posted                      

quote:

---

Originally posted by Bettyboo:
That's correct. Ethiopia is not determine by borders but rather it is a people of Cushitic stock that roamed, lived, and reside throughout East Africa, Northeast Africa, the Middle east and even Asia, primarily India & Iran. Contrary to popular belief, Ethiopia does not include West Africans, central africans, or southern africans. Black people like from those regions like to include themselves in hisotry that claim or states 'Ethiopian' when in reality they have nothing to do with it.

---

Posts: 751 | From: Los Angeles | Registered: Oct 2009  |  IP: Logged | 

posted                      

quote:

---

Originally posted by Bettyboo:
That's correct. Ethiopia is not determine by borders but rather it is a people of Cushitic stock that roamed, lived, and reside throughout East Africa, Northeast Africa, the Middle east and even Asia, primarily India & Iran. Contrary to popular belief, Ethiopia does not include West Africans, central africans, or southern africans. Black people like from those regions like to include themselves in hisotry that claim or states 'Ethiopian' when in reality they have nothing to do with it.

---

Posts: 365 | Registered: Dec 2008  |  IP: Logged | 

posted                         

quote:

---

Originally posted by AncientGebts:
When you want to discuss cursing African people (Gen. 9) and Ethiopians in the Bible, Ethiopians are ancient. Your own Egyptologists even write that ancient Egypt was a "colony" of Ethiopia. Even ancient Greek historians credit Ethiopia for Egypt.

---

quote:

---

Originally posted by AncientGebts:

quote:

---

Originally posted by alTakruri:
Can you cite a few examples from the Greco-Latin and Hebrew
literatures that unambiguously refer to places in "Abyssinia?"

---

My research, effort, and time is devoted to the topic of ancient Amara and Akele-Gezai in, and founding of, ancient Gebts -- not to the misconceptions of foreigners.

Your question is a prime example of how "The History of Africa" becomes degraded to "The History of Westerners in Africa" and I won't have any part of it. In fact, I've already said too much about it.

---

Posts: 8014 | From: the Tekrur in the Western Sahel | Registered: Feb 2006  |  IP: Logged | 

posted                      

quote:

---

Originally posted by alTakruri:
If you cannot show it please don't camaflage your lack of proof sources by a shift of attention attempt at denigrating my character.

---

Posts: 751 | From: Los Angeles | Registered: Oct 2009  |  IP: Logged | 

posted                      

quote:

---

Originally posted by alTakruri:
If you chose to hide instead of share, again, don't try hanging your inadequecies on me with petty acts of grandstanding. The sufferers will be those who want to learn something about Africa that they may not have known before.

---

Posts: 751 | From: Los Angeles | Registered: Oct 2009  |  IP: Logged | 

posted                      

quote:

---

Originally posted by KING:
Modern Ethiopia is Ancient Ethiopia?

Thats news to me.

What the Bible and Greeks said was Ancient Ethiopia was the Sudan. Not Abyssinia.

If there is some new info that states otherwise, then please post it.

Peace

---

Posts: 368 | Registered: Sep 2009  |  IP: Logged | 

posted                         

quote:

---

Originally posted by AncientGebts:

quote:

---

Originally posted by alTakruri:
If you chose to hide instead of share, again, don't try hanging your inadequecies on me with petty acts of grandstanding. The sufferers will be those who want to learn something about Africa that they may not have known before.

---

alTakruri:

Where did you learn to use that keyboard? I hope you don't talk to people like that in person.

What is most always missing when people speak of Ethiopia is that the ancient name for Ethiopia is Tabiya (some pronounce it as Tobiya). The name goes back at least to ancient Egypt times and is written in hieroglyphs as a word meaning station, as a description of a territory, and as a name of a very particular region.

Just as Egypt is a foreigner's mispronunciation of Gebts, Ethiopia is simply a mispronunciation of Tabiya by foreigners, mistakenly adding a vowel in front, mispronouncing the t as th, and mispronouncing the b as p. And as you can see, foreigners mispronounced both Gebts and Tabiya in the same ways. Gebts is also written in hieroglyphs.

The connection of both Gebts and Tabiya to ancient Gebts is that they are words from the Amarigna and Tigrigna languages -- the languages of the founders of ancient Gebts, the Amara and Akele-Gezai.

So my question is, how can anybody talk about Ethiopia without bringing Ethiopian history into the discussion? Without doing so, it is merely conducting research in a cultural vacuum. Research to inflate one's own ego.

And how can anybody conduct legitimate research about Ethiopia without learning Amarigna, Tigrigna, and even the Ge'ez languages? It is ridiculous to do research from the point of ignorance. And then claiming that mispronounced Amarigna and Tigrigna words are words originally of foreigners. SMH

---

Posts: 8014 | From: the Tekrur in the Western Sahel | Registered: Feb 2006  |  IP: Logged | 

posted                         

quote:

---

Originally posted by KING:
Modern Ethiopia is Ancient Ethiopia?

Thats news to me.

What the Bible and Greeks said was Ancient Ethiopia was the Sudan. Not Abyssinia.

If there is some new info that states otherwise, then please post it.

Peace

---

Posts: 8014 | From: the Tekrur in the Western Sahel | Registered: Feb 2006  |  IP: Logged | 

posted                         

quote:

---

It takes full context to know when Hebrews are
referring to which side of the Red Sea by Kush

---

quote:

---

Originally posted by AswaniAswad:
Al Takruri hebrew biblical sources are just as confused about which ethiopia they are speaking about. In one old testament passage it speaks about the ethiopian changing his skincolor or the lepord his spot that refers to a darkskinned ethiopian i would have to say Sudan. In other references it speaks of the Bronze colored ethiopians that cannot mean the same ethiopia why would they use a reference to being a different color.

---

Posts: 8014 | From: the Tekrur in the Western Sahel | Registered: Feb 2006  |  IP: Logged | 

posted                      

quote:

---

Originally posted by Narmer Menes:

quote:

---

Originally posted by Bettyboo:
That's correct. Ethiopia is not determine by borders but rather it is a people of Cushitic stock that roamed, lived, and reside throughout East Africa, Northeast Africa, the Middle east and even Asia, primarily India & Iran. Contrary to popular belief, Ethiopia does not include West Africans, central africans, or southern africans. Black people like from those regions like to include themselves in hisotry that claim or states 'Ethiopian' when in reality they have nothing to do with it.

---

Boooo! Betty, don't put words in my mouth, you know very well that is NOT what I was saying. First of all, of course it would not include people of South Africa, they were not a part of the ancient world because they hadn't yet migrated to the South of the continent, only the Khoi and San were present at this time. In fact, without any knowledge of Ancient African migrational patterns, you've made an assumption that the ancient geography of Africa is the same as the current geography which shows how limited you are in this area. Much of West and South Africa has been mapped by relatively recent migration (beginning about 3Kya), which marks the establishment of the first major civilisation in West Africa. It is a known fact amongst academia that Africa is the home of the largest population migrations and upheavals in human history, this is a fact. Your attempt to seperate/divide African peoples by reviving your semito-hamatic mythology is not only patently obviously, shows how little you have done to research the subject.

Back on point, Ethiopia is a descriptor used in ancient texts to describe people of Africa/African descent. To attempt to claim every use of this ancient terminology as a reference to the narrow region of Abyssinia just because that region now happens to bare the same name (by choice of Europeans) seems a little bit misguided.

---

Posts: 369 | From: US | Registered: Nov 2009  |  IP: Logged | 

posted                      

quote:

---

Originally posted by NonProphet:
Why do the predynastic AE and pre-Kerma Nubian 'A' culture, Kerman Kushites and Yamites, which you people love to claim are closely related brothas, speak a different Nilo-Saharan language without a unique alphabet or written form until the 1st millennium B.C.? The Kushite hieroglyphs today haven't been decoded yet.

---

Posts: 22234 | From: האם אינכם כילדי הכרית אלי בני ישראל | Registered: Nov 2010  |  IP: Logged | 

posted                      

quote:

---

Originally posted by NonProphet:
Why do the predynastic AE and pre-Kerma Nubian 'A' culture, Kerman Kushites and Yamites, which you people love to claim are closely related brothas, speak a different Nilo-Saharan language without a unique alphabet or written form until the 1st millennium B.C.? The Kushite hieroglyphs today haven't been decoded yet.

---

And why are there no close related languages in Europe of classical times. Thou claims are made that they all have a Indo-European root. Then the question becomes; what did they speak before that time?

Since invasions have taken place in Europe 2000 bc, so why Sid the spilt all of a sudden, while living relatively close to each other. Considering the land mass of Europe.


INVASIONS IN EUROPE 800 BC - 400 BC

Go to the links about this subject
 
1 Description of the migration movement
2 Causes of migration
3 Consequences of migration
4 Reactions on migration

CHARACTERISTICS OF THE PERIOD

Economics did not change much during this period. Iron -a functionally superior metal to copper- was now used to construct tools. Although agriculture was still very important, improved farming methods enabled parts of the population to pursue other means of making a living while relying on the availability of food produced by others. Some people for example specialised solely in the crafting of tools, while others devoted their life to religion. As the population continued to increase Europe became more crowded, so that it was no longer possible to find new fertile farmland simply by migrating.

Shifts took place in cultural and political life. From the large number of cultures that had come to exist during the first appearance of agriculture in Europe, a few had developed further and come to dominate. While the Greek culture for example developed in the south-eastern part of Europe, north-western Europe and central Europe saw the appearance of relatively new cultures. The Celtic culture came to dominate large parts of Europe, while the Germanic culture was firmly established in northern and north-eastern Europe. Eastern Europe on the other hand was dominated by new cultures from Asia. The Germanic and Celtic cultures were each composed of many separate groups that had similar cultures, yet each group had its own territory and political organisation. The first signs of conflicts between "states" became manifest as each group held on to its own culture and territory.

EFFECT OF CHARACTERISTICS ON MIGRATION

Migration, in fact, is particularly characteristic of this period. The new cultures from the east migrated to Europe because of invasions of Steppe tribes from Asia, and changes in climate pompted Germanic culture to leave the Baltic area. The Celts were on the move because they were chased away by Germanic and Steppe tribes.

1. DESCRIPTION OF THE MIGRATION MOVEMENT

1.1 Who were they, and where did they come from: ethnic origin, geographical background, religion, adults, men or women, special qualities
 

* 800 B.C.: Steppe-tribes reached Europe. At the eastern borders of Europe, the Steppe-tribes were the most significant migrants for a long time.

* 750-700 B.C.: The Sumerians lived in the steppes north of the Black Sea around 1200 B.C. They were chased away from this area by the Scythians.

