FITM The Role of Religion in Shaping the Art and Culture of its Time Essay

Please Answer the following prompt. Each task is worth 5 points and will be graded based on correct answers and holistically based on the quality writing rubric… Essay Expectations Final essay should be 2-3 pages minimum. Please use Times New Roman, and size 12 font.You will submit it as a turn-it-in submission!! PLEASE INCLUDE AT LEAST TWO CITED SOURCES!Essay Prompt: Select one artwork from the Early Christian, Medieval, Byzantine, Romanesque, or early Gothic era and write an essay exploring how the artwork reflects the role of religion in shaping the art and culture of its time.In your response, you should do the following:Provide at least 3 accurate identifiers for the artwork you have selected.Respond to the prompt with an art historically defensible claim or thesis that establishes a line of reasoning.Support your claim with at least two examples of relevant visual and/or contextual evidence.Claim or Thesis of how the work reflects ideals of power.One piece of visual or contextual evidence to support the thesis or claim.Another piece of visual or contextual evidence to support the thesis or claim.Analysis and reasoning of how the evidence supports the claimDemonstrate a complex understanding of the prompt, using evidence to corroborate, qualify, or modify a claim that addresses the prompt.

Assessment 9: global financial management and improving ethics

 
Develop a two-part document that addresses challenges of global financial management (2-3 pages) and ways of improving ethics in finance and corporate governance (4-6 pages).
Introduction
It is important to understand the challenges of financial management in the global work environment; this is one of the key focuses of your assessment.
Corporate ethics is another frequently discussed concept in the field of financial management. For example, consider the Enron scandal and the ensuing legislation to enact Sarbanes/Oxley. For your assessment, you will examine other actions that can be taken to mitigate ethical problems.
Instructions
This assessment consists of two parts that you should combine into one document to submit.
Part 1: Challenges of Financial Management in a Global Work Environment (2–3 pages)
Use the Capella library and the Internet to find current articles on the relationship of the US dollar and other currencies. One resource that discusses this option often is The Economist. You will use your research as a foundation for your assessment.
Use your research to address the following:

Describe six major factors that distinguish financial management in firms operating entirely within a single country from those that operate in several different countries.
Describe some of the common barriers to entry for a firm entering a new country for business.
Discuss how financial management varies from country to country.

Use at least three research resources to support your ideas.
Part 2: Improving Ethics (4–6 pages)
Use the Internet and the Capella University Library to gather at least three resources about ethics and corporate governance, and then answer the following questions in the second part of your assessment:

What can be done to improve ethics in finance?
What can be done to improve ethics in corporate governance?

Use at least three research resources to support your ideas.
Additional Requirements

Length: 6–9 typed, double-spaced pages. In addition, include a title page and references page.
Written communication: Written communication should be free of errors that detract from the overall message.
Style and Formatting: Your document should be formatted according to APA style and formatting to cite your references.
Resources: You must use at least three references to support each part of your assessment.
Font and font size: Times New Roman, 12 point.

Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Maximize shareholder wealth.

Analyze ways in which to improve ethics in finance.
Analyze ways in which to improve ethics in corporate governance.

Competency 6: Strategically manage global financial environment.

List six major factors that distinguish financial management in firms operating entirely within a single country from those that operate in several different countries.
Describe common barriers to entry for a firm entering a new country for business.
Discuss how financial management differs from country to country.

Writing paper | English homework help

Paper  instructions for both papers, English 105, Dr. Olson
 
Paper assignments intend to give you practice in four things. 
·      Organizing your ideas and constructing a cogent expression of them that represents the quality, complexity, and credibility of your critical thinking.
·      Reasonably interpreting a theme of a literary work (or works)
·      Closely reading, engaging with, and reflecting on a story, poem, of other literary work (or works)
·      Writing correct and controlled prose
 
Here are the basic rules:

You may write about any story, poem, stories, or poems that we have read for the class.  There are Suggestions for Writing spread throughout our textbook.  Skim over the Detailed Table of Contents starting on page xiii, and you will see several of them.  Check some out, particularly after sections that weve read things from.  You should be able to find a good topic among these “Suggestions for Writing.” 

   Not all of the topics will lead to good papers, so ask me about the topic if you are uncertain.  You may fine-tune a topic if that will make it work better.  For example, some topics pose a few questions, but answering them all might make for a disjointed or too general paper.  In that case you will want to write about only the one or two questions that you can make a logically coherent paper from.  Or, the question might ask you to write about three works, but you think you can do better writing about only two.  Then write about only those two.  Or, you might change one, two, or all of the works that the textbook applies the question to.  If in doubt, check with me.

You MUST identify the “Suggestion for Writing” that you are using by giving the page number, the item number, and the typed suggestion itself.  Put this information after your paper’s title.  See the end of these instructions for the example.
Each paper

will be typed in 12 point font (no fancy or elaborate fonts or colors),
will be double-spaced,
will have one-inch margins,
will be at least 900 words long (3 pages) or more.

