Core Concepts in Heroism Science, Volume Two
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Emerald City of Oz by L. Frank Baum Author of the Road to Oz
The Emerald City of Oz by L. Frank Baum Author of The Road to Oz, Dorothy and The Wizard in Oz, The Land of Oz, etc. Contents --Author's Note-- 1. How the Nome King Became Angry 2. How Uncle Henry Got Into Trouble 3. How Ozma Granted Dorothy's Request 4. How The Nome King Planned Revenge 5. How Dorothy Became a Princess 6. How Guph Visited the Whimsies 7. How Aunt Em Conquered the Lion 8. How the Grand Gallipoot Joined The Nomes 9. How the Wogglebug Taught Athletics 10. How the Cuttenclips Lived 11. How the General Met the First and Foremost 12. How they Matched the Fuddles 13. How the General Talked to the King 14. How the Wizard Practiced Sorcery 15. How Dorothy Happened to Get Lost 16. How Dorothy Visited Utensia 17. How They Came to Bunbury 18. How Ozma Looked into the Magic Picture 19. How Bunnybury Welcomed the Strangers 20. How Dorothy Lunched With a King 21. How the King Changed His Mind 22. How the Wizard Found Dorothy 23. How They Encountered the Flutterbudgets 24. How the Tin Woodman Told the Sad News 25. How the Scarecrow Displayed His Wisdom 26. How Ozma Refused to Fight for Her Kingdom 27. How the Fierce Warriors Invaded Oz 28. How They Drank at the Forbidden Fountain 29. How Glinda Worked a Magic Spell 30. How the Story of Oz Came to an End Author's Note Perhaps I should admit on the title page that this book is "By L. Frank Baum and his correspondents," for I have used many suggestions conveyed to me in letters from children. -
PERFORMED IDENTITIES: HEAVY METAL MUSICIANS BETWEEN 1984 and 1991 Bradley C. Klypchak a Dissertation Submitted to the Graduate
PERFORMED IDENTITIES: HEAVY METAL MUSICIANS BETWEEN 1984 AND 1991 Bradley C. Klypchak A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2007 Committee: Dr. Jeffrey A. Brown, Advisor Dr. John Makay Graduate Faculty Representative Dr. Ron E. Shields Dr. Don McQuarie © 2007 Bradley C. Klypchak All Rights Reserved iii ABSTRACT Dr. Jeffrey A. Brown, Advisor Between 1984 and 1991, heavy metal became one of the most publicly popular and commercially successful rock music subgenres. The focus of this dissertation is to explore the following research questions: How did the subculture of heavy metal music between 1984 and 1991 evolve and what meanings can be derived from this ongoing process? How did the contextual circumstances surrounding heavy metal music during this period impact the performative choices exhibited by artists, and from a position of retrospection, what lasting significance does this particular era of heavy metal merit today? A textual analysis of metal- related materials fostered the development of themes relating to the selective choices made and performances enacted by metal artists. These themes were then considered in terms of gender, sexuality, race, and age constructions as well as the ongoing negotiations of the metal artist within multiple performative realms. Occurring at the juncture of art and commerce, heavy metal music is a purposeful construction. Metal musicians made performative choices for serving particular aims, be it fame, wealth, or art. These same individuals worked within a greater system of influence. Metal bands were the contracted employees of record labels whose own corporate aims needed to be recognized. -
A Master Thesis Entitled the Impact Social
A Master Thesis entitled The Impact Social Media has on Collegiate Gymnasts: Social Support and Body Image by Alaska Richardson Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Masters of Educational Psychology Degree in The Judith Herb College of Education ________________________________ Mary Ellen Edwards, Ph. D., Committee Chair ________________________________ Revathy Kumar, Ph. D., Committee Member ________________________________ Lynne Hamer, Ph. D., Committee Member ________________________________ Amanda C. Bryant-Friedrich, Ph. D., Dean College of Graduate Studies The University of Toledo May 2018 Copyright 2018, Alaska J. Richardson This document is copyrighted material. Under copyright law, no parts of this document may be reproduced without the expressed permission of the author. ii An Abstract of The Impact Social Media has on Collegiate Gymnasts: Social Support and Body Image by Alaska Richardson Submitted to the Graduate Faculty as partial fulfillment of the requirements for the Masters of Educational Psychology Degree in The Judith Herb College of Education University of Toledo May 2018 With the tremendous growth of technology over the years, social media platforms have become a new and improved way for people from all parts of the globe to stay connected. This can cause many different impacts and actions on individuals who are viewing a variety of social media content or posts. One can become inspired by those they follow by engaging in similar practices to either better themselves or begin to compare themselves to others which can lead to more negative side effects such as developing low self-esteem, anxiety, and even depressive thoughts. Little is known about how social media can impact people’s social support and views on their body images. -
