Slavery was not an event

    "Slavery was not an event. It was a 400 year process, cultivated through an elaborate system of exploitation. More precisely, Christians (i.e., Europeans) and Arabs (i.e., Muslims) exploited African labor, skill and creative genius in order to create White wealth." ~ 

By:  Obafemi Origunwa, MA

Though sadistic and macabre, the plain truth is that slavery was an unprecedented economic juggernaut whose impact is still lived by each of us daily.

Here are 10 things everyone should know about the economic roots of slavery:

1) Slavery laid the foundation for the modern international economic system.
The massive infrastructure required to move 8 to 10 million Africans halfway around the world built entire cities in England and France, such as Liverpool, Manchester and Bordeaux. It was key to London’s emergence as a global capital of commerce, and spurred New York’s rise as a center of finance. The industry to construct, fund, staff, and administer the thousands of ships which made close to 50,000 individual voyages was alone a herculean task. The international financial and distribution networks required to coordinate, maintain and profit from slavery set the framework for the modern global economy.

2) Africans’ economic skills were a leading reason for their enslavement.
Africans possessed unique expertise which Europeans required to make their colonial ventures successful. Africans knew how to grow and cultivate crops in tropical and semi-tropical climates. African rice growers, for instance, were captured in order to bring their agricultural knowledge to America’s sea islands and those of the Caribbean. Many West African civilizations possessed goldsmiths and expert metal workers on a grand scale. These slaves were snatched to work in Spanish and Portuguese gold and silver mines throughout Central and South America. Contrary to the myth of unskilled labor, large numbers of Africans were anything but.

3) African know-how transformed slave economies into some of the wealthiest on the planet.
The fruits of the slave trade funded the growth of global empires. The greatest source of wealth for imperial France was the “white gold” of sugar produced by Africans in Haiti. More riches flowed to Britain from the slave economy of Jamaica than all of the original American 13 colonies combined. Those resources underwrote the Industrial Revolution and vast improvements in Western Europe’s economic infrastructure.

4) Until it was destroyed by the Civil War, slavery made the American South the richest and most powerful region in America.
Slavery was a national enterprise, but the economic and political center of gravity during the U.S.’s first incarnation as a slave republic was the South. This was true even during the colonial era. Virginia was its richest colony and George Washington was one of its wealthiest people because of his slaves. The majority of the new country’s presidents and Supreme Court justices were Southerners.

However, the invention of the cotton gin took the South’s national economic dominance and transformed it into a global phenomenon. British demand for American cotton, as I have written before, made the southern stretch of the Mississippi River the Silicon Valley of its era. The single largest concentration of America’s millionaires was gathered in plantations along the Mississippi’s banks. The first and only president of the Confederacy—Jefferson Davis—was a Mississippi, millionaire slave holder.

5) Defense of slavery, more than taxes, was pivotal to America’s declaration of independence.
The South had long resisted Northern calls to leave the British Empire. That’s because the South sold most of its slave-produced products to Britain and relied on the British Navy to protect the slave trade. But a court case in England changed all of that. In 1775, a British court ruled that slaves could not be held in the United Kingdom against their will. Fearing that the ruling would apply to the American colonies, the Southern planters swung behind the Northern push for greater autonomy. In 1776, one year later, America left its former colonial master. The issue of slavery was so powerful that it changed the course of history.

6) The brutalization and psychological torture of slaves was designed to ensure that plantations stayed in the black financially.
Slave revolts and acts of sabotage were relatively common on Southern plantations. As economic enterprises, the disruption in production was bad for business. Over time a system of oppression emerged to keep things humming along. This centered on singling out slaves for public torture who had either participated in acts of defiance or who tended towards noncompliance. In fact, the most recalcitrant slaves were sent to institutions, such as the “Sugar House” in Charleston, S.C., where cruelty was used to elicit cooperation. Slavery’s most inhumane aspects were just another tool to guarantee the bottom line.

