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Transcontinental Railroad Fact Sheet
Transcontinental Railroad Fact Sheet Prior to the opening of the transcontinental railroad, it took four to six months to travel 2000 miles from the Missouri River to California by wagon. January 1863 – Central Pacific Railroad breaks ground on its portion of the railroad at Sacramento, California; the first rail is laid in October 1863. December 1863 – Union Pacific Railroad breaks ground on its portion of the railroad in Omaha, Nebraska; due to the Civil War, the first rail is not laid until July 1865. April 1868 – the Union Pacific reaches its highest altitude 8,242 feet above sea level at Sherman Pass, Wyoming. April 28, 1869 – a record of 10 miles of track were laid in a single day by the Central Pacific crews. May 10, 1869 – the last rail is laid in the Golden Spike Ceremony at Promontory Point, Utah. Total miles of track laid 1,776: 690 miles by the Central Pacific and 1086 by the Union Pacific. The Central Pacific Railroad blasted a total of 15 tunnels through the Sierra Nevada Mountains. It took Chinese workers on the Central Pacific fifteen months to drill and blast through 1,659 ft of rock to complete the Summit Tunnel at Donner Pass in Sierra Nevada Mountains. Summit Tunnel is the highest point on the Central Pacific track. The Central Pacific built 40 miles of snow sheds to keep blizzards from blocking the tracks. To meet their manpower needs, both railroads employed immigrants to lay the track and blast the tunnels. The Central Pacific hired more than 13,000 Chinese laborers and Union Pacific employed 8,000 Irish, German, and Italian laborers. -
Charles Crocker Seth Sikkema George Fox University, [email protected]
Digital Commons @ George Fox University Faculty Publications School of Business School of Business 2013 Charles Crocker Seth Sikkema George Fox University, [email protected] Follow this and additional works at: http://digitalcommons.georgefox.edu/gfsb Part of the Business Commons Recommended Citation Previously published in Encyclopedia of White-Collar and Corporate Crime, Second Edition, ed. Lawrence M. Salinger and J. Geoffrey Golson, 2013. Posted with permission from Sage Publications. This Article is brought to you for free and open access by the School of Business at Digital Commons @ George Fox University. It has been accepted for inclusion in Faculty Publications School of Business by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact [email protected]. Crocker, Charles 247 (power) and family functions (control). Power education in schools and workplaces to address control theory argues that power and control gender biases and sexist ideas. within the family sphere are translated into the work field, and when families are patriarchal Alana Van Gundy-Yoder and males hold dominant positions, they con Miami University trol households. This can be done either through direct control, like bringing in/allowing the use See Also: Conflict Theory; Gender Discrimination; of money, or indirect control, such as devaluing Racial Discrimination. women's work or not allowing their spouse an egalitarian position in the workplace or the home. Further Readings Children raised in these households will mirror Hagan, John and Ruth D. Peterson. Crime and the power-control relationships that they see at Inequality. Stanford, CA: Stanford University home. For example, girls growing up in patri Press, 1995. -
Landscape Medallion in Washington State
Architect of the Capitol Landscape medallion (detail), Brumidi Corridors. Brumidi’s landscape medallions relate to the federally sponsored Pacific Railroad Report and depict scenes from the American West, such as this view of Mount Baker in Washington State. The “MostBrumidi’s Landscapes andPracticable the Transcontinental Railroad ”Route Amy Elizabeth Burton or 150 years, senators, dignitaries, and visitors to the U.S. Capitol have bustled past 8 Flandscape medallions prominently located in the reception area of the Brumidi Corridors on the first floor of the Senate wing. For most of this time, very little was understood about these scenes of rivers and mountains. The locations depicted in the landscapes and any relevance the paintings once held had long faded from memory. The art of the Capitol is deeply rooted in symbolism and themes that reflect national pride, which strongly suggested that the medallions’ significance extended beyond their decorative value. Ultimately, a breakthrough in scholarship identified the long-forgotten source of the eight landscapes and reconnected them to their his- torical context: a young nation exploring and uniting a vast continent, as well as a great national issue that was part of this American narrative—the first transcontinental railroad. THE “MOST PRACTICABLE” ROUTE 53 Starting in 1857, the Brumidi Corridors in the newly con- From roughly 1857 to 1861, Brumidi and his team structed Senate wing of the Capitol buzzed with artistic of artists decorated the expansive Brumidi Corridors activity. Development of the mural designs for the Sen- with Brumidi’s designs, while one floor above, the Senate ate’s lobbies and halls fell to artist Constantino Brumidi, deliberated about the building of the nation’s first trans- under the watchful eye of Montgomery C. -
