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write an summary

September 9, 2025/in General Questions /by Besttutor

Primary Sources: There will be ten (10) Primary Sources that students will read over the class. Each Primary Source will be labeled as OpV # and will require the student to understand each side of a topic, provide a 300 word summary of each side, and then answer the questions at the end of italicized Introduction. Each summary must be original and should refrain from containing any quotes. The answers to the questions should have a location (page 3, second paragraph in the first column) but will not need a direct quote. The goal is to have the students engage directly with individuals from the past and wrestle with their opinions from both sides of a historical Discussion. Each summary will be worth 20 points – 10 OpVs with two summaries per = 20 summaries total for 200 points.

Make sure you are checking your Originality Report for each assignment. This report tells me if there is a concern with parts of your submission related to other students. In other words, you do not want to have a high percentage because it will look like you plagiarized someone else’s work. If you are going to work together on these assignments, make sure that your submission is your voice. This ain’t Math class, so do not copy someone else’s work!

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essay

September 9, 2025/in General Questions /by Besttutor

Essay Question:

 

In my lectures on Carlos Bulosan’s America is in the Heart, I discussed the idea of America and the way in which writers have argued that America’s promise of freedom and equality needs to be more fully achieved for everyone living in America. Using Bulosan’s text and either James Baldwin’s “Sonny’s Blues” or Philip Roth’s “The Conversion of the Jews,” please discuss how the two writers present their ideas of America.

 

Logistics:

 

· Your answer should be in the form of an essay, 700-800 words long, typed, double-spaced, and in 12-point font.

 

· It should present a strong central argument—a thesis—that addresses both texts under consideration.

 

· The essay should demonstrate your familiarity with the class readings and the lectures. Your points should be backed up with references to specific characters and moments in the texts.

 

· Please do not make reference to outside texts in your essays. I would like you to concentrate on the literary texts themselves.

 

· Citation. Since you’ll be citing only the literary texts, please use this basic citation method: Author, page number. For example, (Bulosan, 24). If you want to cite something I have said in lecture, replace the page number with the lecture number.

 

Good luck!

 

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Homework

September 9, 2025/in General Questions /by Besttutor

HIS 200 Project 2 Guidelines and Rubric

Overview History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has

done and thus what man is. —R. G. Collingwood

Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However, studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.

For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History class, if that event is something you wish to investigate further through this assessment.

In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.

Project 2 addresses the following course outcomes:

 Illustrate the impact of historical thinking on personal and professional experiences  Select appropriate and relevant primary and secondary sources in investigating foundational historic events  Communicate effectively to specific audiences in examining fundamental aspects of human history  Utilize historical evidence in drawing conclusions about the impact of historic events on American society  Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives

1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Prompt Your historical analysis essay should answer the following prompt: Analyze the historical event you selected, using your writing plan as the basis for your analysis. The following critical elements will be assessed in a 4- to 6-page word processing document.

I. Introduction: In this section of your essay, you will introduce your readers to the historical event you selected. Specifically, you should: A. Provide a brief overview of your historical event. For instance, what background information or context does the reader of your essay need? B. Based on your research question, develop a thesis statement that states your claim about the historical event you selected. Your thesis

statement should be clear, specific, and arguable, as it will give direction to the rest of your essay.

II. Body: You will use this section of your essay to provide further detail about your historical event while supporting the claim you made in your thesis statement. Make sure to cite your sources. Specifically, you should:

A. Describe the causes of the historical event. In other words, what were the underlying factors that led to the historical event? Were there any immediate causes that precipitated the event?

B. Illustrate the course of your historical event. In other words, tell the story or narrative of your event. Who were the important participants? What did they do? Why? How do the perspectives of the key participants differ?

C. Describe the immediate and long-term consequences of the historical event for American society. In other words, how did the event impact American society?

D. Discuss the historical evidence that supports your conclusions about the impact of the event on American society. Support your response with specific examples from your sources.

III. Conclusion: In this section of your essay, you will discuss the impact of historical thinking. Specifically, you should: A. Explain why this historical event is important to you personally. In other words, why did you select this event to research? B. Illustrate how your research of the historical event impacted the way you thought about the event. In other words, how did thinking like a

historian change the lens through which you viewed the event? Support your response with specific examples. C. Explain how a historian would pursue further study of your thesis statement. In other words, if a historian were to continue researching your

thesis statement, what would be the future directions or next steps?

IV. Provide a reference list that includes all of the primary and secondary sources you used to investigate your historical event and support your thesis statement. Ensure that your list is formatted according to current APA guidelines (or another format, with instructor permission).

V. Communicate your message in a way that is tailored to your specific audience. For instance, you could consider your vocabulary, your audience’s potential current knowledge of historical events, or lack thereof, and what is specifically important to the audience.

2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Project 2 Rubric Guidelines for Submission: Your historical analysis essay should adhere to the following formatting requirements: 4–6 pages, double-spaced, using 12-point Times New Roman font and one-inch margins. You should use current APA-style guidelines (or another format approved by your instructor) for your citations and reference list.

Critical Elements Exemplary Proficient Needs Improvement Not Evident Value

Introduction: Overview

Meets “Proficient” criteria, and response expertly balances necessary detail with brevity (100%)

Provides brief overview of historical event (85%)

Provides brief overview of historical event, but with gaps in detail or clarity (55%)

Does not provide brief overview of historical event (0%)

8.6

Introduction: Thesis Statement

Meets “Proficient” criteria, and response demonstrates keen insight into historical event (100%)

Develops clear, specific, and arguable thesis statement that states claim about historical event based on research question (85%)

Develops thesis statement that states claim about historical event, but thesis statement is not based on research question or lacks clarity or specificity or is not arguable (55%)

Does not develop thesis statement that states claim about historical event (0%)

8.6

Body: Causes Meets “Proficient” criteria, and response demonstrates insight into key approaches to studying history (100%)

Describes the causes of historical event, citing source(s) (85%)

Describes the causes of historical event, but with gaps in detail, accuracy, clarity, or citation (55%)

Does not describe the causes of historical event (0%)

8.6

Body: Course Meets “Proficient” criteria, and response demonstrates insight into key approaches to studying history (100%)

Illustrates course of historical event, citing source(s) (85%)

Illustrates course of historical event, but with gaps in detail, accuracy, clarity, or citation (55%)

Does not illustrate course of historical event (0%)

8.6

Body: Consequences Meets “Proficient” criteria, and response demonstrates insight into relationship between historical event and American society (100%)

Describes immediate and long- term consequences of historical event for American society, citing source(s) (85%)

Describes immediate and long- term consequences of historical event for American society, but with gaps in detail, accuracy, clarity, or citation (55%)

Does not describe immediate and long-term consequences of historical event for American society (0%)

8.6

Body: Evidence Meets “Proficient” criteria, and response demonstrates strong understanding of how to use historical evidence in drawing conclusions about the impact of historic events on American society (100%)

