Organisational Behaviour Essay Example for Free

Organisational Behaviour Essay Question One. From the case study, we can learn a lot. It ranges from leadership, management, work ethics, behaviour shaping and changing to the impact of positive and negative reinforcements in organisations. Managing of creative workers, recognition of opportunities and problems, unethical strategies and tactics, team building and networking among others are aspects that can be learned from the case study (Robinsen 2000). We can also learn from the study that Godot applied an autocratic or authoritative style of leadership. He could not listen to any of his workers, he could not open any avenue of communication and consultation with his workers and could not involve the workers in decision making. All he could do was to haul insults at them instead of actively involving them in the day to day running of the restaurant. It is important to treat workers in a good way if any positive results are to be realised (Simons 2003). The first genesis to doing so is to implement ways and methods that would boost the morale of workers. Good leadership and management skills are essential to any organisation. Good work ethics and behaviour should be instilled to the workers so that they can deliver good results with very minimal supervision (Haddock 2001). Abuses and insults are not supposed to be used at the work place as they even tend to scare away sensitive customers and other business people. Leaders and managers should learn new ways and methods of improving workers’ efficiency and results. Organisations that deploy such ways and methods, have proved to stand ahead of others (Wharton 1996). Question Two. There are several negative and positive reinforcements, punishment and extinctions that were used by Godot and the customers in shaping of the employees’ behaviour. Positive reinforcements included the dedication and industriousness of Godot. This is positive in that it helps the workers as they are able to emulate what Godot stands for. Through dedication and hard work, the restaurant was able to stand the test of time. This was an inspiration to the workers. Another positive reinforcement was that of the customers. The customers would appreciate the work done by Diane and compliment her efficient services. This would give her morale to work even harder and efficiently knowing that her services were good. There are also negative reinforcements. They can be seen mainly from Godot’s attitude and way of doing certain things. He was a man prone to emotional outbursts. He could yell and shout at his workers whenever something went wrong or whenever he could not see what he expected of them. This is negative in that it instilled a sense of fear to the workers and always made them nervous (Bringsrud 2004). This makes someone not to perform to the expected standards, His lack of compliment to his workers is also a negative reinforcement (Myers 1997). He did not appreciate anything good but was so quick at condemning and demonising anything he felt was not right. A good employer needs to give credit where it belongs. This is a way of encouraging and giving morale to the workers (Simons 2003). Godot could not see anything good in it. All he could do was merely grunt at Diane even when she said hello or goodbye. Such attributes do not befit a good employer. Punishment was in the form of fining his workers whenever something went wrong. When Diane dropped a plate of bouillabaisse appetiser, she was scorned at and fined a total of $24. 95. This punishment demoralised her to the extend of affecting her performance. Her earnings from tips dropped from a one time top of 23 percent to a meager 15 percent. This was as a result of reducing the pace at which she worked in order to prevent any other incidences from happening. From this, one can easily tell that the punishment imposed on her was too much and she could not risk losing the amount any more. Such a negative reinforcement does not add any value to the business but instead it demoralizes the workers thus reducing the pace of working (Wharton 1996:8). As a result, the customers end up waiting for long and some might give up and leave. This turns out to affect the restaurant adversely. Godot as an employer has various ways of improving or shaping the behaviour of his employees. One of the ways is by introducing packages that are employee friendly and putting in place certain measures that would improve the performance of his employees instead of using ruthless methods such as imposing of huge fines and punishment to the workers. Such methods could include appreciating what the workers do and also ones in a while complimenting the efforts made. Diane would have been appreciated in various ways and by so doing, her morale would have been boosted thus making her work extra hard and as a result winning more customers. Employers need to realise that social responsibility and leadership in organisations and businesses for that matter are very vital aspects (Haddock 2001:475). Workers depend on employers and employers depend on workers too. This is a mutual relationship which should be upheld in all cases. This should be realised by both the parties in order for the business to perform to the expectations. Question Three. The reinforcements and punishment mentioned in question two have both positive and negative impact on Diane’ behaviour. Inasmuch as the punishment imposed on Diane would seem to be on the extreme, it could be viewed as positive in some ways. Being careful at the job place is extremely important. When Diane dropped the plate of appetiser, she was fined heavily by Godot. This made her promise to be more careful than ever before so that she could not get herself in the same mistake again. This instills a sense of discipline and responsibility to the workers (McTagart 2003). The strict nature