7) The economic success of former slaves during Reconstruction led to the rise of the Ku Klux Klan.
In less than 10 years after the end of slavery, blacks created thriving communities and had gained political power—including governorships and Senate seats—across the South. Former slaves, such Atlanta’s Alonzo Herndon, had even become millionaires in the post-war period. But the move towards black economic empowerment had upset the old economic order. Former planters organized themselves into White Citizens Councils and created an armed wing—the Ku Klux Klan—to undermine black economic institutions and to force blacks into sharecropping on unfair terms. Isabel Wilkerson’s Pulitzer Prize-winning book, “The Warmth of Other Suns”, details the targeting of black individuals, as well as entire black communities, for acts of terror whose purpose was to enforce economic apartheid.

8) The desire to maintain economic oppression is why the South was one of the most anti-tax regions of the nation.
Before the Civil War, the South routinely blocked national infrastructure protects. These plans, focused on Northern and Western states, would have moved non-slave goods to market quickly and cheaply. The South worried that such investments would increase the power of the free-labor economy and hurt their own, which was based on slavery. Moreover, the South was vehemently opposed to taxes even to improve the lives of non-slaveholding white citizens. The first public school in the North, Boston Latin, opened its doors in the mid-1600s. The first public school in the South opened 200 years later. Maintenance of slavery was the South’s top priority to the detriment of everything else.

9) Many firms on Wall Street made fortunes from funding the slave trade.
Investment in slavery was one of the most profitable economic activities throughout most of New York’s 350 year history. Much of the financing for the slave economy flowed through New York banks. Marquee names such as JP Morgan Chase and New York Life all profited greatly from slavery. Lehman Brothers, one of Wall Street’s largest firms until 2008, got its start in the slave economy of Alabama. Slavery was so important to the city that New York was one the most pro-slavery urban municipalities in the North.

10) The wealth gap between whites and blacks, the result of slavery, has yet to be closed.
The total value of slaves, or “property” as they were then known, could exceed $12 million in today’s dollars on the largest plantations. With land, machinery, crops and buildings added in, the wealth of southern agricultural enterprises was truly astronomical. Yet when slavery ended, the people that generated the wealth received nothing.

The country has struggled with the implications of this inequity ever since. With policy changes in Washington since 1865, sometimes this economic gulf has narrowed and sometimes it’s widened, but the economic difference has never been erased. Today, the wealth gap between whites and blacks is the largest recorded since records began to be kept three decades ago.

The Ability to Break Chains

I hear The Chains Breaking

Please read this re-posted article from Cheryl Snapp Conner, a frequent speaker and author on reputation and thought leadership.  It touched me in knowing what is needed to break invisible chains that can prevent potential.

1.    Waste Time Feeling Sorry for Themselves. You don’t see mentally strong people feeling sorry for their circumstances or dwelling on the way they’ve been mistreated. They have learned to take responsibility for their actions and outcomes, and they have an inherent understanding of the fact that frequently life is not fair. They are able to emerge from trying circumstances with self-awareness and gratitude for the lessons learned. When a situation turns out badly, they respond with phrases such as “Oh, well.” Or perhaps simply, “Next!”

2. Give Away Their Power. Mentally strong people avoid giving others the power to make them feel inferior or bad. They understand they are in control of their actions and emotions. They know their strength is in their ability to manage the way they respond.

3.    Shy Away from Change. Mentally strong people embrace change and they welcome challenge. Their biggest “fear,” if they have one, is not of the unknown, but of becoming complacent and stagnant. An environment of change and even uncertainty can energize a mentally strong person and bring out their best.

4. Waste Energy on Things They Can’t Control. Mentally strong people don’t complain (much) about bad traffic, lost luggage, or especially about other people, as they recognize that all of these factors are generally beyond their control. In a bad situation, they recognize that the one thing they can always control is their own response and attitude, and they use these attributes well.

5. Worry About Pleasing Others. Know any people pleasers? Or, conversely, people who go out of their way to dis-please others as a way of reinforcing an image of strength? Neither position is a good one. A mentally strong person strives to be kind and fair and to please others where appropriate, but is unafraid to speak up. They are able to withstand the possibility that someone will get upset and will navigate the situation, wherever possible, with grace. It takes much practice to hone mental strength

6. Fear Taking Calculated Risks. A mentally strong person is willing to take calculated risks. This is a different thing entirely than jumping headlong into foolish risks. But with mental strength, an individual can weigh the risks and benefits thoroughly, and will fully assess the potential downsides and even the worst-case scenarios before they take action.

