At Least 13 Dimensions Organize Subjective Experiences Associated with Music Across Different Cultures
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Juvenile Series Fiction Series Title Series Description Age/ Grd
Juvenile Series Fiction Series Title Series Description Age/ Grd. Genre Amy and her brother Dan have chosen to participate in a perilous tresure hunt that was created by their deceased Aunt Grace. They must 39 Clues decipher 39 clues to find the treasure. Grds. 4-6 Mystery Dink, Josh and Ruth Rose are friends. Together they solve mysteries that begin with a letter of the alphabet. The mysteries are simple enough that readers can collect clues and solve them along A-Z Mysteries with the characters. Grds. K-3 Mystery Who is Charlie Small? There are only his journals to describe his adventures. Did this 8-year-old really ride a rhino, defeat a crocodile, and lead the Adventures ofCharlie Small gorillas? Grds. 3-5 Humor/Adv Amber Brown is a third grader when the series begins. Through the series Amber uses humor to face the trials of growing up, her parent's divorce Amber Brown and her mother's remarriage. Grds. 2-4 Humor The stories portray strong young girls and women growing up in the United States during different American Girl time periods. Grds. 2-5 Fam. Life Fans of American Girl Books will enjoy reading about their favorite characters in these mysteries. Factual information relevant to the story is American Girl Mysteries appended. Grds. 2-5 Mystery Mandy's parents are veterinarians and she sometimes helps out at their animal hospital. Mandy and her friends try to help find homes for Animal Ark stray pets. Grds. 3-5 Real Life Marc Brown's Arthur Books continue in this series for the intermediate chapter book reader. -
Goosebumps, YTV, and Canadian Children's Television Pat Bonner A
Reading Against the Goo: Goosebumps, YTV, and Canadian Children’s Television Pat Bonner A Thesis In The Mel Hoppenheim School of Cinema Presented in Partial Fulfilment of the Requirements For the Degree of Master of Arts (Film Studies) at Concordia University Montréal, Quebec, Canada August 2019 ©Pat Bonner, 2019 ii CONCORDIA UNIVERSITY School of Graduate Studies This is to certify that the thesis prepared By: Pat Bonner Entitled: Reading Against the Goo: Goosebumps, YTV, and Canadian Children’s Television and submitted in partial fulfillment of the requirements for the degree of Master of Arts (Film Studies) complies with the regulations of the University and meets the accepted standards with respect to originality and quality. Signed by the final Examining Committee: __________________________________________Chair Catherine Russell, PhD __________________________________________ Examiner (Internal) Marc Steinberg, PhD __________________________________________ Examiner (External) Charles Acland, PhD __________________________________________ Supervisor Joshua Neves, PhD Approved by __________________________________________ Chair of Department or Graduate Program Director __________ 2019 _______________________________________ Dean of Faculty, Dr. Rebecca Duclos iii ABSTRACT This thesis examines the oversight of Canadian children’s television through the Canadian-American co-venture Goosebumps (1995-1998) and the Canadian specialty children’s network YTV. Grounding Goosebumps within the North American post-network television landscape, this thesis argues that the show anticipates hypercommercialism, a term used to define “the way in which advertisers tend to colonize media spaces” (Asquith 2012). This thesis proposes that by detaching YTV and Goosebumps from the threatening connotations of hypercommercialism, scholars can better engage with the show’s reception. It further contends that Goosebumps is imbued with sensorial and perceptual operations which can help children achieve the “mastery of intertextuality” (Kinder 1999). -
Negative Emotions, Resilience and Mindfulness in Well-Being
Psychology and Behavioral Science International Journal ISSN 2474-7688 Research Article Psychol Behav Sci Int J Volume 13 Issue 2 - September 2019 Copyright © All rights are reserved by James Collard DOI: 10.19080/PBSIJ.2019.13.555857 The Role of Functional and Dysfunctional Negative Emotions, Resilience and Mindfulness in Well-Being B Shahzad and J Collard* School of Psychology, The Cairnmillar Institute, Australia Submission: August 01, 2019; Published: September 09, 2019 *Corresponding author: James Collard, School of Psychology, The Cairnmillar Institute, Melbourne, Australia Abstract This study sets out to investigate the binary model of emotions. It explores the relationships between suggested functional negative emotions and dysfunctional negative emotions with mindfulness, resilience, and well-being. The study was based on a sample of 104 adult participants. Results indicated that participants differentiated between proposed functional and dysfunctional negative emotion categories. Results of the structural equation modelling (SEM) demonstrated that functional negative emotions and dysfunctional negative emotions uniquely contributed to reduced well-being. The relationship of functional negative emotions to well-being was mediated by participants’ resilience levels. The relationship of dysfunctional negative emotions to well-being was mediated by participants’ resilience and mindfulness levels. SEM results indicated partial mediation, as the direct effect of functional and dysfunctional negative emotions on well-being was still -
