March 2021 Hidden Shamrock?? We Will Be Hiding SEVENTEEN Green Shamrocks Throughout the Community the RESERVE STAFF Common Areas on St
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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). -
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. -
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. -
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 -
1. What Do You Consider to Be Blight? (Check All That Apply.) ___ Safety, Fire And/Or Health Hazards ___ Visual Appeal/At
4. Do you feel that an Anti-Blight Bylaw should be 1. What do you consider to be blight? 6. What are the most significant causes of blight? limited to any of the following locations? (Check all that apply.) (Check all that apply.) (Check 1 to 3 items below.) ___ Safety, fire and/or health hazards ___ Primary buildings (residential, public, & commercial) ___ Insufficient current building codes, health codes ___ Visual appeal/attractiveness ___ Secondary buildings (sheds, garages, etc.) and zoning bylaws ___ Abandoned buildings ___ Front yards ___ Difficulty in enforcing existing building codes, ___ None of the above ___ Back/side yards if visible from the street health codes and zoning bylaws ___ Don’t know ___ Back/side yards if visible by an abutter ___ Declining home ownership and/or growing ___ Decline to answer ___ Do not see a need for an Anti-Blight Bylaw number of rental properties ___ Other _______________________________ ___ Decline to answer ___ Abandoned/foreclosed property ___ Other ________________________________________ ___ None of the above ___ Decline to answer 2. What do you feel should be the goals or the 5. To what degree do the following conditions contribute ___ Other __________________________________ purpose of an Anti-Blight Bylaw? to blight? (1 = NO IMPACT, 5 = VERY HIGH (Check all that apply.) IMPACT, D/K = Don’t Know.) 7. What are the most significant reasons for ___ To raise property values 1 2 3 4 5 D/K Bikes blight? (Check 1 to 3 items below.) ___ To improve visual appearance 1 2 3 4 5 D/K Broken windows -
February 22, 1996
Jmm Ridison University Library Baseball Coollo puts Harritonburq, VA 22807 in a short opens Its appearance in "W^ the FEB 2 21996 season disappointing looking for Its concert at the L*%J third-straight Convo. 40-win year. Style/18 BreezeJAMES MADISON UNIVERSITY Sports/23 THURSDAY FEBRUARY 22. 1996 VOL. 73. NO. 37 State honors JMU hiring requests; Internet service to provide off- higher ed job freeze may end soon campus access by Joelle Bartoe by Cyndy Liedtke senior writer senior writer The hiring freeze imposed on the Virginia UPDATE ON HIRING FREEZE |— government has probably gone unnoticed by It's a familiar scenario — dial up the most JMU students. There seem to be just as VAX from the comforts of an off- many professors and just as many General Assembly budget legislation: campus dwelling and come head-to-head administrators on campus. with a busy signal. The hiring freeze, under which JMU and all A new service may mean fewer busy Virginia colleges and universities have been It authorizes the signals for people anxiously trying to operating since Dec. I, 1994, is part of Gov. The proposal docs creation of 650 check their e-mail from off campus. George Allen's (R) plan to reduce tuition costs not support limits JMU and SprintLink will launch a and control the size of administration, to 700 new new partnership Feb. 26 to give students, according to Robert Lauterberg, director of the on administrative positions. faculty and staff local dial-up Internet Virginia Department of Planning and Budget. positions. access with a direct connection to the "The governor's trying to encourage It exempts colleges JMU network. -
Learn the BEST HOPPER FEATURES
FEATURES GUIDE Learn The 15 BEST HOPPER TIPS YOU’LL FEATURES LOVE! In Just Minutes! Find A Channel Number Fast Watch DISH Anywhere! (And You Don’t Even Have To Be Home) Record Your Entire Primetime Lineup We’ll Show You How Brought to you by 1 YOUR REMOTE CONTENTS 15 TIPS YOU’LL LOVE — Pg. 4 From fi nding a lost remote, binge watching and The Hopper remote control makes it easy for you to watch, search and record more, learn all about Hopper’s best features. programming. Here’s a quick overview of the basics to get you started. Welcome HOME — Pg. 6 You’ve Made A Smart Decision MENU — Pg. 8 With Hopper. Now We’re Here SETTINGS — Pg. 10 DVR TV Power Parental Controls, Guide Settings, Closed Displays your Turns the TV To Make Sure You Understand