Daria Ep. 1 “The Esteemsters” or “Daria Needs a Jane”

I’ve heard the internet say that Daria indoctrinated a generation of eccentric, tween girls into the cult of man-hating slackerdom. But personal experience tells me that Daria did not exploit my teen angst to implant a subversive worldview—she unearthed the sardonic feminist lying dormant within, quietly anticipating the upheaval of adolescence to make herself known.

Origins

Many modern works of fiction whether poignant, cultural commentary or cringey, G-rated cow dung, begin as capitalistic endeavors and Daria, MTV’s spin-off of Beavis and Butt-head, was no different. As co-creator Susie Lewis recalled in a 2024 interview with Twelve Snakes, talks of the series began in ’96, when MTV’s animation department was taking off, and executives wanted to cash in on a “Beavis and Butt-Head for girls.”

But what started as a metaphorical Pied Piper, luring alternative girls to a consumerist playground of Walkmans and combat boots, evolved into a satirical critique of capitalist conditioning in public schools, a cutting-edge portrait of adolescent life in existentially bankrupt suburbia, and, most importantly, an exploration of intimate female friendship that renounced boy worship for a shared point of view and an undying love for pizza.

Episode 1: The Esteemsters

Welcome to Lawndale

“The Esteemsters” begins in a moving car, a visual cue that this story is taking Daria and her audience away from the crude world of Beavis and Butt-Head and into something sharper, something more refined. Daria is no longer a squiggly, half-baked sidekick. She is the fully realized, illegitimate love child of Velma Dinkley and Janeane Garofalo, here to rebrand girl geeks as riot grrrl rebels.

We learn that Daria and her family have left Highland, Texas for Lawndale, an affluent mid-Atlantic suburb in an unnamed state. As Jake, Daria’s emotionally intense father, offers a pep talk about making new friends, Daria cracks wise in the backseat, “speak up, Dad,” she quips as she turns up the volume on the radio.

Meanwhile, her younger sister, Quinn—an animated Cher Horowitz in a pink baby tee—primps in anticipation of the unpopulars who will worship at the altar of her charm.

As soon as the car stops, Quinn is swarmed by adoring fans she hasn’t even met yet: “cool shirt,” “cool name,” “will you go out with me?”— they coo as she flips her hair and giggles.

Daria, emerging from the car like an afterthought, promises her dad to help Quinn through this difficult period of adjustment.

The Lawndale Industrial Complex: Where Individuality Goes to Die

Inside the walls of Lawndale High, we experience the condescension and “whistle while you work” capitalist grooming that American public high schools are designed to impose. Principal Angela Li—authoritarian, image-obsessed, and corporate to the bone—welcomes a gaggle of new students with the forced enthusiasm of someone who knows optics are everything. To no one’s surprise, Lawndale High’s “warm welcome” comes with a mandatory psychological evaluation designed to weed out students with subversive attitudes. Certainly, this is a tool for self-improvement, not an ideological sorting mechanism.

Echoing a pivotal scene from 1976’s Carrie, in which the school principal meets with Carrie to discuss her radically disruptive behavior, then dismissively and repeatedly refers to her as “Cassie,” the Lawndale school psychologist, Mrs. Manson, continually addresses Daria as “Dara.” Signaling a subversion of the original story in which Daria, like the cruelly alienated Carrie, unleashes a fatal attack on the system that underestimated her, this scene lets us know that Daria will not be tolerating transparent attempts to intimidate or control her.

Holding up an illustration of two people talking, Mrs Manson instructs the girls to describe what they see. Quinn, a born politician, understands that the system exists to be manipulated, and responds with the banalities expected of a typical teenage girl. Daria, on the other hand, offers up a patronizing pageant response about puppies, to which Mrs. Manson scoffs in frustration.

Later, in history class, we are introduced to Mr. DeMartino, a hostile scream of a human being who must share DNA with Charlie Sheen.

He introduces Daria to the class, his caffeine- fueled eyeball rattling crudely in its socket, and immediately quizzes her:

Mr. DeMartino: “Daria! Can you concisely and unemotionally sum up for us the doctrine of Manifest Destiny?”

Daria: “Manifest Destiny was a slogan popular in the 1840s. It was used by people who claimed it was God’s will for the U.S. to expand all the way to the Pacific Ocean. These people did not include many Mexicans.”

When his reach for intellectual superiority leaves him empty-handed, he moves onto school quarterback, Kevin Thompson, who supposes that Manifest Destiny was part of Operation Watergate during the Vietnam War.


Show a Little Trust

At home, the dinner conversation turns to the first day of school. It seems that while Daria spent the day incurring the bitterness of every school authority at Lawndale High, Quinn accepted an official position as the vice president of the fashion club. She’s also considering joining the pep squad, but she’s not sure it will fit into her schedule.

As the family pokes at their lasagna, Helen, Daria’s high-strung, career-driven mother, learns that Daria has been enrolled in a mandatory self-esteem course at school. Daria insists that she does not have low self-esteem, but in fact has low esteem for everyone else.

Still, Helen urges her to “show a little trust” and “maybe make a friend.”

