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From the Arbor | News for November from Jerry Weakley
From the Arbor Now a Web Page
In an attempt to get the Arbor into more hands more easily, the Communications and Marketing Office has created this web presence for this University publication.
Begun over 11 years ago as a device to simply help keep alumni, former students, donors, faculty and other constituents updated on an array of campus and University-wide events and news, the Arbor has continued to evolve through the years in new and varied ways.
Originally, the Arbor was a one-page, (front and back, in black type) newsletter mailed through the postal system to CAS graduates. It contained only the briefest "bullet points" of news items for that month.
After about one year of being produced by former Advancement Vice President Bill McCollum, I assumed the responsibility for producing, writing and editing the monthly publication. During the next several months I enlarged the amount of content and sent the Arbor to a much wider readership that included graduates and former students of SPGS, SON and SOE.
Postal costs of that move quickly dictated that we move the Arbor to a mostly online publication, except in rare cases where individuals had no computer access. In the beginning, this proved to be a cost-efficient and effective method of distributing what had grown to a six-page publication full of color…which the current publication continues with to this day.
For as much good as technology does, it also throws us a few curves from time to time. Since we are now emailing to several thousand individuals every month, certain computers, servers and security software have begun treating us as a "spammer" and blocking delivery of the Arbor to hundreds of individuals' in-boxes.
So beginning this month, the emailed cover letter you read has sent you to this web page where you can access the Arbor as you wish, when you want, with hopefully no interruption.
You may also download the PDF: November Arbor
Mehring Named Baker School of Education Interim Dean
Dr. Tes Mehring has been named to serve as interim dean of School of Education for the 2014-15 school year. Dr. Peggy Harris, the current dean of SOE, announced last month to the University community her upcoming retirement as of June 30, 2014.
Baker hired Mehring in August 2012 as associate dean and chair of the Graduate School of Education. During her time at Baker, Mehring has been instrumental in guiding the development of the Ed.D. in Leadership in Higher Education program, a distinction for the first university in Kansas.
"I am delighted that Dr. Mehring has agreed to serve Baker University as the interim dean," Dr. Brian Posler, executive vice president for academic affairs, said. "She is an experienced, accomplished administrator who is a truly gifted academic leader."
Congratulations and best wishes, Tes!
Host a Student at Thanksgiving?
Some Baker students may not be able to return home for the Thanksgiving holiday weekend. If you are interested in hosting a Baker student for a Thanksgiving meal, please contact Cassy Bailey, dean of students, at firstname.lastname@example.com or 785.594.8431.
Wandering Wildcats 2014…New York and Bermuda!
For general information on our June 2014 trip call me (Jerry Weakley) at 1.785.594.8332 or our travel advisor, John Novotny at Travellers in Lawrence, Kan., at 1.800.382.6700 for specific questions, pricing and information regarding deviations from the set travel plan.
Dr. Pat and Dennis Long, along with my wife, Patti, and I certainly hope you will plan to join us for a wonderful and fun trip!
Responses to Previous Arbor Articles
"I'm always interested in all your articles. Maybe I have the time!" Larry McDonough, '56
"I am a graduate of BU and taught in the elementary school there. Later, I taught higher education in Colorado, North Dakota, Texas and most recently Nebraska. It is always "funny" to get a reaction when I have told people in these states that the first battle of the American Civil War was fought near Baldwin, Kan. I tell them to go to the park and read the Govt. information board. Note: My name was Jehle when I graduated from BU. Also my mother, uncle and cousin graduated from BU. Their last name was Shover. My maiden name is Wilcox and I was the X-ray and lab tech at the medical clinic there while in school. I enjoy reading the Arbor," Daryl J. Wilcox, Ed.D. '61
"Jerry…so glad to see this in my mailbox again. For whatever reason, I have not received any editions of the Arbor for many months. Don't know where it went, but I'm glad to see it back. Always enjoy it." Carol Bartlett, '65
(Editors note: We have had problems and are working on a solution to the situation…please let me know if the Arbor doesn't come every month so I can keep apprised of our progress!)
"I'd love to come back down for the Maple Leaf Festival but I'll be working. We're converting a bank starting this evening so I'll be here working through Saturday. I need to get back down for one as it has been a few years." John R. (Bob) Selzer, '84
"Jerry, thanks for the nice note re: the service for Carolyn." Dan Lambert (Former President and Honorary Alumnus, '63)
"I love the new layout of The Arbor. It is very easy to read. I love catching up on all the latest news. Thank you for all of your hard work." Barbara (Boeshaar) Parks, '76
Thanks one and all for the replies and comments on this page…Please keep them coming! (At least the GOOD ones! )
Baker Retirement List Gets Longer
In addition to Dean Peggy Harris and University Nurse Ruth Sarna, the University's two longtime staff members who announced plans to retire last month, another longtime dean at the University has indicated plans to retire. Kathleen Harr, dean of the School of Nursing, now joins a growing list of University administration planning to join President Pat Long and University Minister Rev. Dr. Ira DeSpain, '70, on the "retirement list" for 2014.
Dean Harr has indicated that she will remain in place until her successor has been named and is in office at the School of Nursing…most likely in the early fall.
Dr. Susan Lindahl and Dr. Brian Posler will be working to put in place an appropriate search process for each of these individual positions.
Best wishes to Dean Harr who has contributed so much to our students and to the overall excellence of our nursing program and University. You will certainly be missed by everyone connected with Baker.
How to Nominate an Individual for the Athletic Hall of Fame
Send nominations for individuals to the Athletic Hall of Fame to my attention at Jerry Weakley, Athletic Hall of Fame Committee, P.O. Box 65, Baldwin City, KS 66006 or by email to firstname.lastname@example.com. Include as much biographical information on your candidate as possible, e.g., class in school, sports they participated in, records, honors, coaching records and teams/schools at which they coached. The more information the committee has, the better chance the candidate will have of being elected. We currently have more than 50 who have been nominated! Nominations must be received by Dec. 31 to be considered in 2014.
Common Reading Book Revealed
If you enjoy keeping up on what is being read on campus, get a copy of The Last Lecture. It has been named the common reading book for this year.
Baker Trivia Answer for October
The Question
Who is the person for whom the town of Baldwin City was named? What was the person's relationship to the town?
The Answer
John Baldwin… Mr. Baldwin having founded Baldwin Institute and later Baldwin University in Berea, Ohio, (which eventually became Baldwin-Wallace College) came to the Kansas Territory in 1857 along with his son Milton from that state. During the mid- to late-1850s many persons relocated from Ohio to the Kansas Territory, some for the purpose of "insuring" that when Kansas eventually became a state (1861) that it would enter the Union as a "Free State" and not a "Slave State." The people moving into the territory were mostly labeled "Free Staters."
While in Palmyra (the city closest to the current city of Baldwin City), Mr. Baldwin established a grist mill for the production of flour and later a saw mill. He purchased the land upon which the city of Palmyra would move further to the west and south and also built the first building (Old Castle) of what shortly thereafter became Baker University.
Baldwin was in Kansas only for a short time when tragedy struck. On August 30, 1858, John's son Milton died unexpectedly after having been sick for only three days. He soon decided to return to Ohio and turned over the town and college to the Methodist Conference. In his honor, the town fathers decided to name the new town Baldwin City and the leaders of the Methodist Church elected to name the new college for the first Bishop of the Kansas, Osmon Cleander Baker.
John Baldwin died in 1884 at the age of 85. A book by Baker graduate Virginia Gatch Markham, '19, was published by the University in 1982, John Baldwin and Son Milton Come to Kansas: An Early History of Baldwin City, Baker University and Methodism in the State of Kansas.
Those with correct answers with varying amounts of detail included Jim Foreman, '79, Linda (Carlson) South, '72, Daryl J. Wilcox, '61 (Jehle at graduation) and John R. (Bob) Selzer, '84. Thanks one and all for the replies.
Kevin Mahogany, '81, Returns and Performs
Internationally acclaimed jazz vocalist Kevin Mahogany, a 1981 Baker graduate, will return to the Baldwin City campus at 7:30 p.m., Nov. 21, to perform in the 16th annual Baker University Jazz Festival at Rice Auditorium. Admission is free and open to the public.
As a student, Mahogany formed a jazz choir and other music groups on the Baldwin City campus. He was a drum major, part of the jazz ensemble and sang opera before developing into what Newsweek called "the standout jazz vocalist of his generation."
Fresh off a monthlong tour of Europe, Mahogany will sing standard favorites with the band, including "Satin Doll," "You Are the Sunshine of My Life" and "A Foggy Day in London Town." He will also be joined for a special combo set of some of his most popular tunes with Kansas City artists Ben Leifer (bass), Ryan Lee (drums) and Matt Hopper (guitar).
Led by J.D. Parr, professor of music, the Baker University Jazz Ensemble will be featured on Nov. 21, performing various big band swing, fusion, Latin and standard selections.
During the week of Nov. 18-22, Mahogany will serve as an artist in residence, working with Baker students focusing on jazz education, the life of a professional musician and rehearsing with the Jazz Ensemble. On Friday, Nov. 22, Mahogany will be the head adjudicator for a high school jazz band competition. Twenty-two bands from northeast and central Kansas will perform on the stages of Rice Auditorium and McKibbin Recital Hall from 8 a.m. to 5 p.m. Admission to the Friday performances is also free and open to the public.
I will be there on November 21. I hope you will be too!
Athletics Updates Can Be Found @…
There just wasn't enough space left in this issue of the Arbor to bring you up to date on all the successes being enjoyed this fall by Baker athletes and teams. For a comprehensive look into all the victories I hope you will put this website in your browser and enjoy their success stories…www.bakerU.edu/athletics
Alumni and Campus Activities
November 21…Kevin Mahogany…Rice…7:30
December 8…Christmas Vespers Programs…Rice Auditorium, Baldwin City Campus. 2 p.m. and 5 p.m. (Make note…these times are new.)
December 14 & 15…Winter Commencement
February 14-15…Winter Meeting of the Board of Trustees and Board Retreat
April 12…The Annual Scholarship Auction Gala…The Sheraton Convention Center Hotel, Overland Park, Kan. 6 p.m.
