Podcast appearances and mentions of barbara henry

Service animals improve the quality of life for people with disabilities every day! And, as rights and protections have expanded over the years, they have become more common in public. Yet, there is a lot of misinformation and questions around service animals. Barbara Henry, Executive Director and Lead Trainer of Domino Service Dogs, knows that education is the first step to creating a better society for service animals and their handlers. What does it take to have a service dog? How should you act around service dogs in public? What rights to businesses have? Tune into this exciting episode to learn all of this and more!

“So if you were a giraffe or an elephant you would go along in your world and you would consume things off of trees. And so we try to mimic, as best we can, what we call browse, which is edible tree material.”This week on the show, Toby Foster talks with Barbara Henry at the Cincinnati Zoo. She's the one who figures out what each of the animals need to eat, where to source their food and the best ways to feed the animals to ensure that they thrive. 

“So if you were a giraffe or an elephant you would go along in your world and you would consume things off of trees. And so we try to mimic, as best we can, what we call browse, which is edible tree material.”This week on the show, Toby Foster talks with Barbara Henry at the Cincinnati Zoo. She's the one who figures out what each of the animals need to eat, where to source their food and the best ways to feed the animals to ensure that they thrive. 

The renowned voice of the airwaves, Phil Wilson, renowned for his morning show "Phil Wilson In The Morning" on Radio Shields, Saturday 7-10am and the syndicated sensation "Phil Wilson's Vinyl Revival," engages again in a captivating conversation with the illustrious Barbara - Henry and John.Tune in to Phil Wilson: https://www.vinylrevivalradio.com https://www.radioshields.co.uk  The Album Of The Week - Then Jerico - The Big Area https://www.youtube.com/channel/UCUnzQxYOhE1FopqRtQnjiUw?sub_confirmation=1 Follow Phil Wilson: https://www.vinylrevivalradio.com https://www.radioshields.co.uk https://www.facebook.com/CELEBRITYPHIL https://twitter.com/CelebrityPhil https://www.instagram.com/CelebrityPhil/ 

On November 14th, in the context of legal history, the story of Ruby Bridges stands out as a pivotal moment in the civil rights movement, particularly in the desegregation of American schools. Born on September 8, 1954, in Tylertown, Mississippi, Ruby Bridges became a symbol of the civil rights movement on November 14, 1960, when she became the first African American child to integrate an all-white elementary school in the South, specifically William Frantz Elementary School in New Orleans, Louisiana.At the tender age of six, Bridges' entry into the school was not just a simple walk through its doors. Escorted by federal marshals amidst a hostile crowd, her brave step was a significant action following the landmark 1954 U.S. Supreme Court decision in Brown v. Board of Education, which declared state laws establishing separate public schools for black and white students unconstitutional.Bridges' integration of the school was the result of hard-won legal battles led by the NAACP, which sought to enforce the Supreme Court's decision. Her courage became a national symbol of the struggle to end segregation, challenging the status quo and societal norms of the time.Despite facing daily harassment and isolation (she was the only student in her class as others were pulled out by their parents), Ruby's perseverance was remarkable. Her teacher, Barbara Henry, from Boston, was the only one willing to teach her, and together they spent a year in a classroom, just the two of them.Her story highlights not only the legal struggles associated with civil rights but also the human element within these battles. The image of young Ruby, depicted in Norman Rockwell's painting "The Problem We All Live With," has become an iconic symbol of the civil rights movement.Ruby's journey was not just a legal milestone but also a deeply personal story of courage and resilience. It underscored the power of law to bring about social change and challenged Americans to confront their prejudices and work towards a more equitable society.In later years, Ruby Bridges has continued to be an active voice in the civil rights movement. She established the Ruby Bridges Foundation in 1999, promoting the values of tolerance, respect, and appreciation of all differences.On November 14th, we remember not just a legal victory in the annals of American history, but also the extraordinary courage of a little girl who stood up against racial segregation and in doing so, helped to change the course of history. Her legacy serves as a reminder of the ongoing struggle for racial equality and the importance of education in shaping a more just society.The U.S. Supreme Court has adopted its first-ever code of conduct in response to recent ethics controversies involving its justices. The code primarily consolidates existing principles and doesn't significantly change how the justices operate. It lacks a public complaint system or external review for alleged violations, aiming instead to clear up misconceptions about the justices being exempt from ethical rules. The move follows reports of Justice Clarence Thomas receiving extravagant gifts from a Republican megadonor, raising questions about the court's impartiality.Critics, like Democratic Senator Sheldon Whitehouse, have welcomed the step but point out the need for enforceable mechanisms to ensure compliance. The new code incorporates some rules from the Judicial Conference, like broader disclosure requirements for private plane flights and commercial property lodging, but stops short of a complaint system like that for lower federal judges.Chief Justice John Roberts has directed a review of best practices, but no concrete enforcement process or timeline has been established. All nine justices, including Thomas, who has faced intense scrutiny for his financial dealings and conduct related to the 2020 election, have signed the new code. The court's decision reflects ongoing discussions among the justices, with some expressing support for the initiative in recent months.Supreme Court Adopts Code of Conduct Amid Ethics Revelations (2)Under fire, US Supreme Court unveils ethics code for justices | ReutersU.S. Special Counsel Jack Smith accused former President Donald Trump of trying to create a "carnival atmosphere" at his trial over charges related to the 2020 election defeat. Smith argues that televising the trial, as Trump supports, would lead to distractions from the charges and a public relations campaign. This accusation follows Trump's behavior during a recent civil fraud case in New York, where he often evaded direct answers and made political statements. Trump's lawyers claim that not broadcasting the trial is part of a politically motivated effort by the Biden administration. Prosecutors oppose televising the trial, citing a longstanding rule against broadcasting criminal cases in federal court. Trump, facing four criminal prosecutions, has pleaded not guilty to all charges, including conspiring to illegally subvert the 2020 election results.Special counsel says Trump seeking 'carnival atmosphere' at 2020 election trial | ReutersThe Texas law firm Jackson Walker claims it was misled by former partner Elizabeth Freeman about her relationship with U.S. Bankruptcy Judge David Jones, who handled cases for the firm. Freeman had initially assured the firm that her relationship with Jones had ended, but it was later revealed they had been living together. This conflict of interest led to Jones' resignation in October after it became public. The U.S. Trustee is now seeking the return of millions of dollars Jackson Walker earned in cases presided over by Jones. The firm, however, did not disclose the relationship even after learning of it in March 2021, violating bankruptcy rules that require extensive disclosures of connections. Jackson Walker's lack of standard checks for relationships between its staff and judges has raised questions about the integrity of the bankruptcy system, with the U.S. Trustee arguing that the undisclosed relationship compromised the fairness of all cases involving the firm and Judge Jones. The situation further escalated when Freeman, after leaving Jackson Walker to start her own practice, was appointed by Jones to a lucrative position in a mediation case, without disclosing their relationship.Law firm tied to bankruptcy judge resignation says former partner lied | ReutersA lawsuit filed in Manhattan accuses the Real Estate Board of New York (REBNY) and over two dozen brokerages, including the Corcoran Group and Douglas Elliman, of conspiring to artificially inflate real estate agents' commissions in Manhattan residential sales. This follows a recent Missouri federal jury verdict awarding $1.78 billion in a similar case against the National Association of Realtors, which could potentially be tripled. The lawsuit claims that commissions in Manhattan remain at a stable 5% to 6%, despite soaring home prices, contrasting with more competitive markets like Brooklyn where commissions are lower and negotiated separately. The plaintiff, Monty March, argues that REBNY's listing service unfairly requires sellers to pay high commissions to buyers' brokers, citing his own experience of selling an Upper East Side apartment with inflated commissions. REBNY plans to change its rules from January 1, requiring sellers to directly pay commissions to buyers' brokers, aiming for more transparency. However, March questions if this will actually lead to lower commissions or create delays in sales negotiations. The lawsuit seeks damages for sellers who paid buyer brokers' commissions under REBNY rules in the last four years.Manhattan real estate brokerages are sued for inflating commissions | ReutersAmazon is facing a proposed class-action lawsuit alleging that it engaged in an "illegal internet gambling enterprise" by distributing casino-style apps and processing payments for virtual chips. The suit, filed by a Nevada resident who claims addiction to these online slot games, accuses Amazon of partnering with virtual casinos to offer over 30 illegal casino apps. This follows a 2018 U.S. appeals court ruling that deemed "social casino" apps illegal under Washington state law. The lawsuit alleges that Amazon, by offering these apps, effectively brought slot machines into consumers' homes continuously. Amazon has not yet responded to the lawsuit.Edelson, the law firm representing the plaintiff, is experienced in such litigation, having secured substantial settlements in related cases. The firm's Todd Logan, leading the gambling practice, expressed eagerness to bring the case before a jury. The games in question are free to play, offering virtual chips instead of cash payouts, but require users to purchase more chips to continue playing. The lawsuit contends that Amazon is aware of the illegality of these social casinos yet maintains a 30% financial interest in them. The plaintiff's lawyers estimate the class size to be tens of thousands, seeking damages and restitution. This case adds to ongoing legal challenges against tech giants like Apple, Meta, and Google over their roles in processing payments for social casino apps.Amazon sued over 'dangerous partnership' with virtual casino apps | Reuters Get full access to Minimum Competence - Daily Legal News Podcast at www.minimumcomp.com/subscribe

