title: Richard Mentor Johnson

text: After his failed Senatorial re-election bid, Johnson returned to the House, representing Kentucky's Fifth District from 1829 to 1833, and Thirteenth District from 1833 to 1837. During the Twenty-first and Twenty-second Congresses, he again served as chairman of the Committee on Post Office and Post Roads. In this capacity, he was again asked to address the question of Sunday mail delivery. He drew up a second report, largely similar in content to the first, arguing against legislation preventing mail delivery on Sunday. The report, commonly called "Col. Johnson's second Sunday mail report", was delivered to Congress in March 1830.


title: Richard Mentor Johnson

text: Some contemporaries doubted Johnson's authorship of this second report. Many claimed it was instead written by Amos Kendall. Kendall claimed he had seen the report only after it had been drafted and said he had only altered "one or two words". Kendall speculated that the author could be Reverend O.B. Brown, but historian Leland Meyer concludes that there is no reason to doubt that Johnson authored the report himself.


title: Richard Mentor Johnson

text: Johnson chaired the Committee on Military Affairs during the Twenty-second, Twenty-third, and Twenty-fourth Congresses. Beginning in 1830, there arose a groundswell of public support for Johnson's "pet project" of ending debt imprisonment. The subject began to appear more frequently in President Jackson's addresses to the legislature. Johnson chaired a House committee to report on the subject, and delivered the committee's report on January 17, 1832. Later that year, a bill abolishing the practice of debt imprisonment passed both houses of Congress, and was signed into law on July 14.


title: Richard Mentor Johnson

text: Johnson's stands won him widespread popularity and endorsement by George H. Evans, Robert Dale Owen, and Theophilus Fisk for the presidency in 1832, but Johnson abandoned his campaign when Andrew Jackson announced he would seek a second term. He then began campaigning to become Jackson's running mate, but Jackson favored Martin Van Buren instead. At the Democratic National Convention, Johnson finished a distant third in the vice-presidential balloting, receiving only the votes of the Kentucky, Indiana, and Illinois delegations; William B. Lewis had to persuade him to withdraw


title: Richard Mentor Johnson

text: After the election of 1832, Johnson continued to campaign for the vice presidency which would be available in 1836. He was endorsed by the New York labor leader Ely Moore on March 13, 1833, nine days after Jackson and Van Buren were inaugurated. Moore praised his devotion to freedom of religion and his opposition to imprisonment for debt.


title: Richard Mentor Johnson

text: William Emmons, the Boston printer, published a biography of Johnson in New York dated July 1833. Richard Emmons, from Great Crossing, Kentucky, followed this up with a play entitled "Tecumseh, of the Battle of the Thames" and a poem in honor of Johnson. Many of Johnson's friends and supporters – Davy Crockett and John Bell among them – encouraged him to run for president. Jackson, however, supported Vice-President Van Buren for the office. Johnson accepted this choice, and worked to gain the nomination for vice-president.


title: Richard Mentor Johnson

text: Emmons's poem provided the line that became Johnson's campaign slogan: "Rumpsey Dumpsey, Rumpsey Dumpsey, Colonel Johnson killed Tecumseh." Jackson supported Johnson for vice-president, thinking that the war hero would balance the ticket with Van Buren, who had not served in the War of 1812. Jackson made his decision based on Johnson's loyalty but also the president's anger at the primary rival candidate, William Cabell Rives.


title: Richard Mentor Johnson

text: Despite Jackson's support, the party was far from united behind Johnson. Van Buren preferred Rives as a running mate. In a letter to Jackson, Tennessee Supreme Court justice John Catron doubted that "a lucky random shot, even if it did hit Tecumseh, qualifies a man for the vice presidency." Although Johnson was a "widower," after Chinn's death in 1833, there was still dissension related to Johnson's open relationship with a slave. The 1835 Democratic National Convention, in Baltimore, in May 1835, was held under the two-thirds rule, largely to demonstrate Van Buren's wide popularity. Although Van Buren was nominated unanimously, Johnson barely obtained the necessary two-thirds of the vote. (A motion was made to change the rule, but it obtained only a bare majority, not two-thirds.)


title: Richard Mentor Johnson

text: Tennessee's delegation did not attend the convention. Edward Rucker, a Tennessean who happened to be in Baltimore, was picked to cast its 15 votes, so that all the states would endorse Van Buren. Senator Silas Wright, of New York, prevailed upon Rucker to vote for Johnson, giving him just more than twice the votes cast for Rives, and the nomination.


title: Richard Mentor Johnson

text: Jackson's faith in Johnson to balance the ticket proved misplaced. In the general election, Johnson cost the Democrats votes in the South, where his relationship with Chinn was particularly unpopular. He also failed to garner much support from the West, where he was supposed to be strong due to his reputation as an Indian fighter and war hero. He even failed to deliver his home state of Kentucky for the Democrats. Regardless, the Democrats still won the popular vote.


title: Richard Mentor Johnson

text: When the electoral vote was counted in Congress on February 8, 1837, Van Buren was found to have received 170 votes for president, but Johnson had received only 147 for vice-president. Although Virginia had elected electors pledged to both Van Buren and Johnson, the state's 23 "faithless electors" refused to vote for Johnson, leaving him one electoral vote short of a majority. For the only time, the Senate was charged with electing the vice president under the provisions of the Twelfth Amendment. The vote on February 8, 1837, divided strictly along party lines, with Johnson becoming vice-president by a vote of 36, as opposed to 16 for Whig Francis Granger, with three senators absent.


title: Richard Mentor Johnson

text: Johnson served as vice president from March 4, 1837, to March 4, 1841. His term was largely unremarkable, and he enjoyed little influence with President Van Buren. His penchant for wielding his power for his own interests did not abate. He lobbied the Senate to promote Samuel Milroy, whom he owed a favor, to the position of Indian agent. When Lewis Tappan requested presentation of an abolitionist petition to the Senate, Johnson, who was still a slaveholder, declined the request.


title: Richard Mentor Johnson

text: As presiding officer of the Senate, Johnson was called on to cast a tie-breaking vote fourteen times, more than all of his predecessors save John Adams and John Calhoun. Despite the precedent set by some of his predecessors, Johnson never addressed the Senate on the occasion of a tie-breaking vote; however, on one occasion, he did explain his vote — via an article in the "Kentucky Gazette".


title: Richard Mentor Johnson

text: After the financial Panic of 1837, Johnson took a nine-month leave of absence, during which he returned home to Kentucky and opened a tavern and spa on his farm to offset his continued financial problems. Upon visiting the establishment, Amos Kendall wrote to President Van Buren that he found Johnson "happy in the inglorious pursuit of tavern keeping – even giving his personal superintendence to the chicken and egg purchasing and water-melon selling department".


title: Richard Mentor Johnson

text: In his later political career, he became known for wearing a bright red vest and tie. He adopted this dress during his term as vice-president when he and James Reeside, a mail contractor known for his drab dress, passed a tailor's shop that displayed a bright red cloth in the window. Johnson suggested that Reeside should wear a red vest because the mail coaches he owned and operated were red. Reeside agreed to do so if Johnson would also. Both men ordered red vests and neckties, and were known for donning this attire for the rest of their lives.


title: Richard Mentor Johnson

text: By 1840, it had become clear that Johnson was a liability to the Democratic ticket. Even former president Jackson conceded that Johnson was "dead weight," and threw his support to James K. Polk. President Van Buren stood for re-election, and the Whigs once again countered with William Henry Harrison. Van Buren was reluctant to drop Johnson from the ticket, fearing that dropping the Democrats' own war hero would split the party and cost him votes to Harrison. A unique compromise ensued, with the Democratic National Convention refusing to nominate Johnson, or any other candidate, for vice president. The idea was to allow the states to choose their own candidates, or perhaps return the question to the Senate should Van Buren be elected with no clear winner in the vice-presidential race.


title: Richard Mentor Johnson

text: Undaunted by this lack of confidence from his peers, Johnson continued to campaign to retain his office. Although his campaign was more vigorous than that of Van Buren, his behavior on the campaign trail raised concern among voters. He made rambling, incoherent speeches. During one speech in Ohio, he raised his shirt in order to display to the crowd the wounds that he had received during the Battle of the Thames. Charges he leveled against Harrison in Cleveland were so poorly received that they touched off a riot in the city.


title: Richard Mentor Johnson

text: In the end, Johnson received only forty-eight electoral votes. One elector from Virginia and all eleven from South Carolina voted for Van Buren for president but selected someone other than Johnson for vice-president. Johnson lost his home state of Kentucky again and added to the embarrassment by losing his home district as well.


title: Richard Mentor Johnson

text: After his term as vice president, Johnson returned to Kentucky to tend to his farm and oversee his tavern. He again represented Scott County in the Kentucky House from 1841 to 1843. In 1845, he served as a pallbearer when Daniel Boone was re-interred in Frankfort Cemetery.


title: Richard Mentor Johnson

text: Johnson never gave up on a return to public service. He ran an unsuccessful campaign for the U.S. Senate against John J. Crittenden in 1842. He briefly and futilely sought his party's nomination for president in 1844. He also ran as an independent candidate for Governor of Kentucky in 1848, but after talking with the Democratic candidate, Lazarus W. Powell, who had replaced Linn Boyd on the ticket, Johnson decided to drop out and back Powell. Some speculated that the real object of this campaign was to secure another nomination to the vice-presidency, but this hope was denied.


title: Richard Mentor Johnson

text: Johnson finally returned to elected office in 1850, when he was elected to the Kentucky House of Representatives. By this time, however, his physical and mental health was already failing. On November 9, the "Louisville Daily Journal" reported that "Col. R. M. Johnson is laboring under an attack of dementia, which renders him totally unfit for business. It is painful to see him on the floor attempting to discharge the duties of a member. He is incapable of properly exercising his physical or mental powers."


title: Richard Mentor Johnson

text: He died of a stroke on November 19, just two weeks into his term, aged 70. He was interred in the Frankfort Cemetery, in Frankfort, Kentucky. Ruling that his surviving daughter Imogene was illegitimate, the Frankfort County Court split his estate between his brothers John and Henry.


title: Richard Mentor Johnson

text: Counties in four U.S. states are named for Johnson, namely in Illinois, Kentucky, Missouri, and Nebraska. Richard Mentor Johnson is also the namesake of Dick Johnson Township, Indiana. In 2021, Johnson County, Iowa, which had been named for Johnson since its founding, chose to deem itself to be bearing the name of a black Iowan.


title: Richard Mentor Johnson

text: His political prominence led to a family dynasty: his brothers James and John Telemachus Johnson, and his nephew Robert Ward Johnson were all elected to the House of Representatives, the first two from Kentucky, and Robert from Arkansas. Robert was later elected as a senator before the Civil War.


title: Richard Mentor Johnson

text: Emmons and Langworthy give 1781, and Pratt and Sobel accept this date; this has the effect of making him born in Kentucky, which would be a reason to invent it.<br>


title: Snot (rapper)

text: Edy Junior Edouard (born December 16, 1997), known professionally as SNOT (stylized as $NOT), is an American rapper, singer, and songwriter. Born in New York City, he moved to Lake Worth Beach, Florida at seven years old, where he would begin his rap career through SoundCloud in 2016. Snot rose to fame with the release of his breakout single "Gosha" in September 2018. He is currently signed to 300 Entertainment.


title: Snot (rapper)

text: Edouard was born to Haitian and Dominican parents in Brooklyn, New York City, and moved to Lake Worth Beach, Florida at age 7. In early 2016, he started his music career on SoundCloud. In September 2018, he would release a single, "Gosha", which would blast him into the rap scene and kickstart his widespread media popularity.


title: Snot (rapper)

text: Snot began his music career in 2016 while in high school, revealing to Jack Angell of "Complex" that he "was listening to dudes like Xavier Wulf, Bones, Yung Lean, Lil Wayne, and Tyler, the Creator... along with Memphis artists like Shawty Pimp and the influential Memphis-based group Three 6 Mafia". Snot expanded more on the topic by stating to interviewers, "That's how I got into this stuff, and things started happening. My friend Wetback Manny was already putting shit on SoundCloud and he introduced me to recording and how to use a microphone. That's when I did it by myself, but I had a USB mic and it was kind of trash. But then Manny got a condenser mic, so I guess I got lucky."


title: Snot (rapper)

text: On April 24, 2018, Snot self-released his first EP "The Tissue Files", featuring verses from Cameronazi and Subjectz, as well as production from Frakcija, Kaji, Windxws, and YZ. This EP was Snot's final release before releasing his YZ-produced breakout hit "Gosha" on September 7, 2018.


title: Snot (rapper)

text: Following the success of his singles "Gosha" and "Megan", Snot signed to 300 Entertainment. On March 6, 2020, Snot released "- Tragedy +", his debut studio album, which features Maggie Lindemann and Wifisfuneral and includes the aforementioned singles.


title: Snot (rapper)

text: On September 24, 2020, Snot released "Revenge", the first single from his second album, alongside a music video directed by Cole Bennett under his multimedia company Lyrical Lemonade. Snot teamed up with Flo Milli for the project's second single, "Mean", on October 15, 2020, accompanied by another Cole Bennett music video. On October 30, 2020, Snot released his second studio album titled "Beautiful Havoc", with 300 Entertainment. The project features Iann Dior, Denzel Curry, and Flo Milli, and charted at number 172 on the "Billboard" 200. Snot released five additional music videos following the album: "Who Do I Trust" on November 5, 2020, "Watch Out" on December 13, 2020, "Like Me" on January 15, 2021, "Sangria" (featuring Denzel Curry) on February 17, 2021, and "Life" on March 30, 2021.


title: Snot (rapper)

text: On April 9, 2021, Snot released the single "Whipski", which features a guest appearance from fellow rapper and singer Lil Skies. It is expected to be the lead single to his third album. "Whipski" became Snot's first song to reach a major chart, peaking at number 25 on the Bubbling Under Hot 100. On May 28, 2021, Snot collaborated with fellow rapper Cochise on the song "Tell Em". This would become his and Cochise's debut on the "Billboard" Hot 100, peaking at number 64.


title: Snot (rapper)

text: On November 24, 2021, Snot released the single "Go". He followed up with his single "Doja" with ASAP Rocky, released on February 4, 2022. Both singles appear on his third album "Ethereal", which Snot released on February 11, 2022. The album features ASAP Rocky, Teddi Jones, Trippie Redd, Kevin Abstract, Juicy J, and Joey Badass.


title: Environmental education

text: Environmental education (EE) refers to organized efforts to teach how natural environments function, and particularly, how human beings can manage behavior and ecosystems to live sustainably. It is a multi-disciplinary field integrating disciplines such as biology, chemistry, physics, ecology, earth science, atmospheric science, mathematics, and geography.


title: Environmental education

text: The United Nations Educational, Scientific and Cultural Organization (UNESCO) states that EE is vital in imparting an inherent respect for nature among society and in enhancing public environmental awareness. UNESCO emphasises the role of EE in safeguarding future global developments of societal quality of life (QOL), through the protection of the environment, eradication of poverty, minimization of inequalities and insurance of sustainable development (UNESCO, 2014a).


title: Environmental education

text: The term often implies education within the school system, from primary to post-secondary. However, it sometimes includes all efforts to educate the public and other audiences, including print materials, websites, media campaigns, etc.. There are also ways that environmental education is taught outside the traditional classroom. Aquariums, zoos, parks, and nature centers all have ways of teaching the public about the environment.


title: Environmental education

text: UNESCO’s involvement in environmental awareness and education goes back to the very beginnings of the Organization, with the creation in 1948 of the IUCN (International Union for the Conservation of Nature, now the World Conservation Union), the first major NGO mandated to help preserve the natural environment. UNESCO was also closely involved in convening the UN International Conference on the Human Environment in Stockholm, Sweden in 1972, which led to the setting up of the United Nations Environment Programme (UNEP). Subsequently, for two decades, UNESCO and UNEP led the International Environmental Education Programme (1975-1995), which set out a vision for, and gave practical guidance on how to mobilize education for environmental awareness.


title: Environmental education

text: In 1976, UNESCO launched an environmental education newsletter ‘Connect’ as the official organ of the UNESCO-UNEP International Environmental Education Programme (IEEP). It served as a clearinghouse to exchange information on Environmental Education (EE) in general and to promote the aims and activities of the IEEP in particular, as well as being a network for institutions and individuals interested and active in environment education until 2007.


title: Environmental education

text: The long-standing cooperation between UNESCO and UNEP on environmental education (and later ESD) also led to the co-organization of four major international conferences on environmental education since 1977: the First Intergovernmental Conference on Environmental Education in Tbilisi, Georgia (October 1977); the Conference “International Strategy for Action in the Field of Environmental Education and Training for the 1990s” in Moscow, Russian Federation (August 1987); the third International Conference “Environment and Society: Education and Public Awareness for Sustainability” at Thessaloniki, Greece (December 1997); and the Fourth International Conference on Environmental Education towards a Sustainable Future in Ahmedabad, India (November 2007). These meetings highlighted the pivotal role education plays in sustainable development.


title: Environmental education

text: It was at the Tbilisi conference in 1977 that the essential role of ‘education in environmental matters’ (as stated in the recommendations of the 1972 Stockholm Conference) was fully explored. Organized by UNESCO in cooperation with UNEP, this was the world's first intergovernmental conference on environmental education. In the subsequent Tbilisi Declaration, environment was interpreted in its ‘totality—natural and built, technological and social (economic, political, cultural-historical, ethical, aesthetic)’ (UNESCOUNEP, 1977, point 3). The goals formulated for environmental education went far beyond ecology in the curriculum and included development of a ‘clear awareness of, and concern about, economic, social, political, and ecological interdependence in urban and rural areas’ (ibid, point 2) which became one of the major bases of ESD.


title: Environmental education

text: 4. Develop skills and a commitment to act independently and collectively to sustain and enhance the environment; and,


title: Environmental education

text: 5. To enhance their appreciation of the environment; resulting in positive environmental behavioural change (Bamberg & Moeser, 2007; Wals et al., 2014).


title: Environmental education

text: There are a few central qualities involved in environmental education that are useful contributions to the individual.


title: Environmental education

text: There are various different career paths one could delve into within environmental education. Many of these careers require discovering and planning how to resolve environmental issues occurring in today's world. The specific responsibilities associated with each career will depend in part on their physical location, taking into account what environmental issue is most prevalent in the area. A general outlook of some careers in this field are:


title: Environmental education

text: Environmental education has crossover with multiple other disciplines. These fields of education complement environmental education yet have unique philosophies.


title: Environmental education

text: While each of these educational fields has their own objectives, there are points where they overlap with the intentions and philosophy of environmental education.


title: Environmental education

text: The roots of environmental education can be traced back as early as the 18th century when Jean-Jacques Rousseau stressed the importance of an education that focuses on the environment in "". Several decades later, Louis Agassiz, a Swiss-born naturalist, echoed Rousseau's philosophy as he encouraged students to “Study nature, not books.” These two influential scholars helped lay the foundation for a concrete environmental education program, known as nature study, which took place in the late 19th and early 20th century.


title: Environmental education

text: The nature study movement used fables and moral lessons to help students develop an appreciation of nature and embrace the natural world. Anna Botsford Comstock, the head of the Department of Nature Study at Cornell University, was a prominent figure in the nature study movement. She wrote the Handbook for Nature Study in 1911 which used nature to educate children on cultural values. Comstock and the other leaders of the movement, such as Liberty Hyde Bailey, helped Nature Study garner tremendous amounts of support from community leaders, teachers, and scientists to change the science curriculum for children across the United States.


title: Environmental education

text: A new type of environmental education, Conservation Education, emerged as a result of the Great Depression and Dust Bowl during the 1920s and 1930s. Conservation Education dealt with the natural world in a drastically different way from Nature Study because it focused on rigorous scientific training rather than natural history. Conservation Education was a major scientific management and planning tool that helped solve social, economic, and environmental problems during this time period.


