This document discusses the history of slavery in Africa and the development of the transatlantic slave trade. It describes how slavery existed in many parts of Africa prior to European arrival, often as a result of warfare. It then outlines the three stages of the European slave trade between Africa and the Americas from the 15th to 19th centuries. Stage one involved the Portuguese beginning to export slaves from West Africa. Stage two saw massive growth in the slave trade as European demand increased due to the rise of plantation economies in the Americas. Millions of African slaves were transported during this period. Stage three included the abolition of the slave trade in the early 1800s due to growing opposition in places like Britain.
gRPC is a modern high performance RPC (Remote Procedure Call) framework that can run in any environment. gRPC is based on HTTP/2, Protocol Buffers and other modern standard-based technologies. Together with excellent tooling, it helps you create high throughput, low latency, real-time services.
gRPC is a modern high performance RPC (Remote Procedure Call) framework that can run in any environment. gRPC is based on HTTP/2, Protocol Buffers and other modern standard-based technologies. Together with excellent tooling, it helps you create high throughput, low latency, real-time services.
The Speedinvest x Marketplace Scorecard - Pirate Summit Cologne 2019Mathias Ockenfels
Sharing the winning marketplace formula for early stage marketplace- & platform-businesses enabled by strong network effects as presented on June 27th 2019 at Pirate Summit in Cologne. For more see: www.marketplace-scorecard.com
The Speedinvest x Marketplace Scorecard - Pirate Summit Cologne 2019Mathias Ockenfels
Sharing the winning marketplace formula for early stage marketplace- & platform-businesses enabled by strong network effects as presented on June 27th 2019 at Pirate Summit in Cologne. For more see: www.marketplace-scorecard.com
Lecture on the British empire in Africa before and after the Scramble for Africa, obstacles ot African colonization, and British motivations and strategy. It also covers the expriences of Livingstone, and Stanley.
C H A P T E R 4The European Organizationof the Slave T.docxclairbycraft
C H A P T E R 4
The European Organization
of the Slave Trade
The Atlantic slave trade was one of the most complex economic enter-
prises known to the preindustrial world. It was the largest transoceanic
migration in history up to that time; it promoted the transportation
of people and goods among three different continents; it involved an
annual fleet of several hundred ships; and it absorbed a large amount
of European capital invested in international commerce. The trade was
closely associated with the development of commercial export agricul-
ture in America, and Asian trading with Europe. It involved complex
capital and credit arrangements in Europe, Africa, and America and
was carried on by a very large number of competing merchants in an
unusually free market. Finally, it was the largest movement of workers
to the Americas before the mid-nineteenth century.
How did this extraordinary trade develop in Europe? What mecha-
nisms were used to get this system into operation and what were the
relative roles of the state and of private capital? How was the trade
financed and what were the goods used to purchase the slaves? What
types of ships and crews were involved in the transport of these slaves
and how were they purchased in Africa and how were they sold in Amer-
ica? What were the profits generated by the trade and what was their
relative importance within the expanding European economy? These
are some of the issues I will deal with in this and the following chapter
on the African part of the trade.
Given the high entry costs to trading, and the initial lack of detailed
knowledge of the various African and American markets, the earliest
period of the slave trade was one in which the state played a major role.
Though slaves were shipped off the African coast by private European
traders from the 1440s onward as part of general exports of gold and
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EBSCO : eBook Collection (EBSCOhost) - printed on 2/16/2019 3:31 PM via EXCELSIOR COLLEGE
AN: 331300 ; Klein, Herbert S..; The Atlantic Slave Trade
Account: s4946256.main.ehost
76 THE ATLANTIC SLAVE TRADE
ivory, the organization of an intensive slave trade took several hundred
years to develop. Africa was a modest source of slaves for southern
Europe until the beginning of the sixteenth century, and it was only
the opening up of America to European colonization that slave trading
finally turned into a major economic activity.
Although the Portuguese were rich enough to allow private con-
tractors to develop some part of the early trade, both they and all the
Europeans who followed used heavy state control in the form of taxa-
tion, subsidization, or monopoly contracts to get the .
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
4. I. Slavery in Africa before European Arrival
A. Characteristics
1. Slavery in all parts of Africa
2. spoils of war
3. servants/laborers
4. lived w/owner
5. status symbol
5. I. Slavery in Africa before European Arrival
B. Early Export Slave Trade
1. Arab/Muslim slave trade to Middle East
2. well-developed routes & markets
3. N. & E. Africa
7. I. Slavery in Africa before European Arrival
C. Political Fragmentation
1. Lack of unity or large-scale power
What does this
mean for the
Europeans?
