The outbreak of Civil War

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Discuss how the debate concerning slavery led to the outbreak of Civil War. How did issues like the tariff, westward expansion, the legal status of slaves (Dred Scott Decision), abolitionism, violence in Kansas and Virginia, and even violence in Congress led to the Civil War? Based on your assessment of the events in the 1850s leading up to the Civil War and your analysis of the provided primary sources, do you believe the Civil War was inevitable? Why or why not? Provide and elaborate on at least three examples from the primary sources to defend your stance.

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Sample Solution

Slavery was the underlying cause of the American Civil War. The role of slavery in bringing on the Civil War has been hotly debated for decades. Throughout the mid-1800`s, debates rose on the institution of slavery which eventually led to the Civil War: social arguments were made such as whites were superior to blacks; the South argued that slaves were economically beneficial due to the stable labor force; and most importantly, political divisions. Slavery in Virginia became one of the main states that were center of attention during the Civil War. The north were determined to abolish slavery and the south became outraged at the thought of not having slaves.

the NCLEX-RN. Questions connected with measures for movement through the nursing program included course grades, normalized tests, clinical execution, and aggregate GPA. NCLEX-RN preparation questions zeroed in on course unambiguous availability tests and exhaustive evaluation tests. The review didn’t show which normalized selection tests were utilized by the different projects (Crow, 2004). Grzegorczyk’s (1994) cross country study included LVN understudies signed up for five distinct ADN programs situated in five unique states. The ADN programs were not haphazardly chosen however were picked on the grounds that they were individuals from the National Alliance of Community and Technical Colleges. The indicators of accomplishment for LVNs signed up for partner degree nursing programs were explored in this review. Progress in this study was characterized by two result measures: ADN program fruition, and NCLEX-RN achievement. The review endeavored to decide the achievement measures by posing three inquiries. Results from the review presumed that length of LVN work insight and kind of LVN work insight (intense consideration experience) was the main understudy trademark and affirmations measures to anticipated program consummation and licensure achievement. ADN program that anticipated accomplishment among LVN understudies included number of full-time staff, program spending plan, NLN authorization. No institutional trademark anticipated accomplishment among LVN understudies. Discoveries of the review drove Grzegorczyk to declare that confirmations rules didn’t foresee LVN-to-RN achievement or finish rates, however rather filled in as a boundary to LVN progress in ADN programs (Grzegorczyk’s, 1994).

Sayles et.al (2003) directed a review to decide whether a relationship existed between scores on normalized tests and first-endeavor accomplishment on the NCLEX-RN. The normalized tests inspected were the NET and the PreRN test. The NET test was taken by understudies upon admission to the nursing program, while the PreRN test was finished during the last semester of the nursing program, prior to taking the NCLEX-RN. The NET gives an extensive variety of data on the test taker including math and ability to understand and profiling data like learning styles and the level and kinds of stressors of the test taker. Information got included NCLEX-RN results, segment information, ACT and GED scores, program affirmation GPA, generally nursing GPA and number of RN courses rehashed while signed up for the program. Discoveries from the review uncovered that minority understudies were not as fruitful on the NCLEX-RN. Different results got from the review were that individual (math and perusing) and composite NET scores, notwithstanding composite PreRN assessment scores were all indicators of NCLEX-RN achievement. Further, higher program confirmation and generally speaking nursing school GPAs were found to bring about an improved probability of NCLEX-RN achievement (Sayles et.al, 2003). Seldomridge and DiBartolo (2004) endeavored to distinguish indicators of NCLEX-RN achievement and disappointment at different places in a nursing program. Information were acquired by investigating understudy records and NCLEX-RN report. Autonomous factors included essential nursing affirmations models factors, aggregate GPA in junior year and number of ‘C’ grades in senior year. Course grade in Pathophysiology was the just pre-

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