The Beauty of the Nightingale Essay Example for Free

The Beauty of the Nightingale Essay Closing â€Å"The nightingale and the rose†, I feel really impressed by the small bird in the tale with its beauty. The nightingale is the embodiment of love and greatness. When seeing the student’s trouble, not like any other feature, she can understand and share with him the sorrow. Moreover, she even highly appreciates and worships his love, ready to help him solve this problem- finding the red rose. At that time, she likes a beholder- â€Å"she spread her brown wings for flight, and soared into the air. She passed through the grove like a shadow, and like a shadow she sailed across the garden†. Through the soft describing, Oscar Wide shows the readers an admirable image of the Nightingale. A small and fragile bird is ready to sacrifice for love because in her mind, love is better than live. This is totally different from the young student. She flies everywhere to find the red rose; meanwhile, he still sits and cries. The Nightingale thought that â€Å"what is the heart of a bird compared to the heart of a man?†, but love in this bird is greater than one in the student. I find that she is a sample of the state â€Å"live to love†. Lovely, hard-working and active are all of her best characteristics. However, her sacrifice and hope are gone out. The detail â€Å"he through the rose into the street, where it fell into the gutter and a cartwheel went over it† makes me angry a lot because the boy didn’t respect this red rose. The red rose is the Nightingale’ soul and beauty, but he didn’t know that. In somewhere in the heaven, if she sees this sense, she will be certainly sad and disappointed. I feel really sorry for the death of this small bird and also admire this death. She symbolizes the beauty of love and sincere.

Free Color Purple Essays: Celie and Albert :: Color Purple Essays

Celie and Albert in The Color Purple  Ã‚      The relationship between Celie and Albert went through many changes throughout this novel. Albert, or Mr._________, was a man who seem to be a person who was very angry, powerful and hateful. His father was a man who believed that love was not the point while trying to find a good wife, obedience was. The woman didn't have to be attractive, rich or one who was in love, all she had to do was cook, clean and tend to the children. Albert was taught that this was the way to an successful life. Albert feel in love with Shug, they did not marry. Mr.____ was controlled by his father even as an adult. His father wouldn't allow his son to marry Shug. His father didn't want him to actually love, because he never loved himself. Albert married a woman his father approved of, and he treated her how his father taught him to. Margret cooked, cleaned and tended to the children. After his father took shug away from him, he hated his father, but was so controlled by him that he could never stand up to his father. She later died and left behind a house to be cleaned, cooking to be done and children who needed to be tended to. He fell in love again with Nettie, but she was not allowed to marry him. Albert was forced to find a quick replacement for Margret. So instead he married Celie. He beat her not only because of the angry towards his father, but also because she was neither Shug nor Nettie. In the marriage of Celie and Albert there was no love or devotion. They were just stuck with the other. Celie married Albert because her step father told her too and Albert married because he wanted a full time maid. They just went one day to the next with Albert giving the orders and Celie carrying out these orders. It was like boss and employ, except Celie was anything but rewarded for carrying out the orders. The women in those days were thought as something that a man owned. Once the women was his he was to do what he pleased with it. Celie was thought of as a item that Albert purchased, like cattle, and once he had purchased her she was his and no one else's.

How the Cardiovascular, Respiratory and Digestive System Are Interrelated Essay

The function of the digestive system is to absorb and assimilate key nutrients which are required to maintain and regulate other systems in the body. Enzymes secreted within the digestive system have a role of breaking down food from proteins into amino acids, starch into glucose and fats into a mixture of fatty acids and glycerol. The main function of the respiratory system is to inhale oxygen and exhale the waste product carbon dioxide. Oxygen is breathed through the mouth and nostrils into the lungs. The gas then diffuses through the alveolar walls and into red blood cells (erythrocytes). Carbon dioxide carried back within red blood cells diffuses back through the alveolar walls and is exhaled out through the mouth. The cardiovascular system has a role of circulating blood around the body. The contents of blood being circulated include nutrients, gases and waste products. The main organs involved within this process are blood, arteries, veins, heart and the lungs. How cardiovascular, respiratory and digestive system are interrelated when exercising! When exercising you need Glucose, oxygen and water (H2O). That’s where the digestive, cardiovascular and respiratory system are used. The digestive system dissolves food which provides the water and glucose for the respiratory and cardiovascular system, the respiratory system inhales oxygen which is diffused through the alveolar walls in to the red blood cells and diffuses the carbon dioxide back through the walls to be exhaled, the red blood cells with the water, oxygen and glucose in are pumped through the bodies arteries and veins by the cardiovascular system round the body.

