The Case Against Woman Suffrage
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YOUTH &POLICY No. 116 MAY 2017 Youth & Policy: The final issue? Towards a new format Editorial Group Paula Connaughton, Ruth Gilchrist, Tracey Hodgson, Tony Jeffs, Mark Smith, Jean Spence, Naomi Thompson, Tania de St Croix, Aniela Wenham, Tom Wylie. Associate Editors Priscilla Alderson, Institute of Education, London Sally Baker, The Open University Simon Bradford, Brunel University Judith Bessant, RMIT University, Australia Lesley Buckland, YMCA George Williams College Bob Coles, University of York John Holmes, Newman College, Birmingham Sue Mansfield, University of Dundee Gill Millar, South West Regional Youth Work Adviser Susan Morgan, University of Ulster Jon Ord, University College of St Mark and St John Jenny Pearce, University of Bedfordshire John Pitts, University of Bedfordshire Keith Popple, London South Bank University John Rose, Consultant Kalbir Shukra, Goldsmiths University Tony Taylor, IDYW Joyce Walker, University of Minnesota, USA Anna Whalen, Freelance Consultant Published by Youth & Policy, ‘Burnbrae’, Black Lane, Blaydon Burn, Blaydon on Tyne NE21 6DX. www.youthandpolicy.org Copyright: Youth & Policy The views expressed in the journal remain those of the authors and not necessarily those of the Editorial Group. Whilst every effort is made to check factual information, the Editorial Group is not responsible for errors in the material published in the journal. ii Youth & Policy No. 116 May 2017 About Youth & Policy Youth & Policy Journal was founded in 1982 to offer a critical space for the discussion of youth policy and youth work theory and practice. The editorial group have subsequently expanded activities to include the organisation of related conferences, research and book publication. Regular activities include the bi- annual ‘History of Community and Youth Work’ and the ‘Thinking Seriously’ conferences. -
Making Exceptions to Universal Suffrage: Disability and the Right to Vote
Making Exceptions to Universal Suffrage: Disability and the Right to Vote Kay Schriner, University of Arkansas Lisa Ochs, Arkansas State University In C.E. Faupel & P.M. Roman (Eds.), Encyclopedia of criminology and deviant behavior 179-183. London: Taylore & Francis. 2000. The history of Western representative democracies is marked by disputes over who constitutes the electorate. In the U.S., where states have the prerogative of establishing voter qualifications, categories such as race and gender have been used during various periods to disqualify millions of individuals from participating in elections. These restrictions have long been considered an infamous example of the failings of democratic theorists and practitioners to overcome the prejudices of their time. Less well-known is the common practice of disenfranchising other large numbers of adults. Indeed, very few American citizens are aware that there are still two groups who are routinely targeted for disenfranchisement - criminals and individuals with disabilities. These laws, which arguably perpetuate racial and disability discrimination, are vestiges of earlier attempts to cordon off from democracy those who were believed to be morally and intellectually inferior. This entry describes these disability-based disenfranchisements, and briefly discusses the political, economic, and social factors associated with their adoption. Disenfranchising People with Cognitive and Emotional Impairments Today, forty-four states disenfranchise some individuals with cognitive and emotional impairments. States use a variety of categories to identify such individuals, including idiot, insane, lunatic, mental incompetent, mental incapacitated, being of unsound mind, not quiet and peaceable, and under guardianship and/or conservatorship. Fifteen states disenfranchise individuals who are idiots, insane, and/or lunatics. -
ONWARD and UPWARD Opportunity Comes in Many Forms and Two Colors, Blue and Gold