* 750-700: The Scythians themselves were on the move because of the movements of the Sarmatians, who originally came from the area near the Aral-lake, who were from the 4th century B.C. onwards moving to the west also.

* 600-100 B.C.: Strictly speaking there were two main streams of migrating Germans, namely West-Germans and East-Germans. The West-Germans were the most well known due to their contact with the Romans, and can be subdivided into Germanic tribes near the North Sea (Chaukes, Frisians and Batavians), between the Rhine and Elbe (Ubians, Sugambri, Chamavi, Cherusci and Chatti) and in Central and Southern Germany (Hermunduri, Marcomanni and Quades in the Danu be area). At the end of the first century B.C. the West-German population remained relatively stable, in that they did not mix with any other groups. The East-Germanic tribes on the other hand were constantly renewed by and mixed with people travelling from Northern Germany and Poland through the valleys of the Oder and Vistula.

* 600 B.C.: *600 B.C.: Many Celtic tribes came to Central and Western Europe: the Boyards, the Noricae, the Vindelici and, in the mountains between Hungary and Switzerland, the Helvetians. Two groups of Celts existed in Gaul: those between Garonne and the Pyrenees, and those between Garonne and the Seine: the Arverni, the Haeduers, the Veneti, the Parisii and the Serones. The Allobroges settled in the area around the Rhône and the Maritime Alps. The last to arrive were the Belgae between the Seine and the Rhine, the Bellovaci around Beauvais, and the Remi between Marne and Meuse. Some Belgae settled on the British Islands, near London. The Brigantes lived in the Pennine Chains in England, while the Caledones occupied an area to the north. The Boyards, the Insubrians and the Serones influenced Italy while in western-Spain Celts mingled with Iberians to give rise to Celtiberian tribes.

1.2 How did they travel: transport, circumstances of travelling

1.3 When?

1.4 How many?

1.5 Permanent or temporary?

1.6 Where did they go and where did they stay?
 

* 1800-800 B.C.: Steppe-tribes moved from 1800 B.C. onwards to the area east of the Don, and from there on to Central Europe. Around 1100 B.C., they reached the valleys of the Dnieper, and afterwards the Dniester. In 800 B.C., they reached Northern Romania and the steps of the Ukraine.

* 750-700 B.C.: The Sumerians fled to the west and to Asia Minor.

* 750-700 B.C.: The Scythians moved towards Europe and also to the north of Russia.

* 600 B.C.: The culture of the Scythians also appeared near the Dnieper and in the Crimea. They conquered pieces of land numerous times. They even reached the Caucasus and Mesopotamia. In the 6th century B.C., they reached Poland and the Danube-area.

* 600 B.C.: Groups of Germans came down from the Baltic. Other groups of Germans, the Cimbri and Teutons who came from the Danube-area, reached Italy and the southern part of Gaul in the 2nd century B.C. There the Romans beat them.

* 600 B.C.: Many sorts of Celts came to Central and Western Europe.

2. CAUSES OF MIGRATION

2.1 Circumstances that favoured migration

2.2 Circumstances that hindered migration

2.3 Direct causes of migration

* 600 B.C.: The Germans moved south from the Baltic because of changes in the climate of the area.

* 600 B.C.: One of the reasons the Celts moved was the advance of Germans from the Baltic area to the south.

* 600 B.C.: Another reason the Celts moved was the advance of Steppe-tribes, Scythians and Sarmaten.

* 600 B.C.: The Celts expanded their power over a large part of Central and Western Europe, partly because of all these movements made by Steppe-tribes, Scythians, Sarmaten and Germans.

3. CONSEQUENCES OF MIGRATION

3.1 Short term consequences
Positive consequences

- for the migrants (first generation)
- for their new environment/ the native born
 

* 600 B.C.: Nomadic Scythian shepherds chased away small groups of farmers.

- for the country they left
Negative consequences
- for the migrants (first generation)
- for their new environment/ the native born
- for the country they left

3.2 Long term consequences Positive consequences
- for the migrants (second and third generation)
- for their new environment
 

* 600-200 B.C.: The Celts played a big part in the trade between Northern Europe and the Mediterranean world. In the third century B.C., the Celts controlled the area in Central Europe surrounding the Danube.

* 600 B.C.: Because the Celts were chased into Europe, they spread all over central and western Europe and their culture became a very important one in the region.
- for the country they left

Negative consequences - for the migrants (second and third generation)
- for their new environment
- for the country they left

4. REACTIONS ON MIGRATION

4.1 Reactions of the receiving society on the immigrants
- official reaction
- from the ‘common people’

4.2 Reactions of the immigrants on their new environment - integration / assimilation

* The mixture of Scythian culture and Greek culture that emerged here resulted in Thracian culture. At the same time near the Volga and between the Don and the Urals a different culture emerged, that of the Sarmatians. About the 2nd century B.C. they reached the Black Sea.

- maintaining their own identity
- differences between first, second and third generation


Germanic based languages:

Germany = Germanic

Slavic based laguages:

Polish = Slavic

I also like to know what language they spoke in Asia 15k to 7k?


The Nile Valley culture is a almost as large as the entire of Europe.




You yourself are stating that the Kushite hieroglyphs today haven't been decoded yet.

Posts: 22234 | From: האם אינכם כילדי הכרית אלי בני ישראל | Registered: Nov 2010  |  IP: Logged | 

posted                      

quote:

---

Apart from Egyptian hieroglyphics, the Meroitic writing system was the oldest in Africa. It was also in many ways superior to the Egyptian system. The people of Meroe reduced the multitude of hieroglyphic signs to 23 basic signs - an alphabet. Again, unlike the Egyptian system, this alphabet also included vowel sounds, a great improvement over the hieroglyphic system, as well as including a sign marking the division of words, an uncommon feature in ancient writing.

---

Posts: 22234 | From: האם אינכם כילדי הכרית אלי בני ישראל | Registered: Nov 2010  |  IP: Logged | 

posted                      

quote:

---

Originally posted by Truthcentric:
Do we actually know if the Kushites were Nilo-Saharan speakers? Modern Nubian Nilo-Saharan languages apparently arrived in the Nile Valley with the nomadic Noba after Meroe collapsed, which would make them unrelated to the Kushites. I would not be surprised if it turned out that the earlier Kushites were Afroasiatic-speakers like the Egyptians.

---

Posts: 751 | From: Los Angeles | Registered: Oct 2009  |  IP: Logged | 

posted                         

quote:

---

Originally posted by NonProphet:
Why do the predynastic AE and pre-Kerma Nubian 'A' culture, Kerman Kushites and Yamites, which you people love to claim are closely related brothas, speak a different Nilo-Saharan language without a unique alphabet or written form until the 1st millennium B.C.? The Kushite hieroglyphs today haven't been decoded yet.

---

You don’t know what you’re talking about the Kushites invented two forms of writing

A hieroglyphic script found on the Qustul Incense Burner.






The Kushites also had a syllabic script based on Thinite. The earliest Kushite syllabic inscription comes from Gebel Sheikh Suleiman inscription.







Homburger found that the Manding languages are closely related to the Coptic language. Using the Manding language we can read the Gebel Sheikh Suleiman inscription. Reading from right to left we read:

• 1. i gba lu
  2. fe kye nde
  2 1/2. ka i lu
  3. fe fe tu
  4. be yu su (su su) tu
  5. su se lu gbe
  6. po gbe tu

Posts: 13012 | From: Chicago | Registered: Jan 2006  |  IP: Logged | 

posted                         

King Tanyidamani [Tanwetamani]
Meroitic Period
110-90 BC




. [/qb][/QUOTE]Reading this same inscription right to left we find the following:

TRANSLITERATION OF THE VOTIVE TABLET OF KING TAÑYIDAMANI

1……..

2. d lm…….

3. tñyi[dmni]……

4. d h ni

5. lw r i n

6. p e ĥ n

7. d qr i

8. to….wi

9. to…..no

10. qo…. l e

11. W-ne lw kl

12. Mo k-i* nea

13. tb d tm k-i*

Translation

1.[ ………]

2. Leave a legacy firmly established……..

3. Tañyidamani………

4. Bequeath a radiant offering.

5. Indeed send out glory and Good.

6. Vouchsafe Blessings and Good.

7.Leave this legacy Monarch (as is the) tradition.

8.To ignite[……] honor

9. To ignite[……] anew.

10. The Renewer[Apedemak]….to grant a blessing.

11. The Commander bears Glory.

12.Initiate (this) great obligation at this moment.

13.Announce out loud/in a lofty voice this lasting legacy to produce (this) duty.

.

Originally posted by Myra Wysinger:



Stela of Queen Amanishaketo




Stela of queen Amanishaketo. Reverse

• Transliteration
  
  1. nišheto qo-ne qo
  
  2. n-ne he ñk e li-ne ml o
  
  3. ps e o-ne a r-i te
  
  4. k-ne a ine rm i l-ne t d b e šo
  
  5. sli n0 tene q en ne-n
  
  6. te ši-ne ht nk tone n h-ne
  
  7. tek ……ok…….nm…..n h n om-ne
  
  8. hl[e]…. O h p ne š m r
  
  9. m ……. Te r h tl k-ne l tene
  
  10. [………….. ……]
  
  11. h ne m e ter h te m n š nel l
  
  12. w-ne q š-ne l h mete o om-ne
  
  13. sl lne tek nei h r tne š
  
  14. k ñh d ne ate h te ši kne
  
  15. r-ñ h ne-ñ kne ane e-m bo
  
  Translation
  
  1. Anishkheto noble and good restored
  
  2.Manifest the external spirit now;
  command the transmittal of the sould to commence.
  
  3. Give guard the accession (of the) apparition—may it go forth.
  
  4. The Object of Supplication and Good [Anishkheto] goes to witnee [a new] existence. Arrange to leave a legacy [and] blessed life.
  
  5. Leave to set in motion now the Rebirth. Act to command Good to manifest.
  
  6. The propitiation to pour out. God ignites and manifest the abstract personality of man.
  
  7. To investigate…….a new…..reverence and Good the offering’s only acquisition.
  
  8. Reverberate…….initiate the offering a good pray[er] [for] the patron’s luck
  
  9. m… …. ..te indeed the blessings to elevate the Object of Supplication’s rebirth.
  
  10. [……….. ….. …. … …]
  
  11. The abstract personality of man to unlock indeed the great holy place (of) good (to) merit existence
  
  12. The Commander acts to uplift Greatness, unlock from a distance (its) acquisition.
  
  13. Set in motion (her) existence to investigate benevolence (and) dignity. Lay Good (on) the patron.
  
  14. It (is) obligatory at this time to leave a legacy at this moment dispensing (your) satisfaction.
  
  15. Certainly her abstract personality of man to manifest the Object of Supplication’s spirit much favor (and) increase.
  
  The inscription on the edge
  
  Transliteration
  
  1. ah
  
  2. e k p
  
  3. k h
  
  4. š ne nek e
  
  5. [………..]
  