This week on the show, Toby Foster talks with Barbara Henry at the Cincinnati Zoo. She's the one who figures out what each of the animals need to eat, where to source their food and the best ways to feed the animals to ensure that they thrive.  And, Daniella Richardson talks with the founder of the Indiana Black Loam Conference about obstacles and opportunities for Black farmers in Indiana.

This week on the show, Toby Foster talks with Barbara Henry at the Cincinnati Zoo. She's the one who figures out what each of the animals need to eat, where to source their food and the best ways to feed the animals to ensure that they thrive.  And, Daniella Richardson talks with the founder of the Indiana Black Loam Conference about obstacles and opportunities for Black farmers in Indiana.

When the email came into our inbox introducing us to a multimedia project called “Jane Crow, Then & Now,” we were immediately intrigued.  After all, Jane Crow - or White women's support for White supremacy - is something we've talked about a lot. This support, of white women for white supremacy, has gone on for way longer than most people realize; it's not just confined to the South; and it's a prevalent force in our schools, meaning that students and teachers of color are often oppressed due to the power of white women's support of white supremacy.    As we've often said, White women have a lot of power in their own spheres of influence, where two-thirds of women voters are white, 80% of public school teachers are white women, and beyond that, one of these many spheres is deeply personal: child-rearing. It's the conversations and actions that White women are taking with regard to their own children, and what they're teaching them, both implicitly and explicitly, that will change the course of the future - for the collective good, or for individual gain.   A lot of White women have chosen to uphold White supremacy through apathy or inaction, even if they don't consider themselves racist. Those who have chosen to walk against the tide of our country's trajectory toward racism have done so at great personal cost - but sometimes, for even greater collective gain: our children's futures.   That's why, on the eve of Mother's Day, we'd like to highlight this project by EdPost which highlights the allies in history: the White women accomplices who challenged the system and worked for equity in education for Black and brown children, at great personal cost.  For white women looking for historical role models and sheroes, the Gallery of Accomplices provides a GREAT list of resources to encourage and inspire all people to deepen our historical knowledge and commitment to cultural humility, deeper listening when working with children, and families, and communities whose experiences differ from our own.    What to listen for:  Stories of incredible white women who risked their own reputations and capital to do the right thing. Lydia Maria Child, Sandra Adickes, The Grimké Sisters, Myrtilla Miner, and Barbara Henry are all people whose names you should know Huge thank you to Maureen Kelleher, editorial director at Brightbeam, publisher for EdPost, who brought the Jane Crow Gallery of Accomplices to our attention Resources:  Gallery of Accomplices: https://www.edpost.com/jane-crow/gallery-of-accomplices More info about the project overall: https://www.edpost.com/jane-crow

