Racism in the 1960s

Racism in the 1960s Racism in the 1960s The 1960s were a time where the world was changing. Music was changing, politics were changing, and people were changing. But one problem seemed to remain in society Racism. Although the 1960s were the era of the Baby Boom, the racist segregation did not subside. Although segregation thrived through Jim Crow Laws, Martin Luther King Jr. and Malcolm X both fought hard against it. This segregation lead to possibly the worlds greatest achievement, the African-American Civil Rights Movement. In the 1960s, the way of life was different for people with different colors of skin. There were separate bathrooms, separate restaurants, drinking fountains, and churches for black people. Restaurants had a Jim Crow law, that stated, It shall be unlawful to conduct a restaurant or other place for the serving of food in the city, at which white and colored people are served in the same room, unless such white and colored persons are effectively separated by a solid partition extending from the floor upward to a distance of seven feet or higher, and unless a separate entrance from the street is provided for each compartment. Black people were also forced to use different barbers, nurses and jail cells. The segregation between black people and white people was evident and enforced by law. These laws were called Jim Crow Laws, and were local laws that outlined the segregation between black people and white people. Any act against a Jim Crow law was punishable by law and received an unusually hefty punishment. These separate but equal approaches lead to much discrimination that African-American communities endured for much of the decade. These laws covered aspects such as barbers, prisons, nurses, and libraries. Some examples of Jim Crow laws were: 1. No colored barber shall serve as a barber (to) white girls or women (Georgia). 2. No person or corporation shall require any White female nurse to nurse in wards or rooms in hospitals, either public or private, in which Negro men are placed (Alabama). 3. The warden shall see that the white convicts shall have separate apartments for both eating and sleeping from the Negro convicts (Mississippi). Although these laws were all forced by law, they were all forced by the public as well. Many mobs of white men used lynching in the 1960s to try and manipulate the African-American population. Lynching is considered the punishment of any person without legal process or authority. Any person who tried to promote against, abolish, or defy the Jim Crow laws were often beaten and/or killed. With the help of Martin Luther King Jr. and the Civil Rights movement, these laws were only in effect up until 1965. In 1968 the Supreme Court declared all types of segregation unconstitutional. Martin Luther King Jr. was an integral part of the abolishment of Jim Crow Laws and the public support of the Civil Rights Movement. Growing up as a child, Martin Luther King Jr. was a very smart human being. He attended segregated high schools in Georgia but only stayed for a short amount of time. Because of Martins superb intelligence, he was able to finish grades 9-12 in just two years, making him a high school graduate at the age of fifteen. After receiving a doctorate at Boston University, Martin had already started his effect on society. He participated in a 382 day boycott to remove the segregation between black and white people on buses. The supreme court agreed and on December 21, 1956, the law was ruled unconstitutional. Martin Luther King paid the price for this great achievement, finding himself arrested and his home was bombed. The African-American Civil Rights Movement took place in the 1960s and really gained support on August 28th, 1963. Martin Luther King Jr. made hi s plea to the world for racial equality during his I Have a Dream speech. This speech was a powerful moment in history and held the support of people all over the planet. I have a dream is still regarded as one of the greatest political statements ever to be made.

