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The Attorney General's Ninth Annual Report to Congress Pursuant to The
THE ATTORNEY GENERAL'S NINTH ANNUAL REPORT TO CONGRESS PURSUANT TO THE EMMETT TILL UNSOLVED CIVIL RIGHTS CRIME ACT OF 2007 AND THIRD ANNUALREPORT TO CONGRESS PURSUANT TO THE EMMETT TILL UNSOLVEDCIVIL RIGHTS CRIMES REAUTHORIZATION ACT OF 2016 March 1, 2021 INTRODUCTION This is the ninth annual Report (Report) submitted to Congress pursuant to the Emmett Till Unsolved Civil Rights Crime Act of2007 (Till Act or Act), 1 as well as the third Report submitted pursuant to the Emmett Till Unsolved Civil Rights Crimes Reauthorization Act of 2016 (Reauthorization Act). 2 This Report includes information about the Department of Justice's (Department) activities in the time period since the eighth Till Act Report, and second Reauthorization Report, which was dated June 2019. Section I of this Report summarizes the historical efforts of the Department to prosecute cases involving racial violence and describes the genesis of its Cold Case Int~~ative. It also provides an overview ofthe factual and legal challenges that federal prosecutors face in their "efforts to secure justice in unsolved Civil Rights-era homicides. Section II ofthe Report presents the progress made since the last Report. It includes a chart ofthe progress made on cases reported under the initial Till Act and under the Reauthorization Act. Section III of the Report provides a brief overview of the cases the Department has closed or referred for preliminary investigation since its last Report. Case closing memoranda written by Department attorneys are available on the Department's website: https://www.justice.gov/crt/civil-rights-division-emmett till-act-cold-ca e-clo ing-memoranda. -
Free Expression and Intellectual Diversity How Florida Universities Currently Measure Up
POLICY BRIEF Free Expression and Intellectual Diversity How Florida Universities Currently Measure Up William Mattox Director of the J. Stanley Marshall Center for Educational Options iddlebury College. University of California, Berkeley. Evergreen State. MClaremont McKenna. Yale. The list of academic institutions rocked in recent months by (sometimes violent) speech-squelching protests is not pretty. And combined with growing concerns about high student debt and sagging job prospects for many new graduates, these efforts to thwart campus discourse are causing many people – for the first time ever – to question whether higher education is truly worth the investment it requires. www.jamesmadison.org | 1 For example, a 2017 survey by the Pew Research Center found campus craziness presents an opportunity for our state. For if the that 58 percent of Republicans and Republican-leaning indepen- Florida higher education system were to become a haven for free dents now believe colleges and universities are having a negative expression and viewpoint diversity – and to become known as effect on the direction of our country. This represents a whop- such – our universities would be very well positioned to meet the ping 21 percent shift since 2015 (when 37 percent of center-right growing demand for intellectually-serious academic study at an Americans viewed the performance of higher education institu- affordable cost. tions negatively).1 In fact, a major 2013 report said as much. Growing skepticism about the current direction of American In 2013, the American Council of Trustees and Alumni (ACTA) higher education isn’t just found among those on the center-right. produced a comprehensive report on the state of higher education For example, a center-left New York University professor named in Florida (with assistance from The James Madison Institute). -
Hearing Nostalgia in the Twilight Zone
JPTV 6 (1) pp. 59–80 Intellect Limited 2018 Journal of Popular Television Volume 6 Number 1 © 2018 Intellect Ltd Article. English language. doi: 10.1386/jptv.6.1.59_1 Reba A. Wissner Montclair State University No time like the past: Hearing nostalgia in The Twilight Zone Abstract Keywords One of Rod Serling’s favourite topics of exploration in The Twilight Zone (1959–64) Twilight Zone is nostalgia, which pervaded many of the episodes of the series. Although Serling Rod Serling himself often looked back upon the past wishing to regain it, he did, however, under- nostalgia stand that we often see things looking back that were not there and that the past is CBS often idealized. Like Serling, many ageing characters in The Twilight Zone often sentimentality look back or travel to the past to reclaim what they had lost. While this is a perva- stock music sive theme in the plots, in these episodes the music which accompanies the scores depict the reality of the past, showing that it is not as wonderful as the charac- ter imagined. Often, music from these various situations is reused within the same context, allowing for a stock music collection of music of nostalgia from the series. This article discusses the music of nostalgia in The Twilight Zone and the ways in which the music depicts the reality of the harshness of the past. By feeding into their own longing for the reclamation of the past, the writers and composers of these episodes remind us that what we remember is not always what was there. -