NURSING’S ACCESS WEATHERSPOON’S NANCY ADAMS, P.2 FOR VETERANS P. 24 BIG BANG P. 28 AHEAD OF HER TIME FOR ALUMNI AND FRIENDS SPRING 2016 Volume 17, No. 2 MAGAZINE ONWARD AND UPWARD Opportunity comes in many forms and two colors, blue and gold. PG. 12 SHOW AND TELL Students in Professor Jo Leimenstoll’s interior architecture class had the opportunity to do prospective design work for a historic downtown building. Best of all, they had the chance to speak with and learn from developers, city officials and consultants 12 such as alumna Megan Sullivan (far right in picture) as they presented their creative work. UNCG’s undergraduate program was rated No. 4 nationally in a DesignIntelligence Magazine survey of deans and department heads. See more opportunity-themed stories and photos in the Golden Opportunity feature. PHOTOGRAPHY BY MARTIN W. KANE. KANE. PHOTOGRAPHY BY MARTIN W. contents news front 2 University and alumni news and notes out take 8 Purple reigns in Peabody Park the studio 10 Arts and entertainment 12 Golden Opportunity UNCG provides the chance to strive for dreams and prepare to make your mark on the world. Some alumni and students share their tales of transformation. Weatherspoon’s Big Bang 24 Gregory Ivy arrived to create an art department, and ultimately de Kooning’s “Woman” was purchased as part of the Weatherspoon collection. Ahead of Her Time 28 Nancy Adams ’60, ’77 MS didn’t set out to be a pioneer. But with Dean Eberhart’s help, she became North Carolina’s first genetic counselor. -
"Woman.Life.Song" by Judith Weir Heather Drummon Cawlfield
University of Northern Colorado Scholarship & Creative Works @ Digital UNC Dissertations Student Research 5-1-2015 Study and analysis of "woman.life.song" by Judith Weir Heather Drummon Cawlfield Follow this and additional works at: http://digscholarship.unco.edu/dissertations Recommended Citation Cawlfield, Heather Drummon, "Study and analysis of "woman.life.song" by Judith Weir" (2015). Dissertations. Paper 14. This Text is brought to you for free and open access by the Student Research at Scholarship & Creative Works @ Digital UNC. It has been accepted for inclusion in Dissertations by an authorized administrator of Scholarship & Creative Works @ Digital UNC. For more information, please contact [email protected]. © 2015 HEATHER DRUMMOND CAWLFIELD ALL RIGHTS RESERVED UNIVERSITY OF NORTHERN COLORADO Greeley, Colorado The Graduate School STUDY AND ANALYSIS OF woman.life.song BY JUDITH WEIR A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Arts Heather Drummond Cawlfield College of Performing and Visual Arts School of Music Music Performance May 2015 This Dissertation by: Heather Drummond Cawlfield Entitled: Study and Analysis of “woman.life.song” by Judith Weir has been approved as meeting the requirement for the Degree of Doctor of Arts in College of Performing Arts in School of Music, Program of Vocal Performance Accepted by the Doctoral Committee ______________________________________________________ Melissa Malde, D.M.A., Research Advisor ______________________________________________________ Brian Luedloff, M.F.A., Co-Research Advisor (if applicable) _______________________________________________________ Robert Ehle, Ph.D., Committee Member _______________________________________________________ Susan Collins, Ph.D., Committee Member Date of Dissertation Defense _________________________________________ Accepted by the Graduate School _________________________________________________________ Linda L. Black, Ed.D. -
A Portrayal of Gender and a Description of Gender Roles in Selected American Modern and Postmodern Plays
East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 5-2002 A Portrayal of Gender and a Description of Gender Roles in Selected American Modern and Postmodern Plays. Bonny Ball Copenhaver East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the English Language and Literature Commons, and the Feminist, Gender, and Sexuality Studies Commons Recommended Citation Copenhaver, Bonny Ball, "A Portrayal of Gender and a Description of Gender Roles in Selected American Modern and Postmodern Plays." (2002). Electronic Theses and Dissertations. Paper 632. https://dc.etsu.edu/etd/632 This Dissertation - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. The Portrayal of Gender and a Description of