On second thought, he probably doesn’t.
Meanwhile, one of Rahm’s aids found it necessary to respond to a similar sign from yesterday accusing the mayor of liking Nickelback. He denied it, but I’m sure he’s lying.
On second thought, he probably doesn’t.
Meanwhile, one of Rahm’s aids found it necessary to respond to a similar sign from yesterday accusing the mayor of liking Nickelback. He denied it, but I’m sure he’s lying.
So how did the scab refs do in Week 1 of the NFL?
Pretty bloody awful.
The Green Bay-San Francisco game was particularly egregious:
Midway through the second quarter at Lambeau Field, there was an offensive pass interference call on Green Bay’s James Jones that Gierke considered questionable. But during the same drive, San Francisco free safety Dashon Goldson was called for pass interference on Packers tight end Jermichael Finley and the infraction was flagged by the linesman, not the official in the end zone. The official in the end zone left his post to ask the linesman what he saw, which led to an incident between Finley and another San Francisco defensive back.
“(The official in the end zone) left his primary responsibility,” Gierke said. “You don’t turn your back on players. He left because he wanted to see what the other guy called. It should have been his call.
“He stopped officiating, basically.”
Earlier in that game, there was a false start by 49ers left tackle Joe Staley. And at the start of the fourth quarter, Randall Cobb’s 75-yard punt return for a touchdown was flagged for an illegal block in the back but then overturned.
As Seattle drove down the field late in the fourth quarter, referee Bruce Hermansen granted the Seahawks an extra timeout. The crew gathered and began deliberations, delaying play with about 90 seconds remaining on the game clock. After about five minutes of review the crew came back with the wrong answer and ruled Seattle had one timeout remaining.
Here is what head referee Bruce Hermansen had to say following the conclusion of the game, which Arizona won 20-16.
“It was my error. We gave them (SEA) the additional timeout because of the incomplete pass stopping the clock before the injury occurred. When in effect, the clock has no bearing on the play at all, whether it’s stopped or running, we should not have given them (SEA) the additional timeout.
Of course, my Seahawks still couldn’t take score to win the game….
Which is too bad, not only because it would have been a win for my team, but because it would have been an example of the scabs robbing a team (and its outraged fanbase) of a win and possibly a playoff appearance. The pressure on the NFL after that happened would have been (and will be) enormous.
As Laura Clawson writes, the NFL Players Association is really worried about the safety of their members. But the NFL has always put profit ahead of player safety and locking out the referees is no exception.
Paul Ryan expresses solidarity with Rahm Emanuel in his efforts to hand the keys to the Chicago schools over to the education capitalists who funded his campaign, destroy the teachers’ union will to resist, and continue the inequitable distribution within the school district.
Really, there’s no difference in position on these issues between Rahm, Romney, and Ryan. I think we do need to know more about where President Obama stands here. Not that he’s going to say anything. But we need to make sure he knows that neither Rheeism or union-busting can be the policy of the Democratic Party.
And my message to any Democrat who isn’t supporting the Chicago Teachers Union–You stand with Mitt Romney and Paul Ryan, not to mention Rahm. If I held the same beliefs as Rahm/Romney/Ryan, I’d probably rethink those beliefs.
….Also, here’s a list of 5 major problems with the Chicago schools the teachers support fixing over Rahm’s opposition. They include music and art programs, school libraries, and more counselors. You know, things that actually educate kids.
This could not depress me more. Molly Ball’s piece at the Atlantic portrays Michelle Rhee as getting close to setting the education agenda for the Democratic Party:
Yet there are signs that Rhee’s persona non grata status in her party is beginning to wane — starting with the fact that the chairman of the Democratic convention, Los Angeles Mayor Antonio Villaraigosa, spoke at the movie screening Rhee hosted at the convention earlier this week. Another Democratic star, Newark Mayor Cory Booker, spoke at the cocktails-and-canapes reception afterward. Across the country, Democratic officials from governors like Colorado’s John Hickenlooper to former President Clinton — buoyed by the well-funded encouragement of the hedge-fund bigwigs behind much of the charter-school movement — are shifting the party’s consensus away from the union-dictated terms to which it has long been loyal. Instead, they’re moving the party toward a full-fledged embrace of the twin pillars of the reform movement: performance-based incentives for teachers, and increased options, including charter schools, for parents.
