Huey P. Newton

Huey Percy Newton (b. 1942–d. 1989) is a singular figure in African American history. Born in Monroe, Louisiana to Armelia Johnson and Walter Newton, he joined the Great Migration as a child when his family relocated to Oakland, California. He graduated from Oakland Technical High School in 1959, but forever claimed that school failed him, notably in the fact that he graduated without learning to read. Alongside self-directed learning, he then studied at Merritt College in Oakland, one of the city’s hotbeds of political discussion and activism. After joining, and becoming disillusioned by, a sequence of campus organizations, in October 1966 he formed the Black Panther Party (BPP) with his friend and fellow student Bobby Seale, who credits Newton as the principal architect of the BPP’s political philosophy and the driving force behind its early activism. The BPP initially focused on protesting police brutality in Oakland, most importantly through a sequence of patrols of police officers, which involved armed Panthers observing police activities in Oakland, informing local citizens of their legal rights during any arrest procedure and ensuring that the police conducted their duties lawfully and respectfully; and the May 1967 protest at the California State Capitol, one of the central events of the 1960s (although Newton was absent from the latter due to probation restrictions). On 28 October 1967 he was charged with the murder of Oakland police officer John Frey. The subsequent trial transformed the BPP and Newton into international phenomena. Despite a fervent “Free Huey” campaign and a bravura defense from his attorney, Newton was convicted of voluntary manslaughter. He served two years in prison, being released after his appeal revealed that the presiding judge of his original trial twice incorrectly instructed the jury and allowed disputed evidence to be presented to the jury. Two further retrials led to deadlocked juries. Returning in August 1970 to a transformed BPP, Newton struggled to cope with the fame and expectations placed upon him. Just as important was an extensive FBI campaign of disinformation, surveillance, infiltration, and occasional violence. Newton’s long-term use of cocaine did little to help. In 1974 he fled the United States for Cuba, fearing prosecution for the murder of a teenager, Kathleen Smith. He returned in 1977 to face the charges, which were eventually dropped. Following the collapse of the BPP amid accusations of financial impropriety, Newton essentially disappeared from public life. He was shot and killed in West Oakland by Tyrone Robinson, a local gang member, following an altercation over a drug deal.

PENGEMBANGAN SIKAP RELIGIUS PADA ANGGOTA RESIMEN MAHASISWA (MENWA) MAHAPURA IAIN PONTIANAK

This study discusses efforts to develop religious attitudes among students which are always important to be carried out by institutions through Student activity units independently so that their potential as leaders is honed based on moderate Islamic religious values. The purpose of this study was to obtain information about: 1) program activities designed by the commander and staff in shaping the religious character of the members of the MENWA. 2) challenges faced in implementing program activities in shaping the religious character of members of the Mahapura student regiment. The research approach was qualitative, the data source of this study consisted of primary data sources of menwa and secondary leaders (Menwa members), Mahapura IAIN Pontianak. This study found a program of religious development activities namely, Yasisnan and Tahlilan, Khataman al-Quran, and social care: Menwa Sharing through fundraising, the two challenges faced in developing religious attitudes are forgiving excessive self-weakness, lack of interest in religion, and lack of interest in religion. Sense of responsibility due to feeling tired after participating in activities on campus. This finding becomes a new model for the development of religious attitudes among intra-campus organizations in preparing a generation that is physically strong and has a strong faith

Building Bridges to Better Bonds?: Differential On-Campus Participation between International and Domestic Students

Helping international students create meaningful on-campus connections is a major part of higher education’s internationalization efforts. By focusing on the efforts made by both international and domestic students to develop a sense of belonging through on-campus organizations like clubs and sports, we have the opportunity to consider their active creation of bridging and bonding capital. Through structured interviews with 150 international Asian and domestic White and Asian students enrolled at one of the largest universities in Canada, this research demonstrates that ethnicity-based on-campus organizations play a key role in helping international students build bonding capital on campus. However, findings from this research also demonstrate that international and domestic student groups do not take part in the same on-campus organizations. Differences in participation and discriminatory attitudes held by domestic White students have the potential to inhibit bridging capital, limiting integration between student groups

Highlighting Heritage:

In an effort to reach students in a new way and increase the visibility of library resources and services, a pop-up library program was piloted at the University of Arkansas in collaboration with the University of Arkansas’ Multicultural Center. This article discusses the planning, implementation, and outcomes of the program. The authors also offer changes they would pursue in future pop-up libraries to further enhance student engagement and relationship-building with both student groups and campus organizations.