of Godot, his dedication and industriousness was a lesson for Diane. Her behaviour would be influenced by such reinforcements. She would learn to be dedicated and more independent in future. Her pace of doing things would also improve as she was used to doing tasks at a very fast rate. This obviously is a positive change to her behaviour. On the other hand, Godot’s lack of compliment and appreciation would affect her behaviour too. This will make her feel left out, unwanted and also feel like her services are not worth. If Godot had behaved differently in this case, Diane would have learned from the same and applied it elsewhere. In any organisation, behavioural shaping and change is very important. Every employee should feel like part of the team in order for there to be teamwork and tangible results (Moir 1999). The lack of appreciation and compliment changed Diane’s way and pace of doing the job. It made her slow down thus affecting the job she was doing. The emphasis of Godot on the importance of working as a team is seen as a positive gesture of behavioural shaping. If an employee was hired and he/she did not appreciate the importance of working as a team, he/she would learn from Godot’s vision and his way of doing things, thus shaping ones behaviour (Stuart 2003). Question Four. The effectiveness of hourly pay rates and tips as a way of reinforcing desired behaviours could go either way, that is, it could either be positive or negative depending on the outcome and the intention of the method. Hourly pay rates in most cases is the method that most employees prefer (Hufman 2002:49). This is because one gets paid depending on their efforts. If one inputs more effort in the job he/she is paid more than that who inputs less. The principle ideally is ‘more effort more pay, less effort less pay’. This is not just an advantage to the employees only but also to the employers (Godwin 2001). If an employee does more, the employer also gets more in returns. Hourly pay has proved to be the best way of dealing with both the employers and the employees. One could work for a certain period of time and get doing something else including attending lectures and lessons. This method does not tie someone to one thing. One becomes flexible enough to the extend of even doing more than one job. Tips are also a good way of reinforcing desired results and behaviours (Borer et al 2000). Tips make a worker work extremely fast and with dedication. How much one takes home at the end of the day, week or month depends on the person’s zeal of work. Just like hourly pay, tips benefit both the employee and the employer. For instance, if an employee makes 20 percent of the total amount of money, it definitely goes without saying that the employer must have bagged the 80 percent. It is therefore important that the mode and way of payment as per the contract is obeyed by the two parties involved. Reinforcing of behaviour could be done in different ways, hourly pay rates and tips being one of the ways. Such a method makes the employee work under certain rules and conditions as deemed fit by the employer. Work for three hours, do not break anything, get your pay and tips and leave. This is normally the motto of such methods. Some employees are too careless and lazy to the extend that they do not care about what happens in the event that loses are incurred. The only way to check them and put them on toes in by introducing the hourly pay rates and tips. This is meant to give the employer the opportunity of maximising his/her time at the job place. In the extract, Godot decides to introduce such a method in order to cushion himself against the lazy workers who might think that they can just get to the hotel, work anyhow and get away with it. This is not Godot’s way of working. He believes in workers earning what they worked for. If you work hard you get more. If you just lazy around, you are bound to get very little. Diane had to work hard so that she could save something substantial for her use ones she went back to school. To her, a table waiting job was what she could do instead of just staying at home during summer. She thought that she could make some money and improve on her University life, actually change her diet. Her hard work would fetch her upto 23 percent on tips and $15. 0 per hour. She had set targets that she wanted to meet. Her ability to work fast and efficiently earned her the percentage she had targeted on tips. This plus her hourly pay was enough to take care of her University needs after summer. This method of tips encouraged her to work hard. Had it been a flat rate pay on tips, Diane would not have worked as hard as she did. This meant that Godot also made a lot of money in the process. Fur thermore, Godot spelt out clearly what he wanted for his restaurant. He had a vision for his restaurant and insisted on the importance of working as a team in order to deliver good services to his customers. It is on the basis of this too that Diane decided that she would put in her best to prove how good she could be. Conclusion. From the case study, it is very clear that something has to be done in most organisations regarding work ethics and behaviour. Employers subject their workers to unfavourable working conditions and all they care about is there well being and not that of the workers (Huberman 1994). Workers in such organisations end up persevering such conditions with the aim of just making ends meet in their lives. This could be clearly seen from Diane’s case. She had to persevere for the purposes of making money but did not enjoy working under such conditions. Workers should enjoy doing their work and this can only be made conducive by the input of the employers (Benstin 1995). Organisational behaviour is a topic of discussion that leaves many employers and employees looking for ways and methods of dealing with the issue.

