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Yasmin Peace Series Book 3 Contents
Table of Contents Finding Your Faith Believing in Hope Experiencing the Joy Learning to Love Enjoying True Peace Finding Your Faith Yasmin Peace Series Book 1 Stephanie Perry Moore MOODY PUBLISHERS CHICAGO Contents Chapter 1 Prayer Does Work 9 Chapter 2 Expresser of Emotion 21 Chapter 3 Matter of Fact 35 Chapter 4 Whatever I Got 47 Chapter 5 Stranger Things Happened 59 Chapter 6 Worrier by Default 73 Chapter 7 Observer of Drama 87 Chapter 8 Madder Each Moment 97 Chapter 9 Wiser through Visiting 109 Chapter 10 Never Work Out 121 Chapter 11 Better than Before 133 Chapter 12 Believer Deep Within 143 Acknowledgments 155 Discussion Questions 157 Believing in Hope Excerpt 161 Chapter 1 Prayer Does Work Get out! Me and my kids need some space. I’m sick of everybody trying to console us. Leave us alone.”My mom was screaming at the thirty or so friends and family members that came to offer their condolences after the funeral of my oldest brother, Jeffery Jr. Everybody called him Jeff. Everyone stopped and looked at her. However, no one moved or walked toward the door.The tension was thicker than a plump, round turkey on Thanksgiving. “Mom, here. Have some tea,” I said, trying to soothe her. She knocked the cup from my hand sending it flying across the room. I’d never seen my mother this way. Mom went over to the front door, opened it, and said,“Yasmin, York, Yancy, and I are going to have to find a way to deal with this. My husband is down in Orlando in jail, while we’re up here in Jack- sonville grieving over the loss of my oldest baby. -
University of Oklahoma Graduate College The
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by SHAREOK repository UNIVERSITY OF OKLAHOMA GRADUATE COLLEGE THE BLACK SELF-DETERMINATION EXPERIENCE A DISSERTATION SUBMITTED TO THE GRADUATE FACULTY in partial fulfillment of the requirements for the Degree of DOCTOR OF PHILOSOPHY By CHAUNCEY DEMOND GOFF Norman, Oklahoma 2010 THE BLACK SELF-DETERMINATION EXPERIENCE A DISSERTATION APPROVED FOR THE DEPARTMENT OF EDUCATIONAL PSYCHOLOGY BY ___________________________ Dr. James E. Martin, Chair ___________________________ Dr. James E. Gardner ___________________________ Dr. George Henderson ___________________________ Dr. Dorscine Spigner-Littles ___________________________ Dr. Raymond B. Miller © Copyright by CHAUNCEY DEMOND GOFF 2010 All Rights Reserved. DEDICATION In memory of you, I lovingly dedicate this to me. ACKNOWLEDGEMENTS Acknowledging all those who assisted in this process would be virtually impossible, for there were individuals who offered kind words as I sat in a library, pumped gas, visited the writing center, etc. Thus, I ask that anyone who feels omitted understands that you have each been a part of the process and are now classics. I give all honor to God for without him none of this would be possible. I give honor to Robert and Lillie Goff, for without them, I would not be possible. I give honor to Aaron and Cameron Goff for all the inspiration they provided, as I sought to be your father. I give honor to Bigstuff for suggesting that I attend graduate school and informing me about its potential benefits. I give honor to my brother Cameron for helping me find me. I give honor to Wanda Taylor for giving me a place to sleep as I matured through college (Gaines says thanks for the cookies). -
And Type the TITLE of YOUR WORK in All Caps
