Disagreeing on Slavery Essays

Disagreeing on Slavery Essays Disagreeing on Slavery Essay Disagreeing on Slavery Essay The Declaration of Independence clearly and famously states, â€Å"All men are created equal† and have the right to life, liberty and the pursuit of happiness. In the early years of the United States, however, this affirmation of basic rights did not extend and apply to all. African Americans, who were at the time viewed simply as property rather than as human beings, had these rights completely deprived of them by being kept in slavery on southern farms and plantations. Slaves on these plantations did various work and tasks but mostly harsh manual labor farming in the fields for their masters. Slavery had been an established institution in the country since colonial times and while there had always been several opinions on the issue, it had been basically accepted or at least acknowledged as part of the Nation’s culture and framework. Eventually the opposing views became more defined and ultimately split into the Anti-Slavery North and the Pro-Slavery South. Both perspectives had legitimate reasons to back up their different views and ideas about how to handle slavery as the country grew and matured. In the years leading up to the Civil War, the opinions of the North and South on the future of the existence of slavery differed because of economic, social, and political reasons. By the mid 1800’s Northerners commonly agreed on the belief that the complete abolition of slavery was imperative to the future success of the country. Up until this point most thought of slavery as a necessary evil, and so it was tolerated with the expectation and aspiration for it to eventually die out (Stolyarov). Disagreements over slavery date back as far at the American Revolution. During the war Northerners were bothered by the fact that the white Southern slaveholding population was more concerned with protecting their slaves than fighting and defeating the British. Many, including commander-in-chief George Washington, were disturbed by the fact that Southern slave owners were showing desperation and weakness to the enemy in order to retrieve their â€Å"involuntary work force from the clutches of the departing British soldiers† (Dudley 18). The disapproval of African American servitude and the desire to end slavery led to the formation of a movement called Abolisionism. The movement was made up of anti-slavery activists, who were key in â€Å"leading the momentous struggle against slavery, informing it, [and] inspiring it† (Aptheker xi). The abolitionists were the main force behind the eventual emancipation of slaves and were responsible almost every action and event leading up to it. Abolition was also backed by some of the great leaders of the American Revolution, including President Jefferson and author Thomas Paine. Other leaders such as future Presidents George Washington and John Adams also expressed their aversion to the insistution of slavery (1). Abolitionists†¦agreed that the movement to emancipate the slaves, immediately and without compensation to the masters, was a revolutionary one† (15). Abolitionists felt very strongly about this issue and had several reasons for fighting for the emancipation of slavery. They were prepared and willing to go to great lengths to do what they felt was in the best interest of the future of the country they had so recently worked hard for and fought relentlessly to gain as their own. White Southern plantation owners were not the inventors of slavery. The use of human beings as an unwilling labor source had existed all over the world for thousands of years before the Southern United States even existed and was able utilize the practice. At that point in history, life without slavery was almost unimaginable to many communities and regions, including the Southern states of the U. S. (Higgs). Since even before the creation of the United States, when these areas were nothing more than British colonies, people living in the lower part of the country found the use of slaves to be invaluble. While today’s knowledge and morals make it seem nearly impossible that there are any legitimate justifications for the slavery that took place in the United States, it is vital to keep in mind the culture and values of the location and period in history in which it took place. Pro-slavery supporters had valid reasons for why they fought to keep slavery in the South. An inevitable and reccurring theme in most prominent historical events, financial and economic concerns contributed the Abolitionist’s crusade to end slavery. By 1860, economic liberals†¦linked†¦progress with the concept of free labor in a competative society† (Stampp 19). Many Northerners believed that the nation could not progress or develop economically if half of the country was still heavily involved with and economically dependent on such an archaic, primitive practice. Aside from this fear that slavery was holding the country back from reaching its economic potential, there really was no significant profit or benefit to be gained by the North if slavery was ended. However, the industrious Northerners were making miniscule amounts of money from slavery compared to the huge profits made by the slaveholding Southerners, so while economics was not a majorly significant reason for the average Northerner to actively fight against slavery, the lack of financial prosperity they were obtaining from it examined in cotrast with the tremendous revenue of the Southern slaveholders gave them no reason to support it. The prosperity of the southern economy was by far the most significant as well as understandable pro-slavery argument. The financial profit of the South was dependent on cotton, and the demand for cotton from outside the South, which was high for much of the 1800’s. Slavery was an essential part to this because slave labor accounted for ninety percent of all southern cotton production. The trade of slaves themselves from the upper south to lower also contributed substantially to the economy, as the price of slaves continued to rise through the early 1800’s. In an excerpt from Slavery in the Light of Social Ethics, Chancelor Harper divulged the Southern fear of not being able to produce adequate crops to sustain the agriculturally dependent economy without slave labor; â€Å"The first and most obvious effect [of emancipation], would be to put an end to the cultivation of our great Southern staple†¦I need hardly say that