Your paper must have a title.  Make the title helpful in indicating the topic of the paper—not just “Barn Burning.”  What about “Barn Burning”?
The first sentence will contain the author’s complete name and the work’s complete title and will identify the theme that you will respond to. 
The rest of the introductory paragraph will indicate how the work (or works) embody that theme, what it (they) says about it essentially. The thesis/central idea of the paper will focus on the specific theme you are addressing in the work(s).
The body of the paper will, obviously, break down the thesis into logical parts/sub-section, will explain (develop) those sub-sections, and will explain how each sub-section relates to the thesis.
I am not requiring that you do secondary research, but you certainly may.  If you do secondary research, use credible sources—the kind of sources that you used (hopefully) in ENG 101.  Secondary sources must be documented correctly according to MLA style with sources—that means in-text citations and entries in the Works Cited list are necessary.
Even if you do not use secondary sources, you must have a Work Cited list at the end, though it may only have one entry in it (the literary work you are writing about).
The paper will be formatted according to MLA style.  Formatting refers to margins, spacing, font, title, heading material, page numbering, quotation conventions, etc.
One main difficulty of this assignment is that it is very short.  You must have tight control of your language at the word and sentence levels.  Make every word and sentence count.  Each sentence must say something worthwhile and must clearly flow from the sentence before it to the sentence after it (so that the overall paper is coherent).  Your prose will be carefully crafted—that means grammatically and mechanically correct.  And it will be coherent—that means there will be a logical flow of ideas clearly recognizable to someone else in this class (but someone who has not necessarily pored over the work as you have).
Turn in the paper through Blackboard before 11:59 p.m. on the day it is due.  

Imagine this line is the top of page 1 of your paper.  Using one inch margins all around, here is what the heading material, title, and reference to your Suggestion for Writing would look like.

?
1”
?
Your Name
English 105.section #
Dr. Steve Olson
Due Date
 
Title
Pg. #, item #.  Type the Suggestion for Writing that you are using here.  It might take a few lines.
 
 
            Start the first sentence of your paper here.

PSY211 BC Legal Advice Printed Newsletter for Psychology Magazine

Review the legal documents in Chapter 12 Durable Power of Attorney. Consider the importance of legal advice to put these documents in place.Pretend you are writing an article for a psychology magazine called: “The Omega.” This magazine contains issues relating to death and dying. In your article, include the following:1. Give your readers a legal “checklist” of items related to end of life decisions, death, and dying (like a step-by-step article so that readers would keep your article and follow that information for reference).2. Consider the role of ethics and legal factors as each applies to end of life decisions. What ethical factors are there to consider? What should your readers do in order to be fully prepared legally for death? Then, elaborate on the importance of this information in your article.Then, place your information in a magazine article. To access a website that offers a Free Magazine Template for Word for this project click on the following link: I also attached this template as well.

BCCYoutube Music critique assignment 3

For the Jazz Music concert, which is listed as Assignment 7 at the Connect4Education website, please view the following two Youtube linksthey are performances of the Duke Ellington and Count Basie Swing Bands.You are to write a critique (300 words) giving a review of the concert you attended. Your review of the concert you attended. Your review must include the following:What kind of listener were you at the concert? Why?What pieces were performed?What was the style of each of the pieces performed?What was the instrumentation of the orchestra?Draw out the seating arrangement of the instruments in the orchestra.Analyze each piece played in the concert with following criteria from the course:Unity and VarietyStructure of the MusicPurpose of the MusicTempoVolumeRhythmMelodyHarmonyHistorical PeriodDid you enjoy the concert? Why or why not?

