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Orleans Parish Hazard Mitigation Plan
Hazard Mitigation Plan City of New Orleans Office of Homeland Security and Emergency Preparedness January 7, 2021 1300 Perdido Street, Suite 9W03 (504) 658-8740 ready.nola.gov/hazard-mitigation DRAFT – January 7, 2020 1 Table of Contents Section 1: Introduction ................................................................................................................... 9 1.1 New Orleans Community Profile ...................................................................................................... 11 1.1.1 Location ..................................................................................................................................... 11 1.1.2 History of Orleans Parish ........................................................................................................... 12 1.1.3 Climate ....................................................................................................................................... 14 1.1.4 Transportation ............................................................................................................................ 15 1.1.5 Community Assets ..................................................................................................................... 17 1.1.6 Land Use and Zoning ................................................................................................................. 18 1.1.7 Population .................................................................................................................................. 24 1.1.8 -
Language Attitudes Towards Canadian French and English, 1691-1902: the Emergence of the Canadian Voices
Language Attitudes towards Canadian French and English, 1691-1902: The Emergence of the Canadian Voices by Beau Brock A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy in French Linguistics Department of French Studies University of Toronto © Copyright by Beau Brock 2014 Language Attitudes towards Canadian French and English, 1691- 1902: The Emergence of the Canadian Voices Beau Brock Doctor of Philosophy in French Linguistics Department of French Studies University of Toronto 2014 Abstract This dissertation examines the origins and development of attitudes (in the guise of beliefs and stereotypes) towards Canadian French and Canadian English during the 18th and 19th centuries, as expressed primarily by foreign travellers to North America. By conducting a comparative study of these two languages, I aim to build a bridge between French Canadian studies on Canadian French, and Anglophone Canadian studies on Canadian English, two fields which have historically been distinct and separate. The time period studies (1691-1902) is marked by major political and social change, including the English Conquest, the creation of Upper and Lower Canada (and later the United Province of Canada), and the Dominion, all of which had major, lasting effects on the development and status of both languages. In order to study the evolution of language attitudes during this period, I employed content analysis on the metalinguistic and cultural commentary in a wide variety of texts, including travel journals, scholarly and newspaper articles, monographs, and prescriptive texts, written in French and English. My analysis has shown that British commentators were the most critical of both languages (and peoples), and relied almost entirely on beliefs and stereotypes rather than empirical evidence to ii support their claims. -
Louisiana and New Orleans During Reconstruction 2
The Historic New Orleans Louisiana and Collection New Orleans MUSEUM • RESEARCH CENTER • PUBLISHER During Reconstruction u u u u u u u u u u u u u u u u u o o o o o o o o o o u u u u u u u u u u u u u u u u u o o o o o o o o o o u u u u u u u u u u u u u u u u u o o o o o o o o o o u u u u u u u u u u u u u u u u u o o o o o o o o o o u u u u u u u u u u u u u u u u u Teacher’s guide: grade levels 7–12 Number of class periods: 4–6 Copyright © 2017 The Historic New Orleans Collection; copyright © 2017 The Gilder Lehrman Institute of American History All rights reserved Copyright © 2016 The Historic New Orleans Collection | www.hnoc.org | Copyright © 2016 The Gilder Lehrman Institute of American History | www.gilderlehrman.org Louisiana and New Orleans During Reconstruction 2 Louisiana and New Orleans During Reconstruction Teacher’s guide: grade levels 7–12 Number of class periods: 4–6 What’s Inside Lesson One....p. 4 Lesson Two....p. 15 Lesson Three....p. 27 Lesson Four....p. 40 Common Core State Standards CCSS.ELA-LITERACY.RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. -
Black Agency and the Great Migration in Louisiana, 1890 - 1939
