Wk 1 – apply: ethical and socially responsible marketing analysis | MKT/574 | University of Phoenix

 
Read “Ethical Issues in Marketing: An Application for Understanding Ethical Decision Making” from the University Library.
Write a 350- to 575-word analysis and evaluation of a company’s effectiveness in the following areas:

Distinguish between social responsibility, ethical, and legal issues and their effect on marketing.
Relate the triple bottom line to an organization’s sustainability.
Analyze consumer influence on ethical behavior in marketing.
Assess the value of communicating ethical behavior to the public.
Conclude how ethical issues influence legal issues in marketing.

Literarytheme | English homework help

Choose one story (not a poem) from this module and discuss how it portrays the theme that the past affects the present.

How is the theme introduced and expressed?
What literary devices are prominently used to help illustrate or emphasize this theme?
Why do you think the work you’ve chosen does or doesn’t belong in this module?
What other theme is expressed in the work?

write a 300-400 word discussion board post in which you explore one or more of these questions:

Micro & macro economics short response

Using your understanding of the major theories in economics, which theory, or theories, are most likely to influence a monetary policy that encourages inflation and spending on final goods and services? Which theory, or theories, are most like to influence a monetary policy that encourages savings and production of goods and services? Lastly, which theory do you find you might agree with the most, and why?
** follow rubric** one paragraph ** no needed citation and reference

HU Childhood Obesity Data Presentation

Instructions Develop: Data Presentation Estimated time to complete: 5 hoursAs a health care manager, you will have many opportunities to present data to various stakeholders in your organization. Understanding how to communicate this information effectively is a key skill for a manager.         Evaluation Title: Data PresentationCollect data for any health care related topic. Prepare a PowerPoint presentation to share the data with an audience of your choice.Illustrate your data using two different display methods (graph, pie chart, etc.)

Malicious insiders Questions

1. TRUE OR FALSE: Malicious insiders include employees who are motivated by adventure or a sense of thrill.31 mins agodoneseen30 mins ago21 mins agodoneseen21 mins agodid you get it14 mins agodoneseen14 mins agoMangethetutorYeah,am working on it5 mins agoYour payment has been released to Mangethetutor. Did you enjoy working with this tutor? Invite them to answer another question!ASK NEW QUESTION PLAGIARISM CHECKER FORMATTING PRINT TRANSCRIPTTry making use of emojis and gifs to make the interaction fun for the student!

