February 6, 2016 Hawaii Filipino Chronicle 1
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Announcement
Announcement 56 articles, 2016-05-25 18:01 1 venice architecture biennale: antarctic pavilion the pavilion will showcase visuals that underline possibilities of new (0.01/1) forms of architecture, planning, thinking for the vast tundra. 2016-05-25 10:40 1KB www.designboom.com 2 Lee Kit: Hold your breath, dance slowly “Hold your breath, dance slowly,” invites artist Lee Kit. As you walk into the dimly lit galleries, wandering from space to space, or nook to (0.01/1) nook, you find yourself doing just that: holding your... 2016-05-25 12:13 836Bytes blogs.walkerart.org 3 alain silberstein adds a bit of pop to MB&F's LM1 with his signature use of bold shapes + colors highlighting the french creative's meticulously practical approach to artistic design, the 'LM1 silberstein' is serious watchmaking. seriously playful. 2016-05-25 16:01 8KB www.designboom.com 4 Building Bridges: Symposium at the Fondazione Sandretto Re Rebaudengo This past weekend, Fondazione Sandretto Re Rebaudengo in Turin hosted Building Bridges, a symposium reflecting upon curatorial practice and how curators move from educational to institutional context... 2016-05-25 13:00 972Bytes blogs.walkerart.org 5 On the Gaze in the Era of Visual Salamis Our attention is not focused on a singular image, but is distributed along the image’s path. 2016-05-25 17:13 12KB rhizome.org 6 Devendra Banhart + Band* Rodrigo Amarante Hecuba Harold Budd + Brad Ellis + Veda Hille To spark discussion, the Walker invites Twin Cities artists and critics to write overnight reviews of our performances. -
Black History Month Friday Morning Meeting 2018
Black History Month Friday Morning Meeting 2018 Quiz Questions and Answers 1) Do you know when the idea of Black History Month was established? Answer: Black History month has been nationally recognized since 1976, although Dr. Carter G. Woodson created it in 1926. Growing out of “Negro History Week”, which was celebrated between Abraham Lincoln’s birthday (February 12) and Frederick Douglass’ birthday (February 20), it is a designated time in which the achievements of Black people are recognized. 2) Do you know how long the Pan-African flag has existed? Answer: The Pan-African flag was created in 1920 to represent the pride of African- American people. The red band is for the “blood that unifies African descendants”, the black is to affirm the existence of Black people and green reminds people about the “vegetation of the motherland”. 3) Do you know how many museums in the United States are dedicated to African- American culture or history? Answer: There are over 150 museums dedicated to African-American culture and history in the country. The first was established in 1868 at the historically Black college, Hampton University in Hampton, VA. The largest museum was the Charles H. Wright museum of Detroit, Michigan, which was founded in 1965. However, the National Museum of African-American History and Culture completed in 2016 has exceeded it in size. 4) Do you know how many visits to the National Museum of African American History and Culture have been recorded since its opening? Answer: The Smithsonian Institution has a museum dedicated to African-American culture and history? Located in the heart of Washington, D.C., it has over 36,000 artifacts highlighting subjects like community, the arts, civil rights, and slavery. -
Current, March 20, 2017
University of Missouri, St. Louis IRL @ UMSL Current (2010s) Student Newspapers 3-20-2017 Current, March 20, 2017 University of Missouri-St. Louis Follow this and additional works at: https://irl.umsl.edu/current2010s Recommended Citation University of Missouri-St. Louis, "Current, March 20, 2017" (2017). Current (2010s). 