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SCI203 IP4

September 18, 2025/in General Questions /by Besttutor

Analyze Energy Sources Lab

 

Everything people do in their daily lives involves the consumption of resources—particularly energy. With respect to energy, electricity is one of the most important resources consumed and also one of the highest in demand. Traditionally, fossil fuels such as coal, natural gas, and oil have dominated the U.S. energy mix; however, as it is well-known, carbon-emitting energy sources are very detrimental to the environment and are contributing to global warming. Fortunately, alternative energy resources such as solar, wind, hydro, and geothermal power are becoming more efficient and prevalent in today’s energy economy.

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How important is corporate philosophy to a company’s pollution prevention efforts?

September 18, 2025/in General Questions /by Besttutor
  1. Please write an article addressing the following:

     

    How important is corporate philosophy to a company’s pollution prevention efforts? Please use an example of one or more companies to support your position.

     

Must be a minimum of 4-5 pages in length, not including the title page and reference page. should have a minimum of three sections: an introduction, a body, and a conclusion. A minimum of three references should be used, and at least one of these must be from a scholarly, peer-reviewed journal. All sources used must be referenced; paraphrased and quoted material must have accompanying citations.

 

  1. Address both of the following writing prompts. Your responses to both of the prompts should be at least 500 words each. No title page is needed, but be sure to indicate which writing prompts you are addressing at the top of each response. Each response needs its own reference page.

 

Writing Prompts (respond to both):

 

a. Review the Reading Assignment titled as “Designing a Low-Cost Pollution Prevention Plan to Pay Off at the University of Houston” by Bialowas, Sullivan, and Schneller.  In your review, describe:

 

  • Why the university developed a P2 plan,
  • The process of bulking hazardous wastes, fume hood modifications, and cost savings,
  • Silver recovery and cost savings,
  • Oil reclamation plan and cost savings, and
  • Your overall thoughts about the university’s P2 program.

 

 

 

b. Review the Reading Assignment titled as “Effectiveness of State Pollution Prevention Programs and Policies” by Donna Harrington. (Attached with this document) In your review, describe:

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UNIT IV PROJECT

September 18, 2025/in General Questions /by Besttutor

UNIT IV PROJECT OSH4308

Instructions

Hazardous Noises Report After receiving good remarks from your previous work, you hear that Acme Manufacturing Co. has asked you and BSCI to return for some additional work. BSCI has been contracted by Acme Manufacturing Co. to conduct a study to determine employee exposures to noise. In addition, Acme Manufacturing Co. has requested that, while on site, you conduct a needs analysis to determine the development of a new safety training program, exhibiting training and management techniques. Explain your methodology and the steps in conducting this needs analysis. After conducting a field assessment, prepare a written report for Bob Sanders (CSP) to present to the Board of Directors. During your field investigation, you find the following field observations: Machine Shop #1 The company has an on-site maintenance and repair facility. Inside Machine Shop #1, there are five employees that operate a variety of machines, ranging from stationary and portable grinders, drill presses, and metal shearers. Based on the information provided in the following table, determine the individual employee’s exposure: (DO NOT COMBINE NOISE LEVELS)

Location Employee Sample #1 Sample Time #1 Sample #2 Sample Time #2 Sample #3 Sample Time #3
Stationary Grinding Wheel Robert Jones 82 dBA 90 min 91 dBA 125 min 83 dBA 265 min
Drill Press #4 Clara Tucker 89 dBA 135 min 79 dBA 249 min 81 dBA 96 min
Metal Shear #2 Rick Starnes 75 dBA 283 min 94 dBA 39 min 84 dBA 158 min
Metal Shear #3 Jennie Gump 83 dBA 114 min 73 dBA 239 min 95 dBA 127 min
Bench Press #7 Bernie Edwards 73 dBA 203 min 79 dBA 172 min 83 dBA 105 min

Carpentry Shop #2 Inside Carpentry Shop #2, there are six machines operating almost continuously, including table saws, planers, exhaust systems, jointers, with 10 employees working in this area. To determine whether this table should be designated as a hazardous noise environment, thus requiring employees to be entered into the hearing conservation program, you must calculate combined exposures and treat the entire area as one noise source. The following table indicates the recorded measurements that you collected during your on-site assessment. Does the data from this table indicate a hazardous noise environment, and do you recommend entering employees into a hearing conservation program?