  6. [….. …… ]
  
  7. […. …… ..]
  
  8. a šne
  
  9. š
  
  10. [… ….. …..]
  
  11. [….. ….. ….]
  
  12. [… ….. …. ..]
  
  13. ñ l li
  
  14. l d
  
  15. b ene
  
  Translation
  
  “The blessed dead [Anishkheto] prays (for) nourishment (of) the obligatory offerings…..to merit……patron……retire exalted. (Her) lasting legacy is abundant almsgiving.”

Posts: 13012 | From: Chicago | Registered: Jan 2006  |  IP: Logged | 

posted                         

There is increasing evidence that the Beja may provide a key to fully understanding the Meroitic language. Some years ago I deciphered the Kharamadoye inscription.


http://olmec98.net/KALABSHA.htm


Today Beja repeat this message from their ancestors with pride as an indication to the long history of the Beja people. At Buzzle.com
http://www.buzzle.com/articles/freedom-for-dirar-ahmed-dirar-independence-for-sudans-beja-blemmyes.html

They note:

quote:

---

…… Hrmdoye ne qor ene ariteñ lne mdes ne mni-t kene
mk lebne ye re qe-ne q yi-t hl-ne y es bo he-ne q r lebne tro.
S-ne ariteñ net er ek li s-ne d-b li lh ne q r kene qor ene mnpte.

This was heard already before 1670 years at a moment the Blemmyan King Kharamadoye drove his compatriots to a point of national statehood at the northern area of the then ailing Meroitic kingdom in what is today's Sudanese North and Egyptian South. Using Meroitic scripture, the scribes of Kharamadoye immortalized down to our times an inscription on walls of the Mandulis temple at Talmis (modern Kalabsha). The beginning of the inscription reads in a plausible English translation as follows:

Kharamadoye the monarch and chief of the living Ariteñ, the great son and patron of Amani, you (who) revitalizes (man). The lord's voyage of discovery indeed gives the creation of Good. Act (now Amani) he travels to support good. Make a good welfare swell (for) the offering of the Chief, (he) desires indeed the restoration of eminence. The patron of good Ariteñ bows in reverence (before Amani) to evoke exalted nourishment (for) the patrons to leave a grand and exalted legacy to behold good. Oh Amani make indeed (a) revitalization (of) the monarch (and) commander of Great Napata…..”

---

Posts: 13012 | From: Chicago | Registered: Jan 2006  |  IP: Logged | 

posted                      

quote:

---

Originally posted by Clyde Winters:
Philostratus:The Life of Apollonius of Tyana makes it clear that the Gymnosophist lived in Upper Egypt and the Meroitic Empire. The Gymnosophists were Buddhists.

There were Gymnosophist communities in Upper Egypt and the Meroitic Sudan. The Gymnosophists used Tocharian and the Kharosthi script to write their scriptures. This makes it clear that Tocharian and Kharosthi were important means of communication for this Meroite population. Tocharian was therefore probably a major language in the Meroitic Sudan.

The historical evidence makes it clear that there was probably two migrations of Buddhist Gymnosophists to Egypt and the Meroitic Empire.Asoka was a supporter of Buddhism.

Zacharias P. Thundy, in Buddha and Christ make it clear that the edits of Asoka (c.274-236 BC) indicate that this ruler sent missionaries to Egypt to preach the Buddhist Dharma(pp.242-243).
Thundy maintains that archaeological evidence exist for a community of Indian sages living in Memphis as early as 200 BC (p.243).We know that decendents of these missionaries were still in Egypt over two hundred years later because they were visited by Apollonius of Tyana.

Asoka used Kharosthi to write his edits. The Buddhist also used this writing system to record their scriptures. This means that the Gymnosophists would have had a long tradition of employing Kharosthi to communicate their ideas. The Gymnosophists were probably well respected by the Meroites and some Meroites probably had knowledge of Buddhist teachings and literacy.
Some Meroites may have played an important role in Buddhist because Blemmyae, a prominent group in the Meroitic Sudan are mentioned in Pali text Tipitaka (see:JDM Derrett, (2002) A Blemmya in India, Numen 49:460-474). Dr.Derrett wrote that in early Pali text " wehave a Blemmya (an African) in front rank Buddhist texts of very respectable age (p.465).The Buddhist text where Blemmya were mentioned are very old. The Vinaya pitaka, is dated to the 4th century B.C.E.

If Blemmya are mentioned in Buddhists text we can be sure that Meroites were not ignorant of Kharosthi. This would explain why many of the Meroitic symbols agree with Kharosthi. They agree because some Meroites were probably already literate in Kharosthi due to the influence of Buddhism in the Meroitic Empire.

There seems to have been a second migration of Buddhists to the Meroitic Empire many years after Asoka sent missionaries to Egypt. These migrants came to the Meroitic Empire after their king was murdered.

Flavius Philostratus, the writer of the Vita Apollonii, Vol.1 , claimed that the Gymnosophists of Meroe originally came from India (see F.C. Conybeare, Philostratus:The Life of Apollonius of Tyana(p.45),1950). Given the fact that the Kushana had formerly ruled India around the time that the Meroitic writing was introduced to the Kushite civilization, led to the hypothesis that the ancestors of the Gymnosophist may have been Kushana philosophers.

The historical evidence of the Kushana having ruled India made the Classical references to Indians, the Gymnosophists in Meroe, an important source for the construction of alternative theories about the possible location of the cognate language of Meroitic.

.

---

Posts: 22234 | From: האם אינכם כילדי הכרית אלי בני ישראל | Registered: Nov 2010  |  IP: Logged | 

posted                   

quote:

---

Originally posted by Clyde Winters:

quote:

---

Originally posted by NonProphet:
Why do the predynastic AE and pre-Kerma Nubian 'A' culture, Kerman Kushites and Yamites, which you people love to claim are closely related brothas, speak a different Nilo-Saharan language without a unique alphabet or written form until the 1st millennium B.C.? The Kushite hieroglyphs today haven't been decoded yet.

---

You don’t know what you’re talking about the Kushites invented two forms of writing

A hieroglyphic script found on the Qustul Incense Burner.






The Kushites also had a syllabic script based on Thinite. The earliest Kushite syllabic inscription comes from Gebel Sheikh Suleiman inscription.







Homburger found that the Manding languages are closely related to the Coptic language. Using the Manding language we can read the Gebel Sheikh Suleiman inscription. Reading from right to left we read:

• 1. i gba lu
  2. fe kye nde
  2 1/2. ka i lu
  3. fe fe tu
  4. be yu su (su su) tu
  5. su se lu gbe
  6. po gbe tu

Below is the translation of the Gebel Sheikh Suleiman inscription:
"1. Thou family habitation, hold (it) upright. 2. Fe's estate (is on) the shore (of the watercourse). 2 1/2. Cut thou (sepulchre) habitation for the family (here). 3. Fe preferred to be obedient to the order. 4. Lay low the (celebrity) in the large hemisphere tomb (and) offer up libations that merit upright virtue.6. Pure righteousness (is) King (Fe)."


This King Fe, of Gebel Sheikh Suleiman, may relate to Pharoah Pe-Hor (Throne of Horus) since in African languages /f/ and /p/ are often interchangeable. It is interesting to note that there is an inscription on a storage jar from Cemetery L of Qustul, Nubia that reads Pe-Hor (Williams 1987, p. 164). This Pe-Hor may be the Fe, of the Gebel Sheikh Suleiman inscription.

---

Posts: 644 | Registered: May 2010  |  IP: Logged | 

posted                         

quote:

---

Originally posted by NonProphet:

quote:

---

Originally posted by Clyde Winters:

quote:

---

Originally posted by NonProphet:
Why do the predynastic AE and pre-Kerma Nubian 'A' culture, Kerman Kushites and Yamites, which you people love to claim are closely related brothas, speak a different Nilo-Saharan language without a unique alphabet or written form until the 1st millennium B.C.? The Kushite hieroglyphs today haven't been decoded yet.

---

You don’t know what you’re talking about the Kushites invented two forms of writing

A hieroglyphic script found on the Qustul Incense Burner.






The Kushites also had a syllabic script based on Thinite. The earliest Kushite syllabic inscription comes from Gebel Sheikh Suleiman inscription.







Homburger found that the Manding languages are closely related to the Coptic language. Using the Manding language we can read the Gebel Sheikh Suleiman inscription. Reading from right to left we read:

• 1. i gba lu
  2. fe kye nde
  2 1/2. ka i lu
  3. fe fe tu
  4. be yu su (su su) tu
  5. su se lu gbe
  6. po gbe tu

Below is the translation of the Gebel Sheikh Suleiman inscription:
"1. Thou family habitation, hold (it) upright. 2. Fe's estate (is on) the shore (of the watercourse). 2 1/2. Cut thou (sepulchre) habitation for the family (here). 3. Fe preferred to be obedient to the order. 4. Lay low the (celebrity) in the large hemisphere tomb (and) offer up libations that merit upright virtue.6. Pure righteousness (is) King (Fe)."


This King Fe, of Gebel Sheikh Suleiman, may relate to Pharoah Pe-Hor (Throne of Horus) since in African languages /f/ and /p/ are often interchangeable. It is interesting to note that there is an inscription on a storage jar from Cemetery L of Qustul, Nubia that reads Pe-Hor (Williams 1987, p. 164). This Pe-Hor may be the Fe, of the Gebel Sheikh Suleiman inscription.

---

You are delusional if you think Qustul contains Hieroglyphs. What peer-reviewed published journal are your opinions written? The PAE or either 'A group' origins of the Qustul and Gebel Sheikh Suleiman artifacts are contentious. See W.Y. Adams et al. Mande & Manding related are N-K and not Afrasan. There is no Rosetta stone equivalent to decipher Meroetic script and Coptic is the ONLY derivative of AE. AE was more closely related to consonant based proto-Semitic and proto-Berber than Cushitic(probably Horn African origins)proto-Beja. Nobiin, Dongolawi and Midob are the three main N-S dialects ancestral to Old Nubian still spoken in Sudan and Egypt.

---

The Meroites did not speak Nubian. The Nubians were enemies of the Meroites.


.

