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Wavelength (February 1983)
University of New Orleans ScholarWorks@UNO Wavelength Midlo Center for New Orleans Studies 2-1983 Wavelength (February 1983) Connie Atkinson University of New Orleans Follow this and additional works at: https://scholarworks.uno.edu/wavelength Recommended Citation Wavelength (February 1983) 28 https://scholarworks.uno.edu/wavelength/28 This Book is brought to you for free and open access by the Midlo Center for New Orleans Studies at ScholarWorks@UNO. It has been accepted for inclusion in Wavelength by an authorized administrator of ScholarWorks@UNO. For more information, please contact [email protected]. ... ,.. i .,. #pf r f~ ~ I ~ t J t .. ~ • '~ -- •-- .. I ' I . r : • 1 ,, ' ,,. .t, '~'. • .·' f I .. ""' - • ,, ' ' 4. ,I • , /rl. • 4 . • .•, .' ./j ·. ~ f/ I. • t • New Orleans is a live! A day and night kaleido scope of the gaud y, raucous, erotic and exotic Mardi Gras, Steamboats, Parades, Seafood, Jazz and the French Quarter. Discover it all in the award-winning books Mardi Gras! A Celebration and New Orleans: The Passing Parade. Brilliant color photographs by Mitchel L. Osborne are complimented by delightful and informative texts. A vail able in fine bookstores or order directly from Picayune Press, Ltd .: Mardi Gras!: A C!oth $29.95, Paper$15.95 · New Orleans: The Passing Parade: 326 Picayune Place # 200 New Orleans, LA 70130 Paper $14.95 Postage and Handhng $1.50 • LA res1dents add 3% tax • V1sa & Mastercharge accepted. ' ISSUE NO. 28 • FEBRUARY 1983 "I'm not sure, but I'm almost positive, rhar all music came from New Orleans. " Ernie K-Doe, 1979 Available in American Oak, American Walnut, Teak, Mahogany and White Features Melamine at no change In cost. -
FALCON V, LLC, Et Al.,1 DEBTORS. CASE NO. 19-10547 CHAPT
Case 19-10547 Doc 103 Filed 05/21/19 Entered 05/21/19 08:56:32 Page 1 of 13 UNITED STATES BANKRUPTCY COURT MIDDLE DISTRICT OF LOUISIANA IN RE: CASE NO. 19-10547 FALCON V, L.L.C., et al.,1 CHAPTER 11 DEBTORS. (JOINTLY ADMINISTERED) ORDER APPROVING FALCON V, L.L.C.'S ACQUISITION OF ANADARKO E&P ONSHORE LLC’S INTEREST IN CERTAIN OIL, GAS AND MINERAL INTERESTS Considering the motion of the debtors-in-possession, Falcon V, L.L.C., (“Falcon”) for an order authorizing Falcon’s acquisition of the interest of Anadarko E&P Onshore LLC (“Anadarko”) in certain oil, gas and mineral leases (P-13), the evidence admitted and argument of counsel at a May 14, 2019 hearing, the record of the case and applicable law, IT IS ORDERED that the Debtors are authorized to take all actions necessary to consummate the March 1, 2019 Partial Assignment of Oil, Gas and Mineral Leases (the “Assignment”) by which Anadarko agreed to assign its right, title and interest in and to certain oil, gas and mineral leases in the Port Hudson Field, including the Letter Agreement between Falcon and Anadarko attached to this order as Exhibit 1. IT IS FURTHERED ORDERED that notwithstanding anything to the contrary in this order, the relief granted in this order and any payment to be made hereunder shall be subject to the terms of this court's orders authorizing debtor-in-possession financing and/or granting the use of cash collateral in these chapter 11 cases (including with respect to any budgets governing or related to such use), and the terms of such financing and/or cash collateral orders shall control if 1 The Debtors and the last four digits of their respective taxpayer identification numbers are Falcon V, L.L.C. -
HOUSE JOINT RESOLUTION 587 by Matheny a RESOLUTION to Honor Frederick Douglass for His Legacy of Advancing and Protecting Civi
HOUSE JOINT RESOLUTION 587 By Matheny A RESOLUTION to honor Frederick Douglass for his legacy of advancing and protecting civil rights. WHEREAS, Frederick Douglass was born Frederick Augustus Washington Bailey near Easton, Maryland, in February of 1818, and lived the first twenty years of his life as a slave before escaping to freedom in 1838 through the Underground Railroad; and; WHEREAS, with the assistance of abolitionists, he resettled in New Bedford, Massachusetts and changed his name to avoid recapture by fugitive slave bounty hunters; he thus began a new life as Frederick Douglass and worked tirelessly to help other slaves flee north through the Underground