Economic View Of Slavery Essays - Debt Bondage, Apprenticeship

Economic View Of Slavery Essays - Debt Bondage, Apprenticeship Economic View of Slavery Slavery was caused by economic factors of the english settlers in the late 17th century. Colonists continually tried to allure laborers to the colony. The headright system was to give the indentured servant, a method of becoming independent after a number of years of service. Slavery was caused by economic reasons. Colonists chiefly relied on Indentured Servitude, inorder to facilitate their need for labor. The decreasing population combined with a need for a labor force, led colonists to believe that African slaves were the most efficient way to acquire a labor force that would satisfy their needs. Before the 1680's, Indentured Servitude was the primary source of labor in the newly developed colonies. After the 1680's, the population of the Indentured Servants decreased, exponentially. Their were a number of different reasons why the population of Indentured Servents had decreased. The indentured servents were running away from their temporary masters, to find a job where he could become more independent. Indentured servents were also dying of many diseases, which was caused by harsh conditions. The immigration of servents thus declined, becuase of the people in England being informed of the harsh treatment in the colonies. The society was where the land was easy to find, while the labor was most scarce. Indentured servitude, was a form of labor which was declining, and the need for labor increased rapidly. In the 1600's, when tobacco was founded by John Rolfe, tobacco became the main source of income for most of the colonists. The economic prosperity of the colonies was primarily dependent on the amount of tobacco produced. The growing of tobacco, needed a large amount of land, with a large stable work force. The increased demand for a large, stable work force combined with the availability of African slaves, led to the use of slavery in the colonies. During the late 17th century, the indentured servants were running away from their masters farms, if a slave had run away from their master's farms, then the slave would be easier to discern because of the color of his skin. To the planter, slavery was the ideal form of labor that would be most beneficial to productivity of his crop. Planters had an abundance of land and a shortage of labor. This relationship, made the amount of tobacco directly proportional to the number of slaves that the planter owned. Slavery was the backbone of the prosperity of the colonies. A major factor in the consideration of slaves on plantation, is the flux of the land. Tobacco was the major crop of the 17th century, and tobacco is a plant that exhausts nutrients from the soil, which led to the rotation of crops, inorder to replenish the crops. The planter needed to educate his workers on certain agricultural techniques inorder to know how to make the land most productive. With a permanent work force, such as slaves, the slaves would only require to be educated once, instead of the planters having to re-educate indentured servants every X number of years. The African slaves also had other characteristics that enticed colonists to use them as a labor force. The African slaves were immune to malaria, which resisted them from disease. The africans also were subsistence farmers in africa, thus, they had a tradition of farming, and essential agricultural skills. Slavery was a course in history, where it was opportune for the colonists to use slavery as a labor force. The decline in population of indentured servants exacerbated the situation, as time progressed, slavery became more and more imminent. Morality was not taken into consideration, because of the settlers were only viewing slavery from a economic view, rather than a humanitarian point of view. The introduction of slavery into the colonies can be summarize with a cliche of the settlers being "at the right place at the right time".

