DOCSLIB.ORG

OIT Annual Satisfaction Survey Results for 2021

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
OIT Annual Satisfaction Survey Results for 2021 1 OIT Annual Satisfaction Survey Results for 2021 OIT used questions developed for The Higher Education TechQual+ Project (https://www.techqual.org) to measure satisfaction. The TechQual+ survey instrument consists of 13 items that are designed to measure the performance of three core commitments: • Connectivity and Access (not included) • Technology and Collaboration Services • Support and Training Due to the majority of the year being remote, the Connectivity and Access questions were not included this year. In addition to the core items, 8 additional services that are specific to the campus were included on the survey. • Official University Email - Office365, Gmail • Online@UT (Canvas) • Student Information Systems and Online Class Registration (Banner, DARS, MyUTK, Gradesfirst) • Zoom • Customized help with developing course materials and lectures for online teaching • UT System Services - ANDI • UT System Services - Cayuse SP/424 • UT System Services - IRIS The survey asked the respondents to rate each item on three factors: minimum service level expectation, desired service level expectation and perceived service performance. One of the main goals of TechQual+ is to measure how well OIT is meeting the technology needs of campus by calculating an Adequacy Gap score which is the difference between minimum service level expectation and the perceived service performance. When the Adequacy Gap is positive, perceived (or actual) service performance exceeds minimum expectations. There were 1561 people who responded to the 2021 OIT Satisfaction Survey. The sample consisted of 36.3% students, 19.2% faculty, 44.3% staff and 0.1% who did not indicate their status. The results are presented for the campus overall, as well as each campus affiliation: students, faculty and staff. 2 Adequacy Gaps – Overall Technology and Collaboration - Overall 8.5 8 7.5 7 6.5 6 5.5 5 Online services that Online services that Online services that Systems that provide Classrooms/meeting are easy to use. enhance the teaching allow me to timely access to data spaces w/ and learning collaborate that informs technology that experience. effectively with decision-making. enhances others teaching/learning experience Actual Minimum Adequacy Technology and Collaboration - Overall Minimum Actual Gap N Online services that are easy to use. 6.43 7.40 .99 1544 Online services that enhance the teaching and 6.45 7.18 .70 1472 learning experience. Online services that allow me to collaborate 6.66 7.50 .83 1543 effectively with others Systems that provide timely access to data that 6.72 7.32 .58 1490 informs decision-making. Classrooms/meeting spaces w/ technology that 6.55 7.09 .48 1372 enhances teaching/learning experience 3 Support and Training - Overall 8.5 8 7.5 7 6.5 6 5.5 5 Timely resolution of Technology support staff Receiving communications Access to training (self- technology problems that I who have the knowledge regarding technology help information) that am experiencing to answer my questions. services that I can increases my effectiveness understand with technology. Actual Minimum Adequacy Support and Training Minimum Actual Gap N Timely resolution of technology problems that I 6.91 7.73 .81 1546 am experiencing Technology support staff who have the knowledge 7.11 7.92 .80 1542 to answer my questions. Receiving communications regarding technology 6.63 7.54 .91 1533 services that I can understand Access to training (self-help information) that 6.44 7.25 .79 1531 increases my effectiveness with technology. 