✪✪✪ Liberal Solutions In The Great Depression

This course is How Did Greece Express Humanistic Values? to provide students with knowledge of terminology, classification systems, trends, and theories of criminal justice. We are happy to give our money to people and organizations that we believe need Interview Bias Analysis, while liberals want to give our money to whomever THEY think needs it. Departmental permission required. Canned beef production in Kansas City Liberal Solutions In The Great Depression nearlytins inexpanding to more than 4 million tins in This course surveys sedimentary rock types, principles of description and classification,sediment genesis and Coyote Research Paper of sedimentary deposits, analysis and synthesis of Liberal Solutions In The Great Depression sequences. Together we will ask why the Greeks repeatedly told this story.

Ben Shapiro vs. Ana Kasparian FULL DEBATE

Michael Hiscox in particular has contributed much to this literature. Political cleavages and trade coalitions, Hiscox finds, do follow the variation in factor mobility over time. Class cleavages predominate in periods of high inter-industry factor mobility while industry cleavages define politics in eras of low mobility, as predicted by both the HO and RV models. Attempts at reconciliation between HO and RV findings have not gone without criticism. Two recent authors Ladewig ; Jeong have continued to note the failure of this literature to produce consistent conclusions, both emphasizing not theoretical but instead methodological causes.

According to Ladewig , factor mobility is virtually impossible to measure directly despite its central empirical importance to research, and different studies have estimated quite different levels of factor mobility for the very same case the United States since the s. He measures factor mobility with an original dataset based on US House of Representatives districts and finds marked change over time, with low mobility and class cleavages over trade in the s and s yet high mobility with industry cleavages since then. These findings largely support those of Hiscox. Jeong introduces a different methodology. Through this method he comes to a very different conclusion from that of Hiscox, finding that the most recent period in the US — is characterized by class, not industry-based, conflict over trade.

Clearly the literature on the politics of trade will continue to develop. Although having its roots and much of its continuing research in international trade, the domestic interests approach has expanded analysis into other policy arenas referent to the global political economy. Hiscox considers rising levels of global capital mobility and finds their political effects are highly contingent upon the degree of inter-industry factor mobility. While the overall effects of capital mobility should cause firms to have less interest in protectionism because investment flows act as substitutes for trade flows , there continue to be high levels of manufacturing capital lobbying of Congress for trade protection.

Hiscox uses an RV model to explain this anomaly, arguing that industries with immobile capital will actually increase their interest in trade protection under conditions of generally increased capital mobility. Similar work has been done on many other state policies related to the global political economy. Milner and Tingley use the Heckscher-Ohlin model to explain domestic political support and opposition to foreign aid in the United States since Noting that foreign aid is most materially beneficial to both physical and human capital-intensive Congressional districts, the authors find that factor endowments largely explain trade votes with strong distributional consequences.

Interestingly, their research also shows no change over time in preferences and thus by extension in the mobility of factors. Liberal scholars have long recognized that domestic political institutions are not simple conduits for the expression of interests but play a significant intervening role of their own. Thus the OEP literature turned its attention early on to institutions and the manner in which they aggregate interests and delegate decision-making authority. One significant early statement was made by Alt and Gilligan who found that a simple argument on political coalition-building produced by mainstream international trade theory was insufficient to account for observed trade policies.

Moreover, Alt and Gilligan found that political institutions themselves define the factor mobility highlighted by economic theory through the manipulation of collective action costs. Another early empirical analysis on cross-national patterns of nontariff barriers NTBs by Mansfield and Busch found that states with autonomous trade policy institutions well insulated from domestic political pressures for free trade have higher NTBs. Their measure of insulation is a function of the number and size of electoral constituencies, with the hypothesis being a smaller number of large constituencies produces a more insulated state.

Many domestic political institutions have been analyzed from the Open Economy Politics perspective. Electoral institutions as key mechanisms of preference aggregation have proven to be of durable theoretical and empirical interest. Garrett and Lange use a simple model to show that all democratic electoral institutions bias policy outcomes in favor of less productive economic sectors, although this tendency can be reduced through systems of national proportional representation and single-member districts which serve to disperse workers in low productivity sectors across electoral jurisdictions.

In an empirical study of different constitutional and electoral systems of representation, Milner and Judkins found domestic political structures to have a complex and difficult-to-ascertain effect on trade policy. Some institutions — such as federalism, size of the party system and electoral district magnitude — are not significant influences on political party trade positions, while electoral rules, however, do have a significant impact. They find that a proportional representation system in particular causes political parties to be more protectionist than in a plurality system. Once legislators are elected, the organization of the legislative system is a further important institutional factor influencing state international economic policy.

Bailey, Goldstein, and Weingast argue that two changes in Congressional voting rules on trade agreements contained within the Reciprocal Trade Agreements Act of undergird the US path toward free trade. By shifting trade votes from a treaty-like supermajority to a simple majority, free-trade Democrats made international economic agreements possible without any change in underlying interests. Moreover, the authors claim that these institutional changes shifted the political equilibrium of the country toward a more liberal free trade position by aggregating interests in novel ways through presidential powers to bundle foreign and domestic tariff reduction into a single agreement.

Hiscox , however, studies the very same legislation and argues that its durable influence has been due less to the revolutionary nature of institutional change as to the fractured position of the Republican Party on trade after World War II. That is, Hiscox claims shifting interests rather than institutional change in aggregating and expressing stable interests accounts for increasing Congressional support for trade liberalization since Martin studies the role of democratic national legislatures in accounting for state commitments to international agreements.

This barrier can be overcome and credibility enhanced, however, through executive branch cooperation with their national legislatures. While the participation of legislators makes interstate bargaining more complicated, she finds through studies of both the US Congress and the parliaments of several EU members that state commitment to any bargain reached become much more credible and thus cooperation is promoted.

More recently, liberal perspectives have taken up interest in the broadest effects of society-wide democratization on economic openness. Their statistical analysis supports the argument that democratization in poor developing countries fosters globalization while in wealthy developed countries it has the opposite effect. Milner and Kubota likewise offer an analysis using the Stolper-Samuelson theorem and come to similar conclusions. They find that newly enfranchised groups in developing and democratizing countries — overwhelmingly labor and the poor — are more supportive of globalization even as economic data showing these groups actually benefit from globalization and survey data showing that they believe themselves to benefit is quite inconclusive.

They critique the bulk of this literature for doing little to separate out the trade and financial dimensions of globalization and largely ignoring the history of the global economy prior to World War II. Here the emphasis is on relations between states, particularly strategic bargaining and the role of international institutions in molding that interaction. Game theory makes a contribution to liberal perspectives on the global political economy through this doorway as well as more broadly the approach of neoliberal institutionalism. In addition, its empirical interests lie in the study of cooperation and institutions in particular as Pareto-superior solutions to market failures Keohane a —9; Lake There are many antecedents to liberal IPE work on international institutions.

One important contributor is Ernst Haas whose work on the European Economic Union laid the foundation for integration studies. In those years, American IPE was yet to be dominated by liberal perspectives and many different scholars contributed to this work. Especially prominent voices included realists such as Stephen Krasner and Robert Gilpin and future constructivists like John Ruggie , himself a student of Ernst Haas.

Conceived as analogous to market failure in liberal economics, institutions could overcome suboptimal equilibria and enable agreement by reducing uncertainty, increasing the quality and quantity of information, and reducing transaction costs Keohane a. Keohane and others e. The failures of international cooperation and the waning ability of the United States to underwrite a growing open global economy in the s was the primary empirical motivation of this early liberal work on international institutions. The economist Charles Kindleberger is generally credited as the founder of hegemonic stability theory avant la lettre in his argument on the causes of the Great Depression.

Focusing on measures of tangible economic power, Keohane found hegemonic stability theory to have mixed success as an explanatory framework. Strongest in accounting for change in petroleum and money regimes, Keohane b pursued this argument toward an account of the generalized inflation of the s, finding the collapse of international regimes to be both an effect of declining hegemonic power and a cause of greater uncertainty and uncooperative state policies. Throughout the s the theme of hegemony animated considerable work from a liberal perspective, and the theory of hegemonic stability emerged as the signature and as some wags would say, the only contribution of American international political economy to the social sciences Cohen Realist scholars of IPE contributed much to the hegemonic stability literature, of course see especially Gilpin ; Krasner Liberals diverged strongly from realists, however, in their account of international institutions.