Enter Jane Lane: The Artful Dodger

Self-esteem class is taught by Mr. O’Neill, a sentient pink button-up with the depth of an emotional-support goldfish. He delivers his opening speech like a New Age self-help tape left out in the sun: “Esteem a teen. They don’t really rhyme, do they? …we are here to begin realizing your actuality…”

Growing increasingly frustrated with his hollow sentiments, Daria interjects: “I want to know what realizing your actuality means.”

From behind, a sly, gravely voice whispers in her ear,“he doesn’t know what it means. He’s got the speech memorized. Just enjoy the nice man’s voice”

This is our introduction to the show’s second protagonist, Jane Lane—a vampy Betty Rubble reimagined as a grunge-era, Erté paper doll. A glance at her asymmetrical DIY bob, deep red lipstick, and punk rock ear cuffs tells us that she’s the ultimate role-model for teen girls of a certain ilk. She is playfully cynical, artistic, and exquisitely suited to compliment our coldly rebellious, no-nonsense Daria.

The two walk home together, their easy camaraderie already established. Jane reveals that she is a seasoned veteran of the school’s attempts to rein in individualism. To date, she has endured Mr. O’Neill’s course 6 times and knows it like the back of her two-dimensional hand.

“If you know all the answers, why don’t you just graduate?” Daria asks.

“I like having low self-esteem. It makes me feel special,” Jane replies.

And just like that Enid has found her Rebecca, Angela has found her Rayanne, Butt-head has found his Beavis. And we have found our Jane Lane.

Later, at Jane’s house, the two watch Sick, Sad World, a tv program dedicated to documenting society’s most grotesque and ridiculous stories. This pastime will reoccur in nearly every episode of the show, positioning human stupidity as theater for the pair to mock from a comfortable distance.

Directly echoing Helen’s earlier advice about trust, Daria suggests that she and Jane graduate from self-esteem class together. The next day, they approach Mr. O’Neill and ask to take the final test early. Any skepticism he expresses is stilled when they effortlessly parrot the meaningless platitudes he has drilled into them over the last week:

“Self-esteem is important because it will stand us in good stead the rest of our lives.”

“The next time I start to feel bad about myself, I’ll look in the mirror and say, ‘You are special. No one else is like you.'”

“There’s no such thing as the right weight or the right height. There’s only what’s right for me. Because me is who I am.”

O’Neill, moved by his own empty cliches, declares that the whole school needs to see this miracle and schedules a Self-Esteem Class graduation assembly.

At the assembly, Daria and Jane stand up in front of their classmates to share an account of their experience. Jane approaches the mic, playfully glances back at Daria, and feigns a mental meltdown to make her laugh. Daria, following Jane’s lead, gives a saccharine speech bordering on parody, in which she names her sister Quinn a primary source of emotional support in her journey to find self-love. Quinn, having spent days convincing her classmates that she has no relation to Daria, shrinks in her seat mortified as Daria’s deadpan expression stretches into a cunning grin.

We end the episode at a science fiction convention where Daria has taken her family to revisit “the circumstances that brought her happiness as a child” (a recommendation from Mr. O’Neill). She is no longer enduring idiots from the backseat of a car; she is orchestrating their humiliation for her own amusement.

By the final scene, Daria has established herself as the voice of sarcasm in a world gone stupid; public school is offered up as a microcosm for middle-class american delusion and resentment; an all-you-can-eat buffet of nuanced characters serves complex exemplars of traditional and alternative femininity, and the heart of the show is set firmly in the budding friendship between Daria and Jane.

la, la, la, la, la.

Your Smart Phone Addiction is an Existential Problem

Are Choices Real in The Age of Constant Connectivity?

The average U.S. adult now spends over 7 hours per day on screens, with more than 2 hours and 24 minutes of that time dedicated specifically to social media use. As a wage-slave of the content creation machine, my daily phone time frequently reaches double digits. My personal tendency is to justify this time-suck with platitudes about productivity, convenience, and work-ethic.

The truth is- my smartphone is a prosthetic memory, a pocket mirror, a cyborg biographer, and maybe, most relevantly, the primary point of contact for any person or capitalist entity seeking my attention. Within its framework, everything from family group chats, to blowout sales, to world news are things I have the power to say, “yes”, “no”, or “maybe later,” to. And this perceived control, the idea that our devices somehow help us impose order, gatekeep our attention, and capture stability in an ever- changing hellscape, is what keeps us locked in.

Control Yourself

Pop psychology has given us a laundry list of scientific explanations for the smartphone epidemic: dopamine loops, overstimulation, behavioral conditioning. If you want to torture yourself, you can also reference millions of moral explanations (ranging from laziness to vanity) posted to Reddit, Facebook, X, and other virtual spaces where armchair philosophers convene. But at the core of all this is something simpler: the existential pull of agency.

Humans need to feel that their choices matter. That they are steering the ship. In this world turned upside down by health crises, natural disasters, algorithmic governance, institutional collapse, and social distrust, an authentic sense of personal power feels out of reach. So we indulge in micro-interactions that simulate choice to give us the vital feeling that we are still authors of our own experience.

