CHAPTER 7
The Spirit of 1676: The Identity Politics of “Whiteness” and
Prelude to Colonial Secession
The fatuous idea that the routing of the Pequots in the 1630s indicated smooth sailing for the
settlers in what they called New England became even more foolish when war erupted once
more in the mid-1670s.1 As ever, settlers were upset when evidence emerged that the French
and the Dutch were selling “guns, powder, shot,” and trading and the like “with Indians to our
great prejudice and strengthening and animating the Indians against us.” The authorities
demanded that no boats be sold to indigenes, perhaps hampering their escape from enslavement
and routing. Though the settlers had arrived in North America purportedly to enjoy religious
liberty, indigenous religious liberty was curtailed, that is, “worship to their false Gods or to
the Devil” was forbidden. Catholics too were restrained: “no Jesuit or spiritual or
ecclesiastical person” was allowed to alight or any “ordained by the authority of the Pope”
were allowed to “come within this jurisdiction.” They were to be barred initially, and if they
came a “second time” they “shall be put to Death.” The death penalty for poisoning provided a
foretaste of their real fears, while “firing and burning” was illuminatingly reproved.2
News then reached London of the “bloody Indian war from March till August 1676.”
Highlighted was the allegation that if victims were “women, they first forced them to satisfie
their filthy lusts and then murthered them.”3 Londoners focused not on the fact that their
compatriots had invaded a foreign land and began to oust and enslave, giving rise to a fierce
reaction but instead stressed “New England’s present sufferings under their cruel neighboring
Indians.”4 The prominent Bostonian Increase Mather laid down a steady drumfire of
propaganda against the indigenous, tracing their purported perfidy from “the year 1614 to the
year 1675.”5
After European rule had been fastened firmly upon New England, it was conceded that
indigenous “captive women and children were sold into slavery,” that is, “more than five
hundred” were “sold into slavery from Plymouth alone” in what was termed “King Philip’s
war.”6 Rationalizing this crime against humanity, the Plymouth elite, it was argued, averred that
“the Sachem of Pascanacutt” was working with the “French against the English in New
England.”7 Still, even after it appeared that an indigenous revolt had been quelled, one settler
was still sweating about what a resident termed “many secret attempts … by evil minded
persons to fire the town of Boston, tending to the destruction” of that rapidly growing urban
center.8
It turns out that this deportation policy may have exported revolt. The “heathen prince” who
perpetrated these “notorious and execrable murders and outrages” and sought to “totally
destroy, extirpate & expel s.
- The document discusses the history of white slavery in early America, which was far more prevalent than black slavery but has been largely ignored in mainstream narratives and education.
- It notes that hundreds of thousands of white Europeans were enslaved and faced extremely difficult conditions, though their slavery is often mischaracterized as indentured servitude with implications it was less severe than black slavery.
- The document seeks to counter the "liberal lies" taught in schools about black slavery being a unique victimhood, and argues the authentic history of white slavery needs to be recognized to correct the narrative of universal white guilt.
This document provides a summary of several chapters from a history textbook on the American colonies from 1685-1775. It discusses events like the Dominion of New England, the Glorious Revolution, various colonial wars with Native Americans and European powers like France and Spain, the growth of the slave trade and African population in the colonies, and increasing pluralism and diversity as emigration from Britain slowed and more Germans, Scots, and Africans immigrated to the colonies. It also describes the development of the colonial economy and its increasing integration within the British Empire through trade.
William of Orange persuaded Parliament to fund a war against France after overthrowing King James II, leaving England with a national debt of 17 million pounds. Parliament established the Bank of England to help pay off the debt and manage money. As Parliament began funding the government, political power shifted away from the king alone. Shipping became easier between the colonies and Europe, keeping the colonists informed on European events from a distance. The first colonial newspaper, the Boston Newsletter, helped unite the two regions through communication. For many years, slavery was accepted without consideration for African Americans' humanity or religion. The Great Plains saw conflict as colonists traded weapons for animal hides and slaves from Native Americans, until the Spanish established missions in Texas. The
Slavery and Emancipation in Belize and the Caribbean Edice Pachikerl
The document outlines the history of slavery and emancipation in the Caribbean and Belize. It discusses the rise of slavery beginning in the 15th century and key events that led to its abolition such as the American and French Revolutions in the late 18th century. The emancipation movement gained significance due to religious and humanitarian factors. Slavery was formally abolished in the British Empire in 1833.
Chapter 5 Imperial Reforms and Colonial Protests, 1763-1774 WilheminaRossi174
The document provides background information on imperial reforms and colonial protests in the period from 1763-1774. It discusses the large debt Britain faced after the French and Indian War, and the steps it took to try and raise revenue, including passing the Currency Act, Sugar Act, and implementing tighter trade regulations. This led to unrest in the colonies, as the British government sought greater control over the colonies and their trade. Events like the Boston Tea Party and acts like the Stamp Act exacerbated tensions between Britain and its American colonies.
1) During the 18th century, the British and French fought for control of North America and influence over Native American tribes.
2) As the French military presence declined after 1763, British traders abused Native Americans and encroached on their lands, leading to conflicts like the Cherokee War of 1761.
3) Meanwhile, Spain sought to maintain its claims in the Pacific Northwest against growing Russian and British exploration of the region in the late 1700s.
Theme 6 part 1 American Colonies: Prelude to Revolution Kristi Beria
The collapse of New France removed the buffer between the British colonists and Native American tribes. As traders abused tribes and British commander Jeffrey Amherst cut off gifts, many tribes united against the colonists. The Cherokee attacked South Carolina settlers in revenge for invading their lands, and the British retaliated by destroying Cherokee towns. This defeat led over a dozen tribes to capture British forts and settlements, but eventually the British resumed gift-giving to rebuild relations with tribes, as the French had done previously.
The document provides information on various topics related to European colonization of North America, including the international slave trade to Brazil, the Dutch and Portuguese empires, English and French colonies, and Native Americans. Specifically, it discusses how between 3.6-5 million slaves were transported to Brazil over centuries, how the Dutch supplanted the Portuguese in Asian trade routes, the founding and growth of English colonies in North America, the slow colonization of New France compared to English colonies, and that Native Americans lived in independent nations across North America when Europeans first arrived.
- The document discusses the history of white slavery in early America, which was far more prevalent than black slavery but has been largely ignored in mainstream narratives and education.
- It notes that hundreds of thousands of white Europeans were enslaved and faced extremely difficult conditions, though their slavery is often mischaracterized as indentured servitude with implications it was less severe than black slavery.
- The document seeks to counter the "liberal lies" taught in schools about black slavery being a unique victimhood, and argues the authentic history of white slavery needs to be recognized to correct the narrative of universal white guilt.
This document provides a summary of several chapters from a history textbook on the American colonies from 1685-1775. It discusses events like the Dominion of New England, the Glorious Revolution, various colonial wars with Native Americans and European powers like France and Spain, the growth of the slave trade and African population in the colonies, and increasing pluralism and diversity as emigration from Britain slowed and more Germans, Scots, and Africans immigrated to the colonies. It also describes the development of the colonial economy and its increasing integration within the British Empire through trade.
William of Orange persuaded Parliament to fund a war against France after overthrowing King James II, leaving England with a national debt of 17 million pounds. Parliament established the Bank of England to help pay off the debt and manage money. As Parliament began funding the government, political power shifted away from the king alone. Shipping became easier between the colonies and Europe, keeping the colonists informed on European events from a distance. The first colonial newspaper, the Boston Newsletter, helped unite the two regions through communication. For many years, slavery was accepted without consideration for African Americans' humanity or religion. The Great Plains saw conflict as colonists traded weapons for animal hides and slaves from Native Americans, until the Spanish established missions in Texas. The
Slavery and Emancipation in Belize and the Caribbean Edice Pachikerl
The document outlines the history of slavery and emancipation in the Caribbean and Belize. It discusses the rise of slavery beginning in the 15th century and key events that led to its abolition such as the American and French Revolutions in the late 18th century. The emancipation movement gained significance due to religious and humanitarian factors. Slavery was formally abolished in the British Empire in 1833.
Chapter 5 Imperial Reforms and Colonial Protests, 1763-1774 WilheminaRossi174
The document provides background information on imperial reforms and colonial protests in the period from 1763-1774. It discusses the large debt Britain faced after the French and Indian War, and the steps it took to try and raise revenue, including passing the Currency Act, Sugar Act, and implementing tighter trade regulations. This led to unrest in the colonies, as the British government sought greater control over the colonies and their trade. Events like the Boston Tea Party and acts like the Stamp Act exacerbated tensions between Britain and its American colonies.
1) During the 18th century, the British and French fought for control of North America and influence over Native American tribes.
2) As the French military presence declined after 1763, British traders abused Native Americans and encroached on their lands, leading to conflicts like the Cherokee War of 1761.
3) Meanwhile, Spain sought to maintain its claims in the Pacific Northwest against growing Russian and British exploration of the region in the late 1700s.
Theme 6 part 1 American Colonies: Prelude to Revolution Kristi Beria
The collapse of New France removed the buffer between the British colonists and Native American tribes. As traders abused tribes and British commander Jeffrey Amherst cut off gifts, many tribes united against the colonists. The Cherokee attacked South Carolina settlers in revenge for invading their lands, and the British retaliated by destroying Cherokee towns. This defeat led over a dozen tribes to capture British forts and settlements, but eventually the British resumed gift-giving to rebuild relations with tribes, as the French had done previously.
The document provides information on various topics related to European colonization of North America, including the international slave trade to Brazil, the Dutch and Portuguese empires, English and French colonies, and Native Americans. Specifically, it discusses how between 3.6-5 million slaves were transported to Brazil over centuries, how the Dutch supplanted the Portuguese in Asian trade routes, the founding and growth of English colonies in North America, the slow colonization of New France compared to English colonies, and that Native Americans lived in independent nations across North America when Europeans first arrived.
CHAPTER 3Understanding Regulations, Accreditation Criteria, and .docxtiffanyd4
CHAPTER 3
Understanding Regulations, Accreditation Criteria, and Other Standards ofPractice
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
2. Legal and Fiscal Management
· Knowledge and application of the advantages and disadvantages of different legal structures
· Knowledge of different codes and regulations as they relate to the delivery of early childhood program services
· Knowledge of child custody, child abuse, special education, confidentiality, anti-discrimination, insurance liability, contract, and laborlaws pertaining to program management
5. Program Operations and Facilities Management
· Knowledge and application of policies and procedures that meet state/local regulations and professional standards pertaining to thehealth and safety of young children
7. Marketing and public relations
· Skill in developing a business plan and effective promotional literature, handbooks, newsletters, and press releases
Early Childhood Knowledge and Skills
5. Children with Special Needs
· Knowledge of licensing standards, state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for childrenwith special needs
10. Professionalism
· Knowledge of laws, regulations, and policies that impact professional conduct with children and families
· Knowledge of center accreditation criteria
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe the purpose of regulations that apply to programs of early care and education and list several topics they address.
2. Identify several ways accreditation standards are different from child care regulations.
3. State the purpose of Quality Rating and Improvement Systems (QRIS).
4. List some ways qualifications for administrators and teachers are different for licensure, for accreditation, and in QRIS systems.
5. Identify laws that apply to the childcare workplace, such as those that govern the program’s financial management and employees’well-being.
Marie’s Experience
Marie has been successful over the years in keeping her center in compliance with all licensing regulations. She is proud of her teachers andconfident that the center consistently goes above and beyond licensing provisions designed simply to keep children healthy and safe. She knowsthat the center provides high-quality care to the children it serves, but has never pursued accreditation or participated in her state’s optionalQuality Rating and Improvement System (QRIS) because of the time and effort it would require. Her families have confidence in her program anddo not seem to need this additional assurance that it provides high-quality services day in and day out.
Large numbers of families rely on out-of-home care for their infants, toddlers, preschoolers, and school-age children during the workday. In2011, there were 312,254 licensed child care facilities with a capacity to serve almost 10.2 million children. About 34% of these facilitieswere child care center.
Chapter 3 Human RightsINTERNATIONAL HUMAN RIGHTS–BASED ORGANIZ.docxtiffanyd4
Chapter 3 Human Rights
INTERNATIONAL HUMAN RIGHTS–BASED ORGANIZATIONS LIKE THE UN COMMISSION ON HUMAN RIGHTS HAVE MADE MONITORING HUMAN RIGHTS A GLOBAL ISSUE. The United Nations is headquartered in New York City.
Learning Objectives
1. 3.1Review the expansion of and the commitment to the human rights agenda
2. 3.2Evaluate the milestones that led to the current concerns around human rights
3. 3.3Evaluate some of the philosophical controversies over human rights
4. 3.4Recognize global, regional, national, and local institutions and rules designed to protect human rights across the globe
5. 3.5Report the efforts made globally in bringing violators of human rights to justice
6. 3.6Relate the need for stricter laws to protect women’s human rights across the globe.
7. 3.7Recognize the need to protect the human rights of the disabled
8. 3.8Distinguish between the Western and the Islamic beliefs on individual and community rights
9. 3.9Review the balancing act that needs to be played while fighting terrorism and protecting human rights
10. 3.10Report the controversy around issuing death penalty as punishment
When Muammar Qaddafi used military force to suppress people demonstrating in Libya for a transition to democracy, there was a general consensus that there was a global responsibility to protect civilians. However, when Bashar Assad used fighter jets, tanks, barrel bombs, chemical weapons, and a wide range of brutal methods, including torture, to crush the popular uprising against his rule in Syria, the world did not respond forcefully to protect civilians. The basic reason given for allowing Syria to descend into brutality and chaos was that it was difficult to separate Syrians favoring human rights from those who embraced terrorism. Although cultural values differ significantly from one society to another, our common humanity has equipped us with many shared ideas about how human beings should treat each other. Aspects of globalization, especially communications and migration, reinforce perceptions of a common humanity. In general, there is global agreement that human beings, simply because we exist, are entitled to at least three types of rights. First is civil rights, which include personal liberties such as freedom of speech, religion, and thought; the right to own property; and the right to equal treatment under the law. Second is political rights, including the right to vote, to voice political opinions, and to participate in the political process. Third is social rights, including the right to be secure from violence and other physical danger, the right to a decent standard of living, and the right to health care and education. Societies differ in terms of which rights they emphasize. Four types of human rights claims that dominate global politics are
1. The abuse of individual rights by governments
2. Demands for autonomy or independence by various groups
3. Demands for equality and privacy by groups with unconventional lifestyles
4. Cla.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxtiffanyd4
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
Chapter 2 The Law of EducationIntroductionThis chapter describ.docxtiffanyd4
Chapter 2 The Law of Education
Introduction
This chapter describes the various agencies and types of law that affect education. It also discusses the organization and functions of the various judicial bodies that have an impact on education. School leadership candidates are introduced to standards of review, significant federal civil rights laws, the contents of legal decisions, and a sample legal brief.