Discusses historical evidence that supports conclusions about impact of event on American society, citing source(s) and providing specific examples (85%)

Discusses historical evidence that supports conclusions about impact of event on American society, but with gaps in detail, support, or citation (55%)

Does not discuss historical evidence that supports conclusions about impact of event on American society (0%)

8.6

3

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Conclusion: Personally

Meets “Proficient” criteria, and explanation demonstrates keen insight into impact of history on personal experiences (100%)

Explains why historical event is important personally (85%)

Explains why historical event is important personally, but with gaps in clarity or detail (55%)

Does not explain why historical event is important personally (0%)

8.6

Conclusion: Research Meets “Proficient” criteria, and response demonstrates insight into relationship between event and historical thinking (100%)

Illustrates how research of historical event impacted thinking about event, supporting response with specific examples (85%)

Illustrates how research of historical event impacted thinking about event, but response has gaps in clarity, detail, or support (55%)

Does not illustrate how research of historical event impacted thinking about event (0%)

8.6

Conclusion: Historian Meets “Proficient” criteria, and response demonstrates understanding of historical thinking (100%)

Explains how a historian would pursue further study of thesis statement (85%)

Explains how a historian would pursue further study of thesis statement but with gaps in clarity, detail, or logic (55%)

Does not explain how a historian would pursue further study of thesis statement (0%)

8.6

Reference List Provides reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement, formatting list according to current APA guidelines (100%)

Provides reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement, but list has gaps in adherence to current APA formatting guidelines (55%)

Does not provide reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement (0%)

8.6

Message Meets “Proficient” criteria, and presentation demonstrates understanding of effectively communicating with specific audiences (100%)

Communicates message effectively in a way that is tailored to specific audience (85%)

Communicates message to audience, but communication is not effective or is not tailored to specific audience (55%)

Does not communicate message to audience (0%)

8.6

Articulation of Response

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (100%)

Submission has no major errors related to citations, grammar, spelling, syntax, or organization (85%)

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55%)

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0%)

5.4

Total 100%

4

 

  • HIS 200 Project 2 Guidelines and Rubric
    • Overview
    • Prompt
    • Project 2 Rubric

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Great Depression Assignment

September 9, 2025/in General Questions /by Besttutor

Instructions:

Carefully read the following question, and submit your answer based on your readings and understanding of the subject.  Your answer should be at least a paragraph in length. Please proofread your submission–points will be deducted for sloppy work.

Identify three specific entertainment items from the Great Depression (specific book, movie, song, etc.)  Did each address the Depression or attempt to take people’s minds off the bad economy?  How were such entertainment products able to flourish in a time of great poverty?

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What would you do

September 9, 2025/in General Questions /by Besttutor

You have been working as a psychiatric aide at a local mental health center and have been placed in charge of the day treatment group, where individuals who have serious mental illness come and discuss their problems and where you help them develop basic work skills. You have two staff members whom you supervise. One day, a client of yours comes in and says that one of your staff has been making suggestive statements to her. She says that she believes that the staff person wants to have sex with her. You know the client tends to exaggerate and is sometimes paranoid. However, you are not sure whether there might be some truth to her statements.

1- How should you proceed?

2- If you find that the client is truthful, which ethical violations in the NOHS code (Appendix B) might the staff person be committing?

3- If you find that the client is truthful, which repercussions should occur for the staff person?

4- If you find the client is not truthful, how should you deal with the client?

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BIBL 104 – Quiz 3 – Liberty University

September 9, 2025/in General Questions /by Besttutor

• Question 1

1 out of 1 points

____________________ are prayers expressing thanks to God for specific answers to prayer or for deliverance from danger.

• Question 2

1 out of 1 points

Proverbs concentrates primarily on practical issues rather than focusing on theological issues.

• Question 3

1 out of 1 points

________________ are songs of praise that focus on the Lord’s eternal attributes and His great acts in creation and history.

• Question 4

1 out of 1 points

In the book of Job the Lord presents his servant Job as a model of righteousness before

Satan.

• Question 5

1 out of 1 points

In his response to Job, God appeals to creation as a demonstration of his unfathomable

wisdom.

• Question 6

1 out of 1 points

Job’s friends respond to his suffering by saying, “Why don’t you curse God and die?”

• Question 7

1 out of 1 points

“Genuine righteousness leads to life, but pursuing evil leads to death.” (Prov. 11:19) is an example of

• Question 8

1 out of 1 points

According to our textbook, the _____________________ is a reoccurring theme or motif found throughout the book of Ecclesiastes.

• Question 9

1 out of 1 points

Most English Bibles translate “Qohelet” as

• Question 10

1 out of 1 points

According to our textbook, perhaps the greatest benefit the believer can gain by studying the Song of Songs is the reminder that love is a gift from God and should be enjoyed as a gift.

• Question 11

1 out of 1 points

In a general sense the proverbs can be grouped into two major forms. One of these forms is

• Question 12

1 out of 1 points

The list of individuals who composed material in the Psalms includes Saul.

• Question 13

1 out of 1 points

A proverb is a short poetic sentence conveying wisdom in a concise and memorable form.

• Question 14

1 out of 1 points

Bildad, one of Job’s three friends, suggests that God may use suffering as a means to

keep men from sin, to chastise, and to maintain a healthy degree of reverence before the Almighty.

Selected Answer: False

• Question 15

1 out of 1 points

Most of the book of Proverbs is attributed to ______________.

• Question 16

1 out of 1 points

Job’s friends assume he must have done something terribly wrong, unjust, or unwise to

experience such an incredible tragedy.

• Question 17

1 out of 1 points

According to our textbook, _________________ is one of the more popular topics in the book of Proverbs.

• Question 18

1 out of 1 points

___________________ predictively refer to Christ, the anointed messianic King.

• Question 19

1 out of 1 points

Job’s responds to God in faith knowing it is enough that God is in control.

• Question 20

1 out of 1 points

Historically, the most common method used in interpreting the Song of Songs was to treat the Song as an allegory of God’s love for Israel.

• Question 21

1 out of 1 points

In the __________________, the psalmist confesses his sin and prays for the Lord’s forgiveness and restoration.

• Question 22

1 out of 1 points

The _____________ are prayers of extreme emotion and anger calling on God to bring severe judgment on the enemies of God and the psalmist.

• Question 23

1 out of 1 points

Job’s three friends were Eliphaz, Bildad, and Zophar.

• Question 24

1 out of 1 points

In Proverbs child-rearing is a family affair but discipline begins with the individual.

• Question 25

1 out of 1 points

_______________ often teach practical lessons about everyday living.

• Question 26

1 out of 1 points

Proverbs are general truths, not specific promises or guarantees from God.

