I owe some of you a apology. I thought when you guys talk of black ruling families in Europe, I though, man these guys are on some extra stuff. BUT, Like the saying goes, WE don't believe until a white man says it LOL.
Anyway, you are going to have to read between the lines in some of this. It starts off telling you what color the Al Mohavids were "black skinned" is what it says. THEN it talks about a specific family and while they don't come out and say "negro", notice that when the speak of the origin of the Gusman family they then cut to someone playing chess and placing a BLACK Knight on the chess board.
I am going to dedicate a year of my life to learning formal Spanish. I am very interested to see what these people have wrote about Africans ruling over them during that time period of the Moors.
^The inability of some to grasp the concept has interested me for some time now.
Not to say that one shouldn't be skeptical when presented with new ideas. On my own part, when presented with the concept of Europeans being Albinos, I didn't believe it, until MK proved it to me several years ago. Then I successfully went on to find proofs of my own.
Point being, when it was proved to me, I believed it. Proofs of Black rule in Europe have been posted here for a long time now, yet you admit that you couldn't believe it until an Albino said it was so.
It would probably be helpful to all Black researchers to understand your inherent resistance to these concepts. If you can analyze your feelings, please share your thoughts. If you feel uncomfortable in the open forum, please sent an IM.
Posted by typeZeiss (Member # 18859) on :
Mike
I have yet to see anything on these forums that would pass for true scholarship on the subject. It was little more than flickr pictures and a bunch of babble. I have no hard time believing something when the SCHOLARSHIP is there. In the instance of this video, this person is able to present family records, i.e. primary sources attesting to the fact. She didn't pull out a flickr picture and say HEY, look blacks ruled Europe. Anyone believing something like that should have their head examined. Now I would like to see more scholarship detailing how deep this thing goes.
I should add, its like when Clyde Winters made the claim that Elam was inhabited by black people. I didn't believe him either at first. THEN later on he posted a primary source i.e. the writings of Rawlinson detailing what he found and used to crack cunieform and who he felt the people of Elam were based on his use of certain languages to crack that Elamite writing. Once I saw that, I said well, OK there is nothing else to talk about, he provided proof.
Posted by Mike111 (Member # 9361) on :
Oh, I see.
Certainly you must know, that I know, you answer is completely illogical and bogus. We reconstruct European history with bits and pieces out of necessity, not choice. Whatever you are, you're not so stupid as to not to understand that.
So what's the point of this farce?
Posted by typeZeiss (Member # 18859) on :
^^ *chuckle* oh
Posted by Mike111 (Member # 9361) on :
Quote: THEN later on he posted a primary source i.e. the writings of Rawlinson detailing what he found and used to crack cunieform and who he felt the people of Elam were based on his use of certain languages to crack that Elamite writing. Once I saw that, I said well, OK there is nothing else to talk about, he provided proof.
Buffoon - how would cuneiform and language prove race?
I ask again: what's the point of this farce?
Posted by typeZeiss (Member # 18859) on :
Rawlinson wants to crack cuneiform. He then uses a African Language to decipher it. Rawlinson then writes book about the subject and mentions in the foot notes: he feels the people were Africans because of the physical appearance of the royal mummies & the language, it becomes rather clear.
Hope that helps you understand.
Again scholarship as opposed to flickr picture and far fetched stories. One I can get behind (scholarship) and the other (flickr pictures and conjecture) I cant.
Posted by Mike111 (Member # 9361) on :
He,he,he:
I wondered why you were talking about Spain instead of Germany, Britain, etc.
I didn't watch the video, but I noted with great interest the comment of the uploader.
Uploaded by Almoravid25 on Nov 30, 2011
Cases Closed Youtubers Umyyad were white ,almoravids were Black
Ha,ha,ha;
Is that where you were going mulatto boy?
You Albinos/Mulattoes are just so pathetic!
Posted by typeZeiss (Member # 18859) on :
I have no idea what you are talking about :S
Posted by Mike111 (Member # 9361) on :
What a silly little mulatto boy you are, did you really think such childish nonsense would fly here?
*chuckle* oh and "I have no idea what you are talking about" all you want. But take such stupidness somewhere else.
Lioness, this boy needs training!
Posted by Brada-Anansi (Member # 16371) on :
And there are others with the Moor motif but not the sir name, they may yet be others that don't have either,and I gave the example of Abraham Hannibal,yes it was a very complex picture,also keep in mind the vid on Mexican Blacks posted by Jari although they liked to mix it up they also have this thing called the Limpieza De Sangre of cleansing of the blood
"It was the Spaniards who gave the world the notion that an aristocrat's blood is not red but blue. The Spanish nobility started taking shape around the ninth century in classic military fashion, occupying land as warriors on horseback. They were to continue the process for more than five hundred years, clawing back sections of the peninsula from its Moorish occupiers, and a nobleman demonstrated his pedigree by holding up his sword arm to display the filigree of blue-blooded veins beneath his pale skin--proof that his birth had not been contaminated by the dark-skinned enemy." Robert Lacey, Aristocrats. Little, Brown and Company, 1983, p. 6.
Procedure to judge Purity of Blood The earliest known case judging Limpieza de Sangre comes from the Church of Cordoba, that explained the procedure to judge the purity of blood of a candidate as follows: Kneeling, with his right hand placed over the image of a crucifix on a Bible, the candidate confirmed not being either of either Jewish or Moorish extraction. Then the candidate provided the names of the parents and grandparents, as well as places of birth. Two delegates of the council, church or other public place would then research the information to make sure it was truthful. If the investigation had to be carried out of Cordoba, a person, not necessarily a member of the council would be appointed to examine the witnesses appointed by the candidate. This researcher would receive a sum per diem according to the rank of the person, the distance traveled and the time spent. Having collected all the reports, the secretary or the notary must read them all to the council and a vote would decide whether the candidate was approved. A simple majority was sufficient, after which the candidate had to promise to obey all the laws and customs of the Church http://en.wikipedia.org/wiki/Limpieza_de_sangre#Procedure_to_judge_Purity_of_Blood So it was a reaction to the domination by Africans/Arabs that the above came about to make sure that they did not find their way back into power and to get their lands back,see the vid posted over at ESR. http://egyptsearchreloaded.proboards.com/index.cgi?board=pav&action=display&thread=907
But like I explained in another thread all coat of arms have to be looked at individually for sure some are not family founders but captives or on the losing side, enemies of those families encountered in battle.
Posted by typeZeiss (Member # 18859) on :
My Brother Anansi
Do not take my words as an attack on you or anyone else. This Mike character took things to some weird place. All i am saying is, it seems the documentation is out there. The problem is, it is in languages most of us do not know. So we have resulted to relying on secondary sources and pictures to try and prove our points. We need to employ a more scientific approach. It could even mean money for some of us if we can turn this research into published books. I would love to see us starting to learn German, Spanish, French etc and finding these documents, to fully flesh out these theories and turn them into solid facts. It is a very very interesting subject (royal families in Europe are of African origin), and one that begs soooo many questions. Like, if it is a fact that most or all of the royal families in Europe are of African descent two questions arise: did the descendants know of this fact or was it quietly forgotten over time? IF they did know, how do they reconcile this with the European attack and subjugation of Africa and its pillage? It is a amazing topic, with some very interesting implications.
Posted by Brada-Anansi (Member # 16371) on :
TypeZeiss I know it's no attack just asking questions and some damned good ones at that, but I'll put it like this all the European High nobles and royals are related,the question of some of them hiding their genealogies,well yes that was answered by the old lady in that vid, but they never ceased to have blacks entering into their families even after the time of the reconquest, look at the Medici family for instance,and again the descendants of Abraham Hannibal ended up in British royals,so yes they knew some kept records, But here is something to think about the later ones do not necessarily considered themselves Blacks and may have no sympathy for anything African,the question is should we who are blacks self identified be gushing over them.
And let me introduce you guys to a new word Mixed Racist. ..racism doesn't end because people mix with other people as some mistakenly believe if one has to devalue one side of your heritage then that's racist.
Posted by the lioness (Member # 17353) on :
The Murabitin, or Almoravids as they were known in Spain, originated as a fundamentalist Islamic sect among the Afro-Berbers of Western Sahara shortly before 1050. As inhabitants of the deep desert they owned few horses and fought almost entirely as infantry, though combat on camelback was also recorded. Later Almoravids reportedly had 30,000 thoroughbred camels, saddled and ready for war. At first, however, they adopted phalanx formations in which a front rank knelt behind long spears and tall shields of tanned oryx skin while rear ranks threw javelins. Later Almoravid cavalry also used long, almost body covering shields. Such tactics were essential static, supposedly never retreating nor even pursuing a defeated foe. A minority wore mail hauberks, and all relied on curved daggers for close combat. The name Murabitin probably reflected this immobility and formation, rather than the rabat or fortress with which it is often associated. Traditional Berber and Saharan tactics had long relied on a barricade or laager of camels from which tribesmen launched repeated charges. Like nomad tactics everywhere, this avoided undue casualties among a scarce manpower. The dedicated Almoravids, however, accepted heavy losses, thus for years proved virtually invincible, particularly after they had won allies among richer northern Saharan cavalry tribes. The role of such horsemen was now to break and pursue a weakened foe, which in turn added flexibility to Almoravids tactics. From the earliest day flags played a leading part in battlefield control, again perhaps reflecting greater discipline compared to other North African armies. Although the first Almoravid leader regarded war-drums as pagan devices, later Almoravid forces made great use of them, particularly in Iberia where they terrified the Christians and panicked their horses. The most characteristic feature of the Almoravid warrior was, however, his litham or face veil. The Almoravids were said to regard the mouth as unclean and to refer to unveiled peoples as’ the fly-mouthed’.
Yusuf ibn Tashfin , second Almoravid leader and man destined to conquer Andalus, reorganised these armies. Original Almoravid forces had been a tribal confederation, but yusuf changed the command structure and created a personal force of black slaves and foreigners. His bodyguard consisted of 500 non-Berber horsemen, including Arabs, Turks and Europeans, supported by a further 2,000 black African cavalry. Christian mercenaries as well as converted Spanish prisoners continued to fight for the Almoravids and their successors both in Andalus and North Africa throughout the late 11th and 12th centuries.
Cavalry also became more important than camel-mounted troops, particularly when operating in Andalus. There the high number of black Africans in Almoravid armies, many recruited from Senegal on the southern frontier of the empire, had a terrifying effect on Christian morale- as did the use of massed drums, unusual forms of bow, enormously long leather shields, bamboo spears and other unfamiliar weapons. A continuing use of large number camels also unsettled the Spaniards’ horses, in fact, such animals had been known in southern Andalus since at least the 10th century. Above all the Spaniards were completely out-manoeuvred by highly mobile Almoravids, leading them to believe their foes were more numerous than they really were. Even in Iberia, however, the Almoravids ultimately relied on an infantry phalanx, which now served as a safe haven from which cavalry could emerge and to which they would return. This was not, of course, new tactics; the Almoravids had refined it. They also gave their horsemen greater freedom of action. Yet the elite status of mounted troops should not be over emphasised, as there are reports of men riding mules in battle when horses were unavailable.
In Andalus the Almoravids not only checked the Christian advance, but also rolled it back a short way. They also took over or rendered tributary all the taifa states, and strengthened an already growing sense of jihad. This concept of Holy Wars was, however, almost entirely concerned to defend Islam rather than to extend it. On the other hand an atmosphere of jihad eroded traditional Andalusian toleration. Such erosion accompanied growing Crusader ideas on the Christian side of the frontier. Persecution of the Andalusian Mozarabs increased and a habit of head-hunting was introduced, to be rapidly copied by the Christians. The Muslim frontier was strengthened, being defended by local militias and religious volunteers backed up by Almoravid units. Strategic cities like Cacares were garrisoned by what can only be described as Muslim ‘monk-soldiers’. Such men, in a long-established Islamic tradition, dedicated part of their lives to these duties before returning to their families.
Posted by typeZeiss (Member # 18859) on :
quote:Originally posted by Brada-Anansi: TypeZeiss I know it's no attack just asking questions and some damned good ones at that, but I'll put it like this all the European High nobles and royals are related,the question of some of them hiding their genealogies,well yes that was answered by the old lady in that vid, but they never ceased to have blacks entering into their families even after the time of the reconquest, look at the Medici family for instance,and again the descendants of Abraham Hannibal ended up in British royals,so yes they knew some kept records, But here is something to think about the later ones do not necessarily considered themselves Blacks and may have no sympathy for anything African,the question is should we who are blacks self identified be gushing over them.
And let me introduce you guys to a new word Mixed Racist. ..racism doesn't end because people mix with other people as some mistakenly believe if one has to devalue one side of your heritage then that's racist.
Good post and good points, and yes the old woman did say that. But it seemed to me as if she had no problem acknowledging that heritage and it seems as if it was rediscovered. So i was/am curious, do these people with these blood lines still know? In the case of royals did they know all along? Have they forgotten?