Importance of Symbols Essay examples -- English Literature Essays

Importance of Symbols In all novels the use of symbols are what make the story feel so real to the reader. A symbol as simple as a bird can mean so much more then what you see. Whereas a symbol as complicated as the sea, can mean so much less then what you thought. It is a person perception that brings them to the true meaning of a specific symbol. Symbols are message within a word that must be analyzed to discover. In The Awakening, Kate Chopin conveys her ideas by using carefully crafted symbols that reflect her characters' thoughts and futures. Early in the novel, while Edna attempts to escape from society's strong grasp, birds emphasize her entanglement by forecasting her actions and monitor her development by reflecting her feelings. The novel opens with the image of a bird, trapped and unable to communicate: "a green and yellow parrot, which hung in the cage outside the door...could speak a little Spanish, and also a language that nobody understood" (1). Like the bird, Edna feels trapped and believes that society has imprisoned her. Her marriage to Mr. Pontellier suffocates her and keeps her from being free. At the same time, she remains shut apart from society like the bird in the cage, and different ideas and feelings prevent her from communicating. The only person in society that begins to understand her, Robert, eventually decides that he must remain a member of society instead of staying with her. He says that "you [Edna] were not free; you were Leonce Pontellier's wife" and that "[Robert] was demented, dreaming of wild, impossible things...[such as] men who had set their wives free" (108). Robert does not want to do something wild and unacceptable to society. In a situation parallel to that of Edna's, the only bird that understands the parrot is the mockingbird (Reisz) that "[is] whistling its fluty notes upon the breeze with maddening persistence" (1). Because the parrot continues to shriek, people move it away from their society: "[Mr. Farvial] insisted upon having the bird removed and consigned to regions of darkness" (23). Society wants to hide the bird in darkness, as it wants to do to Edna, in order to keep the bird from causing problems. Later, when Mademoiselle Reisz tells Edna that "the bird that would soar above the level plain of tradition and prejudice must have strong wings," she uses birds to forecast Edna's future an... ...ean, naked, returning to the innocence of her childhood. " She felt like some new-born creature" (189). As Edna swims on to her freedom, "She did not look back?but went on and on, thinking of the bluegrass meadow?believing that it had no beginning and no end" (190). It is there in the ocean that she first realizes her physical, mental, and emotional potential. It is only natural that the water, which has seduced her with its sound reclaims her. Edna Pontellier has always abided by social expectations and lived for everyone but herself. In order for her to gain her independence and escape from her trapped state in society she must put all that she has ever known behind her. This last scene symbolizes Edna giving up her life for her freedom. She goes back to where she first got some independence(the sea) and breaks through the cage that held her prison and dies, living solely for herself. Though see lost her life she finally got out of the world see dreaded living in so much. Without symbols a story would be a group of words placed in a sequential, yet pointless order. There would be no such thing of reading for pleasure, for the fact our minds would feel useless without symbols.