these staples cannot be produced to any extent where the proprietor of the soil cultivates it with his own hands† (Elliott 617). Without slave labor, Southerners were certain their economy would crumble. There was no possible way for the landowners to singlehandedly work their own farms, and hiring farm hands would ultimately result in less profits for the landowner. Southerners realized this and it was a major reason they so desperately wanted to keep slavery legal. â€Å"There was no country, in the most ancient times of its history, in which the people had made any considerable advances in industry or refinement, in which slavery had not been previously and long established, and in general use† (McKitrick 69-70). Southerners thouroughly believed that slavery was essential to their financial wellbeing and the overall success of the southern economy. Social and moral beliefs were a major part of the Abolitionist’s desire to end slavery. Religion played a big role in this. Many Abolitionists thought that all humans were created equal in the eyes of the Lord, and therefore African Americans were not racially inferior to whites. The cruelty and injustice towards slavery was another reason northern Abolitionists called for emancipation. The majority of slave masters treated their slaves brutally, often beating them to near-death. Anti-slavery supporters were bothered by the fact that slaves were stripped of natural and inalianable rights including the right to choose a religion and the right to own property. Abolitionists generally believed that no man could have ownership of another man, so they strongly disapproved of the southern slave owner’s concept of reducing African Americans to mere property (Garcia). Slavery was a socially accpeted practice in the South, as well as a valuble part of the culture. It therefore became a notable pro-slavery argument. While a small minority of Southerners actually owned slaves, all southern farmers aspired to. In the South, owning slaves gained the master influence and power. Slave ownership was a necessary precondition to move upward socially in the South. â€Å"Slavery has existed from as early time as historical records furnish any information of the social and political condition of mankind†¦Ã¢â‚¬  (McKitrick 69). Southern slave owners, therefore, were not creating a new system of labor, and did not view slavery as barabric or sadistic. It was not the production or brainchild of a single sadistic and money-hungary Southerner. Slavery had long been an axiomatic part of society and humanity globally, and because of the fortune and prosperity it brought, its morality and existance generally went unquestioned and undisputed in the South. It was a shared belief that slavery was a natural function of life. Southerners believed in a variation of â€Å"Social Darwinism,† where the â€Å"weak†, the blacks, were naturally inferior to the â€Å"strong† superior white man. According to this theory, white enslavement of blacks was justified because the weak are characteristically prone to domination by those who are above them in some way. Since it was common practice to ban African Americans from any education and having or voicing any ideas or opinions, it was undeniable that whites had superior skills and intellectual abilities. President Abraham Lincoln presented this opinion in one of his infamous debates with Senator Stephen Douglas, â€Å"[T]here is a physical difference between the white and black races which I believe will forever forbid the two races living together on terms of social and political equality. And†¦there must be the position of superior and inferior, and I as much as any other man am in favor of having the superior position assigned to the white race† (Higgs). Another prevailing pro-slavery argument was that Southerners felt blacks were not capable of caring for and supporting themselves. Southerner slaveholders held that, â€Å"it would be cruel to set free people who would then, at best, fall into destitution and suffering† (Higgs). This belief led slave owners to claim they had a paternalistic attitude toward slavery, and referred to it as a â€Å"caring institution. The white southern land owners considered themselves as â€Å"benevolent guardians of an inferior race. † They also felt that this reasoning was justified by the Bible because it stresses the authority of the patriarch, which is the role slave masters assumed. They believed slavery was an Institution ordained by God, and â€Å"part of God’s plan to Christianize an inferior race. † The end of slavery would greatly impact and significantly alter the social aspects of southern society, making it a valid pro-slavery argument. Political issues were a huge aspect of slavery and were vital to emancipation. While economic and social beliefs influence behavior, politics lead to laws, which enforce behavior. Because these laws and policies affected the nation as a whole, it is logical to directly compare the North and South’s political opinions on slavery. The main issue was if the new Western states would be slave-allowing or free. The North and South argued about this because it determined who had the majority in the Senate. Several compromises were made to settle the conflicts. In 1820, Kentucky Senator Henry Clay created the Missouri Compromise, which divided the territory between slave and free. Thirty years later Clay again settled a similar dissension with the Compromise of 1850 in which most of the disputed territory, including California, was admitted to the country as Free states. To appease the pro-slavery South, the Compromise included a policy known as the Fugitive Slave Act. This Act made stricter laws concerning run-away slaves (Compromise). The pro-slavery South and Abolitionist North had credible reasons for valuing political power as a way to carry out their ideals and goals. In the pre Civil War era the North and South’s aspirations and ideals for the future of slavery conflicted because of economic, social, and political reasons. Ultimately, the Abolition Movement of the North prevailed and after a brutal Civil War between the Union and Confederacy, President Lincoln’s Emancipation Proclamation put an official end to slavery. For the South this meant a period of reconstruction as well as significant and unwelcome changes to their economy, society, and politics; but for the United States as a whole it meant a new found unity and the ability to progress and develop into the global power it is today.