For me, this isn't a issue of feelign proud because white royals have African blood. This for me, helps to fit another piece of the puzzle in one of my theories. I have said many times, I believe there was a black African empire that expanded from India, to parts of Europe (specifically where they are using ge'ez based writing script), down to Arabia, parts of Africa etc. I do not believe these were separate groups, but one solidified empire, united under one banner. I believe these people (Europeans) have gone out of their way to erase this history/fact. The video in the original post speaks about how in Spain they worked over time to erase African history there, so it isn't a far stretch to think the victors (Europeans) may have done the same thing in terms of this African civilization, I believe was erased.
Posted by typeZeiss (Member # 18859) on :
quote:Originally posted by the lioness: The Murabitin, or Almoravids as they were known in Spain, originated as a fundamentalist Islamic sect among the Afro-Berbers of Western Sahara shortly before 1050. As inhabitants of the deep desert they owned few horses and fought almost entirely as infantry, though combat on camelback was also recorded. Later Almoravids reportedly had 30,000 thoroughbred camels, saddled and ready for war. At first, however, they adopted phalanx formations in which a front rank knelt behind long spears and tall shields of tanned oryx skin while rear ranks threw javelins. Later Almoravid cavalry also used long, almost body covering shields. Such tactics were essential static, supposedly never retreating nor even pursuing a defeated foe. A minority wore mail hauberks, and all relied on curved daggers for close combat. The name Murabitin probably reflected this immobility and formation, rather than the rabat or fortress with which it is often associated. Traditional Berber and Saharan tactics had long relied on a barricade or laager of camels from which tribesmen launched repeated charges. Like nomad tactics everywhere, this avoided undue casualties among a scarce manpower. The dedicated Almoravids, however, accepted heavy losses, thus for years proved virtually invincible, particularly after they had won allies among richer northern Saharan cavalry tribes. The role of such horsemen was now to break and pursue a weakened foe, which in turn added flexibility to Almoravids tactics. From the earliest day flags played a leading part in battlefield control, again perhaps reflecting greater discipline compared to other North African armies. Although the first Almoravid leader regarded war-drums as pagan devices, later Almoravid forces made great use of them, particularly in Iberia where they terrified the Christians and panicked their horses. The most characteristic feature of the Almoravid warrior was, however, his litham or face veil. The Almoravids were said to regard the mouth as unclean and to refer to unveiled peoples as’ the fly-mouthed’.
Yusuf ibn Tashfin , second Almoravid leader and man destined to conquer Andalus, reorganised these armies. Original Almoravid forces had been a tribal confederation, but yusuf changed the command structure and created a personal force of black slaves and foreigners. His bodyguard consisted of 500 non-Berber horsemen, including Arabs, Turks and Europeans, supported by a further 2,000 black African cavalry. Christian mercenaries as well as converted Spanish prisoners continued to fight for the Almoravids and their successors both in Andalus and North Africa throughout the late 11th and 12th centuries.
Cavalry also became more important than camel-mounted troops, particularly when operating in Andalus. There the high number of black Africans in Almoravid armies, many recruited from Senegal on the southern frontier of the empire, had a terrifying effect on Christian morale- as did the use of massed drums, unusual forms of bow, enormously long leather shields, bamboo spears and other unfamiliar weapons. A continuing use of large number camels also unsettled the Spaniards’ horses, in fact, such animals had been known in southern Andalus since at least the 10th century. Above all the Spaniards were completely out-manoeuvred by highly mobile Almoravids, leading them to believe their foes were more numerous than they really were. Even in Iberia, however, the Almoravids ultimately relied on an infantry phalanx, which now served as a safe haven from which cavalry could emerge and to which they would return. This was not, of course, new tactics; the Almoravids had refined it. They also gave their horsemen greater freedom of action. Yet the elite status of mounted troops should not be over emphasised, as there are reports of men riding mules in battle when horses were unavailable.
In Andalus the Almoravids not only checked the Christian advance, but also rolled it back a short way. They also took over or rendered tributary all the taifa states, and strengthened an already growing sense of jihad. This concept of Holy Wars was, however, almost entirely concerned to defend Islam rather than to extend it. On the other hand an atmosphere of jihad eroded traditional Andalusian toleration. Such erosion accompanied growing Crusader ideas on the Christian side of the frontier. Persecution of the Andalusian Mozarabs increased and a habit of head-hunting was introduced, to be rapidly copied by the Christians. The Muslim frontier was strengthened, being defended by local militias and religious volunteers backed up by Almoravid units. Strategic cities like Cacares were garrisoned by what can only be described as Muslim ‘monk-soldiers’. Such men, in a long-established Islamic tradition, dedicated part of their lives to these duties before returning to their families.
No need to reinvent the wheel, you have already been dealt with here link Posted by the lioness (Member # 17353) on :
typeZeiss I realize that the idea that Blacks of African ancestry started royal families in Europe an the royal families they started are represented my Moor heads in some heraldry might be an attractive idea for some even though these royal familes later sanstioned the trans Atlantic slave trade. It possible that some members of white European familes had illegitimate children with black attendants. But the idea that the coats of arms that had Moors on them represented memebers of those families is a lie. If you look at any one of thos coats of arms the use of a Moor's head and other images is symbolic. If you look at portraits of te members of those familes they are not pitch black people who wear bandanas and men with earrings. They never put family members, black or white on the coats of arms. The thing they did put on the coats of arms were as symbolic as wildmen who appeared on some coats of arms. If you look into the mythology of the wildman in European herladry such a primitive naked forest person would not be capable of doing anything sophisticated like organizing or being in a royal family, tying his shoes. Yet they used them in the heraldry. It's symbolic just like the use of the Moors head. Were there some Moors in Europe? Yes but they were not founders of European royal families
The Fugger family dynasty began in the mid-14th century with a modest textile business in the Swabian town of Augsburg. Over the next two hundred years the family amassed one of the greatest fortunes of all time. Through banking and mining interests they acquired the wealth and assets of the Florentine House of Medici and exerted great influence over the Holy Roman Empire and the royal courts of Europe. Like the Medici, the Fuggers were also significant patrons of the arts during the Renaissance. The roots of the German Fugger surname lie in the kingdom of Bavaria. The name is derived form the middle high German word "fucker" meaning "sheep shears" (fun fact-lioness)
^^^^ Here's the primary link on the Fugger family dynasty but let's look at the following Coat of Arms first:
Coat of Arms, Fugger family
^^^^ So what does this mean? The Fugger family was black right?
Of course not. Look at how this coat of arms appears, at the top of the following portraits of members of the Fugger family:
On each of these portraits we see Germanic white people of the Fugger family with each of their individual names written in the oval borders. So what is the black black woman doing in the Fugger family Coat of Arms wearing a mitre (bishop's hat?).
The answer applies to all the European heraldry where you see Moors. They don't represent members of the given family they are mascot-like religious/political symbols. The Moors never invaded Germany. The number of blacks in Germany in the 14th century was very few and certainly no artistocratic family of Europe was black. However some blacks were employed as attendants
So what is the nature of the symbolism of this black woman in the Fugger Coat of Arms wearing a Bishops hat? What the fug is it? The exact symbolism is uncertain but it goes back to the former Counts of Kirchberg
" The arms show the arms of the former Counts of Kirchberg. The black figure probably is the black bride as mentioned in the biblical Black Madonna, derived from the line in the biblical Book Song of Songs 1:5 "I am black but comely, O daughters of Jerusalem, ...".
The oldest image of the arms of the Counts of Kirchberg below shows the Black Madonna holding a fleur-de-lys (stylized lily emblem) this was in later images changed to a mitre (Bishop's hat), This was done when Eberhard von Kirchberg became Bishop of Augsburg in 1407."
" Another story states that the arms of the counts simply showed ther devotion to St. Mary and thus showed St. Mary holding her symbol, a fleur-de-lys. In 1273 Emperor Rudolf is said to have punished the Lords of Kirchberg by changing the figure into a black figure as a symbol of shame.
In any case, the arms have been shown during the centuries with a black female and the arms were also taken as such in the arms of the famous Fugger family, when they acquired the county in 1507." _____________________________________________________
Whatever the proper story is the concept is the same blacks used in European heraldry are symbolic they don't represent the appearance of the family members that use these symbols in their coats of arms. The same is true today the Black Madonnas still exist in European churches. Does this mean that the people praying to those madonnas revere black people as a people? Obviously not, later the descendants of these people enslaved blacks. The Fuggers of the 14th century also did not revere blacks as a people and this coat of arm does not mean they did. However they may not have been racist against blacks at this time. More virulent racism was a propaganda tool that was later employed to exploit Africans for labor when Atlantic slave trading developed
But they must have whitened the above portraits right? That doesn't make sense becasue if the did that most certainly would have also whitened the Moor above the family member appearing in the Coat of Arms.
Posted by Narmerthoth (Member # 20259) on :
Allow me to quickly interject this caveat.
When all of this process is compromised, from stage 1 on, natural selection is no longer the dominate rudder of the process. Now, it becomes a game of Russian Roulette with combinations of randomly mutated DNA.
Posted by Brada-Anansi (Member # 16371) on :
Lioness like I said each arms has to be looked at individually and you sure as hell did not look at Fairbairns book of Heraldry for names and descriptions,but o well continue with your cookie cutter response.
Posted by Brada-Anansi (Member # 16371) on :
http://archive.org/stream/fairbairnsbookof01fair#page/396/mode/2up For the record I am not re-posting this link again at the behest of individuals who participated in this conversation,but suffers from amnesia and keep asking the same questions.
Posted by Brada-Anansi (Member # 16371) on :
THE MARQUESSES OF DROGHEDA WERE THE PENULTIMATE LANDOWNERS IN COUNTY KILDARE WITH 16,609 ACRES
From two brothers, SIR EDWARD and SIR THOMAS MOORE, knights (descendants of the Moores of Moore Place, Kent), who went over to Ireland, in the reign of ELIZABETH I, sprang the house of Drogheda and the extinct house of Charleville and Tullamore.
SIR EDWARD MOORE, the elder brother, obtained, for his services, from the Queen, a lease of the dissolved abbey of Mellefont, with its appurtenances, County Louth, which he made the principal place of his abode; and so it continued that of his descendants until their removal to Moore Abbey, County Kildare, the seat of the Viscounts Loftus of Ely, which devolved upon the Earl of Drogheda.
Sir Edward's surviving son Garret was created 1st Viscount Moore.
And you can look at the book of Heraldry and find the families to match.
Posted by kikuyu22 (Member # 19561) on :
quote:Originally posted by Mike111: What a silly little mulatto boy you are, did you really think such childish nonsense would fly here?
*chuckle* oh and "I have no idea what you are talking about" all you want. But take such stupidness somewhere else.
Lioness, this boy needs training!
Whoa,mike111! New info is always startling and often unsettling,especially when it invalidates previous 'truths.' It needs an individual with emotional strength and a certain period to allow for a psychological readjustment. Think back to the Middle Ages:when it was discovered the earth was round not flat,how did people respond?
Posted by Brada-Anansi (Member # 16371) on :
kikuyu22 non of this information is exactly new one only had to read authors and researchers like Edward Scobie,J.A Rogers, Jose Pimienta Bey and others I had been reading since my late teens,and all these researchers were kind enough to name their sources,hence the Fairbairn's book of heraldry I got from Rogers yrs ago from Nature Knows No Color Line,so the info has always been here for over 60-70 yrs.
Posted by kikuyu22 (Member # 19561) on :
quote:Originally posted by Brada-Anansi: kikuyu22 non of this information is exactly new one only had to read authors and researchers like Edward Scobie,J.A Rogers, Jose Pimienta Bey and others I had been reading since my late teens,and all these researchers were kind enough to name their sources,hence the Fairbairn's book of heraldry I got from Rogers yrs ago from Nature Knows No Color Line,so the info has always been here for over 60-70 yrs.
Yes,but not all of us were fortunate enough to start off so well grounded. I remember reading about AE Encyclopedia Brittanica in the early 90s. There is continued reference to 'periods of degeneracy.'You know what that means-it wasn't til the internet era I figured things out. I've just rewatched the video and have a comment and a question: From which documentary was it? The countess makes an extremely revealing comment;many families like hers whitened themselves. Consider the implications! Posted by Brada-Anansi (Member # 16371) on :
As European power ascend those on the loosing side had to blend and bow to the new order the old ruling classes had to sell out or move anything other than that you could face the inquisition. also please check brother Jose Piementa Bay vid lectures.
Posted by Egmond Codfried (Member # 15683) on :
quote:Originally posted by Mike111: ^The inability of some to grasp the concept has interested me for some time now.
Not to say that one shouldn't be skeptical when presented with new ideas. On my own part, when presented with the concept of Europeans being Albinos, I didn't believe it, until MK proved it to me several years ago. Then I successfully went on to find proofs of my own.
Point being, when it was proved to me, I believed it. Proofs of Black rule in Europe have been posted here for a long time now, yet you admit that you couldn't believe it until an Albino said it was so.
It would probably be helpful to all Black researchers to understand your inherent resistance to these concepts. If you can analyze your feelings, please share your thoughts. If you feel uncomfortable in the open forum, please sent an IM.
