From: owner-ammf-digest@smoe.org (alt.music.moxy-fruvous digest) To: ammf-digest@smoe.org Subject: alt.music.moxy-fruvous digest V14 #3712 Reply-To: ammf@fruvous.com Sender: owner-ammf-digest@smoe.org Errors-To: owner-ammf-digest@smoe.org Precedence: bulk alt.music.moxy-fruvous digest Thursday, March 5 2020 Volume 14 : Number 3712 Today's Subjects: ----------------- Open Facts! ["Admin Staff" ] Last Chance To Grab A Free Tactical Flashlight ["Free Q5 Taclite" ] LifeSocks - # Medical copper compression EN2 ["Lifesocks" Subject: Open Facts! Hello, I am very sorry I have to reach you through this medium. I am a member of the European Debt Recovery Unit and I am aware of your ordeal about your unpaid fund. It may interest you to know that not long after the Debt Management Office (DMO) completed the merger and acquisition process of all pending payments occasion through the petition raised by the international community about their unpaid funds. I discovered that their boss connived with some top officials to divert funds approve to settle unpaid inheritances, email lottery winners, Internet scam victims, unclaimed consignments(concealed funds) and International Contractors. The DMO has already given the approval to pay your fund but they deliberately withheld your payment file and continue to demand fees from you through their associates from different unassigned affiliates mostly from Africa, the US and the Netherlands all in trying to frustrate you and enrich themselves. I wonder why you havenbt noticed all this while. You may choose to disbelieve this email as inconceivable but my doctrine does not let such an act, the reason I have to open up to you to seek the right channel. DMO was authorized to release your fund via their asset management firm with claim code numbers, supposedly to have been issued to you. Upon your response, I shall guide you through and offer you with details to contact the assigned affiliate who will immediately ease the release of your fund. Thanks and have a wonderful day. Yours Faithfully, Admin Staff. European Debt Recovery Agent, UK.Ref:18/030420/p193/2.8wwe ------------------------------ Date: Thu, 5 Mar 2020 04:03:03 -0500 From: "Free Q5 Taclite" Subject: Last Chance To Grab A Free Tactical Flashlight Last Chance To Grab A Free Tactical Flashlight http://backprotect.us/dDOt7gLY2gLL1mQWS0GV8fOuXA8CAuvWQzps8sno4ukeY2M http://backprotect.us/V-uMn3YpUTb0o6QO7qO072-EpqWKw2grDJNgJPUenACmMhc At the war's end, Armstrong joined the Freedmen's Bureau. With the help of the American Missionary Association, he established the Hampton Normal and Agricultural Institutebnow known as Hampton Universitybin Hampton, Virginia in 1868. The Institute was meant to be a place where black students could receive post-secondary education to become teachers, as well as training in useful job skills while paying for their education through manual labor, as his father had advocated back in Hawai'i. Armstrong in his later life During Armstrong's career, and during Reconstruction, the prevailing concept of racial adjustment promoted by whites and African Americans equated technical and industrial training with the advancement of the black race. This idea was not a new solution and traced its history to before the American Civil War. But especially after the war, blacks and whites alike realized the paradox that freedom posed for the African American population in the racist south. Freedom meant liberation from the brutality and degradation of slavery, but as W. E. B. Du Bois described it, a black person "felt his poverty; without a cent, without a home, without land, tools, or savings, he had entered into competition with rich, landed, skilled neighbors. To be a poor man is hard, but to be a poor race in a land of dollars is the very bottom of hardships." Although the end of slavery was the inevitable result of the Union victory, less obvious was the fate of millions of penniless blacks in the South. Former abolitionists and white philanthropists quickly focused their energies on stabilizing the black community, assisting the newly freed blacks to become independent, positive contributors to their community, helping them improve their race and encouraging them to strive toward a standard put forth by American whites. In the aftermath of Nat Turner's slave rebellion in 1831, the Virginia General Assembly passed new legislation making it unlawful to teach slaves, free blacks, or mulattoes to read or write. Similar laws were also enacted in other slave-holding states across the South. The removal of these laws after the Civil War helped draw attention to the problem of illiteracy as one of the great challenges confronting these people as they sought to join the free enterprise system and support themselves. ------------------------------ Date: Thu, 5 Mar 2020 06:03:17 -0500 From: "Joseph" Subject: Adjusted from stream to spray with a valve design, can save 30%~70% water. Adjusted from stream to spray with a valve design, can save 30%~70% water. http://flexcbd.buzz/ihO5EzBjlkeLGc_lEIEDZJC_7EhN0GS5Hegj8ZwPF2yb1_I http://flexcbd.buzz/1Pkai5x3ZPP92aa5XIJf9USeUlxTUnShj0l_1XVopu5_XpII he recalled being admitted to the school, despite his ragged appearance, due to the ability he demonstrated while sweeping and dusting a room. From his first day at Hampton, Washington embraced Armstrong's idea of black education. Washington went on to attend Wayland Seminary in Washington, D.C., and he returned to Hampton to teach on Armstrong's faculty. Upon Sam Armstrong's recommendation