Prrple Latifolia Essay Example for Free

Prrple Latifolia Essay The benefits of the soap go far beyond its basic purpose. Lavender is a plant that has long been used for a number of medical purposes. Lavender soap is a wonderful way to wash away the day. With its soft sweet fragrance it is great for soothing the mind and body. This soap has ingredients that can help in skin, like lime of calamansi that has benefit that when rub on dry or scaly skin can restores and add moisture to the skin. Also the purpose of this project is to know the other people that it can do soap that have all in one with Insect repellant and whitening extract. B. Result With the use of our product, we will be able to make a cheap but effective soap that can alleviate the need to buy products like lotion and repellants. Chapter 1: Background of the study At the start of the school year, Our chemistry teacher, Mrs. Grace Ababat, told us to find an Innovative Investigatory project that can help the community. Our group researched and found out that all soaps, at present, doesn’t have collective effects. Soaps mostly just have a few effects, such as whitening, germ-protecting, Etc and special soaps have only one single effect. When used for cleaning, soaps allows otherwise insoluble particles to become soluble in water and then rinsed away. For example: oil/fat insoluble in water, but when a couple of drops of dish soap are added to the mixture, the oil/fat apparently disappears. The insoluble oil/fat molecules become associated inside micelles, tiny spheres formed from soap molecules with polar hydrophilic (water-loving) groups on the outsides and encasing a lipophilic (fat-loving) pocket, which shields the oil/fat molecules from the water making it soluble. Anything that is soluble will be washed away with the water. Synthetic detergents operate by similar mechanisms to soap. Soap for cleansing are obtained by treating vegetable or animal oils and fats with a strongly alkaline solution. Fats and oils are composed of triglycerides; three molecules of fatty acids are attached to a single molecule of glycerol. Soap making companies, nowadays, remove Glycerol and sells it as a ingredient to cosmetics Soaps, Insect repellant, lotions, ETC. are now getting rather expensive. If you buy all of them then the price will range from P250-350 just to get all-natural all-in-one soap that will alleviate the need for anyone to buy other products, beside soap, just to get certain effects. Objectives Our main objective, to able to do a soap product that will alleviate the need to buy expensive products like lotion and insect repellant just to get their effects. Statement of problem 1. Will the soap alleviate the need to buy products like lotions and insect repellants? 2. Will soap provide all the effects it is supposed to? Hypotheses 1. Yes it will. It will provide for the effects product like lotions and insects repellants provide. 2. Yes. It has been proven through real-world testing among the members of our group. Significance of the study Money is a luxury people just done have. When someone need something, like insect repellent, it will cost money. Our Investigatory project’s significance is that it will have the effects of other products and the effects that most soaps don’t have. With this, it will able to save money and save time. Definition of terms Lavender Latifolia- Mediterranean plant with pale purple flowers that yields spike lavender oil. Lye- A strongly alkaline solution, especially of potassium hydroxide, used for washing or cleansing. Calamansi- A sour fruit of this plant, resembling a small tangerine and sometimes used as a flavoring or for beverage, sauces or marmalades. Coconut oil- is an edible oil extracted from the kernel or meat of matured coconuts harvested from the coconut palm (Cocos nucifera). It has various applications in food, medicine and industry. Vegetable oil- A vegetable oil is a triglyceride extracted from a plant. Such oils have been part of human culture for millennia. The term â€Å"vegetable oil† can be narrowly defined as referring only to substance that are liquid at room temperature. For this reason, vegetable oils that are solid at room temperature are sometimes called vegetable fats. Hydrogenated- to treat with hydrogen-is a chemical reaction between molecular hydrogen and another compound or element, usually in the presence of a catalyst. The process is commonly employed to reduce or saturate organic compounds. Purple- Color of the Lavender latifolia Chapter 2: Introduction Lavender oil is an essential oil obtained by distillation from the flower spikes of certain species of lavender. Lavender is used for restlessness, insomnia, nervousness and depression. It is also used for variety of digestive complaints including meteorism (abdominal swelling from gas in the intestinal or peritoneal cavity), loss of appetite, vomiting, nausea, intestinal gas (flatulence), and