Wednesday, November 13, 2013

Lester HOLT, RICHie INCOGNITO [TWINS]

11/13/13


Everytime I have to sign in through goole to get to any blog=IT OFFENDS ME=IT IS BETTER THAT A MILLSTONE BE HUNG AROUND YOU BASTARDS NECK AND CAST INTO THE SEA THAN TO OFFEND ONE OF THE DEVINE GOD'S CHILDREN AND AM EXTREMELY OFFENDED!!!!!


This is a  TWO DAY[11/13/13]=authority vehicle [white red and blue stripes]=tall African American skinny female walking up the street/crossed over when I crossed over whilte authority vehicle was driving towards reynolda road up fairlawn=harassment;=TWO SAY=TWIN=waiting;


Lester Holt was on Today Show 11/`13/13 with Natalie,Willie and AL; when Al and Willie said, "Leslster, you need to grow a beard like us!" Lester HOLT said, I can't I got [and this is key] SO MANY JOBS; got be on various shows every week!;

Point=Lester :HOLT" has so many JOBS because he represents the white male HOLTING the African American male; not to mention that Holt is a trained African American male prostitute working for white males; in other words as long as the person name coincides with the abusive systems that white males are operating against African Americans they can work; they can have as many jobs as they want; AND THEY [African Americans[male, females]usually KN OW their name is associated with their name] KNOW Lester HOLT KNOWS!


Lester HOLT was put on TODAY show to [so the mother fu-kers think] HALT the [according to thier system]KITCHEN CONFIDENCE=means to stop the flow of person'w life= to ensure that none of your bastards wawys scemes and methods to avoid ramification of abusel; I reject all systems designed by white males to get around the ramifications for stealing/robbery of African Americans[such as food stamps,medicaid, putting the persons name on television, radio, newspaper, or a law in exchange for stealing a twin; or like glenn beck who called out the name of Powell as reward; go to hel- mother fu-kers;

Tough typoon wasn't it; wait til the Devine God gets through with you; KNOW you [white males]think [white males] have every thing in control; that notheing that  happen across the seas; can happen in the United States; that a typoon or anything such as the typoon can reach the United States, right? I don't never have consciously nor never will give you permission to use/abuse/take/rob me of anything!!!!

May God ha ve mercy on the innocent people in the typoon; because God said some of those people where the typoon was located connected to some of you bastards; I just prayed; didn't know the answer to my prayers were going to come up across the ocean; but what they say God don't make no mistakes!!!

And just so you bastards will KNOW I will get to the end of myself [you bastards use of the law] when God allows me to see ybctheoy!!!!!!


[https://www.google.com/#q=today+show+lester+holt+11%2F13%2F13]Lester Holt Celebrates 10 Years At 'Weekend Today' - Huffington Post;Happy 10 years on TODAY Lester Holt Staff viewers share well-wishes;Lester Holt and son team up to anchor in Chicago - Video ... - Today;[lester HOLT's SON is being trained by daddy to take/or doing the same thing as DADDY HOLT=who has many jobs=like daddy son will have many jobs[main job represeting white males halting African American male];
Lester Holt, NBC's floating anchor - NY Daily News=Floating=floater=many jobes=go where needed to HALT something about African American male;


"Lester Holt and son team up to anchor in Chicago" TODAY   |  November 23, 2012

 [http://www.today.com/video/today/49939326#49939326]

You won’t see Lester Holt on Weekend TODAY this week – instead he is traveling to Chicago to help out his son, Stefan, on the local morning show he anchors in the windy city. The apple doesn’t fall far from the tree!

 In their own words they are telling the people in their secret system- use HOLT's son like Lester HOlt.
The concept: "The apple doesn’t fall far from the tree!" is what they use against African American males; just like they[white males] using the concept "The apple doesn’t fall far from the tree!" counting on  HOLT JR. falling in line to be used like his daddy Lester HOLT; Notice in the words in back of HOLT and his son CHICAGO=where the current Re-elected? head of the United States Administration is from=both they and HOLT have the same training=stop./block African Americans from progressing[blacks killing blacks in Chicago do just that-blacks stopping Halting blacks=why stop them=they are accomplishing white males systems of abuse objective=obamacare!

HODA COPY name/used in the EXACT SAME WAY=infact ALL African Americans who are seen on television it is like Kenneth Copeland and his guest minister said=there are over 400 members of congress; but ALWAYS only see a hand ful; and like the African American female?[in training=new=JOY Reid=code=JOY read=read JOY or represents JOY to African American females or with whoever the white males is/name is that she is pared with;

THUS-All African Americans who have a halt on their life; need to  pray that HOLT/ HOLT son and HOLDA [all black in color] get less jobs ostherwise KNOW those who they encounter everyday working in the system; not think but KNOW their job is to HALT you and yours!


