Problem: Love was born Courtney Michelle Harrison on July 9, 1964 at Saint Francis Memorial Hospital in San Francisco, California, the first child of psychotherapist Linda Carroll (nee Risi) and Hank Harrison, a publisher and road manager for the Grateful Dead. Love's godfather is the founding Grateful Dead bassist Phil Lesh. Her mother, who was adopted at birth and raised by a prominent Italian-Catholic family in San Francisco, was later revealed to be the biological daughter of novelist Paula Fox; Love's maternal great-grandmother was screenwriter Elsie Fox. According to Love, she was named after Courtney Farrell, the protagonist of Pamela Moore's 1956 novel Chocolates for Breakfast.

Musically, Love's work with Hole and her solo efforts have been characterized as alternative rock; Hole's early material, however, was described by critics as being stylistically closer to grindcore and aggressive punk rock. Spin's October 1991 review of Hole's first album noted Love's layering of harsh and abrasive riffs buried more sophisticated musical arrangements. In 1998, she stated that Hole had "always been a pop band. We always had a subtext of pop. I always talked about it, if you go back ... what'll sound like some weird Sonic Youth tuning back then to you was sounding like the Raspberries to me, in my demented pop framework."  Love's lyrical content is composed from a female's point of view, and her lyrics have been described as "literate and mordant" and noted by scholars for "articulating a third-wave feminist consciousness." According to a 2014 interview, lyrics have remained the most important component of songwriting for Love: "I want it to look just as good on the page as it would if it was in a poetry book". A great deal of her songwriting has been diaristic in nature. Common themes present in Love's songs during her early career included body image, rape, suicide, conformity, elitism, pregnancy, prostitution, and death. In a 1991 interview with Everett True, she said: "I try to place [beautiful imagery] next to fucked up imagery, because that's how I view things ... I sometimes feel that no one's taken the time to write about certain things in rock, that there's a certain female point of view that's never been given space."  Critics have noted that Love's later musical work is more lyrically introspective. Celebrity Skin and America's Sweetheart are lyrically centered on celebrity life, Hollywood, and drug addiction, while continuing Love's interest in vanity and body image. Nobody's Daughter was lyrically reflective of Love's past relationships and her struggle for sobriety, with the majority of its lyrics written while she was in rehab in 2006.

What are her songs about?

Answer with quotes: ". A great deal of her songwriting has been diaristic in nature.


Problem: Lyndon Baines Johnson (; August 27, 1908 - January 22, 1973), often referred to by his initials LBJ, was an American politician who served as the 36th President of the United States from 1963 to 1969, assuming the office after having served as the 37th Vice President of the United States from 1961 to 1963. A Democrat from Texas, he also served as a United States Representative and as the Majority Leader in the United States Senate. Johnson is one of only four people who have served in all four federal elected positions.

Johnson, whose own ticket out of poverty was a public education in Texas, fervently believed that education was a cure for ignorance and poverty, and was an essential component of the American dream, especially for minorities who endured poor facilities and tight-fisted budgets from local taxes. He made education the top priority of the Great Society agenda, with an emphasis on helping poor children. After the 1964 landslide brought in many new liberal Congressmen, LBJ launched a legislative effort which took the name of the Elementary and Secondary Education Act (ESEA) of 1965. The bill sought to double federal spending on education from $4 billion to $8 billion.; with considerable facilitating by the White House, it passed the House by a vote of 263 to 153 on March 26 and then it remarkably passed without change in the Senate, by 73 to 8, without going through the usual conference committee. This was an historic accomplishment by the president, with the billion dollar bill passing as introduced just 87 days before.  For the first time, large amounts of federal money went to public schools. In practice ESEA meant helping all public school districts, with more money going to districts that had large proportions of students from poor families (which included all the big cities). For the first time private schools (most of them Catholic schools in the inner cities) received services, such as library funding, comprising about 12 percent of the ESEA budget. Though federal funds were involved, they were administered by local officials, and by 1977 it was reported that less than half of the funds were actually applied toward the education of children under the poverty line. Dallek further reports that researchers cited by Hugh Davis Graham soon found that poverty had more to do with family background and neighborhood conditions than the quantity of education a child received. Early studies suggested initial improvements for poor children helped by ESEA reading and math programs, but later assessments indicated that benefits faded quickly and left pupils little better off than those not in the schemes. Johnson's second major education program was the Higher Education Act of 1965, which focused on funding for lower income students, including grants, work-study money, and government loans.  Although ESEA solidified Johnson's support among K-12 teachers' unions, neither the Higher Education Act nor the new endowments mollified the college professors and students growing increasingly uneasy with the war in Vietnam. In 1967, Johnson signed the Public Broadcasting Act to create educational television programs to supplement the broadcast networks.  In 1965, Johnson also set up the National Endowment for the Humanities and the National Endowment for the Arts, to support academic subjects such as literature, history, and law, and arts such as music, painting, and sculpture (as the WPA once did).

Did this have critics?

Answer with quotes:
researchers cited by Hugh Davis Graham soon found that poverty had more to do with family background and neighborhood conditions than the quantity of education