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Tuesday, April 27, 2010
Nahaz (money)
Source: www.youtube.com
Nahaz 1995 pt3 Economic development
Nahaz (money)
They found out that you got 11 billion dollars! see it was a secret' 20 years ago. Black folks didn't know how much money they had. White folks had even thought about it,but when it start becoming common knowledge that Black folks had 400 hundred billion dollars, there people said What!!!!!
THESE PEOPLE GOT 400 HUNDRED BILLION DOLLARS?
we entitled to this! this is Black folks! they don't know nothin about nothin! these was our slaves, before' and they haven't learned nothing yet! Lets go in there and get that money' they building banks all over the west side,the north side,the south side,where Black folks live.
Because they coming there to get the money' they found out that you got money' and that you don't have no knowledge of what to do with it. all you know what to do with money is buy a car,buy a house,buy some christmas decorations,you know ,buy junk!!!!! that's all you how to do with money' you haven't even gave no thought to this'
http://www.youtube.com/watch?v=r6hVV286rf4&feature=related
They found out that you got 11 billion dollars! see it was a secret' 20 years ago. Black folks didn't know how much money they had. White folks had even thought about it,but when it start becoming common knowledge that Black folks had 400 hundred billion dollars, there people said What!!!!!
THESE PEOPLE GOT 400 HUNDRED BILLION DOLLARS?
we entitled to this! this is Black folks! they don't know nothin about nothin! these was our slaves, before' and they haven't learned nothing yet! Lets go in there and get that money' they building banks all over the west side,the north side,the south side,where Black folks live.
Because they coming there to get the money' they found out that you got money' and that you don't have no knowledge of what to do with it. all you know what to do with money is buy a car,buy a house,buy some christmas decorations,you know ,buy junk!!!!! that's all you how to do with money' you haven't even gave no thought to this'
http://www.youtube.com/wat
NAHAZ pt4
Source: www.youtube.com
NAHAZ pt4
Im trying to make you understand something, Because we going to get out of this mess, but its going to be after you understand some things, and start to do something differently from the way you been doing them. You got people parading around, well i'm a Rhodes scholar' Cecil Rhodes was to Black people,Hear me carefully,you see you got plenty of Rhodes scholars Mel Reynolds, you know, was one of them. Cecil Rhodes was to Black people the same as Hitler was to Jews. And i had a Black sister, tell me, no more then 3 or 4 weeks ago' Mr. Nahaz i went to see schindler list and i crying like a baby, they mistreated those Jews so badly. And i said sister,I've been knowing you for 20 years, she aint about 23! i've been know you for 20 years,I have never heard you cry ,because, of the Black holocaust! where you lost at least' a 100 million people, at least 100 million! and you tell me you crying over schindler list, about 3 million people getting cook. I certainly don't want no body to go to the gas chamber'.
http://www.youtube.com/watch?v=cOTFMl2rmOw&feature=related
http://www.youtube.com/wat
Life in the Universe #1: Just on Earth, or Everywhere?
Source: www.youtube.com
This is the first episode of a series on life in the universe. Looking for life in the universe isn't like looking for your car keys. It's hard to know where to even start. The best place to start is probably by NOT trying to find alien civilizations, but rather ANY kind of life we can. ...
Bizarre Alien Life Forms Video by National Geographic - MySpace Video
Source: vids.myspace.com
Life on other planets would adapt to its environment and might be stranger than you could ever imagine. Known Universe: Alien Contact : THU APR 15 10P et/pt : http://channel.nationalgeographic.com/series/known-universe/4497/Overview . Bizarre Alien Life Forms by National Geographic. Watch it on MySpa...
Godchief Hammerbroadax
You Are Not Alone I Am Here With You!
You Are Not Alone I Am Here With You!
Neil DeGrasse Tyson - Greatest Sermon Ever
Source: www.youtube.com
2006 Neil deGrasse Tyson closes the three day lecture series with an excellent final 'sermon' on cosmic perspective and the impact of science. Notice Dawkins in the audience.
Neil Tyson degrasse/the universe is inside us
Recognize that the very molecules that make up your body, the atoms that construct the molecules, are traceable to the crucibles that were once the centers of high mass stars that exploded their chemically rich guts into the galaxy, enriching pristine gas clouds with the chemistry of life. So that we are all connected to each other biologically, to the earth chemically and to the rest of the universe atomically. That’s kinda cool! That makes me smile and I actually feel quite large at the end of that. It’s not that we are better than the universe, we are part of the universe. We are in the universe and the universe is in us.' — Neil deGrasse Tyson
And I don't care what else anyone has ever told you, the Sun is white, not yellow. Human color perception is a complicated business, but if the Sun were yellow, like a yellow lightbulb, then white stuff such as snow would reflect this light and appear yellow—a snow condition confirmed to happen only near fire hydrants.Death By Black Hole, p. 293
[T]here is a theorem that colloquially translates, You cannot comb the hair on a bowling ball. ... Clearly, none of these mathematicians had Afros, because to comb an Afro is to pick it straight away from the scalp. If bowling balls had Afros, then yes, they could be combed without violation of mathematical theorems.Universe Down To Earth, p. 20
Regarding the movie Close Encounters of the Third Kind:They all knew the mothership was coming, they all knew it was a flying saucer, they all knew it came from another planet through the vacuum of space. And so what do they do, to the left of that monument? They set up runway lights. And I'm thinking, if you could travel through the vacuum of space, you don't need runway lights. Runway lights are if you're using air for lift. Aliens would not need air for lift.The Amazing Meeting, Keynote Speech, 2008
Spirituality
Great scientific minds, from Claudius Ptolemy of the second century to Isaac Newton of the seventeenth, invested their formidable intellects in attempts to deduce the nature of the universe from the statements and philosophies contained in religious writings.... Had any of these efforts worked, science and religion today might be one and the same. But they are not.The Sky Is Not the Limit, p. 183
They [scientists of centuries past] call on God only from the lonely and precarious edge of incomprehension. Where they feel certain about their explanations, however, God gets hardly a mention.Death By Black Hole, p. 353
There's no tradition of scientists knocking down the Sunday school door, telling the preacher, That might not necessarily be true. That's never happened. There're no scientists picketing outside of churches.The Amazing Meeting, Keynote Speech, 2008
Not only are we in the universe, the universe is in us. I don't know of any deeper spiritual feeling than what that brings upon me.Beyond Belief: Science, Reason, Religion and Survival.Salk Institute for Biological Studies, November 7, 2006
Life and Death in the Universe
Aliens[I]f our solar system is not unusual, then there are so many planets in the universe that, for example, they outnumber the sum of all sounds and words ever uttered by every human who has ever lived. To declare that Earth must be the only planet with life in the universe would be inexcusably bigheaded of us.
Death By Black Hole, p. 229
Intelligent DesignAnother practice that isn't science is embracing ignorance. Yet it's fundamental to the philosophy of intelligent design: I don't know what this is.... So it must be the product of a higher intelligence.Death By Black Hole, p. 361
Science is a philosophy of discovery. Intelligent design is a philosophy of ignorance.Death By Black Hole, p. 361
This present-day version of God of the gaps goes by a fresh name: intelligent design....Instead, why not tally all those things whose design...reflect[s] the absence of intelligence?Death By Black Hole, p. 359
Regarding whether aliens tried to contact us before we had radio:For all we know, the aliens have already done this and unwittingly concluded that there was no intelligent life on Earth. They would now be looking elsewhere. A more humbling possibility would be if aliens had become aware of the technologically proficient species that now inhabits Earth, yet they had drawn the same conclusion.Death By Black Hole, p. 235
FM signals and those of broadcast television...[travel] out to space at the speed of light. Any eavesdropping alien civilization will know all about our TV programs (probably a bad thing), will hear all our FM music (probably a good thing), and know nothing of the politics of AM talk-show hosts (probably a safe thing).Death By Black Hole, p. 172
My only hope is that every other [alien] civilization isn't doing exactly what we are doing because then everybody would be listening, nobody would be receiving, and we would collectively conclude that there is no other intelligent life in the universe.Death By Black Hole, p. 237
'The most I learn about the universe, the less convinced I am that there's any sort of benevolent force that has anything to do with it, at all.' — Neil deGrasse Tyson
I'd bet almost anything that life from another planet, if formed independently from life on Earth, would be more different from all species of Earth life than any two species of Earth life are from each other.Death By Black Hole, p. 306
[I]f an alien lands on your front lawn and extends an appendage as a gesture of greeting, before you get friendly, toss it an eightball. If the appendage explodes, then the alien was probably made of antimatter. If not, then you can proceed to take it to your leader.Death By Black Hole, p. 107
On how to prove an alien abduction:Grab something off the shelf that's on the spaceship—an ashtray, it doesn't matter what. Because I can tell you, if they flew here from another galaxy, no matter what you've pulled off the shelf, it'll be unlike anything we have on Earth.The Amazing Meeting, Keynote Speech, 2008
'After all, what nobler thought can one cherish than that the universe lives within us all?' — Neil deGrasse Tyson
When Ignorance lurks, so too do the frontiers of discovery and imagination' — Neil deGrasse Tyson
'The most accessible field in science, from the point of view of language, is astrophysics. What do you call spots on the sun? Sunspots. Regions of space you fall into and you don’t come out of? Black holes. Big red stars? Red giants. So I take my fellow scientists to task. He’ll use his word, and if I understand it, I’ll say, “Oh, does that mean da-da-da-de-da?' — Neil deGrasse Tyson
http://www.youtube.com/watch?v=6RjW5-4IiSc&feature=related
Recognize that the very molecules that make up your body, the atoms that construct the molecules, are traceable to the crucibles that were once the centers of high mass stars that exploded their chemically rich guts into the galaxy, enriching pristine gas clouds with the chemistry of life. So that we are all connected to each other biologically, to the earth chemically and to the rest of the universe atomically. That’s kinda cool! That makes me smile and I actually feel quite large at the end of that. It’s not that we are better than the universe, we are part of the universe. We are in the universe and the universe is in us.' — Neil deGrasse Tyson
And I don't care what else anyone has ever told you, the Sun is white, not yellow. Human color perception is a complicated business, but if the Sun were yellow, like a yellow lightbulb, then white stuff such as snow would reflect this light and appear yellow—a snow condition confirmed to happen only near fire hydrants.Death By Black Hole, p. 293
[T]here is a theorem that colloquially translates, You cannot comb the hair on a bowling ball. ... Clearly, none of these mathematicians had Afros, because to comb an Afro is to pick it straight away from the scalp. If bowling balls had Afros, then yes, they could be combed without violation of mathematical theorems.Universe Down To Earth, p. 20
Regarding the movie Close Encounters of the Third Kind:They all knew the mothership was coming, they all knew it was a flying saucer, they all knew it came from another planet through the vacuum of space. And so what do they do, to the left of that monument? They set up runway lights. And I'm thinking, if you could travel through the vacuum of space, you don't need runway lights. Runway lights are if you're using air for lift. Aliens would not need air for lift.The Amazing Meeting, Keynote Speech, 2008
Spirituality
Great scientific minds, from Claudius Ptolemy of the second century to Isaac Newton of the seventeenth, invested their formidable intellects in attempts to deduce the nature of the universe from the statements and philosophies contained in religious writings.... Had any of these efforts worked, science and religion today might be one and the same. But they are not.The Sky Is Not the Limit, p. 183
They [scientists of centuries past] call on God only from the lonely and precarious edge of incomprehension. Where they feel certain about their explanations, however, God gets hardly a mention.Death By Black Hole, p. 353
There's no tradition of scientists knocking down the Sunday school door, telling the preacher, That might not necessarily be true. That's never happened. There're no scientists picketing outside of churches.The Amazing Meeting, Keynote Speech, 2008
Not only are we in the universe, the universe is in us. I don't know of any deeper spiritual feeling than what that brings upon me.Beyond Belief: Science, Reason, Religion and Survival.Salk Institute for Biological Studies, November 7, 2006
Life and Death in the Universe
Aliens[I]f our solar system is not unusual, then there are so many planets in the universe that, for example, they outnumber the sum of all sounds and words ever uttered by every human who has ever lived. To declare that Earth must be the only planet with life in the universe would be inexcusably bigheaded of us.
Death By Black Hole, p. 229
Intelligent DesignAnother practice that isn't science is embracing ignorance. Yet it's fundamental to the philosophy of intelligent design: I don't know what this is.... So it must be the product of a higher intelligence.Death By Black Hole, p. 361
Science is a philosophy of discovery. Intelligent design is a philosophy of ignorance.Death By Black Hole, p. 361
This present-day version of God of the gaps goes by a fresh name: intelligent design....Instead, why not tally all those things whose design...reflect[s] the absence of intelligence?Death By Black Hole, p. 359
Regarding whether aliens tried to contact us before we had radio:For all we know, the aliens have already done this and unwittingly concluded that there was no intelligent life on Earth. They would now be looking elsewhere. A more humbling possibility would be if aliens had become aware of the technologically proficient species that now inhabits Earth, yet they had drawn the same conclusion.Death By Black Hole, p. 235
FM signals and those of broadcast television...[travel] out to space at the speed of light. Any eavesdropping alien civilization will know all about our TV programs (probably a bad thing), will hear all our FM music (probably a good thing), and know nothing of the politics of AM talk-show hosts (probably a safe thing).Death By Black Hole, p. 172
My only hope is that every other [alien] civilization isn't doing exactly what we are doing because then everybody would be listening, nobody would be receiving, and we would collectively conclude that there is no other intelligent life in the universe.Death By Black Hole, p. 237
'The most I learn about the universe, the less convinced I am that there's any sort of benevolent force that has anything to do with it, at all.' — Neil deGrasse Tyson
I'd bet almost anything that life from another planet, if formed independently from life on Earth, would be more different from all species of Earth life than any two species of Earth life are from each other.Death By Black Hole, p. 306
[I]f an alien lands on your front lawn and extends an appendage as a gesture of greeting, before you get friendly, toss it an eightball. If the appendage explodes, then the alien was probably made of antimatter. If not, then you can proceed to take it to your leader.Death By Black Hole, p. 107
On how to prove an alien abduction:Grab something off the shelf that's on the spaceship—an ashtray, it doesn't matter what. Because I can tell you, if they flew here from another galaxy, no matter what you've pulled off the shelf, it'll be unlike anything we have on Earth.The Amazing Meeting, Keynote Speech, 2008
'After all, what nobler thought can one cherish than that the universe lives within us all?' — Neil deGrasse Tyson
When Ignorance lurks, so too do the frontiers of discovery and imagination' — Neil deGrasse Tyson
'The most accessible field in science, from the point of view of language, is astrophysics. What do you call spots on the sun? Sunspots. Regions of space you fall into and you don’t come out of? Black holes. Big red stars? Red giants. So I take my fellow scientists to task. He’ll use his word, and if I understand it, I’ll say, “Oh, does that mean da-da-da-de-da?' — Neil deGrasse Tyson
http://www.youtube.com/wat
Twilight Zone: To Serve Man
Source: www.youtube.com
The Twilight Zone classic episode 'To Serve Man', starring Rod Serling and LLyod Bochner. Shrunk down for your enjoyment... Food For Thought: If we land on Mars and discover that there are Salmon living ...
