DOCSLIB.ORG

High School Graduation & Course Planning Guide 2016-2017

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
High School Graduation & Course Planning Guide 2016-2017 NOTRE DAME REGIONAL SECONDARY SCHOOL HIGH SCHOOL GRADUATION & COURSE PLANNING GUIDE 2016-2017 The purpose of this guide is to provide students and parents with information to make thoughtful course selections. This process is becoming increasingly complex. This guide describes . B.C. & ND Graduation requirements - p.2 . List of senior courses offered at Notre Dame - p.3 . Process for selection of Grade 11 and 12 courses - p.4 . Course descriptions – p.8 . Scholarships - p.24 . Contact information – p.25 ND GUIDE 2016 BRITISH COLUMBIA GRADUATION REQUIREMENTS Students need a total of 80 CREDITS to GRADUATE based on Grade 10/11/12 courses. There are REQUIRED and ELECTIVE courses. To fulfill the remaining REQUIRED—13 courses x (4) = 52 credits credit requirements, (Full year classes are 4 credits) students must choose a English 10 4 minimum of 7 courses (28 English 11 4 credits). Selection should English 12 4 be based on prerequisite Socials Studies 10 4 requirements for post- Social Studies 11 4 secondary admission, Science 10 4 ability and interest. In Science 11 4 addition to English 12, Math 10 4 Grade 12’s must have at Math 11 4 least three GRADE 12 Physical Education 10 4 course electives. The Planning 10 4 remainder can be any Applied Skill (A) or Fine Art (F) 4 course in Grade 11 or 12. GRAD Transitions 4 ELECTIVES –7 courses x (4) = 28 credits Provincial Exams There are 5 compulsory provincial exams- Grade 10- Math, Science & English - 20% of total course Grade 11- Social Studies - 20% of total course Grade 12- English/ Communications - 40% of total course Graduation Transitions (GT) GT is a compulsory program that is composed of four required parts: Volunteer/ Work experience - 30 hours Physical Activity Logs (Gr. 11 & 12) - 150 minutes of activity per week documented Transition Plan Completion - written working document with a variety of aspects of preparation moving from high school to work or post-secondary. Exit interview - a series of questions that encourage dialogue on a variety of societal issues. All information and forms that must be submitted are on NDRS website: http://www.ndrs.ca/content/view/academics-academicplanning_gradrequirements Graduation Transitions at bottom of page. 2 Courses Offered at Notre Dame Regional Secondary The following courses are offered for your selection (subject to enrolment). The number of students that request the course will determine IF the class is taught (based on a minimum number) and the number of sections that are needed. GRADE 11 COURSES GRADE 12 COURSES Required Christian Education 11 Required Christian Education 12 English 11 or English 12 or Communications 11 Communications 12 Social Studies 11 Grade 12 Apprenticeship 11/12 Required Biology 11 Level Courses AP European History 12 At least one Chemistry 11 Art 12 (F) of: Earth Science Band 12(F) Physics 11 Biology 12 Required Math 11 Pre-Calculus Calculus 12 & AP Calculus At least one Math 11 Workplace and Chemistry 12 of: Apprenticeship Choir 12(F) (before school) Fitness Knowledge 12 Language French 11 French12 Beginner Spanish 11 Geography12 Spanish 11 History 12 Choose one Art 11(F) Information and Fine Art or Band 11(F) Communications Applied Skill Choir 11(F) - before school Technology 12(A) Information and Communications Law 12 Technology 11(A) English Literature 12 Sports Injury Rehabilitation & Marketing 12 (A) First Aid 11 (A) Math 12 Pre -Calculus Textiles 11 (A) Peer Tutoring 12 ** Theatre Performance 11(F) Physical Education 12 Theatre Production 11 (after Physics 12 school) (F) ** Social Justice 12 ** Film Studies 11 Textiles 12 (A) Food Culture & Sustainability 11 Theatre Performance 12- Physical Education 11 Acting (F) Weight Training 11 Theatre Production 12 (after school) (F) ** First Year Psychology 100 &101 University English 110 &120 Courses (F) Fine Art (A) Applied Skill ** Application process required All students must enrol in 8 courses* that are offered in the regular timetable (blocks A to H). Courses like Choir, Stage Craft and Jazz Band are offered outside the timetable may be selected BUT ONLY in addition to the first eight. 