Communication and professional relationships with children Essay

Understand the principles of developing positive relationships with children, young people and adults 1.1 Explain why effective communication is important in developing positive relationships with children, young people and adults Working with children requires you to build relationships with them, but also in ways that are professional. The quality of the relationship that you have with children, young people and adults has a huge effect on the way in which you can then work with them and encourage learning and behaviour. Positive relations with children and young people are important because when children and young people feel more comfortable in the relationships they have with you they can then separate themselves more from anxieties or trust that you will support them with these in order for them to learn more effectively and met their targets. They will also feel more confident in participating in school, learning activities and learn to become more independent physically and emotionally. 1.2 Explain the principles of relationship building with children, young people and adults The main principles of relationship building with children, young people and adults is to gain their confidence within you as well as them feeling more comfortable in your company. If children, young people and adults feel more comfortable with your company then they are likely to communicate more openly and effectively. In order to building positive relationships with all you need to consider the following key points: You are demonstrating effective clear communication ? Understanding and consideration ? Retain the information that they have disclosed to you ? Listening skills ? Maintain humour remaining professional at all times ? Respect 1.3 Explain how different social, professional and cultural contexts may affect relationships and the way people communicate. When you are looking at your relationship with your different client (age) groups you need to consider the following areas, the context that you speak and in which you work with individuals. You may need to adapt the way you communicate with one individual to others. I think that sometimes you do this without thinking at work and within my role I complete this automatically with the children I work with as well as my immediate colleagues. I can evidence this in the use of language that I would speak to a child to an adult. There would be a more formal language to colleagues / adults then there would to children and the vocabulary used may also be more in depth and less simplified. Within my organisation there is a certain set format of which we deliver communication and this is also set out in communicating outside of face to face contact such as telephone, emails and correspondence. There also needs to be a view to the way we communication to individuals that may have a different cultural. In communicating with all people there needs to be train of thought all the time considering how we are being portrayed and to make sure that a polite manner is delivered as well as comfortable and open body language, in all this considered then this would enable you to have effective relationships with all and in turn strength your working relationships with all and help deliver the role that you are required to complete more effectively. Understand how to communicate with children, young people and adults Understand the principles of developing positive relationships with children, young people and adults 2.1 Explain the skills needed to communicate with children and young people You will demonstrate through your working role a number of skills in order to communicate effectively with the children and young people you work with and more often enough you will complete these without realising. It is good practice to reflect back on your skills and make sure you are communicating correctly. When communicating with children, young people and adults you should always give them opportunities to speak. Some children, young people and adults may have confidence issues so it is important to work on this with the individual and make sure that you are showing them you value their views. Visual eye contact and actively listening is a good way of communicating and making the child, young person feel valued and you are interested in what they are saying. In completing this form of communicating with the individual this may help towards the growth of their confidence in communicating. Body language is also important in communicating and making yourself open can make you more approachable for children, young people and adults to want to speak to you or ask you for help. For example if you are sitting next to a child or young person rather than standing over them this can be more approachable as standing over them can be seen as intimidating. Reacting to what the individual is telling you even with a simple nod of the head can be enough for them to know you are listening and interested. Commenting on what they are saying or asking questions will again open more dialogue with the child, young person and adult. Children and young people will respond to how you communicate to them and they will learn from you, so you need to be aware of this as they will use these tools themselves hopefully in the situations they are in away from your support. 