Posts: 13012 | From: Chicago | Registered: Jan 2006  |  IP: Logged | 

posted                         

quote:

---

Originally posted by NonProphet:
You are delusional if you think Qustul contains Hieroglyphs. What peer-reviewed published journal are your opinions written? The PAE or either 'A group' origins of the Qustul and Gebel Sheikh Suleiman artifacts are contentious. See W.Y. Adams et al. Mande & Manding related are N-K and not Afrasan. There is no Rosetta stone equivalent to decipher Meroetic script and Coptic is the ONLY derivative of AE. AE was more closely related to consonant based proto-Semitic and proto-Berber than Cushitic(probably Horn African origins)proto-Beja. Nobiin, Dongolawi and Midob are the three main N-S dialects ancestral to Old Nubian still spoken in Sudan and Egypt.

---

Posts: 13012 | From: Chicago | Registered: Jan 2006  |  IP: Logged | 

posted                         

quote:

---

Originally posted by NonProphet:
You are delusional if you think Qustul contains Hieroglyphs. What peer-reviewed published journal are your opinions written? The PAE or either 'A group' origins of the Qustul and Gebel Sheikh Suleiman artifacts are contentious. See W.Y. Adams et al. Mande & Manding related are N-K and not Afrasan. There is no Rosetta stone equivalent to decipher Meroetic script and Coptic is the ONLY derivative of AE. AE was more closely related to consonant based proto-Semitic and proto-Berber than Cushitic(probably Horn African origins)proto-Beja. Nobiin, Dongolawi and Midob are the three main N-S dialects ancestral to Old Nubian still spoken in Sudan and Egypt.

---

You are ignorant and know nothing about ancient African literacy.


Look at the hawk and meander symbols form Gebel Shiekh and Egyptian signs. They are cognate signs.










You are very stupid.

.

Posts: 13012 | From: Chicago | Registered: Jan 2006  |  IP: Logged | 

posted                   

quote:

---

Originally posted by Clyde Winters:

quote:

---

Originally posted by NonProphet:
You are delusional if you think Qustul contains Hieroglyphs. What peer-reviewed published journal are your opinions written? The PAE or either 'A group' origins of the Qustul and Gebel Sheikh Suleiman artifacts are contentious. See W.Y. Adams et al. Mande & Manding related are N-K and not Afrasan. There is no Rosetta stone equivalent to decipher Meroetic script and Coptic is the ONLY derivative of AE. AE was more closely related to consonant based proto-Semitic and proto-Berber than Cushitic(probably Horn African origins)proto-Beja. Nobiin, Dongolawi and Midob are the three main N-S dialects ancestral to Old Nubian still spoken in Sudan and Egypt.

---

You are ignorant and know nothing about ancient African literacy.


Look at the hawk and meander symbols form Gebel Shiekh and Egyptian signs. They are cognate signs.










You are very stupid.

.

---

Posts: 644 | Registered: May 2010  |  IP: Logged | 

posted                         

quote:

---

Originally posted by NonProphet:

quote:

---

Originally posted by Clyde Winters:

quote:

---

Originally posted by NonProphet:
You are delusional if you think Qustul contains Hieroglyphs. What peer-reviewed published journal are your opinions written? The PAE or either 'A group' origins of the Qustul and Gebel Sheikh Suleiman artifacts are contentious. See W.Y. Adams et al. Mande & Manding related are N-K and not Afrasan. There is no Rosetta stone equivalent to decipher Meroetic script and Coptic is the ONLY derivative of AE. AE was more closely related to consonant based proto-Semitic and proto-Berber than Cushitic(probably Horn African origins)proto-Beja. Nobiin, Dongolawi and Midob are the three main N-S dialects ancestral to Old Nubian still spoken in Sudan and Egypt.

---

You are ignorant and know nothing about ancient African literacy.


Look at the hawk and meander symbols form Gebel Shiekh and Egyptian signs. They are cognate signs.










You are very stupid.

.

---

You avoid my inquiry, post unrelated crap and distract with ad homs. Prove you are the real Winters.

---

Posts: 13012 | From: Chicago | Registered: Jan 2006  |  IP: Logged | 

posted                   

quote:

---

Originally posted by Clyde Winters:

quote:

---

Originally posted by NonProphet:

quote:

---

Originally posted by Clyde Winters:

quote:

---

Originally posted by NonProphet:
You are delusional if you think Qustul contains Hieroglyphs. What peer-reviewed published journal are your opinions written? The PAE or either 'A group' origins of the Qustul and Gebel Sheikh Suleiman artifacts are contentious. See W.Y. Adams et al. Mande & Manding related are N-K and not Afrasan. There is no Rosetta stone equivalent to decipher Meroetic script and Coptic is the ONLY derivative of AE. AE was more closely related to consonant based proto-Semitic and proto-Berber than Cushitic(probably Horn African origins)proto-Beja. Nobiin, Dongolawi and Midob are the three main N-S dialects ancestral to Old Nubian still spoken in Sudan and Egypt.

---

You are ignorant and know nothing about ancient African literacy.


Look at the hawk and meander symbols form Gebel Shiekh and Egyptian signs. They are cognate signs.










You are very stupid.

.

---

You avoid my inquiry, post unrelated crap and distract with ad homs. Prove you are the real Winters.

---

And this proves you're a stupid Euronut. You started this when you used the term "delusional". Fool if you make comments that are rude you invite someone to judge your behavior. Your behavior is one of a foolish person who has read some propaganda and believe what you read to be true without inquiring further into the matter.


You made the moronic claim that the Kushites did not have writing. I presented evidence that they did and then you cry the blues. If you can't hang with the big boys you should shut up and keep your ignorant racist comments to yourself.


,

.

---

Posts: 644 | Registered: May 2010  |  IP: Logged | 

posted                         

quote:

---

Originally posted by NonProphet: You delusional Fool. You have not refuted any of my prior points with evidence and insist on strawman tactics. Give us your class schedule and location so we can attend the comedy show. [/QB]

---

You said the Kushites did not have writing, This shows they had writing and the Egyptians obtained their writing from the Kushites.









You are a very stupid Euronut.

Posts: 13012 | From: Chicago | Registered: Jan 2006  |  IP: Logged | 

posted                         

quote:

---

Originally posted by NonProphet: You delusional Fool. You have not refuted any of my prior points with evidence and insist on strawman tactics. Give us your class schedule and location so we can attend the comedy show.

---

You haven't proven anything except you're a moron.You said the Kushites spoke Nubian. The Nubians were enemies to the Meroites.

]


Nothing you have written is factual. truth can never be a strawman, fool.


You are a very stupid Euronut.

.

Posts: 13012 | From: Chicago | Registered: Jan 2006  |  IP: Logged | 

posted                         

quote:

---

Originally posted by NonProphet:
What is a Euronut...?

---

Posts: 13012 | From: Chicago | Registered: Jan 2006  |  IP: Logged | 

posted                         

• 
  Editorial Duties
  Editor, Yombo Newsletter, Urbana, Illinois. 1971-1973
  Editor, African Library Briefs, for Young Readers, Ames, Iowa,1974-1975.
  Editor, Umoja Watu, Ames, Iowa, 1974-1975.
  Contributing Editor, Afrikan Mwalimu, 1975-1980.
  Associate Editor, Journal of African Civilization, 1979-1984
  Contributing Editor,Afrique Histoire, 1982-1987.
  
  Professional Societies
  American Anthropological Association 1996-Present
  Central States Anthropological Association 1995-Present
  Council for Learning Disabilities 1993-Present
  American Educational Research Association 1995- Present
  Black World Foundation 1970-1975
  Tanzania Historical Association 1972-1976
  African Heritage Studies Association 1974-1976
  Educators to Africa Association 1970-1976
  Asian Studies Association 1972-1993
  Association for Supervision 1987-Present
  National Council for Social Studies 1988-1992
  Illinois Adult and Continuing Educators Association, 1990-1995
  
  
  Professional Duties
  IACEA Section Head: Correctional Education
  Biographical Note: International Who's Who in Asian Studies, Hong
  Kong, 1979.
  Member Proposal Committee for Rajavajan Award, of the Tamil University for Creative Writing in Tamil, 1983--
  Reader and Evaluator of Ph.D., thesis in Social Sciences for
  the University of Kerala, Trivandrum, India, 1987--
  
  Honors
  Graduate Fellowship Loyola University 1996-2000.
  
  2005 Faculty Excellence Award. Governors State University.
  
  
  PUBLICATIONS
  Books
  Clyde Winters, Brain Based Learning and Special Education,
  Shivaji Road, Meerut (India): Anu Books,2004.
  _____________, Afrocentrism: Myth or Science. http://www,lulu.com, 2005.
  _____________, Atlantis in Mexico. http://www,lulu.com, 2005.
  _____________, Teaching Ancient Afrocentric History.
  http://www,lulu.com, 2005.
  _____________, Career Development Activies for Language Arts and
  Social Studies (6th Grade Social Studies Lessons). Chicago:Chicago Public Schools, 1998.
  _____________, Structured Curriculum Handbook A Resource Guide
  for Grade Six Social Science First Semester. Chicago:
  Chicago Public Schools, 1999.
  ______________, (Program of Study Committee).Expecting More:
  Program of Study Grades 9& 10 Social Science. Chicago:
  Chicago Board of Education, 1997.
  ______________, (Program of Study Committee).Expecting More:
  Program of Study Grades 6, 7& 8 Social Science. Chicago:
  Chicago Board of Education, 1998.
  
  
  Articles
  Clyde A. Winters,"Contemporary Trends in Traditional Chinese Islamic Education". INTERNATIONAL REVIEW OF EDUCATION, 30(4):475 479.
  ___________________. 1987. "Koranic Education and Militant Islam in Nigeria". INTERNATIONAL REVIEW OF EDUCATION, 33(2):171 185.
  ___________________. 1987b. "Traditional and contemporary Trends in Chinese Muslim Education",MUSLIM EDUCATION QUARTERLY ,4(4):52 65.
  ___________________. 1988. "Contemporary Trends in Chinese Muslim Education". MUSLIM EDUCATION QUARTERLY,4(4):52 65.
  
  ___________________. 1988b. "ISLAMIZATION AND EDUCATION IN MUSLIM CHINA".THE MUSLIM WORLD LEAGUE JOURNAL, 15:18 23.
  
  ___________________. 1988c. "Psychology Test and Black Police Recruits",LABOR LAW JOURNAL, 39(9):634 636.
  
  ___________________. 1988d. "Police Quotas", CHICAGO TRIBUNE,9 December,Sec.1, p.26.
  
  ___________________. 1989. "Psychology Test, Suits and Minority Applicants", THE POLICE JOURNAL,LXll (l):22 30.
  
  
  __________________. 1989b. "Chicago Female Police", THE POLICE JOURNAL,LXll (2):136 142.
  
  __________________. 1990. "Problems of Variance in the Utility of the MMPI in the Selection of Metropolitan Police",THE POLICE JOURNAL,LXlll (2):121 128.
  