• Question 27

1 out of 1 points

According to our textbook, many church fathers viewed the Song of Songs typologically as a picture of Christ’s love for His bride, the church.

• Question 28

1 out of 1 points

Job states his faith in the resurrection when he says: “I know that my redeemer

lives…And after my skin has been destroyed, yet in my flesh I will see God.”

• Question 29

1 out of 1 points

The focus of the Proverbs is heavenly rather than earthly.

• Question 30

1 out of 1 points

Job is convinced that if he could only have the opportunity to present his case to God,

then God would realize he is judging the wrong man, and Job would be proclaimed innocent.

• Question 31

1 out of 1 points

The list of individuals who composed material in the Psalms includes David.

• Question 32

1 out of 1 points

The phrase “of Solomon” in the Hebrew title of the Song of Songs calls into question whether this was a song “by Solomon,” “about Solomon,” or “for Solomon.”

• Question 33

1 out of 1 points

The psalms are divided into _____________ books.

• Question 34

1 out of 1 points

Proverbs contains a balanced view of wealth and poverty.

• Question 35

1 out of 1 points

According to our textbook, _____________________ is a reoccurring theme or motif found throughout the book of Ecclesiastes.

• Question 36

1 out of 1 points

A _________________ is a prayer offered in times of trouble, pleading for God’s help, intervention, and deliverance.

• Question 37

1 out of 1 points

“Qohelet,” a term meaning

• Question 38

1 out of 1 points

According to our textbook, the _____________________ is a reoccurring theme or motif found throughout the book of Ecclesiastes.

• Question 39

1 out of 1 points

The ______________ are songs of praise the people sang as they made pilgrimage to Jerusalem.

• Question 40

1 out of 1 points

According to our textbook, _____________________ is a reoccurring theme or motif found throughout the book of Ecclesiastes.

• Question 41

1 out of 1 points

Job accuses God of prejudice and curses the day of his birth.

• Question 42

1 out of 1 points

The title “Song of Songs” can literally be translated from the Hebrew “The Greatest Song of Solomon.”

• Question 43

1 out of 1 points

The Hebrew word hevel, literally means

• Question 44

1 out of 1 points

While the time of writing for the book of Job is uncertain, internal evidence points to a time before the Mosaic law.

• Question 45

1 out of 1 points

“Train up a child in the way he should go, and when he is old he will not depart from it” (Prov. 22:6). This wisdom holds true as a general rule, not an absolute promise.

• Question 46

1 out of 1 points

The Proverbs tell us how to live life successfully.

• Question 47

1 out of 1 points

According to our textbook, _________________ is one of the more popular topics in the book of Proverbs.

• Question 48

1 out of 1 points

The __________ focus on the Lord’s kingdom rule over His creation.

• Question 49

1 out of 1 points

The key literary characteristic within the individual proverb is ______________.

• Question 50

1 out of 1 points

According to our textbook, _________________ is one of the more popular topics in the book of Proverbs.

1 out of 1 points

Job’s friends assume he must have done something terribly wrong, unjust, or unwise to experience such an incredible tragedy.

• Question 22

1 out of 1 points

Most English Bibles translate “Qohelet” as

• Question 23

1 out of 1 points

“Pride comes before destruction, and an arrogant spirit before a fall.” (Prov. 16:18) is an example of

• Question 24

1 out of 1 points

According to our textbook, the _____________________ is a reoccurring theme or motif found throughout the book of Ecclesiastes.

• Question 25

1 out of 1 points

According to our textbook, many church fathers viewed the Song of Songs typologically as a picture of Christ’s love for His bride, the church.

• Question 26

1 out of 1 points

While the wise sage of Ecclesiastes has traditionally been identified as King Solomon, the name of Solomon is never explicitly referenced within the book.

• Question 27

1 out of 1 points

The title “Song of Songs” can literally be translated from the Hebrew “The Greatest Song of Solomon.”

• Question 28

1 out of 1 points

According to our textbook, the value of _______________ is a reoccurring theme or motif found throughout the book of Ecclesiastes.

• Question 29

1 out of 1 points

According to our textbook, the expression “_______________” refers to the activities of man as observed and experienced from a human perspective.

• Question 30

1 out of 1 points

Most proverbs take the form of a four-line unit, with the first line corresponding to the fourth line and the second line corresponding to the third line This correspondence is through some form of parallelism.

• Question 31

1 out of 1 points

In a general sense the proverbs can be grouped into two major forms. One of these forms is

• Question 32

1 out of 1 points

Proverbs are general truths, not specific promises or guarantees from God.

• Question 33

1 out of 1 points

“Good news from a distant land is like cold water to a parched throat.” (Prov. 25:25) is an example of

• Question 34

1 out of 1 points

According to our textbook, _____________________ is a reoccurring theme or motif found throughout the book of Ecclesiastes.

• Question 35

1 out of 1 points

“Train up a child in the way he should go, and when he is old he will not depart from it” (Prov. 22:6). This wisdom holds true as a general rule, not an absolute promise.

• Question 36

1 out of 1 points

The list of individuals who composed material in the Psalms includes David.

• Question 37

1 out of 1 points

A _________________ is a prayer offered in times of trouble, pleading for God’s help, intervention, and deliverance.

• Question 38

1 out of 1 points

The list of individuals who composed material in the Psalms includes Solomon.

• Question 39

1 out of 1 points

The Hebrew word hevel, literally means

• Question 40

1 out of 1 points

The __________ focus on the Lord’s kingdom rule over His creation.

• Question 41

1 out of 1 points

The ______________ are songs of praise the people sang as they made pilgrimage to Jerusalem.

• Question 42

1 out of 1 points

Most of the book of Proverbs is attributed to ______________.

• Question 43

1 out of 1 points

The key literary characteristic within the individual proverb is ______________.

• Question 44

1 out of 1 points

Historically, the most common method used in interpreting the Song of Songs was to treat the Song as an allegory of God’s love for Israel.

• Question 45

1 out of 1 points

The phrase “of Solomon” in the Hebrew title of the Song of Songs calls into question whether this was a song “by Solomon,” “about Solomon,” or “for Solomon.”

• Question 46

1 out of 1 points

In a general sense the proverbs can be grouped into two major forms. One of these forms is

• Question 47

1 out of 1 points

In the __________________, the psalmist confesses his sin and prays for the Lord’s forgiveness and restoration.

• Question 48

1 out of 1 points

In the second cosmic test in the book of Job, the Lord allows Satan to take Job’s health, but he must preserve Job’s life.

• Question 49

1 out of 1 points

The focus of the Proverbs is heavenly rather than earthly.

• Question 50

1 out of 1 points

According to our textbook, the _____________________ is a reoccurring theme or motif found throughout the book of Ecclesiastes.

• Question 1

1 out of 1 points

“Qohelet,” a term meaning

• Question 2

1 out of 1 points

According to our textbook, the value of _______________ is a reoccurring theme or motif found throughout the book of Ecclesiastes.

