SENIOR RUCKUS FINAL 2021 (Pdf)
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Understanding Experiences of High School Student Spoken Word
i UNDERSTANDING EXPERIENCES OF HIGH SCHOOL STUDENT SPOKEN WORD POETRY MENTORS OF COLOR IN A LARGE MIDWEST URBAN DISTRICT by Kristopher J. Rollins Dissertation Committee: Jill Caton-Johnson, Ph.D., Chair Sally Beisser, Ph. D. Kevin Lam, Ph.D. Tom Ahart, Ed.D. Dean of the School of Education: Janet M. McMahill, Ph.D. Drake University Des Moines, Iowa 2017 Copyright © Kristopher J. Rollins, 2017. All rights reserved. UNDERSTANDING EXPERIENCES OF HIGH SCHOOL STUDENT SPOKEN WORD POETRY MENTORS OF COLOR IN A LARGE MIDWEST URBAN DISTRICT An Abstract of a Dissertation Proposal by Kristopher J. Rollins November 2017 Drake University Chair: Jill Caton-Johnson, Ph.D. Achievement, opportunity, and access gaps impacting students of color continue despite numerous studies spanning decades seeking to understand and determine solutions. Researchers’ studies focus on ways urban youth are often viewed with deficit lenses, the increase in after- school programs directly addressing character development and academic growth, the potential power of mentors of color, and the use of Hip-Hop and expressive arts as tools for engagement and learning. This qualitative study explores the lived experiences of teenage mentors of color working in an elementary spoken word poetry and performance after-school program in an urban Midwest district. More specifically the study investigates how the experiences of mentors of color in the program impacts their own academic achievement in school, their relationships with school teachers, their future career aspirations, and perceptions of the way the program influences mentees. Participants provided information on their experiences responding to paper and pencil surveys, participant logs, and one-on-one interviews. -
Barbara Mandigo Kelly Peace Poetry Contest Winners
The Gathering by Ana Reisens Adult Category, First Place In the movie we sleep fearlessly on open planes because we cannot imagine any danger more tragic than those that have already passed. For weeks we have been arriving over the earth’s broken skin, over mountains and rivers, shaking the aching flagpoles from our shoulders. Now all the priests and imams and rabbis and shamans are gathered beside the others, teachers, brothers and kings and they’re sharing recipes and cooking sweet stories over fires. Suddenly we hear a voice calling from the sky or within – or is it a radio? – and it sings of quilts and white lilies as if wool and petals were engines. It’s a lullaby, a prayer we all understand, familiar like the scent of a lover’s skin. And as we listen we remember our grandmothers’ hands, the knitted strength of staying, how silence rises like warmth from a woven blanket. And slowly the lines begin to disappear from our skin and our memories spin until we’ve forgotten the I of our own histories and everyone is holy, everyone is laughing, weeping, singing, It’s over, come over, come in. And this is it, the story, an allegory, our movie – the ending and a beginning. The producer doesn’t want to take the risk. No one will watch it, he says, but we say, Just wait. All the while a familiar song plays on the radio and somewhere in a desert far away a soldier in a tank stops as if he’s forgotten the way. -
A Descriptive and Comparative Study of Conceptual Metaphors in Pop and Metal Lyrics
UNIVERSIDAD DE CHILE FACULTAD DE FILOSOFÍA Y HUMANIDADES DEPARTAMENTO DE LINGÜÍSTICA METAPHORS WE SING BY: A DESCRIPTIVE AND COMPARATIVE STUDY OF CONCEPTUAL METAPHORS IN POP AND METAL LYRICS. Informe final de Seminario de Grado para optar al Grado de Licenciado en Lengua y Literatura Inglesas Estudiantes: María Elena Álvarez I. Diego Ávila S. Carolina Blanco S. Nelly Gonzalez C. Katherine Keim R. Rodolfo Romero R. Rocío Saavedra L. Lorena Solar R. Manuel Villanovoa C. Profesor Guía: Carlos Zenteno B. Santiago-Chile 2009 2 Acknowledgements We would like to thank Professor Carlos Zenteno for his academic