Amelioration and Emancipation Oct. 20, 2009 Free Essays

string(56) " and tickets to sell in the markets could be withdrawn\." Amelioration The anti-slavery movement developed in the early 1800s was a formidable force in the quest to end slavery. The West India Committee, in a bid to head off attacks, agreed to proposals to improve the condition of the slaves. These proposals were called amelioration proposals and came into effect in 1823. We will write a custom essay sample on Amelioration and Emancipation Oct. 20, 2009 or any similar topic only for you Order Now The proposals said that the British government should write to each of the colonial governors, suggesting that the assemblies pass local laws to improve the condition of slaves. The proposals were as follows: 1. Female slaves should not be whipped, and the overseers and drivers should not carry a whip in the fields. . Records should be kept of all lashes given to male slaves and all punishments should be put off for at least 24 hours. 3. Religious instruction and marriages were to be encouraged. 4. Slaves could testify in court against a free man, provided that a minister supplied him with a character reference. 5. Slaves should have time off on Saturdays to go to market, so they would be free to attend church on Sunday mornings. 6. Slaves should not be sold as payment for debts. 7. There should be the establishment of slave savings banks which would help slaves to save money to buy their freedom. The failure of amelioration These measures were met with fierce resistance from colonies such as Jamaica, Barbados, St Vincent and Dominica. Instead of improved conditions for the slaves, they faced increased brutality from the planters. In the end, most of the assemblies passed only a few of the less-important amelioration proposals. Amelioration failed, but it provided one of the major impetuses for the abolition of slavery. It became evident that the planters were unwilling to improve the lives of the slaves and, as such, the only other option was to put an end to slavery. Emancipation 1. All slaves in the British Empire were to be set free on August 1, 1834. 2. Slave children under six years old were to be freed immediately. 3. All other slaves were to serve a period of apprenticeship. They were to work for their masters for 401/2 hours per week. They would be paid only for overtime. Praedial (field) slaves were to serve six years apprenticeship and non-praedial (domestic) slaves to serve four years. 4. Planters were to continue providing food, shelter, clothing, medical care and other allowances which they were accustomed to during slavery. Apprentices could not be sold and they could buy their freedom before apprenticeship came to an end. 5. A sum of ? 20 million was granted by the British Parliament to compensate slave owners for the loss of their slaves. 6. Stipendiary magistrates (SMs) were to be sent from England to ensure the proper working of the apprenticeship system and to settle all disputes between masters and apprentices. THE APPRENTICESHIP SYSTEM Aims of Apprenticeship a) To provide a peaceful transition from slavery to freedom. b) To guarantee planters an adequate supply of labour during the period and prepare for full freedom. ) To train apprentices for freedom, especially working for wages. d) To enable the colonial governments to revise the system of justice and establish institutions suitable for a free society. The stipendiary magistrates were retired naval and army officers on half pay, appointed from Britain and were accustomed to rough conditions and enforcing discipline. They were chosen because t hey were not connected to the planter class and it was felt that they would not be biased. Duties of stipendiary magistrates a) To supervise the apprenticeship system. b) To settle disputes between masters and apprentices. ) To visit estates at regular intervals and hold court. d) To inspect jail and workhouses. e) To assist in fixing the value of slaves who wanted to buy their freedom. These duties were strenuous and led to the death of many SMs who were not accustomed to tropical conditions and could not afford the high cost of medical treatment. Conditions of employment Salary – ? 300 for the first year then increased to ? 450 for travel expenses and housing. There was no pension for dependants if the SM died in service. There was also no sick leave and he had to pay his own fare back home if he were dismissed or out of service. These bad working conditions prevented SMs from performing their duties satisfactorily and many were easily bribed by planters. They were also overburdened by work because they were so few in numbers. Those who tried to do their duties were sometimes persecuted. They were abused physically, verbally and in the press and they were often obstructed in the performance of their duties as planters sometimes refused to allow them on the estates. Success of stipendiary magistrates a) They listened to complaints from both sides and acted as a buffer between masters and apprentices. ) They informed apprentices of their rights; they did not have to listen to gossip or obtain information from newspapers. c) They helped apprentices to organise their lives better by giving advice. However, they had very little to formulate schemes to improve the social conditions of the apprentices. They were unable to prevent apprentices from being punished harshly. Punishments Apprentices were usually sent to t he workhouse. However, SMs had no control over what happened there. The most common form of punishment in the workhouse was the treadmill. There was also the whipping post and apprentices could be put in penal gangs. Females often had their heads shaved. Time lost in the workhouse had to be repaid by the apprentice by working for his master during his free time. Methods to control apprentices on the estates †¢ It was illegal for apprentices to leave the estate without written permission. †¢ Valuations on able-bodied slaves were often inflated. †¢ High fees were charged for the use of the markets and for licences to work off the estates as carpenters, blacksmiths and so on. These licences and tickets to sell in the markets could be withdrawn. You read "Amelioration and Emancipation Oct. 20, 2009" in category "Papers" Refusal of planters to give customary allowances. †¢ Finding fault with apprentices’, work which had to be done over in the apprentices’ free time. †¢ Locking up apprentices on false charges and dropping the charges before the arrival of the SM. †¢ Cutting down app rentices’ fruit trees and forbidding them to own livestock. †¢ Spreading the 40 1/2 hours per week over five days instead of four. †¢ Paying low wages, making unfair deductions from wages, paying wages late. The End of Apprenticeship Apprenticeship ended for ALL apprentices in 1838 because: a) The system was not achieving its aims. ) The anti-slavery society exposed the abuses in the system and began to campaign for full freedom. c) The planters feared violence if domestic apprentices were freed before field apprentices. d) Some planters felt that it was cheaper not to have to provide for apprentices and only to employ the number of labourers they needed. Note: Antigua granted full freedom to their slaves. The planters decided against apprenticeship. The apprenticeship system came to an end in 1838 when the colonial governments in each colony voted against its continuation. Nineteenth century immigration (Part 1) Reason for immigration 1. A decrease in the labour force. With the end of the apprenticeship system in 1838, the planters no longer had a labour force they could easily control. Apprentices had now gained their freedom and many were reluctant to work any at all on the plantation. In the smaller territories, where the ability to access land was limited and alternative occupations were limited, ex-slaves had no choice but to continue plantation work. For example, planters in Barbados and St Kitts had very little difficulty in accessing labour in the post-Emancipation period. It was in the large territories, such as Jamaica, British Guiana and Trinidad, that planters faced such difficulty and had to turn to immigration schemes as an alternative labour source. The hope was that immigration would provide a permanent source of labour for the plantations. 