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Make Food Safety Part of Your Father’s Day


FoodSafety.gov

Still looking for a Father’s Day gift? Consider getting a food thermometer, perfect for safe grilling during the warm months.

When using a food thermometer, remember these three easy steps to cook like a PRO:

1. Place the thermometer

2. Read the temperature

3. Off the Grill!

Read more about how to cook like a PRO.

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Infographic

Buy a lady a drink ~~ Stella Artois …. water.org a repost


first posted in 2015

Today, 750 million people in the world live without access to clean water. Now, they say 663 million live with access to clean water and 2.4 billion  live without improved sanitation. We all have to know one without the other equals illness disease and death. This crisis disproportionately affects women, who walk a combined 200 million hours a day to collect water for their families. Stella Artois is supporting Water.org to help solve the global water crisis. Learn how you can help at http://BuyALadyADrink.com

 

Now, in the year 2017, they say 663 million live with access to clean water and 2.4 billion  live without improved sanitation. We all have to know one without the other equals illness disease and death.

~Nativegrl77

source water.org

Can a Dietary Supplement Treat a Concussion? No


Some companies are marketing untested, unproven, and possibly dangerous products that claim to prevent, treat, or cure concussions and other traumatic brain injuries.

Learn why dietary supplements can’t treat concussions and why using them for this purpose can be dangerous. Read the Consumer Update to learn more.


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FREEDOM RIDERS : A Stanley Nelson Film : American Experience – In memory


  Get Inspired

 The World Premiere: In 2010 at Sundance Film Festival, US

 A Documentary Competition

Award-winning filmmaker Stanley Nelson (Wounded Knee, Jonestown: The Life and Death of Peoples Temple, The Murder of Emmett Till) returns to the Sundance Film Festival with his latest documentary FREEDOM RIDERS, the powerful, harrowing and ultimately inspirational story of six months in 1961 that changed America forever. From May until November 1961, more than 400 black and white Americans risked their lives—and many endured savage beatings and imprisonment—for simply traveling together on buses and trains as they journeyed through the Deep South. Deliberately violating Jim Crow laws, the Freedom Riders’ belief in non-violent activism was sorely tested as mob violence and bitter racism greeted them along the way.

FREEDOM RIDERS features testimony from a fascinating cast of central characters: the Riders themselves, state and federal government officials, and journalists who witnessed the rides firsthand.

“I got up one morning in May and I said to my folks at home, I won’t be back today because I’m a Freedom Rider. It was like a wave or a wind that you didn’t know where it was coming from or where it was going, but you knew you were supposed to be there.” — Pauline Knight-Ofuso, Freedom Rider

Despite two earlier Supreme Court decisions that mandated the desegregation of interstate travel facilities, black Americans in 1961 continued to endure hostility and racism while traveling through the South. The newly inaugurated Kennedy administration, embroiled in the Cold War and worried about the nuclear threat, did little to address domestic Civil Rights.

“It became clear that the Civil Rights leaders had to do something desperate, something dramatic to get Kennedy’s attention. That was the idea behind the Freedom Rides—to dare the federal government to do what it was supposed to do, and see if their constitutional rights would be protected by the Kennedy administration,” explains Raymond Arsenault, author of Freedom Riders: 1961 and the Struggle for Racial Justice, on which the film is partially based.

Organized by the Congress of Racial Equality (CORE), the self-proclaimed “Freedom Riders” came from all strata of American society—black and white, young and old, male and female, Northern and Southern. They embarked on the Rides knowing the danger but firmly committed to the ideals of non-violent protest, aware that their actions could provoke a savage response but willing to put their lives on the line for the cause of justice.

Each time the Freedom Rides met violence and the campaign seemed doomed, new ways were found to sustain and even expand the movement. After Klansmen in Alabama set fire to the original Freedom Ride bus, student activists from Nashville organized a ride of their own. “We were past fear. If we were going to die, we were gonna die, but we can’t stop,” recalls Rider Joan Trumpauer-Mulholland. “If one person falls, others take their place.”

