Video: Stephen A. Smith Says He Would Have Won The O.J. Simpson Trial As Prosecutor Against Johnnie Cochran

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first_imgstephen a smith first take 6-13-16YouTube/ESPN First TakeIn the wide world of hot sports takes, no one quite brings it like ESPN’s Stephen A. Smith. The winner of our “Most Annoying People In Sports Media” bracket may have had an all-time great moment, even by his own lofty standards, this morning when discussing the O.J. Simpson trial, which has leapt back into public consciousness with FX’s fantastic American Crime Story: The People vs. O.J. Simpson and the debut of ESPN’s five-part 30 For 30 documentary series O.J.: Made in America on Saturday.During a lengthy discussion of the first part of Ezra Edelman’s acclaimed documentary, Smith said that he would not have let Simpson walk as a juror, and that if he had prosecuted the case instead of Marcia Clark and Christopher Darden, there is “no way in hell” he would have lost to case to Johnnie Cochran and the rest of Simpson’s “Dream Team.” The Big Lead transcribed Smith’s rant.“I have profound respect for the late Johnny Cochran, God rest his soul,” he said. “It might be the cockiest thing I’ve ever said … Christopher Darden and Marcia Clark did an absolutely horrendous job as prosecutors. Because if it were me, there’s no way in hell that Johnny Cochran would have beaten me with that evidence that I, that they, had. I’m telling you right now, I’m not even a lawyer. There is no way that you would have put 12 jurors in front of me with that evidence and I would have lost it, even to Johnny Cochrane. I’d have won that trial. I’ve often said that.”As a reminder, in case this isn’t clear, Johnnie Cochran was a famously successful lawyer. Marcia Clark and Christopher Darden were both lawyers. Stephen A. Smith is not, nor has he ever been, a lawyer.Never change, Stephen A.[The Big Lead]MORE FROM COLLEGE SPUN:The 10 Most Aggressive Fan Bases In CFBIn Photos: Golfer Paige SpiranacESPN Makes Decision On Dick Vitalelast_img

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Humanities Lecturer Pool – Liberal Studies Teacher Preparation