2. An attempt to suppress wages. There was the hope that immigration would generate competition for the ex-slaves and so help to keep wages down. Ex-slaves demanded adequate remuneration, but the planters found that they could suppress wages if they could introduce cheap foreign labour. This, in essence, would reduce the demand power of the ex-slaves because if they refused what was being offered, an immigrant was quite able to fill the position. Besides, if sugar production was to continue, a cheap, efficient and reliable source of labour had to be found. Immigration schemes THE EUROPEANS Due to a decline in the white population, planters sought European immigrants to increase the size of the white population. It was hoped that Europeans would set an example of industry to ex-slaves and as well eventually develop into a middle class. They would settle on available land in the interior, thus forcing ex-slaves off the land and back to the plantations. Jamaica imported the largest number. Europeans also went to Trinidad, British Guiana and St Kitts. These immigrants were mainly Scots, Irish, French and Germans. They were recruited under a bounty system. Problems with European Immigration Europeans were unsatisfactory as most died shortly after they arrived. They died from tropical diseases, heat stroke and many drank themselves to death. They also refused to work on the plantations with blacks. Many asked to be sent home or migrated to the United States. Planters also failed to supply proper food, shelter and medical facilities. THE PORTUGUESE In Madeira, workers were paid only one third of what they could earn in the islands per day, so they were attracted by the higher wages being offered in the Caribbean, especially British Guiana. Many went to Trinidad and a few to the Windward Islands. They were brought in by government bounty. Most came during periods of famine in Madeira (1846-1847). Their numbers decreased after 1847 until the scheme ended in 1882. Problems with Madeiran immigration The Madeirans died in large numbers. They suffered severely from yellow fever, malaria, overwork and inadequate food. The scheme was very irregular and most of them went into trading as soon as their contracts ended. In addition, the Madeiran Government objected to the scheme, since so many of its citizens were leaving, and implemented measures making it difficult for their recruitment. THE AFRICANS There were two distinct groups of Africans that were used as labourers in the post-emancipation period. These were the free Africans and the liberated Africans. The free Africans were persons who willingly opted to come and work on the plantations in the Caribbean. The liberated Africans were persons freed by British naval personnel from vessels illegally transporting them to the Caribbean as slaves. Free Africans Attempts were made to obtain Africans from the Kru Coast and Sierra Leone. The British Government was reluctant to grant approval of this scheme as it seemed to be a revival of the slave trade. However, in 1840, approval was granted. At first, they were recruited privately, but the British government assumed direct control two years later. Problems 1. Very few Africans were willing to come to the Caribbean. There were no catastrophes in Africa, which would make them leave. 2. Many who came to the Caribbean did not remain on the plantation; rather they followed the ex-slaves and settled on lands and became peasant farmers. Liberated Africans The largest number of Africans who came to the British Caribbean were ‘rescued’ by the British Navy from slave ships bound for Cuba and Brazil. These Africans were forcibly indentured for up to five years in the Caribbean primarily in British Guiana, Trinidad and Jamaica. Problems 1. The number of liberated Africans was too small to make a difference to the labour situation. This scheme ended when Cuba and Brazil abolished slavery in 1866 and 1888, respectively. Like the ex-slaves, they abandoned the estates and settled on land. THE CHINESE The first Chinese immigrants arrived in Trinidad in 1806 from Malaya. They were to be indentured for five years, with a promise of small plots of land afterwards. They were extremely unsuitable for estate labourer and most were shipped back. Most Chinese immigrants came during the period 1859-1886 and went to British Guiana, Jamaica and Trinidad. They came mostly from the Portuguese colony of Macao and from Canton. Others came as well because of the Teiping Rebellion (1851-1864). Problems with Chinese Immigration Planters complained that the Chinese did not make good estate workers and few re-indentured themselves. They preferred to return to China or open retail shops. In addition, they were more expensive than the Indians. The Chinese Government also insisted that a full return passage be granted after a five-year indenture contract. The planters were willing to pay this only after two five-year contract. The Chinese Government also opposed immigration because they were ill-treated in Cuba. Most Chinese avoided the West Indies preferring to go to the United States or to find work nearer home in Java or the Philippines. Lastly, race relations between blacks and Chinese were quite poor. THE INDIANS The first Indians arrived in 1838 on Gladstone’s Estate in British Guiana. However, the British Government stopped the scheme because of evidence of ill-treatment and the high death rate among the immigrant in Mauritius. However, due to pressure from the planters the British re-opened Indians immigration scheme in 1844. It was not difficult to find willing immigrants. Many craftsmen had lost their jobs due to competition from mechanised factories and mills of England. India was becoming overpopulated and there was not enough land to divide among the younger generation. Wages in India had fallen to 1/2d per day and there was a series of famine during the period 1857-1877 that led to an increase in food prices. Those escaping the police and the caste system were also willing to migrate. The Caribbean seemed attractive with high wages, shelter, medical care and a chance to find new occupations beside agriculture. Indians