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Southeast Museum of Photography Preservation Assessment Project
PG-266669-19 Southeast Museum of Photography Preservation Assessment Project A. What activity or activities would the grant support? Support will fund three primary activities for the Southeast Museum of Photography Preservation Assessment Project: • A formal assessment of the photographs and photographic objects from the museum’s 4,500 piece collection, by a professional conservator of photographs. • In consultation with a professional conservator of photographs, the creation of a long-term preservation strategy for existing materials and future accessions. • In consultation with a professional conservator of photographs, the creation of a list of appropriate archival collections materials to reinforce existing collection materials and to support the care of future acquisitions. Through these activities, the Southeast Museum of Photography (SMP) aims to become better stewards of its cultural artifacts, ensuring the photographs and photographic materials in the museum’s care can be preserved and maintained in accordance with the highest of collections standards for future generations of researchers, educators, and museum visitors. B. What are the content and size of the humanities collections that are the focus of the project? The Museum houses 4,500 photographs dating from the mid-19th century to the present, 1,500 objects representing photographic processes such as photo transfer screen prints, photogravure prints, glass lantern slides, and 372 vintage or antique cameras. The photographic collection of SMP includes representatives from every major photographic process and the developments within those processes, including: tintypes, daguerreotypes, albumen prints, cyanotypes, gelatin silver prints, and C-prints. Highlights of the collection include: • Vintage and authorized edition prints from modern photography masters including: o Edward Weston: one of the foremost champions of highly detailed photographic images and the first American to receive a Guggenheim Fellowship. -
Black Women, Educational Philosophies, and Community Service, 1865-1965/ Stephanie Y
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2003 Living legacies : Black women, educational philosophies, and community service, 1865-1965/ Stephanie Y. Evans University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Evans, Stephanie Y., "Living legacies : Black women, educational philosophies, and community service, 1865-1965/" (2003). Doctoral Dissertations 1896 - February 2014. 915. https://scholarworks.umass.edu/dissertations_1/915 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. M UMASS. DATE DUE UNIVERSITY LIBRARY UNIVERSITY OF MASSACHUSETTS AMHERST LIVING LEGACIES: BLACK WOMEN, EDUCATIONAL PHILOSOPHIES, AND COMMUNITY SERVICE, 1865-1965 A Dissertation Presented by STEPHANIE YVETTE EVANS Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2003 Afro-American Studies © Copyright by Stephanie Yvette Evans 2003 All Rights Reserved BLACK WOMEN, EDUCATIONAL PHILOSOHIES, AND COMMUNITY SERVICE, 1865-1964 A Dissertation Presented by STEPHANIE YVETTE EVANS Approved as to style and content by: Jo Bracey Jr., Chair William Strickland, -
Download the Contributor's Manual
Oxford University Press Hutchins Center for African &African American Research at Harvard University CONTRIBUTOR’S MANUAL African American National Biography Henry Louis Gates, Jr. Evelyn Brooks Higginbotham Editors in Chief http://hutchinscenter.fas.harvard.edu/aanb CONTENTS 1 INTRODUCTION 2 PLANNING YOUR ARTICLE 2.1 Readership 2.2 Scope Description 2.3 Word Allotment 2.4 Consensus of Interpretation 3 WRITING YOUR ARTICLE 3.1 Opening Paragraph 3.2 Body of Text 3.3 Marriages 3.4 Death and Summation 3.5 Living People 3.6 Identifying People, Places and Things 3.7 Dates 3.8 Quotations and Permissions 3.9 Citations 3.10 Plagiarism 4 SOME NOTES ON STYLE 4.1 Style, Grammar, spelling 4.2 Spelling 4.3 Punctuation 4.4 Capitalization 4.5 Dates 4.6 Racial Terminology 4.7 Explicit Racial Identification 4.8 Gendered Terms 5 COMPILING YOUR “FURTHER READING” BIBLIOGRAPHY 5.1 Purpose 5.2 Number of Items 5.3 Availability of Works 5.4 Format 5.5 Verification of Sources 6 KEYBOARDING AND SUBMITTING YOUR MANUSCRIPT 1 1 INTRODUCTION We very much appreciate your willingness to contribute to the African American National Biography (AANB). More than a decade in the making, the AANB is now in its second edition, bringing the total number of lives profiled to nearly 5,000 entries online and in print. Our approximately 2,000 authors include Darlene Clark Hine on First Lady Barack Obama, John Swed on Miles Davis; Thomas Holt on W.E.B. Du Bois and the late John Hope Franklin on the pioneering black historian George Washington Williams. -
Selected Highlights of Women's History
