How to Read and Write
Do you read and write? Reading and writing are important in this life as the water and the air. Also, we are living in develop era that era have social media, knowledge, and different cultures. The human who do not read and write, will not be able to understand the life like the human who do because they are ignorant. The most important reason of the ignorance is that, not able to read and do not know how to write, and how to contact with others. In addition, trying to contact with others is going to be hard by writing. I have a diploma from a college in my country, I had an experience when came to the United States with a host family, and Humboldt State University.
I have studied two years in a college in my country then I graduated, and I got diploma certificate that made me complete my education in a broad to get bachelor degree. My major was environment protection then I decided to study environmental engineering in Humboldt. There is in my country an office called admission agency, they helped me to get two acceptance the first one is for the International English Language Institute and the second one is for Humboldt State University, so they said to me Humboldt State University is the best place to get my bachelor degree. After that, I decided to study in Humboldt but first I had to learn English.
Before I travel to the United States, I went back to that office witch is admission agency to let the people who were working in there to send an email to the hast family and telling them we have a student wants to get a host family after that they agreed. After a few days I booked a flight to the United States when got Arcata Airport the hast family met me there. Next, I tried to speak to them but I could not so I shook my hands to let them know that I want my bags because I missed my flight from San Francisco Airport to Arcata. When I got the car they tried to speak to me and I did not understand so they thought I was scared but I speak just little bit English but the truth not.
Actually, I knew a few words for example water, food, bathroom, bedroom, and car. Those words is going to help me as you how studying in a broad is hard. After few days the host family realized that I do not speak English then they decided to use google translate to make me understand them, honestly they were using academic words that made me understand, sometimes they use slang words that made confused. After they had written words on a small card to improve my English and I took pictures of all these words then I translated them to my own language to know them. I spent one month learning these words because when I get school I can understand little bit what the teachers are going to say in the class.
At the first day started I was scared because I could not understand what the teacher was talking about. All my teachers decided to let me start from the beginning, they helped me to improve my English because it was hard ...
This document provides an overview of the author's experience becoming and developing as an English teacher over 4 years. It discusses challenges they faced as a new teacher, including lack of confidence in English proficiency and classroom management. The author shares techniques they found useful, such as brainstorming, diagrams, and games. Advice is given to new teachers to continuously improve language skills and classroom practices through experimentation.
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
HW 5.docxAssignment 5 – Currency riskYou may do this assig.docxwellesleyterresa
HW 5.docx
Assignment 5 – Currency risk
You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved.
All interest rates are stated as annual rates.
Part 1 Transaction risk
1 (10 points)
a. Select a foreign currency
b. Find the spot exchange rate for that currency
c. Select an amount between 150 million and 200 million
d. Select a number of months between 3 and 9
e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d.
e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today.
2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment.
3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge?
4 (20 points)
a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge?
b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
5 (20 points)
a. How can the firm hedge the risk associated with the payment using a foreign currency option?
b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment?
Part 2 Economic risk
1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice.
2. (10 points) Obtain exchange rates for three dif ...
HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docxwellesleyterresa
The document contains instructions for several programming assignments involving object-oriented design principles in Java. Students are asked to:
1. Create a Student class with methods to add courses and compute GPA, and test it by making objects for two students.
2. Modify the Account class to add overloaded constructors, a withdraw method with fees, and tracking of open accounts.
3. Add functionality for closing accounts and consolidating accounts with the same name.
4. Add methods to transfer funds between accounts either through objects or directly between accounts.
This homework assignment is due on July 1st by 5:00 PM. The assignment is labeled "HW 2" indicating it is the second homework assignment of the course. Students must submit the completed homework by the specified due date and time.
HW 4 Gung Ho Commentary DUE Thursday, April 20 at 505 PM on.docxwellesleyterresa
HW 4: Gung Ho Commentary
DUE: Thursday, April 20 at 5:05 PM on Isidore (upload) and in class (hard copy)
Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers.
Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions.
Instructions
· Read through the questions in this worksheet
· Watch the movie “Gung Ho”
· Use this worksheet to write down your answers to each of the questions
1) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in Japanese companies?
2) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in American companies?
3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations?
4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together?
5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie.
6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie.
HW
4:
Gung
Ho
Commentary
DUE:
Thursday,
April
20
at
5:05
PM
on
Isidore
(upload)
and
in
class
(hard
copy)
Unlike
watching
a
movie
for
entertainment,
this
assignment
requires
you
to
mindfully
pay
attention
to
how
leadership
is
expressed,
and
how
people
from
different
cultures
differ
in
their
leadership
styles.
Specifically,
use
the
guide
below
to
(1)
describe
leaders,
(2)
analyze
effective
and
ineffective
leadership
styles,
and
(3)
provide
suggestions
for
improving
leadership
in
cross-cultural
situations.
Use
the
entire
movie
to
inform
your
answers.
Read
this
viewing
guide
BEFORE
you
begin
watching
the
movie.
AFTER
watching
the
movie,
write
down
your
observations
and
analysis
pertaining
to
each
of
these
questions.
Instructions
·
Read
through
the
questions
in
this
worksheet
·
Watch
the
movie
“
Gung
Ho
”
·
Use
this
worksheet
to
write
down
your
answers
to
each
of
the
questions
...
HW 5 Math 405. Due beginning of class – Monday, 10 Oct 2016.docxwellesleyterresa
Romeo and Juliet's relationship is modeled mathematically. Their love and hate for each other oscillates over time based on a set of differential equations. Mercutio tries to interfere by negatively influencing Romeo's feelings for Juliet. This changes the model and results in a different outcome for Romeo and Juliet's relationship. The model is further complicated by Mercutio developing feelings for Juliet and Juliet having mixed feelings for both Romeo and Mercutio, creating a love triangle. The dynamics of this new system are analyzed using eigenvalues and phase planes. Additional models examine planetary orbits and competition between rabbits and sheep.
This document provides an overview of the author's experience becoming and developing as an English teacher over 4 years. It discusses challenges they faced as a new teacher, including lack of confidence in English proficiency and classroom management. The author shares techniques they found useful, such as brainstorming, diagrams, and games. Advice is given to new teachers to continuously improve language skills and classroom practices through experimentation.
HW in teams of 3 studentsAn oil remanufacturing company uses c.docxwellesleyterresa
HW in teams of 3 students
An oil remanufacturing company uses clay in its manufacturing process. This clay comes into the plant in 80-pound bags stacked 40 per pallet and 50 pallets per boxcar. The railroad spur comes into the plant property but your plant does not have a rail car siding. Two car loads per year are used. The union and the company agreed that the part time workers would be hired for one week, twice a year at the rate of $7.5 per hour to unload these cars. You feel that this is a bad job and no one should have to work this hard. You look into this project
1
Why is this done?
We need the clay, and the railroad is by far the cheapest way to transport it
What: 80pounds bags of clay=160,000 pound boxcar load
Where: from the boxcar in our yard to the storeroom, 300ft away
Who: 2 temporary workers
When: one week, twice a year
How: Present method: manually unload the pallets off the boxcar then move these pallets into the storeroom with the fork truck we already own
2
How much could you spend improving this job?
We spend a week, twice a year with 2 temporary workers at $7.5
4 weeks* 40 hours per week*7.5per hour = $1,200
3
Questions:
Should the current method stays the same?
Are there other alternatives?
Is the current method the cheapest in the long run?
How would you justify an expenditure over $3,000
What do you think about cumulative trauma disorders and work-related injuries?
4
Write a report with the answers to your questions.
Include figures, tables, and other sources of information to help justify the project and also answer the questions. You can certainly use the textbook to help you.
Include in your report a list of references and of course cite all your sources of information.
This work MUST be done in teams of 3 people or 2. No individual assignment will be accepted.
5
Psychotherapy Interventions II
Case Conceptualization Exemplar
Case Conceptualization Exemplar (cont.)
Student Name:
Case Name/#: Case Study Exemplar: Linda
1. Problem identification and definition: [1–2 paragraphs]
[Primary and contributing concerns for the client]
· Client concerns: Cognitive abilities
· Client concerns: Feeling “anxious,” associated with being accepted by others
· Clinical concerns: Interpersonal isolation
· Clinical concerns: Self-devaluation, adequacy
· Clinical concerns: Depressive symptoms
2. Contextual considerations: [1–2 paragraphs]
[What ethical, legal, cultural, or other key considerations need to be considered with this client when creating a treatment plan?]
· Given no family, friends, or beliefs were identified as a support base, it would seem there are no resources on which Linda might rely.
· Given her sustained employment, attempts at effecting change, and self-referral, it seems as Linda may have the capacity for insight, ability to sustain, and motivation for change.
3. Diagnosis
Axis I: [Be sure to provide full title and code]
300.04
Dysthymic Disorder
Axis II:
V71.0 ...
HW 5.docxAssignment 5 – Currency riskYou may do this assig.docxwellesleyterresa
HW 5.docx
Assignment 5 – Currency risk
You may do this assignment alone or with one other person. For each of your answers, be as specific as possible about all transactions and amounts involved.
All interest rates are stated as annual rates.
Part 1 Transaction risk
1 (10 points)
a. Select a foreign currency
b. Find the spot exchange rate for that currency
c. Select an amount between 150 million and 200 million
d. Select a number of months between 3 and 9
e. Select either payable or receivable. If you select payable, for the rest of the questions in this part of the assignment, assume a US firm is required to make a payment of the number selected in part c of the foreign currency from part a at the time selected in part d. If you select receivable, assume a US firm expects to receive a payment of the number of units selected in part c of the foreign currency from part a at the time selected in part d.
e. Describe the future payment (in $) from the above assumptions if the exchange rate remains the same as it is today.
2. (10 points) Explain how the firm can use leading or lagging to reduce the exchange rate risk created by this payment.
3. (20 points) Assume the US interest rate is 2% and the foreign interest rate is 5%, how can the firm hedge the transaction risk associated with the payment using a money market hedge?
4 (20 points)
a. How can the firm hedge the transaction risk associated with the payment using a forward market hedge?
b. If the forward price is 1% lower than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
c. If the forward price is 2% higher than the spot exchange rate (from 1b) and the actual exchange rate on the date the payment is due is 1% higher than the spot exchange rate, what will the dollar value of the amount the firm pays or receives on the due date be?
5 (20 points)
a. How can the firm hedge the risk associated with the payment using a foreign currency option?
b. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% lower than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
c. If the option’s strike price is equal to the spot exchange rate (from 1b) and the actual exchange rate on the payment is due is 2% higher than the spot market price, will the firm exercise the options and what will the dollar amount the firm pays or receives on the due date be?
6. (10 points) How could the firm hedge the transaction risk associated with this payment by exposure netting or funds adjustment?
Part 2 Economic risk
1. (10 points) Obtain weekly stock prices for the last five years for a US company and a foreign company of your choice.
2. (10 points) Obtain exchange rates for three dif ...
HW#3 – Spring 20181. Giulia is traveling from Italy to China. .docxwellesleyterresa
The document contains instructions for several programming assignments involving object-oriented design principles in Java. Students are asked to:
1. Create a Student class with methods to add courses and compute GPA, and test it by making objects for two students.
2. Modify the Account class to add overloaded constructors, a withdraw method with fees, and tracking of open accounts.
3. Add functionality for closing accounts and consolidating accounts with the same name.
4. Add methods to transfer funds between accounts either through objects or directly between accounts.
This homework assignment is due on July 1st by 5:00 PM. The assignment is labeled "HW 2" indicating it is the second homework assignment of the course. Students must submit the completed homework by the specified due date and time.
HW 4 Gung Ho Commentary DUE Thursday, April 20 at 505 PM on.docxwellesleyterresa
HW 4: Gung Ho Commentary
DUE: Thursday, April 20 at 5:05 PM on Isidore (upload) and in class (hard copy)
Unlike watching a movie for entertainment, this assignment requires you to mindfully pay attention to how leadership is expressed, and how people from different cultures differ in their leadership styles. Specifically, use the guide below to (1) describe leaders, (2) analyze effective and ineffective leadership styles, and (3) provide suggestions for improving leadership in cross-cultural situations. Use the entire movie to inform your answers.
Read this viewing guide BEFORE you begin watching the movie. AFTER watching the movie, write down your observations and analysis pertaining to each of these questions.
Instructions
· Read through the questions in this worksheet
· Watch the movie “Gung Ho”
· Use this worksheet to write down your answers to each of the questions
1) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in Japanese companies?
2) Based on this movie, how would you describe the culture—values and beliefs about what is “right” and “wrong”—in American companies?
3) Drawing on your answers on questions 1 and 2, what would be an effective leadership style in Japanese organizations? Alternatively, what would be an effective leadership style in American organizations?
4) Gung Ho means working together in Chinese. What tactics did the leaders of this factory use to get workers from different cultures to work together?
5) How would you describe Hunt’s leadership style at the beginning of the movie? What about the end of the movie? Support your answers with specific examples from the movie.
6) How would you describe the leadership style of the executives at Assan Motors (such as Kazihiro and Saito)? Support your answers with specific examples from the movie.
HW
4:
Gung
Ho
Commentary
DUE:
Thursday,
April
20
at
5:05
PM
on
Isidore
(upload)
and
in
class
(hard
copy)
Unlike
watching
a
movie
for
entertainment,
this
assignment
requires
you
to
mindfully
pay
attention
to
how
leadership
is
expressed,
and
how
people
from
different
cultures
differ
in
their
leadership
styles.
Specifically,
use
the
guide
below
to
(1)
describe
leaders,
(2)
analyze
effective
and
ineffective
leadership
styles,
and
(3)
provide
suggestions
for
improving
leadership
in
cross-cultural
situations.
Use
the
entire
movie
to
inform
your
answers.
Read
this
viewing
guide
BEFORE
you
begin
watching
the
movie.
AFTER
watching
the
movie,
write
down
your
observations
and
analysis
pertaining
to
each
of
these
questions.
Instructions
·
Read
through
the
questions
in
this
worksheet
·
Watch
the
movie
“
Gung
Ho
”
·
Use
this
worksheet
to
write
down
your
answers
to
each
of
the
questions
...
HW 5 Math 405. Due beginning of class – Monday, 10 Oct 2016.docxwellesleyterresa
Romeo and Juliet's relationship is modeled mathematically. Their love and hate for each other oscillates over time based on a set of differential equations. Mercutio tries to interfere by negatively influencing Romeo's feelings for Juliet. This changes the model and results in a different outcome for Romeo and Juliet's relationship. The model is further complicated by Mercutio developing feelings for Juliet and Juliet having mixed feelings for both Romeo and Mercutio, creating a love triangle. The dynamics of this new system are analyzed using eigenvalues and phase planes. Additional models examine planetary orbits and competition between rabbits and sheep.
HW 5-RSA/ascii2str.m
function str = ascii2str(ascii)
% Convert to string
str = char(ascii);
HW 5-RSA/bigmod.m
function remainder = bigmod (number, power, modulo)
% modulo function for large numbers, -> number^power(mod modulo)
% by bennyboss / 2005-06-24 / Matlab 7
% I used algorithm from this webpage:
% http://www.disappearing-inc.com/ciphers/rsa.html
% binary decomposition
binary(1,1) = 1;
col = 2;
while ( binary(1, col-1) <= power-binary(1, col-1) )
binary(1, col) = 2*binary(1, col-1);
col = col + 1;
end
% flip matrix
binary = fliplr(binary);
% extract binary decomposition from number
result = power;
cols = length(binary);
extracted_binary = zeros(1, cols);
index = zeros(1, cols);
for ( col=1 : cols )
if( result-binary(1, col) > 0 )
result = result - binary(1, col);
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
elseif ( result-binary(1, col) == 0 )
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
break;
end
end
% flip matrix
binary = fliplr(binary);
% doubling the powers by squaring the numbers
cols2 = length(extracted_binary);
rem_sqr = zeros(1, cols);
rem_sqr(1, 1) = mod(number^1, modulo);
if ( cols2 > 1 )
for ( col=2 : cols)
rem_sqr(1, col) = mod(rem_sqr(1, col-1)^2, modulo);
end
end
% flip matrix
rem_sqr = fliplr(rem_sqr);
% compute reminder
index = find(index);
remainder = rem_sqr(1, index(1, 1));
cols = length(index);
for (col=2 : cols)
remainder = mod(remainder*rem_sqr(1, index(1, col)), modulo);
end
HW 5-RSA/EGCP447-Lecture No 10.pdf
RSA Encryption
RSA = Rivest, Shamir, and Adelman (MIT), 1978
Underlying hard problem
– Number theory – determining prime factors of a given
(large) number
e.g., factoring of small #: 5 -) 5, 6 -) 2 *3
– Arithmetic modulo n
How secure is RSA?
– So far remains secure (after all these years...)
– Will somebody propose a quick algorithm to factor
large numbers?
– Will quantum computing break it? -) TBD
RSA Encryption
In RSA:
– P = E (D(P)) = D(E(P)) (order of D/E does not matter)
– More precisely: P = E(kE, D(kD, P)) = D(kD, E(kE, P))
Encryption: C = Pe mod n KE = e
– n is the key length
– Note, P is turned into an integer using a padding
scheme
– Given C, it is very difficult to find P without knowing
KD
Decryption: P = Cd mod n KD = d
We will look at this algorithm in detail next time
RSA Algorithm
1. Key Generation
– A key generation algorithm
2. RSA Function Evaluation
– A function F, that takes as an input a point x and a
key k and produces either an encrypted result or
plaintext, depending on the input and the key
Key Generation
The key generation algorithm is the most
complex part of RSA
The aim of the key generation algorithm is to
generate both th ...
HW 3 Project Control• Status meeting agenda – shows time, date .docxwellesleyterresa
HW 3: Project Control
• Status meeting agenda – shows time, date and location of the meeting. Each agenda item should show the item to be discussed, who is the primary facilitator for that topic, and how long the item is estimated to be discussed. A section of the form should capture action items taken from the meeting, including who is responsible and what the desired date for conclusion is.
• Issues tracking worksheet – allows all open issues on a project to be captured, along with a rating of their importance, point person responsible, notes, and desired date of resolution.
• Status report form – includes the most important elements of project status. Examples: project name, brief scope, CPI, SPI, project manager, key issues, key risks, recent accomplishments, upcoming accomplishments.
...
HW 1January 19 2017Due back Jan 26, in class.1. (T.docxwellesleyterresa
HW 1
January 19 2017
Due back Jan 26, in class.
1. (Tadelis p.12) You plan on buying a used car. You have $12,000 and you are not
eligible for any loans. the prices of available cars on the lot are given as follows:
Make, model and year Price
Toyota Corolla 2002 9350
Toyota Camry 2001 10500
Buick Lesabre 2001 8825
Honda Civic 2000 9215
Subaru Impreza 2000 9690
For any given year, you prefer a Camry to an Impreza, an Impreza to a Corolla, a
Corolla to a Civic, and a Civic to a LeSabre. For any given year, you are willing to
pay $999 to move from any given car to the next preferred one. For example, if the
price of the Corolla is z, then you are willing to buy it rather than a Civic if the Civic
costs more than z−999 but prefer the civic if it costs less than this. For any given car,
you are willing to move to a model a year older if it is cheaper by at least $500. For
example, if the price of a 2003 Civic is x, then you are willing to buy it rather than a
2002 Civic, if the 2002 Civic costs more than x−500.
(a) What is your set of possible alternatives?
(b) What are your preferences between each pair of alternatives in your set?
(c) What car would you choose?
2. Harrington, end of Chapter 2, #1
3. Harrington, end of Chapter 2, #6
4. Harrington, end of Chapter 2, #9.
1
Symmetric Information and Competitive
Equilibrium
Neil Wallace
January 3, 2017
1 Introduction
We are all familiar with the general idea of uncertainty. We are uncertain
about tomorrow’s weather, about whether we will wake up with a headache
tomorrow morning, and about whether someone’s estimate of the labor re-
quired to repair our car is correct. Considerable effort is directed toward
coping with uncertainty. Some farmers have costly irrigation systems in or-
der to make output less dependent on variations in rainfall. And many of
us buy insurance of various sorts to limit our exposure to some kinds of un-
certainty. Moreover, there are government programs like disaster aid and
unemployment insurance that are intended to offset some of the effects of
uncertainty.
Here is an example of the kind of setting we will study. There are N
people labelled 1, 2, ...,N. Rainfall is uncertain and it can either be high or
low, just two possibilities. We denote the level of rainfall by s ∈ {H,L},
where we use the letter s as a shorthand for state or state-of-the-world and
where H stands for high and L for low. We suppose that each person has
some land that will without effort bear a crop of some amount of rice. The
size of the crop will depend on whether rainfall is high or low. For person n,
we denote the size of the rice crop by (wnH,wnL), where wns is the crop on
n’s land if the state is s. We assume that wns > 0, but, otherwise, make no
other special assumptions about it. In particular, we want to assume that
some land does better with high rainfall and other land does better with low
rainfall. If s = H, the total crop is
∑N
n=1 wnH, denoted WH; if s = L, t ...
hw1.docxCS 211 Homework #1Please complete the homework problem.docxwellesleyterresa
hw1.docxCS 211 Homework #1
Please complete the homework problems on the following page using a separate piece of paper. Note that this is an individual assignment and all work must be your own. Be sure to show your work when appropriate. This assignment is due in lab on Monday, October 10, 2016.
1. [3] Given the following pre-order and in-order traversals, reconstruct the appropriate binary tree. NOTE: You must draw a single tree that works for both traversals.
Pre-order: A, E, D, G, B, F, I, C
In-order: D, E, B, G, A, F, I, C
2. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the left subtree when the node to remove is full.
Insert(5), Insert(10), Insert(2), Insert(9), Insert(1), Insert(3), Remove(5).
3. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the right subtree when the node to remove is full.
Insert(10), Insert(5), Insert(23), Insert(4), Insert(19), Insert(7), Insert(9), Insert(6), Remove(5).
4. Given the following binary tree:
A. [1] What is the height of the tree?
B. [1] What is the depth of node 90?
C. [1] What is the height of node 90?
D. [3] Give the pre-order, in-order, and post-order traversal of this tree.
5. Given the following two functions:
int f(int n)
{
if(n <= 0)
{
Return 0;
}
return 1 + f(n - 1);
}
int g(int n)
{
int sum = 0;
for(int i = 0; i < n; i++)
{
sum += 1;
}
Return sum;
}
A. [2] State the runtime complexity of both f() and g()
B. [2] State the memory complexity for both f() and g()
C. [4] Write another function called "int h(int n)" that does the same thing but has a more efficient runtime complexity.
Requirements:
This abstract and outline is for your individual paper that you will be handing in on finals week. Same topic as with your team, but you will write a one paragraph abstract describing your topic, and how you plan to treat it. While you will be walking through all the steps of the Systems Process (which I understand we havent covered in full yet) you may in your abstract and outline want to mention parts that will have more emphasis based on your knowledge of the background of your problem. The outline should obviously include all the steps of the systems process with extra elements based your what you think will have heavier emphasis.
Idea:
So as you know, Elon Musk has just announced SpaceX plan to colonize Mars in the upcoming decades and we thought this would be an interesting topic to research through the 13 steps of the systems engineering process.
Links:
Full Video: https://www.youtube.com/watch?v=IAZ-Xbn5hr0
Short Abbreviated: https://www.youtube.com/watch?v=Yzw6_V7LGeY
Our group idea: after people went to Mars, they will build a system
these ideas supposed to be I think or depends on you:
Buildings, spaces to live, water, and other elements required for life, write in an engineering ...
