1
Chapter 1: Purpose of Research
My Other Brother (MOB)
The purpose of MOB is to empower Black men and provide them with a counter
space and sense of community that will allow students to utilize each other as systems of
support to aid in on their success. The core values of MOB are unity, Black culture,
culturally validating identity development and K-12 outreach in urban, hood’
communities. Rooted in these core values, MOB objective is to develop students into
scholars/leaders. Furthermore, to establish a sense of belonging for urban Black youth
rooted in mentorship, culture and identity.
At the college level, California State University, East Bay (CSUEB) being the
first college partnership via student club on campus; MOB is a cohort of 12 Black men
students at CSUEB. It is a community of individuals that support, validate, challenge and
grow together. Components are regular intragroup dialogue sessions on Black identity
through forms of Hip Hop cultural expression, historical and contemporary racism
including internalized racism and contemporary issues in the community at the collegiate
level. Furthermore, components include graduate/professional school workshops,
financial literacy, leadership development, study sessions and “talk shit” sessions of
which students have the space to talk more loosely on contemporary cultural trends that
they see in the community that impact them on and off campus. These sessions on
campus have been critical in engaging Black men and women and establishing a sense of
belonging for them at the college campus, transpiring to their work and engagement with
their K-12 youth.
In accomplishing this goal, MOB partners with Castlemont High School in East
Oakland, West Oakland Middle School in West Oakland, and McClymonds High School
2
in West Oakland in developing a higher education access pipeline of which College
MOB student mentors work with K-12 student mentees. At Castlemont High School and
McClymonds High School in particular, MOB conducts college readiness programming
via weekly A-G requirement meetings, one on one and group academic check ins, after
school tutoring and personal check ins with students that focus on student core values and
identity development. In addition, MOB K-12 mentor program consists of leadership and
research work via weekly Youth Participatory Action Research (YPAR) and community
engagement.
As part of this, K-12 MOB youth partake in community-based research projects
where students analyze the existing issues and strengths that they see in their surrounding
Oakland community to impact practice based on how they construct knowledge. Most
critically, MOB mentors develop close connections with K-12 mentees and their families
to support students along their experiences in school, and their life experiences outside of
school to impact the holistic development of the student. These grassr ...
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
Published by NATIONAL FORUM JOURNALS - A group of national refereed, peer-reviewed, scholarly, academic periodicals. William Allan Kritsonis, PhD, Editor-in-Chief, NFJ (Since 1982)
The Discourse of School Dropout: Re-centering the Perceptions of School-based Service Providers ......................... 1
Deborah Ribera.
Is the Norwegian Army´s View of Physical Education and Training Relevant for Modern Military Operations? 18
Ole Boe and John H. Nergård
The Framework of an International MBA Blended Course for Learning About Business Through the Cinema .... 37
Alexander Franco
Learning Through Play in Speed School, an International Accelerated Learning Program ....................................... 52
Susan Rauchwerk
A Development of Students’ Worksheet Based on Contextual Teaching and Learning............................................. 64
Zulyadaini
Identifying EFL Learners Essay Writing Difficulties and Sources: A Move towards Solution The Case of Second
Year EFL Learners at Tlemcen University ......................................................................................................................... 80
Asma BELKHIR and Radia BENYELLES
Conquering Worrisome Word Problems – Algebra Success .......................................................................................... 89
Vicki-Lynn Holmes, Karla Spence, Jane Finn, Shelia McGee Ingram, and Libbey Horton
Saudi Arabian International Graduate Students' Lived Experiences Studying for the First Time in a
MixedGender, Non-Segregated U.S University ............................................................................................................. 101
Barbara N. Young, Ed. D., Donald Snead, Ed. D.
Literary Essay - 7+ Examples, Format, Pdf | Examples. FREE 10+ Literary Essay Samples in MS Word | PDF. Literary Analysis Essay: Tips to Write a Perfect Essay - wuzzupessay. How to Write a Literary Analysis Essay | Expert Strategies. How to start a literary analysis essay - - How to write a good literary .... FREE 9+ Sample Essay Templates in MS Word | PDF. 13+ Literary Essay Templates in Word | Google Docs | Apple Pages | PDF. 免费 Sample Literary Research Essay | 样本文件在 allbusinesstemplates.com. Literature essay. Student Essay Example 2 (Literary Analysis) in MLA – The RoughWriter’s .... Literary Essay - Teaching to the Test-Taker. Introduction to the Literary Essay. Analytical Essay: Essay in english literature. Literary Analysis Essay: Trick or Treat! | Pro Essay Help. Literary Essay Example | Template Business. What is a literary essay anyway?!? | im 4 students. The Literary Analysis Essay: A Teacher's Guide — Mud and Ink Teaching. how to write a good literary essay - fxqeeynauagig. Essay websites: Sample literature essay. How to write a literature criticism essay in 2021 | Essay, Literature .... 012 Essay Example English Literature Structure How To Write Literary .... Two Reflective Teachers: A Peek into our Literary Essay Unit. An Introduction To Root Factors For Literary Analysis Essay Examples .... Introduction of literature essay. Example Of Literary Critique Essay : Literary Analysis Essay - St. John .... example of literature review mla. Essays on literature - College Homework Help and Online Tutoring.. Literary essay sample paper in 2021 | Literary essay, Essay, Sample paper Example Of Literature Essay Example Of Literature Essay
AN0119616678;acd01nov.16;2016Nov23.1200;v2.2.500 Faculty members .docxnettletondevon
AN0119616678;acd01nov.16;2016Nov23.12:00;v2.2.500 Faculty members sometimes unknowingly or inadvertently contribute to a racist climate in their classrooms. But they can take steps to address racism more effectively in their teaching
Last year, at dozens of colleges and universities across the United States, students protested institutional unresponsiveness to pervasive issues of racial inequity. Most media attention disproportionately focused on the popularity of the protests as opposed to the actual issues underlying campus unrest. For example, instead of deeply exploring the experiences that ignited demonstrations among students at the University of Missouri, journalists wrote mostly about the football team's threat to cancel its game against Brigham Young University, the potential financial implications of the team's activism, and the eventual resignations of the system president and the chancellor of the university's flagship campus. Similarly, news coverage of protests at Yale University concentrated less on students' frustrations with the university's climate of racial exclusion and more on e-mails about potentially offensive Halloween costumes and perceived threats to free speech.
It is important for faculty members to understand that students were protesting racism. It is also essential that professors recognize how they, often unknowingly and inadvertently, say and do racist things to students of color in the classroom. Student uprisings were as much a response to negative experiences with their peers and administrators as they were expressions of frustration with the cultural incompetence of their teachers. Students of color did not suddenly start experiencing racist stereotyping and racially derogatory comments, disregard for the thoughtful integration of their cultural histories in the curriculum, and threats to their sense of belonging in college classrooms during the 2015-16 academic year. We know from our work as scholars at the University of Pennsylvania's Center for the Study of Race and Equity in Education that these problems are long-standing.
College presidents, provosts, deans, and other institutional leaders hire researchers from the Center for the Study of Race and Equity in Education to spend three to four days on their campuses doing racial climate assessments. At some places we are asked to focus on racial and ethnic differences among faculty and staff members in their feelings of inclusion, respectability, and opportunities for fair and equitable professional advancement, as well as on racial tensions in workplace settings. But on most campuses, administrators ask us to assess the racial climate for students -- feelings of inclusion and belonging across racial and ethnic groups, the extent to which students interact substantively across difference, where and what students learn about race, appraisals of institutional commitments to fostering inclusive environments, and characterizations of the supportiveness of cla.
Policy Research PaperResearch and write a 5 page academic .docxLeilaniPoolsy
Policy Research Paper
Research and write a 5 page academic research paper on one of the following policy related topics. Your research paper should fully address your chosen topic and be suitable for use as a policy brief distributed to an executive audience whose members are meeting to discuss IT Governance issues and policy needs within their respective organizations.
Your paper must present a summary of your research, discuss the applicability to IT governance, present a discussion of five or more policy issues related to the topic, and provide compelling reasons as to why busy executives should become more informed about these issues.
Your summary for the paper must address the question: How can this information be used to improve policy implementation? The summary should include five or more recommendations which you developed from your research.Preapproved Topics
· Assessment and Authorization Requirements for IT Systems
· Audit Requirements for Finance Systems (Sarbanes-Oxley, GLBA Compliance)
· Change Management (Configuration Control) for information systems and infrastructures.
· Implementing the NIST Risk Management Framework
· Information Security Metrics and Measurements (Audits and/or Governance)
· Information Sharing for Threats, Warnings, and Indicators (legal ramifications)
· Mobile Application Security
· Product Liability for Cybersecurity Products and Services
Requirements:
1. Your paper must be based upon 5 or more authoritative sources obtained from peer reviewed journals, published dissertations and theses, reports from public policy research organizations (e.g. Brookings, CSIS, PEW, etc.) or published government documents (not including Web pages). These authoritative sources must have been published within the last ten years.
2. You must submit your paper to Turn It In for originality checking. You must ensure that you have properly paraphrased and cited information obtained from your authoritative sources. Do not construct your paper by gluing together quotations.
3. Your paper must meet the APA formatting requirements as shown in the sample papers provided in the LEO classroom.
.
POL 101 – Political Science Portfolio Projec.docxLeilaniPoolsy
POL
101
–
Political
Science
Portfolio
Project
Portfolio
Project:
Country
Selection
&
The
Political
Environment
By
now
you
should
have
decided
on
a
country
for
your
Portfolio
Project.
Indicate
your
choice
in
the
Discussion
forum
called
“Country
Reports”.
As
you
read
the
material
in
this
week’s
module,
can
you
identify
any
philosophers
who
might
have
influenced
the
political
environment
in
your
country?
Include
this
information
in
your
Portfolio
Project.
The
underdeveloped
country
that
i
have
chosen
for
my
portfolio
project
is
Cambodia.
I
have
always
wanted
to
go
to
Cambodia
however
I
know
very
little
about
it.
Recently
I
came
across
this
documentary
that
covers
the
bombing
of
Cambodia
during
the
Vietnam
War
by
President
Nixon
and
Mr.
Kissinger.
http://vimeo.com/17634265
Cambodia
has
a
list
of
troubling
issues
such
as
human
rights,
prostitution,
child
prostitution,
human
trafficking,
corupt
government,
and
illegal
stripping
of
the
countries
natural
resources.
I
will
be
covering
these
issues
and
many
more
in
my
report.
http://vimeo.com/properniceinnit/cambodia
http://vimeo.com/thepinkroom/trailer
http://youtu.be/Ko7pggrFq4U
Portfolio
Project:
Supporting
Media
In
Week
2,
you
decided
on
a
country
for
your
Portfolio
Project.
Now,
in
Week
3,
find
a
film
or
URL
of
a
website
about
your
country
which
you
will
review
in
Week
4.
Paste
the
URL
or
film
title
in
the
Week
3
Discussion
forum
called
Supporting
Media.
As
you
read
the
material
in
this
week’s
module,
can
you
identify
any
philosophers
who
might
have
influenced
the
political
environment
in
your
country?
Include
this
information
in
your
Portfolio
Project.
The
official
tourism
site
of
Cambodia
is
found
at:
http://www.tourismcambodia.com
I
will
be
using
this
site
and
others
as
my
source
of
information
for
my
project.
chris
Callout
Entire Portfolio Project is Due
26 March 2014.
chris
Text Box
RED = MY RESPONSES TO INSTRUCTOR
By
now
you
should
be
examining
the
type
of
political
system
in
operation
in
your
selected
country.
As
part
of
your .
POL 123 – Case Analysis 5 Fact Patterns Write an analysis for .docxLeilaniPoolsy
POL 123 – Case Analysis 5 Fact Patterns
Write an analysis for each scenario below. See the Case Analysis Instructions for further information about completing the assignment.
1. Jonas is 18 and recently finished high school. He lives at home with his mom and dad. While collecting dirty laundry in his room one day, Jonas’ mother discovered some of Jonas’ clothing with dried blood on them. She also found a bloody survival knife and muddy boots under his bed, as well as a bracelet that said “Lynn.” A few days earlier, police had discovered the missing body of Jonas’ high school sweetheart, Lynn, in the woods. Lynn had recently broken up with him. The medical examiner had determined that Lynn had died from repeated stabbing. When Jonas had been questioned by the police at the station, he claimed he knew nothing of the incident, and the police have no evidence tying Jonas to the disappearance or murder. Analyze these facts using ethical concepts or concerns from Module 8. (You are not evaluating elements of murder, or due process issues for example.)