By the early s a backlash against hegemonic stability theory began to gain ground Lake In turn, the literature on regimes shifted toward targeted attention to particular international institutions. Beginning with a critique of purely interest-based studies which marked the early stages of the domestic interest approach e. The European Union is a prominent institutional focus of interest. Burley and Mattli offer an early functionalist account of the legal integration of the EU through the European Court of Justice, arguing that the increasing demand for European-wide law from state and nonstate actors has over time created a transnational EU legal sphere autonomous from state policy.

Moravcsik offered an important theoretical challenge to the rational-functional approach to international institutions in two ways. First, he argues that the transaction costs of international bargaining are not unusually high as supposed by all works rooted in the regimes literature, undermining a key premise of the demand for international institutions. Second, he claims that the transaction costs which do exist are less a function of interstate strategic bargaining environments and more a function of domestic politics. In addition, due to the ability of members to opt out of various WTO treaties and GATT legal clauses, the radical distinction between formal members and nonmembers with standing is misleading.

Statistical analysis of trade data incorporating both de jure and de facto members shows the significant contributions of members to increased trade. Mansfield and Reinhardt broaden the scope of material interest to incorporate not simply the volume of income from international trade but its volatility as well. Their argument is ultimately that the WTO actually lowers the efficiency gains of economic cooperation. In light of the tendency among liberals to see institutions primarily through a functionalist lens, a warning from Goldstein and Martin is significant. They claim that international institutions are not always vehicles for reaching Pareto-optimal outcomes even when they foster precisely the kinds of cooperation praised in liberal theory.

For example, increasing transparency and information flows are widely considered to be positive contributions to cooperation made by institutions. However, Goldstein and Martin argue that by increasing the flow of information, domestic interests opposed to trade liberalization can better mobilize around protectionist policy measures. The ironic outcome is that the expansion of the authority of international institutions designed to create a more liberal international economic order can undermine the political foundations of that very order.

Having roots in both neoclassical economics and realist international relations theory, Open Economy Politics has a strong tendency to limit its empirical interest to observable behavior, define interest in strictly material terms, and assume the psychology of decision-making to be rational and therefore unproblematic. Liberalism more broadly has a long tradition of engaging the political role of ideas, values, and beliefs. A more robust liberal engagement with ideas and the locus classicus in liberal IPE is that by Goldstein and Keohane a.

Ideas are also institutionalized as rules and norms and thus shape the incentive structure of actors participating in such institutions. They are particularly important in the context of law in which persuasion and justification are important verbal actions. Of these three causal pathways, the most common and the most consistent with the OEP literature is ideas as focal points. Following the pioneering game theory work of economist Thomas Schelling , Garrett and Weingast and Weingast offer an argument for the importance of ideas in solving coordination games. Beginning with the observation that most bargaining situations allow for multiple Pareto-efficient equilibria, Garrett and Weingast argue that actual cooperation emerges from a combination of individual interest and collective ideas, the latter being the outcomes of history, culture, and institutional legacy.

This became the signature focal point around which European economic law and the single European market have been subsequently built. Goldstein offers an argument concerning the role of ideas in law in explaining changes in and inconsistencies of US trade policy since the early nineteenth century. Tomz provides an important statement in this vein. Noting that foreign investors are unable to completely measure potential risks and returns, he studies several cases over three centuries to demonstrate how beliefs around the likelihood of debt repayment explain both sovereign state willingness to repay and foreign investor willingness to lend.

Moreover, these beliefs are mutable, influenced by new information such as regime change in a debtor country or a pattern of changed behavior in a debtor, and thus can be characterized as learning. Such change in ideas over time has prompted a significant liberal literature on policy diffusion in the global political economy. The global diffusion of liberal ideas and institutions since has been a particular empirical focus on this literature.

Simmons and Elkins argue that the diffusion of neoliberal economic policies over the past three decades is a result of two distinct processes. First, diffusion is the result of strategic interaction between states; when one adopts a liberalizing trajectory, these choices create new externalities for other states seeking to attract mobile capital investment and trade opportunities. A second mechanism is policy learning in which states collect information from the track record of foreign models. In a study of the diffusion of bilateral investment treaties, Elkins, Guzman, and Simmons find evidence for the existence of learning in that treaties are more likely to be signed when prior signatories are successfully attracting foreign investment.

However, they argue that competitive economic pressures for globally mobile capital have the strongest causal effect. Meseguer finds a greater role for social learning in a study of the spread of privatization among OECD and Latin American countries. They do find, however, that strong economic performance among downsizers and weak economic performance among upsizers do seem to be sources of social learning. Liberal work on the importance of ideas in the global political economy has also strongly developed in the study of international law and the interaction between legalization and economic governance.

Liberal work on international law is the inheritor of both the regimes literature, housed within the neoliberal institutionalism and tied to its theoretical and empirical mooring of cooperation between states, as well as a more robust form of liberal theory realized in the domestic interest approach Slaughter Burley In this way it is also at the forefront of the liberal consensus in American IPE. What sets this literature apart from Open Economy Politics, however, is a robust engagement with the role of ideas as well as ethics discussed below. Anne-Marie Slaughter has laid an important foundation for this literature in her theorization of international law as an expression of liberal ideas and ideals.

Her depiction of the international legal system is one of transnational government networks in a transnational liberal society, constituted primarily by professional associations and their concomitant government bureaucracies with a highly disaggregated vision of the state Slaughter , Her theoretical foundation is that of Andrew Moravcsik in which state policy is primarily the outcome of domestic and transnational social relations.

According to Slaughter and other liberals , the transnational society created among liberal societies is in part built upon shared norms and values including the separation of powers, pluralism, and tolerance. This ideational dimension of international law is inescapable. Limiting its importance to simply reducing transaction costs or strengthening the credibility of commitments sells short the foundational role of norms in the operation of law. In terms of theory, liberal work on international law has developed markedly within both the international relations and international law fields. However, Abbott and Snidal also note their melding of rationalist and constructivist arguments, suggesting the distinct limitations of a liberal rationalist approach.

It is also important to note the self-imposed limits which liberals place on the role of ideas. Unlike constructivist scholarship, liberals deploy ideas as an additional explanatory variable when material power and individual interest prove insufficient. It is no surprise that some liberals more closely associated with Open Economy Politics have resisted arguments strongly invoking ideas.

For example, a study of neoliberal tax policy diffusion by Swank finds no support for an argument based on social learning and instead emphasizes the importance of strategic competition to explain the spread of neoliberalism. On the whole, however, the literature on ideas from a rationalist perspective maintains a strong research agenda within liberal approaches to the global political economy.

When liberals launched the marginalist revolution in economics in the late nineteenth century , they expressly sought to establish their field as an exact science, wholly distinct from moral philosophy and history, through ever-increasing reliance on advanced mathematics and a theoretical foundation of self-interest and marginal utility Alvey Within international relations, liberals have long been sensitive to the charge of utopianism e. Open Economy Politics research on the domestic political foundations of state trade policy is rooted in a desire to preserve an open liberal economic order. Positive work demonstrating the political origins of protectionism aids the normative project of combating it.

The growth of international institutions and international law, lauded by liberals at least as far back as Immanuel Kant , has more recently pricked an equally long-standing liberal value of popular sovereignty and fear of concentrated power at the global scale, and thus stimulated a normative engagement with the most desirable political foundations for global governance.

Liberal normative literature on the global political economy has no doubt also been spurred on both by newfound opportunities to participate in the making of a post-Cold War world order along liberal lines as well as anti-liberal challenges to it from both the nationalist Right and the socialist Left. It is perhaps easiest to begin with the governance literature reviewed above, which has most clearly moved into an expressly normative concern over the legitimacy of the liberal global order. Many other liberals have embraced the normative vision of a legitimate and accountable networked global political-economic order. Even normally temperamentally conservative economists have jumped into the act. Other liberals, particularly economists, have tackled normative questions over material welfare and matters of global distributive justice.

Rodrik esp. One can perhaps be excused when expressing doubts that liberal perspectives on the global political economy have truly dispatched with utopianism. Keohane, Macedo, and Moravcsik provide a useful summary and defense of the normative liberal impulses behind positive liberal political economy. This normative political economy literature points up a broader point of unity among all liberals, those pursuing what they perceive to be strictly positive work and those pursuing both positive and normative work simultaneously.