Later, Mississippi officials locked up more than 300 Riders in the notorious Parchman State Penitentiary. Rather than weaken the Riders’ resolve, the move only strengthened their determination. None of the obstacles placed in their path would weaken their commitment.

The Riders’ journey was front-page news and the world was watching. After nearly five months of fighting, the federal government capitulated. On September 22, the Interstate Commerce Commission issued its order to end the segregation in bus and rail stations that had been in place for generations. “This was the first unambiguous victory in the long history of the Civil Rights Movement. It finally said, ‘We can do this.’ And it raised expectations across the board for greater victories in the future,” says Arsenault.

“The people that took a seat on these buses, that went to jail in Jackson, that went to Parchman, they were never the same. We had moments there to learn, to teach each other the way of nonviolence, the way of love, the way of peace. The Freedom Ride created an unbelievable sense: Yes, we will make it. Yes, we will survive. And that nothing, but nothing, was going to stop this movement,” recalls Congressman John Lewis, one of the original Riders.

Says Stanley Nelson, “The lesson of the Freedom Rides is that great change can come from a few small steps taken by courageous people. And that sometimes to do any great thing, it’s important that we step out alone.”

CREDITS
A Stanley Nelson Film
A Firelight Media Production for AMERICAN EXPERIENCE

Produced, Written and Directed by
Stanley Nelson

Produced by
Laurens Grant

Edited by
Lewis Erskine, Aljernon Tunsil

Archival Producer
Lewanne Jones

Associate Producer
Stacey HolmanDirector of Photography
Robert Shepard

Composer
Tom Phillips

Music Supervisor
Rena Kosersky

Based in part on the book Freedom Riders by
Raymond Arsenault

AMERICAN EXPERIENCE is a production of WGBH Boston.
Senior producer
Sharon Grimberg

Executive producer
Mark Samels

Brown V Board of Education ~~ Equality & Opportunity


Brown v. Board of Education (1954)
PBS.orgImage result for brown v board of education


Brown v. Board of Education (1954), now acknowledged as one of the greatest Supreme Court decisions of the 20th century, unanimously held that the racial segregation of children in public schools violated the Equal Protection Clause of the Fourteenth Amendment. Although the decision did not succeed in fully desegregating public education in the United States, it put the Constitution on the side of racial equality and galvanized the nascent civil rights movement into a full revolution.Image result for brown v board of education

In 1954, large portions of the United States had racially segregated schools, made legal by Plessy v. Ferguson (1896), which held that segregated public facilities were constitutional so long as the black and white facilities were equal to each other. However, by the mid-twentieth century, civil rights groups set up legal and political, challenges to racial segregation. In the early 1950s, NAACP lawyers brought class action lawsuits on behalf of black schoolchildren and their families in Kansas, South Carolina, Virginia, and Delaware, seeking court orders to compel school districts to let black students attend white public schools.Image result for brown v board of education

One of these class actions, Brown v. Board of Education was filed against the Topeka, Kansas school board by representative-plaintiff Oliver Brown, parent of one of the children denied access to Topeka’s white schools. Brown claimed that Topeka’s racial segregation violated the Constitution’s Equal Protection Clause because the city’s black and white schools were not equal to each other and never could be. The federal district court dismissed his claim, ruling that the segregated public schools were “substantially” equal enough to be constitutional under the Plessy doctrine. Brown appealed to the Supreme Court, which consolidated and then reviewed all the school segregation actions together. Thurgood Marshall, who would in 1967 be appointed the first black justice of the Court, was chief counsel for the plaintiffsImage result for brown v board of education.

Thanks to the astute leadership of Chief Justice Earl Warren, the Court spoke in a unanimous decision written by Warren himself. The decision held that racial segregation of children in public schools violated the Equal Protection Clause of the Fourteenth Amendment, which states that “no state shall make or enforce any law which shall … deny to any person within its jurisdiction the equal protection of the laws.” The Court noted that Congress, when drafting the Fourteenth Amendment in the 1860s, did not expressly intend to require integration of public schools. On the other hand, that Amendment did not prohibit integration. In any case, the Court asserted that the Fourteenth Amendment guarantees equal education today. Public education in the 20th century, said the Court, had become an essential component of a citizen’s public life, forming the basis of democratic citizenship, normal socialization, and professional training. In this context, any child denied a good education would be unlikely to succeed in life. Where a state, therefore, has undertaken to provide universal education, such education becomes a right that must be afforded equally to both blacks and whites.

Were the black and white schools “substantially” equal to each other, as the lower courts had found? After reviewing psychological studies showing black girls in segregated schools had low racial self-esteem, the Court concluded that separating children on the basis of race creates dangerous inferiority complexes that may adversely affect black children’s ability to learn. The Court concluded that, even if the tangible facilities were equal between the black and white schools, racial segregation in schools is “inherently unequal” and is thus always unconstitutional. At least in the context of public schools, Plessy v. Ferguson was overruled. In the Brown II case a decided year later, the Court ordered the states to integrate their schools “with all deliberate speed.”

Opposition to Brown I and II reached an apex in Cooper v. Aaron (1958), when the Court ruled that states were constitutionally required to implement the Supreme Court’s integration orders. Widespread racial integration of the South was achieved by the late 1960s and 1970s. In the meantime, the equal protection ruling in Brown spilled over into other areas of the law and into the political arena as well. Scholars now point out that Brown v. Board was not the beginning of the modern civil rights movement, but there is no doubt that it constituted a watershed moment in the struggle for racial equality in America.

History of Brown v. Board of Education

UScourts.gov

The Plessy Decision ~~ Separate but Equal?

Although the Declaration of Independence stated that “All men are created equal,” due to the institution of slavery, this statement was not to be grounded in law in the United States until after the Civil War (and, arguably, not completely fulfilled for many years thereafter). In 1865, the Thirteenth Amendment was ratified and finally put an end to slavery. Moreover, the Fourteenth Amendment (1868) strengthened the legal rights of newly freed slaves by stating, among other things, that no state shall deprive anyone of either “due process of law” or of the “equal protection of the law.” Finally, the Fifteenth Amendment (1870) further strengthened the legal rights of newly freed slaves by prohibiting states from denying anyone the right to vote due to race.

Despite these Amendments, African Americans were often treated differently than whites in many parts of the country, especially in the South. In fact, many state legislatures enacted laws that led to the legally mandated segregation of the races. In other words, the laws of many states decreed that blacks and whites could not use the same public facilities, ride the same buses, attend the same schools, etc. These laws came to be known as Jim Crow laws. Although  many people felt that these laws were unjust, it was not until the 1890s that they were directly challenged in court. In 1892, an African-American man named Homer Plessy refused to give up his seat to a white man on a train in New Orleans, as he was required to do by Louisiana state law. For this action he was arrested. Plessy, contending that the Louisiana law separating blacks from whites on trains violated the “equal protection clause” of the Fourteenth Amendment to the U.S. Constitution, decided to fight his arrest in court. By 1896, his case had made it all the way to the United States Supreme Court. By a vote of 8-1, the Supreme Court ruled against Plessy. In the case of Plessy v. Ferguson, Justice Henry Billings Brown, writing the majority opinion, stated that:

“The object of the [Fourteenth] amendment was undoubtedly to enforce the equality of the two races before the law, but in the nature of things it could not have been intended to abolish distinctions based upon color, or to endorse social, as distinguished from political, equality. . . If one race be inferior to the other socially, the Constitution of the United States cannot put them upon the same plane.”

The lone dissenter, Justice John Marshal Harlan, interpreting the Fourteenth Amendment another way, stated, “Our Constitution is color-blind, and neither knows nor tolerates classes among citizens.” Justice Harlan’s dissent would become a rallying cry for those in later generations that wished to declare segregation unconstitutional.

Sadly, as a result of the Plessy decision, in the early twentieth century the Supreme Court continued to uphold the legality of Jim Crow laws and other forms of racial discrimination. In the case of Cumming v. Richmond (Ga.) County Board of Education (1899), for instance, the Court refused to issue an injunction preventing a school board from spending tax money on a white high school when the same school board voted to close down a black high school for financial reasons. Moreover, in Gong Lum v. Rice (1927), the Court upheld a school’s decision to bar a person of Chinese descent from a “white” school.