  ___________________. 1991. "Informal Assessment of Special Needs Adults and K W L Plus in Correctional Education". ADULT EDUCATION Connection 4(3):5.
  ___________________. 1991b. "Hispanics and Policing in Chicago and Cook County, Illinois". THE POLICE JOURNAL, LXlV (l):71 75.
  
  Mathews,M &________. 1992. Bibliotherapy and the Life centered
  curriculum for Offender populations in prison, Yearbook of
  Correctional Education, pp. 61-68.
  
  ___________________. 1993. "A Theoretical Model for Correctional Education in the U.S.". THE POLICE JOURNAL,LXVI (2):211-219.
  
  -----------------, et al. 1993. "The Role of a Computer-Managed
  Instructional System's Prescriptive Curriculum in the Basic
  Skills Areas of Math and Reading Scores for Correctional
  Pre-Trial Detainees". THE JOURNAL OF CORRECTIONAL EDUCATION, 44(1):10-19.
  
  ----------------.1993. "The Therapeutic use of the Essay in
  Corrections", JOURNAL OF CORRECTIONAL EDUCATION,44(2):58-61.
  
  ----------,et al..1993. "An Education Policy for Large Jail
  Programs:A Case Study". THE JOURNAL OF CORRECTIONAL EDUCATION, 44, (3): 124-133.
  
  -------------------.1993. "Making Math Easy for the Unique Learner".ADULT & CONTINUING EDUCATION TODAY,XXIII (10):5.
  
  ------------------.1994. "Non-Standard English and Reading".
  ERIC Clearinghouse on Reading, English and Communication.
  ED 358 438. 13 pp.
  
  __________________.1994. "The Application of Neurobiological
  Research in Special Education Instruction". Special Issue: Knowledge Production and Educational Change for Democratic Renewal, PART II: Implications for Educational Policy: Transforming Educational Practice. Thresholds in Education,
  20 (2 & 3), 36-42.
  
  _________________.1995a. "Inmate Opinions Towards Education and Participation in Prison Education Programmes". The Police Journal, LXVII, 39-50.
  
  _________________.1995b. IACEA Survey of correctional educators.
  Keeping Pace, (Newsletter Illinois Adult and Continuing
  Educators Association,Inc.) 13 (1), Spring, p.15.
  
  ________________.1995c. Neurobiological Learning and Adult Literacy, ERIC Clearinghouse on Reading & Communication Skills. ED 385 740.
  
  ________________.1995d. Gang's, Drugs and Violence. Teacher's
  Guide. Chicago: Gangs, Drugs and Violence Prevention
  Consultants.
  ________________.1996a. "Adult Math Learning Difficulty Among Offender Students". The Criminologist 20, (2), 75-80.
  
  _________________.1996c. "The Effects of Never-married Parenthood on Offender Non-marital Fatherhood". Police Journal LXIX (3), 262-265.
  
  ________________.1996d. "Adult Learning and Multisensory
  Teaching. ERIC Clearinghouse . ED 393 966. 16p.
  
  ________________.1996e. Concentrations of Poverty and Urban
  Gangs. The Criminologist, 20 (4), 217-228.
  
  ________________.1996f. Foundations of the Afrocentric Ancient
  History Curriculum, The Negro Educational Review,
  XLVII (3-4), 214-217.
  
  ________________.1997. Learning Disabilities, Crime, Delinquency,
  and Special Education Placement. Adolescence , 32 (126), 451-62.
  _______________. 1998. Urban American youth and correctional education.The Criminologist, 22(1), 15-20.
  
  
  _____________. 1998a.Ebonics and special education placement. The
  Negro Educational Review, 19 (1-2), 83-86.
  
  ____________. 1998b.Communication theory and its implication for teaching and offender rehabilitation. The Criminologist,
  22 (3),131-136.
  ___________.1998.Dewey, correctional education and offender habilitation.Police Journal, 59(6), 341-348.
  
  ___________.2000."Making math easy for the learning disabled
  adolescents: Neurobiology and the use of math
  manipulatives. Review Journal of Philosophy and Social Science, 25 (1&2), 58-68.
  
  ___________.2000. Neurological Basis Cognition, Emotion and
  Classroom Instruction. Research Journal of Philosophy and
  Social Sciences, 25 (1&2), 39-44.
  
  ___________.2002. Brain based learning and special education. In Thomas E. Deering (Ed.), Teacher Education (pp.128-167), Anu Books, Shivaji Road, Meerut India (ISBN: 81-85126-91-7).
  
  
  ____________.2003. Popular culture, critical pedagogy and the African American Print Media". In James J Van Patten (Ed.) The future of Education Issues & Trends (pp.164-184), Anu Books, Shivaji Road, Meerut India (ISBN: 81-85126-102-7)
  
  ____________.(2003). Emotion, neurobiological learning and classroom instruction, Research Journal of Philosophy and Social Science,No.1-2, pp.23-34.
  
  ____________.(2005). Teaching matters: Phonological Brain based teaching methods and reading improvement. Research Journal Philosophy & Social Science, 31 (1-2), 33-46.
  
  ____________.(2005). Informed Insight: Parental Attitudes Toward Technology. Tech Learning, February. Retrieved 2/1/05 at:
  http://www.techlearning.com/showArticle.jhtml?articleID=57702734
  
  ____________.(2005). Dewey and the organization of learning on the World Wide Web. In Midwest Philosophy of Education Society: Proceedings of Midwest Philosophy of Education Society Annual Conferences 2001-2003, (ED.) O. Jagusah, D. Smith, A. Makedon (pp. 565-575). Author House, Bloomington, IN. 47403.
  
  ____________.(2005). Predator or Victim:The role of correctional education, offender habitation and democracy. In Midwest Philosophy of Education Society: Proceedings of Midwest Philosophy of Education Society Annual Conferences 2001-2003, (ED.) O. Jagusah, D. Smith, A. Makedon (pp. 576-593). Author House, Bloomington, IN. 47403.
  
  _____________.(2005). Infusing an international curriculum in the Division of Education.Paul Keys (Ed.), Globalization and Education:The University in the Interdependent World of the Twenty-First Century (pp.13-18). Occasional Papers. International Colloquium Governors State University May 2004. University PK., Illinois: Governors State University.
  
  ______________.(2005). Closing the Gap. Letter to Editor, GDW-G EDTECH, Winter 2004. Retrieved 3/3/05. Http://edtech.texterity.com/article/200411/6/
  
  _____________.(2006).The Dilemma of School Anti-Harassment Policies and the First Amendment. Journal on Educational Controversy. Retrieved 2/23/2006.
  http://www.wce.wwu.edu?Resources?CEP/eJournal/V001n001/a003.shtml
  
  _____________.(2006). E-Pedagogy and the Student Social Science Research Community. Review Journal of Philosophy and Social Science, 31, 1&2, 75-104.
  
  ______________Brain based learning and special education. In Thomas E. Deering (Ed.), Teacher Education (pp.128-167), Anu Books, Shivaji Road, Meerut India (ISBN: 81-85126-91-7)
  _______________Emotional Intelligence and Teaching. Proceedings of the 2004-2005 Midwest Philosophy of Education Society (pp.341-356) ,2007.
  
  ___________(2007).Ignite Student Learning:Insights from a Neurologist and Classroom Teacher, in the TCRecord , 16 February 2007.
  
  ____________(2007).Planning for Disaster Education Policy in the Wake of Hurricane Katrina, Multicultural Education,15(2) (2007): 39-42
  
  Linguistics
  
  
  Winters,Clyde Ahmad, "The influence of the Mande scripts on ancient American Writing systems", Bulletin l'de IFAN, T39, serie b, no2, (1977), pages 941-967.
  
  Winters,Clyde Ahmad, "Islam in Early North and South America", Al-Ittihad, (November 1977a) .
  
  Winters,Clyde Ahmad, "Trade between East Africa and China", Afrikan Mwalimu, (January 1979) pages 25-31.
  
  Winters,Clyde Ahmad,"Manding Scripts in the New World", Journal of African Civilization 1, no1 (1979a), pages 61-97.
  
  Winters, Clyde Ahmad,"The genetic unity of Dravidian and African languages and culture",Proceedings of the First International Symposium on Asian Studies (PIISAS) 1979, Hong Kong:Asian Research Service,1980a.
  
  Winters, Clyde Ahmad, "A Note on the Unity of Black Civilizations in Africa, IndoChina, and China",PISAS 1979, Hong Kong :Asian Research Service,1980b.
  
  Winters,Clyde Ahmad, "The Unity of African and Indian Agriculture", Journal of African Civilization 3, no1 (1981a),page 103.
  
  Winters,Clyde Ahmad, "Are Dravidians of African Origin", P.Second ISAS,1980,( Hong Kong:Asian Research Service, 1981b) pages 789- 807.
  
  Winters,Clyde Ahmad, "Further Thoughts on Japanese Dravidian Connection",Dravidian Language Association News 5, no9 (1981c) pages 1-4.
  
  Winters,Clyde Ahmad, "Mexico's Black Heritage", The Black Collegian,(December 1981/January 1982) pages 76-84.
  
  Winters,Clyde Ahmad, "The Harappan script Deciphered:Proto- Dravidian Writing of the Indus Valley", P Third ISAS, 1981,(Hong Kong:Asian Research Service, 1982b) pages 925- 936.
  
  Winters,Clyde Ahmad,"The Ancient Manding Script",In Blacks in Science:Ancient and Modern, (ed) by Ivan van Sertima, (New Brunswick:Transaction Books ,1983a) pages 208-214.
  
  Winters, Clyde Ahmad, "Les fondateurs de la Grece venaient d'Afrique en passant par la Crete", Afrique Histoire, no8 (1983b), pages 13-18.
  
  Winters,Clyde Ahmad, "Blacks in Ancient China,Part 1:The Founders of Xia and Shang", Journal of Black Studies 1,no2 (1983c).
  
  Winters,Clyde Ahmad, "Possible Relationship between the Manding and Japanese", Papers in Japanese Linguistics 9, (1983d) pages 151-158.
  
  Winters,Clyde Ahmad Winters, "Magyar and Proto-Saharan Relationship",Fighter (Hungarian language Newspaper) Cleveland ,Ohio (January 1984).
  
  Winters,Clyde Ahmad, "The Indus Valley Writing is Proto- Dravidian",Journal of Tamil Studies , no 25 (June 1984a), pp.50-64.
  
  Winters,Clyde Ahmad, "A Note on Tokharian and Meroitic", Meroitic Newsletter\Bulletin d"Information Meroitiques, No23 (Juin 1984b) , pages 18-21.
  