Disagreeing on Slavery Essays

Disagreeing on Slavery Essays Disagreeing on Slavery Essay Disagreeing on Slavery Essay The Declaration of Independence clearly and famously states, â€Å"All men are created equal† and have the right to life, liberty and the pursuit of happiness. In the early years of the United States, however, this affirmation of basic rights did not extend and apply to all. African Americans, who were at the time viewed simply as property rather than as human beings, had these rights completely deprived of them by being kept in slavery on southern farms and plantations. Slaves on these plantations did various work and tasks but mostly harsh manual labor farming in the fields for their masters. Slavery had been an established institution in the country since colonial times and while there had always been several opinions on the issue, it had been basically accepted or at least acknowledged as part of the Nation’s culture and framework. Eventually the opposing views became more defined and ultimately split into the Anti-Slavery North and the Pro-Slavery South. Both perspectives had legitimate reasons to back up their different views and ideas about how to handle slavery as the country grew and matured. In the years leading up to the Civil War, the opinions of the North and South on the future of the existence of slavery differed because of economic, social, and political reasons. By the mid 1800’s Northerners commonly agreed on the belief that the complete abolition of slavery was imperative to the future success of the country. Up until this point most thought of slavery as a necessary evil, and so it was tolerated with the expectation and aspiration for it to eventually die out (Stolyarov). Disagreements over slavery date back as far at the American Revolution. During the war Northerners were bothered by the fact that the white Southern slaveholding population was more concerned with protecting their slaves than fighting and defeating the British. Many, including commander-in-chief George Washington, were disturbed by the fact that Southern slave owners were showing desperation and weakness to the enemy in order to retrieve their â€Å"involuntary work force from the clutches of the departing British soldiers† (Dudley 18). The disapproval of African American servitude and the desire to end slavery led to the formation of a movement called Abolisionism. The movement was made up of anti-slavery activists, who were key in â€Å"leading the momentous struggle against slavery, informing it, [and] inspiring it† (Aptheker xi). The abolitionists were the main force behind the eventual emancipation of slaves and were responsible almost every action and event leading up to it. Abolition was also backed by some of the great leaders of the American Revolution, including President Jefferson and author Thomas Paine. Other leaders such as future Presidents George Washington and John Adams also expressed their aversion to the insistution of slavery (1). Abolitionists†¦agreed that the movement to emancipate the slaves, immediately and without compensation to the masters, was a revolutionary one† (15). Abolitionists felt very strongly about this issue and had several reasons for fighting for the emancipation of slavery. They were prepared and willing to go to great lengths to do what they felt was in the best interest of the future of the country they had so recently worked hard for and fought relentlessly to gain as their own. White Southern plantation owners were not the inventors of slavery. The use of human beings as an unwilling labor source had existed all over the world for thousands of years before the Southern United States even existed and was able utilize the practice. At that point in history, life without slavery was almost unimaginable to many communities and regions, including the Southern states of the U. S. (Higgs). Since even before the creation of the United States, when these areas were nothing more than British colonies, people living in the lower part of the country found the use of slaves to be invaluble. While today’s knowledge and morals make it seem nearly impossible that there are any legitimate justifications for the slavery that took place in the United States, it is vital to keep in mind the culture and values of the location and period in history in which it took place. Pro-slavery supporters had valid reasons for why they fought to keep slavery in the South. An inevitable and reccurring theme in most prominent historical events, financial and economic concerns contributed the Abolitionist’s crusade to end slavery. By 1860, economic liberals†¦linked†¦progress with the concept of free labor in a competative society† (Stampp 19). Many Northerners believed that the nation could not progress or develop economically if half of the country was still heavily involved with and economically dependent on such an archaic, primitive practice. Aside from this fear that slavery was holding the country back from reaching its economic potential, there really was no significant profit or benefit to be gained by the North if slavery was ended. However, the industrious Northerners were making miniscule amounts of money from slavery compared to the huge profits made by the slaveholding Southerners, so while economics was not a majorly significant reason for the average Northerner to actively fight against slavery, the lack of financial prosperity they were obtaining from it examined in cotrast with the tremendous revenue of the Southern slaveholders gave them no reason to support it. The prosperity of the southern economy was by far the most significant as well as understandable pro-slavery argument. The financial profit of the South was dependent on cotton, and the demand for cotton from outside the South, which was high for much of the 1800’s. Slavery was an essential part to this because slave labor accounted for ninety percent of all southern cotton production. The trade of slaves themselves from the upper south to lower also contributed substantially to the economy, as the price of slaves continued to rise through the early 1800’s. In an excerpt from Slavery in the Light of Social Ethics, Chancelor Harper divulged the Southern fear of not being able to produce adequate crops to sustain the agriculturally dependent economy without slave labor; â€Å"The first and most obvious effect [of emancipation], would be to put an end to the cultivation of our great Southern staple†¦I need hardly say that