Philly Housing Authority’s Smoking Ban

People who live in Philadelphia Housing Authority apartments — many of them children and the elderly with asthma and other lung conditions — are taking in a lot less secondhand smoke these days, researchers are reporting.

Did You Know?

This rule applies to all public housing other than dwelling units in *mixed-finance buildings. PHAs are required to establish, within 18 months of the effective date of the rule, policies disallowing the use of prohibited tobacco products in all restricted areas. PHAs may, but are not required to, further restrict smoking to outdoor dedicated smoking areas outside the restricted areas, create additional restricted areas in which smoking is prohibited (e.g., near a playground), or, alternatively, make their entire grounds smoke-free.

PHAs are required to document their smoke-free policies in their PHA plans, a process that requires resident engagement and public meetings. The proscription on the use of prohibited tobacco products must also be included in a tenant’s lease, which may be done either through an amendment process or as tenants renew their leases annually.

  • Mixed Building  – A mixed building is a building in a commercial district used partly for residential use and partly for community facility or commercial use.

Costs

The costs to PHAs of implementing smoke-free policies may include training, administrative, legal, and enforcement costs. The costs of implementing a smoke-free policy are minimized by the existence of current HUD guidance on many of the topics covered by the mandatory smoke-free policy required by this rule.  Already, hundreds of PHAs have voluntarily implemented smoke-free policies.

Question:

How much could posters or “No Smoking” signs cost the American people?

 

 

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Source: Philly Housing Authority’s smoking ban cuts secondhand exposure by half

 

 

 

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Kentucky man among first to receive proton #cancer treatment

LONDON, Ky. — Cancer has impacted and claimed the lives of millions of individuals, often leaving researchers and health care providers searching for answers and fighting for a substantial cure.

Proton Therapy for CancerPinterest

Of the estimated 1.47 million Americans who will be diagnosed with cancer in 2009, 60 to 75 percent will undergo radiation therapy for their disease. In select cities around the country, some of these patients who are hoping to improve their odds for a cure and minimize the long-term adverse effects of radiation therapy will be treated with a form of it called proton therapy.

Public interest in proton therapy has grown substantially since the FDA approved it in 2001. However, there is concern among members of the medical and research communities that enthusiasm for this promising therapy may be getting ahead of the research.

“Proton therapy has wonderful potential as a treatment for some cancers,” said Dr. Kevin Camphausen, chief of NCI’s Radiation Oncology Branch, who has referred patients to be evaluated for the treatment when he felt it might work well for their tumor type. “But I don’t think its use should become widespread until we can validate where it’s needed, and where it has the greatest potential benefit for patients.”

The first proton accelerator dedicated to medicine opened at Loma Linda University in California in 1990. Today, a total of seven proton therapy centers in the United States are treating patients and numerous others are under construction or in the planning phase. The treatment is being used most often in children with many cancer types, as well as in adults who have small, well-defined tumors in organs such as the prostate, brain, head, neck, bladder, lungs, or the spine. Proton therapy centers are continuing to test its use for additional cancers – this was posted in September 2009

 Source: Kentucky man among first to receive proton cancer treatment

Source: National Cancer Institute

 

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Hartford Housing Choice Vouchers

hartford-housing

Click below for the form:

hartford-housing-choice-voucher-espanol hartford-housing-choice-voucher

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Good Night Clyde Stubblefield

clyde

(February 18, 2017) When it came to drummers, he was among the baddest. Today we say goodbye, at age 73, to the great Clyde Stubblefield, who was best known as the drummer who gave the backbeat to the Hardest Working Man in Show Business, James Brown.

Stubblefield’s recordings with James Brown are considered to be some of the standard-bearers for funk drumming, including the singles “Cold Sweat”, “There Was a Time”, “I Got The Feelin'”, “Say It Loud – I’m Black and I’m Proud”, “Ain’t It Funky Now”, “Mother Popcorn”, “Get Up, Get Into It, Get Involved” and the album Sex Machine.