were easily recruited as India was a British colony. British ships and trading costs were already there and the British Government could easily provide British officials to supervise the scheme. Planters were satisfied with the Indians because they were hardworking, accustomed to tropical agriculture and re-indentured themselves. Economic effect on the sugar industry British West Indian planters had turned to immigration as a means of reviving the sugar industry. The hope was that with the steady supply of labour, planters could focus on increasing their output. Immigration, however, did not have its desired impact, especially in a colony like Jamaica. In territories such as Trinidad and British Guiana, we cannot assume that it was immigration that saved their sugar industry. For instance, they introduced mechanisation and placed more lands under sugar cane cultivation. These could be seen as measures that helped to save their sugar industries. Barbados could be used as another example. Up to 1848, there had seen an increase in their output by 250 per cent. However, by the end of the 19th century this had declined. We cannot assume that this was because Barbados was not using immigrant labour that its output declined. During the period, the territory was plagued by problems, including soil exhaustion and inadequate mechanisation. The overall conclusion must be that immigration did not cause increased sugar production in the British West Indies, as many other factors could have been responsible. Other economic effects 1. As a result of Indian immigration, the rice industry was developed in British Guiana and the cocoa industry in Trinidad. 2. They also helped to make central factories profitable by cultivating cane on small farms then selling it to the central factory. Social effects 1. Indians were considered inferior and they could only acquire poorly paid jobs. They could not settle in the towns, but had to live in the countryside where they formed an active peasant class. The employment of Indians mainly as field workers led to the employment of blacks in better jobs, for example, the police force. 2. The ex-slaves despised the Indians and refused to work alongside them in the fields. They were described as ‘heathens’ because of their speech and clothing. Indians also despised the blacks because of their alleged low moral standards. 3. Immigration led to the expansion of social services, for example, medical facilities and a large police force. Cultural effects 1. Family – Indians brought their firm family structure, in which all relations supported each other. The idea of extended family, which included several generations, was very strong. All males over age 16 were members of the family council and made all decisions of the family, for example, marriage, religious ceremonies and expenditure. 2. Religion – Hinduism – Hindus worshipped several gods, of which Brahma was the most important. He was the supreme god or creator. They believed that when people die, their souls are reborn in a new body. The Hindus had very strict divisions in the society; this was known as the caste system. Each person belonged to a special group or caste. The Brahmins or the religious leaders were at the top of the society and the Hindus in the Caribbean continued to follow them as their leaders. Islam – A number of Indians who came were also Muslims. They believed in one God, Allah. They followed the teachings of the Quran. . Festivals – Divali or festival of lights was celebrated by the Hindus. They told stories, shared gifts, decorated their windows and doors with lights and candles. Hosein – A Muslim festival for small temples made from paper and bamboo were decorated and carried in a procession through the streets, accompanied by dancing to the beats of drums. 4. Food – roti, rice, curry 5. Dress – turban sari 6. Buildings – Hindu temples Muslim mosques houses built in Indian styles Other cultural effects The Indians normally segregated themselves deliberately in the educational institution. Oftentimes, they were unwilling to send their children to school since they feared they could be converted to Christianity. It was not until the late 1870s when separate schools for Indian children were established, mainly by the Canadian Presbyterian Mission to the Indians, that Indian children went to school and language barriers began to crumble. Indian integration in the Caribbean was not very easy since many of them spoke the Hindi language which served as a language barrier. | | How to cite Amelioration and Emancipation Oct. 20, 2009, Papers

Amelioration and Emancipation Oct. 20, 2009 Free Essays

string(56) " and tickets to sell in the markets could be withdrawn\." Amelioration The anti-slavery movement developed in the early 1800s was a formidable force in the quest to end slavery. The West India Committee, in a bid to head off attacks, agreed to proposals to improve the condition of the slaves. These proposals were called amelioration proposals and came into effect in 1823. We will write a custom essay sample on Amelioration and Emancipation Oct. 20, 2009 or any similar topic only for you Order Now The proposals said that the British government should write to each of the colonial governors, suggesting that the assemblies pass local laws to improve the condition of slaves. The proposals were as follows: 1. Female slaves should not be whipped, and the overseers and drivers should not carry a whip in the fields. . Records should be kept of all lashes given to male slaves and all punishments should be put off for at least 24 hours. 3. Religious instruction and marriages were to be encouraged. 4. Slaves could testify in court against a free man, provided that a minister supplied him with a character reference. 5. Slaves should have time off on Saturdays to go to market, so they would be free to attend church on Sunday mornings. 6. Slaves should not be sold as payment for debts. 7. There should be the establishment of slave savings banks which would help slaves to save money to buy their freedom. The failure of amelioration These measures were met with fierce resistance from colonies such as Jamaica, Barbados, St Vincent and Dominica. Instead of improved conditions for the slaves, they faced increased brutality from the planters. In the end, most of the assemblies passed only a few of the less-important amelioration proposals. Amelioration failed, but it provided one of the major impetuses for the abolition of slavery. It became evident that the planters were unwilling to improve the lives of the slaves and, as such, the only other option was to put an end to slavery. Emancipation 1. All slaves in the British Empire were to be set free on August 1, 1834. 2. Slave children under six years old were to be freed immediately. 3. All other slaves were to serve a period of apprenticeship. They were to work for their masters for 401/2 hours per week. They would be paid only for overtime. Praedial (field) slaves were to serve six years apprenticeship and non-praedial (domestic) slaves to serve four years. 4. Planters were to continue providing food, shelter, clothing, medical care and other allowances which they were accustomed to during slavery. Apprentices could not be sold and they could buy their freedom before apprenticeship came to an end. 5. A sum of ? 