Historical Context: Shrinking Your World into a Pocket-Sized Problem

The last five years have offered up a gluttonous serving of destabilizing events, fracturing any lingering belief in a safe, knowable world: a global pandemic, thousands of mass shootings, divisive political propaganda, wildfires, floods. Institutions have faltered. Narratives have splintered. And as a result, many of us are plagued by chronic existential terror and anxiety. Control, in this state, is less about action and more about sensation. And that’s where the smartphone steps in as an emotional pacifier. It offers a flattened version of the world, sized to fit in your hand. The existential gets miniaturized. The unimaginable becomes scrollable.

Wait a Second, Are They Monetizing Our Emotional Reflexes ?

Here’s the sinister part: the illusion of control is more than a byproduct of smart tech; it’s a feature. When you feel in control, you’re more willing to share, post, click, spend. You believe you’re navigating an open landscape of options. But really, you’re walking a narrow path carved by behavioral predictions and monetized attention. And the worst part, is that you’re actually feeding into a cycle of emotional disruption, consumption, and self-soothing that amplifies your anxieties. U.S. Surgeon General Dr. Vivek Murthy reported that in 2024, social media platforms were increasingly linked to heightened anxiety and depression among young people — enough to warrant proposed warning labels similar to those on packs of cigarettes. In a 2024 study, Pew Research Center found that 38% of teens acknowledge spending excessive time on their smartphones, with about 25% expressing similar concerns about social media usage; the same study reports that 44% of teens feel anxious, 40% feel upset, and 39% feel lonely when separated from their devices. Often, we are so distrustful of the mind’s natural ability to sort data, manage time, or cultivate intimacy without the aid of smart tech, that being separated from our smartphones feels something like an amputation. And this is by design. The more emotionally reliant we are on smart tech, the more we use it to mediate all of our life experiences and participate in a transactional relationship with Big Tech. Communication scholar, Dr. Emre Canpolat notes in his study on digital capitalism that “smartphones…inevitably result in the exploitation of users’ labour, the commodification of user data, the shifting of paid work into ‘leisure time’, and finally the transformation of everyday life through smartphones.”

Time is Money

Smartphones convert time into data. Every scroll is capital. Every photo is a piece of intel. Every app is a funnel designed to reduce friction between your attention and a marketplace.​

The more you “use” your phone, the more it uses you. This isn’t metaphorical. It’s an economic exchange: your sense of time is converted into commodifiable behavior. You feel productive because you’re sorting information. You feel social because you’re replying to DMs. You feel creative because you snapped a photo. But it’s a trap: the appearance of intention masking the reality of extraction.​

Closing Thoughts: Presence Over Simulation

When I took a three-week break from my smart phone, every suspicion I had about the algorithm was confirmed. My screen time had hi-jacked my brain, eroded my memory, and filled the gaps of my life with anger, resentment, shame, and other emotions that felt equally unpleasant and urgent. Without smart tech, I was forced to reach for other systems of organization. I wrote reminders by hand. I made recipe cards. I purchased a physical calendar. I had forgotten that I could impose order without surrendering entire days to a feed designed to agitate and distract me.

This isn’t an article about how I conquered addiction or solved a global crisis. I haven’t gone off-grid to live among the noble creatures of the rainforest (yet). This is just one perspective that is part of a much bigger, intersectional conversation. But if smartphone use is rooted, even in part, by a hunger for control, then the way out is intentionality and presence of mind.

College Level Timed Writing Guide

Writing Guide developed for The Moorpark College Writing Center in Moorpark, CA.
Audience: college students 18-30
Tone: informative, professional, and funny

How to Write a College-Level Timed Essay

1.READ THE PROMPT AND SCAN FOR KEY WORDS. DON’T BE A VICTIM OF MISUNDERSTANDING.

Read the prompt carefully. Make sure that you understand what your instructor is asking you to do.

Look for keywords to cue your response.
Common keywords and what they mean:
compare: describe the similarities between two concepts/ events
contrast: describe the differences between two concepts/ events
explain: contextualize and clarify a complex concept/ event
list: document a series of concepts/ events in logically organized group(s)

2. MAKE AN OUTLINE BEFORE YOU BEGIN WRITING. MAKE THE HARD DECISIONS FIRST. 

Why outlining is important:
a. An outline protects you from writer’s block
No one wants to turn in an essay  filled with an introduction, 3 crossed out sentences and a series of blank, shameful pages. Once you have a plan, you don’t have to worry about blanking out halfway through the test. 

b. An outline keeps you from rambling and going off topic
You can reference your outline as you get to new paragraphs in your essay to make sure that you are staying on track. This will keep your essay on the Cold War from turning into a review of Dr. Strangelove. 

d. An outline forces you to understand what you want to say before you try to say it.

3. USE THE COMPONENTS OF BASIC ESSAY STRUCTURE AS THE FRAMEWORK FOR YOUR OUTLINE.

COMPONENTS OF BASIC ESSAY STRUCTURE:

I. Introduction: Orients the reader to your topic and introduces your argument/ main point. 

a.Overview of your topic: Give us a tiny bit of history and let us know why this topic is relevant

b.Thesis: This is where you answer the prompt unambiguously! For a timed essay, don’t worry about being fancy. Just answer the question as clearly and simply as possible, so that you can move on to proving your point!