title: Environmental education

text: The modern environmental education movement, which gained significant momentum in the late 1960s and early 1970s, stems from Nature Study and Conservation Education. During this time period, many events – such as Civil Rights, the Vietnam War, and the Cold War – placed Americans at odds with one another and the U.S. government. However, as more people began to fear the fallout from radiation, the chemical pesticides mentioned in Rachel Carson's Silent Spring, and the significant amounts of air pollution and waste, the public's concern for their health and the health of their natural environment led to a unifying phenomenon known as environmentalism. Environmental education was born of the realization that solving complex local and global problems cannot be accomplished by politicians and experts alone, but requires "the support and active participation of an informed public in their various roles as consumers, voters, employers, and business and community leaders." In 1960 the National Rural Studies Association (now known as the National Association for Environmental Education) was established in the UK to promote environmental education and support teachers in incorporating sustainability into their curricula.


title: Environmental education

text: One of the first articles about environmental education as a new movement appeared in the "Phi Delta Kappan" in 1969, authored by James A. Swan. A definition of "Environmental Education" first appeared in "The Journal of Environmental Education" in 1969, written by William B. Stapp. Stapp later went on to become the first Director of Environmental Education for UNESCO, and then the Global Rivers International Network.


title: Environmental education

text: Ultimately, the first Earth Day on April 22, 1970 – a national teach-in about environmental problems – paved the way for the modern environmental education movement. Later that same year, President Nixon passed the National Environmental Education Act, which was intended to incorporate environmental education into K-12 schools. Then, in 1971, the National Association for Environmental Education (now known as the North American Association for Environmental Education) was created to improve environmental literacy by providing resources to teachers and promoting environmental education programs.


title: Environmental education

text: Internationally, environmental education gained recognition when the UN Conference on the Human Environment held in Stockholm, Sweden, in 1972, declared environmental education must be used as a tool to address global environmental problems. The United Nations Education Scientific and Cultural Organization (UNESCO) and United Nations Environment Program (UNEP) created three major declarations that have guided the course of environmental education.


title: Environmental education

text: In 2002, the United Nations Decade of Education for Sustainable Development 2005-2014 (UNDESD) was formed as a way to reconsider, excite, and change approaches to acting positively on global challenges. The Commission on Education and Communication (CEC) helped support the work of the UNDESD by composing a backbone structure for education for sustainability, which contained five major components. The components are "Imagining a better future", "Critical thinking and reflection", "Participation in decision making" and "Partnerships, and Systemic thinking".


title: Environmental education

text: On June 9–14, 2013, the seventh World Environmental Education Congress was held in Marrakesh, Morocco. The overall theme of the conference was "Environmental education and issues in cities and rural areas: seeking greater harmony”, and incorporated 11 different areas of concern. The World Environmental Education Congress had 2,400 members, representing over 150 countries. This meeting was the first time ever that it had been held in an Arab country, and was put together by two different organizations, the Mohamed VI Foundation for Environmental Protection and the World Environmental Education Congress Permanent Secretariat in Italy. Topics addressed at the congress include stressing the importance of environmental education and its role to empower, establishing partnerships to promote environmental education, how to mainstream environmental and sustainability, and even how to make universities "greener".


title: Environmental education

text: June 5–16, 1972 - The Declaration of the United Nations Conference on the Human Environment. The document was made up of 7 proclamations and 26 principles "to inspire and guide the peoples of the world in the preservation and enhancement of the human environment."


title: Environmental education

text: October 13–22, 1975 - The Belgrade Charter was the outcome of the International Workshop on Environmental Education held in Belgrade, Jugoslavia (now Serbia). The Belgrade Charter was built upon the Stockholm Declaration and adds goals, objectives, and guiding principles of environmental education programs. It defines an audience for environmental education, which includes the general public.


title: Environmental education

text: October 14–26, 1977 - The Tbilisi Declaration "noted the unanimous accord in the important role of environmental education in the preservation and improvement of the world's environment, as well as in the sound and balanced development of the world's communities." The Tbilisi Declaration updated and clarified The Stockholm Declaration and The Belgrade Charter by including new goals, objectives, characteristics, and guiding principles of environmental education.


title: Environmental education

text: Later that decade, in 1977, the Intergovernmental Conference on Environmental Education in Tbilisi, Georgian SSR, Soviet Union emphasized the role of Environmental Education in preserving and improving the global environment and sought to provide the framework and guidelines for environmental education. The Conference laid out the role, objectives, and characteristics of environmental education, and provided several goals and principles for environmental education.


title: Environmental education

text: Environmental education has been considered an additional or elective subject in much of traditional K-12 curriculum. At the elementary school level, environmental education can take the form of science enrichment curriculum, natural history field trips, community service projects, and participation in outdoor science schools. EE policies assist schools and organizations in developing and improving environmental education programs that provide citizens with an in-depth understanding of the environment. School related EE policies focus on three main components: curricula, green facilities, and training.


title: Environmental education

text: Schools can integrate environmental education into their curricula with sufficient funding from EE policies. This approach – known as using the “environment as an integrating context” for learning – uses the local environment as a framework for teaching state and district education standards. In addition to funding environmental curricula in the classroom, environmental education policies allot the financial resources for hands-on, outdoor learning. These activities and lessons help address and mitigate "nature deficit disorder", as well as encourage healthier lifestyles.


title: Environmental education

text: Green schools, or green facility promotion, are another main component of environmental education policies. Greening school facilities cost, on average, a little less than 2 percent more than creating a traditional school, but payback from these energy efficient buildings occur within only a few years. Environmental education policies help reduce the relatively small burden of the initial start-up costs for green schools. Green school policies also provide grants for modernization, renovation, or repair of older school facilities. Additionally, healthy food options are also a central aspect of green schools. These policies specifically focus on bringing freshly prepared food, made from high-quality, locally grown ingredients into schools.


title: Environmental education

text: In secondary school, environmental curriculum can be a focused subject within the sciences or is a part of student interest groups or clubs. At the undergraduate and graduate level, it can be considered its own field within education, environmental studies, environmental science and policy, ecology, or human/cultural ecology programs.


title: Environmental education

text: Environmental education is not restricted to in-class lesson plans. Children can learn about the environment in many ways. Experiential lessons in the school yard, field trips to national parks, after-school green clubs, and school-wide sustainability projects help make the environment an easily accessible topic. Furthermore, celebration of Earth Day or participation in EE week (run through the National Environmental Education Foundation) can help further environmental education. Effective programs promote a holistic approach and lead by example, using sustainable practices in the school to encourage students and parents to bring environmental education into their home.


title: Environmental education

text: The final aspect of environmental education policies involves training individuals to thrive in a sustainable society. In addition to building a strong relationship with nature, citizens must have the skills and knowledge to succeed in a 21st-century workforce. Thus, environmental education policies fund both teacher training and worker training initiatives. Teachers train to effectively teach and incorporate environmental studies. On the other hand, the current workforce must be trained or re-trained so they can adapt to the new green economy. Environmental education policies that fund training programs are critical to educating citizens to prosper in a sustainable society.


title: Environmental education

text: Following the 1970s, non-governmental organizations that focused on environmental education continued to form and grow, the number of teachers implementing environmental education in their classrooms increased, and the movement gained stronger political backing. A critical move forward came when the United States Congress passed the National Environmental Education Act of 1990, which placed the Office of Environmental Education in the U.S. Environmental Protection Agency and allowed the EPA to create environmental education initiatives at the federal level.


title: Environmental education

text: The EPA has their own definition of what environmental education should be and it is as follows. "Environmental education is a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment. As a result, individuals develop a deeper understanding of environmental issues and have the skills to make informed and responsible decisions." The EPA also has a list of the components of what should be gained from EE.


title: Environmental education

text: Through the EPA Environmental Education (EE) Grant Program, public schools, communities agencies, and NGO's are eligible to receive federal funding for local educational projects that reflect the EPA's priorities: air quality, water quality, chemical safety, and public participation among the communities.


title: Environmental education

text: In the United States some of the antecedents of environmental education were the Nature Study movement, conservation education and school camping. Nature studies integrated academic approach with outdoor exploration (Roth, 1978). Conservation education raised awareness about the misuse of natural resources and the need for their preservation. George Perkins Marsh discoursed on humanity's integral part of the natural world. Governmental agencies such as the U.S. Forest Service and the EPA supported conservation efforts. Conservation ideals still guide environmental education today. School camping was exposure to the environment and use of resources outside of the classroom for educational purposes. The legacies of these antecedents are still present in the evolving arena of environmental education.


title: Environmental education

text: A study of Ontario teachers explored obstacles to environmental education. Through an internet-based survey questionnaire, 300 K-12 teachers from Ontario, Canada responded. Based on the results of the survey, the most significant challenges identified by the sample of Ontario teachers include over-crowded curriculum, lack of resources, low priority of environmental education in schools, limited access to the outdoors, student apathy to environmental issues, and the controversial nature of sociopolitical action.


title: Environmental education

text: An influential article by Stevenson (1987/2007) outlines conflicting goals of environmental education and traditional schooling.<ref name="Stevenson, 1987/2007"> Originally published in Robottom, I. (Ed.) Environmental education: Practice and possibility. Geelong, Victoria: Deakin University Press, pp. 69-82.</ref> According to Stevenson (1987/2007), the recent critical and action orientation of environmental education creates a challenging task for schools. Contemporary environmental education strives to transform values that underlie decision making from ones that aid environmental (and human) degradation to those that support a sustainable planet. This contrasts with the traditional purpose of schools of conserving the existing social order by reproducing the norms and values that currently dominate environmental decision making. Confronting this contradiction is a major challenge to environmental education teachers.


title: Environmental education

text: Additionally, the dominant narrative that all environmental educators have an agenda can present difficulties in expanding reach. It is said that an environmental educator is one "who uses information and educational processes to help people analyze the merits of the many and varied points of view usually present on a given environmental issues." Greater efforts must be taken to train educators on the importance of staying within the profession's substantive structure, and in informing the general public on the profession's intention to empower fully informed decision making.


title: Environmental education

text: Another obstacle facing the implementation of environmental education lies the quality of education itself. Charles Sayan, the executive director of the Ocean Conservation Society, represents alternate views and critiques on environmental education in his new book "The Failure of Environmental Education (And How We Can Fix It)." In a "Yale Environment 360" interview, Sayan discusses his book and outlines several flaws within environmental education, particularly its failed efforts to “reach its potential in fighting climate change, biodiversity loss, and environmental degradation”. He believes that environmental education is not “keeping pace with environmental degradation” and encourages structural reform by increasing student engagement as well as improving relevance of information. These same critiques are discussed in Stewart Hudson's BioScience paper, “Challenges for Environmental Education: Issues and Ideas for the 21st Century”.


