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Politics Indiana
Politics Indiana V15 N1 Thursday, Aug. 7, 2008 Obama-Bayh: The Audition white, the other in complementing blue, and with sleeves B-roll in a Portage diner; rolled up to their elbows, the Obama-Bayh tour of Schoops a brief embrace at Elkhart Hamburgers in Portage was a sight to be seen. And perhaps it will be: all around the country, near By RYAN NEES you soon. PORTAGE - The two of them looked like a ticket In the 1950s-style diner, where the pair moved Wednesday. In red ties, suit jackets in absentia, one in Reading the tea leaves By BRIAN A. HOWEY INDIANAPOLIS - Speaking from behind the tower- ing mugs of Spaten Lager at the Rathskeller on the Eve of Evan Bayh’s Elkhart Audition, Luke Messer posed this question: “What if Evan Bayh doesn’t get it? It could hurt “This election will be a Obama here in Indiana.” I could not dismiss this out of hand referendum on Obama. More or mug. Messer is a former Republican campaigns are lost than won.” state rep and former GOP executive director. Watching the Obama/Bayh - Luke Messer of the Indiana spectacle in its long, long Dog Days se- quence has become an obsession here in McCain campaign the Hoosier state. The reason is simple. If Bayh ascends, it changes the political HOWEY Politics Indiana Page 2 Weekly Briefing on Indiana Politics Thursday, Aug. 7, 2008 landscape here. How dramatic that toiling to make a red state blue this Howey Politics change will be remains to be seen. In fall, he would have to do it this spring. -
ANNUAL REPORT 2007 a Year of Historic Change PAGE 1 the SENTENCING PROJECT ANNUAL REPORT 2007
ANNUAL REPORT 2007 A Year of Historic Change PAGE 1 THE SENTENCING PROJECT ANNUAL REPORT 2007 A YEAR OF HISTORIC CHANGE In 2007 The Sentencing Project took full advantage of the newly emerging bipartisan movement for change occasioned by a renewed focus on evidence-based policies and concern about fiscal realities. Years of organizing by The Sentencing Project and our coalition partners created hope for reform of policies that had been challenged for years with little success. When opportunity knocked, The Sentencing Project was at the door. Historic changes were made to the patently unjust and racially biased federal sentences for crack cocaine offenses, more than twenty years after their adoption. The Sentencing Project has challenged these unfair policies for years with research to highlight the racial disparities produced by the federal mandatory sentences for crack, and the tremendous burden that families from already economically disadvantaged communities experience as a result. Change took place at nearly every point of the system. The U.S. Sentencing Commission lowered the guideline sentences for crack offenses, and subsequently made the change retroactive, making 19,500 people eligible to apply for sentence reductions that are expected to average about two years. The U.S. Supreme Court then ruled that federal judges were permitted to take into account the unfairness of the 100-to-1 quantity ratio for powder vs. crack cocaine when imposing sentences for crack offenses. Reform bills were introduced by Democrats and Republicans in both houses of Congress. The Sentencing Project’s efforts to remove barriers to voting by the more than 5 million people in the United States with felony convictions who are disenfranchised also moved forward. -
Jesse Jackson and the New Civil Rights Movement
Mississippi College Law Review Volume 9 Issue 1 Vol. 9 Iss. 1 Article 8 1989 Jesse Jackson and the New Civil Rights Movement Harold A. McDougall Follow this and additional works at: https://dc.law.mc.edu/lawreview Part of the Law Commons Custom Citation 9 Miss. C. L. Rev. 155 (1988-1989) This Article is brought to you for free and open access by MC Law Digital Commons. It has been accepted for inclusion in Mississippi College Law Review by an authorized editor of MC Law Digital Commons. For more information, please contact [email protected]. JESSE JACKSON AND THE NEW CIVIL RIGHTS MOVEMENT Harold A. McDougall* I. INTRODUCTION Despite great strides by its middle class, black America today is plagued by drugs, homelessness, AIDS, and murder and is at greatest risk from the fallout of a crumbling environment. 1 The old Civil Rights Movement, which focused on anti-discrimination law, is in need of replacement by a strategy which ena- bles African-Americans to struggle over resources in the political arena. The increase in voting in the African-American community, partly a function of the Voting Rights Act and partly a function of the inspiration of Jesse Jackson, has laid the foundation for such a development, as evidenced by the Black Caucus and the Presidential campaign of Reverend Jackson himself. Ironically, the con- frontational style of the old Civil Rights Movement remains one of its strong- est legacies and needs to be revived as part of an overall strategy which includes more genteel maneuvering in the halls of power. -
ABSTRACT Title of Dissertation