encouragement and for teaching us that [KNOWLEDGE IS A VALUABLE OBJECT]. Without his support and guidance this research would never have seen the light. Also, our appreciation to Natalia Saez, who, with no formal attachment to our research, took her own time to help us. Finally, we would like to thank Professor Guillermo Soto, whose suggestions were fundamental to the completion of this research. Degree Seminar Group 3 AGRADECIMIENTOS Gracias a mi mamá por todo su apoyo, por haberme entregado todo el amor que una hija puede recibir. Te amo infinitamente. A la Estelita, por sus sabias palabras en los momentos importantes, gracias simplemente por ser ella. A mis tías, tío y primos por su apoyo y cariño constantes. A mis amigas de la U, ya que sin ellas la universidad jamás hubiese sido lo mismo. Gracias a Christian, mi compañero incondicional de este viaje que hemos decidido emprender juntos; gracias por todo su apoyo y amor. A mi abuelo, que me ha acompañado en todos los momentos importantes de mi vida… sé que ahora estás conmigo. -
DAILY READING DAY 11 Mental Aspect
DAILY READING DAY 11 Mental Aspect The Mental aspect of our lives may include skills and sensitivities that involve our Intellectual and Cognitive abilities, our Mental clarity when thinking and working on a project, our ability to concentrate and focus on the work we are doing, our ability to read and comprehend the subject at hand. In this program, it may also include issues related to our Career, our Finances and our Educational history. Most of our education has focused on the mental and cognitive. Most personal and spiritual growth work therefore emphasizes developing awareness and skills around our physical senses, our emotions and our subtle spiritual development. It is also important to develop our cognitive awareness to grow along with these other aspects. Indeed, our mental training can go a long way towards empowering growth in these other areas. The following reading is one example of how we can mentally complement our physical, emotional and spiritual growth by researching the different models and systems developed to empower our overall development and growth. The following reading is optional and may help deepen our understanding of the PEMS model and how we can use it to optimize our self-awareness. THE OMEGA POINT PROGRAM 46 PHASE ZERO Optional Reading on PEMS The following reading on PEMS is optional and is offered as a resource for those who may want to learn more about PEMS. Examples of how these 4 categories are used by other authors and disciplines: Stephen Covey In his best-selling book: The 7 Habits of Highly Effective People, Stephen Covey divides everything into the Physical, Emotional, Mental and Spiritual. -
The Tenth Muse
The Tenth Muse Science Park High School Literary Magazine 2015-2016 The Tenth Muse Advisor Mr. Townsend Student Editors Adriana Dias, Sofia Cabodeira, Jessica Pereira, Katya Lijo, and Erik Lijo The Tenth Muse is dedicated to the Executive Council: Adriana Dias, Sofia Cabodeira, Jessica Pereira, and Katya Lijo Table of Contents Title Author Page(s) Emerging Shadows Fernando Zurita 1 My Hijab Saher Khan 2 Curiosity Jaysson Diaz 3 The Types of Love Jhersson Cueva 4 My Best Friend Diana Salinas 5 The Darkness Cesar Chomba 6 Embracing Faith Kevin R. Sedano 7 Cù Sìth Juanita Benton 8 Fear Danyelle Underdue 9 Seasonal Change Renee Johnson 10 The End Alyssa Ferreira 11 Fool’s Gold Akili Bell 12 Dark Sky Paradise Jeremy Pedro 13 Not Planned, But Loved Evonny Portilla 14 Babble Has Broken Toyosi Dickson 15 Visionaries Kaelaan Maynor 16 From Darkness to Light Vety Martinez 17 Climb Mountains Maria Lopez 18 Mini Me Janet Barrera 19 Our Love Tiffany Hayes 20 Entertainment Alexis Smith 21 Fashion Kyyller Mikyyla Williams 22 Maturing Jennifer Dios 23 Prevailing PoC’s Saija Fernandez 24 Awareness Saleh Houshmand 25 Driven in Darkness Jaeline Granda 26 Friends for a Lifetime Sofia Cabodeira 27 Tempest Fahad Fardeen 28 Chaos and the Calm Barbara Batista 29 With Rose Yasmim De Almeida 30 An Unscripted Quest Natasha Cunha 