Winter 2014-2015 Highlights
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PERFORMED IDENTITIES: HEAVY METAL MUSICIANS BETWEEN 1984 and 1991 Bradley C. Klypchak a Dissertation Submitted to the Graduate
PERFORMED IDENTITIES: HEAVY METAL MUSICIANS BETWEEN 1984 AND 1991 Bradley C. Klypchak A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2007 Committee: Dr. Jeffrey A. Brown, Advisor Dr. John Makay Graduate Faculty Representative Dr. Ron E. Shields Dr. Don McQuarie © 2007 Bradley C. Klypchak All Rights Reserved iii ABSTRACT Dr. Jeffrey A. Brown, Advisor Between 1984 and 1991, heavy metal became one of the most publicly popular and commercially successful rock music subgenres. The focus of this dissertation is to explore the following research questions: How did the subculture of heavy metal music between 1984 and 1991 evolve and what meanings can be derived from this ongoing process? How did the contextual circumstances surrounding heavy metal music during this period impact the performative choices exhibited by artists, and from a position of retrospection, what lasting significance does this particular era of heavy metal merit today? A textual analysis of metal- related materials fostered the development of themes relating to the selective choices made and performances enacted by metal artists. These themes were then considered in terms of gender, sexuality, race, and age constructions as well as the ongoing negotiations of the metal artist within multiple performative realms. Occurring at the juncture of art and commerce, heavy metal music is a purposeful construction. Metal musicians made performative choices for serving particular aims, be it fame, wealth, or art. These same individuals worked within a greater system of influence. Metal bands were the contracted employees of record labels whose own corporate aims needed to be recognized. -
Phased School Reopening Health and Safety Plan Template
Phased School Reopening Health and Safety Plan Template Each school entity must create a Health and Safety Plan which will serve as the local guidelines for all instructional and non-instructional school reopening activities. As with all emergency plans, the Health and Safety Plan developed for each school entity should be tailored to the unique needs of each school and should be created in consultation with local health agencies. Given the dynamic nature of the pandemic, each plan should incorporate enough flexibility to adapt to changing conditions. The templates provided in this toolkit can be used to document a school entity’s Health and Safety Plan, with a focus on professional learning and communications, to ensure all stakeholders are fully informed and prepared for a local phased reopening of school facilities. A school entity’s Health and Safety Plan must be approved by its governing body and posted on the school entity’s publicly available website prior to the reopening of school. School entities should also consider whether the adoption of a new policy or the modification of an existing policy is necessary to effectively implement the Health and Safety Plan. Each school entity should continue to monitor its Health and Safety Plan throughout the year and update as needed. All revisions should be reviewed and approved by the governing body prior to posting on the school entity’s public website. Page 1 of 44 Table of Contents Health and Safety Plan ........................................................................................................... -
Four More Graduates Soar Away
Volume 11, Number 3 News From Fall Trimester 2003 FOUR MORE GRADUATES community college with ambitions to enter Brown Uni- versity. She wants to work, learn to drive, and become SOAR AWAY the first woman of color to preside over this country. By Mohammed Elgazzar, Fellow Ally first heard of Eagle Rock through her grand- mother, who knew of ERS through a former intern. On A sunny, snowy Colorado day Friday, December New Year’s Eve 1997, she saw the Eagle Rock video 12, 2003, sent four Eagle Rock graduates on the way to and thought that, while the philosophy of school was the rest of their lives, bringing the number of graduates laden with cheesiness, it was a great approach to educa- to 90. Meet our newest graduates, Ally Alexander, tion and would perhaps be her key to future success. Anthony Olivas, Désireé Oscarsson, and Paul Tolbert. This Chicago native arrived during Eagle Rock School’s eighteenth trimester, leaving both her single mother and Ally Alexander welfare. Her lowest point was the twenty-five day wilder- ness trip that each new student takes. We were on one of the Ally advises Eagle Rock students and staff members busettes and it pulled into to “Be here for you and surround yourself with people a gas station to fill up. who will validate your choices and support you in what Everybody on the bus was your ultimate goal is.” If anybody has the determina- allowed to get some snacks tion, attitude, and will to accomplish her goals, it’s Ally. from inside. -
Introduction Wayne Bowman, Editor