ABSTRACT Title of Dissertation: DIFFERENCE AMONGST YOUR OWN: THE LIVED EXPERIENCES OF LOW-INCOME AFRICAN- AMERICAN STUDENTS AND THEIR ENCOUNTERS WITH CLASS WITHIN ELITE HISTORICALLY BLACK COLLEGE (HBCU) ENVIRONMENTS Steve Derrick Mobley, Jr. Doctor of Philosophy, 2015 Dissertation directed by: Professor Noah D. Drezner, Department of Counseling, Higher Education, and Special Education Professor Francine H. Hultgren, Department of Teaching and Learning, Policy and Leadership The subtle and deeply impactful nuances of Black intra-racial social class differences that manifest amongst students who attend historically Black colleges (HBCU) has remained untouched and understudied in higher-education scholarship. In this phenomenological study, I explore how low-income African-American students encounter social class within elite HBCU environments. The men and women in this study graduated between the years of 2001 and 2010. Contemporary HBCU student experiences are underscored and reveal great tension between self, community, and place. The philosophical works of Martin Heidegger, Hans-Georg Gadamer and Edward Casey are joined with the voices of Black scholars including W.E.B. DuBois, Audre Lorde, Frantz Fanon, bell hooks, and Toni Morrison to provide critical context for the phenomenon being studied. Max van Manen’s key phenomenological insights also provide a methodological foundation for the study. My co-researchers encountered significant shifts and evolved within their oppressed identities during their undergraduate years. During their undergraduate years they felt a difference amongst their own that they still reconcile today. The participants within this study endured feelings of alienation, wonder, and even confusion within their distinct higher education environments. This study concludes with phenomenological insights for myriad educational stakeholders that include higher educational researchers, higher education practitioners, families, and students. -
Larouche Youth Join Amelia Boynton Robinson
Click here for Full Issue of EIR Volume 32, Number 11, March 18, 2005 EIRCivil Rights 40TH ANNIVERSARY OF SELMA’S ‘BLOODY SUNDAY’ LaRouche Youth Join Amelia Boynton Robinson by Bonnie James and Katherine Notley On the 40th anniversary of the historic crossing of Edmund 1965 Voting Rights Act was signed. Mr. Boynton died on Pettus Bridge in the Selma-to-Montgomery march for voting May 13, 1963, after suffering a series of strokes brought on rights, one of the movement’s great heroines, Amelia by the relentless threats to his and his family’s lives, to stop Boynton Robinson, invited four representatives of the him from organizing, as Mrs. Robinson describes in the inter- LaRouche Youth Movement to join her in Selma, Alabama view below, “for the ballot and the buck”—to secure voting to participate. The annual “Bridge Crossing Jubilee” to com- rights and economic independence for the county’s black citi- memorate “Bloody Sunday” on March 7, 1965, when state zens, many of them sharecroppers kept in a condition of vir- troopers attacked the demonstrators attempting to march tual slavery. His last words to his wife Amelia, were to ensure from Selma to the state capital in Montgomery, giving the that every African-American in Dallas County was registered date its infamous name, was hosted on March 3-6 by the to vote. National Voting Rights Museum in Selma, and culminated The LYM organizers joined Mrs. Robinson for a TV inter- on Sunday, March 6, with a re-enactment of the bridge view, in she which recounted her experiences in the voting crossing. -
African-Americans, American Jews, and the Church-State Relationship
Catholic University Law Review Volume 43 Issue 1 Fall 1993 Article 4 1993 Ironic Encounter: African-Americans, American Jews, and the Church-State Relationship Dena S. Davis Follow this and additional works at: https://scholarship.law.edu/lawreview Recommended Citation Dena S. Davis, Ironic Encounter: African-Americans, American Jews, and the Church-State Relationship, 43 Cath. U. L. Rev. 109 (1994). Available at: https://scholarship.law.edu/lawreview/vol43/iss1/4 This Essay is brought to you for free and open access by CUA Law Scholarship Repository. It has been accepted for inclusion in Catholic University Law Review by an authorized editor of CUA Law Scholarship Repository. For more information, please contact [email protected]. IRONIC ENCOUNTER: AFRICAN-AMERICANS, AMERICAN JEWS, AND THE CHURCH- STATE RELATIONSHIP Dena S. Davis* I. INTRODUCTION This Essay examines a paradox in contemporary American society. Jewish voters are overwhelmingly liberal and much more likely than non- Jewish white voters to support an African-American candidate., Jewish voters also staunchly support the greatest possible separation of church * Assistant Professor, Cleveland-Marshall College of Law. For critical readings of earlier drafts of this Essay, the author is indebted to Erwin Chemerinsky, Stephen W. Gard, Roger D. Hatch, Stephan Landsman, and Peter Paris. For assistance with resources, the author obtained invaluable help from Michelle Ainish at the Blaustein Library of the American Jewish Committee, Joyce Baugh, Steven Cohen, Roger D. Hatch, and especially her research assistant, Christopher Janezic. This work was supported by a grant from the Cleveland-Marshall Fund. 1. In the 1982 California gubernatorial election, Jewish voters gave the African- American candidate, Tom Bradley, 75% of their vote; Jews were second only to African- Americans in their support for Bradley, exceeding even Hispanics, while the majority of the white vote went for the white Republican candidate, George Deukmejian. -
