National Humanities Center Resource Toolbox
The Making of African American Identity: Vol. III, 1917-1968
MALCOLM X
“Not just an American problem,
but a world problem”
Address delivered in the Corn Hill Methodist Church,
*Rochester, New York, 16 February 1965
IRST, brothers and sisters, I want to start by thanking you
for taking the time to come out this evening and
especially for the invitation for me to come up to
Rochester and participate in this little informal discussion
this evening on matters that are of common interest to all
elements in the community, in the entire Rochester community. My reason for being here is to discuss the
Black revolution that is going on, that’s taking place on this earth, the manner in which it’s taking place
on the African continent, and the impact that it’s having in Black communities, not only here in America
but in England and in France and in other of the former colonial powers today.
Gordon Parks
Malcolm X, 1963 F
Many of you probably read last week I made an effort to go to Paris and was turned away. And Paris
doesn’t turn anybody away. You know anybody is supposed to be able to go to France, it’s supposed to be
a very liberal place. But France is having problems today that haven’t been highly publicized. And
England is also having problems that haven’t been highly publicized, because America’s problems have
been so highly publicized. But all of these three partners, or allies, have troubles in common today that
the Black American, or Afro-American, isn’t well enough up on.
And in order for you and me to know the nature of the struggle that you and I are involved in, we have to
know not only the various ingredients involved at the local level and national level, but also the
ingredients that are involved at the international level. And the problems of the Black man here in this
country today have ceased to be a problem of just the American Negro or an American problem. It has
become a problem that is so complex, and has so many implications in it, that you have to study it in its
entire world, in the world context or in its international context, to really see it as it actually is. Otherwise
you can’t even follow the local issue, unless you know what part it plays in the entire international
context. And when you look at it in that context, you see it in a different light, but you see it with more
clarity.
And you should ask yourself why should a country like France be so concerned with a little insignificant
American Negro that they would prohibit him from going there, when almost anybody else can go to that
country whenever they desire. And it’s primarily because the three countries have the same problems.
And the problem is this: That in the Western Hemisphere, you and I haven’t realized it, but we aren’t
exactly a minority on this earth. In the Western Hemisphere there are — there’s the people in Brazil, two-
thirds of the people i.
Malcolm X After the Bombing - at Ford Auditorium Feb 14, 1965RBG Communiversity
Malcolm X delivered his last major public speech in Detroit on February 14, 1965, the night after his home was firebombed in New York. In the speech, he recounts the events of the previous night and expresses that the bombing has not diminished his determination. He then discusses several topics, including the global concerns surrounding the African revolution, the importance of uniting African Americans with Africans and others facing oppression, and his experiences meeting with several African heads of state on a recent trip to Africa. The speech displays Malcolm X's intellect and commitment to the Black freedom struggle on the eve of his assassination.
Carter G. Woodson formally known as the 'Father of Black History Month' was an extraordinarily wise man who dedicated his life time to African American History. His most famous writings was his book The Mis–Education of the Negro in which he discussed topics like education, business, politics, religion, self–hatred, and black on black prejudice, which are still prevalent issues today. Woodson believed black minds were being controlled through white influence in many areas of society, and this problem still exists to some extent currently.
Marcus Garvey’s Speech in Philadelphia, 1919 Jamaican-bo.docxinfantsuk
Marcus Garvey’s Speech in Philadelphia, 1919
Jamaican-born Marcus Garvey (1887-1940) had to leave school as a teenager and
trained as a printer. After living for a time in Central America and England, he returned
to Jamaica where he and Amy Ashwood founded the Universal Negro Improvement
Association (UNIA) in 1914. Garvey travelled to the United States hoping to get Booker
T. Washington to support the UNIA’s efforts to build a school like Tuskegee in Jamaica.
Washington’s death and the mass murder of African Americans by white mobs during
World War I caused Garvey to change his strategy. He began establishing UNIA
branches in Harlem and other northern cities with increasingly large black populations
who were fleeing the racist terror of the U.S. south and attracted by the new job
opportunities opened up by the war. Garvey was spectacularly successful in building the
membership of the UNIA, and was especially successful in attracting the support of black
soldiers returning from fighting in the war in Europe. Garvey’s charisma was due in no
small part to his fiery oratory, an example of which appears below in this excerpt from a
speech he gave to his supporters in Philadelphia in 1919, while raising funds for the
launch of a shipping company, The Black Star Line. Garvey was a firm believer in the
idea of black-owned and run enterprises as a means of black advancement. The US
government on the other hand, did not take kindly to Garvey’s activities. J. Edgar Hoover,
head of the FBI, called Garvey, “a dangerous Negro agitator.”
***********************************
We have our foe, our ancient foe, puzzled. He does not know what to do with the New
Negro; but the New Negro knows what to do with himself. And the thing that we are
going to do is to blast a way to complete independence and to that democracy which they
denied us even after we left the battlefields of France and Flanders. We, the New Negroes,
say there is no turning back for us now. There is nothing else but a going forward, and if
they squeal in America or anywhere else we are going forward. Why, we are not
organized as four hundred million yet, and they are so scared. Now, what will happen in
the next five years when the entire four hundred million of us will have been organized?
All the lynching in the South will be a thing of the past. We are determined in this
association to bring the white man to his senses. We are not going to fight and kill
anybody because he has more than we have. But if there is anybody taking advantage of
the Negro, whether he be white, red, or blue, we are going to organize to stop him…
I believe in the brotherhood of man. I believe in the fatherhood of God, but as
man sinned and lost his purpose ever since the fall of Adam and Eve, I also realize that
man has lost his closest connection, his closest tie, with his God. And since man is human,
since man has lost his instinct divine, I am no ...
1) The document is a statement by MarieAnna Dvorak, a film director/writer, discussing her experiences with prejudice and feeling like a foreigner in America despite her background.
2) As a child in post-war Czechoslovakia, she was educated by the Catholic church which was against the communist regime, leading her to seek freedom in America.
3) However, she has still experienced prejudice, such as being told a film project was rejected because she was a foreigner, even though the story was set during the Cold War and not truly foreign.
4) She argues that prejudice will continue unless Americans can see others as equals regardless of where they were born, and that America
What is Nationalism vs Pan-africanism- Compare the Similarities and DifferencesRBG Communiversity
RBG Communiversity is a Web 2.0 New Afrikan Liberation Education and Nationhood Program dedicated to Implementing the Teachings of Our Elders and Ancestors.
Georgia Public Broadcasting (GPB) provides valuable educational programming and services for all ages across Georgia. GPB broadcasts in all 159 counties, offering shows that both entertain and teach viewers about their state. In addition to partnerships with schools and universities, GPB enhances learning and brings Georgians together through shared programming about local attractions, history, and culture. Given its wide reach and focus on education, GPB is an important resource that all residents of Georgia should utilize and support.
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
-delineate characteristics, prevalence of exceptionality-evalua.docxgertrudebellgrove
-delineate characteristics, prevalence of exceptionality
-evaluate causes and concerns of each exceptionality
-critique and analyses component of the IEP
-identify and analyze instructional assessment and strategies to the individual with the exceptional needs
Follow the rubs. 4 DOUBLE SPACE with running head
.
Malcolm X After the Bombing - at Ford Auditorium Feb 14, 1965RBG Communiversity
Malcolm X delivered his last major public speech in Detroit on February 14, 1965, the night after his home was firebombed in New York. In the speech, he recounts the events of the previous night and expresses that the bombing has not diminished his determination. He then discusses several topics, including the global concerns surrounding the African revolution, the importance of uniting African Americans with Africans and others facing oppression, and his experiences meeting with several African heads of state on a recent trip to Africa. The speech displays Malcolm X's intellect and commitment to the Black freedom struggle on the eve of his assassination.
Carter G. Woodson formally known as the 'Father of Black History Month' was an extraordinarily wise man who dedicated his life time to African American History. His most famous writings was his book The Mis–Education of the Negro in which he discussed topics like education, business, politics, religion, self–hatred, and black on black prejudice, which are still prevalent issues today. Woodson believed black minds were being controlled through white influence in many areas of society, and this problem still exists to some extent currently.
Marcus Garvey’s Speech in Philadelphia, 1919 Jamaican-bo.docxinfantsuk
Marcus Garvey’s Speech in Philadelphia, 1919
Jamaican-born Marcus Garvey (1887-1940) had to leave school as a teenager and
trained as a printer. After living for a time in Central America and England, he returned
to Jamaica where he and Amy Ashwood founded the Universal Negro Improvement
Association (UNIA) in 1914. Garvey travelled to the United States hoping to get Booker
T. Washington to support the UNIA’s efforts to build a school like Tuskegee in Jamaica.
Washington’s death and the mass murder of African Americans by white mobs during
World War I caused Garvey to change his strategy. He began establishing UNIA
branches in Harlem and other northern cities with increasingly large black populations
who were fleeing the racist terror of the U.S. south and attracted by the new job
opportunities opened up by the war. Garvey was spectacularly successful in building the
membership of the UNIA, and was especially successful in attracting the support of black
soldiers returning from fighting in the war in Europe. Garvey’s charisma was due in no
small part to his fiery oratory, an example of which appears below in this excerpt from a
speech he gave to his supporters in Philadelphia in 1919, while raising funds for the
launch of a shipping company, The Black Star Line. Garvey was a firm believer in the
idea of black-owned and run enterprises as a means of black advancement. The US
government on the other hand, did not take kindly to Garvey’s activities. J. Edgar Hoover,
head of the FBI, called Garvey, “a dangerous Negro agitator.”
***********************************
We have our foe, our ancient foe, puzzled. He does not know what to do with the New
Negro; but the New Negro knows what to do with himself. And the thing that we are
going to do is to blast a way to complete independence and to that democracy which they
denied us even after we left the battlefields of France and Flanders. We, the New Negroes,
say there is no turning back for us now. There is nothing else but a going forward, and if
they squeal in America or anywhere else we are going forward. Why, we are not
organized as four hundred million yet, and they are so scared. Now, what will happen in
the next five years when the entire four hundred million of us will have been organized?
All the lynching in the South will be a thing of the past. We are determined in this
association to bring the white man to his senses. We are not going to fight and kill
anybody because he has more than we have. But if there is anybody taking advantage of
the Negro, whether he be white, red, or blue, we are going to organize to stop him…
I believe in the brotherhood of man. I believe in the fatherhood of God, but as
man sinned and lost his purpose ever since the fall of Adam and Eve, I also realize that
man has lost his closest connection, his closest tie, with his God. And since man is human,
since man has lost his instinct divine, I am no ...
1) The document is a statement by MarieAnna Dvorak, a film director/writer, discussing her experiences with prejudice and feeling like a foreigner in America despite her background.
2) As a child in post-war Czechoslovakia, she was educated by the Catholic church which was against the communist regime, leading her to seek freedom in America.
3) However, she has still experienced prejudice, such as being told a film project was rejected because she was a foreigner, even though the story was set during the Cold War and not truly foreign.
4) She argues that prejudice will continue unless Americans can see others as equals regardless of where they were born, and that America
What is Nationalism vs Pan-africanism- Compare the Similarities and DifferencesRBG Communiversity
RBG Communiversity is a Web 2.0 New Afrikan Liberation Education and Nationhood Program dedicated to Implementing the Teachings of Our Elders and Ancestors.
Georgia Public Broadcasting (GPB) provides valuable educational programming and services for all ages across Georgia. GPB broadcasts in all 159 counties, offering shows that both entertain and teach viewers about their state. In addition to partnerships with schools and universities, GPB enhances learning and brings Georgians together through shared programming about local attractions, history, and culture. Given its wide reach and focus on education, GPB is an important resource that all residents of Georgia should utilize and support.
-I am unable to accept emailed exams or late exams. No exception.docxgertrudebellgrove
-I am unable to accept emailed exams or late exams. No exceptions.
-For technical issues you would need to go through tech support.
-Turn in work early to avoid technical issues. Technical issues are not a valid reason for failing to submit work.
-Make sure to research the exam drop box and where to find it a week or more ahead.
-Make sure to read all announcements and most importantly around exam times.
-The Professor has 2-3 days to grade the exam and once graded you need to check your grade book. I do not release exam grades via email.