7. Dwell on the Past. There is strength in acknowledging the past and especially in acknowledging the things learned from past experiences—but a mentally strong person is able to avoid miring their mental energy in past disappointments or in fantasies of the “glory days” gone by. They invest the majority of their energy in creating an optimal present and future.

8. Make the Same Mistakes Over and Over. We all know the definition of insanity, right? It’s when we take the same actions again and again while hoping for a different and better outcome than we’ve gotten before. A mentally strong person accepts full responsibility for past behavior and is willing to learn from mistakes. Research shows that the ability to be self-reflective in an accurate and productive way is one of the greatest strengths of spectacularly successful executives and entrepreneurs.

9. Resent Other People’s Success. It takes strength of character to feel genuine joy and excitement for other people’s success. Mentally strong people have this ability. They don’t become jealous or resentful when others succeed (although they may take close notes on what the individual did well). They are willing to work hard for their own chances at success, without relying on shortcuts.

10. Give Up After Failure. Every failure is a chance to improve. Even the greatest entrepreneurs are willing to admit that their early efforts invariably brought many failures. Mentally strong people are willing to fail again and again, if necessary, as long as the learning experience from every “failure” can bring them closer to their ultimate goals.

11. Fear Alone Time. Mentally strong people enjoy and even treasure the time they spend alone. They use their downtime to reflect, to plan, and to be productive. Most importantly, they don’t depend on others to shore up their happiness and moods. They can be happy with others, and they can also be happy alone.

12. Feel the World Owes Them Anything. Particularly in the current economy, executives and employees at every level are gaining the realization that the world does not owe them a salary, a benefits package and a comfortable life, regardless of their preparation and schooling. Mentally strong people enter the world prepared to work and succeed on their merits, at every stage of the game.

13. Expect Immediate Results. Whether it’s a workout plan, a nutritional regimen, or starting a business, mentally strong people are “in it for the long haul”. They know better than to expect immediate results. They apply their energy and time in measured doses and they celebrate each milestone and increment of success on the way. They have “staying power.” And they understand that genuine changes take time.

Life is what we make of it, in the short time we are given here on earth.  Make a Difference.

Dewitt RobinsonDewitt Robinson | Blogging For Fun And Change

A Scandal That's Exposing Ugly Truths About the School Privatization Agenda

August 16, 2013  |  

Written by:   David Sirota for the alternet.org website.  He is a best-selling author of the new book "Back to Our Future: How the 1980s Explain the World We Live In Now." He also hosts the morning show on AM760 in Colorado.

  

The recent scandal ousting Florida's top education official shows the privatization movement is about profits.

Paradoxes come in all different forms, but here’s one that perfectly fits this Gilded Age: The most significant lesson from the ongoing debate about American education has little to do with schools and everything to do with money. This lesson comes from a series of recent scandals that expose the financial motives of the leaders of the so-called education “reform” movement — the one that is trying to privatize public schools.

The first set of scandals engulfed Tony Bennett, the former Indiana school superintendent and much-vaunted poster boy for the privatization push. After voters in that state responded to his radical agenda by throwing him out of office, he was quickly hired to lead Florida’s education system. At the same time, his wife not-so-coincidentally landed a gig with the Florida-based Charter Schools USA, a for-profit company that not only has an obvious interest in Bennett privatizing Florida schools, but that also was previously awarded lucrative contracts by Bennett in Indiana.

Grotesque as it is to shroud such self-enriching graft in the veneer of helping children, the self-dealing controversy wasn’t Bennett’s most revealing scandal. That distinction goes to recent news that Bennett changed the grades of privately run charter schools on behalf of his financial backers. Indeed, as the Associated Press reported, “When it appeared an Indianapolis charter school run by a prominent Republican donor might receive a poor grade, Bennett’s education team frantically overhauled his signature ‘A-F’ school grading system to improve the school’s marks.” Yet, the Associated Press also reported that just a year before, Bennett “declined to give two Indianapolis public schools (the) same flexibility.”

In response, the American Federation of Teachers is asking Indiana to release emails between Bennett and the education foundation run by former Gov. Jeb Bush, R-Fla., another prominent face of the “reform” movement. The union is requesting this correspondence because of another scandal, this one publicized by the Washington Post.

