The document discusses the system of slavery and its negative impacts. It argues that slavery left slaves without freedom and slaveholders without their humanity, as the environment robbed slaveholders of their moral compass and blinded them. While slaves lost freedom and life, slaveholders may have lost something worse - their soul. The system of slavery was established through legislation like the South Carolina Slave Code of 1740, which legally defined slaves as property. Bills of sale were used to buy and sell slaves and contained language to legally bind slaves for life. Though condemning slaveholders is easy, understanding their environment and the forces that created the system is important to avoid similar mistakes in the future.
Evicted, Convicted, Transported, and Sold: The Ethics of Disposable LaborBenjamin Balak
Evicted, Convicted, Transported, and Sold:
The Ethics of Disposable Labor
Based on: "The Dismal Science of Punishment:
The Legal-Economy of Convict Transportation to the American Colonies," The Journal of Law & Politics, Vol. XVIII, No. 4, Fall 2002, University of Virginia
By Benjamin Balak & Jonathan Lave
Describes and defines facilitative leadership, explains the Conditional Leadership Theory (style due to task, relationships AND favorability of conditions), discusses teams and experiential learning, and presents with practical exercise the six techniques to facilitative leadership: fundamentals, funneling, frontloading, freezing, focusing (solution vs. problem), and fortifying.
Evicted, Convicted, Transported, and Sold: The Ethics of Disposable LaborBenjamin Balak
Evicted, Convicted, Transported, and Sold:
The Ethics of Disposable Labor
Based on: "The Dismal Science of Punishment:
The Legal-Economy of Convict Transportation to the American Colonies," The Journal of Law & Politics, Vol. XVIII, No. 4, Fall 2002, University of Virginia
By Benjamin Balak & Jonathan Lave
Describes and defines facilitative leadership, explains the Conditional Leadership Theory (style due to task, relationships AND favorability of conditions), discusses teams and experiential learning, and presents with practical exercise the six techniques to facilitative leadership: fundamentals, funneling, frontloading, freezing, focusing (solution vs. problem), and fortifying.
The American Anti-Slavery Society’s Declaration of Sentiments.docxmehek4
The American Anti-Slavery Society’s “Declaration of Sentiments”
Founded by William Lloyd Garrison, among others, the American Anti-Slavery Society (AAS)
arose as one of the major voices of the abolition movement in the 1830s. The AAS called for
immediate, uncompensated emancipation, racial equality, and separation of the Free States
from the slave states. It was a radical organization that help develop the moral critique of
slavery and slaveholders. The selection here lays all that out quite well.
As you read, keep the following questions in mind: How did the authors of the Declaration of
Sentiments view the abolition movement’s relationship to the American Revolution? Why did
they argue emancipation should not involve compensation? What power did they believe the
federal government had over slavery? And how did the AAS propose to proceed against
slavery?
AMERICAN ANTI-SLAVERY SOCIETY. 17
Again, I feel very reluctant to claim to be an Abolitionist, because
I think it to be a very high pretension for a man to make. I am
perfectly willing to bear the obloquy of the name ; but it looks like
pride, and may imply a want of self-knowledge, for a man to claim
with confidence that he is a genuine, thorough-going Garrisonian
Abolitionist. Under these circumstances, I esteem myself honored,
inasmuch as I have been invited to read to you the " Declaration of
Sentiments" upon which this Society was founded; a Declaration
made in this city thirty years ago, and second only in time to the
Declaration of 1776.
DECLARATION OP SENTIMENTS.
The Convention assembled in the city of Philadelphia, to organize
a National Anti-Slavery Society, promptly seize the opportunity to
promulgate the following DECLARATION OP SENTIMENTS,
as cherished by them in relation to the enslavement of one sixth
portion of the American people.
More than fifty-seven years have elapsed since a band of patriots
convened in this place, to devise measures for the deliverance of this
country from a foreign yoke. The corner-stone upon which they
founded the TEMPLE OF FREEDOM was broadly this—"that all men
are created equal ; that they are endowed by their Creator with cer
tain inalienable rights ; that among these are life, LIBERTY, and
the pursuit of happiness." At the sound of their trumpet-call, three
millions of people rose up as from the sleep of death, and rushed to the
strife of blood ; deeming it more glorious to die instantly as free
men, than desirable to live one hour as slaves. They were few in
number—poor in resources; but the honest conviction that THDTH,
JUSTICE and RIGHT were on their side made them invincible.