May 2…Spring Meeting of the Board of Trustees
May 10, 16-18…SPGS and GSOE Commencement followed by Alumni Weekend and Activities
May 18…CAS, SOE, SON…Commencement
May 31-June 10…Alumni Travel with Wandering Wildcats to Bermuda and New York
Presidential Search Update
The Presidential Search Committee continues its important work and has narrowed the number of active candidates to three individuals from the original 72. The three finalists have all participated in on-campus interviews with members of the larger University community. Individuals who had the opportunity to meet with a candidate have been asked to fill out a questionnaire online that summarizes their impression of the candidate and enables them to express their thoughts relative to the candidates' strengths and potential weaknesses. The committee plans to be in a position to send its recommendation on to the Board of Trustees Executive Committee by early December with a goal of having the University's next president formally named by the end of that month.
If you know any of the members of the Presidential Search Committee, please thank them for the countless hours of time they have spent in this most critical of all University endeavors!
Trivia Question for November
The Question (A little more open-ended than usual, I think you will agree.)
Name all the various pizza restaurants or places that have served pizza in Baldwin City through the years!
The Answers
Will be revealed and detailed in the next issue of From the Arbor.
(And, for once…I don't necessarily have all the answers…let's see what you can come up with!)
Re-gifting Charitable Annuities and Trusts
I recently had the opportunity to receive as a gift to the University a deferred charitable gift annuity. Nothing unusual about this except for the fact that the donor who had originally taken out the annuity in 2001 with payments on that annuity that began in 2005 was returning the unused portion of it. Since the donor no longer felt that they needed the annual income, it was decided to re-gift the annuity back to Baker so that the charitable remainder that was in that account could fund an endowed scholarship.
In the 34+ years I have been here, this was the first time I had encountered that type of return of a charitable annuity of any type. After contacting our consultants on legal and tax-related issues on planned gifts, Crescendo Inc., I was directed to a program in the software we maintain that they produce that enabled me to make the calculations that would determine the immediate tax benefit to the donor from making such a gift.
In this particular case, the original annuity was in the amount of $10,000, which at the time of the original gift gave the donors an income tax deduction of $3,356. With annual payments on the annuity back to the donors beginning in 2005 (since it was a deferred type gift annuity), the donors had received nine annual payments of $860 (each payment included $337 that was free from income tax.) The total of payments was then $7,740.
Using the calculations provided in our software program I was able to discern that the donor was entitled to an additional $3,829 charitable deduction in this tax year for turning the annuity back to the University. Since the account holding the annuity had over $5,000 in it due to investment gains within the endowment, the University was able to add that amount to the endowed scholarship desired and designed by the donor. A real win/win situation for both the donor and the University.
If you have an annuity or charitable trust with the University and would like information regarding re-gifting it at this time back to Baker, contact me and I can show you the advantages in your particular case to making such a gift. You may reach me 785.594.8332, or by email at firstname.lastname@example.com. I look forward to speaking with you soon!
P.S. The above information is provided only for your consideration and should not be construed as "Legal or Tax Advice." Always consult your own professional advisor before acting upon this or similar information.
As Dr. James Chubb, '22, used to say when he visited classmates and alumni while on the road for Baker… "Please remember to leave something for Baker in your Will!"…and if you do, please let us know your plan!
Have a Great Month of November
I'll write again in December.
Jerry L. Weakley, '70, MBA '92
Vice President for Endowment and Planned Giving
P.O. Box 65, Baldwin City, KS 66006
1.785.594.8332 | 913.449.9540
Baker is proud to be affiliated with the United Methodist Church.
2 Responses to "From the Arbor | News for November from Jerry Weakley"
Jerry: Do you recall having a sandwich at my home in San Diego years ago? You said you were starving.I have outlived almost all of my contemporaries—at 94. I was delighted to greet Under the Arbor after an absence of several years. Thank You!!
Interesting note: Palmyra was pioneered by settlers from Palmyra, NY, and understandably Union sympathizers. Down across several miles of prairie a small group of yellowish limestone buildings arose—called Weston. They were ardent Rebels. In Lawrence, John Brown learned of them. With twenty of his men, he rode into the nearest farm house, home of John and Frances Weston and their 4-year-ole daughter, Caroline. Frances was in the yard in preparation for ringing the dinner bell to call the men in from the fields. John Brown dismounted and approached Frances. She knew who he was and quickly invited him in to eat. He entered the tidy kitchen, ate three helpings of the
savory meal, washed his hands and rode away. Meanwhile, the rebel farm men had seen the gathering near the house and hidden in one of the stone buildings, thus escaping death. I interviewed Caroline when she was about 75—a gracious lady, still smiling about her mother's brief brush with John Brown.
I actually do…quite gracious of you! I also remember visiting with you in other locales as you moved around the country…weren't you in Chicago and Rancho Bernardo in addition to San Diego and Riverside, perhaps among others at various times?
Love the memories you shared and with your permission would like to extract them and use them in the next issue of the Arbor.
We have had some problems getting the Arbor into everyone's hands but hope that we are doing a better job now!
Best wishes always!


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AFTER EARTH Trailer #1 (starring Will Smith & Jaden Smith)
(Source: themjt)
Leman Russ - Primarch of the Space Wolves
In the early years of space flight, both Russians and Americans used pencils in space. Unfortunately, pencil lead is made of graphite, a highly conductive material. Snapped graphite leads and particles in zero gravity are hugely problematic, as they will get sucked into the air ventilation or electronic equipment, easily causing shorts or fires in the pure oxygen environment of a capsule.
After the fire in Apollo 1 which killed all the astronauts on board, NASA required a writing instrument that wasn't a fire hazard. Fisher spent over a million dollars (of his own money) creating a pressurized ball point pen, which NASA bought at $2.95 each. The Russian space program also switched over from pencils shortly after.
40 years later snide morons on the internet still snigger about it, because snide morons on the internet never know what they are talking about.
(Source: yourresidentginger, via heartvice)
Valentina Tereshkova - one spacey bitch. A proletariat that worked in a textile factory and parachuted for funsies, this lady was one of the five chosen by the Soviet space program. She joined up with the USSR Air Force and then became a cosmonaut in the 1960s. In 1963, the Soviets decided to send her to space on the Vostok 6. This bitch put the American space program to shame, logging more space hours than any American astronaut had at that time having spent three days (48 orbits) out of the atmosphere. At 26 she became the first and only fucking lady in space for nineteen years. Still alive and kickin' at 74 in Russia, this bitch has won pretty much all of the honors and has been elected to a bunch of committees.
(via karlsparxxx)
Gagarin relaxing by tatraskoda on Flickr.
The World's first Cosmonaut, Yuri Gagarin relaxes at the billiard table on April 13, 1961, the day after his historic space flight on board Vostock 1.
(Source: little-weenie)
My theory remains that the space race (much like Homeland Security) is a bogus fear-instilling veil pulled over our eyes to distract us from the truly fucked up shit ON Earth we should be paying attention to. Which sucks. I want to go into space.
The Earth and the Moon. Taken 6 million miles away by the Juno spacecraft which is on its way to Jupiter.
(via october-eightyeight)
"Constellation AK47"

subset: commoncrawl


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Bill KauffmanManager, Media Relations and PublicationsPhone: 719-228-6800E-Mail: firstname.lastname@example.com
COLORADO SPRINGS, Colo. (June 26, 2010) – Megan Hodge (Durham, N.C.) scored 16 points to lead the U.S. Women's National Volleyball Team to a 25-15, 25-20, 25-17 sweep of Cuba on Saturday evening in the bronze-medal match of the IX Pan American Cup being held in Tijuana, Mexico. Later tonight Dominican Republic and Peru will play for the gold medal in Tijuana.
"Our main goal was to qualify to the World Grand Prix, but it was good to see our team coming back strong after the loss of last night (to Dominican Republic)", U.S. Women's National Team Head Coach Hugh McCutcheon (Christchurch, New Zealand) said. "We are happy with the victory and happy about going to the Grand Prix next year."
In the process, Team USA earned its first medal at the Pan American Cup since 2004. The U.S. medaled in the first three Women's Pan American Cups, starting with a bronze in the inaugural event in 2002, the gold in 2003 and the silver in 2004. Since then, Team USA had not reached the podium in the five most recent events.
Team USA used a 5-0 scoring run to assume a 15-11 advantage in the opening set and closed out the with a 10-point victory at 25-15. Trailing 13-12 in the second set, the U.S. used a 6-1 scoring run to reverse the lead for the fifth time in the set and put enough distance between it and Cuba to win 25-20. The Americans methodically inched to a 15-11 advantage in the third set and went on to win 25-17 as Cuba scored on its own serve three times. For the entire match, the U.S. committed just seven errors to Cuba's 27.
For the second straight tournament this June, the U.S. played NORCECA rival Cuba. Team USA also defeated Cuba in straight sets on June 12 during the semifinals of the Montreux Volley Masters in Montreux, Switzerland, before falling to China in four sets during the gold-medal match on June 13. Last year, Cuba defeated the U.S. twice at the NORCECA Continental Championship, rallying from a two-set deficit both times. At the 2008 Olympic Games, Cuba swept the U.S. in pool play before the Americans defeated the Cubans in three sets during the Olympic semifinals.
By virtue of reaching the semifinals and being guaranteed as one of the top three finishing NORCECA teams at the Pan American Cup, the U.S. has already qualified for the 2011 FIVB World Grand Prix. Peru, as the top South American team in the Pan American Cup, will join the top three NORCECA teams (Dominican Republic, USA, Cuba) at next year's 12-team FIVB World Grand Prix.
The U.S. Women's National Team's next tournament will be the 2010 FIVB World Grand Prix Aug. 6-29, but it will take part in two Red vs. Blue exhibition matches in July. The first exhibition is scheduled for Irvine Valley College (5500 Irvine Center Dr, Irvine, Calif.) on July 17 at 7 p.m. PT. The second exhibition is scheduled for St. Margaret's Episcopal School (31641 LaNovia Avenue, San Juan Capistrano, Calif.) on July 24 at 7 p.m. PT. Tickets are $5 at the door.
Hodge scored her match-high 16 points via 14 kills on 30 swings, one block and an ace. Heather Bown (Yorba Linda, Calif.) chipped in five kills on 11 errorless attacks to go with a match-high five blocks for 11 total points. Jordan Larson (Hooper, Neb.) added seven kills on 20 attacks, one block and an ace for nine points. Nancy Metcalf (Hull, Iowa) contributed seven points with five kills, one block and an ace. Foluke Akinradewo (Plantation, Fla.) was credited with three blocks and a kill for four points, while Alisha Glass (Leland, Mich.) rounded out the scoring with two kills.
Stacy Sykora (Burleson, Texas) paced the USA defense with seven digs and a team-best nine excellent reception attempts on 12 attempts. Larson added six digs and nine excellent receptions on 16 attempts. Glass provided the U.S. with 12 running sets on 66 attempts.
McCutcheon started Glass at setter, Metcalf at opposite, Akinradewo and Bown at middle blocker, and Larson and Hodge at outside hitter. Sykora was the designated libero for the match.
The U.S. out-blocked Cuba 11-6 and held a 3-1 advantage in aces. Cuba managed a slim 38-34 margin in kills and a 21-20 edge in digs. Team USA converted 39.5 percent of its attacks into points with a .302 hitting efficiency (34-8-86). Cuba converted 36.5 percent of its attacks into kills, but mustered just .173 hitting efficiency (38-20-104) with its 20 attack errors.
"We were neutralized at the net like it was the case yesterday," Cuban Head Coach Juan Carlos Gala said. "Our game was yesterday or maybe after securing the qualification to the Grand Prix our intensity was not the same. But anyway, USA was the better team on court today."
Cuba's Kenia Carcaces Opon scored a team-high 13 points in the loss with 11 kills, a block and ace. Yanelis Santos Allegne added nine points for Cuba.
The U.S. reached the Pan American Cup semifinals with five consecutive days of victories starting June 18 with a key 27-25, 25-22, 25-17 victory over Peru, which went on to win its next four matches. On June 19, the Americans blanked Puerto Rico 25-13, 25-17, 25-14. Last year, the U.S. defeated Puerto Rico in pool play during the Pan American Cup, only to have Puerto Rico come back for the upset over the Americans in the bronze-medal match. Team USA continued to gather steam with a 25-17, 25-9, 25-11 victory over surprising Trinidad & Tobago, which won its first two matches of the tournament (and its four-year history competing in the event). The U.S. dominated its fourth match against Costa Rica on June 21, winning 25-11, 25-10, 25-2. In its final pool match on June 22, the Americans topped Mexico 25-14, 25-16, 25-15 in front of 2,500 fans. During the semifinals, the U.S. lost to Dominican Republic 22-25, 25-23, 25-22, 25-16.
The U.S. scored five unanswered points to take a 6-2 lead in the opening set, thanks to a Larson kill and ace, and kills from Hodge and Metcalf. Team USA went into the first technical timeout leading 8-3 after a Bown block followed a Cuba service error. Cuba came out of the break with four consecutive points to whittle the deficit to one point at 8-7. Cuba tied the set at 10-all with back-to-back points, then went into the lead at 11-10. Team USA reversed the lead to itself at 12-11 with a Metcalf kill coming after a Cuba service error. Larson extended the lead with a block and Cuba hit wide at 14-11. Larson scored the fifth straight USA point with a kill at 15-11. The Americans increased its advantage to 17-12 after a Cuban error followed a Larson kill. The U.S. lead reached six points at 19-13 with consecutive Cuba errors, then Akinradewo followed with a block to send the margin to seven at 20-13. The Americans continued the pressure with an Akinradewo kill and Cuba error at 22-14. Team USA reached set point on a Hodge kill at 24-15, then Cuba hit long to end the set at 25-15. Larson scored five points for the U.S. in the opening set.
The U.S. assumed a 3-1 lead in the second set after a Cuba error, Hodge kill and Bown block gave the Americans three straight points. Cuba tied the set at 3-all with an ace and gained the lead back at 7-6 on a U.S. error. Cuba stretched its lead to 9-7 with points on each side of the technical timeout. The Americans tied the score at 9-all with a kill and ace from Larson. Hodge put up a block after a Cuba service error to yield an 11-10 USA lead, then Metcalf added another block to extend the advantage to 12-10. Cuba quickly ran off three unanswered points to regain the lead at 13-12. Team USA responded with a Metcalf kill and took back the lead at 14-13 with a Cuba error. The U.S. went into the second technical timeout with a Hodge kill and Bown block to gain a two-point cushion at 16-14. Out of the break, Bown slammed an overpass for a kill and added a block to increase the American advantage to 18-14 forcing Cuba to call timeout. Team USA gained a five-point edge on the scoreboard after a Cuba error and Larson kill at 21-16. Cuba cut into the gap with a 4-1 scoring run to close to 22-20 and forcing two quick USA timeouts. The U.S. picked up set points after a Cuba error and Bown block at 24-20. Hodge ended the set at 25-20 on the next point, a cross-court kill. Hodge paced the U.S. in the second set with eight point while Team USA scored five blocks.
The Americans took a 5-3 advantage as Bown started a 3-0 scoring run with a kill followed by a Hodge ace and Cuba error. Cuba came back to tie the set at 6-all. Team USA answered with a Larson kill and Akinradewo block going into the first technical timeout leading 8-6. Cuba battled back to tie the set at 9-all with back-to-back points. Hodge and Metcalf collected back-to-back kills to put the U.S. back in front by two at 11-9. Team USA extended its advantage to 14-10 with two Hodge kills around a Metcalf ace leading to a Cuba timeout. Out of the break, Glass sent a second touch over to Cuba for a kill at 15-10. The U.S. gained a six-point lead at 17-11 with kills from Bown and Larson. Cuba cut into its deficit with back-to-back points at 18-14. Team USA responded with an Akinradewo block after a Cuba error to resume a six-point lead at 20-14. The Americans stretched their advantage to 22-15 with a Metcalf kill and Cuba error. The U.S. finished the set at 25-17 after Cuba committed a service and attack error on consecutive points. Hodge scored six of her points during the third set.
Additional information on the event can be found on the USA Volleyball Pan American Cup event page at usavolleyball.org/events/3057.
U.S. Women's National Team Roster for 2010 Pan American Cup# - Name (Pos, Ht, Hometown, College)1 - Ogonna Nnamani (OH, 6-1, Bloomington, Ill., Stanford)2 - Alisha Glass (S, 6-0, Leland, Mich., Penn State)3 - Christa Harmotto (MB, 6-2, Aliquippa, Pa., Penn State)5 - Stacy Sykora (L, 5-10, Burleson, Texas, Texas A&M)6 - Tamari Miyashiro (L, 5-7, Kaneohe, Hawaii, Washington)7 - Heather Bown (MB, 6-3, Yorba Linda, Calif., Hawaii)8 - Cynthia Barboza (OH, 6-0, Long Beach, Calif., Stanford)11 - Jordan Larson (OH, 6-2, Hooper, Neb., Nebraska)12 - Nancy Metcalf (OPP, 6-1, Hull, Iowa, Nebraska)15 - Courtney Thompson (S, 5-8, Kent, Wash., Washington)16 - Foluke Akinradewo (MB, 6-3, Plantation, Fla., Stanford)18 - Megan Hodge (OH, 6-3, Durham, N.C., Penn State)
Head Coach: Hugh McCutcheon (Christchurch, New Zealand)Assistant Coach: Karch Kiraly (San Clemente, Calif.)Assistant Coach: Paula Weishoff (Irvine, Calif.)Athletic Trainer/Medical Support: Jill Wosmek (Silver Lake, Minn.)Technical Coordinator: Jamie MorrisonTeam Leader: Mary WiseInternational Referee: Julie Voeck
IX Women's Pan American CupJune 18-26, 2010 * Tijuana and Rosarita, Mexico(All Times Listed as Pacific Time)
Pool A Standings (Final)Cuba 4-0Dominican Republic 3-1Argentina and 2-2Brazil 1-3Canada 0-4
Pool B Standings (Final)USA 5-0Peru 4-1Puerto Rico 3-2Trinidad & Tobago 2-3Mexico 1-4Costa Rica 0-5
Pool AJune 18: Argentina def. Canada 22-25, 25-20, 25-22, 19-25, 15-11June 18: Cuba def. Brazil 27-25, 23-25, 25-17, 25-21June 19: Dominican Republic def. Brazil 25-14, 16-25, 25-19, 25-23June 19: Cuba def. Canada 21-25, 25-19, 25-21, 25-19June 20: Argentina def. Brazil 25-13, 25-15, 25-22June 20: Cuba def. Dominican Republic 31-29, 23-25, 25-19, 23-25, 15-12June 21: Brazil def. Canada 25-21, 28-26, 25-21June 21: Dominican Republic def. Argentina 25-14, 27-25, 26-28, 25-20June 22: Dominican Republic def. Canada 23-25, 25-20, 25-23, 25-14June 22: Cuba def. Argentina 23-25, 25-23, 25-15, 25-22
Pool BJune 18: USA def. Peru 27-25, 25-22, 25-17June 18: Puerto Rico def. Costa Rica 25-13, 25-15, 25-19June 18: Trinidad & Tobago def. Mexico 25-21, 25-15, 25-23June 19: USA def. Puerto Rico 25-13, 25-17, 25-14June 19: Trinidad & Tobago def. Costa Rica 25-15, 25-22, 25-21June 19: Peru def. Mexico 25-17, 25-7, 25-21June 20: Peru def. Puerto Rico 25-21, 25-22, 25-14June 20: USA def. Trinidad & Tobago 25-17, 25-9, 25-11June 20: Mexico def. Costa Rica 25-17, 15-25, 25-14, 25-14June 21: Peru def. Trinidad & Tobago 25-18, 25-23, 25-15June 21: USA def. Costa Rica 25-11, 25-10, 25-2June 21: Puerto Rico def. Mexico 25-22, 25-14, 25-15June 22: Peru def. Costa Rica 25-7, 25-7, 25-9June 22: Puerto Rico def. Trinidad & Tobago 25-18, 25-19, 25-18June 22: USA def. Mexico 25-14, 25-16, 25-14
Classification Matches
QuarterfinalsJune 24: Peru (2B) def. Argentina (3A) 16-25, 25-17, 25-18, 25-21 (Match 28)June 24: Dominican Republic (2A) def. Puerto Rico (3B) 25-21, 25-23, 25-23 (Match 29)
Classification 5-10June 24: Brazil (4A) def. Mexico (5B) 25-11, 25-10, 25-23 (Match 26)June 24: Canada (5A) def. Trinidad & Tobago (4B) 25-19, 25-18, 25-15 (Match 27)
Classification 5-8June 25: Puerto Rico def. Brazil 25-21, 19-25, 25-22, 17-25, 15-12 (Match 32)June 25: Argentina def. Canada 25-20, 25-22, 21-25, 23-25, 15-18(Match 31)
SemifinalsJune 25: Dominican Republic def. USA 22-25, 25-23, 25-22, 25-16 (Match 33)June 25: Peru (2B) def. Cuba (1A) 25-18, 25-23, 25-23 (Match 34)
Classification 9-10June 25: Mexico def. Trinidad & Tobago 25-21, 18-25, 25-21, 26-24 (Match 30)
Classification 7-8June 26: Canada def. Brazil 25-18, 11-25, 25-14, 25-22 (Match 35)
Classification 5-6June 26: Argentina def. Puerto Rico 25-23, 25-21, 25-16 (Match 36)
FinalsJune 26: USA def. Cuba 25-15, 25-20, 25-17 (Match 37-Bronze)June 26: Dominican Republic vs. Peru, 7 p.m. at Tijuana (Match 38-Gold)


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Local resident, Judy Medeiros Fitzgerald of Portsmouth and Delray Beach, Florida is one of five women known as "The Champions of the Pink Vaccine". The group's efforts are dedicated to supporting the Pink Vaccine, the first vaccine with the potential to prevent breast cancer.