And “KUMBAYA” IS NOT OUR NATIONAL ANTHEM
“THE BULLY’S PULPIT” and “KUMBAYA” IS NOT OUR NATIONAL ANTHEM I have no way of knowing all the facts regarding the New Jersey scandal swirling around Gov. Chris Christie, but I certainly have my suspicions. As the story goes, in retaliation for Fort Lee’s Mayor Mark Sokolich’s refusal to support Christie in his bid for re-election, Christie’s deputy chief of staff Bridget Anne Kelly ordered several lanes of the George Washington Bridge shut down, allegedly for the sake of a traffic study. In his defense, Christie insisted he knew nothing about it, claiming that Ms. Kelly betrayed his trust. That would be easier to swallow if we hadn’t lived through several years of Barack Obama insisting that he knew nothing about his own various scandals until he read about them in a newspaper. Would Christie have us believe that during the four days of lane closures, and the thousands of calls his office must have received, he never once bothered looking into it? We’re not children. We all know that the boss creates the atmosphere in which his underlings exist. The boss needn’t risk leaving a paper trail, he only has to make his feelings known. In his press conference, Christie defended himself by stating, “I am not a bully.” An unfortunate choice of words. For one thing, it reminded a lot of people of Nixon’s “I am not a crook.” For another, only bullies ever have reason to deny being one. And, finally, Christie’s political appeal is that he is a bully who doesn’t suffer fools or unions gladly. -
The Influence of Rev. Jesse Jackson's Candidacy for President on Pluralistic Politics: Implications for Community Action
The Journal of Sociology & Social Welfare Volume 13 Issue 3 September Article 12 September 1986 The Influence of Rev. Jesse Jackson's Candidacy for President on Pluralistic Politics: Implications for Community Action James Craigen Howard University Follow this and additional works at: https://scholarworks.wmich.edu/jssw Part of the American Politics Commons, and the Social Work Commons Recommended Citation Craigen, James (1986) "The Influence of Rev. Jesse Jackson's Candidacy for President on Pluralistic Politics: Implications for Community Action," The Journal of Sociology & Social Welfare: Vol. 13 : Iss. 3 , Article 12. Available at: https://scholarworks.wmich.edu/jssw/vol13/iss3/12 This Article is brought to you by the Western Michigan University School of Social Work. For more information, please contact [email protected]. The Influence Of Rev. Jesse Jackson's Candidacy For President On Pluralistic Politics: Implications For Community Action By James Craigen Howard University School of Social Work INTRODUCT ION This essay addresses the significant changes in power relationships brought about by the candidacy of the Reverend Jesse Louis Jackson for President of the United States. Specifically, itwill attempt to focus on themes or issues reflecting the impact of his entry into the contest for the Democratic nomination as a viable Black candidate in November 1983, and the consequent re- definition of power relationships which occurred not only within the Democratic Party, but between Blacks and Whites, Blacks and Jews, Black elected and appointed officials, and his effort on relative deprivation among the people in the Rainbow coalition that he represented. Therefore, issues of racism, coalition building, networking (specifically, within the Black church), leverage, pluralistic politics, and the role of the media in im- age-making and image-breaking will be touched upon. -
October 2019
Volume 16, Issue 2 14510 North Cheshire Street, Burtion Ohio October 2019 Spooky Page 2- A Comedic Murder? Page 7- The Ultimate Battle Between Villains Page 3- The Man, the Myth, the Murderer Page 8- A Classic Haunted Story Page 4- The Dogpound Hype Page 9- What Are Your Teachers’ Costumes? Page 5- Dancing With the Makeup Brush Page 10- Racing Around the Mario Kart Hype Page 6- Confronting the Costume Conflict Page 11- Creative Corner 2 Upcoming Functions October 2019 Berkshire thespians present... “The Games Afoot” by Kelsey Adams, BP Staff Writer The 2019 fall play has been announced, casted and blood, you’re kept wondering the truth all throughout. rehearsals are underway. Our set is in its infancy, and Cast and crew are left with a little under a month to so are our actors. Featuring a small cast of just eight fully master lines, and complete the detailed set. The people, three are in Junior High. Aiden Kronk, Mia crew is being led by Andrew Young, our one and only Pirichy (8th) and Haiden Welling, (7th) are all fairly senior, in construction, Dani Zilka (11th) in sound and fresh on the scene of drama, con- lighting, and finally, myself, Kelsey sidering Mia and Haiden’s roles as Adams (10th) as stage manager. munchkins in the previous spring While excitement is building, lack musical, The Wizard of Oz. Two of energy is unavoidable, Andrew is high school aged actors brand new often quoted as grumbling “Stupid to the spotlight are Gennah Brown youngins”’ or “Don’t touch my wood (11th) and Emily Seamon (11th). -
