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Baton Rouge Teacher Arrested: Unraveling the Details and Exploring the Implications
The arrest of a teacher in Baton Rouge sends shockwaves through the community, raising questions about the circumstances, the impact on students, and the broader implications for the education system. This in-depth article delves into the specifics of recent cases, explores the legal ramifications, examines the emotional toll on students and staff, and considers the preventative measures schools can implement to protect their students. We will analyze the events surrounding these arrests, offering a comprehensive understanding of the situation and its consequences.
Understanding the Charges: A Closer Look at Specific Cases
Recent arrests of Baton Rouge teachers highlight the diverse range of charges leading to such drastic consequences. While specifics vary depending on the individual case, common charges include:
Sexual misconduct: This encompasses a wide spectrum of offenses, ranging from inappropriate touching and grooming to more severe acts of abuse. The legal ramifications are significant, often leading to lengthy prison sentences and lifetime bans from teaching. The impact on victims is profound, potentially leading to long-term psychological trauma.
Drug-related offenses: Teachers found in possession of illegal substances or engaging in drug-related activities face criminal charges, along with the potential loss of their teaching license. These cases underscore the importance of maintaining a professional and drug-free environment within schools.
Assault and battery: Physical altercations between teachers and students or even among staff members can lead to arrests and criminal charges. These instances highlight the need for effective conflict resolution strategies and de-escalation training within schools.
Fraud and embezzlement: Cases involving misuse of school funds or other fraudulent activities by teachers are a serious breach of trust. These instances often result in criminal prosecution and significant financial penalties. Robust financial oversight and accountability measures are crucial to prevent such occurrences.
Negligence and child endangerment: While not always resulting in arrest, instances of severe negligence or actions that directly endanger students can lead to criminal charges. This emphasizes the critical role teachers play in ensuring student safety and well-being.
The Impact on Students and the School Community
The arrest of a teacher creates a ripple effect throughout the school community. Students may experience:
Emotional distress and trauma: The news of a teacher's arrest can be deeply upsetting, particularly if the teacher was well-liked or held a position of trust. Students may experience anxiety, fear, and confusion. Schools need to provide adequate counseling and support services to help students cope with these emotions.
Disruption to learning: The absence of a teacher, especially if the arrest occurs unexpectedly, can disrupt the educational process and cause delays in curriculum delivery. Schools need to have contingency plans in place to minimize disruption and ensure educational continuity.
Loss of trust: The arrest can erode student trust in authority figures and potentially impact their overall perception of school safety and security. Rebuilding trust requires open communication, transparency, and a strong commitment to student well-being.
Fear and uncertainty: Students may feel unsafe or uncertain about the future, especially if the arrest involves allegations of violence or abuse. Schools need to assure students that they are safe and provide them with a sense of security.
Legal Ramifications and the Due Process
The legal process following a teacher's arrest is complex and follows established procedures. These include:
Investigation: Law enforcement agencies conduct a thorough investigation to gather evidence and determine the validity of the charges.
Arrest and charges: If sufficient evidence exists, the teacher is arrested and formally charged with specific offenses.
Trial and sentencing: The case proceeds through the court system, culminating in a trial if a plea agreement isn't reached. Sentencing depends on the severity of the charges and the individual's criminal history.
Loss of license: Even before conviction, the teacher's teaching license may be suspended or revoked pending the outcome of the legal proceedings.
Civil lawsuits: Victims or their families may file civil lawsuits seeking compensation for damages resulting from the teacher's actions.
Preventative Measures and Safeguarding Students
Schools can implement several preventative measures to minimize the risk of such incidents:
Thorough background checks: Rigorous background checks during the hiring process are crucial in identifying potential risks.
Mandatory training: Regular training for staff on topics such as child abuse prevention, conflict resolution, and ethical conduct is essential.
Open communication channels: Establishing clear channels for reporting concerns and suspicions is crucial. Students, staff, and parents should feel comfortable reporting any inappropriate behavior.
