Alexander Falconbridge, The African Slave Trade (1788).html
Alexander Falconbridge, The African Slave Trade (1788)
Alexander Falconbridge served as ship’s surgeon on slaving ships during the later half of the 18th century. During his voyages across the Atlantic, Falconbridge had occasion to observe the abhorrent treatment of the slaves at the hands of the crews. During one such voyage, Falconbridge wrote this account of the conditions on the ship, including his own views on the practice of slavery. This excerpt is from An Account of the Slave Trade on the Coast of Africa, published in 1788.
As soon as the wretched Africans, purchased at the fairs, fall into the hands of the black traders, they experience an earnest of those dreadful sufferings which they are doomed in future to undergo. And there is not the least room to doubt, but that even before they can reach the fairs, great numbers perish from cruel usage, want of food, travelling through inhospitable deserts, etc. They are brought from the places where they are purchased to Bonny, etc. in canoes; at the bottom of which they lie, having their hands tied with a kind of willow twigs, and a strict watch is kept over them. Their usage in other respects, during the time of passage, which generally lasts several days, is equally cruel. Their allowance of food is so scanty, that it is barely sufficient to support nature. They are, besides, much exposed to the violent rains which frequently fall here, being covered only with mats that afford but a slight defense; and as there is usually water at the bottom of the canoes, from their leaking, they are scarcely every dry.
Nor do these unhappying beings, after they become the property of the Europeans (from whom as a more civilized people, more humanity might naturally be expected), find their situation in the least amended. Their treatment is no less rigorous. The men Negroes, on being brought aboard the ship, are immediately fastened together, two and two, by handcuffs on their wrists, and irons riveted on their legs. They are then sent down between the decks, and placed in an apartment partitioned off for that purpose. The women likewise are placed in a separate room, on the same deck, but without being ironed. And an adjoining room, on the same deck is besides appointed for the boys. Thus are they placed in different apartments.
But at the same time, they are frequently stowed so close, as to admit of no other posture than lying on their sides. Neither will the height between decks, unless directly under the grating, permit them the indulgence of an erect posture; especially where there are platforms, which is generally the case. These platforms are a kind of shelf, about eight or nine feet in breadth, extending from the side of the ship towards the centre. They are placed nearly midway between the decks, at the distance of two or three feet from each deck. Upon these the Negroes are stowed in the same manner as they are on the deck underneath..
· OBSERVATION1. What type of document is this (Ex. Newspaper, t.docxLynellBull52
· OBSERVATION
1. What type of document is this? (Ex. Newspaper, telegram, map, letter, memorandum, congressional record)
2. For what audience was the document written?
EXPRESSION
1. What do you find interesting or important about this document?
1. Is there a particular phrase or section that you find particularly meaningful or surprising?
CONNECTION
1. What does this document tell you about life in America at the time it was written?
1.
An African Narrative by Olaudah Equiano (1791)
Chapter 3 Document:
An African Narrative by Olaudah Equiano (1791)
Please read this document and if you are assigned to do so, submit your answers to the questions on the Document Worksheet as determined by your instructor.
While there was land aplenty in America, the key to the American dream of prosperity was labor: one's own and others'. The primary labor group was the family, but added to those laborers tied by marriage and birth were those tied by wages ("free" laborers), contracts (indentured servants), and coercion (slaves). Although Indian and African slavery had been part of the colonization process in the Americas since the conquistadores, the importation and use of African slaves in the English mainland colonies did not commence in earnest until the late seventeenth century. The exploitation of enslaved Africans and their descendants then increased tremendously in the eighteenth century, especially in the southern colonies, although slaves were found in every colony.
First African and then European traders carried Olaudah Equiano (1745–1797), an Ibo of Nigeria, into the trap of trans-Atlantic slavery when he was a boy of eleven. Slavery as an institution was not new to Equiano; his father had slaves, but he found that the Euro-American concept of slavery was different from the African one. Equiano survived the passage from Africa to the colonies and was bought by a Virginia planter, and shortly thereafter, by an English naval officer. He served on warships during the Seven Years' War and then, as the property of a Quaker merchant, participated in the trade between the West Indies and the southern colonies. Equiano bought his freedom in 1766 and supported himself as a sailor. His life did not parallel the lives of most of those enslaved, for he learned to read and write and gained his own liberty. Greatly influenced by evangelical ministers who preached the equality of souls, he used his freedom and education to work for the abolition of slavery.
* * *
The first object which saluted my eyes when I arrived on the coast, was the sea, and a slave ship, which was then riding at anchor, and waiting for its cargo. These filled me with astonishment, which was soon converted into terror, when I was carried on board. I was immediately handled, and tossed up to see if I were sound, by some of the crew; and I was now persuaded that I had gotten into a world of bad spirits, and that they were going to kill me. Their complexions, too, differing so much fr.
Is It Not Enough that We Are Torn From Our Country and FrieTatianaMajor22
“Is It Not Enough that We Are Torn From Our Country
and Friends?”: Olaudah Equiano Describes the Horrors of
the Middle Passage, 1780s
In one of the largest forced migrations in human history, up to 12 million
Africans were sold as slaves to Europeans and shipped to the Americas. Most
slaves were seized inland and marched to coastal forts, where they were chained
below deck in ships for the journey across the Atlantic or “Middle Passage,”
under conditions designed to ship the largest number of people in the smallest
space possible. Olaudah Equiano had been kidnapped from his family when he
was 11 years old, carried off first to Barbados and then Virginia. After serving in
the British navy, he was sold to a Quaker merchant from whom he purchased his
freedom in 1766. His pioneering narrative of the journey from slavery to
freedom, a bestseller first published in London in 1789, builds upon the
traditions of spiritual narratives and travel literature to help create the slave
narrative genre.
The first object which saluted my eyes when I arrived on the coast, was the sea,
and a slave ship, which was then riding at anchor, and waiting for its cargo.
These filled me with astonishment, which was soon converted into terror, when I
was carried on board. I was immediately handled, and tossed up to see if I were
sound, by some of the crew; and I was now persuaded that I had gotten into a
world of bad spirits, and that they were going to kill me. Their complexions, too,
differing so much from ours, their long hair, and the language they spoke (which
was very different from any I had ever heard), united to confirm me in this
belief. Indeed, such were the horrors of my views and fears at the moment,
that, if ten thousand worlds had been my own, I would have freely parted with
them all to have exchanged my condition with that of the meanest slave in my
own country. When I looked round the ship too, and saw a large furnace of
copper boiling, and a multitude of black people of every description chained
together, every one of their countenances expressing dejection and sorrow, I no
longer doubted of my fate; and, quite overpowered with horror and anguish, I
fell motionless on the deck and fainted. When I recovered a little, I found some
black people about me, who I believed were some of those who had brought me
on board, and had been receiving their pay; they talked to me in order to cheer
me, but all in vain. I asked them if we were not to be eaten by those white men
with horrible looks, red faces, and long hair. They told me I was not, and one of
the crew brought me a small portion of spirituous liquor in a wine glass; but
being afraid of him, I would not take it out of his hand. One of the blacks
therefore took it from him and gave it to me, and I took a little down my palate,
which, instead of reviving me, as they thought it would, threw me into the
greatest consternation at the strange feeling it produced, having ne ...
the life of gustavus vassachapter 2The Atlantic Voyage The f.docxcdorothy
the life of gustavus vassa
chapter 2The Atlantic Voyage
The first object which saluted my eyes when I arrived on the coast, was the sea, and a slave ship, which was then riding at anchor, and waiting for its cargo. These filled me with astonishment, which was soon converted into terror, when I was carried on board. I was immediately handled, and tossed up to see if I were sound, by some of the crew; and I was now persuaded that I had gotten into a world of bad spirits, and that they were going to kill me. Their complexions, too, differing so much from ours, their long hair, and the language they spoke, (which was very different from any I had ever heard) united to confirm me in this belief. Indeed, such were the horrors of my views and fears at the moment, that, if ten thousand worlds had been my own, I would have freely parted with them all to have exchanged my condition with that of the meanest slave in my own country. When I looked round the ship too, and saw a large furnace of copper boiling, and a multitude of black people of every description chained together, every one of their countenances expressing dejection and sorrow, I no longer doubted of my fate; and, quite overpowered with horror and anguish, I fell motionless on the deck and fainted. When I recovered a little, I found some black people about me, who I believed were some of those who had brought me on board, and had been receiving their pay; they talked to me in order to cheer me, but all in vain. I asked them if we were not to be eaten by those white men with horrible looks, red faces, and long hair. They told me I was not: and one of the crew brought me a small portion of spirituous liquor in a wine glass, but, being afraid of him, I would not take it out of his hand. One of the blacks, therefore, took it from him and gave it to me, and I took a little down my palate, which, instead of reviving me, as they thought it would, throw me into the greatest consternation at the strange feeling it produced, having never tasted any such liquor before. Soon after this, the blacks who brought me on board went off, and left me abandoned to despair.