In this assignment you will practice applying and gain further

 
In this assignment you will practice applying and gain further knowledge about information form the lectures, “Tree of Life Part I” and “Tree of Life Part II”.
1000 WORDS
This assignment is due May 19th by 11:59 pm.
You will visit two websites, explore them, and answer some questions as you do.Whenever I ask you to answer questions, please do so in the same document, and make sure to include the questions with your answers.
Part Ia – Exploring Taxonomy – Relative Taxonomic Diversity
1) Open the lecture slide pdf for the lecture entitled Patterns of Biodiversity Relative Taxonomic Diversity.  Its in Unit 1, 4 Patterns of Biodiversity Species in the lecture folder.  It is not a narrated lecture.  You will be reading through the slides to answer the questions below. 
2) We will start by focusing on the major groups (animals, fungi, plant, protists, bacteria).  For each group there are estimates of the total number of species already described and the predicted total alive today.  For the animals you are going have to add values from the slides with information on vertebrates, crustaceans, arachnids, round worms, and insects.
a) What is the major group with the most described number of species?  What are the described and predicted values?  
b) Some groups are better described than others.  Which major group has the lowest ratio of described to predicted species?
3) Please answer the same questions as in question 2, but focus on the subgroups within animals.
4) What was the main take-away you got from answering these questions?
Part Ib – Exploring Taxonomy – Categorizing Life 
1) In the “Tree of Life Web Project” website, go to the “Browse” menu and choose the “Root” menu item. 
2) I am going to have you move up the categories from the root to humans.  I am going to give you a sequence of links to follow.  In the root, notice there are three main branches at the top of the page that are highlighted as links.  Each branch has a taxonomic designator and then in parentheses a description of what’s in the group.  I am going to provide you with one descriptor for each branch point.
So starting at the root follow this sequence: animals, metazoa, vertebrates, vertebrates, vertebrates and relatives, hagfishes and vertebrates, lampreys and jawed vertebrates, jawed vertebrates, lobbed-finned fishes and four-legged vertebrates, mammals, mammals, mammals and their extinct relatives, mammals and their extinct relatives, mammalia, placental mammals, monkeys, humans, humans, humans, modern humans.
You should end with Homo sapiens.
Please answer the following questions:
1) List the containing groups for Homo sapiens.  All you have to do is go to the right-hand panel and they are listed there.
2) For three containing groups use Wiki to find the shared derived characteristics that set that group apart from other groups. 
3) Pick any species you are interested in and search Wikipedia for it’s taxonomic classification.  What is the classification for the species you picked?  (Note:  I do not trust wiki for everything.  I stay away from it for “controversial” subjects like climate change or evolution.  There are too many people editing wiki without good scientific knowledge of subjects like this.  Taxonomic classification is generally well done on Wiki.) 
Part II – Exploring Phylogenetics – The Tree of Life
1) Please go to the Evogeneao website (www.evogeneao.com) and go to the “Learn” menu and choose the “Tree of Life” menu item.
2) Read the first four of five sections of text on that page.
3) Answer the following questions.  Keep your answers to a sentence or two.  (DO NOT cut paste answers from the website.  Paraphrase to avoid plagiarism).
a) What is the point of view of the diagram of “The Tree of Life” on this website?
b) How is the diversity of bacteria distorted in this diagram?
c) What’s been left out of this diagram?
d) The common ancestor of all life was between which two major branches of the evolutionary tree.
4) Watch the “Evogeneao Tree of Life Introductory Video “(https://www.evogeneao.com/explore/videos).  It’s about five minutes.  You are unlikely to understand how to complete the assignment unless you take the time to watch it.   
5) Click on the image of the “”Tree of Life” at the top of the page.  I recommend saving it and printing it out in landscape mode.  You can also expand the image using the key presses assigned to do that on your system.
Use the diagram to answer the following questions:
a) Approximately how many years ago did life first evolve?
b) Approximately when did the common ancestor of plant and animals branch off from the bacteria?
c) Approximately when did the armored fishes go extinct?
d) When did most of the dinosaurs go extinct?
e) Which branch of the dinosaur tree is extant (still alive today)?
f) Name three groups that first appeared during the “Cambrian Explosion”.  This was a period of time when there was a rapid diversification in life.
6) Go to the “Explore” menu and choose “Tree of Life Explorer”.  The video you just watched gave instructions on how to use the explorer.  Basically you click on the groups name that you want to trace ancestry to with humans.  Hit the reset button before doing the query.
7) a) What degree of cousin’s and how many times removed are frogs from Humans?
b) Approximately how long ago did we share a common ancestor with frogs?
c) What degree of great grandparents is the common ancestor of frogs and humans?   Yes, you had a great grandparent that was also the great grandparent of frogs.
8) Please answer the same three questions as in question 7, by tracing the ancestry of humans and bacteria.
9) Choose any two groups of organisms and answer the same three questions as in question 7, by tracing your common ancestry with them.

Scenario 8 (kee) | Education homework help

 Assignment is incomplete without the self reflection
 To create an agenda for the first open house that outlines your  strategies for frequent informal communication between yourself and  families and to evaluate your agenda. 
Scenario: One of your main goals as a first-year preschool  teacher is to keep the lines of communication open with parents in  several different ways. One of the methods you find to be effective is  to have brief check-ins during drop-off in the morning and/or pick-up  after school. However, you soon realize that some parents are not  available during these times. You watch the video Parent–Teacher  Communication: Two Informal Methods of Communication and are struck by  the way the teacher in the video stays in touch by sending text messages  to parents and calling them on the phone. You decide to begin the first  open house of the year by outlining the benefits of frequent informal  communication between home and school, drawing from the advice of the  teacher in the video. Next, you describe in detail the specific  communication options you would like to promote with families throughout  the school year as part of building a strong partnership (e.g., text  messages). Last, create an agenda item that invites families to give  feedback on the benefits of frequent communication and the styles that  would fit best with their daily routines (e.g., right after school).
Focus Assignment
1.  Create an agenda to outline the topics you plan to discuss at the first  open house of the school year. For item 1, include three to four key  points to summarize the benefits of frequent informal communication  between home and school. Next, for item 2, write three to four specific  informal communication options you would like families to engage in with  you. Last, for item 3, add a few sentences inviting families to offer  their views on the benefits of daily communication and the styles that  would work best for them (e.g., e-mail updates).  
Self-Evaluation
1. For each item on your agenda:      a. Explain how this item addresses the issues in the scenario.