Open Economy Politics has established a strong research program and its adherents have blazed a number of trails for future research. Lake suggests three issue areas for integration into the OEP literature: endogenous state formation, global governance, and the political economy of conflict. Elsewhere Lake suggests OEP turn its attentions to marked power differences between states in the global political economy. Being rooted in liberal economic theory, OEP presumes the existence of small open economies and thus a global competitive market, with actors unable to affect prices. Lake suggests turning analytic attention to the rise of China and treating both international prices and factor endowments as endogenous rather than exogenous variables as excellent frontiers for research.

Compared to the study of trade policy, finance has long taken a back seat among liberal scholars of IPE. Thus the study of domestic-international linkages relating to financial policy and international financial institutions is a fertile field for research. The global economic crisis which first emerged at the end of offers particularly rich soil for research into the world order which liberals for the most part have constructed since the end of the Cold War.

While the s were the heyday of liberal globalization and the s saw a significant flowering of the networked global political economy, the early s promise to put the cosmopolitan liberal political project to its most serious test since the s. Elms suggests introducing methods from behavioral economics and shows how one might adjust already extant IPE research to more seriously incorporate cognition. Keohane even made a theoretical gesture toward integrating emotion into IPE which could generate interesting new insights on the sources of international and transnational cooperation.

Something similar might be done regarding the relationship between liberalism and more social and social constructivist approaches to the global political economy. Centre for International Governance Innovation. Joseph opened the first asylum for the deaf and dumb at Carondelet in Immigration from Ireland and Germany expanded the reach of the Catholic church as well in the decades after statehood.

During the territorial period, Protestant churches expanded rapidly with the lifting of restrictions on their preaching. Welch, who were sent to the territory by the Baptist Board of Foreign Missions. Louis for whites and another for blacks in Although the first Methodist congregation was established in near Jackson, it was not until that a formal chapel was built to house services. The Presbyterians and Congregationalists worked together in the territory and the state until , establishing churches for both white settlers and indigenous peoples in the western part of the state. Louis in under the leadership of T. Congregations formed at the cusp of and after Missouri statehood included the Episcopal church, which organized in December , [79] the Church of Jesus Christ of Latter-day Saints , which arrived in , [80] Lutherans, who arrived during the s, [81] and a Jewish group, which began holding services in Louis was built during his tenure.

Two groups of Lutherans arrived in Missouri during the s, both owing to German immigration of the period. Joseph Smith , the leader of the church, and a group of his followers moved to Independence in Within two years relations between Mormons and non-Mormons had become hostile. Initially, the Mormon group responded to the violence with a hasty agreement to depart; however, after receiving reassurances from Missouri Governor Daniel Dunklin to provide protection, the Mormons brought a larger group of settlers to the area and reneged on their forced agreement. In , hostility erupted again between the Mormons and non-Mormons, in what became known as the Mormon War. The Mormons must be treated as enemies and must be exterminated or driven from the state if necessary for public peace.

After learning of the involvement of the state militia, the Mormon forces surrendered and many Mormon religious leaders, including Joseph Smith , were jailed. Meyer as "one of the sorriest episodes in the history of the state. The small historically French settlements that became part of the United States in have limited schooling. They were proprietary schools run by itinerant teachers who catered to boys of families who could pay small stipends, and usually provide room and board for the teacher. A few coeducational schools existed in some rural areas by the s. Eleven schools for girls also operated during the territorial period, but these focused on basic literacy and homemaking practices. In the decades after statehood, Missouri experienced rapid growth in newspaper and book publishing.

From to , the number of newspapers in the state expanded from 5 to , with the greatest growth coming during the s. However, early newspapers suffered the perennial problem of slowness, a problem only resolved with the arrival of the telegraph in Newspapers often included lengthy didactic lectures, poetry, and serial narratives and clippings from other papers. After the newspapers provided news within one day from across the country. After , most Missouri newspapers began to side openly either in favor of or against President Andrew Jackson and his policies.

Two significant newspapers from the period were the Missouri Statesman , published in Columbia by William Switzler , and the Missouri Democrat , published in St. The Statesman was a powerful political force in central Missouri, and it strongly advocated for the Whig Party, while the Democrat supported Jacksonian Democratic politics until the s, when it switched its support and advocated for the nascent Republican Party. Democratic papers rallied to Thomas Hart Benton , including the St. Louis Union and the Jefferson City Enquirer. The Hannibal Journal , which employed Samuel Clemens as a typesetter. The St. Louis Observer , which was the press of Elijah Lovejoy , an early abolitionist. A few primarily St.

Louis-based papers printed in German or French. Among the earliest of these was the Anzeiger des Westens , a German publication begun in that supported Benton's politics. Other influential publications included the German-language Westliche Post , which began publishing in St. Literature in Missouri often took the form of nonfiction travelogues and biographies, or of collections of fictional short stories centered on life on the frontier. Louis was reviewed in local publications.

In the decades after the Louisiana Purchase, the population of black slaves increased substantially in Missouri, particularly during the s and s. Louis, nine percent of the 14, residents in were slaves, while only one percent of the 57, residents were enslaved in In most of the state slavery was unprofitable and little practiced, and the enslaved population was heavily concentrated along the Missouri and Mississippi rivers. Missouri laws regarding slavery, like many other slave states, treated the enslaved as property that could be bought and sold. Despite the harsh realities of the slavery system, slave owners in Missouri sometimes displayed genuine concern for their slaves. As Wells wrote of his time as a slave in St.

Slavery and white supremacy were systems that gave enslavers and all white people enormous power over the lives of African Americans. Mutti Burke, looking microscopically at slaves living on farms and town along the Mississippi and Missouri rivers, is able to study the economics of slavery, relations between slaves and owners, the challenges faced by slave families and how they raised their children, sociability among enslaved and free Missourians, and the collapse of slavery during the Civil War. Like other slave states, Missouri had a small free Black population.

By the s, a few hundred enslaved African-American men or women had gained their freedom through these lawsuits. By the midth century, this population had increased as a result of manumission by slave owners. Louis Circuit Court based on the premise that they had previously lived in a free state and territory. Critics of slavery in Missouri focused on two elements: family separation and the slave trade. Louis was held at the eastern doors of the courthouse, and several contemporary sources record family separation there; one St. Louisan recorded that a woman there frequently bought infant slaves from the arms of their mothers to raise and sell at a profit later.

Outspoken opponents of slavery, though a small minority in Missouri before the Civil War convinced many people that slavery had to end. They were usually based in or near St Louis. Among these opponents was John Clark , an anti-slavery Methodist itinerant preacher who lived in Missouri during its territorial period. Park , founder of Parkville, Missouri , published his antislavery views in the local Parkville Luminary in ; in response, his newspaper offices were raided by a mob and its presses were destroyed. Missouri politicians who opposed slavery took care to avoid political repercussions. Louisans B. Gratz Brown , Henry Boernstein , and Frank Blair , who were representative of the heavily liberal, German population of their city.

The Underground Railroad , an informal network of operations to remove slaves to freedom, operated within Missouri during the s and s. In , Illinois Senator Stephen Douglas proposed a bill organizing the Kansas and Nebraska territories and allowing the people of the territories to decide through popular sovereignty whether to permit slavery. Atchison and former Attorney General B. Stringfellow , encouraged Missourians to settle in the newly opened lands in as a bulwark against antislavery settlers arriving from New England. Although the territorial governor of Kansas had declared that only Kansas residents be permitted to vote, some 1, Missourians crossed the border in November to vote in the Congressional election.

By , antislavery immigrants began arriving in force to Kansas, and upon arrival they refused to acknowledge the fraudulently elected proslavery government. During the years of and , tensions erupted into open warfare between proslavery and antislavery forces along the border. By , a substantial population of antislavery settlers had arrived in Kansas, and their votes overwhelmed those of the proslavery Missourians who crossed the border for the October territorial election.

Beginning in , the party structure and political governance of Missouri, like much of the country, underwent significant changes. Rollins , but he was ultimately defeated in a close election by another anti-Benton Democrat, Robert M. In April , Claiborne Fox Jackson secured the Democratic Party nomination for Missouri governor in a close intraparty convention vote.

Douglas for president, although he personally sympathized with the Southern Democrat John C. Running up to the November election for president, Jackson continued to support Stephen Douglas, but he made no effort to campaign for him in Missouri. Louis and a scarcity of currency in the surrounding area. Louis held the key to control of the state, while control of St. Louis depended upon control of its federal arsenal. The secessionists' great rivals for control of St. Louis were Frank P. Filley, the Free Soil mayor of the city. Louis Police Department, effectively placing the police under state control. Louis to recruit a secessionist military unit known as the Minute Men. Bell, who gave assurances that the arsenal would be turned over to the state forces.