I now saw myself deprived of all chance of returning to my native country, or even the least glimpse of hope of gaining the shore, which I now considered as friendly; and I even wished for my former slavery in preference to my present situation, which was filled with horrors of every kind, still heightened by my ignorance of what I was to undergo. I was not long suffered to indulge my grief; I was soon put down under the decks, and there I received such a salutation in my nostrils as I had never experienced in my life: so that, with the loathsomeness of the stench, and crying together, I became so sick and low that I was not able to eat, nor had I the least desire to taste any thing. I now wished for the last friend, death, to relieve me; but soon, to my grief, two of the white men offered me eatables; and, on my refusing to eat, one of th.
· OBSERVATION1. What type of document is this (Ex. Newspaper, t.docxLynellBull52
· OBSERVATION
1. What type of document is this? (Ex. Newspaper, telegram, map, letter, memorandum, congressional record)
2. For what audience was the document written?
EXPRESSION
1. What do you find interesting or important about this document?
1. Is there a particular phrase or section that you find particularly meaningful or surprising?
CONNECTION
1. What does this document tell you about life in America at the time it was written?
1.
An African Narrative by Olaudah Equiano (1791)
Chapter 3 Document:
An African Narrative by Olaudah Equiano (1791)
Please read this document and if you are assigned to do so, submit your answers to the questions on the Document Worksheet as determined by your instructor.
While there was land aplenty in America, the key to the American dream of prosperity was labor: one's own and others'. The primary labor group was the family, but added to those laborers tied by marriage and birth were those tied by wages ("free" laborers), contracts (indentured servants), and coercion (slaves). Although Indian and African slavery had been part of the colonization process in the Americas since the conquistadores, the importation and use of African slaves in the English mainland colonies did not commence in earnest until the late seventeenth century. The exploitation of enslaved Africans and their descendants then increased tremendously in the eighteenth century, especially in the southern colonies, although slaves were found in every colony.
First African and then European traders carried Olaudah Equiano (1745–1797), an Ibo of Nigeria, into the trap of trans-Atlantic slavery when he was a boy of eleven. Slavery as an institution was not new to Equiano; his father had slaves, but he found that the Euro-American concept of slavery was different from the African one. Equiano survived the passage from Africa to the colonies and was bought by a Virginia planter, and shortly thereafter, by an English naval officer. He served on warships during the Seven Years' War and then, as the property of a Quaker merchant, participated in the trade between the West Indies and the southern colonies. Equiano bought his freedom in 1766 and supported himself as a sailor. His life did not parallel the lives of most of those enslaved, for he learned to read and write and gained his own liberty. Greatly influenced by evangelical ministers who preached the equality of souls, he used his freedom and education to work for the abolition of slavery.
* * *
The first object which saluted my eyes when I arrived on the coast, was the sea, and a slave ship, which was then riding at anchor, and waiting for its cargo. These filled me with astonishment, which was soon converted into terror, when I was carried on board. I was immediately handled, and tossed up to see if I were sound, by some of the crew; and I was now persuaded that I had gotten into a world of bad spirits, and that they were going to kill me. Their complexions, too, differing so much fr.
Is It Not Enough that We Are Torn From Our Country and FrieTatianaMajor22
“Is It Not Enough that We Are Torn From Our Country
and Friends?”: Olaudah Equiano Describes the Horrors of
the Middle Passage, 1780s
In one of the largest forced migrations in human history, up to 12 million
Africans were sold as slaves to Europeans and shipped to the Americas. Most
slaves were seized inland and marched to coastal forts, where they were chained
below deck in ships for the journey across the Atlantic or “Middle Passage,”
under conditions designed to ship the largest number of people in the smallest
space possible. Olaudah Equiano had been kidnapped from his family when he
was 11 years old, carried off first to Barbados and then Virginia. After serving in
the British navy, he was sold to a Quaker merchant from whom he purchased his
freedom in 1766. His pioneering narrative of the journey from slavery to
freedom, a bestseller first published in London in 1789, builds upon the
traditions of spiritual narratives and travel literature to help create the slave
narrative genre.
The first object which saluted my eyes when I arrived on the coast, was the sea,
and a slave ship, which was then riding at anchor, and waiting for its cargo.
These filled me with astonishment, which was soon converted into terror, when I
was carried on board. I was immediately handled, and tossed up to see if I were
sound, by some of the crew; and I was now persuaded that I had gotten into a
world of bad spirits, and that they were going to kill me. Their complexions, too,
differing so much from ours, their long hair, and the language they spoke (which
was very different from any I had ever heard), united to confirm me in this
belief. Indeed, such were the horrors of my views and fears at the moment,
that, if ten thousand worlds had been my own, I would have freely parted with
them all to have exchanged my condition with that of the meanest slave in my
own country. When I looked round the ship too, and saw a large furnace of
copper boiling, and a multitude of black people of every description chained
together, every one of their countenances expressing dejection and sorrow, I no
longer doubted of my fate; and, quite overpowered with horror and anguish, I
fell motionless on the deck and fainted. When I recovered a little, I found some
black people about me, who I believed were some of those who had brought me
on board, and had been receiving their pay; they talked to me in order to cheer
me, but all in vain. I asked them if we were not to be eaten by those white men
with horrible looks, red faces, and long hair. They told me I was not, and one of
the crew brought me a small portion of spirituous liquor in a wine glass; but
being afraid of him, I would not take it out of his hand. One of the blacks
therefore took it from him and gave it to me, and I took a little down my palate,
which, instead of reviving me, as they thought it would, threw me into the
greatest consternation at the strange feeling it produced, having ne ...
the life of gustavus vassachapter 2The Atlantic Voyage The f.docxcdorothy
the life of gustavus vassa
chapter 2The Atlantic Voyage
The first object which saluted my eyes when I arrived on the coast, was the sea, and a slave ship, which was then riding at anchor, and waiting for its cargo. These filled me with astonishment, which was soon converted into terror, when I was carried on board. I was immediately handled, and tossed up to see if I were sound, by some of the crew; and I was now persuaded that I had gotten into a world of bad spirits, and that they were going to kill me. Their complexions, too, differing so much from ours, their long hair, and the language they spoke, (which was very different from any I had ever heard) united to confirm me in this belief. Indeed, such were the horrors of my views and fears at the moment, that, if ten thousand worlds had been my own, I would have freely parted with them all to have exchanged my condition with that of the meanest slave in my own country. When I looked round the ship too, and saw a large furnace of copper boiling, and a multitude of black people of every description chained together, every one of their countenances expressing dejection and sorrow, I no longer doubted of my fate; and, quite overpowered with horror and anguish, I fell motionless on the deck and fainted. When I recovered a little, I found some black people about me, who I believed were some of those who had brought me on board, and had been receiving their pay; they talked to me in order to cheer me, but all in vain. I asked them if we were not to be eaten by those white men with horrible looks, red faces, and long hair. They told me I was not: and one of the crew brought me a small portion of spirituous liquor in a wine glass, but, being afraid of him, I would not take it out of his hand. One of the blacks, therefore, took it from him and gave it to me, and I took a little down my palate, which, instead of reviving me, as they thought it would, throw me into the greatest consternation at the strange feeling it produced, having never tasted any such liquor before. Soon after this, the blacks who brought me on board went off, and left me abandoned to despair.