-For any directions only contact your Professor, DO NOT use “all student” email to email other students because this only confuses them and points will be deducted as well as violations of the course policies
--Most exams you are given a FULL WEEK to complete. I also indicate day one of the course what the exam will cover and include. Do not email me the last minute to turn in work or ask any questions. I may not be available the hour before an exam so it is important to plan ahead.
- Review the sample exam to gain an A. Follow the length, and structured, apply APA format and go in depth. It is not too rough but points are deducted for failing to following the samples.
-Please do BOTH (1) copy and paste your work into the dropbox comment are or area provided, PLUS (2) attach the file. PLEASE DO BOTH. For attachments it must be in word. If it is any other format, or I am unable to open the file (such as word perfect) a 0 (zero) will be granted and no re-submissions will be allowed)
-See your course due dates for any dates as well as announcements. These are set and well planned week 1.
-Do not use work you previously submitted this term or a past one, do not work with anyone and do not plagiarize. This will result in a 0/F and I want you to gain an A!
-1 page each question, APA format.
-Keep an eye on your gradebook for grades. I am unable to respond to “confirm” if it is submitted or not, you can do so with tech support if needed.
NOTE +++IF YOUR TEXT DOES NOT HAVE END OF CHAPTER QUESTIONS, YOU MAY SUMMARIZE EACH CHAPTER IN DEPTH, THAT MEANS ALL CHAPTERS 7,8,9,10,11,12
EXAM worth 25 points.
READ ALL OF THE DIRECTIONS OR POINTS WILL BE DEDUCTED.
Grades will be final and I will not discuss the grade or
change a grade under any circumstances.
Work alone.
IMPORTANT NOTES:
Feel free to attach and/or copy and paste the work into the provided drop box.
No emailed papers will count.
IF YOUR CLASS HAS A DROPBOX THAT IS THE MAIN AREA TO SUBMIT THE EXAM
If I cannot open it I will not GRADE IT.
I will not accept ANY late work for exams.
FOLLOW THE DATES IN THE SYLLABUS ONLY!
YOU HAVE till the date listed on the syllabus to email it back to me. Good luck!
USE APA FORMAT
Please email me with any questions. DO NOT WORK WITH ANYONE! Put time into it and go IN DEPTH!
Please apply Primary sources, journals, articles, etc.
The Midterm is essay/short answer. Use the readings, the discussion .
-delineate characteristics, prevalence of exceptionality-evalua.docxgertrudebellgrove
-delineate characteristics, prevalence of exceptionality
-evaluate causes and concerns of each exceptionality
-critique and analyses component of the IEP
-identify and analyze instructional assessment and strategies to the individual with the exceptional needs
Follow the rubs. 4 DOUBLE SPACE with running head
.
-1st play name is READY STEADY YETI GO-2nd play name is INTO .docxgertrudebellgrove
-1st play name is "READY STEADY YETI GO"
-2nd play name is "INTO THE WOODS "
REVIEW PAPER GUIDELINES (3 pages,
Essay format) Introduction
Plot
What happens?
E.g., “Mother Courage follows the misadventures of Courage and her children over a ten year period during the 100 Years War...”
How does it happen?
E.g., “The play is built in a series of episodes, alternating personal struggles against a backdrop of the larger social/political struggles.”
What does it mean?
A one-two sentence that captures the essence of the action. In the case of Epic Theatre, this statement is primarily about the intended “lesson” of the play. E.g., “MC is about how capitalism inevitably leads to the corruption then destruction of society—from nations to families.”
Rhythm
Flow of the plots?
Character
Main character Description
E.g., “Courage is a middle-aged mother of three who will stop at nothing to exploit the financial opportunities she encounters. Her role in the play is ‘survivor.’ Her character is the ‘anti-mom’—a woman who sees her children (and other human beings) as a collection of debits and credits.”
Second Character Description
Thought—what are the ideas in the play
e.g., Mother Courage looks at the intersection of war and commerce and how one feeds off the other, to the destruction of land, civilization, and families. The ideas arise out of the work of Karl Marx. Summarize--
Historical (Where and When) Philosophical (What & Why)
Diction--
Summarize the language the playwright uses. How do the characters speak?
E.g., prose, poetry, cliché, long speeches, short, etc.?
7 of 8
Music—
is more than song, but the SOUND of the play. Describe the aural environment created and executed in the production.
Spectacle
—describe the visual environment of light and scenery created for the production, and their execution and relevance (e.g., it could look great but mean nothing, or it could look terrible but somehow it works!)
Conclusion
A paragraph about your particular feelings about the play—did it engage you? Were you changed, even a little? Goethe asked three questions—What was it trying to do? How well was it done? Was it worth doing? Answer these questions.
.
-6th-Edition-Template-without-Abstract.dotWhat are Heuristics .docxgertrudebellgrove
-6th-Edition-Template-without-Abstract.dot
What are Heuristics and can it lead to bias?
Why is Maslow's Hierarchy a basic psychological stable? (Watch the video for better understanding and cite it)
How does FEAR keep you alive? (See emotions and feelings video)
Please write 300 or more words and APA to address the above concepts for week four.
.
- write one 5-7 page paper about All forms of Euthanasia are moral..docxgertrudebellgrove
- write one 5-7 page paper about All forms of Euthanasia are moral.
- Argumentative/Persuasive paper structure
- Include an introduction and conclusion. The main points of your paper should be identified in
the introduction.
- include at least three arguments to support the position
- Include at least one opposing argument against your topic
- times new roman font
- double spaced
- 12 point font size
- work cited page
.
-1st Play name is BERNHARDTHAMLET -2nd Play name is READY ST.docxgertrudebellgrove
-1st Play name is "BERNHARDT/HAMLET "
-2nd Play name is "READY STEADY YETI GO"
PREVIEW PAPER GUIDELINES
1. Title of Show
2. Playwright (and, if musical, Composer, Librettist)
3. Creative Team: Lead actors, Director, Designers (if musical, Choreographer and Music Director)
4. Venue: Broadway, Off-Broadway, College, etc. (incl. # of seats, cost of a regular ticket
5. Audience: (that is, what demographic is the production trying to attract?) Whom do you think would come and enjoy the performance?
Substantiate this claim by citing advertising evidence--type of ad, where it is advertised (e.g., NY Times, TimeOut New York, Internet, radio)
6. In one sentence, what's the story about?
7. In three sentences, what is your expectation? E.g., Deliriously excited? Modestly intrigued? Morbidly curious? Apathetic? Anxiously anticipating? Horrifically terrified? Dolefully dreading? And why?
.
. 1. Rutter and Sroufe identified _____________ as one of three impo.docxgertrudebellgrove
. 1. Rutter and Sroufe identified _____________ as one of three important areas of focus in the future of developmental psychopathology.
A. How cause and effect underlie childhood disorders
B. The role of the media in the life of the modern child.
C. Creating a stricter definition of normal behavior.
D. Fetal development’s influence on childhood behavior
2. Which of the following questions is not appropriate on a mental status exam?
A. What’s four times five?
B. Who’s the current president of the United States?
C. What day of the week is it today?
D. Who wrote the Harry Potter books?
3. State laws can influence decision making in all the following ways, except
A. who can legally provide consent for the child.
B. beneficence and maleficence
C. timelines for reporting suspected child abuse
D. custodial versus noncustodial parental rights
4. The transactional model was developed to
A. illustrate how even very disabled children are able to adapt to their environments.
B. analyze exactly which characteristics are passed from a caregiver to a child.
C. predict the future of a child’s development by analyzing past events and behaviors.
D. show how a child adapts to an environment and how the environment changes as a result.
5. All of the following are true concerning the APA 10 ethical standards except
A. the standards were useful in past decades but are no longer useful.
B. the standards address appropriate advertising and displays of public information.
C. the standards address matters pertaining to research and publication.
D. the standards assist professionals to resolve ethical issues.
6. Which of the following is true regarding the age of majority?
A. It’s 18 in 34 of the U.S. States.
B. It’s 19 years in all Canadian provinces.
C. It’s 18 years of age in every USA State
D. It’s not an important consideration for psychologists working with children.
7. In the context of Sue’s 2006 article on cultural competent treatment, gift giving refers to
A. giving a token gift to the client
B. rules about barbering
C. accepting a gift from the client
D. gifts of therapy, such as reduced tension
8. Which of the following is one of the guiding principle of the American Psychological Association (APA).
A. Generosity
B. Duplicity
C. Felicity
D. Integrity
9. Mash and Wolfe (2002) suggest three goals of assessment . Which of the following is not one of the goals?
A. Diagnosis
B. Treatment planning
C. Prognosis
D. Research
10. Using the K-3 Paradigm involves knowledge of
A. brain chemistry
B. the Diagnostic and Statistical Manual of Mental Disorders
C. a child’s family medical history
D. developmental expectations
12. Which of the following is true regarding a functional behavioral assessment?
A. An FBA assesses the degree to which a behavior exists.
B. An FBA is norms-based.
C. The FBA was developed to analyzed why a behavior exists.
D. The use of FBA has been discouraged by the American Psycholo.
-Prior to the Civil War, how did the (dominant) discourse over the U.docxgertrudebellgrove
-Prior to the Civil War, how did the (dominant) discourse over the United States’ future reach a crisis point? What were the arguments regarding the Constitutionality of slavery and notions of citizenship? How did relative definitions of liberty/freedom/equality become irreconcilable?
.
- Using the definition Awareness of sensation and perception to ex.docxgertrudebellgrove
- Using
the definition Awareness of sensation and perception to explain why or why not dolphins have consciousness
!
-
two to three paragraph explanation
-
Specify the definition you are using.
Then demonstrate appropriate application of that definition.
- You should describe the creature you are exploring and its behavior for those unfamiliar with it.
- Stick to behaviors that are relevant to whether the creature has consciousness or not under your chosen definition.
- The behavior must be observable! You declaring that a creature "looks fearful/happy/sad" is not on observation, it's an opinion.
- Present arguments that illustrates your position.
* For example, "Research has shown (citation if available can help) that Orangutans can recognize themselves in the mirror and realize the image they see is a reflection of themselves. This suggests they have awareness of their themselves as separate from the environment and others."
.
- should include an introduction to the environmental issue and its .docxgertrudebellgrove
- should include an introduction to the environmental issue and its location
- next portion should be about the opposing views (atleast 3 cons. and 3 possible solutions to the cons) The cons needs to be focused on the environmental impact of the problem, not just how it's affecting humans. What is it doing to the ecosystems?
- must be 4 pages double-spaced not including references and include in-text citation
-not opinion based!!
.
- FIRST EXAM SPRING 20201. Describe how the view of operations.docxgertrudebellgrove
- FIRST EXAM SPRING 2020
1. Describe how the view of operations as a process can be applied to the following:
a. Acquisition of another company
b. Marketing Research for a New Product
c. Design of an Information System
2. An operations manager was heard complaining
“My boss never listens to me ----- all the boss wants from me is to avoid making waves. I rarely get any capital to improve operations. Also, we do not have weekly, biweekly or even monthly meetings with our product managers, supply chain department, customer service or the sales department. We only meet with the accounting and finance departments when there are issues with the monthly budgets. Furthermore, our department has interacted with information service department about four times in past fiscal year”
Please assess the following:
a. Whether this business has a business strategy ?
b. Does it have an operations strategy?
c. What would you recommend?
3. Firm A has recorded the following costs in 2018:
Incoming materials and inspection $20,000
Training of Personnel $40,000
Warranty $45,000
Process Planning $15,000
Scrap $13,000
Quality Laboratory $30,000
Rework $25,000
Allowances $10,000
Complaints $14,000
a. What are the Prevention, Appraisal, Internal Failure and External Failure costs?
b. What inferences can you draw on Quality Measures taken by Firm A?
c. What would you recommend to improve quality programs in Firm A?
d. What initiatives should Firm A implement for 2019 and 2020?
4. Please explain the House of Quality (QFD) as discussed in class.
5. A certain process is under statistical control and has a mean value of 130 and a standard deviation of 8. The specifications for the process are:
a. USL (upper specification limit) = 150
b. LSL(lower specification limit) =100
a. Calculate the cp and cpk
b. Which of these indices is a better measure of process capability and why?
c. Assuminng a normal distribution what percentage of output is expected to fall ourside the specification. Why is it important to know this?
d. What would you recommend?
2
Chapter 7
Government Ethics
and the Law
William A. Myers, Ph.D.
