PUBLIC LAW 88-352 July 2, 1964
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Videos Depicting Actual Murder and the Need for a Federal Criminal Murder-Video Statute Musa K
Florida Law Review Volume 68 | Issue 6 Article 9 November 2016 Who Watches this Stuff?: Videos Depicting Actual Murder and the Need for a Federal Criminal Murder-Video Statute Musa K. Farmand Jr. Follow this and additional works at: https://scholarship.law.ufl.edu/flr Part of the First Amendment Commons Recommended Citation Musa K. Farmand Jr., Who Watches this Stuff?: Videos Depicting Actual Murder and the Need for a Federal Criminal Murder-Video Statute, 68 Fla. L. Rev. 1915 (2016). Available at: https://scholarship.law.ufl.edu/flr/vol68/iss6/9 This Note is brought to you for free and open access by UF Law Scholarship Repository. It has been accepted for inclusion in Florida Law Review by an authorized editor of UF Law Scholarship Repository. For more information, please contact [email protected]. Farmand: Who Watches this Stuff?: Videos Depicting Actual Murder and the N :+2:$7&+(67+,6678))"9,'(26'(3,&7,1*$&78$/ 085'(5$1'7+(1((')25$)('(5$/&5,0,1$/ 085'(59,'(267$787( 0XVD.)DUPDQG-U $EVWUDFW 0XUGHU YLGHRV DUH YLGHR UHFRUGLQJV WKDW GHSLFW WKH LQWHQWLRQDO XQODZIXONLOOLQJRIRQHKXPDQEHLQJE\DQRWKHU*HQHUDOO\GXHWRWKHLU REVFHQH QDWXUH PXUGHU YLGHRV DUH DEVHQW IURP PDLQVWUHDP PHGLD +RZHYHU LQ WKH ZDNH RI Vester Lee Flanagan II’s ILOPHG PXUGHUV RI UHSRUWHU$OOLVRQ3DUNHUDQGFDPHUDPDQ$GDP:DUGRQOLYHWHOHYLVLRQLW LV SHUKDSV RQO\ D PDWWHU RI WLPH EHIRUH PXUGHU YLGHRV EHFRPH DQ DFFHSWDEOHIRUPRIHQWHUWDLQPHQW)XUWKHU$PHULFDQVVKRXOGEHZDU\RI SRWHQWLDO “FRS\FDW” SHUSHWUDWRUV DQG WKHLU WKLUVW IRU LQIDP\ YLD LPPRUWDOL]DWLRQ RQ WKH ,QWHUQHW DV WKH IUHH GLVVHPLQDWLRQ -
Copy of 2020-2021 Semi-Monthly Calendar.Xlsx
Employee Time Sheet/Leave Sheet Schedule Supervisor Approval Deadline/ Pay Period Employee Submittal Deadline Paper Leave Request Due to HR by 11:59 PM 12 Noon Pay Day Wednesday, July 1, 2020 to Wednesday, July 15, 2020 Thursday, July 16, 2020 Friday, July 17, 2020 Friday, July 31, 2020 Thursday, July 16, 2020 to Friday, July 31, 2020 Monday, August 3, 2020 Tuesday, August 4, 2020 Friday, August 14, 2020 Saturday, August 1, 2020 to Saturday, August 15, 2020 Monday, August 17, 2020 Tuesday, August 18, 2020 Monday, August 31, 2020 Sunday, August 16, 2020 to Monday, August 31, 2020 Tuesday, September 1, 2020 Wednesday, September 2, 2020 Tuesday, September 15, 2020 Tuesday, September 1, 2020 to Tuesday, September 15, 2020 Wednesday, September 16, 2020 Thursday, September 17, 2020 Wednesday, September 30, 2020 Wednesday, September 16, 2020 to Wednesday, September 30, 2020 Thursday, October 1, 2020 Friday, October 2, 2020 Thursday, October 15, 2020 Thursday, October 1, 2020 to Thursday, October 15, 2020 Friday, October 16, 2020 Monday, October 19, 2020 Friday, October 30, 2020 Friday, October 16, 2020 to Saturday, October 31, 2020 Monday, November 2, 2020 Tuesday, November 3, 2020 Friday, November 13, 2020 Sunday, November 1, 2020 to Sunday, November 15, 2020 Monday, November 16, 2020 Tuesday, November 17, 2020 Monday, November 30, 2020 Monday, November 16, 2020 to Monday, November 30, 2020 Tuesday, December 1, 2020 Wednesday, December 2, 2020 Tuesday, December 15, 2020 Tuesday, December 1, 2020 to Tuesday, December 15, 2020 Wednesday, December -
How Did the Civil Rights Movement Impact the Lives of African Americans?