A SPACE FOR CONNECTION: A PHENOMENOLOGICAL INQUIRY ON MUSIC LISTENING AS LEISURE by JOSEPH ALFRED PATE IV (Under the Direction of Corey W. Johnson) ABSTRACT This polyvocal text leveraged Post-Intentional Phenomenology (Vagle, 2010) to trouble, open up, and complexify understanding of the lived leisure experience (Parry & Johnson, 2006) of connection with and through music listening. Music listening was foregrounded as one horizon within the aural soundscape that affords deeply meaningful and significant experiences for many. Past scholarship within the Leisure Studies literature has primarily attended to the impact and relevancy of music in the lives of adolescents. This study focused on engagement with music of five adults, accessing phenomenology as both a philosophical and methodological lens to look along (Lewis, 1990) this lived-experience. Using multiple voices and styles of representation, this polyvocal work challenged traditional ways of knowing by inviting listening, music, and voice to serve as additional data embedded throughout its discursive representation. Accessing Bachelard‟s (1990) phenomenology of the resonation-reverberation doublet revealed five partial, fleeting, and tentative manifestations (Vagle, 2010) of this lived leisure experience, which included: Getting Lost: Felt Resonation and Embodiment; I‟m Open: Openness, Receptivity, and Enchantment; Serendipitous Moments; The Found Mirror: Oh There You Are; and Cairns and Echoes: The Lustering Potency of Song. Ultimately, music appeared to speak to so as to speak for participants, providing musical affirmation and sustenance throughout their lives. INDEX WORDS: Music, Listening, Leisure, Post-Intentional Phenomenology, Polyvocal Text A SPACE FOR CONNECTION: A PHENOMENOLOGICAL INQUIRY ON MUSIC LISTENING AS LEISURE by JOSEPH ALFRED PATE IV B. -
Krist Novoselic
OVERNMENT G & E GRUNG KRIST NOVOSELIC THE ORAL HISTORY OF A WASHINGTON ROCKER WITH A CIVIC MISSION LEGACY PROJECT History through the people who lived it Krist Novoselic Research by John Hughes and Lori Larson Transcripti on by Lori Larson Interviews by John Hughes October 14, 2008 John Hughes: This is October 14, 2008. I’m John Hughes, Chief Oral Historian for the Washington State Legacy Project, with the Offi ce of the Secretary of State. We’re in Deep River, Wash., at the home of Krist Novoselic, a 1984 graduate of Aberdeen High School; a founding member of the band Nirvana with his good friend Kurt Cobain; politi cal acti vist, chairman of the Wahkiakum County Democrati c Party, author, fi lmmaker, photographer, blogger, part-ti me radio host, While doing reseach at the State Archives in 2005, Novoselic volunteer disc jockey, worthy master of the Grays points to Grays River in Wahkiakum County, where he lives. Courtesy Washington State Archives River Grange, gentleman farmer, private pilot, former commercial painter, ex-fast food worker, proud son of Croati a, and an amateur Volkswagen mechanic. Does that prett y well cover it, Krist? Novoselic: And chairman of FairVote to change our democracy. Hughes: You know if you ever decide to run for politi cal offi ce, your life is prett y much an open book. And half of it’s on YouTube, like when you tried for the Guinness Book of World Records bass toss on stage with Nirvana and it hits you on the head, and then Kurt (Cobain) kicked you in the butt . -
Katalog Zur Ausstellung
ARCHIV DER JUGENDKULTUREN (HRSG.) DER Z/WEITE BLICK JUGENDKULTUREN UND DISKRIMINIERUNGEN Archiv der Jugendkulturen (Hrsg.) DER Z/WEITE BLICK JUGENDKULTUREN UND DISKRIMINIERUNGEN Ausstellungseröffnung im Archiv der Jugendkulturen e.V., Berlin, 2017, Foto: Boris Geilert IMPRESSUM Archiv der Jugendkulturen e. V. Fidicinstraße 3 10965 Berlin Tel. 030–6942934 Fax 030–6913016 E-Mail: [email protected] Web: www.jugendkulturen.de Autor*innen / Redaktion: DJ Freshfluke, Jule Naima Fröhlich, Martin Gegenheimer, Florian Hofbauer, Tino Kandal, Edyta Kopitzki, Svetla Koynova, Bianca Loy, Gabriele Rohmann, Lisa Schug, Farina Wäcker Illustrationen: Gabriel S Moses, www.gabsmoses.com Lektorat: Berlin Lektorat und Nadine Marcinczik © Archiv der Jugendkulturen e. V. 2018 Die Veröffentlichung stellt keine Meinungsäußerung des BMFSFJ bzw. des BAFzA dar. Für inhaltliche Aussagen trägt der Autor/die Autorin bzw. tragen die Autoren/Autorinnen die Verantwortung. VORWORT Jugendkulturen sind wichtige Orte für (überwiegend) junge Sexismus und Homo- und Transfeindlichkeit – aber auch Menschen, an denen sie ihren Gedanken, Einstellungen, Hal- positive Aspekte wie jugendkulturelle Initiativen oder Pop- tungen, Reflexionen über sich und die Welt in Kleidung, Spra- Künstler*innen, die sich gegen Diskriminierungen in ihren che, Musik und Medien kreativen Ausdruck verleihen können. Szenen oder im Mainstream wehren und sich auf diese Weise Sie bieten Heranwachsenden Möglichkeiten, künstlerisch, zivilgesellschaftlich für die Gleichwertigkeit von Menschen ein- gesellschaftlich -