2. District Attorney Schultz has brought charges against three players of the University football team. They have been charged with raping a stripper at a party attended by team members. The case has received much publicity and the media have discovered that the three players have a history of violence towards women. (Last year, two other women claimed they had been raped, but the cell phone video showing the forced sex had been excluded based on an illegal police search, and the players were found "not guilty.”) Shultz believes these players are guilty, and has given approximately 60 media interviews on the case. Schultz has also been campaigning for reelection, and a conviction here would go a long way. Unfortunately for Schultz, the DNA tests he ran do not match any of the three players to the victim’s assault. When he questioned her about this, the victim made contradictory statements, and she had no other evidence to corroborate the events. In fact, while her statements confirm that they raped her, she admitted to having consensual sex with two other men at the party, which weakens the case. Schultz decides to not tell anyone about the DNA results unless asked, and instructs the victim/witness to deny the other sexual encounters at trial. Analyze these facts using ethical concepts or concerns from Module 8. (You are not evaluating elements of rape or due process issues for example.) Assuming that Schultz had a strong belief that the defendants were guilty, include in your analysis whether this affects the moral and legal permissibility of his conduct.
3. Michelle worked two jobs as a security guard in Phoenix, Arizona. She was walking outside the building where she works at 6:30 AM, Monday, when two bundles of money fell out of an armored truck en route to a bank. Inside the bundles was approximately $500,000. Michelle had an inheritance that would post to her bank account on Wednesday. She .
The Discourse of School Dropout: Re-centering the Perceptions of School-based Service Providers ......................... 1
Deborah Ribera.
Is the Norwegian Army´s View of Physical Education and Training Relevant for Modern Military Operations? 18
Ole Boe and John H. Nergård
The Framework of an International MBA Blended Course for Learning About Business Through the Cinema .... 37
Alexander Franco
Learning Through Play in Speed School, an International Accelerated Learning Program ....................................... 52
Susan Rauchwerk
A Development of Students’ Worksheet Based on Contextual Teaching and Learning............................................. 64
Zulyadaini
Identifying EFL Learners Essay Writing Difficulties and Sources: A Move towards Solution The Case of Second
Year EFL Learners at Tlemcen University ......................................................................................................................... 80
Asma BELKHIR and Radia BENYELLES
Conquering Worrisome Word Problems – Algebra Success .......................................................................................... 89
Vicki-Lynn Holmes, Karla Spence, Jane Finn, Shelia McGee Ingram, and Libbey Horton
Saudi Arabian International Graduate Students' Lived Experiences Studying for the First Time in a
MixedGender, Non-Segregated U.S University ............................................................................................................. 101
Barbara N. Young, Ed. D., Donald Snead, Ed. D.
Literary Essay - 7+ Examples, Format, Pdf | Examples. FREE 10+ Literary Essay Samples in MS Word | PDF. Literary Analysis Essay: Tips to Write a Perfect Essay - wuzzupessay. How to Write a Literary Analysis Essay | Expert Strategies. How to start a literary analysis essay - - How to write a good literary .... FREE 9+ Sample Essay Templates in MS Word | PDF. 13+ Literary Essay Templates in Word | Google Docs | Apple Pages | PDF. 免费 Sample Literary Research Essay | 样本文件在 allbusinesstemplates.com. Literature essay. Student Essay Example 2 (Literary Analysis) in MLA – The RoughWriter’s .... Literary Essay - Teaching to the Test-Taker. Introduction to the Literary Essay. Analytical Essay: Essay in english literature. Literary Analysis Essay: Trick or Treat! | Pro Essay Help. Literary Essay Example | Template Business. What is a literary essay anyway?!? | im 4 students. The Literary Analysis Essay: A Teacher's Guide — Mud and Ink Teaching. how to write a good literary essay - fxqeeynauagig. Essay websites: Sample literature essay. How to write a literature criticism essay in 2021 | Essay, Literature .... 012 Essay Example English Literature Structure How To Write Literary .... Two Reflective Teachers: A Peek into our Literary Essay Unit. An Introduction To Root Factors For Literary Analysis Essay Examples .... Introduction of literature essay. Example Of Literary Critique Essay : Literary Analysis Essay - St. John .... example of literature review mla. Essays on literature - College Homework Help and Online Tutoring.. Literary essay sample paper in 2021 | Literary essay, Essay, Sample paper Example Of Literature Essay Example Of Literature Essay
AN0119616678;acd01nov.16;2016Nov23.1200;v2.2.500 Faculty members .docxnettletondevon
AN0119616678;acd01nov.16;2016Nov23.12:00;v2.2.500 Faculty members sometimes unknowingly or inadvertently contribute to a racist climate in their classrooms. But they can take steps to address racism more effectively in their teaching
Last year, at dozens of colleges and universities across the United States, students protested institutional unresponsiveness to pervasive issues of racial inequity. Most media attention disproportionately focused on the popularity of the protests as opposed to the actual issues underlying campus unrest. For example, instead of deeply exploring the experiences that ignited demonstrations among students at the University of Missouri, journalists wrote mostly about the football team's threat to cancel its game against Brigham Young University, the potential financial implications of the team's activism, and the eventual resignations of the system president and the chancellor of the university's flagship campus. Similarly, news coverage of protests at Yale University concentrated less on students' frustrations with the university's climate of racial exclusion and more on e-mails about potentially offensive Halloween costumes and perceived threats to free speech.
It is important for faculty members to understand that students were protesting racism. It is also essential that professors recognize how they, often unknowingly and inadvertently, say and do racist things to students of color in the classroom. Student uprisings were as much a response to negative experiences with their peers and administrators as they were expressions of frustration with the cultural incompetence of their teachers. Students of color did not suddenly start experiencing racist stereotyping and racially derogatory comments, disregard for the thoughtful integration of their cultural histories in the curriculum, and threats to their sense of belonging in college classrooms during the 2015-16 academic year. We know from our work as scholars at the University of Pennsylvania's Center for the Study of Race and Equity in Education that these problems are long-standing.
College presidents, provosts, deans, and other institutional leaders hire researchers from the Center for the Study of Race and Equity in Education to spend three to four days on their campuses doing racial climate assessments. At some places we are asked to focus on racial and ethnic differences among faculty and staff members in their feelings of inclusion, respectability, and opportunities for fair and equitable professional advancement, as well as on racial tensions in workplace settings. But on most campuses, administrators ask us to assess the racial climate for students -- feelings of inclusion and belonging across racial and ethnic groups, the extent to which students interact substantively across difference, where and what students learn about race, appraisals of institutional commitments to fostering inclusive environments, and characterizations of the supportiveness of cla.
Policy Research PaperResearch and write a 5 page academic .docxLeilaniPoolsy
Policy Research Paper
Research and write a 5 page academic research paper on one of the following policy related topics. Your research paper should fully address your chosen topic and be suitable for use as a policy brief distributed to an executive audience whose members are meeting to discuss IT Governance issues and policy needs within their respective organizations.
Your paper must present a summary of your research, discuss the applicability to IT governance, present a discussion of five or more policy issues related to the topic, and provide compelling reasons as to why busy executives should become more informed about these issues.
Your summary for the paper must address the question: How can this information be used to improve policy implementation? The summary should include five or more recommendations which you developed from your research.Preapproved Topics
· Assessment and Authorization Requirements for IT Systems
· Audit Requirements for Finance Systems (Sarbanes-Oxley, GLBA Compliance)
· Change Management (Configuration Control) for information systems and infrastructures.
· Implementing the NIST Risk Management Framework
· Information Security Metrics and Measurements (Audits and/or Governance)
· Information Sharing for Threats, Warnings, and Indicators (legal ramifications)
· Mobile Application Security
· Product Liability for Cybersecurity Products and Services
Requirements:
1. Your paper must be based upon 5 or more authoritative sources obtained from peer reviewed journals, published dissertations and theses, reports from public policy research organizations (e.g. Brookings, CSIS, PEW, etc.) or published government documents (not including Web pages). These authoritative sources must have been published within the last ten years.
2. You must submit your paper to Turn It In for originality checking. You must ensure that you have properly paraphrased and cited information obtained from your authoritative sources. Do not construct your paper by gluing together quotations.
3. Your paper must meet the APA formatting requirements as shown in the sample papers provided in the LEO classroom.
.
POL 101 – Political Science Portfolio Projec.docxLeilaniPoolsy
POL
101
–
Political
Science
Portfolio
Project
Portfolio
Project:
Country
Selection
&
The
Political
Environment
By
now
you
should
have
decided
on
a
country
for
your
Portfolio
Project.
Indicate
your
choice
in
the
Discussion
forum
called
“Country
Reports”.
As
you
read
the
material
in
this
week’s
module,
can
you
identify
any
philosophers
who
might
have
influenced
the
political
environment
in
your
country?
Include
this
information
in
your
Portfolio
Project.
The
underdeveloped
country
that
i
have
chosen
for
my
portfolio
project
is
Cambodia.
I
have
always
wanted
to
go
to
Cambodia
however
I
know
very
little
about
it.
Recently
I
came
across
this
documentary
that
covers
the
bombing
of
Cambodia
during
the
Vietnam
War
by
President
Nixon
and
Mr.
Kissinger.
http://vimeo.com/17634265
Cambodia
has
a
list
of
troubling
issues
such
as
human
rights,
prostitution,
child
prostitution,
human
trafficking,
corupt
government,
and
illegal
stripping
of
the
countries
natural
resources.
I
will
be
covering
these
issues
and
many
more
in
my
report.
http://vimeo.com/properniceinnit/cambodia
http://vimeo.com/thepinkroom/trailer
http://youtu.be/Ko7pggrFq4U
Portfolio
Project:
Supporting
Media
In
Week
2,
you
decided
on
a
country
for
your
Portfolio
Project.
Now,
in
Week
3,
find
a
film
or
URL
of
a
website
about
your
country
which
you
will
review
in
Week
4.
Paste
the
URL
or
film
title
in
the
Week
3
Discussion
forum
called
Supporting
Media.
As
you
read
the
material
in
this
week’s
module,
can
you
identify
any
philosophers
who
might
have
influenced
the
political
environment
in
your
country?
Include
this
information
in
your
Portfolio
Project.
The
official
tourism
site
of
Cambodia
is
found
at:
http://www.tourismcambodia.com
I
will
be
using
this
site
and
others
as
my
source
of
information
for
my
project.
chris
Callout
Entire Portfolio Project is Due
26 March 2014.
chris
Text Box
RED = MY RESPONSES TO INSTRUCTOR
By
now
you
should
be
examining
the
type
of
political
system
in
operation
in
your
selected
country.
As
part
of
your .
POL 123 – Case Analysis 5 Fact Patterns Write an analysis for .docxLeilaniPoolsy
POL 123 – Case Analysis 5 Fact Patterns
Write an analysis for each scenario below. See the Case Analysis Instructions for further information about completing the assignment.
1. Jonas is 18 and recently finished high school. He lives at home with his mom and dad. While collecting dirty laundry in his room one day, Jonas’ mother discovered some of Jonas’ clothing with dried blood on them. She also found a bloody survival knife and muddy boots under his bed, as well as a bracelet that said “Lynn.” A few days earlier, police had discovered the missing body of Jonas’ high school sweetheart, Lynn, in the woods. Lynn had recently broken up with him. The medical examiner had determined that Lynn had died from repeated stabbing. When Jonas had been questioned by the police at the station, he claimed he knew nothing of the incident, and the police have no evidence tying Jonas to the disappearance or murder. Analyze these facts using ethical concepts or concerns from Module 8. (You are not evaluating elements of murder, or due process issues for example.)