2.2 Explain how to adapt communication with children and young people for: a) the age of the child or young people Children of all different ages will need you to adapt your language accordingly for them to gain full understanding. For example younger children may need more reassurance so in order to make them feel less worried and more secure, you may use a lower tone in your voice or open body language. Physical contact is not to be encouraged as this would not be appropriate although in some situations this cannot be avoided, but you should always be mindful of your position in a teaching assistant role. An older child would possibly not require this much level of support so your communication may be more straight forward and to a high level of vocabulary. b) the context of the communication More often than enough you will be dealing with children in all manners of situations so you need to be mindful of this and adapt your verbal communication accordingly. If you are working in a class environment then you need to make sure that the child or young person is well supported, you are clear in your instruction of work task and less distraction the better so focus is maintained so you would need to discourage this from occurring. In situations I find myself in sometimes the sensory level of a classroom can be very high and the child I am supporting and cannot focus and work so I would remove them from the class situation and work with them back in the facility which is a quieter environment. Another form of communicating with a child or young person may be more social situation that may occur in break or lunch periods that you are supervising, but in these situations again you need to be mindful of how much information you share in your context. Children, young people and adults do like to get to know you as well as you them so you may find that they ask a personal question in communicating. These can be answers to a certain degree or humour is also a good strategy to use in this situation as again you need to be mindful of your role. Rather than shutting the conversation down you may want to change the discussion topic to something they like or may be doing in the holidays or after school. Another important factor is for you to never give out your personal contact details to a child or young person as you need to always follow the college / organisations procedures especially with regards to the Safeguarding policy. c) communication differences You should ensure care and sensitivity is taken with children and young people and time is taking especially in communicating with those that may have learning disabilities such as a stammer. When working with these children it is important not to finish off their sentences or insert wording as this may knock their confidence. Although you may think you are helping this could be seen as pressure and then may have a negative reaction of which the child may not wish to communicate anymore. Should a child or young person you find yourself working with have hearing impairment then it would be good practice to speak to them face to face so that they can see you and lip read if required. Sign language can also be used learnt from specialist training and for those who do not speak English as their first language you could be assisted with a translator. 2.3 Explain the main difference between communicating with adults and communicating with children and young people There are many similarities in communicating with adults and communicating with children and young people such as tone, context, body language, respect and listening. There will be a difference in what is discussed and you need to always be mindful or your position within your school and the relationship you have with these individuals. Should you be discussing work issues these may be confidential so you would need to follow these guidelines. However well you get on with anyone you work with or support as Teaching Assistant you will always need to remain professional. It is important to remember when working with children that you are setting an example so however you communicate with them they will take this on board and may use themselves. Physical contact with anyone you work with should not be encouraged and although this may not be avoided at times you should not offer this as a form of reassurance at any time. 2.4 Explain how to adapt communication to meet different communication needs of adults It is important that we are aware of needs of adults and particularly those that may have communication difficulties themselves. You may need to adapt the methods you use and again you may do this without realising, but you should always make sure that you reflect on these skills and if you need to support an adult in understanding ask them what is the best way to do so. Our school often sends out emails and written communication and if this was non readable for some careers, guardians then you could offer to speak to them regarding this information face to face or over the telephone. If for any reason there is a complex situation to communicate to an adult then again support should be given and perhaps another member of staff could be present to help set out the format of the discussion. When I had to communicate to parents at a student termly review I had to make sure that the appropriate professional language was used. I set out what I was going to say and made sure I used clear. I researched the information such as data regarding the childs grade that I had to feedback and made sure this was accurate to the parent. At the end of the meeting I confirmed everything I had said in a summary form and also asked the parent if they understood what we had discussed and asked them for feedback directly to myself. The feedback given was positive and I feel I met my goal. I did explain to them that if they were not happy with anything that had been discussed or my performance then they were welcome to speak to my line manager. It is important to give alternative in communicating and feedback as sometimes people may not feel they can address this with you direct so other pathways need to be put in place to show good practice. 2.5 Explain how to manage disagreements with children, young people and adults. I have found that when I have been in a situation where I have to disagree with the child, young person or adult the best way to manage this is to always remain calm and clear. The situation should be managed carefully and sensitively as well as recorded for future reference. If there is a problem raised then it is best to try and deal with this as sensitively as you can, but as quick as possible as the longer a problem can go on then this can escalate and cause more upset. In managing disagreements you always need to consider the following in order I believe to resolve them. Good communication as poor can lead to further misunderstanding, opposing expectations, difference values and opinions, external influences and lack of confidence so sometimes in this case children my result to physical actions in disagreement as they cannot verbalise what they want to say. A good format to use when dealing with disagreement could be put in place by your