Strong security protocols: Implementing strong security measures, including surveillance systems and access control, can enhance school safety.
Zero-tolerance policies: Clear and consistently enforced zero-tolerance policies for misconduct send a strong message that such behavior will not be tolerated.
Mental health support: Providing access to mental health services for both students and staff can help address underlying issues that may contribute to problematic behavior.
Moving Forward: Healing and Rebuilding Trust
The aftermath of a teacher's arrest requires a concerted effort to heal the community and rebuild trust. Schools must:
Provide support services: Offer comprehensive counseling and support services to students, staff, and families affected by the event.
Maintain open communication: Keep the community informed about the situation and the steps being taken to address it.
Focus on student well-being: Prioritize student well-being and create a safe and supportive learning environment.
Review and improve policies: Evaluate existing policies and procedures to identify areas for improvement and implement necessary changes.
Promote a culture of safety: Foster a school culture that prioritizes safety, respect, and ethical conduct.
Ebook Chapter Outline: "Baton Rouge Teacher Arrested: Understanding the Implications"
Author: Dr. Evelyn Reed, Ed.D., Educational Psychologist and Legal Analyst
Introduction: Hooking the reader with a compelling case study and overview of the article's content.
Chapter 1: The Legal Landscape: A detailed examination of different charges, legal processes, and penalties associated with teacher arrests.
Chapter 2: The Emotional Fallout: Exploring the psychological impact on students, staff, and the wider community.
Chapter 3: Preventative Strategies and School Safety: Analyzing proactive measures schools can take to mitigate such incidents.
Chapter 4: Rebuilding Trust and Healing the Community: Focusing on post-incident recovery and community support strategies.
Conclusion: Summarizing key findings and offering a call to action for improved school safety and student well-being.
(Detailed explanation of each chapter would follow here, expanding on the points outlined above. This would constitute the bulk of the ebook content, expanding on each point to achieve the 1500-word count.)
FAQs
1. What happens to a teacher's license after arrest? A teacher's license is typically suspended pending the outcome of the legal proceedings. Conviction often leads to permanent revocation.
2. What support services are available for students after a teacher's arrest? Schools should provide counseling, support groups, and access to mental health professionals.
3. How can parents help their children cope with the emotional impact? Open communication, reassurance, and professional help when needed are crucial.
4. What constitutes "sexual misconduct" in a school setting? This ranges from inappropriate touching and grooming to sexual assault and abuse. Any unwanted sexual advance is considered misconduct.
5. Are schools legally liable for the actions of their employees? Schools can be held liable for negligence in hiring, supervision, or responding to complaints.
6. What role does background checking play in teacher hiring? Thorough background checks are essential to screen out individuals with a history of misconduct.
7. What types of training should schools provide to their staff? Training should include child abuse prevention, de-escalation techniques, ethical conduct, and recognizing signs of potential problems.
8. How can schools foster a culture of safety and open communication? Clear reporting procedures, open dialogue, and a strong emphasis on respect and ethical conduct are key.
9. What are the long-term effects on students who experience a teacher's arrest? Long-term effects can include anxiety, depression, trauma, and difficulties trusting authority figures.
Related Articles:
1. School Safety Measures in Baton Rouge: An overview of current security protocols and proposed improvements in Baton Rouge schools.
2. Teacher Background Checks: Effectiveness and Reform: Examining the efficacy of current background check systems and suggesting reforms.
3. The Impact of Trauma on Student Learning: Exploring the effect of traumatic events, including teacher arrests, on academic performance.
4. Child Abuse Prevention in Louisiana Schools: Highlighting state laws, programs, and resources aimed at preventing child abuse.
5. Mental Health Resources for Students in Baton Rouge: A directory of mental health services available to students in the Baton Rouge area.
6. Legal Rights of Students in Louisiana Schools: An overview of the legal protections afforded to students in Louisiana's educational system.
7. Conflict Resolution Strategies for Schools: Exploring various methods for conflict resolution and de-escalation in school settings.
