence and their effect on the brain is well understudied. More studies need to be performed to grasp a firmer understanding of how specific hormones impact specific behavioral tendencies. Who knows, maybe If we had some type of accountability maybe parents and teens wouldn’t bump heads so often. With that being said, parents need to understand that their growing adolescent is just as confused as they are when it comes to certain behaviors during these developing times. There’s no clear-cut answer or specific reason to why during these times kids behave differently, but it should be known that there’s change coming and all we can do is brace for impact. References: Dahl, J. S. (2013). The Teenage Brain: Surging Hormones-Brain-Behavior Interactions During Puberty. Association for Psychological Science, 134-139.	oercommons	2025-03-18T00:37:52.007650	12/17/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60853/overview", "title": "Parents, Adolescents, and Hormones", "author": "Jesse Peters" }
https://oercommons.org/courseware/lesson/122540/overview	Library science Overview স্বরলিপি Notation and canon	oercommons	2025-03-18T00:37:52.023411	12/03/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122540/overview", "title": "Library science", "author": "Disha Samanta" }
https://oercommons.org/courseware/lesson/93736/overview	Student Evaluation: Turning Small Groups Into Teams Overview This evaluation will help students actually "see" how they worked together (as a team instead of just a group) or not! Project Evaluation Turning Groups into Teams Name: ______________________ Think of the ways we turn groups into teams: 1. Creating team goals: clear, cooperative, challenging, and commitment 2. Creating team identity: share stories, develop a solidarity symbol, or use team talk 3. Designating clear and appropriate roles: since they emerge, make sure all are covered 4. Having good leadership: leadership should be participative, and focus on both tasks and relationships Did your team do any of the aforementioned? If so, tell me what you did and describe it below: 1. How? _____________________________ Describe what your team did? 2. How? ______________________________ Describe what your team did?	oercommons	2025-03-18T00:37:52.035774	06/14/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93736/overview", "title": "Student Evaluation: Turning Small Groups Into Teams", "author": "Colleen Mestayer" }
https://oercommons.org/courseware/lesson/92856/overview	POTTERY CONTEST SCULPTURE - PLASTIC ARTS LESSON Overview . Objectives - Recognizes general and specific information about sculpture and plastic arts in written reviews, in spoken opinions, and in practicing with different items. - According to these activities, the students are expected to learn the basic components of sculpture and its different structures to carry out the development of the course. Lesson objectives (at the end of the class students will be able to): -Identify different types of sculpture using and making writing, speaking, and listening activities. -Identify key words in the videos that allow students to comprehend what is its general meaning and understand what topics sculpture implies, and the different types and methods of sculpture. -Identify values from history and connecting students feelings with art which allow them to construct their interpretation of their identity in terms of specialization in art. Skills Focus: Writing, Listening, and Speaking Teachers: Jose Luis Cabrera Maria Paula Sierra Daniel Rodriguez Pre-activity 1 In this section, students are expected to play a google game about pottery. In this game they will need to sculpt, and paint their own historical pot. After they have done, they will need to describe the pot they did and show to classmates the results. It would be like a sculpting competence. The best pot will get a reward. This activity was planned and made in order for students to know about different types of art, historical art; how since the beginning people made art from anything. For this activity, student will count with 10 minutes. While-activity 1 In the following video you will find the introduction about the sculptures, and the basic methods to make a sculpture. According to these videos, students must make a writing with 270 words highlighting important information and a personal aspect to highlight about the videos; answering different questions as what was their favorite type of sculpture and why, how they feel looking at any sculpture, what memory they have if they look at any sculture, or maybe what they would like to sculpt based on the recommendations of the video 'tutorial'. They are free to write whatever thoughts they have about the videos. While-activity 2 This next activity is for students to spend some time playing with their classmates. To break the ice, but practicing one of the steps mentioned in one of the last videos; how drawings help students to prepare for sculpting. The next website is called 'PINTURILLO'; this game consists in guessing what is drawing students. So in this game, it would be necessary to create a 'private table', then all the students have to join that table and assign for each one a nickname. After this, there will be turns for drawing. A word is going to be given randomly to the person in charge of the draw. That person will count with an amount of time, so the draw needs to be done before the time ends. Also, classmates have to guess what is that person drawing. They need to guess before time ends too; just to get more points. With this, student will be studying different vocabulary on English. Besides, they will be practicing their art view. Post-activity 1 For this part, students are going to choose a type of sculpting. Finally, They are going to plan any figure, amy form in order for them to try to sculpt it (it could be animals, human bodies, etc.) with different types of materials. This process would be taken as independent work and it would be individually. They have to record the whole process in a video to share it with the professor. Assesment section After students have done the other activities, they would have to prepare a conclusion about the lesson, in which they summarize the topic of this class, and the relevant information. It needs to have at least 250 words in a three paragraphs.	oercommons	2025-03-18T00:37:52.060274	Homework/Assignment	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/92856/overview", "title": "SCULPTURE - PLASTIC ARTS LESSON", "author": "Assessment" }
https://oercommons.org/courseware/lesson/93731/overview	Small Group Opening Activity Overview This is an opening activity to introduce students to group work Small Group This is a great activity to get students excited about group work! It also shows them that working together is the best way to succeed! Group Activity – Selling an idea as a group Your high school principal has decided to allow a student-run food truck for home football games if it meets the following requirements: - Completely student run and operated (you CANNOT hire any other workers). - All group members will have a job to do based on personalities and skills that you possess. (This part must be REAL based on what you do, what you love, what you are skilled at). You will present your idea to the Principal (me) at the end of class today. Your goal is to “sell” the principal on your idea and your ability to succeed – as a team! If you “win,” you will get all the start-up money you need to buy supplies/food for one year. Your output (task) is to plan out the restaurant and then get the principal (me) to “fund” your idea. To help you work through all of the parts, answer the following questions: 1. Decide what type of food truck: 2. Decide on a name: 3. Decide who will do what jobs and why they are the best for this position: a. cook: why? b. money management: why? c. advertising: why? d. scheduling, hours of operation, etc.: why? e. oversight of all operations: why?	oercommons	2025-03-18T00:37:52.079416	06/14/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93731/overview", "title": "Small Group Opening Activity", "author": "Colleen Mestayer" }
https://oercommons.org/courseware/lesson/77635/overview	Working with Lists Overview This chapter by Suzan Last, focuses on document design. It specifically speaks to working with various types of lists. The topics in this resource provide the appropriate use of and formatting for lists in documents. Working with Lists Working with Lists Lists, when used correctly, can be a writer’s—and reader’s—best friend. Lists allow you to place emphasis on important ideas. They also increase the readability of text by simplifying long sentences or paragraphs and adding aesthetic passive space to make reading more pleasant. However, using the wrong kind of list or poorly formatting a list can create confusion rather than enhance readability. Therefore, it is important to understand the various types of lists and how and why to use them. General Rules for Making Lists Adhere to the following guidelines when creating lists: - Include between 2-8 items in a list. You must have at least two items in a list (or it’s not a list; it’s just an item). Avoid having more than 8 items in a list, as too many items can have the reverse effect. If you emphasize too many ideas, you end up emphasizing nothing. NASA recommends no more than 8 steps in an emergency procedure; more than 8 can be overwhelming in a crisis situation. - Try to avoid splitting a list over two pages if possible. - Avoid overusing lists. A list should always have explanatory text around it to indicate what this is a list of and why it is needed. A series of lists does not give a reader adequate information and context. - Adjust spacing before, after, and within lists to enhance readability. Avoid having a list of information all scrunched up into a dense block of text; this defeats the purpose of enhancing readability. - Capitalize the first letter of each list. - Use parallel phrasing for each listed item (note that each item in this list starts with a verb that is bolded only to catch your attention, not as a style you must follow). - Never use a heading to introduce a list. Each kind of list is suited for specific purposes. All lists must conform to a set of rules of construction and formatting. Learning to use the Paragraph formatting tool in Word is crucial to designing effective lists. Note: If you are making lists by hitting ENTER then TAB and then a dash, you are doing it wrong, and this will make future editing and maintaining readability very difficult if not impossible. Especially when writing documents collaboratively that will need extensive revision and editing, you must make sure to use the correct formatting tools. Common Types of Lists Just as bar graphs serve a different purpose than pie charts, different kinds of lists also serve different purposes. This section will describe when and how to use the following five commonly used types of lists: - Bullet Lists: use when order of listed items is not important - Numbered Lists: use when order is important, such as steps in instructions - In-sentence Lists: use when you want to maintain sentence structure and paragraphing, and have a short list (2-4 items) - Labeled Lists: use when the listed items require some explanation or amplification (like this one) - Nested Lists: use when listed items have sub-lists (list within a list). Bullet Lists Bullet lists are the most commonly used kind of list. They are effective when - You want to emphasize two or more items - You can place the items in any order (no particular order is required) - You want to add white space to your document to enhance readability. Bullet list items should generally be short (a word or a phrase). If you find your bulleted items are longer than this, consider using another kind of list, such as a labeled list or a nested list. Numbered Lists Use numbered lists when the order of the listed items is important and ideas must be expressed in chronological order. For example, use a numbered list when you must enumerate a series of steps in instructions, or when you are introducing ideas that will be discussed in a certain order in the following text. If you have a list of more than 8 items, consider breaking up the list in two or more stages or categories (Steps in Stage 1, Steps in Stage 2, etc.). Sample Numbered List Revision of your document should be undertaken in 4 stages done in the following order: - Check formatting for readability - Review content to ensure the document contains all necessary information - Edit sentence style and structure to ensure ideas are clearly and correctly expressed in a formal and precise manner - Proofread for grammar, spelling, punctuation and usage errors. Note: The 4 steps in the sample numbered list each begin with a verb (check, review, edit, and proofread), indicating what the reader should do, and the numbers indicate the order in which these steps should be performed. In-Sentence Lists Use in-sentence lists when you want to (a) keep paragraph style, (b) to avoid having too many lists on one page, and (c) when the list items are relatively short and can be expressed in a sentence clearly without creating a run-on. The previous sentence is an example of an in-sentence list. Note that a bracketed, lower-case letter introduces each listed item. Typically, in-sentence lists have 2-4 items. Generally, avoid putting more than 4 items in this kind of list (unless they are very short), or your sentence might become difficult to read. Labeled Lists Use a labeled list when you are listing items that need further explanation. These can be bulleted or numbered. Start the list item with the word or term (the “label”), placed in italics (or bold) and followed by a colon. After the colon, write the explanation or amplification of the term or concept in normal body text. Sample Labeled Lists (two formats) The course assessment plan includes three main written assignments given in the following order: - Report One: an internal proposal written in Memo format - Report Two: an internal proposal written in Short Report format - Report Three: A comparative recommendation report written for an external client in Long Report format. The plan also includes two oral presentations: - Presentation 1: Individual or pair presentation on a technical writing topic (worth 5%) - Presentation 2: Team presentation giving a progress report on Report 3 (worth 10%). Make sure the label portions (before the colon) are phrased consistently and either italicized or bolded for emphasis; try to make the explanations that follow roughly equal in length and detail. Nested Lists A “nested” list is a list-within-a-list or a list with sub-listed items. These can be useful for avoiding overly long bullet lists by categorizing items into sub-lists. Note the long bullet list on the left does not effectively categorize items, so emphasis is lost. The Nested List is more effective. This is not an exhaustive list of the kinds of lists you may run across in your technical reading. These are simply the most common kinds of lists, and ones you should be able to identify and use effectively in your technical writing assignments to enhance readability. A Note on Punctuating the End of List Items Conventions for punctuating list items vary depending on the context. Legal writing tends to use more punctuation than technical writing (list items often end in semicolons and the final item is introduced by an “and”). In technical documents, because this style favors simplicity, you typically place a period only after the final item in your list. If each listed item has complete sentences within it, then you will place a period at the end of each list item. If you have a simple bullet list, you may omit the final period. Integrating Lists into Body Text Just as there are rules for constructing lists, there are rules for how to incorporate them into your text. Most importantly, a list must be introduced by a lead-in sentence (or partial sentence) that contains both a subject and a verb. Technical writers often use the expression “the following” somewhere in the lead-in sentence to clearly indicate that a list of items will follow. If the lead-in is a complete sentence, it should end in a colon that introduces the listed items. If the sentence is not a complete thought, the lead-in should not end in any punctuation, and each listed item must be able to grammatically complete the lead-in sentence. Example Lead-in Sentences for Lists Complete lead-in sentence (ends in a colon) The term design project must allow students to incorporate the following elements into their solution: - Mechanical engineering principles - Electrical engineering knowledge - Software/programming basics. Partial lead-in sentence (no punctuation after lead-in) The term design project must allow students to design a solution using - Mechanical engineering principles - Electrical engineering knowledge - Software/programming basics. GRAMMAR TIP: One of the most common errors found in technical reports has to do with the introduction of lists and how these are punctuated. Here are some additional examples of how—and how NOT—to introduce lists. Don’t use a colon before a list unless the introduction to the list is a complete thought, that is, an independent clause. Remember this rule: if you can’t put a period there, then you can’t put a colon there. In some cases, a list might not be helpful and instead might just over-complicate your document. In such cases, list your ideas in sentence form, within the paragraph, as in the final panda example below. A page with too many lists looks like an outline instead of a coherently expressed series of ideas. Pandas have the following traits: ☑ Common characteristics of pandas include: × \| Pandas are: × Pandas are ☑ Pandas have black and white fur, eat a vegetarian diet, and can solve difficult problems. ☑ \| More on Formatting for Lists Introductory Colons After you've decided what kind of list to use, the next decision you’ll face is how to punctuate the statement that comes right before your list. Should you use a colon? A comma? Nothing? If your lead-in statement is a complete sentence, use a colon at the end to introduce your list. If your lead-in statement is a sentence fragment, don't use a colon. Capitalization After you've completed the introductory sentence, your next question will be whether to capitalize the first letter in the statements that come after your bullets, numbers, or letters. If your list item is a complete sentence, capitalize the first letter. If your list item is not a complete sentence, you can choose whether or not to capitalize the first letter; this is a style choice. Punctuation Next, you will need to decide what kind of punctuation to use. If your list items are complete sentences, or if at least one list item is a fragment that is immediately followed by a complete sentence, use normal terminal punctuation: a period, a question mark, or an exclamation point. When list items vertically, do not put commas or semicolons after the items, and do not put a conjunction such as and before the last item when you are listing them. Parallelism Make sure that all of your list items are parallel. Parallel means each list item should be structured the same way. They should all be fragments, or they should all be complete sentences. If you start one bullet point with a verb, then start every bullet point with a verb. Here's an example of a list that uses parallel construction: For Professor Jones, a vacation involves: - Attending lectures - Reading books - Seeing sights Each bullet point is formed the same way. On the other hand, even though the following list is grammatically correct, it's considered poorly written because the list items aren't parallel. For Professor Jones, a vacation involves: - Attending lectures - Books - Many trips to famous destinations Again, that's an example of a poorly written list because the items are not parallel. Final Note: when working with a table of contents, do not format it as a numbered list. Technical Writing Essentials by Suzan Last is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted. The Photo is licensed under CC - Attribution 3.0 Unported (CC BY 3.0)	oercommons	2025-03-18T00:37:52.182183	Sherie Guess	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77635/overview", "title": "Working with Lists", "author": "Reading" }
https://oercommons.org/courseware/lesson/94224/overview	Black Lives Matter Support (Confidence Interval for Means) DACA Registration Rates (Confidence Intervals and z-Scores) Ethnic Representation at PCC vs PUSD (Distributions of Categorical Variables) Food Insecurity and Stress (Normal Distributions and Empirical Rule) Homelessness and Shelter Beds (Measures of Center) Perceptions of Bias among LGBTQ Individuals (Intro to Hypothesis Testing) Recidivism and Yoga (Probability) STAT 18 Syllabus Rock Vaccine Rates across Ethnic Groups (Hypothesis Testing for Sample Proportions) Voting Rights (Sampling Distribution of Proportions) STAT 18--Statistics for the Behavioral and Social Sciences: Open for Antiracism (OFAR) Overview The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. Action Plan In the development of materials for this course, my goal was to provide students with applications of the course concepts that felt relevant to their life experiences and helped them see how statistics was used in systems, institutions and processes that they engaged with every day. This goal is anti-racist insofar as many materials developed for Statistics are either entirely hypothetical (e.g., made up data related to hypothetical problems) or not relevant to most students' everyday lives (e.g., studying probability by looking at likelihood of different outcomes in casino games). By creating materials that deal with real world problems, including those disproportionately encountered by students of color (e.g., undocumented immigrant experiences, encounters with the justice/carceral system), I aimed to engage students more deeply with the material. My secondary goal was to empower students to make change in the systems and institutions that were discussed. For instance, in one assignment, students examine the ethnic background of our local public school district, and compare this to the ethnic background of our college. In doing so, they discover that, although Black students are enrolled at higher-than-expected rates in California as a whole, Black students show lower-than-expected enrollment at our college. Rather than merely document this, though, I have students brainstorm explanations of why this might be, and how the college could do a better job of recruiting and retaining Black students. In adding this step, I empower students to engage in that advocacy work, now armed with the statistical analysis to back up their suggestions. Course Description and Syllabus STAT 18 is an introduction to the topic of statistics as it applies to the social and behavioral sciences. A knowledge of statistics allows us to make sense of the world, including recognizing when others are using statistical statements to mislead us. We will begin by studying descriptive statistics, which help us to describe the state of the world in terms of averages, distributions and other qualities. We will then turn to inferential statistics, which allow us to test hypotheses about the world and how it works. By the end of the semester, you will be able to… - Understand basic research methodology - Collect, organize and summarize raw data - Calculate basic descriptive statistical measures, such as measure of central tendency and measures of dispersion - Perform hypothesis tests and interpret basic inferential statistics - Demonstrate descriptive methods in regression and correlation - Apply core statistical tools to conduct basic empirical research Above all, our goal in this course will be to develop the tools necessary to use statistics in the real world and to interpret the statistical findings presented by others. The point of this course is to enhance your life by helping you access and interpret the data in the world that is most relevant to you. To that end, we will rarely focus on the statistics “by themselves,” but rather will learn statistics in the context of real-world applications. As such, you will also learn in this course how to… - Interpret statistical claims made in the media - Identify when statistical claims have been used in a misleading way - Recognize ways that statistics are used in a range of social scientific organizations and professions - Explain what statistical findings mean to a lay audience (e.g., your friends) - Make informed recommendations in your workplace, school or family, based on statistical findings Anti-Racist Assignments Included in this action plan are ten problem sets: - A problem set for Measures of Center, looking at rates of unhoused individuals in Los Angeles County over the past ten years, and how this compares to the number of available shelter beds in Los Angeles County - A problem set for correlations, looking at the relationship between first generation students’ intention to engage in positive academic behaviors and their actual performance of those behaviors. - A problem set for describing distributions of categorical variables, comparing the representation of different ethnic groups at Pasadena Unified School District as opposed to at Pasadena City College. - A problem set for probability, looking at probability of recidivism for formerly incarcerated men who did and did not participate in a prison-based yoga program. - A problem set for normal distributions and the empirical rule, looking at the relationship between food insecurity and stress - A problem set for the sampling distribution of sample proportions, looking at support for a ballot measure that would restore voting rights to individuals with felony convictions. - A problem set for using z-scores and 95% confidence intervals for the population proportion, looking at what percent of undocumented individuals choose to register with the DACA program - A problem set introducing hypothesis testing using a study of perceptions of bias towards LGBTQ individuals. - A problem set for hypothesis tests for a population proportion, looking at whether vaccination rates in the Black/African-American community were lower than those in other ethnic groups. - A problem set for confidence intervals for the population mean, looking at rates of endorsement for the goals of the Black Lives Matter movement.	oercommons	2025-03-18T00:37:52.217565	Patrick Rock	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94224/overview", "title": "STAT 18--Statistics for the Behavioral and Social Sciences: Open for Antiracism (OFAR)", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/71050/overview	Math Projekt_pdf Ivan Suriel’s Calculus 1 Project: Newtons’ Method Overview - This Project has been completed as part of a standard Calculus 1 asynchronous online course at MassBay Community College, Wellesley Hills, MA. Summary Author: Ivan Suriel Instructor: Igor V Baryakhtar Subject: Calculus 1 Course number: MA200-700 Course type: Asynchronous Online Semester: Summer 2020, 10 weeks College: MassBay Comminity College, MA Tags: Calculus, Project, Active Learning Language: English Media Format: Microsoft Word Date Added: 08/10/20 License: CC-BY 4.0 All project content created by Ivan Suriel Content added to OER Commons by Igor V Baryakhtar	oercommons	2025-03-18T00:37:52.235943	08/10/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/71050/overview", "title": "Ivan Suriel’s Calculus 1 Project: Newtons’ Method", "author": "Igor Baryakhtar" }
https://oercommons.org/courseware/lesson/108849/overview	Using Persona to Model Students with Disabilities Overview In this assignment, students will create a fictional person with a disability, describe how their needs could be met in a classroom setting, and work with a partner to discuss possible challenges and opportunities. There is an option to turn the material created in this assignment into an assignment as a practice of regenerative Open Educational Resources and Open Pedagogy. Directions Topic: Pick one of the disabilities covered in this class. Create persona base: Give the person a name, age, parent/guardian, and a classroom setting. Empathy: Choose at least one hobby or interest that you personally identify with - favorite type of music, be a fan of a sports team or fictional universe, enjoy a certain food or have some other cultural trait that you personally identify with. Avoid traits that you yourself would feel hurt when discussing in a manner that brings up potential prejudices or bias. The reason that you are being asked to assign a cultural identifier that you hold yourself is to help you empathize with this persona. Bio: Create a short bio about someone with that disability (see example). Take care to keep the bio respectful and to recognize this person as a complex individual. Advocacy: Now imagine that you have to ask the instructor present in that classroom setting about meeting your persona’s educational needs. What preconceptions or biases might they need to address? Are there any assistive tools or techniques that would help both the instructor and student? What steps could be taken by the instructor or institution to help the persona-student achieve? Group: Pair up with another student in this class. Trade personas and pretend that you are the instructor who has your partner’s persona in their class. Talk about the cultural trait you share with your persona. Ask each other about possible preconceptions or biases, assistive tools and techniques, and steps that could be taken by the instructor to help the persona achieve. Refer to the strategies that you learned throughout the course. Talk about concerns a parent/guardian might have. Example Assignment Persona: Paul Abrhams is a fifth grade student who has been diagnosed with ADHD. He has trouble sitting still in class and often does not complete work. He is easily distracted and seems like he interrupts class activities with non-sequiturs, even when earnestly trying to participate and contribute. He has a special interest in the fantasy genre, however, and will be able to sit still and concentrate on books and movies featuring mythical creatures or medieval settings. Paul’s mother, Maurine, is worried that he is falling behind his classmates. Despite her constant reminders, Paul frequently misses homework assignments and has even lost take home assignment materials. Despite these challenges, Paul tries hard at school and every once in a while will excel at a particular activity when he finds it novel or interesting. Classroom setting: Paul is in Mr. Stevenson’s 5th grade science class. Mr. Stevenson is looking forward to the upcoming egg drop assignment. It is a class favorite every year. He is concerned about Paul’s ability to participate, however. It is a group project that puts into place concepts that students have been working on for the past few weeks. Successful egg drop experiments require application of concepts learned in the physics option of the class, teamwork, and attention to detail. Mr. Stevenson is looking for assistive tools and techniques to help Paul get the most out of this assignment. Discussion on persona: Paul and I share a lot in common. I was diagnosed with ADHD in the first grade. My teacher complained to my parents that I was disruptive in class and I was put on medication at a very young age. This was in 1990 in Cincinnati, Ohio; a time and place that saw a large increase in ADD/HD diagnosis and medication in young people. I also share a keen interest in fantasy genre with Paul. This interest is as pronounced now in my late 30’s as it was when I was in grade school. The largest differences are the amount of disposable income, more now, and time, much less, that I have to devote to that hobby. Tools, actions, & techniques: Paul could benefit from several tools and techniques in Mr. Stevenson’s class and in the egg drop assignment. While alternative assignments as discussed in chapter 13 of the IRIS Center text may not be appropriate, some modifications and accommodations may be. Paul could be given a couple more eggs than other classmates, in anticipation that some more might get broken. This is not to say that other participants should be denied an extra egg if one gets broken before the drop. Just that Paul should know that it’s ok to use extra in the design and construction portions of the assignment. Paul may also benefit from a few hands-on trial runs before the graded assignment, or even a hands-on demo. Watching a video that can be paused and restarted at home instead of a reading assignment would be a reasonable tool. Similar to a video that can be paused and restarted, Paul could be granted leniency and understanding if he mentally checks out sometimes during class. If coursework needs to be revisited, it should be presented as an opportunity for further exploration and not as a punishment for not paying attention. Class concepts can be explained during a demonstration rather than lecturing, reading, and reciting information. The opportunity for Paul to demonstrate mastery of course concepts through a project, presentation, or other creative assignment may be helpful leading up to the egg drop might be a helpful accommodation. These modifications would not negatively impact the curricula or put Paul at a disadvantage compared to his peers. In fact, these modifications might be helpful for others in the class as well! Discussion on possible bias and the need for empathy from the instructor: No doubt Mr. Stevenson wants what is best for the students in his 5th grade science class. It can be challenging, however, to guide a classroom of children on the cusp of adolescence through course concepts. Adding a few children with learning disabilities to that mix will increase the workload. In meeting these challenges, Mr. Stevenson will need to keep himself from falling into biased or overly negative thoughts about his students, especially those working with extra challenges. When working with students diagnosed with ADHD, Mr. Stevens or any instructor should remind themselves that these students are not choosing to be disruptive. They have just as much a right to a good education as any neuro-typical student, and they are just as capable of mastering course concepts. Mr. Stevens might find it helpful to examine the ways in which assistive tools, techniques and even modifications do not diminish the material learned in class but are really just methods that can help students with and without disabilities. Addressing the concerns of parent/guardians: When addressing the concerns of a parent/guardian, like Maurine, instructors like Mr. Stevens will need to recognise that parents probably know less about education and childhood development than they do. This will likely be true even though the parent/guardian is more intimately in tune with what is going on with the child/student. Mr. Stevens and other instructors will need to have the knowledge and skills necessary to communicate with parent/guardian about the challenges faced by children with disabilities in an empathetic manner. Parent/guardians will also need to be informed about adaptations and assistive tools used to support their children. If possible, parent/guardians may be enlisted in incorporating assistive techniques into homework and outside study. Rubric Full persona: Exemplary work! \| Ok work. \| Needs improvement. \| Tools, actions, & techniques: Exemplary work! \| Ok work. \| Needs improvement. \| Sensitivity & empathy: Exemplary work! \| Ok work. Persona is treated with respect but more sensitivity could have been used by the author. Persona shares something in common with the author, but it seems unimportant. Some discussion of possible biases with assignment partner. \| Needs improvement. \| Regenerative OER/Open Education If you would like to use this assignment to create a tool for other educators, consider uploading your persona as a case study. Attach a Creative Commons License and upload your work as an to OER Commons. Contact an Instruction or OER Librarian for assistance. To create an assignment, simply ask other educators to read you persona and answer the following questions: What preconceptions and biases that an instructor would need to check themselves for when working with your persona in a classroom setting? What assistive tools and techniques would be useful for both instructor and persona? What concerns might a parent/guardian have that an instructor should work to address?	oercommons	2025-03-18T00:37:52.256872	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108849/overview", "title": "Using Persona to Model Students with Disabilities", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/98283/overview	OER Licensing Fundamentals Overview This infographic is an easy to understand reference for utilizing Creative Commons when publishing open education resources. This infographic is an easy to understand reference for utilizing Creative Commons when publishing open education resources.	oercommons	2025-03-18T00:37:52.272867	10/27/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/98283/overview", "title": "OER Licensing Fundamentals", "author": "Kat Costa" }
https://oercommons.org/courseware/lesson/93751/overview	Small Group Project Ideas Overview Here are a few ideas for small group projects Ideas for Small Group Projects: 1. Travel Speech a. Students make a list of all the places they have traveled and all the places they want to travel b. Students decide on a location (broad enough for 4 or 5 people to research) i. Examples: West Coast, Northeast, France, Italy c. Students begin researching about the area and adding content into their google doc (I usually give them a few days) d. Students evaluate the information they found (and make sure all are adding content) and divide up into manageable chunks e. Groups decide who is in charge of which chunk f. Next, they can begin to structure their speech according to your guidelines (time limit, number of oral citations, etc.) 2. Course Topic Area Speech a. Students decide on a topic area of interest from the text (verbal/nonverbal, listening, etc.) b. Students take sections of the text to read and summarize c. Students enter the summaries into the google doc d. Students can then structure the information into a speech format according to your guidelines (time limit, outside sources needed?, etc.) 3. Problem-Solving Speech a. Students brainstorm different school or community problems b. Students decide on a problem they believe needs fixing – and can be fixed! c. Students research what solutions have been offered before, and why these solutions have NOT worked d. Students brainstorm solutions that may work and decide on one e. Students structure this information into a problem-solution speech according to your guidelines (time limit, number of oral citations, etc.)	oercommons	2025-03-18T00:37:52.286812	06/14/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93751/overview", "title": "Small Group Project Ideas", "author": "Colleen Mestayer" }
https://oercommons.org/courseware/lesson/100307/overview	Describe an Artifact Group Activity Overview This is an activity for introductory students to learn about how archaeologists observe and describe objects unknown to them. This activity gives students the opportunity to carefully observe and record the size, shape and specific features of a "mystery" artifact. Student will be presented with that object once they form their group. Typical artifacts in the collection include a key, chip clip, chapstick tube, floppy disk, or other modern items. Artifact Description Group Activity Introduction to Archaeology 1. Get into groups, no more than four people in each group. 2. Come see me for an object to describe. You CANNOT tell anyone what your item is! We will have to guess after you describe it for us. 3. Now, for the creative part…Your group is an archaeological team digging in the year 3459. Note that you can have deciphered some parts of the English language (mistakes in translation still occur!), BUT that no other remains of our society were left. 4. Stay in the classroom or go outside somewhere private and create your description. Take no longer than 20 minutes, then return to class. (If you stay in class, remember your object is SECRET, so don’t show it around or talk too loudly about it!) 5. Each group must provide the following in a written statement (use the template on the back): a. A physical description of the item, including the size, the materials it is made of and its specific ATTRIBUTES (size, etc. See your text for further information on attributes). b. A description of the item using one of your senses aside from sight (touch, smell) c. Location of discovery in your “site” (can’t say “bathroom”) d. A complete description of what you think its “function” was, and why. Here is where you need to ELABORATE – you should discuss other items that were found near it, etc. Give CONTEXT. Remember, THE MORE DETAIL THE BETTER! Also, DO NOT GIVE AWAY THE ARTIFACT BY STATING THE OBVIOUS…be a little convoluted and have some fun with it! Here’s an example: We found a 6" by 1/2" plastic stick-like instrument. This instrument had, sewn into one of its ends, small, soft, colorful and tiny plastic protrusions. This instrument had a faint, sweet, minty smell, and was polished to an exquisite smoothness. It had been painted a bright reddish pink color. This instrument was found in an elaborately decorated cup, in a room that seemed to be an inner sanctuary and a room possibly where sacrifices were conducted. This room had several porcelain fixtures, many with silver mouths protruding from them. These silver “mouths” must certainly signify that these were gods. One of the porcelain fixtures was a throne, where the main god must have sat. This throne had a hole below it so that the god could easily escape into the afterlife. We believe that the stick instrument was an important item used in the preparatory ceremony previous to the god descending into the afterlife. We believe that it was used to clean out god’s belly button of lint, as any god would be ashamed to descend into another world with lint on its person. 6. Each person in the group should choose a section to read. Come to the front of the room when called. Now, CLEARLY and SLOWLY read your description. Then we will all get to guess what your object is! 7. Turn in your item and this paper with your name on it. Note: Original assignment concept created by Roberta Lenkeit, Modesto Junior College. Template for developing your description: Follow the steps and write each section out on your own papers. You may make a final copy on a separate piece of paper from which to read if you wish: - A physical description of the item, including the size, the material(s) it is made of and its specific ATTRIBUTES or TYPE of object you have. b. A description of the item using one of your senses aside from sight (touch, smell) c. Location of discovery in your “site." d. A complete description of what you think its “function” was, and why. Make up your story but be based in reality…	oercommons	2025-03-18T00:37:52.310537	Susan Kerr	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/100307/overview", "title": "Describe an Artifact Group Activity", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/96390/overview	Concept of Alkene(MOP of preparation and reaction Overview Concept of Alkene (Mop of preparation and reaction A few methods of preparation of alkenes have been detailed in this article Concept of Alkene(MOP of preparation and reaction ) Alkenes belong to the family of hydrocarbons. They contain at least one double bond between two adjacent carbon atoms. The general chemical formula of an alkene is CnH2n. Alkenes can be prepared via various methods. A few methods of preparation of alkenes have been detailed in this article. From alkynes: Alkynes can be used for the preparation of alkenes. Alkyne to alkene conversion is carried out by the reduction of alkynes with hydrogen in the presence of palladised charcoal. The charcoal used is moderately deactivated with the help of quinoline or sulphur compounds. This reaction results in the formation of alkenes. Palladised charcoal which is halfway deactivated is called as Lindlar’s catalyst. The alkenes obtained from the above reaction have cis geometry. In order to form trans alkenes, alkynes are made to undergo reduction with sodium in liquid ammonia. Preparation from Alkynes From alkyl halides: Alkenes are obtained by heating alkyl halides with alcoholic potash. Alcoholic potash is obtained by dissolving potassium hydroxide in alcohol. In this reaction, dehydrohalogenation takes place i.e. a single molecule of halogen acid is removed. The rate of reaction depends upon the alkyl group and the nature of the halogen group attached. Preparation of Akenes from Alkyl Halides From vicinal halides: Vicinal dihalides can be defined as the dihalides in which two adjacent carbon atoms are attached to two halogens. When such dihalides react with zinc metal, they lose halogen molecules which result in the formation of alkenes. Such a reaction of preparation of alkenes from Vicinal dihalides is known as dehalogenation. Preparation of Alkenes from Vicinal Halides From alcohols: Alcohols react with concentrated sulphuric acid which results in the formation of alkenes due to the elimination of a water molecule. As water molecule is removed in this reaction, it is called as acidic dehydration of alcohol and the dehydrating agent is concentrated sulphuric acid.	oercommons	2025-03-18T00:37:52.330133	08/14/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/96390/overview", "title": "Concept of Alkene(MOP of preparation and reaction", "author": "Sneha Narayanan" }
https://oercommons.org/courseware/lesson/111292/overview	Optimizing the Game: Linear Models in Soccer - Precalculus Project by Abrar Habib Overview This Project has been completed as part of a Precalculus course with corequisite section during the Fall 2023 semester at MassBay Community College, Wellesley Hills, MA. Summary Author: Abrar Habib Instructor: Igor V Baryakhtar Subject: Calculus 3 Course number: MA 104/104X-901 Course type: Lecture Semester: Fall 2023 College: MassBay Community College, MA Tags: Calculus, Project Based Learning, Active Learning Language: English Media Format: pdf License: CC-BY 4.0 All project content created by Abrar Habib Content added to OER Commons by Igor V Baryakhtar PDF file Optimizing the Game: Linear Models in Soccer Abrar Habib	oercommons	2025-03-18T00:37:52.348314	Igor Baryakhtar	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/111292/overview", "title": "Optimizing the Game: Linear Models in Soccer - Precalculus Project by Abrar Habib", "author": "Reading" }
https://oercommons.org/courseware/lesson/99709/overview	Instructions for Authoring a Resource OER Publishing Agreement (Sept. 2024) Required Collection Tags Instructions for Authoring a Resource Overview Instructions for creating resources in OER Commons and adding existing materials to the Open Massachusetts Repository in PDF and video format. Instructions for Authoring a Resource Slideshow of instructions to add content to the Open Massachusetts: A Public Higher Education Repository for Faculty and members of the Massachusetts Public Higher Education Community. A PDF version of this document is attached, and a video detailing the upload process can be found in the last section of this document. An OER Commons Checklist and Agreement to Publish document is also attached. This document can streamline the uploading process, specifically with the descriptive metadata fields and appropriate licence selection. If you have any questions throughout this process, email Repository Coordinator Rachel Oleaga, roleaga@necc.mass.edu for assistance. A earlier version of instructions were drafted by Emily Butler in 2022. Image credit: "A Woman Using a Laptop" by Polina Tankilevitch is in the Public Domain, CC0 Open Author - Click "Add OER" on the top right header. - Select the "Create Resource" button under the Open Author section. At this point, you may also select "Submit from Web." For more detailed instructions on this process see our Submit from Web section. Enter a Resource Title - Enter the title of your resource in the first section. - You may add a photograph or image to correspond with your resource [optional] - Name the first section of your resource. Additional sections may be added as needed. If this is the only section, a name or title is still required. Add Content - Type or paste content into the Main Content area. Use the toolbar for formatting & insert images, videos, etc. - To import content from Google Drive or One Drive, select the corresponding buttons. - Do no link to a Google Doc. Posting direclty into the Main Content section is preferred for accesibility and editing purposes. If you need assistance adding content, save your progress and email the Repository Coordinator. - Optional instructor notes can be included. - Select "Insert New Section" to add more content & follow the same steps to add more content. - Preview and save work periodically, and select "Next" for the final steps. Describing the Resource In the Overview section, provide short description of the resource. Include any keywords one might use to locate your resource, for example, relevant subject areas, lesson topics & proper nouns. In the "Conditions of Use" dropdown bar, select from the following licenses: Attribution Attribution No Derivative Works Attribution Share Alike Attribution Non Commercial Attribution Non - Commercial Share Alike Attribution Non - Commercial No Derivative Public Domain Required Descriptive Fields There are four required fields needed to describe your resource and complete the upload to the Hub. Each field is populated via a drop down menu. See below for details Subjects You must select at least one subject from the dropdown bar. Add all subjects which apply. For example: should your resource fall under Arts and Humanities > Art History > World Cultures, select all three. Education Levels More than one selection can be made in this section - materials should fall within the higher education options provided. Material Types To understand where your resource falls within the selections, see the attached document created by OER Commons. Languages Additional Descriptive Fields (Optional) There are several additional description fields available to describe your resource. Although they are not required the more information provided about your resource, the more discoverable. Media Formats Select the appropriate format, for example, Graphics/photos or Video. If you are typing your resource directly into Open Author, select “text/HTML.” If you are uploading a document, select “downloadable docs.” Adding content directly into the Main Content area is preferred over attaching documents. The Open Author tool allows you to upload from OneDrive or Google Drive directly into the content areas, and edit the text as needed from there. If you must attach a document, do not link to a Google Doc, as this can create accessibility issues. Keyword Tags Add any keyword that accurately describes your resource. This is important for helping users discover your resource. In addition, all resources should be tagged with the appropriate collection tag phrase. This should be typed in the "Keyword" section along with your other keywords. Find the collection tag phrase with best corresponds to your resource's subject below. Applied Science: Mass CC Applied Sci Arts & Humanities: Mass CC Art Business: Mass CC Business Career & Technical Education: Mass CC CTE Criminal Justice & Law: Mass CC Law Computer & Information Science: Mass CC CIS Education: Mass CC Edu English & Writing: Mass CC ELA History: Mass CC History Libraries & Information Literacy: Mass CC Libraries Life Science: Mass CC Life Sci Mathematics: Mass CC Math OER, Copyright & Licensing: Mass CC OER Physical Science: Mass CC Physical Sci Psychology: Mass CC Psych Nursing & Allied Health: Mass CC Nursing Social Sciences: Mass CC Social Sci Publishing the Resource! - Check the acknowledgement of use permissions and then select publish! - Throughout the process you can always return to previous pages and edit/change/update and preview your resource. Submitting a Resource from the Web - Click "Add OER" on the top right header. - Select the "Add Link" button on the Submit from Web section. - Paste the resources URL in the open bar and select continue. - Follow the instructions for describing & publishing your resource from the previous sections! More information can be found here: https://oercommons.org/courseware/lesson/109396/student/377849 Video training Below is a video recording detailing the steps to upload a resource to the Open Massachusetts repository using the open author tool.	oercommons	2025-03-18T00:37:52.384373	Rachel Oleaga	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/99709/overview", "title": "Instructions for Authoring a Resource", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/111955/overview	Learning on the Job: Becoming a World Historian Overview This presentation introduces practical considerations for new world history educators or for educators looking to incorporate world history methods into their classrooms. The presentation considers challenges educators may face such as choosing the chronology and pivot points of the course and choosing a textbook. It also offers strategies for student engagement and world history resources. Attachments The attachment for this resource is a PowerPoint presentation that explores challenges and successes in teaching a world history survey course. About This Resource This resource was contributed by Dr. Molly Warsh, Associate Professor, Department of History, Associate Director of the World History Center and Head of Educational Outreach, the University of Pittsburgh.	oercommons	2025-03-18T00:37:52.402343	Alliance for Learning in World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/111955/overview", "title": "Learning on the Job: Becoming a World Historian", "author": "Teaching/Learning Strategy" }
https://oercommons.org/courseware/lesson/111944/overview	Teaching Global African Diaspora: Final Paper Assignment Overview The final paper assignment asks students to use what they have learned about historical events as part of global processes in a course on the Global African Diaspora. It asks students to explain the historical conditions that may have led people from an African country to move to the United States, as well as any economic and cultural reasons. It asks students to describe the nature of the informal and formal economies in which African immigrants participate. And finally to explain the challenges (legal, financial, cultural, etc.) that African immigrants face and the ways in which they deal with those challenges. Final Paper Assignment Instructions In this class, you have learned to think about historical events as part of global processes. Through the assigned readings and by engaging in global current events, the economic, political, and cultural significance of each have come to light. Paul Stoller’s Money Has No Smell offers an anthropological case study that illustrates how personal histories, culture, formal and informal economies, local and national politics influence Africans to migrate to the United States. Use Money Has No Smell, the documentary Dollars and Dreams and our textbook, Twentieth Century and Beyond to offer an analysis about why certain people chose to move from an African country to the United States. Explain the historical conditions that may have led to the move, as well as any economic and cultural reasons. Describe the nature of the informal and formal economies in which African immigrants participate. Finally explain the challenges (legal, financial, cultural, etc.) that African immigrants face and the ways in which they deal with those challenges. About This Resource The sample assignment included here was submitted by a participant in a one-day virtual workshop entitled, "Teaching the Global African Diaspora" for world history teachers hosted by the Alliance for Learning in World History. This was a draft document that may subsequently have been revised in light of feedback and discussion during the event. This resource was contributed by Dr. Robin P. Chapdelaine, Department of History, Duquesne University.	oercommons	2025-03-18T00:37:52.415761	Alliance for Learning in World History	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/111944/overview", "title": "Teaching Global African Diaspora: Final Paper Assignment", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/112158/overview	BPR-111 Mid term BPR-111 Print_Reading BPR-111 Quiz Questions and Answers BPR-111 Print Reading Overview This course provides basic principles of print reading. Topics include line types, orthographic projects, dimensioning methods, etc. There is also a two week introduction to GD&T towards the end of the course. This material includes the course layout, lectures, videos, and other resources. The LMS used to create it was Odigia. BPR-111 Print Reading This course provides basic principles of print reading. Topics include line types, orthographic projects, dimensioning methods, etc. There is also a two week introduction to GD&T towards the end of the course. This material includes the course layout, lectures, videos, and other resources. The LMS used to create it was Odigia. The attached resource is the course layout in PDF form.	oercommons	2025-03-18T00:37:52.434466	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112158/overview", "title": "BPR-111 Print Reading", "author": "Lecture" }
https://oercommons.org/courseware/lesson/97536/overview	Music 11 African American Music (Syllabus): Open for Antiracism (OFAR) Overview This is a sample syllabus of the course I offered for Merritt College in Spring 2022. This is a sample syllabus of the course I offered for Merritt College in Spring 2022.	oercommons	2025-03-18T00:37:52.451548	09/27/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/97536/overview", "title": "Music 11 African American Music (Syllabus): Open for Antiracism (OFAR)", "author": "Open for Antiracism Program (OFAR)" }
https://oercommons.org/courseware/lesson/80413/overview	Example of a "Metaphor" NPDA Case Overview This document is an example of an Affirmative case constructed for competitive Inter-collegiate debate within the National Parlimentary Debate Association. This example seeks to illuminate the way a policy-based case can be constructed by affirmative teams when presented with metaphors as debate topics. Example of Affirmative Case's Outline The following example is a case constructed for the resolution, “The Sun has set on Rural America.” The example utilizes the structural format provided for a stock issues case and is an example of the ways NPDA resolutions can be interpreted as resolutions of policy without the presence of the words “should or ought”. This case proposes modifying the California Government to help facilitate cooperation among agencies seeking to provide legal aid to rural counties within the state. - Observation 1: Interpretation/Analysis - Resolutional Analysis The Government recognizes that the resolution provided is a metaphor. It is stated in Critical Thinking through Debate by Mark Nelson and Jack Parella that the government team can [transform] metaphorical resolutions by linking their analysis to a specific current event in so far as the government’s interpretation provides fair ground for the two sides within the debate. Therefore, we will utilize this right and government shall interpret the metaphorical topic by bringing the issues of social justice within rural California to light. - Definitions : - The Sun: To shine light upon - Definitions : - Has Set: End of Something: For this case we will examine the End of Civil Justice Equality - Rural America: Rural California. This interpretation of the resolution is valid due to the way the issues facing our rural community shape and define who we are, in addition to the education we experience at Columbia. The Government would like to recognize philosopher Paulo Freire and his work “The Pedagogy of the Oppressed.” In this book, Freire framed education as a potential interaction and as a process incorporating the learner’s own bases of knowledge and experience in order to create a liberating self-awareness. This type of framework is critical to developing a critical awareness. We understand this as contextual and will be clarified within case if there are not any questions at this time by the opposition. - Criteria: The Government team advocate for the criteria of net-benefits within today’s debate. That is, if the Government team can demonstrate that our advocacy promotes a kind of positive social change that outweighs any disadvantage the opposition presents, we should win. The Government team’s interpretation of the resolution as a policy claim is a legitimate and preferable interpretation due to the way the framework of policy debate promotes activities leading to the fostering of positive social change. - Harms: Communities in rural counties lack resources to legal aid - Claim 1: Residents living within rural counties face sparse resources to assist in their civil justice needs. According to Commission Report it states that a higher percentage of rural than urban Californians are likely to be impoverished, elderly, or living with a disability. These populations are more likely to qualify for legal services. However, the Commission finds that the legal aid assistance in rural areas is sparse and only able to provide partial assistance. - Claim 2. Current formulas for determining resources are based on population models. There is a fundamental problem existing within the ways geographic considerations are not calculated into the funding and distribution of legal-aid resources. Most legal services programs rely on ongoing “core funding” to support their basic operations. Institutions such as the Federal Legal Services Corporation and the State Bar’s Interest on Lawyer Trust Accounts Funding provide help on a formula basis. These calculations attached to funding allocation are based, in part, on the number of indigent persons in their service areas. - Internal link: This lack of funding leads to a shortage of legal services to individuals isolated in rural counties. This lack of resources is impacting the accessibility of lawyers. According to Matthew Cooper’s “Invisible Clients,” the Delivery of Legal Services to the Rural Poor; it cost more to provide civil aid to rural persons than urban. Current statistics on legal aid in rural counties indicate a wide gap in availability and attention as there is only one attorney for every 27,000 rural CA residents. - Impacts - The lack of civil justice available to citizens undermines a safe and civil society. - Impacts According to Jason M. Solomon’s “What is Civil Justice, a William And Mary Law School Report 2010,” civil justice is a legal regime that responds to wrongdoing by vindicating the right of the victim to hold the wrongdoer accountable. - The ability to access legal services is a key indicator of the health of a democracy. Dee Davis, President of The Center for Rural Strategies states, “Rural America lags behind the rest of the nation in nearly every measure of success... and one of the most important and often overlooked ways rural areas lags behind the rest of the nation is access to legal services” - Plan-Text: Create and pass Rural Legal Aid Assistance reform legislation - Inherency: The current barrier is a lack of resources allocated towards legal aid services in California. The lack of resources includes revenue streams and channels of communication. According to the Justice Gap Report 2009, 50% of eligible potential clients were turned away for lack of program resources. - Mandate: The State of California will pass legislation that includes combining all current non-profit legal aid programs into a Unified Committee of Justice. In addition, this bill will create a funding source that seeks to provide additional resources through the taxation of tobacco products. - Agent/Enforcer: The Legislative Branch of California - Time Frame: A.S.A.P. - Funding: Raise CA’s cigarette tax from $.87 cents to $2 per pack and separate 33% of the revenue towards funding the newly created Committee. According to estimates, the state would raise 660.5 million dollars in state revenue each year. This 33% of this revenue would equal nearly 220 million dollars to contribute towards legal funding. - Solvency: The passage of plan will create minimum access guidelines through eliminating the geographical discrimination in the distribution of funding and resources. These guidelines will ensure rural Californians receive equal civil justice opportunities as their urban counterparts. Plan promotes cooperation between current resources so that the legal needs of rural Californians are met more effectively. - Advantage 1: The Government’s advocacy creates equal opportunity for civil justice throughout rural CA. - Overview: Justice Lewis Powell once said “Equal justice...is perhaps the most inspiring ideal of our society... It is fundamental that justice should be the same, in substance and availability.” As shown in the Commission Report, plan creates minimum access guidelines by eliminating the geographical discrimination in the distribution of funding and resources to ensure rural Californians receive equal civil justice opportunities as their urban counterparts. - Plan does not remove or relocate current resource, yet promotes cooperation between current resources so that the legal needs of rural Californians are met more effectively. Legal aid attorneys then reach more people without the time and expense of travel, and clients receive training in how to represent themselves. - Link: Plan establishes a foundation for communication between interested parties and stakeholders. Legal aid attorneys will be able to reach more people without the time and expense of travel, and clients receive training in how to represent themselves - Impacts - Program will provide leadership to communities. According to estimates by the Commission Report, rural counties [will] benefit from fundraising leaders who may not be rural or local, but who are concerned with justice, and rural areas [will] benefit from economies of scale that are unavailable to rural CA. - Law students will be attracted to work in rural areas. Schools such as Loyola University in Southern California, provides over 10,000 hours each year in pro bono(free legal service) by partnering with local programs. And according to the Commission Report, many law schools are required to offer students pro bono work in order to be accredited from the American Bar Association. By having a single non-profit legal program, student resources can be distributed throughout rural CA, to help assist in the legal needs of low-income persons. - Community health will increase due to the way Legal aid is tied to solving community needs. By successfully pursuing child support, alimony and health insurance coverage for domestic violence victims and their children, legal aid allows families to live free of their abusers and reduces the need for state support... which in turn victims are able to return to the workforce, contributing to the state’s tax base....So more legal aid, means less domestic violence, which means more taxes being paid towards the state. A 2003 study by Colgate University and the University of Arkansas reported that legal aid is the only service that consistently brings down the level of domestic violence within a community Thought Exercise (Questions for discussion and/or Assignments) Identify and describe three different attacks an opposition team could use to refute the claims and/or evidence within the case. Consider the following; - Does the author commit any type of errors of reasoning within case? Does the author use any type of fallacy such as hasty generalizations or the misinterpretation of cause-effect relationships? - Does the author commit any errors regarding the use of evidence? What areas of evidence are susceptible to attack?	oercommons	2025-03-18T00:37:52.492092	05/15/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/80413/overview", "title": "Example of a \"Metaphor\" NPDA Case", "author": "Tim Elizondo" }
https://oercommons.org/courseware/lesson/96900/overview	Remix Template to Support Teachers in Customizing Pathways Project Activities Overview This is a template teachers can use to help guide them on how to remix digital humanities and/or authentic materials with the Pathways Project activities. Digital Humanities sites take collections of video, text, audio or other artifacts and transform them into something that is widely accessible online. While some sites are just virtual collections of content, the best sites showcase this information in new and interesting ways. Remixing Digital Humanities & Authentic Materials into Pathways Project Activities Access this link to get a copy of this template in google doc format Pathways Project Digital Humanities / Authentic Materials Index - Think… \| - Start brainstorming below DH/Authentic Materials Sites \| Activities to Guide Comprehension Go to this thinglink or use interpretive communication activities that work for you \| \| Pre Activities: \| \| During Activities: \| \| Post Activities: \| Almost done! Briefly describe how the remixed materials and activities connect to the Pathways interpersonal speaking activity \| \| Unless otherwise noted, this guide is licensed by the Pathways Project under a Creative Commons Attribution 4.0 International License. We encourage users to remix, adapt, and select portions or the entirety of this document to meet their individual needs.	oercommons	2025-03-18T00:37:52.513830	Lesson Plan	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/96900/overview", "title": "Remix Template to Support Teachers in Customizing Pathways Project Activities", "author": "Activity/Lab" }
https://oercommons.org/courseware/lesson/114849/overview	2024 Arizona Regional OER Conference Program Overview Archived conference program from the 2024 Arizona Regional OER Conference. Session Title: In-Cyborg Luddite Solidarity. This resource includes a conference overview, logistics, and link to the program. Conference Overview and Program Conference Overview Open Educational Resources (OER) and the pedagogical practices permitted by their use continue to grow in potential to improve the educational experiences of our students, from drastically reducing the cost burden associated with course materials to directly involving students in the generation of knowledge. As educators and administrators across Arizona demonstrate increasing interest in the global open education community, the opportunity to forge meaningful cross-institutional connections related to open education has emerged. Event Summary - Who: Advocates, practitioners, and anyone else interested in open education. The event is open to the public. - What: A virtual experience inviting participants to showcase projects or ideas, learn from the community, build effective resources, and connect to an ongoing community of practice through the OERizona Network. - When: February 29 and March 1, 2024 - Where: Virtual - Why: The Arizona Regional OER Conference seeks to support student success by promoting awareness and adoption of Open Educational Resources and Pedagogies while encouraging collaboration through institutional partnerships across the state and beyond. - How: The 2024 conference is co-hosted by Maricopa Community Colleges and Yavapai College. Additional sponsoring institutions include Arizona State University Library, Pima Community College - PimaOnline, Northern Arizona University, and University of Arizona.	oercommons	2025-03-18T00:37:52.527602	04/02/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/114849/overview", "title": "2024 Arizona Regional OER Conference Program", "author": "OERizona Conference" }
https://oercommons.org/courseware/lesson/104409/overview	Syllabus Psych 14 Spring 2023 Psychology 14 Abnormal Psychology Overview The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. Action Plan My focus on integrating antiracist pedagogy will be in my Abnormal Psychology course, but could also be applied to every Psychology course that I've taught. The question of contributions by Black and African American researchers, writers, creatives, academics, etc. is conspicuously omitted from textbooks and major scholarly publications, etc. I have to search for meaningful contemporary, and intersectional content written by Black and Latinx/Hispanic creatives to supplement the primary textbook. I assign a textbook that is authored by "multicultural" psychologists and researchers of color, and the text challenges students to consider, understand and synthesize "psychological disorders" from a multipath perspective (biological, psychological, social and sociocultural framework). However, the dynamics that inform each of these dimensions aren't given authentic attention. This gap is where I can engage students to insinuate their cultural agency. For example, when the discussion centers on specific disorders (depressive disorders, anxiety disorders, schizophrenia and other "psychotic disorders"), rather than simply discuss symptoms, etiologies, diagnosis and treatments, we can take a deep dive into the contributing, confounding and precipitous dynamics of trauma that may have impacted and invaded the individual's ecosystem. There's much attention and research on genetic and biological factors, but the underlying individual and collective societal trauma that creates these manifest symptoms is often overlooked or omitted. Of course I'll need to be intentional about how I will accomplish this, but that's just one way that racism shows in core course concepts in the course. Course Description Psychology 14 - Abnormal Psychology Antiracist Assignment / Module After covering foundational theories of Psychology and definitions of abnormal behavior for the first few week, students were encouraged to critique, analyze and respond to discussion questions challenging the validity of signs, symptoms, diagnosis and treatments of psychological disorders from their unique racial, ethnic, cultural, gendered, and sociocultural perspective. Attached are examples of two such legacy assignments.	oercommons	2025-03-18T00:37:52.547865	05/31/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/104409/overview", "title": "Psychology 14 Abnormal Psychology", "author": "Sandra Lee" }
https://oercommons.org/courseware/lesson/93043/overview	Micrograph Escherichia coli 48h endospore 1000X p000067 Overview This micrograph was taken at 1000X total magnifcation on a brightfield microscope. The subject is Escherichia coli cells were grown in broth culture for 48 hours at 30 degrees Celsius. The cells were heat-fixed to a slide and stained with malachite green (endospores) and safranin red (vegetative cells) prior to visualization. No endospores are seen, as E. coli does not form endospores. Image credit: Emily Fox Micrograph Light background with many rod-shaped pink cells; no green oval endospores seen	oercommons	2025-03-18T00:37:52.565172	Diagram/Illustration	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93043/overview", "title": "Micrograph Escherichia coli 48h endospore 1000X p000067", "author": "Health, Medicine and Nursing" }
https://oercommons.org/courseware/lesson/105640/overview	ART112: Two-Dimensional Design Overview Develop a passion for visual communication and learn new skills! In Two-Dimensional Design students of all abilities will master the fundamentals of visual composition, and the various ways artists and designers use visual language. Through the study of the elements and principals of design students will develop technical proficiency in a range of art media and find creative confidence in the expression of visual communication. This course approach fosters creativity through one-one-one instruction during time, written feedback, and group critiques. ART112: Two-Dimensional Design Develop a passion for visual communication and learn new skills! In Two-Dimensional Design students of all abilities will master the fundamentals of visual composition, and the various ways artists and designers use visual language. Through the study of the elements and principals of design students will develop technical proficiency in a range of art media and find creative confidence in the expression of visual communication. My teaching approach fosters creativity through one-one-one instruction during time, written feedback, and group critiques. The class is a hybrid course that meets online and face to face. Students must attend class for full points. All lectures, demos, group discussions, group critiques, and assignments are contained in the course modules. You must complete all assignments by their specified due dates to earn full points in class. Please be mindful that if you do not complete any assignments for the first week of class you will be automatically dropped. Course Link--Canvas Commons Course Download--Common Cartridge Download this file to access the course in an LMS other than Canvas (Blackboard, Moodle, etc).	oercommons	2025-03-18T00:37:52.584737	Micah Weedman	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/105640/overview", "title": "ART112: Two-Dimensional Design", "author": "Full Course" }