these staples cannot be produced to any extent where the proprietor of the soil cultivates it with his own hands† (Elliott 617). Without slave labor, Southerners were certain their economy would crumble. There was no possible way for the landowners to singlehandedly work their own farms, and hiring farm hands would ultimately result in less profits for the landowner. Southerners realized this and it was a major reason they so desperately wanted to keep slavery legal. â€Å"There was no country, in the most ancient times of its history, in which the people had made any considerable advances in industry or refinement, in which slavery had not been previously and long established, and in general use† (McKitrick 69-70). Southerners thouroughly believed that slavery was essential to their financial wellbeing and the overall success of the southern economy. Social and moral beliefs were a major part of the Abolitionist’s desire to end slavery. Religion played a big role in this. Many Abolitionists thought that all humans were created equal in the eyes of the Lord, and therefore African Americans were not racially inferior to whites. The cruelty and injustice towards slavery was another reason northern Abolitionists called for emancipation. The majority of slave masters treated their slaves brutally, often beating them to near-death. Anti-slavery supporters were bothered by the fact that slaves were stripped of natural and inalianable rights including the right to choose a religion and the right to own property. Abolitionists generally believed that no man could have ownership of another man, so they strongly disapproved of the southern slave owner’s concept of reducing African Americans to mere property (Garcia). Slavery was a socially accpeted practice in the South, as well as a valuble part of the culture. It therefore became a notable pro-slavery argument. While a small minority of Southerners actually owned slaves, all southern farmers aspired to. In the South, owning slaves gained the master influence and power. Slave ownership was a necessary precondition to move upward socially in the South. â€Å"Slavery has existed from as early time as historical records furnish any information of the social and political condition of mankind†¦Ã¢â‚¬  (McKitrick 69). Southern slave owners, therefore, were not creating a new system of labor, and did not view slavery as barabric or sadistic. It was not the production or brainchild of a single sadistic and money-hungary Southerner. Slavery had long been an axiomatic part of society and humanity globally, and because of the fortune and prosperity it brought, its morality and existance generally went unquestioned and undisputed in the South. It was a shared belief that slavery was a natural function of life. Southerners believed in a variation of â€Å"Social Darwinism,† where the â€Å"weak†, the blacks, were naturally inferior to the â€Å"strong† superior white man. According to this theory, white enslavement of blacks was justified because the weak are characteristically prone to domination by those who are above them in some way. Since it was common practice to ban African Americans from any education and having or voicing any ideas or opinions, it was undeniable that whites had superior skills and intellectual abilities. President Abraham Lincoln presented this opinion in one of his infamous debates with Senator Stephen Douglas, â€Å"[T]here is a physical difference between the white and black races which I believe will forever forbid the two races living together on terms of social and political equality. And†¦there must be the position of superior and inferior, and I as much as any other man am in favor of having the superior position assigned to the white race† (Higgs). Another prevailing pro-slavery argument was that Southerners felt blacks were not capable of caring for and supporting themselves. Southerner slaveholders held that, â€Å"it would be cruel to set free people who would then, at best, fall into destitution and suffering† (Higgs). This belief led slave owners to claim they had a paternalistic attitude toward slavery, and referred to it as a â€Å"caring institution. The white southern land owners considered themselves as â€Å"benevolent guardians of an inferior race. † They also felt that this reasoning was justified by the Bible because it stresses the authority of the patriarch, which is the role slave masters assumed. They believed slavery was an Institution ordained by God, and â€Å"part of God’s plan to Christianize an inferior race. † The end of slavery would greatly impact and significantly alter the social aspects of southern society, making it a valid pro-slavery argument. Political issues were a huge aspect of slavery and were vital to emancipation. While economic and social beliefs influence behavior, politics lead to laws, which enforce behavior. Because these laws and policies affected the nation as a whole, it is logical to directly compare the North and South’s political opinions on slavery. The main issue was if the new Western states would be slave-allowing or free. The North and South argued about this because it determined who had the majority in the Senate. Several compromises were made to settle the conflicts. In 1820, Kentucky Senator Henry Clay created the Missouri Compromise, which divided the territory between slave and free. Thirty years later Clay again settled a similar dissension with the Compromise of 1850 in which most of the disputed territory, including California, was admitted to the country as Free states. To appease the pro-slavery South, the Compromise included a policy known as the Fugitive Slave Act. This Act made stricter laws concerning run-away slaves (Compromise). The pro-slavery South and Abolitionist North had credible reasons for valuing political power as a way to carry out their ideals and goals. In the pre Civil War era the North and South’s aspirations and ideals for the future of slavery conflicted because of economic, social, and political reasons. Ultimately, the Abolition Movement of the North prevailed and after a brutal Civil War between the Union and Confederacy, President Lincoln’s Emancipation Proclamation put an official end to slavery. For the South this meant a period of reconstruction as well as significant and unwelcome changes to their economy, society, and politics; but for the United States as a whole it meant a new found unity and the ability to progress and develop into the global power it is today.