4 Additional OIT Services - Overall 8.5 8 7.5 7 6.5 6 5.5 5 Official University Online@UT (Canvas) Student Information Zoom Customized help Email - Office365, Systems and Online with developing Gmail Class Registration course materials and (Banner, DARS, lectures for online MyUTK, Gradesfirst) teaching Actual Minimum Adequacy Additional OIT Services Minimum Actual Gap N Official University Email - Office365, Gmail 7.31 7.94 .62 1539 Online@UT (Canvas) 6.95 7.41 .45 902 Student Information Systems and Online Class 6.87 7.12 .25 918 Registration (Banner, DARS, MyUTK, Gradesfirst) Zoom 7.06 7.76 .71 1523 Customized help with developing course materials 6.76 7.86 1.10 137 and lectures for online teaching 5 Additional UT Systems Services - Overall 8.5 8 7.5 7 6.5 6 5.5 5 UT System Services - ANDI UT System Services - Cayuse SP/424 UT System Services - IRIS Actual Minimum Adequacy Additional UT Systems Services Minimum Actual Gap N UT System Services - ANDI 7.13 6.58 -.55 31 UT System Services - Cayuse SP/424 6.92 6.92 .00 757 UT System Services - IRIS 6.95 7.08 .14 140 6 Adequacy Gaps – Students Technology and Collaboration Services - Students 8.5 8 7.5 7 6.5 6 5.5 5 Online services that Online services that Online services that Systems that provide Classrooms/meeting are easy to use. enhance the teaching allow me to timely access to data spaces w/ and learning collaborate that informs technology that experience. effectively with decision-making. enhances others teaching/learning experience Actual Minimum Technology and Collaboration Services - Adequacy Students Minimum Actual Gap N Online services that are easy to use. 6.07 7.14 1.07 565 Online services that enhance the teaching and 6.27 6.92 .65 563 learning experience. Online services that allow me to collaborate 6.20 7.05 .84 563 effectively with others Systems that provide timely access to data that 6.53 7.18 .65 550 informs decision-making. Classrooms/meeting spaces w/ technology that 6.45 6.97 .51 550 enhances teaching/learning experience 7 Support and Training - Students 8.5 8 7.5 7 6.5 6 5.5 5 Timely resolution of Technology support staff Receiving communications Access to training (self- technology problems that I who have the knowledge regarding technology help information) that am experiencing to answer my questions. services that I can increases my effectiveness understand with technology. Actual Minimum Adequacy Support and Training - Students Minimum Actual Gap N Timely resolution of technology problems that I am 6.59 7.38 .79 561 experiencing Technology support staff who have the knowledge 6.78 7.65 .86 558 to answer my questions. Receiving communications regarding technology 6.33 7.31 .99 559 services that I can understand Access to training (self-help information) that 5.99 6.90 .91 556 increases my effectiveness with technology. 8 Additional OIT Services - Students 8.5 8 7.5 7 6.5 6 5.5 5 Official University Online@UT (Canvas) Student Information Zoom Customized help Email - Office365, Systems and Online with developing Gmail Class Registration course materials and (Banner, DARS, lectures for online MyUTK, Gradesfirst) teaching Actual Minimum Adequacy Additional OIT Services - Students Minimum Actual Gap N Official University Email - Office365, Gmail 7.04 7.91 .88 560 Online@UT (Canvas) 6.91 7.42 .50 534 Student Information Systems and Online Class 6.77 7.17 .39 531 Registration (Banner, DARS, MyUTK, Gradesfirst) Zoom 6.56 7.21 .65 559 Customized help with developing course materials 6.84 7.62 .78 58 and lectures for online teaching 9 Adequacy Gaps – Faculty Technology and Collaboration Services - Faculty 8.5 8 7.5 7 6.5 6 5.5 5 Online services that Online services that Online services that Systems that provide Classrooms/meeting are easy to use. enhance the teaching allow me to timely access to data spaces w/ and learning collaborate that informs technology that experience. effectively with decision-making. enhances others teaching/learning experience Actual Minimum Adequacy Technology and Collaboration Services - Faculty Minimum Actual Gap N Online services that are easy to use. 6.59 7.40 .81 292 Online services that enhance the teaching and 6.70 7.28 .58 287 learning experience. Online services that allow me to collaborate 6.69 7.43 .74 290 effectively with others