Colonoscopy MRI And Medical Terminology Case Report Paper

Assignment1 : Discussion  – Colonoscopy Scenario Purpose The purpose of this discussion forum is to create a collaborative environment in which you can strengthen your use of medical terminology and critical thinking skills while constructively sharing ideas and opinions regarding a medical scenario.SCENARIOIdentifying Data:This 72-year-old female presents with a biopsy proven adenocarcinoma of the sigmoid colon at 20 cm.History of Present Illness:The patient has been noted to have some bright red bleeding intermittently for approximately 8 months, initially presumable of a hemorrhoidal basis. She recently has had an intensification of rectal bleeding but no weight loss, anorexia, or obstructive pain. No significant diarrhea or constipation. Some low back pain, is probably unrelated. A recent colonoscopy by Dr. Scoma revealed a large sessile (attached by a broad base) polyp, which was partially excised at 20-cm level, showing infiltrating adenocarcinoma at the base. The patient is to enter the hospital at this time after home antibiotic and mechanical bowel prep, to undergo sigmoid colectomy and possible further resection. 1. Using the scenario above, answer the following questions:A. What chronic symptoms did this patient have? Describe the symptoms using medical terms.B. What was the cause of her chronic symptoms?C. What procedure did she have recently that diagnosed her condition? Name the procedure and briefly describe it.D. The patient is scheduled for what procedure? Briefly explain the procedure.Follow these guidelines when answering the questions: Post your answers to the Discussion Board.Note: You will not be able to see your classmates’ posts until you have posted your response. You may subscribe to the forum so that you will receive a notification when there are new postings to read.2. Respond to at least two other classmates using the following guidelines:  Note: No credit will be given for “Thank you”, “I agree”, “Good job” etc.Module 10: Nervous System The purpose of this discussion forum is to create a collaborative environment in which you can strengthen your use of medical terminology and critical thinking skills while constructively sharing ideas and opinions regarding a medical scenario.SCENARIOIdentifying Data:MRI was performed through the brain, cervical spine, and upper thoracic region.Scans were generated in the transaxial, sagittal, and coronal (frontal) planes.MRI Report:Evaluation of the brain parenchyma demonstrates the presence of multiple areas of abnormal increased signal intensity scattered through the white matter of both cerebral hemispheres. These areas are periventricular in location . The pattern is most compatible with a demyelinative process. Scans through the cervical spine and spinal cord demonstrate no definite areas of abnormal increased or decreased signal within the cord. The discs are intact. Evaluation of the upper thoracic region demonstrates an appearance similar to that of the cervical region.Note: The image to the left is an example and is not the MRI of this scenario.1. Using the scenario above, answer the following questions:A. What is an MRI? Briefly explain how it works. B. What combining forms indicate the regions of the body imaged? C. What is the brain parenchyma? D. From the report, what is a likely diagnosis (Alzheimers, Parkinsons, Amyotrophic lateral sclerosis, and Multiple Sclerosis) ? Explain why.  Follow these guidelines when answering the questions: Post your answers to the Discussion Board.Note: You will not be able to see your classmates’ posts until you have posted your response. You may subscribe to the forum so that you will receive notification when there are new postings to read.2. Respond to at least two other classmates using the following guidelines:  Note: No credit will be given for “Thank you”, “I agree”, “Good job” etc.The purpose of this discussion forum is to create a collaborative environment in which you can strengthen your use of medical terminology and critical thinking skills while constructively sharing ideas and opinions regarding a medical scenario.SCENARIOA 22-year-old man who was a known heroin abuser was admitted to an emergence department comatose, with shallow respirations. Routine laboratory studies and chest x-ray studies were done after the patient was aroused. He was then transferred to the ICU. He complained of left-sided chest pain. Examination of the chest film showed three fractured ribs on the right and a large right pleural effusion. Further questioning of a friend revealed that he had fallen and struck the corner of a table after injecting heroin.The diagnosis was traumatic hemothorax secondary to rib fractures and a chest tube was inserted into the right pleural space. No blood could be obtained despite maneuvering of the tube.  Another chest x-ray showed that the tube was correctly placed in the right pleural space, but the fractured ribs and the pleural effusion were on the left. The radiologist then realized that he had reversed the first film. A second tube was inserted into the left pleural space, and 1500 ml. [6 to 7 cups] of blood was evacuated. Note: The image above is an example and is not the x-ray of this scenario.1. Using the scenario above, answer the following questions:A. What did the initial chest x-ray show? Explain the medical terms used.  B. In this scenario, the patient’s hemothorax was caused by the rib fracture. What one word term is used to indicate when one condition (hemothorax) is caused by another condition (rib fracture). C. What procedure was used to relieve the condition? D. What is the lesson from this case report? Follow these guidelines when answering the questions: Post your answers to the Discussion Board.Note: You will not be able to see your classmates’ posts until you have posted your response. You may subscribe to the forum so that you will receive notification when there are new postings to read.2. Respond to at least two other classmates using the following guidelines:  

