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Black Boi, Boss Bitch
Black Boi, Boss Bitch Lauryn Hill 18 Jan 1995 - 26 Sep 1998 BLACK QUEER LOOKS Y todo comenzo bailando.... 27 Oct 1998 “Y todo comenzo bailando”...The earliest memories I can recall of my existence are festive. 20 Pound Pots of pernil & pigfeet. Pasteles, Gandulez, Guinea, Pollo Guisado. Habichuelas. 5 different types of beans & 5 different dishes on one plate. Even if only 4 niggas pulled up to the crib, abuela was always cooking for 40. The image of her red lipstick stain on hefty glasses of Budweiser that once contained Goya olives is forever etched in my mind. This was that poor boricua family that stored rice & beans in “I Can’t Believe it’s Not Butter” containers.The kind of family that blasted Jerry Rivera’s & Frankie Ruiz voices over dollar-store speakers. The kind that prized Marc Anthony, Hector LaVoe, El Gran Combo, La India, Tito Rojas. Victor Manuelle. Salsa Legends that put abuela's feet to work. My cousin Nina & her wife Iris who sparked their Ls in the bathroom, waving around floor length box braids, and bomb ass butch-queen aesthetics. “Pero nino, you hoppin on the cyph?. Uncle Negro or “Black”as we called him for his rich dark-skin, stay trying to wife my mom’s friends. 7:11 pm. 7 pounds 8 oz. October 27th. Maybe it was the lucky 7. Maybe it was fated for them to welcome another, intensely-loving Scorpio into their home. Or maybe it was just another blissful evening in the barrio. Where Bottles of Henny would be popped, and cousins & aunts & uncles you didn’t even know you had would reappear. -
The Oxford Democrat : Vol. 70. No.52
The Oxford Democrat. 1903. NUMBER 52. VOLUME 70. SOUTH PARIS, MAINE, TUESDAY, DECEMBER 29, KH tiMh'.l lo; ili l 'y. oners, but Beverley soon suspected tl tt rutiler item, who was coining out 01 never fails. But he'll tell Clark to eta.v JUNKS, Fruit Marketing and Storage. *«W>4^3*4HfcHêHîMlHWHfr^ Furii «worth was on his guard in a C. THE a "tralllc In hah," ae the terrible bu-tl- u cabin nut far away, beard and knew where he is, and Vigo can do no more." ^ AMONG FARMERS. Some of the most and twin!;iing. lie set his jaw and uttered preening impor- ness had been named, was going on. the voice. What effect Helm's hold and appar- & Machinist, in- a< I!· htnh.· Smith tant relating to the fri\it f nil ugly oath: then qiii-k MA1NK. questions miH"î Savages came In from far away with Ho. lio. little cried artless talk h:id upon Hamilton's SOUTH PARIS, are those that out of the y4"i«P my lady!" ently at the with "SFLKD THIS PLOW." dustry grow he struck siucwlse pistol of general machinery, steam en in horticulture to scalps yet scarcely dry dangling at Adrien ne's captor in a breezy, jocund mind Is not recorded, hut the meager Manufacturer anil tools., .present tendency pro- his blade. It was a move which might mill work, spool machinery their belis. It made the Vir- "You wouldn't run over u facts at command show that ,'lties, drille made and duce each fruit in that section where it #| young tone. -
Sexual Orientation and Trans Sexuality 101
Sexual Orientation and Trans Sexuality 101 Michael L Krychman MD Executive Director of the Southern California Center for Sexual Health and Survivorship Medicine Associate Clinical Professor UCI AASECT Certified Sexual Counselor Developmental Sexuality Review • Things do go wrong! – Chromosomal – Hormonal Gender Identity & Sexual Orientation are Different! • Every individual has a – biological sex – a gender identity – a sexual orientation. – (All can be considered fluid!) • Being transgender does not mean you’re gay and being gay does not mean you’re transgender. – There is overlap, in part because gender variance is often seen in gay context. – Masculine females and feminine males are often assumed to be gay; – “Anti-gay” discrimination and violence often targets gender expression, not sexuality Anatomy does not determine sexual orientation Homophobia is different than Transphobia Case: Ego Dystonic Bisexual Transgender Male becoming a female Has both a male and female partner Parts: heterosexual Identity: homosexual Gender Identity & Sexual Orientation are Different! • Coming out as gay is different than coming out as transexual • Trans people are often marginalized in G/L context. • How do we apply cultural competency lessons that apply around heterosexism to gender variance? • CDC categorizes MTFs and partners as MSM; • neither partner self-identifies as MSM • Power relationship between HCP and client is intensified; provider as gate-keeper who must give ongoing “approval” Development of Sexual Orientation and Gender Identity Etiological -
Youngstown State University Bulletin Graduate Edition 2006–2008