The Road to Brown

(Note: Some of the case information is from Patterson, James T. Brown v. Board of Education: A Civil Rights Milestone and Its Troubled Legacy. Oxford University Press; New York, 2001.)

Early Cases

Despite the Supreme Court’s ruling in Plessy and similar cases, many people continued to press for the abolition of Jim Crow and other racially discriminatory laws. One particular organization that fought for racial equality was the National Association for the Advancement of Colored People (NAACP) founded in 1909. For about the first 20 years of its existence, it tried to persuade Congress and other legislative bodies to enact laws that would protect African Americans from lynchings and other racist actions. Beginning in the 1930s, though, the NAACP’s Legal Defense and Education Fund began to turn to the courts to try to make progress in overcoming legally sanctioned discrimination. From 1935 to 1938, the legal arm of the NAACP was headed by Charles Hamilton Houston. Houston, together with Thurgood Marshall, devised a strategy to attack Jim Crow laws by striking at them where they were perhaps weakest—in the field of education. Although Marshall played a crucial role in all of the cases listed below, Houston was the head of the NAACP Legal Defense and Education Fund while Murray v. Maryland and Missouri ex rel Gaines v. Canada were decided. After Houston returned to private practice in 1938, Marshall became head of the Fund and used it to argue the cases of Sweat v. Painter and McLaurin v. Oklahoma Board of Regents of Higher Education.

Murray v. Maryland (1936)

Disappointed that the University of Maryland School of Law was rejecting black applicants solely because of their race, beginning in 1933 Thurgood Marshall (who was himself rejected from this law school because of its racial acceptance policies) decided to challenge this practice in the Maryland court system. Before a Baltimore City Court in 1935, Marshall argued that Donald Gaines Murray was just as qualified as white applicants to attend the University of Maryland’s School of Law and that it was solely due to his race that he was rejected. Furthermore, he argued that since the “black” law schools which Murray would otherwise have to attend were nowhere near the same academic caliber as the University’s law school, the University was violating the principle of “separate but equal.” Moreover, Marshall argued that the disparities between the “white” and “black” law schools were so great that the only remedy would be to allow students like Murray to attend the University’s law school. The Baltimore City Court agreed and the University then appealed to the Maryland Court of Appeals. In 1936, the Court of Appeals also ruled in favor of Murray and ordered the law school to admit him. Two years later, Murray graduated.

Missouri ex rel Gaines v. Canada (1938)

Beginning in 1936, the NAACP Legal Defense and Education Fund decided to take on the case of Lloyd Gaines, a graduate student of Lincoln University (an all-black college) who applied to the University of Missouri Law School but was denied because of his race. The State of Missouri gave Gaines the option of either attending an all-black law school that it would build (Missouri did not have any all-black law schools at this time) or having Missouri help to pay for him to attend a law school in a neighboring state. Gaines rejected both of these options, and, employing the services of Thurgood Marshall and the NAACP Legal Defense and Education Fund, he decided to sue the state in order to attend the University of Missouri’s law school. By 1938, his case reached the U.S. Supreme Court, and, in December of that year, the Court sided with him. The six-member majority stated that since a “black” law school did not currently exist in the State of Missouri, the “equal protection clause” required the state to provide, within its boundaries, a legal education for Gaines. In other words, since the state provided legal education for white students, it could not send black students, like Gaines, to school in another state.

Sweat v. Painter (1950)

Encouraged by their victory in Gaines’ case, the NAACP continued to attack legally sanctioned racial discrimination in higher education. In 1946, an African American man named Heman Sweat applied to the University of Texas’ “white” law school. Hoping that it would not have to admit Sweat to the “white” law school if a “black” school already existed, elsewhere on the University’s campus, the state hastily set up an underfunded “black” law school. At this point, Sweat employed the services of Thurgood Marshall and the NAACP Legal Defense and Education Fund and sued to be admitted to the University’s “white” law school. He argued that the education that he was receiving in the “black” law school was not of the same academic caliber as the education that he would be receiving if he attended the “white” law school. When the case reached the U.S. Supreme Court in 1950, the Court unanimously agreed with him, citing as its reason the blatant inequalities between the University’s law school (the school for whites) and the hastily erected school for blacks. In other words, the “black” law school was “separate,” but not “equal.” Like the Murray case, the Court found the only appropriate remedy for this situation was to admit Sweat to the University’s law school.