HUS 335: Interpersonal Helping Skills
Case Assessment Format
The case assessment takes place after the intake and assessment interviews have been conducted. The helping professional must evaluate the application for services to determine eligibility for services. This is just one process for conducting a case assessment.
Step 1. Provide me with your agency’s profile with your eligibility guidelines (on a separate page)
Step 2. Review the case assessment process (things to think about as you complete the assessment)
Step 3. Complete the Case Assessment (p. 2)
I. Examine your agency’s guidelines for eligibility as well as federal or state guidelines, if applicable. What are your agency’s guidelines for eligibility?
II. Review all the information you have gather on your client during the initial contact, intake, and assessment phases.
a. Applicant’s reason for applying for services
b. His/her background
c. Strengths
d. Weaknesses
e. The problem that is causing difficulty
f. What the applicants want to have happen as a result of service delivery
III. Determine if the client is eligible for services at your agency.
A. Is the client eligible for services? Why or why not?
B. What problems are identified (i.e., presenting problem)?
C. Are services or resources available that relate to the problems identified?
D. Will the agency’s involvement help the client reach the objectives goals that have been established.
E. Is more information needed (e.g., referral source, client’s family, chool officials, employer, medical doctor, mental health professional, previous social service agencies, etc.)
IV. Impressions
V. Assessment
VI. Service Identification/Recommendations for Services
VII. Case Assignment
Your Agency’s Name
Case Assessment
Pseudo Client Name: ____________________________________________ Date: _________________
Human Services Professional: ______________________________________ Title: _________________
Intake Date: ______________________ Assessment Interview Date: _________________________
I. Demographic description of client
Age, gender, cultural background, race, socioeconomic status, religion, occupation, marital/family status, education
II. Presenting Problem
Indicate referral source (e.g., self-referred or agency referral). If an agency referred the client, state why they referred the client to your agency.
State what brought the client to your agency from the client’s perspective. (This only needs to be a few sentences and not the history of the client.)
III. Impression/Interview affect, behavior, and mental status
How does the client appear to you (grooming, dress, voice, tone, mood, timeliness for the interview, cooperativeness, etc.)? Has this been consistent or changed throughout sessions (intake and assessment interview sessions)?
IV. History
Present the history as objectively as possible and only key information. Facts that were collected from the client, significant records, and referral source. Let the facts s ...
HW #1Tech Alert on IT & Strategy (Ch 3-5Ch 3 -5 IT Strategy opt.docxwellesleyterresa
Zara gathers customer feedback and sales data from its stores to inform product design and inventory decisions. Store managers use PDAs to chat with customers and get input on styles. After closing, they analyze unsold items to identify customer preferences. Manager updates combine this qualitative feedback with quantitative sales data from POS systems. This evidence-based approach allows Zara to quickly design and reorder based on demand rather than guesses, helping it dominate the fast fashion industry.
HW 2 (1) Visit Monsanto (httpwww.monsanto.com) again and Goog.docxwellesleyterresa
HW 2
(1) Visit Monsanto (http://www.monsanto.com) again and Google to find various information about internal factors of Monsanto.
(2) Based on the information, perform your own internal audit for Monsanto. You do not need to perform financial analysis for this assignment. If you perform the internal audit, you will find strengths and weaknesses of Monsanto.
(3) List the strengths and weaknesses of Mondanto. Then, explain why you think so.
Note: Strengths and Weakness are SW of SWOT analysis. We will use strengths and weaknesses in the last module later.
1
Class Today
• Print notes and examples
• Trusses
– Definition
– Working with Trusses
– Truss Analysis
• Example Problems
• Group Work Time
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses.pdf
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses_examples.pdf
…these are cool trusses
Norman Foster
Sainsbury Centre
Santiago Calatrava
Turning Torso
Shigeru Ban
Japanese Pavilion
KMR
… be inspired!
3
Renzo Piano
Kansai International Airport
Rem Koolhaas
The Shenzhen Stock Exchange
KMR
So what are trusses?
http://bridgehunter.com/story/1109/
http://www.americanpoleandtimber.com/img/wood-timber-trusses-park-BIG.jpg
http://www.hndszj.com/eng/uploads/201008101822313.jpg
Trusses are …
• Structures designed to support loads:
− Will transmit loads through the joints of the structure
− Will ultimately transmit loads to the foundation
• Cost effective in design because:
− Weight is minimized (weight of members is typically
light compared to loads carried, so it is often
neglected)
− Strength to weight ratio is maximized
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Working with Trusses:
Assumptions
• All loads are applied / transmitted at joints
• All members are joined by pin connections
• Consist entirely of two-force members
(review section 5.4)
• Can contain zero-force members
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Zero-force Members
What are zero-force members?
• Structural members that carry no force
Why do we use them?
• Used to provide stability
– During construction
– If (intermittent) loading of the truss changes
• Shortens chord length and increases
buckling capacity of compression members
7
Zero-force Members: Case 1
Zero-force Members: Case 2
10
http://www.tatasteelconstruction.com/static_files/Images/Construction/Reference/
architectural%20studio/elements/Structural%20steel%20trusses/j2.jpg
http://www.tboake.com/SSEF1/rose2.shtml
http://sluggyjunx.com/rr/georgetown_branch/gallery/04_16_0
3_gb_canal_bridges/04_16_03-gb_canal_br-34.jpg
Gusset plate
pin
Joint Connections
Welded
connection http://www.tatasteelconstruction.com/en/reference/teaching-
resources/architectural-teaching-resource/elements/connections/connections-
in-trusses
11
http://civildigital.com/wp-con ...
Hunters Son Dialogue Activity1. Please write 1-2 sentences for e.docxwellesleyterresa
Hunters Son Dialogue Activity
1. Please write 1-2 sentences for each of the characters below, explaining the broader point of view that they represent:
HUNTER:
HUNTER’S SON:
THE BOY:
2. Based on your answers above, please explain in 2-3 sentences what you think the author is trying to achieve by bringing these perspectives together and having them speak with one another.
3. In a sentence or two, please explain what you think the play is telling us (the reader) about how indigenous writers and people relate to animals?
...
HW 2 - SQL The database you will use for this assignme.docxwellesleyterresa
HW 2 - SQL
The database you will use for this assignment contains information related to Major League
Baseball (MLB) about players, teams, and games. The relations are:
Players(playerID, playerName, team, position, birthYear)
● playerID is a player identifier used in MLB, and all players throughout the history of
baseball have a unique ID
● playerName is player’s name
● team is the name of the MLB team the player is currently playing on (or the last team the
player played for if they are not currently playing)
● position is the position of the player
● birthYear is the year that player was born
Teams(teamID, teamName, home, leagueName)
● teamID is a unique ID internal to MLB.
● teamName is the name of the team
● home is the home city of the team
● leagueName is the league the team is in, i.e. either “National” or “American”, which
stands for “National League” and “American League”, respectively
Games(gameID, homeTeamID, guestTeamID, date)
● gameID is a unique ID used internally in MLB
● homeTeamID is the ID of the hometeam
● guestTeamID is the ID of the visiting team
● date is the date of the game.
A sample instance of this database is given at the end of this homework handout. Since it is just
one instance of the database designed to give you some intuition, you should not “customize”
your answer to work only with this instance.
1. (10 points each) Write the following queries in SQL, using the schema provided
above. (Note: Your queries must not be “state-dependent", that is, they should work without
modification even if another instance of the database is given.)
(a) Print the names of all players who were born in 1970 and played for the Braves.
(b) Print the names of teams that do not have a pitcher.
(c) Print names of all players who have played in the National League.
(d) Print all gameIDs with Phillies as the home team.
2. (15 points each) Write the following queries in SQL, using the schema provided
above.
(a) Print all teamIDs where the team played against the Phillies but not against the Braves.
(b) Print all tuples (playerID1, playerID2, team) where playerID1 and playerID2 are (or have
been) on the same team. Avoid listing self-references or duplicates, e.g. do not allow
(1,1,”Braves”) or both (2,5,”Phillies”) and (5,2,”Phillies”).
(c) Print all tuples (teamID1, league1, teamID2, league2, date) where teamID1 and teamID2
played against each other in a World Series game. Although there is no direct information
about the World Series games in the relations, we can infer that when two teams from different
leagues play each other, it is a World Series game. So, in this relation, league1 and league2
should be different leagues.
(d) List all cities that have a team in all leagues. For example, there are currently two leagues
(National and American). Although not shown in this instance, New York is home to the Mets in
the National ...
Humanities Commons Learning Goals1. Write about primary and seco.docxwellesleyterresa
Humanities Commons Learning Goals
1. Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
2. Engage in a process approach to writing college-level prose;
3. Produce rhetorically effective college-level expository prose;
4. Demonstrate effective use of scholarly sources in their writing;
5. Recount in college-level prose their personal literacy histories and current literacy practices;
6. Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
7. Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
you are to put together your Final Exam Portfolio. In this, you should have your Diagnostic Essay, drafts and revisions of your Literacy Narrative/Metawriting Assignment, Catholic Intellectual Tradition Response, Discourse Community Ethnography, and Argumentative Proposal Synthesis. You also need a final reflective essay discussing how you have grown as a writer over the term. This should be around one to three pages, but may go longer.
As a review, here is an overview of the material we covered:
Humanities Commons Learning Goals
Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
Engage in a process approach to writing college-level prose;
Produce rhetorically effective college-level expository prose;
Demonstrate effective use of scholarly sources in their writing;
Recount in college-level prose their personal literacy histories and current literacy practices;
Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
Metawriting
“Sponsors of Literacy” - Brandt
Portrait of the Artists as
A Young Person – Literacy Narrative
A Young Adult – Autoethnography
MLA Conventions
Library Research
Grammar
Write in Active Voice
Seven Comma Rules
Affect/Effect; it’s its; etc.
Introduce Quotations
Quote, Summary, Paraphrase
Hamburger Metaphor for integrating quotes
Classical Aristotelian Essay Form
Rebuttal
Compare Contrast Essay: Block vs. Alternating
Works Cited List
Top Twenty Errors
Discourse Community Ethnography
“The Concept of a Discourse Community” – Swales
C.A.R.S. – Creating a Research Space – Swales
“Learning to Serve: The Language and Literacy of Food Service Workers” – Mirabelli
“Rethinking Subcultural Resistance: Core Values of the Straight Edge Movement” –
Haenfl ...
HURRICANE KATRINA A NATION STILL UNPREPARED .docxwellesleyterresa
The document summarizes a Senate report on the government's response to Hurricane Katrina. It finds that while officials were warned of Katrina's potential devastation, they failed to adequately prepare. Evacuation and shelter plans for New Orleans were incomplete. The storm exceeded the response capacity of all levels of government. Leadership failures at the federal, state and local levels compounded the crisis. FEMA and DHS were unprepared for a catastrophe of this scale.
Humanities 115
Short Essay Grading Criteria
Excellent
Passing
Unacceptable
Analysis
25, 18, 10
Details of individual myths are discussed thoughtfully, articulately, and accurately. Critical approaches and terminology are applied accurately and insightfully. Discussion of myths reflects rich, genuine intellectual engagement.
Applications of critical approaches and terms to myths occur, and demonstrate intellectual engagement with course materials, but maybe relatively superficial or contain some inaccuracy. Discussion may at times be vague, ideas may be somewhat underdeveloped.
Important elements missing or very underdeveloped. Substantial inaccuracies may occur.
Scholarly Rigor
13, 9, 5
Assertions are consistently backed with textual evidence. Sources are precisely cited with in-text parenthetical citations as well as a works cited page, if applicable.
Text-based support is sometimes used, citation is imprecise or incomplete.
Text-based support is generally absent, and/or citations are absent.
Coherence
5, 3, 1
Ideas are organized into coherent paragraphs. Transitions are used effectively within paragraphs. Transitions also fluently connect paragraphs.
Ideas are organized into paragraphs. Transitions are usually present and effective.
Essay lacks coherent paragraphs and transitions are absent or ineffective.
Grammar
& Mechanics
5, 3, 1
Standard Academic English is deployed in a controlled manner. Punctuation is precise. Small, occasional errors might occur, but never impede meaning.
Controlled deployment of Academic English is emerging. When errors occur, they only occasionally impede meaning.
Errors are numerous and consistently impede meaning.
Formatting
2, 1, 0
The following conventions of Modern Language Association format are used precisely: essay is consistently double-spaced throughout; a heading with your name, instructor’s name, course name, and date appears at the top left corner of the first page; title is centered just below the heading; text of the journal begins one double spaced line below the title; last name and page number appear at the top right of each page.
Most conventions are followed.
Most conventions are not followed.
Student Sample Essay #2
Genesis Myth
“And God created man in His own image, in the image of God he created male and female. He created them. And God blessed them.” (Leonard, Mcclure, 87) Unfortunately, the sentiment that men and women are equals is contradicted several times in the Genesis myth. The Genesis myth has had a negative influence on women’s roles in society that continually have impacts in today’s modern world. The myth describes women’s purpose as being subservient to men, women are easily swayed and manipulated, and that for seeking knowledge, women deserve the painful shame of childbirth. This patriarchal creation myth has played a role in justifying the suppression of equal rights throughout history and is still debated today.
To begin, the sole reason for the creation of woman ...
HUMAN RESOURCES’ ROLE IN SUCCESSION PLANNING Succession planni.docxwellesleyterresa
HUMAN RESOURCES’ ROLE IN SUCCESSION PLANNING
Succession planning and stewardship of corporate talent pool is a top priority for most companies. HRM can have a significant impact on the succession planning process.
There are three general roles that HR leaders play in succession planning.
1| THE CONSIGLIORE
HR can play a critical influential role in succession planning in a variety of business models such a in Public Companies, family-owned businesses and privately held firms.
The chief HR officer (CHRO) should serve as an idea generator, a challenger and a confidant with an independent perspective to the CEO and to the board. HR can also serve as someone who can assist in the resolution of conflicts as they arise in the succession planning process.
2| THE PROCESS OWNER
Without a capable individual providing strong and objective process discipline, boards often revert to emergency closed door sessions and uninformed decision-making. HR should be the process steward for succession planning.
HR needs to create the process, provide the tools and put forth succession candidates. HR should be a counselor who can help neutralize emotions and make sure decision makers have an objective perspective.
HR needs to be the leader and an integral and constant presence in the succession-planning process
3| THE SUBJECT MATTER EXPERT
HR leaders need to know the leadership talent pool and provide reliable and meaningful information on succession candidates.
HR should provide the insights about the strengths, weaknesses and development plans for individuals as well as characteristics of the talent pool overall.
HR must serve as the central repository and “paint a picture” of various succession candidates. HR must present a succinct summary of experience, responsibilities, past performance ratings and development plans for all candidates .
The most important assessment is “An assessment of potential — whether someone is ready to lead now, could step in in an emergency, or needs additional development — is extremely valuable to the company.
Company’s expect human resources to provide detailed talent profiles of potential successor candidates, including strengths, weaknesses and specific development needs, particularly in areas that can help someone move to the next level. The HR department needs to be prepared for any eventuality.
Human resources can play a critical role in matching the right person for each situation.
For example, if the company needs someone to “shake things up” it would be important for HR to have identified Change Agents in the organization
It the company needs to know “Who would step in to fill a key position in case of an emergency” HR should have identified those in the organization
Human resources’ should and must take the lead and have a primary role in succession planning.
Succession Planning and Human Resources
Succession planning is a process whereby an organization ensures that empl ...
Humanities vs. Human Inquiry· · Due Feb 08, 559 PM · Graded.docxwellesleyterresa
Humanities vs. Human Inquiry
·
· Due Feb 08, 5:59 PM
· Graded
· POINTS 0/16
· Paper
· no new messages
Objectives:
· 1.1
· 1.2
· 1.3
· 1.4
View more »
Expand view
· Instructions
· Assignment Files
· Grading
Write a 700- to 1,050-word paper in which you differentiate between the humanities and other modes of human inquiry and expression. Be sure to address the following items in your paper:
· Define the term humanities at least three different times throughout history.
· Distinguish the humanities from other modes of human inquiry and expression.
· List a modern-day example of each type of the following humanities and explain why each example you give reflects current developments in politics, socioeconomics, and technology:
· Art
· Music
· Architecture
· Philosophy
· Literature
...
Humanities AssignmentWrite a 7-8 page paper with a minimum of 10 s.docxwellesleyterresa
Humanities Assignment
Write a 7-8 page paper with a minimum of 10 sources required (At least two sources must be from a scholarly journal) using MLA format. The target audience for this paper is your classmates.
Attack your research articles with the active reading strategies Kennedy & Kennedy recommend. Respond to the appropriate questions about genre, style, rhetorical context, and organization for this new adventure in intertextuality. We will analyze this assignment using the questions in the text, and refine the criteria for evaluation during in-class discussions.
Criteria for evaluation include:
· How effectively and insightfully the writer constructs the argument
· How appropriate the organization and development are to the purpose of the assignment
· How well examples and reasons are used to support ideas and claims of argument/insight
· How suitable the language level and usage are in conveying the writer’s ideas
· How clear and concise the language is
· How effective sentence structure is
· The quality of the information supplied to support the ideas in the paper
· The quality of the argument and the quality of the logic in the reasoning
· Effective use of documentation format(MLA)
...
Human space exploration is exciting. Robotic explorers can venture.docxwellesleyterresa
Human space exploration is exciting. Robotic explorers can venture great distances from Earth without concerns for safety. Robotic space exploration is much less expensive. Should space explorers be human, robotic, or both? As a start, discuss your views including whether one is more appropriate now and another at a later time when technological improvements and innovations have been realized.
Read NASA articles concerning robotic vs. human space exploration and some of the benefits of the space program by browsing through the NASA websites http://www.nasa.gov/ and http://www.nasa.gov/externalflash/MedicalBenefits/main.html.
Keep in mind, however, on January 14, 2004, President Bush gave a speech in which he announced the cancellation of the Space Shuttle program. One issue that John McCain (R-Ariz.) joined by Sens. Kay Bailey Hutchison (R-Texas) and David Vitter (R-La.), raised was that “Once the space shuttle is retired, Russia stands to possess the only means of transporting astronauts to and from the space station.” Currently that is the case - the United States is no longer able to launch its own astronauts to space. So now what?
According to space agency representatives, some astronauts will simply stay on the ground to help with the planning and design of future missions and vehicles. Others will accept rides aboard Russia's Soyuz space capsules to and from the International Space Station (ISS ), where they'll work.
According to Chris Buckley, ISS Flight Controller since 2006, “On March 14, 2011 NASA made a deal with the Russian Space Agency (RSA) for 12 trips to ISS at $753 million ($63 million/seat). This new set of trips will support US astronauts through 2015.” Russian Soyuz spacecraft now ferry astronauts to and from orbit and apparently will do so until private U.S. spaceships become available or NASA has the funds to develop future missions and space vehicles. These efforts cost money, though.
“NASA's budget has generally been approximately 1% of the federal budget from the early 1970s on, but briefly peaked to approximately 3.3% in 1966 during the Apollo Moon program. Recent public perception of the NASA budget has been shown to be significantly different from reality; a 1997 poll indicated that Americans who responded thought on average that 20% of the federal budget went to NASA.
The actual percentage of federal budget that NASA has been allocated has been steadily dropping since the Apollo program and as of 2012 the NASA budget was estimated to be 0.48% of the federal budget. In a March 2012 meeting of the United States Senate Science Committee, Neil deGrasse Tyson testified that "Right now, NASA’s annual budget is half a penny on your tax dollar.”
NASA’s 2015 budget was less than half a percent of the federal budget (0.45 percent to be more accurate) per professional astronomer and writer Phil Plait. He stated,
“To give you a sense of scale, take a one dollar bill, and a pair of scissors. They’d better be sharp: Slice ...
HUMAN RESOURCE MANAGEMENTMSL660MPA606Hall #2Following .docxwellesleyterresa
HUMAN RESOURCE MANAGEMENT
MSL660/MPA606
Hall #2
Following the Law and Getting the Job
Right
Format for Hall session
• Introduction of the Hall
• Hall Topics
• Christian worldview applications
• Major points for the week’s learning
2
Topics we’ll cover
• Equal Employment Opportunity and Its Concepts
• Employment Law
• The Debate about Affirmative Action
• Sexual Harassment
• Diversity
• Jobs
▫ Job Design
▫ Job Characteristics
▫ Job Analysis
▫ Job Descriptions & Job Specifications
3
Biblical Foundation: Luke 18:9-14
4
Hall Objectives
• Get a good understanding of the Employment
Laws that organizations must adhere to.
• The debate about Affirmative Action
• The importance of training managers and
employees regarding sexual harassment
• The benefits of diversity
• Discuss all of the aspects that an organization
goes through regarding jobs.
5
Questions or Topics for Reflection &
Study
• What laws do employers have to adhere to when
dealing with applicants and employees?
• What is diversity and why is it important to
employers?
• What is job analysis and its process?
• What is a job description and why is it important
to be accurate?
6
Equal Employment Opportunity (EEO)
Concepts
• Protected category – a group identified for protection under EEO laws
and regulations
• Include:
▫ Race, ethnic origin, color (including multiracial/ethnic backgrounds)
▫ Sex/gender (including pregnant women and also men in certain
situations)
▫ Age (individuals over 40)
▫ Individuals with disabilities
▫ Military experience (military status employees and Vietnam-era
veterans)
▫ Religion (special beliefs and practices)
▫ Marital status (some states)
▫ Sexual orientation (some states and cities)
7
Equal Employment Opportunity (EEO)
Concepts (cont.)
• Disparate treatment – occurs when members of a
group are treated differently from others.
▫ Different standards are used to judge individuals; or
▫ The same standard is used, but it is not related to the
individuals’ jobs
• Disparate impact – occurs when members of a group
are substantially underrepresented as a result of
employment decisions that work to their disadvantage.
8
Equal Employment Opportunity (EEO)
Concepts (cont.)
• Business necessity & job relatedness
• Bona fide occupational qualification (BFOQ)
• Burden of proof
• Retaliation
• Equal employment
• Blind to differences
• Affirmative action – Employers are urged to
employee people based on their race, age, gender, or
national origin to make up for historical discrimination
9
The Debate about Affirmative Action
• Fig. 3-3
10
Arguments: Why Affirmation Action
is Needed
Arguments: Why Affirmation Action is Not
Needed
Source: Mathis & Jackson (2011), Human Resource Management (13th ed.),
Mason, OH, Cengage Southwestern.
Employment Law
• Civil Rights Act of 1964, Title VII
• Executive Orders 11246, 11375, & 11478
• Civil Rights Act of 1991
• Pregnancy Act of 1978
• Equal Pay Act of ...
Human Recourse Management BMGMT2302Ms. Najwa Aldardeer S.docxwellesleyterresa
Human Recourse Management BMGMT2302
Ms. Najwa Aldardeer
Student Name:
ID:
Phase: 1, 2, 3,& 4
Total: 30 points
Select a job title or choose from the following link a job title: http://online.onetcenter.org
Learning outcomes:
By doing this compile assignments, the student will learn,
· The major trends and forces that are shaping the modern HR in the Saudi market.
· Apply job analysis ( job description and job specification)
· Identify different types of interviews.
· Make recommendation about a training course for a specific job.
· Apply the pay plan.
· Make recommendation about the best performance appraisal for a selected job.