upset stomach. Some people use lavender for painful conditions including migraine headaches, toothaches, sprains, nerves pain, sores, and joint pain. It is also used for acne and cancer, and to promote menstruation. Lavender is applied to the skin for hair loss (alopecia areata) and pain, and to repel mosquitoes and other insects. Lavender oil, which has long been used in the production of perfume, can be used in aromatherapy. The scent has a calming effect which may aid in relaxation and the reduction of anxiety and stress. In our investigatory project, this is our main ingredient. Our Ingredients also include Calamansi. It has been proven that calamansi can remove odor and gradually whiten the skin. We used a little black pepper because it is a very effective insect repellant. Our Investigatory project only include all natural products so it is not harmful to animals, plants , humans and the environment. Chapter 1 Background to the study At the start of the school year, Our Chemistry teacher, Mrs. Grace Ababat, Told us to find an Innovative Investigatory project that can help the community. Our group researched and found out that all soaps, at present, doesn’t have collective effects. Soaps mostly just have a few effects, such as whitening, germ-protecting, ETC, and special soaps have only one single effect. When used for cleaning, soap allows otherwise insoluble particles to become soluble in water and then be rinsed away. For example: oil/fat is insoluble in water, but when a couple of drops of dish soap are added to the mixture, the oil/fat apparently disappears. The insoluble oil/fat molecules become associated inside micelles, tiny spheres formed from soap molecules with polar hydrophilic (water-loving) groups on the outside and encasing a lipophilic (fat-loving) pocket, which shields the oil/fat molecules from the water making it soluble. Anything that is soluble will be washed away with the water. Synthetic detergents operate by similar mechanisms to soap. Soaps for cleansing are obtained by treating vegetable or animal oils and fats with a strongly alkaline solution. Fats and oils are composed of triglycerides; three molecules of fatty acids are attached to a single molecule of glycerol. Methodology Our product, Purple Latifolia, is an all-natural all-in-one soap. It will alleviate the need to buy product like lotion and insect repellants because it will provide for the effects that those products. Our product can protect the skin from bacteria, alleviate migraine, restlessness, insomnia, nervousness, headaches, toothaches, sprains, nerve pain, sores, and joint pain, repel mosquitoes and other insects, whiten the skin, relieve insomnia, pain, and agitation , heal the skin and few other effects. Latifolia means â€Å"works best in water† so our soap’s effects can be optimized with water. Source of Data The population which constituted sample as respondents in this study consists (8) third year high school students at Sto. Rosario Montessori School, Valenzuela City, during School year 2013-2014. Data Gathering and Instruments The following instruments are needed in making a soap: *Thermometer *Cups *Soap Molds *Pan *Stir *Gas stove or any kinds or stove By using this materials you can do a presentable soap. Treatment/General Procedure Mixture of Lye and water 1. Measure the water, 4oz. The measure of the lye should be half of the measure of the water. 2. Pour the lye to the water (always this way, it might explode the other way around. Mix well till it is 100 degrees farenheit) Mixture of all ingredient to become soap 1. While doing the mixture of the lye and water, first you must set the stove to 100 fahrenheit. 2. Put the oil in the stove and wait till the oil is again 100 degrees F. 3. Mix them together (mixture of lye and water) till it has a soapy texture. 4. Put the 2oz of lavender oil, the 1oz of coconut oil and lime of calamnsi. 5. After you mix everything and reach to become it soapy texture, pour it in the soap mold and let it cure (cure period depends on the quantity) Materials needed: Lavender Oil (2oz) Coconut Oil (1oz) Vegetable Oil (6oz) Lye (2oz) Pan Gas range, gas stove or griller Water (4oz) Calamansi extract (squeeze atleast 2 calamnsi Soap molder Chapter 3: Data Analysis # of trials Quantitative Qualitative First Try 4 oz of water 1 oz of lye 6 oz of vegetable oil 7. 5 ml of lavender oil 7. 