8. The Role of School Administration in Addressing Misconduct: Examining the responsibilities of school administrators in handling allegations of misconduct.
9. Community Support for Schools After a Crisis: Discussing the importance of community involvement in supporting schools following a crisis.
| baton rouge teacher arrested: "Why, Gary, Why?" Jody Plauché, 2019 Deputy Mike Barnett asked Gary Plauchâe, Why, Gary? Gary, why? seconds after television cameras recorded Gary shooting and killing karate instructor Jeff Doucet, who had raped, molested, and kidnapped Gary's son Jody. Now, thirty-five years later, Jody Plauchâe answers the deputy's question on behalf of his late father and explores the story of his molestation, kidnapping, and survival. He unveils the sly tactics that child predators often use so that he can better inform parents of the potential signs that a person might harm their child. Through his own incredible story of using his past for good by helping others, he shares how any reader who has suffered great trauma can move on and not let the past define him or her. You have the potential to overcome negativity and redefine your own story-- |
| baton rouge teacher arrested: Superintendent Case Studies Wafa Hozien, 2019-05-13 Reflecting everyday experiences at schools around the country, this book presents a series of situations to be analyzed, compared, contrasted, studied and discussed by those who want to be part of this new approach to education and school leadership. The book aims to encourage and contribute to the reflection on the situations that school administrators, along with their teams, must confront and resolve in their roles as pedagogical leaders. Therefore, it is intended for future educational leaders to take charge in transforming their schools into institutions of educational excellence. |
| baton rouge teacher arrested: What Were They Thinking? , |
| baton rouge teacher arrested: Congressional Record United States. Congress, 1969 |
| baton rouge teacher arrested: The Struggle for Black History Abul Pitre, Ruth Ray, Esrom Pitre, 2008 The Struggle for Black History: Foundations for a Critical Black Pedagogy in Education captures the controversy that surrounds the implementation of Black studies in schools' curricula. This book examines student experiences of a controversial Black history program in 1994 that featured critical discourse about the historical role of racism and its impact on Black people. The program and its continuing controversy is analyzed by drawing from the analyses of Elijah Muhammad, Carter G. Woodson, Maulana Karenga, Molefi Asante, Paulo Freire, Peter McLaren, James Banks, and others. Professors Abul and Esrom Pitre and Professor Ruth Ray use case studies and student experiences to highlight the challenges faced when trying to implement Black studies programs. This study provides the reader with an illuminating picture of critical pedagogy, critical race theory, multicultural education, and Black studies in action. The book lays the foundation for what the authors term critical Black pedagogy in education, which is an examination of African American leaders, scholars, students, activists, their exegeses and challenge of power relations in Black education. In addition, the book provides recommendations for schools, parents, students, and activists interested in implementing Black studies and multicultural education. |
| baton rouge teacher arrested: Making Peace with the 60s David Burner, 2021-07-13 David Burner's panoramic history of the 1960s conveys the ferocity of debate and the testing of visionary hopes that still require us to make sense of the decade. He begins with the civil rights and black power movements and then turns to nuanced descriptions of Kennedy and the Cold War, the counterculture and its antecedents in the Beat Generation, the student rebellion, the poverty wars, and the liberals' war in Vietnam. As he considers each topic, Burner advances a provocative argument about how liberalism self-destructed in the 1960s. In his view, the civil rights movement took a wrong turn as it gradually came to emphasize the identity politics of race and ethnicity at the expense of the vastly more important politics of class and distribution of wealth. The expansion of the Vietnam War did force radicals to confront the most terrible mistake of American liberalism, but that they also turned against the social goals of the New Deal was destructive to all concerned. Liberals seemed to rule in politics and in the media, Burner points out, yet they failed to make adequate use of their power to advance the purposes that both liberalism and the left endorsed. And forces for social amelioration splintered into pairs of enemies, such as integrationists and black separatists, the social left and mainline liberalism, and advocates of peace and supporters of a totalitarian Hanoi. Making Peace with the 60s will fascinate baby boomers and their elders, who either joined, denounced, or tried to ignore the counterculture. It will also inform a broad audience of younger people about the famous political and literary figures of the time, the salient moments, and, above all, the powerful ideas that spawned events from the civil rights era to the Vietnam War. Finally, it will help to explain why Americans failed to make full use of the energies unleashed by one of the most remarkable decades of our history. |
