The Foreign Service Journal, February 1934
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Ordinances—1934
Australian Capital Territory Ordinances—1934 A chronological listing of ordinances notified in 1934 [includes ordinances 1934 Nos 1-26] Ordinances—1934 1 Sheriff Ordinance Repeal Ordinance 1934 (repealed) repealed by Ord1937-27 notified 8 February 1934 (Cwlth Gaz 1934 No 8) sch 3 commenced 8 February 1934 (see Seat of Government 23 December 1937 (Administration) Act 1910 (Cwlth), s 12) 2 * Administration and Probate Ordinance 1934 (repealed) repealed by A2000-80 notified 8 February 1934 (Cwlth Gaz 1934 No 8) sch 4 commenced 8 February 1934 (see Seat of Government 21 December 2000 (Administration) Act 1910 (Cwlth), s 12) 3 Liquor (Renewal of Licences) Ordinance 1934 (repealed) repealed by Ord1937-27 notified 8 February 1934 (Cwlth Gaz 1934 No 9) sch 3 commenced 8 February 1934 (see Seat of Government 23 December 1937 (Administration) Act 1910 (Cwlth), s 12) 4 Oaths Ordinance 1934 (repealed) repealed by Ord1984-79 notified 15 February 1934 (Cwlth Gaz 1934 No 10) s 2 commenced 15 February 1934 (see Seat of Government 19 December 1984 (Administration) Act 1910 (Cwlth), s 12) 5 Dogs Registration Ordinance 1934 (repealed) repealed by Ord1975-18 notified 1 March 1934 (Cwlth Gaz 1934 No 13) sch commenced 1 March 1934 (see Seat of Government (Administration) 21 July 1975 Act 1910 (Cwlth), s 12) 6 * Administration and Probate Ordinance (No 2) 1934 (repealed) repealed by A2000-80 notified 22 March 1934 (Cwlth Gaz 1934 No 17) sch 4 commenced 22 March 1934 (see Seat of Government (Administration) 21 December 2000 Act 1910 (Cwlth), s 12) 7 Advisory -
Records of the Immigration and Naturalization Service, 1891-1957, Record Group 85 New Orleans, Louisiana Crew Lists of Vessels Arriving at New Orleans, LA, 1910-1945
Records of the Immigration and Naturalization Service, 1891-1957, Record Group 85 New Orleans, Louisiana Crew Lists of Vessels Arriving at New Orleans, LA, 1910-1945. T939. 311 rolls. (~A complete list of rolls has been added.) Roll Volumes Dates 1 1-3 January-June, 1910 2 4-5 July-October, 1910 3 6-7 November, 1910-February, 1911 4 8-9 March-June, 1911 5 10-11 July-October, 1911 6 12-13 November, 1911-February, 1912 7 14-15 March-June, 1912 8 16-17 July-October, 1912 9 18-19 November, 1912-February, 1913 10 20-21 March-June, 1913 11 22-23 July-October, 1913 12 24-25 November, 1913-February, 1914 13 26 March-April, 1914 14 27 May-June, 1914 15 28-29 July-October, 1914 16 30-31 November, 1914-February, 1915 17 32 March-April, 1915 18 33 May-June, 1915 19 34-35 July-October, 1915 20 36-37 November, 1915-February, 1916 21 38-39 March-June, 1916 22 40-41 July-October, 1916 23 42-43 November, 1916-February, 1917 24 44 March-April, 1917 25 45 May-June, 1917 26 46 July-August, 1917 27 47 September-October, 1917 28 48 November-December, 1917 29 49-50 Jan. 1-Mar. 15, 1918 30 51-53 Mar. 16-Apr. 30, 1918 31 56-59 June 1-Aug. 15, 1918 32 60-64 Aug. 16-0ct. 31, 1918 33 65-69 Nov. 1', 1918-Jan. 15, 1919 34 70-73 Jan. 16-Mar. 31, 1919 35 74-77 April-May, 1919 36 78-79 June-July, 1919 37 80-81 August-September, 1919 38 82-83 October-November, 1919 39 84-85 December, 1919-January, 1920 40 86-87 February-March, 1920 41 88-89 April-May, 1920 42 90 June, 1920 43 91 July, 1920 44 92 August, 1920 45 93 September, 1920 46 94 October, 1920 47 95-96 November, 1920 48 97-98 December, 1920 49 99-100 Jan. -
Thomas Jefferson Day, 2006
Proc. 8001 Title 3—The President and online campaign to encourage teens to reject drug use and other nega- tive pressures. My Administration has also hosted a series of summits to educate community leaders and school officials on successful student drug testing. The struggle against alcohol abuse, drugs, and violence is a national, state, and local effort. Parents, teachers, volunteers, D.A.R.E. officers, and all those who help our young people grow into responsible, successful adults are strengthening our country and contributing to a future of hope for ev- eryone. NOW, THEREFORE, I, GEORGE W. BUSH, President of the United States of America, by