Episode Descriptions Do
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Arthurs New Puppy Free
FREE ARTHURS NEW PUPPY PDF Marc Brown | 32 pages | 03 Jul 2008 | Little, Brown & Company | 9780316109215 | English | New York, United States Arthur's New Puppy (book) | Arthur Wiki | Fandom Goodreads helps you keep track of books you want to read. Want to Read saving…. Want to Read Currently Reading Read. Other editions. Enlarge cover. Error rating book. Refresh and try again. Open Preview See a Problem? Details if other :. Thanks for telling us about the problem. Return to Book Page. Arthur's new puppy causes problems when it tears the living room apart, wets on everything, and refuses to wear a leash. Arthur is thrilled when he gets a new puppy. He's had a lot of experience with pets Arthurs New Puppy he knows they're as much work as they are fun. Even so, when Pal tears the living room apart, wets on everything, and refuses to wear his leash, Arthur gets worried. His parents are unhappy with Pal's behavior and even D. What if Arthur can't control Pal-and Pal gets sent away to live on a farm? Readers of all ages will laugh out loud as they follow Pal's progress from mischievious scamp to dog show material under the loving guidance of his owner, Arthur. Get A Copy. Paperback32 pages. More Details Original Title. Arthur Adventure Series. Other Arthurs New Puppy 1. Friend Reviews. To Arthurs New Puppy what your friends thought of this Arthurs New Puppy, please sign up. To ask other readers questions about Arthur's New Puppyplease sign up. What puppy did at this Arthur's new puppy? What color Arthurs New Puppy his puppy. -
Ending Injustice in Our Fields and Dairies: New York State Should Extend Basic Labor Protections to Farmworkers
POLICY BRIEF | MAY 2019 Ending Injustice in Our Fields and Dairies: New York State Should Extend Basic Labor Protections to Farmworkers In 1937, New York State lawmakers passed fundamental labor protections for the state’s workers. But just as Congress had done in the landmark federal labor law enacted two years earlier, New York lawmakers excluded farmwork and other industries disproportionately employing workers of color from these protections. In the eight decades since, farmworkers have been paid low wages for onerous work, suffered poor living conditions, and been exposed to wage theft, physical injury, trafficking, and harassment. Since the 1990s, lawmakers in Albany have promised to address this shortcoming, and yet these unfair exclusions from basic legal protections persist. Often working in rural isolation, for employers who control virtually every aspect of their lives, the men and women who produce our sustenance cannot depend upon basic labor laws, and yet they are also constrained from banding together to improve their conditions. We are past due to end the discrimination in New York’s fields and dairies, and to extend collective bargaining rights and other baseline labor protections to farmworkers. To Farmworkers, Promises Made and Promises Broken Time and time again, agricultural workers laboring in one of the lowest-paid and most dangerous occupations in the United States have been told by policymakers that they don’t matter. As a result of legislative compromises in the drafting of the National Labor Relations Act (NLRA) -
SSA/CHICAGO at the University of Chicago
A publication by students of the School of Social Service Administration SSA/CHICAGO at the University of Chicago Advocates’ FORUM 2006 Advocates’ FORUM 2006 COEDITORS IN CHIEF Charlotte Hamilton Amy Proger EDITORIAL BOARD Vanessa Askot Stephen Brehm Marianne Cook Jessica Falk Charlotte Hamilton Christina James Amy Proger Liz Schnitz Marion Scotchmer Aaron Willis ADVISOR Virginia Parks, Ph.D. MISSION STATEMENT Advocates’ Forum is an academic journal that explores clinical implications, social issues, admin- istration, and public policies linked to the social work profession. The journal is written, edited, and ESSAYS AND ARTICLES created by students of the School of Social Service Administration, Mapping the American Political Stream: and its readership includes current The Stuart B. McKinney Homeless Assistance Act students, alumni, faculty, fieldwork by Betsy Carlson . 