https://oercommons.org/courseware/lesson/54538/overview	Dance and Popular Culture in the United States: Lesson: The Charleston to The Juke Joint Overview This is a Module on The Charleston and Juke Joints from a course on Dance and Popular Culture in the United States. This module includes videos about The Harlem Renaissance as well as clips of the dances. The second section is a study guide the includes reading suggestions. The Charleston to the Juke Joint Dance and Popular Culture in the United States: Lesson: The Charleston to The Juke Joint The Charleston In the 1920's The Charleston took over both the stage as well as the social space. The Charleston is yet another dance that was invented by African Americans. It is thought to have roots in the dances of Black slaves from Charleston, N.C., hence the name. Once it made its way to New York, the world was never the same. The dance caused an uproar wherever it went - done in short dresses - with legs kicking into space, shoulders shrugging at a fast pace, and knees moving from side to side - the youth of the U.S. and even abroad, could not get enough. The 1920's This era was a time when upwardly mobile whites were enjoying an economic boom and white women were enjoying more freedom due to the 19th Amendment and the invention of birth control. This was the era of The Harlem Renaissance - an era in which African Americans in New York were creating art, music, literature, and dance that would be celebrated for decades to come, and that would influence all of the art, music, literature, and dance that we see today. Harlem was one of the only places in the country where people of all races could come together and dance and listen to Jazz music. The most popular spaces being: The Cotton Club and The Savoy. About the Harlem Renaissance: Josephine Baker (Links to an external site.)Links to an external site. (By Walery (Links to an external site.)Links to an external site., Polish-British, 1863-1929 - http://estonia.usembassy.gov/Links to an external site., Public Domain, Link) (Links to an external site.)Links to an external site. Josephine Baker was a dancer, actor, and Civil Rights activist. She made The Charleston Famous throughout the world. Dancing the Charleston: Various Clips of the Charleston: Juke Joints Juke Joints were spaces for African Americans in the rural south to make music and dance that was their own. This is where The Blues was born, and hence a new style of dancing - free flowing, musical, and based on the sensuality of the couple. Dancing at the Juke Joint: Blues music and Jazz music begat the dances that we know and love today: The Lindy Hop and Swing Dancing. Blues Dancing (1940's - 1950's): Who was Al Minns?: The Charleston to the Juke Joint Study Guide The Charleston to the Juke Joint (1920’s - 1950’s) The Harlem Renaissance Why were music and dance venues like the Cotton Club important at this time? Name two things that you saw in the video footage of the Cotton Club that could be of significance in the context of U.S.history: Define what you think the phrase “ purveyors of cool” means: Name 5 reasons the Harlem Renaissance was an important time and place in U.S. history: The Charleston Describe three qualities of the Charleston as danced by Josephine Baker(aesthetic, costuming, movement quality): Describe three qualities of the Charleston as danced in the proceeding video (clips of the Charleston): Compare and contrast the Charleston with 2 popular dances of the past decade: The Juke Joint Why is the Delta Blues important in the history of music and dance in the U.S.? Describe the dancing that you see in the Juke Joint in the footage of this film from the 1940’s: Compare what you see in these videos of Blues and Swing/Lindy Hop dancing in three different styles of dancing the we do today: Read: "Strereotype Reinforcement or Empowerment: Dancing Black Bodies in the Harlem Ranaissance" by: Asiam From The Princeston University Commons. January 24, 2017. Discuss the complexity of Black entertainers’ performances during the Harlem Renaissance in terms of Blackface and Minstrelsy. Read: "The Savoy Ballroom, Harlem, Ney York, 1930" by: Harlem World Magazine. October 27. 2014. Name three reasons why The Savoy Ballroom was significant to both dance and human history:	oercommons	2025-03-18T00:37:52.609715	05/20/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/54538/overview", "title": "Dance and Popular Culture in the United States: Lesson: The Charleston to The Juke Joint", "author": "Devon Polynone" }
https://oercommons.org/courseware/lesson/94233/overview	Student-created physics videos for medicine, biology, and chemistry students Overview The videos of this YouTube playlist were created by students of UT Austin's "General Physics II" (PHY 317L) class, a calculus-based, undergraduate, introductory physics class aimed at pre-med, chemistry, and life-sciences students. These videos explain how a physics concept from the course relates to a biomedical application. These videos are aimed at an audience of graduating high-school seniors / incoming college freshmen. Please note that the playlist contains videos that may either have the standard YouTube license or the CC BY license. Physics Videos Link to full playlist: https://www.youtube.com/playlist?list=PLX5qa2gyeGEvo6ryCWxLY-vEWkOdxEYkd Topics include PET scans, polarized sunglasses, LASIK surgery, physiological effects of potassium deficiency, SDS-PAGE, neuronal circuits, mass spectrometry, electroencephalograms, Förster Resonance Energy Transfer (FRET) microscopy, near- and farsightedness, X-ray imaging, neuronal action potentials, fluorescence microscopy, and electrocardiograms.	oercommons	2025-03-18T00:37:52.622448	06/21/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94233/overview", "title": "Student-created physics videos for medicine, biology, and chemistry students", "author": "José Alvarado" }
https://oercommons.org/courseware/lesson/89974/overview	Micrograph Bacillus subtilis Gram stain 1000x p000010 Overview This micrograph was taken at 1000X total magnifcation on a brightfield microscope. The subject is Bacillus subtilis cells grown in broth culture overnight at 30 degrees Celsius. The cells were heat-fixed to a slide Gram stained prior to visualization. Image credit: Emily Fox Micrograph White background with chains of dozens of dark purple, rod-shaped cells.	oercommons	2025-03-18T00:37:52.639496	Diagram/Illustration	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/89974/overview", "title": "Micrograph Bacillus subtilis Gram stain 1000x p000010", "author": "Health, Medicine and Nursing" }
https://oercommons.org/courseware/lesson/102561/overview	Happiness Overview 12 ways to release your inner joy during the holidays 12 ways to release your inner joy during the holidays 12 ways to release your inner joy during the holidays The holidays are coming. You walk for everyone, you can't say no to your obligations and your energy is running out. Before you know it, you have taken over your relationship with yourself, your most important relationship. The holidays are a great time to de-stress, reassess your life situation, and develop a sense of inner well-being. 1. Don't compare yourself to others. Everyone is unique and should not measure his value by comparing his life to that of others. Even thinking that you are better than your people can hurt your happiness as you develop judgment and an unhealthy sense of superiority over others. Evaluate your own success based solely on your progress, not that of others. Up and down social comparisons at one end of the spectrum are not an acceptable way to increase your ego time because it will keep you coming back. 2. Surround yourself with positive people. The phrase "MISIBILITY LOVE COMPANY" is quite true, but true. That's why you have optimistic and self-satisfied friends, they will be surrounded by positive energy, you need to choose wisely. Toxic negative people leave you empty and physically/emotionally/spiritually inviting you. If you can, it is recommended that you limit your interaction with them. 3. Realize that you don't need the approval of others. is important for following your dreams and aspirations and not letting naysayers stand in your way. It's good to seek the opinions and advice of others, but emotionally content people stay true to their inner selves and don't touch their need for external approval. The more you please others, the more impact you have on a person's health and well-being, and thus participate in the power of this void. 4. Take the time to listen carefully. Active listening can help you absorb the wisdom of others while allowing you to stop your own thoughts. Listening carefully can help you feel fulfilled while helping you gain different perspectives and develop empathy. Practice the art of listening well, and if you must respect the speaker, resist the urge to interrupt while he is speaking. 5. Cultivate social relationships. Positive relationships are the key to happiness, so be sure to make time for friends, family, and loved ones. This means connecting in person, not through social media or other social media platforms that have become the norm these days. 6. Yoga Studies have shown that yoga can help you stay focused, calm your nerves, and promote inner peace, suggesting that it may even cause unfortunate epigenetic/physiological changes in your brain. 7. Eat well. What you eat affects your short and long term effort and energy. Eating right can help keep your body and mind focused, while consuming processed VOCOSE can make you lazy and prone to chronic disease. Learn how to eat the right foods for your physical and mental health. You can only be truly healthy if you have the right balance of ingredients. 8. Exercise Exercise increases levels of brain chemicals such as serotonin, dopamine and norepinephrine, which help reduce the effects of stress and may also alleviate depression. Massive social media is urging people to view exercise as a medical tool for weight loss, disease prevention, and life extension. It's important that we start seeing exercise as a daily tool to get you better and better instantly. 9. Live a life of simplicity. Chaos has a way of draining your energy and replacing it with Chaos. Clutter is an often overlooked and underestimated stressor that can lead to anxiety, depression, distraction and even guilt, so give your home and office a makeover, KCFIRGING , KCFIRGING, KCFIRGING. GOOD" doesn't just occupy your physical and mental space. The dirt on the outside is often a reflection of what's going on inside. 10. Be honest. Every time you tell the truth, your stress levels will likely increase, your self-esteem will only wrinkle/pink, and if others find out, you're in love, you are. Telling the truth can improve your mental health and boost your confidence. 11. Establish personal control. Preventing others from controlling your life as you allow Establishes personal control over your life, allowing you to achieve your goals and dreams, and great personal achievements. Remember to give others the power to manipulate your thoughts and emotions. 12. Accept what cannot be changed. Everything in your life is not under your control Life is not a fairy tale, it is totally true. Happy people learn to accept the injustices and frustrations in their lives that become factors beyond their control, rather than suffer because of their experiences. Instead, they direct their attention and energy to changing things under their control to achieve their betterment.	oercommons	2025-03-18T00:37:52.657907	04/03/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/102561/overview", "title": "Happiness", "author": "Anuradha H N" }
https://oercommons.org/courseware/lesson/122329/overview	https://www.canva.com/design/DAGV8OOjit8/Bl8N6pvu3fC8sZ0iyeJSvw/view?utm_content=DAGV8OOjit8&utm_campaign=share_your_design&utm_medium=link&utm_source=shareyourdesignpanel Map of Sudan 1956 Map of Sudan 1956 Map of Sudan Current Powermap of Connections in Sudan Presentation Sudan Presentation-2 Sudan Presentation on Crisis Data The Sudanese Constitution From Revolution to Occupation, Sudan Overview Sudan's history has been marked by internal conflict, outside interference, and political instability, leading to the current humanitarian crisis. The 1980s saw economic mismanagement under Gaafar Nimeiry, the Second Sudanese Civil War, and the rise of the Rapid Support Forces (RSF) under Mohamed Hamdan Dagalo. Nimeiry's economic policies led to famine, inflation, and resentment among southern Sudanese citizens. Sadiq al-Mahdi's rule in the late 1980s armed tribal groups, causing ethnic tensions and escalating bloodshed. The RSF has continued systematic violence, displacement, and ethnic cleansing in Darfur. Despite human rights violations, the international community has implicitly recognized the RSF, despite their breaches. The current humanitarian crisis is exacerbated by the prolonged occupation, resulting in starvation, infrastructure destruction, and uprooting millions. Sudan's Current Occupation and Humanitarian Crisis. The world's worst humanitarian disaster is currently ravaging Sudan, which was once Africa's largest country and a supplier of minerals, petroleum, raw materials, and crops. The complicated cultural and historical fabric of Sudan, a country of about 50 million people and more than 500 ethnic groups, is being ripped apart by persistent violence, displacement, and a failing healthcare system. Learning Objective: Students will investigate the historical causes, sociopolitical dynamics, and catastrophic effects of the ongoing conflict as they critically analyze the humanitarian and medical crises in Sudan. Students will learn about the following during this lesson: Sudan's economic, historical, and cultural significance. The extent of the effect of the current occupation on the healthcare and displacement. How international dynamics/imperialism and institutional failures contribute to Sudan's suffering. Discuss: - What are the underlying reasons behind the current crisis in Sudan? - In what ways does Sudan's cultural and historical background inform its current issues? Research and Presentation: - Research particular topics (historical context, starvation, healthcare, or relocation) and presenting your results, split up into groups of at least 3. Critical Questions: - What effects have external factors, such as resources, colonialism, and imperialism, had on Sudan's circumstances? Take Home Assignment: - Send a letter to global organizations urging them to take particular steps to deal with the situation. - Make suggestions for policy changes or humanitarian needs. The Sudanese Government: The Constitution vs. Reality Sudanese Consitutional Structure of Governance: - Sudan is intended to operate as a federal republic with a distinct division of powers. - The executive branch is in charge of carrying out laws and policies and is led by the president with assistance from the council of ministers. - The legislative branch is a bicameral institution that oversees the executive branch, drafts legislation, and maintains checks and balances. It has representatives from every region. - Judiciary: An autonomous judiciary charged with defending citizens' rights and enforcing the constitution. - The constitution places a strong emphasis on giving states and regions more authority while maintaining local representation and governance, especially in traditionally underprivileged regions like South Kordofan and Darfur. - The constitution guarantees fundamental rights such equality before the law, freedom of expression, and freedom of religion. The governance paradigm is not complete without accountability and transparency mechanisms. - The constitution asks for an inclusive government that upholds the rights of minorities and fosters unity amidst diversity, acknowledging Sudan's ethnic, religious, and cultural diversity. The Reality of Government in Sudan: - High centralized governance, with power concentrated in military leaders or autocratic rulers. - Military factions prioritize personal interests over constitutional mandates. - Judiciary often co-opted or sidelined by military regime, weakening constitutional enforcement. - Widespread arbitrary arrests, lack of due process, and human rights abuses. - Marginalized regions, particularly Darfur, underrepresented and heavily impacted by conflict. - Promises of regional autonomy and inclusive governance unfulfilled. - Civil liberties routinely suppressed, with crackdowns on protests and targeted violence against activists. - External actors and domestic elites exploit Sudan's natural resources with minimal accountability, perpetuating economic inequities and undermining national sovereignty. Sudan Under British Colonialism Due to its advantageous location along the Nile River and its proximity to East African trade routes, Sudan became a focal focus of the aggressive European colonization that characterized the late 19th-century Scramble for Africa. Through the Anglo-Egyptian Condominium, which was founded in 1899, the British Empire consolidated its grip over Sudan's resources and government, motivated by imperial rivalry and economic interests. Learning Objectives: Students will examine the long-term sociopolitical and economic effects of British colonial rule in Sudan, emphasizing how past colonial tactics like resource exploitation and "divide-and-rule" have influenced current issues like social inequality, political instability, and tribal conflicts. Examining Sudan's Legacy of British Colonialism Assignment Directions: Write a thorough examination of British colonial tactics in Sudan and their lingering impacts on Sudanese culture. The components of this project is a written one-page double spaced paper. - Select a topic from the list below: - Indirect rule and the function of tribal chiefs. - the Darfur annexation and its effects. - the linguistic, educational, and religious gap between the north and south. - Describe how Sudan's ethnic, religious, and regional divisions were worsened by "divide-and-rule" strategies. - Examine the socioeconomic effects of resource exploitation by the British. The Republic of Sudan 1956-1969 The complicated interaction of historical grievances, economic potential, and regional aspirations is reflected in Sudan's path to independence. Its advantageous location as a link between Africa and the Arab world presents chances for cooperation and growth. Unresolved internal conflicts and outside exploitation, however, draw attention to the continuous fight for just governance and long-term development. Learning Objectives: - Recognize the significance and historical background of Sudan's 1956 independence. - Examine the sociopolitical forces that influenced Sudan's government after gaining independence. - Examine how Sudan's resources, especially Gum Arabic, are being exploited economically and culturally. - Consider the North-South divide as one of the elements causing internal tensions in Sudan. - Consider how colonial legacies have affected Sudanese governance and society over time. In-Class Debate Activity: - The following claim will be discussed in a debate among students: "The rebranding of 'Gum Sudan' to 'Gum Arabic' reflects ongoing cultural and economic exploitation of Sudan by external powers. A Period of Political Turmoil Sudan 1969-1983 The leadership of Nimeiry wavered between Islamist conservatism and communist modernity. Through the Addis Ababa Agreement, his actions brought about temporary stability, but Arabization, religious persecution, and human rights abuses caused long-term societal tensions. These conflicts influenced Sudan's political course and planted the seeds for future hostilities. Learning Objective: - Using Arabization, human rights, brain drain, and the application of Sharia law as the main themes, students will examine the political, social, and cultural effects of Gaafar al-Nimeiry's presidency in Sudan. Take-Home Activity: - Watch the videos below about al-Nimeiry. - Write a reflection on them, at least 250 words. A Period of Political Turmoil Sudan 1980-1989 Under the direction of Gaafar al-Nimeiry and Sadiq al-Mahdi, this summary of Sudanese history from the late 1960s to the late 1980s documents significant periods of societal disintegration, political unrest, and economic difficulties. Learning Objective: - With an emphasis on the leadership of Sadiq al-Mahdi and Gaafar al-Nimeiry, students will examine the political and social landscape of Sudan between the late 1960s and the late 1980s. Themes like governance, economic difficulties, militia growth, the role of international involvement, and the social repercussions of famine and Sharia law will all be covered. In-Class Assignment: - Based on historical and societal categories, each student will be given a role, including: - A participant in the SPLM (Sudan People's Liberation Movement) - An official from the Janjaweed militia - A civilian Darfuri who was displaced - A Democratic Unionist Party (DUP) member - An economist worried about brain drain and inflation - A religious figure who supports or opposes Sharia law - An elder in a non-Arab tribal group - A military general - In order to comprehend the viewpoints, complaints, and objectives of their group, students will investigate the role they have been allocated. - Write a one-page position statement outlining the primary goals and concerns of their stakeholders. - Stakeholders will present their perspective and then break into smaller groups to discuss possible compromises and alliances. - The class will then work together to create a National Amendment that includes tactics for economic change, resource management, governance, and conflict resolution. From Revolution to Occupation, the Current Actors in Sudan's Occupation Foreign mercenaries, especially the Janjaweed, who have transformed into the Rapid Support Forces under the command of Mohamed Hamdan Dagalo, also known as Hemedti, are currently occupying and controlling Sudan. The Janjaweed, a prominent paramilitary group infamous for their violent methods and human rights abuses, were first armed and trained by the governments of Libya and Sudan for the purposes of domestic repression and regional instability. The United Arab Emirates, in particular, contributes financial and logistical support to the RSF's operations in exchange for strategic partnerships and access to Sudan's gold resources. With the help of this finance, the RSF has been able to increase the scope of its activities, stifling resistance and solidifying its hold on strategic areas while creating an atmosphere of instability and dread. Some members of the international community, especially Western countries, have given the RSF implicit legitimacy in spite of its recorded atrocities, which include ethnic cleansing in Darfur and continuous violence against civilians. This takes the shape of minimal denunciation and political engagement, which is frequently excused under the pretense of resolving migratory issues or ensuring peace in Sudan. A force recognized for sustaining systematic violence and exploitation is strengthened by this legitimization, which also threatens Sudanese sovereignty. Learning Objective: - With an emphasis on the Janjaweed's ascent and transformation into the Rapid Support Forces (RSF), their effects on Sudanese sovereignty, and the broader consequences of neocolonial meddling, students will examine the historical and current roles of foreign mercenaries and external powers in Sudan. Assigment: - Each student will produce an infographic that details the RSF's history, ties with outside forces, effects on Sudan, and the worldwide ramifications of international legitimation. - Also watch the video below and be ready to discuss it in class. Open captions to understand the Arabic. Bibliography SHARKEY, HEATHER J. 2003. LIVING WITH COLONIALISM: NATIONALISM AND CULTURE IN THE ANGLO-EGYPTIAN SUDAN. BERKELEY(CALIFORNIA): UNIVERSITY OF CALIFORNIA PRESS. DALY, MARTIN W. 2010. DARFUR’S SORROW. CAMBRIDGE UNIVERSITY PRESS. DALY, MARTIN W. 2003. EMPIRE ON THE NILE: THE ANGLO-EGYPTIAN SUDAN 1898-1934. CAMBRIDGE: CAMBRIDGE UNIVERSITY PRESS. DALY, MARTIN W. 2002. IMPERIAL SUDAN: THE ANGLO-EGYPTIAN CONDOMINIUM: 1934-1956. CAMBRIDGE; NEW YORK; PORT CHESTER: CAMBRIDGE UNIVERSITY PRESS. SEARCY, KIM. 2019. “SUDAN IN CRISIS.” ORIGINS.OSU.EDU. JULY 2019. HTTPS://ORIGINS.OSU.EDU/ARTICLE/SUDAN-DARFUR-AL-BASHIR-COLONIAL-PROTEST. UNITED STATES HOLOCAUST MEMORIAL MUSEUM. N.D. “SUDAN.” WWW.USHMM.ORG. HTTPS://WWW.USHMM.ORG/GENOCIDE-PREVENTION/COUNTRIES/SUDAN. JOHNSON, DOUGLAS H. 2003. THE ROOT CAUSES OF SUDAN'S CIVIL WARS. N.P.: INDIANA UNIVERSITY PRESS. SYLVESTER, ANTHONY. 1977. SUDAN UNDER NIMEIRI. N.P.: BODLEY HEAD. UNITED NATIONS. N.D. “THE SUSTAINABLE DEVELOPMENT GOALS IN SUDAN.” UNITED NATIONS IN SUDAN. ACCESSED 11 25, 2024. HTTPS://SUDAN.UN.ORG/EN. WOODWARD, PETER, ED. 1991. SUDAN AFTER NIMEIRI. N.P.: ROUTLEDGE.	oercommons	2025-03-18T00:37:52.702323	Amel Mohdali	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122329/overview", "title": "From Revolution to Occupation, Sudan", "author": "Lesson Plan" }
https://oercommons.org/courseware/lesson/88813/overview	How present-day colonialism has affected the sustainability of the public health care system Overview A small look into how colonism is still affecting Belize's unsustainable public healthcare services from the eyes of the nurses and patients who have experienced it. Our health care system is one of the many sectors stilling affected by modern day colonialism by its unsustainable practices and low-quality mediocre services. Sastre et al (2014) explains that the health needs of the people in this region need to be addressed and to develop strategies to target the root of these negative health care trends along with many other issues and unsustainable practices and services. Although many countries including Belize signed in agreement to achieve the United Nation’s Sustainable Development Goals by the year of 2030, I personally do not see Goal number three target three point eight being in process to achieve. Target three point eight reads " to achieve universal health coverage, including financial risk protection, access to quality essential health-care services and access to safe, effective, quality and affordable essential medicines and vaccines for all", but is anything being done to achieve this goal in our country or are my assumptions wrong (United Nations, n.d.)? In my research to seek the facts about my assumptions, two nurses who worked in both public and private health sectors and a patient who was recently discharged from the public hospital was kind enough to answer my questions that surrounded my assumption. Both nurses agreed that in terms of high-quality services at public health care providers are limited to mediocre consultations, basic surgical procedures and laboratory work, regular CT scans and X rays; however, the public hospitals are at a deficit. Patients are usually referred to more advanced health care establishments to receive the higher quality services that public hospitals are unable to offer. The Patient shared that while being admitted in the hospital the nurses did not even explain to him what medication was being administered and the doctors were very vague and limited on information about his situation and also criticized him for asking too. As a Patient, you have a right to know this information and to be treat respectfully. The Nurses continued by sharing that unfortunately not all necessary medications are currently accessible for patients at the public hospitals country wide for either walk in or admitted patients. Due to the deficit of medication in the public sector of health care, patients receive prescriptions to obtain their medication from private pharmacies at this time. One of the nurses added that not even Tylenol is available for distribution. The patient explained that after his surgery, his father had to purchase his pain medication, tape for his I.V. and necessary antibiotics due to the hospital not having any in stock. As both nurses and the patient compared the quality of health care between private and public hospitals, they all agreed that private hospitals are honestly a better choice as it relates to high-quality services, accessible medication and better treatment; however, the only downfall would be the high cost of these things. At public hospitals, resources and services are lacking due to the influx of monetary fund being limited as compared to private sectors that have a larger influx of funds which assists in making sure the quality service and necessary materials are available. However, the money is not the only factor to blame, as the government is the financial provider for these public health systems who chooses to neglected them because they do not need those services as they can afford to go to costly private health care facilities. This has been an ongoing situation and has gone further downhill due to the recent pandemic. This should be a call for change as many of our citizens’ only options are to go these public hospitals just to either be turned away or not assisted properly and cannot afford otherwise else. As I conclude and realize my assumptions were right, I am even more sadden by this reality we live in. The government and citizens should take pride in the public health care services being offered, not take shame and disgrace. References Magana, M., Patient, Personal Communication, December 8, 2021 Mejia. M., Nurse, Personal Communication, December 9, 2021 Sastre, F., Rojas, P., Cyrus, E., De La Rosa, M., & Khoury, A. H. (2014). Improving the health status of Caribbean people: recommendations from the Triangulating on Health Equity summit. Global health promotion, 21(3), 19–28. https://doi.org/10.1177/1757975914523455 Sustainable Development Goals \| United Nations Development Programme. United Nations Development Programme. (2021). Retrieved 6 October 2021, from https://www.undp.org/sustainable-development-goals. Westby, N., Nurse, Personal Communication, December 9, 2021	oercommons	2025-03-18T00:37:52.719936	12/16/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88813/overview", "title": "How present-day colonialism has affected the sustainability of the public health care system", "author": "Akirah Shaheed" }
https://oercommons.org/courseware/lesson/77954/overview	French Level 2, Activity 07: La mode en France / Fashion in France (Online) Overview In this activity, students will practice describing clothing in French, so that others can guess what the item of clothing they're describing. Activity Information Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner. Fashion in France / La mode en France Description In this activity, students will practice describing clothing in French, so that others can guess what the item of clothing they're describing. Semantic Topics Fashion, clothing, mode, online shopping, la mode, vêtements, phrases complètes, complete phrases Products Le Béret Practices Wearing the wool cap has long been a way to keep warm in the winter, and make a fashion statement. They are still commonly worn by French military personnel. Perspectives The Béret is not as often seen as it was in the early 20th century, but it is still a beloved French fashion. NCSSFL-ACTFL World-Readiness Standards - Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions. Idaho State Content Standards - COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions. - COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. - CONN 2.1: Access authentic materials prepared in the target language by or for native speakers. - COMT 1.2: Discuss personal preferences in activities and events both within and beyond the classroom. - COMT 2.1: Interpret materials and/or use media from the language and culture for enjoyment. - CLTR 1.3: Function appropriately in diverse contexts within the target culture. - COMP 1.1: Observe formal and informal forms of language. - COMP 2.2: Compare and contrast appropriate gestures and oral expressions in the target culture with the learner’s culture. - COMP 2.3: Compare and contrast authentic materials from the target culture with the learner’s culture. NCSSFL-ACTFL Can-Do Statements - I can describe my friend's outfit and express if I like it or not. - I can shop for clothes online. - I can understand modern fashion expressions used in everyday life. Materials Needed Warm-Up Warm-Up 1. Begin by introducing the Can-Dos for today's activity. 2. Look at the slides with different models on it. Have each student pick a model to describe (It’s okay if multiple students pick one model). Try to encourage the students to use the new vocabulary! Regardez la diapositive avec les différents mannequins. Demandez à chaque élève de choisir un mannequin à décrire. (Ne vous inquiétez pas si plusieurs élèves choisissent un mannequin). Essayez d’encourager les élèves à utiliser le nouveau vocabulaire! Main Activity Main Activity 1. Students will be looking at clothing on French style websites. Vous allez visiter chaque site-web à l’écran (www.orijns.fr, www.asos.frwww.kiabi.com) puis vous devrez en choisir un. 2. They will then describe the item and try to get the group to guess what it looks like. Trouvez un vêtement à décrire au groupe. 3. Whoever is able to guess the item the most accurately, wins! Celui qui est capable de décrire l’article le plus précisément, gagne! Exemple: “Cet article est rose et a une fermeture éclaire. Vous portez cet article quand il fait froid.” “C’est un manteau rose ?” “Oui !” Example: "This article of clothing is pink and has a zipper. You wear this article of clothing when it is cold." "Is it a pink coat?" "Yes!" Wrap-Up Wrap-Up Ask the following question(s) to finish the activity: - Pensez-vous que vous allez utiliser ces expressions ? (Do you think that you will use these expressions?) - Préférez-vous une de ces expressions ? (Do you prefer one of these expressions?) - Est-ce que nous avons des expressions similaires en Anglais ? (Do we have similar expressions in English?) Cultural Resources A French interviewer asks what French people in Saint-Denis are wearing. End of Activity - Can-Do statement check-in... “Where are we?” - Read can-do statements and have students evaluate their confidence. - Encourage students to be honest in their self-evaluation - Pay attention, and try to use feedback for future activities! NCSSFL-ACTFL Can-Do Statements - I can describe my friend's outfit and express if I like it or not. - I can shop for clothes online. - I can understand modern fashion expressions used in everyday life.	oercommons	2025-03-18T00:37:52.790070	Camille Daw	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77954/overview", "title": "French Level 2, Activity 07: La mode en France / Fashion in France (Online)", "author": "Mimi Fahnstrom" }
https://oercommons.org/courseware/lesson/108256/overview	Spelling Activity Overview This is a tutorial about how to use spellingcity. In order to use a spelling activity in your class, you can use Spellingcity.	oercommons	2025-03-18T00:37:52.805632	Duran AYKAN	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108256/overview", "title": "Spelling Activity", "author": "Interactive" }
https://oercommons.org/courseware/lesson/122895/overview	Comparison of Different IR models Overview IR stands for Information Retrieval, which basically involves searching and retrieving information from a large collection of data, usually in answer to a query. Various models have emerged with time to enhance retrieval of relevant information accurately and efficiently. The following assignment compares some significant models, namely, Wilson, Darvin, Ellis, Bates, Kulthau, Ingwersen, Belkin, Saracevic, Savolainen, and Krikelas. Each of these models provides a look at the IR process, which addresses other challenges in both retrieval and the search process. Comparison of Different IR Models Introduction to Information Retrieval (IR) Models Information retrieval (IR) is a process that involves finding relevant data from a large collection of information given the response to a user query. As a result of exponential growth of digital information in the modern age, effective IR systems are vital to enable users to find relevant content amidst vast data sources. The field of IR is comprised of several models trying to understand, represent, and improve the interaction between users and information systems. The various theoretical models of IR have been developed by researchers to describe how users seek, find, and use information over the years. Most of these models are based on various factors such as cognitive processes, emotional aspects, user behavior, and the underlying structure of the information environment. Most models have been focused on stages of information-seeking while others have emphasized relevance, user-system interaction, or social context. This assignment discusses and compares a few of the most influential IR models that include Wilson's, Darwin's, Ellis's, Bates's, Kulthau's, Ingwersen's, Belkin's, Saracevic's, Savolainen's, and Krikelas's. Each model provides a view into the complex and dynamic process of information retrieval with respect to the interplay between human behavior, system design, and the information environment. By understanding these models, we appreciate the challenges and opportunities that come with developing effective IR systems that are aligned with the users' needs and cognitive processes. 1. Wilson's Information Behavior Model (1996) The Wilson's Information Behavior Model is one of the most powerful information science frameworks that offers an integrative perspective for the way in which people interact with information. The model encompasses numerous factors that influence information-seeking behavior and acknowledges that these behaviors are influenced by both personal and contextual factors. Wilson's framework covers a wide range of behaviors, from recognizing an information need to actively seeking and using information, and it explores the complex feedback loops that often emerge in this process. The model's unique strength lies in its ability to highlight the role of both cognitive and social influences. This implies that information needs do not surface in a vacuum but are instead deeply rooted within the life context of an individual, from cultural to social and environmental background. Information behavior is a dynamic process of interaction between the user and the information system as highlighted by Wilson. Instead of reacting to stimuli from the environment, the process has to be one of interaction involving goals, knowledge, and emotion changes that continuously occur within the process. For instance, a researcher may start a search with a general question or topic. While browsing available resources, he/she may narrow down his/her query based on new information he/she discovers. Therefore, information-seeking is circular in nature, as every iteration of the search provides information for the next iteration. Wilson's model, therefore, opens up avenues to explore information-seeking behavior in contexts such as academic research, workplace information systems, and casual information-seeking on the internet. However, Wilson’s model is sometimes criticized for being too broad and general, which can make it challenging to apply directly in specific system designs or practical use cases. Its value lies more in providing a framework for understanding the factors influencing information-seeking rather than offering concrete guidance for system design. 2. Dervin’s Sense-Making Model (1983) Brenda Dervin developed the Sense-Making Model, which is a constructivist approach based on how people make sense of their world through information-seeking. The core concept in this model is that information-seeking is driven by a gap between what a person knows and what they need to know. This gap leads to uncertainty or confusion, and the individual seeks information actively to bridge that gap and make sense of the situation. This approach takes off with Dervin, who assumes that people are not really information gatherers in any linear fashion but are involved in an active process of interpretation and reconstruction. She views information not as fixed content but as a resource that assists in the reconstruction of meaning. The approach also underscores the fact that information-seeking behavior is greatly shaped by the context in which this behavior occurs, including the individual, situational, and cultural contexts. The practical contribution of the Sense-Making Model is found to be quite strong in library science and information literacy. This helps explain how users go about trying to solve a problem in the academic or real sense. It helps the users by promoting an empathetic view of information seeking since it realizes that people do not only look for answers but are trying to make sense of information encountered. A key strength of Dervin’s model is its flexibility; it allows for a non-linear understanding of the information-seeking process. This is particularly valuable in contexts where people might not know what they are looking for at the outset and are in the process of exploring and shaping their understanding over time. The bad news is that since the model is very qualitative and it mainly describes subjective experiences, it's challenging to operationalize for designing particular information retrieval systems. 3. Ellis's Model of Information-Seeking Behavior (1989) David Ellis's model, based on thorough empirical research, explains how people—specifically researchers—operate in the process of information seeking. According to Ellis, there were several major patterns or strategies which people used when seeking information. The strategies include starting, chaining, browsing, differentiating, monitoring, and extracting. The starting strategy represents an initial query or exploration, which is usually carried out by using broad search terms. As users interact with resources, they start to chain, which is the process of tracking citations or references to more resources that may be of relevance. Browsing, however, is a type of exploratory search whereby a user may browse intuitively through resources rather than use specific queries. In the differentiating stage, users sift out irrelevant sources and evaluate the relevance of information they find. Monitoring is the continuous observation of any subject or resources, keeping tabs for new developments. Last would be extraction, the actual pull out of the wanted information into one's knowing or researching. Ellis's model focuses on the strategies used by researchers and can be considered a behavioral model that identifies patterns of behavior that recur across different users. These strategies are relevant in academic contexts, where information-seeking is often goal-driven and systematic. The model is useful for understanding how information professionals, such as librarians, can design information retrieval systems to align with these natural behaviors to help users find relevant information more efficiently. The limitations of Ellis's model are that it is too research-intensive, thus leaving unconsidered all other forms of information-seeking behavior beyond what is present in the more academic nature of research - casual browsing, commercial uses, for example. 4. Bates's Berry-Picking Model (1989) Bates's Berry-Picking Model was one of those models that brought information retrieval as a field out of traditional thinking because of the challenging of information-seeking as just a singular act. Instead, Bates proposed that information-seeking is a dynamic, iterative process that evolves over time. The model suggests that, much like picking berries from different bushes, users engage in a process of gathering information from a range of sources in a non-linear fashion. This process is influenced by users' growing understanding of their informational needs and new information they encounter during their search. Bates's model reveals the adaptive nature of information-seeking as users continually refine their search queries and adjust their information-gathering strategies based on new insights. This model is very suitable for online information systems where search queries evolve with the interaction of results, refinement of search criteria, and following different threads of information. The Berry-Picking Model also underscores the importance of serendipitous discovery, where users might not be searching for something specific but stumble upon valuable information through exploration and discovery. Bates’s model is especially relevant to modern search engines and digital libraries, where searches are often exploratory and iterative rather than driven by a fixed, clearly articulated query. While the Berry-Picking Model captures the complexity of information-seeking, it is difficult to apply in structured information retrieval systems, especially those dependent on rigid query-response interactions. It also does not adequately account for the emotional and cognitive experiences that users undergo during information-seeking. 5. Kulthau's Information Search Process (ISP) Model (1993) What makes Kulthau's ISP model unique is its focus on the emotional and cognitive aspects of the information-seeking process. Kulthau understood that most people feel anxious, uncertain, and even confused when they first experience an information need. The model thus provides a psychological framework to explain how users progress from initial uncertainty to clarity as they gather information. There are six stages that the ISP model entails, including initiation, selection, exploration, formulation, collection, and presentation. During initiation, there is uncertainty of the subject matter that a person might be researching. In selection, users narrow down their topic, but still there is some uncertainty. During the exploration stage, the level of uncertainty increases as the users try to find their resources without having a defined direction. Users clearly establish in the formulation stage exactly what they need and begin defining their informational needs. The collection stage is gathering the information needed, and finally, the presentation stage is presenting the findings in a coherent manner. The main contribution of Kulthau's model is that it acknowledges the emotional journey that individuals go through when seeking information. It is particularly useful in educational and library contexts, where users often experience anxiety during the search process. Kulthau's model helps librarians and educators design interventions that support users through the emotional and cognitive challenges of information-seeking. One challenge with the ISP model is that it suggests a linear progression, which may not always reflect the non-linear nature of real-world information behavior. Moreover, it primarily focuses on the user’s personal experience without fully addressing systemic factors such as search interface design or system feedback. 6. Ingwersen’s Cognitive Model (1996) Ingwersen's Cognitive Model of Information Retrieval posits that cognition plays an important role in information retrieval. In such a model, users don't only search for but also interpret and process retrieved information, depending on how they cognitively structure the topic or task. Ingwersen proposed that individuals possess cognitive structures or mental models and that such structures guide their information-seeking process. The model suggests that information retrieval is essentially a dialogue between the user's cognitive framework and the information system. Informing search behavior through a user's cognitive model is achieved by the feedback obtained from the information system-in this case, search results-helping to refine his or her cognitive structure. This feedback loop can indeed enhance the search experience and ultimately lead to more effective information retrieval. Ingwersen's model is particularly important for understanding how information systems can be designed to better align with the mental models of users, improving the search interface and the general user experience. It promotes the development of adaptive search systems that are responsive to users' cognitive needs. However, while the model can be praised for highlighting user cognition, it has been widely criticized for being overly oriented to the cognitive factors underlying information-seeking behavior and leaving aside social, emotional, and situational factors affecting how people interact with information. 7. Belkin's Anomalous State of Knowledge (ASK) Model (1980s) The Anomalous State of Knowledge (ASK) model, developed by Belkin, focuses on how users recognize and address gaps in their knowledge. According to this model, individuals experience an anomalous state when they realize they lack the information they need to resolve a problem or answer a question. This anomaly prompts them to seek information in order to bridge the gap in their knowledge. Unlike other models that assume that the user knows what information they need, the ASK model suggests that people do not really know what information they are looking for. They may only have a vague sense of uncertainty or ambiguity. The model suggests that the information-seeking process is iterative, as users continually refine their queries and expectations based on the information gathered. The aim is to end in an anomalous state and gain a sense of knowledge closure. Of significant interest, Belkin's ASK model comes into play in the designing of information retrieval systems when uncertainty and vague information needs are prevalent, such as in early research stages or when users are not very familiar with the subject area. However, its basis on cognitive states makes its application in practical systems complicated by the need to consider other important social and environmental contexts surrounding which information seeking takes place. 8. Saracevic's Model (1997) The Saracevic model places emphasis on the notion of relevance in information retrieval. The main idea behind the Saracevic model is that relevance is dependent upon the user; it is not an inherent quality of the document but rather a quality derived through the context and the goals of the user. He differs between system relevance, that the system retrieves relevant documents and user relevance, whether or not the user finds those documents useful. This model highlights that relevance is a dynamic and subjective concept that can change according to factors such as the user's personal goals, prior knowledge, and the specific context in which information is sought. Saracevic also suggests that interactive feedback from users can improve the retrieval process, making it more personalized and aligned with the user's needs. This model has significant implications for the design of personalized and adaptive search engines because it demands systems that understand and can respond to the evolving notion of relevance among users. However, relevance is highly context-dependent, and its measurement and evaluation are hard, so this model will not easily be applied in systematic information retrieval contexts where relevance can be defined objectively. 9. Savolainen's Model (2008) Savolainen's model describes user coping strategies in trying times of information overload or uncertainty. He identifies several people cope with their information need situations. The strategies to seek expert advice, filtering methods or browsing through sources of information represent the main aspects within which the model emphasizes that a model of information-seeking is not just obtaining some information but also deals with the management of information overloading that usually comes in parallel with modern life. Savolainen's model provides actionable insight into how people cope with information seeking complexity, and this particularly happens in rich information environments. It throws much emphasis on the production of coping mechanisms that provide support to users in scanning relevant information from a sea of available information efficiently. This has applications in systems design that may involve personal information management; social media, news aggregators, and enterprise search systems represent good examples. 10. Krikelas’s Model (1983) Krikelas’s model describes information-seeking as a stepwise process that involves identifying a need, searching for information, and evaluating the information found. The model outlines a structured process where individuals recognize a gap in their knowledge, initiate a search, and then filter and assess the relevance of the information they encounter. The model is practical and systematic, giving a clear framework of the stages involved in information-seeking. It has special relevance to systematic research and academic information retrieval. The stepwise nature of the model facilitates its application in designing information retrieval systems where each stage can be addressed with different features, such as query formulation, retrieval algorithms, and relevance feedback. Comparison: Model \| Focus \| Strengths \| Weaknesses \| \| Wilson's Model \| Information behavior \| Comprehensive,holistic view \| complexity makes it hard to apply directly \| \| Dervin's Model \| Contextual and cognitive \| strong user-centered focus \| difficult to operationalize \| \| Ellis' Behavioral \| user behavior \| practical,focuses on real behaviors \| lacks cognitive and contextual factors \| \| Bates' Berry-Picking \| Dynamic information seeking \| reflects real world flexibility \| less structured,difficult for systems \| \| Kulthau's Model \| cognitive and emotional \| structured stages , emotional aspects considered \| primarily for academic settings \| \| Ingwersen's Model \| Cognitive process \| emphasis on mental models and interpretation \| overlooks emotional or social factors \| \| Belkin's Model \| knowledge deficiency \| strong theoretical foundation \| limited to uncertain information seeking \| \| Saracevic's' s Model \| system and user interaction \| holistic view of interaction with systems \| complex model, hard to implement \| \| Savolainen's Model \| everyday life seeking \| focus on informal , real-life behavior \| less focus on formal retrieval systems \| \| Krikelas' model \| structured process \| clear, systematic stages \| oversimplifies real world complexity \| Each model provides a different view of how people interact with information systems and conduct inquiries. While on the behavioral side, there are such as Ellis, Savolainen, others focus on cognitive dimensions as Ingwersen, Belkin, or even emotional aspects as Kulthau. So depending on the context where it will be used, which is the type of information system concerned or what user group is studied. Conclusion Each IR model gives a different view of how users interact with information retrieval systems, focusing on different stages of the information-seeking process, cognitive aspects, user behavior, and environmental factors. For instance, some models, like Belkin's and Saracevic's, focus on relevance, whereas others, such as Kulthau's and Ellis's, consider the emotional and cognitive aspects of the search. Developing and applying these models in IR systems can provide insight into the entire search process, which can lead toward better system designs and more effective information retrieval.	oercommons	2025-03-18T00:37:52.829931	12/11/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122895/overview", "title": "Comparison of Different IR models", "author": "Ajoy kumar Das" }
https://oercommons.org/courseware/lesson/122900/overview	Learning Object "Idioms" Overview Learning Object "Idioms" TESL/TEFL Learning Object Objeto de aprendizaje "Idioms"	oercommons	2025-03-18T00:37:52.847566	12/11/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/122900/overview", "title": "Learning Object \"Idioms\"", "author": "Lizeth Rojas" }
https://oercommons.org/courseware/lesson/123066/overview	Vocabulary Control Overview Vocabulary Control is a systematic management of terms. It helps to get higher searchability,better recall and precisionand increased interoperability of data. Vocabulary Control - What is a vocabulary control? Vocabulary control is a set of techniques used to manage and standardize the terms and language used within a specific domain, field, or system. Its primary purpose is to ensure consistency, clarity, and accuracy in communication, particularly in areas like information retrieval, data classification, and knowledge organization. A controlled vocabulary is an ordered listing of words and Phrases that may be used for content indexing or retrieving through browsing or searching. It normally includes preferred and variant terms and is limited to a well-defined scope or covers a well-defined domain. The controlled vocabulary performs several tasks: It typically obviously documents the hierarchical and associative relationships of a concept. It also sets the extent or volume of each subject in addition to that, the controlled vocabulary for word-based systems identifies synonyms and chooses among them one preferred term it identifies multiple concepts that could be expressed by a word or phrase. Vocabulary control provides the solution to overcome difficulties which occur due to the use of natural language of document's subject. Hence, if the control on vocabulary is not applied, then different indices or the same index might be applying different terms for the concept on various occasions while indexing a document which deals with the similar subject and might also utilize different sets of terms that would be used for representing that similar subject at the retrieval time. This would, in fact lead to 'mis-match' and affects the information retrieval. - What is the need of controlling vocabulary in Information Retrieval? Controlled vocabulary is a synonym, and the other is standardised or structured vocabulary referring to a predefined list of terms that will be applied for indexing and retrieving the information. It makes for more consistent, accurate, and efficient retrieval systems because controlled language is precise. - This creates a link between human and artificial language. Instead of depending on the variability or ambiguity of natural language, controlled vocabularies would comprise standardized terms, their synonyms, and hierarchical relations. Such an approach assists in classifying and managing information so that users might search for, find, or understand it more easily. - It reduces barriers for users who may have different linguistic backgrounds or levels of expertise in a particular domain by providing a standardized language. - Controlled vocabularies improve the precision of search by eliminating noise from the search results. In this case, when users use standardized terms to search for information, the system can accurately match those terms with the indexed content. - Interoperability is essential. Controlled vocabularies provide a common language to be shared and understood across other platforms. This interoperability is what would ensure that information exchanged between systems is integrated efficiently and with no hitch towards a more connected and efficient information ecosystem. - Comprehensive, controlled vocabulary or full taxonomy is required to ensure that machine-assisted or fully automated indexing is comprehensive, irrespective of what is to be indexed. One of the very few companies that can assist clients in generating ANSI/ISO/W3C-compliant taxonomies to make information findable is Access Innovations. - What are the tools for vocabulary control? Subject Heading List - A vocabulary control device relies on a master list of terms, which can be assigned to the documents. Such a master list of terms is known as 'List of Subject Headings'. A list of subject headings contains the preferred terms that are to be made use of in the cataloguing or indexing. In this process, the following benefits are involved: - Specific and Direct Entry - Specific and direct entry principles require that a document be assigned directly under the most specific subject that correctly and accurately represents its subject content. - Common Usage - According to this principle, words used to express a subject must be of common usage. - Consistency and Uniformity- There must be one uniform term chosen out of several synonyms and that term must be applied consistently to all the documents on the topic. Only one is used as the heading in case of variant spellings of the same term or different possible forms of the same headings. According to consistency, a term which is chosen on the basis of common usage may go obsolete with the passage of time. A list of subject headings should use current terminology. In such a situation a subject authority file is to be maintained. - Thesaurus It is an ordered list of terms structured in a way that aids in the selection of index terms as well as search terms. A thesaurus differs from a traditional authority list such as Sear's List, in that the terms are not necessarily stand-alone but may be related to other terms. The relationships between the terms are well defined by use of the following standard abbreviations:- SN Scope Note UF Used For BT Broader Term RT Related Term SA See Also Classification Scheme A classification scheme, in particular a faceted and hierarchical one, is able to illustrate hierarchical, faceted, and phase relationships but often fails to bring out other associative and equivalence relationships. Each type of classification scheme has unique advantages and is designed to suit the special organizational and retrieval needs of the libraries. •Enumerative Classification Schemes: An enumerative Library classification scheme is a scheme where all the possible classes are enumerated according to specific characteristics. There is a top-down approach whereby a series of subordinate classes are produced and where both simple and complex subjects are listed. The advantage of this scheme is that the structure of the scheme is shown by the notation as far as practicable. •Faceted Classification Scheme: The opposite of this nature is a faceted classification scheme. It lists not the classes and their corresponding numbers but the different facets-or faces-of every subject or main class with a set of rules to construct class numbers by facet analysis. The facet analysis was a concept proposed by Dr. S. R. Ranganathan for use in his Colon Classification. •Analytico-Synthetic Classification Scheme: Analytico-Synthetic Library classification schemes resolve some of the problems of enumerative classification schemes. The concept behind this scheme is that the subject of a given document will be divided into its constituent elements. Then, the classification scheme will be used to find notations for each element, which will then be combined according to the prescribed rules to prepare the final class number. Thesaurofacet This idea was created for the English Electric Company by Jean Aitchison and associates. In essence, it is a thesaurus combined with a faceted classification system. There are two parts to Thesauro-Facet: an alphabetical thesaurus and a faceted categorisation system. Terms are used twice: once in the schedule and once in the alphabetical thesaurus. The notation or class number serves as the connection between the two places. - What is a Classaurus? Additionally, it is a vocabulary control tool that was created by Dr. Ganesh Bhattacharya at DRTC and combines elements of a traditional alphabetical thesaurus and a faceted classification scheme. It is a simple category-based (faceted) systematic method of hierarchical categorisation in the verbal plane that includes all the essential and sufficient elements of a traditional thesaurus for information retrieval. - What is the difference between natural language and artificial language 1. Natural language develops with social interaction over time. Artificial language, on the other hand, is developed with the support of natural language. 2. Natural language is based on human vocabulary and grammar. Artificial language, however, depends on online as well as offline databases along with vocabulary. 3. The natural language is highly flexible. Artificial language, however, is less flexible. Natural language is human based language. Artificial language is Machine based language. 4. Natural language can be both a primary and secondary source. Artificial language is always a secondary source. 5. Natural language has no limit to its vocabulary and no complete set of rules to describe its syntax and grammar. While in case of artificial language the information to be represented is limited in variability. 6. The natural language is understandable to masses without any special training, while in case of artificial language user training in the usage of the language is needed. This may minimize chances of errors in usage.	oercommons	2025-03-18T00:37:52.879938	12/15/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/123066/overview", "title": "Vocabulary Control", "author": "PRIYANKA SHIL" }
https://oercommons.org/courseware/lesson/94284/overview	discrete distribution theory Overview It contains binomial distribution, poisson distribution along with discrete uniform distributions with their formulas and thier properties with solved examples statistics It contains formulae for various distribution,problem set with solved answer keys for any student to go through before any test or if someone needs notes on it.	oercommons	2025-03-18T00:37:52.897443	06/22/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/94284/overview", "title": "discrete distribution theory", "author": "firdos khan" }
https://oercommons.org/courseware/lesson/77418/overview	Thermal methods Overview This gives information about thermal methods. In this, thermogram of calcuim oxalate monohydrate and copper sulfate pentahydrate has been shown. Analytical Chemistry This gives information about thermal methods. In this, thermogram has been shown for calcuim oxalate monohydrate and copper sulfate pentahydrate.	oercommons	2025-03-18T00:37:52.913719	02/21/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/77418/overview", "title": "Thermal methods", "author": "Jyoti Kalita" }
https://oercommons.org/courseware/lesson/106555/overview	Professor Allison Fletcher Enginnering Project Overview Writing a Instructional Design for Engineering projects. Overview Later	oercommons	2025-03-18T00:37:52.934838	07/10/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106555/overview", "title": "Professor Allison Fletcher Enginnering Project", "author": "Felipe Rimmer" }
https://oercommons.org/courseware/lesson/109796/overview	Basics of UX Design Overview This resource cover the basic principles of the user-experience design process. Objectives After completion of this module, students will be able to: - Understand and talk about what users like and don't like. - Spot the main issues users have with certain products or websites. - Come up with fun and helpful ways to fix those issues. - Work with others to think of even more ideas to help users. - Use what they've learned to suggest improvements for a pretend app or website and explain why they think those changes are good. Overview of the UX Design Process During the Design Process, UX Designers try to understand the users needs, define the exact problem, and create a solution. Step One: Empathize Step Two:Define Step Three: Ideate Empathize During the empathize stage, UX Designers gather information about the targeted user. They aim to figure out the emotions, needs, and pain points. They achieve this by watching users use the product and reading surverys. Define During the define stage, UX Designers analyze all of the information to pin point the exact problem the users are having. Ideate During the ideate phase, the designers enter into a Design Sprint to figure out a solution for the problem. Discussion Questions - Why is it important to first "empathize" with users in the design process? - Why is having a clear problem statement important before moving on to brainstorming solutions? - Can you share an example of a time you had to redefine a problem based on user feedback? - How can sketches or rough drawings help in the ideation process? - How do we decide which ideas to move forward with after the ideation phase?	oercommons	2025-03-18T00:37:52.952002	10/31/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/109796/overview", "title": "Basics of UX Design", "author": "Kennady Ferris" }
https://oercommons.org/courseware/lesson/106301/overview	SLP 701- CAT- The Impact of Dosage on Speech-Sound Intervention Overview The purpose of this article was to assess the state of research on the impacts of dosage on speech-sound intervention for school-aged children The purpose of this article was to assess the state of research on the impact of dosage on speech-sound intervention for school-aged children.	oercommons	2025-03-18T00:37:52.967849	07/05/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/106301/overview", "title": "SLP 701- CAT- The Impact of Dosage on Speech-Sound Intervention", "author": "Jaylynn Malehorn" }
https://oercommons.org/courseware/lesson/100660/overview	Alkene Bonding Structure and Bonding Organic Chemistry Overview This includes introduction to Structure and Bonding and introductiuon of Alkene Structure and Bonding A chemical bond is what holds atoms together in molecules. Bonds arise from the electrostatic forces between positively charged atomic nuclei and negatively charged electrons. Introduction to Alkene The alkenes are unsaturated hydrocarbons: hydrocarbons , because they are compounds containing hydrogen and carbon only. unsaturated, because they contain a C=C double bond, which means that they have two fewer hydrogen atoms than the corresponding alkane.	oercommons	2025-03-18T00:37:52.988322	02/07/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/100660/overview", "title": "Organic Chemistry", "author": "Sahil Mehta" }
https://oercommons.org/courseware/lesson/74339/overview	French Level 1, Activity 02: Un accueil / Meet and Greet (Online) Overview In this activity, students will have a "Meet and Greet Party." This will help them practice introducing themselves, greeting someone, and answering how they feel. They will also learn greetings for different times of the day. Activity Information Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner. Meet and Greet / Un accueil Description In this activity, students will have a "Meet and Greet Party." This will help them practice introducing themselves, greeting someone, and answering how they feel. They will also learn greetings for different times of the day. Semantic Topics Greetings, introductions, meet and greet, un accueil, salutations, structure of questions, la structure d’une question Products La bise, handshake, verbal greeting Practices Giving a kiss as a greeting, the use of forms of discourse (formal vs. informal) Perspectives Importance of formality when speaking to someone - Name a situation in which it would be important to remember to use formal language with someone. NCSSFL-ACTFL World-Readiness Standards - Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions. - Standard 1.2: Students understand and interpret spoken and written French on a variety of topics. - Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of francophone cultures and their own. - Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the francophone world. Idaho State Content Standards - COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions. - COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. - CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture. - COMP 1.1: Observe formal and informal forms of language. NCSSFL-ACTFL Can-Do Statements - I can say hello and goodbye to someone my age or younger, my professor, an adult, or someone I don't know. - I can introduce myself and others. - I can respond to an introduction. - I can greet and take leave from someone using polite rehearsed behaviors. Materials Needed Warm-Up Warm-Up 1. Begin by introducing the Can-Dos and displaying the Rencontrer et Saluer Google slideshow on the projector screen. Commencez par présenter les « Can-Do's » et montrez le « Rencontrer et Saluer » Google présentation sur l'écran de projection. 2. First ask the students: "Hello! How are you? I am ___. Today we are going to practice introductions." D'abord, demandez aux étudiants: « Bonjour! Comment-allez vous ? Je suis/vais___. Aujourd'hui nous allons pratiquer les introductions. » 3. Brainstorm with the students by asking them how to say hi, bye, etc and write them on the whiteboard. They can use these as a cheat sheet during the main activity: Réfléchissez avec les étudiants en leur demandant comment dire bonjour, au revoir, etc. puis ecrivez ces mots au tableau. Ils peuvent les utilizer comme un « cheat sheet » pendant l'activité principale: - Greetings: (Hello) - Bonjour, Bonsoir, Salut, Coucou, (Faire la bise) - Goodbye: - Au revoir, Ciao, Salut, À plus tard, À bientôt, À la prochaine, Bonne journée, Bonne soirée - How is it going: - (Comment) ça va? Quoi de neuf? Comment allez-vous/vas-tu? Tu vas/vous allez bien? - Nice to Meet You: - Enchanté/e, Plaisir de faire votre connaissance, Ravi/e de vous rencontrer You can also explain “la bise” in France. Show them the map with the different regions and how many kisses they give depending on where they are in the country. (**Resources at the bottom of the Wrap-Up page) Main Activity Main Activity 1. Pick a time of day (this will determine whether we use "Bonjour" or "Bonsoir", etc.) Choisir un période de la journée (cela permettra de déterminer si l’on utilise “Bonjour”, “Bonsoir”, etc. ) 2. Have each students pick a famous person from the Canva page. This is the person the students will introduce themselves as and pretend to be. Chaque étudiant doit choisir une personne célèbre. Il s’agira de la personne que l’étudiant devra présenter et prétendre être. 3. Do steps 1 and 2 yourself to show students what they will be doing. Faites les étapes 1 et 2 afin de démontrer aux étudiants ce qu’ils devront faire. 4. Have students converse (greetings, introductions, basic questions). The students should make sure to be aware of whether the person they are talking to requires a formal or informal response. Demandez aux étudiants de converser entre eux tout en jouant leur rôle. Les étudiants doivent s’assurer de parler de manière formelle ou informelle, selon la personne à qui il/elle s’adresse. 5. Once everyone has had a conversation, try a new person and time of day. Lorsque tous les étudiants auront eu l’opportunité de converser, essayez une nouvelle personne et un période de la journée. Wrap-Up Wrap-Up Ask the following question(s) to finish the activity: - Quel est votre mot ou votre phrase préféré pour dire “bonjour?” (What is your preferred way to say "hello?") - Quel est votre mot ou votre phrase préféré pour dire “au revoir?” (What is your preferred wat to say "goodbye?") Cultural Resources Resource explaining la bise (Warm-up): End of Activity - Can-Do statement check-in... “Where are we?” - Read can-do statements and have students evaluate their confidence. - Encourage students to be honest in their self-evaluation - Pay attention, and try to use feedback for future activities! NCSSFL-ACTFL Can-Do Statements - I can say hello and goodbye to someone my age or younger, my professor, an adult, or someone I don't know. - I can introduce myself and others. - I can respond to an introduction. - I can greet and take leave from someone using polite rehearsed behaviors.	oercommons	2025-03-18T00:37:53.038780	Amber Hoye	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/74339/overview", "title": "French Level 1, Activity 02: Un accueil / Meet and Greet (Online)", "author": "Mimi Fahnstrom" }
https://oercommons.org/courseware/lesson/90539/overview	how to make a scavenger hunt1 How to Make a Scavenger Hunt Overview Easy steps to follow on how to build a scavenger hunt in online learning. How to Make a Scavenger Hunt Easy steps to follow to build your own scavenger hunt!	oercommons	2025-03-18T00:37:53.056591	03/01/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90539/overview", "title": "How to Make a Scavenger Hunt", "author": "Andrea Bearman" }
https://oercommons.org/courseware/lesson/75799/overview	French Level 3, Activity 11: Les expressions / Expressions (Online) Overview In this activity, students will discuss different topics and practice using expressions to disagree or agree with statements. Activity Information Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner. Expressions / Les expressions Description In this activity, students will discuss different topics and practice using expressions to disagree or agree with statements. Semantic Topics Expressions, disagreement, agreeing, idioms, useful phrases, idiome, désaccord, accord, phrases utiles, exprimer un opinion, express an opinion Products Opinions Practices Expressing opinions and feelings Perspectives Much of the time, French citizens tend to “understate” opinions! Instead of great or amazing, something will be called “not bad.” NCSSFL-ACTFL World-Readiness Standards - Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions. - Standard 1.2: Students understand and interpret spoken and written French on a variety of topics. - Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of French and their native language. Idaho State Content Standards - COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions. - COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. - COMP 1.1: Observe formal and informal forms of language. - COMP 1.2: Identify patterns and explain discrepancies the sounds and the writing system in the target language. - COMP 1.3: Compare and analyze idiomatic expressions in the target language. NCSSFL-ACTFL Can-Do Statements - I can exchange opinions about important topics. - I can react appropriately when faced with disagreement. - I can understand cultural differences in how to express disagreement. Materials Needed Would you like to make changes to the materials? Access the template(s) below: - Expressions utiles (Canva Template, free account required) - Statement cards (Canva Template, free account required) Warm-Up Warm-Up 1. Begin by introducing the Can-Dos for today's activity. 2. Using the conditional, have the students respond to the following questions: - Comment serait le monde sans écoles ? (What would the world be like without schools?) - Comment serait le monde sans télévision ? (What would the world be like without TV?) - Comment serait le monde sans ordinateurs ? (What would the world be like without computers?) - Comment serait le monde sans voitures ? (What would the world be like without cars?) - Comment serait le monde sans téléphones portables ? (What would the world be like without cell phones?) - Comment serait le monde sans avions ? (What would the world be like without airplanes?) Main Activity Main Activity 1. Brainstorm (in the message board) with students useful expressions for agreeing with, disagreeing with, and uncertainty about situations. Use the expressions utiles sheet if they have trouble coming up with phrases. Faites une séance de remue-méninges avec les étudiants afin de trouver des expressions pour dire si vous êtes en accord, en désaccord, ou mitigé à propos d’une situation. Utilisez la feuille d’expressions utiles si les étudiants ont de la difficulté à trouver des expressions. 2. Students will practice using expressions to say whether they agree, disagree or are unsure of something. Les étudiants pratiqueront l’utilisation d’expression pour dire s’ils sont en accord, en désaccord, ou incertain de quelque chose. 3. Read the statements on the slideshow (from the statement cards), one at a time, and have students answer using the “expressions utiles” or their own phrases to agree/disagree. Lisez chaque énoncé sur la présentation, chacun son tour, un étudiant devra répondre en utilisant une des “expressions utiles” ou leur propre phrase afin de dire s’il est d’accord ou non. 4. Make sure they expand their answer, saying why or why not. Each statement should have at least 2 minutes of talking among the group, and any further discussion on a given card is great! Assurez qu’ils développent leur réponse en disant pourquoi. Le groupe devrait discuter durant au moins 2 minutes pour chaque énoncé. Wrap-Up Wrap-Up Ask the following question(s) to finish the activity: - Qu'avez-vous fait pour Halloween ? (What did you do for Halloween?) - Vous vous êtes déguisés en quoi/qui ? (What did you wear/who did you dress up as?) Cultural Resources How to Agree or Disagree in French & Voice Your Opinion End of Activity - Can-Do statement check-in... “Where are we?” - Read can-do statements and have students evaluate their confidence. - Encourage students to be honest in their self evaluation - Pay attention, and try to use feedback for future activities! NCSSFL-ACTFL Can-Do Statements - I can exchange opinions about important topics. - I can react appropriately when faced with disagreement. - I can understand cultural differences in how to express disagreement.	oercommons	2025-03-18T00:37:53.119315	Camille Daw	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/75799/overview", "title": "French Level 3, Activity 11: Les expressions / Expressions (Online)", "author": "Mimi Fahnstrom" }