Focus Questions
1. How are federal courts organized, and what kind of decisions do they make?
2. What is law? How is law different from policy?
3. From what source does the authority of local boards of education emanate?
4. How can campus and district leaders remain current with changes in law and policy at the national and state level?
Key Terms
1.
2.
3.
4. En banc
5.
6.
7.
8.
9.
10.
11. Stare decisis
12.
13.
14.
15.
Case Study Confused Yet?
As far as Elise Daniels was concerned, the monthly meeting of the 20 River County middle school principals was the most informative and relaxing activity in her school year. Twice per year, the principals invited a guest to speak to the group. Elise was particularly interested in the fall special guest speaker, the attorney for the state school boards association. Elise had heard him speak several times, so she was aware of his deep knowledge of school law and emerging issues. As the attorney, spoke Elise found herself becoming more anxious. It was as if the attorney was speaking a foreign language. Tinker rules, due process, Title IX, Office of Civil Rights, and the state bullying law. Elise found herself thinking, “The Americans with Disabilities Act has been amended? How am I supposed to keep up with all of this?”
Leadership Perspectives
Middle School Principal Elise Daniels in the case study “Confused Yet?” is correct. School law can be confusing. Educators work in a highly regulated environment directly and indirectly impacted by a wide variety of local, state, and federal authorities. When P–12 educators refer to “the law,” they are often referring to state and/or federal statutes enacted by legislatures (). This understanding is correct. The U.S. Congress and 50 state legislatures are active in the law-making business. To make matters more difficult, the law is constantly changing and evolving as new situations arise. For example, 10 years ago few if any states had passed antibullying laws. By 2008, however, almost every state had some form of antibullying legislation on the books. Soon after, the phenomenon of cyberbullying emerged, and state legislators rushed to add cyberbullying and/or electronic bullying to their state education laws. One can only guess at what new real or perceived problem affecting public P–12 schools will be next.
P–12 educators also refer to school board policy as “law.” However, law and policy are not necessarily identical. , p. 4) defines policy as “one way through which a political system handles a public problem. It includes a government’s expressed inten.
CHAPTER 1 Legal Heritage and the Digital AgeStatue of Liberty,.docxtiffanyd4
CHAPTER 1 Legal Heritage and the Digital Age
Statue of Liberty, New York Harbor
The Statue of Liberty stands majestically in New York Harbor. During the American Revolution, France gave the colonial patriots substantial support in the form of money for equipment and supplies, officers and soldiers who fought in the war, and ships and sailors who fought on the seas. Without the assistance of France, it is unlikely that the American colonists would have won their independence from Britain. In 1886, the people of France gave the Statue of Liberty to the people of the United States in recognition of friendship that was established during the American Revolution. Since then, the Statue of Liberty has become a symbol of liberty and democracy throughout the world.
Learning Objectives
After studying this chapter, you should be able to:
1. Define law.
2. Describe the functions of law.
3. Explain the development of the U.S. legal system.
4. List and describe the sources of law in the United States.
5. Discuss the importance of the U.S. Supreme Court’s decision in Brown v. Board of Education.
Chapter Outline
1. Introduction to Legal Heritage and the Digital Age
2. What Is Law?
1. Landmark U.S. Supreme Court Case • Brown v. Board of Education
3. Schools of Jurisprudential Thought
1. CASE 1.1 • U.S. Supreme Court Case • POM Wonderful LLC v. Coca-Cola Company
2. Global Law • Command School of Jurisprudence of Cuba
4. History of American Law
1. Landmark Law • Adoption of English Common Law in the United States
2. Global Law • Civil Law System of France and Germany
5. Sources of Law in the United States
1. Contemporary Environment • How a Bill Becomes Law
2. Digital Law • Law of the Digital Age
6. Critical Legal Thinking
1. CASE 1.2 • U.S. Supreme Court Case • Shelby County, Texas v. Holder
“ Where there is no law, there is no freedom.”
—John Locke Second Treatise of Government, Sec. 57
Introduction to Legal Heritage and the Digital Age
In the words of Judge Learned Hand, “Without law we cannot live; only with it can we insure the future which by right is ours. The best of men’s hopes are enmeshed in its success.”1 Every society makes and enforces laws that govern the conduct of the individuals, businesses, and other organizations that function within it.
Although the law of the United States is based primarily on English common law, other legal systems, such as Spanish and French civil law, also influence it. The sources of law in this country are the U.S. Constitution, state constitutions, federal and state statutes, ordinances, administrative agency rules and regulations, executive orders, and judicial decisions by federal and state courts.
Human beings do not ever make laws; it is the accidents and catastrophes of all kinds happening in every conceivable way that make law for us.
Plato
Laws IV, 709
Businesses that are organized in the United States are subject to its laws. They are also subject to the laws of other countries in which they operate. Busin.
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICESPAUL F.docxtiffanyd4
This chapter provides definitions and concepts related to the field of human services. It discusses how human services aims to help individuals, families, and communities cope with problems and promote well-being. The chapter outlines three basic concepts in human services: intervention, professionalism, and education. It also discusses the generalist roles of human service workers in helping clients and delivering services. Finally, the chapter examines the social ideology of human services and how it relates to ideas about individual rights and responsibilities in society.
CHAPTER 20 Employment Law and Worker ProtectionWashington DC.docxtiffanyd4
CHAPTER 20 Employment Law and Worker Protection
Washington DC
Federal and state laws provide workers’ compensation and occupational safety laws to protect workers in the United States.
Learning Objectives
After studying this chapter, you should be able to:
1. Explain how state workers’ compensation programs work and describe the benefits available.
2. Describe employers’ duty to provide safe working conditions under the Occupational Safety and Health Act.
3. Describe the minimum wage and overtime pay rules of the Fair Labor Standards Act.
4. Describe the protections afforded by the Family and Medical Leave Act.
5. Describe unemployment insurance and Social Security.
Chapter Outline
1. Introduction to Employment Law and Worker Protection
2. Workers’ Compensation
1. Case 20.1 • Kelley v. Coca-Cola Enterprises, Inc.
3. Occupational Safety
1. Case 20.2 • R. Williams Construction Company v. Occupational Safety and Health Review Commission
4. Fair Labor Standards Act
1. Case 20.3 U.S. SUPREME COURT Case • IBP, Inc. v. Alvarez
5. Family and Medical Leave Act
6. Consolidated Omnibus Budget Reconciliation Act and Employee Retirement Income Security Act
7. Government Programs
“ It is difficult to imagine any grounds, other than our own personal economic predilections, for saying that the contract of employment is any the less an appropriate subject of legislation than are scores of others, in dealing with which this Court has held that legislatures may curtail individual freedom in the public interest.”
—Stone, Justice Dissenting opinion, Morehead v. New York (1936)
Introduction to Employment Law and Worker Protection
Generally, the employer–employee relationship is subject to the common law of contracts and agency law. This relationship is also highly regulated by federal and state governments that have enacted myriad laws that protect workers from unsafe working conditions, require employers to provide workers’ compensation to employers injured on the job, prohibit child labor, require minimum wages and overtime pay to be paid to workers, require employers to provide time off to employees with certain family and medical emergencies, and provide other employee protections and rights.
Poorly paid labor is inefficient labor, the world over.
Henry George
This chapter discusses employment law, workers’ compensation, occupational safety, pay and hour rules, and other laws affecting employment.
Workers’ Compensation
Many types of employment are dangerous, and many workers are injured on the job each year. Under common law, employees who were injured on the job could sue their employers for negligence. This time-consuming process placed the employee at odds with his or her employer. In addition, there was no guarantee that the employee would win the case. Ultimately, many injured workers—or the heirs of deceased workers—were left uncompensated.
Workers’ compensation acts were enacted by states in response to the unfairness of that result. These acts crea.
Chapter 1 Global Issues Challenges of GlobalizationA GROWING .docxtiffanyd4
Chapter 1 Global Issues: Challenges of Globalization
A GROWING WORLDWIDE CONNECTEDNESS IN THE AGE OF GLOBALIZATION HAS GIVEN CITIZENS MORE OF A VOICE TO EXPRESS THEIR DISSATISFACTION. In Brazil, Protestors calling for a wide range of reforms marched toward the soccer stadium where a match would be played between Brazil and Uruguay.
Learning Objectives
1. 1.1Identify important terms in international relations
2. 1.2Report the need to adopt an interdisciplinary approach in understanding the impact of new world events
3. 1.3Examine the formation of the modern states with respect to the thirty years’ war in 1618
4. 1.4Recall the challenges to the four types of sovereignty
5. 1.5Report that the European Union was created by redefining the sovereignty of its nations for lasting peace and security
6. 1.6Recall the influence exerted by the Catholic church, transnational companies, and other NGOs in dictating world events
7. 1.7Examine how globalization has brought about greater interdependence between states
8. 1.8Record the major causes of globalization
9. 1.9Review the most important forms of globalization
10. 1.10Recount the five waves of globalization
11. 1.11Recognize reasons as to why France and the US resist globalization
12. 1.12Examine the three dominant views of the extent to which globalization exists
Revolutions in technology, finance, transportation, and communications and different ways of thinking that characterize interdependence and globalization have eroded the power and significance of nation-states and profoundly altered international relations. Countries share power with nonstate actors that have proliferated as states have failed to deal effectively with major global problems.
Many governments have subcontracted several traditional responsibilities to private companies and have created public-private partnerships in some areas. This is exemplified by the hundreds of special economic zones in China, Dubai, and elsewhere. Contracting out traditional functions of government, combined with the centralization of massive amounts of data, facilitated Edward Snowden’s ability to leak what seems to be an almost unlimited amount of information on America’s spying activities.
The connections between states and citizens, a cornerstone of international relations, have been weakened partly by global communications and migration. Social media enable people around the world to challenge governments and to participate in global governance. The prevalence of mass protests globally demonstrates growing frustration with governments’ inability to meet the demands of the people, especially the global middle class.
The growth of multiple national identities, citizenships, and passports challenges traditional international relations. States that played dominant roles in international affairs must now deal with their declining power as global power is more diffused with the rise of China, India, Brazil, and other emerging market countries. States are i.
CHAPTER 23 Consumer ProtectionRestaurantFederal and state go.docxtiffanyd4
This chapter discusses various laws and government regulations regarding consumer protection. It covers regulations of food and drug safety, including the Food, Drug, and Cosmetic Act which is enforced by the Food and Drug Administration. The chapter also discusses laws providing protections for consumers in regards to products, automobiles, healthcare, unfair business practices, and consumer finances. The overall goal of consumer protection laws is to promote safety and prohibit abusive practices against consumers.
Chapter 18 When looking further into the EU’s Energy Security and.docxtiffanyd4
Chapter 18
: When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts:
Q2
– What are the five ICT enablers of energy efficiency identified by European strategic research Road map to ICT enabled Energy-Efficiency in Buildings and constructions, (REEB, 2010)?
identify and name those
five ICT enablers
,
provide a brief narrative for each enabler,
note:
Need 400 words. Need references
Please find the attached
.
CHAPTER 17 Investor Protection and E-Securities TransactionsNe.docxtiffanyd4
CHAPTER 17 Investor Protection and E-Securities Transactions
New York Stock Exchange
This is the home of the New York Stock Exchange (NYSE) in New York City. The NYSE, nicknamed the Big Board, is the premier stock exchange in the world. It lists the stocks and securities of approximately 3,000 of the world’s largest companies for trading. The origin of the NYSE dates to 1792, when several stockbrokers met under a buttonwood tree on Wall Street. The NYSE is located at 11 Wall Street, which has been designated a National Historic Landmark. The NYSE is now operated by NYSE Euronext, which was formed when the NYSE merged with the fully electronic stock exchange Euronext.
Learning Objectives
After studying this chapter, you should be able to:
1. Describe the procedure for going public and how securities are registered with the Securities and Exchange Commission (SEC).
2. Describe e-securities transactions and public offerings.
3. Describe the requirements for qualifying for private placement, intrastate, and small offering exemptions from registration.
4. Describe insider trading that violates Section 10(b) of the Securities Exchange Act of 1934.
5. Describe the changes made to securities law by the Jumpstart Our Business Startups (JOBS) Act and its effect on raising capital by small businesses.
Chapter Outline
1. Introduction to Investor Protection and E-Securities Transactions
2. Securities Law
1. LANDMARK LAW • Federal Securities Laws
3. Definition of Security
4. Initial Public Offering: Securities Act of 1933
1. BUSINESS ENVIRONMENT • Facebook’s Initial Public Offering
2. CONTEMPORARY ENVIRONMENT • Jumpstart Our Business Startups (JOBS) Act: Emerging Growth Company
5. E-Securities Transactions
1. DIGITAL LAW • Crowdfunding and Funding Portals
6. Exempt Securities
7. Exempt Transactions
8. Trading in Securities: Securities Exchange Act of 1934
9. Insider Trading
1. Case 17.1 • United States v. Bhagat
2. Case 17.2 • United States v. Kluger
3. ETHICS • Stop Trading on Congressional Knowledge Act
10. Short-Swing Profits
11. State “Blue-Sky” Laws
“The insiders here were not trading on an equal footing with the outside investors.”
—Judge Waterman Securities and Exchange Commission v. Texas Gulf Sulphur Company 401 F.2d 833, 1968 U.S. App. Lexis 5796 (1968)
Introduction to Investor Protection and E-Securities Transactions
Prior to the 1920s and 1930s, the securities markets in this country were not regulated by the federal government. Securities were issued and sold to investors with little, if any, disclosure. Fraud in these transactions was common. To respond to this lack of regulation, in the early 1930s Congress enacted federal securities statutes to regulate the securities markets, including the Securities Act of 1933 and the Securities Exchange Act of 1934. The federal securities statutes were designed to require disclosure of information to investors, provide for the regulation of securities issues and trading, and prevent fraud. Today, many .
