MIDWAY REVIEW a Journal of Politics and Culture
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Dino Saluzzi, Anja Lechner Ojos Negros
ECM Dino Saluzzi, Anja Lechner Ojos Negros Dino Saluzzi: bandoneon; Anja Lechner: violoncello ECM 1991 CD 6025 170 9757 (5) Release: March 2007 “As close to perfection as any music-making I can recently recall" Richard Cook, Jazz Review, on the Saluzzi/Lechner duo in concert Chamber music with inspirational roots in Argentinean traditions: “Ojos Negros” puts the emphasis on Dino Saluzzi’s finely-crafted compositions –and adds the beautiful old tango by Vicente Greco that is the album’s title track. Interplay and improvisation also have roles to play in a recording that follows six years of duo concerts as well as ten years of collaboration between bandoneon master Saluzzi and the Rosamunde Quartet, of which cellist Anja Lechner is a founder member. They have taken their time to get this right. A classical musician firstly, Anja Lechner’s interest in tango goes back some 25 years, when she formed a duo with pianist Peter Ludwig to play their German interpretations of the idiom. She gave her first concerts in Argentina in the early 1980s and made a point of looking for tango’s master musicians. But she first encountered Dino Saluzzi at a Munich concert where he played solo bandoneon. “He was playing a music that was really his own. When we finally began to play together I can say that I entered a new world.” The shared work has been a gradual process of becoming freer with the material while respecting it, resulting in a very integrated music. Saluzzi praises the cellist’s commitment and stylistic independence: “Anja has become part of the music without losing her own identity. -
Case: 1:18-Cv-07429 Document #: 1 Filed: 11/08/18 Page 1 of 50 Pageid #:1
Case: 1:18-cv-07429 Document #: 1 Filed: 11/08/18 Page 1 of 50 PageID #:1 UNITED STATES DISTRICT COURT NORTHERN DISTRICT OF ILLINOIS JOHN DOE, ) ) Plaintiff ) Case No. ) v. ) ) JURY TRIAL DEMANDED THE UNIVERSITY OF CHICAGO, ) and JANE ROE, ) ) Defendants. ) COMPLAINT Plaintiff, John Doe1 (“Plaintiff” or “John Doe”), by and through his attorneys Crotty & Schiltz, LLC, complains of Defendant University of Chicago (“UC”) and Defendant Jane Roe (“Jane Roe”) as follows: BRIEF SUMMARY OF THIS ACTION 1. On June 5, 2018, four days before he was scheduled to graduate with honors, UC expelled Plaintiff in violation of Title IX of the Educational Amendments of 1972, 20 U.S.C. §§1681, et seq., (“Title IX”). 2. The purported bases for UC’s decision to expel Plaintiff were the false and defamatory allegations of his ex-girlfriend, Defendant Jane Roe. 3. UC expelled Plaintiff despite overwhelming evidence that Jane Roe fabricated her story because she was too embarrassed to admit to her friends at UC that she was engaged in a secret sexual relationship with her ex-boyfriend. This evidence included: 1 Contemporaneously with the filing of the Complaint, Plaintiff filed a motion to proceed under pseudonyms for himself and Defendant Jane Roe. 1 Case: 1:18-cv-07429 Document #: 1 Filed: 11/08/18 Page 2 of 50 PageID #:2 a. Jane Roe’s admission that she was engaged in a consensual sexual relationship with Plaintiff; b. Jane Roe’s admission that she was lying to her UC friends about her consensual sexual relationship for fear that they would be mad that she had re-kindled a relationship with her ex-boyfriend; c. -
Boyer Is the Martin A
II “WE ARE ALL ISLANDERS TO BEGIN WITH”: THE UNIVERSITY OF CHICAGO AND THE WORLD IN THE LATE NINETEENTH AND TWENTIETH CENTURIES J OHN W. B OYER OCCASIONAL PAPERS ON HIGHER XVIIEDUCATION XVII THE COLLEGE OF THE UNIVERSITY OF CHICAGO Hermann von Holst, oil portrait by Karl Marr, 1903 I I “WE ARE ALL ISLANDERS TO BEGIN WITH”: The University of Chicago and the World in the Late Nineteenth and Twentieth Centuries INTRODUCTION he academic year 2007–08 has begun much like last year: our first-year class is once again the largest in T our history, with over 1,380 new students, and as a result we have the highest Autumn Quarter enroll- ment in our history at approximately 4,900. We can be proud of the achievements and the competitiveness of our entering class, and I have no doubt that their admirable test scores, class ranks, and high school grade point averages will show their real meaning for us in the energy, intelligence, and dedication with which our new students approach their academic work and their community lives in the College. I have already received many reports from colleagues teaching first-year humanities general education sections about how bright, dedicated, and energetic our newest students are. To the extent that we can continue to recruit these kinds of superb students, the longer-term future of the College is bright indeed. We can also be very proud of our most recent graduating class. The Class of 2007 won a record number of Fulbright grants — a fact that I will return to in a few moments — but members of the class were rec- ognized in other ways as well, including seven Medical Scientist Training This essay was originally presented as the Annual Report to the Faculty of the College on October 30, 2007. -
2020 Report of the 2019 Committee to Review the Academic Calendar
Report of the 2019 Committee to Review the Academic Calendar Executive Summary .................................................................................................................... 2 Introduction................................................................................................................................ 5 The Committee ................................................................................................................................... 5 The work of the Committee ................................................................................................................ 5 History of the academic calendar at UChicago .................................................................................... 7 The 2019 landscape ............................................................................................................................ 8 Table 1: Comparison of doctoral student populations, AY97 and AY18........................................................... 9 Table 2. Comparison of faculty at the ranks of Assistant, Associate, and Professor, AY97 and AY18 ................ 9 Stakeholders and Findings........................................................................................................ 10 Excursus 1. Student mental health ................................................................................................... 13 Excursus 2: Leaves-of-absence ......................................................................................................... -
59Th Annual Critics Poll
Paul Maria Abbey Lincoln Rudresh Ambrose Schneider Chambers Akinmusire Hall of Fame Poll Winners Paul Motian Craig Taborn Mahanthappa 66 Album Picks £3.50 £3.50 .K. U 59th Annual Critics Poll Critics Annual 59th The Critics’ Pick Critics’ The Artist, Jazz for Album Jazz and Piano UGUST 2011 MORAN Jason DOWNBEAT.COM A DOWNBEAT 59TH ANNUAL CRITICS POLL // ABBEY LINCOLN // PAUL CHAMBERS // JASON MORAN // AMBROSE AKINMUSIRE AU G U S T 2011 AUGUST 2011 VOLUme 78 – NUMBER 8 President Kevin Maher Publisher Frank Alkyer Managing Editor Bobby Reed Associate Editor Aaron Cohen Contributing Editor Ed Enright Art Director Ara Tirado Production Associate Andy Williams Bookkeeper Margaret Stevens Circulation Manager Sue Mahal Circulation Assistant Evelyn Oakes ADVERTISING SALES Record Companies & Schools Jennifer Ruban-Gentile 630-941-2030 [email protected] Musical Instruments & East Coast Schools Ritche Deraney 201-445-6260 [email protected] Advertising Sales Assistant Theresa Hill 630-941-2030 [email protected] OFFICES 102 N. Haven Road Elmhurst, IL 60126–2970 630-941-2030 Fax: 630-941-3210 http://downbeat.com [email protected] CUSTOMER SERVICE 877-904-5299 [email protected] CONTRIBUTORS Senior Contributors: Michael Bourne, John McDonough Atlanta: Jon Ross; Austin: Michael Point, Kevin Whitehead; Boston: Fred Bouchard, Frank-John Hadley; Chicago: John Corbett, Alain Drouot, Michael Jackson, Peter Margasak, Bill Meyer, Mitch Myers, Paul Natkin, Howard Reich; Denver: Norman Provizer; Indiana: Mark Sheldon; Iowa: Will Smith; Los Angeles: Earl Gibson, Todd Jenkins, Kirk Silsbee, Chris Walker, Joe Woodard; Michigan: John Ephland; Minneapolis: Robin James; Nashville: Bob Doerschuk; New Or- leans: Erika Goldring, David Kunian, Jennifer Odell; New York: Alan Bergman, Herb Boyd, Bill Douthart, Ira Gitler, Eugene Gologursky, Norm Harris, D.D. -
Recorded Jazz in the 20Th Century
Recorded Jazz in the 20th Century: A (Haphazard and Woefully Incomplete) Consumer Guide by Tom Hull Copyright © 2016 Tom Hull - 2 Table of Contents Introduction................................................................................................................................................1 Individuals..................................................................................................................................................2 Groups....................................................................................................................................................121 Introduction - 1 Introduction write something here Work and Release Notes write some more here Acknowledgments Some of this is already written above: Robert Christgau, Chuck Eddy, Rob Harvilla, Michael Tatum. Add a blanket thanks to all of the many publicists and musicians who sent me CDs. End with Laura Tillem, of course. Individuals - 2 Individuals Ahmed Abdul-Malik Ahmed Abdul-Malik: Jazz Sahara (1958, OJC) Originally Sam Gill, an American but with roots in Sudan, he played bass with Monk but mostly plays oud on this date. Middle-eastern rhythm and tone, topped with the irrepressible Johnny Griffin on tenor sax. An interesting piece of hybrid music. [+] John Abercrombie John Abercrombie: Animato (1989, ECM -90) Mild mannered guitar record, with Vince Mendoza writing most of the pieces and playing synthesizer, while Jon Christensen adds some percussion. [+] John Abercrombie/Jarek Smietana: Speak Easy (1999, PAO) Smietana -