title: Environmental education

text: In 2017, a study found that high school science textbooks and government resources on climate change from USA, EU, Canada and Australia did focus their recommendations for emission reductions on lower-impact actions instead of promoting the most effective emission-reduction strategies.


title: Environmental education

text: A movement that has progressed since the relatively recent founding of environmental education in industrial societies has transported the participant from nature appreciation and awareness to education for an ecologically sustainable future. This trend may be viewed as a microcosm of how many environmental education programs seek to first engage participants through developing a sense of nature appreciation which then translates into actions that affect conservation and sustainability.


title: Environmental education

text: Programs range from New York to California, including Life Lab at University of California, Santa Cruz, as well as Cornell University in


title: Environmental education

text: Environmentalism has also began to make waves in the development of the global South, as the “First World” takes on the responsibility of helping developing countries to combat environmental issues produced and prolonged by conditions of poverty. Unique to environmental education in the Global South is its particular focus on sustainable development. This goal has been a part of international agenda since the 1900s, with the United Nations Educational Scientific and Cultural Organizations (UNESCO) and the Earth Council Alliance (ECA) at the forefront of pursuing sustainable development in the south.


title: Environmental education

text: The 1977 Tbilisi intergovernmental conference played a key role in the development of outcome of the conference was the Tbilisi Declaration, a unanimous accord which “constitutes the framework, principles, and guidelines for environmental education at all levels—local, national, regional, and international—and for all age groups both inside and outside the formal school system” recommended as a criterion for implementing environmental education. The Declaration was established with the intention of increasing environmental stewardship, awareness and behavior, which paved the way for the rise of modern environmental education.


title: Environmental education

text: After the 1992 Rio Earth Summit, over 80 National Councils for Sustainable Development in developing countries were created between 1992–1998 to aid in compliance of international sustainability goals and encourage “creative solutions”.


title: Environmental education

text: In 1993, the Earth Council Alliance released the "Treaty on environmental education for sustainable societies and global responsibility", sparking discourse on environmental education. The Treaty, in 65 statements, outlines the role of environmental education in facilitating sustainable development through all aspects of democratized participation and provides a methodology for the Treaty's signatories. It has been instrumentally utilized in expanding the field towards the global South, wherein the discourse of “environmental education for sustainable development” recognizes a need to include human population dynamics in EE and emphasizes “aspects related to contemporary economic realities and by placing greater emphasis on concerns for planetary solidarity”. Even as a necessary tool for the proliferation of environmental stewardship, environmental education implemented in the South varies and addresses environmental issues in relation to their impact different communities and specific community needs. Whereas in the developed global North where the environmentalist sentiments are centered around conservation without taking into consideration “the needs of people living within communities”, the global South must push forth a conservation agenda that parallels with social, economic, and political development. The role of environmental education in the South is centered around potential economic growth in development projects, as explicitly stated by the UNESCO, to apply environmental education for sustainable development through a "creative and effective use of human potential and all forms of capital to ensure rapid and more equitable economic growth, with minimal impact on the environment".


title: Environmental education

text: Moving into the 21st century, EE was furthered by United Nations as a part of the 2000 Millennium Development Goals to improve the planet by 2015. The MDGs included global efforts to end extreme poverty, work towards gender equality, access to education, and sustainable development to name a few. Although the MDGs produced great outcomes, its objectives were not met, and MDGs were soon were soon replaced by Sustainable Development Goals. A “universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity”, SDGs became the new face of global priorities. These new goals incorporated objectives from MDGs yet incorporated a necessary environmental framework to “address key systemic barriers to sustainable development such as inequality, unsustainable consumption patterns, weak institutional capacity and environmental degradation that the MDGs neglected”.


title: Environmental education

text: One of the current trends within environmental education seeks to move from an approach of ideology and activism to one that allows students to make informed decisions and take action based on experience as well as data. Within this process, environmental curricula have progressively been integrated into governmental education standards. Some environmental educators find this movement distressing and move away from the original political and activist approach to environmental education while others find this approach more valid and accessible. Regardless, many educational institutions are encouraging students to take an active role in environmental education and stewardship at their institutions. They know that "to be successful, greening initiatives require both grassroots support from the student body and top down support from high-level campus administrators."


title: Environmental education

text: Italy announced in 2019 that environmental education (including topics of sustainability and climate change) will be integrated into other subject matter and will be a mandatory part of the curriculum in public schools.


title: Environmental education

text: In the United States, Title IV, Part A of the Every Student Succeeds Act ("ESSA," 2015) states that environmental education is eligible for grant funding. The program gives a “well-rounded” education as well as access to student health and safety programs. Title IV, Part B states that environmental literacy programs are also eligible for funding through the 21st Century Community Learning Centers Program. The funds that are available for both parts are block granted to the states using the Title I formula. In the FY2018 budget, Titles IVA and IVB were both given $1.1 billion and $1.2 billion. For title IVA, this is a $700 million raise from the 2017 budget which makes the 2018–2019 school year the most availability to environmental education ever.


title: Environmental education

text: Renewable energy education (REE) is a relatively new field of education. The overall objectives of REE pertain to giving a working knowledge and understanding of concepts, facts, principles and technologies for gathering the renewable sources of energy. Based on these objectives, the role of a renewable energy education programs should be informative, investigative, educative, and imaginative. REE should be taught with the world's population in mind as the world will run out of non-renewable resources within the next century. Renewable energy education is also being brought to political leaders as a means of getting more sustainable development to occur around the globe. This is happening in the hopes that it will uproot millions of people out of poverty and into a better quality of life in many countries. Renewable energy education is also about bringing awareness of climate change to the general public as well as an understanding of the current renewable energy technologies. An understanding of the new technologies is imperative to get them stream-lined and accepted by the vast majority of the public.


title: Chris Poland

text: Chris Poland (born December 1, 1957) is an American guitarist, best known as the former guitarist of the thrash metal band Megadeth. Since 2002, Poland has been the guitarist of the instrumental rock/jazz fusion bands OHM and OHMphrey, among others, and has appeared on several projects and albums from a variety of different genres.


title: Chris Poland

text: Frontman Dave Mustaine referred to Poland as "an amazing guitar player—he can play circles around me".


title: Chris Poland

text: Poland joined Megadeth in 1984, after seeing them play as a three-piece, and after being recommended to Mustaine and Ellefson by Megadeth's then-new drummer Gar Samuelson, a friend and former bandmate of Poland's.


title: Chris Poland

text: According to Mustaine, Poland was temporarily let go before Megadeth embarked on their first tour, but was swiftly brought back. He then remained in the band until he and Samuelson were fired in 1987, due to alleged substance abuse, which had led Poland to sell off Mustaine and Ellefson's guitar gear, along with his own. In response, Mustaine wrote the song "Liar" for their following album "So Far, So Good... So What!", which was partly meant as a callout to Poland.


title: Chris Poland

text: In 1990, Mustaine asked Poland to record solos for demos that would become songs for "Rust In Peace". Poland agreed to play the solos, but did not rejoin the band. Ultimately, Megadeth recruited Marty Friedman to play the solos for the album. Poland's solos can be heard on the 2004 remastered version of "Rust In Peace".


title: Chris Poland

text: He and Mustaine teamed up one final time in 2004 to record Megadeth's comeback album, "The System Has Failed", though Poland opted not to rejoin the band full-time.


title: Chris Poland

text: In 2004, after the reissue and re-release of "Rust in Peace", Poland and/or his management and attorney filed a lawsuit against Mustaine regarding the use of the three "Rust In Peace" demos on the album's reissue without Poland's permission. Poland eventually settled for $9,500 and thereby ended a professional relationship with Mustaine and Megadeth.


title: Chris Poland

text: In 2009, Poland formed OHMphrey, a side-project with Robby Pagliari of OHM, and Jake Cinninger, Kris Myers, and Joel Cummins of progressive rock band Umphrey's McGee.


title: Chris Poland

text: In 2019, Poland appeared on the track "Hammer (Comes Down)", on Megadeth bassist David Ellefson's solo release "Sleeping Giants", with Mark Tremonti, Thom Hazaert, Dave McClain and Joey Radziwill of Sacred Reich, and Flotsam and Jetsam vocalist Eric AK. It was later announced Poland had signed to Ellefson's revived Combat Records, who would release a 30th Anniversary Edition of his solo debut "Return to Metalopolis" in 2020. The expanded 2-CD/LP configuration, features a remastered version of the original LP, with four new tracks, and material from the independently released, out of print 2007 release "Return to Metalopolis Live". It was later announced in 2020 that Poland would tour Australia and Japan, with Ellefson and Hazaert, supporting Ellefson's eponymous solo band.


title: Chris Poland

text: In January 2020, Poland was inducted into the Metal Hall of Fame, alongside Geoff Tate, Don Dokken, Joe Satriani, Steve Vai, Prong, Graham Bonnet, and more. Poland was inducted by Hazaert and former Machine Head guitarist Phil Demmel who joined Poland for a performance of "Peace Sells", with Butcher Babies bassist Ricky Bonazza, and Dead by Wednesday drummer Opus Lawrence and guitarist Dave Sharpe, who also tour with Ellefson and Hazaert in Ellefson's "Sleeping Giants" solo band. Poland also performed "Paranoid" at the induction, with Vai, Satriani, and Tate.


title: Lift coefficient

text: In fluid dynamics, the lift coefficient () is a dimensionless quantity that relates the lift generated by a lifting body to the fluid density around the body, the fluid velocity and an associated reference area. A lifting body is a foil or a complete foil-bearing body such as a fixed-wing aircraft. is a function of the angle of the body to the flow, its Reynolds number and its Mach number. The section lift coefficient refers to the dynamic lift characteristics of a two-dimensional foil section, with the reference area replaced by the foil chord.