Grade 4: Unit 6 How did the Civil Rights Movement impact the lives of African Americans? This instructional task engages students in content related to the following grade-level expectations: • 4.1.41 Produce clear and coherent writing to: o compare and contrast past and present viewpoints on a given historical topic o conduct simple research summarize actions/events and explain significance Content o o differentiate between the 5 regions of the United States • 4.1.7 Summarize primary resources and explain their historical importance • 4.7.1 Identify and summarize significant changes that have been made to the United States Constitution through the amendment process • 4.8.4 Explain how good citizenship can solve a current issue This instructional task asks students to explain the impact of the Civil Rights Movement on African Claims Americans. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How can good citizenship solve a current issue? (4.8.4) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How did the 14th What role did Plessy v. What impacts did civic How did Civil Rights Amendment guarantee Ferguson and Brown v. leaders and citizens have legislation affect the Supporting Questions equal rights to U.S. Board of Education on desegregation? lives of African citizens? impact segregation Americans? practices? Students will analyze Students will compare Students will explore how Students will the 14th Amendment to and contrast the citizens’ and civic leaders’ determine the impact determine how the impacts that Plessy v. -
The Honorable Harold H. Greene
THE HONORABLE HAROLD H. GREENE U.S. District Court for the District of Columbia Oral History Project The Historical Society of the District of Columbia Circuit Oral History Project United States Courts The Historical Society of the District of Columbia Circuit District of Columbia Circuit The Honorable Harold H. Greene U.S. District Court for the District of Columbia Interviews conducted by: David Epstein, Esquire April 29, June 25, and June 30, 1992 NOTE The following pages record interviews conducted on the dates indicated. The interviews were electronically recorded, and the transcription was subsequently reviewed and edited by the interviewee. The contents hereof and all literary rights pertaining hereto are governed by, and are subject to, the Oral History Agreements included herewith. © 1996 Historical Society of the District of Columbia Circuit. All rights reserved. PREFACE The goal of the Oral History Project of the Historical Society of the District of Columbia Circuit is to preserve the recollections of the judges who sat on the U.S. Courts of the District of Columbia Circuit, and judges’ spouses, lawyers and court staff who played important roles in the history of the Circuit. The Project began in 1991. Most interviews were conducted by volunteers who are members of the Bar of the District of Columbia. Copies of the transcripts of these interviews, a copy of the transcript on 3.5" diskette (in WordPerfect format), and additional documents as available – some of which may have been prepared in conjunction with the oral history – are housed in the Judges’ Library in the United States Courthouse, 333 Constitution Avenue, N.W., Washington, D.C. -
Introduction
Introduction It shall be an unlawful employment practice for an employer— (1) to fail or refuse to hire or to discharge any individual, or other- wise to discriminate against any individual with respect to his com- pensation, terms, conditions, or privileges of employment, because of such individual’s race, color, religion, sex, or national origin; or (2) to limit, segregate, or classify his employees or applicants for employment in any way which would deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee, because of such individual’s race, color, re- ligion, sex, or national origin (Title VII of the Civil Rights Act of 1964). In 1964 the U.S. Congress enacted, and President Lyndon Johnson signed, the Civil Rights Act. Although it was not the first or the last legislative mo- ment of the civil rights movement, it was a pivotal one. The act outlawed segregation and discrimination by race, ethnicity, and religion in public education, public accommodations, voting, and federal assistance. Title VII of the act extended the equal opportunity principle to employment and for the first time explicitly mentioned “sex” as a protected category. It is this extension of rights to equal opportunity in employment, freedom from discrimination in employment, and the erosion of race and gender employment segregation as a legitimate and expected practice that is at the heart of this book. The passage of the Civil Rights Act is without question one of the most monumental achievements in the history of the United States, perhaps even the world. -