The inroads made by the education reformers go all the way to the top — to President Obama, Education Secretary Arne Duncan and the “Race to the Top” initiative that required states to make reforms to get federal education funds — and they amount to a major shift for the Democratic Party on one of its signature issues. “These are some of the most high-profile Democrats out there,” Rhee says, also mentioning Chicago’s Rahm Emanuel, Philadelphia’s Michael Nutter, and her husband, Sacramento Mayor Kevin Johnson. “They are taking on the unions. They are fighting for what they believe in. It definitely signals a new day.
Meanwhile, Rhee’s propaganda film machine has gone from documentaries to feature films. Coming out soon is “Won’t Back Down” with Maggie Gyllenhall playing a woman who is trying to get her child out of a failing school but just can’t thanks to big bad teacher unions who won’t allow the firing of teachers without a hearing. The film is produced by Walden Media, a company financed by right-wing billionaire Philip Anschutz. Among the other things Anschutz has funded is Colorado for Family Values, the group behind the state’s 1992 anti-gay ballot measure and Enough is Enough, a “family values” organization headed by Donna Rice that opposes the evils of pornography.
I know I am excited to see right-wing billionaire funded propaganda influencing Democratic Party policy.
Shorter a lot of “progressives” today: “I usually support unions, but these Chicago teachers [insert Republican talking point about unions.]”
People are complaining–these teachers are highly paid, how dare they strike! First of all, I love that even self-identified “progressives” buy into the tear other people down argument. “If they make more than me, they should have no right to strike!” As opposed to, say, “The CTU really shows all the good a union can do and I want a union in my workplace so that I too can be compensated fairly for my labor.”
The other ridiculous thing about these complaints is that pay is only a small part of the issue the CTU has with Rahm Emanuel. You can download either a 1 page list of demands or a full 46 page report here outlining CTU demands. Most of the demands have to do with staffing schools, equitable distribution of resources between schools, small class sizes, and other issues that again show that no group is more pro-child than teachers’ unions. Yes, the teachers also want to be paid appropriately, but that is far from the only issue here.
Tomorrow morning, the Chicago teachers are going on strike. This is a power struggle between the union-busting mayor and Democratic National Convention speaker Rahm Emanuel and the teachers who are fighting for decent pay, small classroom sizes, and to retain the ability to strike.
This is a big deal strike for a couple of reasons. First, Emanuel has been at the forefront of Democratic politicians looking to bust teacher unions and given the size of Chicago, this will set an important precedent. Second, Rahm’s prominence and possible presidential run in 2016 is wrapped up in this. What kind of a political party with the Democrats be going forward? What will the relationship between organized labor and the Democratic Party look like? Finally, what is the future of teachers unions around the country?
Given Rahm’s close relationship with President Obama and the president’s willingness to listen to school “reform” nonsense such as what his own Secretary of Education espouses, the union will certainly get no help from on high.
I will definitely have more on this going forward.
Among the recent instances that have attracted attention: Children in Middletown, Conn., told their parents that there was a “scream room” in their school where they could hear other children who had been locked away; last December, Sandra Baker of Harrodsburg, Ky., found her fourth-grade son, Christopher, who had misbehaved, stuffed inside a duffel bag, its drawstrings pulled tight, and left outside his classroom. He was “thrown in the hall like trash,” she told me. And in April, Corey Foster, a 16-year-old with learning disabilities, died on a school basketball court in Yonkers, N.Y., as four staff members restrained him following a confrontation during a game. The medical examiner ruled early last month that the death was from cardiac arrest resulting from the student’s having an enlarged heart, and no charges were filed.
I saw firsthand the impact of these practices six years ago when my daughter, Rose, started kindergarten in Lexington, Mass. Rose had speech and language delays. Although she sometimes became overwhelmed more quickly than other children, she was called “a model of age-appropriate behavior” by her preschool. One evaluation said Rose was “happy, loves school, is social.” She could, however, “get fidgety and restless when she is unsure as to what is expected of her. When comfortable, Rose is a very participatory and appropriate class member with a great deal to contribute to her world.”
Once in kindergarten, Rose began throwing violent tantrums at home. She repeatedly watched a scene from the film “Finding Nemo” in which a shark batters its way into a tiny room, attempting to eat the main characters. The school provided no explanation or solution. Finally, on Jan. 6, 2006, a school aide called saying that Rose had taken off her clothes. We needed to come get her.
At school, her mother and I found Rose standing alone on the cement floor of a basement mop closet, illuminated by a single light bulb. There was nothing in the closet for a child — no chair, no books, no crayons, nothing but our daughter standing naked in a pool of urine, looking frightened as she tried to cover herself with her hands. On the floor lay her favorite purple-striped Hanna Andersson outfit and panties.