Action, Criticism, and Theory for Music Education Electronic Article 1 ________________________________________________________________________________________ Introduction Wayne Bowman, Editor I am pleased to introduce the first ‘regular’ issue of Action, Criticism, & Theory for Music Education it has been my responsibility to edit. I have been extensively involved as Associate Editor since the journal’s inception in 2002, and have had the privilege of working closely with Thomas Regelski as he undertook “from scratch” the immense task of creating a successful new open-access journal for music education. I remember well discussing the ACT idea over breakfast with Tom and with Terry Gates in Helsinki, Finland in Summer of 2000. Darryl Coan had generously indicated both interest and willingness to take on the publication end of things— the design considerations and the numerous challenges associated with web-based publication. And the need for a journal with the editorial orientation being proposed was clear to us. Should we proceed? Obviously, we decided take the leap. To say “the rest is history,” while true, is equally misleading: as is usually the case when this cliché is invoked, considerably more has been involved than the mere passage of time. Thomas Regelski and Darryl Coan worked long and tirelessly to assure the successful launch of ACT, for which, I am sure, readers are grateful. Their (our) efforts would not have been nearly so daunting had there been an infrastructure in place—institutional supports, finances, technical or secretarial support, and the like. But a pivotal concern since ACT’s inception has been its autonomy and independence—its ability to publish critical scholarly work utterly free from institutional constraints or commercial obligations. -
Artistic Education Teachers Final Report
PROJECT OF EXCHANGE OF GOOD PRACTICES RELATED TO TRAINING FOR ARTISTIC EDUCATION TEACHERS FINAL REPORT Project period 2009-08-01 – 2011-07-31 FINAL REPORT: Project of exchange of Good Practices related to training for Artistic Education teachers Contents Information on the project ......................................................................................................................... 3 Project partnership ....................................................................................................................................... 4 Aim ................................................................................................................................................................. 5 Method ........................................................................................................................................................... 5 Mobilities ........................................................................................................................................................ 5 September 29 – October 1, 2009 Kusel, Germany ................................................................................. 8 November 2 – 7, 2009 Stockholm, Sweden ................................................................................... 11 January 18 – 21, 2010 Tenerife and La Palma, Canary Islands, Spain ....................................... 13 March 22 – 26, 2010 Stockholm, Sweden ...................................................................................... 16 September -
YAGP 2021 Brazil Scholarships&Acceptances RK 3.26
Scholarships and Acceptances Presented at YAGP 2021 Tampa Finals Alberta Ballet School, CANADA Summer Name Nationality School Constanza Medina Salcedo Mexico Ballet Clásico Aguascalientes Tsumugi Tomioka USA Hariyama Ballet Kelly Fong USA Li's Ballet Studio Peri Ingram USA Indiana Ballet Conservatory Audrey Williamson USA Ballet Center of Fort Worth Ava Thomas USA Marina Almayeva School of Classical Ballet Isabella Graves USA Huntington Academy of Dance Claire Buchi USA Peninsula School of Performing Arts Jayden Towers USA Fort Lauderdale Youth Ballet Annabelle Gourley USA The Ballet Clinic Savannah Rief USA Florida Schoolfor Dance Education Chloe Kinzler USA California Dance Academy Lyla Davey USA Huntington Academy of Dance Patricia Hohman USA West Point Ballet Alexa Pierce USA Pennsylvania Ballet Conservatory Nicholas Isabelli USA Emerald Ballet Academy Maria Nakai USA Hariyama Ballet Jaida Soleman USA Dance Center of San Antonio Nily Samara USA Bobbie's School of Performing Arts Charley Toscano USA North County Academy of Dance Leon Yusei Sai USA Southland Ballet Academy Noah Lehman USA Master Ballet Academy William Kinloch USA Ocean State Ballet Bella Dinglasan USA Southland Ballet Academy Sabrina Dorsey USA Master Ballet Academy Charlotte Bengfort USA Southland Ballet Academy Kate Deshler USA Jacqueline's School of Ballet Mia Anastasia Petkovic USA Ballet West Academy Lidiia Volkova USA Next Step Dance Performing Arts Julian Pecoraro USA University of North Carolina School of the Arts Luke Jones USA Ballet Center of Fort Worth Ashton Cook USA Elite Classical Coaching Olivia Newell USA Jacqueline's School of Ballet Ben Zusi USA Southold Dance Theater Joshua O'Connor USA Cary Ballet Conservatory Joshua Howell USA The Ballet Studio Tara McCally USA Feijoo Ballet School 1/13 Ballet School of the Basel Theater, SWITZERLAND Full Year Name Nationality School Sophie DeGraff USA WestMet Classical Training Laina Mae Kirkeide USA The Ballet Clinic Audrey Beukelman USA Denver Academy of Ballet Isabella McCool USA St. -
Schwartz, Henrietta TITLE Community School at Rough Rock. SPONS AGENCY Office of Economic Opportunity, Washington, D.C