  Winters,Clyde Ahmad, "Further Notes on Japanese and Tamil" ,International Journal of Dravidian Linguistics 13, no2 (June 1984c) pages 347-353.
  
  Winters, Clyde Ahmad, "The Inspiration of the Harappan Talismanic Seals", Tamil Civilization 2, no1 (March 1984d), pages 1-8.
  
  Winters, Clyde Ahmad, "The Harappan Writing of the Copper Tablets", Journal of Indian History LXll, nos.1-3 (1984), pages 1-5.
  
  Winters, Clyde Ahmad, "The Proto-Culture of the Dravidians ,Manding and Sumerians", Tamil Civilization 3, no1 (March 1985a) ,pages 1-9.
  
  Winters, Clyde Ahmad, "The Indus Valley Writing and related Scripts of the 3rd Millennium BC", India Past and Present 2, no1 ( 1985b), pages 13-19.
  
  Winters,Clyde Ahmad, "The Far Eastern Origin of the Tamils", Journal of Tamil Studies , no27 (June 1985c), pages 65-92.
  
  Winters,Clyde Ahmad, "The genetic Unity between the Dravidian ,Elamite, Manding and Sumerian Languages", P Sixth ISAS ,1984, (Hong Kong:Asian Research Service,1985d) pages 1413-1425.
  
  Winters, Clyde Ahmad, "The Migration Routes of the Proto-Mande", The Mankind Quarterly 27, no1 (1986a), pages 77-96.
  
  Winters,Clyde Ahmad, "Blacks in Ancient America", Colorlines 3, no.2 (1986b), pages 26-27.
  
  Winters,Clyde Ahmad, "Dravidian Settlements in ancient Polynesia", India Past and Present 3, no2 (1986c)pages 225- 241.
  
  Winters,Clyde Ahmad Winters ,"The Dravidian Origin of the Mountain and Water Toponyms in central Asia", Journal of Central Asia 9, no2 (1986d), pages 144-148.
  
  Winters,Clyde Ahmad, "Dravidian and Magyar/Hungarian", International Journal of Dravidian Linguistics 15, no2 ,(1986e).
  
  Winters, Clyde Ahmad, "The Rise of Islam in the Western Sahara" ,Topaz 2, no1 (1986f), pages 5-15.
  
  Winters,Clyde Ahmad, "The Dravidian and Manding Substratum in Tokharian",Central Asiatic Journal 32, nos1-2,(1988)pages 131-141.
  
  Winters,Clyde Ahmad,"Tamil,Sumerian and Manding and the Genetic Model",International Journal of Dravidian Linguistics,18,(1989) nol.
  
  Winters,Clyde Ahmad,"Cheikh Anta Diop et le dechiffrement de l'ecriture meroitique",Cabet:Revue Martinique de Sciences Humaines et de Litterature 8, (1989b) pages 149-152.
  
  Winters,Clyde Ahmad, "Review of Dr. Asko Parpolas' "The Coming of the Aryans". International Journal of Dravidian Linguistics 18, no2 (1989) , pages 98-127.
  
  Winters, Clyde Ahmad, "The Dravido Harappan Colonization of Central Asia", Central Asiatic Journal 34, no1-2 (1990), pages 120-144.
  
  
  
  -----------.1991. "Linguistic Evidence for Dravidian influence on Trade and Animal Domestication in Central and East Asia",International Journal of Dravidian Linguistics, 20 (2): 91-102.
  
  _______________.(1999a). ProtoDravidian terms for cattle. International Journal of Dravidian Linguistics, 28, 91-98.
  
  _______________.(1999b). Proto-Dravidian terms for sheep and goats.PILC Journal of Dravidian Studies, 9 (2), 183-87.
  
  _______________.(2000). Proto-Dravidian agricultural terms. International Journal of Dravidian Linguistics, 30 (1), 23-28.
  
  _________.(1994b). The Dravidian and African laguages, International Journal of Dravidian Linguistics, 23 (1), 34-52.
  
  _________.(1994c). Ancient Dravidian: And introductory grammar of Harappan with Vocabularies , Journal Tamil Studies, No.41, 1-21.
  
  _________.(1995a). Ancient Dravidian:The Harappan signs, Journal Tamil Studies, No.42, 1-23.
  
  __________.(1995b). Ancient Dravidian: Harappan Grammar/Dictionary, Journal Tamil Studies, No.43-44, 59-130.
  
  _________.(1996). Linguistic Continuity and African and Dravidian languages, International Journal of Dravidian Linguistics, 23 (2), 34-52.
  
  ________________.1996a. Foundations of the Afrocentric Ancient History Curriculum, The Negro Educational Review, XLVII (3-4), 214-217.
  
  _________.(1998a). Meroitic Funerary text: Temple architecture and mortuary practices, InScription: Journal of Ancient Egypt,1 (1), 29-33.
  
  _________.(1998a). Meroitic Funerary text: Stelae and funerary tables, InScription: Journal of Ancient Egypt,1 (2), 41-55.
  
  Winters, Clyde Ahmad. (1998c). The inscriptions of Tanyidamani. forthcoming Nubica IV und Nubica V.
  
  Winters, Clyde Ahmad. (1998d). The meroitic chamber inscription. forthcoming Nubica IV und Nibica V.
  
  Winters, Clyde Ahmad. (n.d.). Meroitic inscriptions from Karanog. forthcoming Journal of the Society for the Study of Egyptian Antiquities.
  
  _______________.(1999a). ProtoDravidian terms for cattle. International Journal of Dravidian Linguistics, 28, 91-98
  
  .
  _______________.(1999b). Proto-Dravidian terms for sheep and goats. PILC Journal of Dravidian Studies, 9 (2), 183-87.
  
  _______________.(2000). Proto-Dravidian agricultural terms. International Journal of Dravidian Linguistics, 30 (1), 23-28.
  
  
  ___________2007. Did the Dravidian Speakers Originate in Africa? BioEssays, 27(5): 497-498.
  
  ___________2007b. High Levels of Genetic Divergence across Indian Populations. PloS Genetics. Retrieved 4/8/2008 http://www.plosgenetics.
  
  ____________2008. Can parallel mutation and neutral genome selection explain Eastern African M1 consensus HVS-1 motifs in Indian M Haplogroups. Int J Hum Genet, 13(3): 93-96.
  http://www.ijhg.com/article.asp?issn=0971-6866;year=2007;volume=13;issue=3;spage=93;epage=96;aulast=Winters
  
  ______________2008b. African millets taken to India by Dravidians. Ann of Bot, http://aob.oxfordjournals.org/cgi/eletters/100/5/903#49
  
  _______________2008. ARE DRAVIDIANS OF AFRICAN ORIGIN
  http://www.krepublishers.com/02-Journals/IJHG/IJHG-08-0-000-000-2008-Web/IJHG-08-4-317-368-2008-Abst-PDF/IJHG-08-4-325-08-362-Winder-C/IJHG-08-4-325-08-362-Winder-C-Tt.pdf
  ________________Aurignacian Culture:Evidence of Western Exit for Anatomically Modern Humans, South Asian Antropologist, (2008) 8(1) pp.79-81.
  _____________2009. Literacy Existed in the Indus Valley .Science Magazine. E-Letter. (2June 2009) http://www.sciencemag.org/cgi/eletters/324/5931/1165
  
  Archaeogenetics
  
  ___________2007. Did the Dravidian Speakers Originate in Africa? BioEssays, 27(5): 497-498.
  
  ___________2007b. High Levels of Genetic Divergence across Indian Populations. PloS Genetics. Retrieved 4/8/2008 http://www.plosgenetics.
  
  ____________2008a. Can parallel mutation and neutral genome selection explain Eastern African M1 consensus HVS-1 motifs in Indian M Haplogroups. Int J Hum Genet, 13(3): 93-96.
  http://www.ijhg.com/article.asp?issn=0971-6866;year=2007;volume=13;issue=3;spage=93;epage=96;aulast=Winters
  
  
  _______________2008b. ARE DRAVIDIANS OF AFRICAN ORIGIN
  http://www.krepublishers.com/02-Journals/IJHG/IJHG-08-0-000-000-2008-Web/IJHG-08-4-317-368-2008-Abst-PDF/IJHG-08-4-325-08-362-Winder-C/IJHG-08-4-325-08-362-Winder-C-Tt.pdf
  ___________.2010. Y-Chromosome evidence of an African origin of Dravidian agriculture. International Journal of Genetics and Molecular Biology, 2(3): 030 – 033. http://www.academicjournals.org/IJGMB/abstracts/abstracts/abstracts2010/Mar/Winters.htm
  
  _____________2010b. 9bp and the Relationship Between African and Dravidian Speakers. Current Research Journal of Biological Sciences 2(4): 229-231. http://maxwellsci.com/print/crjbs/v2-229-231.pdf
  
  
  ______________2010c. The Fulani are not from the Middle East. PNAS .
  http://govst.academia.edu/documents/0174/1497/Fulani.pdf
  
  ___________.2010d. The Kushite Spread of Haplogroup R1*-M173 from Africa to Eurasia. Current Research Journal of Biological Sciences 2(4): 294-299. http://maxwellsci.com/print/crjbs/v2-294-299.pdf
  
  
  ____________.2010e. Sickle Cell Anemia In India And Africa. The Internet Journal of Hematology. 7( 1 ). http://www.ispub.com/journal/the_internet_journal_of_hematology/volume_7_number_1_40/article/sickle-cell-anemia-in-india-and-africa.html
  
  
  
  Research Interest
  Emotion and Learning
  • Emotion, neurobiological learning and classroom instruction, Research Journal of Philosophy and Social Science,No.1-2, pp.23-34.
  
  Brain Based Learning
  • Brain based learning and special education. In Thomas E. Deering (Ed.), Teacher Education (pp.128-167), Anu Books, Shivaji Road, Meerut India (ISBN: 81-85126-91-7).
  • Popular culture, critical pedagogy and the African American Print Media". In James J Van Patten (Ed.) The future of Education Issues & Trends (pp.164-184), Anu Books, Shivaji Road, Meerut India (ISBN: 81-85126-102-7)
  • Student attributions
  • Bilingual Education
  • Mi Casa,Su Casa:The role of Latino Social Service Centers as an Adjunct to Professional Counseling, September 2003. University of Illinois, Urbana, Illinois.
  • Intimate Voices: Teacher Emic and Etic views of ESL. Midwest Philosophy of Education Society Annual Conference. November 2003, Chicago State University: Chicago, Illinois.
  
  CONFERENCE PRESENTATIONS
  
  "Learning Disabilities and Correctional Education",13th Annual
  Illinois Adult and Continuing Education Association (IACEA), March 27,1992. Oak Brook, Illinois.
  
