An Interview with Erik Olin Wright
Total Page:16
File Type:pdf, Size:1020Kb

Load more
Recommended publications
-
COMMON CORE STATE STANDARDS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects _____ Appendix B: Grades 2-3 Text Exemplars and Sample Performance Tasks OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grades 2‐3 Exemplars of Reading Text Complexity, Quality, and Range & Sample Performance Tasks Related to Core Standards Selecting Text Exemplars The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list. The process of text selection was guided by the following criteria: • Complexity. Appendix A describes in detail a three‐part model of measuring text complexity based on qualitative and quantitative indices of inherent text difficulty balanced with educators’ professional judgment in matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group began by soliciting contributions from teachers, educational leaders, and researchers who have experience working with students in the grades for which the texts have been selected. These contributors were asked to recommend texts that they or their colleagues have used successfully with students in a given grade band. The work group made final selections based in part on whether qualitative and quantitative measures indicated that the recommended texts were of sufficient complexity for the grade band. -
1 Reading List for Field Exam in Stratification And
1 Reading list for field exam in Stratification and Inequality Wednesday, November 14, 2012 Concepts Erik Olin Wright (ed.) 2005. Alternative Foundations of Class Analysis, Cambridge University Press. Duncan, Otis Dudley 1961. “A Socioeconomic Index for All Occupations”, Chapter 6 in Albert J. Reiss (ed.) Occupations and Social Status. Free Press. Hauser, Robert M. and John R. Warren. 1997. “Socioeconomic Indexes for Occupations: A Review, Update and Critique”. Sociological Methodology 27: 177-298. Weeden, Kim A. and David B. Grusky 2005. “The Case for a New Class Map” American Journal of Sociology 111: 141-212. Ganzeboom, Harry B. G., Paul M. DeGraaf, Donald J. Treiman. 1992. “A Standard International Socio-Economic Index of Occupational Status”. Social Science Research 21: 1-56. Sørenson, Aage B. 2000. “Toward a Sounder Basis for Class Analysis” American Journal of Sociology 105: 1523-58 (also following comments by Wright and Goldthorpe). Atkinson, Anthony B. 1983. The Economics of Inequality. Clarendon Press, Chapter 3. Inequality Davis, Kingsley and Wilbur E. Moore 1945. “Some Principles of Stratification” American Sociological Review 10: 242-49. Neckerman, Kathryn M. and Florencia Torche 2007. “Inequality: Causes and Consequences” Annual Review of Sociology 33: 335-357. Tumin, Melvin M. 1953. “Some Principles of Stratification: A Critical Analysis” American Sociological Review 18: 387-93. Treiman, Donald J. “Industrialization and Social Stratification” in Edward O. Laumann (ed) Social Stratification: Research and Theory for the 1970s. Bobbs-Merril, pp: 207-34. The Status Attainment Tradition 2 Blau, Peter M. and Otis Dudley Duncan. 1967. The American Occupational Structure Simon and Schuster, chapters 1 and 5. -
Jazzletter'~ I .%S;.€Fo‘ ' ‘ Life November 1988 V01
Gene L(’<’S PD. Box 240 Jazzletter'~ i .%s;.€fO‘ ' ‘ life November 1988 V01. 7 N0. 1 1 The dates given for Dave on the fatnilyitoinbstone in Letters . lligzist Home Cemetery, 863 Des Plaines, are 1907- Amongthe list of Chiéago musicians and their birth years in the September Jazzletter is Dave Tough (1908). Both Harold S. Kaye, Atlanta, Georgia. Feather’s monumental Encyclopedia of Jazz and Chilton’s Who's Who ofJazz nee tly use the April 26 1903 unm- an and December 6, rig-is, death date. one was born April 26, 1907 and died December 9, 1948. A Lost Innocence I Neither Cook County nor the Illinois Bureau of Vital Statistics has-any record of_Davei'I‘ough’s birth. Fortunately, The development ofphotography in the early nineteenth-cen- I found the church that the Tough family attended in Gak tury angasthen the motion picture, sound recording, and vide- Park, Illinois. They were able to furnish me with a baptis- otape, permitted us to preserve aspects of reali‘ . This mal certificate which “David Jaffray Tough, son of has our perceptions and even ourtideas of Mr. and Mrs. James Tough, was born April 26, 1907, and what art is. We know Nijins1ry’s dancing only-from descrip- baptized June 9, 1907, at‘Harvard Congregational Church, tions of it, and comparatively few people knew» it when he 1045 S; Kenilworth Avenue, Oak Park, Illinois. The Rev. C. was alive. That ofFred Astaire, Cyd Charisse, Leslie Caron, Arthur Jevne was thepastor.” RudolfNureyev, will be admiredbY.P°9Ple yet unborn. Gene When Dave sailed for Europe in 1927, his passport Kelly will be dancing with Jerry the mouse after we are all read “b. -
Whiskey River (Take My Mind) I