Marvin Sewel: Quote)
l Well, if the aliens were to come to earth, we better hope that they are peaceful, because if they are anything like us, we're in big trouble. For aliens to come here means that they are more advanced in technology. Have you all ever watched the Twilight Zone episode called, 'To serve Man.'
http://www.youtube.com/watch?v=WudBfRa0ETw
l Well, if the aliens were to come to earth, we better hope that they are peaceful, because if they are anything like us, we're in big trouble. For aliens to come here means that they are more advanced in technology. Have you all ever watched the Twilight Zone episode called, 'To serve Man.'
http://www.youtube.com/wat
What Would Happen If We Found Alien Life?
Source: www.youtube.com
If We Find Aliens, What Next? It could shock humanity to find life in space. What would we learn? How would we change? Leading scientific experts who consulted on the creation of Alien Planet discuss these and other questions pertaining to the search for Extraterrestrial life. ...
UFO NASA Coverup Part 1 Original
Source: www.youtube.com
This is the original video I created. This FULL VERSION contains the talk back and forth between the Space Shuttle Atlantis and Mission Control on the public channel about the objects. It plays the clips in Normal, 3x , and 6x Speeds. ...
UFO NASA Coverup Part 2 Original
http://www.youtube.com/watch?v=G0dYqFcVO7I&feature=related
http://www.youtube.com/watch?v=HKvmOYhdaQw&feature=related
http://www.youtube.com/wat
http://www.youtube.com/wat
Dr. Michio Kaku "We will inevitably make contact with Alien life...get use to it"
Source: www.youtube.com
Dr. Michio Kaku's interview on the Science Channel TV Show called Brink - December 2008. He discusses the movie The Day the Earth Stood Still, Space, Extraterrestrials, Immortality, and more. He tells us that 'We will inevitably make contact with Alien Life...get use to it!'
Dr. Michio Kaku 'We will inevitably make contact with Alien life...get use to it'
http://www.youtube.com/watch?v=S8MmLVSFaCI&feature=related
http://www.youtube.com/wat
YouTube - Michio Kaku On Aliens On Physics ...
Source: www.youtube.com
YouTube - Michio Kaku On Aliens On Physics
Neil Tyson - Human Intelligence?
Source: www.youtube.com
Link for full video:Cosmic Quandaries with Dr. Neil deGrasse Tyson - http://www.youtube.com/watch?v=CAD25s53wmE
Chimps Belong on Human Branch of Family Tree, Study Says.
http://news.nationalgeographic.com/news/2003/05/0520_030520_chimpanzees.html
John Pickrell in Englandfor National Geographic NewsMay 20, 2003A new report argues that chimpanzees are so closely related to humans that they should be included in our branch of the tree of life. Chimpanzees and other apes have historically been separated from humans in classification schemes, with humans deemed the only living members of the hominid family of specie
Now, biologists at Wayne State University School of Medicine in Detroit, Michigan, provide new genetic evidence that lineages of chimps (currently Pan troglodytes) and humans (Homo sapiens) diverged so recently that chimps should be reclassed as Homo troglodytes. The move would make chimps full members of our genus Homo, along with Neandertals, and all other human-like fossil species. 'We humans appear as only slightly remodeled chimpanzee-like apes,' says the study.
'The loss of the [wild] chimp and gorilla seems imminent,' said Morris Goodman, a study co-author. 'Moving chimps into the human genus might help us to realize our very great likeness, and therefore treasure more and treat humanely our closest relative,' he said.
However, experts say many scientists are likely to resist the reclassification, especially in the emotionally-charged and often disputed field of anthropology.
Knowing Me, Knowing You
The term genus describes a very closely related group of similar species, thought to have diverged from one another relatively recently, and is the first grouping above the species level. Common chimpanzees and bonobos have until now been classified into their own genus, Pan.
Historical classification schemes, based on physical similarities such as bones, argued that chimps and gorillas were each other's closest relatives, and that both were closely related to orangutans to the exclusion of humans.
However, with the advent of molecular techniques to compare similarities in our DNA starting in the 1960s, most experts have come to accept the fact that humans and chimps are most closely related. Studies indicate that humans and chimps are between 95 and 98.5 percent genetically identical
Derek E. Wildman, Goodman, and other co-authors at Wayne State argue in their new study, published today in the journal Proceedings of the National Academy of Sciences, that given the evidence, it's somewhat surprising that humans and chimps are still classified into different genera. Other mammalian genera often contain groups of species that diverged much earlier than chimps and humans did, said Goodman. 'To be consistent, we need to revise our definition of the human branch of the tree of life,' he said.
Historically Flawed
Goodman and colleagues used computer methods to analyze the amount of similarity between 97 important human and chimp genes and as many of the same gene sequences as are currently available for less-studied gorillas, orangutans, and Old World monkeys.
The results suggested that within important sequence stretches of these functionally significant genes, humans and chimps share 99.4 percent identity. (Some previous DNA work remains controversial. It concentrated on genetic sequences that are not parts of genes and are less functionally important, said Goodman.)
next page
http://news.nationalgeographic.com/news/2003/05/0520_030520_chimpanzees_2.html
http://www.youtube.com/watch?v=w-uZZ7RdL5E&feature=related
http://news.nationalgeogra
John Pickrell in Englandfor National Geographic NewsMay 20, 2003A new report argues that chimpanzees are so closely related to humans that they should be included in our branch of the tree of life. Chimpanzees and other apes have historically been separated from humans in classification schemes, with humans deemed the only living members of the hominid family of specie
Now, biologists at Wayne State University School of Medicine in Detroit, Michigan, provide new genetic evidence that lineages of chimps (currently Pan troglodytes) and humans (Homo sapiens) diverged so recently that chimps should be reclassed as Homo troglodytes. The move would make chimps full members of our genus Homo, along with Neandertals, and all other human-like fossil species. 'We humans appear as only slightly remodeled chimpanzee-like apes,' says the study.
'The loss of the [wild] chimp and gorilla seems imminent,' said Morris Goodman, a study co-author. 'Moving chimps into the human genus might help us to realize our very great likeness, and therefore treasure more and treat humanely our closest relative,' he said.
However, experts say many scientists are likely to resist the reclassification, especially in the emotionally-charged and often disputed field of anthropology.
Knowing Me, Knowing You
The term genus describes a very closely related group of similar species, thought to have diverged from one another relatively recently, and is the first grouping above the species level. Common chimpanzees and bonobos have until now been classified into their own genus, Pan.
Historical classification schemes, based on physical similarities such as bones, argued that chimps and gorillas were each other's closest relatives, and that both were closely related to orangutans to the exclusion of humans.
However, with the advent of molecular techniques to compare similarities in our DNA starting in the 1960s, most experts have come to accept the fact that humans and chimps are most closely related. Studies indicate that humans and chimps are between 95 and 98.5 percent genetically identical
Derek E. Wildman, Goodman, and other co-authors at Wayne State argue in their new study, published today in the journal Proceedings of the National Academy of Sciences, that given the evidence, it's somewhat surprising that humans and chimps are still classified into different genera. Other mammalian genera often contain groups of species that diverged much earlier than chimps and humans did, said Goodman. 'To be consistent, we need to revise our definition of the human branch of the tree of life,' he said.
Historically Flawed
Goodman and colleagues used computer methods to analyze the amount of similarity between 97 important human and chimp genes and as many of the same gene sequences as are currently available for less-studied gorillas, orangutans, and Old World monkeys.
The results suggested that within important sequence stretches of these functionally significant genes, humans and chimps share 99.4 percent identity. (Some previous DNA work remains controversial. It concentrated on genetic sequences that are not parts of genes and are less functionally important, said Goodman.)
next page
http://news.nationalgeogra
http://www.youtube.com/wat
Don’t talk to aliens, warns Stephen Hawking - Times Online
Source: www.timesonline.co.uk
THE aliens are out there and Earth had better watch out, at least according to Stephen Hawking. He has suggested that extraterrestrials are almost certain to exist — but that instead of seeking them out, humanity should be doing all it that can to avoid any contact.
Don’t talk to aliens, warns Stephen Hawking
He concludes that trying to make contact with alien races is “a little too risky”. He said: “If aliens ever visit us, I think the outcome would be much as when Christopher Columbus first landed in America, which didn’t turn out very well for the Native Americans.”
THE aliens are out there and Earth had better watch out, at least according to Stephen Hawking. He has suggested that extraterrestrials are almost certain to exist — but that instead of seeking them out, humanity should be doing all it that can to avoid any contact.
The suggestions come in a new documentary series in which Hawking, one of the world’s leading scientists, will set out his latest thinking on some of the universe’s greatest mysteries.
Alien life, he will suggest, is almost certain to exist in many other parts of the universe: not just in planets, but perhaps in the centre of stars or even floating in interplanetary space.
Hawking’s logic on aliens is, for him, unusually simple. The universe, he points out, has 100 billion galaxies, each containing hundreds of millions of stars. In such a big place, Earth is unlikely to be the only planet where life has evolved.
“To my mathematical brain, the numbers alone make thinking about aliens perfectly rational,” he said. “The real challenge is to work out what aliens might actually be like.
The answer, he suggests, is that most of it will be the equivalent of microbes or simple animals — the sort of life that has dominated Earth for most of its history.
ne scene in his documentary for the Discovery Channel shows herds of two-legged herbivores browsing on an alien cliff-face where they are picked off by flying, yellow lizard-like predators. Another shows glowing fluorescent aquatic animals forming vast shoals in the oceans thought to underlie the thick ice coating Europa, one of the moons of Jupiter.
Such scenes are speculative, but Hawking uses them to lead on to a serious point: that a few life forms could be intelligent and pose a threat. Hawking believes that contact with such a species could be devastating for humanity.
He suggests that aliens might simply raid Earth for its resources and then move on: “We only have to look at ourselves to see how intelligent life might develop into something we wouldn’t want to meet. I imagine they might exist in massive ships, having used up all the resources from their home planet. Such advanced aliens would perhaps become nomads, looking to conquer and colonise whatever planets they can reach.”
He concludes that trying to make contact with alien races is “a little too risky”. He said: “If aliens ever visit us, I think the outcome would be much as when Christopher Columbus first landed in America, which didn’t turn out very well for the Native Americans.”
http://www.timesonline.co.uk/tol/news/science/space/article7107207.ece
He concludes that trying to make contact with alien races is “a little too risky”. He said: “If aliens ever visit us, I think the outcome would be much as when Christopher Columbus first landed in America, which didn’t turn out very well for the Native Americans.”
THE aliens are out there and Earth had better watch out, at least according to Stephen Hawking. He has suggested that extraterrestrials are almost certain to exist — but that instead of seeking them out, humanity should be doing all it that can to avoid any contact.
The suggestions come in a new documentary series in which Hawking, one of the world’s leading scientists, will set out his latest thinking on some of the universe’s greatest mysteries.
Alien life, he will suggest, is almost certain to exist in many other parts of the universe: not just in planets, but perhaps in the centre of stars or even floating in interplanetary space.
Hawking’s logic on aliens is, for him, unusually simple. The universe, he points out, has 100 billion galaxies, each containing hundreds of millions of stars. In such a big place, Earth is unlikely to be the only planet where life has evolved.
“To my mathematical brain, the numbers alone make thinking about aliens perfectly rational,” he said. “The real challenge is to work out what aliens might actually be like.
The answer, he suggests, is that most of it will be the equivalent of microbes or simple animals — the sort of life that has dominated Earth for most of its history.
ne scene in his documentary for the Discovery Channel shows herds of two-legged herbivores browsing on an alien cliff-face where they are picked off by flying, yellow lizard-like predators. Another shows glowing fluorescent aquatic animals forming vast shoals in the oceans thought to underlie the thick ice coating Europa, one of the moons of Jupiter.
Such scenes are speculative, but Hawking uses them to lead on to a serious point: that a few life forms could be intelligent and pose a threat. Hawking believes that contact with such a species could be devastating for humanity.
He suggests that aliens might simply raid Earth for its resources and then move on: “We only have to look at ourselves to see how intelligent life might develop into something we wouldn’t want to meet. I imagine they might exist in massive ships, having used up all the resources from their home planet. Such advanced aliens would perhaps become nomads, looking to conquer and colonise whatever planets they can reach.”
He concludes that trying to make contact with alien races is “a little too risky”. He said: “If aliens ever visit us, I think the outcome would be much as when Christopher Columbus first landed in America, which didn’t turn out very well for the Native Americans.”
http://www.timesonline.co.
Stephen Hawking's Universe - EP1:Seeing Is Believing (1/ 5)
Source: www.youtube.com
Where did we come from? The history of cosmology from flat earth to Big Bang: Eratosthenes and Ptolemy, Copernicus, Kepler, Galileo, Newton, Edwin Hubble.
By: Susan HarrisPublished: Apr 25, 2010
Updated: Apr 26, 2010
Stephen Hawking, the famous physicist, warns that contacting aliens could disrupt the planet Earth. The Discovery Channel will premiere the new series 'Into The Universe' that discusses intelligent life. The scientist said that contacting other forms of life in space could get us all
killed.
'We only have to look at ourselves to see how intelligent life might develop into something we wouldn't want to meet,' Hawking said on the television series.
Hawking argues that aliens visiting our planet would likely be animal or even just microbes. The experience itself might be the same as when explorers first arrived in America. The new explorers were met by Native Americans.
'If aliens visit us, the outcome would be much as when Columbus landed in America, which didn't turn out well for the Native Americans,' Hawking said.
Stephen has suggested that extraterrestrials are almost certain to exist. However, instead of seeking them out, humanity should be doing all it can to avoid any contact. The physicist even suggests that life may exist in other parts of the universe.
http://www.newsoxy.com/space/stephen-hawking-aliens-12958.html
Stephen Hawking: Aliens probably exist
Stephen Hawking, the world's best known scientist, says that he believes that aliens lurk elsewhere in the cosmos, but that they probably are not very smart.
We are certainly not alone, says Prof Hawking, who was speaking at George Washington University in honour of the 50th anniversary of the US space agency, Nasa, and called for new investment in manned space exploration.
In his address, he tackled the big questions about extraterrestrial life.
Why has humanity not stumbled onto alien broadcasts, maybe something like 'alien quiz shows?'
One option is that there likely is no life elsewhere. Or maybe there is intelligent life elsewhere, but when it gets smart enough to send signals into space, it also is smart enough to make destructive nuclear weapons.
http://www.telegraph.co.uk/science/science-news/3340426/Stephen-Hawking-Aliens-probably-exist.html
Stephen Hawking's Universe - EP1:Seeing Is Believing (2/ 5)
http://www.youtube.com/watch?v=PJamA_ulJ50
Stephen Hawking's Universe - EP1:Seeing Is Believing (3/ 5)
http://www.youtube.com/watch?v=HFe1BL3gvo0
Stephen Hawking's Universe - EP1:Seeing Is Believing (4/ 5)
http://www.youtube.com/watch?v=MxTCFkP-snI
Stephen Hawking's Universe - EP1:Seeing Is Believing (5/ 5)
http://www.youtube.com/watch?v=sSfrbYyQIww
http://www.youtube.com/watch?v=jd1tgLQg4ZU
Updated: Apr 26, 2010
Stephen Hawking, the famous physicist, warns that contacting aliens could disrupt the planet Earth. The Discovery Channel will premiere the new series 'Into The Universe' that discusses intelligent life. The scientist said that contacting other forms of life in space could get us all
killed.
