The Ghosts of War by Ryan Smithson
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In Defense of Rap Music: Not Just Beats, Rhymes, Sex, and Violence
In Defense of Rap Music: Not Just Beats, Rhymes, Sex, and Violence THESIS Presented in Partial Fulfillment of the Requirements for the Master of Arts Degree in the Graduate School of The Ohio State University By Crystal Joesell Radford, BA Graduate Program in Education The Ohio State University 2011 Thesis Committee: Professor Beverly Gordon, Advisor Professor Adrienne Dixson Copyrighted by Crystal Joesell Radford 2011 Abstract This study critically analyzes rap through an interdisciplinary framework. The study explains rap‟s socio-cultural history and it examines the multi-generational, classed, racialized, and gendered identities in rap. Rap music grew out of hip-hop culture, which has – in part – earned it a garnering of criticism of being too “violent,” “sexist,” and “noisy.” This criticism became especially pronounced with the emergence of the rap subgenre dubbed “gangsta rap” in the 1990s, which is particularly known for its sexist and violent content. Rap music, which captures the spirit of hip-hop culture, evolved in American inner cities in the early 1970s in the South Bronx at the wake of the Civil Rights, Black Nationalist, and Women‟s Liberation movements during a new technological revolution. During the 1970s and 80s, a series of sociopolitical conscious raps were launched, as young people of color found a cathartic means of expression by which to describe the conditions of the inner-city – a space largely constructed by those in power. Rap thrived under poverty, police repression, social policy, class, and gender relations (Baker, 1993; Boyd, 1997; Keyes, 2000, 2002; Perkins, 1996; Potter, 1995; Rose, 1994, 2008; Watkins, 1998). -
Elite Music Productions This Music Guide Represents the Most Requested Songs at Weddings and Parties
Elite Music Productions This Music Guide represents the most requested songs at Weddings and Parties. Please circle songs you like and cross out the ones you don’t. You can also write-in additional requests on the back page! WEDDING SONGS ALL TIME PARTY FAVORITES CEREMONY MUSIC CELEBRATION THE TWIST HERE COMES THE BRIDE WE’RE HAVIN’ A PARTY SHOUT GOOD FEELIN’ HOLIDAY THE WEDDING MARCH IN THE MOOD YMCA FATHER OF THE BRIDE OLD TIME ROCK N ROLL BACK IN TIME INTRODUCTION MUSIC IT TAKES TWO STAYIN ALIVE ST. ELMOS FIRE, A NIGHT TO REMEMBER, RUNAROUND SUE MEN IN BLACK WHAT I LIKE ABOUT YOU RAPPERS DELIGHT GET READY FOR THIS, HERE COMES THE BRIDE BROWN EYED GIRL MAMBO #5 (DISCO VERSION), ROCKY THEME, LOVE & GETTIN’ JIGGY WITH IT LIVIN, LA VIDA LOCA MARRIAGE, JEFFERSONS THEME, BANG BANG EVERYBODY DANCE NOW WE LIKE TO PARTY OH WHAT A NIGHT HOT IN HERE BRIDE WITH FATHER DADDY’S LITTLE GIRL, I LOVED HER FIRST, DADDY’S HANDS, FATHER’S EYES, BUTTERFLY GROUP DANCES KISSES, HAVE I TOLD YOU LATELY, HERO, I’LL ALWAYS LOVE YOU, IF I COULD WRITE A SONG, CHICKEN DANCE ALLEY CAT CONGA LINE ELECTRIC SLIDE MORE, ONE IN A MILLION, THROUGH THE HANDS UP HOKEY POKEY YEARS, TIME IN A BOTTLE, UNFORGETTABLE, NEW YORK NEW YORK WALTZ WIND BENEATH MY WINGS, YOU LIGHT UP MY TANGO YMCA LIFE, YOU’RE THE INSPIRATION LINDY MAMBO #5BAD GROOM WITH MOTHER CUPID SHUFFLE STROLL YOU RAISE ME UP, TIMES OF MY LIFE, SPECIAL DOLLAR WINE DANCE MACERENA ANGEL, HOLDING BACK THE YEARS, YOU AND CHA CHA SLIDE COTTON EYED JOE ME AGAINST THE WORLD, CLOSE TO YOU, MR. -
BATJ Class and Recital Information with Waiver
Ballet & All That Jazz Ranelle W. Flurie, Director 18703 Crestwood Drive Hagerstown, MD 21742 301-797-2100 Fall 2020 BTJ is pleased to announce that we are returning to in-person and/or virtual classes coupled with a 2020 Fall Recital. Although it will be a bit different this year, we want to ensure that we showcase the talents and hard work of our dancers. We are working very hard to ensure safety first while providing class and recital instruction. Please remember to social distance, wear masks, and wash hands to keep our children safe. With that said, class instruction will begin on Monday, August 31st, and the three recitals will be held on