Mentoring and Developing Employees Career Case Study

Case 1BackgroundThe purpose of the Case Assignment is to create a “Live Case” by experiencing the process of coaching and developing your skills as a coach. Because this case is designed around experiential learning, we can go beyond the conceptual knowledge covered in the reading materials to actual skills building. This requires putting what you are learning into immediate practice.Although the case assignments involve a coaching experience, the focus is on you as the coach.  You will be learning how to prepare for a coaching session, what questions you should ask, and what behaviors are most effective. The case involves a coaching relationship with one person and is continued in stages across all four modules, so be sure to focus on the exact stage covered in each module and do not get ahead of yourself.The goal of the coaching process is to expedite the growth of the coachee’s understanding of his or her strengths and weaknesses. Through the coaching process, the coachee gains an appreciation of his capabilities for growth and builds self-confidence. Thus, before you begin this exercise in coaching, you must first find someone who is willing to go through this exercise with you as a coachee. This can be a friend, a colleague, or a co-worker. It does not have to be a situation tied to your job.  The only requirement is that you must be able to identify a contracted piece of work based on a shared concern (if no shared concern can be found, find another coachee).Johari windowIn MGT501, you were introduced to the Johari window as a tool for increasing awareness of how one is perceived by others and to improve communication. This case is designed to enlarge your “open” area and reduce your “blind” area, so you can be more effective as a coach.  At the same time, you will learn to use coaching techniques as a way to correct problem behaviors (“blind area”) and help coachees realize they have untapped potential and open the possibility for growth through unused capacities (their “hidden” areas”).Read: Johari Window (n.d.) Crowe Associates LTD. Retrieved from The structure of the Live CaseEach module will follow this cycle: Plan, execute, report  PreplanningActionReflection What are your goals for the session?What actions do you plan?How will you know if you are successful?     (1-2 pages)Meet with coachee (45-50 minutes).Report on the session. Provide a  narrative   descriptive summary of the conversation as it occurred (1 or 2     paragraphs).How do you feel the session went?Analyze the process and outcomes of  your coaching.What new knowledge did you gain?What would you do differently next  time?Case AssignmentThe first step in the coaching process is to build rapport with your coachee. This is where you establish a trusting relationship by demonstrating your credibility, helpfulness, and honesty. To build genuine rapport, you must believe in the potential of the person you are coaching – this cannot be faked.Some excellent methods for building rapport can be found in the following readings:Remember: Shared success is the key to great coaching!Shared success means that the outcome works for both the individual and the organization, because it meets both individual and organizational needs. Coaching is a tool where we are able to create that connection between the person and the organization.Your task in this module is to identify a partner who is willing to be coached by you over the course of the term. Set up an initial meeting and establish rapport. Do not attempt to get into the later stages of coaching; we will get to them in later modules.  Focus on the process of establishing rapport only.  Write up this meeting as indicated in the Keys to the Assignment, below. Turn in your final 4- to 6-page paper to the appropriate dropbox by the due date.Keys to the AssignmentREQUIRED Sources:Cardon, A. (2008). Coaching questions and powerful questions. Metasysteme Coaching.  Retrieved from Scivicque, C. (2012) How to create SMART goals. Retrieved from ____________________________________________________________________________________________________________CASE 2 Setting goalsThe structure of the Live Case (As a reminder, each case involves three separate activities.)Each module will follow this cycle: Plan, execute, report  PreplanningActionReflection What are your goals for the   session?What actions do you plan?How will you know if you are   successful?     (1-2 pages).Meet with coachee (45-50 minutes).Report on the session.  Provide a narrative descriptive   summary of the conversation as it   occurred (1 or 2 paragraphs).  How do you feel the session went?Analyze the process and outcomes of  your coaching.What new knowledge did you gain?What would you do differently next time?Case AssignmentIn this module, you will be focusing on helping guide your coachee through the G and R phases of the Grow model.  To further prepare for this case, read Chapter 5 entitled “Contracting and Goal-Setting” on pages 61-72 of the following text:Cook, S. (2009). Coaching for High Performance: How to Develop Exceptional Results Through Coaching. Norwood, Mass: IT Governance Publishing. Retrieved from EBSCO – eBook Collection. ( see attached file)Keys to the Assignment______________________________________________________________________________________________________________________________________________________________________________________________________CASE 4Closure and Review – please use 2-4 referencesIn this fourth module, you will be working with your coachee to close the coaching session and determine the next phase of your relationship.  Will you terminate the relationship or move on to a new coaching experience?  A part of this process is soliciting feedback from your coachee as to how successful the coaching sessions were.One outcome of this session is to come to a mutual decision of whether to terminate the coaching relationship or continue to work together on a new coaching issue.  Drawing on the background reading for this and the previous modules, you will plan and carry out a coaching session that involves stage W of the GROW model.There is a comprehensive explanation of the GROW model on the background page for Module 2. Here is a link to a shorter synopsis for review:The GROW model:  A simple process for coaching and mentoring.  (2014)  Retrieved from www.mindtools.com/pages/article/newLDR_89.htmThe structure of the Live Case NOTE:  This module also includes an extra activity to be completed by the coachee and submitted as an appendix to your usual paper.Each module will follow this cycle:  Plan, execute, report.  PreplanningActionReflection What are your goals for the session?What actions do you plan?How will you know if you are successful? (1-2 pages).Meet with coachee (45-50 minutes).Report on the session.Provide a narrative descriptive summary of the   conversation as it occurred (1 or 2 paragraphs).How do you feel the session went?Analyze the process and outcomes of your coaching.What new knowledge did you   gain?What would you do differently next time?Case AssignmentRead about conducting wrap-up sessions at the following site:One powerful way to wrap up a coaching session. (2011, September 13). The Coaching Tools Company. Retrieved from Click on this copy of the Coachee Feedback Assessment Form.   You can use this form in one of two ways:Conduct your final coaching session as described above and write it up as detailed in the keys to the assignment and the assignment expectations.Keys to the Assignment