| baton rouge teacher arrested: Long Sixties Tom Hayden, 2015-11-17 In this unique and compelling book Tom Hayden argues that Barack Obama would not have been able to mount a successful presidential campaign without the movements of the 1960s. The Long Sixties shows that movements throughout history triumph over Machiavellians, gaining social reforms while leaving both revolutionaries and reactionaries frustrated. Hayden argues that the 1960s left a critical imprint on America, from civil rights laws to the birth of the environmental movement, and forced open the political process to women and people of colour. He urges President Obama to continue this legacy with a popular programme of economic recovery, green jobs and health care reform. The Long Sixties is a carefully researched history which will be of interest to activists, journalists and historians as the fiftieth anniversary of the 1960s begins. |
| baton rouge teacher arrested: Born in a Shack Did Not Hold Me Back Marian Olivia Heath Griffin, 2019-01-31 There is something within us that lets us know that there is a God somewhere. I have walked and talked with many people in my lifetime who came from small humble beginnings and made a tremendous life change for themselves and their families. Some of us were born in a shack. There were no zip codes and no area codes in those days. Yet where we were born and where we lived mattered then and matters now. Sometimes life presents us with difficulties and hardships. From time to time, an individual has to look back and ponder from whence he or she has come. More importantly, no matter what happens in our lives, individually or collectively, God will be there with us always. All we have to do is heed his call and follow him. |
| baton rouge teacher arrested: Police in a Multicultural Society David E. Barlow, Melissa Hickman Barlow, 2018-04-10 Social, political, and economic relationships played key roles in the historical development of the police. The authors present policing strategies from the vantage points of marginalized communities and emphasize the intersection of attitudes about class, race/ethnicity, gender, and sexual orientation with policies. Police practices cannot be class neutral in a class society, nor can they be race neutral or gender neutral in a racist, sexist, and heterosexist society. The key to understanding the relationship between the police and society is to think critically about the role of power and interests. The second edition includes a new chapter in the section on the police and rebellion covering recent events. There is also a new chapter on Latino/a police officers and an expanded chapter on LGBTQ police officers. Without meaningful social change toward greater justice, police reforms such as community policing and training in cultural diversity will fall short of creating an institution characterized by fairness and equality for all members of society. A clear view of history is essential for understanding the challenges a more diverse police force faces in today’s multicultural environment. |
| baton rouge teacher arrested: Violence in the Black Imagination Ronald T. Takaki, 1993-07-01 1992 has been an explosive year for racial relations in the United States--from the reactions to the Rodney King verdict to debate about Malcolm X and the film portrayal of his role in American history. What relations do the recent events in Los Angeles have to the Watts Riots in 1965? Violence in the Black Imagination shows that these recent events force us to understand the history of racism in America and its legacy of antagonism and violence. Ronald T. Takaki presents three short novels of major African-American leaders in the nineteenth century: Frederick Douglass, the leading black abolitionist; Martin Delany, the father of black nationalism; and William Wells Brown, a pioneer of the black novel. The novels are accompanied by substantive essays which provide both biographical information on the author and explore the common theme of their work--the issue of black revolutionary violence in antebellum America. The work includes a new preface which examines the 1992 South Central Los Angeles racial explosion in relationship to Martin Luther King, Jr., Malcolm X, and the 1965 Watts Riot. |
| baton rouge teacher arrested: Roy W. Howard Public Affairs Reporting Seminar , 1986 |
