Document 54: Jules Ferry, SPEECH BEFORE THE FRENCH NATIONAL ASSEMBLY (July 28, 1883)
M. JULES FERRY Gentlemen, it embarrasses me to make such a prolonged demand upon the gracious attention of the Chamber, but I believe that the duty I am fulfilling upon this platform is not a useless one: It is as strenuous for me as for you, but I believe that there is some benefit in summarizing and condensing, in the form of arguments, the principles, the motives, and the various interests by which a policy of colonial expansion may be justified; it goes without saying that I will try to remain reasonable, moderate, and never lose sight of the major continental interests which are the primary concern of this country. What I wish to say, to support this proposition, is that in face, just as in word, the policy of colonial expansion is a political and economic system; I wish to say that one can relate this system to three orders of ideas: economic ideas, ideas of civilization in its highest sense, and ideas of politics and patriotism.
In the area of economics, I will allow myself to place before you, with the support of some figures, the considerations which justify a policy of colonial expansion from the point of view of that need, felt more and more strongly by the industrial populations of Europe and particularly those of our own rich and hard working country: the need for export markets…. I will formulate only in a general way what each of you, in the different parts of France, is in a position to confirm. Yes, what is lacking for our great industry, drawn irrevocably on to the path of exportation by the (free trade) treaties of 1860,[1] what it lacks more and more is export markets. Why? Because next door to us Germany is surrounded by {tariff} barriers, because beyond the ocean, the United States of America has become protectionist, protectionist in the most extreme sense, because not only have these great markets, I will not say closed but shrunk, and thus become more difficult of access for our industrial products, but also these great quickly as possible, believe me; it is the humanitarian and civilizing side of the question. On this point the honorable M. Camille Pelletan[2] has jeered in his own refined and clever manner; he jeers, he condemns, and he says “What is this civilization which you impose with cannonballs? What is it but another form of barbarism? Don’t these populations, these inferior races, have the same rights as you? Aren’t they masters of their own houses? Have they called upon you? You come to them against their will, you offer them violence, but not civilization.” There, gentlemen, is the thesis; I do not hesitate to say that this is not politics, nor is it history: it is political metaphysics. (“Ah, Ah” on far left•)[3]
. . . Gentlemen, I must speak from a higher and more truthful plane. It must be stated openly that, in effect, superior races have rights over inferior races. (Movement on many benches on the far left•)
M. JUL.
Modern History SourcebookRudyard Kipling, The White Mans Burde.docxannandleola
Modern History Sourcebook:
Rudyard Kipling, The White Man's Burden, 1899
This famous poem, written by Britain's imperial poet, was a response to the American take over of the Phillipines after the Spanish-American War.
Take up the White Man's burden--
Send forth the best ye breed--
Go bind your sons to exile
To serve your captives' need;
To wait in heavy harness,
On fluttered folk and wild--
Your new-caught, sullen peoples,
Half-devil and half-child.
Take up the White Man's burden--
In patience to abide,
To veil the threat of terror
And check the show of pride;
By open speech and simple,
An hundred times made plain
To seek another's profit,
And work another's gain.
Take up the White Man's burden--
The savage wars of peace--
Fill full the mouth of Famine
And bid the sickness cease;
And when your goal is nearest
The end for others sought,
Watch sloth and heathen Folly
Bring all your hopes to nought.
Take up the White Man's burden--
No tawdry rule of kings,
But toil of serf and sweeper--
The tale of common things.
The ports ye shall not enter,
The roads ye shall not tread,
Go mark them with your living,
And mark them with your dead.
Take up the White Man's burden--
And reap his old reward:
The blame of those ye better,
The hate of those ye guard--
The cry of hosts ye humour
(Ah, slowly!) toward the light:--
"Why brought he us from bondage,
Our loved Egyptian night?"
Take up the White Man's burden--
Ye dare not stoop to less--
Nor call too loud on Freedom
To cloke your weariness;
By all ye cry or whisper,
By all ye leave or do,
The silent, sullen peoples
Shall weigh your gods and you.
Take up the White Man's burden--
Have done with childish days--
The lightly proferred laurel,
The easy, ungrudged praise.
Comes now, to search your manhood
Through all the thankless years
Cold, edged with dear-bought wisdom,
The judgment of your peers!
Jules Ferry, Speech to the French National Assembly (July 28, 1883) 1
Speech to the French National Assembly
28 July 1883
Jules Ferry
M. JULES FERRY. Gentlemen, it embarrasses me to make such a prolonged demand upon the
gracious attention of the Chamber, but I believe that the duty I am fulfilling upon this platform is
not a useless one: It is as strenuous for me as for you, but I believe that there is some benefit in
summarizing and condensing, in the form of arguments, the principles, the motives, and the
various interests by which a policy of colonial expansion may be justified; it goes without saying
that I will try to remain reasonable, moderate, and never lose sight of the major continental
interests which are the primary concern of this country. What I wish to say, to support this
proposition, is that in fact, just as in word, the policy of colonial expansion is a political and
economic system; I wish to say that one can relate this system to three orders of ideas: economic
ideas, ideas of civilization in its highest sense, and ideas of politics and patriotism.
In the area of eco ...
1. Use the rubric to complete the assignment and pay attention tAbbyWhyte974
1. Use the rubric to complete the assignment and pay attention to the points assigned to each section of the paper.
2. Use the format of the paper to organize your paper.
3. Use the samples of essay critiques as guidelines when completing this assignment.
4. Students are asked to critique Jules Ferry’s French Colonial Expansion, not to write a paper about Jules Ferry.
5. Identify a fact (see rubric) means that you take a sentence or paragraph in the assigned reading that you find very interesting and cite it as highlighted in yellow in the samples of primary papers and analyze it. In other words, you come up with your own interpretation of that fact.
6. Do not summarize the five facts but instead quote them as written in the assigned reading and highlighted in yellow in the samples of papers.
Jules Ferry (1832-1893):
On French Colonial Expansion
Ferry was twice prime minister of France, from [1880-1881, 1883-1885]. He is especially remembered for
championing laws that removed Catholic influence from most education in France and for promoting a vast extension
of the French colonial empire.
The policy of colonial expansion is a political and economic system ... that can be connected to three sets of ideas:
economic ideas; the most far-reaching ideas of civilization; and ideas of a political and patriotic sort.
In the area of economics, I am placing before you, with the support of some statistics, the considerations that justify
the policy of colonial expansion, as seen from the perspective of a need, felt more and more urgently by the
industrialized population of Europe and especially the people of our rich and hardworking country of France: the need
for outlets [for exports]. Is this a fantasy? Is this a concern [that can wait] for the future? Or is this not a pressing
need, one may say a crying need, of our industrial population? I merely express in a general way what each one of
you can see for himself in the various parts of France. Yes, what our major industries [textiles, etc.], irrevocably
steered by the treaties of 18601 into exports, lack more and more are outlets. Why? Because next door Germany is
setting up trade barriers; because across the ocean the United States of America have become protectionists, and
extreme protectionists at that; because not only are these great markets ... shrinking, becoming more and more
difficult of access, but these great states are beginning to pour into our own markets products not seen there before.
This is true not only for our agriculture, which has been so sorely tried ... and for which competition is no longer
limited to the circle of large European states.... Today, as you know, competition, the law of supply and demand,
freedom of trade, the effects of speculation, all radiate in a circle that reaches to the ends of the earth.... That is a
great complication, a great economic difficulty; ... an extremely serious problem. It is so serious ...
1. Use the rubric to complete the assignment and pay attention tSantosConleyha
1. Use the rubric to complete the assignment and pay attention to the points assigned to each section of the paper.
2. Use the format of the paper to organize your paper.
3. Use the samples of essay critiques as guidelines when completing this assignment.
4. Students are asked to critique Jules Ferry’s French Colonial Expansion, not to write a paper about Jules Ferry.
5. Identify a fact (see rubric) means that you take a sentence or paragraph in the assigned reading that you find very interesting and cite it as highlighted in yellow in the samples of primary papers and analyze it. In other words, you come up with your own interpretation of that fact.
6. Do not summarize the five facts but instead quote them as written in the assigned reading and highlighted in yellow in the samples of papers.
Jules Ferry (1832-1893):
On French Colonial Expansion
Ferry was twice prime minister of France, from [1880-1881, 1883-1885]. He is especially remembered for
championing laws that removed Catholic influence from most education in France and for promoting a vast extension
of the French colonial empire.
The policy of colonial expansion is a political and economic system ... that can be connected to three sets of ideas:
economic ideas; the most far-reaching ideas of civilization; and ideas of a political and patriotic sort.
In the area of economics, I am placing before you, with the support of some statistics, the considerations that justify
the policy of colonial expansion, as seen from the perspective of a need, felt more and more urgently by the
industrialized population of Europe and especially the people of our rich and hardworking country of France: the need
for outlets [for exports]. Is this a fantasy? Is this a concern [that can wait] for the future? Or is this not a pressing
need, one may say a crying need, of our industrial population? I merely express in a general way what each one of
you can see for himself in the various parts of France. Yes, what our major industries [textiles, etc.], irrevocably
steered by the treaties of 18601 into exports, lack more and more are outlets. Why? Because next door Germany is
setting up trade barriers; because across the ocean the United States of America have become protectionists, and
extreme protectionists at that; because not only are these great markets ... shrinking, becoming more and more
difficult of access, but these great states are beginning to pour into our own markets products not seen there before.
This is true not only for our agriculture, which has been so sorely tried ... and for which competition is no longer
limited to the circle of large European states.... Today, as you know, competition, the law of supply and demand,
freedom of trade, the effects of speculation, all radiate in a circle that reaches to the ends of the earth.... That is a
great complication, a great economic difficulty; ... an extremely serious problem. It is so serious ...
1. use the rubric to complete the assignment and pay attention tSUKHI5
George Washington wrote a letter to Frances Dandridge in 1765 expressing his opposition to the Stamp Act. He viewed the Stamp Act as an unconstitutional tax that violated colonial rights. Washington discussed how the Stamp Act was causing unrest among colonists and could diminish profits for Great Britain. He also noted that further taxation could damage trade between the colonies and Britain. While expressing economic concerns, Washington's letter revealed growing colonial opposition that would later erupt into the American Revolution.
The document discusses European colonial expansion between 1850-1914. It was driven by economic, demographic, political, and ideological factors. Economically, industrialized nations needed new markets and resources. Demographically, European populations were growing rapidly. Politically, governments wanted to increase their nation's power and prestige through acquiring colonies. Ideologically, there was a belief in the superiority of European civilization and that colonialism was bringing progress to less developed peoples. By 1914, most of Africa and Oceania were under European colonial rule, along with parts of Asia and North America. Colonialism had significant political, economic, social, and cultural impacts on both the colonized regions and international relations.
1. The French Revolution erupted in 1789 due to rising social tensions under the Old Regime from the privileged aristocracy and growing discontent of the third estate.
2. The Revolution unfolded in three stages from 1788-1795, starting with the aristocratic revolution, then a moderate bourgeois revolution, and finally a more radical Jacobin revolution under Robespierre and the Reign of Terror.
3. The Revolution had wide-ranging legacies, including the spread of nationalist ideas, the rise of total war with citizen armies, and the long-term impacts of Napoleon's reforms across Europe.
1 Readings Week 10 Hô Chi Minh (1880-1969) De.docxaulasnilda
1
Readings Week 10
Hô Chi Minh (1880-1969)
Declaration of Independence of the Democratic Republic of Vietnam, September 2, 1945
“All men are created equal. They are endowed by their Creator with certain inalienable rights,
among them are Life, Liberty, and the pursuit of Happiness."
This immortal statement was made in the Declaration of Independence of the United States of
America in 1776. In a broader sense, this means: All the peoples on the earth are equal from
birth, all the peoples have a right to live, to be happy and free.
The Declaration of the French Revolution made in 1791 on the Rights of Man and the Citizen
also states: “All men are born free and with equal rights, and must always remain free and have
equal rights.”
Those are undeniable truths.
Nevertheless, for more than eighty years, the French imperialists, abusing the standard of
Liberty, Equality, and Fraternity, have violated our Fatherland and oppressed our fellow-citizens.
They have acted contrary to the ideals of humanity and justice.
In the field of politics, they have deprived our people of every democratic liberty.
