In Sing Sing: Transgendered Prisoners Caught in the Gender Binarism
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Taxing Polygamy
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Washington University St. Louis: Open Scholarship Washington University Law Review Volume 91 Issue 1 2013 Taxing Polygamy Samuel D. Brunson Loyola University Chicago School of Law Follow this and additional works at: https://openscholarship.wustl.edu/law_lawreview Part of the Tax Law Commons Recommended Citation Samuel D. Brunson, Taxing Polygamy, 91 WASH. U. L. REV. 113 (2013). Available at: https://openscholarship.wustl.edu/law_lawreview/vol91/iss1/3 This Article is brought to you for free and open access by the Law School at Washington University Open Scholarship. It has been accepted for inclusion in Washington University Law Review by an authorized administrator of Washington University Open Scholarship. For more information, please contact [email protected]. TAXING POLYGAMY SAMUEL D. BRUNSON ABSTRACT The tax law treats married and unmarried taxpayers differently in several respects. Married persons, for example, can file and pay their taxes as a unified taxpayer, with rates that are different than those that apply to unmarried taxpayers. This different treatment of married persons has elicited criticism over the years. Some of the more salient criticisms include that married persons do not necessarily function as an economic unit, that joint filing discourages women from working, and that the various exclusions from the joint filing regime—including gay couples—is unfair. This Article looks at joint filing through the lens of polygamy. Polygamy stretches joint filing beyond what it can handle: while the current tax rates could accommodate same-sex couples without any substantive changes, applying the current married-filing-jointly tax brackets to polygamous taxpayers would have absurd—and often unjust— results. -
142819NCJRS.Pdf
If you have issues viewing or accessing this file contact us at NCJRS.gov. U.S. Department of Justice National Institute of Justice This document has been reproduced exactly as received from the person or organization originating it. Points of view or opinions statee; in this document are those of the authors and do not necessarily represent the official position or policies of the National Institute of Justice. Permission to reproduce this copyrighted material has been granted by New York State Department of Correctional Services to the National Criminal Justice Reference Service (NCJRS). Further reproduction outside of the NCJRS system requires permission of the copyright owner. ", ~' • '11 .. Thom.as A. CoughUn III' .' Coml'niSsiqner ..\1', THE HUB SYSTEM: PROFILE OF INMATE POPULATION UNDERCUSTODY ON JANUARY 1, 1992 The New York State Department of Correctional Services is reorganizing the delivery of program services to the inmate population. One of the important components of this plan is grouping the correctional facilities by geographical proximity into administrative regions. This report presents a prorIle of the inmate population within each region. DIVISION OF PROGRAM PLANNING, RESEARCH AND EVALUATION 1992 Prepared by: William R. Chapman Robert L. Fimer -i- EXECUTIVE SUMMARY The New York State Department of Correctional Servics is reorganizing the delivery of program services to the inmate population. One of the important components of this plan is grouping the correctional facilities by geographical proximity into administrative regions. This report presents a profile of the inmate popUlation within each region. This executive summary briefly describes the characteristics of the total undercustody population and then presents the range of values found across the ten administrative clusters 011 a selected set of variables. -
Oral History Interview: John V. Moore