Machine Noise Level (dBA)
Table Saw #3 92 dBA
Jointer #4 87 dBA
Table Saw #5 90 dBA
Exhaust Ventilation System 80 dBA
Planer #2 84 dBA
Drill Press #1 79 dBA

Electronic Communication Repair Shop Acme Manufacturing is currently considering remodeling this shop in order to install a new noise absorbing wall and floor insulation. They have asked that you review the previous history of noise level exposures in this area and provide your recommendations. However, this data is given in measurements of N/m², but the Project Engineer is requesting the information in W/m². Given the following data, convert N/m² to W/m² and include it in your report:

Date Location SPL (N/m²)
4/12/10 East Wall 0.0683 N/m²
4/12/10 West Wall 0.0742 N/m²
4/12/10 South Wall 0.0813 N/m²
4/12/10 North Wall 0.0699 N/m²

Respond to the details in each section, and format your report in APA style. Include at least each of the following in your report for this unit:

· Introduction-briefly describe why the studies were performed (why you started the study).

· Report details-briefly discuss the details of the scenario (what you found from the study).

· Conclusions and recommendations-briefly describe your recommendations based on your findings (what you recommend to resolve any deficiencies).

· Appendix-Measurements and calculations (show your work).

· At least 4 page (double-spaced) in length (not including the reference page and appendices).

Prepare your report in a word-processing application (i.e., Word) using APA formatting for all references and in-text citations.

UNIT IV PROJECT OSH4308

 

Instructions

 

Hazardous Noises Report

 

 

 

After receiving good remarks from your previous work, you hear that Acme Manufacturing Co.

has asked you and BSCI to return for some additional work. BSCI has been contracted by Acme

Manufacturing Co. to conduct a study to determine employee exposures to n

oise. In addition,

Acme Manufacturing Co. has requested that, while on site, you conduct a needs analysis to

determine the development of a new safety training program, exhibiting training and

management techniques. Explain your methodology and the steps i

n conducting this needs

analysis. After conducting a field assessment, prepare a written report for Bob Sanders (CSP) to

present to the Board of Directors. During your field investigation, you find the following field

observations:

 

 

Machine Shop #1

 

 

 

The

company has an on

–

site maintenance and repair facility. Inside Machine Shop #1, there are

five employees that operate a variety of machines, ranging from stationary and portable grinders,

drill presses, and metal shearers. Based on the information provided

 

in the following table,

determine the individual employee’s exposure: (DO NOT COMBINE NOISE LEVELS)

 

Location

 

Employee

 

Sample

#1

 

Sample

Time #1

 

Sample

#2

 

Sample

Time #2

 

Sample

#3

 

Sample

Time #3

 

Stationary

Grinding

Wheel

 

Robert

Jones

 

82 dBA

 

90 min

 

91 dBA

 

125 min

 

83 dBA

 

265 min

 

Drill Press #4

 

Clara

Tucker

 

89 dBA

 

135 min

 

79 dBA

 

249 min

 

81 dBA

 

96 min

 

Metal Shear

#2

 

Rick

Starnes

 

75 dBA

 

283 min

 

94 dBA

 

39 min

 

84 dBA

 

158 min

 

Metal Shear

#3

 

Jennie

Gump

 

83 dBA

 

114 min

 

73 dBA

 

239 min

 

95 dBA

 

127 min

 

Bench Press

#7

 

Bernie

Edwards

 

73 dBA

 

203 min

 

79 dBA

 

172 min

 

83 dBA

 

105 min

 

 

 

Carpentry Shop #2

 

 

 

Inside Carpentry Shop #2, there are six machines operating almost continuously, including table

saws, planers, exhaust systems, jointers, with 10 employees working in this area. To determine

whether this table should be designated as a hazardous noise envi

ronment, thus requiring

UNIT IV PROJECT OSH4308

Instructions

Hazardous Noises Report

 

After receiving good remarks from your previous work, you hear that Acme Manufacturing Co.

has asked you and BSCI to return for some additional work. BSCI has been contracted by Acme

Manufacturing Co. to conduct a study to determine employee exposures to noise. In addition,

Acme Manufacturing Co. has requested that, while on site, you conduct a needs analysis to

determine the development of a new safety training program, exhibiting training and

management techniques. Explain your methodology and the steps in conducting this needs

analysis. After conducting a field assessment, prepare a written report for Bob Sanders (CSP) to

present to the Board of Directors. During your field investigation, you find the following field

observations:

 

Machine Shop #1

 

The company has an on-site maintenance and repair facility. Inside Machine Shop #1, there are

five employees that operate a variety of machines, ranging from stationary and portable grinders,

drill presses, and metal shearers. Based on the information provided in the following table,

determine the individual employee’s exposure: (DO NOT COMBINE NOISE LEVELS)

Location Employee

Sample

#1

Sample

Time #1

Sample

#2

Sample

Time #2

Sample

#3

Sample

Time #3

Stationary

Grinding

Wheel

Robert

Jones

82 dBA 90 min 91 dBA 125 min 83 dBA 265 min

Drill Press #4

Clara

Tucker

89 dBA 135 min 79 dBA 249 min 81 dBA 96 min

Metal Shear

#2

Rick

Starnes

75 dBA 283 min 94 dBA 39 min 84 dBA 158 min

Metal Shear

#3

Jennie

Gump

83 dBA 114 min 73 dBA 239 min 95 dBA 127 min

Bench Press

#7

Bernie

Edwards

73 dBA 203 min 79 dBA 172 min 83 dBA 105 min

 