Gender Roles in Selected American Modern and Postmodern Plays A dissertation presented to the Faculty of the Department of Educational Leadership and Policy Analysis East Tennessee State University In partial fulfillment of the requirements for the degree Doctor of Education in Educational Leadership and Policy Analysis by Bonny Ball Copenhaver May 2002 Dr. W. Hal Knight, Chair Dr. Jack Branscomb Dr. Nancy Dishner Dr. Russell West Keywords: Gender Roles, Feminism, Modernism, Postmodernism, American Theatre, Robbins, Glaspell, O'Neill, Miller, Williams, Hansbury, Kennedy, Wasserstein, Shange, Wilson, Mamet, Vogel ABSTRACT The Portrayal of Gender and a Description of Gender Roles in Selected American Modern and Postmodern Plays by Bonny Ball Copenhaver The purpose of this study was to describe how gender was portrayed and to determine how gender roles were depicted and defined in a selection of Modern and Postmodern American plays. -
The 2020 White Paper "Young Voices at the Ballot Box"
YOUNG VOICES AT THE BALLOT BOX Amplifying Youth Activism to Lower the Voting Age in 2020 and Beyond A White Paper from Generation Citizen (Version 3.0 – Feb. 2020) Young Voices at the Ballot Box: Amplifying Youth Activism to Lower the Voting Age 1 Young Voices at the Ballot Box: Amplifying Youth Activism to Lower the Voting Age 2 CONTENTS 03 Executive Summary 04 Why Should We Lower the Voting Age to 16? 08 Myths About Lowering the Voting Age 09 Current Landscape in the United States 17 Current Landscape Internationally 18 Next Steps to Advance this Cause 20 Conclusion 21 Appendix A: Countries with a Voting Age Lower than 18 22 Appendix B: Legal Feasibility of City Campaigns to Lower the Voting Age 34 Appendix C: Vote16USA Youth Advisory Board 35 Appendix D: Acknowledgements Cover Photo: Youth leaders, elected officials, and allies rally for a lower voting age on the steps of the California State Capitol in August 2019. Photo courtesy of Devin Murphy, California League of Conservation Voters. Young Voices at the Ballot Box: Amplifying Youth Activism to Lower the Voting Age 3 EXECUTIVE SUMMARY BY EXPANDING THE RIGHT TO VOTE [TO 16- AND 17-YEAR-OLDS], MY COMMUNITY WILL BE ABLE TO FURTHER CREATE AN ATMOSPHERE “WHERE EACH NEW GENERATION GROWS UP TO BE LIFE-LONG VOTERS, WITH THE VALUE OF CIVIC ENGAGEMENT INSTILLED IN THEM. - Megan Zheng Vote16USA Youth Advisory Board Member e are on a mission to lower the voting possible. Sixteen is. As this paper outlines, age to 16. Democracy only works when inviting citizens into the voting booth at 16” will Wcitizens participate; yet, compared to strengthen American democracy by establishing other highly developed, democratic countries, voting as a lifelong habit among all citizens, and the U.S. -
Ponte Vedra and the Beaches Since 1969 Waterfront &Estate Properties
October 20, 2016 Volume 46, No. 42 75 cents PonteVedraRecorder.com Breast Cancer Awareness Page 9 Howl-o-ween Pet Special Page 37 Repairs, Storm RECOVERY GUIDE clean-up begin Storm Many evacuated residents along A1A returned to find their homes de- Photo by Ralphi Oakley, stroyed or in need of major repairs. Read more in the Recorder’s Storm Recovery Ralphi Reign’sPhotography SPECIAL SECTION TO: Recovery Guide, which begins on page 19. Photo by Ralphie Oakley Guide OctoberPage20, 2016 19 PV2-LV32153 Serving Ponte Vedra and the Beaches since 1969 Waterfront &Estate Properties 904.607.4196 LuxuryHomeBrokers.com V32112 PV3-L 2 Ponte Vedra Recorder · October 20, 2016 Send us your news PUZZLE SOLUTIONS INSIDE We welcome submissions of photos, stories, columns and letters to the Breast Cancer editor. Let us know what’s happening. If you have hard copies of pho- Awareness tos you want us to feature, feel free to bring them to our office — we’ll Pages 9-13 scan them and hand them right back. E-mail submissions to [email protected] bring them by our office at 1102 A1A N., Calendar Unit 108, Ponte Vedra Beach. Pages 16-17 Storm Recovery Visit our new website at Pages 19-30 www.pontevedrarecorder.com Sports Plus, find the Recorder on Facebook at Pages 41-44 www.facebook.com/ThePVRecorder WHAT’S THIS? Do you know what this is? Susan Griffin Publisher [email protected] Email your answer to [email protected] (904) 686-3938 by Tuesday at 5 p.m. Jennifer Logue All correct entries will be entered into a ran- Managing Editor [email protected] dom drawing to win tickets for two adults and (904) 686-3943 two children to the Jacksonville Zoo. -
