American Labor History Theme Study
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Mcdowell County Comprehensive Plan
MCDOWELL COUNTY COMPREHENSIVE PLAN WVULAW Land Use and Sustainable Development Law Clinic ADOPTED _ WVULAW Land Use and Sustainable Development Law Clinic “McDowell County, West Virginia, a community on the rise, is INTRODUCTION rich in history, outdoor recreation, and friendly, hardworking, and ery few places in West Virginia have the history welcoming people. The county attracts visitors from all over the and mystique of McDowell County. The south- world to adventure, leading the way as the backbone of southern ernmost county in the Mountain State, McDow- Vell County has left an indelible mark on the region. West Virginia’s tourism industry.” With a past that often seems bigger than life, the tales of this beautiful and rugged place are now tempered by the challenges of today. Once the bustling epicenter —McDowell County’s Vision Statement of coal country, McDowell County now faces complex and longstanding issues. The vision statement serves as the foundation for Issues include high levels of substance abuse, lack future planning and decision-making in McDowell of infrastructure, a dwindling economy, lack of jobs, a County. The vision statement is forward-thinking and large number of abandoned and dilapidated structures, can help ensure that future decisions align with the and inadequate health care. While there are no easy goals and objectives set forth in the plan. Further- ways to address these issues, the community can de- more, recommendations and actions steps in the com- velop a plan that acknowledges the issues, identifies prehensive plan should be consistent with the vision methods to address the issue, and prioritizes the meth- statement. -
Calendar No. 822
Calendar No. 822 110TH CONGRESS REPORT " ! 2d Session SENATE 110–390 AMERICA’S HISTORICAL AND NATURAL LEGACY STUDY ACT JUNE 16, 2008.—Ordered to be printed Mr. BINGAMAN, from the Committee on Energy and Natural Resources, submitted the following R E P O R T [To accompany H.R. 3998] The Committee on Energy and Natural Resources, to which was referred the Act (H.R. 3998) to authorize the Secretary of the Inte- rior to conduct special resources studies of certain lands and struc- tures to determine the appropriate means for preservation, use, and management of the resources associated with such lands and structures, having considered the same, reports favorably thereon with an amendment and recommends that the Act, as amended, do pass. The amendment is as follows: Strike out all after the enacting clause and insert in lieu thereof the following: SECTION 1. SHORT TITLE. This Act may be cited as ‘‘America’s Historical and Natural Legacy Study Act’’. SEC. 2. DEFINITION OF SECRETARY. In this Act, the term ‘‘Secretary’’ means the Secretary of the Interior. SEC. 3. HARRY S TRUMAN NATIONAL HISTORIC SITE SPECIAL RESOURCE STUDY. (a) IN GENERAL.—The Secretary shall conduct a special resource study of the Harry S Truman Birthplace State Historic Site (referred to in this section as the ‘‘birthplace site’’) in Lamar, Missouri, to determine— (1) the suitability and feasibility of— (A) adding the birthplace site to the Harry S Truman National Historic Site; or (B) designating the birthplace site as a separate unit of the National Park System; and (2) the methods and means for the protection and interpretation of the birth- place site by the National Park Service, other Federal, State, or local govern- ment entities, or private or nonprofit organizations. -
African American History at Penn State
Penn State University African American Chronicles February 2010 Table of Contents Chapter Page Introduction 1 Years 1899 – 1939 3 Years 1940 – 1949 8 Years 1950 – 1959 13 Years 1960 – 1969 18 Years 1970 – 1979 26 Years 1980 – 1989 35 Years 1990 – 1999 43 Years 2000 – 2008 47 Appendix A – Douglass Association Petition (1967) 56 Appendix B - Douglass Association 12 Demands (1968) 57 Appendix C - African American Student Government Presidents 58 Appendix D - African American Board of Trustee Members 59 Appendix E - First African American Athletes by Sport 60 Appendix F - Black Student Enrollment Chart 61 Appendix G – Davage Report on Racial Discrimination(1958) 62 Appendix H - “It Is Upon Us” Holiday Poem (1939) 63 Penn State University African American Chronicles February 2010 INTRODUCTION “Armed with a knowledge of our past, we can with confidence charter a course for our future.” - Malcolm X Sankofa (sang-ko-fah) is an Akan (Ghana & Ivory Coast) term that literally means, "To go back and get it." One of the symbols for Sankofa (above right) depicts a mythical bird moving forward, but with its head turned backward. The egg in its mouth represents the "gems" or knowledge of the past upon which wisdom is based; it also signifies the generation to come that would benefit from that wisdom. It is hoped that this document will inspire Penn State students, faculty, staff, and alumni to learn from and build on the efforts of those who came before them. Source: Center for Teaching & learning - www.ctl.du.edu In late August, 1979, my twin brother, Darnell and I arrived at Penn State’s University Park campus to begin our college education. -