Oral History Interview: John V. Moore Interviewee: John V. Moore Interviewer: Chris Waldrep Date: January 7, 2010 Chris W. Okay, so this is January 7, 2010 and I’m Chris Waldrep with John Moore. And I’m interviewing you for publication, so if you say something that you would rather I didn’t quote, just say so and I won’t quote that. John M. Okay, fine. Chris W. And you’ve shared so much with me. [Laughs.] John M. Well, it helped me recall a lot of those experiences, and I just felt better doing it for my own self, and I thought it would be helpful for you. Chris W. It sure is, definitely. Let me ask you a very broad question. I don’t know if you can answer it. But our annual conference, and maybe all the annual conferences on the West Coast, [are] very liberal, very progressive. How do you account for that? John M. I think frontier religion has something to do with it. People come to California and to the West, in part, because they’re looking at opportunities, but church membership in the West, all along the West Coast, is lower than any other part of the country. San Francisco, you can understand why that [is]— its whole history of frontier days and all of that, and the radical movement of the ‘60s. 1 lgbtran.org Our children, two daughters, were in Peoples Temple and died in Jonestown, and they— I think the University at Berkeley. Stanford’s not particularly radical, but in the ‘60s they were— the students acted up there as they did over in Berkeley. -
Introduction to Gender and Women Studies
Gender and Women’s Studies 100 Introduction to Gender and Women's Studies Fall 2006 Professor Amy L. Brandzel Phone: 775-6783 Office: Rice 115 Office Hours: T, Th 11-12pm and by appt. E-mail: [email protected] (best way to reach me) Course Description: While Gender and Women‟s Studies is a truly vast field of inquiry, there is great symmetry in the ways in which feminist scholars have been engaged with questions as to how disciplinary apparatuses and discourses shape and construct identities. This course will begin the process of peeking into this exciting scholarship, but here we will chart our exploration through the constructions of identities via the lens of queer and sexuality studies. By exploring how sexuality is constructed through the contested notions of gender, race, class, nation, and global, this class offers an opportunity to interrogate a range of discourses and disciplinary apparatuses (such as law, medicine, and popular culture) that shape and construct our understandings of identity, subjectivity, experience, power, agency, normalcy, deviance, disciplinarity, labor, activism and justice at the individual, community, national and transnational levels. We will also be working diligently to connect these issues directly to current affairs, especially during our last week of the course when the class will conduct a conference on “Feminism, War and the State of Emergency.” Course Objectives: In its most simplistic sense, this course is designed to familiarize you with key debates (such as identity, subjectivity, power, agency, normalcy, etc) within the field of Gender and Women‟s Studies, and help you obtain a nuanced, critical analysis of these debates. -
The Sing Sing Revolt the Incarceration Crisis and Criminal Justice Liberalism in the 1980S
The Sing Sing Revolt The Incarceration Crisis and Criminal Justice Liberalism in the 1980s Lee Bernstein As 1983 began, New York’s prisons reached a chokepoint: in the past decade the inmate population went from 12,444 to 27,943. Mario Cuomo, who would become the nation’s most prominent liberal politician after delivering the keynote address at the 1984 Democratic National Convention, prepared to take the oath of office to become the state’s fifty-second governor.1 Corrections officials scrambled to find beds for four hundred new people each week in crumbling facilities and repurposed public buildings. This overcrowding occurred, to different degrees, throughout the system—city and county jails, juvenile facilities, and in state-run facilities variously classified minimum, medium, and maximum security. Multi- ple factors converged to create this overcrowding, including the war on drugs, the victims’ rights movement, and new “truth in sentencing” laws.2 In addition, declining tax revenues and the economic struggles of the state’s voters limited the state’s ability to fund new prison construction and to accommodate the educational, therapeutic, and social needs of its bur- geoning prison population. Access to basic needs like warm clothing, blankets, and mail became constrained. The Department of Correctional Services (DOCS) was character- ized by laughably inadequate grievance procedures, insufficiently staffed facilities, anemic responses to ongoing labor-management disputes, rifts between uniformed and civilian employees, and failure to address racist and sexist barriers to fair treatment for employees and the incarcerated population. Recent memory generated a foreboding sense of where all this would lead. -