20 million was granted by the British Parliament to compensate slave owners for the loss of their slaves. 6. Stipendiary magistrates (SMs) were to be sent from England to ensure the proper working of the apprenticeship system and to settle all disputes between masters and apprentices. THE APPRENTICESHIP SYSTEM Aims of Apprenticeship a) To provide a peaceful transition from slavery to freedom. b) To guarantee planters an adequate supply of labour during the period and prepare for full freedom. ) To train apprentices for freedom, especially working for wages. d) To enable the colonial governments to revise the system of justice and establish institutions suitable for a free society. The stipendiary magistrates were retired naval and army officers on half pay, appointed from Britain and were accustomed to rough conditions and enforcing discipline. They were chosen because t hey were not connected to the planter class and it was felt that they would not be biased. Duties of stipendiary magistrates a) To supervise the apprenticeship system. b) To settle disputes between masters and apprentices. ) To visit estates at regular intervals and hold court. d) To inspect jail and workhouses. e) To assist in fixing the value of slaves who wanted to buy their freedom. These duties were strenuous and led to the death of many SMs who were not accustomed to tropical conditions and could not afford the high cost of medical treatment. Conditions of employment Salary – ? 300 for the first year then increased to ? 450 for travel expenses and housing. There was no pension for dependants if the SM died in service. There was also no sick leave and he had to pay his own fare back home if he were dismissed or out of service. These bad working conditions prevented SMs from performing their duties satisfactorily and many were easily bribed by planters. They were also overburdened by work because they were so few in numbers. Those who tried to do their duties were sometimes persecuted. They were abused physically, verbally and in the press and they were often obstructed in the performance of their duties as planters sometimes refused to allow them on the estates. Success of stipendiary magistrates a) They listened to complaints from both sides and acted as a buffer between masters and apprentices. ) They informed apprentices of their rights; they did not have to listen to gossip or obtain information from newspapers. c) They helped apprentices to organise their lives better by giving advice. However, they had very little to formulate schemes to improve the social conditions of the apprentices. They were unable to prevent apprentices from being punished harshly. Punishments Apprentices were usually sent to t he workhouse. However, SMs had no control over what happened there. The most common form of punishment in the workhouse was the treadmill. There was also the whipping post and apprentices could be put in penal gangs. Females often had their heads shaved. Time lost in the workhouse had to be repaid by the apprentice by working for his master during his free time. Methods to control apprentices on the estates †¢ It was illegal for apprentices to leave the estate without written permission. †¢ Valuations on able-bodied slaves were often inflated. †¢ High fees were charged for the use of the markets and for licences to work off the estates as carpenters, blacksmiths and so on. These licences and tickets to sell in the markets could be withdrawn. You read "Amelioration and Emancipation Oct. 20, 2009" in category "Papers" Refusal of planters to give customary allowances. †¢ Finding fault with apprentices’, work which had to be done over in the apprentices’ free time. †¢ Locking up apprentices on false charges and dropping the charges before the arrival of the SM. †¢ Cutting down app rentices’ fruit trees and forbidding them to own livestock. †¢ Spreading the 40 1/2 hours per week over five days instead of four. †¢ Paying low wages, making unfair deductions from wages, paying wages late. The End of Apprenticeship Apprenticeship ended for ALL apprentices in 1838 because: a) The system was not achieving its aims. ) The anti-slavery society exposed the abuses in the system and began to campaign for full freedom. c) The planters feared violence if domestic apprentices were freed before field apprentices. d) Some planters felt that it was cheaper not to have to provide for apprentices and only to employ the number of labourers they needed. Note: Antigua granted full freedom to their slaves. The planters decided against apprenticeship. The apprenticeship system came to an end in 1838 when the colonial governments in each colony voted against its continuation. Nineteenth century immigration (Part 1) Reason for immigration 1. A decrease in the labour force. With the end of the apprenticeship system in 1838, the planters no longer had a labour force they could easily control. Apprentices had now gained their freedom and many were reluctant to work any at all on the plantation. In the smaller territories, where the ability to access land was limited and alternative occupations were limited, ex-slaves had no choice but to continue plantation work. For example, planters in Barbados and St Kitts had very little difficulty in accessing labour in the post-Emancipation period. It was in the large territories, such as Jamaica, British Guiana and Trinidad, that planters faced such difficulty and had to turn to immigration schemes as an alternative labour source. The hope was that immigration would provide a permanent source of labour for the plantations. 2. An attempt to suppress wages. There was the hope that immigration would generate competition for the ex-slaves and so help to keep wages down. Ex-slaves demanded adequate remuneration, but the planters found that they could suppress wages if they could introduce cheap foreign labour. This, in essence, would reduce the demand power of the ex-slaves because if they refused what was being offered, an immigrant was quite able to fill the position. Besides, if sugar production was to continue, a cheap, efficient and reliable source of labour had to be found. Immigration schemes THE EUROPEANS Due to a decline in the white population, planters sought European immigrants to increase the size of the white population. It was hoped that Europeans would set an example of industry to ex-slaves and as well eventually develop into a middle class. They would settle on available land in the interior, thus forcing ex-slaves off the land and back to the plantations. Jamaica imported the largest number. Europeans also went to Trinidad, British Guiana and St Kitts. These immigrants were mainly Scots, Irish, French and Germans. They were recruited under a bounty system. Problems with European Immigration Europeans were unsatisfactory as most died shortly after they arrived. They died from tropical diseases, heat stroke and many drank themselves to death. They also refused to work on the plantations with blacks. Many asked to be sent home or migrated to the United States. Planters also failed to supply proper food, shelter and medical facilities. THE PORTUGUESE In