• Question 3

1 out of 1 points

In a general sense the proverbs can be grouped into two major forms. One of these forms is

• Question 4

1 out of 1 points

Most English Bibles translate “Qohelet” as

• Question 5

1 out of 1 points

In response to his friends’ advice, Job admits that he is a sinner but that his sins are not categorically vile. Job asserts that he may have committed mortal sins but he certainly did not commit venial ones.

• Question 6

1 out of 1 points

Proverbs concentrates primarily on practical issues rather than focusing on theological issues.

• Question 7

1 out of 1 points

The psalms are divided into _____________ books.

• Question 8

1 out of 1 points

A proverb is a short poetic sentence conveying wisdom in a concise and memorable form.

• Question 9

1 out of 1 points

Job accuses God of prejudice and curses the day of his birth.

• Question 10

1 out of 1 points

Proverbs are written in such a simple way that they produce reflection within the mind of the reader.

• Question 11

1 out of 1 points

Job’s three friends were Eliphaz, Bildad, and Zophar.

• Question 12

1 out of 1 points

____________________ are prayers expressing thanks to God for specific answers to prayer or for deliverance from danger.

• Question 13

1 out of 1 points

According to our textbook, the _____________________ is a reoccurring theme or motif found throughout the book of Ecclesiastes.

• Question 14

1 out of 1 points

The book of Proverbs consistently presents the sluggard as a fool and the diligent person as wise.

• Question 15

1 out of 1 points

“Good news from a distant land is like cold water to a parched throat.” (Prov. 25:25) is an example of

• Question 16

1 out of 1 points

The ______________ are songs of praise the people sang as they made pilgrimage to Jerusalem.

• Question 17

1 out of 1 points

According to our textbook, _____________________ is a reoccurring theme or motif found throughout the book of Ecclesiastes.

• Question 18

1 out of 1 points

According to our textbook, _________________ is one of the more popular topics in the book of Proverbs.

• Question 19

1 out of 1 points

In his response to Job, God appeals to creation as a demonstration of his unfathomable

wisdom.

• Question 20

1 out of 1 points

According to our textbook, _________________ is one of the more popular topics in the book of Proverbs.

• Question 21

1 out of 1 points

While the time of writing for the book of Job is uncertain, internal evidence points to a time before the Mosaic law.

• Question 22

1 out of 1 points

The Proverbs tell us how to live life successfully.

• Question 23

1 out of 1 points

________________ are songs of praise that focus on the Lord’s eternal attributes and His great acts in creation and history.

• Question 24

1 out of 1 points

The key literary characteristic within the individual proverb is ______________.

• Question 25

1 out of 1 points

According to our textbook, _________________ is one of the more popular topics in the book of Proverbs.

• Question 26

1 out of 1 points

A _________________ is a prayer offered in times of trouble, pleading for God’s help, intervention, and deliverance.

• Question 27

1 out of 1 points

Proverbs contains a balanced view of wealth and poverty.

• Question 28

1 out of 1 points

The ____________________ are expressions of trust in the Lord and praise to the Lord for the security He provides to those who trust in Him.

• Question 29

1 out of 1 points

The list of individuals who composed material in the Psalms includes Saul.

• Question 30

1 out of 1 points

In the __________________, the psalmist confesses his sin and prays for the Lord’s forgiveness and restoration.

• Question 31

1 out of 1 points

Historically, the most common method used in interpreting the Song of Songs was to treat the Song as an allegory of God’s love for Israel.

• Question 32

1 out of 1 points

___________________ predictively refer to Christ, the anointed messianic King.

• Question 33

1 out of 1 points

The phrase “of Solomon” in the Hebrew title of the Song of Songs calls into question whether this was a song “by Solomon,” “about Solomon,” or “for Solomon.”

• Question 34

1 out of 1 points

The Hebrew word hevel, literally means

• Question 35

1 out of 1 points

_______________ often teach practical lessons about everyday living.

• Question 36

1 out of 1 points

“The one who conceals hatred has lying lips, and whoever spreads slander is a fool.” (Prov. 10:18) is an example of

• Question 37

1 out of 1 points

The book of Job concludes with God prospering Job once again and blessing him with twice the wealth.

• Question 38

1 out of 1 points

Proverbs are typically based on education and knowledge.

• Question 39

1 out of 1 points

According to our textbook, the _____________________ is a reoccurring theme or motif found throughout the book of Ecclesiastes.

• Question 40

1 out of 1 points

The focus of the Proverbs is heavenly rather than earthly.

• Question 41

1 out of 1 points

In the book of Job the Lord presents his servant Job as a model of righteousness before

Satan.

• Question 42

1 out of 1 points

According to our textbook, the _____________________ is a reoccurring theme or motif found throughout the book of Ecclesiastes.

• Question 43

1 out of 1 points

The list of individuals who composed material in the Psalms includes Solomon.

• Question 44

1 out of 1 points

The Proverbs are wise sayings that express deep truths in capsule form.

• Question 45

1 out of 1 points

According to our textbook, the expression “_______________” refers to the activities of man as observed and experienced from a human perspective.

• Question 46

1 out of 1 points

Job’s friends assume he must have done something terribly wrong, unjust, or unwise to

experience such an incredible tragedy.

• Question 47

1 out of 1 points

________________ are prayers that celebrate the special relationship between the Lord and the house of the Davidic king.

• Question 48

1 out of 1 points

“Pride comes before destruction, and an arrogant spirit before a fall.” (Prov. 16:18) is an example of

• Question 49

1 out of 1 points

According to our textbook, the _____________________ is a reoccurring theme or motif found throughout the book of Ecclesiastes.

• Question 50

1 out of 1 points

The __________ focus on the Lord’s kingdom rule over His creation.

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knowledge of firearms

September 9, 2025/in General Questions /by Besttutor

 Is knowledge of “firearms theory” important to the repair, service, customization, and sales of firearms? Or, is it sufficient for a technician to know the procedures or “how-to’s” of replacing and adjusting parts? Explain your position.

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WALMART LEADERSHIP STYLE

September 9, 2025/in General Questions /by Besttutor

Must be on Walmart leadership style. Only original work, no plagriasm. Organizational leaders are expected to create realistic visions for their companies and the employees they guide, but these visions often have characteristics or properties that differ. There is, therefore, the realization that there is no one best leadership style to guide employees toward accomplishing organizational goals.

 

Write a six to eight (6-8) page paper in which you:

1. Analyze the leadership style(s) of a senior executive (CEO, CFO, COO, Director, etc.) in your

current or previous organization who made a positive or negative impact on you.

2. Analyze the organizational structure and culture of the company for which you work (or would like

to work) to determine its approach to team development, and whether that approach helped to

enhance your relationship skills in the workplace.