6 supervisors, and other professionals in the field. The editors of Advocates’ The Stink beneath the Ink: How Cartoons Are Forum seek to provide a medium through which SSA students Animating the Gay and Lesbian Culture Wars can contribute to the continuing by Frank Baiocchi . 16 discourse on social welfare and policy. Those of a Queer Age: Insights into Aging in the Gay and Lesbian Community EDITORIAL POLICY by Stephanie Schmitz-Bechteler . 26 Advocates’ Forum is published by the students of the School of Transgender Inclusion and Feminism: Social Service Administration Organizations and Innovation (SSA) at the University of Chicago. by Katherine S. Stepleton . 37 Submissions to the journal are selected by the editorial board from An Introduction to the Client-Oriented, Practical, works submitted by SSA students and edited in an extensive revision Evidence Search (COPES) process with the authors’ permis- by Aaron Willis and Andrew Gill . -
Popular Culture in Margaret Atwood's Lady Oracle
Kunapipi Volume 14 Issue 1 Article 15 1992 A Female Houdini: Popular Culture in Margaret Atwood's Lady Oracle John Thieme Follow this and additional works at: https://ro.uow.edu.au/kunapipi Part of the Arts and Humanities Commons Recommended Citation Thieme, John, A Female Houdini: Popular Culture in Margaret Atwood's Lady Oracle, Kunapipi, 14(1), 1992. Available at:https://ro.uow.edu.au/kunapipi/vol14/iss1/15 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] A Female Houdini: Popular Culture in Margaret Atwood's Lady Oracle Abstract Popular discourses are ubiquitous in the writing of Margaret Atwood. Her novels, poetry and critical writing constantly foreground ways in which notions of gender identity, and of cultural identity more generally, have been shaped by media and other popular representations. References to Hollywood and television rub shoulders with allusions to magazines, fairy tale, popular song and a host of other forms responsible for women's socialization and female mythologies: these include the Persephone2 and Triple Goddess3 myths, popular religious discourse, advertising language and iconography and the stereotypical norms inculcated in girls by such institutions as Brownies and Home Economics classes.4 This journal article is available in Kunapipi: https://ro.uow.edu.au/kunapipi/vol14/iss1/15 AFemale Houdini: Popular Culture in Margaret Atwood's Lady Oracle 71 JOHN THIEME A Female Houdini: Popular Culture in Margaret Atwood's Lady Oracle There are whole magazines with not much in them but the word love, you can rub it all over your body and you can cook with it too.' 1 (Margaret Atwood, 'Variations on the Word Love' ) Popular discourses are ubiquitous in the writing of Margaret Atwood. -
Fantasy in Literature. INSTITUTION National Education Association, Washington, D.C
DOCUMENT RESUME ED 144 097 CS 203 625 AUTHOR Aquino, John TITLE Fantasy in Literature. INSTITUTION National Education Association, Washington, D.C. PUB DATE 77 NOTE 54p. AVAILABLE FROM NEA Order Dept., The Academic Building, Saw Mill Road, West Haven, Ccnnecticut 06516 ($3.50 paper) EDRS PRICE MF-$0.83 Plus Postage. HC Not Available from EDRS. DESCRIPTORS Bibliographies; Elementary Secondary Education; English Instruction; *Fantasy; Language Development; Literary Analysis; *Literature; *Literature Appreciation; Mythology; Reading Materials; Tales; *Teaching Methods; *Thought Processes ABSTRACT This report discusses the opposition to fantasy, as well as the support for it, both as an activity of the mind and as literature, and concludes that fantasy literature is useful in promoting language development and literature appreciation. The report then discusses characteristics of fantasy literature, lists works suitable for class use, and offers suggestions for teaching fantasy literature at various grade levels. Suggestions are provided for guiding classes in studying myths, specific fairy tales, and works by Levis Carroll, J.R.R. Tolkien, James Stephens, and