31 Dysphoria Ines Borralho 32 Finding Purpose Joseph Arewa 33 Transitions Ashley Morales 34 The Art of Music Adriana Dias 35 The Key Thomas Loureiro 36 Troubled Times Grace Burga 37 Egg Mathushanth Ravichandren 38 Breaking Chains Katya Lijo 39 Sweet Symphonies Qian Weng 40 Time’s Up Pamela Cardoso 41 A Costumed Land Lindsay James 42 Entrepreneur Ferdinand Loperena 43 Awake Leonid Rempel 44 Live Through the Game Nicole Pimentel 45 Mental Paradise Maya Beckham 46 Perplexed Heart Ivana Freitas 47 Life’s Perpetual Gift Dileyanne Spezio 48 Seize the Day Michael Figueira 49 Driven in Darkness Jaeline Granda 50 Worthless Life Elena Malova 51 Falling Humberto Machado 52 Eternal Beauty Nurys Cedano 53 Nature vs. -
The Undersigned, Appointed by the Dean of the Graduate School, Have Examined The
BLOGGING ABOUT BOOKS: WRITING, READING, AND THINKING IN A TWENTY-FIRST CENTURY CLASSROOM __________________________________________________________________ A Dissertation presented to the Faculty of the Graduate School University of Missouri-Columbia ____________________________________________________________ In Partial Fulfillment of the Requirements of the Degree Doctor of Philosophy ____________________________________________________________ By Keri Franklin-Matkowski Dr. Roy F. Fox, Dissertation Supervisor December 2007 The undersigned, appointed by the Dean of the Graduate School, have examined the dissertation entitled BLOGGING ABOUT BOOKS: WRITING, READING, AND THINKING IN A TWENTY-FIRST CENTURY CLASSROOM Presented by Keri Franklin-Matkowski, a candidate for the degree of Doctor of Philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. ______________________________ Dr. Roy F. Fox, Chair ______________________________ Dr. Donna Strickland ______________________________ Dr. Carol Gilles ______________________________ Dr. Richard Robinson ______________________________ Dr. Lloyd Barrows ii DEDICATION This dissertation study is dedicated to my husband and family. Aaron encouraged and supported me while I went back to school. I appreciate his sense of humor and his words of wisdom. My parents, Kelly and Louise, always had faith that I could accomplish anything I wanted to. I remember a fateful evening a few years ago in their family room as I discussed with them about going back to school. They told me that the four years would pass whatever I did. I knew from that conversation that I did not want to look back after four years and think, ―I should have gone back to school.‖ I am especially proud of this accomplishment when I think about my grandparents who lived a large part of their lives without running water and driving horses instead of cars. -
What Is Lent Anyway?
What Is Lent Anyway? On Easter we celebrate Jesus’ resurrection. It is the most important day of the year for us as followers of Jesus. When Jesus is raised from the dead, he breaks the power of sin and death in our lives, sets us free from our bondages to addictions and bad behaviors and gives us hope for the present and for the future. The implications of what God has done for us through Jesus are staggering. We need time to wrap our minds around it. That’s where the season of Lent comes in. Lent is a time of preparation. As Advent helps us to prepare for Christmas, Lent helps us to prepare for Easter. During the season of Lent, we have the chance to reflect on what God has done, to ponder its implications for our lives and to respond with faith and obedience. Henri Nouwen wrote: “Lent is a time of returning to God. It is a time to confess how we keep looking for Joy, peace and satisfaction in the many people and things surrounding us, without really finding what we desire. Only God can give us what we want. So we must be reconciled with God, as Paul says, and let that reconciliation be the basis of our relationships with others. Lent is a time of refocusing, or re-entering the place of truth, of claiming our true identity.” We hope that you will use this season of Lent to spend more time reading God’s Word. To help you do that, the pastoral team has written a Lenten devotional guide. -