2. District Attorney Schultz has brought charges against three players of the University football team. They have been charged with raping a stripper at a party attended by team members. The case has received much publicity and the media have discovered that the three players have a history of violence towards women. (Last year, two other women claimed they had been raped, but the cell phone video showing the forced sex had been excluded based on an illegal police search, and the players were found "not guilty.”) Shultz believes these players are guilty, and has given approximately 60 media interviews on the case. Schultz has also been campaigning for reelection, and a conviction here would go a long way. Unfortunately for Schultz, the DNA tests he ran do not match any of the three players to the victim’s assault. When he questioned her about this, the victim made contradictory statements, and she had no other evidence to corroborate the events. In fact, while her statements confirm that they raped her, she admitted to having consensual sex with two other men at the party, which weakens the case. Schultz decides to not tell anyone about the DNA results unless asked, and instructs the victim/witness to deny the other sexual encounters at trial. Analyze these facts using ethical concepts or concerns from Module 8. (You are not evaluating elements of rape or due process issues for example.) Assuming that Schultz had a strong belief that the defendants were guilty, include in your analysis whether this affects the moral and legal permissibility of his conduct.
3. Michelle worked two jobs as a security guard in Phoenix, Arizona. She was walking outside the building where she works at 6:30 AM, Monday, when two bundles of money fell out of an armored truck en route to a bank. Inside the bundles was approximately $500,000. Michelle had an inheritance that would post to her bank account on Wednesday. She .
Polk Company builds custom fishing lures for sporting goods stores.docxLeilaniPoolsy
Polk Company builds custom fishing lures for sporting goods stores. In its first year of operations, 2012, the company incurred the following costs.
Variable Cost per Unit
Direct materials
$7.95
Direct labor
$2.60
Variable manufacturing overhead
$6.10
Variable selling and administrative expenses
$4.13
Fixed Costs per Year
Fixed manufacturing overhead
$249,424
Fixed selling and administrative expenses
$254,506
Polk Company sells the fishing lures for $26.50. During 2012, the company sold 80,300 lures and produced 95,200 lures.
Assuming the company uses variable costing, calculate Polk’s manufacturing cost per unit for 2012. (Round answer to 2 decimal places, e.g.10.50.)
Manufacturing cost per unit
$
Prepare a variable costing income statement for 2012.
POLK COMPANY
Income Statement
For the Year Ended December 31, 2012
Variable Costing
$
$
$
(2)
For Turgo Company, variable costs are 63% of sales, and fixed costs are $179,100. Management’s net income goal is $54,074.
Compute the required sales in dollars needed to achieve management’s target net income of $54,074.
Required sales
$
(3)
For Kozy Company, actual sales are $1,208,000 and break-even sales are $785,200.
Compute the margin of safety in dollars and the margin of safety ratio.
Margin of safety
$
Margin of safety ratio
%
(6)
For the quarter ended March 31, 2012, Maris Company accumulates the following sales data for its product, Garden-Tools: $318,000 budget; $335,300 actual.
Prepare a static budget report for the quarter.
MARIS COMPANY
Sales Budget Report
For the Quarter Ended March 31, 2012
Product Line
Budget
Actual
Difference
Garden-Tools
$
$
$
(7)
Gundy Company expects to produce 1,301,760 units of Product XX in 2012. Monthly production is expected to range from 86,150 to 123,950 units. Budgeted variable manufacturing costs per unit are: direct materials $3, direct labor $8, and overhead $10. Budgeted fixed manufacturing costs per unit for depreciation are $6 and for supervision are $2.
Prepare a flexible manufacturing budget for the relevant range value using 18,900 unit increments. (List variable costs before fixed costs.)
GUNDY COMPANY
Monthly Flexible Manufacturing Budget
For the Year 2012
$
$
$
$
$
$
$
$
$
.
Political/Legal Issues - Parth Vyas
I. Overview
A. Issues
1. Political, social, cultural, legal
2. Modern technology
II. The Issues and Their Relationships
A. Political Issues
1. developed countries
2. undeveloped countries
B. International Policies
C. Technology
1. Innovation – development and manufacturing
2. Social and economic development
a. environmental pollution
b. increasing prices
This is the outline……
.
Political corruption is epidemic in Russia today. What e.docxLeilaniPoolsy
Political corruption is epidemic in Russia today. What effect does this have on Russian economy? Compare and contrast bureaus and business firms.
In your opinion, what types of optional benefits have come to be “expected” by employees, and why would it be a good idea for employers to offer them as part of their benefits package?
Compare and contrast the three common types of retirement plans offered by employers, and indicate whether they are contributory or noncontributory plans. What are the advantages and disadvantages of each one to the employee and to the employer?
What benefits are included in Social Security, who may receive benefits, and who pays for Social Security?
.
POLA43Describe the governor’s roles in influencing the budgetary.docxLeilaniPoolsy
POLA43
Describe the governor’s roles in influencing the budgetary process.
· Response should be at least 500 words in length, include an introduction, a body, and a conclusion.
· APA Style Format
· Use attached files
· At least one in-text citation from attached files
· Use the following reference when citing from attached files
Dye, T. R., & MacManus, S. A. (2012). Politics in states and communities (14th ed.). Upper Saddle River, NJ: Pearson Education.
· Any other source material must be referenced
Running head: Abbreviated title (<50 characters) 1
Abbreviated title (<50 characters) 3
Title of paper
Author name
Institution
Instructions
This document serves two purposes. Firstly, it is a template for the Method section. If you use this document to create your Method section without changing the formatting or deleting section headers, you should have a correctly formatted Method section. You will obviously need to replace much of the text here with your own writing, but leave the section headers untouched and follow the directions and you should be good to go.
Secondly, the text within the body of this document offers advice and suggestions on what to write within each section. They are intended to help you make sure that the appropriate material appears in the appropriate sections. This is text that must be replaced by your own writing, but you should find it helpful.
A final bit of advice: the Method section is like a recipe’s instructions. A recipe lists the ingredients needed very precisely and comments on possible variations (if one is at high altitudes, cooking time may be longer, etc). Similarly, the Participants, Materials, Measures, and Ethical Considerations sections list the ingredients and important issues for the research study very precisely. A recipe will also give the step-by-step process of how to create the dish, just as the Procedure gives step-by-step instructions on how to do the research.
This instruction page should be deleted entirely.
Method
Participants
Begin this section by talking about the population of people that will be needed for this study. Indicate anything necessary to permit the reader to know what sort of person is needed: do they have a disorder? Does it have a specific severity or range of severities? Is there an age range? Are factors such as gender, race, first language or others important or controlled?
Will there be any screening done, such as a questionnaire or a performance test? Will the results of these determine whether a potential participant is eligible to take part? Will these results determine which level of the predictor variable that the participant falls into? For example, if the person has an autism spectrum disorder, an assessment might be made to determine the severity of the disorder in order to classify them as mild, moderate, or severe for the purposes of the research study.
How will the participants be recruited? One can’t simply say: “They will be r.
POL 201 Week 5 DQ 2PreparePrior to beginning your reflection,.docxLeilaniPoolsy
POL 201 Week 5 DQ 2
Prepare:Prior to beginning your reflection, review all course readings and videos as required.
Reflect:The U.S. national government is based on the framework detailed in the U.S. Constitution. The process that the Founding Fathers used to map out our national government is fascinating and illuminating. The Constitution creates a system of checks and balances and separation of powers that have been focal points for class discussions. In addition, the Constitution identifies three main branches for the national government: the legislative, executive, and judicial, which are tasked, respectively, with the creation of the legislation to guide the country, the implementation and execution of that legislation, and the review of that legislation for constitutionality and legality. Interacting with the federal government includes a variety of different actors and political processes such as the states, political parties, interest groups, and federal elections. All these features create a vibrant and healthy democracy.
Write: In your initial post of at least 200 to 250 words, explain how and why one feature of the U.S. government is the most important for America’s democracy. Choose one feature below to discuss in detail:
· Written, detailed, flexible Constitution.
· Robust checks and balances.
· Explicit separation of powers.
· Expansive interaction by different political actors and processes with the federal government.
Use real-world examples and details to support your arguments. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
Surname: 1
Student’s name:
Lecturer’s name:
Course:
Date:
Stanley my role model
The secret to a healthy life is the feeling of love and peace. Affiliations in our everyday lives play a very crucial role. They serve to satisfy our social needs of being associated with other people and our needs of love. Sages put it that "Blood is thicker than water". A person's relatives serve a great role in their life. These are the people who never leave us in our ups and downs. They indeed are good friends through whom we are bonded by blood.
Stanley is a great friend and a brother to me. He is a person of sound character who quickly mingles with anyone in the society. He is down to earth in making and a composed young lad who does not rush to drawing conclusions when challenged by daily circumstances. His charisma culminated with his education moves all and sundry in subscribing to his viewpoints. Whenever there is need for imparting a young mind with information he does so without hesitance. He is a great source of inspiration and motivation. Stanley's character is worthy emulating. I dearly love and admire him.
Back at home, Stanley is highly appreciated by our parents in his undertakings. He is very generous and ne.
POL110 Week 10 Scenario Script Domestic, Foreign and Military Pol.docxLeilaniPoolsy
POL110 Week 10 Scenario Script: Domestic, Foreign and Military Policy
Slide #
Scene/Interaction
Narration
Slide 1
Introductory screen, containing the environment (an outside view of a government office building) and a title showing the scenario topic. There will be a “begin” button on the screen allowing students to begin the scenario.
Slide 2
Scene 1
Amanda and Dr. Ryan standing in Dr. Ryan’s office.
Dr. Ryan: Hello. It’s good to see you again.
Last week we saw how the bureaucracy and the judiciary functioned within the federal government. This week, we’ll assess how domestic, foreign, and military policies are integrated.
What do you think about these policies, Amanda?
Amanda: This is an immensely broad set of subjects, Dr. Ryan, so I hope I can do them justice.
Dr. Ryan: Well, Amanda, go ahead and give it your best shot.
Amanda: Okay, here I go.
I think we could begin by defining institutions as systems that help form a government and make it function. They include the armed forces, the church, the executive office, the bureaucracy, the judiciary, the voting public, the economy, and the political process itself. If institutions are strong and respond to public’s will, then the government will function smoothly.
But they could also be extractive. This is when they are used by elites to extract resources for their own benefit. Extractive institutions cause the state to be weak.
Slide 3
Interaction Slide
This will be a tabbed interaction that outlines ways of changing Social Security policies in the U.S.
Social Security could:
· Raise the retirement age
· Reduce benefits for high earners
· Raise taxes
· Increase wage cap
· Individual Investments
Button 1: There are several ways that the government could ensure that Social Security continues to support retirees in the U.S. The first way would be to raise retirement age until 70 years old, so that the long-term funding gap would close.
Button 2: The government could also reduce benefits for high earners, by cutting their monthly funds by about ten percent.
Button 3: Taxes could be raised from twelve-point-four percent to thirteen-point-four percent, so as to cover the ever-increasing cost of social security.
Button 4: Increasing the wage cap would mean that workers would pay Social Security taxes on a greater amount of what they earn.
Button 5: Finally, the government could let individuals invest some or all of their Social Security funds into approved, safe mutual funds.
Slide 4
Scene 2
Amanda and Dr. Ryan do a visual tour of a museum or historical exhibit in Capitol Hill that showcases the material that is covered. This is sort of a visual tour of Washington D.C. as well as a visual component to the conversation.
Dr. Ryan: Institutions can be so weak and corrupt that they can lead to state failure like you see in Sierra Leone, Zimbabwe, and Somalia.
Now, can you see how this applies to our own government?
Amanda.
Political Science 100 Introduction to American GovernmentCOURSE DES.docxLeilaniPoolsy
Political Science 100: Introduction to American GovernmentCOURSE DESCRIPTION AND LEARNING GOALS:
100 American Government (3)
People, their politics, and power; contemporary issues, changing political styles and processes, institution and underlying values of the American political system. Satisfies state requirements in U.S. Constitution and California State and local government. One or more sections offered online.
This course is a college level introduction to American government. Students will begin to develop the body of knowledge necessary for informed civic participation. More specifically, students will learn about democratic principles, the structure and institutions of government, the role that ethnicity, race, gender, class, culture and the economy play in shaping the political landscape in America.
By the end of the course students will have learned:
· what the fundamental characteristics of American government are and how the U.S. Constitution affects the organization of government, the relationship between national and state governments, and the relationship between government and citizens.