This is what I'am thinking about for a long time now: why can't supposedly educated and rational people not respond to facts and reason. We do have to admit that not only whites resist our logic, so we cannot pin this shortcoming only on whites. But as they dominate it becomes important. As I'm have been posting away on a Belgium site for the past years, I have noticed that this inability to think logical manifests itself in all areas in live. It's impossible to reason with them, about anything. That why I have to assume they are a genocidal, murderous nation. There is again full blown slavery in the Netherlands, they exploit Poles and Romanians, paying them €3 where €8 is the norm: people are actually talking about a 'slavery free' stamp on slavery free champignons. The governement who is supposed to maintain the law cannot go and fine these champignon growers. We are talking about it, it's in all the papers, but we cannot stop it. People, even those who are busy finding human rights violation at the other side of the globe, go about their business while in their own back yard and front yard slavery prevails. Not to mention the trade in women.
Posted by Clyde Winters (Member # 10129) on :
quote:Originally posted by Brada-Anansi: kikuyu22 non of this information is exactly new one only had to read authors and researchers like Edward Scobie,J.A Rogers, Jose Pimienta Bey and others I had been reading since my late teens,and all these researchers were kind enough to name their sources,hence the Fairbairn's book of heraldry I got from Rogers yrs ago from Nature Knows No Color Line,so the info has always been here for over 60-70 yrs.
This is the problem Brada most researchers fail to study the roots of ancient Black History. They allow people who are against ancient Afrocentric history to define what the history is, and the authors associated with the study of Afrocentric social science.
Although I learned historical and sociological research methods at University, I had to learn Afrocentric methods from reading J.A. Rogers and W.E.B. DuBois and observing how they conducted their research.
Today it is unnecessary to learn these methods on you own. I have wrote a detailed account of the Afrocentric research methods here:
Anyone inteested in the structyre of Africalogical research methods should consult this paper.
.
Posted by typeZeiss (Member # 18859) on :
quote:Originally posted by kikuyu22:
quote:Originally posted by Brada-Anansi: kikuyu22 non of this information is exactly new one only had to read authors and researchers like Edward Scobie,J.A Rogers, Jose Pimienta Bey and others I had been reading since my late teens,and all these researchers were kind enough to name their sources,hence the Fairbairn's book of heraldry I got from Rogers yrs ago from Nature Knows No Color Line,so the info has always been here for over 60-70 yrs.
Yes,but not all of us were fortunate enough to start off so well grounded. I remember reading about AE Encyclopedia Brittanica in the early 90s. There is continued reference to 'periods of degeneracy.'You know what that means-it wasn't til the internet era I figured things out. I've just rewatched the video and have a comment and a question: From which documentary was it? The countess makes an extremely revealing comment;many families like hers whitened themselves. Consider the implications!
Well it isn't about being well grounded. My family is from Sierra Leone, so I have not had the issue of being taken from my culture and needing to find strength in myself via past deeds, like Africans mating with Europeans. To be honest I don't care that much. I just found it interesting, but it doesn't validate me. The scholarship on this forum, relating to the subject has been piss poor up to this point, with little more than flickr pictures and wikipedia quotes and tons of conjecture. None of that means anything to me. I can accept ANYTHING, even aliens, IF someone provides sold proof with primary sources, other wise, for me, it gets placed on the back burner.
Posted by typeZeiss (Member # 18859) on :
As European power ascend those on the loosing side had to blend and bow to the new order the old ruling classes had to sell out or move anything other than that you could face the inquisition. also please check brother Jose Piementa Bay vid lectures.
Dr. Bey's series is very good. He is also a very gracious person. I have emailed him previously and he was very prompt in responding, and with good information to boot.
Posted by DHDoxies (Member # 19701) on :
quote:Originally posted by Clyde Winters:
quote:Originally posted by Brada-Anansi: kikuyu22 non of this information is exactly new one only had to read authors and researchers like Edward Scobie,J.A Rogers, Jose Pimienta Bey and others I had been reading since my late teens,and all these researchers were kind enough to name their sources,hence the Fairbairn's book of heraldry I got from Rogers yrs ago from Nature Knows No Color Line,so the info has always been here for over 60-70 yrs.
This is the problem Brada most researchers fail to study the roots of ancient Black History. They allow people who are against ancient Afrocentric history to define what the history is, and the authors associated with the study of Afrocentric social science.
Although I learned historical and sociological research methods at University, I had to learn Afrocentric methods from reading J.A. Rogers and W.E.B. DuBois and observing how they conducted their research.
Today it is unnecessary to learn these methods on you own. I have wrote a detailed account of the Afrocentric research methods here:
Anyone inteested in the structyre of Africalogical research methods should consult this paper.
.
Afrocentric research
1. Get book 2. Look in book for words Black, Dark, Swarthy 3. Declare the discussed people to be Black/Negro 4. Write Whites out of history to make it like they don't exist/didn't exist & write Blacks in their place. 5. Declare anyone who fights against having their history stolen either racist if White or any race other than Black or House Negro/Uncle Tom if Black.
Posted by typeZeiss (Member # 18859) on :
As European power ascend those on the loosing side had to blend and bow to the new order the old ruling classes had to sell out or move anything other than that you could face the inquisition. also please check brother Jose Piementa Bay vid lectures.
Seeing the entire video really shows how eurocentric it is. In the beginning it talks about the "Berbers" who over run Spain, and claims nothing great really happens because the are nothing more than "tribes men". Then the Arabs come in and fix everything and bring enlightenment. Then the "black skinned" fundamentalist come in and bring havoc. Never mind, these same "black skinned" people form the Sahara are the same as the original Berbers (who were also black skinned).
Posted by IronLion (Member # 16412) on :
quote:Originally posted by typeZeiss:
quote:Originally posted by kikuyu22:
quote:Originally posted by Brada-Anansi: kikuyu22 non of this information is exactly new one only had to read authors and researchers like Edward Scobie,J.A Rogers, Jose Pimienta Bey and others I had been reading since my late teens,and all these researchers were kind enough to name their sources,hence the Fairbairn's book of heraldry I got from Rogers yrs ago from Nature Knows No Color Line,so the info has always been here for over 60-70 yrs.
Yes,but not all of us were fortunate enough to start off so well grounded. I remember reading about AE Encyclopedia Brittanica in the early 90s. There is continued reference to 'periods of degeneracy.'You know what that means-it wasn't til the internet era I figured things out. I've just rewatched the video and have a comment and a question: From which documentary was it? The countess makes an extremely revealing comment;many families like hers whitened themselves. Consider the implications!
Well it isn't about being well grounded. My family is from Sierra Leone, so I have not had the issue of being taken from my culture and needing to find strength in myself via past deeds, like Africans mating with Europeans. To be honest I don't care that much. I just found it interesting, but it doesn't validate me. The scholarship on this forum, relating to the subject has been piss poor up to this point, with little more than flickr pictures and wikipedia quotes and tons of conjecture. None of that means anything to me. I can accept ANYTHING, even aliens, IF someone provides sold proof with primary sources, other wise, for me, it gets placed on the back burner.
Native Africans and their naive arrogance towards the Muurish diaspora... Gee!
Listen up fellow, pictures are PRIMARY SOURCES!
Those European authors to whom you give so much credence, and designate as experts and scholars are actually biased SECONDARY SOURCES!
Artefacts, pictures of artefacts, bones, contemporary paintings .. those are PRIMARY SOURCES.
If you study those sources, your eyes will open, and you can reach your own conclusion.
Right now you are blinded and confused by a racist albino controlled academia.
Wake up and live!
Posted by DHDoxies (Member # 19701) on :
Afrocentric research
1. Get book 2. Look in book for words Black, Dark, Swarthy 3. Declare the discussed people to be Black/Negro 4. Write Whites out of history to make it like they don't exist/didn't exist & write Blacks in their place. 5. Declare anyone who fights against having their history stolen either racist if White or any race other than Black or House Negro/Uncle Tom if Black.
Posted by typeZeiss (Member # 18859) on :
quote:Originally posted by IronLion:
quote:Originally posted by typeZeiss:
quote:Originally posted by kikuyu22:
quote:Originally posted by Brada-Anansi: kikuyu22 non of this information is exactly new one only had to read authors and researchers like Edward Scobie,J.A Rogers, Jose Pimienta Bey and others I had been reading since my late teens,and all these researchers were kind enough to name their sources,hence the Fairbairn's book of heraldry I got from Rogers yrs ago from Nature Knows No Color Line,so the info has always been here for over 60-70 yrs.
Yes,but not all of us were fortunate enough to start off so well grounded. I remember reading about AE Encyclopedia Brittanica in the early 90s. There is continued reference to 'periods of degeneracy.'You know what that means-it wasn't til the internet era I figured things out. I've just rewatched the video and have a comment and a question: From which documentary was it? The countess makes an extremely revealing comment;many families like hers whitened themselves. Consider the implications!
Well it isn't about being well grounded. My family is from Sierra Leone, so I have not had the issue of being taken from my culture and needing to find strength in myself via past deeds, like Africans mating with Europeans. To be honest I don't care that much. I just found it interesting, but it doesn't validate me. The scholarship on this forum, relating to the subject has been piss poor up to this point, with little more than flickr pictures and wikipedia quotes and tons of conjecture. None of that means anything to me. I can accept ANYTHING, even aliens, IF someone provides sold proof with primary sources, other wise, for me, it gets placed on the back burner.
Native Africans and their naive arrogance towards the Muurish diaspora... Gee!
Listen up fellow, pictures are PRIMARY SOURCES!
Those European authors to whom you give so much credence, and designate as experts and scholars are actually biased SECONDARY SOURCES!
Artefacts, pictures of artefacts, bones, contemporary paintings .. those are PRIMARY SOURCES.
If you study those sources, your eyes will open, and you can reach your own conclusion.
Right now you are blinded and confused by a racist albino controlled academia.
Wake up and live!
I see we have a issue of not understanding the meaning of words. In order for us to converse we must use words in their proper context/meaning. I speak English and I understand words defined properly via a dictionary. We can't go around making up meanings to suit our ill formed opinions.
quote:Primary sources provide first-hand testimony or direct evidence concerning a topic under investigation. They are created by witnesses or recorders who experienced the events or conditions being documented. Often these sources are created at the time when the events or conditions are occurring, but primary sources can also include autobiographies, memoirs, and oral histories recorded later. Primary sources are characterized by their content, regardless of whether they are available in original format, in microfilm/microfiche, in digital format, or in published format. Primary sources can be found in nearly all of Yale's twenty-two libraries as well as at the Peabody Museum of Natural History, the Yale Center for British Art, and the Yale Art Gallery. See the “Tools for Discovery” page for tips on identifying materials relevant to your research.
Many of the paintings and statues I have seen posted here were created AFTER the fact. The information used to back up the pictures were taken from Wikipedia, which generally amounts to some know-nothing spouting whatever they think makes sense, in their uneducated minds. Isn't it Dana from these forums who is on a crusade to try and fix some of the entries on Wikipedia (Dana forgive me if it isn't you)? That place is a terrible place for informations.
As for the "authors" you mentioned, what are you on about? I have not mentioned ANY authors in this thread, so I assume you are speaking out of emotions, and not basing statements on facts. I have read Diop, Bernal, Van Sertima, Jochanan etc etc. With the exception of Jochnanan, I appreciate the scholarship of the above mentioned. Jochanan likes to fly loose with the facts sometimes, which then makes me question a lot of his work, or I should say the portions of his work which may not coincide with the findings of others; but that's another story.
I have also read from non "afrocentric" writers like Massey, Churchward, Budge, Breasted, Rawlinson etc etc. I generally read these Europeans and temper their Eurocentrism with information I have learned from our great scholars like Diop and the like. No need to throw the baby out with the bath water. These Europeans have advanced some information, but it takes us knowing our history as Africans, to be able to sort out the good from the bad info. Also, I will have you know that Dr. Clark and Van Sertima have both often sited both Massey and Churchward as two men whose work they greatly appreciated. Massey to me, while acknowledging Africa as the home of civilization, gives a very eurocentric interpretation to facts and also inserts such bizarre conjecture, that it turns me off. Anyway, we have the facts know on SOME of the authors I enjoy reading etc.
Now, did African's have great empires? Yes! Did we teach the world the sciences and civilization, ummm yep! Did Africans rule over Spain and Southern France, Sicily and God knows where else? Yes to that one too. However, I am not going to tie something to we, Africans just because it sounds good, or because it helps to boost someones diminished self esteem. What I will do is get behind something that has good scholarship OR someone who makes a hypothesis based on good scholarship. Someone bringing me secondary pictures painted after the fact and screaming hey look, black people are the base of European aristocracy, isn't going to cut it for me. Bring me primary sources, bring me some family that say hey, we have the records that shows great, great, great grand pa's real name was Babatunde, and he was from Africa, then ok, I will take that. But Wikipedia and Flickr, ummm nope.
Someone mentioned J.A. Rogers and the like in connection to this topic. I have no problem from reading his work as well, as long as he uses primary resources, other wise I pass. But its not like I care about this topic all that much. For me, in the grand scheme of things, some white family with African roots isn't important. Or I should say, it doesn't affect me in anyway shape or form. But I do like to give credit, where credit is due.
P.S.