I now saw myself deprived of all chance of returning to my native country, or even the least glimpse of hope of gaining the shore, which I now considered as friendly; and I even wished for my former slavery in preference to my present situation, which was filled with horrors of every kind, still heightened by my ignorance of what I was to undergo. I was not long suffered to indulge my grief; I was soon put down under the decks, and there I received such a salutation in my nostrils as I had never experienced in my life: so that, with the loathsomeness of the stench, and crying together, I became so sick and low that I was not able to eat, nor had I the least desire to taste any thing. I now wished for the last friend, death, to relieve me; but soon, to my grief, two of the white men offered me eatables; and, on my refusing to eat, one of th.
C o l u m b u s s D e s c r i p t i o n o f t h e D i s .docxjasoninnes20
C o l u m b u s ' s D e s c r i p t i o n o f t h e D i s c o v e r y o f A m e r i c a
( 1 4 9 2 )
The passage below is taken from a version of Columbus's journals edited by Bartolomeo de Las
Casas. As you read the passage, imagine the thrill of discovery that would have been experienced
by the sailors on board Columbus's ships. For them this was truly a venture into the unknown.
For many years Columbus's landing was judged to have been made on San Salvador (Watling
Island). A recent study retracing the voyage suggests that Columbus landed on the island of
Samana Cay, more than sixty miles to the southeast of San Salvador. Many scholars will not
agree with this new assertion, and the exact location of the island does not change the nature of
the reaction shown in this journal. If you wish to examine the new evidence, see the National
Geographic 170, no. 5 (November 1986): 566–605.
. . . the Admiral requested and admonished them to keep a sharp lookout at the castle of the bow,
and to look well for land, and said that he would give to him who first saw land a silk doublet,
besides the other rewards which the King and Queen had promised, namely and annual pension
of ten thousand maravedis to him who should see it first. Two hours after midnight, the land
appeared about two leagues off. They lowered all the sails, leaving only a storm square sail,
which is the mainsail without bonnets, and lay to until Friday when they reached a small island
of the Lucayos, called Guanahani by the natives. They soon saw people naked, and the Admiral
went on shore in the armed boat. . . . As soon as they had landed they saw trees of a brilliant
green abundance of water and fruits of various kinds. The Admiral called the two captains and
the rest who had come on shore . . . and he called them as witnesses to certify that he in the
presence of them all, was taking, as he in fact took possession of said island for the king and
Queen his masters, making the declarations that were required as they will be found more fully
in the attestations then taken down in writing. Soon after a large crowd of natives congregated
there. What follows are the Admiral's own words in his book on the first voyage and discovery
of these Indies.
"In order to win the friendship and affection of that people, and because I am convinced that
their conversion to our Holy Faith would be better promoted through love than through force; I
presented some of them with red caps and some strings of glass beads which they placed around
their necks, and with other trifles of insignificant worth that delighted them and by which we
have got a wonderful hold on their affections. They afterwards came to the boats of the vessels
swimming, bringing us parrots, cotton thread in balls, and spears, and many other things which
they bartered for others we gave them, as glass beads and little bells. . . . I saw but one very
young girl, all the rest being very young me ...
http://www.gloucestercounty-va.com The pirates who's who book. Know all the players. For those who aspire to live the life of a pirate. Who is your role model?
Pirate Sea Shanty's Vol. 1. Complete with history, tips, songs, sheet music and words. A true pirate's delight. Steal this copy for yer crew if ye dare. Billy Bones tried, but tis why he be known as bones these days. From the folks at GVLN, Gloucester, Virginia Links and News.
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Table of Contents
Phase 1: Educational and Employment History 2
Educational History and Goals (Include Certifications) 2
Employment History and Goals (Do NOT mention the name of the company you are writing about). 2
Phase 2: Telecommunications and Network Security Protocols implemented by your company (Fully describe 3 of the following components. Do NOT mention your company’s name, only the Industry) 2
Hosts and Nodes 2
IPv4 versus IPv6 2
Firewall 2
Virtual Private Network (VPN) 3
Proxy Servers 3
Network Address Translation (NAT) 3
Routers, Switches, and Bridges 3
The Domain Name System (DNS) 3
Intrusion Detection Systems and Intrusion Prevention Systems (IDS/IPS) 3
Network Access Control 3
Phase 3: As a Security Consultant and based on what you have learned in this course, how would you improve your company’s Telecommunications and Network Security Protocols? 3
Improvement 1 3
Improvement 2 3
Improvement 3 3
Bibliography 4
NOTE: To include a Word generated TOC select the References tab from the Ribbon, then Table of Contents. Select the format you wish. Remember, to use the built-in TOC you must use the MS Word “Styles” format from the Ribbon, specifically “Heading 1” for each phase heading, “Heading 2” for the phase sub-headings and “Normal” for the body.
Remember to update the TOC after adding any data to the body of the paper. To update the TOC simply click anywhere in the TOC, select Update Table, then select Update entire table and OK.
Please erase this note before you submit.Phase 1: Educational and Employment HistoryEducational History and Goals (Include Certifications)
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Please erase this note before you submit.Employment History and Goals (Do NOT mention the name of the company you are writing about).
Type Your Data Here. Type Your Data Here. Type Your Data Here. Type Your Data Here. Type Your Data Here.Phase 2: Telecommunications and Network Security Protocols implemented by your company (Fully describe 3 of the following components. Do NOT mention your company’s name, only the Industry)Hosts and Nodes
Type Your Data Here. Type Your Data Here. Type Your Da.
Your namePresenter’s name(s) DateTITILE Motivatio.docxnettletondevon
Your name:
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LETTERS
nature materials | VOL 3 | APRIL 2004 | www.nature.com/naturematerials 249
T issue engineering aims to replace, repair or regeneratetissue/organ function, by delivering signalling molecules andcells on a three-dimensional (3D) biomaterials scaffold that
supports cell infiltration and tissue organization1,2. To control cell
behaviour and ultimately induce structural and functional tissue
formation on surfaces, planar substrates have been patterned with
adhesion signals that mimic the spatial cues to guide cell attachment
and function3–5. The objective of this study is to create biochemical
channels in 3D hydrogel matrices for guided axonal growth. An agarose
hydrogel modified with a cysteine compound containing a sulphydryl
protecting group provides a photolabile substrate that can be
patterned with biochemical cues. In this transparent hydrogel we
immobilized the adhesive fibronectin peptide fragment, glycine–
arginine–glycine–aspartic acid–serine (GRGDS),in selected volumes of
the matrix using a focused laser.We verified in vitro the guidance effects
of GRGDS oligopeptide-modified channels on the 3D cell migration
and neurite outgrowth. This method for immobilizing biomolecules in
3D matrices can generally be applied to any optically clear hydrogel,
offering a solution to construct scaffolds with programmed spatial
features for tissue engineering applications.
Hydrogels have been widely studied as tissue scaffolds because they
are biocompatible and non-adhesive to cells, allowing cell adhesion
to be programmed in6–8. Current microfabrication methods for
3D hydrogel matrices with controlled intrinsic structure mainly
include photolithographic patterning9–11, microfluidic patterning12,
electrochemical deposition13 and 3D printing14. Notably, although these
layering techniques can conveniently shape the hydrogel on X–Y planes,
they have limited control over both the coherence of the layers along the
z direction and the local chemistry. Combining photolabile hydrogel
matrices with focused light provides the possibility of eliminating the
layering process and directly modifying the local physical or chemical
properties in 3D. This results in a promising (and perhaps facile) way to
fabricate novel tissue constructs15,16, as is described herein to control cell
behaviour by controlling the local chemical properties of gels.
Reconstituting adhesive biomolecules into biomaterials is of great
importance to understanding cell–substrate interactions that can be
translated to tissue-regeneration designs. Using 2D lithographic
techniques, adhesive biomolecules can be localized in arbitrary shapes
and sizes17,18. For example, patterning narrow strips of the extracellular
matrix (ECM) adhesion protein, laminin, on non-cell-adhesive 2D
substrates elicited.
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C o l u m b u s s D e s c r i p t i o n o f t h e D i s .docxjasoninnes20
C o l u m b u s ' s D e s c r i p t i o n o f t h e D i s c o v e r y o f A m e r i c a
( 1 4 9 2 )
The passage below is taken from a version of Columbus's journals edited by Bartolomeo de Las
Casas. As you read the passage, imagine the thrill of discovery that would have been experienced
by the sailors on board Columbus's ships. For them this was truly a venture into the unknown.