https://oercommons.org/courseware/lesson/95073/overview	Black Wall Street - A Case for Reparations Overview This lesson plan introduces learners to the historical facts of Black Wall Street and the Tulsa Race Riots of 1921, using primary resources from the Library of Congress.	oercommons	2025-03-18T00:37:53.136027	07/11/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/95073/overview", "title": "Black Wall Street - A Case for Reparations", "author": "Ptosha Maclin" }
https://oercommons.org/courseware/lesson/118709/overview	Campus Resources and Involvement Overview Campus Resources and Involvement Campus Resources and Involvement Campus Resources and Involvement Campus Resources and Involvement Campus Resources and Involvement Campus Resources and Involvement	oercommons	2025-03-18T00:37:53.163870	08/04/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/118709/overview", "title": "Campus Resources and Involvement", "author": "Maya Critchfield" }
https://oercommons.org/courseware/lesson/90797/overview	ENGLISH WITH KIDS Overview This resource can be used by teachers working with kids. ENGLISH WITH KIDS In today’s world, English knowledge is essential for every person. Since that is known by parents, they give attention to their kids’ learning English. Young ages play crucial roles in language learning, so providing effective education in these ages is very important. There are some points that must be paid attention to by the teachers in this process as being patient, using a soft voice, and being energetic. The first point that a teacher must pay attention to is being patient while s/he is teaching English to kids. Sometimes, kids cannot be controlled easily. They may not want to listen or learn. In these cases, teachers must be patient with them. They should try to convince them to learn without making them recognize. Attractive topics and activities may be chosen to take their attention. Since making the kids focus can be difficult, this process requires great patience if the teacher does not want to make them lose their love for English. Using a soft voice is another important point in working with kids. They want to feel that their teacher understands them. They want to be sure about they can make mistakes and their teacher does not get angry with them because of mistakes. In short, teachers ought to make their students relax and comfortable, and to do this they need to know how they should speak with them. Lastly, teachers working with kids must be energetic. Kids have great energy and to deal with this energy teachers have no choice except being energetic like them. However, unlike their energy, kids can be bored easily, and the way of preventing that is being an energetic teacher. To sum up, teaching English to kids requires some specific points. These points are crucial since one of the most important stages in English learning is these young ages. In this process, the biggest role belongs to the teachers. They ought to have patience for their students. They should be aware of the importance of their voice, and they should always be energetic like their students.	oercommons	2025-03-18T00:37:53.176562	03/10/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90797/overview", "title": "ENGLISH WITH KIDS", "author": "Fatma Gündüz" }
https://oercommons.org/courseware/lesson/85999/overview	Classification of Chromatographic Methods Overview An infograph on Classification of Chromatographic Methods.	oercommons	2025-03-18T00:37:53.197794	09/20/2021	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/85999/overview", "title": "Classification of Chromatographic Methods", "author": "Kashish Kumar" }
https://oercommons.org/courseware/lesson/116963/overview	FAD Syllabus: NCCU HIST2210 Overview Syllabus shared by a UNC System faculty member. Sample Syllabus North Carolina Central University—TRUTH AND SERVICE Spring 2024 Course Syllabus/ HIST 2210 (The instructor reserves the right to adjust the syllabus for the benefit of students.) The United States History Until 1865 College of Arts, Social Sciences, and Humanities Department of History [FACULTY MEMBER NAME] Class location: Room 201-A Edmonds Classroom Building [FACULTY MEMBER NAME] Contact Information: [FACULTY OFFICE LOCATION] Office Phone: Home/Cell Phone: Email: Office hours: M, W, F: 8 AM-9 AM, 11 AM-2 PM and by special appointment Required Textbook: Boyer et. al., The Enduring Vision: A History of the American People, Volume 1, to 1977, 9th edition Student Registration Instructions This course requires access to MindTap. There are options in the bookstore for purchasing course materials. Please read below to determine the best option for you. When registering your access code, please be sure to watch the registration video first and follow the step-by-step instructions. Our digital course is integrated with Blackboard, so you will need to register through the link in Blackboard. The most affordable option to access your course material is the MindTap History (1 term) Access Code for Boyer/Clark/Halttunen/Kett/Salisbury/Sitkoff/Woloch/Rieser’s The Enduring Vision: A History of the American People, Volume 1, to 1977, 9e. This access code provide you access to your ebook, online homework, study tools, and much more! The MindTap can be bought at the bookstore or from Cengage when you register through the link in Blackboard. If you are taking more than one course that uses Cengage material, you may want to buy Cengage Unlimited. You may need to go to the counter at the bookstore to request this code. This is a subscription code for all Cengage content. For one semester it costs $119.99 and will provide you access to your online MindTap course. In addition, you can get a print rental for $7.99 or purchase a loose-leaf print book through your Cengage account once you’ve accessed the digital course. If you are taking additional Cengage courses, you will only need to purchase ONE access code for the semester – you do NOT need one per course. Cengage Unlimited is the BEST option if you are taking multiple Cengage courses. Course Description and Goals: A dramatic shift in the teaching of history has taken place over the last 20 years. No longer is the subject of history a course about the “victorious” or just the “boys.” In this course, you will gain perspectives, analytical tools, and practice to determine the significance of the people, places, eras, and events that we explore together in this course. The late historian Ronald Takaki states that by the year 2056, “most Americans will trace their descent to Africa, Asia, the Hispanic world, the Pacific Islands, Arabia— almost anywhere but white Europe.” The teaching of history consequently must not involve a theme of Eurocentric dominance. In this course, you the participant students will actively participate in exploring the following themes: - How did Native Americans in North and South America exist before the arrival of the Europeans and Africans? - How did the geography and economics impact the existence of the different groups that helped develop the modern United States? - What roles did women and a multitude of ethnic cultures play in the development of the modern United States? - What themes come out of the topics we explored in class that should serve as bases for further inquiry and conversations beyond the classroom? Students of history must never place the discipline in a lens of just facts and figures to engage in rote memory for some assessment. This class will involve examining a series of time periods prior to the beginning of the Reconstruction era, major themes will surface that will serve as topics of discussion and assessment. Course Procedures: The course consists of lecture, discussion, simulations, writing assignments, and class participation. Consequently, your success in this course depends on your attention, attendance, punctuality, and careful note- taking as I believe firmly in emphasizing key statements during lecture or review of assignments or for formal assessments for students to jot down. Student Learner Outcomes: By the end of this course, students will - Describe the diverse geography of North American regions - Explain the religious, political, economic, and social systems of Native American societies prior to European intrusion - Compare and contrast the societies of Africa and Europe during the 15th and 16th centuries - Explain how the geography played a role in the development of colonies in the New England, the Chesapeake/Mid- Atlantic regions/The Carolinas, and the Caribbean - Examine the Native Peoples interactions with the Europeans (especially the French, Spanish, and British) during the late 17th and 18th centuries - Identify the causes of the American Revolution from an Economic perspective - Examine and identify the complex processes and debates involved in Jefferson’s drafting of the Declaration of Independence - Examine the role of African Americans, women, and Native Americans during the Revolution - Compare and Contrast the Articles of Confederation and the Constitution - Explain the national and foreign policy debates of the Federalists and Democratic-Republicans during the early national period and describe the impact of the Federalist Papers in the creation of the Constitution. - Discuss the presidencies of Thomas Jefferson, James Madison, and James Monore—especially the significance of the Monroe Doctrine - Identify the significance of economic and technological changes including transportation, market, and industrial revolutions during the early 19th century. - Discuss the rise of abolitionist movement and women’s rights movement AND differentiate between their similarities and differences. - Explain the changing nature of sectional conflict and its relationship to western expansion - Discuss the causes, influence, and consequences of the 19th century immigration movement/expansion on American society - Explain the causes of the Civil War. - Examine the domestic and global impact of Abraham Lincoln’s Emancipation Proclamation Course Requirements: Bases for Final Course Grade: First Exam = 30% Midterm Exam = 30% Final Exam = 30% Select Class Assignments (Must be in attendance or excused absent in advance) = 10% There will be 3 exams (First, Midterm, and Final). Barring an emergency, I will not give a makeup exam without a note from the department chair of the history department. If the department chair supports your request for a makeup exam, you will receive the makeup exam with no questions asked. Failure to complete any of the three exams results in an automatic F for your course final grade. COVID-19 Health and Safety Requirement for Wearing a Face Mask or Other Face Covering in the Classroom or Other Instructional Setting: To create and preserve a classroom atmosphere, whether in-person or online, that optimizes teaching and learning, all participants share a responsibility in creating a civil and non-disruptive forum. At all times, students are expected to continuously conduct themselves in a manner that does not disrupt teaching or learning. Your responsibilities as a member of the North Carolina Central University community are outlined in the NCCU Student Code of Conduct (Code). The Code outlines disciplinary procedures, behaviors that are subject to disciplinary action, hearing procedures and the consequences that result from violating the Code. In addition to community standards to which all students are accountable, the Code outlines the requirement to abide by all other rules, regulations, policies, procedures and guidelines issued by the institution. In consideration of the University’s commitment to maintain healthy and safe learning environments during the COVID-19 pandemic, the University has issued the Operations, Recovery and Continuity plan. The plan highlights and details the University’s preparations to safely open for the Fall 2020 semester and includes behavioral standards for in-class instruction, such as physical distancing, use of face coverings, and hand hygiene. However, in light of the ever-changing nature of the COVID- 19 pandemic, the plan is subject to change. Please be advised that face coverings are required while on campus and during in-person instruction as per NCCU’s guidelines, and the State of North Carolina’s Executive Order 147. The few exceptions to this requirement can be found in the Operations, Recovery and Continuity plan. Any action by a student that interferes with the education of another student or interferes with the operations of the University in carrying out its responsibility to provide a safe and conducive educational environment will be considered a violation of the NCCU Student Code of Conduct. Statement of Inclusion/Non-Discrimination North Carolina Central University is committed to the principles of affirmative action and nondiscrimination. The University welcomes diversity in its student body, its staff, its faculty, and its administration. The University admits, hires, evaluates, promotes, and rewards on the basis of the needs and relevant performance criteria without regard to race, color, national origin, ethnicity, sex, sexual orientation, gender identity, gender expression, age, disability, genetic information, veteran's status, or religion. It actively promotes diversity and respectfulness of each individual. Student Accessibility Services Students with disabilities (physical, learning, psychological, chronic or temporary medical conditions, etc.) who would like to request reasonable accommodations and services under the Americans with Disabilities Act must register with the Office of Student Accessibility Services (SAS) in Suite 120 in the Student Services Building. Students who are new to SAS or who are requesting new accommodations should contact SAS at (919) 530-6325 or sas@nccu.edu to discuss the programs and services offered by SAS. Students who are already registered with SAS and who would like to maintain their accommodations {2021 08 13 Memo to Faculty and Staff Fall 2021 w Syllabus Statement.1} must renew previously granted accommodations by visiting the NCCU Accommodate Website at https://nccu- accommodate.symplicity/students/index.php and logging into their Eagle Accommodate Student Portal. Students are expected to renew previously granted accommodations at the beginning of each semester (Fall, Spring & Summer sessions). Reasonable accommodations may be requested at any time during the semester for all students; however, accommodations are not retroactive. Returning semester requests for returning students are expected to be done within the first two weeks of the semester. Students are advised to contact their professors to discuss the testing and academic accommodations that they anticipate needing for each class. Students identifying as pregnant or other pregnancy-related conditions who would like to request reasonable accommodations and services must register with SAS. Confidentiality and Mandatory Reporting All forms of discrimination based on sex, including sexual harassment, sexual assault, dating violence, domestic violence, and stalking offenses, are prohibited under NCCU’s Sexual Harassment Policy (NCCU POL 01.04.4). NCCU faculty and instructors are considered to be mandatory reporters and are required to promptly report information regarding sexual harassment to the University’s Title IX Coordinator. The Sexual Harassment Policy can be accessed through NCCU’s Policies, Regulations and Rules website at www.nccu.edu/policies. Any individual may report a violation of the Sexual Harassment Policy (including a third-party or anonymous report) by contacting the Title IX Coordinator at (919) 530- 7944 or TitleIX@nccu.edu, or submitting the online form through the Title IX Reporting Form, located at www.nccu.edu/titleix. Other Campus Programs, Services, Activities, and Resources Other campus resources to support NCCU students include: Student Advocacy Coordinator. The Student Advocacy Coordinator is available to assist students in navigating unexpected life events that impact their academic progression (e.g., homelessness, food insecurity, personal hardship) and guide them to the appropriate University or community resources. Contact Information: Student Services Building, Room G19, (919) 530-7492, studentadvocacy@nccu.edu. Counseling Center. The NCCU Counseling Center is staffed by licensed psychologists and mental health professionals who provide individual and group counseling, crisis intervention, substance abuse prevention and intervention, anger management, and other services. The Counseling Center also provides confidential resources for students reporting a violation of NCCU’s Sexual Misconduct Policy. Contact Information: Student Health Building, 2nd Floor, (919) 530-7646, counseling@nccu.edu. University Police Department. The University Police Department ensures that students, faculty and staff have a safe and secure environment in which they can live, learn, and work. The Department provides a full range of police services, including investigating all crimes committed in and around its jurisdiction, making arrests, providing crime prevention/community programs, enforcing parking regulations and traffic laws, and maintaining crowd control for campus special events. Contact Information: 2010 Fayetteville Street, (919) 530-6106, nccupdinfo@nccu.edu. Faculty members are encouraged to contact SAS at (919) 530-6325 with questions about compliance with Section 504 and the ADA, or the Title IX Coordinator at (919) 530-7944 with questions about the Sexual Misconduct Policy and compliance with Title IX. Thank you for your cooperation and assistance in addressing these important issues. University Police Department. The University Police Department ensures that students, faculty and staff have a safe and secure environment in which they can live, learn, and work. The Department provides a full range of police services, including investigating all crimes committed in and around its jurisdiction, making arrests, providing crime prevention/community programs, enforcing parking regulations and traffic laws, and maintaining crowd control for campus special events. Contact Information: 2010 Fayetteville Street, (919) 530-6106, nccupdinfo@nccu.edu. For students who are Veterans: Please feel free to contact the Veteran Affairs Office (Room 102 Hoey Administration Building) regarding any special needs or concerns at the phone number (919) 530-5000 or by email veteransaffairs@nccu.edu Dr. C-L’s Special note for Expectant Students: Federal law (Both Title IX and the Americans with Disability Act) dictates that PREGNANCY is considered a legitimate medical disability. If you have concern that your pregnancy may cause some difficulty in your education, please contact me. Class Schedule: You should finish all reading assignments by the end of the week. January 8, 2024 \| Course Introduction Read Chapters 1 Chapter 1 Book Test are due January 15 (MLK Holiday) = No classes \| January 16, 2024 \| Read Chapter 2 Chapter 2 Books Test due \| January 22, 2024 \| Read Chapter 3 Chapter 3 Book Test e due \| January 29, 2024 \| Read Chapters 4 Chapter 4 Book Test due \| February 5, 2024 \| Read Chapter 5 Chapter 6 Book Test due \| February 12, 2024 \| Read Chapter 6 Chapters 6 Book Test due \| February 19, 2024 \| Read Chapter 7 Chapter 7 Book Test due \| February 26, 2024 \| Read Chapter 8: Chapter 8 Book Tests due \| March 4, 2024 \| Spring Break March 2-9, 2024 (NO CLASSES) \| March 11, 2024 \| Read Chapter 9 Chapters 9 Book Test due \| March 18, 2024 \| Read Chapter 10 Chapter 10 Book Test due \| March 25, 2024 \| Read Chapter 11 Chapter 12 Book Test are due March 29: NO CLASSES \| April 1, 2024 \| Read Chapter 12 Chapter 12 Book Test Due \| April 8, 2024 \| Read Chapter 13 Chapter 13 Book Test Due \| \| \| April 15, 2024 \| Read Chapter 14 Chapter 14 Book Test Due \| April, 22, 2024 \| Read Chapter 15 Chapter 15 Book Test Due \| \| \| \| \| GRADE SCALE 59% and below = F 69-60% = D 79-70% = C 89-80% = B 90% and above = A Academic Policy: You will also receive an automatic F for your final grade for the course based on the following situations: - Failing to complete the First Examination and turning it in on time... - Failing to complete the Mid-term examination and turning it in on time… - Failing to complete Final Examination and turning it in on time... NOTE: The instructors reserve the right to adjust the syllabus whenever necessary. Any syllabus adjustment will always BENEFIT the students. Selected Bibliography—United States History to 1865 Anderson, Claud. Dirty Little Secrets. Bethesda, MD: PowerNomics, 1997. Ayers, Edward L. In the Presence of Mine Enemies. New York: Norton. 2003. Bailyn, Bernard. The Ideological Origins of the American Revolution. New York: Vintage Books/Random House. 1968. Ball, Edward. Slaves in the Family. New York: Ballantine. 1999. Blanton, DeAnne and Lauren M. Cook. They Fought Like Demons. New York: Vintage Books. 2002. Blassingame, John W. The Slave Community: Plantation Life in the Antebellum South. New York: Oxford University Press, 1972. Collins, Gail. America’s Women. New York: William Morrow/HarperCollins. 2003 Cott, Nancy F. ed. No Small Courage. New York: Oxford. 2000 Dunn, Richard S. Sugar and Slaves. New York: Norton. 1972 Ekirch, A. Roger. Bound for America. New York: Oxford. 1987. Franklin, John Hope and Alfred Moss. From Slavery To Freedom. New York: McGraw Hill. Jordan, Winthrop D. White Over Black. New York: Norton. 1968. Morgan, Edmund S. American Slavery, American Freedom. New York: Norton. 1975 McCurry, Stephanie. Masters of Small Worlds. New York: Oxford. 1995. Morgenthau, Hans J. and Kenneth Thompson. Politics Among Nations. New York: McGraw- Hill. 1993. Rowland, Debran. The Boundaries of Her Body. Naperville, IL: Sphinxville Publishing Co. 2004 Takaki, Ronald. A Different Mirror. Boston. Little, Brown & Company. 1993. Ulrich, Laurel Thatcher. The Age of Homespun. New York: Random House/Vintage Books. 2001. Wiener, Marli F. Mistresses & Slaves. Urbana, IL: University of Illinois Press. 1998. REG - 10.01.5 - Class Attendance Regulation Number: REG - 10.01.5 - Class Attendance Regulation History: Effective August 14, 2017, Last revised August 11, 2017 Related Policies/Sources: NCCU Faculty Handbook - Section 4.3.1 (Syllabus Requirements) , Undergraduate Catalog (Class Attendance), Contact Info: Office of the Provost, provost@nccu.edu, 919-530-6230 - Purpose Class attendance is expected of students at North Carolina Central University and represents a foundational component of the learning process in both on-campus and online courses. Students should attend all sessions of courses for which they are registered for the entire scheduled period and are responsible for completing all class assignments. The purpose of this regulation is to describe the class attendance regulation and the procedures associated with its implementation. It replaces the policy that instructed faculty to assign either the NW grade (assigned when a student is withdrawn from a course before the last day to withdraw from a course) or the NF grade (assigned when a student is withdrawn from a course after the last day to withdraw from a course) when a student stopped attending class. - Scope This regulation applies to all faculty teaching undergraduate courses for credit at North Carolina Central University and the students who are enrolled in those courses on the effective date and who register and enroll in those courses after the effective date. This regulation cannot be applied retroactively. - Attendance Grades Beginning with the Fall 2017 semester, faculty are no longer permitted to assign students NW and NF attendance grades. - Syllabus Requirements - A statement regarding the class attendance regulation must be included on all course syllabi. - Faculty must include a written statement of the attendance guidelines in their course syllabi. In addition, faculty are required to review the guidelines for class attendance during the first class session of each semester (i.e., fall, spring, summer). - A student’s final grade must be based on the student’s performance, notwithstanding a student’s lack of attendance. - Recording Class Attendance - Faculty are required to keep attendance records in all classes. - If a student misses three consecutive class meetings, or misses more classes than the faculty member deems advisable, the faculty member is required to enter the information into Grades First, and to also report the information regarding the student’s attendance record to the student’s academic dean for appropriate follow-up. - Students who miss class to participate in university-authorized activities shall be provided with excused absences for the missed class time. It is the student's responsibility to inform the faculty member of such activities at least one week before the authorized absence, and to make up all work as determined by the faculty member.	oercommons	2025-03-18T00:37:53.308389	06/18/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116963/overview", "title": "FAD Syllabus: NCCU HIST2210", "author": "UNC System" }
https://oercommons.org/courseware/lesson/116964/overview	FAD Syllabus: UNCA HIST101 Overview Syllabus shared by a UNC System faculty member. Sample Syllabus HISTORY 101 – The U.S. to 1877 Fall 2023 [NAME] Office: Email: [FACULTY EMAIL] Office Hours: 11:30 – 2:00 Monday, Tuesday, Wednesday, and by appointment. Course Objectives - To introduce the student to the significant historical events, persons, movements, and themes of American history from the colonial period through the end of the Civil War. - To develop an understanding of the roots of American identity, and how these seminal events and ideals continue to impact our society. - To develop each student's ability to think and read critically, and to write effectively. Course Content In this course we will examine five major themes in American history: the amazing variety of pre-Columbian Native American civilizations; the exploration, colonization and settlement of America by western Europeans, and the costs to the Native population, and the consequent development of a uniquely American identity; the political development of the United States as a new nation; the rise of nationalism and expansion of democracy; and the growth of sectional differences that eventually split the nation. Textbooks Jacobs, Incidents in the Life of a Slave Girl Readings on Moodle and On-Line (See Class Moodle Site) Course Requirements Exams: There will be three exams in this course. Exams will include a choice of essay questions. You will be expected to be prepared to deal with material from class lectures, discussions, and the textbooks. Exam dates and grade weight of each exam are as follows: Exam #1 – September 25 - 15% Exam #2 – October 27 - 15% Exam #3 – December 11 - 20% Weekly Reflections: Each student will keep a reflection journal which will be submitted to my email address [FACULTY EMAIL ADDRESS] every Monday before midnight (except for weeks when we have an exam, comparative essay, or break). Approximately one to three pages in length, each entry should reflect on a reading or topic of discussion from the previous week’s course material that made you think. Your entry should not just repeat something you heard or read, but should demonstrate reflection and rumination Feel free to make it light, even funny, to speculate, and let your imagination go, but make sure you make specific connections to readings and other course material. I’ll grade each on a one to ten-point scale. You’ll have 15 opportunities and I’ll take the 10 best journals to determine your final grade. 20% of the course grade. Constitution Quiz: Each student will take a comprehensive quiz on the U.S. Constitution and Bill of Rights. This quiz will be on October 16 and will count for 10% of your grade. Newspaper Research Exercise: Each student will choose an important event between 1800 and 1877 as the subject of their paper and then: - Give the background and major players in the event using secondary sources. - Using online newspaper sources gauge the reaction among at least five different newspapers to that event. You should choose newspapers from various parts of the country and from various political perspectives. The best places to go are the Library of Congress site Chronicling America, the New York Times – Historical Newspaper Collection (available under Online Resources on the library website), and America’s Historical Newspapers (goes up to 1876 and can also be found at Online Resources). - Analyze your information and arrive at some conclusions about the way this event was perceived at the time and how that view may have changed over the years. Paper should be 4 to 6 pages with footnotes and bibliography. 15% of the course grade and due November 15. Discussion: The final 5% of the course grade will be based on classroom participation. All students are expected to be prepared for every class and to actively participate in class discussion. Professor's Responsibilities - Arrive at each class meeting on time and well prepared. - Grade each student's work fairly and promptly (I always attempt to return assignments within one week of the date that they were received--I will notify you if I will be unable to do so). - Treat each student with respect and courtesy. - Faithfully meet office hours and honor appointments with students. - Communicate with students clearly and listen to students attentively. Student Responsibilities - Attend all classes. Students cannot expect to be successful if they miss class. Students will be penalized 2 points on their final average for each unexcused absence in excess of three (3). - Arrive at class on time. It is very distracting to have students walking in to class late. - Come to class well prepared. Students should plan on spending at least two hours of preparation for each hour in class in reading, writing, and ruminating. - Take all exams and turn in all papers at the assigned time. Make-up exams will only be given to students with legitimate, documented excuses. Late papers will be penalized at a rate of five (5) points per day. - Do you own work. While students are encouraged to cooperate and study together, each individual is required to do their own work. Cheating and/or plagiarism will not be tolerated. - Actively participate in the life of the class. I have designed this class as a learning community. Each student should participate in the life of the community by learning other classmates' names, working diligently in groups, studying with others outside of class, and contributing to classroom discussion. - Treat the professor with respect and courtesy. - Communicate clearly and promptly with the professor. I am much more sympathetic when students inform me that they must miss class or will be late with an assignment if I am notified well in advance. Students should not hesitate to speak to the professor if they are experiencing difficulty in the class or if they have special problems of which the professor needs to be aware. Course Calendar Week 1 – Native America August 21 \| Course Introduction \| \| 23 \| Native American Origins \| M – 1491 (Clovis and Folsom) \| 25 \| Native American Civilizations \| M – 1491 (Cahokia) \| Week 2 – Native America \| \|\| 28 \| Native American Civilizations \| M – The Lost World of the Old Ones (Chaco Canyon) \| 30 \| Ecological Indians \| M – Ecological Indian (Fire) \| September 1 \| Southeastern Indians \| M – Southeastern Indians \| Week 3 – Contact and the Columbian Exchange 4 No Class - Labor Day 6 Early Contact With Europeans Fort San Juan https://www.history.swannanoavalleymuseum.org/joara/ 8 The Columbian Exchange M – Columbian Exchange Week 4 – Colonization in the South 11 Roanoke and Jamestown M 13 Tobacco and Rice M 15 Subsistence in the Backcountry M Week 5 – Slavery and the Colonial African American Experience 18 Why Africans? The Interesting Life of Olaudah Equiano – Chapter II https://docsouth.unc.edu/neh/equiano1/equiano1.html The 1619 Project https://www.nytimes.com/interactive/2019/08/14/magazine/1619-america-slavery.html 21 Enslaved Life on a Colonial Plantation M – Clint Smith (Monticello) 23 Exam #1 Week 6 – Colonization in the North 25 Guest Speaker 27 Pilgrims, Puritans, and Quakers M - 29 Trade and the British Empire M - Week 7 – The American Revolution Declaration of Independence October 2 Gathering Clouds – Why Revolution? M - 4 The Declaration of Independence Declaration of Independence https://www.archives.gov/founding-docs/declaration-transcript 6 An Unlikely Victory M – Kings Mountain Week 8 – The U.S. Constitution 9 Fall Break – No Class 11 The Constitutional Convention 13 What Does the Constitution Actually Say? U.S. Constitution https://www.archives.gov/founding-docs/constitution-transcript Week 9 – The Early National Period 16 The Federalist Era M - Constitution Quiz 18 Jeffersonianism M - 20 The Louisiana Purchase and Expansion M - Week 10 – The Market Revolution 23 Market Revolution M - 25 Jacksonianism and Indian Removal M - 27 Exam #2 Week 11 – The Antebellum South, Slavery, and Anti-Slavery Movements 30 Markets and the Revitalization of Slavery M - November 1 Enslaved Life Jacobs – Incidents in the Life of a Slave Girl 3 Religion, Songs, and Tales – Agency and the Enslaved Week 12 – Manifest Destiny and the Coming of Civil War 6 Manifest Destiny M - 8 Oregon, The Mexican War, and Expansion 10 The Territorial Issue, Abolition, and Fugitive Slaves M - Week 13 – The Civil War 13 Secession M – Apostles of Disunion 15 This “Horrible War” M - 17 War and the Enslaved M - Week 14 – Reconstruction 20 Presidential Reconstruction M - 22 – Thanksgiving – No Class 24 – Thanksgiving – No Class Week 15 - Reconstruction 27 Congressional Reconstruction and the 14th and 15th Amendments M - 29 The Ku Klux Klan, White Supremacy, and “Redemption” M - December 1 The War, Reconstruction, and Memory M – Confederates in the Attic Week 16 4 Last Day of Class 11 Final Exam	oercommons	2025-03-18T00:37:53.379156	06/18/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116964/overview", "title": "FAD Syllabus: UNCA HIST101", "author": "UNC System" }
https://oercommons.org/courseware/lesson/116967/overview	FAD Syllabus: UNCA POLS220 Overview Syllabus shared by a UNC System faculty member. Sample Syllabus POLS 220: Introduction to American Politics Instructor: Semester: Spring 2023 Office: Phone: Office Hours: MW 12:30-1:30 p.m., T 3:15-4:15 p.m. Class: Email: Room: Course Description This course will introduce students to American politics through an exploration of the foundational, institutional, and behavioral aspects of the American national government. In doing so, students will be exposed to the dynamic relationships between the institutions, political actors, and the American electorate. In addition, the course will help students gain a better understanding of the relationship between the citizenry and the government through the presentation, and subsequent discussions, of the various ways in which the two interact. Students will be exposed to an array of both historical and current events in the exploration of the American government. Course-Specific Learning Objectives After this class, students should be able to: - Describe the American founding and its impact on the construction and development of the Constitution. - Explain how the individual branches of government have changed over time, and how that has impacted their relationship with one another. - Discuss how citizens interact with government and the different factors that influence their attitudes and behavior. - Critically engage historical and contemporary readings on American government and politics. - Demonstrate an awareness of current events (and public policy) and how they relate to the study of American politics. Political Science (POLS) Student Learning Outcomes POLS Outcome No. 1: Knowledge of the Field – Concepts and Theories - Students learn the defining concepts and theories political scientists use to study and explain political phenomena in the discipline. POLS Outcome No. 2: Writing – Academic Writing and Information Literacy - Students learn to effectively use argument to communicate claims to know in academic writing appropriate for the discipline. Departmental and University Requirements Met POLS 220 can fulfill the prerequisite requirement for POLS 290 (other courses that can also fulfill this requirement are POLS 235, 240, 261, or 281). POLS 220 contributes to the required 34 hours in the political science major. This course also contributes to the required 120 semester hours of credit required for receiving a baccalaureate degree. Materials* - The Logic of American Politics. 10th Edition. Samuel Kernell, Gary Jacobson, Thad Kousser, Lynn Vavreck, and Timothy Johnson. 2021. CQ Press. ISBN: 978-1071815977.** - New York Times online subscription (complimentary access through the university can be accessed by going to accessnyt.com and typing “Asheville.” In order to receive free access, an official @unca.edu email needs to be used for registration). * Additional materials will be distributed in class, via e-mail, or posted on Moodle (https://learnonline.unca.edu/). Note: A reserve copy of the textbook is available in the library. Required Instructional Technology Familiarity with the Moodle learning management system. Student Assessment and Evaluation Methods Attendance and Participation Students are expected to: attend all class meetings, complete the assigned readings before class, and participate in class discussions. Together, attendance (10%) and participation (15%) will make up 25% of their overall course grade. Individuals with more than 6 absences, unless cleared by the instructor, will receive a zero for attendance. Any individual with 9 (or more) absences, unless cleared by the instructor, will receive an F for the course. In addition to the assigned class readings, students are expected to read the news daily and be up to date on current events, as doing so will directly impact their course grade. Simply showing up to class will not suffice. Students are expected to critically engage with the material and share their insights and opinions with the class. Since there will be some material covered in class that does not come from the text, students are encouraged to take good notes in preparation for the examinations. Also, in the event of an absence, students are responsible for obtaining any missed notes and must do so independently of the instructor. Quizzes and Additional Assignments There will be in-class pop quizzes based on the current events and/or the reading material for the week. In addition to the in-class pop quizzes, there are also online reading quizzes on Moodle based on the textbook chapter(s) assigned for any given week. These online quizzes are open book and untimed. All online chapter quizzes are due by 9:55 a.m. EST on the day of the corresponding in-class exam, no exceptions. There are no make-ups for missed in-class quizzes unless students have an excused absence. However, the lowest two quiz grades (in-class or online) will be dropped before final grades are calculated, so students have the flexibility to make the decision on whether to make-up a quiz or count it as a drop. Of the assigned chapters from the course textbook, students are responsible for completing the online Moodle quizzes for 7 of the available quizzes. This category will account for 10% of the overall course grade. Writing Assignments Students will have two writing assignments to complete, each worth 7.5% of their total grade. Students will be provided with a prompt for each, where the expectations and guidelines will be outlined. The assignments will be due on Thursday, February 16th at 11:59 p.m. and Thursday, April 13th at 11:59 p.m., respectively. Assignments turned in after the due date will lose a letter grade by the day – weekend included. For a paper submitted the day after a due date that warrants an A, the student will receive a B, and so forth. These assignments are to be submitted via Moodle. Examinations There will be two exams in this course: the first on Tuesday, February 21st, and the final will take place between 8:00 a.m. and 10:30 a.m. on Tuesday, May 2nd. The exams will primarily consist of multiple-choice questions, though others – such as short answer, matching, fill-in-the- blank, and essay format – should be expected. Make-up exams will only be offered under extraordinary circumstances. Students have 72 hours from the time when the exam is given to the class to contact the instructor in order to schedule a make-up exam, which needs to be taken within a week of the original (7 calendar days) or forfeit the right to take said exam. The format of the examination is left to the discretion of the instructor. Extra Credit One extra credit opportunity will be made available before the end of the semester. More information will be presented in class and/or Moodle. Grading and Course Requirements The final course grade will be determined by students’ performance on the abovementioned assignments. See the following grading scale and assignment breakdown: Grading Scale \| \| Grading Formula \| \|\|\|\| A \| 92 – 100 \| C \| 72 – 77 \| Attendance & Participation \| 25% \| \| A- \| 90 – 91 \| C- \| 70 – 71 \| Quizzes & Misc. Assignments \| 10% \| \| B+ \| 88 – 89 \| D+ \| 68 – 69 \| Writing Assignments \| 15% \| \| B \| 82 – 87 \| D \| 60 – 67 \| Midterm Exam \| 25% \| \| B- \| 80 – 81 \| F \| Below 60 \| Final Examination \| 25% \| \| C+ \| 78 - 79 \| \| Total \| 100% \| Key Dates Writing Assignment 1: Thursday, February 16th 1st Batch of Quizzes: Tuesday, February 21st Midterm: Tuesday, February 21st Writing Assignment 2: Thursday, April 13th 2nd Batch of Quizzes: Tuesday, May 2nd Final Exam: Tuesday, May 2nd from 8:00 – 10:30 a.m. Office Hours I have office hours Monday and Wednesdays from 12:30 p.m. to 1:30 p.m. and Tuesdays from 3:15 p.m. to 4:15 p.m. In addition to these set hours, I am willing to work around your schedule whenever possible. Technology Computers and tablets are allowed in the classroom for note-taking and other class-related purposes. You are not allowed to use these devices for browsing the internet, social media, or checking email. Cell phones must be silenced and cannot be used in class at all. Failure to comply with these rules may result in a zero for both attendance and participation for the day. In addition, you may be asked to leave for the day. Communication of Announcements Announcements will be sent via e-mail to your official UNCA e-mail address and/or posted on Moodle. You are responsible for monitoring your school e‐mail account and the course Moodle site (https://learnonline.unca.edu/) daily. All emails sent to me must include the following: the student’s name, course section number (i.e., POLS 220), a proper and formal greeting, a clear subject line about the purpose of the e-mail, and the actual request or question that prompted the email. You should expect a response within 72 hours. If you have not received a response within 72 hours, then please send me another email or talk to me in class. The Writing Center You are encouraged to visit the University Writing Center (https://writingcenter.unca.edu/) on campus for help with assignments for this and other courses. The center supports writers in one- on-one sessions lasting 10 to 45 minutes. Consultants can help writers organize ideas, document sources, and revise prose. If you visit the UWC, bring a copy of your assignment, any writing or notes you may have, and the sources you are working with. Make an appointment by visiting writingcenter.unca.edu and clicking on “Schedule an Appointment.” Academic Integrity All rules concerning academic honesty as set out in the current edition of the university’s academic catalog (http://catalog.unca.edu/) will be enforced. Particular attention should be paid to the policies regarding cheating and plagiarism. Academic Indicators Faculty at UNC Asheville are encouraged to use the university’s academic indicator system. The purpose of this system is to communicate with students about their progress in courses. Academic alerts can reflect that a student’s performance is satisfactory at the time the alert is submitted or they can indicate concerns (e.g., academic difficulty, attendance problems, or other concerns). Professors use the system because they are invested in student success and want to encourage open conversations about how students can improve their performance. When a faculty member submits an alert that expresses a concern, the student receives an email from Academic Advising notifying them of the alert and subsequent registration hold on their account. To clear the hold, the student must complete an online Response Form included in the alert e-mail. The student’s responses will be shared with the instructor and advising staff. If a student receives three or more alerts, they will need to meet with an advisor by scheduling an appointment using the online appointment service at advising.unca.edu and select ‘Academic Alert Appointment’ as the type of appointment. The professor may also request to meet with the student to discuss the alert. It is in the student's best interest to complete the alert process quickly, as students who do so are more likely to earn credit for the course. Failure to complete the alert process means the student won't be able to register for the next semester's classes until they have submitted the required form and completed any requested meeting requirements. Questions about the alert system can be directed to ( S T A F F M E M B E R N A M E ) at (STAFF MEMBER EMAIL ADDRESS) in the Academic Success Center. Student Accommodations UNCA values the diversity of our student body as a strength and a critical component of our dynamic community. Students with disabilities or temporary injuries/conditions may require accommodations due to barriers in the structure of facilities, course design, technology used for curricular purposes, or other campus resources. Students who experience a barrier to full access to this class should let the professor know, and/or make an appointment to meet with the Office of Academic Accessibility as soon as possible. To make an appointment, call 828.232.5050; email academicaccess@unca.edu; use this link https://uncaoaaintake.youcanbook.me/; or drop by the Academic Accessibility Office, room 005 in the One Stop suite (lower level of Ramsey Library). Learn more about the process of registering, and the services available through the Office of Academic Accessibility here: https://oaa.unca.edu/. While students may disclose disability at any point in the semester, students who receive Letters of Accommodation are strongly encouraged to request, obtain and present these to their professors as early in the semester as possible so that accommodations can be made in a timely manner. It is the student’s responsibility to follow this process each semester. Sexual Harassment and Misconduct All members of the University community are expected to engage in conduct that contributes to the culture of integrity and honor upon which the University of North Carolina at Asheville is grounded. Acts of sexual misconduct, sexual harassment, dating violence, domestic violence and stalking jeopardize the health and welfare of our campus community and the larger community as a whole and will not be tolerated. The University has established procedures for preventing and investigating allegations of sexual misconduct, sexual harassment, dating violence, domestic violence and stalking that are compliant with Title IX federal regulations. To learn more about these procedures or to report an incident of sexual misconduct, go to https://titleix.unca.edu/. Students may also report incidents to an instructor, faculty or staff member, who are required by law to notify the Title IX Office. Health and Wellness UNCA offers resources for students who are coping with both physical and mental health issues. If you would benefit from assistance, please contact the Health and Counseling Center. Contact information can be found at https://healthandcounseling.unca.edu/. Alteration of this Syllabus The instructor reserves the right to revise, alter, and/or amend this syllabus as necessary. Students will be notified by email and/or Moodle of any such revisions, alterations, and/or amendments. Key Resources for Students Political Science Department Website: https://politicalscience.unca.edu/ Academic Planning: https://advising.unca.edu/ Student Affairs: https://studentaffairs.unca.edu/ University Catalog: http://catalog.unca.edu/ Ramsey Library: https://library.unca.edu/ Career Center: https://career.unca.edu/ Schedule and Topics Week 1: Introduction January 10th (T): Course Introduction January 12th (Th): American Political Culture and Citizenship Assigned Reading: Skim Chapter 1: The Logic of American Politics and Declaration of Independence by Jefferson and The U.S. Constitution* Week 2: The Constitution January 17th (T)/ January 19th (Th): Assigned Reading: Chapter 2: The Constitution Week 3: Federalism January 24th (T)/ January 26th (Th): Assigned Reading: Chapter 3: Federalism Week 4: Civil Liberties January 31st (T)/February 2nd (Th): Assigned Reading: Chapter 5: Civil Liberties Week 5: Civil Rights February 7th(T)/ February 9th (Th): Assigned Reading: Chapter 4: Civil Rights Week 6: Congress February 14th (T)/ February 16th (Th): Writing Assignment #1 Due Assigned Reading: Chapter 6: Congress Week 7: Midterm & The Executive February 21st (T): Midterm Exam February 23rd (Th): Assigned Reading: Chapter 7: The Presidency Week 8: The Executive & The Bureaucracy February 28th (T): Assigned Reading: Chapter 7: The Presidency March 2nd (Th): Assigned Reading: Chapter 8: The Bureaucracy Week 9: Spring Break March 6th – 10th: No Class Week 10: The Supreme Court March 14th (T)/ March 16th (Th): Assigned Reading: Chapter 9: The Federal Judiciary Week 11: Public Opinion March 21st (T): Assigned Reading: Chapter 10: Public Opinion March 23rd (Th): No Class (Dr. G at North Carolina Political Science Association Conference) Week 12: The Media & Voting, Campaigns, and Elections March 28th (T): Assigned Reading: Chapter 14: Media March 30th (Th): Assigned Reading: Chapter 11: Voting, Campaigns, and Elections Week 13: Voting, Campaigns, and Elections (Cont.) & Political Parties April 4th (T): Assigned Reading: Chapter 11: Voting, Campaigns, and Elections April 6th (Th): Assigned Reading: Chapter 12: Political Parties Week 14: Political Parties (Cont.) & Interest Groups April 11th (T): Assigned Reading: Chapter 12: Political Parties April 13th (Th): Writing Assignment #2 Due Assigned Reading: Chapter 13: Interest Groups Week 15: Social Policy April 18th (T): No Class (Undergraduate Research Day) April 20th (Th): Assigned Reading: T.B.D. Week 16: Finals Week April 25th (T): Review Session (Last Day of Class) April 26th (W): Reading Day April 27th (Th): Finals Begin Week 17: Finals (Cont.) May 2nd (T): Final Exam Period for POLS 220 is 8:00 a.m. to 10:30 a.m. Reading(s) available on Moodle course page. *The topics, as displayed on this syllabus, serve as a general plan for the course. However, since not all classes move at the same pace, the instructor will adjust as is necessary. Irrespective of the changes in the material covered, the dates of exams and any other assignments will remain as they appear on this syllabus.	oercommons	2025-03-18T00:37:53.469561	06/18/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/116967/overview", "title": "FAD Syllabus: UNCA POLS220", "author": "UNC System" }
https://oercommons.org/courseware/lesson/79256/overview	Digging Deeper Additional Learning Activity Degree Works is the formal plan associated with your chosen field of study and the degree you seek. When the Registrar's Office looks to see if you are on track and ready to graduate, this is where they begin. You can access your degree plan from your MySam account by selecting the Student tab and then the link for Degree Works. Before we move through the activity below, let’s take a closer look at Degree Works by watching this video: Now that you have completed that video, complete the activity below: - Access your degree plan. - How many hours do you have remaining to reach the minimum of 120? - Download a copy and print. - Take note of the courses you have already completed. How many courses do you still have lacking? - Do you have any courses counting in the electives section? - Now, using the What If function, “change” your degree to a BA in criminal justice or a BS in biology. How does this change your curriculum? How many courses do you have remaining to complete this new degree?	oercommons	2025-03-18T00:37:53.487988	Heather F. Adair	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79256/overview", "title": "Foundations for College Success, Advising, Digging Deeper", "author": "Forrest Lane" }
https://oercommons.org/courseware/lesson/79251/overview	Digging Deeper Digging Deeper Dr. Janice Epstein from the Mathematics department at Texas A&M University developed a list of 12 tips to help students be successful in math classes. These tips can accessed through the following website (used with permission): https://www.math.tamu.edu/~janice.epstein/tips.html. Use the information from this website to answer the following questions: - Students who miss class generally receive lower grades. Why do you think this is true? - What should do with your notes after class? - What 3 resources does Dr. Epstein suggest for help on questions? - The article suggests you should take _____________ and ______________ seriously as the semester progresses. - The website indicates that the final exam is often a lower grade than your other tests because of _________ and _______. - For every hour spent in class, the website suggests you should spend _____ hours studying outside of class. To help you reflect on how you might space out your study hours over a week, complete the 1-week calendar below. You can refer to this as the semester progresses and make changes that might be needed. You can also use this format for other classes that you may be taking. - Mark the days that your math class meets with a check or X. - Enter the class meeting time Decide how many hours you will spend each day studying for your math class. It is suggested you spend a total of 9-hours each week studying. To help solidify new information covered on class days, it is also important to include time on those days outside of class reviewing what was covered in class.	oercommons	2025-03-18T00:37:53.504423	Heather F. Adair	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79251/overview", "title": "Foundations for College Success, Math Strategies, Digging Deeper", "author": "Forrest Lane" }
https://oercommons.org/courseware/lesson/79240/overview	Learning Activities Activity 6.1 Reflection: Consequential Claims What are three consequential claims/problems you might encounter outside the classroom? Please choose three claims/problems you would put forth the extra effort to analyze (e.g., choosing a part-time job while in school, choosing to purchase student health insurance). 1. 2. 3. Activity 6.2 Reflection: Dissonance Think of a time you (or someone close to you) purchased, used, and/or potentially sold a product that promised extraordinary results (e.g., weight loss made easy, get rich quick). These products are often expensive and lack sound supporting arguments. Many times, when we invest in a product such as these, we ignore the negative and/or lacking elements of the claim. We seek out only positive, confirming information on them (e.g., positive testimonials, before and after pictures). We do not take into account the negative side effects, the lack of peer–reviewed literature, the company’s business model, and the expertise of the salespeople or claimants selling the product. Think about your (or close friend/family member's) experience. How did you (they) handle this dissonance? Did you (they) ignore the contradictory information or confront it directly? What type of investigation did you (they) do when purchasing the product, if any? Activity 6.3 Critical Thinking in Practice Choose a current event. List a lens or perspective (preferably your own or one to which you are more closely tied) that could be used to analyze the event (e.g., gender, race, religion, sexual orientation, ability status, age). Think through questions that may arise. Example 1 Current Event: The shift to online learning during the COVID 19 pandemic. Lens: Ability status / age Questions: More courses were delivered online during the pandemic than at any other point in history. Many instructors were new to teaching in this environment. Did this open the door for more differently abled individuals to participate in higher learning? Could older students with full–time jobs now participate in college? Did instructors (or institutions) have the time, resources, and money available to properly accommodate students? Did students, at large, benefit from any of these changes (i.e., closed captioning and transcripts of recorded lectures)? Your Response Current Event: Lens: Questions:	oercommons	2025-03-18T00:37:53.523586	Heather F. Adair	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79240/overview", "title": "Foundations for College Success, Critical Thinking, Learning Activities", "author": "Forrest Lane" }
https://oercommons.org/courseware/lesson/79225/overview	Learning Activities Activity 3.1 Identify Needs and Wants Think on some of your recent purchases. List the last ten purchases you made in the table below, and place each of them in the category you think is correct. Needs are expenses that are required to maintain basic minimum living standards (e.g., electricity, water, transportation, food). Wants are those expenses that help you to live more comfortably (movies, games, travel, designer clothing). Make sure to include both the item and cost to purchase it. Item \| Need Expense $ \| Want Expense $ \| Totals \| Reflect on the following questions. - How do your total “need” expenses compare to your total “want” expenses? - Should either of your expenses change? Why or why not? - How do you currently prioritize your expenses? Activity 3.2 Create a Monthly Budget Budgets are done in a chart or spreadsheet format and often look like the ones below. Income (use net monthly pay) \| \| Paycheck \| $2200 \| Other \| $300 \| Total Income \| $2500 \| Saving and Investing \| \| Savings Account \| $120 \| Investments \| $240 \| Amount Left for Expenses \| $2140 \| Expenses (Monthly) \| \| Housing \| $750 \| Car Payment/Insurance \| $450 \| Groceries \| $400 \| Restaurants/Food Delivery \| $100 \| Internet \| $60 \| Phone \| $60 \| Medical Insurance and Copays \| $120 \| Gas \| $200 \| Total Expenses \| $2140 \| Balance (Amount left for expenses minus total expenses) \| $0 \| Create a monthly budget using the spreadsheet above as an example. You can also create your own using one of the apps discussed earlier in the chapter (e.g., Mint, Mvelopes, Wally, Goodbudget) Activity 3.3 Complete the Cash Course CashCourse is a free online personal finance course aimed at promoting students’ financial well-being. CashCourse provides information and tools that allow the student to make wise financial decisions in and out of school. - Visit CashCourse.org and click on “Register for a free account” under “students.” Click here to access CashCourse - Fill out your information and select Texas for “State” and Sam Houston State University for “School.” - Click My Profile at the top-right and enter your Sam ID for “Student ID” and click Save Profile. You have to add your Sam ID. - Complete the Module Learning Check/Assessment - What are the five steps in financial planning? - Identify and briefly discuss the primary components of a budget? - What is the purpose of creating an emergency fund? - Identify two different banking products and services and briefly discuss how they differ from one another? - Identify two different examples of financial aid. Examples should be from different categories (federal, state, etc.).	oercommons	2025-03-18T00:37:53.560488	Heather F. Adair	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79225/overview", "title": "Foundations for College Success, Financial Literacy, Learning Activities", "author": "Forrest Lane" }
https://oercommons.org/courseware/lesson/79246/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in Coming Soon. or	oercommons	2025-03-18T00:37:53.583622	Heather F. Adair	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79246/overview", "title": "Foundations for College Success, Reading Strategies, Digging Deeper", "author": "Forrest Lane" }
https://oercommons.org/courseware/lesson/79261/overview	Digging Deeper Additional Theories Throughout this chapter, there have been strong endorsements for researching and taking initiative to formulate a career plan. However, I want to use this last segment to reiterate a few important points. To assist with this, I want to speak on two prominent and relevant career development theoretical approaches Super’s Developmental Theory Super (1954) had a differing theory during the time when Trait-and-Factor theory was a prominent theory in the world of career development. He believed this approach to be valuable but too static, given the changing nature of humanity. Because of this concern, Super developed a theory focused on the continuing development of an individual through the following phases: Growth (4-13 years old), Exploration (14-24 years old), Establishment (25-44 years old), Maintenance (45-65 years old), and Disengagement (over 65 years old). According to Super’s theory, during the developmental age group of 14-24, it is important for students to use classes, work experiences, and hobbies to identify their interests and capabilities. Then they should take this information and align it with various occupations to determine fit. Although Super identified ages 14-24, career development can have these previously mentioned elements associated with the group of 14-24 can crop back up later in life as well. However, it does showcase the importance of taking initiative and using the resources discussed throughout this chapter to develop your career now, in its infancy. College is an excellent time to explore these things in greater depth while pushing to be successful inside the classroom. However, Super et al. (1996) advocated that occupational choice should not be a one-time decision but rather an ongoing process. It is important to make decisions about major and career goals, but it is equally important to accept that people evolve and change, which is relevant to our next quick look at career development theory. Planned Happenstance Theory Mitchell et al. (1999) developed the planned happenstance theory, which is a derivative of chaos theory applied to career development. The quick version is there are too many variables to account for when making career decisions, making it impossible to formulate a guaranteed plan of what will happen and where one will go. Mitchell et al. (1999) stated this theory necessitates “creating and transforming of unplanned events into opportunities for This learning” (p. 117). statement highlights the importance of making tentative career plans but engaging in these other areas as well to seize opportunities as they present themselves. When building a career and moving forward with your narrative, it is important to foster (a) the curiosity to explore learning opportunities available to you, (b) an attitude of persistence toward dealing with roadblocks and obstacles; (c) flexibility to address events, problems, or successes that may happen; and (d) a focus on positive energy so optimism becomes the foundation of your choices. Using these important tools can be very impactful as you successfully navigate your story moving forward. References Mitchell, K. E., Levin, S. A., & Krumboltz, J. D. (1999). Planned happenstance: constructing unexpected career opportunities. Journal of Counseling & Development, 77(2), 115–124. https://doi.org/10.1002/j.1556-6676.1999.tb02431.x Patton, W., & Lokan, J. (2001). Perspectives on Donald Super's construct of career maturity. International Journal of Educational and Vocational Guidance, 1, 31–48. Super, D. E. (1954). Career patterns as a basis for vocational counseling. Journal of Counseling Psychology, 1, 12–20. Super, D. E., Savickas, M. L. & Super, C. M. (1996). The life-span, life-space approach to careers. In D. Brown, L. Brooks, & Associates (Eds.), Career choice and development (3rd ed., pp. 121–178). Jossey-Bass Publishers.	oercommons	2025-03-18T00:37:53.599711	Heather F. Adair	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/79261/overview", "title": "Foundations for College Success, Career Exploration, Digging Deeper", "author": "Forrest Lane" }
https://oercommons.org/courseware/lesson/87598/overview	2.3 Artificial Methods of Asexual Reproduction 2_Vegetative-Propagation-in-Plants Vegetative Propagation in Plants Overview Adventitious roots of Magnolia cutting Pistoia - Baldacci Vivai (25.06.1980, photo: Mihailo Grbić) The original uploader was Gmihail at Serbian Wikipedia., CC BY-SA 3.0 RS <https://creativecommons.org/licenses/by-sa/3.0/rs/deed.en>, via Wikimedia Commons Did you have an idea for improving this content? We’d love your input. Introduction Learning Objectives Describe how plants use corm, rhizome, tuber, bulbs, stolons, or runners as methods of natural asexual reproduction. Describe apomixis. List and describe how grafting, cutting, layering, and micropropagation are used as the artificial methods of asexual reproduction in plants. Describe the advantages and disadvantages of asexual reproduction. Key Terms apomixis - a process by which seeds are produced without fertilization of sperm and egg bulb - modified stem used for propagation corm - modified stem with scales used for propagation cutting - method of asexual reproduction where a portion of the stem, containing nodes and internodes, is placed in moist soil and allowed to root grafting - method of asexual reproduction where the stem from one plant species is spliced into a different plant layering - method of propagating plants by bending a stem under the soil micropropagation - propagation of desirable plants from a plant part; carried out in a laboratory rhizome - modified stem grows underground and produces roots and shoots from its nodes runner/stolon - a modified stem that grows horizontally on the soil surface and gives rise to new plants tuber - a stem modified as a storage organ also used in vegetative propagation Introduction Many plants propagate themselves asexually using vegetative parts like stems, roots, leaves, or apomixis. Asexual reproduction is cost-effective since it does not require the plant to produce a flower, attract pollinators, or find a means of seed dispersal. An advantage of asexual reproduction is that the resulting plant will reach maturity faster. Since the new plant is arising from an adult plant or plant parts, it will also be sturdier than a seedling. New cells are formed via mitosis and undergo differentiation to produce different parts of a plant. And asexual reproduction can take place by natural or artificial (assisted by humans) means. Natural Methods of Asexual Reproduction Many plants use stems or roots to propagate. These vegetative structures are identified by the presence or absence of scales, if the structure is a storage organ or not, and called Corm: solid fleshy stems that look like bulbs. For example, garlic (Figure 3.2.1) and gladiolus (Figure 3.2.2). Rhizome: is a subterranean stem that produces roots and shoots from its nodes; this is apparent with ginger and iris plants (Figure 3.2.1c). Rhizomes give rise to multiple plants. Tuber: Potato form fleshy stem tubers. Each eye in the stem tuber can give rise to a new plant. A potato is a stem tuber but with an enlarged structure for storage of food (Figure 2.3.4). Bulb: stout stem covered with scales. The scales can be fleshy (non-tunicate bulbs, ex. lilies) or dry (tunicate bulbs, ex. Onion, daffodil) (Figure 3.2.3). Stolon/runner: stems that grow at the soil surface or just below ground and can give rise to new plants. A stem tuber is usually a stolon, also called a runner; this can be found with strawberries (Figure 3.2.1e; 3.2.5)., In sweet potatoes, adventitious roots come out of the nodes of the stem to give rise to a new plant (Figure 3.2.5). Parsnip propagates from a taproot, while Ivy uses an adventitious root—a root arising from a plant part other than the primary root. In Bryophyllum and kalanchoe, the leaves have small plantlets on their margins. When these plantlets drop off the mother plant, they grow into independent plants; or they may start growing into independent plants if the leaf touches the soil (Figure 3.2.6). Some plants can produce seeds without fertilization. Either the ovule or part of the ovary, which is diploid in nature, gives rise to a new seed. This method of reproduction is known as apomixis. Seeds are produced in either of the two ways: - In one form, the egg is formed with 2n chromosomes and develops without ever being fertilized. - In another version, the cells of the ovule (2n) develop into an embryo instead of - or in addition to - the fertilized egg. Hybridization between different species often yields infertile offspring. But in plants, this does not necessarily doom the offspring. Many such hybrids use apomixis to propagate themselves. The many races of Kentucky bluegrass growing in lawns across North America and the many races of blackberries are two examples of sterile hybrids that propagate successfully by apomixis. Access for free at https://openstax.org/books/biology-2e/pages/32-3-asexual-reproduction Artificial Methods of Asexual Reproduction Artificial methods are frequently employed to give rise to new, and sometimes novel, plants. They include grafting, cutting, layering, and micropropagation. Grafting Grafting has long been used to produce novel varieties of roses, citrus species, and other plants, and it is widely used in viticulture (grape growing) and the citrus industry In grafting, two plant species are used; part of the stem of the desirable plant is grafted onto a rooted plant called the stock. The part that is grafted or attached is called the scion. Both are cut at an oblique angle (any angle other than a right angle), placed in close contact with each other, and are then held together (Figure 3.2.7). Matching up these two surfaces as closely as possible is extremely important because these will be holding the plant together. The vascular systems of the two plants grow and fuse, forming a graft. After some time, the scion starts producing shoots and eventually starts bearing flowers and fruits. Scions capable of producing a particular fruit variety are grafted onto rootstock with specific resistance to disease. Cutting Plants such as coleus and money plant are propagated through stem cuttings, where a portion of the stem containing nodes and internodes is placed in moist soil and allowed to root. In some species, stems can start producing a root even when placed only in water. For example, leaves of the African violet will root if kept in water undisturbed for several weeks. Similarly, many indoor ornamental plants, such as rubber plants, poinsettia, and pothos, also propagate through cutting. Layering Layering is a method in which a stem attached to the plant is bent and covered with soil. Young stems that can be bent easily without any injury are preferred. Jasmine and bougainvillea (paper flower) can be propagated this way (Figure 3.2.8). In some plants, a modified form of layering known as air layering is employed. A portion of the bark or outermost covering of the stem is removed and covered with moss, which is then taped. Some gardeners also apply rooting hormones (unit 2 lesson 5). After some time, roots will appear, and this portion of the plant can be removed and transplanted into a separate pot. Micropropagation Micropropagation (also called plant tissue culture) is a method of propagating multiple plants from a single plant in a short time under laboratory conditions (Figure 3.2.9). This method allows the propagation of rare, endangered species that may be difficult to grow under natural conditions, are economically important or are in demand as disease-free plants. To start plant tissue culture, a part of the plant such as a stem, leaf, embryo, anther, or seed can be used. The plant material is thoroughly sterilized using a combination of chemical treatments standardized for that species. Under sterile conditions, the plant material is placed on a plant tissue culture medium that contains all the minerals, vitamins, and hormones required by the plant. The plant part often gives rise to an undifferentiated mass known as callus, from which individual plantlets begin to grow after a period of time. These can be separated and are first grown under greenhouse conditions before they are moved to field conditions. Asexual reproduction produces new plants faster and more adapted to survive well under stable environmental conditions when compared with plants produced from sexual reproduction. This method produces plants that are genetically identical to their parents. Such populations are less likely to survive if the environmental conditions change. Access for free at https://openstax.org/books/biology-2e/pages/32-3-asexual-reproduction Attributions Adventitious roots of Magnolia cutting Pistoia The original uploader was Gmihail at Serbian Wikipedia., CC BY-SA 3.0 RS <https://creativecommons.org/licenses/by-sa/3.0/rs/deed.en>, via Wikimedia Commons International potato center https://cipotato.org/	oercommons	2025-03-18T00:37:53.649044	Textbook	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87598/overview", "title": "Statewide Dual Credit Introduction to Plant Science, Plant Reproduction and Propagation, Vegetative Propagation in Plants", "author": "Diagram/Illustration" }