The Patriot Act :: Terrorism Terrorist International Education Essay

The Patriot Act As the nation watched in horror the atrocities of September 11th, Nassim Benamara watched his future slip away from him. " I was very worried, because I was supposed to start school a week later in Boston, and I did not know if I could still come to Boston," he said. Two weeks later, he boarded a plane from Algiers, Algeria, with his twin brother Saleem, to attend school here. Three years later, Saleem and Nassim have still not made it back to their home country. â€Å"We hear a lot of stories of international students who go home for vacation, and when they come back they are not let back into the country. We do not want to risk this, so we don't go home ever," Saleem said. Such stories are the result of the unpopular Patriot Act, which was passed on October 26th, 2001, just a few weeks after the terrorist attacks on U.S. soil. President Bush then declared that the act was necessary, to make sure that every so-called â€Å"international student† was in fact attending school. Among the components of the act, the Patriot Act greatly restrains international students in their rights. All their medical, library and school files are available to various agencies, including the CIA, FBI and INS. The school files are part of an online database accessible only to those three agencies, named "SEVIS," or "Student and Exchange Visitor Information System". All schools in the United States with foreign students had to turn over those files by August of last year, or risk a penalty. With just a click of the button, anyone at the INS can find out the student's grades, classes, the address, and much more. Many organizations, such as the ACLU, were quick to denounce the Patriot Act, and the SEVIS registration, as un-democratic. Yet, in this era of terrorism, safety can come at a high risk, David Chanderlain said. As the head of the International Student Office at Northeastern University, it is his job to make sure that all international students are up to date with the new SEVIS forms, that they're taking enough classes, and much more. "Many people don't agree with the Patriot Act, but right now it's necessary," he said. Salim and Nassem agreed with him. "I don't like to have my home searched, I don't like to be treated like a terrorist, but I understand why they do it. It is for my safety too, and there is not much I can do.