Detailed 2018-2019 University Committee List
Detailed 2018-2019 University Committee List - Apply Here: https://goo.gl/forms/jz9X66df2BLSpbaC2 Note : All Committees reserve the right to re-appoint student nominees for additional terms. # Committee Committee Contact # Students & Time Commitment Student Needs & Notes Name Information Details 1 Academic Paul Murray 3 (Combination of Meets approximately twice a quarter, for a Council: Research Computing Undergrads and total of 6 meetings a year. Meeting have Committee on Strategist Grads; if more than traditionally been late in the day, ~4ish for Academic 650-723-4328 one Grad student is 1.5hr. Snacks and drinks provided! Computing and [email protected] selected, they Information should be from Systems different schools) 2 Academic Laura Remillard, 4 (Graduate The Committee on Graduate Studies usually 2014-15: need representation from H&S, Council: Academic Committee students; they meets on Wednesdays 12-1:30pm, every Earth Sciences, SoM, GSB and Law. Committee on Coordinator, (650) should be from two weeks. Meets approximately five times Graduate 475-6075, different schools). a quarter. The committee has academic policy Studies [email protected] Preference should responsibilities for the substance and be given to Students who are interested in C-GS should presentation of graduate education (e.g. returning members be aware of this kind of commitment, as graduate admissions, minimum standards for due to the ongoing our students have been very active graduate work, graduate financial aid, discussions from members over the last few years. minority recruitment/retention, initiation and year to year. renewal of graduate degree programs, etc.). 3 Academic Mimi Calter, Deputy Students Needed: 3 Meets approximately twice a quarter. -
Grade Level: Middle School
Title: Railroads Transform Montana Grade Level: Middle School Subject(s): Social Studies/Montana State History Duration: One to Two Fifty-Minute Class Periods Description: This power point lesson complements, but does not duplicate, information presented in Chapter 9: "Railroads Link Montana to the Nation, 1881-1915" from the textbook Montana: Stories of the Land (Helena: Montana Historical Society Press, 2008). Goals: Student will learn how trains affected the social, economic, and physical landscape of Montana. Objectives: Students will be able to: Explain why many people living in Montana, as well as many outside of Montana, wanted to territory to have railroads. Identify how railroads impacted Indian lands. Explain how railroads changed life in Montana. Materials: PowerPoint (which you can download from the following link: http://svcalt.mt.gov/education/textbook/Chapter9/RailroadingPowerPoint.ppt) and script, below. Laser pointer (optional) Laptop projector Procedure: Print either the script or script with accompanying slides. To access the script only, click on the following link: http://svcalt.mt.gov/education/textbook/Chapter9/RailroadingPowerPointscript.pdf To access the script with accompanying slides open the PowerPoint. Select "Print," making sure that "Notes Pages” is selected in the "Print What" dialogue box. Review the script and PowerPoint before presenting, taking notes on what points you wish to emphasize. Before beginning the PowerPoint, engage your class with the introductory exercise. Then present the PowerPoint, stopping frequently to ask questions and 1 engage in discussion as recommended in the script. Assessment: Instructor may utilize Chapter 9 Review questions on page 187. Special Comments: This PowerPoint focuses on the ways the railroad transformed Montana. -
Stanford University, Cantor Arts Center, Videorecordings
http://oac.cdlib.org/findaid/ark:/13030/kt038nd9vz No online items Guide to the Stanford University, Cantor Arts Center, Videorecordings Daniel Hartwig Stanford University. Libraries.Department of Special Collections and University Archives Stanford, California November 2010 Copyright © 2015 The Board of Trustees of the Leland Stanford Junior University. All rights reserved. Note This encoded finding aid is compliant with Stanford EAD Best Practice Guidelines, Version 1.0. Guide to the Stanford University, V0194 1 Cantor Arts Center, Videorecordings Overview Call Number: V0194 Creator: Iris & B. Gerald Cantor Center for Visual Arts at Stanford University Title: Stanford University, Cantor Arts Center, videorecordings Dates: 1999 Physical Description: 0.01 Linear feet 1 video disc Summary: Videorecording (and DVD copy) on the repair and renovation of the museum, with an emphasis on the final six months; persons interviewed are Richard M. Olcott, principal architect, Mindy Cameron, exhibition designer, Thomas K. Seligman, director, and Hilarie Faberman, curator. Language(s): The materials are in English. Repository: Department of Special Collections and University Archives Green Library 557 Escondido Mall Stanford, CA 94305-6064 Email: [email protected] Phone: (650) 725-1022 URL: http://library.stanford.edu/spc Gift of Jack Hubbard, 1999. Information about Access This collection is open for research. Ownership & Copyright All requests to reproduce, publish, quote from, or otherwise use collection materials must be submitted in writing to the Head of Special Collections and University Archives, Stanford University Libraries, Stanford, California 94304-6064. Consent is given on behalf of Special Collections as the owner of the physical items and is not intended to include or imply permission from the copyright owner. -