They have enforced inhuman laws; they have set up three distinct political regimes in the North,
the Center and the South of Vietnam in order to wreck our national unity and prevent our people
from being united.
They have built more prisons than schools. They have mercilessly slain our patriots; they have
drowned our uprisings in rivers of blood.
They have fettered public opinion; they have practiced obscurantism against our people.
To weaken our race they have forced us to use opium and alcohol.
In the field of economics, they have fleeced us to the backbone, impoverished our people, and
devastated our land.
They have robbed us of our rice fields, our mines, our forests, and our raw materials. They have
monopolized the issuing of bank-notes and the export trade.
They have invented numerous unjustifiable taxes and reduced our people, especially our
peasantry, to a state of extreme poverty.
2
They have hampered the prospering of our national bourgeoisie; they have mercilessly exploited
our workers.
In the autumn of 1940, when the Japanese Fascists violated Indochina’s territory to establish new
bases in their fight against the Allies, the French imperialists went down on their bended knees
and handed over our country to them.
Thus, from that date, our people were subjected to the double yoke of the French and the
Japanese. Their sufferings and miseries increased. The result was that from the end of last year to
the beginning of this year, from Quang Tri province to the North of Vietnam, more than two
million of our fellow-citizens died from starvation. On March 9, the French troops were
disarmed by the Japanese. The French colonialists either fled or surrendered showing that not
only were they incapable of “protecting” us, but that, in the span of five years, they had tw.
Fascism, Adolf Hitler, National Socialism and the HolocaustJonathan Dresner
A discussion of the key ideas of Mussolini, Hitler and the National Socialists, focusing on the relatively mainstream roots - nationalism, fascism, racial theory - and the implementation of these ideas as policy targetting the Jews and other non-Aryan peoples.
Modern History SourcebookRudyard Kipling, The White Mans Burde.docxannandleola
Modern History Sourcebook:
Rudyard Kipling, The White Man's Burden, 1899
This famous poem, written by Britain's imperial poet, was a response to the American take over of the Phillipines after the Spanish-American War.
Take up the White Man's burden--
Send forth the best ye breed--
Go bind your sons to exile
To serve your captives' need;
To wait in heavy harness,
On fluttered folk and wild--
Your new-caught, sullen peoples,
Half-devil and half-child.
Take up the White Man's burden--
In patience to abide,
To veil the threat of terror
And check the show of pride;
By open speech and simple,
An hundred times made plain
To seek another's profit,
And work another's gain.
Take up the White Man's burden--
The savage wars of peace--
Fill full the mouth of Famine
And bid the sickness cease;
And when your goal is nearest
The end for others sought,
Watch sloth and heathen Folly
Bring all your hopes to nought.
Take up the White Man's burden--
No tawdry rule of kings,
But toil of serf and sweeper--
The tale of common things.
The ports ye shall not enter,
The roads ye shall not tread,
Go mark them with your living,
And mark them with your dead.
Take up the White Man's burden--
And reap his old reward:
The blame of those ye better,
The hate of those ye guard--
The cry of hosts ye humour
(Ah, slowly!) toward the light:--
"Why brought he us from bondage,
Our loved Egyptian night?"
Take up the White Man's burden--
Ye dare not stoop to less--
Nor call too loud on Freedom
To cloke your weariness;
By all ye cry or whisper,
By all ye leave or do,
The silent, sullen peoples
Shall weigh your gods and you.
Take up the White Man's burden--
Have done with childish days--
The lightly proferred laurel,
The easy, ungrudged praise.
Comes now, to search your manhood
Through all the thankless years
Cold, edged with dear-bought wisdom,
The judgment of your peers!
Jules Ferry, Speech to the French National Assembly (July 28, 1883) 1
Speech to the French National Assembly
28 July 1883
Jules Ferry
M. JULES FERRY. Gentlemen, it embarrasses me to make such a prolonged demand upon the
gracious attention of the Chamber, but I believe that the duty I am fulfilling upon this platform is
not a useless one: It is as strenuous for me as for you, but I believe that there is some benefit in
summarizing and condensing, in the form of arguments, the principles, the motives, and the
various interests by which a policy of colonial expansion may be justified; it goes without saying
that I will try to remain reasonable, moderate, and never lose sight of the major continental
interests which are the primary concern of this country. What I wish to say, to support this
proposition, is that in fact, just as in word, the policy of colonial expansion is a political and
economic system; I wish to say that one can relate this system to three orders of ideas: economic
ideas, ideas of civilization in its highest sense, and ideas of politics and patriotism.
In the area of eco ...
1. Use the rubric to complete the assignment and pay attention tAbbyWhyte974
1. Use the rubric to complete the assignment and pay attention to the points assigned to each section of the paper.
2. Use the format of the paper to organize your paper.
3. Use the samples of essay critiques as guidelines when completing this assignment.
4. Students are asked to critique Jules Ferry’s French Colonial Expansion, not to write a paper about Jules Ferry.
5. Identify a fact (see rubric) means that you take a sentence or paragraph in the assigned reading that you find very interesting and cite it as highlighted in yellow in the samples of primary papers and analyze it. In other words, you come up with your own interpretation of that fact.
6. Do not summarize the five facts but instead quote them as written in the assigned reading and highlighted in yellow in the samples of papers.
Jules Ferry (1832-1893):
On French Colonial Expansion
Ferry was twice prime minister of France, from [1880-1881, 1883-1885]. He is especially remembered for
championing laws that removed Catholic influence from most education in France and for promoting a vast extension
of the French colonial empire.
The policy of colonial expansion is a political and economic system ... that can be connected to three sets of ideas:
economic ideas; the most far-reaching ideas of civilization; and ideas of a political and patriotic sort.
In the area of economics, I am placing before you, with the support of some statistics, the considerations that justify
the policy of colonial expansion, as seen from the perspective of a need, felt more and more urgently by the
industrialized population of Europe and especially the people of our rich and hardworking country of France: the need
for outlets [for exports]. Is this a fantasy? Is this a concern [that can wait] for the future? Or is this not a pressing
need, one may say a crying need, of our industrial population? I merely express in a general way what each one of
you can see for himself in the various parts of France. Yes, what our major industries [textiles, etc.], irrevocably
steered by the treaties of 18601 into exports, lack more and more are outlets. Why? Because next door Germany is
setting up trade barriers; because across the ocean the United States of America have become protectionists, and
extreme protectionists at that; because not only are these great markets ... shrinking, becoming more and more
difficult of access, but these great states are beginning to pour into our own markets products not seen there before.
This is true not only for our agriculture, which has been so sorely tried ... and for which competition is no longer
limited to the circle of large European states.... Today, as you know, competition, the law of supply and demand,
freedom of trade, the effects of speculation, all radiate in a circle that reaches to the ends of the earth.... That is a
great complication, a great economic difficulty; ... an extremely serious problem. It is so serious ...
1. Use the rubric to complete the assignment and pay attention tSantosConleyha
1. Use the rubric to complete the assignment and pay attention to the points assigned to each section of the paper.
2. Use the format of the paper to organize your paper.
3. Use the samples of essay critiques as guidelines when completing this assignment.
4. Students are asked to critique Jules Ferry’s French Colonial Expansion, not to write a paper about Jules Ferry.
5. Identify a fact (see rubric) means that you take a sentence or paragraph in the assigned reading that you find very interesting and cite it as highlighted in yellow in the samples of primary papers and analyze it. In other words, you come up with your own interpretation of that fact.
6. Do not summarize the five facts but instead quote them as written in the assigned reading and highlighted in yellow in the samples of papers.
Jules Ferry (1832-1893):
On French Colonial Expansion
Ferry was twice prime minister of France, from [1880-1881, 1883-1885]. He is especially remembered for
championing laws that removed Catholic influence from most education in France and for promoting a vast extension
of the French colonial empire.
The policy of colonial expansion is a political and economic system ... that can be connected to three sets of ideas:
economic ideas; the most far-reaching ideas of civilization; and ideas of a political and patriotic sort.
In the area of economics, I am placing before you, with the support of some statistics, the considerations that justify
the policy of colonial expansion, as seen from the perspective of a need, felt more and more urgently by the
industrialized population of Europe and especially the people of our rich and hardworking country of France: the need
for outlets [for exports]. Is this a fantasy? Is this a concern [that can wait] for the future? Or is this not a pressing
need, one may say a crying need, of our industrial population? I merely express in a general way what each one of
you can see for himself in the various parts of France. Yes, what our major industries [textiles, etc.], irrevocably
steered by the treaties of 18601 into exports, lack more and more are outlets. Why? Because next door Germany is
setting up trade barriers; because across the ocean the United States of America have become protectionists, and
extreme protectionists at that; because not only are these great markets ... shrinking, becoming more and more
difficult of access, but these great states are beginning to pour into our own markets products not seen there before.
This is true not only for our agriculture, which has been so sorely tried ... and for which competition is no longer
limited to the circle of large European states.... Today, as you know, competition, the law of supply and demand,
freedom of trade, the effects of speculation, all radiate in a circle that reaches to the ends of the earth.... That is a
great complication, a great economic difficulty; ... an extremely serious problem. It is so serious ...
1. use the rubric to complete the assignment and pay attention tSUKHI5
George Washington wrote a letter to Frances Dandridge in 1765 expressing his opposition to the Stamp Act. He viewed the Stamp Act as an unconstitutional tax that violated colonial rights. Washington discussed how the Stamp Act was causing unrest among colonists and could diminish profits for Great Britain. He also noted that further taxation could damage trade between the colonies and Britain. While expressing economic concerns, Washington's letter revealed growing colonial opposition that would later erupt into the American Revolution.
The document discusses European colonial expansion between 1850-1914. It was driven by economic, demographic, political, and ideological factors. Economically, industrialized nations needed new markets and resources. Demographically, European populations were growing rapidly. Politically, governments wanted to increase their nation's power and prestige through acquiring colonies. Ideologically, there was a belief in the superiority of European civilization and that colonialism was bringing progress to less developed peoples. By 1914, most of Africa and Oceania were under European colonial rule, along with parts of Asia and North America. Colonialism had significant political, economic, social, and cultural impacts on both the colonized regions and international relations.
1. The French Revolution erupted in 1789 due to rising social tensions under the Old Regime from the privileged aristocracy and growing discontent of the third estate.
2. The Revolution unfolded in three stages from 1788-1795, starting with the aristocratic revolution, then a moderate bourgeois revolution, and finally a more radical Jacobin revolution under Robespierre and the Reign of Terror.
3. The Revolution had wide-ranging legacies, including the spread of nationalist ideas, the rise of total war with citizen armies, and the long-term impacts of Napoleon's reforms across Europe.
1 Readings Week 10 Hô Chi Minh (1880-1969) De.docxaulasnilda
1
Readings Week 10
Hô Chi Minh (1880-1969)
Declaration of Independence of the Democratic Republic of Vietnam, September 2, 1945
“All men are created equal. They are endowed by their Creator with certain inalienable rights,
among them are Life, Liberty, and the pursuit of Happiness."
This immortal statement was made in the Declaration of Independence of the United States of
America in 1776. In a broader sense, this means: All the peoples on the earth are equal from
birth, all the peoples have a right to live, to be happy and free.
The Declaration of the French Revolution made in 1791 on the Rights of Man and the Citizen
also states: “All men are born free and with equal rights, and must always remain free and have
equal rights.”
Those are undeniable truths.
Nevertheless, for more than eighty years, the French imperialists, abusing the standard of
Liberty, Equality, and Fraternity, have violated our Fatherland and oppressed our fellow-citizens.
They have acted contrary to the ideals of humanity and justice.
In the field of politics, they have deprived our people of every democratic liberty.
They have enforced inhuman laws; they have set up three distinct political regimes in the North,
the Center and the South of Vietnam in order to wreck our national unity and prevent our people
from being united.
They have built more prisons than schools. They have mercilessly slain our patriots; they have
drowned our uprisings in rivers of blood.
They have fettered public opinion; they have practiced obscurantism against our people.
To weaken our race they have forced us to use opium and alcohol.
In the field of economics, they have fleeced us to the backbone, impoverished our people, and
devastated our land.
They have robbed us of our rice fields, our mines, our forests, and our raw materials. They have
monopolized the issuing of bank-notes and the export trade.
They have invented numerous unjustifiable taxes and reduced our people, especially our
peasantry, to a state of extreme poverty.