The Assignment is following the Bloom’s Taxonomy
· Evaluating : Critiquing, rating , grading, examining, assessing , inferring, drawing conclusion , and forming opinion for Jobs
· Synthesis: linking new information with previous information
· Analysis: Examining, breaking down jobs
· Application: using knowledge and comprehension; solving problems
· Comprehension: Understanding, paraphrasing, and interpreting
· Knowledge: naming ,recognizing , identifying , recognizing , and reciting
I am------------------ , I promise that this compile of assignments are done all by me. I have searched for the information in different websites, and the websites which were used, are mentioned in the reference page (last page)
Signature -----------------------
Date-------------------------------
Content
Phase one:
Recent HR trends and forces--------------------------------------------------------------------Question 1
Job description ------------------------------------------------------------------------------------Question 2
Job specification ----------------------------------------------------------------------------------Question 2
Phase two
Interview-------------------------------------------------------------------------------------------Question 3
Phase three
Training course -----------------------------------------------------------------------------------Question 4
Performance appraisal----------------------------------------------------------------------------Question 5
Phase four
Pay plan---------------------------------------------------------------------------------------------Question 6
Phase One ( every phase should has its references )
· Question 1
Investigate what are the recent trends and forces affecting the Saudi Human Resource Management. Check the following
· Job relevant technical skills and educational (it must be 5 points, and every point should have its example )
Vital skills such as communication skills, critical thinking and ability to solve problem. Human resource professional in Saudi recognize the desire to address trials of working with various workforce. Organization strive to attain saudisation quota, they are training and employing entry level employees.
· Engaged employees
In Saudi Arabia many human resource manager believes that Saudi nationals move from company to ...
Human Resource Employee Handbook- 10 pgs not including title, cont.docxwellesleyterresa
Human Resource Employee Handbook- 10 pgs not including title, contents, and references
Creating an Employee Handbook
Congratulations! Since our firm is rapidly expanding, I believe that we need a HR upgrade due to some recent unfortunate employment situations at the company. I have chosen you to begin drafting the first employee handbook for our company in an effort to hopefully avoid some of the recent costly legal problems the company has faced. You are welcome to consult other resources out there, but you must cite/quote appropriately or risk an academic integrity violation (Assume that the company is now large enough that all major federal employment laws apply and you are based here in Texas):
1. The general terms and conditions of employment and the responsibilities of the employer and employee, including, but not limited to, events of separation, pay and vacation.
2. How the company will conduct the testing of its employees for drugs and alcohol
3. What are the workers expectations of privacy in the company and privacy rights with regards to equipment and physical facilities
4. A comprehensive reporting and investigation policy with regards to discrimination, with a specific emphasis on sexual harassment. As this is a new company, many employees don’t know much about sexual harassment and will need a comprehensive explanation of what it is and its ramifications. Pretend they know nothing and use this as a vehicle to show your knowledge on the subject.
5. The companies FMLA policy, especially as it relates to vacation and sick leave.
The visual appearance of the manual is up to you, but it must be appear “professional” in all respects. Paper must be 10 pages in length (no including title, contents, and references), the handbook much be legally compliant in all respects and provides enough detail and explanation such that an employee of slightly below average intellectual ability will easily know what to do in each of the discussed situations are. The general grading breakdown is:
1. Grammatically Correct (20 Points) – One error per every other page is the baseline for full credit. You will lose 5 points for every error per page on average beyond one.
2. Comprehensibility (20 Points) – Can I easily understand what I must do to comply?
3. Professional Appearance (10 Points)
4. Citations (10 Points) - The President does not care which citation method you use, but he doesn’t want us to be facing a plagiarism situation. You should only be citing the text, laws or news articles on the subject, as the consultation of other employee handbooks is prohibited.
5. Content (90 Points – 18 points per section) – Did you substantively provide what was asked for in a legally compliant manner?
CRJ 102 – Midterm
Name: _______________________________________________________________
Instructions:
The midterm is based on your readings and other material that has been used to enhance your
learning for each unit (or week) and can onl ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
HW 5-RSA/ascii2str.m
function str = ascii2str(ascii)
% Convert to string
str = char(ascii);
HW 5-RSA/bigmod.m
function remainder = bigmod (number, power, modulo)
% modulo function for large numbers, -> number^power(mod modulo)
% by bennyboss / 2005-06-24 / Matlab 7
% I used algorithm from this webpage:
% http://www.disappearing-inc.com/ciphers/rsa.html
% binary decomposition
binary(1,1) = 1;
col = 2;
while ( binary(1, col-1) <= power-binary(1, col-1) )
binary(1, col) = 2*binary(1, col-1);
col = col + 1;
end
% flip matrix
binary = fliplr(binary);
% extract binary decomposition from number
result = power;
cols = length(binary);
extracted_binary = zeros(1, cols);
index = zeros(1, cols);
for ( col=1 : cols )
if( result-binary(1, col) > 0 )
result = result - binary(1, col);
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
elseif ( result-binary(1, col) == 0 )
extracted_binary(1, col) = binary(1, col);
index(1, col) = col;
break;
end
end
% flip matrix
binary = fliplr(binary);
% doubling the powers by squaring the numbers
cols2 = length(extracted_binary);
rem_sqr = zeros(1, cols);
rem_sqr(1, 1) = mod(number^1, modulo);
if ( cols2 > 1 )
for ( col=2 : cols)
rem_sqr(1, col) = mod(rem_sqr(1, col-1)^2, modulo);
end
end
% flip matrix
rem_sqr = fliplr(rem_sqr);
% compute reminder
index = find(index);
remainder = rem_sqr(1, index(1, 1));
cols = length(index);
for (col=2 : cols)
remainder = mod(remainder*rem_sqr(1, index(1, col)), modulo);
end
HW 5-RSA/EGCP447-Lecture No 10.pdf
RSA Encryption
RSA = Rivest, Shamir, and Adelman (MIT), 1978
Underlying hard problem
– Number theory – determining prime factors of a given
(large) number
e.g., factoring of small #: 5 -) 5, 6 -) 2 *3
– Arithmetic modulo n
How secure is RSA?
– So far remains secure (after all these years...)
– Will somebody propose a quick algorithm to factor
large numbers?
– Will quantum computing break it? -) TBD
RSA Encryption
In RSA:
– P = E (D(P)) = D(E(P)) (order of D/E does not matter)
– More precisely: P = E(kE, D(kD, P)) = D(kD, E(kE, P))
Encryption: C = Pe mod n KE = e
– n is the key length
– Note, P is turned into an integer using a padding
scheme
– Given C, it is very difficult to find P without knowing
KD
Decryption: P = Cd mod n KD = d
We will look at this algorithm in detail next time
RSA Algorithm
1. Key Generation
– A key generation algorithm
2. RSA Function Evaluation
– A function F, that takes as an input a point x and a
key k and produces either an encrypted result or
plaintext, depending on the input and the key
Key Generation
The key generation algorithm is the most
complex part of RSA
The aim of the key generation algorithm is to
generate both th ...
HW 3 Project Control• Status meeting agenda – shows time, date .docxwellesleyterresa
HW 3: Project Control
• Status meeting agenda – shows time, date and location of the meeting. Each agenda item should show the item to be discussed, who is the primary facilitator for that topic, and how long the item is estimated to be discussed. A section of the form should capture action items taken from the meeting, including who is responsible and what the desired date for conclusion is.
• Issues tracking worksheet – allows all open issues on a project to be captured, along with a rating of their importance, point person responsible, notes, and desired date of resolution.
• Status report form – includes the most important elements of project status. Examples: project name, brief scope, CPI, SPI, project manager, key issues, key risks, recent accomplishments, upcoming accomplishments.
...
HW 1January 19 2017Due back Jan 26, in class.1. (T.docxwellesleyterresa
HW 1
January 19 2017
Due back Jan 26, in class.
1. (Tadelis p.12) You plan on buying a used car. You have $12,000 and you are not
eligible for any loans. the prices of available cars on the lot are given as follows:
Make, model and year Price
Toyota Corolla 2002 9350
Toyota Camry 2001 10500
Buick Lesabre 2001 8825
Honda Civic 2000 9215
Subaru Impreza 2000 9690
For any given year, you prefer a Camry to an Impreza, an Impreza to a Corolla, a
Corolla to a Civic, and a Civic to a LeSabre. For any given year, you are willing to
pay $999 to move from any given car to the next preferred one. For example, if the
price of the Corolla is z, then you are willing to buy it rather than a Civic if the Civic
costs more than z−999 but prefer the civic if it costs less than this. For any given car,
you are willing to move to a model a year older if it is cheaper by at least $500. For
example, if the price of a 2003 Civic is x, then you are willing to buy it rather than a
2002 Civic, if the 2002 Civic costs more than x−500.
(a) What is your set of possible alternatives?
(b) What are your preferences between each pair of alternatives in your set?
(c) What car would you choose?
2. Harrington, end of Chapter 2, #1
3. Harrington, end of Chapter 2, #6
4. Harrington, end of Chapter 2, #9.
1
Symmetric Information and Competitive
Equilibrium
Neil Wallace
January 3, 2017
1 Introduction
We are all familiar with the general idea of uncertainty. We are uncertain
about tomorrow’s weather, about whether we will wake up with a headache
tomorrow morning, and about whether someone’s estimate of the labor re-
quired to repair our car is correct. Considerable effort is directed toward
coping with uncertainty. Some farmers have costly irrigation systems in or-
der to make output less dependent on variations in rainfall. And many of
us buy insurance of various sorts to limit our exposure to some kinds of un-
certainty. Moreover, there are government programs like disaster aid and
unemployment insurance that are intended to offset some of the effects of
uncertainty.
Here is an example of the kind of setting we will study. There are N
people labelled 1, 2, ...,N. Rainfall is uncertain and it can either be high or
low, just two possibilities. We denote the level of rainfall by s ∈ {H,L},
where we use the letter s as a shorthand for state or state-of-the-world and
where H stands for high and L for low. We suppose that each person has
some land that will without effort bear a crop of some amount of rice. The
size of the crop will depend on whether rainfall is high or low. For person n,
we denote the size of the rice crop by (wnH,wnL), where wns is the crop on
n’s land if the state is s. We assume that wns > 0, but, otherwise, make no
other special assumptions about it. In particular, we want to assume that
some land does better with high rainfall and other land does better with low
rainfall. If s = H, the total crop is
∑N
n=1 wnH, denoted WH; if s = L, t ...
hw1.docxCS 211 Homework #1Please complete the homework problem.docxwellesleyterresa
hw1.docxCS 211 Homework #1
Please complete the homework problems on the following page using a separate piece of paper. Note that this is an individual assignment and all work must be your own. Be sure to show your work when appropriate. This assignment is due in lab on Monday, October 10, 2016.
1. [3] Given the following pre-order and in-order traversals, reconstruct the appropriate binary tree. NOTE: You must draw a single tree that works for both traversals.
Pre-order: A, E, D, G, B, F, I, C
In-order: D, E, B, G, A, F, I, C
2. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the left subtree when the node to remove is full.
Insert(5), Insert(10), Insert(2), Insert(9), Insert(1), Insert(3), Remove(5).
3. [3] Starting with an empty BST, draw each step in the following operation sequence. Assume that all removals come from the right subtree when the node to remove is full.
Insert(10), Insert(5), Insert(23), Insert(4), Insert(19), Insert(7), Insert(9), Insert(6), Remove(5).
4. Given the following binary tree:
A. [1] What is the height of the tree?
B. [1] What is the depth of node 90?
C. [1] What is the height of node 90?
D. [3] Give the pre-order, in-order, and post-order traversal of this tree.
5. Given the following two functions:
int f(int n)
{
if(n <= 0)
{
Return 0;
}
return 1 + f(n - 1);
}
int g(int n)
{
int sum = 0;
for(int i = 0; i < n; i++)
{
sum += 1;
}
Return sum;
}
A. [2] State the runtime complexity of both f() and g()
B. [2] State the memory complexity for both f() and g()
C. [4] Write another function called "int h(int n)" that does the same thing but has a more efficient runtime complexity.
Requirements:
This abstract and outline is for your individual paper that you will be handing in on finals week. Same topic as with your team, but you will write a one paragraph abstract describing your topic, and how you plan to treat it. While you will be walking through all the steps of the Systems Process (which I understand we havent covered in full yet) you may in your abstract and outline want to mention parts that will have more emphasis based on your knowledge of the background of your problem. The outline should obviously include all the steps of the systems process with extra elements based your what you think will have heavier emphasis.
Idea:
So as you know, Elon Musk has just announced SpaceX plan to colonize Mars in the upcoming decades and we thought this would be an interesting topic to research through the 13 steps of the systems engineering process.
Links:
Full Video: https://www.youtube.com/watch?v=IAZ-Xbn5hr0
Short Abbreviated: https://www.youtube.com/watch?v=Yzw6_V7LGeY
Our group idea: after people went to Mars, they will build a system
these ideas supposed to be I think or depends on you:
Buildings, spaces to live, water, and other elements required for life, write in an engineering ...
HUS 335: Interpersonal Helping Skills
Case Assessment Format
The case assessment takes place after the intake and assessment interviews have been conducted. The helping professional must evaluate the application for services to determine eligibility for services. This is just one process for conducting a case assessment.
Step 1. Provide me with your agency’s profile with your eligibility guidelines (on a separate page)
Step 2. Review the case assessment process (things to think about as you complete the assessment)
Step 3. Complete the Case Assessment (p. 2)
I. Examine your agency’s guidelines for eligibility as well as federal or state guidelines, if applicable. What are your agency’s guidelines for eligibility?
II. Review all the information you have gather on your client during the initial contact, intake, and assessment phases.
a. Applicant’s reason for applying for services
b. His/her background
c. Strengths
d. Weaknesses
e. The problem that is causing difficulty
f. What the applicants want to have happen as a result of service delivery
III. Determine if the client is eligible for services at your agency.
A. Is the client eligible for services? Why or why not?
B. What problems are identified (i.e., presenting problem)?
C. Are services or resources available that relate to the problems identified?
D. Will the agency’s involvement help the client reach the objectives goals that have been established.
E. Is more information needed (e.g., referral source, client’s family, chool officials, employer, medical doctor, mental health professional, previous social service agencies, etc.)
IV. Impressions
V. Assessment
VI. Service Identification/Recommendations for Services
VII. Case Assignment
Your Agency’s Name
Case Assessment
Pseudo Client Name: ____________________________________________ Date: _________________
Human Services Professional: ______________________________________ Title: _________________
Intake Date: ______________________ Assessment Interview Date: _________________________
I. Demographic description of client
Age, gender, cultural background, race, socioeconomic status, religion, occupation, marital/family status, education
II. Presenting Problem
Indicate referral source (e.g., self-referred or agency referral). If an agency referred the client, state why they referred the client to your agency.
State what brought the client to your agency from the client’s perspective. (This only needs to be a few sentences and not the history of the client.)
III. Impression/Interview affect, behavior, and mental status
How does the client appear to you (grooming, dress, voice, tone, mood, timeliness for the interview, cooperativeness, etc.)? Has this been consistent or changed throughout sessions (intake and assessment interview sessions)?
IV. History
Present the history as objectively as possible and only key information. Facts that were collected from the client, significant records, and referral source. Let the facts s ...
HW #1Tech Alert on IT & Strategy (Ch 3-5Ch 3 -5 IT Strategy opt.docxwellesleyterresa
Zara gathers customer feedback and sales data from its stores to inform product design and inventory decisions. Store managers use PDAs to chat with customers and get input on styles. After closing, they analyze unsold items to identify customer preferences. Manager updates combine this qualitative feedback with quantitative sales data from POS systems. This evidence-based approach allows Zara to quickly design and reorder based on demand rather than guesses, helping it dominate the fast fashion industry.
HW 2 (1) Visit Monsanto (httpwww.monsanto.com) again and Goog.docxwellesleyterresa
HW 2
(1) Visit Monsanto (http://www.monsanto.com) again and Google to find various information about internal factors of Monsanto.
(2) Based on the information, perform your own internal audit for Monsanto. You do not need to perform financial analysis for this assignment. If you perform the internal audit, you will find strengths and weaknesses of Monsanto.
(3) List the strengths and weaknesses of Mondanto. Then, explain why you think so.
Note: Strengths and Weakness are SW of SWOT analysis. We will use strengths and weaknesses in the last module later.
1
Class Today
• Print notes and examples
• Trusses
– Definition
– Working with Trusses
– Truss Analysis
• Example Problems
• Group Work Time
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses.pdf
http://www.mst.edu/~ide50-3/printable_notes/13_Trusses_examples.pdf
…these are cool trusses
Norman Foster
Sainsbury Centre
Santiago Calatrava
Turning Torso
Shigeru Ban
Japanese Pavilion
KMR
… be inspired!
3
Renzo Piano
Kansai International Airport
Rem Koolhaas
The Shenzhen Stock Exchange
KMR
So what are trusses?
http://bridgehunter.com/story/1109/
http://www.americanpoleandtimber.com/img/wood-timber-trusses-park-BIG.jpg
http://www.hndszj.com/eng/uploads/201008101822313.jpg
Trusses are …
• Structures designed to support loads:
− Will transmit loads through the joints of the structure
− Will ultimately transmit loads to the foundation
• Cost effective in design because:
− Weight is minimized (weight of members is typically
light compared to loads carried, so it is often
neglected)
− Strength to weight ratio is maximized
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Working with Trusses:
Assumptions
• All loads are applied / transmitted at joints
• All members are joined by pin connections
• Consist entirely of two-force members
(review section 5.4)
• Can contain zero-force members
Image copyright 2013, Pearson Education, publishing as Prentice Hall
Zero-force Members
What are zero-force members?
• Structural members that carry no force
Why do we use them?
• Used to provide stability
– During construction
– If (intermittent) loading of the truss changes
• Shortens chord length and increases
buckling capacity of compression members
7
Zero-force Members: Case 1
Zero-force Members: Case 2
10
http://www.tatasteelconstruction.com/static_files/Images/Construction/Reference/
architectural%20studio/elements/Structural%20steel%20trusses/j2.jpg
http://www.tboake.com/SSEF1/rose2.shtml
http://sluggyjunx.com/rr/georgetown_branch/gallery/04_16_0
3_gb_canal_bridges/04_16_03-gb_canal_br-34.jpg
Gusset plate
pin
Joint Connections
Welded
connection http://www.tatasteelconstruction.com/en/reference/teaching-
resources/architectural-teaching-resource/elements/connections/connections-
in-trusses
11
http://civildigital.com/wp-con ...
Hunters Son Dialogue Activity1. Please write 1-2 sentences for e.docxwellesleyterresa
Hunters Son Dialogue Activity
1. Please write 1-2 sentences for each of the characters below, explaining the broader point of view that they represent:
HUNTER:
HUNTER’S SON:
THE BOY:
2. Based on your answers above, please explain in 2-3 sentences what you think the author is trying to achieve by bringing these perspectives together and having them speak with one another.
3. In a sentence or two, please explain what you think the play is telling us (the reader) about how indigenous writers and people relate to animals?
...
HW 2 - SQL The database you will use for this assignme.docxwellesleyterresa
HW 2 - SQL
The database you will use for this assignment contains information related to Major League
Baseball (MLB) about players, teams, and games. The relations are:
Players(playerID, playerName, team, position, birthYear)
● playerID is a player identifier used in MLB, and all players throughout the history of
baseball have a unique ID
● playerName is player’s name
● team is the name of the MLB team the player is currently playing on (or the last team the
player played for if they are not currently playing)
● position is the position of the player
● birthYear is the year that player was born
Teams(teamID, teamName, home, leagueName)
● teamID is a unique ID internal to MLB.
● teamName is the name of the team
● home is the home city of the team
● leagueName is the league the team is in, i.e. either “National” or “American”, which
stands for “National League” and “American League”, respectively
Games(gameID, homeTeamID, guestTeamID, date)
● gameID is a unique ID used internally in MLB
● homeTeamID is the ID of the hometeam
● guestTeamID is the ID of the visiting team
● date is the date of the game.
A sample instance of this database is given at the end of this homework handout. Since it is just
one instance of the database designed to give you some intuition, you should not “customize”
your answer to work only with this instance.
1. (10 points each) Write the following queries in SQL, using the schema provided
above. (Note: Your queries must not be “state-dependent", that is, they should work without
modification even if another instance of the database is given.)
(a) Print the names of all players who were born in 1970 and played for the Braves.
(b) Print the names of teams that do not have a pitcher.
(c) Print names of all players who have played in the National League.
(d) Print all gameIDs with Phillies as the home team.
2. (15 points each) Write the following queries in SQL, using the schema provided
above.
(a) Print all teamIDs where the team played against the Phillies but not against the Braves.
(b) Print all tuples (playerID1, playerID2, team) where playerID1 and playerID2 are (or have
been) on the same team. Avoid listing self-references or duplicates, e.g. do not allow
(1,1,”Braves”) or both (2,5,”Phillies”) and (5,2,”Phillies”).
(c) Print all tuples (teamID1, league1, teamID2, league2, date) where teamID1 and teamID2
played against each other in a World Series game. Although there is no direct information
about the World Series games in the relations, we can infer that when two teams from different
leagues play each other, it is a World Series game. So, in this relation, league1 and league2
should be different leagues.
(d) List all cities that have a team in all leagues. For example, there are currently two leagues
(National and American). Although not shown in this instance, New York is home to the Mets in
the National ...
Humanities Commons Learning Goals1. Write about primary and seco.docxwellesleyterresa
Humanities Commons Learning Goals
1. Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
2. Engage in a process approach to writing college-level prose;
3. Produce rhetorically effective college-level expository prose;
4. Demonstrate effective use of scholarly sources in their writing;
5. Recount in college-level prose their personal literacy histories and current literacy practices;
6. Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
7. Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
you are to put together your Final Exam Portfolio. In this, you should have your Diagnostic Essay, drafts and revisions of your Literacy Narrative/Metawriting Assignment, Catholic Intellectual Tradition Response, Discourse Community Ethnography, and Argumentative Proposal Synthesis. You also need a final reflective essay discussing how you have grown as a writer over the term. This should be around one to three pages, but may go longer.
As a review, here is an overview of the material we covered:
Humanities Commons Learning Goals
Write about primary and secondary texts on the topic of literacy from the perspective of English Studies and at least one additional discipline in the Humanities Commons in a manner that reflects their ability to read critically;
Engage in a process approach to writing college-level prose;
Produce rhetorically effective college-level expository prose;
Demonstrate effective use of scholarly sources in their writing;
Recount in college-level prose their personal literacy histories and current literacy practices;
Examine in writing the discourse of a community different from themselves with respect to factors such as race, class, gender, sexuality, and so forth.
Explore the relevance of Catholic intellectual tradition for the study of reading, writing, and/or rhetoric as human endeavors.
Metawriting
“Sponsors of Literacy” - Brandt
Portrait of the Artists as
A Young Person – Literacy Narrative
A Young Adult – Autoethnography
MLA Conventions
Library Research
Grammar
Write in Active Voice
Seven Comma Rules
Affect/Effect; it’s its; etc.
Introduce Quotations
Quote, Summary, Paraphrase
Hamburger Metaphor for integrating quotes
Classical Aristotelian Essay Form
Rebuttal
Compare Contrast Essay: Block vs. Alternating
Works Cited List
Top Twenty Errors
Discourse Community Ethnography
“The Concept of a Discourse Community” – Swales
C.A.R.S. – Creating a Research Space – Swales
“Learning to Serve: The Language and Literacy of Food Service Workers” – Mirabelli
“Rethinking Subcultural Resistance: Core Values of the Straight Edge Movement” –
Haenfl ...