Learning Objectives (1 of 2)
• Describe some of the reasons why there has
been a loss of trust in government.
• Explain the purpose of various government
committees on ethics.
• Discuss how public policy protects the rights of
citizens.
Learning Objectives (2 of 2)
• Describe federal laws designed to protect each
individual’s rights.
• Explain the concept of political malpractice.
• Understand the importance of ethics in public
service.
Let every American, every lover of liberty, every
well wisher to his posterity, swear by the blood
of the Revolution, never to violate in the least
particular, the laws of the country; and never to
tolerate their violation by others.
—Abraham Lincoln
Executive Branch:
U.S. Office of Government Ethics
• Exercises leadership .
- Considering the concepts, examples and learning from the v.docxgertrudebellgrove
- Considering the concepts, examples and learning from the various modules you have attended this year, summarise and reflect on in a critical way what you think are the key elements (both internal and external to businesses) that organisations should consider to develop and grow responsibly and effectively in today’s economy.
.
- Discuss why a computer incident response team (CIRT) plan is neede.docxgertrudebellgrove
- Discuss why a computer incident response team (CIRT) plan is needed, and its purpose.
- Why are the roles and responsibilities important to be listed and kept updated for a CIRT plan.
- Connect the dots: Discuss your understanding of the CIRT incident handling procedures, the role policies play, and the importance of communication escalation procedures.
- What are some best practices for implementing a CIRT plan? Do some personal research to answer this questions.
.
- Discuss why a computer incident response team (CIRT) plan is n.docxgertrudebellgrove
- Discuss why a computer incident response team (CIRT) plan is needed, and its purpose.
- Why are the roles and responsibilities important to be listed and kept updated for a CIRT plan.
- Connect the dots: Discuss your understanding of the CIRT incident handling procedures, the role policies play, and the importance of communication escalation procedures.
- What are some best practices for implementing a CIRT plan? Do some personal research to answer this questions.
.
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- Confidence intervals for a population mean, standard deviation kno.docxgertrudebellgrove
- Confidence intervals for a population mean, standard deviation known
- Confidence intervals for a population mean, standard deviation unknown
-Confidence intervals for population proportion
- Confidence intervals for a standard deviation
.
) Create a new thread. As indicated above, select two tools describ.docxgertrudebellgrove
) Create a new thread. As indicated above, select two tools described in chapter 7 from different categories, and describe how these tools could be used to develop a policy for optimizing bus and local train schedules to minimize energy use and passenger wait times in a SmartCity environment.
tools
•Visualization
•Argumentation
•eParticipation
•Opinion mining
•Simulation
•Serious games
•Tools specifically designed for policy makers
•Persuasive
•Social network analysis (SNA)
•Big data analytics
•Semantics and linked data
.
(Write 3 to 4 sentences per question) 1. Describe one way y.docxgertrudebellgrove
(Write 3 to 4 sentences per question)
1.
Describe one way you can leverage any strengths you have in research and information literacy to promote your success.
Consider successes, lessons learned, or skills you have gained as a result of your past academic, personal, or professional experiences.
2.
1.
Why do you think it is important to use source materials to support your viewpoints?
Why is it important that the sources you use in your coursework be scholarly sources?
.
( America and Venezuela) this is a ppt. groups assignment. Below is .docxgertrudebellgrove
( America and Venezuela) this is a ppt. groups assignment. Below is my part.
Explain how an American would apply the knowledge of verbal and nonverbal communication to foster effective cross-cultural communication within the selected country.
Lastly, summarize how cultural differences affect cross-cultural communications.
.
++ 2 PAGES++Topic Make a bill to legalize all felon has the rig.docxgertrudebellgrove
++ 2 PAGES++
Topic: Make a bill to legalize all felon has the right to vote with no condition (become a green state) https://www.aclu.org/issues/voting-rights/voter-restoration/felony-disenfranchisement-laws-map
Guideline: **only do part 2 (3-55)** follow guideline on this website: https://leg.wa.gov/CodeReviser/Documents/2019BillDraftingGuide.pdf
additional websites (or you can search more info beside the websites i provide):
https://www.sos.wa.gov/elections/voters/felons-and-voting-rights.aspxhttps://www.sos.wa.gov/elections/voter-eligibility.aspx
.
(Q1) -Which statement provides the best definition of the Enligh.docxgertrudebellgrove
(Q1) -Which statement provides the best definition of the Enlightenment of seventeenth- and eighteenth-century Europe and America?
A)
"Enlightenment!" is what Benjamin Franklin exclaimed to his son, the day he discovered how electricity works by observing a lightning strike. Thereafter, that became the expression used by scientists and inventors.
B)
The Enlightenment is the burst of intellectual activity in Europe and the colonies that, among other things, caused an increase in the respect for education and value of information.
C)
When settlers arrived on the shores of the American colonies, they were said to have reached an "Enlightened" place. Therefore, the mass migration of immigrants to the colonies is known as the Enlightenment.
D)
The Enlightenment refers to "seeing the light," as many colonists did in the eighteenth century as a Protestant religious revival swept through the colonies.
(Q2) - What was the purpose of
Poor Richard's Almanack
?
A)
Poor Richard's Almanack
shared weather and other information relevant to farmers, and also entertained readers with stories and wise sayings.
B)
Poor Richard's Almanack
targeted toward the poor of society, attempted to help them accept the truth of their position.
C)
Poor Richard's Almanack
recorded the births and marriages that occurred in the city of Philadelphia during the colonial era.
D)
Poor Richard's Almanack
is the written record of all Enlightenment era inventions and ideas.
(Q3) - When Poor Richard discusses the invention of the telescope and the orbits of planets around the sun, what does he assume about his readership?
A)
Poor Richard assumes his readers may be in the market for telescopes, and he is an investor in the company that makes them.
B)
They are ignorant and need to be taught how the world works.
D)
His readers are open to discussions of Natural Law and astronomical sciences.
D)
Americans have always loved the occult, and
Poor Richard's Almanack
was the first place a wide group of people had access to that type of literature.
(Q4) - To the historian, the printed sermon by Jonathan Edwards (Document 2) provides evidence that
A)
Colonial Americans firmly believed in reason and scientific observation as a way of understanding and surviving in their world.
B)
there was a demand for transcripts of powerful sermons among the colonial population.
C)
Jonathan Edwards was a religious fanatic.
D)
only preachers held the power of the written word and the gospel in their hands.
(Q5) - Compare the "Urban Web" and the development of print culture in colonial America discussed in Chapter 3 to the way that information is spread and acquired in the twenty-first century. Was information a more valuable resource then because it was so much more difficult than it is now to access so much information?
Quiz Instructions
Think about: In what ways did the Enlightenment and Great .
(Student Name)Miami Regional UniversityDate of EncounterP.docxgertrudebellgrove
(Student Name)
Miami Regional University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor:
Soap Note # Main Diagnosis Diabetes Mellitus type 2
PATIENT INFORMATION
Name: Mr. ET
Age: 56-year-old
Gender at Birth: Female
Gender Identity: Female
Source: Patient
Allergies: Penicillins
Current Medications:
· Multi-Vitamin Centrum Silver
· Lisinopril 10 mg daily
· PMH: HTN
Diabetes mellitus type 2
Immunizations:
Preventive Care: Coloscopy 3 years ago (Negative)
Surgical History: laparoscopic cholecystectomy
Family History: Father alive
Mother-alive, 90 years old, Diabetes Mellitus, HTN
Daughter-alive, 21 years old, healthy
Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, she lives alone.
Sexual Orientation: Straight
Nutrition History: Diets off and on
Subjective Data:
Chief Complaint: “I cannot stop to drink water and to pee, I need to see my labs”
Symptom analysis/HPI:
The patient is 56 years old female who complaining of she cannot stop to drink water and to pee. Patient noticed the problem started 1 month ago and sometimes it is accompanied by anxious for eat. She states that she has been under stress because her daughter for the last month. Patient denies pain, or another symptom. She makes some labs and coming to see the results.
Review of Systems (ROS)
CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizziness as describe above. Denies changes in LOC. Denies history of tremors or seizures.
HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing.
RESPIRATORY: Patient denies shortness of breath, cough or hemoptysis.
CARDIOVASCULAR: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal
dyspnea.
GASTROINTESTINAL: Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or diarrhea.
GENITOURINARY: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.
MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.
SKIN: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.
Objective Data:
VITAL SIGNS and Lab valuesTemperature: 97.5 °F, Pulse: 84, BP: 142/82 mmhg, RR 20, PO2-98% on room air, Ht- fill, Wt fill lb, BMI 37.2. No report pain 0/10.
HbA1C 9.5 %.
Serum creatinine 1.2 mg/dl, add more
GENERAL APPREARANCE: The patient is alert and oriented x 3. No acute distress noted. NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, place, and time. Sensation intact to bilateral upper and lower extremities. Bilateral UE/LE strength 5/5.
HE.
-1st play name is READY STEADY YETI GO-2nd play name is INTO .docxgertrudebellgrove
-1st play name is "READY STEADY YETI GO"
-2nd play name is "INTO THE WOODS "
REVIEW PAPER GUIDELINES (3 pages,
Essay format) Introduction
Plot
What happens?
E.g., “Mother Courage follows the misadventures of Courage and her children over a ten year period during the 100 Years War...”
How does it happen?
E.g., “The play is built in a series of episodes, alternating personal struggles against a backdrop of the larger social/political struggles.”
What does it mean?
A one-two sentence that captures the essence of the action. In the case of Epic Theatre, this statement is primarily about the intended “lesson” of the play. E.g., “MC is about how capitalism inevitably leads to the corruption then destruction of society—from nations to families.”
Rhythm
Flow of the plots?
Character
Main character Description
E.g., “Courage is a middle-aged mother of three who will stop at nothing to exploit the financial opportunities she encounters. Her role in the play is ‘survivor.’ Her character is the ‘anti-mom’—a woman who sees her children (and other human beings) as a collection of debits and credits.”
Second Character Description
Thought—what are the ideas in the play
e.g., Mother Courage looks at the intersection of war and commerce and how one feeds off the other, to the destruction of land, civilization, and families. The ideas arise out of the work of Karl Marx. Summarize--
Historical (Where and When) Philosophical (What & Why)
Diction--
Summarize the language the playwright uses. How do the characters speak?
E.g., prose, poetry, cliché, long speeches, short, etc.?
7 of 8
Music—
is more than song, but the SOUND of the play. Describe the aural environment created and executed in the production.
Spectacle
—describe the visual environment of light and scenery created for the production, and their execution and relevance (e.g., it could look great but mean nothing, or it could look terrible but somehow it works!)
Conclusion
A paragraph about your particular feelings about the play—did it engage you? Were you changed, even a little? Goethe asked three questions—What was it trying to do? How well was it done? Was it worth doing? Answer these questions.
.
-6th-Edition-Template-without-Abstract.dotWhat are Heuristics .docxgertrudebellgrove
-6th-Edition-Template-without-Abstract.dot
What are Heuristics and can it lead to bias?
Why is Maslow's Hierarchy a basic psychological stable? (Watch the video for better understanding and cite it)
How does FEAR keep you alive? (See emotions and feelings video)
Please write 300 or more words and APA to address the above concepts for week four.
.
- write one 5-7 page paper about All forms of Euthanasia are moral..docxgertrudebellgrove
- write one 5-7 page paper about All forms of Euthanasia are moral.
- Argumentative/Persuasive paper structure
- Include an introduction and conclusion. The main points of your paper should be identified in
the introduction.
- include at least three arguments to support the position
- Include at least one opposing argument against your topic
- times new roman font
- double spaced
- 12 point font size
- work cited page
.
-1st Play name is BERNHARDTHAMLET -2nd Play name is READY ST.docxgertrudebellgrove
-1st Play name is "BERNHARDT/HAMLET "
-2nd Play name is "READY STEADY YETI GO"
PREVIEW PAPER GUIDELINES
1. Title of Show
2. Playwright (and, if musical, Composer, Librettist)
3. Creative Team: Lead actors, Director, Designers (if musical, Choreographer and Music Director)
4. Venue: Broadway, Off-Broadway, College, etc. (incl. # of seats, cost of a regular ticket
5. Audience: (that is, what demographic is the production trying to attract?) Whom do you think would come and enjoy the performance?