The Feathered Dinosaurs of the Mesozoic Era

The Feathered Dinosaurs of the Mesozoic Era Part of the reason so many ordinary people doubt the evolutionary link between feathered dinosaurs and birds is because when they think of the word dinosaur, they picture enormous beasts like Brachiosaurus and Tyrannosaurus Rex, and when they think of the word bird, they picture harmless, rodent-sized pigeons and hummingbirds, or perhaps the occasional eagle or penguin. (See a gallery of feathered dinosaur pictures and profiles and an article explaining why birds arent dinosaur-sized.) Closer to the Jurassic and Cretaceous periods, though, the visual referents are a lot different. For decades, paleontologists have been digging up small, birdlike theropods (the same family of two-legged, meat-eating dinosaurs that includes tyrannosaurs and raptors) bearing unmistakable evidence of feathers, wishbones, and other bits of avian anatomy. Unlike larger dinosaurs, these smaller theropods tend to be unusually well-preserved, and many such fossils have been discovered completely intact (which is more than can be said for the average sauropod). Types of Feathered Dinosaurs So many dinosaurs of the later Mesozoic Era sported feathers that its virtually impossible to pin down the exact definition of a true dino-bird. These include: Raptors. Despite what you saw in Jurassic Park, Velociraptor was almost certainly covered with feathers, as was the dinosaur it was modeled on, Deinonychus. At this point, the discovery of a provably non-feathered raptor would be major news! Ornithomimids. Bird mimic dinosaurs like Ornithomimus and Struthiomimus probably looked like giant ostriches, complete with feathersif not all over their bodies, at least on certain regions. Therizinosaurs. All of the dozen or so genera of this small family of bizarre, long-clawed, plant-eating theropods likely had feathers, though this has yet to be conclusively proven. Troodonts and oviraptorosaurs. Typified by, you guessed it, the North American Troodon and the central Asian Oviraptor, virtually all of the members of this theropod family seem to have been covered with feathers. Tyrannosaurs. Believe it or not, we have conclusive evidence that least some tyrannosaurs (like the recently discovered Yutyrannus) were featheredand the same may hold for the juveniles of Tyrannosaurus Rex. Avialan dinosaurs. Heres where paleontologists classify the feathered dinosaurs that dont fit in the above categories; the most famous avialan is Archaeopteryx. Further complicating matters, we now have evidence that at least some genera of ornithopods, plant-eating dinosaurs unrelated to modern birds, had primitive feathers as well! (For more on this subject, see Why Did Dinosaurs Have Feathers?) Which Feathered Dinosaurs Evolved Into Birds? What do all of these genera tell us about the evolution of prehistoric birds from dinosaurs? Well, for starters, its impossible to pin down a single missing link between these two types of animals. For a while, scientists believed the 150-million-year-old Archaeopteryx was the indisputable transitional form, but its still not clear if this was a true bird (as some experts claim) or a very small, and not very aerodynamic, theropod dinosaur. (In fact, a new study claims that the feathers of Archaeopteryx werent strong enough to sustain extended bursts of flight.) For more, see Was Archaeopteryx a Bird or a Dinosaur? The problem is, the subsequent discovery of other small, feathered dinosaurs that lived around the same time as Archaeopteryxsuch as Epidendrosaurus, Pedopenna and Xiaotingiahas muddied the picture considerably, and theres no ruling out the possibility that future paleontologists will unearth dino-birds dating to as far back as the Triassic period. In addition, its far from clear that all of these feathered theropods were closely related: evolution has a way of repeating its jokes, and feathers (and wishbones) may well have evolved multiple times. (For more on this subject, see How Did Feathered Dinosaurs Learn to Fly?) The Feathered Dinosaurs of Liaoning Every now and then, a treasure trove of fossils forever changes the publics perception of dinosaurs. Such was the case in the early 1990s, when researchers uncovered the rich deposits in Liaoning, a northeastern province of China. All of the fossils discovered hereincluding exceptionally well-preserved feathered theropods, accounting for over a dozen separate generadate from about 130 million years ago, making Liaoning a spectacular window into the early Cretaceous period. (You can recognize a Liaoning dino-bird from its name; witness the sino, meaning Chinese, in Sinornithosaurus, Sinosauropteryx and Sinovenator.) Since Liaonings fossil deposits represent a mere snapshot in the 165-million-year-old rule of the dinosaurs, their discovery raises the possibility that more dinosaurs were feathered than scientists have ever dreamedand that the evolution of dinosaurs into birds was not a one-time, non-repeatable, linear process. In fact, its very possible that dinosaurs evolved into what we would recognize as birds numerous times over the course of the Mesozoic Erawith only one branch surviving into the modern age and producing those pigeons, sparrows, penguins and eagles we all know and love.