· understand human political behavior as it is expressed individually, collectively, and in groups.
· how the executive, legislative and judicial branches are organized and the role they play in the policymaking process.
· the institutions and politics of California.
· how to effectively use this knowledge as thoughtful citizens participating in civil society.
COURSE ASSIGNMENTS/REQUIREMENTS:
Exams. There will be three exams in this class. The two midterm exams are worth 100 points each and will cover distinct units identified on the course schedule below. The final exam will be comprehensive. All exams will include multiple choice and essay questions. Students must bring a blank Scantron form #882-E and a blank Bluebook to each exam (both can be purchased at the bookstore).
Quizzes. There will be weekly quizzes in multiple choice format. Scantron form 882E is required for each of the quizzes.
Students will also be graded on a short newspaper report. The objective of the report is to take something you learned in class and apply it to current events. As such, students will be required to write a 5 page paper on a newspaper article, where students analyze the article and discuss how it applies to or incorporates a key concept covered in the course. A more detailed description of this assignment will be passed out to students later on in the semester.
Attendance and Participation. Learning is an active exercise. Students at all levels of learning and accomplishment benefit when they become actively engaged in class. Therefore, weekly quizzes will be given in order to ensure attendance and to make sure students keep abreast of the readings,
Grading:
Midterm One: 20% of course grade
Midterm Two: 20% of course grade
Weekly Quizzes 20% of course grade
Writing Assignment: 20% of course grade
Final Exam: 20% of course grade
Grading Stand.
Policy implementation gridStakeholder Stake or inter.docxLeilaniPoolsy
Policy implementation grid
Stakeholder
Stake or interest
resources
Action channels open to stakeholder
Probability of participation and the manner of doing so
Influence as a product of resources and participation
Implication for implementation strategy
Action plan elements
Supportive stakeholders
Opposing stakeholders
Running head: 1
STAKEHOLDER ANALYSIS 6
Developing Strategic Leadership In The Public Sector
Stakeholder Analysis
Anise Hawkins
Capella University
DPA 840
Introduction
Sustainable development is dependent on the effective function of the public institutions. The public institutions shape the living standards of the people. When the public institutions are successful the people have high quality services raising their living standards. It is Essential for organizations to identify the public who affect or are affected by the organizations decision. An organization cannot function alone and it requires the support of all the stakeholders. A critical element of developing strategic leadership is the analysis of the stakeholders. It helps to determine how to strengthen the relationship for optimum gain (Joyce & JOYCE, 1999, p. 32).
There are two broad types of stakeholders, internal and external stakeholders. Internal stakeholders impact the organizational function from within. For instance, employees and board members are internal stakeholders. External stakeholders influence the organization from without. Examples of external stakeholders are communities and the media. They have a stake in determining the value of the organization. The level of influence, amount of power, level of interest and capabilities of the stakeholders vary (Marr & Creelman, 2011, p. 79). They have strong, moderate or low influence and interests in the organizational function. Some are highly active while others are latent and apathetic. It means that the stakeholders cannot be treated equally in any given project. The have to be classified into different categories through stakeholder analysis. Classifying them helps the organization to develop successful strategies for enhancing the relationships (Joyce & JOYCE, 1999, p. 34).
below is a classification of the internal and external stakeholders, the influence/interest grid and stakeholders influence diagram for this project of developing strategic leadership in public institutions.
List of internal and external stakeholders
Internal Stakeholders
External Stakeholders
· Managers
· Employees
· Corporate leaders
· Stockholders
· Board members
· Suppliers
· Creditors
· experts
· Clients
· Community partners
· Government
· Trade unions
· Activist groups
· Media
· Opinion leader
· public
grid
(
High
)
KEEP SATISFIED
Stockholders
Board members
(
INFLUENCE
)
MANAGE CLOSELY
Employees
Experts
Managers
Suppliers
Creditors
Government
Corporate leaders
(
Low
)MONITOR
(MINIMUM EFFORT)
Public
Societ.
POL 201Post Your IntroductionPrepare Prior to posting y.docxLeilaniPoolsy
POL 201
Post Your Introduction
Prepare: Prior to posting your introduction, read the two articles provided by the Pew Research Center on Political Typology: “Key Facts from Pew Research’s Political Typology” and “Beyond Red vs. Blue: The Political Typology.” Next, take the Political Typology Quiz by clicking on “Begin Quiz” at the bottom of the web page. Respond to the questionnaire to get information about your political philosophy or ideology. Save your results for future reference in this course.
Reflect: Once you complete the quiz, look over the results and evaluate if they reflect your personal political beliefs and how accurate the quiz is at identifying your views on American politics.
Write: Post your two-paragraph introduction. In the first paragraph, tell a little about your personal and professional interests. In the second paragraph, describe your political philosophy based on the results of the Political Typology Quiz. If you disagree with the results, please discuss what you found inaccurate about the results and what you contend is your personal, political ideology.
Respond to Peers: By Day 7, respond to at least three classmates’ introductions. Compare and contrast your political ideology with your classmates’ political ideologies.
AssetsAsset IDCustomer IDItemModelSerial NumberCategoryIn Service DatePurchase DateCost1955108Desktop PC Systemz99145A SystemZA9932716482Computers01/10/201101/09/2011$ 1,200.001956110Espresso MachineLH3000 2267155789AAppliances02/11/201101/27/2011$ 100.001957107MicrowaveMicrowave Oven 110077W2245ZA23Appliances04/20/201103/17/2011$ 150.001958105Desk ChairErgoChair 1005574986320HOffice Furniture05/18/201103/26/2011$ 50.001959104VOIP TelephoneClear Call 2000778640061KTelephones05/23/201104/18/2011$ 75.001960109Desk ChairErgoChair 1005575372783EOffice Furniture06/14/201104/23/2011$ 50.001961107Digital CameraIX US 801S1X2U5G64ACCameras05/20/201105/01/2011$ 300.001962110Desk ChairErgoChair 1005582939281GOffice Furniture07/13/201106/07/2011$ 50.001963110Digital CameraIX US 801S1X2U9H28JSCameras07/22/201107/08/2011$ 300.001964111VOIP TelephoneClear Call 2000778682762GTelephones08/28/201107/15/2011$ 75.001965112MicrowaveMicrowave Oven 110077W3738HT81Appliances01/10/201211/24/2011$ 150.001966103VOIP TelephoneClear Call 2000779182737STelephones03/09/201201/12/2012$ 75.001967109Desktop PC Systemz99145A SystemZA9962536488Computers06/09/201204/18/2012$ 1,200.001968108VOIP TelephoneClear Call 2000782736489QTelephones05/21/201205/16/2012$ 75.001969107Desk ChairErgoChair 1005589282663EOffice Furniture08/15/201208/13/2012$ 50.00197010315" NotebookBusiness Notebook 15BN299765GComputers10/25/201210/22/2012$ 1,000.001971108Desk ChairErgoChair 1005591097523BOffice Furniture12/05/201210/29/2012$ 50.00197210715" NotebookBusiness Notebook 15BN374839PComputers12/30/201212/15/2012$ 1,000.001973109VOIP TelephoneClear Call 2000786728399STelephones02/03/201312/25/2012$ 75.0019741.
POLS Terms to Be Reviewed. Agenda SettingPoli.docxLeilaniPoolsy
POLS
Terms to Be Reviewed.
Agenda Setting
Policy Formation
Policy Implementation
Cesar Chavez/
United Farm Workers
Politics
Political Culture
Bill of Rights
Brown v. Board of Education
Civil Rights Acts 1964
Voting Rights Act of 1965
Political Socialization
Agents of Political Socialization
Judicial Review
Federalism
Federalists/
Anti-Federalists
Bush v. Gore
National Federation of Independent Business v. Sebelious
“Occupy Wall Street”
Roe v. Wade
“Tea Party”
“Two-Fifths Compromise”
American Political Development
Gideon v. Wainwright
Plessy v. Ferguson
Cabinet Departments
“Jacksonian Democracy”
The Progressives
Civil War/ Abraham Lincoln
Executive Office of the President
National Security Council
“Imperial Presidency”
Cuban Missile Crisis
The Office of Management and Budget
Reies Lopez Tijerina
Chicanismo
President as “First Legislator”
Committees (in U.S. Congress)
Conference Committee
Committee
Hearing
Reapportionment
Filibuster
Floor (U.S. Congress)
“Kitchen Cabinet”
Party System
Conventional/
unconventional forms of political participation
Pluralism
Interest Group
Lobbyist
Party Identification
Party System
Gerrymander
Political Action Committee
Incumbency advantage
Who elects the Justices of the Supreme Court (D.C. and California)?
Functions of the Governor of California
Assembly in California
Senate in California
The “Seven Executives” in California
Number of Justices of the U.S. Supre Court/Supreme Court of California
Electoral College/Number of Electors per state.
.
Polit, D. & Beck, C. (2012). Nursing research Generating and asse.docxLeilaniPoolsy
Polit, D. & Beck, C. (2012). Nursing research: Generating and assessing evidence for nursing practice (9th ed.). Philidelphia, PA: Lippincott Williams & Wilkins
Polit, D. & Beck, C. (2012). Nursing research: Generating and assessing evidence for nursing practice (9th ed.). Philidelphia, PA: Lippincott Williams & Wilkins
p. 673
A type of mixed studies model is an integrated design (Sandelowski
et al., 2007), which can be used when qualitative
and quantitative findings in an area of inquiry are
perceived as able to confirm, extend, or refute each
other. In an integrated design, studies are grouped not
by method but by findings viewed as answering the
same research question. The analytic approach may
involve transforming the findings (qualitizing quantitative
findings or quantitizing qualitative findings) to
enable them to be combined. A particularly sophisticated
variant of this model is to use a Bayesian
synthesis, as exemplified in a study in which
p. 676
In drawing conclusions about a research synthesis,
a major issue concerns the nature of the decisions
the researcher made. Sampling decisions, approaches
to handling quality of the primary studies, and analytic
approaches should be carefully evaluated to
assess the soundness of the reviewers’ conclusions.
Another aspect, however, is drawing inferences about
how you might use the evidence in clinical practice.
Examples of critique:
Example 1: A Meta-Analysis
Study: Meta-analysis of quality-of-life outcomes from
physical activity interventions (Conn et al., 2009).
Purpose: The purpose of the meta-analysis was to integrate
research evidence on the effects of physical activity
(PA) on quality of life (QOL) outcomes among
adults with chronic illness. Two of the specific research
questions addressed were: (a) What is the overall mean
difference effect size (ES) in QOL scores between
treatment and control subjects after interventions to
increase PA? (b) Do the effects of PA interventions on
QOL outcomes vary depending on the characteristics
of participants, methodology, or interventions?
Eligibility Criteria: Criteria for study inclusion were
spelled out in Table 1 of the report, together with an
explicit rationale for each criterion. A study was
included if it examined the effects of a PA intervention
on QOL for people with a chronic illness and if it:
(a) was an English-language study, (b) was published
in a report after 1970, (c) involved a sample of at least
5 subjects, and (d) included measures designed
specifically to assess QOL (not, for example, QOLrelated
constructs such as mood). Both published and
unpublished reports were eligible, and diverse
research designs were permitted (not just RCTs).
Search Strategy: A reference librarian performed
searches, using well-specified search terms, in 11 databases
(e.g., MEDLINE, CINAHL, Dissertation
Abstracts, Scopus, PsycINFO). The National Institutes
of Health database of funded studies was also searched.
Ancestry searching was conducted, a.
Policies to Assist Parents with Young ChildrenVO L . 2 1 .docxLeilaniPoolsy
Policies to Assist Parents with Young Children
VO L . 2 1 / N O. 2 / FA L L 2 0 1 1 3 7
Policies to Assist Parents with
Young Children
Christopher J. Ruhm
Summary
The struggle to balance work responsibilities with family obligations may be most difficult for
working parents of the youngest children, those five and under. Any policy changes designed to
ease the difficulties for these families are likely to be controversial, requiring a careful effort to
weigh both the costs and benefits of possible interventions while respecting diverse and at times
conflicting American values. In this article, Christopher Ruhm looks at two potential interven-
tions—parental leave and early childhood education and care (ECEC)—comparing differences
in policies in the United States, Canada, and several European nations and assessing their
consequences for important parent and child outcomes.