 

Carpentry Shop #2

 

Inside Carpentry Shop #2, there are six machines operating almost continuously, including table

saws, planers, exhaust systems, jointers, with 10 employees working in this area. To determine

whether this table should be designated as a hazardous noise environment, thus requiring

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Read Field to Fork’s ch1

September 18, 2025/in General Questions /by Besttutor

Chapter 1

 

Directions: Read through Chapter 1. Then, answer the questions here. We will likely refer back to elements of Chapter 1 as we go further into the content of this course. I am not expecting multiple paragraphs for each of these answers. However, do your best to indicate you have read the material. Remember, this is an upper level synthesis course.

 

1) Explain how Ancient philosophers (Greek and Roman) would have interpreted the common saying in the English language, “You are what you eat.”

 

 

2) How would later philosophers, like Machiavelli, Montesquieu, Malthus, Mill, and Marx explain “you are what you eat?” Your answer should contrast the practical role of food in the economy, as opposed to the metaphorical role.

 

 

3) Explain why there has there been a resurgence in philosophers studying and writing about food in recent decades.

 

 

4) Explain this sentence from the book, “…it seems that when it comes to risk it is the question of what we choose NOT to eat that creates an opportunity to frame dietary questions in ethical terms.”

 

5) Explain what the author means when he says forcing somebody to eat dog meat could legitimately cause someone to be harmed.

 

 

6) Watch this video https://www.youtube.com/watch?v=P18UK5IMRDI&t=6s. It is referred to in the text. How does Žižek argue that Starbucks sell san ideology related to social justice?

 

 

7) Provide two additional explanations of you are what you eat that come up in the text.

 

8) In a list/bullet point form, provide 5 additional points that you think are important from this chapter.

 

9) Finally, think of a question you have after reading and reflecting on this material in Chapter 1. Please write it here (leaving this blank is not acceptable).

 

 

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10 multiple choice questions.

September 18, 2025/in General Questions /by Besttutor

· An atom has  2 electrons,  3  protons,  and  3  neutrons.  What  is  the  atomʹs  charge?

A) ˗2 B) +8 C)˗1 D)+1 E)+3

 

· Competitive  exclusion  occurs  as  a  result  of  ________.

A) intraspecific  competition B) predation C) resource  partitioning D) parasitism

E) interspecific  competition

 

· A  speciesʹ  realized  niche  ________.

A) is  the  niche  that  a  species  realizes/experiences  in  the  absence  of  competition

B) cannot  be  larger  than  its  fundamental  niche

C) is  the  portion  of  a  speciesʹ  niche  that  is  ʺtaken  overʺ  by  competing  species

D) cannot  be  smaller  than  its  fundamental  niche

E) is  never  really  realized  because  it  isnʹt  real

 

· A  solution  of  pH  5  has  ________  times  ________  hydrogen  ions  than  a  solution  of  pH  7.

A) 100;  more

B) 100;  fewer

C) 20;  more

D) 20;  fewer

E) Cannot  be  determined  from  the  information  given

 

· Which  of  the  following  describes  matter  and  energy  flow  in  an  ecosystem?

A) Matter  and  energy  both  cycle  within  an  ecosystem.

B) Energy  flows  through  an  ecosystem,  whereas  matter  is  recycled  within  an  ecosystem.

C) Matter  and  energy  flow  in  opposite  directions  within  an  ecosystem.

D) Matter  flows  through  an  ecosystem,  whereas  energy  is  recycled  within  an  ecosystem.

E) Matter  and  energy  both  flow  through  an  ecosystem.

 

 

 

· Which  of  the  following  actions  would  increase  the  size  of  a  personʹs  ecological  footprint?

A) installing  a  photovoltaic  solar  panel  on  oneʹs  roof

B) moving  out  of  mom and dadʹs  basement  into  oneʹs  own  house

C) turning  down  the  thermostat  in  the  winter

D) taking  public  transportation  instead  of  driving

E) planting  a  vegetable  garden

 

· By  damming  rivers  and  creating  reservoirs,  we  are  ________.

A) increasing  transportation

B) decreasing  evaporation

C) decreasing  transpiration

D) increasing  evaporation

E) increasing  transpiration  while  decreasing  evaporation

 

· Which  of  the  following  reactions  represents  cellular  respiration?

A) nitrogen  +  oxygen  +  sugar  → methane  + carbon  dioxide

B) water  +  carbon  dioxide  → sugar  + oxygen  + water  + energy

C) water  +  carbon  dioxide  +  energy  →sugar  + oxygen  + water

D) sugar  +  oxygen  → water  +  carbon  dioxide  + energy

E) sugar  +  carbon  dioxide  +  energy  →water  + oxygen

 

· Character  displacement  can  result  from  all  of  the  following  EXCEPT  ________.