https://oercommons.org/courseware/lesson/87954/overview	Australia at the turn of the Twentieth Century Overview Australia at the turn of the Century On January 1, 1901, Australia was proclaimed a commonwealth by Queen Victoria of England. By the clauses of the new Australian constitution, this upgrade in status meant that Australia was no longer a colony of England; rather, it was an associated nation within the larger British empire based on republican laws and values. It was also granted a parliament. Under the Australian Commonwealth, each of the Australian provinces was granted the status of “states” with their own governments. Australia’s new status provided more rights and freedoms to its white citizens, but it did little to protect its Aborigine population. In fact, the early years of the Australian Commonwealth were marked by increasingly repressive measures against the Aborigines. As Australians worried about internal threats, they also laid the foundation work for an alliance that would bring them into World War I. Learning Objectives - Examine Australia’s development, socially and politically, during its early years as a Commonwealth nation. Key Terms / Key Concepts Australian Commonwealth: Australian republic founded in 1901 Immigration Restriction Act: immigration act passed in 1901 to restrict emigration to Australia from China, Indonesian, and other parts of Asia Australians and the Protection of "White Australia" In the late 1800s, Australia had experienced high immigration rates from China, and many parts of the Pacific Islands, most of which were still under European occupation. In 1901, Australia was proclaimed a commonwealth and given a host of new powers, rights, and responsibilities. Many white politicians felt as though their power was threatened by the increased presence of non-whites in the country. To combat the growing numbers of immigrants, Australians passed the 1901 Immigration Restriction Act. This act, also called the “White Australian Policy,” restricted immigrants from China and Asia. To immigrate to Australia, all immigrants were required to pass a dictation test in which they wrote fifty words in a European language. In addition to restricting immigrants, the measure also helped ensure that Australia remained “British.” A year later, a bill was passed to restrict voting rights of Aborigines. The Australian Trade Union movement, which gathered nearly a million followers by 1914, similarly echoed the cries of white politicians and argued that Australian businesses should reflect white, Australian purity. For their parts, the Aborigines mostly remained separate societies from “white” Australia. On rare occasions when the two groups met, the Aborigines were regarded by most white Australians as primitive spectacles to gawk at from afar. Australia as a Military Power In the 1900s, Australia had a small but well-trained army. As part of the British Empire, it sent troops to fight in the Boer Wars of South Africa in 1902. But as an island nation far removed from England, Australians started to feel uneasy about their lack of naval protection. In particular, the Japanese victory over Imperial Russia during the Russo-Japanese War made the Australians acutely aware of their expansive coast, and lack of naval power. In 1907, Australians, led by their prime minister, clamored for the creation of an Australian navy. For four years, Australia and Great Britain negotiated for the establishment of an Australian navy. At last, in 1911, the British constructed an entirely new Pacific fleet. One of the three squadrons created was given to Australia and consisted of three light cruisers, six destroyers, and three submarines. While tension mounted in Europe, Australia enacted measures at home in case it should be drawn into war. Among its most stringent laws was one passed in January 1911 that required all boys, excluding Aborigines, twelve and older to register for the militia service. Additionally, boys were required to have some military training. Although the law seemed draconian to many in England, Australia saw it as essential. Other than New Zealand, they had no immediate allies, and were separated by vast oceans from England and the United States. If Australia were attacked, it would rely upon itself for defense of the nation. And if pulled into war, it would not be caught off-guard. Indeed, when World War I erupted in 1914, Australia had over 200,000 men working for the Australian armed forces. This reservoir of soldiers would prove critical to the Allies’ war effort in World War I. Legacy Australia at the turn of the century was a nation unsure of its place in the world. It was simultaneously a commonwealth with republican laws, but also remained part of the British Empire. Its white population was, generally, very invested in the perseverance of Australia for whites. As a result, Aborigines saw a reduction in the limited rights afforded them. Racial tension remained strong as white Australians developed the eastern Australian seaboard. For the average, white Australian, though, life in this country “down under” was glorious. Their social security system was unmatched by any country in the world at that time. They were afforded freedom to travel and relocate with government support, free education, and a basic living wage. On the eve of World War I, Australia was still considered a fledgling and inexperienced nation of farmers, miners, bankers, and ruffians. But the war would change that idea forever. Attributions Images courtesy of Wikimedia Commons Welsh, Frank. Australia: A New History of the Great Southern Land. The Overlook Press, New York: 2004. 334-362.	oercommons	2025-03-18T00:37:53.672714	Neil Greenwood	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87954/overview", "title": "Statewide Dual Credit World History, European Imperialism and Crises 1871-1919 CE, Chapter 11: Reactions, Australia at the turn of the Twentieth Century", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/87967/overview	The Treaty of Versailles and Other Treaties Overview The 1919-20 Paris Peace Conference With the conclusion of armistices that ended the fighting, the Allied Powers organized the peacemaking process that officially ended the war. Allied leaders carried out this process at the 1919 Paris Peace Conference, negotiating peace treaties with each of the five major Central Powers. And each of these treaties influenced the course of subsequent events across Eurasia, leading to the Second World War and the Cold War. Learning Objectives Analyze the aims and negotiating roles of world leaders at the Paris Peace Conference and the consequences of the treaties that ended the war. Key Terms / Key Concepts Congress of Vienna: a conference of ambassadors of European states chaired by Austrian statesman Klemens von Metternich and held in Vienna from November 1814 to June 1815, though the delegates had arrived and were already negotiating by late September 1814 (The objective was to provide a long-term peace plan for Europe by settling critical issues arising from the French Revolutionary Wars and the Napoleonic Wars. The goal was not simply to restore old boundaries but to resize the main powers so they could balance each other and remain at peace.) Paris Peace Conference - 1919-20 meeting of delegates from the Allied nations that crafted the treaties which ended World War I David Lloyd George: British Liberal politician and statesman, who served as Chancellor of the Exchequer (1908 – 1915) and was a key figure in the introduction of many reforms that laid the foundations of the modern welfare state. His most important role came as the highly energetic Prime Minister of the Wartime Coalition Government (1916 – 22), during and immediately after the First World War. He led the British delegation to the Paris peace conference. His priorities were security from Germany and being able to justify to his political coalition in the British Parliament and British voters the nation’s sacrifices in the war. Fourteen Points: a statement of principles used for peace negotiations to end World War I, as outlined in a January 8, 1918 speech by President Woodrow Wilson to the United States Congress on war aims and peace terms George Clemenceau: French prime minister during World War I, and leader of the French delegation to the Paris peace conference, who made French security his highest priority in the negotiation of peace with Germany. Accordingly, he pursued military restrictions on Germany, the demilitarization of the Rhineland in western Germany, and the restoration of Alsace and Lorraine to France. League of Nations: an intergovernmental organization founded on January 10, 1920, as a result of the Paris Peace Conference that ended the First World War; the first international organization whose principal mission was to maintain world peace. Its primary goals as stated in its Covenant included preventing wars through collective security and disarmament and settling international disputes through negotiation and arbitration. Stab-in-the-back myth: The notion, widely believed in right-wing circles in Germany after 1918, that the German Army did not lose World War I on the battlefield but was instead betrayed by the civilians on the home front, especially the republicans who overthrew the monarchy in the German Revolution of 1918 – 19. Advocates denounced the German government leaders who signed the Armistice on November 11, 1918, as the “November Criminals.” Treaty of Versailles: the most important of the peace treaties that ended World War I, which was signed on June 28, 1919, exactly five years after the assassination of Archduke Franz Ferdinand Vittorio Orlando: Italian prime minister who led the Italian delegation at the 1919 Paris Peace Conference and sought Italy’s acquisition of various territories from the disintegrating Austrian empire (Germany was a secondary concern to him.) Woodrow Wilson: an American politician and academic who served as president during World War I and led the U.S. delegation to the Paris peace conference. He sought a lasting peace, without explicit winners and losers. Paris Peace Conference The Paris Peace Conference, also known as Versailles Peace Conference, was the meeting of the Allied victors after the end of World War I to set peace terms for the defeated Central Powers following the armistices of 1918. It took place in Paris during 1919, opening on 18 January 1919. This date was symbolic as the anniversary of the proclamation of William I as German Emperor in 1871 in the Hall of Mirrors at the Palace of Versailles, shortly before the end of the Siege of Paris. This date was also imbued with significance in Germany as the anniversary of the establishment of the Kingdom of Prussia in 1701. More than thirty nations, along with a number of peoples and non-governmental organizations sent voting and non-voting delegations. Each pursued its own agenda. The work of the conference was overwhelming. The attendees addressed dozens of widely varied issues, including the postwar disposition of prisoners of war, responsibility for the war, undersea cables, and international aviation; this was done in an effort to craft a lasting peace, while at the same time pursuing their own agendas. To handle this work, the participants set up fifty-two commissions, which held over sixteen hundred sessions to complete their work—much of it reports for the delegates to consider in their deliberations. The treaties crafted by the delegates were prodigious. The Treaty of Versailles, the Allied treaty with Germany, included fifteen chapters and 440 clauses. Thirty-two countries and nationalities, along with a number of non-governmental groups, sent delegations to the conference. Significantly, neither the Central Powers, the incipient Soviet Union, nor what was left of the disappearing Tsarist Russian empire were invited to send delegations. Leading the conference were the “Big Four”: President Woodrow Wilson of the United States, Prime Minister David Lloyd George of the United Kingdom, Georges Clemenceau of France, and Prime Minister Vittorio Orlando of the Kingdom of Italy. They were known as the Big Four because their nations were the most powerful Allied nations in Europe. They met informally 145 times and made all the major decisions, which in turn other national delegations ratifie The task of the delegates to craft peace treaties was complicated, even defined, by their conflicting agendas. Each of the Big Four, along with the leaders of the other countries invited to send delegates, had their own separate interests, concerns, and groups to which they were accountable. Consequently, coming to consensus on the terms of each treaty was difficult. Each of the Big Four was concerned primarily with his nation’s national security and imperial interests, very much as their predecessors had been at previous European peace conferences, such as the 1814 – 15 Congress of Vienna. Just like these predecessors the Big Four were not as concerned about inequities they felt were not directly related to the war, including European subjugation of Africans and Asians and gender discrimination. For example, none of these four leaders was a champion of women’s suffrage, and Wilson was a racist who approved of the white supremacist regime in the U.S. In a number of respects, however, the agendas of the Big Four reflected the democratization of the West. Each considered the demands and expectations of his national constituencies, and each recognized the growing opposition to Western imperialism. French Agenda For France, the only nation of the Big Four invaded by the Germans, the first priority in the treaty with Germany was security from another German invasion. The French Prime Minister, Georges Clemenceau—leader of the French delegation at the conference—focused on permanently weakening Germany, militarily and economically. Having personally witnessed two German attacks on French soil in the last 40 years, he was adamant that Germany should not be permitted to attack France again. In particular, Clemenceau sought an American and British guarantee of French security in the event of another German attack. Clemenceau also expressed skepticism and frustration with Wilson’s Fourteen Points: “Mr. Wilson bores me with his fourteen points,” complained Clemenceau. “Why, God Almighty has only ten!” Wilson won a few points by signing a mutual defense treaty with France, but back in Washington he did not present it to the Senate for ratification and it never took effect. Another alternative French policy was to seek a resumption of harmonious relations with Germany. In May 1919 the diplomat René Massigli was sent on several secret missions to Berlin. During his visits, Massigli offered on behalf of his government to revise the territorial and economic clauses of the upcoming peace treaty. The Germans rejected the French offers because they considered the French overtures to be a trap to trick them into accepting the Versailles treaty “as is,” and because the German foreign minister, Count Ulrich von Brockdorff-Rantzau, thought that the United States was more likely to reduce the severity of the peace terms than France. However, it proved to be Lloyd George who pushed for more favorable terms for Germany. British Agenda At the conference the British delegation sought to protect its imperial holdings and justify the empire’s sacrifices in the Allied war effort. Maintenance of the British Empire’s unity, holdings, and interests was an overarching concern for the British delegates to the conference, with more specific goals of: ensuring the security of France, removing the threat of the German High Seas Fleet, settling territorial contentions, and supporting the League of Nations. David Lloyd George commented that he did “not do badly” at the peace conference, “considering I was seated between Jesus Christ and Napoleon.” This was a reference to the very idealistic views of Wilson on the one hand and the stark realism of Clemenceau, who was determined to see Germany punished, on the other. Nationalist Agendas A number of peoples across the world sought national independence from European imperial control. These peoples fall into two categories: 1) the descendants of British and European colonists in the settlement colonies of Australia, Canada, and New Zealand, and 2) African and Asian peoples subject to European, Russian, and U.S. imperial control. Related to and growing out of the British agenda, Australia, Canada, and India, and New Zealand pursued their own agendas. Indian nationalists sought independence. Convinced that Canada had become a nation on the battlefields of Europe, its Prime Minister, Sir Robert Borden, demanded that it have a separate seat at the conference. This was initially opposed not only by Britain but also by the United States, which saw a dominion delegation as an extra British vote. Borden responded by pointing out that since Canada had lost nearly 60,000 men, a far larger proportion of its men compared to the 50,000 American losses, it at least had the right to the representation of a “minor” power. The British Prime Minister, David Lloyd George, eventually relented, and convinced the reluctant Americans to accept the presence of delegations from Canada, India, Australia, Newfoundland, New Zealand, and South Africa. These nations also received their own seats in the League of Nations. Italian Approach In 1914 Italy remained neutral despite its alliances with Germany and Austria. In 1915 it joined the Allies, motivated by gaining the territories promised by the Allies in the secret Treaty of London. These territories included the Trentino, the Tyrol as far as Brenner, Trieste and Istria, most of the Dalmatian coast except Fiume, Valona and a protectorate over Albania, Antalya in Turkey, and possibly colonies in Africa or Asia. In the meetings of the “Big Four, in which Orlando’s powers of diplomacy were inhibited by his lack of English, the others were only willing to offer Trentino to the Brenner, the Dalmatian port of Zara and some of the Dalmatian islands. All other territories were promised to other nations, most likely because the great powers were worried about Italy’s imperial ambitions. Even though Italy did get most of its demands, Orlando was refused Fiume, most of Dalmatia, and any colonial gain, so he left the conference in a rage. There was a general disappointment in Italy, which the nationalist and fascist parties used to build the idea that Italy was betrayed by the Allies and refused what was due. This led to the general rise of Italian fascism. Japanese Agenda The Japanese delegation came to the peace conference with a shopping list of German Pacific territories that they sought, as well as the expectation of respect from the European imperial powers and the U.S. The Empire of Japan sent a large delegation headed by former Prime Minister, Marquess Saionji Kinmochi. It was originally one of the “big five” but relinquished that role because of its slight interest in European affairs. Instead, it focused on two demands: 1) as part of the respect Japanese leaders sought, the inclusion of a racial equality proposal in the Covenant of the League of Nations, and 2) approval of Japanese territorial claims with respect to former German colonies, namely Shantung (including Kiaochow) and the Pacific islands north of the Equator (the Marshall Islands, Micronesia, the Mariana Islands, and the Carolines). The Japanese delegation became unhappy after receiving only half of the rights of Germany, and they walked out of the conference. Japanese imperialists and nationalists perceived this as another in a line of slights dating back to the Meiji Restoration. This resentment, building since the Meiji Restoration, contributed to the rise of ultranationalism and Japanese aggression in World War II. While Japan cannot be excused for its atrocities in the Second World War, the European imperial powers cannot be excused for their discrimination against Japan as an Asian imperial power. U.S. Agenda Not having the security concerns and imperial interests of France, Italy, and the United Kingdom, Wilson’s approach to peace was to avoid imposing a winners’ peace on the Central Powers. In addition, his influence at the conference was diminished by the late entry of the U.S. into the war in 1917. Even then, the Wilson Administration continued U.S. detachment from the Allied Powers by referring to the U.S. as an Associated Power, rather than an Allied Power. On 8 January 1918 Wilson outlined his vision for peace, introducing his Fourteen Points, in a speech before Congress. Wilson’s diplomacy and his Fourteen Points influenced the circumstances under which armistices were drafted that ended the fighting of World War I. Wilson was the first president to attend an international peace conference while president, and only the third president, after his two immediate predecessors, to leave the country during his presidency for diplomatic purposes. Wilson believed it was his duty and obligation to the people of the world to establish an international framework for avoiding another global conflict. Accordingly, fulfilment of that responsibility meant that he had to play a leading role at the peace conference. He continued and developed further Theodore Roosevelt’s initiative for U.S. interventionism in global affairs with a moral imperative. Every president since, except Donald Trump, either accepted or acquiesced to this initiative. High hopes and expectations were placed on Wilson to deliver what he had promised for the post-war era. In doing so, Wilson ultimately began to lead the foreign policy of the United States toward interventionism, a move strongly resisted in some domestic circles. Wilson took many domestic progressive ideas and translated them into foreign policy (free trade, open agreements, democracy, and self-determination). One of his major aims was to found a League of Nations “for the purpose of affording mutual guarantees of political independence and territorial integrity to great and small states alike.” Background of the U.S. Entry into World War I The immediate cause of the United States’ entry into World War I in April 1917 was the German announcement of renewed unrestricted submarine warfare and the subsequent sinking of ships with Americans on board. But President Wilson’s war aims went beyond the defense of maritime interests. In his War Message to Congress, Wilson declared that the United States’ objective was “to vindicate the principles of peace and justice in the life of the world.” In several speeches earlier in the year, Wilson sketched out his vision of an end to the war that would bring a “just and secure peace,” not merely “a new balance of power.” The United States joined the Allied Powers in fighting the Central Powers on April 6, 1917. Its entry into the war had in part been due to Germany’s resumption of submarine warfare against US merchant ships trading with France and Britain. However, Wilson wanted to avoid the United States’ involvement in the long-standing European tensions between the great powers; if America was going to fight, he wanted to unlink the war from nationalistic disputes or ambitions. The need for moral aims was highlighted when after the fall of the Russian government, the Bolsheviks disclosed secret treaties made between the Allies. The Fourteen Points President Wilson subsequently initiated a secret series of studies named the Inquiry, primarily focused on Europe and carried out by a group in New York that included geographers, historians, and political scientists; the group was directed by Colonel Edward House. Their job was to study Allied and American policy in virtually every region of the globe and analyze economic, social, and political facts likely to come up in discussions during the peace conference. The group produced and collected nearly 2,000 separate reports and documents plus at least 1,200 maps. The studies culminated in a speech by Wilson to Congress on January 8, 1918, in which he articulated America’s long-term war objectives. The speech was the clearest expression of intention made by any of the belligerent nations and projected Wilson’s progressive domestic policies into the international arena, being a statementof principles used for peace negotiations following the end World War I. The speech, known as the Fourteen Points, was developed from a set of diplomatic points by Wilson and territorial points drafted by the Inquiry’s general secretary, Walter Lippmann, and his colleagues, Isaiah Bowman, Sidney Mezes, and David Hunter Miller. Lippmann’s territorial points were a direct response to the secret treaties of the European Allies, which Lippman was shown by Secretary of War Newton D. Baker. Lippman’s task, according to House, was “to take the secret treaties, analyze the parts which were tolerable, and separate them from those which we regarded as intolerable, and then develop a position which conceded as much to the Allies as it could, but took away the poison…It was all keyed upon the secret treaties.” The Fourteen Points was a statement ; they were outlined in a January 8, 1918, speech on war aims and peace terms given by President Woodrow Wilson to the United States Congress. Wilson’s speech also responded to Vladimir Lenin’s Decree on Peace of November 1917 immediately after the October Revolution, which proposed an immediate withdrawal of Russia from the war, called for a just and democratic peace that was not compromised by territorial annexations, and led to the Treaty of Brest-Litovsk on March 3, 1918. The speech made by Wilson took many domestic progressive ideas and translated them into foreign policy (free trade, open agreements, democracy, and self-determination). The Fourteen Points speech was the only explicit statement of war aims by any of the nations fighting in World War I. Some belligerents gave general indications of their aims, but most kept their post-war goals private. Europeans generally welcomed Wilson’s points, but his main Allied colleagues (Georges Clemenceau of France, David Lloyd George of the United Kingdom, and Vittorio Orlando of Italy) were skeptical of the applicability of Wilsonian idealism. In the speech, Wilson directly addressed what he perceived as the causes for the world war by calling for the abolition of secret treaties, a reduction in armaments, an adjustment in colonial claims in the interests of both native peoples and colonists, and freedom of the seas. Wilson also made proposals that would ensure world peace in the future. For example, he proposed the removal of economic barriers between nations, the promise of self-determination for national minorities, and a world organization that would guarantee the “political independence and territorial integrity [of] great and small states alike”— a League of Nations. Though Wilson’s idealism pervades the Fourteen Points, he also had more practical objectives in mind. He hoped to keep Russia in the war by convincing the Bolsheviks that they would receive a better peace from the Allies, to bolster Allied morale, and to undermine German war support. The address was well received in the United States and by Allied nations, as well as even by Bolshevik leader Vladimir Lenin as a landmark of enlightenment in international relations. Wilson subsequently used the Fourteen Points as the basis for negotiating the Treaty of Versailles that ended the war. It has long been argued that Wilson’s Fourteen Points, in particular the principle of national self-determination, were primarily anti-Left measures designed to tame the revolutionary fever sweeping across Europe in the wake of the October Revolution and the end of the war by playing the nationalist card. Once Wilson arrived at the conference, however, he found “rivalries, and conflicting claims previously submerged.” He mostly tried to sway the direction that the French (Georges Clemenceau) and British (Lloyd George) delegations were taking towards Germany and its allies in Europe, as well as the former Ottoman lands in the Middle East. Wilson’s attempts to gain acceptance of his Fourteen Points ultimately failed after France and Britain refused to adopt some specific points and its core principles. Wilson was further hindered by U.S. forces having only been fighting on the Western Front since the spring of 1918. In Europe, several of his Fourteen Points conflicted with the desires of other powers. Wilson hoped to establish a more liberal and diplomatic world, as stated in the Fourteen Points, where democracy, sovereignty, liberty, and self-determination would be respected. The French and British governments, on the other hand, already controlled empires, wielded power over their subjects around the world, and still aspired to be dominant colonial powers. For example, Wilson did not encourage or believe that the responsibility for the war placed on Germany through Article 231 was fair or warranted. It would not be until 1921 that the United States finally signed separate peace treaties with Germany, Austria, and Hungary. Fourteen Points vs. the Versailles Treaty President Wilson became physically ill at the beginning of the Paris Peace Conference, allowing French Prime Minister Georges Clemenceau to advance demands substantially different from Wilson’s Fourteen Points. Clemenceau viewed Germany as having unfairly attained an economic victory over France, due to the heavy damage their forces dealt to France’s industries even during retreat, as well as expressed dissatisfaction with France’s allies at the peace conference. Notably, Article 231 of the Treaty of Versailles, which would become known as the War Guilt Clause; it was seen by the Germans as assigning full responsibility for the war and its damages on Germany. However, the same clause was included in all peace treaties and historian Sally Marks has noted that only German diplomats saw it as assigning responsibility for the war. The myth that Germany had not lost World War I, which came to be known as the Stab-in-the-back-myth, began in the last year of the war. The text of the Fourteen Points had been widely distributed in Germany as propaganda prior to the end of the war and was thus well-known by the Germans. The differences between this document and the final Treaty of Versailles fueled anger among Germans. German outrage over reparations and the War Guilt Clause is viewed as a likely contributing factor to the rise of national socialism. At the end of World War I, foreign armies had only entered Germany’s prewar borders twice: the advance of Russian troops into the Eastern border of Prussia, and, following the Battle of Mulhouse, the settlement of the French army in the Thann valley. This lack of important Allied incursions contributed to the popularization of the Stab-in-the-back myth in Germany after the war. Treaty of Versailles The Treaty of Versailles was the most important of the peace treaties that brought World War I to an end. It was signed on June 28, 1919, exactly five years after the assassination of Archduke Franz Ferdinand. The other Central Powers on the German side of World War I signed separate treaties. Although the armistice signed on November 11, 1918, ended the actual fighting, it took six months of Allied negotiations at the Paris Peace Conference to conclude the peace treaty. The treaty was registered by the Secretariat of the League of Nations on October 21, 1919. Learning Objectives - Analyze the aims and negotiating roles of world leaders at the Paris Peace Conference and the consequences of the treaties that ended the war. Key Terms / Key Concepts League of Nations: an intergovernmental organization founded on January 10, 1920, as a result of the Paris Peace Conference that ended the First World War; the first international organization whose principal mission was to maintain world peace. Its primary goals as stated in its Covenant included preventing wars through collective security and disarmament and settling international disputes through negotiation and arbitration. Paris Peace Conference - 1919-20 meeting of delegates from the Allied nations that crafted the treaties which ended World War I Treaty of Versailles: the most important of the peace treaties that ended World War I, which was signed on June 28, 1919, exactly five years after the assassination of Archduke Franz Ferdinand Of the many provisions in the treaty, one of the most important and controversial required “Germany accept the responsibility of Germany and her allies for causing all the loss and damage” during the war (the other members of the Central Powers signed treaties containing similar articles). This article, Article 231, later became known as the War Guilt clause. The treaty forced Germany to disarm, make substantial territorial concessions, and pay reparations to certain countries that had formed the Entente powers. In 1921 the total cost of these reparations was assessed at 132 billion marks (then $31.4 billion, roughly equivalent to $442 billion USD in 2017). At the time economists, notably John Maynard Keynes, predicted that the treaty was too harsh—a “Carthaginian peace”—and said the reparations figure was excessive and counter-productive, views that have since been the subject of ongoing debate by historians and economists from several countries. On the other hand, prominent figures on the Allied side such as French Marshal Ferdinand Foch criticized the treaty for treating Germany too leniently. The result of these competing and sometimes conflicting goals among the victors was a compromise that left no one content: Germany was neither pacified nor conciliated, nor was it permanently weakened. The problems that arose from the treaty would lead to the Locarno Treaties, which improved relations between Germany and the other European Powers, and the renegotiation of the reparation system resulting in the Dawes Plan, the Young Plan, and the indefinite postponement of reparations at the Lausanne Conference of 1932. Other Treaties of the Paris Peace Conference Along with the Treaty of Versailles, the Paris Peace Conference drafted four other treaties to be imposed on each of the other Central Powers: Austria, Bulgaria, Hungary(to be treated separately from Austria), and the Ottoman Empire(later Turkey). Each treaty was a punitive treaty which reflected the national interests of the concerned Allied Powers. Although the Treaty of Versailles was the most prominent, each of the other treaties had its own consequences. Learning Objectives Analyze the aims and negotiating roles of world leaders at the Paris Peace Conference and the consequences of the treaties that ended the war. Key Terms / Key Concepts Treaty of Versailles: the most important of the peace treaties that ended World War I, which was signed on June 28, 1919, exactly five years after the assassination of Archduke Franz Ferdinand Paris Peace Conference - 1919-20 meeting of delegates from the Allied nations that crafted the treaties which ended World War I All together Allied representatives prepared five major peace treaties at the Paris Peace Conference (with the subject countries in parentheses): The Treaty of Versailles, June 28, 1919 (Germany); The Treaty of Saint-Germain, September 10, 1919 (Austria); The Treaty of Neuilly, November 27, 1919, (Bulgaria); The Treaty of Trianon, June 4, 1920 (Hungary); The Treaty of Sèvres, August 10, 1920; subsequently revised by the Treaty of Lausanne, July 24, 1923, (Ottoman Empire /Republic of Turkey). Austria-Hungary was partitioned into several successor states, including Austria, Hungary, Czechoslovakia, and Yugoslavia, largely but not entirely along ethnic lines. Transylvania was shifted from Hungary to Greater Romania. The details were contained in the Treaty of Saint-Germain and the Treaty of Trianon. As a result of the Treaty of Trianon, 3.3 million Hungarians came under foreign rule. Although the Hungarians made up 54% of the population of the pre-war Kingdom of Hungary, only 32% of its territory was left to Hungary. Between 1920 and 1924, 354,000 Hungarians fled former Hungarian territories attached to Romania, Czechoslovakia, and Yugoslavia. The Russian Empire, which had withdrawn from the war in 1917 after the October Revolution, lost much of its western frontier as the newly independent nations of Estonia, Finland, Latvia, Lithuania, and Poland were carved from it. Romania took control of Bessarabia in April 1918. The Ottoman Empire disintegrated, with much of its Levant territory awarded to various Allied powers as protectorates, officially referred to as "mandates", including Palestine, chiefly to the British and the French empires. The Turkish core in Anatolia was reorganized as the Republic of Turkey. The Ottoman Empire was to be partitioned by the Treaty of Sèvres of 1920. This treaty was never ratified by the Sultan and was rejected by the Turkish National Movement, leading to the victorious Turkish War of Independence and the much less stringent 1923 Treaty of Lausanne. As the conference’s decisions were enacted unilaterally and largely on the whims of the Big Four, for the duration of the Paris Peace Conference was effectively the center of a world government that deliberated over and implemented sweeping changes to the political geography of Europe. Most famously, the Treaty of Versailles itself weakened Germany’s military and placed full blame for the war and costly reparations on Germany’s shoulders. The League of Nations proved controversial in the United States as critics said it subverted the powers of Congress to declare war. The U.S. Senate did not ratify any of the peace treaties and the U.S. never joined the League; instead, the Harding administration of 1921 – 1923 concluded new treaties with Germany, Austria, and Hungary. Germany was not invited to attend the conference at Versailles. Representatives of White Russia (but not Communist Russia) were present. Numerous other nations sent delegations to appeal for various unsuccessful additions to the treaties; parties lobbied for causes ranging from independence for the countries of the South Caucasus to Japan’s demand for racial equality among the other Great Powers. The League of Nations The League of Nations was an intergovernmental organization founded on January 10, 1920, as a result of the Paris Peace Conference that ended the First World War. It was the first international organization whose principal mission was to maintain world peace, specifically preventing another world war. Its primary goals, as stated in its Covenant, included preventing wars through collective security and disarmament and settling international disputes through negotiation and arbitration. Other issues in this and related treaties included labor conditions, just treatment of native inhabitants, human and drug trafficking, the arms trade, global health, prisoners of war, and protection of minorities in Europe. At its greatest extent, from September 28, 1934, to February 23, 1935, it had 58 members. However, by 1939 economic depression, radicalized nationalism, weakened successor states, and feelings of humiliation (particularly in Germany) contributed to its demise and paved the way for World War II. Learning Objectives Analyze the aims and negotiating roles of world leaders at the Paris Peace Conference and the consequences of the treaties that ended the war. Key Terms / Key Concepts League of Nations: an intergovernmental organization founded on January 10, 1920, as a result of the Paris Peace Conference that ended the First World War; the first international organization whose principal mission was to maintain world peace. Its primary goals as stated in its Covenant included preventing wars through collective security and disarmament and settling international disputes through negotiation and arbitration. Paris Peace Conference - 1919-20 meeting of delegates from the Allied nations that crafted the treaties which ended World War I Woodrow Wilson: an American politician and academic who served as president during World War I and led the U.S. delegation to the Paris peace conference. He sought a lasting peace, without explicit winners and losers. Fourteen Points: a statement of principles used for peace negotiations to end World War I, as outlined in a January 8, 1918 speech by President Woodrow Wilson to the United States Congress on war aims and peace terms Treaty of Versailles: the most important of the peace treaties that ended World War I, which was signed on June 28, 1919, exactly five years after the assassination of Archduke Franz Ferdinand Establishment of the League of Nations American President Woodrow Wilson instructed Edward M. House to draft a U.S. plan that reflected Wilson’s own idealistic views (first articulated in the Fourteen Points of January 1918), as well as the work of the Phillimore Committee. The outcome of House’s work and Wilson’s own first draft, proposed the termination of “unethical” state behavior, including forms of espionage and dishonesty. Methods of compulsion against uncooperative states would include severe measures, such as “blockading and closing the frontiers of that power to commerce or intercourse with any part of the world and to use any force that may be necessary…” The two principal architects of the covenant of the League of Nations were Lord Robert Cecil (a lawyer and diplomat) and Jan Smuts (a Commonwealth statesman). Smuts’s proposals included the creation of a Council of the great powers as permanent members and a non-permanent selection of the minor states. He also proposed the creation of a mandate system for captured colonies of the Central Powers during the war. Cecil focused on the administrative side and proposed annual Council meetings and quadrennial meetings for the Assembly of all members. He also argued for a large and permanent secretariat to carry out the League’s administrative duties. At the Paris Peace Conference in 1919, Wilson, Cecil, and Smuts put forward their draft proposals. After lengthy negotiations between the delegates, the Hurst-Miller draft was finally produced as a basis for the Covenant. After more negotiation and compromise, the delegates finally approved the proposal to create the League of Nations on January 25, 1919. The final Covenant of the League of Nations was drafted by a special commission, and the League was established by Part I of the Treaty of Versailles. On June 28, 44 states signed the Covenant, including 31 states that took part in the war on the side of the Triple Entente or joined it during the conflict. The League would consist of a General Assembly (representing all member states), an Executive Council (with membership limited to major powers), and a permanent secretariat. Member states were expected to “respect and preserve as against external aggression” the territorial integrity of other members and to disarm “to the lowest point consistent with domestic safety.” All states were required to submit complaints for arbitration or judicial inquiry before going to war. The Executive Council would create a Permanent Court of International Justice to make judgments on the disputes. The diplomatic philosophy behind the League represented a fundamental shift from the preceding hundred years. The League lacked its own armed force and depended on the Great Powers to enforce its resolutions, keep to its economic sanctions, and provide an army when needed. However, the Great Powers were often reluctant to do so. Sanctions could hurt League members, so they were reluctant to comply. During the Second Italo-Abyssinian War, when the League accused Italian soldiers of targeting Red Cross medical tents, Benito Mussolini responded that “the League is very well when sparrows shout, but no good at all when eagles fall out." Despite Wilson’s efforts to establish and promote the League, for which he was awarded the Nobel Peace Prize in October 1919, the United States did not join. Opposition in the Senate, particularly from two Republican politicians—Henry Cabot Lodge and William Borah, especially in regard to Article X of the Covenant, ensured that the United States would not ratify the agreement. Their objections were based on the fact that by ratifying such a document, the United States would be bound by international contract to defend a League of Nations member if it was attacked. They believed that it was best not to become involved in international conflicts. The League held its first council meeting in Paris on January 16, 1920, six days after the Versailles Treaty and the Covenant of the League of Nations came into force. On November 1, the headquarters of the League was moved from London to Geneva, where the first General Assembly was held on November 15. The aftermath of the First World War left many issues to be settled, including the exact position of national boundaries and which country particular regions would join. Most of these questions were handled by the victorious Allied powers in bodies such as the Allied Supreme Council. The Allies tended to refer only particularly difficult matters to the League. This meant that during the early interwar period, the League played little part in resolving the turmoil resulting from the war. The questions the League considered in its early years included those designated by the Paris Peace treaties. Successes and Failures of the League As the League developed, its role expanded, and by the middle of the 1920s it had become the center of international activity. This change can be seen in the relationship between the League and non-members. The United States and Russia, for example, increasingly worked with the League. During the second half of the 1920s, France, Britain, and Germany were all using the League of Nations as the focus of their diplomatic activity, and each of their foreign secretaries attended League meetings at Geneva during this period. They also used the League’s machinery to improve relations and settle their differences. After a number of notable successes and some early failures in the 1920s, the League ultimately proved incapable of preventing aggression by the Axis powers in the 1930s. Germany withdrew from the League, as did Japan, Italy, Spain, and others. The onset of the Second World War showed that the League had failed its primary purpose to prevent any future world war. The League lasted for 26 years; the United Nations (UN) replaced it after the end of the Second World War in April 1946 and inherited a number of agencies and organizations founded by the League. In addition to territorial disputes, the League also tried to intervene in other conflicts between and within nations. Among its successes were its fight against the international trade in opium and sexual slavery and its work to alleviate the plight of refugees, particularly in Turkey in the period up to 1926. One of its innovations in this latter area was the 1922 introduction of the Nansen passport, the first internationally recognized identity card for stateless refugees. For all of its successes, the League failed to intervene in many conflicts leading up to World War II, including the Italian invasion of Abyssinia, the Spanish Civil War, and the Second Sino-Japanese War. Certainly, the onset of the Second World War demonstrated that the League had failed in its primary purpose: the prevention of another world war. There were a variety of reasons for this failure, many connected to general weaknesses within the organization, such as voting structure that made ratifying resolutions difficult and incomplete representation among world nations. Additionally, the power of the League was limited by the United States’s refusal to join. New World Order: Britain, France, the United States The end of World War I saw the defeat of the Ottomans and Germans, and the Russians reduced to a chaotic, communist state. In the early 1920s, many of the world’s major actors were in a state of crazed confusion, which effectively reduced their global influence. As such, the global community was spearheaded by a decidedly Western group of countries, primarily Great Britain, United States, and France. Although Britain still reeled from economic hardships, its status as an international lawmaker and arbiter still far surpassed that of the largely isolationist United States. France, likewise, reeled with the pain of economically, and physically rebuilding their country. Still, these “big three” nations: Britain, the United States, and France, dominated much of the New World Order following World War I. Learning Objectives - Evaluate the argument that the “New World Order” was really a “New Western Order” after World War I. Key Terms / Key Concepts Matthias Erzberger: German minister of finance who signed the Treaty of Versailles on behalf of Germans New World Order: global approach to establishing precedents, laws, ideas following World War I Second Polish Republic: rebirth of an official country of Poland in 1918 The Peace Settlement and the Discontented Germany In October 1918, Matthias Erzberger—a German politician who had dramatically opposed the war—arrived in the quiet French forest of Compiègne to negotiate a peace settlement with the Allies. Aware that they had the Germans in a vise grip, the Allies would not give way on their peace terms. In the same forest in France, Erzberger sat in a boxcar and reluctantly signed the document which accused the Germans of starting the war and that forced them to pay massive war reparations to the Allied nations. A year later, these terms would be formalized under the Treaty of Versailles. Erzberger received no accolades for his behavior. Although largely ignored in society, far-right paramilitary groups and organizations resented him for “betraying” the German nation. In 1921, Erzberger was assassinated by two members of the far-right organization Organisation Consul. It was a foreshadowing of future events with the rise of far-right German organizations, political assassinations, and entrenched belief that Germany had been betrayed from within. Twenty-two years after Erzberger signed the surrender of the Germans to the Allies, Adolf Hitler would force the French to sign their surrender to the German forces in the very same boxcar. Italy Germany was not the only country discontented with the Treaty of Versailles and its provisions. Critically, all three of the three main Axis countries in World War II were slighted by the 1919 Treaty. The Italians had played a small role in which they supported the Allies, but the Italian casualty-rate was above average. Italy expected compensation for their losses. Instead, the big three countries, Britain, the U.S., and France, dominated talks at Versailles and largely ignored Italy. Unlike the British and French, who acquired substantial territory after World War I, Italy gained very little territory, and was refused their coveted territory: Fiume. The slights at Versailles helped propel political chaos in Italy in 1919 – 1920, as well as prompted them to adapt fascist policies. Japan Japan was also disappointed by the Treaty of Versailles. As a non-European people, Japan sought racial equality in the League of Nations Commission. They considered it their due for their part in fighting for the Allies in World War I, albeit it on a minimal scale. Moreover, the Japanese considered themselves equal in every measure to the Western Europeans, Americans, and Australians. They had secured territory throughout the Pacific, modernized, and developed a strong navy. For these reasons, they sought equal terms in negotiating world affairs. Their demands were rejected unanimously by the British, Americans, Australians, and French. The Australians, whose government promoted a “White Australia” policy, vehemently opposed the idea that Japan be given equal status with them in the League of Nations. Japan, like Italy, had been slighted in the worst way by the Allies. Like Italy, Japan would carry the memories of the slight into the opening years of World War II. Birth of the Second Polish Republic In deciding the global order, the British, French, and Americans often ignored nationalist movements and cries for independence. They regularly slighted the Japanese and Arabs, as well as ignored the Africans and much of Latin America. In one case, though, they promoted the creation of a country: Poland. Under the Treaty of Versailles, the Allies agreed to oversee the recreation of a Polish state. In late 1918, the Second Polish Republic was born based on historical borders and Polish populations. While it cannot be doubted that the restoration of Poland was a morally good maneuver, it had little to do with the welfare of the Poles, and the Allies did not understand the complex problems that would arise from the creation of the state. Indeed, the recreation of Poland provoked Russia, Germany, and Ukraine. Wars were tipped off between Poland and each of its eastern neighbors during the interwar years, unsettling the area politically and economically. Moreover, most of the Allies saw new Polish state as a buffer. It was a Catholic nation that separated the Western Europeans from the “godless,” communists in Russia. It also was further insult to the vanquished enemies, Austria-Hungary, and Germany, which lost territory with the creation of the Second Polish Republic. Long Term Impact After World War I, the new world order was led by Western nations who concerned themselves primarily with protecting Western interests. They openly rejected partnership with non-Europeans and slighted former allies. While the ideas of peace and world rebuilding were promoted, the new world order largely turned a blind eye to problems outside of the West, with fateful consequences. Attributions Images courtesy of Wikimedia Commons. Title Image - 27 May 1919 candid photo of the Council of Four. Attribution: Edward N. Jackson (US Army Signal Corps), Public domain, via Wikimedia Commons. Provided by: Wikipedia. Location: https://commons.wikimedia.org/wiki/File:Big_four-1919-cropped.jpg. License: Creative Commons Zero v1.0 Universal. Willmont, H.P. World War I. DK Publishing, New York: 2012. 282-305. Boundless World History "The Treaty of Versailles" Adapted from https://courses.lumenlearning.com/boundless-worldhistory/chapter/the-treaty-of-versailles/ CC LICENSED CONTENT, SHARED PREVIOUSLY Curation and Revision. Provided by: Boundless.com. License: CC BY-SA: Attribution-ShareAlike CC LICENSED CONTENT, SPECIFIC ATTRIBUTION Paris Peace Conference, 1919. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Paris_Peace_Conference%2C_1919. License: CC BY-SA: Attribution-ShareAlike World War I. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/World_War_I. License: CC BY-SA: Attribution-ShareAlike International relations of the Great Powers (1814u20131919). Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/International_relations_of_the_Great_Powers_(1814-1919). License: CC BY-SA: Attribution-ShareAlike Big_four.jpg. Provided by: Wikimedia Commons. Located at: https://commons.wikimedia.org/wiki/File:Big_four.jpg. License: Public Domain: No Known Copyright World War I. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/World_War_I. License: CC BY-SA: Attribution-ShareAlike The Inquiry. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/The_Inquiry. License: CC BY-SA: Attribution-ShareAlike Fourteen Points. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Fourteen_Points. License: CC BY-SA: Attribution-ShareAlike Idealism in international relations. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Idealism_in_international_relations. License: CC BY-SA: Attribution-ShareAlike Stab-in-the-back myth. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Stab-in-the-back_myth. License: CC BY-SA: Attribution-ShareAlike Big_four.jpg. Provided by: Wikimedia Commons. Located at: https://commons.wikimedia.org/wiki/File:Big_four.jpg. License: Public Domain: No Known Copyright Wilsons_Fourteen_Points_--_European_Baby_Show.png. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Fourteen_Points#/media/File:Wilsons_Fourteen_Points_--_European_Baby_Show.png. License: CC BY-SA: Attribution-ShareAlike World War I. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/World_War_I. License: CC BY-SA: Attribution-ShareAlike Paris Peace Conference. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Paris_Peace_Conference%2C_1919. License: CC BY-SA: Attribution-ShareAlike Treaty of Versailles. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Treaty_of_Versailles. License: CC BY-SA: Attribution-ShareAlike Carthaginian peace. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Carthaginian_peace. License: CC BY-SA: Attribution-ShareAlike Big_four.jpg. Provided by: Wikimedia Commons. Located at: https://commons.wikimedia.org/wiki/File:Big_four.jpg. License: Public Domain: No Known Copyright Wilsons_Fourteen_Points_--_European_Baby_Show.png. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Fourteen_Points#/media/File:Wilsons_Fourteen_Points_--_European_Baby_Show.png. License: CC BY-SA: Attribution-ShareAlike William_Orpen_u2013_The_Signing_of_Peace_in_the_Hall_of_Mirrors,_Versailles_1919,_Ausschnitt.jpg. Provided by: Wikimedia Commons. Located at: https://commons.wikimedia.org/wiki/File:William_Orpen_%E2%80%93_The_Signing_of_Peace_in_the_Hall_of_Mirrors,_Versailles_1919,_Ausschnitt.jpg. License: Public Domain: No Known Copyright World War I. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/World_War_I. License: CC BY-SA: Attribution-ShareAlike League of Nations. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/League_of_Nations. License: CC BY-SA: Attribution-ShareAlike Big_four.jpg. Provided by: Wikimedia Commons. Located at: https://commons.wikimedia.org/wiki/File:Big_four.jpg. License: Public Domain: No Known Copyright Wilsons_Fourteen_Points_--_European_Baby_Show.png. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Fourteen_Points#/media/File:Wilsons_Fourteen_Points_--_European_Baby_Show.png. License: CC BY-SA: Attribution-ShareAlike William_Orpen_u2013_The_Signing_of_Peace_in_the_Hall_of_Mirrors,_Versailles_1919,_Ausschnitt.jpg. Provided by: Wikimedia Commons. Located at: https://commons.wikimedia.org/wiki/File:William_Orpen_%E2%80%93_The_Signing_of_Peace_in_the_Hall_of_Mirrors,_Versailles_1919,_Ausschnitt.jpg. License: Public Domain: No Known Copyright	oercommons	2025-03-18T00:37:53.733825	Neil Greenwood	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87967/overview", "title": "Statewide Dual Credit World History, European Imperialism and Crises 1871-1919 CE, Chapter 12: World War I in the West, East, and Colonies, The Treaty of Versailles and Other Treaties", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/87964/overview	The Battle for the Atlantic Overview World War I at Sea In World War I, the Atlantic Ocean and the Mediterranean were significant battlegrounds. In particular, the Atlantic Ocean transformed into a sea of naval clashes. The British always had the superior navy, with massive battleships called Dreadnaughts. The Germans, contrastingly, developed their Unterseebooten (U-boats). These early submarines ultimately were more psychologically threatening than they proved to actually be in combat. For the course of the war, the Atlantic would be the scene of clashes and unfortunate mishaps between the U-boats that stalked the ocean and the battleships that sought to destroy them. Learning Objectives - Evaluate the importance of the Atlantic Ocean as a theater of war in World War I Key Terms / Key Concepts Blockade of Germany: British blockade of the German coast with their navy from 1914 – 1918 convoys: groups of military vessels traveling together for protection Dreadnaught: British battleships RMS Lusitania: British passenger ship that was torpedoed in World War I by German U-boat that caused American sentiment to favor the British in the war U-Boats: shorthand for Unterseebooten—German submarines in World War I Unrestricted Submarine Warfare: 1917 – 1918 German policy of attacking any ship that was sailing near British or German waters The Blockade of Germany In 1914, the British decided the easiest way to defeat the Germans was to starve their civilian population. Germany was an industrial country with little ability to provide sufficient foodstuffs to its people unless it imported goods. It was largely a landlocked country with only a small coast that jutted into the violent and bitterly cold waters of the North Atlantic. Britain recognized early in the war that they could employ their navy to help defeat Germany. They imposed a blockade of Germany’s coast with the intent of starving the country into defeat. In August 1914, the British deployed their ships to cut off all merchant and military ships, while British ships patrolled the ocean between Scotland and Norway. The British blockade of Germany was highly illegal and violated international law. However, it seemed to work. The German navy was no match for the British battleships, so the Germans began accelerated construction of their submarines. At the beginning of the blockade, Germany had only 29 U-Boats, most of which were used to lay mines. In 1915, Germany began to feel the effects of the blockade and launched a U-boat campaign that targeted military and merchant vessels near their coast. The international community, especially Britain, was outraged. To them, the use of submarines to attack merchant and military vessels was deplorable. This new campaign produced mixed results. The Germans successfully destroyed hundreds of tons of cargo, as well as began patrolling British waters. However, the U-boat threat was feared more because of its use of stealth and secrecy, rather than for its overall effectiveness in knocking Britain out of the war. Claims by the Allies, primarily the British, that submarine warfare was illegal and inhumane resonated around the world when a U-boat crew sunk the RMS Lusitania in May 1915 off the coast of Ireland. RMS Lusitania was a British passenger ship on which 123 Americans were aboard, and the Americans were citizens of a then neutral country. Outraged, Americans clamored for Germany to be punished, though they largely stopped short of advocating a declaration of war on Germany. Woodrow Wilson pressed Germany for a reduction in U-boat warfare, insisting on the American right to travel as neutral citizens aboard passenger ships. The Germans initially balked. Truthfully, they explained they had placed ads in over 50 major American newspapers warning them not to ride about the Lusitania. And, as the Germans suspected, the British were secretly loading the hulls of passenger ships with military armaments to aid them in the war against Germany. This violated international law and transformed merchant ships into military targets in the eyes of Germany. But Wilson would not be persuaded of German claims. In 1915, the German government reversed their policy of attacking merchant and neutral ships. Unrestricted Submarine Warfare In 1917, World War I entered its third year. Armies on the continent had experienced millions of casualties, while civilians endured intense deprivation. These conditions led to total war on land, and at sea, where international law was largely ignored. In early 1917, the German government again reversed its maritime policies. They implemented a new measure: Unrestricted Submarine Warfare. This meant that German submariners could attack merchant and military vessels without fear of repercussions. The growing strain on German civilians undoubtedly provoked the measure. Germany felt it needed to defeat Britain by the summer of 1917, or they could face defeat. For the final two years of the war, Germany launched continual attacks on ships encroaching on their territory, and in the waters surrounding the British Isles. At the height of Unrestricted Submarine Warfare over 100 U-boats were deployed. To counter the U-boat threat to merchant vessels, the British (and later Americans) began using convoys. This strategy protected merchant vessels and dramatically increased U-boat casualties. When the war ended in 1918, the U-Boats had reduced the cargo bound for Britain, but they failed to defeat the British military. Significance The Battle for the Atlantic was not a decisive theater of war in World War I, but it pitted two of the primary belligerent nations against one another: Germany and Great Britain. Both suffered significant losses. The British lost ships and hundreds of tons of cargo, while the mortality rate among U-boat crews were astronomical. The war at sea also introduced modern technology that would be further developed when World War II began. Among the technologies developed were the submarine, torpedo, depth charge, and sonar. Britain and Germany both violated international law many times throughout the Battle for the Atlantic, but neither entirely gained the upper hand on the ocean. Attributions Images courtesy of Wikimedia Commons Willmott, H.P. World War I. DK Publishing, London: 2009. 176-185.	oercommons	2025-03-18T00:37:53.762129	Neil Greenwood	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87964/overview", "title": "Statewide Dual Credit World History, European Imperialism and Crises 1871-1919 CE, Chapter 12: World War I in the West, East, and Colonies, The Battle for the Atlantic", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/87950/overview	Poverty and the Urban Working Class Overview Poverty and the Urban Working Class Industrialization changed living and working standards dramatically, reducing many to poverty. People in the working classes had new opportunities for employment and faced new challenges. A new culture of consumption grew out of the mass production of a growing number of inexpensive consumer goods. Members of the working classes enjoyed only limited access to these goods, along with only crowded, substandard, even unhealthy, housing in the growing industrial cities of England, Europe, and the United States. Such conditions effectively consigned many in the industrial working classes to an effective state of poverty. These conditions and the responses of people in these working classes to these conditions changed the economic, political, and social landscapes of the industrializing world. Learning Objective - Analyze the human and environmental consequences of Industrialization and the factory system in England. - Compare the lives of factory owners and workers in England during Industrialization. Key Terms / Key Concepts The Condition of the Working Class in England: Friedrich Engels' influential 1844 study of the impact of the Industrial Revolution, which inspired numerous reforms in industrial Britain Friedrich Engels’ The Condition of the Working Class in England in 1844 is arguably the most important record of how workers lived during the early era of industrialization in British cities. Engels, who remains one of the most important philosophers of the 19th century, came from a family of wealthy industrialists. He described backstreet sections of Manchester and other mill towns where people lived in crude shanties and shacks, some not completely enclosed, some with dirt floors. These towns had narrow walkways between irregularly shaped lots and dwellings. There were no sanitary facilities. Population density was extremely high. Eight to ten unrelated mill workers often shared a room with no furniture and slept on a pile of straw or sawdust. Toilet facilities were shared if they existed. Disease spread through contaminated water sources. New urbanites—especially small children—died due to diseases spreading because of the cramped living conditions. Tuberculosis, lung diseases from the mines, cholera from polluted water, and typhoid were all common. Engels’s interpretation proved to be extremely influential with British historians of the Industrial Revolution. He focused on both the workers’ wages and their living conditions. He argued that the industrial workers had lower incomes than their pre-industrial peers and lived in more unhealthy environments. This proved to be a wide-ranging critique of industrialization and one that was echoed by many of the Marxist historians who studied the industrial revolution in the 20th century. Conditions improved over the course of the 19th century due to new public health acts that regulated things like sewage, hygiene, and home construction. In the introduction of his 1892 edition, Engels notes that most of the conditions he wrote about in 1844 had been greatly improved. Chronic hunger and malnutrition were the norm for the majority of the population of the world, including Britain and France, until the late 19th century. Until about 1750, in part due to malnutrition, life expectancy in France was about 35 years, and it was only slightly higher in Britain. In Britain and the Netherlands, food supply had been increasing and prices falling before the Industrial Revolution due to better agricultural practices (Agricultural Revolution). However, the population grew as well. Before the Industrial Revolution, advances in agriculture or technology led to an increase in population, which again strained food and other resources, limiting increases in per capita income. This condition is called the Malthusian trap and according to some economists, it was overcome by the Industrial Revolution. The Industrial Revolution resulted in better and faster transportation that allowed for the faster movement of goods from different regions of countries. Transportation improvements, such as canals and improved roads, lowered food costs because they helped increase supply. The post-1830 rapid development of railway further reduced transaction costs, which in turn lowered the costs of goods, including food. The distribution and sale of perishable goods such as meat, milk, fish, and vegetables were transformed by the emergence of the railways, giving rise not only to cheaper produce in the shops but also to far greater variety in people’s diets, which improved nutritional intake. The question of how living conditions changed in the newly industrialized urban environment has been very controversial. A series of 1950s essays by Henry Phelps Brown and Sheila V. Hopkins set the academic consensus that the bulk of the population at the bottom of the social ladder suffered severe reductions in their living standards. Conversely, economist Robert E. Lucas, Jr., argues that the real impact of the Industrial Revolution was that the standards of living of the poorest segments of society gradually, if slowly, improved. Others, however, have noted that while growth of the economy’s overall productive powers was unprecedented during the Industrial Revolution, living standards for the majority of the population did not grow meaningfully until the late 19th and 20th centuries and that in many ways workers’ living standards declined under early capitalism. For instance, studies have shown that real wages in Britain increased only 15% between the 1780s and 1850s and that life expectancy in Britain did not begin to dramatically increase until the 1870s. Not everyone lived in poor conditions and struggled with the challenges of rapid industrialization. The Industrial Revolution also created a middle class of industrialists and professionals who lived in much better conditions than they had before. In fact, one of the earlier definitions of the middle class equated it to the original meaning of capitalist: someone with so much capital that they could rival nobles. To be a capital-owning millionaire was an important criterion of the middle class during the Industrial Revolution although the period also witnessed a growth of a class of professionals (e.g., lawyers, doctors, small business owners) who did not share the fate of the early industrial working class and enjoyed a comfortable standard of living in growing cities. Attributions This photo is Jacob Riis' 1889 "Lodgers in a Crowded Bayard Street Tenement--'Five Cents a Spot'". Images courtesy of Wikipedia Commons Title Image - Jacob Riis, "Lodgers in a Crowded Bayard Street Tenement--'Five Cents a Spot'". Attribution: Jacob Riis, Public domain, via Wikimedia Commons. Provided by: Wikipedia. Location: https://commons.wikimedia.org/wiki/File:Jacob_Riis,_Lodgers_in_a_Crowded_Bayard_Street_Tenement.jpg. License: CC BY-SA: Attribution-ShareAlike Boundless World History "Social Change" Adapted from https://courses.lumenlearning.com/boundless-worldhistory/chapter/social-change/ CC licensed content, Shared previously - Curation and Revision. Provided by: Boundless.com. License: CC BY-SA: Attribution-ShareAlike CC licensed content, Specific attribution - Factory system. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Factory_system. License: CC BY-SA: Attribution-ShareAlike - Factory. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike - Etruria Works. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike - Josiah Wedgwood. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike - Soho Manufactory. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike - Cromford Mill. Provided by: Wikipedia. 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License: Public Domain: No Known Copyright - Meeting_of_the_trade_unionists_in_Copenhagen_Fields_April_21_1834_for_the_purpose_of_carrying_a_petition_to_the_King_for_a_remission_of_the_sentence_passed_on_the_Dorchester_labourers_1293402.jpg. Provided by: Wikimedia Commons. License: Public Domain: No Known Copyright - 1024px-William_Edward_Kilburn_-_View_of_the_Great_Chartist_Meeting_on_Kennington_Common_-_Google_Art_Project.jpg. Provided by: Wikimedia Commons. License: Public Domain: No Known Copyright	oercommons	2025-03-18T00:37:53.792146	Neil Greenwood	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87950/overview", "title": "Statewide Dual Credit World History, European Imperialism and Crises 1871-1919 CE, Chapter 11: Reactions, Poverty and the Urban Working Class", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/87957/overview	China in the Early 20th Century Overview China in the Early 20th Century The fall of the Qing Dynasty was an important turn in Chinese history. Out of the Qing rose two political ideas that would become in direct polar opposition of one another and would take a half a century for China to resolve the conflict. Key Terms / Key Concepts Beiyang Government: the government of the Republic of China, in place in the capital city of Beijing from 1912 to 1928 (It was internationally recognized as the legitimate Chinese government but lacked domestic legitimacy.) Kuomintang: a major political party in the Republic of China, currently the second-largest in the country, often translated as the Nationalist Party of China or Chinese Nationalist Party (Its predecessor, the Revolutionary Alliance, was one of the major advocates of the overthrow of the Qing Dynasty and the establishment of a republic. The party was founded by Song Jiaoren and Sun Yat-sen shortly after the Xinhai Revolution of 1911.) Early Republic The History of the Republic of China begins after the Qing dynasty in 1912, when the formation of the Republic of China as a constitutional republic put an end to 4,000 years of Imperial rule. The Qing dynasty ruled from 1644 – 1912. The Republic experienced many trials and tribulations after its founding, including domination by warlord generals and foreign powers. The Republic of China was a state in East Asia that existed from 1912 to 1949. It largely occupied the present-day territories of China, Taiwan, and, for some of its history, Mongolia. As an era of Chinese history, it was preceded by the last imperial dynasty of China, the Qing dynasty, and ended with the Chinese Civil War. After the war, the losing Kuomintang retreated to the island of Taiwan to found the modern Republic of China, while the victorious Communist Party of China established the People’s Republic of China on the Mainland. The Republican Era of China began with the outbreak of revolution on October 10, 1911, in Wuchang among discontented modernized army units whose anti-Qing plot had been uncovered. This would be known as the Wuchang Uprising, celebrated as Double Tenth Day in Taiwan. It was preceded by numerous abortive uprisings and organized protests in China. The revolt quickly spread to neighboring cities, and members of the underground resistance movement Tongmenghui rose in support of the Wuchang revolutionary forces throughout the country. After a series of failures of the revolutionary forces, during the 41-day Battle of Yangxia, 15 of 24 provinces declared their independence from the Qing empire. On January 1, 1912, delegates from the independent provinces elected Sun Yat-sen as the first provisional president of the Republic of China. The last emperor of China, Puyi, was forced to abdicate on February 12. Although Sun was inaugurated in Nanjing as the first provisional president, power in Beijing already had passed to Yuan Shikai, who had effective control of the Beiyang Army—the most powerful military force in China at the time. To prevent civil war and possible foreign intervention from undermining the infant republic, Sun agreed to Yuan’s demand for China to be united under Yuan’s Beijing government. On March 10 in Beijing, Yuan Shikai was sworn in as the second provisional president of the Republic of China. Although many political parties were vying for supremacy in the legislature, the revolutionists lacked an army, and Yuan soon revised the constitution and revealed dictatorial ambitions. In August 1912, the Kuomintang (Nationalist Party) was founded by Song Jiaoren, one of Sun’s associates. It was an amalgamation of small political groups, including Sun’s Tongmenghui. In the national elections held in February 1913 for the new bicameral parliament, Song campaigned against the Yuan administration and the Kuomintang won a majority of seats. Over the next few years, however, Yuan proceeded to abolish the national and provincial assemblies and declared himself emperor in late 1915, but his imperial ambitions were fiercely opposed by his subordinates. Faced with the prospect of rebellion, he abdicated in 1916 and died the same year. His death left a power vacuum in China and ushered in what would be known as the Warlord Era, during which much of the country was ruled by shifting coalitions of competing provincial military leaders. The poster commemorates the permanent President of the Republic of China Yuan Shikai and the provisional President of the Republic Sun Yat-sen. The text on the poster reads, "Chinese Republic forever," an unconventional English translation of "Long Live the Republic of China." Yuan Shikai (left) and Sun Yat-sen (right) with flags representing the early republic. The Warlord Era Despite the fact that various warlords gained control of the government in Beijing during the Warlord Era, a new form of control or governance did not emerge at the time because other warlords did not acknowledge the transitory governments of the period. These military-dominated governments were collectively known as the Beiyang Government; the name derives from the Beiyang Army, which dominated its politics. Although the government and the state were nominally under civilian control with a constitution, the Beiyang generals were effectively in charge, with various factions vying for power. Although the Beiyang Government’s legitimacy was challenged domestically, it had international diplomatic recognition and access to the tax and customs revenue, as well as could apply for foreign financial loans. In 1917, China declared war on Germany in the hope of recovering its lost province, then under Japanese control. On May 4, 1919, there were massive student demonstrations against the Beijing government and Japan. The political fervor, student activism, and iconoclastic and reformist intellectual currents set in motion by the protest developed into a national awakening known as the May Fourth Movement. The intellectual milieu in which this movement developed was known as the New Culture Movement. The student demonstrations of May 4, 1919 were the high point of the New Culture Movement and the terms are often used as synonyms. Chinese representatives refused to sign the Treaty of Versailles due to intense pressure from both the student protesters and public opinion. The discrediting of liberal Western philosophy among leftist Chinese intellectuals led to radical lines of thought inspired by the Russian Revolution and supported by agents of the Comintern sent to China by Moscow. This created the seeds for the irreconcilable conflict between the left and right in China that would dominate Chinese history for the rest of the century. In the 1920s, Sun Yat-sen established a revolutionary base in south China and set out to unite the fragmented nation. With assistance from the Soviet Union, he entered into an alliance with the fledgling Communist Party of China. After Sun’s death from cancer in 1925, one of his protégés, Chiang Kai-shek, seized control of the Kuomintang (Nationalist Party or KMT) and succeeded in bringing most of south and central China under its rule in a military campaign known as the Northern Expedition (1926 – 1927). Having defeated the warlords in south and central China by military force, Chiang was able to secure the nominal allegiance of the warlords in the North. In 1927, Chiang turned on the CPC and chased the CPC armies and its leaders from their bases in southern and eastern China. In 1934, driven from their mountain bases, the CPC forces embarked on the Long March across China’s most desolate terrain to the northwest, where they established a guerrilla base at Yan’an in Shaanxi Province. During the Long March, the communists reorganized under a new leader, Mao Zedong (Mao Tse-tung). Primary Source: Sun Yat-sen: Fundamentals of National Reconstruction (1923 CE) Sun Yat-sen (1844-1925 CE) began life as the son of poor farmers, yet became the father of' modern China. A younger son, he was brought to Hawaii by an older brother who had immigrated there as a laborer. Sun studied at a missionary school and ultimately earned a medical degree in Hong Kong. His years in the west induced in him a dissatisfaction with the government of China and he began his political career by attempting to organize reform groups of Chinese exiles in Hong Kong. In l895 a coup he plotted failed, and for the next 16 years Sun was an exile in Europe, the United States and Japan. In Japan he joined dissident Chinese groups and soon became their leader. He was expelled from Japan and was in America when he learned of the successful rebellion against the Qing emperor. Sun immediately returned to China, headed the revolutionary movement for a time, and then went back into exile until 1923, when he finally emerged as president of China. He died two years later, having founded the Koumintang (Nationalist Party). Fundamentals of National Reconstruction is Sun Yat-sen's most important political statement. It enunciates his famous three principles whereby he set China on the road to modernity. Fundamentals of National Reconstruction Sun Yat-sen (1923) HISTORY OF THE CHINESE REVOLUTION Following China's war with France (1883-1884) I made up my mind to devote myself to the revolution. In 1895 I started the first insurrection in Canton and the revolution of 1911 culminated in the establishment of the Republic.. Up to present the task of revolution, however, has not yet been completed. A span of thirty-seven years of my revolutionary work is to be chronicled by future historians from all manner of facts and incidents. An outline sketch is given below. I Principles of Revolution The term Kemin, or revolution, was first used by Confucius. Incidents of a revolutionary' nature repeatedly happened in Chinese history after Tang (founder of the Shang Dynasty,. 