Curriculum Guide 21-22 MASTER
Curriculum Guide 2021-2022 Click on any of the titles below to automatically scroll to that section. MIDDLE SCHOOL OVERVIEW 2 Middle School Literature & Writing 5 Middle School History 9 Middle School Science 12 Middle School Math 14 Middle School Languages 16 Middle School Visual & Performing Arts 19 Middle School Religion, Ethics, & Philosophy 22 Middle School Physical Education 24 Middle School Electives 25 UPPER SCHOOL OVERVIEW 27 Ninth-Grade Humanities 34 Upper School Writing Seminars 38 Black Studies 40 Environmental Studies 42 Latinx Studies 44 Asian Studies 46 Class Studies 48 Queer Studies 50 Indigenous Studies 52 European Studies 54 Upper School Humanities Electives 56 Upper School Science 62 Upper School Math 66 Upper School Languages 71 Upper School Visual & Performing Arts 74 Upper School Religion, Ethics, and Philosophy 81 Upper School Physical Education 83 1 Middle School Overview The Middle School academic calendar is divided into semesters, which are named after feasts in the liturgical calendar: 1. Michaelmas Semester (Fall) 2. Epiphany Semester (Spring) Students in the Middle School share essential, formative experiences with their peers through much of the core curriculum, but also have some flexibility regarding how they fulfill requirements. COURSE OF STUDY Sixth Grade Michaelmas Semester Epiphany Semester Literature & Writing - Rules and Structures of Literature & Writing - Stories as Artifacts of Our Storytelling (and When to Break Them) Collective Memory History - The Origins of Humanity History - The Rise and Fall -
Finding Home FRONT and BACK COVER
FRONT AND BACK COVER finding home FRONT AND BACK COVER finding home Home is a different Earth. It is a special place where you are free to be yourself BRAEDON Home is a warm blanket in winter. It welcomes you in, keeps you warm and makes you feel safe TIMOTHY Home is the gateway between reality and fantasy, into where I can be who I want to be myself CHLOE Home is a memory box ANKANKSHA Home is my heaven. The place where love and happiness float around, a secure and relaxing environment after a long, hard day SAM Home is the star your eyes are drawn to MICHELLE contents. INTRODUCTION 1 PARTICIPANTS 3 PATHWAYS HOME 5 (STEPPING STONES HOME) Vicki P. Bianca K. Madeline P. IN THE GARDEN 11 Ankanksha T. Jon D. Braedon F.G Michelle K. Madeline P. Tetsuya B. Alex M. FOUNDATIONS 19 Braedon F.G Sophie R. Ankanksha T. Marie B. Michelle K. Lyn S. Kavisha S. Edmond A.K Chloe S.Z Timothy A.K i ii LIVING ROOM 33 Shannon K. Usman Z. Paul C Michelle K Kavisha S. Ankanksha T. Jill B Madeline P. KITCHEN 47 Timothy A.K Cassandra Sam D. Tetsuya B. Bianca K. Helena N. Alex M. Chloe S.Z Kavisha S. Jasmine S. Edmond A.K BEDROOMS 61 Home is... by Candy Komal Michelle K. Sam D. WINDOWS 67 Sam (Mentor) Jasmine S. ACKNOWLEDGEMENTS 73 GENWORTH MENTORS 76 i ii iii 1 Introduction . Home is not a faraway place or an alien planet, a dangerous adventure or a journey into the unknown, but a place where all the magic becomes possible. -
101 Global Leadership Lessons for Nurses
“The future depends on what we do in the present.” –Mahatma Gandhi GANTZ 101 Global Leadership Lessons for Nurses 101 Global Leadership Lessons presents 101 business-based essays by for Nurses offers 1 O 1 nurse mentors and mentees from around • An alphabetical subject the world. This unique book covers the order for quick topic access. daily challenges facing health care • Authors from 32 countries spanning six continents. leaders—communications, negotiations, • A wealth of resources, with resource management, and work-life topics ranging from Academic- balance, to name a few—but with the Service Partnerships to Writing twist of a mentor-mentee author team. for Professional Journals, and These established and emerging mentors 99 other topics in between. and mentees from every corner of the • Reflective questions at the end of each chapter to help you 1 O 1 globe share lessons learned, providing a integrate ideas into your rich