By Jennifer M. Fogel a Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy
A MODERN FAMILY: THE PERFORMANCE OF “FAMILY” AND FAMILIALISM IN CONTEMPORARY TELEVISION SERIES by Jennifer M. Fogel A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Communication) in The University of Michigan 2012 Doctoral Committee: Associate Professor Amanda D. Lotz, Chair Professor Susan J. Douglas Professor Regina Morantz-Sanchez Associate Professor Bambi L. Haggins, Arizona State University © Jennifer M. Fogel 2012 ACKNOWLEDGEMENTS I owe my deepest gratitude to the members of my dissertation committee – Dr. Susan J. Douglas, Dr. Bambi L. Haggins, and Dr. Regina Morantz-Sanchez, who each contributed their time, expertise, encouragement, and comments throughout this entire process. These women who have mentored and guided me for a number of years have my utmost respect for the work they continue to contribute to our field. I owe my deepest gratitude to my advisor Dr. Amanda D. Lotz, who patiently refused to accept anything but my best work, motivated me to be a better teacher and academic, praised my successes, and will forever remain a friend and mentor. Without her constructive criticism, brainstorming sessions, and matching appreciation for good television, I would have been lost to the wolves of academia. One does not make a journey like this alone, and it would be remiss of me not to express my humble thanks to my parents and sister, without whom seven long and lonely years would not have passed by so quickly. They were both my inspiration and staunchest supporters. Without their tireless encouragement, laughter, and nurturing this dissertation would not have been possible. -
News Article "Mississippi Horror: a Doctor's Report"
~lJfOPSY ON RIGHTS CRUSADER )ff. W~"t, Mississippi HorrOrrr:,;:, But I wos disappolnted, too, .r I hecause I wouldn't ha.\'e a chance now 1o do something th 1 that rnl~ht help find the mur· r? A Doctor's Report ' 1 derers of those kids, Good· l rich, when he came on the .,._ phone, resoh·ed my amblva· il BY DAY1D 8PAIX, :'.\I.D. I was as surprised by the post· unteer for the Medical Com· t lent feelings for me. fj C09Yright 19'4, The Layman's Pren midnight call as I would have mittee for Human Rights. Reprinttcl bY Permission "Get d0\\'11 here anyway. g . been if I looked out the win· "Dave, can. you get dov,n Take the late plane. There's y The phone rang about 1 :30 dow and saw my ailing out here, right away?" something tunny g o i n g on a .m. I had just gone to sleep, board motor running a.round "To Mississippi?" about this business. I think r after a restless hour In bed by itself in the bay. "Immediately. The autopsy we may be able to arrange conjugating tour days of utter • • • for you to examine the bodies t failure to get my outboard for those three kids Is sched· THE OPERATOR said Jack· uJed fo r tomorrow, and the later. It may all be a Wild J motor running, and I walked son, Miss., was call!ng. goose chase, but let's try." i half-asleep down the dark hall attorneys for :Mrs. -
February 2007 AAUW-Illinois by Barbara Joan Zeitz
CountHerHistory February 2007 AAUW-Illinois by Barbara Joan Zeitz Civil Rights Women: Seventy-three years predating Rosa Parks, a refined teacher sat in the first- class ladies’ car on a train in Tennessee. When told to move to the smoker for niggers, she politely refused. She had a first-class ticket, was a lady, and planned to stay. Dragged to the dirty smoker as white passengers cheered, she got off at the next stop. Ida B. Wells was well within her rights. The Civil Rights Act of 1875 banned discrimination on public transportation. Wells filed a law suit and won. She sued in a repeat situation, won, and inspired others. Her disclosures about lynching began the nation’s anti-lynching campaign. The NAACP began as an interracial organization in 1908 when Mary Ovington, a white woman, hosted a dinner in New York organized and funded by whites. Ovington saw that over a third in positions were women, one was Ida B. Wells. The NAACP ceased being interracial in the 1930’s, excluding Ovington from her civil rights work. Pauli Murray attempted to break the color line in education at the University of North Carolina Law School in 1938, but was denied admission. As a Howard University Law School student in Washington, D. C., she organized a cafeteria sit-in. After four hours of orderly protest, the demonstrators were served. Civil rights were gained. But in 1944 people did not talk about this. The press ignored the story. Those courageous young blacks sitting-in at lunch counters in the 1960’s were ahead of their time. -
Mississippi Freedom Summer: Compromising Safety in the Midst of Conflict