Substantiate this claim by citing advertising evidence--type of ad, where it is advertised (e.g., NY Times, TimeOut New York, Internet, radio)
6. In one sentence, what's the story about?
7. In three sentences, what is your expectation? E.g., Deliriously excited? Modestly intrigued? Morbidly curious? Apathetic? Anxiously anticipating? Horrifically terrified? Dolefully dreading? And why?
.
. 1. Rutter and Sroufe identified _____________ as one of three impo.docxgertrudebellgrove
. 1. Rutter and Sroufe identified _____________ as one of three important areas of focus in the future of developmental psychopathology.
A. How cause and effect underlie childhood disorders
B. The role of the media in the life of the modern child.
C. Creating a stricter definition of normal behavior.
D. Fetal development’s influence on childhood behavior
2. Which of the following questions is not appropriate on a mental status exam?
A. What’s four times five?
B. Who’s the current president of the United States?
C. What day of the week is it today?
D. Who wrote the Harry Potter books?
3. State laws can influence decision making in all the following ways, except
A. who can legally provide consent for the child.
B. beneficence and maleficence
C. timelines for reporting suspected child abuse
D. custodial versus noncustodial parental rights
4. The transactional model was developed to
A. illustrate how even very disabled children are able to adapt to their environments.
B. analyze exactly which characteristics are passed from a caregiver to a child.
C. predict the future of a child’s development by analyzing past events and behaviors.
D. show how a child adapts to an environment and how the environment changes as a result.
5. All of the following are true concerning the APA 10 ethical standards except
A. the standards were useful in past decades but are no longer useful.
B. the standards address appropriate advertising and displays of public information.
C. the standards address matters pertaining to research and publication.
D. the standards assist professionals to resolve ethical issues.
6. Which of the following is true regarding the age of majority?
A. It’s 18 in 34 of the U.S. States.
B. It’s 19 years in all Canadian provinces.
C. It’s 18 years of age in every USA State
D. It’s not an important consideration for psychologists working with children.
7. In the context of Sue’s 2006 article on cultural competent treatment, gift giving refers to
A. giving a token gift to the client
B. rules about barbering
C. accepting a gift from the client
D. gifts of therapy, such as reduced tension
8. Which of the following is one of the guiding principle of the American Psychological Association (APA).
A. Generosity
B. Duplicity
C. Felicity
D. Integrity
9. Mash and Wolfe (2002) suggest three goals of assessment . Which of the following is not one of the goals?
A. Diagnosis
B. Treatment planning
C. Prognosis
D. Research
10. Using the K-3 Paradigm involves knowledge of
A. brain chemistry
B. the Diagnostic and Statistical Manual of Mental Disorders
C. a child’s family medical history
D. developmental expectations
12. Which of the following is true regarding a functional behavioral assessment?
A. An FBA assesses the degree to which a behavior exists.
B. An FBA is norms-based.
C. The FBA was developed to analyzed why a behavior exists.
D. The use of FBA has been discouraged by the American Psycholo.
-Prior to the Civil War, how did the (dominant) discourse over the U.docxgertrudebellgrove
-Prior to the Civil War, how did the (dominant) discourse over the United States’ future reach a crisis point? What were the arguments regarding the Constitutionality of slavery and notions of citizenship? How did relative definitions of liberty/freedom/equality become irreconcilable?
.
- Using the definition Awareness of sensation and perception to ex.docxgertrudebellgrove
- Using
the definition Awareness of sensation and perception to explain why or why not dolphins have consciousness
!
-
two to three paragraph explanation
-
Specify the definition you are using.
Then demonstrate appropriate application of that definition.
- You should describe the creature you are exploring and its behavior for those unfamiliar with it.
- Stick to behaviors that are relevant to whether the creature has consciousness or not under your chosen definition.
- The behavior must be observable! You declaring that a creature "looks fearful/happy/sad" is not on observation, it's an opinion.
- Present arguments that illustrates your position.
* For example, "Research has shown (citation if available can help) that Orangutans can recognize themselves in the mirror and realize the image they see is a reflection of themselves. This suggests they have awareness of their themselves as separate from the environment and others."
.
- should include an introduction to the environmental issue and its .docxgertrudebellgrove
- should include an introduction to the environmental issue and its location
- next portion should be about the opposing views (atleast 3 cons. and 3 possible solutions to the cons) The cons needs to be focused on the environmental impact of the problem, not just how it's affecting humans. What is it doing to the ecosystems?
- must be 4 pages double-spaced not including references and include in-text citation
-not opinion based!!
.
- FIRST EXAM SPRING 20201. Describe how the view of operations.docxgertrudebellgrove
- FIRST EXAM SPRING 2020
1. Describe how the view of operations as a process can be applied to the following:
a. Acquisition of another company
b. Marketing Research for a New Product
c. Design of an Information System
2. An operations manager was heard complaining
“My boss never listens to me ----- all the boss wants from me is to avoid making waves. I rarely get any capital to improve operations. Also, we do not have weekly, biweekly or even monthly meetings with our product managers, supply chain department, customer service or the sales department. We only meet with the accounting and finance departments when there are issues with the monthly budgets. Furthermore, our department has interacted with information service department about four times in past fiscal year”
Please assess the following:
a. Whether this business has a business strategy ?
b. Does it have an operations strategy?
c. What would you recommend?
3. Firm A has recorded the following costs in 2018:
Incoming materials and inspection $20,000
Training of Personnel $40,000
Warranty $45,000
Process Planning $15,000
Scrap $13,000
Quality Laboratory $30,000
Rework $25,000
Allowances $10,000
Complaints $14,000
a. What are the Prevention, Appraisal, Internal Failure and External Failure costs?
b. What inferences can you draw on Quality Measures taken by Firm A?
c. What would you recommend to improve quality programs in Firm A?
d. What initiatives should Firm A implement for 2019 and 2020?
4. Please explain the House of Quality (QFD) as discussed in class.
5. A certain process is under statistical control and has a mean value of 130 and a standard deviation of 8. The specifications for the process are:
a. USL (upper specification limit) = 150
b. LSL(lower specification limit) =100
a. Calculate the cp and cpk
b. Which of these indices is a better measure of process capability and why?
c. Assuminng a normal distribution what percentage of output is expected to fall ourside the specification. Why is it important to know this?
d. What would you recommend?
2
Chapter 7
Government Ethics
and the Law
William A. Myers, Ph.D.
Learning Objectives (1 of 2)
• Describe some of the reasons why there has
been a loss of trust in government.
• Explain the purpose of various government
committees on ethics.
• Discuss how public policy protects the rights of
citizens.
Learning Objectives (2 of 2)
• Describe federal laws designed to protect each
individual’s rights.
• Explain the concept of political malpractice.
• Understand the importance of ethics in public
service.
Let every American, every lover of liberty, every
well wisher to his posterity, swear by the blood
of the Revolution, never to violate in the least
particular, the laws of the country; and never to
tolerate their violation by others.
—Abraham Lincoln
Executive Branch:
U.S. Office of Government Ethics
• Exercises leadership .
- Considering the concepts, examples and learning from the v.docxgertrudebellgrove
- Considering the concepts, examples and learning from the various modules you have attended this year, summarise and reflect on in a critical way what you think are the key elements (both internal and external to businesses) that organisations should consider to develop and grow responsibly and effectively in today’s economy.
.
- Discuss why a computer incident response team (CIRT) plan is neede.docxgertrudebellgrove
- Discuss why a computer incident response team (CIRT) plan is needed, and its purpose.
- Why are the roles and responsibilities important to be listed and kept updated for a CIRT plan.
- Connect the dots: Discuss your understanding of the CIRT incident handling procedures, the role policies play, and the importance of communication escalation procedures.
- What are some best practices for implementing a CIRT plan? Do some personal research to answer this questions.
.
- Discuss why a computer incident response team (CIRT) plan is n.docxgertrudebellgrove
- Discuss why a computer incident response team (CIRT) plan is needed, and its purpose.
- Why are the roles and responsibilities important to be listed and kept updated for a CIRT plan.
- Connect the dots: Discuss your understanding of the CIRT incident handling procedures, the role policies play, and the importance of communication escalation procedures.
- What are some best practices for implementing a CIRT plan? Do some personal research to answer this questions.
.
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- Confidence intervals for a population mean, standard deviation kno.docxgertrudebellgrove
- Confidence intervals for a population mean, standard deviation known
- Confidence intervals for a population mean, standard deviation unknown
-Confidence intervals for population proportion
- Confidence intervals for a standard deviation
.
) Create a new thread. As indicated above, select two tools describ.docxgertrudebellgrove
) Create a new thread. As indicated above, select two tools described in chapter 7 from different categories, and describe how these tools could be used to develop a policy for optimizing bus and local train schedules to minimize energy use and passenger wait times in a SmartCity environment.
tools
•Visualization
•Argumentation
•eParticipation
•Opinion mining
•Simulation
•Serious games
•Tools specifically designed for policy makers
•Persuasive
•Social network analysis (SNA)
•Big data analytics
•Semantics and linked data
.
(Write 3 to 4 sentences per question) 1. Describe one way y.docxgertrudebellgrove
(Write 3 to 4 sentences per question)
1.
Describe one way you can leverage any strengths you have in research and information literacy to promote your success.
Consider successes, lessons learned, or skills you have gained as a result of your past academic, personal, or professional experiences.
2.
1.
Why do you think it is important to use source materials to support your viewpoints?
Why is it important that the sources you use in your coursework be scholarly sources?
.
( America and Venezuela) this is a ppt. groups assignment. Below is .docxgertrudebellgrove
( America and Venezuela) this is a ppt. groups assignment. Below is my part.
Explain how an American would apply the knowledge of verbal and nonverbal communication to foster effective cross-cultural communication within the selected country.
Lastly, summarize how cultural differences affect cross-cultural communications.
.
++ 2 PAGES++Topic Make a bill to legalize all felon has the rig.docxgertrudebellgrove
++ 2 PAGES++
Topic: Make a bill to legalize all felon has the right to vote with no condition (become a green state) https://www.aclu.org/issues/voting-rights/voter-restoration/felony-disenfranchisement-laws-map
Guideline: **only do part 2 (3-55)** follow guideline on this website: https://leg.wa.gov/CodeReviser/Documents/2019BillDraftingGuide.pdf
additional websites (or you can search more info beside the websites i provide):
https://www.sos.wa.gov/elections/voters/felons-and-voting-rights.aspxhttps://www.sos.wa.gov/elections/voter-eligibility.aspx
.
(Q1) -Which statement provides the best definition of the Enligh.docxgertrudebellgrove
(Q1) -Which statement provides the best definition of the Enlightenment of seventeenth- and eighteenth-century Europe and America?
A)
"Enlightenment!" is what Benjamin Franklin exclaimed to his son, the day he discovered how electricity works by observing a lightning strike. Thereafter, that became the expression used by scientists and inventors.
B)
The Enlightenment is the burst of intellectual activity in Europe and the colonies that, among other things, caused an increase in the respect for education and value of information.
C)
When settlers arrived on the shores of the American colonies, they were said to have reached an "Enlightened" place. Therefore, the mass migration of immigrants to the colonies is known as the Enlightenment.
D)
The Enlightenment refers to "seeing the light," as many colonists did in the eighteenth century as a Protestant religious revival swept through the colonies.
(Q2) - What was the purpose of
Poor Richard's Almanack
?
A)
Poor Richard's Almanack
shared weather and other information relevant to farmers, and also entertained readers with stories and wise sayings.
B)
Poor Richard's Almanack
targeted toward the poor of society, attempted to help them accept the truth of their position.
C)
Poor Richard's Almanack
recorded the births and marriages that occurred in the city of Philadelphia during the colonial era.
D)
Poor Richard's Almanack
is the written record of all Enlightenment era inventions and ideas.
(Q3) - When Poor Richard discusses the invention of the telescope and the orbits of planets around the sun, what does he assume about his readership?
A)
Poor Richard assumes his readers may be in the market for telescopes, and he is an investor in the company that makes them.
B)
They are ignorant and need to be taught how the world works.
D)
His readers are open to discussions of Natural Law and astronomical sciences.
D)
Americans have always loved the occult, and
Poor Richard's Almanack
was the first place a wide group of people had access to that type of literature.