A house divided | History homework help

HISTORICAL CONTEXT
The American Civil War was fought, in Abraham Lincoln’s words, because the Union could no longer exist “half slave and half free.” Four million Americans in the southern states were held in bondage. Many northerners believed that slave owners wanted to extend this system, while southerners felt that northerners were out to destroy the source of their wealth, their “peculiar institution” of black chattel slavery. The issues involved were not only about race; they were also about work.
As Americans, we long have taken it for granted that men and women should be free to learn the trade, craft, or profession they choose or to start a business making, buying, or selling goods. Whether or not individuals really do have an equal opportunity to succeed, most people in this country assume that equal opportunity is a good thing, that individuals should be free to do the best they can for themselves and their families, and that they should be enabled to seek economic success. By the middle of the nineteenth century, however, many Americans believed that southern slavery threatened these assumptions.
The ideal of equality is often referred to as liberalism. For our purposes, we use the term liberalism to mean maximum civil liberty and economic opportunity for each individual. A liberal society is one where individuals seek their own betterment, unobstructed by inherited traits like race, gender, religion, or caste. Liberalism assumes that humans are born equal and that no one deserves more or less than another because of ascribed status (e.g., being born a prince or a peasant, a duke or a slave). Ideally, a liberal society enhances the freedom of each individual to maximize his or her economic opportunity and to compete against others on equal terms.
Liberalism in this sense is so much a part of American ideology and seems so common to us that it is hard to imagine alternatives. Yet the liberal ideal is rather new. When Adam Smith wrote his Wealth of Nations just two centuries ago, his argument that unobstructed individual freedom to compete in open markets rendered the greatest good to both individuals and soci­ eties was quite new. Open markets meant that neither prices of goods nor wages for labor should be fixed by custom; one could sell one’s muscle power, skills, ideas, inventions, and goods for the maximum amount someone else was willing to pay. Before Smith’s time, various forms of servi­tude were the predominant forms of labor: Serfs and peasants were obligated to work particular lands for particular individuals; African and Indian slaves in the Americas were bought and sold; and even apprentices and indentured servants in the American colonies were not able to render their labor freely to the highest bidder but instead owed it to others for years at a time. The ideal of a liberal society grew increasingly compelling throughout Europe and its colonial dependencies during the nineteenth century, though the reality of true equal opportunity remained elusive.
In his classic study entitled Democracy in America, published in the 1830s, the French traveler Alexis de Tocqueville marveled at how completely Americans accepted the ideology of equality; unlike in his country, no tradition of respect for kings and aristocrats called into question maximum equality as a social ideal. Perhaps better than anyone else, Abraham Lincoln articulated the liberal creed. Indeed, his ability to give poetic expression to it precisely when these cherished beliefs were being threatened by the breakup of the Union made him a compelling political figure. Lincoln declared on the eve of his race for the presidency against Steven A. Douglas:
The prudent, penniless beginner in the world labors for wages awhile, saves a surplus with which to buy tools or land for himself, then labors on his own account another while, and at length hires another new beginner to help him. This, say its advocates, is free labor—the just, and generous, and prosperous system, which opens the way for all, gives hope to all, and energy, and progress, and improvement of condition to all.
Such a system, it was argued, gave wealth, happiness, and autonomy to the greatest number of people; each individual seeking his own good maximized society’s benefits.
Lincoln added that a person who continued through life as a hired laborer did so not because of any fault in the system, but “because of either a dependent nature which prefers it, or improvidence, folly, or singular misfortune. Even on the eve of the Civil War, this was an overly optimistic assessment of opportunity in America. The trend was toward consolidation, and while the numbers of small businesses did grow, an ever- increasing proportion of Americans were working as employees, and the great majority of these would be employees for life. The division of labor grew always finer, factories and shops grew ever larger, and, even in the country, farms became places where hired hands worked for others. Yet the ideals that Lincoln espoused were so attractive to Americans that they would continue to be taken as descriptions of reality long after a minority of citizens owned productive property (farms, businesses, factories, and so on) and the vast majority worked for them.
The very belief that employees had every expectation of someday becoming employers muted potential conflict between the two classes. After all, both shared the values of hard work, productivity, self-improvement, and autonomy, and both believed they were part of a system that could fulfill those values. The problem, of course, was that individuals who were free to acquire productive property were also free to take charge of more and more resources, monopolize markets, keep others out of the system, and control prices and wages. A truly open and egalitarian society is one that is easily threatened because when wealth and power do accumulate, there are few institutions or individuals strong enough to check their influence.
Karl Marx viewed this problem as inherent in capitalist economies. Marx wrote his critique of liberal society during the middle of the nineteenth century’. He argued that capitalism whether in his native Germany, in England, where he was writing, or in America, which he studied inevitably concentrated power and wealth in fewer and fewer hands and that, before long, a small number of individuals monopolized goods and serv­ ices and exploited the masses for their own private benefit. For Marx, the fact that individuals were equal in the eyes of the law and free to enter economic markets was a cruel sham; power rested with the ownership of productive property, liberal ideology notwithstanding.
But one did not have to be a follower of Marx to be a critic of capitalism. In the following documents, we see how the central liberal ideal of autonomy—of individual independence from oppressive concentrations of power—seemed threatened on the eve of the Civil War.
* THE DOCUMENTS
      Introduction to Documents 1 and 2
The U.S. Supreme Court decision in the Dred Scott case was a bombshell. It is not an exaggeration to say that many northerners found the decision so threatening and immoral that antislavery ideas, previously seen as too radical, now were appealing. A clear path led from Dred Scott to the popularity of the new Republican Party, the election of Abraham Lincoln, and the secession of the southern states.
The case seemed like a simple one. Dred Scott, a slave, sued for freedom for himself and his family in his home state of Missouri in 1846. He had been taken into territory declared free under the Missouri Compromise, and many slaves previously had been manumitted by judicial decision under similar circumstances. In 1850, a St. Louis court, not unexpectedly, decided in Scott’s favor. Two years later, the Missouri Supreme Court overturned that decision. As we have seen, the conflict over slavery was beginning to boil in the 1850s; everyone knew that the Dred Scott decision would be important, but no one expected what the U.S. Supreme Court was about to do.