Selected Highlights of Women’s History United States & Connecticut 1773 to 2015 The Permanent Commission on the Status of Women omen have made many contributions, large and Wsmall, to the history of our state and our nation. Although their accomplishments are too often left un- recorded, women deserve to take their rightful place in the annals of achievement in politics, science and inven- Our tion, medicine, the armed forces, the arts, athletics, and h philanthropy. 40t While this is by no means a complete history, this book attempts to remedy the obscurity to which too many Year women have been relegated. It presents highlights of Connecticut women’s achievements since 1773, and in- cludes entries from notable moments in women’s history nationally. With this edition, as the PCSW celebrates the 40th anniversary of its founding in 1973, we invite you to explore the many ways women have shaped, and continue to shape, our state. Edited and designed by Christine Palm, Communications Director This project was originally created under the direction of Barbara Potopowitz with assistance from Christa Allard. It was updated on the following dates by PCSW’s interns: January, 2003 by Melissa Griswold, Salem College February, 2004 by Nicole Graf, University of Connecticut February, 2005 by Sarah Hoyle, Trinity College November, 2005 by Elizabeth Silverio, St. Joseph’s College July, 2006 by Allison Bloom, Vassar College August, 2007 by Michelle Hodge, Smith College January, 2013 by Andrea Sanders, University of Connecticut Information contained in this book was culled from many sources, including (but not limited to): The Connecticut Women’s Hall of Fame, the U.S. -
What Art Defined the Civil Rights Era? We Asked 7 Museum Curators to Pick One Work That Crystallized the Moment
Art World What Art Defined the Civil Rights Era? We Asked 7 Museum Curators to Pick One Work That Crystallized the Moment Curators from across the country share the works that capture the ethos of the era. Katie White (https://news.artnet.com/about/katie-white-1066), January 20, 2020 Gordon Parks, Department Store (1956). Courtesy of and copyright The Gordon Parks Foundation. In honor of Martin Luther King Jr. Day, we tasked curators across the country with the difficult task of choosing a single work of art that they feel defines the ethos of the Civil Rights Era. Their choices present a kaleidoscopic and occasionally surprising group of works that span continents and centuries—from iconic photographs to ritual sculptural objects. See the works and read the curators’ insights below. Joe Minter’s Children In Jail (2013) Joe Minter, Children In Jail (2013). Courtesy of Souls Grown Deep. This contemporary work by Joe Minter reflects back on Birmingham, Alabama’s Children’s Crusade: On May 2, 1963, more than 1,000 students skipped school and took to the streets from the doors of the 16th Street Baptist Church, and for days faced police violence and dog attacks, brutal sprays of fire hoses, and mass arrests. Ultimately, more than 3,000 children took part in the direct actions. More than 500 children were jailed by Alabama Public Safety Commissioner Bull Connor, including 75 kids crammed into a cell meant for eight adults, and still others locked into animal pens at the fairgrounds for days on end. Thanks to their sacrifices and the widespread media images of brutalized black children, President Kennedy took notice, the city negotiated with Martin Luther King Jr., jailed demonstrators were freed, and Connor lost his job. -
Fighting Segregation, Teaching Multiculturalism: the Beginning of the Education/Instruccion Narrative of the 1970S Hartford Civil Rights Movement
Trinity College Trinity College Digital Repository Papers and Publications Cities, Suburbs, and Schools Project 6-2010 Fighting Segregation, Teaching Multiculturalism: The Beginning of the Education/Instruccion Narrative of the 1970s Hartford Civil Rights Movement Jasmin Agosto Trinity College Follow this and additional works at: https://digitalrepository.trincoll.edu/cssp_papers Part of the Education Commons Recommended Citation Agosto, Jasmin. “Fighting Segregation, Teaching Multiculturalism: The Beginning of the Education/ Instruccion Narrative of the 1970s Hartford Civil Rights Movement”. Educational Studies Senior Research Project, Hartford, Connecticut: Trinity College, 2010. Available from the Trinity College Digital Repository, Hartford, Connecticut (http://digitalrepository.trincoll.edu) FIGHTING SEGREGATION, TEACHING MULTICULTURALISM: The Beginning of the Education/Instrucción Narrative of the 1970s Hartford Civil Rights Movement REVISED June 8, 2010 Investigated by Aspiring Local Historian Jasmin E. Agosto For Educational Studies Senior Research Seminar Trinity College, Hartford, CT Fall/Spring 2009-10 PLEASE SEND COMMENTS to author at [email protected] Or Jasmin Agosto,39 Arnold Street, Hartford, CT 06106 WEB OF POWER: MAPPING INSTITUTIONAL RACISM The year was 1970. Three eager individuals gathered in a small recently bought storefront office space at 1170 Albany Avenue1 in the North End of Hartford. They were focused. They were determined to deeply investigate, unearth, and eliminate institutional racism in the city of Hartford. The first step was this map of where it was at – locating power. They cut pieces of paper with lists of the Boards of Directors of all the major corporations in Hartford – the insurance companies, the banks, the real estate agencies. Gluing names on the wall they realized that names were repeated on Boards across companies. -