| baton rouge teacher arrested: Jet , 1957-12-19 The weekly source of African American political and entertainment news. |
| baton rouge teacher arrested: A Flicker in the Dark Stacy Willingham, 2022-01-11 A New York Times Bestseller “A smart, edge-of-your-seat story with plot twists you’ll never see coming. Stacy Willingham’s debut will keep you turning pages long past your bedtime.” —Karin Slaughter When Chloe Davis was twelve, six teenage girls went missing in her small Louisiana town. By the end of the summer, her own father had confessed to the crimes and was put away for life, leaving Chloe and the rest of her family to grapple with the truth and try to move forward while dealing with the aftermath. Now twenty years later, Chloe is a psychologist in Baton Rouge and getting ready for her wedding. While she finally has a fragile grasp on the happiness she’s worked so hard to achieve, she sometimes feels as out of control of her own life as the troubled teens who are her patients. So when a local teenage girl goes missing, and then another, that terrifying summer comes crashing back. Is she paranoid, seeing parallels from her past that aren't actually there, or for the second time in her life, is Chloe about to unmask a killer? From debut author Stacy Willingham comes a masterfully done, lyrical thriller, certain to be the launch of an amazing career. A Flicker in the Dark is eerily compelling to the very last page. |
| baton rouge teacher arrested: Jet , 1959-05-21 The weekly source of African American political and entertainment news. |
| baton rouge teacher arrested: We Want to Do More Than Survive Bettina L. Love, 2019-02-19 Winner of the 2020 Society of Professors of Education Outstanding Book Award Drawing on personal stories, research, and historical events, an esteemed educator offers a vision of educational justice inspired by the rebellious spirit and methods of abolitionists. Drawing on her life’s work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex. To dismantle the educational survival complex and to achieve educational freedom—not merely reform—teachers, parents, and community leaders must approach education with the imagination, determination, boldness, and urgency of an abolitionist. Following in the tradition of activists like Ella Baker, Bayard Rustin, and Fannie Lou Hamer, We Want to Do More Than Survive introduces an alternative to traditional modes of educational reform and expands our ideas of civic engagement and intersectional justice. |
| baton rouge teacher arrested: Our Fifty States Janet A. Hale, Richard Rayburn, 1993 A collection of reproducible maps of the U.S. and its regions with related activities. |
| baton rouge teacher arrested: Misreading the Bill of Rights Kirby Goidel, Craig Freeman, Brian Smentkowski, 2015-03-30 The Bill of Rights—the first 10 amendments to the U.S. Constitution—are widely misunderstood by many Americans. This book explores the widely held myths about the Bill of Rights, how these myths originated, why they have persisted, and the implications for contemporary politics and policy. Interestingly, most Americans today—even professional political commentators—misinterpret or misunderstand what the Bill of Rights' intended meaning and purposes were. Culturally ingrained myths about the Bill of Rights have helped to define what it means to be an American but also limited the range of political debate and justified unfair and unequal treatment of minorities. This book addresses the top ten myths regarding the Bill of Rights from the standpoint of public understanding (and misunderstanding) from a non-partisan, objective point of view, provoking independent thought and enabling readers to reach their own educated conclusions and opinions. Written by two experts in the fields of political science, public policy, media law, and civil liberties, the work explores the key role of modern news and entertainment media in contributing to public misunderstanding of individual rights and liberties. The authors also apply and interpret data from public opinion surveys to further examine public beliefs about the Bill of Rights and closely connect the analysis of misperceptions to existing political beliefs. |
| baton rouge teacher arrested: Sabine-Neches Waterway Channel Improvement Project, Southeast Texas and Southwest Louisiana , 2011 |
| baton rouge teacher arrested: Louisiana: The Land and Its People (Teacher's Resource Book) Sue Eakin, Mrs Manie Culbertson, 1998-11-30 Louisiana Culture Comes Alive! An in-depth discussion of Louisiana and the forces that have shaped it characterize Louisiana: The Land and Its People . Available from Pelican Publishing Company, the 560-page volume provides a comprehensive overview of Louisiana history, from the first Indian inhabitants through the Civil War and Reconstruction to modern times. Some 200 photographs and illustrations, including 45 maps, complement the text and encourage the reader to delve further into the background of Louisiana and its people. Ideal for classroom use (a teacher's guide is also available), Louisiana: The Land and Its People is much more than a textbook. Its detailed discussion of the factors that have molded the state provides insights into current issues and solutions. Everyone interested in understanding Louisiana both today and yesterday will benefit from reading this book. |
