Mis Education of the Negro :: essays research papers

Long before the Civil War the mis-education of Negroes began. Missionaries were sent south to teach freed slaves and schools began to form. Rather than help the Negroes develop they instead set out to transform them into what they wanted them to be, allowing them to learn what they wanted them to learn. Freed men who considered themselves well educated taught other freed men, but had no curriculum other than that made by whites for whites educating Negroes away from there history. Negroes were left out of all educational curriculum except to condemn them or portray them as savages. Whites were tough to hate Negroes and Negroes were taught to feel inferior to whites. Negroes were not allowed there rightful place in Science not telling students that ancient Africans knew sufficient science. Not telling them about how they made poisons for there arrow heads and mixed colors to create paint. They left out Negro inventors altogether often claming there inventions as there own. Negroes were never taught about what they brought over from Africa, there ideas or there influences. Nothing was taught about African language and in literature the Africans were never mentioned. Negro doctors were taught that they were carriers of germs such as syphilis and tuberculosis which began as a white man diseases, but because they had not developed a immunity to theses diseases yet in became wide spread among the Negro community . Negro lawyers were taught that they belonged to the most criminal element in the country. The Supreme Court permitted the judicial nullification of the 14th and 15th amendment. In history the Negro was portrayed as having no thought and nothing to contribute. Mis Education of the Negro :: essays research papers Long before the Civil War the mis-education of Negroes began. Missionaries were sent south to teach freed slaves and schools began to form. Rather than help the Negroes develop they instead set out to transform them into what they wanted them to be, allowing them to learn what they wanted them to learn. Freed men who considered themselves well educated taught other freed men, but had no curriculum other than that made by whites for whites educating Negroes away from there history. Negroes were left out of all educational curriculum except to condemn them or portray them as savages. Whites were tough to hate Negroes and Negroes were taught to feel inferior to whites. Negroes were not allowed there rightful place in Science not telling students that ancient Africans knew sufficient science. Not telling them about how they made poisons for there arrow heads and mixed colors to create paint. They left out Negro inventors altogether often claming there inventions as there own. Negroes were never taught about what they brought over from Africa, there ideas or there influences. Nothing was taught about African language and in literature the Africans were never mentioned. Negro doctors were taught that they were carriers of germs such as syphilis and tuberculosis which began as a white man diseases, but because they had not developed a immunity to theses diseases yet in became wide spread among the Negro community . Negro lawyers were taught that they belonged to the most criminal element in the country. The Supreme Court permitted the judicial nullification of the 14th and 15th amendment. In history the Negro was portrayed as having no thought and nothing to contribute.

The Movie “Cast Away.”

The movie â€Å"Cast Away† was one of 2000's best movies. IT was about a â€Å"FedEx† worker, whose plane he was on board to deliver international packages had crashed over the ocean. All passengers on that plane had died in the crash, leaving him alone on an island to survive. He was forced to live on that island for four years with only a flashlight, a picture of his fiancee and some random packages that should been delivered and could have not been any more unusable.The movie showed how he was so professional at his job that even though he was left all alone on that island, it took him quiet some time to open the packages he was not supposed to open. He had to check what the content of those packages were and whether there was anything he could make use of. Between all the packages he had to violate by opening, was a volley ball which a grandmother had wanted it to be delivered to her grandson.I was so touched when I saw how he had cut the ball from the top and stuck in some dead leaves, just to make it look like human-like so he would keep his mental status balanced. Of course, he had never stopped thinking about his fiancee while he was on that island. He had drawn a portrait of her with a chock to keep him accompanied in the cave he had resided in. 4 years after he went back home, when he was found by a near by people on a boat, he had found his fiancee married to his doctor friend.Soon after, his ex-fiancee couldn't help it but have mixed feelings as to whether keep things the way they are with her husband, or to get into an affair with him since they had been in love for so long before his disappearance. The movie was so thought of, and triggered many emotions for the viewers. The fact that the main character had to do many long scenes just by himself required a high level of talent. The story of the movie as well as the plot were new and conveyed many emotions, that for me, would put the movie on my top 10 best movies of all time.

Atwoo - 968 Words

Objective: We will determine the acceleration of the weights of an Atwood’s Machine, both experimentally and theoretically. We will attempt to verify Newton’s Second law which is a mathematical statement relating force, mass, and acceleration. Newton’s Second law states that acceleration, a, is directly related to net force, F, and inversely related to mass, m. Naturally this give F=ma. Using the Atwood’s Machine experimental acceleration data (for 10 different runs with 10 different combinations of masses) will be gathered and compared to the theoretical acceleration which is predicted by Newton’s Second Law using a modified version of F=ma. The only two variables in this system system that we will control are the the two masses. We†¦show more content†¦The inversely proportional relationship between total mass and acceleration is also shown in our graph. I took the liberty of plotting the non-constant mass by F vs. aexp. Which clearly showed that with an increase in total mass resulted in a gradual decrease of the acceleration of the system. There were several sources of error in our experiment. But none affected the ability for a relationship between mass, acceleration, force to be drawn. The largest error was the one mentioned above. But its source was the easiest to account for. We mis-imputed the value of the spoke length into DataStudio. Luckley this mistake was easily remedied due to the design of the pulley. The electronic eye was recording a time that was exactly half of what it should have been. This time data produced an acceleration that was exactly double what it should be. Therefore this was issue was easily remedied by dividing the times by 2. Other sources of error were due to the frictional forces in the pulley system, also the masses of the weights might not have been perfect. Air resistance was a major player when the difference in masses was large, therefore acceleration was high. The weights could have b een verified to eliminate that error, and more advanced physics could have been used to take into account the friction of the pulley and the air resistance.