Chapter 13 Law, Ethics, and Educational Leadership Making the Con.docxtiffanyd4
Chapter 13 Law, Ethics, and Educational Leadership: Making the Connection
Introduction
This chapter presents examples from the ISLLC standards of the relationship between law and ethics. The chapter also provides examples of how knowledge of law and the application of ethical principles to decision making helps guide school leaders through the sometimes treacherous waters of educational leadership.
Focus Questions
1. How may ethical considerations and legal knowledge guide school leader decision making?
2. Why is it important to consider a balance between these two sometimes competing concepts?
Case Study So Many Detentions, So Little Time
Jefferson Middle School (JMS) was the most racially and culturally diverse of the three middle schools in Riverboat School District, a relatively affluent bedroom community within commuter distance of Capital City. Unfortunately, the culture of Jefferson Middle School was not going well. Over the past 5 years, assistant superintendent Sharon Grey had seen JMS become a school divided by an underlying animosity along racial and socioeconomic lines. This animosity was characterized by numerous clashes between student groups, between teachers and students, between campus administrators and teachers, and between teachers and parents. Sharon finally concluded that JMS was a “mess.”
After much thought and a few sleepless nights, Sharon as part of her job description made the recommendation to the Riverboat school board to not reemploy Jeremy Smith as principal of JMS. Immediately after the board decision, Sharon organized a search committee of teachers, parents, and campus administrators and began the process of finding the right principal for JMS. The committee finally agreed on Charleston Jones. Charleston was a relatively inexperienced campus administrator but had impressed the committee with his instructional leadership knowledge, intelligence, and youthful energy. However, the job of stabilizing JMS was proving to be more of a challenge than anyone had anticipated.
Charleston had instituted a schoolwide discipline plan and had insisted that teachers and school administrators not deviate from the plan. However, he could sense that things were still not right. Animosity among student and parent groups remained just below the surface, ready to erupt at the slightest provocation. Clashes between teachers and students were still relatively frequent. Teachers still blamed one another, school administrators, and the school resource officer for a lack of order in the school. Change was not coming quickly to RMS, and Charleston understood that although school management had improved, several aspects of school culture were less than desirable. Student suspension rates remained high, and parental support was waning. As one of the assistant principals remarked after the umpteenth student referral, “So many detentions, so little time!”
Charleston felt the need to talk. He reached for the phone and made an appointment with.
Chapter 12 presented strategic planning and performance with Int.docxtiffanyd4
Chapter 12 presented strategic planning and performance with Intuit. Define Key Performance Indicators (KPI) and Key Risk Indicators (KRI)? How does an organization come up with these key indicators? Do you know of any top-down indicators? Do you know of any bottom-up indicators? Give some examples of both. In what way does identifying these indicators help an organization? Are there any other key indicators that would help an organization?
Requirements:
Initial posting by Wednesday
Reply to at least 2 other classmates by Sunday (Post a response on different days throughout the week)
Provide a minimum of 2 references on the initial post and one reference any response posts.
Proper APA Format (References & Citations)/No plagiarism
.
ChapterTool KitChapter 7102715Corporate Valuation and Stock Valu.docxtiffanyd4
ChapterTool KitChapter 710/27/15Corporate Valuation and Stock Valuation7-4 Valuing Common Stocks—Introducing the Free Cash Flow (FCF) Valuation ModelData for B&B Corporation (Millions)Constant free cash flow (FCF) =$10Weighted average cost of capital (WACC) =10%Short-term investments =$2Debt =$28Preferred stock =$4Number of shares of common stock =5The first step is to estimate the value of operations, which is the present value of all expected free cash flows. Because the FCF's are expected to be constant, this is a perpetuity. The present value of a perpetuity is the cash flow divided by the cost of capital:Value of operations (Vop) =FCF/WACCValue of operations (Vop) =$100.00millionB&B's total value is the sum of value of operations and the short-term investments: Value of operations$100+ ST investments$2Estimated total intrinsic value$102The next step is to estimate the intrinsic value of equity, which is the remaining total value after accounting for the claims of debtholders and preferred stockholders: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70The final step is to estimate the intrinsic common stock price per share, which is the estimated intrinsic value of equity divided by the number of shares of common stock: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price =$14.00The figure below shows a summary of the previous calculations.Figure 7-2B&B Corporation's Sources of Value and Claims on Value (Millions of Dollars except Per Share Data)Inputs:Valuation AnalysisConstant free cash flow (FCF) =$10Value of operations$100Weighted average cost of capital (WACC) =10%+ ST investments$2Short-term investments =$2Estimated total intrinsic value$102Debt =$28− All debt$28Preferred stock =$4− Preferred stock$4Number of shares of common stock =5Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price$14.00Data for Pie ChartsShort-term investments =$2Value of operations =$100Total =$102Debt =$28Preferred stock =$4Estimated equity value =$70Total =$1027-5 The Constant Growth Model: Valuation when Expected Free Cash Flow Grows at a Constant RateCase 1: The expected free cash flow at t=1 and the expected constant growth rate after t=1 are known.First expected free cash flow (FCF1) =$105Weighted average cost of capital (WACC) =9%Constant growth rate (gL) =5%When free cash flows are expected to grow at a constant rate, the value of operations is:Value of operations (Vop) =FCF1 / [WACC-gL]Value of operations (Vop) =$2,625Case 2: Constant growth is expected to begin immediately.Most recent free cash flow (FCF0) =$200Weighted average cost of capital (WACC) =12%Constant growth rate (gL) =7%When free cash flows are expected to grow at a constant rate, the value of operations is:.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxtiffanyd4
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Chapter 10. Political Socialization The Making of a CitizenLear.docxtiffanyd4
Chapter 10. Political Socialization: The Making of a Citizen
Learning Objectives
· 1Describe the model citizen in democratic theory and explain the concept.
· 2Define socialization and explain the relevance of this concept in the study of politics.
· 3Explain how a disparate population of individuals and groups (families, clans, and tribes) can be forged into a cohesive society.
· 4Demonstrate how socialization affects political behavior and analyze what happens when socialization fails.
· 5Characterize the role of television and the Internet in influencing people’s political beliefs and behavior, and evaluate their impact on the quality of citizenship in contemporary society.
The year is 1932. The Soviet Union is suffering a severe shortage of food, and millions go hungry. Joseph Stalin, leader of the Communist Party and head of the Soviet government, has undertaken a vast reordering of Soviet agriculture that eliminates a whole class of landholders (the kulaks) and collectivizes all farmland. Henceforth, every farm and all farm products belong to the state. To deter theft of what is now considered state property, the Soviet government enacts a law prohibiting individual farmers from appropriating any grain for their own private use. Acting under this law, a young boy reports his father to the authorities for concealing grain. The father is shot for stealing state property. Soon after, the boy is killed by a group of peasants, led by his uncle, who are outraged that he would betray his own father. The government, taking a radically different view of the affair, extols the boy as a patriotic martyr.
Stalin considered the little boy in this story a model citizen, a hero. How citizenship is defined says a lot about a government and the philosophy or ideology that underpins it.
The Good Citizen
Stalin’s celebration of a child’s act of betrayal as heroic points to a distinction Aristotle originally made: The good citizen is defined by laws, regimes, and rulers, but the moral fiber (and universal characteristics) of a good person is fixed, and it transcends the expectations of any particular political regime.*
Good citizenship includes behaving in accordance with the rules, norms, and expectations of our own state and society. Thus, the actual requirements vary widely. A good citizen in Soviet Russia of the 1930s was a person whose first loyalty was to the Communist Party. The test of good citizenship in a totalitarian state is this: Are you willing to subordinate all personal convictions and even family loyalties to the dictates of political authority, and to follow the dictator’s whims no matter where they may lead? In marked contrast are the standards of citizenship in constitutional democracies, which prize and protect freedom of conscience and speech.
Where the requirements of the abstract good citizen—always defined by the state—come into conflict with the moral compass of actual citizens, and where the state seeks to obscure or obliterate t.
Chapters one and twoAnswer the questions in complete paragraphs .docxtiffanyd4
Chapters one and two
Answer the questions in complete paragraphs (at least 3), APA style (citations/references) and make sure to separate/number the answers
1. Explain the differences between Classic Autism and Asperger Disorder according to the DSM-V (Diagnostic Statistical Manual of the American Psychiatric Association).
2. How is ASD identified and diagnosed? Name and describe some of the measurement tools.
3. Describe the characteristics of ASD under each criterion: a) language deficits, b) social differences, c) behavior, and d) motor deficits.
4. List and describe the evidence-base practices for educating ASD children discussed in chapter 2.
5. Describe the differences between a focused intervention and comprehensive treatment models.
6. What are the components of effective instruction for students with ASD?
.
ChapterTool KitChapter 1212912Corporate Valuation and Financial .docxtiffanyd4
ChapterTool KitChapter 1212/9/12Corporate Valuation and Financial Planning12-2 Financial Planning at MicroDrive, Inc.The process used by MicroDrive to forecast the free cash flows from its operating plan is described in the sections below.Setting Up the Model to Forecast OperationsWe begin with MicroDrive's most recent financial statements and selected additional data.Figure 12-1 MicroDrive’s Most Recent Financial Statements (Millions, Except for Per Share Data)INCOME STATEMENTSBALANCE SHEETS20122013Assets20122013Net sales$ 4,760$ 5,000Cash$ 60$ 50COGS (excl. depr.)3,5603,800ST Investments40-Depreciation170200Accounts receivable380500Other operating expenses480500Inventories8201,000EBIT$ 550$ 500Total CA$ 1,300$ 1,550Interest expense100120Net PP&E1,7002,000Pre-tax earnings$ 450$ 380Total assets$ 3,000$ 3,550Taxes (40%)180152NI before pref. div.$ 270$ 228Liabilities and equityPreferred div.88Accounts payable$ 190$ 200Net income$ 262$ 220Accruals280300Notes payable130280Other DataTotal CL$ 600$ 780Common dividends$48$50Long-term bonds1,0001,200Addition to RE$214$170Total liabilities$ 1,600$ 1,980Tax rate40%40%Preferred stock100100Shares of common stock5050Common stock500500Earnings per share$5.24$4.40Retained earnings800970Dividends per share$0.96$1.00Total common equity$ 1,300$ 1,470Price per share$40.00$27.00Total liabs. & equity$ 3,000$ 3,550The figure below shows all the inputs required to project the financial statements for the scenario that has been selected with the Scenario Manager: Data, What-If Analysis, Scenario Manager. There are two scenarios. The first is named Status Quo because all operating ratios except the sales growth rate are assumed to remain unchanged. The initial sales growth rate was chosen by MicroDrive's managers based on the existing product lines. The growth rate declines over time until it eventually levels off at a sustainable rate. The other scenario is named Final because it is the set of inputs chosen by MicroDrive's management team.Section 1 shows the inputs required to estimate the items in an operating plan. For each of these inputs, Section 1 shows the industry averages, the actual values for the past two years for MicroDrive, and the forecasted values for the next five years. The managers assumed the inputs for future years (except the sales growth rate) would be equal to the inputs in the first projected year.MicroDrive's managers assume that sales will eventually level off at a sustaniable constant rate.Sections 2 and 3 show the data required to estimate the weighted average cost of capital. Section 4 shows the forecasted growth rate in dividends.Note: These inputs are linked throughout the model. If you want to change an input, do it here and not other places in the model.Figure 12-2MicroDrive's Forecast: Inputs for the Selected ScenarioStatus QuoIndustryMicroDriveMicroDriveInputsActualActualForecast1. Operating Ratios2013201220132014201520162017201.
Chapters 4-6 Preparing Written MessagesPrepari.docxtiffanyd4
Chapters 4-6: Preparing Written Messages
Preparing Written Messages
Lesson Outline
Seven Steps to Preparing Written Messages
Effective Sentences and Coherent Paragraphs
Revise to Grab Your Audience’s Attention
Improve Readability
Proofread and Revise
Seven Steps to Preparing
Written Messages
Seven Preparation Steps
Step 1: Consider Contextual Forces
Step 2: Determine Purpose, Channel, and Medium
Step 3: Envision Audience
Step 4: Adapt Message to Audience Needs and Concerns
Step 5: Organize the Message
Step 6: Prepare First Draft
Step 7: Revise, Edit, and Proofread
Effective Sentences and
Coherent Paragraphs
Step 6: Prepare the First Draft
Proceed Deductively or Inductively
Know Logical Sequence of Minor Points
Write rapidly with Intent to Rewrite
Use Active More Than Passive Voice
Craft Powerful Sentences
Rely on Active Voice—Subject Doer of Action
(Passive—Subject Receiver of Action Sentence Is Less Emphatic)
Passive Voice Uses
Conceal the Doer/Avoid Finger Pointing
Doer Is Unknown
Place More Emphasis on What Was Done
(Receiver of Action)
5
Emphasize Important Ideas
Techniques
Sentence Structure—place important ideas in simple sentences/place in independent clauses (emphasis)
Repetition—repeat a word in a sentence
Labeling Words—use words that signal important
Position—position it first or last in a clause, sentence, paragraph, or presentation
Space and Format—use extraordinary amount of space for important items or use headings
Develop Coherent Paragraphs
Develop Deductive/Inductive Paragraphs Consistently
Link Ideas to Achieve Coherence
Keep Paragraphs Unified
Vary Sentence and Paragraph Length
Position Topic Sentences and
Link Ideas
Deductive—topic sentence precedes details
Inductive—topic sentence follows details
Link Ideas to Achieve Coherence (Cohesion)
Repeat Word from Preceding Sentence
Use a Pronoun for a Noun in Preceding Sentence
Use Connecting Words (e.g., Conjunctive Adverbs)
Link Paragraphs by Using Transition Words
Use Transition Sentences before Headings,
But Not Subheadings
Paragraph Unity
Keep Paragraphs Unified—support must be focused on topic sentences
Ensure Paragraphs Cover Topic Sentence, But Do Not Write Extraneous Materials
Arrange Paragraphs in a Logical and Systematic Sequence
Vary Sentence and
Paragraph Length
Vary Sentence Length (Average—Short)
Vary Sentence Structure (Sentence Variety)
Vary Paragraph Length (Average—Short
8-10 Lines)
Changes in Tense, Voice, and Person in Paragraphs Are Discouraged
Revise to Grab
Reader’s Attention
Cultivate a Frame of Mind (Mind-set) for Revising and Proofreading
Have Your Revising/Editing Space/Room
View from Audience Perspective (You Attitude)
Revise until No More Changes Would Improve the Document
Be Willing to Allow Others to Make Suggestions (Writer’s Pride of Ownership?)