This paper needs to be a RESEARCH PAPER on THE LIFE OF CLAUDETTE Essay

This paper needs to be a RESEARCH PAPER on THE LIFE OF CLAUDETTE COLVIN - Essay Example It was at the age of 15 that the said event happened to her. She came from a lower class family as her father finds income in mowing lawn and her mother was a maid, a situation that made other people doubt if she can be an effective symbol ofinjustice in addition to her being too dark-skinned and too young (Congress of Racial Equality) . Although young and poor, Claudette Colvin is seen to have had the stand against the racial discrimination that her people are experiencing. Her battle has not only begun in the bus incident, but it has just become the fruit of countless incidents of unfairness that she has experienced, especially from what she learned in school. On that day of her arrest, Colvin has done a school paper on the topic of prohibiting black people to try on white clothes in department stores. This is just one of the many forms of discrimination that the black people have suffered during that era. The forms of discrimination can be categorized into four. One is racial segregation in which in law, public facilities and government services there was an unequal separation between white and black domains, disenfranchisement which forced black off the voting roll, exploitation which comes in terms of economic oppression particularly employment discrimination and violence which includes both individual and mass racial violence (Wikimedia Foundation, Inc)3. Among the black people, who together with Claudette Colvin has stood up for equality were Rosa Parks who also refused to stand up and accommodate White people on the bus and Martin Luther King Jr., a young Baptist minister who became the President of Montgomery Improvement Association (Wikimedia Foundation, Inc.). Rosa Parks was later known as the â€Å"Mother of the Modern-day Civil rights Movement† (Wikimedia Foundations, Inc.). On May 2, 1955, after coming from the school,

Ithacan University Management Research Proposal

Ithacan University Management - Research Proposal Example There are various graduates’ degrees available at Ithacan including degree in health and business. Outside the lecture room, Ithacan University provides various opportunities for employees to assist the wider society. Hibidash is the university's annual Humanity Habitat 5k race. Of huge significance is the university program that supp...orts malnourished children, and Friday Services is a program through which university staff can volunteer and support in the broader Ithacan region. Students and employees can also participate by joining many of the other students and staff organizations or by taking part in club sport or recreational activities of the institution. Ithacan University offers a high-rate education on a basis of first-name. With a close student faculty, ration of about 12:1 and emphasizes on active involvement and learning. Ithacan is the best place to prepare for a long-term success. Ithacan's Vibrant, residential university overlooks Fingers Lake and is home to over 9,000 undergraduates and more than 850 faculties. The estimated budget for the restructuring program is about 400 million dollars. The estimated amount of money will cater for the replacement of the items and facilities not automatically replaced during the last program, such as laptops docking stations, computer monitors, special keyboards, software not added to the primary network bundle and RAM upgrades. The said amount will meet the employee’s salary increment and their security needs. Even, though, there are different ways in which employees can be recognized and rewarded, as a HR director, I look to give monthly salary increments in realization and acknowledgment of individual performance for employees whose performance will be consistently appealing, and who will demonstrate the job specific skills, behaviors and knowledge to meet overall expectations of the institution. Salary adjustments will be made at the start of each year as well as contingent on funds avail ability, (Baldwin 45). Also, all faculties to be offered appointment for the following academic year will receive yearly evaluations for salary. Procedures and policies concerned with faculty evaluations will be available in the faculty Handbook. Compensation strategy