Sunday, October 18th, and October 25th (details below). Please ensure your returning dancer is registered for fall classes via the Ballet and All That Jazz website (https://balletandallthatjazz.com/registration/), in- person, or by phone. We encourage new students to register in person. Registration is Tuesday, August 25th and Wednesday, August 26th from 5pm- 8pm at the Ballet and All That Jazz studio, located at 18703 Crestwood Drive, Hagerstown, Maryland 21742. For additional questions, contact us at 301-797-2100. Class Information: To ensure successful class instructions, please review the information below and reach out with any questions. • Classes will occur virtual/or in person. • Please ensure you have signed the waiver prior to class attendance (see form below). • Virtual class links will be sent at the beginning of the year for those who sign up for virtual instruction, and the same link will be use weekly. -
The Robust Beauty of Improper Linear Models in Decision Making
The Robust Beauty of Improper Linear Models in Decision Making ROBYN M. DAWES University of Oregon ABSTRACT: Proper linear models are those in which A proper linear model is one in which the predictor variables are given weights in such a way weights given to the predictor variables are chosen that the resulting linear composite optimally predicts in such a way as to optimize the relationship be- some criterion of interest; examples of proper linear tween the prediction and the criterion. Simple models are standard regression analysis, discriminant regression analysis is the most common example function analysis, and ridge regression analysis. Re- of a proper linear model; the predictor variables search summarized in Paul Meehl's book on clinical are weighted in such a way as to maximize the versus statistical prediction—and a plethora of re- search stimulated in part by that book—all indicates correlation between the subsequent weighted com- that when a numerical criterion variable (e.g., graduate posite and the actual criterion. Discriminant grade point average) is to be predicted from numerical function analysis is another example of a proper predictor variables, proper linear models outperform linear model; weights are given to the predictor clinical intuition. Improper linear models are those in variables in such a way that the resulting linear which the weights of the predictor variables are ob- composites maximize the discrepancy between two tained by some nonoptimal method; for example, they or more groups. Ridge regression analysis, an- may be obtained on the basis of intuition, derived other example (Darlington, 1978; Marquardt & from simulating a clinical judge's predictions, or set to Snee, 1975), attempts to assign weights in such be equal. -
The Trevor Project’S Coming Out: a Handbook Are At
COMING OUT A Handbook for LGBTQ Young People CONTENTS IDENTITY 4 HEALTHY RELATIONSHIPS 17 THE BASICS 4 SELF-CARE 18 What Is Sex Assigned at Birth? 5 Checking in on Your Mental Health 19 What Is Gender? 5 Warning Signs 19 Gender Identity 6 RESOURCES 20 Gender Expression 7 Transitioning 8 TREVOR PROGRAMS 21 What Is Sexual Orientation? 9 Map Your Own Identity 21 Sexual Orientation 10 Sexual/Physical Attraction 11 Romantic Attraction 12 Emotional Attraction 13 COMING OUT 14 Planning Ahead 14 Testing The Waters 15 Environment 15 Timing 15 Location 15 School 16 Support 16 Safety Around Coming Out 16 2 Exploring your sexual orientation Some people may share their identity with a few trusted friends online, some may choose to share and/or gender identity can bring up a lot with a counselor or a trusted family member, and of feelings and questions. Inside this handbook, others may want everyone in their life to know we will work together to explore your identity, about their identity. An important thing to know what it might be like to share your identity with is that for a lot of people, coming out doesn’t just others, and provide you with tools and guiding happen once. A lot of folks find themselves com- questions to help you think about what coming ing out at different times to different people. out means to you. It is all about what works for you, wherever you The Trevor Project’s Coming Out: A Handbook are at. The things you hear about coming out for LGBTQ Young People is here to help you nav- may make you feel pressured to take steps that igate questions around your identity. -