Captioning, Screen Adjustments, Bluetooth recorded programs. on/off. All That You Can Do With It. and more. Power Guide Turns the receiver Displays the Guide. APPS — Pg. 12 on/off. Netfl ix, Game Finder, Pandora, The Weather CEO and cofounder Charlie Ergen remembers Channel and more. the beginnings of DISH as if it were yesterday. DVR — Pg. 14 The Tennessee native was hauling one of those Operating your DVR, recording series and Home Search enormous C-band TV dish antennas in a pickup managing recordings. Access the Home menu. Searches for programs. truck, along with his fellow cofounders Candy Ergen and Jim DeFranco. It was one of only two PRIMETIME ANYTIME & Apps Info/Help antennas they owned in the early 1980s. -
Pacing in Children's Television Programming
DOCUMENT RESUME ED 434 364 CS 510 117 AUTHOR McCollum, James F., Jr.; Bryant, Jennings TITLE Pacing in Children's Television Programming. PUB DATE 1999-03-00 NOTE 42p.; Paper presented at the Annual Meeting of the Association for Education in Journalism and Mass Communication (82nd, New Orleans, LA, August 4-7, 1999). PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Childrens Television; Content Analysis; Preschool Education; *Programming (Broadcast); Television Research IDENTIFIERS Sesame Street ABSTRACT Following a content analysis, 85 children's programs were assigned a pacing index derived from the following criteria:(1) frequency of camera cuts;(2) frequency of related scene changes;(3) frequency of unrelated scene changes;(4) frequency of auditory changes;(5) percentage of active motion;(6) percentage of active talking; and (7) percentage of active music. Results indicated significant differences in networks' pacing overall and in the individual criteria: the commercial networks present the bulk of the very rapidly paced programming (much of it in the form of cartoons), and those networks devoted primarily to educational programming--PBS and The Learning Channel--present very slow-paced programs. (Contains 26 references, and 12 tables and a figure of data.) (RS) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Pacing in Children's Television Programming James F. McCollum Jr. Assistant Professor Department of Communication Lipscomb University Nashville, TN 37204-3951 (615) 279-5788 [email protected] Jennings Bryant Professor Department of Telecommunication and Film Director Institute for Communication Research College of Communication Box 870172 University of Alabama Tuscaloosa, AL 35487-0172 (205) 348-1235 PERMISSION TO REPRODUCE AND OF EDUCATION [email protected] U.S. -
"All That Lay Deepest in Her Heart": Reflections on Jewett, Gender, and Genre
Colby Quarterly Volume 26 Issue 3 September Article 3 September 1990 "All that lay deepest in her heart": Reflections on Jewett, Gender, and Genre Karen Oakes Follow this and additional works at: https://digitalcommons.colby.edu/cq Recommended Citation Colby Quarterly, Volume 26, no.3, September 1990, p.152-160 This Article is brought to you for free and open access by Digital Commons @ Colby. It has been accepted for inclusion in Colby Quarterly by an authorized editor of Digital Commons @ Colby. Oakes: "All that lay deepest in her heart": Reflections on Jewett, Gende 1/All that lay deepest in her heart": Reflections on Jewett, Gender, and Genre by KAREN OAKES In the beginning (or in 1941), God (later known as F. O. Mat thiessen) created the American Renaissance.] Emerson and Thoreau, Melville and Hawthorne and Whitman he created them. And he saw that it was good. GIVE this rather whimsical introduction to my thoughts on Sarah Orne Jewett I by way of suggesting how circuitous my route to her has been. Nineteenth century American literature has, until very recently, focused primarily if not exclusively on the n1agnetic figures gathered around mid-century. My own education, at an excellent women's college, and later, at a radical university, foregrounded Emerson and company to the obliteration of "lesser" deities. I experienced the pleasure of Jewett-appropriately, it turns out-through the mediation ofa friend, who said simply, as ifofpeachpie, "Ithink you'lllikeher." And I did. The setting of her work conjured the New England of my childhood, her characters and their voices, the members ofmy extended family. -
The Top 7000+ Pop Songs of All-Time 1900-2017