Bio-diesel Oil :: Renewable Energy Environment Fuel Driving

Bio-diesel Oil Vincent Lamaunt, our hypothetical character, is a five star general in the armed forces and has given his life to serve and protect in Iraq. Recently, bravery and courage on the battlefield, has given him the privilege to return home; he’s been told to report at headquarters at 0700 hours the next day. Transported in a truck by a fellow officer, he learns he is officially relieved of his duties in Iraq after his one last mission to bring, from Baghdad, a convoy of four hummers, two trucks, and two support helicopters into Kuwait. Days later he soon found himself traveling by train, boat, and plane to finally reach his final destination, New York City. Vincent was greeted with a halo of happiness as his family came to bring him home in their Ford F-150. Imagine now, all these vehicles, the cars, trucks, helicopters, trains, boats, planes are no longer fueled by petroleum oil, but from bio-diesel oil. Amazingly, bio-diesel is no longer an imagination, but a close reality as this renewable fuel is vastly becoming the next best alternative source for replacing the old and diminishing fossil fuels. The soybean plant has been apart of US history for decades as an important product of American agriculture. Today, soybeans are Americas’ number one export crop, and for nearly 30 years beginning in the 50’s, the US was producing about 75 percent of the worlds soybean crop (Soypower). The oil that is extracted from this simple bean has found its way into some of our common household products, such as shortening and salad dressings. Weight-loss products, baby formulas, and sports drinks also contain soy proteins, which provide us all nine essential amino acids. Even with all the important and interesting capabilities the soybean has been able to bring to us, none may be as significant as biodiesel fuel that some have been raving about. â€Å"Is it compatible with current technology?† I believe an important and very relevant question to be answered before ever implementing an invention like bio-diesel oil into society is: A computer becomes more dynamic every year, but it is still designed in such a way to be compatible with floppy disks, zip disks, CD’s, and now, the Flash chips. The same must be true for bio-diesel oil or a very complicated issue would be at stake. Thankfully, for us, bio-diesel oil has been tweaked in such a way that petro-diesel oil and bio-diesel oil could be used simultaneously in practically every current diesel engine there is.

Effective Communication Essay

Make a list (in note form) of some of the techniques you have developed to enable you to communicate effectively with the CYP you work with. OR Write a brief account of some work you have done in the past two years with a YP who had communication problems,which were not due to a disability. Ensure the YP could not be identified from your account, by changing some personal deatails. Good communication is central to working with children, and young people, It is a fundamental part of the Common Core. It involves listening, questioning, understanding and responding to what is being communicated by the CYP‘. It is important to be able to communicate both on a one-on-one basis and in a group context. Communication is not just about the words I use, but also my manner of speaking, body language and, above all, the effectiveness with which I can listen. To communicate effectively it is important to take account of culture and context, for example where English is an additional languag e. Effective engagement requires me to involve the CYP’s in the design and delivery of services and decisions that affect them. It is important for me to consult with them and consider their opinions and perspectives from the outset. A key part of my effective communication and engagement is trust, both between the workforce, children and young people. To build a rapport with the CYP’s , I understand that it is important for me to demonstrate understanding, respect and honesty. Continuity in relationships promotes engagement and the improvement of their lives.. * I am always aware that the CYP may not have understood what I have communicated * I Know that communication is a two-way process * I Know how to listen to people, make them feel valued and involved, and know when it is important to focus on the individual rather than the group. * I am aware of different ways of communicating, including electronic channels, and understand barriers to communication. . * I Know how to report and record information formally and informally in the appropriate way. I listen and build empathy by * Developing and using effective communication systems that are appropriate to them * I Establish a good rapport and respectful, trusting relationship with the children. I Build a rapport and develop relationships using the appropriate form of communication (for example, spoken language, play, body language). * Communicate effectively with all children. * I Hold conversations at the appropriate time and place, understanding the value of day to day contact. * I ensure I’m always aware that some children and young people do not communicate verbally and that I would need to adapt my style of communication to meet their needs and abilities. * I Understand the effects of non-verbal communication such as body language, and appreciate that different cultures use and interpret body language in different ways. * I Build open and honest relationships by respecting CYP and make them feel valued * I Actively listen in a calm, open, non-threatening manner and use questions to check understanding and acknowledge that I have heard what is being said. * I Summarise situations in the appropriate way for the individual (taking into account factors such as background, age and personality). * I Explain clearly to the CYP what kind of information I may have to share with others. * I Explain what has happened or will happen next and check their understanding and where appropriate, their consent to the process. * I Let the child know that I am interested and involved and that I will help them if and when needed. * I Turn off the television or stop what I am doing when a child wants to talk or avoid taking a telephone call when a child has something important to tell me. * Unless other people are specifically meant to be included, I hold conversations in privacy. The best communication between myself and a child will occur when others are not around. * I never Embarrass a child or putt them on the spot in front of others as this will lead to resentment and hostility, not good communication. * I’m aware of my height and I Don’t tower over a child. I Physically get down to the child’s level then talk. * If I am very angry about a behaviour or an incident, I don’t attempt communication until I regain my cool, because I cannot be objective until then. I have learnt that It is better to stop, settle down, and talk to the child later * If I’m very tired, I try to make an extra effort to be an active listener. Genuine active listening is hard work and is very difficult when your mind and body are already tired. * I Listen carefully and politely. I Don’t interrupt the child when they are trying to tell their story * I Don’t ask why, I ask what happened. * If I have knowledge of a situation, I will confront the child with the information that I know or have been told. * I never use put-down words or statements: dumb, stupid, lazy: * I will Assist a child in planning some specific steps to the solution. * I Show that i accept the child for themselves, regardless of what they have or have not done * I try to Reinforce the child for keeping communication open. I Do this by accepting them and praising their efforts to communicate * I use encouraging phases especially with children diagnosed with ADHD as these children may need more praise than the average child. And Unfortunately, because of their behaviour they often receive less. It is important to communicate clearly with children, honestly stating feelings and expectations. Not only do children pay attention to our words, they also react to our tone of voice and body language as well. Because communication is a complex process, it’s important to think of the implications of wh at we say Task 2 Using personal experience or some information either from the seminar or a trustworthy source on the internet, describe how you have used or could use aids to communicate with YP’s who have some form of disability, and indicate the kinds of conditions you have encountered, or may encounter in your work. Very briefly list some other aids to communicate which you could explore and utilise , should the need arise. I have recently had experience working with a child who had a form Of a disability,( Autism)To communicate with them I used A communication passport with pictures, photographs, words and symbols to share important information about the child’s needs, interests and their ways of communicating. The child took this passport into different settings so that everyone is well informed, I.e. meetings school, club, outside activities etc. It was important for this child to be aware of who was working with them in advance so we made a photo wall, all staff members pictures were taken and placed on the wall and during the day and especially at bedtimes staff would go over the wall with the child explaining who would be working with them the following day. I also used a pictorial book in much the same way, The child needed structure and stability and gained this from knowing exactly what would happen who with and when, In the morning I would sit down with the child before school explain who would be taking them to school; in what vehicle, what teachers they would be seeing today, what lessons they had today. What time staff would be collecting them in what vehicle and then go over in detail what they would be doing after school. Conditions I have encountered or may encounter in my work is not knowing fully if a child has understood everything I’ve communicated with them I have learnt that People with a learning disability may appear to understand, but may actually be responding to my tone of voice, or familiar cues in the situation. They may misunderstand, forget or not catch some of what I have said. They may often say â€Å"yes† in answering questions, even if they do not fully understand sometimes because they do not want to make difficulties. They may not be able to contradict me if I have misunderstood what they mean or want. They may be bilingual, and have greater skills in one language than another. Some children may take longer to process what I am saying. Others may find physical movement or speech a big effort, so it will take them longer to respond. It is important to never over estimate the skills. †¢ Make sure the child can hear, see and is comfortable †¢ Make sure hearing aids or glasses are used if necessary, and that they work properly! †¢ Make sure talk clear and allow the child to read lips if necessary †¢ Use sign /gesture and pictures to back up speech †¢ Make sure information is presented clearly for people to see †¢ Make sure people are positioned for good communication – seating is key †¢ Make sure the environment is quiet and there are not too many distractions †¢ Check out general health and comfort– are they in pain, physical difficulties, or experiencing the effects of medication (tired or sleepy). †¢ Make sure the child can see hands and faces if signing and talking. †¢ Give enough time for the child to listen and respond. †¢ Check that i have understood – by talking to others, helping the person to tell me when I have got it wrong. I don’t pretend I can understand if I really can’t! †¢ Make sure you language is kept simple and clear. †¢ Gain the child’s attention before starting to talk.   Ã¢â‚¬ ¢ Show that I respect a person’s way of communicating by using it to them. †¢ Make sure communication books/aids are used and not stuck in a cupboard! †¢ display good observational skills, respond to all communicative signal †¢ Be patient and don’t give up trying †¢ Leave if the person is becoming agitated Other aids to communicate * Pictures and symbols can help *Information can be written and presented in symbol or pictorial form. * Pictures and photographs can be used to illustrate written material. Communication aids: * Children can join in by pressing a switch operated aid with voice output to say, yes I agree/no, I don’t or some communication aids have more complex language *Objects of reference† can be used to cue people about what is going to happen.: play football-show them a football, show them a cup – for asking if they want a drink *Calendar boxes can be used to make object timetables of activities happening in the week *â€Å"Memory Boxes† are collections of meaningful artefacts and photos associated with events and can be used as the basis for conversation, and to help recall. Anything can be used for this and everyday objects of natural materials are good to use with people who have sensory difficulties. * â€Å"Multimedia Profiling† is a process which creates a personal catalogue of video clips on the computer which build up a profile of an individual. The person can be in control of their own information through switch or touch screen, and can choose when and how to share it with others. Task 3 Which government websites can you use to access up to date information and evidence based examples of good practice? Give one e.g. of something you have learned from one of these websites. How will you disseminate your learning to colleagues?