A) interspecific  competition B) the  use  of  limited  resources  by  multiple  species C) intraspecific  competition D) natural  selection E) resource  partitioning

· Which  of  the  following  statements  about  the  rock  cycle  is  TRUE?

A) Weathering  and  erosion  can  cause  all  three  rock  types  to  become  sediments. B) The  cooling  of  magma  forms  metamorphic  rock. C) Sediments  form  igneous  rock  via  lithification. D) Sedimentary  rock  forms  metamorphic  and  igneous  rock  via  the  process  of  lithification. E) Sedimentary  rock  forms  metamorphic  rock  as  it  erodes.

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Explain the differences between Class A, B, and C explosives.

September 18, 2025/in General Questions /by Besttutor

response should be at least 250 words in length.  All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.

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Life Cycle Assessment (Plastic Spoon)

September 18, 2025/in General Questions /by Besttutor

Write a report in APA format using a minimum of 700 words excluding cover, reference page and any appendices to address the following. A minimum of five reliable sources are required (see Note below).

NOTE:

In general peer-reviewed sources should be used. However in certain cases it may be acceptable to use sources that are not peer-reviewed but otherwise reliable or relevant. Examples include governmental websites or those of organizations affiliated with governments, annual reports and websites of organizations relevant to the work, or reputable trade journals. Dictionaries, Wikipedia, and Blogs are not acceptable.

Use section headings for each area discussed.

Part A:

  • Discuss the processes for the following phases and explain the energy inputs and outputs involved:
    • Use
    • Recycling/Reuse
    • Disposal
  • Include a graphic showing the flow of processes for the following phases:
    • Use
    • Recycling/Reuse
    • Disposal

Part B:

Reflecting on your work in Parts 1, 2 and 3 for the product and the whole process from “Cradle to Grave” or “Acquisition of Raw Materials to Disposal”:

  • Evaluate the impact on the Environment, Economy & Society
  • Recommend technological innovations that could reduce the Environment, Economy &
  •  Society impact of manufacturing this product.

PART 1&2 is done in the file attached below. Please take in reference of the document while writing the part 3. 

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Stream Morphology Laboratory

September 18, 2025/in General Questions /by Besttutor

This lab enables you to construct a physical scale model of a stream system to help you understand how streams and rivers shape the landscape, and how human actions can affect river ecosystems.  This lab is done with materials that you will need to supply; the list of items you will need to obtain is in the Stream Morphology Investigation Manual.

The Process

Take the required photos and complete all of the assignments (calculations, data tables, etc).  On the lab worksheet, answer all the questions in the Lab questions section.  Finally transfer all your answers and visual elements from the Lab Worksheet into the Lab Report.  You will submit both the Lab Report and The Lab Worksheet

Before you begin the assginment read the Stream Morphology Investigation Manual and review The Scientific Method presentation video

Complete Activity 1 and Activity 2 using materials that you supply.  Photograph each activity following these instructions:

When taking lab photos, you need to include in each image a strip of paper with your name and the date clearly written on it.. My name is Twanda Harrington…

Complete all parts of the Week 1 Lab worksheet and answer all of the questions in the “Lab Questions section

Transfer your responses to the lab questions and the data table and your photos from the Lab Worksheet into the Lab Report Template

Submit your completed Lab Report and Lab Worksheet.

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SCI 256 Week 1 Environmental Science and Human Population Worksheet

September 18, 2025/in General Questions /by Besttutor

University of Phoenix

People, Science and the Environment – Environmental Science and Human Population

 

Complete the University of Phoenix Material: Environmental Science and Human Population Worksheet.

 

Using the textbooks, the University Library, or other resources, answer each of the following questions in 100 to 200 words.

 

1.     What would you include in a brief summary on the history of the modern environmental movement, from the 1960s to the present?

 

2.     Explain the primary concern over exponential population growth. What promotes exponential population growth? What constrains exponential population growth?

3.     What is carrying capacity? Compare predictions for human population growth in developed countries versus developing countries. What will occur if carrying capacity is exceeded?

 

4.     How do individual choices affect natural ecosystem? Provide examples from your personal or community experience.

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ecs reading response

September 18, 2025/in General Questions /by Besttutor

SAVING THE REDWOODS: THE EUGENIC CONNECTION

Tony Platt*

“The past is everywhere.”

(David Lowenthal, 1985)

“History is what gives a place meaning.”

(Rebecca Solnit, 2004)

Introduction

National Geographic recently identified California’s northern coast as ninth in the world out of 115 tourist destinations that remain “unspoiled” (Vogel, 2004: 3). Unspoiled as long as you don’t leave the coast road and head in-land through back roads to see the spectacular results of clear-cutting practices. Unspoiled if you don’t look too closely at the motivation of the men who campaigned to “save the redwoods” early in the 20th century.