University of New Orleans ScholarWorks@UNO Senior Honors Theses Undergraduate Showcase 5-2018 The Power of Leaving: Black Agency and the Great Migration in Louisiana, 1890 - 1939 M. Kay Brown University of New Orleans Follow this and additional works at: https://scholarworks.uno.edu/honors_theses Part of the United States History Commons Recommended Citation Brown, M. Kay, "The Power of Leaving: Black Agency and the Great Migration in Louisiana, 1890 - 1939" (2018). Senior Honors Theses. 102. https://scholarworks.uno.edu/honors_theses/102 This Honors Thesis-Unrestricted is protected by copyright and/or related rights. It has been brought to you by ScholarWorks@UNO with permission from the rights-holder(s). You are free to use this Honors Thesis-Unrestricted in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/or on the work itself. This Honors Thesis-Unrestricted has been accepted for inclusion in Senior Honors Theses by an authorized administrator of ScholarWorks@UNO. For more information, please contact [email protected]. The Power of Leaving: Black Agency and the Great Migration in Louisiana, 1890 - 1939 An Honors Thesis Presented to the Department of History of the University of New Orleans In Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts with Honors in History by M. Kay Brown May 2018 Brown ii Acknowledgments This undergraduate Honors thesis is dedicated to Louie B. -
Street Renaming Commission
NEW ORLEANS CITY COUNCIL STREET RENAMING COMMISSION FINAL REPORT March 1, 2021 FINAL REPORT MARCH 1, 2021 1 Table of Contents Executive Summary 02 Letter from the Chair 04 Introduction 05 New Orleans City Council Approved Motion 06 M-20-170 and Commission Charge City Council Streets Renaming Commission 07 Working Group Policy Impacting Naming and Removal of 10 Assets Assets: Defined and Prioritized 13 Summary of Engagement Activities (Voices 14 from New Orleans Residents) City Council Street Renaming Commission 22 Final Recommendations Appendix / Reference Materials 38 Commission Meeting Public Comments 42 Website Public Comments 166 NEW ORLEANS CITY COUNCIL STREET RENAMING COMMISSION 2 EXECUTIVE SUMMARY On June 18, 2020, the New Orleans City Council unanimously voted to establish the City Council Street Renaming Commission (CCSRC) as an advisory committee to run a public process for making recommendations to rename streets, parks, and places in New Orleans that honor white supremacists. The CCSRC is composed of nine total members, with one appointed by each Councilmember with a formal or informal background of the history and geography of New Orleans. Mayor LaToya Cantrell and the City Planning Commission appointed the remaining two members. The Commission was charged with several key responsibilities, which included conducting a thorough research and public engagement process to develop a comprehensive set of renaming recommendations for streets, parks, and places across the city. In the course of auditing the list of City streets beyond those initially identified by the New Orleans Public Library, the Commission consulted a panel of experts to provide an additional set of names, which was used to formulate the recommendations listed in this report. -
United States V. State of Louisiana, 225 F. Supp. 353 (E.D. La. 1963) :: Justia
7/22/2019 United States v. State of Louisiana, 225 F. Supp. 353 (E.D. La. 1963) :: Justia United States v. State of Louisiana, 225 F. Supp. 353 (E.D. La. 1963) US District Court for the Eastern District of Louisiana - 225 F. Supp. 353 (E.D. La. 1963) December 31, 1963 225 F. Supp. 353 (1963) UNITED STATES of America, Plaintiff, v. STATE OF LOUISIANA, Jimmie H. Davis, C. C. Aycock, J. Thomas Jewel, as Members of the Board of Registration of the State of Louisiana, and Hugh E. Cutrer, Jr., Director and ex officio Secretary of the Board of Registration of the State of Louisiana, Defendants. Civ. A. No. 2548. United States District Court E. D. Louisiana, Baton Rouge Division. November 27, 1963. Dissenting Opinion December 31, 1963. *354 *355 Robert F. Kennedy, Burke Marshall, Washington, D. C., Louis Lacour, New Orleans, La., John Doar, Washington, D. C., for plaintiff. Jack P. F. Gremillion, Carroll Buck, Harry J. Kron, Jr., Baton Rouge, La., Henry Roberts, Jr., Weldon Cousins, John Jackson, New Orleans, La., Thomas W. McFerrin, Baton Rouge, https://law.justia.com/cases/federal/district-courts/FSupp/225/353/1872222/ 1/74 7/22/2019 United States v. State of Louisiana, 225 F. Supp. 353 (E.D. La. 1963) :: Justia La., for defendants. Before WISDOM, Circuit Judge, and CHRISTENBERRY and WEST, District Judges. WISDOM, Circuit Judge. A wall stands in Louisiana between registered voters and unregistered, eligible Negro voters. The wall is the State constitutional requirement that an applicant for registration "understand and give a reasonable interpretation of any section" of the Constitutions of Louisiana or of the United States. -
Attacking Jim Crow: Black Activism in New Orleans 1925-1941