We have met together for the achievement of an enterprise, with
out which that of our fathers is incomplete ; and which, for its mag
nitude, solemnity, and probable results upon the destiny of the world,
as far transcends theirs as moral truth does physical force.
In purity of motive, in earnestness of zeal, in decision ...
4 . The Cruel HandA heavy and cruel hand has been laid upon us.docxtamicawaysmith
4 . The Cruel Hand
A heavy and cruel hand has been laid upon us. As a people, we feel ourselves to be not only deeply injured, but grossly misunderstood. Our white countrymen do not know us. They are strangers to our character, ignorant of our capacity, oblivious to our history and progress, and are misinformed as to the principles and ideas that control and guide us, as a people. The great mass of American citizens estimates us as being a characterless and purposeless people; and hence we hold up our heads, if at all, against the withering influence of a nation’s scorn and contempt.1 —Frederick Douglass, in a statement on behalf of delegates to the National Colored Convention held in Rochester, New York, in July 1853 When Frederick Douglass and the other delegates to the National Colored Convention converged in Rochester, New York, in the summer of 1853 to discuss the condition, status, and future of “coloreds” (as they were called then), they decried the stigma of race—the condemnation and scorn heaped upon them for no reason other than the color of their skin. Most of the delegates were freed slaves, though the younger ones may have been born free. Northern emancipation was complete, but freedom remained elusive. Blacks were finally free from the formal control of their owners, but they were not full citizens—they could not vote, they were subject to legal discrimination, and at any moment, Southern plantation owners could capture them on the street and whisk them back to slavery. Although Northern slavery had been abolished, every black person was still presumed a slave—by law—and could not testify or introduce evidence in court. Thus if a Southern plantation owner said you were a slave, you were—unless a white person interceded in a court of law on your behalf and testified that you were rightfully free. Slavery may have died, but for thousands of blacks, the badge of slavery lived on. Today a criminal freed from prison has scarcely more rights, and arguably less respect, than a freed slave or a black person living “free” in Mississippi at the height of Jim Crow. Those released from prison on parole can be stopped and searched by the police for any reason—or no reason at all—and returned to prison for the most minor of infractions, such as failing to attend a meeting with a parole officer. Even when released from the system’s formal control, the stigma of criminality lingers. Police supervision, monitoring, and harassment are facts of life not only for all those labeled criminals, but for all those who “look like” criminals. Lynch mobs may be long gone, but the threat of police violence is ever present. A wrong move or sudden gesture could mean massive retaliation by the police. A wallet could be mistaken for a gun. The “whites only” signs may gone, but new signs have gone up—notices placed in job applications, rental agreements, loan applications, forms for welfare benefits, school applications, and petitions for licenses, informing th ...
Respond to four of your peers postings; write 125 words (a half-pag.docxpeggyd2
Respond to four of your peers' postings; write 125 words (a half-page) for each response, for a total of 500 words (two pages).
How should you respond?
Compare your peers' thinking regarding this assignment to your own thinking; agree or disagree with how they think, and provide logical
Prompt
1.
What "the system" (the
status quo (Links to an external site.)
) is in the United States today.
2.
Where YOU are standing within the system; what is YOUR ROLE? Why?
3.
Whether you think that YOU have an obligation to become informed about and actively oppose abuses the system may perpetrate against specific groups of people, as in the case of people of African descent in the United States of America--as abuses against them, now and in the past, are frequently NOT communicated in history and
civics (Links to an external site.)
classes in U.S. schools--and of course, deeply troubling arrests and shootings of Black men, women and children by law enforcement do not seem adequately addressed in U.S. courts.
Examples:
Sally Hemmings (Links to an external site.)
,
Dred Scott (Links to an external site.)
,
Tulsa's Black Wall Street (Links to an external site.)
, the
FBI targeting Black Panther leaders (Links to an external site.)
,
Redlining,
(Links to an external site.)
the
Fair Sentencing Act of 2010 (Links to an external site.)
, and the
verdict in the case of the shooting of Philando Castile. (Links to an external site.)
The Shooting of Philando Castile (Links to an external site.)
.
4.