HURRICANE KATRINA A NATION STILL UNPREPARED .docxwellesleyterresa
The document summarizes a Senate report on the government's response to Hurricane Katrina. It finds that while officials were warned of Katrina's potential devastation, they failed to adequately prepare. Evacuation and shelter plans for New Orleans were incomplete. The storm exceeded the response capacity of all levels of government. Leadership failures at the federal, state and local levels compounded the crisis. FEMA and DHS were unprepared for a catastrophe of this scale.
Humanities 115
Short Essay Grading Criteria
Excellent
Passing
Unacceptable
Analysis
25, 18, 10
Details of individual myths are discussed thoughtfully, articulately, and accurately. Critical approaches and terminology are applied accurately and insightfully. Discussion of myths reflects rich, genuine intellectual engagement.
Applications of critical approaches and terms to myths occur, and demonstrate intellectual engagement with course materials, but maybe relatively superficial or contain some inaccuracy. Discussion may at times be vague, ideas may be somewhat underdeveloped.
Important elements missing or very underdeveloped. Substantial inaccuracies may occur.
Scholarly Rigor
13, 9, 5
Assertions are consistently backed with textual evidence. Sources are precisely cited with in-text parenthetical citations as well as a works cited page, if applicable.
Text-based support is sometimes used, citation is imprecise or incomplete.
Text-based support is generally absent, and/or citations are absent.
Coherence
5, 3, 1
Ideas are organized into coherent paragraphs. Transitions are used effectively within paragraphs. Transitions also fluently connect paragraphs.
Ideas are organized into paragraphs. Transitions are usually present and effective.
Essay lacks coherent paragraphs and transitions are absent or ineffective.
Grammar
& Mechanics
5, 3, 1
Standard Academic English is deployed in a controlled manner. Punctuation is precise. Small, occasional errors might occur, but never impede meaning.
Controlled deployment of Academic English is emerging. When errors occur, they only occasionally impede meaning.
Errors are numerous and consistently impede meaning.
Formatting
2, 1, 0
The following conventions of Modern Language Association format are used precisely: essay is consistently double-spaced throughout; a heading with your name, instructor’s name, course name, and date appears at the top left corner of the first page; title is centered just below the heading; text of the journal begins one double spaced line below the title; last name and page number appear at the top right of each page.
Most conventions are followed.
Most conventions are not followed.
Student Sample Essay #2
Genesis Myth
“And God created man in His own image, in the image of God he created male and female. He created them. And God blessed them.” (Leonard, Mcclure, 87) Unfortunately, the sentiment that men and women are equals is contradicted several times in the Genesis myth. The Genesis myth has had a negative influence on women’s roles in society that continually have impacts in today’s modern world. The myth describes women’s purpose as being subservient to men, women are easily swayed and manipulated, and that for seeking knowledge, women deserve the painful shame of childbirth. This patriarchal creation myth has played a role in justifying the suppression of equal rights throughout history and is still debated today.
To begin, the sole reason for the creation of woman ...
HUMAN RESOURCES’ ROLE IN SUCCESSION PLANNING Succession planni.docxwellesleyterresa
HUMAN RESOURCES’ ROLE IN SUCCESSION PLANNING
Succession planning and stewardship of corporate talent pool is a top priority for most companies. HRM can have a significant impact on the succession planning process.
There are three general roles that HR leaders play in succession planning.
1| THE CONSIGLIORE
HR can play a critical influential role in succession planning in a variety of business models such a in Public Companies, family-owned businesses and privately held firms.
The chief HR officer (CHRO) should serve as an idea generator, a challenger and a confidant with an independent perspective to the CEO and to the board. HR can also serve as someone who can assist in the resolution of conflicts as they arise in the succession planning process.
2| THE PROCESS OWNER
Without a capable individual providing strong and objective process discipline, boards often revert to emergency closed door sessions and uninformed decision-making. HR should be the process steward for succession planning.
HR needs to create the process, provide the tools and put forth succession candidates. HR should be a counselor who can help neutralize emotions and make sure decision makers have an objective perspective.
HR needs to be the leader and an integral and constant presence in the succession-planning process
3| THE SUBJECT MATTER EXPERT
HR leaders need to know the leadership talent pool and provide reliable and meaningful information on succession candidates.
HR should provide the insights about the strengths, weaknesses and development plans for individuals as well as characteristics of the talent pool overall.
HR must serve as the central repository and “paint a picture” of various succession candidates. HR must present a succinct summary of experience, responsibilities, past performance ratings and development plans for all candidates .
The most important assessment is “An assessment of potential — whether someone is ready to lead now, could step in in an emergency, or needs additional development — is extremely valuable to the company.
Company’s expect human resources to provide detailed talent profiles of potential successor candidates, including strengths, weaknesses and specific development needs, particularly in areas that can help someone move to the next level. The HR department needs to be prepared for any eventuality.
Human resources can play a critical role in matching the right person for each situation.
For example, if the company needs someone to “shake things up” it would be important for HR to have identified Change Agents in the organization
It the company needs to know “Who would step in to fill a key position in case of an emergency” HR should have identified those in the organization
Human resources’ should and must take the lead and have a primary role in succession planning.
Succession Planning and Human Resources
Succession planning is a process whereby an organization ensures that empl ...
Humanities vs. Human Inquiry· · Due Feb 08, 559 PM · Graded.docxwellesleyterresa
Humanities vs. Human Inquiry
·
· Due Feb 08, 5:59 PM
· Graded
· POINTS 0/16
· Paper
· no new messages
Objectives:
· 1.1
· 1.2
· 1.3
· 1.4
View more »
Expand view
· Instructions
· Assignment Files
· Grading
Write a 700- to 1,050-word paper in which you differentiate between the humanities and other modes of human inquiry and expression. Be sure to address the following items in your paper:
· Define the term humanities at least three different times throughout history.
· Distinguish the humanities from other modes of human inquiry and expression.
· List a modern-day example of each type of the following humanities and explain why each example you give reflects current developments in politics, socioeconomics, and technology:
· Art
· Music
· Architecture
· Philosophy
· Literature
...
Humanities AssignmentWrite a 7-8 page paper with a minimum of 10 s.docxwellesleyterresa
Humanities Assignment
Write a 7-8 page paper with a minimum of 10 sources required (At least two sources must be from a scholarly journal) using MLA format. The target audience for this paper is your classmates.
Attack your research articles with the active reading strategies Kennedy & Kennedy recommend. Respond to the appropriate questions about genre, style, rhetorical context, and organization for this new adventure in intertextuality. We will analyze this assignment using the questions in the text, and refine the criteria for evaluation during in-class discussions.
Criteria for evaluation include:
· How effectively and insightfully the writer constructs the argument
· How appropriate the organization and development are to the purpose of the assignment
· How well examples and reasons are used to support ideas and claims of argument/insight
· How suitable the language level and usage are in conveying the writer’s ideas
· How clear and concise the language is
· How effective sentence structure is
· The quality of the information supplied to support the ideas in the paper
· The quality of the argument and the quality of the logic in the reasoning
· Effective use of documentation format(MLA)
...
Human space exploration is exciting. Robotic explorers can venture.docxwellesleyterresa
Human space exploration is exciting. Robotic explorers can venture great distances from Earth without concerns for safety. Robotic space exploration is much less expensive. Should space explorers be human, robotic, or both? As a start, discuss your views including whether one is more appropriate now and another at a later time when technological improvements and innovations have been realized.
Read NASA articles concerning robotic vs. human space exploration and some of the benefits of the space program by browsing through the NASA websites http://www.nasa.gov/ and http://www.nasa.gov/externalflash/MedicalBenefits/main.html.
Keep in mind, however, on January 14, 2004, President Bush gave a speech in which he announced the cancellation of the Space Shuttle program. One issue that John McCain (R-Ariz.) joined by Sens. Kay Bailey Hutchison (R-Texas) and David Vitter (R-La.), raised was that “Once the space shuttle is retired, Russia stands to possess the only means of transporting astronauts to and from the space station.” Currently that is the case - the United States is no longer able to launch its own astronauts to space. So now what?
According to space agency representatives, some astronauts will simply stay on the ground to help with the planning and design of future missions and vehicles. Others will accept rides aboard Russia's Soyuz space capsules to and from the International Space Station (ISS ), where they'll work.
According to Chris Buckley, ISS Flight Controller since 2006, “On March 14, 2011 NASA made a deal with the Russian Space Agency (RSA) for 12 trips to ISS at $753 million ($63 million/seat). This new set of trips will support US astronauts through 2015.” Russian Soyuz spacecraft now ferry astronauts to and from orbit and apparently will do so until private U.S. spaceships become available or NASA has the funds to develop future missions and space vehicles. These efforts cost money, though.
“NASA's budget has generally been approximately 1% of the federal budget from the early 1970s on, but briefly peaked to approximately 3.3% in 1966 during the Apollo Moon program. Recent public perception of the NASA budget has been shown to be significantly different from reality; a 1997 poll indicated that Americans who responded thought on average that 20% of the federal budget went to NASA.
The actual percentage of federal budget that NASA has been allocated has been steadily dropping since the Apollo program and as of 2012 the NASA budget was estimated to be 0.48% of the federal budget. In a March 2012 meeting of the United States Senate Science Committee, Neil deGrasse Tyson testified that "Right now, NASA’s annual budget is half a penny on your tax dollar.”
NASA’s 2015 budget was less than half a percent of the federal budget (0.45 percent to be more accurate) per professional astronomer and writer Phil Plait. He stated,
“To give you a sense of scale, take a one dollar bill, and a pair of scissors. They’d better be sharp: Slice ...
HUMAN RESOURCE MANAGEMENTMSL660MPA606Hall #2Following .docxwellesleyterresa
HUMAN RESOURCE MANAGEMENT
MSL660/MPA606
Hall #2
Following the Law and Getting the Job
Right
Format for Hall session
• Introduction of the Hall
• Hall Topics
• Christian worldview applications
• Major points for the week’s learning
2
Topics we’ll cover
• Equal Employment Opportunity and Its Concepts
• Employment Law
• The Debate about Affirmative Action
• Sexual Harassment
• Diversity
• Jobs
▫ Job Design
▫ Job Characteristics
▫ Job Analysis
▫ Job Descriptions & Job Specifications
3
Biblical Foundation: Luke 18:9-14
4
Hall Objectives
• Get a good understanding of the Employment
Laws that organizations must adhere to.
• The debate about Affirmative Action
• The importance of training managers and
employees regarding sexual harassment
• The benefits of diversity
• Discuss all of the aspects that an organization
goes through regarding jobs.
5
Questions or Topics for Reflection &
Study
• What laws do employers have to adhere to when
dealing with applicants and employees?
• What is diversity and why is it important to
employers?
• What is job analysis and its process?
• What is a job description and why is it important
to be accurate?
6
Equal Employment Opportunity (EEO)
Concepts
• Protected category – a group identified for protection under EEO laws
and regulations
• Include:
▫ Race, ethnic origin, color (including multiracial/ethnic backgrounds)
▫ Sex/gender (including pregnant women and also men in certain
situations)
▫ Age (individuals over 40)
▫ Individuals with disabilities
▫ Military experience (military status employees and Vietnam-era
veterans)
▫ Religion (special beliefs and practices)
▫ Marital status (some states)
▫ Sexual orientation (some states and cities)
7
Equal Employment Opportunity (EEO)
Concepts (cont.)
• Disparate treatment – occurs when members of a
group are treated differently from others.
▫ Different standards are used to judge individuals; or
▫ The same standard is used, but it is not related to the
individuals’ jobs
• Disparate impact – occurs when members of a group
are substantially underrepresented as a result of
employment decisions that work to their disadvantage.
8
Equal Employment Opportunity (EEO)
Concepts (cont.)
• Business necessity & job relatedness
• Bona fide occupational qualification (BFOQ)
• Burden of proof
• Retaliation
• Equal employment
• Blind to differences
• Affirmative action – Employers are urged to
employee people based on their race, age, gender, or
national origin to make up for historical discrimination
9
The Debate about Affirmative Action
• Fig. 3-3
10
Arguments: Why Affirmation Action
is Needed
Arguments: Why Affirmation Action is Not
Needed
Source: Mathis & Jackson (2011), Human Resource Management (13th ed.),
Mason, OH, Cengage Southwestern.
Employment Law
• Civil Rights Act of 1964, Title VII
• Executive Orders 11246, 11375, & 11478
• Civil Rights Act of 1991
• Pregnancy Act of 1978
• Equal Pay Act of ...
Human Recourse Management BMGMT2302Ms. Najwa Aldardeer S.docxwellesleyterresa
Human Recourse Management BMGMT2302
Ms. Najwa Aldardeer
Student Name:
ID:
Phase: 1, 2, 3,& 4
Total: 30 points
Select a job title or choose from the following link a job title: http://online.onetcenter.org
Learning outcomes:
By doing this compile assignments, the student will learn,
· The major trends and forces that are shaping the modern HR in the Saudi market.
· Apply job analysis ( job description and job specification)
· Identify different types of interviews.
· Make recommendation about a training course for a specific job.
· Apply the pay plan.
· Make recommendation about the best performance appraisal for a selected job.
The Assignment is following the Bloom’s Taxonomy
· Evaluating : Critiquing, rating , grading, examining, assessing , inferring, drawing conclusion , and forming opinion for Jobs
· Synthesis: linking new information with previous information
· Analysis: Examining, breaking down jobs
· Application: using knowledge and comprehension; solving problems
· Comprehension: Understanding, paraphrasing, and interpreting
· Knowledge: naming ,recognizing , identifying , recognizing , and reciting
I am------------------ , I promise that this compile of assignments are done all by me. I have searched for the information in different websites, and the websites which were used, are mentioned in the reference page (last page)
Signature -----------------------
Date-------------------------------
Content
Phase one:
Recent HR trends and forces--------------------------------------------------------------------Question 1
Job description ------------------------------------------------------------------------------------Question 2
Job specification ----------------------------------------------------------------------------------Question 2
Phase two
Interview-------------------------------------------------------------------------------------------Question 3
Phase three
Training course -----------------------------------------------------------------------------------Question 4
Performance appraisal----------------------------------------------------------------------------Question 5
Phase four
Pay plan---------------------------------------------------------------------------------------------Question 6
Phase One ( every phase should has its references )
· Question 1
Investigate what are the recent trends and forces affecting the Saudi Human Resource Management. Check the following
· Job relevant technical skills and educational (it must be 5 points, and every point should have its example )
Vital skills such as communication skills, critical thinking and ability to solve problem. Human resource professional in Saudi recognize the desire to address trials of working with various workforce. Organization strive to attain saudisation quota, they are training and employing entry level employees.
· Engaged employees
In Saudi Arabia many human resource manager believes that Saudi nationals move from company to ...
Human Resource Employee Handbook- 10 pgs not including title, cont.docxwellesleyterresa
Human Resource Employee Handbook- 10 pgs not including title, contents, and references
Creating an Employee Handbook
Congratulations! Since our firm is rapidly expanding, I believe that we need a HR upgrade due to some recent unfortunate employment situations at the company. I have chosen you to begin drafting the first employee handbook for our company in an effort to hopefully avoid some of the recent costly legal problems the company has faced. You are welcome to consult other resources out there, but you must cite/quote appropriately or risk an academic integrity violation (Assume that the company is now large enough that all major federal employment laws apply and you are based here in Texas):
1. The general terms and conditions of employment and the responsibilities of the employer and employee, including, but not limited to, events of separation, pay and vacation.
2. How the company will conduct the testing of its employees for drugs and alcohol
3. What are the workers expectations of privacy in the company and privacy rights with regards to equipment and physical facilities
4. A comprehensive reporting and investigation policy with regards to discrimination, with a specific emphasis on sexual harassment. As this is a new company, many employees don’t know much about sexual harassment and will need a comprehensive explanation of what it is and its ramifications. Pretend they know nothing and use this as a vehicle to show your knowledge on the subject.
5. The companies FMLA policy, especially as it relates to vacation and sick leave.
The visual appearance of the manual is up to you, but it must be appear “professional” in all respects. Paper must be 10 pages in length (no including title, contents, and references), the handbook much be legally compliant in all respects and provides enough detail and explanation such that an employee of slightly below average intellectual ability will easily know what to do in each of the discussed situations are. The general grading breakdown is:
1. Grammatically Correct (20 Points) – One error per every other page is the baseline for full credit. You will lose 5 points for every error per page on average beyond one.
2. Comprehensibility (20 Points) – Can I easily understand what I must do to comply?
3. Professional Appearance (10 Points)
4. Citations (10 Points) - The President does not care which citation method you use, but he doesn’t want us to be facing a plagiarism situation. You should only be citing the text, laws or news articles on the subject, as the consultation of other employee handbooks is prohibited.
5. Content (90 Points – 18 points per section) – Did you substantively provide what was asked for in a legally compliant manner?
CRJ 102 – Midterm
Name: _______________________________________________________________
Instructions:
The midterm is based on your readings and other material that has been used to enhance your
learning for each unit (or week) and can onl ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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
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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
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Read and Write Do you read and write Reading and writin.docx
1. How to Read and Write
Do you read and write? Reading and writing are important
in this life as the water and the air. Also, we are living in
develop era that era have social media, knowledge, and different
cultures. The human who do not read and write, will not be able
to understand the life like the human who do because they are
ignorant. The most important reason of the ignorance is that,
not able to read and do not know how to write, and how to
contact with others. In addition, trying to contact with others is
going to be hard by writing. I have a diploma from a college in
my country, I had an experience when came to the United States
with a host family, and Humboldt State University.
I have studied two years in a college in my country then I
graduated, and I got diploma certificate that made me complete
my education in a broad to get bachelor degree. My major was
environment protection then I decided to study environmental
engineering in Humboldt. There is in my country an office
called admission agency, they helped me to get two acceptance
the first one is for the International English Language Institute
and the second one is for Humboldt State University, so they
said to me Humboldt State University is the best place to get my
bachelor degree. After that, I decided to study in Humboldt but
first I had to learn English.
Before I travel to the United States, I went back to that
office witch is admission agency to let the people who were
working in there to send an email to the hast family and telling
them we have a student wants to get a host family after that
they agreed. After a few days I booked a flight to the United
States when got Arcata Airport the hast family met me there.
Next, I tried to speak to them but I could not so I shook my
hands to let them know that I want my bags because I missed
my flight from San Francisco Airport to Arcata. When I got the
car they tried to speak to me and I did not understand so they
thought I was scared but I speak just little bit English but the
2. truth not.
Actually, I knew a few words for example water, food,
bathroom, bedroom, and car. Those words is going to help me as
you how studying in a broad is hard. After few days the host
family realized that I do not speak English then they decided to
use google translate to make me understand them, honestly they
were using academic words that made me understand,
sometimes they use slang words that made confused. After they
had written words on a small card to improve my English and I
took pictures of all these words then I translated them to my
own language to know them. I spent one month learning these
words because when I get school I can understand little bit what
the teachers are going to say in the class.
At the first day started I was scared because I could not
understand what the teacher was talking about. All my teachers
decided to let me start from the beginning, they helped me to
improve my English because it was hard for me, they were
speak very slowly to make understand them very well what they
were talking about. At that time, I worked hard to learn English
vocabulary as much as I can, I translated from English to Arabic
to know the word then I looked online to know the definition in
English
the host family helped to me to explain something that I do not
understand it. Going to school was very helpful for me, always
when I get home the host family asked me what did I learn
today in school? Usually I show them what my teacher gave in
class and immediately they help me with my homework. Also,
what I have learned in school they practice the vocabulary and
pronounce them to me. After two months of learning English I
got some vocabulary, I could understand what some people talk
about but not the whole thing. Next, I made some American
friends and they were awesome and helpful for me because if
they hear me when I am talking to them and I make some
mistakes, they always help me with my pronunciation. After
that, I moved up to low intermediate level in the school. When I
started studying in low intermediate level, it was hard because
3. my grammar teacher asked me to write one sentence and I could
because as we know every sentence has three thing which is
noun, verb, and object. I was confused when I write just one
sentence because I do not should I begin with verb or noun.
I learned how to write just one sentence then two sentences
then three sentences and I learned how to write a paragraph.
Always think about a topic then write about it. In addition, each
paragraph has steps to write. First sentence of each paragraph
should be a topic sentence then start to write about the topic.
Write some details about the topic and write some examples to
support your ideas. After that, I learned how to write a
paragraph perfectly. Next, I moved up to intermediate level and
its getting a litter harder because the teachers gave me some
articles, they want from me to read it and respond to the writer
that was hard to do. A teacher tough me how to read and
respond to the article. Read what the writer has written and
write something that is going to disagree with some idea's
writer.
After that, I moved up to high intermediate level and begin to
write an essay, it was hard to write it. There steps I should
follow them to help me to write the essay. First, choose a topic
then start to write about it, but first of all write a question in the
first sentence to grab reader's attention then begin to write
details in the introduction. In the last sentence of the
introduction should be the thesis statement that what I am going
to talk about. Second part is, the body paragraph which is
explaining what I have written in the introduction with more
details and examples to support my ideas and make it clearly to
the reader. Third part is body paragraph which is explaining my
second idea that I have written. Finally, the last thing is in
conclusion which is rewrite some of my ideas with more details
and some advice to the reader and leave a question that will
make the reader think about that topic.
In conclusions, reading and writing are important in the
life as the water and air. A person without education is not
going to be understand what the writers have written in some
4. books and that is going to be hard in the person's life. Also, we
are living in develop era that era have social media, knowledge,
and different cultures. So do not stop learning in school or at
work. Learn as much as you can to be a success person in the
life. Some people have no jobs because they do not have
certificates but they decided to complete their education and
speak more than one language and they found job with good
salary. So start to when you kid to be able to study and
complete your education and to get highest certificates in the
hard life. If you complete your education, you will encourage
some people to study.
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c
Fbe ,)'ll1llljl Act ('riJi'":
( 'wi I b /I cIell ,II.
The Uirlb 0/ Ibe
The PuritlTlI IJilcll!1JM: Thc ,""Ioyy of lob" I/'illlbllll'
Tbe Gemle Purittlll: A Lile 0/ 1~-::,ri1 Sliles
5. Visible Saillts: The History of a Puritau Idea
Williams: The Churcb ami the State
So TVhl1! about History?
EDITED WOHKS
Prolop,lle to Re ..'olutioll: Sources mlii /)ocmJlellfJ
Oil tbe 5ha1llp Act Crisis
Tbe /)iaTv of Micbael TVip,'gles,worth: The CO'll.lciCIIl'C
of a Puritan
l'uritml Political Ideas
The F01l7ldillg of' Massacbllsett.l': fiiJtoriall,f
the Sources
Tlie American Revollltioll: Two Ce1lturies
of luter pretatioll
AMERICAN
SLAVERY
AMERICAN
FREEDOM
6. The Ordeal
ofColonial Virginia
EDMUND S. MORGAN
9
W. W. Norton &- Cmnpan'V, Inc. NEW YORK
1t47333
eM t ......Illnt~"q",__"",.t.'••••••
15
TOWARD SLAVERY
IT could be argued
had relieved one of England's social problems by importing it.
gillians of the late seventeenth century secmcd to be plagued by
the
same kind of restless, roistering rogues who had wandered
through
Flizabethan England. England had kept them down by the work-
hOllse, by the gallows, by whipping thcm back to the parish
they
came from, by sending them off 011 military expeditions-and by
slllpping them to Virginia. Richard I Ialduyt had hoped that the
New vVorld would save them from thc gallows. It had, and al-
7. Virginians were not all happy about it, throughout the cen-
they kept crying for morc. They wanted men. They could not
of them. The problem was not, as in England, to find
work for them but simply to keep them working for their
betters.