5ml of coconut oil Failed Texture: Becomes oily Smell: Blending odor of lavender oil and coconut oil Color: Light green Second Try 8 oz of vegetable oil 2g of lye 2oz of water Food coloring 1 teaspoon of black pepper Failed Texture: Not yet mold Smell: Rusty odor Color: Black Fourth Try 4 oz of water 2 oz of lye 6 oz of vegetable oil 2oz of lavender oil Success Texture: It becomes mold Smell: Lavender Color: white Last Try 4 oz of water 2 oz of lye 6 oz of vegetable oil 2oz of lavender oil 1oz of coconut oil Success Texture: It becomes hard Smell: like Lavender Color: White Result The result after the trials, the soap is improving. Even if it’s hard to do, it reached the success in doing it. Just to prove to others that it can discover a soap that has all-in-one soap that has whitening extract and insect repellant that will become effective. Finally it can promote to others. Chapter 4: Conclusion and Recommendation This is all-natural product have the capability to help the community through alleviating the need to buy and use expensive product like lotion and insect repellant because it already has their effects. It will be an affordable substitute. Based on the conclusion, the following were recommended: Always follow the extract measurements Always follow the procedure accurately The materials are always clean Be careful in handling Lye Be mindful at the temperature

Sex Offenders- Four Domains of Criminogenic Needs Assessment Essay

This essay begins with the introduction of the Risk-Needs-Responsivitiy Model which was developed to assess offending and offer effective rehabilitation and treatment (Andrews & Bonta, 2007). The R-N-R model â€Å"remains the only empirically validated guide for criminal justice interventions that aim to help offenders† (Polashek, 2012, p.1) consisting of three principles which are associated with reductions in recidivism of up to 35% (Andrew & Bonta, 2010); risk, need and responsivity. Firstly, the risk principle predicts the offenders risk level of reoffending based on static and dynamic factors, and then matched to the degree of intervention needed. Secondly, the R-N-R targets individual’s criminogenic needs, in relation to dynamic factors. Lastly, the responsivity principle responds to specific responsivity e.g. individual needs and general responsivity; rehabilitation provided on evidence-based programming (Vitopoulous et al, 2012). This R-N-R model will be used to assess the case of Jamie Wilson, focusing on the assessment of his criminogenic needs in relation to his offence, as changing these dynamic factors can reduce the probability of recidivism (Andrew & Bonta, 2010). Furthermore, this essay will consider the risk and responsivity in regards to Jamie Wilson’s case. Jamie aged 27, has been convicted of a rape of a child and sentenced to eight years custody. The victim aged 12, was approached by Jamie on the way home from school and sexually assaulted. Jamie has no previous convictions of this type; however he has convictions for shop-theft, drinking and driving with no insurance. The needs principle of the R-N-R consists of four domains of criminogenic needs as discussed below. The first domain deviant sexual interest ... ...on And Violent Behaviour, 5(5), 491-507. doi:10.1016/S1359-1789(98)00036-6 Weldon, S., & Gilchrist, E. (2012). Implicit Theories in Intimate Partner Violence Offenders. Journal Of Family Vioence, 27(8), 761-772. doi:10.1007/s10896-012-9465-x Witt, P., Greenfield, D., & Hiscox, S. (2008). Cognitive/behavioural approaches to the treatment adult sex offenders. Journal of Psychiatry & Law, 36(2), 245-269, retrieved from EBSCOhost Worling, J .(2012). The assessment and treatment of deviant sexual arousal with adolescents who have offended sexually. Journal of Sexual Aggression, 18(1), 36-63. doi: 10.1080/13552600.2011.630152 Worling, J. (2006). Assessing Sexual Arousal with Adolescent Males Who Have Offended Sexually: Self- Report and Unobtrusively Measured Viewing Time. Sexual Abuse: A Journal Of Research & Treatment, 18(4), 383-400. doi: 10.1007/s11194-006-9024-1

Research Paper on Stereotype Threat

Stereotype Threat in a High Stakes Testing Environment Jennifer J. Krebs Wilkes University Abstract Given the rapidly changing demographics of today’s classrooms combined with the high-stakes testing environment created by the passage of No Child Left Behind, it is important to understand potential explanations for the persistence of achievement gaps. Explanations for the achievement gap have included high populations of English Language Learners (ELLs), socioeconomic issues, lack of resources at the school, teacher, and student levels, and even inherent differences in the intellectual abilities of stereotyped and non-stereotyped groups.A theory developed by Steele and Aronson, called stereotype threat, provided a radical view into how knowledge of stereotypes affects performance (McKown & Strambler, 2009). Stereotype threat is the experience of anxiety or concern in a situation where a person has the potential to confirm a negative stereotype about their social group. The pur pose of this research was to determine how and when children begin to develop knowledge of stereotypes and how stereotype threat affects academic performance. IntroductionThe diversity of student demographics increases every day. Therefore, teachers must be increasingly more aware of the cultural differences and challenges that students from diverse backgrounds