Systems that provide timely access to data that 6.58 6.98 .41 264 informs decision-making. Classrooms/meeting spaces w/ technology that 6.87 6.95 .08 265 enhances teaching/learning experience 10 Support and Training - Faculty 8.5 8 7.5 7 6.5 6 5.5 5 Timely resolution of Technology support staff Receiving communications Access to training (self- technology problems that I who have the knowledge regarding technology help information) that am experiencing to answer my questions. services that I can increases my effectiveness understand with technology. Actual Minimum Adequacy Support and Training - Faculty Minimum Actual Gap N Timely resolution of technology problems that I am 7.17 7.82 .65 293 experiencing Technology support staff who have the knowledge to 7.34 7.93 .60 292 answer my questions. Receiving communications regarding technology 6.70 7.51 .81 289 services that I can understand Access to training (self-help information) that 6.44 7.15 .71 284 increases my effectiveness with technology. 11 Additional OIT Services - Faculty 8.5 8 7.5 7 6.5 6 5.5 5 Official University Online@UT (Canvas) Student Information Zoom Customized help Email - Office365, Systems and Online with developing Gmail Class Registration course materials and (Banner, DARS, lectures for online MyUTK, Gradesfirst) teaching Actual Minimum Adequacy Additional OIT Services - Faculty Minimum Actual Gap N Official University Email - Office365, Gmail 7.50 7.63 .13 287 Online@UT (Canvas) 7.12 7.25 .12 225 Student Information Systems and Online Class 6.85 6.73 -.12 208 Registration (Banner, DARS, MyUTK, Gradesfirst) Zoom 7.37 7.94 .57 289 Customized help with developing course materials 6.76 8.02 1.25 59 and lectures for online teaching 12 Additional UT Systems Services - Faculty 8.5 8 7.5 7 6.5 6 5.5 5 UT System Services - ANDI UT System Services - Cayuse SP/424 UT System Services - IRIS Actual Minimum Adequacy Additional UT Systems Services - Faculty Minimum Actual Gap N UT System Services - ANDI 6.00 5.25 -.75 4 UT System Services - Cayuse SP/424 6.65 6.61 -.04 82 UT System Services - IRIS 6.68 6.32 -.37 206 13 Adequacy Gaps – Staff Technology and Collaboration Services - Staff 8.5 8 7.5 7 6.5 6 5.5 5 Online services that Online services that Online services that Systems that provide Classrooms/meeting are easy to use.
Load more

Recommended publications
  • Download Wiz Khalifa Album
    download wiz khalifa album mp3 Best Of Wiz Khalifa Mix (Wiz Khalifa Old & New Mp3 Songs) Mixtape Title : Best Of Wiz Khalifa Mixtape Type : Wiz Khalifa Hip hop music mp3 Songs Suggestion(s) : best of wiz khalifa mixtape 2020, best of wiz khalifa mixtape 2018, download best of wiz khalifa mix, wiz khalifa dj mixtape download, wiz khalifa mixtape 2019, wiz khalifa mixtape 2020, best of wiz khalifa dj mix download, best of wiz khalifa dj mix mp3 download, best of wiz khalifa dj mix 2020, best of wiz khalifa mixtape 2019, wiz khalifa old albums, dj wiz khalifa, wiz khalifa songs 2020. Year DJ Mix 2021. Press Release : Here comes the best of wiz khalifa mixtape 2019 2018 download. It contains list of Wiz Khalifa songs 2017 2018 2019, old Wiz Khalifa songs list, wiz khalifa songs download 2015, Wiz Khalifa songs mp3 download skull pagalworld, top 10 wiz khalifa songs, wiz khalifa rolling papers tracklist, wiz khalifa greatest hits, wiz khalifa 2013 songs, wiz khalifa songs youtube, wiz songs khalifa 2017 2018 mp3 download, wiz khalifa top 10 songs free download, wiz khalifa new song 2016 and wiz khalifa 2017 songs carefully compiled together by DJ Haze Fuze from wiz khalifa best selling albums, 2009 wiz khalifa album download, best wiz khalifa albums 2017, wiz khalifa second album and best wiz khalifa album reddit.wiz khalifa new song 2020. Navigate to wiz khalifa twitter page and wiz khalifa facebook profile for more information on wiz khalifa age, wiz khalifa wife, how to contact wiz khalifa, wiz khalifa family, wiz khalifa music, wiz khalifa manager, wiz khalifa events and wiz khalifa today.