General Vertical Files Anderson Reading Room Center for Southwest Research Zimmerman Library
“A” – biographical Abiquiu, NM GUIDE TO THE GENERAL VERTICAL FILES ANDERSON READING ROOM CENTER FOR SOUTHWEST RESEARCH ZIMMERMAN LIBRARY (See UNM Archives Vertical Files http://rmoa.unm.edu/docviewer.php?docId=nmuunmverticalfiles.xml) FOLDER HEADINGS “A” – biographical Alpha folders contain clippings about various misc. individuals, artists, writers, etc, whose names begin with “A.” Alpha folders exist for most letters of the alphabet. Abbey, Edward – author Abeita, Jim – artist – Navajo Abell, Bertha M. – first Anglo born near Albuquerque Abeyta / Abeita – biographical information of people with this surname Abeyta, Tony – painter - Navajo Abiquiu, NM – General – Catholic – Christ in the Desert Monastery – Dam and Reservoir Abo Pass - history. See also Salinas National Monument Abousleman – biographical information of people with this surname Afghanistan War – NM – See also Iraq War Abousleman – biographical information of people with this surname Abrams, Jonathan – art collector Abreu, Margaret Silva – author: Hispanic, folklore, foods Abruzzo, Ben – balloonist. See also Ballooning, Albuquerque Balloon Fiesta Acequias – ditches (canoas, ground wáter, surface wáter, puming, water rights (See also Land Grants; Rio Grande Valley; Water; and Santa Fe - Acequia Madre) Acequias – Albuquerque, map 2005-2006 – ditch system in city Acequias – Colorado (San Luis) Ackerman, Mae N. – Masonic leader Acoma Pueblo - Sky City. See also Indian gaming. See also Pueblos – General; and Onate, Juan de Acuff, Mark – newspaper editor – NM Independent and -
Walkouts Teach U.S. Labor a New Grammar for Struggle
Walkouts teach U.S. labor a new grammar for struggle This article will appear in the Summer 2018 issue of New Politics. Like the Arab Spring, the U.S. “education Spring,” was an explosive wave of protests. State-wide teacher walkouts seemed to arise out of nowhere, organized in Facebook groups, with demands for increased school funding and political voice for teachers. Though the walkouts confounded national media outlets, which had little idea how to explain or report on the movements, for parent and teacher activists who have been organizing against reforms in public education in the past four decades, the protests were both unexpected and understandable. What was surprising was their breadth of support (state-wide), their organizing strategy (Facebook), and their breathtakingly rapid spread. For most of the far-Right, the West Virginia, Oklahoma, Kentucky, Arizona, and North Carolina walkouts showed greedy public employees exploiting their job security to get pay and benefits better than hard-working taxpayers have. However, teachers won wide popular support, even from Republicans, forcing the media-savvier elements of the Right to alter their tone. The American Enterprise Institute (AEI) posted a blog with a sympathetic tone pushing the same stance. “While teachers are justly frustrated by take-home pay, their total compensation is typically a lot higher than many teachers realize. That’s because teacher retirement and health-care systems are much more expensive than those of the taxpayers who pay for them — whether those taxpayers work in the private or public sector.” Shedding crocodile teachers for teachers who are underpaid and retirees without adequate pensions, AEI rejects the idea more school funding would help. -
GLOSSARY of COLLECTIVE BARGAINING TERMS and SELECTED LABOR TOPICS
GLOSSARY of COLLECTIVE BARGAINING TERMS and SELECTED LABOR TOPICS ABEYANCE – The placement of a pending grievance (or motion) by mutual agreement of the parties, outside the specified time limits until a later date when it may be taken up and processed. ACTION - Direct action occurs when any group of union members engage in an action, such as a protest, that directly exposes a problem, or a possible solution to a contractual and/or societal issue. Union members engage in such actions to spotlight an injustice with the goal of correcting it. It further mobilizes the membership to work in concerted fashion for their own good and improvement. ACCRETION – The addition or consolidation of new employees or a new bargaining unit to or with an existing bargaining unit. ACROSS THE BOARD INCREASE - A general wage increase that covers all the members of a bargaining unit, regardless of classification, grade or step level. Such an increase may be in terms of a percentage or dollar amount. ADMINISTRATIVE LAW JUDGE – An agent of the National Labor Relations Board or the public sector commission appointed to docket, hear, settle and decide unfair labor practice cases nationwide or statewide in the public sector. They also conduct and preside over formal hearings/trials on an unfair labor practice complaint or a representation case. AFL-CIO - The American Federation of Labor and Congress of Industrial Organizations is the national federation of unions in the United States. It is made up of fifty-six national and international unions, together representing more than 12 million active and retired workers. -
Reginald Howard