For many years Columbus's landing was judged to have been made on San Salvador (Watling
Island). A recent study retracing the voyage suggests that Columbus landed on the island of
Samana Cay, more than sixty miles to the southeast of San Salvador. Many scholars will not
agree with this new assertion, and the exact location of the island does not change the nature of
the reaction shown in this journal. If you wish to examine the new evidence, see the National
Geographic 170, no. 5 (November 1986): 566–605.
. . . the Admiral requested and admonished them to keep a sharp lookout at the castle of the bow,
and to look well for land, and said that he would give to him who first saw land a silk doublet,
besides the other rewards which the King and Queen had promised, namely and annual pension
of ten thousand maravedis to him who should see it first. Two hours after midnight, the land
appeared about two leagues off. They lowered all the sails, leaving only a storm square sail,
which is the mainsail without bonnets, and lay to until Friday when they reached a small island
of the Lucayos, called Guanahani by the natives. They soon saw people naked, and the Admiral
went on shore in the armed boat. . . . As soon as they had landed they saw trees of a brilliant
green abundance of water and fruits of various kinds. The Admiral called the two captains and
the rest who had come on shore . . . and he called them as witnesses to certify that he in the
presence of them all, was taking, as he in fact took possession of said island for the king and
Queen his masters, making the declarations that were required as they will be found more fully
in the attestations then taken down in writing. Soon after a large crowd of natives congregated
there. What follows are the Admiral's own words in his book on the first voyage and discovery
of these Indies.
"In order to win the friendship and affection of that people, and because I am convinced that
their conversion to our Holy Faith would be better promoted through love than through force; I
presented some of them with red caps and some strings of glass beads which they placed around
their necks, and with other trifles of insignificant worth that delighted them and by which we
have got a wonderful hold on their affections. They afterwards came to the boats of the vessels
swimming, bringing us parrots, cotton thread in balls, and spears, and many other things which
they bartered for others we gave them, as glass beads and little bells. . . . I saw but one very
young girl, all the rest being very young me ...
http://www.gloucestercounty-va.com The pirates who's who book. Know all the players. For those who aspire to live the life of a pirate. Who is your role model?
Pirate Sea Shanty's Vol. 1. Complete with history, tips, songs, sheet music and words. A true pirate's delight. Steal this copy for yer crew if ye dare. Billy Bones tried, but tis why he be known as bones these days. From the folks at GVLN, Gloucester, Virginia Links and News.
Your NamePractical ConnectionYour NameNOTE To insert a .docxnettletondevon
Your Name
Practical Connection
Your Name
NOTE: To insert a different Cover Page select the Insert tab from the Ribbon, then the cover page you want. Insert Your Name. Enter Your Industry and Phase below. You can use this template if you wish. Please erase this note before you submit.
Table of Contents
Phase 1: Educational and Employment History 2
Educational History and Goals (Include Certifications) 2
Employment History and Goals (Do NOT mention the name of the company you are writing about). 2
Phase 2: Telecommunications and Network Security Protocols implemented by your company (Fully describe 3 of the following components. Do NOT mention your company’s name, only the Industry) 2
Hosts and Nodes 2
IPv4 versus IPv6 2
Firewall 2
Virtual Private Network (VPN) 3
Proxy Servers 3
Network Address Translation (NAT) 3
Routers, Switches, and Bridges 3
The Domain Name System (DNS) 3
Intrusion Detection Systems and Intrusion Prevention Systems (IDS/IPS) 3
Network Access Control 3
Phase 3: As a Security Consultant and based on what you have learned in this course, how would you improve your company’s Telecommunications and Network Security Protocols? 3
Improvement 1 3
Improvement 2 3
Improvement 3 3
Bibliography 4
NOTE: To include a Word generated TOC select the References tab from the Ribbon, then Table of Contents. Select the format you wish. Remember, to use the built-in TOC you must use the MS Word “Styles” format from the Ribbon, specifically “Heading 1” for each phase heading, “Heading 2” for the phase sub-headings and “Normal” for the body.
Remember to update the TOC after adding any data to the body of the paper. To update the TOC simply click anywhere in the TOC, select Update Table, then select Update entire table and OK.
Please erase this note before you submit.Phase 1: Educational and Employment HistoryEducational History and Goals (Include Certifications)
Type Your Data Here.
NOTE: For each Phase you must have at least 2 references. Please use the References feature of Microsoft Word to manage your references.
To add a reference to the database do the following:
Select References from the Ribbon
Select Style, then APA
Select Insert Citation
Select Add New Source
Select Type of Source
Fill in the required information, select OK
To insert a reference from the database do the following:
Place the cursor just before the period at the end of the sentence. Then select Insert Citation and select the correct reference from the list (Sewart, 2014).
Please erase this note before you submit.Employment History and Goals (Do NOT mention the name of the company you are writing about).
Type Your Data Here. Type Your Data Here. Type Your Data Here. Type Your Data Here. Type Your Data Here.Phase 2: Telecommunications and Network Security Protocols implemented by your company (Fully describe 3 of the following components. Do NOT mention your company’s name, only the Industry)Hosts and Nodes
Type Your Data Here. Type Your Data Here. Type Your Da.
Your namePresenter’s name(s) DateTITILE Motivatio.docxnettletondevon
Your name:
Presenter’s name(s):
Date:
TITILE:
Motivation(s)/Statement of problem(s):
Objective(s):
Approach(s):
a. Materials:
b. Methods:
Findings:
Conclusions
LETTERS
nature materials | VOL 3 | APRIL 2004 | www.nature.com/naturematerials 249
T issue engineering aims to replace, repair or regeneratetissue/organ function, by delivering signalling molecules andcells on a three-dimensional (3D) biomaterials scaffold that
supports cell infiltration and tissue organization1,2. To control cell
behaviour and ultimately induce structural and functional tissue
formation on surfaces, planar substrates have been patterned with
adhesion signals that mimic the spatial cues to guide cell attachment
and function3–5. The objective of this study is to create biochemical
channels in 3D hydrogel matrices for guided axonal growth. An agarose
hydrogel modified with a cysteine compound containing a sulphydryl
protecting group provides a photolabile substrate that can be
patterned with biochemical cues. In this transparent hydrogel we
immobilized the adhesive fibronectin peptide fragment, glycine–
arginine–glycine–aspartic acid–serine (GRGDS),in selected volumes of
the matrix using a focused laser.We verified in vitro the guidance effects
of GRGDS oligopeptide-modified channels on the 3D cell migration
and neurite outgrowth. This method for immobilizing biomolecules in
3D matrices can generally be applied to any optically clear hydrogel,
offering a solution to construct scaffolds with programmed spatial
features for tissue engineering applications.
Hydrogels have been widely studied as tissue scaffolds because they
are biocompatible and non-adhesive to cells, allowing cell adhesion
to be programmed in6–8. Current microfabrication methods for
3D hydrogel matrices with controlled intrinsic structure mainly
include photolithographic patterning9–11, microfluidic patterning12,
electrochemical deposition13 and 3D printing14. Notably, although these
layering techniques can conveniently shape the hydrogel on X–Y planes,
they have limited control over both the coherence of the layers along the
z direction and the local chemistry. Combining photolabile hydrogel
matrices with focused light provides the possibility of eliminating the
layering process and directly modifying the local physical or chemical
properties in 3D. This results in a promising (and perhaps facile) way to
fabricate novel tissue constructs15,16, as is described herein to control cell
behaviour by controlling the local chemical properties of gels.
Reconstituting adhesive biomolecules into biomaterials is of great
importance to understanding cell–substrate interactions that can be
translated to tissue-regeneration designs. Using 2D lithographic
techniques, adhesive biomolecules can be localized in arbitrary shapes
and sizes17,18. For example, patterning narrow strips of the extracellular
matrix (ECM) adhesion protein, laminin, on non-cell-adhesive 2D
substrates elicited.
Your nameProfessor NameCourseDatePaper Outline.docxnettletondevon
Your name
Professor Name
Course
Date
Paper Outline
Thesis: Thesis statement here
I. Rough draft of introduction to essay/paper
II. First Major Point
A. Secondary point
B. Secondary point
C. Transition sentence into next paragraph
III. Second Major Point
A. Secondary point
B. Secondary point
C. Transition sentence into next paragraph
IV. Third Major Point
A. Secondary point
B. Secondary point
C. Transition sentence into next paragraph
(If there are more points, add them as items V, VI, etc. appropriately)
1
V. Rough draft of conclusion of essay/paper
A. Summary of discussion
B. Final observations
Works Cited
Livingston, James C. Anatomy of the Sacred: An Introduction to Religion. 6th ed. Upper Saddle River, N.J.: Pearson/Prentice Hall, 2009.