Uma Perspectiva Musicológica Sobre a Formação Da Categoria Ciberpunk Na Música Para Audiovisuais – Entre 1982 E 2017
Uma perspectiva musicológica sobre a formação da categoria ciberpunk na música para audiovisuais – entre 1982 e 2017 André Filipe Cecília Malhado Dissertação de Mestrado em Ciências Musicais Área de especialização em Musicologia Histórica Setembro de 2019 I Dissertação apresentada para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ciências Musicais – Área de especialização em Musicologia Histórica, realizada sob a orientação científica da Professora Doutora Paula Gomes Ribeiro. II Às duas mulheres da minha vida que permanecem no ciberespaço do meu pensamento: Sara e Maria de Lourdes E aos dois homens da minha vida com quem conecto no meu quotidiano: Joaquim e Ricardo III Agradecimentos Mesmo tratando-se de um estudo de musicologia histórica, é preciso destacar que o meu objecto, problemática, e uma componente muito substancial do método foram direccionados para a sociologia. Por essa razão, o tema desta dissertação só foi possível porque o fenómeno social da música ciberpunk resulta do esforço colectivo dos participantes dentro da cultura, e é para eles que direciono o meu primeiro grande agradecimento. Sinto-me grato a todos os fãs do ciberpunk por manterem viva esta cultura, e por construírem à qual também pertenço, e espero, enquanto aca-fã, ter sido capaz de fazer jus à sua importância e aos discursos dos seus intervenientes. Um enorme “obrigado” à Professora Paula Gomes Ribeiro pela sua orientação, e por me ter fornecido perspectivas, ideias, conselhos, contrapontos teóricos, ajuda na resolução de contradições, e pelos seus olhos de revisora-falcão que não deixam escapar nada! Como é evidente, o seu contributo ultrapassa em muito os meandros desta investigação, pois não posso esquecer tudo aquilo que me ensinou desde o primeiro ano da Licenciatura. -
1 Below Is a Comprehensive List of All the Lines Hello Barbie Says As O
Below is a comprehensive list of all the lines Hello Barbie says as of November 17, 2015. We are consistently updating and enhancing the product’s vocabulary and will update the lines on this site periodically to reflect any changes. OK, sooooo..... I love hanging out with you! (SIGH) Wow... there's so much we can talk about... I've got a question for you... Oh! I know what we can talk about... Oh, I know what we can do now... Speaking of things you want to be when you grow up... You know what I want to talk about? FRIENDS! So, let's talk friends! Ooh, why don't we talk about friends! Hey... let's talk about friends for a bit! I'm the most myself when I'm around my friends, just playing games and imagining what we'll be when we grow up! You know, I really appreciate my friends who have a completely unique sense of style... like you! You know, on those days where waking up for school is hard, I just think about how much fun it'll be to see my friends. ©2015 Mattel. All Rights Reserved. Version 2 1 You know, talking about all the fun things we do is making me think about who we could do them with ... friends! So we've been talking about family, let's talk about the other people in our lives that mean a lot to us ...like our friends! I bet someone who's a friend to animals knows a thing or two about being a friend to people. -
PRELUDE: “We Gotta Pray” (Alicia Keys) (Video) God of Grace, for So