Chief Justice Roger Taney wrote the majority opinion, though the decision was so momentous that all nine justices, including the two who voted in the minority, offered written remarks. Taney took an extreme view, and his opinion, legal scholars and histori­ ans seem to agree, was one of the most poorly conceived in the Court’s history. The federal government, he declared, had no right to limit slavery in the territories, which it had done with some success in the compromises of 1820, 1850, and 1854. The Missouri Compromise and all succeeding efforts to keep a lid on the volatile issue of slavery in the territories were now null and void. He went further, writing that the right to hold slaves was as absolute as the right to hold any property, which all states were bound to enforce. More, he ruled that blacks were granted neither rights nor protections under the Constitution, that from the founding, African Americans were viewed as “beings of an inferior order”; that they were “unfit to associate with the white race”; that they “possessed no rights which the white man was bound to respect”; and that they had been “justly and lawfully reduced to slavery.”
There was, of course, abundant racism in the “free states,” and most northerners were willing to let slavery be. But they were not willing to accept what looked like an assault on their land and their ideals. Taney’s decision opened the door to endless problems, not the least of which was the spectacle of southern slave hunters unrestrained in their invasion of northern cities as they’ searched for lost property. It was not a long stretch from Justice McClean’s dissent to the feeling that an’ aggressive southern “Slave Power” now ran roughshod over northern law and custom.
… The right of property in a slave is distinctly and expressly affirmed in the Constitution. The right to traffic in it, like an ordinary article of merchandise and property, was guarantied to the cit­ izens of the United States, every State that might desire it, for twenty years. And the Government in express terms is pledged to protect it in all future time, if the slave escapes from his owner. This is done in plain words—too plain to be misunderstood. And no word can be found in the Constitution which gives Congress a greater power over slave property, or which entitles property of that kind to less protection than property of any other description. The only power conferred is the power coupled with the duty of guarding and protecting the owner in his rights.
Upon these considerations, it is the opinion of the court that the act of Congress which pro­ hibited a citizen from holding and owning property of this kind in the territory of the United States north of the line therein mentioned, is not warranted by the Constitution, and is therefore void; and that neither Dred Scott himself, nor any of his family, were made free by being carried into this territory; even if they had been carried there by the owner, with the intention of becom­ ing a permanent resident.
We have so far examined the case as it stands under the Constitution of the United States and the powers thereby delegated to the Federal Government.
But there is another point in the case which depends on State power and State law. And it is contended, on the part of the plaintiff, that he is made free by being taken to Rock Island, in the State of Illinois, independently of his residence in the territory of the United States; and being so made free, he was not again reduced to a state of slavery by being brought back to Missouri.
Our notice of this part of the case will be very brief; for the principle on which it depends was decided in this court upon much consideration in the case of Strader et al. v. Graham. … In that case, the slaves had been taken from Kentucky to Ohio, with the consent of the owner, and afterwards brought back to Kentucky. And this court held that their status or condition, as free or slave, depended on the laws Kentucky, when they were brought back into that State, and not of Ohio; and that this court had no jurisdiction to revise the judgment of a state court upon its own laws. This was the point directly before the court, and the decision that this court had no jurisdic­ tion turned upon it, as will be seen by the report of the case.
So in this case. As Scott was a slave when taken into the state of Illinois by his owner, and was there held as such, and brought back in that character, his status as free or slave depended on the laws of Missouri, and not of Illinois. . . .
Upon the whole, therefore, it is the judgment of this court, that it appears by the record before us that the plaintiff in error is not a citizen of Missouri, in the sense in which the word is used in the Constitution; and that the Circuit Court of the United States, for that reason, had no jurisdiction in the case, and could give no judgment in it. Its judgment for the defendant must, consequently, be reversed, and a mandate issued, directing the suit to be dismissed for want of jurisdiction.
       DOCUMENT 2: Dissenting Opinion, Justice    John McClean, March 6,1857
. . . The sovereignty of the Federal Government extends to the entire limits of our territory. Should any foreign power invade our jurisdiction, it would be repelled. There is a law of Congress to punish our citizens for crimes committed in districts of country where there is no organized Government. … If there be a right to acquire territory, there necessarily must be an implied power to govern it. …
The States of Missouri and Illinois are bounded by a common line. The one prohibits slavery, the other admits it. This has been done by the exercise of that sovereign power which appertains to each. We are bound to respect the institutions of each, as emanating from the voluntary action of people. Have the people of either any right to disturb the relations of the other? Each State rests upon the basis of its own sovereignty, protected by the Constitution. Our Union has been the foundation of our prosperity and national glory. Shall we not cherish and maintain it? This can only be done by respecting the legal rights of each State.
If a citizen of a State shall entice or enable a slave to escape from the service of his master, the law holds him responsible, not only for the loss of the slave, but he is liable to be indicted and fined for the misdemeanor. . ..
Let these facts be contrasted with the case now before the Court. Illinois has declared in the most solemn and impressive form that there shall be neither slavery nor involuntary servitude in that State, and that any slave brought into it, with a view of becoming a resident shall be emanci­ pated. And effect has been given to this provision of the Constitution by the decision of the Supreme Court of that State. With a full knowledge of these facts, a slave is brought from Missouri to Rock Island, in the State of Illinois, and is retained there as a slave for two years, and then taken to Fort Snelling, where slavery is prohibited by the Missouri Compromise Act, and there he is detained two years longer in a state of slavery. Harriet, his wife, was also kept at the same place four years as a slave, having been purchased in Missouri. They were then removed to the State of Missouri, and sold as slaves, and in the action before us they are not only claimed as slaves, but a majority of my brethren have held that on their being returned to Missouri the status of slavery attached to them.
I am not able to reconcile this result with respect due to the State of Illinois. Having the same rights of sovereignty as the State of Missouri in adopting a Constitution, I can perceive no reason why the institutions of Illinois should not receive the same consideration as those of Missouri. Allowing to my brethren the same right of judgment that I exercise myself, I must be permitted to say that it seems to me the principle laid down will enable the people of a slave State to introduce slavery into a free State, for a longer or shorter time, as may suit their convenience; and by returning the slave to the State whence he was brought, by force or otherwise, the status of slavery attaches, and protects the rights of the master, and defies the sovereignty of the free State. . . .