For those of you visiting the north coast, there are some gorgeous places to visit near here, especially if you are interested in redwood forests. Up the coast near Crescent City is the Jedediah Smith Redwoods State Park. Closer to Eureka is Prairie Creek Redwoods State Park. And you’ll find some old growth redwoods here, but be prepared to exorcize some ghosts.

There is now a sizable public and academic literature on the history of efforts to save the redwoods in California. And if you visit old redwood groves, you’ll find historic markers and capsule histories on site. A recent book, for example, describes the founders of the Save-the-Redwoods-League as innovative conservationists who in 1918 “agreed to form a new organization that would conduct an intelligent, thoroughly informed, and ongoing campaign to save the redwoods” (Noss, 2000: 36). Similarly, Coast Redwood characterizes the founders as “enthralled by the fabulous trees” (Evarts and Popper, 2001: 139). If you drive to the 1,600-acre Madison Grant Forest and Elk Refuge, an impressive plaque informs you that it was dedicated in 1948 to Grant’s memory (1865-1937) in honor of his work as “conservationist, author, anthropologist, a founder of the Save-the-Redwoods League.”

What you will not find in books and brochures about the redwoods, or on markers and plaques in redwood forests is any mention of the important connection between the conservation and eugenics movements. No public recognition of the fact, for example, that the three men who founded the Save-the-Redwoods-League in 1918 and many of their supporters were central actors in the American eugenics movement.

Before exploring this connection, let me give you a quick overview of American eugenics.

Eugenics

Eugenics was a complex scientific and social movement that emerged in many countries around the world at the turn of the last century. It was designed, in the words of one of its founders, Francis Galton, to give “the more suitable races or strains of blood a better chance of prevailing speedily over the less suitable” (quoted in Kevles, 1995: xiii). In the United States, eugenics enjoyed wide support between the world wars and drew upon a variety of ideological views, from the birth control movement to rightwing nativism. For Progressive activists and liberals, eugenics was tied to programs designed to promote infant and maternal health and to uplift the economic conditions of impoverished families. Many eugenics supporters, including conservationists, on the other hand, were associated with what Laura Briggs calls the “hard-line” position, a tendency which dominated the eugenics agenda in the 1930s (Briggs, 2002: 102)

The rightwing supporters of eugenics promoted “Anglo-Saxon” societies as the engine of modern civilization and advocated policies of apartheid in order to protect the “well born” from contamination by the poor, mentally ill, and “socially inadequate.” Its leaders believed that a variety of social successes (wealth, political leadership, intellectual discoveries) and social problems (poverty, illegitimacy, crime, mental illness, and unemployment) could be traced to inherited, biological attributes associated with “racial temperament.” Under the banner of “national regeneration” (Popenoe, 1934), tens of thousands, mostly poor women were subjected to involuntary sterilization in the United States between 1907 and 1940.

Eugenics was also a cultural vehicle for expressing anxiety about the “degeneration” of middle-class “Aryans,” perceived as resulting from a declining birthrate and, in the words of two leading eugenicists, the “evil of crossbreeding”(Popenoe and Johnson, 1918: 301). For eugenicists, sterilization was not so much a technical, medical procedure to enhance physical and mental health, as it was a way to cleanse the body politic of racial and sexual impurities. Eugenicists actively lobbied for restrictions on welfare benefits to poor families, bans on interracial marriage or “miscegenation,” and limits on immigration from non-European countries.

Eugenics and Conservation

The eugenics movement was also deeply involved in conservation issues. According to historian Alexander Stern (2004), an interest in the natural world was central to eugenics: it was the source of insights, analogies, metaphors, and parables about the social world. There has been a tendency to separate the bad racist eugenicists from the good pro-environment conservationists, but this sanitization of history misses the point: their efforts to save the redwoods were integral to their efforts to save the “Nordic race” from contamination and extinction.

Historians have noted the connection between the Progressive movement and conservationism at the national level, as exemplified in efforts to preserve wilderness areas and create public parks. Cultural theorists have focused, for example, on how the idea of “wilderness” was constructed and on the relationship between the crisis in masculine identity and the allegedly regenerative functions of Nature.

In California, the efforts of eugenicists and conservationists were closely intertwined with the heritage and tourism industries during the first half of the 20th century; many key organizers were active in all four movements.