Statute of the International Atomic Energy Agency, Which Was Held at the Headquarters of the United Nations
STATUTE STATUTE AS AMENDED UP TO 28 DECEMBER 1989 (ill t~, IAEA ~~ ~.l}l International Atomic Energy Agency 05-134111 Page 1.indd 1 28/06/2005 09:11:0709 The Statute was approved on 23 October 1956 by the Conference on the Statute of the International Atomic Energy Agency, which was held at the Headquarters of the United Nations. It came into force on 29 July 1957, upon the fulfilment of the relevant provisions of paragraph E of Article XXI. The Statute has been amended three times, by application of the procedure laid down in paragraphs A and C of Article XVIII. On 3 I January 1963 some amendments to the first sentence of the then paragraph A.3 of Article VI came into force; the Statute as thus amended was further amended on 1 June 1973 by the coming into force of a number of amendments to paragraphs A to D of the same Article (involving a renumbering of sub-paragraphs in paragraph A); and on 28 December 1989 an amendment in the introductory part of paragraph A. I came into force. All these amendments have been incorporated in the text of the Statute reproduced in this booklet, which consequently supersedes all earlier editions. CONTENTS Article Title Page I. Establishment of the Agency .. .. .. .. .. .. .. 5 II. Objectives . .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. 5 III. Functions ......... : ....... ,..................... 5 IV. Membership . .. .. .. .. .. .. .. .. 9 V. General Conference . .. .. .. .. .. .. .. .. .. 10 VI. Board of Governors .......................... 13 VII. Staff............................................. 16 VIII. Exchange of information .................... 18 IX. Supplying of materials .. .. .. .. .. .. .. .. .. 19 x. Services, equipment, and facilities .. .. ... 22 XI. Agency projects .............................. , 22 XII. Agency safeguards . -
The Idea of Public Law 1
3 THE IDEA OF PUBLIC LAW 1 CHAPTER OVERVIEW Introduction The predominance of states Sovereignty and the origin of law’s authority The nature of law Empowerment and constraint The social contract Constitutionalism Constitutional change The scope of public law Public law and private law The rule of law The values underpinning public law Freedom Equality Community Conclusion Oxford University Press Sample Chapter 01_APP_APL3E_10899_TXT_SI.indd 3 3/8/18 9:22 am 4 PART I: Introducing Australian Public Law OXFORD UNIVERSITY PRESS Introduction We are alone in the world, making our own way; and we are part of a community, with a collective understanding of the conditions for a good and meaningful life. Our lives are a complex combination of the individual and the collective. In the 4th century BCE, the Greek philosopher Aristotle (384– 22 BCE) described the organisation of humans by reference to a progression from the individual to the collective.1 e collective nature of our existence operates at a number of levels— at the level of the family or household, the neighbourhood, and the social or political organisation; at the level of the nation- state; and, increasingly, at the global level, both regionally and across all nation- states. At each of these levels there are rules for how we interact with each other and with those who hold power. e larger and more complex the organisational unit, the more elaborate and complicated the rules for functioning within it. For Aristotle, the level of the state was the highest form -
Private Law and Public Law