3. Evaluate the performance of your selected leader based on his or her ethical conduct and

effective communication to determine if this leader was successful in motivating and empowering

you to improve on your work performance. Explain your answer.

4. Determine three (3) best practices organizational leaders can use to motivate employees and

discuss their potential benefits.

5. Discuss some of the challenges leaders encounter when managing diversity and how diversity

helps business organizations better compete in global markets.

6. Develop an effective business strategy to address the challenges and issues you have identified

above.

7. Use at least five (5) quality references. Note: Wikipedia and other Websites do not qualify as

academic resources

 

Your assignment must follow these formatting requirements:

 Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all

sides; references must follow APA or school-specific format. Check with your professor for any

additional instructions.

 Include a cover page containing the title of the assignment, the student’s name, the professor’s

name, the course title, and the date. The cover page and the reference page are not included in

the required page length.

 

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PILGRIMAGE TO NONVIOLENCE

September 9, 2025/in General Questions /by Besttutor

MARTIN LUTHER KING, JR.

A major source of the civil rights movement of the late 1950’s and early 1960’s was the revival of interest in religion that took place in the United States after World War II. The Reverend Martin Luther King, Jr.’s discussion of the origins of the tactic of nonviolence indicates the depth of religious searching that prepared him for the role he assumed in the Montgomery, Alabama, bus boycott in 1955 and continued until his assassination in 1968. The terms in which King viewed the world, essentially those of a sophisticated Protestant evangelism, gave him a ready communication with white leaders who were responding to a similar intellectual milieu. These common themes made it easier for white churchmen and leaders of public opinion to understand the radically different social experience of black Americans that, combined with such a body of ideas, set the tone of a great social movement for more than a decade after the mid-1950’s.