The vaccine was developed by Dr. Vincent Tuohy at the Learner Research Institute at the Cleveland Clinic in Cleveland, Ohio. The Champions of the Pink Vaccine is comprised of four breast cancer survivors including Judy, and one breast cancer surgeon. Their grass-roots effort is dedicated to promoting public awareness and achieving funding for the vaccine to finally be tested in humans. If successful, the Pink Vaccine could eradicate the disease of breast cancer for all future generations.
Last week Judy was honored to participate in an awards ceremony for Professor Tuohy in Cleveland. The Mort and Iris November Distinguished Chair in Innovative Breast Cancer Research was awarded to Dr. Tuohy and included a $1 million endowment. The November's vision and passion for the Pink Vaccine is a major step toward achieving the necessary funding to begin clinical trials.
Judy continues to work tirelessly to raise funds for the vaccine through book sales, product sales, and so much more. One hundred percent of profits and donations from funds collected go directly to the funding of the vaccine. Donations to the vaccine fund may be made on her website www.Sisters4Prevention.com.
Judy has also enlisted others in her efforts and was able to present Dr Tuohy with a check for $1500 for funds raised by her sister, Patricia Medeiros Murray, and the faculty and students of Gold Hill Middle School in Tega Cay, South Carolina where Pat serves as a math teacher. Students and faculty raised funds during the month of October by selling bracelets, wear pink days, and filling "pink piggy banks" painted by Pat with "Pennies for Prevention".
If you are interested in more information about the vaccine or to help with efforts to fund the vaccine trials, contact Judy at: firstname.lastname@example.com.
Champions for the Pink Vaccine.
Prevention is the Cure - The Pink Vaccine is the answer.


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^^^ correct, and thanks! Ginger, not Varenicline.
Extra mileage post:
Went to a store near work yesterday to check it out for myself. Herb was very high quality with a good selection. Custumer service was good and there was no wait. Prices were extremely high, $60 an 1/8 so I left paying about $140 for a 1/4 with about $25 in taxes included in there. Budtender said things were going well and slowly getting busier. Overall, I feel that it's really nice to be able to walk into a store and do this. On the other hand, it cost me more than double what I normally pay so I will probably only be doing this in emergency(yeah, weed emergency) or convenience. Being able to grow is the real nice thing. Tony, all I'm saying is keep an open mind. We tend to think we know everything but are often wrong or misled. Science constantly proves previous scientific facts are incorrect.
We can only hope that when it is finally proven once and for all that Marijuana Kills Cancer? Those that perpetuated the lies and benefited from the War on marijuana face class action suits for all the people that died and suffered because of the insane war?
Doug.... good idea. Except dudes like J. Edgar Hoover, Richard Nixon are dead
I've been to the Boulder Wellness Center and they were pretty nice. They had some good stuff too. Here's a link: https://www.420portal.com/marijuana-dispensary/Boulder Does anyone have a good recommendation to a good one down in Denver? I'm going to be there next week for a week. Thanks.


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Hundreds of people gathered in Milwaukee last weekend to do more than talk about growing fruits and vegetables.Growing Power – which for many is synonymous with MacArthur Genius awardee Will Allen – put together dozens of workshops and discussion around making local food accessible across communities – while creating JOBS in the process.
WUWM Environmental Reporters Susan Bence joins Ann-Elise Henzl in the studio to talk about three-day conference.
Environmental Reporter Susan Bence joins Ann-Elise Henzl again in the studio.Over the weekend Susan stopped in at a Urban and Small Farm Conference put together by Milwaukee-based Growing Power.
The renaissance of Milwaukee's Menomonee Valley – once a hub of machine tooling and leather tanning – not to mention tens of thousands of jobs - could be described as a brownfield redevelopment project on steroids. Over the last decade, crews have cleaned up or contained more than 300 acres of landfill – gradually drawing commerce and jobs back into the corridor.
It's a special back-to-school edition of our It's A Material World series.
In a couple of weeks, the United States will commemorate the 150th anniversary of one of the bloodiest battles of the Civil War – the Battle of Antietam. But just a few days before that well-known fight came another significant clash between Union and Confederate forces that would come to solidify the reputation of the Wisconsin soldiers in the Iron Brigade.
The first step in creating a combination urban park - science classroom in Milwaukee's Menomonee Valley took place Thursday.Shovels will meet the dirt on property that once was a rail yard, and later became a dumping ground.WUWM Environmental Reporter Susan Bence learned a great deal of groundwork has gone into the multimillion dollar project, as partners work to blend exploration and education.Some people HAVE discovered the Menomonee Valley.
The City of Milwaukee is accumulating "symbols" of sustainability, like the wind turbine sweeping the sky near Lake Michigan, the electric vehicle charging stations being installed around town, and incentive programs underway to encourage businesses and homeowners to create less waste and conserve more energy.Now, the city's Office of Sustainability has thrown itself – along with a volunteer committee called the Green Team – into a comprehensive citywide sustainability planning process.
A group of humane societies will have their day in court Wednesday as they attempt to put a stop to Wisconsin's first wolf hunt.It is scheduled to begin October 15. Advocates of the hunt say it's an appropriate mechanism to control wolves that attack livestock and pets.The new law allows hunters to use dogs to track and trail wolves.Those seeking an injunction say confrontations between wolves and dogs could result in the inhumane death of dogs.
In Wisconsin, there is a historic sports venue that has been home to world champion athletes for decades. It's a public space, and generations of fans have had the chance to brush shoulders with their idols, in the dreams that one day, they too, may take center stage. But if you were thinking we were describing Lambeau Field, your guess is about 150 miles too far north. Lake Effect's Mitch Teich travels south to bring us the story.
"Access to fresh food" has become a trendy phrase.First Lady Michelle Obama has taken it up for the sake of children's health.Foodies cannot get enough of it.A farmers market in Milwaukee has been working quietly at bringing affordable fresh produce to neighborhoods where little is available.WUWM Environmental Reporter Susan Bence visited its satellite project where small-scale farmers till the land side by side.


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Haverhill — Agnes (Conte) Bevilacqua, 89, of Haverhill died Saturday morning, October 26, at her residence surrounded by her family. She was the wife of the late State Representative Francis J. Bevilacqua who died in 2009 and her survivors include a daughter, Linda and her husband Daniel Malynn of Haverhill, with whom she lived, four sons, Rick Bevilacqua and his partner Nora Carroll of Haverhill, James and his wife Diane Bevilacqua of Haverhill, Francis and his wife Gabrielle Bevilacqua of Plaistow, NH, Michael and his wife Tamra Bevilacqua of Portland, ME, a brother, Frank and his wife Lena Conte of Haverhill, sister-in-law Jennie Conte of Haverhill, 11 grandchildren and several nieces and nephews.
ARRANGEMENTS: Her Funeral was held October 29 from the H.L. Farmer & Sons Bradford Funeral Home, followed by a Mass of Christian Burial in All Saints Church, Haverhill. Burial followed in St. Patrick's Cemetery, Haverhill. Calling hours at the Bradford Funeral Home were October 28. To view her complete obituary or to leave condolences to her family please visit www.farmerfuneralhomes.com.


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August 1, 2014
A Texas law banning government officials from talking business in informal settings remains in place.
The U.S. Supreme Court on Monday refused to hear an appeal to the Texas Open Meetings Act case, which means challenges are over.
A federal appeals court last year upheld the 1967 law. It prohibits a quorum of members of a governmental body from deliberating in secret. Violations are punishable by up to six months in jail and a $500 fine.
Officials from 15 Texas cities challenged the law in 2009. They argued that it banned such behavior as simply talking to a colleague about a matter on a city meeting agenda.
A U.S. district judge ruled against the cities in 2011, prompting an appeal to the New Orleans-based 5th U.S. Circuit Court of Appeals.
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Your search "스피너" resulted in translation missing: en, common, article
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Ferrari and high-quality technologic brands have created an exclusive Ferrari hi-tech collection. Acer Ferrari Netbook, Smartphone, PC, but also Ferrari videogames accessories: live the Ferrari emotions and buy it online at Ferrari Store. Let your heart beat red!
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No Offer
Positive Experience
I applied through college or university and interviewed at Paycom.
Interview Details – I was initially approached by a recruiter from Paycom at a job fair at Rutgers. I interviewed with the sales manager a week later and then went on to interview with the regional vp. Both interviews were tougher than some of the others I had gone on point but I made it through to the phone canvassing. I know a lot of people have complained about going in and doing this for a full morning but I'm glad I did. Half way through I realized that I really didn't like cold calling and I definitely didn't want a job where I had to do it at least twice a week. I told the manager that the job wasn't for me and we actually discussed some other options that might be out there for me in different industries. Overall it was a good experience and I think Paycom would be a great company to work for if you are the right fit.
Interview Question – Tell me about at time that you had to overcome adversity in your life? Answer Question
– Jun 27, 2013
No Offer
Neutral Experience
Average Interview
I applied through a recruiter and the process took 2 weeks - interviewed at Paycom in March 2012.
Interview Details – Contacted by a recruiter by phone and after a 20 minute conversation was asked to schedule a 1:1 interview with regional sales manager. The interview was a standard behavioral interview. During the interview, the interviewer acknowledged that they had been searching for a candidate for the position for several months and no one had "fit the bill" that they were looking for. I received no response after the interview even after attempts to follow up for several weeks. A few months later, I was called by another recruiter interested in scheduling me for an interview for the same position.
Interview Question – Nothing outside of an ordinary behavioral interview. Answer Question
No Offer
Negative Experience
Easy Interview
The process took 2 days - interviewed at Paycom in May 2011.
Interview Details – 1 on 1, phone interview with regional manager, phone canvasing, ceo. Overall, their process for interviewing is good. However, there is little feedback and if you have experience in sales it seems like you have little shot at the opportunity. Must be a college grad or little sales experience. Zero feedback from a seemingly inexperienced manager. Seemed to be a good place to work, but don't expect a professional interview process until you move on later in the rounds.
Interview Questions
No Offer
Negative Experience
Average Interview
I applied through college or university and the process took 1+ week - interviewed at Paycom in August 2010.
Interview Details – I first met with a sales person and asked about job openings and I was put in touch with a recruiter from the cooporate offices. From theire he screened me briefly over the phone and scheduled me for an interview with the branch manager. I met with the brance manager and had a pretty straight forward standard interview and was asked to contact the recruiter at coorporate to schedule a 4 hour cold calling block. He sent me an email with more information about the company and some calling scrips to practice.During the cold calling block I was given very little direction and was just asked to call and "set as many appointments as you can." The office enviornment was laid back but filled with young, lively, and helpful staff. I was compensated with $40 of visa gift cards. After the cold calling block I was told to call back to coorporate and schedule a video conference interview with the VP aswell as the CEO of the company. I returned to the branch office for a 10 minute interview with the VP and was given postive feedback and told to once again schedule with the recruiter to interview with the CEO. My meeting with the CEO was never schedule despite repeated attempts. I finally recieved an email from someone in HR who I had never had any contact with letting me konw they had filled the position. I called and left messages with the recruiter at coorporate and the branch manager to ask what had turned them off about me as a candidate in hopes I could get feedback for future interviews. I have yet to hear from any of them.
Interview Questions
No Offer
Negative Experience
Average Interview
The process took 3 days - interviewed at Paycom in September 2010.
Interview Details – The recruiter for the phone interview was outstanding, professional, and very helpful. The actual interview at the atlanta office was horrible. I meet the branch manger and she was very cold. She asked me some basic questions that could have been answered had she simply read my resume.
Interview Questions
No Offer
Positive Experience
Difficult Interview
The process took 1+ week - interviewed at Paycom in June 2010.
Interview Details – 4-5 step interview process. Seemed like a good place to work and it's obvious that they put a lot of effort into hiring the right person. A recruiter contacted me, then I was set up with a 1:1 interview with the sales manager which led to a 4 hr. phone canvasing session, then two more webcam interviews with corporate managers/owners. Overall, good experience.
Interview Question – nothing out of the ordinary... Answer Question
Declined Offer
Neutral Experience
Easy Interview
The process took 5 days - interviewed at Paycom in June 2010.
Interview Details – I got the job interview through a recruiter who was very nice and informative about the job opportunity. i usually do not go to sales interviews but this one offered a 30,000 base salary so I decided to go. The interview was very short and no one really cared to answer my questions. It seemed like they were not interested in me from the beginning
Interview Questions
Paycom was founded in Oklahoma City in 1998 as the first online payroll company capable of serving mid-size businesses. Paycom's CEO spent years in the payroll industry and knew there had to be a better way to service… — Full Overview
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First-Year Seminars
For a full description of first-year seminars, see the First-Year Seminar section.
1010 {10} b. Racism. Fall 2013. Roy Partridge. (Same as Sociology 1010 {10}.)
1012 {12} c. Affirmative Action and United States Society. Fall 2015. Brian Purnell.
1019 c. Holy Songs in a Strange Land. Spring 2014. Judith Casselberry. (Same as Music 1011.)
1025 {25} c. The Civil War in Film. Fall 2013. Patrick Rael. (Same as History 1016 {25}.)
1026 {16} c. Fictions of Freedom. Fall 2013. Tess Chakkalakal. (Same as English 1026 {26}.)
1040 {13} c. From Montezuma to Bin Laden: Globalization and Its Critics. Fall 2013. David Gordon. (Same as History 1040 {16}.)
Introductory, Intermediate, and Advanced Courses
1101 {101} c. Introduction to Africana Studies. Every fall. Fall 2013. Tess Chakkalakal.
Focuses on major humanities and social science disciplinary and interdisciplinary African American and African diaspora themes in the context of the modern world. The African American experience discussed in its appropriate historical context, emphasizing its important place in the history of the United States and connections to African diasporic experiences, especially in the construction of the Atlantic world. Material covered chronologically and thematically, building on historically centered accounts of African American, African diaspora, and African experiences. Introduces prospective Africana Studies majors and minors to the intellectually engaging field of Africana Studies; provides an overview of the major theoretical and methodological perspectives in this evolving field; and provides historical context for critical analyses of African American experiences in the United States, and their engagement with the African diaspora.
1103 {103} c - ESD, VPA. African American Diasporic Dance: From the Ring Shout to Hip-Hop. Spring 2014. Nyama McCarthy-Brown.
Combines dance history, embodied research, and performance. Students engage in readings, class discussions, and movement studies that allow them to learn movement techniques from past eras. Students explore connections between cultural values and norms and movement aesthetics, and discover how African American vernacular dance and jazz music influenced jazz forms and American dance throughout the twentieth century (ragtime, swing, hot jazz, and hip-hop). Culminates with a performance in the December Dance Concert. Students meet once a week in a seminar setting to investigate one dance era, such as swing. The next two class meetings take place in a dance studio in order to embody the dance form discussed that week, and include rehearsals. (Same as Dance 1103 {103}.)
1107 {107} c - ESD. Introduction to African American Literary Fiction. Spring 2015. Tess Chakkalakal.
Introduces students to the literary and historical aspects of the black novel as it developed in the late nineteenth and early twentieth century in the United States. Begins with a consideration of the novels of Charles Chesnutt, Sutton Griggs, and Pauline Hopkins, then examines the ways in which novelists of the Harlem Renaissance—James Weldon Johnson, Nella Larsen, and W. E. B. Du Bois—played with both the form and function of the novel during this era. Then considers how novels by Richard Wright, Chester Himes, and Ralph Ellison challenged and reformed the black novel's historical scope and aesthetic aims.
(Same as English 1107 {107}).
1241 {139} c. The Civil War Era. Fall 2014. Patrick Rael.
Examines the coming of the Civil War and the war itself in all its aspects. Considers the impact of changes in American society, the sectional crisis and breakdown of the party system, the practice of Civil War warfare, and social ramifications of the conflict. Includes readings of novels and viewing of films. Students are expected to enter with a basic knowledge of American history, and a commitment to participating in large class discussions. (Same as History 1241 {139}.)
1460 {160} c - ESD, IP. Apartheid's Voices: South African History, 1948 to 1994. Fall 2013. David Gordon.
The study of apartheid in South Africa, the system of racial and ethnic segregation that began in 1948 and ended with the first democratic election of Nelson Mandela in 1994. Explores the many different aspects of apartheid: how and why it emerged; its social and economic impacts; its relationship to other forms of segregation and racial-based governance; and how people lived under, resisted, and collaborated with apartheid. Readings, lectures, and class discussions focus on personal South African voices and explore their diverse gendered, ethnic, and racial perspectives. (Same as History 1460 {160}.)
1581 {121} c - VPA. History of Jazz I. Spring 2014. Tracy McMullen.
A survey of jazz's development from its African American roots in the late nineteenth century through the Swing Era of the 1930s and 1940s, and following the great Swing artists—e.g., Louis Armstrong, Duke Ellington, Billie Holiday, and Benny Goodman—through their later careers. Emphasis is on musical elements, but includes much attention to cultural and historical context through readings and videos. (Same as Music 1281 {121}.)
[1592 {159} c - ESD, VPA. History of Hip-Hop. (Same as Gender and Women's Studies 1592 {140} and Music 1292 {140}.)]
2140 {236} c - ESD. The History of African Americans, 1619–1865. Spring 2015. Patrick Rael.
Examines the history of African Americans from the origins of slavery in America through the death of slavery during the Civil War. Explores a wide range of topics, including the establishment of slavery in colonial America, the emergence of plantation society, control and resistance on the plantation, the culture and family structure of enslaved African Americans, free black communities, and the coming of the Civil War and the death of slavery. (Same as History 2140 {236}.)
2141 {237} c - ESD. The History of African Americans from 1865 to the Present. Spring 2014. Patrick Rael.
Explores the history of African Americans from the end of the Civil War to the present. Issues include the promises and failures of Reconstruction, the Jim Crow era, black leadership and protest institutions, African American cultural styles, industrialization and urbanization, the world wars, the Civil Rights Movement, and conservative retrenchment. (Same as History 2141 {237}.)
2201 {201} c - ESD, VPA. Black Women, Politics, Music, and the Divine. Fall 2014. Judith Casselberry.
Seminar. Examines the convergence of politics and spirituality in the musical work of contemporary Black women singer-songwriters in the United States. Analyzes material that interrogates and articulates the intersections of gender, race, class, and sexuality, generated across a range of religious and spiritual terrains with African diasporic/Black Atlantic spiritual moorings, including Christianity, Islam, and Yoruba. Focuses on material that reveals a womanist (Black feminist) perspective by considering the ways resistant identities shape and are shaped by artistic production. Employs an interdisciplinary approach by incorporating ethnomusicology, anthropology, literature, history, and performance and social theory. Explores the work of Shirley Caesar, the Clark Sisters, Me'shell Ndegeocello, Abby Lincoln, Sweet Honey in the Rock, and Dianne Reeves, among others. (Same as Gender and Women's Studies 2207 {207}, Music 2291{201}, and Religion 2201 {201}.)