Private Law and Public Law F.J.M. Feldbrugge Emeritus Professor of East European Law University of Leiden, Faculty of Law We talk about private law and public law as if everybody knew what was meant when these words are being used about law. This probably holds true for lawyers and even law students, but not for the general population. Most people will have some sort of idea about labor law, or bankruptcy law, but the distinction between private law and public law, considered as most fundamental by most lawyers, means next to nothing to the man or woman in the street. Is the problem perhaps avoidable, do we actually need the public/ private law distinction? If we do not, the matter could be left to those inclined to such intellectual pastimes. Unfortunately, the distinction between public and private law entails practical consequences, at least in continental legal systems, so it can- not be referred to the convenient and already very large file of problems that do not need a solution. To start at the simplest and most practical level: our law happens to be divided into two boxes; some of it has been put into the box marked “public law”, and the rest into the box marked “private law”, and the contents of these two boxes are treated somewhat differently. For the law student and the humble practitioner this may be enough to know. But the more discerning lawyer would of course like to know why some law goes into one box and some into the other. Two thousand years of jurisprudence—because the distinction goes back at least as far as the Romans—have produced a vast body of literature containing answers to this question. -
Exemplary Online Information Literacy Courses at Selected Four-Year Colleges and Universities
Exemplary online information literacy courses at selected four-year colleges and universities by Gloria Creed-Dikeogu B.Bibl., University of Cape Town, South Africa, 1986 H.D.E: PG (Sec.), University of Cape Town, South Africa, 1988 M.L.S., Emporia State University, 1999 MAHR, Ottawa University, Kansas City, 2006 M.B.A., Ottawa University, Kansas City, 2008 AN ABSTRACT OF A DISSERTATION submitted in partial fulfillment of the requirements for the degree DOCTOR OF PHILOSOPHY Department of Curriculum and Instruction College of Education KANSAS STATE UNIVERSITY Manhattan, Kansas 2017 Abstract Twenty three in-depth qualitative telephone interviews were conducted in this multiple case study with instruction librarians at eight four-year colleges and universities. Snowball sampling was used to select instruction librarian, information literacy department head and administration participants employed at institutions recognized by Association of College and Research Libraries for exemplary information literacy best practices: information programs. The questions researched in this dissertation were: How are selected four-year colleges implementing exemplary information literacy courses? How do exemplary four-year college library information literacy courses implement the Association of College and Research Libraries Framework for Information Literacy in Higher Education (2016)? How do exemplary four-year colleges and universities implement digital literacy and the six frames of the Association of College and Research Libraries Framework for Information Literacy for Higher Education (2016)? The Association of College and Research Libraries Standards (2000) and the Framework for information literacy for higher education (2016) were used as a foundation for this study. A conceptual framework was built in this study around information literacy historical underpinnings and five major national educational reports that were submitted to Congress between 1983 and 1989. -
FOR JOBS and FREEDOM an Introduction to the Unfinished March
FOR JOBS AND FREEDOM An Introduction to the Unfinished March By Thomas J. Sugrue August 5, 2013 Photo: Library of Congress he March on Washington may be the most Today, many activists and intellectuals draw a sharp commemorated event in the history of the distinction between policies to alleviate racial discrim- T civil rights struggle in the United States. On ination and those that challenge economic injustice. August 28, 1963, in front of 250,000 demonstrators Does race trump class? Is there a zero sum game who packed the Mall between the Lincoln and Wash- between antidiscrimination strategies and efforts to ington monuments, the Rev. Martin Luther King Jr. challenge financial, employment, and trade policies delivered the speech with his famous refrain, “I have a that disadvantage workers regardless of their race? Do dream.” Those four words—known to nearly every racial politics divide the American