'We only have to look at ourselves to see how intelligent life might develop into something we wouldn't want to meet,' Hawking said on the television series.
Hawking argues that aliens visiting our planet would likely be animal or even just microbes. The experience itself might be the same as when explorers first arrived in America. The new explorers were met by Native Americans.
'If aliens visit us, the outcome would be much as when Columbus landed in America, which didn't turn out well for the Native Americans,' Hawking said.
Stephen has suggested that extraterrestrials are almost certain to exist. However, instead of seeking them out, humanity should be doing all it can to avoid any contact. The physicist even suggests that life may exist in other parts of the universe.
http://www.newsoxy.com/spa
Stephen Hawking: Aliens probably exist
Stephen Hawking, the world's best known scientist, says that he believes that aliens lurk elsewhere in the cosmos, but that they probably are not very smart.
We are certainly not alone, says Prof Hawking, who was speaking at George Washington University in honour of the 50th anniversary of the US space agency, Nasa, and called for new investment in manned space exploration.
In his address, he tackled the big questions about extraterrestrial life.
Why has humanity not stumbled onto alien broadcasts, maybe something like 'alien quiz shows?'
One option is that there likely is no life elsewhere. Or maybe there is intelligent life elsewhere, but when it gets smart enough to send signals into space, it also is smart enough to make destructive nuclear weapons.
http://www.telegraph.co.uk
Stephen Hawking's Universe - EP1:Seeing Is Believing (2/ 5)
http://www.youtube.com/wat
Stephen Hawking's Universe - EP1:Seeing Is Believing (3/ 5)
http://www.youtube.com/wat
Stephen Hawking's Universe - EP1:Seeing Is Believing (4/ 5)
http://www.youtube.com/wat
Stephen Hawking's Universe - EP1:Seeing Is Believing (5/ 5)
http://www.youtube.com/wat
http://www.youtube.com/wat
Black Afrakans vs, Religion ROUND 4...The Haymaker [HD] Version
Source: www.youtube.com
In the case of religion where the theological concept is corrupt, and plagiarized, or where very rare reality occurs, the renderings given claim to be nothing more than misconceptions as to their meanings. ...
Like a child who lets another child detour them away from their parents,so our enemy who have now made them selfs the deity, and we have only listen to them and not our ancestor we are catching hell,and that's why we are catching hell. because we only have listen to the enemy who put in this,and not the ancestral call. thats what we have to connect with. We now see that the foundation of African spirituality started here(Africa)(Kemet) not Europe or (America)
Ashra Kwesi
The bible give instruction on the subject of conversion and what to do if someone try to give you their gods, (whom you and your fathers have not known), gods of any other nations, near at hand or far away, from one end of the earth to the other: do not yield to him or listen to him, nor look with pity upon him, to spare or shield him, but kill him. Africans have failed to do this,we now follow beliefs that come from invaders and conquers. We aren't listening to them.
John Henrik Clarke, (Christopher Columbus and the Afrikan Holocaust: Slavery and the Rise of European Capitalism ), looks at the issue from another perspective which defines the problem, but excludes the cause (people in power 'writing history' for their own imperialistic purposes):
'Europeans not only began to colonize most of the world, they also colonized information about the world. They colonized the Bible.
They colonized all complimentary images that non-European people held of themselves. The most effective of all of these colonized images was their colonization of the image of God. Through missionaries, adventurers, free-booters and slave traders they began to propagate the concept that God favored them over other people. They were saying, in essence, that all Europeans were the chosen people of God. [...]
My main point here is that if you are the child of God and God is a part of you, the in your imagination God suppose to look like you. And when you accept a picture of the deity assigned to you by another people, you become the spiritual prisoners of that other people. John Henrik Clarke.
OSHO - 'Anybody who gives you a belief system is your enemy'
It was good of Friedrich Nietzsche to declare God dead – I declare that he has never been born. It is a created fiction, an invention, not a discovery. Do you understand the difference between invention and discovery?
A discovery is about truth, an invention is manufactured by you. It is man-manufactured fiction. Certainly it has given consolation, but consolation is not the right thing! Consolation is opium. It keeps you unaware of the reality, and life is flowing past you so quickly – seventy years will be gone soon. Anybody who gives you a belief system is your enemy, because the belief system becomes the barrier for your eyes, you cannot see the truth.
The very desire to find the truth disappears. But in the beginning it is bitter if all your belief systems are taken away from you. The fear and anxiety which you have been suppressing for millennia, which is there, very alive, will surface immediately.
No God can destroy it, only the search for truth and the experience of truth – not a belief – is capable of healing all your wounds, of making you a whole being. And the whole person is the holy person to me.
1) If your own full brother, or your son or daughter, or your beloved wife, or you intimate friend, entices you secretly to serve other gods, whom you and your fathers have not known, gods of any other nations, near at hand or far away, from one end of the earth to the other: do not yield to him or listen to him, nor look with pity upon him, to spare or shield him, but kill him. Your hand shall be the first raised to slay him; the rest of the people shall join in with you. You shall stone him to death, because he sought to lead you astray from the Lord, your God, who brought you out of the land of Egypt, that place of slavery. And all Israel, hearing of this, shall fear and never do such evil as this in your midst. (Deuteronomy 13:7-12 NAB)
Latter this was change in the new testament ,a cleaver trick to force everyone to become christian just because of what jesus said,even though jesus never wrote anything down,so we don't know what jesus said!!!!!
Matthew 28:19-20 (New International Version)
19.Therefore go and make disciples of all nations, baptizing them in[a] the name of the Father and of the Son and of the Holy Spirit, 20and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age.'
When the Emperor of the Roman Empire converted to Christianity, that reverberated throughout the territories under Roman control. In far too many cases, you either converted or faced death. That meant a widely enormous influence in Europe, which colonized the western world.
When the Europeans settled in the Americas, they brought their religion with them. Practically everyone under their control had to convert to Christianity, sometimes by very brutal force, as witnessed during the Crusades and Inquisitions in Europe, and the genocide of Native Americans. Christianity, aided by Judaism, were in full control during the initiation of the Atlantic slave trade. Under the banner of Islam, approximately 1000 years before the Christians, the East Indian Ocean slave trade was created, and still exists today.
BIBST 702S: PERSECUTION AND MARTYRDOM IN EARLY CHRISTIANITY
http://users.drew.edu/~ddoughty/Christianorigins/persecutions/
Controlling the Human SpiritThe Inquisition and Slavery1250-1800
by Helen Ellerbe from
The Dark Side of Christian History
http://www.positiveatheism.org/hist/ellerbe0.htm
ROMANS WERE
CONQUERS!!!!THE RELIGION UNDER THE ROMANS
http://sacred-texts.com/egy/emec/emec07.htm
CHRISTIANITY UNDER THE ROMAN EMPERORS.http://sacred-texts.com/egy/emec/emec08.htm
Great Commission
http://en.wikipedia.org/wiki/Great_Commission
The Great Commission, in Christian tradition, is the instruction of the resurrected Jesus Christ to his disciples, that they spread his teachings to all the nations of the world. It has become a tenet in Christian theology emphasizing mission work, evangelism, and baptism. It has been a primary basis for Christian missionary activity. Some Christian denominations believe that the Great Commission and other prophecy was fulfilled in the apostolic age (see Preterism).
Dr Clarke’s Words on HISTORY“
History is a clock that people use to tell there political and cultural time of day. It is also a compass that people use to find themselves on the map of human geography. History tells a people where they have been and what they have been, where they are and what they are. Most important, history tells a people where they still must go, what they still must be. The relationship of history to the people is the same as the relationship of a mother to her child.”
Dr. Clarke’s Words on the IMAGE of GOD“
My main point here is that if you are the child of God and God is a part of you, the in your imagination God suppose to look like you. And when you accept a picture of the deity assigned to you by another people, you become the spiritual prisoners of that other people
Dr. Clarke’s Words on LEADERSHIP“
I think every person that calls themselves a leader, a preacher, a policy maker of any kind should ask and answer the question in his own life time, how will my people stay on this earth? How will they be educated? How will they be schooled? How will they be housed? And how will they be defended? The answer to these questions will create the concept of enduring nationhood because it creates the concept of enduring responsibility. I am saying what ever the solution is, either we are in charge of our own destiny or we are not in charge. On that point we got to be clear, you either free or you a slave.”
http://seemeonline.com/history/dr_clarke.html
http://www.youtube.com/watch?v=eDONfiiWicU
Ashra Kwesi
The bible give instruction on the subject of conversion and what to do if someone try to give you their gods, (whom you and your fathers have not known), gods of any other nations, near at hand or far away, from one end of the earth to the other: do not yield to him or listen to him, nor look with pity upon him, to spare or shield him, but kill him. Africans have failed to do this,we now follow beliefs that come from invaders and conquers. We aren't listening to them.
John Henrik Clarke, (Christopher Columbus and the Afrikan Holocaust: Slavery and the Rise of European Capitalism ), looks at the issue from another perspective which defines the problem, but excludes the cause (people in power 'writing history' for their own imperialistic purposes):
'Europeans not only began to colonize most of the world, they also colonized information about the world. They colonized the Bible.
They colonized all complimentary images that non-European people held of themselves. The most effective of all of these colonized images was their colonization of the image of God. Through missionaries, adventurers, free-booters and slave traders they began to propagate the concept that God favored them over other people. They were saying, in essence, that all Europeans were the chosen people of God. [...]
My main point here is that if you are the child of God and God is a part of you, the in your imagination God suppose to look like you. And when you accept a picture of the deity assigned to you by another people, you become the spiritual prisoners of that other people. John Henrik Clarke.
OSHO - 'Anybody who gives you a belief system is your enemy'
It was good of Friedrich Nietzsche to declare God dead – I declare that he has never been born. It is a created fiction, an invention, not a discovery. Do you understand the difference between invention and discovery?
A discovery is about truth, an invention is manufactured by you. It is man-manufactured fiction. Certainly it has given consolation, but consolation is not the right thing! Consolation is opium. It keeps you unaware of the reality, and life is flowing past you so quickly – seventy years will be gone soon. Anybody who gives you a belief system is your enemy, because the belief system becomes the barrier for your eyes, you cannot see the truth.
The very desire to find the truth disappears. But in the beginning it is bitter if all your belief systems are taken away from you. The fear and anxiety which you have been suppressing for millennia, which is there, very alive, will surface immediately.
No God can destroy it, only the search for truth and the experience of truth – not a belief – is capable of healing all your wounds, of making you a whole being. And the whole person is the holy person to me.
1) If your own full brother, or your son or daughter, or your beloved wife, or you intimate friend, entices you secretly to serve other gods, whom you and your fathers have not known, gods of any other nations, near at hand or far away, from one end of the earth to the other: do not yield to him or listen to him, nor look with pity upon him, to spare or shield him, but kill him. Your hand shall be the first raised to slay him; the rest of the people shall join in with you. You shall stone him to death, because he sought to lead you astray from the Lord, your God, who brought you out of the land of Egypt, that place of slavery. And all Israel, hearing of this, shall fear and never do such evil as this in your midst. (Deuteronomy 13:7-12 NAB)
Latter this was change in the new testament ,a cleaver trick to force everyone to become christian just because of what jesus said,even though jesus never wrote anything down,so we don't know what jesus said!!!!!
Matthew 28:19-20 (New International Version)
19.Therefore go and make disciples of all nations, baptizing them in[a] the name of the Father and of the Son and of the Holy Spirit, 20and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age.'
When the Emperor of the Roman Empire converted to Christianity, that reverberated throughout the territories under Roman control. In far too many cases, you either converted or faced death. That meant a widely enormous influence in Europe, which colonized the western world.
When the Europeans settled in the Americas, they brought their religion with them. Practically everyone under their control had to convert to Christianity, sometimes by very brutal force, as witnessed during the Crusades and Inquisitions in Europe, and the genocide of Native Americans. Christianity, aided by Judaism, were in full control during the initiation of the Atlantic slave trade. Under the banner of Islam, approximately 1000 years before the Christians, the East Indian Ocean slave trade was created, and still exists today.
BIBST 702S: PERSECUTION AND MARTYRDOM IN EARLY CHRISTIANITY
http://users.drew.edu/~ddo
Controlling the Human SpiritThe Inquisition and Slavery1250-1800
by Helen Ellerbe from
The Dark Side of Christian History
http://www.positiveatheism
ROMANS WERE
CONQUERS!!!!THE RELIGION UNDER THE ROMANS
http://sacred-texts.com/eg
CHRISTIANITY UNDER THE ROMAN EMPERORS.http://sacred-texts.com/eg
Great Commission
http://en.wikipedia.org/wi
The Great Commission, in Christian tradition, is the instruction of the resurrected Jesus Christ to his disciples, that they spread his teachings to all the nations of the world. It has become a tenet in Christian theology emphasizing mission work, evangelism, and baptism. It has been a primary basis for Christian missionary activity. Some Christian denominations believe that the Great Commission and other prophecy was fulfilled in the apostolic age (see Preterism).
Dr Clarke’s Words on HISTORY“
History is a clock that people use to tell there political and cultural time of day. It is also a compass that people use to find themselves on the map of human geography. History tells a people where they have been and what they have been, where they are and what they are. Most important, history tells a people where they still must go, what they still must be. The relationship of history to the people is the same as the relationship of a mother to her child.”
Dr. Clarke’s Words on the IMAGE of GOD“
My main point here is that if you are the child of God and God is a part of you, the in your imagination God suppose to look like you. And when you accept a picture of the deity assigned to you by another people, you become the spiritual prisoners of that other people
Dr. Clarke’s Words on LEADERSHIP“
I think every person that calls themselves a leader, a preacher, a policy maker of any kind should ask and answer the question in his own life time, how will my people stay on this earth? How will they be educated? How will they be schooled? How will they be housed? And how will they be defended? The answer to these questions will create the concept of enduring nationhood because it creates the concept of enduring responsibility. I am saying what ever the solution is, either we are in charge of our own destiny or we are not in charge. On that point we got to be clear, you either free or you a slave.”
http://seemeonline.com/his
http://www.youtube.com/wat
Multiple Pedestrians Ignore Dying New York Hero Hugo Alfredo Tale-Yax - AOL News
Source: www.aolnews.com
(April 24) -- A homeless man who was stabbed while saving a woman from a knife-wielding attacker lay dying in a pool of his own blood for more than an hour while several New Yorkers walked past without calling for help.