2
They have hampered the prospering of our national bourgeoisie; they have mercilessly exploited
our workers.
In the autumn of 1940, when the Japanese Fascists violated Indochina’s territory to establish new
bases in their fight against the Allies, the French imperialists went down on their bended knees
and handed over our country to them.
Thus, from that date, our people were subjected to the double yoke of the French and the
Japanese. Their sufferings and miseries increased. The result was that from the end of last year to
the beginning of this year, from Quang Tri province to the North of Vietnam, more than two
million of our fellow-citizens died from starvation. On March 9, the French troops were
disarmed by the Japanese. The French colonialists either fled or surrendered showing that not
only were they incapable of “protecting” us, but that, in the span of five years, they had tw.
Fascism, Adolf Hitler, National Socialism and the HolocaustJonathan Dresner
A discussion of the key ideas of Mussolini, Hitler and the National Socialists, focusing on the relatively mainstream roots - nationalism, fascism, racial theory - and the implementation of these ideas as policy targetting the Jews and other non-Aryan peoples.
Understanding Revolution and RevolutionariesPeter Hammond
1) The French Revolution from 1789-1799 transformed France from a monarchy to a republic to a reign of terror and dictatorship. Over 40,000 people lost their heads to the guillotine and 300,000 were executed during this tumultuous period.
2) The French Revolution served as the inspiration and model for socialist and communist revolutions around the world. It employed tools like propaganda, subversion of language, and mass murder.
3) France faced a debt crisis due to involvement in wars and attempts to reform the economy were blocked by privileged nobles, leading to bankruptcy and the convening of the Estates-General in 1789 which launched the revolution.
1. President William McKinley, letter to Congress, April 25, 1898.SantosConleyha
1. President William McKinley, letter to Congress, April 25, 1898.
[I took action] under the joint resolution approved April 20, 1898, "for the recognition of the independence of the people of Cuba, demanding that the Government of Spain relinquish its authority and Government in the island of Cuba, and to withdraw its land and naval forces from Cuba and Cuban waters…"
…The Government of Spain…responds by treating the reasonable demands of this Government as measures of hostility, following with that instant and complete severance of relations by its action which by the usage of nations accompanies an existent state of war between sovereign powers.
I now recommend the adoption of a joint resolution declaring that a state of war exists between the United States of America and the Kingdom of Spain…
2. Teller Amendment, Adopted by the Senate, April 19, 1898
[The United States] hereby disclaims any disposition of intention to exercise sovereignty, jurisdiction, or control over said island except for pacification thereof, and asserts its determination, when that is accomplished, to leave the government and control of the island to its people.
3. Senator Alfred Beveridge (R-Indiana), in Congress, January 9, 1900.
. . . [J]ust beyond the Philippines are China's illimitable markets. . . We will not renounce our part in the mission of our race, trustee of God, of the civilization of the world. . . Where shall we turn for consumers of our surplus?. . . China is our natural customer. . . [England, Germany and Russia] have moved nearer to China by securing permanent bases on her borders. The Philippines gives us a base at the door of all the East. . .
They [the Filipinos] are a barbarous race, modified by three centuries of contact with a decadent race [the Spanish]. . . It is barely possible that 1,000 men in all the archipelago are capable of self-government in the Anglo-Saxon sense. . .
The Declaration [of Independence] applies only to people capable of self-government. How dare any man prostitute this expression of the very elect of self-government peoples to a race of Malay children of barbarism, schooled in Spanish methods and ideas? And you, who say the Declaration applies to all men, how dare you deny its application to the American Indian? And if you deny it to the Indian at home, how dare you grant it to the Malay abroad.
4. President Woodrow Wilson, War Message to Congress, 1917
The Imperial German Government [announced that] it was its purpose to put aside all restraints of law or of humanity and use its submarines to sink every vessel that sought to approach either the ports of Great Britain and Ireland or the western coasts of Europe or any of the ports controlled by the enemies of Germany within the Mediterranean.…
It is a war against all nations. American ships have been sunk, American lives taken, in ways which it has stirred us very deeply to learn of, but the ships and people of other neutral and friendly nations have been sunk and ...
1. President William McKinley, letter to Congress, April 25, 1898.AbbyWhyte974
1. President William McKinley, letter to Congress, April 25, 1898.
[I took action] under the joint resolution approved April 20, 1898, "for the recognition of the independence of the people of Cuba, demanding that the Government of Spain relinquish its authority and Government in the island of Cuba, and to withdraw its land and naval forces from Cuba and Cuban waters…"
…The Government of Spain…responds by treating the reasonable demands of this Government as measures of hostility, following with that instant and complete severance of relations by its action which by the usage of nations accompanies an existent state of war between sovereign powers.
I now recommend the adoption of a joint resolution declaring that a state of war exists between the United States of America and the Kingdom of Spain…
2. Teller Amendment, Adopted by the Senate, April 19, 1898
[The United States] hereby disclaims any disposition of intention to exercise sovereignty, jurisdiction, or control over said island except for pacification thereof, and asserts its determination, when that is accomplished, to leave the government and control of the island to its people.
3. Senator Alfred Beveridge (R-Indiana), in Congress, January 9, 1900.
. . . [J]ust beyond the Philippines are China's illimitable markets. . . We will not renounce our part in the mission of our race, trustee of God, of the civilization of the world. . . Where shall we turn for consumers of our surplus?. . . China is our natural customer. . . [England, Germany and Russia] have moved nearer to China by securing permanent bases on her borders. The Philippines gives us a base at the door of all the East. . .
They [the Filipinos] are a barbarous race, modified by three centuries of contact with a decadent race [the Spanish]. . . It is barely possible that 1,000 men in all the archipelago are capable of self-government in the Anglo-Saxon sense. . .
The Declaration [of Independence] applies only to people capable of self-government. How dare any man prostitute this expression of the very elect of self-government peoples to a race of Malay children of barbarism, schooled in Spanish methods and ideas? And you, who say the Declaration applies to all men, how dare you deny its application to the American Indian? And if you deny it to the Indian at home, how dare you grant it to the Malay abroad.
4. President Woodrow Wilson, War Message to Congress, 1917
The Imperial German Government [announced that] it was its purpose to put aside all restraints of law or of humanity and use its submarines to sink every vessel that sought to approach either the ports of Great Britain and Ireland or the western coasts of Europe or any of the ports controlled by the enemies of Germany within the Mediterranean.…
It is a war against all nations. American ships have been sunk, American lives taken, in ways which it has stirred us very deeply to learn of, but the ships and people of other neutral and friendly nations have been sunk and ...
Initially published on 9th December 2004 in Buzzle
Excerpt:
Practically speaking, there is no reason for anyone to discuss Germany's possible acceptance into the UN Veto Club, if the eventual conclusion is not accompanied by a similar decision to extend the same right to Italy, founding member of the G-8. The main opposition against Italy's adhesion to the UN Veto Council comes only from France, because Paris ponders on the impact that such a decision would have on the decision making process within the European Union itself! This proves clearly the malignant ways of the French diplomacy, and the vicious character of the French opposition to Italy’s entrance in the Veto Club. The only parallel among the already discussed cases can be found in the Chinese skepticism about Japan, but this is rather relevant of regional balance of power, which is a natural consideration among powers.
Contrarily, in the case of France, one country's manipulations and machinations within a regional international body (European Union) are being transposed within the context of deliberations taking place within the international body par excellence, affecting thus the clarity of the purpose and the transparence of the decision making within the UN. This consists in an unbearable political bias, and an absolutely reactionary attitude against the rest of the world.
France’s intrigues within the European Union encompass the formation of a bogus tripartite directory (France – Germany – England) in which an anti-British majority is pre-arranged; the same intrigues enable the later use of this scheme by Paris in order to impose disreputable and undignified policies to all the other member states of the European Union. This affair does indeed concern the rest of the world, and more particularly Africa and the Middle East where various administrations and numerous oppressed nations hold France as directly responsible for the calamities fallen upon them ever since the French started expanding outside their borders. It must therefore be made known to the perfidious and criminal authorities of Quai d’ Orsay that perpetuation of their attitude cannot be tolerated, even if it takes the form of a seemingly serious argumentation. As a matter of fact, within the body of a democratically organized international community, France's time is over.
Lindbergh, charles a. war and peace two historic speeches - journal of hist...RareBooksnRecords
This document contains the full text of two historic speeches given by Charles Lindbergh in the late 1930s and early 1940s advocating for American neutrality in World War II. In the first speech from 1939, Lindbergh argues against repealing the arms embargo, extending credit to belligerent nations, and allowing American shipping in danger zones, saying these actions would draw the US into the war. In the second speech from 1940, Lindbergh expresses his view that problems in Europe cannot be solved by American interference and that maintaining independence and strong defense will help keep the US out of future European wars. He intends to speak candidly rather than tailoring his message for popularity.
The planet agonizes in the earth, in the it longs for and in the air and, while needs union to face your problems, human beings without conscience think about itself own, they abandon your friends and they want to live in a reign and last time
This document is a response letter to Dominique Strauss-Kahn criticizing the recent bailout agreement imposed on Greece. It argues that Greece would be better off exiting the Eurozone and regaining control over its economy and currency. It also questions the idea of a single European culture or identity and expresses skepticism about the European Union prioritizing corporate and financial interests over the interests of its citizens.
The document discusses the relationship between imperialism and nationalism. It states that imperialism involves dominating other societies and subjugating their populations to gain political and economic advantages over their land and people. Countries used imperialism to access natural resources and expand their economies. However, imperialism also disrupted native cultures by replacing local traditions with those of the colonizing country. The document provides the example of how British rule in India gradually tore away many of the country's traditions through invasive control. Imperialism reflected the immense inequalities between colonizing and colonized nations that resulted from one nation dominating another primarily for its own benefit and resources.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with the option of a full refund for plagiarized work. The document promises original, high-quality content.
The document summarizes the key causes and events of the French Revolution:
1) Economic hardship, rising food prices, and the monarchy's inability to manage finances caused widespread discontent before 1789.
2) The meeting of the Estates-General and formation of the National Assembly marked the start of the Revolution.
3) Public unrest grew through 1789, culminating in the storming of the Bastille in July and abolition of feudalism in August, radically transforming French society.
4) The Declaration of the Rights of Man established France as a constitutional monarchy but conflict continued as the Jacobins took control and instituted the Reign of Terror from 1793-94 to eliminate dissent.
Assignment ContentTo learn how to apply SPCM to a process,.docxelinoraudley582231
This document provides instructions for a week 2 assignment to continue a flow chart started in week 1 and identify variances within a process by using data from week 1, then complete the week 2 Statistical Process Control Methods worksheet.
Assignment ContentTo prepare for the Week 2 Assessment, .docxelinoraudley582231
Assignment Content
To prepare for the Week 2 Assessment,
consider
a past or current professional experience where a culture change was needed.
Using the
Organizational Change Chart
,
outline
information about the experience and organization following Kotter’s 8-Step to Change Model as a guiding line.
Kotter's 8-Step Change Model
Step One: Create Urgency.
Step Two: Form a Powerful Coalition.
Step Three: Create a Vision for Change.
Step Four: Communicate the Vision.
Step Five: Remove Obstacles.
Step Six: Create Short-Term Wins.
Step Seven: Build on the Change.
Step Eight: Anchor the Changes in Corporate Culture.
.
Assignment ContentThroughout this course you will study the di.docxelinoraudley582231
Assignment Content
Throughout this course you will study the different roles that contribute to an organization's information security and assurance.
Part A:
Select
an organization you wish to explore and use throughout the course.
As you make your selection, keep in mind that you will explore the following roles in the organization: Cyber Security Threat Analyst, Penetration Tester, Cyber Security Engineer, Risk Management Analyst, and Software Engineer. You need sufficient knowledge of the organization you select to complete these security assignments.
Part B:
A Cyber Security Threat Analyst conducts analysis, digital forensics, and targeting to identify, monitor, assess, and counter cyber-attack threats against information systems, critical infrastructure, and cyber-related interests.
Take on the role of a Cyber Security Threat Analyst for the organization you select. Use the
Threats, Attacks, and Vulnerability Assessment Template
to
create
a 3- to 4-page assessment document.
Research
and
include
the following:
Tangible assets:
Include an assessment scope. The scope must include virtualization, cloud, database, network, mobile, and information system.