Victim Impact Statements Free Essay Example, 2000 words

According to the public opinions, victim impact statement gives voice to the victim and makes the defendant and the public understand more about what the victim went through. In public’s opinion, victim impact statements are not an ethical concern because if the justice system fails to listen to the crime victims, then they are directly in conflict with the ideology of their justice system’s foundation, which is fair, swift and equal justice and with punishments, which are aligned with the nature of the crime. Moreover, it is also a fact that the suffering which a victim goes through, doesn’t stay with the victim only and often moves into the extended family, like children or spouse. Thus, these real and measurable impacts shouldn’t be ignored, and those who want to make the justice system know how they have been affected by a crime, the justice system should give them a chance to do so (Cassell, 2009). The reason why the justice system accepts the existence of victim impact statement is because the victims were being pushed to the side, were only called in the courtroom, in case they had to testify or present evidence. We wil l write a custom essay sample on Victim Impact Statements or any topic specifically for you Only $17.96 $11.86/pageorder now This was alienation and the victim impact statement has given them a reason to participate in the trial proceedings. It is also important to note that crimes don’t happen to the State, they happen to people and many victims have a direct interest in the outcome of their case, particularly in homicide cases. However, many victims don’t exercise their right to give an oral or written impact statement, mostly because they find it hard to face the defendant; they find it extremely difficult to put their sufferings and emotions into words (Moriarty, 2003). Moreover, there was also a lack of knowledge on the victim’s part, as to what the impact statement is, how to write it, what things to include and the impact that statement would have. For the justice system, victim impact statement would become an ethical issue, if the judges don’t keep in view the law that applies to the case and instead, base their decision on the victim impact statement and the emotions expressed in the statement. The main reason why the judicial system has given this right to the victim is because; the reason for the success of the judiciary is based on how they treat the victim of a crime. It is not necessary that the victim impact statement would change the sentencing, in fact, according to a research conducted in South Australia, it was found out that 34% of the victims, who created a victim impact statement, felt that their statement didn’t change the sentencing at all and they didn’t get the result, that they were expecting.