Which of the 20 lessons--if any--from
Timothy Snyder's 2017 book
On Tyranny
you think critical thinkers need to learn, and how they should put these lessons into practice as they navigate their daily lives in the system.
5.
Which of the 15 Logical Fallacies listed below you think that you need to be aware of--if any--when you observe policies, procedures, rules and laws the system generates.
Quoting:
You have two sources to quote from:
Timothy Snyder's
On Tyranny
and the fallacies in the box below. You should also choose an additional two sources to quote--your choice as to which--to support your contentions or illustrate a point or points you wish to make.
Essay 1
125 words response
:
Maya M Espinal
Professor Lincke
English 103
20 July, 2020
The Corporation of The American Institution
Have you ever heard of the District of Columbia Organic Act of 1871? This act was the cause of The United States becoming a Corporation owned by the Vatican, London Royalty, Bankers and Financiers. This Act is the so-called “System” we, who live on this land are a part of. According to this Act which altered and betrayed the established rights of the original constitution, by “law” made us “property” of this corporation. “The Constitution of The United States of America” became “The Constitution of The Incorporated United States of America”.
When we are born we are given birth certificates and social security numbers.
Bill o Rights Essay | PDF | First Amendment To The United States .... The Original Bill of Rights - Free Essay Example | PapersOwl.com. The Bill of Rights and Constitution - Free Essay Example | PapersOwl.com. Bill of Rights Summary | Egalitarianism | Law And Economics. The Bill of Rights Annotated | Jury Trial | Search And Seizure. Bill of Rights Project | Paragraph | Books. Bill of Rights and Amendments to the US Constitution Essay Example .... Bill of Rights Essay. The US Constitutional Bill of Rights Essay Example | Topics and Well .... Public Knowledge About Bill of Rights Essay Example | Topics and Well .... The Bill of Rights Research Paper Example | Topics and Well Written .... The Bill of Rights Lesson for Kids: Definition & Summary. Essay on bill of rights | SAC Homberg. bill of rights Lecture 4 - 1 TOPIC 1: BASIC STRUCTURE OF BILL OF RIGHTS .... The British Bill of Rights Essay Example | Topics and Well Written .... ⇉The Most Important Bill of Rights Essay Example | GraduateWay. Bill of rights - 288 Words - NerdySeal.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The 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.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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 American Anti-Slavery Society’s Declaration of Sentiments.docxmehek4
The American Anti-Slavery Society’s “Declaration of Sentiments”
Founded by William Lloyd Garrison, among others, the American Anti-Slavery Society (AAS)
arose as one of the major voices of the abolition movement in the 1830s. The AAS called for
immediate, uncompensated emancipation, racial equality, and separation of the Free States
from the slave states. It was a radical organization that help develop the moral critique of
slavery and slaveholders. The selection here lays all that out quite well.
As you read, keep the following questions in mind: How did the authors of the Declaration of
Sentiments view the abolition movement’s relationship to the American Revolution? Why did
they argue emancipation should not involve compensation? What power did they believe the
federal government had over slavery? And how did the AAS propose to proceed against
slavery?
AMERICAN ANTI-SLAVERY SOCIETY. 17
Again, I feel very reluctant to claim to be an Abolitionist, because
I think it to be a very high pretension for a man to make. I am
perfectly willing to bear the obloquy of the name ; but it looks like
pride, and may imply a want of self-knowledge, for a man to claim
with confidence that he is a genuine, thorough-going Garrisonian
Abolitionist. Under these circumstances, I esteem myself honored,
inasmuch as I have been invited to read to you the " Declaration of
Sentiments" upon which this Society was founded; a Declaration
made in this city thirty years ago, and second only in time to the
Declaration of 1776.
DECLARATION OP SENTIMENTS.
The Convention assembled in the city of Philadelphia, to organize
a National Anti-Slavery Society, promptly seize the opportunity to
promulgate the following DECLARATION OP SENTIMENTS,
as cherished by them in relation to the enslavement of one sixth
portion of the American people.