258. https://irl.umsl.edu/current2010s/258 This Book is brought to you for free and open access by the Student Newspapers at IRL @ UMSL. It has been accepted for inclusion in Current (2010s) by an authorized administrator of IRL @ UMSL. For more information, please contact [email protected]. Vol. 50 Issue 1528 The Current March 20, 2017 UMSL’S INDEPENDENT STUDENT NEWS UMSL Students Win $10,000 in Hackathon, Law Experts Share Have Opportunity to Incubate Business Insight at Leah Jones Features Editor Legal Career ustin Reusnow, junior, com- Jputer science; Omar Salih, in- Symposium formation systems; Sam Luebbers, graduate, information systems; Lori Dresner Chau Tran, senior, information News Editor systems; Kyle Hopfer, junior, infor- mation systems, and Alex Nuetzel, egal experts shared their sophomore, computer science at Linsight and offered advice to the University of Missouri–Colum- students considering law school at bia, have collectively won $10,000 the Choosing a Law School and Le- and the opportunity to create and gal Career Symposium in Century incubate a business through the Room C of the Millennium Student University of Missouri–St. Louis’ Center at the University of Mis- Accelerate program. This is all be- souri–St. Louis on the afternoon of fore any of them have graduated March 16. from their respective degree tracks. -
Civil Rights Done Right – Browder V. Gayle
Civil Rights Done Right A Tool for Teaching the Movement Browder v. Gayle sample TEACHING TOLERANCE Table of Contents Introduction 2 STEP ONE Self Assessment 3 Lesson Inventory 4 Pre-Teaching Reflection 5 STEP TWO The "What" of Teaching the Movement 6 Essential Content Areas 7 Essential Content Coverage Sample 8 Essential Content Checklist 9 STEP THREE The "How" of Teaching the Movement 11 Implementing the Five Essential Practices Sample 12 Essential Practices Checklist 13 STEP FOUR Planning for Teaching the Movement 14 Instructional Matrix, Section 1 Sample 15 STEP FIVE Teaching the Movement 19 Post-Teaching Reflection 20 © 2016 Teaching Tolerance CIVIL RIGHTS DONE RIGHT: BROWDER V. GAYLE SAMPLE // 1 TEACHING TOLERANCE Civil Rights Done Right A Tool for Teaching the Movement Not long ago, Teaching Tolerance issued Teaching the Movement, a report evaluating how well social studies standards in all 50 states support teaching about the modern civil rights movement. Our report showed that few states emphasize the movement or provide classroom support for teaching this history effectively. We followed up these findings by releasingThe March Continues: Five Essential Practices for Teaching the Civil Rights Movement, a set of guiding principles for educators who want to improve upon the simplified King-and-Parks-centered narrative many state standards offer. Those essential practices are: 1. Educate for empowerment. 2. Know how to talk about race. 3. Capture the unseen. 4. Resist telling a simple story. 5. Connect to the present. Civil Rights Done Right offers a detailed set of curriculum improvement strategies for classroom instructors who want to apply these practices. -
Memory of the Civil Rights Movement in Textbooks, Juvenile Biography, and Museums
ABSTRACT JOHNSON, CHRISTINE RENEE GOULD. Celebrating a National Myth: Memory of The Civil Rights Movement in Textbooks, Juvenile Biography, and Museums. (Under the direction of Dr. Katherine Mellen Charron). The Civil Rights Movement (CRM) is commemorated at movement anniversaries, during Black History Month, and every Martin Luther King Jr. Day. However, some historians argue these public versions do not tell a full story of the CRM, over-simplifying it and portraying it as a story of inevitable progress. Relying on a “mythic” version of this critical event in the nation’s history, the mainstream narrative has little explanatory power. This makes it easier for some to dismiss ongoing struggles for racial equality and more difficult for future generations to learn from movement’s successes and failures. This thesis examines other kinds of CRM history that inform the public. Many learn about the movement as youth through educational mediums like high school textbooks and children’s literature, and people of all ages encounter it in museums. I ask what version of CRM history each of these present, inquiring how interpretations have evolved over time and the degree to which they reflect changes in scholarship. Spanning a total of fifty-four years, this study finds surprisingly little change in textbook narratives beyond token additions that nod to some advancements in the historiography. Juvenile biographies of CRM luminaries published in recent decades present a deeper history, often with a longer chronology, but relay an overly optimistic outlook about what the movement accomplished. Civil rights museums in the South vary in their depictions, with the strongest interpretations appearing in the most recently opened or renovated. -
What Made Nonviolent Protest Effective During the Civil Rights Movement?
NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 5011th Grade Civil Rights Inquiry What Made Nonviolent Protest Effective during the Civil Rights Movement? © Bettmann / © Corbis/AP Images. Supporting Questions 1. What was tHe impact of the Greensboro sit-in protest? 2. What made tHe Montgomery Bus Boycott, BirmingHam campaign, and Selma to Montgomery marcHes effective? 3. How did others use nonviolence effectively during the civil rights movement? THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 1 NEW YORK STATE SOCIAL STUDIES RESOURCE TOOLKIT 11th Grade Civil Rights Inquiry What Made Nonviolent Protest Effective during the Civil Rights Movement? 11.10 SOCIAL AND ECONOMIC CHANGE/DOMESTIC ISSUES (1945 – PRESENT): Racial, gender, and New York State socioeconomic inequalities were addressed By individuals, groups, and organizations. Varying political Social Studies philosophies prompted debates over the role of federal government in regulating the economy and providing Framework Key a social safety net. Idea & Practices Gathering, Using, and Interpreting Evidence Chronological Reasoning and Causation Staging the Discuss tHe recent die-in protests and tHe extent to wHicH tHey are an effective form of nonviolent direct- Question action protest. Supporting Question 1 Supporting Question 2 Supporting Question 3 Guided Student Research Independent Student Research What was tHe impact of tHe What made tHe Montgomery Bus How did otHers use nonviolence GreensBoro sit-in protest? boycott, the Birmingham campaign, effectively during tHe civil rights and tHe Selma to Montgomery movement? marcHes effective? Formative Formative Formative Performance Task Performance Task Performance Task Create a cause-and-effect diagram tHat Detail tHe impacts of a range of actors Research the impact of a range of demonstrates the impact of the sit-in and tHe actions tHey took to make tHe actors and tHe effective nonviolent protest by the Greensboro Four. -
CONGRESSIONAL RECORD— Extensions of Remarks E1454 HON
E1454 CONGRESSIONAL RECORD — Extensions of Remarks November 15, 2019 enthusiasm that could affect anyone who Turkey, where increasingly authoritarian lead- Representative Holland served in the State heard his lectures or commentary. ers are undermining democracy and the rule House of Representatives for 36 years and Among the many awards he earned over his of law. We owe it to President Wałe¸sa and all proudly represented Mississippi’s 16th district. career were three commendations from the the others who continue to fight for democracy During his extensive career, Representative Virginia General Assembly, the Virginia Press in the region to show our support. Holland served on many committees, includ- Association’s 2004 Virginian of the Year, the I want to close by thanking President ing: the Committee on Public Health and Best NonFiction Book Award by the Library of Wałe¸sa for everything he has done in support Human Services, Appropriations, Congres- Virginia in 1997, and the Outstanding Pro- of freedom and democracy, and for visiting sional Redistricting, Gaming, Judiciary A, Judi- fessor Award of the Virginia Council for Higher with us today. And I want to urge everyone ciary En Banc, Budget, Legislative Reappor- Education. In turn, Dr. Robertson strongly sup- that we can best honor President Wałe¸sa’s tionment, Medicaid, Local and Private Legisla- ported Virginia Tech financially and through legacy by continuing the fight against tion, Tourism, Transportation, Fees and Sala- the donation of a large portion of his enor- authoritarianism wherever we may find it. ries of Public Officers, Ways and Means, and mous collection of Civil War books. -
IN HONOR of FRED GRAY: MAKING CIVIL RIGHTS LAW from ROSA PARKS to the TWENTY-FIRST CENTURY - Introduction