Railroad; and WHEREAS, Frederick Douglass, who had no formal education and taught himself to read and write, would go on to become one of the Nation’s leading abolitionists; his seminal autobiographical work, Narrative of the Life of Frederick Douglass, an American Slave, explained with unsurpassed eloquence and detail how slavery corrupts the human spirit and robs both master and slave of their freedom; and WHEREAS, Frederick Douglass was not only prominent as an uncompromising abolitionist, but he also defended women’s rights; and WHEREAS, Frederick Douglass, through his writings, lectures, speeches, activism, and relationship with President Abraham Lincoln helped the Nation summon the will to accept civil war as the price to abolish slavery and emancipate millions from bondage; and WHEREAS, Frederick Douglass was a strong advocate for African American service in the Civil -
The Freedmen'sbureau's Judicial
Louisiana Law Review Volume 79 Number 1 The Fourteenth Amendment: 150 Years Later Article 6 A Symposium of the Louisiana Law Review Fall 2018 1-24-2019 “To This Tribunal the Freedman Has Turned”: The Freedmen’sBureau’s Judicial Powers and the Origins of the FourteenthAmendment Hon. Bernice B. Donald Pablo J. Davis Follow this and additional works at: https://digitalcommons.law.lsu.edu/lalrev Part of the Law Commons Repository Citation Hon. Bernice B. Donald and Pablo J. Davis, “To This Tribunal the Freedman Has Turned”: The Freedmen’sBureau’s Judicial Powers and the Origins of the FourteenthAmendment, 79 La. L. Rev. (2019) Available at: https://digitalcommons.law.lsu.edu/lalrev/vol79/iss1/6 This Article is brought to you for free and open access by the Law Reviews and Journals at LSU Law Digital Commons. It has been accepted for inclusion in Louisiana Law Review by an authorized editor of LSU Law Digital Commons. For more information, please contact [email protected]. “To This Tribunal the Freedman Has Turned”: The Freedmen’s Bureau’s Judicial Powers and the Origins of the Fourteenth Amendment Hon. Bernice B. Donald* and Pablo J. Davis** TABLE OF CONTENTS Introduction ...................................................................................... 2 I. Wartime Genesis of the Bureau ....................................................... 5 A. Forerunners ................................................................................ 6 B. Creation of the Bureau ............................................................... 9 II. The Bureau’s Original Judicial Powers .......................................... 13 A. Judicial Powers Under the First Freedmen’s Bureau Act ............................................................................... 13 B. Cession and Reassertion of Jurisdiction .................................. 18 III. The Battle Over the Second Freedmen’s Bureau Act .................... 20 A. Challenges to the Bureau’s Judicial Powers ............................ 20 B. -
Underground Railroad Byway Delaware
Harriet Tubman Underground Railroad Byway Delaware Chapter 3.0 Intrinsic Resource Assessment The following Intrinsic Resource Assessment chapter outlines the intrinsic resources found along the corridor. The National Scenic Byway Program defines an intrinsic resource as the cultural, historical, archeological, recreational, natural or scenic qualities or values along a roadway that are necessary for designation as a Scenic Byway. Intrinsic resources are features considered significant, exceptional and distinctive by a community and are recognized and expressed by that community in its comprehensive plan to be of local, regional, statewide or national significance and worthy of preservation and management (60 FR 26759). Nationally significant resources are those that tend to draw travelers or visitors from regions throughout the United States. National Scenic Byway CMP Point #2 An assessment of the intrinsic qualities and their context (the areas surrounding the intrinsic resources). The Harriet Tubman Underground Railroad Byway offers travelers a significant amount of Historical and Cultural resources; therefore, this CMP is focused mainly on these resource categories. The additional resource categories are not ignored in this CMP; they are however, not at the same level of significance or concentration along the corridor as the Historical and Cultural resources. The resources represented in the following chapter provide direct relationships to the corridor story and are therefore presented in this chapter. A map of the entire corridor with all of the intrinsic resources displayed can be found on Figure 6. Figures 7 through 10 provide detailed maps of the four (4) corridors segments, with the intrinsic resources highlighted. This Intrinsic Resource Assessment is organized in a manner that presents the Primary (or most significant resources) first, followed by the Secondary resources. -