bring to school. Not only are these students likely to learn differently based on their cultural expectations, but these students are also likely to possess knowledge of commonly held social stereotypes which can negatively impact their performance (McKown & Strambler, 2009). The current emphasis on high-stakes testing makes the achievement of all students extremely important.Experimental research into performance gaps was limited prior to a groundbreaking study that focused on the possibility of stereotype threat. First described by social psychologist Claude Steele and his colleagues, stereotype threat (ST) has been shown t o reduce the performance of individuals who belong to negatively stereotyped groups (McKown & Strambler, 2009). Since its introduction into the academic literature in 1995, stereotype threat has become one of the most widely studied topics in the field of psychology.However, a major assumption of this theory was that children possess knowledge of commonly held social stereotypes. In order to address this assumption, the following qualitative studies were implemented to determine how and when children begin to develop knowledge of stereotypes. This research is combined with quantitative studies to determine how ST affects academic performance. Method Schaffer and Skinner (2009) examined student interactions within four fourth grade classrooms at a diverse public school in the southeastern United States.Upon observing student interactions and conducting interviews, the researchers discovered several patterns. First, white children were less likely to engage in explicit race talk, whil e black students frequently engaged in openly racial discussions and often used commonly held stereotypes to identify themselves. Second, most minority students who performed at the high end of the class and participated in challenging academic programs relied heavily on racial stereotypes to bridge the social gap between themselves and their racial peers.These students sought to distance themselves from the white students with whom they took advanced classes. Third, white students were more likely to describe students of other races as â€Å"loud† or â€Å"troublemaking† (Schaffer & Skinner, 2009). These observations suggest that students were not only aware of commonly held stereotypes, but strategically used them to organize their social world and dictate social functions. Another study, which examined high school students, suggested that these trends continue as students mature rather than diminish. Lisa M.Nunn (2011) observed six classrooms across three different high schools, and conducted 57 interviews with students to determine the ways in which students’ classroom interactions reflected ideas about commonly held stereotypes. In one school, nearly half of the students interviewed said that race matters for school success. At another school, students expressed frustration with being racial targets and felt they had done nothing to provoke degrading views from their classmates. Furthermore, in a remedial English classroom consisting of eight students, the researcher noticed a ommon occurrence. Five of the students in this classroom were Latino, and three were white. The white students all had learning disabilities which hindered their language usage, while the Latino students’ only handicap was that English was not their native language (Nunn, 2011). Combining ELLs with students with disabilities effectively treats the native language of ELLs as a learning disability. Between the racial views of the students and the systematic reinforcement of prejudices, it is easy to understand why students tend to hold views that race matters for success.The question that remains is how does this knowledge of stereotypes affect student academic performance? McKown and Strambler (2009) conducted a study of 124 students ranging in age from grades K-4 in a suburban Chicago area. The students were given a series of vignettes to determine their ability to identify stereotypes and then placed in diagnostic or non-diagnostic groups to complete performance tasks. Consistent with prior research, minority participants in the diagnostic group performed worse than in the non-diagnostic group; and majority participants performed equally well in both groups (McKown & Strambler, 2009).Desert, Preaux, and Jund (2009) administered Raven’s APM to 153 children within first and third grades. In the diagnostic group, students were given the standard administration instructions as provided in the Raven’s APM Administration Ma nual. In the non-diagnostic group, students were given instructions explaining that the test was actually a series of games that the researchers developed and were testing to determine their appropriateness for the students’ age groups.Researchers stratified the results based on socioeconomic status, arguing that negative stereotypes about the performance of low-SES