Eugenicists were involved in founding, directing, financing, and promoting environmental organizations. The Save-the-Redwoods-League, for example, was founded by three leading figures in eugenics — John Merriam, Henry Fairfield Osborn, and Madison Grant. Merriam, a paleontologist from Berkeley, was involved with the Carnegie Foundation’s Eugenic Records Office, the center of eugenics lobbying until 1940. Osborn, a comparative anatomist, was a member of the Galton Society, an influential eugenics organization. In 1916 Grant, a leading eugenicist, wrote The Passing of the Great Race, a widely read racist tract that promoted the “Anglo-Saxon branch of the Nordic race” as the best hope for civilization. Grant sounded the alarm that the “great race” was destined for extinction as a result of the declining Nordic birthrate and “race-mixing” (quoted in Stern, 2004: 138). Grant wrote one of the first influential articles about “Saving the Redwoods” for National Geographic in June 1920.

Charles M. Goethe (1875-1966), a leading eugenicist who admired Nazi racial policies, led the campaign to purchase and designate several memorial redwood groves in this area. [The Jedediah Smith Grove, the Mary Glide Goethe Grove, and the Drury Brothers Grove (Stern, 2004: 147). He was also involved in the establishment of the Luther Burbank Grove, the Aubrey Drury Grove, the Madison Grant Grove, and Madison Grant Forest and Elk Refuge.] In 1961, in honor of his 90th birthday, Stewart Udall, Secretary of the Interior, acknowledged Goethe’s “contributions to the interpretation of America’s natural, historic and scenic wonders in the national parks” (quoted in Platt, 2004: 42). In 1966 Goethe left $80,000 and an endowment to the Save-the-Redwoods-League – the equivalent of about $400,000 in today’s money. In return, in 1977 the League named a grove after Goethe in Prairie Creek Redwoods Park (Stern, 2004: 147, 151).

Eugenicists also supported the state historic marker program, which remained largely unchanged until the 1960s. The program served three purposes: initially, to connect the descendants of white pioneers with their ancestors; in the 1920s, to articulate the ideological interests of nativist organizations; and with the birth of automobile travel, to develop tourist attractions selected by local chambers of commerce.

The selecting and naming of historically significant sites was first undertaken by pioneer and nativist organizations, such as the Native Sons of the Golden West (organized in 1875) and the Native Daughters of the Golden West (organized in 1886). The Daughters was the first group to identify historic places and preserve landmarks in 1898 (Glassberg, 2001: 177). In 1902 the Native Daughters joined with the Federation of Women’s Clubs and men’s groups to form the California Historical Landmarks League (ibid: 178-9). Their focus was on identifying landmarks of the U.S.-Mexican War, perhaps to compensate for the lack of Revolutionary War and Civil War sites (ibid: 181). Around the turn of the century, especially as a result of the promotional efforts of Charles Lummis — editor of Land of Sunshine, and founder of the Historical Landmarks Club of Southern California in 1896 — the missions were resurrected as examples of California’s mythic roots in a white, Spanish aristocracy (ibid: 183).

California’s state government began to participate in marking historical sites and promoting tourism in the 1920s. In southern California, a therapeutic climate, exotic missions, and luxury hotels attracted wealthy visitors. The “redwood highway” was promoted in the north for travelers who were attracted to the rugged outdoors and wanted to witness “true living fossils,” as a recent book describes the redwoods (Noss, 2000: 10).

Newton Drury, the first executive director of the Save-the-Redwoods-League (and later head of the National Park Service), played a key role in promoting tourism and California’s public image, as well as saving redwood groves. Together with his brother Aubrey, who organized the state’s first inventory of historical resources, and his father Wells (who headed the Berkeley Chamber of Commerce), he was a pioneer in the emerging field of public relations. In 1913, Wells and Aubrey Newton co-authored the California Tourist Guide and Handbook.

The Drurys’ clients included the Ford Dealers Association, Southern Pacific Railroad, Save-the-Redwoods-League, and businesses that were connected to the emerging tourist industry. Aubrey Drury regarded “historic sites primarily as resources for tourists,” comments historian David Glassberg. The Drury family worked closely with automobile associations and local chambers of commerce to make sure that places designated as historic sites, including redwood groves, were accessible to tourists. Drury was put in charge of the Legislature’s state historical marker program in 1931. “It was a public program in name only,” observes Glassberg; “in reality, control remained firmly in the hands of the state chamber of commerce. … The state’s only historic landmarks to be registered would be those accessible from the road that offered tourists something to see” (Glassberg, 2001: 195-197).

Redwoods and the Eugenic Imagination

The redwoods were not only important to eugenicists in instrumental ways. They also figured in the eugenic imagination, as The California Story became “popularized and embedded in the landscape” (Glassberg 2001:199). Let me suggest three aspects of this process of cultural production.

First, the redwoods were evoked anthropomorphically, as historical precursors to California’s incorporation into the United States. As John Merriam noted in 1934, the redwoods represented a “living link with history” (quoted in Glassberg, 2001: 186). We can see this tendency to romanticize redwoods in some current literature. A recent Save-the-Redwoods League publication refers to the “venerable lineage” of redwoods as “relics of an ancient lineage extending back to the age of the dinosaur,” as “true living fossils” and “isolated remnants of a once robust lineage” (Noss, 2000: 2-3, 10). You can hear eugenic echoes in this imagery – “robust lineage.”