(Q4) - To the historian, the printed sermon by Jonathan Edwards (Document 2) provides evidence that
A)
Colonial Americans firmly believed in reason and scientific observation as a way of understanding and surviving in their world.
B)
there was a demand for transcripts of powerful sermons among the colonial population.
C)
Jonathan Edwards was a religious fanatic.
D)
only preachers held the power of the written word and the gospel in their hands.
(Q5) - Compare the "Urban Web" and the development of print culture in colonial America discussed in Chapter 3 to the way that information is spread and acquired in the twenty-first century. Was information a more valuable resource then because it was so much more difficult than it is now to access so much information?
Quiz Instructions
Think about: In what ways did the Enlightenment and Great .
(Student Name)Miami Regional UniversityDate of EncounterP.docxgertrudebellgrove
(Student Name)
Miami Regional University
Date of Encounter:
Preceptor/Clinical Site:
Clinical Instructor:
Soap Note # Main Diagnosis Diabetes Mellitus type 2
PATIENT INFORMATION
Name: Mr. ET
Age: 56-year-old
Gender at Birth: Female
Gender Identity: Female
Source: Patient
Allergies: Penicillins
Current Medications:
· Multi-Vitamin Centrum Silver
· Lisinopril 10 mg daily
· PMH: HTN
Diabetes mellitus type 2
Immunizations:
Preventive Care: Coloscopy 3 years ago (Negative)
Surgical History: laparoscopic cholecystectomy
Family History: Father alive
Mother-alive, 90 years old, Diabetes Mellitus, HTN
Daughter-alive, 21 years old, healthy
Social History: No smoking history or illicit drug use, occasional alcoholic beverage consumption on social celebrations. Retired, widow, she lives alone.
Sexual Orientation: Straight
Nutrition History: Diets off and on
Subjective Data:
Chief Complaint: “I cannot stop to drink water and to pee, I need to see my labs”
Symptom analysis/HPI:
The patient is 56 years old female who complaining of she cannot stop to drink water and to pee. Patient noticed the problem started 1 month ago and sometimes it is accompanied by anxious for eat. She states that she has been under stress because her daughter for the last month. Patient denies pain, or another symptom. She makes some labs and coming to see the results.
Review of Systems (ROS)
CONSTITUTIONAL: Denies fever or chills. Denies weakness or weight loss. NEUROLOGIC: Headache and dizziness as describe above. Denies changes in LOC. Denies history of tremors or seizures.
HEENT: HEAD: Denies any head injury, or change in LOC. Eyes: Denies any changes in vision, diplopia or blurred vision. Ear: Denies pain in the ears. Denies loss of hearing or drainage. Nose: Denies nasal drainage, congestion. THROAT: Denies throat or neck pain, hoarseness, difficulty swallowing.
RESPIRATORY: Patient denies shortness of breath, cough or hemoptysis.
CARDIOVASCULAR: No chest pain, tachycardia. No orthopnea or paroxysmal nocturnal
dyspnea.
GASTROINTESTINAL: Denies abdominal pain or discomfort. Denies flatulence, nausea, vomiting or diarrhea.
GENITOURINARY: Denies hematuria, dysuria or change in urinary frequency. Denies difficulty starting/stopping stream of urine or incontinence.
MUSCULOSKELETAL: Denies falls or pain. Denies hearing a clicking or snapping sound.
SKIN: No change of coloration such as cyanosis or jaundice, no rashes or pruritus.
Objective Data:
VITAL SIGNS and Lab valuesTemperature: 97.5 °F, Pulse: 84, BP: 142/82 mmhg, RR 20, PO2-98% on room air, Ht- fill, Wt fill lb, BMI 37.2. No report pain 0/10.
HbA1C 9.5 %.
Serum creatinine 1.2 mg/dl, add more
GENERAL APPREARANCE: The patient is alert and oriented x 3. No acute distress noted. NEUROLOGIC: Alert, CNII-XII grossly intact, oriented to person, place, and time. Sensation intact to bilateral upper and lower extremities. Bilateral UE/LE strength 5/5.
HE.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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 ...
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.
1. National Humanities Center Resource Toolbox
The Making of African American Identity: Vol. III,
1917-1968
MALCOLM X
“Not just an American problem,
but a world problem”
Address delivered in the Corn Hill Methodist Church,
*Rochester, New York, 16 February 1965
IRST, brothers and sisters, I want to start by thanking you
for taking the time to come out this evening and
especially for the invitation for me to come up to
Rochester and participate in this little informal discussion
this evening on matters that are of common interest to all
elements in the community, in the entire Rochester community.
My reason for being here is to discuss the
Black revolution that is going on, that’s taking place on this
earth, the manner in which it’s taking place
on the African continent, and the impact that it’s having in
Black communities, not only here in America
but in England and in France and in other of the former colonial
powers today.
Gordon Parks
2. Malcolm X, 1963 F
Many of you probably read last week I made an effort to go to
Paris and was turned away. And Paris
doesn’t turn anybody away. You know anybody is supposed to
be able to go to France, it’s supposed to be
a very liberal place. But France is having problems today that
haven’t been highly publicized. And
England is also having problems that haven’t been highly
publicized, because America’s problems have
been so highly publicized. But all of these three partners, or
allies, have troubles in common today that
the Black American, or Afro-American, isn’t well enough up on.
And in order for you and me to know the nature of the struggle
that you and I are involved in, we have to
know not only the various ingredients involved at the local level
and national level, but also the
ingredients that are involved at the international level. And the
problems of the Black man here in this
country today have ceased to be a problem of just the American
Negro or an American problem. It has
become a problem that is so complex, and has so many
implications in it, that you have to study it in its
entire world, in the world context or in its international context,
to really see it as it actually is. Otherwise
you can’t even follow the local issue, unless you know what
part it plays in the entire international
context. And when you look at it in that context, you see it in a
different light, but you see it with more
clarity.
And you should ask yourself why should a country like France
be so concerned with a little insignificant
American Negro that they would prohibit him from going there,
3. when almost anybody else can go to that
country whenever they desire. And it’s primarily because the
three countries have the same problems.
And the problem is this: That in the Western Hemisphere, you
and I haven’t realized it, but we aren’t
exactly a minority on this earth. In the Western Hemisphere
there are — there’s the people in Brazil, two-
thirds of the people in Brazil are dark-skinned people, the same
as you and I. They are people of African
origin, African ancestry — African background. And not only in
Brazil, but throughout Latin America,
the Caribbean, the United States, and Canada, you have people
here who are of African origin.
* National Humanities Center, 2007:
nationalhumanitiescenter.org/pds/. In Bruce Perry, ed., Malcolm
X: The Last Speeches (New York: Pathfinder
Press, 1989), pp. 151-181. Copyright ! 1989 by Betty Shabazz,
Bruce Perry, Pathfinder Press. Reprinted by permission. All
ellipses in Perry. Images
added; complete image credits at
nationalhumanitiescenter.org/pds/maai3/imagecredits.htm.
file://localhost/Users/index.htm
Many of us fool ourselves into thinking of Afro-Americans as
those only who are here in the United
States. America is North America, Central America, and South
America. Anybody of African ancestry in
South America is an Afro-American. Anybody in Central
America of African blood is an Afro-American.
Anybody here in North America, including Canada, is an Afro-
American if he has African ancestry —
4. even down in the Caribbean, he’s an Afro-American. So when I
speak of the Afro-American, I’m not
speaking of just the 22 million of us who are here in the United
States. But the Afro-American is that
large number of people in the Western Hemisphere, from the
southernmost tip of South America to the
northernmost tip of North America, all of whom have a common
heritage and have a common origin
when you go back to the roots of these people.
Now, there are four spheres of influence in the Western
Hemisphere, where Black people are concerned.
There’s the Spanish influence, which means that Spain formerly
colonized a certain area of the Western
Hemisphere. There’s the French sphere of influence, which
means that area that she formerly colonized.
The area that the British formerly colonized. And then those of
us who are in the United States.
The area that was formerly colonized by the Spanish is
commonly referred to as Latin America. They
have many dark-skinned people there, of African ancestry. The
area which the French colonized here in
the Western Hemisphere is largely referred to as the French
West Indies. And the area that the British
colonized are those that are commonly referred to as the British
West Indies, and also Canada. And then
again, there’s the United States. So we have these four different
classifications of Black people, or
nonwhite people, here in the Western Hemisphere.
Because of the poor economy of Spain, and because it has
ceased to be an influence on the world scene as
it formerly was, not very many of the people from — not very
many of the black-skinned people from the
Spanish sphere of influence migrate to Spain. But because of
5. the high standard of living in France and
England, you find many of the Black people from the British
West Indies have been migrating to Great
Britain, many of the Black people from the French West Indies
migrate to France, and then you and I are
already here.
So it means that the three major allies, the United States,
Britain, and France, have a problem today that is
a common problem. But you and I are never given enough
information to realize that they have a
common problem. And that common problem is the new mood
that is reflected in the overall division of
the Black people within continental France, within the same
sphere of England, and also here in the
United States. So that — and this mood has been changing to
the same degree that the mood on the
African continent has been changing. So when you find the
African revolution taking place, and by
African revolution I mean the emergence of African nations into
independence that has been going on for
the past ten or twelve years, has absolutely affected the mood of
the Black people in the Western
Hemisphere. So much so that when they migrate to England,
they pose a problem for the English. And
when they migrate to France, they pose a problem for the
French. And when they — already here in the
States — but when they awaken, and this same mood is
reflected in the Black man in the States, then it
poses a problem to the white man here in America.
And don’t you think that the problem that the white man in
America has is unique. France is having the
same problem. And Great Britain is having the same problem.
But the only difference between the
problem in France and Britain and here is there have been many
6. Black leaders that have risen up here in
the Western Hemisphere, in the United States, that have created
so much sort of militancy that has
frightened the American whites. But that has been absent in
France and England. And it has only been
recently that the American Negro community and the British
West Indian community, along with the
African community in France, have begun to organize among
themselves, and it’s frightening France to
death. And the same thing is happening in England. It is — up
until recently it was disorganized
completely. But recently, the West Indians in England, along
with the African community in England,
along with the Asians in England began to organize and work in
coordination with each other, in
conjunction with each other. And this has posed England a very
serious problem.
National Humanities Center 2
So I had to give you that background, in order for you to
understand some of the current problems that are
developing here on this earth. And in no time can you
understand the problems between Black and white
people here in Rochester or Black and white people in
Mississippi or Black and white people in
California, unless you understand the basic problem that exists
between Black and white people — not
confined to the local level, but confined to the international,
global level on this earth today. When you
look at it in that context, you’ll understand. But if you only try
to look at it in the local context, you’ll
never understand. You have to see the trend that is taking place
on this earth. And my purpose for coming
7. here tonight is to try and give you as up-to-date an
understanding of it all as is possible.
As many of you know,
I left the Black Mus-
lim movement and
during the summer
months, I spent five of
those months on the —
in the Middle East and
on the African conti-
nent. During this time I
visited many countries,
first of which was
Egypt, and then Ara-
bia, then Kuwait,
Lebanon, Sudan, Ken-
ya, Ethiopia, Zanzibar,
Tanganyika — which
is now Tanzania —
Nigeria, Ghana, Gui-
nea, Liberia, Algeria.
And then the five
months that I was
away I had an oppor-
tunity to hold lengthy
discussions with Presi-
dent Nasser in Egypt,
President Julius Nye-
rere in Tanzania, Jomo
Kenyatta in Kenya,
Milton Obote in Ugan-
da, Azikiwe in Niger-
ia, Nkrumah in Ghana,
and Sékou Touré in
Guinea.
8. U.S. CIA / Library of Congress
Africa, 2005; nations listed by Malcolm X in blue; see text, left.
(Zanzibar,
in the Indian Ocean, consists of two islands controlled by
Tanzania.)
And during conversations with these men, and other Africans on
that continent, there was much
information exchanged that definitely broadened my
understanding, and I feel, broadened my scope. For
since coming back from over there, I have had no desire
whatsoever to get bogged down in any picayune
arguments with any bird-brained or small-minded people who
happen to belong to organizations, based
upon facts that are very misleading and don’t get you anywhere
when you have problems as complex as
ours that are trying to get solved.