More than fifty-seven years have elapsed since a band of patriots
convened in this place, to devise measures for the deliverance of this
country from a foreign yoke. The corner-stone upon which they
founded the TEMPLE OF FREEDOM was broadly this—"that all men
are created equal ; that they are endowed by their Creator with cer
tain inalienable rights ; that among these are life, LIBERTY, and
the pursuit of happiness." At the sound of their trumpet-call, three
millions of people rose up as from the sleep of death, and rushed to the
strife of blood ; deeming it more glorious to die instantly as free
men, than desirable to live one hour as slaves. They were few in
number—poor in resources; but the honest conviction that THDTH,
JUSTICE and RIGHT were on their side made them invincible.
We have met together for the achievement of an enterprise, with
out which that of our fathers is incomplete ; and which, for its mag
nitude, solemnity, and probable results upon the destiny of the world,
as far transcends theirs as moral truth does physical force.
In purity of motive, in earnestness of zeal, in decision ...
4 . The Cruel HandA heavy and cruel hand has been laid upon us.docxtamicawaysmith
4 . The Cruel Hand
A heavy and cruel hand has been laid upon us. As a people, we feel ourselves to be not only deeply injured, but grossly misunderstood. Our white countrymen do not know us. They are strangers to our character, ignorant of our capacity, oblivious to our history and progress, and are misinformed as to the principles and ideas that control and guide us, as a people. The great mass of American citizens estimates us as being a characterless and purposeless people; and hence we hold up our heads, if at all, against the withering influence of a nation’s scorn and contempt.1 —Frederick Douglass, in a statement on behalf of delegates to the National Colored Convention held in Rochester, New York, in July 1853 When Frederick Douglass and the other delegates to the National Colored Convention converged in Rochester, New York, in the summer of 1853 to discuss the condition, status, and future of “coloreds” (as they were called then), they decried the stigma of race—the condemnation and scorn heaped upon them for no reason other than the color of their skin. Most of the delegates were freed slaves, though the younger ones may have been born free. Northern emancipation was complete, but freedom remained elusive. Blacks were finally free from the formal control of their owners, but they were not full citizens—they could not vote, they were subject to legal discrimination, and at any moment, Southern plantation owners could capture them on the street and whisk them back to slavery. Although Northern slavery had been abolished, every black person was still presumed a slave—by law—and could not testify or introduce evidence in court. Thus if a Southern plantation owner said you were a slave, you were—unless a white person interceded in a court of law on your behalf and testified that you were rightfully free. Slavery may have died, but for thousands of blacks, the badge of slavery lived on. Today a criminal freed from prison has scarcely more rights, and arguably less respect, than a freed slave or a black person living “free” in Mississippi at the height of Jim Crow. Those released from prison on parole can be stopped and searched by the police for any reason—or no reason at all—and returned to prison for the most minor of infractions, such as failing to attend a meeting with a parole officer. Even when released from the system’s formal control, the stigma of criminality lingers. Police supervision, monitoring, and harassment are facts of life not only for all those labeled criminals, but for all those who “look like” criminals. Lynch mobs may be long gone, but the threat of police violence is ever present. A wrong move or sudden gesture could mean massive retaliation by the police. A wallet could be mistaken for a gun. The “whites only” signs may gone, but new signs have gone up—notices placed in job applications, rental agreements, loan applications, forms for welfare benefits, school applications, and petitions for licenses, informing th ...
Respond to four of your peers postings; write 125 words (a half-pag.docxpeggyd2
Respond to four of your peers' postings; write 125 words (a half-page) for each response, for a total of 500 words (two pages).
How should you respond?
Compare your peers' thinking regarding this assignment to your own thinking; agree or disagree with how they think, and provide logical
Prompt
1.
What "the system" (the
status quo (Links to an external site.)
) is in the United States today.
2.
Where YOU are standing within the system; what is YOUR ROLE? Why?
3.
Whether you think that YOU have an obligation to become informed about and actively oppose abuses the system may perpetrate against specific groups of people, as in the case of people of African descent in the United States of America--as abuses against them, now and in the past, are frequently NOT communicated in history and
civics (Links to an external site.)
classes in U.S. schools--and of course, deeply troubling arrests and shootings of Black men, women and children by law enforcement do not seem adequately addressed in U.S. courts.
Examples:
Sally Hemmings (Links to an external site.)
,
Dred Scott (Links to an external site.)
,
Tulsa's Black Wall Street (Links to an external site.)
, the
FBI targeting Black Panther leaders (Links to an external site.)
,
Redlining,
(Links to an external site.)
the
Fair Sentencing Act of 2010 (Links to an external site.)