    [Show full text]
  • 8123 Songs, 21 Days, 63.83 GB
    Page 1 of 247 Music 8123 songs, 21 days, 63.83 GB Name Artist The A Team Ed Sheeran A-List (Radio Edit) XMIXR Sisqo feat. Waka Flocka Flame A.D.I.D.A.S. (Clean Edit) Killer Mike ft Big Boi Aaroma (Bonus Version) Pru About A Girl The Academy Is... About The Money (Radio Edit) XMIXR T.I. feat. Young Thug About The Money (Remix) (Radio Edit) XMIXR T.I. feat. Young Thug, Lil Wayne & Jeezy About Us [Pop Edit] Brooke Hogan ft. Paul Wall Absolute Zero (Radio Edit) XMIXR Stone Sour Absolutely (Story Of A Girl) Ninedays Absolution Calling (Radio Edit) XMIXR Incubus Acapella Karmin Acapella Kelis Acapella (Radio Edit) XMIXR Karmin Accidentally in Love Counting Crows According To You (Top 40 Edit) Orianthi Act Right (Promo Only Clean Edit) Yo Gotti Feat. Young Jeezy & YG Act Right (Radio Edit) XMIXR Yo Gotti ft Jeezy & YG Actin Crazy (Radio Edit) XMIXR Action Bronson Actin' Up (Clean) Wale & Meek Mill f./French Montana Actin' Up (Radio Edit) XMIXR Wale & Meek Mill ft French Montana Action Man Hafdís Huld Addicted Ace Young Addicted Enrique Iglsias Addicted Saving abel Addicted Simple Plan Addicted To Bass Puretone Addicted To Pain (Radio Edit) XMIXR Alter Bridge Addicted To You (Radio Edit) XMIXR Avicii Addiction Ryan Leslie Feat. Cassie & Fabolous Music Page 2 of 247 Name Artist Addresses (Radio Edit) XMIXR T.I. Adore You (Radio Edit) XMIXR Miley Cyrus Adorn Miguel Adorn Miguel Adorn (Radio Edit) XMIXR Miguel Adorn (Remix) Miguel f./Wiz Khalifa Adorn (Remix) (Radio Edit) XMIXR Miguel ft Wiz Khalifa Adrenaline (Radio Edit) XMIXR Shinedown Adrienne Calling, The Adult Swim (Radio Edit) XMIXR DJ Spinking feat.
    [Show full text]
  • Untitled 29 Childhood Story LISA SCOTT
    EDITOR IN CHIEF JENNIFER NORDMARK ASSISTANT EDITORS CAITLIN AYMONG GINA MOFFA COPY EDITORS SARA OCHS EMALEE RODRIGUEZ DESIGN TEAM FATIMA RODRIGUES ERIC WEINSTEIN ADVISOR RON TANNER PUBLISHER MOUNT ROYAL PRINTING The Forum is a student-run literary magazine that annually publishes the nonfiction work of undergraduates at Loyola College in Maryland. The Forum takes no copyrights for the works published within; all writing remains the sole property of the author. … The Forum accepts essay submissions for its annual spring publication. Please address submissions and inquiries to: The Forum Magazine Loyola Writing Department 4501 North Charles Street Baltimore, MD 21210 or [email protected] … Printed by: Mount Royal Printing 6310 Blair Hill Lane Baltimore, MD 21209 410.296.1117 www.mtroyalptg.com TABLE OF CONTENTS 2 It's Not Just Diamonds and Tutus VICTORIA VALET 1st Place Effective Writing Winner 10 Find Your Phoenix LAUREN HALLMAN 2nd Place Effective Writing Winner 16 Piecing Together the Unemployment Puzzle VALENTINA GUZZO 3rd Place Effective Writing Winner 22 On Morality and the Human Form JUSTIN KRAJESKI 27 Untitled 29 Childhood Story LISA SCOTT 32 Photography MARIA MANALAC, ARIANNA VALLE, NICOLE FERRARI, MEGAN MCHALE, SARAH KEENAN, MICHELLE COWAN 40 On Studying 44 Fish Out of Water ANNA IDLER 46 La Metropolitana MEGHAN L PETERSON 51 You Don't Know Me PETER KANE 53 Emily TINA FERMA 54 Unanswered ALEX VAN HORN 1 VICTORIA VALET It's Not Just Diamonds and Tutus 1st place Abusive relationships - they bruise the victim's mind and body and pound her sense of trust into the ground. They rip apart a psyche and throw emotions into complete chaos.
