Et tu Subway? Touted “foot-long” comes up short

Touted “foot-long” comes up short

Et tu Subway? Their “foot-long” is only 11 inches. A guy in Australia did the actual measurement. Subway said the “bread was not baked to our specifications” and then that Subway “Footlong” is a registered brand and not a measurement of length. But their advertising gives just such an impression with one ad- showing a one foot measurement. You too Subway? Who can you trust these days?

See some commentary here:

The case of the vanishing kids

perrymasonkids

Desegregation had several failures in implementation, contradicting the almost utopian expectations of bliss some put on it , or claimed for it. But it had its successes and humorous moments. This one is good for a bit of a chuckle on a slow day. In 1972, Flagler County was the last school district in Florida to desegregate. School Superintendent James Craig, made a last ditch appeal on his own, after the School Board had thrown in the towel. He argued that there could not be any desegregation of black kids because there were absolutely no black kids at all in Flagler. Only members of the Oriental races could be identified, hence there was no one to desegregate to. The Court sardonically noted: “In the long march from Mansfield2 this Court has seen, heard, or heard of everything3-everything, that is, until today.”  (United States Court of Appeals, Fifth Circuit, 1972. No. 71-2323)

More ingenious was the modus operandi of one Texas school district that argued its segregation of Mexican-American students was only because of their language difficulties, and was only confined to the first grade. But as the court noted:

“The Superintendent’s order had permitted segregation of Mexican Americans in the first grade only-as a means of combatting a prevalent language deficiency. Driscoll Independent School District’s coup was to keep Mexican American students in the first grade for the first four years of their educational careers..”

perrymason

See excerpt of  Flagler decision below:

457 F.2d 1402

 

UNITED STATES of America, Plaintiff-Appellee, v.
FLAGLER COUNTY SCHOOL DISTRICT et al., Defendants, James O.
Craig, Supt. of Schools, School Board of Flagler

County, Defendant-Appellant.

No. 71-2323.

United States Court of Appeals, Fifth Circuit.

March 29, 1972.

 

Stanley D. Kupiszewski, Jr., DeLand, Fla., for defendant-appellant; James O. Craig, pro se.

 

Jerris Leonard, Asst. Atty. Gen., Brian K. Landsberg, Atty., U. S. Dept. of Justice, Washington, D. C., John L. Briggs, U. S. Atty., John D. Roberts, Asst. U. S. Atty., Jacksonville, Fla., David L. Norman, Asst. Atty. Gen., Roderick N. McAulay, Atty. Dept. of Justice, Washington, D. C., for plaintiff-appellee.

 

Before JOHN R. BROWN, Chief Judge, and INGRAHAM and RONEY, Circuit Judges.

 

JOHN R. BROWN, Chief Judge:

 

1

As a last gasp in the struggle against desegregation in the Flagler County (Florida) School District, Superintendent James O. Craig, now alone and unaided by the school board, appeals pro se from the District Court’s order enjoining the operation of racially segregated public educational facilities and requiring the immediate implementation of a unitary school system, including compliance with the semi-annual reporting provision of Singleton v. Jackson Municipal Separate School District, 5 Cir., 1970, 426 F.2d 1364.1

 

2

In the long march from Mansfield2 this Court has seen, heard, or heard of everything3-everything, that is, until today.

 

3

Here the District Court, after finding that Flagler County was operating a dual school system, ordered the immediate implementation of a unitary school system on August 7, 1970. The School District resisted, arguing that it did not know what the term “race” or “ethnic origin” contemplated. It contended that it could not assure that Negro students were not being discriminated against because it did not have a Congressional definition of the term “Negro.” What began as an ingenius quandry soon became disingenuous when HEW offered these definitions:

 

4

Negro:

persons considered by themselves, by the school or by the community to be of African or Negro origin.

 

5

Oriental:

persons considered by themselves, by the school or by the community to be of Asian origin.

 

6

Similar guidelines were announced for identifying American Indians, Spanish Surnamed Americans and All Others. Thereupon, the School District blithely filed a Supplemental Report identifying all teachers and students in the District as “Orientals,” since they were so “considered by the school.” Therefore, it reasoned, there was no discrimination, since there was only one race in the entire school district (i. e., “Orientals”) and it could not be found to be in noncompliance with Constitutional standards.

 

7

With no surprise to anyone the District Court summarily rejected this absurdity and to the credit of the School District and the good sense of its members, the Board consented to a decree, avoiding any further embarrassment by urging that contention in this Court. The School Superintendent, who was named as a party-defendant in the suit below as a matter of form, appeals singly pro se from the District Court’s order.