students could result in ST. The results of the study showed that low-SES students in the diagnostic group performed significantly worse than those in the non-diagnostic group. The performance of high SES students did not differ significantly among the two groups (Desert, Preaux, & Jund, 2009). These results suggested that children in the early elementary years are not immune to ST, even on a test that is supposed to be culture free. While all of these experiments support he theory of ST, one of the strongest arguments to date relies heavily on developing technologies. Derks, Inzlicht, and Kang (2008) offered an o verview of breakthroughs in social neuroscience research that highlighted biological factors underlying conditions of stereotype threat. The researchers discussed several experiments that used functional magnetic resonance imagining (fMRI), electroencephalography (EEG), and event-related potentials (ERP) to measure the neurological activities of participants when asked to perform tasks under diagnostic and non-diagnostic conditions.One study tested women under mathematical performance stereotypes and found that the conflict monitoring systems of the brain showed a mis-regulation of neural responses. This information supported the hypothesis that emotions aroused by ST conditions lead to a decrease in cognitive ability. The decrease in ability occurred because emotion-regulation centers of the brain experienced increased activity while areas of the brain associated with academic performance and cognition experienced decreased activity. The researchers cautioned that neuroscience expe riments in the area are too new to allow for generalizations and definitive findings.However, they argued that development of this area is crucial to the study and understanding of stereotype threat (Derks, Inzlicht, & Kang, 2008). Results The assumption that the performance gap between stereotyped and non-stereotyped groups is solely rooted in cultural differences and limitations of students’ background is restrictive. Research has shown that there is also a factor of social psychological threat related to knowledge and perceptions of stereotypes, which can depress test scores of stereotyped individuals.The use of high-stakes testing in an overall environment of racial inequality perpetuates that inequality through the emotional and psychological power of the tests over the test-takers. While researchers have begun to delve into the intricacies as to how stereotype threat causes decreases in performance and other negative effects, there is still much research that needs to b e conducted in order to completely understand the mechanisms that underlie the performance deficits that occur as a result of stereotype threat. ConclusionIn conclusion, stereotype threat is a pervasive phenomenon that has the ability to impact a variety of individuals in a number of ways. Current research offers us insight as to what stereotype threat is, how it impacts individuals, what mechanisms drive the relationship between stereotype threat and performance, and how we can begin to remediate some of the damaging impacts of this threat. Since the current emphasis on high-stakes testing does not appear to be diminishing, teachers and mentors should at a minimum equip students with knowledge about the possible effects of stereotype threat.In this way, proactive strategies might transform a powerless situation into one where students are actively participating in discussions that illuminate the complexities and strengths of their educational futures. Teacher education programs sho uld review their course curriculum and address any gaps in the discussion of standardized testing and methods to improve test scores. Changing test directions from diagnostic to non-diagnostic, educating students in malleable intelligence theories, and reducing the general stress of the testing environment are all methods which could be implemented.References Derks, B. , Inzlicht, M. , & Kang, S. (2008). The neuroscience of stigma and stereotype threat. Group Processes & Intergroup Relations, 11(2), 163-181. Desert, M. , Preaux, M. , & Jund, R. (2009). So young and already victims of stereotype threat: Socio-economic status and performance of 6 to 9 years old children on Raven’s progressive matrices. European Journal of Psychology of Education, 24, 207-218. McKown, C. & Strambler, M. J. (2009).Developmental antecedents and social academic consequences of stereotype-consciousness in middle childhood. Child Development, 80, 1643-1659. Nunn, L. (2011). Classrooms as racialized s paces: Dynamics of collaboration, tension, and student attitudes in urban and suburban high schools. Urban Education, 46, 1226-1255. Schaffer, R. & Skinner, D. G. (2009). Performing race in four culturally diverse fourth grade classrooms: Silence, race talk, and the negotiation of social boundaries. Anthropology & Education Quarterly, 40, 277-296.