1766 BCE) and Wu (founder of the Zhou Dynasty, 1122 BCE). In Europe revolutionary tides surged in the seventeenth and eighteenth centuries and they have since spread over the whole world. In due course they created republics, they conferred constitutions on monarchies. The principles which I have held in promoting the Chinese revolution were in some cases copied from our traditional ideals, in other cases modeled on European theory and experience and in still others formulated according to original and self-developed theories. They are described as follows:- l. Principle of Nationalism Revelations of Chinese history prove that the Chinese as a people are independent in spirit and in conduct. Coerced into touch with other people, they could at times live in peace with them by maintaining friendly relations and at others assimilate them as the result of propinquity. During the periods when their political and military prowess declined, they could not escape for the time from the fate of' a conquered nation, but they could eventually vigorously reassert themselves. Thus the Mongol rule of China (1260-1333 CE), lasting nearly a hundred years was finally overthrown by Tai Tse of the Ming dynasty and his loyal follower. So in our own time was the Manchu yoke thrown off by the Chinese. Nationalistic ideas in China did not come from a foreign source; they were inherited from our remote forefathers. Upon this legacy is based my principle of nationalism, and where necessary, I have developed it and amplified and improved upon it. No vengeance has been inflicted on the Manchus and we have endeavored to live side by side with them on a n equal footing. This is our nationalistic policy toward races within our national boundaries. Externally, we should strive to maintain independence in the family of nations, and to spread our indigenous civilization as well as to enrich it by absorbing what is best in world civilization, with the hope that we may forge ahead with other nations towards the goal of ideal brotherhood. 2. Principle of Democracy In ancient China we had the Emperor Yao (2357-2258 BCE) and Emperor Shun (2258-2206 BCE) who departed from the hereditary system and chose their successors. We also had Tang and Wu who overthrew kingdoms by revolution. Preserved in our books are such sayings as :Heaven sees as the people see; Heaven hears as the people hear." "We have heard of a person named Zhou having been slain, we have not heard of a monarch having been murdered " "The people are most important, while the king is of the least importance." All these sayings ring with democratic sentiments. Since we have had only ideas about popular rights, and no democratic system has been evolved, we have to go to Europe and America for a republican form of government. There some countries have become republics and others have adopted constitutional monarchism, under which royal power has shrunk in the face of the rising demand for popular rights. Though hereditary monarchs have not yet disappeared, they are but vestiges and shadows of their former selves. All through my revolutionary career I have held the view that China must be made a republic. There are three reasons. First, from a theoretical point of view, there is no ground for preserving a monarchical form of government, since it is widely recognized that the people constitute the foundation of a nation and they are all equal in their own country. In the second place, under Manchu occupation the Chinese were forced into the position of the vanquished, and suffered oppression for more than two hundred and sixty years. While a constitutional monarchy may not arouse deep resentment in other countries and can maintain itself for the time being, it will be an impossibility in China. This is from a historical point of view. A third reason may be advanced with an eye on the future of the nation. That in China prolonged periods of disorder usually followed a revolution was due to the desire of every insurgent to be a king and to his subsequent contention for the throne. If a republican government is adopted, there will be no contention. For these three reasons, I have decided for the republican form of government in order to realize the principle of democracy. My second decision is that a constitution must be adopted to ensure good government. The true meaning of constitutionalism was discovered by Montesquieu. The threefold separation of the legislative, judicial, and executive powers as advocated by him was accepted in every constitutional country in Europe. On a tour of Europe and America I made a close study of their governments and laws and took note of their shortcomings as well as their advantages. The shortcomings of election, for instance, are not incurable. In the past China had two significant systems of examination and censoring and they can be of avail where the Western system of government and law falls short. I therefore advocate that the examinative and censorial powers should be placed on the same level with legislative, judicial and executive, thereby resulting in the five-fold separation of powers. On top of that, the system if the people's direct political powers should be adopted in order that the provision that the sovereign power is vested in the people may become a reality. In this way my principle of democracy may be carried out satisfactorily. 3. Principle of Livelihood. With the invention of modern machines, the phenomenon of uneven distribution of wealth in the West has become all the more marked. Intensified by crosscurrents, economic revolution was flaring up more ferociously than political revolution. This situation was scarcely noticed by our fellow- countrymen thirty years ago. On my tour of Europe and America, I saw with my own eyes the instability of their economic structure and the deep concern of their leaders in groping for a solution. I felt that, although the disparity of wealth under our economic organization is not so great as in the West, the difference is only in degree, not in character. The situation will become more acute when the West extends its economic influence to China. We must form plans beforehand in order to cope with the situation. After comparing various schools of economic thought, I have come to the realization that the principle of state ownership is most profound, reliable and practical. Moreover. it will forestall in China difficulties which have already caused much anxiety in the West. I have therefore decided to enforce the principle of the people's livelihood simultaneously with the principles of nationalism and democracy, with the hope to achieve our political objective and nip economic unrest in the bud. To sum up, my revolutionary principles in a nutshell consist in the Three Principles of the People and the Five Power Constitution. Those who have a clear knowledge of the general tendency of the world and the conditions in China will agree that my views are practical and must be put in practice. II Fundamentals of Revolution In the age of autocracy, the masses of the people were fettered in spirit and body so that emancipation seemed impossible Those who worked for the welfare of the people and were willing to sacrifice themselves for the success of revolution not only did not receive assistance from the people but were also ridiculed and disparaged. Much as they desired to be the guides of the people, they proceeded without followers. Much as they desired to be the vanguards, they advanced without reinforcement. It becomes necessary that., apart from destroying enemy influence, those engaged in revolution should take care to develop the constructive ability of the people. A revolutionary program is therefore indispensable. According to my plan, the progress of our revolution should be regulated and divided into three stages: First, military rule; second, political tutelage; third, constitutional government. The first stage is a period of destruction, during which military rule is installed. The revolutionary: army is to break doom (as it did) Manchu despotism, sweep away official corruptions, and reform vicious customs. The second stage is a transitional period, during which a provisional constitution (not the present. one) will be promulgated. Its object is to build a local self-government system for the development of democracy. The Hsien or district will be unit of self-government. When disbanded troops are disposed of and fighting ceases, every district should accept the provisional constitution, which will regulate the rights and duties of the people and the administrative powers of the revolutionary government. It will be in force for three years, at the end of which period the people will choose their district magistrates. Even before the expiration of the period, the people in a district may be empowered to choose their own magistrate and become a complete self-governing body on the following conditions: That the self-government bureau of the said district has already cleaned the district of its long-standing corruptions; that it has succeeded in getting more than half of its population to understand the Three Principles of the People and devote themselves to the republic; that. it has fulfilled the minimum requirements of the provisional constitution in regard to census-taking, residence registration, police, health, education and road-building. In reference to the self-government body, the revolutionary government may exercise the power of political tutelage only in accordance with the provisional constitution. Six years after the whole nation is restored to peace and order, each district which has attained complete self-government. may elect. one delegate, and these delegates will form the People's Congress to adopt the five-power constitution. The central government will have five yuan or boards. The five yuan. will be (1) The Executive Yuan, (2) The Legislative Yuan, (3) The Judicial Yuan, (4) The Examination Yuan, and (5) The Censor Yuan. Following the promulgation of the constitution, citizens of the various districts will elect the President by vote for the formation of the Executive Yuan, and elect representatives for the formation of the Legislative Yuan. The heads of the three other yuan will be appointed by the President with the consent of the Legislative Yuan, but they will not be responsible to the President and the Legislative Yuan. All the five yuan will be responsible to the People's Congress. Members of a yuan, in case of failure to discharge their duties, may be impeached before the People's Congress by the Censor Yuan. In case the members of the Censor Yuan fail in their duties, the Congress will directly impeach them and remove them. The duty of the Congress is solely to attend to the amendment of the constitution and the punishment of public servants. The qualification of the employees in the Congress and the five yuan as well as be high and junior officials of the whole nation will be determined by the Examination Yuan. Following the adoption of the five-power constitution and the election of the President and representatives, the revolutionary government will be turned over to the President elected by the people, whereupon the period of political tutelage will terminate. The third stage, which marks the completion of national reconstruction, will usher in constitutional government. During this period the self-governing bodies in the various districts should exercise the direct political powers of the people. In district political affairs citizens should have the rights of universal suffrage, initiative, referendum and recall. In national political affairs they should. while directly exercising the right of election, delegate the three other rights to their representatives in the People's Congress. This period of constitutional government marks the completion of national reconstruction and the successful conclusion of the revolution. If we can proceed according to the revolutionary fundamentals that have been briefly out-lined, not only can we clean the Augean stable of autocracy and carry out the rights of the people, but we can also strengthen and safeguard the constructive power of the people against the manipulations of politicians and the unscrupulousness of militarists. It becomes obvious that the principles of revolution must depend upon the fundamentals of revolution for a thorough realization. From University of Delawary Index of History Sun Yat-sen, Fundamentals of National Reconstruction , (Taipei: China Cultura; Service, 1953), pp. 76-83, as excerpted in Mark A. Kishlansky, Sources of World History , Vol. 2 (New York: HarperCollins, 1995), p. 281-285 Attributions Attributions Images courtesy of Wikimedia Commons: Mao and Chiang Kai Shek: https://en.wikipedia.org/wiki/Chiang_Kai-shek#/media/File:%E9%87%8D%E6%85%B6%E6%9C%83%E8%AB%87_%E8%94%A3%E4%BB%8B%E7%9F%B3%E8%88%87%E6%AF%9B%E6%BE%A4%E6%9D%B1.jpg Boundless World History https://www.coursehero.com/study-guides/boundless-worldhistory/communist-china/	oercommons	2025-03-18T00:37:53.817659	Neil Greenwood	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87957/overview", "title": "Statewide Dual Credit World History, European Imperialism and Crises 1871-1919 CE, Chapter 11: Reactions, China in the Early 20th Century", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/88076/overview	United States During the Cold War Overview Introduction Following World War II, the United States saw an advanced economic and political growth. The United States foreign policy was to be against the Soviet Union. This meant that in many ways the United States had deep economic and political ties throughout the world in the middle of the 20th century. The Truman Doctrine played a significant role in how the United States grew during this period. Learning Objectives - Evaluate the differences between Soviet Communism and United States Capitalism. - Analyze the impact of the end of World War II on the post-war societies. - Evaluate the role of United States foreign policy in shaping the post World War II world. Key Terms / Key Concepts containment: a military strategy to stop the expansion of an enemy; the goal of the United States and its allies to prevent the spread of communism “Long Telegram”: a 1946 cable telegram by U.S. diplomat George F. Kennan during the post-WWII administration of U.S. President Harry Truman that articulated the policy of containment toward the USSR Marshall Plan: an American initiative to aid Western Europe in which the United States gave more than $12 billion in economic support to help rebuild Western European economies after the end of World War II National Security Act of 1947: a bill that brought about a major restructuring of the United States government’s military and intelligence agencies following World War; a bill that established the National Security Council, a central place of coordination for national security policy in the executive branch, and the Central Intelligence Agency (CIA), the U.S.’s first peacetime intelligence agency North Atlantic Trade Organization (NATO): an intergovernmental military alliance signed on April 4, 1949 and including the five Treaty of Brussels states (Belgium, the Netherlands, Luxembourg, France, and the United Kingdom) plus the United States, Canada, Portugal, Italy, Norway, Denmark, and Iceland Truman Doctrine: an American foreign policy created to counter Soviet geopolitical spread during the Cold War, announced by Harry S. Truman to Congress in 1947 NATO The North Atlantic Trade Organization (NATO) is an intergovernmental military alliance based on the North Atlantic Treaty signed on April 4, 1949. The organization constitutes a system of collective defense whereby its member states agree to mutual defense in response to an attack by any external party. NATO was little more than a political association until the Korean War galvanized the organization’s member states and an integrated military structure was built up under the direction of two U.S. supreme commanders. The course of the Cold War led to a rivalry with nations of the Warsaw Pact, which formed in 1955. Doubts over the strength of the relationship between the European states and the United States ebbed and flowed, along with doubts over the credibility of the NATO defense against a prospective Soviet invasion—doubts that led to the development of the independent French nuclear deterrent and the withdrawal of France from NATO’s military structure in 1966 for 30 years. The Treaty of Brussels 1948 is considered the precursor to the NATO agreement; it was signed on March 17 by Belgium, the Netherlands, Luxembourg, France, and the United Kingdom. The treaty and the Soviet Berlin Blockade led to the creation of the Western European Union’s Defense Organization in September 1948. However, none of these organizations were thought to be sufficient without participation of the United States, which was thought necessary both to counter the military power of the USSR and prevent the revival of nationalist militarism. In addition, the 1948 Czechoslovak coup d'etat by the Communists had overthrown a democratic government, and British Foreign Minister Ernest Bevin reiterated that the best way to prevent another Czechoslovakia was to evolve a joint Western military strategy. In 1948, European leaders met with U.S. defense, military, and diplomatic officials at the Pentagon under U.S. Secretary of State George C. Marshall’s orders, exploring a framework for a new and unprecedented association. Talks for a new military alliance resulted in the North Atlantic Treaty, signed in Washington, D.C. on April 4, 1949. It included the five Treaty of Brussels states plus the United States, Canada, Portugal, Italy, Norway, Denmark, and Iceland. The first NATO Secretary General, Lord Ismay, stated in 1949 that the organization’s goal was “to keep the Russians out, the Americans in, and the Germans down.” The members agreed that an armed attack against any one of them in Europe or North America would be considered an attack against them all. Consequently, they agreed that if an armed attack occurred, each of them, in exercise of the right of individual or collective self-defense, would assist the member being attacked, taking such action as it deemed necessary; this would include the use of armed force to restore and maintain the security of the North Atlantic area. The treaty does not require members to respond with military action against an aggressor. Although obliged to respond, they maintain the freedom to choose the method by which they do so. The outbreak of the Korean War in June 1950 was crucial for NATO as it raised the apparent threat of all Communist countries working together and forced the alliance to develop concrete military plans. Supreme Headquarters Allied Powers Europe (SHAPE) was formed to direct forces in Europe and began work under Supreme Allied Commander Dwight D. Eisenhower in January 1951. In September 1950, the NATO Military Committee called for an ambitious buildup of conventional forces to meet the Soviets, subsequently reaffirming this position at the February 1952 meeting of the North Atlantic Council in Lisbon. In 1954, the Soviet Union suggested that it should join NATO to preserve peace in Europe. The NATO countries, fearing that the Soviet Union’s motive was to weaken the alliance, ultimately rejected this proposal. The incorporation of West Germany into the organization on May 9, 1955 was described as “a decisive turning point in the history of our continent” by Halvard Lange, Foreign Affairs Minister of Norway at the time. A major reason for Germany’s entry into the alliance was that without German manpower, it would have been impossible to field enough conventional forces to resist a Soviet invasion. One of its immediate results was the creation of the Warsaw Pact, signed on May 14, 1955 by the Soviet Union, Hungary, Czechoslovakia, Poland, Bulgaria, Romania, Albania, and East Germany as a formal response to this event. The Warsaw Pact ensured the delineation of the two opposing sides of the Cold War. Foreign Policy Learning Objectives - Analyze the role of propaganda for the United States and the Soviet Union. - Evaluate the United States' goals in establishing partnerships around the world. Key Terms / Key Concepts Marshall Plan: an American initiative to aid Western Europe in which the United States gave more than $12 billion in economic support to help rebuild Western European economies after the end of World War II National Security Act of 1947: a bill that brought about a major restructuring of the United States government’s military and intelligence agencies following World War; a bill that established the National Security Council, a central place of coordination for national security policy in the executive branch, and the Central Intelligence Agency (CIA), the U.S.’s first peacetime intelligence agency North Atlantic Trade Organization (NATO): an intergovernmental military alliance signed on April 4, 1949 and including the five Treaty of Brussels states (Belgium, the Netherlands, Luxembourg, France, and the United Kingdom) plus the United States, Canada, Portugal, Italy, Norway, Denmark, and Iceland Truman Doctrine: an American foreign policy created to counter Soviet geopolitical spread during the Cold War, announced by Harry S. Truman to Congress in 1947 Radio Free Europe Radio Free Europe/Radio Liberty (RFE/RL) is a United States government-funded broadcasting organization that provides news, information, and analysis to countries in Eastern Europe, Central Asia, and the Middle East “where the free flow of information is either banned by government authorities or not fully developed.” During the Cold War, Radio Free Europe (RFE) was broadcast to Soviet satellite countries and Radio Liberty (RL) targeted the Soviet Union. RFE was founded as an anti-communist propaganda source in 1949 by the National Committee for a Free Europe. During RFE’s earliest years of existence, the CIA and U.S. Department of State issued broad policy directives, and a system evolved where broadcast policy was determined through negotiation between them and RFE staff. RL was founded two years later. The two organizations merged in 1976. Radio Free Europe was created and grew in its early years through the efforts of the National Committee for a Free Europe (NCFE), an anti-communist CIA front organization formed by Allen Dulles in New York City in 1949. The United States funded a long list of projects to counter the Communist appeal among intellectuals in Europe and the developing world. RFE was developed out of a belief that the Cold War would eventually be fought by political rather than military means. American policymakers such as George Kennan and John Foster Dulles acknowledged that the Cold War was essentially a war of ideas. The implementation of surrogate radio stations was a key part of the greater psychological war effort. RFE played a critical role in Cold War-era Eastern Europe. Unlike government-censored programs, RFE publicized anti-Soviet protests and nationalist movements. Its audience increased substantially following the failed Berlin riots of 1953 and the highly publicized defection of Józef Światło. Its Hungarian service’s coverage of Poland’s Poznań riots in 1956 arguably served as an inspiration for the Hungarian revolution. During the Revolution of 1956 RFE broadcasts encouraged rebels to fight and suggested that Western support was imminent. These RFE broadcasts violated Eisenhower’s policy which determined that the United States would not provide military support for the Revolution. In the wake of this scandal a number of changes were implemented at RFE, including the establishment of the Broadcast Analysis Division to ensure that broadcasts were accurate and professional while maintaining the autonomy of journalists. Communist governments frequently sent agents to infiltrate RFE’s headquarters. Radio transmissions into the Soviet Union were regularly jammed by the KGB. RFE/RL received funds from the Central Intelligence Agency (CIA) until 1972. The Truman Doctrine The Truman Doctrine was an American foreign policy created to contain Soviet geopolitical spread during the Cold War; President Harry S. Truman first announced to Congress on March 12, 1947 and further developed on July 12, 1948, when he pledged to contain Soviet threats to Greece and Turkey. The Truman Doctrine implied American support for other nations threatened by Soviet communism. It became the foundation of American foreign policy, and led to the formation of NATO in 1949. Historians often use Truman’s speech to date the start of the Cold War. Truman reasoned that because the totalitarian regimes coerced free peoples, they represented a threat to international peace and the national security of the United States. Truman told Congress that “it must be the policy of the United States to support free people who are resisting attempted subjugation by armed minorities or by outside pressures.” This plea was made amid the crisis of the Greek Civil War (1946 – 49), and he argued that if Greece and Turkey did not receive the aid that they urgently needed they would inevitably fall to communism with grave consequences throughout the region. Because Turkey and Greece were historic rivals, it was necessary to help both equally even though the threat to Greece was more immediate. The policy won the support of Republicans who controlled Congress and involved sending $400 million in American money but no military forces to the region. The effect was to end the communist threat, and in 1952, both Greece and Turkey joined NATO, a military alliance, to guarantee their protection. For years, Britain had supported Greece, but was now near bankruptcy and was forced to radically reduce its involvement. In February 1947, Britain formally requested for the United States to take over its role in supporting the Greeks and their government. The Truman Doctrine was informally extended to become the basis of American Cold War policy throughout Europe and around the world. It shifted American foreign policy toward the Soviet Union from détente (a relaxation of tension) to a policy of containment of Soviet expansion as advocated by diplomat George Kennan. It was distinguished from rollback by implicitly tolerating the previous Soviet takeovers in Eastern Europe. Historian Eric Foner argues the Truman Doctrine “set a precedent for American assistance to anticommunist regimes throughout the world, no matter how undemocratic, and for the creation of a set of global military alliances directed against the Soviet Union.” Background for Greek Crisis The Greek Civil War was fought in Greece from 1946 to 1949 between the Greek government army (backed by the United Kingdom and the United States), and the Democratic Army of Greece (DSE, the military branch of the Greek Communist Party (KKE), backed by Yugoslavia, Albania, and Bulgaria. The fighting resulted in the defeat of the Communist insurgents by the government forces. In the second stage of the Greek Civil War in December 1944, the British helped prevent the seizure of Athens by the Greek Communist Party (KKE). In the third phase (1946 – 49), guerrilla forces controlled by the KKE fought against the internationally recognized Greek government,t which was formed after 1946 elections boycotted by the KKE. At this point, the British realized that the Greek leftists were being directly funded by Josip Broz Tito in neighboring Yugoslavia; the Greek communists received little help directly from the Soviet Union, while Yugoslavia provided support and sanctuary. By late 1946, Britain informed the United States that due to its own weakening economy, it could no longer continue to provide military and economic support to Greece. In 1946 – 47, the United States and the Soviet Union moved from wartime allies to Cold War adversaries. Soviet imperialism in Eastern Europe, its delayed withdrawal from Iran, and the breakdown of Allied cooperation in Germany provided a backdrop of escalating tensions for the Truman Doctrine. To Harry S. Truman, the growing unrest in Greece began to look like a pincer movement against the oil-rich areas of the Middle East and the warm-water ports of the Mediterranean. In February 1946, George Kennan, an American diplomat in Moscow, sent his famed “Long Telegram,” which predicted the Soviets would only respond to force and that the best way to handle them was through a long-term strategy of containment by stopping their geographical expansion. After the British warned that they could no longer help Greece and Prime Minister Konstantinos Tsaldaris’s visit to Washington in December 1946 to ask for American assistance, the U.S. State Department formulated a plan. Aid would be given to both Greece and Turkey to help cool the long-standing rivalry between them. American policymakers recognized the instability of the region, fearing that if Greece was lost to communism, Turkey would not last long. If Turkey yielded to Soviet demands, the position of Greece would be endangered. Fear of this regional domino effect threat guided the American decision. Greece and Turkey were strategic allies for geographical reasons as well, as the fall of Greece would put the Soviets on a dangerous flank for the Turks and strengthen the Soviet Union’s ability to cut off allied supply lines in the event of war. Long-Term Policy and Metaphor The Truman Doctrine underpinned American Cold War policy in Europe and around the world. In the words of historian James T. Patterson, “The Truman Doctrine was a highly publicized commitment of a sort the administration had not previously undertaken. Its sweeping rhetoric, promising that the United States should aid all ‘free people’ being subjugated, set the stage for innumerable later ventures that led to globalistic commitments. It was in these ways a major step.” The doctrine endured, historian Dennis Merill argues, because it addressed a broader cultural insecurity about modern life in a globalized world. It dealt with Washington’s concern over communism’s domino effect, it enabled a media-sensitive presentation of the doctrine that won bipartisan support, and it mobilized American economic power to modernize and stabilize unstable regions without direct military intervention. It brought nation-building activities and modernization programs to the forefront of foreign policy. The Truman Doctrine became a metaphor for emergency aid to keep a nation from communist influence. Truman used disease imagery not only to communicate a sense of impending disaster in the spread of communism but also to create a “rhetorical vision” of containing it by extending a protective shield around non-communist countries throughout the world. It echoed the “quarantine the aggressor” policy Truman’s predecessor, Franklin D. Roosevelt, sought to impose to contain German and Japanese expansion in 1937. The medical metaphor extended beyond the immediate aims of the Truman Doctrine in that the imagery combined with fire and flood phrases evocative of disaster provided the United States with an easy transition to direct military confrontation in later years with communist forces in Korea and Vietnam. By ideological differences in life or death terms, Truman was able to garner support for this communism-containing policy. The Marshall Plan and Molotov Plan In June 1947, in accordance with the Truman Doctrine, the United States enacted the Marshall Plan. This was a pledge of economic assistance for all European countries willing to participate, including the Soviet Union, who refused and created their own Moltov Plan for the Eastern Bloc. Overview In early 1947, Britain, France, and the United States unsuccessfully attempted to reach an agreement with the Soviet Union for an economically self-sufficient Germany, including a detailed accounting of the industrial plants, goods, and infrastructure already removed by the Soviets. In June 1947, in accordance with the Truman Doctrine, the United States enacted the Marshall Plan, a pledge of economic assistance for all European countries willing to participate, including the Soviet Union. The plan’s aim was to rebuild the democratic and economic systems of Europe and counter perceived threats to Europe’s balance of power, such as communist parties seizing control through revolutions or elections. The plan also stated that European prosperity was contingent upon German economic recovery. One month later, Truman signed the National Security Act of 1947, creating a unified Department of Defense, the Central Intelligence Agency (CIA), and the National Security Council (NSC). These would become the main bureaucracies for U.S. policy in the Cold War. Stalin believed that economic integration with the West would allow Eastern Bloc countries to escape Soviet control, and that the U.S. was trying to buy a pro-U.S. realignment of Europe. Stalin therefore prevented Eastern Bloc nations from receiving Marshall Plan aid. The Soviet Union’s alternative to the Marshall Plan, purported to involve Soviet subsidies and trade with central and eastern Europe, became known as the Molotov Plan (later institutionalized in January 1949 as the COMECON). Stalin was also fearful of a reconstituted Germany; his vision of a post-war Germany did not include the ability to rearm or pose any kind of threat to the Soviet Union. In early 1948, following reports of strengthening “reactionary elements”, Soviet operatives executed a coup d’état in Czechoslovakia, the only Eastern Bloc state that the Soviets had permitted to retain democratic structures. The public brutality of the coup shocked Western powers and set in a motion a brief scare that swept away the last vestiges of opposition to the Marshall Plan in the United States Congress. The twin policies of the Truman Doctrine and the Marshall Plan led to billions in economic and military aid for Western Europe, Greece, and Turkey. With U.S. assistance, the Greek military won its civil war. Under the leadership of Alcide De Gasperi the Italian Christian Democrats defeated the powerful Communist-Socialist alliance in the elections of 1948. At the same time, there was increased intelligence and espionage activity, Eastern Bloc defections, and diplomatic expulsions. Marshall Plan The Marshall Plan (officially the European Recovery Program, ERP) was an American initiative to aid Western Europe, in which the United States gave over $12 billion (approximately $120 billion in value as of June 2016) in economic support to help rebuild Western European economies after the end of World War II. The plan was in operation for four years beginning April 8, 1948. The goals of the United States were to rebuild war-devastated regions, remove trade barriers, modernize industry, make Europe prosperous again, and prevent the spread of communism. The Marshall Plan required a lessening of interstate barriers, saw a decrease in regulations, and encouraged an increase in productivity, labor union membership, and the adoption of modern business procedures. The Marshall Plan aid was divided among the participant states on a per capita basis. A larger amount was given to the major industrial powers, as the prevailing opinion was that their resuscitation was essential for general European revival. Somewhat more aid per capita was also directed towards the Allied nations, with less for those that had been part of the Axis or remained neutral. The largest recipient of Marshall Plan money was the United Kingdom (receiving about 26% of the total), followed by France (18%) and West Germany (11%). Some 18 European countries received Plan benefits. Although offered participation, the Soviet Union refused Plan benefits and blocked benefits to Eastern Bloc countries such as East Germany and Poland. The years 1948 to 1952 saw the fastest period of growth in European history. Industrial production increased by 35%. Agricultural production substantially surpassed pre-war levels. The poverty and starvation of the immediate postwar years disappeared, and Western Europe embarked upon an unprecedented two decades of growth during which standards of living increased dramatically. There is some debate among historians over how much this should be credited to the Marshall Plan. Most reject the idea that it alone miraculously revived Europe, as evidence shows that a general recovery was already underway. Most believe that the Marshall Plan sped this recovery but did not initiate it. Many argue that the structural adjustments that it forced were of great importance. The political effects of the Marshall Plan may have been just as important as the economic ones. Marshall Plan aid allowed the nations of Western Europe to relax austerity measures and rationing, reducing discontent and bringing political stability. The communist influence on Western Europe was greatly reduced, and throughout the region communist parties faded in popularity in the years after the Marshall Plan. MAD Learning Objectives - Evaluate the role of atomic weapons on the Cold War. - Analyze the policies of Mutually Assured Destruction on the Cold War policies. The Atomic Race Eisenhower’s secretary of state, John Foster Dulles, initiated a “New Look” for the Cold War containment strategy, calling for a greater reliance on nuclear weapons against U.S. enemies in wartime, and promoted the doctrine of “massive retalitation,” threatening a severe response to any Soviet aggression. Background: Political Changes in the U.S. and USSR When Dwight D. Eisenhower was sworn in as U.S. President in 1953, the Democrats lost their two-decades-long control of the U.S. presidency. Under Eisenhower, however, the nation’s Cold War policy remained essentially unchanged. While a thorough rethinking of foreign policy was launched (known as “Operation Solarium”), the majority of emerging ideas (such as a “rollback of Communism” and the liberation of Eastern Europe) were quickly regarded as unworkable. An underlying focus on the containment of Soviet communism remained to inform the broad approach of U.S. foreign policy. While the transition from the Truman to the Eisenhower presidencies was conservative-moderate in character, the change in the Soviet Union was immense. With the death of Joseph Stalin in 1953, his former right-hand man Nikita Khrushchev was named First Secretary of the Communist Party. During a subsequent period of collective leadership, Khrushchev gradually consolidated his power. During a February 25, 1956 speech, to the closed session of the Twentieth Party Congress of the Communist Party of the Soviet Union, Nikita Khrushchev shocked his listeners by denouncing Stalin’s personality cult and the many crimes that occurred under Stalin’s leadership. Although the contents of the speech were secret, it was leaked to outsiders, shocking both Soviet allies and Western observers. Khrushchev was later named premier of the Soviet Union in 1958. The impact on Soviet politics was immense. The speech stripped Khrushchev’s remaining Stalinist rivals of their legitimacy in a single stroke, dramatically boosting the First Party Secretary’s power domestically. Khrushchev was then able to ease restrictions, freeing some dissidents and initiating economic policies that emphasized commercial goods rather than just coal and steel production. American Nuclear Strategy Along with these major political changes in the U.S. and USSR, the central strategic components of competition between East and West shifted as well. When Eisenhower entered office in 1953, he was committed to two possibly contradictory goals: maintaining, or even heightening, the national commitment to counter the spread of Soviet influence and satisfying demands to balance the budget, lower taxes, and curb inflation. The most prominent of the doctrines to emerge from this goal was “massive retaliation,” which Secretary of State John Foster Dulles announced early in 1954. Eschewing the costly, conventional ground forces of the Truman administration and wielding the vast superiority of the U.S. nuclear arsenal and covert intelligence, Dulles defined his approach as “brinksmanship” in a January 16, 1956 interview with Life: pushing the Soviet Union to the brink of war in order to exact concessions. The aim of massive retaliation is to deter another state from initially attacking. In the event of an attack from an aggressor, a state would massively retaliate with force disproportionate to the size of the attack, which would likely involve the use of nuclear weapons on a massive scale. This new national security policy approach, reflecting Eisenhower’s concern for balancing the Cold War military commitments of the United States with the nation’s financial resources, was called the “New Look.” The policy emphasized reliance on strategic nuclear weapons to deter potential threats, both conventional and nuclear, from the Eastern Bloc of nations headed by the Soviet Union. This approach led the administration to increase the number of nuclear warheads from 1,000 in 1953 to 18,000 by early 1961. Despite overwhelming U.S. superiority, one additional nuclear weapon was produced each day. The administration also exploited new technology. In 1955 the eight-engine B-52 Stratofortress bomber, the first true jet bomber designed to carry nuclear weapons, was developed. Attributions Source image provided by Wikimedia Commons: Truman Signing the North Atlantic Treaty https://www.trumanlibrary.gov/photograph-records/73-3194 Chapters adapted from: https://www.coursehero.com/study-guides/boundless-worldhistory/the-beginning-of-the-cold-war/ https://www.coursehero.com/study-guides/boundless-worldhistory/life-in-the-ussr/ https://www.coursehero.com/study-guides/boundless-worldhistory/containment/ https://www.coursehero.com/study-guides/boundless-worldhistory/competition-between-east-and-west/ https://www.coursehero.com/study-guides/boundless-worldhistory/crisis-points-of-the-cold-war/	oercommons	2025-03-18T00:37:53.854517	Neil Greenwood	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/88076/overview", "title": "Statewide Dual Credit World History, The Catastrophe of the Modern Era: 1919-Present CE, Chapter 15: Cold War & Decolonization, United States During the Cold War", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/87965/overview	Evicting "Fritz": World War I in the Pacific World Overview World War I in the Pacific World War I in the Pacific was a sideshow to the larger theaters of war in Europe and the Middle East. The war, however, had significant repercussions. The Allied victory over Germany meant that Germany would lose its Pacific colonies, and by extension, its status as a global empire. More significantly, the Pacific theater of war brought a new country in on the side of the Allies—Japan. Although Japan’s role was significant, the other Allies (Britain, France, and the United States) failed to see it as such in the postwar era. This oversight causes strong resentment among the Japanese people who felt that they had not received dues for their part in the war. The political slight by Western nations during the signing of the Treaty of Versailles led the Japanese to increasingly distrust Western leaders. When World War II erupted in Europe in 1939, the Japanese nation remembered the failed promises of the Allies after World War I, and they allied with Nazi Germany. Learning Objectives - Examine the events and significant of World War I in the Pacific. Key Terms / Key Concepts Tsingtao: port city on China’s east coast where the Germans’ primary naval base was in World War I The Siege of Tsingtao War came to the Pacific in late August 1914. Even at the time, it was considered a minor war within the “Great War.” Although the Germans had naval bases throughout the Pacific, they were primarily small and insignificant to the rest of Europe. The British, Americans, and Japanese all possessed far stronger navies than the Germans. Still, Britain worried that perhaps the Germans might engage in expansion throughout the Pacific or strike British colonial possessions. Australia and New Zealand also felt poorly defended. While their troops fought for the Allies in far-flung locations, their homelands were left wide open to attack. Aware that the navies of Australia and New Zealand were small and marginal, the British called upon their ally, Japan, to help defeat the Germans in the Pacific. The Japanese readily agreed, less because of their alliance to Britain, and more because they hoped to secure Pacific possessions and expand their influence and power through much of Oceania. In late September, the Japanese advanced on the German naval base at Tsingtao. Combined, their army exceeded 60,000. By comparison, the Germans left to defend their base did not reach 5,000. Low on ammunition and far outnumbered, the Germans surrendered to the Japanese in November 1914. The siege of Tsingtao, the only major battle of the Pacific, was won with comparatively few casualties, and Germany lost its foothold in Asia and the Pacific forever. Impact Following the fall of the German naval base at Tsingtao, the Japanese continued to “mop up” the smaller German bases throughout the Pacific islands. Alarmed by Japanese expansion, the Australians and New Zealanders also sent naval vessels to German colonial possessions, namely Samoa, and were met with no resistance. Before World War I officially ended in 1918, Germany had lost all of its Pacific colonies. Little did the Japanese suspect that their success in the Pacific would largely be ignored by the Western allies, and little did the Allies suspect that this gross oversight would one day push the Japanese to side with the Germans in an even more brutal world war—World War II. Attributions Images courtesy of Wikimedia Commons Willmott, H.P. World War I. DK Publishing, London: 2009. 90-91.	oercommons	2025-03-18T00:37:53.877397	Neil Greenwood	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87965/overview", "title": "Statewide Dual Credit World History, European Imperialism and Crises 1871-1919 CE, Chapter 12: World War I in the West, East, and Colonies, Evicting \"Fritz\": World War I in the Pacific World", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/87966/overview	The Human Cost of War Overview The Human Cost of World War I One of the often-overlooked costs of World War I is its human cost. Not only were lives lost, but lives were also disrupted, maimed, and uprooted. The war destroyed landscapes around the world, forced rationing and saw food scarcity, caused forty million casualties, resulted in trillions of dollars of damage globally, shifted borders, saw the end of empires and monarchs, ushered in communism in Europe, sparked rampant inflation and war debt, and left millions of widows and orphans behind. Learning Objectives - Examine the human cost of World War I. Key Terms / Key Concepts Broken Faces: soldiers who obtained severe facial wounds in World War I, usually through shrapnel wounds Homefront: part of a country at war that is inhabited and operated by civilians Spanish Flu of 1918: largest epidemic of the 20th century The Homefronts in World War I Across the globe, World War I galvanized the homefronts. Civilians were eager to help the war effort. People created victory gardens at home and in public parks, served in the Red Cross, donated money, collected scrap metal, and served in anyway they could to rally support for their troops, as well as protect their countries. Women in World War I Women’s roles shifted dramatically with the start of World War I, particularly in Western Europe. No longer were women confined to the kitchen, church, and children. With the outbreak of war, women took over jobs vacated by men. War munitions were produced largely by women workers in mass factories. Nursing and field hospital work was undertaken by women. Women also replaced men on the farms, doing the plowing and harvesting. In Britain, women frequently filled the artillery shells and were dubbed “canaries” because their skin was turned bright yellow by the powder. Women served as welders, woodworkers, streetcar drivers, teachers, and painters. Virtually every sector of labor relied upon a female labor force during the war years. Additionally, women managed their children and homes at the end of the workday. Women’s roles were not confined to the homefront. Many served in the military, legally or illegally, often disguised as men. Women were also used as spies in World War I. Two of the most famous female spies of the war were women. Edith Cavell helped English, French, and Belgian refugees escape from German-occupied Holland; she was later executed by a German firing squad in 1917. Contrastingly, the Dutch dancer and courtesan, Mata Hari, was accused by the French as being a German spy; she was executed by a French firing squad in 1917. The now world-famous female spy network—the Alice Network—operated for the Allies in World War I. Rationing and Shortages Throughout the war, countries struggled to provide food and resources to their civilians. Armies always received preferential treatment in terms of supplies, especially foodstuffs. Most of the belligerent countries experienced scarcity of raw materials and resources, as well as war munitions, at some point in the war. For instance, France had a troubled, chaotic economy at the start of the war that left them significantly under-supplied in the number of artillery shells they needed. During the war, the United States emerged as the breadbasket of the Allies. Under future president Herbert Hoover, the United States Food Administration was created. Through public campaigns, he urged Americans to eat less on “Meatless Mondays” and “Wheatless Wednesdays” so that extra food and rations could be sent to the millions of civilians living under German occupation in France and Belgium. The public response was overwhelming. By the end of the war, over $615 million dollars of food was sent to Western Europe. Hoover took the act one step further at the war’s end: he supplied food and rations to Europeans across the continent, including their vanquished enemies because of the soaring rates of malnourishment and starvation. Germany suffered terribly from shortages. In part because it was a relatively small, industrialized country with not enough farms to feed their people. In part, also, because of the naval blockade of their coast by Great Britain. Dubbed the “hunger blockade,” by Germans, they cited it as the reason for the starvation and malnutrition of their children and elderly. In particular, Germany suffered during the winter of 1915 – 1916, when it was unusually cold and fuel supplies were lacking. This time is infamously remembered as the “Turnip Winter” because the German people found very little to eat outside of their fall turnips. More than any other nation in World War I, Russia experienced staggering shortages in both food and supplies. The country was so far behind in the production of their rifles that by 1915, entire units were forced to train without a gun. Besides lacking basic equipment, by the end of the war soldiers were suffering from starvation and malnutrition. On the Russian homefront, civilians were starving because of the loss of Poland and parts of the Baltic countries, which had routinely shipped grains and other foodstuffs to Russia. The Spanish Flu of 1918 In the spring of 1918, neutral Spain began to report about a new influenza virus in their newspapers. It seemed mild in its symptoms but rapidly spread. The timing of the virus could not have been worse. All over the world, troops were being deployed, shipped home, crossing countries, and interacting with one another. In August 1918, just as World War I was approaching its end, the second wave of the Spanish Flu of 1918 struck with vengeance. It spread rapidly throughout the United States, West Africa, and France. Then it spread throughout the Americas, Europe, and Africa. This wave of the virus quickly resulted in pneumonia in most patients, sparking a high mortality rate. In part, because antibiotics such as penicillin were not discovered until the late 1920s. A third, milder, wave struck in spring 1919. By the end of the flu’s course, 500 million people worldwide had contracted the virus, and about 10% or 50 million perished from it. Estimates suggest that over 660,000 Americans died from the Spanish Flu in the course of roughly a year—more than the combined total of deaths in the four years of the American Civil War, which was America’s bloodiest war. Casualty figures continue to be debated. But one thing remains certain, by the spring of 1919, the Spanish Flu vanished mysteriously. Collapse of Governments Very few of the governments which were in place at the outbreak of World War I would not be changed by its course. The war caused the collapse of the Russian, German, Ottoman, and Austro-Hungarian Empires. Communism swept through much of Eastern Europe, and even had a strong movement in Weimar Germany. In the Middle East, the dissolution of the Ottoman Empire did not result in the creation of new Arab states. Although a few Arab states existed fleetingly. Instead, it resulted in the creation of European protectorates over large swathes of the Middle East. In Africa, the German colonies were relinquished upon Germany’s defeat, only to be divided between the French and British. Independence remained a pipedream for most of the African countries. Returning to Normalcy? After World War I, American president Warren G. Harding declared a “Return to Normalcy.” But returning to a normal state proved difficult for many people around the world. Prisoners of war often remained in foreign nations well after the ceasefire and Treaty of Versailles due to logistical difficulties. France, Belgium, and parts of Eastern Europe had been occupied, the war had resulted in civilian deaths. Soldiers returning home faced psychological and physical challenges. Shell-shock, a mental illnesses akin to Post-Traumatic Stress Disorder, was widespread among soldiers. Although seldom diagnosed, depression and anxiety also plagued soldiers. Outwardly, troops frequently faced challenges, too. Millions had lost an arm or leg, and had to rely upon a prosthetic if they could get one. For civilians, a sure sign of the war’s brutality could been seen in the grotesque facial injuries soldiers had obtained, usually through shrapnel wounds. In France, soldiers with facial injuries were called the “Broken Faces.” In an effort to reduce stress on the affected soldier, physicians worked with professional mask makers to create masks that matched the man’s face and was worn to cover the injury. This development is considered the beginning of the field of modern plastic surgery. Global Impact For millions across the globe, there would be no return to “normalcy.” No return to pre-war ways of life. Families had been displaced. Many had endured the loss of a father, son, husband, or brother. For millions across Europe, soaring inflation meant they could no longer afford their homes or necessities such as food and fuel. For soldiers, the years immediately following World War I’s end proved psychologically and physically challenging as they attempted to adjust to a “normal life” after experiencing years of war. Of the belligerent nations in World War I, only the United States would emerge with a booming economy, and that would topple in 1929 with the beginning of the Great Depression. For women, the impact of World War I and its aftermath was great. Their experiences working in traditionally "male" occupations during the war helped them gain strong support for women's suffrage globally. In 1918, women won the right to vote in Germany, Britain, Austria, the Baltic Nations, Russia, and parts of Holland, Canada, and Ireland. The following year, 1919, saw women achieve the right to vote in Holland, Belarus, Luxembourg, Ukraine, and Belgium. And in 1920, women received the right to vote in the United States, Albania, Slovakia, and the Czech Republic. The subsequent years would see women receiving increased voting rights around the world. Attributions Images courtesy of Wikimedia Commons Willmott, H.P. World War I. DK Publishing, New York: 2012. 122-131; 287.	oercommons	2025-03-18T00:37:53.907473	Neil Greenwood	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87966/overview", "title": "Statewide Dual Credit World History, European Imperialism and Crises 1871-1919 CE, Chapter 12: World War I in the West, East, and Colonies, The Human Cost of War", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/87948/overview	Growth of the Middle Class Overview Growth of the Middle Class with Industrialization Title Image description - Schubertiade in a middle-class Viennese household, heliogravure after a painting by Julius Schmid, 2nd half of 19th century During the Industrial Revolution, not everyone lived in poor conditions and struggled with the challenges of rapid industrialization. The Industrial Revolution also gave rise to a new middle class of industrialists and professionals who lived in much better conditions than they had before. In fact, one of the earlier definitions of the middle class equated it to the original meaning of capitalist: someone with so much capital that they could rival nobles. To be a capital-owning millionaire was an important criterion of the middle class during the Industrial Revolution. Additionally, the period witnessed a growth in professionals, including lawyers, doctors, small business owners, and government officials; these professionals did not share the fate of the early industrial working class and enjoyed a comfortable standard of living in growing cities. Learning Objectives - Analyze the human and environmental consequences of Industrialization and the factory system in England. - Compare the lives of factory owners and workers in England during Industrialization. This new industrial middle class also was defined by its members’ limited access to the new consumer goods made possible through mass production. In this respect these new consumer goods gave rise to the new materialistic aspirations; the satisfaction of which determined one’s place in the new industrial class hierarchy. These new consumer goods were the core of a new consumer culture. Other components of this new consumer culture included department stores, mail order catalogs, and world fairs, where such consumer goods could be displayed. Department stores, such as Le Bon Marche which opened in Paris in 1852, allowed shoppers to actively shop with the store serving as a huge display case. This model of shopping replaced the old model in which shopkeepers controlled the process of shopping. Mail order catalogs allowed consumers to shop by mail, using railroads to transport their purchases. World fairs, the first of which took place in London in 1851, known as the Crystal Palace Exhibition, provided huge showcases of new products and inventions to titillate the new desires of shoppers. Both a new working and upper class emerged with industrialization. These new working, middle, and upper classes were continuations of the preindustrial working, middle, and upper classes, but evolved with the changes of industrialization. Through the changes of industrialization the new incarnations of these classes distinguished themselves in the same sorts of ways that they had distinguished themselves before the Industrial Revolution, including dress, housing, associations, recreational pursuits, and conspicuous spending, among other visible signs of class status. Even more than before the Industrial Revolution such visible manifestations of class status reflected the accomplishments of one within her or his class. These manifestations were part of the new quantification that took hold with industrialization. Relations among members of all three new classes changed accordingly. As part of these changing relationships members of the new industrial middle class sought to close the distance between themselves and the new industrial upper class, while increasing the distance from the new industrial working class. These efforts by the middle classes to distance themselves from the working class, along with other developments, inspired the establishment of political parties and other kinds of organizations that were designed to empower them politically. These new parties were part of the larger trend of political democratization that grew out of the Industrial Revolution. Attributions Images courtesy of Wikipedia Commons Title Image - Au Bon Marche, opened in Paris in 1887. Attribution: Unknown authorUnknown author, CC0, via Wikimedia Commons. Provided by: Wikipedia. Location: https://commons.wikimedia.org/wiki/File:Au_Bon_March%C3%A9_(vue_g%C3%A9n%C3%A9rale_-_gravure).jpg. License: Creative Commons CC0 1.0 Universal Public Domain Dedication Boundless World History "Social Change" Adapted from https://courses.lumenlearning.com/boundless-worldhistory/chapter/social-change/ CC licensed content, Shared previously - Curation and Revision. Provided by: Boundless.com. License: CC BY-SA: Attribution-ShareAlike CC licensed content, Specific attribution - Factory system. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Factory_system. License: CC BY-SA: Attribution-ShareAlike - Factory. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike - Etruria Works. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike - Josiah Wedgwood. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike - Soho Manufactory. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike - Cromford Mill. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike - Luddite. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike - Truck system. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike - Putting-out system. Provided by: Wikipedia. License: CC BY-SA: Attribution-ShareAlike - FrameBreaking-1812.jpg. Provided by: Wikimedia Commons. 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https://oercommons.org/courseware/lesson/87975/overview	France and Britain in 1920s Overview "The Crazy Years": France in the 1920s In the wake of World War I, Britain and France were the European countries guiding a new world order committed to the ideas of democracy and increased rights for humanity. But the war had taken a severe toll on them, also. Like the rest of Europe, Britain and France struggled to rebuild after World War I. They faced significant political, social, and economic challenges. Simultaneously, the “Roaring 20s” culture of flappers, jazz, and avante garde art also reached Britain and France. The clashing of conservativism and new age liberalism produced fragile republics that seemed to be in the middle of national identity crises. Learning Objectives - Evaluate how events of the 1920s affected British and French societies. Key Terms / Key Concepts Action Française: far-right, extremist, antisemitic organization in France that would serve as the model for similar-minded groups in the 1930s Années folles: “crazy years” of the 1920s in France Michael Collins: hero of the Easter Uprising and Irish War for Independence who was assassinated during the Irish Civil War for signing the Anglo-Irish Treaty France: Economic Catastrophe More than any other western European nation, France had been devastated by World War I. Nearly 1.4 million Frenchmen had perished in the war, with others wounded or missing. Millions of French women and children were now widows and orphans. Many others were forced to provide for the family because the husbands, fathers, and brothers had been disabled by the war. Disabled and badly marred veterans of the war seemed to haunt every corner of Paris, many unable to work. Families were displaced and broken. Much of the combat on the Western Front had occurred on French territory, and left the land, towns, and villages destroyed. Moreover, families had been forced to flee the fighting and remained displaced from their homes. And northeast France remained physically scarred by four years of warfare on its land. At the Treaty of Versailles in 1919, the French and British had both demanded reparations from Germany. Initially, the payment plan to France was fixed at 33 billion dollars. Soon, it became evident that the very frail Weimar Republic of Germany could not pay back the war reparations. The German economy plummeted into a long period of hyperinflation. Eventually, with the of the United States, a new plan was drafted to deliver German reparations; this partially satisfied France. But the advent of World War II would prevent Germany from fulfilling their reparations to France until 2010, leaving France without the funds necessary to quickly recover. The French economy was scarcely better off than that of Germany’s following World War I. Internationally, the franc plummeted in value after World War I. Before the war, the franc had been worth .20 cents to the American dollar. By 1925, it had fallen to less than .02 cents to the American dollar. The country had removed its currency from the gold standard, and therefore had little backing for the franc. As a result, French society became deeply divided. One French prime minister after the other tried to resolve the growing set of crises in the country. One by one, they failed. Increasingly, France relied on foreign and private loans to rebuild their country, all the while still suffering from the social trauma of the war. In 1925, France, one of the leaders of the new world order, appeared to teeter on the edge of collapse. The savior of France was Raymond Poincaré. Restored as prime minister by French conservatives, he likewise restored the gold standard in France. Additionally, Poincaré implemented tax reforms, reduced government spending, and paid off government debts. Under his supervision, the franc began to stabilize. Within a year, France was recovering from their major economic crisis. Due to the need to rebuild much of the country, work abounded, and employment rates soared. France had entered the golden age of modern European affairs. Two years later, it would come crashing down as the international Great Depression hit Europe. The Années Folles Translated, Années folles literally means “crazy years.” Indeed, even as France reeled with economic and political instability, the country also experienced a social and cultural revolution. Heavily influenced by American culture, France saw the emergence of the “flapper” girls. As in the United States, many French women bobbed their hair, smoked, drove cars, and wore provocative clothing. This was done to display the “new woman” of the 1920s. Among the most famous of the French flapper girls was a woman who was not, initially, French at all. Josephine Baker was an African American woman born in St. Louis. Frustrated with American segregation, she renounced her American citizenship and moved to Paris in the 1920s. Once there, she achieved international acclaim and interest as an actress, dancer, and singer. She became a person of fascination for the French, not only because of her African heritage, but also because she frequently performed nearly naked; her costumes consisting only of short skirts and necklaces. The 1920s were, in many ways, the heyday of Parisian artistic expression. Many American performers and writers who had become disenchanted with the United States moved to Paris to form expatriate communities. Among the most famous were Ernest Hemingway and F. Scott Fitzgerald. But France had plenty of artists of their own, also. Pablo Picasso and Henri Matisse were enormously influential in the postwar neoclassical art movement. This style of art was a sharp contrast to the abstract, chaotic art of the prewar era. In the 1920s, people had leisure time built into their lives in a way unimaginable before World War I. As such, many French men and women flocked to the radio, theater, and to movie houses where silent films experienced wild popularity. Two of France’s biggest film and theater performers began their careers in the 1920s: Maurice Chevalier and Charles Boyer. Both men would perform in Parisian theaters, French silent films, and eventually find their way to Hollywood’s walk of fame. Similarly, the rise in leisure time also meant an increased interest in sporting events. Most popular in France were the famous bicycle race, the Tour de France. Cultural Backlash: Extreme Conservativism in France Not everyone in France enjoyed the cultural changes, or the new government. Several far-right political groups came to the forefront of public attention in the 1920s. The parent organization of these groups was Action Française. An extreme rightist organization of roughly 200,000 people, it promoted “traditional” French values and was strongly antisemitic. Action Française circulated their messages through their newspaper, demonstrations, marches, and public protests. Although they promoted a “Catholic France,” their inflammatory language and use of occasional violence won them no support from the Catholic Church. Instead, the church ultimately prohibited its members from joining the organization. By the late 1920s, Action Française was losing members and popularity. But it had served its purpose in the eyes of its founders. Because in its stead, new, even more extreme rightist groups, such as the Croix-de-Feu, would emerge in the 1930s to rally people to its causes. Despite the efforts of the French government of the 1920s, as well as the cultural developments, much of France remained politically and socially divided during this time. Strife Within: Britain in the 1920s More than any other nation in the world, Britain emerged as the leader of democracy and protector of humanity after World War I. It had suffered less physical damage to the countryside than France, although the country writhed with the pain of more than 1 million dead and wounded men. As France rebuilt itself, and the United States retreated into isolationism, Britain became the face of Western democracy. But Britain also faced numerous challenges domestically and internationally. In the 1920s, the British economy was far from stable, and British politicians were consumed with the question of “What should Britain do about the Irish?” Learning Objectives - Evaluate how events of the 1920s affected British and French societies. - Analyze how Ireland developed during the 1920s. Key Terms / Key Concepts Irish Republican Army (IRA): nationalist and militaristic group that supported Irish independence from England Irish Civil War: 1922 – 1923 war that pitted supporters of the Anglo-Irish Treaty with those who opposed the treaty Irish Free State: predecessor to the Republic of Ireland (1922 – 1949) Irish War for Independence: 1919 – 1921 conflict fought between Irish nationalists and the British Michael Collins: hero of the Easter Uprising and Irish War for Independence who was assassinated during the Irish Civil War for signing the Anglo-Irish Treaty The British Economy after World War I During World War I, the Atlantic Ocean had transformed into a theater of combat between British ships and German submarines. Millions of tons of British exported goods had been sunk. For an industrialized economy such as Britain’s, this loss was difficult to bear. In particular, the loss of exported, manufactured goods proved difficult for the British because of interwar competition from Japan and the United States. As a result, unemployment soared in Great Britain following World War I. By 1921, roughly four million people were receiving government aid. For the thousands of British soldiers returning home from the war, there were often too few jobs. Throughout the 1920s, the British economy fluctuated and proved unstable. In 1925, Winston Churchill reintroduced the gold standard to generate income from British exports. But the result was that Americans and other nations undersold the British abroad. British manufactured goods were overpriced and undersold, contributing widely to the wavering economy. Moreover, when the Great Depression struck the United States in 1929, it would amplify economic problems for the British. For no longer did foreign countries want to purchase what were, already overpriced, manufactured goods. As a result, Britain lost many of the export markets it relied on, the economy remained poor, and unemployment remained high. The "Roaring 20s" in Britain The only country to emerge prosperous immediately after World War I was the United States. In fact, by 1920, Britain experienced deep economic crises. Despite heavy American influence on both France and Britain in the 1920s, neither country “roared” with the financial success of the United States. For the British, the 1920s were a very difficult decade politically and economically. But just as the French and Americans experienced cultural revolutions in the 1920s, so too did the British. During World War I, women had filled the labor void caused by men leaving for war. After the war, British women called later for the right to vote, believing that they had demonstrated their equality with men. In 1918, Britain gave women the right to vote. On the heels of this achievement came the idea of the “new woman”: the flapper. Internationally renowned for her short hair, beaded necklaces, short dresses, and “morally loose” lifestyle, flapper women became pronounced throughout British society. Like the Americans and French, British men and women experienced more leisure time in the 1920s. Radio programs became widely popular. In the evenings, men and women also flocked to theaters, cafés, movie houses, and sporting events. But the love of life that permeated America and France in the 1920s never reached the same zenith in Britain. The Irish Question In Great Britain’s modern history, no question has proved so bitter and ill-fated as the question of Irish statehood. Part of the difficulty resided in Ireland itself. On the eve of World War I, six counties in the north of Ireland remained strongly pro-British and protestant. The remaining four-fifths of the country were strongly Catholic and supported Irish independence, and a breakaway from England—a country that had treated them as second-class citizens or even indentured servants. The Irish War for Independence In 1916, England was in the middle of fighting World War I against the Central Powers. But that did not dissuade the explosion of Irish discontent. The same year, a group of roughly 3,000 Irish patriots launched a rebellion against English rule. Known as the Easter Uprising, the nationalists captured key buildings in Dublin in April 1916. The British responded swiftly. Despite the fact they needed men to fight on the Western Front, the British sent 8,000 troops to Ireland to crush the Irish insurrectionists. At the end of the rebellion, fifteen Irish leaders were executed. The end-result was not what the British anticipated, however. Except for northeast Ireland, the Irish independence movement swept throughout the country. It would culminate in numerous bloody wars between the English and Irish during the 1920s. In 1919, Irish representatives were elected to the British parliament. With Irish nationalism growing, they refused to take their seats. Instead, the representatives formed their own Irish governing assembly in Dublin. Nationwide strikes and boycotts against British businesses, shops, and industries took place. The Irish War for Independence had begun. Within weeks, the Irish Republican Army was formed to fight the British, who were preparing to use force to suppress the Irish. For two years, war raged in Ireland. The Irish Republican Army fought for the independence of Ireland. The British forces, nicknamed the “Black and Tans” because of their mismatched uniforms, were largely a group of war veterans deployed to crush the Irish. Frustrated and war weary, the Black and Tans quickly became known for their poor discipline and willingness to carry-out war crimes against the Irish. These crimes included murder and torture of soldiers and civilians, as well as the burning of civilian homes. By the end of the war, both sides had adopted guerilla warfare, and the war had escalated dramatically, particularly in Dublin. After two years of brutal warfare, the Irish were running out of ammunition, while British resources appeared to be endless. In December 1921, the two sides signed a peace treaty. The following year, British forces withdrew from southern Ireland. In 1922, the Irish achieved their principal goal, and the Irish Free State was created. Originally a dominion of Great Britain, the Free State included 26 of the 32 counties of Ireland. (Northern Ireland—the remaining six counties—did not join the Free State and remained loyal to Great Britain.) The Irish Civil War Although the Irish Free State was created in 1922, many Irish people felt the conflict was far from over. The British has stopped short of recognizing the Irish Free State as entirely independent. It was a country independent from the United Kingdom, but still considered part of the British Empire. A fact which many Irish nationalists resented deeply. Moreover, the Anglo-Irish peace treaty had divided Ireland into two separate and distinct Irelands: the Irish Free State and Ulster (Northern Ireland)—the six counties in northeast Ireland that remained loyal to England and part of Great Britain. Across Ireland, people became divided over the treaty. Many sought an independent, united, and single Ireland with no attachments to Great Britain. Many others felt that they had achieved the best possible peace terms with the British. In 1922, the Irish Civil War erupted between those who supported the treaty, and those who did not. For eleven months, brutal warfare spread throughout Ireland, claiming between 1,500 and 2,000 lives. The most famous casualty of the civil war was none other than the hero in both the Easter Uprising, and the Irish War for Independence, Michael Collins. Anti-treaty forces assassinated Collins in County Cork, Ireland because of his role in approving the Anglo-Irish Treaty in 1921 The side that supported the Anglo-Irish Treaty of 1921 ultimately won the Irish Civil War. In 1931, the passage of the Statute of Westminster ensured that the Parliament of the United Kingdom relinquished nearly all of its remaining authority over the Free State of Ireland; this had the effect of granting the Free State internationally recognized sovereignty. In 1949, the Irish Free State achieved complete independence and was renamed the Republic of Ireland. As well as “the Republic of Ireland,” the state is also referred to as “Ireland,” “Éire,” “the Republic,” “Southern Ireland,” or “the South,” depending on who is making the reference and to whom. To this date, deep tension still exists between Northern Ireland, which remains largely protestant, and a part of the United Kingdom, and the largely Catholic country, the Republic of Ireland. This tension is conveyed through the many names used to reference this one nation. Attributions Images courtesy of Wikimedia Commons Ferguson, Wallace K. and Geoffrey Bruun. A Survey of European Civilization. 