, and the
verdict in the case of the shooting of Philando Castile. (Links to an external site.)
The Shooting of Philando Castile (Links to an external site.)
.
4.
Which of the 20 lessons--if any--from
Timothy Snyder's 2017 book
On Tyranny
you think critical thinkers need to learn, and how they should put these lessons into practice as they navigate their daily lives in the system.
5.
Which of the 15 Logical Fallacies listed below you think that you need to be aware of--if any--when you observe policies, procedures, rules and laws the system generates.
Quoting:
You have two sources to quote from:
Timothy Snyder's
On Tyranny
and the fallacies in the box below. You should also choose an additional two sources to quote--your choice as to which--to support your contentions or illustrate a point or points you wish to make.
Essay 1
125 words response
:
Maya M Espinal
Professor Lincke
English 103
20 July, 2020
The Corporation of The American Institution
Have you ever heard of the District of Columbia Organic Act of 1871? This act was the cause of The United States becoming a Corporation owned by the Vatican, London Royalty, Bankers and Financiers. This Act is the so-called “System” we, who live on this land are a part of. According to this Act which altered and betrayed the established rights of the original constitution, by “law” made us “property” of this corporation. “The Constitution of The United States of America” became “The Constitution of The Incorporated United States of America”.
When we are born we are given birth certificates and social security numbers.
Bill o Rights Essay | PDF | First Amendment To The United States .... The Original Bill of Rights - Free Essay Example | PapersOwl.com. The Bill of Rights and Constitution - Free Essay Example | PapersOwl.com. Bill of Rights Summary | Egalitarianism | Law And Economics. The Bill of Rights Annotated | Jury Trial | Search And Seizure. Bill of Rights Project | Paragraph | Books. Bill of Rights and Amendments to the US Constitution Essay Example .... Bill of Rights Essay. The US Constitutional Bill of Rights Essay Example | Topics and Well .... Public Knowledge About Bill of Rights Essay Example | Topics and Well .... The Bill of Rights Research Paper Example | Topics and Well Written .... The Bill of Rights Lesson for Kids: Definition & Summary. Essay on bill of rights | SAC Homberg. bill of rights Lecture 4 - 1 TOPIC 1: BASIC STRUCTURE OF BILL OF RIGHTS .... The British Bill of Rights Essay Example | Topics and Well Written .... ⇉The Most Important Bill of Rights Essay Example | GraduateWay. Bill of rights - 288 Words - NerdySeal.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
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2. The Eternal fate of the
Slaveholder
The system of slavery left slaves broken down and robbed of their freedom. For the
slaveholder, it left them with blood stained souls and often robbed them of their humanity.
The environment made the slaveholder a violator of freedom, a criminal of humanity that
history will forever condemn. They functioned this way in ignorance of the great moral
infection that sprouted within them, it blinded them. If color is completely removed from the
circumstance of slavery, what is left? Who is to blame? Is it the people or is it the system?
A binary system that demanded obedience from not only slaves, but slaveholders. Like a
binary star system, each feeding off and destroying the other as gravity takes its toll.
Of the two sides, who was worse off in the end? Who’s condition was more negatively
affected? Which side left without their soul? The slaves were robbed of their freedom and
life, but maybe what the slaveholders lost was much worse. They were afflicted with a
much more sinister force. A force so subtle that with a shallow analysis of Slavery, and a
quick judgment upon Slaveholders as just bad and cruel men, it would remain, dormant
and veiled behind over simplifications and the illusion of time, waiting to strike again.
3. The Foundation
As mathematician Edward Lorentz first discovered, any system is sensitively
dependent on its initial conditions. The initial conditions of slavery trace back to
a study in Sociology, the concept is known as In/Out group dynamics. An
ingroup is a social group to which the dominant culture psychologically
identifies as being a member. The outgroup is the social group in which the
dominant culture does not identify with. The dominant white culture was in
need for labor due to colonization of new territory. The solution was to enslave
Africans and various other out group members. This led to a dependence on
slave labor, an addiction. What resulted was an Economy that needed this
labor to sustain. This system promoted the dehumanization of the slaves in
order to satisfy the morals of the people trading in human chattel. In this way
racism is born.
4. Legislation Of Slavery
Legislation of slavery was carried out through various “Slave Codes” that gave
legal grounds and guidelines for the enslavement and ownership of slaves.