The early architects of the California Story preferred not to examine the state’s bloody origins or look for living ancestors in the multiplicity of Indian and Mexican communities. The first Indian settlers of the region were regarded as inherently unfit to civilize the wilderness. And Mexicans were similarly characterized as sluggish and unproductive. “The economic backwardness of Mexican California invited outsiders,” is how one historian put it — in 1990, not 1890 (Douglas Kyle’s introduction to Hoover et al., 1990: xiii). Many eugenicists and environmentalists preferred to emphasize California’s continuity with the redwood — “the pioneer of pioneers,” in the words of nature writer Enos Mills — than with groups regarded as incapable of appreciating the tall trees’ ecstatic beauty (quoted in Glassberg, 2001: 186). Supporters of eugenics helped to promote “modern myths of virgin lands, untouched forests, and the sacred quality of nature free from people” (Stern, 2004: 137).

Secondly, the redwoods were promoted in eugenics as exemplars of the racial purity of sturdy pioneers. It was quite common for eugenicists to compare “the Anglo-Saxon race” with redwoods or vice versa (Stern, 2004: 140). Eugenicists projected their hereditarian and evolutionary ideas into the official narratives of the American West. “Extinction always fascinates eugenicists,” noted C. M. Goethe in 1946. “The near-extinction of the sea otter, its comeback under a biologically-sound conservation policy, can be paralleled as to the precious American pioneer stock. At present that stock is race-suiciding” (Goethe, 1946: 74).

For eugenicists, the survival of the old growth redwoods was turned into a parable about the need to preserve Anglo-Saxon and Nordic stock from “mongrelization” and extinction. Rightwing organizations in the heritage industry, such as the Native Sons and Daughters and Daughters of the American Republic, and the growing tourist industry were more than willing to insert the redwoods into their racialized worldview (Glassberg, 2001: 193). The definitive guide to Historic Spots in California – first published in 1937 and “extensively rewritten” in 1990 (Hoover et al.: xiii) — still retains several references to “the first white man to cross the Sierra Nevada,” “the first white man to come overland to California,” and “the first journey … by a white man from California into Oregon” (Hoover et al., 1990: 198, 209, 286, 501).

Thirdly, the redwoods were incorporated into the state’s list of historically significant sites – preferably on the coast and accessible to tourist routes – and imbued with sacred meaning. California’s nativists and eugenicists took cultural possession of redwood forests and left their mark on the landscape by naming groves after their heroes and framing their survival in Darwinist terms (Stern, 2004:138). Goethe’s main hero, for example, was Jedediah Smith (the river was named for him in 1851). For Goethe, Smith was the quintessential white pioneer, mountain man, and trapper (his reputation was made when he was killed in a Comanche raid). In the 1940s, Goethe lobbied Aubrey Newton to commemorate a grove after this “great pathfinder and explorer, who was the first white man to cross the Sierra Nevada” (Stern 150). Goethe wrote the text and chose the spot. Today the plaque still reads: “To Jedediah Smith, referred to as ‘Bible-Toter,’ First white man to cross from the Mississippi to the Pacific, thus starting the train of events which made California the 31st star in our flag” (Stern, 2004: 150). Goethe was also successful in getting my university, then Sacramento State College, in 1955 to name a street after Smith and commemorate him in a plaque as a “brave mountain man” (Hunt, 1959: 20).

Eugenicists also left their mark literally upon the remains of redwoods. It became quite common after World War II to transform a section of a redwood tree into an historical artifact by using its rings to designate important stages in Anglo-Saxon progress, such as the birth of Christ, signing of the Magna Carta, inauguration of George Washington, and so on (Glassberg, 2001: 186-187). The redwood slab on my campus, installed in honor of C. M. Goethe in the 1960s, starts with the Vikings and includes the date of the banning of the Communist Party.

In sum, as Alexandra Stern notes, eugenicists “inscribed their names and priorities into California’s geography and at the same time invented and legitimized certain versions of the Golden State’s historical memory, lending their expert knowledge, professional authority, and financial resources. Their presence is apparent, on plaques and maps, in forest groves and refuges, atop mountains and among the pantheons of founders and firsts that circulate in textbooks and brochures” (Stern, 2004: 152).

Past and Present

In part, my reason for telling this counter-story about the redwoods’ eugenic connection is to correct the historical record and encourage an interdisciplinary understanding of the state’s conservation past. The eugenics movement opens a window into the contextual politics and priorities of conservation, its selection and naming of sites, and how images of the landscape became incorporated into mythic accounts of The California Story.