SOCIAL CLASS in AMERICA TRANSCRIPT – FULL Version
PEOPLE LIKE US: SOCIAL CLASS IN AMERICA TRANSCRIPT – FULL Version Photo of man on porch dressed in white tank top and plaid shorts MAN: He looks lower class, definitely. And if he’s not, then he’s certainly trying to look lower class. WOMAN: Um, blue collar, yeah, plaid shorts. MAN: Lower middle class, something about the screen door behind him. WOMAN ON RIGHT, BROWN HAIR: Pitiful! WOMAN ON LEFT, BLOND HAIR, SUNGLASSES: Lower class. BLACK WOMAN, STANDING WITH WHITE MAN IN MALL: I mean, look how high his pants are up–my god! Wait a minute–I’m sorry, no offense. Something he would do. Photo of slightly older couple. Man is dressed in crisp white shirt, woman in sleeveless navy turtle neck with pearl necklace. WOMAN: Upper class. MAN: Yeah, definitely. WOMAN: Oh yeah. WOMAN: He look like he the CEO of some business. OLD WOMAN: The country club set- picture of smugness. GUY ON STREET: The stereotypical “my family was rich, I got the money after they died, now we’re happily ever after.” They don’t really look that happy though. Montage of images: the living situations of different social classes Song: “When you wish upon a star, makes no difference who you are. Anything your heart desires will come to you. If your heart is in your dream, no request is too extreme.” People Like Us – Transcript - page 2 R. COURI HAY, society columnist: It’s basically against the American principle to belong to a class. So, naturally Americans have a really hard time talking about the class system, because they really don’t want to admit that the class system exists. -
Keane, for Allowing Us to Come and Visit with You Today
BIL KEANE June 28, 1999 Joan Horne and myself, Ann Townsend, interviewers for the Town of Paradise Valley Historical Committee are privileged to interview Bil Keane. Mr. Keane has been a long time resident of the Town of Paradise Valley, but is best known and loved for his cartoon, The Family Circus. Thank you, Mr. Keane, for allowing us to come and visit with you today. May we have your permission to quote you in part or all of our conversation today? Bil Keane: Absolutely, anything you want to quote from it, if it's worthwhile quoting of course, I'm happy to do it. Ann Townsend: Thank you very much. Tell us a little bit about yourself and what brought you to hot Arizona? Bil Keane: Well, it was a TWA plane. I worked on the Philadelphia Bulletin for 15 years after I got out of the army in 1945. It was just before then end of 1958 that I had been bothered each year with allergies. I would sneeze in the summertime and mainly in the spring. Then it got in to be in the fall, then spring, summer and fall. The doctor would always prescribe at that time something that would alleviate it. At the Bulletin I was doing a regular comic and I was editor of their Fun Book. I had a nine to five job there and we lived in Roslyn which was outside Philadelphia and it was one hour and a half commute on the train and subway. I was selling a feature to the newspapers called Channel Chuckles, which was the little cartoon about television which I enjoyed doing. -
Representations of Education in HBO's the Wire, Season 4
Teacher EducationJames Quarterly, Trier Spring 2010 Representations of Education in HBO’s The Wire, Season 4 By James Trier The Wire is a crime drama that aired for five seasons on the Home Box Of- fice (HBO) cable channel from 2002-2008. The entire series is set in Baltimore, Maryland, and as Kinder (2008) points out, “Each season The Wire shifts focus to a different segment of society: the drug wars, the docks, city politics, education, and the media” (p. 52). The series explores, in Lanahan’s (2008) words, an increasingly brutal and coarse society through the prism of Baltimore, whose postindustrial capitalism has decimated the working-class wage and sharply divided the haves and have-nots. The