Jiddu Krishnamurti It is no measure of health to be well adjusted to a profoundly sick society.
http://www.aolnews.com/nation/article/multiple-pedestrians-ignore-dying-new-york-hero-hugo-alfredo-tale-yax/19452892?ncid=webmaildl1
http://www.aolnews.com/nat
Soul Train Line Dance to Earth Wind & Fire's "Mighty Mighty"
Source: www.youtube.com
Soul Train Line Dance to Earth Wind & Fire's "Mighty Mighty" (episode# 104, 1974). To license this footage, go to GLOBALIMAGEWORKS.COM. Subscribe to our channel and stay tuned...we will be adding new clips each week.
Powerful people cannot afford to educate the people that they oppress, because once you are truly educated, you will not ask for power. You will take it. John Henrik Clarke
Our history our culture our symbols are all over the word'but many of us don't know there ours! all of this! these concepts, begin with this concept,this story which is part history part mythology',but mythology is important because it represents a higher aspect of life'. myths are necessaryfor human kind to develop.Anthony T. Browder
Mythic Reflections
The Bible: & SUN/SAY WHAT YOU MEAN -A KEY TO OVERSTANDING
LANGUAGE
Holy Bible = Helios Biblos in Greek, Helios = Sun, Biblos = Papers in Egyptian = Sun Book
Ecclesiastes 1:9 (New International Version)9 What has been will be again, what has been done will be done again;there is nothing new under the sun.
Psalm 84:11 (King James Version)11 For the LORD God is a sun and shield: the LORD will give grace and glory: no good thing will he withhold from them that walk uprightly.
MIGHTY MIGHTY
Walk around, why wear a frown,Say little people, try to put you down What you need, a helpin' hand ,All the strength, at your command
How's ya faith? Cause ya faith is you ,Who you kiddin', to yourself be true Spread ya love, for a brighter day ,For what ya search, you'll find a way
We are people, of the mighty ,Mighty people of the SUN ,In our hearts lies all the answers ,To the truth you can't run from
Eagle flies, every seven days ,Still cryin the blues, all about ya pay ,What ya gonna do? Bout your living thang ,Will ya make it better, or just complain
Everyday is real, don't run from fear ,Cause better days are very near ,There are times when you are bound to cry ,One more time, head to the sky
We are people, of the mighty ,Mighty people of the SUN ,In our hearts lies all the answers To the truth you can't run from
Writer : WHITE, MAURICE/WHITE, VERDINE ADAMS
Carl Sagan on Being Children of the Cosmos
COSMOS (RANDOM HOUSE, INC.: 1985), PP. 198-9.We are, in the most profound sense, children of the Cosmos.
Think of the Sun's heat on your upturned face on a cloudless summer's day; think how dangerous it is to gaze at the Sun directly. From 150 million kilometers away, we recognize its power. What would we feel on its seething self-luminous surface, or immersed in its hear of nuclear fire.
The sun warms us and feeds us and permits us to see. It fecundated the Earth. It is powerful beyond human experience. Birds greet the sunrise with and audible ecstasy. Even some one-celled organisms know to swim to the light.
Our ancestors worshiped the Sun, and they were far from foolish. And yet the Sun is an ordinary, even a mediocre star. If we must worship a power greater than ourselves, does it not make sense to revere the Sun and stars?
Hidden within every astronomical investigation, sometimes so deeply buried that the researcher himself is unaware of its presence, lies a kernel of awe.The Galaxy is an unexplored continent filled with exotic beings of stellar dimensions. We have made a preliminary reconnaissance and have encountered some of the inhabitants.
A few of them resemble beings we know. Others are bizarre beyond our most unconstrained fantasies. But we are at the very beginning of our exploration. Past voyages of discovery suggest that many of the most interesting inhabitants of the galactic continent remain as yet unknown and unanticipated.
Not far outside the Galaxy there are almost certainly planets, orbiting stars in the Magellanic Clouds and in the globular clusters that surround the Milky Way. Such worlds would offer a breathtaking view of the Galaxy rising — an enormous spiral form comprising 400 billion stellar inhabitants, with collapsing gas clouds, condensing planetary systems, luminous supergiants, stable middle-aged stars, red giants, white dwarfs, planetary nebulae, novae, supernovae, neutron stars and black holes. It would be clear from such a world, as it is beginning to be clear from ours, how our matter, our form and much of our character is determined by the deep connection between life and the Cosmos.
What is special about an African teacher?
It is the world-view and the practice that comes from our world-view, even when it is a dim memory.
A teacher of African ancestry who does not go beyond certification and degrees to know or to embrace an African world-view is not an African!
Cultural excellence is the essence of and African teacher. In all of our learning, we must acquire an understanding of ourselves and our heritage. This does not mean that we cannot learn from others. However, we must be critical learners, rejecting anything that is anti-African.
African teaching functions must be embedded in and must serve an African community. Traditionally, African communities have been identified by a shared belief in several key elements. It is these elements that are the foundation for African teachers.
The belief that the cosmos is alive.
The belief that spirituality is at the center of our being.
The belief that human society is a living spiritual part of the cosmos, not alien to it.
The belief that our people have a divine purpose and destiny.
The belief that each child is a “Living Sun,” a Devine gift of the creator.
The belief that, properly socialized, our children will experience stages of transformation, moving toward perfection, that is to be more like the creator (“mi Re” or like Ra, in the KMT language, meaning to try to live like God).
Since the deep guiding principle of “living like God” is to follow MAAT (Truth, Justice, Righteousness, Order, Reciprocity, Harmony, Balance), then African teachers focus the curriculum on the real and the true, on what was, what is, and on what can be, in keeping with divine principles.African teachers place a premium on bringing their students into a knowledge of themselves and a knowledge of their communities.
African people place great value on WHO each person is, on WHO the community is and the honored place that each member of the family occupies within the community.
African teachers respect mastery, and seek through apprenticeship to learn from truemasters, masters who are valued agents of the African community, who are steeped in the deep thought and behavior of the community, who exhibit an abiding unshakable primary loyalty to the community and who are in constant communication with the wise elders of the community.
African teachers recognize the genius and the divinity of each of our children, speaking to and teaching to each child’s intellect, humanity, and spirit. We do not question a child’s possession of these things. In touching the intellect, humanity and spirit within children, African teachers recognize the centrality of relationships between teachers and students, among students, and within the African community as a whole.
For the African teacher, teaching is a calling, a constant journey towards mastery, a scientific activity, a matter of community membership, an aspect of a learning community, a process of “becoming a library,” a matter of care and custody for our culture and traditions, a matter of a critical viewing of the wider world, and a response to the imperative of MAAT.
The African teacher is a parent, friend, guide, coach, healer, counselor, model, storyteller, entertainer, artist, architect, builder, minister, and advocate to and for students.
http://www.kintespace.com/kp_asa0.html
http://www.africation.com/startling.htm#saviors
Understand that “christ” is not a name but a title. While the Bible authors have Jesus being careful to warn his follows against anyone who came after him claiming to be christ, they made no acknowledgement of the christ figures who came before him. . It is highly unlikely that a character as illustrious and knowledgeable as Jesus would be ignorant of the existence of those who came before him wearing that title. However, in the ongoing effort to keep the world in ignorance, such information was left out.
And for good reason, as stated above, their existence completely discredits the notion of Jesus as an unique historical figure and puts him on a level with those who came before him as well as those who would come after him.
Suns of God
It's no mystery how these gods all over the world share the same stories. They are connected to the yearly movements of the sun. The equinoctial aspects of the Christ story are something that is universal because the sun is universal. As seen above setting Jesus up as the first and only hero who lives this story is historically insupportable. Indeed, he is a hero with a thousand faces.
During the three days of the winter solstice (December 22-25) the sun stands still (dies) at 23 degrees/27 minutes from the south pole (under the Earth). After three days the sun appears to rise as the revolution of the Earth turns the Northern hemisphere back towards the sun. At this time the constellation Virgo (not the sign Virgo) is at its brightest and the sun appears to be born of a virgin. To see the striking similarity between the constellation and the Egyptian nativity scene with Isis and Horus go to http://www.faithvisions.net/Virgo
The astrological/astronomical models upon which most, if not all, Christian doctrines are based are so evident it is no wonder that Christians are strongly discouraged from even looking into other ancient spiritual systems. Demonizing everything outside of the Bible has been an effective way to keep Christian congregations blinded to the roots of their faith.
Numbers 24:17 There shall come a star out of Jacob, and a scepter shall rise out of Israel and smite the corners of Moab and destroy all the children of Seth.
The Star of Jacob, also known as Spica (Alpha Virginis), is the luminary of the constellation Virgo. In the Syrian, Arabian and Persian systems of astronomy it was known as Messaeil (Messiah El—Son of God)
Here are some other concept that Christianity has borrowed from the universal recognition of the Solis Invicti (Invincible Sun); This list is from the lecture THE TRUTH OF THE HISTORICAL JESUS & THE MYTHICAL CHRIST by Dr. Ray Hagins.
The sun is the “Light of the World.
”The sun “cometh on clouds, and every eye shall see him.”The sun rising in the morning is the “Savior of mankind.”The sun wears a corona, “crown of thorns” or halo.The sun “walks on water.”The sun's “followers,” “helpers” or “disciples” are the 12 months and the 12 signs of the zodiac or constellations, through which the sun must pass.The sun is hung on a cross or “crucified,” which represents its passing through the equinoxes, the vernal equinox being Easter, at which time it is then resurrected. http://www.youtube.com/watch?v=PsPOiflvHX4
Our history our culture our symbols are all over the word'but many of us don't know there ours! all of this! these concepts, begin with this concept,this story which is part history part mythology',but mythology is important because it represents a higher aspect of life'. myths are necessaryfor human kind to develop.Anthony T. Browder
Mythic Reflections
The Bible: & SUN/SAY WHAT YOU MEAN -A KEY TO OVERSTANDING
LANGUAGE
Holy Bible = Helios Biblos in Greek, Helios = Sun, Biblos = Papers in Egyptian = Sun Book
Ecclesiastes 1:9 (New International Version)9 What has been will be again, what has been done will be done again;there is nothing new under the sun.
Psalm 84:11 (King James Version)11 For the LORD God is a sun and shield: the LORD will give grace and glory: no good thing will he withhold from them that walk uprightly.
MIGHTY MIGHTY
Walk around, why wear a frown,Say little people, try to put you down What you need, a helpin' hand ,All the strength, at your command
How's ya faith? Cause ya faith is you ,Who you kiddin', to yourself be true Spread ya love, for a brighter day ,For what ya search, you'll find a way
We are people, of the mighty ,Mighty people of the SUN ,In our hearts lies all the answers ,To the truth you can't run from
Eagle flies, every seven days ,Still cryin the blues, all about ya pay ,What ya gonna do? Bout your living thang ,Will ya make it better, or just complain
Everyday is real, don't run from fear ,Cause better days are very near ,There are times when you are bound to cry ,One more time, head to the sky
We are people, of the mighty ,Mighty people of the SUN ,In our hearts lies all the answers To the truth you can't run from
Writer : WHITE, MAURICE/WHITE, VERDINE ADAMS
Carl Sagan on Being Children of the Cosmos
COSMOS (RANDOM HOUSE, INC.: 1985), PP. 198-9.We are, in the most profound sense, children of the Cosmos.
Think of the Sun's heat on your upturned face on a cloudless summer's day; think how dangerous it is to gaze at the Sun directly. From 150 million kilometers away, we recognize its power. What would we feel on its seething self-luminous surface, or immersed in its hear of nuclear fire.
The sun warms us and feeds us and permits us to see. It fecundated the Earth. It is powerful beyond human experience. Birds greet the sunrise with and audible ecstasy. Even some one-celled organisms know to swim to the light.
Our ancestors worshiped the Sun, and they were far from foolish. And yet the Sun is an ordinary, even a mediocre star. If we must worship a power greater than ourselves, does it not make sense to revere the Sun and stars?
Hidden within every astronomical investigation, sometimes so deeply buried that the researcher himself is unaware of its presence, lies a kernel of awe.The Galaxy is an unexplored continent filled with exotic beings of stellar dimensions. We have made a preliminary reconnaissance and have encountered some of the inhabitants.
A few of them resemble beings we know. Others are bizarre beyond our most unconstrained fantasies. But we are at the very beginning of our exploration. Past voyages of discovery suggest that many of the most interesting inhabitants of the galactic continent remain as yet unknown and unanticipated.
Not far outside the Galaxy there are almost certainly planets, orbiting stars in the Magellanic Clouds and in the globular clusters that surround the Milky Way. Such worlds would offer a breathtaking view of the Galaxy rising — an enormous spiral form comprising 400 billion stellar inhabitants, with collapsing gas clouds, condensing planetary systems, luminous supergiants, stable middle-aged stars, red giants, white dwarfs, planetary nebulae, novae, supernovae, neutron stars and black holes. It would be clear from such a world, as it is beginning to be clear from ours, how our matter, our form and much of our character is determined by the deep connection between life and the Cosmos.
What is special about an African teacher?
It is the world-view and the practice that comes from our world-view, even when it is a dim memory.
A teacher of African ancestry who does not go beyond certification and degrees to know or to embrace an African world-view is not an African!
Cultural excellence is the essence of and African teacher. In all of our learning, we must acquire an understanding of ourselves and our heritage. This does not mean that we cannot learn from others. However, we must be critical learners, rejecting anything that is anti-African.
African teaching functions must be embedded in and must serve an African community. Traditionally, African communities have been identified by a shared belief in several key elements. It is these elements that are the foundation for African teachers.
The belief that the cosmos is alive.
The belief that spirituality is at the center of our being.
The belief that human society is a living spiritual part of the cosmos, not alien to it.
The belief that our people have a divine purpose and destiny.
The belief that each child is a “Living Sun,” a Devine gift of the creator.
The belief that, properly socialized, our children will experience stages of transformation, moving toward perfection, that is to be more like the creator (“mi Re” or like Ra, in the KMT language, meaning to try to live like God).
Since the deep guiding principle of “living like God” is to follow MAAT (Truth, Justice, Righteousness, Order, Reciprocity, Harmony, Balance), then African teachers focus the curriculum on the real and the true, on what was, what is, and on what can be, in keeping with divine principles.African teachers place a premium on bringing their students into a knowledge of themselves and a knowledge of their communities.
African people place great value on WHO each person is, on WHO the community is and the honored place that each member of the family occupies within the community.
African teachers respect mastery, and seek through apprenticeship to learn from truemasters, masters who are valued agents of the African community, who are steeped in the deep thought and behavior of the community, who exhibit an abiding unshakable primary loyalty to the community and who are in constant communication with the wise elders of the community.
African teachers recognize the genius and the divinity of each of our children, speaking to and teaching to each child’s intellect, humanity, and spirit. We do not question a child’s possession of these things. In touching the intellect, humanity and spirit within children, African teachers recognize the centrality of relationships between teachers and students, among students, and within the African community as a whole.
For the African teacher, teaching is a calling, a constant journey towards mastery, a scientific activity, a matter of community membership, an aspect of a learning community, a process of “becoming a library,” a matter of care and custody for our culture and traditions, a matter of a critical viewing of the wider world, and a response to the imperative of MAAT.