Vallelyn Phd2018.Pdf
UCC Library and UCC researchers have made this item openly available. Please let us know how this has helped you. Thanks! Title Beyond the tune: new Irish music Author(s) Vallely, Niall Publication date 2018 Original citation Vallely, N. 2018. Beyond the tune: new Irish music. PhD Thesis, University College Cork. Type of publication Doctoral thesis Rights © 2018, Niall Vallely. http://creativecommons.org/licenses/by-nc-nd/3.0/ Embargo information Not applicable Item downloaded http://hdl.handle.net/10468/7021 from Downloaded on 2021-10-10T08:36:19Z Ollscoil na hÉireann, Corcaigh National University of Ireland, Cork Beyond the Tune: New Irish Music Thesis presented by Niall Vallely For the degree of Doctor of Philosophy University College Cork School of Music and Theatre Head of School: Prof. Jools Gilson Supervisor: John Godfrey 2018 2 Table of Contents Declaration 4 List of accompanying musical scores and CD 5 Acknowledgements 6 Preface 7 Chapter 1 Introduction and Background 8 Education 9 Performance 12 Impact of cross-cultural music 14 Chapter 2 Context and Influences 17 Seán Ó Riada 17 Shaun Davey 18 Mícheál Ó Súilleabháin 19 Other Composers 21 Beyond Genre 23 Chapter 3 Artistic Statement 26 Compositions 27 The Red Tree 28 Sondas 35 Ó Riada Room 37 Time Flying 38 throughother 42 Nothing Else 44 Connolly’s Chair 46 Concertina Concerto 47 Conclusion 50 Appendix 1 List of compositions used in PhD 51 Appendix 2 Complete list of compositions to date 54 Discography 75 3 Bibliography 79 4 Declaration I, Niall Vallely, declare that this dissertation is the result of my own work, except as acknowledged by appropriate reference in the text. -
Life for the Mind Ii: an Internal Study of On-Campus Student Mental Health at the University of Chicago
LIFE FOR THE MIND II: AN INTERNAL STUDY OF ON-CAMPUS STUDENT MENTAL HEALTH AT THE UNIVERSITY OF CHICAGO P. KUMAR, A. GALLO, J. XU, N. MCDONALD, A. JOVEL Abstract. The majority of students who completed the University of Chicago Undergraduate Mental Health Climate Survey in the 2019-2020 academic year had a negative perception of both mental health services and the University's response to mental health crises. This report seeks to describe the current state of mental health for undergraduate students, using the results of our climate survey, interviews with undergraduate students who fall into different demographics of age, race, gender, sexuality, as well as stakeholders like the University of Chicago Police Department (UCPD) to answer the question of whether the University of Chicago (UChicago) is currently treating mental health for undergraduate students adequately. We have created a list of pol- icy recommendations based on our research focusing on the mobilization of resources to better reach students, optimization of existing treatments by the Student Counseling Service (SCS) to best serve students on campus, and im- proving communication between various UChicago offices in regards to mental health policies. Contents 1. Introduction 2 2. Definitions 2 3. Current Mental Health Record Relating to the University of Chicago 3 4. Current Services offered by the University of Chicago 3 5. Survey Results 5 5.1. Method 5 5.2. Demographic Analysis 5 5.3. Have you considered using SCS services? 5 5.4. Satisfaction with on-campus care 7 5.5. Utilization of SCS services 9 6. Non-SCS related care 10 7. -
The Power of Place: Structure, Culture, and Continuities in U.S. Women's Movements
The Power of Place: Structure, Culture, and Continuities in U.S. Women's Movements By Laura K. Nelson A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Sociology in the Graduate Division of the University of California, Berkeley Committee in charge: Professor Kim Voss, Chair Professor Raka Ray Professor Robin Einhorn Fall 2014 Copyright 2014 by Laura K. Nelson 1 Abstract The Power of Place: Structure, Culture, and Continuities in U.S. Women's Movements by Laura K. Nelson Doctor of Philosophy in Sociology University of California, Berkeley Professor Kim Voss, Chair This dissertation challenges the widely accepted historical accounts of women's movements in the United States. Second-wave feminism, claim historians, was unique because of its development of radical feminism, defined by its insistence on changing consciousness, its focus on women being oppressed as a sex-class, and its efforts to emphasize the political nature of personal problems. I show that these features of second-wave radical feminism were not in fact unique but existed in almost identical forms during the first wave. Moreover, within each wave of feminism there were debates about the best way to fight women's oppression. As radical feminists were arguing that men as a sex-class oppress women as a sex-class, other feminists were claiming that the social system, not men, is to blame. This debate existed in both the first and second waves. Importantly, in both the first and the second wave there was a geographical dimension to these debates: women and organizations in Chicago argued that the social system was to blame while women and organizations in New York City argued that men were to blame. -