Madeira, workers were paid only one third of what they could earn in the islands per day, so they were attracted by the higher wages being offered in the Caribbean, especially British Guiana. Many went to Trinidad and a few to the Windward Islands. They were brought in by government bounty. Most came during periods of famine in Madeira (1846-1847). Their numbers decreased after 1847 until the scheme ended in 1882. Problems with Madeiran immigration The Madeirans died in large numbers. They suffered severely from yellow fever, malaria, overwork and inadequate food. The scheme was very irregular and most of them went into trading as soon as their contracts ended. In addition, the Madeiran Government objected to the scheme, since so many of its citizens were leaving, and implemented measures making it difficult for their recruitment. THE AFRICANS There were two distinct groups of Africans that were used as labourers in the post-emancipation period. These were the free Africans and the liberated Africans. The free Africans were persons who willingly opted to come and work on the plantations in the Caribbean. The liberated Africans were persons freed by British naval personnel from vessels illegally transporting them to the Caribbean as slaves. Free Africans Attempts were made to obtain Africans from the Kru Coast and Sierra Leone. The British Government was reluctant to grant approval of this scheme as it seemed to be a revival of the slave trade. However, in 1840, approval was granted. At first, they were recruited privately, but the British government assumed direct control two years later. Problems 1. Very few Africans were willing to come to the Caribbean. There were no catastrophes in Africa, which would make them leave. 2. Many who came to the Caribbean did not remain on the plantation; rather they followed the ex-slaves and settled on lands and became peasant farmers. Liberated Africans The largest number of Africans who came to the British Caribbean were ‘rescued’ by the British Navy from slave ships bound for Cuba and Brazil. These Africans were forcibly indentured for up to five years in the Caribbean primarily in British Guiana, Trinidad and Jamaica. Problems 1. The number of liberated Africans was too small to make a difference to the labour situation. This scheme ended when Cuba and Brazil abolished slavery in 1866 and 1888, respectively. Like the ex-slaves, they abandoned the estates and settled on land. THE CHINESE The first Chinese immigrants arrived in Trinidad in 1806 from Malaya. They were to be indentured for five years, with a promise of small plots of land afterwards. They were extremely unsuitable for estate labourer and most were shipped back. Most Chinese immigrants came during the period 1859-1886 and went to British Guiana, Jamaica and Trinidad. They came mostly from the Portuguese colony of Macao and from Canton. Others came as well because of the Teiping Rebellion (1851-1864). Problems with Chinese Immigration Planters complained that the Chinese did not make good estate workers and few re-indentured themselves. They preferred to return to China or open retail shops. In addition, they were more expensive than the Indians. The Chinese Government also insisted that a full return passage be granted after a five-year indenture contract. The planters were willing to pay this only after two five-year contract. The Chinese Government also opposed immigration because they were ill-treated in Cuba. Most Chinese avoided the West Indies preferring to go to the United States or to find work nearer home in Java or the Philippines. Lastly, race relations between blacks and Chinese were quite poor. THE INDIANS The first Indians arrived in 1838 on Gladstone’s Estate in British Guiana. However, the British Government stopped the scheme because of evidence of ill-treatment and the high death rate among the immigrant in Mauritius. However, due to pressure from the planters the British re-opened Indians immigration scheme in 1844. It was not difficult to find willing immigrants. Many craftsmen had lost their jobs due to competition from mechanised factories and mills of England. India was becoming overpopulated and there was not enough land to divide among the younger generation. Wages in India had fallen to 1/2d per day and there was a series of famine during the period 1857-1877 that led to an increase in food prices. Those escaping the police and the caste system were also willing to migrate. The Caribbean seemed attractive with high wages, shelter, medical care and a chance to find new occupations beside agriculture. Indians were easily recruited as India was a British colony. British ships and trading costs were already there and the British Government could easily provide British officials to supervise the scheme. Planters were satisfied with the Indians because they were hardworking, accustomed to tropical agriculture and re-indentured themselves. Economic effect on the sugar industry British West Indian planters had turned to immigration as a means of reviving the sugar industry. The hope was that with the steady supply of labour, planters could focus on increasing their output. Immigration, however, did not have its desired impact, especially in a colony like Jamaica. In territories such as Trinidad and British Guiana, we cannot assume that it was immigration that saved their sugar industry. For instance, they introduced mechanisation and placed more lands under sugar cane cultivation. These could be seen as measures that helped to save their sugar industries. Barbados could be used as another example. Up to 1848, there had seen an increase in their output by 250 per cent. However, by the end of the 19th century this had declined. We cannot assume that this was because Barbados was not using immigrant labour that its output declined. During the period, the territory was plagued by problems, including soil exhaustion and inadequate mechanisation. The overall conclusion must be that immigration did not cause increased sugar production in the British West Indies, as many other factors could have been responsible. Other economic effects 1. As a result of Indian immigration, the rice industry was developed in British Guiana and the cocoa industry in Trinidad. 2. They also helped to make central factories profitable by cultivating cane on small farms then selling it to the central factory. Social effects 1. Indians were considered inferior and they could only acquire poorly paid jobs. They could not settle in the towns, but had to live in the countryside where they formed an active peasant class. The employment of Indians mainly as field workers led to the employment of blacks in better jobs, for example, the police force. 2. The ex-slaves despised the Indians and refused to work alongside them in the fields. They were described as ‘heathens’ because of their speech and clothing. Indians also despised the blacks because of their alleged low moral standards. 3. Immigration led to the expansion of social services, for example, medical facilities and a large police force. Cultural effects 1. Family – Indians brought their firm family structure, in which all relations supported each other. The idea of extended family, which included several generations, was very strong. All males over age 16 were members of the family council and made all decisions of the family, for example, marriage, religious ceremonies and expenditure. 