| baton rouge teacher arrested: The Impossible Will Take a Little While Paul Rogat Loeb, 2014-04-29 More relevant than ever, this seminal collection of essays encourages us to believe in the power of ordinary citizens to change the world In today's turbulent world it's hard not to feel like we're going backwards; after decades of striving, justice and equality still seem like far off goals. What keeps us going when times get tough? How have the leaders and unsung heroes of world-changing political movements persevered in the face of cynicism, fear, and seemingly overwhelming odds? In The Impossible Will Take a Little While, they answer these questions in their own words, creating a conversation among some of the most visionary and eloquent voices of our times. Today, more than ever, we need their words and their wisdom. In this revised edition, Paul Rogat Loeb has comprehensively updated this classic work on what it's like to go up against Goliath -- whether South African apartheid, Mississippi segregation, Middle East dictatorships, or the corporations driving global climate change. Without sugarcoating the obstacles, these stories inspire hope to keep moving forward. Think of this book as a conversation among some of the most visionary and eloquent voices of our times -- or any time: Contributors include Maya Angelou, Diane Ackerman, Marian Wright Edelman, Wael Ghonim, Váav Havel, Paul Hawken, Seamus Heaney, Jonathan Kozol, Tony Kushner, Audre Lorde, Nelson Mandela, Bill McKibben, Bill Moyers, Pablo Neruda, Mary Pipher, Arundhati Roy, Dan Savage, Desmond Tutu, Alice Walker, Cornel West, Terry Tempest Williams, and Howard Zinn. |
| baton rouge teacher arrested: Don't Call Us Girls Barbara Leonora Tischler, 2024-11-30 In a collective voice calling for peace tracing back to pre-World War II, Don't Call Us Girls follows the protests of women and their allies from the White House to the Arc de Triomphe, heralding their impact on today's world. Don’t Call Us Girls examines the importance of women’s participation in the Civil Rights Movement in the United States, and the international anti-war movement. This collective voice for peace, and an end to nuclear proliferation, reached back to before the Second World War and then firmly embedded itself during the war years when women assumed such important roles in the workplace that Franklin D. Roosevelt called them the ‘Arsenal of Democracy’. When the men returned from war, women were encouraged by forces as powerful as government agencies and eminent psychiatrists to return to their ‘place’ at home. And return home they did, only to realize that they could use the skills they practiced as housewives to begin organizing themselves into groups that would start a wave of protest action that swept through the late 1950s, gathering up the Civil Rights Movement as it hurtled ever forward through the next two decades. In the 1960s and 1970s, no institution or convention was sacred—many aspects of women’s lives were fair game for criticism, protest, and change. In this no-holds-barred era, women debated everything from international nuclear policies, pay equity and child care for women, to reproductive rights and sexual politics. They protested in the streets, outside the White House, in Trafalgar Square, at the Arc de Triomphe, on university campuses, and just about anywhere else they would be heard. They were tired of the role society had cast for them and they would not rest until they saw the substantial change that seemed promising with the emergence of Second Wave Feminism in the 1970s. While we still live in a patriarchal society, we have these women to thank for many of the freedoms we now enjoy. If they have taught us anything, it is never to stop pushing back against the patriarchy and to rest only when we are truly equal. The final chapter of Don’t Call Us Girls reminds us that there is still a lot of work to do. |
| baton rouge teacher arrested: Proceedings, Abstracts of Lectures and a Brief Report of the Discussions of the National Teachers' Association, the National Association of School Superintendents and the American Normal School Association National Education Association of the United States, 1910 |
| baton rouge teacher arrested: Jet , 1961-08-31 The weekly source of African American political and entertainment news. |
| baton rouge teacher arrested: Drunkcow Landmines Daryl Meakes, 2004-11 Drunkcow landmines are wickedly-unusual-but-oddly-believable stories that have been passed along by someone who believes the story to have happened to a friend of a friend. |