4th Ed. Houghton Mifflin Company, Boston: 1969. 816-826.	oercommons	2025-03-18T00:37:53.972860	Neil Greenwood	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87975/overview", "title": "Statewide Dual Credit World History, The Catastrophe of the Modern Era: 1919-Present CE, Chapter 13: Post WWI, France and Britain in 1920s", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/87936/overview	The Austro-Hungarian Empire Overview Austro-Hungary In the late 19th century, the Conservative emperor, Francis Joseph struggled to hold together his ancient Hapsburg dominions in the face of demands by the many ethnic groups within the empire for more Liberal government and for autonomy. The threat of the break-up of this empire resulted in an enduring alliance with neighboring Germany and was a factor in the outbreak of the First World War in 1914. Learing Objectives - Analyze politics and society in Austria-Hungary in the late 19th century. - Analyze and identify the role of the MAIN (Militarism, Alliances, Imperialism, and Nationalism) causes of World War I. Key Terms / Key Concepts Dual Monarchy: created by the union of Austria and Hungary in 1867 as equal states (Ausgleich); the Hapsburg emperor, Francis Joseph, was the emperor of Germany and king of Hungary League of the Three Emperors: an alliance between the three empires of Germany, Austro-Hungary, and Russia that was renewed every three years between 1873 and 1886 Treaty of San Stephano: peace treaty between Russia and the Ottoman Empires in 1877 that ended the Russo-Turkish War and won Bulgaria its independence from the Ottoman Empire Congress of Berlin: international conference called by the German Chancellor Otto von Bismarck in 1878 to address concerns about the stability of the Ottoman Empire after the Russo-Turkish War Bosnia-Herzegovina: a region in the Balkans in southeastern Europe inhabited by Orthodox Serbs, Roman Catholic Croats, and Muslim Bosnians; the former Ottoman province awarded to Austro-Hungary by The Congress of Berlin in 1878 Kulturkampf: a “cultural struggle” between German Protestants and Roman Catholics in the 1870s, primarily concerned with Roman Catholic Church’s control of public education in some German regions Balancing Austria and Hungary In 1866, the defeat of Austria at the hands of Prussia in the Austro-Prussian War led to a crisis in the Hapsburg Austrian Empire; this was due to the Austrian government fearing another outbreak of rebellion in Hungary, as happened in 1848, due to Austria’s weakened state. To deter such a rebellion, the Emperor Francis Joseph in 1867 issued a new Liberal constitution that created what became known as the Dual Monarchy and the Ausgleich (Balancing). Under this constitution Francis Joseph was both emperor of Austria and king of Hungary. Germans and Hungarians with property could each elect representatives to a legislature of their own, which could draft laws and impose taxes for the areas controlled respectively by Austria and Hungary. However, Francis Joseph alone controlled the military and foreign affairs for this new Austro-Hungarian Empire. In this empire, millions of inhabitants who were neither German nor Hungarian were denied the vote and the right to participate in government. Ethnic Tensions In this new Austro-Hungarian Empire, ethnic Germans and Hungarians with property could vote and elect representatives to sit in the German and Austrian legislatures due to the Ausgleich in 1867, but Slavic ethnic groups were all denied the right to vote; this included Czechs, Slovaks, Serbs, Croats, Poles, Slovenes, and Ruthenians (Ukrainians), as well as ethnic Romanians, Italians, and Bosnians. Moreover, all government business and public education was conducted in either German or Hungarian. Croats and Poles alone were allowed to conduct their public affairs at the local level in their native languages. This empire was also divided religiously. The Austrian Germans and Hungarians were predominantly Roman Catholic, but the empire's inhabitants included Protestants, Orthodox Christians, Muslims, and Jews. The leaders of the Austro-Hungarian Empire were desperate to keep this fragile empire together and maintain the superior status of the Austrians and Hungarians. Additionally, in the closing decades of the 19th century, Austro-Hungary hoped to strengthen its position in Europe by forging a strong alliance with the newly formed German Empire to west, with whom Austro-Hungary shared a common ethnic heritage. Foreign Affairs In his efforts to isolate France diplomatically and to deter a future war, the German Chancellor Otto von Bismarck sought to forge alliances with Austro-Hungary and Russia. Bismarck hoped that this league would restore the traditional alliance between the Austrian Hapsburg and Russian Romanov Dynasties that had been damaged by the Crimean War of 1853. In that conflict, Hapsburg Austria had failed to support its traditional ally during Russia’s war against the Ottoman Empire, France, and Great Britain out of fear that Russia’s encouragement of Slavic Orthodox Christians to rebel against Ottoman rule could inspire a rebellion of Slavic peoples under Hapsburg rule. In 1873, Bismarck successfully negotiated the League of the Three Emperors, which linked Germany, Austro-Hungary, and Russia in a military alliance. These three states all shared common values and concerns. All three emperors of these states were staunch Conservatives. Moreover, all three states had previously partitioned Poland in the late 18th century and were all concerned with suppressing Polish nationalism. However, this proved no easy task with the various tensions that had been brewing in the region. In 1815 the Sultan had granted the Ottoman province of Serbia self-government and autonomy after the Serbs had revolted against Ottoman rule. Under this 1815 agreement, the local Serb nobles or voivodes elected a prince (Knez) to govern the province as the vassal of the Sultan. In 1876, the prince of Serbia, Milan Obrenovich declared war on the Sultan for the following reason. The Ottoman Empire in 1876 had engaged its new and improved military in brutally crushing uprisings in Bulgaria and Bosnia by Orthodox Christian Bulgarians and Serbs, who were also inspired by nationalism to seek independence from Ottoman rule. It was in response to these revolts and the massacres by Ottoman troops that the Ottoman province of Serbia declared its independence from the Ottoman Empire and went to war against the Sultan. In this conflict, the superior Ottoman army quickly defeated Serb forces. The brutal suppression of these revolts in Bosnia, Bulgaria, and Serbia and the slaughter of Slavic, Orthodox Christians by Ottoman forces angered Russia, whose Tsar was also a Slav and the head of the Orthodox Church in the Russian Empire. In 1877 Russia declared war on the Ottoman Empire. The emancipation of the serfs in 1861 had enabled the Russian state to draft and train millions of former serfs into an immense army. Russian forces quickly defeated the outmanned Ottoman armies, and the Ottoman capital, Istanbul, was in peril of falling. Unfortunately for Bismarck, the Russo-Turkish War in 1877 strained relations between Russia and Austro-Hungary, because Austro-Hungary once again feared that Russian support for Slavic nations in the Balkans against the Ottoman Empire might stir up revolts by Slavic peoples in the Austro-Hungarian Empire. In 1878 the Ottoman Empire sued for peace, and the Russian government dictated the terms of the Treaty of San Stephano. Under the terms of this treaty, Romania and Serbia became independent nations instead of Ottoman vassal states, and Bulgaria became an autonomous principality within the Ottoman Empire, but under Russian occupation. The Russian victory over the Ottoman Empire resulted in an international crisis. Austro-Hungary feared that this Russian victory and independence for Slavic nations in the Balkans would inspire revolts by the Slavic populations within its own empire. Bismarck was worried that Germany would have to choose to support either Russia or Austro-Hungary in a conflict between these two empires, and the one not chosen consequently would ally with Germany's enemy, France. In 1878 Bismarck invited the European states to send delegates to Berlin, the capital of Germany, to resolve the problems that had arisen due to the Russo-Turkish War. In 1878 delegates from European nations convened at the Congress of Berlin, under the leadership of Bismarck, and negotiated an end to the current crisis. Under agreements reached at this congress, the Ottoman Empire ceded the island of Cyprus in the eastern Mediterranean to the United Kingdom, so that the United Kingdom could station a fleet on the island and, therefore, secure the routes that linked the United Kingdom to the Indian Ocean and India. To strengthen the Ottoman Empire after this devastating defeat and maintain regional stability, the congress shrank the size of the Bulgarian nation created by the Treaty of San Stephano. The congress returned to the Ottoman Empire, the southern section of Bulgaria, known as Eastern Rumelia. The Congress also installed a German prince, Alexander of Battenberg, as the new constitutional monarch of Bulgaria; he was related to both the British and Russian royal families. To balance the influence of Russia in the Balkans through their influence over Bulgaria, the congress permitted Austro-Hungary to occupy and administer the Ottoman province of Bosnia-Herzegovina in the Balkans, as a protectorate. The Congress of Berlin was effective in meeting the concerns of the European powers and Bismarck in particular. In 1879 the League of the Three Emperors was renewed for another three years, and France remained diplomatically isolated and without allies. In 1882, Bismarck convinced Italy to join Germany and Austro-Hungary in a Triple Alliance, which was directed against France. After the Russo-Turkish War, Bismarck decided to expand Germany's system of alliances to keep France in check, as he was now unsure about keeping both Austro-Hungary and Russia as German allies due to their hostility for one another. In 1879, Bismarck successfully negotiated an alliance between Germany and Austro-Hungary alone, known as the Dual Alliance. Since the German Austrians shared a common culture and Roman Catholic faith with Germans in southern Germany, the maintenance of this alliance was key to promoting unity within the German Empire, especially with the ongoing Kulturkampf within Germany. The German alliance with Austro-Hungary, therefore, took precedence over any alliance with Russia. As relations between Austro-Hungary and Russia further deteriorated in the 1880s, ultimately Germany had no choice but to side with Austro-Hungary over Russia, thereby opening a military alliance between France and Russia and an end to France's diplomatic isolation. By 1885, the Bulgarian government of Alexander of Battenberg had dismissed its Russian advisers and embarked on an independent course. In that year also, Bulgarian nationalists in Eastern Rumelia revolted against the Ottoman government, and in response, the Bulgarian government sent troops to the region and annexed it. This expansion of Bulgaria worried both Serbia and Greece, who feared that Bulgarian nationalists were seeking to recreate the Medieval Bulgarian Empire of the 9th century, which had dominated the Balkans. In 1885, the new king of Serbia, Milan Obrenovich, consequently, pushed Serbia into a war with Bulgaria to hold in check possible Bulgarian territorial expansion. Austro-Hungary, however, feared that a protracted war in the Balkans involving Serbia might inspire ethnic Serbs in Austro-Hungary to revolt in the hope of uniting with their fellow Serbs in Serbia. The Austro-Hungarian government, therefore, pressured both Serbia and Bulgaria to end the war through negotiations. Russia was incensed by the decrease of their influence in the Balkans and the increase in Austro-Hungary's standing. From the perspective of Russian nationalists, the Slavic Orthodox Christians in the Balkans were the natural allies of "Mother" Russia. In 1886, Russian agents kidnapped Alexander of Battenberg, transported him to Russia, and tortured him until he agreed to abdicate the throne. The Russian government hoped that this action would result in the creation of a new, pro-Russian government in Bulgaria. Almost all European governments, however, including Germany and Austro-Hungary, denounced the Russian state for taking this action. France, however, alone publicly supported Russia. France was by this point desperate to win an ally for a possible war against Germany. Within France, an influential national organization, the League of Patriots lobbied the French government to wage war of revenge on Germany and recover Alsace-Lorraine. In response to France's support for Russia in this crisis, Bismarck warned the German Reichstag—the German national legislature—that Germany might soon face war against both France and Russia. Historians, however, assert that Bismarck was exaggerating the threat of war at this point since he was trying to convince the German Reichstag to approve a massive ten-year spending plan for the German military. Once the German legislature approved Bismarck's military spending plan, Bismarck began downplaying the possibility of war. Bismarck always wanted to make sure that his fellow Prussian aristocrats—the Junkers—were placed in the German military as high-ranking officers, possessing power and influence. When the whole affair had blown over, the Russians were not even able to secure a pro-Russian government in Bulgaria. The Bulgarian legislature in 1887 offered the throne to another German prince, Ferdinand of Saxe-Coburg and Gotha, who was native to Austro-Hungary. In 1887, Bismarck negotiated the Re-insurance Treaty between Russia and Germany, which established a non-aggression pact between the two empires for three years; however, his reign over the matters would soon end. After the events of 1886, Bismarck knew that he could not renew the League of the Three Emperors due to the growing antagonism between Russia and Austria-Hungary. And he still wanted to avoid an alliance between France and Russia. In 1888 however, Bismarck's plan was derailed by the deaths of his friend, the German emperor William I, as well as that of William's son, Frederick III. This resulted in the accession of William II (r. 1888 – 1918) —William I’s grandson—as the new Kaiser (emperor). William II embraced popular racial theories in Germany at that time that maintained that Germans were a racially superior nation. William II didn't understand why Bismarck feared an alliance between racially inferior Frenchmen and Russians. When the Re-insurance treaty was up for renewal in 1890, William II dismissed Bismarck as Chancellor and refused to renew the non-aggression pact with Russia. When the Re-insurance treaty between Russia and Germany lapsed in 1890, France and Russia quickly reached an agreement to become allies in 1891. The stage was, thereby, set for the outbreak of World War I with the alliance between Germany and Austro-Hungary in central Europe—the “Central Powers” —and the opposing alliance between France and the Russian Empire, whose states flanked these Central Powers to the west and east. Russia’s ongoing support for their fellow Slavs in Serbia fueled fears in Austro-Hungary that Russia and Serbia together could stir up rebellion by Slavs within Austro-Hungary and destabilize this fragile empire. On June 28, 1914, Francis Ferdinand, the heir to the throne of Austro-Hungary, and his wife, Sophie, were assassinated by a Bosnian Serb, Gavrilo Princip, while visiting the Bosnian city of Sarajevo on a goodwill tour. This assassination would begin a chain of events that would result in the outbreak of World War I a month later. Gavrilo Princip was a member of a secret, nationalist organization, the Black Hand. that was committed to liberating the Serbs and other Slavic peoples from Austro-Hungarian rule. The government of Austro-Hungary correctly assumed that Serbia was secretly supporting the activities of the Black Hand. Consequently, the Austro-Hungarian government desired to wage war against Serbia to put a stop to its hopes for territorial expansion. Austro-Hungarian statesmen knew, however, that war against Serbia could also lead to war with Russia, a fellow Slavic and Orthodox Christian state. Austro-Hungary therefore received personal assurances from William II of Germany that Germany would stand with its ally, Austro-Hungary, if Russia declared war on Austro-Hungary. On July 23, The Austro-Hungarian government issued an ultimatum to Serbia, demanding that Serbia publicly condemn all efforts to instigate a rebellion among Bosnian Serbs and arrest and punish those involved in these efforts within Serbia. When Serbia refused to comply with this ultimatum, Austro-Hungary declared war on Serbia on July 28, 1914. After this declaration of war, Russia immediately began mobilizing its massive army. Germany then quickly on August 2 declared war on France and Russia. The fragility of the Austro-Hungary and the anxieties of its governments thus helped spark a world war. Attributions Title Image https://commons.wikimedia.org/wiki/File:Congress_of_Berlin,_13_July_1878,_by_Anton_von_Werner.jpg Anton von Werner, Public domain, via Wikimedia Commons	oercommons	2025-03-18T00:37:54.008526	Neil Greenwood	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87936/overview", "title": "Statewide Dual Credit World History, European Imperialism and Crises 1871-1919 CE, Chapter 10: Enlightenment and Colonization, The Austro-Hungarian Empire", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/91218/overview	Why it Matters Overview Teacher resources for Unit 10 can be found on the next page. Provided by: Lumen Learning. License: CC BY: Attribution Why It Matters: Product Marketing Resources for Unit 10: Product Marketing Slide Deck - Module 10: Product Marketing Discussion Assignments and Alignment: Product Strategy Marketing Plan Resources Rutherford County Chamber of Commerce Tennessee Small Business Development Center Pacing The Principles of Marketing textbook contains sixteen units—roughly one unit per week for a 16-week semester. If you need to modify the pace and cover the material more quickly, the following units work well together: - Unit 1: What Is Marketing? and Unit 2: Marketing Function. Both are lighter, introductory units. - Unit 15: Global Marketing and Unit 16: Marketing Plan. Unit 16 has more course review and synthesis information than new material per se. - Unit 5: Ethics can be combined with any unit. You can also move it around without losing anything. - Unit 8: Positioning and Unit 9: Branding. Companion modules that can be covered in a single week. - Unit 6: Marketing Information & Research and Unit 7: Consumer Behavior. Companion units that can be covered in a single week. We recommend NOT doubling up the following units, because they are long and especially challenging. Students will need more time for mastery and completion of assignments. - Unit 4: Marketing Strategy - Unit 10: Product Marketing - Unit 13: Promotion: Integrated Marketing Communication Did you have an idea for improving this content? We’d love your input. Learning Outcomes - Explain what a product is and the importance of products in the marketing mix - Discuss the product life cycle and its implications for marketing - Explain product portfolio management and how it relates to the organization’s marketing strategy and tactics - Define the process for creating new products - Identify the challenges associated with creating a successful new product Why make product marketing decisions based on product life cycle and product portfolio structure? Often when students begin to study marketing they expect to study promotion or perhaps only advertising, but product is the core of the marketing mix. Product defines what will be priced, promoted, and distributed. If you are able to create and deliver a product that provides exceptional value to your target customer, the rest of the marketing mix becomes easier to manage. A successful product makes every aspect of a marketer’s job easier—and more fun. Is it possible to offer a product that is so good it markets itself? Yes. When this is the case, marketers can employ something called viral marketing, which is a method of product promotion that relies on customers to market an idea, product, or service themselves by telling their friends. Generally, in order for viral marketing to work, the product must be so compelling that customers who use it can’t stop talking about it. Let’s look at an example of viral marketing and a successful new product that has changed transportation in cities around the world. How did the individuals who created the product at the beginning of its life cycle develop a winning product concept and take it to market? Technically speaking, Uber is a ride-sharing solution—an incredibly successful one. The company launched in June 2010, and today Uber drivers provide well over one million rides each day to passengers around the globe. The company’s self-reported annual revenue for 2018 was $11.3 billion.1 When a passenger needs a ride, he simply opens the Uber app on his phone. He can immediately see the locations of cars nearby and request a pickup. The passenger knows which driver is coming and can track the car’s location until it arrives. When the ride is over, the passenger’s credit card is automatically billed for the service. Bill Gurley, a seasoned investor who has put money in Uber, evaluates the company this way: “The product is so good, there is no one spending hundreds of thousands of dollars on marketing.”2 Industry experts who have analyzed Uber’s success agree again and again that Uber took on a problem that was real for many people—poor taxicab availability and abysmal service—and completely fixed it. Among the many problems Uber is tackling are: poor cab infrastructure in some cities, poor service, and fulfillment–including dirty cabs, poor customer experience, late cars, drivers unwilling to accept credit cards, and more. Uber set out to reimagine the entire experience to make it seamless and enjoyable across the board. They didn’t fix one aspect of the system (e.g. mobile payments for the existing taxi infrastructure); they tackled the whole experience from mobile hailing, seamless payments, better cars, to no tips and driver ratings. By avoiding the trap of smaller thinking, and iterating on one element of the taxi experience (say, by making credit card payments more accessible in the car) they were able to create a wow experience that has totally redefined what it means to use a car service, sparking an avalanche of word of mouth and press.3 Again, the product creates a “wow experience” that creates “an avalanche of word of mouth and press.” That is the power of the product in the marketing mix. - https://www.cnbc.com/2019/02/15/uber-2018-financial-results.html - http://techcrunch.com/2013/04/29/benchmarks-bill-gurley-uber-is-growing-faster-than-ebay-did/ - https://growthhackers.com/growth-studies/uber Licenses and Attributions CC licensed content, Original - Why It Matters: Product Marketing. Provided by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Image: Uber on a phone. Authored by: Sandeepnewstyle. Provided by: Wikimedia Commons. Located at: https://commons.wikimedia.org/wiki/File:%E0%B4%AF%E0%B4%BE%E0%B4%A4%E0%B5%8D%E0%B4%B0_%E0%B4%A4%E0%B5%81%E0%B4%9F%E0%B4%99%E0%B5%8D%E0%B4%99%E0%B5%81%E0%B4%B5%E0%B4%BE%E0%B4%A8%E0%B5%8D%E2%80%8D_%E0%B4%A4%E0%B4%BF%E0%B4%B0%E0%B4%9E%E0%B5%8D%E0%B4%9E%E0%B5%86%E0%B4%9F%E0%B5%81%E0%B4%95%E0%B5%8D%E0%B4%95%E0%B5%81%E0%B4%A8%E0%B5%8D%E0%B4%A8%E0%B5%81_..jpg. License: CC BY-SA: Attribution-ShareAlike	oercommons	2025-03-18T00:37:54.042815	03/22/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91218/overview", "title": "Statewide Dual Credit Principles of Marketing, Product Marketing, Why it Matters", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/91227/overview	Pricing Impact on Value of Products or Services Overview Provided by: Lumen Learning. License: CC BY: Attribution Outcome: Pricing Impact on Value of Products or Services What you’ll learn to do: discuss how price affects the value of an organization’s products or services Price determines how much revenue a company is going to earn. It determines whether the business is covering the costs to create and deliver its products. Price drives the financial health of the business. In our initial discussion of pricing, we’ll start with the perspective of the customer. If the customer doesn’t see value in the product offering—and that includes pricing—company objectives won’t be met. Customer perceptions of value must be the central consideration in the pricing process. The specific things you’ll learn in this section include: - Describe the customer view of value and pricing - Discuss psychological factors in pricing Learning Activities - Reading: Demonstrating Customer Value - Reading: The Psychology of Pricing - Video: Value in Branded Eyewear Licenses and Attributions CC licensed content, Original - Provided by: Lumen Learning. License: CC BY: Attribution Reading: Demonstrating Customer Value Introduction Rent the Runway is a company that lets customers borrow expensive designer dresses for a short time at a low price—to wear on a special occasion, e.g.— and then send them back. A customer can rent a Theia gown that retails for $995 for four days for the price of $150. Or, she can rent a gown from Laundry by Shelli Segal that retails for $325 for the price of $100. The company offers a 20 percent discount to first-time buyers and offers a “free second size” option to ensure that customers get the right fit. Do the customers get a bargain when they are able to wear a designer dress for a special occasion at 15 percent of the retail price? Does the retail price matter to customers in determining value, or are they only considering the style and price they will pay for the rental? What does value really mean in the pricing equation? The Customer’s View of Price Whether a customer is the ultimate user of the finished product or a business that purchases components of the finished product, the customer seeks to satisfy a need through the purchase of a particular product. The customer uses several criteria to decide how much she is willing to spend in order to satisfy that need. Her preference is to pay as little as possible. In order to increase value, the business can either increase the perceived benefits or reduce the perceived costs. Both are important aspects of price. If you buy a Louis Vuitton bag for $600, in return for this high price you perceive that you are getting a beautifully designed, well-made bag that will last for decades—in other words, the value is high enough for you that it can offset the cost. On the other hand, when you buy a parking pass to park in a campus lot, you are buying the convenience of a parking place close to your classes. Both of these purchases provide value at some cost. The perceived benefits are directly related to the price-value equation; some of the possible benefits are status, convenience, the deal, brand, quality, choice, and so forth. Some of these benefits tend to go hand in hand. For instance, a Mercedes Benz E750 is a very high-status brand name, and buyers expect superb quality to be part of the value equation (which makes it worth the $100,000 price tag). In other cases, there are tradeoffs between benefits. Someone living in an isolated mountain community might prefer to pay a lot more for groceries at a local store than drive sixty miles to the nearest Safeway. That person is willing to sacrifice the benefit of choice for the benefit of greater convenience. When we talk about increasing perceived benefits, we refer to this as increasing the “value added.” Identifying and increasing the value-added elements of a product are an important marketing strategy. In our initial example, Rent the Runway is providing dresses for special occasions. The price for the dress is reduced because the customer must give it back, but there are many value-added elements that keep the price relatively high, such as the broad selection of current styles and the option of trying a second size at no additional cost. In a very competitive marketplace, the value-added elements become increasingly important, as marketers use them to differentiate the product from other similar offerings. Perceived costs include the actual dollar amount printed on the product, plus a host of additional factors. If you learn that a gas station is selling gas for 25 cents less per gallon than your local station, will you automatically buy from the lower-priced gas station? That depends. You will consider a range of other issues. How far do you have to drive to get there? Is it an easy drive or a drive through traffic? Are there long lines that will increase the time it takes to fill your tank? Is the low-cost fuel the grade or brand that you prefer? Inconvenience, poor service, and limited choice are all possible perceived costs. Other common perceived costs are the risk of making a mistake, related costs, lost opportunity, and unexpected consequences, to name but a few. Viewing price from the customer’s point of view pays off in many ways. Most notably, it helps define value–the most important basis for creating a competitive advantage. Licenses and Attributions CC licensed content, Original - Revision and adaptation. Provided by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Chapter 9: Pricing the Product, from Introducing Marketing. Authored by: John Burnett. Located at: http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf. License: CC BY: Attribution - Bibhu Mohapatra: NY Fashion Week. Authored by: j-No. Located at: https://www.flickr.com/photos/j-no/6167576401/. License: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives Reading: The Psychology of Pricing You will notice that when we discussed the value equation in the previous reading, we referred to perceived benefits and perceived costs, rather than absolute/actual benefits and costs. Every customer perceives benefits and costs differently, and many of these perceptions aren’t even conscious. There are very few buying decisions in which a customer meticulously lists and weighs the benefits and costs in order to determine value. More often than not, the buying process involves snap judgments and decisions, and psychological factors likely come into play. Despite tremendous advances in brain research, the factors involved in perception and decision making are still not well understood. We do know that perception is highly individual and complex. If you, as a marketer, are trying to understand how consumers perceive something abstract like the “value” or “benefit” of a product, it’s important to know that there is certainly a psychological dimension to that perception, but there isn’t a scientific formula that can give you all the answers or accurately predict whether someone will buy. Still, you can avail yourself of the interesting work that has been done in this field and be aware of some of the factors that might affect buying decisions. Studies of Psychology in Pricing Most of our understanding about the psychology of pricing comes from research studies that explore buyer behavior. The Case for the Number Nine Many studies show that customers are more likely to buy products whose price points end in the number nine. That is, they prefer products that cost $99 over identical items priced at $100. Somehow the brain perceives greater value from a small price change that ends in nine. A study in the journal Quantitative Marketing and Economics validates the benefit of using nines in pricing—with a few important qualifiers, noted below. The study compared purchases of women’s clothing discounted to $35 and the same clothing discounted to $39. The study found that 24 percent more consumers purchased when the clothing was priced at $39, even though the price was higher. The study found that if a product has been available at a different price for a long time, then changing the price to end in nine will have a smaller effect than if it’s a new product that starts out with a price that ends in nine. It also found that if a product is marked “on sale,” the nine will have a small impact. The researchers conclude that the nine has more power in situations where the buyer has limited information. If there is enough information for the customer to suspect that the nine is being used to manipulate the sales decisions, the customer is less likely to buy.1 Providing Pricing Options Anchoring is a cognitive bias that describes the common human tendency to rely too heavily on the first piece of information offered (the “anchor”) when making decisions. During decision making, anchoring occurs when individuals use an initial piece of information to make subsequent judgments. Once an anchor is set, other judgments are made by adjusting away from that anchor, and there is a bias toward interpreting other information around the anchor.2 In the presentation of pricing, anchoring has a powerful impact on buyer behavior. In negotiated pricing, the first price offered becomes the anchor. For example, the initial price offered for a used car sets the standard for the rest of the negotiations, so that prices lower than the initial price seem more reasonable even if they are still higher than what the car is really worth. On company Web sites, on restaurant menus, and in the layout of retail stores, anchoring is used to adjust perceptions of price. The prominent presentation of a higher-priced item lifts the buyer’s price expectations in a way that makes other items seem more reasonable, even if their prices are also high. Inviting Price Comparisons Are there limitations on the impact of anchoring? Another study examined the impact of providing price comparisons on buying behavior. First, researchers listed popular music CDs on the auction site eBay flanked by CDs of the same title with different prices. In one auction, CDs with an opening bid of $1.99 were positioned next to CDs of the same title with a starting bid of 99 cents. In a second auction, those with a starting bid of $1.99 were positioned next to CDs with a starting bid of $6.99. In an auction, the buyer sets the top price, but the cheaper CDs positioned next to the $6.99 CDs sold at much higher prices than the same CDs presented next to those with an initial bid price of 99 cents. Researcher Itamar Simonson explains, “We didn’t tell people to make a comparison; they did it on their own, and when people make these kinds of comparisons on their own, they are very influential.” Next, the research team ran the same auctions but in this case explicitly told the auction participants to compare the $1.99 price to the price of the other CDs presented. This explicit instruction to compare prices adversely impacted buyer behavior in a number of ways. The price of the adjacent CDs ceased to have a statistically significant impact, buyers waited longer to make the first bid, submitted fewer bids, and were much less likely to participate in multiple auctions simultaneously. Simonson explains, “The mere fact that we had asked them to make a comparison caused them to fear that they were being tricked in some way.”3 So while pricing comparisons can be a value presentation strategy, they are not without risk. As you can see, pricing has a profound impact on buyer behavior, not only in determining what the buyer can afford, but in the deeper perceptions of value and the marketing exchange process. - Anderson, Eric T., Simester, Duncan I. (2003), Effects of $9 Price Endings on Retail Sales: Evidence from Field Experiments. Quantitative Marketing and Economics, Volume 1, (Issue 1), pp 93–110. - Anchoring bias in decision-making, Science Daily, retrieved September 29, 2015 - LaPlante, Alice. “Asking Consumers to Compare May Have Unintended Results.” Stanford Graduate School of Business, July 1, 2005. http://www.gsb.stanford.edu/insights/asking-consumers-compare-may-have-unintended-results. Licenses and Attributions CC licensed content, Original - Psychology of Pricing. Provided by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Volunteer Dutyu2014Psychological Testing. Authored by: Tim Sheerman-Chase. Located at: https://www.flickr.com/photos/tim_uk/8135755109/. License: CC BY: Attribution - Nineru20149/9/09. Authored by: Malia. Located at: https://www.flickr.com/photos/malia111/3905163055/. License: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives Video: Value in Branded Eyewear Many consumers pay a premium price for branded eyewear. How does the brand name influence the price and value? The following video shows the mechanics behind these brands and considers the impact on price. You can view the transcript for “Expensive Glasses” (opens in new window). Licenses and Attributions CC licensed content, Original - Value in Branded Eyewear. Provided by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Expensive Glasses. Provided by: BBC. Located at: https://youtu.be/XvDCqn7MrvM. License: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives	oercommons	2025-03-18T00:37:54.076738	03/22/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91227/overview", "title": "Statewide Dual Credit Principles of Marketing, Pricing Strategies, Pricing Impact on Value of Products or Services", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/91199/overview	Factors Influencing Consumer Decisions Overview Provided by: Lumen Learning. License: CC BY: Attribution Outcome: Factors Influencing Consumer Decisions The consumer decision process helps you understand the steps people go through when they are deciding whether and what to buy. Many different factors can influence the outcomes of purchasing decisions. Some of these factors are specific to the buying situation: what exactly you are buying and for what occasion. Other factors are specific to each person: an individual’s background, preferences, personality, motivations, and economic status. Because no two people are exactly alike, it is difficult to predict how the tangled web of influencing factors will ultimately shape a final purchasing decision. For marketers, an understanding of these factors provides a more complete view into the mind of the customer. As you learn more about what influences decisions for your particular target segment, product category, brand, and competitive set, you can use these influencing factors to your advantage. What you say to customers, the words you use, the people who say them, the images they evoke—all of these things can link back to that web of influencing factors at work in a purchaser’s mind. Great marketing uses those connections powerfully and effectively to win the minds and hearts of customers. The specific things you’ll learn in this section include: - Describe situational factors that influence what and when consumers buy: - Buying situation - Market offerings - Describe personal factors that influence what and when consumers buy: - Demographics (age, economic status, etc.) - Life stage - Lifestyle - Describe psychological factors that influence what and when consumers buy: - Motivation and Maslow’s hierarchy of needs as it pertains to marketing - Perception, learning, belief - Describe social factors that influence what and when consumers buy - Culture, subculture, social class, family, reference groups - Culture and marketing in different countries Learning Activities The learning activities for this section include the following: - Reading: Situational Factors - Reading: Personal Factors - Reading: Psychological Factors - Video: Consumer Attitudes and Heinz Baked Beans - Reading: Social Factors Licenses and Attributions CC licensed content, Original - Outcome: Factors Influencing Consumer Decisions. Provided by: Lumen Learning. License: CC BY: Attribution Reading: Influences on Consumer Decisions What, Exactly, Influences a Purchasing Decision? While the decision-making process itself appears quite standardized, no two people make a decision in exactly the same way. People have many beliefs and behavioral tendencies—some controllable, some beyond our control. How all these factors interact with each other ensures that each of us is unique in our consumer actions and choices. Although it isn’t feasible for marketers to react to the complex, individual profiles of every single consumer, it is possible to identify factors that tend to influence most consumers in predictable ways. The factors that influence the consumer problem-solving process are many and complex. For example, as groups, men and women express very different needs and behaviors regarding personal-care products. Families with young children tend to make different dining-out choices than single and married people with no children. A consumer with a lot of prior purchasing experience in a product category might approach the decision differently from someone with no experience. As marketers gain a better understanding of these influencing factors, they can draw more accurate conclusions about consumer behavior. We can group these influencing factors into four sets, illustrated in the figure below: - Situational Factors pertain to the consumer’s level of involvement in a buying task and the market offerings that are available - Personal Factors are individual characteristics and traits such as age, life stage, economic situation, and personality - Psychological Factors relate to the consumer’s motivation, learning, socialization, attitudes, and beliefs - Social Factors pertain to the influence of culture, social class, family, and reference groups Each of these factors will be discussed in greater detail in the next four readings. Licenses and Attributions CC licensed content, Original - Revision and Adaptation. Authored by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Chapter 4: Understanding Buyer Behavior, from Introducing Marketing. Authored by: John Burnett. Provided by: Global Text. Located at: http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf. License: CC BY: Attribution Reading: Situational Factors Buying Task The buying task refers to the consumer’s approach to solving a particular problem and how much effort it requires. The level of consumer involvement is an important part of the buying task: whether the buyer faces a high-involvement decision with lots of associated risk and ego involved, versus a low-involvement decision with little risk or ego on the line. Product or brand familiarity is another, related dimension of the buying task. When a consumer has purchased a similar product many times in the past, the decision making is likely to be simple, regardless of whether it is a high- or low-involvement decision. Suppose a consumer initially bought a product after much care and involvement, was satisfied, and continued to buy the product. For the buyer, this is still a high-involvement decision, but now it’s simpler to make. The customer’s careful consideration of a product and the subsequent satisfaction have produced brand loyalty, which resulted from involvement in the product decision. Once a customer is brand loyal, a simple decision-making process is all that is required for subsequent purchases. The consumer now buys the product through habit, which means making a decision without additional information or needing to evaluate alternatives. Selling to and satisfying brand-loyal customers can be a great position for marketers, although it’s important not to rest on one’s laurels and take them for granted. New competitors are always looking for ways to break existing brand-loyal habits and lure the consumer into an enticing new product experience. Market Offerings The available market offerings are another relevant set of situational influences on consumer problem solving. The more extensive the product and brand choices available to the consumer, the more complex the purchase decision process is likely to be. And the more limited the market offerings are, the simpler the purchase decision process is likely to be. For example, if you already have purchased or are considering purchasing a smartphone, you know that there are multiple brands to choose from—Samsung Galaxy, Apple iPhone, Sony, LG, HTC One, and Nokia, to name several. Each manufacturer sells several models that differ in various features–design, screen size, memory, speed, camera quality, and so on. What criteria are important to you? Is purchasing a smartphone an easy decision? If a consumer has a need that can be met by only one product or one outlet in the relevant market, the decision is relatively simple: Either buy the product or let the need go unmet. This is not ideal from the customer’s point of view, but it does happen. For example, suppose you are a student on a campus in a small town many miles from another marketplace. Your campus and town have only one bookstore. You need a textbook for class tomorrow; only one particular book will do, and only that bookstore carries it. Amazon and other online retailers have the book at a lower price, but they can’t get the book to you overnight, so you’re stuck. In this case the limitation on alternative market offerings has a clear influence on your purchase behavior. As you saw in the smartphone example, when the extent of market offerings increases, the complexity of the problem-solving process and the consumers’ need for information also increase. A wider selection of market offerings is better from the customers’ perspective, because it allows them to tailor their purchases to their specific needs. However, lots of choices may also confuse and frustrate the consumer, such that less-than-optimal choices are made. Marketers can find opportunities in either scenario—a crowded competitive set and a complex decision for the consumer, or a narrow competitive set with limited choices and a simpler decision for the consumer. In a crowded field, the marketer’s challenge is to make compelling offerings and useful information prominent in the consumer’s processes for gathering information and evaluating alternatives. In a narrow field with limited choices, effective marketing can help the consumer feel good about the choice they had to make. A good experience with the product during and after purchase is a recipe for brand loyalty. Licenses and Attributions CC licensed content, Original - Revision and adaptation. Provided by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Chapter 4: Understanding Buyer Behavior, from Introducing Marketing. Authored by: John Burnett. Located at: http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf. License: CC BY: Attribution - GALAXY S (I9000). Authored by: Cheon Fong Liew. Located at: https://www.flickr.com/photos/liewcf/4764970338/. License: CC BY-SA: Attribution-ShareAlike Reading: Personal Factors In addition to situational factors, there are also individual traits and characteristics that can shape purchasing decisions. These include things like demographics, life stage, lifestyle, and personality. Demographics Demographics are an important set of factors that marketers should not overlook when trying to understand and respond to consumers. Demographics include variables such as age, gender, income level, educational attainment, and marital status. Each of these can have a strong influence on consumer behavior. Historically, marketers have made much of generational differences—focusing on the best ways of reaching different cohorts such as Baby Boomers, Generation Xers, Millennials, and so on. Many of the distinctions between these groups are related to the groups’ ages and related needs at any given point. For example, as Baby Boomers head into their retirement years, marketers target them with messages about prescription drugs and other health care products, insurance, home and financial security—all issues of growing concern for people as they age. Generational differences can also be factors in the ways people use media and where they go for information to inform their consumer choices. A 2013 study found that Millennial moms (birth years 1981–1997) were online “followers” of 22.5 brands, on average, while Generation X moms (birth years 1965–1980) followed just 13.7 brands online.1 Understanding differences like these can be essential to developing the right marketing mix whenever age is an identifying factor in market segmentation. Gender is also a defining characteristic for many consumers, as is the marketing that targets them. You have only to watch TV ads during an NFL game and the TV ads during the women-oriented talk show The View to see how the different needs and wants of men and women are translated into marketing messages and imagery. DeBeers Limited, which has commanded an 80 percent share of the market for diamonds used in engagement rings, employs a consumer demographic profile in the development of its promotional programs. Their primary target market for engagement rings is single women and single men between the ages of 18 and 24. The company combined this profile with some additional lifestyle-related factors to develop a successful promotional program. The demographic marker of economic status is another strong influencer in consumer decisions. Not surprisingly, people in different income brackets tend to buy different types of products, shop in very different ways, and look for different qualities. Many designer clothing shops, for example, aim their marketing at higher-income shoppers. Meanwhile, a retail chain like Wal-Mart sticks closely to its “lowest prices” positioning in order to maintain its appeal for middle- and lower-income shoppers. Life Stage Linked to demographics is the concept of life stage: consumer behavior is tied to the significant life events and circumstances people are experiencing at any given moment. Moving out of your parents’ home, going to college, getting married, buying a house, starting a family, sending children to college, retiring: all of these are life events that shape consumer attitudes, behaviors, and decisions. Life stage has a big enough impact on consumer decisions that many marketing organizations develop proprietary segmentation schema to help them better understand this dimension of the consumer experience and better target products and services to individual needs. A representative example is the set of lifestyle segments developed by the consumer data company Experian. Experian’s life stage segments include Independent Youth, Young Families, Maturing Couples & Families, Elderly Singles, and six other segments it uses to encompass the entire U.S. adult population. American consumers experience life-stage marketing when offers relevant to their life events appear in their in-boxes, mailboxes, and even in the checkout line. Producers and sellers of baby products like Procter & Gamble, Johnson & Johnson, and Target send a barrage of product samples, coupons, and other promotions to expecting and new parents. Families of young children are invited to sign their kids up for LEGO’s free quarterly magazine and become part of their VIP promotions and offers program. Financial services companies target new college students and their parents with credit card offers and banking plans. Home Depot, Lowe’s, and even the U.S. Postal Service send promotional welcome packets to new homeowners, hoping to win their business as they settle into a new residence. Lifestyle One of the newer and increasingly important set of factors that’s being used to understand consumer behavior is lifestyle. In this context, “lifestyle” refers to the potential customer’s pattern or being or living in the world combined with his or her psychographics (a set of attitudes, opinions, aspirations, and interests). The variables determining lifestyle are wide-ranging: - Activities and interests (e.g., hunter; fitness enthusiast; fashionista; foodie; lawyer; musician; pet lover; farmer; traveler; reader; homebody; crafter, etc.) - Opinions about oneself and the world (e.g., politically conservative; feminist; activist; entrepreneur; independent thinker; do-gooder; early adopter; technophobe; populist; explorer, etc.) Lifestyle variables reveal what consumers care about, how they spend their time, what they’re likely to spend money on, and how they view themselves. Inevitably these individual characteristics impact consumer decisions—and brand preference in particular. The criteria that determine lifestyle are often things consumers feel passionately about. When a consumer identifies your brand as consistent with his interests, attitudes and self-identity, it paves the way for building a long and loyal customer relationship. It is the multifaceted aspect of lifestyle research that makes it so useful in consumer analysis. A prominent lifestyle researcher, Joseph T. Plummer, summarizes the concept as follows: . . . lifestyle patterns combines the virtues of demographics with the richness and dimensionality of psychological characteristics . . . Lifestyle is used to segment the marketplace because it provides the broad, everyday view of consumers lifestyle segmentation and can generate identifiable whole persons rather than isolated fragments. Marketers are often attracted to lifestyle as a segmentation schema because it helps reveal a deeper, more vivid picture of consumers and what makes them tick. As marketers try to create strong emotional connections between the brands they promote and the consumers they serve, they are selling more than product features. They are selling a sensibility, an attitude, a set of values they hope will resonate strongly with the target segments they want to reach. Oprah Winfrey and Martha Stewart are interesting comparative examples of extremely successful marketing that uses a lifestyle orientation to attract and keep devoted consumers. Both brand empires are built around strong, successful, self-made women, and they both target women consumers. Oprah Winfrey’s brand is architected to appeal to women who are socially conscious seekers, readers, idealists, self-helpers, working women, striving for balance and self-fulfillment. Martha Stewart’s brand, on the other hand, is carefully curated to appeal to women with a passion for fine food, design, beautiful surroundings, cultural experiences, arts and crafts, and the creative act of doing it yourself. The strong lifestyle-oriented identity of each brand makes it relatively easy for individual consumers to recognize which one is most consistent with their own identity and values. Personality Personality is used to summarize all the traits of a person that make him or her unique. No two people have the same personalities, but several attempts have been made to classify people with similar traits. Perhaps the best-known personality types are those proposed by Carl Jung, which are variations on the work of Jung’s teacher, Sigmund Freud. His personality categories are introvert and extrovert. The introvert is described as defensive, inner-directed, and withdrawn from others. The extrovert is outgoing, other-directed, and assertive. Over the years, several other more elaborate classifications have also been devised. Personality traits may also include characteristics linked to the ways people view themselves and calibrate their behavior in the world: for example, sincerity, self-confidence, empathy, self-reliance, adaptability, and aggression. Various personality types are likely to respond in different ways to different market offerings. For example, an extrovert may enjoy the shopping experience and rely more on personal observation to secure information. In this case, in-store promotion becomes an important communication tool. Knowing the basic personality traits of target customers can be useful information for the manager in designing the marketing mix. Marketers have found personality to be difficult to apply in many cases, primarily because it is not easy to measure personality traits. Personality tests are usually long and complex; many were developed to identify people with problems that needed medical attention. Translating these tools into useful marketing data is no small feat, and marketers have turned to lifestyle analysis instead. Where personality does come into play more prominently is in the notion of brand personality. Brand managers strive to cultivate strong, distinctive, recognizable personalities for the brands they promote. The personality gives dimension to the brand, opening the door for consumers to connect with the brand emotionally and identify its personality as consistent with their own values and self-identity. In this case there is a blurry line between the use of lifestyle and personality to understand and appeal to target customers. If you run down a list of super-brands, though, it is easy to recognize the power of brand personality at work: Apple, Coca-Cola, Walt Disney, Star Wars, Google, and Nike, to name a few. - Holland, Stephanie. “Marketing to Women Quick Facts.” She-Conomy, 15 Sept. 2016, http://she-conomy.com/report/marketing-to-women-quick-facts. Licenses and Attributions CC licensed content, Original - Revision and Adaptation. Provided by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Chapter 4: Understanding Buyer Behavior, from Introducing Marketing. Authored by: John Burnett. Provided by: Global Text. Located at: http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf. License: CC BY: Attribution - Diamond Ring. Authored by: Jeffrey Beall. Located at: https://www.flickr.com/photos/denverjeffrey/8476801743/. License: CC BY-SA: Attribution-ShareAlike - Too Much Lego. Authored by: Michael Anthony Dziedzic. Located at: https://www.flickr.com/photos/129866963@N06/24149788356/. License: CC BY-ND: Attribution-NoDerivatives - Martha Stewart's Cakes. Authored by: Sylvia Chan. Located at: https://www.flickr.com/photos/abakedcreation/10122941096/. License: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives Reading: Psychological Factors Consumer Decisions and the Workings of the Psyche When we talk about psychological factors that influence consumer decisions, we are referring to the workings of the mind or psyche: motivation, learning and socialization, attitudes and beliefs. Motivation A motive is the inner drive or pressure to take action to satisfy a need. A highly motivated person is a very goal-oriented individual. Whether goals are positive or negative, some individuals tend to have a high level of goal orientation, while others tend to have a lower level of goal orientation. People may display different levels of motivation in different aspects of their lives. For example, a high school junior may be flunking trigonometry (low motivation) while achieving champion performance levels at the video game Guitar Hero (high motivation). In order for any consumer purchasing decision to happen, the need must be aroused to a high enough level that it serves as a motive. At any given time, a person has a variety of needs that are not of sufficient urgency to generate the motivation to act, while there are others for which he is highly motivated to act. The forces that create a sense of urgency and motivation may be internal (people get hungry), environmental (you see an ad for a Big Mac), or psychological (thinking about food makes you hungry). For motivation to be useful in marketing practice, it is helpful for marketing managers to understand how motivation plays into a specific purchasing situation—what triggers consumers to set goals, take action, and solve their need-based problems. Motivation starts with an unmet need, as does all consumer problem solving. One of the best-known theories about individual motivation is the work of A. H. Maslow, known as the hierarchy of needs. Maslow developed a model that lays out five different levels of human needs. These needs relate to one another other in a “need hierarchy,” with basic survival-oriented needs at the lower levels of the hierarchy, building up to higher emotional needs associated with love, self-esteem, and self-fulfillment. This hierarchy is shown in the figure below: Physiological needs are at the first level of Maslow’s hierarchy: hunger, thirst, and other basic drives. All living beings, regardless of their level of maturity, possess physiological needs. Physiological needs are omnipresent and recur throughout nature. Safety and security are second in Maslow’s hierarchy. Safety and security needs imply a continued fulfillment of physiological needs, as well as the absence of the threat of physical harm. Safety and security encompass both physical and financial security, because financial security is linked to a person’s ability to have her physiological needs met. Health and physical well-being and protection from accidents are also associated with this level of need. This is considered an extension of the more basic needs. Love and belonging are third in Maslow’s hierarchy of needs. Love encompasses the needs for belonging, friendship, human intimacy, and family. They involve a person’s interaction with others and the need to feel accepted by social groups, large or small. Self-esteem is the fourth level. Self-esteem includes the need to feel good about oneself, to be respected and valued by others, and to have a positive self-image. Self-actualization is the fifth and highest level in Maslow’s needs hierarchy. Also described as “self-fulfillment,” this is the need humans feel to reach their full potential and to accomplish all that they can with their talents and abilities. Different people may express this need in very different ways: for one person, self-actualization might involve musical or artistic pursuits, for another, it’s parenting, and for a third the focus might be athletics. At different points in their lives, individuals may express this need through different pursuits. In his work, Maslow asserts that these five levels of needs operate on an unconscious level. In other words, people may not even be aware that they are concentrating on one particular level of need or an assortment of needs. Maslow’s theory suggests that lower levels of need must be met before an individual can focus on higher-level needs. At the same time, a person may experience several different needs simultaneously. How an individual is motivated to act depends on the importance of each need. When we think about Maslow’s needs hierarchy in the context of marketing and segmentation, we might use the hierarchy to help identify a common level of needs for a given segment. Effective and powerful marketing may operate at any level of Maslow’s hierarchy. Consider the following examples: - In-N-Out Burger’s freeway billboards featuring a giant, 3-D cheeseburger (physiological needs) - Procter & Gamble’s “Thank You Mom” ad campaign featuring dedicated parents of Olympic athletes and their loving relationships (love & belonging) - The U.S. Army’s famous “Be All You Can Be” slogan and advertising campaigns encouraging young adults to join the army (self-actualization), shown in the following video. Learning and Socialization In the context of consumer behavior, learning is defined as changes in behavior that result from previous experiences. Learning is an ongoing process that is dynamic, adaptive, and subject to change. Learning does not include behavior associated with instinctive responses or temporary states of an individual, such as hunger, fatigue, or sleep. Learning is an experience and practice that actually brings about changes in behavior. For example, in order to learn to play tennis, you might learn about the rules of the game and the skills tennis players need. You would practice the skills and participate in tennis games to gain experience. Learning can also take place without actually participating in the physical experience. You can learn about something conceptually, too. In other words, you could learn to play tennis by observing experts and reading about it without actually doing it. This is called nonexperiential learning. Consumer decisions can be influenced by both experiential and nonexperiential learning. Take an example of buying wine. Suppose you are at a winery and you are considering buying a bottle of zinfandel, which you have never tried before. If you taste the wine and discover you don’t care for the strong, spicy flavor, you have learned experientially that you don’t like zinfandel. On the other hand, you could ask the tasting-room host about the flavor of zinfandel, and she might say that it resembles strong ginger ale, in which case you might decide not to buy the wine because you don’t like ginger ale. In this second case, you have learned about the product nonexperientially. Marketing relies heavily on nonexperiential learning, using tactics like customer testimonials, case studies, and blogger reviews to teach new customers through the experiences and opinions of others. Consumers themselves seek out resources for nonexperiential learning when they read book and product reviews on Amazon, film reviews on Rotten Tomatoes, and restaurant reviews on Yelp. Another characteristic of learning is that the changes may be immediate or anticipated. In other words, learning may be taking place even if there is no evidence of it. We can store our learning until it’s needed, and we do this often with purchasing decisions. For example, a person might read up on product reviews for the latest set of tablet computers even though she doesn’t expect to buy one soon. Eventually she may be in the market, and at that point she can put her learning to use. Reinforcement is the process of having your learning validated through rewards or punishments, which confirm that what you learned was correct. Over time, reinforcement can shape strong patterns of behavior. Suppose a consumer’s first car purchase is a Subaru. He loves the car and finds it to be safe, reliable, energy efficient, and a great value for the money. Each positive experience with his car rewards him and reinforces what he has learned about Subarus: they are great cars. When he decides to replace the car, positive reinforcement will almost certainly lead him to consider a Subaru again. Reinforcement can work in positive or negative ways, with consumers experiencing rewards or punishments that influence their decisions. Socialization is the process by which people develop knowledge and skills that make them more or less able members of their society. Socialized behaviors are learned and modified throughout a person’s lifetime. This social learning approach stresses “socialization agents” (i.e., other people), who transmit cognitive and behavioral patterns to the learner. These people can be anyone: a parent, friend, celebrity spokesperson, teacher, role model, etc. In the case of socialization in consumer behavior, this takes place in the course of the person’s interaction with other people in various social settings. Socialization agents may include any person, organization, or information source that comes into contact with the consumer. Consumers acquire this information from other individuals through the processes of modeling, reinforcement, and social interaction. Modeling involves imitation of the agent’s behavior. For example, a teenager may acquire a brand-name preference for Adidas from friends and teammates. Marketers can take advantage of this idea by employing product spokespeople who have strong credibility with their target consumers, as in the case of NBA star LeBron James for Nike. As noted above, reinforcement involves either a reward or a punishment mechanism used by the agent. When a colleague compliments a coworker on her outfit, it conveys a rewarding message about the type of clothing to wear to work. Marketers may use reinforcement by providing good product performance, excellent post-purchase services, or some similar rewarding experience. Social interaction may include a combination of modeling and reinforcement in a variety of social settings. These variables can influence learning by having an impact on the relationship between the consumer and other people. Attitudes and Beliefs Attitudes and beliefs represent another psychological factor that influences consumer behavior. A belief is a conviction a person holds about something, such as “dark chocolate is bitter,” or “dark chocolate is delicious,” or “dark chocolate is good for baking.” An attitude is a consistent view of something that encompasses the belief as well as an emotional feeling and a related behavior. For example, an attitude toward dark chocolate may be expressed as a belief (“dark chocolate is delicious”), a feeling (“dark chocolate makes me happy”), and a behavior (“I eat dark chocolate every afternoon as a pick-me-up”). People have beliefs and attitudes about all sorts of things: food, family, politics, places, holidays, religion, brands, and so on. Beliefs and attitudes may be positive, negative, or neutral, and they may be based on opinion or fact. It is important for marketers to understand how beliefs and attitudes affect consumer behavior and decision making. If an incorrect or detrimental belief exists among the general population or a target audience, marketing efforts may be needed to change people’s minds. For example, in 1993, rumors erupted and spread widely about a syringe allegedly being found inside a can of Diet Pepsi. The entire incident turned out to be a hoax, but PepsiCo responded not only with strong immediate public statements but also with videos and a public relations campaign to quell the rumors and reassure consumers that Pepsi products are safe. Beliefs and attitudes do not always translate into behaviors: in some situations customers may choose to do something despite their personal views. Suppose a consumer likes pizza but doesn’t like Pizza Hut. In a social setting where everyone else wants to go to Pizza Hut for dinner, this person might go along with the group rather than dining alone or skipping dinner. When consumer attitudes present a major stumbling block, marketers have two choices: either they can change consumers’ attitudes to conform with their product, or they can change the product to match attitudes. Often it is easier to change the product than to change consumers’ attitudes. Attitudes can be very difficult to change, chiefly because they are intertwined with a pattern of beliefs, emotions, and behaviors. Changing the attitude requires changing the whole pattern. As a rule, it is easier for marketing to align with existing attitudes rather than trying to alter them. However, marketers may look for opportunities to reshape or create new attitudes in moments when consumers may be more open-minded, as with a product redesign or a new product introduction. Licenses and Attributions CC licensed content, Original - Revision and adaptation. Provided by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Chapter 4: Understanding Buyer Behavior, from Introducing Marketing. Authored by: John Burnett. Provided by: Global Text. Located at: http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf. License: CC BY: Attribution - Wine Tasting. Provided by: Pixabay. Located at: https://pixabay.com/en/wine-drink-wine-glass-red-wine-335672/. License: CC0: No Rights Reserved - Couch Potatoes. Authored by: mitch huang. Located at: https://www.flickr.com/photos/mitch98000/3498386012/. License: CC BY: Attribution All rights reserved content - Be All That You Can Be In The Army commercial 1982. Authored by: Kevin Noonan. Located at: https://youtu.be/VlPEg9LCKgo. License: All Rights Reserved. License Terms: Standard YouTube license Video: Consumer Attitudes Putting Consumer Attitudes and Beliefs to the Test Just how powerful are consumer attitudes and beliefs? Are they so powerful that they can fool consumers during a taste test? Watch the following video to see the power of consumer attitudes in action as the narrator dives into the psychology behind brand loyalty, including a taste test with Coca-Cola and Pepsi to see whether people’s brand-loyal attitudes can overrule the reality of what they are tasting. Licenses and Attributions CC licensed content, Original - Putting Consumer Attitudes and Beliefs to the Test. Authored by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Why Are We Loyal to Certain Brands?. Provided by: SciShow Psych. Located at: https://www.youtube.com/watch?v=9iqo8N7clEE. License: All Rights Reserved. License Terms: Standard YouTube License Reading: Social Factors People Influencing People Social factors represent another important set of influences on consumer behavior. Specifically, these are the effects of people and groups influencing one another through culture and subculture, social class, reference groups, and family. Culture A person’s culture is represented by a large group of people with a similar heritage. Culture exerts a strong influence on a person’s needs and wants because it is through culture that we learn how to live, what to value, and how to conduct ourselves in society. The American culture, which is a subset of the Western (European) culture, will be the primary focus of this discussion, although other societies in other parts of the world have their own cultures with accompanying traditions and values. Traditional American culture values include freedom, hard work, achievement, security, self-reliance, community involvement, and the like. Marketing strategies targeted to people with a common cultural heritage might demonstrate how a product or service reinforces these traditional values. There are three components of culture that members of that culture share: beliefs, values, and customs. As discussed in the prior section, a belief is a proposition that reflects a person’s particular knowledge or opinion of something. Values are general statements that guide behavior and influence beliefs. The function of a value system is to help people choose between alternatives in everyday life and prioritize choices that are most important to them personally. Customs are traditional, culturally approved ways of behaving in specific situations. For example, in the United States, Thanksgiving is a holiday celebrated on the fourth Thursday in November with the custom of feasting with family and offering thanks for the things we appreciate in life. Taking your mother to dinner and giving her gifts for Mother’s Day is an American custom that Hallmark and other card companies support enthusiastically. Understanding customs is hugely important for marketing to consumers, because many customs represent occasions for spending money, and culture dictates the appropriate things to buy in order to honor the custom. The power of culture is evident when you think about the tens of millions of Americans who buy Valentine’s Day flowers in February, chocolate Easter eggs in April, Independence Day fireworks in July, Halloween candy in October, and all kinds of food and gifts throughout the holiday season. It is worth noting that for marketers anywhere in the world, it is essential to develop a strong understanding of the local culture and its accompanying beliefs, values, and customs. Culture is how people make sense of their society, its institutions, and social order. Culture frames how and what people communicate, how they express what is proper and improper, what is desirable and detestable. Without an understanding of culture, marketers are not really even speaking the right language to the consumers they want to target. Even if the words, grammar, and pronunciation are correct, the meaning will be off. An expensive example of a massive cultural blunder was Wal-Mart’s short-lived foray into Germany. In 2006, the retailer pulled out of Germany after opening eighty-five stores in six years. The company expected success in Germany using the formula that works well in the U.S.: streamlined supply chain, low-priced products sold in big stores