2. Religion – Hinduism – Hindus worshipped several gods, of which Brahma was the most important. He was the supreme god or creator. They believed that when people die, their souls are reborn in a new body. The Hindus had very strict divisions in the society; this was known as the caste system. Each person belonged to a special group or caste. The Brahmins or the religious leaders were at the top of the society and the Hindus in the Caribbean continued to follow them as their leaders. Islam – A number of Indians who came were also Muslims. They believed in one God, Allah. They followed the teachings of the Quran. . Festivals – Divali or festival of lights was celebrated by the Hindus. They told stories, shared gifts, decorated their windows and doors with lights and candles. Hosein – A Muslim festival for small temples made from paper and bamboo were decorated and carried in a procession through the streets, accompanied by dancing to the beats of drums. 4. Food – roti, rice, curry 5. Dress – turban sari 6. Buildings – Hindu temples Muslim mosques houses built in Indian styles Other cultural effects The Indians normally segregated themselves deliberately in the educational institution. Oftentimes, they were unwilling to send their children to school since they feared they could be converted to Christianity. It was not until the late 1870s when separate schools for Indian children were established, mainly by the Canadian Presbyterian Mission to the Indians, that Indian children went to school and language barriers began to crumble. Indian integration in the Caribbean was not very easy since many of them spoke the Hindi language which served as a language barrier. | | How to cite Amelioration and Emancipation Oct. 20, 2009, Papers

To Kill a Mockingbird Outline free essay sample

Racism is shown by the Caucasian’s in Maycomb against the African-Americans in many different ways like when the jury convicts Tom Robinson guilty of raping Mayella Ewell. The details of Tom Robinson raping Mayella Ewell are very vague and do not show enough evidence that Mayella Ewell was raped. When the jury of all Caucasian men decide to vote if Tom Robinson is guilty or not, they all vote guilty only because Tom Robinson is black. â€Å"I shut my eyes. Judge Taylor was polling the jury: Guilty†¦Guilty†¦Guilty†¦Pg 211†, this quote shows that the jury did vote Tom Robinson 100% guilty. Another quote from the book that proves the racism and prejudice is â€Å"They said if he’d had two good arms he’d have made it, he was moving that fast. Seventeen bullet holes in him Pg. 235†. This quote shows that the racism in the book is very heavy and even the police officers will keep their emotions guiding their actions and not their brain. We will write a custom essay sample on To Kill a Mockingbird Outline or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

The 49 Techniques from Teach Like a Champion

The 49 Techniques from Teach Like a Champion The 49 Techniques first came to our attention in a March 7, 2010 article in the New York Times Magazine entitled Can Good Teaching Be Learned? The story focused on the book Teach Like a Champion by Doug Lemov. Having taught with mixed success in inner-city Philadelphia, some of us recognized the efficacy of the techniques, even in tough to handle classrooms. This article brings links to some of the blogs we found useful regarding this topic. Setting High Academic Expectations Technique One: No Opt Out. Teachers with high expectations dont accept I dont know, but expect students to be engaged and give it a shot.Technique Two: Right is Right. This technique accepts no half-answers but asks for complete and correct answers to questions.Technique Three: Stretch It. This technique pushes a teacher to take correct answers and ask students to add depth or nuance to their answers.Technique Four: Format Matters. High expectations also means only accepting students answers in complete sentence with good grammar.Technique Five: No Apologies. Teachers with high expectations dont apologize for what they teach. No more Sorry I have to teach you Shakespeare.Technique 39: Do It Again. Repetition is one way to be sure that students understand what you expect and that it is done to your standards. Planning that Ensures Academic Achievement Technique Six: Begin with the End. This planning technique focuses on the outcome instead of what you want to do during the period.Technique Seven: The Four Ms. The four ms of planning are:ManageableMeasureableMade FirstMost Important.Technique Eight: Post It. Be sure your students know your objective for the day by posting it on the board.Technique Nine: The Shortest Path. Although teachers are often enamored with clever approaches, Lemov asserts that the shortest path to the objective is the most effective.Technique 10: Double Plan. Double planning involves planning not only what you will do, but also what the students will do during a lesson.Technique 11: Draw the Map. Drawing the map is controlling the environment by wisely grouping students through the seating chart. Structuring and Delivering Your Lessons Technique 12: The Hook. Introducing the lesson with a hook, an activity or item that grabs the attention of your students will help enhance your lesson.Technique 13: Name the steps. Great coaches, like great teachers, break down the tasks into steps.Technique 14: Board Paper. This technique means that students put everything you put on the board on their paper.Technique 15: Circulate. Keep moving! Drawing the map suggests making room between the desks so the teacher moves unhindered.Technique 16: Break it Down. Breaking it down requires the teacher to use the wrong answers and help students discover the correct number.Technique 17: Ratio Part One. This is a complex idea and requires two parts! It involves increasing student participation and limiting teacher talk.Technique 17: Ratio Part Two. More strategies for increasing the time students are involved in discussion.Technique 18: Check for Understanding. This is an on your feet method of data collection, sort of a formative assessm ent on the run. Technique 19: At Bats. Baseball coaches know that the best way to increase effectiveness is to increase the number of times they are at bat.Technique 20: Exit Ticket. An exit ticket is a quick formative assessment of the lesson your students just finished.Technique 21: Take a Stand. This technique encourages students to have opinions and to take stands on those opinions. Engaging Students in your Lesson Technique 22: Cold Calls. Like the sales technique, the teacher asks someone who is unsuspecting for an answer. It avoids opting out, and keeps all your students on their toes.Technique 23: Call and Response. This technique uses a tradition from African American hymnody and creates a way that the whole class can participate in questioningTechnique 24: Pepper. Like a coach lobbing balls to his fielders, a teacher can pepper his or her students with fast-paced questions, which makes it fun and keeps students on their toes.Technique 25: Wait Time. Teachers are too often too impatient, and provide an answer to their own question when no student pops a hand up. On the other hand, teachers also dont give students time to shape a complete, thoughtful response to a question.Technique 26: Everybody Writes. What goes on the board needs to go in the notebooks.Technique 27: Vegas. Nothing like a little glitz to liven up classroom instruction! Creating a Strong Classroom Culture Technique 28: Entry Routine. Having a structured entry routine expedites the beginning of instruction.Technique 29: Do Now. Familiar to elementary teachers and devotees of Harry Wong as bell work, Do Nows are brief academic tasks to review the previous days work or to introduce the days new work.Technique 30: Tight Transitions. Transitions need to be scripted and rehearsed, so little time is wasted between instructional activities.Technique 32: SLANT. SLANT is an acronym for what excellent attention behavior looks like.Technique 33: On Your Mark. Coaches expect athletes to be ready to engage in their sport. In the same way, a teacher shows students what they need to be on their mark.Technique 34: Seat Signals. Simple hand signals simplify requesting routine interruptions, such as using a bathroom or getting a pencil, can eliminate some of the waste of time that plague instruction.Technique 35: Props. In Teach Like a Champion, parlance, props are fun routines the class does together t o support the success of their peers. Building and Maintaining High Behavioral Expectations Technique 36: 100 Percent. Champion teachers dont create unreasonable behavioral expectations, because their final expectation is that everyone conforms all (100%) of the time.Technique 37: What to Do. Be sure, if you are asking for compliance, that you have been very explicit in explaining what it is you want your students To Do.Technique 38: Strong Voice Part One and Part Two. This technique, strong voice, is one that separates the really effective teacher from the adequate. Its in two parts so you understand its use and how to acquire it. The Blogs below continue the chapter Setting and Maintaining High Behavioral Expectations. Technique 39: Do It Again. This technique is perhaps the only negative consequence that truly works. When students fail to meet your standards, you ask them to Do it again. They model the appropriate behavior but are eager not to have to do it again.Technique 40: Sweat the Details. Building on the broken window theory of policing, Lemov notes that maintaining high standards will have positive effects across the classroom environment.Technique 41: Threshold. This threshold is the one at the door. By meeting and greeting students as they enter you can set the tone for your class.Technique 42: No Warnings. Responding early and proportionately can help you avoid real crises. So rather than giving warning, you mete out consequences when the behavior is still only a minor problem. Building Character and Trust Technique 43 Part 1: Positive Framing. Positive Framing means casting things in a way that is positive and leads to appropriate behavior. This blog starts with three strategies to help you frame it positively.Technique 43 Part 2. Three more strategies for framing classroom experiences positively.Technique 44: Precise Praise. Rather than cheap praise, precise praise is valued by students because it describes what it is you are pleased with.Technique 45: Warm and Strict. It may seem that warm and strict are contradictory, but effective teachers can be both at the same time.Technique 46: The J Factor. The J in J factor stands for Joy. This technique offers ideas to help your students experience the Joy!Technique 47: Emotional Constancy. An effective teacher keeps his or her emotions in check and doesnt make it all about him or herself. Make your good moods about good performance, not about pleasing you.Technique 48: Explain Everything. Be sure your students understand why you do what yo u do, as the why is an important part of instruction. Technique 49: Normalize Error. If students understand that errors are not the end of the world but an opportunity to learn, they will be more willing to take risks and more likely to learn. Teach Like a Champion is an excellent resource for teaching, especially for middle school and high school students. Besides the 49 techniques, it includes recommendations for improving instructional delivery. The book also includes video demonstrations of the techniques which make it well worth investing in the book.

Shooter by Walter Dean Myers Teen Book Review

Shooter by Walter Dean Myers Teen Book Review Disturbed by the school shooting at Columbine High School in 1999, Walter Dean Myers decided to research the events of the incident and create a fictionalized story that would carry a powerful message about bullying. Copying the format used by investigators and psychologists to assess the threat of school violence, Myers wrote Shooter as a fictionalized threat analysis report with transcripts of police reports, interviews, medical records, and diary excerpts. Myers format and writing are so authentic that readers will have a hard time believing that the incidents in the book didnt actually occur. The Story On the morning of April 22, 17-year-old Leonard Gray began shooting at students from an upstairs window  at Madison High School. One student was killed. Nine injured. The gunman wrote â€Å"Stop the Violence† in blood on the wall and then proceeded to take his own life. The shooting incident  led to a full-scale analysis on the potential threats of school violence.  Two psychologists, the school superintendent, police officers, an FBI agent, and a medical examiner interviewed and gave reports to help determine what caused Leonard Gray to shoot down his peers. High school students Cameron Porter and Carla Evans knew Leonard Gray and through their interviews reveal details of Leonard’s personal and school life.  We learn that Leonard had a fascination with guns, was overdosing on prescription drugs, and spoke frequently of an enemies list.  The analysis team uncovers that all three students endured constant bullying and came from dysfunctional homes.  All three students were on the outs and kept silent about their own abuse. In the end, Leonard Gray wanted to â€Å"break a hole in the wall of silence† in the most violent way he knew how. The Author Walter Dean Myers knows how to connect with teens, especially teens who are struggling mentally and emotionally. Why? He remembers growing up in the inner city neighborhood of Harlem and getting into trouble. He remembers being teased because of a severe speech impediment. Myers dropped out of school and joined the military at 17, but he knew he could do more with his life. He knew he had a gift for reading and writing and these talents helped him to resist going down a more dangerous and unfulfilling path. Myers stays current with teen struggles and he knows the language of the street. In Shooter his teen characters use street slang that baffles the professionals who are questioning them. Such terms include â€Å"bangers,† â€Å"going dark,† â€Å"on the outs,† and â€Å"sniped.