3 How Do I Know What Courses to Choose? Students have had opportunities to consider what type of career they may wish to pursue in Health and Career Education 8 and Planning 10. They have worked on interests, aptitudes, and career futures. The following websites may enhance those opportunities- www.educationplanner.ca www.jobsetc.gc.ca/eng http://itsajuggle.ca/ www.workbc.ca/BlueprintBuilder Notre Dame Grade 11 Program Framework: Required: 1. Christian Education 11 2. English 11 3. Social Studies 11 4. Grad Transitions - physical activity log due in May to the Gr. 11 GLC Choice: 5. Choose a Math 11- Workplace and Apprenticeship OR Pre-Calculus 6. Choose a Science 11- Biology 11, Chemistry 11, Physics 11, Earth Science 11 7. Choose a Fine Art 11 or an Applied Skill 11 8. Choose an Elective (a language if required for post-secondary admission) 9. Choose an Elective What do you need to know about your choices? Choice # 5 above- If you plan on going directly to University choose Pre-Calculus. Choice # 6 above- If you plan on entering directly to University in any Science type program, it is suggested you choose Physics and Chemistry. Choice # 7- You need four credits (one course) in one of these areas to graduate. Fine Arts and Applied skill are listed on the previous page designated by (F) or (A). Choice # 8 – ensure you meet post-secondary admission requirements (i.e., language 11) Choice # 9 - If you need or want two sciences, select it here –if not, a course of interest- ICT 11, PE, another fine art, etc… Note: Grade 11s may select Grade 12 courses if they have the proper prerequisite and if there is room (Grade 12’s will have priority) 4 Notre Dame Grade 12 Program Framework: Required: 1- English 12 or Communication 12. Must enrol at Notre Dame unless you have received previous credit at Summer School. If you take English 12 outside of ND, it must be complete before September of your grade 12 year. 2- Christian Education 12 3- Grad Transitions completion – due January and April Choice: 4- Grade 12 level course 5- Grade 12 level course 6- Grade 12 level course 7- Elective Choice 8- Elective Choice 9- Elective Choice ** These choices are all dependant on admission requirements for the institutions you want to attend, what your area of study will be, and your interests. # 4, 5, 6 should be on the admission lists if you want to attend any College or Universities in other provinces. It is crucial that you check each specific website for the most updated entrance requirements. # 7, 8, 9 can be courses at the grade 11 or 12 level. All Grade 12 students must enrol in 8 courses during our regular timetable with one exception for those who qualify for a Study Block STUDY BLOCK - Has been implemented to allow students with heavy academic course loads and who are active in extracurricular activities in the school; it is an opportunity to study and do homework. Study Block Eligibility: (must meet all 5 requirements) 1) Grade 12 students 2) 80% average in Grade 10 and 11 3) Two extracurricular activities in Grade 10 and 11 4) Academically challenging program leading to University admission 5) Permission of the Administration. 5 What if I chose the wrong course; want to change a course; or my timetable is not complete? * When you receive your timetable, it may appear incomplete because of conflicting course times. You will be required to make an alternate course selection. It is your responsibility to ensure that you have the right courses. If you need to make changes you can do so… 1. Before May 1st after you have submitted your requests and the number of sections have not been finalized. 2. During the first three weeks of school, a request to be transferred to another course will be considered IF it isn’t already full and if it works with your timetable. You are responsible for all work missed. * Note: There are no transfers for reasons such as teacher preference, being with friends, etc. Course changes will not be considered after the 3rd week of classes unless there are extreme circumstances and the following criteria have been met. ** You have sought extra help from your teacher. You completed all assignments and homework You are a cooperative student in the classroom You do not have the capability, according to the teacher, to succeed in the course. The course does not make you ineligible for graduation. ** Note: Not needing the course to graduate or for admission purposes are not acceptable reasons for dropping a course. 6 OTHER OPPORTUNITIES FOR OBTAINING CREDIT TOWARDS GRADUATION CHALLENGE AND EQUIVALENCY Challenging a course is the process of receiving credit for a Ministry-Authorized Courses taught within the school district through an assessment of a student’s undocumented prior learning. There may be courses that do not have a viable challenge because they include a great deal of class participation, group discussion, oral learning outcomes, faith foundation or other factors in their learning outcomes. A student is entitled to challenge a course if he or she… Is currently enrolled in the school where the challenge is being requested Can give evidence that he or she will succeed in the challenge. The student holds an A average in the prerequisite course for the one being challenged. The student work habits, attitude and scholarship in current studies indicate an ability to handle the rigors of an independent study in the area of question. The student has developed an ability or skill in an area and has gained the proficiency in a previous institution.