title: Lift coefficient

text: formula_2 is the lift force, formula_3 is the relevant surface area and formula_4 is the fluid dynamic pressure, in turn linked to the fluid density formula_5, and to the flow speed formula_6. The choice of the reference surface should be specified since it is arbitrary. For example, for cylindric profiles (the 3D extrusion of an airfoil in the spanwise direction) it is always oriented in the spanwise direction, but while in aerodynamics and thin airfoil theory the second axis generating the surface is commonly the chordwise direction:


title: Lift coefficient

text: while for thick airfoils and in marine dynamics, the second axis is sometimes taken in the thickness direction:


title: Lift coefficient

text: The lift coefficient can be approximated using the lifting-line theory, numerically calculated or measured in a wind tunnel test of a complete aircraft configuration.


title: Lift coefficient

text: Lift coefficient may also be used as a characteristic of a particular shape (or cross-section) of an airfoil. In this application it is called the section lift coefficient formula_12. It is common to show, for a particular airfoil section, the relationship between section lift coefficient and angle of attack. It is also useful to show the relationship between section lift coefficient and drag coefficient.


title: Lift coefficient

text: The section lift coefficient is based on two-dimensional flow over a wing of infinite span and non-varying cross-section so the lift is independent of spanwise effects and is defined in terms of formula_13, the lift force per unit span of the wing. The definition becomes


title: Lift coefficient

text: where L is the reference length that should always be specified: in aerodynamics and airfoil theory usually the airfoil chord formula_15 is chosen, while in marine dynamics and for struts usually the thickness formula_16 is chosen. Note this is directly analogous to the drag coefficient since the chord can be interpreted as the "area per unit span".


title: Lift coefficient

text: For a given angle of attack, "c" can be calculated approximately using the thin airfoil theory, calculated numerically or determined from wind tunnel tests on a finite-length test piece, with end-plates designed to ameliorate the three-dimensional effects. Plots of "c" versus angle of attack show the same general shape for all airfoils, but the particular numbers will vary. They show an almost linear increase in lift coefficient with increasing angle of attack with a gradient known as the lift slope. For a thin airfoil of any shape the lift slope is π/90 ≃ 0.11 per degree. At higher angles a maximum point is reached, after which the lift coefficient reduces. The angle at which maximum lift coefficient occurs is the stall angle of the airfoil, which is approximately 10 to 15 degrees on a typical airfoil.


title: Lift coefficient

text: The stall angle for a given profile is also increasing with increasing values of the Reynolds number, at higher speeds indeed the flow tends to stay attached to the profile for longer delaying the stall condition. For this reason sometimes wind tunnel testing performed at lower Reynolds numbers than the simulated real life condition can sometimes give conservative feedback overestimating the profiles stall.


title: Lift coefficient

text: Symmetric airfoils necessarily have plots of c versus angle of attack symmetric about the "c" axis, but for any airfoil with positive camber, i.e. asymmetrical, convex from above, there is still a small but positive lift coefficient with angles of attack less than zero. That is, the angle at which "c" = 0 is negative. On such airfoils at zero angle of attack the pressures on the upper surface are lower than on the lower surface.


title: Goodnight, Irene

text: "Goodnight, Irene" or "Irene, Goodnight," is a 20th-century American folk standard, written in time, first recorded by American blues musician Huddie 'Lead Belly' Ledbetter in 1933. A version recorded by the Weavers was a #1 hit in 1950.


title: Goodnight, Irene

text: The lyrics tell of the singer's troubled past with his love, Irene, and express his sadness and frustration. Several verses refer explicitly to suicidal fantasies, most famously in the line "sometimes I take a great notion to jump in the river and drown," which was the inspiration for the title of the 1964 Ken Kesey novel "Sometimes a Great Notion" and a song of the same name from John Mellencamp's 1989 album, "Big Daddy", itself strongly informed by traditional American folk music.


title: Goodnight, Irene

text: In 1886, Gussie Lord Davis published a song called "Irene, Goodnight". The lyrics of the song have some similarities to "Goodnight, Irene" to suggest that Huddie Ledbetter's song was based on Davis' lyrics. There is also a degree of resemblance in the music despite some differences such as their time signatures to indicate that the two songs are related. According to Ledbetter, he first heard core of the song, the refrain and a couple of verses, from his Uncle Terrill. Another uncle of Ledbetter, Bob Ledbetter, who also recorded a nearly identical version of the song, said that he also learned the song from Terrill. Family members of Huddie Ledbetter indicate that he may have sung the song as early as 1908 as a lulluby to his niece, Irene Campbell. Ledbetter eventually extended the song to six verses.


title: Goodnight, Irene

text: John Lomax recorded a version of Huddie Ledbetter's song "Irene" in 1933, on a prison visit to Angola (Louisiana State Penitentiary). These recordings for the Library of Congress included three takes of "Irene". The first version recorded in 1933 had two verses and two choruses, the second version from 1934 had four verses and four refrains, while the third version from 1936 had six verses and six refrains, including an extended spoken part.


title: Goodnight, Irene

text: As part of the Federal Art Project that began in 1935, the song was published in 1936, in Lomax's version, as "Goodnight, Irene", a joint Ledbetter-Lomax composition. It has a straightforward verse–chorus form, but is in waltz time. It is a three-chord song, characterised as a "folk ballad" with a three-phrase melody, with provenance in 19th-century popular music transmitted by oral tradition.


title: Goodnight, Irene

text: "Irene" has been styled by Neil V. Rosenberg a "folk recomposition" of the 1886 song "Irene Good Night" by Gussie L. Davis. Hank Williams connected the melody to the English ballad tradition, via a mountain song he knew as "Pere Ellen". Lead Belly's account was of performing "Irene" by 1908, in a way he learned from his uncles Ter(r)ell and Bob. By the 1930s, he had made the song his own, modifying the rhythm and rewriting most of the verses. John and Alan Lomax made a field recording of Bob Ledbetter's version of the song.


title: Goodnight, Irene

text: Lead Belly continued performing the song during his prison terms. An extended version of the song that includes narratives connecting the verses appears in "Negro Folk Songs as Sung by Lead Belly." In 1941, Woody Guthrie used the melody for his New Deal anthem "Roll On, Columbia, Roll On".


title: Goodnight, Irene

text: "Irene" remained a staple of Lead Belly's performances throughout the 1930s and 1940s. In 2002, Lead Belly's Library of Congress recording received a Grammy Hall of Fame Award.


title: Goodnight, Irene

text: In 1950, one year after Lead Belly's death, the American folk band the Weavers recorded a version of "Goodnight, Irene". It was a B-side track on the Decca label, produced by Milt Gabler. The arranger was Gordon Jenkins. It was a national hit, as was the A-side, a version of "Tzena, Tzena, Tzena"; sales were recorded as 2 million copies.


title: Goodnight, Irene

text: The single first reached the "Billboard" Best Sellers in Stores chart on June 30, 1950 and lasted 25 weeks on the chart, peaking at #1 for 13 weeks. Although generally faithful, the Weavers chose to omit some of Lead Belly's lyrics, leading "Time" magazine to label it a "dehydrated" and "prettied up" version of the original. The Weavers' lyrics are the ones now generally used. and "Billboard" ranked this version as the No. 1 song of 1950.


title: Goodnight, Irene

text: After the Weavers' success, many other artists released versions of the song, some of which were commercially successful in several genres. Frank Sinatra's cover, released a month after the Weavers', lasted nine weeks on the "Billboard" magazine Best Seller chart on July 10, peaking at #5. Later that same year, Ernest Tubb and Red Foley had a number 1 country music record with the song, and the Alexander Brothers, Dennis Day and Jo Stafford released versions which made the Best Seller chart, peaking at number 26, number 17 and number 9 respectively. Moon Mullican had a number 5 country hit with it in 1950, and a version by Paul Gayten and his Orchestra reached number 6 on the "Billboard" R&B chart in the same year.


title: Goodnight, Irene

text: On the "Cash Box" chart, where all available versions were combined in the standings, the song reached a peak position of number 1 on September 2, 1950, and lasted at number 1 for 13 weeks.


title: Goodnight, Irene

text: The song was the basis for the 1950 parody called "Please Say Goodnight to the Guy, Irene" by Ziggy Talent. It also inspired the 1954 "answer" record "Wake Up, Irene" by Hank Thompson, a No. 1 on Billboard's country chart.


title: Goodnight, Irene

text: "Goodnight Irene" is sung by supporters of English football team Bristol Rovers. It was first sung at a fireworks display at the Stadium the night before a Home game against Plymouth Argyle in 1950. During the game, the following day, Rovers were winning quite comfortably and the few Argyle supporters present began to leave early prompting a chorus of "Goodnight Argyle" from the Rovers supporters—the tune stuck and "Goodnight Irene" became the club song. The song was sung by Plymouth Argyle supporters for a long time before this and this added to the goading by the Bristol Rovers fans.


title: Goodnight, Irene

text: In professional wrestling, "Adorable" Adrian Adonis frequently referred to his finishing move—a standard sleeperhold—as "Goodnight, Irene."


title: Rob Caggiano

text: Robert Caggiano (born November 7, 1976) is an American guitarist and record producer. As of 2013, Caggiano is the lead guitarist of rock band Volbeat. He had formerly been guitarist of thrash metal band Anthrax and nu metal band Boiler Room.


title: Rob Caggiano

text: Caggiano's first professional band was Boiler Room that formed in 1996. The band caught the attention of Roadrunner Records after an opening slot for the band Orgy in 1999. After several delays, the band eventually got Tommy Boy Records to release their debut album "Can't Breathe". Soon after the release, the band broke up in summer 2000.


title: Rob Caggiano

text: He initially played with Anthrax from 2001 until 2005, exiting when their "Among the Living" lineup reunited, and later returning in 2007 following the end of that reunion. He appears on the albums "We've Come for You All" and "Worship Music", as well as the "Greater of Two Evils" compilation (a live-in-the-studio recording of older material) and the live album "Music of Mass Destruction". Caggiano was also part of "The Big 4" tour during 2010 and 2011 which featured Anthrax, Megadeth, Slayer, and Metallica. The Bulgaria show was streamed and broadcast to movie theaters all over the world and the entire "Big 4" show (Anthrax, Megadeth, Slayer and Metallica) came out on DVD in November 2010.