C.S. Lewis. The report includes a bibliography of additional resource materials that deal with fantasy and fantasy literature. (GW) Fantasy in Literature by John Aquino nea National Education Association Washington D.C. Copyright c 1977 National Education Association of the United States Stock No 1817.6-00 (paper) 1818-4-00 (cloth ) Note The opinions expressed in this publication should not he con- strued as representing the polies or position of the National Education Association Materials published as part of the; Developments in Classroom Instruction series are intended to he discussion documents for teachers who are concerned with specialized interests of the profession Library of Congress Cataloging in Publication Data Aquino, John Fantasy in literature (Developments in classroom instruction Bibliography: p 1. -
Arthurs Eyes Free
FREE ARTHURS EYES PDF Marc Brown | 32 pages | 03 Apr 2008 | Little, Brown & Company | 9780316110693 | English | New York, United States Arthurs Eyes | Elwood City Wiki | Fandom The episode begins with four LeVars looking at seeing riddles in different ways. With one picture, the first one sees it as spots on a giraffe. The second one sees it as eyes and a nose when you turn it around at 90 degrees. The third one sees it as a close-up of Swiss cheese. The fourth one sees it as two balloons playing catch. It all depends on how you look at it. The four LeVars look at a couple more eye riddles. Many people see many things in different ways. Besides having a unique way of seeing things, people's other senses are unique too. LeVar loves coming Arthurs Eyes the farmer's bazaar because he gets surrounded by all kinds of sights, smells, and textures. He challenges the viewers' eyes at seeing Arthurs Eyes of certain fruits and vegetables. The things the viewers see are viewed through a special camera lens. Some people use special lenses to see things, especially when they can't see well. LeVar explains, "I wear glasses, and sometimes I wear contact lenses. A different color blindness, unlike with your eyes, has something to do with your mind. It has nothing to do with what you see, but how you see it. LeVar has a flipbook he made himself. The picture changes each time you turn a page. Flipping the pages faster looks like a moving film. -
Yearbook 2008 African
AFRI Yearbook 2008 CAN M E DI A AFRIcan , AFRI , CAN MEDIA, C H ILDR AFRIcan The International Clearinghouse EN on Children, Youth and Media Norma Pecora, Enyonam Osei-Hwere & Ulla Carlsson CHILDRen NORDICOM Nordic Information Centre for Media and Communication Research University of Gothenburg Editors: Box 713, SE 405 30 Göteborg, Sweden Norma Pecora, Enyonam Osei-Hwere & Ulla Carlsson Telephone: +46 31 786 00 00 Fax: +46 31 786 46 55 E-mail: nordicom @nordicom.gu.se www.nordicom.gu.se WITH AN INTRODUCTIon BY FIRDOZE BULBULIA ISBN 978-91-89471-68-9 The International Clearinghouse on Children, Youth and Media NORDICOM University of Gothenburg Yearbook 2008 The International The International Clearinghouse Clearinghouse on Children, Youth and Media, at on Children, Youth and Media A UNESCO INITIATIVE 1997 Nordicom University of Gothenburg Box 713 SE 405 30 GÖTEBORG, Sweden In 1997, the Nordic Information Centre for Media Web site: and Communication Research (Nordicom), Göteborg www.nordicom.gu.se/clearinghouse University Sweden, began establishment of the International Clearinghouse on Children, Youth DIRECTOR: Ulla Carlsson and Media. The overall point of departure for the SCIENTIFIC CO-ORDINATOR: Clearinghouse’s efforts with respect to children, youth Cecilia von Feilitzen Tel:+46 8 608 48 58 and media is the UN Convention on the Rights of the Fax:+46 8 608 46 40 Child. [email protected] The aim of the Clearinghouse is to increase INFORMATION CO-ORDINATOR: awareness and knowledge about children, youth and Catharina Bucht media, thereby providing a basis for relevant policy- Tel: +46 31 786 49 53 making, contributing to a constructive public debate, Fax: +46 31 786 46 55 [email protected] and enhancing children’s and young people’s media literacy and media competence. -