      Introduction to Documents 3 and 4
Hinton Rowan Helper’s Impending Crisis of the South and George Fitzhugh’s Cannibals All! or Slaves Without Masters were extreme books in their day. Both were published in 1857, just as the fragile compromises that had kept the union together were coming apart. Helper went much further than most northerners in his vituperation against the slaveholders. Similarly, Fitzhugh’s argument that slavery should not be confined to blacks but was the appropriate condition for most people was an extremist stance that was rejected by his fellow slave­ holders. But by taking radical positions, each man sharpened the debate. Southerners suspected that most northerners secretly agreed with Helper but were unwilling to admit it; northerners feared that Fitzhugh actually spoke for a power-hungry “slavepower” conspiracy that wanted to enslave most free white men in the North as well as in the South.
Note that Helper’s hatred of slavery did not arise from sympathy for African Americans. On the contrary, he believed they were, whether slave or free, an “undesirable population” and that, once emancipated, they should be colonized in Africa, though nearly all had been born and raised in America. Rather, it was the alleged contrast of what free labor did for the North and slave labor for the South that he dwelled on: “In the former, wealth, intelligence, power, progress, and prosperity are the prominent characteristics; In the latter, poverty, ignorance, imbecility, inertia, and extravagance, are the distinguishing features.” Slavery’s impact on poor whites most concerned Helper, for by concentrating wealth (land and slaves) in the hands of the few, he argued, the system degraded the majority.
George Fitzhugh, on the other hand, argued that so-called free society made cannibals of all and rendered humans selfish and heartless. The solution was not, as many northern reformers would have it, to tinker with society to make it more humane. “To secure true progress,” Fitzhugh declared, “we must unfetter genius and chain down mediocrity. Liberty for the fewr—Slavery, in every form, for the mass.” Or, even more pithily: “ ‘Some were born with saddles on their backs, and others booted and spurred to ride them’—and the riding does them good.”
Fitzhugh explicitly rejected race as the basis for enslavement; racism, he felt, hardened masters’ hearts toward their slaves. He was a true conservative in the classical sense of the word. He argued that humans, white or black, were not born with equal inheritances of money or talent, so that, for most, liberty’ meant merely the chance to be exploited by those more rich, powerful, or intelligent. Freedom, progress, equality of opportunity, and autonomous individualism were all pipe dreams. Human beings, Fitzhugh believed, were predators, and only systems of bondage recognized this fact, but they mollified it by imposing mutual rights and obligations on masters and slaves. The ideology of equal opportunity, of capitalism, he argued, was merely a ruse by which the strong exploited the weak. The world, he concluded, was too little governed; most people needed masters to tell them what to do.
If the following passages are extreme, they give a good sense of the clash of northern and southern economic systems and the underlying values that would soon explode in civil war.
            DOCUMENT 3: From Cannibals All!
George Fitzhugh
The universal Trade
We are all, North and South, engaged in the White Slave Trade, and he who succeeds best is esteemed most respectable. It is far more cruel than the Black Slave Trade, because it exacts more of its slaves, and neither protects nor governs them. We boast that it exacts more when we say, “that the profits made from employing free labor are greater than those from slave labor.” The profits, made from free labor are the amount of the products of such labor, which the employer, by means of the command which capital or skill gives him, takes away, exacts, or “exploitâtes” from the free laborer. The profits of slave labor are that portion of the products of such labor which the power of the master enables him to appropriate. These profits are less, because the master allows the slave to retain a larger share of the results of his own labor than do the employers of free labor. But we not only boast that the White Slave Trade is more exacting and fraudulent (in fact, though not in intention) than Black Slavery; but we also boast that it is more cruel, in leaving the laborer to take care of himself and family out of the pittance which skill or capital have allowed him to retain. When the day’s labor is ended, he is free, but is overburdened with the cares of family and household, which make his freedom an empty and delusive mockery. But his employer is really free, and may enjoy the profits made by others’ labor, without a care, or a trouble, as to their well­ being. The negro slave is free, too, when the labors of the day are over, and free in mind as well as body; for the master provides food, raiment, house, fuel, and everything else necessary to the physical well-being of himself and family. The master’s labors commence just when the slave’s end. No wonder men should prefer white slavery to capital, to negro slavery, since it is more prof­ itable, and is free from all the cares and labors of black slave-holding… .
The negro slaves of the South are the happiest, and, in some sense, the freest people in the world. The children and the aged and infirm work not at all, and yet have all the comforts and necessaries of life provided for them. They enjoy liberty, because they are oppressed neither by care nor labor. The women do little hard work, and are protected from the despotism of their husbands by their masters. The negro men and stout boys work, on the average, in good weather, not more than nine hours a day. The balance of their time is spent in perfect abandon. Besides, they have their Sabbaths and holidays. White men, with so much of license and liberty, would die of ennui; but negroes luxuriate in corporeal and mental repose. With their faces upturned to the sun, they can sleep at any hour; and quiet sleep is the greatest of human enjoyments. “Blessed be the man who invented sleep.” ’Tis happiness in itself—and results from contentment with the present, and confident assurance of the future. We do not know whether free laborers ever sleep. They are fools to do so; for, whilst they sleep, the wily and watchful capitalist is devising means to ensnare and exploitate them. The free laborer must work or starve. He is more of a slave than the negro, because he works longer and harder for less allowance than the slave, and has no holiday, because the cares of life with him begin when its labors end. He has no liberty, and not a single right.. ..
We agree with Mr. Jefferson that all men have natural and inalienable rights. To violate or disregard such rights, is to oppose the designs and plans of Providence, and cannot “come to good.” The order and subordination observable in the physical, animal, and human world show that some are formed for higher, others for lower stations—the few to command, the many to obey. We conclude that about nineteen out of every twenty individuals have “a natural and inalienable right” to be taken care of and protected, to have guardians, trustees, husbands, or masters; in other words, they have a natural and inalienable right to be slaves. The one in twenty are as clearly bom or educated or some way fitted for command and liberty. Not to make them rulers or masters is as great a violation of natural right as not to make slaves of the mass. A very little individuality is use­ ful and necessary to society—much of it begets discord, chaos and anarchy….
      Liberty and Slavery