Fiscal Administration

Local fiscal administration refers to systems, structures, processes, resources, and the policy environment government the inter-governmental and inter-local fiscal relations, affecting, among others the following: o the giving of allotments and grants by the national government (NG) to local government units (LGUs); o sharing of taxing powers between the NG and the LGUs, and among LGUs units; o policy on tax rates and structure; o revenue and expenditure planning; revenue and expenditure planning; o revenue utilization and expenditure allocation; o monitoring and approval of budgets, tax ordinances and other fiscal measures; o policy on borrowing and borrowing instruments; and o appointment and supervision of local fiscal officers. The trends in local fiscal administration are inadequacy of own-source revenue to finance basic and devolved functions and thus render LGUs dependent on transfers from the NG.Reliance on few local taxes, particularly the real property tax and business tax ; and uneven level of expenditures hence, unequal access to local public services. With regards to the inadequacy of lgus, the national government must assist lgus in making development strategies to maximize the resources available. In that way, lgus can somehow sustain themselves and become less dependent to national government.It must also help in attracting investors regardless if the leaders are opposition or administration. Lgus must not sole rely on few local taxes. It must encourage business to pay honestly the taxes and give credit to those who pay on time. Those who evade must be persecuted regardless if they are powerful individuals and has connecrtion to top officials. The national government must help in regulating taxes and help in catching the big fishes.

History of the Computer Industry essays

History of the Computer Industry essays The history of the Computer Industry and how it has affected our lives. Only once in a lifetime a new invention comes along and affects every one life. This device changed the way we work, play, learn, and live. It has changed the aspect of everyones life and that is a good reason this machine exists in nearly every business in the U.S and in one out of two households. This incredible invention is the computer. The electronic computer has been around for over half-century, but its ancestors have been around for about 2000 years. However it has most affect our lives in the past 40 years. From business use to personal use the computer has made our lives a lot easier to cope with. The very first computer was the Abacus. It dated back almost 2000 years ago. It was just a wooden rack holding 2 parallel wires with beads strung on it. When these beads were move the user must memorize, and place that in arithmetic operations. In 1694 a man named Blaise Pascal invented the first digital calculating machine. It could add numbers by turning dials. It was used to help Pascal father as a tax collector. It save him time and made his job less stressful. Then in the early 1800s a man by the name of Charles Babbage invented a new calculating machine. It was automatic! Steam power this incredible machine and it could store up to 1,000 50-digit numbers. This machine not only did addition but it also stored data. This machine done all this by using cards with holes punched in them, which stored the data. His invention was a failure for the most part because lack of precision and lack of demand for such a machine. However between 1850 and 1900s there were great advances in mathematics and physics that began to rekindle the interest in such machines made by Pascal and Babbage. Many of these new advance involved complex calculations and formulas that were just too time consuming for human calculation. The first major use for the c...