title: Rob Caggiano

text: Caggiano is also known as a record producer/mixer under the alias of Scrap 60 Productions most notably for producing Cradle of Filth, Anthrax, and Jesse Malin along with many other prominent metal/hard rock bands. Caggiano was also the guitarist/songwriter for a band called the Damned Things along with Scott Ian (Anthrax), Joe Trohman and Andy Hurley (Fall Out Boy), and Keith Buckley (Every Time I Die). The debut album for the Damned Things which was also produced and recorded by Caggiano was released through Island Records on December 13, 2010.


title: Rob Caggiano

text: On January 4, 2013, it was announced that he had left Anthrax, reportedly in order to focus on studio production work for a while until he figured his next move as an artist. He said of his decision to leave "This is an extremely difficult and emotional decision for me to make but my heart is just steering me in a different direction right now. I've always been one to follow my heart in everything that I do and while this might be one of the hardest decisions I have ever had to make, it feels like the right one for me at this time."


title: Rob Caggiano

text: On February 4, 2013, it was announced that Caggiano had officially joined Danish band Volbeat as lead guitarist. Originally called on as the record producer for Volbeat's new album "Outlaw Gentlemen and Shady Ladies", Caggiano was asked to join as a full-time member two weeks into the recording process due to the chemistry between him and the other band members. In addition, Caggiano has also recently joined forces with singer Dani Filth, bass player King ov Hell as well as drummer John Tempesta in a new band, Temple of the Black Moon, which is actively recording.


title: Ruffles (potato chips)

text: Ruffles (known as Lays Maxx or Lays Max in some countries and Walkers Max, Walkers Max Double Crunch or Walkers Max Strong for the UK and Ireland markets) is an American brand of ruffled (crinkle-cut) potato chips. The Frito Company acquired the rights to Ruffles brand potato chips in 1958 from its creator, Bernhardt Stahmer, who had adopted the trademark in 1948. and later merged with H.W. Lay & Co. in 1961. The Ruffle name has been used as Ruffles Lays when the product was introduced for the first time in India in 1995 to late 90s.


title: Ruffles (potato chips)

text: The product is named as an analogy to the ruffle, a strip of fabric sometimes gathered, creating folds.


title: Ruffles (potato chips)

text: Ruffles are produced in a variety of flavors and presentations in addition to traditional, some of these variants are produced exclusively for regional markets, the existing varieties include: sour cream & onion, cheddar & sour cream, cheese, barbecue, salt & vinegar, cream cheese, and hot wings.


title: Ruffles (potato chips)

text: In Canada, a unique flavour of Ruffles known as All-Dressed is also the most popular flavour in the country. All-Dressed is a mix of ketchup, barbecue, and salt & vinegar flavours.


title: Ruffles (potato chips)

text: In Mexico it has already been sold in the flavors of jamón, buffalo salsa, chile con queso, tomato salsa, bacon and lemon. In Brazil it has a exclusive flavor: onion and parsley, but it also had other limited flavors like yakisoba, stroganoff, honey mustard, pepperoni, feijoada, burritos, ribs, pizza and lemon.


title: Ruffles (potato chips)

text: In 2013 a mascot was introduced in Brazil in the Ruffles commercials: a potato with pants and sunglasses called Batatito that at first appeared in commercials aimed at the adult audience. The character was also used in commercials throughout the rest of Latin America. Batatito's last appearance was in 2017 appearing in a commercial for the lemon flavor appearing alongside the Pepsi Twist mascots, and also being the only time he appeared on the packaging.


title: Ottorino Respighi

text: Ottorino Respighi ( , , ; 9 July 187918 April 1936) was an Italian composer, violinist, teacher, and musicologist and one of the leading Italian composers of the early 20th century. His compositions range over operas, ballets, orchestral suites, choral songs, chamber music, and transcriptions of Italian compositions of the 16th–18th centuries, but his best known and most performed works are his three orchestral tone poems which brought him international fame: "Fountains of Rome" (1916), "Pines of Rome" (1924), and "Roman Festivals" (1928).


title: Ottorino Respighi

text: Respighi was born in Bologna to a musical and artistic family. He was encouraged by his father to pursue music at a young age, and took formal tuition in the violin and piano. In 1891, he enrolled at the Liceo Musicale di Bologna, where he studied the violin, viola, and composition, was principal violinist at the Russian Imperial Theatre, and studied briefly with Nikolai Rimsky-Korsakov. He relocated to Rome in 1913 to become professor of composition at the Liceo Musicale di Santa Cecilia. During this period he married his pupil, singer Elsa Olivieri-Sangiacomo. In 1923, Respighi quit his professorship to dedicate time to tour and compose, but continued to teach until 1935. He performed and conducted in various capacities across the United States and South America from 1925 until his death.


title: Ottorino Respighi

text: In late 1935, while composing his opera "Lucrezia", Respighi became ill and was diagnosed with bacterial endocarditis. He died four months later, aged 56. His wife Elsa outlived him for almost 60 years, championing her late husband's works and legacy until her death in 1996. Conductor and composer Salvatore Di Vittorio completed several of Respighi's incomplete and previously unpublished works, including the finished Violin Concerto in A major (1903) which premiered in 2010.


title: Ottorino Respighi

text: Respighi was born on 9 July 1879 at 8 Via Guido Reni, an apartment building to the side of Palazzo Fantuzzi. He was the youngest child of Giuseppe and Ersilia ("née" Putti) Respighi. His brother Alberto died at age nine, and he had one sister, Amelia. His parents came from artistic families; his maternal grandfather and great-grandfather were distinguished sculptors, and his paternal grandfather was a cathedral organist. Giuseppe was an accomplished pianist and teacher who encouraged his son's musical inclinations, giving basic tuition in piano and violin from an early age. To his father's initial disappointment, Respighi showed little interest in music until he was almost eight. Shortly after Respighi began formal violin tuition, he quit abruptly after his teacher hit him on the hand with a ruler when he played a passage incorrectly. He resumed lessons several weeks later, this time with a more patient teacher. His piano skills, too, were a hit-and-miss affair initially, but his father arrived home one day and was surprised to find his son performing the "Symphonic Studies" by Robert Schumann; Respighi had learned to play the piece in secret. Respighi quickly took to other instruments; for example, he learned to play the harp in the course of several days.


title: Ottorino Respighi

text: Respighi was schooled at Ginnasio Guinizelli in Bologna for two years from October 1890. In 1891, he enrolled at the Liceo Musicale di Bologna, where he studied the violin and viola for the next seven years with his teacher, Federico Sarti. Among Respighi's earliest completed and dated compositions at this time were and for orchestra. Four years into his course at the Liceo Musicale, Respighi began classes in musical composition with Giuseppe Martucci, the Liceo's director, and music history with Luigi Torchi. By the time he reached twenty, Respighi was performing in the orchestra at the Teatro Comunale di Bologna. Martucci, a proponent of Bologna's musical life and composer of non-operatic Italian music, became an influential figure for the young Respighi. In 1899, he received a diploma in the playing of the violin. By this time, Respighi had developed a fondness for languages, demonstrated by his large book collection, which contained atlases and dictionaries. In his lifetime, Respighi became fluent in eleven languages and read literature in all of them.


title: Ottorino Respighi

text: In the winter of 1900, Respighi accepted the role of principal violist in the orchestra of the Russian Imperial Theatre in Saint Petersburg during its season of Italian opera. While there he met Russian composer Nikolai Rimsky-Korsakov, whom Respighi greatly admired, and studied orchestration and composition with him over the course of five months. Respighi returned to Russia in the winter of 1902 for further performances and received more tuition from Rimsky-Korsakov; both meetings heavily influenced his orchestrations. Respighi finalised his studies at the with an advanced course in composition, for which he completed ("Prelude, Chorale and Fugue"), written under Rimsky-Korsakov's guidance. The piece was first performed as part of Respighi's final examination in June 1901, and was a resounding success. The 21-year-old Respighi then received his diploma in composition and Martucci said of the composer: "Respighi is not a pupil, Respighi is a master."


title: Ottorino Respighi

text: In 1902, Respighi travelled to Berlin where he received brief tuition from composer Max Bruch. Despite sources incorrectly stating that he studied with Bruch in 1908, Respighi's wife would later state that Respighi in fact did not study with Bruch at all. From 1903 to 1908, while his local reputation as a composer grew, Respighi's principal activity was his place as first violinist in the Mugellini Quintet, a touring five-piece founded by composer Bruno Mugellini. Respighi remained with the chamber group until he moved to Rome in 1913.


title: Ottorino Respighi

text: In 1906, Respighi completed his first of many transcriptions of pieces by 17th and 18th century composers; his version of "Lamento d'Arianna" by Claudio Monteverdi for voice and orchestra became his first international success during his visit to Berlin two years later. This second stay in Germany lasted for almost one year from September 1908 after Hungarian soprano Etelka Gerster invited him to work as an accompanist at her singing school, which influenced his vocal compositions. The composer met Arthur Nikisch, then conductor of the Berlin Philharmonic who arranged to conduct the Monteverdi transcription on stage with famed singer Julia Culp as soloist. The critical success of the performance encouraged Respighi to have his other transcriptions of older works performed in Berlin and this is considered to be a milestone in the rediscovery of Monteverdi's output.


title: Ottorino Respighi

text: The musical influence from Respighi's stay in Germany is discernible in his second operatic work, "Semirâma". The opera premiered in Bologna in November 1910 to considerable success; two years later, critic Giannotto Bastianelli wrote that the piece marked a transition in Respighi's style from verismo to Decadentism and praised his use of rich polyphony. Working on the opera, however, left Respighi exhausted and he wrote each individual score by hand to save money. At the post-performance banquet, the composer fell asleep. It is thought that Respighi's inconsistent sleeping patterns throughout his life may have been caused by narcolepsy.


title: Ottorino Respighi

text: In 1910, Respighi was involved in a short lived group named the Lega dei Cinque, which also included Ildebrando Pizzetti, Gian Francesco Malipiero, Giannotto Bastianelli, and Renzo Bossi.