2202 {202} c - IP. Demons and Deliverance in the Atlantic World. Fall 2013. Laura Premack.
Seminar. Examines beliefs and practices having to do with evil spirits, demons, and the Devil in Africa, Latin America, the Caribbean, the United States, and Western Europe. The primary focus is exorcism. What is it? How has it been practiced? By whom? Why? The approach to the subject is historical, transnational, and diasporic; examines changes and continuities across the Atlantic over the past five hundred years, beginning with cultural encounters between Africans, Native Americans, and Europeans during the colonial period and continuing up through the reverse missionization and the new African diaspora of the present day. Readings include works of ethnography, anthropology, theology, history, personal narrative, and fiction. (Same as Latin American Studies 2302 {202}.)
2208 {208} b. Race and Ethnicity. Fall 2013. Ingrid Nelson.
The social and cultural meaning of race and ethnicity, with emphasis on the politics of events and processes in contemporary America. Analysis of the causes and consequences of prejudice and discrimination. Examination of the relationships between race and class. Comparisons among racial and ethnic minorities in the United States. (Same as Latin American Studies 2708 {278} and Sociology 2208 {208}.)
Prerequisite: Sociology 1101 {101}, Africana Studies 1101{101}, or Anthropology 1101 {101}, or permission of the instructor.
2210 {210} c. Beyond Capoeira: History and Politics of Afro-Brazilian Culture. Spring 2014. Laura Premack.
Seminar. Brazil has the largest population of African descent outside Africa. Nowadays, Brazilians pride themselves on their country's unique racial and cultural heritage, but for centuries, many Afro-Brazilian practices were illegal. The Afro-Brazilian renaissance currently underway is something to be celebrated, but it is also something to be questioned. Do these efforts to delineate, praise, and preserve Afro-Brazilian culture actually limit understanding of it? Has labeling certain aspects of Brazilian cultural heritage as African created a situation in which other ways that Africa has influenced Brazil are overlooked? Just what is meant by "African" and "Brazilian" anyhow? Takes a historical and anthropological approach to these and other related questions. (Same as History 2871 {200} and Latin American Studies 2110 {221}.)
2220 {220} b - ESD. "The Wire": Race, Class, Gender, and the Urban Crisis. Spring 2015. Brian Purnell.
Postwar U.S. cities were considered social, economic, political, and cultural zones of "crisis." African Americans—their families; gender relations; their relationship to urban political economy, politics, and culture—were at the center of this discourse. Using David Simon's epic series, The Wire, as a critical source on postindustrial urban life, politics, conflict, and economics, covers the origins of the "urban crisis," the rise of an "underclass" theory of urban class relations, the evolution of the urban "underground economy," and the ways the "urban crisis" shaped depictions of African Americans in American popular culture. (Same as Gender and Women's Studies 2222 {222} and Sociology 2220 {220}.)
Prerequisite: One of the following: Africana Studies 1101 {101}, Education 1101 {101}, Gender and Women's Studies 1101 {101}, or Sociology 1101 {101}, or permission of the instructor.
2228 {228} c - ESD, VPA. Protest Music. Spring 2015. Judith Casselberry.
Focuses on the ways black people have experienced twentieth-century events. Examines social, economic, and political catalysts for processes of protest music production across genres including gospel, blues, folk, soul, funk, rock, reggae, and rap. Analysis of musical and extra-musical elements' style, form, production, lyrics, intent, reception, commodification, mass media, and the Internet. Explores ways in which people experience, identify, and propose solutions to poverty, segregation, oppressive working conditions, incarceration, sexual exploitation, violence, and war. (Same as Anthropology 2227 {227} and Music 2292 {227}.)
2232 {232} c - VPA. Jazz II: Repertory and Performance. Spring 2016. The Theater and Dance Department.
Intermediate repertory students are required to take Dance 2231 {231} (same as Africana Studies 2234 {235}) concurrently. Attendance at all classes is required. Grading is Credit/D/Fail. One-half credit. (Same as Dance 2232 {232}.)
[2233 {233} b - ESD, IP. Peoples and Cultures of Africa. (Same as Anthropology 2533 {233}.)]
2234 {235} c - VPA. Jazz II: Technique. Spring 2016. The Theater and Dance Department.
Extends students' technical proficiency by increasing practice in jazz dance styles and intricate combinations; students learn dance technique along with the appropriate historical and cultural contexts. Includes vocabulary and variations of jazz and focuses on its roots in social dance heavily influenced by African American traditions. Students have the opportunity to embody various jazz styles such as vintage jazz, Broadway jazz, lyrical jazz, and the jazz techniques of Bob Fosse and Luigi. A series of dance exercises and combinations teach jazz isolations, syncopation, musicality, and performance skills. Through this ongoing physical practice, students gain strength, flexibility, endurance, coordination, and style. Includes a performance requirement and several readings. Attendance at all classes required. Grading is Credit/D/Fail. One-half credit. (Same as Dance 2231 {231}.)
Prerequisite: Dance 1211 {111} or 1221 {121} or permission of the instructor.
2235 {242} c - ESD, IP. Global Pentecostalism: The Roots and Routes of Twentieth-Century Christianity. Spring 2014. Judith Casselberry.
Seminar. Pentecostalism is a form of Christianity centered on the gifts of the Holy Spirit. Pentecostals speak in tongues, heal, prophesize, see visions, and exorcise demons. By many accounts, Pentecostalism is the fastest-growing religion in the world. While the Pentecostal population is difficult to count, current estimates place the world's total number of adherents at close to 600 million, of whom 75% are women. With particular attention to its intersections with gender, ethnicity, and class, explores the religion's appeal; its impact on devotees' lives; and resultant local, regional, and global implications. Case studies include the Americas, the Caribbean, and Africa. (Same as Gender and Women's Studies 2229 and Religion 2247 {247}.)
2240 {240} c. Civil Rights and Black Power Movements in the Making of Modern America. Spring 2015. Brian Purnell.
Examines the political activism, cultural expressions, and intellectual history that gave rise to a modern Black freedom movement, and that movement's impact on the broader American (and international) society. Students study the emergence of community organizing traditions in the southern black belt as well as postwar black activism in U.S. cities; the role the federal government played in advancing civil rights legislation; the internationalism of African American activism; and the relationship between black culture, aesthetics, and movement politics. The study of women and gender is a central component. Using biographies, speeches, and community and organization studies, students analyze the lives and contributions of Martin Luther King Jr., Ella Baker, Septima Clark, Malcolm X, Stokely Carmichael, Angela Davis, Huey Newton, and Fannie Lou Hamer, among others. Closely examines the legacies of the modern Black freedom movement: the expansion of the Black middle class, controversies over affirmative action, and the rise of Black elected officials. (Same as History 2220 {228}.)
2271 {271} c - ESD. Spirit Come Down: Black Women and Religion. Spring 2015. Judith Casselberry.
Explores issues of self-representation, memory, material culture, embodiment, and civic and political engagement through autobiographical, historical, literary, anthropological, cinematic, and musical texts. Primarily focused on Christian denominations: Methodist, Baptist, and Pentecostal. Examines the religious lives of black women in nineteenth- and twentieth-century America. (Same as Gender and Women's Studies 2270 {270} and Religion 2271 {271}.)
[2362 {262} c - ESD, IP. Africa and the Atlantic World, 1400–1880. (Same as History 2362 {262}.)]
2364 {264} c - ESD, IP. Conquest, Colonialism, and Independence: Africa since 1880. Spring 2014. David Gordon.
Focuses on conquest, colonialism, and its legacies in sub-Saharan Africa; the violent process of colonial pacification, examined from European and African perspectives; the different ways of consolidating colonial rule and African resistance to colonial rule, from Maji Maji to Mau Mau; and African nationalism and independence, as experienced by Africa's nationalist leaders, from Kwame Nkrumah to Jomo Kenyatta, and their critics. Concludes with the limits of independence, mass disenchantment, the rise of the predatory post-colonial state, genocide in the Great Lakes, and the wars of Central Africa. (Same as History 2364 {264}.)
[2365 {268} c - IP. Mogadishu to Madagascar: East African History. (Same as History 2365 {265}.)]
2380 {247} c - IP. Christianity and Islam in West Africa. Fall 2013. Olufemi Vaughan.
Explores how Christianity, Islam, and indigenous African religious beliefs shaped the formation of West African states, from the nineteenth-century Islamic reformist movements and mission Christianity to the formation of modern nation-states in the twentieth century. While the course provides a broad regional West African overview, careful attention is focused on how religious themes shaped the communities of the Nigerian region—a critical West African region where Christianity and Islam converged to transform a modern state and society. Drawing on primary and secondary historical texts as well as Africanist works in sociology and comparative politics, study of this Nigerian experience illuminates broader West African, African, and global perspectives that underscore the historical significance of religion in politics and society, especially in non-Western contexts. (Same as History 2380 {208}.)
2407 {207} c - ESD, IP. Francophone Cultures. Every fall. Fall 2013. Hanétha Vété-Congolo.
An introduction to the cultures of various French-speaking regions outside of France. Examines the history, politics, customs, cinema, and the arts of the Francophone world, principally Africa and the Caribbean. Conducted in French. (Same as French 2407 {207} and Latin American Studies 2407 {206}.)
Prerequisite: French 2305 {205} or higher, placement in French 2407, or permission of the instructor.
2411 {209} c - ESD, IP. Introduction to the Study and Criticism of Francophone Literature. Every spring. Spring 2014. Hanétha Vété-Congolo.
Introduces students to the literary tradition of the Francophone world. Focuses on major authors and literary movements in historical and cultural context. Conducted in French. (Same as French 2411 {211} and Latin American Studies 2211 {213}.)
Prerequisite: French 2305 {205} or higher, or permission of the instructor.
2504 c. Nineteenth-Century American Fiction. Spring 2014. Tess Chakkalakal.
Historical survey of nineteenth-century American fiction, including works by Washington Irving, Catherine Sedgwick, Herman Melville, Nathaniel Hawthorne, Frank Webb, Harriet Beecher Stowe, William Wells Brown, Mark Twain, Frank Norris, Henry James, John DeForest, Edith Wharton, William Dean Howells, and Charles Chesnutt. Note: This course fulfills the literature of the Americas requirement for English majors. (Same as English 2504.)