Rodrigues, Hillary, and John S. Harding. Introduction to the Study of Religion. Routledge, 2009.
.
Your name _________________________________ Date of submission _.docxnettletondevon
Your name: _________________________________ Date of submission: ______________________
ENG201 Milestone 4: #MyWordsChangeLives Project Outline
#MyWordsChangeLives Project Outline
#wordschangelives
Instructions: Save this document on your own computer. Type into each box and expand it as needed for the length of your response. Answer thoroughly!
PART 1: PERSONAL REFLECTION
TOPIC: What is one problem, issue, or need in the world, or in your own community, that you care a lot about?
PERSONAL CONNECTION: Why is this particular issue important to you? Is there something in your life experience or academic studies that relates?
ROOT CAUSE HYPOTHESIS: What do you think are some of the root causes of this issue? Explain.
AUDIENCE HYPOTHESIS: Based on the causes you have identified, who would be a good audience for you to try to make a change on this issue? Why?
RESEARCH QUESTIONS: The next step is research, What are 3 questions related to your issue that you want to answer during your research? Think of information that might help you better understand the issue in order to address or solve it.
PART 2: RESEARCH SUMMARY
SOURCE #1: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #2: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
SOURCE #3: Include APA-formatted citation here, including link if applicable:
How can you tell that this is a reliable source?
In this column, make a list of the most important facts or statistics you learned from this source:
In this column, explain in your own words why the facts you included to the left are important:
What was the most important thing you learned from this source? Why?
PART 3: PROJECT PLANNING OUTLINE
CREATE YOUR OWN TEXT-BASED CAMPAIGN!
Start outlining the components of your final project here.
You will explain each choice in greater detail and polished prose for your final project.
Headline: What is the “headline” of your campaign? What phrase or hashtag will you use? Why those words?
Message: What is the subtext of the campaign? In other words, what messages are you communicating by the headline?
Audience: With whom is your campaign de.
Your NameECD 310 Exceptional Learning and InclusionInstruct.docxnettletondevon
Your Name
ECD 310: Exceptional Learning and Inclusion
Instructor
Date
Inclusive and Differentiated Learning and Assessments
Hint 1: This template is intended to guide you; however, you’re encouraged to add or delete from this format as long as your final product aligns with the assignment requirements found under Week 3>Assignment.
Hint 2: Delete these highlighted “hints” before final submission.
Hint 3: Delete the prompt text included on each slide and replace it with your own content.
Only use this template if you are enrolled in the Bachelor of Arts in Early Childhood Education
Introduction
On this slide, provide a brief introduction to the topic of standardized assessment.
Hint: For help creating and editing slides in PowerPoint, see this guide on Creating PowerPoint Presentations.
Including All Students
On this slide, describe how you will ensure that all students are included in assessments and how you will make decisions about how children participate in assessments.
Accessibility for All
Summarize how you will make sure that the assessments are designed for accessibility by all.
Ensuring Fairness and Validity
Explain how you will make sure the assessment results are fair and valid.
Reporting the Results
Describe the importance of reporting the results of the assessment for all students.
Evaluating the Process
Examine how you will continually evaluate the assessment process to improve it and ensure student success.
Hint: Use scholarly sources in your presentation to support your ideas. Remember to include in-text citations.
Rationale
Explain your rationale, based on the age of children you plan to work with, the reasons why you would use standardized assessments.
Some reasons might be programmatic planning, differentiating instruction, identifying individual needs, and ensuring alignment with standards.
Hint: Make sure to support your reasoning with at least one scholarly source.
Collaboration
Discuss how, as an early childhood educator, you will collaborate with your colleagues to differentiate the assessment tools you will use to support the children you work with.
Conclusion
Include a brief conclusion to bring closure to your presentation.
.
Your Name University of the Cumberlands ISOL634-25 P.docxnettletondevon
Your Name
University of the Cumberlands
ISOL634-25 Physical Security
Week 17 Discussion Board
Professor Richards
Date
What is defensible space?
According to Fennelly (2013), defensible space is a surrogate term for the range of
mechanisms real and symbolic barriers, strongly defined areas of influence, improved
opportunities for surveillance that combine to bring an environment under the control of its
residents. To provide maximum security and control over an area, it should first be divided into
smaller, clearly defined areas or zones, which describe the defensible space (Wayland, 2015).
What is Crime Prevention through Environmental Design?
Crime Prevention through Environmental Design (CPTED) is a multidisciplinary
approach to the reduction of crime and the associated enhancement of the perception of personal
safety by inhabitants of an environment (Tipton & Nozaki, 2007). White (2014) stated that
CPTED is a concept in the security industry, basically meaning that you may be able to reduce
criminal acts from occurring with the proper design and planning of an environment. In theory,
Commented [MR1]: (Ensure you indent)
Commented [MR2]: (This is how you cite in the body of
your sentence)
Commented [MR3]:
Commented [MR4]: (This is how you cite at the end of
your sentences.
Commented [MR5]: Please use sub-headers for each
question you are answering
Commented [MR6]: Last names and year only
Commented [MR7]: Please cite
Commented [MR8]: You need to have in-text citation to
support your work. Without in-text citation your work is not
credible
you can make changes to the physical environment that allow for better physical and operational
controls of the property; as a result, it can further your crime prevention strategies.
References
Fennelly, L. J. (2013). Effective physical security (Fourth edition. ed.). Amsterdam: Butterworth-
Heinemannis an imprint of Elsevier.
Tipton, H. F., & Nozaki, M. K. (2007). Information security management handbook (6th ed.).
Boca Raton: Auerbach Publications.
Wayland, B. A. (2015). Emergency preparedness for business professionals : How to mitigate
and respond to attacks against your organization (1st edition. ed.). Wlatham, MA:
Elsevier.
White, J. M. (2014). Security risk assessment : Managing physical and operational security.
Amsterdam ; Boston: Butterworth-Heinemann is an imprint of Elsevier.
Commented [MR9]: You must have in-text citations along
with a reference list and they must correspond with each
other
Commented [MR10]: Last names with abbreviated first
name and year
Your Name
University of the Cumberlands
ISOL634-25 Physical Security
Week 17 Discussion Board
Professor Richards
Date
What is defensible space?
According to Fennelly (2013), defensible space is a surrogate term for the range of
mechanisms real and symbolic barriers, strongly defined areas of influence, improved
opportu.
Your Name Professor Name Subject Name 06 Apr.docxnettletondevon
Your Name:
Professor Name:
Subject Name:
06 April 2019
Active exhibition
For most people, a hospital is a place that we don't want to go, but we may have to go if
we get ill. Pain and death brought by diseases terrify us, which make us avoid thinking
of a hospital, not to mention visiting a hospital if not necessary. As for me, a hospital is a
special place. My father is a doctor who helps thousands of patients get well. I spent my
childhood watching him cure patients and bring happiness back to their life. A hospital
represents hope and wellness to patients and their loved ones, and we cannot simply
correlate it with the negative image brought by diseases, form an idea for illness and
even hospital fear. I want to propose a series of exhibitions to awaken people's outdated
and even prejudiced views, just like “A Hacker Manifesto” taught us. We need to bring
this spirit to break the perception in the traditional sense. This exhibition, I hope to let
patients or visitors think more deeply about what disease or disability has brought us.
Inspired by ‘A Hacker Manifesto’, I want to subvert mundane ideas and provide a
completely new experience to hospital visitors through this exhibition. Many relate their
past bad experiences and sad stories with hospitals. Thus, they hold a negative and
prejudice attitude toward the hospital and refuse to change. In this exhibition, I will
present the ‘hope’ and ‘wellness’ side of the hospital. Instead of breaking us down, a
hospital is protecting us from losing health or even life. Also, I want to exhibit the
optimism and fortitude the patients have when they fight against diseases. The shining
qualities they maintain to win the battle of life are so inspiring. We can understand the
meaning of life better from the hospital exhibition.