title: Ottorino Respighi

text: In January 1913, Respighi left Bologna to become professor of composition at the Liceo Musicale di Santa Cecilia in Rome, a position that he held for almost a decade. Composers Vittorio Rieti and Daniele Amfitheatrof were among his students during this time. The busy atmosphere of Rome unnerved Respighi, however, and composing and teaching became increasingly difficult. He became withdrawn, suffered from irregular sleep, and wished to return to Bologna. Later in 1913, Respighi went back to Germany for some performances and then upon returning to Rome, turned his attention primarily on composition.


title: Ottorino Respighi

text: In 1915, composer Alfredo Casella returned to Rome after living in France for many years. He joined the staff at the and wished to modernise Italian music as a result of his travels. Despite showing little interest, Respighi had a small involvement in Casella's new organisation, the Società Italiana di Musica Moderna. When Italy entered World War I in May 1915 Respighi, aged 36, was eligible to join the army, though his position at the Liceo Musicale granted him temporary exemption from military service. After a holiday in more peaceful surroundings for the summer, Respighi returned to Rome to continue teaching. One of his new students in his fugue and composition class was Elsa Olivieri-Sangiacomo; the two started a relationship and Elsa, fourteen years his junior, married the composer in January 1919. Their friend, librettist Claudio Guastalla, spoke of their marriage: "It functioned on an almost transcendental level of human and spiritual harmony."


title: Ottorino Respighi

text: Respighi was deeply saddened by his mother's death in March 1916. Upon hearing that she had become ill he delayed his departure from Rome and by the time he arrived in Bologna, she had already died from pneumonia. Respighi returned to Rome and went back to work, but this would not last and he returned to Bologna. Elsa recalled Respighi retiring to bed and refusing to eat or see anyone. He recovered in Eremo di Tizzano, a religious retreat in the country hills some 20 km south of Bologna. While there, he composed the short piece for organ. In a letter to his friend, singer Chiarina Fino Savio, from January 1917, Respighi wrote: "I am alone, sad and sick."


title: Ottorino Respighi

text: In the midst of such difficult times, a turning point in Respighi's career arrived on 11 March 1917 when the first of his Roman trilogy of tone poems, "Fountains of Rome", premiered in Rome with conductor Antonio Guarnieri. The premiere was originally scheduled in late 1916, but an audience riot during the first half of the concert due to their distaste for German music caused the show to end early. Respighi's disappointment with the lukewarm response from the audience fuelled his effort to start on a follow-up.


title: Ottorino Respighi

text: Following the premiere, Respighi underwent a short tour of Italy and Switzerland with a group of musicians, including violinist Arrigo Serato, pianist Ernesto Consolo, and Fino Savio. Upon returning to Rome, he resumed work at the until the end of that academic year. While on vacation in Bologna in the summer of 1916, Respighi visited Viareggio to meet Russian ballet impresario Sergei Diaghilev, operator of the Ballets Russes, who wished to stage new productions based on the baroque and classical periods. Respighi accepted a sum of 1,500 lire from Diaghilev and contributed orchestrations of the piano works from "Péchés de vieillesse" by Gioachino Rossini which formed the basis of the music to a new ballet, "La Boutique fantasque".


title: Ottorino Respighi

text: The commission for Diaghilev may have inspired Respighi to gather scores for what would become Suite No. 1 of his "Ancient Airs and Dances", a trilogy of orchestral suites transcribed from lute pieces by 16th century Italian composers. Suite No. 1 premiered in December 1917 in Rome, after which the full score was somehow lost and Respighi was forced to re-write it using individual orchestral parts.


title: Ottorino Respighi

text: An important milestone in Respighi's career took place when Arturo Toscanini asked the composer to have one of his compositions performed in a series of twelve concerts in Milan in February 1918. Respighi reluctantly picked "Fountains of Rome", which had thus far only been performed at its 1917 premiere. The concert was a huge success and placed Respighi as one of the leading Italian composers of the early 20th century, prompting the start of a longterm, though sometimes tumultuous, relationship with Toscanini. Two months after the concert, Respighi allowed Casa Ricordi to publish the score of the tone poem in a deal that granted the composer 40% of the rental and performance rights of the work. Respighi succumbed to illness soon after with a mild case of Spanish flu. By the summer of 1918, Respighi had entered negotiations to translate and publish Italian versions of "Theory of Harmony" (1922) by composer Arnold Schoenberg and a book on musical counterpoint by Sergei Taneyev, but these never materialised.


title: Ottorino Respighi

text: In the summer of 1919, Respighi reconnected with Diaghilev in Naples to discuss another commission for the Ballets Russes. This time, Diaghilev wished to stage a revised version of "Le astuzie femminili" by Domenico Cimarosa, which concluded with a series of dances based on Russian musical themes. Respighi accepted, and provided new arrangements of the ballet score which premiered in Paris in 1920. Respighi was also commissioned to score for a revival of "La serva padrona" by Giovanni Paisiello, which also had a Russian connection. He delivered the finished manuscript one month late, in March 1920. However, Diaghilev had decided against a full stage production and used the music as part of a series of different songs and dance numbers. The score was shelved and considered lost until it was rediscovered 90 years later, after which it was performed in full in August 2014 in Bologna.


title: Ottorino Respighi

text: In January 1921, Respighi and Elsa began their first tour as joint performers, marking Elsa's debut as a performing concert artist. They were joined by violinist Mario Corti. The tour saw dates across Italy, followed by Prague, Brno, and Vienna. The time away from his teaching duties at the Liceo Musicale in Rome led to his employers issuing a letter suggesting he return to fulfil them for the remaining months of the academic year. By 1921, Respighi had begun a lifelong friendship with the writer and journalist Claudio Guastalla, who encouraged him to compose a new opera and offered to write its libretto. This created a spell of productivity and Respighi eagerly completed "Belfagor", his first opera in a decade, without the spells of depression that usually affected him once he had finished a work. Guastalla would exclusively write the libretto for all of Respighi's future operas, and influence the conception or programmes for some of his non-operatic compositions.


title: Ottorino Respighi

text: In October 1921, Respighi and Elsa relocated to a flat in Palazzo Borghese in Rome which they named (The Pines). In the following January, despite the possibility of further objections from the Liceo Musicale, they went on another tour, this time performing in Czechoslovakia. When Benito Mussolini came to power later in 1922, Respighi steered a neutral course towards the Fascist government. His growing international fame allowed the composer some level of freedom, but at the same time encouraged the regime to exploit his music for political purposes. Respighi vouched for more outspoken critics such as Toscanini, allowing them to continue to work under the regime. In 1923, Respighi became the first director of the now state-funded in Rome. He disliked the time consuming administrative duties that the position required; in 1926, he resigned to dedicate more time to compose. Respighi continued to teach an advanced composition course at the conservatory until 1935.


title: Ottorino Respighi

text: Respighi's second Roman tone poem, "Pines of Rome", premiered in December 1924 at the Augusteo Theatre in Rome. It went on to become one of his most widely known and recorded pieces.


title: Ottorino Respighi

text: In 1925, he collaborated with Sebastiano Arturo Luciani on an elementary textbook entitled "Orpheus".


title: Ottorino Respighi

text: By the mid-1920s, Respighi's growing worldwide fame encouraged the composer to travel extensively, conducting his own pieces, or performing as soloist for his piano compositions. He made his first visit to America in December 1925 to perform and conduct a series of concerts; his first took place at Carnegie Hall on 31 December as soloist for the premiere of his piano and orchestral work, "Concerto in modo misolidio" ("Concerto in the Mixolydian Mode").


title: Ottorino Respighi

text: In May 1927, Respighi and Elsa travelled to Brazil to engage in a concert series of his own music in Rio de Janeiro. The musical style and local customs inspired Respighi, who told the press of his intention to return in the following year with a five-part orchestral suite based on his visit. Respighi did return to Rio, in June 1928, but the composition was finalised in the form of an orchestral work in three movements entitled ("Brazilian Impressions"). In September 1927, Respighi conducted the premiere of his ("Botticelli Triptych"), a three-movement orchestral piece inspired by three paintings by Sandro Botticelli located in Vienna. He dedicated it to American pianist Elizabeth Sprague Coolidge, the patron for the work.


title: Ottorino Respighi

text: In November 1928, Respighi returned to America for the premiere of his piano and orchestral work, ("Toccata for Piano and Orchestra"). It took place that month at Carnegie Hall with Willem Mengelberg conducting the New York Philharmonic Orchestra with the composer as soloist. By the year's end Respighi completed his third Roman tone poem, "Roman Festivals", composed in just nine days. It premiered on 21 February 1929 at Carnegie Hall in New York City with Arturo Toscanini conducting the New York Philharmonic. The Italian premiere followed on 17 March. Having completed the work, Respighi felt that he had incorporated the "maximum of orchestral sonority and colour" from the orchestra and could no longer write such large scale pieces. It was at this time he started to favour compositions for smaller ensembles.


title: Ottorino Respighi

text: At the end of 1929, Respighi had conductor Serge Koussevitzky forward a proposal to Sergei Rachmaninoff which involved permission to orchestrate a selection of pieces from his two "Études-Tableaux" (Op. 33 and Op. 39) sets for piano. An enthusiastic Rachmaninoff accepted the offer and supplied Respighi with the program descriptions behind five pieces which were previously kept secret. Koussevitzky conducted Respighi's orchestrations, entitled , for the premiere with the Boston Symphony Orchestra in November 1931. He wrote that Respighi's arrangements were "very good" and demanding of the orchestra, which required eight rehearsals. Rachmaninoff thanked Respighi for his work and in particular, for being faithful to the original scores. Later in 1930, Respighi completed a commission piece to commemorate the fiftieth anniversary of the Boston Symphony Orchestra. The result was "Metamorphoseon, Modi XII", an orchestral piece containing a theme and eight variations.


title: Ottorino Respighi

text: In 1932, the Fascist government honoured Respighi with membership of the Reale Accademia d'Italia, one of the highest honors awarded to the most eminent people in Italian science and culture. From 1933 until his death, Respighi completed no new compositions. Among his final works was "Huntingtower: Ballad for Band" in 1932, which was a commission from Edwin Franko Goldman and the American Bandmasters Association in honor of the recent death of composer and conductor John Philip Sousa. Respighi wrote it in six weeks, and based it on a recent visit to Huntingtower Castle in Scotland. It was his only piece scored for a band. Also in 1932, Respighi completed his second concert tour of the US.