Asset descriptions:
Include a system model, A diagram and descriptions of each asset included in the assessment scope, and existing countermeasures already in place. (Microsoft® Visio® or Lucidhart®)
Threat agents and possible attacks
Exploitable vulnerabilities
Threat history
Evaluation of threats or impact of threats on the business
A prioritized list of identified risks
Countermeasures to reduce threat
Note:
The page assignment length requirement applies to the content of the assignment. Start the assignment with an APA formatted title page and add a reference section with at least two professional references. Use the references in the text of the assignment. For assignments that require use of the template, insert the completed template into the APA document. Delete the assignment instructions from the document. This will improve the originality score from Safe Assign. Make sure to check the SafeAssign originality score.
.
Assignment ContentThroughout this course, you have been using .docxelinoraudley582231
assignment Content
Throughout this course, you have been using different analysis strategies to determine best practices for developing your business plan. It’s time to develop a strategic plan that will help you determine where your business is now, where you want to take it, and how you will get there. Your strategic plan will help you implement and manage the strategic direction of your company. In addition, you will communicate the direction of your company to stakeholders.
Develop
a strategic plan for the company that you selected at the beginning of your MBA program and share your plan with stakeholders.
Create
a 13- to 15-slide presentation for key stakeholders to solicit their approval of your strategic plan. Address the following in your presentation:
An introduction with mission and vision statements
Core values, ethics, and social responsibility principles
Analysis of the company’s:
Internal environment (e.g. strengths and weaknesses related to resources, trademarks, patents, copyrights, or current processes)
External environment (e.g. opportunities and threats related to market trends, economic trends, demographics, or regulations)
An evaluation of internal and external environment’s impact on achieving the company strategy
Create a strategic objective for the company.
Create short- and long-term goals for achieving the company’s strategic plan.
Determine methods for collecting data and measuring success of the strategic plan.
Include
APA-formatted in-text citations and a reference page.
Cite
at least 3 peer-reviewed documents.
Note
: You may include your textbook as 1 of the sources.
Submit
your assignment.
.
Assignment ContentThis week’s readings and activities focu.docxelinoraudley582231
Assignment Content
This week’s readings and activities focused on how reason, emotion, and communication may influence critical thinking. In this assignment, you will identify the concepts of reason, emotion, and communication in your everyday critical thinking practices.
Complete
the
Reason, Emotion, and Communication in Critical Thinking Worksheet
.
Submit
your assignment.
Resources
Center for Writing Excellence
Reference and Citation Generator
Grammar and Writing Guides
.
Assignment ContentThis week you will continue your work on the.docxelinoraudley582231
Assignment Content
This week you will continue your work on the project to evaluate higher education student aid data. You will evaluate your data warehouse data to ensure it can provide consistent, accurate query data, and provide an update to the project sponsors.
Define
and
execute
a process to evaluate your data warehouse data for incompleteness, nulls, and the ability to provide consistent query data.
Create
a summary for your project sponsors to inform them of the quality of data they can expect from the new data warehouse.
Include
the following information in your summary:
Your data evaluation strategy
Specific data evaluation queries
Sample results per query
Summary of findings
Document
your summary as either:
A 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes
A 2- to 3-page Microsoft® Word document
.
Assignment ContentThis week, you will continue building th.docxelinoraudley582231
Assignment Content
This week, you will continue building the components of your business requirements document for Hollywood Organic Co-op. In the previous weeks, you have identified the types of data, standards, and policies required for a new EDMS. This week, you determine how to electronically move data around in an EDMS and determine the physical and environmental security requirements.
Write
a 2- to 4-page evaluation of the implementation of physical and environmental controls for the new EDMS. Include the following:
How to control access to a document at each stage of its life cycle
How to move documents within the organization as team members contribute to document creation, review, approval, publication, and disposition
Physical and environmental security controls that must be implemented to protect the data and systems for Hollywood Organic Co-op's five locations, including for the identification, authentication, and restriction of users to authorized functions and data
Format
citations according to APA guidelines.
.
Assignment ContentThis week you will finalize your present.docxelinoraudley582231
Assignment Content
This week you will finalize your presentation from Week 5 by designing a deployment plan to promote your innovation project to the Executive Team of your organization.
Create
a 10- to 15-slide presentation to add to your Week 5 individual assignment.
Prepare
an Introduction or Executive Summary.
Develop
a deployment strategy and schedule for introducing the innovation project to the market.
Determine
key go-to-market considerations, which may include plans for:
Advertising
Marketing
Sales channels/distribution
Communications or promotion
Estimate
the cost and analysis for:
Development or manufacturing
Delivery
Infrastructure and product support
Estimate
high-level financial considerations, including the potential size of the market for the company and profitability.
Justify
the innovation investment.
Determine
alternative investments or a non-investment (what if the executive team disapproves the project?).
Determine
future product plans, evolution, etc. (e.g., what's next for this product in the market?).
Conclude
with a recommendation or call-to-action statement.
Submit
your assignment, the entire presentation that includes what you built in Week
.
Assignment ContentThis weeks’ discussion of correlation and ca.docxelinoraudley582231
Assignment Content
This weeks’ discussion of correlation and causation helps us interpret and understand what the data created from research means to the problem or question that we are addressing.
Write
a 700- to 1050-word paper in which you:
Differentiate between correlation and causation.
Explain how each is calculated or tested.
What is statistical significance and how does it relate to correlation?
Describe how they are used in decision and policy making. Provide examples to illustrate your understanding.
Include
at least two peer reviewed references.
Format
your paper consistent with APA guidelines.
.
Assignment ContentThis week, you will continue building the .docxelinoraudley582231
Assignment Content
This week, you will continue building the components of your business requirements document for Hollywood Organic Co-op. In the previous weeks, you have identified the types of data, standards, and policies required for a new EDMS. This week, you determine how to electronically move data around in an EDMS and determine the physical and environmental security requirements.
Write
a 2- to 4-page evaluation of the implementation of physical and environmental controls for the new EDMS. Include the following:
How to control access to a document at each stage of its life cycle
How to move documents within the organization as team members contribute to document creation, review, approval, publication, and disposition
Physical and environmental security controls that must be implemented to protect the data and systems for Hollywood Organic Co-op's five locations, including for the identification, authentication, and restriction of users to authorized functions and data
Format
citations according to APA guidelines.
.
Assignment ContentThis week you will continue your work on.docxelinoraudley582231
Assignment Content
This week you will continue your work on the project to evaluate higher education student aid data. You will evaluate your data warehouse data to ensure it can provide consistent, accurate query data, and provide an update to the project sponsors.
Define
and
execute
a process to evaluate your data warehouse data for incompleteness, nulls, and the ability to provide consistent query data.
Create
a summary for your project sponsors to inform them of the quality of data they can expect from the new data warehouse.
Include
the following information in your summary:
Your data evaluation strategy
Specific data evaluation queries
Sample results per query
Summary of findings
Document
your summary as either:
A 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes
A 2- to 3-page Microsoft® Word document
Submit
your assignment.
.
Assignment ContentThis week you learned about the application .docxelinoraudley582231
This week's assignment asks students to review a scenario about navigating employee groups, research diversity in the workplace, and complete an analysis and plan chart. Students are to complete the Navigating Employee Groups worksheet and submit the team assignment. Resources are provided to help with the assignment.
More Related Content
Similar to Document 54 Jules Ferry, SPEECH BEFORE THE FRENCH NATIONAL ASSEMB.docx
Understanding Revolution and RevolutionariesPeter Hammond
1) The French Revolution from 1789-1799 transformed France from a monarchy to a republic to a reign of terror and dictatorship. Over 40,000 people lost their heads to the guillotine and 300,000 were executed during this tumultuous period.
2) The French Revolution served as the inspiration and model for socialist and communist revolutions around the world. It employed tools like propaganda, subversion of language, and mass murder.
3) France faced a debt crisis due to involvement in wars and attempts to reform the economy were blocked by privileged nobles, leading to bankruptcy and the convening of the Estates-General in 1789 which launched the revolution.
1. President William McKinley, letter to Congress, April 25, 1898.SantosConleyha
1. President William McKinley, letter to Congress, April 25, 1898.
[I took action] under the joint resolution approved April 20, 1898, "for the recognition of the independence of the people of Cuba, demanding that the Government of Spain relinquish its authority and Government in the island of Cuba, and to withdraw its land and naval forces from Cuba and Cuban waters…"
…The Government of Spain…responds by treating the reasonable demands of this Government as measures of hostility, following with that instant and complete severance of relations by its action which by the usage of nations accompanies an existent state of war between sovereign powers.
I now recommend the adoption of a joint resolution declaring that a state of war exists between the United States of America and the Kingdom of Spain…
2. Teller Amendment, Adopted by the Senate, April 19, 1898
[The United States] hereby disclaims any disposition of intention to exercise sovereignty, jurisdiction, or control over said island except for pacification thereof, and asserts its determination, when that is accomplished, to leave the government and control of the island to its people.
3. Senator Alfred Beveridge (R-Indiana), in Congress, January 9, 1900.
. . . [J]ust beyond the Philippines are China's illimitable markets. . . We will not renounce our part in the mission of our race, trustee of God, of the civilization of the world. . . Where shall we turn for consumers of our surplus?. . . China is our natural customer. . . [England, Germany and Russia] have moved nearer to China by securing permanent bases on her borders. The Philippines gives us a base at the door of all the East. . .
They [the Filipinos] are a barbarous race, modified by three centuries of contact with a decadent race [the Spanish]. . . It is barely possible that 1,000 men in all the archipelago are capable of self-government in the Anglo-Saxon sense. . .
The Declaration [of Independence] applies only to people capable of self-government. How dare any man prostitute this expression of the very elect of self-government peoples to a race of Malay children of barbarism, schooled in Spanish methods and ideas? And you, who say the Declaration applies to all men, how dare you deny its application to the American Indian? And if you deny it to the Indian at home, how dare you grant it to the Malay abroad.
4. President Woodrow Wilson, War Message to Congress, 1917
The Imperial German Government [announced that] it was its purpose to put aside all restraints of law or of humanity and use its submarines to sink every vessel that sought to approach either the ports of Great Britain and Ireland or the western coasts of Europe or any of the ports controlled by the enemies of Germany within the Mediterranean.…
It is a war against all nations. American ships have been sunk, American lives taken, in ways which it has stirred us very deeply to learn of, but the ships and people of other neutral and friendly nations have been sunk and ...
1. President William McKinley, letter to Congress, April 25, 1898.AbbyWhyte974
1. President William McKinley, letter to Congress, April 25, 1898.
[I took action] under the joint resolution approved April 20, 1898, "for the recognition of the independence of the people of Cuba, demanding that the Government of Spain relinquish its authority and Government in the island of Cuba, and to withdraw its land and naval forces from Cuba and Cuban waters…"
…The Government of Spain…responds by treating the reasonable demands of this Government as measures of hostility, following with that instant and complete severance of relations by its action which by the usage of nations accompanies an existent state of war between sovereign powers.
I now recommend the adoption of a joint resolution declaring that a state of war exists between the United States of America and the Kingdom of Spain…
2. Teller Amendment, Adopted by the Senate, April 19, 1898
[The United States] hereby disclaims any disposition of intention to exercise sovereignty, jurisdiction, or control over said island except for pacification thereof, and asserts its determination, when that is accomplished, to leave the government and control of the island to its people.
3. Senator Alfred Beveridge (R-Indiana), in Congress, January 9, 1900.
. . . [J]ust beyond the Philippines are China's illimitable markets. . . We will not renounce our part in the mission of our race, trustee of God, of the civilization of the world. . . Where shall we turn for consumers of our surplus?. . . China is our natural customer. . . [England, Germany and Russia] have moved nearer to China by securing permanent bases on her borders. The Philippines gives us a base at the door of all the East. . .
They [the Filipinos] are a barbarous race, modified by three centuries of contact with a decadent race [the Spanish]. . . It is barely possible that 1,000 men in all the archipelago are capable of self-government in the Anglo-Saxon sense. . .
The Declaration [of Independence] applies only to people capable of self-government. How dare any man prostitute this expression of the very elect of self-government peoples to a race of Malay children of barbarism, schooled in Spanish methods and ideas? And you, who say the Declaration applies to all men, how dare you deny its application to the American Indian? And if you deny it to the Indian at home, how dare you grant it to the Malay abroad.