Thank you for listening to Will Wright Catholic. This post is public so feel free to share it.IntroductionWith Martin Luther King day approaching, it struck me that a great number of Americans have no idea who Martin Luther King Jr. was or what he did. They are barely familiar with his most famous speech: “I Have a Dream.” And each third Monday of January, most of us take the day off work for the federal holiday, but we do not take time to appreciate the contributions of this great man. So, in a small way, I would like to respond to that vacancy of attention. This short article will look at the life of Dr. King and his role in the Civil Rights Movement. There are many things that I have had to leave out for time's sake. But may this serve as a primer for further study. I believe that we still have more to learn from Dr. Martin Luther King Jr.Who was Dr. Martin Luther King Jr.?Dr. Martin Luther King Jr. was born Michael King Jr. on January 15, 1929 in Atlanta, GA. He was an American Baptist minister and one of the foremost leaders of the Civil Rights Movement of the late 1950s and the 1960s. As an African American, Dr. King fought for the rights of people of color through nonviolence and civil disobedience. In this regard, he had been inspired both by our Lord Jesus Christ and the example of Mahatma Gandhi. As a Baptist minister, King was steeped in the written word of God. As a young man, he earned a Bachelor of Divinity degree in 1951 from Crozer Theological Seminary in Upland, Pennsylvania. He then went on to pursue doctoral studies in systematic theology at Boston University. He received his Ph.D. degree on June 5, 1955. His dissertation was entitled: A Comparison of the Conceptions of God in the Thinking of Paul Tillich and Henry Nelson Wieman. Before completing his studies, he married Coretta Scott on June 18, 1953 and they became the parents of four children. King was made pastor of the Dexter Avenue Baptist Church in Montgomery, Alabama at the age of 25 in 1954. In December 1959, he moved back to his home city of Atlanta and served as co-pastor of Ebenezer Baptist Church alongside his father, until his death. Sadly, Martin Luther King Jr. was shot and killed while staying at a motel in Memphis, Tennessee on April 4, 1968. The Civil Rights MovementThe Civil Rights Movement began in large measure with the Supreme Court Case Brown v Board of Education in 1954. This ruled that racial segregation in public schools was unconstitutional. This overturned the horrendous Plessy v Ferguson (1896) case which allowed Jim Crow laws that mandated separate public facilities for whites and blacks. Beginning with schools, desegregation quickly spread to other public facilities as well. On December 1, 1955, African American Rosa Parks refused to give up her seat on a public bus to a white passenger. She was arrested and a sustained bus boycott in Montgomery, Alabama began. The protest began on December 5 with the young local preacher, Martin Luther King, Jr. leading - the boycott continued for more than a year. The Supreme Court upheld a lower court's ruling that segregated seating was unconstitutional.In 1957 the Little Rock Nine attempted to attend the central high school whose population had been entirely white. It took an escort of U.S. soldiers to allow these young men to attend school. The Greensboro Four, in 1960, took part in a sit-in at the all-white lunch counter at a F.W. Woolworth department store. The sit-in grew and replacements were brought in to replace those taken off to jail. On November 14, 1960, six-year-old Ruby Bridges was escorted to her first day at the previously all-white William Frantz Elementary school in New Orleans by four armed federal marshals. Many parents marched in to remove their children from the school to protest desegregation. She continued going to school, being escorted, and endured threats. Her teacher, Barbara Henry, continued to teach her (alone in the classroom).Beginning on May 4, 1961, a group of seven African American and six whites boarded two buses bound for New Orleans. Along the way, the riders tested the Supreme Court ruling of Boynton v Virginia (1960) which extended an earlier ruling banning segregated interstate bus travel to include bus terminals and restrooms. In South Carolina, the bus had a tire slashed, it was firebombed, and the Freedom Riders were beaten. A second group of 10 replaced them until they were arrested or beaten, then another group would take their place. On May 29, U.S. Attorney general Robert F. Kennedy ordered the Interstate Commerce Commission to enforce bans on segregation more strictly. This took effect in September 1961.The Birmingham DemonstrationsThe Southern Christian Leadership Conference (SCLC) and Martin Luther King, Jr. launched a campaign in Birmingham, AL to undermine the city's system of racial segregation. The campaign included sit-ins, economic boycotts, mass protests, and marches on City Hall. The demonstrations faced challenges: indifferent African Americans, adversarial white and black leaders, and a hostile commissioner of public safety - Eugene “Bull” Connor. Dr. King was arrested on April 12 for violating an anti-protest injunction and he was placed in solitary confinement. The demonstrations continued for a month, then the Children's Crusade was launched. On May 2, 1963, school-aged volunteers skipped school and began to march - the local jails were quickly filled. Bull Connor ordered the police and fire department to set high-pressure water hoses and attack dogs on the youth.The violent tactics on peaceful demonstrators caused outrage locally and gained national media attention.President John F. Kennedy proposed a civil rights bill on June 11. The Birmingham campaign was eventually negotiated to an agreement locally but tensions were high. A bomb on September 15 at 16th Street Baptist Church killed four African American girls and injured others. The country was in the midst of the war in Vietnam while determining at home what sort of nation we might be.The 1963 March on WashingtonOn August 28, the March on Washington for Jobs and Freedom took place to protest civil rights abuses and employment discrimination. A crowd of 250,000 people peacefully gathered on the National Mall in Washington, D.C. to listen to speeches, most notably by Martin Luther King, Jr. This is where Dr. King delivered his “I Have a Dream Speech.”The Civil Rights Act of 1964On July 2, 1964, President Lyndon B. Johnson signed the Civil Rights Act into law - a stronger version of legislation that President Kennedy proposed before his assassination. The act authorized the federal government to prevent racial discrimination in employment, voting, and the use of public facilities.1965: Assassination of Malcolm XOn February 21, 1965, Malcolm X was assassinated while lecturing at the Audubon Ballroom in Harlem, NY. He was a brilliant speaker and demanded that the civil rights movement move beyond civil rights to human rights. He thought that the solution to racial problems was in orthodox Islam. His ideas contributed to the development of the black nationalist ideology and the Black Power movement. 1965: Selma-Montgomery MarchOn March 7, 1965, Dr. King organized a march from Selma, AL to Montgomery, AL, to call for a federal voting rights law that provided legal support for disenfranchised African Americans in the South. State troopers sent marchers back with violence and tear gas; television cameras recorded the incident. On March 9, King tried again - more than 2,000 marchers encountered a barricade of state troopers at Pettus Bridge. King had his followers kneel in prayer and then they unexpectedly turned back. President Johnson introduced voting rights legislation on March 15, then on March 21, King once again set out from Selma. This time, Alabama National Guardsmen, federal marshals, and FBI agents assisted and King arrived in Montgomery on March 25. The Voting Rights Act was signed into law on August 6. This law suspended literacy tests, provided for federal approval of proposed changes to voting laws or procedures, and directed the attorney general of the U.S. to challenge the use of poll taxes for state and local elections.1965: Watts RiotsSeries of violent confrontations between the city police and residence of Watts and other black neighborhoods in L.A. - beginning on August 11, 1965. A white police officer arrested an African American man, Marquette Frye, on suspicion of driving while intoxicated - he likely resisted arrest and the police possibly used excessive force. Violence, fires, and looting broke out over the next six days. The result was 34 deaths, 1,000 injuries, and $40 million in property damage. The McCone Commission later investigated the cause of the riots and concluded that they were the result of economic challenges including poor housing, schools, and job prospects.1966: Black Panther Party FoundedAfter Malcom X was assassinated, Huey P. Newton and Bobby Seale founded the Black Panther Party in Oakland, CA to protect black neighborhoods from what they saw as police brutality. The group launched community programs providing tuberculosis testing, legal aid, transportation assistance, and free shoes. They believed that civil rights reforms did not do enough. The Black Panther Party was socialist and, therefore, the target of the F.B.I.'s counterintelligence program - they were accused of being a communist organization and an enemy of the U.S. government. In December 1969, police tried to annihilate the group at their Southern California headquarters and in Illinois. The Party's operations continued, less actively, into the 1970s.1967: Loving v VirginiaOn June 12, 1967, the U.S. Supreme Court declared the Virginia statutes prohibiting interracial marriage unconstitutional. Richard Loving, a white man, and Mildred Jeter, who was mixed black and Native American, left Virginia to be married and then return to the state (this was against the law). Their one year prison sentence was suspended on the condition that they leave Virginia and not return for at least 25 years. They filed their suit in 1963 and it took four years to get to the Supreme Court - their conviction was reversed. Chief Justice Earl Warren wrote for a unanimous court that freedom to marry was a basic civil right. This ruling invalidated laws against interracial marriage in Virginia and 15 other states. 1967: Detroit RiotSeries of violent confrontations between African American neighborhoods and police beginning on July 23, 1967 after a raid at an illegal drinking club - 82 African Americans, and others, were arrested. Nearby residents protested and began to vandalize property, loot businesses, and start fires for five days. Police set up blockades but the violence spread - result was 43 deaths, hundreds of injuries, more than 7,000 arrests, and 1,000 burned buildings. President Johnson appointed the National Advisory Committee on Civil Disorders - they concluded that racism, discrimination, and poverty were some of the causes of the violence.1968: Assassination of Martin Luther King Jr.While standing on the second-floor balcony of the Lorraine Motel in Memphis, TN, Martin Luther King, Jr. was killed by a sniper - April 4, 1968. He was staying at the hotel after leading a nonviolent demonstration in support of striking sanitation workers. His murder set off riots in hundreds of cities across the country. Congress passed the Fair Housing act in King's honor on April 11. The Fair Housing Act made it unlawful for sellers, landlords, and financial institutions to refuse to rent, sell, or provide financing based on factors other than an individual's finances. The Civil Rights Movement, after King's death, seemed to be shifting away from the nonviolent tactics and interracial cooperation that had brought about a number of policy changes. Nonetheless, his legacy remains.What is Martin Luther King Jr.'s Legacy?The legacy of Martin Luther King Jr. focuses on his ideas on nonviolence, civil disobedience, and peaceful noncooperation. Dr. King had his faults: plagiarism and adultery were accusations levied against him with considerable evidence. But all of us fall short of the glory of God. What I am concerned about is his impact on the country. What was the legacy of his ideas and actions?Two lines, in particular, of Dr. King's fantastic “I Have a Dream Speech” in Washington, D.C. are more than noteworthy. In a portion of the speech, which seemed to be ad-libbed rather than scripted, Dr. King said, “I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.” This, I think, reveals the heart of the man. Dr. King marched hand in hand with those of any race and religion. Here he is invoking the long past of American slavery which still haunted the nation under the guise of Jim Crow. Where some, like Malcolm X, were threatening or perpetrating violence, Dr. King was speaking of brotherhood and sharing a common meal. Nothing could be more Christian than this. Second, he said the beautiful words that ought to echo down the halls of humanity until we come to our final reward. He says, “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” Racism is a scourge from the depths of hell. To judge another based on their skin color is reprehensible. I would be remiss to say that this extends also to those progressives today who insist on advancing identity and race politics. Dr. King would certainly be opposed to such racist nonsense. In his Letter from the Birmingham Jail, written during his incarceration, he begins by outlining the four steps to nonviolent campaign: “1) collection of the facts to determine whether injustices are alive; 2) negotiation; 3) self-purification [note: how often is this forgotten!]; and 4) direct action.” He saw the heinous reality of the treatment of blacks, especially in the South. And he answered with measured, reasonable action. Much of the rest of the letter then builds off of these four steps. However, Dr. King challenges us, even decades later, in his letter. He speaks of those who are a stumbling block to justice. He mentions, of course, the Ku Klux Klan but then lambasts the “white moderate who is more devoted to ‘order' than to justice.” He goes on to say, “Shallow understanding from people of good will is more frustrating than absolute misunderstanding from people of ill will. Lukewarm acceptance is much more bewildering than outright rejection.” The words of Dr. King would have certainly ruffled feathers back then, but I am certain that many conservatives today would bristle at hearing this challenge. Yet, what Dr. King is saying what Jesus says to us: “Because you are lukewarm, neither hot nor cold, I will spew you from My mouth.” We have to choose a side. There can be no moderation when it comes to toleration of the sin of true racism. This brings us back to his legacy. We must act when there is injustice. But how should we act? Should we act out with rioting and violence? Certainly, Dr. King would bellow a resounding “no!” Instead, we are to gather the facts, negotiate, allow God to purify our own hearts, and then act directly. May we have the strength, in God's grace, to do so whenever we are convicted by justice to do so.Thanks for reading Will Wright Catholic! Subscribe for free to receive new posts and support my work. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit willwrightcatholic.substack.com