Trans-Phobia and the Relational Production of Gender Elaine Craig
Hastings Women’s Law Journal Volume 18 Article 2 Number 2 Summer 2007 1-1-2007 Trans-Phobia and the Relational Production of Gender Elaine Craig Follow this and additional works at: https://repository.uchastings.edu/hwlj Part of the Law and Gender Commons Recommended Citation Elaine Craig, Trans-Phobia and the Relational Production of Gender, 18 Hastings Women's L.J. 137 (2007). Available at: https://repository.uchastings.edu/hwlj/vol18/iss2/2 This Article is brought to you for free and open access by the Law Journals at UC Hastings Scholarship Repository. It has been accepted for inclusion in Hastings Women’s Law Journal by an authorized editor of UC Hastings Scholarship Repository. For more information, please contact [email protected]. Trans-Phobia and the Relational Production of Gender Elaine Craig* In 1431, Joan of Arc, a nineteen-year-old cross-dresser, was burned alive at the stake because she refused to stop dressing in men's clothing.' Nearly six centuries later, in 2002, Gwen Araujo, a seventeen-year-old male-to-female transsexual, was strangled to death by two men who later claimed what can be described as a "trans panic defense" because they hadn't realized that Gwen was biologically male before they had sex with her.2 Individuals who transgress gender norms are among the most despised, marginalized, and discriminated against members of many societies. 3 A deep seated fear of transgender individuals reveals itself in a plethora of contexts and across a wide spectrum of demographics. Perhaps most disturbingly, intolerance towards and discrimination against transgender individuals is found not only among the ranks of those whose gender offers them opportunity and privilege, but also among those whose own gender identity and expression has been a source of oppression and persecution. -
Eng234h3x-201609
ENG 234: LGBT Writing and the American Century Section: ENG 234 Meeting times: Mondays 4-6:45PM Location: Sullivan House Instructor: Ryan Winet Instructor office: Orlando 112 Instructor email: [email protected] Office Hours: MWF 9-11AM or by appointment Class description: In 1941, publisher Henry Luce imagined a period when the United States would lead the “triumphal purpose of freedom” across the globe, declaring every citizen was called to “create” the American Century. This course will consider Luce’s emphasis upon creating the American Century from the perspectives of LGBT authors who sought to develop spheres of sexual and artistic freedom following the Second World War. We will read selections from earlier authors like Walt Whitman, Gertrude Stein, and Hart Crane before turning our primary attention to the many LGBT authors who contributed to a flourishing of American literature in the middle twentieth century, including Elizabeth Bishop, Frank O'Hara, John Ashbery, Gore Vidal, Allen Ginsberg, Adrienne Rich, James Baldwin, and others. Required texts for purchase: · Oxford Book of American Poetry (978-0195162516) · Riki Wilchins: Queer Theory, Gender Theory (978-1626010895) · Gore Vidal: The City and the Pillar (978-1400030378) · James Baldwin: Giovanni’s Room (978-0345806567) · Leslie Feinberg: Stone Butch Blues (978-1555838539) Course Goals/Learning Objectives (taken from the University of Arizona’s online resources page for Honors English) By the end of this course, students will be able to: Analyze a variety of texts through close reading and critical thinking. Develop strategies for analyzing texts for particular purposes, audiences, and contexts. Compose essays that develop analyses with evidence drawn from the texts. -
Transfeminist Perspectives in and Beyond Transgender and Gender Studies