Youngstown State University Bulletin Graduate Edition 2006–2008 Effective August 2006 Youngstown, Ohio Youngstown State University reserves the right to change without notice any statement in this bulletin concerning, but not limited to, rules, policies, tuition, fees, curricula, and courses. Youngstown State University is committed to a campus environment that values all individu- als and groups, and to nondiscrimination and equal opportunity for all persons without regard to sex, race, religion, color, age, national origin, sexual orientation, handicap/disability, or identifica- tion as a disabled and/or Vietnam Era veteran. The University is also committed to the principles of affirmative action and acts in accordance with state and federal laws. Inquiries should be addressed to Youngstown State University’s director of Equal Opportu- nity and Diversity, who is responsible for coordinating the University’s programs for compliance. Inquiries can be initiated in writing or by calling (330) 941-3370. Youngstown State University Graduate Bulletin VOLUME 73 ISSUE 1 (2006–2007) EFFECTIVE AUGUST 2006 School of Graduate Studies and Research Youngstown State University One University Plaza Youngstown, OH 44555 Contents Ohio Board of Regents, YSU Board of Trustees, and Executive Officers 4 Academic Calendar 2006–2007 5 General Information 7 University Policies 25 Research at YSU 27 The School of Graduate Studies and Research 31 Student Fees, Charges, and Fines 44 State Residency Status 51 Financial Assistance 55 Course Numbering System, Abbreviations, -
Lgbt Resource Roundup
LGBTQ Resource Roundup Gender Bisexuality Queer and Race and Activism Family Health International Allied Identity/ Trans Youth Ethnicity Organizations Expression We Happy Interweave Advocates for Unid@s GetEQUAL Family World International National Trans Youth Acceptance Professional LGBT Organization Project Association for Association for Women Transgender Health YES Institute Bisexual Campus Pride National Black Queer Rising Family Gay and International NARAL- Resource Justice Diversity Lesbian Gay and ProChoice Center Coalition Project Medical Lesbian Human Association Rights Commission National Center BiNet USA It Gets Better Immigration SoulForce PFLAG National Council for Planned for Equality Alliance on Global Equality Parenthood Transgender Mental Illness Equality Transgender All Things Bi Draw Your Line Causes in Human Rights Family Equality GLBT National Amnesty Intersex Legal Defense Common Campaign Council Help Center International Society of and Education North America Fund TransFaith American Trevor Project Brown Boi National Gay SAGE Pride Institute International Organization Online Institute of Project and Lesbian Lesbian, Gay, Intersex Bisexuality Taskforce Bisexual, International in Trans, & the United Intersex States of Association America Trans Student Bisexual Courage Audre Lorde GLAAD Families Like Substance International Equality Organizing Campaign Project Mine Abuse and LGBTQ Youth Resources Project Mental Health & Student Services Organization Administration Gay Teen Astraea Lambda Legal National Global Respect -
Study Into the Need to Regulate Music Therapists in the Commonweath Of
Virginia Department of Health Professions June 2019 THE VIRGINIA BOARD OF HEALTH PROFESSIONS STUDY INTO THE NEED TO REGULATE MUSIC THERAPISTS IN THE COMMONWEALTH OF VIRGINIA JUNE 2019 VIRGINIA BOARD OF HEALTH PROFESSIONS 9960 MAYLAND DR, SUITE 300 HENRICO, VA 23233-1463 (804) 367-4403 1 CONTENTS Executive Summary ................................................................................................................................................................................................ 4 Authority ..................................................................................................................................................................................................................... 4 The Criteria and Their Application .................................................................................................................................................................. 5 Criterion One: Risk for Harm to the Consumer ..................................................................................................................................... 5 Criterion Two: Specialized Skills and Training ..................................................................................................................................... 5 Criterion Three: Autonomous Practice .................................................................................................................................................... 5 Criterion Four: Scope of Practice ............................................................................................................................................................... -
(MUS) Fall 2021 Department of Music Chairperson Christina Dahl Staller