AETN Resource Guide for Child Care Professionals
AAEETTNN RReessoouurrccee GGuuiiddee ffoorr CChhiilldd CCaarree PPrrooffeessssiioonnaallss Broadcast Schedule PARENTING COUNTS RESOURCES A.M. HELP PARENTS 6:00 Between the Lions The resource-rich PARENTING 6:30 Maya & Miguel COUNTS project provides caregivers 7:00 Arthur and parents a variety of multi-level 7:30 Martha Speaks resources. Professional development 8:00 Curious George workshops presented by AETN provide a hands-on 8:30 Sid the Science Kid opportunity to explore and use the videos, lesson plans, 9:00 Super WHY! episode content and parent workshop formats. Once child 9:30 Clifford the Big Red Dog care providers are trained using the materials, they are able to 10:00 Sesame Street conduct effective parent workshops and provide useful 11:00 Dragon Tales handouts to parents and other caregivers. 11:30 WordWorld P.M. PARENTS AND CAREGIVERS 12:00 Mr. Rogers’ Neighborhood CAN ASK THE EXPERTS 12:30 Big Comfy Couch The PBS online Expert Q&A gives 1:00 Reading Rainbow parents and caregivers the opportunity to 1:30 Between the Lions ask an expert in the field of early childhood 2:00 Caillou development for advice. The service includes information 2:30 Curious George about the expert, provides related links and gives information 3:00 Martha Speaks about other experts. Recent subjects include preparing 3:30 Wordgirl children for school, Internet safety and links to appropriate 4:00 Fetch with Ruff Ruffman PBS parent guides. The format is easy and friendly. To ask 4:30 Cyberchase the experts, visit http://www.pbs.org/parents/issuesadvice. STAY CURRENT WITH THE FREE STATIONBREAK NEWS FOR EDUCATORS AETN StationBreak News for Educators provides a unique (and free) resource for parents, child care professionals and other educators. -
NHPTV Ready to Learn Enhance Learning with the Learning Triangle
Enhance Learning with the Learning Triangle We all have different learning styles: Visual (what we see) Auditory (what we hear) Tactile/kinesthetic (what we feel or do) The VIEW-READ-DO Learning Triangle combines all three by using related video, books, and activities about any theme or subject. The first step is to videotape children’s programs so that you can: preview; show at your convenience; watch over and over; and use as an effective teaching and learning tool by being able to cue, pause or stop, fast forward and rewind the tape. You can show specific short segments, discuss with children what they see, have them predict what might come next, explain new vocabulary words, and relate to a child’s own experiences. Visit www.nhptv.org/programs.schedule.asp for program schedule and a brief description of episode content and focus. Then, find age-appropriate books to read aloud and plan activites for children to do--draw pictures, act out or retell the story, projects, field trips. Add the Learning Triangle to your teaching toolbox. NHPTV Ready To Learn Pat VanWagoner, RTL Coordinator, (603) 868-4352, [email protected] Nancy Pearson, Education Assistant, (603) 868-4353, [email protected] FAX: (603) 868-7552 Web Site: www.nhptv.org/rtl Ready To Learn Education Partners: Norwin S. & Elizabeth Bean Foundation, The Byrne Foundation, Benjamin Couch Trust, Jefferson Pilot Financial, The Linden Foundation, Samuel P. Pardoe Foundation, and Verizon. “The contents of this newsletter are supported under the Ready-To-Learn Television Program, P/R Award Number R295A00002, as administered by the Office of Educational Research and Improvement, U.S. -
CHILDRENS Dvds – As of JULY 2014