McLaurin v. Oklahoma Board of Regents of Higher Education (1950)

In 1949, the University of Oklahoma admitted George McLaurin, an African American, to its doctoral program. However, it required him to sit apart from the rest of his class, eat at a separate time and table from white students, etc. McLaurin, stating that these actions were both unusual and resulting in adverse effects on his academic pursuits, sued to put an end to these practices. McLaurin employed Thurgood Marshall and the NAACP Legal Defense and Education Fund to argue his case, a case which eventually went to the U.S. Supreme Court. In an opinion delivered on the same day as the decision in Sweat, the Court stated that the University’s actions concerning McLaurin were adversely affecting his ability to learn and ordered that they cease immediately.

Brown v. Board of Education (1954, 1955)

The case that came to be known as Brown v. Board of Education was actually the name given to five separate cases that were heard by the U.S. Supreme Court concerning the issue of segregation in public schools. These cases were Brown v. Board of Education of Topeka, Briggs v. Elliot, Davis v. Board of Education of Prince Edward County (VA.), Boiling v. Sharpe, and Gebhart v. Ethel. While the facts of each case are different, the main issue in each was the constitutionality of state-sponsored segregation in public schools. Once again, Thurgood Marshall and the NAACP Legal Defense and Education Fund handled these cases.

Although it acknowledged some of the plaintiffs’/plaintiffs claims, a three-judge panel at the U.S. District Court that heard the cases ruled in favor of the school boards. The plaintiffs then appealed to the U.S. Supreme Court.

When the cases came before the Supreme Court in 1952, the Court consolidated all five cases under the name of Brown v. Board of Education. Marshall personally argued the case before the Court. Although he raised a variety of legal issues on appeal, the most common one was that separate school systems for blacks and whites were inherently unequal, and thus violate the “equal protection clause” of the Fourteenth Amendment to the U.S. Constitution. Furthermore, relying on sociological tests, such as the one performed by social scientist Kenneth Clark, and other data, he also argued that segregated school systems had a tendency to make black children feel inferior to white children, and thus such a system should not be legally permissible.

Meeting to decide the case, the Justices of the Supreme Court realized that they were deeply divided over the issues raised. While most wanted to reverse Plessy and declare segregation in public schools to be unconstitutional, they had various reasons for doing so. Unable to come to a solution by June 1953 (the end of the Court’s 1952-1953 term), the Court decided to rehear the case in December 1953. During the intervening months, however, Chief Justice Fred Vinson died and was replaced by Gov. Earl Warren of California. After the case was reheard in 1953, Chief Justice Warren was able to do something that his predecessor had not—i.e. bring all of the Justices to agree to support a unanimous decision declaring segregation in public schools unconstitutional. On May 14, 1954, he delivered the opinion of the Court, stating that “We conclude that in the field of public education the doctrine of ‘separate but equal’ has no place. Separate educational facilities are inherently unequal. . .”

Expecting opposition to its ruling, especially in the southern states, the Supreme Court did not immediately try to give direction for the implementation of its ruling. Rather, it asked the attorney generals of all states with laws permitting segregation in their public schools to submit plans for how to proceed with desegregation. After still more hearings before the Court concerning the matter of desegregation, on May 31, 1955, the Justices handed down a plan for how it was to proceed; desegregation was to proceed with “all deliberate speed.” Although it would be many years before all segregated school systems were to be desegregated, Brown and Brown II (as the Courts plan for how to desegregate schools came to be called) were responsible for getting the process underway.

60 years and the struggle for Equity and Opportunity continues! In this 21st Century we still have folks pushing separate Nativegrl77