Whats in an AP Biology Syllabus Guide and Examples

What's in an AP Biology Syllabus Guide and Examples SAT / ACT Prep Online Guides and Tips A great syllabus is the backbone of any AP course, but it can be challenging to create one that fits all the requirements and is easy for students to follow. In this article, I'll give you the ingredients you need for a solid AP Biology syllabus, including all the concepts and curricular requirements of the course. I'll also provide a sample syllabus so you can get an idea of what a syllabus for this class might look like (if you're a student) or how you might structure your version of AP Biology (if you're a teacher). Finally, the end of this article is devoted to a few quick tips for teachers and students on how to successfully teach and learn the material. What Does the AP Biology Course Cover? The curriculum framework of AP Biology was revamped in 2012 and is now organized around four Big Ideas, which are overarching themes that connect the concepts you’ll learn in the course. Within each Big Idea are several â€Å"Enduring Understandings† that students are expected to develop by taking the course.These are slightly narrower themes thatcan be broken down even further into smaller parts that are aligned with specific facts about biological functions. I’ll list the Big Ideas and their corresponding Enduring Understandings in this article, along with the labs that fall under each category.I won’t go into the smaller concepts within the Enduring Understandings so that this guide doesn’t get too long to digest. If you’re interested in a detailed rundown of the more minute concepts involved in AP Biology,check out this page. As students explore the Big Ideas, they are also expected to learn several key scientific practices, and the classwork must cover certain curricular requirements.After I go through the Big Ideas, I’ll list the scientific practices students should develop and the curricular requirements that any AP Biology syllabus is expected to fulfill. Think of each Big Idea as a giraffe. Why? Because it's fun. Live a little. (Yes, I know there are only three giraffes - Big Idea 4 is camera shy.) The Four Big Ideas of AP Biology Big Idea #1: The process of evolution drives the diversity and unity of life. Enduring Understanding 1.1: Change in the genetic makeup of a population over time is evolution. EU 1.2: Organisms are linked by lines of descent from common ancestry. EU 1.3: Life continues to evolve within a changing environment. EU 1.4: The origin of living systems is explained by natural processes. Labs for Big Idea 1: Artificial selection Mathematical modeling (Hardy-Weinberg) Comparing DNA Sequences to Understand Evolutionary Relationships Big Idea #2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis. EU 2.1: Growth, reproduction and maintenance of living systems require free energy and matter. EU 2.2: Growth, reproduction and dynamic homeostasis require that cells maintain internal environments that are different from their external environments. EU 2.3: Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis. EU 2.4: Growth and dynamic homeostasis of a biological system are influenced by changes in the system’s environment. EU 2.5: Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. Labs for Big Idea 2: Diffusion and Osmosis Photosynthesis Cellular Respiration Big Idea #3: Living systems store, receive, transmit and respond to information essential to life processes EU 3.1: Heritable information provides for the continuity of life. EU 3.2: Expression of genetic information involves cellular and molecular mechanisms. EU 3.3: The processing of genetic information is imperfect and is a source of genetic variation. EU 3.4: Cells communicate by generating, transmitting and receiving chemical signals. EU 3.5: Transmission of information results in changes within and between biological systems. Labs for Big Idea 3: Cell Division: Mitosis and Meiosis Biotechnology: Bacterial Transformation Biotechnology: Restriction Enzyme Analysis of DNA Big Idea #4: Biological systems interact, and these systems and their interactions possess complex properties EU 4.1: Interactions within biological systems lead to complex properties. EU 4.2: Competition and cooperation are important aspects of biological systems. EU 4.3: Naturally occurring diversity among and between components within biological systems affects interactions with the environment. Labs for Big Idea 4: Energy Dynamics Transpiration Fruit Fly Behavior Enzyme Activity Cooperation is always happening in biological systems! This is an approximation of what the inside of a cell looks like at any given time. The Seven Scientific Practices of AP Biology #1:The student can use representations and models to communicate scientific phenomena and solve scientific problems. #2: The student can use mathematics appropriately. #3:The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. #4: The student can plan and implement data collection strategies in relation to a particular scientific question. (Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction and/or archived data.) #5: The student can perform data analysis and evaluation of evidence. #6: The student can work with scientific explanations and theories. #7: The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains. The Curricular Requirements of AP Biology Here's a list of the requirements that an AP Biology course must fulfill to be considered an appropriate and thorough survey of the material: The course must use a college-level biology textbook published within the last ten years. Students must connect the Enduring Understandings of each Big Idea to at least one other Big Idea (for example, connect the evolutionary concepts in Big Idea 1 to the idea presented under Big Idea 3 that genetic information is sometimes processed imperfectly, and this leads to variation). Students should be assigned projects and activities outside of labs to meet the learning objectives for each Big Idea (for example, students might do an activity where they create a model of the cell cycle and give an oral presentation on its most important aspects). The course must give students the opportunity to connect biological knowledge to major social issues and current events (for example, a project researching stem cells and their potential to impact the medical field). Labs must give students the opportunity to apply the seven science practices I listed earlier, and the course has to go through at least two labs that correspond with each Big Idea. Labs must make up at least 25% of class time. Students should be asked to demonstrate verbal, written, and visual communication skills with lab reports, summaries of scientific literature or