whiskey river (take my mind) i introduction 00 Bush rev pg proofs 000i-xxiv i i 12/11/06 9:58:38 AM THIS PAGE INTENTIONALLY LEFT BLANK whiskey river (take my mind) iii The True Story of Texas Honky-Tonk by johnny bush with rick mitchell foreword by willie nelson University of Texas Press, Austin introduction 00 Bush rev pg proofs 000i-xxiv iii iii 12/11/06 9:58:39 AM iv copyright © 2007 by the university of texas press All rights reserved Printed in the United States of America First edition, 2007 Requests for permission to reproduce material from this work should be sent to: Permissions University of Texas Press P.O. Box 7819 Austin, TX 78713-7819 www.utexas.edu/utpress/about/bpermission.html ∞ The paper used in this book meets the minimum requirements of ansi/niso z39.48-1992 (r1997) (Permanence of Paper). library of congress cataloging-in-publication data Bush, Johnny. Whiskey river (take my mind) : the true story of Texas honky-tonk / by Johnny Bush with Rick Mitchell ; foreword by Willie Nelson. — 1st ed. p. cm. Includes discography (p. ), bibliographical references (p. ), and index. isbn-13: 978-0-292-71490-8 (cl. : alk. paper) isbn-10: 0-292-71490-4 1. Bush, Johnny. 2. Country musicians—Texas—Biography. 3. Spasmodic dysphonia—Patients—Texas—Biography. 4. Honky-tonk music—Texas— History and criticism. I. Mitchell, Rick, 1952– II. Title. ml420.b8967a3 2007 782.421642092—dc22 [B] 2006033039 whiskey river (take my mind) 00 Bush rev pg proofs 000i-xxiv iv iv 12/11/06 9:58:39 AM Dedicated to v John Bush Shinn, Jr., my dad, who encouraged me to follow my dreams. -
C:\Users\Dwade8161\Downloads\Camology 7.Pmd
Vol. 1 No. 7 November 2020 CAMOLOGY The Message WithinThe Music I love all kinds of music, but the cause while MJ was one of the Jackson would use as the 1968 recent passing of singer Bobby greatest performers of all time, audition song for himself and his Tolbert, who shared the stage these were the greatest “creators” brothers as Motown President with me in our twenties as a of funk -- and they each took me on Berry Gordy watched in awe, still member of a local N.Y. funk a personal journey. makes me dance against my will. group, prompted me to reflect on our love of funk, the concept of Nineteen sixty-six was the year I Four years later I was on the the funk genre and a song that was picking through my aunt Long Island railroad, the first leg is currently on my current “Free- Elsie’s collection of 45s before of a solitary trip to the Apollo dom Of Expression” album. coming across a James Brown Theater. At that point I “had” to song entitled, “Let Yourself Go.” It’s see the James Brown show like “James Brown, Jimi Hendrix, Sly syncopated rhythm was hard to actor Richard Dreyfus’ character Stone, George Clinton and dance to, hard to clap to and had to meet the aliens in “Close Prince — that’s who we’re hang- sounded like something from outer Encounters of the Third Kind.” ing with!” That chant came to space. However, before the song The James Brown groove was mind when Rick Hodge first sent ended, the complicated groove that infectious, mesmerizing and me a track that would eventu- changed into another more spellbinding. -
A Don West Reader West End Press
Lincoln Memorial University LMU Digital Commons Copyright-Free Books Collection Special Collections 1985 In a Land of Plenty: A Don West Reader West End Press Don West Constance Adams West Follow this and additional works at: https://digitalcommons.lmunet.edu/csbc Part of the Appalachian Studies Commons, and the Poetry Commons Recommended Citation End Press, West; West, Don; and West, Constance Adams, "In a Land of Plenty: A Don West Reader" (1985). Copyright-Free Books Collection. 1. https://digitalcommons.lmunet.edu/csbc/1 This Book is brought to you for free and open access by the Special Collections at LMU Digital Commons. It has been accepted for inclusion in Copyright-Free Books Collection by an authorized administrator of LMU Digital Commons. For more information, please contact [email protected]. With sketches Constance Adams West No Grants This book is not supported any grant, governmental, corporate or PS 3545 .E8279 16 1985 private. It is paid for, directly or indirectly, by the people who support and In a land of plenty have Don West's vision, and it both reflects and proves their best - The publisher No Purposely this book is not copyrighted. Poetry and other creative efforts should be levers, weapons to be used in the people's struggle for understanding, human rights, and decency. "Art for Art's Sake" is a misnomer. The poet can never be neutral. In a hungry world the struggle between oppressor and oppressed is unending. There is the inevitable question: "Which side are you on?" To be content with as they are, to be "neutral," is to take sides with the oppressor who also wants to keep the status quo. -
Alec Campbell [email protected] Office Hours M 8-9 AM and by Apt Office A242