Lessons Learned from the Suffrage Movement
University of Baltimore Law ScholarWorks@University of Baltimore School of Law All Faculty Scholarship Faculty Scholarship 6-3-2020 Lessons Learned From the Suffrage Movement Margaret E. Johnson Follow this and additional works at: https://scholarworks.law.ubalt.edu/all_fac Part of the Law Commons Johnson, Margaret 6/3/2020 For Educational Use Only LESSONS LEARNED FROM THE SUFFRAGE MOVEMENT, 2 No. 1 Md. B.J. 115 2 No. 1 Md. B.J. 115 Maryland Bar Journal 2020 Margaret E. Johnsona1 PROFESSOR OF LAW, ASSOCIATE DEAN FOR EXPERIENTIAL EDUCATION, UNIVERSITY OF BALTIMORE SCHOOL OF LAW Copyright © 2020 by Maryland Bar Association; Margaret E. Johnson LESSONS LEARNED FROM THE SUFFRAGE MOVEMENT “Aye.” And with that one word, Tennessee Delegate Harry Burn changed his vote to one in favor of ratification of the Nineteenth Amendment after receiving a note from his mother stating “‘Hurrah and vote for suffrage .... don’t forget to be a good boy ....”’1 *116 With Burn’s vote on August 18, 1920, Tennessee became the thirty-sixth state to ratify the Nineteenth Amendment of the U.S. Constitution, paving the way for its adoption.2 The Nineteenth Amendment protects the female citizens’ constitutional right to vote.3 Prior to its passage, only a few states permitted women to vote in state and/or local elections.4 In 2020, we celebrate the Centennial of the Nineteenth Amendment’s passage. This anniversary provides a time to reflect upon lessons learned from the suffrage movement including that (1) voting rights matter; (2) inclusive movements matter; and (3) voting rights matter for, but cannot solely achieve, gender equality. -
How Effective Were the Suffragist and Suffragette Campaigns?
What were the arguments for and against female suffrage? Note: the proper name for votes for women is ‘Female Suffrage’ In the nineteenth century, new jobs emerged for women as teachers, as shop workers or as clerks and secretaries in offices. Many able girls from working-class backgrounds could achieve better-paid jobs than those of their parents. They had more opportunities in education., for example a few middle-class women won the chance to go to university, to become doctors. Laws between 1839 and 1886 gave married women greater legal rights. However, they could not vote in general elections. The number of men who could vote had gradually increased during the nineteenth century (see the Factfile). Some people thought that women should be allowed to vote too. Others disagreed. But the debate was not, simply a case of men versus women. How effective were the suffragist and suffragette campaigns? Who were the suffragists? The early campaigners for the vote were known as suffragists. They were mainly (though not all) middle-class women. When the MP John Stuart Mill had suggested giving votes to women in 1867, 73 MPs had supported it. After 1867, local groups set up by women called women’s suffrage societies were formed. By the time they came together in 1897 to form the National Union of Women’s Suffrage Societies (NUWSS), there were over 500 local branches. By 1902, the campaign had gained the support of working-class women as well. In 1901–1902, Eva Gore-Booth gathered the signatures of 67,000 textile workers in northern England for a petition (signed letter) to Parliament. -
What Is Suffrage? by Gwen Perkins, Edited by Abby Rhinehart