    [Show full text]
  • (LMS) and Social Media in Higher Education
    Intelligent Environments 2018 389 I. Chatzigiannakis et al. (Eds.) © 2018 The authors and IOS Press. This article is published online with Open Access by IOS Press and distributed under the terms of the Creative Commons Attribution Non-Commercial License 4.0 (CC BY-NC 4.0). doi:10.3233/978-1-61499-874-7-389 Learning Management Systems (LMS) and Social Media in Higher Education Danielle Ferretti, Minjuan Wang, Nicole M. Konicke, and Elizabeth Li Learning Design and Technology School of Journalism and Media Studies San Diego State University, San Diego, CA, USA [email protected], [email protected] [email protected], [email protected] Abstract. This paper provides a systematic and comprehensive review of social media use in higher education. We reviewed and synthesized relevant studies in the following 5 topics: 1) features of current LMS, 2) LMS gaps and criticisms, 3) social media learning theories, 4) instructional use of social media, and 5) alternative methods of using LMS. Our review reveals that many researchers have investigated these topics and proposed varying methods to integrate social media into teaching and learning. We also present opportunities for future research, including analyzing big data to draw more accurate conclusions on social media needs and usage in higher educational settings. Keywords. Social Media, Learning Systems, Instructional Design, Personal Learning Environment, Big Data Analysis 1. Introduction Studies conducted in Western countries have indicated that 93% of millennials spend time online [1], 99% of college students use Facebook [2], and 80% of faculty members use social media [3]. In addition, over half of the faculty members reported that they use social media within their teaching.
    [Show full text]
  • Abstract Humanities Jordan Iii, Augustus W. B.S. Florida
    ABSTRACT HUMANITIES JORDAN III, AUGUSTUS W. B.S. FLORIDA A&M UNIVERSITY, 1994 M.A. CLARK ATLANTA UNIVERSITY, 1998 THE IDEOLOGICAL AND NARRATIVE STRUCTURES OF HIP-HOP MUSIC: A STUDY OF SELECTED HIP-HOP ARTISTS Advisor: Dr. Viktor Osinubi Dissertation Dated May 2009 This study examined the discourse of selected Hip-Hop artists and the biographical aspects of the works. The study was based on the structuralist theory of Roland Barthes which claims that many times a performer’s life experiences with class struggle are directly reflected in his artistic works. Since rap music is a counter-culture invention which was started by minorities in the South Bronx borough ofNew York over dissatisfaction with their community, it is a cultural phenomenon that fits into the category of economic and political class struggle. The study recorded and interpreted the lyrics of New York artists Shawn Carter (Jay Z), Nasir Jones (Nas), and southern artists Clifford Harris II (T.I.) and Wesley Weston (Lii’ Flip). The artists were selected on the basis of geographical spread and diversity. Although Hip-Hop was again founded in New York City, it has now spread to other parts of the United States and worldwide. The study investigated the biography of the artists to illuminate their struggles with poverty, family dysfunction, aggression, and intimidation. 1 The artists were found to engage in lyrical battles; therefore, their competitive discourses were analyzed in specific Hip-Hop selections to investigate their claims of authorship, imitation, and authenticity, including their use of sexual discourse and artistic rivalry, to gain competitive advantage.