Bold type in purple indicates congregational response. (Blue text indicates online links.) PRELUDE: “We Gotta Pray” (Alicia Keys) (video) OPENING PRAYER God of Grace, for so long, we have been warned of a divine love that punishes. This teaching has taken hold around us and within us at great cost. We shun and shame. We fear accountability. We close off possibilities for transformation. As we confront the sins of our own era, help us to break this pattern and learn new ways of living out love and justice together. Amen. OPENING HYMN: “We Are Called” FS 2172 WELCOME STATEMENT OF COMMUNITY AND CONNECTION (Please check in on Facebook and/or on Twitter @ChicagoBUMC. We have an online Friendship Pad! Click here to record your presence.) Welcome to worship, God’s beloved! YES, I Am Welcome! Bienvenidas y bienvenidos! ANNOUNCEMENTS A PRAYER POEM: “Who Knows?” by Safiyah Fosua Who knows what signal, what internal sentry, prodded Rosa to sit when the bus driver said: “Get up and move.” Was it her aching feet as some have said? Was it her pounding head that could not wrap itself around the concept of such inequality? Or was it her aching heart, bruised from years of injury compounded with interest? Perhaps, it was just impossible for her to walk any longer with the spiny pebble of injustice in her shoe, in her life, in her spirit. Only God knows the signal, the sentry, the prod required for each of us. Oh God, let there be enough feeling left in me to feel your nudging when it comes. -
RE and Anti-Racism PDF 1 MB
How could we and why should we reduce racism in our communities? Unit of Work for 11-14s Anti-racist religious education www.anti-racist-re.org.uk www.natre.org.uk/anti-racist-re How could we and why should we reduce racism in our communities? What is the place of religions and beliefs? RE for peace and justice: challenging and confronting racism Age group: 11-14s Anti-racist RE explores beliefs, identities, values and commitments in religion and worldviews in ways that challenge and confront racism, aiming to reduce prejudice This unit of work for Religious Education provides non-statutory exemplification of some good teaching and learning for any school to use. The work is presented as a single unit of work taking about 8-10 lessons, but many users may wish to use these anti-racist RE lessons throughout Learning about anti-racist activists their schemes of work. The context of this work is often a broad one, examining human rights and social justice with reference to many examples. This plan helps pupils learn about these key areas of RE: Beliefs, Identities, Communities, Values and Commitments. On the web: the key resources that enable you to teach this unit are available free on the web. www.natre.org.uk/anti-racist-re Can there be a new dawn where www.anti-racist-re.org.uk racism is reduced? 1 © RE Today 2020 - RE Today working with the Free Churches Group and Methodist Schools for anti-racist RE How and why could we reduce racism in our communities? What is the place of religions and beliefs? YEAR GROUPS: 7 / 8 / 9 About this unit: This is a special and original unit of RE and can be used for all pupils at any appropriate point in the age range 11-14. -
New Student Senators - 4
New student Senators - 4 T Editorial - 7 NAI NUGGET Sports - 8 Thursday, October 19, 2017 thenuggetonline.com Volume 55, Issue 4 @nuggetonline Entertainment - 14 Photo by Christian Henriquez 2 The Nugget Thursday, October 19, 2017 NEWS&FEATURES Everything – but happiness This trend among millennials is preva- prewar generations. Food was not read- curing dissatisfaction. lent in modern society. The overwhelm of ily available and resources were not eas- One solution posed to the existen- technology, opportunity and debt has cre- ily accessible. Sustaining a livelihood was tial crisis of the millennial generation ated a generation of young adults who seek hard work. Communities were connected is the self-help genre. There has been reason for their existence and purpose in through religious gatherings at church and an increase in unconventional titles like their lives through drastic and often impul- individuals derived purpose from their hard The Life-Changing Magic