Segment 5 Project Hard-Cost Contracts and Change Orders (January 6, 2015) CO % Louisa May Alcott CD-Phase Original Change Revised Original $ Per Sq
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Members' Arts Programs in CMSD Schools 2016-2017 76 Responses
Members’ Arts Programs in CMSD Schools 2016-2017 Cleveland Arts Education Consortium invited its members to participate in a survey to learn which schools in the Cleveland Metropolitan School District were served by arts organizations during one academic year. 76 responses (85%) of 90 invited to participate 17 Organizations checked “We served No CMSD Schools in 2016-2017” Of the 17 organizations, 12 are open to serving CMSD Schools in the future. Of the 17 organizations, 5 have no plans* to do so in the future. * Some CAEC members provide arts education programs in out of school time settings, or in non-CMSD Schools and other communities. “Yes, we are willing and able to serve CMSD schools, but have not had the opportunity to do so. Instead, we have been teaching in schools in other school districts outside of CMSD.” Following is a list of CAEC Member Organization CMSD Contacts 2016-2017 CAEC Member Organization CMSD Contacts 2016-2017 Elementary Schools PreK-8 or K-8 High Schools (9-12) plus K-12 and Block Scheduled Charter Schools Elementary PreK-8 or K- & HS # of Contacts Schools Building Type 25 Cleveland School of the Arts Elementary/High School (PreK-12) 20 Campus International Elementary PreK-8 or K-8 17 Franklin D. Roosevelt Elementary PreK-8 or K-8 15 Newton D. Baker School of the Arts Elementary PreK-8 or K-8 14 John Adams High School High School (9-12) 13 Luis Munoz Marin Elementary PreK-8 or K-8 13 Marion-Sterling Elementary PreK-8 or K-8 12 Bolton Elementary PreK-8 or K-8 12 Lincoln-West High School High School (9-12) 12 Thomas Jefferson International Newcomers Academy Elementary/High School (PreK-12) 11 Adlai E. -
Description of Services Ordered and Certification Form 471 FCC Form
OMB 3060-0806 Approval by OMB FCC Form 471 November 2015 Description of Services Ordered and Certification Form 471 FCC Form 471 Application Information Nickname CM19-47102-MIBS Application Number 191020583 Funding Year 2019 Category of Service Category 2 Billed Entity Contact Information Cleveland Municipal School District Curtis Timmons 1111 SUPERIOR AVENUE, E SUITE 1800 CLEVE 216-838-0485 LAND OH 44114 [email protected] 216-574-8000 Billed Entity Number 129482 FCC Registration Number 0012671517 Applicant Type School District Dedra Ross, 216-838-0495, [email protected] Holiday/Summer Contact Information Consulting Firms Name Consultant City State Zip Phone Email Registration Code Number Number Funds for Learning 16024808 Edmond OK 73013 405-341-4140 jharrington@fundsforlearn ing.com Entity Information School District Entity - Details BEN Name Urban/ State State NCES School District Endowment Rural LEA ID School Code Attributes ID 129482 Cleveland Municipal School District Urban Public School District None Related Entity Information Related Child School Entity - Details BEN Name Urban/ State State NCES Code Alternative School Attributes Endowment Rural LEA ID School ID Discount 47671 MAX HAYES Urban Public School None Page 1 BEN Name Urban/ State State NCES Code Alternative School Attributes Endowment Rural LEA ID School ID Discount 47673 MARION C. SELTZER Urban Public School None 47676 JOSEPH M. GALLAGHER Urban Public School None 47677 WAVERLY Urban Public School None 47682 H. BARBARA BOOKER Urban Public School None MONTESSORI 47683 CLARK Urban Public School None 47684 ALMIRA Urban Public School None 47687 CASE Urban Public School None 47691 WILLSON Urban Public School None 47695 WADE PARK Urban Public School None 47699 MARY B. -
When the Superheroes Emerged in the Late 1930S and Early 1940S They