department which may consist of the following: ? Be approachable and demonstrate open body language ? Use appropriate language and speak clearly ? Listen to all ? Be sympathetic and supportive ? Do not interrupt or anticipate what the others may say ? Record detail should this be needed in the future Understand legislation, policies and procedures for confidentiality and sharing information, including data protection 3.1 Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of information. Within my role I have to make sure that I understand and follow the policies and procedures in place relating to confidentiality and data protection. This is very important considering I work with children and young adults. I have completed a number of training courses in order to gain further understanding of these policies and to meet the requirements set out within my job description. These being: Every Child Matters, Data Protection Act 1998, Safe Guarding and Health, Safety and Welfare. Within my previous role confidentiality and data protection again was very important so I believe I have a high understanding of this area. I use passwords on my computer to protect information as well as having a passwords to log into my account so others cannot access my data. Paper based files and records are locked away in the main office that my line manager allows us authorised access to should we require this. I am aware that out of date confidential paper-based records need to be shredded so these are not read or misplaced and seen by others as the records are sensitive to the individual. We are also asked to follow procedures relating to contacting children’s parents directly and again any contact would be authorised only by our line manager or head of the school. I also know and understand when and how to share information and what is accessible within my role and that which I am not allowed to be aware of as this is not my level of responsibility. In sharing information with others and if you are not sure you should always ask for permission whether this be relating to verbal information or photographs of children or adults permission is always required due to the legislation. 3.2 Explain the importance of reassuring children, young people and adults of the confidentiality of shared information and the limits of this. As mentioned above you may be sometimes in a position where you need to reassure others about the fact that information is confidential and you cannot share detail without consent or the parent or other professional. However if there was any risk to a child, young person or adult that would put them at harm then this can be placed on the school to disclose information in supporting the case. There also may be cases where details of the child, young person or adults records may need to be shared for example medical conditions, but again the school would follow a restricted policy in order to complete this so again reassure would be addressed to the individual that only those working with this person would have access to this information. Confidentiality is very important as this will enable positive working relationships and professionalism. 3.3 Justify the kinds of situations when confidentiality protocols must be breached If you find yourself in a situation where a child, young person or adult tells you something in secret it is important to make them aware that in your position you cannot keep a secret so would need to confidentially tell another member of staff, preferably your line manager. This is particularly the case in the importance of suspected child abuse where you must disclose the information you have been told as the young person could be at harm or risk if you did not breach this trust. You can of course reassure the individual that you have to tell another member of staff in order to support them due to the seriousness of the situation. I was sadly in a positive such as this and I advised the individual I could listen to what they were telling me, but I would have to tell my line manager in order to support further due to the seriousness of the situation of what they had told me. I also explained to them as I think it is important to be honest as they are being with you that as a Teaching Assistant my role is to support them but I cannot withhold details as again this will not help them and they need support. I also had to make a record of these written so that these could be recalled at a later stage. Written detail at the time is highly important as going back to what you have said or been told at a later stage and recalling this only by memory is not as effective as important detail could be missed again putting the child at risk. The situation was dealt with and steps where put in place and I was asked not to disclose information to other colleague as this may of affected the above of which I understood fully.

Slavery Research Paper - Free Essay Example

Sample details Pages: 7 Words: 2172 Downloads: 10 Date added: 2018/12/29 Category History Essay Type Research paper Level High school Tags: African American Essay Human Rights Essay Racial Discrimination Essay Slavery Essay Did you like this example? Introduction Slavery is defined as a situation where an individual or more persons have complete authority and control over another person(s), presuming the slave ownership as personal property thus enacting labor and services from them. Slavery historic timeline dates back in 1619 when the ditch brought the first African slaves in the state of Virginia to help in crop production especially the in tobacco production. The slaves were mainly sourced from African continent and transported to North America as contracted servants who were to be at the service of their masters for a confined period of seven years. Don’t waste time! Our writers will create an original "Slavery Research Paper" essay for you Create order Slavery was highly practiced during the 17th and 18th century where the colonialists used the African Americans in building the new United States economy. Within the restrictions of their new homes, the slaves were barred from ever seeing their families again, and it was a requirement for them to perform heavy duties to their masters who imposed cruelty to them since they assumed that the slaves had no right. The