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2009 Attacking Jim Crow: black activism in New Orleans 1925-1941 Sharlene Sinegal DeCuir Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the History Commons Recommended Citation DeCuir, Sharlene Sinegal, "Attacking Jim Crow: black activism in New Orleans 1925-1941" (2009). LSU Doctoral Dissertations. 1869. https://digitalcommons.lsu.edu/gradschool_dissertations/1869 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. ATTACKING JIM CROW: BLACK ACTIVISM IN NEW ORLEANS, 1925-1941 A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agriculture and Mechanical College In partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of History by Sharlene Sinegal DeCuir B.A., Xavier University, New Orleans, 1999 M.A., Louisiana State University, 2001 May 2009 Acknowledgements I received a tremendous amount of support in writing this dissertation. The staff of the following research facilities were very helpful, often offering knowledge of my subject: the Amistad Research Center, University of New Orleans Special Collections, and New Orleans Public Library Louisiana Division: City Archives & Special Collections. Many people assisted me in my project. My advisor Dr. Gaines Foster gave me a great deal of critical encouragement and support at various stages of my work. -
Playing at a Location Near You
Playing at a Location Near You Hillsdale College Hillsdale College, founded by Freewill Baptists as Michigan Central College in Spring Arbor, Michigan, began classes in December of 1844. The college later moved to Hillsdale, Michigan in 1853 and assumed its current name. As stated in the Preamble to its Articles of Incorporation, the College undertakes its work "…grateful to God for the inestimable blessings resulting from the prevalence of civil and religious liberty and intelligent piety in the land, and believing that the diffusion of sound learning is essential to the perpetuity of these blessings…." Though it was established by Freewill Baptists, the College has been officially non- denominational since its inception. Like the American Founders, the College emphasizes the importance of the common moral truths that bind all Americans, while recognizing the importance of religion for the maintenance of a free society. One of only 119 American colleges awarding four-year liberal arts degrees in 1850, Hillsdale was the first American college to prohibit in its charter all discrimination based on race, religion, or sex. That is, Hillsdale was the first American college to be chartered on the principle of nondiscrimination. Hillsdale's Founders shared a devotion to the principle of equality with the Founders of America who had declared in 1776 that "all men are created equal." Because of its dedication to the principle of equality, Hillsdale became an early force for the abolition of slavery and for the education of black students; in fact, blacks were admitted immediately after the 1844 founding. The College became the second in the nation to grant four-year liberal arts degrees to women. -
1 FINAL REPORT Panel of Experts, New Orleans City Council Street
FINAL REPORT Panel of Experts, New Orleans City Council Street Renaming Commission Preamble How do we do justice to the centuries of history that have unfolded on these 350 square miles of land surrounding the Mississippi River? What is the relationship between this diverse history, its reflection in our city’s officially named spaces and places, and the values we strive to enact as a community? This report, prepared with the input of more than forty of the city’s leading scholars and writers, themselves drawing on more than a century of the most cutting-edge historical and cultural interpretation, offers no definitive answers to these questions. We have been guided throughout though by the conviction that asking these questions, developing a collaborative process, telling the multitudinous stories contained in this report, and reconsecrating some of the spaces in this city is an imperative as New Orleans enters its fourth century of existence as a city. The collective 111 suggestions for renaming streets and parks below makes no claim toward being a definitive history of the city. For every musical innovator like Jelly Roll Morton, Mahalia Jackson, or Mac Rebennack included there is a Bunk Johnson, Emma Jackson, Ernie K-Doe and countless others who have been left out. The four individuals included who fled the men who owned them as slaves near present-day Lakeview are but four of the thousands in this city’s history whose collective individual actions over centuries forced a reluctant nation to finally begin to live up to its highest ideals. The rolls of the First Louisiana Native Guard of the U.S. -
Straddling the Color Line: Social and Political Power of African American Elites in Charleston, New Orleans, and Cleveland, 1880-1920