II. Body: This is where you will put all of your evidence and support! Your body is made up of several paragraphs, each one focusing on a sub-point of your thesis. For a timed essay, 2-4 body paragraphs is usually enough, but make sure to ask your professor what she/he expects. 

a. Topic Sentence: A sentence that states the main idea of your paragraph. 
b. Evidence: Examples from lectures & assigned readings that support your argument
c. Analysis: An explanation of why and how these examples support your argument. 

III. Conclusion: This is where you sum up your argument. 

a.) Don’t just rephrase everything you have already said, explain why your argument is relevant. In a persuasive essay/ argument essay, you are typically proving that there is a problem which must be changed. Explain what might happen if that problem were never addressed? Why do you want people to know what you’ve written? 

4. PROOFREAD! 

This is a timed essay; you don’t need to correct every mistake! Teachers hope for perfection, but they don’t expect it. Make sure to look over your essay when you are finished to avoid missing words, and other mistakes that make your ideas difficult to understand. 

5. USE THE CLOCK!

The clock is a tool that you can use to keep yourself on track, not a ticking time bomb that forces you into a sweaty panic! Use it to decide how quickly or slowly you should be working. Allot different amounts of time for each step in the writing process (e.g. Outlining- 10 min, Intro- 10 min, body- 30 minutes, conclusion-10, proofreading- 3 minutes), and force yourself to move on to the next step if you are working too slowly! 

Veteran Resources for Community College Students Following the Educational Assistance Act of 2008

This situation analysis will briefly explore the impact of the Post 9/11 Educational Assistance Act of 2008 as it relates to community college veteran enrollment and the need for on-campus support resources; correspondingly, a review of research in the field will inform the identification of veteran-specific risk factors and most valuable services. Emphasis will be placed on comprehensive case management, congregation initiatives, and referral services as assets of an effective veteran center. 

The GI Bill and Enrollment Surges Post 9/11

The 1970s saw a dramatic downturn  in graduation rates, transfer rates, student enrollment, and general retention among veteran students. This was the result of a combination of factors which included the stigmatization of combat veterans after the Vietnam war and the end of the draft in 1972. Additionally, and possibly most importantly, educational benefits had not been re-evaluated or updated to align with growing tuition expenses or changes in requisite job training across many different fields (Moore, 2017, p.17) marking a clear decline in the quality of civilian life for servicemen upon discharge. As a consequence, recruitment and enlistment numbers suffered nationwide and new initiatives were put forward to resolve existing deficiencies.

The Montgomery GI Bill Active Duty, which was passed after several years of strenuous hearings, increased tuition assistance allowances by nearly $1000 monthly and provided separate benefits for active duty military. Further enhancements were made under the Post 9/11 Veterans Educational Assistance Act of 2008,  which retroactively benefited those who enlisted on or following September 10, 2000. The bill, which is considered the most “generous educational benefit available today”  (Kessler, 2018, p.20) incentivized enlistment and college enrollment upon re-entry in record numbers in much the same way that the original 1944 GI Bill; DeLeGarza notes that “in some college campuses sur­veyed, enrollment of military and veteran students… increased by up to 500% since 2009 with an estimated $36 billion in Post-9/11 GI Bill entitle­ment benefits as of 2013 (Lang, Harriett, & Cadet in DeLeGarza, 2016, p.1) (Moore, 2017, p.19). Approximately 84% of  these military service members and veterans begin their academic careers at 2-year institutions, underscoring the community college as an essential component of post-secondary success and less directly, economic prosperity for the veteran population (DeLeGArza, 2016, p.1). These realities mandate comprehensive, targeted supports for students who have served in the military, as they often have no familiarity with the process of admission, enrollment, goal-setting, or completion.

Addressing Risk-factors of Student Veterans

    Risk Factors. Veterans on community college campuses usually exist within multiple nontraditional student identities; like many adult learners,  they are within the minority when it comes to age, life experience, and social responsibility. More precisely, veteran students frequently hold full-time jobs, enroll in college part-time, and act as providers in their home lives (Wheeler in De LeGarza, 2016, p.42) (Pellegrino, 2015). Additionally, they will often attend multiple institutions while earning a degree… or have mixed enrollment (i.e., fluctuate between full- and part-time enrollment)(para. 3) ( NCSL in Moore, 2017, p.31). Dividing time between academic coursework, mother/or fatherhood, and work can cultivate emotional maturity, focus, and leadership skill, but having many obligations can also contribute to the layered alienation veterans feel when socializing  with “non-military peers” (Kessler, 2018, p. 35).  Difficulties are presented in areas both practical and emotional, as these students struggle against damages obtained in or because of combat such as benefit delays, PTSD, and intermittent feelings of anxiety, shock, depression, and isolation.

 Theoretical Frameworks for Addressing Needs. On-campus veteran centers attempt to mitigate some of these issues, taking the unique values and experiences of student veterans into account when designing service offerings and educational planning methods. Military training prioritizes the importance of congregation, service to the group over the individual, and respect for established structures of authority and seniority (Kessler, 2018, p.74) and so theoretical frameworks for veteran assistance often draw from Astin and Schlossberg, scholars who emphasize community, congregation, and relationships as tools for improving self-efficacy(Moore, 2017, p.6-7) (Pellegrino, 2015). 

Factors contributing to Student Satisfaction with Services Offered. 