To organize an impressive exhibition, I choose a comprehensive hospital with a large
amount of patients. In this way, more people will be attracted to the exhibition in the
hospital than in smaller hospitals. They can enjoy the exhibition works when they wait in
line. There are many kinds of patients in general hospitals. I hope to bring some new
concept or idea to the patient.
After comparing several local hospitals in San Francisco, I decided to choose the
hospital in Kaiser Permanente. Kaiser's hospitals are widely distributed, and almost all
of California's medical systems are involved. Exhibitions can have more widely flowed,
and the community around Kaiser is rich. There are companies as well as residential
areas and even schools. The success of the exhibition can benefit the surrounding
communities more broadly.
Kaiser Permanente Campus in San Francisco
For a specific location, I chose the Kaiser Permanente San Francisco Medical Center
and Medical Offices (2425 Geary Blvd, San Francisco, CA 94115). In the lobby of the
entrance, you can see a very wide area, on the righ.
Your muscular system examassignment is to describe location (su.docxnettletondevon
Your muscular system exam/assignment
is to describe location (superior & inferior attachments, action and innervations of the following muscles: please make sure to describe that mentioned above on each muscles.
Deltoid
Triceps brachii
Biceps brachii
Coracobrachialis
Brachialis
Brachioradialis
Sternocleidomastoid
Trapezius
Latissimus Dorsi
Supraspinatus
Infraspinatus
Subscapularis
Sartorius
Iliotibial tract/band
Tensor Fascia Lata
Describe glenohumeral joint (anatomy, ligaments, and movements at this articulation).
.
Your midterm will be a virtual, individual assignment. You can choos.docxnettletondevon
Your midterm will be a virtual, individual assignment. You can choose one of the following to complete:
-Website (sites.google.com or wordpress.com)
-Blog (blogger.com or tumblr)
-Vlog
You have to find a way to tie in
ALL
of the following topics in your multimedia midterm project:
-Cellular Reproduction
-Meiosis
-DNA structure/Function
-Bacteria and Archaea
-Protists
You'll either have to explain your information at an elementary, lay (someone not familiar with science), or the scientific level.
Your midterm project will be due on February 26, 2020 at 11:59 pm.
In your project you aren’t giving definitions, you’re explaining in a unique way how all the topics tie in together. If you choose elementary you need to be creative and engaging as they have a short attention span and have little to no knowledge of science. For the lay audience you’ll need to relate it to the real world or real world events. Think of this audience as explaining these subjects to your mother or grandmother. For the scientific audience, you must use scientific language and present your information in a matter of fact way. This requires an innovative mindset.
.
Your local art museum has asked you to design a gallery dedicated to.docxnettletondevon
Your local art museum has asked you to design a gallery dedicated to works of art from one of the following movements:
Modernism
You may use Word or PowerPoint to design your gallery.
You will design your gallery as if you were guiding a visitor to each work of art.
In your gallery, include the following:
A brief introduction to your gallery, which includes a description of the movement and the time period to which your gallery is dedicated.
Six images of works of art that incorporate the characteristics significant to movement and time period. Along with each image of a work of art, include the citation for the work of art. A summary of how the media (materials), methods, and subject are significant to that time period and region, using appropriate art terminology.
A summary of how iconographic, historical, political, philosophical, religious, and social factors of the movement are reflected in the work of art.
Make use of at least three scholarly sources
Cite your sources
.
Your letter should include Introduction – Include your name, i.docxnettletondevon
Your letter should include:
Introduction – Include your name, if you are a full-time or part-time student, your program name and your semester of study.
Body of letter – Why do you think you qualify for an award? Include your volunteer work within the community.
Conclusion – Show your appreciation for being considered and include how receiving an award will assist with your education.
.
Your legal analysis should be approximately 500 wordsDetermine.docxnettletondevon
Your legal analysis should be approximately 500 words
Determine whether Mr. Johnson discriminated against Ms. Djarra based on religion.
Discuss whether Mr. Johnson offered reasonable accommodations to Ms. Djarra.
Identify the amount and type of damages to be awarded, if any.
The Religious Discrimination – Reasonable Accommodations analysis
Tip for what I need for the analysis section: An analysis section draws meaning from the events that occurred. Go in depth about the implications of their viewpoints or actions.
.
Your Last Name 1Your Name Teacher Name English cl.docxnettletondevon
Your Last Name 1
Your Name
Teacher Name
English class number
Due Date
Title
Start typing here. Delete the notes below after you read through them.
Indent each paragraph and use double spacing and the following formatting:
1 inch margins
Times New Roman
12 point font type
DO NOT use any of the following:
NO border,
NO word art,
NO drawings,
NO ALL CAPS,
NO exclamation points!,
Your Last Name 2
NO underlining,
NO bold,
NO italics (except for references to literature)
NO different font types, sizes or colors.
.
Your job is to delegate job tasks to each healthcare practitioner (U.docxnettletondevon
Your job is to delegate job tasks to each healthcare practitioner (Use the Staffing Table).
Instructions:
Fill in the
Staffing Table
or describe what tasks each person will perform during the day shift.
Use a Staffing Model (primary, team, or modular nursing) to help make your decision.
Your paper should be:
Typed according to APA style for margins, formatting and spacing standards
Typed into a Microsoft Word document or complete the Staffing Table, save the file, and then upload the file
.
Your job is to look at the routing tables and DRAW (on a piece of pa.docxnettletondevon
Your job is to look at the routing tables and DRAW (on a piece of paper) the topology based on the information in the routing tables. All of the LANS have the first address (.1). Your deliverable is to draw the topology, with the router names, with the interface names and addresses based on the information given. Please take a picture of your drawing and attach it to the dropbox.
I already did this assignment. i am attaching my work also, i am so confused about these ports. i am attaching, my professors note as well. PLEASE READ IT CAREFULLY. and fix it
you did not list the serial ports correctly. The serial ports are what connect the routers together. 2 connecting serial ports will have addresses on the SAME network. The serial port does not stick out of the router like the LANs, the serial ports connect the routers to each other.
.
Your job is to design a user interface that displays the lotto.docxnettletondevon
Your job is to design a user interface that displays the lotto balls that are drawn when drawing up to balls from 5 total of 30 balls.
Use 5 image elements to display the ball images from this zipfile:
lottoballs.zip
(I WILL ATTACH THE FILE)
Use a button to perform the drawing.
Use a Lotto class object in the script lotto-class.js to simulate drawing the balls.
Use a CSS file to set the fonts, colors, and sizes of the elements on your page.
Include a link back to your index page. ** ONLY SHOW FIVE BALLS IN HTML
The Lotto class object draws the balls with replacement and sorts them in numeric order before outputting them.
Allow the user to choose how many balls from which to draw and how many balls to draw. This provides a variety of Lotto games to play.
.
Your Introduction of the StudyYour Purpose of the stud.docxnettletondevon
Your
Introduction
of the Study
Your
Purpose
of the study
Your
Methodology
Add your ethical considerations for the survey to your Methodology
Add your measurement strategy to your Methodology
Include a copy of the questionnaire or survey in the Methodology
Provide your
Data Analysis
with survey results
Data results should be provided in graphic form, making them user-friendly information
Provide your
Conclusion
regarding the study. Be sure to tell how well you answered your research question, the status of your hypothesis (true/false), and the value of your survey results for your topic moving forward
USE the attached paper to complete final.
.
Your instructor will assign peer reviewers. You will review a fell.docxnettletondevon
Your instructor will assign peer reviewers. You will review a fellow student's Week 1 materials and provide substantive and constructive feedback to them on the direction for their final paper (250 word minimum). Is something useful missing from the outline? Do you know additional sources (or places to find good sources) the person might want to include? Do you understand clearly his or her topic and thesis?
Fellow Student week I material:
Title of Paper: Long Term Effects of Child Abuse and Neglect.
Introduction:
The voice that is hardly heard. Child abuse and neglect have become predators within human history. As time has passed the outstanding cases that have come about over the many years have raised many eyebrows and society has become appreciative to the revilement of these evil acts within all communities. Child abuse and neglect can take place in a home as well as outside a home places many couldn’t even imagine such as within our school system as well as playgrounds. Even though many times these evil acts take place within a home it can be done by family, friends and acquaintances of the child. Child abuse and neglect can be performed in various ways such as neglect, physical abuse, sexual abuse, psychological abuse and emotional abuse.