In my senior year in theological seminary, I engaged in the exciting reading of various theological theories. Having been raised in a rather strict fundamentalist tradition, I was occasionally shocked when my intellectual journey carried me through new and sometimes complex doctrinal lands, but the pilgrimage was always stimulating, gave me a new appreciation for objective appraisal, and critical analysis, and knocked me out of my dogmatic slumber.
Liberalism provided me with an intellectual satisfaction that I had never found in fundamentalism. I became so enamored of the insights of liberalism that I almost fell into the trap of accepting uncritically everything it encompassed. I was absolutely convinced of the natural goodness of man and the natural power of human reason.
A basic change in my thinking came when I began to question some of the theories that had been associated with so-called liberal theology. Of course, there are aspects of liberalism that I hope to cherish always: its devotion to the search for truth, its insistence on an open and analytical mind, and its refusal to abandon the best lights of reason. The contribution of liberalism to the philological-historical criticism of biblical literature has been of immeasurable value and should be defended with religious and scientific passion.
But I began to question the liberal doctrine of man. The more I observed the tragedies of history and man’s shameful inclination to choose the low road, the more I came to see the depths and strength of sin. My reading of the works of Reinhold Niebuhr made me aware of the complexity of human motives and the reality of sin on every level of man’s existence. Moreover, I came to recognize the complexity of man’s social involvement and the glaring reality of collective evil. I realized that liberalism had been all too sentimental concerning human nature and that it leaned toward a false idealism.
I also came to see that the superficial optimism of liberalism concerning human nature overlooked the fact that reason is darkened by sin. The more I thought about human nature, the more I saw how our tragic inclination for sin encourages us to rationalize our actions. Liberalism failed to show that reason by itself is little more than an instrument to justify man’s defensive ways of thinking. Reason, devoid of the purifying power of faith, can never free itself from distortions and rationalizations.
Although I rejected some aspects of liberalism, I never came to an all-out acceptance of neo-orthodoxy. While I saw neo-orthodoxy as a helpful corrective for a sentimental liberalism, I felt that it did not provide an adequate answer to basic questions. If liberalism was too optimistic concerning human nature, neo-orthodoxy was too pessimistic. Not only on the question of man, but also on other vital issues, the revolt of neo-orthodoxy went too far. In its attempt to preserve the transcendence of God, which had been neglected by an over stress of his immanence in liberalism, neo-orthodoxy went to the extreme of stressing a God who was hidden, unknown, and “wholly other.” In its revolt against overemphasis on the power of reason in liberalism, neo-orthodoxy fell into a mood of anti-rationalism and semi-fundamentalism, stressing a narrow uncritical biblicism. This approach, I felt, was inadequate both for the church and for personal life.
So although liberalism left me unsatisfied on the question of the nature of man, I found no refuge in neo-orthodoxy. I am now convinced that the truth about man is found neither in liberalism nor in neo-orthodoxy. Each represents a partial truth. A large segment of Protestant liberalism defined man only in terms of his essential nature, his capacity for good; neo-orthodoxy tended to define man only in terms of his existential nature, his capacity for evil. An adequate understanding of man is found neither in the thesis of liberalism nor in the antithesis of neo-orthodoxy, but in a synthesis which reconciles the truths of both.
During the intervening years I have gained a new appreciation for the philosophy of existentialism. My first contact with this philosophy came through my reading of Kierkegaard and Nietzsche. Later I turned to a study of Jaspers, Heidegger, and Sartre. These thinkers stimulated my thinking; while questioning each, I nevertheless learned a great deal through a study of them. When I finally engaged in a serious study of the writings of Paul Tillich, I became convinced that existentialism, in spite of the fact that it had become all too fashionable, had grasped certain basic truths about man and his condition that could not be permanently overlooked.
An understanding of the “finite freedom” of man is one of the permanent contributions of existentialism, and its perception of the anxiety and conflict produced in man’s personal and social life by the perilous and ambiguous structure of existence is especially meaningful for our time. A common denominator is atheistic or theistic existentialism is that man’s existential situation is estranged from his essential nature. In their revolt against Hegel’s essentialism, all existentialists contend that the world is fragmented. History is a series of unreconciled conflicts, and man’s existence is filled with anxiety and threatened with meaninglessness. While the ultimate Christian answer is not found in any of these existential assertions, there is much here by which the theologian may describe the true state of man’s existence.
Although most of my formal study has been in systematic theology and philosophy, I have become more and more interested in social ethics. During my early teens I was deeply concerned by the problem of racial injustice. I considered segregation both rationally inexplicable and morally unjustifiable. I could never accept my having to sit in the back of a bus or in the segregated section of a train. The first time that I was seated behind a curtain in a dining car I felt as though the curtain had been dropped on my selfhood. I also learned that the inseparable twin of racial unjustice is economic injustice. I saw how the systems of segregation exploited both the Negro and the poor whites. These early experiences made me deeply conscious of the varieties of injustice in our society.
Not until I entered theological seminary, however, did I begin a serious intellectual quest for a method that would eliminate social evil. I was immediately influenced by the social gospel. In the early 1950s I read Walter Rauschenbusch’s Christianity and the Social Crisis, a book which left an indelible imprint on my thinking. Of course, there were points at which I differed with Rauschenbusch. I felt that he was a victim of the nineteenth-century “cult of inevitable progress,” which led him to an unwarranted optimism concerning human nature. Moreover, he came perilously close to identifying the Kingdom of God with a particular social and economic system, a temptation to which the church must never surrender. But in spite of these shortcomings, Rauschenbusch gave to American Protestantism a sense of social responsibility that it should never lose. The gospel at its best deals with the whole man, not only his soul but also his body, not only his spiritual well-being but also his material well-being. A religion that professes a concern for the souls of men and is not equally concerned about the slums that damn them, the economic conditions that strangle them, and the social conditions that cripple them, is a spiritually moribund religion.
After reading Rauschenbusch, I turned to a serious study of the social and ethical theories of the great philosophers. During this period I had almost despaired of the power of love to solve social problems. The turn-the-other-cheek and the love-your-enemies philosophies are valid, I felt, only when individuals are in conflict with other individuals; when racial groups and nations are in conflict, a more realistic approach is necessary.
Then I was introduced to the life and teachings of Mahatma Gandhi. As I read his works I became deeply fascinated by his campaigns of nonviolent resistance. The whole Gandhian concept of satyagraha (satya is truth which equals love and graha is force; satyagraha thus means truth-force or love-force) was profoundly significant to me. As I delved deeper into the philosophy of Gandhi, my skepticism concerning the power of love gradually diminished, and I came to see for the first time that the Christian doctrine of love, operating through the Gandhian method of nonviolence, is one of the most potent weapons available to an oppressed people in their struggle for freedom. At that time, however, I acquired only an intellectual understanding and appreciation of the position, and I had no firm determination to organize it in a socially effective situation.
When I went to Montgomery, Alabama, as a pastor in 1954, I had not the slightest idea that I would later become involved in a crisis in which nonviolent resistance would be applicable. After I had lived in the community about a year, the bus boycott began. The Negro people of Montgomery, exhausted by the humiliating experiences that they had constantly faced on the buses, expressed in a massive act of non-co-operation their determination to be free. They came to see that it was ultimately more honorable to walk the streets in dignity than to ride the buses in humiliation. At the beginning of the protest, the people called on me to serve as their spokesman. In accepting this responsibility, my mind, consciously or unconsciously, was driven back to the Sermon on the Mount and the Gandhian method of nonviolent resistance. This principle became the guiding light of our movement. Christ furnished the spirit and motivation and Gandhi furnished the method.
The experience in Montgomery did more to clarify my thinking in regard to the question of nonviolence than all of the books that I had read. As the days unfolded, I became more and more convinced of the power of nonviolence. Nonviolence became more than a method to which I gave intellectual assent; it became a commitment to a way of life. Many issues I had not cleared up intellectually concerning nonviolence were now resolved within the sphere of practical action.
My privilege of traveling to India had a great impact on me personally, for it was invigorating to see firsthand the amazing results of a nonviolent struggle to achieve independence. The aftermath of hatred and bitterness that usually follows a violent campaign was found nowhere in India, and a mutual friendship, based on complete equality, existed between the Indian and British people within the Commonwealth.
I would not wish to give the impression that nonviolence will accomplish miracles overnight. Men are not easily moved from their mental ruts or purged of their prejudiced and irrational feelings. When the under privileged demand freedom, the privileged at first react with bitterness and resistance. Even when the demands are couched in nonviolent terms, the initial response is substantially the same. I am sure that many of our white brothers in Montgomery and throughout the South are still bitter toward the Negro leaders, even though these leaders have sought to follow a way of love and nonviolence. But the nonviolent approach does something to the hearts and souls of those committed to it. It gives them a new self-respect. It calls up resources of strength and courage that they did not know they had. Finally, it so stirs the conscience of the opponent that reconciliation becomes a reality.
More recently I have come to see the need for the method of nonviolence in international relations. Although I was not yet convinced of its efficacy in conflicts between nations, I felt that while war could never be a positive good, it could serve as a negative good by preventing the spread and growth of an evil force. War, horrible as it is, might be preferable to surrender to a totalitarian system. But I now believe that the potential destructiveness of modern weapons totally rules out the possibility of war ever again achieving a negative good. If we assume that mankind has a right to survive, then we must find an alternative to war and destruction. In our day of space vehicles and guided ballistic missiles, the choice is either nonviolence or nonexistence.
I am no doctrinaire pacifist, but I have tried to embrace a realistic pacifism which finds the pacifist position as the lesser evil in the circumstances I do not claim to be free from the moral dilemmas that the Christian non-pacifist confronts, but I am convinced that the church cannot be silent while mankind faces the threat of nuclear annihilation. If the church is true to her mission, she must call for an end to the arms race.
Some of my personal sufferings over the last few years have also served to shape my thinking. I always hesitate to mention these experiences for fear of conveying the wrong impression. A person who constantly calls attention to his trials and sufferings is in danger of developing a martyr complex and impressing others that he is consciously seeking sympathy. It is possible for one to be self-centered in his self-sacrifice. So I am always reluctant to refer to my personal sacrifices. But I feel somewhat justified in mentioning them in this essay because of the influence they have had upon my thought.
Due to my involvement in the struggle for the freedom of my people, I have known very few quiet days in the last few years. I have been imprisoned in Alabama and Georgia jails twelve times. My home has been bombed twice. A day seldom passes that my family and I are not the recipients of threats of death. I have been the victim of a near-fatal stabbing. So in a real sense I have been battered by the storms of persecution: I must admit that at times I have felt that I could no longer bear such a heavy burden, and have been tempted to retreat to a more quiet and serene life. But every time such a temptation appeared, something came to strengthen and sustain my determination. I have learned now that the Master’s burden is light precisely when we take his yoke upon us.
My personal trials have also taught me the value of unmerited suffering. As my sufferings mounted I soon realized that there were two ways in which I could respond to my situation – either to react with bitterness or seek to transform the suffering into a creative force. I decided to follow the latter course. Recognizing the necessity for suffering. I have tried to make of it a virtue. If only to save myself from bitterness, I have attempted to see my personal ordeals as an opportunity to transfigure myself and heal the people involved in the tragic situation which now obtains. I have lived these last few years with the conviction that unearned suffering is redemptive. There are some who still find the Cross a stumbling block, others consider it foolishness, but I am more convinced that ever before that it is the power of God unto social and individual salvation. So like the Apostle Paul I can now humbly, yet proudly, say, “I bear in my body the marks of the Lord Jesus.”
The agonizing moments through which I have passed during the last few years have also drawn me closer to God. More than ever before I am convinced of the reality of a personal God. True, I have always believed in the personality of God. But in the past the idea of a personal God was little more than a metaphysical category that I found theologically and philosophically satisfying. Now it is a living reality that has been validated in the experiences of everyday life. God has been profoundly real to me in recent years. In the midst of outer dangers I have felt an inner calm. In the midst of lonely days and dreary nights I have heard an inner voice saying, “Lo, I will be with you.” When the chains of fear and the manacles of frustration have all but stymied my efforts, I have felt the power of God transforming the fatigue of despair into the buoyancy of hope. I am convinced that the universe is under the control of a loving purpose, and that in the struggle for righteousness man has cosmic companionship. Behind the harsh appearances of the world there is a benign power. To say that this God is personal is not to make him a finite object beside other objects or attribute to him the limitations of human personality; it is to take what is finest and noblest in our consciousness and affirm its perfect existence in him. It is certainly true that human personality is limited, but personality as such involves no necessary limitations. It means simply self-consciousness and self-direction. So in the truest sense of the word, God is a living God. In him there is feeling and will, responsive to the deepest yearnings of the human heart: this God both evokes and answers prayer.
The past decade has been a most exciting one. In spite of the tensions and uncertainties of this period something profoundly meaningful is taking place. Old systems of exploitation and oppression are passing away; new systems of justice and equality are being born. In a real sense this is a great time to be alive. Therefore, I am not yet discouraged about the future. Granted that the easygoing optimism of yesterday is impossible. Granted that we face a world crisis which leaves us standing so often amid the surging murmur of life’s restless sea. But every crisis has both its dangers and its opportunities. It can spell either salvation or doom. In a dark, confused world the Kingdom of God may yet reign in the hearts of men.