city’s bloated bureaucracies sustain the inequality. The absence of a decent public-school education or meaningful political reform leaves an unskilled underclass trapped between a rampant illegal drug economy and a vicious “war on drugs.” (p. 24) My main purpose in this article is to introduce season four of The Wire—the “education” season—to readers who have either never seen any of the series, or who have seen some of it but James Trier is an not season four. Specifically, I will attempt to show associate professor in the that season four holds great pedagogical potential for School of Education at academics in education.1 First, though, I will present the University of North examples of the critical acclaim that The Wire received Carolina at Chapel throughout its run, and I will introduce the backgrounds Hill, Chapel Hill, North of the creators and main writers of the series, David Carolina. -
All That We've Learned All That We've Learned
All That We’ve Learned Five Years Working on Personalized Learning Authors: Caitrin Wright, Brian Greenberg and Rob Schwartz www.siliconschools.com AugustSilicon 2017 Schools Fund 1 Five years ago… …we started the Silicon Schools Fund to support the launch of new schools figuring out better ways to educate students. We hoped that educators could reimagine schools to ensure that students got more ownership of their education and more of exactly what they needed when they needed it—so called “personalized learning.” Five years ago was also when one of us, Caitrin, had her first child, who is now entering kindergarten. In that span of time he’s learned to walk, to talk, dress himself, and play a mean game of Uno. Seeing his growth and learning got us thinking about all that we’ve learned over the past five years about personalized learning. 2 What We've Learned: Five Years Working on Personalized Learning Silicon Schools Fund 3 Silicon School Personalized Learning Journey WE'VE ALWAYS HAD FOUR STRONG BELIEFS: Students’ ownership of their learning is critical to long-term success. When it comes to learning, students should get more of what they need exactly when they need it. Ensuring equity requires getting each student what he or she needs to succeed. It is possible to redesign schools to work much better for students and teachers. 4 What We've Learned: Five Years Working on Personalized Learning What We've Learned • Promise of personalized learning is real • Personalized learning should not mean isolated learning • Students benefit from -
The Life & Rhymes of Jay-Z, an Historical Biography
ABSTRACT Title of Dissertation: THE LIFE & RHYMES OF JAY-Z, AN HISTORICAL BIOGRAPHY: 1969-2004 Omékongo Dibinga, Doctor of Philosophy, 2015 Dissertation directed by: Dr. Barbara Finkelstein, Professor Emerita, University of Maryland College of Education. Department of Teaching and Learning, Policy and Leadership. The purpose of this dissertation is to explore the life and ideas of Jay-Z. It is an effort to illuminate the ways in which he managed the vicissitudes of life as they were inscribed in the political, economic cultural, social contexts and message systems of the worlds which he inhabited: the social ideas of class struggle, the fact of black youth disempowerment, educational disenfranchisement, entrepreneurial possibility, and the struggle of families to buffer their children from the horrors of life on the streets. Jay-Z was born into a society in flux in 1969. By the time Jay-Z reached his 20s, he saw the art form he came to love at the age of 9—hip hop— become a vehicle for upward mobility and the acquisition of great wealth through the sale of multiplatinum albums, massive record deal signings, and the omnipresence of hip-hop culture on radio and television. In short, Jay-Z lived at a time where, if he could survive his turbulent environment, he could take advantage of new terrains of possibility. This dissertation seeks to shed light on the life and development of Jay-Z during a time of great challenge and change in America and beyond. THE LIFE & RHYMES OF JAY-Z, AN HISTORICAL BIOGRAPHY: 1969-2004 An historical biography: 1969-2004 by Omékongo Dibinga Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park, in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2015 Advisory Committee: Professor Barbara Finkelstein, Chair Professor Steve Klees Professor Robert Croninger Professor Derrick Alridge Professor Hoda Mahmoudi © Copyright by Omékongo Dibinga 2015 Acknowledgments I would first like to thank God for making life possible and bringing me to this point in my life. -