There's so much goodness in this conversation with Brian Buckley, Executive Director of The Southwest Native-American Foundation. From varied points of view, Brian focuses on the fullness of what it means to be human. From the practical to the sublime, he takes us along as he recounts his life story. As he talks about his life path and the wisdom he's gained as a result of reflection and contemplation, it's easy to sense the depth and vastness of Brian's heart. Consistent throughout this conversation is the sense that Brian was deeply impacted by his Irish immigrant roots. His grandparents emigrated to the United States. Raised in an Irish enclave in a Boston neighborhood, Brian shares his childhood experience of being in a clan of children of Irish immigrants. This theme recurs again when Brian shares a poem by Seamus Heaney. Brian had an opportunity to experience Buddhism and meditation when overseas as a volunteer for the Peace Corps. He speaks about the contrast in his experience between Buddhism and Irish Catholicism. The Hoffman Process helped Brian discover the depth of his emotional self and the impact of his Irish-rooted emotional patterns. Brian speaks about both the spiritual and practical aspects of the Process. He shares about the nature of his Spiritual Self and also speaks about the practical nature of the gifts of the Hoffman Process. He came home with learning skills for day-to-day that he can bring to the dinner table, both literally and metaphorically. More about Brian Buckley: Brian, the son of Cathy and Paul Buckley, was born in West Roxbury, MA. As a young child, he witnessed Boston tear itself apart over issues of race and equality. These themes would inform much of his later life. After attending the Roxbury Latin School and graduating from Harvard College with a degree in psychology, Brian began teaching social studies at Franklin K.Lane High School in Brooklyn. Following his time teaching, Brian served in the United States Peace Corps in Udon Thani, Thailand.  Upon returning to the States, he instructed at Harvard University as a Teaching Fellow for Dr. Robert Coles' course, The Literature of Social Reflection. Brian received the Derek Bok Award for Excellence in Teaching. He received an Ed.M from the Harvard Graduate School of Education and an M.A. in English from the University of Massachusetts. Poetry informs much of his inner landscape. Brian continues to teach as an elementary school special education teacher at a public Montessori school. During the COVID-19 pandemic, Brian founded the Barbara Henry Courage in Teaching Award to honor the work of Barbara Henry. Barbara was the only teacher to report to work to welcome and teach Ruby Bridges. Ruby, a six-year-old first-grade student of African-American descent, was the only child to come to school on the first day of de-segregation in 1960 New Orleans. Fulfilling a personal call: Brian served as a high school teacher and United States Peace Corps Fellow on the Navajo Nation. At the end of this time, he founded the Southwest Native-American Foundation (SWNAF). The Foundation assists students of the tribes of the Southwest in gaining greater access to higher education. As Executive Director of SWNAF, Brian, along with the SWNAF Board and Donors, has assisted in the matriculation of 500 students to college and graduate school. Learn more about The Southwest Native American Foundation here, and on Instagram, Twitter, and Facebook. As mentioned in this episode: Ruby Bridges and Barbara Henry: Read more about Ruby Bridges at RubyBridges.Foundation. Ruby Bridges Walk to School Day: Discover more about Ruby Bridges Walk to School Day. United States Peace Corp: The Peace Corps was started by President John F. Kennedy in the early sixties. The Peace Corps the opportunity to serve others through immersion in a community abroad. Working side by side with local leaders, they work on the most pressing challenges of these times Volu...

Retrouvez le nouveau podcast de Ben, Apprendre l'anglais avec l'actu, sur https://www.chosesasavoir.com/podcast/apprendre-langlais-avec-lactu/ ----------------------------------- Les États-Unis n'ont pas toujours été le pays du melting pot que nous connaissons actuellement. En fait, il y a encore quelques décennies la ségrégation raciale était encore d'actualité. Si bien que les premières classes mélangeant Noirs et Blancs n'ont en réalité vu le jour... qu'en 1960 ! L'Amérique en noir et blanc Elle s'appelle Ruby Nell Bridges. Son nom ne vous évoque peut-être rien, mais il s'agit en fait d'un des personnages-clés de la seconde moitié du XXe siècle états-uniens. Et pour cause : alors qu'elle n'était qu'une petite fille, cette afro-américaine a été la première personne de couleur à intégrer une école jusque-là réservée aux seuls Blancs. Cet événement historique a eu lieu le 14 novembre 1960, à l'école élémentaire William-Frantz de la Nouvelle-Orléans. Il s'agissait alors de la concrétisation d'un appel au volontariat (lancé par la "National Association for the Advancement of Colored People" ; NAACP) auquel avaient répondu les parents de la fillette quelques mois plus tôt. L'acte en lui-même n'avait absolument rien d'anodin. En effet : la ségrégation scolaire n'avait en fait été abolie que depuis l'arrêt "Brown v. Board of Education" de 1955. Dans une société où les mentalités n'avaient pas encore évolué, il était donc logique que le père de la jeune Ruby soit hésitant à scolariser sa fille dans un établissement quasi-exclusivement blanc. Première de cordée Les remous ne se firent pas attendre. Du fait de l'opposition de plusieurs parents d'élèves, Ruby Nell Bridges dut en effet faire sa rentrée sous escorte. Pire : les officiers de polices locaux (et de l'État) refusant de la protéger, ce sont des marshall fédéraux qui assurèrent la protection de la fillette. C'est donc au milieu d'une foule extrêmement courroucée que la nouvelle élève fit son entrée en classe. Mais la folie ne s'arrêta pas là : réprobateurs, de nombreux parents retirèrent leurs enfants de l'établissement. Des professeurs suivirent même ce mouvement de défection... à l'exception d'une institutrice originaire de Boston, nommée Barbara Henry. Durant une année, l'enseignante donna donc cours à la seule petite Ruby ; dans une classe où elle n'était que la seule élève... Voir Acast.com/privacy pour les informations sur la vie privée et l'opt-out. Learn more about your ad choices. Visit megaphone.fm/adchoices

Questo è “Insegnanti Straordinari e come scoprirli”, il podcast dedicato ai grandi docenti ed innovatori che, nel corso della storia, sono stati in grado di fare la differenza nel mondo della scuola e nella vita dei loro studenti. In ogni puntata ripercorreremo la vita di uno di loro, nella speranza che sia per tutti noi, insegnanti e non, una fonte d’ispirazione, perché, come dice l’artista Colleen Wilcox: “L’insegnamento è il più grande atto di ottimismo”. In questa puntata Barbara Henry: baluardo dell'integrazione. Un podcast di www.profdigitale.com

"La natura dopo la pandemia" con Felice Cimatti, Simona Forti, Barbara Henry

Barbara Henry"Festival Filosofia"http://festivalfilosofia.it/Festival FilosofiaVenerdì 18 settembre 2020 ore 11:30, SassuoloLezione Magistrale di Barbara HenryPost-umanitàTra potenziamento e distopieQuali prospettive etico-politiche apre il post-umanesimo, con il potenziamento post-umano, riabilitante, pragmatico e riparatore, che non trascura i rischi dell'enhancement bionico-cibernetico?Barbara Henry è professoressa di Filosofia Politica presso la Scuola Superiore Sant'Anna di Studi Universitari e di Perfezionamento (Pisa). Ha svolto ricerca presso l'Università di Bochum, del Saarland, di Erlangen-Nürnberg, di Lucerna, di Monaco, di Pechino, e presso la Humboldt di Berlino; ha tenuto corsi presso l'Università di Francoforte sul Meno e l'Università Ludwig Maximilian di Monaco. I suoi principali temi ed interessi di ricerca sono: filosofia classica tedesca, neokantismo, ermeneutica, miti e simboli politici nell'immaginario contemporaneo, totalitarismo, studi ebraici sugli umanoidi artificiali, identità politica e culturale, multiculturalismo e interculturalità, globalizzazione politica, gender issues e filosofia della tecnologia. Ha pubblicato su E. Cassirer, H. Arendt, M. Heidegger, E. Jünger. Attualmente dirige il laboratorio Global Security and Human Rights e coordina il Corso di Dottorato in Human Rights and Global Politics presso l'Istituto DIRPOLIS della Scuola Superiore Sant'Anna. Tra le sue ultime pubblicazioni: Mito e identità. Contesti di tolleranza (Pisa 2000); La via identitaria al multiculturalismo. Charles Taylor e oltre (con A. Pirni, Soveria Mannelli 2006); Dal Golem ai cyborgs. Trasmigrazioni nell'immaginario (Livorno 2013).IL POSTO DELLE PAROLEascoltare fa pensarehttps://ilpostodelleparole.it/