title: Ottorino Respighi

text: Respighi's opera "La fiamma" ("The Flame") premiered at the Teatro dell'Opera di Roma in January 1934, with the composer as conductor. In June 1934, Respighi and Elsa made the month-long voyage to Argentina where Respighi conducted the premiere of in the following month. This was followed by a visit to Uruguay, where several orchestral concerts were arranged for radio broadcast. Respighi's final completed work was a transcription of , a cantata by Benedetto Marcello.


title: Ottorino Respighi

text: By May 1935, Respighi had cancelled several engagements due to ill health, including a scheduled trip to conduct a series of concerts at the Hollywood Bowl in Los Angeles. By November, he had completed a piano draft and the majority of the orchestral arrangements of his next opera, "Lucrezia". He had planned to work on a transcription of an opera by Francesco Cavalli that was to be staged alongside "Lucrezia" during the 1936–37 season at the La Scala in Milan, but declining health caused him to stop work. Neither work was completed in Respighi's lifetime; Elsa finished "Lucrezia" after Respighi's death with Respighi's former pupil Ennio Porrino, in 1937.


title: Ottorino Respighi

text: While working on his opera "Lucrezia" at the end of 1935, Respighi became ill with a fever and fatigue. Subsequent medical checks in January 1936 revealed samples of "S. viridans" bacteria in his blood, leading to the diagnosis of subacute bacterial endocarditis, a heart infection still untreatable at the time and probably brought on by his recent throat infection and oral surgery. Respighi's health deteriorated over the next four months, during which he received three blood transfusions and experimental treatment with sulphonamides imported from Germany. Elsa made a conscious effort to hide the severity of the illness to others, except for a select few. Respighi died on 18 April in Rome, aged 56, from complications of blood poisoning. Elsa and several friends were by his side. The funeral was held two days later. His body lay in state at Santa Maria del Popolo until the spring of 1937, when the remains were re-interred at the Certosa di Bologna, next to poet Giosuè Carducci. Inscribed on his tomb are his name and crosses; the dates of his birth and death are not given.


title: Ottorino Respighi

text: Elsa survived her husband for nearly 60 years, unfailingly championing her husband's works and legacy. A few months after Respighi's death, Elsa wrote to Guastalla: "I live because I can truly still do something for him. And I shall do it, that is certain, until the day I die." However, Italian governments following Mussolini's death in 1945 distanced themselves from nationalistic composers, placing Respighi in a group among those including Malipiero, Ildebrando Pizzetti, and Pietro Mascagni and newspapers protested against honours bestowed upon Elsa. Despite this, in 1961, the twenty-fifth anniversary of Respighi's death, Elsa donated a collection of unpublished and incomplete manuscripts to the Liceo Musicale in Bologna, now the Conservatorio G. B. Martini, where Respighi had studied. In 1969, she helped establish the Fondo Ottorino Respighi, a foundation at the Fondazione Cini in Venice which included a large number of letters and photographs documenting her husband's career. Elsa was also at the forefront of the Respighi centenary celebrations in 1979 to commemorate the 100th anniversary of Respighi's birth, though it was vehemently opposed by the Italian Left for ideological reasons. She later said that "musical progressives with left-wing political sympathies" tried to discredit Respighi's legacy. The commemoration saw a number of long-neglected works of his performed and recorded for the first time. Elsa died in 1996, one week short of her 102nd birthday.


title: Ottorino Respighi

text: In 1993, Swiss conductor Adriano founded the Respighi Society in London in an effort to make Respighi's "life and works [...] better known and understood by the dissemination of accurate and impartial information." It has since been dissolved.


title: Ottorino Respighi

text: In March 2000, a commemorative plaque was unveiled on Via Guido Reni in Bologna, Respighi's birthplace.


title: Ottorino Respighi

text: In 2006, Italian conductor and composer Salvatore Di Vittorio was approached by Respighi's great-nieces, Elsa Pizzoli Mazzacane and Gloria Pizzoli Mangini, who, along with Respighi archiver and cataloger Potito Pedarra, commissioned Di Vittorio to complete several of Respighi's incomplete and previously unpublished compositions. This included the Violin Concerto in A major from 1903, which premiered in 2010 with Di Vittorio conducting the Chamber Orchestra of New York, which he founded in 2006. The orchestra continues to premiere ongoing new editions by Di Vittorio of Respighi's music in premieres as well as recordings on Naxos Records. In 2008, Di Vittorio completed his "Overture Respighiana", an orchestral work as an homage to Respighi.


title: Seth Moulton

text: Seth Wilbur Moulton (born October 24, 1978) is an American politician serving as the U.S. representative for Massachusetts's 6th congressional district since 2015. A former Marine Corps officer, he is a member of the Democratic Party.


title: Seth Moulton

text: After graduating from Harvard University in 2001 with a Bachelor of Arts in physics, Moulton joined the United States Marine Corps. He served four tours in Iraq and then went on to earn his master's degrees in business and public policy in a dual program at Harvard. He entered politics in 2014 when he ran for Massachusetts's 6th congressional district, a seat that he won and has held ever since.


title: Seth Moulton

text: In early 2019, Moulton was seen as a potential presidential candidate for the Democratic nomination in 2020. Publicly expressing his interest in the prospect, he traveled to early primary states. After announcing his candidacy on April 22, 2019, Moulton failed to gain traction and withdrew from the race on August 23.


title: Seth Moulton

text: Moulton was born on October 24, 1978, in Salem, Massachusetts, to Lynn Alice (née Meader), a secretary, and Wilbur Thomas Moulton, Jr., a real estate attorney. Moulton has two younger siblings, Eliza and Cyrus, and grew up in Marblehead, Massachusetts. He graduated from Phillips Academy in 1997, and attended Harvard College, where he earned a bachelor's degree in physics in 2001. He gave the Undergraduate English Oration at his commencement, focusing on the importance of service.


title: Seth Moulton

text: Moulton joined the Marine Corps after graduation, a few months before the September 11 attacks. He attended the Officer Candidate School in Quantico, Virginia. After graduating in 2002 with the rank of second lieutenant, Moulton was among the first service members to enter Baghdad at the beginning of the Iraq War.


title: Seth Moulton

text: During the 2003 invasion of Iraq, Moulton led one of the first infantry platoons to enter Baghdad. He served a total of four tours of duty in Iraq from 2003 to 2008. Moulton took part in the 2003 Battle of Nasiriyah, leading a platoon that cleared a hostile stronghold. In that action, he went to the aid of a Marine wounded by friendly fire, and for his actions he was awarded the Navy and Marine Corps Medal for valor. Moulton was active in combat against insurgent forces in Iraq, including the 2004 Battle of Najaf against the militia of Muqtada al-Sadr. Over two days, he "fearlessly exposed himself to enemy fire" as his platoon was pinned down under heavy fire and then directed the supporting fire that repelled the attack. He received the Bronze Star Medal for his actions in this battle.


title: Seth Moulton

text: In 2008, General David Petraeus requested that Moulton be assigned to work as a special liaison with tribal leaders in Southern Iraq during his fourth tour of duty in Iraq. Following that tour, Moulton was discharged from the Marine Corps with the rank of captain.


title: Seth Moulton

text: In 2003, Moulton co-hosted a television program with his Iraqi interpreter, Mohammed Harba, called "Moulton and Mohammed", during which they discussed regional conditions in the period following the U.S. invasion before an audience of U.S. servicemen and Iraqi citizens. The show ended after three months when Moulton's unit left the area.


title: Seth Moulton

text: Between 2003 and 2008, Moulton was frequently interviewed about his experiences as an officer in Iraq by U.S. national media, including CNN, MSNBC, and NPR programs "Morning Edition" and "All Things Considered".


title: Seth Moulton

text: Moulton was also prominently featured in the 2007 Academy Award-nominated documentary "No End in Sight". In the film, Moulton criticized the U.S. government's handling of the occupation of Iraq. Director Charles H. Ferguson chose to include Moulton, along with two other Iraq veterans.


title: Seth Moulton

text: After he left the Marines Corps in 2008, Moulton attended a dual-degree program at the Harvard Business School and the Harvard Kennedy School, earning master's degrees in business and public policy in 2011. After graduate school, Moulton worked for one year as managing director of the Texas Central Railway, a transportation firm. In 2011, Moulton and a graduate school classmate founded Eastern Healthcare Partners, which Moulton has invoked to show he was a "successful entrepreneur" who understands "what it's like to face that day when you might not meet payroll." The company raised investor funds and drafted a partnership agreement with Johns Hopkins School of Medicine, but in October 2014 the "Boston Globe" reported that by the time Moulton ran for Congress, EHP had no revenue, was still incubating, and had closed its only Massachusetts office.


title: Seth Moulton

text: Moulton had considered running against Democratic Representative John F. Tierney of Massachusetts's 6th congressional district as an Independent in the 2012 elections, but he decided against it in July 2012, saying that "the time and the logistics of putting together all the campaign infrastructure, organizing the volunteers ... the fundraising—it's just too much to accomplish in three months." He told "Roll Call" that his own polling "showed there was in fact a clear path to victory" and said he might run for office in the future.


title: Seth Moulton

text: On July 8, 2013, Moulton announced his candidacy in the 2014 congressional race for Massachusetts' 6th district.


title: Seth Moulton

text: The race had been recognized for its competitiveness by national and regional media throughout the election cycle. Moulton challenged Tierney in the Democratic primary.


title: Seth Moulton

text: Tierney's campaign claimed in campaign advertisements that Moulton received campaign contributions from a New Hampshire political action committee that previously donated only to Republicans, implying that Moulton must hold conservative views. Moulton denied being more conservative than his opponent, and stated that the Republican PAC donation was returned. Public Federal Election Commission filings confirmed that the donation was returned in February 2014.


title: Seth Moulton

text: Moulton said that he opposed the Iraq War in which he served. A Tierney campaign staff member said that Moulton had "changed his mind" and highlighted Tierney's vote in Congress to oppose the 2002 resolution authorizing the U.S. Invasion of Iraq. Moulton also received the first-ever political endorsement from Ret. Gen. Stanley McChrystal during the campaign.