    [Show full text]
  • Full Metal Jhacket
    Full Metal Jhacket Full Metal Jhacket Matthew Derby University of Michigan Press Ann Arbor Copyright © 2015 by Matthew Derby All rights reserved This book may not be reproduced, in whole or in part, including illustrations, in any form (beyond that copying permitted by Sections 107 and 108 of the U.S. Copyright Law and except by reviewers for the public press), without written permission from the publisher. Published in the United States of America by the University of Michigan Press Manufactured in the United States of America 2018 2017 2016 2015 4 3 2 1 DOI: http://dx.doi.org/10.3998/tfcp.13240730.0001.001 ISBN 978-0-472-03615-8 (paper : alk. paper) ISBN 978-0-472-12096-3 (e-book) For William Derby Contents Acknowledgments ix 1. January in December 1 2. Dokken 18 3. The Snipe 29 4. Full Metal Jhacket 46 5. The Past, Uncorrected 68 6. Thirty Years of Prosperity for Every Fifteen Years of 79 Hard Work 7. Yeti 93 8. How the Rebels Took Port Harcourt 102 9. Heightmap of Her Countenance 117 10. KraftMark 127 11. Walden Galleria Prayer 138 Books in the Series 145 Acknowledgments “January in December” originally appeared in ; “The Snipe” originally Guernica appeared as a JR Van Sant Chapbook Series selection; “Dokken” and “Heightmap of Her Countenance” originally appeared in ; “Full Metal Unstuck Jhacket” originally appeared in ; “The Past, Uncorrected” origi- The Collagist nally appeared in ; “Thirty Years of Prosperity for Every Fif- Caketrain Journal teen Years of Hard Work” originally appeared in ; “Yeti” The Columbia Journal originally appeared in Ben Marcus’s ; “How The Rebels Took Port Smallwork Harcourt” originally appeared in ; “KraftMark” originally The Columbia Journal appeared in anthology; and “Walden Galleria Prayer” The Apocalypse Reader originally appeared in anthology.
    [Show full text]
  • CALIFORNIA STATE UNIVERSITY, NORTHRIDGE 16 BARS a Thesis
    CALIFORNIA STATE UNIVERSITY, NORTHRIDGE 16 BARS A thesis submitted in partial fulfillment of the requirements For the degree of Master of Arts in Screenwriting by John Reyes Cadiente May 2013 The thesis of John Reyes Cadiente is approved: Rappaport, Jared H, MFA Date Krasilovsky, Alexis R, MFA Date Sturgeon, Scott, MFA, Chair Date California State University, Northridge ii DEDICATION This thesis is dedicated to: My family. With their unconditional love and support, anything is possible. iii TABLE OF CONTENTS Signature Page…………………………………………………………………………… ii Dedication ……………………………………………………………………………….iii List of Tables …………………………………………………………………………….iv Abstract …………………………………………………………………………………v 16 BARS ………………………………………………………………………………….1 iv ABSTRACT 16 BARS by John Reyes Cadiente Master of Arts in Screenwriting When Jake, a witty high school student with a knack for hip-hop music, gets kicked out of his home and sent to a continuation school, he must now find his way back by surviving the school and ultimately becoming his own man. v OVER BLACK CHEERS of hundreds of rowdy teenagers uproar with excitement. HEAVY BREATHING of a boy who awaits to be brought on stage. EMINEM'S "TILL I COLLAPSE" plays. FADE IN. DREAM SEQUENCE INT. AUDITORIUM - NIGHT It's dark backstage. JAKE, 17 and short, breathes heavily and jitters behind the curtains. He wears a hoodie over his head similar to a boxer whose about to enter a ring. The song kicks it up a notch when a low rumbling of GUITARS and DRUM thumps build up. A hear thumping rhythm develops. The crowd outside sings along with the backing vocals. YO LEFT... YO LEFT... YO LEFT, RIGHT, LEFT! Jake looks down at his SCUFFED UP NIKE'S to catch light underneath the curtains hitting it.
    [Show full text]
  • Miteamfor Education Transformation Scan QR for Demo
    Digital Any Place, Tools User Digital Any Device Notifications Management Learning Customiza- tions Project Live Video Document Collaboration Webcast Management On-premise Cloud Security Content Event installation Library Management Digital MiTeamfor Education transformation Scan QR for demo https://miteam.eu Learner in the Focus Social Learning Learning Experience Platform Powerful collaboration and communications tools The future of learning is with a learner in charge. The While learners will be more and more often on learner will access a wealth of content, community different locations, social learning is becoming a members and tools any time, from anywhere and crucial tool to stimulate more creativity, action, from any device. He will experience intuitive, fully team-oriented working habits and more. Creation personalized, smart, interactive, multimedia-rich of distributed learning teams is becoming a must. learning environment. MiTeam excels with an unseen level of integration of digital learning and collaboration to make efficient MiTeam Learning Experience Platform provides a distributed learning teams possible. unique and friendly learner-centric place, where learners, teachers, parents and other stakeholders will Advanced video conferencing and interactive build there customized virtual spaces, access a wealth webinars are always one click away. Virtual of curated content coming from different sources. classrooms, meeting rooms, breakout rooms, town Smart notification engine will inform users about halls, all with
    [Show full text]
  • Riaa Gold & Platinum Awards
    6/1/2016 — 6/30/2016 In June 2016, RIAA certified 110 Digital Single Awards and 49 Album Awards. Complete lists of all album, single and video awards dating all the way back to 1958 can be accessed at the NEW riaa.com. RIAA GOLD & JUNE 2016 PLATINUM AWARDS DIGITAL MULTI PLATINUM SINGLE (26) Cert Date Title Artist Label Plat Level Rel. Date 6/28/2016 WHEN I WAS YOUR MAN BRUNO MARS ELEKTRA 6 12/3/2012 6/28/2016 WHEN I WAS YOUR MAN BRUNO MARS ELEKTRA 5 12/3/2012 6/24/2016 F**K YOU/FORGET YOU CEE LO GREEN ELEKTRA 7 8/27/2010 6/24/2016 F**K YOU/FORGET YOU CEE LO GREEN ELEKTRA 6 8/27/2010 6/28/2016 BAD MOON RISING CREEDENCE FANTASY 2 4/15/1969 CLEARWATER REVIVAL 6/28/2016 THINKING OUT LOUD ED SHEERAN ATLANTIC RECORDS 7 9/24/2014 6/15/2016 WORK FROM HOME FIFTH HARMONY EPIC 2 2/26/2016 FEAT. TY DOLLA $IGN 6/10/2016 MY HOUSE FLO RIDA ATLANTIC RECORDS 3 3/17/2015 6/25/2016 LOW FLO RIDA ATLANTIC 8 10/19/2007 6/27/2016 WE ARE YOUNG FUN. FUELED BY RAMEN 8 9/20/2011 6/27/2016 WE ARE YOUNG FUN. FUELED BY RAMEN 9 9/20/2011 6/27/2016 SOME NIGHTS FUN. FUELED BY RAMEN 6 2/12/2012 6/27/2016 SOME NIGHTS FUN. FUELED BY RAMEN 5 2/12/2012 6/27/2016 I’M YOURS JASON MRAZ ATLANTIC 8 2/12/2008 6/20/2016 I WRITE SINS NOT TRAGEDIES PANIC! AT THE FUELED BY RAMEN 2 1/16/2006 DISCO www.riaa.com GoldandPlatinum @RIAA @riaa_awards JUNE 2016 6/20/2016 I WRITE SINS NOT TRAGEDIES PANIC! AT THE FUELED BY RAMEN 3 1/16/2006 DISCO 6/20/2016 I WRITE SINS NOT TRAGEDIES PANIC! AT THE FUELED BY RAMEN 4 1/16/2006 DISCO 6/17/2016 NO TYPE RAE SREMMURD EAR DRUMMER RECORDS/ 3 9/16/2014
    [Show full text]
  • Saints & Roughnecks
    Saints & Roughnecks A Historical Fiction by Nicholas Richwine Creative Development: Logan Sack Dedicated to the people you meet abroad. www. Saints and Roughnecks . com 2 Saints & Roughnecks Anything is possible if you play the part. A person’s success in crime is directly correlated to the self-image they project. The book’s title, “Saints & Roughnecks” is a psychological term coined by professor and sociologist William J. Chambliss. In his study of two different gangs, the Saints and the Roughnecks both gangs engaged in the same level of criminal delinquency, yet one gang, the Roughnecks, received considerable attention while the Saints did not. In time, members of the two gangs lived up to the community's differential predictions about their future. In essence the way people are seen in society is how they present themselves. In this case study, the paths of both gangs turned out to be examples of a self-fulfilling prophecy. What people believe to be real will be real in its consequences. Deviance isn't deviant unless specified by society and people tend to focus on labels rather than themselves. The Saints were a group of good white upper-middle class misfits. They all made good grades and participated in several school activities and sports. Each of them were well dressed, well mannered, and drove nice cars yet, The Saints got much better treatment from their teachers, communities, and police than the Roughnecks. By this projection they made it very unapparent to everyone of how much trouble they actually got into. The Saints were methodical about how they went about engaging in such delinquent behavior.