The Portrayal of Black Female Athletes in Children's Picturebooks
Strides Toward Equality: The Portrayal of Black Female Athletes in Children’s Picturebooks Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Rebekah May Bruce, M.A. Graduate Program in Education: Teaching and Learning The Ohio State University 2018 Dissertation Committee: Michelle Ann Abate, Advisor Patricia Enciso Ruth Lowery Alia Dietsch Copyright by Rebekah May Bruce 2018 Abstract This dissertation examines nine narrative non-fiction picturebooks about Black American female athletes. Contextualized within the history of children’s literature and American sport as inequitable institutions, this project highlights texts that provide insights into the past and present dominant cultural perceptions of Black female athletes. I begin by discussing an eighteen-month ethnographic study conducted with racially minoritized middle school girls where participants analyzed picturebooks about Black female athletes. This chapter recognizes Black girls as readers and intellectuals, as well as highlights how this project serves as an example of a white scholar conducting crossover scholarship. Throughout the remaining chapters, I rely on cultural studies, critical race theory, visual theory, Black feminist theory, and Marxist theory to provide critical textual and visual analysis of the focal picturebooks. Applying these methodologies, I analyze the authors and illustrators’ representations of gender, race, and class. Chapter Two discusses the ways in which the portrayals of track star Wilma Rudolph in Wilma Unlimited and The Quickest Kid in Clarksville demonstrate shifting cultural understandings of Black female athletes. Chapter Three argues that Nothing but Trouble and Playing to Win draw on stereotypes of Black Americans as “deviant” in order to construe tennis player Althea Gibson as a “wild child.” Chapter Four discusses the role of family support in the representations of Alice Coachman in Queen of the Track and Touch the Sky. -
Kalamazoo College W.E. Upjohn Center for the Study Of
This digital document was prepared for Kalamazoo College by the W.E. Upjohn Center for the Study of Geographical Change a division of Western Michigan University College of Arts and Sciences COPYRIGHT NOTICE This is a digital version of a Kalamazoo College yearbook. Kalamazoo College holds the copyright for both the paper and digital versions of this work. This digital version is copyright © 2009 Kalamazoo College. All rights reserved. You may use this work for your personal use or for fair use as defined by United States copyright law. Commercial use of this work is prohibited unless Kalamazoo College grants express permission. Address inquiries to: Kalamazoo College Archives 1200 Academy Street Kalamazoo, MI 49006 e-mail: [email protected] .Ko\aVV\ti.XOO Co\\ege. ~a\C\mazoo \ V'f\~c."'~g~V\ Bubbling over, Steaming hot Our Indian name t-Jolds likely as not: Kalamazoo Is a Boiling Pot, Where simmering waters Slowly rise, Then nearly burst The cauldron's sides ; And where, after all, The aim and dream Bubbling, all in a turmoil, unquestionably alive, Is sending the lukewarm the Kalamazoo Coll ege program in the academic Up in steam. year 1963-64 has resembled nothing so much as M. K. a great cauldron of simmering water coming to a rolling boil. Much of the credit for this new energy and activity belongs to President Weimer K. Hicks, to whom, in this tenth year of his asso ciation with the College, this edition of the Boiling Pot is dedicated. MCod~m \ cs ACt '\Vi ti ~s Dff Cam?V0 Sports 0e\\\OrS \Jr\der c\o~~J\\e,r\ Summer Summer employment for caption writers. -
William H. Hall High School
WILLIAM H. HALL HIGH SCHOOL WARRIORS Program of Studies 2016-2017 WILLIAM HALL HIGH SCHOOL 975 North Main Street West Hartford, Connecticut 06117 Phone: 860-232-4561 Fax: 860-236-0366 CENTRAL OFFICE ADMINISTRATION Mr. Thomas Moore – Superintendent Mr. Paul Vicinus - Assistant Superintendent Dr. Andrew Morrow – Assistant Superintendent BOARD OF EDUCATION Dr. Mark Overmyer-Velazquez – Chairperson Ms. Tammy Exum – Vice-Chair Ms Carol A Blanks – Secretary Dr. Cheryl Greenberg Mr. Dave Pauluk Mr. Jay Sarzen Mr. Mark Zydanowicz HALL HIGH SCHOOL ADMINISTRATION Mr. Dan Zittoun – Principal Mr. John Guidry - Assistant Principal Dr. Gretchen Nelson - Assistant Principal Ms. Shelley A. Solomon - Assistant Principal DEPARTMENT SUPERVISORS Mrs. Lucy Cartland – World Languages Mr. Brian Cohen – Career & Technical Education Lisa Daly – Physical Education and Health Mr. Chad Ellis – Social Studies Mr. Tor Fiske – School Counseling Mr. Andrew Mayo – Performing Arts Ms. Pamela Murphy – Visual Arts Dr. Kris Nystrom – English and Reading Mr. Michael Rollins – Science Mrs. Patricia Susla – Math SCHOOL COUNSELORS Mrs. Heather Alix Mr. Ryan Carlson Mrs. Jessica Evans Mrs. Amy Landers Mrs. Christine Mahler Mrs. Samantha Nebiolo Mr. John Suchocki Ms. Amanda Williams 1 Table of Contents Administration ............................................................................................................................................. 1 Table of Contents ....................................................................................................................................... -