As we have seen, Virginians had coped with the problem
"('veral vays: by creating an artificial
freemen back into servitude; by cxtending terms of service;
lIicring severe penalties for killing the hogs that offered easy
"it hout work. They had also through rents and taxes and
',killllllCd off as much as they dared of the small man's small
profits
lor the benefit of burgesses, cOllllcillors, and collectors. But
the bur-
dellS imposed on Virgini:l's workers placed the colony
continually I
011 I he brink of rebellion,
Flsewhcre the ,Iurld W:lS trying less dangerolls ways to m:lxi-
lIi/l" bhor alld the returns front LtI)()L OtiC way, which had a
l:trge
flllllrc, grew ollt of lilt: idC:lS tl1:11 T associate wit" Ma.
Vl'bl'l''s
1('1111, "Ill(' l'rott'S!:1Il1 Ethic." 'hl'lher 1Ill' oril!in of I
host· idl':ls I:!v
III :I r )11 or lIot, prl',:lilcd I her n('111'11
297 I 29 6 AMERICA.s SLA'F,RY-A1VIEIUCAN FR1<:IWOM
in employers and employed alike a zeal for work that exceeded
any-
8. thing the world had formerly known. J1en imbued with a
yearning
for salvation found in diligent, systematic work at their jobs a
sign
of their predestined election to the joys of paradise. In their
eager-
ness thus to demonstrate their sainthood to themselves and to
others,
they delivered more work than could be obtained by most
external
forms of compulsion. But the extraordinary capacity for work
dis-
played by men addicted to the Protestant Ethic was the by-
product
of a special religious zeal. And religious zeal of any kind was
not
conspicuous among Virginians. It was the specialty of the New
Englanders whom Governor Berkeley so despised. There
remained,
however, another way of compelling men to a maximum output
of
labor without as great a risk of rebellion as Virginians had been
rtIn-
mng.
Slavery is a mode of compulsion that has often prevailed where
is abundant,l and Virginians had been drifting tovvard it
the time when they first found something profitable to work at.
Servitude in Virginia's tobacco fields approached closer to
slavery
than anything known at the time in England. Men served longer,
were subjected to more rigorous punishments, were traded about
as
commodities already in the 1620S.
9. , That Virginia's labor barons of the 1620S or her land and labor
barons of the 1660s and 1670S did not transform their servants
slaves was probably not owing to any moral squeamishness or to
any failllfe to perceive the advantages of doing so. Although
slavery
did not cxist in England, Englishmen were not so unfamiliar
with il
that they had to be told what it was. 'vfhey knew that the
Spaniards'
and silver were dug by slave labor, and they themselves had
eVCD toyed ">'ith temporary "slavery" as a punishment for
crimc in
sixteenth century. ~ But for Virginians to have pressed their
ser-
vants or {heir indigent neighbors into slavery might have been, .
tialy at least, more pcrilous than exploiting them in the ways
thai
eventuated in the plundering parties of Bacon's Rebellion.
Slavery,
Ollce established, offcred incomparable advantages in keeping
labor
but the transformation of frec men into slaves would hav('
a tricky business. It would have had to procced hy stages, eaeh
carefully calculated to stop short of provoking rebellion. And if
slle
I). DOlllar, "Cau~~>s of SlalTI"Y or Serfdo1l1," IH 'F; Briden
baugh, No "1',1,'" ",'yolld rb,' 1.11/,>, !(l'j,
~ (:, S, I" I >al'in, "SlaIn, alld the I'rollTlOr SOIIII'I'S('I: The
Al'l 01 1"17," I':c(}//(lllli,' Ili'forv {<"'I,j"'ll" 111.1 '('r., XIX
(1<)(,(,), 'ill .f'! .
10. •
....
TOWARD SLAVERY
cessful it would have reduced, if it did not end, the flow of
potential
slaves from England and Europe. Moreover, it would have
required
a conscious, deliberate, public decision. It would have had to be
done, even if in stages, by action of the assembly, and the
English
government would have had to approve it. If it had been
possible
for the men at the top in Virginia to arrive at such a decision or
series of decisions, the horne goverument would almost
certainly
have vetoed the move, for of a rebellion or of an exodus from
the colony that would prove costly to the crown's tobacco
revenues.
But to establish slavery in Virginia it was not necessary to en-
slave anyone. Virginians had only to buy men who were already
enslaved, after the initial risks of the transformation had been
sus-
tained by others elsewhere. They converted to slavery simply
buying slaves instead of servants. The process seems so simple,
advantages of slave labor so obvious, and their system of
production
and attimde toward workers so receptive that it seems surprising
they did not convert sooner. African slaves were present in
Virginia,
11. as we have seen, almost from the beginning (probably the first
known Negroes to arrive, in 1619, were slaves). The courts
clearly
recognized property in men and women and their unborn
progeny
at least as early as the 164os,:l and there was no law to prevent
any
planter from bringing in as many as he wished. Why, then, did
Vir-
ginians not furnish themselves with slaves as soon as they
began to
grow tobacco? Why did
~ .
The answer lies in the fact that slave labor, in spite of its scem-
superiority, was actually not as advantageous as indentured
labor
the first half of the century. Because of the high mortality
:tlllong immigrants to Virginia, there could be no great
advantage in
owning a man for a lifetime rather than a period of years,
especially
since a slave cost ronghly twice as much as an indentured
servant. 4
If the chances of a man's dying during his five years in Virginia
were better than fifty-fifty-and it seems apparent that they werc-
:, See chap. 7, note
I A newly ;}rrived Fnglish servant with fivc years or morc to
serve cost
1,""0 poullds of tobacco, lI10re or less, in thc 1640$ and C;}rly
1650s. The
clrii.'st surviving contract for importation of Negroes, ill 1649,
12. called for
Ih('ir sale on :tlTi,,:!1 at !,OOO pounds :Ipi('('(', hUI whether
Ihey actually sol<l
lor Ih:1t price is IIlIkno,11 (Nonh:lII1II1011 III, HLp), A
scasollcd Negro 111:111
or '0111:111 Ihell ('oSI IWIII'('('11 I,O"O alld ,""'" V,III1(,s
for bOlh slav('~ :llId
',''1'1':1111 111 1I11,("llIori['s 1'0 .... in 1 h(' LI1(' I('~"S,
'illl ,,'I'',IIIIS as IIllIcl!
;'s I,""" alld ,!an's 'P''''', SIT ,ti',o .. h;II" H, 11011", (,H alld
()f),
298 AMERICAN SLAVERY-AlIERICAN FREEDOlV!
and if English servants could be made to work as hard as
, )
Eng.
lish servants for a five-year term were the better buy.
If Virginians had been willing to pay the price, it seems likely
they could have obtained Negro slaves in larger numbers
they did. During the first half of the century the Dutch were
busy
dismantling the Portuguese empire and, in the process, taking
over
the African slave trade. They promoted the development of
English
sugar plantations in the Vest Indies and supplied those
plantations
with enough slaves to give Barbados (founded tventy years
Virginia) a black population of 5,000 by 1645 and 20,000 by 1
13. 66o. r
Virginia could scarcely have had a tenth the number at either
date.
Yet the Dutch were heavily engaged in the purchase of Virginia
to·
bacco. They would surely, in the course of that trade, have
Virginians with slaves if the Virginians had been ready to
Virginia's tobacco planters would not pay,
sugar planters would, requires explanation, for mortality was
evidently as heavy in Barbados as in Virginia. H If servants for
a terlll
were a better buy for Virginians, why not for Barbadians?
Up until the 1640s, when the principal crop in Barbados was,
as in Virginia, tobacco, the labor force was mainly composed,
as ill
Virginia, of white servanrs. But a shift from tobacco to cotton
then to sugar in the early 1640S made the islands less attractive
the mainland for servants who crossed the ocean voluntarily.
Sugar
production required such strenuous labor that men would not
will-
ingly undertake it. Sugar planters, in order to get their crops
grown,
harvested, and processed had to drive their vorkers much harJer
than tobacco planters did. Richard Ligon in the late 16405 was
scan-
dalized to see how the Barbados planters beat their servants in
order
to get the work Ollt of them. 7 Moreover, vhen a servant turned
free,
he found land much scarcer than in Virginia or lVlaryland. And
even
14. a plot, at high rents, sugar production (unlike to-
hacco) a larger outlay of capital for equipment than he
could hands on. K For these reasons, when Barbados ser-
vams fre(]uently headed for Virginia or other
No /'(,,)1'(' Ilt'.'filld ,I./{' Lillt', n, 'i,I ('0, (q ('H, HI Kt;
Rich:1r" S. DlJn11, ,,,'lIg,//" ,W" SI.1,(,('.I: The Ni.ll' 0/ ,/.1('
I'I,wl,'r C/,u" ill !I),'
II ,'I' Illdin, 161" 171 i (Ch:!I'''' lIill, N.C., "17!), ill.
TOWARD SLAYERY 299 !
colonies. The sugar planters may thus have bought slaves
because they could not buy servants unless the servanrs were
shanghaied, or "barbadosed" as the word was at the time, or
I hey were sent as prisoners, like the captured Scottish and
diers whom Cromwell shipped oveL l ' A dwindling
servants may have forced a switch to slaves.
It is possible that the conversion to slavery in Virginia was
he! ped, as it was 111 Barbados, by a decline in the number of
servants
coming to the colony. The conditions that produced Bacon's
Rebel-
lion and the continuing discontent thereafter did not enhance the
reputaticm. lVI~reover, by the third quarter of the century
was less pressure on Englishmen to leave home. Complaints of
overpopulation in England had ceased, as statesmen and
I hinkers sought ways of putting the poor to work.
of white immigrants to Virginia does seem to have
15. JII But if this was a factor in the conversion process, another,
probably of greater consequence, 'as the decline of heavy
loward midcentury, for as life expectancy rose, the slave
became a
better buy than the servant.
point at which it beca11le more advantageous for Virginians
(0 buy slaves was probably reached by r660. In that year the
assem-
hly offered exemption from local dllties to Dutch ships
Ncgroes. l1 Bur in the same year Parliament passed the
Navigation
,ct5, interdicting both the export of tobacco frolll the colonies
to
! he Netherlands and any trade by Dutch ships in the
colonies.1~ The
was to delay Virginia'S conversion to slavery. The
country attelJ1pted to cOlllpensate for the se'ering of the Dutch
slave
(r:Hlc through a royally sponsored English trading company, the
I{oyal Adventurers, which was reorganized and rechartered in I
2
:IS the Royal African C011lpany. These companies
III y of stIppl ying all the colonies with African
I he Illen who raIl them never gained sufficient familiarity
slave trade to conduct the husiness successfully. even
their cspeci,lIly
:w:linst Imo'ledg(';Jhlc nriv;!te
, ' .. ' r
:/ '
16. ,,o /','<1,'(, IJ'·I'OIl.l ,/.1,. I.ill€', Iii, 2 "!: DIII1I1, Sligar ,lIId
SI,Ii'!", (Hi.
n Dll11l1, SlIt:.!F d"d SI,/I"'I, Il7 ",. Sll,il h, COIUlli'/l III
1111/1,/,1,1:,·. POf); (:(). I I (', I .
'I l.i/'."I1, Frll,' ,lIId 1':,I<li'! f ill'on'. 'I I " ; 11:11'1.,11,
1I,/il'o/dlJl, to! i; ,. Ikllill!'"I,I'
111 id"III..III,:h. tv" /"'",,' I,,· 1'011.111,,' 1111", f()! , '" 1111'
",1'0 ('"l,ld .. d :tli 1,,1 'I""!'. ;lIt.! Inl'lind 1.. 1>,1f""
..' 1.,,:1111, /'1//1' ,lIId f..rd, I 1IIIIri/I', 'O'} '/' IIlid,·"II;'"):h.
No /','0/,." 1..1""1 ""iI I .. I ,,!:LI".! ,,' .111,,1 I, "I;I".!. ,,,1"'11
1,," I II .1'. lilt' 1),,1, h II h ..
/"'1'11",11/',' 1111,·. ){'" d,/, 11""11, SIlI:,f/ ,/11'/ ."1,11"'1.
'}',IIIII, I. IIri. II ,.". PI 111' '1':.111 ,11f1H'd;l1.l
http:Ncgroes.l1
300 AMERICAN SLAVERY-AMERiCAN FREEDOMI
ers complained that it prevented them from getting the number
workers they needed. I:! Virginia thus began to change to slave
labor
at a time when she had to compete with the sugar planters for a
supply of slaves than would have been available had the freer
conditions of trade still existed under which Barbados had made
til('
conversIOn.
In the competition for slaves after 1660 the sugar planters
enjoyed some advantages. Although sugar and tobacco were
both
17. "enumerated" commodities that must be shipped only to
England
or to another English colony, England did not collect nearly Sll
heavy an import tax on sugar as on tobaccoY Consequently, a
larger
percentage of the price paid by the consumer went to the
grower.
:'1oreover, the price of slaves in the 1est Indies was less than
ill
Virginia, because the islands were closer to Africa, so that costs
transportation and risk of loss on the "Middle Passage" were
then'
fore less. 1 :; The figures for slave imports into Barbados,
Jamaica, alld
the Leeward Islands in the last quarter of the century are all
above those for Virginia. III That Virginia was able to get any
at <111
was owing to the fact that "vhile slaves had become a profitable
ill
vestment for tobacco growers, the profitability of growing sugar
had declined.
It is impossible to reconstruct from surviving data the returns
could be expected on capital invested in growing tobacco in
Virginia in comparison with the same amount invested in
growitlg
sugar in the West Indies at different periods in the seventeenth
cell
tury.17 It 15 clear, hov.'ever, that by the end of the seventeenth
cell
1~ K G. Davies, Tbe Royal Africa'll Company (London, 1957),
,,.,
133,145, [49,3 00-3 15,
18. 14 In 166R-69 tobacco imports in England valued at £50,000
paid custo'll~
duties of £75,000, while sugar imports valued at £ 180,000 paid
customs dutil'~
of £ 18,000. Dunn, Sup;ar and Slaves, 206-7,
15 The Royal African Company's proposed prices in 1<)72 were
£ '.I ill
Barbados and £18 in Virginia. c.o, 1/62, f.133.
H; Dunn, Sup;ar cmd Slaves, 363; Bridenbaugh, No Peace
beyond 11.,(·
Liue, Philip D. Curtill, Tbe Atla1ltic Sla'ue Trade: A CClIS1IS
(Madison,
Vis., ,(1)9), 53, )5,61.
17 Various cOlltemporarv calculation'; sllrviv(' of the posslhle
return (Ill
investment ill sug:1r; for ('ampk, l,igoll, TrilL' alld 1':.1'110
IIiJlory, W() '7.
and CO. li'ili, ILl 'is (,0. Bul IIltT .I .. 1I0r rest Oil ;ICll1:l1
!'lTol'ds of prodll(,
lion, Sillcl' rill'' W'r(' Illade in Slipport (If ;lrgllllll'IIt.S !ltH
lill' planll'l's V ('1'"
TOWARD SLAVERY I 301 I
tury and probably by the third quarter of it the tobacco growers
one strong advantage in the longevity of their laborers. A
smaller proportion of their profits had to go into labor
replacement
and was availablc to meet the higher initial cost of a slave. Life
ex-
pectancy in Barbados, especially for the black population,
continued
to be low throughout the seventeenth and most of the eighteenth
19. century. The slaves on Barbados plantations had to be replaced
at
rate of about 6 percent a ycar. 1H It is estimated that between
1640
and 1700 264,000 slaves were imported into the British 1est
Indies.
The total black population in 1700 was about 100,000. 19 In the
next
century, between 17 I 2 and 1762 the importation of I ~o,ooo
slaves
increased the Barbados black population by only 28,000.zo By
con-
trast, while Virginia imported roughly 45,000 slaves between
1700
and 1750 (figures from the seventeenth century are sporadic),
the
black population increased from perhaps 8,000 or 10,000 to
over
1 00,000. ~l In Virginia not only had the rate of mortality from
disease
gone down, but the less strenuous work of cultivating tobacco,
;IS
opposed to sugar, cnabled slaves to retain their health and
I1lllltiply.
To make a profit, sugar planters worked their slaves to de:nh;
tobacco planters did not have to. A slave consc(]uenrly h:ld a
longer pcriod of usefulness in Virginia than in the 1est Indi('s.
The
return on the investment might be less in the short rtlll, but
Illore ill
long run.
The gap between the ability of Virginia and Vest Indies
planters to pay for slaves was also narrowed in the course of the
nil
20. by changes in the market price of their respective crops. Tht'
selling price of 1l1uscovado sugar in the islands during rhe
16..j.()s,
when the planters were converting to slavery, was perhaps (,0 .,
lings the hundredweight (it brought Ho shillings at wholesale in
1.011
don). In the 16505 and 1660s it dropped to ahout ,lO shillings.
ill thl'
11; The sex ratio among Barbados ~Iaves W',l~ about ,'ITIL
Ahhough
more men were impofted than WOlllCIl, thel' dicd Llstef, and
lOla 1 d('alhs
olltllumbered births. Dunn, Sugar I1l1d SIIl7.'es, 2~ I, 309, P4-
17. In; Bri.lclI
haugh, No Peace bC,Yond tbe Lillc, .H4~S.'i, Cf. Richard
Par!'s, A 1I',·.il 'II./i"
Fort/me (London, 191''')' 122-'2.
I~l Currin. Atlalltic Slm.'£' Trade,'i'>, 1 ").
~o David I,owenthal, "The PopuLltion of Barbados," SOI'i,,1
,111,1 I':I'fJ
IIlililic SllIdies, VI ( ")7), 44'i .1'01.
~I Appendix, p. 4Il. and "iI/Oril',11 ,)'I,lIisli(s oj Ilx lIlIil,·'/
.)'/111,·, '1(""
~~ It is possihle al.so Ihal di.s('ases in the '(,SI Indies
('Olllfihll"'" 10 III!'
-..,
doing 'ell or Ihal tI(',I' ('IT doillg IHlOrh', 111".1' an' eilher
21. Illll('h too oJlli higher dealh rate thn('. 1101'Lllil.' frolll
di,,'a,,' IliaI' h;l'(' COlllilllll'.I I" I...
llIi.li .. or 11IIId, 100 ll('"illiisli ... ;IS hi,.h IIH'l'e ;1 il 11;1
in 'in·illia ill lilt' e;nk pall "I tlu' ('('lIlliI''..t
http:1I',�.il
http:28,000.zo
I 302 AMERICAN SLAVERY-AMlmICAN FREEDOM
1670S to about 15, and in the 1680s to as low as 10, wIth some
recov,
ery in the 1 69os.23 Tobacco reached 10 shillings the
hundredweight
in the 16605 and 1670S and stayed there with occasional UDS
allt!
downs for half a century.2+
Vhat these prices meant in profits for the planters depended
large measure on the comparative productivity of sugar and ro~
bacco workers; and, in the absence of actual records of
production,
that is less easy to determine. No significant innovations in
technol-
ogy occurred in the growth or processing of either crop before
tht,
nineteenth century, and by 1660 both sugar and tobacco planters
were thoroughly familiar with their respective crops and with
ways
of maximizing production. Contemporary estimates of
productivity
per hand on sugar plantations vary widely, but a fair medium
might
22. be 1,500 pounds a year. Because of Virginia's fickle weather the
to
bacco harvest probably varied more from year to year than till'
sugar harvest, and a man might grow a smaller but better and
higher
priced crop by reducing the nnmber of leaves left on each plant.
Any estimates of productivity are therefore even more tenuous
those for sugar. It is likely, however, that by the 1 660s a man
would
make less than 1,000 pounds of tobacco in a lean year, but more
thall
2,000, perhaps much more, in a good year. In the long run a
1lI:1I's
for a year would probably make about the same weight
tobacco ill Virginia as of sugar in the islands. But the tobacco
worker could at the same time grow enough corn to snstain
himself.
And in the most fanlrable locations, especially on the Yorl, and,
10 :1
lesser degree, the Rappahannock, he could grow a variety of TO
bacco (known as sweet-scented) which brought a higher price
weighed more in relation to bulk (reducing freight costs) than I
ordinary Orinoco. 2G
addition, tobacco continued to enjoy the advantage, which
23 Harlow, HarlJaaOJ, 170, 188, 259-60; Dunn, Sugar <1lld
Slaves, H)f.,
205, 2 I I; C. S. S. Higham, Tbe DC'1.'clopmellt of tbe J,ceward
Islallds 1I1Id..,
tbe Restoratioll, ;660- ;688 19 21 ), 158, 191-92, 194, These
are oncs for London show a similar though nOl ,0
The History of Sligar (London, 1950), II, ~IH,
CO!ll/MllY, 111 Virginia in the I(,_,OS a pOlilld
23. of Sl1g;lr was valucd at fmlll .l to 7 pounds of roh:ICco. r-
.:orthalllptoll 1',
lOp; Y, (ll:l, !lIP; Norfolk II, Jl-io; I', I q.
~l Chap, 7. !lotl' 7; chap. 10, notes ". and !t),
~r, Oil slIg:lr ,'!'Otila-lioll ,n' ',,1'.1 Barrell, "( :arihh('all
SlIg:lr I'rotill"
li'Ul St.lIl""""" ill til .. SnTllt(Tlllil :Ill" Vighl(Tlllil
(:('lllllri('s," ill -'ohn
":ltI"'I, I'd" ,(.-"/'.111/1 .11/./ ,"',·/,,,/,/11. 1--'1I.t1'1 ill 1/','
1Ill/n/v of 1':.I'/'/OI',I1/IJ/l
TOWARD SLAVERY I 30 3
it had always had, of requiring a smaller outlay of capital for
duction equipment. And land, if scarcer than it had been, was
still
much cheaper in Virginia than in the islands. The far greater
nurn-
bel' of slaves delivered to the sugar islanders indicates that
sugar re-
mained the more attractive risk to English capital investment.
Nevertheless, tobacco was so close a competitor that before
16805 slaves were being shipped from Barbados for sale in
Virginia. 26
In financing the extra cost of slaves, Virginians were not wholly
dependent on upswings in the tobacco market, They could draw
on
capital accumulated during the first half century. Their earnings
from tobacco (apart from any they returned to England) had
invested, as we saw earlier, in cattle and hogs and servants.
'Vhen
24. they wanted to buy slaves in Barbados, they could send cattle
and
hO!,TS in exchange. Land in the vVest Indies was too valuable
to be
devoted to food products, and sugar planters were eager to buy
live
cattle as well as barreled beef and pork They needed live cattle
not
only to turn their mills but also to dung their land as the canes
ex-
Virginia joined with New England in supplying the need;
no figures exist to show the volume of the trade, there
is a good deal of evidence in county court records of contact be-
tween Virginia and Barbados in the seventeenth cel1tury.~7 But
extra capital to buy slaves came not only from livestock. In
spite of
the low profits of tobacco growing after 166o, there were the
en-
trepreneurial profits of the merchant planters and the substantial
amounts accumulated by thejlldicious use of government office.