first_imgInterest in and record of scholarly activity desirable. CVCover LetterStatement of Teaching Philosophy (optional)Statement of Expertise, including professional experience, andlist of courses you are qualified to teachList of References MA OR ABD OR Ph.D. OR Ed.D. in social and cultural foundationsof education or related education fields.Strong college level teaching skills and experience required,and experience related to K-8 classrooms preferred.Awareness of and sensitivity to educational goals of serving amulticultural and diverse student population, which may have beengained through lived and embodied experience, cross-cultural study,training, teaching, and/or other comparable experience.Applicants should demonstrate an awareness of and sensitivityto the educational goals of a multicultural population as mighthave been gained in cross-cultural study, training, teaching andother comparable experience. Conditional AppointmentPlease be advised that an appointment is contingent upon budget andenrollment considerations and subject to order of assignmentprovisions in the collective bargaining agreement betweenCalifornia State University and California Faculty Association.These provisions state the “Order of Work,” or the order in whichavailable courses must be assigned to faculty, starting with tenureline faculty and ending with new lecturer appointees.Salary Range – To commensurate with experience.Application ProcedureClick Apply Now to complete the SJSU Online Employment Applicationand attach the following documents: Preferred Qualifications The position advertised will remain open until filled.Interviews will follow. Qualified applicants not hired at this timewill remain in this pool for future consideration.The UniversitySan José StateUniversity enrolls over 35,700 students, a significantpercentage of whom are members of minority groups. The universityis currently ranked third nationally in increasing student upwardmobility. The University is committed to increasing the diversityof its faculty so our disciplines, students, and the community canbenefit from multiple ethnic and gender perspectives.San José State University is California’s oldest institution ofpublic higher learning. Located in downtown San José (Pop.1,000,000) in the heart of Silicon Valley, SJSU is part of one ofthe most innovative regions in the world. As Silicon Valley’spublic university, SJSU combines dynamic teaching, research, anduniversity-industry experiences to prepare students to address thebiggest problems facing society. SJSU is a member of the 23-campusCalifornia State University (CSU) system.Equal Employment StatementSan José State University is an Affirmative Action/EqualOpportunity Employer. We consider qualified applicants foremployment without regard to race, color, religion, nationalorigin, age, gender, gender identity/expression, sexualorientation, genetic information, medical condition, maritalstatus, veteran status, or disability. This policy applies to allSan José State University students, faculty, and staff as well asUniversity programs and activities. Reasonable accommodations aremade for applicants with disabilities who self-disclose. Note thatall San José State University employees are considered mandatedreporters under the California Child Abuse and Neglect ReportingAct and are required to comply with the requirements set forth inCSU Executive Order 1083 as a condition of employment.Additional InformationA background check (including a criminal records check) must becompleted satisfactorily before any candidate can be offered aposition with the CSU. Failure to satisfactorily complete thebackground check may affect the application status of applicants orcontinued employment of current CSU employees who apply for theposition.Advertised: December 02, 2020 (9:00 AM) Pacific StandardTimeApplications close: Department SummaryThe Humanities Department at SJSU is a prominent center forcreative, interdisciplinary study and research. It offers threeundergraduate degree programs: the Liberal Studies TeacherPreparation B.A.; the Creative Arts B.A.; and the Humanities B.A.,in which students pursue a concentration in American Studies,Liberal Arts, or Comparative Religious Studies. The Department isalso home to two team-taught, multiple-semester General EducationPrograms: the lower-division American Cultures GE sequence and theHumanities Honors Program, which has both lower and upper-divisionHumanities Honors GE course sequences.San José State University is a teaching-centered institution thatis a national leader in graduating historically underservedstudents. SJSU has achieved both HSI (Hispanic Serving Institution)and AANAPISI (Asian American and Native American PacificIslander-Serving Institution) status. Moreover, 40% of our studentpopulation are first-generation college students and 38% arePell-qualified. As a result, we are ranked #1—as the mosttransformational university in the country.Learn more about our department at https://www.sjsu.edu/hum/Brief Description of DutiesTeach lower-division undergraduate General Education course,“Chronicles of Education,” and/or in the series of “Field study inHumanities” courses designed to introduce prospective K-8 teachersto California’s public multiple subject classrooms. In addition,you will hold regular office hours for students, work cooperativelywith other department faculty, staff, and department chair, as wellas participate in required course grading and assessmentactivities, etc.“Chronicles of Education” uses narratives of education to teachabout the forces that shape individuals and societies. The coursefeatures histories and narratives of education that representglobal, multi-linguistic, gendered and multi-cultural perspectivesabout educational practice and philosophy. The study of poetry,fiction, creative non-fiction, and educational autobiography, aswell as visual art and documentary film, expand traditional viewsabout the sites where education takes place. Topics covered includethe history of US education; philosophy of education; globalinfluences on US educational practice; education as colonization;language and the role of embodiment in learning; and education forsocial resistance.Fieldwork Courses: Each course in this fieldwork series requiresthat student volunteer in public-school classrooms withcredentialed teachers. The courses include topics such as funds ofknowledge, culturally responsive pedagogy, the physical andprocedural classroom, home-school partnerships, and so on. Thecourses are designed to meet the fieldwork requirement to enter acredential program. It is strongly preferred that instructors ofthese courses have experience as the teacher of record in amultiple subject classroom.Candidate must demonstrate awareness and experience understandingthe needs of a student population of great diversity – in age,cultural background, ethnicity, primary language and academicpreparation – through inclusive course materials, teachingstrategies and advisement.All Faculty should be organizing their classes within the CanvasLearning Management System (LMS), the official LMS provided forthe SJSU community. All classes at SJSU, whether online or not,must be anchored in the Canvas platform to ensure faculty-studentconnection in a common space as all students are directed to log into Canvas for online access to their classes. You will have accessto this system prior to the semester start date.Required Qualificationslast_img