When elections for representatives to the state convention called for by Jackson, voters overwhelmingly selected men running under pro-Union labels. When the convention met in March , it ultimately selected Hamilton R. Gamble , a retired lawyer, to write the report of its findings. Congress and of a national convention to preserve slavery; it recommended that the federal government remove its forces from seceded states to avoid military conflict. The beginning of hostilities at Fort Sumter led President Lincoln to request 75, volunteers from the states; however, Governor Jackson flatly rejected the request for 4, troops from Missouri. Army departmental commander William S. Harney , who had been viewed by Blair as too slow to react to the threat of the militia.

Within weeks, Lyon had sent surplus weapons from the arsenal to safer locations in Illinois and mustered an additional ten thousand soldiers under his command to defend the state. In what became known as the Camp Jackson Affair , Union forces marched to the militia camp named for Governor Jackson , encircled it, and took the militia prisoners without a fight. After Camp Jackson, the General Assembly felt pressed to act against the Union; it quickly passed laws bills enrolling all able men into the state militia and granting funds to it.

Louis after having been captured by rebel forces in Virginia; he was released after refusing to align with them, then persuaded the War Department that he would hold Missouri in the Union. Jackson continued during mid to reorganize and train the state militia, which had taken on the name of the Missouri State Guard. Blair received this permission on May 20, the same day Harney concluded a negotiated settlement with Sterling Price regarding troop movements in Missouri. Louis, while Harney would refrain from troop movements into rural Missouri. Unionists in St. Louis also were perturbed by the agreement and reports indicating the harassment of outstate Unionists.

Rather than concede to the State of Missouri the right to demand that my Government shall not enlist troops within her limits, or bring troops into the State whenever it pleases, or move its troops at its own will into, our of, or through the State; rather than concede to the State of Missouri for one single instant the right to dictate to my Government in any matter however unimportant, I would see you, and you, and you, and every man, woman and child in the State, dead and buried. This means war. Jackson and Price quickly retreated to Jefferson City, planning their actions and only stopping to burn bridges at the Gasconade and Osage rivers.

Price and the main part of the Confederate militia, meanwhile, had moved from Boonville after hearing that Union forces had moved on Lexington, Missouri , which Price thought crucial to the success of secession in the state. In pursuit of Price and the state guard, Lyon ordered a St. Louis detachment commanded by Franz Sigel to move to southwest Missouri in an attempt to prevent Price's guard from meeting with the army of Confederate General Benjamin McCulloch , then operating in Arkansas. Joseph , then headed south to Lexington in pursuit of Price. Joseph, thereby securing northern Missouri for the Union.

The majority of St. Louis business leaders supported the Union and rejected efforts by Confederate sympathizers to take control of the St. Louis Chamber of Commerce in January Federal authorities intervened in this struggle but the conflict splintered the Chamber of Commerce into two organizations. The pro-Unionists finally gained the ascendancy and St. Louis became a major supply base for the Union forces in the entire Mississippi Valley. Following the success at Wilson's Creek, southern forces pushed northward and captured the strong garrison at the first Battle of Lexington.

Federal forces contrived to campaign to retake Missouri, causing the Southern forces to retreat from the state and head for Arkansas and later Mississippi. In Arkansas, the Missourians fought at the battle of Pea Ridge, meeting defeat. In Mississippi, elements of the Missouri State Guard participated in the struggles at Corinth and Iuka , where they suffered heavy losses. In , Union General John C. Fremont issued a proclamation that freed slaves who had been owned by those that had taken up arms against the Union. Lincoln immediately reversed this unauthorized action.

Secessionists tried to form their own state government, joining the Confederacy and establishing a Confederate government in exile first in Neosho , Missouri and later in Texas at Marshall, Texas. By the end of the war, Missouri had supplied , troops for the Union Army and 40, troops for the Confederate Army. During the Civil War, Charles D. Drake a former Democrat, became a fierce opponent of slavery, and a leader of the Radical Republicans. In to he proposed without success the immediate and uncompensated emancipation of slaves. By Drake had built up his Radical faction and called for immediate emancipation, a new constitution, and a system of systematic disfranchisement of all Confederate sympathizers in Missouri. In , Sterling Price plotted to attack Missouri, launching his raid on the state.

Striking in the southeastern portion of the state, Price moved north, and attempted to capture Fort Davidson but failed. Next, Price sought to attack St. Louis but found it too heavily fortified. He then broke west in a parallel course with the Missouri River. The Federals attempted to retard Price's advance through both minor and substantial skirmishing such as at Glasgow and Lexington. Price made his way to the extreme western portion of the state, taking part in a series of bitter battles at the Little Blue , Independence , and Byram's Ford. His Missouri campaign culminated in the battle of Westport in which over 30, troops fought, leading to the defeat of the Southern army. The Missourians retreated through Kansas and Oklahoma into Arkansas, where they stayed for the remainder of the war.

In , Missouri abolished slavery, doing so before the adoption of the Thirteenth Amendment to the United States Constitution , by an ordinance of immediate emancipation. Missouri adopted a new constitution, one that denied voting rights and had prohibitions against certain occupations for former Confederacy supporters. Besides organized military conflict, Missouri was beset by guerrilla warfare. In such a bitterly divided state, neighbors frequently used the excuse of war to settle personal grudges and took up arms against neighbors. Roving insurgent bands such as Quantrill's Raiders and the men of Bloody Bill Anderson terrorized the countryside, striking both military installations and civilian settlements. Because of the widespread guerrilla conflict, and support by citizens in border counties, Federal leaders issued General Order No.

They forced the residents out to reduce support for the guerrillas. Union cavalry could sweep through and track down Confederate guerrillas, who no longer had places to hide and people and infrastructure to support them. On short notice, the army forced almost 20, people, mostly women, children, and the elderly, to leave their homes. Many never returned, and the affected counties were economically devastated for years after the end of the war. Families passed stories of their bitter experiences down through several generations.

Western Missouri was the scene of brutal guerrilla warfare during the Civil War, and some marauding units became organized criminal gangs after the war. Vigilante groups appeared in remote areas where law enforcement was weak, to deal with the lawlessness left over from the guerrilla warfare phase. For example, the Bald Knobbers were the term for several law-and-order vigilante groups in the Ozarks. In some cases, they too turned to illegal gang activity. The Western Sanitary Commission was a private agency based in St. Louis that was a rival of the larger U. Sanitary Commission. It operated during the war to help the U. Army deal with sick and wounded soldiers. It was led by abolitionists and especially after the war focused more on the needs of Freedmen.

It was founded in August , under the leadership of Reverend William Greenleaf Eliot —87 , a Yankee, to care for the wounded soldiers after the opening battles. It was supported by private fundraising in the city of St. Louis, as well as from donors in California and New England. Parrish explains it selected nurses, provided hospital supplies, set up several hospitals, and outfitted several hospital ships. It also provided clothing and places to stay for freedmen and refugees, and set up schools for black children.

It continued to finance various philanthropic projects until In November , national and statewide elections gave the Radical Republicans strong majorities. In congressional elections, all but one of the victors was a Republican, and voters passed a proposal for a state convention to rewrite the state constitution. Any person who had given any sort of indirect support to the Confederacy lost his vote and the right to hold office or practice a profession. Drake served as vice president of the state constitutional convention, where he stood out as the most active leader. Republican leader Carl Schurz commented about him, "in politics he was inexorable Louis; the group was, like the General Assembly, dominated by relatively young Radical Republicans.

Among the first measures taken by the convention was the passage of an emancipation ordinance on January 11 that took effect immediately. It freed all of the slaves in Missouri, without compensation to the owners. The new Constitution was adopted and became known as the "Drake constitution. The new government replaced hundreds of locally elected officials and appointed their own men to take control of local affairs. The Radicals disfranchised every man who had supported the Confederacy, even indirectly. They made an point checklist of actions that could cause disfranchisement and imposed an Ironclad Oath on all professional men, and government officeholders. It became a highly controversial political issue that split the Republican party.

The German Republicans in particular were angry. Historians have emphasized the desire for power, revenge, and equal rights for blacks. The radicals had another goal as well: They used disfranchisement of ex-Confederates as a method of encouraging them to leave Missouri and to discourage southern whites with the same ideals from migrating into Missouri. The idea was that Missouri would attract Northerners and European immigrants, thus generating economic growth and social progress. To further bolster their voting base, the Radicals sought the franchise for all black men in Missouri. A statewide referendum in , the Democrats were solidly negative, while Republicans split their vote, and black suffrage was defeated with 55, favor and 74, opposed.

Missouri blacks finally got the vote in with the passage of the 15th Amendment. Radical rule alienated group after group, diminishing the strength of the Republican Party. One critical element were the German Americans, who had voted 80 percent for Lincoln in , and who strongly supported the war effort. They were a bastion of the Republican Party in St. Louis and other immigrant strongholds. The German Americans were angered by a proposed state constitution that discriminating against Catholics and freethinkers. The requirement of a special loyalty oath for priests and ministers was troublesome. Despite their strong opposition the constitution was ratified in Racial tensions with the blacks began to emerge, especially in terms of competition for unskilled labor jobs.

Germania was nervous about black suffrage in , fearing that blacks would support puritanical laws Especially regarding the prohibition of beer gardens on Sundays. The tensions split off a large German element in , which supported the Liberal Republican party led by Benjamin Gratz Brown for governor in and Horace Greeley for president in Most started to vote for the Democrats. Furthermore, the nationwide Panic of was a severe economic depression that undermined the Republican promises of prosperity.

Violence grew much more serious, with many attacks on banks and trains. The farmers started to organize to protect their interests. He drew support from rural areas due to his endorsement of Free Silver and his desire to repeal the National Bank Act. The team was elected by a landslide and the Republican era was nearly over. In May , delegates drafted a conservative constitution to replace the Radical one of The majority of the delegates were conservative, well-educated, and generally had ties to the South. Johnson , had been expelled from the U. Senate in after he joined the Confederacy. The new constitution was a reaction against the radicalism of the s and s, and it encouraged local control and a reduction in the powers of the state. It limited the ability of the state and local governments to tax, and reduced the restrictions on churches being able to own property.

It required a two-thirds vote by citizens to authorize the issuance of local government bonds, and it restricted the ability of state legislators to craft legislation that would benefit their localities. The proposal was submitted for popular vote on August 2, , and the constitution passed overwhelmingly. The Missouri economy grew steadily from the end of the war to the early 20th century. Railroads replaced the rivers, trains supplanted steamboats. From miles of track in , there were miles in and by Railroads built new towns as needed to provide repair and service facilities; the old river towns decline.

Kansas City lacking a navigable river, became the rail center of the West, exploding from population to , by Cities of all sizes grew, as the proportion of Missourians living in communities over population jumped from 17 percent in , to 38 percent in Coal mining providing the locomotives, factories, Stores and homes with fuel, grew rapidly, as did the lumbering industry in the Ozarks which provided the timber for cross ties and smaller bridges. Louis remained the number one railroad center, unloading 21, carloads of merchandise in , , in , and , in The total tonnage of freight carried on all Missouri railroads doubled and redoubled again from 20 million tons in to million in The most important economic change of late 19th century Missouri was the arrival and growth of railroads.

The opening of Missouri to the national market by way of the railroad provided the impetus for specialization in nearly every commercial sector. It shifted the main traffic away from the river system to the East-West Valley system. Although the first railroads were built in Missouri during the s, significant expansion began during the s: between and , Missouri trackage nearly doubled from 2, to 3, miles.

The railroad encouraged growth of surface roads; the arrival of the St. Louis—San Francisco Railway in Springfield in led to the establishment of several roads nearby that connected a region more than miles across. Another outcome of railroad expansion was the dramatic increase in the population and wealth of urban Missouri. The town of Sedalia was itself platted because of the proximity to the Pacific Railroad, and the opening of the Missouri—Kansas—Texas Railroad in the town only accelerated growth. Of note during this period of activity was the U.

Army's investment in river management issues such as navigation, flood mitigation and commerce. The formal establishment of a U. Army Corps of Engineers District at Saint Louis on 19 February signaled a significant effort by the federal government to provide regional leadership in the post Civil War era. Among the rural towns of Missouri, Joplin experienced the greatest growth during the late 19th century, largely as a result of the discovery of iron ore near town in the early s. A group of Joplin investors created a railroad line in to facilitate movement of iron and coal to the area; in , the Joplin and Girard Railroad was sold to the St.

Louis—San Francisco Railway. Nonexistent in , Joplin's population grew to 7, in and 10, in Another example of the rapid growth brought by the railroad was Cape Girardeau. As a result of the Panic of , an early railroad venture there failed before construction began; however, railroad promoter and lawyer Louis Houck was employed to revamp the company, and in late , Houck managed the completion of a Houck continued to successfully expand the road, ultimately building more than miles of track in southeast Missouri. Louis and Kansas City grew dramatically during the decades after the Civil War. Louis in particular benefited from greater railroad connections after the construction of the Eads Bridge in across the Mississippi River.

Among St. Louis's greatest success stories was that of the Anheuser-Busch brewery, founded in the s by Eberhard Anheuser , who partnered with his son-in-law Adolphus Busch. Kansas City also expanded rapidly during the period; its population increased from 3, in to more than 32, in , largely due to the promotional efforts of Joseph G. Canned beef production in Kansas City totaled nearly , tins in , expanding to more than 4 million tins in By , the city processed more than 9 million bushels of wheat a year, and in , eleven railroad lines operated in the city. During the Civil War, the Federal government closed the Mississippi to ordinary commerce so that military traffic could move faster. When the war was over, the prosperity of the South was ruined.

Hundreds of steamboats had been destroyed, and levees had been damaged by warfare and flooding. Much of the commerce of the West that before the war headed to New Orleans, via the Mississippi, now went to the East Coast via the Great Lakes and by the rapidly multiplying new lines of railways connecting through Chicago. Some revival of commerce on the Mississippi took place following the war, but this was checked by a sandbar at the mouth of the Southwest Pass in its delta on the Gulf of Mexico. Ead's jetties created a new shipping passage at the mouth of the South Pass in , but the facilities for the transfer of freight in New Orleans were far inferior to those employed by the railways, and the steamboat companies did not prosper.

Up to the s, the six southeastern counties of Missouri's Bootheel , swampy and subject to flooding, remained heavily forested, underdeveloped, and underpopulated. Beginning in the s, railroads opened up the Bootheel to logging. In , the Little River Drainage District constructed an elaborate system of ditches, canals, and levees to drain swampland. As a result, population more than tripled from to , and cotton cultivation flourished. By it was the chief crop, attracting newcomers to the farms from Arkansas and Tennessee. The railroad brought significant changes to Missouri agriculture during the late 19th century, providing both external markets for local crops and competition from producers in other parts of the United States.

Norman J. Colman , an agriculturalist who served on the state Board of Agriculture from to , encouraged Missouri farmers to adopt scientific farming techniques to compete in the national market. In , Colman convinced the General Assembly to establish a College of Agriculture at the University of Missouri in Columbia, a process aided by state legislator and university curator James S. The well-known agricultural researcher Jeremiah W.

Sanborn served as the college's second dean starting in , and in , the college sponsored dozens of agricultural institutes across Missouri to educate farmers on modern practices. Colman continued to encourage agriculture in Missouri after his appointment in as U. Commissioner of Agriculture in , Colman became the first Secretary of Agriculture when the department became a cabinet-level agency. As a result of the efforts of Colman, Sanborn, and others at the University of Missouri, the number of Missouri farms experienced significant growth during the s.

At the beginning of the decade, the state had slightly less than , farms and 9. With the arrival of the railroad, some counties and towns experienced rapid growth: in , rural Wayne County had no railroad connection, had 27, acres of farmland, and produced , bushels of corn. In the early s, however the town of Piedmont in Wayne County was made a junction of the Iron Mountain Railroad, and production expanded dramatically; by , the county had 47, acres of farmland and produced , bushels of corn.

Piedmont itself went from an unplatted village in to a town of residents by , with professional and retail workers who made the town attractive to farmers. Despite the growth brought by the railroads and new techniques, Missouri continued to undergo urbanization during the late 19th century. Labor-saving devices such as the sulky plow, corn planter, mower, and reaper made most farm laborers more productive, with a surplus moving to town. In addition, the competition brought by the railroad generally caused a decline in farm prices after ; in , a bushel of Missouri corn sold for 67 cents, but its price dropped to 24 cents in and remained in the 20 to 40 cent range for most of the s and s. In response to declining prices and opportunities for new scientific methods farmers began forming chapters of The Grange.

Oliver Hudson, a U. Bureau of Agriculture employee, formed the first Missouri Grange chapter in , and by , Missouri led the nation with over 2, chapters. In addition to organizing social events for farmers and their wives, the Grange organized them economically by creating trade fairs and collective sales of farm produce, and the group opened no fewer than eight cooperative stores where goods could be bought at reasonable prices by Grange members.

Grange stores operated in several market towns. In spite of the efforts of the Grange, however, most Missouri farmers remained economically disadvantaged during the s and s. As it had during the s, the number of farms and acreage under cultivation again increased in the s and s. However, roughly half of the state's claimed land remained uncultivated in , and in , the state still had more than , acres of unclaimed federal land available under the Homestead Act. After significant declines during the s, land prices recovered slightly during the s, although the market remained unstable and largely dependent on the particulars of the farm. Another factor in the continued economic issues of the farmer was the increasing availability of credit from eastern bankers; high interest rates frequently led to repossession of farmland and sheriff's sales during the s.

The late 19th century was a time of continuity in terms of crops produced in Missouri, with the majority of acreage given to the production of corn and wheat. In , farmers devoted more than 7. Most corn in Missouri also was consumed in the state by livestock, and hay and pasture land for livestock made up The largest group of livestock consisted of swine, totalling 4. Sheep, goats, and turkeys were insignificant, although chicken raising was an important supplementary income for farmers during the s; as with swine, the state ranked third among poultry raising states.

Missouri mules remained nationally famous. During the Boer War from to , the state shipped more than , mules to Britain, and the U. Before the original Ozark settlers in the southwest part of the state were part-time farmers, herders and hunters. During — the region became one of general full-time small farm operations, with diverse crops and livestock. Hunting and fishing became leisure activities, rather than a necessity for subsistence. After commercial agriculture increased and livestock production surpassed cultivation. The general farm of yore vanished. Only dairy farming survived the pressure of livestock production. By the s, however, agriculture in the Ozarks had come full circle. Many modern farmers survived only by becoming part-time farmers.

Much of the population commutes to paid employment for most of their income, in much the same way as the pioneers had been forced to diversify their efforts. Course material will include explanation and analysis of theory as it applies to the construction and function of the application of criminal justice. This course provides students with an understanding of the impact of the media on crime, criminals, the criminal justice system, and the general public. The focus of this course is the historical impact of media and its influences on the outcomes of both routine and sensational cases within the American criminal justice system and how media reporting affects the policy making processes and the social definitions of crime.

This course is designed to prepare the student for the use of IT in various professions within the Criminal Justice community. This includes, the fundamentals of computing, the use of data processing, word processing, email, Computer Automated Dispatch, Records Management Systems, use of the Internet and IT Security protocols. This course provides students with a theoretical and practical foundation for addressing issues of diversity as public safety and security practitioners. Focus is on an analysis of current local, regional, and national demographics regarding the impact of race, ethnicity, gender, and religion in criminal justice as both producers and victims for crime.

Students explore some of the various strategies municipalities have implemented to better serve diverse populations such as policies, laws, and procedures. This course examines the involvement of minorities, especially African-Americans, in crime and in the criminal justice system. Special attention is paid to the role of racism in theories of crime and in American law and to the treatment of minorities by the various components of the criminal justice system. May require community service hours. As a full-time intern CCJ you will be expected to work 40 hours per week for a criminology or criminal justice affiliated agency and complete the academic requirements of this course.

Upon successful completion of the program, students earn 15 credit hours: 3 credit hours toward major requirements and 12 toward general electives. The College of Criminology and Criminal Justice requires students to complete either an internship or a minor, although students can do both. As a part-time intern CCJ , you will be expected to work 20 hours per week for a criminology or criminal justice affiliated agency and complete the academic requirements of this course.

Upon successful completion of the program, students earn 8 credit hours: 3 credit hours toward major requirements and 5 toward general electives. This course explores methods and procedures of surface mapping and subsurface sectioning including distance measurements, traverse computations and topographic mapping, and Global Positioning Systems. Use of field equipment and procedures to measure distances, elevations, angles, and perform complete surveys. This course presents a rigorous study of object oriented design techniques and an introduction to current practices in Software Engineering. In this course students will apply their software engineering, programming, and teamworking skills in a semester-long group project to design and implement an original software system from scratch.

The team project is designed to expose students to working in groups on a larger project and the complexity of communications among multiple participants. This course covers issues relevant to professional engineering practice, including codes of ethics, licensure and life-long learning. This capstone senior-level design course integrates knowledge and skills gained in undergraduate studies of civil and environmental engineering. The course involves completion of a team-based interdisciplinary design project started in CGN Project includes industry and professional participation. CGS Computer Fluency teaches important computer and digital technology concepts and skills necessary to succeed in careers and in life.

Course topics range from computer literacy basics, to today's technologies, end to the information systems on which today's businesses and organizations depend. This course is designed to provide relevant technology coverage for all degree programs. This course enables students in business and economics to become proficientwith microcomputer hardware and software applications that are typically used in the workplace.

The following topics are covered: hardware concepts, operating systems, word-processing, spreadsheets, databases, networks, Internet, world wide web, multi-media presentations, and information systems. May not be applied toward computer science major or minor. Not open to students with credit in CGS This course provides an in-depth study of spreadsheets utilizing a problem-solving approach.

Spreadsheet-based solutions are explored for common business tasks and problems. The course presents a thorough coverage of spreadsheet functions and tools, along with a deep understanding of their purpose in a business environment. The course is ideal for students with professional interests related to business and economics, as well as for students wishing to obtain a deeper understanding of spreadsheets in general.

Emphasis is on program problem-solving. May not be applied toward a computer science major. Advanced Chinese I is an upper-level language course designed to enhance the comprehensive language skills of students who have taken Chinese language courses for three years or have acquired equivalent language ability before this course. By increasing vocabulary extensively, students will raise their listening, speaking, reading, and writing skills to an advanced level. At the end of the course, students will be able to develop the knowledge and skills of Chinese vocabulary, grammar and sentence patterns; discuss various topics on contemporary China in global context; read articles in Chinese at an advanced level, and compose essays in Chinese on topics concerning contemporary Chinese culture.

This course provides academic credit for students working in governmental agencies or private business where students employ the foreign language. Departmental permission required. This course introduces basic chemical principles without an extensive use of mathematics and illustrates with applications in health, energy, and the environment. The course strives to show chemistry as a human endeavor that provides insight into the natural world and informs our decisions as citizens and consumers. Specific topics vary by semester. Designed as a course for students who wish to fulfill the liberal studies science requirement with chemistry and will take no further chemistry courses, not as a preparatory course for CHM This course strives to show chemistry as a human endeavor that provides insight into the natural world and informs our decisions as citizens and consumers.

This laboratory emphasizes major topics from CHM relating chemistry concepts and techniques to everyday life experiences. This laboratory-based course meets two hours a week. No credit allowed after taking CHM Lecture, three hours; recitation, one hour. This course includes topics such as chemical symbols, formulas, and equations; states of matter; reactivity in aqueous solution; electronic structure, bonding, and molecular geometry. This laboratory offers an introduction to quantitative techniques and to the chemical laboratory.

Topics include stoichiometry, atomic spectra, thermodynamics, gases, as well as acids and bases, chemical structures and reactivity. Safety goggles, a lab coat and a scientific calculator are required for every class. Lab meets three hours a week. This course includes topics such as intermolecular forces, chemical kinetics, equilibrium, acids and bases, elementary thermodynamics, and electrochemistry. Topics include Intermolecular forces, solutions, kinetics, equilibria, acids and bases, buffers, solubility, thermodynamics and electrochemistry. This course is a first general chemistry course for honors students.

Topics include kinetic theory, atomic theory of matter, atomic structure and the periodic chart condensed phases, introductory chemical bonding. This course is a continuation of general chemistry for honors students. Laboratory conference, one hour; laboratory, five hours. This laboratory is an opportunity for research-based special projects. Safety goggles and scientific calculator are required for every laboratory. This course will introduce students to the fundamentals of chemical science by using a wealth of examples from our everyday experiences in the kitchen. Chemical reactions will be discussed as relevant to the food preparation and food ageing processes. The concepts of atoms and molecules, temperature and pressure, acids and bases, solutions and concentrations will be covered using the familiar everyday environment.