More important perhaps than the capital generated locally was
that attracted from England by the new competitive position of
tobacco. Substantial men who might earlier have headed for
Bar-
bados now came to Virginia, supplied with funds to purchase or
rent land and labor. And men with small amollnts of capital,
insuffi-
cient for the initial outlay of a sligar plantation, could make a
good
start in Virginia. Though the colony had ceased to be, if it ever
was,
a land of opportunity for the servant who came with nothing, it
of-
25. fered much to the man with l300 or l400 sterling. Vith half of it
,wd Trade. ColI'Y/,'.! ill Mell/ory flf /,1111<'1' Ford Hell
(;''1illlll':lpoiis, 1<)6;;),
I.p 7n, Oil loha('('o ,S(T chap. 7, lIolt' i"
~,: Flizah"l h Do II 1I:1Il, /lU('JI/II,'1I11 IIIIII/rdll'l't' of 1/','
lIillllrv 0/ JI.." S/II'I'"
'i'r.!d,· 10 "IIII,'/Hol (';I',hill!~I"'I, I H :., H)I" ,),1', fit),
S"', .. ILII'_ 7.1101" I,
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AMERICAN SLAVERY-AMERICAN FREEDOM! 30 4
put mto buying a well-located plantation, he would have enough
left over for eight or ten slaves, and "a handsom, gentile and
sun'
subsistence," as 'Villiam Fitzhugh said, ,."ho had done it. Ten
slaves
might make 20,000 pounds of tobacco in a good year, which at
till'
time Fitzhugh ,vrote would be worth from £ lOO to £ 200
sterling.
The cost of feeding them would he nothing and of clothing
thelll
little. The return on the investment would be accordingly a good
deal more than could be expected from any agricultural
enterprise ill
Englam1.2H
Englishmen with spare cash came to Virginia also because lIe
prestige and power that a man ,,"ith any capital could expect in
26. Vir
ginia was comparatively much greater than he was likely to
attain
England, where men of landed wealth and gentle birth
abounded.
Vell-to-do immigrants and their sons, who came to Virginia
:Ifll.'!'
midcentury, dominated the colony's politics, probably in default
of
male survivors of earlier successful immigrants.:!!) But the
fortlllU'S
gathered by those early immigrants during the deadly first half
n'll
tury were not necessarily lost or dispersed. Capital still
accumulall'll
in the hands of widows and joined in profitable Vredlock the
Stllll~
that well-heeled immigrants brought with them. The Ludwt'lls,
Byrds, Carters, Spencers, Wormeleys, Corbins, and a host of
otlH'r~
not only shared the spoils of office among themselves, but also
well-planned marriages shared the savings gathered by their
predc
cessors. In Lancaster County, of the twelve persons who were
list
for more than twenty tithables between 1653 and 1679, one was
;1
widow and nine of the remaining eleven married widows.:w
These were the men who hrought slavery to Virginia, silllpl·
by buying slaves instead of servants. Since a slave cost more
than :1
~8 Davis, Fitzhugb, 279-80.
2H Bailyn, "Politics and Social Strucmfe"; Quitt, "Virginia
27. lIous' .. I
Burgesses. "
30 The twelve (derived from Lnl1Castef 1, nr, and IV) were
RIlIH'1I
Beckingham (marricd widow of Raleigh Travers), John Cartcr 1
(1lI:1lTi,'"
widow of Villiam Brocas), John Carter II (did not marry a
widow), Su
Henry Chichdy (married widow of Ralph'vVonllcly), HCllry
COI'I.'1I
(married widow of Roland Burnham). Antholl, Fllyotr
(lll;lrricd widow "I
Justinian Aylmer), David Fox (married ,vitiow of Richard
Wright), RolH'!!
Griggs (wife unlmown), Ladv Lunsford (widow of Silo Tholllas
LUlIs!ord),
Richard Parrott (married widow of Nicholas Dak), Rohert
SllIith (lIl:ll'Iit'tl
Lunsford), :lIlt! Thomas ViltH's (lll:1rricd widow of Rohert
Ikel'illl'.
halll ).
,0,TOWARD SLAVERY
servant, the man with only a small Slim to invest was likely 10
btl'
a servant. In 1699 the House of Burgesses noted that the servallt
~
who worked for "the poorer sort" of planters were still "for 1
most part Christian." :n But the man who could afford to
operate 011
a larger scale, looking to the long run, bought slaves as they
beclIlll'
28. more profitable and as they became available.
Flow rapidly they became available and how rapidly, therefore,
Virginia made the switch to slave labor is difficult to determine,
partly because the Royal African Company monopoly made it
nec-
essary to conceal purchases from illicit traders. During the
period
of the monopoly (1663-98), slaves could presumably still be
pur-
chased legally from Barbados, but fe,v records of trade between
the
two colonies have survived.:l2 Nevertheless, from stray bits of
evi..
dence we do know that Virginians were getting slaves from
other
sources than the company and what prices they were willing to
pay
for them. The ship Society, of Bristol, carried about 100 slaves
to
Virginia in 16 87. She ,vas an interloper and was seized by
Villialll
Cole, the collector for the lower James River, who later
accoullted
for the sale of the cargo. The prices he obtained varied
according to
the age, sex, and condition of the slaves. For "5 Sick Negroes
not
able to goe or Stand" he got L1.0 sterling, for a man L2 3, a
YOIlI h
£ 20, another 1: 21, another £ 2 2, and so on. All told, for yo Ne
groes, including 13 sick (two "almost dead") and a Humber of
slllall
children who were probably under twelve (but not counting
seven
slaves who died on his hands), he got £1,5°1.13. 6, an average
29. of
L 16.6.0,:1:1 Villiam Fitzhugh in 1683 apparently thought he
could
get better prices than these, for he offered to buy slaves worth
lip
to 50,000 pounds of tobacco from a Ne,v Englander, at prices
ra1lg
ing from 3,000 pounds (for children aged seven to cleven) to
5,OO()
pounds (for men and women aged fifteen to twenty-four). To
bacco at this time was generally valued at JO shillings per
hUlldred
pounds, so Fitzhugh's top price was equal to L 25·:11
There is no way of telling how llI~lIly slaves were hrollg-hl 10
Virginia by interlopers ;lI1d how llIany t':ltlle legally frolll
B;lrlwos.
Fdmund Jennings, inlJuiring into the suhject in 17oH, ;IS lold
hy
::1 II. R. 11cllwaillc, cd., IOl/rlill/.' of ,/),. flowt' of
!llIt.':,·SS'·," 0/
/69'1 ... I7IU (itielllllollll, 1<)1 ). 17,·
:I'~ Scc ell;I}>. 7,1101(' d., :11 1):1'i" f;ir:}lfI,I:!.', I q.
:n (:,(). ) 'I loH, No. ').
i
http:Englam1.2H
30. :;06 AMERICAN SLAVERY-AMERICAN FREEDOM
year 1680 what vere
generally from Barbados." :l!j It may be that
by that route. Although the Royal African Company had
at its founding in 1672 to supply Virginia and Maryland as well
;IS
the islands, it sent only a few shiploads before the end of the
cell·
tury. During the 1670S somewhat more than, ,000 may have
been
landed, and in the r680s perhaps another 1,000 or 1,500-if tilt,
instructed to go to Virginia actually wellt
I however. ,. r
tween October 25, ,693, and J<et)ruarv 1. [60/)/0. Shows onlv
Olll'
consigned to Virginia.:w
The company's figures for slaves sent to Virginia do not COlli·
port with hints in the colony records of the rate of importation.
Up
1699 slaves, like other immigrants, carried a headright worl h
land, and a cOllnt of slaves mentioned in patents for
1070S (42 I) and 1680s (629) than till'
the
ber for the I 690S,
any, was 1,847.;17 It is impossible to say
mean that the company records arc unreliable or that many Vir
ginians waited until the I690S to claim land 'with the headrights
of
sbves they had imported in the r670s and 1680s.
31. The extent to which slaves were replacing servants during 1III'
decades of the century can be estimated vith more assur:1I1l'1'
Ihl'
of
per hOl1se/wld), Of Surry tithables who belonged to :111
other ll1an's household, slaves amounted to 20 percent in I (i74,
II
percent in ,(iij6, 48 percent in 1694, and 48 percent in 17°3.:;"
Surry',
as we have seen, was one of the poorer regions of Virginia. 111
I hI'
rich counties 011 the York the proportiol1 lllllst have beell
largn, 'I II
I )011 Il:l 11. /)O(l/7I1CIIIJ, IV, H<).
;;,; C.O, Ill, Lp; <:.0. I '..I, f.1O'); DOllllan, J)orl/I!ICIIIJ, I',
,
1'.7" (lI, I'P' ~ -t. 6 , l",.n, Xl, 1("; 70,
;:7 (:1':1'('11, !I'hil,., u..d, ,1II.! II/.rd·, W•. 11 is Ij(lsiblc
Ilial l';lrI of IIII'
"~hI'!"~ hl'ollghl hI' fill' ("01111':1111' 111 Ih(' 1('70S :ll1d
IMios 'olIld "1' III iLII
hlld,
:;., SIIIT II, (,I (',I; Sliin III, ('i (H); SIIIT' ', ! I I;, !S7 <)n,
Sillc' ',01111'
"I fh" flll",j.I,', 1l',f,'d III "flll'l' IIWII'., h""",It"ld,, 1'1'1'
1)I>;Ird('I', tI"," 11('1
't'III;II~I'" ",Ill Ill' '"II',lIkl!'d 10,
32. TOW Aim SLA VF.RY
achieve such a large slave labor force by the end of the
seventeenrh
century Virginians mllst have been buying at least as many
slaves
Barbados as they got from the Roya I
end of the company monopoly in
force vas
seventeenth century, much more than halt must
position by I 708, f~lr official records shmN that in the
preceding ten
years 5,9 28 slaves were brought by priv<ne traders and 679 by
the
company.:1H And the company's papers testify to a great
demand for
that raised the Virginia price far enough above the 'Vest
the costs of the longer n)yage. The COI11-
them to head for
or Jill Y when the
Tirginians were paying J...: 30 to
'J .111 amalca. 41
But the planters in Virginia, as in the Vest Indies, were more
(,;Iger to buy slaves than to p<ly for thelll. During the first five
years
of the new century, thev overextended their credit, and the com-
vas faced wi;h a Il1~dtitllde of protested hills of exchange.l~
By
was so disturbed hy the rising indebt-
33. traffic,
on
:l:l Donnan, DOClIIJ)ClltI, 17 2 -73, 40 T. ,5H, Puhlic Record
Office.
H To Charles Chaplin et aI., Dec, 7, 17°4- Ibid.
~~To Gavin Corbin (the company's agent in Virginia), April 26,
'Lly 15, 1705; Feb, 20, 1705/6; March 27, May 27, Sept, 30,
NOI', IR, 17°7;
1'('11. "-t' April 9, June 4, 1709; March 23, April IH, 17 10 ;
Aug, 23, f711.
r, 70! ,H, "VitI! their letters the cOI1lpan y retumed the
protested bills of
('
"Id goal of rctlueing toh~cc(l proouc,
II(' (.!;rowth of the l:Jbol- force, And some
JI(IIIILers of SI:lTS Ill;}I' haH' f;l'ored it in or~ler to increase
the
',h t' t hl'I' It;HI acquired, Sl'C .JOI1CS, I'n''('/It State of
Virgillia, 13 2 ; Donnan,
/lorl/lllt'JI/I', 1', q" 1,1')2, 'I'll(' histor,l' of il1lport duties Oll
slaves in
(,(,IlIi1n'llllII'r 'iqo;il1ia i, cOllll'lc, Sec ('SPCCi:1Jh' Thad "
Tate, Jr.,
1'1,." N('Izro ill 1':i,l;I'I('III/' (,'<'IIII/ry '" iJli,l//ls/i/lrg
(Cltarioltl'wilk, I<)('~),
"'irglli:l ,Ill.! IIIl' 1'"gli,1t CllllllIIl'rci;lI S~tl'llI,
H'I11!"" .Ii''''11:lIi(lll, PriliCeitlll Illlicl',jll, 1,)1>.,),
I) ,,1, "~q~rtl 11I1I,,,n Duli,", ill (:..1,,"1,11
34. " ,',IIlIH,1 1 (<I)" L "I I
308 I AMERICAN SLAVERY-AMERICA]',; FREEDOM
I
conversion to slave labor had already been made. According to
Edmund Jennings, writing in 1708, virtually no white servants
had
been imported in the preceding six years.4~ This was not the
end of
white servitude in Virginia, but henceforth white servants were
a~
much the exception in the tobacco fields as slaves had been
earlier.
Between 1708 and 1750 Virginia recorded the entry of 38,4l8
slaves
into the colony.4;;
Virginia had developed her plantation system 'without slaves,
and slavery introduced no novelties to methods of productioll.
Though no seventeenth-century plantation had a work force ;IS
large as that owned by some eighteenth-century planters, the
mode
of operation was the same. The seventeenth-century plantation
ready had its separate qllartering house or hOllses for the
servants.
Their labor was already supervised in groups of eight or ten by
:In
overseer. They were already subject to "correction" by the
vhip.
They were already often underfed and underclothed. Their
masters
already lived in fear of their rebelling. But no servant rebellion
35. in
Virginia ever got off the ground.
The plantation system operated by servants worked. It madt,
many Virginians rich and England's merchants and kings richer.
But it had one insuperable disadvantage. Every year it poured a
host
of new freemen into a society where the opportunities for
advance
111ent were limited. The freedmen were Virginia'S dangerous
men,
They erupted in 1676 in the largest rebellion known in any
Allier
ican colony before the Revolution, and in 1682 they carried
evell
the plant-cutting rebellion further than any servant rebellioll
had
ever gone. The substitution of slaves for servants gradually
e;lsed
and eventually ended the threat that the freedmen posed: as tilt'
annual number of imported servants dropped, so did the number
of
men turning free.
. ' The planters who bought slaves instead of servants did not do
so with any apparent consciousness of the social stability to I>l'
gained thereby, Indeed, insofar as Virginians expressed
thelllselVl'S
on the subject of slavery, they feared that it would magnify t h('
danger of msurrection in the colony. They often blamed and pit
ied
themselves for taking into their families men and VOIllen who
had
every reasoll to hate them. VilJiam Byrd told the Earl of
Fgllloill
-II (:.0.,,/ 1111l, L" 1"
36. "1:'//i,loyic,d ,'il,1fiJlin" of Ibe lilJited ')I,II('S, 7("); 1)ollilall,
/ lon/III"IJII,
IV, 17, 110.
10"/lIUl SI.,"Vlty I jill) I
III .lilly, 1736, that "in case I here shout! arise;1 Mall of
desperate cour
;Ige ;llIlollgst liS, exasperated hy a desperale fortlille, he Illight
with
1I101"C advantage thall Catalil1e kindle a Servile Val'," allt!
llIal,l'
Virginia's broad rivers rUll with blood.1Il But the danger nenr
ilia
- L
(nialized. From time to time the planters Wl're ;darllled hy Ihe
dis
('O'('ry of a conspiracy among the slaves; bur, as had happcncd
car
when servants plotted rebellion, some conspirator always leaked
1hl' plan in time to spoil it. No white person was killed in a
slave
Ichellioll in colonial Virginia.1i Slaves proved, in fact, less
dangcrolls
IlwI free or semi-free laborers. They had none of the rising
expCl'
1;lIiollS that have so often prompted rebellion ill hUlllafl
history.
They were not armed and did not have to be a rllled. ~I:!ley
wcn' /
"ilhollt hope and did not have to be given hope. Villiam Byrd
him"
',d f probably did not take the danger from them seriollsl y.
37. Otlly
',('YCIl months before his letter to Egmont, he assured Peln
Ike!(
I flrd of Jamaica that, "our negroes arc not so IHlIllCrOllS or so
ell
(nprizeing as to give t'i:... any apprehention or lIIH:asillcss." Ix
Vith slavery Virginians could cxceed all their pre'iolls di"mls
(0 Il1aximize productivity. In the first half of the l'l'IlII11")',
;1, Ih!"."
',ollght to bring stability to their volatile society, they had
idl'lIllIl('1
ork as wealth, time as money, but there Vcre limits 10 IIlI"
;l1I101111t
of both work and time that could he extr:lClcd fl"OII1 a
sen'alll"
I"here was no limit to the -'ork or time that a mastn cOlild
("0111
11I:ll1d from his slaves, beyond his need to allow tllclIl
l'Il0llgh 1m
1'.11 illg and sleeping to enable them to keep workillg. F"l'n Oil
Ihal
/1(' Illight skimp. Robert Carter of Nomini Iiall, accollilted ;1
hlllll;Jll('
111,111, made it a policy to give his slaves less food thall Ihe),
Ill'('dl'd
:llId required thenl to fill out their diet by keepillg cilichns a1d
hv
orklllg Sundays in small gardells attached to t hcir l':lbills.
Thcir
1",lhiIIS. too, he made thelll build and repair Oil Sundays.'~'
(::Irtcr's,.
HI '/Jid., Ill-P. /
I, "I';l[( Negro ill 1Ii il/iaIllJIJllrg, 100 wHo FOI' of
38. t'oll'ipiracic
"T II',/Q, lSI scr., X (1<)012), 17H; /·:.r<'Cllth'<' I, Hr, Ii 7,
,I" I I,
H1r.. (;nald iV. i'Vlllllill, nigbl ,I/Id J<('h"J/irm: ,)'/m'<'
UniSl,III'",' ill
(Ne" York, It)?l), Ihe fOrlll'i of
""',i<;l;1I1('l' olft'rt'd h," sl;1TS alld cOlldlldl'~; thai it wa'i
IItt' Illost "a('("lIIILI1('d"
.. !;"TS who prnvnl IIloq rebt'lliolis. ()II(' Illight 'i;I,", ill ollwr
words, tlllll III<"
""'/"(' s:tn"s (';11111' to J"('SI'llIhlc thl" indigl"11I fn'l'IlIl'll
WhOl1l thn" di'il'lacnl,
ill!" 1I10lT dangerous Ihe,' IH'CIIIIl'.
IH I' "II /I /I, :: : ' I (It) I Ii), Ii I.
'" 1111111<"1" I). 1'";lri'ih, I"d., /1111111.11 dll,/ /.<"Ilcr.1 "/
1'I,ili/1 I'id'/'n I'I11'i.1I1
1') ; (:I(;llIolil""III(", ItI(,H), ,Ii, '1(', !o! '"
http:1111111.11
http:Virginia.1i
I
*"
J 10 JIII',I!II>N .'ili"'U' A,lHIICAN H!FI'1l0!1
uncle, Landoll (:arter of Sabllll' 11;111, Illilde his SLIIT.'i htl},
pall 01
their own clothes out of the procceds of what they grcw ill dll'II
gardens.:iO
39. Demographically, too, the conversion to sla very ellhalln.:d '11
ginia's capacity for maximum productivity. Earlier the he:lv)'
('Oil
centration in the population of men of workillg :lge had 1.1"'"
achieved by the small number of women and children :llliollg I
II.,
immigrants and by the heavy mortality. But with wOlllen
011111'1111{
men, the segment of women and their children grew; and as
1111111.11
ity declined the segment of men beyond working age grew.
111I'1t'
was, in other words, an increase in the non-productive proport
iOIl 01
the population. Slavery made possible the restoration :md
1l1:lillll'
nance of a highly productive population. Masters had no
hesil:1I iOll
about putting slave women to work in the tobacco fields,
:1It1IOIIKh
servant women were not normally so employed. And they
prohahlv
made slave children start work earlier than free children did. ol
Thl'II'
was no need to keep them from work for purposes of ellucal
iOIl
Nor was it necessary to divert productive energy to the
SllPP01'I III
ministers for spiritual guidance to them and their parents. The
~b','
.population could thus be more productive than a free popular
iOIl
with the same age and sex structure would have been. It could
abo
be more reproductive than a free population that grew mainly
from
40. the importation of servants, because slav,e,,,raders generally
carril'd
about two women for every three 111e[1,,,2 a larger proportiol1
01
women by far than had been the case with servants. Slave
WOIIU'II
while employed in tobacco could still raise children and thlls
COli
tribute to the growth of the productive proportion of the popuLI
tion. Moreover, the children became the property of the
lll:ISII'r,
" Thus slaves offered the planter a way of disposing his profits
Iha'
combined the advantages of cattle and of servants, and these
had :II
ways been the most attractive investments in Virginia.
The only obvious disadvantage that slavery presented to ' il
ginia masters was a simple one: slaves had no incentive to work
'1 'lit'
difference, however, between the incentive of a slave and that
of a
servant bound for a term of years was not great. The servant had
50 Landon Carter, Diary, Jack P. Greene, cd., (CIl<Irottcsvillc,
I t)(" ), I,
48+
,,1 From u'iHo to 1705 imported Negro children were tithahl(~
al II!!'
age of twelve and illlported "Christian servants" at the age of
fourteell. III
1705 the age was changed to sixteen for both. Helling, 11,47<)
,Il,,; III, I'ill '),
41. r,~ Davies, f(oyal Africall C01J1/JilJlY, HJ').
I , , II ! ,,,, , , .. I ". ~ , .~ •
ill(,I'1, I(,!(,llnlill', 1(,1,11,1111 lil(, 1(>1111 ,,111)(' ,,,'(';111
p,I'.',ill'Y ilwil
h, , IlIJiil,(' I he ~LIIT, had 1)('('11 so e;II',l'r 10 IILlld' IIlill
he I;I~ l'dII1l1~
I" l'llid hi~ Lillo! for :l /(TIII of T.lr~ to! it. I LIIIII!', l'c('('ilnl
his pilY
111(111 ill ;)(h';l11(,C, ht' ('ould lIot he cOlllpclkd b' lilreillS
of I'itldudd
1I11~ II. 'irgillia IIlasters had :Iccnrdillgly beT!1 obliged to
Illak(' 1'1'('('1
11',(' 01 the lash thall had been COlll1l101l ill Fllgland. Before
Ihey oil
1,IIIInl sl:!vcs, Ih(~v had alre:Hly had pranicl' it! eXlrilctil11!,
Iork
Yet there was a difference. If a SCI'vanl failed '0
I,nlortll COllslstently or 1":111 :1,<1Y, if he d<lllJ:1gcd his
Ill:lstcr prop
'I!.' either hy omission or coml1lission, the master could gel
!II('
"lIrts to etcnd the term of his servitude. Thai recourse lias
111)1
"11('11 to the s];l·cowner. If the serV:l1lt had n.:cei I'ed his
rewa I'd ill
IdilIlCe, the slave had received the uitilllate pllnisltillcill ill
:ldl':IIHT'
111',1('1'111 had already heen extended.
jlasters therefore needed some substitute for the ntended Inlll,
42. ',Ollie sanction to protect themselves agaillst the
Sluhhol'llll('SS "I
illose whom conventional "correction" did not rl':ldL TheIl
lir~,'
,lllell1))t in this direction was an act, passed in I 00 I, t hal IS
SOIlI('IIIIII",
,il ed as the firs~ official recognition of sbver{lIi Virgillia, III
il I hI'
tried to handle the most COllllllon fortll of scn'ilc lilt 1';1('1
making a servant who ran away with a slave rcspoll'.t1'/('
lor the loss incurred to the master by the absence of the SI:!IT,
III!'
1:11 read, "That in case any English servallt shall rull ;l1I;lY
ill ('0111
jl;IIlY with any negroes who are incapable of makeing sat israel
iOIl hv
il(lditiol1 of time, Bce it cllClctcd th,lt the English so running
:1;1. ill
cOlllpany with them shall serve for the time of the said ncgroes
ill I
scnce as they arc to do for their owne by a former act ItIl(' ;1('1
IT
<!lIiring extra service for double the length of the absence I,"
:,:t
Though this measure tells LIS something about the
reLlilollSllil'
between servants and slaves in these early years, it was a
dCI(,IT('lll
more to servants than to slaves. And it did nothing for Ihe Illa~t
('I'
who could not get what he considered an adequate :llllOIlIlt of
11'011,
out of his slave by the methods that had sufficed for servallls,
43. (hH'
way might have been to offer rewards, to hold out the C;IITOI
ralll!'!'