virtue of the authority vested in me by the Constitution and laws of the United States, do hereby proclaim April 11, 2006, as National D.A.R.E. Day. I call upon young people and all Americans to fight drug use and violence in our communities. I also urge our citizens to support the law enforcement officials, volunteers, teachers, health care professionals, and all those who work to help our children avoid drug use and violence. IN WITNESS WHEREOF, I have hereunto set my hand this seventh day of April, in the year of our Lord two thousand six, and of the Independence of the United States of America the two hundred and thirtieth. GEORGE W. BUSH Proclamation 8001 of April 13, 2006 Thomas Jefferson Day, 2006 By the President of the United States of America A Proclamation Today, we celebrate the birthday of Thomas Jefferson. Few individuals have shaped the course of human events as much as this proud son of Vir- ginia. -
The Strange Career of Thomas Jefferson Race and Slavery in American Memory, I94J-I99J
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by University of Richmond University of Richmond UR Scholarship Repository History Faculty Publications History 1993 The trS ange Career of Thomas Jefferson: Race and Slavery in American Memory Edward L. Ayers University of Richmond, [email protected] Scot A. French Follow this and additional works at: http://scholarship.richmond.edu/history-faculty-publications Part of the Race and Ethnicity Commons, and the United States History Commons Recommended Citation Ayers, Edward L. and Scot A. French. "The trS ange Career of Thomas Jefferson: Race and Slavery in American Memory." In Jeffersonian Legacies, edited by Peter S. Onuf, 418-456. Charlottesville: University Press of Virginia, 1993. This Book Chapter is brought to you for free and open access by the History at UR Scholarship Repository. It has been accepted for inclusion in History Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. CHAPTER I 4 The Strange Career of Thomas Jefferson Race and Slavery in American Memory, I94J-I99J SCOT A. FRENCH AND EDWARD L. AYERS For generations, the memory of Thomas Jefferson has been inseparable from his nation's memory of race and slavery. Just as Jefferson's words are invoked whenever America's ideals of democracy and freedom need an elo quent spokesman, so are his actions invoked when critics level charges of white guilt, hypocrisy, and evasion. In the nineteenth century, abolitionists used Jefferson's words as swords; slaveholders used his example as a shield. -
Fifth Grade Patriot Program 2019-2020
Fifth Grade Patriot Program 2019-2020 Name ____________________ Teacher___________________ Fifth Grade Patriot Program Name____________________ Teacher_________________________ Testing will occur from 8:30 – 9:00 a.m. each morning in the Library. Timeline Actual of Completion Steps to Patriots Completion Date Anytime Between 1._________ 1. Name and label 50 states with 80% accuracy November and March 2._________ 2. Complete a Community Service Project November 3.Bill of Rights 1. Flag Etiquette quiz December 2. Memorize and recite versus 1 of the Star Spangled Banner January Presidential Report Choose any TWO of the following: Anytime • Landmarks & memorials between • Interview a Patriot February - • Timeline Revolution March • State poster • American Creed Work must be completed by April 3, 2020 2 Fifth Grade Patriot Program Requirement Details 1. Name and label 50 states with 80% accuracy. (Pages 6-10) • Must be completed in one sitting • May use any combination of spelling and postal codes • Test may be retaken as needed 2. Pictorial Representation of the Bill of Rights • Read the Bill of Rights. • Then create a legal size poster (8 ½ x 14), PowerPoint presentation (which is to be printed out), or booklet presenting the Bill of Rights in symbolic form. • Include an illustration as well as a brief summary of the each amendment artistically. • Use drawings, cut-out pictures, or photographs, and in your own words, explain what each amendment means to you. http://www.archives.gov/exhibits/charters/bill_of_rights_transcript.html 4. Flag -