of Tidying Up, sive life decisions. lives. Unplug: A Simple Guide to Meditation for This exercise of free will is a form of Post war generations’ lives were made Busy Skeptics and Modern Soul Seekers existentialism. A philosophy of thought easier through an amended economy, and The Subtle Art of Not Giving A F*ck: SHAWNA BANNERMAN founded in the 20th Century, existentialism improved opportunities, industrialization A Counterintuitive Approach to Living is the belief that humans are born a tabula and urbanization. This generation was one a Good Life. These self-help genres rec- Assistant Editor rasa – a blank slate. We spend our existence of the first to seek meaning on a monu- ognize young adults’ motivation to exer- Six months ago, I experienced an exis- determining the meaning of life through mental scale: the hippie movement. -
Eminem the Complete Guide
Eminem The Complete Guide PDF generated using the open source mwlib toolkit. See http://code.pediapress.com/ for more information. PDF generated at: Wed, 01 Feb 2012 13:41:34 UTC Contents Articles Overview 1 Eminem 1 Eminem discography 28 Eminem production discography 57 List of awards and nominations received by Eminem 70 Studio albums 87 Infinite 87 The Slim Shady LP 89 The Marshall Mathers LP 94 The Eminem Show 107 Encore 118 Relapse 127 Recovery 145 Compilation albums 162 Music from and Inspired by the Motion Picture 8 Mile 162 Curtain Call: The Hits 167 Eminem Presents: The Re-Up 174 Miscellaneous releases 180 The Slim Shady EP 180 Straight from the Lab 182 The Singles 184 Hell: The Sequel 188 Singles 197 "Just Don't Give a Fuck" 197 "My Name Is" 199 "Guilty Conscience" 203 "Nuttin' to Do" 207 "The Real Slim Shady" 209 "The Way I Am" 217 "Stan" 221 "Without Me" 228 "Cleanin' Out My Closet" 234 "Lose Yourself" 239 "Superman" 248 "Sing for the Moment" 250 "Business" 253 "Just Lose It" 256 "Encore" 261 "Like Toy Soldiers" 264 "Mockingbird" 268 "Ass Like That" 271 "When I'm Gone" 273 "Shake That" 277 "You Don't Know" 280 "Crack a Bottle" 283 "We Made You" 288 "3 a.m." 293 "Old Time's Sake" 297 "Beautiful" 299 "Hell Breaks Loose" 304 "Elevator" 306 "Not Afraid" 308 "Love the Way You Lie" 324 "No Love" 348 "Fast Lane" 356 "Lighters" 361 Collaborative songs 371 "Dead Wrong" 371 "Forgot About Dre" 373 "Renegade" 376 "One Day at a Time (Em's Version)" 377 "Welcome 2 Detroit" 379 "Smack That" 381 "Touchdown" 386 "Forever" 388 "Drop the World" -
155 Iron Mike Music
PREFIX LIBRARY 155 Iron Mike Music (V3) 03M Zero Three Music 03M Zero3 Music 101PM 101 Production Music 1RM 1 Revolution Music 1RM 1 Revolution Music 1VU 1 Versatile Underscore 1VU 1 Versatile Underscore 24s 24/7 Music 2FM 2nd Foundation Music 3D- 3D SFX 3ING 3 Ingredients or Less 3LH 3 Liquid Hz 42 Preludio 42 Records 4AS 411 Music Artist Series 4EM 4 Elements Music 4EW Fritz Heede Exotic Worlds 4IN Idea International 4MG 411 Music Group 4RP 4Radio Producers 4TM 411 Trailer Music 4TV 4TV Producers 4US 411 Music Underscore 5A 5 Alarm Music 5A 5 Alarm Music 5A_ 5 Alarm Music 8118- 8118 Music A-M Amygdala Music - Original Prod. A-O Oil A-S AfterShock Music A&O Apples & Oranges Music A7 Atlantic Seven A7 Atlantic Seven A7_ Atlantic Seven AA Audio Architecture TM Studios AA Atmosphere Archive AA AudioActive Music AAM Audio Addiction Music AAS Asche and Spencer AAV AudioActive AB Abaco AB Abaco AB_ AudioBrain AB- Abaco Classical Music AB-CLA Abaco Classics ABC ABC Private Collection ABO APM Best Of Compilation ABS Absolute Music ABZ Abuzz Music AC Artists Collection AC Arcadia Cinematic AC- Animation Collection AC2 ACM Label AC3 ACM CueHits ACD Acid Dipped Music ACD_ Acid Dipped Music ACE Ace Edition ACL Aircraft Music Library ACM ACM Records ACPM Analog Champion Production Music ACS Accidental Sound ACT Acoustitracks AD Anno Domini Nation AD Adrenalin AD Adrenalin Music AD-SR Adrenalin ADC Adonys 5.1 ADC Adonys 5.1 ADM Audiomine ADP Adapt ADR Adrenalin Music ADS ADs UP! -Music For Commercials AE_ Air-Edel AE2 Above Envy (v2) AEP Above Envy