8. II. Stages in European/Atlantic Slave Trade
A. Stage 1: (Origin) 1441-1500
1. Portuguese 1st to export slaves (W. Africa)
2. domestic servitude in Europe
3. Africans have advantage in early trade
4. Gold & ivory still main exports
10. B. Stage 2: (Expansion/Peak) 1500-1770s
1. European demand increases
a. Amerindians = ineffective labor source
- low #s
- increasing rights (Cath. Priests)
b. Growth of plantation economy
c. Price of slaves increases
13. 2. Africans promote increases
a. Civil wars =
- demand for guns
- more captives
- loss of African trade advantage
Why?
14. 3. African slave-trading kingdoms
a. Most powerful = Congo & Asante
b. Empowered by European trading posts
- cycle of guns for slaves
What was the cycle of growing power for the Asante and Congo kingdoms?
16. 4. Results
a. 10 mill. slaves exported; mainly from W. Africa
b. Slave exports far surpassed gold & ivory
c. 90% went to Caribbean & Brazil
d. New Imports – corn + potatoes; offset pop. loss
17.
18. Slave Trade 1521-1773
Destination Number of slaves
Brazil 3,646,800
British West Indies 1,665,000
French West Indies 1,600,200
Spanish America 1,552,000 (702,000 to Cuba alone)
Dutch West Indies 500,000
North America 399,000
Danish West Indies 28,000
Total 9,391,000
http://abolition.nypl.org/maps/
19. 4. Results
e. Maroon Societies (escaped slaves) emerged
throughout Americas.
- communities formed in isolated regions
- developed unique cultures (see reading)
22. C. Stage 3: (Decline) 1800s
1. Age of Enlightenment (1750s-1800)
a. Concepts of human rights & freedoms
23. C. Stage 3: (Decline) 1800s
2. Role of Great Britain
a. Led abolition movement
b. Slave trade outlawed- early 1800s
British navy firing on slave ship
24. C. Stage 3: (Decline) 1800s
3. Industrial Age
- reduced need for slave labor
- paid labor better than free
What are some benefits to a
paid labor source?
25. This was a world of sailing ships, large ocean-going dhows, and smaller coasting vessels. The monsoon wind system still facilitated and constrained maritime
trade in the Indian Ocean basin, just as it had for two millennia. British and French commerce and naval power had displaced that of the Portuguese (who
remained in Goa, India however). After the Omanis expelled the Portuguese from Muscat in 1650, they helped the Swahili towns of East Africa in their struggle
to extricate themselves from the Portuguese yoke. For Arab and Indian traders, Portugal's decline was the return to older patterns of trade. In the western
Indian Ocean basin, these patterns favored Oman because Muscat was well-placed to dominate the Persian Gulf. Trade with India increased steadily, Omani
merchants prospered, and Oman emerged as a key player in the Indian Ocean trade. This created considerable anxiety among the system's European players,
and the British treaty with Oman in 1799 reflects this anxiety. The British, of course, wanted to protect their interests in India.
Mercantile rivalry between Britain and France, played out globally in the eighteenth century, and provides a larger context for relations among Europeans,
Indians, Arabs, and Africans in the Indian Ocean system. In the decades after 1760, France was losing out to Britain, specifically in India. The French then
turned their attention to the French East India Company's islands off the coast of Madagascar where they had developed sugar plantations in the 1740s with
slaves obtained from Madagascar. When these plantations, as well as the French plantations in the French West Indies, required more labor, the French went
looking for slaves on the East African coast.
When French traders came to Kilwa seeking slaves, they gave a major boost to Kilwa's slave export trade. The ruler of Oman wanted to tax this trade, so he
tried to exert more control over Kilwa. Also, Omani prosperity had generated a greater demand for slaves in Oman itself, where slaves worked on date
plantations, crewed ships, and served as domestics.
This expansion of maritime trade on the East Coast was centered on Kilwa from the 1770s to 1790s, but it initiated a process that came to full fruition in
Zanzibar in the first half of the nineteenth century. In the 1780s, Zanzibar was the only part of the East Coast loyal to Oman, but Omani traders recognized its
potential. Another critical enabling factor was the Industrial Revolution in the West. British textile mills were already producing cheap cloth for export to
overseas markets. European prosperity would soon create a desire for luxury goods that included an almost insatiable demand for ivory. Thus, several factors
that would shape eastern Africa's integration into the world economy during the nineteenth century were in place by the turn of the century.
The Omani-European Rivalry in the Indian Ocean: Competition over trade routes
1. How did Oman’s location benefit their Middle Eastern trade? And
more broadly, Indian Ocean trade?
1. Why were the Omanis so concerned with having a presence on the
Swahili coast?
2. Oman’s early influence increased with the weakening of which
European power?
3. Which Swahili state benefitted from the French slave trade?
4. Which island off the Swahili coast became the Omani economic
center?
5. Which European nation increased its power & influence in the Indian
Ocean during this period?
6. Which luxury item drove economic activity in East Africa?