Case Western Reserve Law Review Volume 67 Issue 4 Article 10 2017 SYMPOSIUM: IN HONOR OF FRED GRAY: MAKING CIVIL RIGHTS LAW FROM ROSA PARKS TO THE TWENTY-FIRST CENTURY - Introduction Jonathan L. Entin Follow this and additional works at: https://scholarlycommons.law.case.edu/caselrev Part of the Law Commons Recommended Citation Jonathan L. Entin, SYMPOSIUM: IN HONOR OF FRED GRAY: MAKING CIVIL RIGHTS LAW FROM ROSA PARKS TO THE TWENTY-FIRST CENTURY - Introduction, 67 Case W. Rsrv. L. Rev. 1025 (2017) Available at: https://scholarlycommons.law.case.edu/caselrev/vol67/iss4/10 This Symposium is brought to you for free and open access by the Student Journals at Case Western Reserve University School of Law Scholarly Commons. It has been accepted for inclusion in Case Western Reserve Law Review by an authorized administrator of Case Western Reserve University School of Law Scholarly Commons. Case Western Reserve Law Review·Volume 67·Issue 4·2017 —Symposium— In Honor of Fred Gray: Making Civil Rights Law from Rosa Parks to the Twenty-First Century Introduction Jonathan L. Entin† Contents I. Background................................................................................ 1026 II. Supreme Court Cases ............................................................... 1027 A. The Montgomery Bus Boycott: Gayle v. Browder .......................... 1027 B. Freedom of Association: NAACP v. Alabama ex rel. Patterson ....... 1028 C. Racial Gerrymandering: Gomillion v. Lightfoot ............................. 1029 D. Constitutionalizing the Law of -
<Billno> <Sponsor>
<BillNo> <Sponsor> HOUSE JOINT RESOLUTION 8020 of the Second Extraordinary Session By Clemmons A RESOLUTION to honor the memory of United States Congressman John Robert Lewis. WHEREAS, the members of this General Assembly were greatly saddened to learn of the passing of United States Congressman John Robert Lewis; and WHEREAS, Congressman John Lewis dedicated his life to protecting human rights, securing civil liberties, and building what he called "The Beloved Community" in America; and WHEREAS, referred to as "one of the most courageous persons the Civil Rights Movement ever produced," Congressman Lewis evidenced dedication and commitment to the highest ethical standards and moral principles and earned the respect of his colleagues on both sides of the aisle in the United States Congress; and WHEREAS, John Lewis, the son of sharecropper parents Eddie and Willie Mae Carter Lewis, was born on February 21, 1940, outside of Troy, Alabama, and was raised on his family's farm with nine siblings; and WHEREAS, he attended segregated public schools in Pike County, Alabama, and, in 1957, became the first member of his family to complete high school; he was vexed by the unfairness of racial segregation and disappointed that the Supreme Court's 1954 ruling in Brown v. Board of Education did not affect his and his classmates' experience in public school; and WHEREAS, Congressman Lewis was inspired to work toward the change he wanted to see by Reverend Dr. Martin Luther King, Jr.'s sermons and the outcome of the Montgomery Bus Boycott of 1955 and -
The Montgomery Bus Boycott, 1956 Contents
History In-Service Team, Supporting Leaving Certificate History. www.hist.ie Later Modern, Europe and the Wider World Topic 6: The United States and the World, 1945-89 Documents for Case Study: The Montgomery Bus Boycott, 1956 Contents Introduction to the series of documents page 2 Introduction to documents relating to the case study, “Montgomery Bus Boycott,1956” page 3 Biographical Notes page 4 Glossary page 6 Documents 1 to 12, contents page page 9 Documents page 10 This material is intended for educational, classroom use only, not to be reproduced in any other medium or forum without permission. Efforts have been made to trace, and acknowledge, copyright holders. In the case where a copyright has been inadvertently overlooked, the copyright holders are requested to contact the HIST administrator. © 2006 History In-Service Team, Monaghan Education Centre, Monaghan, Co. Monaghan Tel: 047 74008 Fax: 047 74029 email: [email protected] web site: www.hist.ie Introduction to the Series of Documents The USA topic (Later Modern Europe, Topic 6, The