Centers generate favorable responses when they provide opportunities for veteran students to meet each other and form bonds through events, workshops, and special courses; The CMFV  in North Carolina for example “offers career seminars, Veterans Day events, and other workshops to assist in the academic success of veterans. To this end, and to assist the veteran in his or her daily life, the CMFV staff connects veterans with existing community services and advocates for the development of new services to meet the growing need (Moore, 2017,p.4).  DeLeGarza, who used the Community College Survey of Men to determine needs and effectiveness strategies for vet centers, suggests that personal bonds are sometimes the root of endurance. His research shows that “us­ing counseling-based interventions to communicate to student veterans that they possess the ability to complete studies based on the strength of character required, gained, and instilled through military service” inspires confidence and is a necessary supplement to general efficiency (DeLeGarza, 2016, p.51). This may be why faculty-student interaction is a highly impactful in inspiring motivation and persistence among student veterans(Chaves, 2006 in Pellegrino, 2015).  A functional veteran center must account for intrinsic motivation as well as expediency. 

 Comprehensive solutions which simplify the college process by providing “professional counseling, career coaching, enrollment and benefit support, academic planning, and case management” (Kessler, 2018, p.74)  tend to garner greater usage. These “one-stop-shops”, as Kessler refers to them,  employ case managers, advisers, and counselors who serve highly specialized functions, can build rapport with students, and provide a clear plan for coursework, referrals, and advisement with registration, credit loads, graduation, and purchase of supplies. Veterans are more likely to use a campus center if they can see a specific person for each service, “for example, a person dedicated to veteran academic advising is necessary as well as a specific veteran orientation program” (Herman et al in Kessler, 2018, p.30). Accordingly, veteran centers with more general staff deter Veterans from usage as this structure feels chaotic and scattered in comparison to military structures. 

Importance of Retaining Student Veterans: 

The importance of retaining veteran students is plural. On the one hand, they tend to transfer and/ or complete programs of study at a higher rate than non-military students: “First year non-veteran college students transfer at a rate of 9% and that rate rises to 41% by their senior year; non-combat veteran first year students transfer at a rate of 28% and that rate rises to 71% by senior year; combat veterans first year students transfer at a rate of 45% and that rate rises to 80% by senior year (National Survey of Student Engagement [NSSE], 2010, p. 17). It follows that a community college with a healthy, supported student veteran population  will excel in areas of educational quality and student achievement. Military friendly institutions also tend to attract both community engagement and opportunities for financial support (Moore, 2018, p.17). Therefore, institutions which not only erect centers for Veteran students, but also implement proven methods for student satisfaction, are projected to gain credibility as the influx of veteran enrollment continues. 

REFERENCES

De Lagarza, T., Manuel, M., Wood, J., & Harris, F. (2016). Military and Veteran Student Achievement in Postsecondary Education: A Structural Equation Model Using the Community College Survey of Men (CCSM). Community College Enterprise, 22(1), 43-54.

Kessler, S., & Brent, Brian. (2018). Veteran and Military Student Satisfaction With Student Services at a Community College in Western New York, ProQuest Dissertations and Theses.

Moore, T. T. (2017). Evaluation of a community college veteran center and student veteran success (Order No. 10637560). Available from ProQuest Dissertations & Theses Global. (1966524367). Retrieved from http://search.proquest.com.libproxy.nau.edu/docview/1966524367?accountid=12706 

Pellegrino, L., Hoggan, C., & Fishback, S. (2015). A Tale of Two Transitions: Female Military Veterans During Their First Year at Community College. Adult Learning, 26(3), 124-131.

Letter of Rec from Dr. Maureen Hillhouse

March 20, 2018

To Whom It May Concern:

I have had the pleasure of knowing and working with Angie Hoover since 2011. I have come to know Angie’s skills, capabilities, and strengths well. 

Angie has been working with me on a projects for New York University. One of these is a project conducted in Ventura County, Raising the Barn, aimed at engaging individuals with mental health challenges recently released from incarceration, their families, clinicians, law enforcement and court personnel, and other stakeholders in discussions and activities addressing the needs of this population. Angie coordinates our meetings and communicates effectively and succinctly with all involved parties. She is able to explain research requirements and implementation procedures for potential side projects. Her verbal and written communication skills are excellent and versatile and she is able to adjust to the comprehension level of each specific group.  

Angie has a strong understanding and commitment to academic endeavors.  She appreciates and rises to the challenges inherent in working in the pursuit of academic ideals. She has worked with an array of people, agencies, and institutions, and has never attained less than excellence. She understands the nature of intellectual investigation, and has the necessary skills, knowledge, and motivation to make important contributions to her chosen field. She has shown that she can integrate the pursuit of scholarly goals with the pragmatic requirements of dealing with people, and doing so in a way that is appropriate and meaningful. 

Not only is Angie intelligent and goal-oriented, but she is diligent, tenacious, patient, and hard-working. She meets her deadlines, works well under pressure, and produces high-quality work. She is detail-oriented and uses this skill to provide complete and accurate materials for each project. She is also willing to help meet project goals. For example, in addition to her own responsibilities, she provided technical assistance to a colleague who was having problems. As a result, Angie has been added to this project based in Ventura County- testing methods for reducing stress in students with autism. The first trial will use virtual reality to introduce and orient students to new locations and situations. Angie’s understanding of technology has proven to be invaluable for the project and project team. Angie can work well independently, but is also adept at group collaborations. She is well liked by her peers, practitioners, and supervisors. 

