Brown V. Louisiana Essay Example for Free

Brown V. Louisiana Essay During the 1960s, many African-Americans believed that civil rights should become a national priority. Young civil rights activists brought their cause to the national stage and demanded the federal government assist them and help resolve the issues that plagued them. Many of them challenged segregation in the South by protesting at stores and schools that practiced segregation. Despite the efforts of these groups and Supreme Court rulings that ordered the desegregation of buses and bus stations, violence and prejudice against African-Americans in the South continued Meyer, F. S. , 1968). In the 1960s many things were off limits to African-Americans. They werent revered as equals and suffered greatly because of it. Theres an unfamiliar case to most that took place in Louisiana that helped shaped the use of public facilities for all people. This case is known as Brown v. Louisiana. The Audubon Regional Library in Clinton, Louisiana, Parish of East Feliciana did not serve blacks. Blacks, at that time, were expected to use one of two bookmobiles. The red bookmobile served whites and the blue bookmobile served blacks. On March 7, 1964, ive young African-American males entered the adult reading room and one of the men, Brown, requested a book called, The Story of the Negro, by Arna Bontemps. The assistant librarian checked the card catalogue and discovered that the library did not have the book. She told Brown that she would request it from the state library and he could either have it mailed to his home address or he could pick it up from the bookmobile. After the men had been given the news about the book they sat down quietly. After the men failed to leave the library, the assistant librarian requested that they go. They did not. Brown sat down while the others stood nearby. The assistant librarian then went to the head librarian who requested them to leave as well. Again, they did not. A few moments later, the sheriff arrived and requested that they leave again, and again, they did not. The sheriff arrested them and charged them with the intention to provoke a breach of peace and failure to leave a public building when ordered to do so (Coates, R. , 2005). The five men were tried and found guilty. Brown was sentenced to pay $150 for court costs or spend 90 days in Jail. The four other men were sentenced to $35 for court costs or 15 days in ail. Under Louisiana law, the convictions werent appealable therefore; their requests for discretionary reviews were denied. The Supreme Court granted certiorari. A certiorari is an extraordinary privilege injunction granted in cases that otherwise would not be entitled to review. In writing for the majority, Justice Fortas first examined whether the protesters could be convicted for refusing to leave the library. He concluded that they could not since their protest was peaceful and blacks could not be denied access since whites were allowed inside as well. He reviewed the onduct of the men and felt that this had no merit either. The state argued that the men were proving their intent to disturb the peace and upset the librarian. Justice Fortas concluded that the arrest was a violation of the mens First and Fourteenth Amendment rights that guarantee freedom of speech and assembly and the right to opposed this opinion and took to issue with the majoritys reasoning. He disagreed that the Constitution prohibits any state from making sit-ins or stand-ups in public libraries illegal. Second, Black argued that the previous breach of the peace cases in Louisiana differed from Brown v. Louisiana. Previously there had been several other situations where there were peaceful demonstrations over discriminatory practices. Garner v. Louisiana (1961) involved a sit-in at a lunch counter to protest service for whites only. In Taylor v. Louisiana (1962) blacks again protested the presence of bus depot that was for white customers only. In Coxv. Louisiana (1965) a man led a demonstration near the courthouse and Jail to protest the arrest of other demonstrations. Each of the protests, along with Brown v. Louisiana, was all orderly and peaceful and was over discriminatory practices that denied the protesters rights hat were guaranteed to them under the Constitution. Justice Black opposition was joined by three other Justices. They argued that the First Amendment did not guarantee to any person the right to use someone elses property even that owned by the government and dedicated to other purposes. On Wednesday, February 23, 1966 the decision was made; 5 votes for Brown and 4 against him (Coates, R. , 2005). The young men won! The Courts ruling in this case, along with the others, proved vital to the Civil Rights struggles and also to the Vietnam War protests that would follow. Indeed, without these rulings the 1960s and early 1970s may have been a completely different period in time, especially when it comes to the Civil Rights movement. In the last line of Justice Blacks opinion in Brown v. Louisiana he wrote: The holding in this case today makes it more necessary than ever that we stop and look more closely at where we are going (Meyer, F. S. , 1968). In conclusion, had it not been for demonstrations of this kind, and the Supreme Court granting certiorari there is a strong possibility that none of this would have ever taken place. Oftentimes, it is in a ime of pain and suffering that the Just shall prevail, and I believe this is no different. There is more work to do but with the Supreme Court being behind you, at least you know its not in vain.

Disciplinary Spanking Is Not Child Abuse Essay -- Effective Use of Cor

Child abuse is an issue within society that effects the lives of not only the victims but also the lives of many people in the social order. Child abuse is any mistreatment or neglect of a child that results in non-accidental injury or harm and which cannot be logically explained. There are several forms of abuse and neglect and many state governments have developed their own legal description of what constitutes child maltreatment for the purposes of removing a child and prosecuting a criminal charge. Child abuse consists of different forms of harm including physical, emotional, sexual, and neglect. Physical abuse is any non-accidental physical injury to a child. Physical abuse is an injury that results from physical aggression. Types of physical abuse can consist of beating, whipping, hitting, pinching, biting, or spanking. Spanking is the most used, traditional form of physical punishment, consisting in a beating applied on the buttocks. It involves striking the buttocks repeatedly, usually as a physical punishment, with an open hand. Spanking can also be implemented including belts, whips, rods, paddles, or any other household item. Educators and parents usually administer spankings to children. Spanking usually refers to a child lying, stomach down, across the educator's lap and the parent or teacher repeatedly swatting the child's backside. The issue of spanking is whether it is justifiable or an act of child abuse. Some child specialists, such as Christine Walsh and Michael Boyle, argue that if a parent must administer a spanking, it should not be through anger and only as a last option when other forms of discipline have been deemed unsuccessful. They say that for a spanking to be instructive it must be... ...their child while obviously angered, that emotion is likely to be very noticeable to the child. Unfortunately, that anger is all too likely to become attached to the punishment, resulting in the unwanted link of: mad parent = pain. A serene, calm parent is very much less likely to turn out to be an active part of the negative memory. Obviously, this is completely up to the judgment of the parent, but I have a tendency to concur that not only is spanking less likely to be abused if lightly applied, but also it maintains a better influence when it is applied. I would declare only when there clearly doesn't seem to be any other way of getting through to the child. Spanking is unquestionably not the only effective punishment, and perhaps not even the best, nevertheless I consider it to be effective, when applied carefully, in relation with other teaching mechanisms.

American Revolution Short

During the American Revolution what caused the people to make radical changes The American Revolution was radical in the ideals established throughout the revolution. The American Revolution had significant effects on American society as a whole radically changing certain aspects including its social, political, economic, and religious contexts. Also, the status of women, slaves, and Loyalists were radically changed. A new democratized political system was formed through the constitution, which incorporated radical ideals such as the equality of all men, the separation of church and state, religious freedom/tolerance. The first successful English settlement on the American continent was established in 1607. And from then on, until 1732, thirteen English colonies settled on the continent. Great Britain was the first and the only country to send its people as colonists and to settle in that part of the continent. The Colonists had two reasons to leave England and it was to make money. But the major part of the colonists was running away from religious persecutions. However they managed to develop their colonies and to make money. But how did Great Britain regard this development? England, which was trying to enlarge its empire did not stay unemotional in front of this new development of prosperity, and in need of money, it reacted first, by imposing taxes to its colonies. But, the colonists were not still subjects of the crown and following different influences they began to want their own freedom. And by the way they reached an expected war with England.

Questions and Answers on U-Carmen Khayetlitsha - 837 Words

Q1. Intermezzo: short, lyric piece or movement, often for piano, also a comic interlude performed between acts of an eighteenth century opera seria of which Carmen is an example (Intermezzo, 2012, iMusic Dictionary) Aria: lyric song for solo voice with orchestral accompaniment, generally expressing intense emotion; found in opera, cantata, and oratorio such as Je dis que rien in Carmen (Aria, 2012, iMusic Dictionary). Trio: a composition written for three voices or instruments such as Trio des Cartes in Carmen Chorus: fairly large group of singers who perform together, usually with several on each part also a choral movement of a large-scale work in jazz, a single statement of the melodic-harmonic pattern as seen in the Toreador chorus of Carmen (Chorus, 2012, iMusic Dictionary). Overture: an introductory movement, as in an opera or oratorio, often presenting melodies from arias to come also an orchestral work for concert performance such as the blend of both romantic arias and the T oreador music of Carmens overture (Overture, 2012, iMusic Dictionary). Prelude: instrumental work intended to precede a larger work such as Prelude to the Afternoon of a Faun (Prelude, 2012, iMusic Dictionary). Libretto: quite literally, the written words to a work of opera (as opposed to the score) Mezzo-soprano: female voice of middle range, lower than a soprano but higher than an alto such as the operating character of Carmen (Mezzo-soprano, 2012, iMusic Dictionary).