legacy for nurses everywhere. professional life. GlOBAL Gl LE ss LEADERSHIP “ The beauty of mentoring is that it is so reciprocal, enriching both people in the relationship. Whether the experience is short-lived or OBA lifelong, it can truly transform lives.” ON Joanne Disch, PhD, RN, FAAN LEssONS Director, Katharine J. Densford International Center for Nursing Leadership University of Minnesota School of Nursing, USA L S FOR NURSES “ A panoramic view of global leadership as perceived by LEADER these individuals—a shared legacy from many who have F experienced the joy of being a mentor, or of being a mentee.” OR OR Billye Brown, EdD, FAAN Retired Dean and Professor Emerita School of Nursing, The University of Texas at Austin, USA N Nancy Rollins Gantz, MSN, RN, PhD, MBA, NE-BC, MRCNA, is UR SHARED LEGACIES president of Cultural Appreciation through Professional Practice S and Synergy (CAPPS) International. -
I Don't Really Want to Read Dave's Book. I Just
“I don’t really want to read Dave’s book. I just wanted to have one so I could impress people and say, ‘I have Dave’s book.’” -- Tim Wenzl, author, historian 1 Other books by David S. Myers: “Spearville vs. the Aliens” With Jim Myers: “Mr. Brown; A Spirited Story of Friendship” “Mr. Brown and the Golden Locket” Copyright © 2014 David S. Myers All rights reserved. ISBN-10: 1466294485 ISBN-13: 978-1466294486 2 ... And Jesus Chuckled Humorous Stories of Faith, Inspiration, and General Silliness By David S. Myers 3 Special thanks to my wife, Charlene Scott-Myers, for her guidance and editing skills, her love and laughter (Charlene is the author of “The Shroud of Turin: the Research Continues,” “Screechy,” and “The Journeycake Saga”); to my parents, Jim and Ruth Myers, for passing on to me their weird and wonderful sense of humor (Dad and I are co-authors of “Mr. Brown, A Spirited Story of Friendship” and “Mr. Brown and the Golden Locket”); to Bishop Ronald M. Gilmore, for allowing me a voice in the Southwest Kansas Register, and to Bishop John B. Brungardt, for allowing that voice to continue; to the people of southwest Kansas, who have never tried even once to have me run me out of town (that I know of); to my Lab, Sarah, for helping me realize what’s truly important in life; and, as always, to the Good Lord, who has humbly refused any royalties for this book, should there be any. 4 Forward or more than ten years now, I have watched David My- Fers at work. -
The Journal of the Rev. Francis Asbury, Bishop of the Methodist Episcopal Church, from August 7, 1771, to December 7, 1815
— THE JOURNAL OF THE REV. FRANCIS ASBURY, BISHOP OF FROM AUGUST 7, 1771, TO DECEMBER 7, 1815, —-W*MS\ -%W*Ss— VOL. II, FROM JULY 15, 1786, TO NOVEMBER 6, 1800. NEW-FORK: PUBLISHED BY N. BANGS AND T. MASON FOR THE METHODIST EPISCOPAL CHURCH. - -*->-<©>-<-<- Abraham Paul, Printer, 182 Water-Stra«t. —« »$?«»- 1821, : Southern District of JVero- York, ss. BE IT REMEMBERED, that on the thirtieth day of April, in the forty-fifth year of the Inde- pendence of the United States of America, JV. Bangs and T. Mason, of the said district, have de- posited in this office the title of a book, the right whereof they claim as Proprietors, in the word3 following, to wit " The Journal of the Rev. Francis Asbury, Bishop of the Methodist Episcopal Church, from August 7, 1771, to December 7, 1815. In three volumes." In conformity to the Act of the Congress of the United States, entitled " An Act for the Encou- ragement of Learning, by securing the Copies of Maps, Charts, and Books to the Authors arid Pro- prietors of such Copies, during the times therein mentioned." And also to an Act entitled " An Act supplementary to an Act entitled, An Act for the Encouragement of Learning, by securing the Copies of Maps, Charts, and Books, to the Authors and Proprietors of such Copies, during the times therein mentioned, and extending the Benefits thereof to the Arts of Designing, Engraving, and Ktelung historical and other Prints." G. L. THOMPSON, Clerk of the Southern District of New-York. ;! THE WUBiTMa OE THE REV.