Civil Rights Done Right a Tool for Teaching the Movement TEACHING TOLERANCE
Civil Rights Done Right A Tool for Teaching the Movement 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 Coverage 7 Essential Content Coverage Sample 8 Essential Content Areas 9 Essential Content Checklist 10 Essential Content Suggestions 12 STEP THREE The "How" of Teaching the Movement 14 Implementing the Five Essential Practices 15 Implementing the Five Essential Practices Sample 16 Essential Practices Checklist 17 STEP FOUR Planning for Teaching the Movement 18 Instructional Matrix, Section 1 19 Instructional Matrix, Section 1 Sample 23 Instructional Matrix, Section 2 27 Instructional Matrix, Section 2 Sample 30 STEP FIVE Teaching the Movement 33 Post-Teaching Reflection 34 Quick Reference Guide 35 © 2016 Teaching Tolerance CIVIL RIGHTS DONE RIGHT // 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. -
War in Western Sahara
News Report --.SUMMER..li79 t ~·llr.l'T'N srqr. tlf..... "IV_E_R~:-,ry-· ~ ~ L~-- C E-=~ t \ 'l::~:~ !~J ( . - ti 1979 The Black American Lobby for Africa and The Caribbean WAR IN WESTERN SAHARA Pressed to the wall in her military struggle King Hassan II of Morocco is mounting a last and encourage King Hassan to negotiate an end against POLISARIO guerillas in Western Sahara, ditch campaign for increased U.S. military sup to the war "through the exercise of genuine self the conservative government of Morocco is peti port to sustain his failing army. Despite existing determination on the part of the Sharaoui tioning the Carter Administration to lift restric restrictions, in February of this year the State people." tions on military sales. Department quietly approved the sale of a half Mrs. Collins' view enjoys support from all in Sandwiched from the north and south by dozen Chinook CH-47 helicopters to Morocco. terested parties save Morocco. The United Na Morocco and Mauritania along the northwest This brought Morocco purchases of American tions has resolved that the Saharan people have coastal corner of Africa, the Western Sahara was arms over the last four years to almost half a a right to self-determination. Spain has endorsed annexed by the neighboring two states following billion dollars. the U. N. resolutions. So now does vacating colonial Spain's departure from the 154,400 Recalling in a letter last November to Presi Mauritania. In July, the Organization of African square miles of desert territory in 1975. Since dent Carter a 1960 agreement with Morocco Unity passed a resolution supporting a self annexation, the POLISARO Front, representing which limits the use of American weapons to the determination referendum for the former the 80,000 inhabitants of Western Sahara, has defense of the Kingdom of Morocco itself not in Spanish colony. -
BCSI Program Guide 1.0 | 1
Preface to the Scope and Sequence: The following pages outline the Barney Charter School Initiative’s Scope and Sequence for each of the major subjects from Kindergarten through 12th grade. Portions of this work are based on the Core Knowledge® Sequence, an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. The BCSI Scope and Sequence differs most significantly from the Core Knowledge Sequence in Literacy, Grammar, and Math, though changes are not limited to these subjects. In Literacy the BCSI Scope and Sequence is based on the Riggs Institute’s Writing and Spelling Road to Reading and Thinking as supplemented and modified by Access Literacy, LLC. In Grammar and Math, the BCSI Scope and sequence is based, respectively, on the Well-Ordered Language series and curriculum from Singapore Math. The Barney Charter School Initiative has provided a scope and sequence for Latin from grades 6-9 and for all required subjects in grades 9-12. The BCSI Scope and Sequence includes resource recommendations for teachers to pair with the listed subject matter. In Mathematics, Literature, Literacy, and Grammar, these resources are directly paired to the scope and sequence items, and fidelity to the curriculum requires that these resources be followed quite closely. In Science, History, Visual Arts, and Music, however, these resources should be viewed as aids to teaching the curriculum, but not as the curriculum itself. Teachers need not employ all of a given science textbook, for example, and fidelity to the curriculum requires that teachers of these subjects use discretion to teach each topic from the BCSI Scope and Sequence using the best available resources appropriate to students’ grade level.