1han the stick. A few masters tried this in the early years, :15
(' h:l ('
seen, offering slaves freedom in return for working hard for :1
{('II
years, or assigning them plots of land and allowing thelll lilllt,
10
grow tobacco or corn crops for themselves."· But to offcr
rC;lIlh of
this kind was to lose the vhole ad'anrage of slavery. In Ihe
('lid,
~ .
ri:, Hening, II, 20. 54 See above, chap. 7, pp, I S4~ 57.
http:rcspoll'.t1
http:1111111.11
3 12 AMERICAN SLAVERY-A:lERICA~ FREEDOMI I
Virginians had to face the fact that masters of slaves nUlst
inflict paill
at a higher level than masters of servants. Slaves could not be
llIade
to work for fear of losing liberty, so they had to be made to fear
for their lives. Not that any master wanted to lose his slave by
kill
ing him, btl! in order to get an equal or greater amollnt of work,
it was necessary to beat slaves harder than servams, so hard, in
f:Icl,
there was a Illllch larger chance of killing them than had hel'll
44. case with servams. Unless a master could correct his slaves ill
of the law if he misjudged the weighl
legally hazardous. So in I Mil)
passed an act that dealt with thelll
Au act about tbe caSltillt sla'L'es.
ofVhereas the onlv law in force for the
servants
f]icted was
other than vioklll
cannot be ill
cxtension of
meanes slIpprest, Be it eUilcted declaTed by this
if any slave resist his master (or other bv his masters order
cornTI
ing l~il1l) and by the extrelllity of the ~()rrectioll should
chance 10
die, that his death shall not be accompted FelollY, hut thc
1II;ISln
(Of that other person appointed by the master to punish him) II('
aC(luit from molestation, since it cannot he presllmed that
penscd malice (which alonc makcs l11urrhcr Feloll.") should
any I11Jl1 to destJ'(J' his own cstJtcY;. .
Vith this act already on the books in 1669, Virginia was pre
pared to make the most of slavery when slaves began to arrive
ill
qual1lity. Later legislation only extended the principles here
recog
llized, that correction of slaves might legally be carried to the
45. poinl
of killing them. The most important extensions had to do with
1'1111
aways. the numbers of slaves increased and the plantation
qllal'l'I'~
from the house of the master, runaway sla'',
hide om in the woods, visiting the (1uarters ltv
or families would shelter and share food
the assembly provided 111;11
be proclaillled at the dool
I hell if I hI'
slldl
!'!'I II, .'7",
TOWARD SLAVERY 3'1
or 1lI1pCacnment 01 any
compensate the master for
captured alive, the o'ner might
slich punishment to the said
other 'vay, not tonching his life, as they in their discretioll shall
I hink fit, for the reclaiming any such incorrigible slave, and
terrify
illg others from the like practices." ['r
This was no idle threat. Though the words of the Ja w---rl'
I ·· ""d' b'" "J' '" f I I It' ;1I1ll1l1g, ISlllell1 erlng, CilscretlOl1
-seem to so ten t 1e SlOt' ,
I he law allthorizes not merely an open season on outlying
46. slaves,;
hur also the deliberate maiming of capmred slaves, by judicial
order.
( )Ile gets a glimpse of the law in action in the records of the I
,all
clster County court for March 10, 17 0 7/ 8:
Robert Carter Esq. Complaining to this Coun against two 111_
of his named Balllbarra Harry and Dillah alld
the said
thc order of this Court for punishing the said Negroes hy
them It is therefore ordered That for the het Icr I'C
and deterring others fron! ill PI';]("1 in',
5aid Robcrt Carter Esq. have full power according 10 1,:111"
the said or Either of thcm by Clillillg ofl I)
their toes." ~"
1:1
lll,lsters 'lTe
10
111
:,,; I Jelling, III, .jJ')() (170~). This ~UptTSt"ll'd a /;1' passcd
III IMlo elll
1"'(Tillg "persons thin shall hy b'ful authoril' he illlplo:'cd
10
III ""I king Negro to I,ill hilll if he IT~isled. r ICllillg. II, {Ill.
47. !" Ill'lling, III, {on ('I. III 171; Ihl' 1;1' II':IS l'p:lIlded 10
alloll' tile di,
II "'IIIIl("rllI("llt of :111' sl:IT "uotorioll,l, guilt I' of going
:Ihro:ld in Ih ..
.. I 1II11I1illg :JlI'a' ;111.1 Iring 0111, alld (,;!IIIIOI Ill'
I'lTlaillll'd 1..0111 sliell ,ho;
.. ,,/"1 h- (,OIiI'S",O;," ;1 Ihe ,0;;1111(' lilil" il W:" "p(",'ili ..
d Ihal 110 olle 11':10; 10 I...
1""'.lTIII .. d for 11t(" d,':1I1t of :I "I:I'(' "',(,IIITIII/: :1 a
!'l'slih "f diIII<'IIII)("III1("11I
.. I, orreniolL 11("llill!~, IV. I If ;"
["ll,;III1:1I("I' '111, II', 1111'. I{"I"'II (:"1'''"1' 11':1 Ih ..
gl'alldl;!lh ... 01
1<"1",,, (:,11'1,"1' 01 NOlllllJi 11.1l1, II It'll I "",,'.I ,.r".""
AMERICAN SLAVERY-AMERICAN FREEDO!1I 314 I
Virginia, the individual purchase of slaves instead of servants,
alld
the protection of masters in their cocrcion of unwilling labor,
with race. Virginians did not enslavl'
Royal Afric;lIl Company or hy
had to mah
As one reads the
authorizing Robert Carter to chop off the toes
beg-ins to wonder. Vould the court, could the court, could
Co
48. eral assembly have authorized such a punishment for an
incorrigibll'
English servant? It seems unlikely that the Fnglish
gO'erl1lllcnt
would have allowed it. But Virginians could be confident that
Fllg
land would condone their slave laws, even though those );nvs
werl'
contrary to the laws of England.
The English government had considered the problem in I07(),
with the laws of Barbados, in which masters wert'
punishment that would not have b('('11
reviewing the b 's
because,
.N'egros 111
and more severe manner
like nature; yet I hUlllbly conceive that
Negros are reasonable Lnvs, for by reason of
come dangerous, and being a brutish sort of People and
goods and chattels in that Island, it is of necessity or at least
COli
venient to have Laws for thc Govcrnlllent of thcm diffcrcnt fro
II I
the Laws of England, to prevent the great mischief that
otherwisl'
may happen to the Planters and Inhabitants in that Island." "n
It was not necessary to extend the rights of Englishmen t() A f
ricans, Africans were "a brutish sort of pcople." And hl'
49. cause t Iley werc )rutls 1 It was necessary or at cast con
VeIlll'llt"1' I " . "I . "
to kill or maim them in order to make thcm work.
Virginia.
, ()
d{'
:". C:oOo I oil, I.Il Ho
TOWARD SLA 'FRY ]1)
llart of masters that they were dealing 'lith "a hrutlsh sort
f ,~
pic." 'fhomas Jones, of Villiamsburg, was almost affectionate
it in writing his wife, away on a visit, about her household
Ihphne and Nancy were doing well, "But Juliet is thc same
I do assure you she has not wanted correction very often. T
chear'd
with thirty lashes a Saturday last and as many more a Tuesday
;,gain and today Thear she's sick." (;0
Possibly a master could have written thus about a white maid-
~ervant. Certainly there arc many instances of servants being
severely
heaten, even to death. But whether or not race was a necessary
in--- .
, it ru:as an ingredicnt. If sLlYery might have come
it did not. The only slaves in Virginia , ~
And the new social order
was dc-
50. Hli Oct, 22, 17yi, VJl.1HB, XXVI (J()IR), 2115.
~
,
TOWARD RACISM
16
3'7 1
kept the most complete record we have
day-to-day operations of a Virginia plantation, and wilo
strove always to show a profit, repeatedly bemoaned the
idlencss
I
TOWARD RACISM
"V,RGINIA slaves
into a system of production that was already in
substitution of slaves for scrvants
tivity and almost
it played in the
in American history-wc must probe not OI'ly
rcscmblanccs between servants and slavcs
in the plantation systclll and in the consciousness of those who
ran it,
51. Idcally, fr0111 the point of view of the master, slavery should
have made it possible to turn the slave's every waking hour to
thc
master's profit. In an indust rial society, wherc it is possible to
cngagc
in productive tasks at any timc, it is tempting to think of
mastcrs
thus directing their slaves, But absolute pOver did not in
for continuous employment in a pre-industrial socicty. Ve have
rcady scen that sixteenth-century Englishmcn were often idle. if
because there were times
plantation probably
just as it did 011 ;IllY
,rround 1I1i.,.111 be 100
b 0
soil or til<: cr()p. Frt'l'l,illg
weallH'!' silllihriv clonl dO11 Illost ;I('t t'it It'S, SUllit-
tillil'S Clt her
111:11 precilided fil'ld 011, 1llll~ht 1)(,l"IlIit l'lllilll~ ood,
hllddillg
1('1)('('.01 ",'01111111' dllelin, Bill ,lil('11 II(· oil,n', lTII'
kll illlllill
imposed by the weather. "No working yesterday nor today," he
vrites, or "Not one day as yet from the 23 January to this day
that
the earth could be touchcd with hoe, spade or plow, that is I I
days
together:" or "The Skyc very heavy and the air very Cold ...
We can do no kind of work to any advantage." 1
Landon Carter was probably not a typical
52. The very fact that he kept so voluminons a record
suggests that he was not.
were not as egotistical.
lion that
everyone
He great variety of crops
tobacco. But all Vir-
some diversity. Nearly all planted corn,
sometimes sheep. Carter's idiosyncrasies
wonld have magnified the amount of
work he expected from his slaves, He used his systematic record
keeping, as Robert Loder had done in the preceding century ill
Fng
land, to step lip the prodllctivity of his laborers, He had each
sla n'
tend twice as many plants as other masters required.:! And he
stlld,
:IS far as possible to the hoe when other Virginians were
turllillg 10
I he plow, because, he said, "Carts and plows only Serve 10
111:1
()verseers and people lazy and it is a certain trUI h I h:1l
wherever they are
work done there ~. (1('
-ork will be Carts alld (If
parts of tile hllsi
it was not ill demalldil1g less ()f Ius
da ys at a tillie, probahly (II ill'!'
53. too.
Neither the slan:'s nor the servant's was one endless rOlllld
/)iary, I, I,H, zoo, 1.1'3. Cf Ilartw('lI, Blair, ;tlld ChiII<HI,
['/,,'('/I{ S{o1{i'
"/ "ifgilli,), 9; .I01ll·S, ["('.It'1I1 .)/,lli' oJ "irgilli,l, 7(', ,;1', "
.. , ill W<'I "J' ('"Id
11(';11111'1' Ihut' i, lillie Il('clsi"ll 1'''1' their 1 (Irking- ill thl'
jid"" in which !I'
11111 Il't lil('111 II(' abroad, 1('1 J,' Ihi, 111('.111' Ihn g"1
.,jet or di .. , Ihidl IOllld
1"<>1'" ,1 gl'l',n 1",0; 1(1 ilwi, O'lll'I'" " Johll I
"'111111<>11.1 Iud rill"11
11,(, Ih:ll ill 'irgillj'l '('1'1 'IIIi'. did lit' ",,!'Ii ",III willIeI'
('("'1'1
,," II lil'llI"k ,lIld 1I1.1I;lIlg .. I rill ...... I ,',d, ,/11,( 1,1'-/'1'1,
1"011'1', "".11'11, III, 1:0,
II, 1" I.',
C ,llln,l l l.lIl'. I, liS '/1./.1. ,HI,
http:1('1)('('.01
jl8 I AMERICAN SLAVERY-AMERICAN FREEDOivl
of toil, because it could not be. And when he was not working,
the
slave enjoyed one advantage over the servant: since the planters
bought slave VOl1len as well as men, he could have some sort
of fa1l-
ily life. True, it could be broken any time at the whim of his
master.
But the slave, like the servant, in spite of his legal
not entirely withOllt the means of magnifying a
54. could call his OWI1. Like the servant he could find ways of
avoid-
work even on days vhen the weather was fair. In fact, his
toward work and his success in evading it were so
that of the serv,lnt that Landon Carter's complaints abour his
lazy,
the world like Robert Loder's tirades
against his lazy, unfaithful servants:!
A favorite ruse was to feign sickness, evell though this was a
peculiarly hazardous one on Carter's plantation. fancied hiul-
a physician and seems to have been obsessed with an urge to
cleanse the tract of every person who came near him,
purges, emetics, and enemas administered in heroic proportions.
At
the slightest complaint he would lay down a barrage of
posed remedies that left the victim half dead for several
which Carter would congratulate himself on his victory over tht'
forces of bile. In spite of these ministrations-or possibly as a
long.
term resnlt of them-Carter's slaves were continually visited by
sick
ness, but never, he noted, on Sundays, when Virginia custom
freed
them fro111 field vork anyhow.r.
Carter frecIllently f~und it necessary to entrust tasks to
without the supervision of an overseer or foreman. Then he
would
poorly the job had been done or how inordinately IOllg
it took. Old men slept and boys played, when the master's eye
55. W;lS
not upon them. ",Vhere the General IS absent," he observed,
"ltllt
ness is Preferred to all business." }7;veryvhere he went he saw
e"i
denee of "the same damned idleness." (i Like Robert Loder he
track of how much his Deoole got done in a day, hmv many
rows 01
tobacco plants they topped or
could catch the shirkers and have them whipped. After
recording how he h~ld stepped up the output of his threshers,
Ill'
. in words that echoed I A)der, "This [ 1l1illllte dowil to shl'
things arc oftell iud!!ed inllossible whell obstinacy alolle is the
of ie" 7
For 1,1.17, ,),). ,//, .")'1,1 0 ", I"!, !"!, 11/, »1·
1'1 "1'1" .' 1 •. 1' j', )Mi. i 1'. liS.
,.
TOWARD RAcrS:I 3 19
But there was a limit to the speedup he could achieve even un-
der close supervision. He observed that "negroes tyre with the
Con-
tinuance of the same work," and he resolved to vary their tasks
by
larger numbers to work on lengthy jobs so that they
done faster and 011 to something fresh.' In a hot spell in
admitted, "I can't make my people work or do anything."
56. 1757, vhen he began to reap his first corn crop, he had "but
few reapers, so many Complaining of last year's reaping." W
Such observations suggest that work could not always be got
fr0111 men simply by use of the lash. Sometimes "correction"
was
a cane
counterproductive. Vhen gardener disobeyed IllS
repeatedly and he struck the man across the shoulders
("which did not raise the least swelling"), the man re-
to get up the next morning and would do nothing. Two weeks
when Carter gave him "one small rap" across the shoulder, he
feigned total paralysis of his arm and could scarcely stand up.
This
tilile Carter discovered that the reason he could not stand was
that
he vas drunk.1t Indeed, drunkenness was a not nncommon
problelll
011 Carter's plantation. Since slaves vere not furnished with
liquor
at Christmas, this fact in itself suggests that they enjoyed :l
degree of mdependence than the bws allowed or their master
have liked.
Vhat all these instances add up to is that
of a servant less drastically
Slaves were the labor force of a plantation I1lUCll as
servants had been, and what is more important for an
57. understanding
()f the role of race, masters, initially at least, perceived in much
t he same way they had always perceived servants. Both
displayed thl'
~,lIllC attitudes and habits: they were shiftless, irresponsible,
unfaith
illl, ungrateful, dishonest; they got drunk vhenever possible;
not work hard enollgh or regularly
These were the complaints that masters ill every age have made
.tg;lillst sen'ants. And they 'ere precisely the compLllllts that
Lng
fish economists and stateslllCIl were 1I1<1i.;ing against the
htglish
jlllor during the years when slavery was becoll1illg the
prnaililtg
101111 of lahor in Virpilli;l. As wc have c;lrlier oi>scnnl,
FlIglish ;1.
1IIIIdcs to':lnl the
~
supposedly surplus poplilation of lite island
cli;t1Wl'd Iltarkl'dl, dllrirw the cOllrse of I he Sl't'It('('I! h
n'llI 111'.
,."1 # .. " •
ill(' 1I11rd <l1I:lrtn il as f'lTOltlilw ;1 COltlI1l0Ilni:HT tiLl!
I h(' riehl'S 01
.; I'. " 1'. .' ;.1. I" 1'. If) 1'1" II,,}, I 'H.
I
http:drunk.1t
58. I ]20 ! AMERICAN SLAYERY-AMERICAN FREEDOM
people, because labor was
source of wealth. England, with a seeming abundance, of
people, es-
pecially in and around London, should have been rich. But
English-
men could not help seeing how much richer the Dutch had
become
with fewer people. Vhat was the reason for England's failure to
profit by her !1lasses~ The answer, offered in a chorus, w'as the
"ex-
acting humour and evil disposition," the perversity, the
stubborn,
immoral idleness of England's pom. 1:!
'-' conversion to slave labor and the use of slaves in
other American colonies must be viewed in the context of
contel11-
English attitudes toward the poor and schemes for putting
them to vork. According to the men who wrestled with the
Iem of England's poor, half the English population consisted of
wage
earners, and all of them would rather drink than cat and rather
starve than work. Vorse than the wage earners were those
never learned any trade but begging and stealing. Tn 17 I 7
Lav.Tenct
estimated that there were a million and a half of them, IlO
more than a fifth of whom were incapable of laborY Vith so
needlessly idle hands England must be the laughingstock of
Europe
because of "the multitudes of People which in England Cheat,
59. Roar,
Rob, I Tang, Beg, Cant, Pine, and Perish; which otherwise
might
to en crease and maintain the V ealth and strength of these
King
domes." 1,1
Almost everything Englishmen said about
unemployed poor we have already seen in the Virginians'
complaints about their servants, slaves, and indigent freedmen.
'I 'he
English poor were "vicious, idle, dissolute." They were addicted
to
"Laziness, Drunkenness, Debauches, and almost every Kind
Vice," to "mutinous and indecent Discourses." They were
able, Diseased, Ignorant, I dIe, Seditious and (otherwise)
viciolls." II,
12 Thomas Manley, Usury at Six per Cellt Examilled (London,
IMH»,
19. For similar expressions see below and also references in 9,
note ! X,
The best secondary studies are Dorothy Marshall, Tbc I'o(rr ill
the Eighteenth Ceutury (London, H)Z6), :1I1d I'mitioN or Ibl'
Laborer.
1:1 An Abstract of tbe f)r<71lgbt of a [WI Iclic~·j]Jg, .111.[
the Poor [Londol1, 17171, ix.
14 Col(e, DiscollrJe of Trade, H".
I" Furl/iss, /'osilioll of Ib,' f-a/Jorcr. I!X 10; All I,;//.!"i"y ill/o
Ib,-
60. eal/H'S of the [';I/('TC,/J" .md ;Ii,wri,'' or /b,' /'oor or
[';lIgl.llld (I,ondoll, l'/IX).
!); {, 1 ),' /lr,',ld for Ib,' /'oor (1:.I'HT, ,()!)X). ,j; '1'1,,'
Nt',!.'./lI.lr (im','!'IIII1,'1/I
,111.1 ,lIdi,)olll /';lI!ld".)'III"1I1 0/ ii,,' /'oo/' (I ,(lildoll, '71'),
ill( 1'".111('( iOll,
.,
TOW ARD RACISM 1:12 I
Virginia had originally been thimght or' as a receptacle for
wretches; but as the idea came to prevail that people are or
ought
to be a source of wealth, the problem in England, as in Virginia,
was
to hold them down and extract the maximum labor from them.
F or Englishmen, as for Virginians, some kind of involuntary
servitude seemed a possible solution to the problem. England
had
a step in this direction under Elizabeth when Parliament in
1576 provided for the buildIng of "houses of correction" in
which
beggars could be put to work. 1U The motives at that time had
been
to place the beggars where they could not steal and also to
lower
the danger of insurrection. During the seventeenth century
a similar course but on a larger scale. In a movement that
Foucault has called "the great confinement," they every-
founded institutions in which the sick, the criminal, and
poor were indlscriminately taken in charge. The purpose was
61. not
merely to get them out of the way but to make them contribute
they could to the national wealth. Imprisonment, instead
being a temporary matter, preliminary to trial, became the mode
of
extracting work from the criminal, the insane, and the poor
alike.
Indeed, crime ana insanity seemed only extreme forms of the
vice
and ignorance that distinguished the poor from their betters.
,"York
was the proper cure for all, and it could best be administered by
in-
ca rceration. 11
After 1660 the English too were caught up in these larger as-
pects of getting work from the poor and revived their interest in
houses of correction. Vorkhouses (as they were now called)
were
desirable for the old reasons, but the e~1phasis now was 011
ing the poor add to the nation's wealth by producing
m:ll1ufactllres
If private employers could not keep the population at
the government should do it. Proposals sprang up on all sides
government-sponsored workhouses, where the poor could
Hl IX Elizabeth I, (".1, Tawney and Powel·, Tudor
J.:CO'llO!ll;C nO"I1-
melliS, II, 3'-','4,
17 Michel Foucault, M.ldlless ,m" Chrilj.:;',llioJJ; A lliSlory 0/
IlIs.IJ/lly III
62. of Nc.1.I'OIl (Nt'w York, «/,~), IX 61'; (;l'orgl' Roscn, ,tadll!' 1
I' ill
(Nt'w Yorl(, I<)()(), Torchhool; I'd.), [I'I 7'; I':lcd Vall,er.
Crillle
,111.1 11IS.1IIi1Y iJ/ J.:J/gl'lI/d, '01. I. 'I'l,,' //IIIOl'j,..rI
,,)(,i'll, -il ·H; (;I'OI'W' RII'clH' :lIld ()lIo l'II'ClthI'IIIHT,
"llIIi,l'/'IIJ"1I1 .111'/ ,)'o('i.rI
S/lIli'1lll'e (1':1'1 York, "Ii'), (q '/ [; I' l Ilu[ldn[, "lli,(ol'.
I'w('lIolog.l'.
:llId till' SlIld,l oj 1kllallt Ilt-II:I ior," /olllnri 0/
/111"1.1111'11'/111.11)' Ili'/fIIl'. II
( (1)/1), 'II I /i. 1 :1111 indd,(,," [" I"nt",<,<", 1 1 (II It I ...
http:111"1.1111'11'/111.11
http:Nt',!.'./lI.lr
AlIERICAN SLAVERY-AMERICAN FREEDOMI 32 2
supplied at public expense with flax, hemp, and wool for
spinning
and where they could be kept forcibly at the job. 1s
The proponents of workhouses generally saw them as educa-
tional institutions in which the poor, and especially the children
of
the poor, would learn habits of work. And like all advocates of
edu-
cation they expected great things. Sir Mathew Hale thought that
workhouses would bring the poor "and their children after them
into
a Regular, Orderly and Industrious course of life, which will be
as
natural to them as now Idleness, and Begging, and Theeving is."