  "Making Math Easy for the Learning Disabled",Partnerships for Literacy X Conference, February 3,1993. Chicago, Illinois.
  
  "One + One= Success: Hands On Math for Adult Learners", 14th Annual IACEA Conference, March 23, 1993. Springfield, Ill.
  
  "Creating High Interest Reading Materials for the Older ABE
  Student",2nd Annual Adult Learning Skills Program Conference, April 17, 1993. Chicago.
  
  "Communication Theory and Its Implications for Teaching and
  Offender Rehabilitation", International Correctional
  Education Association 48th Annual Conference, July 13,1993
  . Chicago.
  
  "The Applications of Neurobiological Research to Special
  Education Instruction", 3rd Annual Research Symposium,
  Thresholds in Education Foundation, October 8,1993.
  Northern Illinois University, Dekalb, Illinois.
  
  "Enriching the Multicultural World and U.S. History Curriculum"
  , Multicultural Forum, The Chicago Teachers Union, February
  22, 1995. Chicago, Illinois.
  
  "The Potential of the Neurobiological Knowledge Base on the Education of Individuals with Learning Disabilities, 17th
  International Conference on Learning Disabilities, October
  27, 1995. Chicago.
  
  "Resources on Islam in Central Asia", Resources for Central Asian Studies workshop on Contemporary Methodologies, May 19,1996. Ohio State University: Middle East Studies Center. Columbus Ohio.
  
  "Egyptian Tour", Creative Classrooms. September 27, 1997. Chicago Foundation for Education. Chicago Illinois.
  
  
  "Biblioconscientization and Multicultural Literacy", 19th International Conference on Learning Disabilities, October
  25, 1997. Arlington, Virginia.
  
  "A Multicultural/ Global View of Good Teaching", Education and Social Transition in a Global Society, November 1, 1997. Midwest Comparative and International Education Society Conference. University of Illinois. Urbana, Illinois.
  
  "Vygotsky, Biblioconscientioustization and the role of training Pre-Service teachers in the Social Transition of Contemporary Students in a Global Society", November 2,1997.Midwest Comparative and International Education Society Conference . University of Illinois. Urbana.
  
  "Cognition, Dewey and the organization of teacher education
  in Small Schools", Midwest Philosophy of Education
  Society, 7 November 1998, Loyola University, Chicago.
  
  "Dewey Correctional education, and Offender habilitation",
  Midwest Philosophy of Education Society, 6 November
  1998, Loyola University, Chicago.
  
  "Brain-based methods for teaching math", CPS 5th Annual
  Miniconference Under the Umbrella, 22 January 1999,
  Malcolm X College, Chicago.
  
  "Young People Accessing Future Careers", Connections’99, 20
  April 1999, Pheasant Run Resort, St. Charles,
  Illinois.
  
  "The potential impact of the neurobiological knowledge base
  in the Education of the Learning Disabled",
  Roundtable: Brain and Education, American Educational
  Research Association, 23 April 1999, Montreal, Canada.
  
  "Wings to the World of Social Studies", Area VII Hub
  Technology Leadership & Mentors Conference,24
  September, Chicago,Illinois.
  
  "Corey H Inclusion and School Change", 21st International
  Conference on Learning Disabilities, 16 October 1999,
  Minneapolis, Minnesota.
  
  "Wings to the Afrocentric Internet World", Chicago Public
  Schools Rising to the Challenge Annual Professional
  Development Conference, Navy Pier, 29 October 1999,
  Chicago, Illinois.
  
  "Rocket to Success", ICE Educational Technology Conference
  '99, 12 November 1999, Naperville, Illinois.
  "Music Across the Ages", Creative Classroom 2000 Workshop: September 9, 2000.
  
  "Internet to Teach Community History", Illinois Education and Technology Conference: October 16, 2000. Springfield , Illinois.
  
  "The Sky's No Limit:Students making their Own Business", Illinois Education and Technology Conference: October 16, 2000.
  Springfield , Illinois.
  
  "Motivations behind Inmate Participation in Correctional Education Programs", Mid-Western Educational Research
  Association Conference: October 26, 2000, Chicago, Illinois.
  
  
  Clyde Winters,Computer Savvy:Parent Attitudes Towards Technology, Poster Presentation: Illinois Technology Conference for Educators, February 28 (2003), Pheasant Run Resort, St. Charles Illinois.
  
  Clyde Winters, Using technology for problem based social studies projects. Presentation: Illinois Technology Conference for Educators, February 28 (2003),Pheasant Run Resort, St. Charles Illinois.
  
  Clyde Winters, A Walk Down Memory Lane: Exploring Community History via the Standards. Presentation: Connections Conference, April 16, 2003.Pheasant Run Resort, St. Charles Illinois.
  
  Clyde Winters,Informed Insight:Parental Attitudes toward technology. Presentation: AERA 2003 Annual Meeting, April 2003. Chicago, Illinois.
  Clyde Winters, A Walk Down Memory Lane. Presentation Creative Classrooms 2003. September 2003. Chicago, Illinois.
  
  Clyde Winters, Mi Casa,Su Casa:The role of Latino Social Service Centers as an Adjunct to Professional Counseling, September 2003. University of Illinois, Urbana, Illinois.
  
  Clyde Winters , Intimate Voices: Teacher Emic and Etic views of ESL. Midwest Philosophy of Education Society Annual Conference. November 2003, Chicago State University: Chicago, Illinois.
  
  Clyde Winters, Using Computers to prepare exceptional children
  For the World of Work, February 2004. Illinois Technology Conference for Educators, Pheasant Run, St.Charles, Illinois.
  
  Clyde Winters, Student Attitudes on Hands –on Science. February 2004. Illinois Technology Conference for Educators, Pheasant Run, St.Charles, Illinois.
  
  Clyde Winters, Teaching for Substance: Brain based Teaching and Special Students, 2004 Connections Conference, April 2004, February 2004, Pheasant Run, St.Charles, Illinois.
  
  Clyde Winters, Brain based teaching: Back to the Basics. 2005 Illinois Technology Conference for Educators. Pheasant Run, St.Charles, Illinois.
  
  Clyde Winters, A sociocultural view of technology and learning:Coming to grips with the digital divide.Technology & Knowledge in an Open Society, February 2005, Berkeley, California.
  
  Clyde Winters, Teacher self-efficacy and emotional intelligence, 2005 Midwest Philosophy of Education Society, November 2005, National Louis University, Chicago, Illinois.
  
  Clyde Winters, From Chaos to Order: Coping with educational challenges after natural disasters or a terrorist attack. Illinois Association of Teacher Educators 35th Annual Fall Conference, November 2005, Eastern Illinois University, Charleston, Illinois.
  
  Clyde Winters,Race and Identity:Ancient relations between Africans and Mexicans.Vernacular Colloquium 2005. October 2005, The Universidad de las Americas Puebla, Puebla, Mexico.
  
  Clyde Winters, Using Computers in the implementation of Differentiated Instruction in the Intermediate Classroom 2007 Illinois Technology Conference for Educators. Pheasant Run, St.Charles, Illinois.
  
  Clyde Winters, The Intellectual Task Ahead: Classical African Studies, Keynote Presentation.19th Annual Cheikh Diop International Conference. October 2007. Philadelphia, Pennsylvania.
  Clyde Winters, Planning for Disaster: Education Policy in the Wake. American Educational Research Association Annual Meeting 2007, Chicago, Illinois
  
  Clyde Winters, Emotional Intelligence, Teacher Self-Efficacy and Teaching. American Educational Research Association Annual Meeting, March 2008, New York, New York.
  Clyde Winters, Emotional Intelligence, Teacher Self-efficacy and Empathy. Focus on Illinois Education Research Symposium. June 2009. Champaign, Illinois.

Posts: 13012 | From: Chicago | Registered: Jan 2006  |  IP: Logged | 

posted                   

quote:

---

Originally posted by NonProphet:
Professor Winters,

Do you consider this your Linguistics, History, Egyptology, Anthropology and/or Archeology qualifications?

* Ph.D. Loyola University, 2000, Educational Psychology Minors: Research Methods; Special Education; Curriculum and Instruction * M.S. Chicago State University, 1994, Education - Special Education

Winters, Clyde


Lecturer
Division: Education
Program: Education (MA)
Office: G323
Phone: 708.534.5479
Fax: 708.534.8451
Email: c-winters@govst.edu


Education

* Ph.D. Loyola University, 2000, Educational Psychology
Minors: Research Methods; Special Education; Curriculum and Instruction
* M.S. Chicago State University, 1994, Education - Special Education
* M.A. University of Illinois, 1973, Social Science
* B.A. University of Illinois, 1973, Sociology/History

Presentations

* Computer Savvy:Parent Attitudes Towards Technology, Poster Presentation: Illinois Technology Conference for Educators, February 28 (2003), Pheasant Run Resort, St. Charles Illinois.
* Using technology for problem based social studies projects. Presentation: Illinois Technology Conference for Educators, February 28 (2003),Pheasant Run Resort, St. Charles Illinois.
* A Walk Down Memory Lane: Exploring Community History via the Standards. Presentation: Connections Conference, April 16, 2003.Pheasant Run Resort, St. Charles Illinois.
* Informed Insight:Parental Attitudes toward technology. Presentation: AERA 2003 Annual Meeting, April 2003. Chicago, Illinois. Clyde Winters, A Walk Down Memory Lane. Presentation Creative Classrooms 2003. September 2003. Chicago, Illinois.
* Mi Casa,Su Casa:The role of Latino Social Service Centers as an Adjunct to Professional Counseling, September 2003. University of Illinois, Urbana, Illinois.
* Intimate Voices: Teacher Emic and Etic views of ESL. Midwest Philosophy of Education Society Annual Conference. November 2003, Chicago State University: Chicago, Illinois.

Publications

Books

* Career Development Activies for Language Arts and Social Studies (6th Grade Social Studies Lessons). Chicago: Chicago Public Schools, 1998.
* Structured Curriculum Handbook A Resource Guide for Grade Six Social Science First Semester. Chicago: Chicago Public Schools, 1999.
* Expecting More: Program of Study Grades 9& 10 Social Science. Chicago: Chicago Board of Education, 1997.
* Expecting More: Program of Study Grades 6, 7& 8 Social Science. Chicago: Chicago Board of Education, 1998.

Articles

* Brain based learning and special education. In Thomas E. Deering (Ed.), Teacher Education (pp.128-167), Anu Books, Shivaji Road, Meerut India (ISBN: 81-85126-91-7).
* Popular culture, critical pedagogy and the African American Print Media". In James J Van Patten (Ed.) The future of Education Issues & Trends (pp.164-184), Anu Books, Shivaji Road, Meerut India (ISBN: 81-85126-102-7)
* Emotion, neurobiological learning and classroom instruction, Research Journal of Philosophy and Social Science,No.1-2, pp.23-34.