United States and the world, 1949-1989) is nominated as the prescribed topic for documents-based study, for examination in June 2008 and June 2009. The case studies are: • The Montgomery bus boycott, 1956. • Lyndon Johnson and Vietnam, 1963-1968. • The Moon landing, 1969. The History In-Service Team [HIST] prepared an in-service day [autumn 2006] focusing on teachers’ needs in relation to this topic, with a variety of appropriate methodological approaches considered with reference to the syllabus aims, objectives and learning outcomes. Suitable sources of different types were also presented at this in-service session. -
Daybreak of Freedom
Daybreak of Freedom . Daubreak of The University of North Carolina Press Chapel Hill and London Freedom The Montgomery Bus Boycott Edited by Stewart Burns © 1997 The University of North Carolina Press. All rights reserved. Manufactured in the United States of America. The paper in this book meets the guidelines for permanence and durability of the Committee on Production Guidelines for Book Longevity of the Council on Library Resources. Library of Congress Cataloging-in-Publication Data Daybreak of freedom : the Montgomery bus boycott / edited by Stewart Burns, p cm. Includes bibliographical references (p. ) and index. ISBN 0-8078-2360-0 (alk. paper) — ISBN 0-8078-4661-9 (pbk.: alk. paper) i. Montgomery (Ala.)—Race relations—Sources. 2. Segregation in transportation—Alabama— Montgomery—History—20th century—Sources. 3. Afro-Americans—Civil rights—Alabama- Montgomery—History—2oth century—Sources. I. Title. F334-M79N39 *997 97~79°9 3O5.8'oo976i47—dc2i CIP 01 oo 99 98 97 54321 THIS BOOK WAS DIGITALLY MANUFACTURED. For Claudette Colvin, Jo Ann Robinson, Virginia Foster Durr, and all the other courageous women and men who made democracy come alive in the Cradle of the Confederacy This page intentionally left blank We are here in a general sense because first and foremost we are American citizens, and we are determined to apply our citizenship to the fullness of its meaning. We are here also because of our love for democracy, because of our deep-seated belief that democracy transformed from thin paper to thick action is the greatest form of government on earth. And you know, my friends, there comes a time when people get tired of being trampled over by the iron feet of oppression. -
An Established Leader in Legal Education Robert R
An Established Leader In Legal Education Robert R. Bond, First Graduate, Class of 1943 “Although N. C. Central University School of Law has had to struggle through some difficult periods in its seventy-year history, the School of Law has emerged as a significant contributor to legal education and the legal profession in North Carolina.” Sarah Parker Chief Justice North Carolina State Supreme Court “Central’s success is a tribute to its dedicated faculty and to its graduates who have become influential practitioners, successful politicians and respected members of the judiciary in North Carolina.” Irvin W. Hankins III Past President North Carolina State Bar The NCCU School of Law would like to thank Michael Williford ‘83 and Harry C. Brown Sr. ‘76 for making this publication possible. - Joyvan Malbon '09 - Professor James P. Beckwith, Jr. North Carolina Central University SCHOOL OF LAW OUR MISSION The mission of the North Carolina Central University School of Law is to provide a challenging and broad-based educational program designed to stimulate intellectual inquiry of the highest order, and to foster in each student a deep sense of professional responsibility and personal integrity so as to produce competent and socially responsible members of the legal profession. 2 NCCU SCHOOL OF LAW: SO FAR th 70 Anniversary TABLE OF CONTENTS 70TH ANNIVERSARY EDITION 4 PORTRAITS OF THE DEANS 2009 NORTH CAROLINA CENTRAL UNIVERSITY 6 ROBERT BOND ‘43: The Genesis of North Carolina SCHOOL OF LAW Central University’s School of Law DEAN: 8 THE STARTING POINT RAYMOND C. PIERCE EDITOR: 12 THE EARLY YEARS MARCIA R.