Among these was the South Carolina Slave Code of 1740. The document
provides a legal definition of who can and can’t be considered a slave. The
transcription of the document states that “the people commonly called
Negroes, Indians, Muattoes and Mustizoes, have been deemed absolute
slaves, and the subjects of property in the hands of the particular persons”.
This is the legal foundation of the slave system. This legal document uses
symbolic keywords that are the elements that make up the theoretical chains of
slavery.
5. South Carolina Slave Codes
of 1740 Important Keywords:
Absolute Slave-Legally subject to being enslaved for the term of
their life.
Negroe-Eligible to be enslaved, bought and sold.
Person- Not a slave. Eligible to be the owner of a slave. This term
is never used to refer to a slave in the document, only the slave
owner or other persons involved. The legal diction of the
document implies slaves are not considered to be “persons”. (This
was determined by analyzing the keyword in its relative context by plugging the document into
voyant.com.)
Offspring- Legal basis for breeding slaves. Affective in
dehumanizing slaves through law. “and all their issue and offspring, born or to be
born, shall be, and they are hereby declared to be, and remain forever hereafter, absolute slaves, and
shall follow the condition of the mother, and shall be deemed, held, taken, reputed and abjudged in law, to
be chattels personal”
6. Implications of the Slave
Codes
The Slave codes became the fabric of the slave
trade. All legislative slave ownership and trade can
be traced back to this form of legislation.
This can be seen in an analysis of the Bills of Sale of
slaves.
7. The Deed: 10 different Bills of Sale plugged
into voyant.com and analyzed.
All Bills of sale were transcribed by this class and accessed through http://transatlanticwriting.com.
Bill of Sale 20 slaves
Bill of Sale for Susan
Bill of Sale to S. M. Hagerty November 5, 1847
Slave purchase receipt dated August 1, 1836
Bill of Sale, October 30, 1843
Bill of Sale S. M. Hagerty, August 1, 1836
Bill of Sale, November 18, 1837
Bill of Sale, November 10 1834
Bill of Sale, September 30, 1831
Bill of Sale, November 23, 1841
8. Bill of Sale Keywords via
Voyant
0 5 10 15
Life
Hand
Present(s)
Person(s)
Assigns
Named
Column1
Word Count
9. Legal diction of the
Contracts
Life/forever- Period of time the slave is to be bound to the purchaser.
My- First person representation of authority needed to render the contract valid.
Hand- Establishes the buyer/seller’s free will upon entering into the terms of the contract. Also symbolizes the possession of
authority.
Negro- Establishes that the person being bought/sold is eligible for enslavement in accordance with the definition of an
“Absolute Slave” as stated in the Slave Code.
Present(s)- Solidifies the validity of the contract through evidence of witnesses.
Hereby/date- Designates when the contract is to be understood as valid.
Named- Identifies specifically the slave(s) to be transacted.
*Heirs*- Transforms the Bill of Sale into 2 simultaneous legal documents. Has the purpose of making the contract an
extension of the buyers will. It ensures the purchased slave(s) will remain a part of the buyers estate even if he or she should
die.
10. Determining the Validity of a
Contract
Based on the S. C. Slave Codes, each contract must
contain 7 pieces of evidence to be fully supported by law:
1. Establish the individual(s) being purchased as an Absolute Slave.
2. Establish that the buyer/seller has the authority to make the transaction.
3. Establish the length time the contract will be valid.
4. Designate when the contract is to become valid.
5. Witnesses to evidence the authenticity of the contract.
6. Identify specifically the slave to be transacted.
7. Establish that the buyer/seller are completing the transaction of their own free will.
11. How the Law upholds the Slave Contracts:
Contracts completely blue contain all 7 pieces of the needed information to establish validity. Bill of Sale of Susan and
Bill of sale Nov. 18, 1837 both fail to establish the individuals being purchased as Absolute Slaves in accordance with
the South Caroline Slave Codes. The individuals are named but never classified to be any of the following:
Negroes, Indians, Muattoes and Mustizoes.