I am not sure what a "muurish diaspora" is, so I am not sure what you are talking about on that one. I think this is more of the made up, pseudo history? I have nothing against African people regardless of where on the planet we find them. What I do have something against, is those with slave mentalities. Those making up history or facts and espousing hatred of people because of their origin or color of skin, are slaves in my opinion. It is a reaction to slavery and hence something that directly relates to their sense of inferiority, which stems from Eurocentric society. Hence those thinking they are free because they buy in to these outlandish notions are really just living out a slave culture. It isn't until we embrace ourselves as sons and daughters of Africa, our true African history, culture, and live that out, will we be free. My words sound confusing, I am sure, but hopefully the shackles will be removed one day and you will get my meaning.
Posted by Brada-Anansi (Member # 16371) on :
DHDoxies Afrocentric research is not Afro-eccentric research two different things and too bad the two had became blurred by opponents of the original discipline, but for the purpose of this thread please point out what your objections are exactly who went wrong, why and where but painting with abroad brush does not advance knowledge.
Posted by DHDoxies (Member # 19701) on :
Brada, my objections are when Afro-centrics start claiming the histories & identities of other races. Such as claiming the identities of the Celts, Vikings, Danes, Anglo-Saxons, Franks, Normans, Picts, Mayans, Incas, Olmecs, etc. Poo pooing the accomplishments of others or making it seem as if the other races accomplished nothing. Trying to tell others what their identities & history are and are not. I also do not like it when my own people (Whites) try to do it to others. As far as who went wrong & why & where I couldn't tell you because I don't read Afro-centric literature.
Posted by Brada-Anansi (Member # 16371) on :
But DHDoxies if you have never read the literature how can you be hostile to the discipline at large,and don't get me wrong there is a lot of Afro-eccentrism here and else where,but you have to know what is what.
Posted by kikuyu22 (Member # 19561) on :
quote:Originally posted by DHDoxies: Brada, my objections are when Afro-centrics start claiming the histories & identities of other races. Such as claiming the identities of the Celts, Vikings, Danes, Anglo-Saxons, Franks, Normans, Picts, Mayans, Incas, Olmecs, etc. Poo pooing the accomplishments of others or making it seem as if the other races accomplished nothing. Trying to tell others what their identities & history are and are not. I also do not like it when my own people (Whites) try to do it to others. As far as who went wrong & why & where I couldn't tell you because I don't read Afro-centric literature.
No,dhdoxies. Just no.Watch the video. A Spanish noblewoman,a Countess admits her 12th century was black and that her family revised this info(whitened)and also also families have done so. You may quarrel with the scholarship here but isn't that what several have been saying all along? You really should watch the video for yourself. Only then will you understand no-one is stealing history rather reclaiming it. Ideally if you have any objections take it up with the Countess herself. I think she's better placed than all of us to know the real race of her ancestors -don't you??
Posted by Egmond Codfried (Member # 15683) on :
Duquesa de Alba
Scrolling and posting is hard. What going on?
Posted by Brada-Anansi (Member # 16371) on :
Egmond Codfried !!! calling people names again what you lonely??.. itching for a fight??.. Jane Austen or Steve Austen was blk European royals had Blue balls Okay now shoo!!.. Posted by Clyde Winters (Member # 10129) on :
Coconut african-americans, Fake Asian and European writers will never define OUR history.
You can trick the novices on this site because they have failed to study J.A. Rogers, DuBois and Diop.
I have taught research for years. I have taught my students that a good hypothesis is self-generating.
The Afrocentric study of ancient history (ASAH) is based on four hypotheses confirmed by 200 years of research.
The paradigms for ASAH predicted four hypotheses that were unknown at the time the "Ancient Model" of history was developed, to guide the development of scientific knowledge for the africalogical study of early history. These propositions based on the "Ancient Model" are:
(1) If Blacks founded civilization in Asia and Africa , they may have influenced civilization in the Americas.
(2) If Blacks founded civilization in West Asia, Africa and Europe, archaeological data will support their earlier presence in these regions of the world.
(3) If Blacks founded the first civilizations, they also invented writing and other elements of social and scientific technology.
(4) If Blacks founded civilization they probably founded civilization throughout Asia and Europe.
Given the two empirical paradigms and four predicted hypothesse related to the "Ancient Model", africalogical ancient history research increase the precision of the application of afrocentric research methods and scope of research in this area .
These hypotheses make Afrocentric researchers falsificationists. The falsificationists seeks to confirm or disconfirm the four ASAH hypotheses.
Euronuts always claim that Afrocentrism lacks a scientific base but they never provide counter evidence falsifying the four ASAH.
Knowledge is cumulative. In other words we build new knowledge on the research of the giants in our field. From your lack of knowledge about DuBois' it is clear you have no recognition of the fact that what you guys are writing about has already been discussed formerly, and your job should be confirming or disconfirming what these giants wrote.
I teach educational philosophy on occasion. In this class I just don't talk about contemporary educators I also talk about the Greek philosophers.
Charlie I have posted the following previously. I hope you will read it this time and begin to recognize that what Mike, Marc and I write about is part of a 200 year tradition of Afro-American scholarship. Learn to respect your own scholars. Don't let white supremacy continue to blind you to the truths of history.
Afrocentrism, is a mature social science that was founded by Afro-Americans almost 200 years ago.
These men and women provided scholarship based on contemporary archaeological and historical research the African/Black origination of civilization throughout the world. These Afro-American scholars, mostly trained at Harvard University (one of the few Universities that admitted Blacks in the 19th Century) provide the scientific basis the global role played by African people in civilizing the world.
Afrocentrism and the africalogical study of ancient Black civilizations was began by Afro-Americans.
Edward Blyden
The foundation of any mature science is its articulation in an authoritive text (Kuhn, 1996, 136). The africalogical textbooks published by Hopkins (1905), Perry (1893) and Williams (1883) provided the vocabulary themes for further afrocentric social science research.
The pedagogy for ancient africalogical research was well established by the end of the 19th century by African American researchers well versed in the classical languages and knowledge of Greek and Latin. Cornish and Russwurm (1827) in the Freedom Journal, were the first African Americans to discuss and explain the "Ancient Model" of history.
These afrocentric social scientists used the classics to prove that the Blacks founded civilization in Egypt, Ethiopia, Babylon and Ninevah. Cornish and Russwurm (1827) made it clear that archaeological research supported the classical, or "Ancient Model" of history.
Edward Blyden (1869) also used classical sources to discuss the ancient history of African people. In his work he not only discussed the evidence for Blacks in West Asia and Egypt, he also discussed the role of Blacks in ancient America (Blyden, 1869, 78).
By 1883, africalogical researchers began to publish book on African American history. G.W. Williams (1883) wrote the first textbook on African American history. In the History of the Negro Race in America, Dr. Williams provided the schema for all future africalogical history text.
Dr. Williams (1883) confirmed the classical traditions for Blacks founding civilization in both Africa (Egypt, Ethiopia) and West Asia. In addition, to confirming the "Ancient Model" of history, Dr. Williams (1883) also mentioned the presence of Blacks in Indo-China and the Malay Peninsula. Dr. Williams was trained at Howard.
A decade later R.L. Perry (1893) also presented evidence to confirm the classical traditions of Blacks founding Egypt, Greece and the Mesopotamian civilization. He also provided empirical evidence for the role of Blacks in Phoenicia, thus increasing the scope of the ASAH paradigms.
Pauline E. Hopkins (1905) added further articulation of the ASAH paradigms of the application of these paradigms in understanding the role of Blacks in West Asia and Africa. Hopkins (1905) provided further confirmation of the role of Blacks in Southeast Asia, and expanded the scope of africalogical research to China (1905).
This review of the 19th century africalogical social scientific research indicate confirmation of the "Ancient Model" for the early history of Blacks. We also see a movement away from self-published africalogical research, and publication of research, and the publication of research articles on afrocentric themes, to the publication of textbooks.
It was in these books that the paradigms associated with the "Ancient Model" and ASAH were confirmed, and given reliability by empirical research. It was these texts which provided the pedagogic vehicles for the perpetuation of the africalogical normal social science.
The afrocentric textbooks of Hopkins (1905), Perry (1893) and Williams (1883) proved the reliability and validity of the ASAH paradigms. The discussion in these text of contemporary scientific research findings proving the existence of ancient civilizations in Egypt, Nubia-Sudan (Kush), Mesopotamia, Palestine and North Africa lent congruency to the classical literature which pointed to the existence of these civilizations and these African origins ( i.e., the children of Ham= Khem =Kush?).
The authors of the africalogical textbooks reported the latest archaeological and anthropological findings. The archaeological findings reported in these textbooks added precision to their analysis of the classical and Old Testament literature. This along with the discovery of artifacts on the ancient sites depicting Black\African people proved that the classical and Old Testament literature, as opposed to the "Aryan Model", objectively identified the Black\African role in ancient history. And finally, these textbooks confirmed that any examination of references in the classical literature to Blacks in Egypt, Kush, Mesopotamia and Greece\Crete exhibited constancy to the evidence recovered from archaeological excavations in the Middle East and the Aegean. They in turn disconfirmed the "Aryan Model", which proved to be a falsification of the authentic history of Blacks in early times.
The creation of africalogical textbooks provided us with a number of facts revealing the nature of the afrocentric ancient history paradigms. They include a discussion of:
1) the artifacts depicting Blacks found at ancient sites
recovered through archaeological excavation;
2) the confirmation of the validity of the classical and Old
Testament references to Blacks as founders of civilization in Africa and Asia;
3) the presence of isolated pockets of Blacks existing outside Africa; and
4) that the contemporary Arab people in modern Egypt are not the descendants of the ancient Egyptians.
The early africalogical textbooks also outlined the africalogical themes research should endeavor to study. A result, of the data collected by the africalogical ancient history research pioneers led to the development of three facts by the end of the 19th century, which needed to be solved by the afrocentric paradigms: (1) What is the exact relationship of ancient Egypt, to Blacks in other parts of Africa;
(2) How and when did Blacks settle America, Asia and Europe;
(3) What are the contributions of the Blacks to the rise, and cultural expression ancient Black\African civilizations;
(4) Did Africans settle parts of America in ancient times.
As you can see the structure of Afrocentrism were made long before Boas and the beginning of the 20th Century.In fact , I would not be surprised if Boas learned what he talked about from the early Afrocentric researchers discussed in this post.
As you can see Afro-Americans have be writing about the Global history of ancient Black civilizations for almost 200 years. It was Afro-Americans who first mentioned the African civilizations of West Africa and the Black roots of Egypt. These Afro-Americans made Africa a historical part of the world.
Afro-American scholars not only highlighted African history they also discussed the African/Black civilizations developed by African people outside Africa over a hundred years before Bernal and Boas.
Your history of what you call "negrocentric" or Black Studies is all wrong. It was DuBois who founded Black/Negro Studies, especially Afro-American studies given his work on the slave trade and sociological and historical studies of Afro-Americans. He mentions in the World and Africa about the Jews and other Europeans who were attempting to take over the field. Hansberry There is no one who can deny the fact that Leo Hansberry founded African studies in the U.S., not the Jews.Hansberry was a professor at Howard University.
Moreover, Bernal did not initiate any second wave of "negro/Blackcentric" study for ancient Egyptian civilization. Credit for this social science push is none other than Chiek Diop, who makes it clear that he was influenced by DuBois.
DuBois
These scholars recognized that the people of ancient Greece, Southeast Asia and Indo-China were African people. When giants in study of Afrocentrism discussed Blacks in Asia they were talking about people of African descent. So when you claim that these civilizations should be outside the study area of Afrocentric scholars you don't know what you're talking about.
These researchers used anthropological, archaeological historical and linguistic evidence to support their conclusions. It is only natural that these well founded hypotheses developed by these scholars can be supported by population genetics.
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Get up off your knees and learn from the Afro-American scholars who began the study of Blacks in ancient history.
In conclusion, Afrocentrism is a mature social science. A social science firmly rooted in the scholarship of Afro-American researchers lasting almost 200 years. Researchers like Marc Washington, Mike and I are continuing a tradition of scholarship began 20 decades ago. All we are doing is confirming research by DuBois and others, that has not been disconfirmed over the past 200 years.
Aluta continua.....The struggle continues.....
.
Posted by Brada-Anansi (Member # 16371) on :
IF anyone here who lives in NYC and has never been to the Author A Schomburg Research Center is committing a crime IMHO I had attended many lectures looked at so many papers there hats off to the Puerto Rican at whose feet Dr Clark said he sat.
Posted by DHDoxies (Member # 19701) on :
Kikuyu, I have watched that video. I take it that like Mike, Marc, Clyde & ilk you believe that all the European ethnicities besides the Slavs, Vandals & Goths were Black then. Of course that woman would know the race of her own ancestors better than anyone.
Brada I don't read Afro-centric literature because it seems to me they all say the exact same thing. I'd like to see one Afro-centric who did not claim that the groups I named were not Black as I have yet to see one.
Posted by Brada-Anansi (Member # 16371) on :
DHDoxies
quote:Brada I don't read Afro-centric literature because it seems to me they all say the exact same thing. I'd like to see one Afro-centric who did not claim that the groups I named were not Black as I have yet to see one.
Then you can never know what's being said, and there are plenty but if you were to asked me Brada do you think the Vikings were Blacks my answer would be no,if you asked me were there any Black Vikings I would say maybe,if you asked were there contacts between Blacks and Vikings my answer would be most definitely yes.
Posted by kikuyu22 (Member # 19561) on :
[QUOTE]Originally posted by DHDoxies: [QB] Kikuyu, I have watched that video. I take it that like Mike, Marc, Clyde & ilk you believe that all the European ethnicities besides the Slavs, Vandals & Goths were Black then. Of course that woman would know the race of her own ancestors better than anyone. Dhdoxies,there is a reason I'm attempting to engage you and not AngloWTFever or lioness. I doubt you have an agenda or emotional problems and are a decent person who has simply been miseducated as I myself once was.
Do you think its time to at least review previously deeply held beliefs about European history?
Posted by DHDoxies (Member # 19701) on :
You are right Kikuyu, I don't have an agenda or any of that. I'm simply defending the history & identities of my people. If we just gave our history & identities to another group we'd be no better than Esau of the Bible despising our heritage. Leaving our children without an identity, heritage, or homeland. Leaving them walking lost in this world not knowing who they are & where they came from, not knowing their place in this world making them virtual slaves.
Posted by kikuyu22 (Member # 19561) on :
quote:Originally posted by DHDoxies: You are right Kikuyu, I don't have an agenda or any of that. I'm simply defending the history & identities of my people. If we just gave our history & identities to another group we'd be no better than Esau of the Bible despising our heritage. Leaving our children without an identity, heritage, or homeland. Leaving them walking lost in this world not knowing who they are & where they came from, not knowing their place in this world making them virtual slaves.
Listen up. A totally neutral entity,in this case a Spanish noblewoman has just validated what many have been saying on ES or years.She's not an Afrocentric,neither does she have an agenda of any sort. You yourself said she would "know the race of her own ancestors better than anyone." Therefore the question still remains to be answered: Do you think its time to at least review previously deeply held beliefs about European history? Posted by Mike111 (Member # 9361) on :
quote:Originally posted by kikuyu22:
quote:Originally posted by DHDoxies: You are right Kikuyu, I don't have an agenda or any of that. I'm simply defending the history & identities of my people. If we just gave our history & identities to another group we'd be no better than Esau of the Bible despising our heritage. Leaving our children without an identity, heritage, or homeland. Leaving them walking lost in this world not knowing who they are & where they came from, not knowing their place in this world making them virtual slaves.
Listen up. A totally neutral entity,in this case a Spanish noblewoman has just validated what many have been saying on ES or years.She's not an Afrocentric,neither does she have an agenda of any sort. You yourself said she would "know the race of her own ancestors better than anyone." Therefore the question still remains to be answered: Do you think its time to at least review previously deeply held beliefs about European history?
kikuyu22 - You are not paying attention.
Note Doxie's quote:
Leaving our children without an identity, heritage, or homeland. Leaving them walking lost in this world not knowing who they are & where they came from, not knowing their place in this world making them virtual slaves.
Blacks have been so conditioned to accept that very same situation, that they don't understand that others would find it intolerable.
Doxie is not as dumb as you think, she understands that to admit Black rule of Europe and the Americas, also means that she would have to admit that Albinos did that very same thing to Blacks.
Posted by DHDoxies (Member # 19701) on :
quote:Originally posted by kikuyu22:
quote:Originally posted by DHDoxies: You are right Kikuyu, I don't have an agenda or any of that. I'm simply defending the history & identities of my people. If we just gave our history & identities to another group we'd be no better than Esau of the Bible despising our heritage. Leaving our children without an identity, heritage, or homeland. Leaving them walking lost in this world not knowing who they are & where they came from, not knowing their place in this world making them virtual slaves.
Listen up. A totally neutral entity,in this case a Spanish noblewoman has just validated what many have been saying on ES or years.She's not an Afrocentric,neither does she have an agenda of any sort. You yourself said she would "know the race of her own ancestors better than anyone." Therefore the question still remains to be answered: Do you think its time to at least review previously deeply held beliefs about European history?
Ok Kikuyu, you'll have to explain what you mean.
Posted by DHDoxies (Member # 19701) on :
quote:Originally posted by Mike111:
quote:Originally posted by kikuyu22:
quote:Originally posted by DHDoxies: You are right Kikuyu, I don't have an agenda or any of that. I'm simply defending the history & identities of my people. If we just gave our history & identities to another group we'd be no better than Esau of the Bible despising our heritage. Leaving our children without an identity, heritage, or homeland. Leaving them walking lost in this world not knowing who they are & where they came from, not knowing their place in this world making them virtual slaves.
Listen up. A totally neutral entity,in this case a Spanish noblewoman has just validated what many have been saying on ES or years.She's not an Afrocentric,neither does she have an agenda of any sort. You yourself said she would "know the race of her own ancestors better than anyone." Therefore the question still remains to be answered: Do you think its time to at least review previously deeply held beliefs about European history?
kikuyu22 - You are not paying attention.
Note Doxie's quote:
Leaving our children without an identity, heritage, or homeland. Leaving them walking lost in this world not knowing who they are & where they came from, not knowing their place in this world making them virtual slaves.
Blacks have been so conditioned to accept that very same situation, that they don't understand that others would find it intolerable.
Doxie is not as dumb as you think, she understands that to admit Black rule of Europe and the Americas, also means that she would have to admit that Albinos did that very same thing to Blacks.
Mike, nobody stole your ancestral homeland (Africa) it is still there waiting should you decide to go there, Whites however only have Europe (our ancestral land)which you are trying to steal from us leaving us without a homeland, you have an identity the identity of whatever African tribe you descend from and these days its easy to find out which one or ones, However you are trying to steal White's identities leaving us with nothing, you have a heritage that is that of an African, however you are trying to steal ours from us, again leaving us with nothing. Of course since you HATE WHITE PEOPLE Mikey you wouldn't give a crap. BTW Again Mike stop with the racist epithets.
Posted by Mike111 (Member # 9361) on :
^Doxie - Everyone outside of Africa, came from somewhere else. How convenient that you forget that.
YOUR homeland is Central Asia (much of it is now called Kazakhstan), nobody is trying to steal that from you; and should you ever chose to go back to your REAL homeland, well there are still Albinos just like yourself there to welcome you back.
But be warned: it is now ruled by Mongol mulattoes. There is no telling which way they lean. Do they want to rid Asia of Albinos as their Mongol ancestors did? Or will they love their Albino half - sorry, I have no way of knowing.
.
But these conversations are about the Albino theft of Black lands and history in the rest of the world. You can play dumb all you want, but that won't change the fact of the Albino crimes against humanity, which led to the Albino ascendency, which you are now trying to protect. Posted by DHDoxies (Member # 19701) on :
Central Asia is NOT our homeland, we ARE NOT ASIANS, so hell no I won't be at anytime going to Central Asia, I will however return to my true homeland Europe. You stupid White people hating, History stealing POS Black racist, Black Supremacist SOB. We did NOT steal Europe, Europe IS OURS & ALWAYS HAS been ours & YOU are trying to steal it from us I'M NOT A FRICKING ALBINO, I'M WHITE YOU STUPID DUMBASSED BLACK RACIST POS.
BTW, Those are NOT WHITE children they are Uyghur children and are Mongoloid NOT Caucasian you stupid White people hating Black racist, history stealing imbecile.
The only lands that we took over that was Black lands was in Africa which is back in the hands of its rightful owners Mikey boy, and well maybe Australia (since you claim the Aborigines as Black). No you dumbass White people hater I'm protecting White history from you who wishes to steal it & wishes to do harm to my people & wishes to do harm to my future children by stealing their history, their heritage, their identities, their homeland. I will NOT allow you to steal it.
Posted by typeZeiss (Member # 18859) on :
quote:Originally posted by DHDoxies:
quote:Originally posted by kikuyu22:
quote:Originally posted by DHDoxies: You are right Kikuyu, I don't have an agenda or any of that. I'm simply defending the history & identities of my people. If we just gave our history & identities to another group we'd be no better than Esau of the Bible despising our heritage. Leaving our children without an identity, heritage, or homeland. Leaving them walking lost in this world not knowing who they are & where they came from, not knowing their place in this world making them virtual slaves.
Listen up. A totally neutral entity,in this case a Spanish noblewoman has just validated what many have been saying on ES or years.She's not an Afrocentric,neither does she have an agenda of any sort. You yourself said she would "know the race of her own ancestors better than anyone." Therefore the question still remains to be answered: Do you think its time to at least review previously deeply held beliefs about European history?
Ok Kikuyu, you'll have to explain what you mean.
You are in a thread, making comments and yet none of them have anything to do with the original topic. So let us be clear. In the beginning of this thread, there is a video. The video is of a old woman in Spain who is a aristocrat. She has a library in her home with the documents of her family and their origin. She is "white" by today's standard, I should also say. Anyway, she says that many of the noble families in medieval Spain descended from Africans, who stayed behind after the Moorish empire fell. She says that the true origin of these families had been erased and a FAKE history had been put in its place. She said modern day Spanish history is a lie. Just go watch the first video, it explains all this.
I also posted a video from a genetics professor named Omar Shomarka Keita. In the video he talks about how he used Y chromosome to trace north African heritage and not the X. He said he used the Y because this is the male line and generally because of the way Africa is setup culturally, the Male line is the line that is based in that area historically. Where as the X chromosome, or the female chromosome couldn't be trust to explain local origins, because from 700 to about 1700 A.D. or so Africans were importing white women from all over Europe and mating with them. Hence why you have half the population in North Africa either looking mixed or white.
I say all that to say, when they say "Berber" in the video, they are speaking of those original black people who pushed into Spain, subdued it and ruled for centuries with a brief Arab interruption before going back to African hands.
I think the problem with people like you, who get so upset at "afrocentrism" and on the flip side those blacks who get upset at whites, need to understand a few things.
1. We are ALL Africans. My fathers left Africa recently, yours left thousands of years ago, but at the end of the day, we are ALL Africans. The problem has come in when our younger siblings (whites) have tried to erase the black branch of the families contribution to civilization from the face of the earth, via eurocentrism. What you see on this forum generally is a reaction to eurocentrism.
I say all that to say, that we should appreciate everyone's contribution to civilization and not try to minimalize anyone's contribution to civilization. We are all one human family.
2. Blacks in the west get very angry at slavery and in turn, turn that hate toward ALL whites. HOWEVER we Africans (this includes the diaspora) can NOT be so bold as to demonize whites. We enslaved whites LONG before one of them thought to do it to us. The 4th Dynasty of Kemet was one of the first (that we know of) to enslave whites, and this is a recorded fact. Also, the people of Kemet did not seem to be very fond of whites what so ever. Calling many to be the sons of Seth (he represented chaos) and calling them other derogatory names. North Egypt looks the way it does now, due in no small part to this slavery of whites and then later to foreign white invaders. then you had white slaves being brought in during Moorish rule in Europe, we have writings to attest to this fact. You even had white slaves being sold into Kingdoms in Mali and even further south. I would be willing to bet, many of those Igbos look the way they do because of this fact as well.
I say all that to say, people do some cruel stuff to each other. We need to recognize that and move on.
One should not seek to recreate history based on falsehood. One should look to reconstruct history to help tell the human story. One that recognizes the contributions of all branches of the family. Also one must remember, we Africans (black) are the oldest on the planet earth. it is only natural we are going to do things first. It is like a child telling a parent "I am going to run before you did". Well its impossible, I was here first, of course I am going to run, eat, walk, laugh, tell jokes and all those others things long before my child will, because I was here first. So naturally Black Africans are going to build civilization first, colonize first, enslave first, war first etc etc.
As for stealing anyone's homeland. Well, Europeans did colonize Africa, marginalize the indigenous people, erase the African's history, insert a false history and continues to this day to exploit the continent for its resources at the expense of Africa. Now that, we have never done to others (that I know of). You have to understand history fully and unbiasedly before you want to come and lecture others about what they should or shouldn't be doing.
Posted by TruthAndRights (Member # 17346) on :
quote:Originally posted by Brada-Anansi: TypeZeiss I know it's no attack just asking questions and some damned good ones at that, but I'll put it like this all the European High nobles and royals are related,the question of some of them hiding their genealogies,well yes that was answered by the old lady in that vid, but they never ceased to have blacks entering into their families even after the time of the reconquest, look at the Medici family for instance,and again the descendants of Abraham Hannibal ended up in British royals,so yes they knew some kept records, But here is something to think about the later ones do not necessarily considered themselves Blacks and may have no sympathy for anything African,the question is should we who are blacks self identified be gushing over them.
And let me introduce you guys to a new word Mixed Racist. ..racism doesn't end because people mix with other people as some mistakenly believe if one has to devalue one side of your heritage then that's racist.
Black birds trapped in white cages is what they are....
Here are quotes taken from a discussion I came across a lil while ago this morning, pretty good reasoning; your comment above made me think of it-
quote: Who decides the characteristics that defines our ethnicity? Meaning. Who determines why some people are called "white" some "black" some "Asian" or "Latino?"
It might appear that certain established systems decide our ethnicity and we simply go along with it. For example, a Black family 2-3 generations in China would not be classified as Chinese? Nor Asian. They would in fact be defined by their previous homeland.