to George W. Campbell, Lewis Adams, and Mirabeau B. Swanson, a three-man board of commissioners appointed by the Alabama Legislature, Booker Washington became in 1881 the first principal of the new normal school in Alabama, which evolved to become Tuskegee University in the 20th century. Many religious organizations, former Union Army officers and soldiers, and wealthy philanthropists were inspired by the work of pioneering educators such as Samuel Armstrong and Dr. Washington, to create and fund educational efforts specifically for the betterment of African Americans in the South. In his autobiography Up From Slavery, Booker T. Washington stated that what made the greatest impression on him at Hampton was General Samuel C. Armstrong, "the noblest, rarest human being that it has ever been my privilege to meet." "One might have removed from Hampton all the buildings, classrooms, teachers, and industries, and given the men and women there the opportunity of coming into daily contact with General Armstrong, and that alone would have been a liberal education." (Up from Slavery, Chapter III) He received an honorary LLD degrees from his alma mater in 1887 and from Harvard University in 1889. ------------------------------ Date: Thu, 5 Mar 2020 02:50:05 -0500 From: "Your Russian Woman" Subject: Just to Say Hello Just to Say Hello http://backprotect.us/GfqKUFrqTwQsf0CxIFsf1B6G0hSk0PTmG4eiLfJhG-GVm8HV http://backprotect.us/OBgEJ0weLCSi6LIz_0y3pqCdLrXC2dfRnLKwWgI2vVJKQTrM A Bildungsroman relates the growing up or "coming of age" of a sensitive person who goes in search of answers to life's questions with the expectation that these will result in gaining experience of the world. The genre evolved from folklore tales of a dunce or youngest child going out in the world to seek his fortune. Usually in the beginning of the story there is an emotional loss which makes the protagonist leave on his or her journey. In a Bildungsroman, the goal is maturity, and the protagonist achieves it gradually and with difficulty. The genre often features a main conflict between the main character and society. Typically, the values of society are gradually accepted by the protagonist and he or she is ultimately accepted into societybthe protagonist's mistakes and disappointments are over. In some works, the protagonist is able to reach out and help others after having achieved maturity. Franco Moretti "argues that the main conflict in the Bildungsroman is the myth of modernity with its overvaluation of youth and progress as it clashes with the static teleological vision of happiness and reconciliation found in the endings of Goethe's Wilhelm Meister and even Jane Austen's Pride and Prejudice". There are many variations and subgenres of Bildungsroman that focus on the growth of an individual. An Entwicklungsroman ("development novel") is a story of general growth rather than self-cultivation. An Erziehungsroman ("education novel") focuses on training and formal schooling, while a KC Subject: LifeSocks - # Medical copper compression EN2 LifeSocks - # Medical copper compression EN2 http://lifreguides.buzz/Mi20pY7jt6h8IDPIBlFmhRnXQJO7VDghjyFtpuLxEyoTzr8 http://lifreguides.buzz/3E2P5eaaWPUt4VoorweZCYvHqM8be0ObyNWgd7WHOUbv8rOG Partially disabled by a stroke while on a speaking tour in 1892, Armstrong returned to Hampton in a private railroad car provided by his multimillionaire friend, Collis P. Huntington, builder of the Chesapeake and Ohio Railway and Newport News Shipbuilding and Drydock Company, with whom he had collaborated on black-education projects. Armstrong died at the Hampton Institute on May 11, 1893, after suffering a second stroke. As he had requested, he was buried in the student cemetery on Hampton's campus. His widow returned to New England. As discussed in the family section above, all his daughters would be associated with Hampton University, and his son Daniel Armstrong would become a career Naval officer and train African American troops during World War II. His grandson, Harold Howe II, became Commissioner of Education under the Presidency of Lyndon Johnson. His papers (and those of some family members) are held by the Special Collections division of the Williams College library. Growth and decline of Normal Schools As the ever-increasing numbers of new teachers went back to their communities, by the first third of the 20th century, over 5,000 local schools had been built for blacks in the South with private matching funds provided by individuals such as Henry H. Rogers, Andrew Carnegie, and most notably, Julius Rosenwald, each of whom had arisen from modest roots to become wealthy. Dr. Washington later wrote that, by requiring matching funds, the benefactors felt they were also addressing self-esteem. The recipients locally would have a stake in knowing that they were helping themselves through their own hard work and sacrifice. In many communities, the histories of the so-called Rosenwald schools reflect that to have proved true. In time, the normal schools which had been originally established primarily to work with blacks at Hampton, Tuskegee, and elsewhere evolved from their primary focus on industrial training, practical skills, and basic literacy, into institutions of higher education focused not only upon training teachers, but upon teaching diverse academic subjects. Many of those institutions evolved into fully accredited universities. ------------------------------ End of alt.music.moxy-fruvous digest V14 #3712 **********************************************