Bíblia em um ano: 1 Crônicas 13–15 João 7:1-27 …amem os seus inimigos […] abençoem quem os amaldiçoa, orem por quem os maltratam. vv.27,28 Escritura de hoje: Lucas 6:27-36 Em 1960, Ruby Bridges, de 6 anos, foi a primeira afro-americana a frequentar uma escola pública só para brancos no sul dos EUA. Durante meses, policiais federais escoltaram Ruby todos os dias ao passar pelos pais raivosos que gritavam maldições, ameaças e insultos. Lá dentro, ela sentava-se na sala com a professora Barbara Henry, a única disposta a dar-lhe aulas, enquanto outros pais não deixavam seus filhos frequentarem a escola com Ruby. O conhecido psiquiatra infantil Robert Coles acompanhou Ruby durante meses para ajudá-la a lidar com o medo e o estresse. Ele surpreendeu-se com a oração que Ruby fazia todos os dias ao ir e voltar da escola. Por favor, “Pai, perdoa-lhes, pois não sabem o que fazem” (Lucas 23:34). Essas palavras de Jesus na cruz eram mais fortes do que o ódio e os insultos contra Ele. Nas horas mais agonizantes de Sua vida, o nosso Senhor demonstrou a reação radical que ensinou aos Seus seguidores: “…amem os seus inimigos, façam o bem a quem os odeia; abençoem quem os amaldiçoa, orem por quem os maltratam […]. Sejam misericordiosos, assim como seu Pai é misericordioso” (6:27,28,36). Esta postura só é possível ao considerarmos o poderoso amor que Jesus nos concedeu — amor mais forte do que o mais profundo ódio. Ruby Bridges ajudou a nos mostrar o caminho. Pai, tão graciosamente nos perdoaste. Ajuda-nos hoje a perdoar quem nos fez mal. Abençoe a quem o amaldiçoa, e ore por quem o maltrata.