American = White ? 54
1 Running Head: AMERICAN = WHITE? American = White? Thierry Devos Mahzarin R. Banaji San Diego State University Harvard University American = White? 2 Abstract In six studies, the extent to which American ethnic groups (African, Asian, and White) are associated with the national category “American” was investigated. Although strong explicit commitments to egalitarian principles were expressed (Study 1), each of five subsequent studies consistently revealed that both African and Asian Americans as groups are less associated with the national category “American” than are White Americans (Studies 2-6). Under some circumstances, a complete dissociation between mean levels of explicit beliefs and implicit responses emerged such that an ethnic minority was explicitly regarded to be more American than were White Americans (e.g., African Americans representing the U.S. in Olympic sports), but implicit measures showed the reverse pattern (Studies 3 and 4). In addition, Asian American participants themselves showed the American = White effect, although African Americans did not (Study 5). Importantly, the American = White association predicted the strength of national identity in White Americans: the greater the exclusion of Asian Americans from the category “American,” the greater the identification with being American (Study 6). Together, these studies provide evidence that to be American is implicitly synonymous with being White. American = White? 3 American = White? In 1937, the Trustees of the Carnegie Corporation of New York invited the Swedish sociologist Gunnar Myrdal to study the “Negro problem” in America. The main message from Myrdal’s now classic study was captured in the title of his book, An American Dilemma (1944). Contrary to expectations that White Americans would express prejudice without compunction, Myrdal found that even sixty years ago in the deep South, White citizens clearly experienced a moral dilemma, “an ever-raging conflict” between strong beliefs in equality and liberty for all and the reality of their actions and their history. -
USA - the United States of America
Sydney (+61 2) 8825 9300 Melbourne (+61 3) 9799 5800 Brisbane (+61 7) 3348 2500 www.ossworldwidemovers.com USA - The United States of America Everyone has an opinion on the USA. A main player on the world stage, the United States is constantly under the global media spotlight. Whatever your stance, you cannot deny that this North American nation has a lot to offer in terms of diversity; from the creaking depths of the Grand Canyon to the towering heights of Manhattan’s Empire State Building, the luscious tropical forests of Hawaii to the chiselled faces of Mount Rushmore, all fifty states are scattered with gasp-worthy natural wonders and impressive man-made marvels. The unrivalled entertainment capital of the world, the USA is bursting with theme parks, sports venues, and theatres. The turquoise waves of surf capital California and ski resorts of the snow-cloaked Rocky Mountains in Colorado provide ample excuses for adrenalin junkies to explore, whilst the palm-lined beaches of laid-back Miami and sweeping pastures of the Oklahoma prairies offer true relaxation. “Oh beautiful, for spacious skies, for amber waves of grain, for purple mountain majesties above the fruited plain.” The beloved patriotic song “America the Beautiful” hints at some of the country’s diverse, majestic landscape, which is certainly one of many reasons to visit the US but there are so many others. From its vast plains, snow-covered mountains, deep forests and strange rock formations, to soaring skyscrapers and a thunderous cultural scene, the USA is a collage of extremes. Nothing can prepare you for your first glimpse of Manhattan’s unforgettable skyline, your first ride in a yellow cab, the ubiquitous hamburger joints, yawning expanses of prairie, the sweet strains of New Orleans jazz, or the neon-lit excesses of Las Vegas. -
Reading Guide for The 1619 Project Essays