His rhythm pattern on James Brown’s “Funky Drummer” is among the world’s most sampled musical segments. It has been used for decades by hip-hop groups and rappers such as Public Enemy, Run-D.M.C., N.W.A, Raekwon, LL Cool J, Beastie Boys and Prince, and has also been used in other genres.

Stubblefield grew up in Chattanooga, Tennessee. As a youngster his sense of rhythm was influenced by the industrial sounds of factories and trains around him. He was inspired to pursue drumming after seeing drummers for the first time in a parade. In early 1960s he worked with guitarist Eddie Kirkland and toured with Otis Redding, and then joined the James Brown band in 1965.

Stubblefield has lived in Madison, Wisconsin since 1971. For over twenty years he played Monday nights with his band, The Clyde Stubblefield Band, in downtown Madison. The band featured his longtime friend and keyboard-organ player Steve “Doc” Skaggs, along with soul vocalists Charlie Brooks and Karri Daley, as well as a horn section and supporting band. Stubblefield retired from the Monday shows in 2011 due to health issues, leaving the band in the hands of his nephew Brett Stubblefield.

Since the 1970s Stubblefield has worked with a variety of musicians in the Madison area such as keyboardist Steve Skaggs, guitarist Cris Plata, jazz violinist Randy Sabien, country trio Common Faces and jazz group NEO. He performed and recorded with members of The J.B.’s including Bootsy Collins, Maceo Parker and “Jabo” Starks. The group released the album Bring the Funk on Down in 1999. From the early 1990s to 2015 he performed on the nationally syndicated public radio show Whad’Ya Know?

Stubblefield’s first solo album The Revenge of the Funky Drummer was released in 1997. The album was produced by producer-songwriter Richard Mazda. In 2002 he released a 26 track break-beat album titled The Original Funky Drummer Breakbeat Album. Stubblefield’s third solo album The Original was released in 2003.

In 2014 Stubblefield was named the second best drummer of all time by LA Weekly. According to the LA Weekly, “Stubblefield is one of the most sampled drummers in history, the man whose uncanny ability to deconstruct pop music’s simple 4/4 rhythms into a thousand different sly syncopations laid the foundation not only for funk, but for most of hip-hop, as well. In 1990 he was named drummer of the year by Rolling Stone magazine, and in 2016 the magazine named Stubblefield the sixth best drummer of all time. A set of Stubblefield’s autographed drum-sticks are in the Rock and Roll Hall of Fame.

Ben Sisario of The New York Times writes, “on songs like ‘Cold Sweat’ and ‘Mother Popcorn’ he perfected a light-touch style filled with the off-kilter syncopations sometimes called ghost notes.” According to the National Public Radio, “the grooves the two drummers (Stubblefield and Starks) created have inspired generations of artists — not just in funk, but in hip-hop, where their steady but intricate patterns make natural material for sampling.

Rest in peace, Mr. Stubblefield, and thank you for the ever-loving funk you gave us.

 

Source: Soul Tracks

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Good Night Norma #RoevsWade

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Black (Female) History Month – Who Is This Woman

smartselectimage_2016-08-08-01-20-11.pngUnlike Josephine Baker, she did not s survive the 1917 riots in East St. Louis, Illinois, and ran away a few years later at age thirteen and began dancing in vaudeville and on Broadway. Alternatively, in 1925, she did not go to Paris where, after the jazz revue La Revue Nègre failed, her comic ability and jazz dancing drew the attention of the director of the Folies Bergère to later became one of the best-known entertainers in both France and much of Europe.

She didn’t grow up in a shotgun home shared by 13 people, and her voice doesn’t captivate audiences and move people to want salvation like Mahalia Jackson.  No at age 12 her voice wasn’t heard all the way to end of the block.

Her passion was not promoting injustice as a radical black activist and philosopher.  She was arrested as a conspirator attempting to free George Jackson.  She never maintained an arsenal of registered guns, she did always have a blue box of Argo starch in the cabinet by the door in the kitchen.  She would not have run for the Communist Party VP seat.  She didn’t use her voice in place people would only speak about in the comfort of their dining rooms.  That was not her story.