… What is falsely called Free Society is a very recent invention. It proposes to make the weak, ignorant, and poor, free, by turning them loose in a world owned exclusively by the few (whom nature and education have made strong, and whom property has made stronger) to get a living. In the fanciful state of nature, where property is unappropriated, the strong have no weapons but superior physical and mental power with which to oppress the weak. Their power of oppression is increased a thousand fold when they become the exclusive owners of the earth and all the things thereon. They are masters without the obligations of masters, and the poor are slaves without the rights of slaves.
It is generally conceded, even by abolitionists, that the serfs of Europe were liberated because the multitude of laborers and their competition as freemen to get employment, had rendered free labor cheaper than slave labor. But, strange to say, few seem to have seen that this is in fact asserting that they were less free after emancipation than before. Their obligation to labor was increased; for they were compelled to labor more than before to obtain a livelihood, else their free labor would not have been cheaper than their labor as slaves. They lost something in liberty, and everything in rights—for emancipation liberated or released the masters from all their burdens, cares, and liabilities, whilst it increased both the labors and the cares of the liberated serf… .
     The Family
All modern philosophy converges to a single point—the overthrow of all government, the substitution of the untrammelled “Sovereignty of the Individual” for the Sovereignty of Society, and the inauguration of anarchy. First domestic slavery, next religious institutions,
then separate property, then political government, and, finally, family government and family relations, are to be swept away. This is the distinctly avowed programme of all able abolition­ ists and socialists; and towards this end the doctrines and the practices of the weakest and most timid among them tend. . . .
It is pleasing, however, to turn from the world of political economy, in which “might makes right,” and strength of mind and of body are employed to oppress and exact from the weak, to that other and better, and far more numerous world, in which weakness rules, clad in the armor of affection and benevolence. . . . The infant, in its capricious dominion over mother, father, brothers and sisters, exhibits, in strongest colors, the “strength of weakness,” the power of affection. The wife and daughters are more carefully attended by the father, than the sons, because they are weaker and elicit more of his affection. .. .
But, besides wife and children, brothers and sister, dogs, horses, birds and flowers—slaves, also, belong to the family circle. Does their common humanity, their abject weakness and dependence, their great value, their ministering to our wants in childhood, manhood, sickness and old age, cut them off from that affection which everything else in the family elicits? No; the interests of master and slave are bound up together, and each in his appropriate sphere naturally endeavors to promote the happiness of the other.
The humble and obedient slave exercises more or less control over the most brutal and hard-hearted master. It is an invariable law of nature, that weakness and dependence are elements of strength, and generally sufficiently limit that universal despotism, observable throughout human and animal nature. The moral and physical world is but a series of subordinations, and the more perfect the subordination, the greater the harmony and the happiness. . ..
   Government a Thing of Force, Not of Consent
We do not agree with the authors of the Declaration of Independence, that governments “derive their just powers from the consent of the governed.” The women, the children, the negroes, and but few of the non-property holders were consulted, or consented to the Revolution, or the govern­ ments that ensued from its success. As to these, the new governments were self-elected despo­ tisms, and the governing class self-elected despots. Those governments originated in force, and have been continued by force. All governments must originate in force, and be continued by force. The very term, government, implies that it is carried on against the consent of the governed. Fathers do not derive their authority, as heads of families, from the consent of wife and children, nor do they govern their families by their consent. They never take the vote of the family as to the labors to be performed, the moneys to be expended, or as to anything else. Masters dare not take the vote of slaves as to their government. If they did, constant holiday, dissipation, and extrava­ gance would be the result. Captains of ships are not appointed by the consent of the crew, and never take their vote, even in “doubling Cape Hom.” If they did, the crew would generally vote to get drunk, and the ship would never weather the cape. Not even in the most democratic countries are soldiers governed by their consent, nor is their vote taken on the eve of battle. They have some how lost (or never had) the “inalienable rights of life, liberty, and the pursuit of happiness,” and, whether Americans or Russians, are forced into battle without and often against their consent. Riots, mobs, strikes, and revolutions are daily occurring. The mass of mankind cannot be gov­ erned by Law. More of despotic discretion, and less of Law, is what the world wants. We take our leave by saying “There is too much of Law and too little of Government in this world.”
. . . The negro sees the driver’s lash, becomes accustomed to obedient cheerful industry, and is not aware that the lash is the force that impels him. The free citizen fulfills con amore, his round of social, political, and domestic duties, and never dreams that the Law, with its fines and jails, penitentiaries and halters, or Public Opinion, with its ostracism, its mobs, and its tar and feathers, help to keep him revolving in his orbit. Yet, remove these physical forces, and how many good citizens would shoot, like firey comets, from their spheres, and disturb society with their eccentricities and their crimes.
  DOCUMENT 4: From The Impending crisis of the South 
             Hinton Rowan Helper
It is a fact well known to every intelligent Southerner that we are compelled to go to the North for almost every article of utility and adornment, from matches, shoepegs and paintings up to cotton­ mills, steamships and statuary; that we have no foreign trade, no princely merchants, nor respectable artists; that, in comparison with the free states, we contribute nothing to the literature, polite arts and inventions of the age . .. that almost everything produced at the North meets with ready sale, while, at the same time, there is no demand, even among our own citizens, for the pro­ ductions of Southern industry; that, owing to the absence of a proper system of business amongst us, the North becomes, in one way or another, the proprietor and dispenser of all our floating wealth, and that we are dependent on Northern capitalists for the means necessary to build our railroads, canals and other public improvements … and that nearly all the profits arising from the exchange of commodities, from insurance and shipping offices, and from the thousand and one industrial pursuits of the country, accrue to the North, and are there invested in the erection of those magnificent cities and stupendous works of art which dazzle the eyes of the South, and attest the superiority of free institutions! . . .
In our opinion . . . , the causes which have impeded the progress and prosperity of the South, which have dwindled our commerce, and other similar pursuits, into the most con­ temptible insignificance; sunk a large majority of our people in galling poverty and ignorance, rendered a small minority conceited and tyrannical, and driven the rest away from their homes; entailed upon us a humiliating dependence on the Free States; disgraced us in the recesses of our own souls, and brought us under reproach in the eyes of all civilized and enlightened nations— may all be traced to one common source, and there find solution in the most hateful and horrible word, that was ever incorporated into the vocabulary of human economy—Slavery!
Reared amidst the institution of slavery, believing it to be w