MUSIC (MUS) Fall 2021 Department of Music Chairperson Christina Dahl Staller Center 3304 (631) 632-7330 Graduate Program Director Erika Honisch Staller Center 3346 (631) 632-4433 Degrees Awarded M.A. in Music History and Theory; M.A. in Ethnomusicology; M.A. in Composition; M.M. in Music Performance; Ph.D. in History and Theory; Ph.D in Ethnomusicology; Ph.D. in Composition; D.M.A. in Music Performance. Website https://www.stonybrook.edu/commcms/music/ Application Applications to our programs can be found on our website here: https://www.stonybrook.edu/commcms/music/academics/_graduate/index.php Description of the Department of Music The Department of Music offers programs that normally lead to the Doctor of Philosophy degree in Music History and Theory, in Ethnomusicology, and in Composition. The Department also offers programs that normally lead to the Doctor of Musical Arts degree in Music Performance. Masters Degrees in Music History and Theory, in Ethnomusicology, in Composition, and in Music Performance are also available. Stony Brook’s programs have grown out of an unusual partnership between the academy and the conservatory. The Music Department has a distinguished and well-balanced faculty in the areas of music history, theory, ethnomusicology, composition, and performance. The degree programs are designed to favor interaction among musical disciplines that have traditionally been kept separate. For example, the performance programs at Stony Brook all have an academic component. Graduate courses typically have a healthy mix of students from all areas. A number of courses are team taught by two or more faculty members, examining topics from several disciplinary viewpoints. -
Doctoral Pathway Frequently Asked Questions
Doctoral Pathway Frequently Asked Questions What are the different types of doctoral programs in education? Broadly speaking, there are two types of educational doctoral degrees: a Ph.D. (Doctor of Philosophy) and Ed.D. (Doctor of Education). A Ph.D. tends to be more theoretical, while a Ed.D. tends to be more applied. We sometimes refer to a Ph.D. as being an academic doctoral degree, while an Ed.D. degree is called a professional doctoral degree. Ph.D programs almost always have a thesis component as a culminating assignment. Ed.D. degrees usually have either a thesis or a major project as a culminating assignment. People tend to be more familiar with Ph.Ds than Ed.D. degrees, although there are some high profile Ed.D degrees around the world (e.g., Harvard has one). You’ll find that there are lots of university and college professors who have Ed.Ds rather than Ph.Ds. You’ll also find people with Ed.Ds and Ph.Ds working at the Ministry as well as in senior leadership positions at the Board level. Both are prestigious doctoral-level degrees. Why would I want a Ph.D or an Ed.D? If you want to be a university professor, you will need a Ph.D. or Ed.D. Many Ontario Colleges are also preferentially hiring instructors with a Ph.D. or Ed.D. An Ed.D. or Ph.D. might make you a stronger candidate if you want to work at the ministry, or at a school board, or as an educational consultant of some kind. -
Master of Education
MASTER OF EDUCATION THE M.ED. PROGRAM Rockhurst offers a number of different program options for you to choose from, whether you’re looking to teach or eager to expand your professional knowledge. Classes are offered in the evenings to accommodate teaching or work schedules, with start Whether you want to dates in the fall, spring and summer semesters. start a new teaching Program options include: career or advance in your current position, ¡ Elementary certification, grade levels 1-6 our Master of Education Program requires 51 graduate credit hours with the possible addition of six hours degree will lead you of undergraduate math courses to ensure compliance with Missouri certification there. Here, you’ll requirements. become a passionate, confident teacher with a ¡ Secondary certification, grade levels 9-12 solid background in your Certification areas include biology, business, chemistry, English, French (K-12), chosen field. In short, mathematics, physics, social science and Spanish (K-12). Program requires 40 you’ll be ready to lead credit hours with the possible addition of undergraduate content courses to ensure your future classroom. compliance with Missouri certification requirements. ¡ Special education certification, grade levels K-12 Through a rigorous core Designed for those looking to work with children who have mild to moderate cross- curriculum and a variety categorical special needs. You may simultaneously earn your elementary education of field experiences, certification. The program requires 67 credit hours with the possible addition of six you’ll acquire a deep hours of undergraduate math courses to ensure compliance with Missouri certification. understanding of and a special sensitivity to the ¡ Educational studies, non-licensure track challenges and rewards Created for those looking to teach who do not need, or already have, licensure. -
MASTER of EDUCATION (M.Ed.) in Curriculum & Instruction with A