In other words Lester HOLT and RICHie  INCOGNITO could really be TWINS=they do the same job-intimidate/harass/abuse and threaten African American[s] for one purpose to stop/rob the African American[s] of their hertiage/culture[BLACK WALL STREET][http://sfbayview.com/2011/what-happened-to-black-wall-street-on-june-1-1921/]


PUT IT TOGETHER= It is like Rachel Maddow said on 11/12/13= LARGE PORTION of the CONGRESS are heirs or heirs to somebody that is rich and they are getting richer quicker and faster than ever before but don't want to rasie minimum wage=the new modern day killing of African Americans wealth=lester HOLT and RICHie INCOGNITO=with the same results; just because all you lovely white fold with money living in you nice world of plenty don't see it; the pictures below are still revelevent in a lot of African American[s] lives-WHITE MALES just figured out how to hide it; and obamacare was designed to do the same thing to African Americans that was done to African American Wall Street in 1921; EXCEPT with Obamacare-giving the wrong medication intentionally is a little harder to prove or using bodies for experimentation[ when no anyone to help  because everybody paid to do as RICHie Incognito [in secret]; then come out in public like they aren't racist-in fact he probably isn't; but the message of I will KILL YOU-is probably not just given to Martin from RICHie INCOGNITO; but from other NFL players paid to back up/hide EVERYTHING RICHie INCOGNITO did/doing or will do to Jonathan Martin; it is called a club[secret club]; if person wants to earn money[doesn't make any difference what job]; they have to do to ALL New comers[African Americans] the same as RICHIE INCOGNITO did to Jonathan MARTIN;

"Black America’s most prosperous community, Black Wall Street in Tulsa, Oklahoma, went up in flames June 1, 1921, in the KKK-led Tulsa Race Riot. According to Wikipedia, “During the 16 hours of the assault, over 800 people were admitted to local hospitals with injuries, an estimated 10,000 were left homeless, and 35 city blocks composed of 1,256 residences  that were destroyed." [Tulsa Oklahoma is where SAM'S CLUB  was started in 1983=the same year stolen TWIN was born];

And the SAME PROCESS-[stop blacks progress/prosperity] =DIFFERENT METHOD= SAME RESULT  as Black Wall Street is taking place=Chicago, ILL; the daily shootings and killings[somebody being paid/rewarded for killing blacks;

Somebody said: pay attention to your past so you don't go back=that is where white male system[s] of abuse, intimidation, harassment, threats trying to send me=not going mother fu-ckers = which is why African American males basically go behind bars-usually pushed to point of provocation in which they react-which is normal-WHITE PEOPLE doit[react] react all  the time-with no consequences; but African Americans are called trouble makers;
Saw on the television where one of the famous tennis players[documented] was on television and one of the things that he does is that he takes his hand makes a cross; then makes a WHOLE LOT OF OTHER HAND MOVEMENTS-[that if he were black would be considered as him having a mental problem] BUT because he is a WHITE MALE playing tenni-responding to his enviornment-he is  USING his COPING mechanism[s]; BUT an African American male/female,etc. do the same thing as a form of responding to his enviornment of crime, intimidation, harassment, threats is considered abnormal and needs medication: Somebody needs to tell the tennis player he needs to watch his actions-they could be considered a form of exhibiting mental problems [especially if he is in an African American neighborhood];


CONFIRMATION:
The TODAY SHOW- in which Lester HOLT appeared with WILLIE,etc.- and other coded messages=bastards don't intend on moving or giving me my MONEY/WEALTH=thus within TWO days [since they like the number TWO]; every TWO seconds, minutes, hours, days, months, years; I am thanking the Devine God for revealing his revenge based upon those that I read out of the bible-like Pharoph's army drowning in the Red Sea starting with every TWO seconds, minutes, hours, days, months, years; and basards do not come to me and OH! may the  Devine God Bless every one of your wicked ass souls;

WORD TO THE WISE:
Any African American seeking their wealth=need to ask the Devine God and pray Devine God remove the white males system[s] of HOLT[HALT] out of their  life!

White male [usually sits at desk in middle of floor/talks to guy who wears royal blue] from WSFC Main 5th Street Library came in door;turned and went right back out;Sharlene [same name as close relative]employee from Carver road Branch Library at Reynolda Branch library. [5:30pm];

Socialpeacest

*****************

What happened to Black Wall Street on June 1, 1921?
February 9, 2011

Black Wall Street, the name fittingly given to one of the most affluent all-Black communities in America, was bombed from the air and burned to the ground by mobs of envious Whites. In a period spanning fewer than 12 hours, a once thriving Black business district in northern Tulsa lay smoldering – a model community destroyed and a major African-American economic movement resoundingly defused.

The night’s carnage left some 3,000 African Americans dead and over 600 successful businesses lost. Among these were 21 churches, 21 restaurants, 30 grocery stores and two movie theaters, plus a hospital, a bank, a post office, libraries, schools, law offices, a half dozen private airplanes and even a bus system. As could have been expected, the impetus behind it all was the infamous Ku Klux Klan, working in consort with ranking city officials and many other sympathizers.






















"Black America’s most prosperous community, Black Wall Street in Tulsa, Oklahoma, went up in flames June 1, 1921, in the KKK-led Tulsa Race Riot. According to Wikipedia, “During the 16 hours of the assault, over 800 people were admitted to local hospitals with injuries, an estimated 10,000 were left homeless, and 35 city blocks composed of 1,256 residences  that were destroyed."

Richie Incognito: 'I am not a racist'

[http://msn.foxsports.com/nfl/story/Richie-Incognito-Miami-Dolphins-Jonathan-Martin-Jay-Glazer-full-transcript-111013]


For the past week, Miami Dolphins guard Richie Incognito has been at the epicenter of a firestorm that involves racial implications, and hazing and bullying allegations from his own teammate, Jonathan Martin, who left the team on Oct. 28.

Martin's attorney, David Cornwell, released a statement Thursday that alleges that Martin endured harassment that went far beyond the traditional locker-room hazing. Cornwell also stated that, beyond the well-publicized voicemail with its racial epithet, his client “endured a malicious physical attack on him by a teammate, and daily vulgar comments. The facts are not in dispute.”
Incognito responded to the controversy Sunday, in a sit-down interview with FOX Sports that was taped Saturday at the Beverly Wilshire Hotel. It is Incognito's first extended interview since the story broke. The interview first aired on NFL FOX Sunday, but an extended version aired Sunday night on FOX Sports Live.
You can see that extended interview in the video above and read the transcript below.
In the interview, Incognito asserts that he's not a racist, insists that his relationship with Martin was not as fractured as it may seem and says that much of what has been reported is misleading.

Incognito also turned over his phone records, which showed 1,142 texts between him and Martin in the past year. Martin sent these two texts to Incognito three days after he left the team:
"Wassup man? The world's gone crazy lol I'm good tho congrats on the win"
"Yeah I'm good man. It's insane bro but just know I don't blame you guys at all it's just the culture around football and the locker room got to me a little."
Here now, highlights of the interview:
Incognito: You can ask anybody in the Miami Dolphins locker room who had Jon Martin’s back the absolute most. And they will undoubtedly tell you, me.

Incognito: Jon never showed signs that football was getting to him, um, the locker room was getting to him.
Glazer: You’re saying you don’t know what led to this. Your teammates are saying, 'We don’t know.' His side has clearly said, 'We do know.' OK, and there’s bullying involved. There was a voice message left. I’m going to read it to you. You did leave this voice message?

Incognito: Yes, I did leave this voice message.
Glazer: And it’s, 'Hey, what’s up, you half N-word piece of blank. I saw you on Twitter, you been training 10 weeks. Want to blank in your blank mouth. I’m going to slap your blank mouth. Going to slap your real mother across the face. (Laughter) You’re still a rookie. I’ll kill you.' You hear that, going back to that now, do you look at that and say, 'I left that for Jonathan Martin?'

Incognito: When I see that voicemail, when I see those words come up across the screen, I’m embarrassed by it. I’m embarrassed by my actions. But what I want people to know is, the way Jonathan and the rest of the offensive line and how our teammates, how we communicate, it’s vulgar. It’s, it’s not right. When the words are put in the context, I understand why a lot of eyebrows get raised, but people don’t know how Jon and I communicate to one another.

Glazer: But there’s one thing of saying that, another thing with a white man using the N-word. How do you tell America, how do you expect anybody in America to believe you’re not a racist?

Incognito: I'm not a racist. And to judge me by that one word is wrong. In no way, shape or form is it ever acceptable for me to use that word, even if it’s friend to friend on a voicemail. I regret that.

Glazer: How much in today’s locker room is it thrown around by African Americans and white players?

Incognito: It’s thrown around a lot. It’s a word that I’ve heard Jon use a lot. Not saying it’s right for when I did it in the voicemail, but there’s a lot of colorful words thrown around the locker room that we don’t use in everyday life. The fact of the matter remains, though, that that voicemail was left on a private voicemail for my friend, and it was a joke.

Glazer: Right, wrong, or indifferent, because of all this, you've become the face of bullying in America. Someone thinks of a bully, they think of Richie Incognito.

Incognito: This isn't an issue about bullying. This is an issue of mine and Jon's relationship where I've taken stuff too far and I didn't know it was hurting him.

Glazer: Did Jonathan Martin overreact? Or was Jonathan hurting that much?

Incognito: I can’t sit here and tell you who overreacted, who did what. I can just sit here and be accountable for my actions. And my actions were coming from a place of love. No matter how bad and how vulgar it sounds, that’s how we communicate, that’s how our friendship was, and those are the facts, and that’s what I’m accountable for.

Glazer: You're telling me there wasn't any signs going into that?

Incognito: As the leader, as his best friend on the team, that's what has me miffed — how I missed this. I never saw it. I never saw it coming.

Glazer: There’s so many subplots in this. How much has come out, where you looked at it and
said ... 'That’s not even close'?
Incognito: I think the whole thing, I’ve been sitting here saying, 'That’s not even close.' It sounds terrible. It sounds, when it’s on the screen, it sounds like I’m a racist pig, it sounds like I’m a meathead. It sounds a lot of things that it’s not. And I want to clear the air just by saying I’m a good person.

Glazer: You obviously have had a very checkered history. From way back in college all the way up to recently with last year with the incident at the golf course. You’re sitting up here and saying, 'Hey, I’m a good guy.' It’s difficult for us, as America, to grasp that when all they see are the episodes.

Incognito: Right, no question. And if you go by just all the knucklehead stuff I’ve pulled in the past, done in my past, you’re sitting in your home and you’re thinking, 'This guy is a loose cannon, this guy is a terrible person, this guy is a racist.' When that couldn’t be farther from the truth. If I was a racist and I was bullying Jon Martin, when the press went in there and asked them questions, that locker room would have said, 'Listen, we saw this, we saw that.' I’m proud of my guys for having my back and telling the truth. But the fact of the matter is when Jon left the team on Monday, we played a game on Thursday. I spoke with Jon on Friday.

Glazer: You spoke with him?

Incognito: I texted with him, I text messaged, I spoke with him through text message. And he texted me and said, 'I don’t blame you guys. I blame some stuff in the locker room. I blame the culture. I blame what was going on around me.' And when all this stuff got going and swirling, bullying got attached to it and my name got attached to it. I just texted him as a friend and was like, 'What’s up with this, man?' He said, 'It's not coming from me. I haven’t said anything to anybody.' And I’m like, 'OK.'

Glazer: Would these be texts you would be willing to share?
Incognito: No question. I'll give you, after this interview, I’ll give you my phone. And we’ll walk through all these texts, and I will show you the framework of a friendship.

Glazer: If Jonathan Martin was sitting right here next to you, what would you say to him?
  Incognito: I think, honestly, I think I’d give him a big hug right now because we’ve been through so much and I’d just be like, 'Dude, what’s going on? Why didn’t you come to me?' If he were to say, 'Listen, you took it way too far. You hurt me.' ... You know, I would just apologize and explain to him exactly what I explained to you, and I’d apologize to his family. They took it as malicious. I never meant it that way.











Tuesday, September 24, 2013

CHILDREN NEED HELP !

9/24/13

At the Carver Road Branch Library apprx. 1:45 pm=HER[bert]MAN [born in Africa]is in reading room with African American children[born in the United States] with an African female[born in African]=mind control= to tell the children the opposite of what the United States represents and who African American people are that were born in the United States;=? BUT that is part of HOW to get a JOB=agree to TEACH the African American children and any other ignorant African American to be slaves to males of the larger society; the children come from Quality Education Institute[QEI] across the street from the Carver Road Branch Library=it is something EXTREMELY WRONG when African Americans who desire to teach [children to live, be right, strive for their best] that are labeled as negative; while those from other countries who help to degrade the African American culture are promoted as normal=



Picture of the Quality Education Institute in Winston-Salem, N. C. that is beside the TWO African American boys;
[https://www.google.com/#q=quality+education+institute];

On the website-[https://www.google.com/searchq=quality+education+institute&tbm=isch&tbo=u&source=
univ&sa=X&ei=ktFBUrfrGIXu8ATXlIGwBA&ved=0CGsQsAQ&biw=1024&bih=587&dpr=1]
there are many pictures of which there appears to be NO African American male that was born in the United States -til a closer look is taken-on the left side of the website=very tiny-being that Quality Education Institute is in an African American neighborhood-HOWEVER-there are a lot of hispanics that attend QEI in Winston-Salem, especially in the summer, usually a class full of them come to CRB library-with one or TWO African American children in the mix;

The head person at QEI when working as a substitute teacher - has a daughter who had numerous learning disabilities; but she had been trained-no matter how bad her situation was-to say that everything fabulous, or marvelous and she was used as an example to other so called INTELLEGENT adults that no matter what their problem they did not have a reason to complain-because there was a person who had numerous learning disabilities BUT she showed up everyday [working for her daddy-the head person at QEI] and no body had better not disrespect her if they wanted their job; And from my observation-the result was that so called INTELLIGENT men and women who KNEW that certain situations,techniques, systems that were being operated were WRONG and IMMORAL;BUT followed the example of  the daughter of the  head of QEI who was mentally challenged and ignored, went along with it; and collected their paycheck and I am sure with a clear conscious- TIL one of the their future relatives run into what they did-help operated a system of robbery of the African American culture/heritiage.



And CONFIRMATION: -on the same webpage is the above picture-they say a picture is worth a thousand words=but they didn't just put the picture; they put the words=LUNCH MENU = CODE= in exchange FOR=?= train African American females for MEN -U =what men=U MEN who are connected to the group[secet] connected to QEI =HER[bert]MAN at the Carver Road Branch Library [with the assistance of the African female[from Africa] DIRECTING the African American female children towards U MEN[white males]-to work against African Americans[born in the United States] and against the African American culture; not to mention it may even be of a sexual manner-[part of what Oprah Winphrey's school for GIRLS is designed for [and if not then issue to be public]-if want issue to stay hid=cooperate;[PRAY for African American children born in the United States] as well as all children;

And evidently the EXCHANGE is= in EXCHANGE for African American male youth heritage and culture of economic and social prosperity[MONEY for the head of QEI and family]=QEI [ and those associated] will serve African American female youth up to U MEN[white males]-who will supply the MONEY [through programs];[all can be verified];[BECAUSE THEY ARE PROUD OF WHAT THEY ARE DOING]; 
Thus part of how /one of the ways to  get a job is to agree to help U-MEN[white males] to use innocent children [specifically African American boys and girls] to be on the LUNCH menu,etc..
BUT KNOW THIS: everything hid shall be revealed and everthing covered shall be KNOWN;

And some of the workers at QEI's are innocent; but some KNOW exactly what they are doing and what their real job is- keep African American female girs on the MENU to serve to U-MEN
[white males];
Most of the African American parents do not have a clue=HOWEVER there are some who are well aware of what their child is being used for and make no complaint=because they are PAID=they get MONEY in exchange=Like at the Indian Education [http://en.wikipedia.org/wiki/Native_American_boarding_schools]-where in some cases the children were beat so badly that they died with the parents living outside in a tent[but saying nothing about their child being abused by those operating the schools];

The article  at  [http://en.wikipedia.org/wiki/Native_American_boarding_schools] does not state that the children were abuse so badly that they died[which there is an article where the people who operated the schools were charged]and it also states who funded the schools;

Socialpeacest    



Native American boarding schools
An Indian boarding school refers to one of many schools that were established in the United States during the late 19th and early 20th centuries to educate Native American children and youths according to Euro-American standards. They were first established by Catholic missionaries of various denominations, who often started schools on reservations and founded boarding schools to provide opportunities for children who did not have schools nearby,[1] especially in the lightly populated areas of the West. The government paid religious societies to provide education to Native American children on reservations. In the late 19th and early 20th centuries, the Bureau of Indian Affairs (BIA) founded additional boarding schools based on the assimilation model of the Carlisle Indian Industrial School.
Children were usually immersed in European-American culture through appearance changes with haircuts, were forbidden to speak their native languages, and traditional names were replaced by new European-American names. The experience of the schools was often harsh, especially for the younger children who were separated from their families. In numerous ways, they were encouraged or forced to abandon their Native American identities and cultures.[2] The number of Native American children in the boarding schools reached a peak in the 1970s, with an estimated enrollment of 60,000 in 1973. Especially through investigations of the later twentieth century, there have been many documented cases of sexual, physical and mental abuse occurring at such schools.[3] Since those years, tribal nations have increasingly insisted on community-based schools and have also founded numerous tribally controlled colleges. Community schools have also been supported by the federal government through the BIA and legislation. The largest boarding schools have closed. In some cases, reservations or tribes were too small or poor to support independent schools and still wanted an alternative for their children, especially for high school. By 2007, the number of Native American children in boarding schools had declined to 9,500.




The people who live around me=are being paid to do the same-to FORCE, and intimidate into giving up African American heritage/culture-to advance the White male[s] systems and culture and heritage=which is a violation of the UNITED STATES CONSTITUTION-based on laws passed by the UNITED STATES SUPREME COURT[!];


Did locate part of article about the Canadian Indian Residential School System in which those who had been abused were apologized to by the Canadain Prime Minister Stephen Harper, The  Anishinabek Nation, and the Anglican Church of Canada[who was sued for abuses,[Carver Road Christian Church for the last three to four years could easily fit into that category];

Part of the article is as follows:

Canada[edit]

A similar system in Canada was known as the Canadian Indian residential school system.[13][14] On June 11, 2008, Canadian Prime Minister Stephen Harper issued a 3,600-word formal apology to First Nation, Métis and Inuit people for the legacy of Indian Residential Schools, which he called a "sad chapter in our history." The Anishinabek Nation Grand Council Chief John Beaucage said, "Our first thoughts today are for our elders, many of them have suffered life-long physical and emotional pain because of their residential school experiences."
Similarly, the Anglican Church of Canada, which ran many of the boarding schools and was sued for abuses, has issued an official apology in addition to paying court-ordered settlements. It has further adopted a policy of a "living apology" and has been working to support First Nations and other indigenous peoples within their own cultures


Socialpeacest

*******

History of education of Native Americans[edit]

How different would be the sensation of a philosophic mind to reflect that instead of exterminating a part of the human race by our modes of population that we had persevered through all difficulties and at last had imparted our Knowledge of cultivating and the arts, to the Aboriginals of the Country by which the source of future life and happiness had been preserved and extended. But it has been conceived to be impracticable to civilize the Indians of North America — This opinion is probably more convenient than just.
—Henry Knox to George Washington, 1790s.[4]
In the late eighteenth century, reformers starting with Washington and Knox,[5] in efforts to "civilize" or otherwise assimilate Native Americans (as opposed to relegating them to reservations), adopted the practice of educating native children in current American culture, which was at the time largely based on rural agriculture, with some small towns and few large cities. The Civilization Fund Act of 1819 promoted this civilization policy by providing funding to societies (mostly religious) who worked on Native American education, often at schools established in Indian communities.
I rejoice, brothers, to hear you propose to become cultivators of the earth for the maintenance of your families. Be assured you will support them better and with less labor, by raising stock and bread, and by spinning and weaving clothes, than by hunting. A little land cultivated, and a little labor, will procure more provisions than the most successful hunt; and a woman will clothe more by spinning and weaving, than a man by hunting. Compared with you, we are but as of yesterday in this land. Yet see how much more we have multiplied by industry, and the exercise of that reason which you possess in common with us. Follow then our example, brethren, and we will aid you with great pleasure ...
—President Thomas Jefferson, Brothers of the Choctaw Nation, December 17, 1803[6]

Non-reservation boarding schools[edit]

In 1634, Fr. Andrew White of the Society of Jesus established a mission in what is now the state of Maryland, and the purpose of the mission, stated through an interpreter to the chief of an Indian tribe there, was "to extend civilization and instruction to his ignorant race, and show them the way to heaven."[7] The mission's annual records report that by 1640, a community had been founded which they named St. Mary's, and the Indians were sending their children there "to be educated among the English."[8] This included the daughter of the Pascatoe Indian chief Tayac, which exemplifies not only a school for Indians, but either a school for girls, or an early co-ed school. The same records report the in 1677, "a school for humanities was opened by our Society in the centre of [Maryland], directed by two of the Fathers; and the native youth, applying themselves assiduously to study, made good progress. Maryland and the recently established school sent two boys to St. Omer who yielded in abilities to few Europeans, when competing for the honour of being first in their class. So that not gold, nor silver, nor the other products of the earth alone, but men also are gathered from thence to bring those regions, which foreigners have unjustly called ferocious, to a higher state of virtue and cultivation."[9]
Harvard College had an Indian College on its campus in the mid-1600s, supported by the English Society for Propagation of the Gospel. Its few Indian students came from New England, at a time when higher education was very limited for all classes and colleges were more similar to today's high schools. In 1665, Caleb Cheeshahteaumuck, "from the Wampanoag...did graduate from Harvard, the first Indian to do so in the colonial period".[10] In early years, other Indian schools were created by local communities, as with the Indian school in Hanover, New Hampshire in 1769, which gradually developed into Dartmouth College. Other schools were created in the East, where Indian reservations were less common than they became in the late nineteenth century in western states.
West of the Mississippi, schools near Indian settlements and on reservations were first founded by religious missionaries, who believed they could extend education and Christianity to Native Americans. Some of their efforts were part of the progressive movement after the Civil War. As Native Americans were forced onto reservations following the Indian Wars, missionaries founded additional schools with boarding facilities, to accommodate students who lived too far to attend on a daily basis.
The Carlisle Indian Industrial School, founded by the US Army officer Richard Henry Pratt in 1879 at a former military installation, became a model for others established by the Bureau of Indian Affairs (BIA). Pratt said in a speech in 1892, "A great general has said that the only good Indian is a dead one. In a sense, I agree with the sentiment, but only in this: that all the Indian there is in the race should be dead. Kill the Indian in him and save the man."[11] Pratt professed "assimilation through total immersion."[11] He had arranged for education of some young Indian men at the Hampton Institute, a historically black college, after he had supervised them as prisoners at a fort in Florida.
At the prison, he made efforts to have the Indians taught English and United States culture, while giving them leeway to govern themselves. From seeing the progress of both his younger prisoners and the ones who attended Hampton, he came to believe that removing Indians from their native culture could result in their successful assimilation into the majority culture of the United States. As at the Hampton Institute, he included in the Carlisle curriculum vocational training for boys and domestic science for girls, including chores around the school and producing goods for market. They also produced a newspaper, had a well-regarded chorus and orchestra, and developed sports programs. The vocational training reflected the administration's understanding of skills needed at most reservations, which were located in rural areas, and reflected a society still based on agriculture. In the summer, students often lived with local farm families and townspeople to continue their immersion in European-American culture, and provide labor at low cost to the families. Carlisle and its curriculum became the model for the Bureau of Indian Affairs; by 1902 there were 25 federally funded non-reservation schools in 15 states and territories, with a total enrollment of over 6,000 students. Federal legislation required Native American children to be educated. Parents had to authorize their children's attendance at boarding schools, but sometimes officials used coercion to gain a quota of students from any given reservation.[citation needed]
As the model of boarding schools was adopted more widely by the US government, many Native American children were separated from their families and tribes when they were sent or sometimes taken to boarding schools far from their home reservations. These schools ranged from those similar to the federal Carlisle Indian Industrial School, which became a model for BIA-run schools; to the many schools sponsored by religious denominations.
In that period, when students arrived at the boarding schools, their lives usually altered dramatically. They were given short haircuts (a source of shame for boys of many tribes), uniforms, and English names; sometimes these were based on their own, other times they were assigned at random, and sometimes children chose new names. They were not allowed to speak their own languages, even between each other, and they were expected to attend church services and encouraged to convert to Christianity. Discipline was stiff in many schools (as it was in families and other areas of society), and it often included chores and punishments.[citation needed]
The following is a quote from Anna Moore regarding the Phoenix Indian School:
"If we were not finished [scrubbing the dining room floors] when the 8 a.m. whistle sounded, the dining room matron would go around strapping us while we were still on our hands and knees."[12]
The 1928 Meriam Report noted that infectious disease was often widespread at the schools due to insufficient funding for meals providing good nutrition, overcrowding, poor sanitary conditions (an element shared by many towns in the early 20th century) and students weakened by overwork. The report said that death rates for Native American students were six and a half times higher than for other ethnic groups.[12]

The Meriam Report of 1928[edit]

In 1926, the Department of Interior (DOI) commissioned the Brookings Institution to conduct a survey of the overall conditions of the American Indians and to assess federal programs and policies. The Meriam Report, officially titled The Problem of Indian Administration, was submitted February 21, 1928 to the Secretary of the Interior Hubert Work. Related to education of Native American children, it recommended:
  • abolition of "The Uniform Course of Study", which taught only European-American cultural values;
  • education of younger children at community schools near home, while providing for older children to be able to attend non-reservation schools for higher grade work; and
  • provision by the Indian Service (now Bureau of Indian Affairs) to Native Americans of the education and skills to adapt both in their own communities and United States society.
Despite the Meriam Report, attendance in Indian boarding schools generally grew throughout the first half of the 20th century and doubled in the 1960s.[12] Enrollment reached its highest point in the 1970s. In 1973, 60,000 American Indian children are estimated to have been enrolled in an Indian boarding school.[12][13] The rise of pan-Indian activism, tribal nations' continuing complaints about the schools, and studies in the late 1960s and mid-1970s (such as the Kennedy Report and the National Study of American Indian Education) led to passage of the Indian Self-Determination and Education Assistance Act of 1975. This emphasized decentralization of students from boarding schools to community schools. As a result, many large Indian boarding schools closed in the 1980s and early 1990s. By 2007, 9,500 American Indian children were living in Indian boarding school dormitories.[11] This figure includes those in 45 on-reservation boarding schools, seven off-reservation boarding schools, and 14 peripheral dormitories.[11] From 1879 to the present day, it is estimated that hundreds of thousands of American Indians as children attended Indian boarding schools.[14]
Today, a few off-reservation boarding schools still operate, but funding for them is in decline. Some American Indians found their experiences and education at such schools to be valuable and have wanted to retain the schools as alternatives to reservation-based education. Many others found their times at boarding schools to be repressive.

West of the Mississippi, schools near Indian settlements and on reservations were first founded by religious missionaries, who believed they could extend education and Christianity to Native Americans. Some of their efforts were part of the progressive movement after the Civil War. As Native Americans were forced onto reservations following the Indian Wars, missionaries founded additional schools with boarding facilities, to accommodate students who lived too far to attend on a daily basis.
The Carlisle Indian Industrial School, founded by the US Army officer Richard Henry Pratt in 1879 at a former military installation, became a model for others established by the Bureau of Indian Affairs (BIA). Pratt said in a speech in 1892, "A great general has said that the only good Indian is a dead one. In a sense, I agree with the sentiment, but only in this: that all the Indian there is in the race should be dead. Kill the Indian in him and save the man."[11] Pratt professed "assimilation through total immersion."[11] He had arranged for education of some young Indian men at the Hampton Institute, a historically black college, after he had supervised them as prisoners at a fort in Florida.
At the prison, he made efforts to have the Indians taught English and United States culture, while giving them leeway to govern themselves. From seeing the progress of both his younger prisoners and the ones who attended Hampton, he came to believe that removing Indians from their native culture could result in their successful assimilation into the majority culture of the United States. As at the Hampton Institute, he included in the Carlisle curriculum vocational training for boys and domestic science for girls, including chores around the school and producing goods for market. They also produced a newspaper, had a well-regarded chorus and orchestra, and developed sports programs. The vocational training reflected the administration's understanding of skills needed at most reservations, which were located in rural areas, and reflected a society still based on agriculture. In the summer, students often lived with local farm families and townspeople to continue their immersion in European-American culture, and provide labor at low cost to the families. Carlisle and its curriculum became the model for the Bureau of Indian Affairs; by 1902 there were 25 federally funded non-reservation schools in 15 states and territories, with a total enrollment of over 6,000 students. Federal legislation required Native American children to be educated. Parents had to authorize their children's attendance at boarding schools, but sometimes officials used coercion to gain a quota of students from any given reservation.[citation needed]
As the model of boarding schools was adopted more widely by the US government, many Native American children were separated from their families and tribes when they were sent or sometimes taken to boarding schools far from their home reservations. These schools ranged from those similar to the federal Carlisle Indian Industrial School, which became a model for BIA-run schools; to the many schools sponsored by religious denominations.
In that period, when students arrived at the boarding schools, their lives usually altered dramatically. They were given short haircuts (a source of shame for boys of many tribes), uniforms, and English names; sometimes these were based on their own, other times they were assigned at random, and sometimes children chose new names. They were not allowed to speak their own languages, even between each other, and they were expected to attend church services and encouraged to convert to Christianity. Discipline was stiff in many schools (as it was in families and other areas of society), and it often included chores and punishments.[citation needed]
The following is a quote from Anna Moore regarding the Phoenix Indian School:
"If we were not finished [scrubbing the dining room floors] when the 8 a.m. whistle sounded, the dining room matron would go around strapping us while we were still on our hands and knees."[12]
The 1928 Meriam Report noted that infectious disease was often widespread at the schools due to insufficient funding for meals providing good nutrition, overcrowding, poor sanitary conditions (an element shared by many towns in the early 20th century) and students weakened by overwork. The report said that death rates for Native American students were six and a half times higher than for other ethnic groups.[12]

The Meriam Report of 1928[edit]

In 1926, the Department of Interior (DOI) commissioned the Brookings Institution to conduct a survey of the overall conditions of the American Indians and to assess federal programs and policies. The Meriam Report, officially titled The Problem of Indian Administration, was submitted February 21, 1928 to the Secretary of the Interior Hubert Work. Related to education of Native American children, it recommended:
  • abolition of "The Uniform Course of Study", which taught only European-American cultural values;
  • education of younger children at community schools near home, while providing for older children to be able to attend non-reservation schools for higher grade work; and
  • provision by the Indian Service (now Bureau of Indian Affairs) to Native Americans of the education and skills to adapt both in their own communities and United States society.
Despite the Meriam Report, attendance in Indian boarding schools generally grew throughout the first half of the 20th century and doubled in the 1960s.[12] Enrollment reached its highest point in the 1970s. In 1973, 60,000 American Indian children are estimated to have been enrolled in an Indian boarding school.[12][13] The rise of pan-Indian activism, tribal nations' continuing complaints about the schools, and studies in the late 1960s and mid-1970s (such as the Kennedy Report and the National Study of American Indian Education) led to passage of the Indian Self-Determination and Education Assistance Act of 1975. This emphasized decentralization of students from boarding schools to community schools. As a result, many large Indian boarding schools closed in the 1980s and early 1990s. By 2007, 9,500 American Indian children were living in Indian boarding school dormitories.[11] This figure includes those in 45 on-reservation boarding schools, seven off-reservation boarding schools, and 14 peripheral dormitories.[11] From 1879 to the present day, it is estimated that hundreds of thousands of American Indians as children attended Indian boarding schools.[14]

 Assimilation efforts:

Today, a few off-reservation boarding schools still operate, but funding for them is in decline. Some American Indians found their experiences and education at such schools to be valuable and have wanted to retain the schools as alternatives to reservation-based education. Many others found their times at boarding schools to be repressive.