ON REVOLUTION

MALCOLM X

Malcolm X emerged as one of the first to attack the civil rights movement from the left. As a member of the Black Muslims (Nation of Islam), a black nationalist group, Malcolm X rejected the Christian millennialism of Martin Luther King, Jr., the belief in nonviolence, and the notion that whites could be converted to racial integration. This speech delivered in November 1963, three months after King’s “I Have a Dream” speech, strikes the themes that dominated black power movements in the ensuing years: solidarity with African nationalism, emphasis on revolution with the attendant threat of violence, and insistence on black separatism rather than integration with whites.
During the years after Malcolm X left the Muslims, he moderated some of his rhetoric. But overall he remains important as one of the first major black voices in the 1960’s to speak from the city streets rather than from the rural southern base that King represented. Of course, the principal successes in the drive against segregation and discrimination did come in the South; the issues Malcolm X raised – what future lies beyond civil rights for black Americans – remain to be resolved.

Of all our studies, history is best qualified to reward our research. And when you see that you’ve got problems, all you have to do is examine the historic method used all over the world by others who have problems similar to yours. Once you see how they got theirs straight, then you know how you can get yours straight. There’s been a revolution, a black revolution, going on in Africa. In Kenya, the Mau Mau were revolutionary; they were the ones who brought the word “Uhuru” to the fore. The Mau Mau, they were revolutionary, they believed in scorched earth, they knocked everything aside that got in their way, and their revolution also was based on land, a desire for land. In Algeria, the northern part of Africa, a revolution took place. The Algerians were revolutionists, they wanted land. France offered to let them be integrated into France. They told France, to hell with France, they wanted some land, not some France. And they engaged in a bloody battle.
So I cite these various revolutions, brothers and sisters, to show you that you don’t have a peaceful revolution. You don’t have a turn-the-other-cheek revolution. There’s no such thing as a nonviolent revolution. The only kind of revolution that is nonviolent is the Negro revolution. The only revolution in which the goal is loving your enemy is the Negro revolution. It’s the only revolution in which the goal is a desegregated lunch counter, a desegregated theater, a desegregated park, and a desegregated public toilet; you can sit down next to white folks – on the toilet. That’s no revolution. Revolution is based on land. Land is the basis for all independence. Land is the basis for freedom, justice, and equality.
The white man knows what a revolution is. He knows that the black revolution is world-wide in scope and in nature. The black revolution is sweeping Asia, is sweeping Africa, is rearing its head in Latin America. The Cuban Revolution – that’s a revolution. They overturned the system. Revolution is in Asia, revolution is in Africa, and the white man is screaming because he sees revolution in Latin America. How do you think he’ll react to you when you learn what a real revolution is? If you did, you wouldn’t use that word.
Revolution is bloody, revolution is hostile, revolution knows no compromise, revolution overturns and destroys everything that gets in its way. And you, sitting around here like a knot on the wall, saying, “I’m going to love these folks no matter how much they hate me.” No, you need a revolution. Whoever heard of a revolution where they lock arms . . . singing “We Shall Overcome?” You don’t do that in a revolution. You don’t do any singing, you’re too busy swing. It’s based on land. A revolutionary wants land so he can set up his own nation, an independent nation. These Negroes aren’t asking for any nation – they’re trying to crawl back on the plantation.
When you want a nation, that’s called nationalism. When the white man became involved in a revolution in this country against England, what was it for? He wanted this land so he could set up another white nation. That’s white nationalism. The American Revolution was white nationalism. The French Revolution was white nationalism. The Russian Revolution too – yes, it was – white nationalism. You don’t think so? Why do you think Khrushchev and Mao can’t get their heads together? White nationalism. All the revolutions that are going on in Asia and Africa today are based on what? – black nationalism. A revolutionary is a black nationalist. He wants a nation . . . If you’re afraid of black nationalism, you’re afraid of revolution. And if you love revolution, you love black nationalism.
To understand this, you have to go back to what the young brother here referred to as the house Negro and the field Negro back during slavery. There were two kinds of slaves, the house Negro and the field Negro. The house Negroes – they lived in the house with the master, they dressed pretty good, they ate good because they ate his food -what he left. They lived in the attic or the basement, but still they lived near the master; and they loved the master more than the master loved himself. They would give their life to save the master’s house – quicker than the master would. If the master said, “We got a good house here,” the house Negro would say, “Yeah, we got a good house here.” Whenever the master said “we,” he said “we.” That’s how you tell a house Negro.
If the master’s house caught on fire, the house Negro would fight harder to put the blaze out than the master would. If the master got sick, the house Negro would say “What’s the matter, boss, we sick?” We sick! He identified himself with his master, more than his master identified with himself. And if you came to the house Negro and said, “Let’s run away, let’s escape, let’s separate,” the house Negro would look at you and say, “Man, you crazy. What you mean, separate? Where is there a better house than this? Where can I wear better clothes than this? Where can I eat better food than this?” That was the house Negro. In those days he was called a “house nigger.” And that’s what we call them today, because we’ve still got some house niggers running around here.
This modern house Negro loves his master. He wants to live near him. He’ll pay three times as much as the house is worth just to live near his master, and then brag about “I’m the only Negro out here.” “I’m the only one on my job.” “I’m the only one in this school.” You’re nothing but a house Negro. And if someone comes to you right now and says, “Let’s separate,” you say the same thing that the house Negro said on the plantation. “What you mean, separate? From America, this good white man? Where you going to get a better job than you get here?” I mean, this is what you say. “I ain’t left nothing in Africa,” that’s what you say. Why, you left your mind in Africa.
On that same plantation, there was the field Negro. The field Negroes – those were the masses. There were always more Negroes in the field that there were Negroes in the house. The Negro in the field caught hell. He ate leftovers. In the house they ate high on the hog. The Negro in the field didn’t get anything but what was left of the insides of the hog. They call it “chitt’lings” nowadays. In those days they called them what they were – guts. That’s what you were – gut-eaters. And some of you are still gut-eaters.
The field Negro was beaten from morning to night; he lived in a shack, in a hut; he wore old, castoff clothes. He hated his master. I say he hated his master. He was intelligent. That house Negro loved his master, but that field Negro – remember they were in the majority and they hated the master. When the house caught on fire, he didn’t try to put it out; that field Negro prayed for a wind, for a breeze. When the master got sick, the field Negro prayed that he’d die. If someone came to the field Negro and said, “Let’s separate, let’s run,” he didn’t say “Where we going?” He’d say, “Any place is better than here.” You’ve got field Negroes in America today. I”m a field Negro. The masses are the field Negroes. When they see this man’s house on fire, you don’t hear the little Negroes talking about “our government is in trouble.” They say, “The government is in trouble.” Imagine a Negro: “Our government!” I even heard one say “our astronauts.” They won’t even let him near the plant – and “our astronauts!” “Our Navy” – that’s a Negro that is out of his mind, a Negro that is out of his mind.
Just as the slavemaster of that day used Tom, the house Negro, to keep the field Negroes in check, the same old slavemaster today has Negroes who are nothing but modern Uncle Toms, twentieth-century Uncle Toms, to keep you and me in check, to keep us under control, keep us passive and peaceful and nonviolent. That’s Tom making you nonviolent. It’s like when you go to the dentist, and the man’s going to take your tooth. You’re going to fight him when he starts pulling. So he squirts some stuff in your jaw called novocaine, to make you think they’re not going to do anything to you. So you sit there and because you’ve got all of that novocaine in your jaw, you suffer – peacefully. Blood running all down your jaw, and you don’t know what’s happening. Because someone has taught you to suffer – peacefully.
The white man does the same thing to you in the street, when he wants to put knots on your head and take advantage of you and not have to be afraid of your fighting back. To keep you from fighting back, he gets these old religious Uncle Toms to teach you and me, just like novocaine, to suffer peacefully. Don’t stop suffering – just suffer peacefully. As Rev. Cleage pointed out, they say you should let your blood flow in the streets. This is a shame. You know he’s a Christian preacher. If it’s a shame to him, you know what it is to me.
There is nothing in our book, the Koran, that teaches us to suffer peacefully. Our religion teaches us to be intelligent. Be peaceful, be courteous, obey the law, respect everyone; but if someone puts his hand on you, send him to the cemetery. That’s a good religion. In fact, that’s that old-time religion. That’s the one that Ma and Pa used to talk about; an eye for an eye, and a tooth for a tooth, and a head for a head, and a life for a life. That’s a good religion. And nobody resents that kind of religion being taught but a wolf, who intends to make you his meal.
This is the way it is with the white man in America. He’s a wolf – and you’re the sheep. Any time a shepherd, a pastor, teaches you and me not to run from the white man and, at the same time, teaches us not to fight the white man, he’s a traitor to you and me. Don’t lay down a life all by itself. No, preserve your life, its the best thing you’ve got. And if you’ve got to give it up, let it be even-steven.