Prerequisite: One first-year seminar or course numbered 1100–1999 {100–199} in English or Africana studies.
[2530 {222} b - IP. Politics and Societies in Africa. (Same as Government 2530 {222}.)]
2580 {258} c - ESD. Reconstructing the Nation. Fall 2014. Tess Chakkalakal.
Introduces students to American literature written between 1865 and 1910. Exploring a period marked by the end of the Civil War, Reconstruction, the "New" South, and Jim Crow, students engage with these historical developments through a reading of a wide range of novels, short stories, poems, and plays that take up political tensions between the North and South as well as questions of regional, racial, and national identity. Focuses on works by George Washington Cable, Charles Chesnutt, Lydia Maria Child, Sarah Orne Jewett, Mark Twain, Sutton E. Griggs, Emily Dickinson, Paul Laurence Dunbar, Henry James, Theodore Dreiser, and Frank Norris that constitute the "major" literary voices of the period; but also examines a number of "minor" works that are similarly, but perhaps more narrowly, concerned with questions of race and nation. Note: This course fulfills the literature of the Americas requirement for English majors. (Same as English 2580 {258}.)
Prerequisite: One first-year seminar or course numbered 1100–1999 {100–199} in English or Africana studies.
2583 {283} c. Literature of the Civil War Era. Spring 2015. Tess Chakkalakal.
Examines literature published in the United States between 1861 and 1865, with particular emphasis on the wartime writings of Louisa May Alcott, William Wells Brown, Frederick Douglass, William Gilmore Simms, Herman Melville, and Walt Whitman. Students also consider writings of less well-known writers of the period found in popular magazines such as Harper's Monthly, The Atlantic Monthly, The Southern Illustrated News, and Frank Leslie's Illustrated Newspaper. Note: This course fulfills the literature of the Americas requirement for English majors. (Same as English 2583 {264}.)
Prerequisite: One first-year seminar or course numbered 1100–1999 {100–199} in English.
2584 c. The Afterlives of Uncle Tom. Spring 2014. Tess Chakkalakal and Peter Coviello.
Considers the intertwined fates of slavery and sentiment in the lead-up to, and the years following, the Civil War. At its center is Harriet Beecher Stowe's 1852 Uncle Tom's Cabin. Tracks the ramifying effects of this antebellum mega-bestseller, in such disparate realms as literary and print culture, political counter-publics, and law. Explores in particular how responses to the novel in Southern, British, and African-American literary discourses ring complex changes on the major tropes of Stowe's novel, and on the received wisdom about Uncle Tom that persists into today. Note: This course fulfills the literature of the Americas requirement for English majors. (Same as English 2584.)
2603 {270} c - ESD. African American Fiction: Humor and Resistance. Fall 2013. Elizabeth Muther.
Explores rich traditions of African American humor in fiction, comics, graphic narratives, and film. Considers strategies of cultural survival and liberation, as well as folkloric sources, trickster storytellers, comic double-voicing, and the lampooning of racial ideologies. Close attention paid to modes of burlesque, satirical deformation, caricature, tragicomedy, and parody in historical and contemporary contexts, including such writers and performers as Charles Chesnutt, Bert Williams, Langston Hughes, Zora Neale Hurston, Richard Pryor, Ishmael Reed, Aaron McGruder, Dave Chappelle, and Suzan-Lori Parks. Note: This course fulfills the literature of the Americas requirement for English majors. (Same as English 2603 {270}.)
Prerequisite: One first-year seminar or course numbered 1100–1999 {100–199} in English or Africana studies.
[2621 {238} c. Reconstruction. (Same as History 2621 {238}.)]
2630 {263} c. Staging Blackness. Spring 2014. Guy Mark Foster.
Examines the history and contributions of African Americans to United States theater from the early blackface minstrel tradition, to the revolutionary theater of the Black Arts writers, to more recent postmodernist stage spectacles. Among other concerns, such works often dramatize the efforts of African Americans to negotiate ongoing tensions between individual needs and group demands that result from historically changing forms of racial marginalization. Highlights in particular what Kimberly Benston has termed the "expressive agency" with which black writers and performers have imbued their theatrical presentations. Potential authors studied include: Zora Neale Hurston, Langston Hughes, Lorraine Hansberry, Amiri Baraka, Ron Milner, Adrienne Kennedy, Ntozake Shange, George C. Wolfe, Anna Deavere Smith, Afro Porno Homos, and August Wilson. (Same as English 2654 {263}.)
Prerequisite: One first-year seminar or course numbered 1100–1999 {100–199} in English or Africana studies.
2651 {276} c - ESD. Queer Race. Fall 2013. Guy Mark Foster.
How does the concept of "queerness" signify in cultural texts that are ostensibly about the struggle for racial equality? And vice versa, how does the concept of "racialization" signify in cultural texts that are ostensibly about the struggle for LGBT recognition and justice? While some of this work tends to reduce "queer" to traditional sexual minorities like lesbigay and trans folk while downplaying racial considerations, others tend to limit the category "race" to people of color like blacks while downplaying questions about sexuality. Such critical and creative gestures often place "queer" and "race" in opposition rather than as intersecting phenomena. Students examine the theoretical and cultural assumptions of such gestures, and their implications, through close readings of selected works in both the LGBT and African American literary traditions. Note: This course fulfills the literature of the Americas requirement for English majors. (Same as English 2651 {276} and Gay and Lesbian Studies 2651 {276}.)
Prerequisite: One first-year seminar or course numbered 1100–1999 {100–199} in English, Africana studies, or gay and lesbian studies.
2700 {244} c - ESD. Martin, Malcolm, and America. Fall 2014. Brian Purnell.
Seminar. Examines the lives and thoughts of Martin L. King Jr. and Malcolm X. Traces the development in their thinking and examines the similarities and differences between them. Evaluates their contribution to the African American freedom struggle, American society, and the world. Emphasizes very close reading of primary and secondary material, use of audio and videocassettes, lecture presentations, and class discussions. In addition to being an academic study of these two men's political and religious commitment, also concerns how they inform our own political and social lives. (Same as History 2700 {279}.)
[2821 {269} c - ESD, IP. After Apartheid: South African History and Historiography. (Same as History 2821 {269}.)]
[2822 {272} c - IP. Warlords and Child Soldiers in African History. (Same as History 2822 {272}.)]
2840 {213} c. Transnational Africa and Globalization. Fall 2013. Olufemi Vaughan.
Seminar. Drawing on key readings on the historical sociology of transnationalism since World War II, examines how postcolonial African migrations transformed African states and their new transnational populations in Western countries. Discusses what concepts such as the nation state, communal identity, global relations, and security mean in the African context in order to critically explore complex African transnational experiences and globalization. These dynamic African transnational encounters encourage discussions on homeland and diaspora, tradition and modernity, gender and generation. (Same as History 2840 {213}.)
2841 {216} c. History of African and African Diasporic Political Thought. Spring 2014. Olufemi Vaughan.
Seminar. Critically discusses some seminal works in African diaspora and African political thought in the nineteenth and twentieth centuries. Organized around global and national currents that will allow students to explore intersections in pan-African, African American, and African political thought in the context of Atlantic and global histories. Seminar topics divided into three major historic moments. The first explores major themes on Atlantic slavery and Western thought, notably slavery and racial representation, slavery and capitalism, and slavery and democracy. The second focuses on the struggle of African Americans, Africans, and West Indians for freedom in post-Abolition and colonial contexts. Topics discussed within twentieth-century national, regional, and global currents include reconstruction and industrialization, pan-Africanism, new negro, negritude, colonialism, nationalism. Finally, explores pan-African and African encounters in the context of dominant postcolonial themes, namely decolonization, Cold War, state formation, imperialism, African diaspora feminist thought, and globalism. Discusses these foundational texts and the political thoughts of major African, African American, and Caribbean intellectuals and activists in their appropriate historical context. (Same as History 2841 {216}.)
[2870 {239} c. Comparative Slavery and Emancipation. (Same as History 2870 {239}.)]
2970–2973 {291–294}. Intermediate Independent Study in Africana Studies. The Program.
2999 {299}. Intermediate Collaborative Study in Africana Studies. The Program.
3019 {339} c. The End of Blackness? Fall 2013. Guy Mark Foster.
Seminar. What makes a work of literature "black"? Is it the fact that its author can be clearly identified in racial terms, its subject matter, or its main characters? What if only one of these things can be determined, but not the others? How have the passing of Jim Crow segregation, the election of the first African American president, and changing racial norms impacted the coherence and legibility of the African American literary tradition? Students engage scholarly debates on these matters, as well as analyze past and present works of literature that aid us in examining some of the key assumptions that have (re)defined the field, including questions of literary mode, genre, and style. Possible authors include Toni Morrison, Percival Everett, Colson Whitehead, Debra Dickerson, among others. (Same as English 3019 {339}.)
Prerequisite: One course numbered 2000–2969 {200–289} in English or Africana studies, or permission of the instructor.
3140 {336} c. Research in Nineteenth-Century United States History. Spring 2014.
Patrick Rael.
A research course for majors and interested non-majors that culminates in a single 25- to 30-page research paper. With the professor's consent, students may choose any topic in Civil War or African American history, broadly defined. This is a special opportunity to delve into Bowdoin's rich collections of primary historical source documents. (Same as History 3140 {336}.)
Prerequisite: One course in history.
3201 {321} c. Voices of Women, Voices of the People. Spring 2014. Hanétha Vété-Congolo.
Focuses on texts written by women from former West Africa and the Caribbean. Themes treated—womanhood, colonization, slavery, race, individual and collective identity, relationships between men and women, independence, tradition, modernism, and alienation—are approached from historical, anthropological, political, social, and ideological perspectives. Readings by Mariama Bâ, Aminata Sow Fall (Sénégal); Tanella Boni (Côte d'Ivoire); Maryse Condé, Gisèle Pineau, Simone Schwartz-Bart (Guadeloupe); Ina Césaire, Fabienne Kanor, Suzanne Dracius (Martinique); and Marie Chauvet, Marie-Célie Agnant, and Kettly Mars (Haïti). (Same as French 3201 {322}, Gender and Women's Studies 3323 {323}, and Latin American Studies 3222 {322}.)