LDR 1100 TU Democratic Leadership Style Discussion

There are 4 posts that I have to comment them. Each one no less than three sentences and 50 words. No research need it. Since we just have to comment them, please don’t do it way too professional. Ex. I agree with you….The original question for post 1 and 2 is:After conducting the leadership instrument activity for chapter 4 of the Northouse textbook, what would you say is your preferred leadership style? Are there situations where your style may vary? If so, why do you think that is the case?The original question for post 3 and 4 is:After conducting the leadership instrument activity, the results I got were a democratic leadership style; this style is conforming to my leadership ways in the military as well. The task will be given to a group of soldiers, and I expected them to follow such instructions without having to monitor their every move, trust in your group of people is essential. The issues within the group are also of high priority. The outcome in the democratic leadership style is, for the most part, always a positive one. Also, mutual praise and group-mindedness are vital for this style (Northouse, 2017). A democratic leader shows the motivation to the group, which in effect turns to a follower wanting to do their best also (Northouse, 2017). Communication is key to this type of leadership; this is the best way for a group of people to move forward to their end goal and gain mutual accomplishments (Northouse, 2017). Certain situations may dictate the leadership style I apply, for example; in matters of life or death with a military mission then the method would be using more pressure without hearing too much of other people’s minds. The style that can accomplish more in less amount of time is the authoritarian on which I would use it would get the job done regardless of anyone say so but the leader (Northouse, 2017).I think my preferred leadership style would be “democratic.” Under this category, we think that other followers can basically “handle their own.” This would include us helping/assisting them, if need be. If there were to be a project or some kind of work that needed to be done and another person needed help, we try to help them with whatever they need. We try to work with them and include similar and mutual opinions to produce the best outcome. We don’t think we are better than anyone and we aren’t looking to change anyone. We have to open our ears and listen to the other followers/leaders. Listening is a very important factor in helping someone. We are looking to provide information, guidance, and suggestions. We are very friendly and not too pushy when trying to assist. Wanting to make decisions as a group and not give credit to just ourselves is also an important factor. There may be situations where my style would vary. I think it would probably be if the person that I was trying to help, didn’t want help. I would try my best to convince them to let me assist them, and if they aren’t wanting me to, then I won’t. If this happens, or continues to happen, then I’ll more than likely have the attitude of the laissez-faire style. I’m always wanting to help someone, as long as they will let me help and I’m able to help. I’ve had that mindset since I was a younger kid, and I hope that never changes.“History, in its broadest sense, is the totality of all past events, although a more realistic definition would limit it to the known past. Historiography is the written record of what is known of human lives and societies in the past and how historians have attempted to understand them”[i] History covers everything in the past and to aid it learning about the past, it is usually divided into sections of time and broken into smaller more focused time and location in history. The Historiography is our attempt to understand and evaluate the artifacts of the different histories. Western Civilization has volumes of primary sources covering most aspects of life and government. The Greeks, Hebrews and the Romans were well documented with Christianity and the New and Old Testaments.[ii] Their explorations and battles brought their cultures and languages to the new worlds. The art, buildings and literature from western civilizations is well preserved and used to explore different hypotheses to better understand what life was like for the people living at the times.Western Civilization covers different times and different geological locations throughout history. The history to better understand it and narrow answers to questions is broken into time frames. Our text book breaks the chapters into relevant periods of time, such as Enlightenment or European expansion to better focus the information.“Primary sources are the evidence that individuals, cultures and societies leave behind”.[iii] Primary sources originate from the people partaking or witnessing any given event and sharing the story verbally, printed or a form of art.” A photo, letter or official papers are all primary sources. Secondary sources are the interpretations of a topic by others that draw on the primary sources.”[iv] The research papers we write are secondary sources, we take points from primary sources and develop a unique thought process. Tertiary sources are grouped sources of information, such as textbooks.History is the study and examination of substantial past events that impacted the nation or smaller areas. These records or accounts sometimes include an explanation of what caused these diverse events, and the information is usually presented in chronological order. Historiography is defined as the writing of history that is critically observed by looking over reliable sources that have vital details needed to understand past events. This helps keep an organized record of human events, so society can gain knowledge about history.The history of Western civilization is based on documents created within it because it’s primarily written about events that occurred in Western or European societies. The first records trace back all the way to Ancient Greece and Rome, and the civilization continued to advance during the Middle Ages with developing Christianity. The Renaissance then occurred in the 14th to 17th century and dramatically changed the way of life of the Western civilization.The reformation brought about the 30 Year War that was fought over religion dominance that involved and affected mostly all European countries. The age of discovery is an important time in Western Civilization’s History because the western societies started rigorous exploration of different parts of the world. This launched complete communication with Africa, the Americas, and Asia.A primary source is a record of an event that displays original information/thinking and is created by someone who first-hand witnessed the event. A secondary source is usually structured off primary sources and is a more thorough summary interpreting the primary source. Tertiary sources are collections of primary and secondary sources that contain a countless amount of detailed information written and reviewed by multiple people.