DOCUMENT RESUME ED 047 647 RC 005 061 AUTHOR Erickson, Donald A.; Schwartz, Henrietta TITLE Community School at Rough Rock. SPONS AGENCY Office of Economic Opportunity, Washington, D.C. PUB DATE Apr 69 NOTE 333p. EDRS PRICE EDRS Price MF-$0.65 HC Not Available from EDRS. DESCRIPTORS *Achievement, *American Indians, Bilingual Education, Boarding Schools, Community Role, *Community Schools, Community Surveys, Curriculum, *Education, *Evaluation, InterviewS, School Administration, Teacher Characteristics IDENTITIERS *Rough Rock Demonstration School ABSTRACT The objective of the evaluation of Rough Rock Demonstration School (REDS) on the Navajo Reservation was to examine, in terms of its own stated objectives, the school's organizational and social system as a whole. Chapters in the 1969 evaluation report are "What We Did and Why," "The Schools That Were Compared," "Community Relationships," "The Dormitories," "Programs of Instruction," "Teacher Characteristics and Concerns," "Pupil Attitude and Achievement," "Harbingers of Change," and "General Conclusions." Schools included in the comparative study with RRDS are Rock Point Boarding School, Chinle Boarding School, and Chinle Public Elementary School. As stated, the main comparisons relate to a carefully selected sample of pupils in each school (pupil criteria are given for all 4 schools). The report provides results of interviews held with teachers, parents, school staff, and other community members in the target areas. Among the findings, it is pointed out that RRDS was believed to be a successful experiment in introducing the new concept of involving Indian adults to exercise authority in controlling their own school. However, it is noted "that the primary focus of administrators (at RRDS) seemed to be on public relations,...that the secondary emphasis was on an employment program for local people, and that other affairs of the school were neglected" (see RC 005 062). -
TEACHERS PACK GLAM! the PERFORMANCE of STYLE 8 February – 12 May 2013
TEACHERS PACK 8 February – 12 May 2013 May –12 8 February OF STYLE GLAM! THE PERFORMANCE Peter Hujar Candy Darling on her Deathbed 1974 © The Peter Hujar Archive, LCC; courtesy Pace/MacGill Gallery, New York INTRODUCTION Glam, a visually extravagant pop style The pack is designed to support teachers and exploded across Britain during the years educators in planning a visit to the exhibition 1971–5. The exciting, futuristic sounds, with a collection of ideas, workshops and extravagant fashions and glitter-dappled points for discussion. The activities are personas emerging in this era had their suitable for all ages and can be adapted to roots firmly in British art schools. your needs before, during and after your visit. Glam! The Performance of Style is the A special school group price for exhibitions first exhibition to explore glam style is available if you book and pay at least and sensibility in depth. The exhibition two weeks in advance. Groups of students investigates artistic developments in under 18 years of age £4 and over 18s £4.40. Britain, Europe and North America through Teachers wanting to make a research trip the prism of glam, examining painting, to the exhibition in advance of a visit are sculpture, installation art, film, photography welcome to do so free of charge. Please and performance. book in advance. To book a visit please call 0151 702 7400. Bringing together more than 100 artworks, the exhibition will reveal the genealogy of For further details about visiting glam. Themes of camp, exaggerated identity, Tate Liverpool with your group see: androgyny, eroticism and dandyism will be www.tate.org.uk/learn/teachers/school-visits- explored in the work of David Hockney, tate-liverpool Andy Warhol, Cindy Sherman and many more. -
Little Rock School District, Ark.,[75] 79P.; Not Available in Hard Copy
ED113256 SO, 00,8 652 TITLE Population Problems, Teaaherss!Quide. ,Environmental Educatidt Unit, Twelfth GradeSocioIogy. INSTITUTION Little Rock School District, Ark., PUB DATE - [75] NOT 79p.; Not available in hard copy due to marginal egibility:of original document; Related documents e SO 008 427-429 'EDRS. PRICE MF-$0.76 Plus Postage. HC Not Available from EDR$. DESCRIPTORS Curriculum Guides; *Demography; *Environmental Education; Grade 12; Instructional Materials; *Overpopulation; *Population Education; Population growth; Secondary Education; Social Influences; Social Studies Units Sociology; 'fee:Ching Guides IDENTIFIERS *Environmental Education Project; ESEA title III. ABSTRACT Human population growth and the implications of increasing population.on the well-being of-men and nations'is examined in this twelfth grade curriculum guide which is part of a series for grades 4 through 12. The primary functions of the unit are. to introduce the student to reasons for, population growth, results of overextended Populations,%and solutions to overpopulation. Consideration is also given to 'political and vsociological problems yhich arise as Adjuncts to the question of population. The component parts of this guide are: an overview of the unit, the major concepts in the unit, behavioral objectives, daily schedule, lesson plans for classroom activities, a pretest for the unit, and student and teacher evaluation forms.. The unit requires three weeks to complete, and is structured around 15 student- centered activities which include films, survey questionnaires, filistrips,-student readings, discussion activities, data analysis, and role playing. (Author /DE) t********************4c************************************************4 Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. -