MASTER of EDUCATION (M.Ed.) in Curriculum & Instruction with a Specialization in Elementary Education Overview The School of Education offers a Master of Education (M.Ed.) degree in Curriculum & Instruction which provides certified teachers with advanced coursework to pursue a specialization in elementary education. The program extends teachers’ knowledge beyond initial teacher preparation and/or alternative teacher preparation by focusing on advanced coursework that targets foundations, philosophies, research, content disciplines, pedagogical methods, and materials. Once enrolled, students have five years to complete all requirements for the degree. Program Structure The Master of Education (M.Ed.) degree in Curriculum & Instruction with a Specialization in Elementary Education is a 36 hour program beyond the baccalaureate degree which includes the following required courses: EDCI 7824 – Elementary School Curriculum (3 hours), EDCI 4800 – Teaching in the Multicultural Classroom (3 hours), ELRC 4507 – Computer Technology in Education (3 hours), and 3 hours of research. Beyond required coursework, a total of 12 hours of coursework must be taken in an area of specialization (early childhood, literacy, math, reading, science, social studies, or special education), as well as 6-12 hours of electives. The number of electives, 6-12 hours, depends on whether a student decides to: 1) respond to comprehensive exam questions, 2) complete a final culminating research project, or 3) compose a thesis on a topic related to their area of specialization. DEGREE OPTION TOTALS Degree program option Option hours Total program hours Final Exam option No final exam course 36 Research project option 3 hours EDCI 7475 36 Thesis option 6 hours EDCI 8000 36 Students should meet with their advisor upon acceptance into the degree program to plan a course of study. -
To Get Your Master of Education Degree Table of Contents Top 9 Reasons to Get Your Master’S Degree
Top 9 Reasons To Get Your Master of Education Degree Table of Contents Top 9 Reasons To Get Your Master’s Degree 1. Career Advancement and Opportunity 4 2. Salary Increase 6 3. Higher Education Creates Better Teachers 8 4. Networking Opportunities Expand 10 5. Specialization 12 6. It’s Affordable 15 7. Make Positive Change in the School and Community 17 8. Flexible Degree Options 19 9. Reignite a Love of Learning 21 Deciding to go back to school for your master’s degree is a big decision. In the education field, holding a master’s degree or obtaining an advanced degree is often a common goal among teachers. According to the Wall Street Journal, “Of the 730,635 master’s degrees awarded in U.S. colleges in 2011, about 25% were in education, the second highest percentage of any field, behind only business, according to the federal data.” In a competitive field that is centered on learning, obtaining a master’s degree makes sense for most serious educators. But fitting study into a full-time job and family life can be a challenge. Luckily, with the adoption of online learning and flexible formats coupled with educational grants and loans for teachers, obtaining an advanced degree in education has never been easier. If you are a teacher weighing the pros and cons of advancing your education, use this eBook to examine the many benefits a Master of Education degree can offer. 3 Reason One Career Advancement and Opportunity REASON ONE Career Advancement and Opportunity One of the driving forces behind the obtainment of a Master of Education degree, for most teachers, is career opportunity. -
Edgecliff Student Newspaper
Xavier University Exhibit Journals, Publications, Conferences, and Edgecliff oC llege Newspaper Proceedings 1966-09-23 Edgecliff tudeS nt Newspaper Edgecliff olC lege - Cincinnati Follow this and additional works at: http://www.exhibit.xavier.edu/edgecliff_newspaper Recommended Citation Edgecliff oC llege - Cincinnati, "Edgecliff tudeS nt Newspaper" (1966). Edgecliff College Newspaper. Book 198. http://www.exhibit.xavier.edu/edgecliff_newspaper/198 This Book is brought to you for free and open access by the Journals, Publications, Conferences, and Proceedings at Exhibit. It has been accepted for inclusion in Edgecliff oC llege Newspaper by an authorized administrator of Exhibit. For more information, please contact [email protected]. Vol. XXXII Our Lady of Cincinnati, "Edgecliff," Cincinnati, Ohio, September 23, 1966 NF Convention Sparks New Ideas, Programs Forming Christian leaders who can respond to the needs on campus and in communities is the new aim of the National Federation of Catholic Opening Mass College Students. The Mass of the Holy Spirit was This goal, announced at the recent NF convention in Cincinnati's offered today for the Edgecliff Netherland Hilton by Charles M. Rodriguez, national president, will be students' spiritual and academic implemented on Edgecliff's campus by a program designed to recruit success during the current year. potential leaders, strengthen in them the Christian motivation and the The Rev. Alfred G. Stritch, col technical skills needed for leader lege chaplain and head of the so ship, and provide them with oppor • An atmosphere of true Chris cial science division, celebrated the tunities to express th11 leadership. tian love. opening Mass which concluded the This will be accomplished by a In presenting her ideas to the first week of classes.