 

8

His argument is that he cannot enforce the District Court’s order because it contains no definition of what is a Negro and therefore, he contends, the order is vague and uncertain. Justice Douglas’s statement in Tijerina v. Henry, 1970, 398 U.S. 922, 90 S.Ct. 1718, 26 L.Ed.2d 86, sufficiently answers that argument-”One thing is not vague or uncertain, however, and that is that those who discriminate against members of this and other minority groups have little difficulty in isolating the objects of their discrimination.” The record indicates that in the past the School District has apparently had no difficulty identifying Negroes for the purposes of segregating them. For desegregation they can be identified with similar ease.

9

Appellant’s other argument, that he does not know how to implement the District Court’s mandate that discrimination in the system be rooted out completely by use of non-discriminatory assignment of students (as the Trial Court suggests, on the basis of alphabetical order) is without any redeeming merit.

10

Whether viewed as frivolous under our Rule 20, which it clearly is, or on the merits-or more accurately, the total lack of merits-the appeal utterly fails.

11

Affirmed.

_______________________________________________

1

The United States instituted the present action nearly six months after the entry of a consent decree providing a desegregation plan for the county, because the first semi-annual report required by that decree failed to include statistical data relating to the racial composition of student bodies and faculties

2

 

Jackson v. Rawdon, 5 Cir., 1956, 235 F.2d 93, cert. denied, 352 U.S. 925, 77 S.Ct. 221, 1 L.Ed.2d 160

3

 

See, e. g., Hernandez v. Driscoll Consolidated Independent School District, 2 Race Rel.L.R. 329 (S.D.Tex., January 11, 1957). There, the school district tried to circumvent an order of the State Supertendent of Public Instruction, promulgated as a result of a court order in Delgado v. Bastrop Ind. School Dist., Civil No. 388 (W.D.Tex., June 15, 1948). The Superintendent’s order had permitted segregation of Mexican Americans in the first grade only-as a means of combatting a prevalent language deficiency. Driscoll Independent School District’s coup was to keep Mexican American students in the first grade for the first four years of their educational careers

 

 

Et tu Subway? Touted "footlong" comes up short

Et tu Subway? Their “foot-long” is only 11 inches. A guy in Australia did the actual measurement. Subway said the “bread was not baked to our specifications” and then that Subway “Footlong” is a registered brand and not a measurement of length. But their advertising gives just such an impression with one ad- showing a one foot measurement. You too Subway? Who can you trust these dayz?

See some commentary here:

Promoting reading engagement – Lil Wayne’s "Mirror" 1

While many of Lil Wayne’s lyrics are (for our purposes) simplistic, full of profanity, and thus unsuitable – a number of songs suggest deeper concepts at work that can be used to engage more in reading, reflection and analysis. Does the mirror reflect back a true or false picture? Does the reflection bring comfort and peace or turmoil for the anxious soul?

In our earlier experiments though, some of the reading seemed timid. Below Bruce Lee is applied to get participants to put some “feeling” into it. Kids afterwards seemed to gain more confidence.

Procedure:
First, the lyrics are examined for useful content and the profanities purged.
Second, useful vocabulary words are underlined and used for later teaching
Third, the student is asked to think about, interpret and connect lyrics to message, mood, etc

Try the “sanitized” lyrics and vocabulary below as tie-ins with your next project.  What hip hop artist lyrics would you recommend that will build reading concepts and vocabulary?

MIRROR ON THE WALL -  Lil Wayne:
With everything happening today
You don’t know whether you’re coming or going
But you think that you’re on your way
Life lined up on the mirror don’t blow it
Look at me when I’m talking to you
You looking at me but I’m looking through you
I see the blood in your eyes
I see the love in disguise
I see the pain hidden in your pride
I see you’re not satisfied
And I don’t see nobody else
I see myself I’m looking at the
Uh, I see the truth in your lies
I see nobody by your side
But I’m with you when you are all alone
And you correct me when I’m looking wrong
I see the guilt beneath the shame
I see your soul through your window pane
I see the scars that remain
I see you Wayne, I’m looking at the…
Looking at me now I can see my past
Damn I look just like my balding dad
Light it up, that’s smoke in mirrors
I even look good in the broken mirror
I see my momma smile that’s a blessing
I see the change, I see the message
And no message could’ve been any clearer
So I’m startin’ with the man in the…
Mirror on the wall,
MJ taught me that.
Here we are again
Through my rise and fall
You’ve been my only friend
You told me that they can understand the man I am
So why are we talkin’ to each other again?
Mirror on the wall, here we are again yeah)
Through my rise and fall
You’ve been my only friend Any questions?)
You told me that they can –  I come to you) understand the man I am — You always have the answer)
So why are we here talkin’ to each other again?
 EXERCISE:
What Is The Mirror On The Wall supposed to be saying? Why is Wayne singing about it?
Why is he looking through the mirror?
Disguise –
Pride –
Satisfied –
Truth –
Shame –
Pane
Scars –
Blessing –
Why is the mirror a friend?
Why has the mirror been with him?
What does he mean rise and fall?
Why does the mirror have the answer, or a mocking reply?
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