Do you recognize the names of Emmett Till, Melba Patillo, Gloria Ray, David Richmond or Ruby Bridges?   Perhaps you recognize some but not others. Perhaps none.   That’s okay. They weren’t seeking fame or fortune. They just wanted to get an education, vote or just eat at a cafeteria lunch counter. You might not know their names but they made a difference for all of us. In this podcast show, you’re gonna here EXACTLY what they did.   Hi, I’m Robin Lofton, the Chief In-house Historian and host of this great and groundbreaking show that can inspire YOU and your FAMILY with true stories, real experiences, practical lessons, cultural traditions, and fun celebrations—all inspired by African American history. I find history to BE inspirational, instructional and entertaining. And African American history fits the bill in all of these ways. Personally, I hate boring stuff. So boring stuff is not allowed at rememberinghistory.com or at this Wiki history podcast show.   This was planned as the third and final podcast in our series on civil rights and the civil rights movement. But the rememberinghistory.com team decided that a change was necessary: This show about student activists has been divided into TWO parts. Why? Because this is a FASCINATING topic (you’re gonna here some great stores) and we wanted to make it practical too. So we’ve added a section on ways that young people and students TODAY can also help to make changes and have an impact in their communities, the country and world. So, that’s what we’ll discuss in part II of the series.   In the previous podcast shows, we discussed lessons we can STILL learn from Martin Luther King. If you haven’t heard that show, I really encourage you to do so because there were great lessons—yes, we can still learn from Dr. King and it stirred up a lot of interesting discussion. Spoiler alert: The first lesson was called “be maladjusted.” People really had a lot to say about that and I’m sure that you will too. The other podcast show was about voting rights in America. Yes, there is still a lot of discrimination in voting—in deciding how districts will be formed, in the voter registration process, even directly at the polling stations. And we presented specific and doable ways to fight discrimination in voting. The types of voter discrimination actions were shocking but it was also an empowering show. So be sure to listen so that you are ready to fight for your right to vote. And, of course, we made great animated videos to summarize the issues and entertain you as well. You can find them at rememberinghistory.com and on our YouTube channel. Remember, we don’t “do boring” here so prepare to be entertained AND learn a little something useful.   Today’s show refocuses on the people in history: a very special group of people who participated—and gave special momentum—to the civil rights movement. Young people and students. I planned to focus on college students. Yes, they did a lot. But as I thought about it more, I remembered that high school students and even elementary school students played an important part in the movement. So, we gonna include them in this discussion too. You see, even a CHIEF inhouse historian can change her mind and learn something new.   This is a particularly important show. Often, young people feel they can’t make a difference that they can’t have an impact and that decisions are being made only by the adults. This show will prove that this is simply not true. And I hope that it will convince young people and students that they do have a voice and an important role to play in protecting civil rights or in any cause that they’re passionate about. That’s important to remember. While these shows focus on civil rights, there are many causes that need and deserve attention and action. But protecting civil rights is an urgent focus right now—perhaps now more than in any time since the civil rights movement of the 1960s. And this show will suggest some ways in which they can get involved in protecting the civil rights—of people of color, of the economically disadvantaged, of refugees and immigrants and frankly of any group under attack or suffering injustice. Remember those famous words of Dr. Martin Luther King: “Injustice anywhere is a threat to justice everywhere.”   Well, let’s get to the show, “The Youth and Students in the Civil Rights Movement”*           Is it strange of think of young people and students focused, committing and working for civil rights? If you find it hard to imagine that children were brave enough, that high school students were focused enough and that college students were concerned enough to work together for civil rights, then it’s time to grab a chair and get comfortable. Perhaps even grab your kids to listen with you. This is history at its finest! This is the story of young people from elementary school—the youngest was only 7 years old!—through the college who showed commitment and courage under fire. And the “fires” that they faced were real and deadly—beatings, dog attacks, imprisonment, threats, and yes murder as well. Yet these young people stood up for their rights to equality and justice—and they stood up for your rights too. In one youth-led movement in 1963, Martin Luther King told the students who had been jailed (in Birmingham, Alabama) : “What you do this day will impact children who have not yet been born.” Wow. Sooo true. And these kids DID forge a path for us. Stay tuned—remember in Part II, we will present ways that young people can continue to be involved in social activism and have an impact on kids that are not yet born.   *[Applause break here]   Many of the young people involved in the Civil Rights Movement actively joined and participated in the meetings, marches, demonstrations and other nonviolent activities to draw attention to their cause. Others became involuntary victims of the racist and oppressive culture of segregation. However, both groups—whether actively participating or involuntarily drawn in-- made an invaluable contribution to the cause.                         We are gonna begin today’s journey by discussing a name whom I hope is familiar. Very familiar. Sadly familiar. But don’t worry if it’s not because we’re learning here together. The name: Emmett Till.   Personally, I don’t remember the first time that I heard the name of Emmett Till. I must have been too young. But he was a name that was always deeply embedded in me—not the details of his horrific claim to fame. But the feeling his fate stirred up: sadness, anger, disbelief, fear. I’m sure that all of these feelings came from my parents and I picked them up as an impressionable child. But his name is a part of my life story. Why? Because ALL Black children could have been young Emmett. Actually, I know that there were other Emmetts but HIS terrible experience changed everything. I’m jumping ahead of myself. Let’s hear the story.   In the summer of 1955, Emmett was just like any other 14-year old Black kid. Just finished the 7th grade at his Chicago school. High-spirited. Fun-loving. Growing into manhood. Polite. Looking forward to a great summer. Adored by his mother. Emmett was especially excited because he would spend the summer with his cousins in Mississippi. Emmett had never visited the segregated south so his mother counseled him about how to behave around white people.   The rest of the story has become a sad legend. Emmett enjoyed his first few days in Tallahatchie County, Mississippi. Worked in the cotton fields during the day and played with his cousins in the evening. On his third day there, he went to a grocery store with his cousins and that’s when the trouble started. There is no clear account of what happened but Emmett might have whistled at the wife (who was white) who owned the store. A few nights later, her husband and brother-in-law went to house of Emmett’s uncle in the dead of night mind you, snatched Emmett out of bed and drove off with him into the night. Three days later, Emmett’s horribly mutilated body was discovered in a river. I won’t go into details, but young Emmett had been tortured, beaten and shot in the head. Witnesses recounted hearing a young boy screaming and calling for help from a barn. He was mutilated beyond recognition.         His grieving but brave mother firmly decided on an open casket at his funeral in Chicago. Thousands of mourners filed past the casket. Jet Magazine and several other Black publications printed the graphic photos of Emmett’s body. I have seen the horrific almost gruesome pictures and I will never forget them. Several of older friends actually went to Emmett’s funeral and viewed his body. I can see the pain and sadness still in their eyes—from 1955.   The murderers of Emmett Till were quickly tried and acquitted. I think that it took only an hour. Is that scenario familiar today? One of the killers even gave an interview to LOOK Magazine detailing how they killed Emmett.   Many people say that the murder of Emmett Till sparked the modern Civil Rights Movement. It brought light to the brutality and regularity of lynching in the south, the effects of segregation and the vulnerability of Black lives. Emmett Till could have been any Black man, woman or child in the Jim Crow south. African Americans demanded justice for Emmett. And young Black children and students were especially outraged and fearful because Emmett was only 14 years old so they connected with this movement perhaps feeling that their lives hung in the balance. The Civil Rights Movement was on—and young people were a committed and focused part of it. Emmett was not a voluntary student-activist but his name will be remembered as someone who started a movement.   The first real student-involved movement (that we’ll discuss) took place in 1957, just two years after the lynching of Emmett Till.   It involved 9 brave African Americans kids attempting to attend a white high school in Little Rock, Arkansas. These kids became known as the Little Rock Nine. Let’s back up just a bit to 1954.   The United States was in chaos. (More was to come, of course, but most people didn’t know that.) Interesting thing about history—it’s not the story of people living in the present. It’s the story of people living in the present, THEIR present. So, in 1954, many people didn’t know or didn’t accept that change prompted by the civil rights movement was looming in their future. Hmm…gotta think about that one. Anyway, in 1954, the landmark case of Brown v. Board of Education had just been decided by the Supreme Court. The decision that desegregated public schools.   Remember that’s where we got the “separate but equal is inherently unequal” quote and that THIS violated the 14th Amendment. So, segregated schools were declared illegal and ordered to integrate “with all deliberate speed.” (another great quote). But many school districts especially in the southern states refused to accept this decision. They fought back. Some just ignored the decision and dared the federal government to try to enforce it. Others closed down schools rather than integrate them. Let’s jump from the immediate aftermath of the Brown case back to the summer of 1957, Little Rock Arkansas.   The NAACP (Arkansas Branch) was determined to integrate the high schools, beginning in Little Rock, the state’s capital. Daisy Bates, president of the Arkansas Branch of the NAACP recruited nine high school students whom she believed possessed the strength and determination to face the RESISTANCE to integration. During that summer, the students participated in intensive counseling sessions on what to expect and how to respond to the reaction from the white community--students AND parents.   Just before school opened in September, Arkansas Governor Oval Faubus ordered the National Guard to bar the African American students from entering the state’s schools. He claimed that it was for “their own protection” (quote. Don’t we hear that one a lot today?) The next day, a federal court judge issued a counter-ruling that desegregation would proceed.   As the nine Black students attempted to enter the school, a huge crowd of angry white students and adults as well as the Arkansas National Guard (ordered by the Governor) barred the students’ from entering. White protesters threatened the students, screamed racial slurs and spit on them. They were not able to enter the school that day.   Days later, the students tried to enter the school again with a police escort. However, more than a thousand white protesters appeared and again blocked the students’ from entering the building. President Eisenhower finally sent federal troops to enforce the integration order. Army troops actually had to escort the students to their first day of class.       