The Library of Robert Morris, Civil Rights Lawyer & Activist
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Digital Commons @ Boston College Law School Boston College Law School Digital Commons @ Boston College Law School Boston College Law School Faculty Papers 6-21-2018 The Library of Robert Morris, Civil Rights Lawyer & Activist Laurel Davis Boston College Law School, [email protected] Mary Sarah Bilder Boston College Law School, [email protected] Follow this and additional works at: https://lawdigitalcommons.bc.edu/lsfp Part of the Civil Rights and Discrimination Commons, Legal Biography Commons, Legal History Commons, Legal Profession Commons, Political History Commons, and the United States History Commons Recommended Citation Laurel Davis and Mary Sarah Bilder. "The Library of Robert Morris, Civil Rights Lawyer & Activist." (2018). This Article is brought to you for free and open access by Digital Commons @ Boston College Law School. It has been accepted for inclusion in Boston College Law School Faculty Papers by an authorized administrator of Digital Commons @ Boston College Law School. For more information, please contact [email protected]. The Library of Robert Morris, Antebellum Civil Rights Lawyer & Activist∗ Laurel Davis** and Mary Sarah Bilder*** Contact information: Boston College Law Library Attn: Laurel Davis 885 Centre St. Newton, MA 02459 Abstract (50 words or less): This article analyzes the Robert Morris library, the only known extant, antebellum African American-owned library. The seventy-five titles, including two unique pamphlet compilations, reveal Morris’s intellectual commitment to full citizenship, equality, and participation for people of color. The library also demonstrates the importance of book and pamphlet publication as means of community building among antebellum civil rights activists. -
Macon Bolling Allen Became the First Licensed African-American Lawyer in the United States
M A C O N B O L L I N G A L L E N Macon Bolling Allen became the first licensed African-American lawyer in the United States. He began practicing law in Massachusetts after being admitted to the Suffolk County bar in 1845. To supplement his career as an attorney, Allen became a justice of the peace in Massachusetts, making him the first African- American judicial official. He relocated to Charleston, South Carolina, and helped form Whipper, Elliot, and Allen, the first known African-American law firm in the United States. C H A R L O T T E E . R A Y Charlotte E. Ray was the first African-American female lawyer in the United States. Born in 1850 to an abolitionist father who owned the newspaper Colored American, Ray grew up around civil rights activism. At age 19, she began teaching at Howard University, with a goal of joining the school’s law program. She applied under the name “C.E. Ray” to disguise her gender. After being admitted, she took classes and taught at the same time, until she graduated as the first black woman to receive a law degree. That same year, she was admitted to the District of Columbia Bar, becoming the first woman to do so. While she opened her own law firm, it was unsuccessful because of prejudice in the community, leading her to move to New York and become a school teacher instead. Ray also was active in the women’s suffrage movement, through her involvement with the National Woman Suffrage Association and the National Association of Colored Women. -
Book Reviews
East Texas Historical Journal Volume 46 Issue 2 Article 13 10-2008 Book Reviews Follow this and additional works at: https://scholarworks.sfasu.edu/ethj Part of the United States History Commons Tell us how this article helped you. Recommended Citation (2008) "Book Reviews," East Texas Historical Journal: Vol. 46 : Iss. 2 , Article 13. Available at: https://scholarworks.sfasu.edu/ethj/vol46/iss2/13 This Book Review is brought to you for free and open access by the History at SFA ScholarWorks. It has been accepted for inclusion in East Texas Historical Journal by an authorized editor of SFA ScholarWorks. For more information, please contact [email protected]. EAST TEXAS HISTORICAL ASSOCIATION 7l BOOK REVIEWS Lone Star Pasts: Memo!)' and History in Texas, Gregg Cantrell and Elizabeth Hayes Turner, editors (Tcxas A&M University Prcss, 4354 TAMU. Collcge Station, TX 77843-4354) 2007. Contents, Illus. Contributors. Index. P. 296. $19.95. Paperback. $45. Hardcover. During the 1980s, French sociologist Maurice Halbwachs and French social scientist Pierre Nora devcloped the concept of "collectivc memory," an idea that swept the academic world and seemed particularly apt for Texas. Gregg Cantrell and Elizabeth Hayes Turner brought together eleven eminent and entertaining authors to produce collective memories that often challenge factual histories. The articles point out that historians are often ignored by the Texas pub lic who shaped their own version of their pasts. Articles focus on battles fought by the Daughters of the Republic ofTexas over who would restore the Alamo, the United Daughters of the Confederacy in their attempts to commemorate Confederate heroes, and the attempts by the Ku Klux Klan to Ameril:anize their message in the 1920s. -