† Myers knows this language because he continues to work in outreach programs with inner city kids from low socioeconomic communities. Another way Myers stays in step with teens is to listen to what they say about his books. Myers often will hire teens to read his manuscripts and give him feedback. In a Scholastic interview, Myers said, â€Å"Sometimes I hire teenagers to read the books. They tell me if they like it, or if they found it boring or interesting. They have very good comments to make. If I go to a school, Ill find teenagers. Sometimes kids write to me and ask me if they can read.†Ã‚   For more about the author,  see reviews of his novels Monster and Fallen Angels. A Powerful Message About Bullying Bullying has changed over the last fifty years. According to Myers, when he was growing up, bullying was something physical. Today, bullying goes beyond physical threats and includes harassment, teasing, and even cyberbullying. The theme of bullying is central to this story. When asked about the message of Shooter, Myers responded, â€Å"I want to send the message that the people who are being bullied are not unique. This is a very common problem that happens in every school. Kids need to recognize and understand that and look for help. I want to say that the people who are doing the shootings and committing the crimes are doing it as a reaction of things that are happening to them.†Ã‚   Overviewand Recommendation Reading Shooter gives the overall impression of  reading a genuine analysis of a shooting incident. The layout of the novel reads as a collection of various reports from a team of professionals who are trying to determine the causes leading to school violence. Clearly, Myers did his research and invested time into studying the types of questions different professionals would ask the teens, and how the teens would respond. One of my favorite  quotes in Shooter occurs when a psychologist asks Cameron if he admired Leonard for what he’d done. Cameron hesitates and then says, â€Å"At first, right after the incident, I didn’t. And I don’t think I admire him now. But the more I think about him, the more I talk about him, the more I understand him. And when you understand somebody that changes your relationship with them.† Cameron understood Leonard’s actions. He didn’t agree with them, but because of his own experience with bullying Leonard’s actions made sense- which is a frightening thought. If everyone who was bullied reacted on their instincts to get revenge, the violence in schools would escalate. Myers doesn’t offer solutions to bullying in this book, but he does put forth reasons for why shooting incidents are occurring. This is not a simple story, but a complicated and disturbing look at the tragedy that can result from bullying. It is a compelling and insightful must-read for teens. Due to the mature themes of this book, Shooter is recommended  for ages 14 and up. (Amistad Press, 2005. ISBN: 9780064472906) Sources Scholastic Interview.â€Å"Walter Dean Myers Biography.†Ã‚  Encyclopedia of World Biography.

The United Kingdoms constitution does not provide sufficient Essay

The United Kingdoms constitution does not provide sufficient protection for the right to protest in the streets. Discuss - Essay Example Over time, Parliament has passed several laws limiting the application of the sovereignty of the parliament. These laws are a reflection of the political developments within UK as well as outside of it. These laws include the transference of power to different bodies like the Scottish Parliament and Welsh Assembly, the Human Rights Act 1998 as well as UK’s entry to the European Union in 1972 and the decision establishing the Supreme Court in 2009 which ended the House of Lords role as UKs final court of appeal are all such developments in law that limit parliamentary sovereignty (www.parliament.uk, n.d.). All these measures and laws do not necessarily destabilize the principle of parliamentary sovereignty. This statement is based on the fact that the parliament can still at least in theory repeal any of the laws that implement these changes (www.parliament.uk, n.d.). However, since UK became a signatory to the convention, it was held in to R v. Secretary of State for the Home Department ex p. Brind 1991 that Parliament must enact laws that are in conformity with the Convention and an Act of Parliament must be interpreted or construed in line with the Convention. The Human Rights Act 1998 is also known as HRA and it came into effect in the United Kingdom in the October of 2000. It comprises of a series of various sections that have codify the protections stated in the European Convention on Human Rights into the United Kingdom law. Under the Human Right Act, all public bodies like the police, courts, hospitals, publicly funded schools, local governments and many others and any other bodies that carry out public functions must comply with the Convention rights. The Human Right Act has enabled individuals to file human rights cases in the domestic courts and human right cases do not have to be filed Strasbourg to be argued in the European Court of Human Rights (Equality and Human Rights Commission, n.d.). Section

Technology and Management Functions Essay Example | Topics and Well Written Essays - 1000 words

Technology and Management Functions - Essay Example Secure Call Management was basically a call center operation prior to acquiring the Image Project. As a call center technology played a huge role as well in the day to day operations. The manager of the call center would utilize satellite image transfer to create virtual meetings with salespeople across national and international boundaries. The wireless internet service the company utilized for its requirements of communication with field employees allow anyone to connect to the internet from any remote location. When the iPhone came out on June 29, 2007 it was suggested that they could replaced the current practice due to its smart phone capabilities, but using a laptop computer was more practical because the iPhone inter phase did not allow for a professional to work efficiently (Timesonline, 2007). When the image project started the team was given an open space. We had to build the infrastructure necessary from scratch. The project manager utilized the designing software, Alibre Cad, to create the facilities layout. The twelve members of the team received a PDA that displayed the design. We had to build 150 small office modules for the workers. It took us approximately four to complete the construction project. Whenever there were any minor design changes the PDA which were connected to the company wi-fi system would enable us to see the changes and change our work specifications accordingly. The next stage of the project was the installation of the computers. The firm bought 200 new dell computers. The project manager showed us a delivery confirmation slip that he retrieved from the UPS website. It said the computers would arrive at 12:10 P.M. on a Sunday. Good news for us it meant we would get paid some good overtime on a Sunday for our work. The computers arrived on time. T he manager was able to accelerate work because he had information he obtained thanks to technological advancements that were not available in the past. We had installed all the