Ensure Error-Free Messages
Use Visual Enhancements for More Readability
Add Only When They Aid Comprehension
Create an A.
CHAPTER 3Understanding Regulations, Accreditation Criteria, and .docxtiffanyd4
CHAPTER 3
Understanding Regulations, Accreditation Criteria, and Other Standards ofPractice
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
2. Legal and Fiscal Management
· Knowledge and application of the advantages and disadvantages of different legal structures
· Knowledge of different codes and regulations as they relate to the delivery of early childhood program services
· Knowledge of child custody, child abuse, special education, confidentiality, anti-discrimination, insurance liability, contract, and laborlaws pertaining to program management
5. Program Operations and Facilities Management
· Knowledge and application of policies and procedures that meet state/local regulations and professional standards pertaining to thehealth and safety of young children
7. Marketing and public relations
· Skill in developing a business plan and effective promotional literature, handbooks, newsletters, and press releases
Early Childhood Knowledge and Skills
5. Children with Special Needs
· Knowledge of licensing standards, state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for childrenwith special needs
10. Professionalism
· Knowledge of laws, regulations, and policies that impact professional conduct with children and families
· Knowledge of center accreditation criteria
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe the purpose of regulations that apply to programs of early care and education and list several topics they address.
2. Identify several ways accreditation standards are different from child care regulations.
3. State the purpose of Quality Rating and Improvement Systems (QRIS).
4. List some ways qualifications for administrators and teachers are different for licensure, for accreditation, and in QRIS systems.
5. Identify laws that apply to the childcare workplace, such as those that govern the program’s financial management and employees’well-being.
Marie’s Experience
Marie has been successful over the years in keeping her center in compliance with all licensing regulations. She is proud of her teachers andconfident that the center consistently goes above and beyond licensing provisions designed simply to keep children healthy and safe. She knowsthat the center provides high-quality care to the children it serves, but has never pursued accreditation or participated in her state’s optionalQuality Rating and Improvement System (QRIS) because of the time and effort it would require. Her families have confidence in her program anddo not seem to need this additional assurance that it provides high-quality services day in and day out.
Large numbers of families rely on out-of-home care for their infants, toddlers, preschoolers, and school-age children during the workday. In2011, there were 312,254 licensed child care facilities with a capacity to serve almost 10.2 million children. About 34% of these facilitieswere child care center.
Chapter 3 Human RightsINTERNATIONAL HUMAN RIGHTS–BASED ORGANIZ.docxtiffanyd4
Chapter 3 Human Rights
INTERNATIONAL HUMAN RIGHTS–BASED ORGANIZATIONS LIKE THE UN COMMISSION ON HUMAN RIGHTS HAVE MADE MONITORING HUMAN RIGHTS A GLOBAL ISSUE. The United Nations is headquartered in New York City.
Learning Objectives
1. 3.1Review the expansion of and the commitment to the human rights agenda
2. 3.2Evaluate the milestones that led to the current concerns around human rights
3. 3.3Evaluate some of the philosophical controversies over human rights
4. 3.4Recognize global, regional, national, and local institutions and rules designed to protect human rights across the globe
5. 3.5Report the efforts made globally in bringing violators of human rights to justice
6. 3.6Relate the need for stricter laws to protect women’s human rights across the globe.
7. 3.7Recognize the need to protect the human rights of the disabled
8. 3.8Distinguish between the Western and the Islamic beliefs on individual and community rights
9. 3.9Review the balancing act that needs to be played while fighting terrorism and protecting human rights
10. 3.10Report the controversy around issuing death penalty as punishment
When Muammar Qaddafi used military force to suppress people demonstrating in Libya for a transition to democracy, there was a general consensus that there was a global responsibility to protect civilians. However, when Bashar Assad used fighter jets, tanks, barrel bombs, chemical weapons, and a wide range of brutal methods, including torture, to crush the popular uprising against his rule in Syria, the world did not respond forcefully to protect civilians. The basic reason given for allowing Syria to descend into brutality and chaos was that it was difficult to separate Syrians favoring human rights from those who embraced terrorism. Although cultural values differ significantly from one society to another, our common humanity has equipped us with many shared ideas about how human beings should treat each other. Aspects of globalization, especially communications and migration, reinforce perceptions of a common humanity. In general, there is global agreement that human beings, simply because we exist, are entitled to at least three types of rights. First is civil rights, which include personal liberties such as freedom of speech, religion, and thought; the right to own property; and the right to equal treatment under the law. Second is political rights, including the right to vote, to voice political opinions, and to participate in the political process. Third is social rights, including the right to be secure from violence and other physical danger, the right to a decent standard of living, and the right to health care and education. Societies differ in terms of which rights they emphasize. Four types of human rights claims that dominate global politics are
1. The abuse of individual rights by governments
2. Demands for autonomy or independence by various groups
3. Demands for equality and privacy by groups with unconventional lifestyles
4. Cla.
CHAPTER 13Contributing to the ProfessionNAEYC Administrator Co.docxtiffanyd4
CHAPTER 13
Contributing to the Profession
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
· The ability to evaluate ethical and moral dilemmas based on a professional code of ethics
8. Leadership and Advocacy
· Knowledge of the legislative process, social issues, and public policy affecting young children and their families
· The ability to advocate on behalf of young children, their families and the profession
Early Childhood Knowledge and Skills
1. Historical and Philosophical Foundations
· Knowledge of research methodologies
10. Professionalism
· Knowledge of different professional organizations, resources, and issues impacting the welfare of early childhood practitioners
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
· Ability to work as part of a professional team and supervise support staff or volunteers
Learning Outcomes
After studying this chapter, you will be able to:
1. Describe how the field of early childhood education has made progress achieving two of the eight criteria of professional status.
2. Identify the advocacy tools that early childhood advocates should have at their disposal.
3. Discuss opportunities that program administrators have to contribute to the field’s future.
Grace’s Experience
Grace had found that working with children came naturally, and she considered herself to be a gifted teacher after only a short time in theclassroom. She thought she would spend her entire career working directly with children. She is now somewhat surprised how much she isenjoying the new responsibilities that come with being a program director. She is gaining confidence that she can work effectively with allfamilies, even when faced with difficult conversations; and her skills as a supervisor, coach, and mentor are increasing as well. She is nowcomfortable as a leader in her own center and is considering volunteering to fill a leadership role in the local early childhood professionalorganization. That would give her opportunities to refine her leadership skills while contributing to the quality of care provided for childrenthroughout her community.
Early childhood administrators are leaders. They contribute to the profession by making the public aware of the field’s emergingprofessionalism, including its reliance on a code of ethics; engaging in informed advocacy; becoming involved in research to increase whatwe know about how children learn, grow, and develop; and coaching and mentoring novices, experienced practitioners, and emergingleaders.
13.1 PROMOTING PROFESSIONALIZATION1
Lilian Katz, one of the most influential voices in the field of early care and education, began discussions about the professionalism of thefield in the mid-1980s. Her work extended a foundation that had been laid by sociologists, philosophers, and other scholars and continuesto influence how early childhoo.
Chapter 2 The Law of EducationIntroductionThis chapter describ.docxtiffanyd4
Chapter 2 The Law of Education
Introduction
This chapter describes the various agencies and types of law that affect education. It also discusses the organization and functions of the various judicial bodies that have an impact on education. School leadership candidates are introduced to standards of review, significant federal civil rights laws, the contents of legal decisions, and a sample legal brief.
Focus Questions
1. How are federal courts organized, and what kind of decisions do they make?
2. What is law? How is law different from policy?
3. From what source does the authority of local boards of education emanate?
4. How can campus and district leaders remain current with changes in law and policy at the national and state level?
Key Terms
1.
2.
3.
4. En banc
5.
6.
7.
8.
9.
10.
11. Stare decisis
12.
13.
14.
15.
Case Study Confused Yet?
As far as Elise Daniels was concerned, the monthly meeting of the 20 River County middle school principals was the most informative and relaxing activity in her school year. Twice per year, the principals invited a guest to speak to the group. Elise was particularly interested in the fall special guest speaker, the attorney for the state school boards association. Elise had heard him speak several times, so she was aware of his deep knowledge of school law and emerging issues. As the attorney, spoke Elise found herself becoming more anxious. It was as if the attorney was speaking a foreign language. Tinker rules, due process, Title IX, Office of Civil Rights, and the state bullying law. Elise found herself thinking, “The Americans with Disabilities Act has been amended? How am I supposed to keep up with all of this?”
Leadership Perspectives
Middle School Principal Elise Daniels in the case study “Confused Yet?” is correct. School law can be confusing. Educators work in a highly regulated environment directly and indirectly impacted by a wide variety of local, state, and federal authorities. When P–12 educators refer to “the law,” they are often referring to state and/or federal statutes enacted by legislatures (). This understanding is correct. The U.S. Congress and 50 state legislatures are active in the law-making business. To make matters more difficult, the law is constantly changing and evolving as new situations arise. For example, 10 years ago few if any states had passed antibullying laws. By 2008, however, almost every state had some form of antibullying legislation on the books. Soon after, the phenomenon of cyberbullying emerged, and state legislators rushed to add cyberbullying and/or electronic bullying to their state education laws. One can only guess at what new real or perceived problem affecting public P–12 schools will be next.
P–12 educators also refer to school board policy as “law.” However, law and policy are not necessarily identical. , p. 4) defines policy as “one way through which a political system handles a public problem. It includes a government’s expressed inten.
CHAPTER 1 Legal Heritage and the Digital AgeStatue of Liberty,.docxtiffanyd4
CHAPTER 1 Legal Heritage and the Digital Age
Statue of Liberty, New York Harbor
The Statue of Liberty stands majestically in New York Harbor. During the American Revolution, France gave the colonial patriots substantial support in the form of money for equipment and supplies, officers and soldiers who fought in the war, and ships and sailors who fought on the seas. Without the assistance of France, it is unlikely that the American colonists would have won their independence from Britain. In 1886, the people of France gave the Statue of Liberty to the people of the United States in recognition of friendship that was established during the American Revolution. Since then, the Statue of Liberty has become a symbol of liberty and democracy throughout the world.
Learning Objectives
After studying this chapter, you should be able to:
1. Define law.
2. Describe the functions of law.
3. Explain the development of the U.S. legal system.
4. List and describe the sources of law in the United States.
5. Discuss the importance of the U.S. Supreme Court’s decision in Brown v. Board of Education.
Chapter Outline
1. Introduction to Legal Heritage and the Digital Age
2. What Is Law?
1. Landmark U.S. Supreme Court Case • Brown v. Board of Education
3. Schools of Jurisprudential Thought
1. CASE 1.1 • U.S. Supreme Court Case • POM Wonderful LLC v. Coca-Cola Company
2. Global Law • Command School of Jurisprudence of Cuba
4. History of American Law
1. Landmark Law • Adoption of English Common Law in the United States
2. Global Law • Civil Law System of France and Germany
5. Sources of Law in the United States
1. Contemporary Environment • How a Bill Becomes Law
2. Digital Law • Law of the Digital Age
6. Critical Legal Thinking
1. CASE 1.2 • U.S. Supreme Court Case • Shelby County, Texas v. Holder
“ Where there is no law, there is no freedom.”
—John Locke Second Treatise of Government, Sec. 57
Introduction to Legal Heritage and the Digital Age
In the words of Judge Learned Hand, “Without law we cannot live; only with it can we insure the future which by right is ours. The best of men’s hopes are enmeshed in its success.”1 Every society makes and enforces laws that govern the conduct of the individuals, businesses, and other organizations that function within it.
Although the law of the United States is based primarily on English common law, other legal systems, such as Spanish and French civil law, also influence it. The sources of law in this country are the U.S. Constitution, state constitutions, federal and state statutes, ordinances, administrative agency rules and regulations, executive orders, and judicial decisions by federal and state courts.
Human beings do not ever make laws; it is the accidents and catastrophes of all kinds happening in every conceivable way that make law for us.
Plato
Laws IV, 709
Businesses that are organized in the United States are subject to its laws. They are also subject to the laws of other countries in which they operate. Busin.
CHAPTER 1 BASIC CONCEPTS AND DEFINITIONS OF HUMAN SERVICESPAUL F.docxtiffanyd4
This chapter provides definitions and concepts related to the field of human services. It discusses how human services aims to help individuals, families, and communities cope with problems and promote well-being. The chapter outlines three basic concepts in human services: intervention, professionalism, and education. It also discusses the generalist roles of human service workers in helping clients and delivering services. Finally, the chapter examines the social ideology of human services and how it relates to ideas about individual rights and responsibilities in society.
CHAPTER 20 Employment Law and Worker ProtectionWashington DC.docxtiffanyd4
CHAPTER 20 Employment Law and Worker Protection
Washington DC
Federal and state laws provide workers’ compensation and occupational safety laws to protect workers in the United States.
Learning Objectives
After studying this chapter, you should be able to:
1. Explain how state workers’ compensation programs work and describe the benefits available.
2. Describe employers’ duty to provide safe working conditions under the Occupational Safety and Health Act.
3. Describe the minimum wage and overtime pay rules of the Fair Labor Standards Act.
4. Describe the protections afforded by the Family and Medical Leave Act.
5. Describe unemployment insurance and Social Security.
Chapter Outline
1. Introduction to Employment Law and Worker Protection
2. Workers’ Compensation
1. Case 20.1 • Kelley v. Coca-Cola Enterprises, Inc.
3. Occupational Safety
1. Case 20.2 • R. Williams Construction Company v. Occupational Safety and Health Review Commission
4. Fair Labor Standards Act
1. Case 20.3 U.S. SUPREME COURT Case • IBP, Inc. v. Alvarez
5. Family and Medical Leave Act
6. Consolidated Omnibus Budget Reconciliation Act and Employee Retirement Income Security Act
7. Government Programs
“ It is difficult to imagine any grounds, other than our own personal economic predilections, for saying that the contract of employment is any the less an appropriate subject of legislation than are scores of others, in dealing with which this Court has held that legislatures may curtail individual freedom in the public interest.”