By and large, Canadian and European policies are more generous than those in the United
States, with most women eligible for paid maternity leave, which in a few countries can last for
three years or more. Many of these countries also provide for paid leave that can be used by
either the mother or the father. And in many European countries ECEC programs are nearly
universal after the child reaches a certain age. In the United States, parental leave, if it is avail-
able, is usually short and unpaid, and ECEC is generally regarded as a private responsibility of
parents, although some federal programs help defray costs of care and preschool education.
Ruhm notes that research on the effects of differences in policies is not completely conclusive,
in part because of the difficulty of isolating consequences of leave and ECEC policies from
other influences on employment and children’s outcomes. But, he says, the comparative evi-
dence does suggest desirable directions for future policy in the United States. Policies establish-
ing rights to short parental leaves increase time at home with infants and slightly improve the
job continuity of mothers, with small, but positive, long-run consequences for mothers and
children. Therefore, Ruhm indicates that moderate extensions of existing U.S. leave entitle-
ments (up to several months in duration) make sense. He also suggests that some form of paid
leave would facilitate its use, particularly among less advantaged parents, and that efforts to
improve the quality of ECEC, while maintaining or enhancing affordability, are desirable.
www.futureofchildren.org
Christopher J. Ruhm is a professor of public policy and economics at the University of Virginia and a research associate at the National
Bureau of Economic Research.
3 8 T H E F U T U R E O F C H I L D R E N
Christopher J. Ruhm
B
alancing the competing needs
of work and family life is a
challenge for most households,
but the difficulties may be
greatest for households with
young children, defined here as newborns
through a.
Policemen of the WorldThesis and Outline 1Policemen of the World.docxLeilaniPoolsy
Policemen of the WorldThesis and Outline 1
Policemen of the World Thesis and Outline 5
Assignment 2.1: Policemen of the World Thesis and Outline
Justin Carter
Strayer University
Dr. Caren Stayer
HIS 105
5/25/14
Introduction Paragraph
According to historical records and evidence, since the end of WWII US has involved her military in over 60 military actions in countries such as Vietnam, Afghanistan, Iraq, Panama, Haiti, Kuwait, Pakistan, Bosnia among other countries across the globe. In this respect, American presidents have used their power and authority with the approval of the congress to send and dispatch American troops to engage in military functions such as engaging in attacks and bombing of groups that are pose threat to world peace. Although more often than not, U.S military operations on international level have received a lot of criticism across board it can be argued that U.S has a long history of overseas military operations as tries to maintain its superiority thus currently its military operation plays an important role across boundaries all over the globe (Heitmeyer, 2011).
Outline
I. Three International Events from the past five years that can be traced back to a foreign policy created after the Civil War
A. The killing of Osama Bin Laden in the year 2012 by the U.S government in the year 2012
B. The Islamic revolutions that were witnessed in Tunisia, Libya, Egypt, Syria and other Islamic states
C. U.S military action in Afghanistan
II. Three Aspects of U.S. history since 1865 that have led to the U.S.'s rise as a world super power police force
A. Industrialization was the first factor that supported U.S and during this period a lot of discoveries were made in U.S as compared to other industrial powers of the time
B. US flamboyant economy played a major role especially during the first and the Second World War
C. The Mahan’s naval strategy whereby her navy withdrew to newly acquired coaling stations increased her rise to world power
III. Three to five international incidents since World War II where American has taken on a policing role
A. U.S involvement in Iran politics during the famous White Revolution whereby U.S was supporting Reza Pahlavi
B. U.S was in the forefront in 2003 in Iraq as she tried to rescue the people of Iraq from continuous mass killing of people by Saddam Hussein
C. U.S played an important role in 2013 in restoration of peace in Libya and other Egypt by sending her troops there
IV. Three to five driving forces that fueled international policy decisions involving the international incidents you outlined previously (consider treaties, exit strategies, elections, wars, etc.)
A. The case of Iran during the heights of cold war was her ally thus this forced her to support the people during the famous White Revolution
B. Terrorism threat as was witnessed on September 11, 2001 forced US to host Saddam Hussein from power
C. In the case of Libya and Egypt, U.S want.
POL110 Week 9 Scenario Script The Bureaucracy and the Judiciary.docxLeilaniPoolsy
POL110 Week 9 Scenario Script: The Bureaucracy and the Judiciary
Slide #
Scene/Interaction
Narration
Slide 1
Introductory screen, containing the environment (an outside view of a government office building) and a title showing the scenario topic. There will be a “begin” button on the screen allowing students to begin the scenario.
Slide 2
Scene 1
Amanda and Dr. Ryan standing in Dr. Ryan’s office.
POL110_9_1_DR-1.mp3: Hello again. It’s good to see you here for the last week of your internship. We only have a few more topics to cover before you’re ready to move on.
Last week we examined the role that the president plays in the decisionmaking process. This week we will look at the bureaucracy and the judiciary, two completely different institutions that are absolutely necessary for our democracy to work.
What do you think about these institutions, Amanda?
POL110_9_1_AI-1.mp3: Well Dr. Ryan, I know some of this from my readings. Unique among other democracies, America’s bureaucracy is distinctive. This is because political authority over it is shared by the executive and legislative branches. This encourages it to play each branch off against the other.
Secondly, in the U.S., federal bureaucrats pay other agencies at the state and local levels, as well as business firms and non-profit agencies, to administer government programs.
POL110_9_1_DR-2.mp3: Good start. Now let’s look at the bureaucracy’s growth. It began small, of course, but exploded first during World War I from 1917 to 1919. This was because of the role the government took in the post-war growing economy.
Then, a little more than a decade later under Roosevelt’s New Deal it became even larger. This was because of the expansion of federal programs like welfare and Social Security. Roosevelt later invoked the income tax policy during World War II and was collecting a huge amount of money by the end of the war.
As you can imagine, this required a substantial increase in federal workers to keep track of these revenues. This money was used to start a great many additional programs which, in turn, required more administrators.
POL110_9_1_AI-2.mp3: That very interesting! I think that the federal bureaucracy, numbering just about two and one-half million people today, is now at the same level it was in 1955. In fact, it’s shrunk since then, relative to the population of over three hundred million Americans whom it now serves.
Slide 3
Interaction Slide
This will be an interaction that showcases various facts about the distinctiveness of the American bureaucracy.
Button 1: Political authority. Political authority over the bureaucracy is shared between the presidency and Congress. This means that bureaucrats are able to play each branch against the other. In parliamentary governments, like Great Britian, the prime minister and cabinet control the bureaucracy.
Button 2: Shared functions. Most federal.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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1. 1
Chapter 1: Purpose of Research
My Other Brother (MOB)
The purpose of MOB is to empower Black men and provide
them with a counter
space and sense of community that will allow students to utilize
each other as systems of
support to aid in on their success. The core values of MOB are
unity, Black culture,
2. culturally validating identity development and K-12 outreach in
urban, hood’
communities. Rooted in these core values, MOB objective is to
develop students into
scholars/leaders. Furthermore, to establish a sense of belonging
for urban Black youth
rooted in mentorship, culture and identity.
At the college level, California State University, East Bay
(CSUEB) being the
first college partnership via student club on campus; MOB is a
cohort of 12 Black men
students at CSUEB. It is a community of individuals that
support, validate, challenge and
grow together. Components are regular intragroup dialogue
sessions on Black identity
through forms of Hip Hop cultural expression, historical and
contemporary racism
including internalized racism and contemporary issues in the
community at the collegiate
level. Furthermore, components include graduate/professional
school workshops,
financial literacy, leadership development, study sessions and
“talk shit” sessions of
which students have the space to talk more loosely on
3. contemporary cultural trends that
they see in the community that impact them on and off campus.
These sessions on
campus have been critical in engaging Black men and women
and establishing a sense of
belonging for them at the college campus, transpiring to their
work and engagement with
their K-12 youth.
In accomplishing this goal, MOB partners with Castlemont High
School in East
Oakland, West Oakland Middle School in West Oakland, and
McClymonds High School
4. 2
in West Oakland in developing a higher education access
pipeline of which College
MOB student mentors work with K-12 student mentees. At
Castlemont High School and
McClymonds High School in particular, MOB conducts college
readiness programming
via weekly A-G requirement meetings, one on one and group
academic check ins, after
school tutoring and personal check ins with students that focus
on student core values and
identity development. In addition, MOB K-12 mentor program
consists of leadership and
research work via weekly Youth Participatory Action Research
(YPAR) and community
engagement.
As part of this, K-12 MOB youth partake in communi ty-based
research projects
5. where students analyze the existing issues and strengths that
they see in their surrounding
Oakland community to impact practice based on how they
construct knowledge. Most
critically, MOB mentors develop close connections with K-12
mentees and their families
to support students along their experiences in school, and their
life experiences outside of
school to impact the holistic development of the student. These
grassroots, community-
oriented approaches to our MOB work sets foundation for my
passion to write this
dissertation. Furthermore, this dissertation is grounded in the
experiences of myself,
student participants, and the larger Black community that we
are members of.
6. 3
Introduction
This is not your average dissertation. This dissertation is guided
and grounded in
solidarity with its population of study. It is a dissertation that is
not concerned with
receiving legitimization from those that may or may not confer
it. It is a dissertation
that’s principal concern is interrupting processes of power that
have created Black deficit
frameworks that are described, investigated and contested
within pages of this
dissertation. Most critically, this is a dissertation that
privileges the San Francisco State
University Educational Leadership Doctoral Program’s mission
of social justice and
equity over the sole purpose of simply obtaining a doctorate
degree. The work of MOB is
not just “the work.” It is my life and commitment to justice via
fighting for the
humanization of hood ‘Black males and working to create and
sustain life-thriving
7. realities for the Black community overall. MOB, the sample of
12 students featured in
this study, is a small mirror of practice that we hope can i nform
the larger Black masses
and society.
Eurocentrism, Knowledge Production and The Myth of
Objectivity
This work is rooted in the critical Ethnic Studies tradition. As
such, it questions
the underlying and foundational assumption that knowledge is
produced independent of
geopolitical contexts. Critical Ethnic studies scholars call for a
recognition and critique of
Eurocentrism. For these scholars, the historical processes of
colonialism affirmed Europe
and its forms of knowledge as the center of the world while
simultaneously
‘subalternizing’ the forms of knowledge found in its periphery
(Dussel 1995, Grosfoguel
2007, Maldanodo-Torres 2008, Brown and Barganier, 2018). For
these scholars, the
social sciences are founded on the Eurocentric myth that
knowledge can be produced
8. 4
objectively. Instead, Ethnic Studies scholars argue for an
acknowledgement of the social,
political context of the researcher and for a critique from the
perspective of the oppressed
(Tuhiwai-Smith 1999). This dissertation is guided by these
principles. By acknowledging
the relationship of the production of knowledge to relations of
power, I decenter
traditional methods of research and engage the research subjects
as active participants in
the construction of knowledge. In other words, I have sought to
utilize a method and
theoretical framing that allows students to participate in
9. meaning making. In this sense,
this dissertation is a collaborative effort between myself and
other MOB members.
Given that this work follows this tradition, my dissertation
differs from traditional
works in several key ways: (1). Conceptually: I take a
fundamentally different approach
to concepts such as “success.” Traditionally, success is defined
in educational research as
educational performance or achievement gap aspirations such as
supporting the social
and emotional development of Black boys to succeed
academically (Harper, 2016).
Instead, I understand success by means of students gaining a
sense of pride and
confidence to resist and interrupt forms of coloniality (which
may show up differently
from student to student). We view success this way given that
this definition of success is
rooted in a Black community-cultural framework of resistance
that places the historical
and contemporary struggle of Black oppression against White
colonialism at the forefront
of our meaning making systems for success. In connection, we
10. understand that Black
male deficit experiences within the school system is just a
function of the larger
society/system that is anti-Black. As such, on an individual
level, a student saying that
they felt more encouraged to speak up/assert themselves more in
their classes or in life in
general based on confidence built through their MOB
experiences is an example of
5
success when centering MOB outcomes through our historical
rebellion lens against
11. racial oppression.