    [Show full text]
  • Outkast'd and Claimin' True
    OUTKAST’D AND CLAIMIN’ TRUE: THE LANGUAGE OF SCHOOLING AND EDUCATION IN THE SOUTHERN HIP­HOP COMMUNITY OF PRACTICE by JOYCELYN A. WILSON (Under the direction of Judith Preissle) ABSTRACT The hip­hop community of practice encompasses a range of aesthetic values, norms, patterns, and traditions. Because of its growth over the last three decades, the community has come to include regionally­specific networks linked together by community members who engage in meaningful practices and experiences. Expressed through common language ideologies, these practices contribute to the members’ communal and individual identity while simultaneously providing platforms to articulate social understandings. Using the constructs of community of practice and social networks, this research project is an interpretive study grounded primarily in the use of lyrics and interviews to investigate the linguistic patterns and language norms of hip­ hop’s southern network, placing emphasis on the Atlanta, Georgia southern hip­hop network. The two main goals are to gain an understanding of the role of school in the cultivation of the network and identify the network’s relationship to schooling and education. The purpose is to identify initial steps for implementing a hip­hop pedagogy in curriculum and instruction. INDEX WORDS: Hip­hop community of practice, social network, language ideology, hip­hop generation, indigenous research, schooling, education OUTKAST’D AND CLAIMIN’ TRUE: THE LANGUAGE OF SCHOOLING AND EDUCATION IN THE SOUTHERN HIP­HOP COMMUNITY OF PRACTICE by JOYCELYN A. WILSON B.S., The University of Georgia, 1996 M.A., Pepperdine University, 1998 A Dissertation Submitted to the Graduate Faculty of the University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2007 ã 2007 Joycelyn A.
    [Show full text]
  • The Minotaur
    Kevin Anderson The Minotaur I stood in the doorway, awkward, me, too large for the fragile house, obtrusive, out of order—order, family, genus. My mother sat on a gray recliner, in faux fur slippers, an open bathrobe over a housedress of mauve, gray robe on mauve on gray recliner. She sat, her hair dyed black, sink-dyed, home-dyed, inky, but not recently; her gray roots showed in an inch-wide strip, a corona that framed her forehead. She occasionally rocked and spoke to a television that was out of my view, but the volume was loud: a game show, clapping, contestants, laughing. She was watching The Family Feud, The Price is Right? I couldn’t tell. Did it matter? She was heavier than I remembered her, and older. At sixty she shouldn’t have looked so old, but she was sick, sick and gray, gray-skinned and ashen and hollow and yellow, hollow despite her heaviness, some concavity more spiritual than physical. A flimsy folding table by her elbow threatened to fall under an ashtray of brown-yellow-clear glass filled with ash and butts and a smoldering cigarette, a Bic lighter, upright and white with a red flicker, a green bottle of wine, and a half-dozen prescription bottles, orange with white caps flipped upside down. A remote control. We used to eat TV dinners off those folding tables. I would sit with my sister on the couch in front of the TV. I remember the aluminum trays with elastic gravy burned into the corners, clinging to edges, and compartments of turkey in gravy, stuffing and peas and a baked desert like apple crumble.
    [Show full text]