Rose got dressed and we removed her from the school. We later learned that Rose had been locked in the closet five times that morning. She said that during the last confinement, she needed to use the restroom but didn’t want to wet her outfit. So she disrobed. Rather than help her, the school called us and then covered the narrow door’s small window with a file folder, on which someone had written “Don’t touch!”
We were told that Rose had been in the closet almost daily for three months, for up to an hour at a time. At first, it was for behavior issues, but later for not following directions. Once in the closet, Rose would pound on the door, or scream for help, staff members said, and once her hand was slammed in the doorjamb while being locked inside.
This is just horrible. I guess Abu Ghraib did provide lessons for the country after all–new ways to punish 6 year olds!
The always useful site Executed Today details the execution of Thomas Granger, a Puritan executed on this day in 1642 for bestiality in Plymouth Colony. William Bradford’s description of the case:
Ther was a youth whose name was Thomas Granger; he was servant to an honest man of Duxbery, being aboute 16 or 17 years of age. (His father and mother lived at the same time at Sityate.) He was this year detected of buggery (and indicted for the same) with a mare, a cowe, tow goats, five sheep, 2 calves, and a turkey. Horrible it is to mention, but the truth of the historie requires it. He was first discovered by one that accidentally saw his lewd practise towards the mare. (I forbear perticulers.) Being upon it examined and committed, in the end he not only confest the fact with that beast at that time, but sundrie times before, and at severall times with all the rest of the forenamed in his indictmente; and this his free-confession was not only in private to the magistrates, (though at first he strived to deney it,) but to sundrie, both ministers and others, and afterwards, upon his indictemente, to the whole court and jury; and confirmed it at his execution. And whereas some of the sheep could not so well be knowne by his description of them, others with them were brought before him, and he declared which were they, and which were not. And accordingly he was cast by the jury, and condemned, and after executed about the 8 of Sept 1642. A very sade spectakle it was; for first the mare, and then the cowe, and the rest of the lesser catle, were kild before his face, according to the law, Levit: 20.15 and then he him selfe was executed.* The catle were all cast into a great and large pitte that was digged of purposs for them, and no use made of any part of them.
Glad to see those lascivious seductress cows properly disposed with.
“Not that it’s not a good idea to give students loans; it certainly is a good idea to give them loans,” Bartlett said. “But if you can ignore the Constitution to do something good today, tomorrow you will be ignoring the Constitution to do something bad. You could. There are more people in our, in America today of German ancestry than any other [inaudible]. The Holocaust that occurred in Germany — how in the heck could that happen? And when you start down the wrong road, it can be a very slippery slope.
Bartlett, spry and still with obviously sharp faculties at the tender age of 86, has many other sensible ideas such as his embrace of survivalism to prepare for upcoming disasters, which I sure range from seeing two dudes holding hands on the street to the impending North Korean invasion of Maryland. He, along with fellow Right-Thinking Anatomy hero Todd Akin, has also provided useful lessons on how women’s bodies actually work, claiming that very few rapes result in pregnancy.
At first, Americans did not protest much against the end of the income tax, but with skyrocketing income inequality of the Gilded Age, grassroots movements sprung up to find solutions. Many Americans were attracted to simple one-size-fits-all ideas like Henry George’s Single Tax, intended to pay for all government expenditures by taxes on land transactions that supporters also hoped would draw urban dwellers back to the farms.
Others supported taxing the rich directly. As historian Ajay K. Mehrotra has shown, grassroots organizations across the country began organizing around replacing the tariff with the income tax. He tells the story of Merlinda Sisins of Pickleville, Michigan, a mother of 16 who, despite a lack of education and poor spelling, began writing letters to the Journal of United Labor, where she demanded that working people nominate their own to Congress in order to pass legislation that would destroy the tariff and the monopolies.
Not all working-class people jumped on board with the income tax immediately. Some worried it would give the government too much power. Many labor unions worried that lowering the tariff could cost them their jobs. The Knights of Labor, the nation’s most important labor union in the 1880s, tried to avoid the question because members in protected industries supported the tariff while other workers knew it made them poorer.
This fall, I am teaching graduate students for the first time. I am teaching our senior capstone course, which graduate students can sign up for. My course in on the history of the American West. Usually 1 or 2 graduate students sign up, but I have 6 for whatever reason–my charming personality no doubt. So I’m having them meet separately (in part) for a mini-seminar. As Farley does with the Patterson reading list, I thought people might be interested in the readings I chose. Some of you will disagree with some of the readings, or I hope so anyway.