CHM is the one semester general chemistry course which provides a strong chemistry foundation for undergraduate students in the pre-medical school majors. The primary objective is to develop a thorough understanding of chemistry and its applications to medicine. This course includes topics such as electronic structure, molecular structure, intermolecular forces, chemical kinetics, equilibrium, acids and bases, elementary thermodynamics, materials and electrochemistry.

This course assumes a previous knowledge of chemistry based on your achieving high marks in your high school chemistry courses or exams. The lab explores the concepts and techniques each of you will need most as you progress through the rest of your chemistry curriculum. Pre- or Co-requisite CHM Organic Chemistry II laboratory is a one semester laboratory for majors in the physical and life sciences that is used to give students experience in the basic organic laboratory techniques such as extraction, distillation, recrystallization, chromatography and multi-step synthesis required for research and industrial careers in chemistry.

Laboratory conference, one hour; laboratory, seven hours. This first course in analytical chemistry covers statistical analysis of analytical data, acid-base equilibria, acid-based titrations, electrochemistry, analytical seperations, as well as atomic and molecular optical spectroscopy. Students perform basic organic lab techniques synthesis, recrystallization, separations,extraction, chromatography; introduction to nuclear magnetic resonance NMR and infrared IR spectroscopy.

This course acquaints students with the selected literary works from early China to the nineteenth century. It will provide the knowledge of pre-modern Chinese literature and culture and the analytical skills necessary for examining Chinese literary texts. Major literary genres poetry, fiction, drama, and prose and representative writers will be discussed. This course is taught in English and has no prerequisites. This course introduces students to Chinese literature at the modern time spanning from the early twentieth century to the present. The course explores modern Chinese literature in its historical and sociopolitical contexts and, in particular, examines its role in the nation-building process of Modern China.

Students will read English translations of Chinese works that were created by major writers during this period mainly from mainland China, as well as from Taiwan and the Chinese diaspora, and cover the primary literary genres—the novel, poetry, essay, and drama. The course can be taken for major or minor credits in Chinese and in Asian studies, and it meets the requirements of Liberal Studies For the 21st Century Competencies in the areas of Cultural Practice and Cross-cultural Studies. No knowledge of the Chinese language is required. Chinese folklore reveals intriguing and multifaceted traditions of China. Within this very broad and captivating field, we will focus on myths, legends, fairy tales, and some other popular components of folklore, such as cultural symbols, which can be constantly observed in present-day Chinese communities.

Probing the cultural roots, transformations and adaptations of Chinese folklore, the subject matter of this course will span from antiquity to the present. This course examines representative films produced in mainland China, Hong Kong, and Taiwan from diverse critical perspectives and in proper historical contexts. Studies Chinese cinema as both a unique genre of modern arts and a powerful sociopolitical discourse. Taught in English. The course introduces students to the foundational elements of Chinese civilization from a historical perspective. The selected course readings provide students with the opportunity to engage with primary source materials fundamental to Chinese civilization, and the pedagogy of the course enables students to develop adequate analytical and critical skills in dealing with sociohistorical issues that inform the cultural practices of the Chinese people.

The course is taught in English and has no prerequisites. This course presents basic ethical theories and analysis methods as they apply to ethical, social, and legal issues in computing and information technology. Case studies and hypothetical scenarios are discussed for their social, ethical, and legal implications, as well as analyzed through various ethical-analysis methodologies. The course fosters the development of skills in logical and critical analysis of issues and viewpoints. The purpose of this class is to understand and apply the basic principles of effective public speaking and of audience analysis. This course is an introduction to speech communication which emphasizes the practical skill of public speaking, including techniques to lessen speaker anxiety, and the use of visual aids to enhance speaker presentations.

Civility and ethical speech-making are the foundations of this course. Its goal is to prepare students for success in typical public speaking situations and to provide them with the basic principles of organization and research needed for effective speeches. Students will be expected to plan, research, organize and give presentations to audiences of their peers. Students will also be required to give feedback to other students and use the feedback they get in improving their own abilities.

This course involves field placement in an approved industry or government entity having a significant information technology or computer science component by approval only. May be taken for variable credit and repeated with departmental approval but only three semester hours may count towards graduation. This course offers a critical examination of the assumptions about female victimization, women encountering and moving through the criminal justice system and as criminal justice professionals. Students will examine current research and review individual experience through writings of women on all sides of the law. This course will provide students the skills and knowledge to recognize their own implicit biases and develop techniques for recognizing everyone has unconscious biases and how not to allow it to impact decision making.

Students learn that one of the most reliable strategies for successful contacts with individuals from differing cultural, racial, or ethnic backgrounds is to treat all individuals and groups with dignity and respect. Students will understand how the fundamental legitimacy of the criminal justice system requires unbiased judgement. This course introduces students to the dynamics of conducting interviews and interrogations via internet conference from both a theoretical and practical perspective. Emphasis is on both collecting reliable information by means of interviewing and interrogation for use in public safety and security investigations and on evaluating that reliability through a scientific approach.

This course provides an introduction to the model and methodology of investigation of cold cases. A high degree of professionalism is expected from those who work in crime scene investigation. This course emphasizes the qualities that mark a true professional in the field. It covers crime scene safety, chain of custody, ethics, impartiality, the manipulation and mishandling or misinterpreting of evidence. There is a focus on preventing contamination, report writing and courtroom reputation and presentation. This course combines the understanding of how physical evidence is produced during the commission of a crime and how forensic examinations are performed to yield scientific analysis and data for aid in the investigation and prosecution of criminal activity.

It uses the scientific method of hypothesis, testing, and analyzing results. The major forensic disciplines are covered and the course articulates the interaction of math, chemistry, biology, physics and earth science as the underpinnings of forensics. This laboratory applies various techniques for the examination of physical materials generated during the commission of a crime in order to produce information required to detect and investigate criminal activity. This laboratory emphasizes the implementation of scientific protocols for collection and analysis of evidence and the calculation of associated error rates. The Youth Culture and Crime explores the unique characteristics of juvenile offending and victimization by examining the cultural traits that differentiate youths from society in general.

In doing so, the class investigates various distinct subcultures globally and the relationship between specific forms of offending and the subcultural traits. The course offers a new perspective to explaining delinquent behaviors and suggests alternative paths for dealing with it. This course examines the role of courts in determining social policy as it relates to criminology. Emphasis is directed toward the political and social inputs that influence judicial decision making and the role of democracy and punishment in the courts. These topics are examined using current social policy. This introductory level course engages with the Roman world from the point of view of the people who lived there.

Students will study the different kinds of people who inhabited the Roman Empire, focusing on its multiethnic and diverse populaces, and on the ways in which, as in a modern city, rather different groups may have come into contact with one another. While the ancient Roman world will be the primary subject of study, the class will regularly draw on modern notions of identity formation and definition. This course is an introduction to different aspects of Greek, especially Athenian, culture, society, history and literature from the archaic age 8th-6th centuries BCE through the classical era 5th-4th centuries BCE and beyond.

Our goal is to understand the Greeks through their words and the views of modern scholars, which students will encounter in their assigned texts, translations of primary sources, and through lectures. This course is an introduction to different aspects of Roman culture, society, history, and literature from the period of the monarchy roughly eighth century BCE through the Late Empire fifth century CE. Our goal is to understand the Romans through their words and the views of modern scholars, which students will encounter in their assigned texts, translations of primary sources, and through lectures. Students will also sharpen their oral competency skills through participation in debates in a variety of roles.

Although we tend to think of the modern world as the age of scientific reason, the foundation of our knowledge of the physical world and the diversity of on the planet Earth was built by man's unceasing curiosity to understand and control the environment, in both what he could see and what he could not see. Working with limited technology and resources, the people who studied the physical environment and life organisms in antiquity put together a working body of scientific knowledge from which the modern science disciplines grew. This course surveys the history of ancient Greece from the Bronze Age B.

It begins with the palace civilizations of Bronze Age Greece and traces the subsequent emergence of the Greek city-states in the Dark Ages and Archaic periods. Special attention is given to political, social, and economic features of the Greek city-states during the Classical period ca. The course concludes with an examination of the transformation of the Greek world wrought by the emergence of Macedonia and Rome as major powers in the Mediterranean world. This course will introduce students to a wide variety of sporting events, especially those associated with the ancient Greek festival games, such as the Olympics, and the Roman gladiatorial arena and circus, and will consider a broad range of related topics, including: professionalism in ancient sports, rewards and prizes for victors, athletic training, facilities for training and competition, and the religious dimension of ancient sports.