Read description (group counseling) week 3 response

Respond to  2 students discussion using the rise Model
Due Sunday JULY 16, 2023
Must Read Everything: 
Reply to at least two classmate’s posts, applying the RISE Model for Meaningful Feedback
I will also show an example below of how the response needs to be addressed.
Here’s an example of how the response should look. Please don’t copy it. The response to the classmate need to be just like this. 
Example Response (Response Needs to be writin just like the response below No copying)
RISE Feedback:
REFLECT: I concur with “Action plans should reflect the type of services that are needed and have an idea of the expected outcome of the services” because it is in line with Hatch and Hartline’s intentional school counseling guidelines in regards to determining students needs. 
INQUIRE: Can you further explain what “closing-the-gap action plans” are?
SUGGEST: I encourage you to revisit Hatch and Hartline’s MTMDSS tier interventions in order to add a citation that would illustrate your example on bullying prevention efforts. 
ELEVATE: What if you re-purposed “For example, after a needs assessment, the school is having problems with bullying” as “Following Trish Hatch’s MTMDSS tier based interventions, if the school is having problems with bullying, after a needs assessment, we could… citation…”  for a more weighted argument?
References
Hatch, T., & Hartline, J. (2022). The use of data in school counseling: Hatching results (and so much more) for students, programs and the profession (2nd Ed.). Corwin.
*****PLEASE RESPOND IN DEPTH
Below are the two classmate discussion post that you will need to respond to.
Classmate 1- Candance
How did the facilitators help to create safety and trust in the group?
The facilitators in the video, Groups in Action (2014), helped create safety and trust in the group from the onset of the meeting.  They asked each group member to take a moment to be aware of themselves and aware of others in the group and to pay attention to the feeling in the room (Corey, Corey, & Haynes, 2014).  Then they asked the group members to take turns introducing themselves, saying their name and the name of the people that previously introduced themselves. These exercises began the process of creating awareness and safety within the group.  Additionally, the group members were asked to discuss initial feelings of meeting in a group; such as feeling uncomfortable, mistrust and/or anxiety. Corey, Corey & Haynes (2014) explained that feelings of alienation can become a vital factor in group work therefore expressing such feelings is strongly encouraged. Instead of having the participants share with the entire group, the facilitators had them share with a partner (Corey, Corey, & Haynes, 2014).  This strategy helped lessen the anxiety of speaking in front of the whole group and began creating trust one member at a time.  
After establishing one on one relationships, the group members started feeling safer to share with the whole group.  The facilitators stayed connected with the comments and asked questions that allowed each group member to participate and connect with the group and with individual group members.  A safe and trusting environment was being created.
What specific actions from the facilitators stood out to you?
Specific actions from the facilitators in the video, Groups in Action (2014), that stood out to me was their speaking in calm voices, using eye contact, continuously showing engagement through body language, displaying active listening skills and asking effective questions. For example, one African American young woman in the group shared how she felt alienated prior to the group meeting when the other Caucasian young women were talking about washing their hair every day.  This is because African American women do not wash their hair every day.  The facilitator took a moment after that comment to ask one of the Caucasian women how she felt about that. She responded that the African American woman’s comment made her feel unsafe, judged, and that she can’t trust her to share openly (Corey, Corey, & Haynes, 2014). The facilitators actions of active listening and asking useful questions so the the group members could work out their thoughts and feelings exhibited great leadership skills. They asked detailed questions like “What happened in particular that made you feel you can’t trust her?”  and “Would you like to feel differently?  They also made suggestions like “Tell her what it was like for you to hear that.” The facilitators allowed the participants to work out their concerns with each other.  In the student workbook, it says in regards to this initial phase of the group counseling session that “our aim is to hear from everyone, to clarify what they are saying, and to help them become more specific about their goals for the group.” (Corey, Corey, & Haynes, 2014, p.19). I learned some useful techniques from the video and workbook, and I’m excited to learn more about group counseling and leadership skills.
References
Corey, G. Corey, M.S. & Haynes, R. (2014). Groups in action: Evolution and challenges. 2nd Edition. Brooks/Cole Cengage Learning.
************************************************************************************************************
Classmate 2- Kiersten
How did the facilitators help to create safety and trust in the group?
The counselors facilitated a few different ways to help create safety and trust within the group.  One of the first ways was Marianne had everyone take a deep breathe and look around the room and get into touch with themselves to see how they are feeling.  Then they begin to discuss with the clients about what was discussed in the pre-session, the potential discomfort, and when having any type of emotion they should talk aloud about it.  Marianne also expressed that if the client doesn’t want to further explore a topic that they can say I don’t want to go further and the counselor(s) will move on from that topic.  When the clients started to talk about their emotions or ways of venerability the counselors would ask the client to elaborate more and if they related to someone in the group from there they would have the client talk to that person and express their emotions.  After the client finished their expression the counselor would check in with them and see how to were feeling and how that felt.  Another way to build trust was an ice breaker where the members got in-groups of two and they were told to discuss their fears, expectations, hopes, and any other topic they would like to discuss for the next 10 minutes.  During this time they can feel more comfortable with just one person then they come back to the whole group and discuss what they talked about in their one-on-one group.  After this group discussion the counselors would check in and see how everyone was feeling and do a quick reminder to express no matter what because then they can help go through those feelings.  Counselor Corey stated that “they should air on the side of saying too much”(Groups in Action Video) this way they can further discuss the issue more in depth.  
What specific actions from the facilitators stood out for you? 
In this video both of the counselors were able to facilitate in a way that made the clients more comfortable within time to open up with one another.  The first action that stood out to me was the ice breaker where they had everyone break up into groups of two and discuss about their fear, hopes or any other topics they would want to discuss.  This action stood out to me because many times it can be easier for people to speak to one person first versus a whole group.  I could see that it helped some clients open up and connect with the one person that they talked to for that first 10 minutes.  Another action that stood out to me was when both counselors would ask their clients either question “Would you be willing to try that out?” Or “At some point would you like to work on that this weekend?” (Groups in Action Video).  I like how the counselors would ask these types of questions because it allowed the client to decide on wether or not if they wanted to work on that topic or wait to work on it.  That is a good way to see where your client is in their progress.  It is good for the counselor to give the control to the client too.  Lastly, was when dealing with their emotions or situation the counselor would ask the client if they felt any emotion from anyone in the group then to look at that particular member and talk to that person.  I like how the counselors would ask the member to look at that member because at some point it became a real way of expressing to that person their real emotion.  
Reference:
Corey , G., Corey , M. S., & Haynes , R. (n.d.). Groups in Action: Evolution and Challenges 2E. USA. 