I have no doubt that Angie will be an exemplary student in your program. She is intuitive and professional, and brings a level of passion and dedication that would enhance any program that she joins. Applying her knowledge, experience, and positive personal attributes would make her particularly well-suited to your Program in Technical Communications. She is personable and delightful to work with and is a true team player. The admissions committee can be confident that her performance and productivity will be of great benefit to the program endeavor. 

Please do not hesitate to contact me for more information.

Sincerely,
Maureen Hillhouse, PhD
Associate Director, BetaGov
New York University
60 Fifth Ave., 2Fl.
New York, NY 10011

contact available upon request

Letter of Rec. from V. Cate

To whom it may concern,

Please consider this letter my wholehearted endorsement of Angie Hoover in her candidacy for USC’s MFA in Screenwriting program. I frankly can’t think of a young artist working in Los Angeles today who better exemplifies the kind of keen thinking, creative eye, and unique potential that USC is – or should be – seeking from its prospective students. 

I have had the fortune and pleasure of working with Angie, both as a director of her written work for the stage, and as an editor of theater journalism sites Stage Raw and @THIS STAGE. 

Our first collaboration, Cat Fight, was staged in 2014. The show told the story of the experience of being a woman, and Angie brought a varied and brilliant collection of pieces to the evening of short works. Actors adored working with her language, and the show was successfully extended. Since then, I have sought out Angie for multiple projects. What she brings to the table artistically is invaluable.

More recently, Angie has applied her eye and ear (and unerring acumen) as a critic at Stage Raw and theater journalist at @THIS STAGE, precisely to broaden her horizons and expose herself to new work and different approaches and mise en scènes. I believe that Angie could well become a transformative force for the American stage, media,  and cinema alike.

Very sincerely,

V. Cate (they/he)

Assigning Editor, Stage Raw

A.D. Butcherbird Studios

Letter of Rec. Dr. John Baker

To whom it may concern

It gives me great delight to write this letter in support of  Ms. Angelisa Miranda. I first met Angie in January 2011, when she became a student in my Biological Anthropology course. She performed very well in that course, earning a grade of “A” and finishing in the top 5% of her cohort.

Angie and I had many opportunities to interact that semester, and I found her to be an extremely intelligent and motivated individual with a strong artistic streak and sense of self. You can imagine my delight when I learned that she had signed up for a short summer trip to Peru that I had organized for May 2011. Perhaps you know the expression: “If you really want to get to know someone, travel with them.” I must say, traveling with Angie on that trip was an absolute delight. She is well-balanced and extremely personable, and her presence made the entire tour (which included 6 other students of mine as well as participants from other colleges) that much more fun. Angie is an amazing story-teller, and I can recall more than one time when she was relating a story from her life and the entire tour group was quiet and engrossed. Her tales were always insightful, often hilarious, and consistently detailed, so that I could easily feel myself a part of the situation she was describing.

After that tour, I encountered Angie often on the Moorpark College campus, for she was an engaged and extremely appreciated member of the Writing Center. There, she helped students organize their thoughts and compose and improve their term papers and other assignments. I often sent my students to her, knowing that they would find support and affirmation regardless of their writing level. Angie displayed a genuine empathy for the students she worked with while holding them all to high standards and doing all that she could to help them gain confidence and improve their writing skills.

In addition to these activities, Angie completed her studies at Moorpark College and then at Arizona State University, where she earned her B.A. in Film and Media Studies. Along the way, she also found the time to earn her TESOL/TESL/TEFL Certification, to participate in and present at a number of conferences and workshops, and to publish an article. Clearly, Angie is a highly motivated and dynamic individual who could, in my opinion, do anything she wants.

What makes Angie even more special in my eyes is that what she wants to do is to help other people find themselves and their own paths. This desire springs from her own personal story, and thus reflects who she is and how she has become this person. Her many outstanding qualities, combined with her deep empathy and compassion for others, PLUS an extraordinary artistic streak, ensure that Angie will be both a dynamic and well-regarded member of your program and that she will subsequently be a counselor who will attract and be able to work with a wide variety of clients. I should add that I have always found Angie to be a person of deep integrity who puts others before herself (without becoming trampled in the process).

I hope that you can see from these few lines that I hold Angie in the highest regard; indeed, I consider her to be one of the most gifted and innately talented, and warm and compassionate students, that I have encountered in my 29 years of teaching. If we had more like her, perhaps we wouldn’t need therapists and counselors. The next best thing would be to have people such as Angie, who are dedicated to improving the lives of her fellows and to truly making the world a better, more compassionate, and fun place.

Please do not hesitate to contact me if I can provide you with any additional information about Angie Hoover; I would be happy to share what I know.

Sincerely,

John R. Baker, Dr.phil.

Professor of Anthropology

Moorpark College

Contact information available upon request

Letter of Rec. Dr. Tracy Tennenhouse

To Whom it May Concern,

Once in a while we come across a student who is exceptionally dynamic in her capabilities, demonstrates an academic rigor uncommon at the community college level, and who brings creativity and a “presentness” we don’t see very often. It is my pleasure to have encountered these qualities in Angelisa Hoover and can therefore recommend her highly for advanced study and graduate work in the discipline  of technical communications. 