Disagreeing on Slavery Essays

Disagreeing on Slavery Essays Disagreeing on Slavery Essay Disagreeing on Slavery Essay The Declaration of Independence clearly and famously states, â€Å"All men are created equal† and have the right to life, liberty and the pursuit of happiness. In the early years of the United States, however, this affirmation of basic rights did not extend and apply to all. African Americans, who were at the time viewed simply as property rather than as human beings, had these rights completely deprived of them by being kept in slavery on southern farms and plantations. Slaves on these plantations did various work and tasks but mostly harsh manual labor farming in the fields for their masters. Slavery had been an established institution in the country since colonial times and while there had always been several opinions on the issue, it had been basically accepted or at least acknowledged as part of the Nation’s culture and framework. Eventually the opposing views became more defined and ultimately split into the Anti-Slavery North and the Pro-Slavery South. Both perspectives had legitimate reasons to back up their different views and ideas about how to handle slavery as the country grew and matured. In the years leading up to the Civil War, the opinions of the North and South on the future of the existence of slavery differed because of economic, social, and political reasons. By the mid 1800’s Northerners commonly agreed on the belief that the complete abolition of slavery was imperative to the future success of the country. Up until this point most thought of slavery as a necessary evil, and so it was tolerated with the expectation and aspiration for it to eventually die out (Stolyarov). Disagreements over slavery date back as far at the American Revolution. During the war Northerners were bothered by the fact that the white Southern slaveholding population was more concerned with protecting their slaves than fighting and defeating the British. Many, including commander-in-chief George Washington, were disturbed by the fact that Southern slave owners were showing desperation and weakness to the enemy in order to retrieve their â€Å"involuntary work force from the clutches of the departing British soldiers† (Dudley 18). The disapproval of African American servitude and the desire to end slavery led to the formation of a movement called Abolisionism. The movement was made up of anti-slavery activists, who were key in â€Å"leading the momentous struggle against slavery, informing it, [and] inspiring it† (Aptheker xi). The abolitionists were the main force behind the eventual emancipation of slaves and were responsible almost every action and event leading up to it. Abolition was also backed by some of the great leaders of the American Revolution, including President Jefferson and author Thomas Paine. Other leaders such as future Presidents George Washington and John Adams also expressed their aversion to the insistution of slavery (1). Abolitionists†¦agreed that the movement to emancipate the slaves, immediately and without compensation to the masters, was a revolutionary one† (15). Abolitionists felt very strongly about this issue and had several reasons for fighting for the emancipation of slavery. They were prepared and willing to go to great lengths to do what they felt was in the best interest of the future of the country they had so recently worked hard for and fought relentlessly to gain as their own. White Southern plantation owners were not the inventors of slavery. The use of human beings as an unwilling labor source had existed all over the world for thousands of years before the Southern United States even existed and was able utilize the practice. At that point in history, life without slavery was almost unimaginable to many communities and regions, including the Southern states of the U. S. (Higgs). Since even before the creation of the United States, when these areas were nothing more than British colonies, people living in the lower part of the country found the use of slaves to be invaluble. While today’s knowledge and morals make it seem nearly impossible that there are any legitimate justifications for the slavery that took place in the United States, it is vital to keep in mind the culture and values of the location and period in history in which it took place. Pro-slavery supporters had valid reasons for why they fought to keep slavery in the South. An inevitable and reccurring theme in most prominent historical events, financial and economic concerns contributed the Abolitionist’s crusade to end slavery. By 1860, economic liberals†¦linked†¦progress with the concept of free labor in a competative society† (Stampp 19). Many Northerners believed that the nation could not progress or develop economically if half of the country was still heavily involved with and economically dependent on such an archaic, primitive practice. Aside from this fear that slavery was holding the country back from reaching its economic potential, there really was no significant profit or benefit to be gained by the North if slavery was ended. However, the industrious Northerners were making miniscule amounts of money from slavery compared to the huge profits made by the slaveholding Southerners, so while economics was not a majorly significant reason for the average Northerner to actively fight against slavery, the lack of financial prosperity they were obtaining from it examined in cotrast with the tremendous revenue of the Southern slaveholders gave them no reason to support it. The prosperity of the southern economy was by far the most significant as well as understandable pro-slavery argument. The financial profit of the South was dependent on cotton, and the demand for cotton from outside the South, which was high for much of the 1800’s. Slavery was an essential part to this because slave labor accounted for ninety percent of all southern cotton production. The trade of slaves themselves from the upper south to lower also contributed substantially to the economy, as the price of slaves continued to rise through the early 1800’s. In an excerpt from Slavery in the Light of Social Ethics, Chancelor Harper divulged the Southern fear of not being able to produce adequate crops to sustain the agriculturally dependent economy without slave labor; â€Å"The first and most obvious effect [of emancipation], would be to put an end to the cultivation of our great Southern staple†¦I need hardly say that these staples cannot be produced to any extent where the proprietor of the soil cultivates it with his own hands† (Elliott 617). Without slave labor, Southerners were certain their economy would crumble. There was no possible way for the landowners to singlehandedly work their own farms, and hiring farm hands would ultimately result in less profits for the landowner. Southerners realized this and it was a major reason they so desperately wanted to keep slavery legal. â€Å"There was no country, in the most ancient times of its history, in which the people had made any considerable advances in industry or refinement, in which slavery had not been previously and long established, and in general use† (McKitrick 69-70). Southerners thouroughly believed that slavery was essential to their financial wellbeing and the overall success of the southern economy. Social and moral beliefs were a major part of the Abolitionist’s desire to end slavery. Religion played a big role in this. Many Abolitionists thought that all humans were created equal in the eyes of the Lord, and therefore African Americans were not racially inferior to whites. The cruelty and injustice towards slavery was another reason northern Abolitionists called for emancipation. The majority of slave masters treated their slaves brutally, often beating them to near-death. Anti-slavery supporters were bothered by the fact that slaves were stripped of natural and inalianable rights including the right to choose a religion and the right to own property. Abolitionists generally believed that no man could have ownership of another man, so they strongly disapproved of the southern slave owner’s concept of reducing African Americans to mere property (Garcia). Slavery was a socially accpeted practice in the South, as well as a valuble part of the culture. It therefore became a notable pro-slavery argument. While a small minority of Southerners actually owned slaves, all southern farmers aspired to. In the South, owning slaves gained the master influence and power. Slave ownership was a necessary precondition to move upward socially in the South. â€Å"Slavery has existed from as early time as historical records furnish any information of the social and political condition of mankind†¦Ã¢â‚¬  (McKitrick 69). Southern slave owners, therefore, were not creating a new system of labor, and did not view slavery as barabric or sadistic. It was not the production or brainchild of a single sadistic and money-hungary Southerner. Slavery had long been an axiomatic part of society and humanity globally, and because of the fortune and prosperity it brought, its morality and existance generally went unquestioned and undisputed in the South. It was a shared belief that slavery was a natural function of life. Southerners believed in a variation of â€Å"Social Darwinism,† where the â€Å"weak†, the blacks, were naturally inferior to the â€Å"strong† superior white man. According to this theory, white enslavement of blacks was justified because the weak are characteristically prone to domination by those who are above them in some way. Since it was common practice to ban African Americans from any education and having or voicing any ideas or opinions, it was undeniable that whites had superior skills and intellectual abilities. President Abraham Lincoln presented this opinion in one of his infamous debates with Senator Stephen Douglas, â€Å"[T]here is a physical difference between the white and black races which I believe will forever forbid the two races living together on terms of social and political equality. And†¦there must be the position of superior and inferior, and I as much as any other man am in favor of having the superior position assigned to the white race† (Higgs). Another prevailing pro-slavery argument was that Southerners felt blacks were not capable of caring for and supporting themselves. Southerner slaveholders held that, â€Å"it would be cruel to set free people who would then, at best, fall into destitution and suffering† (Higgs). This belief led slave owners to claim they had a paternalistic attitude toward slavery, and referred to it as a â€Å"caring institution. The white southern land owners considered themselves as â€Å"benevolent guardians of an inferior race. † They also felt that this reasoning was justified by the Bible because it stresses the authority of the patriarch, which is the role slave masters assumed. They believed slavery was an Institution ordained by God, and â€Å"part of God’s plan to Christianize an inferior race. † The end of slavery would greatly impact and significantly alter the social aspects of southern society, making it a valid pro-slavery argument. Political issues were a huge aspect of slavery and were vital to emancipation. While economic and social beliefs influence behavior, politics lead to laws, which enforce behavior. Because these laws and policies affected the nation as a whole, it is logical to directly compare the North and South’s political opinions on slavery. The main issue was if the new Western states would be slave-allowing or free. The North and South argued about this because it determined who had the majority in the Senate. Several compromises were made to settle the conflicts. In 1820, Kentucky Senator Henry Clay created the Missouri Compromise, which divided the territory between slave and free. Thirty years later Clay again settled a similar dissension with the Compromise of 1850 in which most of the disputed territory, including California, was admitted to the country as Free states. To appease the pro-slavery South, the Compromise included a policy known as the Fugitive Slave Act. This Act made stricter laws concerning run-away slaves (Compromise). The pro-slavery South and Abolitionist North had credible reasons for valuing political power as a way to carry out their ideals and goals. In the pre Civil War era the North and South’s aspirations and ideals for the future of slavery conflicted because of economic, social, and political reasons. Ultimately, the Abolition Movement of the North prevailed and after a brutal Civil War between the Union and Confederacy, President Lincoln’s Emancipation Proclamation put an official end to slavery. For the South this meant a period of reconstruction as well as significant and unwelcome changes to their economy, society, and politics; but for the United States as a whole it meant a new found unity and the ability to progress and develop into the global power it is today.

This is the Best Way To End An Email to Get the Highest Response Rate

This is the Best Way To End An Email to Get the Highest Response Rate You spend all this time drafting the perfect email and then you stall out as soon as you get to the sign-off. What are you supposed to say? You don’t want to sound too formal or too casual, and thus ruin the whole tone of the email. â€Å"Cheers† seems too flip, or too British. â€Å"Sincerely† sounds†¦ well, anything but. â€Å"Best† feels just bland and boring. And all the possible versions of â€Å"best† are overwhelming in and of themselves: â€Å"all best,† â€Å"all the best,† â€Å"all my best,† â€Å"all best wishes†Ã¢â‚¬ ¦ it’s enough to drive you mad. All the same, you can’t go without a sign-off, particularly if you’ve opened the email with a salutation. Avoid the minefield by not letting yourself get overly familiar. Stay away from â€Å"xo† and â€Å"love† (obviously) in a professional setting. â€Å"Warmly†/†fondly† fall into the â€Å"best† t rap, while being borderline creepy. â€Å"Yours† and â€Å"yours truly,† or anything else with an adjective after â€Å"yours,† sound both fake and formal.Then there are things like â€Å"take care† (this makes you sound dismissive) and things in the bland â€Å"regards† family (too much like â€Å"warmly†). You could try â€Å"looking forward to hearing from you,† but that’s a little presumptuous. Or â€Å"speak soon† (but only if you plan to).In truth, the best ways to end an email, which have been proven to increase your rate of response by up to 65%, are sign-offs that include the word â€Å"thanks.†So next time you’re stuck, try any variation on these farewells:â€Å"Thanks in advance†Ã¢â‚¬Å"Thanks†Ã¢â‚¬Å"Thank you†If you’re really stuck and can’t make â€Å"thanks† work, then variations on â€Å"best† or even the pretentiously European â€Å"cheers† will do in a pinch- and still might get you the response you need. But if you can, sign off with gratitude and get results.