Load more

Recommended publications
  • Tolono Library CD List
    Tolono Library CD List CD# Title of CD Artist Category 1 MUCH AFRAID JARS OF CLAY CG CHRISTIAN/GOSPEL 2 FRESH HORSES GARTH BROOOKS CO COUNTRY 3 MI REFLEJO CHRISTINA AGUILERA PO POP 4 CONGRATULATIONS I'M SORRY GIN BLOSSOMS RO ROCK 5 PRIMARY COLORS SOUNDTRACK SO SOUNDTRACK 6 CHILDREN'S FAVORITES 3 DISNEY RECORDS CH CHILDREN 7 AUTOMATIC FOR THE PEOPLE R.E.M. AL ALTERNATIVE 8 LIVE AT THE ACROPOLIS YANNI IN INSTRUMENTAL 9 ROOTS AND WINGS JAMES BONAMY CO 10 NOTORIOUS CONFEDERATE RAILROAD CO 11 IV DIAMOND RIO CO 12 ALONE IN HIS PRESENCE CECE WINANS CG 13 BROWN SUGAR D'ANGELO RA RAP 14 WILD ANGELS MARTINA MCBRIDE CO 15 CMT PRESENTS MOST WANTED VOLUME 1 VARIOUS CO 16 LOUIS ARMSTRONG LOUIS ARMSTRONG JB JAZZ/BIG BAND 17 LOUIS ARMSTRONG & HIS HOT 5 & HOT 7 LOUIS ARMSTRONG JB 18 MARTINA MARTINA MCBRIDE CO 19 FREE AT LAST DC TALK CG 20 PLACIDO DOMINGO PLACIDO DOMINGO CL CLASSICAL 21 1979 SMASHING PUMPKINS RO ROCK 22 STEADY ON POINT OF GRACE CG 23 NEON BALLROOM SILVERCHAIR RO 24 LOVE LESSONS TRACY BYRD CO 26 YOU GOTTA LOVE THAT NEAL MCCOY CO 27 SHELTER GARY CHAPMAN CG 28 HAVE YOU FORGOTTEN WORLEY, DARRYL CO 29 A THOUSAND MEMORIES RHETT AKINS CO 30 HUNTER JENNIFER WARNES PO 31 UPFRONT DAVID SANBORN IN 32 TWO ROOMS ELTON JOHN & BERNIE TAUPIN RO 33 SEAL SEAL PO 34 FULL MOON FEVER TOM PETTY RO 35 JARS OF CLAY JARS OF CLAY CG 36 FAIRWEATHER JOHNSON HOOTIE AND THE BLOWFISH RO 37 A DAY IN THE LIFE ERIC BENET PO 38 IN THE MOOD FOR X-MAS MULTIPLE MUSICIANS HO HOLIDAY 39 GRUMPIER OLD MEN SOUNDTRACK SO 40 TO THE FAITHFUL DEPARTED CRANBERRIES PO 41 OLIVER AND COMPANY SOUNDTRACK SO 42 DOWN ON THE UPSIDE SOUND GARDEN RO 43 SONGS FOR THE ARISTOCATS DISNEY RECORDS CH 44 WHATCHA LOOKIN 4 KIRK FRANKLIN & THE FAMILY CG 45 PURE ATTRACTION KATHY TROCCOLI CG 46 Tolono Library CD List 47 BOBBY BOBBY BROWN RO 48 UNFORGETTABLE NATALIE COLE PO 49 HOMEBASE D.J.