Her wall was not filled with books and famous artists.  Intellectuals didn’t meet regularly at her home where Anderson, Nash, and Bennett urged Charles Johnson to organize, that W.E.B. DuBois, Jean Toomer, Countee Cullin, Langston Hughes, James Weldon Johnson, and others essentially began the movement called the Harlem Renaissance with readings and speeches. No that was not here story, but she had keen ability to read you your rights if she felt moved to do so.

You won’t find her name among Mrs. D. J. Dupuy, Ms. Georgia M. Johnson, Mrs. H. W. Johnson and others who ran branches of the NAACP during World War II.

She was a mother of 3, a grandmother, someone’s daughter, aunt, sister and a wife to the illustrious Robert Hughes Williamson.  She was always present, she was not the owner of Castle, but her home was her castle filled with everything needed to manage a home worthy of its definition.  Trials and tribulation were not uncommon, and neither was perseverance.  She was not wealthy by most standards, but her children had the best and not one day in 54 years did they ever go hungry, without shelter, without scolding, without love. Punishments varied from the inability to use to phone to the driving the car.  If you looking for “Susie Homemaker” you in the wrong story if you’re looking to have your faults minimized you’re on the wrong LifeTime channel.  If you looking for someone to pick you every time you fell you are so far from the River of Denial.  If you want to have lived a life that echoes “get up and move on”, “find a way to make it work”.  If you’re looking warm and fuzzy – you’ll find it in the Cheeseburger Pie.  Watch her face as she makes it, listen as she talks about it, watch her as she slices it and delivers it to those around her…there you will find all the love you need.  Who’s is this woman she’s my mother Nettie Williamson – Happy Valentines Day.

Sources: Sartain, Lee. Invisible Activists: Women of the Louisiana NAACP and the Struggle for Civil Rights, 1915–1945 (1). Baton Rouge, US: LSU Press, 2007. ProQuest ebrary. Web. 14 February 2017.

Copyright © 2007. LSU Press. All rights reserved.

About Education

 

 

 

 

 

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Black men in #Chicago

An email this morning from The Black Star Project read, “89% of young Black men in Chicago 16- to 19-years old are not working. 43% of young Black men in Chicago 20- to 24-years old are not in school and not working.  Now we know why there is so much violence in Chicago.  Brothers gotta eat and feed they seed!  Please Click Here to ask President Donald Trump for assistance to put these young Black men to work and reduce violence in Chicago.”

 

Are you kidding me, are you seriously requesting folks to contact the current #potus for assistance to put our “young Black Men” to work?  With all the resources “we” have “we” can put a plan together to help those that look like us?  Are the Chicago Representatives unable to facilitate a program incorporating residents of Chicago?  I guess the element of desire would need to be a factor in facilitating relief for the remaining 43%.   That would mean that folks would have go onto the streets of neighborhoods they would rather see from the “flat screen” in a secure safe environment.

Duckworth, Tammy – (D – IL)
G12 Dirksen Senate Office Building Washington DC 20510
(202) 224-2854
Contact: http://www.duckworth.senate.gov/content/contact-senator

 

Durbin, Richard J. – (D – IL)
711 Hart Senate Office Building Washington DC 20510
(202) 224-2152
Contact: http://www.durbin.senate.gov/contact/

As I watched the DNC Chair Candidate Forum there were few statements I remember – Robert Vinson Brannum and Keith Ellison – “…it’s time to step up…”

 

It’s time those of us who have $2.00 more than we did 20 years ago to take our Blue and Black Perry Ellis suits jackets off and roll up our sleeves and go back to the neighborhoods from which we came and walk through the door of shame, guilt, and look and faces of our young black men and women who have no purposeful vision and each one literally take one by the hand and walk them on the #bus of opportunity.