So I’m not here tonight to talk about some of these movements
that are clashing with each other. I’m here
to talk about the problem that’s in front of all of us. And to
have — and to do it in a very informal way. I
National Humanities Center 3
never like to be tied down to a formal method or procedure
when talking to an audience, because I find
that usually the conversation that I’m involved in revolves
around race, or things racial, which is not my
9. fault. I didn’t create the race problem. And you know, I didn’t
come to America on the Mayflower or at
my own volition. Our people were brought here involuntarily,
against our will. So if we pose the problem
now, they shouldn’t blame us for being here. They brought us
here. [Applause]
One of the reasons I feel that it is best to remain very informal
when discussing this type of topic, when
people are discussing things based on race, they have a
tendency to be very narrow-minded and to get
emotional and all involved in — especially white people. I have
found white people that usually are very
intelligent, until you get them to talking about the race problem.
Then they get blind as a bat and want you
to see what they know is the exact opposite of the truth.
[Applause]
So what I would rather we try and do is be very informal, where
we can relax and keep an open mind, and
try and form the pattern or the habit of seeing for ourselves,
hearing for ourselves, thinking for ourselves,
and then we can come to an intelligent judgment for ourselves.
To straighten out my own position, as I did earlier in the day at
Colgate,1 I’m a Muslim, which only
means that my religion is Islam. I believe in God, the Supreme
Being, the creator of the universe. This is a
very simple form of religion, easy to understand. I believe in
one God. It’s just a whole lot better. But I
believe in one God, and I believe that that God had one religion,
has one religion, always will have one
religion. And that that God taught all of the prophets the same
religion, so there is no argument about who
was greater or who was better: Moses, Jesus, Muhammad, or
some of the others. All of them were
10. prophets who came from one God. They had one doctrine, and
that doctrine was designed to give
clarification of humanity, so that all of humanity would see that
it was one and have some kind of
brotherhood that would be practiced here on this earth. I believe
in that.
I believe in the brotherhood of man. But despite the fact that I
believe in the brotherhood of man, I have
to be a realist and realize that here in America we’re in a
society that doesn’t practice brotherhood. It
doesn’t practice what it preaches. It preaches brotherhood, but it
doesn’t practice brotherhood. And
because this society doesn’t practice brotherhood, those of us
who are Muslim — those of us who left the
Black Muslim movement and regrouped as Muslims, in a
movement based upon orthodox Islam — we
believe in the brotherhood of Islam.
But we also realize that the problem facing Black people in this
country is so complex and so involved
and has been here so long, unsolved, that it is absolutely
necessary for us to form another organization.
Which we did, which is a nonreligious organization in which —
is known as the Organization of Afro-
American Unity, and it is so structured organizationally to
allow for active participation of any Afro-
American, any Black American, in a program that is designed to
eliminate the negative political,
economic, and social evils that our people are confronted by in
this society. And we have that set up
because we realize that we have to fight against the evils of a
society that has failed to produce
brotherhood for every member of that society. This in no way
means that we’re antiwhite, antiblue,
antigreen, or antiyellow. We’re antiwrong. We’re
11. antidiscrimination. We’re antisegregation. We’re
against anybody who wants to practice some form of
segregation or discrimination against us because we
don’t happen to be a color that’s acceptable to you. . . .2
[Applause]
We don’t judge a man because of the color of his skin. We don’t
judge you because you’re white; we
don’t judge you because you’re black; we don’t judge you
because you’re brown. We judge you because
of what you do and what you practice. And as long as you
practice evil, we’re against you. And for us, the
most — the worst form of evil is the evil that’s based upon
judging a man because of the color of his skin.
And I don’t think anybody here can deny that we’re living in a
society that just doesn’t judge a man
according to his talents, according to his know-how, according
to his possibility — background, or lack of
1 Colgate Rochester University Divinity School.
2 All ellipses in this text in Perry edition.
National Humanities Center 4
academic background. This society judges a man solely upon
the color of his skin. If you’re white, you
can go forward, and if you’re Black, you have to fight your way
every step of the way, and you still don’t
get forward. [Applause]
We are living in a society that is by and large controlled by
people who believe in segregation. We are
living in a society that is by and large controlled by a people
who believe in racism, and practice
12. segregation and discrimination and racism. We believe in a —
and I say that it is controlled, not by the
well-meaning whites, but controlled by the segregationists, the
racists. And you can see by the pattern that
this society follows all over the world. Right now in Asia you
have the American army dropping bombs
on dark-skinned people. You can’t say that — it’s as though you
can justify being that far from home,
dropping bombs on somebody else. If you were next door, I
could see it, but you can’t go that far away
from this country and drop bombs on somebody else and justify
your presence over there, not with me.
[Applause]
It’s racism. Racism practiced by America. Racism which
involves a war against the dark-skinned people
in Asia, another form of racism involving a war against the
darkskinned people in the Congo3 . . . as it
involves a war against the dark-skinned people in Mississippi,
Alabama, Georgia, and Rochester, New
York. [Applause]
So we’re not against people because they’re white. But we’re
against those who practice racism. We’re
against those who drop bombs on people because their color
happens to be of a different shade than
yours. And because we’re against it, the press says we’re
violent. We’re not for violence. We’re for
peace. But the people that we’re up against are for violence.
You can’t be peaceful when you’re dealing
with them. [Applause]
They accuse us of what they themselves are guilty of. This is
what the criminal always does. They’ll
bomb you, then accuse you of bombing yourself. They’ll crush
your skull, then accuse you of attacking
13. him. This is what the racists have always done — the criminal,
the one who has criminal processes
developed to a science. Their practice is criminal action. And
then use the press to make you victim —
look like the victim is the criminal, and the criminal is the
victim. This is how they do it. [Applause]
And you here in Rochester probably know more about this than
anybody anywhere else. Here’s an
example of how they do. They take the press, and through the
press, they beat the system. . . . Or through
the white public. Because the white public is divided. Some
mean good, and some don’t mean good.
Some are well meaning, and some are not well meaning. This is
true. You got some that are not well
meaning, and some are well meaning. And usually those that are
not well meaning outnumber those that
are well meaning. You need a microscope to find those that are
well meaning. [Applause]
So they don’t like to do anything without the support of the
white public. The racists, that are usually
very influential in the society, don’t make their move without
first going to get public opinion on their
side. So they use the press to get public opinion on their side.
When they want to suppress and oppress the
Black community, what do they do? They take the statistics, and
through the press, they feed them to the
public. They make it appear that the role of crime in the Black
community is higher than it is anywhere
else.
What does this do? [Applause] This message — this is a very
skillful message used by racists to make the
whites who aren’t racists think that the rate of crime in the
Black community is so high. This keeps the
14. Black community in the image of a criminal. It makes it appear
that anyone in the Black community is a
criminal. And as soon as this impression is given, then it makes
it possible, or paves the way to set up a
police-type state in the Black community, getting the full
approval of the white public when the police
3 In mid-1964, a revolt broke out in the Congo (today Zaire)
[NHC note: today Democratic Republic of the Congo] led by
followers of murdered Prime
Minister Patrice Lumumba. They opposed Moise Tshombe
becoming prime minister. The U.S.-backed Tshombe had been
instrumental in the
overthrow of Lumumba’s government in 1960. During
November 1964, U.S. planes ferried Belgian troops and
mercenaries to rebel-held territory in an
effort to crush the uprising. These forces carried out a massacre
of thousands of Congolese. [Perry, p. 92, referenced at footnote,
p. 159]
National Humanities Center 5
come in, use all kind of brutal measures to suppress Black
people, crush their skulls, sic dogs on them,
and things of that type. And the whites go along with it.
Because they think that everybody over there’s a
criminal anyway. This is what — the press does this. [Applause]
This is skill. This skill is called — this is a science that’s called
“image making.” They hold you in check
through this science of imagery. They even make you look down
upon yourself, by giving you a bad
image of yourself. Some of our own Black people who have
15. eaten this image themselves and digested it
— until they themselves don’t want to live in the Black
community. They don’t want to be around Black
people themselves. [Applause]
It’s a science that they use, very skillfully, to make the criminal
look like the victim, and to make the
victim look like the criminal. Example: In the United States
during the Harlem riots, I was in Africa,
fortunately. [Laughter] During these riots, or because of these
riots, or after the riots, again the press, very
skillfully, depicted the rioters as hoodlums, criminals, thieves,
because they were abducting some
property.
Now mind you, it is true that property was destroyed. But look
at it from another angle. In these Black
communities, the economy of the community is not in the hands
of the Black man. The Black man is not
his own landlord. The buildings that he lives in are owned by
someone else. The stores in the community
are run by someone else. Everything in the community is out of
his hands. He has no say-so in it
whatsoever, other than to live there, and pay the highest rent for
the lowest-type boarding place,
[Applause] pays the highest prices for food, for the lowest grade
of food. He is a victim of this, a victim of
economic exploitation, political exploitation, and every other
kind.
Now, he’s so frustrated, so pent-up, so much explosive energy
within him, that he would like to get at the
one who’s exploiting him. But the one who’s exploiting him
doesn’t live in his neighborhood. He only
owns the house. He only owns the store. He only owns the
neighborhood. So that when the Black man
16. explodes, the one that he wants to get at isn’t there. So he
destroys the property. He’s not a thief. He’s not
trying to steal your cheap furniture or your cheap food. He
wants to get at you, but you’re not there.
[Applause]
And instead of the sociologists analyzing it as it actually is,
trying to understand it as it actually is, again
they cover up the real issue, and they use the press to make it
appear that these people are thieves,
hoodlums. No! They are the victims of organized thievery,
organized landlords who are nothing but
thieves, merchants who are nothing but thieves, politicians who
sit in the city hall and who are nothing
but thieves in cahoots with the landlords and the merchants.
[Applause]
But again, the press is used to make the victim look like the
criminal and make the criminal look like the
victim. . . . This is imagery. And just as this imagery is
practiced at the local level, you can understand it
better by an international example. The best recent example at
the international level to bear witness to
what I’m saying is what happened in the Congo. Look at what
happened. We had a situation where a
plane was dropping bombs on African villages. An African
village has no defense against the bombs. And
an African village is not sufficient threat that it has to be
bombed! But planes were dropping bombs on
African villages. When these bombs strike, they don’t
distinguish between enemy and friend. They don’t
distinguish between male and female. When these bombs are
dropped on African villages in the Congo,
they are dropped on Black women, Black children, Black
babies. These human beings were blown to bits.
I heard no outcry, no voice of compassion for these thousands
17. of Black people who were slaughtered by
planes. [Applause]
Why was there no outcry? Why was there no concern? Because,
again, the press very skillfully made the
victims look like they were the criminals, and the criminals look
like they were the victims. [Applause]
They refer to the villages as “rebel held,” you know. As if to
say, because they are rebel-held villages,
you can destroy the population, and it’s okay. They also refer to
the merchants of death as “American-
National Humanities Center 6
trained, anti-Castro Cuban pilots.” This made it okay. Because
these pilots, these mercenaries — you
know what a mercenary is, he’s not a patriot. A mercenary is
not someone who goes to war out of
patriotism for his country. A mercenary is a hired killer. A
person who kills, who draws blood for money,
anybody’s blood. You kill a human being as easily as you kill a
cat or a dog or a chicken.
So these mercenaries, dropping bombs on African villages,
caring nothing as to whether or not there are
innocent, defenseless women and children and babies being
destroyed by their bombs. But because
they’re called “mercenaries,” given a glorified name, it doesn’t
excite you. Because they are referred to as
“American-trained” pilots, because they are American-trained,
that makes them okay. “Anti-Castro
Cubans,” that makes them okay. Castro’s a monster, so anybody
who’s against Castro is all right with us,
18. and anything they can do from there, that’s all right with us. . . .
They put your mind right in a bag and
take it wherever they want, as well. [Applause]
But it’s something that you have to look at and answer for.
Because they are American planes, American
bombs, escorted by American paratroopers, armed with machine
guns. But, you know, they say they’re
not soldiers, they’re just there as escorts, like they started out
with some advisers in South Vietnam.
Twenty thousand of them — just advisers. These are just
“escorts.” They’re able to do all of this mass
murder and get away with it by labeling it “humanitarian,” an
act of humanitarianism. Or “in the name of
freedom,” “in the name of liberty.” All kinds of high-sounding
slogans, but it’s cold-blooded murder,
mass murder. And it’s done so skillfully, so you and I, who call
ourselves sophisticated in this twentieth
century, are able to watch it, and put the stamp of approval
upon it. Simply because it’s being done to
people with black skin, by people with white skin.