technological advancement in the 18th century like the invention of cotton gin in 1793 made slavery to be practiced more especially in the Southern economy. There was a bloody civil war in the mid-19th century caused by different in opinions in the issue about slavery by the abolition movements in the Northern America, making the nation to divide into two sections, the South and The North. The Northerners were campaigning for the abolition of slavery while the Southerners led by politicians such as Calhoun were supporting slavery. The issue n slavery was finally won by the Northern Union leading to approximately four million slaves being freed, although the legacy brought about by slavery has continually influenced the American history many years later after the emancipation. During the 17th century, the European settlers who had moved to the new North American colonies turned to African slaves as a means of cheap and affordable labor. This was the foundation of slavery in the United States of America history. A Dutch ship carrying African slaves arrived at the port of Jamestown in Virginia in 1619 (Austin, 2008). After the incident, slavery became extensive throughout the US nation. In the century that followed, it is estimated that between six to seven million slaves from Africa were exported to the new colonies (OConnell, 2012). The invention of cotton gin in 1793 is another foundation of slavery in the American history (Goyal, 2014). After a period of a reduced demand in slaves due to the depletion of tobacco land, there was a mechanization of textile industry in England resulting to high demand for American cotton (Goyal, 2014). Cotton production was limited by the difficulty to extract seeds from the raw cotton crop by use of hands. Fortunately a school teacher by the name Eli Whitney invented the cotton gin-a simple machine that assisted the farmers to efficiently remove seeds from the raw cotton (Goyal, 2014). With the cotton gin the farmers in the southern part of America were able to cultivate short-staple cotton on a wide scale variety in the mainland areas. This led to the development of large Deep South areas as a cotton country in the 19th century (Goyal, 2014). The cotton gins required a lot of labor thus led to the increase in demand of slaves in the south. Just like rice, tobacco cultivation wa s also labor intensive. According to the population report in 1720, South Carolina had about 65% of the population consisting of slaves. The slaves were used by the planters in the cultivation of commodity crops. In the period around the 17th and 18th century, African Americans slaves were mainly working on large-scale plantations of indigo, rice and tobacco, and were mainly based in the Southern coast (OConnell, 2012).The dependency on slavery was almost becoming of no importance after the American Revolution took place, mainly in the North who linked their oppression by the English settlers to the African American slavery thus called for the abolition of slavery (OConnell, 2012).The southerners on the other hand opted for a shift in the agricultural activities from small scale to large scale cultivation. This led to the increase in demand while there was also a different in opinion in the Union with the North states standing against slavery while the south states supporting slavery. The United States constitution took effect in 1789 including multiple provisions that regard slavery. The section 9 article 1 of the constitution forbade the US federal government from banning slave importation before 1808 (Austin, 2008). To protect slavery, the delegates approved another section of the law which prohibited the freeing of slaves who had fled other states and required them to be returned to the chattel owners of the property. James Madison of Virginia then negotiated Section 2 of Article 1 that specified other persons to be included in the states total free population, at a rating of three fifth of their overall number so as to establish the official population of the states for the purpose of federal taxation and appointments in the congress (Austin, 2008). The political power of the Southern representative was then strengthened by the slavery afforded in the constitution since three-fifth of the slave population (non-voting citizens) was counted during the appoint ments in the congress. In addition to the slave laws, the Southern economy was the nerve of the American economy. Prominent slaveholder political figures and commodity crop had a great political and economic influence in the United States. Between the 72 year period of the election of President Abraham Lincoln and George Washington, the president of the United States was a slaveholder (Austin, 2008). Between the same periods too there was no person elected for a second term who was not a slaveholder. This impacted the increased in power in congress for the southern states thus affecting the national legislation and policies. The slaveholders were dominant in the United States Presidency and the congressional delegation for over 50 years (Austin, 2008). Over one third of the population in the south constituted of slaves. Most of the slaves lived on small plantations or large firms with many masters owning less than 50 slaves (Austin, 2008). The planters aimed at making the slaves to depend on them completely and used the restrictive codes system to govern the life among the slaves. The movement of the slaves was restricted and their masters prohibited them from learning how to read and write. Many masters rewarded obedient slaves with favors while those who rebelled were cruelly punished. Many slave women were used by their masters for sexual liberties. To keep the slaves divided and unlikely to rebel, the masters used a strict hierarchy among them ranging from house girls who were privileged, to the skilled artisans down to the field hands (OConnell, 2012).Slaves were allowed to marry even though their marriages had no legal basis. Most of the slaves raised big families but could be separated by their masters through slave sale or removal. Slaver rebellions were conducted from time to time. The most noteworthy slavery revolt took place in the later months of 1883 and was under the leadership of Nat Turner in Southampton region, Virginia State. Turner organized