AWC Systematic Race Based Slavery in The Southern States Response

Responto the response question that already answered and give some thought and examples to this:Question 2: How and why did systematic race-based slavery become deeply entrenched in the southern states by the mid-1800s? What were the realities of slavery and how did its development affect white and black southerners alike?In the southern states, slavery became this accepted topic because of John C. Calhoun’s phrase of “our peculiar institution”. This implied that slavery was unique to their society and gave an alternative adequate term for the very controversial topic. A major reason why slavery was prevalent in the southern states was that industries such as cotton, sugar cane, and tobacco thrived in the warm, humid climates. As cotton became the most profitable crop industry, it changed the white and black southerners’ lives. Production of cotton evolved into high masses made in a short amount of time through the development of machinery that “converted raw cotton into thread and cloth in textiles mills” (Shi, 360). This process was then refined by Eli Whitney by removing the cotton seeds, known as the cotton gin. According to the text, “the Old Southwest states were producing two-thirds of all cotton” (Shi, 361) by the 1830s. This obviously affected the slaves simply because of supply and demand- the more product that is produced, the more labor needed.Cotton then spread to the Alabama region where steamboats were then invented that deemed the Mississippi River to be the main transporter of the crop. At this time, over half the slaves worked in the cotton industry and prices of slaves skyrocketed. The south depended on Britain for their raw cotton exports which was very risky for them to do. Just like the society in the colonies, the south was controlled by a group of aristocratic planters; they dominated pretty much everything ranging from politics, the economy, and social stratas. In order to be considered a planter, one must own at least twenty slaves. The society of this time was relatively simple in means that the whites controlled pretty much everything, and the blacks had just the opposite. The majority of the slave population were field hands who “were often organized into work gangs supervised by a black driver or white overseer” (Shi, 374). The treatment that the women received were far worse because slaveholders discovered that they could more or less breed slaves, and over time selling them for profit.