Union Pacific No. 119
Union Pacific No. 119 Operating Manual Developed by Smokebox for Dovetail Games' Train Simulator 2018TM © Smokebox 2018, all rights reserved Issue 1 Train Simulator - Union Pacific No. 119 - Operating Manual Page 2 Contents Introduction....................................................................................................................................................... 4 Locomotive Technical Specifications................................................................................................................. 4 Positions of the Controls and Gauges in the Cab .............................................................................................. 5 Key Assignments................................................................................................................................................ 9 Animations....................................................................................................................................................... 12 Lights................................................................................................................................................................ 13 Sanding ............................................................................................................................................................ 13 Particle Effects................................................................................................................................................. 14 Other Special Effects ...................................................................................................................................... -
Race to Promontory
This resource, developed by the Union Pacific Railroad Museum, is a comprehensive guide for telling the story of the first American transcontinental railroad. In addition to bringing to life this important achievement in American history, this kit allows students to examine firsthand historical photographs from the Union Pacific collection. This rare collection provides a glimpse into the world of the 1860s and the construction of the nation’s first transcontinental railroad. Today, nearly everything American families and businesses depend on is still carried on trains – raw materials such as lumber and steel to construct homes and buildings; chemicals to fight fires and improve gas mileage; coal that generates more than half of our country’s electricity needs; produce and grain for America’s food supply; and even finished goods such as automobiles and TVs. After 150 years, UP now serves a global economy and more than 7,300 communities across 23 states. National Standards for History • Grades 3-4 5A.1 & 8.B. 4 & 6 www.nchs.ucla.edu/history-standards/standards-for-grades-k-4/standards-for-grades-k-4 National Center for History in Schools • Grades 5-12 Era 4 Expansion and Reform (1801-1861). 4A.2.1-3, 4E.1 & 4 www.nchs.ucla.edu/history-standards/us-history-content-standards National Center for History in Schools Additional Resources • Bain, David Haward. Empire Express: Building the First Transcontinental Railroad. New York: Penguin, 2000. Print. • The Union Pacific Railroad Museum’s official website. www.uprrmuseum.org • Union Pacific’s official website. www.up.com • The Golden Spike National Historic Monument. -
Golden Spike” Ceremony, 1869
1 Official photograph from the “Golden Spike” Ceremony, 1869 Introduction This iconic photograph records the celebration marking the completion of the first transcontinental railroad lines at Promontory Summit, Utah, on May 10, 1869, when Leland Stanford, co-founder of the Central Pacific Railroad, connected the eastern and western sections of the road with a golden spike. This “joining of the rails” was the culmination of work commenced in 1863 when the Central Pacific began laying track eastward from Sacramento, California, and the Union Pacific started laying track westward from Omaha, Nebraska, in July of 1865. To meet its manpower needs, the Central Pacific hired 15,000 laborers of whom more than 13,000 were Chinese immigrants. These immigrants were paid less than white workers, and, unlike whites, had to provide their own lodging. The crew had the formidable task of laying the track across California’s Sierra Nevada mountain range, blasting fifteen tunnels to cover 1,776 miles with 4,814 feet of new track. A close study of the photograph reveals that the Chinese workers who were present that day have been excluded. This absence encourages students to consider that all photographs reflect choices made by the artist—and to question accepting photographs as complete or comprehensive records of historical events. Questions for Discussion Read the document introduction, view the image, and apply your knowledge of American history in order to answer the questions that follow. 1. Some historians believe that the completion of the transcontinental railroad in 1869 was the most significant technological triumph until the United States landed a man on the moon a hundred years later. -