20080618_Howard Page 1 of 14 Dara Chesnutt, Denzel Young, Reginald Howard Dara Chesnutt: Appreciate it. Could you start by saying your full name and occupation? Reginald Howard: Reginald R. Howard. I’m a real estate broker and real estate appraiser. Dara Chesnutt: Okay. Where were you born and raised? Reginald Howard: South Bend, Indiana, raised in Indiana, also, born and raised in South Bend. Dara: Where did you grow up and did you move at all or did you stay mostly in –? Reginald Howard: No. I stayed mostly in Indiana. Dara Chesnutt: Okay. What are the names of your parents and their occupations? Reginald Howard: My mother was a housewife and she worked for my father. My father’s name was Adolph and he was a tailor and he had a dry cleaners, so we grew up sorta privileged little black kids. Even though we didn’t have money, people thought we did for some reason. Dara Chesnutt: Did you have any brothers or sisters? Reginald Howard: Sure. Dara Chesnutt: Okay, what are their names and occupations? Reginald Howard: I had a brother named Carlton, who is deceased. [00:01:01] I have a brother named Dean, who’s my youngest brother, who’s just retired from teaching in Tucson, Arizona and I have a sister named Alfreda who’s retired and lives in South Bend still. Dara Chesnutt: Okay. Could you talk a little bit about what your home life was like? Reginald Howard: I don’t know. I had a very strong father and very knowledgeable father. We were raised in a predominantly Hungarian-Polish neighborhood and he – again, he had a business and during that era, it was the area of neighborhood concept businesses and so people came to us for service, came to him for the service, and he was well thought of. -
The African American Soldier at Fort Huachuca, Arizona, 1892-1946
University of South Carolina Scholar Commons Faculty Publications Anthropology, Department of 2-2001 The African American Soldier At Fort Huachuca, Arizona, 1892-1946 Steven D. Smith University of South Carolina - Columbia, [email protected] Follow this and additional works at: https://scholarcommons.sc.edu/anth_facpub Part of the Anthropology Commons Publication Info Published in 2001. © 2001, University of South Carolina--South Carolina Institute of Archaeology and Anthropology This Book is brought to you by the Anthropology, Department of at Scholar Commons. It has been accepted for inclusion in Faculty Publications by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. THE AFRICAN AMERICAN SOLDIER AT FORT HUACHUCA, ARIZONA, 1892-1946 The U.S Army Fort Huachuca, Arizona, And the Center of Expertise for Preservation of Structures and Buildings U.S. Army Corps of Engineers, Seattle District Seattle, Washington THE AFRICAN AMERICAN SOLDIER AT FORT HUACHUCA, ARIZONA, 1892-1946 By Steven D. Smith South Carolina Institute of Archaeology and Anthropology University of South Carolina Prepared For: U.S. Army Fort Huachuca, Arizona And the The Center of Expertise for Preservation of Historic Structures & Buildings, U.S. Army Corps of Engineer, Seattle District Under Contract No. DACW67-00-P-4028 February 2001 ABSTRACT This study examines the history of African American soldiers at Fort Huachuca, Arizona from 1892 until 1946. It was during this period that U.S. Army policy required that African Americans serve in separate military units from white soldiers. All four of the United States Congressionally mandated all-black units were stationed at Fort Huachuca during this period, beginning with the 24th Infantry and following in chronological order; the 9th Cavalry, the 10th Cavalry, and the 25th Infantry. -
BREAD and ROSES ONE HUNDRED YEARS on by Andy Piascik [From Previous Page ] [From Page 6 ]
BREAD AND ROSES ONE HUNDRED YEARS ON By Andy Piascik [from previous page ] [from page 6 ] broadly, the strike led to advances in the areas of discriminate (4.9.4). In other words, you can’t sin- (In recognition of March as Women’s History Month, we are workplace safety, minimum wage laws and child la- gle out a specific unit member for personal reasons printing this article celebrating the 100th anniversary of the bor protections. Lawrence was also the first major or professional reasons that are not included in the industrial strike in the U.S. and the heroic efforts contract as exceptions nor determine assignment for Bread and Roses strike.) of those involved lay the foundation for the militant that member based on such reasons or based on cri- working class organizing of the 1930s. teria that were not applied equally. However, do not One hundred years ago this month, in the depths of of two adult wage-earners. It was a work environ- confuse discrimination with equality. You can sched- a brutal New England winter, the great Bread and ment, in short, that William Blake, writing about In recent decades, Americans have suffered through ule by seniority, by lottery, by systematic rotation or Roses Strike began in Lawrence, Mass. Accounts similar hellholes in England, captured perfectly the most radical upward redistribution of wealth in whatever combination of the aforementioned and/ differ as to whether a woman striker actually held a with the phrase “these dark Satanic mills.” human history. That shift has been accomplished in or other agreed upon processes that your division or sign that read “We Want Bread and We Want Ros- large part by a vicious attack on the working class, department has chosen to apply to all. -
The Princess Bride by William Goldman DB 58817 Read by Bruce Nelson