Direct Statement and Research Question:
The voice that is hardly heard. Can child abuse and child neglect affect an individual?
Proposal:
The paper that I am presenting to you today will explore the aspects of child abuse, child neglect, effects of the abuse, signs of abuse, signs of neglect, symptoms, risk factors, treatment and prevention. Individuals have their own presumptions of their definition of child abuse as well as child neglect. Some of those presumptions that I have heard were the failure to provide enough love to a child, the failure to provide enough necessities to a child. Child neglect and abuse goes deeper than this the emotional neglect, physical neglect and medical neglect. Where a child sustained physical injuries due to the act of hitting, shaking, burning and kicking describes physical abuse. Sexual activity that the child cannot consent of or comprehend refers to sexual abuse. These acts involve anal and genital intercourse, oral contact, and fondling. Emotional as well as psychological abuse involves those words of putting children down, vulgar language, screaming and yelling can all involve emotional as well as psychological abuse towards a child.
Methodology and Data:
I plan on delivering my methodology through statistics such as research journals and individuals in society that also work with children who have been abused as well as neglected such as interviewing social workers, teachers, health professionals and individuals within society. Understanding that many abused children do not come forward because of that fear that has been placed in them. The fear of becoming the blame, the fear of being rejected or refused, the fear of the blame and the fear of being ashamed so.
Your initial reading is a close examination of the work youve c.docxnettletondevon
Your initial reading is a close examination of the work you've chosen before you read about it. In order to describe what you see, you might consider:
What do you notice first? Why? What do the colors convey? How? How is the space occupied? Is there a foreground and a background (2D) or is the piece sculptural (3D) with mass and volume? Is there an implied shape, such as a triangle, square, or circle, that brings balance to the composition? Are there diagonal lines that make it dynamic?
Next, read the materials provided about the work of art. You are welcome to do additional research on the internet as long as you use reputable websites, such as those from museums and art publications. Go back to your piece and take an even closer look. Think about what you've read and what you see. How does its meaning deepen from additional information the work of art?
Then, consider how the formal elements play into the artist's intention or audience's interpretation of the work. Making connections and observations about form and content are the key to writing a strong analysis. Remember to cite as appropriate.
Include several of areas from the first and second points to bring you to the third point.
1. Initial Reading (what do you see and understand when you first look at the work?)
Medium (materials)
Formal Elements
Subject
2. Contextual Research
Content
History
Emphasis
Effect
Symbolism
Relevance
Political Parallels
Social Implications
Audience?
Influences?
Captions/Title/Text
Ethical/Logical/Emotional Appeal?
3. Meaning
Bring it together. What does the work of art mean? Develop a persuasive, cohesive analysis that includes what you see through form and context.
.
Your initial posting must be no less than 200 words each and is due .docxnettletondevon
Your initial posting must be no less than 200 words each and is due
no later than Wednesday 11:59 PM EST/EDT.
The day you post this will count as one of your required four unique postings.
Identify the standard that courts use to qualify someone as an expert witness. Then discuss the standards used to allow that individual's testimony in court. Here, you will want to refer to the Federal Rules of Evidence as well as the Daubert Standard and several other important landmark cases. Include in your response the Saint Leo core value of integrity.
Saint Leo Core Value of Integrity:
The commitment of Saint Leo University to excellence demands that its members live its mission and deliver on its promise. The faculty, staff, and students pledge to be honest, just, and consistent in word and deed.
.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Alexander Falconbridge, The African Slave Trade (1788).htmlAle.docx
1. Alexander Falconbridge, The African Slave Trade (1788).html
Alexander Falconbridge, The African Slave Trade (1788)
Alexander Falconbridge served as ship’s surgeon on slaving
ships during the later half of the 18th century. During his
voyages across the Atlantic, Falconbridge had occasion to
observe the abhorrent treatment of the slaves at the hands of the
crews. During one such voyage, Falconbridge wrote this account
of the conditions on the ship, including his own views on the
practice of slavery. This excerpt is from An Account of the
Slave Trade on the Coast of Africa, published in 1788.
As soon as the wretched Africans, purchased at the fairs, fall
into the hands of the black traders, they experience an earnest
of those dreadful sufferings which they are doomed in future to
undergo. And there is not the least room to doubt, but that even
before they can reach the fairs, great numbers perish from cruel
usage, want of food, travelling through inhospitable deserts, etc.
They are brought from the places where they are purchased to
Bonny, etc. in canoes; at the bottom of which they lie, having
their hands tied with a kind of willow twigs, and a strict watch
is kept over them. Their usage in other respects, during the time
of passage, which generally lasts several days, is equally cruel.
Their allowance of food is so scanty, that it is barely sufficient
to support nature. They are, besides, much exposed to the
violent rains which frequently fall here, being covered only
with mats that afford but a slight defense; and as there is
usually water at the bottom of the canoes, from their leaking,
they are scarcely every dry.
Nor do these unhappying beings, after they become the property
of the Europeans (from whom as a more civilized people, more
humanity might naturally be expected), find their situation in
the least amended. Their treatment is no less rigorous. The men
Negroes, on being brought aboard the ship, are immediately
fastened together, two and two, by handcuffs on their wrists,
2. and irons riveted on their legs. They are then sent down
between the decks, and placed in an apartment partitioned off
for that purpose. The women likewise are placed in a separate
room, on the same deck, but without being ironed. And an
adjoining room, on the same deck is besides appointed for the
boys. Thus are they placed in different apartments.
But at the same time, they are frequently stowed so close, as to
admit of no other posture than lying on their sides. Neither will
the height between decks, unless directly under the grating,
permit them the indulgence of an erect posture; especially
where there are platforms, which is generally the case. These
platforms are a kind of shelf, about eight or nine feet in breadth,
extending from the side of the ship towards the centre. They are
placed nearly midway between the decks, at the distance of two
or three feet from each deck. Upon these the Negroes are stowed
in the same manner as they are on the deck underneath.
. . . About eight o'clock in the morning the Negroes are
generally brought upon deck. Their irons being examined, a
long chain, which is locked to a ring-bolt, fixed in the deck, is
run through the rings of the shackles of the men, and then
locked to another ring-bolt, fixed also in the deck. By this
means fifty or sixty, and sometimes more, are fastened to one
chain, in order to prevent them from rising, or endeavoring to
escape. If the weather proves favorable, they are permitted to
remain in that situation till four or five in the afternoon, when
they are disengaged from the chain, and sent down.
. . . Upon the Negroes refusing to take sustenance, I have seen
coals of fire, glowing hot, put on a shovel, and placed so near
their lips, as to scorch and burn them. And this has been
accompanied with threats, of forcing them to swallow the coals,
if they any longer persisted in refusing to eat. These means have
generally had the desired effect. I have also been credibly
informed that a certain captain in the slave trade poured melted
lead on such of the Negroes as obstinately refused their food.
Exercise being deemed necessary for the preservation of their
health, they are sometimes obligated to dance, when the weather
3. will permit their coming on deck. If they go about it reluctantly,
or do not move with agility, they are flogged; a person standing
by them all the time with at cat-o'-nine-tails in his hand for that
purpose. Their music, upon these occasions, consists of a drum,
sometimes with only one head; and when that is worn out, they
do not scruple to make use of the bottom of one of the tubs
before described. The poor wretches are frequently compelled to
sing also; but when they do so, their songs are generally, as may
naturally be expected, melancholy lamentations of their exile
from their native country.
. . . On board some ships, the common sailors are allowed to
have intercourse with such of the black women whose consent
they can procure. And some of them have been known to take
the inconstancy of their paramours so much to heart, as to leap
overboard and drown themselves. The officers are permitted to
indulge their passions among them at pleasure, and sometimes
are guilty of such brutal excesses as disgrace human nature.
The hardships and inconveniences suffered by the Negroes
during the passage are scarcely to be enumerated or conceived.
They are far more violently affected by the seasickness than the
Europeans. It frequently terminates in death, especially among
the women. But the exclusion of the fresh air is among the most
intolerable. For the purpose of admitting this needful
refreshment, most of the ships in the slave trade are provided,
between the decks, with five or six air-ports on each side of the
ship, of about six inches in length, and four in breadth; in
addition to which, some few ships, but not one in twenty, have
what they denominate wind-sails. But whenever the sea is rough
and the rain heavy, it becomes necessary to shut these, and
every other conveyance by which the air is admitted. The fresh
air being thus excluded, the Negroes' rooms very soon grow
intolerably hot. The confined air, rendered noxious by the
effluvia exhaled from their bodies, and by being repeatedly
breathed, soon produces fevers and fluxes, which generally
carries off great numbers of them.