THE WACKY WIZARD of OZ by Patrick Dorn
THE WACKY WIZARD OF OZ By Patrick Dorn Copyright © 2015 by Patrick Dorn, All rights reserved. ISBN: 978-1-60003-837-2 CAUTION: Professionals and amateurs are hereby warned that this Work is subject to a royalty. This Work is fully protected under the copyright laws of the United States of America and all countries with which the United States has reciprocal copyright relations, whether through bilateral or multilateral treaties or otherwise, and including, but not limited to, all countries covered by the Pan-American Copyright Convention, the Universal Copyright Convention and the Berne Convention. RIGHTS RESERVED: All rights to this Work are strictly reserved, including professional and amateur stage performance rights. Also reserved are: motion picture, recitation, lecturing, public reading, radio broadcasting, television, video or sound recording, all forms of mechanical or electronic reproduction, such as CD-ROM, CD-I, DVD, information and storage retrieval systems and photocopying, and the rights of translation into non-English languages. PERFORMANCE RIGHTS AND ROYALTY PAYMENTS: All amateur and stock performance rights to this Work are controlled exclusively by Brooklyn Publishers, LLC. No amateur or stock production groups or individuals may perform this play without securing license and royalty arrangements in advance from Brooklyn Publishers, LLC. Questions concerning other rights should be addressed to Brooklyn Publishers, LLC. Royalty fees are subject to change without notice. Professional and stock fees will be set upon application in accordance with your producing circumstances. Any licensing requests and inquiries relating to amateur and stock (professional) performance rights should be addressed to Brooklyn Publishers, LLC. Royalty of the required amount must be paid, whether the play is presented for charity or profit and whether or not admission is charged. -
Rising Second Grade
1st into 2nd Grade 2021 Summer Reading List ======================= Prepared by Liz Perry, SFWS Librarian for Class Teacher Deborah LeDean On the threshold of 2nd grade, children possess a burgeoning love of story, an interest cultivated in part by rich Main Lesson content and also by caregivers sharing a love of reading and storytelling at home. This summer, whether read-aloud or read-alone moments are offered as quick intakes of breath in the middle of the day or as restful unfoldings at night before bed, the grade-school library would like to suggest books honoring a variety of interests. The summer reading list includes Picture Books and Read-Aloud chapter-books, both Classic and Contemporary, of animals, adventure, friendship, fantasy, and family life. Included here are also Fairy and Folk Tales, followed by the Alphabet Books; while traditional in scope, they build on the 1st grader’s recent acquisition of letters and their sounds—even proficient readers can revisit these. Children can advance to Early Chapter Books (look for series such as Stepping Stones, Puffin Chapters, Harper Trophy), often housed on a separate carousel from older fiction. Recent Award-Winning Picture Books ● Alfie: (The Turtle that Disappeared), by Thyra Heder (2017). Nia loves Alfie, her pet turtle. But he’s not very soft, he doesn’t do tricks, and he’s pretty quiet. Sometimes she forgets he’s even there! That is until the night before Nia’s seventh birthday, when nAlfie disappears! Then, in an innovative switch in point of view, we hear Alfie’s side of the story. -
View Full Article
ARTICLE ADAPTING COPYRIGHT FOR THE MASHUP GENERATION PETER S. MENELL† Growing out of the rap and hip hop genres as well as advances in digital editing tools, music mashups have emerged as a defining genre for post-Napster generations. Yet the uncertain contours of copyright liability as well as prohibitive transaction costs have pushed this genre underground, stunting its development, limiting remix artists’ commercial channels, depriving sampled artists of fair compensation, and further alienating netizens and new artists from the copyright system. In the real world of transaction costs, subjective legal standards, and market power, no solution to the mashup problem will achieve perfection across all dimensions. The appropriate inquiry is whether an allocation mechanism achieves the best overall resolution of the trade-offs among authors’ rights, cumulative creativity, freedom of expression, and overall functioning of the copyright system. By adapting the long-standing cover license for the mashup genre, Congress can support a charismatic new genre while affording fairer compensation to owners of sampled works, engaging the next generations, and channeling disaffected music fans into authorized markets. INTRODUCTION ........................................................................ 443 I. MUSIC MASHUPS ..................................................................... 446 A. A Personal Journey ..................................................................... 447 B. The Mashup Genre .................................................................... -