Introduction to Sociology SOC 101 | Fall 2015 C164 | TTh 12:30-2:40pm Alec Campbell [email protected] Office Hours M 8-9 AM and by apt Office A242 Course Outcomes: After completing this class, students should be able to: Critically examine the social landscape in which you live and how life experiences differ according to race, class, gender and sexuality. Identify the ways in which cultural and social institutions shape the everyday experiences of individuals, groups and communities. Describe fundamental sociological concepts, and theories, and apply them to real-life situations. Texts There is no textbook for this class and no books to purchase. All class resources can be accessed through canvas or will be provided by the professor. Policies Student Attendance: Attendance is essential to your success in this course. I will take attendance every day and you will receive 10 points if you are in class on time and 5 points if you arrive late. There are 22 class meetings and a maximum of 200 attendance points so it is possible to miss two classes and still receive full credit for attendance. I will make accommodations for college sanctioned events (athletic contests, artistic performances, conferences) provided that you inform me of your anticipated absence in a timely fashion. An example of timely notification can be found in the tentative schedule. I will be attending a college sanctioned conference on November 5th and class is cancelled on that day. In any case, you will be responsible for material covered in your absence and for turning in any work due on the day of your absence. -
Grodsky,Eric. Wisconsin. Spring 2016. Social Stratification
Page 1 of 38 Sociology 923: Social Stratification Mondays, 2:10 to 4:40 PM, 6322 Sewell Office hours: Tuesday 2:30-3:30 or by appointment Instructor Eric Grodsky [email protected] 4454 Sewell Social Science Building Course Description This course is a graduate level seminar on social stratification. This is a difficult field to bound as it incorporates several subfields, including the study of gender, race/ethnicity, sociology of education and much of social demography. There’s a lot to cover. As a graduate seminar, this class relies heavily on your participation. I will seldom lecture, and when I do my lectures will be brief and most likely methodological in nature (enough information to get you through the readings). The substantive work of this course falls to you. I expect you to complete all of the readings on time, submit summaries in a timely fashion (described below), and attend every class unless you are SERIOUSLY ill or have some other very legitimate reason for not attending (religious, family emergency, etc.). You will take turns leading our discussions. Course format We will meet for 2 hours and 20 minutes each week, with a five-minute break somewhere in there. In addition to completing ALL of the readings that are required (denoted by a *), each of you will complete one or two article summaries most weeks. You will upload your summaries to the drop box on the course web page by 8:00 AM Friday each week. This will give your classmates time to review your summaries before we meet. -
September 1988
Cover photo by Ebet Roberts 18 AIRTO He calls himself the "outlaw of percussion" because he breaks all the rules, but that's what has kept Airto in demand with musicians such as Miles Davis, Chick Corea, and Weather Report for almost two decades. His latest rule-breaking involves the use of electronics, but as usual, he has come up with his own way of doing it. by Rick Mattingly 24 GILSON LAVIS Back when Squeeze was enjoying their initial success, drummer Gilson Lavis was becoming increasingly dependent on alcohol. After the band broke up, he conquered his problem, and now, with the re-formed Squeeze enjoying success once again, Lavis is able to put new energy into his gig. by Simon Goodwin 28 BUDDY Photo by Ebet Roberts MILES He made his mark with the Electric Flag, Jimi Hendrix's Band of Gypsies, and his own Buddy Miles Express. Now, active once again with Santana and the California Raisins, Buddy Miles reflects on the legendary music that he was so much a part of. by Robert Santelli 32 DAVE TOUGH He didn't have the flash of a Buddy Rich or a Gene Krupa, but Dave Tough made such bands as Benny Goodman's, Artie Shaw's, and Woody Herman's play their best through his driving timekeeping and sense of color. His story is a tragic one, and it is thus even more Roberts Ebet remarkable that he accomplished so much in his by relatively short life. Photo by Burt Korall VOLUME 12, NUMBER 9 ROCK BASICS PERSPECTIVES Heavy Metal Power Warming Up: Part 1 Fills: Part 1 by Kenny Aronoff by Jim Pfeifer 38 90 UP AND COMING DRUM SOLOIST ROCK'N'JAZZ David Bowler Max Roach: "Jordu" CLINIC by Bonnie C. -
SOCIOLOGY 9191A Social Science in the Marxian Tradition Fall 2020