evidence, and oral presentations. I was going to make a joke about teachers wasting class time by trying to get the projector to work for presentations, but then I realized that I don't even know if they use projectors anymore. I'm sure there's some other essential piece of classroom technology that never works by now. What Does an AP Biology Syllabus Look Like? The College Board has released some sample syllabi to help guide teachers in their instruction of the new format of the AP Biology course.The example that I’m looking at divides the class into nine different units of varying length. The resources for the course include: Reece, Jane, et al., Campbell Biology, 9th Edition, 2011, Pearson Benjamin Cummings www.campbellbiology.com (The main text’s accompanying website that provides animations, investigations, PowerPoint and other audio-visual resources) Giffen, Cynthia and Heitz, Jean. Practicing Biology (to accompany Campbell- Reece Biology), 3rd Edition, 2008, Pearson Benjamin Cummings AP Biology Investigative Labs: an Inquiry Based Approach I’ll give an overview of the topics discussed in each unit and the projects and labs students might complete throughout the year.I’ll also provide the approximate length of each unit.In this case, the class met four times a week for two 80-minute periods and two 50-minute periods (4 hours and 20 minutes a week total). Sample AP Biology Syllabus Unit 1: First Week and Introduction (4 classes) Textbook Chapters: Introduction: Themes in the Study of Life The Chemical Context of Life Water and the Fitness of the Environment Lecture and Discussion Topics: Darwin and the theory of natural selection Inquiry as a way to learn science Structure of atoms Emergent properties of water Projects: Make construction paper models of atoms and molecules to illustrate chemical concepts. Conduct an open inquiry on a biological topic of choice; formulate a question, design an experiment, and present the findings. Unit 2: Biochemistry and Introduction to the Cell (11 classes) Textbook Chapters: 4. Carbon and the Molecular Diversity of Life 5. The Structure and Function of Large Biological Molecules 6. A Tour of the Cell 7. Membrane Structure and Function Lecture and Discussion Topics: The impact of carbon as the â€Å"backbone of life† How monomers build polymers, including the roles of nucleic acids Examples of organelles that are membrane bound to compartmentalize their functions Membrane structure and function Projects and Labs: Build a 3D cell membrane Diffusion and Osmosis Lab Unit 3: Cellular Energy and Related Processes (14 classes) Textbook Chapters: 8. An Introduction to Metabolism 9. Cellular Respiration 10. Photosynthesis Lecture and Discussion Topics: Metabolic pathways Laws of energy transformation How ATP powers cellular work Enzyme structure and function Harvesting chemical energy: glycolysis, citric acid cycle, oxidative phosphorylation Light reactions and the Calvin cycle Evolution of alternative mechanism of carbon fixation Projects and Labs: Cellular Respiration Lab Photosynthesis Lab Enzyme Catalysis Lab Unit 4: Cell Communication and the Cell Structure (9 classes) Textbook Chapters: 11. Cell Communication 12. The Cell Cycle Lecture and Discussion Topics: Evolution of cell signaling Reception, transduction, response Apoptosis How mitosis produces genetically identical daughter cells Evolution of mitosis How the eukaryotic cell cycle is regulated by a molecular control system Origin of cell communication Projects and Labs: Pathways with Friends Modeling the Cell Cycle Cell Division and Mitosis Lab Unit 5: Genetic Basis of Life (7 classes) Textbook Chapters 13. Meiosis and Sexual Life Cycles 14. Mendel and the Gene Idea 15. The Chromosomal Basis of Inheritance Lecture and Discussion Topics: Genes are passed from parents to offspring by the inheritance of chromosomes How meiosis reduces the number of chromosomes (diploid to haploid) Evolutionary significance of genetic variation that results from sexual life cycles Concepts of Mendelian genetics (laws of probability, inheritance patterns) Genes are located along chromosomes (concepts of gene linkage, mapping distance between genes, causes of genetic disorders) Projects and Labs Fruit Fly Genetics Lab Meiosis Lab Unit 6: Gene Activity and Biotechnology (13 classes) Textbook Chapters: 16. The Molecular Basis of Inheritance 17. From Gene to Protein 18. Regulation of Gene Expression19. Viruses20. Biotechnology21. Genomes and their Evolution Lecture and Discussion Topics: DNA is the genetic material (historical experiments, DNA structure and function, DNA replication) Flow of genetic information (genetic code, role of other polymers, transcription, translation) Mutations Gene expression (operon systems in prokaryotes, eukaryotic gene expression) Virus structure and activity Restriction enzymes, plasmids, transformation DNA technology (how gel electrophoresis works and applications of this technology) Projects and Labs: DNA and Histone Model Biotechnology Lab 1: Transformation Gel Electrophoresis Lab Unit 7: Evolution and Phylogeny (19 classes) Textbook Chapters: 22. Descent with Modification: A Darwinian View of Life 23. The Evolution of Populations 24. The Origin of Species 25. The History of Life on Earth 26. Phylogeny and the Tree of Life 27. Bacteria and Archae Lecture and Discussion Topics: How natural selection serves as a mechanism for evolution Scientific evidence supporting evolution Hardy-Weinberg concept How allele frequencies can be altered in a population Concepts of speciation Origin of life; fossil records Events in the â€Å"history of life† (origin of single-celled and multicellular organisms; mass extinctions; adaptive radiations) Projects and Labs Comparing DNA Sequences Lab PBS Video: â€Å"What Darwin Never Knew† Evolutionary Time: The Geologic Time String Hardy-WeinbergProblems Unit 8: Diversity in the Biological World: Organism Form and Function (22 classes) Textbook Chapters: 40. Basic Principles of Animal Form and Function 43. The Immune System 48. Neurons, Synapses, and Signaling 49. The Vertebrate Brain(Chapters 28-49 will be utilized to provide students with resources for the enduring understandings in this unit) Lecture and Discussion Topics: Evolutionary trends (endosymbiosis, adaptations that allowed plants to move from water to land, reproductive adaptations of angiosperms, environmental roles of fungi, animal body plans, progressively complex derived characters in animal groups) Unique features of the angiosperm life cycles Signal transduction pathways (plant and animal hormones) Photoperiodism in plants Feedback control loops in animals Thermoregulation in animals Energy allocation and use in animals Examples of functioning units in mammal systems (alveoli in