Canada[edit]
A similar system in Canada was known as the Canadian Indian residential school system.[13][14] On June 11, 2008, Canadian Prime Minister Stephen Harper issued a 3,600-word formal apology to First Nation, Métis and Inuit people for the legacy of Indian Residential Schools, which he called a "sad chapter in our history." The Anishinabek Nation Grand Council Chief John Beaucage said, "Our first thoughts today are for our elders, many of them have suffered life-long physical and emotional pain because of their residential school experiences."
Similarly, the Anglican Church of Canada, which ran many of the boarding schools and was sued for abuses, has issued an official apology in addition to paying court-ordered settlements. It has further adopted a policy of a "living apology" and has been working to support First Nations and other indigenous peoples within their own cultures


Saturday, July 13, 2013

"JANE" and Charlie


7/13/13



The new television program "JANE" is based off of a system that they are starting in the African American neighborhoods vs African American community=Jane"s All the world's aircraft which include a lot of volumes; Edited by Paul jackson;


Socialpeacest


computer at 5th street public library in winston-salem n. c. stopped allowing me to post in posting section of blog;=harassment; Godwillst







Discrimination is not as easily defined as a person may believe at first glance. Even if a boss dislikes someone for his or her personality and treats the person in an unfair manner as a result, this may not be enough evidence for a discrimination claim. To file a valid discrimination claim, the EEOC (Equal Employment Opportunity Commission) requires that a person's discrimination fall within one of eleven categories.

Determining Your Protected Class

The Civil Rights Act of 1964 has heavily influenced the way that courts determine the protected groups under discrimination laws. The Civil Rights Act of 1964 prevents discrimination in educational facilities and public workplaces. Under the Civil Rights Act of 1964, a person may not be discriminated against due to the following:
  • Age
  • Pregnancy
  • National Origin
  • Race
  • Ethnic Background
  • Religious Beliefs
  • Sexual Orientation


****************
Black or African American (not of Hispanic Origin) - A person having origins in any of the Black racial groups of Africa.

What Are Protected Class Groups?

Protected class groups are groups of people protected from discrimination and harassment. The following protected class groups are legally protected either by law or Michigan Tech policy.
  • Race/ethnicity
  • Religion
  • Color
  • National origin
  • Age (40 and over)
  • Sexual orientation
  • Individuals with disabilities
  • Veteran status
  • Sex
  • Height
  • Weight
  • Marital status
  • Gender identity
  • Genetic information
http://www.mtu.edu/equity/need-know/protected-groups/

Discrimination by Type

Learn about the various types of discrimination prohibited by the laws enforced by EEOC. We also provide links to the relevant laws, regulations and policy guidance, and also fact sheets, Q&As, best practices, and other information.
***********

National Origin Discrimination

National origin discrimination involves treating people (applicants or employees) unfavorably because they are from a particular country or part of the world, because of ethnicity or accent, or because they appear to be of a certain ethnic background (even if they are not).
National origin discrimination also can involve treating people unfavorably because they are married to (or associated with) a person of a certain national origin or because of their connection with an ethnic organization or group.
Discrimination can occur when the victim and the person who inflicted the discrimination are the same national origin.

National Origin Discrimination & Work Situations

The law forbids discrimination when it comes to any aspect of employment, including hiring, firing, pay, job assignments, promotions, layoff, training, fringe benefits, and any other term or condition of employment.

National Origin & Harassment

It is unlawful to harass a person because of his or her national origin. Harassment can include, for example, offensive or derogatory remarks about a person’s national origin, accent or ethnicity. Although the law doesn’t prohibit simple teasing, offhand comments, or isolated incidents that are not very serious, harassment is illegal when it is so frequent or severe that it creates a hostile or offensive work environment or when it results in an adverse employment decision (such as the victim being fired or demoted).
The harasser can be the victim's supervisor, a supervisor in another area, a co-worker, or someone who is not an employee of the employer, such as a client or customer.

National Origin & Employment Policies/Practices

The law makes it illegal for an employer or other covered entity to use an employment policy or practice that applies to everyone, regardless of national origin, if it has a negative impact on people of a certain national origin and is not job-related or necessary to the operation of the business.
An employer can only require an employee to speak fluent English if fluency in English is necessary to perform the job effectively. An “English-only rule”, which requires employees to speak only English on the job, is only allowed if it is needed to ensure the safe or efficient operation of the employer’s business and is put in place for nondiscriminatory reasons.
An employer may not base an employment decision on an employee’s foreign accent, unless the accent seriously interferes with the employee’s job performance.

Citizenship Discrimination & Workplace Laws

The Immigration Reform and Control Act of 1986 (IRCA) makes it illegal for an employer to discriminate with respect to hiring, firing, or recruitment or referral for a fee, based upon an individual's citizenship or immigration status. The law prohibits employers from hiring only U.S. citizens or lawful permanent residents unless required to do so by law, regulation or government contract. Employers may not refuse to accept lawful documentation that establishes the employment eligibility of an employee, or demand additional documentation beyond what is legally required, when verifying employment eligibility (i.e., completing the Department of Homeland Security (DHS) Form I-9), based on the employee's national origin or citizenship status. It is the employee's choice which of the acceptable Form I-9 documents to show to verify employment eligibility.
IRCA also prohibits retaliation against individuals for asserting their rights under the Act, or for filing a charge or assisting in an investigation or proceeding under IRCA.
IRCA’s nondiscrimination requirements are enforced by the Department of Justice’s Office of Special Counsel for Immigration-Related Unfair Employment Practices (OSC), Civil Rights Division. OSC may be reached at:
1-800-255-7688 (voice for employees/applicants),
1-800-237-2515 (TTY for employees/applicants),
1-800-255-8155 (voice for employers), or
1-800-362-2735 (TTY for employers), or
http://www.usdoj.gov/crt/osc.
http://www.eeoc.gov/laws/types/nationalorigin.cfm