Qs need to be answers Assignment Example | Topics and Well Written Essays - 1750 words

Qs need to be answers - Assignment Example The parents, with their experience and knowledge, will mostly make sound and good judgments about their children’s diet. However, I also believe that Ellen Satter should have urged Michelle Obama to help the impoverished families in obtaining the wherewithal and knowledge regarding healthy and balanced diets, and not just talk about the privileged or middle class families who have the capacity to include fruits and vegetables and other healthy, yet comparatively more expensive, food choices in their children’s diet. Q2. (a) I believe the concerns that have prompted organizations like â€Å"Concerned Children’s Advertisers† are very legitimate and real. We live in a society where most of the children are constantly bombarded by advertisements in various media; whether it is television programming, magazines for children or websites, children are always surrounded by various advertisements. It is our role, as a society, to make sure that our children have the knowledge and information to deal with these advertisements. If the children are not media literate, then a lot of the advertisements they see are taken by them at face value, and, consequently, as their minds are young and naà ¯ve, be influenced greatly by them. It is not enough to lay the blame on the advertisers, and it is naà ¯ve to expect them to change their policies regarding their advertisements that are aimed at children specifically. In consequence, it is actually very wise and prudent to take up the cause of educat ing the children, so that they themselves can discern the various nuances of the advertisement and make informed choices based on them. (b) After reading Advertising and Obesity: A Behavioral Perspective, I cannot help but agree with the assertion that it is not advertising alone that is to be blamed for obesity. Not only can advertising have minimal to no

Abstract Essay Example | Topics and Well Written Essays - 250 words - 26

Abstract - Essay Example In this study the researcher wanted to identify which markets have a higher predictability of the time series. The researcher even wanted to identify the relationship between the returns of Indian stock market and the R/S ratio. To conduct the study the author obtained the closing stock rates if different indices that were being trades on India’s stock exchange and this data comprises of data obtained from year 2000 to 2010. The researcher identified that all the stock indices that were employed in the study were close to 0.5 Hurst exponents who shows that the returns from the stock exchange are completely random and the market is quite efficient. The researcher even identified that when the values of R/S ratio were elevated, the returns were even increased and when the R/S ratio was low, the returns were even low. The researcher concludes that the R/S ratio can be used making trading decisions and while analyzing a particular trend in the stock

Teaching and Learning Strategies

Teaching and Learning Strategies Introduction to the Students and Teaching Environment. I am currently a Lecturer in the Communications Electronics Technical Block (CETB) at Royal Air Force (RAF) Cosford, The No1 School of Technical Training. I am teaching new entry students AC (Air Crafts man),course number 1932 and SAC (Senior Air Crafts man) course numbers 1946 and 1951. The students age range is 17 30 years. I am responsible for delivering training in the subject areas Micro Electronics, Digital Electronics and Information Technology. The courses range from 90 to 130 hours. SACs 194616 hours Information technology and 115 hours Computer technology for the. ACs 1932.16 hours Information technology and 74 hours Micro Electronics for the The students who come to RAF Cosford are not typical of those who would go to a college of further education. They are sent by the RAF for either initial or further training in their specialisation. The learning environment The room layouts do vary however the majority of rooms are set out in a traditional manor. (see plan) The labs are arranged differently with the students desks arranged around the walls. E.g.(Room F008) The class rooms have a roller White board, P.C. and T.V. monitor, some class rooms have windows to the outside but not all. Lighting is via fluorescent tubes and heating is via radiators. The learning environment cont. The laboratorys have a White board, P.C. and LCD projector. Most have opening windows. Lighting is via fluorescent tubes and heating is via radiators. The desk is set out with a PC and Digiac workstation, a 6502 and 80286i microprocessor boards, in addition there are a collection of supporting boards. Teaching Styles and Learning Strategies. Teacher Talk A large part of the course is via teacher talk, this allows for large chunks of information to be covered in a much shorter space of time. The reason this method is chosen is due to the shear pace at which the course has to be delivered. The course is equivalent to a BTec Electronics course, taking approximately two years at a college of further education, however the RAF students have to cover nearly the same amount of material in just six months. Teacher talk is not the best method of imparting information to students as they can very quickly lose interest and it is difficult to assess how much information the students have taken in. To alleviate this situation the teacher talk is broken up with questioning secessions. The questioning secessions help the teacher to assess if the students have understood if learning has taken place, this also gives the students an opportunity to play an active role in the learning process. These methods promote individual involvement, encouragement, reward and a sense of achievement to students of all abilities The questions are directed by the teacher, nominating a student to answer, this is known as; â€Å"Pose Pause Pounce† this technique is used throughout RAFs training and is one of the main tools used to promote learning. The teacher talk is also begun with a recap of the previous session, sometimes the recap will be at the end of the lesson. This re affirms the students understood. The level of knowledge can be assessed, allowing the teacher to continue knowing that the students understand. Reading The students are given course notes in a printed form showing both pictures and diagrams as well as explanations. These notes form the back bone of the course material. They contain the Aims and Objectives for that section of the course, Information relevant to the course and a summary of the books main points. The book can be used as a reference to during the teacher talk. It can be used to illustrate a point, show other examples and reduce the amount of complex diagrams that need to be drawn on the white board. In addition the book has a separate set of questions which the students are encourage to read. When they have read the book they can answer the questions, this promotes further reading. If they do not understand or cannot answer the questions then this should promote them to ask the teacher for further explanation. The questions are designed to reinforce the theory taught in class and promote greater understanding of the subject. Practice by Doing. The first thirty hours or so of the course are mainly teacher talk, reading and working though examples on the white board, however once the under lying terminology