Zimmermann Telegram in World War I

The Zimmermann Telegram was a diplomatic note sent by the German Foreign Office to Mexico in January 1917 which proposed a military alliance between the two nations should the United States enter World War I (1914-1918) on the side of the Allies. In return for the alliance, Mexico would receive financial assistance from Germany as well as could reclaim territory lost during the Mexican-American War (1846-1848) (1846-1848). The Zimmermann Telegram was intercepted and decoded by the British who in turn shared it with the United States. The release of the telegram in March further inflamed the American public and contributed to the American declaration of war the following month. Background In 1917, As World War I ground on, Germany began assessing options for striking a decisive blow. Unable to break the British blockade of the North Sea with its surface fleet, the German leadership elected to return to a policy of unrestricted submarine warfare. This approach, whereby German U-boats would attack merchant shipping without warning, had been briefly used in 1916 but was abandoned after strong protests by the United States. Believing that Britain could be quickly crippled if its supply lines to North America were severed, Germany prepared to re-implement this approach effective February 1, 1917. Concerned that the resumption of unrestricted submarine warfare could bring the United States into the war on the side of the Allies, Germany began making contingency plans for this possibility. To this end, German Foreign Secretary Arthur Zimmermann was instructed to seek a military alliance with Mexico in the event of war with the United States. In return for attacking the United States, Mexico was promised the return of territory lost during the Mexican-American War (1846-1848), including Texas, New Mexico, and Arizona, as well as substantial financial assistance. German Foreign Secretary Arthur Zimmermann. Public Domain Transmission As Germany lacked a direct telegraph line to North America, the Zimmermann Telegram was transmitted over American and British lines. This was permitted as President Woodrow Wilson allowed the Germans to transmit under the cover of U.S. diplomatic traffic in hopes that he could remain in touch with Berlin and broker a lasting peace. Zimmermann sent the original coded message to Ambassador Johann von Bernstorff on January 16, 1917. Receiving the telegram, he forwarded it on to Ambassador Heinrich von Eckardt in Mexico City via commercial telegraph three days later. Mexican Response After reading the message, von Eckardt approached the government of President Venustiano Carranza with the terms. He also asked Carranza to aid in forming an alliance between Germany and Japan. Listening to the German proposal, Carranza instructed his military to determine the feasibility of the offer. In assessing a possible war with the United States, the military determined that it largely lacked the capability to re-take the lost territories and that German financial assistance would be useless as the United States was the only significant arms producer in the Western Hemisphere. President Venustiano Carranza of Mexico. Public Domain Furthermore, additional arms could not be imported as the British controlled the sea lanes from Europe. As Mexico was emerging from a recent civil war, Carranza sought to improve relations with the United States as well as other nations in the region such as Argentina, Brazil, and Chile. As a result, it was determined to decline the German offer. An official response was issued to Berlin on April 14, 1917, stating that Mexico had no interest in allying with the German cause. British Interception As the ciphertext of the telegram was transmitted through Britain, it was immediately intercepted by British code breakers who were monitoring traffic originating in Germany. Sent to the Admiraltys Room 40, code breakers found that it was encrypted in cipher 0075, which they had partially broken. Decoding parts of the message, they were able to develop an outline of its content. Realizing that they possessed a document that could compel the United State to join the Allies, the British set about developing a plan that would allow them to unveil the telegram without giving away that they were reading neutral diplomatic traffic or that they had broken German codes. To deal with the first issue, they were able to correctly guess that the telegram was sent over commercial wires from Washington to Mexico City. In Mexico, British agents were able to obtain a copy of the ciphertext from the telegraph office. This was encrypted in cipher 13040, which the British had captured a copy of in the Middle East. As a result, by mid-February, British authorities had the complete text of the telegram. To deal with the code breaking issue, the British publicly lied and claimed they had been able to steal a decoded copy of the telegram in Mexico. They ultimately alerted the Americans to their code breaking efforts and Washington elected to back the British cover story. On February 19, 1917, Admiral Sir William Hall, the head of Room 40, presented a copy of the telegram to the secretary of the U.S. Embassy, Edward Bell.