But that wasn’t the end of the story. Protests against integration continued. The 101st Airborne Division stayed at the school to protect the students for an entire year. The nine kids faced verbal and physical abuse. One student had acid thrown in her face. Another was pushed down the stairs. The threats were constant and real. Both teachers AND students were hostile. But the kids survived and even thrived at their high school. All graduated and held distinguished careers. However, they only stayed at Little Rock Central High School for a year. The school board voted by 3 to 1 to close the school rather than officially integrate (of course, they cited budget cuts as the reason for the school closure.) But the brave high school students had stood up for their rights in a hostile and dangerous situation. Just imagine having to be escorted to school by federal guards. Imagine parents shouting ugly remarks at you. Imagine being spat upon, pushed around or down stairs, ignored by teachers and facing a large hostile crowd in the school cafeteria. This was definitely courage under fire and these kids deserve to be recognized and respected for their great achievement. And I want to say their names because they should become a familiar part of African American history:   Elizabeth Eckford Ernest Green Thelma Mothershed Melba Patillo Minnijean Brown Gloria Ray Terrence Roberts Jefferson Thomas Carlotta Walls   [Break for applause.]   By the way, during this podcast, you have heard and will continue to hear about people, places, events and issues. You will HEAR about them, but I completely understand if you want to actually SEE them, too. We got that covered on the Wiki History Podcast Page on Facebook. You will find pictures, animated videos and a community of history lovers. There is also a place for comments, which I hope that you will leave for us because we really appreciate them AND we do respond. Of course, we welcome all questions too.   Moving on…1960 was a BIG year for student activism. It’s really hard to know where to begin.   But I’ll adopt a “ladies first” position here—especially for this little lady named Ruby Bridges.   Ruby wanted to attend William Frantz Elementary School, which was an all-white school based in New Orleans. (I know what you’re thinking: you can’t have an all-white school because the Brown v. Board of Education case declared them illegal. Well, just like in Little Rock, the school boards were NOT going to give up their segregated lifestyle and institutions willingly. So the fight continued.) And little Ruby Bridges wanted to attend this school in her neighborhood school and for which she had passed a rigorous entry test. (This test had ACTUALLY been designed to screen out Black students and had been successful until Ruby.) So, she was excited to attend the kindergarten. Yes, that’s right little Miss Ruby Bridges was seven years old. She had to be escorted to school every day by 4 U.S. Marshals. She spent her first day in the principal’s office and watched as white parents removed their kids from school. A compromise was reached in which white students would return to school and Ruby would be isolated in a classroom on a floor separated from the other students. Only one teacher (Barbara Henry who was from Boston) agreed to teach her. For the remainder of the year, Mrs. Henry and Ruby would sit side-by-side going over lessons in the classroom. At recess, Ruby would stay in the classroom and play games or do calisthenics. At lunch, Ruby would eat alone in the classroom. Outside the school, the parents continued to protest against Ruby. One woman threatened to poison her every day. Another put a black baby doll in a coffin and left it at the school. Ruby said that scared her more than anything! Her father lost his job. Her mother was banned from shopping at the local grocery store.   This behavior seriously affected Ruby—as it would affect any 7-year old child. She began having nightmares. Stopped eating and started to have crying fits. She received counseling and gradually settled into a normal routine with the help of her teacher, Mrs. Henry. By the second year, Ruby started making friends and attending classes with the other students. Ruby attended integrated schools all the way through high school and went on to business school. (Interestingly, Ruby was reunited with Mrs. Henry on the Oprah Winfrey show.) That must have been an emotional reunion! Teachers really do make a difference. But it was Ruby’s strength and determination that helped her to succeed. Still--no one does it alone.   Remember to look for the pictures of Ruby Bridges and Barbara Henry on the Wiki History Podcast page on Face book. I’m really moved by two pictures of 7-year old Ruby marching into school escorted by 4 US Marshals. One is a real-life picture. The second is what has become an iconic portrait made by Norman Rockwell called “The Problem we all live with.”   We’re still in 1960 and now we have the Greensboro Four and their protest is marked as the beginning of student activism during the civil rights movement.   The group known as the Greensboro four was attending the North Carolina A & T State University. They were dedicated students who were fans of Mahatma Gandhi, believed in nonviolence and spent their evening studying and discussing current events. Like many other young people, they had been and still were deeply affected by the murder of Emmett Till 5 years earlier. They had also been very impressed and moved by the Freedom Rides in the Deep South led by the Congress of Racial Equality (or CORE). They acknowledged some progress but also recognized and refused to be distracted into thinking that this progress was good enough. Most businesses were privately owned and therefore not subject to federal law that banned segregation. They decided to take action.   On February 1, 1960 at 4:30pm, all four students walked into a Woolworth in Greensboro, North Carolina. Wearing their Sunday best, they sat at the whites-only lunch counter and requested service. They were denied. They continued to request service in a polite way but they were continuously denied by store manager. They were told to leave but they refused. Police were called but they didn’t arrest the students because they had not been violent or disorderly. Media arrived. Crowds developed. The students stayed at the lunch counter for the entire day until the store closed. Woolworth issued a statement to the press that it would continue to “abide by local custom”, meaning that it would continue to practice segregation.   The Greensboro Four went back the next day. More students joined the sit-in, this time from the Bennett College, which was an all-women’s college in Greensboro. Each day more students joined the protest—and it spread to other southern cities like Richmond and Nashville. By February 5th, hundreds of students joined in the lunch counter sit-ins. It paralyzed all business at the counter. The student protesters were verbally abused and threatened by white customers. THIS sit-in launched a nationwide movement at segregated lunch counters across the country. It also sparked a movement on college campuses that brought ATTENTION to the civil rights situation in the United States. The sit-in protests in Greensboro and other cities received lots of attention from the media and eventually the government. By the end of the year, many restaurants, lunch counters and privately-owned business had desegregated their facilities without any court action or marshals. And, yes, Woolworth in Greensboro also desegregated its lunch counters. Sit-ins were one of the most effective kinds of protests during the Civil Rights Movement. And it started with four intelligent, ambitious and civic-minded African American students and grew to more than 70,000 people protesting throughout the country. The protest ended on March 25th—lasting 5 months, 3 weeks and 3 days.   I absolutely love this story; it is SO inspirational on many different levels. The close friendship among the students. Their motivation, discipline and courage. Their education and reliance on a philosophy of non-violence and civil disobedience. The quick growth of the protests among college students who seemed ripe and ready to show their discontent and ability to fight for their rights. I could go on and on about this but I think that you see the same picture.* And because these students deserve our respect and have earned their place in history, I want to mention their names:   Ezell Blair, Jr. David Richmond Franklin McCain Joseph McNeil   *[Applause track here]       This story shows how a small but determined group can create a big and lasting change. As a follow up, although their protests were successful and many people praised them, both Black and White, all of the Greensboro Four had to leave the city because of harassment and death threats. They had been labeled as troublemakers so the local white population made life difficult and dangerous for the men to continue living there. Today there are several statues and remembrances of the protests initiated by the Greensboro Four. The February One statue of the four student-activists is located on the campus of North Carolina A & T State University. It is really moving. And you can find the original four lunch counter seats at the International Civil Rights Center and Museum in Greensboro. I also have pictures on the Wiki History Podcast Facebook page. I strongly encourage you to see them. I’m sure that you’ll be moved too.   Our last group of student-activists (in Part I) took the fight for civil rights to another level—the international level. They forged a CONNECTION with the civil rights movement in the United States and the anti-colonial movement that was sweeping across the continent of Africa. But I’m jumping ahead of myself; I’m just so excited to talk about this group. The group’s name: The Student Nonviolent Coordinating Committee (or SNCC). Let’s start at the beginning.   Still--in 1960.   In April, the Southern Christian Leadership Conference (SCLC) sponsored a conference on student leadership and nonviolent resistance. This conference was partially initiated by the sit-ins in Greensboro and other cities. 300 students attended that conference. These students (who acted as delegates and observers) witnessed the formation of the Student Nonviolent Coordinating Committee. SNCC was born!   The members of SNCC joined the Freedom Riders that were sponsored by CORE (remember, Congress of Racial Equality). The Freedom Riders would take people all over the southern states to test the public facilities at the bus stations. However, the Freedom Riders started facing VERY intense attacks and violence. Buses were burned. People were assaulted with baseball bats, bombs and other weapons. Because of these attacks, in 1961, CORE suspended its Freedom Rides. SNCC decided to start running its own Freedom Rides. A SNCC member said, “There was so much at stake, we could NOT allow the segregationists to stop us. We HAD to continue that Freedom Ride EVEN if we were killed in the process.” So SNCC started making its own Freedom rides into the southern states.After numerous members of SNCC were beaten, tortured and imprisoned on false charges during the Freedom Rides, the government was forced to intervene and repeal the segregation laws that regulated interstate public transportation. SNCC had won—but at a great cost.   But the students wanted more. Their next campaign was for voting rights, which they started in 1963. Their slogan “one man, one vote” became the cornerstone of SNCC’s programs. SNCC demanded universal suffrage in the United States, continuing to parallel the efforts in the U.S. with the efforts taking place within the anti-colonial struggle in Africa. These were some serious students!   SNCC continued its sit-in protests and also met with the Oginga Odinga, the president of the newly independent government of Kenya. The racist image of the United States that SNCC’s work showed to the world was a sharp contrast to the picture of democracy painted by the politicians in Washington. And this became a problem.   In 1964, SNCC embarked on its most challenging effort with the Mississippi Summer Project. SNCC joined with other civil rights organizations in the state. (Like the SCLC and church organizations.) The coalition mobilized nearly a thousand volunteers from northern universities to travel to Mississippi to organize an independent Freedom Democratic Party and to register thousands of African Americans to vote. This was the famous Freedom Summer. The white protesters (including Klan members, law enforcement, policians and members of citizen’s councils) responded to SNCC’s civil rights activities with murder, beatings and imprisonment. If you’re wondering, this WAS summer that Cheney, Goodman and Schwerner kidnapped and killed were killed by police and the ku klux klan. More young lives cut short for trying to register Black voters. Unfortunately, the Freedom Democratic Party was never seated at the National Democratic Convention in 1964 and universal suffrage wouldn’t be guaranteed until the passage of the Voting Rights Act in 1965, but the work by SNCC brought many more people into the movement for political and economic equality.   Because SNCC had gained a high level of prominence from its consistent work and many successes, the student organization was invited to send a delegation to tour several independent countries in Africa during the fall of 1964. They visited the Republic of Guinea and received a special invitation to meet President Sekou Toure. One of SNCC’s leading members, John Lewis also visited Kenya, Zambia and other African countries. After this important trip, SNCC created an international affairs section, which made a powerful presentation before the United Nations Committee on Decolonization. The role of SNCC during this period illustrated the interconnectedness of the African American struggle for equality and the struggle for independence by the colonized countries on the African continent. Independence, equality, and civil rights were now expanded beyond U.S. borders into an international movement on two continents! Wow. That is huge! Students took the struggle to a new level—as only young people can do!   But SNCC never lost sight of its commitment and work in the cities, small towns and rural areas of the south, working with farmers and young activists on a daily basis to fight for civil rights.   SNCC was a strong and sophisticated organization. It took political activism to a new level while always staying true to its vision. And its members bravely put themselves in harm’s way to demand the right to vote and to demand equality in housing and education. They even faced the issue of police brutality together with its close ally, The Black Panthers. (Did you know that the Black Panthers’ full name was the Black Panthers for Self-Defense?) I just have to give a big shout out to the Black Panthers (who were made up mostly of young people and students) for their efforts in the civil rights movement and for Black empowerment. Everyone had a role. But I want to mention just a few names from the Student Nonviolent Coordinating Committee:   Ella Baker Marion Barry John Lewis Kwame Ture Julian Bond   [Applause here.]*   Julian Bond, who was a former founding member of SNCC and eventually served in the Georgia Senate and House of Representatives, remarked, "a final SNCC legacy is the destruction of the psychological shackles which had kept black southerners in physical and mental servitude; SNCC helped break those chains forever. It demonstrated that ordinary women and men, young and old, could perform extraordinary tasks."   This wise statement applies to all of these student and youth activists. And we’ll definitely see this in the next group of young people. Then in Part II, you will learn ways that YOU can make a positive difference in your own town, country or even the world. And, yes, it IS possible!   We’re gonna go back in time and back down south to Birmingham, Alabama, 1963. There was no Civil Rights Act. No Voting Rights Act. Segregation was still the law in many states in the south and whites fiercely defended this way of life in Alabama. Dr. Martin Luther King, the SCLC, SNCC and other civil rights organizations and churches are DETERMINED to release the racist grip that the Ku Klux Klan, law enforcement, white politicians and citizens’ councils hold on the city. In Dr. King’s words, it was a true symbol of “hard-core resistance to integration.” [pause]* May 1963. Birmingham, Alabama is “ground zero” in the fight for civil rights.   Civil rights leaders needed to take a stronger and more radical approach to their nonviolent protests. So, they decided to request the help and participation of students. They approached high school students and college students to volunteer in a march. And the students stepped up the plate. The students were trained in the tactics of non-violent resistance. Thus began the famous, never-to-be forgotten Children’s Crusade.   On May 2, 1963, 800 Black students skipped school and gathered at the 16th street Baptist Church, awaiting for instructions. They marched 10 miles to downtown on a mission to meet with Birmingham Mayor about segregation. As the students approached city hall, singing songs of freedom, they were corralled by police and arrested. Hundreds were put into paddy wagons and taken to jail.   But that wasn’t the end.   The march would eventually include 3,000 children.   The next day, May 3rd, the march resumed. But this time it was NOT met with a peaceful response. Police were waiting for them with clubs, water cannons and police dogs. The Birmingham Public Safety Commissioner—the infamous Bull Connor--ordered the men to immediately attack the students. They released the dogs and sprayed the students with the water cannons. The scene turned from a peaceful and quiet march of students singing along their way to city hall into a violent scene of terror with kids scattering and screaming as they were beaten and attacked by dogs.   The media captured the violent attack against the unarmed youngsters. Videos were shown around the country, actually the world. White-owned businesses and the white residents of Birmingham were criticized and ostracized by people across the country. On May 10, city leaders agreed to desegregate businesses and public facilities. It also captured the attention and sympathy of the President Kennedy who felt then compelled to public support federal Civil Rights legislation, leading to the Civil Rights Act of 1964. Oh, yeah, and Martin Luther King negotiated having Bull Connor removed from public office!   The Children’s Crusade was an essential part of the Civil Rights Movement. Not just because it happened in what was called the “most racist city in the South.” But also because the children were so determined and focused. They were prepared to face violence. Many of the adults didn’t want to face arrest and imprisonment so they refused to participate. (Please understand that I’m not making any judgments about them.) But the kids were simply fed up and refused to back down. Many of them were arrested multiple times, had been beaten on numerous occasions and faced expulsion from school. Yet they kept coming back in greater and greater numbers. Why would they do that? Here are the words of one of the high school student activists:         Jessie Shepherd, then 16, was soaking wet (from the fire hoses) when she was loaded up in a paddy wagon. “I was told not to participate,” says Shepherd, now a retired clinical diet technician. “But I was tired of the injustice.”     “I couldn’t understand why there had to be a colored fountain and a white fountain,” says Shepherd. “Why couldn’t I drink out the fountain that other little kids drank out of? As I got older, I understood that’s just the way it was, because my skin was black, and we were treated differently because of that.” So she marched.   And that march changed the nation.   As we end Part I of this podcast show on student-activism in the civil rights movement, I would ask that if you participated as a student-activist in this march or any of the numerous other marches, sit-ins, Freedom Rides or any other protests, please contact rememberinghistory.com and tell your experience. We want to hear YOUR story. Please add your story and experiences on the comment page. Or you can send me a personal email message to robin@rememberinghistory.com. And please tell your story to YOUR children, your nieces, nephews and other children that you. They NEED to know that young people and students CAN make a difference. That they HAVE power and influence. And knowing YOUR experience and knowing African American history (no matter about yours or the child’s cultural background) shows proof of the power that young people hold in their hands.   On that high note, we will turn to present ways that YOU can get involved, ways that YOU can help. I hope you’ve seen that everyone can contribute. And that everyone has reserves of strength and courage that they probably never knew existed…until they are called to show it. That’s exactly what the young people and students did during the Civil Rights movement. And the young people and students TODAY also have the strength and courage to make a positive impact in the lives of their families, communities, the country and even the world. And, as 2017 begins, it IS clear that strength and courage as well as integrity, passion and vision are going to be needed. As Dr. King remarked, what they do now will impact children who have not yet been born. Please join us in Part II to start making an impact. We have reached the end of this podcast show. Are you feeling inspired? I really am! And I hope that you too.   Please remember to look at the Wiki History Podcast page on Facebook so you can actually SEE these brave kids and for really candid scenes of their experiences. I have deliberately decided NOT to put the mutilated picture of Emmett Till on the page but you can find a picture of him as a promising and eager young man who was the apple of this mother’s eye. You will also see other scenes from Money, Mississippi. And definitely don’t miss the picture of Ruby Bridges being escorted into school surrounded by federal marshals. It’s all there on the Wiki History Facebook page.   Also, if you enjoyed this show, please let others know about it. They might like it, find it inspirational too. We are growing a community of historians of all ages, backgrounds and interests. Everyone is welcome. Let’s change the way people think about history—one good friend at a time.   And we have a special announcement and offer to make to all Wiki History podcast listeners in the next show. Especially for Black History month.   So,come back soon to Remembering History where we ARE remembering history and we’re making it. Every day!                                             At the end of the show: Finally, I just want to remind you that 2017, the Wiki History podcast show is dedicated to the National Museum of African American History & Culture. Located in Washington, DC, the National Museum of African American History & Culture opened in 2016. This kind of museum was long overdue but it finally happened and it is a place that everyone should visit and explore. Museums are a great way to bring history to life and to keep it alive for future generations. Wiki History is honored to be a part of this important process. For every person that listens to this podcast show, rememberinghistory.com will donate $1 to the National Museum of African American History & Culture.   And we have a special announcement and offer to make to all Wiki History podcast listeners.   Come back soon to Remembering History where we ARE remembering history and we’re making it. Every day!   Bye for now!           ************************************************************   But what TO do? How can YOU have a positive impact?   Recognize that there are major problems and challenges around the world. Some problems that existed and led to the Civil Rights Movement STILL exist. Problems like discrimination in voting, education, job and housing still exist. Police violence, poverty and cultural and religious intolerance STILL exist. There are more than * refugees around the world. The environment is under threat. I don’t want to even try to list all the problems on a worldwide scale, but I just recognize that the world is a far from perfect place. There’s a lot that you can do to have an impact. But awareness is the first step.   Get your education. Learn history. The rememberinghistory.com team is committed to keeping history alive and spreading the word so that we can avoid the mistakes of the past, learn the lessons of great people from the past. The world needs more people with education and insight. This doesn’t only mean an “academic” education. Learn a trade. Develop a skill. Read a lot. Okay, these were 2 good ways to prepare yourself to save the world. Now, let’s look at some specific things that you can do.   Do you have a cell phone? Well, you can use it to document racist behavior, threatening behavior or anything that is unacceptable. The camera on your phone can save a life. Remember, the world would never have known about the police beating of Rodney King. You can also use your phone to call for assistance from family, friends or the police. Trayvon Martin used his phone to report that he was being followed. Your phone can be a powerful tool.                                                         After the first discussion:   Also, if you enjoy this show, please let others know about it. They might like it, find it inspirational too. Let’s change the way people think about history—one good friend at a time.     At the end of the show: Finally, I just want to remind you that 2017, the Wiki History podcast show is dedicated to the National Museum of African American History & Culture. Located in Washington, DC, the National Museum of African American History & Culture opened in 2016. This kind of museum was long overdue but it finally happened and it is a place that everyone should visit and explore. Museums are a great way to bring history to life and to keep it alive for future generations. Wiki History is honored to be a part of this important process. For every person that listens to this podcast show, rememberinghistory.com will donate $1 to the National Museum of African American History & Culture.   And we have a special announcement and offer to make to all Wiki History podcast listeners.   Come back soon to Remembering History where we ARE remembering history and we’re making it. Every day!   Bye for now!    

By The Grace of Dog Radio Show What’s a service dog? What’s a Therapy dog? What’s an emotional support dog? Can anyone have a service dog? How do you train a service dog? How do you interact with service dogs out in public? Tune in as Ana welcomes her guest, Barbara Henry of Domino Service Dogs. They will discuss all of these topics and more. www.dominoservicedogs.com