The African teacher is a parent, friend, guide, coach, healer, counselor, model, storyteller, entertainer, artist, architect, builder, minister, and advocate to and for students.
http://www.kintespace.com/
http://www.africation.com/
Understand that “christ” is not a name but a title. While the Bible authors have Jesus being careful to warn his follows against anyone who came after him claiming to be christ, they made no acknowledgement of the christ figures who came before him. . It is highly unlikely that a character as illustrious and knowledgeable as Jesus would be ignorant of the existence of those who came before him wearing that title. However, in the ongoing effort to keep the world in ignorance, such information was left out.
And for good reason, as stated above, their existence completely discredits the notion of Jesus as an unique historical figure and puts him on a level with those who came before him as well as those who would come after him.
Suns of God
It's no mystery how these gods all over the world share the same stories. They are connected to the yearly movements of the sun. The equinoctial aspects of the Christ story are something that is universal because the sun is universal. As seen above setting Jesus up as the first and only hero who lives this story is historically insupportable. Indeed, he is a hero with a thousand faces.
During the three days of the winter solstice (December 22-25) the sun stands still (dies) at 23 degrees/27 minutes from the south pole (under the Earth). After three days the sun appears to rise as the revolution of the Earth turns the Northern hemisphere back towards the sun. At this time the constellation Virgo (not the sign Virgo) is at its brightest and the sun appears to be born of a virgin. To see the striking similarity between the constellation and the Egyptian nativity scene with Isis and Horus go to http://www.faithvisions.ne
The astrological/astronomical models upon which most, if not all, Christian doctrines are based are so evident it is no wonder that Christians are strongly discouraged from even looking into other ancient spiritual systems. Demonizing everything outside of the Bible has been an effective way to keep Christian congregations blinded to the roots of their faith.
Numbers 24:17 There shall come a star out of Jacob, and a scepter shall rise out of Israel and smite the corners of Moab and destroy all the children of Seth.
The Star of Jacob, also known as Spica (Alpha Virginis), is the luminary of the constellation Virgo. In the Syrian, Arabian and Persian systems of astronomy it was known as Messaeil (Messiah El—Son of God)
Here are some other concept that Christianity has borrowed from the universal recognition of the Solis Invicti (Invincible Sun); This list is from the lecture THE TRUTH OF THE HISTORICAL JESUS & THE MYTHICAL CHRIST by Dr. Ray Hagins.
The sun is the “Light of the World.
”The sun “cometh on clouds, and every eye shall see him.”The sun rising in the morning is the “Savior of mankind.”The sun wears a corona, “crown of thorns” or halo.The sun “walks on water.”The sun's “followers,” “helpers” or “disciples” are the 12 months and the 12 signs of the zodiac or constellations, through which the sun must pass.The sun is hung on a cross or “crucified,” which represents its passing through the equinoxes, the vernal equinox being Easter, at which time it is then resurrected. http://www.youtube.com/wat
The Reconstruction Era
Source: www.youtube.com
For my American Studies class...
'The events which transpired five thousand years ago; Five years ago or five minutes ago, have determined what will happen five minutes from now; five years From now or five thousand years from now. All history is a current event.' Dr. John Henrik Clarke
'if you do not understand white supremacy(racism)------what it is, and how it works-------everything else that you understand, will only confuse you.' ...neely fuller jr.
According to neely fuller jr., there are 3 types of people in the known universe:
1. White people
2. Non-white people
3. White supremacists (racist)
Explanation:
1. 'White' people are people who classify themselves as 'white', and have been classified as 'white', and who generally function as 'white' in all of the nine major areas of activity, including
1. economics 2.education 3. entertainment 4. labor 5,law 6. politics 7. religion 8. sex, and 9. war.
Nobody can give you freedom. Nobody can give you equality or justice or anything. If you're a man, you take it.
Time is on the side of the oppressed today, it's against the oppressor. Truth is on the side of the oppressed today, it's against the oppressor. You don't need anything else.Malcolm X, Malcolm X Speaks, 1965
The Black Codes would limit blacks' ability to control their own employment.
Usually when people are sad, they don't do anything. They just cry over their condition. But when they get angry, they bring about a change.Malcolm X, Malcolm X Speaks, 1965- More quotations on: [Anger]
You can't separate peace from freedom because no one can be at peace unless he has his freedom.Malcolm X, Malcolm X Speaks, 1965
BLACK CODES:
Some common elements appeared in many of the Codes:
Race was defined by blood; the presence of any amount of black blood made one black
Employment was required of all freedmen; violators faced vagrancy charges
Freedmen could not assemble without the presence of a white person
Freedmen were assumed to be agricultural workers and their duties and hours were tightly regulated
Freedmen were not to be taught to read or write
Public facilities were segregated
Violators of these laws were subject to being whipped or branded.
http://www.u-s-history.com/pages/h411.html
BLACK CODES
As newly freed slaves would soon learn, freedom was not as they had anticipated. White southerners were anxious to regain power over them and used the law in order to achieve that objective. In 1865, southerners created Black Codes, which served as a way to control and inhibit the freedom of ex-slaves. Codes controlled almost all aspects of life and prohibited African Americans from the freedoms that had been won.
http://ipoaa.com/black_codes_louisians_miss_ohio.htm
Louisiana Black Code(1865)Louisiana
Introduction After the region's slaves were freed, Southern communities passed laws called 'black codes' to control black citizens.
The first states to pass black codes were Mississippi and South Carolina; other Southern states soon followed. Exact provisions of these laws varied from state to state, but their effect was similar. Read the following provisions of a Louisiana parish's black codes and evaluate their impact.
Questions to Consider What were the black codes?
List some of the restrictions placed on black citizens in this Louisiana parish.
Why were these black codes so restrictive?
Speculate about how these laws were enforced.
What impact would these laws have had on the black community?
Source . .
Sec. 1. Be it ordained by the police jury of the parish of St. Landry, That no negro shall be allowed to pass within the limits of said parish without special permit in writing from his employer. Whoever shall violate this provision shall pay a fine of two dollars and fifty cents, or in default thereof shall be forced to work four days on the public road, or suffer corporeal punishment as provided hereinafter. . . .
Sec. 3. . . . No negro shall be permitted to rent or keep a house within said parish. Any negro violating this provision shall be immediately ejected and compelled to find an employer; and any person who shall rent, or give the use of any house to any negro, in violation of this section, shall pay a fine of five dollars for each offence.
Sec. 4. . . . Every negro is required to be in the regular service of some white person, or former owner, who shall be held responsible for the conduct of said negro. But said employer or former owner may permit said negro to hire his own time by special permission in writing, which permission shall not extend over seven days at any one time. . . .
Sec. 5. . . . No public meetings or congregations of negroes shall be allowed within said parish after sunset; but such public meetings and congregations may be held between the hours of sunrise and sunset, by the special permission in writing of the captain of patrol, within whose beat such meetings shall take place. . . .
Sec. 6. . . . No negro shall be permitted to preach, exhort, or otherwise declaim to congregations of colored people, without a special permission in writing from the president of the police jury. . . .
Sec. 7. . . . No negro who is not in the military service shall be allowed to carry fire-arms, or any kind of weapons, within the parish, without the special written permission of his employers, approved and indorsed by the nearest and most convenient chief of patrol. . . .
Sec. 8. . . . No negro shall sell, barter, or exchange any articles of merchandise or traffic within said parish without the special written permission of his employer, specifying the article of sale, barter or traffic. . . .
Sec. 9. . . . Any negro found drunk, within the said parish shall pay a fine of five dollars, or in default thereof work five days on the public road, or suffer corporeal punishment as hereinafter provided.
Sec. 11. . . . It shall be the duty of every citizen to act as a police officer for the detection of offences and the apprehension of offenders, who shall be immediately handed over to the proper captain or chief of patrol. . . .
BLACK AMERICAN EXPERIENCE
The following information is included:
Definition of Black-American as defined by DoD Dir 1350.2.
Description of the nations of Africa.
Description of the African society.
Explanation of the slave trade period.
Description of the slave culture.
Definition of slavery and the economy.
Definition of the Black-American culture.
Description of Black contemporary issues.
Part I. Definition
Black (not of Hispanic origin) as described in DoD Directive 1350.
2 is a person having origins in any of the original peoples of Africa.
The early kingdoms and nations of Africa-Americans included:
Ghana (650 AD - 1200 AD) - Was the first great empire in western Africa to rise to power.
Ghana was known for agriculture and trading and gained wealth through trade and taxation.
The kingdom of Mali overthrew Ghana and became a powerful empire in 1235 AD.
Mali was important for agriculture, mining and weaving. The kingdom was ruled by a man named Mansa Musa who encouraged industry and wealth in his people, and there was an abundance amount of gold.
This kingdom lasted for approximately 20 years.
Songhay captured Mali in 1469 AD and became the primary Western African power and trading point. Songhay was known for great intellectual centers. They had a University located in Timbuktu.
This University taught law, grammar, literature and surgery. However, the media in general portrayed them otherwise. There are other kingdoms, and empires in West Africa, but none as well known or powerful as Songhay and these empires are the most dominant when it comes to African-American culture.
African society.
According to author Andrew Billingsley, the traditional African family was composed all of the following:
All members of the community.
In the extended family, community members were viewed as relatives.
The traditional African family included not only the deceased members, but also unborn members still in the womb.
Also, if anyone spoke of you then you were a part of the family system.
The family recognized and accepted the belief that their existence depended on all family members living and deceased.
The eldest male family members were the head of the family.
Early Africa was a mixture of tribes. Each had its own distinct language and social structure, as well as a very distinct economical life.
So, as we look at the African family, you can see they had a family structure contrary to some media portrayals.
African women, men and children had definite roles and responsibilities. Some of these roles included:
Men. The men were the economic providers, educators and disciplinarians.
Women.
The women were responsible for the social functions, reared the children, went to the market, and responsible for other children in the community. They would take on the responsibility of other children due to death or illness of their parents.
Children.
The children belonged solely to the family. Birth was extremely important to the African family, because the parents believed they had to be born through their children.
African class system.
The Africans had their own class system. They had an enlarged family group called the “clan.” Within this system their were three tiers:
Top tier. The first was called the top tier. This tier was composed of descendants from free men. They were born of free men and could prove they belonged to the clan.
Middle tier. The middle tier was made up of mostly workers.
These individuals could not prove they belonged to the clan.
Bottom tier. The bottom tier was composed of disgraced or degraded persons. These individuals may have been captured in war or they may have been slaves.
Slave trade period.
A Dutch war ship brought the first 20 Africans to Virginia in the New World. They were sold for needed supplies. Approximately 7 million slaves made the journey to the United States in the seventieth century (1 out of every 5 died).
Why slavery?
Blacks were initially viewed by society as savages, animals, different, therefore being less than human. Thus, the White Americans could justify using them as slaves.
Blacks had a foreign lifestyle.
They had a different color, culture and language.
The new nation required a stable labor force.
Africans were used as slaves versus Native Americans. Native Americans knew the land and could run away.
The Africans knew nothing about the land, the different foods, or their surroundings. Also, Native Americans were susceptible to the different diseases more quickly.
Africans were easily identified and captured if they ran away.
It was a world business. Isolation and different languages broke them down to adaptive superiority in order to survive.
Why slavery worked:
Slavery worked because of the lack of knowledge the Africans had of the land, food, and weather.
They were subjected to a new socialization process which involved family ties broken, they were placed with Africans who didn’t speak the same dialect and so they could not communicate, and the different lifestyle they had to lead.
The slaves were made powerless, which allowed slavery to work. It created an adaptive inferiority and this stereotype was used to justify the status of Black Americans. Furthermore, there was an economic factor in which the Africans were being traded for sugar, molasses or any other supplies needed for survival.
What was the route the slave ships took when coming to America? The ships left West Africa stopped in the West Indies and then to the America’s. The slaves were traded at these stops for any needed supplies and for use as cheap labor.
Part II. Slave culture
Role of the slave family:
As people relate to Adam and Eve in the Bible, for Blacks this can be related to the first born in America. Anthony and Isabella, who were slaves, gave birth to the first child in America of African descent and the baby was named William.
Marriage: Slave marriages and slave family relations had no legal standing, but usually lasted for decades, if not a lifetime. However, it was not a secure relationship because they were often sold, (mostly males). This pattern existed throughout slave society, in all geographic regions, in both rural and urban settings, among field hands as well as house servants. The slave owners found marriage and family relations among slaves a stabilizing force, reducing the incidents of fighting over women and inhibiting escape attempts.
Under the slavery system, the head of the household changed. This was a result of the mother or father being sold out of the family. Most often it was the father; therefore, many slave families were headed by women. The slave families had no rights, and were viewed as a breeding ground.
The slave family member’s roles:
Father. Was viewed as a breeder and not head of household by the slave owner. The father was no longer able to maintain the family ties and often times not able to choose his own mate.
Mother. The slave mother was the transmitter of the African history and culture. In the original African culture the man was the educator. However, during slavery this role became the responsibility of the mother. The mother was the “silent binder” of the family overall.
Children. They were consider “ebony” or “black gold” and profit for the owners in the slave society. This was especially true for the male child and in some cases the female child, because they would grow up and become a worker. However, to the black family, children were important and the hope of the future. Most of the children grew up in two-parent families, with the father as head (secretly) and bore his surname and were never neglected by the mother or the father.
Social status. During slavery, the social status of Blacks were dependent on the following:
Free or slave. There were some Africans that came to the new world and were free. They primarily lived in the North. They were free because they were on the voyage with Columbus. So when they came to the new world they were free men.
Owner of the slave. The owner’s position in the community was very important. The more slaves owned the higher the status.
Field worker, housework, laborer, artisan. The status of the slave depended on where they worked.
Male or female.
Complexion (dark vs. light). The lighter the skin color the more favorable of a job you would hold, for example, housework versus field work.
A diminished culture. The males were powerless, and the African culture diminished under slavery. Dr. Kitano in his book, “Race Relations,” states that “systematic efforts were made to stamp out their native culture.
”
New names were given. They were not allowed to practice their own religion, and no drums were allowed. Self-determination and self-expression were prohibited. The key condition that encouraged Black culture during slavery was American racism. The socialization process of the children was extremely important in that the parents had to teach the children how to survive in America and the slave culture.
Music.
Music is and has been an important element of the African American culture. The slave owners would not allow the Africans to beat their drums fearing they would send out messages and create an uprising. Therefore the slaves used other methods of making music, for example, the kitchen pan, washboards, and animal bones. Melodies for their songs were taken from their African heritage or what they heard White churchgoers singing. They changed the rhythm, added a slurred beat, and rewrote words to the songs to fit their own dialect and especially to express their feelings. They added clapping of the hands and the stomping of the feet.
Language.
Communication with new slaves arriving from Africa was not allowed. Slaves were expected to communicate to slave owners and show them respect, regardless of their time in captivity. The slave owners kept slaves who spoke the same dialect separated so they couldn’t communicate with each other in their native language. In Africa, there were over eight hundred different dialects blended together. This resulted in the use of “pidgin” English, which is derived from West Africa. It was used in the conducting the different commerce or trade. Another language developed is that of “Gullah” which was spoken on the sea islands of what is now South Carolina. It is also of Africa origin and is known to day as “Geeche.” “Creole” is another derivative of the African language spoken in Haiti, Louisiana, and Texas.