working class, fos- American schoolchild—capture a popular, romantic tering a bitter politics of resentment rather than the image of King using soaring language to unify Amer- solidarity necessary for labor organization? While sub- ica in pursuit of a common goal, to create a society sequent papers in the Unfinished March series will where everyone would be “judged by the content of explore current views on these issues, it is important to their character, not the color of their skin” (King 1963). recall that 50 years ago, King and the organizers of the March on Washington answered a resounding “no” to But the message of the march cannot be encapsulated all of these questions. -
2021-2022 Custom & Standard Information Due Dates
2021-2022 CUSTOM & STANDARD INFORMATION DUE DATES Desired Cover All Desired Cover All Delivery Date Info. Due Text Due Delivery Date Info. Due Text Due May 31 No Deliveries No Deliveries July 19 April 12 May 10 June 1 February 23 March 23 July 20 April 13 May 11 June 2 February 24 March 24 July 21 April 14 May 12 June 3 February 25 March 25 July 22 April 15 May 13 June 4 February 26 March 26 July 23 April 16 May 14 June 7 March 1 March 29 July 26 April 19 May 17 June 8 March 2 March 30 July 27 April 20 May 18 June 9 March 3 March 31 July 28 April 21 May 19 June 10 March 4 April 1 July 29 April 22 May 20 June 11 March 5 April 2 July 30 April 23 May 21 June 14 March 8 April 5 August 2 April 26 May 24 June 15 March 9 April 6 August 3 April 27 May 25 June 16 March 10 April 7 August 4 April 28 May 26 June 17 March 11 April 8 August 5 April 29 May 27 June 18 March 12 April 9 August 6 April 30 May 28 June 21 March 15 April 12 August 9 May 3 May 28 June 22 March 16 April 13 August 10 May 4 June 1 June 23 March 17 April 14 August 11 May 5 June 2 June 24 March 18 April 15 August 12 May 6 June 3 June 25 March 19 April 16 August 13 May 7 June 4 June 28 March 22 April 19 August 16 May 10 June 7 June 29 March 23 April 20 August 17 May 11 June 8 June 30 March 24 April 21 August 18 May 12 June 9 July 1 March 25 April 22 August 19 May 13 June 10 July 2 March 26 April 23 August 20 May 14 June 11 July 5 March 29 April 26 August 23 May 17 June 14 July 6 March 30 April 27 August 24 May 18 June 15 July 7 March 31 April 28 August 25 May 19 June 16 July 8 April 1 April 29 August 26 May 20 June 17 July 9 April 2 April 30 August 27 May 21 June 18 July 12 April 5 May 3 August 30 May 24 June 21 July 13 April 6 May 4 August 31 May 25 June 22 July 14 April 7 May 5 September 1 May 26 June 23 July 15 April 8 May 6 September 2 May 27 June 24 July 16 April 9 May 7 September 3 May 28 June 25. -
The Civil Rights Act of 1957 the Civil Rights Act of 1960
The Civil Rights Act of 1957 Image at left includes President Dwight Eisenhower (center), Dr. Martin Luther King, Jr. (to his right), and A. Philip Randolph (to his left) In 1957, President Eisenhower sent Congress a proposal for civil rights legislation. The result was the Civil Rights Act of 1957, the first civil rights legislation since Reconstruction. The new act established the Civil Rights Section of the Justice Department and empowered federal prosecutors to obtain court injunctions against interference with the right to vote. It also established a federal Civil Rights Commission with authority to investigate discriminatory conditions and recommend corrective measures. It was primarily a voting rights bill, but it was also a show of support for the Supreme Court's Brown decisions (1954). It eventually led to the integration of public schools. Following the 1954 Supreme Court ruling, Southern whites in Virginia began a "Massive Resistance." Violence against blacks rose there and in other states, as in Little Rock, Arkansas, where that year President Dwight D. Eisenhower had ordered in federal troops to protect nine children integrating a public school, the first time the federal government had sent troops to the South since Reconstruction. There had been continued physical assaults against suspected activists and bombings of schools and churches in the South. The administration of Eisenhower proposed legislation to protect the right to vote by African Americans. The Act was a monumental turning point, however it was weakened due to lack of support among many Democrats. The Civil Rights Act of 1960-Statement by the President Dwight D.