    [Show full text]
  • Experimental Study on the Impact of the 6+1 Trait Writing Model On
    Experimental Study on the Impact of the 6+1 Trait® Writing Model on Student Achievement in Writing Northwest Regional Educational Laboratory Northwest Regional Educational Laboratory This report is part of a series from NWREL to assist in school improvement. Publications are available in five areas: Re-engineering Assists schools, districts, and communities in reshaping rules, roles, structures, and relationships to build capacity for long-term improvement Quality Teaching and Learning Provides resources and strategies for teachers to improve curriculum, instruction, and assessment by promoting professional learning through reflective, collegial inquiry School, Family, and Community Partnerships Promotes child and youth success by working with schools to build culturally responsive partnerships with families and communities Language and Literacy Assists educators in understanding the complex nature of literacy development and identifying multiple ways to engage students in literacy learning that result in highly proficient readers, writers, and speakers Assessment Helps schools identify, interpret, and use data to guide planning and accountability Experimental Study on the Impact of the 6+1 Trait® Writing Model on Student Achievement in Writing Michael Kozlow Peter Bellamy December 2004 Northwest Regional Educational Laboratory 101 SW Main Street, Suite 500 Portland, Oregon 97204 Northwest Regional Educational Laboratory 101 SW Main Street, Suite 500 Portland, Oregon 97204-3213 503-275-9500 www.nwrel.org [email protected] Center for Research, Evaluation, and Assessment Assessment Program © Northwest Regional Educational Laboratory, 2004 All Rights Reserved This project has been funded at least in part with Federal funds from the U.S. Department of Education under contract number ED-01-CO-0013. The content of this publication does not necessarily reflect the views or policies of the U.S.
    [Show full text]
  • An Investigation of the Impact of the 6+1 Trait Writing Model on Grade 5
    NCEE 2012-4010 U. S. DEPARTMENT OF EDUCATION An Investigation of the Impact of the 6+1 Trait Writing Model on Grade 5 Student Writing Achievement An Investigation of the Impact of the 6+1 Trait Writing Model on Grade 5 Student Writing Achievement Final Report December 2011 Authors: Michael Coe Cedar Lake Research Group Makoto Hanita Education Northwest Vicki Nishioka Education Northwest Richard Smiley Education Northwest Project Officer: Ok-Choon Park Institute of Education Sciences NCEE 2012–4010 U.S. Department of Education U.S. Department of Education Arne Duncan Secretary Institute of Education Sciences John Q. Easton Director National Center for Education Evaluation and Regional Assistance Rebecca A. Maynard Commissioner December 2011 This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, under contract ED-06-CO-0016 with Regional Educational Laboratory Northwest administered by Education Northwest. IES evaluation reports present objective information on the conditions of implementation and impacts of the programs being evaluated. IES evaluation reports do not include conclusions or recommendations or views with regard to actions policymakers or practitioners should take in light of the findings in the report. This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should read: Coe, Michael, Hanita, Makoto, Nishioka, Vicki, and Smiley, Richard. (2011). An investigation of the impact of the 6+1 Trait Writing model on grade 5 student writing achievement (NCEE 2012–4010). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S.