African-American Integration During Reconstruction Jeremy Henderson Center for Creative Arts Chattanooga, Tennessee
“Do Nothing with Us!” African-American Integration during Reconstruction Jeremy Henderson Center for Creative Arts Chattanooga, Tennessee This module was developed and utilized in an eighth-grade American history class in order to meet state U.S. history standards on slavery and Reconstruction. However, the module is applicable to middle and high school American history courses elsewhere. The inspiration for this module comes from a lecture by Peter Myers titled “Frederick Douglass, Martin Luther King Jr., and Integration.” Estimated module length: Two and half hours Frederick Douglass. Source: Wikipedia at https://tinyurl.com/pk5xljn. Meeting of the Committee of Freedmen, Edisto Island. Source: PBS Learning Media at https://tinyurl.com/ybxwsh7w. Objectives Students will: Predict and hypothesize factors that changed the status of a people who formally constituted a subservient group in American life. 59 Analyze a speech by abolitionist Frederick Douglass given at the end of the Civil War. Investigate the ways in which restrictions were placed on freedmen during the Reconstruction era. Prerequisite knowledge This lesson assumes students have completed a unit of study on the causes of the Civil War and the war’s subsequent course of events. Students should also have some prior knowledge of Frederick Douglass. Module introduction Note: All primary source material and accompanying questions are included in Appendix 1 and available at this link (https://www.utc.edu/center-reflective- citizenship/pdfs/crchendersonm2materials.pdf). Warmup/opener (estimated time, fifteen minutes) Teachers should distribute (or project) the chart below showing population data of the South. Ask students: What stands out about these figures? Based on this data, what challenges and issues do you see the South will face during Reconstruction? How do you think the U.S. -
Note: Original Spelling Is Retained for This Document and All That Follow
Note: Original spelling is retained for this document and all that follow. What the Black Man Wants, Frederick Douglass, 1865 Context: Frederick Douglass (1818–1895) was born a slave and became an eminent author, publisher, and antislavery advocate. Douglass became the first African-American to hold a high position in the federal government. For an excellent succinct documentary of the life of Douglass, visit https://www.biography.com/people/frederick-douglass-9278324. What is freedom? It is the right to choose one’s own employment. Certainly it means that, if it means anything; and when any individual or combination of individuals undertakes to decide for any man when he shall work, where he shall work, at what he shall work, and for what he shall work, he or they practically reduce him to slavery…. I have had but one idea for the last three years to present to the American people, and the phraseology in which I clothe it is the old abolition phraseology. I am for the “immediate, unconditional, and universal” enfranchisement of the black man, in every State in the Union. [Loud applause.] Without this, his liberty is a mockery; without this, you might as well almost retain the old name of slavery for his condition; for in fact, if he is not the slave of the individual master, he is the slave of society, and holds his liberty as a privilege, not as a right. He is at the mercy of the mob, and has no means of protecting himself…. It may be asked, “Why do you want it? Some men have got along very well without it. -
Extensions of Remarks