Religion.
Early slaves were slow to give up their own religion as they wanted to maintain their own traditions. An important aspect of the African religion included a sort of “witch doctor,” which the Whites did not accept and refused to allow them to practice their religion. The major reason for non-acceptance and rejection of Christianity by the Black slaves was they were not able to reconcile between Christianity and slavery, plus they already had their own religion. Attending church afforded a brief rest period which brought secondary gains that were more social than religious. Initially, church services were given by White preachers. Black preachers were only allowed to preach in the presence of the White masters. The content of their sermons were controlled by their master.
There were three types of churches during slavery.
There were White churches with Black members, separate Black churches under White leadership, and there were separate Black churches with Black leadership. There was great reluctance to let Blacks have their own church with Black leadership. In 1794, Bishop White had a desire to ordain a Black, which went against the establishment. A Black man named Richard Allen was ordained and refused to accept what the society said he must accept and the first Black church was establish. The first Black church was of the Methodist faith. The African Methodist Episcopal (AME) church was formed based on this historical time.
Development of the Black Church in America.
Blacks knew as long as they remained in the White churches, conditions would always be the same. This was due to the following:
A total lack of self-help programs for Blacks.
Non-participation in church activities.
An absence of Blacks in leadership roles.
A doctrine that did not serve the needs of Black people.
Part III. Slavery and the economy
Militarily, prior to the Revolutionary War participation of Blacks was justified because of their indentured status. Blacks were recruited and then after the War they were rejected. When War started up again Blacks were recruited. It was a cycle of recruit, reject, recruit. Blacks were used during the Revolutionary War either with or against the colonies.
When the Continental Army was formed the official policy was rejection of Blacks. The British forces offered freedom to the slaves if the Blacks joined them. When this happened the U.S. decided on letting Blacks into the overall military.
There was a system called “manumission” in which the master could send a slave to fight in his place and upon the slave's return he was promised his freedom. In 1792, the Congress officially restricted military service to able-bodied white males. This meant the master could no longer send a slave to fight in his place.
In 1820, the Army issued the following order “No Blacks or Mulatto will be received as recruit in the Army.” This blocked all minorities, especially Black, from joining the Army.
Slavery also impacted the economy in the following ways:
Cheap labor source. Slaves represented cheap labor and a way to make money.
Slavery enhanced the status of the slave owner through profit, prestige, depending on how many slaves were owned, and superior attitude over Blacks and those Whites who did not own slaves.
Myths and stereotypes were used to justify the economic exploitation of Blacks during the slave period. The following are some stereotypes:
Ignorant, lazy, incapable of competing, and inferior in intelligence.
“Less than human” status in the eyes of many Whites.
Natural station in life of Blacks was slavery.
Contrary to popular belief, all Southern Whites did not own plantations and slaves, and some did not agree with the slavery system. These individuals were shunned from society.
Early laws during slavery and their impact on Black-Americans. Slaves were property and not human beings. There were “slave codes” established. An example of one of the codes stated that if a White slave ran away and got caught, he would have to serve his master for one year. However, if a Black slave ran away and got caught, he would have to serve his master for the rest of his or her life.
Slavery and legislation. Slavery was first recognized in Virginia by a law passed in 1662. Prior to this people were put into slavery without this law. This law did not change any of the existing conditions of slavery, except to make it law.
In 1663, Maryland followed Virginia’s model and came out with the declaration that Blacks were to serve “Durante Vita,” or for the duration of their lives.
After 1690 slavery became a system that had stripped Blacks of all their rights. More laws were passed to ensure control of the slaves.
Blacks, in the latter part of the 17th Century, were treated more and more like property and less like human beings.
Laws were used to reinforce racial attitudes that Blacks were inherently inferior and should be slaves because it was natural.
Revolutionary period. During the Revolutionary Period in 1776, the colonies became independent states. In every state slavery was legal.
Declaration of Independence and the Constitution.
In the Declaration, the term “People” would encompass free inhabitants and three-fifths of the slaves in each state.
In essence, Black slaves were considered three-fifths person and two fifths property.
The Constitution adopted in 1787, incorporated provisions that bore directly upon the status of Black People. Article 1, Section 2, made Black people three-fifths of a person and two-fifths property. Article IV, Section 2, helped reinforce the fact that slaves were merely property.
Northern delegates were in favor of slaves being regarded as property, and thus, not deserving of representation.
During the 1700s and early 1800s, slave codes were defined and determined the status of Blacks. The purpose was to:
Restrict the slaves and protect the Whites.
The slave code varied from state to state.
Codes were strengthened when there was a slave revolt or threat or revolt. There were actually over 200 slave revolts.
In 1857 in the Dred Scott Case, the highest court in the land affirmed the inequality of Blacks (that slaves were property). Blacks could not be citizens of the United States and the basis was on the Constitution because they formed no part of the “people” referred to in the Declaration of Independence and the Constitution. Blacks had no rights which Whites were bound to respect.
Emancipation Proclamation.
The Emancipation Proclamation of 1863 did not end the war nor the institution of slavery.
Black Codes specified conditions of work, property rights, rights to public assembly, and ownership of firearms for Blacks.
At the end of the Civil War all Blacks were free and the following was the impact:
No longer could members of the family be sold.
Marriage between Blacks finally legalized and recorded.
Black men were in charge of their families.
Extended families began to grow.
The geographic mobility or northern migration was disruptive to Black family life. Blacks were leaving their family for a better life. This also created problems since there was more competition for jobs.
Reconstruction (1870-1877). The Black-Americans found new hope during this period.
Congress passes the Enforcement Act in 1870.
Allowed the federal government to use troops for enforcement.
Black institutions of higher learning were built under the Freedmen’s Bureau. It assisted slaves in transition from slavery to freedom. Howard, Hampton, Fisk, and Atlanta University were the first four Black Universities in America.
Involvement in Politics. Blacks participated in politics more during this time than any other previous time.
Civil Rights Act of 1866 was the most significant piece of legislation affecting Blacks during Reconstruction. This gave Blacks the Rights of being an American.
Amendments to the Constitution produced the following changes to the laws:
The 14th Amendment prohibited states from depriving any person of life, liberty, or property without due process of law.
The 15th Amendment (1870) gave Black men the right to vote.
Reconstruction died when President Hayes took office in 1877, and the federal soldiers were removed from the south. Therefore many of the Blacks lost hope and aspiration.
Part IV. Black-American culture
The key condition that encouraged black culture was American racism.
Blacks blocked from full participation in the dominant culture.
Blacks perceive racism is built into the institutions of the society and its cultural values.
For protection, Blacks had to distance themselves from those in the dominant culture who denied them assimilation.
Combating racism requires a group struggle in order to transcend its crippling effects on liberty, life, etc.
Black-American family. The Black-American family is very important institution within the Black community.
They include:
Nuclear families. Husband, wife, and children.
Extended families. Husband, wife, children, and other relatives.
Augmented families. Husband, wife, children, other relatives, non-relatives. Individuals who moved in with the family, and those raised by the family.
There are three family patterns:
Patriarchal. Father.
Matriarchal. Mother.
Equalitarian. Father and mother share responsibility.
The following are characteristics of the Black families function for development, survivability, and stability:
Strong kinship bonds.
Strong work orientation.
Adaptability of family roles.
High achievement orientation (make your family proud).
Religious orientation.
Customs and traditions.
Black church services. Services are often held with a lot of interaction between the preacher and congregation.
Practice of calling older Black women by their first names, e.g., Miss Jane.
It is expected in many areas that Blacks will speak to other Blacks that he/she meets, whether they know them or not.
Dynamics of Black-American culture.
Mutual Aid. Help others in need, especially children.
Compassion.
Adaptability.
Religion.
The church provides the following:
Sense of recognition and self-worth.
A place where individuals can participate.
Black leadership.
Continued protection against racism.
Primary vehicle for the release of emotional tension accumulated in a racist society.
Center for community life and activity.
Laws and Black-Americans, 1877 to present.
Segregation is the act or practice of separating. In the United States it was the practice of separating the races. The segregation era lasted from 1877 until 1954.
Unequal enforcement of the law.
Segregation in schools.
“Jim Crow” segregation system became law.
Jim Crow laws were named for an antebellum (Pre-American Civil War) minstrel character. Some examples of the laws are:
In Oklahoma, telephone booths were segregated. Mississippi had separate soft-drink machines. In Atlanta, Georgia, an Afro-American could not “swear to tell the truth” on the same Bible used by White witnesses. In North Carolina, factories were separated into Black and White sections. In some Alabama towns it was against the law for Blacks and Whites to play cards, checkers, dominoes, or other games together on athletic teams. In Florida, school textbooks were segregated in separate warehouses. In Washington, D.C., Black people could not bury their dead dogs or cats in the same pet cemeteries used by Whites. One Jim Crow law tried to stop Black and White cotton-mill workers from looking out the same window.
The “American Dream,” land of freedom and opportunity, for many Blacks was not to be obtained. Some of the hindrances were:
Plessy vs. Ferguson 163 U.S. 537 (1896): The Plessy Court established the “Separate but Equal Doctrine.” Louisiana’s act, which was challenged by Plessy, required railroads' companies carrying passengers in the state to have “equal but separate accommodations.” Plessy was a Test Case. Homer A. Plessy, an octoroon (one-eight black), boarded the East Louisiana Railroad in New Orleans bound for Covington in the same state and sat in the white car; he was arrested when he refused to move to the black car. Convicted by the state he appealed on constitutional grounds, invoking the Thirteenth and Fourteenth Amendments. The Court had already decided in Louisville, New Orleans and Texas Pacific Ry. vs. Mississippi (1890) that Jim Crow cars in Intrastate Commerce did not violate the Commerce Clause. Plessy cleared the constitutional way for legislation that forced the separation of the races in all places of public accommodation.
Jim Crow laws:
The Jim Crow laws were central to white supremacist thought. That Blacks were inherently inferior was a conviction being stridently trumpeted by White Supremacist from the press, the pulpit, and the platform, as well as from the legislative halls, of the South. The label, “For Colored Only,” was a public expression of disparagement amounting to officially sanctioned civil inequality.
Inability to obtain land: The laws prohibited Blacks from purchases or owning land.
During the 20th Century, the struggle for ensuring total freedom was intensified. Several organizations and historical leaders provided the Black philosophy during this time. They were:
Booker T. Washington, President of Tuskegee Institute:
He believed hard work would make you acceptable. He urged Blacks to develop skills that would win them places in their southern communities.
W.E.B DuBois and Pan-Africanism: Believed that 10 percent (“The Talented Tenth”) of the Blacks who had educational advantages should teach others. He felt Blacks should use their minds as well as their hands.
Marcus Garvey and the Universal Negro Improvement Association (UNIA).
Mary McLeod Bethune: Educator and advisor to U.S. Presidents. (Started college with only $150).
Dr. Kitano in his book, “Race Relations,” states WWI and WWII provided the major impetus for social change.
The following provided new experience and new exposures for Blacks:
The NAACP and the Urban League have been long-standing fighters of racism. They trained an elite group of lawyers to fight segregation in the courts.
Smith vs. Allwright: Primaries that denied Blacks the right to vote. Result: 1965 Voting Rights Act.
Shelley vs. Kraemen. Restrictive covenants that kept Blacks from buying homes where they wanted to live. Result: 1948 restricted covenants.
Morgan vs. Virginia Supreme Court. Jim Crow transportation. Result: 1946 Jim Crow laws unconstitutional.
The Urban League directed their efforts toward helping Blacks and other economically and socially disadvantaged groups to share equality in every aspect of American life.
Civil Rights Movement.
The Civil Rights Movement began in 1950.
1954 -Brown vs. Topeka Board of Education. Result: Brown vs. Board of Education of Topeka was a great legal triumph. Although it did not instantly end school segregation, it destroyed the constitutional foundation which legalized segregation in the South. And on May 17, 1954, the Supreme Court unanimously declared that “separate educational facilities are inherently unequal” and, as such, violate the 14th Amendment to the United States Constitution, which guarantees all citizens “equal protection of the law.”
Civil Rights Act (1957). Designed to prevent the denial of voting rights and to set up an investigative agency (Civil Rights Commission).
In 1960 Congress passed another civil rights act to reinforce the 1957 act.
Between 1960 and 1964 there were executive orders by President Kennedy affecting discrimination in employment and housing.
Executive Order 11063 in 1962. Prevented discrimination in building and purchasing of housing in federally funded projects.
Executive Order 10925 in 1961: Barred discrimination in federal employment and by government contractors.
The moving force behind the passage of most of the civil rights legislation were Black people.
The 1964 Civil Rights Act:
Blacks could no longer be excluded from public accommodations.
The Justice Department was empowered to bring desegregation suits.
Any program or service which practiced racial discrimination was denied federal aid.
Racial bias in employment and union membership was prohibited.
1965 Voting Rights Act:
Banned literacy test and other screening devices.
Federal examiners were assigned to conduct registration and observe voting.
The Civil Rights Act of 1968: Barred discrimination in renting and purchasing of private dwellings.
http://www.gordon.army.mil/eoo/black.htm
more:
http://www.gordon.army.mil/eoo/black2.htm
http://en.wikipedia.org/wiki/Reconstruction_era_of_the_United_States
http://www.youtube.com/watch?v=8LdWQJ3vAio&feature=related
'if you do not understand white supremacy(racism)------wha
According to neely fuller jr., there are 3 types of people in the known universe:
1. White people
2. Non-white people
3. White supremacists (racist)
Explanation:
1. 'White' people are people who classify themselves as 'white', and have been classified as 'white', and who generally function as 'white' in all of the nine major areas of activity, including
1. economics 2.education 3. entertainment 4. labor 5,law 6. politics 7. religion 8. sex, and 9. war.
Nobody can give you freedom. Nobody can give you equality or justice or anything. If you're a man, you take it.
Time is on the side of the oppressed today, it's against the oppressor. Truth is on the side of the oppressed today, it's against the oppressor. You don't need anything else.Malcolm X, Malcolm X Speaks, 1965
The Black Codes would limit blacks' ability to control their own employment.
Usually when people are sad, they don't do anything. They just cry over their condition. But when they get angry, they bring about a change.Malcolm X, Malcolm X Speaks, 1965- More quotations on: [Anger]
You can't separate peace from freedom because no one can be at peace unless he has his freedom.Malcolm X, Malcolm X Speaks, 1965
BLACK CODES:
Some common elements appeared in many of the Codes:
Race was defined by blood; the presence of any amount of black blood made one black
Employment was required of all freedmen; violators faced vagrancy charges
Freedmen could not assemble without the presence of a white person
Freedmen were assumed to be agricultural workers and their duties and hours were tightly regulated
Freedmen were not to be taught to read or write
Public facilities were segregated
Violators of these laws were subject to being whipped or branded.
http://www.u-s-history.com
BLACK CODES
As newly freed slaves would soon learn, freedom was not as they had anticipated. White southerners were anxious to regain power over them and used the law in order to achieve that objective. In 1865, southerners created Black Codes, which served as a way to control and inhibit the freedom of ex-slaves. Codes controlled almost all aspects of life and prohibited African Americans from the freedoms that had been won.
http://ipoaa.com/black_cod
Louisiana Black Code(1865)Louisiana
Introduction After the region's slaves were freed, Southern communities passed laws called 'black codes' to control black citizens.