with wide selection and long operating hours. What Wal-Mart didn’t account for was the strong cultural preference in Germany for several things that directly oppose the Wal-Mart model. Germans prefer small and medium-sized retailers grounded in local communities. They have a cultural suspicion of low prices, which create concern about quality. German law includes significant restrictions on retail establishments’ operating hours and many labor protections, and these laws are viewed, in part, as important in protecting the German quality of life. Due in large part to these cultural disconnects, Wal-Mart was unable to sustain successful operations.1 Subculture Subcultures are cohesive groups that exist within a larger culture. Subcultures develop around communities that share common values, beliefs, and experiences. They may be based on a variety of different unifying factors. For example, subcultures exist around the following: - Geography: Southerners, Texans, Californians, New Englanders, midwesterners, etc. - Ethnicity: Latinos, Asian Americans, African Americans, etc. - Religion: Catholics, Jews, Mormons, Baptists, Muslims, etc. - Nationality: Italians, Koreans, Hungarians, Japanese, Ethiopians, etc. - Occupation: military, technology worker, state department, clergy, educator, etc. Subcultures can represent huge opportunities for marketers to make a significant impact within a population that may feel underserved by companies operating in the mainstream market. Individuals with strong subcultural identity are likely to welcome organizations that seem to understand them, speak their subcultural language, and satisfy their subculture-specific needs. In the United States, many organizations and marketing activities focus on major ethnicity-based subcultures such as Latinos, Asian Americans, and African Americans. Each subculture has distinct experiences living and working within the broader U.S. culture, and it has shared customs and values that shape their consumer needs and preferences. As each of these subcultures grows in size and buying power, they become a distinct market for companies to woo. A noted example of effective marketing to a subculture is Ford Motor Company’s approach to serving the African American community. Ford invests in advertising campaigns that specifically target the black community and celebrate its diversity. Ford supports a number of scholarship and community-building programs at historically black colleges and universities (HBCUs). Through public relations activities, Ford maintains a presence at significant events, such as the Essence Festival and the BET Awards.2 The following video shows how a shopping mall managed to save itself by catering and marketing to the Latino subculture. You can view the transcript for the video “Demise of the Mall and Reinvention” (opens in new window). Social Class Some manifestation of social class is present in virtually every society. It’s determined by a combination of factors including family background, wealth, income, education, occupation, power, and prestige. Like culture, it affects consumer behavior by shaping individuals’ perceptions of their needs and wants. People in the same social class tend to have similar attitudes, live in similar neighborhoods, attend the same schools, have similar tastes in fashion, and shop at the same types of stores. In some nations, the social class system is quite rigid, and people are strongly encouraged to stay within their own class for friendships, marriage, career, and other life decisions. In other countries, such as the United States, social class is more permeable, and people can move between classes more easily based on their circumstances, behaviors, and life choices. Social class mobility is an important value in mainstream American culture and is part of our collective belief system about what makes the nation great. In the U.S., the most common social classification system is illustrated in the figure below. Social Class in the United States Upper Class makes up 1% of the population. Characteristics of the upper class include Heirs, celebrities, top corporate executives $500,000+ income Elite education is common Upper Middle Class makes up 15% of the population. Characteristics of the upper middle class include Managers, professionals $100,000+ income Highly educated, college and graduate degrees are likely Lower Middle Class makes up 32% of the population. Characteristics of the lower middle class include Skilled contractors, craftspeople, artisans, semi-professionals, autonomy in work environment is common $35,000 to $75,000 income Some college, training, secondary education is likely Working class makes up 32% of the population. Characteristics of the working class include Clerical, blue- and pink-collar workers, job security is often a problem. $16,000 to $30,000 income High School Education Lower Class makes up 20% of the population. Characteristics of the lower class include Poorly paid positions and/or reliance on government assistance Some high school education Source: Thompson, W. & Hickey, J. (2005). Society in Focus. Boston, MA: Pearson, Allyn & Bacon. For marketers, social class may be a useful factor to consider in segmentation and targeting. It provides helpful context about how consumers view themselves and their peer groups, their expectations, life experiences, income levels, and the kinds of challenges they face. For example, if a marketer wishes to target efforts toward the upper classes, they should realize that, first, this is a very small proportion of the population, and second, the market offering must be designed to meet their high expectations in terms of quality, service, and atmosphere. Having enough money is a persistent concern for people in the lower, working, and lower middle classes, so price sensitivity and value for the money are important for products targeting these groups. Reference Groups Consumer behavior can be influenced by the groups a person comes into contact with, through friendship, face-to-face interaction, and even indirect contact. Marketers often call these reference groups. A reference group may be either a formal or informal group. Examples include churches, clubs, schools, online social networks, play groups, professional groups, and even a group of friends and acquaintances. Individuals may be influenced by the groups of which they are members. They may also be influenced by aspirational groups–a reference group a person hopes to belong to one day, such as young boys hoping to grow up and become Major League Soccer (MLS) players. Reference groups are characterized by having individuals who are opinion leaders for the group. Opinion leaders are people who influence others. They are not necessarily higher-income or better educated, but others may view them as having greater expertise, broader experience, or deeper knowledge of a topic. For example, a local high school teacher may be an opinion leader for parents in selecting colleges for their children. In a group of girlfriends, one or two may be the opinion leaders others look to for fashion guidance. These people set the trend and others conform to the expressed behavior. If a marketer can identify the opinion leaders for a group in the target market, then she can direct efforts towards attracting these people. The reference group can influence an individual in several ways: - Role expectations: Reference groups prescribe a role or way of behaving based on the situation and one’s position in that situation. For example, as a student, you are expected to behave in a certain basic way under certain conditions when interacting with a reference group at school. - Conformity: Conformity the way we modify out behavior in order to fit in with group norms. Norms are “normal” behavioral expectations that are considered appropriate within the group. To illustrate, in a school lecture setting, you might conform to the group norm of raising your hand to make a comment or question, rather than shouting out to the teacher. - Group communications through opinion leaders: As consumers, we are constantly seeking out the advice of knowledgeable friends or acquaintances who can provide information, give advice, or even make the decision for us. In some product categories, there are professional opinion leaders who are easy to identify, such as auto mechanics, beauticians, stock brokers, or physicians. In a school setting, an opinion leader might be a favorite teacher who does a good job explaining the material, a popular administrator who communicates well with students and parents, or a well-liked fellow student who is willing to assist when peers ask for help–or all of these individuals. - Word-of-mouth influence: Consumers are influenced by the things they hear other people say. This is “word-of-mouth” communication. It happens every time you ask someone for a recommendation or an opinion about a product or service, and every time someone volunteers an opinion. Do you know a good dentist? Where should we go for lunch? Have you heard that new song from . . . ? Not surprisingly, research consistently shows that word-of-mouth information from people they know is more credible than advertising and marketing messages. Word-of-mouth influence in the school reference group example might include students discussing which Spanish instructor is better, or where to shop for a dress to wear to the homecoming dance. Reference groups and opinion leaders are essential concepts in digital marketing, where consumers tap into a variety of social networks and online communities. Marketers need to understand which reference groups influence their target segments and who the opinion leaders within these groups are. Those leaders may be bloggers, individuals with many followers who post frequently on various social media, and even people who write lots of online reviews. Then marketing activity can focus on winning over the opinion leaders. If you manage to get the opinion leaders in your segment to “like” your product, “follow” your brand, tweet about your news and publish favorable reviews or comments on their blogs, your work with online reference groups is going well. (You’ll recall from the module on ethics that this was the strategy Microsoft adopted—and misgauged—when it attempted to influence opinion leaders with its gifts of free laptops loaded with its latest operating system.) Family One of the most important reference groups for an individual is the family. A consumer’s family has a major impact on attitude and behavior, and families themselves are critically important in society as consumer units. Many consumer decisions are made by family members on behalf of the family, so understanding the family consumer decision-making dynamics around your product is essential. Depending on the product or service under consideration, different family members may be in the role of primary decision maker or influencer. In some cases, the husband is dominant, in others the wife or children, and still other cases, families make joint decisions. Traditionally the wife has made the primary decisions around store choice and brands for food and household items, although this has evolved somewhat as more women participate in the workforce. A joint decision is typical for purchases involving a larger sum of money, such as a refrigerator or a vehicle. Teenagers may exercise a lot of influence over their own clothing purchases. Children may heavily influence food and entertainment choices. Of course, decision dynamics within any individual family can vary, but marketers need to understand the general tendencies around family decision making for the product or service in question. - https://journalofinternationalmanagement.wordpress.com/2011/05/16/walmarts-downfall-in-germany-a-case-study/ - http://www.foxbusiness.com/industries/2015/10/12/why-procter-gamble-mcdonalds-ford-are-chasing-black-consumer/, http://targetmarketnews.com/storyid06071201.htm Licenses and Attributions CC licensed content, Original - Revision and Adaptation. Authored by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Chapter 4: Understanding Buyer Behavior, from Introducing Marketing. Authored by: John Burnett. Provided by: Global Text. Located at: http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf. License: CC BY: Attribution - Untitled. Provided by: Pexels. Located at: https://www.pexels.com/photo/purple-petaled-glower-besode-pen-2072162/. License: CC0: No Rights Reserved - Jeff Phillips SK8 Party. Authored by: Scott Lumley. Located at: https://www.flickr.com/photos/scottlumley/10692510614/. License: CC BY: Attribution - Shopping Family. Authored by: Tim Riley. Located at: https://www.flickr.com/photos/timriley/403254675/. License: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives - Alma de Mexico dancers at Latino Fest today in Lorain. Authored by: Rona Proudfoot. Located at: https://www.flickr.com/photos/ronnie44052/3938931572/. License: CC BY-SA: Attribution-ShareAlike - Demise of the Mall and Reinvention. Provided by: BBC. Located at: https://youtu.be/F_pHmmVov34. License: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives	oercommons	2025-03-18T00:37:54.133285	03/22/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91199/overview", "title": "Statewide Dual Credit Principles of Marketing, Consumer Behavior, Factors Influencing Consumer Decisions", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/91234/overview	Using Channels of Distribution Overview Provided by: Lumen Learning. License: CC BY: Attribution Outcome: Using Channels of Distribution What you’ll learn to do: explain what channels of distribution are and why organizations use them Monster Energy drink is a dominant player in the growing market for drinks enhanced with stimulants to give consumers extra energy. Monster promises to deliver “a big, bad buzz.” The company sponsors the X Games and a broad range of high-adrenaline sports. The company boasts that it puts all its marketing dollars into supporting the scenes that energy-drink buyers love. In 2014, the company found itself closing in on Red Bull, the market leader that launched the original energy drink in 1997.1 In deciding how to best capture the top position in the market, Monster forged an important strategic partnership with Coca-Cola. The press release that announced this partnership stressed the benefit to Monster of Coca-Cola’s global distribution network—the most powerful distribution network in the global beverage industry: The Coca-Cola Company and Monster Beverage Corporation announced today that they have entered into definitive agreements for a long-term strategic partnership that is expected to accelerate growth for both companies in the fast-growing, global energy-drink category. The new, innovative partnership leverages the respective strengths of the Coca-Cola Company and Monster to create compelling value for both companies and their share owners. Importantly, the partnership strategically aligns both companies for the long-term by combining the strength of the Coca-Cola Company’s worldwide bottling system with Monster’s dedicated focus and expertise as a leading energy player globally.2 The terms of the agreement also included Coca-Cola transferring all of its energy drinks to Monster, and Monster transferring all of its non-energy beverages to Coca-Cola, with Coca-Cola purchasing 16.7 percent of Monster Beverage Corporation. Between June 2014 and December 2015, Monster Beverage Company’s stock price rose by 115 percent. The company has clearly benefited from access to Coca-Cola’s distribution infrastructure, and will continue to do so. However, it still lags behind Red Bull, which has the largest market share. This example illustrates the power of distribution channels, which we’ve been calling “place” in the four Ps. Up next, you’ll learn what these are and why companies use them. Learning Activities - Reading: Define Channels of Distribution - Reading: Distribution Objectives - Reading: Channel Structures - Reading: The Role of Intermediaries - Reading: Marketing Channels vs. Supply Chains - Simulation: Distribution - Mitchell, Dan. “Monster, Red Bull, Rockstar Ranked.” Time. Time, May 11, 2015. https://time.com/3854658/these-are-the-top-5-energy-drinks/. - The Coca-Cola Company. “The Coca-Cola Company and Monster Beverage Corporation Enter into Long-Term Strategic Partnership.” The Coca-Cola Company, August 14, 2014. https://web.archive.org/web/20181221193452/https://www.coca-colacompany.com/press-center/press-releases/the-coca-cola-company-and-monster-beverage-corporation-enter-into-long-term-strategic-partnership. Licenses and Attributions CC licensed content, Original - Outcome: Using Channels of Distribution. Provided by: Lumen Learning. License: CC BY: Attribution Reading: Define Channels of Distribution Evolution of Channels of Distribution As consumers, we take for granted that when we go to a supermarket the shelves will be filled with the products we want; when we are thirsty there will be a Coke machine or bar around the corner, and we count on being able to get online and find any product available for purchase and quick delivery. Of course, if we give it some thought, we realize that this magic is not a given and that hundreds of thousands of people plan, organize, and labor long hours to make this convenience available. It has not always been this way, and it is still not this way in many other parts of the world. Looking back over time, the channel structure in primitive culture was virtually nonexistent. The family or tribal group was almost entirely self-sufficient. The group was composed of individuals who were both communal producers and consumers of whatever goods and services could be made available. As economies evolved, people began to specialize in some aspect of economic activity. They engaged in farming, hunting, or fishing, or some other basic craft. Eventually this specialized skill produced excess products, which they exchanged or traded for needed goods that had been produced by others. This exchange process or barter marked the beginning of formal channels of distribution. These early channels involved a series of exchanges between two parties who were producers of one product and consumers of the other. With the growth of specialization, particularly industrial specialization, and with improvements in methods of transportation and communication, channels of distribution have become longer and more complex. Thus, corn grown in Illinois may be processed into corn chips in West Texas, which are then distributed throughout the United States. Or, turkeys raised in Virginia are sent to New York so that they can be shipped to supermarkets in Virginia. Channels do not always make sense. The channel mechanism also operates for service products. In the case of medical care, the channel mechanism may consist of a local physician, specialists, hospitals, ambulances, laboratories, insurance companies, physical therapists, home care professionals, and so on. All of these individuals are interdependent and could not operate successfully without the cooperation and capabilities of all the others. Based on this relationship, we define a channel of distribution, also called a marketing channel, as sets of interdependent organizations involved in the process of making a product or service available for use or consumption, as well as providing a payment mechanism for the provider. This definition implies several important characteristics of the channel. First, the channel consists of organizations, some under the control of the producer and some outside the producer’s control. Yet all must be recognized, selected, and integrated into an efficient channel arrangement. Second, the channel management process is continuous and requires continuous monitoring and reappraisal. The channel operates twenty-four hours a day and exists in an environment where change is the norm. Finally, channels should have certain distribution objectives guiding their activities. The structure and management of the marketing channel is thus, in part, a function of a firm’s distribution objective. It’s also a part of the marketing objectives, especially the need to make an acceptable profit. Channels usually represent the largest costs in marketing a product. Channel Flows One traditional framework that has been used to express the channel mechanism is the concept of flow. These flows reflect the many linkages that tie channel members and other agencies together in the distribution of goods and services. From the perspective of the channel manager, there are five important flows. - Product flow: the movement of the physical product from the manufacturer through all the parties who take physical possession of the product until it reaches the ultimate consumer - Negotiation flow: the institutions that are associated with the actual exchange processes - Ownership flow: the movement of title through the channel - Information flow: the individuals who participate in the flow of information either up or down the channel - Promotion flow: the flow of persuasive communication in the form of advertising, personal selling, sales promotion, and public relations Monster Channel Flow The figure below maps the channel flows for the Monster Energy drink (and many other energy drink brands). Why is Monster’s relationship with Coca-Cola so valuable? Every single flow passes through bottlers and distributors in order to arrive in supermarkets where the product will be available to consumers. Coca-Cola explains the importance of the bottlers in the distribution network: While many view our Company as simply “Coca-Cola,” our system operates through multiple local channels. Our Company manufactures and sells concentrates, beverage bases and syrups to bottling operations, owns the brands and is responsible for consumer brand marketing initiatives. Our bottling partners manufacture, package, merchandise and distribute the final branded beverages to our customers and vending partners, who then sell our products to consumers. All bottling partners work closely with customers — grocery stores, restaurants, street vendors, convenience stores, movie theaters and amusement parks, among many others — to execute localized strategies developed in partnership with our Company. Customers then sell our products to consumers at a rate of more than 1.9 billion servings a day.1 Revisiting the channel flows we find that the bottlers and distributors play a role in each flow. Examples of the flows are listed below. Remember, while the consumer is the individual who eventually consumes the drink, the supermarkets, restaurants, and other outlets are Coca-Cola’s customers. - Product flow: the bottlers receive and process the bases and syrups - Negotiation flow: the bottlers buy concentrate, sell product and collect revenue from customers - Ownership flow: distributors acquire the title of the syrups and own the product until it’s sold to supermarkets - Information flow: bottlers communicate product options to customers and communicate demand and needs to Coca-Cola - Promotion flow: bottlers communicate benefits and provide promotional materials to customers Licenses and Attributions CC licensed content, Original - Monster Channel Flows. Provided by: Lumen Learning. License: CC BY: Attribution - Revision and adaptation. Provided by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Chapter 10, Chanel Concepts, Distributing the Product, from Introducing Marketing. Authored by: John Burnett. Provided by: Global Text. Located at: http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf. License: CC BY: Attribution - Channels of Grace. Authored by: Liam Moloney. Located at: https://www.flickr.com/photos/tir_na_nog/5244765107/. License: CC BY: Attribution - Monster Energy. Authored by: Mike Mozart. Located at: https://www.flickr.com/photos/jeepersmedia/13100200773/. License: CC BY: Attribution Reading: Distribution Objectives Introduction The distribution strategy supports company-level objectives, as well as marketing objectives. Typically, distribution approaches support company-level objectives related to growth, as in the example of Monster Energy, or profitability, since distribution can improve company efficiencies. Think about your perspective as a buyer. When you need food, you most likely shop at a grocery store. You could purchase bread from a bakery, milk and eggs from a dairy, fruit and vegetables directly from a farm, but most people don’t. They appreciate the convenience of purchasing many different types of items from a single store. We call this contact efficiency, because the buyer is able to make contact with many different product types in a more efficient way. Distribution channels provide efficiencies in a number of areas: product form, time, place, and exchange. Remember the example of the Coca-Cola bottlers: The bottlers purchase a concentrate that is condensed and easy to distribute all around the world. Once the concentrate is mixed with carbonated water and bottled or canned, it’s larger and heavier—and more difficult to distribute. For that reason, this process happens in the local markets, where final distribution to customers is easier. The bottlers provide efficiency in product form. Likewise, grocery retailers provide efficiency in time and place by offering many different products in a single shopping experience. Similarly, the groceries are purchased in a single cash or credit card transaction, even though they are coming from many different producers. These efficiencies benefit both consumers and businesses. Early in this course we looked at the success of the Chobani yogurt company, which has grown through a national and now global distribution network. An effective distribution network enables the company to get its product in front of consumers far from its headquarters in Norwich, New York, and it means that a consumer in Norwalk, California, can buy Chobani’s greek yogurt in a local supermarket without ever thinking about the time and effort it required to get it there. The primary purpose of any channel of distribution is to efficiently bridge the gap between the producer of a product and the user of it, whether the parties are located in the same community or in different countries thousands of miles apart. Channel Partners That Support Objectives The channel is composed of different institutions that facilitate the transaction and the physical exchange. Institutions in channels fall into one of the following three categories: - The producer of the product: a craftsman, manufacturer, farmer, or other producer - The user of the product: an individual, household, business buyer, institution, or government - Middlemen at the wholesale and/or retail level Not all channel members perform the same function. Channel partners perform the following three important functions: - Transactional functions: buying, selling, and risk assumption - Logistical functions: assembly, storage, sorting, and transportation - Facilitating functions: post-purchase service and maintenance, financing, information dissemination, and channel coordination or leadership These functions are necessary for the effective flow of product and title to the customer and payment back to the producer. Certain characteristics are implied in every channel. First, although you can eliminate or substitute channel institutions, the functions performed by these institutions cannot be eliminated. Typically, if a wholesaler or a retailer is removed from the channel, the function they perform will either be shifted forward to a retailer or to the consumer, or shifted backward to a wholesaler or to the manufacturer. For example, a producer of custom hunting knives might decide to sell through direct mail instead of retail outlets. The producer absorbs the sorting, storage, and risk functions; the post office absorbs the transportation function; and the consumer assumes more risk in not being able to touch or try the product before purchase. Second, all channel institution members are part of many channel transactions at any given point. As a result, the complexity may be quite overwhelming. Consider for the moment how many different products you purchase in a single year and the vast number of channel mechanisms you use. Third, the fact that you are able to complete all these transactions to your satisfaction, as well as to the satisfaction of the other channel members, is due to the routinization benefits provided through the channel. Routinization means that the right products are most always found in the places where the consumer expects to find them, comparisons are possible, prices are marked, and methods of payment are available. Routinization aids the producer as well as the consumer, in that the producer knows what to make, when to make it, and how many units to make. Fourth, there are instances when the best channel arrangement is direct—from the producer to the ultimate user. This is particularly true when the producer feels he can perform the tasks best or when no competent middlemen are available. It may be important for the producer to maintain direct contact with customers so that quick and accurate adjustments can be made. Direct-to-user channels are common in B2B settings where personal sales are a more common tactic. Indirect channels are more typical and prevalent, though, because producers are not able to perform the tasks provided by middlemen as efficiently or with as broad of a reach. Licenses and Attributions CC licensed content, Original - Revision and Adaptation. Provided by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Chapter 10, Channel Concepts, Distributing the Product, from Introducing Marketing. Authored by: John Burnett. Provided by: Global Text. Located at: http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf. License: CC BY: Attribution - Shopping Cart. Authored by: uacescomm. Located at: https://www.flickr.com/photos/uacescomm/21133249788/. License: CC0: No Rights Reserved Reading: Channel Structures While channels can be very complex, there is a common set of channel structures that can be identified in most transactions. Each channel structure includes different organizations. Generally, the organizations that collectively support the distribution channel are referred to as channel partners. The direct channel is the simplest channel. In this case, the producer sells directly to the consumer. The most straightforward examples are producers who sell in small quantities. If you visit a farmer’s market, you can purchase goods directly from the farmer or craftsman. There are also examples of very large corporations who use the direct channel effectively, especially for B2B transactions. Services may also be sold through direct channels, and the same principle applies: an individual buys a service directly from the provider who delivers the service. Examples of the direct channel include: - Etsy.com online marketplace - Farmer’s markets - Oracle’s personal sales team that sells software systems to businesses - A bake sale Retailers are companies in the channel that focuses on selling directly to consumers. You are likely to participate in the retail channel almost every day. The retail channel is different from the direct channel in that the retailer doesn’t produce the product. The retailer markets and sells the goods on behalf of the producer. For consumers, retailers provide tremendous contact efficiency by creating one location where many products can be purchased. Retailers may sell products in a store, online, in a kiosk, or on your doorstep. The emphasis is not the specific location but on selling directly to the consumer. Examples of retailers include: - Walmart discount stores - Amazon online store - Nordstrom department store - Dairy Queen restaurant From a consumer’s perspective, the wholesale channel looks very similar to the retail channel, but it also involves a wholesaler. A wholesaler is primarily engaged in buying and usually storing and physically handling goods in large quantities, which are then resold (usually in smaller quantities) to retailers or to industrial or business users. The vast majority of goods produced in an advanced economy have wholesaling involved in their distribution. Wholesale channels also include manufacturers who operate sales offices to perform wholesale functions, and retailers who operate warehouses or otherwise engage in wholesale activities. Examples of wholesalers include: - Christmas-tree wholesalers who buy from growers and sell to retail outlets - Restaurant food suppliers - Clothing wholesalers who sell to retailers The agent or broker channel includes one additional intermediary. Agents and brokers are different from wholesalers in that they do not take title to the merchandise. In other words, they do not own the merchandise because they neither buy nor sell. Instead, brokers bring buyers and sellers together and negotiate the terms of the transaction: agents represent either the buyer or seller, usually on a permanent basis; brokers bring parties together on a temporary basis. Think about a real-estate agent. They do not buy your home and sell it to someone else; they market and arrange the sale of the home. Agents and brokers match up buyers and sellers, or add expertise to create a more efficient channel. Examples of brokers include: - An insurance broker, who sells insurance products from many companies to businesses and individuals - A literary agent, who represents writers and their written works to publishers, theatrical producers, and film producers - An export broker, who negotiates and manages transportation requirements, shipping, and customs clearance on behalf of a purchaser or producer It’s important to note that the larger and more complex the flow of materials from the initial design through purchase, the more likely it is that multiple channel partners may be involved, because each channel partner will bring unique expertise that increases the efficiency of the process. If an intermediary is not adding value, they will likely be removed over time, because the cost of managing and coordinating with each intermediary is significant. Licenses and Attributions CC licensed content, Original - Revision and adaptation. Provided by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Chapter 10, Channel Concepts: Distributing the Product, from Introducing Marketing. Authored by: John Burnett. Provided by: Global Text. Located at: http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf. License: CC BY: Attribution - Portland Farmer's Market. Provided by: Oregon Department of Agriculture. Located at: https://www.flickr.com/photos/oragriculture/8080735396/. License: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives Reading: The Role of Intermediaries Introduction While the retail channel is most familiar to students, wholesalers play an important role as intermediaries. Intermediaries act as a link in the distribution process, but the roles they fill are broader than simply connecting the different channel partners. Wholesalers, often called “merchant wholesalers,” help move goods between producers and retailers. For example, McLane Company Inc. is among the largest wholesalers in the United States. The breadth of its operations is described on the company Web site: McLane Foodservice and wholly owned subsidiary, Meadowbrook Meat Company, Inc., operates 80 distribution centers across the U.S. and one of the nation’s largest private fleets. The company buys, sells, and delivers more than 50,000 different consumer products to nearly 90,000 locations across the U.S. In addition, McLane provides alcoholic beverage distribution through its wholly owned subsidiary, Empire Distributors, Inc. McLane is a wholly owned unit of Berkshire Hathaway Inc. and employs more than 20,000 teammates.1 Let’s look at each of the functions that a merchant wholesaler fulfills. Purchasing Wholesalers purchase very large quantities of goods directly from producers or from other wholesalers. By purchasing large quantities or volumes, wholesalers are able to secure significantly lower prices. Imagine a situation in which a farmer grows a very large crop of potatoes. If he sells all of the potatoes to a single wholesaler, he will negotiate one price and make one sale. Because this is an efficient process that allows him to focus on farming (rather than searching for additional buyers), he will likely be willing to negotiate a lower price. Even more important, because the wholesaler has such strong buying power, the wholesaler is able to force a lower price on every farmer who is selling potatoes. The same is true for almost all mass-produced goods. When a producer creates a large quantity of goods, it is most efficient to sell all of them to one wholesaler, rather than negotiating prices and making sales with many retailers or an even larger number of consumers. Also, the bigger the wholesaler is, the more likely it will have significant power to set attractive prices. Warehousing and Transportation Once the wholesaler has purchased a mass quantity of goods, it needs to get them to a place where they can be purchased by consumers. This is a complex and expensive process. McLane Company operates eighty distribution centers around the country. Its distribution center in Northfield, Missouri, is 560,000 square feet big and is outfitted with a state-of-the art inventory tracking system that allows it to manage the diverse products that move through the center.2 It relies on its own vast trucking fleet to handle the transportation. Grading and Packaging Wholesalers buy a very large quantity of goods and then break that quantity down into smaller lots. The process of breaking large quantities into smaller lots that will be resold is called bulk breaking. Often this includes physically sorting, grading, and assembling the goods. Returning to our potato example, the wholesaler would determine which potatoes are of a size and quality to sell individually and which are to be packaged for sale in five-pound bags.3 Risk Bearing Wholesalers either take title to the goods they purchase, or they own the goods they purchase. There are two primary consequences of this, both of which are both very important to the distribution channel. First, it means that the wholesaler finances the purchase of the goods and carries the cost of the goods in inventory until they are sold. Because this is a tremendous expense, it drives wholesalers to be accurate and efficient in their purchasing, warehousing, and transportation processes. Second, wholesalers also bear the risk for the products until they are delivered. If goods are damaged in transport and cannot be sold, then the wholesaler is left with the goods and the cost. If there is a significant change in the value of the products between the time of the purchase from the producer and the sale to the retailer, the wholesaler will absorb that profit or loss. Marketing Often, the wholesaler will fill a role in the promotion of the products that it distributes. This might include creating displays for the wholesaler’s products and providing the display to retailers to increase sales. The wholesaler may advertise its products that are carried by many retailers. Wholesalers also influence which products the retailer offers. For example, McLane Company was a winner of the 2016 Convenience Store News Category Captains, in recognition for its innovations in providing the right products to its customers. McLane created unique packaging and products featuring movie themes, college football themes, and other special occasion branding that were designed to appeal to impulse buyers. They also shifted the transportation and delivery strategy to get the right products in front of consumers at the time they were most likely to buy. Its convenience store customers are seeing sales growth, as is the wholesaler.4 Distribution As distribution channels have evolved, some retailers, such as Walmart and Target, have grown so large that they have taken over aspects of the wholesale function. Still, it is unlikely that wholesalers will ever go away. Most retailers rely on wholesalers to fulfill the functions that we have discussed, and they simply do not have the capability or expertise to manage the full distribution process. Plus, many of the functions that wholesalers fill are performed most efficiently at scale. Wholesalers are able to focus on creating efficiencies for their retail channel partners that are very difficult to replicate on a small scale. - https://web.archive.org/web/20160314195108/https://www.mclaneco.com/content/mclane/en/about-us.html - https://web.archive.org/web/20160609170047/https://www.mclaneco.com/content/mclane/en/solutions/grocery-supply-chain-solutions/locations/mclane-minnesota.html - https://web.archive.org/web/20180321131122/https://unstats.un.org/unsd/cr/registry/regcs.asp?Cl=9&Lg=1&Co=6 - http://www.csnews.com/industry-news-and-trends/special-features/why-mclane-2016s-general-merchandise-category-captain?nopaging=1 Licenses and Attributions CC licensed content, Original - Provided by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Potatoes. Authored by: Olivier Bacquet. Located at: https://www.flickr.com/photos/olibac/10508674534/. License: CC BY: Attribution Reading: Marketing Channels vs. Supply Chains What Is a Supply Chain? We have discussed the channel partners, the roles they fill, and the structures they create. Marketers have long recognized the importance of managing distribution channel partners. As channels have become more complex and the flow of business has become more global, organizations have recognized that they need to manage more than just the channel partners. They need to manage the full chain of organizations and transactions from raw materials through final delivery to the customer— in other words, the supply chain. The supply chain is a system of organizations, people, activities, information, and resources involved in moving a product or service from supplier to customer. Supply chain activities involve the transformation of natural resources, raw materials, and components into a finished product that is delivered to the end customer.1 The marketing channel generally focuses on how to increase value to the customer by having the right product in the right place at the right price at the moment the customer wants to buy. The emphasis is on the providing value to the customer, and the marketing objectives usually focus on what is needed to delivery that value. Supply chain management takes a different approach. The Council of Supply Chain Management Professionals (CSCMP) defines supply chain management as follows: Supply Chain Management encompasses the planning and management of all activities involved in sourcing and procurement, conversion, and all logistics management activities. Importantly, it also includes coordination and collaboration with channel partners, which can be suppliers, intermediaries, third-party service providers, and customers. In essence, supply chain management integrates supply and demand management within and across companies. Supply Chain Management is an integrating function with primary responsibility for linking major business functions and business processes within and across companies into a cohesive and high-performing business model. It includes all of the logistics management activities noted above, as well as manufacturing operations, and it drives coordination of processes and activities with and across marketing, sales, product design, finance and information technology.2 Supply Chain and Marketing Channels The supply chain and marketing channels can be differentiated in the following ways: - The supply chain is broader than marketing channels. It begins with raw materials and delves deeply into production processes and inventory management. Marketing channels are focused on bringing together the partners who can most efficiently deliver the right marketing mix to the customer in order to maximize value. Marketing channels provide a more narrow focus within the supply chain. - Marketing channels are purely customer facing. Supply chain management seeks to optimize how products are supplied, which adds a number of financial and efficiency objectives that are more internally focused. Marketing channels emphasize a stronger market view of the customer expectations and competitive dynamics in the marketplace. - Marketing channels are part of the marketing mix. Supply chain professionals are specialists in the delivery of goods. Marketers view distribution as one element of the marketing mix, in conjunction with product, price, and promotion. Supply chain management is more likely to identify the most efficient delivery partner. A marketer is more likely to balance the merits of a channel partner against the value offered to the customer. For instance, it might make sense to keep a channel partner who is less efficient but provides important benefit in the promotional strategy. Successful organizations develop effective, respectful partnerships between the marketing and supply chain teams. When the supply chain team understands the market dynamics and the points of flexibility in product and pricing, they are better able to optimize the distribution process. When marketing has the benefit of effective supply chain management—which is analyzing and optimizing distribution within and beyond the marketing channels—greater value is delivered to customers. If the supply chain team came to you (the marketer) and told you that, based on their analysis, you should add a lean warehousing, just-in-time inventory approach for your product, you should definitely listen. - Nagurney, Anna (2006). Supply Chain Network Economics: Dynamics of Prices, Flows, and Profits. Cheltenham, UK: Edward Elgar. ISBN 1-84542-916-8. - http://cscmp.org/ Licenses and Attributions CC licensed content, Original - Marketing Channels vs. Supply Chains. Provided by: Lumen Learning. License: CC BY: Attribution - Revision and adaptation. Provided by: Lumen Learning. License: CC BY-SA: Attribution-ShareAlike CC licensed content, Shared previously - Supply Chain. Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Supply_chain. License: CC BY-SA: Attribution-ShareAlike - Supply Chain of Peanut Butter. Authored by: Elco van Staveren. Provided by: Flickr. Located at: https://flic.kr/p/gcQi8S. License: CC BY-SA: Attribution-ShareAlike Simulation: Distribution Try It Play the simulation below multiple times to see how different choices lead to different outcomes. All simulations allow unlimited attempts so that you can gain experience applying the concepts. Licenses and Attributions CC licensed content, Original - Simulation: Distribution. Authored by: Clark Aldrich for Lumen Learning. License: CC BY: Attribution	oercommons	2025-03-18T00:37:54.237564	03/22/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91234/overview", "title": "Statewide Dual Credit Principles of Marketing, Place: Distribution Channels, Using Channels of Distribution", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/91235/overview	Managing Distribution Channels Overview Provided by: Lumen Learning. License: CC BY: Attribution Outcome: Managing Distribution Channels What you’ll learn to do: explain how channels affect the marketing of products and services By March 2014, most Americans had noticed the Geico gecko; some had fallen in love with him. Regardless of buyers’ feelings about the little lizard, by 2014 enough had purchased auto insurance from Geico through its online sales portal to change the landscape of the insurance industry. Fortune magazine reported on the company’s success: It’s official. After decades as the second-largest auto insurer in the U.S., Allstate Corp. now is No. 3. Geico, the online auto insurer owned by Warren Buffett’s Berkshire Hathaway Inc., surpassed Allstate in 2013 in auto premiums collected. Berkshire Hathaway released its 2013 results today, finally laying out in black and white the the long-anticipated symbolic passing of that torch. State Farm Insurance Cos. remains the largest auto insurer in the U.S. by a large margin. But it’s telling that the No. 2 player now is a company that sells mainly over the Internet rather than through an army of agents. Both State Farm and Allstate still largely depend on thousands of agents around the country to sell their product, but the online channel has grown much faster over the past decade and is expected to continue that trajectory.1 Geico chose to use a channel strategy that eliminates agents as intermediaries and provides a direct channel to consumers. What benefits does this offer consumers? In order to take full advantage of the channel, Geico had to clearly identify and communicate the benefits to its target customers. It did this largely by means of a clever advertising slogan: “Give us 15 minutes and we’ll save you 15 percent on your car insurance.” (Some credit for Geico’s success is probably due to the lizard, too, which helped the company improve its brand visibility.) While the message doesn’t say anything overt about Geico’s channel strategy, the message to customers is clear: Geico delivers good value (“save 15 percent”) fast (it only takes 15 minutes). The company’s ability to offer that value (savings and speed) really does come from its choice of channel strategy: direct to consumers (eliminating the intermediary) equals savings of time and money. As you’ll learn in this next section, much of marketing’s role in the distribution process is identifying the right channels, creating and managing effective channel partnerships, and ensuring that the channel performance provides value to customers. Learning Activities - Reading: Optimizing Channels - Reading: Third-Party Sales - Reading: Service Outputs LICENSES AND ATTRIBUTIONS CC LICENSED CONTENT, ORIGINAL - Outcome: Managing Distribution Channels. Provided by: Lumen Learning. License: CC BY: Attribution Reading: Optimizing Channels Introduction Geico didn’t simply find itself owning the online, direct channel. It analyzed its customer needs and competitors’ positions and chose a strategy to accelerate sales growth: Geico defined and managed its channel strategy. The Channel Management Process The channel management process contains five steps. 1. Analyze the Consumer We begin the process of channel management by answering two questions. First, to whom shall we sell this merchandise immediately? Second, who are our ultimate users and buyers? The immediate and ultimate customers may be identical or they may be quite separate. In both cases, certain basic questions apply: There is a need to know what the customer needs, where they buy, when they buy, why they buy from certain outlets, and how they buy. It is best that we first identify the traits of the ultimate user, since the results of that evaluation might determine the other channel institutions we would use to meet those needs. For example, the buying characteristics of the purchaser of a high-quality curved TV might be the following: - purchased only from a well-established, reputable dealer - purchased only after considerable research to compare prices and merchandise characteristics - purchase may be postponed - purchased only from a dealer equipped to provide prompt and reasonable product service These buying specifications illustrate the kinds of requirements that the manufacturer must discover. In most cases, purchase specifications are fairly obvious and can be determined without great difficulty. In others, though, they can be difficult to determine. For example, some consumers will only dine at restaurants that serve menu items that meet particular dietary needs; others will only patronize supermarkets that demonstrate social responsibility in their sourcing and packaging. Still, through careful and imaginative research, most of the critical factors related to consumer buying specifications can be figured out. Once the consumer’s buying specifications are known, the channel planner can decide on the type or types of wholesaler or retailer through which a product should be sold. This means that a manufacturer contemplating distribution through particular types of retailers must become intimately familiar with the precise location and performance characteristics of those he is considering. In much the same way that buying specifications of ultimate users are determined, the manufacturers must also discover buying specifications for resellers. Of particular importance is the question “From whom do my retail outlets prefer to buy?” The answer to this question determines the types of wholesalers (if any) that the manufacturer should use. Although many retailers prefer to buy directly from the manufacturers, this is not always the case. Often, the exchange requirements of manufacturers (e.g., infrequent visit, large order requirements, and stringent credit terms) are the opposite of those desired by retailers. Such retailers would rather buy from local distributors who have lenient credit terms and offer a wide assortment of merchandise. 2. Establish the Channel Objectives Once customer needs are specified, the marketer can decide what the channel must achieve, which can be captured in the channel objectives. Channel objectives are based on customer requirements, the marketing strategy, and the company strategy and objectives. However, in cases where a company is just getting started, or an older company is trying to carve out a new market niche, the channel objectives may be the dominant objectives. For example, a small manufacturer wants to expand outside the local market. An immediate obstacle is the limited shelf space available to this manufacturer. The addition of a new product to the shelves generally means that space previously assigned to competitive products must be obtained. Without this exposure, the product is doomed. As one would expect, there is wide diversity of channel objectives. The following areas encompass the major categories: - Growth in sales by reaching new markets and/or increasing sales in existing markets. - Maintenance or improvement of market share - Achieve a pattern of distribution by a certain time, place, and form - Reduce costs or increase profits by creating an efficient channel 3. Specify Distribution Tasks After the distribution objectives are set, it is appropriate to determine the specific distribution tasks (functions) to be performed in that channel system. The channel manager must be very specific in describing the tasks and also detail how these tasks will change depending upon the situation. For example, a manufacturer might delineate the following tasks as necessary to profitably reach the target market: - Provide delivery within 48 hours after order placement - Offer adequate storage space - Provide credit to other intermediaries - Facilitate a product return network - Provide readily available inventory (quantity and type) 4. Evaluate and Select Among Channel Alternatives Determining the specific channel tasks is a prerequisite of the evaluation and selection process. There are four considerations for channel alternatives: number of levels, intensity at the various levels, types of intermediaries at each level, and application of selection criteria to channel alternatives. In addition, it is important to decide who will be in charge of the selected channels. Number of Levels Channels can range in levels from two to several (five is typical). The two-level channel (producer to consumer) is a direct channel. The number of levels in a particular industry might be the same for all the companies simply because of tradition. In other industries, this dimension is more flexible and subject to rapid change. Intensity at Each Level Once the number of levels has been decided, the channel manager needs to determine the actual number of channel components involved at each level. How many retailers in a particular market should be included in the distribution network? How many wholesalers? The intensity decision is extremely critical, because it is an important part of the firm’s overall marketing strategy. Companies such as Starbucks and Hershey’s have achieved high levels of success through their intensive distribution strategy. Types of Intermediaries and Application of Selection Criteria As we discussed, there are several types of intermediaries that operate in a particular channel system. The objective is to identify several possible alternative channel structures, and evaluate these alternatives with respect to some set of criteria such as company factors, environmental trends, reputation of the reseller, and experience of the reseller. Who Should Lead? Regardless of the channel framework selected, channels usually perform better if someone is in charge, providing some level of leadership. Essentially, the purpose of this leadership is to coordinate the goals and efforts of channel institutions. The level of leadership can range from very passive to quite active—verging on dictatorial. The style may range from very negative, based on fear and punishment, to very positive, based on encouragement and reward. In a given situation, any of these leadership styles may prove effective. Under which conditions should the manufacturers lead? The wholesaler? The retailer? While the answer is contingent upon many factors, in general, the manufacturer should lead if control of the product (merchandising, repair) is critical and if the design and redesign of the channel is best done by the manufacturer. The wholesaler should lead where the manufacturers and retailers have remained small in size, large in number, relatively scattered geographically, are financially weak, and lack marketing expertise. The retailer should lead when product development and demand stimulation are relatively unimportant and when personal attention to the customer is important. 5. Evaluating Channel Member Performance The need to evaluate the performance level of the channel members is just as important as the evaluation of the other marketing functions. Clearly, the marketing mix is quite interdependent, and the failure of one component can cause the failure of the whole. There is one important difference, though: the channel member is dealing with independent business firms, rather than employees and activities under its control, these firms may be reluctant to change their practices. Sales is the most popular performance criterion used in channel evaluation. Other possible performance criteria are maintenance of adequate inventory, selling capabilities, attitudes of channel intermediaries toward the product, competition from other intermediaries and from other product lines carried by the manufacturer’s own channel members. Correcting or Modifying the Channel As a result of the evaluation process, or because of other factors such as new competition, technology, or market potential, changes may need to be made in the channel structure. Because channel relationships tend to be long-term, and the channel decision has such a pervasive impact on the business, any change should be carefully evaluated. Later in this module we will discuss service outputs and their role in measuring and modifying channel performance. The Human Aspect of Distribution By its very nature, a channel of distribution is made up of people. Ideally, a channel member should coordinate his or her efforts with other members in such a way that the performance of the total distribution system to which he or she belongs is enhanced. This is rarely the case, though. Part of this lack of cooperation is due to the organizational structure of many channels, which encourages a channel member to be concerned only with channel members immediately adjacent to them, from whom they buy and to whom they sell. A second reason is the tendency of channel members to exhibit their independence as separate business operations. It is difficult to gain cooperation under this arrangement. Four human dimensions have been incorporated into the study of channel behavior: roles, communication, conflict, and power. It is assumed that an understanding of these behavioral characteristics will increase the effectiveness of the channel. Role Most channel members participate in several channels. Establishing the role of a channel member means defining what the behavior of the channel member should be. For example, a basic role prescription of the manufacturer may be to maximize the sales of his or her particular brand of product. This suggests that the manufacturer is to actively compete for market share and aggressively promote his or her brand. The role prescriptions of independent wholesalers, however, are likely to be quite different. Since wholesalers may represent several competing manufacturers, their role would be to build sales with whatever brands are most heavily demanded by retailers. Therefore, a major issue in channel management is defining the role prescriptions of the various participants in order to achieve desired results. This is accomplished through a careful appraisal of the tasks to be performed by each channel member and clear communication of these roles to the members. Communication Channel communication is sending and receiving information that is relevant to the operation of the channel. It is critical for the channel member to foster an effective flow of information within the channel. Communication will take place only if the channel member is aware of the pitfalls that await. The channel manager should therefore try to detect any behavioral problems that inhibit the effective flow of information through the channel and try to solve these problems before the communication process in the channel becomes seriously distorted. Conflict Any time individuals or organizations must work together and rely on one another for personal success, conflict is inevitable. In a distribution channel, conflict usually arises in one of two forms: structural or behavioral. Structural conflict occurs when the channel partners are expected to cooperate and compete. For example, imagine that you want to buy a new pair of Nike shoes and you have two choices. You can go to a local Foot Locker retailer and buy the shoes for $89, or you can go online to Nike.com and buy the shoes for $69. In effect, Nike is undercutting its retail channel while selling through a direct channel. It is likely that Foot Locker is unhappy about this. While a retailer expects to compete with other retailers who carry the same brands, it doesn’t expect that the manufacturer will sell through the direct channel at deep discounts. This type of structural conflict is often the cause of behavioral conflict. All organizations expect to manage some level of behavioral conflict in the channel. They do this by: - Establishing a mechanism for detecting conflict - Evaluating the effects of the conflict - Resolving the conflict Given the distributed nature of the channel, it is often difficult to resolve conflict. Strategies such as the formation of a channel committee, joint goal setting, and bringing in arbitrators have all been used. In some cases, conflict becomes part of the ongoing channel dynamic—it’s difficult but manageable. Eric Schmidt, chairman and CEO of Google Inc., notes: “From my experience the most successful companies are the ones where there is enormous conflict. Conflict does not mean killing one another, but instead means there is a process by which there is a disagreement. It is okay to have different points of view and disagree, because tolerance of multiple opinions and people often leads to the right decision through some kind of process.” Power Power is the capacity to use force in a relationship. It is often the means by which one party is able to control or influence the behavior of another party. In the channel mechanism, power refers to the capacity of a particular channel member to control or influence the behavior of another channel member. For instance, a large retailer may want the manufacturer to modify the design of the product or perhaps be required to carry less inventory. Both parties may attempt to exert their power in an attempt to influence the other’s behavior. The ability of either of the parties to achieve this outcome will depend on the amount of power that each can bring to bear. LICENSES AND ATTRIBUTIONS CC LICENSED CONTENT, ORIGINAL - Adaptation and Revision. Provided by: Lumen Learning. License: CC BY: Attribution CC LICENSED CONTENT, SHARED PREVIOUSLY - Chapter 10, Channel Concepts: Distributing the Product, from Introducing Marketing. Authored by: John Burnett. Provided by: Global Text. License: CC BY: Attribution - Madagascar day gecko. Authored by: kuhnmi. Located at: https://www.flickr.com/photos/31176607@N05/16537089484/. License: CC BY: Attribution - Camp Vienna. Authored by: Nico Grienauer. Located at: https://www.flickr.com/photos/nico_g/7542560062/. License: CC BY: Attribution Reading: Third-Party Sales Introduction Throughout the channel structure there are a number of points where sales may occur. The most straightforward of these is the direct channel, in which the producer sells directly to the consumer. In every other structure, multiple sales occur—from producer to wholesaler, from wholesaler to retailer, from retailer to buyer. In cases involving an intermediary, there is a third-party sale. Third-party sales are sales conducted by anyone other than the producer. Even when there are four or five parties involved, we refer to all of them as third parties. Third-party sales are often vexing for marketers. When a company uses a direct sales approach, the marketer can devise a sales compensation structure that creates the right incentives for the sales team to sell the right products to the right customers at the right price. In a third-party sales situation, it is much more difficult to understand and influence the sales process. Let’s look at a direct sales situation and a third-party sales situation to understand the differences. Direct Sales Incentives Nanette Lepore is a high-end clothing designer who has created a personal brand. Nanette sells direct to consumers both online and through her boutique stores across the U.S. Through the direct channel, Nanette’s marketing team owns every aspect of the sales experience. When customers enter a store or land on her Web page, they see a complete outfit that is designed to sell the look that Nanette most wants them to buy. This includes clothing, shoes, and accessories all designed and sold by Nanette Lepore. Nanette Lepore’s blog and social media presence drive interest in the products that are available in stores and online, with an emphasis on those that are targeted for immediate sale. When she completes drawings for next season’s looks, Nanette provides digital copies of her drawings to her sales associates, who have been cultivating a list of their most fashion-forward customers. These customers can review drawings and preorder clothing before it is available to the public. These customers pay top dollar for Nanette Lepore’s most current creations. In the store, sales associates are not equally compensated for all sales. Once a line of clothing goes on sale, the price is reduced. From the perspective of a sales associate, instead of earning a 5 percent commission ($40) on an $800 dress, the associate will earn a 5 percent commission ($10) on a discounted $200 dress. The associate may earn no commission or a reduced commission on clearance items. The sales staff is preparing customers in advance and in the moment to pay top dollar for Nanette Lepore’s hottest fashions. They do this because there is an entire sales system and compensation structure that centers on Nanette Lepore. They also do this because they have become part of the Nanette Lepore brand and feel a commitment to Nanette Lepore and to the women for whom she is designing. Third-Party Sales Incentives Many retailers sell the Nanette Lepore line, including Neiman Marcus, Saks Fifth Avenue, Nordstrom, Zappos, Gilt, Shopbop, and 6pm.com. The Neiman Marcus sales associate in the dress department is paid a flat commission regardless of the brand she sells. A strong sales associate will identify shoppers with an affinity for Nanette’s designs and present them in the changing room or call to let them know that new Nanette Lepore designs have arrived. If a dress from Diane von Furstenberg or Kate Spade is more likely to make the sale, the dress by Nanette Lepore will not be suggested. The sales associate has incentives to make the largest possible sale—regardless of brand. If the customer buys a Nanette Lepore dress and heads to the shoe department or accessory department to complete her outfit, she won’t have Nanette Lepore brands as an option. Each department carries the most popular brands, and Nanette Lepore bags and shoes are a new, unproven brand. In a more extreme example, 6pm.com is the online bargain outlet for Zappos. There is no sales associate, and little effort is made to feature or present any particular brand or clothing. Customers come searching for rock-bottom pricing. Nanette Lepore’s fashions sell at a discount of 60 percent to 70 percent off the manufacturers’ suggested retail price. If this example doesn’t seem like something that you have experienced, walk into BestBuy and look for a phone, camera, or computer. Ask a sales associate to help you. You will quickly find that the store’s sales compensation structure is driving what is available to you—and what is recommended. What about something as simple as breakfast cereal in a grocery store? Which products are at eye level? Which are difficult to find? Which are not available? Sales incentives are determining the answers to each of these questions. Approaches to Support Third-Party Sales Success If the marketer works for the producer—in our example, Nanette Lepore—he will lose significant control and influence in the third-party sale, while the Neiman Marcus marketing team will gain control or power. How can a marketer approach third-party sales most effectively? The following approaches can be used: - Understand and align incentives. A good marketer must understand why each channel partner buys and sells, how they are compensated, and what objectives they are hoping to achieve. In third-party sales, the marketer must optimize an existing structure rather than creating the structure. - Provide exceptional sales support. While the Nanette Lepore sales associates only needs to learn about her line, the Neiman Marcus sales associates must learn thirty or more. Make it very easy for the third-party sales team to become expert in your product. - Create demand for your product. Often marketers blame channel partners for a marketing mix that doesn’t deliver value to the customer. While it is trite to say that a good product sells itself, it is true that the right product is easier to sell. When the distribution channel—”place,” in the marketing mix—creates a lot of complexity, it is even more important to get the other three elements of the marketing mix just right. LICENSES AND ATTRIBUTIONS CC LICENSED CONTENT, ORIGINAL - Third-Party Sales. Provided by: Lumen Learning. License: CC BY: Attribution CC LICENSED CONTENT, SHARED PREVIOUSLY - Nanette Lepore. Authored by: Amber Karnes. Located at: https://www.flickr.com/photos/ambernussbaum/2850735703/. License: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives Reading: Service Outputs As with each element of the marketing mix, different segments of customers have different needs with regard to place, or distribution. Service outputs offer a way to focus on the unique needs of a target buyer and plan for those in the distribution strategy. Service outputs are the productive outputs of the marketing channel that consumers value and desire. By identifying the service outputs for each segment of target buyers, the marketer can optimize the distribution strategy for each major segment. It is important to note that there are always trade-offs in the distribution strategy. A channel that provides a high level of customized service, such as a boutique store, will also usually add additional cost. A channel that provides goods in very large quantities with a lower level of service, such as Costco, will generally offer them at a lower cost. Either might be the “right” solution depending on the customer segment. Common Service Outputs When considering the goals of channel management in meeting customer needs, there are a few broad service outputs that channels can address. The service outputs are explained from the perspective of the target customer, by identifying needs or preferences that a target customer might have: - Spacial convenience: Can I get the product at or near the location where I want it? - Timing of availability: Do I need the product immediately or am I willing to wait? - Quantity: Am I willing to buy in bulk or buy multiple items? - Assortment and variety: Do I have a very particular need or a flexible need? Am I looking for one or many options? - Service: Do I require assistance or support through the purchase process? - Information: Do I need information to make a purchase, or do I enter the buying process having already made a decision? Again, service outputs generally involve trade-offs. For example, few customers would ever say, “Timing of availability has no impact on my purchase decision,” but the timing of availability may be less important than the quantity or service needs. Customers generally have strong preferences in some areas and are more flexible in others. Service Outputs in Practice Imagine that a farmer is selling eggs and wants to meet the needs of her final consumers. Eggs are a fairly uniform product, a commodity, so most consumers are going to make decisions about which eggs they purchase based more on the distribution strategy than on a product or promotional strategy. Price is likely to be a factor, too. Let’s consider how two different customers might weight the service outputs in two very different but simple egg-buying decisions. \| Service Output \| Experience: I’m looking for a nice restaurant for brunch. \| Service Output Level \| Experience: I need eggs that I can cook for my family’s breakfast. \| Service Output Level \| \| Spatial Convenience \| I’m willing to drive a little bit, especially to an interesting location with strong reviews. \| Low \| I want the most convenient location on my route where I can get in and out quickly. \| High \| \| Timing of Availability \| I’m seeking an experience and am willing to spend some time to get it. \| Low \| I want the quickest purchase possible. \| High \| \| Quantity \| I would like a nicely sized portion that seems like good value for the money. \| Medium \| I don’t use eggs in bulk but need enough to feed my family. \| Medium \| \| Assortment and Variety \| I would like to have a nice selection of preparations, and I prefer organic farm-fresh eggs. \| High \| I just need a dozen eggs of any brand. \| Low \| \| Service \| I want a full-service experience from the wait staff and chef. \| High \| I want a quick, efficient check-out, but I don’t require help selecting. \| Low \| \| Information \| I would like to have information about my options, and to understand the opinions of others who have eaten at this restaurant. \| High \| I already know everything I need to make a purchase. \| Low \| For the farmer, these different scenarios can inform the distribution strategy. If she is looking to command a higher price, then she may want to focus on a strategy of selling through restaurant suppliers or directly to restaurants as a retail channel. If she is looking to sell a larger quantity of eggs, then she likely needs to sell to a wholesaler who can get as many of her eggs as possible into the right supermarkets that are located in neighborhoods of many, many consumers seeking spatial convenience in the purchase process. Or, she might want to pursue both strategies but do this with an awareness that she is serving two different target buyers with very different needs. By understanding the service outputs of buyer segments, marketers can better match distribution options to buyer needs and provide the right trade-offs to each buyer. LICENSES AND ATTRIBUTIONS CC LICENSED CONTENT, ORIGINAL - Service Outputs. Provided by: Lumen Learning. License: CC BY: Attribution CC LICENSED CONTENT, SPECIFIC ATTRIBUTION - Snowy River Farm Eggs. Authored by: Kelly Neil. Provided by: Unsplash. Located at: https://unsplash.com/photos/omEpnvmwWz0. License: CC0: No Rights Reserved. License Terms: Unsplash License	oercommons	2025-03-18T00:37:54.287730	03/22/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91235/overview", "title": "Statewide Dual Credit Principles of Marketing, Place: Distribution Channels, Managing Distribution Channels", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/91220/overview	Product Life Cycle Overview Provided by: Lumen Learning. License: CC BY: Attribution Outcome: Product Life Cycle What you’ll learn to do: discuss the product life cycle and its implications for marketing We just considered the case of Apple launching a new product (the Apple Watch). A particular set of marketing strategies and tactics was needed to define a product that did not exist, to create it, and introduce it to the world. If we were instead focused on marketing the iPhone, which was introduced in 2007, would the strategies and tactics be different? The answer is yes. In this section we will look at how marketing approaches for a product change over time. Nabisco introduced Wheat Thins crackers in 1947, yet the brand continues to be strong (it generated $344.8 million in revenue in 2015). The cracker even has more than 250,000 Twitter followers. In contrast, other products like children’s toys and trendy clothing are designed for a single sales season and have to be quickly replaced with the next model, in order to draw sales. While the length of time is different, there are common patterns across the product life cycle that we will discuss in this section. The specific things you’ll learn in this section include: - Identify the stages of the product life cycle - Explain the unique marketing requirements of each stage - Identify challenges with using product lifecycle in marketing Learning Activities The learning activities for this section include the following: - Reading: Stages of the Product Life Cycle - Reading: Marketing through the Product Cycle - Reading: Challenges in the Product Life Cycle Licenses and Attributions CC licensed content, Original - Outcome: Product Life Cycle. Provided by: Lumen Learning. License: CC BY: Attribution Reading: Stages of the Product Life Cycle A company has to be good at both developing new products and managing them in the face of changing tastes, technologies, and competition. Products generally go through a life cycle with predictable sales and profits. Marketers use the product life cycle to follow this progression and identify strategies to influence it. The product life cycle (PLC) starts with the product’s development and introduction, then moves toward withdrawal or eventual demise. This progression is shown in the graph, below. The five stages of the PLC are: - Product development - Market introduction - Growth - Maturity - Decline The table below shows common characteristics of each stage. \| Stage 1: Product Development \| \| \|---\|---\| \| Stage 2: Market Introduction \| \| \| Stage 3: Growth \| \| \| Stage 4: Maturity \| \| \| Stage 5: Decline \| \| Using the Product Life Cycle The product life cycle can be a useful tool in planning for the life of the product, but it has a number of limitations. Not all products follow a smooth and predictable growth path. Some products are tied to specific business cycles or have seasonal factors that impact growth. For example, enrollment in higher education tracks closely with economic trends. When there is an economic downturn, more people lose jobs and enroll in college to improve their job prospects. When the economy improves and more people are fully employed, college enrollments drop. This does not necessarily mean that education is in decline, only that it is in a down cycle. Furthermore, evidence suggests that the PLC framework holds true for industry segments but not necessarily for individual brands or projects, which are likely to experience greater variability.