SOCIOLOGY 9191A Social Science in the Marxian Tradition Fall 2020 DRAFT Class times and location Wednesday 10:30am -12:30pm Virtual synchronous Instructor: David Calnitsky Office Hours by appointment Department of Sociology Office: SSC 5402 Email: [email protected] Technical Requirements: Stable internet connection Laptop or computer Working microphone Working webcam “The philosophers have only interpreted the world, in various ways. The point, however, is to change it.” – Karl Marx That is the point, it’s true—but not in this course. This quote, indirectly, hints at a deep tension in Marxism. If we want to change the world we need to understand it. But the desire to change something can infect our understanding of it. This is a pervasive dynamic in the history of Marxism and the first step is to admit there is a problem. This means acknowledging the presence of wishful thinking, without letting it induce paralysis. On the other hand, if there are pitfalls in being upfront in your desire to change the world there are also virtues. The normative 1 goal of social change helps to avoid common trappings of academia, in particular, the laser focus on irrelevant questions. Plus, in having a set of value commitments, stated clearly, you avoid the false pretense that values don’t enter in the backdoor in social science, which they often do if you’re paying attention. With this caveat in place, Marxian social science really does have a lot to offer in understanding the world and that’s what we’ll analyze in this course. The goal is to look at the different hypotheses that broadly emerge out of the Marxian tradition and see the extent to which they can be supported both theoretically and empirically. -
The Complete Stories
The Complete Stories by Franz Kafka a.b.e-book v3.0 / Notes at the end Back Cover : "An important book, valuable in itself and absolutely fascinating. The stories are dreamlike, allegorical, symbolic, parabolic, grotesque, ritualistic, nasty, lucent, extremely personal, ghoulishly detached, exquisitely comic. numinous and prophetic." -- New York Times "The Complete Stories is an encyclopedia of our insecurities and our brave attempts to oppose them." -- Anatole Broyard Franz Kafka wrote continuously and furiously throughout his short and intensely lived life, but only allowed a fraction of his work to be published during his lifetime. Shortly before his death at the age of forty, he instructed Max Brod, his friend and literary executor, to burn all his remaining works of fiction. Fortunately, Brod disobeyed. Page 1 The Complete Stories brings together all of Kafka's stories, from the classic tales such as "The Metamorphosis," "In the Penal Colony" and "The Hunger Artist" to less-known, shorter pieces and fragments Brod released after Kafka's death; with the exception of his three novels, the whole of Kafka's narrative work is included in this volume. The remarkable depth and breadth of his brilliant and probing imagination become even more evident when these stories are seen as a whole. This edition also features a fascinating introduction by John Updike, a chronology of Kafka's life, and a selected bibliography of critical writings about Kafka. Copyright © 1971 by Schocken Books Inc. All rights reserved under International and Pan-American Copyright Conventions. Published in the United States by Schocken Books Inc., New York. Distributed by Pantheon Books, a division of Random House, Inc., New York. -
Erik Olin Wright, Editor
Alternative Foundations of Class Analysis Erik Olin Wright, editor with contributions by Richard Breen David Grusky Jan Pakulski Aage Sorensen Elliott Weininger Erik Olin Wright December, 2002 Table of Contents Introduction page 1 Erik Olin Wright Chapter 1 Foundations of Class Analysis in the Marxist 6 Tradition Erik Olin Wright Chapter 2 Foundations of Class Analysis in the Weberian 41 Tradition Richard Breen Chapter 3 Foundations of Durkheimian class analysis 70 David Grusky Chapter 4 Foundations of Class Analysis in the work of 119 Bourdieu Elliott Weininger Chapter 5 Foundations of neo-Ricardian class analysis 180 Aage Sørensen Chapter 6 Foundations of Anti-Class analysis 215 Jan Pakulski INTRODUCTION In March 2001, on the morning BBC Radio news program, a report was presented discussing a new seven-category class scheme being used in the British Census. Listeners were invited to the BBC website to see what class they were in. Within a few days there were over 50,000 hits on the site, a record for this sort of thing. At least for the segment of the British population that listens to the BBC morning news, class remains a salient issue. In the broadcast a number of people were interviewed. One police inspector responded to being told that he was now classified in Class I along with doctors, lawyers and chief executives of corporations, by saying “Does it mean now I have to wear tennis whites when I go out to do my gardening?....I don’t see myself socially or economically in the same class as them.” In a subsequent “live chat” program with Professor David Rose of Essex University, the principle designer of the new census categories, many people called up complaining about the coding scheme.