Interesting fact considering the millions of Blacks in America that refer to themselves as African American.
Still. Perhaps it is no fault of our own since these established systems aren't controlled by us. Since everyone agrees to be these titles- black, white, asian or latino....who is the wiser? We agree to these terms to create a base of uniformity with our peers. Just the same, there are Moors or Hebrew Israelites that detest being called African.
The interesting thing about these ethic classifications, is that they change. Research into the "invention of the white race" has made that very clear. But what about other races? Does the "one drop rule" apply to all races? If any race on the planet mixes with a Black Man or Black Woman does that child immediately become Black?
The African has already been mixing and "producing" races on the planet long before the arrival or "invention" of the white race.
The slanted eye Asian "is" an African, those features are currently found in South Africa especially. All the races are offsprings of different African hues.
It seems to difficult to comprehend at first, how it is possible for all of these hues to come out of one gene pool. Well, grab a handful of soil and sift through it. Even soil that appears dark will have many different colored grains with it.
quote: Millions of White Slave owners fathered many children with their female slaves, some of them mixed in well enough to pass for white. Many so-called Whites have Black ancestry right here in America and would deny it only to prove their racial purity. This is fact. What we must realize about "the one drop rule" is that mixed Blacks often times do not mix with Blacks!
IE If Halle Berry's daugther repeats the pattern of her Mother her offspring will be able to pass for white more successfully than their Mother and GrandMother. This is something that has been done for generations within the community of so-called Whites- those that many of us view as the ruling class.
And if it still seems impossible for there to be 5 Black Presidents before Obama, let's ask ourselves again who decides the classification. Because guess what, if a person calls themselves White- most likely none of us will challenge them especially if this person has light skin and straight hair. This also means that if a Black person calls themselves White and goes unchallenged? They are White! Period.
quote: Genetic Resonance
Here's some information that might help to paint a broader scientific or metaphysical picture about "black birds trapped in white cages" which is basically what happens when the black or African "consciousness" (basically a signal) is streaming within a body that does not "mirror" it's core reality. We hear of this concept mainly from transgendered Males that claim they were born within the wrong body. The truth is their brain was re-programmed causing them to pick up different signals. Hospitals have been doing this for years.
"Genetic Resonance" might sound like a new term but it's based on an old science. Today maybe a handful of psychologists use it along with a method called "family constellation" where they attempt to map out or trace psychological disorders of an individual through family counseling. What White psychologists are doing with this method is different that what we will discuss here, even though some of their findings might be relative.
Genetic Resonance is much more than what they think it is. We are speaking not just about cellular memory of both the Mother and Father that is transferred to the offspring, but we are also talking about our relationship with reality, the cosmos, the environment and each other is ALWAYS related to how our Parents, family and Ancestors have related to them.
Thus, even the "hue" of our physical matter is a code for how we have been relating with our reality. Whites for example, have much less Genetic Resonance than everyone else on the planet. That would mean they relate less to their reality. Genetic Resonance is also tied into "emotional intelligence" and the reason why Humans are said to use less than 10% of our brains while most Animals use the full 100%. Why? The truth is, this is not true for all Humans but perhaps true for the Humans "they" have studied. But if we were to study the animal kingdom, most animals spend a great deal of time "sensing" or in empathy with their own, and especially their environment.
Humans are programmed to be cut off from empathy and emotional intelligence, thus "some of us" do not use all the feature of our receiver/transmitter- the brain. The 10% they speak of is all the brain needs to manage our bodies, the other 90% is for everything else ourselves the body. We can pick up signals from all over the Universe if we focused.
The skin, the largest organ and the protector of the body is also an extension of the brain. So while all the "we are the world" people are singing about not seeing skin color. Skin color is supposed to show us what type of signals that brain is absorbing and reflecting.
It's no wonder Blacks with White Leaders/Educators become just as "retarded" was the ones leading them. How can you allow someone that can't even pick up on "your own signals" to lead you?
Our "hue" says what methods we are using to deal with the information and energy around us. A dark hue says- I keep or store all my information and energy. I deal with it. I absorb all of it and work with it. Even if it's harmful I can convert it into something useful. That's actually what the dark hue means in the natural world. The lightest hue in the spectrum would say the very opposite. It doesn't store allot of information and energy, it rejects it, it doesn't want it and can't handle it. It takes just enough to get by.
While no one thus far has related Genetic Resonance to race, for me it is the most concrete. You don't even have to use a microscope to study it and how it relates to race. Racism is a psychological disorder. Self hatred is a psychological disorder. Our inability to group together and organize is also grounded in collective psychological disorders. Instead of creating classifications we can all use as a whole nation we run around looking for classifications to declare ourselves as smaller and smaller groups and tribes?
What Genetic Resonance often says is that we continue to create actions that are "reactions" to what was done by our Parents, families and Ancestors. What is also said about Genetic Resonance is that we inherit the love & pain debt of our Parents.
For example, through family constellation methods a Woman might learn about why she continues to find Men who are not good providers to Father her children. It may not be because her own Father was not a good provider or was an absentee Father- but because her Mother had a relationship with a Man before her Father, a Man she was very much in love with- but she broke up with him because of financial reasons.
She inherited her Mother's love debt.
So now let's think about White hatred for Blacks. Is there also a love and pain debt in the works there as well? What happens when a Black Man or Black Woman that truly HATES Black people, hate being Black, hate being part of Black society or even being called Black, Hate their dark skin....and yet runs off and mates with a White Man or Woman in order to produce a lighter skinned half Black half White offspring?
Certainly that mixed child would have to exercise that hatred in some form, or at least a reaction to it. That reaction could be positive too. Sometimes our lighter skinned Blacks are more Pro-Black than those of us darker than berries. Who has not seen the truth of this?
But if that method of mixing continues, eventually we would get a J. Edgar Hoover. Someone that can pass for White but still has an ethnic hatred for the little Black blood within him.
And that's how black birds get trapped in white cages.
Remember there was a time when race mixing was strictly forbidden by the Elders. Again, Genetic Resonance is ancient. The Spiritual Elders always knew of their bodies as storage houses or temples for memories of that family-nation or tribe. "Africa" - Afu-ra-ka itself is the "house of god's soul."
The greater truth here is that "ethic classification" has more to do with "consciousness" than actual skin color. There are just as many Black officers pulling Blacks out of cars and beating them too. Consciousness is a signal, and if we choose to pick up on that signal and use it to define our reality then that is who we are.
The good news perhaps is that "healthy" Blacks can manage many levels of consciousness without being corrupted or disillusioned. Heal-thy= means you are in a constant state of healing thy self. Every single moment.
quote: J. Edgar Hoover was Black. And this is not something I know from the internet, I know a Author working on the book as we speak. It's a deep history that will shock the world.
The deep seated hatred for Blacks in this Man's heart was so obvious. Was he simply a black bird trapped in a white cage?
Posted by TruthAndRights (Member # 17346) on :
I'm going to copy some more of those quotes here on this 'black birds in white cages' thing...it's interesting-
quote: When doing research to find the true ethnicity of some so-called Whites, I realized also that race and ethnicity do not go hand in hand.
Bill Maher is classified as -White. But his Mother is Jewish. Is he not a Jew? Now we would call him White as well. Yet Jewish people have never been classified as White historically.
For example, a person can call themselves a Jew. But what is a Jew? A Jewish person on one hand is someone that follows Judaism. On another Jews have become an ethnicity and have defined certain characteristics physical and social that separate them. Like Maher's nose. But when someone says I come from Jewish heritage what does that mean? The ethic classification or the religion?
There are millions of Jews that don't follow Judaism. What I also find interesting is that - as you said- it's not until a "non-white" person is in the mix that most so-called Whites use that classification. What's also interesting is that the larger body of so-called White America are mixed with either Native American or African blood lines- but still claim the heritage of their native homeland- Poland, Ireland, Europe etc.
The color of the hair, eyes and the shape of the nose and lips are usually a dead giveaway from who is White and who is playing White. Blacks can ask this question, how did some Africans in America get native American blood in them without Whites getting any? The truth is Europe had White slaves too, the same ones that later became our overseers. We we all mixed with tribes in order to survive at some point. In fact, some native American tribes completely melted away and became classified as negros.
Most of the time "white" is used as an eraser, to rub away that family's homeland and background. In Genetic Resonance, if that memory is erased the person would in fact become lighter or the lightest hue in the spectrum, which is what we see when we look at the palms of our hands or feet.
People like Angelina Jolie, Dwayne ''The Rock'' Johnson and Vin Diesel are called ethnically ambiguous because they can play different racial groups. But they are all Non-Whites.
Now everyone is wondering why Charlie Sheen called his ex Denise Richards "a f--ing n*gger" it could be, perhaps that she is mixed. Allot of these Women dye their hair blonde to hide their true ethnicity. Or it could be because they called her "fish lips" in school because of her full lips.
It's your own business if you want to pass for white. The problem however is when you are passing for white because of self hatred like Hoover.
quote: Sydney Poitier's daughter
On any given day, Tamiia Poitier is simply- Hispanic. Even though her Mother is White and her Father is black. But that is the makeup of most Hispanics/Latinos. Yet not the ethnic classification most biracial or multiracial children would use since that term is designated for those that speak Spanish. But if Tamiia can call herself Black...why then aren't all Hispanics/Latinos with undeniable African blood lines called Black?
The truth we must one day face, is that technically "Black" people dominate the planet. I am talking about 1. People with dark skin ripened by the sun. 2. People from regions with more sunlight and less moisture. 3. People that have mixed with 1 and 2.
Posted by kikuyu22 (Member # 19561) on :
quote:Originally posted by Mike111:
quote:Originally posted by kikuyu22:
quote:Originally posted by DHDoxies: You are right Kikuyu, I don't have an agenda or any of that. I'm simply defending the history & identities of my people. If we just gave our history & identities to another group we'd be no better than Esau of the Bible despising our heritage. Leaving our children without an identity, heritage, or homeland. Leaving them walking lost in this world not knowing who they are & where they came from, not knowing their place in this world making them virtual slaves.
Listen up. A totally neutral entity,in this case a Spanish noblewoman has just validated what many have been saying on ES or years.She's not an Afrocentric,neither does she have an agenda of any sort. You yourself said she would "know the race of her own ancestors better than anyone." Therefore the question still remains to be answered: Do you think its time to at least review previously deeply held beliefs about European history?
kikuyu22 - You are not paying attention.
Note Doxie's quote:
Leaving our children without an identity, heritage, or homeland. Leaving them walking lost in this world not knowing who they are & where they came from, not knowing their place in this world making them virtual slaves.
Blacks have been so conditioned to accept that very same situation, that they don't understand that others would find it intolerable.
Doxie is not as dumb as you think, she understands that to admit Black rule of Europe and the Americas, also means that she would have to admit that Albinos did that very same thing to Blacks.
Actually,mike111,I've been observing and I have a confession: I simply wanted to see how far she would go in denying the truth. She has proved to be as driven as liarness and as emotional as AngloWTF;she just disguised it well. What she shows is the usual Albino arrogance-presuming OUR HISTORY is hers to bestow upon us as she sees fit.Fyi,we don't require validation,affirmation,affection or praise from your kind;that's not what ES is about. What albino arrogance and presumption!Dhdoxies,you've said enough;no need to dig a deeper hole for yourself. Now its as clear as day why mike111 continually refers to your people's inherent dishonesty and pathological lying in all things.
Posted by DHDoxies (Member # 19701) on :
Kikuyu, I had you pegged from the beginning. I had a suspicion you were a White people hating Black racist Black supremacist just like the rest, so I played your little game. I don't claim history in Africa its yours do with as you see fit. However I sure as hell will claim European history as it IS mine to claim. It is you who shows that Negro arrogance presuming that you can tell WHITES what our history is & isn't. Trying to tell us what European identities we can have and which we can not. Trying to tell us what bit of European heritage we can & can't claim, trying to lay claim to our homeland. As I have told Mike before we Whites have a right to our history, our heritage, our identities, our homeland & will not be denied that right. Unlike you who wants to paint every damn body in history(especially those of importance) Black writing Whites completely out of history like we don't even exist & writing Blacks in, I only want what is mine. I must thank you for one thing though, you showed me that NO Negro is to be trusted. You know you should be ashamed of yourself you deceptive snake, I would never do something as low down & you tried to do to me to someone else.
Posted by Mike111 (Member # 9361) on :
quote:Originally posted by DHDoxies: Kikuyu, I had you pegged from the beginning. I had a suspicion you were a White people hating Black racist Black supremacist just like the rest, so I played your little game. I don't claim history in Africa its yours do with as you see fit. However I sure as hell will claim European history as it IS mine to claim. It is you who shows that Negro arrogance presuming that you can tell WHITES what our history is & isn't. Trying to tell us what European identities we can have and which we can not. Trying to tell us what bit of European heritage we can & can't claim, trying to lay claim to our homeland. As I have told Mike before we Whites have a right to our history, our heritage, our identities, our homeland & will not be denied that right. Unlike you who wants to paint every damn body in history(especially those of importance) Black writing Whites completely out of history like we don't even exist & writing Blacks in, I only want what is mine. I must thank you for one thing though, you showed me that NO Negro is to be trusted. You know you should be ashamed of yourself you deceptive snake, I would never do something as low down & you tried to do to me to someone else.