    [Show full text]
  • The Derailment of Feminism: a Qualitative Study of Girl Empowerment and the Popular Music Artist
    THE DERAILMENT OF FEMINISM: A QUALITATIVE STUDY OF GIRL EMPOWERMENT AND THE POPULAR MUSIC ARTIST A Thesis by Jodie Christine Simon Master of Arts, Wichita State University, 2010 Bachelor of Arts. Wichita State University, 2006 Submitted to the Department of Liberal Studies and the faculty of the Graduate School of Wichita State University in partial fulfillment of the requirements for the degree of Master of Arts July 2012 @ Copyright 2012 by Jodie Christine Simon All Rights Reserved THE DERAILMENT OF FEMINISM: A QUALITATIVE STUDY OF GIRL EMPOWERMENT AND THE POPULAR MUSIC ARTIST The following faculty members have examined the final copy of this thesis for form and content, and recommend that it be accepted in partial fulfillment of the requirement for the degree of Masters of Arts with a major in Liberal Studies. __________________________________________________________ Jodie Hertzog, Committee Chair __________________________________________________________ Jeff Jarman, Committee Member __________________________________________________________ Chuck Koeber, Committee Member iii DEDICATION To my husband, my mother, and my children iv ACKNOWLEDGMENTS I would like to thank my adviser, Dr. Jodie Hertzog, for her patient and insightful advice and support. A mentor in every sense of the word, Jodie Hertzog embodies the very nature of adviser; her council was very much appreciated through the course of my study. v ABSTRACT “Girl Power!” is a message that parents raising young women in today’s media- saturated society should be able to turn to with a modicum of relief from the relentlessly harmful messages normally found within popular music. But what happens when we turn a critical eye toward the messages cloaked within this supposedly feminist missive? A close examination of popular music associated with girl empowerment reveals that many of the messages found within these lyrics are frighteningly just as damaging as the misogynistic, violent, and explicitly sexual ones found in the usual fare of top 100 Hits.
    [Show full text]
  • Freestyle Rap Practices in Experimental Creative Writing and Composition Pedagogy
    Illinois State University ISU ReD: Research and eData Theses and Dissertations 3-2-2017 On My Grind: Freestyle Rap Practices in Experimental Creative Writing and Composition Pedagogy Evan Nave Illinois State University, [email protected] Follow this and additional works at: https://ir.library.illinoisstate.edu/etd Part of the African American Studies Commons, Creative Writing Commons, Curriculum and Instruction Commons, and the Educational Methods Commons Recommended Citation Nave, Evan, "On My Grind: Freestyle Rap Practices in Experimental Creative Writing and Composition Pedagogy" (2017). Theses and Dissertations. 697. https://ir.library.illinoisstate.edu/etd/697 This Dissertation is brought to you for free and open access by ISU ReD: Research and eData. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ISU ReD: Research and eData. For more information, please contact [email protected]. ON MY GRIND: FREESTYLE RAP PRACTICES IN EXPERIMENTAL CREATIVE WRITING AND COMPOSITION PEDAGOGY Evan Nave 312 Pages My work is always necessarily two-headed. Double-voiced. Call-and-response at once. Paranoid self-talk as dichotomous monologue to move the crowd. Part of this has to do with the deep cuts and scratches in my mind. Recorded and remixed across DNA double helixes. Structurally split. Generationally divided. A style and family history built on breaking down. Evidence of how ill I am. And then there’s the matter of skin. The material concerns of cultural cross-fertilization. Itching to plant seeds where the grass is always greener. Color collaborations and appropriations. Writing white/out with black art ink. Distinctions dangerously hidden behind backbeats or shamelessly displayed front and center for familiar-feeling consumption.