Under the headline “E-mails Link Bush Foundation, Corporations and Education Officials,” the newspaper earlier this year reported on correspondence showing the foundation carefully shaping its education “reform” agenda not around policies that would most help children, but around legislation that would most quickly expand the profit margins of its donors in the for-profit education industry.

Before all of these controversies, of course, there were plenty of ways to see that something other than concern for kids has been driving “reformers’” push to privatize public schools.

You could, for example, contrast privatizers’ pro-charter-school propaganda with Stanford University’s study showing that most charter schools perform no better — and often worse — than traditional public schools.

You could juxtapose the Reuters story screaming “Private Firms Eyeing Profits From U.S. Public Schools” next to the New York Times headline blaring “Hedge Funds’ Leaders Rally for Charter Schools.”

You could consider that the most prolific fundraiser in the education “reform” movement is not someone with a stellar record of education policy success, but instead Michelle Rhee, the former Washington, D.C., schools chief whose tenure was defined by a massive cheating scandal.

But maybe the best way to see that profit is the motive of the education “reform” movement is to note that no matter how many kids they harm or how many scandals they create, Bennett, Bush, Rhee and other privatizers continue getting jobs, continue being touted as education “experts” and continue raising huge money for their cause.

Thanks to that dynamic, education politics is spotlighting a fact that should be taught in every civics class. It is a fact that contradicts the pervasive rhetoric about meritocracy, but it is, alas, a fact: If you are backed by enough money, you will almost always retain your status in America — no matter how wrong you are and how many lives you ruin.

Know The Warnings of A Stroke

Cardiologist say any bystander can recognize a stroke by asking three simple questions:

S *Ask the individual to SMILE.& STICK out Your Tongue,  If the tongue is crooked, or if it goes to one side or the other, it's an indication of a stroke.

T *Ask the person to TALK and SPEAK A SIMPLE SENTENCE (Coherently)
(i.e. Chicken Soup Taste Swell)

R *Ask him or her to RAISE BOTH ARMS.

If he or she has trouble with ANY ONE of these tasks, call emergency number immediately and describe the symptoms to the dispatcher

What Do I Make....

I chose a noble profession that does not produce widgets, or has a cookie cutter recipe for success. One can not measure my effectiveness based on a capitalistic model of data driven statistics from a beachfront community comparison.  One can trust that I am capable of diagnosing a myriad of personalities, give credence to a child's experiences, and motivating them to another level of excellence in every aspect of there lives.  No FCAT or Cast system could ever calculate what a teacher makes.

Click to Here about the Noble Profession of Teaching.

Myth : Hazing is an effective way to teach respect and develop discipline & loyalty.

Fact: Respect must be EARNED--not taught. Victims of hazing rarely report having respect for those who have hazed them. Just like other forms of victimization, hazing breeds mistrust, apathy and alienation.

Intake is the law of the land. M.I.P.(Membership Intake Process). 'Skating' is a term of the past. Pledging, hazing and the like are all illegal. Each hazing incident places organizations in jeopardy as each incident is a potential criminal & civil law suit under tort law. F.S.¹1006.63 (3rd degree Felony) In fact, states such as Florida, that have laws against hazing, consent of the victim can not be used as a defense in a civil suit. This is because even if someone agrees to participate in a potentially hazardous action it may not be true consent when considering the peer pressure and desire to belong to the group.

“Hazing” refers to any activity expected of someone joining a group (or to maintain full status in a group) that humiliates, degrades or risks emotional and/or physical harm, regardless of the person's willingness to participate. In years past, hazing practices were typically considered harmless pranks or comical antics associated with young men in college fraternities.

Today we know that hazing extends far beyond college fraternities and is experienced by boys/men and girls/women in school groups, university organizations, athletic teams, the military, and other social and professional organizations. Hazing is a complex social problem that is shaped by power dynamics operating in a group and/or organization and within a particular cultural context.

Hazing activities are generally considered to be: physically abusive, hazardous, and/or sexually violating. The specific behaviors or activities within these categories vary widely among participants, groups and settings. While alcohol use is common in many types of hazing, other examples of typical hazing practices include: personal servitude; sleep deprivation and restrictions on personal hygiene; yelling, swearing and insulting new members/rookies; being forced to wear embarrassing or humiliating attire in public; consumption of vile substances or smearing of such on one's skin; brandings; physical beatings; binge drinking and drinking games; sexual simulation and sexual assault.