4. President Woodrow Wilson, War Message to Congress, 1917
The Imperial German Government [announced that] it was its purpose to put aside all restraints of law or of humanity and use its submarines to sink every vessel that sought to approach either the ports of Great Britain and Ireland or the western coasts of Europe or any of the ports controlled by the enemies of Germany within the Mediterranean.…
It is a war against all nations. American ships have been sunk, American lives taken, in ways which it has stirred us very deeply to learn of, but the ships and people of other neutral and friendly nations have been sunk and ...
Initially published on 9th December 2004 in Buzzle
Excerpt:
Practically speaking, there is no reason for anyone to discuss Germany's possible acceptance into the UN Veto Club, if the eventual conclusion is not accompanied by a similar decision to extend the same right to Italy, founding member of the G-8. The main opposition against Italy's adhesion to the UN Veto Council comes only from France, because Paris ponders on the impact that such a decision would have on the decision making process within the European Union itself! This proves clearly the malignant ways of the French diplomacy, and the vicious character of the French opposition to Italy’s entrance in the Veto Club. The only parallel among the already discussed cases can be found in the Chinese skepticism about Japan, but this is rather relevant of regional balance of power, which is a natural consideration among powers.
Contrarily, in the case of France, one country's manipulations and machinations within a regional international body (European Union) are being transposed within the context of deliberations taking place within the international body par excellence, affecting thus the clarity of the purpose and the transparence of the decision making within the UN. This consists in an unbearable political bias, and an absolutely reactionary attitude against the rest of the world.
France’s intrigues within the European Union encompass the formation of a bogus tripartite directory (France – Germany – England) in which an anti-British majority is pre-arranged; the same intrigues enable the later use of this scheme by Paris in order to impose disreputable and undignified policies to all the other member states of the European Union. This affair does indeed concern the rest of the world, and more particularly Africa and the Middle East where various administrations and numerous oppressed nations hold France as directly responsible for the calamities fallen upon them ever since the French started expanding outside their borders. It must therefore be made known to the perfidious and criminal authorities of Quai d’ Orsay that perpetuation of their attitude cannot be tolerated, even if it takes the form of a seemingly serious argumentation. As a matter of fact, within the body of a democratically organized international community, France's time is over.
Lindbergh, charles a. war and peace two historic speeches - journal of hist...RareBooksnRecords
This document contains the full text of two historic speeches given by Charles Lindbergh in the late 1930s and early 1940s advocating for American neutrality in World War II. In the first speech from 1939, Lindbergh argues against repealing the arms embargo, extending credit to belligerent nations, and allowing American shipping in danger zones, saying these actions would draw the US into the war. In the second speech from 1940, Lindbergh expresses his view that problems in Europe cannot be solved by American interference and that maintaining independence and strong defense will help keep the US out of future European wars. He intends to speak candidly rather than tailoring his message for popularity.
The planet agonizes in the earth, in the it longs for and in the air and, while needs union to face your problems, human beings without conscience think about itself own, they abandon your friends and they want to live in a reign and last time
This document is a response letter to Dominique Strauss-Kahn criticizing the recent bailout agreement imposed on Greece. It argues that Greece would be better off exiting the Eurozone and regaining control over its economy and currency. It also questions the idea of a single European culture or identity and expresses skepticism about the European Union prioritizing corporate and financial interests over the interests of its citizens.
The document discusses the relationship between imperialism and nationalism. It states that imperialism involves dominating other societies and subjugating their populations to gain political and economic advantages over their land and people. Countries used imperialism to access natural resources and expand their economies. However, imperialism also disrupted native cultures by replacing local traditions with those of the colonizing country. The document provides the example of how British rule in India gradually tore away many of the country's traditions through invasive control. Imperialism reflected the immense inequalities between colonizing and colonized nations that resulted from one nation dominating another primarily for its own benefit and resources.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with the option of a full refund for plagiarized work. The document promises original, high-quality content.
The document summarizes the key causes and events of the French Revolution:
1) Economic hardship, rising food prices, and the monarchy's inability to manage finances caused widespread discontent before 1789.
2) The meeting of the Estates-General and formation of the National Assembly marked the start of the Revolution.
3) Public unrest grew through 1789, culminating in the storming of the Bastille in July and abolition of feudalism in August, radically transforming French society.
4) The Declaration of the Rights of Man established France as a constitutional monarchy but conflict continued as the Jacobins took control and instituted the Reign of Terror from 1793-94 to eliminate dissent.
Similar to Document 54 Jules Ferry, SPEECH BEFORE THE FRENCH NATIONAL ASSEMB.docx (10)
Assignment ContentTo learn how to apply SPCM to a process,.docxelinoraudley582231
This document provides instructions for a week 2 assignment to continue a flow chart started in week 1 and identify variances within a process by using data from week 1, then complete the week 2 Statistical Process Control Methods worksheet.
Assignment ContentTo prepare for the Week 2 Assessment, .docxelinoraudley582231
Assignment Content
To prepare for the Week 2 Assessment,
consider
a past or current professional experience where a culture change was needed.
Using the
Organizational Change Chart
,
outline
information about the experience and organization following Kotter’s 8-Step to Change Model as a guiding line.
Kotter's 8-Step Change Model
Step One: Create Urgency.
Step Two: Form a Powerful Coalition.
Step Three: Create a Vision for Change.
Step Four: Communicate the Vision.
Step Five: Remove Obstacles.
Step Six: Create Short-Term Wins.
Step Seven: Build on the Change.
Step Eight: Anchor the Changes in Corporate Culture.
.
Assignment ContentThroughout this course you will study the di.docxelinoraudley582231
Assignment Content
Throughout this course you will study the different roles that contribute to an organization's information security and assurance.
Part A:
Select
an organization you wish to explore and use throughout the course.
As you make your selection, keep in mind that you will explore the following roles in the organization: Cyber Security Threat Analyst, Penetration Tester, Cyber Security Engineer, Risk Management Analyst, and Software Engineer. You need sufficient knowledge of the organization you select to complete these security assignments.
Part B:
A Cyber Security Threat Analyst conducts analysis, digital forensics, and targeting to identify, monitor, assess, and counter cyber-attack threats against information systems, critical infrastructure, and cyber-related interests.
Take on the role of a Cyber Security Threat Analyst for the organization you select. Use the
Threats, Attacks, and Vulnerability Assessment Template
to
create
a 3- to 4-page assessment document.
Research
and
include
the following:
Tangible assets:
Include an assessment scope. The scope must include virtualization, cloud, database, network, mobile, and information system.
Asset descriptions:
Include a system model, A diagram and descriptions of each asset included in the assessment scope, and existing countermeasures already in place. (Microsoft® Visio® or Lucidhart®)
Threat agents and possible attacks
Exploitable vulnerabilities
Threat history
Evaluation of threats or impact of threats on the business
A prioritized list of identified risks
Countermeasures to reduce threat
Note:
The page assignment length requirement applies to the content of the assignment. Start the assignment with an APA formatted title page and add a reference section with at least two professional references. Use the references in the text of the assignment. For assignments that require use of the template, insert the completed template into the APA document. Delete the assignment instructions from the document. This will improve the originality score from Safe Assign. Make sure to check the SafeAssign originality score.
.
Assignment ContentThroughout this course, you have been using .docxelinoraudley582231
assignment Content
Throughout this course, you have been using different analysis strategies to determine best practices for developing your business plan. It’s time to develop a strategic plan that will help you determine where your business is now, where you want to take it, and how you will get there. Your strategic plan will help you implement and manage the strategic direction of your company. In addition, you will communicate the direction of your company to stakeholders.
Develop
a strategic plan for the company that you selected at the beginning of your MBA program and share your plan with stakeholders.
Create
a 13- to 15-slide presentation for key stakeholders to solicit their approval of your strategic plan. Address the following in your presentation:
An introduction with mission and vision statements
Core values, ethics, and social responsibility principles
Analysis of the company’s:
Internal environment (e.g. strengths and weaknesses related to resources, trademarks, patents, copyrights, or current processes)
External environment (e.g. opportunities and threats related to market trends, economic trends, demographics, or regulations)
An evaluation of internal and external environment’s impact on achieving the company strategy
Create a strategic objective for the company.
Create short- and long-term goals for achieving the company’s strategic plan.
Determine methods for collecting data and measuring success of the strategic plan.
Include
APA-formatted in-text citations and a reference page.
Cite
at least 3 peer-reviewed documents.
Note
: You may include your textbook as 1 of the sources.
Submit
your assignment.
.
Assignment ContentThis week’s readings and activities focu.docxelinoraudley582231
Assignment Content
This week’s readings and activities focused on how reason, emotion, and communication may influence critical thinking. In this assignment, you will identify the concepts of reason, emotion, and communication in your everyday critical thinking practices.
Complete
the
Reason, Emotion, and Communication in Critical Thinking Worksheet
.
Submit
your assignment.
Resources
Center for Writing Excellence
Reference and Citation Generator
Grammar and Writing Guides
.
Assignment ContentThis week you will continue your work on the.docxelinoraudley582231
Assignment Content
This week you will continue your work on the project to evaluate higher education student aid data. You will evaluate your data warehouse data to ensure it can provide consistent, accurate query data, and provide an update to the project sponsors.
Define
and
execute
a process to evaluate your data warehouse data for incompleteness, nulls, and the ability to provide consistent query data.
Create
a summary for your project sponsors to inform them of the quality of data they can expect from the new data warehouse.
Include
the following information in your summary:
Your data evaluation strategy
Specific data evaluation queries
Sample results per query
Summary of findings
Document
your summary as either:
A 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes
A 2- to 3-page Microsoft® Word document
.
Assignment ContentThis week, you will continue building th.docxelinoraudley582231
Assignment Content
This week, you will continue building the components of your business requirements document for Hollywood Organic Co-op. In the previous weeks, you have identified the types of data, standards, and policies required for a new EDMS. This week, you determine how to electronically move data around in an EDMS and determine the physical and environmental security requirements.
Write
a 2- to 4-page evaluation of the implementation of physical and environmental controls for the new EDMS. Include the following:
How to control access to a document at each stage of its life cycle
How to move documents within the organization as team members contribute to document creation, review, approval, publication, and disposition
Physical and environmental security controls that must be implemented to protect the data and systems for Hollywood Organic Co-op's five locations, including for the identification, authentication, and restriction of users to authorized functions and data
Format
citations according to APA guidelines.
.
Assignment ContentThis week you will finalize your present.docxelinoraudley582231
Assignment Content
This week you will finalize your presentation from Week 5 by designing a deployment plan to promote your innovation project to the Executive Team of your organization.
Create
a 10- to 15-slide presentation to add to your Week 5 individual assignment.
Prepare
an Introduction or Executive Summary.
Develop
a deployment strategy and schedule for introducing the innovation project to the market.
Determine
key go-to-market considerations, which may include plans for:
Advertising
Marketing
Sales channels/distribution
Communications or promotion
Estimate
the cost and analysis for:
Development or manufacturing
Delivery
Infrastructure and product support
Estimate
high-level financial considerations, including the potential size of the market for the company and profitability.
Justify
the innovation investment.
Determine
alternative investments or a non-investment (what if the executive team disapproves the project?).
Determine
future product plans, evolution, etc. (e.g., what's next for this product in the market?).
Conclude
with a recommendation or call-to-action statement.
Submit
your assignment, the entire presentation that includes what you built in Week
.
Assignment ContentThis weeks’ discussion of correlation and ca.docxelinoraudley582231
Assignment Content
This weeks’ discussion of correlation and causation helps us interpret and understand what the data created from research means to the problem or question that we are addressing.
Write
a 700- to 1050-word paper in which you:
Differentiate between correlation and causation.
Explain how each is calculated or tested.
What is statistical significance and how does it relate to correlation?
Describe how they are used in decision and policy making. Provide examples to illustrate your understanding.
Include
at least two peer reviewed references.
Format
your paper consistent with APA guidelines.
.
Assignment ContentThis week, you will continue building the .docxelinoraudley582231
Assignment Content
This week, you will continue building the components of your business requirements document for Hollywood Organic Co-op. In the previous weeks, you have identified the types of data, standards, and policies required for a new EDMS. This week, you determine how to electronically move data around in an EDMS and determine the physical and environmental security requirements.