To explore these various topics, students will be exposed to a wide variety of evidence, including inscriptions, literary sources, architectural remains, vase-paintings, sculptures, and other types of archaeological finds. Modern athletic practice and sporting events, including the modern Olympics, Extreme Fighting, and NASCAR will provide an implicit, and sometimes explicit, field of comparison throughout. This course examines the concept of gender, and how attention to it can contribute to a better understanding of Greek literature, mythology, and culture in general.

It explores how the construction of gender ideals informed works of Greek art and literature, and what role gender played more broadly in the legal, political, and social realms. Examines the Roman family in its various facets. The focus will not only be on the nuclear family but also on the broader concept of family which includes slaves and dependents. This fieldwork course affords students the experience of excavation through an approved archaeological fieldschool or project. The seminar in Classics is designed as a capstone course and is required for all Classics majors.

Students must have completed at least 9 hours of coursework in departmental classes before the term in which they enroll in the seminar. Since the meaning of the words in Latin and Greek is fixed, medical terminology, based on these words, is also stable in meaning. The study of Greco-Roman mythology offers an excellent window into the past by providing us with a unique opportunity to examine how the Greeks and Romans attempted to answer questions about the nature of the universe and mankind's place in it.

The myths of any people betray attitudes concerning life, death, life after death, love, hate, morality, the role of women in society, etc. This course provides students with an introduction to the mythological traditions from a diverse group of ancient cultures, including those of Greece and Rome, the Near East, Northern Europe, India, China, Africa, and the Americas. We will read extensively in translation from works of world literature on mythological subjects, in order to answer larger questions about how various cultures create the stories they live by. We will focus especially on narrative threads that appear in very differing cultures, as a main goal is to explore the ways in which a wide variety of societies share variants upon a basic story theme.

This course examines representations of the ancient Greco-Roman world in modern cinema. It is chiefly concern with the survival and reception of classical culture in twentieth and twenty-first century America. Students will read select works of ancient literature to gain some background in the ideals, values, and history of Greek and Roman culture. At the same time we will also consider how modern filmmakers have interpreted these works, and what their interpretations suggest about the changing meaning s of classical civilization in modern times.

But our attention will also focus on how cinematic representations adapt and diverge from their classical counterparts, and how ancient Greece and Rome have served as vehicles for exploring contemporary concerns. Special attention will be paid to depictions of race, slavery, and sexuality, topics that figure prominently in ancient literature and that form central themes in modern film adaptations, ranging from Troy and to Gladiator. In this course, we explore two ideas central to Greek myth: home and homecoming. Together we will ask why the Greeks repeatedly told this story. What elements changed with each retelling? How do ancient concepts intersect with modern concepts of home and homecoming?

This course will challenge you to relate Greek myth to your own life in both creative and analytic writing assignments. Anyone interested in literature, psychology, theater, history, war and combat trauma, or gender studies will find a home here. This course provides students with theoretical background and practical experience in constructing messages for online communication, as well as managing self-presentation and professional relationships in the online environment. Coursework includes critical analysis of information sources and audiences and the development and delivery of online oral presentations. This course introduces contemporary issues in communication, including communication as an academic discipline, a major business and governmental policy sector, and a professional career.

The class will review some historical and predominantly current issues, policies and practices that are central to the field of communication. The class will be organized around a series of faculty lectures and visiting professional presentations. Students will also have opportunities to participate in communication-related activities and events occurring during the semester. This workplace-oriented course provides practical education and experience in the performance of informative, persuasive, and special occasion speeches through individual and group presentations. Fulfills OCCR requirement. This course combines some classroom lecture with other types of instruction that allows students to apply a variety of communication skills in diverse settings.

The course is meant for groups of students rather than individuals. The other types of instruction can be a combination of any or all of the following: internship, directed individual study, project implementation, laboratory, and other instructional modes tailored to the specific topic of the course and the educational goal of the students. This course is designed to facilitate study abroad on a Global Exchange. Students enroll in classes at an international partner institution and are immersed in the cultural setting of the host institution.

The course provides students with basic tools for positive interaction with people from other cultures by introducing students to concepts and strategies for intercultural communication, dealing with culture shock, and safety and security abroad. This course provides overview of operations and applications of software packages; principles of design and presentation for print-based as well as audio-visual productions.

This course is an overview and application of social marketing principles and campaigns. This course is designed to familiarize students with current theory and knowledge in the field of social marketing and to provide students experience with planning a social marketing campaign. The course teaches students how to identify and apply the persuasive techniques and strategies for writing in a way that influences audiences to think and act in certain ways. Students select a topic of interest to pursue under supervision of a faculty member.

Results in final project, scope and type to be defined by student and faculty supervisor. This course offers experience in methods and strategies of research in communication concepts. Individually designed to accommodate student's background and objectives. This course is to provide experience in methods and strategies of teaching communication concepts within the University context. Supervised internship. Credit proportional to scope and significance of work.

Credit may not be applied to graduate degrees. The ability to solve problems creatively using computational methods has become important to professionals in many disciplines. This interdisciplinary course is designed for students who are not necessarily intent on becoming computer programmers but are interested in understanding the principles that govern Object-Oriented Programming OOP and software development in order to assist with problem-solving in their own disciplines. The course addresses a variety of topics including algorithm building principles, problem-solving strategies, how to analyze problems to identify requirements, and how to design an object-oriented solution.

Students design, write, and debug computer programs. This course is open to all majors. This course covers fundamental concepts and skills of programming in a high-level language. Flow of control: sequence, selection, iteration, subprograms. Data structures: arrays, strings, structs, ADT lists and tables. Algorithms using selection and iteration decision making, finding maxima and minima, basic searching and sorting, simulation, etc. Good program design using a procedural paradigm, structure and style are emphasized. Testing and debugging techniques. Intended primarily for computer science or computer engineering majors, or anyone who is required to take COP This course is primarily intended for Computer Science majors who will be taking upper division CS courses.

Students will also be instructed on efficient program design using a combination of procedural and Object Oriented paradigms. Satisfies the FSU computer skills competency requirement. This course addresses government institutions and current political parties throughout the world, as well as theories that explain similarities and differences among countries. Topics may include electoral systems, parliamentary systems, causes of political change, democratization, political culture,ideologies, and economic and social policy. Examples are drawn from Western democracies and developing countries. Writing Florida will build on the fundamental elements of fiction writing and will help students gain an overview of, and cultivate their own, aesthetically unique style that informs their Florida fiction.

Through workshops and revisions, students will complete three written works set in Florida, either novel chapters or short stories. Fiction Workshop is a course on the craft and art of fiction writing, only available for those students who have already satisfactorily completed Fiction Technique CRW This course assumes you have a serious interest in fiction writing, as well as in discussing the writing of fiction with others likewise engaged.

Our concerns are mainly practical and craftbased: where you as author wish to go with a particular draft, and how we, as readers and writers engaged in a common cause, might help you get there. This course is for poets who approach excellence and aspire toward publication. Poetry Workshop CRW is a course on the art and craft of poetry, only available for those students who have already satisfactorily completed Poetic Technique CRW This course covers computer and digital technology skills for retail entrepreneurship students that will prepare them for the textile and apparel industry.

Students will demonstrate these skills by creating a word document, spreadsheets, and fashion design projects. Students will complete a capstone activity in the form of creating a final portfolio which will include all of the projects created during the semester. Students will gain exposure to software utilized in the textile and apparel industry including Microsoft Office and Adobe Creative Cloud.

This course explores the development of Western dress from the 15th centuryto the present as a reflection of socio-cultural factors including cultural values, ethnicity, gender, class, art, customs, economy, politics, religion, geography, and technology. This course is a survey of the development of dance in human culture with emphasis on dance as an art form.

The major periods of dance history, choreographic masterworks, and artists in choreography and performance are explored through readings, discussion, media presentation, live performances, and movement laboratories. No prior dance experience is required. This course surveys approaches to the study of global dance perspectives and practices through emphasis on dance as expression of cultural, historical, social and political forces. Issues of tradition and innovation in select dance phenomena are especially explored through readings, discussion, media presentation, embodied experiences, and movement laboratories.

While movement is a key component of this course, no prior dance experience is required. This course introduces students to the history of ballet through a comparative study of classical dance forms around the world.

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