—Stone, Justice Dissenting opinion, Morehead v. New York (1936)
Introduction to Employment Law and Worker Protection
Generally, the employer–employee relationship is subject to the common law of contracts and agency law. This relationship is also highly regulated by federal and state governments that have enacted myriad laws that protect workers from unsafe working conditions, require employers to provide workers’ compensation to employers injured on the job, prohibit child labor, require minimum wages and overtime pay to be paid to workers, require employers to provide time off to employees with certain family and medical emergencies, and provide other employee protections and rights.
Poorly paid labor is inefficient labor, the world over.
Henry George
This chapter discusses employment law, workers’ compensation, occupational safety, pay and hour rules, and other laws affecting employment.
Workers’ Compensation
Many types of employment are dangerous, and many workers are injured on the job each year. Under common law, employees who were injured on the job could sue their employers for negligence. This time-consuming process placed the employee at odds with his or her employer. In addition, there was no guarantee that the employee would win the case. Ultimately, many injured workers—or the heirs of deceased workers—were left uncompensated.
Workers’ compensation acts were enacted by states in response to the unfairness of that result. These acts crea.
Chapter 1 Global Issues Challenges of GlobalizationA GROWING .docxtiffanyd4
Chapter 1 Global Issues: Challenges of Globalization
A GROWING WORLDWIDE CONNECTEDNESS IN THE AGE OF GLOBALIZATION HAS GIVEN CITIZENS MORE OF A VOICE TO EXPRESS THEIR DISSATISFACTION. In Brazil, Protestors calling for a wide range of reforms marched toward the soccer stadium where a match would be played between Brazil and Uruguay.
Learning Objectives
1. 1.1Identify important terms in international relations
2. 1.2Report the need to adopt an interdisciplinary approach in understanding the impact of new world events
3. 1.3Examine the formation of the modern states with respect to the thirty years’ war in 1618
4. 1.4Recall the challenges to the four types of sovereignty
5. 1.5Report that the European Union was created by redefining the sovereignty of its nations for lasting peace and security
6. 1.6Recall the influence exerted by the Catholic church, transnational companies, and other NGOs in dictating world events
7. 1.7Examine how globalization has brought about greater interdependence between states
8. 1.8Record the major causes of globalization
9. 1.9Review the most important forms of globalization
10. 1.10Recount the five waves of globalization
11. 1.11Recognize reasons as to why France and the US resist globalization
12. 1.12Examine the three dominant views of the extent to which globalization exists
Revolutions in technology, finance, transportation, and communications and different ways of thinking that characterize interdependence and globalization have eroded the power and significance of nation-states and profoundly altered international relations. Countries share power with nonstate actors that have proliferated as states have failed to deal effectively with major global problems.
Many governments have subcontracted several traditional responsibilities to private companies and have created public-private partnerships in some areas. This is exemplified by the hundreds of special economic zones in China, Dubai, and elsewhere. Contracting out traditional functions of government, combined with the centralization of massive amounts of data, facilitated Edward Snowden’s ability to leak what seems to be an almost unlimited amount of information on America’s spying activities.
The connections between states and citizens, a cornerstone of international relations, have been weakened partly by global communications and migration. Social media enable people around the world to challenge governments and to participate in global governance. The prevalence of mass protests globally demonstrates growing frustration with governments’ inability to meet the demands of the people, especially the global middle class.
The growth of multiple national identities, citizenships, and passports challenges traditional international relations. States that played dominant roles in international affairs must now deal with their declining power as global power is more diffused with the rise of China, India, Brazil, and other emerging market countries. States are i.
CHAPTER 23 Consumer ProtectionRestaurantFederal and state go.docxtiffanyd4
This chapter discusses various laws and government regulations regarding consumer protection. It covers regulations of food and drug safety, including the Food, Drug, and Cosmetic Act which is enforced by the Food and Drug Administration. The chapter also discusses laws providing protections for consumers in regards to products, automobiles, healthcare, unfair business practices, and consumer finances. The overall goal of consumer protection laws is to promote safety and prohibit abusive practices against consumers.
Chapter 18 When looking further into the EU’s Energy Security and.docxtiffanyd4
Chapter 18
: When looking further into the EU’s Energy Security and ICT sustainable urban development, and government policy efforts:
Q2
– What are the five ICT enablers of energy efficiency identified by European strategic research Road map to ICT enabled Energy-Efficiency in Buildings and constructions, (REEB, 2010)?
identify and name those
five ICT enablers
,
provide a brief narrative for each enabler,
note:
Need 400 words. Need references
Please find the attached
.
CHAPTER 17 Investor Protection and E-Securities TransactionsNe.docxtiffanyd4
CHAPTER 17 Investor Protection and E-Securities Transactions
New York Stock Exchange
This is the home of the New York Stock Exchange (NYSE) in New York City. The NYSE, nicknamed the Big Board, is the premier stock exchange in the world. It lists the stocks and securities of approximately 3,000 of the world’s largest companies for trading. The origin of the NYSE dates to 1792, when several stockbrokers met under a buttonwood tree on Wall Street. The NYSE is located at 11 Wall Street, which has been designated a National Historic Landmark. The NYSE is now operated by NYSE Euronext, which was formed when the NYSE merged with the fully electronic stock exchange Euronext.
Learning Objectives
After studying this chapter, you should be able to:
1. Describe the procedure for going public and how securities are registered with the Securities and Exchange Commission (SEC).
2. Describe e-securities transactions and public offerings.
3. Describe the requirements for qualifying for private placement, intrastate, and small offering exemptions from registration.
4. Describe insider trading that violates Section 10(b) of the Securities Exchange Act of 1934.
5. Describe the changes made to securities law by the Jumpstart Our Business Startups (JOBS) Act and its effect on raising capital by small businesses.
Chapter Outline
1. Introduction to Investor Protection and E-Securities Transactions
2. Securities Law
1. LANDMARK LAW • Federal Securities Laws
3. Definition of Security
4. Initial Public Offering: Securities Act of 1933
1. BUSINESS ENVIRONMENT • Facebook’s Initial Public Offering
2. CONTEMPORARY ENVIRONMENT • Jumpstart Our Business Startups (JOBS) Act: Emerging Growth Company
5. E-Securities Transactions
1. DIGITAL LAW • Crowdfunding and Funding Portals
6. Exempt Securities
7. Exempt Transactions
8. Trading in Securities: Securities Exchange Act of 1934
9. Insider Trading
1. Case 17.1 • United States v. Bhagat
2. Case 17.2 • United States v. Kluger
3. ETHICS • Stop Trading on Congressional Knowledge Act
10. Short-Swing Profits
11. State “Blue-Sky” Laws
“The insiders here were not trading on an equal footing with the outside investors.”
—Judge Waterman Securities and Exchange Commission v. Texas Gulf Sulphur Company 401 F.2d 833, 1968 U.S. App. Lexis 5796 (1968)
Introduction to Investor Protection and E-Securities Transactions
Prior to the 1920s and 1930s, the securities markets in this country were not regulated by the federal government. Securities were issued and sold to investors with little, if any, disclosure. Fraud in these transactions was common. To respond to this lack of regulation, in the early 1930s Congress enacted federal securities statutes to regulate the securities markets, including the Securities Act of 1933 and the Securities Exchange Act of 1934. The federal securities statutes were designed to require disclosure of information to investors, provide for the regulation of securities issues and trading, and prevent fraud. Today, many .
Chapter 13 Law, Ethics, and Educational Leadership Making the Con.docxtiffanyd4
Chapter 13 Law, Ethics, and Educational Leadership: Making the Connection
Introduction
This chapter presents examples from the ISLLC standards of the relationship between law and ethics. The chapter also provides examples of how knowledge of law and the application of ethical principles to decision making helps guide school leaders through the sometimes treacherous waters of educational leadership.
Focus Questions
1. How may ethical considerations and legal knowledge guide school leader decision making?
2. Why is it important to consider a balance between these two sometimes competing concepts?
Case Study So Many Detentions, So Little Time
Jefferson Middle School (JMS) was the most racially and culturally diverse of the three middle schools in Riverboat School District, a relatively affluent bedroom community within commuter distance of Capital City. Unfortunately, the culture of Jefferson Middle School was not going well. Over the past 5 years, assistant superintendent Sharon Grey had seen JMS become a school divided by an underlying animosity along racial and socioeconomic lines. This animosity was characterized by numerous clashes between student groups, between teachers and students, between campus administrators and teachers, and between teachers and parents. Sharon finally concluded that JMS was a “mess.”
After much thought and a few sleepless nights, Sharon as part of her job description made the recommendation to the Riverboat school board to not reemploy Jeremy Smith as principal of JMS. Immediately after the board decision, Sharon organized a search committee of teachers, parents, and campus administrators and began the process of finding the right principal for JMS. The committee finally agreed on Charleston Jones. Charleston was a relatively inexperienced campus administrator but had impressed the committee with his instructional leadership knowledge, intelligence, and youthful energy. However, the job of stabilizing JMS was proving to be more of a challenge than anyone had anticipated.
Charleston had instituted a schoolwide discipline plan and had insisted that teachers and school administrators not deviate from the plan. However, he could sense that things were still not right. Animosity among student and parent groups remained just below the surface, ready to erupt at the slightest provocation. Clashes between teachers and students were still relatively frequent. Teachers still blamed one another, school administrators, and the school resource officer for a lack of order in the school. Change was not coming quickly to RMS, and Charleston understood that although school management had improved, several aspects of school culture were less than desirable. Student suspension rates remained high, and parental support was waning. As one of the assistant principals remarked after the umpteenth student referral, “So many detentions, so little time!”
Charleston felt the need to talk. He reached for the phone and made an appointment with.
Chapter 12 presented strategic planning and performance with Int.docxtiffanyd4
Chapter 12 presented strategic planning and performance with Intuit. Define Key Performance Indicators (KPI) and Key Risk Indicators (KRI)? How does an organization come up with these key indicators? Do you know of any top-down indicators? Do you know of any bottom-up indicators? Give some examples of both. In what way does identifying these indicators help an organization? Are there any other key indicators that would help an organization?
Requirements:
Initial posting by Wednesday
Reply to at least 2 other classmates by Sunday (Post a response on different days throughout the week)
Provide a minimum of 2 references on the initial post and one reference any response posts.
Proper APA Format (References & Citations)/No plagiarism
.
ChapterTool KitChapter 7102715Corporate Valuation and Stock Valu.docxtiffanyd4
ChapterTool KitChapter 710/27/15Corporate Valuation and Stock Valuation7-4 Valuing Common Stocks—Introducing the Free Cash Flow (FCF) Valuation ModelData for B&B Corporation (Millions)Constant free cash flow (FCF) =$10Weighted average cost of capital (WACC) =10%Short-term investments =$2Debt =$28Preferred stock =$4Number of shares of common stock =5The first step is to estimate the value of operations, which is the present value of all expected free cash flows. Because the FCF's are expected to be constant, this is a perpetuity. The present value of a perpetuity is the cash flow divided by the cost of capital:Value of operations (Vop) =FCF/WACCValue of operations (Vop) =$100.00millionB&B's total value is the sum of value of operations and the short-term investments: Value of operations$100+ ST investments$2Estimated total intrinsic value$102The next step is to estimate the intrinsic value of equity, which is the remaining total value after accounting for the claims of debtholders and preferred stockholders: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70The final step is to estimate the intrinsic common stock price per share, which is the estimated intrinsic value of equity divided by the number of shares of common stock: Value of operations$100+ ST investments$2Estimated total intrinsic value$102− All debt$28− Preferred stock$4Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price =$14.00The figure below shows a summary of the previous calculations.Figure 7-2B&B Corporation's Sources of Value and Claims on Value (Millions of Dollars except Per Share Data)Inputs:Valuation AnalysisConstant free cash flow (FCF) =$10Value of operations$100Weighted average cost of capital (WACC) =10%+ ST investments$2Short-term investments =$2Estimated total intrinsic value$102Debt =$28− All debt$28Preferred stock =$4− Preferred stock$4Number of shares of common stock =5Estimated intrinsic value of equity$70÷ Number of shares5Estimated intrinsic stock price$14.00Data for Pie ChartsShort-term investments =$2Value of operations =$100Total =$102Debt =$28Preferred stock =$4Estimated equity value =$70Total =$1027-5 The Constant Growth Model: Valuation when Expected Free Cash Flow Grows at a Constant RateCase 1: The expected free cash flow at t=1 and the expected constant growth rate after t=1 are known.First expected free cash flow (FCF1) =$105Weighted average cost of capital (WACC) =9%Constant growth rate (gL) =5%When free cash flows are expected to grow at a constant rate, the value of operations is:Value of operations (Vop) =FCF1 / [WACC-gL]Value of operations (Vop) =$2,625Case 2: Constant growth is expected to begin immediately.Most recent free cash flow (FCF0) =$200Weighted average cost of capital (WACC) =12%Constant growth rate (gL) =7%When free cash flows are expected to grow at a constant rate, the value of operations is:.
CHAPTER 12Working with Families and CommunitiesNAEYC Administr.docxtiffanyd4
CHAPTER 12
Working with Families and Communities
NAEYC Administrator Competencies Addressed in This Chapter:
Management Knowledge and Skills
6. Family Support
· Knowledge and application of family systems and different parenting styles
· The ability to implement program practices that support families of diverse cultural, ethnic, linguistic, and socio-economic backgrounds
· The ability to support families as valued partners in the educational process
3. Staff Management and Human Relations
· The ability to relate to staff and board members of diverse racial, cultural, and ethnic backgrounds
7. Marketing and Public Relations
· The ability to promote linkages with local schools
9. Oral and Written Communication
· Knowledge of oral communication techniques, including establishing rapport, preparing the environment, active listening, and voicecontrol
· The ability to communicate ideas effectively in a formal presentation
Early Childhood Knowledge and Skills
6. Family and Community Relationships
· Knowledge of the diversity of family systems, traditional, non-traditional and alternative family structures, family life styles, and thedynamics of family life on the development of young children
· Knowledge of socio-cultural factors influencing contemporary families including the impact of language, religion, poverty, race,technology, and the media
· Knowledge of different community resources, assistance, and support available to children and families
· Knowledge of different strategies to promote reciprocal partnerships between home and center
· Ability to communicate effectively with parents through written and oral communication
· Ability to demonstrate awareness and appreciation of different cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
10. Professionalism
· Ability to make professional judgments based on the NAEYC “Code of Ethical Conduct and Statement of Commitment”
Learning Outcomes
After studying this chapter, you will be able to:
1. Explain three approaches that programs of early care and education might take to working with families.
2. Identify some of the benefits enjoyed by children, families, and programs when families are engaged with the programs serving theiryoung children.