Write
a 2- to 4-page evaluation of the implementation of physical and environmental controls for the new EDMS. Include the following:
How to control access to a document at each stage of its life cycle
How to move documents within the organization as team members contribute to document creation, review, approval, publication, and disposition
Physical and environmental security controls that must be implemented to protect the data and systems for Hollywood Organic Co-op's five locations, including for the identification, authentication, and restriction of users to authorized functions and data
Format
citations according to APA guidelines.
.
Assignment ContentThis week you will continue your work on.docxelinoraudley582231
Assignment Content
This week you will continue your work on the project to evaluate higher education student aid data. You will evaluate your data warehouse data to ensure it can provide consistent, accurate query data, and provide an update to the project sponsors.
Define
and
execute
a process to evaluate your data warehouse data for incompleteness, nulls, and the ability to provide consistent query data.
Create
a summary for your project sponsors to inform them of the quality of data they can expect from the new data warehouse.
Include
the following information in your summary:
Your data evaluation strategy
Specific data evaluation queries
Sample results per query
Summary of findings
Document
your summary as either:
A 10-slide Microsoft® PowerPoint® presentation with detailed speaker notes
A 2- to 3-page Microsoft® Word document
Submit
your assignment.
.
Assignment ContentThis week you learned about the application .docxelinoraudley582231
This week's assignment asks students to review a scenario about navigating employee groups, research diversity in the workplace, and complete an analysis and plan chart. Students are to complete the Navigating Employee Groups worksheet and submit the team assignment. Resources are provided to help with the assignment.
Assignment ContentThis assignment offers you the opportuni.docxelinoraudley582231
Assignment Content
This assignment offers you the opportunity to explain the commonalities found in different religions, provide examples of situations involving ethics that are faced by people in the world today, and identify contemporary challenges and issues related to religion.
Select
and
complete
either Option A or Option B.
Option A: Written Summary
Write
a 525- to 750-word paper that addresses the following topics:
What is essential (in the practices and beliefs) for a tradition to be called a religion? Illustrate your points by referring to the commonalities of at least 2 different religions. Include specific examples from the various religious traditions described in the Week 1 readings, such as a belief in one God or many gods and goddesses, the removal of one’s shoes before entering a place of worship, bathing and baptism as methods of spiritual purification, or refusing to eat certain types of meat. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
What place does religion have in making ethical decisions? Include specific examples of situations involving ethics faced by members of a religion today. Reflect on your own spiritual beliefs, how have your ethics been influenced personally or professionally? If you hold no spiritual beliefs, consider how individuals you may know or work with are faced with ethical decisions that are influenced by their beliefs.
Consider what you know about religion today. What are some modern issues that may be affecting religious traditions? How are these religions handling these issues?
Format
your paper according to appropriate course-level APA guidelines. You may find helpful resources for completing your assignment in the
Center for Writing Excellence
in the University Library.
Option B: Presentation
Prepare
a 10- to 12-slide presentation that addresses the following topics:
What is essential (in the practices and beliefs) for a tradition to be called a religion? Illustrate your points by referring to the commonalities of at least 2 different religions.
What place does religion have in making ethical decisions? Include specific examples of situations involving ethics faced by members of a religion today.
Aside from ethical challenges, what are some contemporary challenges and issues related to religion?
Include
specific examples from the various religious traditions described in the Week 1 readings, such as a belief in one God or many gods and goddesses, the removal of one’s shoes before entering a place of worship, bathing and baptism as methods of spiritual purification, or refusing to eat certain types of meat. You may also include examples from your own religious tradition or another religious tradition with which you are familiar.
You may use Microsoft® PowerPoint® or some other presentation format for this assignment.
Use
bullet points and images or graphics to illustrate your mai.
Assignment ContentThis assignment has two parts.Part 1.docxelinoraudley582231
Assignment Content
This assignment has two parts.
Part 1: Problem Statement
View
the
Dissertation Series Tutorial - Problem Formulation
.
Read
the
Guide to Developing the Problem Statement
and then
review
the two sample problems below:
SAMPLE PROBLEM 1:
The problem is that
husbands caring for wives with breast cancer have a demanding caretaking schedule,
resulting in
failure to practice their own self-care
(LeSeure & Chongkham-ang, 2015).
SAMPLE PROBLEM 2:
The problem is that
despite extreme workplace stress, police officers lack stress management skills,
resulting in
diminished health, family life, and work performance
(Toers-Bijins, 2012).
Write
a 1-sentence original problem for a prospective study you might conduct using the format below:
The problem is that _____ (state problem), resulting in ______ (consequence).
Include
a citation to support the problem, and
provide
a reference.
Part 2: Background to the Problem
Locate
2 or 3 peer-reviewed scholarly articles (published within the last 5 years) from the
University Library
that address the problem.
Write
1 to 2 paragraphs providing a brief description and background of the identified problem using the scholarly articles to support the existence of the problem. Be sure to use scholarly voice.
Use
the provided
Research Outline Template
to ensure proper APA formatting.
Note:
Beginning this week, you will be using this template for your assignments, with the expectation that all revisions are incorporated from feedback from previous week(s).
Include
APA-formatted in-text citations, a title page, and a reference page.
Submit
your assignment.
Note
: You will continue to narrow the focus of the problem as you continue reading relevant literature.
Resources
CDS Central
CDS Central > Student Resources
Copyright 2020 by University of Phoenix. All rights reserved.
Use this space to build your submission.
You can add text, images, and files.Add Content
.
Assignment ContentThis assignment is designed to help you .docxelinoraudley582231
Assignment Content
This assignment is designed to help you think about how the Founding Fathers wrote the Constitution and examine how the Presidency and Congress are functioning today.
Consider
the current Congress and Office of the President.
Discuss
how contemporary activities of these two branches of the U.S. government compare and contrast with the intentions of the founders. Use specific examples, and include support from at least 3 sources, 1 of which can be your textbook. Your examination of the topic should include information about the following:
Structure and makeup of Congress
Differences between the House of Representatives and the Senate
Powers granted to Congress and the President under the Constitution
Checks and balances of power, considering Congress, the President, and the judiciary
Roles and responsibilities of the President
Evolution of presidential power
How bills become laws
Format
your assignment as one of the following:
18- to 20-slide presentation with detailed speaker notes
875-word paper
Include
APA citations for all unoriginal ideas, facts, or definitions and an APA-formatted reference list.
Submit
your assignment.
.
Assignment ContentThere are various schools within Buddhis.docxelinoraudley582231
Assignment Content
There are various schools within Buddhism, which you have learned about this week. In this assignment, share what you have learned about Buddhism overall, and compare and contrast the schools of Buddhism.
Write
a
350 word
paper that includes the following:
A summary of the major historical events related to Buddhism and the life of the Buddha
An explanation of the basic teachings and moral aspects of Buddhism, including the three marks of reality, the Four Noble Truths, and the Noble Eightfold Path
A comparison of the three major Buddhist traditions—Theravada, Mahayana, and Vajrayana—and how each tradition developed from the early teachings
Include
APA-formatted citations and a references page.
.
Assignment ContentThere are two deliverables for this assi.docxelinoraudley582231
Assignment Content
There are two deliverables for this assignment. You will fill out and submit the Financial Transactions Risk Table and you will
write
and submit a 1,050- to 1,400-word paper.
Address
the following in your paper:
Describe risk exposures by filling out the Financial Transaction Risks Table.
Describe features you would choose to measure interest risks and identify which transactions are influenced by interest rates or income. Some are influenced by both.
Format
your paper consistent with APA guidelines.
Submit
your assignment as a Microsoft® Word document.
.
Assignment ContentThere are offenders whose criminality is.docxelinoraudley582231
Assignment Content
There are offenders whose criminality is based on biological factors. This may or may not be known to the offender prior to a deadly incident like the examples in this assignment. Biological anomalies are not common, but in many cases, the results are catastrophic. The cases outlined for this assignment are some of the most notorious. This assignment will help you develop a better understanding of mental illness and physiology as factors when measuring criminality.
Choose
a criminal offender from the list below whose criminal behavior was connected to a biological abnormality (physical, psychological, or chemical):
Andrea Yates
and the documented evidence of psychiatric issues, including postpartum depression and psychosis, prior to murdering her five children.
Jeffrey Dahmer
and the documented evidence of psychiatric issues prior to murdering 17 men.
John Wayne Gacy
and the documented evidence of psychiatric issues prior to murdering 33 young men and boys.
Charles Whitman
murdered 16 people, including his wife and mother. An autopsy suggested Whitman had a brain tumor pressing on his amygdala, a region of the brain crucial for emotion and behavioral control.
Create
an 8- to 10-slide Microsoft® PowerPoint® presentation with speaker notes in which you:
Summarize the case.
Discuss the genetic or physiological evidence that supports the notion that biology played a key role in explaining the offender's criminality.
Research the behaviors that constitute psychopathy and discuss in detail the specific behaviors demonstrated by the offender that align (or not) with behaviors indicative of a psychopathic individual.
Identify if the positivist perspective applies to your chosen example. Explain your answer.
Identify if the punishment rendered in your chosen example best supports the classical or neoclassical perspective of crime. Explain your answer.
Include
at least 2 academic references and cite your sources according to APA guidelines.
.
Assignment ContentThere are many different threats to the conf.docxelinoraudley582231
Assignment Content
There are many different threats to the confidentiality, integrity, and availability of data-at-rest, data-in-transit, and processing. Some threats affect one of these security risks (like confidentiality only), and some threats affect more than one or even all these risks.
Create
a 1-to 2 -page table, in Microsoft® Word, listing a minimum of 6 threats using the column headers and details below:
Threat – List the threat.
Threat to Type of Data (data-at-rest,data-in-transit, or processing) – Identify the type.
Confidentiality/Integrity/Availability– Identify whether some or all are affected by labelling: C, I, and/orA.
Mitigation Suggestion – Describe a mitigation plan in 2-3 sentences.
Example
:
Threat
: Password Compromise
Threat to Type of Data
: Data-At-Rest
Confidentiality/Integrity/Availability
: C & I
Mitigation
: Employ a strong password that is changed at regular intervals. Do not share your password or write it down on sticky notes on your desk.
Include
a short paragraph that highlights two access control techniques or policies that enforce security.
Cite
at least two resources within the assignment in APA format.
.
Assignment ContentThe strategic sourcing plan is a plan fo.docxelinoraudley582231
Assignment Content
The strategic sourcing plan is a plan for how you will do business going forward. The sourcing plan can address how to supply resources to staff, your current and future systems, and how you will purchase raw materials or new IT systems.
Develop
a high-level IT sourcing plan to guide Phoenix Fine Electronics to adopting enterprise solutions rather than multiple stand-alone systems. As a guideline, your sourcing plan should be a 3- to 4-page outline or summary.
Include
the following in your sourcing plan:
The current technologies being utilized
Major issues with that technology
New technologies to implement as replacements for current technologies
How it addresses the current issues
Additional advantages or value added
Approximate time frame to implement the technology
Any dependencies that the company does not currently have in order to implement
.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Document 54 Jules Ferry, SPEECH BEFORE THE FRENCH NATIONAL ASSEMB.docx
1. Document 54: Jules Ferry, SPEECH BEFORE THE FRENCH
NATIONAL ASSEMBLY (July 28, 1883)
M. JULES FERRY Gentlemen, it embarrasses me to make such
a prolonged demand upon the gracious attention of the
Chamber, but I believe that the duty I am fulfilling upon this
platform is not a useless one: It is as strenuous for me as for
you, but I believe that there is some benefit in summarizing and
condensing, in the form of arguments, the principles, the
motives, and the various interests by which a policy of colonial
expansion may be justified; it goes without saying that I will try
to remain reasonable, moderate, and never lose sight of the
major continental interests which are the primary concern of
this country. What I wish to say, to support this proposition, is
that in face, just as in word, the policy of colonial expansion is
a political and economic system; I wish to say that one can
relate this system to three orders of ideas: economic ideas, ideas
of civilization in its highest sense, and ideas of politics and
patriotism.