In the Alfred/NCAA survey of college athletes, hazing was defined as: "any activity expected of someone joining a group that humiliates, degrades, abuses or endangers, regardless of the person's willingness to participate. This does not include activities such as rookies carrying the balls, team parties with community games, or going out with your teammates, unless an atmosphere of humiliation, degradation, abuse or danger arises."

“Hazing is an activity that a high-status member orders other members to engage in or suggests that they engage in that in some way humbles a newcomer who lacks the power to resist, because he or she want to gain admission to a group. Hazing can be noncriminal, but it is nearly always against the rules of an institution, team, or Greek group. It can be criminal, which means that a state statute has been violated. This usually occurs when a pledging-related activity results in gross physical injury or death” (from Hank Nuwer's book Wrongs of Passage , 1999, p. xxv).

Hazing is defined by the FIPG (Fraternal Information Programming Group) as: "Any action taken or situation created, intentionally, whether on or off fraternity premises, to produce mental or physical discomfort, embarrassment, harassment, or ridicule. Such activities may include but are not limited to the following: use of alcohol; paddling in any form; creation of excessive fatigue; physical and psychological shocks; quests, treasure hunts, scavenger hunts, road trips or any other such activities carried on outside or inside of the confines of the chapter house; wearing of public apparel which is conspicuous and not normally in good taste; engaging in public stunts and buffoonery; morally degrading or humiliating games and activities; and any other activities which are not consistent with fraternal law, ritual or policy or the regulations and policies of the educational institution."

The following are some examples of hazing divided into three categories: subtle, harassment, and violent. It is impossible to list all possible hazing behaviors because many are context-specific. While this is not an all-inclusive list, it provides some common examples of hazing traditions.

A. SUBTLE HAZING: Behaviors that emphasize a power imbalance between new members/rookies and other members of the group or team. Termed “subtle hazing” because these types of hazing are often taken-for-granted or accepted as “harmless” or meaningless. Subtle hazing typically involves activities or attitudes that breach reasonable standards of mutual respect and place new members/rookies on the receiving end of ridicule, embarrassment, and/or humiliation tactics. New members/rookies often feel the need to endure subtle hazing to feel like part of the group or team. (Some types of subtle hazing may also be considered harassment hazing).

Deception Assigning demerits Silence periods with implied threats for violation Deprivation of privileges granted to other members Requiring new members/rookies to perform duties not assigned to other members Socially isolating new members/rookies Line-ups and Drills/Tests on meaningless information Name calling Requiring new members/rookies to refer to other members with titles (e.g. “Mr.,” “Miss”) while they are identified with demeaning terms Expecting certain items to always be in one's possession

B. HARASSMENT HAZING: Behaviors that cause emotional anguish or physical discomfort in order to feel like part of the group. Harassment hazing confuses, frustrates, and causes undue stress for new members/rookies. (Some types of harassment hazing can also be considered violent hazing).

Verbal abuse Threats or implied threats Asking new members to wear embarrassing or humiliating attire Stunt or skit nights with degrading, crude, or humiliating acts Expecting new members/rookies to perform personal service to other members such as carrying books, errands, cooking, cleaning etc Sleep deprivation Sexual simulations Expecting new members/rookies to be deprived of maintaining a normal schedule of bodily cleanliness. Be expected to harass others

C. VIOLENT HAZING : Behaviors that have the potential to cause physical and/or emotional, or psychological harm.

Forced or coerced alcohol or other drug consumption Beating, paddling, or other forms of assault Branding Forced or coerced ingestion of vile substances or concoctions Burning Water intoxication Expecting abuse or mistreatment of animals Public nudity Expecting illegal activity Bondage Abductions/kidnaps Exposure to cold weather or extreme heat without appropriate protection

Hazing at any age can be exceedingly harmful. Hazing at the high school level is particularly troubling because the developmental stages of adolescence create a situation in which many students are more vulnerable to peer pressure due to the tremendous need for belonging, making friends and finding approval in one’s peer group.