Transcontential Railroad Time Table
USHistoryAtlas.com Primary Sources Transcontential Railroad Time Table Date # February 1881 Place # Boston, Massachusetts, Omaha, Nebraska, and San Francisco, California Type of Source # Daily Life Author # Union Pacific and Central Pacific Railroads Context # The completion of the transcontinental railroad in 1869 allowed relatively rapid transportation across the United States. By 1881 thousands of people were using railroads to reach new homes in the West, as well as conduct business across the country and ship goods. Passengers could travel from Omaha to San Francisco, almost 1900 miles, in less than a week for between $45 to $100 (about $950 to $2100 in present dollars). Railroads would prove essential to the development of the West. Stations on Union Pacific Line Through Line Through Line (East to West) This line connected with IOWA: the Central Pacific at Council Bluffs Ogden and was used to NEBRASKA: Omaha, Summit Siding, Papillion, Millard, Elkhorn, Waterloo, cross the country. Valley, Riverside, Fremont, Ames, North Bend, Rogers, Schuyker, Benton, Ogden, Utah Columbus, Duncan, Silver Creek, Clark’s, Central City, Chapman’s, Grand Ogden was the nearest city to Promintory Point, where Island, Alda, Wood River, Shelton, Gibbon, Buda, Kearney Junction, Stevenson, the two railroads were first Elm Creek, Overton, Josselyn, Plum Creek, Cozad, Willow Island, Warren, Brady joined. Its station was Island, Maxwell, Gannett, North Platte, O’Fallon’s, Dexter, Alkali, Roscoe, made the meeting point for Ogalalla, Big Springs, Barton, Julesburg, -
CHAIRMEN of SENATE STANDING COMMITTEES [Table 5-3] 1789–Present
CHAIRMEN OF SENATE STANDING COMMITTEES [Table 5-3] 1789–present INTRODUCTION The following is a list of chairmen of all standing Senate committees, as well as the chairmen of select and joint committees that were precursors to Senate committees. (Other special and select committees of the twentieth century appear in Table 5-4.) Current standing committees are highlighted in yellow. The names of chairmen were taken from the Congressional Directory from 1816–1991. Four standing committees were founded before 1816. They were the Joint Committee on ENROLLED BILLS (established 1789), the joint Committee on the LIBRARY (established 1806), the Committee to AUDIT AND CONTROL THE CONTINGENT EXPENSES OF THE SENATE (established 1807), and the Committee on ENGROSSED BILLS (established 1810). The names of the chairmen of these committees for the years before 1816 were taken from the Annals of Congress. This list also enumerates the dates of establishment and termination of each committee. These dates were taken from Walter Stubbs, Congressional Committees, 1789–1982: A Checklist (Westport, CT: Greenwood Press, 1985). There were eleven committees for which the dates of existence listed in Congressional Committees, 1789–1982 did not match the dates the committees were listed in the Congressional Directory. The committees are: ENGROSSED BILLS, ENROLLED BILLS, EXAMINE THE SEVERAL BRANCHES OF THE CIVIL SERVICE, Joint Committee on the LIBRARY OF CONGRESS, LIBRARY, PENSIONS, PUBLIC BUILDINGS AND GROUNDS, RETRENCHMENT, REVOLUTIONARY CLAIMS, ROADS AND CANALS, and the Select Committee to Revise the RULES of the Senate. For these committees, the dates are listed according to Congressional Committees, 1789– 1982, with a note next to the dates detailing the discrepancy. -
Transcontinental Railroad B a C K G R O U N D G U I D E
S H U M U N X X I I / / A P R I L 1 0 - 1 1 , 2 0 2 1 TRANSCONTINENTAL RAILROAD B A C K G R O U N D G U I D E D I R E C T E D B Y M A R Y B E T H A M M A R I A N D J A K E H A L D E R S O N 1 Letter from the Chair Esteemed Delegates, Welcome to SHUMUN! I am Kaitlyn Akroush, your chair for this committee. I am currently a second year student at Seton Hall University, double majoring in Diplomacy/International Relations and Philosophy. I am also a member of the Honors Program, the Seton Hall United Nations Association, and Turning Point USA. I have been a part of the Seton Hall United Nations Association since my freshman year and have truly enjoyed every bit of it. I have traveled and attended multiple conferences, participating in both General Assembly and Crisis Committees. This committee in particular is interesting as it will deal with the chaotic circumstances during the construction of the Transcontinental Railroad. A long road lies ahead, and there are many issues within the scope of this committee that need to be solved. Theodore Judah, American civil engineer and the central figure in the construction of the railroad has died, and the nation is in the midst of civil war. It is up to America’s remaining engineers to step up and unite the country, both figuratively and literally, all while maintaining positive relationships with Native Americans during the expansion West.