3. Describe some effective strategies for building trusting relationships with all families.
4. Identify the stakeholder groups and the kinds of expertise that should be represented on programs’ advisory committees and boardsof directors.
Grace’s Experience
The program that Grace directs has been an important part of the neighborhood for more than 20 years. She knows she is benefiting from thegoodwill it has earned over the years. It is respected because of its tradition of high-quality outreach projects, such as the sing-along the childrenpresent at the senior center in the spring. The program’s tradition of community involvement has meant that local businesses have always beenwilling to help out when asked fo.
Chapter 10. Political Socialization The Making of a CitizenLear.docxtiffanyd4
Chapter 10. Political Socialization: The Making of a Citizen
Learning Objectives
· 1Describe the model citizen in democratic theory and explain the concept.
· 2Define socialization and explain the relevance of this concept in the study of politics.
· 3Explain how a disparate population of individuals and groups (families, clans, and tribes) can be forged into a cohesive society.
· 4Demonstrate how socialization affects political behavior and analyze what happens when socialization fails.
· 5Characterize the role of television and the Internet in influencing people’s political beliefs and behavior, and evaluate their impact on the quality of citizenship in contemporary society.
The year is 1932. The Soviet Union is suffering a severe shortage of food, and millions go hungry. Joseph Stalin, leader of the Communist Party and head of the Soviet government, has undertaken a vast reordering of Soviet agriculture that eliminates a whole class of landholders (the kulaks) and collectivizes all farmland. Henceforth, every farm and all farm products belong to the state. To deter theft of what is now considered state property, the Soviet government enacts a law prohibiting individual farmers from appropriating any grain for their own private use. Acting under this law, a young boy reports his father to the authorities for concealing grain. The father is shot for stealing state property. Soon after, the boy is killed by a group of peasants, led by his uncle, who are outraged that he would betray his own father. The government, taking a radically different view of the affair, extols the boy as a patriotic martyr.
Stalin considered the little boy in this story a model citizen, a hero. How citizenship is defined says a lot about a government and the philosophy or ideology that underpins it.
The Good Citizen
Stalin’s celebration of a child’s act of betrayal as heroic points to a distinction Aristotle originally made: The good citizen is defined by laws, regimes, and rulers, but the moral fiber (and universal characteristics) of a good person is fixed, and it transcends the expectations of any particular political regime.*
Good citizenship includes behaving in accordance with the rules, norms, and expectations of our own state and society. Thus, the actual requirements vary widely. A good citizen in Soviet Russia of the 1930s was a person whose first loyalty was to the Communist Party. The test of good citizenship in a totalitarian state is this: Are you willing to subordinate all personal convictions and even family loyalties to the dictates of political authority, and to follow the dictator’s whims no matter where they may lead? In marked contrast are the standards of citizenship in constitutional democracies, which prize and protect freedom of conscience and speech.
Where the requirements of the abstract good citizen—always defined by the state—come into conflict with the moral compass of actual citizens, and where the state seeks to obscure or obliterate t.
Chapters one and twoAnswer the questions in complete paragraphs .docxtiffanyd4
Chapters one and two
Answer the questions in complete paragraphs (at least 3), APA style (citations/references) and make sure to separate/number the answers
1. Explain the differences between Classic Autism and Asperger Disorder according to the DSM-V (Diagnostic Statistical Manual of the American Psychiatric Association).
2. How is ASD identified and diagnosed? Name and describe some of the measurement tools.
3. Describe the characteristics of ASD under each criterion: a) language deficits, b) social differences, c) behavior, and d) motor deficits.
4. List and describe the evidence-base practices for educating ASD children discussed in chapter 2.
5. Describe the differences between a focused intervention and comprehensive treatment models.
6. What are the components of effective instruction for students with ASD?
.
ChapterTool KitChapter 1212912Corporate Valuation and Financial .docxtiffanyd4
ChapterTool KitChapter 1212/9/12Corporate Valuation and Financial Planning12-2 Financial Planning at MicroDrive, Inc.The process used by MicroDrive to forecast the free cash flows from its operating plan is described in the sections below.Setting Up the Model to Forecast OperationsWe begin with MicroDrive's most recent financial statements and selected additional data.Figure 12-1 MicroDrive’s Most Recent Financial Statements (Millions, Except for Per Share Data)INCOME STATEMENTSBALANCE SHEETS20122013Assets20122013Net sales$ 4,760$ 5,000Cash$ 60$ 50COGS (excl. depr.)3,5603,800ST Investments40-Depreciation170200Accounts receivable380500Other operating expenses480500Inventories8201,000EBIT$ 550$ 500Total CA$ 1,300$ 1,550Interest expense100120Net PP&E1,7002,000Pre-tax earnings$ 450$ 380Total assets$ 3,000$ 3,550Taxes (40%)180152NI before pref. div.$ 270$ 228Liabilities and equityPreferred div.88Accounts payable$ 190$ 200Net income$ 262$ 220Accruals280300Notes payable130280Other DataTotal CL$ 600$ 780Common dividends$48$50Long-term bonds1,0001,200Addition to RE$214$170Total liabilities$ 1,600$ 1,980Tax rate40%40%Preferred stock100100Shares of common stock5050Common stock500500Earnings per share$5.24$4.40Retained earnings800970Dividends per share$0.96$1.00Total common equity$ 1,300$ 1,470Price per share$40.00$27.00Total liabs. & equity$ 3,000$ 3,550The figure below shows all the inputs required to project the financial statements for the scenario that has been selected with the Scenario Manager: Data, What-If Analysis, Scenario Manager. There are two scenarios. The first is named Status Quo because all operating ratios except the sales growth rate are assumed to remain unchanged. The initial sales growth rate was chosen by MicroDrive's managers based on the existing product lines. The growth rate declines over time until it eventually levels off at a sustainable rate. The other scenario is named Final because it is the set of inputs chosen by MicroDrive's management team.Section 1 shows the inputs required to estimate the items in an operating plan. For each of these inputs, Section 1 shows the industry averages, the actual values for the past two years for MicroDrive, and the forecasted values for the next five years. The managers assumed the inputs for future years (except the sales growth rate) would be equal to the inputs in the first projected year.MicroDrive's managers assume that sales will eventually level off at a sustaniable constant rate.Sections 2 and 3 show the data required to estimate the weighted average cost of capital. Section 4 shows the forecasted growth rate in dividends.Note: These inputs are linked throughout the model. If you want to change an input, do it here and not other places in the model.Figure 12-2MicroDrive's Forecast: Inputs for the Selected ScenarioStatus QuoIndustryMicroDriveMicroDriveInputsActualActualForecast1. Operating Ratios2013201220132014201520162017201.
Chapters 4-6 Preparing Written MessagesPrepari.docxtiffanyd4
Chapters 4-6: Preparing Written Messages
Preparing Written Messages
Lesson Outline
Seven Steps to Preparing Written Messages
Effective Sentences and Coherent Paragraphs
Revise to Grab Your Audience’s Attention
Improve Readability
Proofread and Revise
Seven Steps to Preparing
Written Messages
Seven Preparation Steps
Step 1: Consider Contextual Forces
Step 2: Determine Purpose, Channel, and Medium
Step 3: Envision Audience
Step 4: Adapt Message to Audience Needs and Concerns
Step 5: Organize the Message
Step 6: Prepare First Draft
Step 7: Revise, Edit, and Proofread
Effective Sentences and
Coherent Paragraphs
Step 6: Prepare the First Draft
Proceed Deductively or Inductively
Know Logical Sequence of Minor Points
Write rapidly with Intent to Rewrite
Use Active More Than Passive Voice
Craft Powerful Sentences
Rely on Active Voice—Subject Doer of Action
(Passive—Subject Receiver of Action Sentence Is Less Emphatic)
Passive Voice Uses
Conceal the Doer/Avoid Finger Pointing
Doer Is Unknown
Place More Emphasis on What Was Done
(Receiver of Action)
5
Emphasize Important Ideas
Techniques
Sentence Structure—place important ideas in simple sentences/place in independent clauses (emphasis)
Repetition—repeat a word in a sentence
Labeling Words—use words that signal important
Position—position it first or last in a clause, sentence, paragraph, or presentation
Space and Format—use extraordinary amount of space for important items or use headings
Develop Coherent Paragraphs
Develop Deductive/Inductive Paragraphs Consistently
Link Ideas to Achieve Coherence
Keep Paragraphs Unified
Vary Sentence and Paragraph Length
Position Topic Sentences and
Link Ideas
Deductive—topic sentence precedes details
Inductive—topic sentence follows details
Link Ideas to Achieve Coherence (Cohesion)
Repeat Word from Preceding Sentence
Use a Pronoun for a Noun in Preceding Sentence
Use Connecting Words (e.g., Conjunctive Adverbs)
Link Paragraphs by Using Transition Words
Use Transition Sentences before Headings,
But Not Subheadings
Paragraph Unity
Keep Paragraphs Unified—support must be focused on topic sentences
Ensure Paragraphs Cover Topic Sentence, But Do Not Write Extraneous Materials
Arrange Paragraphs in a Logical and Systematic Sequence
Vary Sentence and
Paragraph Length
Vary Sentence Length (Average—Short)
Vary Sentence Structure (Sentence Variety)
Vary Paragraph Length (Average—Short
8-10 Lines)
Changes in Tense, Voice, and Person in Paragraphs Are Discouraged
Revise to Grab
Reader’s Attention
Cultivate a Frame of Mind (Mind-set) for Revising and Proofreading
Have Your Revising/Editing Space/Room
View from Audience Perspective (You Attitude)
Revise until No More Changes Would Improve the Document
Be Willing to Allow Others to Make Suggestions (Writer’s Pride of Ownership?)
Ensure Error-Free Messages
Use Visual Enhancements for More Readability
Add Only When They Aid Comprehension
Create an A.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. CHAPTER 7
The Spirit of 1676: The Identity Politics of
“Whiteness” and
Prelude to Colonial Secession
The fatuous idea that the routing of the Pequots in
the 1630s indicated smooth sailing for the
settlers in what they called New England became
even more foolish when war erupted once
more in the mid-1670s.1 As ever, settlers were upset
when evidence emerged that the French
and the Dutch were selling “guns, powder, shot,”
and trading and the like “with Indians to
our
great prejudice and strengthening and animating the
Indians against us.” The authorities
demanded that no boats be sold to indigenes,perhaps
hampering their escape from enslavement
and routing. Though the settlers had arrived in
North America purportedly to enjoy
religious
liberty, indigenous religious liberty was curtailed,
that is, “worship to their false Godsor to
the Devil” was forbidden. Catholics too were
restrained: “no Jesuit or spiritual or
ecclesiastical person” was allowed to alight or
any “ordained by the authority of the Pope”
were allowed to “come within this jurisdiction.”
They were to be barred initially, and if they
camea “second time” they “shall be put to
Death.” The death penalty for poisoning
2. provided a
foretaste of their real fears, while “firing and
burning” was illuminatingly reproved.2
News then reached London of the “bloody Indian
war from March till August 1676.”
Highlighted was the allegation that if victims were
“women, they first forced them to satisfie
their filthy lusts and then murthered them.”3
Londoners focused not on the fact that their
compatriots had invaded a foreign land and began
to oust and enslave, giving rise to a fierce
reaction but instead stressed “New England’s present
sufferings under their cruelneighboring
Indians.”4 The prominent Bostonian Increase
Mather laid down a steady drumfire of
propaganda against the indigenous, tracing their
purported perfidy from “the year 1614 to the
year 1675.”5
After European rule had been fastened firmly upon
New England, it was conceded that
indigenous “captive women and children were
sold into slavery,” that is, “more than five
hundred” were “sold into slavery from Plymouth alone”
in what was termed “King Philip’s
war.”6 Rationalizing this crime against humanity,
the Plymouth elite,it was argued, averred that
“the Sachem of Pascanacutt” was working with the
“French against the English in New
England.”7 Still, even after it appeared that an
indigenous revolt had been quelled, one settler
was still sweating about what a resident termed
“many secret attempts … by evil minded
persons to fire the town of Boston, tending to
the destruction” of that rapidly growing urban
4. rig
ht
s
re
se
rv
ed
.
Jamaica, which was akin to pouring boiling oil on
a raging fire.9 Thus the “heathen malefactor,
men, women and children” were “sentenced &
condemned for perpetual servitude,”10 where
they could then plot alongside ungovernable Africans.
Jamaica also seemed to invite disaster
when it accepted enslaved indigenes from Florida.11
Though nowadays thereis a kind of silo and
stovepipe approach, separatingscrutiny of
New England from examination of the Caribbean,
this was not the case in 1676 in London. A
pamphleteer saw parallels about what was unfolding in
Barbados at the time of the indigenous
rebellion due north. “Our fellow subjects,” it was
concluded, be it north or south, “tasted
of the
same cup.”12
Both of these settlements had a problem, though
in the longer run the more capacious
mainland had more potential to purchase the allegiance of
5. poor Europeans by fighting more
indigenes—swept aside for the most part earlier
in the Caribbean—taking their land, then
redistributing it.