The Top 7000+ Pop Songs of All-Time 1900-2017 Researched, compiled, and calculated by Lance Mangham Contents • Sources • The Top 100 of All-Time • The Top 100 of Each Year (2017-1956) • The Top 50 of 1955 • The Top 40 of 1954 • The Top 20 of Each Year (1953-1930) • The Top 10 of Each Year (1929-1900) SOURCES FOR YEARLY RANKINGS iHeart Radio Top 50 2018 AT 40 (Vince revision) 1989-1970 Billboard AC 2018 Record World/Music Vendor Billboard Adult Pop Songs 2018 (Barry Kowal) 1981-1955 AT 40 (Barry Kowal) 2018-2009 WABC 1981-1961 Hits 1 2018-2017 Randy Price (Billboard/Cashbox) 1979-1970 Billboard Pop Songs 2018-2008 Ranking the 70s 1979-1970 Billboard Radio Songs 2018-2006 Record World 1979-1970 Mediabase Hot AC 2018-2006 Billboard Top 40 (Barry Kowal) 1969-1955 Mediabase AC 2018-2006 Ranking the 60s 1969-1960 Pop Radio Top 20 HAC 2018-2005 Great American Songbook 1969-1968, Mediabase Top 40 2018-2000 1961-1940 American Top 40 2018-1998 The Elvis Era 1963-1956 Rock On The Net 2018-1980 Gilbert & Theroux 1963-1956 Pop Radio Top 20 2018-1941 Hit Parade 1955-1954 Mediabase Powerplay 2017-2016 Billboard Disc Jockey 1953-1950, Apple Top Selling Songs 2017-2016 1948-1947 Mediabase Big Picture 2017-2015 Billboard Jukebox 1953-1949 Radio & Records (Barry Kowal) 2008-1974 Billboard Sales 1953-1946 TSort 2008-1900 Cashbox (Barry Kowal) 1953-1945 Radio & Records CHR/T40/Pop 2007-2001, Hit Parade (Barry Kowal) 1953-1935 1995-1974 Billboard Disc Jockey (BK) 1949, Radio & Records Hot AC 2005-1996 1946-1945 Radio & Records AC 2005-1996 Billboard Jukebox -
The Ghosts of War by Ryan Smithson
THE GHOSTS OF WAR BY RYAN SMITHSON RED PHASE I. STUCK IN THE FENCE II. RECEPTION III. BASIC TRAINING PART I IV. MAYBE A RING? V. EQ PLATOON VI. GI JOE SCHMO VII. COLD LIGHTNING VIII. THE EIGHT HOUR DELAY IX. THE TOWN THAT ACHMED BUILT X. A TASTE OF DEATH WHITE PHASE XI. BASIC TRAINING PART II XII. RELIEF XIII. WAR MIRACLES XIV. A TASTE OF HOME XV. SATAN’S CLOTHES DRYER XVI. HARD CANVAS XVII. PETS XVIII. BAZOONA CAT XIX. TEARS BLUE PHASE XX. BASIC TRAINING PART III XXI. BEST DAY SO FAR XXII. IRONY XXIII. THE END XXIV. SILENCE AND SILHOUETTES XXV. WORDS ON PAPER XXVI. THE INNOCENT XXVII. THE GHOSTS OF WAR Ghosts of War/R. Smithson/2 PART I RED PHASE I. STUCK IN THE FENCE East Greenbush, NY is a suburb of Albany. Middle class and about as average as it gets. The work was steady, the incomes were suitable, and the kids at Columbia High School were wannabes. They wanted to be rich. They wanted to be hot. They wanted to be tough. They wanted to be too cool for the kids who wanted to be rich, hot, and tough. Picture me, the average teenage boy. Blond hair and blue eyes, smaller than average build, and, I’ll admit, a little dorky. I sat in third period lunch with friends wearing my brand new Aeropostale t-shirt abd backwards hat, wanting to be self-confident. The smell of greasy school lunches filled e air. We were at one of the identical, fold out tables. -
Writing Between the Lines: Aaliyah's Dialogic Strategies for Overcoming Academic Writing Disengagement
Volume 10 Number 1 Spring 2014 Editor Stephanie Anne Shelton http://jolle.coe.uga.edu Writing Between the Lines: Aaliyah’s Dialogic Strategies for Overcoming Academic Writing Disengagement Peel, Anne, [email protected] The College of New Jersey, New Jersey, USA Abstract This case study report uses the conceptual framework of Bakhtinian notions of dialogism to explore how a highly motivated 10th grade English student, Aaliyah, developed strategies for combating her disengagement in academic writing. Aaliyah‟s anxiety and boredom stemmed from multiple factors relating to the distance between her home and school literacy: a desire for dialogic exchange with a partner within her Discourse community, writing topics and modalities that conflicted with her notion of what constitutes purposeful writing, and lack of knowledge of disciplinary writing conventions. Findings revealed that Aaliyah‟s strategy of infusing her compositional practices with opportunities for dialogical exchange with, about, and beyond the text, helped her successfully navigate feelings of boredom and anxiety. Key words: engagement, academic writing, dialogic strategies Please cite this article as: Peel, A. (2014). Writing between the lines: Aaliyah‟s dialogic strategies for overcoming academic writing disengagement. Journal of Language and Literacy Education [Online], 10(1), 65-81. Retrieved from http://jolle.coe.uga.edu. Peel, A. / Overcoming Academic Writing Disengagement (2014) 66 Everything goes in one ear and out the other and I don't get what they're saying and I'm just doze, just daydreaming, and I don't feel like being there and I don't do the work right. Even though I have an A.