COLLEGE ESSAY GUY's Complete Guide to the “Why
COLLEGE ESSAY GUY’S complete guide to the “why us” essay C O N T E N T S 1 How NOT to write your “Why us” essay 2 What you SHOULD write in your “Why us” essay 3 All the resources you need to learn about a particular school 4 Six Great “Why us” Examples (And Why Each One Is Great) 5 How to Write a "Why Us" for a Safety School 6 How to Re-Use Your Why Us Essay (And How Not to) 7 The Top Secret Three-Word Trick to Writing a Next-Level “Why us” essay 8 My Favorite “Why us” Essay Ever: Advanced Techniques & Breaking the Rules Let’s do this... www.collegeessayguy.com 2 [email protected] 1 How NOT to write your essay Here’s a quick list of Dos and Don’ts that I compiled based on years spent reading (many) bad “Why us” statements and (a few) good ones: DON'T: Write about the school's size, location, reputation or the weather Why? Because that's what half of America is writing about. Take a hint from Emory University, whose “Why Us?” prompt used to read: Many students decide to apply to Emory University based on our size, location, reputation, and yes, the weather. Besides these valid reasons as a possible college choice, why is Emory University a particularly good match for you? Why do you think the school says not to write about those things? Because their admissions readers are tired of reading about those things. In fact, here's what to do after you've written your first draft: go back through your essay and underline anything that sounds like it could have appeared in another student's essay. -
“The Evolution of the Chicago School of Economics: Fourth Estate
From The Collected Works of Milton Friedman, compiled and edited by Robert Leeson and Charles G. Palm. “Interview: The Evolution of the Chicago School of Economics” by Milton Friedman Fourth Estate Interview, Part 1, The Chicago Maroon, 3 April 1992 © The Chicago Maroon You returned to Chicago for the Centennial celebration last fall and for George Stigler’s memorial service last month. What kind of ties do you still have with the University? My only remaining ties are personal—good friends on the faculty and staff. Like many people, I am a professor emeritus, but I have no role at the University. What was the Hyde Park like during your tenure? Was there an informal gathering place where campus intellectuals gathered? Hyde Park was literally under siege during this period before and during the massive urban redevelopment program. There was a tavern on 55th street where many economics students and faculty used to gather, but it was long gone by the time I arrived. Most informal contact was in people’s homes and apartments. After finishing your master’s degree at Chicago, you held several positions with the government during the New Deal. Did these experiences help shape your views on government? Before World War II, post-graduate education was very different. There was little university financial support, and it was rare for students to continue straight through the program. After finishing coursework, most people wrote their dissertations while working elsewhere. After finishing at the U of C in 1935, I took a WPA-style job as a technical statistician. -
Academic Freedom and the Modern University
— — — — — — — — — AcAdemic Freedom And — — — — — — the modern University — — — — — — — — the experience oF the — — — — — — University oF chicA go — — — — — — — — — AcAdemic Freedom And the modern University the experience oF the University oF chicA go by john w. boyer 1 academic freedom introdUction his little book on academic freedom at the University of Chicago first appeared fourteen years ago, during a unique moment in our University’s history.1 Given the fundamental importance of freedom of speech to the scholarly mission T of American colleges and universities, I have decided to reissue the book for a new generation of students in the College, as well as for our alumni and parents. I hope it produces a deeper understanding of the challenges that the faculty of the University confronted over many decades in establishing Chicago’s national reputation as a particu- larly steadfast defender of the principle of academic freedom. Broadly understood, academic freedom is a principle that requires us to defend autonomy of thought and expression in our community, manifest in the rights of our students and faculty to speak, write, and teach freely. It is the foundation of the University’s mission to discover, improve, and disseminate knowledge. We do this by raising ideas in a climate of free and rigorous debate, where those ideas will be challenged and refined or discarded, but never stifled or intimidated from expres- sion in the first place. This principle has met regular challenges in our history from forces that have sought to influence our curriculum and research agendas in the name of security, political interests, or financial 1. John W.