CHILDRENS DVDs – as of JULY 2014 CHILDREN'S TITLES (including Parent Collection) NRA Abraham Lincoln PG Ace Ventura Jr. pet detective (SDH) NRA Action words, volume 1 NRA Action words, volume 2 NRA Action words, volume 3 NRA Activity TV: Magic, vol. 1 TV-PG Adventure time: The complete first season (2v) (SDH) TV-PG Adventure time: Fionna and Cake (SDH) G Adventures in Zambezia (SDH) NRA Adventures of Bailey: Christmas hero (SDH) NRA Adventures of Bailey: The lost puppy NRA Adventures of Bailey: A night in Cowtown (SDH) G The adventures of Brer Rabbit (SDH) NRA The adventures of Carlos Caterpillar: Litterbug TV-Y The adventures of Chuck & friends: Bumpers up! TV-Y The adventures of Chuck & friends: Friends to the finish TV-Y The adventures of Chuck & friends: Trucks versus wild TV-Y The adventures of Chuck & friends: When trucks fly G The adventures of Ichabod and Mr. Toad (CC) G The adventures of Milo and Otis (CC) G Adventures of Pinocchio (CC) PG The adventures of Renny the fox (CC) NRA The adventures of Scooter the penguin (SDH) PG The adventures of Sharkboy and Lavagirl in 3-D (SDH) NRA The adventures of Teddy P. Brains: Journey into the rain forest NRA Adventures of the Gummi Bears (3v) (SDH) PG The adventures of TinTin (CC) NRA Adventures with Wink & Blink: A day in the life of a firefighter (CC) NRA Adventures with Wink & Blink: A day in the life of a zoo (CC) G African cats (SDH) PG Agent Cody Banks 2: destination London (CC) PG Alabama moon G Aladdin (2v) (CC) G Aladdin: the Return of Jafar (CC) PG Alex Rider: Operation stormbreaker -
For Families from NHPTV Ready to Learn
For Families from NHPTV Ready to Learn Summer 2001 Volume III, Number 2 Children’s Series -- New Weekly Schedule of Programs and Theme Weeks Children’s Programming New programs have been added to “Between 6:30 a.m. Between the Lions the Lions,” “Caillou,” “Clifford the Big Red 7:00 a.m. Arthur Dog,” and “Dragon Tales. Find out the details 7:30 a.m. Arthur on these and other children’s programs by 8:00 a.m. Clifford the Big Red Dog going to TV Zone on NHPTV’s web site: 8:30 a.m. Dragon Tales 9:00 a.m. Sesame Street www.nhptv.org/rtl/rtlhome.htm 10:00 a.m. Teletubbies 10:30 a.m. Barney and Friends Theme Weeks 11:00 a.m. Mr. Rogers’ Neighborhood 11:30 a.m. Reading Rainbow From Caillou (2-2:30 p.m.) July 2-6 The Great Outdoors 2:00 p.m. Caillou July 9-13 Caillou Helps 2:30 p.m. Noddy July 16-20 New Discoveries 3:00 p.m. Between the Lions July 23-27 Growing Up 3:30 p.m. Zoom 4:00 p.m. Clifford the Big Red Dog 4:30 p.m. Arthur From Mr. Rogers Neighborhood (11-11:30 a.m.) 5:00 p.m. Dragon Tales June 11-15 Music 5:30 p.m. Arthur June 18-22 Celebrations June 25-29 Families July 2-6 Dance Saturday July 9-13 Ready to Read 6:00 a.m. Teletubbies July 16-20 When Things Get Broken 6:30 a.m. -
A Dpics-Ii Analysis of Parent-Child Interactions
WHAT ARE YOUR CHILDREN WATCHING? A DPICS-II ANALYSIS OF PARENT-CHILD INTERACTIONS IN TELEVISION CARTOONS Except where reference is made to the work of others, the work described in this dissertation is my own or was done in collaboration with my advisory committee. This dissertation does not include proprietary or classified information. _______________________ Lori Jean Klinger Certificate of Approval: ________________________ ________________________ Steven K. Shapiro Elizabeth V. Brestan, Chair Associate Professor Associate Professor Psychology Psychology ________________________ ________________________ James F. McCoy Elaina M. Frieda Associate Professor Assistant Professor Psychology Experimental Psychology _________________________ Joe F. Pittman Interim Dean Graduate School WHAT ARE YOUR CHILDREN WATCHING? A DPICS-II ANALYSIS OF PARENT-CHILD INTERACTIONS IN TELEVISION CARTOONS Lori Jean Klinger A Dissertation Submitted to the Graduate Faculty of Auburn University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Auburn, Alabama December 15, 2006 WHAT ARE YOUR CHILDREN WATCHING? A DPICS-II ANALYSIS OF PARENT-CHILD INTERACTIONS IN TELEVISION CARTOONS Lori Jean Klinger Permission is granted to Auburn University to make copies of this dissertation at its discretion, upon request of individuals or institutions and at their expense. The author reserves all publication rights. ________________________ Signature of Author ________________________ Date of Graduation iii VITA Lori Jean Klinger, daughter of Chester Klinger and JoAnn (Fetterolf) Bachrach, was born October 24, 1965, in Ashland, Pennsylvania. She graduated from Owen J. Roberts High School as Valedictorian in 1984. She graduated from the United States Military Academy in 1988 and served as a Military Police Officer in the United States Army until 1992.