...When studying the rise of the civil rights movement through sports, one must first begin with the people who made change happen. Whether it was an unintentional advocacy or conscious stand athletes and coaches throughout the past century used their participation in sports to change the racial atmosphere in our country. They helped our nation take a step forward into a new way of thinking, and without them we may not enjoy the relative equality we experience today. This work was and is not easy, however; these figures overcame countless obstacles and underwent much suffering to emerge as the heroes they are today. Here’s what they were able to accomplish, what impact athletes had upon societal views, and why they took these stands in the first...
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...for the Community Service Organization (CSO), a Latino civil rights group. Ten years later, he left the CSO and co-founded the National Farm Workers Association (NFWA) with Dolores Huerta. It was later called the United Farm workers (UFW), Chavez eagerly supported the Delano grape strike on September 8, 1965. Six months later, Chavez and the NFWA led a strike of California grape pickers on the historic farmworkers march from Delano to Sacramento, California. The strike lasted five years, in March 1966, the U.S Senate Committee on Labor and Public Welfare’s Subcommittee on Migratory Labor held hearings in California on the strike. These activities led to other similar movements, were other countries also got involved such as the Philippines. Where Chavez reached out to their President Fernando Marcos where he endorsed the regime and was seen by the human rights advocates. Chavez was supported by many people, for one Robert F. Kennedy who was a subcommittee member from the Migratory Labor hearings. Who which Cesar had Kennedys hearing on March 1966....
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...alphabetical order): RALPH ELLISON Blake, Susan L. “Ritual and Rationalization: Black Folklore in the Works of Ralph Ellison.” Modern Language Association of America (PMLA) 94.1 (1979): 121-136. Print. Summary: One of the main themes in the work of Ralph Ellison is the search for cultural identity. Ellison bridges the gap between the uniqueness and the universality of black experience by his use of black folklore. Blake reviews his work and discovers that it is packed full of folktales and tellers, trinkets, toasts, songs, sermons, jazz, jive, and jokes. She delves into Invisible Man explicitly, but also analyses his most important short stories. Additionally, Blake evaluates other critics’ comments on his dependency on Western mythology, as well as explains Ellison’s final result of rationalization in tackling racial issues by his use of rituals in his writing. Relevance: This article is important when researching the symbolism in Ellison’s work. Especially Blake’s extensive reading and explanation of the presence of rituals in his novel are significant (p. 134) and could be useful when researching ritual as a recurring theme in (black) literature. Booth, W. J. “The Color of Memory: Reading Race with Ralph Ellison.” Political Theory 36.5 (2008): 683-707. Print. Summary: In this article, Booth investigates which multiple aspects enumerate to one ‘cultural identity’. Color, memory, and identity together belong to the struggle over racial justice in the U.S., a battle...
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... and the Civil Rights Movement Book Review “Our education system as a whole has not integrated the histories of all people into our education system, just the Eurocentric view of itself, and the white-centered view of African Americans, and even this is slim to nonexistent. What I find is that most people don’t know the fact that they don’t know, because of the complete lack of information” .Due to personal experiences I agree with Takaki. I agree with Takaki because when I was in high school my teachers did not teach me everything about the Civil Rights Movements. My history teacher basically taught me the basics of it. For example, in high school I learned that the purpose of the Civil Rights movement was to fight...
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...Alex Hasson Professor Covington Intro to Politics March 12, 2015 The importance of Social Movements “A social movement that only moves people is merely a revolt. A movement that changes both people and institutions is a revolution.”(MLK) Social movements take on all kinds of forms throughout history. Social movements can be described by many things and are made up of different people and ideas. Social movements can have extreme impacts on an entire nation. Social movements take on many different form and have many different interest in what they want to get out of it. They can tear down societies and build new ones or create equality and change for others. While some movements don’t last long they put ideas in people’s heads and can create a whole new wonderful thing. Social movements are loosely organized but sustained campaign in support of a social goal. They are either trying to create a social change or stop one from happening. Social movements are not just a gathering of people in a crowd. This is due to the fact the a crowd cannot have single voice if it is not brought together by some type of leadership and will completely disburse if not held together by a strong centralized leadership with a common ideal. (Britannica)Social movements must have capable leaders. (Dobson) Grievances of people are a large way for a social movement to begin with a certain aspect controlling or causing grievance to people help motivate people to come together and make change to benefit...
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...began almost immediately upon arrival in the United States. In 1660, while still under British rule, laws were passed that made African Americans slaves for life (Schaefer, 2012). These laws led to the development of what was known as "slave codes." Schaefer (pg. 177) defines slave codes as "laws that defined the low position held by slaves in the United States." According to Schaefer (2102), these codes were used as racial formation to solidify the African Americans as an inferior race. Slavery was eventually abolished after the Civil War but this abolition did not increase the standing of the Black Community. Schaefer (pg. 177) theorizes that slavery set the foundation for the problems with racial equality that we face today. After the Civil War, the African American community did not become the equal American citizens they imagined they would become. Segregation became common practice after the Reconstruction period that followed the Civil War (www.ourdocuments.gov, n.d.). This segregation included schools, restaurants, and quite infamously, public transportation. Public transportation was segregated in such a way that black and white people had separate seating areas on busses and trains were segregated by car. The landmark case of Plessy vs. Ferguson upheld a "separate but equal" statute in...
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...The Harlem Renaissance was a 20th century movement of diverse art forms occurring in New York City. During the time this change was referred to as "New Negro Movement” (Johnston). The movement was responsible for giving new opportunities to African American artists. Additionally, the Harlem Renaissance empowered everyday black Americans that were discriminated against. During this time, there were several notable figures that helped lead and expand the movement. As a result, the Harlem Renaissance has made an enormous cultural impact in the United States. The initial emergence of the Harlem Renaissance can be traced back to 1865. During this time, African Americans were experiencing their first chance of freedom. After...
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...For the first half of the 20th century, China faced political chaos. Following a revolution in 1911, which overthrew the Manchu dynasty, the new Republic failed to take hold and China continue to be exploited by foreign powers, lacking any strong central government. The Chinese Civil War was an attempt by two ideologically opposed forces – the nationalists and the communists – to see who would ultimately be able to restore order and regain central control over China. The struggle between these two forces, which officially started in 1927, was interrupted by the outbreak of the Sino-Japanese war in 1937, but started again in 1946 once the war with Japan was over. the results of this war were to have a major effect not just on China itself, but on the international stage. Long-term causes of the Chinese Civil War[edit] Socio-economic factors[edit] Summary of Socio-economic factors In 1900, China was ruled by the imperial Manchu dynasty. The vast majority of the population were peasants. Their life was hard, working the land, and most were extremely poor. It was the peasants who paid the taxes that in turn paid for the great Manchu imperial court.It was also the peasants who faced starvation during floods or droughts, as their subsistence farming techniques often left them with barely enough to feed their families. The population in China grew by 8 per cent in the second half of the 19th century, but the land cultivated only increased by 1 per cent. This imbalance made famines...
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...beginning of the Civil Rights movement, the Student Non-Violent Coordinating Committee (SNCC) emerged as a lead organization of the movement. During this time period, America was plagued with segregation among Whites and African Americans. Historical events like the Plessy v. Ferguson decision or the establishment of Jim Crow laws infused segregation. SNCC recognized this segregation, but they ultimately formed together to combat racial discrimination. Eradicating this discrimination was there primary goal, however they blamed institutional segregation executed by law as the main origin of the issue. To achieve their goal, SNCC went about it in a double sided approach. First, there goal was to alter laws...
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...Time Summary Analysis In the book, The New Jim Crow Mass Incarceration in the Age of Colorblindness, Michelle Alexander discusses race-related issues specific to African-American males and mass incarceration in the United States, though Alexander notes that the discrimination faced by African-American males is also prevalent among other minorities and socio-economically disadvantaged populations. Alexander's central premise, from which the book derives its title, is that "mass incarceration is, metaphorically, the New Jim Crow keeping company with the final chapter of the New Jim Crow, “The Fire this Time,” this section is devoted to the question of where we go from here. Michelle Alexander argues that we, as a nation, have reached a fork in the road. Likewise, here at the end of our journey with her book, we find ourselves at a critical point of decision. What is required of us at this moment in history, a time when millions are cycling in and out of our nation’s prisons and jails trapped in a parallel social universe in which discrimination is perfectly legal? How do we show care and concern for the children who are born into communities where the majority of men and growing numbers of women can expect to spend time behind bars? What must we do, now that we know that the usual justifications do not hold water, and that a human rights nightmare is occurring on our watch? The New Jim Crow begins and ends with the assertion that nothing short of a major social movement holds...
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...On May 17, 1954, in the case of Brown v. the Board of Education of Topeka, the U.S. Supreme Court ended federally sanctioned racial segregation in the public schools by ruling unanimously that "separate educational facilities are inherently unequal." A groundbreaking case, Brown not only overturned the precedent of Plessy v. Ferguson (1896), which had declared "separate but equal facilities" constitutional, but also provided the legal foundation of the Civil Rights Movement of the 1960s. Although widely perceived as a revolutionary decision, Brown was in fact the culmination of changes both in the Court and in the strategies of the Civil Rights Movement. (see case summaries below) The Supreme Court had become more liberal in the years since it decided Plessy, largely due to appointments by Democratic Presidents Franklin D. Roosevelt and Harry S. Truman. Though still all-white, the Court had issued decisions in the 1930s and 1940s that rendered racial separation illegal in certain situations. Now consolidated under the name Brown v. Board of Education, the five cases came before the Supreme Court in December, 1952. The lead attorney on the case, Thurgood Marshall, and his colleagues wrote that states had no valid reason to impose segregation, that racial separation — no matter how equal the facilities — caused psychological damage to black children, and that "restrictions or distinctions based upon race or color" violated the equal protection clause of...