CSLP Teen Bibliography NLS Edition This bibliography provides a list of books from the 2015 CSLP Teen Manual Bibliography that are available through the National Library Services for the Blind and Physically Handicapped (NLS). NLS provides these books through regional libraries known as Libraries for the Blind and Physically Handicapped (LBPHs). To find your local LBPH, go to http://www.loc.gov/nls/find.html. All books with the prefix “DB” (audio books) and some with the prefix “BR” (braille books) are available for LBPH patrons to download through BARD. Note: Some books on the CSLP Teen Manual Bibliography may become available through NLS later in the year. There may also be other formats of books on the original bibliography, such as braille and large print, available through other vendors. This bibliography was created in collaboration with CSLP and Wolfner Talking Book and Braille staff. 1 Grades 3 to 6 Shelter Dogs: Amazing Stories of Adopted Strays by Peg Kehret DB 52181 Read by Renee Dutton-O’Hara. Reading time: 2 hours, 10 minutes Features eight stray dogs that were adopted from shelters and went on to become service animals, actors, and heroes. "Zorro, the Champion That Nobody Wanted" relates how a large, lively canine became a star on a flyball team.1999. Grades 4 to 7 The Complete Chronicles of Narnia by C. S. Lewis DB 50083 Read by Erik Sandvold. Reading time: 35 hours, 32 minutes. Seven stories presented in the chronological order in which C.S. Lewis intended them to be read. The first is The Magician's Nephew, telling how the journeys between the two worlds began and how the wardrobe came to be a doorway leading into Narnia. -
ILO Company-Union Dialogue: an Operational Tool of the Tripartite Declaration of Principles Concerning Multinational Enterprises and Social Policy (MNE Declaration)
ILO Company-Union Dialogue: An operational tool of the Tripartite Declaration of Principles concerning Multinational Enterprises and Social Policy (MNE Declaration) Questions and Answers Multinational Enterprises and Enterprise Engagement Unit May 2021 ILO/MULTI/May 2021 The ILO company-union dialogue is intended to support “dialogues involving multinational enterprises and the representatives of the workers affected, in particular trade unions, on the application of the principles of the Tripartite Declaration of Principles concerning Multinational Enterprises and Social Policy (MNE Declaration).” The provisions establishing this facility stress that “dialogue lies at the heart of the MNE Declaration” and that the “ILO, as the global authority on international labour standards, is uniquely placed to support or facilitate such dialogues as part of its overall strategy to promote the uptake of the principles of the MNE Declaration by the various parties.” Therefore, “where a company and a union voluntarily agree to take advantage of using the facilities of the International Labour Office to meet and talk, without prejudice, the Office will provide a neutral ground for discussion of issues of mutual concern.”1 This Q&A document provides information on various aspects of the company-union dialogue and explains how the facility operates in practice. It is based on actual questions received. 1. Types of possible ILO support What kinds of support can the ILO provide through the company-union dialogue? o The ILO can provide one or more of the following types of support: a). provide a neutral ground for parties to engage in meaningful dialogue; b). provide input during company–union dialogue as a technical or expert adviser to inform the company–union dialogue; c). -
A Brief Introduction to the Saga of the Labor Movement for Emerging Militants
A Brief Introduction to the Saga of the Labor Movement for Emerging Militants This piece is the text of a talk given to the Democratic Socialists of America Lower Manhattan Branch’s Political Education Working Group on December 4, 2019, serving as introduction to “Bernie and Labor” part of its series “Why Bernie?” The picture on the right represents the Haymarket Riot, Chicago, May 4, 1886, when police attacked a labor demonstration demanding the eight-hour day and protesting the May 1 disruption of an earlier protest march. The massacre was one of many attacks by police against labor initiatives. I have ten minutes to present the briefest of introductions on some few salient points pertaining to a history of workers’ struggles in the U.S. Good luck to that! Offering a systemic view of the nearly 200 years of domestic labor struggles, triumphs, tragedies and legacies in just one sixth of an hour is akin to tackling the briefest histories of the Roman Conquests, resurrection in the fractured Holy Roman Empire and its homicidal if not its farcical reiteration in the Nazi Thousand Year Reich that mercifully lasted just 12 years. But like a centurion, I shall soldier on. What follows are some basic if necessarily sketchy assumptions. First, we need to understand that most if not all of labor’s key breakthroughs, including the huge industrial union upsurges that followed immediately after World War I and then repeated so magnificently in the 1930s, were not primarily the product of either progressive politicians such as FDR and his brain trust or even talented, foresighted labor leaders like John L.