Hl
63. But the kind of education envisaged seems to have had little to
with the work ethic that we associate with the rise of modern
capi-
talism and little to do vith learning anything except work. The
idea
was to "inure" children to work, get them so llsed to it at an
early
age that when they grew older they vould be unable to think of
anythillg else. Sir Yilliam Temple would have set them to work
at
four years, John Locke at three.~11 Thomas Firmin, who
established
a scheme for employing the poor in their ovn homes as well as
in
workhouses, had a more liberal proposal than 1110st. He was in
favor
of teaching poor children to read hut no more than that. They
should
be set to work at seven years, for there was no point, after they
reached that age, in having them "poring upon a Book." :21
The English economists tended to agree 'with Governor Berke-
ley of Virginia that learning vas a dangerous thing. It bred nor
only
sedition but laziness if aCtluired by the children of the poor,
"for few
that have once learnt to Vrite and Read, but either their
Parents, or
themselves, are apt to think, that they are fit for some
Preferment,
lR Furniss, Positioll of thc LaboTc'r, H4-9S; Marshall, Ruglisb
Poor, I2 7"
31; Sir Matthew Hale, A Discoursc Toucbi/lg Provision for tbc
1'oo'r (Lon-
don, 1(83), 2 ,-],0; Hemv Pollex fen, A niscoursc of Trade
64. 111ld COY71
(London; 1(97),' 49; Charies Davenant, All Rssay 01l Ibe Rast
fudia Tradc
(London, 1(96), 27; Josiah Child. A New Discourse of Trade (
16(3), )5'79.
,11' Hale, Discourse, 32 -33.
20 Furniss, 1'ositio'll of tbe Laborer, 114'15; C. R.
i1acPhcrsoll, Tbe
Political Tbeory of POJsessh.}e /ndh'id'llaiislll (Oxford, )(lil),
22124;
H. R. Fox BOllrne, The Life of lob/l /,ockc (London, IH76), II,
377-<)0; cf.
E . .J. Hundert, "The Making of l/oll1() Faher: John l.ocke
hetween
and History," IOllrua/ or the History of [de.IS, XXXIII (1<)72),
.l lL
~I Thomas Fifll1in, SOIliC [)rll/WJd/.' lor hll[)[oyillg of Ibe
[)(lor (I ,OlldOll,
1(,7l), ,~ 10. Polll';.:fcn aLo ProIH)('d ,('('11 :IS tlw :l~(' for
I:lning work,
/)isOJII/',I'(' of Tr.,d,' ,1/iel CO,l'II, ,+
TOWARD RACIS1f
1: j
and in order to it, despise all Labouring Imploymems and live
Idle,
rather than disparage themselves by York.":!:! By the next
l'eIHIII',V
Bernard Mandeville maintained that regular schooling was only
:111
other form of idleness for the poor. ~3
65. Vhether from regular schooling or from lack of it, the children
of the poor continued to distress their keepers. The failure of
the cf
forts to inure them to work is evident in the repetition
throughout
the next celltury of the same contemptuous complaints about the
fecklessness of laborers and the need to overcome "their
obstinate
'Nills, and their encroaching sluggish intemperate Bents." 21 .It
oc-
curred to a few people that it might be possible to entice the
poor
into greater zeal for work by making them less poor, by paying
them higher wages or by lowering the price of food. But most of
the
self-appoimed economists were convinced that laborers would
work
only when hungry. Higher w,lges or cheaper food would only
mean
lllore time lost ill drunkenl1css.:w "Everyone bur an idiot
knows,"
~!! Pollcxfell, Discollrse
Tr'lde 'lIId COYI!. 4Hj see also John Bcllcrs,
for R"risillg 11 or Illduslry, 16; Rllqltiry illto tbc G71lH'S
tbe EllNcasc ami iHiseries
tbe "oor, (,1; Furniss, l'o.l'itioll of Ibc
14H-5(),
~:l Marshall, f,'1Iglis/,' Poor, 24. Thc l(ind of education
favon~d by the
lahor rcforIlJers of the late sevcntcenth and early eightcenth
centuries is
lllost 'il'idly described h~' olle of them, Andrew Yarranton,
66. who had yisited
Saxony and therc discO'cred the idcal form of school for the
poor. Hc
described it for the elllulation of Englishnlen: "First, There is a
large Roolll,
and in the middle thcreof a little Box like a Pulpit. Secondly,
Therc are
Benches built round about the Room as thcy arc in our
P1a~'houses; upon thc
Benchcs sit ahout I'o hundrcd Childrcn spinning, and in the
Box in thc
Illiddle of thc Room sits thc Grand Mistress with a long white
Vand ill her
hand. If she obsclTes any of thcm idle, she reaches them a tap;
but if that
will not do, she rings a Bell which by a little Cord is fixt to the
Box, and
Ollt comes a VOIll:l n ; she thell POilllS to the Offendcr, and
shc is taken away
illto anothcr Roolll and Ch<lstised, And all this is done 'without
olle word
(lcaking, And I bclicvc this way of ordering thc young 'olllcn
ill
is Olle great C:luse tll:lt the Cerlllan Vo 111 ('11 ha'(~ so
Iirrl(' of the twit twat.
Ild it is clear, that th" less there is of spl'aking, the lIlore there
lila, he of
ol'killg." Y:l I'nliH 011 , !';II,!!;/,wd'r /J1I/))'O','ClIIL'1I1 by
,(';(',1 ,1IId Lilld, 45 4(i,
:!.j '/'bt' ,1/'-11111( IJI
Oil Coni ,II
67. :::)
Cold" /)jy<,!!//i',I, ' of '/'/'",/,', I.J l~; 1
.II
Si.r I)·'/' ("'III, ! 1 ,'('j ./O/IIJ;I (;('(', 1'/1,' 1'/,.1.1,' ,111.1
,"/"il;.rlil/ll of
( ;'./1
flril.,il/ COI/'/.Io,'.1 (I "11.1011,
",'(1), ii'>, 1'1I1'111"", 1'(11/11(111 "I iI,.' 1''''0).'1.
II'; )('i I'!, (;, 1':1111,,1>' "IIJI' "
' 1!l!'111 PI"loI"111 III p", (11'.'''' ,II "
"
324 I "
AMERICAN SI,AVERYAMEIUCAX I'REEDOM
said Arthur'r'oung, "that the lower classes must be kept poor, or
will never be industrious." 2(;
The object, then, was not the elimination of poverty but the
discipline of the poor. In spite of the contempt in which they
were
held, "vas no suggestion that their numbers should be reduced.
Just as the Virginia planter who deplored the laziness of his
slaves
continued to buy more and encouraged the multiplication of
had, so the English authors advocated acts to facilitate the nattl-
~,
ralizeltion of immigrants, especially poor immi!:!Tams. as well
68. as acts
to nrOl11ote early marriage among the
practice the discipline of the poor in England stopped short
actllal enslavement. Parliament did not even discuss a motion
one of its members in I "that as an expedient to make servants
more tractable ve might bring inro this kingdom the use of
Negro
slaves." ~K And neither the workhouse nor its successor, the
hcmry,
its occupants, at least in any legal sense, But they can
seen as a step in that direction, and there were plenty of voices
out-
side Parliament crying for the next step. Bishop Berkeley, who
car-
ried John Locke's epistemology a stcp furthcr, also made an
advance
and made slaves to the public for a term of years." 2D
of
disorderly
in his social philosophy by proposing that "srnrdy beggars . . .
be
.James
plained of before a magistrate, and to sct them to worl: dUrIng
a cer-
tain timc, for the benefit of great trading, or manufacturing
COlll-
panies.":w Francis Hutcheson, I he moral philosopher, thought
perpetual slavcry should be "the ordinary punishment of such
vagrants as, after proper admonitions and tryals of temporary
69. servi-
TOWARD RACIS1t 32 5
tude, cannot be cngaged to SUlmort themselves thcir families
any useful labours." :11
The most comprehensive proposal came from Andrcw Fletcher
a Scottish prophet of the Enlightenment. Fletcher at-
of slavery in ancient times but also for having perpetuated
idleness of the frcedmen thus tllrned loose on society. The
by setting up hospitals and almshouses had enabled men
was burdened
country, drinking, cursmg,
a remedy he proposed that thcy
To the argument that
cniences do sometimes fall out, it procecds, for the most
the Christian church not only for having promoted the aboli-
without
t hem, he answered in words which
;t half later frol11 a George Fitzhugh:
lIot use his beast ill only out of a humour; and
(he perverscncss of thc Servant." ;i~
of these proposals for cnslavement came to fruition; bm
suggest that the English poor of this time seemed to many of
70. betters to be fit for slavery. Thc contempt that lay behind these
proposals and behind many of the workhouse schemes is not
distinguish from the l,ind of contempt that today we call racism.
,(creotypes of the poor cxpressed so often in England durin!:!'
thc late
nenteenth and eighteenth centuries were often identical
lescriptions of blacks expressed in colonies dependent 011 slave
nCIl to the extent of intimating the sllbhllmanity of both: the
poor
1 ere "the vile and brutish part of mankind"; the black were "a
brut-
I'>il sort of people." 3:J In the eyes of unpoor Englishmen the
poor
:11 Hutcheson, A System of Moral l'bilosopby (London, 1755),
II, 202;
),1 id B. Davis, The Problcm of Simler), i71 lVestern Culture
(Ithaca, N.Y.,
1 'JI,(,), l7-+-7~. I alii indebted to Professor Davis for several
valuable sugges-
IIiHh.
/ Ildrew l'etcher, 'l"q,/:o Discourses ("01/(:1'1'1111'" tbe
AfJairs of Scot-
lI'ritlcll ill the Year 169S 169H), second discourse (paged
1',11';11"1,1'), 1~3i, esp. ,(,.
,,:; Sir Villialll PCI!Y, 'I'bc ";COIIOlllil' Writill)!;s of Sir
IVillimll J'etty,
I' II. I !;tll, cd. ( :'"lIbridg-e, IH'N). I, l7S. PilTIT I'all .let!
Il<:l'ghc, ill "an'
,111,1 "'/I'ism: ,'I COIII/J,I/',lIh',. /"T(/),'O;"'" ("'1'1 Yor;,
71. 11/'7), 1 , has 0111'"
("",d 110 1'Ill'S or !'ace !'('bliolls, 1':lII'rILilislic ;tlld
I'OIIlI)("lill'(', dilkrillg ill
',ll'I('olI"'S :llIrillllle.l IIIH!'-r (,:1,,11 10 III!' "illl''I'io!'" l:lt('
01 1':1"", '1'111'
""""1,11)(" "I Iii .. 1,ltgli·.1i IH'''' ,111.1 .. 1 .·il'lIl .... ,111I
(1'111111 !.Ltd,·,.I" 11<1' Iii
http:1,ltgli�.1i
"
326 A;lERICAN SLA,'ERY-AMERICAN FREEDO;I
bore many of the marks of an alien race.
To be sure, poverty ~was not genetically hereditary, but work-
houses and their schools were designed to make it culturally
heredi-
tary, The poor were not born of another color than the rest of
the
population, but legislation could offer a substitute for color; and
to
this kind of legislation ParliaIllent was not averse.
by the poor might not sufficiently designate their dltterenrness,
an
act of 1697 required them (as recipients of poor relief) to wear a
red or blue "P" 011 the right-hand shoulder.31 And since
they were not only troublesome, but also "nauseous to the
Behold-
ers," :1" they could be segregated, along with other viciolls,
insane,
diseased, or impotent persons within the walls of the
72. workhouses,
. prisons, and asylums constructed to enclose them-the
ghettos of the poor-or else they could be shipped to the
and contribute their share to the lIational income there.
English poor seem to have borne it all without violent pro-
test. During the period when they were the object of so many
plans
projects, they offered no resistance beyond the laziness,
enness, licentiousness, and insubordination expected of thcm.
Namre
busines~ of imitating art, and it was only natural that
to the image imposed on them. For the subject
race to accept the role assigned it is a C01111110n enough
phenomenon.
The members of this inferior breed of Englishmen who were
shipped to Virginia could scarcely have been surprised to find
the men in charge of their lives in the New Vorld viewed them
with the contempt to which they were accustomed. In 1668 the
Vir-
ginia burgesses had even called for the erection in every county
perfectly into either but more nearly into the competitive tvpe,
in which
the lower caste is seen as "Aggres;,ive, uppity, insolent,
oversexed, dirty, in-
despicable, and dangerous." All these attributes except
"oversexed"
were applied to the poor and to blacks. The characteristics
attributed under
73. the paternalistic type of race rclations, according to van den
Berghe. are
"Childish, immature, exuberant, uninhibited, lazy, impulsive,
fun-loving,
inferior but lovable." Of these only laziness and inferiority were
ascribed either to the English poor or to Virginia blacks in the
eighteenth
centurr·
:14 N1arshall, KII.I!,lis/.J [,oor, I02-·~i, Snch a llIeasure had
bcen recoJ1l-
mcnded by Thoillas Firmin in 1{j71. S01lle' I'rojilisa/s for
IlIIployill,!!, of l/.1e
I'oor, 1.1 15,
a[, .I011l1 (;:lIT, ,./ I Jj,o)l/n,' Oil '1'1',/,/" (I ,olldoll, I l-H), 12
I; cL
(;'T, '/'1""",' ,/11'/ N,l'i'it:,l/iuli II/ (ir,',1/ IIril<lill, I' ., .
TOWARD RAClS;l 327 i
on the English model. And they had empO:vered the
county courts "to take poore children from indigent parents to
place
to worh:e in those houses," a move that lIIay have been
vated Jess by the spread of poverty than by the perennial
shortage
of labor.:w For indigent, debt-ridden parents, when freed of
respon-
for their children, were also free to be pressed back into
servant ranks. Thus Virginians shared not only
74. for the poor but also English ideas of what to do about
Although a degree of racial prcjudice was doubtless also present
111 virginia fro III the beginning, there IS no evidence that
English ser-
vants or freedmen resented the substitution of African slaves for
more of their ovn kind, Vhen their masters began to place
color in the fields beside them, the unfamiliar appearance
of the newcomers may well have struck them as only skin deep.
There arc hints that the two despised groups initially saw each
~lS sharing the same predicament. It was COlllIllon,
servants and slaves to nm away together, steal hogs togetl1er,
get
together. It 'las not uncommon for them to make love to-
In Bacon's Rebellion olle of the last groups to surrender was
:1 mixed band of eighty Negroes and twenty English servants.:!'
The first slaves who reached Virginia came mainly from
where they could h,ne learned some English, so that COI11-
Illll1ication between servants and slaves was less of a problem
than
it vould have been later when slaves came directly from Africa.
shared experiences in field and quartering house must soon have
:,djusted their initial strangeness to each other. Today the
racism of
whites is so notorious t hat Vie
But in Brazil, as Carl Degler has shown,
to be confounded. Vhile pres-
attaches to whiteness, it also attaches to wealth: weII-to-do
75. may rank aboye whites, and many poor blacks arc themselves
1I11ccrt<lin whether prejudice agaillst them is the n:sult of
their color
(heir poverty,::'
Virginia too, before 1660, it to dis-
III nice prejudice fro11l class
1"l'lllCd all insigni ticJm force, the COI1-
II, :(,(, ('7. ::7 (:ol(,llin
. ,N"il/I"I /n/ll, IWI lI'''il(': ,/lId ",fl-" /«('/,oj()l/
/l'.r-:iI ,rid 1/
'
,' (11111",/./.11"1 I NI' '(II I,. "17 I}.
http:shoulder.31
328
~
AMERICAN SLAVERY-MvlERlCAl- FHEEDOl'vl
munity of interest between blacks and lower-class whites posed
no
social problem. But Virginians had always felt threatened by the
danger of a servile insurrection, and their fears increased as the
labor
force gre'v larger and the proportion of blacks in it rose. i
Ithough
the replacement of servants by slaves reduced the annual
76. increment
of poor freemen, the numbers already on hand were still
sufficient to
keep the threat of another Bacon in everyone's mind. If freemen
with disappointed hopes should make common cause with slaves
of
desperate hope, the rcsults might be worse than anything Bacon
had
done.
The answer to the problem, obvious if unspoken and only grad-
recognized, was racism, to separate dangerous free whites from
dangerolls slave blacks by a screen of racial contel1lpt. Bacon
him-
self had given the first lessons in the social usefulness of
racism. He
had had no special bias against blacks. Once committed to
rehellion,
, he had welcomed servants and slaves alike to his forces.
Bacon's
racism was directed against Indians, and lower-class Virginians
needed no instruction in hating Indians. Though by 1676 they
were
doubtless prejudiced against blacks as weU and perhaps
prejudiced
in a somewhat greater degree than they ,vere against Irishmen,
Span-
iards, Frenchmen, and other foreigners, the Englishmen who
came
to Virginia, of vvhatever class, learned their first lessons in
racial
hatred by putting dO"v'n the Indians.
They had begun with the murdcr of Vingina at Roanoke in
77. 15 86 . They had continued at Jamestown in the guerrilla raids
of
early years, the wars of extermination in the 1620S, and the
final re-
duction of the Virginia Indians in thc I 640s. After the invasion
of
the Susql1ehannahs in the 1670S they had been ready and eager
to
follow Bacon in another war of extermination. That Bacon was
not
more successful in exterminating Indians or in keeping the
anger of
Virginia's freemen directed toward race war rather than class
con-
flict was largely owing, as we have seen, to Berkeley's refusal
to
cooperate.
Bm if Bacon failed in his instinctive attempt to subdue class
conflict by racism, his was the wave of the future that would
swcep
Virginians into thcir paradoxical union of slavery and freedom
in
the eighteenth ccntury. And the rebellion did make Virginians
COll-
, nee! their most powerful racial hostilities, publicly and
ofFicially,
with slavery. Although Bacoll W:lS Ollt to kill Indians, he W;IS
also
out to t'llsbv{' IIll·lI1. The .I II Ill' ;lssl'lllhly in if>7() had
givell hilll :I
his IU{'II, ill elkl'!, ;) "bIT IIII III illg lin'lIst' !ly providing I
hal :III,
78. TOWARD RACISM 32Y I
encmy Indians they caught were to be their slaves for life;:m
and
the first assembly aftcr the rebellion specifically ordered that
soldiers
who had captured Indians should "reteyne and keepe all such
Indian
slaves or other Indian goods as they either have taken or
hereafter
take." The order was reenacted in April, 1679.40 If it re<]uires
a greater degree of hatred or contempt to enslave a man rather
than
simply to keep him a slave, the Virginians c1carly had it by
1676.
They had madc a deliberate public decision to enslave Indians.
Only six years earlier they had made a delibcrate public deci-
sion not to enslave Indians. In 1670 the <]uestion had been
raised
whether Indians sold in Virginia by other Indians (who had cap-
tured them in tribal ,vars) should bc slaves for life or for a term
years. At that time it was decided that servants who were not
Chris-
tians and who were brought into the colony by land (Indians
from
other regions) should serve for twelve years or (if children)
until
thirty years of age. The same act stated that non-Christian
servants
brought "by shipping" (Negroes) werc to be slaves for lifeY
Thus
Africans purchased from traders were assumed to be slaves but
In-
79. dians were not. In 1682 the assembly eliminated the difference,
mak-
ing slaves of all imported non-Christian servants. I:! Since only
diems and Africans fitted this description and since the
assembly had
already decided in 1667 J:l that conversion to Christianity after
ar-
rival did not alter the status of a slave, the act of 1682 set the
fur-
ther development of slavery on a squarely racial foundation.
Indians
and Negroes were henceforth lumped together in Virginia
legisla-
tion, and white Virginians treated black, red, and intermediate
shades of brown as interchangeable. Even the offspring of a
mixed
Indian and white couple were defined as mulattoes. H It had
been
I he original intention of the foundcrs to exploit native labor.
And
:15 Virginians began to expand their slave holdings, they seem
to
luvc h,ld JI1dians as much in view as Africans. If the natives of
Vir-
were insufficient in number, substitute natives from other re-
gions could be brought in, whether from other parts of America
or
from Africa. They were both, after all, basically uncivil,
unchristian,
:!ltd, above all. 1Illwhite.
111:11 ill!!, II ,qt..
!O Ihid., 4"4, 'H". Fillphasis added. (:f. ihid., IV, 10.
II Ihid., II, 2H1. I~ 11,;,1., 4')" ')!. n '/lid., It)().
"/hid., III, 2)2. Bill Il1diall 1.100.1 was ('lid"lul, cOllsider"d
80. It-S pOlell!
Ihall that of I.I:H'I", silln' 1I0t ollk :r '''"eI, 1""('111 hili
"('11 :1 1""eI,
11'111 1:1'. "111>11101,10 III.rI,(' " !'I'r-.oll '1":r1ih' ""
IlIlIbuo.
w
33 0 AMERICAN SLAVERY-AMERICAN FREEDOMI
Indians, whether captured within the colony or brought froIll
withom, never became available in sufficient numbers to form a
nificant part of Virginia's labor force. But the act of 1682 did
result
in the importation of many more Indian slaves than has usually
becn
recognized. A law passed tvo years earlier had made slaves
tithable
at the of twelve ;111d required the owner of slave children to
bring them to the county court to have their ages judgcd
three months of passage of the act or three months after their ar-
rival).15 In Henrico County, as a result, in the year froIll April,
1683,
to April, 1684, thirty-three Indian children, ranging in age from
to eighteen, wcre registered. In the sallle period no Negro
children
were rcgistered. Henrico, located at the head of navigation on
the
River, seems to ha'c had more access to Indian slavcs
most other counties. In Norrlmmberland County in thc two years
after passage of the act, the court judged the ages of two Indians
and thrce Negro children. In York County the figures were four
81. In-
dian and twelve Negro; in Accomack four Indian and nine
Negro.
It seems dear that at the time when Virginians were beginning
to buy Negro slaves in large nUIlIbers, they were also buying
In-
dians. Indians were thus seen vithin the settlements more
commonly
they ever had been before, <Ind they were seen as slaves. Under
these circumstances it was easy for Virginians to extelld to
blacks
some of the bad feelings they harbored toward Indians. The new
blacks were also at a disad'antage in coming for the most part
di-
rectly from Africa and being therefore unable to communicate
read-
ily with English servants. The Indians too vere outlanders,
probably
mostly from Carolina. Both were slaves and only they were
slaves.
It would have been natural not only for their ovvners but also
feHow servants to lump them together in a lowest common de-
nominator of racist hatred and contempt.
Obviously it was to the advantage of the men who ran Virginia
to encouragc such contempt in the colony's vhite servants and
poor
frecmen. How clearly the advantage was perceivcd is impossible
to
saYi but if Negro slavery came to Virginia without anyone
h;lving
to decide upon it as a matter of public policy, the samc is not
true
82. I;) 11, -t 7<;·
IH Figures dr;l11 fmlll l!enrico II, :orthulllbcrlall' III. York
VI,
tCCOlll;lCk IX, In the IH"t 'TIltur~' Virginians t'lllplolTd th ..
fri(,lldh T[hC:I
rora to captllr.. slal (CO, frolll ('!H'I[I' Iriifes, otrcl'illg "liH'
!lsllal uric" of sbl'''s
for (' ''1'1' 11011l:ln ;111.1 dlild .1,,11'('1"1'.1 ;[', cal'l ill"'"
(lcl. q,
/(jIlIIl.r/I, III, "HI, :'il
TOW ARD RACISM 33 1
racism. By a series of acts, the assembly deliberately did what it
to foster the contcmpt of whites for blacks and Indians.
it forbade frec Negroes and Indians, "though baptised," to
own Christian servants." III 1680 it prescribed thirty lashes on
the
bare back "if any negroe or other sla I'e shall presllme to lift up
hand in opposition against any christian."!R This was a
particularly
ctfective provision in th,lt it allowed servants to bully slaves
without
of retaliation, thus placing them psychologically on a par
masters. And ill 1705, when the assembly ordered the
dismember-
ment of unruly slaves, it specifically fo~bade masters to "whip
;
christian white servant naked, without an order from a justice of
rhc peace."Jl) ~akedness, after all, vas appropriate only to a
brutish