lungs, villi of small intestines, nephrons in kidneys) Structure and function in immune systems Structure and function in nervous systems (neurons, resting potential, action potential, synapses) Structure and function of the human brain Projects and Labs: Construct a cladogram for a group of organisms with certain traits Jumpin’ the Gap (students pretend to be components of neural communication) Research project on stem cells and whether they should be used to treat brain and spinal cord injuries Unit 9: Ecology (17 classes) Lecture and Discussion Topics: Aspects of animal behavior Aspects of biomes Models describing population growth Regulation of population growth Community interactions Species diversity and composition Community biodiversity Energy flow and chemical cycling in ecosystems Primary productivity Energy transfer between trophic levels Human activities that threaten biodiversity Projects and Labs Fruit Fly Behavior Lab Dissolved Oxygen and Primary Productivity Lab Design a model of a biome Improving species richness by adding phosphate to a pond - how would you determine how much to add to avoid eutrophication? Present your hypothesis. Investigate how the fungus Pilobolus succeeds as a decomposer? Study adaptiveness of spore dispersal methods In AP Bio, you'll get to hang out with some fun guys. Teaching Tips Writing a great syllabus is the first order of business, but as you probably know, most of teaching is in the execution. If you’re a teacher trying to provide the best experience for your AP Biology students, here are a few tips you might consider using in your lessons. #1: Provide Brief Lecture Outlines Give brief outlines to students before you start your lecture so that they’ll have a clearer picture of what you’re going to cover. I say brief outlines because you don’t want to give them notes that list everything they need to know about the lecture topic.List the main points of the lecture (around 3-5 of them), and list a couple of important subtopics under each. Provide plenty of space between concepts for students to write notes. Theyshould have some incentive to pay attention in class.This will create a better environment where studentsaren't confused or tuned out. #2: Break Up Your Lectures With Class Discussions I remember dreading double-period lecture classes in high school, and I was better than most high school studentsat sitting quietly and forgoing social interaction.You should try to engage the class in a discussion midway through your lecture to break up the monotony.I’d recommend calling on people randomly so that kids will have an incentive to pay attention and more introverted students will get a chance to participate in the discussion. #3: Be Accessible During Labs Chances are, kids will have tons of questions during labs. Sometimes the procedure is a little confusing or the results are different from what was expected.Make a point of walking around the room and checking in with each lab group to ensure that everyone stays on task and students have a chance to ask questions.This can also prevent students from doing the lab incorrectly and wasting time - you’ll catch mistakes early! #4: Model Your Tests After the Real AP Test My AP Biology teacher gave us tests throughout the year whose questions were very similar to real AP test questions. These tests were super challenging (I don’t think I ever got a solid A on any of them), but I was very well-prepared for the AP test.Nothing on the exam was more difficult than the questions I had encountered on in-class tests, so I felt pretty confident. Bobby, what did I tell you about eating the caterpillars!? We need those for the lab! Also, why are you even in AP Biology? Tips for Students Here are a few additional tips directed towards students who want to do well in AP Biology. #1: Do the Readings on Time There’s a lot to cover in this class, so it’s critical that you keep up with the readings in your textbook.If you fall behind, it will be hard to catch up.There also may be important things that your textbook covers that your teacher won’t mention in lectures.Plus, you’ll be able to participate in class discussions and avoid failing any pop quizzes! #2: Take Notes During Lectures Don’t zone out when your teacher is talking!I know it can be difficult, but taking effective notes is a great skill to have for college and beyond.Your notes will also help you study for in-class tests and, eventually, the AP test. It’s easier to study your own notes because they’ll be written in a way that you understand. #3: Ask Questions Don’t be afraid to speak up in class discussions and engage with the lecture topics.If you feel like you don’t understand a concept, ask your teacher about it. Believe me, it's better than finding yourself totally lost later! Also, if you have any doubts about lab procedures or how you should write your lab reports, consult with your teacher before going forward. "This kid is all of us in AP Biology," is what I would say if I wrote for Buzzfeed. Conclusion AP Biology covers a huge amount of information, so writing a syllabus that organizes everything effectively is super important. The four main Big Ideas encompass many smaller themes, each of which covers a variety of complex concepts. The College Board also requires classes to introduce students to seven scientific practices and fulfill a litany of other curricular requirements. Hopefully, the sample syllabus in this article gave you a good idea of what the structure of an AP Biology class should look like and how you might choose to cover all of the material.Guiding students through this intimidating maze of concepts can be pretty difficult! To review, some teaching strategies I recommend are: Providing brief lecture outlines Breaking lectures into more manageable chunks Being available for questions during labs Using tests that mimic the structure and content of the AP test For students, here are a few other pieces of advice that I would suggest following: Keep up with the readings Take notes on lectures Ask lots of questions What's Next? Looking for some good AP Biology review books? Check out my guide to the best books for this year's version of the test. I've also written a complete study guide for the AP Biology test that goes through all the concepts and has links to free online resources that you can use to review. Finally, this article goes through an analysis of whether AP Biology is more or less difficult in comparison to other AP classes and tests. It might be helpful if you're not sure about taking the course or just want some insight into how much you'll need to study for the test! Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Manifest destiny and the forcible removal of american indians Research Paper