Transfeminist Perspectives Edited by ANNE ENKE Transfeminist Perspectives in and beyond Transgender and Gender Studies TEMPLE UNIVERSITY PRESS Philadelphia TEMPLE UNIVERSITY PRESS Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2012 by Temple University All rights reserved Published 2012 Library of Congress Cataloging-in-Publication Data Transfeminist perspectives in and beyond transgender and gender studies / edited by Anne Enke. p. cm. Includes bibliographical references and index. ISBN 978-1-4399-0746-7 (cloth : alk. paper) ISBN 978-1-4399-0747-4 (pbk. : alk. paper) ISBN 978-1-4399-0748-1 (e-book) 1. Women’s studies. 2. Feminism. 3. Transgenderism. 4. Transsexualism. I. Enke, Anne, 1964– HQ1180.T72 2012 305.4—dc23 2011043061 Th e paper used in this publication meets the requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992 Printed in the United States of America 2 4 6 8 9 7 5 3 1 Contents Acknowledgments vii Introduction: Transfeminist Perspectives 1 A. Finn Enke Note on Terms and Concepts 16 A. Finn Enke PART I “This Much Knowledge”: Flexible Epistemologies 1 Gender/Sovereignty 23 Vic Muñoz 2 “Do Th ese Earrings Make Me Look Dumb?” Diversity, Privilege, and Heteronormative Perceptions of Competence within the Academy 34 Kate Forbes 3 Trans. Panic. Some Th oughts toward a Th eory of Feminist Fundamentalism 45 Bobby Noble 4 Th e Education of Little Cis: Cisgender and the Discipline of Opposing Bodies 60 A. Finn Enke PART II Categorical Insuffi ciencies and “Impossible People” 5 College Transitions: Recommended Policies for Trans Students and Employees 81 Clark A. -
CNYPC Satellite and Mental Health Unit Listing
CNYPC Satellite and Mental Health Unit Listing Unit Address Unit Phone DOCCS Facility Number Number Albion Albion Satellite Unit (585) 589-5511, (585) 589-5511 Satellite Albion Correctional Facility Ext. 1200 Unit 3595 State School Road Albion, New York 14411 (Level 1) Attica Attica Satellite Unit (585) 591-2000, (585) 591-2000 Satellite Attica Correctional Facility Ext. 1200 Unit P.O. Box 149, 639 Exchange Street Attica, New York 14011 (Level 1) Auburn Auburn Satellite Unit (315) 253-8401, (315) 253-8401 Satellite Auburn Correctional Facility Ext. 1212 Unit Box 618, 135 State Street Auburn, New York 13024 (Level 1) Bedford Bedford Hills Satellite Unit (914) 241-3100, (914) 241-3100 Hills Bedford Hills Correctional Facility Ext. 1200 Satellite 247 Harris Road Unit Bedford Hills, New York 10507 (Level 1) * TBU: Specify Attn: TBU, (914) 241-3100, (914) 241-3100 Otherwise same address Ext. 1203 Clinton Clinton Satellite Unit (518) 492-2678 (518) 492-2511 Satellite Clinton Correctional Facility Unit P.O. Box 2000, 1074 Route 374 Dannemora, New York 12929 (Level 1) Collins Collins Mental Health Unit (716) 532-4588, (716) 532-4588 Mental Collins Correctional Facility Ext. 1201 Health Unit P.O. Box 490, Middle Road Collins, New York 14034 (Level 2) Coxsackie Coxsackie Mental Health Unit (518) 731-6778 (518) 731-2781 Mental Coxsackie Correctional Facility Health Unit Box 200, 11260 Route 9W Coxsackie, New York 12051 (Level 2) Downstate Downstate Satellite Unit (845) 831-5153 (845) 831-6600 Satellite Downstate Correctional Facility Unit 122 Red Schoolhouse Road Fishkill, New York 12524 (Level 1) Eastern Eastern Mental Health Unit (845) 647-8577 (845) 647-7400 Mental Eastern Correctional Facility Health Unit Box 338, 30 Institution Road Napanoch, New York 12458 (Level 2) Edgecombe Edgecombe Mental Health Unit (212) 923-2575, (212) 923-2575 Mental Edgecombe Correctional Facility Ext. -
Prison Schools and the New Vision for Rehabilitation In
“Protect Society and Salvage Men”: Prison Schools and the New Vision for Rehabilitation in New York State in the Progressive Era, 1905-1920 Antonia M. Smith Submitted in partial fulfillment of the Requirements for the degree of Doctor of Philosophy Under the Executive Committee Of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2020 © 2020 Antonia M. Smith All Rights Reserved ABSTRACT “Protect Society and Salvage Men”: Prison Schools and the New Vision for Rehabilitation in New York State in the Progressive Era, 1905-1920 Antonia M. Smith The establishment of schools in prisons was a remarkable innovation in the prison reform movement of the Progressive Era in New York State, and represented a high point of success in the new vision of prisoner rehabilitation. While prison schools provided some support in filling the occupational void