Prerequisite: Two of the following: French 2407 {207} (same as Africana Studies 2407 {207} and Latin American Studies 2407 {206}) or 2408 {208}; French 2409 {209}, 2410 {210}, or 2411 {211}; one course numbered 3000–3999 {300–399} in French; or permission of the instructor.
3301 {301} c. Senior Seminar in Africana Studies. Spring 2014. Olufemi Vaughan.
Students conduct intensive research on a major topic in Africana studies that they have explored during the course of their academic experience in the Africana Studies Program. Students required to apply rigorous humanities and social science theories and concepts to African American, African, or African diaspora themes in the formation of their final research projects. Students required to give regular presentations of their research projects to Africana studies faculty and students.
Prerequisite: Africana Studies 1101 {101} and one course numbered 2000–2969 {200–289} in Africana studies.
3306 c. The Common Good? A History of International Aid. Spring 2014. David Gordon.
The history of international aid to the "third world" through the twentieth century. Seminar considers the imperial mission and white man's burden, aid during modern colonialism, the post-colonial aid community, the Bretton Woods Institutions, the rise of small-scale NGO aid interventions, aid in modern warfare, and the varied contemporary impacts of aid. Readings focus on Africa, along with examples from Latin America and South Asia. Participants should have some background in the history of at least one of these regions. Each student will write an original research paper on the history of an aid project. (Same as History 3360.)
Prerequisite: One course in history, Africana studies, Asian studies, or Latin American studies; or permission of the instructor.
[3317 {317} c. Childhood Memories: Reflections on Self and Home in the Postcolonial Francophone Caribbean. (Same as French 3209 {317} and Latin American Studies
3217 {317}.)]
[3320 {320} c. Beyond the Postcard: The Hispanic Caribbean. (Same as Latin American Studies 3220 {320} and Spanish 3220 {320}.)]
3362 c. Spiritual Encounters: African Religion in the Americas. Spring 2014. Laura Premack.
Investigates how African, European, and indigenous beliefs about the spirit world have combined in the development of African diasporic religion in the Americas. Historicizes and theorizes the development of several varieties, focusing particularly on Candomblé, Umbanda, and Spiritism in Brazil. Also considers Santería in Cuba, the Dominican Republic, and New York; Vodun in Haïti; Hoodoo in the Mississippi Delta; and Obeah in Jamaica and Guyana. Explores concepts of syncretism, hybridity, cultural encounter, identity, performance, and diaspora. (Same as Latin American Studies 3362.)
Prerequisite: One course in Africana studies or Latin American studies, or permission of instructor.
4000–4003 {401–404}. Advanced Independent Study in Africana Studies. The Program.
4029 {405}. Advanced Collaborative Study in Africana Studies. The Program.
4050–4051. Honors Project in Africana Studies. The Program.


text:
The power of music is indescribable – a great musician can articulate words, emotions and images with a single note. A life filled with music is made immeasurably better by its presence. The Department of Music builds your technical skills, equips you for success as a performer or educator and readies you to pursue graduate studies or professional opportunities.
No problem. We offer a certification through the School of Education that prepares you to teach at all levels.
You'll take 13 hours of education classes and get the classroom experience you need with six hours of student teaching.
B.A., Music B.M., with All-Level Certification
You'll need to audition for the music faculty. Contact Adrian Bumgarner at email@example.com or call her at 817-531-4922 to schedule an audition.
The department has performance-based scholarships available. Contact Adrian Bumgarner at email@example.com or call her at 817-531-4922.
John Fisher Music Department Chair Ann Waggoner Fine Arts Building, #206 firstname.lastname@example.com 817-531-4978
Ramlink | BlackBoard | Email | Faculty & Staff | Emergencies Privacy Policy | Calendar | Maps | Employment | West Library


text:
Estate and letting agents in Blackpool, Lancashire
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* Sizes listed are approximations. Please contact the agent to verify actual sizes.


text:
Jeff Bercovici, Forbes Staff
I cover technology with an emphasis on social and digital media.
Is stereotyping wrong when the qualities being assigned to a given group are positive ones? How you answer that question probably determines whether you believe Volkswagen's new Super Bowl commercial about people so happy they speak in Jamaican accents is racist or just cute.
I tend to err on the side of cute, but I wouldn't argue with anyone who finds it to be in poor taste. There's certainly something patronizing about reducing an entire complex culture down to "Don't worry, be happy."
Is "Dave" the face of the real Jamaica — a nation beset by intense corruption, violence and poverty — or the one that American tourists want to imagine (and the Jamaican tourism industry wants them to imagine)? It carries a whiff of minstrelsy.
Still, Volkswagen says it tested the ad extensively with Jamaicans and got positive feedback. On YouTube, the response has been similar, running nearly 19-to-1 in favor.
This is it by the way.
If there's an objective problem with the spot, it may be that it's factually dubious. Jamaicans are not actually among the world's happiest peoples, either according to the U.N. World Happiness Report or the Legatum Prosperity Index. (Gallup, which also conducts an annual study of well being around the world, does not include Jamaica in its sample.)
The Legatum study does not look at happiness per se but prosperity, which my colleague Christopher Helman argues is a pretty good proxy. It ranks Jamaica 62 out of 142 nations — not bad, but behind such non-beacons of joy as Romania, China, Belarus and Kazakhstan.
The U.N. report places Jamaica somewhat higher, at 40 out of 156 nations. That's still not in the top quartile. But corruption and lack of economic opportunity account for a high degree of its citizens' unhappiness. If you compare it countries with similar levels of those, it is indeed near the top of the pack. And happiness in spite of grim circumstances is, after all, the point of the Volkswagen commercial.
Do you find this ad offensive? Funny? Both? Neither? Let me know in the comments.
Read more: Volkswagen CMO Tim Mahoney On This Year's Super Bowl Ad Strategy
It's interesting that you saw it as a white man portraying a "black character". I saw it as an American portraying a Jamaican. Yes, he's white and yes most Jamaicans are black (I'm one) but people of all races are Jamaican and I would be negating those other races if I pictured a black person. This is NOT about colour but about culture. I must say that I usually cringe when non-Jamaicans attempt Jamaican accents. But you know what? This one worked for the ad. It wasn't perfect but it worked.
I loved the ad! I never for once thought it would stir up any controversy. All the Jamaicans I have spoken to love it too! As a friend said to me, when people in America fly to Jamaica for vacation, bypassing tropical Miami on the way, they come for that extra something Jamaica has to offer. And maybe they're operating off the "Don't worry; be happy" stereotype but who are we to complain? "Come to Jamaica and feel alright" and drive a VW and "get happy".
Are all Jamaicans all black Jeff? Is that what you've been taught. If so, please un-learn because that is so wrong
OK. I can see that then. He'd be just another actor playing a Jamaican instead of one who "became" Jamaican after getting into his VW. I get it. Still not racist though! :-)
Let's all "chill like Winstan".
Hi Jeff
I have to agree with Kelster. I have seen many movies, especially where Blacks have played Jamaicans of which I cringe at the accents. I usually laugh or cringe. Even the Indians which they say never loose their accent no matter where they are born have the Jamaican accents in Jamaica. My nephew who was here from he was 4 years old recently went to live in Jamaica and he has problems. But it is hilarious hear him trying.
Jamaica's Spoof of VW Superbowl Ad: "The Germaican" ..check out this youtube video and you will see how many Jamaicans view the response to the VW advertisement! And the fact that it is a white person…does not make a difference…..The ad would work because Jamaica's Motto: "out of many one people" is not strange to Jamaicans….class is more relevant vs race….and culture is most important…for your edification, please explore Rex Nettleford's work…and you will understand more about our history and culture! Jamaica is a BRAND…and everyone wants a piece of it…one you go, you know!
I find your 'statement' to say the least cute. It is interesting to note that every time there is a commentry about Jamaica, the writer is beset on telling us how the country is riddled with corruption, crime and violence. Get a life lay off, tell me which country is not beset by these things? A simple advert discussing a caucasian speaking patios has led you up the garden path to telling us whether we are rated the happiest or to the extreme of being corrupted.
Now in terms of the advert, whilst some individuals may claim it to be 'cute' it sounds rubbish and would have been more authentic if a caucasian who could actually speak the dialect had been commissioned to do the advert, and for your information there are a lot of caucasians who indeed speak patios. Put this in your pipe and smoke it- Jamaicans are postive people – despite what the mass may think. The fact that we dont have much, doesnot send us over the bend to commit suicide. Despite your negativity, Jamaica has a huge amount of tourist each year. For your home work – research the amount of individuals who travel to the Island each year!
I see no problem "mon!"
Isn't the tag line "That's the Power of German Engineering" a tad racist also? Anyhow, the words 'power', 'German', and 'engineering' all together still makes me a bit nervous.
I found the ad extremely lame and weary. I keep hearing people saying "please no more talking babies", the whole "c'mon loosen up white guy" thing is exhausted in my opinion. Racist? No. Boring? Yes. Sexist? Hmm? I guess those two women in the ad couldn't fit in the car or when the menfolk went for their Jamaican joy ride………………..no, I bet the womenfolk stayed at the office to do the work that needed to be done. I really would really like to see some clever ads for a change and yes, I would like to see some maturity and real humour. Really, how clever is a voiceover? I just dread the thought of listening to really bad "Jamaican" accents in the coming weeks : ( . Fortunately, here in Canada, Superbowl isn't that big.


text:
Light Snow Overnight Should Not Affect Morning Commute Much
Only about an inch is expected in the latest snow go-round.
Posted by Lisa Finn (Editor) ,
According to the National Weather Service, light snow will begin to fall in southern Westchester County in mid-to-late afternoon.
The light but steady snow is expected to continue into the early nighttime hours, with the entire region dry by daybreak.
Accumulation will be just about an inch across the entire area.
P.S. that's not the end of it: The potential exists for another storm system to head up the coast mid-to-late week, although "uncertainty" still exists as to possible temperatures; the precipitation could possibly present itself in the area as rain.
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Share something with your neighbors.What's on your mind?What's on your mind?Make an announcement, speak your mind, or sell somethingPost something
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