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history. some one refund down payment I need some one to do it

September 9, 2025/in General Questions /by Besttutor

I have exam for history. i have the study materials in 5 parts each part has one link or more, each part need to read the attachments that are related to each part and make a summrize for each part  from the five part only in one page and half specially the main Ideas so that can help me as study guide for the exam and do will becuse the summrise will focus for the important things in the links. please see the attachments for each part with names. Due Sunday night   9: 00 pm EST

here is the parts and each has its one attachments.  if yo cant open it from the links below you can find them in the attacments with same names.

these the five parts : the links for each chapter or subject will be in the attachment under same names

part1

 

Mon Oct 14: The Rise of the Ottoman Empire

 

Attached Files:

 

 Inalcik – Emergence of the Ottomans (1.667 MB)

 

 19 Early Ottoman State.pptx (7.881 MB)

 

Halil Inalcik, “The Emergence of the Ottomans”

 

Primary Sources:

 

Art of the Timurid Period – Thematic Essay and Slideshow from the Metropolitan Museum of Art

 

 

 

 

 

part2

 

Wed Oct 16: The Safavid Empire in Iran

 

Attached Files:

 

 Poetry of Shah Ismail (4.22 MB)

 

 20 Safavid Iran.pptx (6.599 MB)

 

Cleveland, Modern Middle East, ch.1-3

 

Primary Sources:

 

V. Minorsky, “The Poetry of Shah Isma’il I”

 

 

 

part3

 

 

 

Fri Oct 18: Imperial Culture

 

Attached Files:

 

 Tursun Beg – Tarihi Abu al Fath (3.319 MB)

 

 Evliya Celebi – Book of Travels (874.757 KB)

 

 Alamara ye Abbasi v2 Year 1601 02 Foot Pilgrimage.pdf (401.18 KB)

 

 Alamara yi Abbasi on Ismail.pdf (1.179 MB)

 

 21 Imperial Culture.pptx (11.095 MB)

 

Primary Sources:

 

•  Tursun Beg, History of Mehmed the Conqueror [excerpt on conquest of Constantinople]

 

•  Evliya Celebi, Book of Travels [excerpt on Constantinople]

 

•  Tarikh-i Alam Ara-yi ‘Abbasi [excerpt on the Foot Pilgrimage of Shah ‘Abbas]

 

Tarikh-i Alam Ara-yi ‘Abbasi [excerpt on the legacy of Shah Isma’il]

 

 

 

 

 

part4

 

 

Mon Oct 21: Islam and the World System: The “Decline” Paradigm

 

Attached Files:

 

 Lewis – Emergence of Modern Turkey (4.583 MB)

 

 Said – Intro to Orientalism (1.862 MB)

 

 22 Modernity and Orientalism.pptx (2.968 MB)

 

Bernard Lewis, The Emergence of Modern Turkey, ch.2-3

 

Edward Said, Orientalism, Introduction

 

 

 

 

 

 

 

part 5

 

 

 

Wed Oct 23: Wahhabism

 

Attached Files:

 

 Wahhabism.pdf (9.273 MB)

 

Cleveland, Modern Middle East, ch.4

 

Primary Sources:

 

•  Muhammad ibn ‘Abd al-Wahhab, Kitab al-Tawhid (Treatise on the Unicity of God) [excerpts]

 

 

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