. . . One morning, upon examining the place allotted for the sick
4. Negroes, I perceived that one of them, who was so emaciated as
scarcely to be able to walk, was missing, and was convinced
that he must have gone overboard in the night, probably to put a
more expeditious period to his sufferings. And, to conclude on
this subject, I could not help being sensibly affected, on a
former voyage, at observing with what apparent eagerness a
black woman seized some dirt from off an African yam, and put
it into her mouth, seeming to rejoice at the opportunity of
possessing some of her native earth.
From these instances I think it may have been clearly deduced
that the unhappy Africans are not bereft of the finer feelings,
but have a strong attachment to their native country, together
with a just sense of the value of liberty. And the situation of the
miserable beings above described, more forcibly urges the
necessity of abolishing a trade which is the source of such evils,
than the most eloquent harangue, or persuasive arguments could
do.
Olaudah Equiano, The Middle Passage (1788).html
Olaudah Equiano, The Middle Passage (1788)
Captured in what is now Nigeria, Olaudah Equiano shared the
fear of many captured Africans that the white men were going
to kill and eat him. As the slave of a sea captain, Equiano
worked on ships for much of his life and traveled more than
most slaves. After purchasing his freedom, Equiano became
very active in the British antislavery movement. This selection
covers the portion of Equiano’s experiences from the time he
was first brought to the slave ship until he arrived in America.
. . . The first object which saluted my eyes when I arrived on
the coast was the sea, and a slave ship, which was then riding at
anchor, and waiting for its cargo. These filled me with
astonishment, which was soon converted into terror when I was
carried on board. I was immediately handled and tossed up to
see if I were sound by some of the crew; and I was now
5. persuaded that I had gotten into a world of bad spirits, and that
they were going to kill me. Their complexions too differing so
much from ours, their long hair, and the language they spoke,
(which was very different from any I had ever heard) united to
confirm me in this belief. Indeed such were the horrors of my
views and fears at the moment, that, if ten thousand worlds had
been my own, I would have freely parted with them all to have
exchanged my condition with that of the meanest slave in my
own country. When I looked round the ship too and saw a large
furnace of copper boiling, and a multitude of black people of
every description chained together, every one of their
countenances expressing dejection and sorrow, I no longer
doubted of my fate; and, quite overpowered with horror and
anguish, I fell motionless on the deck and fainted. When I
recovered a little I found some black people about me, who I
believe were some of those who brought me on board, and had
been receiving their pay; they talked to me in order to cheer me,
but all in vain. I asked them if we were not to be eaten by those
white men with horrible looks, red faces, and loose hair. They
told me I was not; and one of the crew brought me a small
portion of spirituous liquor in a wine glass; but, being afraid of
him, I would not take it out of his hand. One of the blacks
therefore took it from him and gave it to me, and I took a little
down my palate, which, instead of reviving me, as they thought
it would, threw me into the greatest consternation at the strange
feeling it produced, having never tasted any such liquor before.
Soon after this the blacks who brought me on board went off,
and left me abandoned to despair. I now saw myself deprived of
all chance or returning to my native country or even the least
glimpe of hope of gaining the shore, which I now considered as
friendly; and I even wished for my former slavery in preference
to my present situation, which was filled with horrors of every
kind, still heightened by my ignorance of what I was to
undergo. I was not long suffered to indulge my grief; I was soon
put down under the decks, and there I received such a salutation
in my nostrils as I had never experienced in my life: so that,
6. with the loathsomeness of the stench, and crying together, I
became so sick and low that I was not able to eat, nor had I the
least desire to taste anything. I now wished for the last friend,
death, to relieve me; but soon, to my grief, two of the white
men offered me eatables; and, on my refusing to eat, one of
them held me fast by the hands, and laid me across I think the
windlass, and tied my feet, while the other flogged me severely.
I had never experienced anything of this kind before; and
although, not being used to the water, I naturally feared that
element the first time I saw it, yet nevertheless, could I have got
over the nettings, I would have jumped over the side, but I
could not; and, besides, the crew used to watch us very closely
who were not chained down to the decks, lest we should leap
into the water: and I have seen some of these poor African
prisoners most severely cut for attempting to do so, and hourly
whipped for not eating. This indeed was often the case with
myself. In a little time after, amongst the poor chained men, I
found some of my own nation, which in a small degree gave
ease to my mind. I inquired of these what was to be done with
us; they gave me to understand we were to be carried to these
white people's country to work for them. I then was a little
revived, and thought, if it were no worse than working, my
situation was not so desperate: but still I feared I should be put
to death, the white people looked and acted, as I thought, in so
savage a manner; for I had never seen among any people such
instances of brutal cruellty; and this not only shewn towards us
blacks, but also to some of the whites themselves. One white
man in particular I saw when we were permitted to be on deck,
flogged so unmercifully with a large rope near the foremast,
that he died in consequence of it; and they tossed him over the
side as they would have done a brute. This made me fear these
people the more; and I expected nothing less than to be treated
in the same manner. I could not help expressing my fears and
apprehensions to some of my countrymen: I asked them if these
people had no country, but lived in this hollow place (the ship):
they told me they did not, but came from a distant one. "Then,"
7. said I, "how comes it in all our country we never heard of
them?" They told me because they lived so very far off. I then
asked where were their women? had they any like themselves?
"and why," said I, "do we not see them?" they answered,
because they were left behind. . . .
The stench of the hold while we were on the coast was so
intolerably loathsome, that it was dangerous to remain there for
any time, and some of us had been permitted to stay on the deck
for the fresh air; but now that the whole ship's cargo were
confined together, it became absolutely pestilential. The
closeness of the place, and the heat of the climate, added to the
number in the ship, which was so crowded that each had
scarcely room to turn himself, almost suffocated us. This
produced copious perspirations, so that the air soon became
unfit for respiration, from a variety of loathsome smells, and
brought on a sickness among the slaves, of which many died,
thus falling victims to the improvident avarice, as I may call it,
of their purchasers. This wretched situation was again
aggravated by the galling of the chains, now become
insupportable; and the filth of the necessary tubs, into which the
children often fell, and were almost suffocated. The shrieks of
the women, and the groans of the dying, rendered the whole a
scene of horror almost inconceivable. Happily perhaps for
myself I was soon reduced so low here that it was thought
necessary to keep me almost always on deck; and from my
extreme youth I was not put in fetters. In this situation I
expected every hour to share the fate of my companions, some
of whom were almost daily brought upon deck at the point of
death, which I began to hope would soon put an end to my
miseries. Often did I think many of the inhabitants of the deep
much more happy than myself. I envied them the freedom they
enjoyed, and as often wished I could change my condition for
theirs. Every circumstance I met with served only to render my
state more painful, and heighten my apprehensions, and my
opinion of the cruelty of the whites. One day they had taken a
number of fishes; and when they had killed and satisfied
8. themselves with as many as they thought fit, to our
astonishment who were on the deck, rather than give any of
them to us to eat as we expected, they tossed the remaining fish
into the sea again, although we begged and prayed for some as
well as we could, but in vain; and some of my countrymen,
being pressed by hunger, took an opportunity, when they
thought no one saw them, of trying to get a little privately; but
they were discovered, and the attempt procured them some very
severe floggings. . . .
. . . I and some few more slaves, that were not saleable amongst
the rest, from very much fretting, were shipped off in a sloop
for North America. . . . While I was in this plantation [in
Virginia] the gentleman, to whom I suppose the estate belonged,
being unwell, I was one day sent for to his dwelling house to
fan him; when I came into the room where he was I was very
much affrighted at some things I saw, and the more so as I had
seen a black woman slave as I came through the house, who was
cooking the dinner, and the poor creature was cruelly loaded
with various kinds of iron machines; she had one particularly on
her head, which locked her mouth so fast that she could scarcely
speak; and could not eat nor drink. I was much astonished and
shocked at this contrivance, which I afterwards learned was
called the iron muzzle . . .