Create pro forma financial statements for predicting ability to meet

 Prompt: First, review the Final Project Scenario document and the accompanying Final Project Workbook. Follow the instructions below and complete the workbook with the information provided in the scenario. Using your review of the scenario, develop a management analysis brief that addresses the critical elements indicated below. Use information from your accounting workbook to support your claims in the management analysis brief. Note: Milestone Two is a draft of some critical elements of the final project. Note that the management analysis brief informs the management analysis memo in the final project. Specifically, the following critical elements must be addressed: I. Accounting Workbook: Your accounting workbook must include appropriate calculations and statements: A. Create pro forma financial statements for predicting ability to meet future expansion goals. Pro Forma Statements are “what if” statements. If the company opens the second location, what will the budgeted income statement and budgeted balance sheets be? II. Notes to the Financial Statements: You will find an example for how to format these notes located in the module resources. Your notes must contain the following: A. Create appropriate notes as year-to-year documentation for managing depreciation, supplies, and inventory. B. Create appropriate notes for long-term debt. III. Management Analysis Brief: Your management analysis brief should explain financial information to management. Provide evidence from your accounting workbook to support your ideas where applicable. A. Discuss the impact of the pro forma financial statements for predicting ability to meet future expansion goals. B. Describe the implications of inventory costing, contingent liabilities, and revenue recognition. C. Identify potential issues in interpretation of financial information, providing examples to support your ideas. 

CU network Firewalls Discussion

I’m studying for my Computer Science class and don’t understand how to answer this. Can you help me study? explain the difference between an access control list (ACL) that is used in routers to block traffic and firewalls. What similarities do they share?