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...History 17B Summary Paper World War II was America's most important twentieth-century war and was also known to be one of the greatest military conflicts in history. Many people viewed World War II as the “Good War”, which was a war against fascism and for democracy. After World War I which ended in 1918, Germany had to give up land and was banned from having any armed forces, which was caused from the Treaty of Versailles. Germany surrendered many material goods like cannons, machine guns, planes, trench mortars, and even railroads after World War I. Germany felt a huge war guilt and was embarrassed with the defeat if the war. The start of the second world war was influenced with the rise of Adolf Hitler. When World War II began on September 1, 1939, our government, movies, music, publishing, and fashion contributed lots of support for the war. The Treaty of Versailles caused Germany to surrender many things which caused them be in a poor economic state. Since Germany was in a horrible state, Adolf Hitler rose to become a Führer to the people of Germany do to his spectacular public speeches. Hitler promised to make his country better and quickly began to arm Germany again and to seize land from other countries, thus breaking the Treaty of Versailles. He also had a hated for Jews and used them a scapegoat. Hitler was a huge fascist. “Fascism an authoritarian and nationalistic right-wing system of government and social organization.” (Webster). It opposed the capitalist...
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...Running head: WOMEN'S RIGHTS, THE STRUGGLE IS FAR FROM OVER. Women's Rights, The Struggle Is Far From Over. Gerald Lee Ashford University American History Since 1865 HIS204 Gregory Lawson May 13, 2012 Women's Rights, The Struggle Is Far From Over. During the course of history, women have always fought to improve esteem, equivalence, and to have equal rights as men. Nevertheless, this mission has been challenging because of the notion in which men are higher to and have the right to rule over women. This way of life has saturated the societal construction of civilizations all the way through since the creation of man. The free-for-all of women rights was even more problematic for women. Wifehood and parenthood were considered to be the women's most important jobs. In the 20th era, however, women in some countries won the right to vote and improved their educational and job opportunities. Conceivably most significant, they took an enormous step by changing everyone’s thinking of the customary visions of their roles in society. This value has drenched the social structure of societies throughout the world. Even in today’s times, women are still struggling for rights that men take for granted. The struggle of women rights was even more problematic for women of color because not only did they have to deal with issues of sexism. They also had to deal with discrimination. The first known women’s right conference was held in Seneca Falls, New...
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...delinquency’. 2. Consider the arguments of nineteenth century social investigators and reformers and their influence both on the legislative process and on the construction of the concept of juvenile delinquency. 3. Finally and by way of a conclusion, briefly discuss the broader social economic and political context of nineteenth century reforms in order to suggest that whilst legislation is important, the claim in the question overstates its significance. The idea that there can be a juvenile delinquent is impossible without the concept of childhood as a distinct phase of individual growth and development. ‘Childhood’ has become a universal category; a status which affords particular rights, for example those outlined in agreements between states such as the universal declaration of the rights of the child. This recognition of the special status of ‘childhood’ is a social construct (Hendrick, 2002). We may take our understanding of what it is to be a child for granted as ‘natural’ but it is not until the late middle ages that a period and morality of childhood began to be distinguished from adulthood within the aristocracy and nobility (Muncie pg. 49). In the English legal system, prior to the late 18th century, no distinction is made between the adult and child offender and consequently the concept of the juvenile delinquent did not exist in any meaningful sense. As far as the law was concerned there was no separate category ‘juvenile’. Adults and children were treated...
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...Shear Box Report Abstract This repot describes the Shear Box test based on two types of soil that are loose soil and dense soil. The test has shown that the use of dry river sand under different densities to underestimate the shear strength parameters, the soil cohesion and the angle of friction with regard to the relationship between soil density and shear strength. Introduction The aim of the Shear box test was to determine the shear strength of sand using the shear box teat, and to investigate the effect of soil density on the strength. The shear strength of a soil is its resistance to shearing stresses. It is a measure of the soil resistance to deformation by continuous displacement of its individual soil particles. To investigate more about the behavior of the soil, a Mohr-coulomb theory has been introduced. This theory states that a material fails because of a critical combination of normal stress and shear stress, and not from their either maximum normal or shear stress alone. the limiting shear stress( the shear strength, t) that may be applied to any plane in the soil mass is found to be given by an equation of the form： τ = c + σ tan(φ) where σ = normal stress on the failure plane φ = angle of friction c = (apparent) cohesion The parameters C and φ are not generally soil constants. They also depended on the use of total or effective stresses. In terms of effective stress the failure criterion is written: τ = σ' tan(φ') + c' ...
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