| baton rouge teacher arrested: What Works in Teaching and Learning , 2001 |
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| baton rouge teacher arrested: Illinois Chemistry Teacher , 2003 |
| baton rouge teacher arrested: Spaniards, Planters, and Slaves Gilbert C. Din, 1999 Spaniards, Planters, and Slaves is a provocative look at the institution of slavery and how it functioned as a part of Louisiana's culture during the years of Spanish rule. Gilbert C. Din challenges the idea that conditions under the Spaniards differed little from the years of French rule and examines how local culture merged with colonial government and residual laws to create a slave system unlike any other in the Deep South. Din presents many aspects of the slavery issue, including a look at the French system, conflicts between planters who favored the established system and governors who promoted the less stringent Spanish laws, and the political favoritism that sought to benefit the wealthy New Orleans district. Din also discusses the role of the Catholic Church and debates the commonly held idea that the church's influence made Spanish slavery less brutal, asserting instead that its role in most areas was insignificant and largely observational. Using government documents from archives in Spain and Louisiana, Din paints a historically accurate portrait of a time when the blended culture of the eighteenth-century colony resulted in conflict and turmoil. Most important are the Papeles Procedentes de la Isla de Cuba, a collection of colonial documents that illustrate not only the actions but also the personalities of the governors and how they implemented changes and handled problems within the slave system. Spaniards, Planters, and Slaves is the first in its field to capture the years of Spanish rule as a specific and unique point in Louisiana's history of slavery. Din's research uncovers both the complexities of the slavery issue and the Spanish heritage that ultimatelyhelped to shape the slave system of the future state. It is an ideal study for anyone interested in the history of both colonial Louisiana and slavery itself. |
| baton rouge teacher arrested: Student Perceptions of Rules for Classroom Interaction H. Paul LeBlanc, 3rd, 1997-08 Burgoon's expectancy violation model posits that nonverbal rule violations will be evaluated according to the perceptions toward the violator and the behavior itself. However, the violator may have perceptions regarding the appropriateness of the rule. This study measured the perceptions of high school students regarding the rules for classroom interaction. It is believed that the rules for classroom interaction are rules which have been learned through the process of socialization and enculturation into the classroom setting throughout students' careers. These rules should be well known by all students by the time they reach tenth grade, the grade being investigated. A survey questionnaire was developed through a pilot study, and was distributed to 244 students through the English classes of three East Baton Rouge parish high schools. The high schools were chosen by relative drop out rate. Students were grouped by sex, race and age to measure differences in attitude by characteristics of potential dropouts. The study found that males have more negative attitudes toward compliance with laziness rules and the importance of those laziness rules than females. The study also found that Black students have a more positive attitudes regarding the importance of distraction, laziness, and respectfulness rules than non-Black students. Implications regarding the attitudes toward classroom rules are discussed. |
| baton rouge teacher arrested: The Dark Tree Steven L. Isoardi, 2023-08-07 In the early 1960s, pianist Horace Tapscott gave up a successful career in Lionel Hampton’s band and returned to his home in Los Angeles to found the Pan Afrikan Peoples Arkestra, a community arts group that focused on providing community-oriented jazz and jazz training. Over the course of almost forty years, the Arkestra, together with the related Union of God’s Musicians and Artists Ascension collective, was at the forefront of the vital community-based arts movement in Black Los Angeles. Some three hundred artists—musicians, vocalists, poets, playwrights, painters, sculptors, and graphic artists—passed through these organizations, many ultimately remaining within the community and others moving on to achieve international fame. In The Dark Tree, Steven L. Isoardi draws on one hundred in-depth interviews with the Arkestra’s participants to tell the history of the important and largely overlooked community arts movement of Black Los Angeles. This revised and updated edition brings the story of the Arkestra up to date, as its ethos and aesthetic remain vital forces in jazz and popular music to this day. |