In the area of economics, I will allow myself to place before
you, with the support of some figures, the considerations which
justify a policy of colonial expansion from the point of view of
that need, felt more and more strongly by the industrial
populations of Europe and particularly those of our own rich
and hard working country: the need for export markets…. I will
formulate only in a general way what each of you, in the
different parts of France, is in a position to confirm. Yes, what
is lacking for our great industry, drawn irrevocably on to the
path of exportation by the (free trade) treaties of 1860,[1] what
it lacks more and more is export markets. Why? Because next
door to us Germany is surrounded by {tariff} barriers, because
beyond the ocean, the United States of America has become
protectionist, protectionist in the most extreme sense, because
not only have these great markets, I will not say closed but
2. shrunk, and thus become more difficult of access for our
industrial products, but also these great quickly as possible,
believe me; it is the humanitarian and civilizing side of the
question. On this point the honorable M. Camille Pelletan[2]
has jeered in his own refined and clever manner; he jeers, he
condemns, and he says “What is this civilization which you
impose with cannonballs? What is it but another form of
barbarism? Don’t these populations, these inferior races, have
the same rights as you? Aren’t they masters of their own
houses? Have they called upon you? You come to them against
their will, you offer them violence, but not civilization.” There,
gentlemen, is the thesis; I do not hesitate to say that this is not
politics, nor is it history: it is political metaphysics. (“Ah, Ah”
on far left•)[3]
. . . Gentlemen, I must speak from a higher and more truthful
plane. It must be stated openly that, in effect, superior races
have rights over inferior races. (Movement on many benches on
the far left•)
M. JULES MAIGNE Oh! You dare to say this in the country
which has proclaimed the rights of man!
M. DE GUILLOUTET This is a justification of slavery and the
slave trade!
M. JULES FERRY If M. Maigne is right, if the declaration of
the rights of man was written for the blacks of equatorial
Africa, then by what right do you impose regular commerce
upon them? They have not called upon you.
M. RAOUL. DUVAL We do not want to impose anything upon
them. It is you who wish to do so!
M. JULES MAIGNE To propose and to impose are two different
things!
M. GEORGES PERIN[4] In any case, you cannot bring about
commerce by force.
M. JULES FERRY I repeat that superior races have a right,
because they have a duty. They have the duty to civilize inferior
races….
That is what I have to answer M. Pelletan in regard to the
3. second point upon which he touched.
He then touched upon a third, more delicate, more serious point,
and upon which I ask your permission to express myself quite
frankly. It is the political side of the question. The honorable
M. Pelletan, who is a distinguished writer, always comes up
with remarkably precise formulations. I will borrow from him
the one which he applied the other day to this aspect of colonial
policy.
“It is a system,” he says, “which consists of seeking out
compensations in the Orient with a circumspect and peaceful
seclusion which is actually imposed upon us in Europe.”
I would like to explain myself in regard to this. I do not like
this word “compensation,” and, in effect, not here but elsewhere
it has often been used in a treacherous way. If what is being
said or insinuated is that a republican minister could possibly
believe that there are in any part of the world compensations for
the disasters which we have experienced,[5] an injury is being
inflicted … and an injury undeserved by that government.
(Applause at the center and left.) I will ward off this injury with
all the force of my patriotism! (New applause and bravos from
the same benches.)
Gentlemen, there are certain considerations which merit the
attention of all patriots. The conditions of naval warfare have
been profoundly altered. (“Very true! Very true!”)
At this time, as you know, a warship cannot carry more than
fourteen days’ worth of coal. no matter how perfectly it is
organized, and a ship which is out of coal is a derelict on the
surface of the sea, abandoned to the first person who comes
along. Thence the necessity of having on the oceans provision
stations, shelters, ports for defense and revictualling. (Applause
at the center and left. Various interruptions.) And it is for this
that we needed Tunisia, for this that we needed Saigon and the
Mekong Delta, for this that we need Madagascar, that we are at
Diego-Suarez and Vohemar[6] and will never leave them!
(Applause from a great number of benches.) Gentlemen, in
Europe as it is today, in this competition of so many rivals
4. which we see growing around us, some by perfecting their
military or maritime forces, others by the prodigious
development of an ever growing population; in a Europe, or
rather in a universe of this sort, a policy of peaceful seclusion
or abstention is simply the highway to decadence! Nations are
great in our times only by means of the activities which they
develop; it is not simply “by the peaceful shining forth of
institutions” (Interruptions on the extreme left and right) that
they are great at this hour….
(The Republican Party) has shown that it is quite aware that one
cannot impose upon France a political ideal conforming to that
of nations like independent Belgium and the Swiss Republic;
that something else is needed for France: that she cannot be
merely a free country, that she must also be a great country,
exercising all of her rightful influence over the destiny of
Europe, that she ought to propagate this influence throughout
the world and carry everywhere that she can her language, her
customs, her flag, her arms, and her genius. (Applause at center
and left.)
[1] Refers to a treaty between Great Britain and France that
lowered tariffs between the two nations.
[2] Pelletan (1846-1915) was a radical republican politician
noted for his strong patriotism.
[3] Going back to a tradition begun in the legislative assemblies
of the French Revolution, democrats and republicans sat on the
left, moderates in the center, and conservatives on the right. By
the 1880s the “left” also included socialists.
[4] Maigne, Guilloutet, Duval, and Perin were all members of
the assembly.
[5] Refers to France’s defeat by Prussia and the German states
in the Franco-Prussian War of 1870-1871.
[6] Madagascar port cities.
George Washington Williams, “An Open Letter to His Serene
5. Majesty Leopold II, King of the Belgians and Sovereign of the
Independent State of Congo By Colonel, The Honorable Geo.
W. Williams, of the United States of America,” 1890
Good and Great Friend,
I have the honour to submit for your Majesty’s consideration
some reflections respecting the Independent State of Congo,
based upon a careful study and inspection of the country and
character of the personal Government you have established upon
the African Continent.
It afforded me great pleasure to avail myself of the opportunity
afforded me last year, of visiting your State in Africa; and how
thoroughly I have been disenchanted, disappointed and
disheartened, it is now my painful duty to make known to your
Majesty in plain but respectful language. Every charge which I
am about to bring against your Majesty’s personal Government
in the Congo has been carefully investigated; a list of competent
and veracious witnesses, documents, letters, official records and
data has been faithfully prepared, which will be deposited with
Her Britannic Majesty’s Secretary of State for Foreign Affairs,
until such time as an International Commission can be created
with power to send for persons and papers, to administer oaths,
and attest the truth or falsity of these charges.
There were instances in which Mr. HENRY M. STANLEY sent
one white man, with four or five Zanzibar soldiers, to make
treaties with native chiefs. The staple argument was that the
white man’s heart had grown sick of the wars and rumours of
war between one chief and another, between one village and
another; that the white man was at peace with his black brother,
and desired to “confederate all African tribes” for the general
defense and public welfare. All the sleight-of- hand tricks had
been carefully rehearsed, and he was now ready for his work. A
number of electric batteries had been purchased in London, and
when attached to the arm under the coat, communicated with a
band of ribbon which passed over the palm of the white
brother’s hand, and when he gave the black brother a cordial
6. grasp of the hand the black brother was greatly surprised to find
his white brother so strong, that he nearly knocked him off his
feet in giving him the hand of fellowship. When the native
inquired about the disparity of strength between himself and his
white brother, he was told that the white man could pull up trees
and perform the most prodigious feats of strength. Next came
the lens act. The white brother took from his pocket a cigar,
carelessly bit off the end, held up his glass to the sun and
complaisantly smoked his cigar to the great amazement and
terror of his black brother. The white man explained his
intimate relation to the sun, and declared that if he were to
request him to burn up his black brother’s village it would be
done. The third act was the gun trick. The white man took a
percussion cap gun, tore the end of the paper which held the
powder to the bullet, and poured the powder and paper into the
gun, at the same time slipping the bullet into the sleeve of the
left arm. A cap was placed upon the nipple of the gun, and the
black brother was implored to step off ten yards and shoot at his
white brother to demonstrate his statement that he was a spirit,
and, therefore, could not be killed. After much begging the
black brother aims the gun at his white brother, pulls the
trigger, the gun is discharged, the white man stoops . . . and
takes the bullet from his shoe!
By such means as these, too silly and disgusting to mention, and
a few boxes of gin, whole villages have been signed away to
your Majesty.
When I arrived in the Congo, I naturally sought for the results
of the brilliant programme: “fostering care”, “benevolent
enterprise”, an “honest and practical effort” to increase the
knowledge of the natives “and secure their welfare”. 1 had
never been able to conceive of Europeans, establishing a
government in a tropical country, without building a hospital;
and yet from the mouth of the Congo River to its head-waters,
here at the seventh cataract, a distance of 1,448 miles, there is
not a solitary hospital for Europeans, and only three sheds for
sick Africans in the service of the State, not fit to be occupied
7. by a horse. Sick sailors frequently die on board their vessels at
Banana Point; and if it were not for the humanity of the Dutch
Trading Company at that place—who have often opened their
private hospital to the sick of other countries—many more
might die. There is not a single chaplain in the employ of your
Majesty’s Government to console the sick or bury the dead.
Your white men sicken and die in their quarters or on the
caravan road, and seldom have Christian burial. With few
exceptions, the surgeons of your Majesty’s Government have
been gentlemen of professional ability, devoted to duty, but
usually left with few medical stores and no quarters in which to
treat their patients. The African soldiers and labourers of your
Majesty’s Government fare worse than the whites, because they
have poorer quarters, quite as bad as those of the natives; and in
the sheds, called hospitals, they languish upon a bed of bamboo
poles without blankets, pillows or any food different from that
served to them when well, rice and fish.
I was anxious to see to what extent the natives had “adopted the
fostering care” of your Majesty’s “benevolent enterprise” (?),
and I was doomed to bitter disappointment. Instead of the
natives of the Congo “adopting the fostering care” of your
Majesty’s Government, they everywhere complain that their
land has been taken from them by force; that the Government is
cruel and arbitrary, and declare that they neither love nor
respect the Government and its flag. Your Majesty’s
Government has sequestered their land, burned their towns,
stolen their property, enslaved their women and children, and
committed other crimes too numerous to mention in detail. It is
natural that they everywhere shrink from “the fostering care”
your Majesty’s Government so eagerly proffers them.
There has been, to my absolute knowledge, no “honest and
practical effort made to increase their knowledge and secure
their welfare.” Your Majesty’s Government has never spent one
franc for educational purposes, nor instituted any practical
system of industrialism. Indeed the most unpractical measures
have been adopted against the natives in nearly every respect;
8. and in the capital of your Majesty’s Government at Boma there
is not a native employed. The labour system is radically
unpractical; the soldiers and labourers of your Majesty’s
Government are very largely imported from Zanzibar at a cost
of £10 per capita, and from Sierra Leone, Liberia, Accra and
Lagos at from £1 to £1/10 per capita. These recruits are
transported under circumstances more cruel than cattle in
European countries. They eat their rice twice a day by the use of
their fingers; they often thirst for water when the season is dry;
they are exposed to the heat and rain, and sleep upon the damp
and filthy decks of the vessels often so closely crowded as to lie
in human ordure. And, of course, many die.
Upon the arrival of the survivors in the Congo they are set to
work as labourers at one shilling a day; as soldiers they are
promised sixteen shillings per month, in English money, but are
usually paid off in cheap handkerchiefs and poisonous gin. The
cruel and unjust treatment to which these people are subjected
breaks the spirits of many of them, makes them distrust and
despise your Majesty’s Government. They are enemies, not
patriots.
There are from sixty to seventy officers of the Belgian army in
the service of your Majesty’s Government in the Congo of
whom only about thirty are at their post; the other half are in
Belgium on furlough. These officers draw double pay—as
soldiers and as civilians. It is not my duty to criticise the
unlawful and unconstitutional use of these officers coming into
the service of this African State. Such criticism will come with
more grace from some Belgian statesman, who may remember
that there is no constitutional or organic relation subsisting
between his Government and the purely personal and absolute
monarchy your Majesty has established in Africa. But I take the
liberty to say that many of these officers are too young and
inexperienced to be entrusted with the difficult work of dealing
with native races. They are ignorant of native character, lack
wisdom, justice, fortitude and patience. They have estranged the
natives from your Majesty’s Government, have sown the seed of
9. discord between tribes and villages, and some of them have
stained the uniform of the Belgian officer with murder, arson
and robbery. Other officers have served the State faithfully, and
deserve well of their Royal Master.
From these general observations I wish now to pass to specific
charges against your Majesty’s Government.