Research

* Brain-based learning
* Educational linguistics
* Student attributions

Service
Consultencies

*
Authored Report External Partnership Between Saint Xavier University and Harper H.S., Saint Xavier University, Chicago. 2001
*
CPS-Chicago State University Annenberg Project, Chicago. 1999, 2000, 2001

Courses Taught

* Educational Research
* Research in Educational Administration
* Student Learning and Assessment
* Teacher as Researcher
* Educational Psychology Applied to Teaching
* Applied Educational Psychology
* Principles of Behavior Change
* Linguistics for Educators
* Assessment of Bilingual Students
* Language development and Language Disorders

Copyright © 2010 Governors State University Privacy Policy
1 University Parkway, University Park, Illinois 60484-0975

708.534.5000

http://www.govst.edu/coe/faculty/detail.aspx?id=20974

---

Posts: 644 | Registered: May 2010  |  IP: Logged | 

posted                         

• EDUCATION
  
  Attended University of Illinois, B.A.:Sociology/History,Feb.1973
  
  Attended University of Illinois, M.A.:Social Science (Specialty: Anthropology,Linguistics), June 1973.
  
  Attended University of Chicago, Education Law Course, 1993
  
  Attended Chicago State University,M.S.:Education -Special Education May 1994
  
  Attended Loyola University, Ph.D: Educational Psychology
  Minors: Research Methods; Special Education,Curriculum and Instruction-May 2000

quote:

---

Originally posted by NonProphet:
Clyde Winters,

Yes or No - Is the information below an accurate biographical description of yourself? If you refuse to answer, everyone will assume you are indeed a fraud.

quote:

---

Originally posted by NonProphet:
Professor Winters,

Do you consider this your Linguistics, History, Egyptology, Anthropology and/or Archeology qualifications?

* Ph.D. Loyola University, 2000, Educational Psychology Minors: Research Methods; Special Education; Curriculum and Instruction * M.S. Chicago State University, 1994, Education - Special Education

Winters, Clyde


Lecturer
Division: Education
Program: Education (MA)
Office: G323
Phone: 708.534.5479
Fax: 708.534.8451
Email: c-winters@govst.edu


Education

* Ph.D. Loyola University, 2000, Educational Psychology
Minors: Research Methods; Special Education; Curriculum and Instruction
* M.S. Chicago State University, 1994, Education - Special Education
* M.A. University of Illinois, 1973, Social Science
* B.A. University of Illinois, 1973, Sociology/History

Presentations

* Computer Savvy:Parent Attitudes Towards Technology, Poster Presentation: Illinois Technology Conference for Educators, February 28 (2003), Pheasant Run Resort, St. Charles Illinois.
* Using technology for problem based social studies projects. Presentation: Illinois Technology Conference for Educators, February 28 (2003),Pheasant Run Resort, St. Charles Illinois.
* A Walk Down Memory Lane: Exploring Community History via the Standards. Presentation: Connections Conference, April 16, 2003.Pheasant Run Resort, St. Charles Illinois.
* Informed Insight:Parental Attitudes toward technology. Presentation: AERA 2003 Annual Meeting, April 2003. Chicago, Illinois. Clyde Winters, A Walk Down Memory Lane. Presentation Creative Classrooms 2003. September 2003. Chicago, Illinois.
* Mi Casa,Su Casa:The role of Latino Social Service Centers as an Adjunct to Professional Counseling, September 2003. University of Illinois, Urbana, Illinois.
* Intimate Voices: Teacher Emic and Etic views of ESL. Midwest Philosophy of Education Society Annual Conference. November 2003, Chicago State University: Chicago, Illinois.

Publications

Books

* Career Development Activies for Language Arts and Social Studies (6th Grade Social Studies Lessons). Chicago: Chicago Public Schools, 1998.
* Structured Curriculum Handbook A Resource Guide for Grade Six Social Science First Semester. Chicago: Chicago Public Schools, 1999.
* Expecting More: Program of Study Grades 9& 10 Social Science. Chicago: Chicago Board of Education, 1997.
* Expecting More: Program of Study Grades 6, 7& 8 Social Science. Chicago: Chicago Board of Education, 1998.

Articles

* Brain based learning and special education. In Thomas E. Deering (Ed.), Teacher Education (pp.128-167), Anu Books, Shivaji Road, Meerut India (ISBN: 81-85126-91-7).
* Popular culture, critical pedagogy and the African American Print Media". In James J Van Patten (Ed.) The future of Education Issues & Trends (pp.164-184), Anu Books, Shivaji Road, Meerut India (ISBN: 81-85126-102-7)
* Emotion, neurobiological learning and classroom instruction, Research Journal of Philosophy and Social Science,No.1-2, pp.23-34.

Research

* Brain-based learning
* Educational linguistics
* Student attributions

Service
Consultencies

*
Authored Report External Partnership Between Saint Xavier University and Harper H.S., Saint Xavier University, Chicago. 2001
*
CPS-Chicago State University Annenberg Project, Chicago. 1999, 2000, 2001

Courses Taught

* Educational Research
* Research in Educational Administration
* Student Learning and Assessment
* Teacher as Researcher
* Educational Psychology Applied to Teaching
* Applied Educational Psychology
* Principles of Behavior Change
* Linguistics for Educators
* Assessment of Bilingual Students
* Language development and Language Disorders

Copyright © 2010 Governors State University Privacy Policy
1 University Parkway, University Park, Illinois 60484-0975

708.534.5000

http://www.govst.edu/coe/faculty/detail.aspx?id=20974

---

---

Posts: 13012 | From: Chicago | Registered: Jan 2006  |  IP: Logged | 

posted                   

Does the real Clyde Winters know about your impersonation? Be careful now some people know more than you believe.

quote:

---

Originally posted by Clyde Winters:
No. Here is the full list.

• EDUCATION
  
  Attended University of Illinois, B.A.:Sociology/History,Feb.1973
  
  Attended University of Illinois, M.A.:Social Science (Specialty: Anthropology,Linguistics), June 1973.
  
  Attended University of Chicago, Education Law Course, 1993
  
  Attended Chicago State University,M.S.:Education -Special Education May 1994
  
  Attended Loyola University, Ph.D: Educational Psychology
  Minors: Research Methods; Special Education,Curriculum and Instruction-May 2000

Now Euronut give us your credentials.

quote:

---

Originally posted by NonProphet:
Clyde Winters,

Yes or No - Is the information below an accurate biographical description of yourself? If you refuse to answer, everyone will assume you are indeed a fraud.

quote:

---

Originally posted by NonProphet:
Professor Winters,

Do you consider this your Linguistics, History, Egyptology, Anthropology and/or Archeology qualifications?

* Ph.D. Loyola University, 2000, Educational Psychology Minors: Research Methods; Special Education; Curriculum and Instruction * M.S. Chicago State University, 1994, Education - Special Education

Winters, Clyde


Lecturer
Division: Education
Program: Education (MA)
Office: G323
Phone: 708.534.5479
Fax: 708.534.8451
Email: c-winters@govst.edu


Education

* Ph.D. Loyola University, 2000, Educational Psychology
Minors: Research Methods; Special Education; Curriculum and Instruction
* M.S. Chicago State University, 1994, Education - Special Education
* M.A. University of Illinois, 1973, Social Science
* B.A. University of Illinois, 1973, Sociology/History

Presentations

* Computer Savvy:Parent Attitudes Towards Technology, Poster Presentation: Illinois Technology Conference for Educators, February 28 (2003), Pheasant Run Resort, St. Charles Illinois.
* Using technology for problem based social studies projects. Presentation: Illinois Technology Conference for Educators, February 28 (2003),Pheasant Run Resort, St. Charles Illinois.
* A Walk Down Memory Lane: Exploring Community History via the Standards. Presentation: Connections Conference, April 16, 2003.Pheasant Run Resort, St. Charles Illinois.
* Informed Insight:Parental Attitudes toward technology. Presentation: AERA 2003 Annual Meeting, April 2003. Chicago, Illinois. Clyde Winters, A Walk Down Memory Lane. Presentation Creative Classrooms 2003. September 2003. Chicago, Illinois.
* Mi Casa,Su Casa:The role of Latino Social Service Centers as an Adjunct to Professional Counseling, September 2003. University of Illinois, Urbana, Illinois.
* Intimate Voices: Teacher Emic and Etic views of ESL. Midwest Philosophy of Education Society Annual Conference. November 2003, Chicago State University: Chicago, Illinois.

Publications

Books

* Career Development Activies for Language Arts and Social Studies (6th Grade Social Studies Lessons). Chicago: Chicago Public Schools, 1998.
* Structured Curriculum Handbook A Resource Guide for Grade Six Social Science First Semester. Chicago: Chicago Public Schools, 1999.
* Expecting More: Program of Study Grades 9& 10 Social Science. Chicago: Chicago Board of Education, 1997.
* Expecting More: Program of Study Grades 6, 7& 8 Social Science. Chicago: Chicago Board of Education, 1998.

Articles

* Brain based learning and special education. In Thomas E. Deering (Ed.), Teacher Education (pp.128-167), Anu Books, Shivaji Road, Meerut India (ISBN: 81-85126-91-7).
* Popular culture, critical pedagogy and the African American Print Media". In James J Van Patten (Ed.) The future of Education Issues & Trends (pp.164-184), Anu Books, Shivaji Road, Meerut India (ISBN: 81-85126-102-7)
* Emotion, neurobiological learning and classroom instruction, Research Journal of Philosophy and Social Science,No.1-2, pp.23-34.

Research

* Brain-based learning
* Educational linguistics
* Student attributions

Service
Consultencies

*
Authored Report External Partnership Between Saint Xavier University and Harper H.S., Saint Xavier University, Chicago. 2001
*
CPS-Chicago State University Annenberg Project, Chicago. 1999, 2000, 2001

Courses Taught

* Educational Research
* Research in Educational Administration
* Student Learning and Assessment
* Teacher as Researcher
* Educational Psychology Applied to Teaching
* Applied Educational Psychology
* Principles of Behavior Change
* Linguistics for Educators
* Assessment of Bilingual Students
* Language development and Language Disorders

Copyright © 2010 Governors State University Privacy Policy
1 University Parkway, University Park, Illinois 60484-0975

708.534.5000

http://www.govst.edu/coe/faculty/detail.aspx?id=20974

---

---

---

Posts: 644 | Registered: May 2010  |  IP: Logged |