Kameshia Shepherd The Superhero Genre: Exhibitions Which Explore the Identities, Costumes, and Missions of the Superheroes When the superheroes emerged in the late 1930s and early 1940s they had dual identities, sidekicks, powers and abilities, arch-villains, a costume, a moral code, and a top-secret headquarters but a lawsuit in 1940 established identity, power, and mission as the fundamental attributes of the superhero genre. According to Peter Coogan in Superhero: The Secret Origin of a Genre, Judge Learned Hand estab- lished these three elements in a copyright and infringement lawsuit between two comic book companies. In the case of Detective Comics, Inc. v. Bruns Publica- tions, Inc., DC Comics filed a suit which claimed that Bruns Publication’s super- hero Wonder Man was a duplicate of their character Superman. Judge Learned Hand agreed and stated in his ruling that Wonder Man copied Superman’s dual identities, various powers, and pro-social mission. Based on this copyright law- suit, Coogan argued that Judge Hand had unknowingly provided the definitional characteristics of a superhero.1 Coogan took Judge Hand’s interpretation a step further by combing all of the elements of Hand’s verdict to comprise his own definition. Coogan’s superhero is: A heroic character with a selfless, pro-social mission; with superpowers-extraordinary abilities, advanced technology, or highly developed physical, mental, or mystical skills; who has a superhero identity embodied in a codename and iconic costume, which typi- cally expresses his [or her] biography, -
Me & My Decisions (Pdf)
Session 1 Me & My Decisions Overview Session 1 is designed to introduce the mentors and students to each other and the program, to high school choice, and the decision-making process. Session Spotlights • Group Connection • Self-Awareness • Decision Making Learning Objectives By the conclusion of this session, students will: • Get to better know the mentors and students in their cohort. • Know how and why to make good choices. Mentor Pre-Work • View My Name Activity video instructions video (provided by True2U). • Create a My Name poster. • Review worksheets to be used in the session: o My Name Poster o My Name worksheet o Welcome to True2U! o Cleveland Metropolitan School District High Schools by Career Cluster o Say Yes to Education o Steps to Making Good Choices o Making Good Choice Scenarios o Tips for Understanding Choices Group Size and Physical Setting Session will take place remotely within a virtual platform. © 2020 Neighborhood Leadership Institute Page 1.1 Materials and Supplies • My Name Poster (on page 2 in True2U Tracker) • My Name worksheet (on page 3 in True2U Tracker) • Welcome to True2U! (on page 1 in True2U Tracker) • Cleveland Metropolitan School District High Schools by Career Cluster (on page 5 in True2U Tracker) • Say Yes to Education (on page in 4 True2U Tracker) • Steps to Making Good Choices (on pages 6 in True2U Tracker) • Making Good Choices Scenarios (on pages 7-8 in True2U Tracker) • Tips for Understanding Choices (on page 9 in True2U Tracker) • True2U Trackers • Markers • Pens/pencils Session At-a-Glance Session Element Time Activity 1(a): Welcome & My Name 20 minutes Activity 1(b): High School Choice Intro 5 minutes Activity 1(c): Making Good Choices 20 minutes Session Reflection and Debrief 5 minutes Total Time 50 minutes © 2020 Neighborhood Leadership Institute Page 1.2 Session 1 Step-by-Step Session Element Time Description Activity 1(a): 20 minutes Mentors: Welcome & My • Welcome students. -
Participating Schools Since 2013
Participating Schools Since 2013 High Schools Andrews Osborne Academy Esperanza at Lincoln West Aurora High School Esperanza-Main Office Avon Lake High School Euclid High School Bard High School Early College Cleveland Facing History New Tech High School Bay High School Fairport Harding High School Beachwood High School Firelands High School Beaumont School Firestone Community Learning Center Bedford High School Gaitway High School-Geauga County Education Services Beech Brook - Gund (HS) Garfield Heights High School Benedictine High School Garrett Morgan High School Berea-Midpark High School Gilmour Academy Berkshire High School Ginn Academy Brecksville-Broadview Heights High School Glenville High School Brooklyn High School Green High School Brunswick High School Groveport Madison High School Brush High School Hathaway Brown Buckeye High School Hawken School Cardinal High School Health Careers Center High School Cuyahoga East Vocational Education Consortium Hershey Montessori Chagrin Falls High School Highland High School Chardon High School Holy Name High School Cleveland Central Catholic I-CAN - Northeast Ohio College Preparatory School Cleveland Early College High School Independence High School Cleveland Heights High School International Newcomers Academy High School Cleveland High School for Digital Arts Invictus High School Cleveland School of Architecture and Design James Ford Rhodes High School Cleveland School of Science and Medicine at John Hay Jane Addams Business Careers Center Cleveland School of the Arts JFK - PACT Academy -