Manifest destiny and the forcible removal of american indians - Research Paper Example The term Manifest Destiny integrated the nationalist concepts of Anglo-Saxon superiority with capitalist expansion of territory, â€Å"ideas which had deep roots in American political culture† (Nevins 2002: 17). On the other hand, Caldwell (2006) identifies the roots of manifest destiny in religion, the providentially sanctioned Christian destiny territorial conquest going back as far as the Crusades, and â€Å"a God-given right to any land occupied by non-Christian peoples† (p.84). The extensive American efforts at expansion included in addition to the Louisiana Purchase and the acquisition of the lands of the Mexican cession, internal expansion as American settlers moved westward during the California gold rush (Joy, 2003) Thesis Statement: The purpose of this paper is to investigate the concept of Manifest Destiny in 19th century American history, and its role in America’s rise from a colony to a super power. Further, the extent to which manifest destiny was r eflected in domestic policy by the country’s government will be identified. The forcible removal of American Indians, attempts to civilize them, and Americans’ seizing of Mexican land, and waging war on Mexico will be discussed. The underlying roots of European racism and imperialism fuelling manifest destiny will be examined. Manifest Destiny and Westward Expansion in America From the 14th century to as late as the 1840s, Europeans fled to the New World of America in search of religious freedom and a new life. There was westward expansion in the 19th century because the population density in the industrial towns in the east was increasing tremendously by growing numbers of Europeans who entered America at the eastern seaboard. Moreover, the gold rush in the western region particularly in California, as well as news of fertile soil and plentiful opportunities were powerful motivators to move westwards. Consequently, the Americans found it necessary to spread westward i n search of new land to cultivate, to build on, and new livelihood to undertake. This westward expansion was termed as manifest destiny by Anglos were the whites arriving in California from the eastern towns in the 19th century. Through close association and marriage allegiance with the California elite the white settlers acquired great wealth and political power (Mountjoy 2009). Notions of national superiority form a significant reason for the concept of Manifest Destiny to take shape and to promote westward expansion towards new opportunities. According to Caldwell (2006) the reasons for America’s notions of superiority include myths of the unique regenerative power of the new land of America that the Europeans made their home; from Americans’ self developed visions of being the people chosen by God to utilize the abundance of natural resources; of being given the mission to spread civilization in underdeveloped areas, and of being granted the high destiny of spreadi ng westward for achieving profit and prosperity. Americans’ sense of supremacy is also rooted in their ability to succeed as immigrants through self-sufficiency, confidence, self-reliance; their realization of the abundance of natural wealth in the land; and their view of the universality of American ideology. Expansionist Theory, Racism and Imperialism in Manifest Destiny American Indians who were the original natives of the land were marginalized and every