(2). Methodologically: In order to meet these stated ends, we
utilized a Black
Emancipatory Action Research Approach (BEAR) to allow both
myself and students to
make meaning of their interviews and data in a Black cultural
way experienced by people
of African descent (Akom, 2011). (3). In other words, I have
attempted to construct a
methodology that privileges the knowledge production of my
participants. Theoretically:
Even further, my work is concerned with highlighting the
people’s knowledge which is
the consciousness of Black students in alignment with the urban
Black communities that
they come from. To this end, I have sought to construct a
theoretical framework that
moves beyond those which tend to pathologize many of these
groups. Therefore, Tupac
Shakur serves as a theoretician that can illuminate the
experiences of my subjects with
more clarity than traditional education research. (4).
Analytically: My data analysis is
12. grounded in the experience of my research participants and how
the participants and I
constructed meaning making of data together in connection to
how we analyzed certain
Tupac Shakur lyrics in connection to the data.
(5). Accessibility: This work is intended to serve as a lens that
is for the
community and by the community. There are existing
frameworks in academia that
appeal to the consciousness of non-Black educators that are
looking for “manuals” and
“guides” on how to work with urban Black youth; for example,
“For White Folks That
Teach in The Hood”-Christopher Emdin, who is a brilliant
scholar that you will see in my
literature review section of this dissertation. This work, in
contrast, is for Blacks of the
13. 6
community overall to tap into their very own community
cultural power to liberate
themselves.
Groundings with My Brothers: A Long Tradition of Radical
Resistance
Revolutionary historian Walter Rodney conveyed the meaning
of Black power
through his scholarly work “The Groundings with My
Brothers.” The Groundings with
My brothers is a call for unity amongst the downtrodden
members of the Black diaspora
(from Black America to the Black Caribbean etc) to build unity
amongst each other based
on our shared racialized experiences. In connection with The
Groundings with My
14. Brothers, Rodney expressed that Black Power is a doctrine
about Black people, for Black
people, preached by Black people (Rodney, 1969). The concept
of “grounding” refers to
a collective process and space where Black people could
critically engage with each
other. In these meetings, Black people determined the confines
of the dialogue and came
to a political consensus on how to best address their issues.
Reflecting on these meetings,
Rodney argued, Black people needed,
to 'ground together.' There was all this furor about whites being
present in the
Black Writers Congress which most whites did not understand.
They did not
understand that our historical experience has been speaking to
white people,
whether it be begging white people, justifying ourselves against
white people or
even vilifying white people. Our whole context has been, 'that is
the man to talk
to.' Now the new understanding is that Black Brothers must talk
to each
15. other. That is a very simple understanding which any reasonable
person outside
of a particular 'in-group' would understand. That is why we talk
about our family
discussions.
7
Rodney’s work here is useful in three central ways: First,
Rodney acknowledges
the entanglement of knowledge production and politics and
16. grounds his scholarship
within his larger political project-Black Power. Secondly,
Rodney turns the Eurocentric
myth of objectivity on its head by privileging subaltern
knowledge. That is to say,
Rodney demonstrates that while dominate forms of knowledge
tend to disguise social
reality, the knowledge created by the masses illuminates the
true nature of social
relations. For Rodney, “the groundings” were the worldviews of
the oppressed and their
collective critiques and analyses of relations of power. Lastly,
and perhaps even more
important, these analyses are rooted in the experiences of the
masses. The groundings
were a collective process. This is a major departure from
traditional academic research
that views the people as objects to be studied, rather than actual
moral subjects.
These themes are key to the theoretical framing, methodology,
and data analysis
of this work. This work specifies the importance of making
meaning of data, lived
experience, and construction of knowledge grounded through a
17. Black power lens given
that our Blackness (in a White world) has the biggest impact on
our lives. In connecting
Groundings with My Brothers to this dissertation, I used Tupac
Shakur as an analytical
tool given that Tupac best conveys the struggle and Black
empowerment in ways that
best resonate with the low-income, hood’ Black young men
featured in this study. Tupac
Shakur’s construct of Thug Life serves as a contemporary form
of people’s knowledge,
along a radical tradition of Black power. Thus, in tradition of
Walter Rodney, Tupac both
resonates with the ethos of MOB and stands as an exceptionally
useful lens to analyze
how MOB students navigate their experiences with alienation.
18. 8
The Significance of Tupac Shakur
Tupac Shakur had a triple consciousness of love, street
survival/thugism, and a
revolutionary identity of resistance grounded in the duality of
his pre-birth and post birth
experiences along the struggles of the oppressed Black masses.
To unpack this a little
more, we should start with examining his pre-birth experience
of being in the belly of his
pregnant Black Panther Party mother, Afeni Shakur, while she
was in a New York Prison
fighting a conspiracy case against the United States
government. Tupac being born one
month after Afeni Shakur was acquitted of those charges in
1971, was born into an
19. indigenous, revolutionary world culture of resistance grounded
in the practices of the
Black Panther Party (Shakur, 2019). Like Afeni, Tupac’s
Godfather Jeronimo Pratt and
Stepfather Mutulu Shakur were very important figures in the
Black Liberation
Movement. Moreover, Tupac was named after “Tupac Amaru
II,” an 18th century Inca
Peruvian revolutionary who lead an Indigenous uprising against
European/Spanish rule.
When connecting the circumstances surrounding Tupac’s name
and being born into a
Black Panther Party family, one could see the shaping of Tupac
Shakur as a freedom
fighter for justice.
Revolutionary practices of the Black Panther Party fueled the
consciousness of
the Black masses in predominate inner-city communities of the
1960s and 70s (Shakur,
2019). As Tupac was born in, and in alignment with the inner-
city Black masses, his
post-birth experiences continued to reflect the radical resistance
teachings of his Black
Panther/Liberation Army family. This was also intertwined with
20. the collective struggles
of the inner-city Black community of the 1970s-90s of which
Tupac grew up in. In
connection, the urban Black community was not just a place of
radical resistance, but it
9
was also a place of high poverty rates, drug dealing, drug abuse,
prostitution, gangs and
21. violence due to systematic racism. Through Tupac’s experience
growing up in East
Harlem/New York, Baltimore, and his relocation to Marin City
Jungles/Oakland and then
LA; his influences were Black revolutionaries, street thugs,
gangsters, pimps, drug
dealers, prostitutes, dope fiends and hustlers collectively as
these people were part of his
day to day reality as a Black man in the urban ghettos that he
grew up in. Also, his
mother Afeni who at one point was on drugs (crack cocaine)
during aspects of Tupac’s
upbringing, remained a symbol of strength and love for Tupac
that he would also
embrace within his consciousness and music.
As you can see, much of the framing that I am discussing here
are experiences of
Tupac prior to him being the artist that we would come to know
today as a legend. These
experiences of love, thugism/street life, and political revolution
are grounded in Tupac.
Most important, these experiences help us understand the
duality of Tupac’s lifestyle and
22. work that impacts generations of Black youth that also witness a
duality of experiences in
their inner-city Black struggle. Tupac has many rap songs that
focus on revolution solely,
love solely, and street life/thugism solely. He also has music
that blends all these themes
together. The below Tupac lyrics are an example of the duality
within Tupac’s work.
“Born thuggin and lovin the way I came up
Big money clutchin', bustin" while evadin' cocaine busts
My pulse rushin, send my pulse into insanity
they shot at my cousin now we bustin' at they whole' family
The coppers want to see me buried, I ain't worried
I got a line on the D.A. 'cause I'm fuckin his secretary
23. 10
I black out and start cussin, bust 'em and touch 'em all
They panic and bitches duckin, I rush 'em and fuck 'em all
I'll probably be an old man before I understand
Why I had to live my life with pistols close at hand
they kidnapped my homey's sister, cut her face up bad
They even raped her, so we blazed they pad
Automatic shots rang out, on every block
They puttin hits out on politicians, even cops” (Shakur, 2001).
In these lyrics, you can see Tupac’s expression of love and
concern for the cousin
and sister that was brutalized, a sense of street life/violence via
“bustin while evading
cocaine busts,” and revolution in the form of “putting hits out
on politicians, even cops.”
24. This duality found in his lyrics is the reason Tupac is so
relatable to the Black masses as
these experiences represent a duality found in the oppressed
Black Mass communities. In
this case, Tupac is not important despite of his contradictions
and duality. Rather, Tupac
is important because of his contradictions and duality.
Tupac was the center of much controversy throughout his legacy
and his
messages of Black unity, solidarity, love, street life/thugism
and revolution were
prevalent through the many brush ins with the law that he
encountered. Furthermore, the
context surrounding Tupac’s death. Tupac’s many issues were
connected to his fight for
liberation. Understanding the meaning of Blackness in a White
world, is to understand
oppressive forces targeting anything that is Black and powerful.
To speak to this: The
White controlled media in the U.S. painted Tupac’s image in a
light that is different than
that of the people. Centering Tupac’s legacy and impact through
the people’s knowledge,
25. 11
is to pay closer attention to how the Black masses in the
community are impacted by
Tupac Shakur opposed to how the media portrays him. WTupac
Shakur continues to have
an impact on a young generation of Black youth along their
racialized experiences as a
source of empowerment.
Positionality as Founding Director of MOB
26. To have a deep and correct understanding of what Thug Life
means, it is
important to understand how Tupac Shakur (the person that
diagnosed the Thug Life
Framework) made meaning of his very own concept which is
connected to Tupac’s life
experiences. This collective understanding is important to
building empathy amongst the
larger community that strives to be empowered by the said
frameworks which insures
successful implementation of the practice. If a generation
misunderstands and
misappropriates a culture of practice, the next generation can
always get it right by going
back to the direct source to examine what the original goals and
intentions of the culture
of practice was set for.
For example, there are some inner-city Black youth that steal
from, and kill other
Blacks for the purpose of personal and street disputes between
each other. Some of these
individuals think they are real thugs and claim to “live a thug
life.” Yet, this is an
27. example of when a generation has the idea and cultural practice
of Thug Life all wrong.
In understanding the true meaning of Thug Life via the
framework and practice that was
documented by Tupac Shakur: One would understand that Thug
Life would be the
process of those inner-city Black youth organizing
systematically to spark revolution
against colonial powers, instead of harming one another.
12
28. In connection to MOB, I want to be sure to lay a narrative for
the audience to
understand my lived experiences that set foundation for my
construction and creation of
the My Other Brother (MOB) program. This is for the goal of
future generations to come,
to at least understand what I was/am trying to accomplish with
this work. This study is
the first attempt to see if MOB study participants make meaning
of their experiences in
the program in the way that the author had hoped to impact.
Through a letter that I wrote
to Tupac Shakur to center the Statement of Problem, I take you
on a narrative of
experiences of oppression that I have encountered and witnessed
within my community
and higher education experiences that sparked the creation of
the MOB program. Most
important, this experience reflects how I was able to overcome
through a narrative of
Thug Life that set the foundation for my MOB work.
Statement of Problem: Letter Narrative to Tupac Shakur
Black males in America are being systematically oppressed with
respect to health,
29. education, employment, income, and overall well-being. The
most reliable data
consistently indicate that Black males constitute a segment of
the population that is
distinguished by hardships, disadvantages, and vulnerability
(Noguera, 2008). This
especially connects to how Black males are treated in schools.
Black people represent
five percent of California’s K-12 student population, yet
account for 18% of all the
state’s K-12 suspensions (Harris III & Wood, 2013). Moreover,
Black males still have the
highest suspension rate, are at the bottom of academic
achievement, and are
disproportionately to this day, still pushed out of school at
alarming rates (Duncan, 2002;
Duncan-Andrade & Morrell, 2008; Noguera, 2003, 2012). To be
clear, the problem is
anti-Black racism and structural racialization and how it
impacts young Black males in
30. 13
and outside of educational experiences. MOB aims to reverse
this trend by improving
educational and cultural content knowledge while fostering
Black male student agency to
resist oppression. In alignment with community strengths,
Tupac’s life work highlights
resistance, agency, and political contestation against structural
racialization.
Dear Tupac Amaru Shakur,
I have always been inspired by your bravery that you have
displayed in your life.