This Is How It All Began... Learn More About the Centre Of
Centre of Cultivating Dialogue 1997 – 2016 THIS IS HOW IT ALL BEGAN... Back in 1997, a handful of enthusiasts initiated a program one hardly could have predicted for bright future considering the political, economic and educational situation in Bosnia and Herzegovina. Differences and divisions in the country were much more pronounced than today, which was especially noticed in educational program. However, sixteen years later the program can boast with a number of activities and participants to be envied by many, even most respected international programs. The first teachers to be involved in the program could not have even imagined they would be a part of the team that would participate in activities like seminars, meetings, round table discussions, and summer camps, debate activities in schools, TV debates, and world championships. Even less could they imagine that these activities would become a matter of tradition, one that future generations can look up to and admire. Since then more than 350 high school teachers from 75 Bosnian towns were educated through, on average, somewhat less than 150 activities per year. The program itself was obviously not created for teachers, but first and foremost for the benefit of young people in BiH. The goal has been to educate and train young people in debating skills and consequently in democracy and tolerance, which can be applied daily. This is Centre of Cultivating Dialogue, a program which sets debate as a contemporary method of education, through direct cooperation of all participants and constant rhetoric, cross examination, argumentation, research exercises… The total number of people involved in the aforementioned activities has grown to 33.000 and all of them have at least some experience they use today. -
The Rulers of “No Man's Land” –
The Rulers of Study“No Man’s Land” – of Cultural Contact and Social Impact of the United World College in Mostar Amel Alić Haris Cerić Sedin Habibović The Rulers of “No Man’s Land” – Study of Cultural Contact and Social Impact of the United World College in Mostar Amel Alić, PhD, Associate Professor, Faculty of Philosophy, University of Zenica, Bosnia and Herzegovina Haris Cerić, PhD, Associate Professor, Faculty of Political Sciences, University of Sarajevo, Bosnia and Herzegovina Sedin Habibović, MA, Psychologist – Therapist, Public Health Institution Addiction Treatment Center of Zenica-Doboj Canton, Bosnia and Herzegovina Authors: Amel Alić, PhD, University of Zenica Haris Cerić, University of Sarajevo Sedin Habibović, MA, Psychologist – Therapist, Public Health Institution Addiction Treatment Center of Zenica-Doboj Canton Amel Alić, PhD, Reviews: Haris Cerić, PhD, Academic Adila Pašalić-Kreso, professor emeritus University of Sarajevo Sedin Habibović, MA, Academic Ivan Cvitković, professor emeritus, University of Sarajevo Translation: Elma Mahmutović Adla Velagić-Ćurić Graphic design: The Rulers of “No Man’s Land” Shift Brand Design Edition: – Study of Cultural Contact 1 and Social Impact of the United Publisher: Dobra knjiga, Sarajevo World College in Mostar Number of copies 150 CIP - Katalogizacija u publikaciji Nacionalna i univerzitetska biblioteka Bosne i Hercegovine, Sarajevo 316.64:37.035 ALIĆ, Amel The rulers of “No manʼs land” : study of cultural contact and social impact of the United World College of Mostar / Amel Alić, Haris Cerić, Sedin Habibović. - Sarajevo : Dobra knjiga, 2018. - 158 str. : ilustr. ; 24 cm Bibliografija: str. 139-142 ; bibliografske i druge bilješke uz tekst. - Registri. ISBN 978-9958-27-432-9 1. -
Spring 2015 Highlights
In partnership with The United World College in Mostar 42 Spring – School Year 2014/2015 MUN in Mostar Alumni Scholarship Donations Earth Hour Physics Competition Humanitarian actions Independent projects UWC MOSTAR NEWSLETTER News News UWC MOSTAR NEWSLETTER the consequences of the World Spring 2015 issue: Economic Crisis that hit us badly in 2010, as you would recall. We are MUN Conference, Mostar 2015 continuously doing our best to keep 2 Alumni Scholarship Donations this school going and to continue The 9th annual Model United Nations in Mostar conference took place educating talented young people from March 14th to 16th, 2015 at UWC Mostar. 3 MUN Conference, Mostar 2015 from around the world. During the last academic year two ajority of the stu- 4 Selection Report big events made us look towards dent body of UWC the future with more optimism. Mostar assisted 4 Marking the Earth Hour Firstly, we built our first self-owned in organization of student residence and at the same the conference, 5 Physics Competition time helped Mostar to have one Mwith focus on sharing the UWC ruin less in its heart – Old Town. Mostar experience with par- 5 Education for Peace At the moment we are preparing ticipants of the conference. The 5 Physics Workshops to start the similar enterprise and opening ceremony took place on very soon you will find out about March 14th and UWC Mostar had 5 SHL preparing the Academy for Young the first steps. Secondly, as you the pleasure of welcoming MUN have already heard, the Endow- guest of honour, Head of the Leaders ment Fund “Bridge to the Future” EU Office in Mostar Ms.