Cleveland Metropolitan School District Human Ware Audit: Findings and Recommendations
Cleveland Metropolitan School District Human Ware Audit: Findings and Recommendations AUGUST 14, 2008 Submitted To: Eugene T.W. Sanders, Ph.D. Chief Executive Officer Cleveland Metropolitan School District 1380 East 6th Street Cleveland, OH 44114 Prepared By: American Institutes for Research® 1000 Thomas Jefferson Street, NW Washington, DC 20007-3835 Authors: David Osher, Ph.D. Jeffrey M. Poirier, M.A. Kevin P. Dwyer, M.A., NCSP Regenia Hicks, Ph.D. Leah J. Brown, B.A. Stephanie Lampron, M.A. Carlos Rodriguez, Ph.D Cleveland Metropolitan School District Human Ware Audit ACKNOWLEDGMENTS The report authors express appreciation for the thoughtful input of the AIR senior staff members who have contributed to the work, including Dr. Libi Gil; Dr. Jennifer O’Day; Ms. Maria Guasp, M.S.; and Ms. Sandra Keenan, M.Ed. We also acknowledge the contributions of other AIR staff, including Dr. Sarah Jones, who supported the review of qualitative data; Drs. Kimberly Kendziora and Lorin Mueller as well as numerous staff in AIR’s Assessment Program who assisted with various activities related to the Conditions for Learning survey; and Mr. Phil Esra and Ms. Holly Baker, who assisted with report editing and formatting. We recognize Cleveland Mayor Frank G. Jackson and Dr. Eugene Sanders, chief executive officer of the Cleveland Metropolitan School District (the District), for their commitment to not limiting the scope of the Human Ware Audit activities and to a systemic approach to the recommendations. We are also very grateful to the support of the District’s chief academic officer, Mr. Eric Gordon; his staff, including the District’s research team; and the mayor’s staff (in particular, Ms. -
Segment 5 Project Hard-Cost Contracts and Change Orders (January 6, 2015) CO % Louisa May Alcott CD-Phase Original Change Revised Original $ Per Sq
Program Progress Update 34 January 24, 2015 (updated February 2, 2015) Introduction This is the 34th in a continuing series of Bond Accountability Commission reports on the performance of the Cleveland Metropolitan School District’s school facilities program. The report is based largely on the Construction Manager’s report for December 2014. These reports focus on construction costs, featuring a format designed to graphically communicate the status of projects in ongoing Segment 5 of the planned 10-segment construction program, including the total costs of each project and the costs of each hard-construction contract. The program is currently funded by the Ohio Facilities Construction Commission and proceeds of $335 million in District bonds and notes authorized by local voters as part of Issue 14 in May 2001. Soon it will also be financed by proceeds of $200 million in bonds and noted authorized as part of ballot Issue 4 in November 2014. The OFCC pays for two-thirds of most design and construction costs. Segment 5 progress: All five elementary-school projects are completed and hosting classes. Construction of Segment 5’s three high schools -- Cleveland School of the Arts, John Marshall and Max Hayes – is under way, with completions expected in the summer of 2015. For these high schools, the District is using one of the new construction- delivery methods authorized by the OFCC -- Construction Manager at Risk. Detailed cost charts, pictures, construction status and other information about Segment 5 projects follow on Pages 6-14. 1 Segment Status Segment 1: A.J. Rickoff (3500 E. 147th St), Miles Park (4090 East 93rd St.), Memorial (410 East 152nd St.), and Riverside (14601 Montrose Ave.) elementary schools are completed, as are John Adams (3817 Martin Luther King Jr. -
How to Be a Hero: a Rhetorical Analysis of Superman's First Appearance In