He,he,he:
Scratch an Albino deep enough, and look what you find!
That's all I was saying folks.
Posted by Anglo_Pyramidologist (Member # 18853) on :
^ Note how ''White Americans'' can only identify with Europe as a whole, not any specific countries or culture. This is because ethnically the average White American is a mix of at least three or four European ethnic groups (usually British, Irish, German, Italian etcetc).
White Americans actually have no specific homeland or identity, they are mutts.
Posted by TruthAndRights (Member # 17346) on :
Posted by DHDoxies (Member # 19701) on :
**** YOU Mikey boy White people hating, Black racist, Black supremacist POS. As I said I'm no fricking Albino, I am White. Of course you would think what Kikuyu did was funny you little Black SOB after all they're Black like you. You love doing whatever you can to try to harm Whites because you have such hatred for us. You salivate & rub your hands in glee at seeing a White person harmed in any sort of way. Truth be told Mikey boy White people hater you'd love nothing more than to see Whites exterminated so that you could claim our history uncontested wouldn't you White people hater. I was only telling the truth Mikey boy No Negro is to be trusted.
Cass F-U you anti-American POS. I guess since us White Americans are Non-European mutts as you say then there is no reason for us to be defending history, heritage, identities that aren't in any way ours & no reason to feel a connection to Europe as it was never our homeland to begin with right, nor should we attempt to feel any kind of brotherhood with White Europeans because after all we're not kindred people right. Thanks for pointing that out to me Cass.
Posted by Mike111 (Member # 9361) on :
Doxie dear, there is a REASON why Albinos don't stay here long. They are bombarded with truth on a daily basis, no one can take that much truth for long. You have done very well to have lasted this long, but I fear that you won't last much longer.
Posted by DHDoxies (Member # 19701) on :
Mikey boy White people hating, Black racist, Black supremacist POS. You wouldn't know truth if it came up and bit you on your big Black butt. I'm not going anywhere you stupid White people hating Black racist no matter how hard you try. You aint hurting me Mikey boy all you & your ilk are doing is exposing yourselves for the very White people haters you are, & possibly turning yet another White person racist. Again Mikey boy White people hating scum, I'M WHITE NOT AN ALBINO so stop with the racist epithets.
Posted by Narmerthoth (Member # 20259) on :
Time for a software upgrade. This repetitious crap is so 1980s. Doxie, specifically WHAT European history are you seeking to defend, Irish, English, German, or Native American?
Posted by DHDoxies (Member # 19701) on :
Narmer I'm seeking to defend all European (White) history. Narmer you should know Native Americans are not White LOL, I may defend their history but I do not claim it (before you say it, stating you "might" have some Native ancestry is not claiming their history). Don't worry White people hating Black racist Black supremacist you won't hear the end of that saying as I WILL continue to say it every dang time I address one of you so better get used to it because I'm here stay and so is that saying hehehe. If you don't wish to see it then I do believe there is an ignore feature is there not LOL.
Posted by Anglo_Pyramidologist (Member # 18853) on :
quote:Originally posted by DHDoxies: Cass F-U you anti-American POS. I guess since us White Americans are Non-European mutts as you say then there is no reason for us to be defending history, heritage, identities that aren't in any way ours & no reason to feel a connection to Europe as it was never our homeland to begin with right, nor should we attempt to feel any kind of brotherhood with White Europeans because after all we're not kindred people right. Thanks for pointing that out to me Cass. [/QB]
''White Americans'' [sic] are Caucasoid racial kindred (excluding the 33% who have Negroid admixture). However my point was concerning ethnic identity, not race.
Since White Americans are a mixture of different European ethnic groups, they have no single ethnic identity. For example a typical White American who is Irish-English-Italian... who do they ethnically identify with? They are mutts.
Posted by TruthAndRights (Member # 17346) on :
Posted by TruthAndRights (Member # 17346) on :
(ignoring the negative blanketed statement about ALL Black People for the moment)
@ DHDoxies-
quote:I may defend their history...
Nothing wrong with that...with all due respect, how familiar are you with their history? A legit question, because I wouldn't know how familiar you are or are not. And I mean besides the watered-down sugarcoated not too Truthful alot left out version they teach in school in America?
If you truly wish to defend their history, then you need to be as educated as you can be regarding same. If you are TRULY interested in their history...which cannot be too separated from your own history as a (Yte) American and so is a part of your history as an American...then when you have some time and IF you are so inclined, I suggest some titles for you...I have these as a part of my personal library and you would find these books eye-opening/enlightening..
oh btw lol the following books have nothing to do with Afrocentrism atall so no worry yuhSelf bout what I'm referring you to read ok It deals with the facts and nothing but the facts as it pertains to the indigenous peoples of the Americas...there are no shortage of first-hand accounts and actual historical documentation within (legal documents, published newspaper articles, written personal documents [e.g. letters], laws/regulations/official policies, photographs, published cartoons and drawings from that time, public speeches, etc)...
NATIVE AMERICAN TESTIMONY Peter Nabokov, foreword by Vine Deloria, Jr.
BURY MY HEART AT WOUNDED KNEE Dee Brown
AMERICAN HOLOCAUST THE CONQUEST OF THE NEW WORLD David E. Stannard
THE CONQUEST OF AMERICA THE QUESTION OF THE OTHER Tzvetan Todorov foreward by Anthony Pagden
A LITTLE MATTER OF GENOCIDE, HOLOCAUST AND DENIAL IN THE AMERICAS 1492 TO THE PRESENT Ward Churchill
THE EARTH SHALL WEEP A HISTORY OF NATIVE AMERICA James Wilson
EXTERMINATE THEM! WRITTEN ACCOUNTS OF THE MURDER, RAPE, AND ENSLAVEMENT OF NATIVE AMERICANS DURING THE CALIFORNIA GOLD RUSH Clifford E. Trafzer and Joel R. Hyer, Editors forward by Edward R. Castillo
THE EXILES OF FLORIDA THE CRIMES COMMITTED AGAINST OUR GOVERNMENT AGAINST THE MAROONS WHO FLED FROM SOUTH CAROLINA AND OTHER SLAVE STATES Joshua R. Giddings, first published 1858 *DHDoxies- look him up, he's yte if that makes you feel better ..this one has everything to do with Native American history because they were a part of those slaves who fled, and a part of those living in Florida...this is about the Native American and African American maroons who together formed communities in Florida...so if you're interested in Native American history this book here is VERY relevant...it contains no author opinions just facts presented by the author back in 1858...
You see, if you are adequately informed of the facts, your defense is that much stronger... Posted by DHDoxies (Member # 19701) on :
Funny Cass where I come from a mutt is a mix of two different BREEDS/ie Races. Like my two dogs are mutts one a Dachshund X Scottie & the other GSD X Collie or GSD X Golden. This is a mutt, now it wouldn't be a mutt if you lets say bred Smooth Dachshund X Longhaired Dachshund as they are the same breed but different coat types. Same wit humans a mutt would be a mixture of two different races such as Black X White or Amerindian X White, however one like Scottish X Swede would not be a mutt because both are the same race. Let it be up to the individual White American what they wish to identity as.
Truth I will check out those books you suggested. However I'm more interested in the history of my own people. BTW, just because a person is White doesn't mean that they can't be Afro-Centric & Anti-White.
Posted by DHDoxies (Member # 19701) on :
Here ya go just for the White people hating Black racist crew, Mikey boy, Liar Winters (Clyde), IronLiar, Narmer, Marc, Kikuyu, et ilk this is for you LOL.
Say it loud say it proud Mike, Narmer, Marc, Clyde, Kikuyu, et ilk hehehehehe.
Posted by TruthAndRights (Member # 17346) on :
quote:Originally posted by DHDoxies: Funny Cass where I come from a mutt is a mix of two different BREEDS/ie Races. Like my two dogs are mutts one a Dachshund X Scottie & the other GSD X Collie or GSD X Golden. This is a mutt, now it wouldn't be a mutt if you lets say bred Smooth Dachshund X Longhaired Dachshund as they are the same breed but different coat types. Same wit humans a mutt would be a mixture of two different races such as Black X White or Amerindian X White, however one like Scottish X Swede would not be a mutt because both are the same race. Let it be up to the individual White American what they wish to identity as.
Truth I will check out those books you suggested. However I'm more interested in the history of my own people. BTW, just because a person is White doesn't mean that they can't be Afro-Centric & Anti-White.
smh so if a yte man in the 1800s is an anti-slavery advocate does that make him afrocentric and anti-yte? um yeaaaaahhh okkkk DHDoxies...you see, with all due respect, I've had the benefit of reading these books to already know what you don't- which is what I've already described in my initial comment to you above.
Joshua Giddings was an anti-slavery congressman who became a hero to the abolitionist movement when he resigned his seat in Congress in 1842 following a censure for his role in the Creole case, an incident concerning a slave uprising at sea, only to win back the seat through a special election. Giddings was a Whig who befriended fellow Whig Abraham Lincoln when they served together in Congress during the late 1840s. Giddings later became a leading Republican during the 1850s and served as a minor diplomat for the Lincoln Administration during the Civil War. (By Matthew Pinsker)
GIDDINGS, JOSHUA REED - The Encyclopedia of Cleveland History
GIDDINGS, JOSHUA REED (6 Oct. 1795-27 May 1864) represented Cleveland for about half of his 20-year tenure as one of the most renowned antislavery leaders in the U.S. Congress. Born in Tioga Point (later Athens), Pa., he was moved in infancy by his parents, Joshua and Elizabeth Pease Giddings, to Canandaigua, N.Y. In 1805 the family moved again to Ashtabula County, O., where Giddings completed his common-school education and saw service in the WAR OF 1812. In 1819 he married the former Laura Waters and 2 years later, after reading law with Elisha Whittlesey of Canfield, O., he was admitted to the bar. He opened a law office in the Ashtabula County seat of Jefferson, taking Benjamin F. Wade as a partner and serving a term (1826) in the Ohio House of Representatives. Not long after his conversion to the antislavery movement, Giddings was elected as a Whig in 1838 to succeed Whittlesey in the U.S. House of Representatives. He joined a small group of like-minded Congressmen in the Washington boarding house of Mrs. Spriggs and in 1842 was censured by the House for offering a series of resolutions in support of the slave mutineers on the coastwise slaving vessel Creole. Immediately resigning his seat, Giddings returned to the WESTERN RESERVE and was vindicated by an overwhelming re-election. Congressional redistricting brought Cleveland and Cuyahoga County into his district from 1844-53. During that period Giddings left the Whigs for the Free Soil party and sponsored national Free Soil conventions in Cleveland to formulate policy and strategy in 1849 and 1851. Following the Kansas-Nebraska Act of 1854, he helped draft the "Appeal of the Independent Democrats" and assisted in the formation of the Republican party. Although denied renomination in 1858, Giddings secured the affirmation of the principles of the Declaration of Independence in the 1860 Republican national platform by threatening a one-man bolt of the convention. In 1858 he published The Exiles of Florida, which was followed in 1864 by History of the Rebellion: Its Authors and Causes. Appointed U.S. Consul General to Canada by President Lincoln in 1861, Giddings died in Montreal. He was survived by his wife and 5 children: Comfort, Joseph, Lura Maria, Grotius, and Laura Ann.
GIDDINGS, Joshua Reed, a Representative from Ohio; born in Tioga Point (later Athens), Bradford County, Pa., October 6, 1795; moved with his parents to Canandaigua, N.Y., in 1795; received a common-school education; again moved with his parents to Ashtabula County, Ohio, in 1806; completed preparatory studies; served in the War of 1812; taught school; studied law; was admitted to the bar in February 1821 and commenced practice in Jefferson, Ohio; member of the State house of representatives in 1826; elected as a Whig to the Twenty-fifth Congress to fill the vacancy caused by the resignation of Elisha Whittlesey; reelected to the Twenty-sixth and Twenty-seventh Congresses and served from December 3, 1838, until March 22, 1842, when he resigned, after a vote of censure had been passed upon him by the House in response to his motion in defense of the slave mutineers in the Creole case; subsequently elected to the Twenty-seventh Congress to fill the vacancy caused by his own resignation; reelected as a Whig to the Twenty-eighth through Thirtieth Congresses, as a Free-Soil candidate to the Thirty-first through Thirty-third Congresses, elected as an Opposition Party candidate to the Thirty-fourth Congress, and reelected as a Republican to the Thirty-fifth Congress; and served from December 5, 1842, until March 3, 1859; chairman, Committee on Claims (Twenty-seventh and Thirty-fourth Congresses); declined to be a candidate for reelection; appointed consul general to the British North American Provinces by President Lincoln on March 25, 1861, and served until his death; died in Montreal, Canada, May 27, 1864; interment in Oakdale Cemetery, Jefferson, Ohio.
Anyway, 'their history' is so intertwined with your own as an American, that it is a part of your own history here (U.S.) as well....