September 27, 1978 EXTENSIONS OF REMARKS 32089 EXTENSIONS OF REMARKS "CAMP DAVID-WILL THE AFTER duced this "Framework for Peace" will Our Lord, One Thousand Nine Hundred and GLOW LAST?" continue to obtain in the delicate and Seventy-Eight. widespread discussions, meetings and ne JAMES A. RHODES, Governor. gotiations that will be necessary to im RESOLUTION 295 (VIRGINIA) HON. NORMAN F. LENT plement it. The "framework" has set up "CAPrIVE NA'I'.IONS" OF NEW YORK a process through which the interested Whereas, the Captive Nations now repre IN THE HOUSE OF REPRESENTATIVES parties can work out their new relation sent the enslavement of more than one bil ship. It will take all of the skill President lion people, more than 30 percent of the Tuesday, September 26, 1978 Carter displayed at Camp David to keep world's inhabitants, and all are oppressed • Mr. LENT. Mr. Speaker, Can the the peacemaking process moving for by communist-led dictatorships; and spirit of cooperation and good will which Whereas, people living in the captive na ward. • tions are denied such basic human rights as achieved the breakthrough at Camp free speech, free press, freedom to vote for a David be sustained through the difficult choice, freedom of assembly and freedom weeks and months of negotiations that ADDITIONAL SUPPORT FOR to criticize those in authority; and lie ahead? To me, that is the major un CAPTIVE NATIONS WEEK Whereas, the captive nations now include resolved question from the summit at Armenia, Azerbaijan, Byelorussia, Cossakia, Camp David. It is already clear that the Georgia, Idel-Ural, North Caucasia, Ukraine, "Framework for Peace in the Middle HON. -
SLAVE HOUNDS and ABOLITION in the AMERICAS* Downloaded from by Guest on 30 September 2021 I
SLAVE HOUNDS AND ABOLITION IN THE AMERICAS* Downloaded from https://academic.oup.com/past/article/246/1/69/5722095 by guest on 30 September 2021 I INTRODUCTION In 1824 an anonymous Scotsman travelled through Jamaica to survey the island’s sugar plantations and social conditions. Notably, his journal describes an encounter with a formidable dog and its astonishing interaction with the enslaved. The traveller’s host, a Mr McJames, made ‘him a present of a fine bloodhound’ descended from a breed used for ‘hunting Maroons’ during Jamaica’s Second Maroon War almost three decades earlier.1 The maroons had surrendered to the British partly out of terror of these dogs, a Cuban breed that officials were promoting for use in Jamaica on account of their effectiveness in quelling black resistance.2 Unfamiliar with the breed, the traveller observed its ‘astounding ...aversion ...to the slaves’. For instance, when a young slave entered his room to wake him early one morning, the animal viciously charged the boy. The Scotsman judged that, without his intervention, the * We should like to thank Matt D. Childs and the Atlantic History Reading Group at the University of South Carolina for critiquing early stages of this article; Karl Appuhn, Joyce Chaplin, Deirdre Cooper Owens, Alec Dun and Dan Rood for commenting on conference papers; and our colleagues Erica Ball, Chris Ehrick and Tracy K’Meyer for sharing advice. Earlier versions of this project benefited from feedback at meetings of the American Society for Environmental History, King’s College London Animal History Group, the Washington Early American Seminar Series, the Society for Historians of the Early American Republic, the Forum on European Expansion and Global Interaction, the Omohundro Institute and the Society of Early Americanists. -
Asourcebook of Interdisciplinary Materials in by William Wells Brown
DOCUMENT RESUME ED 236 724 CS 504 422 AUTHOR Jiji, Vera, Ed. TITLE ASourcebook of Interdisciplinary Materials in American Drama: George Aiken, "Uncle Tom's Cabin" (1852). Showcasing American Drama. INSTITUTION City Univ. of New York, Brooklyn, N.Y. Brooklyn Coll. SPONS AGENCY National Endowment for the Humanities (NFAH), Washington, D.C. PUB DATE 83 NOTE 46p.; Produced by the Program for Culture at Play: Multimedia Studies in American Drama,,Humanities Institute, Brooklyn College. Cover title: George L. Aiken/Harriet B. Stowe, Uncle Tom's Cabin: A Handbook of Source Materials. AVAILABLE FROMMultimedia Studies in American Drama, Brooklyn College, Bedford Ave. and Ave. H, Brooklyn, NY 11210 ($4.50). PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS American Studies; *Drama; Higher Education; Integrated Activities; Interdisciplinary