HOW TO BE A HERO: A RHETORICAL ANALYSIS OF SUPERMAN’S FIRST APPEARANCE IN ACTION COMICS By Sevan Michael Paris Approved: Lauren Ingraham Susan North Professor of Rhetoric and Composition Assistant Professor of Rhetoric and (Director of Thesis) Composition (Committee Member) Bonnie Warren-Kring Associate Professor of Education (Committee Member) Herb Burhenn A. Jerald Ainsworth Dean of the College of Arts and Dean of the Graduate School Sciences i HOW TO BE A HERO: A RHETORICAL ANALYSIS OF SUPERMAN’S FIRST APPEARANCE IN ACTION COMICS By Sevan Michael Paris A Thesis Submitted to the Faculty of the University of Tennessee at Chattanooga in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Rhetoric and Writing University of Tennessee at Chattanooga Chattanooga, Tennessee ii ABSTRACT Through a combination of rhetorical heightening, idiom, and structure, Superman creators Jerry Siegel and Joe Shuster influenced their young American audience with the first appearance of Superman in 1938’s Action Comics no. 1. Superman’s lack of distinguishing characteristics, dual identity, and embodiment of American culture allowed the character to become a vehicle for Siegel and Shuster, persuading children to be a helper of those in need and champion of the oppressed. Varying panel size and choosing what to show from what not to show allowed Siegel and Shuster to heighten specific moments within Superman’s story. Through metaphor and symbolic modeling, children recognized the impact of helping others in their lives both as a child and later as an adult. The tools that Siegel and Shuster had available to them in this particular medium—such as being able to simultaneously heighten several different moments within the narrative in one panel—make it a unique form of rhetorical heightening in fiction. -
“SUPERMAN DAY” in OHIO It's Been Said That Jerry Siegel and Joe
SUPPORT FOR “SUPERMAN DAY” IN OHIO It’s been said that Jerry Siegel and Joe Shuster created a universe on a piece of paper with a hero that drew on the struggles of a Depression weary America looking for some hint of a brighter future. The cornerstone of that new mythology was Superman, an immigrant from a dying planet whose parents sent him to Earth like a modern day Moses. The first kid who bought the first issue of Action Comics with a cover date of June 1938 sparked the “big bang” of popular culture. The character was an overnight phenomena, and the two Cleveland teenagers who created Superman also gave us a new segment of Americana that grows by the year. Siegel and Shuster didn’t teach children how to read. They gave them a reason to want to read and so many of Superman’s fans have gone on to write their own books, produce films, create, lead and promote the ideals of “Truth, Justice and the American Way.” These lofty goals recognized around the world for nearly eighty years were born in the minds of two Glenville High School students from Cleveland, Ohio. Ohio residents have long known the importance of Superman and his creators and show their pride with commemorative license plates, record crowds visiting the new Superman / Siegel and Shuster exhibit at the main branch of the Cleveland Public Library and soon a statue honoring the Man of Steel and his creators on the city’s lakefront. Declaration of an annual “Superman Day” in Ohio would add to the prestige the state can claim in laying the groundwork for a new genre of entertainment, and a billion dollar industry. -
Cleveland Metropolitan Schools
The following list was taken from the Cleveland Metropolitan School District website and is accurate as of October 20, 2020, including all Sponsored Charter Schools and Partner Schools (see CMSD Collaboration webpage for more information on sponsored and partner schools). Cleveland Metropolitan Schools Adlai E. Stevenson Albert Bushnell Hart Alfred A. Benesch Almira Andrew J. Rickoff Anton Grdina Artemus Ward Bard High School Early College Cleveland Benjamin Franklin Bolton Buhrer Dual Language Academy Campus International Campus International High School Charles A. Mooney Charles Dickens Clara E. Westropp Clark Cleveland Early College High School Cleveland High School for Digital Arts Cleveland School of Architecture and Design Cleveland School of Science and Medicine Cleveland School of the Arts Collinwood High School Daniel E. Morgan Davis