FIRST.—Your Majesty’s Government is deficient in the moral
military and financial strength, necessary to govern a territory o
1,508,000 square miles, 7,251 miles of navigation, and 31,694
square miles of lake surface. In the Lower Congo River there is
but One post, in the cataract region one. From Leopoldville to
N’Gombe, a distance of more than 300 miles, there is not a
single soldier or civilian. Not one out of every twenty State-
officials know the language of the natives, although they are
constantly issuing laws, difficult even for Europeans, and
expect the natives to comprehend and obey them. Cruelties of
the most astounding character are practised by the natives, such
as burying slaves alive in the grave of a dead chief, cutting off
the heads of captured warriors in native combats, and no effort
is put forth by your Majesty’s Government to prevent them.
Between 800 and 1,000 slaves are sold to be eaten by the
natives of the Congo State annually; and slave raids,
accomplished by the most cruel and murderous agencies, are
carried on within the territorial limits of your Majesty’s
Government which is impotent. There are only 2,300 soldiers in
the Congo.
SECOND.—Your Majesty’s Government has established nearly
fifty posts, consisting of from two to eight mercenary slave-
soldiers from the East Coast. There is no white commissioned
officer at these posts; they are in charge of the black Zanzibar
soldiers, and the State expects them not only to sustain
themselves, but to raid enough to feed the garrisons where the
white men are stationed. These piratical, buccaneering posts
compel the natives to furnish them with fish, goats, fowls, and
vegetables at the mouths of their muskets; and whenever the
natives refuse to feed these vampires, they report to the main
10. station and white officers come with an expeditionary force and
burn away the homes of the natives. These black soldiers, many
of whom are slaves, exercise the power of life and death. They
are ignorant and cruel, because they do not comprehend the
natives; they are imposed upon them by the State. They make no
report as to the number of robberies they commit, or the number
of lives they take; they are only required to subsist upon the
natives and thus relieve your Majesty’s Government of the cost
of feeding them. They are the greatest curse the country suffers
now.
THIRD.—Your Majesty’s Government is guilty of violating its
contracts made with its soldiers, mechanics and workmen, many
of whom are subjects of other Governments. Their letters never
reach home.
FOURTH.—The Courts of your Majesty’s Government are
abortive, unjust, partial and delinquent. I have personally
witnessed and examined their clumsy operations. The laws
printed and circulated in Europe “for the Protection of the
blacks” in the Congo, are a dead letter and a fraud. T have heard
an officer of the Belgian Army pleading the cause of a white
man of low degree who had been guilty of beating and stabbing
a black man, and urging race distinctions and prejudices as good
and sufficient reasons why his client should be adjudged
innocent. I know of prisoners remaining in custody for six and
ten months because they were not judged. T saw the white
servant of the Governor-General, CAMILLE JANSSEN,
detected in stealing a bottle of wine from a hotel table. A few
hours later the Procurer-General searched his room and found
many more stolen bottles of wine and other things, not the
property of servants. No one can be prosecuted in the State of
Congo without an order of the Governor-General, and as he
refused to allow his servant to be arrested, nothing could be
done. The black servants in the hotel, where the wine had been
stolen, had been often accused and beaten for these thefts, and
now they were glad to be vindicated. But to the surprise of
every honest man, the thief was sheltered by the Governor
11. General of your Majesty’s Government.
FIFTH—Your Majesty’s Government is excessively cruel to its
prisoners, condemning them, for the slightest offences, to the
chain gang, the like of which can not be seen in any other
Government in the civilized or uncivilized world. Often these
ox-chains eat into the necks of the prisoners and produce sores
about which the flies circle, aggravating the running wound; so
the prisoner is constantly worried. These poor creatures are
frequently beaten with a dried piece of hippopotamus skin,
called a “chicote”, and usually the blood flows at every stroke
when well laid on. But the cruelties visited upon soldiers and
workmen are not to be compared with the sufferings of the poor
natives who, upon the slightest pretext, are thrust into the
wretched prisons here in the Upper River. I cannot deal with the
dimensions of these prisons in this letter, but will do so in my
report to my Government.
SIXTH.—Women are imported into your Majesty’s Government
for immoral purposes. They are introduced by two methods,
viz., black men are dispatched to the Portuguese coast where
they engage these women as mistresses of white men, who pay
to the procurer a monthly sum. The other method is by capturing
native women and condemning them to seven years’ servitude
for some imaginary crime against the State with which the
villages of these women are charged. The State then hires these
woman out to the highest bidder, the officers having the first
choice and then the men. Whenever children are born of such
relations, the State maintains that the women being its property
the child belongs to it also. Not long ago a Belgian trader had a
child by a slave-woman of the State, and he tried to secure
possession of it that he might educate it, but the Chief of the
Station where he resided, refused to be moved by his entreaties.
At length he appealed to the Governor-General, and he gave him
the woman and thus the trader obtained the child also. This was,
however, an unusual case of generosity and clemency; and there
is only one post that I know of where there is not to be found
children of the civil and military officers of your Majesty’s
12. Government abandoned to degradation; white men bringing
their own flesh and blood under the lash of a most cruel master,
the State of Congo.
SEVENTH.—Your Majesty’s Government is engaged in trade
and commerce, competing with the organised trade companies
of Belgium, England, France, Portugal and Holland. It taxes all
trading companies and exempts its own goods from export-duty,
and makes many of its officers ivory-traders, with the promise
of a liberal commission upon all they can buy or get for the
State. State soldiers patrol many villages forbidding the natives
to trade with any person but a State official, and when the
natives refuse to accept the price of the State, their goods are
seized by the Government that promised them “protection”.
When natives have persisted in trading with the trade-companies
the State has punished their independence by burning the
villages in the vicinity of the trading houses and driving the
natives away.
EIGHTH.—Your Majesty’s Government has violated the
General Act of the Conference of Berlin by firing upon native
canoes; by confiscating the property of natives; by intimidating
native traders, and preventing them from trading with white
trading companies; by quartering troops in native villages when
there is no war; by causing vessels bound from “Stanley-Pool”
to “Stanley-Falls”, to break their journey and leave the Congo,
ascend the Aruhwimi river to Basoko, to be visited and show
their papers; by forbidding a mission steamer to fly its national
flag without permission from a local Government; by permitting
the natives to carry on the slave- trade, and by engaging in the
wholesale and retail slave-trade itself.
NINTH.—-Your Majesty’s Government has been, and is now,
guilty of waging unjust and cruel wars against natives, with the
hope of securing slaves and women, to minister to the behests
of the officers of your Government. In such slave-hunting raids
one village is armed by the State against the other, and the force
thus secured is incorporated with the regular troops. I have no
adequate terms with which to depict to your Majesty the brutal
13. acts of your soldiers upon such raids as these. The soldiers who
open the combat are usually the bloodthirsty cannibalistic
Bangalas, who give no quarter to the aged grandmother or
nursing child at the breast of its mother. There are instances in
which they have brought the heads of their victims to their
white officers on the expeditionary steamers, and afterwards
eaten the bodies of slain children. In one war two Belgian Army
officers saw, from the deck of their steamer, a native in a canoe
some distance away. He was not a combatant and was ignorant
of the conflict in progress upon the shore, some distance away.
The officers made a wager of £5 that they could hit the native
with their rifles. Three shots were fired and the native fell dead,
pierced through the head, and the trade canoe was transformed
into a funeral barge and floated silently down the river.
TENTH.—Your Majesty’s Government is engaged in the slave-
trade, wholesale and retail. It buys and sells and steals slaves.
Your Majesty’s Government gives £3 per head for able bodied
slaves for military service. Officers at the chief stations get the
men and receive the money when they are transferred to the
State; but there are some middle-men who only get from twenty
to twenty-five francs per head. Three hundred and sixteen
slaves were sent down the river recently, and others are to
follow. These poor natives are sent hundreds of miles away
from their villages, to serve among other natives whose
language they do not know. When these men run away a reward
of 1,000 N’taka is offered. Not long ago such a recaptured slave
was given one hundred “chikote” each day until he died. Three
hundred N’taka—brassrod-—is the price the State pays for a
slave, when bought from a native. The labour force at the
stations of your Majesty’s Government in the Upper River is
composed of slaves of all ages and both sexes.
ELEVENTH.—Your Majesty’s Government has concluded a
contract with the Arab Governor at this place for the
establishment of a line of military posts from the Seventh
Cataract to Lake Tanganyika territory to which your Majesty
has no more legal claim, than I have to be Commander-in-Chief
14. of the Belgian army. For this work the Arab Governor is to
receive five hundred stands of arms, five thousand kegs of
powder, and £20,000 sterling, to he paid in several instalments.
As I write, the news reaches me that these much- treasured and
long-looked for materials of war are to be discharged at Basoko,
and the Resident here is to be given the discretion as to the
distribution of them. There is a feeling of deep discontent
among the Arabs here, and they seem to feel that they are being
trifled with. As to the significance of this move Europe and
America can judge without any comment from me, especially
England.
TWELFTH—The agents of your Majesty’s Government have
misrepresented the Congo country and the Congo railway. Mr.
H. M. STANLEY, the man who was your chief agent in setting
up your authority in this country, has grossly misrepresented the
character of the country. Instead of it being fertile and
productive it is sterile and unproductive. The natives can
scarcely subsist upon the vegetable life produced in some parts
of the country. Nor will this condition of affairs change until
the native shall have been taught by the European the dignity,
utility and blessing of labour. There is no improvement among
the natives, because there is an impassable gulf between them
and your Majesty’s Government, a gulf which can never be
bridged. HENRY M. STANLEY’S name produces a shudder
among this simple folk when mentioned; they remember his
broken promises, his copious profanity, his hot temper, his
heavy blows, his severe and rigorous measures, by which they
were mulcted of their lands. His last appearance in the Congo
produced a profound sensation among them, when he led 500
Zanzibar soldiers with 300 camp followers on his way to relieve
EMIN PASHA. They thought it meant complete subjugation,
and they fled in confusion. But the only thing they found in the
wake of his march was misery. No white man commanded his
rear column, and his troops were allowed to straggle, sicken and
die; and their bones were scattered over more than two hundred
miles of territory.
15. CONCLUSIONS
Against the deceit, fraud, robberies, arson, murder, slave-
raiding, and general policy of cruelty of your Majesty’s
Government to the natives, stands their record of unexampled
patience, long-suffering and forgiving spirit, which put the
boasted civilisation and professed religion of your Majesty’s
Government to the blush. During thirteen years only one white
man has lost his life by the hands of the natives, and only two
white men have been killed in the Congo. Major Barttelot was
shot by a Zanzibar soldier, and the captain of a Belgian trading-
boat was the victim of his own rash and unjust treatment of a
native chief.
All the crimes perpetrated in the Congo have been done in your
name, and you must answer at the bar of Public Sentiment for
the misgovernment of a people, whose lives and fortunes were
entrusted to you by the august Conference of Berlin, 1884—1
885. I now appeal to the Powers which committed this infant
State to your Majesty’s charge, and to the great States which
gave it international being; and whose majestic law you have
scorned and trampled upon, to call and create an International
Commission to investigate the charges herein preferred in the
name of Humanity, Commerce, Constitutional Government and
Christian Civilisation.
I base this appeal upon the terms of Article 36 of Chapter VII of
the General Act of the Conference of Berlin, in which that
august assembly of Sovereign States reserved to themselves the
right “to introduce into it later and by common accord the
modifications or ameliorations, the utility of which may be
demonstrated experience”.
I appeal to the Belgian people and to their Constitutional
Government, so proud of its traditions, replete with the song
and story of its champions of human liberty, and so jealous of
its present position in the sisterhood of European States—to
cleanse itself from the imputation of the crimes with which your
Majesty’s personal State of Congo is polluted.
I appeal to Anti-Slavery Societies in all parts of Christendom,
16. to Philanthropists, Christians, Statesmen, and to the great mass
of people everywhere, to call upon the Governments of Europe,
to hasten the close of the tragedy your Majesty’s unlimited
Monarchy is enacting in the Congo.
I appeal to our Heavenly Father, whose service is perfect love,
in witness of the purity of my motives and the integrity of my
aims; and to history and mankind I appeal for the demonstration
and vindication of the truthfulness of the charge I have herein
briefly outlined.
And all this upon the word of honour of a gentleman, I
subscribe myself your Majesty’s humble and obedient servant,
GEO. W. WILLIAMS
Stanley Falls, Central Africa,
July 18th, 1890.