in prisoner time after the abolition of the contract labor system in prisons, and some form of social control by incentivizing good behavior, the prison school idea was also a humanitarian endeavor. Schooling was provided without immediate economic benefit to the State through product or labor; it was provided merely for the good of incarcerated men. In this dissertation, I argue that the prison schools, the hiring of professional educators, and the classification of inmates were reforms that, when taken together, formed tangible steps towards organizational, systemic, and policy shifts in prisons that brought to life the goals and aspirations of the prison reformers of the 1870 Congress of the National Prison Association, who envisioned the prison as “one great school” where all aspects of prison life would be subservient to instruction. -
LGBT Rights and HIV/AIDS
The Annual Update of the ACLU’s Nationwide Work on LGBT Rights and HIV/AIDS 2 x 2006 ANNUAL UPDATE ANNUAL UPDATE OF THE ACLU’S NATIONWIDE WORK ON LGBT RIGHTS AND HIV/AIDS ACLU Foundation LESBIAN & GAY RIGHTS AND AIDS PROJECT 125 Broad Street, 18th Floor New York, NY 10004 (212) 549-2627 [email protected] aclu.org/lgbt aclu.org/hivaids Contents PERSPECTIVES DISCRIMINATION 5 LGBT Rights: A Core ACLU Issue 46 Cruel and Unusual 7 70 / 50 / 20 48 Discrimination Docket 10 Memories of the Beginning of the Project TRANSGENDER 11 The ACLU and the Gay Liberation Movement 57 Fit to Serve 14 Founding Supporters 58 Transgender Docket RELATIONSHIPS HIV/AIDS 16 Portraits of Marriage 62 Get Out of Town 20 Relationships Docket 64 HIV/AIDS Docket PARENTING 66 CONTRIBUTORS 28 Foreword to TOO HIGH A PRICE 76 ABOUT US 30 Parenting Docket 78 COOPERATING ATTORNEYS YOUTH & SCHOOLS 36 The Other O.C. 38 Youth & Schools Docket PERSPECTIVES yIn this 1987 photo, ACLU staff and supporters announce the arrival of the new Lesbian and Gay Rights Project at a public demonstration. LGBT Rights: A Core ACLU Issue By Anthony D. Romero, ACLU Executive Director As the essays by Matt Coles, Robert Nakatani, y Anthony D. Romero is the Executive Director of the he fight for LGBT rights is a central ACLU American Civil Liberties Union. concern because the fight for LGBT rights and Nan Hunter that follow show, the ACLU is T is a core civil liberties issue. It’s not about hardly a newcomer to the fight for LGBT rights. -
Curriculum Vita LORRAINE FERTITTA MOLLER, Ph.D. Department of Communication & Theatre Arts John Jay College of Criminal Just
Curriculum Vita LORRAINE FERTITTA MOLLER, Ph.D. Department of Communication & Theatre Arts John Jay College of Criminal Justice CUNY City University of New York 899 Tenth Avenue New York, New York 10019 (212) 237-8320; (914) 275-5963 [email protected] EDUCATION New York University - PHD, Media Ecology, specialization in Speech Communication New York University - MA, Department of Theater Education New York University - BFA., Tisch School of the Arts, Film and Television, Acting/Directing Program ACADEMIC EXPERIENCE Fall of 1999 - to the present. ASSOCIATE PROFESSOR John Jay College of Criminal Justice, Department of Speech and Theatre. Full-time, tenured position teaching Sociodrama I, Acting I & II, Drama in Production, Criminal Justice and the Theatre, Introduction to Theatre, Video Production I & II and Public Speaking (Lucas text). Directed and produced departmental productions, DEN OF THIEVES, THE HIJABI MONOLOGUES, A FEW GOOD MEN, METAMORPHOSES, THE CRUCIBLE, DRACULA, VOIR DIRE and IN THE BLOOD. Audience development: recruitment of high school audiences from 5 boroughs of NYC. Created and developed new courses: Sociodrama I: Fundamentals of Sociodrama; Sociodrama II: a Training Course for Facilitators; and Video Production I and II, courses coordinated with Manhattan Neighborhood Network. Executive Producer for over 20 student films. Served as a member of the Faculty Senate and College Council, Executive College Council, Performing Arts Advisory Council, Departmental P & B, Departmental Curriculum Committee and various sub- committees to develop Departmental Self Study and Five Year Plan. Currently adapting curriculum to meet requirements of Pathways. Co-Chaired Classroom User Committee for Phase II Project for expansion of John Jay campus.