I first met Angie when she was my student in English 1B, critical thinking about literature. Her analysis and critical thinking skills were way beyond her classmates, and her writing was so strong that we awarded her with an English Department Writing Award as well as publication in our Student Essay Anthology. I also recall in those years that Angie would stop by my office and have long conversations with me about her experiences in the music and entertainment world (she comes from a family of musicians), sharing her struggles growing up as an intellectual and creative kid in a school environment that didn’t really value those qualities. My daughter was in elementary school at that time, and I remember listening to Angie’s experiences and relating them to my own worries about raising a creative, intelligent girl in our society. She gave me good advice and shared her wisdom, which I truly appreciated at the time. I guess you could say that we mentored each other!

Fast forward a few years to when I became co-director of our Writing Center, where I had recommended Angie to be a tutor. I was now serving in a supervisorial position and could see Angie as not just a student but as a professional tutor. Without a doubt, Angie was our most sought-after tutor. Her appointments filled up before anyone else’s, and students flocked to her and asked for her regularly. They did this because she not only had the academic skills to help them with their writing, but she brought a kindness and a presence that truly engaged these students. She listened to them and then quickly figured out how to focus and help them on something tangible during their 45 minute appointment. It takes great skill to figure out what someone needs and then give it to them in a short amount of time, and Angie has that skill. Angie was also really flexible as a tutor, being able to help someone with ESL skills as well as someone working on upper-level analysis and research papers. We were fortunate to be able to send Angie into classrooms as a supplemental instructor, workshop leader, and I even invited her to do a study skills session for our local high school students. At all of these events, Angie exuded an energy and credibility that resonated with the students. She was relatable, fun, and clearly knew her stuff. She is, in other words, a natural guide and teacher! As a regular fixture in our tutor training sessions, Angie graciously offered her experience and guidance to new tutors, and she took leadership roles in many of our enrichment activities such as poetry workshops and readings.

From the first day I met Angelisa I knew that she was destined for academic and intellectual pursuits. I am sure that she will bring the same passion, excellence, and focus to your place of work that she does to everything, and I can enthusiastically recommend her.

Sincerely,

Dr. Tracy Tennenhouse

Moorpark College English Department

Contact information available upon request

Corey Feldman Drama Academy for Mature Women (Monologue)

Corey Feldman Drama Academy for Mature Women

Monologue written for Cat Fight, 2013

ANDY, an older actress in a professional outfit, stands on stage. She takes a moment to set herself and a spotlight is cast. She delivers her lines cheerfully and with enthusiasm!

ANDY:

Welcome Everyone! I am Andy Everglade, (cutely) in the flesh, star of 1977’s Pillowfight Slaughter 2, and 3 time winner of TBS’s MILF award.  

This afternoon, I have the immense pleasure of cutting the ribbon at Acton, California’s very own Corey Feldman Certified Pre-Owned Honda Dealership AND Drama Academy for Mature Women! Now you might be saying, an acting studio attached to a car dealership, what’s the big idea, Andy? Well, let me tell you.

Mr. Feldman believes that used cars, like women over 50, may seem practically undriveable to the outside world, but in actuality, they have a few good years left in them! That’s right! Want to star alongside Harrison Ford [beat] as his elderly aunt with Alzheimers? Then look no further! Take it from me, there are plenty of challenging and exciting roles as Television Divorcees, Grandmothers and even Great, Great Grandmothers to go around! And that doesn’t even scratch the surface! Last year, using Mr Feldman’s methods, I landed not one but TWO commercials for Life Alert’s new product: Hot Flash Emergency Warning!! 

Still not sure if you want to come and visit? That’s fine! We are a full service garage too! Come get your oil changed and pick up a pamphlet about our diverse array of classes! While you wait, feel free to peruse through a magazine from our library of age-appropriate reading material. Trust us, we cater to YOUR interests such as menopause, Oprah and  minimizing ghastly wrinkles with a mixture of avocado and semen!

But acting isn’t all about being pampered like a STAR! Here at The CFDAMW, we also want to prepare you for the real world! For just 6 small payments of $25.99, our resident mechanic will make sure you are ready for the experience of auditioning as a middle-aged woman by refusing to make eye contact with you, refusing to make eye contact with you, and refusing to make eye contact with you.

With Mr. Feldman’s knowledge and guidance in your corner, you will be scoring Osteoporosis Commercials in no time! Act Now!  For this weekend only, Mr. Feldman has graciously agreed to hire young Models to visit the Academy. That way, we will know who to stand behind when the time is right! 

So, come on down!

A model, CHELSEA, struts on stage and stands directly in front of Andy. She does various poses. Andy fights to be seen.

Thank you, Chelsea. [deep breath] This feels right!

BLACKOUT

Mad World: The Lunacy of Imperialism in Apocalypse Now (Academic Article)

Academic Film Criticism of Apocalypse Now and the Imperialist Adventure Film

Francis Ford Coppola’s  Vietnam epic, Apocalypse Now (1979) rejects the simplistic vision of expansionism that is propagated by the imperial adventure film and instead exposes Conquest as a complex tapestry of emptiness, glory, and devastation. Although the film perceives beauty in the biblical proportions of war, it ultimately condemns neocolonialism as a source of moral corruption, mass destruction, and large-scale suffering. The finished product is a nightmarish depiction of imperial progress, which subverts the ‘Imperial Imaginary’ and reveals the West’s frivolous dehumanization and annihilation of non-white cultures. 