| baton rouge teacher arrested: The Times-picayune Index , 2001 |
| baton rouge teacher arrested: New Critical Nostalgia Christopher Rovee, 2024-01-02 New Critical Nostalgia weighs the future of literary study by reassessing its past. It tracks today's impassioned debates about method back to the discipline’s early professional era, when an unprecedented makeover of American higher education with far-reaching social consequences resulted in what we might call our first crisis of academic life. Rovee probes literary study’s nostalgic attachments to this past, by recasting an essential episode in the historiography of English—the vigorous rejection of romanticism by American New Critics—in the new light of the American university’s tectonic growth. In the process, he demonstrates literary study’s profound investment in romanticism and reveals the romantic lyric’s special affect, nostalgia, as having been part of English’s professional identity all along. New Critical Nostalgia meticulously shows what is lost in reducing mid-century American criticism and the intense, quirky, and unpredictable writings of central figures, such as Cleanth Brooks, Josephine Miles, and W. K. Wimsatt, to a glib monolith of New Critical anti-romanticism. In Rovee’s historically rich account, grounded in analysis of critical texts and enlivened by archival study, readers discover John Crowe Ransom’s and William Wordsworth’s shared existential nostalgia, witness the demolition of the “immature” Percy Shelley in the revolutionary textbook Understanding Poetry, explore the classroom give-and-take prompted by the close reading of John Keats, consider the strange ambivalence toward Lord Byron on the part of formalist critics and romantic scholars alike, and encounter the strikingly contemporary quantitative studies by one of the mid-century’s preeminent poetry scholars, Josephine Miles. These complex and enthralling engagements with the romantic lyric introduce the reader to a dynamic intellectual milieu, in which professionals with varying methodological commitments (from New Critics to computationalists), working in radically different academic locales (from Nashville and New Haven to Baton Rouge and Berkeley), wrangled over what it means to read, with nothing less than the future of the discipline at stake. |
| baton rouge teacher arrested: The Prison School Lizbet Simmons, 2017 Police officers and metal detectors have become fixtures in American public schools. In this tough-on-crime, security-oriented era, the new gold standard for school discipline has become the criminal justice system. While harsh school punishment has reshaped schools and communities across the socioeconomic divide, nowhere is the overlap between classroom and prison more striking than at the Orleans Parish Prison, the site of a New Orleans public school enrolling primarily poor African American boys expelled under zero-tolerance policies for minor infractions such as tardiness, but not actual criminal behavior. The Prison School examines how and why public schools take a punitive approach to education and analyzes how this criminalizing mode influences a student's approach toward correctional custody. How did schools and prisons--two very different kinds of public institutions--become so intertwined, and what does this combination mean for students, communities, and, ultimately, a democratic society? How do we begin to unravel the ties that bind the racialized realities of mass school failure and mass incarceration? And what does this mean to segments of the population--in particular, African American males--who have been systematically removed from their schools and their society?--Provided by publisher. |
| baton rouge teacher arrested: Pioneers Dick Bernard, 2005 |
| baton rouge teacher arrested: The Journal of Proceedings and Addresses of the National Educational Association National Educational Association (U.S.), 1910 |
| baton rouge teacher arrested: Proceedings of the Annual Meeting - National Education Association of the United States National Education Association of the United States, 1910 |
| baton rouge teacher arrested: Addresses and Proceedings - National Education Association of the United States National Education Association of the United States, 1910 Vols. for 1866-70 include Proceedings of the American Normal School Association; 1866-69 include Proceedings of the National Association of School Superintendents; 1870 includes Addresses and journal of proceedings of the Central College Association. |
| baton rouge teacher arrested: Journal of Proceedings and Addresses of the ... Annual Meeting National Education Association of the United States. Meeting, 1910 |
| baton rouge teacher arrested: Journal of Proceedings and Addresses of the Annual Meeting National Education Association of the United States, 1910 |
| baton rouge teacher arrested: Angolite , 1991 |