Under the Banner Dakwah: the Radical Potential among Muslim Students in Riau

This study is based on the presence of spirit (<em>ghirah</em>)<em> </em>to return to Islamic teachings among Muslim students in Riau after the 212. This study shows that: <em>First</em>, the <em>ulama</em> who has the same understanding with students is Habbib Rizieq Shihab. <em>Second</em>, the idea about <em>Khilafah Islamiyah </em>and the implementation of <em>syari’ah </em>or<em> </em>Islamis law is still dominant. <em>Third</em>, there is an idea that killing is a part of <em>jihad</em>. <em>Fourth</em><em>, </em>the consciousness about differences is still low. Based on this finding, the radical potential which is high among students is basically disquieting. Furthermore, the basis of this understanding is affected by the <em>dakwah</em> concept of some extra campus organizations and their ideological organization.

Law Student's Legal Attitude Towards Campus' Smoking Ban Policy

Cigarettes is a major national issue, especially amongst University students. An estimated 3.3 million votary will die of lung related diseases. This study discusses the law against students in the University Environment. The analysis was carried out using descriptive conceptual dams from KTR policies applied from each tertiary institution. The participating factors were the commitment of the local government, binding law enforcement, written restrictions on a place, positive support from the education sector and the active role of campus organizations. In addition, this journal was submitted to discuss students' opinions about the smoking ban in the campus environment and the number of cigarettes spent on each expenditure as well as the psychological effects obtained after smoking.

Importance of a Critical Mass

This chapter turns to the role of racial-ethnic identity-based campus organizations in helping or hindering students to manage feelings of being othered. Upon arrival on campus, racial-ethnic minority students find themselves dramatically outnumbered by White students, taught by largely White professors, and learning about White historical figures and artifacts. Because of the segregated nature of American K–12 schooling, this shift into suddenly being racially-ethnically outnumbered can be a significant challenge to campus integration. Mounting feelings of social isolation add an additional layer of stress atop an already difficult transition. Away from home for the first time, many minority students feel culturally lost as they begin their new life as college students. Students' perspectives on being othered ranged from feeling that their peers appreciated their differences to feeling stereotyped as the sole representative of their group. The extent to which they had counterspaces helped them process those feelings and celebrate their differences as diversity.

Finding one’s People and One’s Self on Campus

This chapter illustrates the diverse social identities that are developed in racial-ethnic, identity-based campus organizations. Students listed race-ethnicity as the focus of their initial attraction to these organizations. However, they came to embed themselves in these organizations because the organizations also developed other aspects of their identities, such as their professional, political, and academic identities. This chapter also highlights students who explicitly sought to embed themselves in organizations and clubs that were not connected with their racial-ethnic identity. In doing so, this chapter takes a critical look at extracurricular activities in relation to experiences of race-ethnicity at college and examines the role they serve in minority students' self-exploration.

Factors Associated With and Barriers to Disclosure of a Sexual Assault to Formal On-Campus Resources Among College Students

Sexual assault on college campuses occurs at high rates, but disclosure to formal on-campus resources remains low. This study used a mixed methodological survey to explore demographic and social characteristics of students who formally reported their assaults and those who did not and examined barriers to formal disclosure. Responses revealed that students who disclosed to formal on-campus resources suffered frequent polyvictimization, had high rates of physical and emotional consequences, and were mostly White women involved in campus organizations. Barriers to formal resource utilization were identified at the individual, interpersonal, organizational, and community levels.