March 2021 Hidden Shamrock?? We Will Be Hiding SEVENTEEN Green Shamrocks Throughout the Community the RESERVE STAFF Common Areas on St
IW-743 - The Reserve At Stone Port - Issue: 03/01/21 Viewed: 03/03/21 09:04 AM 2015 Reserve Circle • Rockingham, VA 22801 • (540) 434-2000 www.liveatstoneport.com Feeling lucky?? Can you find a March 2021 hidden Shamrock?? We will be hiding SEVENTEEN green shamrocks throughout the community THE RESERVE STAFF common areas on St. Patrick’s Day Property Manager- (Wednesday, March 17th). Kehris Snead If you find one, please bring it to the Assistant Property Manager- Clubhouse front doors during office Amy McCracken hours and we will bring your prize out Leasing Consultants- to you! Erica Short Kristin Chapman Nominate Your Neighbor! Kevin Moore We will be gifting those who have Assistant Maintenance Supervisor- been neighborly during this ongoing Jason Kagey pandemic. If you would like to Maintenance Technicians- nominate a neighbor for doing a good Joel Short deed, please let us know. We would Nathan Conley like to thank them with a small gesture Isaiah Kagey of our appreciation! Brodi Hummel We may be experiencing trying times, but it’s touching to see how our community continues to look out for each other. *while supplies last* “Imagine what our real neighborhoods would be like if “May your troubles be less and each of us offered as a matter of your blessings be more & nothing course, just one kind word to but happiness come through another person.” - Mr. Rogers your door.” Office Hours Be Neighborly Monday 10:00 am–6:00 pm Make it a beautiful day in your Newsletter Ideas? Tuesday 10:00 am–6:00 pm neighborhood by celebrating “Won’t Have an idea or pictures to add to our Wednesday 10:00 am–6:00 pm You Be My Neighbor Day” on community newsletter? Thursday 10:00 am–6:00 pm Saturday, March 20, the birthday of Email us at: Friday 10:00 am–6:00 pm Fred Rogers. -
What Does It Mean to Look Forward and Back Together As Critical Educators
Published on Penn GSE Perspectives on Urban Education (https://urbanedjournal.gse.upenn.edu) Home > Reckoning: What does it Mean to Look Forward and Back Together as Critical Educators RECKONING: WHAT DOES IT MEAN TO LOOK FORWARD AND BACK TOGETHER AS CRITICAL EDUCATORS Chloe Kannan (Penn GSE) and Andy Malone (UVA) Abstract: This feature piece explores what can happen when educators allow for collective reflection to transpire. Written as a dialogue, this piece presents two doctoral candidates working through what it means to identify as critical educators in this moment. These two educators met during the height of the education reform movement as a part of Teach For America. This reflective piece weaves theory, practice, and experience to help make sense of their time in education and how to navigate complexity within the larger education narrative. Keywords: Education Reform, Teach for America, critical educator, critical pedagogy, teaching, theory, practice *** “things are not getting worse, they are getting uncovered. we must hold each other tight and continue to pull back the veil.” -Adrienne Maree Brown This dialogue happened over the course of three weeks between two people who are currently working through what it means to identify as a critical educator. We first met in 2010 in Teach For America (TFA) where Chloe began her teaching career as a Mississippi Delta Corps member. Andy, who had just finished his two years with TFA, was her program director - her first direct supervisor in teaching. Chloe and Andy were heavily steeped in the education reform ideologies of that era: a time whenW aiting for Superman, Big Goals, and high-stakes testing dominated the discourse around “transformational change” in education.