As matters evolved, that approach was taken with
the third revolt faced by London, what
has been called “Bacon’s Rebellion,” an assault on
the colonial regime itself. (This revolt
also
underscores the asininity of assuming that under
settler colonialism, a revolt from below
targeting an elite is ipso facto righteous: as in
this episode, what may be at issue is
the
subaltern raging against the presumed elite’s
lassitude in dispossessing the designated racial
“other.”)13
In August 1676 the declaration by Nathaniel Bacon
and his co-conspiratorsassailed the
governor “for having protected, favored and emboldened
the Indians against His [Majesty’s]
most loyalsubjects.”14 Bacon’s band had been in a
standoff with indigenes over the stealing of
their land; there had been bloodshed and
the thieves, unhappy with the perceived lack of
support provided by the regime, rebelled.15 Bacon,
the right-wing populist demagogue,
established a template that still resonates in the
successor regime, the United States. Of course,
he issued a “Declaration in the Name of
the People” charging that the governor had
“protected,
favoured and [em]boldened the Indians against His
Majesties loyall subjects,” while those
6. who opposed him were the actual “trayters.”16
Inevitably, he was able to mobilize hundreds
for
his ill-fated venture.17
In contrast, the regime charged Bacon and the
“fivehundred persons” who joined him with
being “warlike” and immersed in “treason and
rebellion”—make that “high treason.” A “three
hundred pounds sterling” reward was offered for
information leading to his capture and
conviction.18
Governor William Berkeley fled Jamestown for
Accomac, where, said a subsequent
analyst, he found the “last refuge of the loyal
cause of Virginia,” which included “the best,
wealthiest and most influential in the Colony.”
Ironically, one of his supporters there
included
Daniel Jenifer, a Catholic, wed to Annie Toft,
the “wealthiest and prettiest woman then living
in the eastern shore of Virginia.”19
Bacon, it was said after the dust had cleared in
1677, “descended of an Ancient and
Honourable family,” though as so oftenhas been
the case on this continent, he was able to rally
numerous poorer Europeans across class lines.
He was well traveled, having arrived in
C
op
yr
ig
8. Virginia threeyears earlier and becoming part of
the potent Privy Council. But when
indigenes
attacked his landholding, he was outraged, not only at
them but what he thought was the
pusillanimous response of the governor. So he chose
to launch his own war. One critic charged
that this “very hard drinker … died by imbibing or
taking in too much brandy,” but it was
more
likely that he was actually drunk with dreams of
power.20 The well-born young planter was,
according to a twentieth-century commentator, “more
interested in fighting Indians than
reform.” This was a closecall, in that half of his
band fought indigenesand the otherhalf
fought the regime, torching Jamestown: the
colony’s capital was torched.21 It was
reported as
“strange news from Virginia,” but as the continent
evolved, it was not so strange at all.
Bacon may have been defeated militarily, but he won
politically, not unlike his successors:
the so-called Confederate States of America in
1865. Thousands of indigenes fled, opening
more land; hundreds were sent into servitude in
Bermuda.22 This occurred despite a treaty
between “Virginia & the PamunkeyIndians,” involving
“articles of peace” directing that these
indigenes “shall not be sold as slaves.”23 This
was one of many pactsbetween settlers and
indigenes that would be ignored and violated.
The rebels wanted more land of the indigenous
and demanded that London shed more
9. blood and treasure to attain this goal. In
response, London inched toward satisfying rebel
demands, but that was insufficient to sate voracious
appetites, which led directly to 1776. Still,
after this uprising more and more planters began
to see indentured servants, the presumed
beneficiary of the revolt, with their fixedterms
and asserted rights, as a liability and to
see
enslaved Africans as the future. In someways,
what transpired was that Virginia was further
racialized, with Africans and indigenes being the
prime victims, while poorer Europeans
were
satisfied at the latter’s expense,24 not least through
the ongoing identity politics of constructing
“whiteness.” Ironically, and as so often
happened in centuries to come, some terribly
misguidedAfricans aligned with the settlers led by
Bacon against the indigenes,when history
suggests their interests would have been better served
by executing a diametrically opposite
strategy of alignment with Native Americans.
The settler elites were in a bind.Indigenes were
rebelling to the north and Africans to the
south. Concessions to the latter, particularly in
Virginia, seemed to be beyond consideration,
though seizing the land of the indigenes may have
been the highest priority. In that context,
winning over otherEuropeans was, minimally, the
“least bad” option and provided the fewest
complications. Six years after Bacon revolted, the
authorities in Bacon’s settlementwere in a
familiar position: “I have bad news,” it was
reported. “The peace of the Colony” was
11. ub
lis
he
r}
. A
ll
rig
ht
s
re
se
rv
ed
.
this trend became manifest, there was both a
huge leap in the number of enslaved and a
concomitant increase in statutes seeking to shape
and regulate their behavior.27 This was
accompanied by a growth in wealth, which
then paved the way for a unilateral declaration
of
independence in 1776.
In the late seventeenth century the grandee of
Virginia, William Byrd, amassed almost thirty
thousand acres—at the expense of indigenes. He
switched entirely to deploying enslaved
12. African labor in the 1680s in the aftermath of
Bacon’s revolt. Slapping taxes on this
troublesome property not only raised revenue for
internal improvements but also was designed
to restrain the possibility of a slaverebellion. As
the number of enslaved Africans rose, the
number of European servants declined. From 1680
to 1720, the slave population of the
Chesapeake increased at a rate twice that of
the European population, tending to jeopardize
the
life expectancy of the latter. It was in the
1690s that the term “white” began to replace
“Christian” and free,” with this trendcontinuing
through the twenty-first century. As shall be
seen,the “Glorious Revolution” of 1688 also meant
the imminent decline of the Royal African
Company under the thumb of the monarch, the
continuing rise of merchants, and a
spectacular
increase in the number of enslaved Africans, along
with the resultant wealth and secessionist
urges.28
Byrd encountered difficulties with enslaved Africans
and he was not singular. In the fall of
1687 therewas the “discovery of a Negro Plot”in
the “Northern Neck” of the colony that
included the “d[e]stroying and killing” of settlers,
with the “design” of “carrying it through
[to] the whole Colony.” In jujitsu-like fashion,
Africans had begun plotting as funerals
unwound: then they met in “great numbers” to plot
“their Evil … [and] wicked purposes.”29
There was an implicit—if not explicit—racial
13. bias in the colonial project from its
inception, the oppression of poorer Europeans
notwithstanding. When Africans, indigenes,and
poorer Europeans began to rebelsimultaneously,
simple survival meant concessions to one of
these groups. In this context, scuttling the aspirations
of Africans and indigenes versus
assuaging poorer Europeans seemed to be the
only viable options given the momentum of
settler colonialism, which in any case meant
more settlers, presumably European.
For as those at the summit of Virginia society
were worrying about the “growth of
insurrection,” in neighboring Carolina settlers were
warned to be on guard against “the Negro
Slaves,” whose “labour” was of “plenty” benefit
but “whose service doubles … [in]security,”
meaning settlers’ security, particularly if a
“foreignershould attempt to invade them,”
which in
the seventeenth century was a constant threat.
This observer had noticed that “several families
have transported themselves from the portsof
Barbados” northward, but it was unclear if
this
greattrek would save them.30 Yet, despite the clear
and present danger presented by being in
closeproximity to a disproportionate number of
angry Africans, the chiefexecutive in Jamaica
continued to call for “ordering us supplies of
Negroes at reasonable rates.”31 At least for a
while the authorities continued to ship
disgruntled Europeans to the Caribbean, whose
presence could prove to be unsettling. Just
before “ordering” more “supplies of Negroes,”
15. re
se
rv
ed
.
victimized were denoted as “whites,” supplanting
the identity of “Christian.”32 Complaints
continued to roll in to Whitehall about the
“frequent abuses” of involving a “sort of people
called spirits, in seducing many of His
Majesties Subjects to go on Shipboard [where]
they
have been seized and carried by forceto His
Majesties Plantations in America.”This rough
handling of poorer Europeans in crossing the
Atlantic could sour them tremendously. But upon
arriving and facing the distinct possibility of
uprisings spearheaded by Africans and indigenes
that did not make careful distinctions between
and among Europeans, a racial solidarity
could
be forged: the elite had devised a race-based
despotism driving theserecent arrivals into the
arms of these same elites, particularly after
the poorer settlers were granted certain
concessions.33
The unsuitability of religion as the primary
politics of identity was exposed when
advocates for Africans and indigenes in the Caribbean
began “suing for their admission into
16. the Church” and clamoring in what was considered a
“persuasive” manner for “the instructing
and baptizing of the Negroes and Indians for our
plantations.”34 It was easier to convert
Africans into Christians than to somehow make them
“white.”
But this process was not uncomplicated.
Subsequently, London sought to form an
exclusively “white” settlement—that is, Georgia—
which would evade the issue of furious
Africans, but this did not work very well, not only because
of smuggling of slaves but also
because it only reintroduced the nettlesome matter
of class contradictions among poorer and
wealthier Europeans. Nonetheless, this project pushed
out indigenes over time which was a
goal of settlers, irrespective of the source of
labor.
It is important to recognize that the aftermath of
Bacon’s Rebellion, which brought less
reliance on indentured labor, more taking of
indigenous land, and more enslaved African labor,
was not a radical departure from past praxis—it
represented a deepening of past praxis. With
the taking of Jamaica in 1655 and the coming of
the sugar boom, therehad been a concerted
effort to dragoon more Africans and relieve
the burden on small Barbados by attracting
Europeans from thereto this bigger island. The
establishment of South Carolina in 1670 also
deepened this pattern, particularly in the ouster
and enslavement of indigenes,which had been
a typical practice by settlers for somedecades.
And yes, soon after arriving in Carolina these
19. about their nationals being seized and sold into
slavery and, consequently, could expend more
time and effort in seizing and enslaving Africans in
the Americas. With the erosion of Ottoman
influence, the importance of maintaining a salient
religious identity declined in importance,
facilitating the companion rise of “race”—or
“whiteness”—as an identity, which undergirded
settler colonialism based on dispossession of
indigenes and enslavement of Africans.
This epochal setback for the Ottomans occurred in
1683 but was still being celebratedwell
after the fact, indicative of its importance. A
Londoner,indicating the Pan-Christian importance
of this defeat, hailed the “prevalence of the
Christian arms against the infidels” who “for many
years have deluged the once flourishing part of
Europe with blood,” as if the victory was
not
the Habsburgs’ alone.37
Even before 1683 therewere signals that the Ottomans
were in decline. From a certain
perspective, when the sultan created the office
of the “Chief Black Eunuch” during this
tumultuous era, this elevation of an African was an
ironic sign of weakness and impotence. In
the late sixteenth century, they had challenged
Portugal in Mozambique—and flopped. Persia
had tied down the Ottomans for the first few decades
of the seventeenth century, meaning that
well before 1683 the Western Europeans had
been freed up to devastate Africa and the
Americas with little worry about being attacked
from the rear. Even before 1683, the Ottomans
20. had been diverted by a Tatar-Cossack alliance, which
weakened this sprawling empire further
and, objectively, strengthened those to their west.
Their youth levy, the recruiting of Christian
men to be Janissaries, had all but ceased by
the middle of the seventeenth century, freeing
more
of this faith to join the free-for-all in Africa
and the Americas. In the two decades before
1683,
the Ottoman-Habsburg frontier was quiet, reassuring
those to the west.
The 1683 setback was thus a culmination of
ongoing trends, made all the more powerful by
the exclamation pointformed in Vienna. This
ignominious defeat was of greatpsychological
importance for the Habsburgs and the whole of
Europe. The tide of Ottoman conquest seemed
to be receding, and it was not until 1917 with the
Bolshevik Revolution that such an existential
threat manifested, albeit this time on more
systemic and ideological—as opposed to
religious
—grounds. By 1686 the Ottomans’ grip on Buda
was loosened. Then in 1688, as London was
undergoing the transformative “Glorious
Revolution,” the Ottomans were losing Belgrade,
signaling an era of declension that extended at
least until the earlyeighteenth century. As this
empire declined and a competitor in London
rose, France began to replace England as
the
Ottomans’ dominant trading partner. Egypt was
the largest province of the Ottoman Empire
and, from its strategic location on the main trade
22. r}
. A
ll
rig
ht
s
re
se
rv
ed
.
Also a defeat for Africa and the Americas was
the negotiation of a 1675 pact between
London and the Ottomans,which was reaffirmed in
1809 and not terminated until 1924, an
indicator of its potency. There were special
provisions on what was to occur if
“Corsairs of
Tunisia and Barbary … plundered and pillaged”
traveling English subjects and, indeed,
“molest” them. Provisions included what to do “if
any Englishman should turn Turk”; the broad
expanse of this accord included Alexandria.
Strikingly, the exceedingly important pact
was
titled the “Final Treaty of Capitulations.”39
The Lord Protector had sent his forces into the
Mediterranean decades earlier to chastise corsairs,
23. but even with this “capitulation,” the
emergent mainland republic would still be dogged
by these marauders into the nineteenth
century.40
Just as in the twentieth century certain Englishmen
chose to ally with Moscow, Londoners
“turning Turk” had been a persistent
problem in the seventeenth century. Expediting
the
redemption of English slaves held by the
Algerians and Tunisians, an emotionally
wracking
matter, drove London’s negotiators.41 It was New
England’s Cotton Mather who moaned that
this form of captivity perpetrated by the “hellish
Moors”—presumably setting to the side what
was befalling indigenes and Africans in his backyard—
was “the most horrible … in the
world.”42 With pressure eased on London from due
south and the east, the Crown could more
easily plunder and pillage Africa and the
Americas.
In any case, redemption of the enslaved English
was big business. Again, the enslavement
of the English did not tend to lead to
abolitionism, at least in the short term.
Interestingly,
London’s man in Constantinople, Paul Rycaut, who
was involved in seeking to rescue these
bonded compatriots, was also an investor in the
African Slave Trade.43
THE ENSLAVING OF LONDONERS in the
Mediterranean, which was ongoing in the late
24. seventeenth century, gave England more direct
experience in both the brutality and profitability
of bondage, with the latter factor materializing as
dominant in shaping the ongoing assault on
Africa.
By 1666 Emmanuel D’Aranda was telling Londoners
about the dastardly “Turks” and “how
the Christian slaves are beaten at Algiers.” He
spoke eloquently of runaways, resistance,
and
cruelty in a way that mirrored what Englishmen
were then inflicting on the enslaved Africans
in the settlements.44
By 1677, as slaveshipsbegan heading toward
West Africa more systematically, London
sought accord with the “Duan of the Noble
City of Tunis.” There was mutual agreement
that
therewould be “no seizure of any shipsof either
partyat sea or in port”; ordinary seamen
taken by Tunis were “to be made slaves”
but not “merchants or passengers”—a raw class
distinction. Slaves escaping Tunis by jumping
aboard departing shipswere to be treated as
indifferently as seamen.45 That a similar treaty
with Tunis was negotiated a few years
earlier46
suggested that memories were short, filing systems
inadequate, or words were insufficient to
undermine a deep-seated practice.