The first states to pass black codes were Mississippi and South Carolina; other Southern states soon followed. Exact provisions of these laws varied from state to state, but their effect was similar. Read the following provisions of a Louisiana parish's black codes and evaluate their impact.
Questions to Consider What were the black codes?
List some of the restrictions placed on black citizens in this Louisiana parish.
Why were these black codes so restrictive?
Speculate about how these laws were enforced.
What impact would these laws have had on the black community?
Source . .
Sec. 1. Be it ordained by the police jury of the parish of St. Landry, That no negro shall be allowed to pass within the limits of said parish without special permit in writing from his employer. Whoever shall violate this provision shall pay a fine of two dollars and fifty cents, or in default thereof shall be forced to work four days on the public road, or suffer corporeal punishment as provided hereinafter. . . .
Sec. 3. . . . No negro shall be permitted to rent or keep a house within said parish. Any negro violating this provision shall be immediately ejected and compelled to find an employer; and any person who shall rent, or give the use of any house to any negro, in violation of this section, shall pay a fine of five dollars for each offence.
Sec. 4. . . . Every negro is required to be in the regular service of some white person, or former owner, who shall be held responsible for the conduct of said negro. But said employer or former owner may permit said negro to hire his own time by special permission in writing, which permission shall not extend over seven days at any one time. . . .
Sec. 5. . . . No public meetings or congregations of negroes shall be allowed within said parish after sunset; but such public meetings and congregations may be held between the hours of sunrise and sunset, by the special permission in writing of the captain of patrol, within whose beat such meetings shall take place. . . .
Sec. 6. . . . No negro shall be permitted to preach, exhort, or otherwise declaim to congregations of colored people, without a special permission in writing from the president of the police jury. . . .
Sec. 7. . . . No negro who is not in the military service shall be allowed to carry fire-arms, or any kind of weapons, within the parish, without the special written permission of his employers, approved and indorsed by the nearest and most convenient chief of patrol. . . .
Sec. 8. . . . No negro shall sell, barter, or exchange any articles of merchandise or traffic within said parish without the special written permission of his employer, specifying the article of sale, barter or traffic. . . .
Sec. 9. . . . Any negro found drunk, within the said parish shall pay a fine of five dollars, or in default thereof work five days on the public road, or suffer corporeal punishment as hereinafter provided.
Sec. 11. . . . It shall be the duty of every citizen to act as a police officer for the detection of offences and the apprehension of offenders, who shall be immediately handed over to the proper captain or chief of patrol. . . .
BLACK AMERICAN EXPERIENCE
The following information is included:
Definition of Black-American as defined by DoD Dir 1350.2.
Description of the nations of Africa.
Description of the African society.
Explanation of the slave trade period.
Description of the slave culture.
Definition of slavery and the economy.
Definition of the Black-American culture.
Description of Black contemporary issues.
Part I. Definition
Black (not of Hispanic origin) as described in DoD Directive 1350.
2 is a person having origins in any of the original peoples of Africa.
The early kingdoms and nations of Africa-Americans included:
Ghana (650 AD - 1200 AD) - Was the first great empire in western Africa to rise to power.
Ghana was known for agriculture and trading and gained wealth through trade and taxation.
The kingdom of Mali overthrew Ghana and became a powerful empire in 1235 AD.
Mali was important for agriculture, mining and weaving. The kingdom was ruled by a man named Mansa Musa who encouraged industry and wealth in his people, and there was an abundance amount of gold.
This kingdom lasted for approximately 20 years.
Songhay captured Mali in 1469 AD and became the primary Western African power and trading point. Songhay was known for great intellectual centers. They had a University located in Timbuktu.
This University taught law, grammar, literature and surgery. However, the media in general portrayed them otherwise. There are other kingdoms, and empires in West Africa, but none as well known or powerful as Songhay and these empires are the most dominant when it comes to African-American culture.
African society.
According to author Andrew Billingsley, the traditional African family was composed all of the following:
All members of the community.
In the extended family, community members were viewed as relatives.
The traditional African family included not only the deceased members, but also unborn members still in the womb.
Also, if anyone spoke of you then you were a part of the family system.
The family recognized and accepted the belief that their existence depended on all family members living and deceased.
The eldest male family members were the head of the family.
Early Africa was a mixture of tribes. Each had its own distinct language and social structure, as well as a very distinct economical life.
So, as we look at the African family, you can see they had a family structure contrary to some media portrayals.
African women, men and children had definite roles and responsibilities. Some of these roles included:
Men. The men were the economic providers, educators and disciplinarians.
Women.
The women were responsible for the social functions, reared the children, went to the market, and responsible for other children in the community. They would take on the responsibility of other children due to death or illness of their parents.
Children.
The children belonged solely to the family. Birth was extremely important to the African family, because the parents believed they had to be born through their children.
African class system.
The Africans had their own class system. They had an enlarged family group called the “clan.” Within this system their were three tiers:
Top tier. The first was called the top tier. This tier was composed of descendants from free men. They were born of free men and could prove they belonged to the clan.
Middle tier. The middle tier was made up of mostly workers.
These individuals could not prove they belonged to the clan.
Bottom tier. The bottom tier was composed of disgraced or degraded persons. These individuals may have been captured in war or they may have been slaves.
Slave trade period.
A Dutch war ship brought the first 20 Africans to Virginia in the New World. They were sold for needed supplies. Approximately 7 million slaves made the journey to the United States in the seventieth century (1 out of every 5 died).
Why slavery?
Blacks were initially viewed by society as savages, animals, different, therefore being less than human. Thus, the White Americans could justify using them as slaves.
Blacks had a foreign lifestyle.
They had a different color, culture and language.
The new nation required a stable labor force.
Africans were used as slaves versus Native Americans. Native Americans knew the land and could run away.
The Africans knew nothing about the land, the different foods, or their surroundings. Also, Native Americans were susceptible to the different diseases more quickly.
Africans were easily identified and captured if they ran away.
It was a world business. Isolation and different languages broke them down to adaptive superiority in order to survive.
Why slavery worked:
Slavery worked because of the lack of knowledge the Africans had of the land, food, and weather.
They were subjected to a new socialization process which involved family ties broken, they were placed with Africans who didn’t speak the same dialect and so they could not communicate, and the different lifestyle they had to lead.
The slaves were made powerless, which allowed slavery to work. It created an adaptive inferiority and this stereotype was used to justify the status of Black Americans. Furthermore, there was an economic factor in which the Africans were being traded for sugar, molasses or any other supplies needed for survival.
What was the route the slave ships took when coming to America? The ships left West Africa stopped in the West Indies and then to the America’s. The slaves were traded at these stops for any needed supplies and for use as cheap labor.
Part II. Slave culture
Role of the slave family:
As people relate to Adam and Eve in the Bible, for Blacks this can be related to the first born in America. Anthony and Isabella, who were slaves, gave birth to the first child in America of African descent and the baby was named William.
Marriage: Slave marriages and slave family relations had no legal standing, but usually lasted for decades, if not a lifetime. However, it was not a secure relationship because they were often sold, (mostly males). This pattern existed throughout slave society, in all geographic regions, in both rural and urban settings, among field hands as well as house servants. The slave owners found marriage and family relations among slaves a stabilizing force, reducing the incidents of fighting over women and inhibiting escape attempts.
Under the slavery system, the head of the household changed. This was a result of the mother or father being sold out of the family. Most often it was the father; therefore, many slave families were headed by women. The slave families had no rights, and were viewed as a breeding ground.
The slave family member’s roles:
Father. Was viewed as a breeder and not head of household by the slave owner. The father was no longer able to maintain the family ties and often times not able to choose his own mate.
Mother. The slave mother was the transmitter of the African history and culture. In the original African culture the man was the educator. However, during slavery this role became the responsibility of the mother. The mother was the “silent binder” of the family overall.
Children. They were consider “ebony” or “black gold” and profit for the owners in the slave society. This was especially true for the male child and in some cases the female child, because they would grow up and become a worker. However, to the black family, children were important and the hope of the future. Most of the children grew up in two-parent families, with the father as head (secretly) and bore his surname and were never neglected by the mother or the father.
Social status. During slavery, the social status of Blacks were dependent on the following:
Free or slave. There were some Africans that came to the new world and were free. They primarily lived in the North. They were free because they were on the voyage with Columbus. So when they came to the new world they were free men.
Owner of the slave. The owner’s position in the community was very important. The more slaves owned the higher the status.
Field worker, housework, laborer, artisan. The status of the slave depended on where they worked.
Male or female.
Complexion (dark vs. light). The lighter the skin color the more favorable of a job you would hold, for example, housework versus field work.
A diminished culture. The males were powerless, and the African culture diminished under slavery. Dr. Kitano in his book, “Race Relations,” states that “systematic efforts were made to stamp out their native culture.
”
New names were given. They were not allowed to practice their own religion, and no drums were allowed. Self-determination and self-expression were prohibited. The key condition that encouraged Black culture during slavery was American racism. The socialization process of the children was extremely important in that the parents had to teach the children how to survive in America and the slave culture.
Music.
Music is and has been an important element of the African American culture. The slave owners would not allow the Africans to beat their drums fearing they would send out messages and create an uprising. Therefore the slaves used other methods of making music, for example, the kitchen pan, washboards, and animal bones. Melodies for their songs were taken from their African heritage or what they heard White churchgoers singing. They changed the rhythm, added a slurred beat, and rewrote words to the songs to fit their own dialect and especially to express their feelings. They added clapping of the hands and the stomping of the feet.
Language.
Communication with new slaves arriving from Africa was not allowed. Slaves were expected to communicate to slave owners and show them respect, regardless of their time in captivity. The slave owners kept slaves who spoke the same dialect separated so they couldn’t communicate with each other in their native language. In Africa, there were over eight hundred different dialects blended together. This resulted in the use of “pidgin” English, which is derived from West Africa. It was used in the conducting the different commerce or trade. Another language developed is that of “Gullah” which was spoken on the sea islands of what is now South Carolina. It is also of Africa origin and is known to day as “Geeche.” “Creole” is another derivative of the African language spoken in Haiti, Louisiana, and Texas.
Religion.
Early slaves were slow to give up their own religion as they wanted to maintain their own traditions. An important aspect of the African religion included a sort of “witch doctor,” which the Whites did not accept and refused to allow them to practice their religion. The major reason for non-acceptance and rejection of Christianity by the Black slaves was they were not able to reconcile between Christianity and slavery, plus they already had their own religion. Attending church afforded a brief rest period which brought secondary gains that were more social than religious. Initially, church services were given by White preachers. Black preachers were only allowed to preach in the presence of the White masters. The content of their sermons were controlled by their master.
There were three types of churches during slavery.
There were White churches with Black members, separate Black churches under White leadership, and there were separate Black churches with Black leadership. There was great reluctance to let Blacks have their own church with Black leadership. In 1794, Bishop White had a desire to ordain a Black, which went against the establishment. A Black man named Richard Allen was ordained and refused to accept what the society said he must accept and the first Black church was establish. The first Black church was of the Methodist faith. The African Methodist Episcopal (AME) church was formed based on this historical time.
Development of the Black Church in America.
Blacks knew as long as they remained in the White churches, conditions would always be the same. This was due to the following:
A total lack of self-help programs for Blacks.
Non-participation in church activities.
An absence of Blacks in leadership roles.
A doctrine that did not serve the needs of Black people.
Part III. Slavery and the economy
Militarily, prior to the Revolutionary War participation of Blacks was justified because of their indentured status. Blacks were recruited and then after the War they were rejected. When War started up again Blacks were recruited. It was a cycle of recruit, reject, recruit. Blacks were used during the Revolutionary War either with or against the colonies.
When the Continental Army was formed the official policy was rejection of Blacks. The British forces offered freedom to the slaves if the Blacks joined them. When this happened the U.S. decided on letting Blacks into the overall military.
There was a system called “manumission” in which the master could send a slave to fight in his place and upon the slave's return he was promised his freedom. In 1792, the Congress officially restricted military service to able-bodied white males. This meant the master could no longer send a slave to fight in his place.
In 1820, the Army issued the following order “No Blacks or Mulatto will be received as recruit in the Army.” This blocked all minorities, especially Black, from joining the Army.
Slavery also impacted the economy in the following ways:
Cheap labor source. Slaves represented cheap labor and a way to make money.
Slavery enhanced the status of the slave owner through profit, prestige, depending on how many slaves were owned, and superior attitude over Blacks and those Whites who did not own slaves.
Myths and stereotypes were used to justify the economic exploitation of Blacks during the slave period. The following are some stereotypes:
Ignorant, lazy, incapable of competing, and inferior in intelligence.
“Less than human” status in the eyes of many Whites.
Natural station in life of Blacks was slavery.
Contrary to popular belief, all Southern Whites did not own plantations and slaves, and some did not agree with the slavery system. These individuals were shunned from society.
Early laws during slavery and their impact on Black-Americans. Slaves were property and not human beings. There were “slave codes” established. An example of one of the codes stated that if a White slave ran away and got caught, he would have to serve his master for one year. However, if a Black slave ran away and got caught, he would have to serve his master for the rest of his or her life.
Slavery and legislation. Slavery was first recognized in Virginia by a law passed in 1662. Prior to this people were put into slavery without this law. This law did not change any of the existing conditions of slavery, except to make it law.
In 1663, Maryland followed Virginia’s model and came out with the declaration that Blacks were to serve “Durante Vita,” or for the duration of their lives.
After 1690 slavery became a system that had stripped Blacks of all their rights. More laws were passed to ensure control of the slaves.
Blacks, in the latter part of the 17th Century, were treated more and more like property and less like human beings.
Laws were used to reinforce racial attitudes that Blacks were inherently inferior and should be slaves because it was natural.
Revolutionary period. During the Revolutionary Period in 1776, the colonies became independent states. In every state slavery was legal.
Declaration of Independence and the Constitution.
In the Declaration, the term “People” would encompass free inhabitants and three-fifths of the slaves in each state.
In essence, Black slaves were considered three-fifths person and two fifths property.
The Constitution adopted in 1787, incorporated provisions that bore directly upon the status of Black People. Article 1, Section 2, made Black people three-fifths of a person and two-fifths property. Article IV, Section 2, helped reinforce the fact that slaves were merely property.
Northern delegates were in favor of slaves being regarded as property, and thus, not deserving of representation.
During the 1700s and early 1800s, slave codes were defined and determined the status of Blacks. The purpose was to:
Restrict the slaves and protect the Whites.
The slave code varied from state to state.