    [Show full text]
  • Before the FEDERAL COMMUNICATIONS COMMISSION
    Exhibit 52.1 Before the FEDERAL COMMUNICATIONS COMMISSION Washington, DC ,QWKH0DWWHURI $SSOLFDWLRQVRI&RPFDVW&RUSRUDWLRQ 0%'RFNHW1R *HQHUDO(OHFWULF&RPSDQ\ DQG1%&8QLYHUVDO,QF )RU&RQVHQWWR$VVLJQ/LFHQVHVDQG 7UDQVIHU&RQWURORI/LFHQVHHV ANNUAL REPORT OF COMPLIANCE WITH TRANSACTION CONDITIONS Comcast Corporation NBCUniversal Media,LLC 1HZ-HUVH\$YHQXH1: 6XLWH :DVKLQJWRQ'& )HEUXDU\ TABLE OF CONTENTS Page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³%,$6´ 3URYLVLRQRI6WDQGDORQH%,$6 9LVLEO\2IIHUDQG$FWLYHO\0DUNHW5HWDLO6WDQGDORQH%,$6 %,$6$QQXDO5HSRUW ( 2WKHU%,$6&RQGLWLRQV 6SHFLDOL]HG6HUYLFH5HTXLUHPHQWV 0ESV2IIHULQJ ) ³6SHFLDOL]HG6HUYLFH´RQ&RPFDVW6HW7RS%R[HV ³67%V´ * 8QIDLU3UDFWLFHV 9 127,&(2)&21',7,216 9, 5(3/$&(0(172)35,25&21',7,216 9,, &200(5&,$/$5%,75$7,215(0('< 9,,, 02',),&$7,21727+($$$58/(6)25$5%,75$7,21 ,; %52$'&$67&21',7,216 ; ',9(56,7<&21',7,216 7HOHPXQGR0XOWLFDVW&KDQQHO 7HOHPXQGRDQGPXQ3URJUDPPLQJRQ&RPFDVW2Q'HPDQG
    [Show full text]
  • Jennifer Lopez Has a Comeback Plan: 'The Back-Up Plan' - Movies - Kentucky.Com Page 1 of 1
    Jennifer Lopez has a comeback plan: 'The Back-Up Plan' - Movies - Kentucky.com Page 1 of 1 Back to web version Tuesday, May 4, 2010 Posted on Fri, Apr. 23, 2010 Jennifer Lopez has a comeback plan: 'The Back-Up Plan' In the wake of flops and a hiatus, Jennifer Lopez aims to return to the heights she once reached By Frank Lovece Newsday Dancer-singer-actress Jennifer Lopez hadn't danced, sung or acted much since taking time off to have kids — although People reportedly paid her and husband Marc Anthony $4 million to $6 million in 2008 to parade them on a magazine cover, ironically the most successful thing she has done in years. Before her hiatus, she had a string of flop movies, a single that didn't crack the Billboard Top 10, and an American Music Award downshift from favorite pop/rock female artist in 2003 to the more niche-y favorite Latin artist in 2007. Oh, and her record label just dropped her. Now, at 40, she is calibrating a comeback that has included guest appearances on How I Met Your Mother, Saturday Night Live and reportedly an upcoming episode of Glee, all to support her romantic comedy The Back-Up Plan, opening Friday. In the meantime, with businesses encompassing music, movies, a clothing line and a Cuban restaurant, she's the ninth-richest woman in entertainment, says Forbes magazine, which in 2007 estimated her net worth at $110 million. So shed no tears for her career. Dancer-singer-actress or waitress-writer-dog walker, we all have our highs and lows.