Rezoning Petition Is Unfavorable by DAVID KINNEY the Petition Must Still Get Tho Parking on the Street
~-------------------------------------- ------------------------------------------- IU2· 1992 SISQUICINYENNIAL VOL. XXIV NO. 3 8 rNo. z, c;] Thursday, October 17,1991 THE INDEPENDENT NEWSPAPER SERVING NOTRE DAME AND SAINT MARY'S The Faculty Senate requests better representation sisting of administrative, faculty ner the l'aculty Senate does "populist" to saying that 10 dations to the dean. after both By SANDY WIEGAND and stud1111t representatives. now. In faet, some Senate more members would make the the departmnnt ehair and de Associate News Editor members suggested, the Senate Council "unwieldy," Senate partmental Committee on Ap The resolution also rnquested eould be setting up its own dis members said, but Malloy pointments and Promotions A eall by llw Faeulty Smwto that University Prnsidcnt Father solution. promised to bring his own rec have sent the dean their rec for lwttor n~pn~sentation on the Edward Malloy, who presides ommendations to the next ommendations. Antd om i e Co u nr.i I reeei ved over the Aeademie Council. he But Frank Connolly, associate meeting of the Aeademic Coun mixed to negative rnaetions stripped of the privilege of professor of Mathematics, said cil which will take plaee Decem The resolution was a wa from the same administrative appointing the three faeulty it might be five years or more ber 3. ternd-down version of a resolu body rnnmtly, Snnate members members on the executive before the Senate would be tion passed by the Senate last said Wednesday. committee of the Council. come obsolete if the recom In other business, the Faculty year, which Malloy said he mendations were adopted. Senate approved a resolution would veto. -
Principles of Nonviolence: Altering Attitudes and Behaviors of High School Students Regarding Violence and Social Justice
Principles of NonViolence: Altering Attitudes and Behaviors of High School Students Regarding Violence and Social Justice Carolyn Harris-Muchell, PhD, PMHCNS-BC July 21, 2016 Carolyn D. Harris-Muchell West Oakland Health Council, Inc. University of California San Francisco Learning Objectives: 1. The learner will be able to identify two of the six principles at the conclusion of the presentation. 2. The learner will be able to identify 2 areas of their practice in which one or more of the principles would be applicable. No sponsorship provided for this presentation. I am a behavior health specialist with the organization that provides the education intervention. Study Hypothesis w 1. Does an educational experience on civil rights and social justice alter the attitudes of high school students regarding violence and social justice? w 2. Do high school students apply new attitudes into action? w 3. High school students will be transformed to affect change. NonViolence Is the general term for discussing a range of methods for addressing conflict all share the core principle that physical violence is not used against people. Types of NonViolence Strategies Tactical – utilize short to medium term campaigns to achieve a specific goal within society; their aim is reform. Strategic – interested in the structure of social relationships and desire to transform society, a long-term revolutionary strategy. Types of NonViolence Strategies Pragmatic – exponents view conflict as a relationship between antagonists with incompatible interests-goal is to defeat one’s opponent. Ideological - ethical belief in the unity of means and ends, one’s is a partner in the struggle, nonviolence is a way of life. -
OBJ (Application/Pdf)
NEWS FROM DIRECTOR OF PUBLIC RELATIONS EXECUTIVE SECRETARY FOR RELEASE: JUNE 5, 1958 LITTLE ROCK NINE AND <RS. BATES'" TO RECEIVE ANNUAL SPINGARN M'EDAT NEV/ YORK, June 5.--Nine Negro teenagers, the first of their race to enroll in Central High School of Little Rock, and Mrs. L.C. Bates, their mentor and president of the Arkansas State Conference of Branches, have been chosen as this year's recipients of the Spingarn Medal, Roy Wilkins, executive secretary of the National Association for the Advancement of Colored People, announced here today. The medal, awarded annually to a Negro American for distinguished achievement, will be presented at the 49th annual NAACP convention in Cleveland, Precedents Broken In selecting Mrs. Bates and these six girls and three boys, the Spingarn Award Committee broke two precedents. For the first time, the award, regarded as the most coveted in the field, is being given to a group rather than an individual. Also for the first time minors are recipients of the award. The children and Mrs. Bates are cited for "their courageous self-restraint in the face of extreme provocation and peril," and for "their exemplary conduct in upholding the American ideals of liberty and justice." Their role in the Little Rock crisis, the citation continues, "entitles them to the gratitude of every American who believes in law and order, equality of rights, and human decency." The young people entered Central High last September in compliance with a federal district court order. They were at first denied admittance by Arkansas state troopers acting on orders of Governor Orval E.