Approach; *Literary History; *Literature Appreciation; Research Skills; *Resource Materials; Secondary Education; *United States History; *United States Literature IDENTIFIERS Aiken (George L); Stowe (Harriet Beecher); *Uncle Toms Cabin ABSTRACT Prepared as part of a project aimed at redressing the neglect of American drama in college and secondary school programs of drama, American literature, and American studies, this booklet provides primary and secondary source materials to assist teachers and students in the study of George L. Aiken's dramatic adaptation of Harriet Beecher Stowe's "Uncle Tom's Cabin." Materials in the first part of the booklet deal with literary and theatrical considerations and discuss (1) the popular sentiments of the novel and play,(2) Tom as the black maternal Christ,(3) nineteenth century staging of the play,(4) the play as melodrama,(5) the play as drama, and (6) a variant version of the auction scene. -
Harriet Tubman and the Underground Railroad
DOCUMENT RESUME ED 251 379 SO 016 071 AUTHOR Crawford, Mary; Ruthsdotter, Mary TITLE Harriet Tubman and the Underground hailroad. INSTITUTION Nati nal Women's History Project, Santa Rosa, CA. PUB DATE 82 NOTE 7p.; it containing game board, dice and player pieces, and this guide available from the National Women History Project, Box 3716, Santa Rosa, CA 95402 ($6.50). PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Biographies; *Black History; Black Studies; Educational Games; Elementary Education; Instructional Materials; Learning Activities; *Slavery; United States History; Units of Study IDENTIFIERS Freedom; *Tubman (Harriet); *Underground Railroad ABSTRACT Suitable for elementary level students, this study unit helps increase students' comprehension of the risks involved in a black person's flight from slavery andof Harriet Tubman's success in leading more than 300 slaves to freedom via the Underground Railroad. Five activity suggestions are followed by a reading on the life of Harriet Tubman. Study questions precede a song which may have served as a map and timetable for slaves. The brief document concludes with fulist of recommended resources about Harriet Tubman and other related topics. An accompanying game board,which can be ordered from the publisher, leads students through aseries of obstacles in their journey from the southern slave states tofreedom in the northern United States and Canada. (LH) *************************t********************************************* * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** aucsDIPANIMISCIT OP 1111ICATION NAmum torsrinirtOFeixicAriord FDIFCATIONAL fitSOURCFS iNFORMAtkON "PERWSSION TO REPRODUCE THIS &INTER 4tRicr MATERIAL IN MICROPICHE OILY !hty ttsttit run )wen rrloodia,Iv/ 43 HAS BEEN GRANTED BY kuyeti earn ft,. -
William Lloyd Garrison and the Negro Franchise Author(S): Louis Ruchames Source: the Journal of Negro History, Vol
William Lloyd Garrison and the Negro Franchise Author(s): Louis Ruchames Source: The Journal of Negro History, Vol. 50, No. 1 (Jan., 1965), pp. 37-49 Published by: Association for the Study of African American Life and History Stable URL: http://www.jstor.org/stable/2716407 Accessed: 03-02-2016 15:39 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Association for the Study of African American Life and History is collaborating with JSTOR to digitize, preserve and extend access to The Journal of Negro History. http://www.jstor.org This content downloaded from 64.71.89.15 on Wed, 03 Feb 2016 15:39:55 UTC All use subject to JSTOR Terms and Conditions WILLIAM LLOYD GARRISON AND THE NEGRO FRANCHISE For decades, many historianshave portrayedWilliam Lloyd Garrisonas a wild-eyed,narrow-minded and unreason- able fanaticwhose bitter invectives against slavery and slave- holdershelped bring about the Civil War. Morerecently, Garrison has beencriticized for his "grow- ingconservatism" both during and afterthe CivilWar. After emancipationof the slaves and throughoutthe Reconstruction period,Garrison, it is alleged,became increasingly indifferent to the plightof the freedmen.Consequently, he failed to un- derstandthe importanceof the one rightvital to theirwel- fare, the suffrage.Indeed, so insensitivewas he to Negro needs at the end of the war that he opposed grantingthe franchiseto theSouthern Negro.