I do overstand that most people (people PERIOD) don't too want to learn about the unpleasant Truths/Facts...keep it sugarcoated...let's just talk about the good stuff....but that helps no one in overstanding why things are the way they are now so that things can change for All in the future...you see, one thing about Truth: it's final, and it doesn't change according to what someone wishes it to be, wants it to be or needs it to be, it is what it is..it's impartial and unbiased because it remains the same: TRUTH....
"Sometimes people hold a core belief that is very strong. When they are presented with evidence that work AGAINST that belief, the new evidence cannot be accepted. It would create a feeling that is extremely uncomfortable, called cognitive dissonance. And it is so important to protect the core belief, they will rationalize, ignore and even deny anything that doesn't fit in with the core belief..."~~Frantz Fanon
Posted by kikuyu22 (Member # 19561) on :
quote:Originally posted by Mike111: Doxie dear, there is a REASON why Albinos don't stay here long. They are bombarded with truth on a daily basis, no one can take that much truth for long. You have done very well to have lasted this long, but I fear that you won't last much longer.
I've observed enough to diagnose the Albino mind-here are my observations: Firstly they're shocked. Discovering they had nothing to do with the founding of the first civilisations is unsettling. After which resentment,coupled with denial sets in. Its so obvious with the tone of their commentsthough they try to camouflage it its just beneath the surface. You know mike111,people think you're hard on the Albinos,and I confess I thought at times you were rather unforgiving but this thread shows its all a response to their other infamous tendency-ARROGANCE. As she neurotically and repetitively reveals with childishly limited vocabulary and Pavlovian responses DHDoxies has all the intellect of the janitor at a special needs kindergarten. She attempts to argue with scholars in population genetics,linguistics and early European history published in peer reviewed journals by shouting them down with manufactured outrage. You're probably familiar with it already but look at Clyde's resume. Mind you its incomplete,at least 3 years old.
quote:
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). 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.
_____________.(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.
_____________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
___________.2010d. The Ku$hite 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
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.
quote:Originally posted by Mike111: Doxie dear, there is a REASON why Albinos don't stay here long. They are bombarded with truth on a daily basis, no one can take that much truth for long. You have done very well to have lasted this long, but I fear that you won't last much longer.
I've observed enough to diagnose the Albino mind-here are my observations: Firstly they're shocked. Discovering they had nothing to do with the founding of the first civilisations is unsettling. After which resentment,coupled with denial sets in. Its so obvious with the tone of their commentsthough they try to camouflage it its just beneath the surface. You know mike111,people think you're hard on the Albinos,and I confess I thought at times you were rather unforgiving but this thread shows its all a response to their other infamous tendency-ARROGANCE. As she neurotically and repetitively reveals with childishly limited vocabulary and Pavlovian responses DHDoxies has all the intellect of the janitor at a special needs kindergarten. She attempts to argue with scholars in population genetics,linguistics and early European history published in peer reviewed journals by shouting them down with manufactured outrage. You're probably familiar with it already but look at Clyde's resume. Mind you its incomplete,at least 3 years old.
quote:
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). 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.
_____________.(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.
_____________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
___________.2010d. The Ku$hite 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
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.
The response to this (resume) is kinda predictable smh...*sigh*
Posted by DHDoxies (Member # 19701) on :
quote:Originally posted by kikuyu22:
quote:Originally posted by Mike111: Doxie dear, there is a REASON why Albinos don't stay here long. They are bombarded with truth on a daily basis, no one can take that much truth for long. You have done very well to have lasted this long, but I fear that you won't last much longer.
I've observed enough to diagnose the Albino mind-here are my observations: Firstly they're shocked. Discovering they had nothing to do with the founding of the first civilisations is unsettling. After which resentment,coupled with denial sets in. Its so obvious with the tone of their commentsthough they try to camouflage it its just beneath the surface. You know mike111,people think you're hard on the Albinos,and I confess I thought at times you were rather unforgiving but this thread shows its all a response to their other infamous tendency-ARROGANCE. As she neurotically and repetitively reveals with childishly limited vocabulary and Pavlovian responses DHDoxies has all the intellect of the janitor at a special needs kindergarten. She attempts to argue with scholars in population genetics,linguistics and early European history published in peer reviewed journals by shouting them down with manufactured outrage. You're probably familiar with it already but look at Clyde's resume. Mind you its incomplete,at least 3 years old.
quote:
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). 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.
_____________.(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.
_____________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
___________.2010d. The Ku$hite 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
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.
Yeah Kikuyu stupid White people hating Black racist, Black supremacist. When you can't refute someone then start attacking them personally. That's how you White people hating idiots operate. So great all knowing god/goddess of Blackness tell this poor lowly non-human, defective, ignorant, deserves to be exterminated Albino slave girl who she is & where she came from.
Posted by TruthAndRights (Member # 17346) on :
What a lot of yte people do NOT get, is that to be Pro-Black does NOT equate to being Anti-Yte....they do NOT necessarily go hand in hand....they do not overstand the difference between the two....
for example...I am a Pro-Black Woman...I love My People...while I have concern for ALL of humanity, my main concern is for, and my main focus is on, My People...Black People...I am not 'Anti-Yte' there is a BIG difference between 'hatred' and 'indifference'....
for example...I may trace Anglo_Battywashologist bad when I'm ready BUT...I do not HATE Anglo_Battywashologist...I've said this before: one does not get angry at the scorpion for stinging; after all, that's it's Nature to do so..
Posted by kikuyu22 (Member # 19561) on :
Yeah Kikuyu stupid White people hating Black racist, Black supremacist. When you can't refute someone then start attacking them personally. That's how you White people hating idiots operate. So great all knowing god/goddess of Blackness tell this poor lowly non-human, defective, ignorant, deserves to be exterminated Albino slave girl who she is & where she came from.
quote:
Mike111,has told you several times already,Albinos are from Central Asia,Kazakhstan to be exact.Someone once said,'it is no function of the truth that it must be comforting,':deal with it!
Posted by DHDoxies (Member # 19701) on :
quote:Originally posted by kikuyu22: Yeah Kikuyu stupid White people hating Black racist, Black supremacist. When you can't refute someone then start attacking them personally. That's how you White people hating idiots operate. So great all knowing god/goddess of Blackness tell this poor lowly non-human, defective, ignorant, deserves to be exterminated Albino slave girl who she is & where she came from.
quote:
Mike111,has told you several times already,Albinos are from Central Asia,Kazakhstan to be exact.Someone once said,'it is no function of the truth that it must be comforting,':deal with it!
You wouldn't know truth if it came up and bit you on your big Black, White people hating, lying, history stealing butt. You need to deal with the fact that you are NOT Europeans. Whites are NOT Albinos nor are we fricking Asians. We have no cultural affinities with Central Asians, nor do we look like them, nor do we have common languages to them, nor do we carry any of their traditions or customs. As I said before this is all a part of you White people hating, White people genocidist, Black racist scums' effort to paint everyone in history Black & to completely write Whites out like we never existed. To take from us our history, our heritage, our identities, our homeland & leave us with absolutely nothing. To make us a heritageless, historyless, identityless, homeless people. To make us believe we have nothing to be proud of as a people. What gives you the right to try to tell US what OUR HISTORY is, you talk about White arrogance HAHAHAHA Negro arrogance knows no bounds thinking you can tell every other race what their history is and is not, what their heritage is and is not, what their identities are and are not.
Say it with me now Kikuyu (Mike, Marc, Clyde, IronLion, et ilk can join in too) I want to steal White history because... Posted by Narmerthoth (Member # 20259) on :
Looks like Lionese has company and the site has hired another wage slave to salt the board with white-friendly denial gibberish. Herein lies the problem.
Insanity, as the norm.
Posted by Anglo_Pyramidologist (Member # 18853) on :
quote:Originally posted by kikuyu22:
quote:Originally posted by Mike111: Doxie dear, there is a REASON why Albinos don't stay here long. They are bombarded with truth on a daily basis, no one can take that much truth for long. You have done very well to have lasted this long, but I fear that you won't last much longer.
I've observed enough to diagnose the Albino mind-here are my observations: Firstly they're shocked. Discovering they had nothing to do with the founding of the first civilisations is unsettling. After which resentment,coupled with denial sets in. Its so obvious with the tone of their commentsthough they try to camouflage it its just beneath the surface. You know mike111,people think you're hard on the Albinos,and I confess I thought at times you were rather unforgiving but this thread shows its all a response to their other infamous tendency-ARROGANCE. As she neurotically and repetitively reveals with childishly limited vocabulary and Pavlovian responses DHDoxies has all the intellect of the janitor at a special needs kindergarten. She attempts to argue with scholars in population genetics,linguistics and early European history published in peer reviewed journals by shouting them down with manufactured outrage. You're probably familiar with it already but look at Clyde's resume. Mind you its incomplete,at least 3 years old.
quote:
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). 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.
_____________.(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.
_____________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
___________.2010d. The Ku$hite 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
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.
Simpleton, his publications in journals are not proper peer-reviewed. As another scholar exposed Clyde pays those journals for his articles to be published, they are open-access.
Apart from his bogus articles, he has published on 'Lulu' an online SELF-publisher which just gives you a tiny bit of revenue via paypal. Anyone can self-publish there, people sell stuff from postcards to self-made photo albums. lol.
Proper publishers of course refuse to print Clyde's idiotic Afrocentric theories.
As for his credentials, Clyde has a PhD in Educational Psychology. Please explain how this is relevant to Egytology, History, Anthropology, Genetics etcetc. Clyde is not qualified in any of the areas he discusses online. He is a fraud and a charlatan.
The fact other Afronuts like yourself look up to Clyde as sort of intellectual - just exposes your movement for what it is.
Posted by Narmerthoth (Member # 20259) on :
^ Post your resume so we can do a comparison with Clydes. We'll start a poll to determine whose is the most impressive. To make it fair, why don't you bundle your resume with Doxie and see if the two of you together exceeds Dr. Winter's production level.
Ready, Go!
Posted by DHDoxies (Member # 19701) on :
Sorry Narmer but you're wrong. Shoot I wish I was being paid for posting, I need cigarettes & soda pop LOL. Can I help you can't accept the truth about your own hatred there Narmer? I admit I have no credentials nor have I ever claimed to have. I graduated High School but never went to college. Even if I did go to college I still would have no credentials in linguistics and the like because I would've been studying to be a VMD.
Truth,
I know that being Pro-Black doesn't automatically make someone Anti-White just like being Pro-White doesn't automatically make one Anti-Black or any other race. It becomes anti-White when one tries to diminish Whites' pride as a people by stealing our history, identities everything we take pride in, demeans, degrades, belittles, & dehumanizes us just to build pride in Blacks like Narmer, Mike, Marc, Clyde, Kikuyu & other members here do.
Posted by TruthAndRights (Member # 17346) on :
quote: thinking you can tell every other race what their history is and is not, what their heritage is and is not, what their identities are and are not.
Question here....
It's a fact/Truth that many yte people have been doing that very thing (that you mentioned above in regards to some Black People) to nuff other people around the globe for a VERY long time. So, my very legit question is this: Is it any less wrong or unacceptable when yte people take these same actions against others? Is it only wrong/unacceptable when others are doing this to yte people? Now mind you, I don't agree with anyone doing it be they Black, yte or other....regardless, it's a valid question to ask you.
Not to mention the
quote: demeans, degrades, belittles, & dehumanizes us
part, because Black People have been suffering those same things at the hands of yte people for the last hundreds of years...
When the shoe is on the other foot..
On another completely different note:
And since you say you're interested in learning your own history, I share with you a few more titles from my personal library, that you may be interested in:
THE MIDDLE AGES Morris Bishop
THE OXFORD HISTORY OF MEDIEVAL EUROPE George Holmes
WITCHCRAFT IN EUROPE 400-1700 A DOCUMENTARY HISTORY, 2ND ED. Edited by Alan Charles Kors and Edward Peters
Now, my interest in the last book has less to do with any witchcraft, but the history of the 'hysteria' and the further oppression of women/the Feminine via accusations of supposed witchcraft that swept through Europe; many of the women accused and tortured and killed as witches were no more than healing women and/or midwives, etc...this was really less about witchcraft and more about the Church's oppression of women and femininity...there were a couple towns in Europe whose women were literally wiped out and quite a few where most were killed as well, all being labeled as 'witches'. The Burning Years in Europe... It's a lot deeper than all that, but I don't have the time right now. lol smh I just didn't want you to think I was referring you to a book literally on witchcraft and/or the history of it, as the title is rather MISleading....
I have an interesting book on the Salem Witch Trials, which is interesting because that too had less to do with any real 'witchcraft' going on than it did power, vindictiveness, etc regarding people in the community...the book goes into great detail on all that...deeply researched and lots of social and psychological detail...
THE SALEM WITCH TRIALS A DAY-BY-DAY CHRONICLE OF A COMMUNITY UNDER SIEGE Marilynne K. Roach
![[Big Grin]](biggrin.gif)
![[Roll Eyes]](rolleyes.gif)
the following books have nothing to do with Afrocentrism atall so no worry yuhSelf bout what I'm referring you to read ok ![[Wink]](wink.gif)
What a lot of yte people do NOT get, is that to be Pro-Black does NOT equate to being Anti-Yte....they do NOT necessarily go hand in hand....they do not overstand the difference between the two....