The Needs of American Cities for Policing Policy

In analyzing the needs of American cities for policing policy for the future, race has to be considered in the equation. Researchers note that it is not possible to ignore the variable of race when describing the nature of policing in the United States. This includes efforts to develop a community policing concept, and race enters both for policing in the minority community and for the way policing does or does not use racial profiling so as to antagonize the minority community. In much of America, relations between the police and the African-American community have long been tense. In some regions, the police are viewed as an occupying army present not to protect the people but to control them and to keep them in their place. Numerous civil disturbances in recent decades can be traced to tensions between the police and the black community, from the riots of the summer of 1965 to the riot in Los Angeles after the first Rodney King verdict, from the problems in Crown Heights in New York to any number of disputed police shooting incidents in cities across the country. Even without a specific incident to set off a disturbance, there is often an underlying tension between poor black communities and the surrounding society, with the police serving as a symbol of that society: The very complex, diffuse, interrelated, but still independent nature of the social, political, and economic institutions within American society, supported by layers and layers of public and private bureaucracies often manipulated by elusive, anonymous power brokers, perpetually frustrate the attempts of Black Americans to modify and reorder societal arrangements in their favor. Therefore, the â€Å"system† is identified as the culprit (Wintersmith, 1974, p. 2). The fact that the police are the most likely target for black hostility and aggression, however, does not mean blacks do not have a real reason to fear the police or the rallying cry of â€Å"law and order†: For Black Americans this slogan connotes oppression, police occupation of Black communities, inequitable and selective police treatment, disregard for human and constitutional rights of Black citizens, and continued denial of equitable opportunity (Wintersmith, 1974, p. ). Community Policing is a program that links the actions of the police with citizen participation as part of an overall effort to solve the problems of the community by involving the community, and such an approach can help inform the public and gain public acceptance for the minority hire program a well. The community policing model is based on that sort of assumption and on the view that crime has many complex causes and that police departments cannot keep the streets safe by themselves. If crime is to be controlled, police must reach out to other local institutions, and indeed to the broader community at large, and create partnerships. Among the features of such a program are integrated investigations, team and neighborhood rather than a shift and divisional basis for officer deployment, foot patrols, and community service as a focus along with problem-oriented policing instead of mere crime-fighting. Programs of this sort mean a different structure for the police as well as altered functions, allocations of resources, and general attitude. This can be a challenge to traditional police department structures because the traditional method is to respond to citizen demand rather than to try to ascertain the underlying forces creating patterns of problems. The community policing method is proactive rather than responsive. The approach also calls attention to the degree to which the police are dependent on the public for support, information, and cooperation. A recent study suggests that the benefits of community policing may have been oversold to the public, but there are also indications that community policing needs to be given time to work and that the police and the community must become more comfortable with one another to create a better atmosphere (Moran & Bucqueroux, 1995, p. 1057). One way for the police to learn more about the neighborhood and the residents is to be residents themselves. Requiring officers to live in the community is seen as a way of enhancing the community policing effort in a variety of ways and of adding to the comfort level on both sides. Police and citizens should see themselves as part of the same community. Informal and casual contact between police officers and the public occurs at different rates in different communities. Often, members of the public keep their distance from police officers out of concern that they will be investigated or somehow drawn into police activity or because of a general distrust of the police: â€Å"American studies show high social isolation of police officers in comparison with people in other occupations (Guyot, 1991, p. 279). Some see the police as having isolated themselves intentionally, leaving them open to charges of abusing their authority by coming into neighborhoods in which they have no stake and using their power unwisely. Community policing is seen as a way of reversing this. Wilson and Kelling (1989) note of crime, â€Å"Most crime in most neighborhoods is local: the offenders live near their victims† (Wilson & Kelling, 1989, p. 46). This makes people in these neighborhoods feel less safe, just as they can be made to feel more safe if police offices live in the neighborhood. The officers need to be comfortable with the victims and to understand the perpetrators, and living in the community they serve. Bringing more minorities into the police department is also often emphasized as a way to reach and include the black community. The proper model for bringing new hires into the department and for finding more qualified minorities is recruitment rather than hiring. Most departments emphasize hiring, which means that applicants come in on their own and ask to join the department, after which they are evaluated. Recruitment involves seeking out qualified applicants and selling the idea and the department to them. This is a practice approach that can be conducted throughout the community, for individuals of all backgrounds, and this also avoids the quota stigma while including more minorities by identifying those who would fit the needs of the department. This still leaves a barrier in the form of the requirements for qualification, which need to be more flexible in order to emphasize training after acceptance rather than having the skills needed before applying. This idea would also extend the reach of the recruiter more deeply into minority groups (Carter & Radelet, 1999, p. 173). The development of a proper plan for implementing recruiting means determining need on several bases, including short-term needs, medium-term needs, and long-term needs. For all, the department needs to develop â€Å"a marketing plan for recruiting that includes operational, tactical, and strategic objectives† (Carter & Radelet, 1999, pp. 174-175). Developing a plan for hiring more minority officers can begin with analyzing what other departments have done to address the same issue, and some of what is found in a survey on the subject includes good recommendations for an approach to take. For instance, an Action Plan offered by the department in the Canadian city of Brantford includes noting that the minorities already in the department can be a great help in recruiting new minority hires by serving as the face of the department in certain communities. For instance, these officers can be depicted in recruitment materials in the law enforcement role whenever possible to encourage potential female and visible minority candidates. These officers can also be used to give active encouragement for the recruitment of potential candidates. They can also represent the department at high schools, colleges, and universities to attract potential candidates through continued participation in such things as the student co-op placement program, anti-vandalism program, and the High School Resource Officer program. These officers can also work with groups in the community representing the community diversity to build relationships and encourage potential candidates, which will also involve sitting on police liaison committees and hosting Citizenship Court (Recruiting Process, 2004). Allen (2003) suggests that the only way to keep police departments focused on minority hiring is by instituting an affirmative action program, but given recent court rulings and public attitudes, that is not a viable solution. Allen does note that keeping up with minority hiring is a problem because what is required always changes, as noted with reference to mesa, Arizona: The minority population is slowly yet steadily increasing. Both the increase in population and changes in ethnic demographics have affected the city's public safety needs and contribute to the department's difficulty in becoming more diverse (Allen, 2003). Among the problems noted for programs to hire more minorities are resistance from within from officers who feel threatened by change, community resistance, suits from those who believe they have been the target of reverse discrimination, and simple difficulties in finding qualified applicants. Programs useful in police hiring can be adapted to the specific needs of minority hiring. In order to improve the quality of police recruits in general, programs have been set up at the college and university levels in order to recruit better-educated officers. Such programs can be used effectively at traditionally back colleges and universities in order to garner attention and attract minority recruits from that population. Such an approach would also be key to bringing in more recruits who would be good candidates for advancement in order to improve the mix in managerial roles. One of the complaints leveled at some departments when they use affirmative action for minority hiring is that the level of recruits goes down, but this would not be the case with recruits attracted from minority colleges. Within the department, a mentor program can be created to empower existing minority officers to give assistance, training, and advice to new recruits, a program that would help all officers and the department as a whole and that would also be especially useful for keeping new minority hires on track so they do not get discouraged and resign, as often happens. The mentors also serve as role models of what advancement brings. Once the department is on it way to a more varied and advanced status, it can offer incentives to minority officers from other departments to transfer. This can be another way of gaining qualified recruits, especially for the management level, as such a move up can be offered as the incentive that attracts them in the first place. They can then serve as mentors to other minority applicants and help expand the reach of the department. Their experience can also be invaluable. Once these programs are in place, they must be maintained in order to keep the department fresh, at a proper level of minority employment, and at a high level of community involvement and service and a high level of overall competence. The degree of change in the department in terms of the makeup of the force will show how well the program is working, just as normal evaluations of the work performance of new hires and old will show that the change is beneficial to the department. This analysis shows that there is a need to consider race first in terms of the community and second in terms of the make-up of the police force. In both cases, this is because race remains a dividing issue and one that is exacerbated by most poling programs. Community policing offers at least the chance of improving the system and reducing both the threat to the community and antipathy from the community.

A Modern Context Within Jane Austen s Clueless

Composers often appropriate classic texts in order to put significant stories and social themes into a new context. Amy Heckerling exemplifies this notion as she brings forth the social issues and concerns of Jane Austen’s ‘Emma’ into a modern context within her 20th century film, ‘Clueless’. Heckerling has transformed ‘Emma’ through her use of modern language, setting, targeted audience and props in ‘Clueless’ illustrating how Austen’s ideals and social themes are still relevant and affective to a contemporary audience. Heckerling investigates the dichotomy and similarities of the two contexts, by reinvigorating themes like the role of women in a patriarchal society, the role of marriage in society, the nature of true friendship and the universality and timelessness of folly. The role of women in a patriarchal society is one of the most heavily enforced themes in ‘Emma’ and ‘Clueless’. Austen places great emphasis on how the dominance of men over women was of great importance within the patriarchal social structure of the regency period. Heckerling reimagines ‘Emma’, to show the ways that this perspective has been altered over the next century. Emma and Cher are both products of their own patriarchal, class-driven societies; they are affluent and repressed as women, which leads Emma Woodhouse- the heroine of Jane Austen’s â€Å"Emma†- to turn to charity and match-making to fill in her time along with domestic chores, painting and playing the piano, and Cher Horowitz - theShow MoreRelatedFilm Techniques, By And Amy Heckerling s Postmodern American Film, Clueless ( 1995 )2279 Words   |  10 Pagesinnovative insights that appeal to modern consciousness entails the adaption of a text to a contemporary con textual environment, and by comparing both Jane Austen’s Regency Era novel, Emma (1815), and Amy Heckerling’s postmodern American film, Clueless (1995), it is evident that the film has been re-appropriated in such a way that Austen’s voice is still heard today, while simultaneously projecting Heckerling’s views on present-day society. While both Emma and Clueless fall under similar timeless themesRead MoreClueless a Transformation of Emma4584 Words   |  19 Pagescomposer of Clueless use film techniques to transform the social, historical and environmental context of Jane Austen’s Emma to the modern context of Clueless? Amy Heckerling’s Clueless involves a storyline, which closely follows the text of Jane Austen’s novel Emma. However, there are some key points of difference in the transformation that has taken place. This is due to the individual context of the nineteenth century prose text and that of the modern appropriated film text. The context can beRead MoreClueless Reflection1751 Words   |  8 PagesThis film was originally a classic Jane Austen novel called Emma, which is often studied in a literature classroom. Emma was first published in 1815 . The novel based in 1810s, is about 22 year old Emma Woodhouse, who imagines herself to be naturally-gifted at conjuring love matches, who then exposes herself to a world of conflict, miscommunication, stereotyping, and perception. This classic novel was been retold in a 1990s romantic comedy film, Clueless. Clueless is an American coming of age comedy