They take a man who is a cold-blooded murderer, named
[Moise] Tshombe. You’ve heard of him, Uncle
Tom Tshombe. [Laughter and applause] He murdered the prime
minister, the rightful prime minister,
[Patrice] Lumumba. He murdered him. [Applause] Now here’s a
man who’s an international murderer,
selected by the State Department and placed
over the Congo and propped into position by
your tax dollars. He’s a killer. He’s hired by
our government. He’s a hired killer. And to
show the type of hired killer he is, as soon as
he’s in office, he hires more killers in South
Africa to shoot down his own people. And you
wonder why your American image abroad is
19. so bankrupt.
SVT Bild/Das Fotoarchiv / africaphoto.com
Patrice Lumumba (second from left), premier of the Republic of
the Congo, arriving in New York City with an aide, Capt.
Mawoso,
to request United Nations protection, 24 July 1960. Lumumba
was
assassinated in the Congo in January 1961, for which the
Belgian
government officially acknowledged responsibility in 2002.
Notice I said, “Your American image abroad is
so bankrupt.”
They make this man acceptable by saying in
the press that he’s the only one that can unite
the Congo. Ha. A murderer. They won’t let
China in the United Nations because they say
she declared war on UN troops in Korea.
Tshombe declared war on UN troops in
Katanga. You give him money and prop him
up. You don’t use the same yardstick. You use
the yardstick over here, change it over here.
This is true — everybody can see you today.
You make yourself look sick in the sight of the
world trying to fool people that you were at
least once wise with your trickery. But today
National Humanities Center 7
20. your bag of tricks have absolutely run out. The whole world can
see what you’re doing.
The press whips up hysteria in the white public. Then it shifts
gears and starts working trying to get the
sympathy of the white public. And then it shifts gears and gets
the white public to support whatever …
National Humanities Center Resource Toolbox
The Making of African American Identity: Vol. III,
1917-1968
MALCOLM X
“Not just an American problem,
but a world problem”
Address delivered in the Corn Hill Methodist Church,
*Rochester, New York, 16 February 1965
IRST, brothers and sisters, I want to start by thanking you
for taking the time to come out this evening and
especially for the invitation for me to come up to
Rochester and participate in this little informal discussion
this evening on matters that are of common interest to all
elements in the community, in the entire Rochester community.
My reason for being here is to discuss the
Black revolution that is going on, that’s taking place on this
21. earth, the manner in which it’s taking place
on the African continent, and the impact that it’s having in
Black communities, not only here in America
but in England and in France and in other of the former colonial
powers today.
Gordon Parks
Malcolm X, 1963 F
Many of you probably read last week I made an effort to go to
Paris and was turned away. And Paris
doesn’t turn anybody away. You know anybody is supposed to
be able to go to France, it’s supposed to be
a very liberal place. But France is having problems today that
haven’t been highly publicized. And
England is also having problems that haven’t been highly
publicized, because America’s problems have
been so highly publicized. But all of these three partners, or
allies, have troubles in common today that
the Black American, or Afro-American, isn’t well enough up on.
And in order for you and me to know the nature of the struggle
that you and I are involved in, we have to
know not only the various ingredients involved at the local level
and national level, but also the
ingredients that are involved at the international level. And the
problems of the Black man here in this
country today have ceased to be a problem of just the American
Negro or an American problem. It has
become a problem that is so complex, and has so many
implications in it, that you have to study it in its
entire world, in the world context or in its international context,
to really see it as it actually is. Otherwise
you can’t even follow the local issue, unless you know what
22. part it plays in the entire international
context. And when you look at it in that context, you see it in a
different light, but you see it with more
clarity.
And you should ask yourself why should a country like France
be so concerned with a little insignificant
American Negro that they would prohibit him from going there,
when almost anybody else can go to that
country whenever they desire. And it’s primarily because the
three countries have the same problems.
And the problem is this: That in the Western Hemisphere, you
and I haven’t realized it, but we aren’t
exactly a minority on this earth. In the Western Hemisphere
there are — there’s the people in Brazil, two-
thirds of the people in Brazil are dark-skinned people, the same
as you and I. They are people of African
origin, African ancestry — African background. And not only in
Brazil, but throughout Latin America,
the Caribbean, the United States, and Canada, you have people
here who are of African origin.
* National Humanities Center, 2007:
nationalhumanitiescenter.org/pds/. In Bruce Perry, ed., Malcolm
X: The Last Speeches (New York: Pathfinder
Press, 1989), pp. 151-181. Copyright ! 1989 by Betty Shabazz,
Bruce Perry, Pathfinder Press. Reprinted by permission. All
ellipses in Perry. Images
added; complete image credits at
nationalhumanitiescenter.org/pds/maai3/imagecredits.htm.
file://localhost/Users/index.htm
23. Many of us fool ourselves into thinking of Afro-Americans as
those only who are here in the United
States. America is North America, Central America, and South
America. Anybody of African ancestry in
South America is an Afro-American. Anybody in Central
America of African blood is an Afro-American.
Anybody here in North America, including Canada, is an Afro-
American if he has African ancestry —
even down in the Caribbean, he’s an Afro-American. So when I
speak of the Afro-American, I’m not
speaking of just the 22 million of us who are here in the United
States. But the Afro-American is that
large number of people in the Western Hemisphere, from the
southernmost tip of South America to the
northernmost tip of North America, all of whom have a common
heritage and have a common origin
when you go back to the roots of these people.
Now, there are four spheres of influence in the Western
Hemisphere, where Black people are concerned.
There’s the Spanish influence, which means that Spain formerly
colonized a certain area of the Western
Hemisphere. There’s the French sphere of influence, which
means that area that she formerly colonized.
The area that the British formerly colonized. And then those of
us who are in the United States.
The area that was formerly colonized by the Spanish is
commonly referred to as Latin America. They
have many dark-skinned people there, of African ancestry. The
area which the French colonized here in
the Western Hemisphere is largely referred to as the French
West Indies. And the area that the British
colonized are those that are commonly referred to as the British
West Indies, and also Canada. And then
again, there’s the United States. So we have these four different
24. classifications of Black people, or
nonwhite people, here in the Western Hemisphere.
Because of the poor economy of Spain, and because it has
ceased to be an influence on the world scene as
it formerly was, not very many of the people from — not very
many of the black-skinned people from the
Spanish sphere of influence migrate to Spain. But because of
the high standard of living in France and
England, you find many of the Black people from the British
West Indies have been migrating to Great
Britain, many of the Black people from the French West Indies
migrate to France, and then you and I are
already here.
So it means that the three major allies, the United States,
Britain, and France, have a problem today that is
a common problem. But you and I are never given enough
information to realize that they have a
common problem. And that common problem is the new mood
that is reflected in the overall division of
the Black people within continental France, within the same
sphere of England, and also here in the
United States. So that — and this mood has been changing to
the same degree that the mood on the
African continent has been changing. So when you find the
African revolution taking place, and by
African revolution I mean the emergence of African nations into
independence that has been going on for
the past ten or twelve years, has absolutely affected the mood of
the Black people in the Western
Hemisphere. So much so that when they migrate to England,
they pose a problem for the English. And
when they migrate to France, they pose a problem for the
French. And when they — already here in the
States — but when they awaken, and this same mood is
25. reflected in the Black man in the States, then it
poses a problem to the white man here in America.
And don’t you think that the problem that the white man in
America has is unique. France is having the
same problem. And Great Britain is having the same problem.
But the only difference between the
problem in France and Britain and here is there have been many
Black leaders that have risen up here in
the Western Hemisphere, in the United States, that have created
so much sort of militancy that has
frightened the American whites. But that has been absent in
France and England. And it has only been
recently that the American Negro community and the British
West Indian community, along with the
African community in France, have begun to organize among
themselves, and it’s frightening France to
death. And the same thing is happening in England. It is — up
until recently it was disorganized
completely. But recently, the West Indians in England, along
with the African community in England,
along with the Asians in England began to organize and work in
coordination with each other, in
conjunction with each other. And this has posed England a very
serious problem.
National Humanities Center 2
So I had to give you that background, in order for you to
understand some of the current problems that are
developing here on this earth. And in no time can you
understand the problems between Black and white
people here in Rochester or Black and white people in
Mississippi or Black and white people in
26. California, unless you understand the basic problem that exists
between Black and white people — not
confined to the local level, but confined to the international,
global level on this earth today. When you
look at it in that context, you’ll understand. But if you only try
to look at it in the local context, you’ll
never understand. You have to see the trend that is taking place
on this earth. And my purpose for coming
here tonight is to try and give you as up-to-date an
understanding of it all as is possible.
As many of you know,
I left the Black Mus-
lim movement and
during the summer
months, I spent five of
those months on the —
in the Middle East and
on the African conti-
nent. During this time I
visited many countries,
first of which was
Egypt, and then Ara-
bia, then Kuwait,
Lebanon, Sudan, Ken-
ya, Ethiopia, Zanzibar,
Tanganyika — which
is now Tanzania —
Nigeria, Ghana, Gui-
nea, Liberia, Algeria.
And then the five
months that I was
away I had an oppor-
tunity to hold lengthy
discussions with Presi-
dent Nasser in Egypt,
27. President Julius Nye-
rere in Tanzania, Jomo
Kenyatta in Kenya,
Milton Obote in Ugan-
da, Azikiwe in Niger-
ia, Nkrumah in Ghana,
and Sékou Touré in
Guinea.
U.S. CIA / Library of Congress
Africa, 2005; nations listed by Malcolm X in blue; see text, left.
(Zanzibar,
in the Indian Ocean, consists of two islands controlled by
Tanzania.)
And during conversations with these men, and other Africans on
that continent, there was much
information exchanged that definitely broadened my
understanding, and I feel, broadened my scope. For
since coming back from over there, I have had no desire
whatsoever to get bogged down in any picayune
arguments with any bird-brained or small-minded people who
happen to belong to organizations, based
upon facts that are very misleading and don’t get you anywhere
when you have problems as complex as
ours that are trying to get solved.
So I’m not here tonight to talk about some of these movements
that are clashing with each other. I’m here
to talk about the problem that’s in front of all of us. And to
have — and to do it in a very informal way. I
28. National Humanities Center 3
never like to be tied down to a formal method or procedure
when talking to an audience, because I find
that usually the conversation that I’m involved in revolves
around race, or things racial, which is not my
fault. I didn’t create the race problem. And you know, I didn’t
come to America on the Mayflower or at
my own volition. Our people were brought here involuntarily,
against our will. So if we pose the problem
now, they shouldn’t blame us for being here. They brought us
here. [Applause]
One of the reasons I feel that it is best to remain very informal
when discussing this type of topic, when
people are discussing things based on race, they have a
tendency to be very narrow-minded and to get
emotional and all involved in — especially white people. I have
found white people that usually are very
intelligent, until you get them to talking about the race problem.
Then they get blind as a bat and want you
to see what they know is the exact opposite of the truth.
[Applause]
So what I would rather we try and do is be very informal, where
we can relax and keep an open mind, and
try and form the pattern or the habit of seeing for ourselves,
hearing for ourselves, thinking for ourselves,
and then we can come to an intelligent judgment for ourselves.
To straighten out my own position, as I did earlier in the day at
Colgate,1 I’m a Muslim, which only
means that my religion is Islam. I believe in God, the Supreme
Being, the creator of the universe. This is a
29. very simple form of religion, easy to understand. I believe in
one God. It’s just a whole lot better. But I
believe in one God, and I believe that that God had one religion,
has one religion, always will have one
religion. And that that God taught all of the prophets the same
religion, so there is no argument about who
was greater or who was better: Moses, Jesus, Muhammad, or
some of the others. All of them were
prophets who came from one God. They had one doctrine, and
that doctrine was designed to give
clarification of humanity, so that all of humanity would see that
it was one and have some kind of
brotherhood that would be practiced here on this earth. I believe
in that.