Investigation: Prelims Favour Private School Students

first_imgDespite the stark attainment gap at prelims, by finals ex-state school students got a higher proportion of firsts in 8 of the 15 subjects. While these were predominately STEM subjects, the eight also included geography and modern languages. Having acknowledged the attainment gap at the end of the first year of studies, it would seem odd that the University is happy to maintain a system which rewards that gap via the scholar’s gown and monetary prizes. The University has a long way to go in addressing this issue, which has shown no sign of improving in the past five years. Along with monetary prizes, a distinction in prelims enables you to wear a coveted Scholar’s Gown. The psychological implications of such a tradition has been called into question many times before, but the student body voted to retain it in an OUSU vote in 2017. However, in light of the above analysis, it seems strange that a student body who voted to retain subfusc in 2015 because of it being a mark of equality, would be happy to also keep Scholar’s Gowns which are demonstrated here to be a mark of inequality. A spokesperson from the Student Union said: “If students want to bring the issue to the student council this year, we’d be more than happy to have another vote on the issue.” The history faculty did not comment on whether they are doing anything to address the fact that the proportion of state school students receiving distinctions at prelims has been consistently lower than the proportion of independent school students for every year of the past five years. The 93% Club, a recentlyestablished society which aims to make state-educated students feel more at homewithin Oxford, takes a different approach to scholars’ gowns, saying: “We are not looking to tear down our traditions,but instead build up from them. A future in which state educated studentsflaunt the Scholar’s gown in higher proportions is entirely possible, as longas we continue to make the effort to include them and help reveal the talentthey have, in full.” This investigation calls into question the awarding of monetary prizes for performance in prelims. Whilst prizes are meant to solely reward students based on academic ability, it is clear that they are more likely to be awarded to those who come from more affluent backgrounds. These prizes are far from insignificant, with some colleges awarding over £300 per year. There are also colleges which give further financial benefits to their Scholars, such as St. Hugh’s, whose Scholars, alongside a £200 scholarship per year, also get several nights free vacation residence annually. Keble gives its Scholars “two free meals a week in Hall during term” alongside £200 off their battels per year. Whilst it is good news that the distributionof firsts between ex-state and ex-independent school students is equivalent atfinals, the importance of prelims both psychologically and materially meansthat the disadvantage state school students face cannot be ignored. Prelim examination results do not just haveshort term impacts but can influence the course of a student’s post-universitycareer, with many applying to jobs and graduate schemes before they havereceived their final degree result. Therefore, for many subjects the onlyofficial University examination which will be seen by the prospective employerwhen they apply will be their preliminary examination result. This makes it allthe more important for the University to make a conscious effort to combat theinequality. “Thereis still some evidence of disparities by the end of their first year of study.However, attainment gaps reduce as students get closer to graduation, whichindicates that the University’s approach to levelling out prior educationaldisparities is working over time.  Wecontinue to focus on this area to ensure that all students can thrivethroughout their time at Oxford.” The only exception is physics, in which anaverage of 16.8% of ex-independent school students received distinction gradesper year compared to 23.1% of ex-state school students. Sofia Henderson says: “Oxford must work harderto ensure that these students are not left behind, and that they are given theencouragement, resources and flexibility that they need to settle into theacademic environment at Oxford and achieve the grades they deserve.” The93% Club suggests that a greater attempt by some tutors to acknowledge “the ‘cultural capital’ that a classical educationprovides” would be a “step in the right direction”. “Programs such as the recently launched Opportunity Oxford are specifically designed to ease theburden of transition to Oxford for students from the most disadvantaged backgrounds, from the very start oftheir time at university.” TuckerDrew, the Access and Academic Affairs representative for the Oxford StudentUnion said: “We’re supporting the Centre for Teaching and Learning intheir development of new study skill platforms for incoming students. I alsoplan to lobby this year for the implementation of a clearer set of academicexpectations for new students. Students should not have to rely on their olderpeers to tell them what’s expected in Oxford work or how to write a tutorialessay, that information should come from the tutors and departmentsthemselves.” Sofia Henderson, the co-chair of Class Act, aStudent Union campaign which supports and represents students fromunderrepresented socio-economic backgrounds at Oxford, says: “The fact that students from state school backgrounds findit difficult to attain the same marks as their more privileged peers at the endof first year means that all the awarding of monetary prizes, room ballotprivileges and scholar’s gowns does is entrench class divisions in Oxfordfurther”. An investigation into the attainment of ex-state school students, which includes both state comprehensive and state grammar, and ex-independent school students at Oxford has shown that between the academic years 2014-15 and 2018-19, independent school students got a higher proportion of distinction grades in 14 of the 15 largest subjects at preliminary examinations.[1] Aspokesperson from the University of Oxford said: “The University is committedto ensuring all students can succeed at Oxford regardless of their backgrounds,and we have set out ambitious plans for reducing attainment gaps betweendifferent groups of students in our Access and Participation Plan.” In contrast, history and chemistry are the subjects with the biggest divide between state and independent school attainment, with an average of 37.4% of independent school students receiving a distinction in history prelims compared to 26.4% of state school students across the past 5 years, whilst the figures for chemistry are 38.8% and 28.6% respectively. [1] For Classics this is based on an average of 4years, between 2014-15 and 2017-18, since I did not have access to the resultsfor the 2019 preliminary examinations. Theyalso express concern about the potential for coronavirus to worsen the dividebetween state and independently educated students for future cohorts ofstudents arriving in Oxford. They say: “We would expect that those who havemissed teaching are given sufficient pre-reading, resources, and study skillsadvice upon entering the University. Otherwise, we fear that the gap betweenthe best and worst educated diverges further.” “Examination Schools” by netNicholls is licensed under CC BY-NC 2.0last_img

CHANNEL 44 NEWS: Opening Day At Ellis Park

first_imgFacebookTwitterCopy LinkEmailShare Opening Day at Ellis ParkEllis Park live thoroughbred season kicks off this weekend. The season stretches from July 1ST to September 4TH. Ellis Park staff say this is the first day in a long stretch of races. Racing Secretary Dan Bork says, “Where for our first…last_img

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