​​ Stunned, Hall initially believed the telegram to be a forgery but passed it on to Ambassador Walter Hines Page the next day. On February 23, Page met with Foreign Minister Arthur Balfour and was shown the original ciphertext as well as the message in both German and English. The next day, the telegram and verifying details were presented to Wilson. Ambassador Walter Hines Page. Library of Congress American Response News of the Zimmermann Telegram was quickly released and stories about its contents appeared in the American press on March 1. While pro-German and anti-war groups claimed that it was a forgery, Zimmermann confirmed the telegrams contents on March 3 and March 29. Further inflaming the American public, which was angered over the resumption of unrestricted submarine warfare (Wilson broke diplomatic relations with Germany on February 3 over this issue) and the sinking SS Houstonic (February 3) and SS California (February 7), the telegram further pushed the nation towards war. On April 2, Wilson asked Congress to declare war on Germany. This was granted four days later and the United States entered the conflict. Zimmermann Telegram in World War I The Zimmermann Telegram was a note sent in 1917 from the German Foreign Minister Zimmermann to his ambassador in Mexico, containing details of a proposed alliance against America; it was intercepted and published, strengthening US public support for war against Germany as part of World War One. The Background By 1917 the conflict we call The First World War had been raging for over two years, drawing in troops from Europe, Africa, Asia, North America, and Australasia, although the main battles were in Europe. The main belligerents were, on one side, the German and Austro-Hungarian Empires (the Central Powers) and, on the other, the British, French and Russian Empires (the Entente or Allies). The war had been expected to last just a few months in 1914, but the conflict had dragged on in a stalemate of trenches and massive death tolls, and all sides in the war were looking for any advantage they could gain. The Zimmermann Telegram Sent through a supposedly secure channel devoted to peace negotiations (a transatlantic cable belonging to Scandinavia) on January 19th, 1917, the Zimmermann Telegram – often called the Zimmermann Note — was a memo sent from the German Foreign Minister Arthur Zimmermann to the German Ambassador to Mexico. It informed the ambassador that Germany would be resuming its policy of Unrestricted Submarine Warfare (USW) and, crucially, ordered him to propose an alliance. If Mexico would join in a war against the US, they would be rewarded with financial support and re-conquered land in New Mexico, Texas, and Arizona. The ambassador was also to ask the Mexican President to propose his own alliance to Japan, a member of the Allies. Why Did Germany Send the Zimmermann Telegram? Germany had already stopped and started USW — a program of sinking any shipping coming near their enemies in an attempt to starve them of food and materials — because of fierce US opposition. Americas official neutrality involved trading with all belligerents, but in practice, this meant the Allies and their Atlantic coastlines rather than Germany, who suffered from a British blockade. Consequently, US shipping was frequently a victim. In practice, the US was giving the UK aid which had prolonged the war. The German high command knew renewed USW would probably cause the US to declare war on them, but they gambled on shutting Britain down before an American army could arrive in force. The alliance with Mexico and Japan, as proposed in the Zimmermann Telegram, was intended to create a new Pacific and Central American Front, greatly distracting the US and aiding the German war effort. Indeed, after USW resumed the US severed diplomatic relations with Germany and began debating an entry into the war. The Leak However, the secure channel wasnt secure at all: British intelligence intercepted the telegram and, recognizing the effect it would have on US public opinion, released it to America on February 24th, 1917. Some accounts claim the US State Department was also illegally monitoring the channel; either way, US President Wilson saw the note on the 24th. It was released to the world press on March 1st. Reactions to the Zimmermann Telegram Mexico and Japan immediately denied having anything to do with the proposals (indeed, the Mexican President was content at a recent American withdrawal from his country and Germany could offer little beyond moral support), while Zimmermann admitted the Telegrams authenticity on March 3rd. It had often been asked why Zimmermann came right out and fully admitted things instead of pretending otherwise. Despite Germanys complaint that the Allies had been wiretapping secure peace networks, the US public — still concerned at Mexicos intentions following trouble between the two — was aghast. A vast majority reacted to both the Note, and weeks of growing anger at USW, by backing war against Germany. However, the note itself did not provoke the US into joining the war. Things might have stayed as they were, but then Germany made the mistake which cost them the war and restarted Unrestricted Submarine Warfare again. When the American Congress approved Wilsons decision to declare war on April 6th in reaction to this, there was just 1 vote against. Full Text of The Zimmermann Telegram On the first of February, we intend to begin submarine warfare unrestricted. In spite of this, it is our intention to endeavor to keep neutral the United States of America. If this attempt is not successful, we propose an alliance on the following basis with Mexico: That we shall make war together and together make peace. We shall give general financial support, and it is understood that Mexico is to reconquer the lost territory in New Mexico, Texas, and Arizona. The details are left to you for settlement. You are instructed to inform the President of Mexico of the above in the greatest confidence as soon as it is certain that there will be an outbreak of war with the United States and suggest that the President of Mexico, on his own initiative, should communicate with Japan suggesting adherence at once to this plan; at the same time, offer to mediate between Germany and Japan. Please call to the attention of the President of Mexico that the employment of ruthless submarine warfare now promises to compel England to make peace in a few months. Zimmerman (Sent January 19, 1917)