But there are also pressing reasons in the present for exploring these issues. Most people do not make or get their history from the classroom or textbooks. They get it as consumers in potted forms from television and movies, in their personal lives from stories, photo albums, and gossip, and everyday in their contact with statues, memorials, markers, signs, and exhibits. A visit to a redwood grove is one of the ways that we accumulate the minutiae of historical knowledge. History, as the English historian Raphael Samuel (1996: 8) observed, is a “social form of knowledge,” typically the product of “a thousand different hands.” Visitors to the redwood forests not only experience ecological wonders, they also receive history lessons from “the peculiarities of the landscape,” where rituals and stories embedded in nature are imagined and elaborated (ibid: 11). It is here that public histories are told. “We are constantly reinterpreting the past in the light of the present, and indeed, like conservationists and restorationists in other spheres, reinventing it,” says Samuel (1996: 430).

California’s public historians have not done a very good job of communicating the state’s sorrowful origins, or deconstructing the nativist and racist origins of its official markers and memorials. We have put too much energy into glorifying or justifying atrocities past, or practicing evasion and amnesia. California’s roots, suggests Rebecca Solnit (2004: 33), are “in some strange way in the future” as though we exist in an “eternal present tense.” So it should be no surprise that parks and other public places avoid controversies that might trouble visitors. But history is never neutral; it is always implicitly “an argument about the past, as well as the record of it” (Samuel, 1996: 430). The decision to name a river after an Indian hunter or an elk reserve after a racist ideologue or a redwood grove after rightwing eugenicists are not neutral acts of commemoration. And the decision to leave them in place, undisturbed, is troubling more than comforting.

So, I invite you to discuss the choices that face us. We can continue to practice amnesia or evasion, as we’ve done for the last century. We could leave the existing signage and imagery in place as curiosities of the past. Or we could remove any traces of references to names that are associated with racist eugenics. Or we could open up a public discussion about how we should commemorate these sites that resonate with great beauty and great tragedy. I prefer a public history that introduces tourists and students to the controversies that are at the foundation of the places they visit. After all, isn’t the purpose of a memorial to get people engaged by what they experience (Kimmelman, 2002: 2, 1)?

References

Briggs, Laura

2002 Reproducing Empire: Race, Sex, Science, and U.S. Imperialism in Puerto Rico. Berkeley: University of California Press.

Evarts, John and Marjorie Popper (eds.)

2001 Coast Redwood: A Natural and Cultural History. Los Olivos, Ca.: Cachuma Press.

Glassberg, David

2001 Sense of History: The Place of the Past in American Life. Amherst: University of Massachusetts Press.

Goethe, Charles M.

1946 War Profits and Better Babies. Sacramento: The Keystone Press.

Hoover, Mildred Brooke, Hero Eugene Rensch, Ethel Grace Rensch, William N. Abeloe

1990 Historic Spots in California. Stanford: Stanford University Press.

Revised by Douglas E. Kyle. Originally published 1932-1937. Fourth Edition.

Hunt, Rockwell D.

1959 Fifteen Decisive Events of California History. Los Angeles: Historical Society of Southern California.

Kevles, Daniel

1995 In The Name of Eugenics: Genetics and the Uses of Human Heredity. Cambridge: Harvard University Press.

Kimmelman, Michael

2002 “Out of Minimalism, Monuments to Memory,” New York Times, January 13, section 2, 1, 37.

Lowenthal, David

1985. The Past is a Foreign Country. Cambridge, U.K.: Cambridge University Press.

Noss, Reed F. (ed.)

2000 The Redwood Forest: History, Ecology, and Conservation of the Coast Redwoods. Washington, D.C.: Island Press. Publication of Save-the-Redwoods League.

Platt, Tony

2004 What’s In A Name? Charles M. Goethe, American Eugenics, & Sacramento State University. Unpublished report.

Popenoe, Paul

1934 “The German Sterilization Law,” Journal of Heredity vol.. 25, no. 7, 257-260.

Popenoe, Paul and Roswell Hill Johnson

1918 Applied Eugenics. New York: Macmillan.

Samuel, Raphael

1996 Theatres of Memory, vol. 1: Past and Present in Contemporary Culture. London: Verso.

Solnit, Rebecca

2004 “Check Out the Parking Lot,” London Review of Books, July 8, 32-33.

Stern, Alexandra Minna

2005 Eugenic Nation: Medicine, Race, and Sexuality in the United States. Berkeley: University of California Press, in press,.

Vogel, Meghan

2004 “North Coast Tied as an Unspoiled Destination Point,” Humboldt Times-Standard, May 8, 2004, 3.

· Notes for talk given at 24th annual conference of the California Council for the Promotion of History, Eureka Ca., September 23-26, 2004. Tony Platt (amplatt@earthlink.net) is professor emeritus at California State University, Sacramento, and a member of the editorial board of Social Justice. This talk draws upon the work of Alexandra Stern (in her forthcoming book, Eugenic Nation) and of David Glassberg’s Sense of History, and my own research on the eugenics movement in California.

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