Goosebumps Monster Who Has Escaped from Your Manuscript to Roam the Streets of Madison
When it is your turn and the draw pile is out of cards, another player must gather the discarded cards and shuffle them to make a new draw pile. Monster Mayhem Cards The Landmarks on the path are: RL Stine’s House, Madison Police Station, the Graveyard, Play these cards during your turn. the Highschool, and the Amusement Park. When you are on a Landmark, you are safe from Landmarks the effects of Monster Mayhem cards - except Found Your Book! Landmarks are the only R.L. Stine's spaces that 2 or more players can occupy at the same time. NOTE: The End is NOT a Instructions Landmark and 3 of a Kind and Monster Mayhem cards cannot be used to reach it. house Contents: Game Board, 6 Monster Characters, 65 Cards (nine sets of 1-6 and 11 Monster Mayhem Cards) You’re a Goosebumps monster who has escaped from your manuscript to roam the streets of Madison. The only threat to your continued monster mayhem is the magical typewriter of R.L.Stine. So it’s a race across town to shortcut through the Graveyard Object FOUND YOUR BOOK! make sure you capture the typewriter and can never again be trapped between the pages of a book! Pal of the Praying Mantis Hitch a ride in the If you land exactly on the Graveyard Shortcut sign on the path then you may proceed to the top tombstone. Nothings gets in your way when you’re Move ahead 6 and send the lead player back to their previous with the biggest monster on the block. -
Identifying Expressions of Emotions and Their Stimuli in Text
Identifying Expressions of Emotions and Their Stimuli in Text by Diman Ghazi Thesis submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for the Ph.D. degree in Computer Science School of Electrical Engineering and Computer Science Faculty of Engineering University of Ottawa c Diman Ghazi, Ottawa, Canada, 2016 Abstract Emotions are among the most pervasive aspects of human experience. They have long been of interest to social and behavioural sciences. Recently, emotions have attracted the attention of researchers in computer science and particularly in computational linguistics. Computational approaches to emotion analysis have also focused on various emotion modalities, but there is less effort in the direction of automatic recognition of the emotion expressed. Although some past work has addressed detecting emotions, detecting why an emotion arises is ignored. In this work, we explore the task of classifying texts automatically by the emotions expressed, as well as detecting the reason why a particular emotion is felt. We believe there is still a large gap between the theoretical research on emotions in psy- chology and emotion studies in computational linguistics. In our research, we try to fill this gap by considering both theoretical and computational aspects of emotions. Starting with a general explanation of emotion and emotion causes from the psychological and cognitive perspective, we clarify the definition that we base our work on. We explain what is feasible in the scope of text and what is practically doable based on the current NLP techniques and tools. This work is organized in two parts: first part on Emotion Expression and the second part on Emotion Stimulus. -
Understanding the Work of Pre-Abortion Counselors
Understanding the Work of Pre-abortion Counselors A dissertation presented to the faculty of The Patton College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Jennifer M. Conte December 2013 © 2013 Jennifer M. Conte: All Rights Reserved. 