Mississippi Freedom Summer: Compromising Safety in the Midst of Conflict Chu-Yin Weng and Joanna Chen Junior Division Group Documentary Process Paper Word Count: 494 This year, we started school by learning about the Civil Rights Movement in our social studies class. We were fascinated by the events that happened during this time of discrimination and segregation, and saddened by the violence and intimidation used by many to oppress African Americans and deny them their Constitutional rights. When we learned about the Mississippi Summer Project of 1964, we were inspired and shocked that there were many people who were willing to compromise their personal safety during this conflict in order to achieve political equality for African Americans in Mississippi. To learn more, we read the book, The Freedom Summer Murders, by Don Mitchell. The story of these volunteers remained with us, and when this year’s theme of “Conflict and Compromise” was introduced, we thought that the topic was a perfect match and a great opportunity for us to learn more. This is also a meaningful topic because of the current state of race relations in America. Though much progress has been made, events over the last few years, including a 2013 Supreme Court decision that could impact voting rights, show the nation still has a way to go toward achieving full racial equality. In addition to reading The Freedom Summer Murders, we used many databases and research tools provided by our school to gather more information. We also used various websites and documentaries, such as PBS American Experience, Library Of Congress, and Eyes on the Prize. -
How Superman Developed Into a Jesus Figure
HOW SUPERMAN DEVELOPED INTO A JESUS FIGURE CRISIS ON INFINITE TEXTS: HOW SUPERMAN DEVELOPED INTO A JESUS FIGURE By ROBERT REVINGTON, B.A., M.A. A Thesis Submitted to the School of Graduate Studies in Partial Fulfillment of the Requirements for the Degree of Master of Arts McMaster University © Copyright by Robert Revington, September 2018 MA Thesis—Robert Revington; McMaster University, Religious Studies McMaster University MASTER OF ARTS (2018) Hamilton, Ontario, Religious Studies TITLE: Crisis on Infinite Texts: How Superman Developed into a Jesus Figure AUTHOR: Robert Revington, B.A., M.A (McMaster University) SUPERVISOR: Professor Travis Kroeker NUMBER OF PAGES: vi, 143 ii MA Thesis—Robert Revington; McMaster University, Religious Studies LAY ABSTRACT This thesis examines the historical trajectory of how the comic book character of Superman came to be identified as a Christ figure in popular consciousness. It argues that this connection was not integral to the character as he was originally created, but was imposed by later writers over time and mainly for cinematic adaptations. This thesis also tracks the history of how Christians and churches viewed Superman, as the film studios began to exploit marketing opportunities by comparing Superman and Jesus. This thesis uses the methodological framework of intertextuality to ground its treatment of the sources, but does not follow all of the assumptions of intertextual theorists. iii MA Thesis—Robert Revington; McMaster University, Religious Studies ABSTRACT This thesis examines the historical trajectory of how the comic book character of Superman came to be identified as a Christ figure in popular consciousness. Superman was created in 1938, but the character developed significantly from his earliest incarnations. -
A Case Study of Alabama State College Laboratory High School in Historical Context, 1920-1960
A “Laboratory of Learning”: A Case Study of Alabama State College Laboratory High School in Historical Context, 1920-1960 Sharon G. Pierson Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2012 © 2012 Sharon G. Pierson All rights reserved ABSTRACT A “Laboratory of Learning”: A Case Study of Alabama State College Laboratory High School in Historical Context, 1920-1960 Sharon G. Pierson In the first half of the twentieth century in the segregated South, Black laboratory schools began as “model,” “practice,” or “demonstration” schools that were at the heart of teacher training institutions at Historically Black Colleges and Universities (HBCUs). Central to the core program, they were originally designed to develop college-ready students, demonstrate effective teaching practices, and provide practical application for student teachers. As part of a higher educational institution and under the supervision of a college or university president, a number of these schools evolved to “laboratory” high schools, playing a role in the development of African American education beyond their own local communities. As laboratories for learning, experimentation, and research, they participated in major cooperative studies and hosted workshops. They not only educated the pupils of the lab school and the student teachers from the institution, but also welcomed visitors from other high schools and colleges with a charge to influence Black education. A case study of Alabama State College Laboratory School, 1920-1960, demonstrates the evolution of a lab high school as part of the core program at an HBCU and its distinctive characteristics of high graduation and college enrollment rates, well-educated teaching staff, and a comprehensive liberal arts curriculum. -
Daybreak of Freedom
Daybreak of Freedom . Daubreak of The University of North Carolina Press Chapel Hill and London Freedom The Montgomery Bus Boycott Edited by Stewart Burns © 1997 The University of North Carolina Press. All rights reserved. Manufactured in the United States of America. The paper in this book meets the guidelines for permanence and durability of the Committee on Production Guidelines for Book Longevity of the Council on Library Resources. Library of Congress Cataloging-in-Publication Data Daybreak of freedom : the Montgomery bus boycott / edited by Stewart Burns, p cm. Includes bibliographical references (p. ) and index. ISBN 0-8078-2360-0 (alk. paper) — ISBN 0-8078-4661-9 (pbk.: alk. paper) i. Montgomery (Ala.)—Race relations—Sources. 2. Segregation in transportation—Alabama— Montgomery—History—20th century—Sources. 3. Afro-Americans—Civil rights—Alabama- Montgomery—History—2oth century—Sources. I. Title. F334-M79N39 *997 97~79°9 3O5.8'oo976i47—dc2i CIP 01 oo 99 98 97 54321 THIS BOOK WAS DIGITALLY MANUFACTURED. For Claudette Colvin, Jo Ann Robinson, Virginia Foster Durr, and all the other courageous women and men who made democracy come alive in the Cradle of the Confederacy This page intentionally left blank We are here in a general sense because first and foremost we are American citizens, and we are determined to apply our citizenship to the fullness of its meaning. We are here also because of our love for democracy, because of our deep-seated belief that democracy transformed from thin paper to thick action is the greatest form of government on earth. And you know, my friends, there comes a time when people get tired of being trampled over by the iron feet of oppression. -
Rebellious Women in the Black Freedom Struggle
REBELLIOUS WOMEN IN THE BLACK FREEDOM STRUGGLE Monica Maria Tetzlaff Jeanne Theoharis. The Rebellious Life of Mrs. Rosa Parks. Boston: Beacon Press, 2013. xvi + 320 pp. Photographs, notes, and index. $27.95. Barbara Ransby. Eslanda: The Large and Unconventional Life of Mrs. Paul Robeson. New Haven: Yale University Press, 2013. xiii + 373 pp. Photographs, chronol- ogy, notes, bibliography, and index. $35.00. From Montgomery, Alabama, to the United Nations, women activists promoted the black freedom struggle in the mid-twentieth century, and scholarly biog- raphies of their impact have been emerging since around 2000.1 Two recent biographies of Rosa Parks and Eslanda Robeson break new ground in deep- ening our understanding of gender and the “long history” and international scope of the Civil Rights Movement. While it will come as no shock that Eslanda Robeson, activist journalist and anthropologist, was a radical like her husband, Paul Robeson, The Rebellious Life of Mrs. Rosa Parks may surprise some readers. Both women had associa- tions with the Civil Rights Movement led by Dr. Martin Luther King, Jr., black nationalism, the peace movement, and the left wing of the union movement. Their biographers, Barbara Ransby and Jeanne Theoharis, are both noted civil rights historians who have argued for the “long civil rights movement” and have placed women at the center, rather than the margins of their analysis. The result is a rich, gendered view of the long civil rights movement and an examination of the way we view black women activists in our culture. Some of the most important analysis in Theoharis’ The Rebellious Life, is her examination of Rosa Parks as a symbol and her critique of that symbolism. -
Entry List Information Provided by Student Online Registration and Does Not Reflect Last Minute Changes
Entry List Entry List Information Provided by Student Online Registration and Does Not Reflect Last Minute Changes Junior Paper Round 1 Building: Hornbake Room: 0108 Time Entry # Affiliate Title Students Teacher School 10:00 am 10001 IA The Partition of India: Conflict or Compromise? Adam Pandian Cindy Bauer Indianola Middle School 10:15 am 10002 AK Mass Panic: The Postwar Comic Book Crisis Claire Wilkerson Adam Johnson Romig Middle School 10:30 am 10003 DC Functions of Reconstructive Justice: A Case of Meyer Leff Amy Trenkle Deal MS Apartheid and the Truth and Reconciliation Commission in South Africa 10:45 am 10004 NE The Nuremberg Trials to End a Conflict William Funke Roxann Penfield Lourdes Central Catholic School 11:00 am 10005 SC Edwards V. South Carolina: A Case of Conflict and Roshni Nandwani Tamara Pendleton Forestbrook Middle Compromise 11:15 am 10006 VT The Green Mountain Parkway: Conflict and Katie Kelley Susan Guilmette St. Paul's Catholic School Compromise over the Future of Vermont 11:30 am 10007 NH The Battle of Midway: The Turning Point in the Zachary Egan Chris Soule Paul Elementary School Pacific Theatre 11:45 am 10008 HI Gideon v. Wainwright: The Unfulfilled Promise of Amy Denis Kacey Martin Aiea Intermediate School Indigent Defendants' Rights 12:00 pm 10009 PA The Christmas Truce of 1914: Peace Brought by Drew Cohen Marian Gibfried St. Peter's School Soldiers, Not Governments 12:15 pm 10010 MN The Wilderness Act of 1964 Grace Philippon Catie Jacobs Twin Cities German Immersion School Paper Junior Paper Round 1 Building: Hornbake Room: 0125 Time Entry # Affiliate Title Students Teacher School 10:00 am 10011 AS Bloody Mary: A Catholic Who Refused To Liualevaiosina Chloe-Mari Tiana Trepanier Manumalo Academy - Compromise Leiato Elementary 10:15 am 10012 MS The Conflicts and Compromises of Lucy Maud Corgan Elliott Carolyn Spiller Central School Montgomery 10:30 am 10013 MN A Great Compromise: The Sherman Plan Saves the Lucy Phelan Phil Hohl Cyber Village Academy Constitutional Convention of 1787 10:45 am 10014 MI Gerald R.