    [Show full text]
  • From the Time Ariel Graduated the Institute of Audio Research (New York, NY) in the Mid Nineties, He Spent His Time Living and Breathing All Things Audio
    From the time Ariel graduated the Institute of Audio Research (New York, NY) in the mid nineties, he spent his time living and breathing all things audio. That passion has kept him in the studio for countless hours for more than 10 years. He has spent most of that time working on projects for music business heavy hitters such as Puffy, T.I. , 8Ball and MJG, The Black Eye Peas, J-Lo, Faith Evans, Just Blaze, Kanye West, and many more. The experience and training he brings to any session adds an undeniable value that can truly be heard. His credits include Grammy nominated and multi-platinum award winning albums. In addition to working at various studios throughout the world, Ariel is owner of C4 Studios in, a NYC based 24X7 recording and mixing studio. If you are interested in his services please contact [email protected] Ariel Borujow Recording & Mixing Engineer Discography Year Artist Album 2007 Omillio Sparks The Payback (Mixing) 2007 Poison Pen Feat Immortal Technique Presents: he Mark of The East (Mixing, Tracking) 2007 Jin the Emcee 100 Grand Jin (Production, Mixing, Tracking) 2006 Ras Kass Eat or Die (Mixing, Tracking) 2006 T.I. King (mixing on “ King Back produced by Just Blaze) 2006 ESPN “The Season” (Theme Song) (Producer) 2006 FN-Co. FN-Co. (Production, Mixing, and Tracking) 2005 Unique Whips (The Speed Channel) (Producer for 6 tracks on show) 2004 8-Ball & MJG Living Legends (Tracking) 2004 Carl Thomas featuring Kanye West Violator 3 compilation (Tracking) 2004 Fred Niznik The Renaissance LP (Production, Mixing,
    [Show full text]
  • Appendix B - Responses to Comments Received on the 6/28/12 NOP/IS
    Appendix B - Responses to Comments Received on the 6/28/12 NOP/IS 1-1 B-1 Appendix B - Responses to Comments Received on the 6/28/12 NOP/IS 1-2 1-3 1-4 B-2 Appendix B - Responses to Comments Received on the 6/28/12 NOP/IS 1-4 Cont. 1-5 B-3 Appendix B - Responses to Comments Received on the 6/28/12 NOP/IS 1-5 Cont. 1-6 B-4 Appendix B - Responses to Comments Received on the 6/28/12 NOP/IS Socio Econ 1-6 Cont. 1-7 1-8 1-9 B-5 Appendix B - Responses to Comments Received on the 6/28/12 NOP/IS 1-9 Cont. B-6 Appendix B - Responses to Comments Received on the 6/28/12 NOP/IS 1-9 Cont. 1-10 1-11 1-12 B-7 Appendix B - Responses to Comments Received on the 6/28/12 NOP/IS 1-12 Cont. 1-13 B-8 Appendix B - Responses to Comments Received on the 6/28/12 NOP/IS Responses to Comment Letter #1 Consumer Specialty Products Association (CSPA) – Joe Yost (7/19/12) 1-1 This comment notifies the SCAQMD that a comment letter is attached. No further response is necessary. 1-2 This comment notifies the SCAQMD that the comments contained in the letter pertain to the Initial Study for the Draft Program EIR for the 2012 AQMP. No further response is necessary. 1-3 This comment is a general comment opposing including control measure CTS-04 in the 2012.
    [Show full text]
  • Latino/A Pop Music in the Cultural Mainstream
    Seattle University School of Law Digital Commons Faculty Scholarship 1-1-2001 Will the Wolf Survive?: Latino/a Pop Music in the Cultural Mainstream Steven W. Bender Follow this and additional works at: https://digitalcommons.law.seattleu.edu/faculty Part of the Law and Society Commons Recommended Citation Steven W. Bender, Will the Wolf Survive?: Latino/a Pop Music in the Cultural Mainstream, 78 DENV. U. L. REV. 719 (2001). https://digitalcommons.law.seattleu.edu/faculty/357 This Article is brought to you for free and open access by Seattle University School of Law Digital Commons. It has been accepted for inclusion in Faculty Scholarship by an authorized administrator of Seattle University School of Law Digital Commons. For more information, please contact [email protected]. WILL THE WOLF SURVIVE?:* LATINO/A POP MUSIC IN THE CULTURAL MAINSTREAM STEVEN W. BENDER* 2 The American' news media dubbed 1999 as the year of the Latino based almost entirely on the runaway sales success3 and appeal4 of La- *. Titled after track number 11 of the same name from Los Lobos' debut album in 1984 How Will the Wolf Survive? Los LOBos, How WILL THE WOLF SURVIVE (Wea/Warner Bros. 1984). That track is an anthem of hope for cultural and spiritual survival in a challenging and changing America, as is the less hopeful Los Lobos tune One Time, One Night [In America] from 1987. Los LOBOS, One Time, One Night, on BY THE LIGHT OF THE MOON (Wea/Warner Bros. 1987). **. Associate Professor of Law, University of Oregon School of Law. Thanks to the partici- pants at LatCrit V where I presented this paper as part of the plenary Multi/Cultural Artistic Re/Presentations in Mass Media: Capitalism, Power, Privilege and Cultural Production.