and theories have been taught the emphasis of the learning style changes dramatically. The location of the teaching now moves to the laboratory where the students are given a brief introduction to an exercise, they then work through the exercise at their own pace and in their own way using their knowledge. The students follow the exercise answering questions as they go. The questions are designed to point the students in the write direction, if however they are unable to proceed, the teacher is close at hand to guided them, this is achieved by question the student and trying to get them to identify the solution for themselves. If the teacher identifies that the class as a whole do not understand then they can bring the class back together to solve the problem. The teacher may need to give further guidance to the students to allow them to complete the exercise. This process is learning by doing and in completing the exercise the student will hopefully be able to relate this experience to the theory section of the course thus underpinning their theoretical knowledge with practical experience. Demonstration This method of teaching can be used during the theory stage. The teacher could show real components to allow the students to become more familiar with them, seeing what they look like or by working through examples of how to perform a specific task. Demonstration can also be effectively used during the exercise phase of the course. This is very useful when trying to impart complex information to the students. An example might be when an exercise requires additional circuit boards to be used or components that have not yet been used. In these situations a demonstration of the exercise can be given by the teacher. This will allow the teacher to identify any areas of special interest and point out any areas that the students might otherwise miss or perhaps not think about. In addition it is by far the best way for the teacher to show how things are to be accomplished. i.e. showing how to connect up a system, what parts are required etc. The demonstration also allows the students to question the teacher about parts of the exercise they do not understand. The student can say â€Å"so you mean this >>>>> † ; the teacher can then be sure that the students fully understand what is required. Visual Visual methods of teaching are available, though the preferred method is power point which the students despise and therefore is not used frequently by myself. However it can be a very useful tool for explaining difficult subject material, particularly when the diagram requires motion i.e. information been transferred around a computer system. This would be very difficult to illustrate on the white board as the teacher would need to continually re draw the diagram to show the movement, however using power point allows animation of the drawing which the students can see, thus reinforcing the idea. It can also be re run to allow the students to follow the process until they are confident that they understand. Questioning can be used to check the understanding. The teacher can run the PowerPoint and ask the students to tell him what is happening and why. Alternative Methods of Teaching and Learning Strategies. Discussion This method is not very appropriate as the subject is technical and requires some under pinning knowledge. Opinions are not normally expressed as the material is factual. However this method could be used at the end of an exercise or at the end of the course. Infact the course does use this method is used to evaluate the feelings of the students and considers any recommendations that they may make as a class. However the course must run in a clearly define way as laid down by the sponsor he Ministry of Defence.(MOD RAF) Teaching others Teaching others is not generally used as the students would be required to fully understand the subject before they could teach someone else. As it is most likely the first time they have seen this subject material it would be difficult for them the explain it to a colleague. Although a similar technique is used by the teacher when they ask the student to explain how something works, this method of telling the teacher shows that the student understands fully, also any omissions or errors can be corrected by the teacher. Choice of methods Teacher talk The main reason for using this technique is to cover a large amount of theory over a very short time, a lot of information must be imparted very quickly. This method does not have a good retention rate approximately 5% however when coupled with questioning technique, and a recap of the subject at the end or prior to the starting the next section, it improves the retention as well as checking the students understanding. Reading As with Teacher Talk the students are expected to cover a large quantity of information very quickly. However this method has a poor retention rate approximately 10%, but when coupled with questions for each book it reinforces the knowledge, this can then be checked during a class session. This method is used due to the short time available, students are expected to read the material they cover in class as part of their learning process. This is done during there own time i.e. out of class hours. The questions should identify to the student whether or not they understand, thus prompting them to request addition information or clarification from the teacher at the beginning of the next lesson. Practice by doing This method is much better with approximately 75% retention rate. It is used due to the practical nature of the job (hands on). However it can only be used after the under pinning knowledge has been taught and understood. The students can apply the knowledge they have learnt to the practical exercise. The other reason for using this method is due to the nature of the subject. Example It is impossible to show the students the internal workings of a micro processor , therefore the operation is illustrated by performing tasks with the micro processor to prove that it functions in a particular way. The students have to relate this to the theorectial phase of the course, in doing so they should fully understand the operation of the Micro Processor. Demonstration This method has a reasonable retention rate around 30%. It is used to show the more complex aspects of the course, â€Å"a picture paints a thousand words†. The teacher can use this method to impart complex instructions to the students, the students can ask the teacher questions confirming their understanding, checking and correcting as they go. Visual This method has a retention rate of around 20%. This method is tied up with demonstration as the students will be watching the teacher perform a task. Learning how to perform the task requires knowledge, understanding and the skills to complete that task. The visual method is instant feed back to the student, they can see how a task is accomplished. This is an important method of teaching as their job will involve watching someone perform a task and them doing the task for themselves to the required standard. Summary The various methods of teaching are effective, the reason for this assumption is that the majority of students go on to the next phase of their training, and eventually into a post within the RAF. In addition I have spoken to students that I have taught who have remarked on the course and its content, most all of them say it was a very good grounding for their trade training.