In 1675 London once more was accusing Tunis and
Algiers of conspiring to “rob” her
subjects, and it was demanded that “all such English as
26. rv
ed
.
shall be immediately set free.”47 In 1676, as
settlements were on fire in New England,
Virginia,
and Barbados alike, it was Tripoli’s turn to agree
that London’s shipwrecks were not to be
made a North African prize, “nor the men
made slaves.” There was a concession,
however:
“all slaves to be secured” when London’s vessels
arrived, but “if they escape[d],” they were
not to be returned, reducing the viability of trade
relations between the two, insofar as it
encouraged a bonded laborforceto engineer capital
flight.48 By 1682 it was Algiers’ turn to
agree to a new wrinkle in such bilateral pacts,
that is, London was “not obliged to redeem …
subjects now in slavery,” with no distinction drawn
between merchants and ordinary seamen.49
Algiers, more than otherNorth African sites, seemed
to be a preoccupation of Londoners,
including the diarist Samuel Pepys. Just as the
African Slave Trade received a new birth of
freedom with the royal restoration, he had gone
to a local tavern “to drink” and there
he
bumped into “many sea commanders” in whose
company “we spent till four o’clock telling
stories of Algiers and the manner of the life of
27. the slaves there.”50 Contrary to inked pacts,
a
cross-class coalition had emerged led by Thomas
Betton, who had a controlling interest in an
“ironmongers company” and who left “in trust
an enormous sum … for the redemption of
Christian slaves in Barbary.”51
But again, mere words were not sufficient to erode
lucrative practice. New Englanders too
fell victim to African enslavement,52 which
could bond them closer to London. Or,
alternatively, it could give rise to secession on
the premise that London was not capable of
protecting them, given this burgeoning empire’s
necessity to compromise with the Ottomans in
order to outflank European rivals.
But it was not just New Englanders who were
victimized. London-based Thomas Phelps
was also captured, then managed to escape “after a
most miserable slavery.” Properly abased,
he conceded that after experiencing a “most
miserable slavery … now I know what liberty
is,”
an admission that did not seemto impress his fellow
Londoners, who continued enslaving
Africans. It was an “Algerine” ship with “Turkish
colours….Aboard her was an ancient Moor
who had been a slavein England and spoke good
English.” His “Negro taskmasters … gave us
severe chastisement for our mistakes and lapses,” he
admitted woundingly. This did not push
him toward abolition, though he confessed, “I
have been several times in the West Indies
and
28. have seen and heard of divers inhumanities and
cruelties practiced there” comparable to what
he endured and saw in North Africa. There
were “eight hundred Christians of all nations,
two
hundred and sixty whereof are English,” languishing on
the Barbary Coast.53
Similarly, New Englanders being enslaved by
Africans seemed to do little to sour these
settlers on enslavement; to the contrary, it
seemed to ignite an opposing reaction. This
hypocrisy caught the attention of U.S. Senator Charles
Sumner many years later, when he
railed
against this “inconsistency” among Euro-Americans:
“using their best endeavors for the
freedom of their white people” but busily
enslaving others. He declaimed, “Every word of
reprobation which they fastened upon the
piratical slaveholding Algerians” somehow
“return[ed] in eternal judgment against
themselves.”54
Tunis haunted the dreams of many an English
subject. John Ogilby noticed “black and white
slaves of both sexes” therein 1670. “The people
of Tunis,” he told Londoners, are “Moors,
C
op
yr
ig
ht
30. Temporarily, London was able to gain a foothold in
Tangier in the 1660s and from there
press both Spain and the Ottomans. This led to a
1666 accord with the “Prince of West
Barbary.”56 However, when London’s bastion in
North Africa crumbled, the Crown’s essential
weakness was revealed.
Onceagain, London sought to disarm Madrid
diplomatically by signing a “treaty for the
composing of differences” and “restraining of
depredations and establishing of peace in
America.”But one did not have to be a cynic to
be utterly dismissive of thesenoble
words.57
Complicating such a strategy was the behavior of
North Africans influenced by Turkey. For
in sailing southward to Africa, Europeans ran
the risk of becoming what they intended for
others: slaves.58 This is what befell the English
merchant identified simply as “Mr. T. S.,”
taken prisoner in Algiers and then carted inland.
There he encountered a “trader in slaves”
who declaimed, “Who will buy a Christian?”
The humbled merchant correctly found this to be
a “grievous change of fortune, in so shorta
time as a year to be reduced from that
honourable
Estate, in which my Father left me, to the
lowest Misery, to a slave, to be sold as
a beast, in a
strange country, where I had no friends.” That is,
he endured the fate suffered by too many
Africans, though this commonality did not seemto
31. reduce the sceptered isles’ fondness for
enslaving others. “T. S.” was bought by a Spanish
woman. But he thought he had a trump
card:
“The Moors … and the Arabs do hate the Turks,”
he reported.59
When Europeans had to worry less about
becoming slaves when sailing to Africa,
they
were freed to sail southward and enslave even
more Africans. The Christian disunity—
Protestant versus Christian—was not helpful in barring
Africans’ enslavement of Europeans
and, instead, allowed them to manipulate the
two sects to their detriment, not least in
the
1670s.60 The elongated era of discovery61 and
exploration provided rich opportunities to
snatch and enslave Europeans in any case. On
the otherhand, it allowed European travelers to
exacerbate tensions between and among Moslems—
Turks and Persians, Sunnis and Shias—
that kept them decidedly off balance.62
In the 1670s, as London was battling indigenes in
New England, settlers in Virginia, and
enslaved Africans in Barbados, they were also
fighting in North Africa. The King’s men
“utterly destroyed them all,” it was reported
boastfully: “Turks and Moors slain” was the
result, “to the greatastonishment of the Turks.”
Sir John Narbrough, Admiral of the Fleetin
the
Mediterranean, asserted, “I fired about one hundred
shot into the city of Tripoli.”63
33. . $
{P
ub
lis
he
r}
. A
ll
rig
ht
s
re
se
rv
ed
.
an entente with the Ottomans, which was
designed to weaken Madrid. But how could this
occur if so many Londoners were determined
to fight the Ottomans? An executive committee
of
the ruling class was required—that is, the firm hand of
the state—to administer in the long-term
interests of that ruling class. Weakening an
absolutist monarch and settling intra-class
disputes
34. via the mechanism of republicanism was the remedy
pursued in 1688—and then with more
determination in North America in 1776.
That was not all. While grappling with fellow
“Christians” on the one hand, London also
found it necessary to ally with them on the other
hand, an alliance that could and probably
did
facilitate the emergence of a synthetic “whiteness.”
During this era an agreementwas made
directing that “no subjects” of London “shall be
bought or sold or made slaves” with the
proviso that if any of the King’s vessels arrived
in Algiers, “public proclamation shall be
immediately made to secure the Christian
Captives, and if after that any Christians whatsoever
make their escape on Board any of the
said ships of war, they shall not be required
back
again.”65 Though returning of fugitive enslaved
Africans was to be an animating issuepost-
1776, no such requirement was demanded for
European Christians post-1676.66
But weakening the Dutch most notably was not
easy because of the perception that this
power was more forthcoming to the increasingly
important Iberian Jewish community, which
had found refuge in Rotterdam and Amsterdam.
After arriving in London’s various settlements,
therewas an upgrade for thesemigrants over Inquisitorial
Spain—ananti-Semitic society—but
Barbados and Jamaica particularly were societies that
harbored anti-Semitism, which was not
helpful either in constructing “whiteness,”
35. forestalling slave revolts, or barring foreign
invasion. There was also a perception in London
that the Ottomans had embraced this oft-
persecuted Jewish community to England’s
detriment. At issue was the enslavement of
London’s subjects in Algiers, “upwards of 1500”
was the claim in 1680. There they
endured a
“poor supply of bread and water for their
food” along with “hundreds of blows on
their bare
feet.” Then therewas the “frequent forcing of Men
and Boys by their execrable Sodomy, also
their inhumane abuses” then “forced [on] the bodies of
women and girls, frequentlyattempting
sodomy on them also.”
But more shocking in theseallegations was the
purported responsible partyin Algiers. The
“promoters of all the inhumane usage of
Christians are principally the Jews” was the
inflammatory charge. “The owners thereof are for a
greatpart Jews,” who were “the constant
buyers of … the English captives” and the “chief
instigators of the Turks and Moors.” It
was
the “Jews who [e]nhance the priceof Christian soulsby
buying them” and “then exacting sums
for their redemption.” They were the ones who “stir up
the Turks and Moors so to beat and
abuse poor captives.” Worse, it was said, “the Jews in
Algiers have too greatcorrespondency
with and countenance from the Jews here in England
and that by their means it is that they in
Algiers have always lists of all our English ships,
especially of the fleets coming from any of
37. rig
ht
s
re
se
rv
ed
.
North Africa and, assuredly, if anti-Semitism were
decreased by dint of forging a synthetic
“whiteness,” colonialism itselfwould be strengthened
so that real antagonists—particularly in
New England and Barbados—could be better fought.
There was an implicit admission that the
Ottomans were doing a better job of appealing to
the Jewish community, as had been the case
for the Dutch for sometime.In any event, this
condemnation of the Jewish community for
their
alleged role in North Africa was not solitary.68
This condemnation was a reflection of a wider
bigotry that made the oft-stated distinction
between an anti-Semitic society and a society
with anti-Semitism not as meaningful as it
appeared at first glance. Thus, like the mainland,
Barbados was not opposed to settling those
from the Jewish community, not least because of a
concern about “whiteness” and overawing
an African majority. Yet from 1680 to 1780 a
38. blatantly unfair taxation was levied on the
Jewish
community, draining their wealth and perhaps making
somenot as grateful to England as might
have been imagined.69 It was hardly consolation
and likely helped to galvanize anti-Semitism
that as of 1678 policymakers in Barbados were mulling
over “an act for preventing dangers
which may happen from ‘Popish Recusants.’”70
Across the Caribbean Sea in Port Royal, Jamaica, a
haven for pirates, therewas a growing
Jewish population, an outgrowth of the ouster of
Iberians from Recife in 1654. Even before
the
Cromwell takeover of the island in 1655, those
fleeing the Inquisition had flocked to
Jamaica,
with a Jewish community 1,500 strong as
earlyas 1611. By 1680, Boston had a
population of
about 6,000, while that of Port Royal was
7,500 and that included about a hundred
Jewish
families.71
In retrospect, to the extent that the Iberian
Jewish community wound up in North
Africa—
tales of captivity aside—this was a wise
maneuver, in that it gave them a window
into
neighboring Spain, which, as the citadel of
anti-Semitism, had to be watched carefully.
Besides, the Ottomans, undeterred by their
setback in Vienna, had made overtures to what
39. became Germany, which also had jurisdiction over a
sizable Jewish community.72
DURING THIS ENTIRE ERA, London was
squabbling with the usual competitors,
especially
the Dutch, about who would become the leader
in enslaving Africans. As earlyas 1672, most
of the enslaved in Virginia had arrived directly
from Africa and were never seasoned in the
Caribbean.73 This coincided with the organizing of
the Royal African Company, which marked
a heightened aggressiveness by those in
Liverpool and Bristol whose lifework was
enslaving
Africans. But suggestive of how the merchants were
ascending even as the Crown-dominated
RAC was organized, as earlyas 1679 privately owned
vessels already were becoming more
prominent in the odious commerce.74
Thus by 1670 Dutch traders in West Africa
were carping per usual: “Blacks often
quarreled with us,” they grumbled, “They are constantly
troublesome.” Still, it was conceded,
“every year we buy there2,500 to 3,000
sometimes more slaves…. The Negroes who are
bought in that area are bad and stubborn and often
kill themselves.”75
A few years after Bacon’s revolt, King Philip’s
War and Barbadian unrest had shaken the
entire colonial project, a Dutchman, Heerman
Abramsz, was at Sekondi along the Gold Coast,
C
41. .
grumblingthat the “English have creptin” and “in spite of
promises to the contrary, the natives
have allowed this,” which was “quite contrary to
their earlier promises”; in fact, “they trade
every day with English, Portuguese and otherships
and so we decided to abandon this lodge.
The English had already abandoned theirs in
1650.” His countrymen had preceded his fellow
Western Europeans: “We even saw ourselves compelled,
because of the bad behavior of the
Blacks, to abandon the place in 1648.” The
“rowdiness” of Africans, he groused, indeed,
the
“nature of all the Blacks” meant they tended to
“only stick to their promises as long as they
see
advantage in them; and so welcomed in 1648 the
English.” The “wars which the Blacks so
oftenstart for trifling reasons” meant that “trade is
stopped” and “especially sincemusket and
gunpowder have been introduced, things have become
much worse”; that is, “the natives have
become more war-like.” As a consequence, “the whole
Coast has come into a kind of state of
wars. This started in the year 1658”; thus “slaves
were very easy to get by on the Gold Coast,
because of the wars. In Arder, on the
contrary, the slavetradewas entirely stopped because
of
war.” This was tragic, Abramsz thought, given
the “great importance of the slavetrade.”76
42. By 1684, the consensus was that “most of these
Negroes remaining were brought here on
the Gold Coast and are consequently inclined
towards running away and seeking their
freedom.”77
By 1686 therewas caviling about how “high-handed”
Africans had become.78 The next
year therewere protests indicating that the intended
enslaved had become “not all that polite”
and destroyed the Dutch flag. This was a “serious
matter and the English and the French” were
“quite happy about it.” The Dutchman concluded
that “our presence in this country is no longer
brooked.”79
By 1688 the notion was afloat that “Negroes are so
bold as to compete in their tradeeven
with the Company, trading on board of those
interloper shipseven when they are guarded.” By
1688, not least because of the manipulation and
arbitrage of Africans, therewas a commercial
competition, in particular with the English, which
led to “innumerable squabbles.” To that
point, said one Dutchman with irritation, “the slavetrade
has well progressed but thesedays it
seems to slow off a little as a result of
the lack of wars in the interior.”80 And yes,
fomenting
wars would definitely resolve this nettlesome
problem.
Just as colonialism, colonial merchants, and the
wealth they generated—based on
dispossession and enslavement—helped to propel
the beheading of a king, the rise of