 Film theorists Stam and Shohat define the ‘Imperial Imaginary’ as a system of tropes in cinema which support imperialist ideology. Action-adventure films and American Westerns, in particular, are guilty of holding up imperialism as they  “tell the story of colonialism from the colonizer’s perspective, … [and] idealize colonial enterprise as a philanthropic “civilizing mission” motivated by a desire to push back the frontiers of ignorance, disease, and tyranny” (Shohat & Stam 113). But Coppola reveals the perversion seated in these ideas. 

In a reversal of the ‘Imperial Imaginary,’ Apocalypse Now adopts the perspective of the colonizer and re-appropriates it to unearth the potent insanity beneath the surface of Imperialism. The film follows Captain Benjamin Willard (Martin Sheen) as he embarks on a classified mission to assassinate Colonel Kurtz (Marlon Brando), a military genius gone mad. Though Willard is the film’s protagonist, he is in no way a hero crusading for the “benefits of empire” (Shohat & Stam 120). In fact, he is a lost and lonely man tormented by the horrors he has endured at its hands. When the viewer first sees him, he is laying alone in his hotel room, confined by his own terrifying memories. Throughout the film, he speaks often of the brutality and hypocrisy of conquest. After the PBR crew murders a Vietnamese woman sailing past in a houseboat, he remarks, “We cut them in half with a machine gun and then give them a band-aid. It was a lie, and the more I saw of them, the more I hated lies.”  Here, the propaganda that adventure films would ordinarily expect their audiences to swallow is embittered. Disillusionment, terror, and derangement are emphasized frequently as symptoms of war in both the film’s style and its content. With the use of psychedelic visuals, eerie folk music, and the layering of Willard’s hopeless voice over, Coppola reflects the dreamlike derangement of Vietnam and solidifies his critique: imperialism is a broken mentality. Kurtz himself allegorizes the madness of the American people: drunk with power, deluded in their entitlement, and confident  that their arrogance is, in fact, godlike wisdom. 

 As much as the film denounces the war for it’s futility, it completely omits the voice of the Vietnamese people who are being massacred without purpose. They are shown only as extras milling around Kurtz’s camp, running from fiery explosions, or laying dead in gruesome photographs. Their invisibility, however, underscores the dehumanizing gaze of imperialism as they are treated like pests who must be exterminated before moving day. This disregard for ‘natives’ and the associated American entitlement to foreign territory is made extremely clear in a scene early on where an air strike team assembles to slaughter an entire village without just cause. In all of the scenes where soldiers come face-to-face with Vietnamese civilians, it is clear that the  presence of American democracy in developing nations is a violation which is met with great fear and grief. During the airstrike, school children run; mothers clutch their sobbing babes, and men attempt to fire a primitive machine gun to no avail. The audience is made to feel repulsed by Big Brother’s indifference to human suffering. 

These images of moral decay within the military stand in direct opposition to imperial adventure films of the 1930s-50s, which position imperial soldiers in a place to “quell ‘terrorist’ uprising[s]”  and ultimately “ legitimate … destruction and the paternal transformation of the friendly “elements” into servile allies, authorizing [their] right to establish new outposts (and implicitly to hold on to old ones)” (Shohat & Stam 120). Willard is never shown triumphant, and his actions reject the idea that imperialism causes minor distress in the name of the greater good. Kurtz ,who acts as a demented sage, is also an exemplar of the ugliness which drives conquest. He explains that for wars to deliver victory,  soldiers  must make “horror and moral terror their friends, or else they [will become] enemies to be feared.”  This horrific look at the spread of western ideology and what it entails places Coppola’s unforgiving war drama in line with post 1960s “realistic” Westerns which “project[ed] a less flattering vision of the expansionist project” and “depict[ed] the frontier as violent but un-heroic, often presenting Native Americans with considerable sympathy” (Shohat & Stam 126). In it, is a shift from cartoonish idealism to (some level of) public responsibility and guilt  that encourages audiences to regard racial stereotypes with skepticism. And though these images don’t solve the problem, they urge audiences to pity and sometimes empathize with the plight of peoples who have historically been dismissed as savage or uncivilized.

As Shohat and Stam suggest, “films arrange events and actions in a temporal narrative that … shape[s] thinking about historical time and national history” (104). If the imperial adventure film serves the pretense under which imperialism operates, Apocalypse Now looks at the perverse truth: in the pursuit of global domination, massacre and decimation are justified sacrifices.  Just as the film’s opening sees lush, green, trees being ignited by the careless fire of Western hubris, the ending sees Kurtz’s followers debased and destroyed for the sake of his madness.  These parallel images brilliantly underscore the film’s criticism of the large-scale greed that corrupts and disrupts the natural order of things.

Works Cited

Shohat, Ella, and Robert Stam. “The Imperial Imaginary.” Unthinking Eurocentrism:Multiculturalism and the Media, 100-136. London, England: Routledge, 1994.Web.