Codes were strengthened when there was a slave revolt or threat or revolt. There were actually over 200 slave revolts.
In 1857 in the Dred Scott Case, the highest court in the land affirmed the inequality of Blacks (that slaves were property). Blacks could not be citizens of the United States and the basis was on the Constitution because they formed no part of the “people” referred to in the Declaration of Independence and the Constitution. Blacks had no rights which Whites were bound to respect.
Emancipation Proclamation.
The Emancipation Proclamation of 1863 did not end the war nor the institution of slavery.
Black Codes specified conditions of work, property rights, rights to public assembly, and ownership of firearms for Blacks.
At the end of the Civil War all Blacks were free and the following was the impact:
No longer could members of the family be sold.
Marriage between Blacks finally legalized and recorded.
Black men were in charge of their families.
Extended families began to grow.
The geographic mobility or northern migration was disruptive to Black family life. Blacks were leaving their family for a better life. This also created problems since there was more competition for jobs.
Reconstruction (1870-1877). The Black-Americans found new hope during this period.
Congress passes the Enforcement Act in 1870.
Allowed the federal government to use troops for enforcement.
Black institutions of higher learning were built under the Freedmen’s Bureau. It assisted slaves in transition from slavery to freedom. Howard, Hampton, Fisk, and Atlanta University were the first four Black Universities in America.
Involvement in Politics. Blacks participated in politics more during this time than any other previous time.
Civil Rights Act of 1866 was the most significant piece of legislation affecting Blacks during Reconstruction. This gave Blacks the Rights of being an American.
Amendments to the Constitution produced the following changes to the laws:
The 14th Amendment prohibited states from depriving any person of life, liberty, or property without due process of law.
The 15th Amendment (1870) gave Black men the right to vote.
Reconstruction died when President Hayes took office in 1877, and the federal soldiers were removed from the south. Therefore many of the Blacks lost hope and aspiration.
Part IV. Black-American culture
The key condition that encouraged black culture was American racism.
Blacks blocked from full participation in the dominant culture.
Blacks perceive racism is built into the institutions of the society and its cultural values.
For protection, Blacks had to distance themselves from those in the dominant culture who denied them assimilation.
Combating racism requires a group struggle in order to transcend its crippling effects on liberty, life, etc.
Black-American family. The Black-American family is very important institution within the Black community.
They include:
Nuclear families. Husband, wife, and children.
Extended families. Husband, wife, children, and other relatives.
Augmented families. Husband, wife, children, other relatives, non-relatives. Individuals who moved in with the family, and those raised by the family.
There are three family patterns:
Patriarchal. Father.
Matriarchal. Mother.
Equalitarian. Father and mother share responsibility.
The following are characteristics of the Black families function for development, survivability, and stability:
Strong kinship bonds.
Strong work orientation.
Adaptability of family roles.
High achievement orientation (make your family proud).
Religious orientation.
Customs and traditions.
Black church services. Services are often held with a lot of interaction between the preacher and congregation.
Practice of calling older Black women by their first names, e.g., Miss Jane.
It is expected in many areas that Blacks will speak to other Blacks that he/she meets, whether they know them or not.
Dynamics of Black-American culture.
Mutual Aid. Help others in need, especially children.
Compassion.
Adaptability.
Religion.
The church provides the following:
Sense of recognition and self-worth.
A place where individuals can participate.
Black leadership.
Continued protection against racism.
Primary vehicle for the release of emotional tension accumulated in a racist society.
Center for community life and activity.
Laws and Black-Americans, 1877 to present.
Segregation is the act or practice of separating. In the United States it was the practice of separating the races. The segregation era lasted from 1877 until 1954.
Unequal enforcement of the law.
Segregation in schools.
“Jim Crow” segregation system became law.
Jim Crow laws were named for an antebellum (Pre-American Civil War) minstrel character. Some examples of the laws are:
In Oklahoma, telephone booths were segregated. Mississippi had separate soft-drink machines. In Atlanta, Georgia, an Afro-American could not “swear to tell the truth” on the same Bible used by White witnesses. In North Carolina, factories were separated into Black and White sections. In some Alabama towns it was against the law for Blacks and Whites to play cards, checkers, dominoes, or other games together on athletic teams. In Florida, school textbooks were segregated in separate warehouses. In Washington, D.C., Black people could not bury their dead dogs or cats in the same pet cemeteries used by Whites. One Jim Crow law tried to stop Black and White cotton-mill workers from looking out the same window.
The “American Dream,” land of freedom and opportunity, for many Blacks was not to be obtained. Some of the hindrances were:
Plessy vs. Ferguson 163 U.S. 537 (1896): The Plessy Court established the “Separate but Equal Doctrine.” Louisiana’s act, which was challenged by Plessy, required railroads' companies carrying passengers in the state to have “equal but separate accommodations.” Plessy was a Test Case. Homer A. Plessy, an octoroon (one-eight black), boarded the East Louisiana Railroad in New Orleans bound for Covington in the same state and sat in the white car; he was arrested when he refused to move to the black car. Convicted by the state he appealed on constitutional grounds, invoking the Thirteenth and Fourteenth Amendments. The Court had already decided in Louisville, New Orleans and Texas Pacific Ry. vs. Mississippi (1890) that Jim Crow cars in Intrastate Commerce did not violate the Commerce Clause. Plessy cleared the constitutional way for legislation that forced the separation of the races in all places of public accommodation.
Jim Crow laws:
The Jim Crow laws were central to white supremacist thought. That Blacks were inherently inferior was a conviction being stridently trumpeted by White Supremacist from the press, the pulpit, and the platform, as well as from the legislative halls, of the South. The label, “For Colored Only,” was a public expression of disparagement amounting to officially sanctioned civil inequality.
Inability to obtain land: The laws prohibited Blacks from purchases or owning land.
During the 20th Century, the struggle for ensuring total freedom was intensified. Several organizations and historical leaders provided the Black philosophy during this time. They were:
Booker T. Washington, President of Tuskegee Institute:
He believed hard work would make you acceptable. He urged Blacks to develop skills that would win them places in their southern communities.
W.E.B DuBois and Pan-Africanism: Believed that 10 percent (“The Talented Tenth”) of the Blacks who had educational advantages should teach others. He felt Blacks should use their minds as well as their hands.
Marcus Garvey and the Universal Negro Improvement Association (UNIA).
Mary McLeod Bethune: Educator and advisor to U.S. Presidents. (Started college with only $150).
Dr. Kitano in his book, “Race Relations,” states WWI and WWII provided the major impetus for social change.
The following provided new experience and new exposures for Blacks:
The NAACP and the Urban League have been long-standing fighters of racism. They trained an elite group of lawyers to fight segregation in the courts.
Smith vs. Allwright: Primaries that denied Blacks the right to vote. Result: 1965 Voting Rights Act.
Shelley vs. Kraemen. Restrictive covenants that kept Blacks from buying homes where they wanted to live. Result: 1948 restricted covenants.
Morgan vs. Virginia Supreme Court. Jim Crow transportation. Result: 1946 Jim Crow laws unconstitutional.
The Urban League directed their efforts toward helping Blacks and other economically and socially disadvantaged groups to share equality in every aspect of American life.
Civil Rights Movement.
The Civil Rights Movement began in 1950.
1954 -Brown vs. Topeka Board of Education. Result: Brown vs. Board of Education of Topeka was a great legal triumph. Although it did not instantly end school segregation, it destroyed the constitutional foundation which legalized segregation in the South. And on May 17, 1954, the Supreme Court unanimously declared that “separate educational facilities are inherently unequal” and, as such, violate the 14th Amendment to the United States Constitution, which guarantees all citizens “equal protection of the law.”
Civil Rights Act (1957). Designed to prevent the denial of voting rights and to set up an investigative agency (Civil Rights Commission).
In 1960 Congress passed another civil rights act to reinforce the 1957 act.
Between 1960 and 1964 there were executive orders by President Kennedy affecting discrimination in employment and housing.
Executive Order 11063 in 1962. Prevented discrimination in building and purchasing of housing in federally funded projects.
Executive Order 10925 in 1961: Barred discrimination in federal employment and by government contractors.
The moving force behind the passage of most of the civil rights legislation were Black people.
The 1964 Civil Rights Act:
Blacks could no longer be excluded from public accommodations.
The Justice Department was empowered to bring desegregation suits.
Any program or service which practiced racial discrimination was denied federal aid.
Racial bias in employment and union membership was prohibited.
1965 Voting Rights Act:
Banned literacy test and other screening devices.
Federal examiners were assigned to conduct registration and observe voting.
The Civil Rights Act of 1968: Barred discrimination in renting and purchasing of private dwellings.
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http://www.youtube.com/wat
The Hubble Ultra Deep Field in 3D
Source: www.youtube.com
I've recently discovered an animation that was rendered using the measured redshift of all 10,000 galaxies in the Hubble Ultra Deep Field image. I've written a short script that leads you through a quick ...
1. The Principle of Mentalism: THE ALL is mind; The Universe is mental
2. The Principle of Correspondence : As above, so below ; as below, so above.
3. The Principle of Vibration: Nothing rests; everything moves; everything vibrates.
4. The Principle of Polarity: Everything is dual; everything has poles;everything has it’s pair of opposites; like and unlike are the same; opposites Are identical in nature but different in degree; extremes meet; all truths are but half-truths; all paradoxes may be reconciled.
5. The Principle of Gender: Gender is in everything; everything has its Masculine and Feminine Principles; Gender manifests on all planes.
6. The Principle of Rhythm: Everything flows out and in; everything has its tides; all things rise and fall; the pendulum swing manifests in everything; the measure of the swing to the right is the measure of the swing to the left; Rhythm compensates.
7. The Principle of Causality: Every cause has its Effect; every Effect has its cause; everything happens according to law; Chance is but a name for law not recognized; there are several planes of causation but nothing escapes The Law.
8. The Principle of Growth and Creation: Growth is a manifestation of size altering from one point in time and space to another. Creation is a manifestation of beginning and on to a specific designated point as found in the seed of thought that initiates the idea of creation.
9. The Principle of Breathing: Everything appears to be breathing inward and outward. This appears to be the principle by which one acknowledges life, but in actuality, true life existed before the breath, or the necessity to breathe to exist.
http://www.nubeing.com/unblind2/wisdom.html
Who are we? We find that we live on an insignificant planet of a humdrum star lost in a galaxy tucked away in some forgotten corner of a universe in which there are far more galaxies than people. Carl Sagan
Albert Einstein ,Nationalism, on my opinion, is nothing more than an idealistic rationalization for militarism and aggression.
Albert Einstein ,Education is what remains after one has forgotten everything he learned in school.
Albert Einstein ,We can't solve problems by using the same kind of thinking we used when we created them.
Albert Einstein,
Albert EinsteinTwo things are infinite: the universe and human stupidity; and I'm not sure about the the universe.
The most beautiful thing we can experience is the mysterious. It is the source of all true art and all science. He to whom this emotion is a stranger, who can no longer pause to wonder and stand rapt in awe, is as good as dead: his eyes are close
Albert Einstein ,A man's ethical behavior should be based effectually on sympathy, education, and social ties; no religious basis is necessary. Man would indeed be in a poor way if he had to be restrained by fear of punishment and hope of reward after death.
Albert EinsteinA human being is a part of a whole, called by us 'universe', a part limited in time and space. He experiences himself, his thoughts and feelings as something separated from the rest... a kind of optical delusion of his consciousness. This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest to us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature in its beauty.
Albert EinsteinPeace cannot be kept by force. It can only be achieved by understanding.
http://www.youtube.com/watch?v=oAVjF_7ensg&feature=player_embedded# !
2. The Principle of Correspondence : As above, so below ; as below, so above.
3. The Principle of Vibration: Nothing rests; everything moves; everything vibrates.
4. The Principle of Polarity: Everything is dual; everything has poles;everything has it’s pair of opposites; like and unlike are the same; opposites Are identical in nature but different in degree; extremes meet; all truths are but half-truths; all paradoxes may be reconciled.
5. The Principle of Gender: Gender is in everything; everything has its Masculine and Feminine Principles; Gender manifests on all planes.
6. The Principle of Rhythm: Everything flows out and in; everything has its tides; all things rise and fall; the pendulum swing manifests in everything; the measure of the swing to the right is the measure of the swing to the left; Rhythm compensates.
7. The Principle of Causality: Every cause has its Effect; every Effect has its cause; everything happens according to law; Chance is but a name for law not recognized; there are several planes of causation but nothing escapes The Law.
8. The Principle of Growth and Creation: Growth is a manifestation of size altering from one point in time and space to another. Creation is a manifestation of beginning and on to a specific designated point as found in the seed of thought that initiates the idea of creation.
9. The Principle of Breathing: Everything appears to be breathing inward and outward. This appears to be the principle by which one acknowledges life, but in actuality, true life existed before the breath, or the necessity to breathe to exist.
http://www.nubeing.com/unb
Who are we? We find that we live on an insignificant planet of a humdrum star lost in a galaxy tucked away in some forgotten corner of a universe in which there are far more galaxies than people. Carl Sagan
Albert Einstein ,Nationalism, on my opinion, is nothing more than an idealistic rationalization for militarism and aggression.
Albert Einstein ,Education is what remains after one has forgotten everything he learned in school.
Albert Einstein ,We can't solve problems by using the same kind of thinking we used when we created them.
Albert Einstein,
Albert EinsteinTwo things are infinite: the universe and human stupidity; and I'm not sure about the the universe.
The most beautiful thing we can experience is the mysterious. It is the source of all true art and all science. He to whom this emotion is a stranger, who can no longer pause to wonder and stand rapt in awe, is as good as dead: his eyes are close
Albert Einstein ,A man's ethical behavior should be based effectually on sympathy, education, and social ties; no religious basis is necessary. Man would indeed be in a poor way if he had to be restrained by fear of punishment and hope of reward after death.
Albert EinsteinA human being is a part of a whole, called by us 'universe', a part limited in time and space. He experiences himself, his thoughts and feelings as something separated from the rest... a kind of optical delusion of his consciousness. This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest to us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature in its beauty.
Albert EinsteinPeace cannot be kept by force. It can only be achieved by understanding.
http://www.youtube.com/wat
The World Would Be Better If Everyone Watched This Video - Pale blue dot - Gizmodo
Source: gizmodo.com
If every person on our blue Earth watched this video, the world would be a much better place. At least for a few minutes. Listen closely to Carl Sagan's words till the end. It won't fail to get you teary.-JD
Ann Druyan suggest an experiment: Look back again at the pale blue dot of the preceding chapter. Take a good long look at it. Stare at the dot for any length of time and then try to convince yourself that God created the whole Universe for one of the 10 million or so species of life that inhabit that speck of dust. Now take it a step further: Imagine that everything was made just for a single shade of that species, or gender, or ethnic or religious subdivision. If this doesn't strike you as unlikely, pick another dot. Imagine it to be inhabited by a different form of intelligent life.
http://gizmodo.com/5513783/the-world-would-be-better-if-everyone-watched-this-video
http://gizmodo.com/5513783
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