31. It has been your legacy, spirit, and strength that keep me
pushing forward throughout my
struggles and accomplishments as a hood Black man in this
“White man’s World.” In this
world, I have shifting moments of happiness in my life, similar
to a roller coaster ride
riddled with highs and lows. I am happy when I am building
with my Brothas in the
MOB, engaging students in my role as a College Instructor, and
interacting with peers at
work, school or in the hood in West Oakland. These experiences
are typically when I
smile. Outside of these experiences, I carry a burden of stress,
yet pride and good energy
along this game of life that I am living. I try my best to keep
good energy, although I
must admit that sometimes my economic and racialized
experiences keep a stern look on
my face even though I yearn to smile. Below are some of my
personal experiences
growing up in my community that provides a foundation for the
strengths that are part of
my community that have helped me be successful. These
experiences provided me with
32. validation of who I am as a Black man and a source of capital
that helped me navigate
through the k-12 system that was set up for me to fail in the
first place. I want to thank
you Pac because Thug Life came to be something that I
understand and resonated with as
a youth. I never knew who Paulo Freire and “Pedagogy of the
oppressed” was. But I, the
Black masses overall from the hood, knew who Tupac and Thug
life was/is.
33. 14
In terms of my background in connection to Thug Life, I grew
up in the Real
West Oakland (not the gentrified West Oakland) with a culture
of being tough, real, and
unified with a sense of community. Sometimes we took that
toughness out on each other
(which is not a good thing), but the overarching, unconscious
understanding was that
being a Black man meant that you had to be family oriented and
tough-at least within the
inner-city hood Black struggle. During this time, the message
was that you are a Black
man in this world and the system is against you. “You don’t
need to be fighting one
another, you are brothers”---this was the first unifying message
that I understood for what
being a Black man represented in 1999 when I got into a fight
with one of my best friends
in elementary school. This was after myself and my patna (the
other man behind me in
the elementary school picture below) got into a fist fight in the
34. streets. When we came
home and Uncle Greg, my patnas father, found out; he explained
that we should not be
fighting with one another because we are family and should
have each other’s back.
Uncle Greg said that “yall are brothers.” I now understand that
these implications of
Blackness in my childhood were embedded in your Thug Life
framework from the streets
Tupac. I did not understand the Black Panther party connection
to thug Life just yet
during this time. However, the foundation of “family,”
“toughness,” and “community”
via Thug Life was understood by me as a young West Oakland
kid in the hood.
I remember the police kicking Uncle Greg’s door in, in West
Oakland. Myself,
my best friend that I got into a fight with and the rest of the
family were in the house
when this happened. The police shot and killed our dog and
vandalized the entire house
and pointed guns at all of us. They were looking for Uncle Greg
and looking for drugs in
the house. Uncle Greg was not there during this time though.
35. We were all about 9 and 10
15
years old when we saw this. I knew from this experience and
many other encounters with
the police, including witnessing my mom deal with the police
and the police putting my
mom in hand cuffs (taking her from our home and to jail right
before my own eyes), that
the police were not in my community to help us. I felt that they
were the “bad guys”
36. against us. In contrast, I always felt affirmed when I was
running around in the streets of
West Oakland with my friends, my “family” from the
hood/community. I unconsciously
grew to look to my own community as a sense of “protecting
and serving ourselves,” as
the police appeared to be in my hood community to bring pain
and terror against us. This
is critical Pac because your Thug Life framework was also
birthed out of the inner-city
hood Black struggle, with police brutality and rebellion against
this type of oppression
being a critical focus of Thug Life.
As a result of Black oppression from racist law enforcement as
well as Black on
Black crime, being tough/strong and also having a sense of
family with your people in the
hood and standing up for yourself is what street Black culture
represented during this
time to me. This street Black culture, I would grow up to
recognize this as Thug Life.
While this type of community education and knowledge was in
alignment with our
37. racialized lived experiences as Black males of the hood
(extending outside of the
classroom), this Thug Life identity was threatening to White
colonial systems. In school,
many students that got suspended and kicked out of schools
were of this perceived
mentality/identity. Students were perceived as “thuggish,”
“aggressive or disruptive” in
the classroom as many teachers perceived us based on how we
chose to express ourselves
and our values/behaviors within the class. Pac I know that you
talked about these types of
issues in “Words of Wisdom.”
38. 16
“In one way or another America will find a way to eliminate the
problem, one by one.
The problem is the troublesome Black youth of the ghettos
And, one by one, we are being wiped off the face of this Earth
At an extremely alarming rate” (Shakur, 1991).
Our expressions as young Black males in school were connected
to our racialized
experiences outside of school in our communities and larger
society dealing with racial
oppressions. Especially racist encounters with White police in
our community, poverty,
family drug abuse and drug selling for survival, prostitution and
sexual violence against
Black women, and Black on Black turf/neighborhood and
personal violence against one
another. This was aspects of our reality outside of school. These
were the deficits of
Black males and the community overall. As a result, a sense of
community, love,
resiliency, resistance, affirmation, and family was the strength-
based counter to the
negative struggles that we faced. These positive experiences of
39. community, love, and
family were also prevalent in the midst of the pain and toxicity
within our community.
Still though, we were stuck with the reality of being in schools
that could only address
the problems that they saw in us Black males, but not the root
cause for these larger
issues that we faced. Pac, you discussed this dual reality of
anti-Blackness in the
community via the police and other internal inner-city Black
struggles. Yet, in your
lyrics, you always followed up with some source of
empowerment in spite of your
circumstances, -rooted in education and affirmation of our
struggles and racialized
experiences to serve our community.
“These are lies that we all accepted
Say no to drugs but the governments' kept it
The Police Running through our community, killing the unity,
The war on drugs is a war on you and me
And yet, they say this is the Home of The Free
40. 17
But if you ask me, it's all about hypocrisy
The constitution, yo, it don't apply to me
And Lady Liberty? Stupid bitch lied to me
This made me strong, and no one's gonna like what I'm pumpin'
But its wrong to keep someone from learning something
So get up, its time to start nation building
I'm fed up, we gotta start teaching children
That they can be all that they wanna be
There's much more to life than just poverty” (Shakur, 1991).
Photo 1: Spring 1998, (9 year old Ish, with close Patnas that I
grew up with in West
Oakland): Hoover Elementary School graduation, Ghost Town
Neighborhood in West
Oakland. Uncle Greg wrapping his arms around myself and my
brothers/friends
The transition to middle school and then high school is when I
began to see stages
of anti-urban Black male identity take fold within educational
spaces via policies and
41. selective practices from teachers. What I witnessed and
experienced growing up serves as
a qualitative narrative behind the much existing quantitative
data that highlight Black
male deficits via not being engaged in K-12 and being
criminalized, pushed out due to
urban Black male identity. From a quantitative standpoint, only
41 percent of Black
males graduate from high school. Black males are 3.6 times
more likely to be suspended
18
from school than the state average; subsequently, connecting to
school to prison pipeline
42. and prison industrial complex (Fryer, Heaton, Levitt, &
Murphy, 2006). Black males are
still the highest incarcerated group in America despite Black
Americans comprising less
than 13% of all citizens (Fryer, Heaton, Levitt, & Murphy,
2006). And in in higher
education, Black males continue to have low retention and
graduation rates on a national
level (Harper, 2013).
In qualifying the above quantitative data: As I transitioned to
middle School and
then high School as a student athlete at McClymonds High
School, my friends that are in
the above Hoover elementary picture with me had begun the
beginning stages of the
school to prison pipeline and started being written off as thugs,
kicked out of schools and
getting more into street politics. I, on the other hand, -who was
deemed “thuggish” right
along with them up until I became a football player, started
receiving different treatment
from teachers and began to be socialized as a “good student
with potential.” I essentially
started to be socially tracked and separated from my friends
43. who I had rolled with in
elementary and middle school as I became a standout
McClymonds football player and
pushed into more leadership and college-access programs at
McClymonds.
The larger problem in connection to this narrative is: What
about the rest of the
Black males that were not athletes in west Oakland or inner city
Black America in
general? Why were they not affirmed, judged and essentially
pushed out of the K-12
system?
“June 16th, 1971
Mama gave birth to a hell-raisin' heavenly son
See, the doctor tried to smack me, but I smacked him back
44. 19
My first words was, "Thug for life!" and "Papa, pass the MAC!"
(Shakur, 1994)
Having a mentality that would say “the doctor tried to smack
me, but I smacked him
back” as Tupac mentioned (rebellion/resistance) played out
differently for me as an
athlete in comparison to my friends that did not get socialized
into athletics in high
school. My peers were pushed out of K-12 because of this
“thug” mentality of
rebellion/resistance. Meanwhile, as an athlete I was able to be
engaged in a way that
allowed me to bring my community and racialized experiences
to the team and be
developed and channeled in a way that allowed me to grow.
Sports, and many aspects
like the military, are always spaces that “allow” the type of
Black male expression of
resistance that we hood Black males possess. However, what
was out there for Black
45. males, for my patnas in the picture that I grew up with that are
not athletes? What could
engage them in a way that provides them with a sense of
brotherhood and structure
allowing them to still be the tough/rebellious men that they are?
How do we nurture this
in a successful way as strength given that young Black males
find these strengths and
validation in the streets/gangs and the larger community outside
of the school when the
school does not engage them?
Photo 2: 16 year old Ish in the Hallways of McClymonds high
school, part of the killa
20’s hood in West Oakland.
20
46. Photo 3: National signing Day, 2007: Myself and 4 of my peers
sign our letter of
intents to the Universities that we would attend, that we
received full ride football
scholarships to. UC Davis, Boise State University, San Jose
State University, South East
Missouri State, University of Washington. One of my friends in
the picture wound up
catching a case and doing 7 years in federal prison before he
could make it to South East
Missouri State. Aside from us few students that received
athletic scholarships and the
students that went to college in general for academics, where
did the rest of the Black
males at McClymonds end up? And Why?
47. 21
Letter to Tupac: Narrative continued:
In connecting back to you Pac, I studied your life and how you
lived a life of pain
and happiness based on your hood’ Black male identity. Your
Black power, your strength
and resiliency proved to be capital. You utilized your racialized
experiences in an art
form that turned you into the rose that grew from the concrete
in becoming a millionaire
and the most influential person that my generation has ever
seen. Furthermore, you lived
out Thug Life and put the teachings of your Black Panther
parents to practice, by
shooting two “crooked” and racist White police officers that
were beating up an unarmed
Black man on the streets in order to protect that Black person.
Yet, these same racialized
48. experiences that you encountered were the source of your
persecution. You were
unlawfully beaten up by racist White cops in Oakland.
Furthermore, the target for FBI
counter intelligence just as the Black Panther Party was due to
your revolutionary
background and rebellion against the system (Newton, 1980).
You were shot 5 times in
an elevator by Black men, members of your very own Black
race, and had falsified rape
allegations against you by a Black woman. This was an attemp t
to slander and assassinate
your name and character before the eyes of the world.
Through all of these struggles, you showed strength and
resiliency in continuing
to speak truth to power and continuing to show love and
education to our community
with your rap music, poetry, and community engagement. Your
artistry was and is
educational to the Black mases Tupac. This is critical because
your scholarship is
different from those of the formal academy. I could not write a
letter to someone in the
49. academy that informs my research because I only know his or
her research. However,
Pac, it is your life style and how you lived out the very work
that you produced in your
22
artistry that affects me and informs my work. Through your
own actions, you taught me
that my resiliency, authenticity and racial pride/education of
self is a source of
empowerment. It is a source of my bravery, persistence, and
50. belief in my own self and
my aspirations.
“Words of Wisdom
Based upon the strength of a nation
Conquer the enemy armed with education
Protect yourself, reach for what you want to do
Know thyself, teach about what we’ve been through
Armed with the knowledge of the place we've been
No one will ever oppress this race again” (Shakur, 1991).
I navigated a predominately White and Asian UC Davis campus
with gold teeth in
my mouth, a fitted hat and a Black beanie in being outspoken
and proactive in seeking
out professors, administrators and anyone necessary to reach my
goals. The sacrifice was
worth it as I do not owe a dime to UC Davis due to being on full
ride football scholarship
my entire 4 years. Yet, I was still very poor and struggled at UC
Davis and many people
questioned if I would be able to persist at UC Davis. In addition
to UC Davis being a
51. foreign environment to me, as a student athlete I had to sleep on
various friends couches
and lived a life of highs and lows as I would go back and forth
from UC Davis to
Oakland to deal with family/communi ty issues while still
navigating UC Davis
throughout my 4 years there.