I believe in the brotherhood of man. But despite the fact that I
believe in the brotherhood of man, I have
to be a realist and realize that here in America we’re in a
society that doesn’t practice brotherhood. It
doesn’t practice what it preaches. It preaches brotherhood, but it
doesn’t practice brotherhood. And
because this society doesn’t practice brotherhood, those of us
who are Muslim — those of us who left the
Black Muslim movement and regrouped as Muslims, in a
movement based upon orthodox Islam — we
believe in the brotherhood of Islam.
But we also realize that the problem facing Black people in this
country is so complex and so involved
and has been here so long, unsolved, that it is absolutely
necessary for us to form another organization.
Which we did, which is a nonreligious organization in which —
is known as the Organization of Afro-
American Unity, and it is so structured organizationally to
allow for active participation of any Afro-
American, any Black American, in a program that is designed to
30. eliminate the negative political,
economic, and social evils that our people are confronted by in
this society. And we have that set up
because we realize that we have to fight against the evils of a
society that has failed to produce
brotherhood for every member of that society. This in no way
means that we’re antiwhite, antiblue,
antigreen, or antiyellow. We’re antiwrong. We’re
antidiscrimination. We’re antisegregation. We’re
against anybody who wants to practice some form of
segregation or discrimination against us because we
don’t happen to be a color that’s acceptable to you. . . .2
[Applause]
We don’t judge a man because of the color of his skin. We don’t
judge you because you’re white; we
don’t judge you because you’re black; we don’t judge you
because you’re brown. We judge you because
of what you do and what you practice. And as long as you
practice evil, we’re against you. And for us, the
most — the worst form of evil is the evil that’s based upon
judging a man because of the color of his skin.
And I don’t think anybody here can deny that we’re living in a
society that just doesn’t judge a man
according to his talents, according to his know-how, according
to his possibility — background, or lack of
1 Colgate Rochester University Divinity School.
2 All ellipses in this text in Perry edition.
National Humanities Center 4
academic background. This society judges a man solely upon
the color of his skin. If you’re white, you
31. can go forward, and if you’re Black, you have to fight your way
every step of the way, and you still don’t
get forward. [Applause]
We are living in a society that is by and large controlled by
people who believe in segregation. We are
living in a society that is by and large controlled by a people
who believe in racism, and practice
segregation and discrimination and racism. We believe in a —
and I say that it is controlled, not by the
well-meaning whites, but controlled by the segregationists, the
racists. And you can see by the pattern that
this society follows all over the world. Right now in Asia you
have the American army dropping bombs
on dark-skinned people. You can’t say that — it’s as though you
can justify being that far from home,
dropping bombs on somebody else. If you were next door, I
could see it, but you can’t go that far away
from this country and drop bombs on somebody else and justify
your presence over there, not with me.
[Applause]
It’s racism. Racism practiced by America. Racism which
involves a war against the dark-skinned people
in Asia, another form of racism involving a war against the
darkskinned people in the Congo3 . . . as it
involves a war against the dark-skinned people in Mississippi,
Alabama, Georgia, and Rochester, New
York. [Applause]
So we’re not against people because they’re white. But we’re
against those who practice racism. We’re
against those who drop bombs on people because their color
happens to be of a different shade than
yours. And because we’re against it, the press says we’re
violent. We’re not for violence. We’re for
32. peace. But the people that we’re up against are for violence.
You can’t be peaceful when you’re dealing
with them. [Applause]
They accuse us of what they themselves are guilty of. This is
what the criminal always does. They’ll
bomb you, then accuse you of bombing yourself. They’ll crush
your skull, then accuse you of attacking
him. This is what the racists have always done — the criminal,
the one who has criminal processes
developed to a science. Their practice is criminal action. And
then use the press to make you victim —
look like the victim is the criminal, and the criminal is the
victim. This is how they do it. [Applause]
And you here in Rochester probably know more about this than
anybody anywhere else. Here’s an
example of how they do. They take the press, and through the
press, they beat the system. . . . Or through
the white public. Because the white public is divided. Some
mean good, and some don’t mean good.
Some are well meaning, and some are not well meaning. This is
true. You got some that are not well
meaning, and some are well meaning. And usually those that are
not well meaning outnumber those that
are well meaning. You need a microscope to find those that are
well meaning. [Applause]
So they don’t like to do anything without the support of the
white public. The racists, that are usually
very influential in the society, don’t make their move without
first going to get public opinion on their
side. So they use the press to get public opinion on their side.
When they want to suppress and oppress the
Black community, what do they do? They take the statistics, and
through the press, they feed them to the
33. public. They make it appear that the role of crime in the Black
community is higher than it is anywhere
else.
What does this do? [Applause] This message — this is a very
skillful message used by racists to make the
whites who aren’t racists think that the rate of crime in the
Black community is so high. This keeps the
Black community in the image of a criminal. It makes it appear
that anyone in the Black community is a
criminal. And as soon as this impression is given, then it makes
it possible, or paves the way to set up a
police-type state in the Black community, getting the full
approval of the white public when the police
3 In mid-1964, a revolt broke out in the Congo (today Zaire)
[NHC note: today Democratic Republic of the Congo] led by
followers of murdered Prime
Minister Patrice Lumumba. They opposed Moise Tshombe
becoming prime minister. The U.S.-backed Tshombe had been
instrumental in the
overthrow of Lumumba’s government in 1960. During
November 1964, U.S. planes ferried Belgian troops and
mercenaries to rebel-held territory in an
effort to crush the uprising. These forces carried out a massacre
of thousands of Congolese. [Perry, p. 92, referenced at footnote,
p. 159]
National Humanities Center 5
come in, use all kind of brutal measures to suppress Black
people, crush their skulls, sic dogs on them,
and things of that type. And the whites go along with it.
34. Because they think that everybody over there’s a
criminal anyway. This is what — the press does this. [Applause]
This is skill. This skill is called — this is a science that’s called
“image making.” They hold you in check
through this science of imagery. They even make you look down
upon yourself, by giving you a bad
image of yourself. Some of our own Black people who have
eaten this image themselves and digested it
— until they themselves don’t want to live in the Black
community. They don’t want to be around Black
people themselves. [Applause]
It’s a science that they use, very skillfully, to make the criminal
look like the victim, and to make the
victim look like the criminal. Example: In the United States
during the Harlem riots, I was in Africa,
fortunately. [Laughter] During these riots, or because of these
riots, or after the riots, again the press, very
skillfully, depicted the rioters as hoodlums, criminals, thieves,
because they were abducting some
property.
Now mind you, it is true that property was destroyed. But look
at it from another angle. In these Black
communities, the economy of the community is not in the hands
of the Black man. The Black man is not
his own landlord. The buildings that he lives in are owned by
someone else. The stores in the community
are run by someone else. Everything in the community is out of
his hands. He has no say-so in it
whatsoever, other than to live there, and pay the highest rent for
the lowest-type boarding place,
[Applause] pays the highest prices for food, for the lowest grade
of food. He is a victim of this, a victim of
economic exploitation, political exploitation, and every other
35. kind.
Now, he’s so frustrated, so pent-up, so much explosive energy
within him, that he would like to get at the
one who’s exploiting him. But the one who’s exploiting him
doesn’t live in his neighborhood. He only
owns the house. He only owns the store. He only owns the
neighborhood. So that when the Black man
explodes, the one that he wants to get at isn’t there. So he
destroys the property. He’s not a thief. He’s not
trying to steal your cheap furniture or your cheap food. He
wants to get at you, but you’re not there.
[Applause]
And instead of the sociologists analyzing it as it actually is,
trying to understand it as it actually is, again
they cover up the real issue, and they use the press to make it
appear that these people are thieves,
hoodlums. No! They are the victims of organized thievery,
organized landlords who are nothing but
thieves, merchants who are nothing but thieves, politicians who
sit in the city hall and who are nothing
but thieves in cahoots with the landlords and the merchants.
[Applause]
But again, the press is used to make the victim look like the
criminal and make the criminal look like the
victim. . . . This is imagery. And just as this imagery is
practiced at the local level, you can understand it
better by an international example. The best recent example at
the international level to bear witness to
what I’m saying is what happened in the Congo. Look at what
happened. We had a situation where a
plane was dropping bombs on African villages. An African
village has no defense against the bombs. And
an African village is not sufficient threat that it has to be
36. bombed! But planes were dropping bombs on
African villages. When these bombs strike, they don’t
distinguish between enemy and friend. They don’t
distinguish between male and female. When these bombs are
dropped on African villages in the Congo,
they are dropped on Black women, Black children, Black
babies. These human beings were blown to bits.
I heard no outcry, no voice of compassion for these thousands
of Black people who were slaughtered by
planes. [Applause]
Why was there no outcry? Why was there no concern? Because,
again, the press very skillfully made the
victims look like they were the criminals, and the criminals look
like they were the victims. [Applause]
They refer to the villages as “rebel held,” you know. As if to
say, because they are rebel-held villages,
you can destroy the population, and it’s okay. They also refer to
the merchants of death as “American-
National Humanities Center 6
trained, anti-Castro Cuban pilots.” This made it okay. Because
these pilots, these mercenaries — you
know what a mercenary is, he’s not a patriot. A mercenary is
not someone who goes to war out of
patriotism for his country. A mercenary is a hired killer. A
person who kills, who draws blood for money,
anybody’s blood. You kill a human being as easily as you kill a
cat or a dog or a chicken.
So these mercenaries, dropping bombs on African villages,
caring nothing as to whether or not there are
37. innocent, defenseless women and children and babies being
destroyed by their bombs. But because
they’re called “mercenaries,” given a glorified name, it doesn’t
excite you. Because they are referred to as
“American-trained” pilots, because they are American-trained,
that makes them okay. “Anti-Castro
Cubans,” that makes them okay. Castro’s a monster, so anybody
who’s against Castro is all right with us,
and anything they can do from there, that’s all right with us. . . .
They put your mind right in a bag and
take it wherever they want, as well. [Applause]
But it’s something that you have to look at and answer for.
Because they are American planes, American
bombs, escorted by American paratroopers, armed with machine
guns. But, you know, they say they’re
not soldiers, they’re just there as escorts, like they started out
with some advisers in South Vietnam.
Twenty thousand of them — just advisers. These are just
“escorts.” They’re able to do all of this mass
murder and get away with it by labeling it “humanitarian,” an
act of humanitarianism. Or “in the name of
freedom,” “in the name of liberty.” All kinds of high-sounding
slogans, but it’s cold-blooded murder,
mass murder. And it’s done so skillfully, so you and I, who call
ourselves sophisticated in this twentieth
century, are able to watch it, and put the stamp of approval
upon it. Simply because it’s being done to
people with black skin, by people with white skin.
They take a man who is a cold-blooded murderer, named
[Moise] Tshombe. You’ve heard of him, Uncle
Tom Tshombe. [Laughter and applause] He murdered the prime
minister, the rightful prime minister,
[Patrice] Lumumba. He murdered him. [Applause] Now here’s a
man who’s an international murderer,
38. selected by the State Department and placed
over the Congo and propped into position by
your tax dollars. He’s a killer. He’s hired by
our government. He’s a hired killer. And to
show the type of hired killer he is, as soon as
he’s in office, he hires more killers in South
Africa to shoot down his own people. And you
wonder why your American image abroad is
so bankrupt.
SVT Bild/Das Fotoarchiv / africaphoto.com
Patrice Lumumba (second from left), premier of the Republic of
the Congo, arriving in New York City with an aide, Capt.
Mawoso,
to request United Nations protection, 24 July 1960. Lumumba
was
assassinated in the Congo in January 1961, for which the
Belgian
government officially acknowledged responsibility in 2002.
Notice I said, “Your American image abroad is
so bankrupt.”
They make this man acceptable by saying in
the press that he’s the only one that can unite
the Congo. Ha. A murderer. They won’t let
China in the United Nations because they say
she declared war on UN troops in Korea.
Tshombe declared war on UN troops in
Katanga. You give him money and prop him
up. You don’t use the same yardstick. You use
the yardstick over here, change it over here.
39. This is true — everybody can see you today.
You make yourself look sick in the sight of the
world trying to fool people that you were at
least once wise with your trickery. But today
National Humanities Center 7
your bag of tricks have absolutely run out. The whole world can
see what you’re doing.
The press whips up hysteria in the white public. Then it shifts
gears and starts working trying to get the
sympathy of the white public. And then it shifts gears and gets
the white public to support whatever …