    [Show full text]
  • Rock Album Discography Last Up-Date: September 27Th, 2021
    Rock Album Discography Last up-date: September 27th, 2021 Rock Album Discography “Music was my first love, and it will be my last” was the first line of the virteous song “Music” on the album “Rebel”, which was produced by Alan Parson, sung by John Miles, and released I n 1976. From my point of view, there is no other citation, which more properly expresses the emotional impact of music to human beings. People come and go, but music remains forever, since acoustic waves are not bound to matter like monuments, paintings, or sculptures. In contrast, music as sound in general is transmitted by matter vibrations and can be reproduced independent of space and time. In this way, music is able to connect humans from the earliest high cultures to people of our present societies all over the world. Music is indeed a universal language and likely not restricted to our planetary society. The importance of music to the human society is also underlined by the Voyager mission: Both Voyager spacecrafts, which were launched at August 20th and September 05th, 1977, are bound for the stars, now, after their visits to the outer planets of our solar system (mission status: https://voyager.jpl.nasa.gov/mission/status/). They carry a gold- plated copper phonograph record, which comprises 90 minutes of music selected from all cultures next to sounds, spoken messages, and images from our planet Earth. There is rather little hope that any extraterrestrial form of life will ever come along the Voyager spacecrafts. But if this is yet going to happen they are likely able to understand the sound of music from these records at least.
    [Show full text]
  • Latino/A Pop Music in the Cultural Mainstream
    Denver Law Review Volume 78 Issue 4 Latcrit V Symposium - Class in LatCrit: Theory and Praxis in a World of Economic Article 12 Inequality December 2020 Will the World Survive: Latino/a Pop Music in the Cultural Mainstream Steven W. Bender Follow this and additional works at: https://digitalcommons.du.edu/dlr Recommended Citation Steven W. Bender, Will the World Survive: Latino/a Pop Music in the Cultural Mainstream, 78 Denv. U. L. Rev. 719 (2001). This Article is brought to you for free and open access by Digital Commons @ DU. It has been accepted for inclusion in Denver Law Review by an authorized editor of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. WILL THE WOLF SURVIVE?:* LATINO/A POP MUSIC IN THE CULTURAL MAINSTREAM STEVEN W. BENDER* 2 The American' news media dubbed 1999 as the year of the Latino based almost entirely on the runaway sales success3 and appeal4 of La- *. Titled after track number 11 of the same name from Los Lobos' debut album in 1984 How Will the Wolf Survive? Los LOBos, How WILL THE WOLF SURVIVE (Wea/Warner Bros. 1984). That track is an anthem of hope for cultural and spiritual survival in a challenging and changing America, as is the less hopeful Los Lobos tune One Time, One Night [In America] from 1987. Los LOBOS, One Time, One Night, on BY THE LIGHT OF THE MOON (Wea/Warner Bros. 1987). **. Associate Professor of Law, University of Oregon School of Law. Thanks to the partici- pants at LatCrit V where I presented this paper as part of the plenary Multi/Cultural Artistic Re/Presentations in Mass Media: Capitalism, Power, Privilege and Cultural Production.
    [Show full text]