2 This dissertation titled Understanding the Work of Pre-abortion Counselors by JENNIFER M. CONTE has been approved for the Department of Counseling and Higher Education and The Patton College of Education by Yegan Pillay Associate Professor of Counseling and Higher Education Renée A. Middleton Dean, The Patton College of Education 3 Abstract CONTE, JENNIFER M., Ph.D., December 2013, Counselor Education Understanding the Work of Pre-abortion Counselors Director of Dissertation: Yegan Pillay This qualitative study examined the experiences of individuals who work in abortion clinics as pre-abortion counselors. Interviewing was the primary method of inquiry. Although information regarding post-abortion distress is documented in the literature, pre-abortion counseling is rarely found in the literature. This study sought to fill a void in the literature by seeking to understand the experience of pre-abortion counselors. The documented experiences shared several themes such as a love for their job, having a non-judgmental attitude, and having a previous interest in reproductive health care. 4 Preface In qualitative methodology, the researcher is the instrument (Patton, 2002). Therefore, it is important to understand the lenses through which I am examining the phenomena of pre-abortion counseling. The vantage point that I offer is influenced by my experiences as a pre-abortion counselor. I have considered myself to be pro-choice ever since I can remember thinking about the topic of abortion. -
Rl-Stine.Pdf
R.L. S&ne, born Robert Lawrence, was born in Columbus Ohio in 1943. He began wri&ng at the early age of nine, upon making a discovery that forever changed his life. It was in the late aernoon that Robert found an old family typewriter in the ac. It was said that he took this old typewriter to his room where he spent hours upon hours typing stories and jokes. His mother was said to have insisted that Robert stop typing and go outside and play. Robert felt going outside was boring and would oFen choose to write instead. His discovery later paid off in life because he never stopped wri&ng. AFer graduang from Ohio State University in 1965, Robert pursued his life’s dream of becoming a writer. He set off to New York where he wrote many books for kids. He created a humor magazine known as, Bananas which he contributed to for ten years. In those &mes he wrote under an alias known as, Jovial Bob S&ne. R.L. S&ne soon married a woman named Jane Waldhorn in 1969. Jane was an editor and writer herself, and she knew Robert’s talent had to be known. It was later that her and her partner formed their own publishing company known as, Parachute Press. This company would later help create all of Robert’s popular book series. In 1986, Robert wrote his first teen horror novel en&tled, Blind Date. It became an instant best seller and piqued his interest to pursue scary novels. -
The Haunted Mask
THE HAUNTED MASK Goosebumps - 11 R.L. Stine (An Undead Scan v1.5) 1 1 “What are you going to be for Halloween?” Sabrina Mason asked. She moved her fork around in the bright yellow macaroni on her lunch tray, but didn’t take a bite. Carly Beth Caldwell sighed and shook her head. The overhead light on the lunchroom ceiling made her straight brown hair gleam. “I don’t know. A witch, maybe.” Sabrina’s mouth dropped open. “You? A witch?” “Well, why not?” Carly Beth demanded, staring across the long table at her friend. “I thought you were afraid of witches,” Sabrina replied. She raised a forkful of macaroni to her mouth and started to chew. “This macaroni is made of rubber,” she complained, chewing hard. “Remind me to start packing a lunch.” “I am not afraid of witches!” Carly Beth insisted, her dark eyes flashing angrily. “You just think I’m a big scaredy-cat, don’t you?” Sabrina giggled. “Yes.” She flipped her black ponytail behind her shoulders with a quick toss of her head. “Hey, don’t eat the macaroni. Really, Carly Beth. It’s gross.” She reached across the table to keep Carly Beth from raising her fork. “But I’m starving !” Carly Beth complained. The lunchroom grew crowded and noisy. At the next table, a group of fifth-grade boys were tossing a half-full milk carton back and forth. Carly Beth saw Chuck Greene ball up a bright red fruit rollup and shove the whole sticky thing in his mouth. “Yuck!” She made a disgusted face at him. -
INFORM ATION to USERS This Manuscript Has Been Reproduced
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter 6ce, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Information Company 300 North Zeeb Road, Arm Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 THE EXPLORATION OF MIDDLE SCHOOL STUDENTS' INTERESTS IN AND ATTRACTIONS TO THE WRITINGS OF R. L. STINE DISSERTATION Presented in Partial Fulfillment of the Requirements for The Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Stacia A. -
The Lived Experience of Being Born Into Grief
