Stand Up and Be Counted: The Black Athlete, Black Power and The 1968 Olympic Project for Human Rights

The dissertation examines the Olympic Project for Human Rights (OPHR), a Black Power attempt to build a black boycott of the 1968 US Olympic team that ultimately culminated in the infamous Black Power fists protest at the 1968 Olympics. The work challenges the historiography, which concludes that the OPHR was a failure because most black Olympic-caliber athletes participated in the 1968 games, by demonstrating that the foremost purpose of the OPHR was to raise public awareness of “institutionalized racism,” the accumulation of poverty and structural and cultural racism that continued to denigrate black life following landmark 1960s civil rights legislation. Additionally, the dissertation demonstrates that activist black athletes of the era were also protesting the lack of agency and discrimination traditionally forced upon blacks in integrated, yet white-controlled sports institutions. The dissertation argues that such movements for “dignity and humanity,” as progressive black activists of the 1960s termed it, were a significant component of the Black Power movement. The dissertation also examines the proliferation of the social belief that the accomplishments of blacks in white-controlled sports fostered black advancement and argues that the belief has origins in post-Reconstruction traditional black uplift ideology, which suggested that blacks who demonstrated “character” and “manliness” improved whites’ images of blacks, thus advancing the race. OPHR activists argued that the belief, axiomatic by 1968, was the foremost obstacle to attracting support for a black Olympic boycott. The manuscript concludes with a discussion of the competing meaning and representations of Smith and Carlos’s protest at the Olympics

A Study Of Twenty-Nine Home Demonstration Clubs In Lee County, Arkansas

Home demonstration work is an essential part of the educational program of the Cooperative Extension Service in Agriculture and Home Economics of the Smith-Lever Act of May 8, 1914. The act gave authority for the United States Department of Agriculture and State Land-Grant Colleges to join forces in establishing and maintaining an out-of-school educational program. The main purpose of the program is to aid men, women, and youth in applying research results and other accepted practices in improving their farm homes and communities. The basic philosophy of the program has been to help people help themselves. The home demonstration agent works with all farm families and community leaders, also with urban families in helping them to analyze family living and to develop programs that will aid them in making any desired changes

Efficiency at optimal work from finite reservoirs: a probabilistic perspective

We revisit the classic thermodynamic problem of maximum work extraction from two arbitrary sized hot and cold reservoirs, modelled as perfect gases. Assuming ignorance about the extent to which the process has advanced, which implies an ignorance about the final temperatures, we quantify the prior information about the process and assign a prior distribution to the unknown temperature(s). This requires that we also take into account the temperature values which are regarded to be unphysical in the standard theory, as they lead to a contradiction with the physical laws. Instead in our formulation, such values appear to be consistent with the given prior information and hence are included in the inference. We derive estimates of the efficiency at optimal work from the expected values of the final temperatures, and show that these values match with the exact expressions in the limit when any one of the reservoirs is very large compared to the other. For other relative sizes of the reservoirs, we suggest a weighting procedure over the estimates from two valid inference procedures, that generalizes the procedure suggested earlier in [J. Phys. A: Math. Theor. {\bf 46}, 365002 (2013)]. Thus a mean estimate for efficiency is obtained which agrees with the optimal performance to a high accuracy.Comment: 14 pages, 6 figure

Justice John Marshall Harlan: Professor of Law

From 1889 to 1910, while serving on the United States Supreme Court, the first Justice John Marshall Harlan taught at the Columbian College of Law, which became the George Washington University School of Law. For two decades, he primarily taught working-class evening students in classes as diverse as property, torts, conflicts of law, jurisprudence, domestic relations, commercial law, evidence-and most significantly-constitutional law. Harlan\u27s lectures on constitutional law would have been lost to history, but for the enterprising initiative-and remarkable note-taking-of one of Harlan\u27s students, George Johannes. During the 1897-98 academic year, George Johannes and a classmate transcribed verbatim the twenty-seven lectures Justice Harlan delivered on constitutional law. In 1955, Johannes sent the transcripts to the second Justice Harlan. The papers were ultimately deposited in the Library of Congress. Though much attention has been given to the life and jurisprudence of Justice Harlan, his lectures have been largely ignored. Harlan\u27s lectures are a treasure trove of insights into his jurisprudence, as well as the state of constitutional law at the turn of the 20th century. They provide the unique opportunity to listen in as one of our greatest Justices lectures on the precipice of a constitutional revolution that he helped create. In this article, we use the lectures to paint a picture of who Justice Harlan was, what he believed, how he sought to impart that knowledge to the future lawyers of America, and how he predicted many of the changes in constitutional law that occurred during the 20th century. This article, published along with the annotated transcript of all twenty seven lectures and written on the centennial of Justice Harlan\u27s death, is a tribute to one of the giants of the law, and his contribution to legal education

Justice John Marshall Harlan: Lectures on Constitutional Law, 1897-98

From 1889 to 1910, while serving on the United States Supreme Court, the first Justice John Marshall Harlan taught at the Columbian College of Law, which later became The George Washington School of Law. During the 1897–1898 academic year, one of Harlan’s students, George Johannes, along with a classmate, transcribed verbatim the twenty-seven lectures Justice Harlan delivered on constitutional law. In 1955, Johannes sent his copy of the transcripts to the second Justice Harlan, who eventually deposited them in the Library of Congress. To create this annotated transcript of Justice Harlan’s lectures, Professor Frye purchased a microfilm copy of Johannes’s transcription, made a PDF copy, and transcribed it verbatim by hand. The lectures were edited to preserve all of Harlan’s words as transcribed, except in cases of clear transcription error. Paragraph breaks and punctuation were added as necessary, in order to reflect the cadence of Harlan’s speech. References are provided for all quotations, and citations are provided for all cases and publications discussed by Harlan. Additional annotations are provided when supplemental information will help the reader better understand Harlan’s commentary. The editors of Arguendo at the George Washington Law Review dedicated the transcript to George Johannes, whose diligent note taking in Justice Harlan’s class secured these lectures to “ourselves and our Posterity.