Aerospace & Maritime High School Denison Design Lab Early College Dike School of the Arts Douglas MacArthur Girls’ Leadership Academy East Clark East Tech High School Euclid Park Facing History New Tech High School Franklin D. Roosevelt Garrett Morgan School of Engineering and Innovation Garrett Morgan School of Leadership and Innovation George Washington Carver Ginn Academy Glenville High School Halle Hannah Gibbons Harvey Rice International Newcomers Academy International Newcomers Academy at Thomas Jefferson James A. Garfield Jane Addams Business Careers Center JFK E3agle Academy John Adams College and Career Academy John F. Kennedy High School John Marshall School of Civic and Business Leadership John Marshall School of Engineering John Marshall School of Information Technology Joseph M. Gallagher Kenneth W. Clement Boys’ Leadership Academy Lincoln-West School of Global Science Lincoln-West School of Science and Health Louis Agassiz Louisa May Alcott Luis Munoz Marin Marion C. -
The Failings of Intellectual Property Law Through the Eyes of Superman
COPYRIGHT AND KRYPTONITE: THE FAILINGS OF INTELLECTUAL PROPERTY LAW THROUGH THE EYES OF SUPERMAN Jesse J. Krueger* INTRODUCTION ....................................................................... 229 HISTORY .................................................................................... 230 I. Up, Up and Away!: The Creation of Superman ........ 230 II. Faster than a Speeding Bullet, More Powerful than a Locomotive, Able to Adequately Resolve the Tension Between the Rights of the Publisher and the Author?: History of the Copyright Act ......... 232 III. It’s a Bird! It’s a Plane! It’s a Lawsuit!: History of the Litigation ............................................ 236 ANALYSIS ................................................................................. 241 I. The Man of Tomorrow: The Future of Superman? ........................................................... 241 II. This Looks Like a Job for Superman!: Copyright Law as Kryptonite .............................. 243 CONCLUSION ........................................................................... 248 INTRODUCTION Comic books began as ten-cent guilty pleasures, lining the shelves of gas stations and supermarkets and tempting children with garish colors, fantastical settings, and sometimes-questionable content. While early comic books were primarily horror anthologies, westerns, and funny books, the industry changed dramatically with the publica- tion of Action Comics #1 in 1938, featuring the first appearance of Superman. Superheroes were suddenly the new norm in -
What Makes Superman So Darned American?
What Makes Superman So Darned American? by Gary Engle When I was young I spent a lot of time arguing with myself about who would win in a fight between John Wayne and Superman. On days when I wore my cowboy hat and cap guns, I knew the Duke would win because of his pronounced superiority in the all-important matter of swagger. There were days, though, when a frayed army blanket tied cape-fashion around my neck signalled a young man’s need to believe there could be no end to the potency of his being. Then the Man of Steel was the odds-on favorite to knock the Duke for a cosmic loop. My greatest childhood problem was that the question could never be resolved because no such battle could ever take place. I mean, how would a fight start between the only two Americans who never started anything, who always fought only to defend their rights and the American way? Now that I’m older and able to look with reason on the mysteries of childhood, I’ve finally resolved the dilemma. John Wayne was the best older brother any kid could ever hope to have, but he was no Superman. Superman is the great American hero. We are a nation rich with legendary figures. But among the Davy Crocketts and Paul Bunyans and Mike Finks and Pecos Bills and all the rest who speak for various regional identities in the pantheon of American folklore, only Superman achieves truly mythic stature, interweaving a pattern of beliefs, literary conventions, and cultural traditions of the American people more powerfully and more accessibly than any other cultural symbol of the twentieth century, perhaps of any period in our history.