[1] Of course, changes in other elements of the marketing mix can also affect the performance of the product during its life cycle. Change in the competitive situation during each of these stages may have a much greater impact on the marketing approach than the PLC itself. An effective promotional program or a dramatic lowering of price may improve the sales picture in the decline period, at least temporarily. Usually the improvements brought about by non-product tactics are relatively short-lived, and basic alterations to product offerings provide longer benefits. Whether one accepts the S-shaped curve as a valid sales pattern or as a pattern that holds only for some products (but not for others), the PLC concept can still be very useful. It offers a framework for dealing systematically with product marketing issues and activities. The marketer needs to be aware of the generalizations that apply to a given product as it moves through the various stages. - Mullor-Sebastian, Alicia. “The Product Life Cycle Theory: Empirical Evidence.” Journal of International Business Studies 14.3 (1983): 95–105. Licenses and Attributions CC licensed content, Original - Revision and adaptation. Provided by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Product Life-cycle Management (Marketing). Provided by: Wikipedia. Located at: https://en.wikipedia.org/wiki/Product_life-cycle_management_(marketing). License: CC BY-SA: Attribution-ShareAlike - Chapter 7: Introducing and Managing the Product, from Introducing Marketing.. Authored by: John Burnett. Provided by: Global text. Located at: http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf.. License: CC BY: Attribution Reading: Marketing through the Product Cycle There are some common marketing considerations associated with each stage of the PLC. How marketers think about the marketing mix and the blend of promotional activities–also known as the promotion mix–should reflect a product’s life-cycle stage and progress toward market adoption. These considerations cannot be used as a formula to guarantee success, but they can function as guidelines for thinking about budget, objectives, strategies, tactics, and potential opportunities and threats. Keep in mind that we will discuss the new-product development process later in this module, so it is not covered here. Market Introduction Stage Think of the market introduction stage as the product launch. This phase of the PLC requires a significant marketing budget. The market is not yet aware of the product or its benefits. Introducing a product involves convincing consumers that they have a problem or need which the new offering can uniquely address. At its core, messaging should convey, “This product is a great idea! You want this!” Usually a promotional budget is needed to create broad awareness and educate the market about the new product. To achieve these goals, often a product launch includes promotional elements such as a new Web site (or significant update to the existing site), a press release and press campaign, and a social media campaign. There is also a need to invest in the development of the distribution channels and related marketing support. For a B2B product, this often requires training the sales force and developing sales tools and materials for direct and personal selling. In a B2C market, it might include training and incentivizing retail partners to stock and promote the product. Pricing strategies in the introduction phase are generally set fairly high, as there are fewer competitors in the market. This is often offset by early discounts and promotional pricing. It is worth noting that the launch will look different depending on how new the product is. If the product is a completely new innovation that the market has not seen before, then there is a need to both educate the market about the new offering and build awareness of it. Google Glass In 2013 when Google launched Google Glass—an optical head-mounted computer display—it had not only to get the word out about the product but also help prospective buyers understand what it was and how it might be used. Google initially targeted tech-savvy audiences most interested in novelty and innovation (more about them later when we discuss diffusion of innovation). By offering the new product with a lot of media fanfare and limited availability, Google’s promotional strategy ignited demand among these segments. Tech bloggers and insiders blogged and tweeted about their Google Glass adventures, and word-of-mouth sharing about the new product spread rapidly. You can imagine that this was very different from the launch of Wheat Thins Spicy Buffalo crackers, an extension of an existing product line, targeting a different audiences (retailers, consumers) with promotional activities that fit the product’s marketing and distribution channels. The Google Glass situation was also different from the launch of Tesla’s home battery. In that case Tesla offered a new line of home products from a company that had previously only offered automobiles. Breaking into new product categories and markets is challenging even for a well-regarded company like Tesla. As you might expect, the greater the difference in new products from a company’s existing offerings, the greater the complexity and expense of the introduction stage. One other consideration is the maturity of the product. Sometimes marketers will choose to be conservative during the marketing introduction stage when the product is not yet fully developed or proven, or when the distribution channels are not well established. This might mean initially introducing the product to only one segment of the market, doing less promotion, or limiting distribution (as with Google Glass). This approach allows for early customer feedback but reduces the risk of product issues during the launch. While we often think of an introduction or launch as a single event, this phase can last several years. Generally a product moves out of the introduction stage when it begins to see rapid growth, though what counts as “rapid growth” varies significantly based on the product and the market. Growth Stage Once rapid growth begins, the product or industry has entered the growth stage. When a product category begins to demonstrate significant growth, the market usually responds: new competitors enter the market, and larger companies acquire high-growth companies and products. These emerging competitive threats drive new marketing tactics. Marketers who have been seeking to build broad market awareness through the introduction phase must now differentiate their products from competitors, emphasizing unique features that appeal to target customers. The central thrust of market messaging and promotion during this stage is “This brand is the best!” Pricing also becomes more competitive and must be adjusted to align with the differentiation strategy. Often in the growth phase the marketer must pay significant attention to distribution. With a growing number of customers seeking the product, more distribution channels are needed. Mass marketing and other promotional strategies to reach more customers and segments start to make sense for consumer-focused markets during the growth stage. In business-to-business markets, personal selling and sales promotions often help open doors to broader growth. Marketers often must develop and support new distribution channels to meet demand. Through the growth phase, distribution partners will become more experienced selling the product and may require less support over time. The primary challenges during the growth phase are to identify a differentiated position in the market that allows the product to capture a significant portion of the demand and to manage distribution to meet the demand. Maturity Stage When growth begins to plateau, the product has reached the maturity phase. In order to achieve strong business results through the maturity stage, the company must take advantage of economies of scale. This is usually a period in which marketers manage budget carefully, often redirecting resources toward products that are earlier in their life cycle and have higher revenue potential. At this stage, organizations are trying to extract as much value from an established product as they can, typically in a very competitive field. Marketing messages and promotions seek to remind customers about a great product, differentiate from competitors, and reinforce brand loyalty: “Remember why this brand is the best.” As mentioned in the previous section, this late in the life cycle, promotional tactics and pricing discounts are likely to provide only short-term benefits. Changes to product have a better chance of yielding more sustained results. In the maturity stage, marketers often focus on niche markets, using promotional strategies, messaging, and tactics designed to capture new share in these markets. Since there is no new growth, the emphasis shifts from drawing new customers to the market to winning more of the existing market. The company may extend a product line, adding new models that have greater appeal to a smaller segment of the market. Often, distribution partners will reduce their emphasis on mature products. A sales force will shift its focus to new products with more growth potential. A retailer will reallocate shelf space. When this happens the manufacturer may need to take on a stronger role in driving demand. We have repeatedly seen this tactic in the soft drink industry. As the market has matured, the number of different flavors of large brands like Coke and Pepsi has grown significantly. We will look at other product tactics to extend the growth phase and manage the maturity phase in the next section. Decline Stage Once a product or industry has entered decline, the focus shifts almost entirely to eliminating costs. Little if any marketing spending goes into products in this life stage, because the marketing investment is better spent on other priorities. For goods, distributors will seek to eliminate inventory by cutting prices. For services, companies will reallocate staff to ensure that delivery costs are in check. Where possible, companies may initiate a planned obsolescence process. Commonly technology companies will announce to customers that they will not continue to support a product after a set obsolescence date. Often a primary focus for marketers during this stage is to transition customers to newer products that are earlier in the product life cycle and have more favorable economics. Promotional activities and marketing communications, if any, typically focus on making this transition successful among brand-loyal segments who still want the old product. A typical theme of marketing activity is “This familiar brand is still here, but now there’s something even better.” Licenses and Attributions CC licensed content, Original - Reading: Marketing through the Product Cycle. Provided by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Ok Glass, Find Spaceship. Authored by: Thomas Hawk. Located at: https://www.flickr.com/photos/thomashawk/22467231948/. License: CC BY-NC: Attribution-NonCommercial Reading: Challenges in the Product Life Cycle In theory, the product life cycle follows a predictable path that is easy to understand. This might suggest that the marketer just needs to gear up for the ride and be ready to adjust tactics as the product moves through its life cycle. To the contrary, a marketer’s job is much less passive—instead, the marketer’s goal is to influence the life cycle. An effective marketer tries to extend the growth stage in order to maximize revenue and profits and to extend the maturity stage in order to fund the development and introduction of new products. Apple’s iPod Life-Cycle Strategies It is easier to understand the complexity of the product life cycle in the context of a real-life example. The total sales of Apple’s iPod across all models follow a classic product life-cycle curve (see Figure 1, below). Remember, these data include all models of iPods. One strategy that Apple employed to increase growth was to introduce new models often. The new models had fairly similar functions but offered significantly different styling. This drove multiple sales to the same buyer. A buyer was less likely to say, “I already have an iPod,” than to say, “I have an iPod Classic but I want an iPod Nano.” From the initial launch in October 2002 through 2007, Apple introduced five major iPod models, with multiple versions of each. The graph below shows the sequence of releases, with large dots representing the initial release of each new model. In September of 2008 and 2010, Apple released new versions of three different iPod models at the same time. Apple’s rapid product releases kept it on the cutting edge of design and made it difficult for competitors to take market share during the product’s growth stage. In September 2006, Apple CEO Steve Jobs reported that iPods held 75.6 percent market share. Throughout the growth period Apple chose not to sell old versions of new devices. Once the company introduced the third generation of the iPod Nano, it stopped selling new second-generation iPod Nanos (though it did still offer refurbished versions of the older products). This allowed the company to quickly make the older versions obsolete, which drove new sales and reduced the ongoing support costs for older models. When companies talk about “cannibalizing” their market, they mean that one product takes market share from another. In effect, one of the company’s products is eating the other product’s market share. Each new model of the iPod took market share from its predecessors, but collectively the iPod products dominated their market. The greatest cannibal of all in the Apple story is the iPhone, which was first released in June 2007. The Smartphone Product Life Cycle A smartphone is a mobile phone that performs many of the same functions as a computer. Prior to the introduction of the smartphone, most people used cell phones—which are now referred to as “feature phones.” Feature phones provide phone and text capabilities but lack an operating system that can support the more advanced capabilities of today’s smartphones. Early smartphones saw broad adoption in Japan in 2001, but mass adoption of smartphones did not reach the U.S. until business users fell in love with the Blackberry in 2003. Today, smartphones from a range of providers use primarily Google’s Android operating system, Apple’s iOS, or Microsoft Mobile. Global sales of smartphones have grown rapidly, as shown in Figure 3, below. Marketers are using many different strategies to drive the growth of smartphones, but perhaps the greatest impact has been the opening of the technology platform to allow other vendors to offer applications for them. Apple, Samsung, Microsoft, and other players have not tried to imagine every possible use for a smartphone and build it themselves. Instead they have created the technology infrastructure and an open marketplace for applications. Programmers can develop applications that can run on any phone, and smartphone owners can select and buy the apps that are of interest. Through this broad range of applications, the smartphone brings together a number of different functions on one device. Before the first release of the smartphone, many people carried a feature phone to answer calls and a personal digital assistant to manage email and calendars. With the smartphone, these two functions came together, and as the device has matured, it has taken over many other tasks that were formerly performed on a separate device. Adoption of smartphones has had tremendous impact on the product life cycle of a range of other products. When Apple introduced the iPhone in 2007, the company was cannibalizing its market for iPods. Today, most Apple customers play their media on a phone rather than on a separate media-dedicated device. There are still sales of iPods, but the company, in effect, initiated the decline of the market with its own introduction of the iPhone—a market in which it had more than 75 percent market share. The markets for digital cameras (especially the low-end models) and personal navigation systems (GPS systems) have also been impacted. The product life-cycle graph for digital camera purchases, shown in Figure 4, below, shows a striking resemblance to that of the iPod. While smartphone cameras have lagged behind digital cameras in terms of features and performance, they provide two distinct benefits: - The smartphone adds the camera to an existing device that the user already carries with him - The smartphone makes it easier to use and share photos through other applications on the phone Smartphones are a dominant factor in the product life cycle of digital cameras, iPods, and a number of other products. Lessons from the Smartphone Life Cycle This example shows some benefits of considering the product life cycle in marketing strategies but also some significant limitations. The product life cycle is not forward looking. At any point on the graph, a marketer can see what has already occurred but not what is ahead. In planning a product strategy, it is important to understand the past sales performance of the product and the industry broadly, but the role of marketing is to shape future performance, and the product life cycle doesn’t offer many tools to inform that proactive work. The product life cycle can focus a marketer on a defined set of products and competitors in the current market—but miss broad trends or innovations in adjacent markets and products. A marketer looking for the next feature to add to a digital camera to extend the maturity phase could easily miss the impact that the smartphone would have on the digital camera market. We can learn from Apple’s description of a product marketing manager position in its own company: One of the product marketing manager’s responsibilities is to “closely follow emerging technology, consumer, and societal trends and make recommendations for how products will leverage or fit into those emerging trends.” This broad view is critical to successful marketing. Finally, this example demonstrates the importance of creating a diverse set of products. When the iPod lost market share to the iPhone, Apple won. Other companies that have lost market on account of the transition to smartphones—Nikon and Canon in cameras, Garmin in navigation devices, etc.—have not fared as well. Licenses and Attributions CC licensed content, Original - Reading: Challenges in the Product Life Cycle. Provided by: Lumen Learning. License: CC BY: Attribution	oercommons	2025-03-18T00:37:54.332175	03/22/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91220/overview", "title": "Statewide Dual Credit Principles of Marketing, Product Marketing, Product Life Cycle", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/91205/overview	Developing Positioning Statements Overview Provided by: Lumen Learning. License: CC BY: Attribution Outcome: Developing Positioning Statements What you’ll learn to do: develop and evaluate positioning statements based on defined criteria After marketers work through the process of homing in on the best positioning strategy, they arrive at the final step: the positioning statement. The positioning statement reflects everything you’ve learned up to that point about how your product, service, or brand can best reach your target segment. As a document, it explains exactly how you plan to provide value to those target customers. In effect, it’s a short, persuasive argument. In this next section, you’ll learn a simple formula for creating effective positioning statements. You’ll also learn how to evaluate existing positioning statements and decide whether and how they might be improved. The specific things you’ll learn in this section include: - Describe a standard structure for positioning statements - Outline criteria for a strong positioning statement - Recognize good examples of positioning statements - Create a positioning statement aligned with a value proposition and target audience Learning Activities The learning activities for this section include the following: - Reading: Developing Positioning Statements Licenses and Attributions CC licensed content, Original - Outcome: Developing Positioning Statements. Provided by: Lumen Learning. License: CC BY: Attribution Reading: Developing Positioning Statements A Simple Formula A positioning statement is one sentence that succinctly identifies the target market and spells out what you want them to think about your brand. This statement should include 1) the target segment, 2) the brand name, 3) the product/service category or frame of reference in which you are establishing this market position, 4) the key points of differentiation, and 5) the reasons customers should believe the positioning claims. The brand consultancy EquiBrand recommends the following straightforward formula for writing positioning statements: To [target audience], Product X is the only [category or frame of reference] that [points of differentiation/benefits delivered] because [reasons to believe].1 The parts of the formula supplied by you (the marketer) are as follows: - The “target audience” is a brief description of the segment you’re targeting with this positioning strategy. For example: young urban males, managing partners in law firms, or small business owners in the Pacific Northwest. - “Product X” is your product, service, or brand name. - The “category or frame of reference” is the category of products or services you’re competing in. For instance: spectator sporting events, virtual assistant services, or employer 401K benefit plans. - The “points of differentiation/benefits delivered” explains both what problem you solve and how you solve it in a different and better way than competitors. It highlights the competitive advantage(s) underpinning your positioning strategy. Be sure to explain not just what is different about you, but why customers care about that difference. - The “reasons to believe” are any proof points or evidence that show your customers how you live up to your claims about how you are different and better. Let’s look at some examples of well-written positioning statements: Example #1: Amazon (circa 2001, when it sold primarily books) For World Wide Web users who enjoy books, Amazon is a retail bookseller that provides instant access to over 1.1 million books. Unlike traditional book retailers, Amazon provides a combination of extraordinary convenience, low prices and comprehensive selection.2 This clearly worded positioning statement follows the formula closely, even though the “reasons to believe” are added as a second sentence. It presents the competitive advantage (“instant access to over 1.1 million books“) as a clear differentiator, and with this wording we also understand the problem Amazon solves–convenient access to lots of books. The specific reasons to believe are highly desirable benefits for the target audience. Note that World Wide Web refers to the Internet. Example #2: Motel 6 To frugal people, Motel 6 is the alternative to staying with family and friends that provides a welcoming, comfortable night’s rest at a reasonable price.3 The Motel 6 example is a very concise positioning statement. It’s interesting that the frame of reference is “staying with friends and family,” rather than “motels” generally. This shows an astute understanding of the target customer’s mindset and the recognition that the motel chain’s leading competitor is not staying in a motel. The point of differentiation also reveals the problem Motel 6 solves: where to get a “welcoming, comfortable night’s rest at a reasonable price.” Its points of differentiation and reasons to believe blur together, but the statement provides well-focused direction for a marketing mix that targets “frugal people.” Example #3: Tide Laundry Detergent For cost-conscious moms of large blue-collar families with active children, Tide is the brand of laundry detergent that gets clothes their cleanest and keeps them looking new because “improved” Tide formulation powers out stains while keeping clothes from fading and fraying.4 This third positioning statement identifies the target audience so specifically that it’s easy to create a vivid mental picture of the customer. The problem Tide solves is very clear: getting clothes clean. This statement emphasizes the product’s competitive advantage around cleaning power and superior formulation, while promising valued benefits that customers enjoy when they use this product. The onus here is on the brand to provide these concrete benefits around not “fading and fraying,” but these are definite reasons to believe if indeed the product can deliver. Evaluating Positioning Statements How do you know when a positioning statement is going to be effective? Obviously, positioning statements should contain all the elements in the formula above, since that information is needed to translate the positioning strategy into a well-developed marketing mix. There are other criteria you should look for, as well. For example, the following: - Is it tailored to the target market? Too often, positioning statements either leave out the target segment, or else the entire approach isn’t really suited to that unique group. If a positioning statement would work just as well if you plugged in a completely different target segment, then you probably haven’t thought deeply enough about your target’s unique needs and what will make them want your product. Or, you’ve defined your target segment too narrowly, in which case you should revisit whom you’re trying to reach. - Is it simple, focused, and memorable? A positioning statement that is overly complex will be hard to execute against because it isn’t focused enough to deliver a clear message to the customer. Make sure it is very clear what problem(s) you solve. Use easy-to-understand words instead of jargon that muddles the meaning. If your statement is running long, consider trimming a few differentiators or benefits. It’s actually very good to prune down to the essentials so your meaning is crystal clear. Make every word count! - Does it provide an unmistakable picture of your product, service, or brand? Your positioning statement should work beautifully for you, but not very well for your competitors. If you can substitute any competitor’s name for your own in the positioning statement—and it still sounds credible—then you need some additional work on your differentiators and competitive advantages. If you are going to own your market niche, it must be a place that no one else can easily occupy. - Can you deliver on the promise you make? The positioning statement promises some benefits or outcomes to your customers. You must be able to consistently live up to this promise—otherwise you’ll lose credibility, and your offering will stand for something that’s untrustworthy. If you can’t live up to your promise, you need to take another, more realistic look at the offering’s benefits and the customers’ reasons to believe. - Does it provide helpful direction for designing the marketing mix and other decisions? From the positioning statement, you should have a sense of what types of activities and messages are consistent with that positioning and support the brand you are working to build. Practice: Evaluate These Statements Read the following statements. For each one, ask yourself whether it’s a strong positioning statement based on the formula and criteria outlined in this reading. Why or why not? - Nike brings inspiration and innovation to every athlete in the world.5 - To married women over fifty, Victoria’s Secret is the brand of alluring lingerie that will reignite the passion in their marriage.6 - For taxpayers, H&R Block offers the best tools and tax professionals to examine their lives through taxes and find ways to help them save time and money.7 - For shoppers, Macy’s is a premier national omnichannel retailer with iconic brands that serve customers through outstanding stores and dynamic online sites.8 - To business leaders, Wieden+Kennedy is an independent, creatively driven advertising agency that creates strong and provocative relationships between good companies and their customers.9 Analysis: Here is how these examples stack up: - Nike: This is a powerful mission statement, and it sets a perfect tone for the Nike brand. However, it is not an effective positioning statement because it doesn’t really articulate any points of differentiation, problems solved or reasons to believe. - Victoria’s Secret: This example works reasonably well as a positioning statement, since it contains all the key elements. Although the wording of the competitive advantage/benefit does a great job explaining the problem Victoria’s Secret solves (“alluring lingerie that reignites the passion in their marriage”), it’s unclear whether this positioning truly differentiates this brand from competitors. After all, isn’t all lingerie alluring? However, if no one else has claimed this niche and if Victoria’s Secret can truly “own” reigniting passion, it just might work! - H&R Block: This is an exemplary positioning statement, including each element of the formula in clear, concise terms. What’s memorable and unexpected about this statement is how it humanizes tax preparation services by presenting them as services that “examine your life” and “find ways to help.” There is room for improvement: it’s arguable whether “taxpayers” is too broad as a target segment. But overall, this is a great example. - Macy’s: This example exhibits a couple of obvious weaknesses as a positioning statement. First, it’s got a lot of jargon–terms like premier, omnichannel, and dynamic online sales. Second, as a segment, “shoppers” is too broad. Surely Macy’s has more detailed information about its target segments and what they want. Third, this statement discusses features (“outstanding stores,” “iconic brands,” “dynamic online sites”) but it does not mention any customer benefits. Positioning statements definitely need benefits–and reasons to believe. Full disclosure: This statement is actually taken from an “About Macy’s, Inc.” page on the company’s Web site, so it may be intended as a simple company description, not a positioning statement. - Wieden+Kennedy: As we would expect from one of the world’s leading advertising agencies, this statement does a reasonably good job positioning the company for a broad business-leader audience. As with example #2 above, the competitive advantages and differentiators blur with the benefits, but “strong and provocative relationships” is a compelling promise for anyone investing in advertising and promotion. - http://equibrandconsulting.com/templates/positioning-templates - http://www.fastcompany.com/3034721/hit-the-ground-running/figuring-out-the-delicate-art-of-positioning-your-startup - https://books.google.com/books?id=zEGhBgAAQBAJ, p. 114 - https://books.google.com/books?id=zEGhBgAAQBAJ, p. 115 - http://help-en-us.nike.com/app/answers/detail/a_id/113/~/nike-mission-statement - https://books.google.com/books?id=zEGhBgAAQBAJ, p. 115 - https://www.hrblock.com/corporate/our-company/ - https://www.macysinc.com/about-us/corporate-vision-philosophy-financial-objectives/default.aspx - http://www.wk.com/office/global Licenses and Attributions CC licensed content, Original - Reading: Developing Positioning Statements. Authored by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Disruption. Authored by: Tsahi Levent-Levi. Located at: https://www.flickr.com/photos/86979666@N00/7829098984/. License: CC BY: Attribution - Wieden+Kennedy door. Authored by: Sebastian Oehme. Located at: https://www.flickr.com/photos/iamseb/1581319503. License: CC BY-SA: Attribution-ShareAlike	oercommons	2025-03-18T00:37:54.366769	03/22/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91205/overview", "title": "Statewide Dual Credit Principles of Marketing, Positioning, Developing Positioning Statements", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/93466/overview	Learning Hacks Overview Provided by: Lumen Learning. License: CC BY: Attribution Learning Hacks: Learning Styles THE HACK While people may prefer to learn in certain ways, learning styles do not exist Try to learn new things in many different ways to solidify your learning The Story Visual learners claim to be people who learn more effectively through pictures, charts, graphs, and videos. Auditory learners claim to be people who learn more effectively through lectures, audio books, and podcasts. Kinesthetic learners claim to be people who learn more effectively through moving around, working with their hands, or acting things out. The truth is, while people may have a preference for how they learn, learning things with their preferred method of learning does not help them learn more effectively than other methods of learning. This means that everyone is an audio-visual-kinesthetic learner because we can all learn new things from all of these different sources. The Research There is overwhelming research evidence showing that when instructors adjust their teaching to account for learners’ preferred learning styles, it does not impact learning. This means that there is no such thing as a visual learner. While some people might have a preference to learn visually, anyone* can learn visually, just like anyone* can learn auditorily or kinesthetically. In fact, if you learn about the same thing from many different sources explained in different ways, you will learn more than if you are only exposed to one single explanation or source. *some learners may have disabilities that impede learning in certain modes (blindness impairs visual learning, deafness impairs auditory learning), in which case learners can focus on other modes of learning The Source Kirschner, P. A. (2017). Stop propagating the learning styles myth. Computers & Education, 106, 166-171. LICENSES AND ATTRIBUTIONS CC LICENSED CONTENT, ORIGINAL - Learning Hacks: Learning Styles. Authored by: Lumen Learning. License: CC BY: Attribution CC LICENSED CONTENT, SHARED PREVIOUSLY - Image - no learning styles. Authored by: Stifle, simplified by Sarang, modified by Lumen Learning. Located at: https://commons.wikimedia.org/wiki/File:No_icon_red.svg. License: Public Domain: No Known Copyright	oercommons	2025-03-18T00:37:54.388665	06/06/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/93466/overview", "title": "Statewide Dual Credit Principles of Marketing, Promotion: Integrated Marketing Communication (IMC), Learning Hacks", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/91203/overview	Defining Positioning and Differentiation Overview Provided by: Lumen Learning. License: CC BY: Attribution Outcome: Defining Positioning and Differentiation What you’ll learn to do: define product positioning and differentiation, and explain why they are important to marketing a product or service Positioning addresses an important question: What do you want to be known for? Positioning provides the basic foundation for effectively marketing any product or service to a target audience. Positioning goes hand in hand with differentiation (in much the same way that segmentation and targeting work together). Differentiation is the process of figuring out what will make your product different and better in ways that matter to customers–and ways that are not easily replicated by competitors. Positioning and differentiation offer something of a road map for marketing a product or service to the customers you’re targeting. Read on to learn more. The specific things you’ll learn in this section include: - Define positioning and differentiation - Explain the relationship between positioning and value proposition - Explain the importance of positioning in executing segmentation and targeting strategy Learning Activities The learning activities for this section include the following: - Reading: Defining Positioning and Differentiation Licenses and Attributions CC licensed content, Original - Outcome: Defining Positioning and Differentiation. Provided by: Lumen Learning. License: CC BY: Attribution Reading: Defining Positioning and Differentiation What Makes You Different and Better? Positioning is a strategic process that marketers use to determine the place or “niche” an offering should occupy in a given market, relative to other customer alternatives. When you position a product or service, you answer these questions: - Place: What place does the offering occupy in its market? - Rank: How does the product or service fare against its competitors in the areas evaluated by customers deciding what to buy? - Attitude: How do we want customers to think about this offering and the benefits it offers them? - Outcomes: What must we do to ensure the product or service delivers on the positioning we select? Marketers use the positioning process to identify the distinctive place they want a product or service to hold in the minds of a target market segment. Effective positioning is always aimed at a specific target segment. In fact, positioning tailors the generally focused value proposition to the needs and interests of a particular target segment. Positioning can be subtle and hard to detect, but it can also be easy to spot when it conforms to your perceptions as a consumer. Perhaps one of the following positions appeals to you: Volvo, for example, positions itself as a family of premium vehicles that are well designed for performance, innovation, and safety. Kia strives to position itself as delivering practical, utilitarian vehicles that offer high quality and value for the price. Cadillac is, well, the Cadillac of automobiles: powerful, luxurious, and catering to every need of its well-heeled drivers and passengers. Differentiation is closely related to positioning. Differentiation is the process companies use to make a product or service stand out from its competitors in ways that provide unique value to the customer. Differentiation identifies a set of characteristics and benefits that make a product different and better for a target audience. Ideally these qualities are things that 1) customers value when they are evaluating choices in a purchasing decision, and 2) competitors cannot easily copy. When both conditions exist, the offering is more attractive to target customers. Differentiation is at work any time you’re choosing between two products in the same category. For example, when you’re buying a soft drink, why do you choose Coke, Pepsi, Sprite, or Mountain Dew? Is it because of the taste? The cost? The level of sugar or caffeine? Or is it something less tangible, like the way you just want to smile when you drink Coke, or you feel amped up when you drink Mountain Dew? These tangible and intangible qualities are what differentiate one soft drink from another. Interconnected Strategies Positioning and differentiation are connected in important ways. Effective positioning for a product or service is based on the differentiating characteristics or qualities that make the product/service better than the competition in the minds of the target segment. Positioning and differentiation are strategic activities: marketers work to create a desired position for a product or service in the market, rather than waiting for it to be created by customers, the public, or competitors. The end result of positioning is the successful creation of a market-focused value proposition: “This is the compelling reason why the target segment should buy the product.” Positioning shapes key elements of the marketing mix: which features matter most in the differentiation of a product or service, what messages to communicate about the offering, how to price it relative to competitors, and the role distribution might play in satisfying the customer. To illustrate, think about American retail chains targeting American households as a target segment. The table below identifies the ways in which three large retail chains position themselves to attract customers and the key differentiators they use to set themselves apart. \| Name \| Positioning \| Differentiators \| \|---\|---\|---\| \| Wal-Mart \| Wide selection of products people want, at the lowest prices \| Wide selection; low prices \| \| Target \| Trendy, fashionable products at reasonable prices \| Continually refreshed, on-trend product selection \| \| Macy’s \| Preferred “go-to” shopping destination for upscale brands and current fashions. \| Broad selection of most-wanted, upscale brands; engaging shopping experience \| Note that, in each case, positioning is based on factors that are important to the target segment(s) each retailer focuses on. Wal-Mart customers are very brand-loyal because of the company’s commitment to low prices and huge selection. Loyal Target customers love browsing the latest, on-trend apparel, accessories, and home fashions. Macy’s shoppers appreciate a more elegant, upscale shopping experience and are willing to pay more for upscale brands. Each of these positioning strategies carves out a “niche” of the retail market that defines the particular, differentiating strengths of each chain in the minds of customers. Positioning is essential for launching a new product or service, because it helps marketers and customers understand how the new offering fits into the set of available choices, and it makes a set of claims about why customers should consider it. Positioning can also be useful at any other stage of the product life cycle to help clarify what makes a product or service different from competitors and why people should prefer it. Positioning Is a Statement Positioning plays an important role for marketers in expressing how they will make an offering attractive to customers. It also helps customers become educated about the options available to them so they can evaluate and select the product or service that’s the best fit. Positioning is most often articulated as a positioning statement. A positioning statement is one sentence that concisely identifies the target market and what you want customers to think about your brand. This statement should include 1) the target market, 2) the brand name, 3) the key points of differentiation, 4) the product/service category or frame of reference in which you are establishing this market position, and 5) the reasons customers should believe the positioning claims. Positioning statements should also be statements of truth. Effective positioning is credible and convincing, reflecting customers’ actual experiences with the product or service. If a positioning statement does not reflect the customer’s reality, the positioning will fail because it will not take hold in the minds of consumers. Likewise, positioning must be based on qualities that matter to customers as they consider which product/service to purchase. If positioning is based on characteristics or customer benefits that do not matter, customers will opt for other offerings that deliver what they care about. We will discuss positioning statements in more detail later in this module. Same Offering, Different Positioning Because effective positioning is always linked to a specific target segment, it is worth pointing out that the same basic product or service may be positioned differently for different market segments. When this happens, it is because companies recognize that their target segments are looking for different qualities when they make their purchasing decisions. Different positioning strategies for the same product enable marketers to communicate the value of the product or service more effectively to each target audience. For example, the airline JetBlue caters to two “sweet spot” target segments: 2) “high-value leisure travelers” and 2) “mixed-wallet customers,” who fly for both business and leisure. The airline’s positioning for “high-value leisure travelers” focuses on attractively priced airfare and packages to fun vacation destinations, along with a comfortable flying experience. For “mixed-wallet customers,” JetBlue positions itself as providing a competitively priced and convenient flying experience with features like expedited security and multiple fare options in case travel plans need to change. In both cases, JetBlue is selling air travel, but the positioning for each target segment is built around the differentiating qualities that make JetBlue particularly attractive to those segments.1 - http://skift.com/2013/03/20/why-jetblue-doesnt-target-road-warriors-and-doesnt-plan-to-anytime-soon/ Licenses and Attributions CC licensed content, Original - Revision and Adaptation. Authored by: Lumen Learning. License: CC BY: Attribution CC licensed content, Shared previously - Introducing Marketing, Chapter 2. Understanding and approaching the market. Authored by: John Burnett. Provided by: Global Text. Located at: http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf. License: CC BY: Attribution - Introducing Marketing, Chapter 7. Introducing and managing the product. Authored by: John Burnett. Provided by: Global Text. Located at: http://solr.bccampus.ca:8001/bcc/file/ddbe3343-9796-4801-a0cb-7af7b02e3191/1/Core%20Concepts%20of%20Marketing.pdf. License: CC BY: Attribution - Kia GT4 Stinger. Authored by: Chad Horwedel. Located at: https://www.flickr.com/photos/chorwedel/12613017214/. License: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives - Macy's Flower Show. Authored by: Stephen Rees. Located at: https://www.flickr.com/photos/stephen_rees/4499802916/. License: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives - Smooth Flight. Authored by: Frans Persoon. Located at: https://www.flickr.com/photos/38659937@N06/4234237775/. License: CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives	oercommons	2025-03-18T00:37:54.418742	03/22/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/91203/overview", "title": "Statewide Dual Credit Principles of Marketing, Positioning, Defining Positioning and Differentiation", "author": "Anna McCollum" }
https://oercommons.org/courseware/lesson/65331/overview	Chapter 02 Slides Chapter 03 Slides Chapter 04 Slides Chapter 05 Slides Chapter 06 Slides Chapter 07 Slides Chapter 08 Slides Chapter 09 Slides Chapter 10 Slides Chapter 11 Slides Chapter 12 Slides Course descriptions Linguistics Fieldwork for Starters Links to linguistics sites Notes for Course Instructors The Language of Language The Language of Language. A Linguistics Course for Starters Overview If you've ever wondered why we need concepts like noun and verb or word and phrase when discussing language, this book is for you. Deliberately selective in its approach and assuming no prior knowledge of linguistics, The Language of Language explores the nature of language and linguists' agreed-upon ways of talking about the object of their inquiry. Our focus is on modes of thinking rather than content knowledge. Our goal is to encourage informed thinking about (why) language matters, so that you can continue puzzling about language issues long after you've worked your way through this book. Now in its third edition, the book is packed with over 100 commented activities, examples of language play, and fun food for thought, designed to whet your appetite for linguistics and language studies. The companion workbook, Lang101 Workbook, contains 460 additional commented exercises and activities, designed for self-study or for the classroom. Linguistics textbook designed for multilingual users of English – The Language of Language If you’re curious about (why) language matters, about what linguists do and how they think, and if you’re tired of introductory linguistics books that in fact introduce you to the linguistics of English, try The Language of Language and its companion workbook Lang101 Workbook, for a change. Lecture Slides – The Language of Language See Section Notes for Course Instructors for suggestions on how to use the Lecture Slides in class. Sets of lecture slides for each of the 12 chapters of The Language of Language textbook: Chapter 1. Language and linguistics Chapter 2. Language and languages Chapter 3. The grammar of words: words and word parts Chapter 4. The grammar of words: word building Chapter 5. Speech sounds Chapter 6. The grammar of sounds Chapter 7. The grammar of sentences: slots and phrases Chapter 8. The grammar of sentences: slots and functions Chapter 9. The meaning of meaning Chapter 10. Meaning in action Chapter 11. Language in use Chapter 12. Language and speakers Notes for Course Instructors – The Language of Language Suggestions on how to use the set of slides and the exercises available in our Lang101 Workbook to present the material contained in our textbook The Language of Language and encouraging student learning about linguistic issues. See Section The Language of Language – Lecture slides See Lang101 Workbook at https://www.oercommons.org/courseware/lesson/65378 Links to Linguistics Sites – The Language of Language A set of links to internet resources on linguistics to complement the material in our textbook The Language of Language, listed by each of the 12 chapters in the textbook and including cross-chapter resources. Linguistics Fieldwork for Starters – The Language of Language Suggestions for class project work designed for beginner students of linguistics using our textbook The Language of Language, to encourage hands-on learning through fieldwork and instil respect for research in the discipline. Course Descriptions – The Language of Language A set of four alternative course descriptions which fit our textbook The Language of Language. They can be used to assist students in making informed choices about enrolment in courses, and/or to substantiate proposals of new courses to your school.	oercommons	2025-03-18T00:37:54.458928	Module	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65331/overview", "title": "The Language of Language. A Linguistics Course for Starters", "author": "Full Course" }
https://oercommons.org/courseware/lesson/108139/overview	Varied Landscapes of the CP - Webb The Varied Landscapes of the Colorado Plateau Overview In summary, "The Varied Landscapes of the Colorado Plateau" provides an engaging overview of the geological and geographical marvels found in this region of the United States. From ancient rock layers to stunning natural formations, the Colorado Plateau's landscapes continue to captivate and inspire those who explore its diverse terrain. The Varied Landscapes of the Colorado Plateau "The Varied Landscapes of the Colorado Plateau" by Amelinda Webb presents a comprehensive investigation of the incredible geological features and diverse terrain making up the Colorado Plateau. She delves into the rich history and unique geological characteristics of the area, offering and in-depth examination of the stunning landscapes created by millions of years of natural processes.	oercommons	2025-03-18T00:37:54.478825	Linda Neff	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/108139/overview", "title": "The Varied Landscapes of the Colorado Plateau", "author": "Textbook" }
https://oercommons.org/courseware/lesson/59025/overview	Understanding Adverse Childhood Experiences Overview This lesson provides a very basic overview of two ACES studies. ACES This section is used to provide very basic information to introduce ACES to students. Basic Overview of ACES Adverse Childhood Experiences include stressful or traumatizing events. These may include witnessing or directly experiencing violence, experiencing racism, war, car accident and so many more events that may cause undue stress. In 1990, Kaiser and the Center for Disease Control conducted a study. The study included 10 questions that focused on abuse, neglect, and household dysfunction. In 2013 another study was conducted, Philadelphia Urban ACEs Survey, that included a more diverse sample. The survey was provided to individuals who were from a more diverse background including race, socioeconomic background, educational level, and gender. The survey expanded to 22 questions and included additional questions that assessed individual's experiences with racism, bullying, foster care, and indirect experiences of violence. Each survey asked participants to answer questions about their years before the age of 18. Review the information provided on the slides. What questions do you still have about ACES?	oercommons	2025-03-18T00:37:54.494564	10/22/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/59025/overview", "title": "Understanding Adverse Childhood Experiences", "author": "Cheryl Williams-Jackson" }
https://oercommons.org/courseware/lesson/117390/overview	Providing Meaningful Feedback to People with Parkinson’s Disease Overview When working with a population of participants who are diagnosed with Parkinson’s disease, how will the clinician ensure that they are providing helpful feedback through the provided curriculum to improve the patient’s intent when talking? When working with a population of participants who are diagnosed with Parkinson’s disease, how will the clinician ensure that they are providing helpful feedback through the provided curriculum to improve the patient’s intent when talking?	oercommons	2025-03-18T00:37:54.511434	06/27/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/117390/overview", "title": "Providing Meaningful Feedback to People with Parkinson’s Disease", "author": "Kayleigh Deisley" }
https://oercommons.org/courseware/lesson/112114/overview	2023 AZ OER Conference Collaborating to Grow Open Education Programs in Challenging Times Overview Archived session from the 2023 Arizona Regional OER Conference. Session Title: Collaborating to Grow Open Education Programs in Challenging Times This resource includes the session abstract, presenters, PPT, and recording. Session Abstract, PPT, and Recording Session Abstract Community Colleges were the hardest hit sector of higher education as the pandemic spread. It exposed inequities which grew larger as the resulting healthcare, job, and housing insecurities were disproportionately experienced by communities of color and other traditionally marginalized groups. Enrollments dropped as lives were disrupted through job loss, lack of childcare, and uncertainty about ability to afford schooling or be safe attending classes. Faculty and staff struggled to support students with limited technology resources and skills. Interest in OER and open educational practices grew as the need for more flexible, accessible, and student-centered learning became apparent. Eight rural colleges of Arizona received a Department of Education Open Textbook pilot grant which supported growing faculty interest in OER adoption. Collaborating across institutions, these colleges were able to jumpstart their programs with training and a curated OER repository. Other colleges were able to take advantage of one-time HEERF funding to grow and sustain their existing open education work. Join CCCOER and Arizona colleges to hear how a deeper understanding of educational inequities sparked these educators and their colleges to collaboratively develop new and equitable approaches to supporting their students. Presenters Una Daly, CCCOER Director, OER Global Judith Sebesta, Vice President, ISKME Labs Andrea Schaben, Math Faculty, Yavapai College Josie Milliken, Dean of Distance Education, Pima Community College Eric Osborn, Life Science Faculty, Mohave Community College	oercommons	2025-03-18T00:37:54.531002	OERizona Conference	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/112114/overview", "title": "Collaborating to Grow Open Education Programs in Challenging Times", "author": "Megan Crossfield" }
https://oercommons.org/courseware/lesson/64410/overview	Great Valley Museum Lab Overview This lab is meant to help students have a meaningful experience when they visit the Great Valley Museum in Modesto, California. I was written for the junior college student, but can be easily adapted to be used by any class that is visiting the museum. Great Valley Museum Lab Instructors, This lab is set up with the H1N1 spread on Science on the Sphere. Many other options are available. The Great Valley Museum in Modesto, California offers an opportunity for students to learn about the ecology of the San Joaquin Valley in California. The attached lab is meant to be used by students so that they can dig deeper into the resources that are offered by the museum. Students will enter the museum and start the lab on the right side of the museum. They will then continue through the museum in a clockwise direction to answer all of the questions.	oercommons	2025-03-18T00:37:54.548105	03/25/2020	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/64410/overview", "title": "Great Valley Museum Lab", "author": "Jill Cross" }
https://oercommons.org/courseware/lesson/107666/overview	Creative Commons is the Key to Opening Education Overview A brief overview of the role Creative Commons Plays in the OER Specialist Program. Completed as a part of the CC Certification course. As an Open Educational Resource (OER) Specialist at Paradise Valley Community College (PVCC), I collaborate with faculty members to create, adapt, and remix educational materials. I work as a member of our Library staff to ensure these materials are made available under the Creative Commons License, a framework that allows creators to retain certain rights while permitting others to use, share, and build upon their work. Faculty will come to the Library or the Center for Teaching and Learning (CTL) and be referred to me, I work with our OER Librarian to bridge the gap between Open and Free-to-Use materials to ensure the highest quality of materials and the quickest transition to eliminate costs. This ethical approach fosters a culture of open sharing and collaboration that aligns with Creative Commons’ similar values. Our college is part of a district of 10 sister colleges. PVCC is unique in our adoption and evolution of a student-driven OER Specialist program. Housed within our library, this initiative aligns perfectly with our mission to provide equitable access to openly licensed educational resources (OER). I handle a range of responsibilities, including advocating for open resources, training faculty, conducting research, assembling content, and assessing materials for their effectiveness. OER Specialists act as a catalyst for the movement toward accessible and affordable education on campus. We work closely with instructors to identify, create, or adapt educational materials that are not only cost-effective but also tailored to the needs of our fellow students. This might involve developing instructional videos, interactive activities, or even entire textbooks that students can freely access and that are continually updated and adapted by faculty. We also work with students to raise awareness and help them advocate for classes to transition to OER. Our primary focus is on ensuring accessibility and equity in education. We strongly believe that education should not be limited by financial means and that the key to a thriving community is education and freely accessible information. Just like a library offers a wealth of knowledge to all visitors, we strive to make educational resources available to all students and community members without any barriers. This commitment aligns seamlessly with the principles of the Creative Commons License, which emphasizes the power of open sharing and the empowerment of creators. So, how does all of this come together? Well, faculty often face challenges with traditional course materials. These commercial resources lack local relevance, timeliness, and engagement or are too expensive for students. Students often opt out of buying expensive textbooks, which can adversely affect their performance in class. This is where OER and Creative Commons Licenses step in. By using materials under CC licenses, we can help faculty create engaging and up-to-date content that is relevant and cost-effective. Imagine students learning about the latest field developments without waiting for a new edition of an expensive textbook. Then also, imagine those same students’ course assignments helping future students to better relate to materials and improve the student experience. That’s the power of OER. We also recognize the importance of diversity and different learning styles. With OER, we can develop materials that resonate with our community, honoring its various cultures and traditions. We can seek collaborators and make space in education for marginalized voices often left out of important educational conversations to ensure our students can see themselves in their future fields. We can adapt to the community we serve by ensuring accessible practices that respect different abilities and learning styles to customize courses in ways that empower students to learn. One fascinating aspect is the ripple effect of our efforts. When faculty members see the positive impact of using CC-licensed materials in their courses, they often get inspired to share their work with a broader audience and continue this cycle of constant creation and adaptation. This culture of openness leads to a continuous cycle of improvement, collaboration, and innovation, all because of those little gray creative commons licenses! Even our students are buying into creating open materials. Our tutoring center is currently collaborating with our sister colleges to create a database of high-quality visual aids, practice questions, and other resources to support students in person and virtually. Our honors students are encouraged to license their research projects openly. Many of our faculty invite students to create materials for future students that will be openly licensed and included with the faculty materials. This creates a strong sense of community and engagement with our students as they gain real-world applications for their skills and give back to their community. Without The Creative Commons, none of this would be possible. Their licensing system works alongside copyright and empowers us to identify resources, respect content creators’ desires and ensure the continuation of that cycle of creation and adaptation. The values of collaboration and inclusion that The Creative Commons fosters are essential to the OER movement. And just as The Creative Commons has given so much to all of us, we strive to give back through high-quality content and spreading awareness of what it means to be ‘open’. In summary, our role as OER specialists involves creating a bridge between educators and open resources, all while ensuring that education remains accessible, relevant, and engaging. This alignment with the principles of Creative Commons Licenses amplifies our mission and empowers both educators and students to thrive in a world of open knowledge sharing.	oercommons	2025-03-18T00:37:54.564179	08/12/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/107666/overview", "title": "Creative Commons is the Key to Opening Education", "author": "Jessica Parsons" }
https://oercommons.org/courseware/lesson/96377/overview	Sign in to see your Hubs Sign in to see your Groups Create a standalone learning module, lesson, assignment, assessment or activity Submit OER from the web for review by our librarians Please log in to save materials. Log in ALKENES or	oercommons	2025-03-18T00:37:54.585365	08/14/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/96377/overview", "title": "ALKENES", "author": "Noor Fatima Khan" }
https://oercommons.org/courseware/lesson/60507/overview	Chapter 2: Lecture Guide PPT Overview Attached is an overview of Chapter 2 in the form of PPT. It is structured with talking / discussion points instead of detailed notes. This correlates to Texas Government 1.0 Chapter 2. Chapter 2 PPT Notes Attached is an overview of Chapter 2 in the form of PPT. It is structured with talking / discussion points instead of detailed notes.	oercommons	2025-03-18T00:37:54.601406	12/09/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60507/overview", "title": "Chapter 2: Lecture Guide PPT", "author": "Annette Howard" }
https://oercommons.org/courseware/lesson/90269/overview	cinema scenes version eight licensed Overview cinema scenes version eight licensed cinema scenes version eight licensed cinema scenes version eight licensed	oercommons	2025-03-18T00:37:54.617716	02/21/2022	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/90269/overview", "title": "cinema scenes version eight licensed", "author": "stuart lenig" }
https://oercommons.org/courseware/lesson/74721/overview	SLAM - Workshop 3 - Presentation Overview SLAM is a Learning Repository for Advanced Manufacturing Technology using 40 years of AMT materials contributed by Dr. Wysk and others willing to share their teaching materials. The intent of STAM is to improve AMT instruction and get new AMT methods into the classroom more quickly. Special thanks to NSF for their support of DUE-1841441. Main Presentation Workshop - Faculty and Student Perceptions on Shared Learning Materials for Advanced Manufacturing (SLAM): Building Momentum Through Workshops Project Directors: Dr. Richard A. Wysk, NC State University Dr. Gül Okudan Kremer, Iowa State University Dr. Russell King, NC State University SLAM is a Learning Repository for Advanced Manufacturing Technology using 40 years of AMT materials contributed by Dr. Wysk and others willing to share their teaching materials. The intent of STAM is to improve AMT instruction and get new AMT methods into the classroom more quickly. Special thanks to NSF for their support of DUE-1841441.	oercommons	2025-03-18T00:37:54.634893	Teaching/Learning Strategy	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/74721/overview", "title": "SLAM - Workshop 3 - Presentation", "author": "Manufacturing" }
https://oercommons.org/courseware/lesson/113101/overview	Remixing OER to Meet the Needs of the University 101 Student Emily Smith Kelli Boniecki USCB nn Remixing OER to Meet the Needs of the University 101 Student Overview Archived session from the 2023 Arizona Regional OER Conference. Session Title: Remixing OER to Meet the Needs of the University 101 Student This resource includes the session abstract, presenters, PPT, and recording. Session Abstract, PPT, and Recording Session Abstract In April 2022 we applied for the South Carolina Affordable Learning Grant (SCALE) offered through the Partnership Among South Carolina Academic Libraries (PASCAL) consortium. The grant period runs from June 2022 to May 2023. For this grant, we are creating an OER textbook for the course University 101, Student in the University, UNIV B101 for the University of South Carolina at Beaufort (USCB). This project is being completed in collaboration with cross campus partners for the purpose of providing free and accessible course materials for students to reduce the cost of textbooks and ease the financial burden for college students. In addition, we are increasing institutional awareness of OER resources. This is done through marketing via newsletter and sharing with the USCB community how the library is developing an OER in collaboration with other campus departments. Presenters Emily Smiith, MM, MLS, Research & Instruction Librarian, Affordable Learning LIbrarian & Adjunct Instructor, University of South Carolina Beaufort Kelli Boniecki, EdD, Early Care & Education Director, Technical Colelge of the Lowcountry, Adjunct Instructor, University of South Carolina Beaufort	oercommons	2025-03-18T00:37:54.653687	02/19/2024	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/113101/overview", "title": "Remixing OER to Meet the Needs of the University 101 Student", "author": "OERizona Conference" }
https://oercommons.org/courseware/lesson/60822/overview	Self & Identity PSYC 310 Overview For Fall 2019 PSYC 310-001 Adolescent and Adult Development with Cynthia Campbell Self & Identity Video Self & Identity PSYC 310-001	oercommons	2025-03-18T00:37:54.674366	12/16/2019	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/60822/overview", "title": "Self & Identity PSYC 310", "author": "Sophia Falslev" }
https://oercommons.org/courseware/lesson/65522/overview	The Impact of a Seemingly Simple Movement Overview This is a Humanitites Moment I experienced and wanted to share with others! It's all about being passionate and the power and impact of ballet. The Impact of a Seemingly Simple Movement Sitting on the red velvet seats at the stunning Capitol Theater in Salt Lake City, I was so ready to see the ballet Swan Lake for the first time. Not only was I watching one of my favorite ballets, none other than Beckanne Sisk herself was performing, a principal with Ballet West Academy and a gorgeous dancer! Swan Lake is a timeless love story that mixes magic, tragedy, and romance all into four acts. It features Prince Siegfried and a lovely swan princess named Odette. Under the spell of a sorcerer, Odette spends her days as a swan swimming in a lake of tears and her nights in her beautiful human form. The couple quickly falls in love. But now the sorcerer has more tricks to play. This brings his daughter Odile into the picture. Confusion, forgiveness, and a happy ending with Siefried and Odette together forever round off the ballet. A single prima ballerina (a principal like Beckanne) plays both Odette and Odile. It is one of the most challenging roles a dancer can take on in her career. When I saw Beckanne performing Odette and Odile, there was one single moment in time that has forever left an impact on my mind. To be completely honest, I don’t remember much from the three hour ballet! Going into it I thought the legendary 32 fouettes and wild turning would stick in my mind or the high controlled extensions of her legs, but in the end it was a seemingly simple movement that stuck with me. It was towards the end of the ballet and Beckanne was down-stage in the right corner and was turning around to run to her prince. She fearlessly placed her toe and went up into a fourth pique arabesque rounding the corner as she floated. Though this step may look quite simple, the years of training, the blood, sweat, and tears that go into making simple steps like this look easy is so great! It seems like there are over a hundred things to be thinking about when doing a pique arabesque, but Beckanne’s mind seemed to be free in that second. The way she held onto that moment and the power within the music, it was like a connection of everything coming together at the same time. I breathed with her. I felt suspended in time. I felt alive! I wanted to stay there forever and capture that feeling to put it in a bottle! In a way, that is just what my mind did. When I think back on this moment, I can actually feel what I felt then now. I’m writing about this today because I wanted to share how a seemingly simple movement can be huge for someone! I have dedicated my life to ballet since I was 14. It is hard and it is painful, but nothing else makes me feel like how I feel when I’m in ballet class or performing something I’ve worked hard for. I’ve still got a ways to go, and you never stop working or improving. But since my experience here with Beckanne Sisk as Odette, I want to put in the work it takes to be that good so that I can reach someone's soul the way she touched mine. This is the beauty of ballet, and the reason we sacrifice so much to train. You need to be that good first in order to really affect someone. Think about any skills! It could be baking, sports, painting, music, etc. If you really want to leave an impact, you first have to put in the time it takes to be phenomenal then continue finessing from there. My passion is ballet, but it has become more than that to me. I’ve made these dreams become reality and that is continuously my goal. I encourage you to be passionate and to stick to something you love! It could even be multiple things. But remember that you won’t love it everyday, and sometimes things can get unbearably hard! But never forget why you started in the first place. Beckanne Sisk reminded me that night of why I love ballet, because you can reach people’s spirits. It’s a different kind of communication rather than words, so it hits differently. It’s a language that I’ve spent years learning yet ironically you don’t have to know a thing about it to feel what Beckanne made me feel. Thank you for letting me share my humanities moment with you today.	oercommons	2025-03-18T00:37:54.692989	Performing Arts	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/65522/overview", "title": "The Impact of a Seemingly Simple Movement", "author": "Languages" }
https://oercommons.org/courseware/lesson/103898/overview	Video Guide "What is Theatre?" Overview Video guide for the PBS Crash Course Theatre video, "What is Theatre?" Crash Course Theatre "What is Theatre" Video Guide “What is Theatre” Crash Course Theatre 1 Video Guide Please watch "What is Theatre" and answer the following questions in academic language (complete sentences with appropriate grammar and punctuation). - Who is Dionysus? - What does the word “theatre” mean when traced back to its Greek origins? - According to the video, where is theatre? - What is the correlation between ritual and theatre? - Who took a scientific approach to theatre? - People learn due to a “medic impulse;” what are the three desires we have that inform our learning?	oercommons	2025-03-18T00:37:54.713345	05/15/2023	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/103898/overview", "title": "Video Guide \"What is Theatre?\"", "author": "Lindsay Bryan" }
https://oercommons.org/courseware/lesson/84248/overview	SWHS 300 Sample Assignment SWHS 300 Syllabus SWHS 300: Introduction to Social Work/Human Services Overview This course provides an overview of social service agencies, social work, and human services. Students will understand the historical and current delivery of social services by exploring problems of living such as poverty, substance abuse, and mental health. Emphasis is on the knowledge and tasks used by skilled, ethical, and culturally responsive social service workers. Students will have the opportunity to analyze the structure a social service agency, create a career plan, and develop the identity of a social work/human services professional. This course is not open to students who have completed HSER 300. Syllabus, Sample Assignment, and Reading List This course provides an overview of social service agencies, social work, and human services. Students will understand the historical and current delivery of social services by exploring problems of living such as poverty, substance abuse, and mental health. Emphasis is on the knowledge and tasks used by skilled, ethical, and culturally responsive social service workers. Students will have the opportunity to analyze the structure a social service agency, create a career plan, and develop the identity of a social work/human services professional. This course is not open to students who have completed HSER 300.	oercommons	2025-03-18T00:37:54.733695	Reading	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/84248/overview", "title": "SWHS 300: Introduction to Social Work/Human Services", "author": "Homework/Assignment" }
https://oercommons.org/courseware/lesson/87249/overview	Exploring Tilt Brush in VR Overview Explore how to use Tilt Brush. What is Tilt Brush? Tilt Brush is a 3D painting program available in VR format. Currently the program is available for Vive, Oculus, Oculus Quest, Windows Mixed Reality, Valve Index, and PlayStation VR. In January 2021, Google announced that Tilt Brush would become an open source resource, thereby free versions of the software are becoming available (Aidley, 2021). Watch as this user of Tilt Brush creates original content: Retrieved from: https://www.youtube.com/watch?v=9n375DJA3pc Aidely, T., 2021, Jan 26., The Future of Tilt Brush, Google Open source Blog. https://opensource.googleblog.com/2021/01/the-future-of-tilt-brush.html How to Use Tilt Brush This tutorial will get you started on how to use Tilt Brush. Try to familiarize yourself with the different tools and abilities. Watch till around the 9:20 mark (starts at 2:17 mark), or keep watching more if you are interested. Retrieved From: PlayFrame, 2020, Mar 25., Introduction to Tilt Brush and Poly. YouTube. https://www.youtube.com/watch?v=tcSbrxuDG8Y Original Tilt Brush Creation Using your VR headset, make an original creation in Tilt Brush. Explore the different features and learn to navigate the program. Discuss what you have learned with others. An example from Tilt Brush: Retrieved from: Erickson, L. 2016, Oct 14., My awkward and clumsy VR Tilt Brush horse. #artdate, Flickr. https://www.flickr.com/photos/21446836@N00/30015689230	oercommons	2025-03-18T00:37:54.748426	Graphic Arts	{ "license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/", "url": "https://oercommons.org/courseware/lesson/87249/overview", "title": "Exploring Tilt Brush in VR", "author": "Electronic Technology" }

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