What is Suffrage? by Gwen Perkins, edited by Abby Rhinehart "Suffrage" means the right to vote. When citizens have the right to vote for or against laws and leaders, that government is called a "democracy." Voting is one of the most important principles of government in a democracy. Many Americans think voting is an automatic right, something that all citizens over the age of 18 are guaranteed. But this has not always been the case. When the United States was founded, only white male property owners could vote. It has taken centuries for citizens to achieve the rights that they enjoy today. Who has been able to vote in United States history? How have voting rights changed over time? Read more to discover some key events. 1789: Religious Freedom When the nation was first founded, several of the 13 colonies did not allow Jews, Quakers, and/or Catholics to vote or run for political office. Article VI of the Constitution was written and adopted in 1789, granting religious freedom. This allowed white male property owners of all religions to vote and run for political office. 1870: Men of All Races Get the Right to Vote At the end of the Civil War, the United States created another amendment that gave former male slaves the right to vote. The 15th Amendment granted all men in the United States the right to vote regardless of "race, color, or previous condition of servitude." This sounded good, but there was a catch. To vote in many states, people were still required to own land. -
Female Fabrications: an Examination of the Public and Private Aspects of Nüshu
FEMALE FABRICATIONS: AN EXAMINATION OF THE PUBLIC AND PRIVATE ASPECTS OF NÜSHU Ann-Gee Lee A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2008 Committee: Sue Carter Wood, Advisor Jaclyn Cuneen Graduate Faculty Representative Kristine L. Blair Richard Gebhardt ii © 2008 Ann-Gee Lee All Rights Reserved iii ABSTRACT Sue Carter Wood, Advisor Nüshu is a Chinese women's script believed to have been invented and used before the Cultural Revolution. For about a couple centuries, Nüshu was used by uneducated rural women in Jiangyong County, Hunan Province, in China to communicate and correspond with one another, cope with their hardships, and promote creativity. Its complexity lies in the fact that it may come in different forms: written on paper fans or silk-bound books; embroidered on clothing and accessories; or sung while a woman or group of women were doing their domestic work. Although Nüshu is an old and somewhat secret female language which has been used for over 100 years, it has only been an academic field of study for about 25 years. Further, in the field of rhetoric and composition, despite the enormous interest in women's rhetorics and material culture, sources on Nüshu in relation to the two fields are scarce. In relation to Nüshu, through examinations of American domestic arts, such as quilts, scrapbooking, and so on, material rhetoric is slowly becoming a significant field of study. Elaine Hedges explains, “Recent research has focused on ‘ordinary women' whose household work comprised, defined, and often circumscribed their lives: the work of cooking, cleaning, and sewing that women traditionally and perpetually performed and has gone unheralded until now” (294). -
Timeline of the Women's Suffrage Movement in the U.S
Timeline of the Women’s Suffrage Movement in the U.S. Compiled by the Center for American Women and Politics – August 2014 1848 The first women's rights convention is held in Seneca Falls, New York. After 2 days of discussion and debate, 68 women and 32 men sign a Declaration of Sentiments, which outlines grievances and sets the agenda for the women's rights movement. A set of 12 resolutions is adopted calling for equal treatment of women and men under the law and voting rights for women. 1850 The first National Women's Rights Convention takes place in Worcester, Mass., attracting more than 1,000 participants. National conventions are held yearly (except for 1857) through 1860. 1868 Ratification of the 14th amendment declaring “All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside” and that right may not be “denied to any of the male inhabitants of such State, being twenty-one years of age, and citizens of the United States” 1870 Congress ratifies the 15th amendment: “The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.” 1869 Split among the suffragist movement. Susan B. Anthony and Elizabeth Cady Stanton form the National Woman Suffrage Association. The primary goal of the organization is to achieve voting rights for women by means of a Congressional amendment to the Constitution.