Thecontracts that contain an extension to the buyer’s will are signified with the term “Heirs Clause”
0
1
2
3
4
5
6
7
8
9
Heirs clause
Weakness in Contract
Strength in Contract
12. The Eternal Contract
After a brief study of the system and the type of environment the slaveholder was
born into, maybe a better understanding of them can be attained. These legal
documents are remnants of a horrific system. They were written in a language
designed to make the sale of a slave as legally binding as possible. Each contract
meant the enslavement of a person or persons, condemned to a lifetime of forced
servitude. Some of the contracts contain the word “forever”, what the slaveholder
failed to realize is that the person he was purchasing would not be bound forever.
Death freed the slaves from these contracts. But not even death can free the
slaveholders from these documents. At the time, the bills of sale bound the
slave, but today they serve a different purpose. From over 170 years ago, these
contracts make the trip across time and space to be viewed by anyone anywhere
with internet access. They remain digitally preserved indefinitely. Today society can
view the slaveholder in his error and ignorance, he is condemned, and history may
forever see him as a black mark on humanity. These witnessed promoters of human
chattel could never have imagined that their names would one day be available for
all to see and remembered as criminals of humanity. To be the shame of their own
descendants. The slaveholder’s name, pride, and legacy destroyed by his own
hand. If there was ever any doubt of this take on current society’s view of racism and
by default slaveholder’s, Los Angeles Clippers owner David Sterling has recently
facilitated a convincing survey in support of this opinion.
13. The Slaveholder through the lense of
Frederick Douglass in his Autobiography My
Bondage, My Freedom
“The Slaveholder, as well as the slave, is the victim of the slave system. A man’s
character greatly takes its hue and shape from the form and color of things about
him. Under the whole heavens there is no relation more unfavorable to the
development of honorable character, than that sustained by the slaveholder to the
slave.” (72) This quote from Douglass is an excellent foothold in which to begin to
understand the nature of the slaveholder. It presents the notion that maybe the
slaveholder was a type of unconscious slave. That the system enslaved all its
participants. Just in a different way. For example Douglass goes on to say “this
treatment is part of a system, rather than part of the man.” (74). This is in the context
of slaveholders cruelty. Additionally, Douglass’s great ability to understand is
invaluable for the study of Slaveholders. “this exemption from toil; this life of ease;
this sea of plenty; aye what of it all? Are the pearly gates of happiness and sweet
content flung open to such suitors? Far form it!” This unease is exhibited throughout
the text and others in the course in many different ways such as: violence, general
unhappiness, jealousy, and many more. This could be evidence of an unconscious
or possibly conscious inner turmoil within slaveholders. That maybe they retained a
little of their humanity, and some part of them rebelled at the system they were in.
These are signs of hope for the Slaveholder’s soul.
14. Warning: Scenes from the past
are more alive than they appear
Although it is easy to judge each and all slaveholders, they too suffered. A slave’s solace
lay in his mind. Slavery robbed him of his freedom, but his mind and soul could never be
chained. Many a slaveholder found their limbs free but could take no peace or solace in
their mind. Slaves lived in a eternal night, but this allowed the light of their minds to shine
bright. Slaveholders lived in eternal daylight, that suppressed and poisoned their soul, like
too much radiation exposure from the sun. All that was left of them was a material
man, powering a material system. It’s ironic that this metaphor corresponds with skin color.
The clash between light and dark is prominent throughout mother nature, hopefully it has
finally been resolved to human nature. The condemnation of Slaveholders is easy, but
unfair and unwise. The goal of these ideas is not to suggest that the Slaveholder was
innocent of wrong. The point is to avoid judgment by understanding his environment and
the forces that conspired to create the scene he was unfortunate enough to be born into.
To avoid systems like slavery now and in the future, this type of analysis is mandatory, or
else humanity risks repeating the mistakes of their ancestors. Weather or not people can
understand, it could have been anyone alive today born into that system, being bought or
being the buyer. The Slave System should not be viewed as an error that was made in the
past but an error to avoid in the future. The human race has evolved so well in part
because of the unique ability for pattern recognition. History should always serve to reveal
and eliminate negative patterns. It should serve the purpose of examining and elevating
human morality higher, and as a result, extend empathy and understanding to all. No
matter how undeserving they seem at their surface.
Editor's Notes
Alexander H. Stephens (1882-1883) Slaveholder, Governor, VP of the Confederate states.
All Bills of sale were transcribed by this class and accessed through http://transatlanticwriting.com.