They balk at the idea of kids attending schools with no summer break. They question the value of a continuous school year interspersed with several short breaks. Rather than giving kids less time off, a year-round schedule offers the same days of schooling as the traditional calendar, created long ago to ensure children were home to help their parents harvest crops. Kids in year-round schools attend classes for anywhere from six to nine weeks in a row, broken up by two- to four-week vacations.
Beyond and Within the Dreamer Narrative: Collaborative Residences in Madrid Compilers of anthologies of twentieth century Spanish poetry consider ten male poets as core members of the Generation of These poets took inspiration from surrealism and they inhabited the same social spheres, such as meeting regularly at the Residencia de Estudiantes in Madrid.
For decades, scholars maintained a canon that excluded women writers involved with the Residencia de Se oritas, an institution for women's education in Madrid. As a result, women writers' works were rendered invisible in Spain and abroad, disregarding the fact that women were involved in the same circles during this period.
Clearly, the canonical dichotomization of inclusion vs. A Queer approach does away with the binaries proliferated by literary anthologies, to approach the spectrum of artistic involvement that nuances the poetic careers of both men and women.
In this paper, I expand the institutions associated with the Generation of by examining the interactions between the Residencia de Estudiantes and Residencia de Se oritas through socio-historical analysis.
I argue that activities at the two residences demonstrate how male and female poets began to write and identify as poets under similar circumstances of community building and scholarly discussion. This paper thus applies Queer Theory to queer the canon of the Generation of as a simultaneous development of male and female poets' careers across diverse artistic spaces.
At a time in the world where blatant Western imperialism was still occurring and the major players in the international arena consisted of countries such as the U. In addition to garnering the warfare technology necessary to defeat the small nation of Eritrea from the Soviet Union, Ethiopia became the recipient of guerrilla military training from Cuba and as many as 16, Cuban soldiers.
I want to amplify the three decades of struggle and dissect how exactly this time was experienced by those entrenched in the quotidian nature of violence, catastrophe, and a seemingly un-concluding war up until May What type of labors were Eritreans engaging in order to actualize the national project against a power such as Ethiopia?
While my broader research questions are concerned with the weaponization of sound to unite Eritreans near and far, for this paper, I turn specifically to the genre of revolutionary music that emerged during this period as one major instrument in the Eritrean toolkit against Western and Ethiopian imperialism, among other tools of war.
I argue that this body of musical literature, sung and recorded in Eritrean languages, was a platform to foster intimacy, recalibrate time, and conceptualize post-colonial Eritrean society. I argue that the way Black mothers raise their daughters to think about their hair impacts how their daughters view themselves and the world around them.
Drawing on 20 in-depth interviews approved by the Institutional Review Board and consisting of college students and professors who work or study at Cornell University as well as college students and women in the workforce from Santo Domingo, Dominican Republic, this study has two main goals: Second, to analyze how Black women shape their racial identity based on what their mothers teach them about the social acceptability of Black hair.
Since their arrival to Duke inLatinx students were racially identified as other. This distinction that is was neither Black nor White, allowed for Latinx students to attend the racially segregated university. From to the late s, Latinx students did not consistently unite as a community, organization, or under a common identity.
Instead, some Latinx students organized nonconsecutively as part of the Cosmopolitan, Alien, International and Pan-American club.
In the s, students began to consolidate themselves as a Spanish-speaking community but not as a community based on a common ancestry, ethnicity or race. This thesis traces how a disconnected group of students became the Latinx community that protested eighty-nine years later.
By the turn of the 20th century, a shift in identity politics has opened up new space for novels like Caucasia to explore characters and communities with more fluidity, expansiveness, and multi-directionality of identity formation.
The expansion of admission has developed alongside efforts to frame university communities with diversity language and to create resources for students from these groups.
Some institutions that have historically excluded marginalized students are now actively incorporating them into institutional history. As part of this project, I conducted thirtyfour oral histories with alumni that graduated between and currently living in California.
As part of a more recently established category of identity with varying levels of visibility, LGBTQ students provide a unique lens into how marginalized students historically understand their place in and are shaped by experiences in institutions of higher education. My work follows a tradition of historical and narrative grounding in Sociology to answer questions about meaning making, identity, and the boundaries of community.
Using these interviews as data, I ask: How have university resources influenced LGBTQ student experience over time and how does membership in different university communities shape the life course after college?
My findings demonstrate the influence of LGBTQ visibility, personal networks, larger historical events such as the onset of HIV, and other group affiliations on identity formation, career trajectory, and social ties. These personal narratives illuminate both how institutions affect individuals and how individuals affect the construction of institutional history.
Empathizing with the Strong Black Woman The s and early 80s are an appropriate moment to look at works published by Black women authors, most notably those that explore and center their struggle against racism and sexism. Black women's systematic power is quite limited in the United States.The falling water on the lower Brandywine could drive the machinery of a large mill and ensure nearly year-round production.
a powder magazine and pier on the Christina River. Most importantly perhaps, Alfred passed his own enthusiasm on to his son Lammot. sent to the Levinstein dye plant outside Manchester, England, which had.
Search America's historic newspaper pages from or use the U.S. Newspaper Directory to find information about American newspapers published between present. Dos and Don'ts Your First Year Homeschooling: tips for starting homeschool with your kindergartener, for the new homeschool mom.
Home schooling Online classes, A round-up of the best, healthy football snacks and meals! The Skinny Baked Chicken Fingers look amazing!
Feb 24, · third year as chief academic officer at of students in the day school system, Ms. Wiener’s partnership with Rabbi The day is going to be divided into lon- the Magen David High School in Brook- “there’s enough demand.5/5(1). Above left, Raider Alicia Mohler sits beside her mother, Hope, and father, Ken, at Plant City High School March 13 as she signs a four-year volleyball scholarship .