Straddling the Color Line: Social and Political Power of African American Elites in Charleston, New Orleans, and Cleveland, 1880-1920 A dissertation submitted to Kent State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy by Kim M. Carey May, 2013 Dissertation written by Kim M. Carey B.S.S., Ohio University 1999 M.A., Cleveland State University, 2002 M.L.I.S., Kent State University, 2003 Ph.D., Kent State university, 2013 Approved by Dr. Elizabeth M. Smith-Pryor, Associate Chair, Doctoral Dissertation Professor Committee Members, Doctoral Dissertation Committee Dr. Leonne Hudson, Associate Professor Dr. Willie Harrell, Associate Professor Dr. Karen Sotiropoulos, Associate Professor Dr. Carla Goar, Associate Professor Accepted by Dr. Kenneth Bindas Chair, Department of History Dr. Raymond Craig Associate Dean, College of Arts and Sciences ii Acknowledgements This dissertation first began to take shape during my first semester of graduate school. The more I read about African American elites, the more I began to question the idea that they were powerless in a white dominated society. Although it was true that the vast majority of African Americans had very little control over the circumstances of their lives, the same was true for the vast majority of poor and immigrant white people during the last decades of the 1800s. I was encouraged by several professors to explore my questions in greater depth during my masters program as well as my doctoral studies. The result was this final academic project that answered some questions, but which provided so many more. I will always be grateful to Dr. -
African American Experience in Louisiana Historic Context for The
The African American Experience in Louisiana Prepared for: State of Louisiana Department of Culture, Recreation and Tourism Office of Cultural Development Division of Historic Preservation Prepared by: Laura Ewen Blokker Southeast Preservation Greensburg, Louisiana [email protected] May 15, 2012 On the cover: (Clockwise from top left to center) Slave quarters, Evergreen Plantation, Wallace, St. John the Baptist Parish; Antioch Baptist Church, Shreveport, Caddo Parish; Dorseyville School with St. John Baptist Church in background, Dorseyville, Iberville Parish; Star Cemetery, Shreveport, Caddo Parish; S. W. Green House, New Orleans, Orleans Parish; Prince Hall Masonic Temple, Baton Rouge, East Baton Rouge Parish; Freetown, St. James Parish; A. P. Tureaud House, New Orleans, Orleans Parish; J. S. McGehee Lodge # 54, St. Francisville vicinity, West Feliciana Parish; Southern University, Baton Rouge, East Baton Rouge Parish. Photographs of A. P. Tureaud House and S. W. Green House in New Orleans by Charles Lesher. All other photographs by Laura Ewen Blokker. TABLE OF CONTENTS Executive Summary/ Statement of Historic Context …………………………………………..…1 Background History and Development Birth of a Creole Culture: People of African Descent in French and Spanish Colonial Louisiana, 1699-1802……………………………………………………………………..4 Diminishing Liberties and Growing Tensions: African Americans in the American Territorial Period and Antebellum Statehood, 1803-1861……………………………….10 Uneasy Alliances and the Attainment of Freedom: The African American Experience -
Without Consent an Analysis of Student Directory Information Practices in U.S
Without Consent An analysis of student directory information practices in U.S. schools, and impacts on privacy by Pam Dixon data visualization: John Emerson editing: Robert Gellman embargoed draft Without Consent: An analysis of student directory information practices in U.S. schools, and impacts on privacy World Privacy Forum www.worldprivacyforum.org © Copyright 2020 Pam Dixon, Author; Robert Gellman, Editor Cover and design by John Emerson All rights reserved. EBook/Digital: ISBN: 978-0-9914500-1-5 Publication Date: April 2020 Nothing in this material constitutes legal advice. Brief Summary of Report If data is the new oil, then student data is among the most desirable data wells of all. While some states have enacted laws to better protect students and their privacy, policymakers have left a formidable front door open: that is, the ability for detailed student information to be made public by schools un- der an exemption in the federal student privacy law, the Family Educational Rights and Privacy Act. This exemption is called the Directory Information exemption. When schools choose to, they can designate certain student information of their choice to be made public without prior consent. This information becomes directory information. To provide a balance, Congress provided a right that stu- dents and parents can restrict unconsented public disclosure of their directory information. Eligible students can place this restriction on their directory information by submitting an opt out request at the school. Parents or guardians of students under 18 will have to place the restriction for the student. This right to restrict disclosure is an essential one, but students, parents and others may not be aware of the importance and profound privacy impact of this information.