Still during these experiences, I excelled on campus both as an
athlete and within
Black cultural programs such as Africans/African Americans
Cultivating Education
23
52. (ACE) and Black Student Union (BSU). The BSU and ACE was
critical in giving me that
space on campus to build community with other Black students
and take part in various
cultural programs that educated us in our history and culture.
This, along with the
relationships that I built within the UC Davis Football program,
definitely gave me a
sense of belonging at UC Davis and contributed to my
persistence. In addition,
leadership experiences such as my time as a Student Outreach
Assistant with Early
Academic Outreach Program (EAOP) contributed to my
engagement on campus.
These experiences not only kept me grounded with a sense of
family and
community on campus, essentially a home away from my home
from West Oakland. It
connected me to the necessary staff and faculty on campus that
affirmed me and pushed
me to be the best that I could as an upcoming professional. In
connection to the
community and racialized culture that serves as street capital
from West Oakland, which
53. is a function of Thug Life: When I found these elements at the
college institution via
programs like EAOP, BSU and ACE, I wound up persisting to
graduate from UC Davis
in 4 years. While I would say that my leadership experiences
and the relationships that I
made across all cultures and racial lines at UC Davis impacted
my success, it was my
Black community and cultural expression from West Oakland
that served as a foundation
for my confidence in building those necessary relationships to
seek out various
experiences on campus.
Photo 4: After beating Sacramento State University in our
Causeway Classic, 2010 or
2011. Amongst diverse peers on the football team, I was known
for representing West
Oakland and receiving respect for my authenticity amongst my
teammates throughout my
career. In the middle kneeling, blue head band wrapped around
my shaved head,
54. 24
representing West Oakland with my hand gesture. This street
cultural and Black pride
helped me out a lot while I was at UC Davis. Throughout all of
my struggles, these
strengths helped me survive.
Photo 5: Graduated from UC Davis in 2011.
25
Letter to Tupac: Continued
Pac, it is interesting because after graduating UC Davis I went
55. on to earn a
Master’s degree from UCLA in 2013 and dove right into a
career in Higher Education,
Student Affairs. My goal was to impact my community just like
you. Similar to your
culture and identity being a strength and yet the subject for your
persecution, I began a
similar experience once I got into the professional world as a
working professional. In my
professional experiences as an EOP Counselor (Black woman
Director), Academic
Advisor at SFSU (White woman Director), Scholar Match
College Advisor (White
woman director), and Program Coordinator for MESA (Black
male director), I have been
judged based on my Black hood’ cultural dress attire, Black
male image, Black
language/voice and overall energy. Pac, you were judged by
these things from racist
White law enforcement and judicial system, record company
executives, misguided
Black street gangsters, the media and the bourgeois Blacks in
the world who could not
56. 26
resonate with your racialized and community cultural
experiences. This set foundation for
your rebellious identity and the code of Thug Life. And in this
same token, your cultural
expression was celebrated and praised amongst the people that
matter; which is the
masses and the real community and youth that could identify.
And in spite of my
judgments and negative experiences from the power structure in
the education system, I
57. have always been celebrated and praised for my work by the
people that matter; the
underrepresented students and students from marginalized
communities that I serve.
As I am coming to the end of this letter Tupac, I have one last
protest and
something that I wanted to run by you. I want to articulate that
the leadership amongst the
higher education administrators in my experience have all been
like robots, pushing a
seemingly trained and rehearsed message of the importance of
“code switching,”
“playing the game,” “get to the dinner table,” and “dress
professional.” Of which all of
their advice has been to tone down my Blackness in some
context. This is a form of
respectability politics, whether these individuals want to admit
it or not. The individuals
that are in power (the directors and Vice chancellors etc) are
considered to be
“educational leaders” and I am considered to be a talented
individual that does great work
but needs to be “refined.” This is the false construct and the
larger problem of practice
58. here. This is why I created my own leadership and power for
myself and Black males
alike with the MOB.
27
28
Thug Life: Foundation for MOB Community Based
59. Programming
Letter to Tupac Continued:
Pac, based on all of the madness that I have dealt with in my
education, life and
professional career, I started an organization called My Other
Brother (MOB) that works
with First Generation College Black students to mentor Black
youth of the hood. Black
males make up the majority of students in this organization.
Students in my organization
have expressed that the organization means community,
authenticity (being able to
express who they are in respect to race and culture) and
militancy to them. Last week we
had a MOB meeting of which we compared what students are
saying about MOB, to the
codes of the Thug Life that you, Mopreme and Mutul u
constructed. We know that Thug
Life served as an intervention in the 90s, a new type of Black
power that focused on the
tough gritty street code of ethics in connection to codes of
militancy,
community/solidarity, racial pride and authenticity found in the
Black panthers (Shakur,
60. 1992). I knew that it was important for you to keep up with the
Black Panther traditions
that your mother Afeni taught you while functioning in a
different type of Black
community of the 80s and 90s of which the street thug came in
to existence for survival
as Black men.
In keeping up with the traditions of racial pride, community,
toughness
(militancy), and authenticity as strengths: If the individuals that
were telling me to code
switch and “play the game” are leaders, then how come they
can’t organize young Black
men and women the way that I can? What is it about them that
is not legitimate in the
eyes of the youth? What is it about me, about MOB, about Thug
Life, that is legitimate to
our young Black males from the hood? And if we are legitimate
in impacting students,
61. 29
why does the institution make it hell for a Black man like me to
thrive? While those that
are deemed illegitimate by the masses (Black youth and the
community), are rewarded
and serve as faculty and staff that hold director positions that
target the very youth that
they cannot even relate to nor care about?
In respect to the My Other Brother (MOB) organization that I
hold leadership
over, the term My Other Brother was first coined by Felix
Mitchell of Oakland in the 80s
as a notorious street entrepreneur organization. Since the death
of Felix Mitchell in the
62. 1980s, MOB culture in general has been the prevalent hood’
street culture in Oakland
that has the ears and eyes of our youth. Oakland hood’ leaders
such as Marc Anthony
Candler (MAC) of West Oakland-Acorn, most contemporarily
have continued to drive
unity amongst Blacks of the hood in pushing for community,
knowledge, discipline,
racial pride and Blacks policing their own communities through
his Hustlanity MOBISM
framework. Felix Mitchell was killed in 1986 and MAC is
currently in Prison due to anti-
Black trumped up chargers against him and his MOB Team.
MOB in peace to Felix and
Free MAC and all of the soldiers.
In regards to my MOB organization, we do not partake in the
same entrepreneur
programming that have been alleged of Felix and MAC. Instead,
we are a college access
based community organization that pushes the same Black unity
and structure found in
Felix Mitchell’s and MAC’s MOB. Of which Felix himself, just
like MAC, and just like
you Tupac, was influenced by the Black Panthers of the
63. 1960s/70s. My objective and
work, given that I am under the MOB umbrella in respect to my
West Oakland hood’
roots; is to package MOB as an educational intervention for
Black males aimed at
utilizing MOB strengths of structure/organization, family,
identity development,
30
community, cultural and racial pride to impact Black males in
educational spaces and
64. life.
The type of Black males that programs are afraid to target for
outreach (the
students that get kicked out of school and suspended today just
as my patnas were pushed
out back in the day) are the types that we have been able to
engage within the MOB
program. I will continue to be a real model, as you mentioned
Pac, in building for a
generation of Black youth that are looking up to me. These
youths are smart, the
institution is just racist and cannot retain and engage them.
MOB is left to do the dirty
work in serving these students by helping them utilize their
racialized, community and
cultural values as strengths to empower students. I thank you
once again Tupac Amaru
Shakur for diagnosing Thug Life as the framework that drives
the practice of MOB.
Purpose of Study
Based on 4 years of MOB programming now, the basis of this
study is to measure
what all this work means to Black students that are part of this
organization. In what
65. ways, if any, has the programs focus on racial justice, solidarity
and pride assisted
students as they attempt to navigate spaces and practices of
alienation? Before we can
answer this question, it is first necessary to further
contextualize Tupac’s relevance to this
study. Here, we must turn to the title of this study: Strictly 4
My N.I.G.G.A.Z. This title
comes from an album released by Tupac in 1993 under the same
title. For this album,
Tupac utilized the term “nigga” as an acronym meaning: Never
Ignorant Getting Goals
Accomplished. There are two key inferences that must be made
here. First, Tupac is
articulating a political project not simply in solidarity with, but
as originating in and
entrenched with the oppressed Black masses—or in to borrow
the language of Walter
66. 31
Rodney, Tupac is “grounding.” Secondly, with the acronym
that’s objective is to
accomplish, he is proclaiming a political praxis that is on the
terms of the Black masses.
Now it should be abundantly clear how and why Tupac is so
crucial to this study.
He is articulating a particular understanding of racial pride. It is
a racial pride and identity
development that is defined by, and on the terms of the
oppressed Black masses from
predominate working -class and low-income communities. And
with his
conceptualization of “getting goals accomplished,” Tupac is
defining a notion of success
67. that counters many advertised by academics. In other words,
success is defined by the
people. In these ways, Tupac enables us to analyze some aspects
of Black cultural
practices that others may deem pathological.
With this in mind, this study explores how students in the MOB
program are
impacted by the practices within the MOB program and why
these practices are
important. The objective of this study is to make meaning of 12
first generation college
Black male student experiences in the MOB program and
contextualize the outcomes
based on their experiences. Speaking of outcomes, this study
connects student
experiences in the MOB program to tenants of Black Power
such as racial pride,
community/solidarity, solidarity and community that is
embedded in Thug Life as a
function of Black male success.
Justification
Literature on Black male retention demonstrates that Black
males experience
68. discrimination at the college level. In a national survey of
student engagement consisting
of 844,000 respondents, the survey found that more than two-
thirds or 67% of Black men
who start college do not graduate within 6 years (Harper, 2006).
Respondents indicated
32
that encounters with racism and stereotyping from majority
white faculty and staff in the
classroom as well as other functions of the college institution
contribute to students
69. having imposter syndrome and feeling like they do not belong
on campus (Harper, 2013).
As a counter to this deficit, Black male faculty/staff in higher
education validate the
racialized experiences of Black males to positively impact their
sense of belonging on
campus and their persistence in college (Harper, 2013). In
addition to race, literature also
discusses the important role that culture plays in impacting
Black male student retention.
Incorporating Hip Hop pedagogy into a traditional campus
programming and instruction
is critical to engaging Black men and men of color on campus.
Hip Hop is a culture that
reflects the lived experiences, hopes, struggles, and aspirations
of urban Black youth
(Andrade, 2002).
The above literature is important as it demonstrates that faculty
and staff members
must be able to address the complex nature of race and culture
(Culturally Relevant
Pedagogy) when working with urban Black male students. In
expanding on how
70. important race and culture is to empowering Black male
students from a pedagogical
perspective; it is important to name that much of this literature
primarily centers
culturally relevant pedagogy in a classroom instruction or
campus programming context.
This approach undermines the strengths of Black hood cultural
capital and student
racialized experiences as a tool in navigating all aspects of
higher education and life.
Akom spoke of this significance of privileging Black hood
cultural capital as a life praxis
by conveying how mapping processes of racial subordination
should be part of a
collective, normalized global goal to impact worldwide Black
emancipation (Akom,
2006).
71. 33
In alignment with Black emancipation, This MOBISM study is
critical in
exploring new perspectives of cultural wealth and expanding the
scope beyond a
pedagogical focus. In connection to Black male engagement and
identity, this study ties
race, culture, community, racial pride and racial justice together
in fostering Black male
identity (both inside and outside of the college campus or
classroom) as a strength. This
study is justified as there is a need for more research that looks
at Black males countering
respectability politics and code switching through Black male
strengths of solidarity,
community, racial pride and authenticity in culture. These
strengths are why Thug Life is
important for all Black males and all community members to
understand, resonate with,
and be empowered to live into this identity as opposed to only
utilizing this