1 of 11 Reading Guide for The 1619 Project Essays The index below offers a preview and guiding questions for the 18 essays included in The 1619 Project from The New York Times Magazine. 1. “The Idea of America” by Nikole Hannah-Jones (pages 14–26) Excerpt “Our Declaration of Independence, signed on July 4, 1776, proclaims that ‘all men are created equal’ and ‘endowed by their Creator with certain inalienable rights.’ But the white men who drafted those words did not believe them to be true for the hundreds of thousands of black people in their midst. ‘Life, Liberty and the pursuit of Happiness’ did not apply to fully one-fifth of the country. Yet despite being violently denied the freedom and justice promised to all, black Americans believed fervently in the American creed. Through centuries of black resistance and protest, we have helped the country to live up to its founding ideals…Without the idealistic, strenuous and patriotic efforts of black Americans, our democracy today would most likely look very different — it might not be a democracy at all.” Key Names, abolitionist, American Revolution, Civil Rights Act, Crispus Attucks, Dates, and Declaration of Independence, Immigration and Nationality Act of 1965, Jim Terms Crow, Mason-Dixon Line, National Association for the Advancement of Colored People (N.A.A.C.P.), Reconstruction, W.E.B. Du Bois Guiding 1. How have laws, policies, and systems developed to enforce the Questions enslavement of black Americans before the Civil War influenced laws, policies, and systems in years since? 2. How has activism by black Americans throughout U.S. -
1934-1935 Obituary Record of Graduates of Yale University
'"'"JLJ'^:_-'i .j' *-*i7i in T.' "-. \ f .'/" ; Bulletin of Yale University New Haven 15 October 1935 Obituary Record of Graduates of Yale University Deceased during the Year BULLETIN OF YALE UNIVERSITY if Entered as second-class matter, August 30,1906, at the'post ^ office at New Haven, Conn,, under the Act of Congress ofJ July 16, 1894, Acceptance for mailing at the special rate of postage pro- vided for in Section 1103, Act of October 3, 1917, authonzed August 12, 1918. The BULLETIN, which is issued semimonthly, includes: 1. The University Catalogue. _ - - 2. The Reports of the President and Treasurer. s_ 3. The Catalogues of the several Schools. 4. The Alumni Directory and the Quinquennial Catalogue. 5. The Obituary Record. ; \ Bulletin of Yale University OBITUARY RECORD OF GRADUATES DECEASED DURING THE YEAR ENDING JULY i, 1935 INCLUDING THE RECORD OF A FEW WHO DIED PREVIOUSLY, HITHERTO UNREPORTED NUMBER 94 Thirty-second Series • Number Three New Haven • 15 October 1935 YALE UNIVERSITY OBITUARY RECORD* YALE COLLEGE Augustus Field Beard, B.A. 1857, Born May 11, 1833, in Norwalk, Conn. Died December 22,1934, in Norwalk, Conn. Father, Algernon Edwin Beard; a hat manufacturer and banker in South Norwalk; representative in State Legislature; son of Dr. Daniel Beard and Betsy (Field) Beard, of Oakham, Mass., and Stratford, Conn. Mother, Mary Esther (Mallory) Beard; daughter of Lewis and Ann (Seymour) Mallory, of Norwalk. Yale relatives include. James Beard (honorary M.A. 1754) (great-grandfather); and Dr. George M. Beard, *6i (cousin). Wilhston Academy. Entered with Class of 1856, joined Class of 1857 following year; on Spoon Committee; member Linoma, Sigma Delta, Kappa Sigma Theta, Alpha Delta Phi, and Scroll and Key. -
1934 Annual Report
ANNUAL REPORT OF THE FEDERAL TRADE COMMISSION FOR THE FISCAL YEAR ENDED JUNE 30 1934 UNITED STATES GOVERNMENT PRINTING OFFICE WASHINGTON: 1934 For sale by the Superintendent of Documents, Washington. D.C. - - - - Price 15 cents FEDERAL TRADE COMMISSION GARLAND S. FERGUSON, Jr., Chairman 1 EWIN L. DAVIS, Vice Chairman CHARLES H. MARCH WILLIAM A. AYRES OTIS B. JOHNSON, Secretary 1 Chairmanship rotates annually. Commissioner Davis will become chairman in January 1935. FEDERAL TRADE COMMISSIONERS--1915-34 Name State from which appointed Period of service Joseph E. Davies Wisconsin Mar.16, 1915-Mar. 18, 1918. William J. Harris Georgia Mar.16, 1915-May 31, 1918. Edward N. Hurley Illinois Mar.16, 1915-Jan. 31, 1917. Will H. Parry Washington Mar.16, 1915-A p r. 21, 1917. George Rublee New Hampshire Mar.16, 1915-May 14, 1916. William B. Colver Minnesota Mar.16, 1917-Sept. 25, 1920. John Franklin Fort New Jersey Mar. 16, 1917-Nov. 30,1919. Victor Murdock Kansas Sept. 4, 1917-Jan. 31, 1924. Huston Thompson Colorado Jan. 17, 1919-Sept. 25, 1926. Nelson B. Gaskill New Jersey Feb. l. 1921-Feb. 24, 1925. John Garland Pollard Virginia Mar. 6, 1920-Sept. 25, 1921. John F. Nugent Idaho Jan.15, 1921-Sept. 25, 1927. Vernon W. Van Fleet Indiana June 26, 1922-July 31, 1926. Charles W. Hunt Iowa June 16, 1924-Sept. 25,1932. William E. Humphrey Washington Feb.25, 1925-Oct. 7, 1933. Abram F. Myers Iowa Aug. 2, 1925-Jan. 15, 1929. Edgar A. McCulloch Arkansas Feb.11, 1927-Jan. 23, 1933. Garland S. Ferguson, Jr. -
Administration of Joseph R. Biden, Jr., 2021 Remarks at an Independence
Administration of Joseph R. Biden, Jr., 2021 Remarks at an Independence Day Celebration July 4, 2021 Today—today—we celebrate America: our freedom, our liberty, our independence. The Fourth of July is a sacred day in our country, a day of history, of hope, remembrance, and resolve, of promise and possibilities. Before me stands monuments of the greatest and the goodness of our Nation, monuments of light and liberty. There's a towering memorial to George Washington, the general who led our Revolution and the President who set our Nation on its course. There's a memorial to Thomas Jefferson, whose words about liberty and equality literally changed the world. And across the Tidal Basin from the Jefferson Memorial, there stands Dr. Martin Luther King, Jr., his arms crossed, his eyes fixed ahead toward the promised land where equality is not only an aspiration, but a reality. They helped define who we are, guide what we do, remind us of the work that history has given us in our own time. This year, the Fourth of July is a day of special celebration, for we are emerging from the darkness of years; a year of pandemic and isolation; a year of pain, fear, and heartbreaking loss. Just think back to where this Nation was a year ago. Think back to where you were a year ago. And think about how far we've come. From silent streets to crowded parade routes lined with people waving American flags; from empty stadiums and arenas to fans back in their seats cheering together again; from families pressing hands against a window to grandparents hugging their grandchildren once again. -
Jeffersonian Racism
MALTE HINRICHSEN JEFFERSONIAN RACISM JEFFERSONIAN RACISM Universität Hamburg Fakultät für Wirtschafts - und Sozialwissenschaften Dissertation Zur Erlangung der Würde eines Doktors der Wirtschafts - und Sozialwissenschaften »Dr. phil.« (gemäß der Promotionsordnung v o m 2 4 . A u g u s t 2 0 1 0 ) vorgelegt von Malte Hinrichsen aus Bremerhaven Hamburg, den 15. August 2016 Erstgutachter: Prof. Dr. Wulf D. Hund Zweitgutachter: Prof. Dr. Olaf Asbach Datum der Disputation: 16. Mai 2017 - CONTENTS - I. Introduction: Studying Jeffersonian Racism 1 II. The History of Jeffersonian Racism 25 1. ›Cushioned by Slavery‹ – Colonial Virginia 30 1.1 Jefferson and his Ancestors 32 1.2 Jefferson and his Early Life 45 2. ›Weaver of the National Tale‹ – Revolutionary America 61 2.1 Jefferson and the American Revolution 62 2.2 Jefferson and the Enlightenment 77 3. ›Rising Tide of Racism‹ – Early Republic 97 3.1 Jefferson and Rebellious Slaves 98 3.2 Jefferson and Westward Expansion 118 III. The Scope of Jeffersonian Racism 139 4. ›Race, Class, and Legal Status‹ – Jefferson and Slavery 149 4.1 Racism and the Slave Plantation 159 4.2 Racism and American Slavery 188 5. ›People plus Land‹ – Jefferson and the United States 211 5.1 Racism and Empire 218 5.2 Racism and National Identity 239 6. ›The Prevailing Perplexity‹ – Jefferson and Science 258 6.1 Racism and Nature 266 6.2 Racism and History 283 IV. Conclusion: Jeffersonian Racism and ›Presentism‹ 303 Acknowledgements 315 Bibliography 317 Appendix 357 I. Introduction: Studying Jeffersonian Racism »Off His Pedestal«, The Atlantic Monthly headlined in October 1996, illustrating the bold claim with a bust of Thomas Jefferson being hammered to the floor.