a group of people who included about seventy-five blacks and conducted raids that saw close to sixty white slave owners being murdered under cold blood in just a span of months (Adadevoh, 2016). Unfortunately, they white militia overwhelmed them. As a result of Turners revolt, slavery codes were tightened in the South in order to limit their access to education and movement. After Turners revolt, an abolition movement rose in the North. It was led by free blacks and whites from the North who were against the institution of slavery. Most members of the abolition movement argued that slavery was a sin, regressive and made no sense to the contribution of the American economy. In the early 1780s, the northerners helped some slaves escape from the south. Between the 1830s to 1860s periods, there was a rise in slave abolition movements which gained strength especially in the northern part of the United States. Led by white supporters like William Lloyd who was the founder of the newspaper the Liberator and free blacks like Harries Stowe the puablisher of the anti-slavery novelUncle Toms Cabin (1850). Many abolitionists based their activism on religion, believing that slavery is a sin; some abolitionists based their arguments on a non-religiousfree labor holding that slaveholding was inefficient, regressive and made very little sense in the American economy. Free blacks and northerners who supported antislavery had begun assisting the fugitive slaves to escape from the plantations in the south to the north via loose safe house networks as early as the year 1780. In the 1830, the practice which was known as Underground Railroad was widely used and even though there is a wide variation in estimates, it may have assisted between 40,000 to 100,000 slaves to get their freedoms (Adadevoh, 2016). The Underground Railroad success led to the spread of abolitionists in the north. It undoubtedly created tension between the northerners and the southerners with the slaveholders in the south being worried of their northern counterparts intention of defeating the slavery that sustained them. In the first half of the 19th century there was an explosive growth in America and the westward expansion. This would provide a bigger stage for the growing slavery conflict in America and the future expansion or limitation of the slavery act. In 1820, there was a heated debate over the right to restrict slavery by the federal government which ended up in compromise. In 1850, a tiny compromise was negotiated and this resolved the territorial questions that were won during the War in Mexico (Austin, 2008). In 1960 the republican candidate Abraham Lincoln was elected as president of the United States. This would lead to the south reaching a breaking point after more than seven states joined to form the Confederate States of America within the first three months. Another four states would later join after the beginning of the civil war (1861-1865). Though Lincoln had already established his antislavery views, the central aim of his union shifted from abolishment of slavery to the unification and preservation of the United States nation (Austin, 2008). Abolition war was considered later due to the growing of anti-slavery sentiments especially in the North, military necessities, and the self-emancipation of the many African Americans who fled enslavement due to the union troops sweeping through region. Lincoln then declared that the slaves within the states or regions that rebelled slavery shall be free thenceforth and forevermore. Slavery has left a lot of legacy in the contemporary society as well as the history of America. In the 13th Amendment, slavery was completely abolished (Ocon, 2012). Former slaves received equal rights of citizenship as the whites but then it became difficult for them to gain status and recognition in the US. Actually, all slavery has done is change the way in which it comes. In the modern US, the blacks are segregated and disadvantaged. The American culture is institutionalized by racism. As a result of this racism, the blacks have fewer opportunities to education and even lucrative businesses (Ocon, 2012). This has created an economic gap between the whites and blacks in the US. The blacks are poorer while the majority of the white is extremely rich. In other word slavery still exists in the current US but using another title? For instance, child labor and selling of women into other countries for domestic chores as cleaning cooking is in itself a form of slavery. Conclusion American slavery began in the year 1619 when the Dutch imported Africans to the state of Virginia to act as workers in the huge cotton and tobacco plantations. With the cotton gin being invented to improve the production of cotton, an increase in demand for cheap labor to operate the cotton gins led to the increase in slavery. The colonialists in the south also led to more slavery since they needed more laborious to work in their firms. The Abolition movement, western expansion, differing opinions a self-emancipation led to a bloody civil war. The north and South states had different opinions regarding the issue of slavery. Slavery still has a legacy in the contemporary society. It still exists to date only that it comes with a different title. In the culture of US, there is a high rate of racism where the Blacks are disadvantaged and are not to as many opportunities as the whites. This has created a huge economic gap. In other nations child, labor and selling off their female abroad is also a form of slavery. References: Goyal, Y. (2014). African atrocity, American humanity: slavery and its transnational afterlives. Research in African Literatures, 45(3), 48-71. OConnell, H. A. (2012). The impact of slavery on racial inequality in poverty in the contemporary US South. Social Forces, 90(3), 713-734. Seetah, K., Birch, T., Calaon, D., aval, S. (2017). Colonial iron in context: the Trianon slave shackle from Mauritius. Archaeological and Anthropological Sciences, 9(3), 419-430. Austin, G. (2008). The reversal of fortunethesis and the compression of history: Perspectives from African and comparative economic history. Journal of international development, 20(8), 996-1027. Adadevoh, D. (2016). Impact of slavery on society today. Slavery and Abolition, 24(2), 51-68.