In a normal graduate seminar, I’d assign a book a week. This isn’t quite that, so some weeks there are books and other weeks a couple of book chapters or articles.
The theme of the course is power. Of course power relations define all history, but because of aridity, racial tension, and the dominance of the region by extractive capitalism, power relations in the West take on a special tone. I can’t truly provide a comprehensive history of the topic in a semester, but this is what I have. There are only 11 weeks of readings because of holidays and plans on other days, so it’s more limited than I’d like.
Week 1: Overview
Richard Etulain, Did the Frontier Experience Make America Exceptional?
This is my coverage of Turner’s frontier thesis and his critics. Get it out of the way and move onto something more interesting. I always hated dealing with these debates but it’s inevitable I suppose.
Week 2: The Indigenous West
Pekka Hämäläinen, The Comanche Empire
Week 3: The Incorporation of the West
William Cronon, “Annihilating Space: Meat” from Nature’s Metropolis: Chicago and the Great West
Richard Maxwell Brown, “The Gunfighter: The Reality Behind the Myth,” from No Duty to Retreat: Violence and Values in American Society
William Robbins, “An ‘Equilibrium of Chaos’: External Control and the Northern West” from Colony and Empire: The Capitalist Transformation of the American West
Week 4: Tourism and Conservation
Theodore Roosevelt, “The Vigor of Life,” “In Cowboy Land,” and “The Natural Resources of the Nation,” from An Autobiography
Chris Wilson, “Romantic Regional Architecture, 1905 to 1930,” from The Myth of Santa Fe: Creating a Modern Regional Tradition
Louis Warren, “’Raiding Devils’ and Democratic Freedoms: Indians, Ranchers, and New Mexico Wildlife,” from The Hunter’s Game: Poachers and Conservationists in Twentieth-Century America
Week 5: The Working-Class West
Richard White, “Workingmen” from Railroaded: The Transcontinentals and the Making of Modern America
Cecilia Tsu, “’Independent of the Unskilled Chinaman’: Race, Labor, and Family Farming in California’s Santa Clara Valley,” Western Historical Quarterly Winter 2006
Gunther Peck, “Manhood Mobilized,” from Reinventing Free Labor: Padrones and Immigrant Workers in the North American West, 1880-1930
Week 6: Water, Natural Resources, and the West
Donald Worster, Dust Bowl: The Southern Plains in the 1930s
Week 7: The Gendered West
Virginia Scharff and Carolyn Brucken, Home Lands: How Women Made the West
Week 8: Urbanization and Suburbanization
Read: John Findlay, “Sun City, Arizona: New Town for Old Folks, from Magic Lands: Western Cityscapes and American Culture after 1940
Mike Davis, “The Case for Letting Malibu Burn” from Ecology of Fear: Los Angeles and the Imagination of Disaster
Quintard Taylor, “Facing the Urban Frontier: African-American History in the Reshaping of the Twentieth-Century American West” Western Historical Quarterly Spring 2012
Week 9: Postwar Social Movements in the West
Josh Sides, Erotic City: Sexual Revolutions and the Making of Modern San Francisco
Week 10: Environmentalism and the Modern West
Edward Abbey, Desert Solitaire, p. 1-67
Darren Speece, “From Corporatism to Citizen Oversight: The Legal Fight over California Redwoods, 1970-1996,” Environmental History October 2009
Jake Kosek, “Smokey the Bear is a White Racist Pig” from Understories: The Political Life of Forests in Northern New Mexico
Week 11: Migration and Borders
Monica Perales, Smeltertown: Making and Remembering a Southwest Border Community
Week 12: The West Today
Students search out recent articles and make short presentations connecting to the historical themes of the semester.
Given that this is the last day of classes, I don’t feel I can really assign real readings in this week. Particularly since they will be in the hell of writing their 20-30 page historiographical paper for me.
I see the strengths of this syllabus as a real focus on the relationship between diversity and power and that the major themes are woven through the weeks and not just confined to one week.
Weaknesses include not enough on Native Americans in the second half of the course, the lack of a specific week on the rise of conservative politics (if I had one more week, I’d solve this problem), and not enough works by women, which is annoying and snuck up on me as these things will. But what would I cut out?
Thoughts? I’m actually open to suggestions since I don’t have to teach until Monday afternoon and won’t print off the syllabus until a couple of hours beforehand. The books can’t change obviously, but the articles and book chapters certainly could.
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