 

https://www.c-span.org/video/?c4656426/dnc-future-forum-baltimore

 

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U.S. Courts of Appeals and Their Impact on Your Life – Lesson Plan

court-of-appeals

WASHINGTON/BEIRUT, Feb 5 (Reuters) – A U.S. appeal court late on Saturday denied a request from the U.S. Department of Justice to immediately restore a immigration order from President Donald Trump barring citizens from seven mainly Muslim countries and temporarily banning refugees.

The court ruling dealt a further setback to Trump, who has denounced the judge in the state of Washington who blocked his executive order on Friday. In tweets and comments to reporters, the president has insisted he will get the ban reinstated.

Trump says the temporary immigration restrictions on citizens from Iran, Iraq, Libya, Somalia, Sudan, Syria and Yemen, and on all refugees, are necessary to protect the United States from Islamist militants. Critics say they are unjustified and discriminatory.

The judge’s order and the appeal ruling have created what may be a short-lived opportunity for travelers from the seven affected countries to get into the United States while the legal uncertainty continues.

In a brief order, the appeals court said the government’s request for an immediate administrative stay on the Washington judge’s decision had been denied. It was awaiting further submissions from Washington and Minnesota states on Sunday, and from the government on Monday.

The government’s appeal says the decision by judge James Robart in Washington poses an immediate harm to the public, thwarts enforcement of an executive order and “second-guesses the president’s national security judgment about the quantum of risk posed by the admission of certain classes of (non-citizens) and the best means of minimizing that risk.”

Trump denounced the “so-called” judge in a series of tweets on Saturday and told reporters: “We’ll win. For the safety of the country, we’ll win.”

This current sitatiou would be a great idea to introduce the lesson plan below and perhaps foster a child future leadership role.

U.S. Courts of Appeals and Their Impact on Your Life

What are the Courts of Appeals and what is their role?

 

What happens when the Supreme Court denies review of a case decided by one of the 13 Circuit Courts of Appeals? What happens when there is a vacancy on the Supreme Court and the eight justices come to a 4-4 decision on a case? The simple answer to both questions is that the decision made by the particular Court of Appeals stands.

The Supreme Court annually hears about 100 cases and rejects about 7,000 requests for review.  The decisions made by the Courts of Appeals in many of those cases are the last word. In light of that, Courts of Appeals have a major impact on the everyday life of law-abiding citizens, including teens. However, the Courts of Appeals aren’t as visible as the Supreme Court and they are not as widely known or understood.

This courtroom or classroom activity gives every student the opportunity to serve as an appellate judge and as an appellate lawyer to gain a working knowledge of these vital appellate courts. Use the teen-relevant cases decided by Courts of Appeals and the supporting resources to discover more about the U.S. Courts of Appeals’ place in the federal court system.

 

What’s Different About This Activity?

·         Need-to-Know Information

·         Every Learning Style is Involved

·         Teen-Relevant Cases

·         Flexible Approach to Activities

 

Activity Resources

·         The Evarts Act:  Creating the Modern Appellate Courts

·         The U.S. Courts of Appeals: What You Should Know

·         The Last Word: Court of Appeals Cases You Should Know

 

Related  Content

·         Courts of Appeals Cases Related to Miranda v. U.S.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       

In Advance of the Activity

·         Teachers prepare students for the activity by covering the material in: the Evarts Act:  Creating the Modern Appellate Courts and the U.S. Courts of Appeals: What You Should Know.

 

Activity Overview — Each Three, Teach Three

Students are organized into teams of three members for a round robin of modified, appellate court oral arguments. All students prepare and present as lawyers.  All students have the opportunity to serve on three-judge panels, just like the Courts of Appeals.

Round #1

Each Three-Person Team:

·         Prepares arguments for a case they choose from the provided list;

·         Anticipates and prepares questions (and answers) that the student-judges might use during the oral arguments.

Round #2

Each Three-Person Team

·         In Round #2, students switch roles and repeat the exercise with the lawyers serving as judges and the judges serving as lawyers.                                                                                                                                                                                                                                                                      

In the Courtroom or Classroom

Teams. To begin the activity, students form three-person teams. Teams stay together for the duration of the activity, and all team members have the opportunity to be judges and lawyers.

From the provided list, teams select one of the real-life cases of interest to them. They collect information about their case by doing Internet research. Once they organize and analyze the research, student-attorneys work with volunteer, adult attorneys to write talking points and questions and answers for the oral arguments. The same, three-person team develops arguments and questions for both sides of the issue.

 

Phase I

Student-Attorney Roles.  Student Attorney #1 prepares arguments to present on behalf of the government’s position.  Student-Attorney #2 prepares arguments to present on behalf of the defendant’s position. Attorney #3 anticipates and writes the questions and answers the three-judge panel can use or modify when addressing each side during the hearing.

Written Arguments/Briefs. Panels make a copy of their talking points and Q/A sheets and give their folders to the facilitator. Student-attorneys keep their originals. The facilitator redistributes the materials to student-judges sitting on three-judge panels who will hear the arguments

 

Phase II

Student-Judge Roles.  Student judges prepare for oral arguments by reading the student-attorney briefs distributed to them. They are to do no outside research or reading about the case in order to base their decision on their review of the  record that is put before them.

Student-Attorney Preparation. First, each team prepares to be attorneys who present their selected case to a  three-judge peer panel. For both sides of their case, the student attorneys 1) develop talking points for arguments; and 2) write questions and answers.

            1.         Oral Arguments.  Each three-person, student-attorney team presents arguments                           to its assigned, three-judge panel. The judges ask questions. They may use the                               questions drafted by the arguing team and/or add their own questions.

2.         Conference.  The three-judge panels go into conference and decide which side      prevails. They return to the courtroom.  Each panel announces its decision and the   rationale for it.

 

3.         Wrap Up.  The judge joins the students and conducts a mutual Q/A session with   the students on the exercise and any topic of interest to the students. The question  period is followed by informal socializing with the judge and the volunteer  attorney.

 

 

 

 

 

 

 

 

 

 

 

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Charlotte Metro Credit Union – CONGRATULATIONS HERMAN J. HOOSE SCHOLARSHIP WINNERS

herman-hooseIt’s that time again

In 2017, Charlotte Metro will award twelve $2,000 Herman Hoose Scholarships to student-members of the credit union. Applicants must be graduating from high school in the current school year and enroll in an institution of higher learning in the fall of the same year.

Interested? Learn more and download the application. The deadline to submit your application is March 31, 2017.

 

Download the attachment below – you may have to click twice

herman-hoose-2016

Congratulations Herman J. Hoose Scholarship Winners Ten graduating seniors earn $2,000 toward college tuition Charlotte, N.C., June 10, 2013 … Every year since 1985, Charlotte Metro Credit Union has awarded the Herman Hoose Scholarship to deserving and capable college-bound young people. To be considered, scholars must be a member of the credit union.

 

Source: CONGRATULATIONS HERMAN J. HOOSE SCHOLARSHIP WINNERS

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As a parent why should I care about Federal Funding State Personnel Development Grants

The purpose of this program authorized by the Individuals with Disabilities Education Act (IDEA), is to assist State educational agencies (SEAs) in reforming and improving their systems for personnel preparation and professional development in early intervention, educational, and transition services in order to improve results for children with disabilities.

The Federal Government is in the process of awarding funds –

I. Funding Opportunity Description

Purpose of Program: The purpose of this program, authorized by the Individuals with Disabilities Education Act (IDEA), is to assist State educational agencies (SEAs) in reforming and improving their systems for personnel preparation and professional development in early intervention, educational, and transition services in order to improve results for children with disabilities.

You should care because if your child has an IEP and has been suspended or expelled you should check to see when and where he or she was unable to meet the goals listed in the IEP.

Secondly, if your child has an IEP you should be very concerned about the teachers who are selected to ensure the goals are met.

Thirdly, it’s your responsibility to ensure your child is receiving the very best…

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