The lived experience of being born into grief Michelle Holt A thesis submitted to Auckland University of Technology in partial fulfilment of the requirements of the degree of Doctor of Health Science (DHSc) 2018 School of Public Health and Psychosocial Studies Faculty of Health and Environmental Sciences Primary Supervisor: Dr Jacqueline Feather Abstract This study explores the meaning of the lived experience of being born into grief. Using a phenomenological hermeneutic methodology, informed by the writings of Martin Heidegger [1889-1976] and Hans-George Gadamer [1900-2002], this research provides an understanding of the lived experience of having been a baby when one or both parents were grieving (born into grief). The review of the literature identified physical effects of being born when a mother was stressed but no literature was found which discussed emotional effects that a baby may incur due to stress or grief of a parent. The notion of grief was explored and literature pertaining to early childhood adversity reviewed as a possible resource for bringing light to how it may be for babies born into grief. The literature indicated that possible long term complications such as rebellious behaviour, poor relationships, poor mental and physical health, could be a result of early adversity. The literature on understanding effects of grief from a conceptual perspective, rather than from the lived experience perspective, provided a platform for this study. In this study nine New Zealand participants told their stories about the grief situation they were born into and how they thought it had affected them. Data were gathered in the form of semi structured interviews which were audio recorded and transcribed verbatim. -
Disney Channel’S That’S So Raven Is Classified in BARB As ‘Entertainment Situation Comedy US’
Children’s television output analysis 2003-2006 Publication date: 2nd October 2007 ©Ofcom Contents • Introduction • Executive summary • Children’s subgenre range • Children’s subgenre range by channel • Children’s subgenre range by daypart: PSB main channels • Appendix ©Ofcom Introduction • This annex is published as a supplement to Section 2 ‘Broadcaster Output’ of Ofcom’s report The future of children’s television programming. • It provides detail on individual channel output by children’s sub-genre for the PSB main channels, the BBC’s dedicated children’s channels, CBBC and CBeebies, and the commercial children’s channels, as well as detail on genre output by day-part for the PSB main channels. (It does not include any children’s output on other commercial generalist non-terrestrial channels, such as GMTV,ABC1, Sky One.) • This output analysis examines the genre range within children’s programming and looks at how this range has changed since 2003. It is based on the BARB Children’s genre classification only and uses the BARB subgenres of Children’s Drama, Factual, Cartoons, Light entertainment/quizzes, Pre-school and Miscellaneous. • It is important to note that the BARB genre classifications have some drawbacks: – All programme output that is targeted at children is not classified as Children’s within BARB. Some shows targeted at younger viewers, either within children’s slots on the PSB main channels or on the dedicated children’s channels are not classified as Children’s. For example, Disney Channel’s That’s so raven is classified in BARB as ‘Entertainment Situation Comedy US’. This output analysis is not based on the total output of each specific children’s channel, e.g. -
Chinese Cultural Values and Chinese Language Pedagogy
CHINESE CULTURAL VALUES AND CHINESE LANGUAGE PEDAGOGY A Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts in the Graduate School of the Ohio State University By Bo Zhu, M.A. The Ohio State University Master’s Examination Committee Approved by Dr. Galal Walker, Adviser Dr. Mari Noda ________________________________ Adviser Graduate Program in East Asian Languages and Literatures Copyright @ 2008 Bo Zhu ABSTRACT Cultural values hold great control on people’s social behaviors. To become culturally competent, it is important for second language learners to understand primary cultural values in the target culture and to behave in accordance with those values. Cultural themes are the behavioral norms that people share in a society in pursuit of cultural values, which help learners relate what they learn to do with cultural values. The purpose of this study is to identify pedagogical cultural values and cultural themes in Chinese language education and propose a performance-based language curriculum, which integrates cultural values and cultural themes into language pedagogy. There are mainly three research questions discussed. First, what are the primary components in the Chinese cultural value system? Second, how is a cultural value manifest and managed in social behaviors? Third, how can a performance-based language curriculum integrate cultural values and cultural themes? This thesis analyzes the nature of cultural values and the components of Chinese cultural value system, with goals to identify pedagogical cultural values in Chinese language education. Seven cultural values are selected based on proposed criteria as primary pedagogical cultural themes in Chinese language education.