1-22-21 Tribune/Sentinel.Indd
6 TTribune/Sentinelribune/Sentinel EEntertainmentntertainment FFriday,riday, JJanuaryanuary 22,22, 22021021 ‘Cobra Kai’ never dies: Q&A with stars of Netfl ix series Left: “Cobra Kai” features original “The Karate Kid” stars Ralph Macchio, left, as Daniel LaRusso, and William Zabka as Johnny Lawrence. (Cr. Curtis Bonds Baker/Netfl ix © 2020) • Middle: Samantha LaRusso (Mary Mouser) turns to Daniel to rediscover her strength. • Right: John Kreese (Martin Kove) is back on “Cobra Kai.” (Courtesy of Netfl ix © 2020) BY JOSHUA MALONI issues of yesteryear. campaign to close down Johnny’s lyzed from the waist down. Sam is simple because, walking back onto GM/Managing Editor But now imagine this: In season chop-shop. The two old rivals become shell-shocked and scarred from her the set is usually what just brings it Just like the three tenets scrolled one, Daniel LaRusso (Ralph Mac- new enemies (sometimes frenemies), fi ght with Tory. Johnny has gone on all back all of a sudden. I can have across the dojo wall suggest, “Cobra chio) – sans the deceased Mr. Miyagi each trying to convince California a bender, and Daniel – at Amanda’s several months away from it, and Kai” struck fi rst, struck hard, and (Pat Morita) – has become a little youth theirs is the true karate. request – has ceased teaching karate. then I walk back into the backyard showed no mercy when it debuted on unlikable. No longer an underdog, Of course, in the season fi nale, Kreese, believing he has won, contin- of Mr. Miyagi’s house and it’s like, Netfl ix in 2020. -
Tattoos & IP Norms
Case Western Reserve University School of Law Scholarly Commons Faculty Publications 2013 Tattoos & IP Norms Aaron K. Perzanowski Case Western University School of Law, [email protected] Follow this and additional works at: https://scholarlycommons.law.case.edu/faculty_publications Part of the Intellectual Property Law Commons Repository Citation Perzanowski, Aaron K., "Tattoos & IP Norms" (2013). Faculty Publications. 47. https://scholarlycommons.law.case.edu/faculty_publications/47 This Article is brought to you for free and open access by Case Western Reserve University School of Law Scholarly Commons. It has been accepted for inclusion in Faculty Publications by an authorized administrator of Case Western Reserve University School of Law Scholarly Commons. Article Tattoos & IP Norms Aaron Perzanowski† Introduction ............................................................................... 512 I. A History of Tattoos .............................................................. 516 A. The Origins of Tattooing ......................................... 516 B. Colonialism & Tattoos in the West ......................... 518 C. The Tattoo Renaissance .......................................... 521 II. Law, Norms & Tattoos ........................................................ 525 A. Formal Legal Protection for Tattoos ...................... 525 B. Client Autonomy ...................................................... 532 C. Reusing Custom Designs ......................................... 539 D. Copying Custom Designs ....................................... -
FEMA's Be a Hero! Youth Emergency Preparedness Curriculum
cy Preparedness Emergen Youth Grades 1-2 TM http://www.ready.gov/kids 1 Dear Educator, Welcome to FEMA’s Be a Hero curriculum, an empowering educational journey into emergency preparedness! This standards-based, cross-curricular program is designed to provide students in grades 1 and 2 with the knowledge, awareness, and life-saving skills needed to prepare for a variety of emergencies and disasters. By engaging in three inquiry-based lessons, students will gain a personal and meaningful understanding of disaster preparedness in the context of real-world hazards. All learning activities lead to important learning through collaborative fact-finding and sharing. By the final lesson, students will become “heroes” as they develop their ownReady Books on emergency preparedness. Using communication skills and creativity, they will generate awareness of emergency preparedness among friends, families, and the school community. Knowledge empowers! We hope this program will help you, your students, and their families feel prepared. Sincerely, Your Friends at FEMA Table of Contents Lesson 1: Lesson 2: Lesson 3: Super Mission: Find the Facts 5 Superheroes, Ready! 16 We Know What To Do! 22 Essential Questions: Essential Questions: Essential Questions: What is an emergency? What is a How can I/my family prepare for an What should I do in an emergency? What are natural disaster? What are different emergency or disaster? Am I/is my safe actions in different emergency situations? kinds of emergencies that can family prepared? impact me? Learning Objectives: